►
Description
In the fourth session of NCSL's five-part alumni series for Early Childhood Fellows, we will discuss racially biased disciplinary practices with children, low wages among early childhood workers and policy changes that could positively affect the well-being of millions of children and families. Participants will gain a deeper understanding of these issues and explore related state legislation.
A
Turning
on
your
cameras
and
then
also
updating
your
name
to
include
your
title
in
the
state
that
you're
from
by
clicking
on
this
three
small
dots
by
your
image
later
on,
so
that
we
can
know
who
we're
engaging
with
we're
going
to
start
today
out
with
a
pop
quiz,
I've
got
two
items
for
you,
one
about
early
children
in
early
care
and
education
settings
and
then
one
about
early
educators
next
slide.
Please.
A
So
first
I'd
like
to
ask
you
to
please
fill
in
the
blank
in
this
sentence
compared
to
k-12
students.
How
often
are
children
in
preschool,
suspended
or
expelled?
Your
options
are
hardly
ever
about
the
same
rate
or
three
times
as
often
we'll
give
you
a
couple
of
seconds
to
respond,
see
what
everybody
thinks
take
a
guess.
B
A
Okay,
great
well
yeah.
Actually,
if
you
guessed
c,
you
are
correct.
Surprisingly,
children
in
preschool
and
child
care
settings
are
expelled
at
three
times
the
rate
of
k-12
students.
So
most
of
you
got
it
right.
Some
of
you
were
thinking.
It
was
about
the
same
rate.
It's
kind
of
surprising,
isn't
it.
I
thought
I
was
surprised
as
well,
and-
and
I
know
this
stuff,
the
numbers
unfortunately
get
even
more
surprising
when
we
look
a
little
more
closely
at
race,
ethnicity
and
gender
breakdowns.
A
A
What
we
know
about
this
and
why
we
should
be
concerned,
is
that
we
know
that
children
who
are
suspended
or
expelled
in
these
early
years
are
more
likely
to
be
suspended
or
expelled
later
on
in
school,
they're,
more
likely
to
be
held
back
a
year
in
school,
they're,
more
likely
to
drop
out
of
school
and
even
later
on
in
life,
to
be
incarcerated,
more
likely
as
well
all
right.
I've
got
one
more
question
for
you.
This
time
related
to
the
early
care
and
education
workforce
next
slide
all
right.
A
So
your
question
here
is
what
is
the
average
hourly
wage
for
early
childhood
educators,
so
we'll
give
you
about
10
15
seconds
again
to
take
a
guess
and
your
response
options
are
less
than
twelve
dollars
an
hour
about
seventeen
dollars
an
hour
or
about
twenty
five
dollars
an
hour.
Let's
see
what
everybody
thinks.
B
A
A
A
So,
let's
consider
in
knowing
that
that
early
childhood
educators
are
almost
exclusively
women
and
40
percent
are
women
of
color
black
educators
earn
an
average
of
78
cents
less
per
hour
than
white
early
educators,
which
ends
up
amounting
to
just
over
hundred
dollars
a
year
for
a
full-time
year-round
educator.
So
that's
a
big
chunk
of
money
that
we're
talking
a
big
disparity
there.
Racial
disparities
also
exist,
no
matter
what
the
early
care
setting
of
summer-based
settings.
A
Black
educators
are
less
likely
than
others
across
other
racial
and
ethnic
groups
to
earn
more
than
15
an
hour
of
home-based
settings.
75
percent
of
black
educators
live
in
households
with
incomes
that
are
less
than
the
national
median,
so
just
think
about
those
numbers
for
a
second
and
now,
let's
take
it
a
step
further,
because
if
any
of
these
women
themselves
are
also
mothers,
the
figures
can
get
even
more
concerning
because
of
their
financial
responsibilities
within
their
families.
A
First,
there
have
been
some
policies
in
arizona,
colorado,
illinois
and
minnesota
that
are
either
enacted.
They've
been
introduced
the
past
few
years
or
are
currently
pending
in
our
current
session
that
have
either
limited
limited
or
eliminated
altogether
preschool
suspensions
and
expulsions,
and
actually
it's
suspensions
than
expulsions
in
the
early
years.
So
that
could
be
anywhere
from
preschool
up
to
about
second
grade
they
get
lumped
into
that
group.
A
So,
regarding
the
early
care
and
education
workforce
newly
introduced
legislation
in
minnesota
and
texas
leveraged
state
governance
structures,
both
bills
established
working
groups
tasked
with
determining
ways
to
increase
compensation
for
early
educators.
Both
bills,
interestingly
also
also
address
equity.
The
minnesota
bill
aims
to
preserve
and
increase
racial
and
ethnic
equity
and
diversity
in
the
early
care
and
education
workforce
and
the
texas
house
bill
619
requires
the
working
group
to
develop
recommendations
for
eliminating
racial
and
gender
pay,
disparity
in
the
child
care
workforce.
A
Finally,
iowa
house
bill
13
takes
a
different
approach
by
offering
quality,
qualified
educators,
both
tax
exemptions
and
also
tuition
reimbursement.
So
these
are
just
a
couple
of
examples
of
some
legislation.
You'll
also
notice
that
a
couple
of
these
pieces
of
legislation
have
asterisks
next
to
them.
I
wanted
to
take
a
note,
take
a
minute
to
just
note
that
these
bills
also
include
some
additional
systems
and
supports
to
the
early
care
and
education
workforce,
arizona,
house
bill.
A
So
what
are
some
other
examples
of
legislation
addressing
early
child
suspensions,
suspensions
and
expulsions
or
early
educator
compensation?
Does
anybody
on
the
line
have
any
other
examples
that
they'd
like
to
just
note?
You
can
go
ahead
and
feel
free
to
unmute
yourself
at
this
point,
or
you
can
throw
something
in
the
chat
box.
If
you'd
like
just
wondering,
if
there's
any
other
examples,
anyone
can
highlight
for
us.
A
Kind
of
quiet-
that's,
okay!
It's
friday!
I
understand
we're
all
ready
for
the
weekend.
There
are
a
couple
of
other
pieces
of
legislation
from
colorado
and
illinois
that
also
provide
early
childhood
mental
health.
Consultation
supports
that
have
been
introduced
recently,
so
just
wanted
to
throw
those
out
there
as
well
all
right
next
slide.
A
So
let's
take
a
look
really
quickly
before
we
move
on
to
where
we've
been
so
far
in
the
series.
So
during
session
one
back
in
september,
we
learned
about
the
historical
context
for
racial
inequities
and
disparities
that
continue
to
affect
families
and
young
children
of
color.
Dr
rosary
allen
reminded
us
that
race
is
a
social
construct.
It's
a
classification
of
human
beings,
that's
politically
defined,
and
she
introduced
us
to
jamal.
Who
you
see
here
on
the
right
and
shared
how
racial
inequities
have
shaped
his
early
experiences?
A
We
related
this
legacy
to
discriminatory
policies
and
practices
that
still
persist
today
and
result
in
health
inequities
for
black
families
and
children.
We
focus
specifically
on
maternal
health
and
mortality
and
related
state
policies,
as
well
so
in
session
three,
which
just
happened
in
january.
We
examined
the
impact
of
discriminatory
policies
that
prevent
black
families
from
achieving
housing
and
economic
security
and
how
these
intersections
impact
early
childhood
development.
A
A
Siemer
has
led
advocacy,
work
at
the
national
level
to
develop
and
to
implement
strategies
to
influence
policies
and
also
raise
public
awareness
on
issues
impacting
black
children's
education,
health
and
well-being.
Overall,
she
also
provides
training
and
technical
assistance
to
the
institute's
national
affiliate
network
in
advocating
for
policy
solutions
at
the
state
and
local
levels.
A
See
marie
today
is
going
to
discuss
foundations
of
making
a
more
equitable
early
childhood
education
system
and
ways
that
we
personally
progress
towards
achieving
racial
upbringing.
Finally,
steamray
will
discuss
policy
implications
and
considerations
for
advancing
equity
in
early
childhood
education.
A
You'll
have
lots
of
specific
opportunities
today
to
reflect
and
to
share
your
thoughts
on
the
topics
that
we're
going
to
be
discussing
throughout
our
time
together.
But
we
also
invite
you
at
any
point
to
share
any
questions
or
comments
or
feedback
in
the
chat
or
feel
free
to
unmute
yourself
and
just
let
us
know
when
you
do
have
a
question
and
now
I
will
turn
everyone's
attention
to.
C
Cmrae
talking
on
mute,
very
classic,
zoom
behavior.
Thank
you
so
much
melissa.
So
I'm
very
excited
I'm
to
speak
with
you
all
today.
As
melissa
said,
I'm
gonna
talk
about
my
framework
for
how
I
think
about
how
we
create
more
equitable
early
childhood
education
systems
and
then
talk
about
what
the
interpersonal
journey
is
like
for
all
of
us
as
we
seek
to
be
effective
in
creating
more
equity
for
for
young
children
and
their
families.
C
Members
of
their
communities
fight
some
die
for
the
right
to
vote
and
the
to
pass
to
push
for
passage
of
the
civil
rights
act.
And
so
I
think
about
then
50
years
later
and
the
experiences
of
black
children
today
having
a
vice
president,
who
is
a
woman
of
color,
there's
so
much
to
be
so
proud
of
for
black
children.
But
at
the
same
time
we're
still
talking
about
the
issue
of
suspensions
and
expulsions.
C
So
when
I
think
about
advocating
for
black
children
of
families,
there
are
three
themes
that
that
I
like
to
frame
these
conversations
around.
