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HomeMy WebLinkAboutEarly Learning Minutes 02 07 24 page 1 of 2 Early Learning Ad Hoc Committee Meeting Minutes Wednesday, February 7, 2023 In attendance: Lisa Verner, John Love, Jessica Therkelsen, Paula Hyatt, Alissa Kolodzinski 1. Review Draft six-Month Progress Report • Provide feedback for updates and/or corrections Hyatt compiled feedback from the prior meeting and created a draft summary of what the committee has done since its inception. See attached. Love suggested a change of title and addition of the date. • He offered to take the document and change it according to feedback from this meeting. • Therkelsen stated she would like it to be clear on what full-time refers to given the various providers. Define full-time as eight or more hours a day. Part-time is defined as at least four hours, three to five days a week. • Would like to get in touch with someone at HeadStart. Love will reach out. • Discussion on women and mothers in the workforce and how lack of childcare affects career opportunities. • We want to be sure taxpayer dollars stay in Ashland when thinking about future funding. • Need to consider the issue of staffing needs. Short term goals include reaching out to community members and discuss how a municipality could support local providers. • Opportunity for retirees to volunteer and support providers. • Discussion about a two-year degree versus a four-year degree for childcare providers. • Consider looking at Multnomah County childcare model • Additional minor changes to be made 2. Assign priority to identified goals and determine next steps • Discussion on the Medford Children’s Museum and Ivy school program. How can Science Works be partnered with? What about collaboration with the Boys and Girls Club, YMCA or SOU? • Discussion on the steps to engage local businesses. Opportunity for a potential survey of local businesses. • Discussion on communication and to take a look at the Berkley example. Multidirectional communication is needed. Break this goal into two. Provide examples of what other countries are doing. • Keep zoning goal • Add goal about affordable housing and childcare co-locations • Add long term goal of toddler care. page 2 of 2 Love to edit document and send to Hyatt who will send to group in two weeks. Jessica will look into Berkley. Paula to invite Cynthia from Science Works to join a meeting, Reach out to Marshal Doak at SOU, and Presidents of RCC & SOU Lisa is going to review John’s next draft 3. Adjournment Next Meeting March 6, 2024 – 1:30 pm Early Learning Ad Hoc Committee Ashland Early Learning Environment Summary of Activities and Community Partner Engagement Over the first six months of the Early Learning Ad Hoc Committee effort, the team sought to understand early learning, as it currently functions, in Ashland. The team worked with a variety of partners including Southern Oregon Special Education District (SOESD), EQQUS Work Force Solutions, Business Oregon, Oregon Department of Human Services, and multiple local program providers and educators. Through a variety of formal presentations, panel discussions, and open conversation, the committee gained insight on the early learning landscape both locally and statewide. In addition to the above interactions, the Early Learning Ad Hoc Committee also compiled a full survey of early learning programs available in Ashland, including attributes such as hours of operation, if the program accepts state funds, multiple child discounts, number of seats per program, contact information, and program cost. Upon engaging with partners, and developing a survey of Ashland programs, the committee then assessed the information to better define local gaps in care and identify opportunities for action. As the team worked though the initial research of our local early learning environment one key theme prevails. Providing early learning to all families seeking care will take a coordinated effort with local partners, state resources, and ideally federal resources as well. Core challenges facing early learning include, but are not limited to, the cost of quality care, access to care, and programs that compensate educators commensurate with the responsibility. According to many resources, including the team’s conversation with partners at EQQUS Work Force Solutions and SOESD, early learning and childcare is an “in demand” employment sector. The demand for professionals in this sector continues to increase and yet the available workforce trained in this critical care role cannot meet the need. Local partners at Southern Oregon University and Rogue Community College are working to address the demand for early learning processionals through micro credentials and education opportunities. This helps however many professionals burn out quickly due to increased dysregulated behaviors in the classroom, low wages, long hours, and lack of benefits. A multidimensional approach to train new professionals, and support current educators to prevent attrition, is essential. Understanding the staffing dimension of the early learning environment is integral to a long-term solution. However, the Early Learning Ad Hoc Committee realizes solutions to program staffing fall outside of the purview of local municipal government, and a municipality’s ability to assist in delivery of care. Therefore, recommendations and strategies offered by the Early Learning Ad Hoc Committee will focus on access to care and cost of care. Early Learning Envionment: Currently, early learning programs cost working families approximately $14,000 annually for Monday through Friday, full-time, care. Unlike K-12 schooling, the early learning day looks different for each individual family. Some families only require part-time care. For example, morning or afternoon care, or a combination of weekdays such as Monday through Thursday or Monday, Wednesday, Friday. Additionally, a segment of families also require wrap around care for the hours of 4pm to 6pm. This variability leads to a variety of program formats and offerings. With different formats, a variety of price points for care emerge. Families pay for their early learning services depending on qualifications for state funded programs, or by private pay. The primary payment methods in Oregon include: 1. Private Pay 2. ERDC – Employment Related Day Care benefit from the State of Oregon 3. Pre-School Promise – Also State Funded, currently no slots in Ashland. 