Next week, the Illinois State Board of Education (ISBE) is holding the first two of its three fall budget hearings, the first step in determining next year’s proposed education budget for the state. These hearings provide the early childhood advocacy community an opportunity to help shape the state’s Fiscal Year 2025 budget proposal. Please consider participating *virtually or in-person * in requesting a $75 million increase in state funding for the Early Childhood Block Grant (ECBG) and to continue and grow the $5 million investment to improve inclusion supports for children with disabilities and developmental delays.

Here’s how you can participate in the ISBE budget hearing process:

  1. Visit, and enter your name and contact information.
  2. Choose the hearing you’ll attend or select the option for submitting a written testimony. Written requests must be received by ISBE no later than Oct. 31.
  3. Under the “Add Program Request” drop-down menu select “Early Childhood Education”
  4. Enter $75,000,000.00 under the “Additional Requested Funding” section.
  5. Under the field that begins with “Please provide the Board with a description of your funding request,” you will need to put further detail on the $75 million ask.

Upcoming Budget Hearings:

  • Oct. 3, 4-7 p.m. CT (In-person in Springfield)
    Must submit a written funding request online by Sept. 28
  • Oct. 5, 4-7 p.m. CT (Virtual)
    Registration deadline is Oct. 2 at 11:59 p.m.
  • Oct. 30, 4-7 p.m. CT (Virtual)
    Registration deadline is Oct. 25 at 11:59 p.m.

General Tips to Testify at ISBE’s Fiscal Year 2025 Budget Hearings:

  • Use your time wisely as oral testimony is being limited to three (3) minutes per person.
  • Be sure to personalize your testimony with your own perspective.
  • Compose your testimony with an introduction, early childhood needs, the $75 million ask and conclusion.
  • Use your own words as much as possible, for variety and authenticity.

Contact us if you plan to testify or have questions. Thank you for speaking up for children and families across the state!

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Late summer marks the beginning of the return-to-school season for K-12 teachers across the country. Yet within the early learning field, child care educators work year-round providing care for our youngest learners while earning low wages and working under difficult conditions.

According to 2021 survey data from the Illinois Network of Child Care Resource and Referral Agencies, the median wage for early childhood assistant teachers was $12.00 per hour and for early childhood lead teachers, the median wage was $14.29.1 In terms of benefits, only approximately half of centers are able to offer health insurance.1 Not only is compensation abysmally low, but child care teachers work long hours to reflect the unique care schedules of families.

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Our child care workforce is greatly undervalued despite the critical role they play in our children’s and families’ lives. Since their work is rarely acknowledged or appreciated, it has become increasingly challenging to recruit and retain early educators. Less staff means fewer open classrooms and more difficulty finding care. This is especially true for infant and toddler slots since infant-toddler teachers are paid the least in their field, despite working under the most difficult conditions.  

As a nation, we have failed to recognize the importance of the early childhood workforce—public investment for early care and education is embarrassingly low. This has occurred despite research showing that young children’s brains develop fastest during the birth to age 5 period and that having access to a quality program can help boost their outcomes later in life. Having a nurturing, safe, and healthy place to learn during the early years can help close the opportunity gap and give all children the ability to thrive.

Our early childhood workforce arrives at work every day to provide care for our youngest and most vulnerable students, simply because of their passion for working with young children. As a society, our failure to acknowledge child care staff as essential further hurts not only the field, but children and families who rely on care. This back-to-school season let’s make sure we recognize and thank the early childhood teachers that allow parents and caregivers to go to work while their child(ren) thrive at their early learning program. 

Norton, Jordan, Rachel Salrin, Corinne Lee, and Joellyn Whitehead. n.d. Illinois Salary and Staffing Survey of Licensed Child Care Facilities Fiscal Year 2021. Springfield, IL: Illinois Network of Child Care Resource and Referral Agencies.


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July marked the beginning of the City of Chicago’s annual budget process, the first for Mayor Brandon Johnson. The City’s new administration has made clear their commitment to K-12 education and they are advocating for increasing quality learning opportunities and supports for all students. It’s our hope that the Mayor and City Council will consider including Chicago’s early childhood care and education system in their education and health priorities. Many early childhood programs in Chicago received a much needed influx of investment from ARPA relief dollars to help stabilize and support their programs. However, many of those funds will come to a cliff in the next few years. Now is the time to increase local investment to support Chicago families and follow in the State’s footsteps of prioritizing early childhood education in the budget.

