Virginia Department of Social Services的动态

Vickie Ybarra discusses how Washington State utilizes the Child Universal Success Platform (CUSP) to develop and expand early childhood programs in Washington. Transcript: Vicki Ybarra (Washington State DCYF): My name is Vicki Ybarra. I'm currently serving as Assistant Secretary for Partnerships, Prevention, and Services at Department of Children, Youth and Families in Washington State. We are the uber-agency. We used to have a separate Department of Early Learning, and in 2018, became a joint agency with early learning, child welfare, and juvenile justice. The work I'm going to talk about today, I completed– we completed when I was in a previous position as Director of our Office of Innovation, Alignment, and Accountability, the agency’s research and data unit. It was great to hear Adrienne's example of how CUSP has evolved and their use of it has evolved over time in Massachusetts. We have a similar trajectory, although most of this talk will concentrate on how we've applied the data, how we've used the data in unique and helpful ways. As we've moved our policy out for improvement and expansion. our work with CUSP and its precursor started back in 2013, in a QRIS pilot, where we were just in the beginning stages of developing our QRIS system, and we're able to have some federal grants to help support that work, and that predated my time with the agency. We then moved on, after I came on as Research Director at the Department of Early Learning, we started what we called an Underserved Populations Project, that started helping us look at eligibility segmentation, capacity, gap analysis, extreme access deserts; so, similar to what Adrienne shared in Massachusetts. Access deserts were really important for us to look at. Where we have the most unmet need, we use extreme access deserts from Erin Hardy's work, also in Massachusetts, because if we map just access deserts in Washington state, it's about half the state, so we need something that would get us a smaller group of zip codes or local areas, where we could focus efforts. CUSP has also been used to inform facility expansion of early learning, facility expansion in King County, our largest urban county in the state; it helped to justify some bond work for facility expansion and was really useful there when there was some public transit dollars available to do facility expansion. And then most recently, and this what we'll talk about today, we have used the CUSP data to help us in both the implementation, and evaluation of a large piece of state legislation that we call the Fair Start for Kids Act where we used public dollars, primarily from COVID ARPA funds to push out a lot of money to early learning providers, in an attempt to not only maintain the system and not lose capacity during the pandemic but also to prepare and strengthen our early learning providers for the next step of expansion and quality improvement. Click for more: https://team3si.com/ #communityofpractice #ecids

Vickie Ybarra discusses how Washington State utilizes the Child Universal Success Platform (CUSP) to develop and expand early childhood programs in Washington. Transcript: Vicki Ybarra (Washington State DCYF): My name is Vicki Ybarra. I'm currently serving as Assistant Secretary for Partnerships, Prevention, and Services at Department of Children, Youth and Families in Washington State. We are the uber-agency. We used to have a separate Department of Early Learning, and in 2018, became a joint agency with early learning, child welfare, and juvenile justice. The work I'm going to talk about today, I completed– we completed when I was in a previous position as Director of our Office of Innovation, Alignment, and Accountability, the agency’s research and data unit. It was great to hear Adrienne's example of how CUSP has evolved and their use of it has evolved over time in Massachusetts. We have a similar trajectory, although most of this talk will concentrate on how we've applied the data, how we've used the data in unique and helpful ways. As we've moved our policy out for improvement and expansion. our work with CUSP and its precursor started back in 2013, in a QRIS pilot, where we were just in the beginning stages of developing our QRIS system, and we're able to have some federal grants to help support that work, and that predated my time with the agency. We then moved on, after I came on as Research Director at the Department of Early Learning, we started what we called an Underserved Populations Project, that started helping us look at eligibility segmentation, capacity, gap analysis, extreme access deserts; so, similar to what Adrienne shared in Massachusetts. Access deserts were really important for us to look at. Where we have the most unmet need, we use extreme access deserts from Erin Hardy's work, also in Massachusetts, because if we map just access deserts in Washington state, it's about half the state, so we need something that would get us a smaller group of zip codes or local areas, where we could focus efforts. CUSP has also been used to inform facility expansion of early learning, facility expansion in King County, our largest urban county in the state; it helped to justify some bond work for facility expansion and was really useful there when there was some public transit dollars available to do facility expansion. And then most recently, and this what we'll talk about today, we have used the CUSP data to help us in both the implementation, and evaluation of a large piece of state legislation that we call the Fair Start for Kids Act where we used public dollars, primarily from COVID ARPA funds to push out a lot of money to early learning providers, in an attempt to not only maintain the system and not lose capacity during the pandemic but also to prepare and strengthen our early learning providers for the next step of expansion and quality improvement. Click for more: https://team3si.com/ #communityofpractice #ecids

