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Jessica Lara, Director; Manuel Ceja, Program Manager

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Jessica Lara, Director; Manuel Ceja, Program Manager

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Filipino Americans are the second-largest Asian American group in the nation and the third-largest ethnic group in California, after Latinas/os and African Americans. The celebration of Filipino American History Month in October commemorates the first recorded presence of Filipinos in the continental United States, which occurred on October 18, 1587, when "Luzones Indios" came ashore from the Spanish galleon Nuestra Senora de Esperanza and landed at what is now Morro Bay, California. In 2009, U.S. Congress recognized October as Filipino American History Month in the United States. Various states, counties, and cities in the U.S. have established proclamations and resolutions declaring observance of Filipino American History Month. The late Dr. Fred Cordova, along with his wife, FANHS Founder Dr. Dorothy Laigo Cordova, first introduced October as Filipino American History Month in 1992 with a resolution from the FANHS National Board of Trustees.

Across the nation, FANHS Chapters, colleges and universities, museums, and community groups will be commemorating Filipino American History Month with various activities and events to bring awareness of the significant role Filipinos have played in American history.

October 1992 was the first time that Filipino American History Month (FAHM) was celebrated in the United States - a year after FANHS passed a proclamation (spearheaded by Fred Cordova). Since then, FAHM has been celebrated annually all over the country - with initiatives by FANHS chapters, local community nonprofit groups, government organizations, and college student organizations. In 2009, U.S. Congress declared October as FAHM, and in 2015, President Obama celebrated the first FAHM at the White House.

Possible activities to participate in:

Read Filipino American Studies books of the past and present. For example, 2022 marks the 25th anniversary of the edited text Filipino Americans: Transformation and Identity, (edited by Maria P. P. Root) - regarded as a foundational comprehensive text in Filipino American Studies.

Support arts and media that advance Filipino American Studies, such as Lumpia with a Vengeance (film) or Larry: The Musical (theater).

Learn about the history of the Luzones Indios who first set foot in California on October 18, 1587 (435 years ago), as well as the historical oppression and resilience of Indigenous Peoples from the Philippines in both the motherland and in the United States.

Conduct and share oral histories that highlight regional experiences of Filipino American history. For example, our newer FANHS chapters in Ohio and Georgia have uncovered untold stories of migrants, pensionados, and laborers in their states.

Curate a panel of Filipino American artists to describe their contributions to the arts (e.g., music, dance, theater, hip hop).

Given the push for a more formalized Filipino American curriculum in higher education and K-12 schools - as well as the public critique on Ethnic Studies and Critical Race Theory - the month could be used to reflect on historical context while also inspiring advocacy for Filipino American Studies courses and programs, as well as for more initiatives focusing on the preservation and dissemination of Filipino American history. For instance, in 2019, the Bulosan Center for Filipinx Studies was launched at UC Davis, and in 2020, a new minor in Pilipino Studies was established at UCLA. More recently, the youth-led Filipino Curriculum Project in Hawai'i lobbied for their state legislators to pass a resolution to implement an elective social studies course on Filipino Americans, while organizers in Seattle successfully lobbied for the development of FAS curricula in K-12 schools. We hope that talking about the many ways that Filipino Americans have advocated for the telling of our histories - through classroom curriculum, FANHS conferences and workshops, or FAHM celebrations - will encourage future generations to be active in teaching and instituting Filipino American history too.

We also recognize the many ways that Filipino Americans have created spaces and programs to better enhance our communities - hence maintaining long-lasting legacies for future generations. For example, 2022 marked the 60th anniversary of the first Tagalog course taught at the University of Hawai'i and the 50th anniversary of SIPA (Search to Involve Pilipino Americans) - the oldest existing nonprofit organization serving Filipino Americans in Los Angeles. Both set precedents for establishing similar programs or organizations across the country. In acknowledging the many legacies created by Filipino Americans across the United States, we encourage our community members to brainstorm ways to create a more sustainable impact for future generations of Filipino American communities too.

