1. Educare Policy Framework
Presented by Name
Month Year

2. Educare Learning Network Vision Statement
The Educare Learning Network will demonstrate that research-based early childhood education prevents the persistent opportunity gap for our nation’s most at-risk young children.
The Network’s evidence, practice expertise and dynamic partnerships will help ensure that all children and families, especially those at greatest risk, will have access to effective early learning, and that the first five years will be an integral part of the nation’s education system.
Our work as part of the Educare Learning Network, as you can see by the vision statement, extends beyond the classroom and quality teaching practices to research, policy and advocacy to ensure that all children and families have access to high-quality early learning programs.

3. Why is policy important?
Our school - and most early care and education programs – cannot operate without public funding
Policies shape how we administer our school and the services we offer. Policies determine which children we can serve and for how long, enrollment, personnel and program standards, accountability requirements, data collection and reporting procedures, and even staff compensation.
Why is this framework important to me?
For Donors/BOD
Your generous support for our school works hand-in-hand with public funding to allow us to pursue our mission of providing high quality early education to eligible children and families.
Without public dollars, we’d be unable to operate our school to our collective standards.
Your participation in advocacy is an important contribution to our school made by simply leveraging your voice and influence.
For Staff
Our school could not operate without the public funding we receive at the federal and state level. This funding is secured (and hopefully increased) in part through the advocacy and partnerships guided by this framework.
Our advocacy efforts are not only focused on the children and families we serve – they also champion adequate compensation and support for our staff.
Your interaction with the families we serve, on a day-to-day basis, uniquely qualify you to speak to the positive, life-changing effect of quality early education.
For Families
Your experience in our program uniquely qualifies you to speak to the positive, life-changing effect of quality early education.
Your advocacy work on behalf of our program will help other families like yours access this high-quality programming in the future.

4. Raise Your Voice To Support Our School
Your participation in advocacy is an important contribution to our school, and to early childhood education for young children across the country
Your experience in our program uniquely qualifies you to speak to the life-changing effect of quality early education.
We want to make sure ALL children receive a strong start in school and in life
Why is this framework important to me?
For Donors/BOD
Your generous support for our school works hand-in-hand with public funding to allow us to pursue our mission of providing high quality early education to eligible children and families.
Without public dollars, we’d be unable to operate our school to our collective standards.
Your participation in advocacy is an important contribution to our school made by simply leveraging your voice and influence.
For Staff
Our school could not operate without the public funding we receive at the federal and state level. This funding is secured (and hopefully increased) in part through the advocacy and partnerships guided by this framework.
Our advocacy efforts are not only focused on the children and families we serve – they also champion adequate compensation and support for our staff.
Your interaction with the families we serve, on a day-to-day basis, uniquely qualify you to speak to the positive, life-changing effect of quality early education.
For Families
Your experience in our program uniquely qualifies you to speak to the positive, life-changing effect of quality early education.
Your advocacy work on behalf of our program will help other families like yours access this high-quality programming in the future.

5. Educare Policy Framework
Guides our policy priorities, strategies, actions and partnerships
Communicates our beliefs for equitable and effective early learning systems
Shows how we advocate and take action to impact all levels of policy
Our policy framework is a long-form document that:
Outlines Educare’s policy and advocacy priorities
Provides a consistent voice and messaging on Educare’s policy beliefs
Communicates what it takes to achieve equitable and effective early learning systems
Raises awareness of our policy priorities and beliefs among all constituents
We have also developed a shorter-form infographic that clearly and graphically lays out our case for support and makes the information more easily digestible, relevant and understandable.
We encourage you to use the framework as a resource to mobilize action, guide conversations and strengthen collaborations to deliver on our collective vision

6. Infographic
To visually illustrate these policy beliefs and needs, we have created an infographic. We will be sharing this infographic with staff, parents and partners as a way to remind and encourage us all that we are a part of larger early learning policy change.

7. Our Core Beliefs . Comprehensive, high-quality programming
Evidence-based & innovative practices
Continuity of care from birth to age five
Continuous improvement & accountability for results
These are our four core beliefs that serve as critical guideposts to inform Educare’s advocacy work and policy decisions:
Comprehensive, high-quality programming
To address equity and the education, development and support needs of children and families, adequate resources and policies are needed to support and sustain effective practices within early learning programs.
Evidence-based & innovative practices
Effective teaching and implementation of innovative practices that reliably produce positive outcomes depend on the strength of organizational and instructional leadership supports, as well as structural policies, such as group size and ratio, curriculum, teacher qualifications and staff
Compensation
Continuity of care from birth to age five
Continuity of care policies are needed that support uninterrupted, consistent care and education to ensure that a young child can continuously participate in a quality early learning program and achieve lasting gains.
Continuous improvement & accountability for results
Policies should support program leaders, teachers and family and community partnerships staff in using classroom and child and family data to inform practice, professional learning and program-wide improvement plans.

