Ireta Gasner leads Start Early’s (formerly known as the Ounce) Illinois policy team, in the words of Ireta herself, “a smart, committed team of folks, who work every day to improve the systems of support for young children and families – especially those who face the greatest challenges.”

Currently, Ireta and her team are working hard to prepare and develop its legislative agenda for the Fiscal Year 2021 legislative session, so we are grateful to Ireta for taking the time to chat with us about her passion for advocacy and discuss why early learning is a cause she cares so strongly for.

1. Why did you choose to pursue a career in early childhood advocacy?
   I’m originally from Wisconsin but have lived in Chicago since after college and started out as a teacher. After obtaining a master’s degree in social work, I provided direct services to families with young children experiencing homelessness – through home visiting and Head Start programs.

   I loved it. Seeing what challenges families were facing seriously perked my interest in policy and advocacy, and I desired to make change on a broader level.

   In my work with families over the years, I have become a true believer that by making sure families have the support they need at the earliest point possible (ideally prenatally), we can maximize the chance for all children to have the best start in life. We’re still going to need supports along the way, but we could be doing so much more and earlier for children and families in our nation.

2. What does early childhood education, care and learning mean to you?
   Engaging and supporting families at the earliest point results in healthy births and strong attachments with parents, ultimately providing a continuum of rich, quality and developmentally-appropriate experiences for young children. Whether these experiences are with parents, in programs or in a community, they are necessary to help launch children on a path of learning and success.
3. What is the Illinois Policy Team focused on the most right now?
   We’re going to have some real conversations about what it will take for Illinois to have the early childhood systems that children need and deserve. While we’ve had a lot of successful investments in early childhood in our state, it’s going to take so much more to truly provide the best to our youngest children.One of the biggest issues we face now is attracting and keeping professionals into our field because we do not pay our workforce nearly enough for the sophisticated, complex work they do. We must tackle this problem.

I’d like to encourage us to be bold – supporting the healthy development of young children and their families is among the most important things we can do for our future. We shouldn’t be afraid to talk about what kinds of investments we will need in order to truly move the needle for the well-being of our kids.

Start Early is celebrating a legislative win for early childhood in Oregon. The state recently passed the Student Success Act Bill (HB 3427), which will result in a $1 billion dollar annual investment in early learning and K-12 education.

We sat down with Dana Hepper, director of policy & advocacy at the Children’s Institute in Oregon, about the instrumental role she played in getting this legislation passed.

1.  Can you tell us a little bit about yourself and your work?
   I’m the Director of Policy & Advocacy at the Children’s Institute. The Children’s Institute works in Oregon to ensure all children have the opportunity to thrive. We do this through advocacy, research, policy and practice. My role is working with state agencies, the Early Childhood Coalition, business leaders, K-12 partners, and others to develop and move a legislative agenda and support effective implementation.

   This legislative session, we are thrilled to have won a $400 million on-going investment in early learning programs (in addition to a Paid Family & Medical Leave program, universally available home visits, and a child care taskforce). This $400 million early learning investment is one piece of a $2 billion investment in education from early learning through 12th grade, with on-going and dedicated funding from a new tax on business. I have loved working in collaboration with our partners to build and implement a shared strategy to win.

2. Can you tell the story of Oregon and the state’s early childhood landscape? How did you and your coalition members set the stage for such a big ask?
   The stage-setting for this ask has been going on since the founding of Children’s Institute, 16 years ago. We’ve been steadily and boldly informing the public and elected officials about the importance of the earliest years of a child’s life.

   More recently, Oregonians rejected a ballot measure to raise the Corporate Tax in Oregon (which was the lowest in the nation) to fund all public services. After that defeat, the Legislature decided to focus on funding for K-12 public education specifically. We convened early childhood stakeholders to advocate for the focus to be broadened to include early childhood. The Speaker of the House was an ally, and we ultimately won on this expanded charge.

   Then we worked with stakeholders and the Early Learning Division (the state agency overseeing early learning) to develop a specific ask for more than $400 million dedicated to specific early learning programs. The Governor included $380 million of the ask in her budget – our second big win in the process.

   Simultaneously, we worked throughout 2018 with K-12 school district leaders to build their understanding and support for early childhood. This work paid off when K-12 advocates also began to support the $400 million investment – a critical partner, as the rest of the funding would go to K-12 education. All sessions, we ran weekly lobby meetings and monthly coalition meetings to coordinate meetings with legislators, lobby days, messages, action alerts, testimony, and more. Our coordinated strategy worked!

3. Can you describe the feeling you had as the legislature debated whether Student Success Act Bill was a sound investment?
   Wow – I felt so nervous and excited! We had so much education to do of the Committee considering this legislation. They did not understand the early learning funding streams or programs – which was frustrating at times. Ultimately, the unanimous support among advocates, the Early Learning Division, the Governor’s office, our champion legislators, for the specific list of investments gave legislators the confidence that the money would be well spent.

   On the night of the vote, there were tears, applause, hugging, and celebration in the halls of the Capitol.

4. Now that you’ve secured the funding, what’s next?
   Implementation! There is so much work to do to prepare to get these dollars out the door. Regional Early Learning Hubs are creating plans for how to expand access to early learning programs.

   The Early Childhood Coalition partners took some time to celebrate together. Now we continue to meet monthly to coordinate our work on implementation, improve how we work as a coalition, and prepare for the next legislative session.

