Raise Up Oregon: A Statewide Early Childhood System Plan 2024

Raise Up Oregon: A Statewide Early Childhood System Plan 2024-2028

RAISE UP OREGON:

A STATEWIDE EARLY CHILDHOOD SYSTEM PLAN

2024 -2028

The report is issued by the

Oregon Early Learning Council

Acknowledgements

A special thanks to the team from the Oregon Department of Early Learning and Care and the BUILD Initiative for their work in

support of Raise Up Oregon, particularly those who served as primary planners and developers of the plan: Harriet Dichter, Gaby

Hernandez, David Mandell, Carey McCann, and Remember Watts.

Suggested citation

Oregon Early Learning Council. (2023). Raise Up Oregon: A Statewide Early Childhood System Plan 2024-2028.

Salem, OR: Department of Early Learning and Care.

For more information

https://www.oregon.gov/delc/about-us/Pages/raise-up-oregon.aspx

early[email protected]

Raise Up Oregon: A Statewide Early Childhood System Plan 2024-2028

iii

Letter of Transmittal ..............................................................................................................................................................................................................................................................................1

Raise Up Oregon At-A-Glance

......................................................................................................................................................................................................................................................2

Introduction

What is Raise Up Oregon?

Progress to Date: Highlights of Key Wins 2019-2023

......................................................................................................................................................................................... 7

Developing Raise Up Oregon

System Goal 1: The early childhood system is equitable: integrated, accessible, inclusive,anti-racist,

and family centered

System Goal 2: All families with young children are supported to ensure their well-being

......................................................................................13

System Goal 3: All children are thriving in early childhood and beyond

...................................................................................................................................... 19

Appendix A: Oregon Early Learning Council and Raise Up Oregon Agency Implementation Coordination Team

......................... 26

Appendix B: Glossary

Appendix C: Progress to Date: Key Wins 2019-2023

....................................................................................................................................................................................... 32

Appendix D: Chart of Short-Term (2024) Strategies

........................................................................................................................................................................................ 34

Appendix E: Objectives and Strategies by State Agency

.............................................................................................................................................................................. 37

Appendix F: Source Documents: State Agency Plans Supporting Raise Up Oregon

.................................................................................................... 49

References

EXPLANATION OF SYMBOLS

Early Learning Council (ELC)

Department of Early Learning and Care (DELC)

Higher Education Coordinating Commission (HECC)

Oregon Department of Education (ODE)

Oregon Department of Human Services (ODHS)

Oregon Health Authority (OHA)

Oregon Housing and Community Services (OHCS)

CONTENTS

Contents

Raise Up Oregon: A Statewide Early Childhood System Plan 2024-2028

Letter of Transmittal

Dear Governor Kotek and All Oregonians:

The ﬁrst few years of children’s lives are key to their later health and development. This fact reinforces our commitment that

doing well for young children and their families today shapes tomorrow and the future. Raise Up Oregon: A Statewide Early

Childhood System Plan 2024-2028 outlines meaningful actions to better serve the 43,000 children born each year in Oregon

and their families. I am pleased to share this comprehensive plan that is informed by the science of child development, the

realities of current inequitable systems, a powerful vision for the future, and successes and challenges to date.

The Early Learning Council partnered with family members, service providers, and state agencies - over 700 people who live and

work in communities throughout Oregon - to develop this new edition of Raise Up Oregon. We were pleased to incorporate their

insights, experiences, and ideas into the plan.

Likewise, state agencies made strong contributions to Raise Up Oregon. Indeed, this plan focuses on the critical role of the state

and its work to best serve children and families during the prenatal-to-age-ﬁve period. Raise Up Oregon reﬂects the commitment

of six agencies to work within their agencies and with their partners to prioritize early childhood. This represents a unique

collaboration among the Department of Early Learning and Care (DELC), Higher Education Coordinating Commission (HECC),

Oregon Department of Education (ODE), Oregon Department of Human Services (ODHS), Oregon Health Authority (OHA), and

Oregon Housing and Community Services (OHCS).

At the same time, the state alone cannot and should not be the only partner in the work. Building an early childhood system

must be done in partnership with the people, community organizations, and businesses that are the heart of our 36 counties.

The concerted effort that it takes to nurture these partnerships is embedded in this plan.

Undergirding Raise Up Oregon is the acknowledgement of systematic inequities in access to services. The plan offers an

intentional approach to addressing inequity in early childhood with speciﬁc attention to anti-racism, culturally speciﬁc services,

engagement of families in the co-design of programs and services, tribal engagement, and rural needs.

I look forward to robust implementation of Raise Up Oregon and to celebrating as it guides Oregon’s development of a

comprehensive, equitable early childhood system.

Sincerely,

Sue Miller

Chair, Early Learning Council

LETTER OF TRANSMITTAL

RAISE UP OREGON AT-A-GLANCE

SYSTEM GOAL 1: The early childhood system

is equitable: integrated, accessible, inclusive,

anti-racist, and family centered.

OBJECTIVE 1: Honor and recognize the sovereignty

of the nine federally recognized tribal nations within

Oregon and ensure strong government-to-government

relationships to beneﬁt tribal communities.

OBJECTIVE 2: Multi-agency partnerships are

developed at the state and local levels to systematically

support improved outcomes and streamlined access for

all young children and their families.

OBJECTIVE 3: Early Learning Hubs are leveraged and

resourced to advance regional early childhood systems

that are equitable, integrated, accessible, inclusive, and

family centered.

OBJECTIVE 4: The business, philanthropic, and

non-proﬁt communities champion and support the

development of the early childhood system.

SYSTEM GOAL 2: All families with young children

are supported to ensure their well-being.

OBJECTIVE 5: Families with young children are

supported in knowing about and accessing a full range

of services that meet their needs and are culturally and

linguistically responsive.

OBJECTIVE 6: Families with young children have

increased access to economic supports.

OBJECTIVE 7: All families have access to support for their

physical, social, emotional, behavioral, and oral health.

OBJECTIVE 8: Families have expanded access to

culturally and linguistically responsive and speciﬁc family

preservation strategies, resources, and programs focused

on the prenatal-to-ﬁve population.

OBJECTIVE 9: Affordable housing is available statewide

for all families with young children.

OBJECTIVE 10: All parents and families are supported

and engaged in enabling their children to thrive.

SYSTEM GOAL 3: All children are thriving in early childhood and beyond.

OBJECTIVE 11: Families have access to high-quality, culturally, and linguistically responsive birth-to-ﬁve pediatric health

care services.

OBJECTIVE 12: Families have access to high-quality, culturally, and linguistically responsive birth-to-ﬁve social and

emotional supports.

OBJECTIVE 13: Young children with developmental delays and disabilities are identiﬁed early and provided with inclusive

services to reach their full potential.

OBJECTIVE 14: Families have access to high-quality (culturally responsive, inclusive, developmentally appropriate) and

affordable early learning and care that meets their needs.

OBJECTIVE 15: The early childhood workforce is diverse, culturally responsive, high quality, and well compensated.

OBJECTIVE 16: Children and families experience supportive transitions and continuity of services across early learning and

care and public education (K-12) settings.

Raise Up Oregon: A Statewide Early Childhood System Plan 2024-2028

Introduction

Investing In Oregon’s Young Children:

Multi-Sector Solutions Grounded in

Science and Equity

Oregon is home to 269,534 children, from birth to kindergarten-

entry age.

Our state is in the process of changing how it supports

young children and their families and, in doing so, putting itself

on a path to an even brighter future. Overwhelming evidence tells

us that investing in young children and their families has a lasting,

positive impact across their lifetime. Raise Up Oregon: A Statewide

Early Childhood System Plan 2024-2028 is grounded in equity,

the science of child development, and a ﬁrm understanding that

it takes leaders from early care and education, health, higher

education and workforce development, housing, human services,

and public education—along with families, communities, and the

public and private sectors—to work together during this critical

period of children’s lives.

Essential Components of Oregon’s Prosperity and Sustainability

Racial equity and early childhood. Oregon’s young child population is racially and ethnically

diverse and is becoming more so — 44 percent of young children ﬁve and below in Oregon are

children of color, a four percent increase since 2019.

Racial inequities are present for young

children from day one, shaped by historical policies and systems that have underrepresented,

marginalized, and excluded people of color (e.g., racial segregation, redlining, systemic

economic inequalities). As inequities persist, the consequences are dramatic, with, for

example, Black, Latino/a/x, and other people of color having shorter life spans.

iii

Careful and

active attention to anti-racist structures, policies, and practices is critical to the equitable development of Oregon’s early childhood

system and is part and parcel of the comprehensive approach set forward in Raise Up Oregon.

ivv

Gender equity and early childhood. Families, and especially mothers, ﬁnd it challenging to participate in the workforce when

they cannot ﬁnd reliable, affordable early care and education.

Yet, this is the number one reason that women are leaving or

changing jobs.

vii

For women to be on equal footing in the Oregon workforce and to address our workforce shortage crisis, we must

attend to the breadth and depth of early childhood issues covered in Raise Up Oregon.

Oregon’s economy and early childhood. Oregon businesses, whether small or large,

beneﬁt when Oregonians can readily and affordably secure early childhood services in the

areas of health and mental health, early care and education, and human services. When

these services are not accessible, families cannot reliably engage in the workforce, and

they can be distracted from work as they seek to ﬁnd, navigate, and pay for these services.

The toll on businesses, and our economy, is signiﬁcant. According to the US Chamber of

Commerce, $3 billion is lost annually due to employee absenteeism resulting from child

care breakdowns and workforce turnover. The lack of child care costs businesses up to 20 percent of an hourly employee’s salary

and up to 150 percent of a manager’s salary.

viii

Early childhood investment is an economic investment for Oregon.

INTRODUCTION

The lack of child care costs

businesses up to 20 percent

of an hourly employee’s

salary and up to 150 percent

of a manager’s salary.

44 percent of young

children ﬁve and below

in Oregon are children

of color, a four percent

increase since 2019.

Beneﬁts for children and families. Direct public investments in the health,

stability, and early care and education of young, low-income children have a high

yield for children, families, and the economy. This holds true for investments

across sectors. Young children from birth through age ﬁve who participate in

Medicaid, known as the Oregon Health Plan, have a meaningful improvement

in their adult health status.

Participation in early care and education programs

positively impacts employment and income level, and reduces the likelihood of

contact with the criminal justice system later in life.

xxixii

Initiatives that put more

money into the hands of families with young children (e.g., cash transfers, Earned Income Tax Credits, Child Tax Credit) decrease

families’ economic hardships

xiiixiv

and positively affect children’s earnings as adults.

One study examining 133 changes in US

policy across sectors found that direct investments in young children provide the highest return, with multiple beneﬁts for the

children themselves, as well as increased tax revenue and reduced public-sector transfer payments.

xvi

It is critical for public sectors

to coordinate investments in young children, as outlined in Raise Up Oregon.

Brain building starts at birth. Brain science helps us understand the importance of

children’s earliest years and why the accessibility and quality of the early childhood

system and its services are meaningful for them, their families, and our economy.

Brain science makes clear that the ﬁrst 2,000 days of a child’s life—the time between

birth and kindergarten entry—represent the most consequential period in human

development. From birth to age three, a child’s brain makes one million new neural

connections every second. The rapid pace of synapse formation in the brain sets the

architecture for future health and learning. During this time, children are establishing critical attachment to caregivers as well as

learning to communicate with others and regulate their emotions. The quality of their relationships, experiences, and interactions

matters greatly. While these years represent a remarkable period of opportunity, they are also a period of intense vulnerability.

Adverse conditions, such as inadequate nutrition and housing, poor maternal health, or a lack of positive early experiences and

nurturing relationships have a lasting detrimental effect on the developing brain, even if a child’s circumstances are improved later

in childhood. Brain science guides the comprehensive, cross-sector approach to supporting young children and their families of

Raise Up Oregon.

Putting more money into the

hands of families decreases

family economic hardship

and positively impacts

children’s earnings as adults.

The science of child development underscores the importance of the ﬁrst 2,000 days of childhood.

Figure 1. Synapse formation in the developing brain

Raise Up Oregon: A Statewide Early Childhood System Plan 2024-2028

Young children from birth

through age ﬁve who participate

in Medicaid, known as the

Oregon Health Plan, have a

meaningful improvement in

their adult health status.

Source: Shonkoff, J. P., & Phillips, D. A. (Eds.). (2000). From Neurons to Neighborhoods: The science of early childhood development. Washington, DC, US: National

Academy Press. Retrieved from https://www.nap.edu/read/9824/chapter/1.

Raise Up Oregon: A Statewide Early Childhood System Plan 2024-2028

What is Raise Up Oregon: A Statewide Early Childhood System Plan?

Raise Up Oregon: A Statewide Early Childhood System Plan 2024-2028 is a statewide strategic plan focused on actions that state

agencies can use in partnership with families, communities, and the private sector to build a comprehensive early childhood

system that achieves the following vision and goals:

Vision: All of Oregon’s young children, prenatal to age ﬁve,

experience an early start that results in positive health,

education, and life outcomes regardless of zip code, race,

and family income.

System Goal 1: The early childhood system is

equitable: integrated, accessible, inclusive, anti-racist,

and family centered.

System Goal 2: All families with young children are

supported to ensure their well-being.

System Goal 3: All children are thriving in early

childhood and beyond.

The early childhood system includes the full set of supports that young children and

their families need to grow and thrive. These supports include the areas of physical

and mental health, housing, social services, and early learning and care. Because a

comprehensive early childhood system must address all these domains and do so in

a way that respects and empowers families, Raise Up Oregon calls out the speciﬁc and

collaborative contributions that multiple agencies must commit to building this system.

These agencies include the Department of Early Learning and Care (DELC), Higher

Education Coordinating Commission (HECC), Oregon Department of Education (ODE), Oregon Department of Human Services

(ODHS), Oregon Health Authority (OHA), and Oregon Housing and Community Services (OHCS).

Raise Up Oregon starts from the recognition that access to the supports that young children and their families need and

deserve has not been equitably distributed and that state agencies must take deliberate and focused actions to rectify these

historical disparities.

Raise Up Oregon recognizes that the state is only a part of the early childhood system and that the early childhood system also

includes community partners and families. While the focus of Raise Up Oregon is on the commitments that state agencies need

to make to build a comprehensive early childhood system, it also recognizes that it is in communities, and with community-

based organizations and families themselves, where the most important work happens. Much of Raise Up Oregon focuses on

WHAT IS RAISE UP OREGON?

The early childhood

system includes the full

set of supports that young

children and their families

need to grow and thrive.

speciﬁc actions required of agencies to better support and partner with communities and community-based organizations, as

well as to empower communities and families more fully as designers of the early childhood system.

The Early Learning Council has the responsibility to coordinate a uniﬁed and aligned early childhood system. Raise Up Oregon is

the roadmap for meeting this obligation based on the following principles:

Ensure that the early

childhood system embeds

racial, economic, and

geographic equity

and inclusion.

Build an early

childhood system

inclusive of all children

and their families.

Elevate the voices

of communities and

families in the design and

implementation of the

early childhood system.

Be jointly accountable

across all sectors and

work together to positively

impact outcomes for all

young children and

their families.

Ensure equitable and

affordable access to

culturally responsive,

anti-racist services for

young children and

their families.

Ensure high-quality

implementation and

continuous improvement

of early childhood policy,

program, funding, services,

and practices for young

children and their families.

The Council is also responsible for monitoring progress in achieving Raise Up Oregon’s vision. As part of this responsibility, the

Council convenes leadership from its six partner agencies to identify their early childhood priorities, facilitate cross-agency

collaboration on implementation, and address barriers and opportunities as they arise. The Council will be working with its

agency partners to release progress reports based on tracking and monitoring data related to achieving the objectives identiﬁed

in the plan. The Council will continue to be a champion for Raise Up Oregon and Oregon’s work to build a comprehensive early

childhood system.

Raise Up Oregon: A Statewide Early Childhood System Plan 2024-2028

Progress to Date: Highlights of Key Wins 2019-2023

The upheaval of the past ﬁve years has not deterred Oregon from focusing on the

essential work called for in the ﬁrst edition of Raise Up Oregon, which covered the

years 2019 through 2023. While we celebrate the foundational accomplishments of

that period, we know it is essential to continue to work on behalf of Oregon’s young

children and their families. We highlight below eight examples of the progress made

thus far. A more complete list celebrating sixteen wins can be found in Appendix C.

Establishing the Early Learning Council’s Home Visiting System Committee

The Early Learning Council appointed a standing Home Visiting System Committee to advance the development and alignment

of Oregon’s statewide comprehensive home visiting service network. Membership includes two Council members (who serve as

co-chairs) and leaders from DELC, OHA, ODHS, ODE, OHCS, tribal nations, philanthropic organizations, Early Learning Hubs, and

coordinated care organizations (CCOs).

Continuous Oregon Health Plan Enrollment for Children from Birth to Age Six

OHA established continuous health insurance coverage for children from birth to six through the Oregon Health Plan (OHP) to

ensure and stabilize young children’s access to health care coverage and participation in well-child visits.

Supporting Children’s Social-Emotional Health

Children’s social-emotional health is being supported through CCO 2.0, including a new collaboration between OHA and DELC

to create a CCO-level metric for improving the social-emotional health of children under age six. In addition, DELC secured

funding to hire over ﬁfty infant-early childhood mental health consultants statewide to prevent the suspension and expulsion of

young children from early learning and care settings. DELC assembled a cross-sector team to develop collaboration among state

agencies on early intervention and infant-early childhood mental health efforts.

Co-locating Affordable Housing and Child Care Services

Oregon Housing and Community Services (OHCS) spurred interest across the public and private sectors to foster the co-location

of affordable housing with early learning and care services for families. $10 million has been awarded and a pilot is moving forward.

Reducing Out-of-Home Child Welfare Placements through Family Preservation

ODHS expanded Family Preservation as an approach to supporting children and families in the community. These efforts include

collaborating with community partners, tribal nations, and state agencies to provide cross-sector supports to increase family well-

being and reduce out-of-home placements of children.

Improving Access to Services through One Integrated Eligibility System for Families

ODHS implemented the ONE Integrated Eligibility (ONE-IE) System to allow families to complete a single online or in-person

application for Temporary Assistance for Needy Families (TANF), Supplemental Nutrition Assistance Program (SNAP), Employment

Related Day Care (ERDC), and Oregon Health Plan (Medicaid/OHP). Families no longer have to apply separately for these programs.

Increasing Families’ Access to Child Care

Employment-Related Day Care (ERDC) was expanded to increase family income eligibility and lower co-pays, which are now

capped at seven percent of a family’s income. Families participating in ERDC are also able to enroll in Temporary Assistance for

Needy Families (TANF) simultaneously, allowing families to participate in both cash assistance and subsidized child care.

Creating New Department of Early Learning and Care

Effective July 2023, the Early Learning Division in the ODE and the Employment Related Day Care (ERDC) program in ODHS

combined to become the Department of Early Learning and Care (DELC). The creation of DELC allows the expansion and

strengthening of the early learning and care system to better serve Oregon’s children, families, and early learning providers.

PROGRESS TO DATE

The upheaval of the past ﬁve

years has not deterred Oregon

from focusing on the essential

work called for in the ﬁrst

edition of Raise Up Oregon.