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About Filipino American History Month - FANHS

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Filipino Americans are the second-largest Asian American group in the nation and the third-largest ethnic group in California, after Latinas/os and African Americans. The celebration of Filipino American History Month in October commemorates the first recorded presence of Filipinos in the continental United States, which occurred on October 18, 1587, when "Luzones Indios" came ashore...

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Cecilia Gonzalez - Early Learning and Parent Education Manager (La Casa Hogar)

Julia Kagochi - State Equity Specialist (Help Me Grow Washington)

Lindsay Boswell - Director of Grants and Community Impact

Marina Medrano - Bilingual Coalition Coordinator (YVCF)

Michele Cawley - Program Manager (Kittitas Early Learning Coalition)

Minerva Pardo - Schools, Family and Community Engagement Coordinator (WVSD)

Trissa Schiffner - Parents as Teachers Program Manager (Catholic Charities)

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Our Workgroup's Shared Understanding of Equity

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Our Workgroup's Shared Understanding of Equity

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A process and an outcome:

Equity is a process.

Outcomes are individual - an outcome doesn't have to be the same for every person.

You must ask and learn:

Equity should be assessment and community feedback based.

Ask first. Look at answers. Assess. And then implement.

The system does not define the need, the people do.

Equity happens when the induvial is centralized.

Equity is to provide or give resources in the way they are needed, when they are needed, and how they are needed.

It's not just about the kind of resources. It's about how they're distributed and how accessible they are.

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The Rural Accelerator Leadership Cohort (RALP) Parent Family Engagement working group would like your input!

The purpose of this survey is to gain a better understanding of our cross-sector partner's definition of "Parent Family Engagement" within the context of our individual work. The PFE working group will use this information to draft a preliminary cross-sector shared understanding of PFE to present to the RALP.

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New Organization Voting Members:
Easterseals/Jane's House
Henry Beauchamp Community Center
Save the Children Action Network

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Executive Committee Roles and Responsibilities

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Executive Committee Roles and Responsibilities

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Executive Committee | Investing in Children Coalition

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2nd terms: Victor Cardenas, Claudette Lindquist
New Member: Claudia Villatoro

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A few of our current Executive Committee members are transitioning out this year, so we are currently looking for Executive Committee nominees!

If you know someone (yourself included) that you think would be a great fit for this leadership position, please fill out this form to nominate them.

The Nominations Committee will reach out to interested individuals to follow up on any nominations.

Executive Committee members are elected at the October Annual Meeting for a three-year term.

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Comprehensive Healthcare has earned The Joint Commission's Gold Seal of Approval® for Behavioral Health Care Accreditation by demonstrating continuous compliance with its performance standards. The Gold Seal of Approval® is a symbol of quality that reflects an organization's commitment to providing safe, high quality, and effective care.

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Comprehensive Healthcare has earned The Joint Commission's Gold Seal of Approval® for Behavioral Health Care Accreditation by demonstrating continuous compliance with its performance standards. The Gold Seal of Approval® is a symbol of quality that reflects an organization's commitment to providing safe, high quality, and effective care.

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WA State Dept of Health-Behavioral Health Resources

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WA State Dept of Health-Behavioral Health Resources

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This can be a stressful time. It is normal that you or your loved ones might feel anxious, sad, scared or angry. You are not alone. It is okay to seek out and ask for help. Visit coronavirus.wa.gov/wellbeing for crisis support and self-care resources for you and the people you care about.

Reports

Situation reports and forecasts are used to monitor current or potential trends of adverse behavioral health outcomes as a result of COVID-19. These trends can help response planners and behavioral health system leaders understand what to expect in their communities and where to focus efforts in preparing for and responding to behavioral health impacts.

Report Archive

The following reports have been discontinued.

Older adult reports

Beginning January 2023, the Adult Situation Report includes the population ages 19 years and above.

Behavioral Health Situation Reports

Youth reports

Regional reports

Adult report

Behavioral Health Forecasts

Quarterly reports

Monthly reports

The monthly reports have been updated to a quarterly release.