It's
equity,
diversity
and
quality,
and
I
put
quality
last
because
I
think
that
we
very
clearly
and
and
easily
embrace
quality
and
that's
been
a
part
of
our
conversation
in
this
field
for
so
long.
But
I
don't
think
that
there's
as
much
ease
in
talking
about
why
equity
and
diversity
are
as
in
or
as
important
and
equally
as
important
as
quality.
C
So
starting
I'm
focusing
on
equity.
I
put
here
a
couple
of
quotes
from
a
paper
that
we've
written
on
the
importance
of
a
diverse
workforce,
but
just
saying
that
equity
and
access
must
be
implemented
in
a
way
that
does
not
exacerbate
inequity.
So
we
can
push
for
high
quality
early
childhood
education,
but
if
we
are
implementing
it
implementing
these
quality
improvements
in
ways.
C
And
one
thing
I
want
to
say
about
this:
when
we're
talking
about
equity
and
access
to
quality,
I
think
about
quality
dollars
and
the
way
that
states
are
spending
their
their
quality
improvement
dollars
from
ccdbg
or
the
child
care
development
fund.
When
we
think
about
this,
are
we
are
we
tracking
how
those
dollars
are
are
spent
and
are
they
spent
in
a
way
that
advances
equity?
C
So,
a
few
years
ago
in
mississippi,
there
were
findings
that,
and
they
held
a
hearing
to
hear
from
providers
who
were
feeling
that
they
got
lower
ratings
when
they
were
assessed
for
quality,
and
they
needed
to
reach
this
floor
of
quality
before
they
could
receive
quality
improvement.
So
think
about
that.
If
you
are
a
center
and
you
obviously
care
about
providing
quality,
because
you
are
putting
yourself
out
there
to
be
assessed
and
that
assessment
shows
that
you
don't
reach
that
minimum
level.
C
Well,
then,
what
are
your
next
steps,
especially
again,
a
center
in
a
predominantly
black
neighborhood
who
may
not
have
access
to
the
equity
or
loans
that
would
be
needed
to
improve
their
quality
if
they're
not
going
to
to
receive
those
supports?
What
is
the
next
step,
and
not
just
what
that
does
for
educators
and
those
small
business
owners
working
hard
to
serve
young
children?
C
But
what
does
that
do
for
the
young
children
where
we
say
well,
if
you
don't
have
the
resources
to
reach
this
benchmark
of
quality,
you
can't
then
get
and
get
resources
from
us
to
advance
your
quality.
So
just
one
way
that
and
the
decisions
that
we
make
around
access
to
resources
when
we
are
designing
programs
to
improve
quality,
we
have
to
be
equitable
in
the
way
that
we
think
and
approach
those
moving
on
to
moving
on
to
diversity.
C
Think
about
do
we
have
quality.
If
children
don't
see
educators
that
look
like
them
or
they
have
diverse
educators,
they
have
educators,
who
have
not
learned
about
racial
bias
and,
as
walter
gilliam
will
share,
as
he's
coming
on.
Racial
bias
affects
educators
of
all
races.
So
just
because
we
have
diversity
again
doesn't
necessarily
mean
that
that
we
have
put
in
place
the
reflection
and
the
professional
development
that
would
allow
for
educators
who
may
be
bringing
their
bias
in
the
classroom,
unknowingly
bringing
their
bias
to
bear
in
the
classroom.
C
C
C
What
does
this
mean
about
the
way
that
we
think
about
quality?
The
way
by
and
large,
we
measure
quality
in
early
childhood.
Education
has
very
much
been
about
the
drivers
of
quality
that
are
very
general
they're.
Not
we
haven't,
sat
down
and
thought
about
well
what
what
drivers
of
quality
are
important
for,
diverse
children,
because
we
know
that
every
child
is
not
the
same.
C
Every
family
is
not
the
same,
and
we
want
to
ensure
that
families
have
the
supports
that
they
need
all
children
have
the
support
that
they
need
to
be
successful,
and
so,
when
we
think
about
this,
that
the
center
that
jamal
is
in
could
be
identified
as
high
quality,
even
though
there
hasn't
been
any
training
to
address
racial
bias,
it
can
be
identified
as
high
quality,
even
though
75
of
the
children
who
receive
suspicions
and
expulsions
are
black
and
children
of
color.
What
does
that
say
about
the
way
that
we
measure
quality?
C
We
don't
think
about
these
things
currently
in
the
way
that
we
measure
quality,
but
I
believe
that
conversations
like
these
will
drive
changes
with
that.
I
was
wondering
if
we
could
just
pause
here
to
have
a
discussion
about
what
are
the
drivers
of
quality.
Maybe
if
some
of
you
are
parents
or
we're
all
parts
of
families,
but
what
are
some
of
the
drivers
of
quality
that
are
important
to
you,
that
would
say
hey.
C
B
C
That
we're
thinking
about
children
being
engaged
in
play
and
activities
that
are
designed
to
promote
brain
development
and
one
of
the
ways
that
we
do
that
and
just
thinking
about
again
diversity,
quality
and
equity.
One
of
the
ways
that
we
think
about
brain
development
is
parallel
play
that
children
need
to
be
able
to
see
positive
reflections
of
themselves
that
that
supports
their
brain
development.
C
So
positive
identity
development
actually
supports
brain
development
and
ensuring
that
our
educators
are
ensuring
that
our
educators
are
trained
in
this
way
and
trained
to
to
appeal
in
a
positive
way
to
children
that
are
different
from
them
is
really
important,
because
there's
diversity,
even
when
there
isn't
racial
diversity,
there's
still
diversity
among
children.
And
so
you
need
to
ensure
that
we're
preparing
our
educators
and
that's
about
family
engagement,
learning
about
a
child
learning
about
what
makes
them
special
is
about
learning
what
makes
their
family
special
and
having
respect
and
support
for
their
family.
C
So
all
of
these
things
tie
back
to
the
way
that
their
brains
develop,
and
then
I
mentioned
parallel
play
so
playing
alongside
other
children
and
seeing
how
they
learn
how
they
figure
out
to
put
those
blocks
together
and
not
come
back
down
and
build
them
up
again.
That's
how
my
daughter
does
it,
but
as
they
see
how
other
children
learn
about
balance
and
learn
about
angles,
they're
going
to
learn
very
well,
their
their
brains
are
going
to
develop
at
a
faster
rate
and
so
again
the
importance
of
diverse
classrooms.
D
C
Are
they
given
time
to
reflect
what
time
is
spent
to
engage
with
families
to
learn
about
the
settings
that
a
child
is
coming
from
again
to
support
their
positive
identity
development?
So
there
there
are
ways
that
you
can
that
you
can
implement
measurements
that
are
based
on
educators
feedback,
because
who
do
we
want
to
hear
from
more
except
the
people
who
we
put
our
children's?
We
put
our
lot
our
children's
lives
in
their
hands.
We
want
to
hear
from
them
in
the
way
that
we
assess
quality.
C
Absolutely
absolutely
so,
thank
you
so
much
with
with
age,
appropriateness
and
cultural
appropriateness.
I
want
to
start
with
with
age-appropriateness,
because
it's
extremely
important
and
we
do
our
educators
a
disservice
if
they
are
mismatching
their
expectations
for
children
with
their
age.
There
has
to
be
the
right
level
of
expectation,
so
you
know
how
much
you
need
to
intervene
in
in
order
to
prevent
some
of
those
childhood
behaviors
like
hitting
and
teach
them
the
the
and
guide
them
in
the
right
way,
socially,
and
so.
C
Ensuring
that
educators
have
age-appropriate
lens
to
look
at
a
child
will
let
them
know
this.
Child
doesn't
need
to
be
labeled
in
any
negative
way.
This
is
completely
appropriate
and
then
here's
how
I
teach,
because
if
we,
if
we
believe
a
child
should
know
more
than
than
where
they
are
in
their
development,
then
we
may
punish,
instead
of
stepping
in
to
teach
and
then
again
culturally.
C
So
a
really
simple
example
of
this
is
knowing
what
song
families
sing
at
home
that
may
calm
a
child
if
they're
having
a
moment
that
is
going
to
be
a
completely
different
response
that
they
get
from
that
child
because
they're
connecting
it
to
their
home
environment
instead
of
you
need
to
be
in
the
corner
right
now,
you're
not
playing
nicely.
What
can
you
do
to
help
a
child
cope
and
calm
themselves
and
get
ready
to
play
in
a
positive
way
in
a
way?
C
That's
about
teaching
and
teaching
them
proper
coping
mechanisms
when,
as
as
we
know
of
three-year-olds,
when
that
tantrum
is
coming?
And
so
again,
I
I
love
that
we're
thinking
about
culture,
we're
thinking
about
how
we
can
support
educators,
because
it's
not
about
being
commutative
educators.
It's
about
how
we
can
support
educators
and
the
knowledge
that
they
need
about
age
and
the
knowledge
that
they
need
about
culture.
D
Representative
bergen
again,
I
just
added
perspective
which
we've
been
hitting
on
is
that
when
we
look
at
school
readiness
that
the
preschool
experience
that's
been
ready
to
that
child
for
school,
certainly
the
the
academics,
the
knowing
your
numbers,
knowing
your
alphabet
and
learning
to
read,
are
what
people
are
attracted
to.
But
having
that
strong
foundation
in
social,
emotional,
health,
having
that
self-regulation
and
and
those
those
are
the
issues
that
look
at
the
expulsion
component.
C
Thank
you
so
much.
I
love
that
one
of
the
things
I
I
like
to
talk
about
when
we're
talking
about
the
issue
of
suspensions
and
expulsions
is
how
do
we
respond
by
teaching,
instead
of
punishing
that,
if
we
any
one
of
us
can
think
about
the
five
worst
things
that
we've
done
in
our
lives
and
most
of
us
will
get
to
three
and
we
don't
even
want
to
keep
right
keep
counting.