4. Head Start 5. Sliding Scale Scholarships depending on the program Qualifications for state funded programs vary with most families qualifying for ERDC or Pre-School Promise earning at or below 200% of the Federal Poverty Level (FPL). • Pre-School Promise covers children ages 3-5 and provides free early learning services for those who qualify and apply. • In contrast, children ages 0-12 may qualify for ERDC and families do pay a co- pay based on income and eligibility factors. ERDC also encompasses qualification criteria such as: 1. Families are approved for a 12-month timeframe then must reapply. 2. Qualification is based on the number of family members, what family members are available to provide care, and when, and income. 3. ERDC is available to those employed AND seeking higher education. 4. Once accepted, the family pays a co-pay for care. 5. Providers must be certified to provide care by the ERDC program before they may accept the ERDC funds. The State of Oregon recently exhausted the funding limit for the ERDC program and now must resort to a waitlist for benefits. A key concern includes children aging out before they become eligible for the benefit. Additional information on the status of ERDC funding can be found here: https://oregoncapitalchronicle.com/2023/11/14/child-care-program-facing-potential-123-million-shortfall-and-indefinite-waiting-list/ Families making more than 200% of the Federal Poverty Level, but not able to afford the cost of full tuition, may be eligible for sliding scale scholarships. However, these scholarships are dependent on the care provider. Multiple children discounts are also offered by some programs when more than one child in a household is enrolled in an early learning program. As a result of the high cost of care, and the state funding eligibility criteria of 200% FPL, many families making more than 200% FPL, but not enough to comfortably afford the full tuition, face exceptionally difficult choices. The challenge often results in one partner forgoing formal employment, or delaying education, in favor of seeing to the care needs of the family. The economic implications of such a paradigm are considerable. Economic impacts disproportionately impact women, historically marginalized populations, and low-income families. According to the U.S Department of Labor those engaging in unpaid childcare, and foregoing employment opportunities to care for family, incur personal economic impacts including: 1. A 15% reduction in lifetime earnings. 2. Reduced retirement income directly related to reduced lifetime earnings. 3. Average lost wages totaling $237K over a lifetime. Additional details on this report can be found here: https://www.dol.gov/sites/dolgov/files/WB/Mothers-Families-Work/Lifetime- caregiving-costs_508.pdf Locally, according to EQQUS Work Force Solutions, barriers for individuals seeking work in Ashland include: 1. Childcare 2. Housing 3. Transportation Month after month, case workers report their clients are 100% employment ready but cannot take jobs offered because of a lack of childcare. EQQUS Work Force Solutions also shared, as of 2021, 9% of Ashland residents identify as single parent households. This translates to 1,890 households with one caretaker for the children in the that household. Understandably, not all single parent households will have children 5 and under, however the statistic further highlights the need for early learning and wrap around care for children ages 0-12. Ashland’s partners at the Southern Oregon Special Education District also shared research that of Ashland families requiring care for children 0-5 years of age, where program cost is less of a barrier, about 40% of families have access to an early learning program. Of those Ashland working families in need of subsidized care, only 17% have access to the care they require. Expanding the lens beyond families, to a more macro level, less early learning and childcare opportunities translate to: 1. A reduced labor force, 2. Fewer workers to work local businesses and provide services, and 3. Households with less disposable income, resulting in reduced spending within the local economy. Currently in Ashland, early learning costs on average, are as follows: Full-Time (8am – 5pm, M-F)  $1,000 to $1,200 per month, on average Part-Time (approx. 