The success of our early childhood programs would not be possible without the support of our donors. They know that without our services many families would be left without access to the help they need to give their children the best start in life. While financial support is essential, many of our donors are also dedicated partners who invest their time and energy into ensuring the children we serve can thrive.

The Simon family is just that. They are ambassadors for early childhood education and are dedicated to helping change the trajectory of children’s lives through their philanthropic work. For more than a decade, Linda and Cheryl have been making a difference for children in our programs. Linda Simon, a former high school English teacher with a passion for children’s literacy, helped fund the Baskind Library at our Educare Chicago program, which provides access to educational children’s books for its students. Linda’s daughter-in-law, Cheryl Simon, a previous school social worker and mother of three, is a founding member of Start Early Affiliates Board and served on the board for 11 years.

Recently, we sat down with Linda and Cheryl to find out more about why investing in our earliest learners is so important to them.

1. Why is your family passionate about early childhood education and the work of Start Early?
   With a background in education, we understand the value of high-quality education. Supporting the important mission of Start Early is a priority in our philanthropic work because we have observed how these interventions are changing the trajectory of children’s lives every day. We are struck by the passion of the leadership at Start Early as well as the research that drives the daily goals. From advocacy work, home visits to the Educare centers, Start Early is covering so much ground.
2. How has being supporters of Start Early changed or enhanced your views on the importance of early childhood education?
   As Start Early supporters, we are constantly learning from the data and research that is shared. We know this research drives the interventions and advocacy work but quite honestly we are learning on a personal level as well. I will never forget leaving one of the annual luncheons and feeling guilty that I had not been reading enough to my 3 month old son. In addition, spending time at Educare is extremely powerful. We observed firsthand how impactful the environment is to children and their families. Not only are children surrounded by quality learning experiences, both cognitive and social-emotional, but the parents are empowered to become leaders in their community. For example, having a little alcove with a couch when you first walk into the classroom helps facilitate a partnership between the parent and teachers. These little details all contribute to the success of the family and community.
3. Why is providing financial support to Start Early an important facet of your philanthropic work?
   We believe in the work of Start Early and know that quality early learning has the potential to transform children, families, communities and our nation. It is critical to continue investing in early childhood education by engaging both the child and parent on the importance of reading and carrying home the positive environment created at Educare. Not only are we providing support, we feel it is necessary to increase awareness around this issue and spread the word to our networks. We like to think of ourselves as ambassadors of early childhood education. When you hear about the achievement gap between children born into poverty and those born into families with means it is impossible to ignore this issue. We know that early childhood programs like this can narrow the academic achievement gap. They also have the power to change lives of children, their families and our communities which benefits us all.

Fourteen years ago, Gladys Montes joined the United Way of Miami-Dade and was tasked with developing a program that would move the needle towards higher quality early childhood programs with the needs of the community they serve at the forefront. Through the collaboration between the United Way Center for Excellence in Early Education and Educare Miami-Dade, Gladys helped establish them as a training program, a demonstration program, a partner in many discussions, and as voice for providers in our community.

Recently, we spoke with Gladys about her work with the United Way of Miami-Dade and Educare Miami-Dade and how their programs have supported those communities most in need.

1. What was the impetus for creating the Center for Excellence in Early Education?
   The United Way of Miami-Dade has been funding early childhood education for over 30 years. Like other United Ways throughout the nation, the design of our model was to partner with institutions in our community so that we actively engaged them, as they created proposals that addressed the work they were doing in our community. This process went on for a number of years and as the years went by, our Board of Directors was not satisfied with the advancement of these programs toward high quality early care and education programs. The Board understood the impact high quality has on the children and families in our community. It was clear that additional strategies needed to be in place in order to impact our community in the manner that United Way of Miami-Dade wanted.

   Our community was lacking a place where early childhood practitioners could meet and discuss areas there were important to them. For example, practitioners needed access to an array of professional development learning, and the Center was able to provide it. We needed a place where we could see what high quality practices meant, and the Demonstration School, Educare Miami-Dade, provided it.