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Continuing the efforts of last year’s budget advocacy, an ever-growing coalition of service providers, advocates, and families have written a letter detailing our shared budget requests. Our collective recommendations urge the Mayor and City Council to invest additional funds into Chicago’s early childhood care and education system.

At the core of our recommendations is a continued appeal to address the worsening early childhood workforce crisis. The City should increase funding for the Chicago Early Childhood Workforce Scholarship. Since the scholarship’s inception, it has annually received more applicants than there is funding to serve, while staffing shortages throughout the city cause significant service delays for some programs. Further, the City should also support pay parity in wages between early childhood professionals in school-based and community-based settings. Funds from the City Corporate Fund should be used to increase compensation for these essential workers in the short-term while working to structurally address the gap. It is critical that the early childhood workforce be acknowledged for their contributions to the future leaders of Chicago.

Advocates also call upon the Mayor’s Office to strengthen governance and continue infrastructure investments to include additional roles in the Mayor’s Office to focus on key areas of coordination and utilize the collective expertise of the standing public-private table, Every Child Ready Chicago. Infrastructure investments should target the Chicago Early Learning application and referral system to make the user experience more parent and provider friendly, and display the same information about community-based options as school-based enrollment options. To further elevate parent and community voice, the City should invest in Community Collaborations to promote Chicago Early Learning engagement and enrollment at the local level. Each program offering in Chicago’s mixed delivery system is important and parents should have the resources to decide what is the best option for their family.

Many of our budget requests echo last year’s, underscoring the critical investments needed in strategic sectors of Chicago’s early childhood care and education system. Start Early and our partner advocates, providers and families will continue our advocacy until these investments to support Chicago’s early childhood system are seen.

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To understand the Latino community is to understand that it is vastly diverse within itself. Each individual Latino culture is established within the country people are from, and cultures are kept and celebrated within each respective community while residing in the U.S.

Although many members of the Latino community speak Spanish, words mean different things based on their cultural origin and the individual education of each person. Acknowledging this diversity within the Latino community helps families feel welcomed and demonstrates inclusivity of all Latino cultures.

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Little girl playing with toyFor young children, it’s important to show and appreciate the differences within each Latino community. Highlighting cultures by showcasing native attire, delicacies, country flags, differences in written language and general images of each culture help to create a shared understanding of what being a Latino means. This also helps Latino children create an identity and a sense of pride to be a Latino.

Hispanic Heritage Month is an opportunity for Latino children to understand the history of their family and their community. When speaking with a family in the native tongue, it creates a bond within the family unit that will help the child as they get older and learn to speak additional languages.

“Attire From Around the World” is an activity we like to do with the children and families we work with. Each child dresses up in an outfit that represents their nationality. Some students have worn Charo attire and folkloric dresses. Others braid their hair in a distinctive style or bring flags from their country to proudly display. We all love it when parents bring in food unique to their home country because it is a chance for all of us to sample special dishes and celebrate that culture! Children also love to take part in making pinatas – which are all created differently depending on what country they’re from

Children's Books to Read During Hispanic Heritage Month

Whether your child is a toddler, in pre-K or headed to kindergarten, here are books to read aloud with your little one to celebrate and learn about the Latino culture.

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Strengthening family engagement and retention in home visiting programs are crucial for supporting positive lifelong outcomes for children and families. Here’s a peek at some of the things we are learning about ways to enhance family engagement and retention:

Increased Communication and Check-Ins: Regular and open communication keeps families engaged and connected. Frequent check-ins, whether through phone calls, text messages or virtual meetings, allow home visitors to stay in touch with families, offer support, and address any concerns or challenges families may face.

Flexibility and Individualization: Recognizing that each family has unique needs and circumstances, programs can offer flexible approaches and individualized support. What works for one family may not work for another, so tailoring services to meet families’ specific needs and preferences is fundamental for engagement and retention.

Personalized Celebrations and Surveys: Personalized cards or small gifts to celebrate milestones or achievements demonstrate that the program values and acknowledges the families’ progress. Surveys are also helpful to understand the evolving needs of families and gather feedback to improve program effectiveness.

Engaging Multiple Family Members: Involving various family members during home visits can create a sense of collective support and shared responsibility for the child’s well-being. Engaging parents, grandparents, or other caregivers welcomes input from multiple perspectives.

Flexibility in Scheduling and Locations: Offering flexibility in scheduling home visits and meeting locations can help accommodate families’ unique circumstances, reducing barriers to access. This approach acknowledges that families have busy lives and varying constraints.