C
C
We
are
not
an
organization
who
is
not
aware
that
there
are
three
and
four-year-olds
who
are
presenting
behaviors
that
are
extreme
to
the
point
where
they
need
to
be
separated
from
other
children.
This
is
true
these
things
these
things
happen,
and
we
don't
want
to
ignore
educators
who
really
need
support.
C
However,
we
know
that
suspending
and
expelling
that
child
hasn't
helped
them
with
the
type
of
coping
mechanisms
that
they
need.
That
is,
that
is
the
core,
and
the
crux
of
this
that
suspensions
and
expulsions
do
not
teach
research
has
shown.
Children
are
not
learning
to
show
up
in
the
classroom
in
a
different
way
and
again,
they're
not
gonna,
be
school
ready,
as
we
were
just
discussing
when
they
come
to
kindergarten
after
they've
faced
suspension
and
expulsion
in
preschool.
C
And
so
what
do
all?
What
do
we
do
with
all
this
great
knowledge?
How
do
we
then
start
to
use
it
to
to
change
to
change
behavior,
to
change
hearts
and
minds?
Oh
well,
I
had
one
more
wonderful
point
before
we
get
before
I
transition
and
just
to
give
a
vision
that
we
envision
every
child
in
early
childhood
education
will
have
a
well-educated
and
compensated
early
childhood
educator
earning
a
living
wage
and
who
has
affordable
access
to
college
education.
C
C
So
I
like
to
to
talk
about
kind
of
the
the
interpersonal
journey
that
that
I
think
is
necessary
and
reflects
what's
been
my
journey
in
in
building
and
continuing
to
build
myself
as
a
person
who
can
be
effective
in
influencing
systems
and
institutions
to
to
advance
racial
equity,
and
I
use
racial
equity
literate
fluent
and
effective.
Now
I
want
to
be
clear
about
why
I
use
that
type
of
language.
C
It's
because
I
think
it
allows
us
to
be
more
patient
with
ourselves
when
we
think
about
learning
how
to
read
being
literate
that
it
takes
time
and
when
we
think
about
becoming
racial
equity,
literate
building
our
knowledge
of
the
research
policies
and
and
program
design
that
advance
racial
equity.
We
should
be
patient
with
ourselves
in
building
that
knowledge.
C
We
should
then
be
patient
with
ourselves
and
becoming
fluent
and
becoming
comfortable
with
having
some
uncomfort
uncomfortable
conversations
about
race
and
and
learning
how
to
learning,
how
to
impact
the
people
and
influence
the
people
around
us
and
then
once
once
we're
we're
comfortable.
Having
those
conversations
then
identifying
how
you
take
the
knowledge
and
our
comfort
and
building
our
personal
melod
message
to
be
more
effective,
so
I'm
going
to
dive
into
each
of
these
a
little
bit
to
say
more
about
what
I
mean
but
again.
C
But
when
melissa-
and
I
were
first
talking
about
this-
we
talked
about
the
fact
that
you
know
we're
patient
with
ourselves
in
learning
a
new
subject
matter
when
we
all
at
some
point
learned
about
early
education
and
what
it
means
to
have
quality
early
education
systems,
and
we
learned
about
child
care
systems
and
we
were
patient
with
ourselves
and
yet,
especially
in
in
the
environment
that
we're
living
in
it's.
You
need
to
know
this
or
or
else
and
and
it
can
feel
like
pressure
to
be
very
knowledgeable
about
information.
That
is
new
information.
C
That
is
changing,
and
I
want
to
invite
us
all
to
think
about
how
to
have
a
framework.
That's
very
patient,
with
ourselves
about
building
knowledge,
about
building
a
messaging
that
that
really
aligns
with
with
who
you
are
your
expertise,
what
you
bring
to
the
table
in
your
values
and
then
again,
bringing
together
that
messaging
and
that
knowledge
in
order
to
in
order
to
create
plans
to
change
systems
and
institutions.
C
And
so
I
want
to
talk
about
when
I
think
about
racial
equity
and
some
of
the
ways
that
our
opportunities
to
advance
racial
equity
are
broken
down
a
lot
of
times.
I
think
about
research
and
the
fact
that
research
and
the
data
that
we
have
available
drives
a
lot
of
our
policy
decisions
and
so
research.
C
C
A
cultural
lack
of
of
support
for
educational
achievement,
and
we
know
that
that
there
are
families
of
of
every
huge,
every
culture
who
care
about
their
children
and
want
them
to
succeed
and
the
more
that
we
can
embrace
those
families
and
ensure
that
we
are
lifting
them
up.
The
more
that
we
can
embrace
all
children
and
lift
them
up
the
better.
Our
society
overall
is.
C
C
C
I
guess
research
that
looks
for
resilience,
research
on
the
positive
attributes
of
families,
so
that
we
can
have
a
balance
because
a
lot
of
what
we
quote
a
lot
of
that
research
is
again
about
about
deficits.
So
we
can
move
on
to
the
next
slide,
so
some
recommendations
think
about
language.
So
one
of
the
ways
that
I
talk
about
this
because
I
think
the
census
gives
us
a
really
great
example.
C
We
use
language
like
hard
to
count
instead
of
historically
undercounted,
that
an
effective
strategy
to
count
children
will
be
designed
to
count
all
children
and
if
it's
not
designed
to
all
council
to
count
all
children,
then
it's
ineffective.
That
doesn't
mean
that
there's
something
ineffective
about
the
children
and
their
ability
to
be
counted.
So,
for
the
past
three
census
tracts,
we
have
been
less
effective
at
counting
children
of
color
ages,
zero
to
five.
C
We
want
to
ensure
that
we
have
census
strategies
if
they're,
effective,
they're
designed
to
reach
all
children-
and
I
say
this
just
having
worked
in
at
the
illinois
department
of
human
services
and
when
we're
implementing
a
new
program
where
we
have
to
communicate
to
educators.
We
have
to
communicate
to
families
about
that
program
being
unwilling
to
say
well.
We
didn't
really
reach
these
particular
communities
because
it's
hard
to
reach
those
communities
and
making
that
okay.
What
we
have
to
say
is
we
don't
have
the
funding
to
provide
effective
outreach.
C
C
In
order
to
be
fluent,
I
I
talk
about
the
fact
that
relationship
building
takes
time
that
the
first
time
again,
the
first
time
that
we
learned
about
the
importance
of
early
childhood
education,
probably
wasn't
like
okay,
I'm
sold
now
I
can
go
off
and
and
spread
the
word.
We
needed
time
to
build
relationships
with
other
advocates
to
build
ourselves
up
to
learn
more
about
these
issues.
C
So
just
think
about,
as
you
are
talking
to
others,
and
having
conversations
about
the
importance
of
racial
equity,
the
first
conversation
isn't
going
to
be
a
magic
bullet.
I
tell
people
to
use
scripts
when
you
again
think
about
what
your
personal
story
is
and
how
it
ties
in
to
the
importance
of
equity
that
we
are
all
diverse
in
some
way.
C
Even
if
we
look
homogenous,
we
all
are
diverse
in
some
way
and
what
has
being
a
diverse
person
in
whatever
way,
you're
different
in
what
ways
has
equity
been
important
to
you
and
what
ways
has
been
treated
equally
then
be
important
to
you,
and
then
I
say:
hold
yourself
accountable
to
share
your
knowledge.
Don't
feel
guilty
about
times
when
you
wish.
You
had
spoken
up
in
the
past
and
and
didn't
hold
yourself
accountable
to
speaking
up
moving
forward.
C
And
martin
luther
king
has
a
wonderful
quote
that
I
think
helps
us
hear
that
we
will
have
to
protect
repent
in
this
generation,
not
merely
for
vitriolic
words
and
actions
of
bad
people,
but
for
the
appalling
silence
of
good
people.
So
I
know
I
just
told
us
not
to
feel
guilty,
but
I
think
that
this
is
is
a
wonderful
quote.
Just
encouraging
us
to
speak
up
how
we
can
and
when
we
can.
C
B
C
Absolutely
absolutely-
and
I
I
think
that
that
says
it
all
and
porsha
obviously
has
that
language
built
into
our
about
how
we
talk
about
this.
But
one
thing
I
I
want
to
encourage
us
to
do
is
have
our
own
language.
How
do
you
talk
about
it?
How
do
you
approach
it?
What
I
was
just
saying
about
hiring
practices?
You
know
in
the
way
that
people
are
oriented
when
you
provide
orientation
when
you
think
about
how
you
engage
with
your
staff
and
how
they
engage
with
each
other.
C
Could
you
set
up
a
monthly
brownback
to
talk
about
issues
of
race
in
a
way
that
is
not
a
pressure
situation,
but
in
a
way
that
just
allows
people
to
bring
their
thoughts
to
the
table
to
bring
what
they're
learning
to
the
table,
because
there's
so
much
rich
information
out
there?
But
if
we're
not
talking
about
it,
we're
impeding
progress.
C
A
C
So
I
know
that
these
evaluation,
environmental
skills
have
been
improved
to
think
about
more
diverse
books,
where
I
think
we're
headed,
which
is
really
exciting,
is
to
think
about
how
we,
how
we
think
about
the
interaction
that
children,
yes,
are
interacting
with
books,
but
the
interaction
between
the
educator
and
the
child
really
is
the
most
important
part
of
their
day.
Again.
These
are
the
people
who
were
putting
our
children
in
their
hands.
C
We
want
to
ensure
that
they
are
supported,
and
so
there
are
tools
that
are
looking
at
how
we
assess
interaction.
