►
Description
Docket #0199- Policy Briefing: Early Education & Childcare - Geography and Access
A
Good
afternoon
I
am
Boston
city
councilor,
Andrea,
Campbell
I
am
the
district.
Four
counselor
I
represent
the
neighborhoods
of
Matapan
Dorchester
a
little
bit
of
Jamaica
Plain
in
Rosendale.
This
Committee,
which
is
the
committee
on
healthy
women,
healthy
women,
families
and
communities,
is
actually
chaired
by
councillor
Jana
Presley,
who
had
a
long-standing
conflicts
who
couldn't
be
here
this
evening,
as
well
as
my
two
other
woman
colleagues
council,
president
Michelle
Wu
and
councillor
at
large
Aneesa
sabe
George.
They
send
their
regrets.
A
This
is
being
recorded
and
it
will
be
broadcast
on
Comcast
channel
8
and
our
CN
channel
82
and
apparently
we've
added
Verizon,
and
it
will
also
be
online,
which
is
fantastic,
usually
say,
silence
your
cellphone's,
but
obviously
we're
at
the
Codman
square
library
in
Dorchester,
and
this
is
a
big
space,
so
put
them
on
vibrate.
If
you
need
to
you,
know,
call
someone
I
just
ask
that
you
step
outside
the
room
I
also
before
we
jump
in
and
want
to
thank
my
team
and
my
staff
members
for
their
help.
A
I
recently
had
a
baby
and
the
baby
is
being
floated
around,
and
we
know
this.
It's
a
joint
effort
to
do
this
work.
So
thank
you
to
my
team.
Thank
you
all
sort
of
central
staff
for
bringing
this
into
the
community
and
setting
it
up.
It
takes
a
lot
of
work
behind
the
scenes
to
be
able
to
actually
have
a
hearing
outside
of
city
hall
and
inside
the
community.
A
So
thank
you
to
central
staff
and
thank
you
to
the
hosts,
our
host,
the
Codman
square
library
and
last,
but
certainly
not
least,
I'd
like
to
thank
my
panelists
and
for
the
record
rather
than
me,
trying
to
attempt
to
introduce
everyone
if
we
could
just
start.
Maybe
we
phew
caramel,
saying
one,
your
name,
your
the
state
organization
you're
with
and
just
the
general
summary
of
what
you
do
and
then
move
down
the
line
and
then
we'll
circle
back
and
I'll
sort
of
get
the
conversation
started
with
Kelly.
Thank
you.
My.
B
Name
is
Carmel
Sullivan
I.
Am
the
deputy
commissioner
for
field
operations
and
I
oversee
the
five
regional
offices
for
the
department
of
early
education
and
care,
so
that
means
that
I
oversee
all
of
the
licensing
for
family
childcare
group
and
school-age
child
care,
as
well
as
our
residential
and
placement
and
adoption
licensing
matters.
We
have
five
regional
offices,
they
are
located
in
Springfield,
Lawrence,
Taunton,
Worcester
and
Quincy,
and
the
individuals
that
are
with
me
today
are
from
our
Metro.
West
I
mean
excuse
me
metro,
Boston
office
and
they
are
located
in
our
Quincy
office.
C
Hi,
my
name
is
Loretta
prin
devil
and
I
work
at
the
Department
of
Early,
Education
and
care.
In
my
role,
there
is
a
coordinated
family
community
engagement,
specialist
and
I
work
with
coordinated
family
engagement
grantees,
as
well
as
transitional
support
for
the
inclusive,
preschool
learning
grant
and
another
grant
building
transition
in
through
early
intervention
into
the
public
school.
D
D
Am
the
program
quality
specialist,
which
means
I
support
programs
in
early
education
and
care,
out-of-school
time
programs
and
public
school
programs
with
QRIs,
which
is
the
quality
rating
and
improvement
system?
I
support
programs
with
engaging
and
advancing
through
the
QRIs,
so
improving
their
quality
on
a
continuous
basis
up
one
through
four
levels:
one
through
four
hello.
E
A
F
And
I
am
Kelly
Mian
I'm,
the
Regional
Director
for
the
Metro
Boston
office,
so
I
oversee
the
Metro
Boston
region.
We
have
a
team
of
six
licensers
for
family
childcare,
six
licensors
for
group
and
school-age.
We
have
two
residential
and
placement
licensors
and
we
also
have
a
host
of
other
support
staff
who
assist
with
all
different
aspects
of
supporting
families
and
program
quality.
A
Thank
you,
and
thank
you
guys
for
being
here
of,
ladies
for
being
here,
I
really
appreciate
it
as
I'll
explaining
as
I
was
explaining
to
the
panelists
when
we
started
that
this
is
meant
to
be
a
robust
conversation.
I
will
set
some
parameters,
but
we
have
some
experts
in
the
room
and
we
want
you
to
share
as
much
as
you
can.
A
These
recordings
will
be
reviewed
not
only
by
the
forewoman
counselors,
but
also
our
male
colleagues,
who
care
deeply
about
this
issue,
as
well
with
the
hopes
of
generating
some
recommendations,
not
only
for
the
city
of
Boston
to
do
when
in
this
of
early
ed
and
care,
but
how
the
city
may
partner
with
the
state
not
just
on
funding.
But
how
do
we
increase
access,
how
to
increase
quality?
How
to
increase
affordability
for
families
in
the
city
of
Boston?
A
They
tend
to
not
necessarily
be
the
best
quality,
and
this
is
an
assumption
that
we're
sort
of
testing
tonight
and
that
those
folks
who
maybe
live
in
other
parts
of
the
city,
maybe
the
Seaport
District,
the
financial
district
South
in
West
Roxbury
parts
of
Jamaica
Plain,
have
access
to
not
only
higher
quality
care
but
to
more
facilities.
So,
for
example,
a
family
that
lives
in
Mattapan
who's
recently
had
a
child
may
be
looking
for
a
provider.
A
So
I'd
love
for
us
to
talk
about
where
are
places
for
located
the
goal
may
be
at
the
end
of
this
will
be
for
us
to
try
to
map
this
out,
but
where
facilities
located
in
terms
of
numbers
in
terms
of
type
of
facilities,
affordability,
we
talked
a
little
bit
about
subsidies
and
if
they
exist
for
who
and
for
whom
to
really
talk
about
that
access
piece
to
talk
about
the
affordability
piece
and
then
lastly
quality,
you
know:
how
do
we
measure
the
quality
of
facilities?
Does
the
state
do
it?
What
metrics
are
they
use?
A
Do
other
folks
do
independent
third-party
contractors
and
how
could
the
city
play
a
role
in
all
these
three
areas?
I
know
that
might
sound
like
a
lot.
I
hope
it
doesn't
and
so
Kelly.
If
you
want
to
start-
and
we
could
sort
of
turn
this
into
a
conversation
and
lastly
folks
who
are
in
the
audience,
we
will
have
public
testimony
so
feel
free
to
sign
in
at
the
front
and
check
the
box.
If
you'd
like
to
testify,
we
have
a
couple
of
folks
from
bps
here
as
well.
A
F
Thank
you
for
being
here
and
thanks
for
inviting
us.
We
really
appreciate
the
opportunity
to
share
the
good
work
that
we
see
going
on
in
the
community
and
tell
you
a
little
bit
about
the
ways
that
we
work
to
support
families
and
children
and
program
quality
in
the
City
of
Boston.
We
have
approximately
700
programs
in
the
city
of
Boston
city
of
Boston
covers,
as
you
know,
a
wide
range
of
neighborhoods
or
communities.