2. What was the need you saw in your community and why did you believe that an Early Head Start Child Care Partnership (EHS-CCP) was the answer to it?
   For the past 13 years we have been a delegate of Head Start and Early Head Start (EHS) for Miami-Dade County. Being a delegate requires organizations to have the needed infrastructure to support all of the comprehensive services required by the Head Start Performance Standards. When the Funding Opportunity Announcement for EHS came out, we saw it as an opportunity to impact small programs in communities of high need, communities that otherwise would not be able to access the federal dollars focused on improving the quality of their programs. It was evident to us that this was the opportunity to put into practice what we had been doing for years at the Center for Excellence – Educate, Demonstrate, and Advocate.

   Through the grant, we focused not on the low hanging fruit, but on the programs that families were using, regardless of their quality. We could actually take folks that were living in these communities and were employed by these centers and family child care homes and re-focus their trainings to move to a higher understanding of infant and toddler care and education. We currently have 16 partners in our grants, and 150 practitioners. Based on experience, we decided to deliver the 120 hours for the CDA credential in the environments that the practitioners knew with instructors they were familiar with and utilized Educare Miami-Dade as the place where the courses came alive. We added an internship component where the practitioners could come and spend time at Educare Miami-Dade and understand how to implement the areas in which they received training. Our Educare Miami-Dade staff has visited the school and together they have moved to implement changes that have resulted in great results.

3. What is your vision for the future of United Way Center for Excellence? How would you like to see it grow? What impact would you like to have?
   Our original vision continues to be of impact in our community. We will continue to fight for better opportunities for all our teachers and for all children to have the best care and education we can provide so all children can reach their highest potential.

Meet Casey Henderson, mother of Payton, a student at Educare Central Maine. In 2017, Casey moved to Waterville, Maine to escape domestic violence and receive support for drug addiction recovery. Soon after enrolling her son in Educare Central Maine, she joined their Parent Ambassadors program, an initiative that elevates the voices of parents by engaging them in policy advocacy. She hoped the program would help her gain confidence and allow her to find her voice, she learned it would do so much more.

Recently, we sat down with Casey to talk about her involvement in the Educare Central Maine Parent Ambassadors program and how that has influenced her life as a parent and advocate.

1. How did you connect with the Parent Ambassadors program? What’s your role?
   After many hesitations and some pushes, I became a parent ambassador for the 2017-2018 term. I was unsure if it was my thing at the beginning, but the experiences I have been given are amazing, including testifying at the State House on the Leveraging Investments in Families for Tomorrow (LIFT) Act that made the first TANF increase in 25 years, to getting a hug from Susan Collins and having the opportunity to go to Washington, DC, Austin, Texas, Seattle, Washington and Tulsa, Oklahoma. As a Parent Ambassador alumni today, I am working as a peer mentor with the current ambassadors, helping to create a state-wide parent ambassador program, and continuing to work within the legislation process – telling my story and testifying.
2. Why is the Parent Ambassadors program valuable to you and how do you think your involvement has impacted Payton?
   Becoming a parent ambassador and a part of the Educare Central Maine community was such a blessing to me and my child. Gaining confidence within the parent ambassador program and finding my way as a woman in long term recovery, I finally had the courage and support to reenroll in college. I will be graduating in May from KVCC with my associates in Mental Health and have already been accepted to the UMA mental health and human services program. Moving to Waterville has changed my life, but if it wasn’t for the support and love that Educare, the parent ambassador program, and especially Joni Sprague has given me, I do not feel I would have made it this far. I am finally becoming the woman I was meant to be and giving my son a great example of life.
3. What have you gained from your participation? What have you been able to contribute?
   I have gained acceptance for who I am and that is something I have not had for a long time. I have gained self-confidence, resiliency, respect, hope, faith, and the willpower to do whatever I want to do knowing that the sky is the limit. I hope I have been able to contribute to my community and state as a part of the parent ambassador program. But most importantly, I hope I am inspiring other parents and showing them if I can do it, so can you and I will take the step with you to get to the top.

