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Senate Bill 1916 to support ESIT funding has passed the house and senate and yesterday passed ways and means and is in its second reading in the rules committee. We are hopeful. It will allow for funding to flow in the first month of services for ESIT.

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Kristin Wiggins, Public Policy and Advocacy Consultant

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Kristin Wiggins, Public Policy and Advocacy Consultant

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The Legislative Building awaits another busy week
(Photo Credit: Erica Hallock)

Trivia!

The Humble Bivalve. HB 1984 by Representative Mike Chapman would designate which clam as the official clam of Washington state?
Spoiler alert: This bill was pre-filed before the legislative session, but it didn't make it out of committee. Perhaps it will "mussel" its way through the Legislature in another year.
Highlights of the Week

Potato Day! The potatoes this year really hit the spot, and you can tell the people on campus love these sponsored food days. Thank you to the Washington State Potato Commission!

Potato Day!
(Photo Credit: Zoë Erb)

Caseload Forecast

On Friday, Feb. 16, the Washington State Caseload Forecast Council released its updated caseload forecast. These caseload forecasts project expected caseloads for entitlement programs ranging from K-12 education to public assistance to corrections. Budget writers use this data to inform their budgets.

In terms of early learning, the following are updated forecasted caseloads:

Narratives accompanying the caseload forecasts and analyses of note (including any risks to the forecasts) are as follows:

Transition to Kindergarten (TTK). TTK has been more popular in smaller school districts and rural communities, and less common in certain areas such as King County. Risks to the forecast include variance depending upon the month in which a school district starts its TTK program. The narrative also notes TTK is a newer program, which makes forecasting future caseloads more challenging.

ECEAP. The narrative notes that nearly all of the enrollment growth for ECEAP in the 2022-23 school year was from children who were not "entitlement eligible" (meaning children who meet eligibility to participate under rules adopted by DCYF, not those eligible by income). The forecast also finds enrollment has been higher in the 2023-24 school year than in the 2022-23 year.

Working Connections Child Care. The forecast accounts for recently enacted legislation that builds on the Fair Start for Kids Act and further expands eligibility for Working Connections Child Care. There is also assumed continued recovery from the pandemic in terms of child care usage.

Early Achievers Subsidy Providers. The forecasted growth in Early Achievers Subsidy Providers should have an asterisk next to it because it represents the use of a new system to track number of providers. With this new system, we should have a more accurate count of the number of licensed providers participating in Early Achievers going forward. One particular item of note is the assumption that the increased enrollment of new providers is being driven by recent increases in reimbursement rates, particularly those for family child care providers.

Supplemental Budget Updates. Earlier this week, the Senate and House released their Operating and Capital budgets (as well as Transportation budgets). The released documents reflect more of a traditional supplemental budget approach, with the limited new investments focused on high priority, time sensitive items such as fentanyl response, housing and the overall workforce crisis.

Start Early Washington shared a side-by-side comparison of the various - and varying - approaches to the Operating and Capital budgets proposed by the Senate, House, and the Governor that impact early learning, on our state policy resources page. The side-by-side comparison chart highlights how the bodies invested quite differently in early learning. With just 13 days left in the official legislative session, the clock is ticking for the two bodies to come to an agreement on their differences and settle on final budgets that will garner sufficient votes for passage.

We will continue to update the budget summary comparison chart as the process continues. We expect the Senate and House to pass their respective Operating budgets over the coming weekend.

One important tip to remember: it is protocol for the initially released budgets to include funding for bills passed out of the House of Origin. Typically, funding for a House bill would be included in the House budget, but not in the Senate budget, and visa versa. There are pros and cons to this approach in that each body's budget holds "space" for funding of bills, but it also means - particularly in tighter fiscal years - there will likely need to be cuts during the negotiations to accommodate the funding of all of the bills that will make their way through the process.

Bills, Bills, Bills! Weds, Feb. 21 represented the final policy committee cutoff. Most early learning-related bills were heard - and approved - by the policy committee cutoff deadline. Start Early Washington updated its bill tracker on our state policy resources page to reflect the latest versions.