INITIAL PLAN DEVELOPMENT

•

(Spring 2021-December 2022)

EARLY LEARNING COUNCIL

Community Listening Sessions reach

including needs assessments,

community engagement

ﬁndings, and strategic plans

from ODE, ODHS, OHA,

OHCS, and ELD/DELC

COMMUNITY ENGAGEMENT

•

(January – April 2023)

EARLY LEARNING HUBS ENGAGE NEARLY

diverse families

and early

childhood professionals/

providers throughout Oregon

EARLY LEARNING COUNCIL

engages business and philanthropy,

research partners,home visiting,

Tribal Early Learning Alliance, State Interagency

Coordinating Council, and Early Learning Hubs

PUBLIC PORTAL GARNERS

EARLY LEARNING HUB COMMUNITY ENGAGEMENT MAP

PLAN REVISIONS AND ADOPTION

•

(May-June 2023)

PLAN REVISIONS SHARPEN FOCUS ON:

Anti-racism

Engagement of families in the co-design of programs and services

Social, emotional, and behavioral services

Culturally speciﬁc services

Tribal engagement

Rural needs

Community-based family navigation

COUNCIL ADOPTS

Raise Up

Oregon

2024-2028

DEVELOPING RAISE UP OREGON

Raise Up Oregon: A Statewide Early Childhood System Plan 2024-2028

FAMILIES

(Multnomah, Jackson, Josephine Counties)

ANALYZE

REPORTS

COMMENTS

700

Blue Mountain

Early Learning Hub

Early Learning

Multnomah

Northwest

Early Learning Hub

HEALTH:

Linn, Benton & Lincoln

Washington

Yamhill

HOUSING:

Lane

South Coast Regional

Southern Oregon

HUMAN SERVICES:

Eastern Oregon

Marion & Polk

South-Central Oregon

PUBLIC EDUCATION:

Blue Mountain

Clackamas

Northwest

EARLY CARE

AND EDUCATION:

Central Oregon

Four Rivers

Frontier

Multnomah

Early Learning

Washington County

Yamhill

Early Learning Hub

Marion & Polk

Early Learning

Hub, Inc.

South Coast

Regional Earl

Learning Hub

Eastern Oregon

Early Learning

Hub

Frontier

Early Learning Hub

of Central Oregon

Four Rivers

Early Learning Hub

Clackamas

Early Learning

Hub

Early Learning Hub of Linn,

Benton & Lincoln Counties

South-Central Oregon

Early Learning Hub

Southern Oregon

Early Learning

Services

The Early Childhood

Hub of Lane County

Raise Up Oregon: A Statewide Early Childhood System Plan 2024-2028

THE EARLY CHILDHOOD SYSTEM IS EQUITABLE: INTEGRATED, ACCESSIBLE,

INCLUSIVE, ANTI-RACIST, AND FAMILY CENTERED.

OBJECTIVE 1:

Honor and recognize the sovereignty

of the nine federally recognized tribal nations within

Oregon and ensure strong government-to-government

relationships to beneﬁt tribal communities.

Strategy 1.1: Support the implementation of the Oregon

Tribal Early Learning Alliance.

1.1.1 Bring together all Tribal Affairs coordinators across state

agencies to coordinate work and align engagement strategies.

1.1.2 Coordinate and streamline processes for tribal nations to

engage with agencies and access funding.

1.1.3 Identify available resources for tribal nations to

coordinate services within their communities.

Strategy 1.2: Bring together all Tribal Affairs coordinators

across state agencies to coordinate their early childhood

work and align engagement strategies.

1.2.1 Coordinate and streamline processes for tribal nations to

engage with agencies and access funding.

1.2.2 Identify available resources for tribal nations to

coordinate services within their communities.

Strategy 1.3: Promote and preserve tribal culture in

coordination with Oregon Tribal Early Learning Alliance.

1.3.1 Reframe policies and goals related to tribal communities

and tribal nations with strengths and resiliency.

Strategy 1.4: Dedicate portions of programmatic funding to

ensure tribal nations have access to resources, recognizing

and respecting the timelines and processes of the

government-to-government relationship.

1.4.1 Consult with the nine federally recognized tribal nations

within Oregon and the Department of Justice to ensure that

tribal communities are not asked to waive their sovereignty as

a condition of receiving funds.

OBJECTIVE 2: Multi-agency partnerships are

developed at the state and local levels to systematically

support improved outcomes and streamlined access for

all young children and their families.

Strategy 2.1: Align family and community engagement

and culturally speciﬁc partnership strategies across all

six agencies.

2.1.1 Share information about each agency’s family and

community engagement approach and identify opportunities

for collaboration.

2.1.2 Share information about each agency’s early childhood

culturally speciﬁc partnership approach and identify

opportunities for collaboration.

2.1.3 Fund tribal communities to resource tribal families as

advocates across the state’s early childhood system.

Strategy 2.2: Coordinate supports for young children and

their families across agencies in support of ODHS’ Family

Preservation Initiative.

2.2.1 Expand Family Preservation Demonstration from three

sites to statewide.

2.2.2 Coordinate responses and connections to resources for

families involved in Family Preservation with unstable housing.

2.2.3 Engage Oregon Tribal Early Learning Alliance in review

of Family Preservation strategies and incorporate feedback.

2.2.4 Engage home visiting and relief nurseries in the statewide

expansion of Family Preservation demonstration sites.

2.2.5 Engage Early Learning Hubs in a statewide expansion

of Family Preservation demonstration sites.

2.2.6 Explore opportunities for data sharing between

child welfare and other support services to support Family

Preservation sites.

2.2.7 Implement categorical eligibility for child care

assistance for families enrolled in Temporary Assistance for

Needy Families (TANF).

2.2.8 Include families involved with the child welfare system

in child care assistance.

SYSTEM GOAL 1:

SYSTEM GOAL 1: The early childhood system is equitable: integrated, accessible, inclusive, anti-racist, and family centered.

Strategy 2.3: Increase access to One Eligibility/Oregon

Eligibility Partnership for use by other programs serving

young children and their families.

2.3.1 Explore access to One Eligibility information for use by

other state programs and community partners in determining

eligibility.

2.3.2 Seek to include other early childhood programs

in One Eligibility, such as Preschool Promise, Oregon

Prekindergarten, the Special Supplemental Nutrition

Program for Women, Infants, and Children (WIC), etc.

2.3.3 Explore housing and rental assistance eligibility as part

of One Eligibility.

Strategy 2.4: Align early literacy development standards and

practices between grades K-2 and early learning and care.

2.4.1 Review and update Early Learning and Development

Standards, including birth to three.

2.4.2 Develop and implement training and technical to support

implementation of early literacy standards and practices.

2.4.3 Coordinate statewide early literacy initiatives between

K-12 and early learning and care.

Strategy 2.5: Create successful pathways for children’s

enrollment and participation in Early Intervention/

Early Childhood Special Education (EI/ECSE) through

partnerships with the health, child welfare, and early

learning and care sectors.

2.5.1 Continue partnerships with ODE, ODHS, and OHA to

ensure that children entering the child welfare system have

screening and follow-up support for EI/ECSE services.

Strategy 2.6: Implement a locally developed, state-

supported system to coordinate home visiting services.

2.6.1 Address barriers to statewide and regional coordinated

home visiting systems.

2.6.2 Develop local systems capacity for home visiting

coordination.

Strategy 2.7: Implement expanded housing, nutrition, and

climate-related supports as part of the 1115 Medicaid Waiver.

2.7.1 Collectively engage and co-create the 1115 Medicaid

Waiver implementation plan for children and families.

2.7.2 Consult with communities in the development and

implementation of the 1115 Medicaid Waiver services that

impact children and families.

2.7.3 Develop and implement the tracking of the 1115

Medicaid Waiver services for children and their families.

2.7.4 Explore the opportunity to include early childhood in

Community Information Exchanges.

Strategy 2.8: Co-locate affordable housing and early

childhood programs.

2.8.1 Launch the Co-location of Affordable Rental Housing

and Early Care & Education (CARE) program that provides

grants and loans to early childhood providers to upgrade or

add facilities to affordable rental units.

2.8.2 Increase the capacity of developers and early learning

providers to plan and execute co-location projects.

2.8.3 Prioritize and remove barriers from affordable rental,

homeownership, and shelter development programs to

strengthen connections to family and early childhood programs.

2.8.4 Identify co-location opportunities for Oregon Health Plan

families with children into regulated affordable housing units.

Strategy 2.9: Advance higher education workforce

solutions that meet early childhood system needs and

support a diverse workforce.

2.9.1 Implement recommendations for home visiting

workforce development.

2.9.2 Develop nursing, health care, oral health, and behavioral

health pipelines focused on families with young children.

2.9.3 Incentivize and provide grants to higher education to

provide early childhood workforce degrees and credentials.

2.9.4 Preserve existing early childhood programs in higher

education.

2.9.5 Address barriers to articulation and transfer for the early

childhood workforce.

2.9.6 Incorporate Career Technical Education (CTE) as a

pathway for the early childhood workforce.

Raise Up Oregon: A Statewide Early Childhood System Plan 2024-2028

Strategy 2.10: Include information needs of the early

childhood system in data use and sharing agreements

across state agencies.

2.10.1 Review existing data use and sharing agreements

to identify whether early childhood systems needs are

addressed, and address gaps.

2.10.2 Ensure tribal nations have access to data that is

collected from tribal communities.

OBJECTIVE 3: Early Learning Hubs are leveraged

and resourced to advance regional early childhood

systems that are equitable, integrated, accessible,

inclusive, and family centered.

Strategy 3.1: Early Learning Hubs convene early childhood

system partners across sectors, families, and community

organizations to co-develop community strategic vision

and plans, and to support partners in implementation and

problem-solving.

3.1.1 Early Learning Council invites Early Learning Hubs to

discuss progress of regional early childhood system building.

3.1.2 Early Learning Council invites Early Learning Hubs to

discuss and offer recommendations to address barriers to

regional early childhood system building.

Strategy 3.2: Early Learning Hubs engage families and

community organizations, prioritizing those who are

historically under-represented, in the development and

implementation of state early childhood policies and

programs.

3.2.1 Early Learning Council invites Early Learning Hubs

to discuss progress engaging families and community

organizations.

3.2.2 Early Learning Council invites Early Learning Hubs to

discuss and offer recommendations to address barriers to

engaging families and community organizations and prioritize

those who are historically under-represented.

Strategy 3.3: Early Learning Council engages with the Early

Learning Hubs to inform state design and implementation

of the early childhood system and development of council

priorities.

3.3.1 Early Learning Council partners with Hubs to meet

in the community to gather information from community

organizations and families.

Strategy 3.4: Agencies provide public resources to Early

Learning Hubs and engage their regional and local ofﬁces

to successfully implement these strategies.

3.4.1 Early Learning Council helps develop a shared

understanding of the Hubs across state agencies.

3.4.2 Early Learning Council works with state agency partners

to determine how each agency can work in partnership with the

Early Learning Hubs to advance its early childhood priorities.

3.4.3 Early Learning Council helps develop a cross-agency

funding proposal.

OBJECTIVE 4: The business, philanthropic, and

non-proﬁt communities champion and support the

development of the early childhood system.

Strategy 4.1: Build the supply of child care through public-

private partnerships involving business, philanthropy, non-

proﬁts, and state and local government.

4.1.1 Early Learning Council engages the business, philanthropy,

and non-proﬁt sectors to discuss and develop opportunities.

4.1.2 Early Learning Council engages with Oregon’s

Workforce Development Initiatives.

4.1.3 Early Learning Council serves as a bridge connecting

private and public efforts to expand child care.

Strategy 4.2: Support services that promote families’ well-

being, e.g., paid leave, health insurance, apprenticeships,

family wage jobs, and home visiting.

4.2.1 Conduct outreach and raise awareness about services.

SYSTEM GOAL 1: The early childhood system is equitable: integrated, accessible, inclusive, anti-racist, and family centered.

Raise Up Oregon: A Statewide Early Childhood System Plan 2024-2028

OBJECTIVE 5: Families with young children are

supported in knowing about and accessing a full

range of services that meet their needs and are

culturally and linguistically responsive.

Strategy 5.1: Create or strengthen coordinated, family-

centered intake and referral processes into home visiting,

and from home visiting into other desired services.

5.1.1 Establish Family Connects Oregon in every community

to provide referrals to home visiting programs and other

desired services.

5.1.2 Include key referral partners, including hospitals and

prenatal providers, in the development of coordinated home

visiting intake and referral.

5.1.3 Provide guidance and policy for consistent coordinated

home visiting intake.

5.1.4 Determine if there are referral gaps from Healthy

Families Oregon to other services and close them.

Strategy 5.2: Expand navigators in a coordinated, efﬁcient

manner across the early childhood system.

5.2.1 Establish funding for locally designed, community-

based navigators.

5.2.2 Map the navigation programs, processes, and funding

and share with agencies and local implementers to take steps

to improve coordination, funding, and efﬁciency from a family

perspective.

5.2.3 Establish a robust network of Community Health

Workers in each community.

5.2.4 Strengthen and expand navigators and coordinators

through the 1115 Medicaid Waiver and ensure alignment with

other early childhood system navigators.

5.2.5 Expand family navigators and family skills builders to

meet the needs of families and connect them to services

outside of special education.

5.2.6 Fund tribal nations to have service navigators

embedded within tribal communities.

Strategy 5.3: Promote service locations that are more

accessible to communities.

5.3.1 Work across the six agencies to offer incentives for local

providers to work together and offer services at the same

location.

5.3.2 Co-locate maternal and child health public health and

nutrition services in “one-stop” service locations for families

with young children.

5.3.3 Connect families with Health-Related Social Needs

coverage in Oregon Health Plan.

5.3.4 Expand the use of embedded staff in community-based

locations such as hospitals, schools, correctional facilities, or

homeless shelters.

5.3.5 Utilize mobile units to travel to where they are needed

to increase accessibility to services.

Strategy 5.4: Support Connect Oregon statewide.

5.4.1 Support linking home visiting to the Connect Oregon

referral system where available.

5.4.2 Align new 1115 Medicaid Waiver Community Information

Exchange with Connect Oregon to ensure compatibility.

Strategy 5.5: Fully implement continuous Medicaid/Oregon

Health Plan enrollment for children from birth to age six.

5.5.1 Launch birth-to-age-six Continuous Eligibility.

5.5.2 Evaluate the impact of Continuous Eligibility on

children and families.

5.5.3 Disseminate information and facilitate linkages for the

maternal and child health population to enroll in and maintain

Medicaid for families with children from birth to age six.

5.5.4 Continue to monitor early childhood and kindergarten

readiness metrics for coordinated care organizations (CCOs)

to ensure children are getting access to needed preventive

and screening services.

5.5.5 Identify opportunities for early childhood programs to

share information on continuous eligibility.

ALL FAMILIES WITH YOUNG CHILDREN ARE SUPPORTED TO ENSURE

THEIR WELL-BEING.

SYSTEM GOAL 2:

SYSTEM GOAL 2: All families with young children are supported to ensure their well-being.

OBJECTIVE 6: Families with young children have

increased access to economic supports.

Strategy 6.1: Implement the ending of full family sanctions

of Temporary Assistance for Needy Families (TANF).

6.1.1 Track implementation of ending full family sanctions of

TANF and course correct as needed.

6.1.2 Ensure full TANF is available when an adult re-engages.

Strategy 6.2: Support implementation of paid family leave

and state Earned Income Tax Credit (EITC).

6.2.1 Provide regular updates and information to agency-

administered programs, community partners, and families

on the state’s paid family leave and state tax navigation and

completion program options and how to get assistance.

Strategy 6.3: Expand categorical eligibility for child care

assistance to new populations such as those who are

houseless, experiencing domestic violence, and child

welfare-involved families.

6.3.1 Develop an implementation plan for expanding

eligibility for child care assistance.

6.3.2 Develop working partnerships with state agencies to

ensure full implementation for expanding eligibility for child

care assistance.

OBJECTIVE 7: All families have access to support

for their physical, social, emotional, behavioral, and

oral health.

Strategy 7.1: Increase equitable access to reproductive,

maternal, and prenatal health services.

7.1 .1 Collaborate with Title V well woman care and Oregon

MothersCare efforts.

7.1.2 Work with 211info to support families’ access to supports

for their health.

Strategy 7.2: Improve access to culturally and linguistically

responsive and speciﬁc, multi-generational approaches to

physical, social, emotional, behavioral, and oral health.

7.2.1 Implement increased integration of physical, behavioral,

and oral health care within coordinated care organizations

(CCOs), including expansion of culturally speciﬁc providers,

translation, and interpretation services.

7.2.2 Design and implement equity implementation plan for

Family Connects Oregon.

7.2.3 Review and improve the Child and Family Behavioral

Health contracting process to increase accessibility to all

community providers, including culturally speciﬁc organizations.

7.2.4 Convene local partners to support implementation and

expansion of the Pyramid Model.

7.2.5 Crosswalk Early Learning and Kindergarten Guidelines

with the implementation plan for Oregon’s K-12 Social-

Emotional Learning Standards.

7.2.6 Expand School Medicaid billing for eligible non-IDEA

health services (e.g., Section 504 plans) and additional

staff, such as Licensed Professional Counselors/Family

Counselors, Licensed Behavioral Specialists, Nutritionists,

and Respiratory Therapists.

7.2.7 Review and improve Comprehensive School Counseling

Programs to provide wrap-around supports and services for

children transitioning to kindergarten.

Strategy 7.3: Improve access to nutritional support

including breastfeeding and the Special Supplemental

Nutrition Program for Women, Infants, and Children (WIC).

7.3.1 Collaborate with Title V Maternal and Child Health

breastfeeding and food insecurity efforts.

7.3.2 Connect families with Health-Related Social Needs

coverage of Oregon Health Plan for nutrition.

7.3.3 Support center-based and family-based Child Care and

Adult Food Program.

7.3.4 Continue tribal-led partnership to develop Supplemental

Nutrition Assistance Program (SNAP) education, recipes, and

education materials promoting First Foods.

7.3.5 Fund tribal nations to support First Food programs,

recognizing and honoring tribal culture and connections to

the land and environment.

Raise Up Oregon: A Statewide Early Childhood System Plan 2024-2028

7.3.6 Continue SNAP community partner outreach contracts

that support the community awareness building of SNAP

resources to families.

Strategy 7.4: Improve utilization of community health

workers and doulas.

7.4 .1 Strengthen the integration of community health workers

and doulas on care teams providing community-based access

for families.

7.4.2 Develop a sustainable payment model by opening more

procedure codes that would help pay for services that are in

their scope of practice being rendered by doulas.

7.4.3 Integrate community health workers and doulas into

home visiting services to extend the home visiting workforce.

OBJECTIVE 8: Families have expanded access to

culturally and linguistically responsive and speciﬁc

family preservation strategies, resources, and

programs focused on the prenatal-to-ﬁve population.

Strategy 8.1: Continuously consult and coordinate with

tribal nations to collaborate on creating and funding family

preservation services that meet the culturally speciﬁc

needs of tribal communities and inform potential evidence-

based practices for implementation.

8.1.1 Consult with the Oregon Tribal Early Learning Alliance

to adopt culturally responsive and supportive home visiting

services that meet the needs of tribal communities.

8.1.2 Provide support to tribal nations in Motivational

Interviewing and Family Spirit.

Strategy 8.2: Increase access to evidence-based, culturally

responsive and culturally speciﬁc early childhood programs

(e.g., Relief Nurseries, parenting education, home visiting

programs) proven to reduce abuse and neglect for families

at imminent risk of entering the child welfare system.

