►
From YouTube: Early Childhood Fellows 2021 Day 2
Description
June 17 webinar
A
So
for
those
of
you
who
were
able
to
log
into
thinkific,
you
by
now
are
familiar
with
our
our
framework
here,
as
melissa
mentioned
yesterday,
and
on
the
video
online.
This
is
based
off
of
ron
from
brenner's
ecological
theory
in
which
we
think
about
early
childhood
development
and
sort
of
all
the
layers
of
relationships
and
systems
and
programs
and
people
that
that
influence
the
the
family
and
child
there
at
the
center.
A
And
you
also
know
that
we
are
sort
of
at
the
beginning
stages,
we're
in
chapter
one
here
on
thinkific,
you
all
completed
some
foundational
knowledge
around
maternal
and
infant
health,
early
brain
development.
We
also
learned
about
early
adversity
and
its
effects
on
the
developing
body
and
family
stress
and
and
how
that
affects
development
as
well.
A
Again
now
we're
going
to
we
want
to
take
just
a
few
minutes.
You
can
pull
out
your.
I
don't
have
mine
handy
my
I'm
going
to
pull
out
my
early
childhood
fellows
notebook
that
you
all
received
in
the
mail,
but
we
invite
you
to
to
pull
those
out.
You
might
reflect
on
what
you
learned
in
thinkific
and
think.
As
I
said,
we
were
broad
and
thinkific.
A
A
Excuse
me,
these
are
both
really
valuable
resources
that
can
then
can
give
you
specific
information
on
your
state.
They
both
track
a
lot
of
indicators
on
health,
family,
economic
supports
and
opportunities,
early
learning,
with
with,
as
I
said,
specific
data
to
your
state's
profiles
that
help
you
understand
sort
of
how
exactly
the
families
and
children
in
your
states
are
doing.
A
These
will
be
linked
on
the
slides
that
you
can
check
out
later,
we'll
also
provide
them
in
a
recap
email
later,
but
I
just
wanted
to
draw
your
attention
to
these.
These
resources
out
there
that
can
help
you,
as
you
begin
to
understand,
sort
of
the
lay
of
the
land
in
your
states,
but
we're
going
to
shift
from
there
now
and
we're
going
to
look
at
the
policy
implications
of
all
of
those
issues
and
barriers.
A
We're
so
excited
to
have
dr
cynthia
osborne
here
with
us
today,
as
you
can
see
from
all
the
accolades
here.
Dr
osborne
is
very
busy
and
we
know
that
she's
got
another
big
event
later
today,
so
we're
just
really
grateful
to
her.
For
being
here.
Dr
osborne
was
the
founder
of
the
national
prenatal
degree
policy
impact
center.
We've
had
the
opportunity
to
partner
with
her
several
times
since
the
launch
of
her
of
her
center
and,
as
I
said,
it's
going
to
focus
on
the
policies
here.
A
B
B
I'm
an
academic,
I'm
at
the
university
of
texas
at
austin
and
our
work
really
relies
on
the
science
of
the
developing
child.
I
know
that
many
of
you
were
able
to
use
some
of
the
materials
and
have
heard
from
the
other
speakers
about
this
science
and
how
it
has
evolved
over
the
last
decade
or
more,
but
it
clearly
identifies
the
conditions
that
children
need
to
thrive
from
the
start.
B
B
B
We
also
know
that
there's
no
one
program
or
one
policy
that
can
do
it
all.
So
we
started
with
this
systems
level
perspective
and
you'll,
see
if
you
looked
at
our
clearinghouse,
that
we've
reviewed
over
two
dozen
state
level
policies
to
really
look
broadly
at
what's
working
and
what
we
need
to
learn
more
about.
B
I'm
not
going
to
spend
time
on
the
science
of
the
developing
child,
because
I
know
that
you
guys
have
gotten
those
materials.
But
this
is
really
what
what
motivates
our
work
and,
at
the
end
of
the
day,
we
are
trying
to
create
the
conditions
that
create
those
safe,
warm
stable,
nurturing
environments
both
for
the
parent
and
child
and
when
the
children
are
not
with
their
parent
between
any
other
caregiver
and
that
child.
B
We
know
that
those
sorts
of
environments
are
what
lead
to
self-regulation
and
executive
function
and
when
children
are
faced
with
chronic
adversity
that
they're
in
constant
survival
mode
and
not
able
to
really
develop
in
the
way
that
they
are
pre-programmed
to
do
so,
it's
not
as
if
we
should
ever
give
up
on
a
child.