It's
not
one
entity,
Austin
Beacon,
Hill,
Brighton,
Charlestown,
Chinatown
Dorchester,
which
is
multiple
communities
in
of
itself.
F
East
Boston,
Fenway,
Hyde
Park,
to
make
a
plain
Matapan
mission,
Hill
North
in
Roslindale,
Roxbury,
South,
Boston,
Weston
and
West
Roxbury,
and
the
programs
that
we
cover
are
both
what
we
call
center
based
programs,
which
are
group
care
programs
and
family
child
care
programs.
And
there
are
family
childcare
programs
that
serve
for
children
and
they
can
serve
as
many
as
ten
children
in
a
family
childcare
setting.
So
those
are
home-based
programs
and
we
have
licensers
who
are
supporting
all
of
these
educators
in
these
communities.
F
All
of
our
educators
are
required
to
attend
a
preliminary
orientation
training
before
they
even
think
about
becoming
a
new
educator,
they're
invited
to
attend
what
we
call
potential
provider
meeting,
which
is
hosted
in
our
office
monthly
and
is
offered
for
family
childcare
in
multiple
languages.
We
offer
them
in
Spanish
and
Mandarin
and
Cantonese,
and
occasionally
in
Portuguese.
F
So
we
try
to
be
very
inclusive
and
mindful
of
the
population
that
we're
serving
and
try
to
give
people
an
opportunity
to
engage
in
early
childcare
who
come
from
a
wide
range
of
backgrounds,
and
we
also
offer
orientation
meetings
and
we
collaborate
with
childcare
choices
of
Boston.
To
do
this,
licensers
attend
these.
This
is
for
family
child
care,
not
for
group
and
school
age,
and
that's
a
five
hour.
Training
and
licensors
do
half
of
that.
F
That
really
focus
on
helping
them
learn
much
more
about
regulatory
compliance
and
quality
and
all
of
the
resources
that
we
offer
as
well
and
for
group
and
school
age.
We
offer
a
renewal
meeting,
so
they're
required
to
renew
their
license.
Every
two
years
licenses
are
also
doing
that
and
it
brings
them
up
to
speed
on
changes
in
the
regulation
or
trends
that
we've
seen,
maybe
in
regulatory
non
compliance
issues
or
health
and
safety
issues.
F
So
we
try
to
also
access
and
reach
parents
who
are
not
yet
accessing
early
childhood
and
care
programs
because
there
are,
there
are
parents
out
there
who
are
home
and
need
to
be
connected
to
resources
and
need
to
learn
about
options
available
to
help
advance
their
children's
growth
and
development,
and
joy
also
is
another
partner
who
helps
us
with
program
quality.
So
all
of
the
programs
who
accept
subsidies
are
required
to
engage
in
what
we
call
a
QRIs
program.
Joy
can
talk
a
little
bit
more
about
that.
F
And
in
terms
of
numbers,
so
we
just
kind
of
what
you
asked
and
I
think
that
in
some
communities
that
tend
to
have
less
corporate
presence,
I
think
that
there
tend
to
be
more.
My
experience
in
my
observation
is
that
they
tend
to
be
more
community-based
nonprofit
centers,
like
the
Boys
and
Girls
Club,
like
the
Y,
like
the
yaki
Center
Catholic
Charities.
So
we
have
a
lot
of
large
programs
a
lot
of
community-based
educators,
ABCD
Nursery.
There
are
a
lot
of
really
strong
high
quality
providers
that
are
serving
communities
in
a
lot
of
communities.
F
The
more
for-profit
are
commercial,
and
maybe
you
would
agree,
tend
to
be
more
located
in
kind
of
business
communities
where
there's
a
high
concentration
of
businesses.
So
those
are
the
bright
horizons
and
some
of
the
other
kind
of
larger
for-profit
educators.
So,
and
sometimes
they
look
flashy
and
great,
but
that
doesn't
always
translate
to
quality
just
because
they
look
great.
We
have
some
very
strong,
very
high-quality
community
focused
early
care
and
education
programs
right
embedded
in
community,
some
that
have
been
operating
for
a
very
long
time
and
in
communities
where
there
are
less
center-based
programs.
F
There
tend
to
be
a
higher
concentration
of
family
based
programs
and
family
based
programs
are
interesting
because
they
provide
an
opportunity
for
educators
to
create
a
small
business.
A
lot
of
educators
that
we
see
are
you
know
either
sole
or
primary
providers
for
their
family.
They
can
start
by
serving
six
children
if
they
have
a
good
track
record
and
they
are
operating
for
at
least
three
years.
They
can
expand
to
include
ten
children
and
ten
children
requires
that
they
hire
an
assistant.
F
So
we
also
I
should
have
said
that
that
we
also
certify
assistance
for
family
childcare
and
what
we
call
certified
assistance
and
all
of
them
have
different
levels
of
requirement
in
terms
of
training
and
experience.
So
that's
another
source
of
employment
in
a
lot
of
communities.
Sometimes
people
prefer
a
smaller,
more
family-oriented
setting.
People
feel
more
comfortable
with
that,
but
there
are
a
lot
of
those
educators
in
these
communities.
Couple.
F
F
290
Washington
Street
tell
me
all
of
the
educators
that
are
within
a
mile
of
my
home,
and
it
will
give
you
a
list
of
all
of
the
educators
and
then
what
parents
can
do
is
also
once
they
identify
a
short
list
of
three
or
four,
possibly
five
programs
or
centers
that
are
based
or
family
programs.
They
can
call
the
office
and
ask
for
a
licensing
history.
F
F
B
Well,
I
wanted
to
let
you
know
that,
with
the
materials
that
we
have
provided
to
the
City
counselors,
we
have
created
a
list
of
all
of
the
licensed
programs
in
the
city
of
Boston,
so
that
is
every
single.
Yes,
every
single
city
counselor
will
have
a
list
of
the
entire
licensed
programs
that
we
have
available
and
so
that
they
can
go
through.
A
You
were
saying
just
because
it's
sort
of
flashy
or
in
a
particular
area
doesn't
mean
necessarily
as
a
higher
quality
than
the
mother
or
the
parent
or
the
father
or
the
mother
and
father
who
run
a
program
out
of
their
home
or
someone
else.
Are
there
any
efforts
by
the
department
to
to
address
that
in
some
way?
That's
what
a
stigma
that
might
be
attached
to
the
flashy
organizations.
A
F
Talk
a
little
bit
more
about
you
know
what
she's
seeing
in
in
terms
of
programs
and
how
parents
can
use
that
as
a
way
to
assess
the
level
of
quality.
So,
but
we
have
some
very
high
quality
programs
in
basements
right.
You
know
that
have
staff
who
are
very
committed
doing
really
excellent,
extraordinary
family
engagement
and
child
education.
A
And
then
one
more
question
of
the
list
of
providers,
if
you
were
to
map
them
out
and
I,
think
we're
either
doing
that
they
tend
to
be
concentrated
in
different
areas.
I'm
assuming
or
is
there
some
some
some
conclusions
we
can
draw
from?
If
you
were
to
map
these
places
out,
what
conclusions
might
we
be
able
to
draw
from
from
what
we
see?
A
So,
for
example,
when
we
were
looking
at
where
some
of
the
places
might
be-
and
this
was
actually
before
we
got
the
data
from
EEC-
we
were
just
gathering
data
through
other
resources.
There
was
a
lot
of.