Group Connections: Providing opportunities for families to connect in group settings can foster a sense of community and support. Group activities or events can also be beneficial for sharing experiences, learning from one another and reducing feelings of isolation.

Rotating Locations: Rotating locations for connections across the county or service area can help meet families where they are, making support more accessible and inclusive for families.

By investing in the quality of relationships between home visitors and families and implementing strategies that address families’ specific needs and preferences, home visiting programs can successfully promote family engagement and retention.

The above information stems from our Continuous Quality Improvement work with home visiting programs during FY23. To learn more about how home visiting transforms lives, we invite you to explore our work in Washington state.

Whether it is preparing an older sibling for the arrival of a new baby or potty training a toddler, Camille Carlson recognizes that everyone – whether they are aware of it or not – uses Continuous Quality Improvement (CQI) to improve everyday life. CQI is an invaluable reminder of the strength found in taking small, intentional steps. Therefore, it is important to break up the process into achievable goals – and celebrate the milestones along the way!

As Start Early Washington’s Quality Improvement and Innovation Manager, Camille Carlson’s approach to Continuous Quality Improvement (CQI) is instrumental in supporting home visiting services statewide. Through individual and group coaching, Camille guides professionals in the field toward providing the best possible services for children and families using tools to identify and test changes on a small scale. Together with CQI teams and Washington home visiting programs, Camille works to identify changes that result in significant improvements for the home visiting field, families and children, all part of Start Early Washington’s mission to create strong foundations necessary for more fulfilling work that continuously improves supports and resources available to families statewide.

A Beautiful Reminder

Camille uses her expertise to help home visiting programs deliver services relevant to the unique needs of the children and families they support. Her firsthand experience as a parent fuels her desire to improve systems of support for children, their families, and the teams of staff that serve them. Camille’s motivation for this work grew when she was pregnant with her second child. “During my pregnancy, I had the support of home visitors and supervisors at my fingertips. As I listened to home visiting professionals across the state discuss parent coaching and family observations, I started applying their valuable insight to navigate the changing dynamics of my life with two children. This process helped me gain confidence in my parenting skills, and it was a beautiful reminder that family is central to our work. I was overwhelmed by the support that was given to me and the confidence that it brought, which emphasized the importance of sharing such a positive experience with others.”

It's easy to get lost in big goals. If you focus on small steps, you feel like you are progressing toward your goal and more likely to sustain your gains while addressing other things.

— Camille
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Connecting Data to Practice

Quality improvement is essential to providing successful home visiting services where staff collaboratively establish goals, reflect and create actionable steps for improvement. By adhering to a CQI process, home visiting programs can build strong relationships with families, make well-planned decisions and increase positive outcomes to achieve better support for children and families.

The ongoing, collaborative process draws on the expertise and experience of home visitors, supervisors, community partners and families. Although data points are a big part of CQI, Start Early Washington works toward cultivating a culture of continuous quality improvement rather than another set of requirements to check off for reports. “Since I’ve been in my role, we have seen an investment in a CQI culture. Teams have grown significantly, and we are beginning to see a sense of buy-in and excitement around the process.”

Camille shared her immense gratitude for the opportunity to work with and coach organizations that provide home visiting services to families across Washington state with the shared goal of creating positive change for the organizations and families that they serve, utilizing a CQI lens.

CQI tools support home visiting programs through activities and benefits such as:

  • Individual coaching and consultation for home visiting programs that guides problem-level improvement projects and supports data analysis or reporting
  • Group learning offers programs the opportunity to share and reflect on future improvement strategies
  • Facilitation and liaising with national CQI resources and initiatives

Over time, our goal is to develop meaningful partnerships with programs and families to improve systems of support and lifelong outcomes. Meaningful relationships can be fostered throughout the stages of quality engagement, all while building confidence and trust between providers and families as they work toward a common goal.

Explore more about Washington’s home visiting work and strategic tools.

In these tumultuous times, the need for greater diversity, equity and inclusion (DEI) is in the news almost every day. One of the best ways to raise tolerant, accepting and empathetic children ready to thrive in life is to start early, incorporating inclusion and anti-bias into early childhood education curriculum for infants, toddlers and their families.

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Danielle Jordan, a school director of Educare Chicago, recently shared the early childhood school’s DEI best practices, starting with the fundamentals.

