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From YouTube: Early Childhood Education Task Force (10-20-22)
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A
I'd
like
to
welcome
everyone
to
the
meeting
number
five
of
the
early
childhood
education
task
force,
I
was
hoping
co-chair
would
be
here,
I'm
sure
she'll
be
here
in
just
a
moment.
A
I
would
remind
everyone
before
the
meeting
starts
to
please
either
turn
your
cell
phones
off
or
silence
them
and
I
guess
she's
gonna
come
in
right.
If
you
would
please
call
the
roll.
A
A
Senator
Schroeder,
okay,
all
those
in
favor,
please
signify
by
saying
aye
opposed
no
motion
carries
minutes
are
approved.
Let
me
set
the
stage
for
what
we're
going
to
do.
Today
we
have
some
representatives
from
the
ncsl,
the
National
Conference
of
state
legislatures
that
will
be
presenting
through
the
majority
of
the
meeting,
and
rather
than
try
to
call
in
folks
from
several
different
states
to
to
hear
about
how
they're
structured
in
early
childhood
education
and
to
talk
about
those
states
that
that
have
children's
cabinets,
a
separate
cabinet
for
for
children.
A
We
decided
to
get
in
touch
with
ncsl
and
ask
them.
Those
of
you
who
are
here
present
know
about
the
ncsl
know
that
they
are
a
one
of
the
most
respected
bipartisan
organizations
in
the
country
that
that
provides
expertise
in
many
different
areas.
So
they
are
kind
of
a
clearing
house
when
we
need
information
on
on
issues
that
we're
looking
at
that
they
can
provide
level
of
expertise
and
research
and
data
that
it
would
take
us
a
long
long
time
to
pull
together.
A
So
we
have
asked
them
to
to
present
today
to
talk
about
various
models
and
to
talk
about
I
think
there
are
eight
states,
maybe
that
have
children's
cabinets
and
this.
This
kind
of
intrigued
me
a
little
bit
in
conversations
with
Dr,
vanover
and
I
know
that
you
know,
as
a
state
we're
looking
at
we're
looking
at
the
cabinet,
we're
looking
at
the
possibility
at
some
point,
maybe
breaking
up
the
cabinet
and
doing
some
restructuring.
A
Don't
know
if
that'll
happen,
but
you
know
I
thought
it
was
a
good
time
and
and
with
all
the
issues
that
we
have
surrounding
children,
and
is
this
something
we
need
to
look
at
as
a
commonwealth?
Is
it
something
that
would
benefit
early
childhood
education?
You
know
all
the
health
issues
with
children,
safety
issues,
everything
would
it
be
to
the
state's
benefit
to
create
a
cabinet
for
children
just
to
focus
on
those
issues.
I
don't
have
an
opinion
one
way
or
the
other,
but
I
think
it
would
be.
A
It
I
think
we
we
at
least
ought
to
vet
this
out
the
idea
and
take
a
look
at
it
and
see,
and
maybe
something
we
could
look
at
in
the
future.
But
with
that
being
said,
we
have
with
us
Miss
Allison
May,
who
is
a
policy
specialist
for
Children
and
Families
programs
with
ncsl
Jill
yordy,
who
is
a
senior
policy,
specialist,
Children
and
Families
program,
and
we
also
have
Miss
Jenna
Bannon
with
ncsl,
and
all
three
of
these,
ladies,
are
here
via
Zoom.
Can
you
can
you
hear
me.
D
A
D
Yes
and
Jenna's
not
here,
she
sends
her
regrets
but
you're
in
you're,
in
good
hands
with
Joe
and
I.
Okay,
so
I
am
Allison
May
al-I-s-o-n-m-a-y
with
the
National
Conference
of
State
legislatures,
and
thank
you
chair
Carol,
for
the
invitation.
Let
me
share
my
screen.
D
D
Ahead,
all
right
so
good
afternoon.
Thank
you.
Everyone
I'm
pleased
to
be
here.
As
I
said,
my
name
is
Allison
May
and
I'm,
an
early
care
and
education
policy
specialist
at
the
National
Conference
of
state
legislatures
I'm.
Here
today
with
my
colleague,
Jill
Jordy,
who
is
a
senior
policy
specialist
focused
on
child
welfare
and
the
prevention
of
child
maltreatment
policies,
and
today,
throughout
our
time
together
we're
going
to
go
back
and
forth
sharing
information
with
you
with
that
Jill
you
want
to.
Let
them
know
what
we
have
in
store.
E
We'll
also
share
some
legislative
Trends
from
2021
and
2022.
These
will
be
specific
examples
of
legislation
specifically
related
to
the
question
of
Early
Childhood
governance.
Okay,
finally,
we'll
wrap
up
with
some
high-level
policy
considerations
and
ideas
for
next
steps,
as
you
consider
what
makes
the
most
sense
for
Kentucky's,
Early,
Childhood
governance
and
Allison.
Would
you
share
more
information
about
ncsl
and
the
supports
that
we
can
offer
to
legislatures.
D
So
we
as
I
said
we're
a
bipartisan
membership
organization.
We
serve
all
7
383
legislative
tours
and
the
more
than
25
000
legislative
staff
from
the
state's
commonwealths
and
territories
and
interesting
fact.
After
redistricting
we
will
be
serving
the
7386
state
legislators
since
we're
adding
three
additional
seats.
The
core
of
our
mission
really
is
to
provide
information
to
our
members
so
that
you
all
can
do
the
best
job
possible
for
your
constituents
and
your
States.
D
So
we
don't
advocate
for
any
particular
specific
policies,
but
instead
we
provide
research,
technical
assistance
and
opportunities
for
policy
makers
and
staff
to
exchange
ideas
and
learn
from
others
in
the
field.
So
on
this
slide,
you
see
the
core
programs
that
we
have
within
our
organization
and
Jill
and
I
actually
are
situated
in
our
policy
research,
Division
and
we're
housed.
Then,
within
our
children,
youth
and
families
program.
E
Thanks
Alison,
we
want
to
start
our
discussion
of
governance
with
some
brief
remarks
about
common
terms,
because
ncsl's,
Children
and
Families
program
tracks
legislation
dealing
with
governance
of
child
and
family
policy
in
several
of
our
databases,
and
we
see
that
states
use
these
common
terms
in
some
slightly
different
ways
later
in
the
presentation.
When
we
share
State
examples,
this
discussion
of
terms
should
help
it
make
it
should
help,
make
it
easier
to
compare
and
contrast
approaches
across
different
states.
E
So
the
top
three
terms
on
this
slide,
Cabinet
departments
and
agency,
are
all
generally
used
to
refer
to
the
highest
tier
of
organizational
structure
within
a
state's
Administration,
the
term
cabinet.
Some
states
use
this
term
to
refer
to
a
collection
of
agencies
and
services
such
as
Kentucky's
Cabinet
for
Health
and
Family
Services.
E
Other
states
use
the
term
cabinet
to
refer
collectively
to
the
appointed
or
elected
heads
of
departments
who
meet
regularly
and
advise
a
state's
Governor,
such
as
in
the
case
of
our
home
state.
Here
in
Colorado,
some
states
don't
use
the
term
cabinet
at
all,
such
as
Georgia,
which
brings
us
to
the
term
Department
in
the
case
of
Georgia.
Their
executive
branch
is
organized
with
Commissioners
Who,
oversee
departments
which
are
then
the
highest
level
of
organization
for
administrative
programs
and
services.
E
Other
states
use
the
term
Department
as
more
of
a
second-tier
organizational
structure.
So
you
see
it
used
in
a
couple.
Different
ways.
Agency
is
often
used
as
a
catch-all
term
for
this
highest
level
of
administrative
organization.
When
we're
talking
about
governance,
and
so
we'll
in
our
presentation,
when
we're
talking
in
more
general
terms
will
often
use
the
term
agency
to
refer
to
this
highest
level,
then
the
second
two
terms
office
and
division
generally
refer
to
lower
level
organizational
structures
within
a
state's
executive
branch
and
before
I
pass.
The
Baton
back
to
Allison.
E
I
do
also
want
to
mention
a
little
bit
about
the
state
of
research,
around
governance
approaches
in
research
on
public
administration
and
policy.
One
of
the
central
debates
over
the
last
century
has
been
whether
centralized
or
decentralized
models
are
better
for
promoting
good
outcomes
and
the
research
findings
have
been
mixed.
E
In
contrast,
a
2018
study
on
child
welfare,
permanency
outcomes
found
the
reverse
that
permanency
outcomes
were
better
when
a
more
centralized
structure
of
government
was
used
across
States,
and
so,
while
the
stud,
those
two
studies
are
not
linked
on
the
slide,
if
you're
interested
in
them
I'm
happy
to
provide
those
studies.
So
please
reach
out
to
us
after
the
presentation
and
we're
happy
to
provide
those
slide
and
with
that
else
and
I'll
turn
it
back
to
you
all.
D
Right,
thank
you.
So,
as
we
continue
to
turn
our
attention
to
the
topic
at
hand,
I
think
it's
really
important
to
consider
why
States
Embark
and
discuss,
even
in
some
instances,
scrutinize
the
governance
and
what
I
mean
really
is
the
infrastructure
administration
of
programs
serving
young
children
and
States
embark
on
on
the
reason
on
these
sorts
of
conversations
for
a
handful
of
reasons?
D
What
I'm
going
to
share
with
you
is
not
an
exhaustive
list,
and
so
I
challenge
everyone
in
the
room
to
jot
down
on
a
piece
of
paper
or
just
think
through
in
your
mind,
while
I'm
speaking.
What
are
the
reasons
that
Kentucky
might
embark
on
this
discussion
and
what
are
the
goals
you
hope
to
achieve
so
so,
first,
addressing
the
dispersed,
Authority
and
accountability
for
key
Early
Childhood
Services
in
fragmentation
is
something
that
we
find
very
important
and
so
States
find
that
that
really
the
authority
is
scattered
across
multiple
agencies.
D
Different
offices
bureaus
divisions,
often
located
within
different
agencies,
and
this
fragmentation,
as
it's
called,
really
occurs
both
at
the
state
level,
but
also
could
occur
at
the
program
level.
So
when
states
are
confronted
with
this,
they
they
realize
that
if
they
align
and
better
integrate,
they
might
see
better
outcome
outcomes
in
their
children
and
families.
D
So
thinking
about
allowing
Early
Childhood
systems
to
to
sustain
itself
over
political
and
administrative
changes.
So,
as
you
all
know,
Early
Childhood,
Services
and
systems
truly
are
fragile
and
so
changes
in
governance
structure
could
potentially
help
to
bolster
and
Foster
better
sustainability
over
time
when
we
think
about
efficiency,
we're
really
thinking
about
improving
the
allocation
of
decisions,
reducing
duplication
of
different
efforts
and
helping
to
realize
the
return
on
investment.