There
was
sort
of
a
tended
to
be
a
high
concentration
of
providers
right
here
in
Dorchester
or
in
even
pockets
of
Matapan,
where
you
would
not
have
assumed
that
so
many
providers
existed.
Many
of
them
were
home-based,
but
they
still
existed
just
curious.
A
E
F
F
A
B
That
I
I
think
that
one
of
the
ways
of
looking
at
the
situation
is
I,
don't
think
it's
a
matter
of
we
have
capacity
is
the
way
to
think
of
it.
There's
definitely
capacity.
The
question
is
what
our
parents
looking
for,
and
then
it
becomes,
and
we
would
look
to
Joy
to
talk
about
this-
is
what
are
parents
looking
for
in
in
aspects
of
quality?
What
are
they
looking
for
in
a
program
because
people
are
looking
for
particular
things?
Some
parents
really
are
looking
for
a
center-based
program.
B
B
You
know
I'm
ready
to
send
my
child
off
to
care,
and
this
is
what
I
expect
so
I
think
it's
just
a
matter
of
educating
parents
and
what
they,
what
they
expect
out
of
a
childcare
setting
and
sort
of
what
their
needs
are
and
helping
them
to
explore.
What
do
I
feel
comfortable
with,
and
we
have
that
on
our
website
and
we
actually
have
licensers,
who
sort
of
can
go
through
that
with
parents
when
they're
looking
at
different
programs
to
understand.
Oh
I
didn't
realize
that
I
had
these
different
kinds
of
options
available
to
me.
A
B
A
And
the
types
of
providers
and
the
question
becomes
out
of
this
choice
that
is
available
to
our
families
in
different
neighborhoods,
what
what
is
most
suitable
for
that
particular
family.
So
it's
not
necessarily
a
question
about
lack
of
access.
It
might
be
affordability,
what's
within
the
program,
quality
metrics,
getting
the
word
out,
making
sure
that
families
know
about
the
EEC
locator.
Those
kind
of
things
now.
B
E
E
A
So
the
sort
of
a
pipeline
issue
of
people
sort
of
applying
to
provide
for
infants
and
then
whether
or
not
they
have
the
qualifications
to
sort
of
apply
in
the
first
place.
But
we
are
we
finding
that
people
are
applying,
but
maybe
being
turned
away
because
they
don't
have
the
qualifications
and
that
the
training
that
the
state
provides
still
won't
meet
a
gap.
Yes,.
E
E
A
There
any
numbers
related
to
that
access
piece
when
it
comes
to
infant
care.
In
terms
of
we
have
these
many
families
applying
with
infants
who
need
infant
care,
but
we're
only
able
to
meet
the
need
for
these
many
families,
the
rest
of
you
there
in
waiting
lists
or
frankly,
going
and
have
to
look
elsewhere.
A
B
Wait
list
numbers,
and
so
you
can
see
the
breakdown
and
I
apologize,
that
I.
Don't
have
it
right
in
front
of
me,
but
the
infant
care
number
that
for
the
wait
list
right
now
is
I
believe
it's
over
900
that
are
waiting
in
the
city
of
Boston.
And
if
you
look
at
preschoolers
it
is
only
and
I
don't
mean
only
because
it's
a
shame
that
we
have
any
kind
of
wait
list
at
any
given
time.
But
it
is
approximately
200.
A
Definitely
there
is
an
access
issue
there,
but
for
the
bulk
of
majority
of
our
families,
would
you
say
that
the
bulk
of
majority
of
our
families
tend
to
be
looking
for
care
for
a
certain
age
group
or
so,
for
example,
if
there's
lack
of
access
for
families
with
infants?
Is
that
the
majority
of
the
families
that
are
looking
for
care
or
do
you
break
it
down
by
their
child's
age?
A
B
That
make
sense,
I
mean
the
way
we
categorize
all
of
our
school
groupings,
as
we
have
infants,
toddlers,
preschoolers
and
school
age,
and
so
all
of
our
children
fall
into
those
categories
based
upon
sort
of
how
we
view
our
classrooms
for
lack
of
a
better
expression
or
or
how
we
view
sort
of
our
ratios
and
our
and
our
educators
and
in
a
classroom.
So
that's
we
have
seen
because
of
the
great
work
that
Boston
Public
Schools
has
done
with
the
k1
k2
and
the
preschool
enrollment
that
there
has
been
a
great
increase
in
preschool
enrollment.
B
The
Department
of
Early,
Education
and
care
is
part
of
that,
as
well
with
respect
to
our
preschool
enrichment
grant,
which
provides
a
one-year
for
four-year-olds.
It's
a
free
program.
It's
a
federal
grant
that
we
have
received
we're
into
our
third
year
with
that
which
we
have
partnered
with
Boston
Public
Schools
to
develop
the
preschool
grant,
in
particular
programs.
B
Throughout
different
parts
of
the
city
to
offer
this
program
and
there's
about
400
four-year-olds
who
are
enrolled
in
this
particular
program,
so
that
need
is
being
met
as
it
completely
meant
no,
but
it
is
being
met.
So
the
other
groupings
are
still,
you
know
the
infants
and
the
toddlers
in
particular.
There
is
still
a
need
to
have
those
groups.
B
A
Who
are
less
than
4?
Exactly
that's
helpful
to
know
because
you,
when,
when
we're
talking
about
putting
together
recommendations,
you
know
where
should
the
focus
really
be?
Where
should
we
understanding
there's
a
need
across
the
board,
of
course,
for
those
you
know
four-year-olds
or
five
roads
that
don't
get
into
a
BPS
program
and
then
can't
find
a
provider
than
where
those
families
left
to
go,
but
obviously
less
than
four
have
they
have
less
options.
You
know
they
don't
have
bps
and
providers
to
look
to
it's
really
your
system
right.
A
So
that's
really
helpful
in
terms
of
thinking
about.
Where
can
we
begin
to
help
hyper-focus
the
any
resources
we
have
or
begin?
Where
do
we
start?
So
that's
very
helpful.
I
know
I
took
this
this
way,
we're
gonna
go
back
this
way,
so
I
don't
know
if
you
want
to
go
into
quality
or
Kelly.
If
you
have
a
mortgage
and
if
you
have
anything
more
to
add.
A
D
Many
states,
in
fact,
most
states
have
a
cure
as
a
quality
rating
and
improvement
system
in
Massachusetts
I'm.
Sorry,
let
me
take
a
step
back.
The
purpose
of
a
QRIs
is
threefold:
it's
to
assess
quality,
to
improve
quality
and
also
to
communicate
quality
and
I
like
to
tell
people
it's
almost
like
a
Yelp
for
early
education
care
and
out-of-school
time.
Programs
is,
the
is,
is
one
of
the
objectives
of
the
QRIs
in
Massachusetts.
Our
QRIs
has
five
kind
of
domains
of
quality.
D
They
are
curriculum
and
learning
safe
and
healthy
indoor
and
outdoor
environments,
workforce
qualifications
and
professional
development,
Family
and
Community
Engagement,
and
program
administration
leadership
within
those
five
domains
or
standards
of
quality.
We
have
identified
high
quality
indicators
that
programs
either
demonstrate
through
the
use
of
self
assessment
or
external
assessment,
which
I'll
talk
about
or
through
submitting
paperwork,
that
kind
of
evidences
best
practice
in
policy
and
practice.
D
We
have
four
levels
to
our
QRIs
and
it's
a
block
system,
which
means
you
move
through
one
level
at
a
time,
and
ideally,
you
achieve
all
of
the
requirements
at
that
level.