That
is
positive
again
that
affirms
children's
diverse
identities
within
classrooms,
and
I
don't
want
to
misspeak,
but
I'll
put
it
in
the
chat
at
some
point,
but
I
believe
the
tool
is
called
access,
but
I'll
put
a
a
link
in
the
in
the
chat,
the
tool
that
I'm
aware
of
that's
being
developed.
B
Really
liked
what
you
were
saying
about,
you
know
sort
of
shifting
our
language
when
we're
talking
about
families
and
children
of
color.
To
I,
like,
I
think
I
wrote
down
that
question
you
said
about
how
are
families
succeeding
in
spite
of
challenges
and
thinking
about
systems
versus
you
know,
individual
deficiencies?
B
I
wonder
what
advice
you
would
have
for
legislators
or
legislative
staff
on
the
line
who
maybe
want
to
make
this
intentional
change
in
their
language,
but
you
know
knowing
that
their
work
is
in
part,
to
pass
policies
to
to
fix
some
of
these.
You
know
systemic
issues
so
if
or
address
them,
and
so,
if
they're,
focusing
sort
of
on
the
how
families
are
doing.
Does
that?
How
does
that
affect?
You
know
when,
when
there
are
still
changes
that
need
to
be
made,
does
that
make
sense.
C
Yeah,
no,
I
I
absolutely
know
what
you
mean.
So
a
really
easy
example
I
can
give.
Is
who's
called
in
to
give
testimony
that?
Do
you
call
in
families
who,
with
a
balanced
perspective,
who
can
say
here,
are
the
challenges
that
we
face?
Here's
why
this
legislation
is
important,
but
also
we've
been
able
to
succeed
in
these
ways.
B
A
Okay,
well,
thank
you
so
much
see
ray.
I
think
that
will
conclude
putting
you
on
the
spot.
Thank
you
so
much
for
that.
That
was
so
interesting
and
I
am
so
excited
to
also
introduce
our
panel.
So
we're
going
to
move
now
to
our
panel
and
first
we're
going
to
have
constance
bully
from
president
and
ceo
from
parents,
teachers
and
then
we're
going
to
have
dr
walter
gilliam
join
us
as
well.
A
E
Words,
I
got
the
mute
flag
that
time
so
am
I
presenting
now
or
are
we
having
the
questions?
Okay,
so
I'm
going
to
just
share
a
presentation
that
I
may
zone
through,
because
siema
ray
was
amazing
and
I
really
want
to
just
talk
a
little
bit
about
home
visiting
as
a
strategy
and
what's
happening
on
the
home
visiting
front
when
it
comes
to
equity
as
an
industry
and
also
what
we've
been
doing
in
the
midst
of
the
pandemic.
So
I'm
going
to,
I
think,
prepare
to
share
my
stream.
E
And
I
think
you
see
a
slide
now
we're
good
you're,
good,
you're,
good,
wonderful,
so
just
a
bit
about
parents
as
teachers.
Well,
it
plays
a
leading
role,
engaging
the
most
under-resourced
families.
So
our
vision
is
that
all
children
will
develop,
learn
and
grow
to
realize
their
full
potential
parents,
as
teachers
is
an
evidence-based
home
visiting
model
and
one
of
the
predominant
models
serving
families
through
the
maternal
infant
and
early
childhood
home
visiting
program
finally
referred
to
as
mcv,
including
through
the
tribal
macd
program.
E
I'm
not
you're
gonna
hear
me
mention
mcv
a
lot,
but
the
only
funds
about
25
to
35
percent
of
home
visiting
across
the
country,
but
the
awards
are
awarded
to
state
grantees
and
states.
Most
often
leverage
state
dollars
also
to
fund
home
visiting
beyond
the
make
v
selected
models,
but
pat
offers
culturally
competent
interventions
with
a
strength
based
approach
that
focus
on
families
during
pregnancy
and
the
early
years
of
a
child's
life.
E
We
provide
parents
and
other
adults
in
the
household
tools
to
help
whole
families
thrive
with
an
emphasis
on
maternal
and
infant
health
and
development.
Our
home
visiting
model
operates
in
48
states
and
more
than
110
tribal
communities.
The
curriculum
that
we
provide
is
often
adopted
by
other
evidence-based
models.
So
the
footprint
of
those
that
subscribe
to
the
appearances,
teachers,
curriculum
crosses
all
50
states.
More
than
half
of
our
programs
are
actually
in
rural
areas,
and
home
visit
visitors
typically
reflect
the
community
that
they
serve.
E
It's
my
understanding.
I
know
you
all
heard
a
lot
about
what
the
experts
say
about
early
brain
development
and
pre
previous
session.
I'm
just
gonna
do
a
quick
recap
and
just
say
that
babies,
brains
are
built
over
time
from
the
bottom
up.
The
brains
are
highly
elastic
in
early
life
and
less
so
later,
on
the
more
we
do
early,
the
more
impact
it
has
on
the
entire
life.
E
Cognitive,
emotional
and
social
capacities
affect
life's
course,
and
that
means
that
it's
not
just
about
the
numbers
and
the
letters
as
was
said
earlier,
but
also
emotional
learning
and
attachment
that
can
impact
mental
and
physical
health.
Toxic
stress,
such
as
violent
neighborhoods,
abuse
poverty,
maternal
depression
can
damage
the
developing
brain
and
impacts
learning
physical,
mental
and
mental
health
and
you've
probably
heard
of
the
nobel
laureate
economist
james
heckman,
in
his
research.
E
Investing
in
early
childhood
education
translates
into
a
stronger
economy
by
producing
more
educated
and
skilled
workforce
and
by
reducing
costs
needed
for
remedial
education,
health,
rehabilitation
and
crim,
and
the
criminal
justice
system
so
home
visiting.
Although
policy
makers
at
different
points
on
the
ideological
spectrum
disagree
on
the
proper
size
and
scope
of
government
services
all
agree
that
services
provided
by
government
should
work
well
in
evidence-based
policy.
Making
framework
may
ultimately
promote
bipartisan
collaboration
in
important
policy
areas.
E
Evidence-Based
policy
making
has
two
goals
to
use
what
we
already
know
from
program
evaluation
to
make
policy
decisions
and
to
build
more
knowledge
to
better
inform
future
decisions.
This
approach,
prioritizes
rigorous
research
findings,
data
analytics
and
evaluation
of
new
innovations
above
anecdotes,
ideology,
marketing
inertia
around
the
status
quo.
E
Home
visiting
what
is
it
it's
a
model
of
serving
families
aimed
at
supporting
young
children
and
their
families.
The
whole
household
well-being,
a
home
visiting,
offers
mentorship
from
a
trained
professional,
whether
it's
an
early
childhood
educator,
a
social
worker
or
a
nurse
starting
as
early
as
pregnancy,
and
extending
into
the
first
years
of
a
child's
life,
using
the
premise
that
parents
are
a
child's
first
and
most
influential
teachers,
depending
on
the
program.
E
Participation
can
begin
as
early
as
pregnancy
or
during
the
child's
first
five
years
for
parents
as
teachers.
We
enrolled
families
from
any
point
in
that
continuum,
from
prenatal
through
five
years
of
age,
home
visiting,
provides
tools
for
parents
to
manage
stress
and
connect
to
resources
within
a
given
community.
E
I
could
really
spend
a
lot
of
time
reviewing
the
research
on
home
visiting
effectiveness,
but
I'm
just
going
to
share
a
handful
of
studies
published
over
the
last
three
years.
More
recently
on
parents
as
teachers,
findings
from
an
evaluation
of
the
impact
of
pat
in
the
sunnyside
unified
school
district
in
pima,
county
arizona
found
that
children
who
participated
are
performing
significantly
better
in
terms
of
reading
and
math
achievement
and
has
significantly
lower
rates
of
absenteeism
in
school,
suspensions
and
out-of-school
suspensions
compared
to
their
peers,
who
did
not
participate
in
pat
in
another
study.
E
Families
and
parents's
teachers
score
significantly
higher
on
cognition
and
language
development
and
one
of
the
largest
u.s
studies
conducted
to
investigate
the
impact
of
home
visiting
on
child
maltreatment,
including
nearly
8
000
families.
Researchers
found
a
22
percent
decreased
likelihood
of
substantiated
cases
of
child
maltreatment
when
families
participated
in
parents
as
teachers.
E
A
recent
groundbreaking
study
showed
the
implementation
of
p-a-t
home
visiting,
interrupts
the
harmful
effects
of
early
life
stress
on
the
brains
of
young
children.
In
another
study,
researchers
found
that
when
paired
with
the
lifestyle
intervention
appearances
teachers
helps
black
women
gain
less
work
weight.
E
Have
a
little
more
sorry,
I'm
only
I'm
a
little
more
than
halfway
through
this
just
talks
about
the
policy
implications
for
state
legislators
when
it
comes
to
effective
programs
like
home
visiting.
I
just
want
to
say
it's
important
to
note
working
with
parents
directly
during
the
most
important
stages
of
their
child's
early
development.
E
But
on
the
federal
front
about
two
weeks
ago,
the
national
home
visiting
summit
staff
from
the
health
resource
services
administration
talked
about
their
movement
toward
more
systemic
ways
to
improve
equity.
For
instance,
the
mcv
legislation
has
always
specified
the
requirement
to
target
communities
with
the
highest
need,
and
the
risk
factors
associated
with
need
are
clearly
defined
in
that
legislation.
E
But
in
addition,
the
legislation
supports
continued
innovation
by
allowing
for
up
to
25
of
those
funds
to
support
promising
approaches
and
rigorous
evaluation
of
those
approaches
that
allows
models
and
even
more
smaller
community-based
programs
to
compete
for
funding.