There
are
things
that
we
can
do
if
we
don't
get
it
right,
but
it's
a
lot
less
expensive
and
a
lot
easier
if
we
get
it
right
from
the
start.
B
We've
also
looked
to
see
how
we
can
do
that
for
child
care
providers
as
well,
and
I'm
happy
to
talk
more
about
some
of
the
needs
that
our
child
care
providers
have
and,
like.
I
said
it
really
does.
Take
a
system,
the
research
is
clear
that
there
is
no
magic
bullet,
there's
no
single
institution,
it's
not
education
or
child
care
or
health
care
or
social
services
or
employment
or
the
family
alone
that
they
do
work
as
a
system
and
that
the
stronger
it
is.
You
know
the
stronger.
B
B
We,
like,
I
said,
created
a
policy
clearinghouse
in
which
we
conducted
comprehensive
reviews
of
the
most
rigorous
evidence
to
date
and
they're
all
there
to
demonstrate
what
it
is
that
we
know
about
what
works
and
what
it
is
that
we
still
need
to
learn
and
from
those
comprehensive
reviews.
We
identified
the
11
most
effective
state
level,
policies
and
strategies
that
really
create
those
conditions
in
which
children
can
thrive,
and
I'm
going
to
spend
time
on
the
policy
roadmap
today,
which
is
the
compilation
of
those
effective
policies
and
strategies,
but
just
to
briefly
mention.
B
B
So
I'll
begin
with
our
to
just
briefly
describe
our
state
policy
roadmap
and
the
framework
is
really
simple.
We
began
with
the
science
of
developing
child,
we
turned
to
the
research
to
say
what
is
it
that
actually
works,
and
then
we're
monitoring
states
progress
not
just
toward
whether
you
are
adopting
the
policy
or
not,
but
really
about
implementation.
B
How
generous
is
your
policy?
What
is
the
reach
of
the
policy
and
how
is
it
being
implemented
and
funded
so
that
it
can
really
be
as
effective
as
possible
and
we're
also
tracking
20
different
outcomes
for
your
children
and
families
in
your
states,
because
at
the
end
of
the
day,
again,
that's
why
we're
doing
all
this
is
to
lead
to
better
outcomes
for
them.
B
And
we
get
them
to
the
services
that
helps
over
the
long
long
term
to
reduce
their
their
long-term
needs.
So
that's
the
that's
the
science
of
developing
child.
Now,
what
are
the
most
effective
policies?
We
identified
what
we
five
policies
and
six
strategies,
and
I
can
go
into
great
detail
or
not
much
detail
depending
on
your
level
of
interest,
and
these
are
the
ones
that
the
most
rigorous
research
to
date
says
actually
lead
to
improvements
in
these
outcomes.
B
The
six
strategies
are
much
more
targeted
in
their
interventions
and
we
are
redefining
this
year
how
we
measure
kind
of
whether
a
state
is
actually
fully
implementing
these
strategies
or
not,
but
the
reason
the
distinction
between
a
strategy
and
a
policy
is
they
are
both
effective.
The
most
rigorous
evidence
tells
us
that
these
things
work,
but
with
strategies.
The
evidence
doesn't
really
tell
us
how
you
should
implement
that.
B
How
much
should
you
fund
home
visiting
in
order
to
have
the
reach
that
is
needed
and
to
really
create
those
positive
parenting
outcomes,
for
instance?
So
we
are
still
studying
this
to
try
to
learn
more
to
provide
that
guidance
to
you.
If
these
are
the
strategies
that
you
want
to
implement,
but
to
date
the
research
isn't
as
clear,
but
these
effective
strategies
include
comprehensive
screening
and
referral
programs
like
family
connects
or
healthy
steps.
B
We
demonstrate
how
those
effective
policies
are
aligned
with
our
goals
and
again
those
goals
are
not
things
we
made
up.
Those
are
the
goals
that
the
science
developing
child
say
are
necessary
to
create
those
conditions,
and
so
you
can
see
where
expanding
access
for
health
insurance
is
associated
with
five
of
our
policy
goals,
whereas
reduced
administrative
burden.
Let's
see
this
says,
I'm
muted,
I'm
not
sure.
If
jenny
am
I
still
on
okay,
you
were
muted
briefly
and
then.
B
So
this
is
that
alignment
between
the
policies
and
the
goals
and
in
the
interest
of
time
I
don't
want
to
go
through
each
of
these.