Before
moving
on
to
the
next
once
you've
engaged
in
QRIs
and
you're
at
level
two
level,
two
is
essentially
a
self
assessment,
so
you
are
self
assessing,
even
with
the
assessment
tools
that
we
use
at
the
higher
levels,
the
tools
that
we
use
in
the
QRIs.
D
We
have
several
QRS
measurement
tools,
but
the
main
tools
that
we
are
looking
at
some
of
the
main
tools
that
we're
looking
at
to
assess
quality
are
the
environment
rating
scales,
which
are
evidence-based,
research-based
tools
for
measuring
quality
in
all
program
types.
So
there's
a
specific
tool
for
looking
at
settings
with
infants
and
toddlers,
the
infant
toddler
environment
rating
scale,
there's
one
for
preschool
programs,
that's
called
the
early
childhood
environment
rating
school,
there's
a
scale
there's
one
for
family
childcare,
centers
and
there's
one
for
after-school,
out-of-school
time
programs.
D
So
at
level,
two
programs
are
asked
asked
to
self
assess
and
complete,
what's
called
a
continuous
quality
improvement
plan,
which
is
at
the
heart
of
our
QRS.
It's
about
identifying
what
are
the
strengths?
What
are
we
doing
really
well,
where
are
some
areas
for
growth?
And
what
are
we
going
to
do
about
it?
D
So
you
have
a
little
bit
of
support
and
we
get
to
share
and
kind
of
inform
the
CQI
P
together,
CQI
P,
continuous
quality
improvement
plan
at
level.
Four
is
when
we
introduce,
what's
called
a
reliable
rate
or
visit.
We
contract
at
this
time
with
Wellesley
College
Center
for
women,
and
we
work
with
a
reliable
rater
team
who
will
come
in
at
level
four
and
do
the
observation
at
that
level.
One
thing:
that's
really
important.
D
A
couple
of
things
that's
really
important
to
understand,
one
of
which
is
there's
never
a
time
where
a
program
hits
a
roadblock
with
quality
improvement.
If
at
the
time
of
an
observation
or
that
or
at
any
time,
during
an
application,
a
program
has
not
met
those
requirements.
We
work
with
them
to
make
whatever
changes
in
whatever
improvements
and
eec
has
really
a
wealth
of
resources
that
they
that
contribute
to
that
support,
one
of
which
is
the
educator
provider
support
grantee
in
here
for
district
four
and
for
region.
Six,
that's
the
ABCD!
D
So
through
that
grant,
there
is
support
with
everything
from
QRIs
technical
assistance
to
subsidized
college
coursework
to
professional
development,
including
continuous
education
units,
CEUs,
there's
academic,
advising
their
support
with
accreditation.
All
of
those
supports
that
kind
of
scaffold,
this
quality
improvement
initiative.
So
it
really
is
a
holistic
approach
to
quality
and
one
piece
kind
of
to
tie
in
with
what
Carmel
was
was
saying,
and
what
you
were
asking
Andreea
is:
is
this
that
one
of
the
main
levers
of
a
QRS?
Is
it
really
highlights
program
strengths?
What
makes
you
a
uniquely
quality
program
and
there's?
D
No,
you
know
one
box
that
all
programs
are
going
to
fit
in
and
that
doesn't
mean
that
one
program
is
necessarily
less
quality.
It
means
that
that
quality
is
being
demonstrated
in
a
different
way,
and
it's
really
it's
great
to
see
that
across
the
program
types
and
in
all
in
the
different
regions
that
there's
still
a
standard
of
quality
that
can
be
met,
met
in
these
kind
of
unique
ways.
I.
A
D
At
minimum,
at
all
levels,
the
program
is
required
to
have
a
licensing.
That's
we
want
to
see
that
the
program's
licensed
and
and
following
you
know,
the
regulations
and
because
it's
a
block
system
and
because
a
piece
of
it,
a
piece
of
the
qrs,
is
to
support
program,
improvement,
you're,
really
looking
at
a
system,
that's
kind
of
showing
within
these
five
standards.
What
does
this
look
like
at
this
quality
level?
So
some
examples
would
be.
D
How
do
you,
if
you
are
a
family
childcare
provider?
How
do
you
outreach
a
network
with
other
family
childcare
providers
so
that
you
can
share
resources
and
understand
how
how
to
better
serve
the
children
and
families
in
your
program,
then,
at
the
you
know,
at
a
level
three
that
might
look
something
like:
how
are
you
sharing
those
resources
with
families
and
then
following
up
on
access
to
so
it's
kind
of
tiered
in
a
way
building?
On
top
of
it
and
growing
I.
D
And
that
and
that
the
expectation
ideally
is
that
it
never
stops
so
even
after
you've
reached
you
achieved
a
level
four,
you
are
practicing
this
reflective
practice
and
this
ongoing
this
continuous
quality
improvement
exclusive
of
a
QRS
exclusive
of
the
environment
rating
scales.
You
are
now
adopting
this
culture
of
ongoing
quality
improvement,
and
that,
in
and
of
itself
is
what
quality
is
this
culture
of
ongoing
improvement
after.
A
Seven
hundred
are
they
broken
down
by
where
they
are
sort
of
level.
One
level
two
level
three
level.
Four,
yes,
and
is
there
you
know
of
the
seven
hundred
or
half
in
one
area
or
half
above
level,
two
or
do
certain
types
of
facilities
tend
to
be
more
level
three
or
four
more.
You
know
home
base
more
level,
threes.
D
We're
a
little
bottom
heavy
only
in
the
sense
of
there
are
certainly
less
level
fours.
Then
there
are
level
two
but
I.
Don't
think
that
that
is
necessarily
a
reflection
of
quality
and
the
state
of
quality
across
the
state
at
all.
I
think
it
is
still
in
progress.
It
takes
a
long
time
to
move
through
quality
quality.
Isn't
something
that
happens
just
like
that?
You
can
be
working
through
from
one
level
to
another.
It
can
take
significant.
It
could
take.
Quite
a
bit
of
time
is.
G
D
Depends
on
a
couple
of
different
factors,
because
there's
also
the
document
review
piece,
there's
a
little
bit
of
back-and-forth
with
that
and
then
because
you
know,
the
environment
rating
scales
are
primarily
looking
at
the
environment
and
interaction.
So
how
are
the
children
interacting
with
materials?
How
are
the
children
and
and
the
staff
interacting?
How
are
the
staff
interacting
with
families?
Some
of
these
quality
indicators
are
faster
technical
assistance
issues.
So
if
it's
a
matter
of
did
you
set
up,
your
environment
is
just
an
example:
did
you
set
up
your
environment?
D
It's
your
environment,
set
up
to
minimize
conflict
that
could
potentially
be
a
fix,
like
you're
moving
materials
from
one
classroom
to
another,
for
example,
whereas
if
you're
seeing
that
a
program
really
could
use
some
support
with
some
interactions,
you're,
it's
a
little
bit
more,
a
deeper
investment
in
some
professional
development,
maybe
some
coaching
and
mentoring
in
the
program
over
time.
So
so
in
some
cases
there
really
is
a
longevity
component
and
I
think
that
in
some
instances
it
may
there
may
be
some.
D
A
D
D
We
are
hoping
so
we're
undergoing
some
cute
QRS
revisions,
we're
revising
our
tsardom,
we're
in
the
process
of
streamlining
and
revising
our
system,
one
of
the
additions
or
modifications,
we're
hoping
will
be
some
mechanism
to
be
communicating
it.