8.2.1 Initiate and grow contracts with culturally speciﬁc

organizations, especially Black/African American and

Indigenous, to expand family preservation services.

8.2.2 Foster a deeper connection with families of color

and other marginalized populations to better understand

the opportunities and barriers around access to evidence-

based, culturally responsive, and culturally speciﬁc early

childhood programs.

8.2.3 Increase funding to support statewide parenting

education programming, professional development,

and collaboration with Black/African American and

Indigenous communities.

8.2.4 Provide home visiting services for families with infants

who are in Child Protective Services (CPS), and for all families

in Family Preservation, through nursing services for infants,

the SafeCare® curriculum, Family Advocacy and Support Tool

(FAST), and Adverse Children’s Experiences’ (ACE) education

teaching module.

8.2.5 Explore co-location of relief nursery sites in local ofﬁces.

8.2.6 Improve compensation/rates for early learning and care

prevention initiatives.

8.2.7 Focus parenting education and home visiting expansion

on culturally speciﬁc models and programs.

8.2.8 Establish a coordinated home visiting system linked to

local systems of services and care.

8.2.9 Invest in, promote, and implement behavioral health

evidence-based practice, best practices, and promising models.

8.2.10 Determine continued opportunities to invest in,

promote, and implement behavioral health practices, best

practices, and promising models such as mental health

consultation, Parent-Child Interaction Therapy, Child-Parent

Psychotherapy, Collaborative Problem Solving, and Parent

Management Training – Oregon.

Strategy 8.3: Improve coordination between Child Welfare

and other key agency partners.

8.3.1 Implement the Child Welfare provisions of the 1115

Medicaid Waiver.

8.3.2 Expand access to child care assistance for child welfare-

involved families.

8.3.3 Continue to improve the referral and follow-up between

local Early Intervention and Child Welfare.

8.3.4 Create training and engagement opportunities to

ensure Child Welfare Program Managers know how to

maximize engagement with Early Learning Hubs.

8.3.5 Create collaboration agreements and processes

between Child Welfare and Public Health to enhance family

support and prevent child maltreatment.

8.3.6 Deﬁne and deliver early learning and care supports for

infants and toddlers in the child welfare system, as well as in

self-sufﬁciency programs.

SYSTEM GOAL 2: All families with young children are supported to ensure their well-being.

OBJECTIVE 9: Affordable housing is available

statewide for all families with young children.

Strategy 9.1: Incorporate preferences through the Qualiﬁed

Allocation Plan (QAP) and other affordable housing

funding program frameworks for developers to build and

provide units, spaces, and services required by families

with young children.

9.1 .1 Conduct outreach as part of the

QAP on what is most

important for families to have connected

to their housing, e.g.,

unit size, service provision, etc.

9.1.2 Include recommendations and ﬁndings from outreach

into the initial QAP draft for review with internal and external

stakeholders.

9.1.3 Find connections to other affordable housing funding

program frameworks to incorporate the priorities from the

outreach conducted.

9.1 .4 Conduct best practices research on the potential for

priority selection for families with children in family-sized

units.

Strategy 9.2: Incentivize developers in rural and other

underserved areas to prioritize and work towards meeting

the need for affordable housing for local families with

young children.

9.2.1 Conduct outreach to understand speciﬁc housing needs

families with young children have in rural communities.

9.2.2 Identify levers and funding resources that can connect

to the types of developments that work to meet those needs.

9.2.3 Continue outreach and evaluation of differences in the

various regions of rural Oregon and work to identify ways to

variate the types of interventions for family needs in those areas.

9.2.4 Continue to foster and build relationships with tribal

communities and the Early Learning Hub network to work

towards continued improvement and evaluation in this area,

including dedicated housing for indigenous communities.

Strategy 9.3: Identify and modify state and local regulatory

barriers to co-locating affordable housing with services and

resources that help families with young children.

9.3.1 Approach relevant state agencies such as Department of

Consumer and Business Services (DCBS), State Fire Marshall,

Department of Land Conservation and Development (DLCD)

to review state and local barriers and create solutions for co-

locating affordable housing with services.

9.3.2 Track, monitor, and study local pilots for viability and

scaling of co-location of housing with services for families

with young children.

9.3.3 Conduct analysis of family child care regulations to

support success of co-location with housing.

OBJECTIVE 10: All parents and families are supported

and engaged in enabling their children to thrive.

Strategy 10.1: Expand parenting and family education.

10.1.1 Expand the use of parent mentoring programs.

10.1.2 Provide parenting support and resources in

collaboration with the Resettlement Agencies.

10.1.3 Prioritize funding for providers who support families in

early childhood.

10.1.4 Invest in supporting culturally responsive parenting

education opportunities available in multiple languages.

10.1.5 Develop systems to gather input from families to inform

the parenting and family education offerings and approach.

10.1.6 Continue to support Oregon Parenting Education

Collaborative.

10.1.7 Address the parenting education needs of families

living in rural communities.

10.1.8 Establish coordination and collaboration between the

coordinated home visiting system and parenting education

system.

10.1.9 Leverage ﬂexible Oregon Health Plan Health-Related

Services and Social Determinants of Health funding for

community care organizations (CCOs) to support parenting

education.

10.1.10 Support the Parent Training and Information Center (PTI).

Raise Up Oregon: A Statewide Early Childhood System Plan 2024-2028

Strategy 10.2: Increase access to home visiting, prioritizing

culturally responsive programs.

10.2.1 Establish Family Connects in all communities.

10.2.2 Invest in the expansion of home visiting programs,

such as Families First’s Parents as Teachers and Nurse-Family

Partnership and DELC’s Healthy Families Oregon.

10.2.3 Provide supports through TANF home and community

family coach visits.

10.2.4 Ensure communities are impacting the array and

organization of home visiting services.

10.2.5 Integrate home visiting into other existing early

learning and care programs.

10.2.6 Develop systems to gather input from families to

inform the approach to building a coordinated home visiting

system.

10.2.7 Increase coordination between Early Intervention/

Early Childhood Special Education (EI/ECSE) and home

visiting system.

Strategy 10.3: Build or strengthen regional structures that

ensure family leadership in the co-creation of policies,

recommendations, and strategies that guide home visiting

coordination.

10.3.1 Use best practices from ODHS’ Regional

Demonstration Projects community and family engagement.

10.3.2 Family Leaders participate in the development of an

amendment to the Oregon Title IV-E Prevention Plan.

10.3.3 Coordinate family and parent engagement across

DELC and partner agencies.

10.3.4 Build capacity at the community level to develop the

system of family and parent engagement.

10.3.5 Leverage the current community engagement

approach of Maternal and Child Health Title V to inform the

home visiting system.

10.3.6 Support the State Interagency Coordinating Council

for the ongoing development of statewide Early Intervention/

Early Childhood Special Education (EI/ECSE) services for

young children and their families.

10.3.7 Leverage Local Interagency Coordinating Councils

(LICCs) to inform the home visiting system.

Strategy 10.4: Increase equitable access for the

professional development of home visitors.

10.4.1 Expand opportunities for all supervisors to be trained in

reﬂective supervision across the home visiting system.

10.4.2 Expand home visiting workforce development

and training opportunities related to children with special

health needs and children experiencing intellectual or

developmental disabilities.

10.4.3 Expand opportunities for supervisors and home

visiting workforce related to family violence.

10.4.4 Expand home visiting workforce development and

training opportunities related to cultural competency and

mental health.

Strategy 10.5: Increase collaboration among home visitors,

home visiting leaders, and cross-sector partners.

10.5.1 Establish and support a sustained and coordinated

home visiting system at the state and regional level.

SYSTEM GOAL 2: All families with young children are supported to ensure their well-being.

Raise Up Oregon: A Statewide Early Childhood System Plan 2024-2028

OBJECTIVE 11: Families have access to high-quality,

culturally, and linguistically responsive birth-to-ﬁve

pediatric health care services.

Strategy 11.1: Increase and improve equitable access to

early childhood oral health.

11.1.1 Collaborate with coordinated care organizations (CCOs)

to expand efforts to provide ﬂuoride varnish during well-child

visits in primary care for children from birth to ﬁve.

11.1.2 Provide oral health education and training to early

learning and care providers.

Strategy 11.2: Ensure birth-to-ﬁve health care services are

comprehensive, accessible, high quality, and culturally and

linguistically responsive.

11.2.1 Collaborate to support the development and

implementation of the EPSDT child health beneﬁt.

11.2.2 Monitor roll-out of EPSDT beneﬁt and denied claims

to ensure medically appropriate and medically necessary

treatment is provided.

11.2.3 Add children’s respite services to the Medicaid state plan.

11.2.4 Directly engage and incorporate feedback from

communities of color.

11.2.5 Develop and maintain a feedback loop for families and

advocates.

Strategy 11.3: Ensure implementation support for trauma-

informed care and resilience training and professional

development for all pediatric providers participating in the

Oregon Health Plan.

11.3.1 Work with the Oregon Pediatric Society and Boards

to determine training and professional development

opportunities for pediatric providers.

11.3.2 Assess the contractual requirement for adherence to

trauma-informed practice requirements and develop a Policy

Implementation Plan (PIP) to address any gaps.

11.3.3 Provide necessary support trainings to meet the

contractual requirements of trauma-informed practice.

Strategy 11.4: Ensure implementation support for all

pediatric providers participating in the Oregon Health Plan

to screen for trauma history and resilience factors.

11.4.1 Provide training on screening for trauma history and

resilience factors for pediatric providers related to family

violence and sexual violence abuse.

11.4.2 Assess the contractual requirement for adherence to

trauma-informed practice requirements and develop a Policy

Implementation Plan (PIP) to address any gaps.

Strategy 11.5: Increase the supply of clinical mental health

providers who reﬂect the communities that they serve and

are trained in and provide infant early childhood mental

health clinical services.

11.5.1 Identify increased funding for Portland State

University’s scholarship program for Infant/Toddler Mental

Health Graduate Certiﬁcate with prioritization of applicants

from communities of color, LGBTQ+, and linguistic diversity.

OBJECTIVE 12: Families have access to high-quality,

culturally, and linguistically responsive birth-to-ﬁve

social and emotional supports.

Strategy 12.1: Ensure trauma-informed care and resilience

training and professional development for professionals

working in pediatric physical health, behavioral health,

child welfare, human services, home visiting, Early

Intervention/Early Childhood Special Education (EI/

ECSE), and early learning and care settings.

12.1.1 Continue trauma-informed care and resilience training

across the child welfare programs.

12.1.2 Expand and improve trauma-informed care and

resilience training for early learning and care professionals.

12.1.3 Continue Oregon Early Childhood Inclusion Initiative

ALL CHILDREN ARE THRIVING IN EARLY CHILDHOOD AND BEYOND.

SYSTEM GOAL 3:

SYSTEM GOAL 3: All children are thriving in early childhood and beyond.

Community and Program Implementation Teams in

support of local implementation of cross-sector initiatives,

such as the Pyramid Model or the Inclusion Indicators, to

advance collaboration and improve outcomes for children

experiencing disability.

12.1.4 Implement the Infant and Early Childhood Mental

Health (IECMH) & Early Intervention (EI) state action plan

focused on strengthening IECMH efforts, including a focus on

professional development related to trauma-informed care

for early intervention home visitors.

12.1.5 Align with the State Health Improvement Plan trauma

work to mitigate trauma by promoting trauma-informed

systems and services that assure safety and equitable access

to services and avoid re-traumatization.

Strategy 12.2: Provide culturally responsive and culturally

speciﬁc infant and early childhood mental health (IECMH)

supports in early learning and care, home visiting, Early

Intervention/Early Childhood Special Education (EI/

ECSE), child welfare, and health.

12.2.1 Implement and grow IECMH consultation for early

learning and care programs.

12.2.2 Expand support for and participation in Infant Mental

Health Endorsement among home visitors, early childhood

providers, child welfare workers, etc.

12.2.3 Support the Pyramid Model in early learning and care

and EI/ECSE.

12.2.4 Determine continued opportunities to invest in,

promote and implement behavioral health practices, best

practices, and promising models such as mental health

consultation; Parent-Child Interaction Therapy; Child-Parent

Psychotherapy; Collaborative Problem Solving; and Parent

Management Training – Oregon.

12.2.5 Work with community-based organizations to

refer children in child welfare to community home visiting

programs, such as Family Connects, Nurse-Family

Partnership, Babies First, and CaCoon for children with

complex medical needs.

Strategy 12.3: Include social, emotional, and trauma-

responsive screening in all health, child welfare, human

services, Early Intervention/Early Childhood Special

Education (EI/ECSE), early learning and care programs,

and home visiting programs.

12.3.1 Continue screening and support for behavioral and

mental health disorders, trauma, physical health, and learning

differences for families in TANF.

12.3.2 Continue family coach and family assessment trauma-

informed interactions for families in TANF.

12.3.3 Continue distribution of free electronic social-

emotional screener (Ages and Stages Questionnaire and

Ages and Stages Questionnaire-Social Emotional) for use by

families and providers.

12.3.4 Educate, through licensing and professional

development system, child care programs about the

availability of tools for social, emotional, and trauma-

responsive screening.

12.3.5 Provide early learning and care programs with tools

and training to engage with families in a trauma-informed

manner and support referrals.

12.3.6 Provide training to providers related to family violence

and sexual violence abuse.

OBJECTIVE 13: Young children with developmental

delays and disabilities are identiﬁed early and

provided with inclusive services to reach their full

potential.

Strategy 13.1: Increase outreach and completed referrals for

Early Intervention/Early Childhood Special Education (EI/

ECSE).

13.1.1 Finalize the revisions to the Universal Referral Form for

EI/ECSE.

13.1.2 Engage in regular review of referral numbers and

explore improvements in outreach strategies.

13.1.3 Complete the update to the medical eligibility

document and training materials for use by pediatricians and

Early Intervention programs.

Raise Up Oregon: A Statewide Early Childhood System Plan 2024-2028

Strategy 13.2: Broaden eligibility criteria for Early

Intervention (EI).

13.2.1 Share community perspective with State Interagency

Coordinating Council (SICC) and the Early Learning Council.

13.2.2 Analyze funding and stafﬁng needed to broaden

eligibility criteria for EI.

13.2.3 As appropriate, seek statutory changes to broaden

eligibility criteria for EI.

Strategy 13.3: Increase the number of children with

developmental delays and disabilities receiving services in

typical early childhood settings.

13.3.1 Continue inclusion approach carried out by Oregon

Early Childhood Inclusion (OECI) Initiative Community and

Program Implementation Teams.

13.3.2 Provide and expand inclusive training and coaching for

early learning and care programs.

13.3.3 Implement enhanced licensing requirements for care

plans for children with special needs.

13.3.4 Continue high-needs add-on rate within the child care

assistance program.

13.3.5 Explore increasing resources for Inclusive Partners to

allow for start-up and ongoing support for early learning and

care programs enrolling children with developmental delays

and disabilities.

13.3.6 Plan a new funding approach across early learning

and care and Early Intervention/Early Childhood Special

Education (EI/ECSE) funding that increases support for

children while in their early learning and care settings.

Strategy 13.4: Update Early Intervention/Early Childhood

Special Education (EI/ECSE) personnel standards to

prepare professionals who provide services and support

to young children who have developmental delays and

disabilities and their families, across home, classroom, and

community settings.

13.4.1 Adopt the Council for Exceptional Children Division of

Early Childhood’s (DEC) EI/ECSE standards, which focus on

the preparation of professionals who work with young children

ages birth through 8 who have or are at risk for developmental

delays and disabilities and their families, across home,

classroom, and community settings.

13.4.2 Update EI/ECSE’s Comprehensive System of

Personnel Development to reﬂect the adoption of the Council

for Exceptional Children Division of Early Childhood’s (DEC)

Standards and provide training and professional development

for special educators and interventionists.

13.4.3 Adopt Council for Exceptional Children (CEC)

Advanced Administrator Special Education Professional

Leadership Standards for Supervisors/Administrators.

Strategy 13.5: Strengthen the alignment of early childhood

special education, Early Intervention (EI) services, early

learning and care, health, and home visiting through

coordinated governance.

13.5.1 Develop shared expectations and strategies for serving

children in child care programs, including center- and home-

based.

13.5.2 Leverage the Oregon Early Childhood Inclusion (OECI)

State Leadership Team as a mechanism to advance cross-

agency partnerships.

13.5.3 Strengthen the connection between the State

Interagency Coordinating Council (SICC) and the Early

Learning Council.

13.5.4 Develop agreement and protocols between DELC and

ODE to address issues including data sharing.

13.5.5 Establish a coordinated home visiting system linked to

local systems of services and care.

13.5.6 Develop an ODDS and OHA ﬁve-year plan inclusive of

health equity.

OBJECTIVE 14: Families have access to high-quality

(culturally responsive, inclusive, developmentally

appropriate) and affordable early learning and care

that meets their needs.

Strategy 14.1: Expand the availability of early learning and

care, including workforce, facilities, and transportation.

14.1.1 Develop and implement early learning facilities fund.

14.1.2 Improve workforce recruitment for early learning and

care centers and homes.

14.1.3 Coordinate with relevant agencies to address local

planning, building code, and zoning barriers.

14.1.4 Increase the availability of transportation services,

through investments and shared services models, for families

to access early childhood services and programs that meet

their needs.

SYSTEM GOAL 3: All children are thriving in early childhood and beyond.

14.1.5 Explore community-driven co-created strategies for

shared services models for transportation to access early

childhood services.

14.1.6 Address regulatory barriers and requirements for

shared services transportation models.

Strategy 14.2: Increase state support and investment in

quality early learning and care.

14.2.1 Expand infant-toddler early learning and care services.

14.2.2 Expand access to child care assistance for families.

14.2.3 Expand access to publicly funded early learning and

care services.

14.2.4 Support the ﬁnancial stability and quality of child care

programs.

Strategy 14.3: Preserve and expand federal funding for

quality early learning and care.

14.3.1 Early Learning Council communicates with federal

partners about the need for improved federal investment.

Strategy 14.4: Improve professional development

opportunities for the full diversity of the early learning and

care workforce, inclusive of all settings.

14.4.1 Complete the core competencies for the early

learning and care workforce, and link these to professional

development sponsored by DELC.

14.4.2 Make the Pyramid Model training available for the

entire early learning and care workforce.

14.4.3 Expand access to multi-language professional

development opportunities.

14.4.4 Expand access to coaching beyond publicly funded

early learning and care programs.

14.4.5 Align professional development supports provided by

ODE and DELC for publicly funded programs.

14.4.6 Support alternative certiﬁcation routes for Early

Childhood’s Early Intervention/Early Childhood Special

Education (EI/ECSE) Supervisors and Specialists.

Strategy 14.5: Build pathways to credentials and degrees

that recruit and retain a diverse early learning and care

workforce.

14.5.1 Expand the number of Consortium Models with a focus

on the early childhood workforce in higher education pathway

programs through Future Ready Oregon.

14.5.2 Expand navigators to help people attain degrees and

credentials.

14.5.3 Implement the higher education scholarship program.

14.5.4 Assess and revise the career pathways in the Oregon

registry to promote accessibility.

14.5.5 Improve acceptance and alignment of degrees from

other countries as well as acceptance of credit for prior

learning.

14.5.6 Address barriers to credit transfer for early learning

and care education workforce.