"Coping with COVID" podcast and blog series

Did you know that a pandemic is a type of natural disaster? Disasters have known impacts on our behavioral health. In this series of conversations, disaster psychologist Kira Mauseth, PhD and psychiatrist Doug Dicharry, MD discuss how the COVID-19 pandemic impacts us - what we're feeling, why we're feeling it, and what we can do about it. Listen below or check out the blog series on our Public Health Connection blog.

Resources for providers, responders and planners

Behavioral Health Group Impact Reference Guide

The Behavioral Health Group Impact Reference Guide describes behavioral health impacts and recommendations for some occupations and social roles that could be more heavily affected by the COVID-19 pandemic. This guide is intended for incident response organizations and planners, organizations that support or employ these groups, and behavioral health agencies and organizations.

The overview, tools, and examples are provided to inform messaging, training, and interventions that are likely to be the most effective for the following groups:

Families and children

Young adults

Supporting Young Adults in College through COVID-19: A Guide for Parents, Educators, Mentors and Counselors

Older adults

Long-Term Care Settings: Loneliness Holiday Tip Sheet (PDF)

Behavioral health facilities

Business and workers

Wildland firefighters

More resources

DOH articles on mental and behavioral health

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Behavioral Health Resources and Recommendations

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This can be a stressful time. It is normal that you or your loved ones might feel anxious, sad, scared or angry. You are not alone. It is okay to seek out and ask for help. Visit coronavirus.wa.gov/wellbeing for crisis support and self-care resources for you and the people you care about.

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Youth Behavioral Health Situation Report

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Youth Behavioral Health Situation Report

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Behavioral Health Situation Report Sept 2021

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Behavioral Health Situation Report Sept 2021

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Why Early Learning is Important:

Research has shown that children who are able to participate in early learning programs perform better throughout their years of schooling. Early learning programs focus on six areas of kindergarten readiness:

Social-Emotional - Children do better in school when they can regulate their emotions, establish positive relationships with others, and constructively participate in group settings.

Physical - The early years are important for the development of fundamental gross-motor and fine-motor skills needed to be active learners.

Language - Children need to understand increasingly complex language and use language to express their thoughts, ideas, needs, and feelings.

Cognitive - Children are more successful in school when they have positive approaches to learning, and are able to attend, engage, and persist to solve problems.

Literacy - A child's progress in reading and writing is one of the best predictors of whether the child will function competently in school and in life.

Math - Research shows that math is the number one predictor of future success in reading and math.*

*Duncan, Greg. University of California, 2007. Early Childhood Longitudinal studies. "The strongest predictors of later achievement are school-entry math, reading, and attention skills. Early math skills have the greatest predictive power."

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Research has shown that children who are able to participate in early learning programs perform better throughout their years of schooling. Early learning programs focus on six areas of kindergarten readiness: Social-Emotional - Children do better in school when they can regulate their emotions, establish positive relationships with others, and constructively participate in group settings.

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https://www.facebook.com/investinginchildrenwa

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It looks like you were misusing this feature by going too fast. You've been temporarily blocked from using it. If you think this doesn't go against our Community Standards let us know.

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@forthekidswa

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Communities in Schools (Yakima School District)

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Communities in Schools (Yakima School District)

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Our Mission

Our mission is to surround students with a community of support, empowering them to stay in school and achieve in life.

Help us empower students to confront and overcome personal challenges and structural barriers.

At home, at school, and beyond - kids need you!

A Transformative Investment

A $133.5 million donation from philanthropist MacKenzie Scott will deepen Community In Schools' impact in schools across the country.

Our Impact

Our goal is simple. Put students at the center. Surround them with a caring community of support. And create access to critical resources, like food, housing, healthcare, counseling and remote technologies so they can take charge of the future they want for themselves, their communities, and each other.

Setting Students Up for Success

Now more than ever, we must reimagine public education and find new ways to create equitable conditions for learning for ALL students, with students at the center, surrounded by a caring community with access to all necessary resources.