So
they
can
become
evidence-based.
E
E
Hearst
has
also
recently
put
up
put
out
a
grant
opportunity
for
states
to
look
at
advancing
a
health
equity
in
response
to
covid
to
understand
how
the
how
the
programs
advance
health
quality
by
addressing
the
social
determinants
of
health
for
families
and
communities
disproportionately
impacted
by
kovid
they'll,
be
investigating
how
they
can
align
organizational
policies
and
practices
with
principles
of
racial
equity,
shared
power
with
families
and
equitable
access
to
quality
programs
and
on
the
state
front.
State
funders
of
home
visiting
are
also
doubling
down
on
equity.
E
Michigan
home
visiting
initiatives
has
a
maternal
infant
health
equity
action
committee
that
convenes
content.
Experts
aimed
at
impacting
systemic
change
by
informing
policy
and
putting
proven
pop
proven
practices
into
action,
so
their
goal
is
to
advance
health
equity
within
mcv
to
improve
maternal
child
health
outcomes,
and
what
many
states
are
doing
is
using
mcv
from
a
quality
perspective
as
somewhat
of
a
benchmark
to
inform
other
state-funded
models
in
both
michigan
and
california.
E
So
for
the
broader
home
visiting
front
parents
as
teachers
really
implemented
or
are
piloted
virtual
home
visiting
about
five
years
ago,
we
had
a
four
year
long
pilot
efficacy
study
with
the
university
of
southern
california
school
of
social
work
on
virtual
home
visiting.
During
that
pilot,
we
conducted
about
1700
visits.
All
four
components
of
the
parents
teachers
model
were
imp,
was
implemented
at
that
time.
As
a
part
of
the
pilot
we
conducted
about
1700,
interactive
video
conferencing
visits.
E
What
we
learned
from
that
period
informed
the
forced
pivot
that
we
had
to
make
during
the
pandemic,
and
we
were
asked
to
lead
and
support
the
rapid
response,
virtual
home
visiting
collaborative
that
was
formed
to
provide
best
practice
principles
and
strategies
to
support
all
home,
visiting
professionals
in
maintaining
meaningful
connections
with
families.
During
this
time
of
increased
anxiety
and
need
so
for
home.
Visiting
we
never
closed.
We
never
shut
down.
E
We
could
not
because
families
needed
support,
so
we
really
had
what
turned
out
to
be
a
prescient
opportunity
with
the
pilot
to
inform
guidance
to
support
all
of
home
visiting.
So
this
particular
collaborative
is
a
cross
model.
16
models
are
engaged
in
the
effort,
as
well
as
the
institute
for
the
advancement
of
family
support
professionals.
E
All
the
resources
from
this
effort
are
free
to
the
field,
no
matter
what
program
they
operate
in.
One
of
the
goals
of
rapid
response
is
to
work
to
create
durable
content
that
will
live
beyond
the
pandemic,
so
there
will
be
six
modules
that
home
visitors
can
access
and
if
they
complete
the
entire
entire
six
module
series,
they
can
have
a
badge
that
says
I
am.
E
I
have
a
certain
level
of
capacity
and
acumen
in
delivering
virtual
home
visiting
so
we're
learning
as
we
go
through
this
process,
but
when
we
think
about
the
on-the-job
training
that
home
visiting
has
had
to
engage
in
in
this
pandemic,
just
for
parents
as
teachers.
When
we
look
at
two-thirds
of
our
affiliates
across
the
country,
we've
conducted
more
than
a
half
million
virtual
visits
since
march
of
2020.
E
So
what
we
can
learn,
we're
learning
on
the
job.
But
what
this
means
for
families
is
beyond
the
pandemic.
We
will
have
more
options
for
families
to
choose
and
also
meet
the
needs
of
families
where
they
are.
What
we're
finding
is
virtual
home
visiting
is
a
must
right
now,
but
it
is
not
something
that
will
go
away.
So
it's
really
important
to
continue
to
consider
the
efficacy
and
the
impact
of
home
visiting
as
a
strategy
for
families
when
we
consider
equity
and
the
workforce.
E
Webinar
is
the
need
for
home,
visiting
professionals
and
early
childhood
professionals
themselves
to
have
access
and
have
the
time
to
decompress
and
to
take
care
of
themselves
like
seymour
ray
shared
earlier
early
childhood
professionals
are
underpaid
and
overworked
and
often
times
experience
many
of
the
same
stressors
that
the
families
that
they're
supporting
are
serving
so
for
rapid
response.
We
think
it's
an
opportunity
to
even
add
some
equity
opportunities
to
the
home
visiting
and
the
a
broader
early
childhood
workforce
with
free
access
that
professionals
themselves
can
actually
inform
the
content.
E
A
E
Well,
I
think
that
we
will
find
out
in
the
buy
and
buy,
I
think,
for
parents
as
teachers.
When
we
did
the
pilot
study,
we
did
learn
that,
for
some
families
it
is
just
as
effective
for
others
it's
more
effective,
because
they're
engaging
more
into
the
virtual
into
virtual
business.
It
just
depends
on
what
works
best
for
a
family
also,
it
depends
where
some
of
the
evaluation
of
the
webinars
and
the
rapid
response
work.
E
What
we're
learning
is
that,
when
home
visitors
are
they
feel
equipped
when
it
comes
to
virtual
home
visiting
the
impacts
are
better.
The
way
they
engage
with
families
are
better.
There
were
questions
early
on.
How
can
you
assess
things
like
parent-child
interaction,
but
what
we're
finding
is
you
can
assess
a
parent
child
interaction,
because
when
it's
virtual,
all
you
can
do
is
observe
it
home.
Visitors
don't
have
the
opportunity
to
get
in
the
way
and
say:
oh,
how
cute
and
and
they
get
in
the
midst
of.
A
Great,
that's
actually
senator
wilson.
Thank
you
for
that
question.
That's
a
great
segue
into
one
of
my
first
questions
for
the
panel
in
a
minute.
I
asked
something
similar
to
that.
So
that's
a
great
way
to
kind
of
keep
that
in
mind
and
get
that
started
right
now,
though,
thank
you
so
much
again
constance
for
that
context
and
that
background
that
we
can
take
into
the
discussion
and
quickly
I'd
like
to
pass
things
over
to
dr
gilliam
and
have
him
say
a
few
words
as
well
and
then
we'll
start.
The
panel
discussion.
F
F
Look
like
all
of
these
things
that
are
in
our
minds
are
things
that
can
impact
the
way
in
which
we
we
view
other
children
and,
as
a
result,
the
way
we
interact
with
them
in
a
way
implicit
biases
are
kind
of
like
the
wind.
You
can't
see
the
bias,
but
you
can
see
its
effect
and
you
can
see
the
behavioral
effect
that
it
has
on
people
when
we
have
these
and
I'll
give
you
a
spoiler
where
we
all
have
implicit
biases.
F
The
surgery
comes
in
looks
at
the
patient,
looks
up
at
the
nurses
and
says
I
can't
do
this
surgery
that
that
patient
is
my
son
and
oftentimes.
When
you
tell
a
riddle
like
this
it'll
confuse
a
lot
of
people,
an
awful
lot
of
people,
not
everybody,
maybe
but
enough
and
what's
confusing
about
it,
was
well.
How
can
the?
How
can
that
be
the
the
surgeon's
son
if
the
father
died
in
the
in
the
car
accident
and
some
of
the
time
people
might
think
you
know?
F
Well,
you
know
when
I've
given
this
riddle
before
they
might
say.
Well,
you
know
clearly
he
has
two
fathers
he
was
adopted,
or
maybe
he
has
two
fathers,
because
his
dads
are
gay.
You
know
all
these
things
are
possible,
but
it's
also
perhaps
easier
to
assume
that.
Well,
maybe
the
surgeon
is
his
mother,
but
for
an
awful
lot
of
people,
that's
a
hard.
F
That's
a
hard
thing
to
to
assume
it's
a
hard,
because
the
image
in
our
mind
of
the
top
surgeon
in
the
hospital
might
make
it
incompatible
to
imagine
that
the
top
surgeon
would
be
a
woman
could
be
his
mother.
If
this
were
the
image
that
we
had
in
our
minds
of
what
a
top
surgeon
looks
like
well,
then
I'd
have
to
tell
them
completely
differently.
F
I'd
have
to
say
something
like
there's
a
car
going
down
the
road
two
women
in
it,
a
mother
and
a
daughter,
that's
the
way
I
would
have
to
tell
the
story.
If
what
you
see
on
the
screen
right
here
is
the
predominant
image
that
people
have
in
their
minds
of
what
a
top
surgeon
looks
like
that.
Riddle
only
works
because
of
implicit
bias.
F
F
I
was
interested
a
while
back
on
the
rate
at
which
children
were
being
expelled
from
preschool
programs.
We
did
a
study
released
back
in
2005
and
found
that
children
in
preschool
programs.
These
were
pre-k
programs,
three
and
four-year-old
kids,
mostly
programs
that
were
that
were
either
in
the
public
schools
or
operating
under
the
under
the
supervision
of
the
public
schools.
F
Those
children
in
these
preschool
programs
were
expelled
here
right
more
than
three
times
that
of
kids
in
grades
k
through
12
combined
an
awful
lot
of
expulsion
in
preschool
programs,
and
when
we
looked
at
child
care
programs,
the
rate
was
about
13
times
better
grades
k
through
12..
I
think
the
main
reason
why
there's
so
much
more
expulsion
happening
in
early
childhood
programs
is
because
we
can,
when
we're
talking
about
k-12.