Continuing the theme of "no rest until interim" (sung to the tune of "no sleep till Brooklyn"), Thursday morning saw the start (again!) of marathon fiscal committee hearings in advance of the Feb. 26 opposite chamber fiscal committee cutoff. (Yet another weekend of work. Oh, joy.) And then it's back to the floor where the bodies will consider bills from the opposite chamber. PHEW!

What's on Deck for Next Week?
Hearings on Three Initiatives
This week, Democratic leadership announced public hearings on three of the six certified Initiatives to the Legislature Feb. 27-28, with the remaining three initiatives destined for voter determination in the November general election.

Scheduled public hearings include:

Initiative 2111 relating to limiting the ability of state and local governments to impose an income tax, will be heard in a Joint Hearing by the Senate Ways and Means and the House Finance Committees Feb. 27 at 12:30 p.m.

Initiative 2081 concerning parental rights and their children's public school education, will be heard in a Joint Hearing by the Senate Early Learning and K-12 and the House Education Committees Feb. 28 at 8 a.m.

Initiative 2113 relating to vehicular pursuits by police officers, will be heard in a Joint Hearing by the Senate Law and Justice and the House Community Safety, Justice, & Reentry Committee Feb. 28 at 9 a.m.

Speculation around the Capitol campus is that following these public hearings, the Senate and House will vote to accept these three Initiatives to the Legislature, so they will not go before the voters.

There is question about how consideration of these initiatives will factor into the typical end-of-session busyness involving budget resolution, final passage of bills and concurrence in amendments made in the opposite chamber. One thing can be said about Olympia - it is never boring!

The remaining three initiatives still slated to head to the November ballot are:

The Feb. 16 edition of the Washington State Standard has a great piece by Jerry Cornfield covering the ins and outs of this issue. And refer to our Jan. 19 edition of Notes From Olympia for more information on the six initiatives and the initiative process.

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NEW: Notes From Olympia: Feb. 23, Week 7 of the 2024 Legislative Session

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This edition includes caseload forecasts, budgets, more cutoffs, voter initiatives and ... shellfish.

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Erica Hallock, Director, Policy & Advocacy, Start Early Washington

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Erica Hallock, Director, Policy & Advocacy, Start Early Washington

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Erica Hallock

Director, Policy & Advocacy, Start Early Washington

Erica Hallock serves as the Director of Policy and Advocacy for Start Early Washington. She has worked in early childhood, health and human services policy in both California and Washington state.

She has a B.A. in Political Science from the University of California at Riverside and a Master of Public Policy and Administration from California State University Sacramento.

She is a proud mom of two young adults (one of whom teaches in Washington's state preschool program) and lives in Spokane when she is not in Olympia.

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Erica Hallock, Director, Policy & Advocacy , Start Early Washington

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Director, Policy & Advocacy, Start Early Washington Erica Hallock serves as the Director of Policy and Advocacy for Start Early Washington. She has worked in early childhood, health and human services policy in both California and Washington state. She has a B.A.

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Meeting with Justus Phelps, staff to Sen. Torres (15th)

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Meeting with Justus Phelps, staff to Sen. Torres (15th)

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-THANK YOU for direct appropriations in last biennium budget

-mental health support

-WCFC supported bills

-Local project highlight related to supported legislation

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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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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

Join by phone: 1 253 215 8782 US Toll
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.

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Interagency Coordinating Council: ESIT Update

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Interagency Coordinating Council: ESIT Update

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Log into Facebook to start sharing and connecting with your friends, family, and people you know.