About Our Washington State Network

Our statewide affiliate network serves over 81,000 Washington students. Find out more about your nearest CIS affiliate below:

1. CIS of Washington State Office (you are on this page now)

2. CIS of Federal Way-Highline

3. CIS of Seattle

4. CIS of Renton-Tukwila (also serving Lake Washington)

5. CIS of Lakewood

6. CIS of Peninsula

7. CIS of Tacoma

8. CIS of Puyallup

9. CIS of Spokane County (serving Central Valley, Cheney, Lumen Charter School, Medical Lake, and Spokane districts)

10. CIS of Benton-Franklin (serving Richland, Kennewick, Pasco, Prosser, and Finley districts)

11. CIS of North Central Washington (serving Orondo, Waterville, and Moses Lake districts)

12. CIS of Whatcom-Skagit (serving Bellingham, Mount Vernon, and Ferndale districts)

13. CIS of Central Washington (serving Yakima School District)

14. CIS of the Blue Mountain Region (serving Walla Walla Public Schools)

15. CIS of Rural Eastern Washington (serving Asotin-Anatone, Curlew, Lind-Ritzville, Northport, and Republic districts)

Affiliate photo credits on this page (top to bottom): CIS of Kent, CIS of Spokane County, CIS of North Central WA, CIS of Whatcom-Skagit, CIS of Tacoma, CIS of Lakewood.

Making a Difference

Across the state, our 3499 case-managed students show outstanding progress towards their personal goals.
* Outcomes reflect data from last school year

Latest News

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Our mission is to surround students with a community of support, empowering them to stay in school and achieve in life. Help us empower students to confront and overcome personal challenges and structural barriers. At home, at school, and beyond - kids need you!

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The Central Washington Hispanic Chamber of Commerce is preparing to launch its Hispanic Heritage Estrella Awards! This campaign celebrates Hispanic Heritage Month, which runs 9/15 -10/15. They are looking to get as many nominees to highlight as possible.

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Who is eligible for a COVID-19 vaccine?

Where can I take my child age 5-11 to get vaccinated?

The Pfizer vaccine that is given to adults and adolescents cannot be used for children ages 5-11. The following locations are offering the COVID-19 vaccine to children within this age range. YHD's mobile vaccine clinics are also offering the COVID-19 vaccine to anyone 5 and older. See table under "Community COVID-19 Vaccine Clinics" for a list of available clinics.

Youth under 18 years need parent or guardian consent to get a COVID-19 vaccine. Find more information about COVID-19 vaccines for children and teens on the CDCandDOH websites.

Where can I get a booster dose of COVID-19 vaccine?

Several sites are offering booster doses to eligible individuals. Click here for a list of COVID-19 vaccine locations in Yakima County. YHD Community vaccine clinics are also offering Pfizer booster doses to anyone 16 and older. Please take your vaccine card to your appointment.

Community COVID-19 Vaccine Clinics

Community COVID-19 vaccine clinics are currently providing first and second doses of Pfizer vaccine to anyone 5 and older. Pfizer booster doses are also available to anyone 12 and older. Appointments are not required. Youth under 18 years need parent or guardian consent to get a COVID-19 vaccine.
Times and locations may change.
Private Clinic Registration for Business/Organization

If you are a business or organization and would like to set up a clinic for employees or members, please email yakimavaccinemobileteam@gmail.com with the following information:

Name of business/organization

Point of contact Name-Email-Phone Number

Date you want the team to come

Time frame you would like the team to come (Ex. 11am-12pm)

Number of appointments required

Location you'd like to host the clinic
Location should have access to bathrooms, chairs, and plenty of space for people to wait for 15-30 minutes.

Once we have received this information we will send you a link to the Private Clinic for you to register your employees, members, etc. Please provide all information for registration prior to the mobile vaccine event for faster processing and screening.

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covid -19 vaccinations questions covid-19 vaccine faq's

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The Pfizer vaccine that is given to adults and adolescents cannot be used for children ages 5-11. The following locations are offering the COVID-19 vaccine to children within this age range. YHD's mobile vaccine clinics are also offering the COVID-19 vaccine to anyone 5 and older.