F
When
a
child
is
not
in
public
school,
then
it
creates
a
legal
challenge
because
the
child
has
to
be
in
school,
so
there's
a
legal
implication
for
expelling
children,
so
the
process
is
a
very
legalized
process,
but
in
pre-k
and
child
care
programs,
it's
very
easy.
You
just
say
we
just
don't
think
this
is
the
right
place
for
your
child
and
then
out
the
door.
The
child
goes
because
there's
no
legal
implication
for
it.
Therefore,
the
process
is
not
a
legalized
process,
a
very
informal
process.
F
We
also
know
that
boys
are
expelled
about
four
times
away
to
girls
and
we
know
that
black
children
are
expelled
about
twice
the
rate
of
white
children
and
when
you
put
those
two
together,
black
boys
in
particular,
are
at
an
incredibly
high
risk
of
being
expelled.
I'm
not
saying
an
incredibly
high
risk
of
having
challenging
behaviors,
I'm
saying
an
incredibly
high
risk
of
being
expelled
because
of
whatever
behaviors
that
they're
bringing
to
the
classroom
there's
a
lot
of
different
ways
that
you
can
kind
of
graph,
this
kind
of
stuff.
F
Here's
the
pre-k
expulsion
right
in
terms
of
number
of
children
expelled
from
a
preschool
program
per
thousand
children
enrolled.
Here's
what
it
looks
like
in
k-12,
and
so
what's
the
analogous
thing
to
exposure
when
you're
talking
about
adults.
That
would
make
an
argument
that
perhaps
it's
incarceration,
because
incarceration
basically
is
expelling
an
adult
from
the
greater
society
just
like
expulsionism
preschool
in
k-12.
F
So
what
is
the
explosion
rate
into
incarceration
for
adults
in
the
united
states?
It's
about
the
same
as
the
pre-k
explosion
rate,
but
what's
more
interesting?
Is
this
the
degree
of
racial
disparity
and
the
degree
of
gender
disparity
between
preschool
expulsion
and
adult
incarceration
is
almost
identical,
so
in
other
words,
this
doesn't
necessarily
prove
that
there's
a
preschool
or
prison
pipeline.
But
if
there
is
it's
amazing
how
consistent
the
diameter
of
the
pipe
is
all
the
way
from
pre-k
to
adult
incarceration.
F
So
in
the
experiment,
what
we
did
was
we
had
teachers
from
all
over
the
country,
135
of
them,
and
they
watched
a
video
and
they
had
headphones
on,
whether
you
were
watching
it
and
at
the
bottom
of
the
screen
there
was
an
eye
tracker
shot.
A
little
beam
off
of
their
eye,
it
could
tell
us
down
to
a
pixel
and
down
to
one
thousandth
of
a
second,
exactly
where
the
teacher
was
looking
and
the
instructions
were.
This
is
going
to
be
a
video
about
six
minutes.
F
Long,
that's
going
to
show
you
children
in
a
preschool
classroom.
The
secret
to
being
able
to
handle
challenging
behaviors
is
to
be
able
to
identify
a
challenging
behavior
before
it
becomes
too
problematic.
Watch
this
video
we're
going
to
track
your
eyes
every
time
you
see
a
child
do
something
that
could
turn
into
a
challenging
behavior.
If
the
teacher
didn't
intervene,
hit
this
button,
that's
what
we
told
the
teachers,
the
parts
that
we
didn't
tell
the
teacher.
F
Is
this
there's
going
to
be
no
child
misbehaving
in
any
of
these
videos
and
the
reason
we
know
that
is
because
all
these
children
are
child
actors
that
we've
hired
and
placed
at
the
table
and
their
acting
job
is
to
quietly
play
with
plato,
and
so
we're
really
not
interested
in
in
whether
you
can
find
the
challenging
behavior.
What
we're
interested
in
is
this
when
I
lead
you
to
believe
that
a
child
is
going
to
misbehave.
F
Who
do
you
look
at?
Do
you
look
at
first?
Do
you
look
at
longest?
Who
do
you
keep
going
back
to
because
you
must
have
missed
something?
In
other
words,
if
you
weren't
a
preschool
teacher,
but
instead
you
were
a
mall
cop.
Who
would
you
be
following
at
the
gap
right
now,
just
in
case
that
person
picked
up
something
and
stole
something?
Now,
that's
basically
what
we
were
looking
at
here.
So
this
was
not
a
study
about
you
know.
How
quick
can
you
find
behavior
problems?
A
F
You
see
the
challenging
behaviors
there
weren't
any
therapies,
seen
we
had
six
minutes
of
it
again
shot
from
a
variety
of
different
angles.
In
some
cases,
the
white
boy
is
in
the
upper
left.
In
some
cases,
it's
black
boy
in
some
places
it's
the
black
girl.
We
shot
it
from
different
angles.
In
order
to
be
able
to
equalize,
you
know
which
child
was
was
wearing
the
videos
and
then
at
the
end
of
it
screen
goes
blank
and
we
asked
them.
You
know
what
child
do.
F
You
think
you
looked
at
the
most
and
then
we
asked
them
which
child
you
know
to
indicate
it.
You
know,
and
instead
of
me
telling
you
what
the
findings
were.
I
thought
that
it
might
be
fun
for
you
to
hear
it
from
corey
turner
of
npr
news
education.
So
the
npr
covered
this
story.
There
was
two
parts
to
the
study.
The
first
part
was
the
eye
tracking
study
that
I
just
told
you
a
little
bit
about
and
there's
a
second
part
about
empathy
in
teachers
and
I'll.
G
There's
a
new
study
of
the
yale
child
study
center
that
I
had
to
read
a
few
times
just
to
believe
what
it
was
telling
me
the
researchers
recruited
about
135
preschool
teachers.
They
had
them
watch
video
footage
of
four
kids
playing
a
black
boy,
a
black
girl,
a
white
boy
and
a
white
girl,
and
they
told
the
teachers
their
subjects
watch
the
video
there
may
be
some
challenging
behaviors
as
soon
as
you
see
something
that
could
become
challenging
hit
the
enter
key
on
your
keypad.
Well,
here's
the
trick.
There
was
no
challenging
behavior.
G
G
There's
one
more
really
interesting
headline
in
this
study,
which
comes
later,
the
teachers
were
also
given
a
one
paragraph
description
to
read
of
a
hypothetical
child
with
a
stereotypical
name
who
behaves
pretty
badly
in
class,
pushes
scratches
throws
toys,
and
some
of
the
teachers
were
also
given
some
biographical
information
that
helped
make
sense
of
that
behavior.
They
were
told
that
the
child
lives
with
his
mother.
A
father
has
been
in
and
out
for
years,
they're
relatively
poor.
The
mother
is
depressed,
works.
Three
jobs.
G
If
the
teacher
and
the
child,
a
white
teacher
and
a
black
child,
or
even
a
black
teacher
and
a
white
child,
knowing
that
biographical
information,
those
teachers
were
less
empathetic
towards
those
students
and
here's
why
this
matters?
Imagine
if
this
is
true,
if
there's
this
empathy
deficit
in
preschool.
Well,
imagine
where
else
that's
true.
F
F
When
we
asked
them
who
they
thought
they
were
watching
the
most
they
thought
they
were
watching
boys
more,
especially
the
black
boy,
either
way
the
black
boy
ends
up
in
the
short
end
of
the
stick,
but
the
underlying
bias
that
the
teachers
think
they
have
seem
to
be
more
related
to
gender.
That
boys,
who
are
more
likely
to
misbehave,
but
the
reality
of
what
their
eyes
said,
was
that
the
real
bias
that
they
had
seemed
much
more
related
to
race,
not
gender.
F
You
know
so,
interestingly,
when
you
think
about
these
things,
it
raises
the
question
of
you
know:
how
do
we?
How
do
we
intervene?
You
know,
but
aside
from
just
thinking
about
the
intervened
intervention,
it
also
raises
the
question
of
what
do
our
children
see
from
this?
What
do
they
notice
and
how
does
it
affect
them?
I
was
giving
a
talk
similar
to
this
in
las
vegas
nevada
back
in
2018,
and
I
I
gave
my
talk
and
somebody
else
gave
a
talk
about
biases
in
court
systems.
F
There
was
anybody
that
young
in
the
audiences,
the
girl
that
you
see
on
the
left,
but
the
emcee
asked
her.
Well,
you
know
what
brought
you
here
to
the
conference
and
she
said
I
came
here
with
my
mother
and
then
she
said:
what
did
you
notice
about
any?
You
know
in
any
of
the
talks
before
and
she
said.
F
F
So
I
was
actually
very
afraid
that
I
might
have
said
something
that
might
have
hurt
her,
that
it
might
have
hurt
her
feeling
about
schools
and
how
teachers
view
her
and
so
that
the
emcee
actually
asked
the
question
that
I
wanted
to
know
the
answer
to,
but
I
I
would
have
been
too
afraid
to
ask
maybe-
and
she
asked
that
little
girl
she
said
well.
How
did
that
make
you
feel,
and
then
this
little
girl
said
something
that
I
will
never
ever
ever
forget.
F
She
said
well,
my
friends
and
me:
we
already
knew
it.
We
just
didn't
think
you
all
did
it's
just
fascinating,
isn't
it
you
know.
I
was
worried
that
I
might
say
something
that
would
hurt
her,
because
I
was
worried
that
I
might
say
something
she
didn't
know
and
the
reality
is.
I
can
study
this
all
the
time
and
I
can
try
to
use
fancy
eye
tracking
technology
to
be
able
to
measure
it,
but
I'll
never
really
feel
it
like.
She
does,
I'm
not
telling
her
anything.
She
didn't
already
know.
F
A
F
Sure
sure
that,
but
the
the
children
in
our
care
they
they
don't
see
our
our
behaviors
filtered
through
our
best
intentions.