D
So
in
this
context,
efficiency
does
not
necessarily
mean
fewer
staff
or
fewer
dollars
being
spent,
but
instead
being
smarter
and
having
a
more
cohesive
approach
to
allocating
and
not
duplicating
efforts
so
assuring
public
accountability
in
areas
such
as
quality,
availability,
accessibility
and
outcomes.
So
you
could
ask
yourself:
can
a
change
in
governance
structure
lead
to
better
accountability
for
the
state
over
time,
promoting
consistent
quality
across
the
full
Continuum
of
Early
Childhood
Services?
D
So
some
states
might
find
that
quality
across
the
Early
Childhood
Services
varies
based
on
the
age,
as
well
as
the
location
of
the
program.
So
states
often
use
governance
to
focus
on
more
consistent
quality
across
the
diversity
of
Early
Childhood
settings
and
then
finally,
elevating
and
drawing
attention
to
the
importance
of
early
childhood
programs
by
having
an
appointed
or
hired
leader.
D
So
look
someone
who
is
looking
at
all
the
work
and
really
being
the
voice
to
draw
attention
to
the
importance
of
the
programs
that
affect
the
early
years
I'm
going
to
toss
it
back
to
Jill.
So
we
can
hear
about
in
Curious
interest
in
looking
Beyond,
just
Early
Childhood
programs
and
really
thinking
about
the
wider
Universe
of
Early,
Childhood,
Services
and
starting
to
think
more
Upstream
strategies.
E
As
we
talk
through
the
next
three
slides
that
no
one
approach
is
considered
best
and
decisions
about
how
to
proceed
are
often
very
specific
to
the
context
of
each
state
and
what
the
state
hopes
to
accomplish
at
a
particular
moment
in
time
when
they're
having
these
governance
conversations,
the
first
approach
that
we'll
talk
about
is
collaborating
and
coordinating,
and
this
is
where
Early
Childhood
policies,
and
sometimes
children's
policies
more
broadly,
are
spread
across
multiple
different
agencies,
with
mandates
from
the
legislature
that
these
agencies
communicate
with
each
other
collaborate
with
each
other
to
help
align
processes
and
rules
and
funding
requirements
such
that
it
promotes
better
outcomes
for
children
and
hopefully,
as
I
mentioned
before,
with
the
difficulty
in
researching
governance
over
time.
E
D
Joe,
so
the
second
example
we
wanted
to
highlight
is
called
consolidation,
and
this
really
means
moving
multiple
program
functions,
including
programs
like
preschool
child
care
home
visiting
to
be
managed
by
a
single
office.
That
also
has
broader
responsibilities.
So,
as
this
map
indicates,
there
are
13
states
and
DC
that
have
consolidated
services
for
young
children
into
a
single
office,
sometimes
called
a
division
within
an
existing
state
agency
and
most
typically,
we
see
those
offices
exist
within
either
education
or
Human.
D
Services
Agency,
so
realignment
of
existing
programs
sometimes
is
an
appealing
option
because
it
can
lead
to
better
Service
Coordination
without
running
up
against
State
constitutional
restrictions
on
creating
new
agencies,
and
then
finally,
we
see
the
the
approach
called
creating
and
this
would
be
creating
an
early
childhood
specific
lead
agency
responsible
for
multiple
programs
and
functions
and
as
the
map
shows,
there
are
eight
states
who
have
taken
this
approach.
D
Creating
a
new
Early
Childhood
agency
with
a
director
or
a
commissioner
excuse
me
that
reports
directly
to
the
governor
and
is
a
member
of
the
governor's
cabinet.
So
when
you
elevate
Early
Childhood
programs
to
a
state
agency
level,
it
could
create
opportunities
to
serve
Children
and
Families
more
efficiently
through
really
having
integrated
whole
family
approach
in
mind.
The
resulting
enhancements
in
program
delivery
and
also
data
collection
and
data
sharing,
and
those
two
pieces
can
really
help
inform
children
and
families
and
how
to
drive
future
improvements
in
the
state.
D
I
do
want
to
mention
that
Colorado
and
Oregon
on
the
the
map
in
front
of
you
recently
2021
enacted
legislation
so
they're
still
in
their
implementation
period,
and
then
New
Jersey
introduced
legislation
to
create
an
early
childhood
agency
just
in
May
and
so
working
through
the
legislative
process
might
be
a
state
to
consider
we're
going
to
spend
some
time
now
over.
The
next
three
sides
actually
looking
at
a
total
of
five
different
states
to
get
a
little
deeper
into
these
models.
We
just
outlined
Joe.
E
Great
so
we'll
start
with
the
one
we
just
talked
about
this
create
model,
and
often
what
we
see
when
States
consider
this
option
is
that
they
really
want
to
elevate
Early,
Childhood
programs
to
the
level
of
a
state
agency
or,
as
in
Kentucky's
case,
a
cabinet,
and
this
helps
to
create
opportunities
to
serve
Children
and
Families
more
effectively
by
having
that
integrated
whole
family
approach,
where
the
mission
of
the
agency
really
helps
align.
E
E
To
talk
about
two
specific
examples
we
have
Georgia,
which
has
a
relatively
long
history
of
working
to
improve
the
efficiency
and
interconnectedness
of
children's
services.
Georgia
is
a
state
that
has
moved
through
several
of
these
different
approaches
and
models
over
time
and
their
Department
of
early
care
and
learning
has
been
in
existence
since
2004
when
it
was
signed
into
law.
E
E
E
One
of
the
interesting
things
that
Georgia
is
doing
is
really
focusing
a
lot
on
data
collection
and
leveraging
the
data
sharing
across
all
of
these
different
programs
to
be
able
to
engage
and
partner
with
researchers
to
help
better
understand
the
outcomes
for
Georgia's
children
in
New
Mexico.
They
have
taken
a
very
similar
approach,
although
much
more
recently
so
the
Early
Childhood
Education
and
Care
Department
in
New
Mexico,
was
established
through
Senate
Bill
22
in
in
2019,
and
the
department
launched
the
following
year
in
July
of
2020.
E
in
New
Mexico.
The
Department's
aim
is
to
create
a
more
cohesive,
Equitable
and
effective
Early
Childhood
system,
and
this
means
coordinating
a
Continuum
of
programs
from
prenatal
to
five,
so
very
similar
age
range
of
focus
to
Georgia.
In
order
to
ensure
that
families
in
all
parts
of
the
state
can
access
the
services
that
they
need.
The
department
also
oversees
Child
Care
programs
as
well
as
supports
such
as
food
and
nutrition
programs
that
serve
older
children
and
families.
In
the
Department's
first
year
of
operation,
pre-kindergarten
enrollment
nearly
doubled
and
home
visitation
Services
expanded.
E
D
Right,
thank
you.
Excuse
me
now.
Let's
look
at
two
states
who
have
Consolidated
or
really
merged
programs
into
one
office
within
a
larger
agency,
so
realignment
of
existing
programs,
sometimes
as
I
mentioned
before,
is
appealing
if
there's
the
potential
to
run
into
constitutional
restrictions,
which
was
the
case
in
one
of
the
states
I'm
going
to
highlight
so
first,
let
me
share
a
little
bit
about
Florida,
where
they
have
the
division
of
early
learning.
D
The
division
ensures
access,
affordability
and
quality
of
early
learning,
services
for
the
state's
children
and
families,
and
the
division
is
located
within
their
Department
of
Education.
State
policy
makers
in
Florida
actually
have
a
very
long
history
with
thinking
about
Early,
Childhood
programs
where
they
live
and
how
they
interact
with
one
another
back
in
1999.
D
Excuse
me,
and
the
division
of
early
learning
in
Florida
really
aims
to
support
children
and
their
families,
along
with
child
care
providers,
which
is
something
a
little
unique
to
say
that
right
out
front.
The
division
administers
Federal
and
State
Child
Care
funds,
also
partners
with
30
local
Early
Learning
coalitions
on
how
to
comprehensively
deliver
the
services
Statewide.
D
The
three
programs
that
they
are
delivering
top
of.
Excuse
me:
how
do
I
want
to
excuse
me,
the
three
top
programs
within
the
division
include
School
Readiness.
It
offers
some
financial
assistance
specific
to
low-income
families,
voluntary
Pre-K,
which
is
really
preparing
four-year-old
students
to
enter
kindergarten.
D
So
most
notably
in
this
recent
2021
piece
of
legislation,
they
charge
the
division
to
create
a
more
seamless
education
system.
So,
as
Jill
was
saying
birth
through
five,
sometimes
it's
birth
through
eight
in
Florida,
the
challenge
was
really
think:
a
continual
approach-
birth
through
20..
So
while
it's
focused
on
the
early
years,
but
just
thinking
of
the
whole
Continuum
of
a
of
a
child,
the
legislation
also
created
the
council
for
early
grade
success.
D
This
Council
plans
to
meet
at
least
biannually
and
they're
responsible
for
reviewing
and
implementing
training
and
outcomes
related
to
the
progress
related
to
the
programs
and
to
make
recommendations
which
I
think
this
is
key,
make
recommendations
to
the
Florida
Department
of
Education
that
support
that
grade.
Three
students
are
reading
at
or
above
grade
level,
which
I
know.
Many
of
you
know
that
there
really
is
a
push
that
reading
by
third
grade
is
a
true
indicator
of
future
academic
success
and
then
Missouri.
D
This
is
the
state
I
mentioned
that
without
changing
their
constitution,
they
couldn't
create
anything
and
they
realized.
D
Early
Childhood
programs
existed
in
the
department
of
Elementary
and
secondary
education,
the
Department
of
Health
and
Senior
Services
and
the
department
of
social
services,
so
that
scattered
approach
they
realized
was
causing
confusion,
duplication
of
efforts.
There
were
administrative
barriers
and
also
inconsistent
access
to
different
programs.
So
what
the
the
solution
they
decided
was
to
create
a
unified,
coherent,
Early,
Childhood
system
that
can
identify
and
address,
address,
system-wide
challenges
and
to
better
serve
the
children
and
families.
In
essence,
this
early
childhood
system
is
easier
for
families,
and
that
was
their
goal.
D
The
solution
was
born
out
of
an
executive
order.
Last
year
it
was
submitted
by
Governor
Ash
Ashcraft
at
the
end
of
January.
It
allowed
for
legislators
within
60
days
to
make
any
arguments
or
conversations
around,
but
legislature
didn't
have
any
issue.
They
were
in
full
support
and
the
new
office
took
effect
at
the
end
of
August
2021..
D
From
the
beginning.
They
just
had
a
very
clear
overreaching
Vision
to
ensure
Missouri's
children
are
both
safe
and
healthy
and
ready
to
be
successful
learners
within
the
office.