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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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2024 Legislative District Review and Planning

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2024 Legislative District Review and Planning

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@forthekidswa

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Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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Calm the Static Activity: "Winter Mindfulness"

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Calm the Static Activity: "Winter Mindfulness"

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Winter Mindfulness | Brain Breaks for Kids | Breathing Exercises for Kids | Snowball Breaths | Calm

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HB 2243 Children's Social Equity Land Trust

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HB 2243 Children's Social Equity Land Trust

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Music theme: 13-month-old Winter (Stevie Wonder)

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Music theme: 13-month-old Winter (Stevie Wonder)

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2024 WCFC Legislative Advocacy Day: January 31, 2024

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2024 WCFC Legislative Advocacy Day: January 31, 2024

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The 2024 WCFC Advocacy Day is scheduled for Wednesday, January 31st. We recognize that many folks will want/need to arrive in Olympia the day prior, so will be hosting a social gathering the evening of Tuesday, January 30.

Each WCFC Region is invited to bring a team of up to four individuals, including a parent from your community if possible. Please use this form to register yourself to attend the in-person Advocacy Day with your respective Regional team.

WCFC Staff are working to secure a block of hotel rooms in Olympia. Once we know how many rooms are needed, and for which nights, we will be in touch regarding next steps. Mileage and hotel accommodations are reimbursable.

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WCFC 2024 In Person Advocacy Day Registration Form

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Please click the link to complete this form.

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borrowed from ESD 105

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One of the WCFC Statewide Networks:

Road to Legislative Session

1. September 7th – Listening Session: Bring your feedback and the most pressing issues facing childcare today

2. October 5th – Voting and Testimony Prep: We will vote on our final 3 topics that result from our listening session; we will also start preparing people for testimonies that fit those topics.

3. November 2nd – 4th Annual Legislative Q&A: Our Childcare Voice group will engage in conversation with legislators from around the state, presenting the topics we’ve prepared

4. December: No meeting this month. Enjoy the holidays and rest up for Legislative Session

5. January 5th, 2024: Prepare for Legislative Session; info provided about upcoming Advocacy Day

6. Contact Info: Brittany Hartikainen
State Childcare Voice Lead
SE Regional Co-Lead
Washington Communities for Children
brittany@bh-consulting.org

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If you could instantly become an expert in any skill or talent, what would it be and why?

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If you could instantly become an expert in any skill or talent, what would it be and why?

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If you could time travel to any era in history, where would you go and what would you do while you're there? 

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If you could time travel to any era in history, where would you go and what would you do while you're there? 

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Keeping the fire for learning burning in all our eyes.

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Blending cutting-edge research with engaging storytelling, The Breakthrough Years offers readers a paradigm-shifting comprehensive understanding of adolescen…

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And, we have insights for this current disruption.

Families and Work Institute's research takes on emerging issues before they crest and includes some of the most comprehensive research on the U.S. workforce available. The Institute's work has changed the language of debates, moving from discussion to action by creating effective and data-driven solutions.

In today's pandemic, we have created a report on flexibility and a blog that shares stories from people who are thinking intentionally about the kind of memories they want to create for themselves and their children

Watch this video about how Families and Work Institute gave voice and research to a movement.

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We've been studying the changing workplace for several decades.

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West Valley Early Learning Workshop, Thurs, April 18, 2024 - English registration form

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West Valley Early Learning Workshop, Thurs, April 18, 2024 - English registration form

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WV Early Learning Workshop April 18 2024 registration form

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West Valley Early Learning Workshop, Thurs, April 18, 2024 - Spanish registration form

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West Valley Early Learning Workshop, Thurs, April 18, 2024 - Spanish registration form

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WV Early Learning Workshop April 18 2024 registration form IN SPANISH

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Ellen Galinsky Op-Ed in LA Times, Feb. 16, 2024

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Ellen Galinsky Op-Ed in LA Times, Feb. 16, 2024

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(Mark the Cobrasnake / For The Times)

Recent surveys underscoring the prevalence of mental health challenges among young people leave me very concerned - not just about the findings but also about counterproductive perceptions of younger generations.

A Common Sense Media poll found that 53% of the country's 12- to 17-year-olds see mental health challenges as a major problem in their schools. And a Gallup-Walton Family Foundation study reported a significant decline in the proportion of Gen Z youths who consider their mental health excellent since 2013. These findings echo a Centers for Disease Control and Prevention survey indicating 42% of high school students had experienced such persistent feelings of sadness or hopelessness in the past year that they couldn't participate in regular activities, up from 28% in 2011.