They
see
our
behaviors
just
straight.
You
know
without
any
filter
to
it.
You
know,
and
that's
the
other
thing
that
I
learned
you
know
when
listening
to
to
her
talking
about
how
she
already
knew
it.
F
Just
in
the
intervening,
you
know
the
really
pretty
much
the
three
years
after
because
nothing
happened
much
during
kogan
in
the
three
years
they
came
out
after
that
study.
16
states
passed
laws
banning
preschool
expulsion
and
suspension,
protecting
about
1.2
million
children
every
year
from
preschool
expulsion
and
suspension.
But
there
are
many
other
states
that
haven't
done
anything
like
this
and
there's
certainly
about
25
states
that
have
not
only
either
past
legislation
banning
it,
but
also
have
perhaps
put
money
into
early
childhood
mental
health
supports
and
things
like
that.
F
F
You
know:
we've
found
with
other
studies
that
that
it's
not
just
children
of
color
and
it's
not
just
boys,
it's
also
bigger
kids,
bigger
kids
in
the
same
age
classroom
are
more
likely
to
be
expelled
for
the
exact
same
behavior
exact
same
behavior,
and
when
you
collect
more
information
on
it,
you
dig
a
little
bit
deeper.
The
reasoning.
Why
is
because
the
teacher
is
afraid
that
somebody
might
get
hurt?
F
They
see
the
child
is
more
dangerous,
and
so
it's
really
not
what
the
child
did.
It's
the
fears
inside
the
teacher's
mind
about
what
that
could
happen
and
if
we
look
at
our
children
of
color-
and
we
see
big
scary
people,
then
we're
going
to
punish
them
as
if
they're
big
scary
people
disproportionately
so
to
other
children.
I'll
leave
you
with
this
and
and
and
say
that
you
know
I
did
not
come
directly
to
study
implicit
bias.
I
I
came
to
this
incredibly
indirectly.
F
I
was
more
interested
in
educational
policy
and
getting
kids
in
the
front
door
of
high
quality
preschool
experiences
to
high
quality
early
childhood
experiences.
But
I
could
not
help
but
notice
over
time,
but,
as
many
of
us
were
focusing
on
the
front
door
of
quality
and
getting
kids
into
programs,
many
kids
were
getting
disproportionately
pushed
back
out
the
back
door
and
then
that
made
me
realize
that
it's
not
just
about
getting
them
in.
F
Every
single
child
and
family
that
was
included
in
the
study
were
black
and
the
episoderian
study.
The
number
two
most
likely.
The
number
two
most
cited
study
to
make
the
case
for
why
preschool
programs
should
exist
in
the
first
place,
was
98
black
and
the
chicago
child
appearance
center.
The
number
three
most
widely
cited
study,
93
black.
F
What
we've
done
in
this
country
is
this:
we've
taken
data
that
belonged
to
our
black
children,
like
families
by
communities
created
programs
for
the
benefit
of
all
children,
and
then,
when
we're
not
paying
attention,
we
disproportionately
kick
out
the
back
door.
The
children,
whose
data
purchased
the
program
in
the
first
place.
F
That's
what
we're
doing-
and
it
was
that
combination
of
realization,
that
there
is
this
backdoor
that
we
push
kids
out
of,
and
that
is
incredibly
unjust
when
you
consider
the
fact
that
they
were
the
contributors
to
the
science
that
caused
legislatures
like
you
to
pass
laws
to
create
early
care
and
education
programs.
You
know,
that's
that's
the
part
that
just
became
completely
intolerable
to
me,
and
so
that's
why
I'm
in
this
line
of
work
and
that's
why
I
do
this.
F
The
main
resource
in
any
preschool
classroom
is,
are
the
adults,
the
adults
and
the
other
peers
of
these
children.
How
do
they
distribute
themselves?
How
do
they
interact
with
children?
Do
they
pick
up
on
subtle
cues?
Do
they
notice
this
child?
More
but
don't
notice
that
child
over
here
when
something
goes
boom,
are
they
calling
somebody's
name
before
they
even
get
their
head
turned?
F
You
know
all
of
these
things,
don't
just
impact
the
child
who's.
The
subject
happens,
but
it
also
impacts
every
other
child
in
that
classroom
who
quickly
learns
and
notices
that
there
are
some
kids
that
are
going
to
be
treated
differently
than
other
children
and
even
if
they're,
not
on
the
negative
side
of
that
they
can
pick
up
those
biases
I
mean
there's
a
whole
science
on
the
contagious
nature
of
bias.
F
You
know
in
many
ways
bias
is
kind
of
like
coveted.
You
can
spread
it
even
if
you
think
you're
very
symptomatic,
you
know,
and
so
that's
where
all
the
lyn
lead
ended
with
I
mean
we've
been
doing
quite
a
bit
of
of
other
research
in
the
area.
So,
if
you're
interested
in
learning
more
about
it,
I'm
happy
to
share
with
you.
Thank
you.
A
Thank
you
so
much
for
that
as
well,
and
you
had
the
perfect
segue
with
that
last
comment
into
our
panel
discussion
kind
of
related
to
covet.
It's
already
been
brought
up
in
all
three
discussions
today
really
and
it's
it's
undeniable
right
that
it's
changed.
Everything
about
the
way
that
that
or
the
early
care
and
education
system
runs.
Even
so.
My
first
question
then,
to
the
panel,
and
we
probably
have
about
15
minutes.
A
A
And
I
guess
you
know:
have
there
been
any
things
that
that
have
been
implemented
that
have
been
changed?
I
know
constance.
You
touched
on
some
of
them
earlier
and
we
got
the
question
already
about
the
virtual
versus
in-person
home
visiting,
but
things
that
have
maybe
promoted
equity
and
maybe
should
stick
around
or
other
things
that
you've
seen
that
have
actually
been
a
hindrance
and
anyone
can
jump
in.
C
I
can
get
us
started,
I
think
about
two
things.
The
higher
rates
of
death
in
communities
of
color
also
means
that
we
are
losing
educators,
the
in
order
to
protect
themselves.
You've
had
educators
of
color
more
likely
to
retire
from
the
field,
and
so
and
then,
of
course,
also
the
these
are
small
business
owners
for
small
centers
as
well,
and
so
in
black
and
latinx
communities.
I
know
specifically
that
centers
have
are
have
been
more
likely
to
close
permanently
on
the
positive
side.
E
I
think
another
impact
on
the
early
childhood
workforce
is,
if
even
if
the
center
was
open
to
support
essential
workers
for
if
a
provider
or
a
child
care
provider
had
children
at
home
that
could
not
go
to
the
workplace
with
them.
They
were
also
impacted,
so
the
workforce
has
depleted
due
to
retirements,
as
well
as
people
who
just
cannot
do
both.
So
when
the
home
and
the
workplace
collide,
I've
had
the
privilege
of
working
in
my
dining
room
for
a
year.
E
Everyone
has
not
had
that
opportunity
and
I
don't
have
three
children
in
three
different
grade
levels
that
are
all
trying
to
access
broadband
at
the
same
time
while
I'm
in
a
meeting.
So
some
of
those
kinds
of
things
around
access
and
the
assumption
that
all
families
have
access
to
technology
to
engage
virtually
whether
it's
from
learning
at
home
for
school
or
otherwise,
is
somewhat
of
a
misnomer.
Even
if
they
do
have
the
broadband
and
the
instruments
it
does
not
mean
they
know
how
to
use
them
or
use
them
effectively.
F
F
And
in
a
way
you
know
it's,
it
was
quite
the
bizarre
irony
that
I've
been
spending.
You
know
so
much
time,
studying
children
being
expelled
from
school,
then
all
of
a
sudden
every
child
gets
expelled
from
school.
You
know
and
and
what
that
impact
of
that
is
we.
I
ended
up
putting
together
a
team
of
epidemiologists
and
vaccinologists
and
things,
and
we
did
a
study
of
covet
19
transmission
in
u.s
child
care
programs.
F
We
had
a
sample
of
over
57
000
child
care
providers
from
across
the
nation.
Many
of
them
were
home-based
programs,
and
some
of
them
were
center-based
programs,
and
we
looked
at
the
degree
to
which,
being
in
a
program
versus
working
in
a
program
that
it
closed
or
you
quit
working
was
related
to
the
likelihood
that
you
as
a
as
a
provider,
might
get
sick
from
coca-19.
F
F
Far
more
likely
to
be
hospitalized,
far
more
likely
to
live
in
a
home
with
someone
who
has
died
of
cope
at
19.
and
when
you
look
at
the
other
variables
in
the
study.
Well,
it
actually
should
back
up
at
the
top
of
the
list
in
terms
of
of
risk
for
coping
19
and
again.
This
is
not
copenhagen
that
they're
getting
from
child
care.
This
is
kobe
19,
just
from
community
exposure
at
the
very
top
was
was
native
american
providers
and
then
under
them
were
our
black
and
brown
providers.
F
You
know
the
white
providers
much
less
likely
and
then,
when
we
looked
closer
at
you
know
some
of
the
reasons
why
that
we
could
find
in
the
data
set.
It
was
a
variety
of
things
having
to
do
with.
They
were
also
more
likely
to
live
at
home
with
other
essential
workers
and
issues
having
to
do
with
housing,
inequality
and
housing
density.
F
I
mean
all
sorts
of
other
things
and
when
we
all,
we
also
ask
them
questions
about
like
personal
protection
like
do
you
wear
a
mask
when
you
go
out,
do
you
wash
your
hands
frequently?
Do
you
do
this?
Do
you
do
that
and
what's
interesting
about
it
is
the
child
care
providers
who
are
going
to
work
were
taking
even
greater
levels
of
precaution
in
their
private
life
than
the
providers
who
weren't.