14.5.7 Enable community colleges to deliver applied B.A.

degrees in early childhood/early learning.

14.5.8 Integrate culturally speciﬁc approaches into higher

education for the early learning and care workforce.

Strategy 14.6: Ensure child care licensing and compliance

is rooted in equity, facilitates the application approval

process, and supports child care providers to be successful

in caring for Oregon’s children.

14.6.1 Strengthen trusting relationships between providers,

particularly from communities that have been historically

marginalized, and DELC.

14.6.2 Build and use regulatory tools and technical

assistance that supports providers of all types, including those

that have been historically marginalized, to be successful in

implementing licensing requirements.

14.6.3 Collect data and develop meaningful key performance

measures to enhance operational excellence.

14.6.4 Listen to providers to inform and improve licensing

policy and practices.

14.6.5 Adopt and implement plain language, consistent new

rules for all types of child care that is overseen by DELC.

Raise Up Oregon: A Statewide Early Childhood System Plan 2024-2028

Strategy 14.7: Increase inclusion opportunities for children

with developmental delays and disabilities in early learning

and care settings.

14.7.1 Educate providers and families about legal

requirements around inclusion.

14.7.2 Support early learning and care providers to use

welcoming practices for all families.

14.7.3 Continue Oregon Early Childhood Inclusion Initiative

(Community and Program Implementation Teams) including

the use of Pyramid Model and Inclusion Indicators.

14.7.4 Coordinate and align resources for professionals and

programs to support inclusion.

14.7.5 Continue inclusion of culturally and linguistically

responsive practices as part of Early Childhood’s Early

Intervention/Early Childhood Special Education (EI/ECSE)

annual Service Area Plans.

Strategy 14.8: Prevent suspension and expulsion in

early learning and care settings through infant and early

childhood mental health consultation and professional

development supports.

14.8.1 Create and implement ongoing advisory, co-design,

and feedback opportunities that include early learning and

care providers, parents and family members, and people from

historically underserved/marginalized communities.

14.8.2 Create and implement the regional service system for

infant and early childhood mental health consultation.

14.8.3 Implement professional development supports,

including trauma-informed focus, for technical assistance

professionals supporting the Oregon suspension and

expulsion approach.

14.8.4 Ensure pathways to increase, develop, and support the

infant and early childhood mental consultant workforce.

14.8.5 Identify shared approaches to preventing suspension

and expulsion across DELC, OHA, and ODE, such as shared

professional development and coordination of regional partners.

14.8.6 Continue implementation of the Pyramid Model in

early learning and care programs and Early Intervention/Early

Childhood Special Education (EI/ECSE).

14.8.7 Invest in culturally responsive, adapted Evidence-

Based Practice (EBP) models supporting communities of

color, LGBTQIA2S+, and individuals who are experiencing

intellectual and developmental disabilities, without identiﬁed

family, or houseless.

14.8.8 Invest in tribal nations to provide support to indigenous

children experiencing pushout in child care and early grades.

Strategy 14.9: Reduce family ﬁnancial burden for access to

early learning and care.

14.9.1 Explore higher family income eligibility levels for all

DELC programs.

14.9.2 Provide early learning and care at the time of day (i.e.,

evenings/nights) and on the days of the week that families want.

14.9.3 Pursue extended hours for publicly funded programs,

including partnerships between publicly funded programs

and child care.

Strategy 14.10: Implement the Co-location Fund for

affordable housing and early learning and care and expand

statewide.

14.10.1 Award contract to administer Co-location of Affordable

Rental Housing and Early Care & Education (CARE) program,

including expectations for statewide expansion.

14.10.2 Work with the Co-location of Affordable Rental Housing

and Early Care & Education (CARE) contractor to stand up the

program and build relationships with key partners.

14.10.3 Develop a robust working partnership between OHCS

and DELC to facilitate effective outreach and address barriers.

14.10.4 Leverage and align with early learning facilities and

start-up opportunities.

14.10.5 Develop working relationships, through the Early

Learning Hubs, between housing developers and early

learning and care programs.

14.10.6 Address regulatory barriers and requirements in the

execution of the Co-location Fund.

14.10.7 Involve licensing as a partner to provide information

and support.

14.10.8 Support early learning and care program start-up

opportunities.

14.10.9 Develop working relationships, through the Hubs,

between housing developers and early learning and care

programs.

SYSTEM GOAL 3: All children are thriving in early childhood and beyond.

14.10.10 Ensure the participation of new providers in the child

care assistance program.

14.10.11 Address regulatory barriers and requirements in the

execution of the Co-location Fund.

14.10.12 Engage experienced professionals (e.g., architects)

with knowledge about the design of early learning and care

environments that meet child development and regulatory

needs.

Strategy 14.11: Compensate and recognize early childhood

educators as professionals.

14.11.1 Createprofessional, competitive all-staff

compensation expectations acrosspublicly funded early

learning and care programs and increase public investment to

implement those requirements.

14.11.2 Implement Alternative Rate Methodology for child

care assistance.

14.11.3 Createﬁnancial incentivesforchildcareproviders

participating in child care assistance tosupport professional,

competitive compensationandincrease publicinvestment

tosupportimplementation.

14.11.4 In collaborationwithEarlyLearning Hubs

and other partners,createan understandingofthe

role andimpactofearlychildhood educatorsamong

policymakersandthepublic.

14.11.5 Explore strategies for increasing compensation in

child care programs that are not funded by DELC.

OBJECTIVE 15: The early childhood workforce is

diverse, culturally responsive, high quality, and well

compensated.

Strategy 15.1: Improve professional development

opportunities for the full diversity of the early childhood

workforce.

15.1.1 Remove inequitable exclusionary criteria for workforce

entry.

15.1.2 Continue to expand the number of Community Health

Workers who are certiﬁed and reimbursed for services.

15.1.3 Increase early childhood workforce development

opportunities to ensure availability and access to a broad,

ﬂexible array of effective services and supports in all regions

of the state.

15.1.4 Continue offering a wide array of professional

development opportunities to Early Intervention/Early

Childhood Special Education (EI/ECSE) staff including a

focus on the Council for Exceptional Children (CEC) Division

of Early Childhood’s (DEC) Recommended Practices,

Inclusion, Pyramid Model Coaches and Racial Equity in Part C.

15.1.5 Fund targeted supports for indigenous educators within

the early childhood system, including mentorship and tribal

early educator supports.

15.1.6 Incorporate sovereignty into trainings for early

childhood educators, especially in majority white institutions

and organizations, to promote the respect and celebration of

tribal cultures.

Strategy 15.2: Build pathways to credentials and degrees

that recruit and retain a diverse early childhood workforce.

15.2.1 Establish connections with higher educational

institutions for pathways to a career in early childhood and

remove barriers that limit access to the educational goal.

15.2.2 Continue to offer an alternative pathway for licensure/

endorsements for Early Childhood Specialists or Supervisors

for Early Intervention/Early Childhood Special Education

(EI/ECSE) for Programs to support staff recruitment and

retention and increase racial, ethnic, and linguistic diversity in

the early childhood special education workforce.

15.2.3 Work with regional coordinators, districts, and schools

to develop Career and Technical Education programs of study

in early childhood.

15.2.4 Revise the statute for the Speech-Language Grant

Program to help address the critical shortage of speech-

language pathologists and speech-language pathology

assistants.

15.2.5 Collaborate with Title V Maternal and Child Health

(MCH) Workforce Development initiative to identify pathways

and supports for diverse communities to engage with both

MCH and early childhood workforce opportunities.

Raise Up Oregon: A Statewide Early Childhood System Plan 2024-2028

OBJECTIVE 16: Children and families experience

supportive transitions and continuity of services

across early learning and care and public education

(K-12) settings.

Strategy 16.1: Update the Early Learning and Kindergarten

Guidelines to ensure a consistent framework across

educational settings.

16.1.1 Complete the revision of the Early Learning and

Kindergarten Guidelines.

16.1.2 Include birth through three in the Early Learning and

Kindergarten Guidelines.

16.1.3 Align the Early Learning and Kindergarten Guidelines

with the K-12 Social Emotional Learning Framework and

Standards.

16.1.4 Design the Early Learning and Kindergarten Guidelines

to encompass a whole-child approach and to ensure the

needs of children from historically underserved/marginalized

communities are met.

16.1.5 Create a dissemination and implementation plan for

the Early Learning and Kindergarten Guidelines that meet

the needs of all children and families and all types of early

learning and care programs.

Strategy 16.2: Establish an integrated system of support

for the provision of joint professional development

opportunities for the early learning and care workforce and

K-2 educators.

16.2.1 Provide joint professional development to

administrators of early learning and care and K-2.

16.2.2 Enhance opportunities at the Hub level to facilitate

and fund shared professional development.

16.2.3 Build better connections between ODE and DELC

offered professional development so that they are accepted

by sponsoring organizations.

16.2.4 Cultivate opportunities for early learning and care

and public-school professionals to come together through

conferences, etc.

16.2.5 Include implicit bias training as part of the

implementation of the Early Learning Transition Check-in

(ELTC).

Strategy 16.3: Align policies and programs to provide

supportive transitions and continuity of services from early

learning and care to K-12 settings.

16.3.1 Implement statewide the Early Learning Transition

Check-in (ELTC).

16.3.2 Support the use of portfolio information from early

learning and care programs by K-12 educators.

16.3.3 Fully implement federal requirements for agreements

between K-12 and early learning and care programs.

16.3.4 Develop opportunities, coordinated through the Hubs,

for connections between early learning and care and K-12

to foster transition connections for children, families, and

educators.

16.3.5 Provide support to early learning and care programs

and school districts to facilitate kindergarten registration.

16.3.6 Address the transition timing for children moving from

Early Childhood Special Education (ECSE) to kindergarten.

16.3.7 Support the collaboration between early learning and

care and K-12 school districts for children transitioning from

Early Childhood Special Education (ECSE) to kindergarten.

16.3.8 Disseminate the “Jump Start Kindergarten Toolkit:

Resources for Implementing a High-Quality Summer

Kindergarten Transition Program” statewide.

16.3.9 Encourage collaboration of summer transitioning into

kindergarten programs between district staff and their early

learning and care regional and local teams.

SYSTEM GOAL 3: All children are thriving in early childhood and beyond.

Oregon Early Learning Council (June 2023) and Raise Up Oregon

Agency Implementation Coordination Team

MEMBERS OF THE OREGON EARLY LEARNING COUNCIL

Sue Miller ............................................................................................................................................................................................ Chair, Early Learning Council

Dave Baden .............................................................................................................................................................Interim Director, Oregon Health Authority

Andrea Bell ................................................................................................................ Executive Director, Oregon Housing and Community Services

Angela Blackwell ........................................................ Early Childhood Program Manager for the Confederated Tribes of Grande Ronde

Katy Brooks ......................................................................................................................................................................... CEO, Bend Chamber of Commerce

Peter Buckley ...............................................................................................................................................Program Manager, Southern Oregon Success

Ben Cannon ..................................................................................................................................Director, Higher Education Coordinating Commission

Alyssa Chatterjee ................................................................................................................................. Director, Department of Early Learning and Care

Colt Gill ..................................................................................Deputy Superintendent of Public Institution, Oregon Department of Education

Anne Kubisch ................................................................................................................................................. President and CEO, Ford Family Foundation

Kali Thorne Ladd ..................................................................................................................................................................................... CEO, Children’s Institute

George Mendoza .............................................................................................................................................. Superintendent, La Grande School District

Margaret Miller, MD ............................................................................................................................................................Medical Director, Juliette’s House

Soobin Oh ................................................................................................................................................................Co-Director, Teaching Preschool Partners

Liesl Wendt ...........................................................................................................................Deputy Director, Oregon Department of Human Services

MEMBERS OF THE RAISE UP OREGON AGENCY IMPLEMENTATION COORDINATION TEAM

Gwyn Bachtle ................................................................................................................Programs Manager, Department of Early Learning and Care

William Baney ........................................................................................................ Deputy Administrator, Oregon Department of Human Services

Chelsea Bunch......................................................Director of Equity, Diversity and Inclusion, Oregon Housing and Community Services

Mitchell Hanoosh ........................................................................................... Senior Policy Analyst, Oregon Housing and Community Services

Chelsea Holcomb ..........................................................................Director of Child and Family Behavioral Health, Oregon Health Authority

Stephanie Jarem ............................................................................................................................. Director of Health Policy, Oregon Health Authority

David Mandell .........................................................................................Chief of Policy and Research, Department of Early Learning and Care

Alexa Pearson .................................................................Director of Standards & Instructional Support, Oregon Department of Education

Catherine Stelzer .........................................................................Education Program Coordinator, Oregon Department of Human Services

Serena Stoudamire ...................................................... Deputy Director and Chief of Programs, Department of Early Learning and Care

Cate Wilcox ...............................Maternal & Child Health Manager, Title V Director, Public Health Division, Oregon Health Authority

Kara Williams ......................................................................................................Director of Inclusive Services, Oregon Department of Education

APPENDIX A:

Raise Up Oregon: A Statewide Early Childhood System Plan 2024-2028

APPENDIX B: Glossary

1115 Medicaid Waiver: The 1115 Medicaid

Waiver allows state Medicaid programs to

operate outside of the standard Medicaid

program. This waiver will make Oregon the

ﬁrst state to allow continuous enrollment of

children on the Oregon Health Plan (OHP)

from birth to age six. This means starting

January 1, 2023, families do not need to

renew to keep children covered and can get

the health care their child needs in their

most formative years.

211Info: 211info is a private, community-

based nonproﬁt organization funded by

state and municipal contracts, foundations,

donations, and community partners in

Oregon and Southwest Washington.

211info is an information and referral warm

line that serves Clark, Cowlitz, Skamania,

and Wahkiakum counties in Washington

and the entire state of Oregon. It helps

empower communities by helping people

identify, navigate, and connect with the local

resources they need.

Adverse Childhood Experiences (ACEs):

Early childhood experiences inﬂuence the

developing brain, and adversity/trauma

during sensitive periods of development

can create toxic stress and interrupt

normal brain development. Adverse

childhood experiences (ACEs) are a root

cause of many social, emotional, physical

and cognitive impairments that lead to

increased incidence of developmental

delays and other problems in childhood,

as well as adult health risk behaviors (e.g.

smoking, alcoholism), mental illness (e.g.

depression and suicide), diseases (e.g. heart

disease, cancer, diabetes), disability, and

premature mortality.

Ages and Stages Questionnaire (ASQ)

and Ages and Stages Questionnaire

- Social Emotional. (ASQ-SE) - The

ASQ provides a quick check of early

development, ages one month through

ﬁve years. The ASQ-SE provides a quick

check of a child’s early social emotional

development, ages from 1 month to six

years. Results from the ASQ and ASQ-SE

help determine if a child’s development

and social emotional development is on

schedule or if further evaluation is needed.

Alternative Rate Methodology: An

alternate rate-setting structure that is

determined by operating cost rather than

market price, and develop subsidy rates that

will give families access to more child care

providers.

Anti-Racist: A person who actively opposes

systems of prejudice based on race with

the intent to dismantle systems, policies,

practices, or procedures to redistribute

power in an equitable manner.

Babies First!: Babies First! Is a nurse home

visiting program that provides supports for

pregnant people and families with babies

and young children up to age 5. Babies

First! helps ensure that parents, caregivers,

families and babies have the support and

information they need to be healthy and

connects them with desired services.

Baby Promise: This program offers free,

high-quality early care and education for

infants and toddlers from low-income

families in Oregon. Baby Promise serves

children ages six weeks to three years, is a

publicly funded program and complements

other early learning programs such as

Preschool Promise and Oregon Pre-

Kindergarten.

Birth Through Five Literacy Plan (HB

3198): As part of the Early Literacy Success

Initiative, the Department of Early Learning

and Care shall establish and implement

the Birth Through Five Literacy Plan. (1)

The purposes of the plan are to: (a) Expand

culturally speciﬁc early literacy programs

for children from birth through ﬁve years of

age by: (i) Encouraging family and caregiver

engagement; and (ii) Providing research-

aligned, developmentally appropriate

professional training and coaching for direct

service staff in early literacy. (b) Promote the

capacity of programs that engage parents

and children from birth through ﬁve years

of age in early literacy and that are available

equitably and statewide. (c) Expand and

develop language revitalization efforts by

federally recognized Indian tribes in this

state. (2) Under the plan, the department

shall distribute grants from the Birth

Through Five Literacy Fund that align to the

outcomes and indicators that exist across

kindergarten readiness and culturally-

speciﬁc parent and child support programs.

CaCoon Program: The CaCoon Program

is a nurse home visiting program that

focuses on the child, birth through age

20, with complex health conditions that

results in the need for specialized medical,

educational, vocational, and social services,

as well as the impact of those needs on the

family. The primary service of the program

is care coordination. Services are provided

primarily in the home, but may also occur at

the Health Department, in the hospital, or

by phone.

Career and Technical Education (CTE):

Career and Technical Education (CTE)

embraces education, passion, and curiosity

to fuel the future for Oregon students. CTE

programs use 21st

entury technology to

support students in acquiring technical

skills, professional practices, and academic

knowledge critical for career success in

high-wage, in-demand careers.

Child Care and Adult Food Program

(CACFP): The Child and Adult Care Food

Program (CACFP) provides reimbursement

for nutritious meals and snacks served

to eligible children in child care centers,

family day care homes, schools, Head

Starts, emergency shelters and afterschool

programs, as well as to eligible adults in

adult care centers.

Child Care Center: A child care facility that

provides care and education to children in a

commercial setting.

Child Care Facility: Any facility that

provides child care to children, including

a child care center, certiﬁed family child

care home, and registered family child

care home. It includes those known under

a descriptive name, such as nursery

school, preschool, kindergarten, child play

school, before or after school care, or child

development center. This term applies to

the total child care operation and includes

the physical setting, administration, staff,

equipment, program, and care of children.

Child-Parent Psychotherapy (CPP):

Child-Parent Psychotherapy is for children

aged birth through six years who have

APPENDIX B: GLOSSARY

experienced trauma. Trauma can include

maltreatment, sexual abuse, sudden loss of a

loved one, or exposure to domestic violence.

The central goal of CPP is to support and

strengthen the child-parent relationship.

Child Protective Services (CPS): Child

Protective Services responds to reports of

child abuse in Oregon. Trained CPS workers

review and respond to each report of child

abuse to determine whether abuse occurred,

whether the child is safe, and whether the

family needs supportive services.

Collaborative Problem Solving: The goal

of this project is to help Oregon families,

especially those in rural and underserved

areas, strengthen positive relationships and

build the skills needed for success at home,

at school, in the community, and in life.

Co-Location of Affordable Rental Housing

and Early Care and Education (CARE)

Program: The CARE Program is an incentive

program that provides funding, technical

assistance, and matchmaking services to

encourage the co-location of affordable

housing developments with facilities and

spaces for early care and education. The

program is administered by Oregon Housing

& Community Services and is currently

contracted to a third party (Build Up Oregon

— partnership headed by Craft3) for day-to-

day management.

Community Information Exchange (CIE):

Community Information Exchange (CIE) is

a network of collaborative partners using

a multidirectional technology platform to

connect people to the services and supports

they need. Partners may include human

and social service, health care, and other

organizations.

Connect Oregon: Connect Oregon is a type

of CIE that is used to coordinate care among

a network of health and social care providers.

Partners in the networks are connected

through a shared technology platform,

Unite Us, which enables them to send and

receive electronic referrals, address people’s

social needs and improve health across

communities.

