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The Early Learning Nation Collective is thrilled that you have decided to embark on a journey to become or grow an Early Learning Community.

Before you start, we recommend watching this informational video to help guide you as you use the Tool. You may also want to read through some key terms before you begin the Assessment.

Goal 3.3 Sample Action Steps

Level 1

Offer parent listening sessions or summits at a variety of accessible public spaces frequented by families, including libraries, schools, and health centers, to engage families with each other and the community around topics of interest, while also informing providers and policymakers about families’ needs and concerns.
Develop strong relationships with community groups that can help connect residents to local elected leaders and community-building resources.
Openly share information that will allow residents to be more engaged in the decision-making process, including data on how children are faring in the community and information on upcoming funding and policy proposals.
Connect with city departments, local historical groups, and informal community historians to learn about the history of neighborhoods and then provide opportunities to advocate for positive change.
Offer “mini-grants” for neighborhood groups to make improvements in their communities.

Level 2

Create compensated decision-making roles for residents (and particularly parents and caregivers) and offer peer-mentoring opportunities to cultivate community leadership and encourage under-represented groups to participate in governance.
Partner with local community groups, community colleges, and others who can provide training, peer support, and tools to support and build the skills of parent leaders and activists within the community.
Ensure that the voices and feedback of parent and community leaders are incorporated from the earliest stages of decision-making processes, allowing residents to collectively take action to improve their neighborhood with the support of city leadership.
Support parent and community leaders to attend and testify at public budget hearings at the City/County level.

Level 3

Provide funding and support for neighborhood councils that allow residents to meet regularly, discuss concerns, propose solutions, and take action.
Implement participatory budget processes that are resident-led, and allow community members’ priorities to drive the allocation of discretionary funds in a city’s budget.
Formalize parent and resident participation in decision-making by requiring city departments to have strategies in place to incorporate parent and caregiver voice on issues impacting children and other areas of concern.

Goal 3.3 Examples of Communities in Action

Oakland, CA

In 2013, First 5 Alameda and other community organizations established an Early Childhood Hub called Room to Bloom. This hub provides families with young children access to a variety of activities, services, and programs throughout the week. It also connects families to leadership opportunities and additional resources, such as Play & Learn groups, parenting education, Parent Cafés, and referrals to community services. The hub’s services are guided by the CSSP’s Strengthening Families framework of family protective factors.

Washington, D.C.

In 2020, the Families First DC initiative (FFDC) launched 10 Family Success Centers in Wards 7 and 8 of Washington, D.C. Funded through grants to local non-profits, these centers work to enhance family well-being and offer community-driven supportive services in neighborhoods with significant needs. Emphasizing community involvement, FFDC prioritized hiring staff from the neighborhoods where the centers are located.

Levels

Level 1
Level 1 describes the starting point and is the first thing a community will want to establish on their path to reaching that goal. In many cases, the first level involves assessing the current situation in order to identify strengths and areas of need.

Level 2
Level 2 describes a community that is taking proactive steps and making some progress toward the goal. This may include communities where progress has been made in pockets, but those efforts are not benefiting the whole community yet.

Level 3
Finally, Level 3 indicates that a community has invested time, energy, and resources toward reaching this goal and is integrating its efforts across the early childhood system and with other sectors.

Not Started
If you or your organization have not begun assessing or considering a goal, please mark your level as “Not Started.”