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Central Washington Hispanic Chamber of Commerce

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Hispanic Heritage Month & Estrella Awards - Central Washington Hispanic Chamber of Commerce

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Each year, National Hispanic Heritage Month, running from September 15 to October 15, offers a time to recognize and celebrate the diverse cultures and

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Comments from Ryan Pricco regarding capital gains excise tax

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Comments from Ryan Pricco regarding capital gains excise tax

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Comments from Ryan Pricco regarding capital gains excise tax

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Please follow this link to sign in for today's meeting!

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Please follow this link to sign in for today's meeting!

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Please sign in for today’s Coalition meeting! Questions? Please contact us at forthekids@yakimavalleycf.org.

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The Special Supplemental Nutrition Program for Women, Infant, and Children (WIC), is a program that helps pregnant women, new parents or guardians, and young children eat well, learn about nutrition, and stay healthy. WIC provides nutrition education and counseling, breastfeeding support, nutritious foods, and help to access health care. Nutrition education is the cornerstone of the WIC Program.

Call to see if you qualify

For Washington, callFor Oregon, call (855) 942-9420

Applicants must meet the following criteria to be eligible for WIC:

Live in Washington or Oregon.

Be a pregnant, postpartum or breastfeeding individual, an infant, or a child under 5 years old.

Meet income requirements.

Learn more about WIC eligibility and your rights to the program: See if you Qualify

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The Special Supplemental Nutrition Program for Women, Infant, and Children (WIC), is a program that helps pregnant women, new parents or guardians, and young children eat well, learn about nutrition, and stay healthy. WIC provides nutrition education and counseling, breastfeeding support, nutritious foods, and help to access health care.

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Home Visiting Update: Early Support for Infant and Toddlers (ESIT) Program Vaccination Guidance

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Home Visiting Update: Early Support for Infant and Toddlers (ESIT) Program Vaccination Guidance

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Washington State Department of Children, Youth & Families

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Early Support for Infant and Toddlers (ESIT) Program Vaccination Guidance

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On Aug. 9 and Aug. 18, Gov. Jay Inslee made two proclamations requiring state employees, health care workers, education staff, and most child care and early learning staff be fully vaccinated by Oct. 18, 2021, as a condition of employment. In general, these mandates apply differently to different DC…

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'Just Breathe' - How Can Children Process Difficult Emotions?

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'Just Breathe' - How Can Children Process Difficult Emotions?

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In this powerful short film, watch and hear from elementary school students learning to use mindfulness to navigate complex feelings.

"Just Breathe" was created by Mindful Schools graduate and filmmaker, Julie Bayer Salzman.

"Just Breathe" from wavecrest films on Vimeo.

Back to Videos Home

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Explore PD Courses
EDUCATORS EARN CREDITS

101: Mindfulness Foundations Next Course:
>>

Get started with the science of mindfulness and simple yet powerful strategies to bring mindfulness into daily life to manage stress and burnout, and build resilience.

201: Mindfulness in the Classroom Next Course:
>>

Access the NEW, REVISED Mindful Schools K-12 Curriculum and Complete Teaching Kit. Learn strategies to nurture social-emotional wellbeing in your classroom.

In 301: School Implementation Clinic 301: School Implementation Clinic, educators build and expand on the skills from the 101 and 201 courses. L earn how to support your school in building a whole-school mindfulness program and get support from a Mindful Schools Coach.

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Watch "Just Breathe." Learn how children can process difficult emotions.

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In this powerful short film, watch and hear from elementary school students learning to use mindfulness to navigate complex feelings. "Just Breathe" was created by Mindful Schools graduate and filmmaker, Julie Bayer Salzman. "Just Breathe" from wavecrest films on Vimeo.