I
just
want
to
point
out
that,
in
our
state
policy
roadmap
for
each
of
these
policies
and
strategies,
we
go
through
the
specific
evidence
that
the
research,
the
causal
evidence,
that
the
research
says
these
have
the
potential
of
impacting
for
infants
and
toddlers
and
their
parents,
and
it's
broken
out
by
goal,
and
you
can
see
that
some,
such
as
for
expanding
medicaid,
is
associated
with
five
different
goals.
B
B
A
D
Senator
moran,
thank
you
if
that
was
a
packed
bunch
of
information.
I
really
appreciate
the
you
know
the
this
sort
of
linear
analysis
very
concrete,
a
picture
paints
a
thousand
words
very,
very
well
presented
for
what
I
can
only
imagine
was
just
a
herculean
effort.
That's
still
ongoing
and
I'm
just
you
know
curious.
You
know
that
was
so
much
work
and
so
much
information.
B
Absolutely
that's
the
question
that
we
get
and
in
the
first
year
we
didn't
have
all
that
information
there
in
in
our
kind
of
comprehensive
evidence,
reviews
that
are
on
our
website.
There
is
a
a
place
there
that
does
talk
a
little
bit
about
how
much
these
costs
and
what
the
return
on
investment
is,
but
this
year
and
this
year's
roadmap
that
we'll
be
producing
and
will
be
coming
out
in
october,
we've
really
tried
to
dig
into
this
question
so
both
how
much
do
these
different
things
cost?
B
What
is
the
return
on
that,
and
then
how
do
people
use
people?
How
do
states
fund
it
and
the
variation
in
that
we
don't
have
all
of
the
answers
for
all
of
the
policies?
Yet
some
of
it
really
hasn't
even
been
studied,
but
we
will
be
sharing
what
we
know
for
return
on
investment,
the
the
strategies,
the
the
program
interventions.
B
B
And
it
also
varies
based
on
the
kind
of
value
that
you
put
on
the
different
outcomes.
So
you
know
there
are
employment
outcomes,
there's
health
outcomes,
their
social
outcomes
and
the
research
kind
of
adds
those
things
up
in
different
ways.
So
it's
not
quite
as
clear-cut
as
it
reduced
the
number
of
hospital
stays,
for
instance
by
this
amount.
B
E
E
So
it
makes
a
big
difference
and
it
can
add
to
the
competitive
disadvantage,
but
anything
you
can
do
as
far
as
a
this
is
what
it's
going
to
cost
per
child
on
an
average.
You
know
and
something
along
those
lines,
because,
ultimately,
when
we
propose
a
lot
of
these
and
some
of
these
I'm
looking
at
my
I
got
my
computer
screen
here
and
I'm
looking
at
kentucky's
current.
You
guys
were
proposed.
I
saw
this
last
year
when
you
all
put
it
out,
and
some
of
those
ideas
have
been
proposed.
E
There's
always
some
resistance
on
some
of
those,
and
it's
always
a
matter
of
when
we
go
to
our
appropriations
and
revenue
chairman
to
say,
hey,
we
want
to
implement
this
well.
How
much
is
that
going
to
cost,
and
they
want
to
see
quick
results
on
that?
You
know
on
that
investment
in
healthcare.
Sometimes
you
have
to
wait
a
while
to
get
that
return
on
investment.
E
We
say
an
ounce
of
prevention's
worth
a
pound
of
cure,
but
we
need
to
have
those
numbers
if
you're
going
to
convince
other
members
of
the
general
assembly,
at
least
here
in
kentucky
to
get
some
of
these
things
implemented.
Is
they
want
to
see?
What's
the
cost
up
front,
how
much
is
the
savings?
How
quickly
do
we
see
those
savings
to
get
those
policies
implemented?
B
Yeah,
I
really
appreciate
that
senator
and
the
the
issue
of
the
short
versus
long-term
returns
is
something
that
the
those
of
us
who
are
in
early
childhood.
You
know
really
grapple
with
all
the
time
right
that
that
we
know
that
there
are
these
long-term
benefits
to
early
investment,
but
you
have
to
put
out
the
kind
of
fire
in
front
of
you,
and
so
that
is
one
of
the
things
that
when
we
look
through
here,
we're
we're
really
looking
at
the
benefits
that
accrue
as
much
as
possible
in
that
prenatal
to
three
period.
B
So
the
kind
of
immediate
benefits
that
it
has
to
the
children
in
that
age
group-
and
there
are
some
things
that
we
don't
actually
include
in
our
reviews
about
some
of
the
longer
term
benefits.