So
we're
doing
the
assessment
and
we're
doing
the
improving
and
now
we're
one,
the
third
piece
of
community
of
us
being
able
to
support
programs
and
families.
With
that
communication
piece,
we
kind
of
see
it
on
the
horizon.
What
that
will
look
like.
D
D
We
really
look
forward
to
the
opportunity
to
nurture
that
celebration.
I
want
to
add
one
thing
that
I
think
it's
important
to
say.
Access
wise
in
regard
to
our
QRS
is
that
we
now,
in
our
unit,
have
a
bilingual
program:
quality
specialist,
who
is
available
to
support
spanish-speaking
educators
and
programs,
so
that
they
can
be
supported
in
their
primary
language.
A
A
A
D
A
Going
back
quickly,
so
if
a
provider
decides
to
take
a
break
and
I,
imagine
that
means
not
to
do
the
next
steps
to
improve
to
move
from
a
level
two
to
a
level
3
or
from
level
three
to
level
four.
Does
that
person
eventually
go
offline
like?
How
long
can
you
stay
at
a
level
2
or
level
3
without
the
department
saying?
Ok,
when
are
we
going
to
move
you
along?
That's.
D
An
excellent
question,
so,
at
this
time
we
we
really
don't
have
a
way
to
revisit
that
our
IT
system
will
eventually
be
updated
and
we'll
we
will
have
a
mechanism
to
have
almost
you
know,
we're
thinking
a
renewal
or
a
Rivera
fication
process
somewhere
in
there.
The
recommendation
from
the
validation
study
was
that
the
higher
levels
would
be.
The
recommendation
was
that
the
renewal
would
be
of
every
three
years
at
this
time.
We
don't
have
a
way
to
do
that.
I,
don't
know
that
we
have
an
average,
but
I
have
seen
a
trend.
D
Programs
that
are
really
the
wheel
is
kind
of
spinning.
They'll
they'll.
Look
because
they're
already
self,
assessing
and
they're
already
in
that
in
that
process,
so
they
will
look
at
what
are
the
requirements
for
that
next
level
and,
let's
start
planning
right
now.
Now
we
have
our
level
two
rating.
Let's
talk
about.
What
will
we
need
to
do?
What
will
we
look
like
at
level
three?
And
what
do
we
need
to
do
and
then,
however,
long
that
process
takes
there
really
isn't
a
a
pattern
and.
A
Are
there
so
if
we
were
to
look
at
the
providers
that
a
more
corporate
based
versus
say
the
home
providers
and
if
you
were
to
break
down
their
levels?
Do
you
see
that,
for
example,
the
home
providers
tend
to
be
more
in
the
level
2
area
versus
the
more
corporate
providers
tend
to
be
in
a
level
of
3
or
4?
And
then,
when
I
follow
up
to
that
is
and
I
don't
know?
A
The
answer
to
that
is
what
does
it
take
in
terms
of
resources
training
for
provider,
regardless
of
their
type,
to
be
able
to
really
move
from
a
level
2
to
level
3
or
level
3
to
level
4?
So
we're
talking
earlier
about
the
homecare
providers
and
how
these
really
are
small
businesses,
and
that
came
up
in
a
previous
briefing.
A
We
had
about
the
lack
of
training
and
I
think
this
might
have
been
councilor
Pressley
again
talking
about
the
need
for
training
but
to
treat
these
providers
particularly
the
home
care
providers
as
small
businesses
and
that
they
need
to
be
looped
in
and
when
the
city
is
doing
outreach
around
small
businesses,
not
just
capital
investment
training.
How
do
you
brand
yourself
all
of
that
to
also
include
these
providers
but
I'm
just
curious
if
it
takes
what
does
it
take
in
terms
of
resources,
human
capital
or
whatever
else,
to
be
able
to
move
through
those
levels?
A
D
If
we're,
if
we're
just
talking
about
the
you
know,
workforce
qualifications
piece
there,
there's
a
varies
really
by
level
and
even
by
program
type.
One
of
the
pieces
of
data
gleaned
from
the
validation
study
was
that
there
is.
There
are
potential
barriers
with
our
current
the
way
that
we've
set
up
the
professional
development
requirements
we
at
this
time
we
allow
programs
to
take
up
to
four
exemptions
at
a
time
per
application
and
we're
seeing
that
a
lot
of
those
exemption
requests
are
coming
in
for
the
professional
development.
D
D
I
actually
haven't
found
that
I
haven't
found
nests,
that
that
is
necessarily
true.
I've
I've
worked
with
a
family
childcare
provider
who
was
able
to
achieve
level
three
after
I'm,
gonna,
say
7
months,
that
included
three
visits
and
she
did
it
all
on
her
own.
You
know
she's,
so
the
sole
teacher
in
the
program
and
then
I
have
programs
that
have
the
designated
QRS
kind
of
person
that
you're
talking
about
that
really
struggle.
So
I,
don't
I,
don't
know
that
there
is
necessarily
any
rhyme
or
reason
which
is
interesting,
but
and.
A
Do
you
do
any
sort
of
gather
any
feedback
or
surveys
from
the
providers
who
they're
staying
at
a
certain
level
or
who
tried
to
get
from
a
level
4
to
2
or
level
3,
but
it
didn't
happen
sort
of
what
their
frustrations
were.
Why
didn't
happen
for
them
just
curious
if
there's
any
feedback
mechanism,
yes,.
G
D
H
G
E
E
We
want
to
make
sure
that,
when
we're
going
into
programs,
it's
not
time-consuming
for
providers
unnecessarily,
but
you're
going
in
you're,
seeing
the
problem
and
you're
also
providing
technical
assistance
you're.
Also
we
have
new
technology,
so
the
licenses
are
going
out
to
the
grams
and
they
are
using
a
laptop
to
insert
information
so
that
once
they're
completed
their
their
conduct,
their
licensing
study
they're
able
to
give
that
information
straight
to
the
provider
and
it
cuts
down
on
the
time
of
licensing.
Now
we're
in
phase
two.
So
on
both
sides.
E
The
providers
are
working
hard
to
learn
the
new
system
as
as
well
as
the
licensers
I
think
it's
a
great
opportunity
to
connect
better
with
the
with
the
providers,
because
they're
you
know
they're
working
hand
in
hand
to
make
sure
that
it
works.
I
would
say
that
licensure
is
I
have
to
say
Metro
Boston.
They
have
a
great
team
to
to
support
providers
and
they
give
a
lot
of
technical
assistance.
We
have
resources
for
them,
they're
able
to
call
our
office
at
any
time.
We
have
a
lot
of
walk-ins
that
come
in.
A
H
A
E
Prefer
that
you
schedule,
but
we
wouldn't
turn
you
away
if
you
came
in
and
asked
them
questions,
that's
fine!
The
tools
that
we
use.
We
have
three
tools:
we
have
a
monitoring
tool
and
enhanced
tool
and
a
full
visit
tool.
Well
how
we
gauge
quality
and
licensing
well,
you're,
looking
at
the
history
of
the
program
and
you're,
seeing
what
their
challenges
are.
E
If
they've
had
high
risk
high
risk
situations
in
their
program,
they're
going
to
need
more
technical
assistance,
they're
going
to
need
more
supports,
so
we're
going
to
do
that
full
study
to
help
you
get
to
an
enhanced
visit,
meaning
a
shorter
visit
every
six
years,
you're
going
to
have
the
full
visit
anyway.
So
throughout
that
first
first
year
to
the
sixth
year,
you
may
have
a
shorter
visit,
depending
on
how
well
you're
doing
in
your
program
the
licensure
assesses
through
going
to
the
program
and
as
well
as
looking
in
the
files
so.