Teachers at Educare Chicago incorporate songs, storytelling and books into the curriculum. Some of her favorites include:

DEI books for children

This approach to developing a child’s sense of confidence in their personal and social identities (e.g., gender, ethnic and religious) aligns with the National Association for the Education of Young Children’s (NAEYC) anti-bias education. As a result, children feel grounded in who they are without a need to be superior to anyone else. The approach also emphasizes a teacher’s capacity to help a child recognize how they are simultaneously different and similar to others, which helps children foster an ability to comfortably and empathetically engage with people from all backgrounds.

We encourage students to share what is distinct about their families, how they celebrate special occasions and what is important to them.

Danielle Jordan, School Director, Educare Chicago
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Educare Chicago student holding diversity collage In a recent activity, children recently made posters showcasing their cultural heritage, as well as their similarities and differences. “The students were able to share and be proud of what makes them unique… your hair may be in ponytails, while my hair is in locks. The simple rule is we would like to treat people fairly and acknowledge that we are different but we’re also the same and need to show each other respect,” Jordan continues.

This focus on respect and appreciation for inclusion is particularly important during this time of racial unrest. “The way that we address the societal environment is by talking about community, family, culture and heritage,” says Jordan.

To help talk about these topics, staff at Educare Chicago have incorporated Sesame Street’s “We’re Different, We’re the Same” segment into their curriculum, as well as the book “Sometimes People March” by Tessa Allen.

We are doing exactly what our name says… We are starting early and building foundations that I hope will give the students what they need to go on.

Danielle Jordan, School Director, Educare Chicago
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Educare Chicago teachers also help students learn how to process big emotions such as sadness and anger, while emphasizing that people express feelings in a variety of ways to encourage an appreciation for personality differences. The school’s Wellness Specialists also connect with parents to let them know where their children are from a socioemotional perspective and offer guidance for development.

Intensive family engagement is a core tenet of the school’s approach, meaning the school’s inclusive curriculum also extends to children’s first teachers: their parents and caregivers. Staff provide parents with book recommendations, including those outlined above to help encourage at-home discussions about DEI. There are also parent support groups and a Parent Committee to help parents to build strong relationships with staff and one another.

Jordan has already seen the impact of their work. Recently, students celebrated a very shy classmate for stepping outside his comfort zone to give a presentation to the entire school about his pet snake.

Learn more about how to address race and identity with children by reading our National Racial Day of Healing blog post.

Advances in brain research show that children are born learning and that their first three years of life in particular are important indicators for the success they can have later in school and in life. Early experiences that are language-rich and nurturing promote healthy brain development. So finding a quality early learning setting is essential for parents who work and seek child care.

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Checklist To Prepare for a New Child Care Setting

Once you’ve found a quality setting—from a center-based program to home child care to a relative’s house—here’s some advice from our expert Teresa Bennett a family support specialist at Educare Chicago, a program of Start Early, on how you can prepare your child for their first day of daycare:

  • Visit the Child Care Center
    To help your child get to know the new environment, visit the child care center with your child before the first day. You and your child can meet the caregiver. Take photos of the route to the center, the center entrance and the room where your child will spend the day. You can assemble the photos as a book, which you can use to talk to your child at home about what their day will be like and where they will go.
  • Talk to Your Child
    To help prepare your infant or toddler to go to out-of-home care, explain using language and concepts they will understand about where they’ll be going and what they’ll be doing. Talk about how they will meet new children and participate in fun activities. Always mention that you’ll be back at the end of the day to take them home.
  • Build a Relationship With the Caregiver
    Your young child may not be able to talk, but they can observe your actions. They’ll form their opinion of the caregiver based on your reactions. Make time each day to talk to the caregiver and begin building a strong relationship. Caregivers at quality early learning programs see parents as partners and will want to develop a strong relationship with you, your child’s first and most important teacher.
  • Share Information About Your Child
    Talk to the caregiver about your child’s cues, likes, dislikes and temperament. How do they like to be fed, soothed and put to sleep? Your tips will help the caregiver know how to best care for your child without having to guess which methods to try. You can also explain what developmental skills you’d like your child to learn. Ask for daily updates about your child’s progress from the caregiver.
  • Create a Morning Routine
    Routines help children feel in control of their surroundings, which eases anxiety. Create a morning routine so your infant or toddler knows what to expect before going to the child care center. Find out if the center provides breakfast so you know whether or not your child needs to eat at home.
  • Develop a Goodbye Ritual
    Create a goodbye ritual so that your infant or toddler starts to feel comfortable with their caregiver when you leave. Your ritual could be a hug, a high five or interacting together with a toy before you leave. Whatever activity you choose, make sure you take time to talk to your child about what’s happening and don’t rush the process. Once your child becomes used to the goodbye ritual, they’ll be better able to regulate their emotions so that they can calm themself more easily when you go. Learn more about separation anxiety.
  • Bring a Transitional Object
    Your child may feel more at ease in a new environment with an object that reminds them of home. This could be a photo of your family that’s laminated or a stuffed animal that your child enjoys. The child can hold the object during the day as a reminder that this new environment is temporary and that you will come back to take them home.
  • Ask What You Can Do at Home
    To extend your child’s learning, ask the caregiver what school readiness skills the children will be working on during the day and what related activities you can do at home. The reverse is also true: share information about what activities you are doing at home that your child is interested in and ask if the teacher can do something similar in class.
  • Complete Any Medical Requirements
    Find out from the school or center what doctor or dentist appointments must be completed or scheduled before the first day.
  • Bring a Change of Clothes
    It’s a good idea to bring a change of clothes for your infant or toddler in case they encounter any water, finger paint, etc. Also, ask the center if you need to bring diapers or formula for your child.
  • Share Your Contact Information
    Let the caregiver know if it’s best to reach you by phone or email and share that contact information.