You
know
the
earned
income
tax
credit
is
an
example
in
which
children
who
are
exposed
to
it
early
have
reap.
You
know,
benefits
throughout
their
educational
journey.
So
I
I
do
hear
you
making
sure
we're
clear
about
what
the
short
and
long
term
returns
are
and
how
much
it
costs
is
just
essential.
B
F
F
B
The
we
are
the
prenatal
to
three
policy
impact
center
and
so
everything
that
we
do
really
focuses
on
those
first
three
years
of
life
and
it's
not
because
we
don't
think
four
and
five
or
three
three
and
four
and
five-year-olds
are
essential
and
we
do
have
some
information
on
them.
But
what
we
were
seeing
is
that
there
was
a
lot
of
information
about
our
preschool-aged
kids,
but
not
as
much
about
those
kids
in
the
earliest
years.
B
So
this
is
just
a
way
to
really
focus
attention
on
those
first
three
years,
but
it's
not
meant
to
to
send
any
signal
that
the
other
ages
are
not
important
and
we
do
have
some
information
on
on
the
older
children
as
well.
Thank
you
and
the
nice
thing
about
these
policies.
Although
they,
you
know
we're
we're,
saying,
here's,
if
you
have
the
goals
of
making
sure
kids
get
off
to
a
healthy
start,
they
have
an
impact.
They
actually
do
have
impacts
across
multiple
age
ranges,
and
it's
not
just
for
infants
and
toddlers.
B
So
I'll
I'll
continue
to
share
my
screen
and
you
will
have
access
to
my
slides.
So
I
don't
want
to.
Let's
see
if
I
can
pick
back
up
where
I
was.
I
don't
want
to.
You
know,
go
into
every
detail
here
and
bore
you
to
death,
but
the.
But
what
you
can
see
is
that
there's
just
widespread
variation
across
our
states
in
terms
of
the
number
of
policies
and
strategies
that
states
are
implementing.
B
Currently,
these
data
are
based
on
our
the
roadmap
that
we
put
out
in
2020,
and
we
are
currently
in
process
of
gathering
all
the
information
from
all
the
sessions
that
you
have
just
completed.
Some
of
you
will
be
ongoing
and
continue
to
make
changes,
but
everything
will
be
updated
in
our
2021
roadmap
that
will
come
out
in
october,
but
for
in
our
state
policy
road
map.
B
So
our
numbers
are
often
different
than
some
other
groups
numbers,
because
we
really
only
count
you
as
a
yes.
If
families
in
your
state
can
currently
receive
that
benefit,
and
we
demonstrate
for
each
each
policy
and
strategy
where
your
state
stands
on
this
kind
of
barometer,
if
you
will
of
you,
know,
passing
policies
or
really
implementing
them
in
a
way
that
it
allows
for
a
broad
reach
of
them.
B
So
that's
what
these
color-coded
from
dark
red
to
dark
green
mean
and
then
for
each
of
the
policies
and
strategies
we
indicate
where
your
state
is
along
that
barometer,
so
that
you
can
see
where
you
are
and
where
other
states
kind
of
around
you
are
I'm
in
texas
and
so
that
one's
always
easy
to
find
on
the
map.
These
maps
are
a
little
bit.
You
know
different,
because
there
we
want
each
state
to
have
the
same
size
square,
but
it's
not
always
easy
to
figure
out.
B
So,
for
instance,
this
is
an
indication
of
the
income
eligibility
that
parents
have
in
your
state
for
medicaid,
and
this
is
a
as
a
percentage
of
the
federal
poverty
level.
The
blue
states
have
all
adopted
medicaid
expansion
and
therefore
they're
at
138
of
the
poverty
level
or
dc
that
has
increased
it
to
221
percent.
B
The
gray
states
are
those
that
haven't
adopted,
medicaid
expansion
and
you
can
see
the
level
of
income
eligibility
that
a
parent
would
have
to
meet
in
order
for
the
adult
to
be
eligible
for
medicaid,
it's
a
low
of
17
percent
in
texas
and
a
high
of
100
percent
in
wisconsin,
and
then
in
this
in
your
state's
road
map.
You
have
an
example.
You
know
information
on
where
your
state
stands
on
these
and
we
also
give
some
indication
of
the
well-being
that's
associated
with
this
or
the
the
reach
that's
associated
with
this.