E
F
F
I
want
to
talk
about
is
the
role
of
family
child
care
systems.
So
we
see
this
as
kind
of
an
alignment
of
monitoring
system
so
that
we're
really
working
with
QRIs
we're
working
with
licensing
we're
working
with
community-based
supports
as
well,
and
what
we
know
in
our
region
is
nearly
half
of
our
family.
Child
care,
educators
are
affiliated
with
a
family
childcare
system
and
a
family
childcare
system
helps
with
enrollment
helps
with
technical
assistance,
helps
with
monitoring
so
they're
in
the
program
monitoring
at
least
once
per
month.
F
So
we
work
we're
going
to
be
working
with
home
visitors
to
do
more
coordination
of
training,
so
they're
more
familiar
with
our
regulatory
requirements
and
our
quality
requirements,
so
we're
doing
that
there's
also
the
food
program.
So
the
food
program
is
another
great
resource
that
is
coming
in
to
provide
training
and
technical
assistance
for
educators
and
also
reimbursement
for
nutritious
snacks
and.
A
C
So,
under
under
the
coordinated
family
community,
engagement
grant,
which
is
often
referred
to
as
CFC
II,
the
the
primary
role
of
the
CFC
II,
is
to
strengthen
the
capacity
of
the
family
as
the
child's
first
teacher,
which
is
a
wonderful
opportunity.
So,
under
this
grant,
it's
looking
at
how
do
you
reach
out
to
families
that
are
have
high
needs
and
often
have
multiple
high
risk
factors
that
are
often
hard
to
reach?
Where
are
those
families
so,
under
the
grant?
C
There's
90
grantees
across
the
state,
every
city
in
town
in
Massachusetts
is
served
under
a
CFC
II
under
the
grant,
the
investment
from
eaec
is
a
little
over
a
third.
It's
thirteen
point.
Four
million
grantees
can
range
between
the
some
small
communities
that
forty
seven
thousand
five
hundred,
that's
our
smallest
grant
and
Boston
is
our
largest
grant
across
the
state,
which
is
a
little
over
eight
hundred
thousand
dollars.
The
foundation
of
the
work
that
we
do
is
built
off
of
the
strengthening
families,
protective
factors
where
we
build
parent
resiliency.
C
We
help
families
build
social
connections.
We
provide
support
concrete
support
in
time
of
need
in
knowledge
of
parent
and
child
development
and
social
emotional
support
as
well.
So
that
is
the
foundation
of
the
work
that
we
do
so
so
the
goal
of
the
grant
is
to
look
at
families
that
aren't
connected
in
the
mixed
delivery.
C
So
right
now,
just
within
the
last
year,
we're
able
to
now
support
families
that
are
on
the
see,
wait
list
so
as
families
access
the
wait
list,
their
information
is
shared
with
the
coordinated
family
community,
engagement,
grantees
and
they're,
sending
out
literature
their
newsletters,
their
family
programming,
their
play
groups,
their
parent
education
families
are
receiving
that
on
a
monthly
basis.
So
as
they
get
connected,
that's
a
wonderful
resource
to
be
able
to
connect
those
families,
so
Boston
is
a
very
unique
grant
for
us.
C
Boston
is
so
large
that,
under
this
grant
cycle
we
actually
just
were
in
an
open
competitive
bid
and
Boston
family
nurturing
Center
is
the
grantee
for
Boston,
so
adidas
Amerindian
is
now
the
coordinator
and
contact
person
for
Boston
Boston
is
so
large
that
they
actually
have
designed
the
city
to
be
in
nine
house.
Nine
neighborhood
lead
agent
hubs
and
these
hubs
are
embedded
in
each
community.
In
families,
know
these
stakeholders
in
the
community
they're
familiar
there's
trusting
relationships
under
those
nine
nine
hubs:
I'm
sorry
they're,
they
their
house
under
the
Boston
Network.
C
So
they
work
as
a
coalition
and
there's
an
advisory
council
that
meets
monthly
and
their
monthly
meeting
is
on
Thursdays
of
every
month.
Under
the
programming
under
Boston,
they
provide
literacy
play
groups
that
provide
monitoring,
mentoring
for
families,
family
cafes
and
parent
education
that
meets
the
needs
of
families,
information
and
referral
they.
They
conduct
welcomed
baby
visits,
as
families
are
having
new
babies
in
their
communities,
they
go
out
and
they
provide
a
basket
that
they're
worked
with
community
stakeholders
to
build
in
provide
important
information
and
that
warm
connection
with
families.
C
Nine
hubs,
the
the
nine
hubs,
so
it's
all
across
Boston.
So
in
your
area,
it's
the
Boys
and
Girls
Club,
that
is
the
subcontractor
in
Jamaica
Plain,
its
nursery
in
Roslindale.
It's
the
Southside
headstart
and
you
actually
said
Mattapan
and
thence
Mattapan
headstart,
so
certainly
I
can
provide
you
with
a
list
of
the
nine
contact
information,
but
their
role
is
to
really
support
the
the
community
in
one
of
the
things
that
we're
doing
right
now
is
a
community
needs
assessment,
where
they're
looking
at
their
community
and
really
looking
at
intensively
with
their
partners
and
stakeholders.
C
What
are
the
needs
are
in
the
community.
What's
being
supported
are
ready
because
we
do
not
want
to
duplicate
services.
We
want
to
make
linkages
to
those
services,
but
what
are
the
needs
in
each
community
in
Boston?
The
needs
of
East
Boston
is
different
from
the
needs
of
Austin
Brighton.
So
that's
very
unique.
Under
the
grant.
C
The
public
schools,
they're
pediatricians,
so
I
do
have,
and
one
of
the
other
hallmarks
of
Boston
is
really
trying
to
meet
those
hard-to-reach
families.
Boston
has
done
a
fabulous
job
in
their
parent
ambassadors.
We
are
under
these
nine
hubs.
They
actually
have
worked
with
families
in
the
community
and
they're
part
of
their
staff,
and
they
work
as
an
ambassador
family.
A
I
want
to
be
mindful
of
time,
so
I
guess
one
last
sort
of
piece
we
can
talk
about.
I
mean
this
has
been
helpful
in
talking
about
quality
and
talking
about
access,
metrics,
licensure,
licensing,
licensing,
pulling
out
the
strengths
out
of
providers,
and
this
has
just
been
very
helpful
and
we
will
continue
to
follow
up
as
we
process
all
of
the
helpful
information
you've
given
us
both
on
paper
and
in
testimony,
but
I
guess.
The
last
piece
is
just
some
of
that
affordability
piece
in
terms
of
subsidies
who
provides
them
who
needs
them.
A
B
Thank
You
Carmel.
Well,
the
subsidies
are
administered
in
different
ways.
We
contract
with
particular
programs
who
have
entered
into
our
income
eligible
bid
typically,
and
they
have
received
contracted
slots
from
us
and
that
we
are
entering
into
a
new
bid
cycle
which
will
begin
in
the
new
year
at
some
point
and
that
would
be
awarded
and
started
up
in
for
the
new
fiscal
year
fiscal
year
19.
B
At
this
point
in
time,
there
have
been
a
release
of
I
think
that
most
recently,
there's
just
issued
163
vouchers
to
childcare
choices
of
Boston.