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Olympia prepares for Capital Lakefair 2023: An annual family-friendly festival complete with rides, fireworks and elephant ears!

Happy New Year! – Fiscal New Year, That is! July 1 signals the start of a new fiscal year and – in odd-numbered years – the start of a new biennium. While our wall calendars may say 2023, Washington state government is in State Fiscal Year 2024 as fiscal years run from July 1 through June 30. If you manage a state contract, you are likely well aware of this transition, as the end of a fiscal year often brings a flurry of activity to allow state agencies to “close their books.”

Many new laws go into effect at the start of new fiscal years, including the controversial drug possession law in response to the “Blake Decision.” For example, the 2021 Fair Start for Kids Act laid out a number of milestones to increase access and affordability to quality early care and education. Per the Fair Start for Kids Act, effective July 1, 2023, Working Connections Child Care monthly copayments for families earning between 50-60% of the State Median Income rose from $115 to $165 a month. The Fair Start for Kids Act also provided that at the start of the next biennium (July 1, 2025), eligibility for Working Connections Child Care will rise from 60% of the State Median Income to 75% of the State Median Income (rising from $4764 to $5955 a month for a family of three). Here’s a breakdown summary from our resources page.

State Revenue Updates

On June 27, the Washington State Economic and Revenue Forecast Council met to receive the final revenue report for state Fiscal Year 2023. The forecast projects higher than expected revenue for the biennium that just ended as well as for the upcoming 2023-25 and 2025-27 biennia. These increases are largely thanks to projected increases in capital gains revenues. For example, of the $327 million revenue increase forecasted for the 2023-25 biennium we just entered, $108 million can be attributed to higher than anticipated capital gains receipts and $89 million in higher sales tax revenues.

As a reminder, 2021 legislation affirmed by the Washington State Supreme Court in early 2023 created a 7 percent tax on the sale or exchange of certain capital gains assets valued above $250,000. The law took effect Jan. 1, 2022 and first payments were due by April 18, 2023. The enacting legislation provided that the first $500 million received be directed toward the Education Legacy Trust Account (ELTA) to support early learning and public schools and any dollars received above $500 million be deposited into the Common School Construction Account (CSCA).

Decision Package Process

(Photo Credit: Department of Children, Youth and Families)

As the graphic above demonstrates, there is little “downtime” in the state budgeting process because state agencies begin planning for budget requests for the next legislative session before the ink is even dry from the previous legislative session.

Like the legislative process, state budgeting also serves as a “funnel,” with the number of viable proposals narrowing down throughout the process.

Following direction provided by the Governor’s budget shop (the Office of Financial Management, or OFM), state agencies work over the summer months reviewing, vetting and modeling potential budget proposals (referred to as decision packages – or “DPs”) as well as agency request legislation (ARLs). This is a very intensive process as agencies weigh this executive guidance and agency priorities with other practicalities (e.g., supplemental budget year, legislative appetite, etc.).

In September of each year, state agencies officially submit their decision package and agency request legislation ideas to the Office of Financial Management (OFM). OFM then publishes all the submitted documents on its website so the information is available to the public. Once state agencies submit their proposals, the focus turns to OFM staff and the Governor as they enter “budget build,” reviewing the various decision packages and agency request legislation proposals.