B
B
B
Instead
of
the
six
weeks
that
the
research
says
is
really
imperative
in
order
to
reap
the
benefits
that
the
research
finds
again
with
state
minimum
wage.
This
demonstrates
to
you
the
range
of
the
minimum
wages
in
a
nominal
or
the
actual
minimum
wage,
but
in
the
state
policy
roadmap
senator
we
also
have
the
cost
of
living
adjusted
minimum
wage.
So
you
can
see
of
where
your
state
stands
with
regard
to
that
and
and
what
it
might
need
to
be
if
it
had
at
least
the
value
of
ten
dollars
an
hour.
B
So
this
is
a
wide
range
here
and
then
for
the
earned
income
tax
credit.
There
is
not
a
measure
about
the
number
of
folks
within
your
state
who
are
eligible
for
the
credit
and
who
get
it.
What
we
do
know
is
the
proportion
of
folks
who
are
eligible
for
the
federal
eitc
and
who
actually
apply
for
it
or
don't.
B
So.
This
is
the
generosity
of
a
state's
earned
income
tax,
credit,
meaning
the
percentage
of
the
federal
credit,
and
then
we
have
another
indication
of
kind
of
the
the
proportion
who
are
not
filing
their
taxes
and
if
they
did,
they
would
be
eligible
for
this
credit,
and
you
can
see
in
rhode,
island
there's
15
percent
of
eligible
filers,
who
are
not
filing,
but
at
the
end
of
the
day.
This
is
my
last
slide,
the
what
we
found
by
tracking
your
legislative
sessions
on
the
these
policies
and
also
on
the
strategies.
B
B
But
I'm
gonna
again
stop
sharing
my
screen
and
open
it
up
for
any
questions,
but
also
just
extend
an
invitation
for
to
to
talk
to
us
about
anything
that
you
may
want.
We
do
have
more
information
about
some
of
the
funding.
We
do
have
information
about
how
states
are
funding
it.
Obviously,
ncsl
is
a
amazing
resource
and
partner
with
us
and
all
of
that.
G
Cynthia
thank
you
for
thank
you
for
being
here
on
the
snap
recertification
piece.
I
know
there
was
an
extension
I
think
in
one
of
the
one
of
the
covid
bills,
but
just
sort
of
curious
on
the
cost
side
of
it.
I'd.
Imagine
it's
probably
somewhat
rev
somewhat
neutral,
because
it's
saved
on
administrative
costs,
but
do
you
have
any
data
on
states
that
have
done
that
and
what
the
cost
implications
could
be.
B
B
B
But
what
we
find
is
that,
by
reducing
administrative
burden
in
ways
like
increasing
the
recertification
interval,
it
doesn't
lead
to
greater
fraud
and
it
really
reduces
the
costs
that
states
incur
and
maybe
even
more
important.
It
makes
it
so
that
families
who
are
eligible
continue
to
receive
those
services
that
they
need.
Snap
is
one
of
our
most
effective
programs
at
reducing
food
insecurity
and
and
that
longer
recertification
interval
is
kind
of
a
pretty
simple
way
of
making
it
so
that
children
and
families
still
get
those
benefits
that
they're
eligible
for.
G
B
As
most
of
you
know,
we
have
income
eligibility
thresholds
that
are
often
pretty
absolute,
at
least
from
the
federal
standpoint.
If
you
make
one
dollar
more
you're
no
longer
eligible
something
like
the
earned
income
tax
credit
is
a
it's
a
different
policy
that
actually
intentionally
tries
to
avoid
that
cliff.
B
By
saying,
if
you
earn
up
to
this
amount,
you
get
this
sort
of
tax
break
the
maximum,
but
then,
as
you
earn
more
and
more
and
more
or
you're
going
to
get
less
of
that
tax
break
until
you
earn
about
80
000
a
year,
and
so
that's
that
slope
that
you
were
just
referring
to
most
of
our
other
programs
do
not
offer
such
a
slope.
But
what
people?
What
states
have
done
is
by
using
kind
of
continuous
coverage
and
longer
recertification
periods,
for
instance
in
child
care.
B
There
was
a
federal
statute
that
required
that
you
can't
kick
a
kid
out
of
child
care
just
because
the
parent
got
a
job
that
now
makes
them
ineligible
by.
You
know
a
couple
hundred
dollars
or
something
that
they
have
to
be
eligible
for
at
least
a
year
when
eligibility
is
determined,
and
other
states
have
done
that
for
other
sorts
of
benefits
as
well.