Of
course
that
doesn't
meet
the
need
by
any
stretch,
but
that's
those
are
our
two
subsidy
areas
that
we
cover,
Massachusetts
or
I
should
say
the
Department
right
now,
subsidizes,
approximately
fifty
four
thousand
and
four
hundred
or
thereabout
children
per
month
across
the
Commonwealth
in
all
kinds
of
care
situations,
whether
it
be
family,
childcare
group
and
school-aged,
child
care
programs
or
Andrea.
B
You
had
raised
sort
of
the
non-traditional
hours
as
we
call
them,
and
so
those
are
situations
whereby
we
may
have
a
family
who
needs
childcare
in
situations
where
the
parent
works,
a
schedule
which
is
not
accommodating
to
a
regular
childcare
situation.
So
they
will
ask
either
a
relative
or
what's
known
as
informal
non-relative
provider
as
we
call
them.
So
it's
sort
of
kith
and
kin.
B
You
might
have
heard
that
expression
before
if
you've
been
doing
these
hearings
in
which
that
individual
comes
into
the
parents
home
and
provides
care
to
the
children,
and
it's
usually
for
an
evening
shift
and
we
would
be
providing
reimbursement
for
those
services
they
receive
a
subsidy
for
that
so
but
to
the
point
of
the
subsidy
is
that
there
is
an
eligibility
requirement
of
the
parent
has
to
be
working
or
an
education
or
training,
or
there
could
be
special
need
of
parent.
That
is
acceptable
as
well.
B
There
is
a
screening
process
that
they
go
through
with
the
CCR
and
R
as
we
call
them
the
childcare
resource
and
referral
agency,
or
it
could
be
through
the
program.
They
have
to
go
sort
of
meet
those
go
through
the
application
process.
Just
you
know
completed
as
to
what
is
needed,
the
ages
of
the
children
etc,
and
then
they
are
enrolled-
and
it
usually
is
at
this
point
in
time
because
of
our
new
federal
requirements.
It's
up
to
12
months.
B
So
speaking
of
what
the
subsidy
rates
are
just
so
that
you
have
an
idea
here
in
what's
known
as
region
6,
which
is
the
Boston
area,
is
just
for
center-based
programs
for
infants.
The
daily
reimbursement
rate
is
seventy
two
dollars
and
41
cents
for
toddlers.
It's
sixty
seven
dollars
and
fifty
cents
and
for
preschoolers
it's
forty
two
dollars
and
fifty
seven
cents
for
a
full-day
school
age,
if
it's
thirty,
seven
dollars
and
86
cents,
and
if
it's
after
school,
only
it's
twenty
dollars
and
30
cents.
If
we're
talking
about
family
childcare,
we
have
different
rates.
B
Kelly
had
referred
to
if
you're
affiliated
with
a
system,
it's
a
little
bit
different.
If
you
have
children
who
are
under
two,
it's
sixty
dollars
and
thirty
four
cents
and
if
they're,
two
or
over
it's
46
dollars
and
27
cents.
However,
if
you
are
just
working
for
yourself,
if
you
will
just
a
small
business
independent
as
we
call
them
it's
if
you're
under
two,
it's
47
dollars
and
70
cents,
and
if
you
are
a
provider
and
have
children
who
are
2
and
over
its
$33.74,
so
there
is
a
bit
of
a
difference
so.
B
A
So
and
so
just
an
example,
so
the
infant
that
you
know
seventy
two
dollars
a
day
I
have
no
idea
what
the
going
rate
is
for
different
types
of
facilities
for
an
infant.
So
does
it?
Is
it
a
wide
range?
So
does
someone
charge
a
family
now
so
$100
a
day
or
200
or
$80,
so
I'm
just
curious
as
to
a
family
that
gets
the
subsidy
and
eligible
for
it?
How
much
does
it
actually
cover
of
their
actual
cost.
F
E
A
And
I
was
gonna
say
I
was
gonna,
say
something
like
twenty
thousand
dollars,
I'm,
never
rounding
up,
because
we
had
another
hearing
about
this-
that
councillor
Wu
sort
of
kicked
off
the
funding
and
how
we
could
do
more
to
advocate
at
the
state
for
increasing
the
subsidy
or
some.
You
know
things
like
that.
So
this
is
very
helpful.
Do.
F
B
We've
had
the
increase
in
that
and
we're
still
looking
to
increase
our
rates.
All
the
time
we're
I
mean
our
Commissioner
is
always
advocating
towards
that.
We
are
required
under
our
federal
mandate.
If
you
will
and
our
we
are
funded
by
the
child
care,
Development
Block
Grant,
that's
a
big
part
of
our
funding.
We
receive
state
funding
as
well
as
federal
funding,
to
come
into
compliance
as
to
sort
of
balancing
towards
the
market
rate
and
being
in
Massachusetts
and
being
in
one
of
the
most
expensive
states,
particularly
for
childcare.
B
We
are
one
of,
if
not
the
highest
in
the
country.
It
is
to
sort
of
see
if
how
can
we
balance
that
and
come
into
sort
of
the
fiftieth
percentile
and
to
more
towards
the
75th
percentile?
And
so
that's
what
we're
doing.
We
are
moving
very
much
in
that
direction
and
we've
had
steady
increases
over
the
years.
So
it's
just
a
matter
of
how
can
we
continue
to
make
that
progress
and
which
obviously
helps
to
improve
educator
salaries,
etc?
A
I
was
gonna:
ask
I
remembered
that
that's
sort
of
how
can
you
not
remember
this,
the
massachusetts
being
one
of
highest
in
terms
of
what
it
costs
to
find
a
provider
compared
to
other
states?
Why
is
that
I?
Don't
know
that
we
ever
sort
of
pulled
that
apart
is
there
reasons
why
that
might
be
the
case
or
there's
studies
that
talk
about
this.
They
pull
that
apart.
A
little.
F
G
F
F
A
E
A
A
Does
anyone
have
anything
else
they
want
to
add
I
do
want
to
sort
of
there's
a
couple
folks,
obviously
in
the
audience
so
I
want.
If
anyone
has
questions
of
the
panelists
and
again,
we
might
have
folks
who,
who
watched
us
online
and
we'll
sort
of
put
it
out
there,
and
we
follow
up
with
questions.
But
if
anyone's
here
has
a
question
or
something
they'd
like
to
tell
them
to.
B
H
B
Know
with
really
the
general
public
if
there's
questions
about
childcare,
if
there's
questions
about
rates,
if
there's
questions
sort
of
just
in
general,
about
early
education
and
care,
and
so
I
really
encourage
people
to
call
our
regional
office,
we
have
lots
of
resources.
We
have
a
lot
of
information
available.
So
I
really
ask
that
you
know
just
please
go
to
our
website,
which
is
you
know,
W
WMS
you
see,
I
was
gonna,
say
and
please
just
it's:
it's
very
user
friendly
and
it's
really
geared
towards
giving
information.
B
But
there's
our
all
of
our
offices
are
located
on
there.
I
was
gonna,
say
Kelly
is
the
regional
director
I
was
gonna,
say
Linda?
Is
our
group
and
school-aged
supervisor
and
they're
wonderful
people
Trisha
helping
could
not
be
with
us
this
evening.
She
is
our
family
childcare
supervisor
and
they
are
wonderful
resources
to
help
with
getting
you
the
information
that
you
need.
So
this.
G
So
again,
I'm
an
expansion
grant
for
Boston,
Public
Schools
and
moving
into
the
universal
pre-k
role
and,
as
I
indicated,
10%
of
our
four-year-olds
are
currently
at
home.
In
terms
of
access.