Continuous Eligibility: Continuous eligibility

does not require Medicaid members to

re-enroll to receive beneﬁts. The state

of Oregon provides continuous Medicaid

coverage for eligible children under the age

of six, and 24 months of continuous coverage

for eligible Oregonians who are six and older.

Coordinated Care Organization (CCO):

A CCO is a managed care organization that

oversees a network of all types of health care

providers (physical health care, addictions,

mental health care, and dental care

providers) who work together in their local

communities to serve people who receive

health coverage under the Oregon Health

Plan (Medicaid). CCOs focus on prevention

and helping people manage chronic

conditions, such as diabetes. This helps

reduce unnecessary emergency room visits

and supports people in being healthy.

Department of Early Learning and Care

(DELC): The Department of Early Learning

and Care (DELC) is a new Oregon state

agency that supports the development

and well-being of all Oregon children and

ensures families in every corner of the

state have access to high-quality early

learning and care. DELC also supports child

care professionals by providing technical

assistance, professional development

opportunities, business services, licensing,

grants, and other resources.

Division of Early Childhood (DEC):

The Division for Early Childhood (DEC)

promotes policies and advances evidence-

based practices that support families and

enhance the optimal development of young

children (0-8) who have or are at risk for

developmental delays and disabilities.

DEC creates the Early Interventionist/

Early Childhood Special Educator (EI/

ECSE) Standards, which represent the

ﬁrst standards to focus speciﬁcally on the

preparation of professionals who work with

young children ages birth through eight who

have or are at risk for developmental delays

and disabilities, and their families, across

home, classroom, and community settings.

Early Childhood Special Education

(ECSE): ECSE is specialized instruction that

is provided by trained early childhood special

education professionals to preschool children

with disabilities in various early childhood

settings such as preschool, child care, Oregon

Prekindergarten, and Head Start, among

others and requires the development of

an Individualized Education Plan. ECSE is

authorized by the federal Individuals with

Disabilities Education Act (IDEA).

Early Head Start: Early Head Start

provides early, continuous, intensive, and

comprehensive child development and

family support services to low-income

pregnant women, infants, toddlers, and their

families.

Early Intervention (EI): Services that are

designed to address the developmental

needs of infants and toddlers with disabilities,

ages birth to three years, and their families.

Early Intervention services are generally

administered by qualiﬁed personnel and

require the development of an Individualized

Family Service Plan (IFSP). Early Intervention

is authorized by the federal individuals with

Disabilities Education Act (IDEA).

Early Learning Council (ELC): In 2011

the Oregon Legislature created the ELC to

provide policy direction and oversee and

coordinate Oregon’s comprehensive early

learning system. The council also serves as

the policy rulemaking body for all programs

administered by the Early Learning Division.

Council members are appointed by the

governor for a term of four years.

Early Learning Hubs: The 2013 Legislature

authorized creation of 16 regional and

community-based Early Learning Hubs to

make support more available, accessible,

and effective for children and families,

particularly those from historically

underserved communities. Hubs bring

together the following sectors to improve

outcomes for young children and their

families: early education, K-12, health, human

services, and business.

Early Learning and Kindergarten

Guidelines: Oregon’s Early Learning and

Kindergarten Guidelines are for everyone

who interacts with children ages three-six.

Through alignment of and, in some cases,

adjustments or additions to the goals and

progressions identiﬁed in the Head Start

Early Learning Outcomes Framework and

the standards identiﬁed in the Common

Core State Standards for Kindergarten,

this document offers a shared view of and

common vocabulary for child development

and learning from age three through the

end of kindergarten. The Early Learning and

Kindergarten Guidelines include a continuum

of development and learning in ﬁve domains:

approaches to learning, social-emotional

development, language and communication,

literacy, and mathematics.

Early Learning Transition Check-In: The

redesigned “Kindergarten Assessment”

will collect a statewide snapshot of data

about children and families as they begin

Raise Up Oregon: A Statewide Early Childhood System Plan 2024-2028

kindergarten. The primary purpose will

be to inform state-level decisions about

Oregon’s early learning and care sector.

The redesigned components will also

meaningfully support families in building

relationships with their kindergarten

educators by inviting them to share about

their experiences before kindergarten.

Early Periodic Screening Diagnostic and

Treatment (EPSDT): EPSDT is a Medicaid

program whereby all Medicaid members

under 21 years of age are screened for age-

appropriate development and referred to

diagnostic and treatment as identiﬁed. This

includes screenings, checkups, tests, follow-

up care, and all medically necessary and

medically appropriate services.

Equity: Equity acknowledges that not all

people, or all communities, are starting

from the same place due to historical and

current systems of oppression. Equity is the

effort to provide different levels of support

based on an individual’s or group’s needs to

achieve fairness in outcomes. Equity requires

the redistribution of resources, power, and

opportunity.

Family Advocacy and Support Tool (FAST):

The Family Advocacy and Support Tool

(FAST) is a family-based version of the suite

of TCOM tools that include the Child and

Adolescent Needs and Strengths (CANS),

the Adult Needs and Strengths Assessment

(ANSA), and the Readiness Inventory for

Successful Employment (RISEmploy).

Family-Based Child Care: Family-Based

Child Care Home or “Home-Based”

means care and education for children in a

residential setting.

Family-Centered: Ensure that all types of

families are centered and actively engaged,

especially voices of families historically left

unheard, across service systems to enhance

their capacity to care for and protect their

children. It focuses on children’s safety and

needs within the context of their families

and communities and builds on families’

strengths to achieve optimal outcomes.

Family Connects: Family Connects Oregon

is an evidence-based, nurse home visiting

program for all families with newborns.

Through nurse home visits, parents are

connected to services as identiﬁed with the

nurse and family. The mission is to connect

families with resources that nurture their

whole family and support their child.

Family Preservation: An approach to

equitably serving families and children in

their homes and communities instead of

foster care, through collaborative efforts

between community agencies, families, tribal

nations, Child Welfare and Self-Sufﬁciency

Programs using values-based engagement,

concrete supports and connections, and

tailored services.

Family Spirit: The Family Spirit Program

is an evidence-based and culturally tailored

home visiting intervention delivered by

Native American paraprofessionals as an

Indigenous solution to supporting caregivers

during pregnancy and early childhood.

Caregivers gain knowledge and skills to

achieve optimum development for their

children across the domains of physical,

cognitive, social-emotional, language

learning, and self-help.

Fluoride Varnish: Fluoride varnish is a

dental treatment that can help prevent tooth

decay, slow it down, or stop it from getting

worse. Fluoride varnish is made with ﬂuoride,

a mineral that can strengthen tooth enamel

(outer coating on teeth). A small amount is

brushed on the top and sides of each tooth,

hardens quickly, and then is brushed off after

4-12 hours. It supports strong tooth enamel

and helps prevent tooth decay.

Health-Related Social Needs (HRSN):

Refers to the social and economic needs that

individuals experience that affect their ability

to maintain their health and well-being. They

include things such as housing instability,

housing quality, food insecurity, employment,

personal safety, lack of transportation and

affordable utilities, and more. Some of these

services are now covered by Medicaid.

Healthy Families Oregon: Healthy Families

Oregon is an accredited multi-site state

system with Healthy Families America (HFA)

that provides family support and parenting

education through home visiting, and is

Oregon’s largest child abuse prevention

program.

Higher Education Coordinating

Commission (HECC): The State of Oregon’s

Higher Education Coordinating Commission

(HECC) is the primary state entity responsible

for ensuring pathways to postsecondary

education success for Oregonians statewide

and serves as a convener of the groups and

institutions working across the public and

private higher education arena.

Historically underserved/marginalized

communities: Refers to communities

that the Early Learning Council Equity

Implementation Committee identiﬁed as

African American, Asian and Paciﬁc Islander,

English Language Learners, Geographically

Isolated, Immigrants and Refugees, Latino/

a/x, Tribal Communities, and Children with

Disabilities, Economic Disparities, or of

Incarcerated Parents/Parental Figures.

Inclusive Partners: Inclusive Partners

is a statewide program that works to

empower Oregon’s child care providers to

create environments that encourage full

participation for all children.Regardless of

provider type or funding stream, Inclusive

Partners provides technical assistance,

consultation, and support so families of

children with higher needs can play, work,

and learn together.

Individuals with Disabilities Education

Act (IDEA): A law that makes available a

free appropriate public education to eligible

infants, toddlers, children, and students ages

birth to 21 with disabilities throughout the

nation and ensures special education and

related services for those children.

Individualized Education Program (IEP):

The Individualized Education Program

(IEP) describes the plan for the student’s

educational program, including current

performance levels, student goals, and the

educational placement and other services

the student will receive to ensure access to

the Free Appropriate Public Education to

which they are entitled. In Oregon, the IEP is

used from kindergarten entry through age 21.

Individualized Education Program (IEP)

Team: The members of this multidisciplinary

team write a child’s IEP.

Individualized Family Service Plan

(IFSP): An IFSP is an individualized plan,

created in partnership with a child’s family,

that states the family’s desired outcomes

for their child and themselves and lists

the early intervention or early childhood

special education services and supports that

will help meet those outcomes. The plan

describes when, where, and how services are

delivered. In Oregon, the IFSP is used from

birth to kindergarten entry.

Infant and Early Childhood Mental Health

Consultation (IECMHC): Infant and early

childhood mental health consultation

(IECMHC) is an intervention that teams a

APPENDIX B: Glossary

mental health professional with early care

and education staff and families. This team

works on ways to help promote the social

and emotional development of the young

children in their care.

Inclusion: Inclusion means that everyone

is able to take part in the same activities,

enjoy the same experiences, and have the

same access to opportunity within their

communities, regardless of ability.

Integrated: The cross-sector collaboration

that focuses on children’s comprehensive

development: physical, cognitive, social and

emotional, and linguistic development.

Motivational Interviewing (MI):

Motivational Interviewing is an evidence-

based approach to behavior change. It

is a collaborative, goal-oriented style of

communication with particular attention to

the language of change. It is designed to

strengthen personal motivation towards a

speciﬁc goal and empower individuals to

change by reaching the deﬁnition they assign

to, the importance they place on, and their

capacity for change.

Navigator: An entity/individual that assists

families by connecting them with services

and programs, such as accessing and

enrolling in child care and early learning

programs. Navigators assist across agencies

and connect families to resources.

Nurse Family Partnership: Nurse

Family Partnership is an evidence-based

nurse home visiting program that seeks

improvements in the health and lives of ﬁrst-

time moms and their children affected by

social and economic inequality. The program

has specially educated nurses regularly

visit ﬁrst-time moms, starting early in the

pregnancy and continuing until the child’s

second birthday.

Oregon Department of Education (ODE):

ODE is responsible for implementing

the state’s public education policies. The

department is overseen by the governor,

acting as state superintendent of public

instruction, with an appointed deputy

superintendent acting as chief administrator.

Oregon Department of Human Services

(ODHS): The Oregon Department of Human

Services (ODHS) is Oregon’s principal

agency for helping people living in Oregon

achieve well-being and independence. ODHS

provides direct services to more than one

million individuals each year. These services

are a key safety net for people in diverse

communities across Oregon.

Oregon Early Childhood Inclusion

(OECI) Initiative: OECI is a comprehensive

statewide initiative aimed at facilitating the

establishment and accessibility of high-

quality inclusive preschool and child care

settings. Collaborating with existing and

interconnected promotion, prevention, and

intervention initiatives, the OECI aims to

enhance the knowledge, skills, and capacities

of professionals, parents, and community

members to support and implement

inclusive practices in early care and education

environments.

Oregon Early Childhood Inclusion

(OECI) State Leadership Team: The OECI

State Leadership Team is comprised of

representatives from various state and local

programs and agencies, and is responsible

for guiding the implementation of inclusive

practices in early care and education

environments for young children and

families.

Oregon’s Early Literacy Framework: This

framework provides for a strong foundation

for readers and writers (kindergarten through

5th grade). Standards are in development,

but here are the current links: Oregon’s Early

Literacy Framework (K-5) and Oregon’s Early

Learning and Kindergarten Guidelines.

Oregon Health Authority (OHA): Oregon

Health Authority is the state agency at the

forefront of work to improve the lifelong

health of Oregonians through partnerships,

prevention, and access to quality, affordable

health care. It includes most of the state’s

health and prevention programs such as

Public Health, Behavioral Health, Oregon

Health Plan, and Healthy Kids, as well as

public-private partnerships.

Oregon Health Plan (OHP): The Oregon

Health Plan (OHP) is Oregon’s Medicaid

and Children’s Health Insurance Program. It

provides health care coverage for Oregonians

from all walks of life. This includes working

families, children, pregnant adults, single

adults, and seniors.

Oregon Housing and Community Services

(OHCS): Oregon Housing and Community

Services is Oregon’s housing ﬁnance agency,

providing ﬁnancial and program support to

create and administer programs that provide

housing stabilization – from preventing

and ending homelessness, assisting with

utilities to keep someone stable, to ﬁnancing

multifamily affordable housing, and

encouraging homeownership.

Oregon MothersCare (OMC): Oregon

MothersCare is a program that supports

healthy pregnancies by connecting pregnant

people to prenatal care and other resources

in their communities.

Oregon Prenatal-to-Kindergarten (OPK):

The Oregon Prenatal-to-Kindergarten (OPK)

program is an early child development and

preschool program with comprehensive

services that serves children prenatal

through ﬁve and their families who live at

or 100% below the federal poverty level,

including children who are in foster care or

considered houseless. This program provides

infant, toddler, and preschool programming,

with wrap-around services that focus on

the whole child: cognitive, developmental,

and socio-emotional supports; medical and

dental screenings and referrals; nutritional

services; mental health services; parent

engagement opportunities; and referrals to

social service providers for the entire family.

Oregon Tribal Early Learning Alliance

(OTELA): The Oregon Tribal Early

Learning Alliance was formed to honor the

government-to-government relationship

between tribes and the state, provide

resources and promote best practices for

tribal early learning providers, and provide

our tribal children with culturally sensitive

and language enriched educational access.

ONE Eligibility: The ONE Eligibility system

provides choice and convenience in how

people in Oregon apply for and manage their

medical, food, cash, and child care beneﬁts.

Currently, with One Eligibility, those living

in Oregon can submit one application to be

considered for: OHP, SNAP, TANF, ERDC,

Temporary Assistance for Domestic Violence

Survivors, and Refugee cash assistance.

Parent-Child Interaction Therapy

(PCIT): Parent - Child Interaction Therapy

is a therapeutic intervention intended for

children ages two through six years, and their

parents. It is nationally recognized as one

of the most effective treatments for young

children experiencing signiﬁcant social,

emotional, or behavioral problems.

Parent Management Training – Oregon:

The Parent Management Training Oregon

Model is an evidence-based intervention

that helps parents strengthen families at

Raise Up Oregon: A Statewide Early Childhood System Plan 2024-2028

all levels (children, youth, parents, and

couples). It promotes parenting and social

skills and prevents, reduces, and reverses the

development of moderate to severe conduct

problems in children and youth.

Preschool Promise: A high-quality state

preschool program serving three- and

four-year- old children living in families

at or below 200% of the federal poverty

guidelines. It was created by the 2015 Oregon

Legislature with a commitment to supporting

all of Oregon’s young children and families

with a focus on equity and expanding

opportunities to underserved populations.

The program is administered by Early

Learning Hubs throughout the state, bringing

together early learning programs operated

by Head Start, K-12, licensed child care, and

community-based child care in a mixed-

delivery model.

Publicly funded early learning and care

programs: These programs receive funding

through grant or contract, federal, state, or

local governmental funds for early learning

and care services. Public funding comes

from a federal, state, or other publicly funded

agency. Public funding is money that comes

from the government, often through taxes,

that’s used to help the public through goods

and services.

Pyramid Model: The Pyramid Model is

a framework of evidence-based practices

for promoting young children’s healthy

social and emotional development. The

Pyramid Model provides guidance for: early

childhood special education personnel, early

intervention personnel, early educators,

families, and other professionals.

Qualiﬁed Allocation Plan: The QAP sets

out the state’s eligibility priorities and criteria

for awarding federal tax credits to housing

properties. The QAP is a tool advocates can

use to inﬂuence how their state’s share of

annual low-income housing tax credits is

allocated to affordable housing properties.

Registered Family Child Care Home: This

home is the residence of the provider. There

is a current Family Child Care Registration at

the address and an individual who provides

care in the family living quarters.

Relief Nurseries: Relief Nurseries

seek to prevent the cycle of child abuse

and neglect through early intervention

that focuses on building successful and

resilient children, strengthening parenting

skills, and preserving families by offering

comprehensive and integrated early

childhood therapeutic and family support

services. Relief Nursery services are available

to children from birth through ﬁve and their

families. Relief Nursery services are trauma

informed, non-stigmatizing, voluntary,

strength based, culturally responsive,

and designed to achieve appropriate early

childhood development and healthy and

attached family functioning.

SafeCare

: This is an evidence-based

training curriculum for parents that provides

direct-skill training to parents in child

behavior management, home safety training,

and child health care skills to prevent child

maltreatment.

Social-Emotional Learning: Social-

Emotional Learning is the process through

which all young people and adults acquire

and apply the knowledge, skills, and

attitudes to develop healthy identities,

manage emotions and achieve personal and

collective goals, feel and show empathy for

others, establish and maintain supportive

relationships, and make responsible and

caring decisions.

State Interagency Coordinating Council

(SICC): The State Interagency Coordinating

Council (SICC) ensures interagency

coordination and supports the ongoing

development of quality statewide services

for young children and their families. The

Council advises, advocates, and collaborates

on state, local, and individual levels to

maximize each child’s unique potential and

ability to participate in society. The Council

works to improve the quality of life for

children who experience disability according

to each family’s value system.

Suspension and expulsion: According

to recent research data, young children in

early childhood settings are being expelled

or suspended at a high rate, and children

of color and children with disabilities are

disproportionately affected. The high rate of

suspension and expulsion harms children

and families, causing negative outcomes

in children’s development, health, and

education.

Temporary Assistance for Needy Families

(TANF): This program provides concrete and

economic support, including cash assistance

that families can use to foster economic

stability and well-being. The amount and

type of assistance a family gets depends on

income and family size.

Thriving:Thriving is positive physical,

mental, cognitive, and social well-being

characterized by strong minds and bodies,

positive identity, feelings of self-worth, and

hope for the future. Children thrive in the

context of vibrant communities, healthy

environments, and caring families and

relationships. Racial justice, equity, and

inclusion are foundational practices that

support optimal child development.

Title V Maternal and Child Health (MCH)

Block Grant: Title V is the only federal

program devoted to improving the health

of all women, children, and families. It

provides funding to state maternal and child

health (MCH) programs, which serve 35

million women and children in the US. It also

includes designated funding for children and

youth with special health care needs.

Title V Well Woman Care: Well Woman

Care is one of nine priority areas of the Title V

block grant. It focuses on ensuring women’s

health before, during, and after pregnancy.

Trauma-Informed Care (TIC): TIC is an

approach used in working with children

exposed to traumatic events or conditions.

Children exposed to trauma may display

heightened aggression, poor social skills,

and impulsivity; they also may struggle

academically or engage in risk taking or other

challenging behaviors. Service providers

and family members that are trained in TIC

learn effective ways to interact with these

children, such as helping them cope with

traumatic “triggers,” supporting their emotion

regulation skills, maintaining predictable

routines, and using effective behavior

management strategies.