I suspect today's release of the long delayed and long awaited final changes to the Title IX regulations by the U.S. Department of Education will consume much of the education news space in the coming days and weeks. But what should also be on the radar for those working in school safety, security and emergency preparedness is the fact that yesterday, the Texas Education Agency released its new Guidelines for Multi-Hazard Emergency Operations Plan (MEOP) Provisions for Individuals with Disabilities or Impairments (linked below). The 88th Texas Legislature (2023) added Section 37.1086 to the Texas Education Code, tasking the TEA to establish these Guidelines in consultation with the Texas School Safety Center, regional education service centers (ESCs), public school educators who work with students with disabilities and disability advocacy groups. School districts are required to follow the established guidelines in adopting and implementing their district's MEOP. Developing emergency plans and procedures to properly accommodate and provide for students (and staff) with disabilities can be more difficult and challenging than first meets the eye, and school leaders must devote adequate time and attention to developing these plans. Consider the non-ambulatory student in a motorized wheelchair whose classroom is on the 2nd or 3rd floor of a school building that must be evacuated. Many (most?) districts have some version of a "stair chair" that can be used to lower a disabled student or staff member down a stairwell. But how many stair chairs are needed? Where are they staged? What about when the affected student (or staff member) moves to a different classroom or building the following semester? What about training for staff on using this and other types of equipment? What about students with intellectual or emotional impairments who have difficulty following instructions in an emergency? Students with visual or auditory limitations who may not be able to hear or see an emergency announcement in the format currently used? A lot to consider and a lot that must be planned for. Most districts already have some level of emergency preparedness planning for those with disabilities, but all districts will want to review their MEOP in light of the new Guidelines. A few points in the Guidelines to highlight: + There is no one-size-fits-all approach. + Schools should not rely on student "buddy systems" for the assistance of disabled students during an emergency - staff must retain this responsibility. + All students, including those with disabilities, must participate in mandatory school safety drills. +The Guidelines provide considerations for planning for those with cognitive/developmental, hearing, mobility, respiratory, medically fragile, speech/auditory and visual impairments or disabilities.

Advancing Early Childhood Education Amid Project 2025: A Call to Action by Ronald Jarrett, J.D. The recent election has left many in early childhood education evaluating the implications of Project 2025 for family child care educators and advocates. This agenda proposes significant changes to federal support, creating challenges and opportunities to amplify our voices. Project 2025 shifts federal roles to states, emphasizing home-based care over institutional daycare. Programs like the Child Care and Development Block Grant (CCDBG), Head Start, and the Child and Adult Care Food Program (CACFP) may face cuts or restructuring, leading to uneven support across states. Key Advocacy Priorities Ensure Equitable Access to CCDBG and CACFP: Advocating for fair fund distribution is vital as resources shift to states. CACFP provides essential meal subsidies and is crucial for the sustainability of family child care. Promote Family Child Care as Small Businesses: Framing family child care as essential small businesses helps secure support from the Small Business Administration (SBA) and state programs, enhancing our economic role. State Support Variations Highly Supportive: Oregon, Massachusetts, California, Colorado, Minnesota lead with robust policies like tax credits and subsidies. Moderately Supportive: New York, New Jersey, Illinois, Virginia, North Carolina offer support but face budget challenges. Least Supportive: Florida, Idaho, Wyoming, Mississippi, Alabama provide minimal support, often relying on federal programs. Strengthening Advocacy Networks The recent CAYL Institute webinar “Showing Up With Courage” highlighted the importance of partnerships. National groups like NAEYC, NAFCC, and Zero to Three emphasize consistent engagement with policymakers to uphold early childhood education as a priority. Practical Steps for Advocacy Engage Leaders: Invite policymakers to visit family child care settings. Share Stories: Use personal narratives to demonstrate family child care’s value. Join Networks: Participate in advocacy groups to build collective influence. Call to Action Family child care educators and advocates get involved. Reach out to representatives, share your experiences, and join advocacy networks. This isn’t just about funding; it’s about establishing early education as a public good. Let’s work together to ensure that family child care gets its recognition. #EarlyChildhoodEducation #FamilyChildCare #ChildDevelopment #Advocacy #Project2025 #ChildCarePolicy #ChildCareAdvocacy #EarlyLearning #EducationPolicy #CommunityCare #SupportSmallBusiness #EarlyChildhoodAdvocates #PublicPolicy #EarlyYearsMatter #InvestInKids The CAYL Institute The National Association for Family Child Care (NAFCC) ZERO TO THREE