They
moved
a
whole
host
of
things,
so
Child
Care,
Home,
visiting
Early,
Learning
and
early
intervention
for
children's
children
birth
through
five,
as
well
as
some
after-school
programs
for
school
age
children.
They
had
a
very
thoughtful
transition
period
where
they
had
a
host
over
a
hundred
stakeholder
engagement
events.
They
had
monthly
webinars
where
they
talked
through
what
they
were
doing
and
when
they
were
doing
it.
D
They
transitioned
128
state
employees
into
this
new
office
and
they
also
selected
Dr
Pam
Thomas.
As
the
assistant
commissioner
of
the
new
office,
I
talked
to
Pam,
we
were
hoping
she
could
join
you
all
today.
She
is
more
than
happy
to
share
information
she's,
actually
making
a
presentation
right
now,
but
if
you
want
to
learn
more
about
Missouri,
Dr
Thomas
would
be
a
great
resource.
D
So
now
that
the
office
has
been
in
existence
they're
starting
to
think
about
what?
Next?
What
can
we
do
now
that
we
have
our
office,
and
so
one
of
the
first
things
is
the
Missouri
Early
Childhood
integrated
data
system,
so
the
hope
is
to
start
to
collect
and
Report
on
how
the
kids
are
doing
and
importantly,
really
let
the
Data
Drive
future
decision
making
they've
also
launched
a
new
newsletter
that
they
send
out
to
over
ten
thousand
recipients.
D
Restructure
having
stakeholder
engagement
is
going
to
be
very
helpful,
but
so,
let's,
let's
go
way
over
to
the
West
Coast
beyond
the
West
Coast
to
the
Aloha,
State,
Jill
and
I
just
want
to
make
sure
we
do
highlight
at
least
one
state
that
works
with
this
collaborate
and
coordinate
model,
and
as
Jill
mentioned
earlier,
there
are
29
29
States
across
the
country
that
coordinate
their
early
care
and
education
functions.
D
So
in
Hawaii
they
had
legislation
back
in
2017
that
converted
their
Early
Childhood
advisory
Council
into
an
Advisory
Board,
and
they
called
it.
The
Early
Learning
board
that
board
oversees
the
executive
office
on
early
learning
and
is
responsible
for
promoting
collaboration
across
the
different
agencies
and
stakeholders
that
serve
young
children.
So
the
board
advises
the
governor.
D
I
didn't
see
any
policy
makers
that
had
been
added,
which
is
you
know
if
you
were
thinking
to
move
in
a
direction
like
this,
you
can
always
make
the
decision
that
policy
makers
from
both
Chambers
need
to
be
part.
D
D
So
in
2021
I
found
these
three
states
that
all
created
or
attempted
to
create
an
agency
focused
on
Early
Childhood
Colorados
was
enacted.
We
have
a
unified
Early
Childhood
system
called
the
department
of
Early
Childhood.
The
agency
still
in
development,
is
going
to
house
20
different
programs
and
is
going
to
oversee
the
launch
of
the
state's
Universal
pre-kindergarten
program.
That
starts
next
July
in
Minnesota.
I'd
call
attention
their
bill
in
in
the
Senate
was
a
republican
sponsored
bill
in
the
house
was
a
democratically
sponsored
bill.
D
They
were
the
same,
but
they
were
to
create
the
department
of
Early
Childhood,
where
commissioner
would
be
appointed
by
the
governor.
They
had
a
decent
Runway.
That's
a
key
piece
to
keep
in
mind
for
them.
They
if
this
was
2021,
nothing
was
going
to
happen
until
2023
and
at
that
point
the
Departments
of
Health,
Human,
Services
and
education
would
come
together
and
begin.
The
process
of
moving
the
certain
duties
related
to
Early
Childhood
into
the
newly
created
agency.
D
Texas
also
had
a
similar
hope
to
create
a
program
or
create
an
agency
in
2021.
The
new
agency
would
have
been
headed
by
a
director
who
would
have
been
appointed
by
a
committee
of
designees,
a
com.
Excuse
me,
a
company,
a
committee
composed
of
designees
of
the
governor,
the
Senate
President
and
the
speaker
of
the
house.
That
was
a
little
unique
I
haven't
seen
that
before,
but
it
makes
sense
that
it
wouldn't
only
be
the
governor
that
the
legislature
would
have
some
say
in
who
that
top
person
would
be.
D
Then
our
other
example
and
it's
sort
of
a
twofer
North
Dakota
had
two
pieces
of
legislation
related
to
consolidating
their
Early
Childhood
programs,
so
House
Bill,
1416
and
2021
merged
the
offices
of
and
programs
encompassing
both
Child
Care
pre-kindergarten,
home
visiting
early
intervention
and
professional
development.
All
things
that
support
birth
through
five
was
the
age
range.
They
determined
important
and
the
goal
was
really
to
make
things
more
efficient
and
effective.
They
didn't
stop
there.
E
Thank
you,
Allison.
In
2022,
we
continued
to
see
quite
a
bit
of
legislative
activity
around
this
question
of
Early
Childhood
governance.
These
are
a
selection
of
bills,
but
they
do
kind
of
show
some
of
the
trends
that
we've
been
seeing
in
New
Hampshire.
They
sought
to
establish
an
office
of
Early
Childhood.
This
bill
did
end
up,
not
passing
the
rationale
for
creating
the
office
of
Early
Childhood
was
to
unify
and
integrate
the
Early
Childhood
system
for
Children
and
Families.
E
E
As
part
of
that,
the
plan
would
include
recommendations
on
integrated
Child,
Care,
Early,
Childhood
care
and
Education
Childhood
Development,
and
recommendations
for
early
childhood
health,
safety
and
learning.
It
would
also
include
a
plan
for
early
childhood
information
systems
and
some
of
the
data
sharing
that
we've
mentioned
before
recommendations
on
the
workforce
serving
young
children.
So
that's
often
a
consideration,
particularly
as
we
are
seeing
more
and
more
Workforce
challenges
in
early
childhood.
E
It
would
include
an
Outreach
plan
for
families
and
service
providers,
recommendations
for
kindergarten
and
School
Readiness
assessment
tools
and
recommendations
for
reporting
and
accountability
of
the
office
of
Early
Childhood
programs
in
New
Jersey.
We
saw
two
bills
which
are
both
still
pending
one
from
the
Senate
24.75
and
one
from
the
assembly
4178.
E
This
would
help
with
the
current
functions
of
the
division
of
early
childhood
education,
which
is
within
the
Department
of
Education,
to
move
all
of
that
to
the
newly
created
Department
of
Early
Childhood.
Other
transfers
of
programs
would
include
the
Department
of
Education
preschool
through
three
programs,
as
well
as
programs
serving
pregnant
women
through
age
eight
of
children.
It
would
also
cover
licensing
and
registration
of
child
care,
centers
or
family
child
care
respectively.
E
This
would
be
an
office
focused
on
a
Statewide
Early
Learning
System
for
children
from
birth
through
age
five
and
ensure
the
coordination
of
federal
state
and
local
policies
concerning
Early
Childhood
care
and
pre-kindergarten
education
to
ensure
that
all
children
enter
School,
ready
to
learn
the
new
Branch
would
or
the
new
executive
branch
of
state
government
would
be
expected
to
be
fully
functional
by
June
30th
of
2024,
so
they
are
building
in
a
little
bit
of
time.
For
that
implementation
to
happen,
we
also
wanted
to
highlight
South
Carolina
Senate
bill
1115..
E
This
one
is
interesting
because
it
would
take
an
existing
program,
the
for
the
South
Carolina
first
steps
to
School
Readiness
program,
and
it
would
turn
it
into
a
department
that
would
provide
for
a
director
to
serve
as
the
chief
executive
officer
and
administrative
head
of
the
the
first
steps
to
School
Readiness
and
would
provide
requirements
for
the
director
relating
to
the
first
steps
to
School
Readiness
and
would
allow
for
Contracting
with
private
non-profit
foundations
to
financially
help
support
the
efforts
of
the
first
steps
program.
E
E
One
thing
I
want
to
notice
that
you
may
have
already
noticed
over
the
last
two
slides
is
that
in
recent
years,
one
of
the
big
conversational
trends
that
we're
seeing
is
States
looking
more
at
this
create
approach
and
housing,
more
children
serving
programs
and
services
under
a
single
department
or
agency
or
cabinet,
and
this
trend
goes
beyond
just
a
consideration
of
Early
Childhood,
Services
and
programs.
And
that
brings
me
to
the
next
slide.
E
This
Senate
Bill
414,
would
have
established
a
Department
of
Child
and
Family
Services.
That
would
include
child
welfare.
Child
care,
Early,
Learning
and
more
part
of
the
rationale
for
this
bill
to
be
introduced
was
a
series
of
tragedies
related
to
children
in
the
child
welfare
system
that
fell
through
the
cracks
and
just
had
very
tragic
outcomes.
So
one
of
the
goals
here
was
to
make
improvements
so
that
children
are
not
falling
through
the
cracks
and
experiencing
bad
outcomes.
E
Ultimately,
The
Joint
Committee
of
Health
and
Human
Services
opted
to
make
a
recommendation
of
ought
not
to
pass
on
this
bill
in.
In
the
conversation,
it
wasn't
so
much
that
anyone
was
opposed
to
this
proposal.
However,
the
committee
decided
that
more
time
was
needed
to
see
if
some
ongoing
efforts
within
the
administration
would
be
successful
in
improving
outcomes
and
implementing
the
prevention
strategies
to
resolve
those
problems.
E
Some
of
the
challenges,
though,
are
determining
what
all
would
be
included
because,
as
we
know,
child
policy
often
relates
to
other
policy
areas.
Some
of
it
is
more
closely
aligned
with
health
policy.
Other
policy
may
be
more
closely
aligned
with
criminal
and
civil
judicial
policy,
as
in
the
case
of
Juvenile
Justice.
E
And
then,
of
course,
Early
Learning
and
Early
Child
Care
is
often
very
closely
associated
with
education
policy,
so
determining
what
to
pull
out
of
other
agencies
and
include
in
a
new
Department
like
this
can
be
a
challenge
related
to
that.
There
are
many
logistical
challenges
that
come
up
when
you're
thinking
about
this,
and
it
would
require
a
lengthy
transition
because
of
all
of
those
moving
parts.
E
The
committee
in
this
case
also
brought
up
the
challenge
that
it
would
require
additional
legislation
to
pass
that
would
really
focus
on
what
that
transition
process
looks.
Like
one
final
note
on
this
example,
there
was
quite
a
bit
of
testimony
both
written
and
verbal,
that
came
in
from
stakeholders
and
constituents
in
the
state,
and
it
was
largely
supportive
of
this
effort.
So
this
is
certainly
a
conversation
that
we
expect
more
States
will
have
as
I
mentioned
before.