G
B
C
C
I
know
that
in
my
state
and
I'm
sure,
with
probably
every
state,
we've
both
been
in
a
pandemic
in
a
crisis,
but
also
things
have
been
more
generous
because
of
all
of
the
influx
of
federal
funding,
and
so
how
are
you
going
to
account
for
both
movements
of
things
being
worse
but
things
being
better?
At
the
same
time,.
B
You
know
we
all
had
to
go
home
and
we
needed
to
rethink
everything
that
we
were
doing
and
this
year
has
been
this
combination
of
both
tragedy,
but
generosity
and
trying
to
account
for
all
of
that
has
been
somewhat
difficult.
The
main
thing
that
we
track
is
states,
adoption
and
implementation
of
the
policies.
B
So
that
is
something
that
we
are
able
to
see
in
real
time,
and
there
are
usually
states
have
noted
whether
they
have
made
a
temporary
increase
in
some
some
sort
of
benefit
level
and
whether
they'll
reconsider
that
say.
You
know
when
things
start
to
look
better
post-pandemic,
so
we're
able
to
track
that
a
little
bit
with
regard
to
actually
the
policy
and
the
implementation
of
that
with
regard
to
spending
and
how
folks
are
spending,
I
mean
child
care.
B
We
don't
know
if
the
american
family
plan
will
become
make
things
permanent,
so
a
lot
of
it
is
kind
of
learning
and
guessing
and
and
staying
in
touch
with
what
might
happen,
but
we
will
be
noting
that
in
the
road
map
now,
a
fortunate
thing
about
national
data
is
that
they
they're
they
trail
in
time.
So
our
outcome
data
are
all
going
to
be
pre-pandemic.
It's
all
2019.,
it's
going
to
be
a
while
before
we
really
understand
what
this
pandemic.
B
You
know
the
changes
that
it
brought
for
our
families,
there's
some
amazing
studies
in
real
time:
they're,
rapid
studies
but
but
kind
of
the
national
trend
data
we
won't.
We
won't
see
for
another
year
or
two,
so
the
outcome
data
are
really
going
to
tell
you.
You
know
how
your
families
were
doing
before
the
pandemic
and
but
the
generosity
and
reach
we're
trying
to
track
and
indicate.
Excuse
me
whether
this
is
a
temporary
or
a
permanent
change
at
the
state
level.
C
Okay,
that's
good!
Will
you
be
doing
anything
I'm
just
thinking
about
in
I'm
from
vermont
and
we've
struggled
with
trying
to
implement
paid
family
leave,
and
it's
the
one
thing
that
we
don't
have
on
your
chart,
and
I
one
of
the
things
that
seems
to
have
happened
during
the
pandemic
is
that
unemployment
insurance
has
actually
worked
kind
of
like
paid
family
leave
in
a
lot
of
cases,
and
I'm
wondering
if
there's
going
to
be
any
research
that
might
use
that
as
a
sort
of
marker
of
what
would
happen
had
there
been
paid
family
leave.
B
Yeah
yeah.
No,
that's
a
really
great
a
really
great
suggestion
and
I
haven't
seen
that
study
in
place.
I
know
that
folks
have
been
looking
at
the
impact
of
the
you
know:
the
higher
levels
of
unemployment
insurance
on
things
like
employment
and
food
insecurity
and
housing
and
those
sorts
of
things,
but
to
think
of
it
as
a
substitute
of
what
it
might
look
like
if
for
for
parents
of
newborns
and
newly
adopted
and
fostering
children
that
hasn't
been
done
yet,
and
so
thank
you
for
that
suggestion.
A
Well,
thanks:
everyone
for
the
dialogue,
we'll
have
a
few
more
minutes
for
more
questions
in
a
little
bit
right
now,
we're
gonna
head
into
some
small,
smaller
group
discussions
to
give
you
time
to
sort
of
digest
what
you've
just
learned
from
cynthia
and
talk
with
one
another.
We
know
that
these
sort
of
peer
conversations
are
always
really
beneficial
to
folks
in
the
program,
and
so
riley
is
going
to
send
us
into
breakout
rooms.
A
H
B
B
These
are
folks
who
typically
make
you
know
right
around
nine
to
ten
dollars
an
hour.
Some
states
are
more,
but
most
states
are
right
around
that
and-
and
they
have
really
struggled
providers,
have
really
struggled
to
to
kind
of
meet
their
margins,
especially
for
infants
and
toddlers
with
with
low.