Universal Referral Form: The Universal

Referral Form (URF) for early intervention

and early childhood special education (EI/

ECSE) is a standardized form that primary

care clinicians can use to refer children to EI/

ECSE. The purpose of the URF is to provide

key information to EI/ECSE and obtain

consent for two-way communication between

EI/ECSE and pediatric partners to support

timely and successful referrals.

Well-being: This refers to the whole well-

being of people, families, and communities,

especially those being left behind due to

race, age, disability, identity, and place.

APPENDIX B: Glossary

Progress to Date: Key Wins 2019-2023

The upheaval of the past ﬁve years has not deterred Oregon from focusing on the essential work called for in the ﬁrst edition of

Raise Up Oregon, which covered the years 2019 through 2023. We celebrate the foundational accomplishments during this period

even as we know it is essential to continue the work for Oregon’s young children and their families.

APPENDIX C:

BUILDING OREGON’S EARLY

CHILDHOOD SYSTEM_________________________

Committing to a Shared Vision for Early Childhood Across

Oregon State Agencies

Through Raise Up Oregon, leaders from six state agencies

committed to the vision that a state early childhood system

requires come together to coordinate, align, and collaborate

so that the full set of supports that young children and their

families need to grow and thrive exists.

Engaging Family Voice in State Early Childhood System

State agencies within Oregon’s early childhood system

have enhanced their engagement of family voices and

communities to inform policies, programs, and practices.

Over the last few years, DELC, ODE, OHCS, ODHS, and OHA

conducted community engagement sessions that, along

with community listening sessions led by the Early Learning

Council, informed Raise Up Oregon: A Statewide Early

Childhood System Plan 2024-2028.

Direct Funding to Culturally Responsive and Community-

Based Organizations

DELC, ODE, OHCS, ODHS, and OHA created direct funding

relationships with culturally responsive and community-based

organizations to more equitably serve communities.

Establishing the Early Learning Council’s Home Visiting

System Committee

The Early Learning Council appointed a standing Home

Visiting System Committee to advance the development

and alignment of Oregon’s statewide comprehensive home

visiting service network. Membership includes two Council

members (who serve as co-chairs) and leaders from DELC,

OHA, ODHS, ODE, OHCS, tribal nations, philanthropic

organizations, Early Learning Hubs, and coordinated care

organizations (CCOs).

HEALTH_______________________________________

Continuous Oregon Health Plan Enrollment for Children

from Birth to Age Six

OHA established continuous health insurance coverage for

children from their birth to age six through the Oregon Health

Plan (OHP) to ensure and stabilize young children’s access to

health care coverage and participation in well-child visits.

Addressing Health-Related Social Needs

OHA successfully secured funding to support recipients of

Medicaid (Oregon Health Plan) to have secure housing, food,

and climate supports. Implementation of funds is ongoing,

and OHA plans to roll out services beginning in 2024.

Establishing and Expanding Universally Offered Home

Visiting

Universally Offered Home Visiting, using the national

model Family Connects, began offering services to families

of newborns in 2021. To deliver Family Connects, OHA is

partnering with local communities and Early Learning Hubs to

connect families with comprehensive supports.

Improving Maternal and Child Health through Traditional

Health Workers

OHA updated CCO 2.0 (coordinated care organizations) for

Medicaid to expand innovative ways of improving maternal

and early childhood health, such as traditional health workers,

i.e., doulas and community health workers.

Supporting Children’s Social-Emotional Health

Children’s social-emotional health is being supported through

CCO 2.0, including a new collaboration between OHA and

DELC to create a CCO-level metric for improving the social-

emotional health of children under age six. In addition, DELC

secured funding to hire over 50 infant-early childhood mental

health consultants statewide to prevent the suspension and

expulsion of young children from early learning and care

settings. DELC assembled a cross-sector team to develop

collaboration between state agencies on early intervention

and infant-early childhood mental health efforts.

Raise Up Oregon: A Statewide Early Childhood System Plan 2024-2028

HOUSING_____________________________________

Co-locating Affordable Housing and Child Care Services

Oregon Housing and Community Services (OHCS) spurred

interest across the public and private sectors to foster the

co-location of affordable housing with early learning and care

services for families. $10 million has been awarded and a pilot

is moving forward.

HUMAN SERVICES____________________________

Reducing Out-of-Home Child Welfare Placements

through Family Preservation

ODHS expanded Family Preservation as an approach to

supporting children and families in the community. These

efforts include collaborating with community partners, tribal

nations, and state agencies to provide cross-sector supports

to increase family well-being and reduce out-of-home

placements of children.

Improving Access to Services through One Integrated

Eligibility System for Families

ODHS implemented the ONE Integrated Eligibility (ONE-

IE) System to allow families to complete a single online or

in-person application for Temporary Assistance for Needy

Families (TANF), Supplemental Nutrition Assistance Program

(SNAP), Employment Related Day Care (ERDC), and Oregon

Health Plan (Medicaid/OHP). Families no longer must apply

separately for these programs.

Initiating Statewide Paid Family Leave

The statewide insurance program administered by the Oregon

Employment Department provides up to 12 weeks of paid

leave beginning in 2023. The approach ensures that the

lowest-income employees are not constrained by wage loss if

they choose to take leave to care for their newborn or adopted

child, a critical time for attachment. Oregonians at the lowest

income levels have the same access to paid leave as higher-

income earners, an important step in building equity at birth.

EARLY LEARNING AND CARE_________________

Creating New Department of Early Learning and Care

Effective July 2023, the Early Learning Division in the ODE

and the Employment Related Day Care (ERDC) program

in ODHS combined to become the Department of Early

Learning and Care (DELC). The creation of DELC allows the

expansion and strengthening of the early learning and care

system to better serve Oregon’s children, families, and early

learning providers.

Expanding Early Learning and Care Programs

The creation of the Early Learning Account, through the

2019 Student Success Act, increased access to early

learning and care programs administered by DELC. These

programs include the Early Childhood Equity Fund, Healthy

Families Oregon (HFO), Oregon Prenatal to Kindergarten

(OPK), Preschool Promise, Relief Nurseries, and parenting

education.

Increasing Families’ Access to Child Care

Employment-Related Day Care (ERDC) was expanded to

increase family income eligibility and lower co-pays, which are

now capped at seven percent of a family’s income. Families

participating in ERDC are also able to enroll in Temporary

Assistance for Needy Families (TANF) simultaneously,

allowing families to participate in both cash assistance and

subsidized child care.

Increasing Investments in and Access to Early

Intervention/Early Childhood Special Education

As a result of the 2019 Student Success Act, Early

Intervention/Early Childhood Special Education (EI/

ECSE) in ODE received a signiﬁcantly increased investment

to expand access to equitable services and supports for

infants, toddlers, and children with developmental delays

and disabilities and their families. In addition, the Oregon

Early Childhood Inclusion State Leadership Team supported

increased access to inclusive early learning environments for

young children with disabilities by increasing and enhancing

inclusive practices across Oregon.

Introducing Jump Start Kindergarten

ODE distributed grants starting in 2022 to school districts

to offer the Jump Start Kindergarten program that prepares

Oregon’s educators, schools, districts, communities, and

systems to receive and support all young children and their

families in the transition from preschool to kindergarten. In

May 2023, ODE released the Jump Start Kindergarten Toolkit

for use by school districts across the state.

Identifying Early Childhood Needs Through Early

Learning Hubs Sector Plans

Early Learning Hubs piloted Coordinated Enrollment for

Preschool Promise and Head Start, and created regional

sector plans that map early childhood priorities to inform the

distribution of preschool resources.

APPENDIX C: Progress to Date: Key Wins 2019-2023

Chart of Short-term (2024) Objectives and Strategies

SYSTEM GOAL 1: The early childhood system is equitable: integrated, accessible, inclusive,

anti-racist, and family centered.

OBJECTIVE 1: Honor and recognize the sovereignty of the nine federally recognized tribal nations within Oregon and ensure strong

government-to-government relationships to beneﬁt tribal communities.

Strategy 1.3: Promote and preserve tribal culture in coordination with Oregon Tribal Early Learning Alliance.

OBJECTIVE 2: Multi-agency partnerships are developed at the state and local levels to systematically support improved outcomes

and streamlined access for all young children and their families.

Strategy 2.2: Coordinate supports for young children and their families across agencies in support of ODHS’ Family Preservation Initiative.

Strategy 2.3: Increase access to One Eligibility/Oregon Eligibility Partnership for use by other programs serving young children and their

families.

Strategy 2.4: Align early literacy development standards and practices between grades K-2 and early learning and care.

Strategy 2.5: Create successful pathways for children’s enrollment and participation in Early Intervention/Early Childhood Special Education

(EI/ECSE) through partnerships with the health, child welfare, and early learning and care sectors.

Strategy 2.6: Implement a locally developed, state-supported system to coordinate home visiting services.

Strategy 2.7 - Implement expanded housing, nutrition, and climate-related supports as part of the 1115 Medicaid Waiver.

Strategy 2.8: Co-locate affordable housing and early childhood programs.

Strategy 2.9: Advance higher education workforce solutions that meet early childhood system needs and support a diverse workforce.

OBJECTIVE 3: Early Learning Hubs are leveraged and resourced to advance regional early childhood systems that are equitable,

integrated, accessible, inclusive, and family centered.

Strategy 3.1: Early Learning Hubs convene early childhood system partners across sectors, families, and community organizations to co-

develop community strategic vision and plans, and to support partners in implementation and problem-solving.

Strategy 3.2: Early Learning Hubs engage families and community organizations, prioritizing those who are historically under-represented, in

the development and implementation of state early childhood policies and programs.

Strategy 3.3: Early Learning Council engages with the Early Learning Hubs to inform state design and implementation of the early childhood

system and development of council priorities.

Strategy 3.4: Agencies provide public resources to Early Learning Hubs and engage their regional and local ofﬁces to successfully implement

these strategies.

OBJECTIVE 4: The business, philanthropic, and non-proﬁt communities champion and support the development of the early

childhood system.

Strategy 4.1: Build the supply of child care through public-private partnerships involving business, philanthropy, non-proﬁts, and state and

local government.

Strategy 4.2: Support services that promote families’ well-being, e.g., paid leave, health insurance, apprenticeships, family wage jobs, and

home visiting.

APPENDIX D:

Raise Up Oregon: A Statewide Early Childhood System Plan 2024-2028

SYSTEM GOAL 2: All families with young children are supported to ensure their well-being.

OBJECTIVE 5: Families with young children are supported in knowing about and accessing a full range of services that meet their

needs and are culturally and linguistically responsive.

Strategy 5.1: Create or strengthen coordinated, family-centered intake and referral processes into home visiting, and from home visiting into

other desired services.

Strategy 5.2: Expand navigators in a coordinated, efﬁcient manner across the early childhood system.

Strategy 5.3: Promote service locations that are more accessible to communities.

Strategy 5.4: Support Connect Oregon statewide.

Strategy 5.5: Fully implement continuous Medicaid/Oregon Health Plan enrollment for children from birth to age six.

OBJECTIVE 6: Families with young children have increased access to economic supports.

Strategy 6.1: Implement the ending of full family sanctions of Temporary Assistance for Needy Families (TANF).

Strategy 6.2: Support implementation of paid family leave and state Earned Income Tax Credit (EITC).

OBJECTIVE 7:

All families have access to support for their physical, social, emotional, behavioral, and oral health.

Strategy 7.1: Increase equitable access to reproductive, maternal, and prenatal health services.

Strategy 7.2: Improve access to culturally and linguistically responsive and speciﬁc, multi-generational approaches to physical, social,

emotional, behavioral, and oral health.

Strategy 7.3: Improve access to nutritional support including breastfeeding and the Special Supplemental Nutrition Program for Women,

Infants and Children (WIC).

Strategy 7.4: Improve utilization of community health workers and doulas.

OBJECTIVE 8: Families have expanded access to culturally and linguistically responsive and speciﬁc family preservation strategies,

resources, and programs focused on the prenatal-to-ﬁve population.

Strategy 8.2: Increase access to evidence-based, culturally responsive, and culturally speciﬁc early childhood programs (e.g., Relief Nurseries,

parenting education, home visiting programs) proven to reduce abuse and neglect for families at imminent risk of entering the child welfare

system.

Strategy 8.3: Improve coordination between child welfare and other key agency partners.

OBJECTIVE 9: Affordable housing is available statewide for all families with young children.

Strategy 9.3: Identify and modify state and local regulatory barriers to co-locating affordable housing with services and resources that help

families with young children.

OBJECTIVE 10 - All parents and families are supported and engaged in enabling their children to thrive.

Strategy 10.1: Expand parenting and family education.

Strategy 10.2: Increase access to home visiting, prioritizing culturally responsive programs.

Strategy 10.3: Build or strengthen regional structures that ensure family leadership in the co-creation of policies, recommendations, and

strategies that guide home visiting coordination.

Strategy 10.4: Increase equitable access for the professional development of home visitors.

Strategy 10.5: Increase collaboration among home visitors, home visiting leaders, and cross-sector partners.

APPENDIX D: Chart of Short-term (2024) Objectives and Strategies

SYSTEM GOAL 3: All children are thriving in early childhood and beyond.

OBJECTIVE 11: Families have access to high-quality, culturally, and linguistically responsive birth-to- ﬁve pediatric health care services.

Strategy 11.1: Increase and improve equitable access to early childhood oral health.

Strategy 11.2: Ensure birth-to-ﬁve health care services are comprehensive, accessible, high quality, and culturally and linguistically responsive.

Strategy 11.3: Ensure implementation support for trauma-informed care and resilience training and professional development for all pediatric

providers participating in the Oregon Health Plan.

Strategy 11.4: Ensure implementation support for all pediatric providers participating in the Oregon Health Plan to screen for trauma history

and resilience factors.

OBJECTIVE 12: Families have access to high-quality, culturally, and linguistically responsive birth-to- ﬁve social and emotional supports.

Strategy 12.1: Ensure trauma-informed care and resilience training and professional development for professionals working in pediatric

physical health, behavioral health, child welfare, human services, home visiting, Early Intervention/Early Childhood Special Education (EI/

ECSE), and early learning and care settings.

Strategy 12.2: Provide culturally responsive and culturally speciﬁc infant and early childhood mental health (IECMH) supports in early

learning and care, home visiting, Early Intervention/Early Childhood Special Education (EI/ECSE), child welfare, and health.

Strategy 12.3: Include social, emotional, and trauma-responsive screening in all health, child welfare, human services, Early Intervention/

Early Childhood Special Education (EI/ECSE), early learning and care programs, and home visiting programs.

OBJECTIVE 13: Young children with developmental delays and disabilities are identiﬁed early and provided with inclusive services to reach

their full potential.

Strategy 13.1: Increase outreach and completed referrals for Early Intervention/Early Childhood Special Education (EI/ECSE).

Strategy 13.3: Increase the number of children with developmental delays and disabilities receiving services in typical early childhood settings.

Strategy 13.4: Update Early Intervention/Early Childhood Special Education (EI/ECSE) personnel standards to prepare professionals who

provide services and support to young children who have developmental delays and disabilities and their families, across home, classroom,

and community settings.

Strategy 13.5: Strengthen the alignment of early childhood special education, Early Intervention (EI) services, early learning and care, health,

and home visiting through coordinated governance.

OBJECTIVE 14: Families have access to high-quality (culturally responsive, inclusive, developmentally appropriate) and affordable early

learning and care that meets their needs.

Strategy 14.2: Increase state support and investment in quality early learning and care.

Strategy 14.3: Preserve and expand federal funding for quality early learning and care.

Strategy 14.4: Improve professional development opportunities for the full diversity of the early learning and care workforce, inclusive of all settings.

Strategy 14.5: Build pathways to credentials and degrees that recruit and retain a diverse early learning and care workforce.

Strategy 14.6: Ensure child care licensing and compliance is rooted in equity, facilitates the application approval process, and supports child

care providers to be successful in caring for Oregon’s children.

Strategy 14.7: Increase inclusion opportunities for children with developmental delays and disabilities in early learning and care settings.

Strategy 14.8: Prevent suspension and expulsion in early learning and care settings through infant and early childhood mental health

consultation and professional development supports.

Strategy 14.9: Reduce family ﬁnancial burden for access to early learning and care.

Strategy 14.10: Implement the Co-location Fund for affordable housing and early learning and care and expand statewide.

Strategy 14.11: Compensate and recognize early childhood educators as professionals.

OBJECTIVE 15: The early childhood workforce is diverse, culturally responsive, high quality, and well compensated.

Strategy 15.1: Improve professional development opportunities for the full diversity of the early childhood workforce.

Strategy 15.2: Build pathways to credentials and degrees that recruit and retain a diverse early childhood workforce.

OBJECTIVE 16: Children and families experience supportive transitions and continuity of services across early learning and care and public

education (K-12) settings.

Strategy 16.3: Align policies and programs to provide supportive transitions and continuity of services from early learning and care to K-12 settings.

Raise Up Oregon: A Statewide Early Childhood System Plan 2024-2028

Objectives and Strategies by State Agency

DEPARTMENT OF EARLY LEARNING AND CARE

SYSTEM GOAL 1: The early childhood system is equitable: integrated, accessible, inclusive, anti-racist, and family-centered.

OBJECTIVE 1: Honor and

recognize the sovereignty of the

nine federally recognized Tribal

Nations within Oregon and ensure

strong government-to-government

relationships to beneﬁt tribal

communities.

Strategy 1.1: Support the implementation of the Oregon Tribal Early Learning Alliance.

Strategy 1.2: Bring together all Tribal Affairs Coordinators across state agencies to coordinate their

early childhood work and align engagement strategies.

Strategy 1.3: Promote and preserve tribal culture in coordination with Oregon Tribal Early Learning

Alliance.

Strategy 1.4: Dedicate portions of programmatic funding to ensure tribal nations have access

to resources, recognizing and respecting the timelines and processes of the Government-to-

Government relationship.

OBJECTIVE 2: Multi-agency

partnerships are developed at the

state and local levels to systematically

support improved outcomes and

streamlined access for all young

children and their families.

Strategy 2.1: Align family and community engagement and culturally speciﬁc partnership

strategies across all six agencies.

Strategy 2.2: Coordinate supports for young children and their families across agencies in support

of ODHS’ Family Preservation Initiative.

Strategy 2.3: Increase access to One Eligibility/Oregon Eligibility Partnership for use by other

programs serving young children and their families.

Strategy 2.4: Align early literacy development standards and practices between grades K-2 and

early learning and care.

Strategy 2.5: Create successful pathways for children’s enrollment and participation in Early

Intervention/Early Childhood Special Education (EI/ECSE) through partnerships with the health,

child welfare, and early learning and care sectors.

Strategy 2.6: Implement a locally developed, state-supported system to coordinate home visiting

services.

Strategy 2.8: Co-locate affordable housing and early childhood programs.

Strategy 2.9: Advance higher education workforce solutions that meet early childhood system

needs and support a diverse workforce.

Strategy 2.10: Include information needs of the early childhood system in data use and sharing

agreements across state agencies.

OBJECTIVE 3: Early Learning Hubs

are leveraged and resourced to

advance regional early childhood

systems that are equitable, integrated,

accessible, inclusive, and family-

centered.

Strategy 3.2: Early Learning Hubs engage families and community organizations, prioritizing those

who are historically under-represented, in the development and implementation of state early

childhood policies and programs.