9am – 1pm, 3-4 days a week) $680 per month, on average (Note: Programs that provide toddler care often charge a slightly higher rate than pre-school offerings because of lower student to educator staffing ratio requirements, as compared to pre-school ratios.) Why more part-time programs than full-time programs? Part time programs that are recorded, but not licensed as centers, have less stringent regulatory requirements. These programs are often located in an in-home setting but not always. State requirements around indoor and outdoor square footage, sprinkler systems and bathroom requirements do not apply. Recorded programs that are not licensed centers may only operate part time, about 4 hours per day and the student ratio is limited to approximately 10 or less. Additionally, there are no surprise inspections and the continuing education requirements do not apply. Part time programs in Ashland skew toward morning offerings as many providers have family responsibilities such as K-12 school pick-up obligations. Providers of part-time programs report that the students in their care often require additional care services in addition to their program. Examples include, pick up by a relative, nanny or babysitter. Ashland’s part-time programs continue to provide families looking for this style of early learning opportunity, diversity of options and choice in educational focus (Waldorf, Play Based, etc.). Our part-time providers represent the greatest strength in Ashland’s early learning space and continue to supply a much-needed service to working families. Programs Available in Ashland: Full – Time: 8 programs Part – Time: 21 programs (Note: some programs are not advertised and are strictly word of mouth. Therefore, the research may not have captured 100% of providers) In Ashland, the three predominant early learning access challenges, aside from cost, include: 1. Toddler and infant care a. Of the full-time programs in Ashland only two offer toddler care. b. The exact number of part-time programs accepting toddlers cannot be fully assessed due to the nature of the programs. However, at least two have an “early preschool” designation and sperate pricing structure for this care. 2. Availability of care for those with disabilities 3. Evening or off hours care, including weekends, to support shift work, retail, and food service careers. Where Municipalities Directly Impact Early Learning: No one entity has sole responsibility for coordinating the provision of early learning services in communities. This is also true for Ashland. Early learning is not the purview of school districts, federal government, state government, or local government, and thus care varies widely. However, the research on Ashland specifically identifies two impactful actions we control that directly impact establishing early learning opportunities. 1. Zoning supportive of early learning programs that chose to operate in Ashland. 2. Help connect providers with spaces capable of supporting early learning programs. Short-Term Goals: 1. Advocate at the State Level for Pre-School Promise slots to be made available to programs currently licensed and operating in Ashland. A traditional Pre- School Promise class supports 18 children. Having 18 Pre-School promise seats would be a significant asset to our community and help greatly in supporting Ashland working families. Pre-School Promise supports families earning at or below 200% of the Federal Poverty Level with free early learning opportunities. 2. Engage local businesses to assess their employees’ needs and investigate potential partnerships. 3. COMMUNICATION: Improve awareness of early learning programs currently available in Ashland. Work with providers to ensure they are aware of grant opportunities, and business development opportunities, that support their long- term viability. 4. Engage Community Development regarding zoning of early learning programs and how we can best support providers looking to locate programs in our city. Early Learning Grant Program: In November of 2023 Ashland awarded two grants to local providers, one a new center opening 40 seats and the second an existing provider who offers toddler care. The Ashland Finance Department, and Early Learning Ad Hoc Committee will work with providers throughout the funding cycle to assess how many families receive assistance and the overall success of the program. The sliding scale scholarships are especially important given the number of families that do not qualify for ERDC, the absence of Pre-School Promise in Ashland, and the gap between those who do not qualify for state programs and those who can afford full tuition. Review of the programs will occur quarterly beginning in the March/ April 2024 timeframe. Options for Structuring Funds to Work for Ashland Families in Perpetuity: 1. Research an endowment structure to support long-term funding without leveraging tax dollars. 2. Work with local businesses, non-profits, and community banks to explore options. State of Oregon Future Funding Opportunities: In our conversations with Business Oregon, and committee members following the state legislative sessions, as they pertain to early learning funding, future funding options may become available soon. Specifically, last legislative session $50M was appropriated for childcare infrastructure via grants and/ or loans. Half of these funds will be released 2024 and half will be released in 2025. Currently the funding mechanism is still in the rule making process with no direction yet on how to apply. There are concerns about how this program will work given the life cycle of infrastructure funds. The time horizon on infrastructure t traditionally spans 18years. How childcare programs will navigate this infrastructure term is not yet fully understood. Business Oregon continues to see the vital need for care and recognizes its role in aiding communities as funding becomes available. Ashland will continue to work with our partners at Business Oregon to stay abreast of potential opportunities. In the upcoming February 2024 Short Session, discussion of funding the $221M needed to address the ERDC shortfall, and clear the waitlist for families needing care, is likely. Additionally, Legislative Concept 50 looks to improve childcare infrastructure specifically for rural communities and culturally responsive programs for care seekers.