Alignment, Coordination, and Equity through Oregon’s “Tight-Loose Model”
Oregon’s statewide early learning system balances state and local priorities through a framework which is based on a collective impact model. The state has developed three high level goals for the system, and local partners have leeway to design programs, collect their own data, and attend to their own local issues and needs. Host Karen Ponder delves into the details of this with Denise Swanson, the Early Learning Hub Manager in the Early Learning Division, and Kristi Collins, the Early Learning Hub Director in Linn, Benton and Lincoln Counties which includes the Confederated Tribes of Siletz Indians.
El sistema de aprendizaje temprano en el estado de Oregon equilibra las prioridades estatales y locales a través de un marco basado en un modelo de impacto colectivo. El estado ha desarrollado tres metas de alto nivel para el sistema, y los socios locales tienen margen para diseñar programas, recopilar sus propios datos y atender sus propios problemas y necesidades locales. La anfitriona Karen Ponder profundiza en los detalles de este sistema con Denise Swanson, la Gerente de los Centros de Aprendizaje Temprano en la División de Aprendizaje Infantil de Oregón, y Kristi Collins, Directora del Centro de Aprendizaje Temprano en los condados de Linn, Benton y Lincoln, que incluye las tribus confederadas de indios Siletz.
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Advocating for Early Intervention Our Passion, Our Future
Archived Webinar April 12, 2024
Parents, advocates, early interventionists, and their partners in four very different states will share their experiences to discuss how they formed new partnerships to strengthen Early Intervention and their struggles and solutions. Key themes including equitable access, adequate funding, workforce recruitment/retention, and family voice in decision-making will be highlighted.
Reducing Disparities for Latino Children and Families: A National Latino Infant Policy Agenda Provides Solutions
Blog April 10, 2024
BUILD believes that to effectively meet the needs of young children and their families, we must recognize existing disparities, including opportunity and achievement gaps. Therefore, we see the urgent need to support policy solutions to better serve Latino infants, toddlers, and families.
Operationalizing High-Quality Dual Language Programming: From the Early Years to the Early Grades
Report April 9, 2024
The aim of this brief, from Children's Equity Project and The Century Foundation, is to operationalize what high quality dual language immersion looks like for infants/toddlers, preschoolers, and students in Kindergarten through second grade. The brief provides an overview important context and core concepts foundational for this work, including a description of emergent bilinguals in the United States, a strength-based approaches to bilingualism, a historical account of bilingual education, and a description of how DLI education is part of a broader, equitable child serving system.