I’m starting my seventh year with Kansas Action for Children (KAC) and have spent the last two and a half years as President and CEO. My entire professional adventure has been spent in the realm of kids – leading policy efforts on behalf of kids affected by sexual and domestic violence, evaluating state and federally funded programs targeting kids affected by adverse childhood experiences and now advocating to make Kansas the best state to raise – and be – a kid.

I have long been passionate about issues pertaining to social justice, anti-racism work and addressing inequities and discovered my greatest strength was in doing macro, or systems and policy-level work. It’s abundantly clear to me that the legacies of unfairness caused by systemic racism have created an inordinate number of obstacles for communities of color in the U.S. and my greatest opportunity to address them is starting with the services and programs that intersect with children and their families. As a nation we have yet to fully realize what a thriving, fully inclusive society could look like and I’m motivated to work on the construction of that vision starting with the support offered before kids arrive and the equitable opportunities availed the moment their feet touch the ground.

1. What happened during the midterms in Kansas and how does this change in party and representation impact the state’s early childhood field?
   Kansas had an array of changes made during the midterms – after enduring eight years of a gubernatorial administration that decimated services and programs for kids and families, the state chose a new Governor who declared her desire to make things better for Kansas kids. As a former state senator and long-time early childhood champion, Governor-elect Laura Kelly has vowed to repair the vast damage done and craft a new vision for our state. We’ll also be sending two new members to the US House of Representatives – both being new to elected office and giving Kansas Action for Children the opportunity to cultivate relationships and press upon them the importance of robust federal support for Kansas’ youngest people. All 125 seats of the Kansas House of Representatives were up for re-election and the breakdown by party largely looks the same – but that has rarely told the story of what’s possible for Kansas kids and families. At KAC we have long been sincere about being non-partisan and building relationships across the aisle – and the ideological spectrum – so that opportunities for Kansas kids can be embraced and championed by all.
2. What have you done to prepare your advocacy work for this new administration and legislature?
   We took a number of steps this election season to connect with all candidates – we reached out electronically prior to and after the primary elections. We sent hard copies of new reports to candidates ahead of the general election and we reached out to candidates who were unopposed to meet with them to discuss our policy priorities for the upcoming legislative biennium. We crisscrossed the state on a month-long roadshow in October, talking with community audiences about what was on the line for Kansas kids in the upcoming election and why what happens to kids matters to every Kansas resident – retired seniors, childless adults, business owners, healthcare providers and so many more.

   Undoing the damage done by an extremist administration won’t be accomplished in one election cycle and our aspirational vision for kids in our state can’t be achieved if all folks do is vote. Our long game at KAC is to create a statewide corps of champions who show up for kids – at the ballot boxes, on weekends at legislative forums, at the statehouse for legislative hearings, and when they’re talking with friends and neighbors.

3. What advice do you have for advocates who did not experience favorable outcomes in this last election cycle?
   We didn’t sit idly by as the last administration balanced unaffordable tax cuts on the backs of kids, we fought – by framing the dialogue with media and the public, by canvassing the state year-round speaking to communities and by working with like-minded lawmakers to create momentum in the other direction. We proved a lot was possible in the last two years, even with a gubernatorial administration that actively worked against the wellbeing of Kansas kids. Now with a Governor-elect that understands and prioritizes the needs of kids, paired with a body of returning lawmakers who KAC has worked with and newly elected members we’ll get to know, we think that there’s a lot of possibility to keep building on the outcomes from the last legislative biennium.

   We’re also keenly aware of all the ways in which we can assist with positive outcomes outside the statehouse – through administrative rules and regulations. That was a path that has been inaccessible to us at KAC over the last eight years, as the leadership put in place by the previous administration shared little interest with us in doing what was in the best interest of children. So, while there may be some bigger items that consume a lot of time and attention during the legislative session, we’ll also be hard at work building relationships with the new leadership put in place by Gov-elect Kelly in agencies and departments that wield great power for kids and families – and it probably comes as no surprise that like other advocates across the country, we have a host of ideas for them that they can get started on right away to tackle childcare access and affordability, increasing supports for families and addressing the health of infants and their mothers.