You
know
ratios
one
of
the
things
that's
also
adding
to
some
of
the
constraints
and
that
this
is
a
discussion
for
a
lot.
B
It's
not
simple
blending
rating
of
dollars
is
you
know
something
that
few
of
us
know
how
to
do.
Well-
and
you
know,
other
states
have
changed
to
more
contract
base
so
that
they're
getting
paid
more
based
on
kind
of
enrollment
versus
attendance
in
order
to
keep
those
repayments
a
little
higher
for
infant
and
toddler
care.
So
there's
a
variety
of
things
that
states
are
doing
to
try
to
offset
that,
but
the
combination
of
the
pandemic
and
the
threes
and
fours
really
is
putting
pressure
on
infant
toddler
care.
A
So
you
have
a
really
good
point:
we're
going
to
spend
a
lot
more
time
on
child
care
in
chapter
two
when
we
meet
again
in
july.
So
I
thank
you
for
teeing
that
up
for
us
one
more
question
we
could
from
senator
hardy
in
vermont.
I'm
sure
if
you
can
see
the
the
chat
but
she's
wanting
to
connect
the
policies
and
strategies
with
equity.
B
B
That
would
create
greater
equity,
so
I'll
use
paid
family
leave
just
as
a
brief
example,
but
there
are
trade-offs
between
the
amount
of
reimbursement
that
level
that
you
would
give
the
number
of
weeks
and
who
would
be
eligible
and
kind
of
thinking
through
the
equity
issues
within
those
trade-offs
is
really
important.
If
you
make
your
reimbursement
level
too
low,
that's
not
going
to
allow
people
who
earn
the
lowest
wages
to
be
able
to
take
advantage
of
policy.
B
If
you
exclude
certain
workers
like
migrant
workers
or
workers
with
irregular
hours,
you're
going
to
exclude
certain
ethnic
populations
in
a
lot
of
states,
and
so
states
are
kind
of
grappling
with
how
do
you?
What
are
the
choices
that
we
want
to
make
to
make
the
policy
choices
that
create
the
greatest
equity
or
inclusion
that
we
can?
A
Thank
you
so
much
for
the
great
conversation,
everyone,
the
great
questions,
really
really
really.
Thank
you
cynthia
for
making
time
for
us
on
this
busy
day.
I
know
a
couple
of
your
staff
are
going
to
be
sticking
around
and
we've
certainly
got
your
contact
information
that
we'll
be
passing
along.
So
please
do
follow
up
with
questions
to
the
the
premium
three
impact
policy
center
staff
we
are
going
to
take.
Let
me
just
share
my
screen
real
quick,
maybe.
A
A
I
All
right,
yeah
we'll
give
everybody
just
a
second
to
pop
back
into
your
spots
there.
I
think
everybody
should
be
back
now
and
thank
you
so
much.
We
got
so
much
great
information
today.
That
was
a
lot
that
we
packed
into
the
morning
or
the
day
or
whatever
time
of
day.
It
is
for
you,
wherever
you
are
in
the
country,
so
just
kind
of
wanted
to
take
a
minute
to
kind
of
gauge
how
everybody's
doing
and
what
you
got
from
today.
I
So
we're
gonna
do
a
quick,
a
quick
question
here
for
you,
and
I
just
want
you
to
respond
by
we're,
calling
it
the
fist
of
five.
So
a
fist
would
be
a
zero
all
the
way
up
to
a
five
which
would
be
like
yes,
a
lot
and
so
think
of
it
as
like
a
likert
scale
using
your
hand-
and
your
question
is:
did
you
learn
something
new
today
that
will
inform
your
work
to
support
families
and
children
in
your
state?
I
So
what
are
we
saying?
Okay,
I
see
lots
of
fingers.
This
is
good.
Oh,
I
see
a
couple
fives.
I
like
that.
Okay
great
well,
thank
you
all
so
much.
We
hope
this
was
useful
to
you,
especially
the
policy
speed
rounds.
We
know
you
didn't
get
a
whole
lot
of
time,
but
but
hoping
that
we
can
continue
conversations
in
future
sessions.
So
so,
what's
next?
I
Oh
sorry
before
we
go
on
to
that.
I
also
just
want
to
quickly
note
that
if
you
happen
to
miss
our
meeting
yesterday
or
any
part
of
it
or
you
just
like
to
revisit
it
just
this
morning,
I
got
a
word
that
that
recording
is
now
up
on
our
website
so
for
the
fellows
program.