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Responding to the Queensland Government's release of its Community Safety Plan for Queensland this week, leading childhood experts have emphasised the need to provide quality early years support as part of any strategy to address youth crime. TQKP joins with the Thrive by Five Queensland Alliance – an alliance of over 30 organisations supporting child development and education – in seeking a commitment from government and all political parties to extend access to quality early years learning and care, for all families throughout Queensland. At a media conference this morning, PeakCare Queensland CEO and Thrive by Five Queensland Alliance spokesperson, Tom Allsop, said, “We need to see a complete early years plan, which includes addressing our workforce attraction and retention issues, addressing childcare and allied health accessibility blockages, and providing a holistic early childhood system that supports child developmental outcomes from birth to school." Referencing the strong body of evidence that connects #earlyyears nurturing and support to positive brain, social and emotional development, and education and employment outcomes, Luke Twyford, Chief Executive and Principal Commissioner, Queensland Family and Child Commission (QFCC), said “Enrolment with an early childhood education and care service presents as a protective factor for young children who are not yet at school.” “Early childhood education and care services provide nurturing and stimulating environments to support the health and developmental needs of young children, as well as serving as an observer of child development and wellbeing. They provide an intersection point to support improvements to family functioning and promote positive parenting behaviour," he said. ???? ?????? ?????????????????? ?????????????? ?????? ?????????????? ?????????? ?????????????? ?????????? ??????????, ?????????????????? ???????? ?????????????? ?????? ???????????????????? ???????? ?????? ?????????? ???????????????? ???? ?????????? ?????????? ?????????? ?????????? ???? ?????? ?????????????????????? ???? ?????????? ???????????????????? ????????. ?????????????? ????????, ?????? ???????????????? ?????????? ????’???? ???????????????? ?????????????? ?????? ????????. For more information about the Thrive by Five Queensland Alliance and the 6-?????????? ?????????? ?????????? ???????? we are calling on all parties to adopt, visit https://lnkd.in/gV5EH3GT

"Equity In Child Care is Everyone's Business" This week the children of child care workers head back to school. Many will juggle school schedules, illness, care for an aging parent, and the financial strain of increasing grocery bills and unstable housing with their commitment to providing a safe and nurturing environment for children. While advocates work to change legislation to increase federal and state revenue sources leading to higher salaries, those of us leading in this space can help mitigate these stressors. HERE IS HOW... 1) Foster a compassionate work environment- commit to problem solving when issues of childcare or life circumstance interferes with work schedules. 2) Provide professional development and opportunities for earning a CDA and other certifications that advance pathways for economic and professional growth. 3) Affirm individual and collective value with public acknowledgement/recognition-social media spotlights, gift card incentives, notes of gratitude. 4) Provide meals to help alleviate the economic burden of increasing grocery bills. 5) Leverage state and county training and scholarship resources in your state: Grow NJ Kids, NJCCIS, university resources like Montclair State University and Rutgers University. 6) Build strategic partnerships with Foundations committed to childcare, early learning, equity and justice. Relationships lead to funding. 7) Demonstrate aspirational leadership by acknowledging substandard salaries, while striving for increased compensation and enhanced benefit packages. 8) Integrate concrete strategies that promote equity in the workplace- amplify the voices of those on the front line. 9) Promote a trauma informed resilience-oriented care (TIROC) framework- train all paid and volunteer leaders and direct service providers. 10) Communicate clear job expectations and accountability practices. 11) Provide reflective individual and group supervision, and provide annual performance reviews. BE FLEXIBLE and EMPATHETIC SHARE your suggestions! Mariam Gerges Lynne Algrant Davia Valenzuela Laura Satterfield - Mathieu Ed.D Sanetta Ponton Sue Gelsey Yolanda Salazar Glenda James Tashiera Howard Helen Archontou, MSW, LSW Jhonatan Garcia, MA Rachele Ventrone Maribel Tapia, MA Melissa Litwin Janel F. Johnston Jennifer Schwab Yanowitz, LSW New Jersey Office of the Food Security Advocate #cultureandclimate #equityinchildcare