E
Given
the
sea
change,
that's
happening
around
child
welfare
right
now,
I
think
many
more
people
are
starting
to
consider
what
the
implications
of
that
are,
as
they
start
linking
these
prevention
policies
that
relate
more
to
Early,
Learning
or
more
to
things
like
housing
and
other
economic
supports.
For
families
and
bringing
that
into
communication
with
the
child
welfare
system,
on
that
note,
we
can
move
to
the
next
slide.
Allison
and
Allison
will
introduce
some
policy
considerations
to
bring
us
back
to
that
30
000
foot
view
thanks.
D
Joe
yeah,
we
started
a
while
ago
talking
with
six
buckets
highlighting
what
we
see
as
the
reason
that
states
might
embark
on
such
a
conversation
to
change,
Early,
Childhood
governance
and
so
over
the
next
two
slides.
We
just
want
to
leave
you
with
some
thoughts
policy
considerations
where
you
might
go
from
here
and
again.
This
is
not
an
exhaustive
list,
so
feel
free
to
to
consider
what
else
you
might
add.
So
the
first
one
is
really:
is
the
state
clear
on
its
overall
priorities
for
the
Early
Childhood
system?
D
So
has
this
data
identified
priorities?
Those
are
my
dogs.
I
apologize.
Has
the
state
identified
priorities
and
is
everyone
in
agreement
of
what
those
priorities
are
then?
What
process
should
the
state
use
to
determine
whether
or
not
a
governance
change
is
needed
to
meet
those
stated
objectives?
D
So
does
the
process
engage
a
wide
range
of
stakeholders
which
I
think
from
a
lot
of
our
examples,
you
heard
that
stakeholders,
including
Partners
state
government,
customers
of
state
government
communities,
providers,
families
and
so
forth.
What
functions
will
the
state
need
to
perform
to
achieve
these
priorities?
So
do
leaders
have
a
shared
understanding
of
the
core
function
of
Early
Childhood
system
and
is
the
political
will
there
for
change?
D
How
should
change
excuse
me,
how
should
different
levels
of
government
work
together
to
execute
the
critical
function
and
that's
a
big
one?
How
can
roles
be
defined
to
support
success
at
every
level
and
have
legislators
communicated
with
all
relevant
stakeholders
and
constituents,
cabinet
and
program
leads
that
might
influence
a
successful
outcome
with
that
I'm
going
to
pass
it
to
Jill
who's
going
to
share
four
additional
policy
considerations
that
are
a
bit
bit
more
nuanced
and
related
to
the
potential
implementation.
E
Thanks
so
the
first
of
these
more
nuanced
policy
considerations
is
Personnel.
This
would
include
a
focus
or
discussion
around
the
leadership
needs
and
the
capacity
in
in
multiple
roles
needed
for
states
to
be
successful,
with
making
transitions,
Early,
Childhood
governance
or
child
governance.
More
broadly,
this
might
include
a
consideration
of
political,
managerial
and
other
staff
and
a
recognition
or
discussion
around
how
the
skills
needed
at
each
level
may
be
different.
E
The
next
is
the
configuration
this
is
looking
at
the
capacities
needed
at
the
state
level
within
that
the
administration
to
achieve
the
state's
goals,
and
what
is
the
ideal
configuration
of
that
capacity?
Something
to
consider
under
configuration
is
the
state's
focus
on
what
range
of
Ages
ought
to
be
served
under
the
new
governance
strategy.
E
Would
it
be
birth
to
five
birth,
to
eight
prenatal,
to
three
birth,
to
25,
and
also
a
consideration
of
whether
the
state
is
focused
on
early
care
and
education,
things
like
preschool
child
care,
Head,
Start,
or
on
a
broader
set
of
services
that
reach
children
and
their
families?
More
broadly,
next
is
thinking
about
creating
success,
and
this
is
really
around
looking
and
thinking
through.
Some
of
those
logistical
challenges
that
may
be
encountered
through
the
implementation
process.
E
So
if
a
decision
is
made
to
change
governance
strategies,
how
should
the
state
manage
the
process
of
governance
change?
How
does
it
actually
come
into
being
in
a
way
that's
likely
to
be
successful
and
what
capacities
are
needed
for
that
process?
To
be
successful,
for
example,
you
might
consider.
Has
the
state
looked
at
the
cost
of
the
process?
Change?
E
How
realistic
is
the
state's
timeline
for
that
transition
and
what
is
the
political
climate
and
any
potential
turf
wars
if
you
opt
to
pull
existing
programs
out
of
the
offices
or
divisions
that
they're
currently
in
into
a
new
agency
and
finally,
is
a
cost
benefit
analysis?
We
all
know
that
government
services
can
be
costly
and
one
of
the
things
that
is
important
to
ensuring
or
setting
the
groundwork
for
success
is
ensuring
that
the
cost
benefit
of
the
change
is
aligned.
E
So
things
like
thinking
through
what
are
the
costs
of
the
transition
and
is
the
State
Building
the
needed
capacity
to
support
the
success?
Is
this
an
unfunded
mandate,
those
sorts
of
questions
so
Allison
to
transition
us
more
to
some
next
steps?
Would
you
share
some
ideas
for
what
legislators
can
do
if
they're
considering
governance
changes.
D
I
sure
would
I
I
meant
to
mention
also
the
previous
two
slides
are.
D
The
information
within
is
part
of
a
report
that
came
out
in
2020
related
to
governance
and
there's
a
discussion
guide,
and
so
that's
Linked
In
Our
slides
later
on,
but
that
could
be
a
helpful
tool,
so
everyone
in
the
room,
if
you
start
thinking
about
creating
consolidating
or
coordinating
child
serving
programs,
the
question
is:
what
could
be
like?
What
can
I
do?
What's
next?
So
a
few
things,
please
do
access
our
resources.
D
We
have
the
Early
Childhood
legislative
database
that
updates
on
a
weekly
basis
includes
introduce,
pending
and
enacted
legislation
all
related
to
advisory
councils
and
Boards
study
committees
and
other
bodies.
So
that's
where
our
legislative
examples
from
today
come
from.
Also
we
have
our
child
welfare
enacted
legislative
database.
D
Remember
that
we
can
help
connect
you
with
policy
makers
and
experts
in
the
field.
We
are
here
to
support
you,
so
we
can
set
up
meetings.
We
could
share
additional
information.
We
can
help
connect
you
with
the
Commissioners
in
other
states
or
policy
makers
who
have
been
part
of
the
debate
in
their
state,
which
can
often
be
a
great
way
to
learn,
learn
information
think
about
setting
up
meetings
with
officials
in
Kentucky.
D
This
might
add-
or
this
might
include
individuals
that
are
department,
heads
program,
administrators,
school
officials,
hear
what's
working
and
what's
not
working
see
what
what
folks
boots
on
the
ground
have
to
say
could
be
an
improvement
or
what
really
doesn't
need.
Improvement
listening
to
families,
I
think
that
talking
to
parents
and
grandparents
and
other
stakeholders
can
really
be
Illuminating
and
could
inform
your
thinking
and
then
just
deepening
your
understanding
of
what
exists
out
there.
D
This
could
also
be,
if
you
have
a
children's
cabinet
attending
a
meeting
or
a
coordinating,
counselor
or
legislative
children's
Caucus
meeting
in
closing
I
think
it's
important
to
realize
that
changing
oversight
and
administration
of
any
program
takes
time.
It's
also
it's
not
a
silver
bullet
or
the
only
solution
to
Early
Childhood
troubles.
D
But
as
a
member
of
ncsl
from
New
Mexico
once
said
to
me,
you
need
knowledgeable
Champions
committed
for
the
Long
Haul
to
ensure
that
during
the
first
five
years
of
life,
children
experience
a
safe,
secure,
Healthy
Start
with
robust
family
and
Educators
supports
and
services
will
leave
you
with
a
handful
of
resources,
both
internal
and
external,
throughout.
F
D
Presentation
there
are
links
to
all
the
bills,
so
you
can
access
that
and
I'd
be
remiss
not
to
briefly
highlight
our
fellowship
programs
at
ncsl.
We
have
an
early
childhood
fellows
program
and
a
child
welfare
fellows
program.
If
anyone
would
be
interested
in
learning
more
we'd
love
to
share
that
with
you,
Senator
Carroll,
as
an
Alum
of
Early
Childhood,
could
could
certainly
answer
questions
too
Jill.
Why
don't
you
tell
us
about
these
three
events.
E
E
In
December,
we
have
legislative
forecast
where
ncsl
staff
will
talk
about
legislative
Trends
in
2022
and
what
we
expect
to
see
in
the
legislative
sessions
next
year
and
the
next
summer
we'll
have
our
annual
legislative
Summit
in
Indianapolis.
All
of
these
opportunities
provide
more
chances
or
opportunities
to
make
connections
across
States
and
for
legislators
and
legislative
staff
to
learn
from
each
other
and
what
is
and
is
not
working
in
different
states.
D
And
Allison,
yes,
we
went
over
our
time,
I
apologize,
but
we
are
here
for
you
answers
questions
now.
If
we
don't
know
answers,
we
will
certainly
do
whatever
research
is
required
and
we
can
send
a
memo
to
Senator
Carol
to
pass
around
or
whatever
is
convenient
for
folks,
but
we
do
have
certainly
time
for
questions
if
there
are
any.
A
Thank
you
Allison
and
Jill
and
I
just
to
kind
of
Kick
this
off
the
these
efforts
to
where
these
states
are
moving
to
different
governing
models
are
those
coming
as
a
result
of
trying
to
expand
Child,
Care,
Quality,
improved
quality
or
kind
of,
or
is
it
more
of
a
combination
of
issues
dealing
in
in
the
the
field
of
early
childhood.
D
I
think
and
Jill,
please
jump
in
my
my
sense
is
States
enter
in
on
these
conversations.
For
a
few
reasons,
I
do
think
that
child
care,
access,
affordability
and
quality
maybe
help
drive
people
faster
to
the
decision.
I
also
think
that
the
pandemic
really
drove
a
lot
of
interest
in
in
thinking
about
how
systems
that
serve
young
children
are
working
or
not
working
for
families,
so
I
think
it's
a
little
bit
of
each
I.
Don't
know
Jill.
If
you
have
a
different
perspective.
E
I'll,
just
add
to
that
so
I
focus
more
on
the
child,
welfare
and
child
maltreatment
prevention
space,
but
we
do
also
track
governance
related
legislation
in
our
database,
and
we
often
see
this
type
of
legislation
in
response
to
some
sort
of
a
problem.
Some
part
of
the
system
is
not
working
as
well
as
the
legislature
wants
it
to
or
perhaps
they're
hearing
from
constituents
about
certain
problem
areas,
maybe
they're
noticing
Trends
such
has
been
certainly
common,
the
last
couple
years
in
retaining
a
Workforce
or
struggling
with
the
rising
costs
of
providing
services.
