 So the first question is how is 100 voices funded and that's from Grand Prairie and the second question talks about the budget So really I'll treat those as the same question and that second question was from Lethbridge So 100 voices is it's funded through primarily Alberta education It's funded in the same way that a kindergarten program is funded children who are four years of age who Can access severe funding or mild moderate funding or ELL funding Can access basic grant plus whatever funds happen to go with that special Ed component or the ELL funding so that's primarily where our funding comes from for 100 voices We do open up the program though to any child so we do have some typically developing children in the program Since pre-kindergarten does not have universal funding which we sure would love to have Where's the minister now? Anyway, since we don't currently have universal pre-kindergarten funding We do have a private tuition for families that I cannot access the educational grants But that do want to participate in the program. We are also very fortunate to have a Gentleman who is a private sponsor and actually for six of our communities that are in kind of higher needs areas He he pays the the basic grant for kids that can't actually access the educational grant We do a mass amount of screening in the spring time So parents who are interested in coming into a pre-kindergarten program, but aren't sure whether or not their kids actually qualify We do screen using our speech language mythologists and occupational therapists primarily So that's sort of how the budget works as far as the costs of the program. There's a certified teacher There's an early learning facilitator There's an educational assistant and of course all the services of the multidisciplinary team Multidisciplinary team that runs around $35,000 per class, which is a half day Then of course you've got your certified teacher with which is roughly $45,000 You have your early learning facilitator, which is roughly $20,000 and your educational assistant, which is roughly the same plus Of course the classroom resources and and resource and paper and paint and everything else So that's it in a real quick nutshell Thanks, Corinne. I'm barb. Do you want to take that next question? Sure. Can you hear me? I don't know. Thank you We learned to share well The question is family-based programming. How do we get parents here? And it is from Lethbridge So I'm interpreting the question is how do you get parents out to family-based programming? And I would say there's three things that we really look at one is Parents will only come if it matters to them and it goes back to the Consultation versus coaching kind of perspective So if we as the experts say these are great topics come they don't come So we've learned that we need to ask families what they need and what their interests are and Ground it in where families are at so that we actually start where families are at The other thing we know when we've learned this in research and actually just you know Bite the bullet to do it because the research is pretty clear. We need child care for families to attend We need to remove the other barrier. So child care is a barrier Meals are a barrier daytime hours are a barrier. So many of our parent groups and Workshops are also offered on Saturdays and evenings and when it is daytime We always provide childcare and we always provide a meal so or at least good food So Those are some real things that really help But I think the biggest critical thing is that it has to be meaningful to families and in the context of their family life And family experiences Hope that helps Thank you How can we find out more about the parent power program? We've been asked so often and we're very close to probably putting the manual on our website It was funded in partnership through Alberta education through our Puff funding and specialized services through FSCD and Krista Wennerstrom is our speech language pathologist who developed the The content manual and we're in the process of developing a facilitator's guide so that anyone can pick it up We've always co-facilitated to build our own capacity. So she's been the lead and we've had an occupational therapist Early childhood teacher physical therapist or others who co-facilitated to build our capacity across parent power But our hope is to have the manuals available because we just would love it to get out there It's a wonderful resource and we just want to put in some good adult education practice Facilitator principles in there to to guide others right Barb. Could you just take the question from Edmonton? That's just right below that on the survey And then we'll turn it over to Barb for the last one. I would be happy to send out our five or six questions that we've developed And you can use it as a tool so you can certainly email me if you would like a copy of it What we did is we went back to the messages that we tell families so when we tell families that they'll feel more Skilled and confident in their parent-child interactions They'll feel stronger in advocating for their child's future that they'll be engaged in decision-making and making informed decision-making So we actually took the five or six things that we tell families will do and we ask those harder questions And we ask them every year So it's been simple in that it's six and it's was very insightful in terms of the family's Perceptions of their experience and and that's been valuable information for us. Okay Corinne is going to take the last question that comes from I believe let's read Yes Okay, the question is that why do you forbid pull out for speech and I'm assuming that speech and language Well, you know, it's been a journey and it is truly a philosophical change Back in the old days when I was a classroom teacher That speech path would come knocking on my door And they'd say we need to take Johnny out to do speech and language because he has a severe speech delay And I'd be like great therapist is coming taking the child not my problem. So my hands were clean of that issue Was there any carry-over into the classroom? No, did I really understand what his challenges were as a teacher? No, did the family know and was it functional based? Was it educational based? No, it was very therapeutic So we need to remember that when we're in education our dollars are funded through education So we very much need to focus and emphasize the functional context What are the challenges with language in the classroom? Which is which is very very important and how are we going to deal with them in the classroom? And it's very important that we work with children within the context of what they're living in and where they're at Otherwise the carry-over really is very very poor So we can learn so much from our specialists from our speech language pathologists from our occupational therapists We do not need to have them pulling children out taking them down the hall to another classroom or the custodian's Quasit where we can't see the work that they do because they have so many gifts to share To develop capacity with the teacher in the classroom and the assistants to model and to work with kids Right where they are because that's where the greatest Impact will be as far as working with whatever need that child has so that's why we do not permit it There is an exception and that's for children with fluency where we do have a speech therapist do a very formal program For those kids that have some real issues with stuttering and so on and that's very much working with the family as well so that would be the The exception that comes to mind and that's about it. Okay. Thank you Corinne and and Barb