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National Equity Project: Liberatory Design Training

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National Equity Project: Liberatory Design Training

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Sunnyside Community Center
1521 S 1st St, Sunnyside
Covid Testing Sunday-Thursday: 9:00am-3:00pm
Kittitas County testing:
Ellensburg:   KVH COVID clinic at 716 E Manitoba (open daily from 9 AM - 5 PM)
Cle Elum:     KVH at 201 Alpha Way (open weekdays 9 AM - 5 PM).

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Supporting Prenatal-to-Three with Federal Relief Funds

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Supporting Prenatal-to-Three with Federal Relief Funds

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Help Me Grow State wide Action Team Meeting-11/17

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Help Me Grow State wide Action Team Meeting-11/17

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Why Liberatory Design?
We are all living in challenging times that our past experience and training has not sufficiently prepared us for. Too often, well intentioned equity efforts do not succeed-and even produce unintended consequences. This can lead to frustration, hopelessness and cynicism.
It's important to consider why so many equity efforts stall or fail to achieve intended outcomes:

They do not employ a deep enough equity lens-for example, a diversity and inclusion focus as opposed to interrogating deeper causes produced by systemic oppression.

They take the form of traditional linear, hierarchical plans that focus on strategies, goals, timelines, metrics and accountability. These efforts don't recognize the messiness and complexity of the challenge, so they often are ineffective and, sometimes, even backfire.

They are created in the context of dominant white culture, in traditional structures (e.g. committees, task forces), or in teams that don't have an effective approach to the work. Common problems include:

group members unable to engage in authentic critical dialogue;

lack of trust, especially across role/power and identity difference, that undermines team efficacy;

the process doesn't bring forward sufficiently creative thinking;

urgency leads to hasty, misguided decisions;

creative and potentially powerful solutions are not accepted by leadership.

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Liberatory Design - National Equity Project

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Addressing equity challenges and change efforts in complex systems with liberatory design. Learn more about this process or register for an upcoming course.

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Regional Coalition & Washington Communities for Children (WCFC) Updates

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Regional Coalition & Washington Communities for Children (WCFC) Updates

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Questions, comments, concerns? Write away! 

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Questions, comments, concerns? Write away! 

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We encourage you to use the comment section below to write any questions, comments, or concerns that you have about the meeting. Feel free to also leave questions for the speaker or meeting facilitators.

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borrowed from ESD 105

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Reconocimiento de Tierra
"Nos gustaría reconocer que venimos a ustedes desde las tierras tradicionales de los primeros habitantes de nuestro valle, las 14 Tribus y Bandas Confederadas de la Nación Yakama, y honramos con gratitud a la tierra misma y a la Tribu Yakama.”

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Learn about benefit programs available for low-income households. You might qualify for assistance with your CenturyLink phone or internet service.

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Agenda Planning Tool

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In partnership with Lindsay Boswell, Marina Medrano, and Julia Kagochi (state equity specialist), the Investing in Children Coalition (South Central WA) will be creating a workgroup dedicated to equity conversations. This subgroup will have two main functions:

1) creating a shared regional needs assessment and

2) putting together a template for creating county-specific equity statements and action plans.

We hope that the participants of this work group are representative of the two different counties in the south central region. The initial meeting will be a two-hour session, and the time commitment will be dependent on how the workgroup decides to proceed. There is no cap to how many folks can join the workgroup, just as long as each of the counties have equal voice in the process.

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Email Name, Date of Birth, & phone number to:
Yakima: yakvax@yvfwc.org  Toppenish: Toppcovidvaccines@yvfwc.org  Grandview: GrandviewYVFWC@yvfwc.org Prosser: ValleyVistaMedicalGroup@yvfwc.org

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Joint ELAC and PAG Meeting Material Continued...

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Joint ELAC and PAG Meeting Material Continued...

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https://us02web.zoom.us/j/81586444596

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Julia Kagochi, Kagochi Consulting | EQUITY

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Julia Kagochi, Kagochi Consulting | EQUITY

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Many individuals and partners contribute to Help Me Grow Washington, and many more are working in the day-to-day efforts to improve systems for our communities. This is not an exhaustive list of Help Me Grow contacts, but a chance to see some active participants.