Meet Shalonda Carter, a mother and passionate advocate for women and children. After completing a Bachelor’s Degree in Community Health Education, Shalonda specifically sought out a career path that would allow her to support and empower new mothers and children who were in most need.

For the past four years, she has worked for Catholic Charities as a community-based Doula at the Jadonal E. Ford Center’s Roseland Adolescent Parenting Program on Chicago’s South Side. She currently supports eight expectant mothers as they prepare to be new mothers.

Shalonda sees her career as a calling, not a job, and strives to give new mothers a voice in their pregnancy by ensuring they know their rights regarding the birth of their child.

Recently, we sat down with Shalonda to find out more about what being a doula means to her and why it is a critical component of early education.

1.  For those who are not aware, what does a Doula do?
   A Doula is a non-medical labor support educator and specialist. We empower, support and comfort those in need, aiding them a safe and memorable birthing experience. As a Doula, it is my responsibility to inform and educate families about the different medical interventions, comfort measures, patient rights, and other topics related to childbirth and post-partum education. In my role as a Doula, I accept moms between the ages of 13-21 who are in entering into their third trimester. Doulas are required to have a series of monthly home visits with the participants to ensure they are able to not only retain the information, but to also make informative decisions.
2. How do Doulas differ from a Home Visitor and how do you work together?
   Doulas work alongside with Family Support Workers to further assist with infant milestones and to ensure that they are on target with development. They also assist with helping the mom reach educational, housing, and employment endeavors. This includes referring clients to services outside sources. While Doula’s discontinue services as baby reaches 2 months, Family Support Workers continue service until program completion when baby reaches 3 years of age.
3. What does being a Doula mean to you?
   Being a Doula is the equivalent to being a light in darkness. When they feel they have no one in their corner there are Doulas cheering them on. Often times, our young participants aren’t aware of what is happening to their bodies nor do they understand prenatal child development. With my participants, I take pride in educating them and removing the fear of the unknown. It also means being the face of confidence and vocal protection. It is very important for me to educate my participants on their rights regarding the birth of their child and give them the voice that they don’t think they have. Being a Doula also means taking a holistic approach to servicing not just the pregnant mother, but the entire family. It is very important that I build a relationship with my participant’s support system in order to ensure that mom is happy and has a positive experience.
4. What advice would you give to a new parents who are unsure if they need the assistance of a Doula?
   For parents who are unsure of Doula services, I’d say to give it a try before you say no. You will most definitely remember your birth experience but you will also never forget your Doula who never left your side. Through a program like Roseland Adolescent Parenting Program, our services are free. Our goals are having your best interest and infant’s at heart. What keeps me going are simple wins like hearing your client say, “Thank you so much for helping me out. I’m so grateful to have found this program and you! I can’t thank you enough.” It warms my heart and it has humbled me. I wish for every woman with-child to have a Doula and a great birth experience.

If you ask Jamal Poindexter what he remembers from his days in Educare, many of his stories will be familiar: class parties, making friends, and expressing his love of music with the aid of a stack of blocks and some makeshift drumsticks. “I also remember [the classroom] being a lot bigger!” he says with a laugh.

Now in his first year at the SAE Institute Chicago, Jamal praises Educare for teaching him skills that have benefited him as he pursues a future in music production and as a recording artist. “I build all the instrumentals for my songs myself, but as an artist, you have to work through a team. [Being at Educare] started me off socializing with other people the right way, and I think that’s a big part of life in general –learning to interact with people you work with, people who you might have conflict with, and you learn how to deal with it.”

Long before entering college, Jamal put those skills to use working on film sets with the likes of Chicago icon Chance the Rapper and rehearsing with his drumline for their performance at the inauguration of President Obama. He also made a big impression on executives from Def Jam Records, who co-sponsored the construction of a recording studio at his high school, along with Adidas.