8. The Problem - Nationally
Too few children in under-resourced families can access and continuously participate in high-quality early learning programs
Too few early learning programs have adequate funding and supports to deliver high-quality early learning services
ONLY 7%
of eligible infants and toddlers have access to Early Head Start
ONLY
31%
of eligible children ages 3-5 have access to Head Start
Too few children in under-resourced families can access and continuously participate in high-quality early learning programs
Too few early learning programs have adequate funding and supports to deliver high-quality early learning services
We need to increase investments in quality early childhood for the well-being of all young children and families.
For every public dollar invested in the development and education of a school-aged child, only 7 cents is invested in an infant or toddler and 25 cents in a preschooler
Too few early learning programs have adequate funding and supports to deliver high-quality
early learning services
For every public dollar invested in the development and education of a school-aged child, only 7 cents is invested in an infant or toddler and 25 cents in a preschooler2
THE
PROBLEM

9. The Problem - Locally THE PROBLEM
[Add information about local early childhood policy issues and stats, as applicable]
Too few early learning programs have adequate funding and supports to deliver high-quality
early learning services
For every public dollar invested in the development and education of a school-aged child, only 7 cents is invested in an infant or toddler and 25 cents in a preschooler2
THE
PROBLEM

10. What We Need Robust early childhood investments
Strong, equitable policies
Coordinated systems
Professional learning supports
Compensation
Our country needs to invest in the following foundational elements that support the implementation and continuous improvement of high-quality early childhood programs.
Robust early childhood investments
Additional and more reliable public funding is essential to ensure young children from economically disadvantaged families can benefit from programs that are highly effective and continuously improving
Strong, equitable policies
Federal, state and local policies that serve the comprehensive needs of young children and families are critical to increase early childhood program access and quality
Coordinated systems
Improving early childhood outcomes requires cross-sector systems that link quality early care and education, health, family support and other resources, as well as focus on parents’ concerns and a commitment to equity for all children
Professional learning supports
Early childhood practitioners need professional learning supports in higher education and on the job so they can acquire and apply new knowledge, skills and dispositions to continuously
improve practice
Compensation
How we value a diverse early childhood workforce through adequate compensation and support affects their ability to do their job well and helps programs attract and keep highly skilled staff

11. Our Collective Work As A Network
Raise awareness, conduct outreach and cultivate champions
Inform policy and funding priorities and proposals
Engage in direct policy and funding advocacy activities
Educare is uniquely positioned to take action and advocate for comprehensive early childhood policies and systems that close the opportunity gap.
Collectively as a Network we work together to:
Raise awareness, conduct outreach and cultivate champions
Inform policy and funding priorities and proposals
Engage in direct policy and funding advocacy activities
Specifically, at our school we [Add examples of advocacy work]

12. Vision for Change
Increase access to high-quality early learning programs
Enhance the coordination of early learning programs and systems
Strengthen implementation of high-quality teaching and learning practices
Build strong professional learning systems and workforce
Improve opportunities and outcomes for children and families
Together, we can:
Increase access to high-quality early learning programs
Enhance the coordination of early learning programs and systems
Strengthen implementation of high-quality teaching and learning practices
Build strong professional learning systems and workforce
Improve opportunities and outcomes for children and families

13. Click to add text
[Add additional information, as needed]

14. Click to add Headline Text
Click to add text
[Add additional information, as needed]

15. Get involved! Click to add text
[Add information about how your audience can join your school’s advocacy efforts]

16. Questions?

17. © 2018 Ounce of Prevention Fund. All rights reserved.

18. Appendix: Policy & Advocacy 101
Use the following slides as needed with audiences less familiar with this work. We suggest presenting them first, before the policy framework slides.

19. What is policy?
Broadly, we might say that a public policy is simply what government entities do about a problem that comes before them for consideration and possible action.
Specifically, public policy has a number of attributes:
Policy is made in response to an issue or problem. Its what the government chooses to do or not do about a particular issue or problem.
Policy is made on behalf of the "public,” and is oriented toward a goal, such as the solution of a problem.
Policy might take the form of laws, administrative rules, regulations, program standards, and funding levels that govern a particular issue or problem.
Policy is made by governments, even if the ideas come from outside government or through the interaction of government and the public.
Policymaking is part of an ongoing process that doesn’t always have a clear beginning or end, since decisions about who will benefit from policies and who will bear any burden resulting from the policy are continually reassessed, revisited and revised.

20. What is advocacy?
Advocacy is building support for an issue among audiences such as the elected officials, key opinion leaders, the media, and the public. Activities such as educating audiences about a topic, sharing illustrative stories, or working on a solution to a problem are considered advocacy.

21. What is advocacy?
Case Advocacy: By documenting service-delivery problems, staff can share important information and collect examples that help identify policy issues and solutions.
Administrative Advocacy: Creating new policies, revising guidelines, and resolving program problems through activities directed at governmental agencies with authority to change rules and regulations.
Legislative Advocacy: Working with elected officials to educate them about policies or programs and to inform them of the impact of programs in their home district.
Media Advocacy: Using media to increase public awareness and influence broader public debate about early childhood issues.

22. Educare’s Unique Contribution to Policy Change
With our on-the-ground perspective and expertise, Educare knows what policies and systems are needed to deliver evidence-based early childhood practices on a national scale that will narrow the opportunity gap.
We bring a unique voice and authority to speak to federal, state and local policymakers about:
How policy plays out at the operational level
The needs of young children and their families
The results that early childhood programs can achieve
How early education programs can challenge societal inequities and contribute to lasting economic and social returns