E
A
And
I
think
that's
what
caught
my
attention
so
quickly
was.
Just
you
know
the
enormity
of
the
Cabinet
for
Health
and
Family
Services
in
Kentucky.
It's
easy
for
one
division
or
one
department
to
get
lost
and
I
and
I
guess
as
we
try
to
focus
on
building
a
more
efficient,
more
effective
early
childhood
education
system
within
the
Commonwealth.
A
My
thoughts
were
that
this
idea
of
having
a
cabinet
that
focused
specifically
on
children,
Early
Childhood,
that
we
could
move
quicker
in
in
that
area
and
there
would
you
know,
perhaps
get
more
attention
at
through
the
executive
branch
and
the
legislative
branch
and-
and
maybe
you
know,
maybe
provide
more
support
and
and
more
efficiency
in
those
efforts.
D
I
think
it
makes
a
lot
of
sense.
I.
Think
that
part
of
the
reason
we
pulled
out
the
bill
from
Maine
that
Jill
spent
so
much
time
talking
about
was
because
you
know
Senator
Carol
when
we
spoke
earlier
in
the
month
and
you
had
mentioned
Innovative.
That
example
really
struck
us
as
something
somewhat
Innovative,
because
it
is
early
childhood,
yes,
but
also
thinking
more
holistically,
and
it
doesn't
seem
that
a
lot
of
states
are
having
legislation
like
that.
Now,
whether
or
not
they're
talking
about
it
at
the
state
level.
You
know
we
can't.
D
We
can't
know
that
at
this
point,
but
you
know
bolstering
and
drawing
attention
to
Early
Childhood
programs
in
conjunction
with
child
welfare
or
helping
like
prevent
child
maltreatment
is
I
I
want
to
call
it
Innovative,
I'm,
not
sure
if
that's
the
right
word,
but
that
yeah
I
think
okay,
I.
D
Get
a
lot
you
do
get
extra
attention
when
you
pull
something
out
and
it
is
its
own
cabinet
level.
I
would
caution
you
that
you
also
want
to
make
sure
you
have
the
right
person
that
that's
heading
it
right.
I
mean
it
would
be
interesting
over
time
to
see
what
those
eight
states
and
potentially,
if
New,
Jersey
moves
in
the
direction
of
creating
something
once
they
have
an
appointed.
Commissioner,
you
know
is
that
the
right
person
to
to
help
Elevate
the
importance
of
these
programs.
A
Okay,
you
know,
you
know
when
I
understand
that
some
people
would
have
concerns
about
bigger
government
and
I'm
one
of
those
people.
I
I,
don't
really
want
to
see
bigger
government,
but
we
we
have
really,
if
Sarah,
if
you
can
come
to
the
table.
A
Also,
if
you
don't
mind,
please
in
in
looking
what's
happened
in
the
Commonwealth
the
last
couple
years,
it's
just
the
the
importance
of
this
in
our
state
has
just
grown
exponentially
and
it,
and
is
it
to
that
level
to
where
it
deserves
that
kind
of
focus,
and
we,
you
know,
we
have
seen
some
major
flaws
in
in
our
system
that
basically
brought
this
state
to
its
knees,
and
you
know
that's
what
we're
trying
to
do
to
make
sure
that
we
prepare
for
and-
and
if
you
all
would
please
hold
on.
A
I-
have
asked
Dr
vanover,
who
is
the
former
director
of
the
division
of
child
care
in
Andrea
day?
Who
is
the
current
director?
I
have
both
of
them
at
the
table
and
and
I?
Don't
I
don't
want
to
get
into
any
details
and
if
there's
something
I
ask
you're
not
comfortable
with.
A
Please
tell
me
that
you're
not,
but
in
in
looking
at
the
way
that
we
function
now
with
the
division
of
child
care
being
under
the
cabinet
and
and
I
I,
would
assume
that
they're
in
the
areas
that,
in
other
departments,
that
that
affect
Early
Childhood,
that
that
there's,
a
coordination
that
that
occurs
and
then
I'm
with
that
I'm
curious
to
what
your
opinions
would
be.
C
I
can
say
that
I
understand
the
current
structure
and
why
we
were
placed
in
that
current
structure
and
how
it
was
set
up,
because
the
child
care
and
development
block
grant
has
a
great
deal
of
subsidy
based
funds
that
fits
well
with
the
types
of
subsidy
funding
that
dcbs
does
with
with
TANF
and
WIC
and
Medicaid
and
those
types
of
things,
and,
and
so
that's
a
program
system
that
is
very
smooth
well
as
as
smooth
as
possible,
based
on
the
the
amount
of
money
and
the
number
of
people
applying
the
downfall
with.
C
That
is
that
it
does
often
alienate
Division
of
Child
Care
from
Department
of
Ed,
and
so
you
feel
a
different
strain
between
child
care
and
education,
and
sometimes
it's
more
of
a
respect
level
that
our
child
care
providers
are
not
getting
the
same
level
of
respect
and
training,
and
things
like
that
in
Department
of
Ed
I
can
say
from
somebody
who
has
been
employed
at
the
state
is
not
and
no
longer
the
division
of
child
care
and
the
division
of
early
learning.
Department
of
Ed
have
a
great
working
relationship
and
I
feel
like
they
are.
C
They
are
excellent
colleagues,
but
there
are
things
that
they
can't
necessarily
partner
on
as
easily
because
they're
within
separate
silos
and
the
same
thing
happens
with
first
steps
and
hands
within
the
the
health
and
wellness
part
of
the
Cabinet
for
Health
and
Family
Services
again,
there's
a
great
working
relationship.
I
think
all
these
organizations
come
together
at
the
Early
Childhood
advisory
Council,
but
they're
kind
of
alienated
in
some
ways
too.
Now
again,
the
alienation
was
initially
put
there,
because
the
funding
streams
do
have
specific
purposes.
C
Specifically,
it
has
a
lot
to
do
with
the
leadership
and
whoever
is
leading
those
programs.
People
like
Stephen,
Hicks
and
Maryland
that
know
all
the
regulations
and
all
the
rules
as
the
superintendent
of
Early
Childhood
there,
and
he
can
make
sure
that
those
programs
stay
true
to
the
funding
source,
but
then
partner
together
and
and
that's
what
you
want
to
see
for
it
for
it
to
do
well.
G
G
I'm
sorry,
Andrea
day,
director
for
the
division
of
child
care,
there's
been
greater
collaboration.
I
joined
the
division
of
child
care
five
years
ago
and
compared
to
how
we
operated
then
to
how
we
operate
now,
it's
Leaps
and
Bounds
better.
G
G
B
Hi
I'm
Amy,
Neal
and
I'm,
the
executive
director
of
the
Kentucky
governor's
office
of
early
childhood
and
Kentucky
is
a
coordinated
system
of
governance
and
the
Early
Childhood
advisory
Council.
The
governor's
office
of
Early
Childhood
serves
as
the
support
office
for
the
advisory
Council
and
our
role.
Kentucky
has
really
three
different
oversight:
entities
where
Early
Childhood
sits
and
invests
three
different
entities:
the
Kentucky
Department
of
Education,
the
Cabinet
for
Health
and
Family
Services,
and
the
education
and
labor
cabinet.
B
B
Well,
so
it's
all
about
relationships,
so
you
know
you
can
move
people
around
and
chairs
around
and
you
can
still
not
have
great
coordination
where
you
can
move
people
and
chairs
around
and
you
can
have
great
coordination.
So
you
know
I'm
with
Andrea
that
and
Sarah
actually
that
we
have
great
relationships
and
we
do
all
come
together
at
the
Early
Childhood
advisory
Council
right.
We
do
all
work
together.
So
I
will
say
so.
B
C
Uh-Huh
I
will
say
that
the
the
difference
and
Amy
described
the
office
very
well
so
I
I
appreciate
that
the
difference
in
what
we
looked
at
and
some
of
these
more
created
offices
versus
the
Kentucky
current
model
is
that
all
of
the
Early
Childhood
advisory
Council
meets
quarterly.
It
does
a
great
job
of
bringing
everybody
to
the
table.
The
individual
offices
go
back
at
the
end
of
the
day
and
they
make
more
decisions
based
on
their
individual
needs.
So
you
know
KDE
Division
of
Child
Care
hands.
C
Everybody
comes
to
the
table
at
those
quarterly
meetings
like
like
they
will
next
week
and
they
have
a
great
discussion
based
on
everything,
but
they
they
return
to
to
their
world.
At
the
end
of
the
day
when
you
have
these
created
collaborative
offices,
it's
somebody
coordinating
this.
That
says,
as
we
make
decisions
we
we
do
this
all
together.
Right
now,
with
DCC
Andrea
mentioned
that
Division
of
Child
Care
meets
weekly
regularly,
with
dcbs,
with
division
of
family
support.
C
All
that
DCC
and
KDE
don't
get
that
regular,
sit
down
the
same
way
that
the
other
collaborative
offices
within
within
her
cabinet
do,
and
there
is
partnership
and
I
think
we
have
I
think
we
have
great
Partnerships
Amy's
right,
there's
a
lot
of
really
great
relationships,
but
because
everybody
is
tasked.
This
is
tasked
so
individually
within
the
state
outside
of
those
collaborative
meetings.
C
There's
still
a
a
great
return
to
your
individual
priorities
and
at
times
that's
that's
necessary
if
I'm,
if,
if
I
am
Andrea
and
she's
got
to
figure
out
how
to
supervise
all
the
licensed
and
certified
Child
Care
programs
in
the
state,
then
she's
going
to
have
to
make
some
of
those
individual
decisions.
But
if
we're
looking
at
things
like
mixed
model,
delivery
and
children,
that
need
whole
services
and
things
like
that,
it's
harder
just
to
come
together
once
a
quarter
and
think
about
policies
that
could
wrap
around
children
as
much.
A
A
G
Division
of
Child
Care
holds
all
their
eggs
and
we
contract
with
the
office
of
Inspector
General
division
of
regulated
child
care.
They
have
staff
that
go
out
to
do
the
inspections,
to
follow
up
on
complaints,
to
do
the
initial
application
and
Survey
the
centers,
and
there
are
they
are
our
enforcers.
If
you
will
they
go
out
and
make
sure
that
our
regulations
are
followed
and
that
health
and
safety
standards
are
met?
Okay,
thank
you.
B
I
think
just
one
other
thing
to
keep
in
mind.
That
is
it's
very
hard
to
do,
but
it's
very
critical
and
it's
a
neutral
piece
is
data
and
we
talked
earlier
about
kindergarten,
Readiness
data.
We
we
talked
earlier
about
third
grade
proficiency
data,
and
there
are
milestones
and
like
indicators
that
we
have
in
the
early
childhood
space,
for
example,
the
quality
rating
system
and
the
indicators
of
quality,
and
so
the
more
we're
all
sort
of
rowing
in
the
same
direction.