So
you
can
go
to
that
site
and
click
on
the
june
tab,
and
then
you
can
find
the
recording
from
yesterday,
if
you'd
like
to
get
back
to
that.
So,
okay,
what's
next,
what's
coming
up
next!
I
In
one
week
about
a
week,
we're
going
to
be
releasing
the
data
on
the
information
on
thinkific
for
chapter
two,
so
that
would
be
more
modules
for
you
to
review
in
your
own
time.
Hopefully
that
was
helpful
for
you
for
chapter
one,
a
couple
more
quizzes
things
like
that
to
get
you
geared
up
for
chapter
two
and
in
chapter
two:
we're
going
to
be
covering
early
learning
environments,
including
things
like
housing
and
homelessness
in
early
childhood,
equitable
access
to
high
quality
learning,
the
early
care
and
education
workforce
and
school
readiness.
I
I
So
we
also
like
to
kind
of
take
a
moment
here:
we've
kind
of
been
alluding
to
touching
base
and
sharing
resources.
We
kind
of
want
to
gauge
your
interest
in
some
office
hours
that
would
be
set
completely
optional
between
now
and
that
meeting
on
june
july,
14th
and
15th.
So
we
can
pull
up
that
poll
quickly,
just
kind
of
want
to
see
what
you
think.
This
could
be
talking
further
about
some
of
the
information
you
shared
today.
I
It
could
be
maybe
revisiting
some
information
from
the
policy
speed
rounds
that
you
weren't
able
to
attend,
since
we
had
four
of
them,
but
only
two
sessions
it
could
be
looking
at
and
talking
further
about
some
of
the
information
that
we'll
release
on
thinkific
for
chapter
two
or
perhaps
getting
some
of
those
experts
from
the
thinkific
modules
to
come
on
and
have
some
informal
q
a
so
and
again.
This
is
completely
optional.
It's
not
required.
I
I
Yeah,
I
guess
we
can
go
ahead
and
whenever
you
feel
like
you're
ready,
you
can
close
the
pole
all
right.
Well,
thank
you
for
taking
a
minute
to
share
that
information.
Like
I
said,
we
want
to
make
this
useful
to
you,
so
I
appreciate
you
giving
that
feedback
for
us.
So,
okay
before
we
let
you
go
we're
almost
done
for
the
day.
Just
have
a
couple
of
learning
opportunities
coming
up
from
ncsl
that
we
wanted
to.
Let
you
know
about
so
the.
A
I
Okay,
so,
coming
up
next,
just
to
go
again
kind
of
give
you
a
quick
glimpse
at
some
other
learnings
coming
up
outside
of
the
fellows
program,
we're
partnering
with
the
our
education
colleagues
in
the
early
education
team
to
offer
a
boot
camp
that
are
all
things
early
learning
workforce,
which
we
know
is
a
really
hot
topic
right
now.
So
this
is
open
to
all
legislators
and
legislative
staff
and
we'll
explore
opportunities
to
grow
the
essential
workforce
and
ways
to
improve
teacher
preparation
and
support.
I
I
A
couple
of
days
later
on
june
24th,
you
can
join
us
for
an
exclusive
briefing
for
state
and
local
policymakers
from
the
federal
administration
for
children
and
families
on
how
your
states
can
use
the
nearly
24
billion
dollars
in
childcare.
Stabilization
grants
through
the
american
rescue
plan
act
and
allison's
also
going
to
drop
that
in
the
chat
for
us,
and
finally,
we've
got
a
presentation
coming
up
on
june
29th
to
learn
more
about
the
complexities
in
the
child.
I
Welfare
financing,
as
well
as
how
to
leverage
funds
through
the
american
rescue
plan
act
again
and
allison
will
share
that
link
with
us
in
the
chat
as
well.
So
just
wanted
to
alert
you
of
those
additional
learning
opportunities
coming
up.
We
hope
to
see
you
at
one
of
these
additional
offerings
and
that's
it
for
today.
Thank
you
so
much
for
all
of
your
participation
and
great
questions
and
discussion
with
everyone.
I
We
look
forward
or
look
for
an
update
rather
from
as
soon
as
jenny
mentioned,
about
whether
or
not
we'll
be
hosting
some
office
hours
or
some
sort
of
learning
in
between,
and
please
feel
free
to
reach
out
to
us
at
any
time
between
now
and
then
with
any
questions
or
for
any
additional
resources
until
we
meet
again.
So
thank
you
so
much
for
joining
us.