We
found
that
the
two
areas
that
lack
the
most
access
were
actually
high
Park
in
Dorchester
and
even
in
those
areas
they
were
over
90%.
The
universal
pre-k
goal
is
to
really
focus
on
quality
and
obviously
part
of
that
quality
includes
well
compensated
teachers
as
well
as
bachelor
degree,
evidence-based
curriculum.
A
G
G
And
some
of
the
other
key
focuses
when
we
talk
about
quality
are
certainly
family
engagement,
really
making
sure
that
we're
engaging
families
very
early
on,
and
we
find
that
with
the
mixed
delivery
system,
our
community-based
organizations
are
actually
touching
families
very
early
and
so
connecting
with
the
community-based
programs
through
our
mixed
delivery
system
is
going
to
be
critical.
The
next
thing
is
coaching
and
professional
development,
so
making
sure
that
once
teachers
receive
those
degrees,
they
receive
ongoing
professional
development
as
well
as
coaching
and
then.
G
Finally,
the
ratio
is
critical
and
some
sort
of
assessment
and
evaluation
tool
is
also
critical
and,
finally,
I
just
want
to
highlight
that
the
preschool
expansion
grant
currently
serves
250
children
and
one
of
the
keys
for
that
grant
was
to
really
make
sure
that
it
serves
low-income
families
that
the
children
are
4
year
old
and
also
Boston
residents.
Mm-Hm.
A
And
I
think,
first
of
all,
that's
very
helpful.
You
don't
have
to
leave
and
it's
just
an
example
of
where
the
state
is
obviously
playing
a
major
role,
but
the
city
does
as
well
through
partnerships
through
grants
through
being
a
subcontractor,
various
things
that
often
we
don't
necessarily
know
about,
even
as
councillors,
where
it's
sort
of
sometimes
up
here,
not
necessarily
seeing
everything
that's
happening
on
the
ground.
A
So
it's
helpful
to
hear
that,
in
terms
of
where
we
could
play
a
role
in
terms
of
resources,
research,
human
capital,
where
we
can
advocate
for
obviously
four-year-olds,
but
also
the
children
that
fall
below
that,
but
I'd
be
quick
to
just
even
quick
highlights
or
summaries
and
we're
gonna
take
all
this
and
process
this
and
think
about
this
and
share
this.
But
where
you
see
the
city
of
Boston
can
do
more
to
meet
the
needs
of
families
that
you
work
with
every
single
day.
A
F
Really
do
encourage
Boston
to
take
a
close
look
at
the
need
for
greater
numbers
and
high
quality
of
infant
toddler
care,
I.
Think
one
of
the
challenges
and
I'm
a
huge
supporter
and
fan
of
universal
pre-k
and
PEG
classrooms,
but
one
of
the
unintended
downstream
consequences
of
public
schools
providing
such
a
great
level
of
care
is
a
lot
of
community-based
providers
are
then
forced
to
kind
of
retool
their
own
programming
and
wind
up
having
to
provide
care
to
a
more
expensive
infant
toddler.
F
F
G
The
keys
for
universal
pre-k
is
to
really
think
about
the
additional
time
that
families
need
beyond
180
days
and
the
6.5
hours.
And
how
do
we
provide
that
surround
care
that
includes
quality
curriculum,
so
it
doesn't
become
sort
of
an
after-school
or
a
bus
ride,
but
certainly
an
opportunity
to
extend
on
what's
happening
and
currently
happening
in
the
classroom
as
it
relates
to
the
curriculum
and
as
well
as
the
infant
and
toddlers.
I
would
also
add
to
focus
more
on
professional
development
for
infants
and
toddlers
as
well.
G
I
feel
like
a
lot
of
the
professional
development
tends
to
be
cared
towards
our
preschool
and
infant
toddler.
Families
needed
just
as
much
and
finally
I
would
add
comprehensive
services.
One
of
the
things
that
I've
learned
through
the
preschool
expansion
grant
and
the
families
that
we
serve
is
that
oftentimes
families,
first
exposure
to
things
like
dental
services
or
nutrition
or
behavior
services
are
often
provided
in
our
community-based
programs
and
really
making
sure
that,
as
we
think
about
both
access
and
quality
that
we're
thinking
about
comprehensive
services.
A
I'll
say
this:
this
was
extremely
helpful
and,
like
I
said
in
the
beginning,
it
was
really
testing
some
assumptions
based
on
frankly,
I
think,
a
lack
of
information
or
misinformation
and
having
come
from
the
stateside
and
worked
with
eec
in
the
past.
I
still
didn't
understand
quite
how
it's
all
connected
all
the
work
you
guys
do,
particularly
the
the
quality
and
metrics
and
how
it
relates
to
like
the
new
licensing
requirements,
the
technology
phase.
So
this
is
very
helpful.
A
It
was
great
to
have
you
here
to
talk
about
it's
one
thing:
to
get
the
money
from
EDC
once
we
have
it.
What
are
we
doing
with
it,
but,
more
importantly,
where
the
gaps,
and
only
where
are
the
gaps,
but
what?
Where
else,
could
the
city
be
partnering
or
filling
in
to
make
even
this
partnership
more
effective?
So
the
next
steps
really
are
to
continue
to
have
these
conversations.
The
face
of
the
council,
as
everyone
know,
is
going
to
it's
going
to
change.
A
We
have
three
new
counselors
coming,
who
I
think
would
care
deeply
about
this
issue
as
well
and
who
I
think
we
could
also
bring
into
the
conversation,
but
the
goal
of
councilor
Pressley
councillor
woo
councillor,
Sabri,
George
and
myself-
is
to
take
all
of
these
briefings.
All
of
these
hearings.
All
of
the
incredible
information
we've
learned
from
not
only
you
but
from
different
providers
from
families.
The
stories
we've
heard
couch
it
in
a
report
it's
a
way,
but
put
it
in
the
terms
of
what
is
the
problem
where
the
gaps?
A
What
role
does
the
state
play?
Just
because
it's
the
state
and
they
oversee
certain
things
that
we
don't
as
a
city?
But
what
role
can
the
city
play
both
the
mayor,
BPS
the
council,
and
to
really
have
some
concrete
recommendations
that
come
out
of
all
of
this
information
for
us
to
do
at
the
city
level
and
in
possibly
in
partnership
with
state
electeds
and
as
well
as
yourself?
So
thank
you
so
much
for
coming
to
Dorchester,
I,
don't
know
where
you
guys
all
live.
A
Thank
you
for
the
work
that
you
do
every
day
and
I
do
want
to
quickly
highlight
Eric
from
councillor
Presley's
office.
Who
is
here.
Thank
you
because
he's
also
going
to
be
working
on
this
report
with
all
of
us
once
again.
Thank
you
to
say,
Oh
staff.
Thank
you
for
community
for
being
here
this
information.
We
have
a
lot
of
information.
You
can
follow
up
with
my
office,
I'm
counselor
Campbell
for
anything
that
was
produced
today.
We
will
have
that
to
give
out
to
the
public,
but,
ladies,
thank
you
so
much.
A
This
is
the
beginning,
I
hope.
With
many
conversations
and
again
thank
you
to
central
staff.
It's
not
easy
to
do.
Hearings
in
the
community,
you
have
to
move
a
lot
of
equipment
and
there's
a
lot
of
rules
to
follow.
So
thank
you
and
a
special
shout
out
to
Carrie.
Thank
you
very
much
Gary
and
thank
you,
ladies,
and
have
a
wonderful
holiday.
Thank
you.
This
hearings
adjourned.