A
Thank
you.
Thank
you
all
Allison
and
Jill.
Thank
you
both
so
much
for
for
joining
us
today
and
for
the
information
and
I'm
sure
it'll
be
in
touch
again.
There's
some
other
areas
that
I
want
to
look
at
I'm,
going
to
check
out
some
some
of
the
data
that
you
all
have
first
and
kind
of
get
more
familiar
with
that.
But
I
want
to
make
it
clear
to
those
who
are
watching
on
KET
that
we
are
not
saying
that
we
are
going
to
present
legislation
to
create
a
cabinet
for
children.
A
The
topics
that
we
bring
up
in
these
meetings
are
for
discussion.
It
is
to
provide
information
to
make
decisions
in
the
future.
There
are
no
decisions
that
have
been
made
so
and
I
and
I
think
it's
important
for
us
to
look
at
this
issue
from
every
angle
that
we
possibly
can
to
come
up
with
the
best
policy,
and
there
may
be
things
that
are
controversial
things
that
I
don't
agree
with
things
that
other
members
of
this
committee
don't
agree
with,
but
it's
still
good
to
hear
those
things.
A
Okay,
now
we
are
going
to
to
move
on
to
the
the
federal
food,
Adult
and
Children's
food
program,
and
I
want
to
just
take
a
minute
to
thank
Michelle
Wallace
with
KB's
Kids
Zone
in
Owensboro.
I
was
emailing
with
her
the
other
day
in
a
conversation,
and
she
brought
this
up
and-
and
it
is
a
a
component
of
early
childhood
education
within
our
centers,
that
is
important.
It
has
to
IT
addresses
the
the
the
profitability,
the
quality
of
services.
A
The
basic
functions
of
a
center
are
tied
to
this
I
know
in
our
Center
we
have
a
staff
of
three
in
our
food
program
and
and
it's
it's
a
very
important
part
of
what
we
do-
quality
wise
and
to
help
cover
the
cost
of
feeding
the
kids
through
this
program,
and
so
I
thought
it
was
important
for
the
committee
to
hear
what
this
program
is
about
and
how
it
relates
to
the
different
centers
which
which
centers
are
eligible
to
participate
in
this.
A
Is
this
something
we
want
to
look
at
as
part
of
the
the
future
of
early
childhood
education,
something
we
want
to
invest
in
as
a
state
to
to
make
sure
that
every
child
in
a
license
center
has
a
free
meal.
A
F
F
F
There
we
go
okay,
so
I'm
gonna
go
over
like
an
overview,
but
if
you
have
any
questions
of
course
feel
free
to
ask
the
purpose
of
the
child
and
adult
care
food
program
is
to
assist
centers
that
are
eligible
and
I'll
discuss,
who
all
is
eligible
in
providing
nutritious
meals.
So,
essentially,
if
you
provide
a
meal
that
follows
the
guidelines,
you
can
submit
a
claim
to
the
state
agency
and
we'll
we'll
reimburse
you
based
on
rates
that
are
set
by
Congress
each
year.
F
F
I'll
talk
a
little
bit
more
about
what
qualifies
as
an
at-risk
after
school
program.
We
do
serve
Emergency
Shelters,
so
any
emergency,
shelter
or
homeless,
shelter
that
has
family
least
so
it
has
to
be
a
shelter
that
actually
takes
in
the
mom
or
the
dad
and
the
children,
because
we're
going
to
serve
the
children
while
they're
at
the
center
and
it's
for
reimbursement.
So
this
this
program
was
started
initially,
with
the
national
school
lunch
act.
It's
reauthorized
under
the
Child
Nutrition
reauthorization,
the
United
States
Department
of
Agriculture
is
the
federal
agency,
food
and
nutrition
services.
F
So
I'm
going
to
tell
you
a
little
bit
about
the
eligibility
for
each
side
type
and
I'll
I'll
try
to
emphasize
the
things
that
are
very
specific
to
the
child
care
centers.
So
for
child
care
centers
we
can
serve.
We
can
reimburse
for
meals
up
to
the
age
of
12.,
15
for
migrant
workers
or
18
for
mentally
or
physically
disabled.
The
meal
reimbursement
rates
are
determined
in
child,
cares
by
the
household
income
and
I'll
show
you
what
that
income?
Is
it
changes
also
every
year
and
it's
updated
annually
they
may
serve.
F
Child
cares
may
serve
two
meals
in
a
snack.
So,
most
typically,
what
we
see
is
they'll
serve
breakfast
lunch
and
snack,
and
then
they
provide
to
us
the
numbers
of
breakfast
lunch
and
snacks.
That
they
provided
and
the
eligibility
so
how
many
free
reduced
and
paid
rate
children
that
they
have
two
meals
in
a
snack
is
currently
the
max
of
what
can
be
served.
F
You
could
potentially
do
two
snacks
and
a
meal
if
you
preferred
for-profit
agencies
versus
non-profit
agencies,
so
non-profit
agencies
are
eligible
to
receive
reimbursement
at
the
rates
based
on
the
household
incomes
for
all
their
children.
If
it's
a
for-profit
center,
they
must
first
be
able
to
show
us
that
they
have
at
least
25
percent
of
their
children.
That
will
be
eligible
for
free
and
reduced
meals.
So
it
is
possible
that
for-profit
centers
will
not
qualify
based
on
that
specific
requirement.
F
The
at-risk
after
school
program,
this
is
going
to
be
a
lot
of
your,
like
programs
like
the
YMCA
or
different
programs
that
are
available
in
the
schools
to
provide
care
after
the
school
ends,
but
before
the
parents
come
to
pick
them
up.
This
is
also
going
to
be
all
of
your
after-school
enrichment
programs
like
tutoring
band,
that
sort
of
thing,
so
this
offers
one
meal
and
one
snack
and
it's
up
to
the
agency
what
they
decide
to
serve.
This
can
be
non-profit
agencies.
It
can
be
school
districts,
any
agency
that
has
an
after
school
program.
F
So
you
know
maybe
libraries,
like
I,
said
YMCA
programs
a
lot
there's
a
lot
of
variety
of
possibilities.
We
do
also
have
at-risk
programs
that
are
in
churches,
so
as
long
as
it's
served
outside
of
the
school
day
during
the
school
year,
because
of
course,
during
the
summer
summer
program
would
pick
that
up
and
it's
up
to
the
age
of
18.
F
and
they
can
serve
one
meal
in
one
snack
and
all
is
reimbursed
at
the
free
rate.
So
the
reason
it's
referred
to
as
the
at-risk
after
school
program
is
it's
only
available
in
areas
where
the
the
local
school
has
50
free
or
reduced.
So
it's
based
off
of
you
know
an
elementary
school
or
a
middle
school.
That's
in
the
area
that
has
at
least
50
percent
free
or
reduced
Emergency
Shelters.
F
Head
Start
and
state-funded
preschools
Head
Starts
are
all
going
to
be
reimbursed
at
the
free
rate
because
being
eligible
for
Head
Start
automatically
qualifies
a
child
for
a
higher
reimbursement
rate.
State-Funded
preschools
are
going
to
be
based
on
household
income.
They
can
serve
two
meals
and
a
snack
per
day,
which
typically
will
see
breakfast
lunch
and
snack
afternoon.
Snack
Adult,
Day,
Care
Centers
Adult
Day
Care
Centers
can
participate
in
the
program
if
they
do
not
participate
in
the
older
Americans.
Let's.
F
Okay,
so
Family
Daycare
homes,
that's
in-home
daycare.
It's
very
similar
to
child
cares
the
up
to
age,
12,
two
meals
in
a
snack
that
sort
of
thing
there
is
a
slightly
different
reimbursement
rate
for
tiering.
A
F
F
So
this
is
one
of
the
things
that
will
help
understand
eligibility.
So
if
we
get
a
call
from
a
center
that
says
I'd
like
to
learn
about
the
food
program,
we
tell
them
all
the
details
of
who's
eligible.
What
type
of
Center
you
have
to
be
that
sort
of
thing,
and
then
they
have
two
routes
that
they
can
go.
F
They
can
either
go
under
a
current
existing
sponsoring
organization
that
would
provide
services
to
them,
such
as
training
monitoring,
technical
assistance,
and
then
they
submit
their
paperwork
to
that
sponsoring
organization
and
that
sponsoring
organization
then
pays
them
directly.
State
agency
pays
the
sponsor
organization.
Sponsoring
organization
pays
the
child
care.
The
other
option
is
for
them
to
come
on
with
the
state
agency
directly.
F
And
when
they
call
they're,
given
both
options
and
they're
told
you
know,
think
about
your
options
and
let
us
know
what
you
want
to
do.
The
only
exception
is
Family
Daycare
homes.
They
do
have
to
go
under
a
sponsoring
org
and
that's
a
federal
requirement.
F
So
one
of
the
things
to
understand
better
the
sponsoring
org
is
that
the
sponsor
organization
is
the
one
who
is
responsible
with
the
state
agency.
So
when
we
monitor
to
make
sure
that
everybody's,
following
the
rules
we're
holding
that
sponsoring
organization
accountable,
so
if
a
center
gets
in
trouble
and
has
to
pay
back
some
money,
we
actually
build
a
sponsoring
organization,
because
it's
the
sponsor
organization's
responsibility
to
ensure
compliance.
At
that
point,
the
sponsoring
org
is
required
to
do
that.
Now.
A
You
kind
of
give
some
examples
like
for
a
family
daycare
home
who
would
they
get
to
be
their
sponsoring
agency?
Well,.
F
That's
a
good
question:
we
have
four
C's
out
of
Louisville.
We
have
some.
We
have
a
couple
of
non-profit
agencies
that
actually
come
out
of
Tennessee
and
serve
our
state,
but
typically
it's
going
to
be
an
agency
that
already
provides
some
sort
of
Early
Childhood
Services,
like
maybe
they
participate
in
the
child
care
assistance
program
or
they
have
grants
to
provide
education
of
for
child,
cares.
A
So
would
we
have
any
Authority
as
a
state
to
change
that,
if
say,
let's
say
we
wanted
the
the
Family
Daycare
homes
to
be
able
to
provide
that
service
and
keep
their
own
paperwork
submit
it.
Could
we
change
that
as
a
state?
No.
A
F
F
It's
it's
worthwhile.
Yes
exactly
so
this
next
section
is
kind
of
the
reason
why
some
agents,
some
centers,
might
decide
to
go
under
a
sponsoring
or
with
this
Federal
requirements
we
are
required
when
somebody
calls
and
asks
to
be
on
the
program
if
they
want
to
be
work
directly
and
have
a
you
know,
a
contract
directly
with
us.
