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The visual of equity, equality and justice. The idea of removing the barriers. To access services and education for marginalized populations.

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Sometimes this work feels stalled. Expanding the variety of voices that come to the table. Progress is slow.

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How do we take the principals on an actually do this?

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How do we take the principals on an actually do this?

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What can we do here that will support local efforts? 

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What can we do here that will support local efforts? 

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FCC providers have been included now through the F5 efforts, and home language presentations have increased. Some presentations are in Spanish with English interoperation.

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Yes, the 5 dimensiones of capacity building graphic resonates with BEELS and informs the resourcing of the works and the states role in that.

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With new QRIS matrix proposal (CLASS only) with badging system, the badging feels like an afterthought, not a part of the system and not important thus diminishing equity work. Similar in higher ed.

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The concepts in the chapters align with the theoretical concept of Building Equitable Early Learning Systems across the state (BEELS) as far as we understand to date. How do we implement this work and make it actionable on a state wide level? Many of the local/regional systems are working deeply in this arena and have wonderful examples of equitable change, although we need the leverage at the state level to help change the systemic inequities we all face.

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There are many barriers but we are chipping away at it. For DLL students and teachers to have equal access to supports. Not just throwing a DLL student into an environment and waiting to see what happens.

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CLASS scores tied directly to grant makes it beyond stressful, so not about teacher-child interactions in a supportive way for educators and children. Replacing things, but not making sure the system will not end up like others in the past--e.g. how to be more equitable, community facing. Sometimes brining community together feels like checking a box.

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Political climate is a barrier. Depending on the local county over-all leaning these conversations are not happening currently or have never happened. A reminder that we must persist.

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George's report and comments around sustainability and sustainable funding are barriers. Reporting requirements hinder organizational capacity and feels out of balance.

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Equity work can feel like a barrier in itself because it is challenging, has opposition and makes progress feel very slow. This is necessary so that we don't leave communities.

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Throwing money at equity work does not fix the problem. You are speaking to the choir here - the problem is that our state system in early learning is siloed - we have Department of Ed, Department of SS, First 5 CA and all of the local/regional iterations of these agencies - with, at times have competing priorities and systemic barriers that don't allow us to move the needle.

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Star - has been a great resource - meeting other county people, sharing resources, coming out of the classroom it has provided a lot of great information
Tanya - great resources shared, can send people to other counties for supports when their county doesn't have capacity (rich experience for providers to see what is happening in other counties)
Leslie - learned a lot from HUB, appreciate PD offered; been able to pay for data system collectively which was a huge benefit . . . suggestion: minimize duplication of PD by seeing a calendar or listing
Jody -

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Training series in Trauma Informed Practices, Strengthening Families and Racial Equity in ECE over the past few years have been well attended and well received by the ECE community in our county Resources to provide devices and tech support The cost of quality childcare is higher than parents can afford to pay and more than providers get reimbursed Rural, large geographical area, high ACEs scores, large Native American population, many childcare deserts, UPK affecting ECE workforce and childcare populations, high turnover and difficulty filling positions in childcare QI Grants provide incentives for Professional Development and Quality ImprovementIncentives are uneven, unequal and inequitable and the parameters change yearly Consistent, sustainable fundingStable grants that don't change requirements every yearSpanish language higher ed classes Hubbe &amp; WFR and County Data Sharing Agreement - has created more continuity and ease of tracking, reporting and creating of quality improvement plans, logging coaching and PD hours Early learning needs to be funded equitably with elementary school or wages won't go up Continued funding for Hubbe and WFR Current collaboration with IEEEP Grant and QCC to support coaches with inclusion Concern about meeting the needs of 4 year-olds in the elementary system with teachers and administrators with little or no ECE background - is it DAP, Play Based, etc. Shout out to the Region 1 Hub It doesn't seem like parents have a unified sense of how to identify quality early learning environments...and the cost of childcare is higher than most families can afford anyway, so of course they will choose the free option!

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What is currently working:Professional Learning opportunities in English and Spanish for early care and education practitioners, and TK and K teachers/staff learning together.
Stipends Awards (this may not be possible in years to come due to funding)
Teaching Pyramid efforts
Early Literacy in a Diverse Society for Infant/Toddler providers and for PreK/TK
Coaching &amp; Mutual Learning Communities
New work between SELPA, COE, and SIPP (includes creation of NorCal Inclusion
Collaborative which includes LEAs and PreK)
Evidence Based Data Exchange - this also is happening due to current funding Marin County Early Learning Road Map (created in 2023-2024)
SEQUAL from Center for the Study of Child Care Employment (2019, Marin ECE)
Needs Assessment from LPC
Workforce Survey from Marin Child Care Council
Data from annual CDF on Marin Quality Counts Consistent and ongoing investment. Coaching has worked, however due to capacity of available coaching staff, we are shifting the model to primarily mutual learning communities.
Decreasing funding will also impact this. i think the HUB is great for the lead agency, but for partners, it doesnt always trickle-down.