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Many individuals and partners contribute to Help Me Grow Washington, and many more are working in the day-to-day efforts to improve systems for our communities. This is not an exhaustive list of Help Me Grow contacts, but a chance to see some active participants.

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The Sunnyside community COVID-19 testing center will reopen Wednesday because of rising coronavirus case numbers.

The center will be open from 9 a.m. to 3 p.m. Sunday through Thursday at the Sunnyside Community Center, 1521 S. First St., according to a news release from the Yakima Health District.

"With the rise of COVID-19 cases in the community, we knew how important it was to open the community-based testing site in Sunnyside again," said Nathan Johnson, local emergency response coordinator for the health district. "Individuals will now have another option to get tested that is free, low-barrier and accessible. Please get tested if you experience COVID-19 symptoms."

Individuals will park and walk up to a trailer to be tested. Appointments are not required, but people can preregister ahead of time.

The COVID-19 testing center at State Fair Park in Yakima was closed Tuesday because of wildfire smoke, and is scheduled to resume operations Wednesday.

Cases continue to rise in Yakima County because of the more contagious delta variant. From June 1 to Aug. 17, the case rate increased from 120 to 508 per 100,000 the hospitalization rate increased from 2.7 to 7.0 per 100,000. Twenty three people have died, the health district reported Friday.

The health district encourages people to get vaccinated as soon as possible. Vaccination locations are listed at YakimaVaccines.org.

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Community COVID testing center to reopen Wednesday in Sunnyside

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The Sunnyside community COVID-19 testing center will reopen Wednesday because of rising coronavirus case numbers. The center will be open from 9 a.m. to 3 p.m. Sunday through Thursday at the Sunnyside Community Center, 1521 S. First St., according to a news release from the Yakima Health District.

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The Early Learning Advisory Council (ELAC) was created by the Legislature in 2007.

ELAC representatives from around the state meet regularly to provide input and recommendations to the Department of Children, Youth, and Families (DCYF) so our strategies and actions are well informed and broadly supported by parents, child care providers, health and safety experts and interested members of the public.

Governor Jay Inslee holds final authority for policy decisions.

The council has adopted a Racial Equity Framework through which it conducts its business as an advisory board to the Department of Children, Youth, and Families.

Members

The Early Learning Advisory Council (ELAC) members are a diverse group of people whose role is to provide DCYF with input and recommendations to inform DCYF's work.

ELAC includes parents, child care providers, health and safety experts, legislators, representatives of Tribal Nations, independent schools, K-12 and higher education, and others who are interested in creating a statewide early learning system that helps all children realize their full potential.

Some ELAC members are appointed by the Governor. Others are appointed by various entities as required in the legislation that created ELAC.

Meetings

The Early Learning Advisory Council has six regular meetings each year, held on the first Tuesday of odd months. At each meeting, ELAC members get updates on DCYF's work and provide input and recommendations to DCYF.

Members of the public are welcome to attend ELAC meetings. Public comment periods are offered throughout each meeting. The locations and times vary for each meeting.

2022
December 6, 2022 August 2, 2022 October 4, 2022 June 7, 2022 April 12, 2022 February 1, 2022
At the time of the meeting, please join the Zoom meeting via the link below.

9:00am-3:00pm

Meeting number (access code): 824 9183 1069
Meeting password: 904723

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Passcode: 904723

2021
December 7, 2021 October 5, 2021 - Joint Early Learning Advisory Council, Provider Supports Subcommittee, and Parent Advisory Group Meeting August 3, 2021 June 1, 2021 - Joint Provider Supports Subcommittee Meeting March 30, 2021 - Joint PAG Meeting February 2, 2021

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Department of Children, Youth & Families

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The Early Learning Advisory Council (ELAC) was created by the Legislature in 2007. Read the statutory language ELAC representatives from around the state meet regularly to provide input and recommendations to the Department of Children, Youth, and Families (DCYF) so our strategies and actions are well informed and broadly supported by parents, child care providers, health and safety experts and interested members of the public.