Strategy 3.4: Agencies provide public resources to Early Learning Hubs and engage their regional

and local ofﬁces to successfully implement these strategies.

OBJECTIVE 4: The business,

philanthropic, and non-proﬁt

communities champion and support

the development of the early

childhood system.

Strategy 4.1: Build the supply of child care through public-private partnerships involving business,

philanthropy, non-proﬁts, and state and local government.

Strategy 4.2: Support services that promote families’ well-being, e.g., paid leave, health insurance,

apprenticeships, family wage jobs, and home visiting.

APPENDIX E:

APPENDIX E: Objectives and Strategies by State Agency

SYSTEM GOAL 2: All families with young children are supported to ensure their well-being.

OBJECTIVE 5: Families with young

children are supported in knowing

about and accessing a full range of

services that meet their needs and are

culturally and linguistically responsive.

Strategy 5.1: Create or strengthen coordinated, family-centered intake and referral processes into

home visiting, and from home visiting into other desired services.

Strategy 5.2: Expand navigators in a coordinated, efﬁcient manner across the early childhood system.

Strategy 5.3: Promote service locations that are more accessible to communities.

OBJECTIVE 6: Families with young

children have increased access to

economic supports.

Strategy 6.2: Support implementation of paid family leave and state Earned Income Tax Credit (EITC).

Strategy 6.3: Expand categorical eligibility for child care assistance to new populations such as

those who are houseless, experiencing domestic violence, and child welfare-involved families.

OBJECTIVE 7: All families have

access to support for their physical,

social, emotional, behavioral, and oral

health.

Strategy 7.3: Improve access to nutritional support including breastfeeding and the Special

Supplemental Nutrition Program for Women, Infants and Children (WIC).

OBJECTIVE 8: Families have

expanded access to culturally and

linguistically responsive and speciﬁc

family preservation strategies,

resources, and programs focused on

the prenatal-to-ﬁve population.

Strategy 8.1: Continuously consult and coordinate with tribal nations to collaborate on creating and

funding family preservation services that meet the culturally speciﬁc needs of tribal communities

and inform potential evidence-based practices for implementation.

Strategy 8.2: Increase access to evidence-based, culturally responsive, and culturally speciﬁc early

childhood programs (e.g., Relief Nurseries, parenting education, home visiting programs) proven to

reduce abuse and neglect for families at imminent risk of entering the child welfare system.

Strategy 8.3: Improve coordination between Child Welfare and other key agency partners.

OBJECTIVE 9: Affordable housing is

available statewide for all families with

young children.

Strategy 9.3: Identify and modify state and local regulatory barriers to co-locating affordable

housing with services and resources that help families with young children.

OBJECTIVE 10: All parents and

families are supported and engaged in

enabling their children to thrive.

Strategy 10.1: Expand parenting and family education.

Strategy 10.2: Increase access to home visiting, prioritizing culturally responsive programs.

Strategy 10.3: Build or strengthen regional structures that ensure family leadership in the co-

creation of policies, recommendations, and strategies that guide home visiting coordination.

Strategy 10.4: Increase equitable access for the professional development of home visitors.

Strategy 10.5: Increase collaboration among home visitors, home visiting leaders, and cross-sector

partners.

SYSTEM GOAL 3: All children are thriving in early childhood and beyond

OBJECTIVE 11: Families have

access to high-quality, culturally, and

linguistically responsive birth to ﬁve

pediatric health care services.

Strategy 11.1: Increase and improve equitable access to early childhood oral health.

OBJECTIVE 12: Families have

access to high-quality, culturally, and

linguistically responsive birth to ﬁve

social and emotional supports.

Strategy 12.1: Ensure trauma-informed care and resilience training and professional development

for professionals working in pediatric physical health, behavioral health, child welfare, human

services, home visiting, Early Intervention/Early Childhood Special Education (EI/ECSE), and early

learning and care settings.

Strategy 12.2: Provide culturally responsive and culturally speciﬁc infant and early childhood

mental health (IECMH) supports in early learning and care, home visiting, Early Intervention/Early

Childhood Special Education (EI/ECSE), child welfare, and health.

Strategy 12.3: Include social, emotional, and trauma-responsive screening in all health, child

welfare, human services, Early Intervention/Early Childhood Special Education (EI/ECSE), early

learning, and care programs, and home visiting programs.

Raise Up Oregon: A Statewide Early Childhood System Plan 2024-2028

APPENDIX E: Objectives and Strategies by State Agency

OBJECTIVE 13: Young children with

developmental delays and disabilities

are identiﬁed early and provided with

inclusive services to reach their full

potential.

Strategy 13.3: Increase the number of children with developmental

delays and disabilities receiving services in typical early childhood settings.

Strategy 13.5: Strengthen the alignment of early childhood special education, Early Intervention

(EI) services, early learning and care, health, and home visiting through coordinated governance.

OBJECTIVE 14: Families have

access to high-quality (culturally

responsive, inclusive, developmentally

appropriate) and affordable early

learning and care that meets their

needs.

Strategy 14.1: Expand the availability of early learning and care, including workforce, facilities, and

transportation.

Strategy 14.2: Increase state support and investment in quality early learning and care.

Strategy 14.4: Improve professional development opportunities for the full diversity of the early

learning and care workforce, inclusive of all settings.

Strategy 14.5: Build pathways to credentials and degrees that recruit and retain a diverse early

learning and care workforce.

Strategy 14.6: Ensure child care licensing and compliance is rooted in equity, facilitates the

application approval process, and supports child care providers to be successful in caring for

Oregon’s children.

Strategy 14.7: Increase inclusion opportunities for children with developmental delays and

disabilities in early learning and care settings.

Strategy 14.8: Prevent suspension and expulsion in early learning and care settings through infant

and early childhood mental health consultation and professional development supports.

Strategy 14.9: Reduce family ﬁnancial burden for access to early learning and care.

Strategy 14.10: Implement the Co-location Fund for affordable housing and early learning and care

and expand statewide.

Strategy 14.11: Compensate and recognize early childhood educators as professionals.

OBJECTIVE 15: The early childhood

workforce is diverse, culturally

responsive, high quality, and well

compensated.

Strategy 15.1: Improve professional development opportunities for the full diversity of the early

childhood workforce.

Strategy 15.2: Build pathways to credentials and degrees that recruit and retain a diverse early

childhood workforce.

OBJECTIVE 16: Children and families

experience supportive transitions

and continuity of services across early

learning and care and public education

(K-12) settings.

Strategy 16.1: Update the Early Learning and Kindergarten Guidelines to ensure a consistent

framework across educational settings.

Strategy 16.2: Establish an integrated system of support for the provision of joint professional

development opportunities for the early learning and care workforce and K-2 educators.

Strategy 16.3: Align policies and programs to provide supportive transitions and continuity of

services from early learning and care to K-12 settings.

HIGHER EDUCATION COORDINATING COMMISSION

SYSTEM GOAL 1: The early childhood system is equitable: integrated, accessible, inclusive, anti-racist, and family centered.

OBJECTIVE 1: Honor and

recognize the sovereignty of the

nine federally recognized tribal

nations within Oregon and ensure

strong government-to-government

relationships to beneﬁt tribal

communities.

Strategy 1.1: Support the implementation of the Oregon Tribal Early Learning Alliance.

Strategy 1.2: Bring together all Tribal Affairs Coordinators across state agencies to coordinate their

early childhood work and align engagement strategies.

OBJECTIVE 2: Multi-agency

partnerships are developed at the

state and local levels to systematically

support improved outcomes and

streamlined access for all young

children and their families.

Strategy 2.1: Align family and community engagement and culturally speciﬁc partnership

strategies across all six agencies.

Strategy 2.9: Advance higher education workforce solutions that meet early childhood system

needs and support a diverse workforce.

Strategy 2.10: Include information needs of the early childhood system in data use and sharing

agreements across state agencies.

OBJECTIVE 3: Early Learning Hubs

are leveraged and resourced to

advance regional early childhood

systems that are equitable, integrated,

accessible, inclusive, and family-

centered.

Strategy 3.2: Early Learning Hubs engage families and community organizations, prioritizing those

who are historically under-represented, in the development and implementation of state early

childhood policies and programs.

Strategy 3.4: Agencies provide public resources to Early Learning Hubs and engage their regional

and local ofﬁces to successfully implement these strategies.

OBJECTIVE 10: All parents and

families are supported and engaged in

enabling their children to thrive.

Strategy 10.2: Increase access to home visiting, prioritizing culturally responsive programs.

SYSTEM GOAL 3: All children are thriving in early childhood and beyond.

OBJECTIVE 11: Families have

access to high-quality, culturally, and

linguistically responsive birth- to-ﬁve

pediatric health care services.

Strategy 11.5: Increase the supply of clinical mental health providers who reﬂect the communities

that they serve and are trained in and provide infant early childhood mental health clinical services.

OBJECTIVE 12: Families have

access to high-quality, culturally, and

linguistically responsive birth to ﬁve

social and emotional supports.

Strategy 12.2: Provide culturally responsive and culturally speciﬁc infant and early childhood

mental health (IECMH) supports in early learning and care, home visiting, Early Intervention/Early

Childhood Special Education (EI/ECSE), child welfare, and health.

OBJECTIVE 13: Young children with

developmental delays and disabilities

are identiﬁed early and provided with

inclusive services to reach their full

potential.

Strategy 13.4: Update Early Intervention/Early Childhood Special Education (EI/ECSE) personnel

standards to prepare professionals who provide services and support to young children who have

developmental delays and disabilities and their families, across home, classroom, and community

settings.

OBJECTIVE 14: Families have access

to high-quality (culturally responsive,

inclusive, developmentally appropriate)

and affordable early learning and care

that meets their needs.

Strategy 14.1: Expand the availability of early learning and care, including workforce, facilities, and

transportation.

OBJECTIVE 15: The early childhood

workforce is diverse, culturally

responsive, high quality, and well

compensated.

Strategy 15.1: Improve professional development opportunities for the full diversity of the early

childhood workforce.

Strategy 15.2: Build pathways to credentials and degrees that recruit and retain a diverse early

childhood workforce.

Raise Up Oregon: A Statewide Early Childhood System Plan 2024-2028

OREGON DEPARTMENT OF EDUCATION

SYSTEM GOAL 1: The early childhood system is equitable: integrated, accessible, inclusive, anti-racist, and family centered.

OBJECTIVE 1: Honor and recognize

the sovereignty of the nine federally

recognized tribal nations within Oregon

and ensure strong government-to-

government relationships to beneﬁt

tribal communities.

Strategy 1.1: Support the implementation of the Oregon Tribal Early Learning Alliance.

Strategy 1.2: Bring together all Tribal Affairs Coordinators across state agencies to coordinate their

early childhood work and align engagement strategies.

OBJECTIVE 2: Multi-agency

partnerships are developed at the

state and local levels to systematically

support improved outcomes and

streamlined access for all young

children and their families.

Strategy 2.1: Align family and community engagement and culturally speciﬁc partnership

strategies across all six agencies.

Strategy 2.2: Coordinate supports for young children and their families across agencies in support

of ODHS’ Family Preservation Initiative.

Strategy 2.3: Increase access to One Eligibility/Oregon Eligibility Partnership for use by other

programs serving young children and their families.

Strategy 2.4: Align early literacy development standards and practices between grades K-2 and

early learning and care.

Strategy 2.5: Create successful pathways for children’s enrollment and participation in Early

Intervention/Early Childhood Special Education (EI/ECSE) through partnerships with the health,

child welfare, and early learning and care sectors.

Strategy 2.6: Implement a locally developed, state-supported system to coordinate home visiting

services.

Strategy 2.9: Advance higher education workforce solutions that meet early childhood system

needs and support a diverse workforce.

Strategy 2.10: Include information needs of the early childhood system in data use and sharing

agreements across state agencies.

OBJECTIVE 3: Early Learning Hubs are

everaged and resourced to advance

regional early childhood systems that

are equitable, integrated, accessible,

inclusive, and family centered.

Strategy 3.2: Early Learning Hubs engage families and community organizations, prioritizing those

who are historically under-represented, in the development and implementation of state early

childhood policies and programs.

Strategy 3.4: Agencies provide public resources to Early Learning Hubs and engage their regional

and local ofﬁces to successfully implement these strategies.

OBJECTIVE 4: The business,

philanthropic, and non-proﬁt

communities champion and support

the development of the early

childhood system.

Strategy 4.2: Support services that promote families’ well-being, e.g., paid leave, health insurance,

apprenticeships, family wage jobs, and home visiting.

SYSTEM GOAL 2: All families with young children are supported to ensure their well-being.

OBJECTIVE 5: Families with young

children are supported in knowing

about and accessing a full range of

services that meet their needs and are

culturally and linguistically responsive.

Strategy 5.1: Create or strengthen coordinated, family-centered intake and referral processes into

home visiting, and from home visiting into other desired services.

Strategy 5.2: Expand navigators in a coordinated, efﬁcient manner across the early childhood system.

Strategy 5.3: Promote service locations that are more accessible to communities.

OBJECTIVE 7: All families have

access to support for their physical,

social, emotional, behavioral, and oral

health.

Strategy 7.2: Improve access to culturally and linguistically responsive and speciﬁc, multi-

generational approaches to physical, social, emotional, behavioral, and oral health.

Strategy 7.3: Improve access to nutritional support including breastfeeding and the Special

Supplemental Nutrition Program for Women, Infants and Children (WIC)

APPENDIX E: Objectives and Strategies by State Agency

OBJECTIVE 10: All parents and

families are supported and engaged in

enabling their children to thrive.

Strategy 10.2: Increase access to home visiting, prioritizing culturally

responsive programs.

Strategy 10.3: Build or strengthen regional structures that ensure family leadership in the co-

creation of policies, recommendations, and strategies that guide home visiting coordination.

Strategy 10.4: Increase equitable access for the professional development of home visitors.

Strategy 10.5: Increase collaboration among home visitors, home visiting leaders, and cross-sector

partners.

SYSTEM GOAL 3: All children are thriving in early childhood and beyond.

OBJECTIVE 12: Families have

access to high-quality, culturally, and

linguistically responsive birth to ﬁve

social and emotional supports.

Strategy 12.1: Ensure trauma-informed care and resilience training and professional development

for professionals working in pediatric physical health, behavioral health, child welfare, human

services, home visiting, Early Intervention/Early Childhood Special Education (EI/ECSE), and early

learning and care settings.

Strategy 12.2: Provide culturally responsive and culturally speciﬁc infant and early childhood

mental health (IECMH) supports in early learning and care, home visiting, Early Intervention/Early

Childhood Special Education (EI/ECSE), child welfare, and health.

Strategy 12.3: Include social, emotional, and trauma-responsive screening in all health, child

welfare, human services, Early Intervention/Early Childhood Special Education (EI/ECSE), early

learning, and care programs, and home visiting programs.

OBJECTIVE 13: Young children with

developmental delays and disabilities

are identiﬁed early and provided with

inclusive services to reach their full

potential.

Strategy 13.1: Increase outreach and completed referrals for Early Intervention/Early Childhood

Special Education (EI/ECSE).

Strategy 13.2: Broaden eligibility criteria for Early Intervention (EI).

Strategy 13.3: Increase the number of children with developmental delays and disabilities receiving

services in typical early childhood settings.

Strategy 13.4: Update Early Intervention/Early Childhood Special Education (EI/ECSE) personnel

standards to prepare professionals who provide services and support to young children who have

developmental delays and disabilities and their families, across home, classroom, and community

settings.

Strategy 13.5: Strengthen the alignment of early childhood special education, Early Intervention

(EI) services, early learning and care, health, and home visiting through coordinated governance.

OBJECTIVE 14: Families have access

to high-quality (culturally responsive,

inclusive, developmentally appropriate)

and affordable early learning and care

that meets their needs.

Strategy 14.7: Increase inclusion opportunities for children with developmental delays and

disabilities in early learning and care settings.

Strategy 14.8: Prevent suspension and expulsion in early learning and care settings through infant

and early childhood mental health consultation and professional development supports.

OBJECTIVE 15: The early childhood

workforce is diverse, culturally

responsive, high quality, and well

compensated.

Strategy 15.1: Improve professional development opportunities for the full diversity of the early

childhood workforce.

Strategy 15.2: Build pathways to credentials and degrees that recruit and retain a diverse early

childhood workforce.

OBJECTIVE 16: Children and families

experience supportive transitions

and continuity of services across early

learning and care and public education

(K-12) settings.

Strategy 16.1: Update the Early Learning and Kindergarten Guidelines to ensure a consistent

framework across educational settings.

Strategy 16.2: Establish an integrated system of support for the provision of joint professional

development opportunities for the early learning and care workforce and K-2 educators.

Strategy 16.3: Align policies and programs to provide supportive transitions and continuity of

services from early learning and care to K-12 settings.

Raise Up Oregon: A Statewide Early Childhood System Plan 2024-2028

OREGON DEPARTMENT OF HUMAN SERVICES

SYSTEM GOAL 1: The early childhood system is equitable: integrated, accessible, inclusive, anti-racist, and family-centered.

OBJECTIVE 1: Honor and recognize

the sovereignty of the nine federally

recognized Tribal Nations within

Oregon and ensure strong government-

to-government relationships to beneﬁt

tribal communities.

Strategy 1.1: Support the implementation of the Oregon Tribal Early Learning Alliance.

Strategy 1.2: Bring together all Tribal Affairs Coordinators across state agencies to coordinate their

early childhood work and align engagement strategies.

OBJECTIVE 2: Multi-agency

partnerships are developed at the

state and local levels to systematically

support improved outcomes and

streamlined access for all young

children and their families.

Strategy 2.1: Align family and community engagement and culturally speciﬁc partnership

strategies across all six agencies.

Strategy 2.2: Coordinate supports for young children and their families across agencies in support

of ODHS’ Family Preservation Initiative.

Strategy 2.3: Increase access to One Eligibility/Oregon Eligibility Partnership for use by other

programs serving young children and their families.

Strategy 2.5: Create successful pathways for children’s enrollment and participation in Early

Intervention/Early Childhood Special Education (EI/ECSE) through partnerships with the health,

child welfare, and early learning and care sectors.

Strategy 2.6: Implement a locally developed, state-supported system to coordinate home visiting services.

Strategy 2.7: Implement expanded housing, nutrition, and climate-related supports as part of the

1115 Medicaid Waiver.

Strategy 2.8: Co-locate affordable housing and early childhood programs.

Strategy 2.9: Advance higher education workforce solutions that meet early childhood system

needs and support a diverse workforce.

Strategy 2.10: Include information needs of the early childhood system in data use and sharing

agreements across state agencies.

OBJECTIVE 3: Early Learning Hubs are

leveraged and resourced to advance

regional early childhood systems that

are equitable, integrated, accessible,

inclusive, and family-centered.

Strategy 3.2: Early Learning Hubs engage families and community organizations, prioritizing those

who are historically under-represented, in the development and implementation of state early

childhood policies and programs.

Strategy 3.4: Agencies provide public resources to Early Learning Hubs and engage their regional

and local ofﬁces to successfully implement these strategies.

OBJECTIVE 4: The business,

philanthropic, and non-proﬁt

communities champion and support

the development of the early

childhood system.

Strategy 4.1: Build the supply of child care through public-private partnerships

involving business, philanthropy, non-proﬁts, and state and local government.