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Children and families accessing special education services. We have heard many stories of families "refusing services" because the only option presented to them involved taking their child out of a full-day program or transporting their child between schools during the work day. Teaching Pyramid training. Funded trainers through IEEEP 1.0 and QCC funding. Currently providing stipends to participants; this is unlikely to be sustainable after 2025-26.
Needs Assessment from LPC (2021-26); considering contracting for broader assessment in 2025-26. In our QCC system, we focus on coaching, but it is not possible to provide coaching to sites who needs it and with staff turnover and younger children in the classrooms, most sites need it.
Disparate funding between CDE and CDSS

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Sharing professional development-some trainings are advertised to their community members first and when it does not fill up, it opens up to outside counties but by then there is only limited spaces, or the deadline has a quick turnaround that some teachers miss the opportunity.

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What is working:
Collaboration with LPC and First 5 with Quality Counts Sonoma Consortium
Pasitos Playgroups Programs at Family Resource Centers - culturally responsive ECE programming for Latine families and children
Quality Counts Coaching - offered in English and Spanish
Dual Language Learner Supports - local TALLK program that supports with implementation of Home Language Interview with coaching and PD
Behavioral Consultation - very supportive and impactful for center-based sites but due to limited funding there is limited access for home-based sites
Quality Counts Professional Development - Culturally and linguistically diverse PD opportunities
Child Care Center Facilities Grants - Helpful but limited in impact due to insufficient funding.
Mini-Grants for Child Care - Provide needed resources but are limited in scope and funding.
Stipends for Professional Development - Enable providers to access training, making PD more accessible (but limited funding)
Teaching Pyramid Efforts - Now more accessible and includes pre-school, TK, and FCCH
Business supports for home-based providers - pilot Shared Services Network for newly licensed, Spanish speaking providers. We provide start-up technology and pair them with experienced FCCH operators as mentors and provide a wellness stipend. This is a 2-year program where they receive business fundamental trainings. Unified data collection - partner agencies need capacity building around this to collect data for CQI and plan to reach targeted demographics that traditionally lack access to services Ensure that Sonoma County‚Äôs early care and education sector has access to tools, resources and supports to build, sustain and enhance a diverse, culturally responsive mixed delivery system that meets the need of working families. (From First 5 Sonoma County Strategic Plan) One stop shop of resources for families and educators related to special education services Early intervention Child Care I/T care Family choice between preschool, FFCH and TKState funded program supports Health Program Parental programs Other services (that i can't think of atm.) Not working:Pay Equity and Workforce Disparities
Limited resources for informal caregivers who play a critical role (FFN).
Higher Education Pathways for Spanish-Speaking Workforce. There are limited pathways that hinder professional advancement and degree attainment.
Limited referrals available for home-based providers and private centers, impacting enrollment (our R&amp;R also manages state funded preschools).
Lack of collaboration between home-based and center-based providers.
Access to Intervention and Support Services.
Cost of Care for Working Parents. Rising expenses and cost of living make quality child care unaffordable for many families.
Business Supports for Child Care Operators (beyond pilot - needs to be county wide and offered in English)
County-wide education on supporting MLL students (including TK, private preschools, and more home-based sites)
Inclusion of Home-Based Providers in Universal Pre-K (UPK) Efforts Dual language and culturally diverse early learning and care field educators/providers Flexibility within the grants/monies Providers (Latinx) feeling empowered to step into more "professional" meetings/spaces Yearly assessments with what is working and not in the county (child care, roll out of TK, FCC providers, early edu, etc.) Funding is a big factor but also finding and retaining quality staff accross the ECE field. Providing spaces for regions to make connections and continue constant and dedication to the Early Learning and Care field Providing an understanding for trauma informed and how it not only affects children but our educatorsPay inequity between educators/providers The need to equitable and affordable child care accross the county (and state) There is still a gap in the ECE/P-3 workforce. For example including family child care providers in the P-3 system. Sonoma LPC is currently finalizing their needs assessment and will move forward with a zip codes priorities assessment. Teaching Pyramid for Preschool is ongoing Quality Counts/Pathways programs for those taking upper education courses in ECE UPK Mixed Delivery Workgroup IEEEP Grant (continuing for round 2)

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There has been more funding and access to subsidized care for children attending private programs. However, there is often months long waiting periods to be approved. There is also a gap of people who do not qualify for services and are hi can actually afford the care Technology is quickly evolving, and it has been challenging to support educators that are not so tech savvy. It‚Äôs a reoccurring theme, but until we look at the pay scale of early educators, it‚Äôs a continued uphill battle for the service providers.

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This feels difficult to define. I don't think real change is possible without a system overhaul. Child care needs significant, ongoing investment beyond the piecemeal approach we currently have. -Maddie