It’s a skill set he hopes the next generation of Educare students will have the opportunity to learn. “I hope that the kids there now and in the future become more outspoken than my generation…That they’ll have a voice and words to put out—of encouragement, change and new ideas.”

Freshman Illinois House member Rep. Curtis J. Tarver II is hitting the ground running on issues impacting early childhood education. He replaces longtime early childhood advocate Rep. Barbara Flynn Currie, who spent decades in the General Assembly championing early education programs and reform. Rep. Tarver has some big shoes to fill and it looks like he is up to the challenge.

A father, lawyer and small business owner, Rep. Tarver believes that all children should have access to high-quality education regardless of where they were born or the socio-economic status of their parents.

Rep. Tarver holds a seat on two key House education committees, including the Child Care Access & Early Childhood committee.

Recently, we sat down with Rep. Tarver to find out more about why he champions early childhood education and what he hopes to accomplish this legislative session.

1. How have early care and education programs impacted your life?
   I will speak to my daughter because I believe that is more appropriate in relation to my passion for early care and education programs. My daughter attends the one of the best public schools in Chicago because she was fortunate enough to attend a very supportive yet rigorous daycare and pre-k. I am affected in that one should not have to be born to two lawyers, who can afford to pay for the best opportunities, in order to have quality care and educational opportunities.
2. Why is advocating for early childhood education important for your constituents and/or the state?
   Advocating for early childhood education is necessary because our children need a solid educational foundation. Everything builds from that point. Approximately fifteen percent of our state is a child in a public school between kindergarten and high school. To put children in a position where they are playing catch up from the time they get into kindergarten is unsustainable.
3. In your estimation, what are the biggest opportunities to improve the state’s early childhood system in the coming weeks, months, and years?
   The biggest opportunity is to give it the focus it deserves. It should be a fundamental right to for a child to have access to care, services and education. They should not have to win a parental and financial lottery in order to have his or her basic needs met with quality care and dignity. We have an opportunity to prioritize, from a fiscal perspective, the importance of children’s well-being.
4. What do you hope to accomplish during the 2019 legislative session?
   I hope to increase access to early care and education programs. Furthermore, I want to provide incentives to increase the retention of pre-k teachers. I also look forward to supporting efforts to increase the minimum wage and ensure individuals who are committed (especially) to our children can earn a living wage.

Kevin Walsh and his wife, Geralyn, are proud parents of a 12-year old daughter and 3-year old son. They were told when their daughter was an infant that she would have significant learning disabilities due to drug use by her birth mother during pregnancy, which would keep her from reaching her full academic potential. They were told the same about the 3-year old boy they currently foster.

Kevin and his wife were determined to do all they could to ensure their children had the same opportunities as other children. Through perseverance and the advice of an early childhood education advocate, they were led to programs that have given their children the chance to thrive and excel.

Today, Kevin is an active advocate for early childhood education programs and is using his story to educate parents on the services available to them. We sat down with Kevin to ask him four short questions about how access to these programs have impacted his family and why they are so important for all children.

1. How has access to early childhood education programs impacted you and your family?
   Early childhood education has helped equip our daughter to succeed in school. As an infant, we were told she would never be more than an average student. She currently is an above average student and is on the honor roll in her middle school. We believe this would not be possible without the foundation laid by early childhood education. We hope our son will benefit in the same way.
2. Why is early childhood education so critical for young children?
   It teaches them the social-emotional skills they will use in school moving forward. These skills help them succeed in a challenging school environment.
3. What do you feel is the largest barrier to equitable access to education?
   I believe the largest barrier is economic status. We regularly hear about school performance suffering in lower economic areas. Not everyone can attend a charter or magnet school. Those left behind suffer the consequences of a subpar education. No matter where we live, we have to be our children’s biggest advocate.
4. What is one easy way someone can get involved and start advocating?
   VOLUNTEER! Get to know your children’s teachers. Ask them how you can help. If you are involved, your child is more likely to succeed.