They
have
to
provide
financial
and
administrative
capability,
so
we
have
to
look
at
their
financial
records
to
make
sure
that
they
have
are
in
Good
Financial
standing.
F
We
have
to
look
at
their
processes
what
kind
of
Staffing
they
have.
What
kind
of
you
know
the
the
the
Integrity
of
their
business
practices?
We
really
have
to
look
at
a
lot
of
those
sorts
of
things,
and
sometimes
the
child
cares
struggle
with
providing
those
financial
records
and
providing
some
of
the
requirements
that
we
have
from
the
federal
level.
And
if
that's
the
case,
that's
when
they
can
go
under
that
sponsoring
org.
That's
a
common
reason
that
they
do
now.
Some
may
prefer
to
go
under
a
sponsoring
org
where
they
have.
F
You
know
a
little
bit
more
oversight,
that
sort
of
thing,
but
typically
what
happens?
Is
it's
it's
difficult
for
them
to
pass
this
financial
and
administrative
capability
process
that
we
have
to
do,
and
so
that
gives
them
another
alternative
is
to
go
under
a
sponsoring
organization.
F
So
I
did
provide
some
data
on
what
types
of
sites
we
have
so
you'll
see
for
licensed
Child
Care
Centers.
We
have
709,
we
have
238
Head,
Starts,
634
at-risk
after
school
programs
and
216
home
day
care
centers.
F
Our
average
daily
attendance
for
a
federal
year.
21
was
25.93
for
the
child
care
centers,
our
25
935
for
the
child
care
centers
and
34
000
402,
for
that
at
risk
after
school
I
did
include
this
data
because
it
kind
of
shows
you
how
covid
has
affected
our
child
care,
centers
participation
and
our
average
daily
attendance.
F
As
you
can
see,
in
2019
pre-covered,
we
had
quite
a
bit
higher
average
daily
attendance
than
we
did
at
the
end
of
2021
I'll,
be
curious
to
see
how
2022
has
shaped
up
comparatively,
but
I
thought
that
the
average
daily
attendance
was
very
interesting.
Now
we
have
a
lot
less
centers
in
2021,
but
I
think
the
attendance
at
each
of
those
centers
got
a
little
better
as
things
begin
to
adapt
and.
A
What
what
is
the
total
number
of
centers
in
2021
the.
A
A
G
F
And
I
think
one
just
one
thing
to
point
out
that
might
make
it
a
little
bit
hard
to
compare
is
the
state-funded
preschools
and
the
head
starts
are
often
licensed
and
we
consider
those
in
a
separate
category
so
I,
don't
that
may
be
something
we
could
look
into
on
how
to
compare.
So
we
had
238
headstarts
that
participated.
709
child
cares,
which
actually
the
child
cares,
would
include
our
state-funded
preschools
and
our
licensed
child
cares,
but
our
head
starts
would
be
separate
so
that
you
know
still
probably
less
than
half
and.
A
As
you're
covering
this
keep
in
mind
that
we're
looking
at
this
as
an
element
of
Growing
Child
Care
throughout
the
state
as
a
as
a
funding
stream,
not
not
really
a
profit
funding
stream,
because
we
we
lose
money
in
our
food
program
every
month,
but
as
a
way
to
improve
quality
and
and
help
with
some
of
the
expenses.
So
please
continue
I'm.
Sorry,
no.
F
Problem
so
the
funding
like
I
said
is
once
the
sponsor
is
approved
and
they
serve
credible
meals
and
they
keep
the
proper
paperwork.
They
can
file
a
claim
each
month.
That
claim
is
paid
through
our
state
agency
with
regard
to
reimbursement.
Here's
some
of
the
breakdown
numbers,
cacfp
total
in
FY
21,
was
45
million
dollars.
The
child
cares,
which
is
going
to
include
your
state-funded
preschools,
and
your
child
cares
would
be
19
about
19
million
1907..
F
F
You
can
see
the
numbers
here
in
our
head
start,
so
I
broke
that
out
for
you.
These
are
approximate
numbers
based
on
our
FY
2021,
because
we
don't
typically
break
down
our
site
types
like
this
for
funding,
but
we
will
definitely
work
on
doing
that
for
the
future,
so
that
you
all
can
have
that
that
information.
F
So
here
is
your
reimbursement
rates,
so
you
can
see
that
a
free
lunch
is
going
to
be
four
dollars
and
three
cents
a
reduced.
Lunch
is
going
to
be
3.63
and
a
paid
lunch
is
going
to
be
47
cents,
so
you
can
see
the
reimbursement
and
how
that
works
out
for
the
in-home
child
cares,
which
is
the
the
daycare
home
line.
It's
going
to
be
based
on
your
tier
and
tier,
is
based
on
tier
one
would
be
area
eligible
which
would
be
based
on
that
free
and
reduced
percentage
from
the
local
school.
F
Like
I
talked
about
earlier
and
tier
two.
If
you're
not
area
eligible
and
you're
an
in-home
daycare,
you
can
you
can
do
income
applications
for
your
children
to
see
what
your
rate
is
now
right
now,
you'll
notice
that
all
the
rates
for
Tier,
1
and
tier
two
are
the
same.
Tier
two
is
typically
higher,
but
because
of
covid
we
actually
have
a
waiver
to
serve
every
in-home
daycare
as
a
tier
one,
which
means
they
get
the
higher
pay
rate
income
eligibility.
F
This
is
probably
very
similar
to
an
income
LGBT
eligibility
that
you're
used
to
seeing,
but
this
is
what
we
would
use
to
determine
if
a
child
care
has
20
kids,
how
many
fell
into
the
free
category?
How
many
fell
into
the
paid
category
and
how
many
were
in
the
reduced
category
and
then
once
they
get
those
numbers
their
reimbursement
is
based
on
that.
F
So,
of
course,
they
have
documentation.
We've
tried
to
over
the
past
few
years,
really
try
to
reduce
that
paperwork
and
make
that
paperwork
as
simple
as
possible.
You
know
do
as
much
electronic
as
we
can
so
our
you
know.
Our
goal
is
to
make
that
easier
and
we
do
take
recommendations
from
our
sponsors
as
far
as
the
nutrition
requirements.
I
do
have
the
information
in
here,
but
just
so
that
you're
aware
the
it
aligns
with
WIC.
It
aligns
with
the
dietary
guidelines
for
Americans
and
the
American
Academy
of
Pediatrics.
F
F
A
Answer
I
know
there's
also
funding
through
this,
like
our,
we
did
a
put
a
garden
in
for
our
kids.
That's.
A
There's
funding
that
through
this
program
that
helps
cover
those
types
of
activities,
let's,
let's
get
into
a
little
bit
and
Sarah.
You
may
want
to
jump
in
on
this.
Also,
let's
talk
about
those
centers
who
do
not
qualify
for
the
program
and
Andrea.
If
you
want
to
speak
to
this
first,
what
do
they
have?
What
are
what
are
the
requirements
of
those
centers
in
relation
to
feeding
their
kids
yeah
Andrea?
You
will
not
come
to
another
meeting.
Will
you.
C
After
legislation
that
was
passed
in
2020,
the
bill
stated
that
all
Child
Care
programs
had
to
have
the
meal
components
in
alignment
with
the
federal
food
program,
so
our
child
care
programs,
even
if
they're
not
doing
the
paperwork
for
reimbursement,
they
are
feeding
children
in
a
similar
manner.
Now
in
alignment
means
there's
a
little
bit
of
flexibility
there.
C
The
only
thing
that
is
not
in
the
child
care
regulations
regarding
the
the
rules
that
that
Ms
Fielder
talked
about
is
a
very
specific
breakdown
of
portion
sizes,
but
the
meal
components,
the
difference
in
whole,
wheat
versus
white,
bread
and
all
that
kind
of
stuff.
It's
a
very
extensive
portion
of
our
health
and
safety
racks.
So
so
there
is
alignment
with
all
the
child
care
programs.
However,
some
programs
can't
get
the
same
reimbursement
that
others
can,
as
Miss
feeler
stated
and
depending
on
how
much
time
it
takes
you
to
fill
out
the
paperwork.
C
As
you
mentioned,
it
can
be
quite
extensive.
Some
programs
don't
participate
in
the
federal
food
program
because
the
children
that
they
serve
the
income
level
of
the
children
that
are
enrolled
would
not
get
the
type
of
reimbursement
that
that
they
want
from
that.
But
there
are
many
groups
like
Head
Start
programs.
In
order
to
be
a
Head
Start
program,
you
must
participate
in
the
federal
food
program.
If
you
don't,
you
lose
your
status
as
a
Head
Start
program.
C
So
there
are
some
that
are
very
specifically
enrolled
and
others
that
are
meeting
the
meal
planning
component
but
may
not
be
participating
in
the
paperwork
and
that
shift
happened
in
2021
when
our
licensing
surveyors
in
the
state
of
Kentucky
began
to
inspect
on
that
which
previously
they
had
never
inspected.
More
than
just
making
sure
that
two
components,
three
components
or
five
components
were-
were
being
served
at
a
time,
but
they
did
when
the
the
regulations
changed.
C
F
Contact
us,
you
know
if
they
have
questions,
but
also
if
it
is
an
agency
or
a
site
that
participates
in
the
food
program
they
refer
to
us
often
because
we
can
do
you
know
a
lot
more
extensive.
We're
used
to
doing
a
lot
more
extensive,
so
so
we've
actually
really
appreciated
that
relationship
and
working
together.
F
So
Sarah
mentioned
that
you
know
some
of
the
daycare
centers
may
not
see
it
as
as
feasible
to
participate.
So,
for
example,
if
it's
a
non-profit
and
they
have
let's
say
they
have
50
kids
and
30
of
them-
are
gonna
fall
in
that
paid
rate.
They're
not
going
to
get
enough
funds
for
it
to
be
feasible
for
them
to
participate,
and
so
that's
a
decision
that
they
make
and
that's
up
to.
F
C
Now
there
are
child
care
programs
that
do
not
provide
meals
during
the
day
and
in
those
cases
they
ask
the
families
to
bring
in
the
meals.
If
it's
a
half
day
program,
they
might
provide
a
snack,
but
if
it
is
a
full
day
program
and
they
they
say,
we
provide
snacks,
but
you
have
to
bring
a
lunch
box
with
your
meals,
which
there
there's
a
good
percentage
that
that
do
that
there,
their
regulations
do
not
have
to
meet
this
level.
They
have
their
own
separate
set
of
regulations.
C
F
And
we
do
have
some
centers
that
do
a
combination
like
they'll.
Have
the
parents
bring
in
the
lunch,
because
that
requires
five
components
in
our
program
or
and
then
they'll
get
reimbursed
for
breakfast
and
snack?
Because
breakfast
is
three
components
and
snack
is
two
and
you
can
you
know
you
can
do
some
shelf
stable
items?