I saw this coming. Years ago I had an NDP candidate come to my door touting affordable daycare for families. As someone who has worked in the field for 17+ years in various areas and positions, but not only that.. I was a single first nation presenting female of a special needs first nation male. Gender, sex and identity are extremely important to acknowledge because in my many evolutions through life I HAVE experienced racism and aggression towards myself and my son through our journey and I will not shut it out from our story at all. I knew this was a band-aid fix for a continuously and quickly growing problem in this country. lack of accountability towards general education, access to mental health and treatment, cultural care, poverty, minimum wage caps, social assistance programs..etc. lowering childcare program costs will never solve the problem that parents and programs are truly experiencing. It will never increase quality of programming, care or professionalism. It will never allow programs to keep up with inflation which will cause programs to experience burn out faster which trickles down to the care of the children. Increase care for people. Increase wage incentives for early childhood educators, increase cultural incentives for programs through grants via Jordans Principal, increase mental health access for literally every damn fkn person in this country because right now it's easier for us to access MAID than it is for us to access quality programming from a center that feels genuinely cared about and honored for caring for our children and giving them a strong foundation for life!!! how hard is it! how fkn hard is it for this country, in general to truly care for the foundations of child development and the true importance of that and the role these centers and educators have in that!

Time is money' even the little things you overlook??♂? One simple THOUGHT one IDEA and one huge help. Alphabet Keyboard The idea is (R) and originates from 2 existing products which have just been put together into 'one product', a simple solution, a keyboard and the Latin alphabet that we know from our elementary schools. After all, the children have to learn the Latin alphabet in order to be able to write in words and sentences, this is the transition from handwriting to the digital user interfaces, such as the mobile phone, the iPad, the laptop and the stationary keyboard. It is THE ADULTS for teaching in schools, just like the families in private life, who buy for the children, so drop the POWER OF HABIT. Just look at this idea in the very BIG perspective, like if you changed all the manufacturers' keyboards with 2 letters on the keys, instead of ONLY THE CAPITAL LETTER??♂?, I have a lot of evidence that this small change covers ALL GROUPS, with very positive results. By putting the UPPERCASE and the lowercase letter on the same key, reports show a time difference of 30-60% per user, here you can SAVE a lot of TIME, both for the teacher and especially for the users. Aa, Bb, Cc, Dd, Ee, Ff, Gg, Hh, Ii, Jj, Kk, Ll, Mm, Nn, Oo, Pp, Qq, Rr, Ss, Tt, Uu, Vv, Ww, Xx, Yy, Cc, Ee, Ee, Oe. As well as divided by Vowels and Consonants, just like it is shown in school. A cot for approx. 2.6 billion people CHILDREN as ADULTS in the WORLD REMEMBER 'EVERYTHING STARTS WITH THE CHILDREN?? from 0 to 3 and from 3 to 6 years' and then school starts Children love colors?????? QUESTION? Have YOU ever WONDERED why only the CAPITAL LETTER DISPLAYS on our KEYBOARDS. Look at more www.Letterkey.eu Etc John Christensen Tel: 45-5354 3410 Mail: [email protected] Email: [email protected] Ps: EVERYONE looks at pictures to be able to REMEMBER, and what you can't see?? ??♂? Old keyboard. https://lnkd.in/d9K7jyeR

Civil Society Originations introduce new concepts that revitalize what we lived and directly relevant and practical for mothers, children and young people health, literacy, safety and wellbeing . I started formal school in Civil Society as a client by joining pre-primary school in the remote rural community. Had it not been CSO, I had never joined school. They came and collaborate with my rural community, hired a teacher, provided us books and education materials. My community constructed class room from wood, mad and grass, prepared seats from wood trunk. This was the example how CSO introduced institution based learning into holistic community child education.?I appraised CSO's development and humanitarian project when working in government (30 years go) and served in local and international Civil Society Organization two decades. ? The CSO resources have been taking me to community where I directly invest my capabilities to people effort with great wealth and power for justice and development. CSOs are enthusiastic to move to remote communities, hear the neglected and pull their power together for their own purpose, express their feeling and explore their resources and issues. They empower the community to assess their personal, family and community assets, pool together and decide on their issues and administer life improving actions. The Civil Society introduced community centered, child centered, social accountability, community conversation and local ownership in mother and child health service and literacy. They have protection of child and the vulnerability adults safeguarding policies. They use compassion and empathy for working with diverse community groups. ?Civil society pledge no one left behind from development. They introduce health, water, education road in the forgotten remote communities. ? Though my community says in some form, I heard for the first time and applied empowerment, inclusion, ?evidence and asset based, human rights, gender, community mobilization, project cycles, community conversation, capacity building, safe guarding, positive youth development and many others. They are hero to move to where there is no facility, hear the poor, the neglected and the marginalized. They evolve the power of people for the people, not to abuse or misuse the resources and power of people. They invest energy to directly benefit and make people to be nurtured, survive and advance for themselves free from any form of imposition. ??