   The Children’s Institute is providing support to Early Learning Hubs and community organizations that work with parents to ensure the Hub plans reflect the hopes and dreams of families in each community.

5. What are you most excited about with the rollout out of the Student Success Act?
   When the first draft of the Student Success Act’s early learning investments came out, some of the investments we were advocating for were left out. Legislators understood preschool (including Head Start & Early Childhood Special Education), and they were prioritizing these investments over others that start earlier. I’m most excited that we were able to shift the conversation to acknowledge that learning starts at birth (and before). We won meaningful investments in infants and toddlers, including $20 million to expand Early Head Start.
6. Is there anything else you’d like to share with our readers?
   Check out our webpage, put together by CI’s amazing communications team, dedicated to the implementation of the Student Success Act.

   Finally, let’s be bolder together and ask for what families with young children are telling us they really need!

At just 25 weeks pregnant, Kim gave birth to her second son Payton Joseph, weighing in at 1 lb. 5 oz – 15 weeks earlier than his due date. Payton and his family were confronted with immediate and long-term challenges as a result of his earlier-than-expected birth – an inability to breathe on his own, a drastically low heart rate, severe vision complications and frightening seizures. Payton’s family faced what seemed like never-ending developmental and medical challenges.

This is the story of the Start Early’s (formerly known as the Ounce) own Vice President of Communications Kim Ptak, who was ultimately inspired by her family’s experience to make the move from corporate America to a dedicated career at Start Early.

Today, Payton is 13 years old – inquisitive and active, at grade level, taking no major medications, using no medical equipment, and driving his older brother crazy – he’s thriving! Just last year, Payton was selected to serve as the honorary bat boy for his favorite Chicago Cubs by Advocate Health Care and the nurses who cared for him at birth. Kim credits Payton’s solid start in life and ultimate success to many – doctors, nurses, hospital staff, family and friends. But also, the extraordinary early intervention supports Payton and his family received.

Early Intervention, part of the federal Individuals with Disabilities Education Act, entitles young children with developmental delays or certain diagnosed medical conditions to a range of developmental and social-emotional services, including speech and language, occupational and physical therapies and social work services in their natural environment – many of which Payton received. Families also receive coaching and learn how best to be there for their loved one. Research shows that these types of early positive experiences and interactions are proven to influence greater developmental and educational gains.

Alarmingly, although an estimated 13 percent of children under age 3 have or are at substantial risk for developmental delay or disabilities, less than 4 percent of infants and toddlers nationally receive Early Intervention services. Unfortunately, many children who are referred and evaluated for Early Intervention are not granted services because their delays do not meet the state thresholds for eligibility. This is a real problem. These delays often do not disappear without intervention. Rather, delays become worse and become harder and harder to mitigate or eliminate. These children then enter the school system further behind, and often need early childhood special education services that are far more costly. In addition, many families are simply unaware of the availability of Early Intervention services for their children.

Across the country, Start Early Policy Teams are working with its partners to advocate for policies that improve identification, referral and timely Early Intervention services for infants and toddlers.

“Developmental screenings and other family engagement and awareness efforts are necessary to ensure that we are identifying all infants, toddlers and their families who are entitled to and can benefit from Early Intervention,” Start Early  Director of Illinois Policy Karen Berman says. “We know that providing these interventions at the earliest time possible is critical for ensuring that children have the best chance to reach their potential.”

Kim agrees. Early intervention is vital for both the child and family. She knows first-hand.

The Right Next Steps, Reflections and Insights

At the end of June, over 100 attendees gathered in Chicago for Start Early’s (formerly known as the Ounce) Policy Exchange, a convening that allows for in-depth policy discussions and collaborative learning on a range of topics. Consisting of plenaries and breakout sessions, this year’s Exchange participants explored equity through the theme of “Uniting for Families: Building a Longer Table.”

In addition to plenaries and breakout sessions, participants had the pleasure of listening to Helen Blank, former Director of Child Care and Early Learning at the National Women’s Law Center. She also led the federal Child Care and Early Learning Coalition and authored numerous reports during her tenure, including an annual report on state childcare policies.

As a life-long child and family advocate, Ms. Blank shared lessons and wisdom gleaned from almost half a century of advocacy work at this year’s Policy Exchange. Reminding those in the audience to start with a “bold vision and a big ask,” she stressed the value of maintaining perspective when working on this issue. Helen also reminded the audience of the importance of not letting our fears define our paths and to stay focused on your goals.

Reflections and Lessons to Enhance Our Leadership Journeys

At the end of June, over 100 attendees gathered in Chicago for Start Early’s (formerly known as the Ounce) Policy Exchange, a convening that allows for in-depth policy discussions and collaborative learning on a range of topics. Consisting of plenaries and breakout sessions, this year’s Exchange participants explored equity through the theme of “Uniting for Families: Building a Longer Table.”

Along with the various sessions, attendees were able to hear Charlotte Brantley, a nationally recognized leader in the field of early childhood education. Fueled by a genuine passion for the well-being of young children, she drove a long-range vision to position Clayton Early Learning as a statewide nucleus with national influence during her tenure as President and CEO.

At this year’s Policy Exchange, Charlotte Brantley reflected on the most pressing topics in early childhood education that will increase equitable outcomes for children. Specifically, she elevated our need for increased funding, the purpose for authentically engaging authentic parent and family voice, and the importance of setting priorities.

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.