I've already heard adults labeling today's young people the Hopeless Generation, the Anxious Generation, the Depressed Generation, the COVID Generation and the Troubled Generation. The latest surveys threaten to reinforce such stereotypes.

Don't get me wrong: Given my years of work on youth mental health, I understand that it's imperative to address this challenge. But while we're doing that, we can't forget that many young people aren't struggling.

While only 20% of those surveyed by Gallup-Walton reported that their mental health was "excellent," for example, 44% said it was "good," along with 26% reporting "only fair" and 10% "poor." We need to address these mental health challenges without labeling an entire generation as troubled.

I have spent the last nine years listening to what adolescents think and feel in focus groups, two nationally representative studies of 9- through 19-year-olds, in-depth interviews with young people from these studies and a school behavioral study. One of the questions I asked is what they want the adults of America to know about people their age.

Thirty-eight percent answered "don't stereotype us" or "don't label us," an overwhelming number for an open-ended question. They emphasized that not all young people share the same challenges.

In their words: "Not all of us fall under the umbrella of being problematic drug addicts"; "All kids aren't troublemakers or irresponsible"; and "We aren't social-media-obsessed, we aren't extremely self-involved, our phones don't define us, and the internet is not going to be the end of us."

These responses show that we adults have to try harder to hold two ideas in our minds as we parent, teach and raise the next generation. We need to address the real challenges that some young people face without subjecting all of them to unhelpful generalizations.

Yes, adults have long been too ready to attach negative labels to teenagers. This has been true since the dawn of the study of adolescent development in the early 20th century. It was regarded as a time of "storm and stress" then as it is today.

In one of my studies, we asked the parents of 9- through 19-year-olds to describe the typical adolescent brain in one word. Fifty-nine percent used negative words, while 27% used neutral words and only 14% used positive words. But when I asked parents to select from a list of positive and negative words to describe children their child's age as well as to describe their own child, they were much more likely to be negative about other people's children than their own.

We also found that parents who used negative words to describe the teen brain were more likely to have children who reported more negative feelings, including anger, sadness, loneliness and worry.

What comes first, young people's negative feelings or parents' negative views? We couldn't fully answer that question, but we could control for factors that might affect how adults see teenagers, such as demographics, the level of conflict between parents and children, and the negative words parents use to describe their children. Our finding of a correlation between views and feelings held up.

The relationship also persisted when we surveyed the same parents and adolescents again nine months later, during the pandemic. To put it another way, the parents who held more positive views of teenagers in general had kids who were doing better during a very rough period in our nation's history.

Parents in my studies told me again and again that kids live up or down to the views we have of them. Seeing this generation as a troubled or anxious generation could therefore lead adults to act in ways that exacerbate the mental health challenges that some but not all adolescents face.

So what can we do? We as a society certainly need a mental health system that provides access to affordable, high-quality, consistent care more reliably that it does now. We need the education provided by our schools to be more engaging, relevant and meaningful. And we need to mitigate the risks of social media to young people.

Beyond these monumental undertakings, however, all of us can help in smaller, everyday ways. We can work to improve young people's relationships with the people in their lives, especially the older people - a point that the surgeon general's 2021 report on youth mental health emphasizes. Our own study found that when adolescents reported that that they were treated with respect, made to feel as if they belong, and helped to grow and learn, they fared well during the pandemic. They got better grades, had a more hopeful view of their futures and were less stressed.

It's similarly important that we refrain from the age-old pastime of deriding and dismissing teenagers. Let's remember that while adolescence can be a time of great vulnerability, it can also be one of huge possibility.
Ellen Galinsky is the president of the Families and Work Institute and author of the forthcoming "The Breakthrough Years: A New Scientific Framework for Raising Thriving Teens."

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Opinion: Troubled youth? Contrary to stereotypes, much of Gen Z is doing just fine

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Perceptions of younger generations as broadly suffering from mental health problems are exaggerated and potentially harmful.