You
can
do
milk,
cereal
and
a
fruit
for
breakfast.
So
there
is
ways
to
do
a
combination,
and
we
do
see
some
that
do.
A
What
what
what's
the
deciding
factor
as
to
whether
or
not
you
want
to
participate
at?
What
point
is
it
best
for
you
to
participate?
Well.
F
I
think
that's
a
great
question
and
I
will
say:
if
the
a
lot
of
times
we
get
resistance
from
centers,
because
they
think
it's
going
to
be
harder
than
it
is.
Maybe
they
participated
10
years
ago
when
things
were
a
lot
less
efficient
and
more.
You
know
more
handwriting
than
now.
We've
got
a
lot
of
electronic
documents.
That
will
add
things
up,
and
so
we
really
try
to
talk
to
people
about
it's
gotten
a
lot
easier,
we'll
help
you
through
it.
F
F
A
F
A
C
And
there
was
initial
pushback
when
we
first
put
this
regulation
into
play,
because
one
of
the
biggest
things
was
centers
wanted
to
have
parties.
They
wanted
to
have
birthday.
Parties,
celebrations
or
holiday
party
celebrations,
and
they
felt
like
participating
in
the
federal
food
program
would
would
limit
that.
What
they
didn't
realize
is
that
they
still
have
that
opportunity.
They
just
can't
be
reimbursed
for
some
of
those
snack
foods
that
are
not
covered
by
the
federal
food
program.
So
some
of
it
was
misinformation
that
caused
a
great
deal
of
of
pushback.
F
F
F
A
Want
to
have
to
go
home
until
my
food
staff,
how
much
I
appreciate
them
help
how
how
much?
Let's,
let's
kind
of
look
at
this
a
different
way?
How
does
this
play
into
our
ability
to
grow
child
care
centers
in
the
state?
What
what
can
we
do
in
this
area
to
make
this
better?
You
know
one
for
the
quality
of
care,
making,
sure
kids
are
getting
proper
meals
and
then
and
then
two
the
the
cost
aspect
of
that.
A
That
could
I
mean
it
all
plays
into
for
for
private
centers
if
they
can't
turn
a
profit,
they're
not
going
to
open
and
there's
nothing
wrong,
they
should
be
able
to
turn
a
profit.
But
how
can
we
make
this?
This
aspect
of
child
care
centers
better
to
in
looking
at
at
that
angle,
to
grow
centers
throughout
the
Commonwealth.
C
I,
don't
think
that
centers
realize
how
much
technical
assistance
and
support
they
can
get
from
Miss
feeler's
office.
If
they
do
participate
in
this
program,
they
assume
that
they're
going
to
have
to
learn
how
to
do
all
this
on
their
own
and
a
great
a
great
deal
of
time
is
dedicated
to
supporting
them.
F
We
have
a
lot
of
very
passionate
staff
and
it's
it's
great
the
amount
of
work
that
they
will
go
through
to
try
to
help
people
we
do
when
somebody
first
comes
on.
We
do
one-on-one
training
with
them.
We
work
with
them
one-on-one
until
they're
comfortable
before
they
ever
file.
Their
first
claim.
We
sit
down
with
them
at
their
location
and
help
them
combine.
A
Wish
I
knew
how
prevalent
it
is
that
there
are
centers
that
just
don't
do
this
and
I
mean
they're
not
going
to
make
any
money
by
doing
it,
but
it
would
cut
their
expenses
tremendously.
I'm
sure
I,
wish
I
knew
how
many
centers
could
benefit
by
this.
F
Will
those
that
are
eligible?
Yes,
I
will
say
that
in
over
the
past
few
years,
several
times
we
have
taken
the
list
that
we
generate
from
your
website
highlight
the
ones
that
are
not
participating,
divided
out
amongst
the
staff
and
the
staff
just
call
them.
So
we've
done
that
several
times
so
I
mean
we.
It's
definitely
something
we'll
we'll
do
again,
but
right
now,
I
think
the
biggest
issue
is
Staffing.
You
know
they're
so
scared
to
take
on
anything
more
because
of
the
staffing
issues
you
know,
like
you
said.
F
One
of
the
issues
with
there
are
applications.
Right
now
is
many
of
our
directors
and
owners
are
in
classrooms,
making
sure
they're
meeting
ratio
so
they're
not
able
to
sit
in
front
of
their
computer
and
do
their
application
like
we
need
them
to
so,
but
yeah
I
feel
like
we
do
a
lot
to
try
to
make
sure
people
feel
comfortable,
but
sometimes
hearing
it
from
somebody.
Besides
us
who
you
know,
we
may
sound
like
we're
trying
to
sell
them.
F
The
program
I
know
at
one
point:
lassenger
was
put
in
in
like
new
packets,
about
the
Child,
Care,
Program
and
I.
Think
we
got
quite
a
few
that
called
us
from
that.
So,
okay.
A
Are
there
have
you
all
received
any
word
from
the
the
federal
government
that
I
know
there's
a
lot
of
talk
about
more
and
more
money
poured
into
Child
Care
Early
Childhood
about
those
those
restrictions
changing
or
or
to
to
make
it
a
universal
coverage
and
and
I
I
guess
going
along
with
it.
I
know
there
aren't
there
school
districts
that
the
entire
school
gets
free
lunches,
whether
you
qualify
or
not.
F
There
are
art,
I
know
my
my
boss,
Lauren
is
here
she
might
know
more
about
that.
But
there
is
a
lot
of
talk
about
that.
There
is
and
I
don't
know
how
far
it
will
go
because
I'm
not
really
in
a
position
to
to
know
those
pieces,
but
there
is
talk
about
using
the
area
eligibility
like
they
do
with
the
at-risk
after
school
program,
which
would
eliminate
those
enrollment
forms
and
income
applications
that
they
have
to
do
every
year
and
it
would
allow
everyone
to
be
paid
at
the
free
rate.
F
I
mean
that's
been
discussed,
so
there's
lots
of
talk
like
that.
I
just
don't
know,
you
know
how
likely
it
is
to
happen.
I
will
say
that
you
know
they're
doing
a
lot
of
things
to
try
to
provide
more
reimbursement
like
allowing
all
the
Family
Daycare
homes
to
be
enriched
at
the
higher
rate,
they've
added
10
percent,
or
not
10
10
cents
on
the
meal
rates
for
this
year.
F
So
there's
lots
of
things
that
are
being
done.
I
see
a
lot
of
positive
movement.
C
There's
also
some
consideration
that
the
national
school
lunch
program,
which
is
what
K
through
12
uses,
is
different
than
the
than
the
program
that
child
care
uses
and
when
we,
when
we
have
a
preschool
program
in
a
public
school
system
that
chooses
to
be
licensed
as
well.
The
the
child
and
adult
family
food
program
is
is
more
restrictive.
If
you
go
into
a
public
school,
my
children
can
still
have
Pop-Tarts
for
breakfast
there
and
be
reimbursed
for
it.
C
We're
in
a
Child
Care
Program
that
that
would
not
work,
and
we
will
look
at
all
the
federal
money
that
has
come
down
in
the
past
three
years
for
child
care.
It
has
been
focused
more
on
keeping
the
center
operational
and
and
preventing
closures
as
opposed
to
increasing
quality,
because
everybody
was
just
trying
to
hold
on
to
the
cliff
by
their
fingernails.
So
it
didn't
look
at
increasing
programs
like
Federal
food
program,
because
it
was
more
of
how
to
sustain
operations
that
were
already
in
place.
Instead
of
increasing
quality.
F
There
are
restrictions
that
are
in
the
child
care
centers,
like
unflavored
milk
is
required
for
under
age,
six,
no
sweet
grains,
which
is
where
kind
of
throws
out
the
Pop-Tarts
in
the
thought
process
there
is
trying
to
get.
You
know
children
not
used
to
those
sweetened
Foods
at
a
young
age
so
and
that's
new.
All
of
that
changed
in
2017.
A
Okay,
any
other
thoughts
from
any
of
you
in
this
area
and
I
I
think
this
is
this
is
an
important
component
quickly?
Are
there?
Are
there
states
that
that
supplement
funding
for
these
programs
to
make
it
more
where
all
kids
can
get
it
or
their
state
food
programs
that
that
are.
A
And
I,
if
there
are
child
care
owners
out
there,
who
struggle
with
this
and
and
I,
would
love
to
hear
from
you
on
how
this
affects
your
ability
to
sustain
your
operation
and
and
what
problems
you
have.
As
we
look
at
this
this
component,
so
I
have
monopolized.
All
of
the
questions
today
is
a
usual
and
Senator
Thomas.
Would
you
like
to
ask
a
question
or
make
a
comment,
sir?.
G
Thank
you
for
your
thought
on
this
chairman
Carol
you're
right
I've
been
unusually
quiet
today.
I
think.
Sometimes
you
just
have
to
go
through
a
period
of
reflection
and
synthesis
in
order
to
move
forward.
I
think
that's
where
I
am
today.
G
A
Okay,
anything
you
want
to
add.
Our
next
meeting
is
November
the
3rd,
and
this
will
be
the
final
content
meeting
and
then
we'll
meet
again
on
November
21st
to
discuss
and
vote
vote
for
task
force
findings,
and
there
will
be
decisions
made
as
to
to
where
we
go
with
this.
A
Whether
or
not
it
ends
or
we
continue
on
to
the
next
interim
I
feel
like
there's
a
lot
more,
that
we
need
to
cover
and
I
would
really
like
to
hear
from
more
centers
throughout
the
state
before
we
really
get
into
a
lot
of
policy
discussions.
But
some
good
information
today
and-
and
we
we've
come
a
long
way
and
there's
there's
still
a
lot
to
hear.
A
But
it's
you
know,
I
think
the
thing
that
did
me
the
most
good
was
at
your
suggestion,
meeting
with
some
local
providers
and
and
hearing
from
them
from
day
to
day
and
and
the
the
struggles
that
they
have
and
and
I
I.
Think.
That's
really
why
I
think
we
need
more
time
to
really
hear
more
from
them
and
get
suggestions
from
them
on
things
that
we
can
do
to
to
help
them
to
sustain
and
to
grow
throughout
the
Commonwealth
I.
A
Don't
know
that
the
cabinet
idea-
I
don't
know,
maybe
that's
something
for
the
future,
but
if,
if
there
is
cooperation
and
there's
Communications,
maybe
that's
not
a
weakness.
Maybe
we
just
need
to
make
some
adjustments
in
that
area,
but
I
don't
know,
but
it
was
good
to
hear
about
that
and
I
appreciate
the
the
folks
from
ncsl
they're,
always
a
tremendous
asset
on
anything
that
we're
doing
before
we
adjourn.
Is
there
anyone
else
in
the
audience?
G
If
you
would
be
interested
in
that
for
anyone
on
the
committee.
Thank
you.