F
But
aside
from
that,
our
black
and
branded
indigenous
providers
were
taking
way
more
precautions
for
personal
safety
than
our
white
ones
were,
and
so
the
increased
risk
didn't
have
anything
to
do
with
private
decisions,
personal
decisions,
in
fact
the
personal
decisions
were
protected
for
them.
The
increased
risk
had
to
do
with
systemic
issues
of
who
is
it
that
keeps
going
to
work
while
people
like
me
get
to
stay
at
home
and
do
their
job
over
soon.
F
You
know,
and
it
was
those
kind
of
factors
that
really
made
the
biggest
difference
and
if
there's
anything
that
I
would
highlight
from
all
of
that.
It's
this
when
kids
go
back
to
school
and
they
are
going
back
to
school.
Now,
there's
going
to
be
an
awful
lot
of
stress
that
goes
back
to
that
school
with
them,
whether
we're
talking
about
preschool
children,
elementary
middle
school,
high
school,
there's
a
lot
of
loss
that
a
lot
of
kids
have
experienced.
F
Here
you
know,
and
so
all
of
these
things
conspire
to
mean
that
an
awful
lot
of
stress
are
going
to
be
going
into
our
early
care
and
education
programs
and
our
providers
and
our
teachers
they're
going
to
have
a
lot
of
stress
too.
They
already
do
their
personal
lives,
and
so
their
fuses
are
going
to
be
far
shorter
than
they
ever
were
before
they're,
under
a
lot
of
stress
too
and
they're
going
to
be
confronted
with
massive
amounts
of
stress
from
the
children
and
families
that
they're
seeking
to
serve.
F
All
of
this
is
going
to
conspire
to
mean
that
the
mental
health
needs
of
these
children,
families
and
staff
is
going
to
be
absolutely
off
the
chart.
We've
been
working
right
now,
not
only
to
try
to
think
about.
You
know
how
can
we
proliferate
better
early
childhood
mental
health
consultation
services
and
mental
health
supports?
But
how
can
we
do
that
over
telehealth
systems
and
one
of
the
things
to
know
about
the
american
rescue
package
that
just
recently
passed?
Is
that
there's
a
significant
amount
of
money
in
there?
F
How
can
we
be
able
to
build
infrastructures
for
better
mental
health
support,
either
telemental
health
infrastructures
or
infrastructures
for
training
up
a
workforce
to
be
able
to
provide
mental
health
supports
so
that
we
don't
spend
it
on
things
like
one-off
professional
developments
or
buying
a
bunch
of
laptops
that
nobody
needs?
You
know
how
do
we
not
spend
this
money
on
empty
calories,
but
instead
spend
it
on
smart
infrastructure?
That's
going
to
serve
us
for
many
years
after
the
money
dries
up.
Let's
not
make
your
error
mistakes
with
this
money.
A
Absolutely
thank
you
so
much
and
I
think
you're
leading
perfectly
into
the
last
question
for
our
panel,
which
is
just
what
would
you
say,
are
like
one
or
two
real
brief
key
takeaways,
then
for
state
legislatures.
You
know
leading
into
having
these
federal
dollars,
knowing
that
you
have
to
spend
them
in
a
timely
fashion.
What
would
be
your
one
or
two
key
things
you'd
like
legislators,
also
to
keep
in
mind
moving
forward.
E
They
don't
need
it
anymore
when
it
may
have
been
the
strategy
that
helped
move
the
needle
and
the
strategy
needs
to
stay
there
and
really
think
more
in
terms
of
opportunities
to
scale,
rather
than
pick
off
from
one
place
to
another
and
the
same
when
it
comes
to
who's
delivering
services.
So
adding
additional
models
to
communities
for
options
and
for
choice.
F
I
would,
I
would
suggest,
thinking
very
deeply
about
how
can
the
resources
that
are
going
to
be
made
available
right
now
for
child
care
programs
and
also
k
through
12,
be
spent
on
sustainable
things?
You
know,
there's
only
so
much
pd
that
people
can
go
to,
and
I
know
that
it's
really
easy
to
fund
a
lot
of
pd
when
you
have
to
blow
through
some
bucks
really
fast.
You
know,
but
there's
only
so
much
that
people
can
actually
attend.
F
You
know,
can
we
build
infrastructures
that
are
going
to
be
lasting
longer
like
if
we
want
to
do
mental
health
supports
in
a
sustainable
fashion?
I'm
not
saying
all
of
it
should
be
tele,
but
to
the
degree
that
we
can
make
some
of
it
tell
it.
You
can
actually
decrease
the
month
a
lot
of
the
cost
right
now
we
spend
a
lot
of
money
driving
people
around
in
cars
from
one
school
to
the
next.
You
know,
and
so
you
know
at
the
same
time
you
know
like
I
was.
F
I
was
working
with
some
some
leaders
in
a
different
state
and
we
crunched
some
numbers
and
we
figured
out
how
much
money
was
spent,
basically
just
driving
consultants
around
going
from
one
place
to
the
next,
and
then
we
figured
out.
You
know
what
would
be
the
cost
of
tele
versions.
But
of
course
you
know,
there's
an
upfront
cost
where
you
have
to.
You
know,
build
the
platform
out,
but
then,
of
course
it
raises
the
question
of
well.
F
You
know
some
people
might
not
have
access
to
to
to
the
equipment
that
they
would
need
in
their
homes
or
in
their
programs.
There's
a
digital
divide
and
that
digital
divide
has
equity
issues
attached
to
it
too,
or
maybe
they
haven't,
purchased
broadband
services,
and
when
we
crunch
the
numbers
a
little
bit
further,
we
figured
out
you
know
you
could
get
everybody
an
ipad
with
the
camera
and
buy
their
telecom
way
cheaper
than
driving
somebody
around
in
a
car
all
day
long.
F
You
know,
and
so
there
might
be
a
lot
of
things
that
we
can
do
that
actually
provide
a
lot
more
equity
and
equitable
access
to
the
services,
including
by
literally
buying
people
equipment
that
they
need
and
buying
them
broadband
that
might
be
much
cheaper
than
the
current
things
that
we're
doing
right
now.
You
know
which,
which
doesn't
serve
a
lot
of
kids,
really
well
either.
F
You
know
the
other
thing
that
I
would
try
to
suggest
too
is
when
you're,
making
these
decisions
or
when
you're
passing
things
down
for
other
people
to
make
decisions,
putting
a
little
bit
of
thought
into.
How
is
the
community's
voice
being
heard
in
this?
You
know
who?
Is
it
exactly
who's
deciding
what
the
community
needs?
F
Is
it
the
community?
You
know?
Is
it
professors
like
me
at
a
university
making
wild
guesses,
you
know?
Is
it
an
administrator
who
needs
to
spend
some
money
real
fast?
You
know
like
like
who,
ultimately
is
it
that's
hearing?
What
are
the
main
problems
that
really
need
to
be
solved,
but
also,
how
would
I
want
them
solved,
and
how
would
I
want
to
be
a
part
of
that?
F
A
Great
wow,
thank
you
so
much,
I'm
sorry.
It
was
okay.
Thank
you
so
much
to
our
presenters,
we're
running
short
on
time
here
and
I
want
to
be
respectful
of
everyone's
schedules.
But
thank
you.
So
much
cannot
thank
you
enough
see,
moray
constance
and
dr
gillian
for
sharing
all
your
time
and
your
expertise
with
us.
A
Thank
you
so
much
everyone
for
coming
today
and
participating
and
I'd
just
like
to
take
a
minute
to
thank
our
own,
very
generous
sponsors
as
well
the
buffett
early
childhood
fund
so
quickly
before
I
let
you
go
we'd
love
to
hear
your
feedback
about
the
session.
Please
take
a
minute
or
two
to
complete
a
brief
survey
that
you'll
find
in
the
chat
for
a
second
and
also
here's
the
really
big
part.
Okay,
not
the
survey
itself.
A
The
fact
that
if
you
finish
the
survey
for
us
we're
going
to
give
you
a
five
dollar
starbucks
gift
card
as
a
thank
you,
so
please
do
take
the
time
to.
Let
us
know
what
you
thought
about
today's
session.
We
really
do
take
his
feedback
really
seriously
and
want
to
make
great
programming
for
you
moving
forward
and
that
helps
us
out
a
lot.
A
So
I'll
also
follow
up
on
today's
discussion
via
email
with
a
couple
additional
resources
next
week
and
we'll
have
some
content
from
today
available
on
our
early
childhood
fellows
alumni
series
website
soon
as
well.
I
also
just
want
to
quickly
note
a
joint
initiative
between
ncsl,
the
national
association
of
counties,
research
foundation
and
the
national
league
of
cities
to
host
intergovernmental
meetings,
focused
on
prenatal
detriment,
policies,
offering
solutions
to
many
that
many
many
families
face.
A
The
first
meeting
is
going
to
kick
off
next
week,
and
so
we
hope
you'll
be
able
to
join
us
for
that
one
and
for
others.
Finally,
please
mark
your
calendars
for
our
fifth
and
final
session
in
this
series.
That's
going
to
take
place
on
friday
may
21st
at
noon
eastern
time
and
we're
going
to
be
focusing
then
on
young
children's
environments
through
a
racial
equity
lens.
A
We
are
your
organization,
we're
here
for
you,
and
we
want
to
help
you
to
do
the
best
legislative
jobs
that
you
possibly
can
and
please
don't
hesitate
to
reach
out
call
on
us
anytime,
and
with
that
I
will
thank
everyone
so
much
again
for
participating
and
wish
you
all
a
good
day
and
a
great
weekend.
Thank
you
for
coming.