This part of the process culminates in the release of the Governor’s proposed budget in mid-December annually. Note that even though we will have a new Governor in 2025, Governor Inslee will submit a final two-year budget in 2024 prior to leaving the Governor’s office.

It is also important to note that once the Governor’s budget is released, state agencies can only advocate for proposals contained therein. This means that if one of their decision packages was not included in the Governor’s budget, that state agency is limited to answering technical questions about the program/service and cannot advocate in the same way they can if the item is funded in the Governor’s budget. For this reason, decision packages have a short “shelf life.” Once the Governor’s budget is released, decision packages really only serve to provide data points and cost modeling information.

We will share a summary of key decision packages and agency request legislation after their release in September. In the meantime, check out our Deep Dive section from August for a refresher on how the decision package process works.

Impending Changes

(Photo Credit: Image by wirestock on Freepik)

Dominos Falling … I recently scrolled through the legislative website and was struck by the magnitude of change Olympia will see – regardless of the 2024 elections – and we have not even reached the time during election years when lawmakers looking to retire announce they are not seeking reelection. These announcements typically occur toward the end of the short legislative session in even-numbered years.

Governor Jay Inslee’s decision to not run for a fourth term as Governor set in motion falling dominos with the offices of Attorney General and Public Lands Commissioner opening up as those incumbents threw their hats in the ring for the Governorship. Shortly thereafter, longtime Insurance Commissioner Mike Kreidler announced he, too, would not seek another term.

These announcements set up a flurry of potential movement in the Legislature, particularly in the Senate, with at least four sitting Senators signaling interest in pursuing statewide elected office. Of course, some of these Senators could change their mind and decide not to run, or their quest for statewide office could come in a year when they are not up for reelection, so they would not have to give up their Senate seat if they did not prevail. If any sitting Senators do give up their Senate seats to seek statewide office, we can expect a number of their House of Representative seatmates to show interest in those Senate seats. More dominoes …

We already know the 2024 legislative session will not include longtime Senate Ways and Means Chair Christine Rolfes as she resigned her Senate seat effective mid-August to serve on the Kitsap County Board of Commissioners. Kitsap County Democratic Precinct Committee Officers selected Senator Rolfes’ House seatmate Drew Hansen as its top choice to fill the empty seat. The Kitsap County Board of Commissioners will make the final decision.

Legislative sessions are never boring and the magnitude of impending changes in personnel will make the “palace intrigue” of Olympia all the more fascinating.

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Home visiting is a voluntary service designed to ensure that families with young children have the supports and resources they want and need to thrive. They aim to strengthen caregiver-child relationships; promote maternal, infant, and early childhood physical, mental, and emotional health; and link families to community resources and services through cross system collaboration.

The Family First Prevention Services Act (FFPSA) presents an opportunity to strengthen prevention efforts like home visiting and to expand them to more families. FFPSA is federal legislation that reorients child welfare towards prevention and seeks to reduce the use of foster care. Since we know the power of home visiting in preventing child welfare involvement, bringing it to scale could be critical in fulfilling Family First’s goal. Many states are centering their Family First prevention plans around voluntary home visiting, and some are creating pathways for families to access these services in their communities, without child welfare involvement.

In a new brief, experts from Start Early and Chapin Hall at the University of Chicago outline ways to scale up home visiting capacity through Family First. The brief explores key opportunities that have been identified as Family First is implemented and provides recommendations to strengthen collaboration between child welfare and home visiting programs at the federal, state, and local levels, including:

  • Scale Up Home Visiting for Additional Capacity
  • Partner and Collaborate Across Child Welfare & Home Visiting for Collective Impact
  • Implement Home Visiting to Model Fidelity
  • Orient Philosophies and Policies around Prevention
  • Support a Diverse Community-based Workforce that Meets Families’ Needs

Center Family Engagement

At the 2022 National Home Visiting Summit hosted by Start Early, there was a strong emphasis on the connections between home visiting and FFPSA. The focus on Family First at the Summit reflects the interest across the country to further lean into systems partnerships between home visiting and child welfare agencies to create structural conditions that provide access to supports without stigma or blame. In this way, we can acknowledge and address the inequities that harm children and families of color and lead to further disparities and disproportionate representation in the child welfare system. Read the full report.

Learn more about Start Early’s resources and learning opportunities for the home visiting field.

Thank you to Yasmin Grewal-Kök, Clare Anderson, Anna Gurolnick, Charlotte Goodell, and Clinton Boyd who all contributed to this report.

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