Strategy 4.2: Support services that promote families’ well-being, e.g., paid leave, health insurance,

apprenticeships, family wage jobs, and home visiting.

SYSTEM GOAL 2: All families with young children are supported to ensure their well-being.

OBJECTIVE 5: Families with young

children are supported in knowing

about and accessing a full range of

services that meet their needs and are

culturally and linguistically responsive.

Strategy 5.1: Create or strengthen coordinated, family-centered intake and referral processes into

home visiting, and from home visiting into other desired services.

Strategy 5.2: Expand navigators in a coordinated, efﬁcient manner across the early childhood system.

Strategy 5.3: Promote service locations that are more accessible to communities.

OBJECTIVE 6: Families with young

children have increased access to

economic supports.

Strategy 6.1: Implement the ending of full family sanctions of Temporary Assistance for Needy

Families (TANF).

Strategy 6.2: Support implementation of paid family leave and state Earned Income Tax Credit (EITC).

Strategy 6.3: Expand categorical eligibility for child care assistance to new populations such as

those who are houseless, experiencing domestic violence, and child welfare-involved families.

APPENDIX E: Objectives and Strategies by State Agency

OBJECTIVE 7: All families have access

to support for their physical, social,

emotional, behavioral, and oral health.

Strategy 7.3: Improve access to nutritional support including breastfeeding

and the Special Supplemental Nutrition Program for Women, Infants, and

Children (WIC).

OBJECTIVE 8: Families have

expanded access to culturally and

linguistically responsive and speciﬁc

family preservation strategies,

resources, and programs focused on

the prenatal-to-ﬁve population.

Strategy 8.1: Continuously consult and coordinate with tribal nations to collaborate on creating and

funding family preservation services that meet the culturally speciﬁc needs of tribal communities

and inform potential evidence-based practices for implementation.

Strategy 8.2: Increase access to evidence-based, culturally responsive, and culturally speciﬁc early

childhood programs (e.g., Relief Nurseries, parenting education, home visiting programs) proven to

reduce abuse and neglect for families at imminent risk of entering the child welfare system.

Strategy 8.3: Improve coordination between child welfare and other key agency partners.

OBJECTIVE 10: All parents and

families are supported and engaged in

enabling their children to thrive.

Strategy 10.1: Expand parenting and family education.

Strategy 10.2: Increase access to home visiting, prioritizing culturally responsive programs.

Strategy 10.3: Build or strengthen regional structures that ensure family leadership in the co-

creation of policies, recommendations, and strategies that guide home visiting coordination.

Strategy 10.4: Increase equitable access for the professional development of home visitors.

Strategy 10.5: Increase collaboration among home visitors, home visiting leaders, and cross-sector

partners.

SYSTEM GOAL 3: All children are thriving in early childhood and beyond.

OBJECTIVE 12: Families have

access to high-quality, culturally, and

linguistically responsive birth- to-ﬁve

social and emotional supports.

Strategy 12.1: Ensure trauma-informed care and resilience training and professional development

for professionals working in pediatric physical health, behavioral health, child welfare, human

services, home visiting, Early Intervention/Early Childhood Special Education (EI/ECSE), and early

learning and care settings.

Strategy 12.2: Provide culturally responsive and culturally speciﬁc infant and early childhood

mental health (IECMH) supports in early learning and care, home visiting, Early Intervention/Early

Childhood Special Education (EI/ECSE), child welfare, and health.

Strategy 12.3: Include social, emotional, and trauma-responsive screening in all health, child

welfare, human services, Early Intervention/Early Childhood Special Education (EI/ECSE), early

learning and care programs, and home visiting programs.

OBJECTIVE 15: The early childhood

workforce is diverse, culturally

responsive, high quality, and well

compensated.

Strategy 15.1: Improve professional development opportunities for the full diversity of the early

childhood workforce.

Strategy 15.2: Build pathways to credentials and degrees that recruit and retain a diverse early

childhood workforce.

Raise Up Oregon: A Statewide Early Childhood System Plan 2024-2028

OREGON HEALTH AUTHORITY

SYSTEM GOAL 1: The early childhood system is equitable: integrated, accessible, inclusive, anti-racist, and family centered.

OBJECTIVE 1: Honor and recognize

the sovereignty of the nine federally

recognized tribal nations within Oregon

and ensure strong government-to-

government relationships to beneﬁt

tribal communities.

Strategy 1.1: Support the implementation of the Oregon Tribal Early Learning Alliance.

Strategy 1.2: Bring together all Tribal Affairs Coordinators across state agencies to coordinate their

early childhood work and align engagement strategies.

OBJECTIVE 2: Multi-agency

partnerships are developed at the

state and local levels to systematically

support improved outcomes and

streamlined access for all young

children and their families.

Strategy 2.1: Align family and community engagement and culturally speciﬁc partnership

strategies across all six agencies.

Strategy 2.2: Coordinate supports for young children and their families across agencies in support

of ODHS’ Family Preservation Initiative.

Strategy 2.3: Increase access to One Eligibility/Oregon Eligibility Partnership for use by other

programs serving young children and their families.

Strategy 2.5: Create successful pathways for children’s enrollment and participation in Early

Intervention/Early Childhood Special Education (EI/ECSE) through partnerships with the health,

child welfare, and early learning and care sectors.

Strategy 2.6: Implement a locally developed, state-supported system to coordinate home visiting

services.

Strategy 2.7: Implement expanded housing, nutrition, and climate-related supports as part of the

1115 Medicaid Waiver.

Strategy 2.8: Co-locate affordable housing and early childhood programs.

Strategy 2.9: Advance higher education workforce solutions that meet early childhood system

needs and support a diverse workforce.

Strategy 2.10: Include information needs of the early childhood system in data use and sharing

agreements across state agencies.

OBJECTIVE 3: Early Learning Hubs are

leveraged and resourced to advance

regional early childhood systems that

are equitable, integrated, accessible,

inclusive, and family centered.

Strategy 3.2: Early Learning Hubs engage families and community organizations, prioritizing those

who are historically under-represented, in the development and implementation of state early

childhood policies and programs.

Strategy 3.4: Agencies provide public resources to Early Learning Hubs and engage their regional

and local ofﬁces to successfully implement these strategies.

OBJECTIVE 4: The business,

philanthropic, and non-proﬁt

communities champion and support

the development of the early

childhood system.

Strategy 4.2: Support services that promote families’ well-being, e.g., paid leave, health insurance,

apprenticeships, family wage jobs, and home visiting.

SYSTEM GOAL 2: All families with young children are supported to ensure their well-being.

OBJECTIVE 5: Families with young

children are supported in knowing

about and accessing a full range of

services that meet their needs and are

culturally and linguistically responsive.

Strategy 5.1: Create or strengthen coordinated, family-centered intake and referral processes into

home visiting, and from home visiting into other desired services.

Strategy 5.2: Expand navigators in a coordinated, efﬁcient manner across the early childhood system.

Strategy 5.3: Promote service locations that are more accessible to communities.

Strategy 5.4: Support Connect Oregon statewide.

Strategy 5.5: Fully implement continuous Medicaid/Oregon Health Plan enrollment for children

from birth to age six.

APPENDIX E: Objectives and Strategies by State Agency

OBJECTIVE 6: Families with young

children have increased access to

economic supports.

Strategy 6.2: Support implementation of paid family leave and state

Earned Income Tax Credit (EITC).

Strategy 6.3: Expand categorical eligibility for child care assistance to new populations such as

those who are houseless, experiencing domestic violence, and child welfare-involved families.

OBJECTIVE 7: All families have

access to support for their physical,

social, emotional, behavioral, and oral

health.

Strategy 7.1: Increase equitable access to reproductive, maternal, and prenatal health services.

Strategy 7.2: Improve access to culturally and linguistically responsive and speciﬁc, multi-

generational approaches to physical, social, emotional, behavioral, and oral health.

Strategy 7.3: Improve access to nutritional support including breastfeeding and the Special

Supplemental Nutrition Program for Women, Infants and Children (WIC).

Strategy 7.4: Improve utilization of community health workers and doulas.

OBJECTIVE 8: Families have

expanded access to culturally and

linguistically responsive and speciﬁc

family preservation strategies,

resources, and programs focused on

the prenatal-to-ﬁve population.

Strategy 8.1: Continuously consult and coordinate with tribal nations to collaborate on creating and

funding family preservation services that meet the culturally speciﬁc needs of tribal communities

and inform potential evidence-based practices for implementation.

Strategy 8.2: Increase access to evidence-based, culturally responsive, and culturally speciﬁc early

childhood programs (e.g., Relief Nurseries, parenting education, home visiting programs) proven to

reduce abuse and neglect for families at imminent risk of entering the child welfare system.

Strategy 8.3: Improve coordination between child welfare and other key agency partners.

OBJECTIVE 10: All parents and

families are supported and engaged in

enabling their children to thrive.

Strategy 10.1: Expand parenting and family education.

Strategy 10.2: Increase access to home visiting, prioritizing culturally responsive programs.

Strategy 10.3: Build or strengthen regional structures that ensure family leadership in the co-

creation of policies, recommendations, and strategies that guide home visiting coordination.

Strategy 10.4: Increase equitable access for the professional development of home visitors.

Strategy 10.5: Increase collaboration among home visitors, home visiting leaders, and cross-sector

partners.

SYSTEM GOAL 3: All children are thriving in early childhood and beyond.

OBJECTIVE 11: Families have

access to high-quality, culturally, and

linguistically responsive birth- to-ﬁve

pediatric health care services.

Strategy 11.1: Increase and improve equitable access to early childhood oral health.

Strategy 11.2: Ensure birth-to-ﬁve health care services are comprehensive, accessible, high quality,

and culturally and linguistically responsive.

Strategy 11.3: Ensure implementation support for trauma-informed care and resilience training and

professional development for all pediatric providers participating in the Oregon Health Plan.

Strategy 11.4: Ensure implementation support for all pediatric providers participating in the Oregon

Health Plan to screen for trauma history and resilience factors.

Strategy 11.5: Increase the supply of clinical mental health providers who reﬂect the communities

that they serve and are trained in and provide infant early childhood mental health clinical services.

OBJECTIVE 12: Families have

access to high-quality, culturally, and

linguistically responsive birth- to-ﬁve

social and emotional supports.

Strategy 12.1: Ensure trauma-informed care and resilience training and professional development

for professionals working in pediatric physical health, behavioral health, child welfare, human

services, home visiting, Early Intervention/Early Childhood Special Education (EI/ECSE), and early

learning and care settings.

Strategy 12.2: Provide culturally responsive and culturally speciﬁc infant and early childhood

mental health (IECMH) supports in early learning and care, home visiting, Early Intervention/Early

Childhood Special Education (EI/ECSE), child welfare, and health.

Strategy 12.3: Include social, emotional, and trauma-responsive screening in all health, child

welfare, human services, Early Intervention/Early Childhood Special Education (EI/ECSE), early

learning and care programs, and home visiting programs.

Raise Up Oregon: A Statewide Early Childhood System Plan 2024-2028

OBJECTIVE 13: Young children

with developmental delays and

disabilities are identiﬁed early and

provided with inclusive services to

reach their full potential.

Strategy 13.5: Strengthen the alignment of early childhood special

education, E arly Intervention (EI) services, early learning and care, health,

and home visiting through coordinated governance.

OBJECTIVE 14: Families have access

to high-quality (culturally responsive,

inclusive, developmentally appropriate)

and affordable early learning and care

that meets their needs.

Strategy 14.8: Prevent suspension and expulsion in early learning and care settings through infant

and early childhood mental health consultation and professional development supports.

OBJECTIVE 15: The early childhood

workforce is diverse, culturally

responsive, high quality, and well

compensated.

Strategy 15.1: Improve professional development opportunities for the full diversity of the early

childhood workforce.

Strategy 15.2: Build pathways to credentials and degrees that recruit and retain a diverse early

childhood workforce.

OREGON HOUSING AND COMMUNITY SERVICES

SYSTEM GOAL 1: The early childhood system is equitable: integrated, accessible, inclusive, anti-racist, and family-centered.

OBJECTIVE 1: Honor and recognize

the sovereignty of the nine federally

recognized Tribal Nations within

Oregon and ensure strong government-

to-government relationships to beneﬁt

tribal communities.

Strategy 1.1: Support the implementation of the Oregon Tribal Early Learning Alliance.

Strategy 1.2: Bring together all Tribal Affairs Coordinators across state agencies to coordinate their

early childhood work and align engagement strategies.

OBJECTIVE 2: Multi-agency

partnerships are developed at the

state and local levels to systematically

support improved outcomes and

streamlined access for all young

children and their families.

Strategy 2.1: Align family and community engagement and culturally speciﬁc partnership

strategies across all six agencies.

Strategy 2.2: Coordinate supports for young children and their families across agencies in support

of ODHS’ Family Preservation Initiative.

Strategy 2.3: Increase access to One Eligibility/Oregon Eligibility Partnership for use by other

programs serving young children and their families.

Strategy 2.7: Implement expanded housing, nutrition, and climate-related supports as part of the

1115 Medicaid Waiver.

Strategy 2.8: Co-locate affordable housing and early childhood programs.

Strategy 2.9: Advance higher education workforce solutions that meet early childhood system

needs and support a diverse workforce.

Strategy 2.10: Include information needs of the early childhood system in data use and sharing

agreements across state agencies.

OBJECTIVE 3: Early Learning Hubs are

leveraged and resourced to advance

regional early childhood systems that

are equitable, integrated, accessible,

inclusive, and family-centered.

Strategy 3.2: Early Learning Hubs engage families and community organizations, prioritizing those

who are historically under-represented, in the development and implementation of state early

childhood policies and programs.

Strategy 3.4: Agencies provide public resources to Early Learning Hubs and engage their regional

and local ofﬁces to successfully implement these strategies.

OBJECTIVE 4: The business,

philanthropic, and non-proﬁt

communities champion and support

the development of the early

childhood system.

Strategy 4.1: Build the supply of child care through public-private partnerships involving business,

philanthropy, non-proﬁts, and state and local government.

Strategy 4.2: Support services that promote families’ well-being, e.g., paid leave, health insurance,

apprenticeships, family wage jobs, and home visiting.

APPENDIX E: Objectives and Strategies by State Agency

Raise Up Oregon: A Statewide Early Childhood System Plan 2024-2028

SYSTEM GOAL 2: All families with young children are supported to ensure their well-being.

OBJECTIVE 5: Families with young

children are supported in knowing

about and accessing a full range of

services that meet their needs and are

culturally and linguistically responsive.

Strategy 5.2: Expand navigators in a coordinated, efﬁcient manner across the early childhood

system.

Strategy 5.3: Promote service locations that are more accessible to communities.

OBJECTIVE 6: Families with young

children have increased access to

economic supports.

Strategy 6.2: Support implementation of paid family leave and state Earned Income Tax Credit

(EITC).

Strategy 6.3: Expand categorical eligibility for child care assistance to new populations such as

those who are houseless, experiencing domestic violence, and child welfare-involved families.

OBJECTIVE 9: Affordable housing is

available statewide for all families with

young children.

Strategy 9.1: Incorporate preferences through the Qualiﬁed Allocation Plan (QAP)

and other affordable housing funding program frameworks for developers to build

and provide units, spaces, and services required by families with young children.

Strategy 9.2: Incentivize developers in rural and other underserved areas to prioritize and work

towards meeting the need for affordable housing for local families with young children.

Strategy 9.3: Identify and modify state and local regulatory barriers to co-locating affordable

housing with services and resources that help families with young children.

OBJECTIVE 10: All parents and

families are supported and engaged in

enabling their children to thrive.

Strategy 10.2: Increase access to home visiting, prioritizing culturally responsive programs.

OBJECTIVE 14: Families have access

to high-quality (culturally responsive,

inclusive, developmentally appropriate)

and affordable early learning and care

that meets their needs.

Strategy 14.1: Expand the availability of early learning and care, including workforce, facilities, and

transportation.

Strategy 14.10: Implement the Co-location Fund for affordable housing and early learning and care

and expand statewide.

Raise Up Oregon: A Statewide Early Childhood System Plan 2024-2028

SOURCE DOCUMENTS: State Agency Plans Supporting Raise Up Oregon

APPENDIX F:

APPENDIX F: Source Documents: State Agency Plans Supporting Raise Up Oregon

DEPARTMENT OF EARLY LEARNING AND CARE

PDG Strengths and Needs Assessment: Statewide Household Survey Results

Coordinated Enrollment Year 1 Evaluation (includes Family Survey)

Coordinated Enrollment Implementation Evaluation

Coordinated Enrollment Guidebook

Professional Learning System Report

PDG Provider Survey: The Effects of COVID-19 on Oregon’s ECE Workforce and Programs

CCDF State Plan Feedback & Analysis

Centering Racial Equity: Design Considerations for Oregon’s Statewide Infant and Early

Childhood Mental

Health Consultation (IECMHC) Program

ECE Sector Plans

Hub strategic plans

Child Care Safety Portal Ad Hoc Committee Final Report

Year 1 of the ECEF Evaluation

OREGON DEPARTMENT OF EDUCATION

OR B6 Fact Sheet-Preschool Environments

OR C3 & B7 Fact Sheet-Child Outcomes

EI/ECSE Community Engagement Plan

Part C State Systemic Improvement Plan

Part B State Systemic Improvement Plan

SB 53 Final Legislative Report

Oregon Early Childhood Inclusion-Indicators Initiative Annual Report

HB 2016 African American/Clack Student Success Plan

American Indian/Alaska Native Student Success Plan

English Learners Strategic Plan

Latina/A/X and Indigenous Student Success Plan

Part B 2019 State Performance Plan/Annual Performance Report

Part C 2019 State Performance Plan/Annual Performance Report

Oregon’s Comprehensive System of Professional Development

OREGON DEPARTMENT OF HUMAN SERVICES

Child Welfare Vision for Transformation

2020 Child Welfare Data Book

Oregon Child Welfare Data Set 2020 Data Highlights

Oregon Child Abuse Hotline Annual Report 2021

Child and Family Services Plan 2020 - 2024

Child Welfare Annual Progress & Services Report 2022

Annual Budget Request for Title IV-B, CAPTA, etc. Federal Fiscal Year Funding

Social Services Block Grant: Report of Intended Use for Federal Fiscal Year 2021

CSH Youth Housing Needs Assessment Summary Report

Child Welfare Research Priorities

Child Welfare Research Agenda

ODHS Child Welfare Procedure Manual

Identifying Capacity Needs for Children within the Oregon Child Welfare System

Oregon Developmental Disabilities System Strategic Plan

Well-Being Initiative

Family First (Oregon Title IV-E Prevention Plan)

OREGON HEALTH AUTHORITY

OHA Community Engagement: Strategic Plan Report

State Health Improvement Plan (Healthier Together Oregon)

Medicaid 1115 Demonstration Application

Communications Engagement Feedback Analysis and Summary Report – Medicaid

1115 Waiver

2017 – 2020 Strategic Plan Final Progress Report

Findings and Recommendations – Committee Membership Workgroup, Oregon Health

Policy Board

Health Complexity in Children – Statewide Summary and accompanying Cover Letter

Maternal and Child Health Data Book 2017

Growing Healthy Futures Strategic Plan 2020 – 2025 (WIC)

Moving Forward – 2021 Annual Report (WIC)

Guidance Document for Transformation & Quality Strategy

Oregon Annual Trends in Birth & Pregnancy 2010 -2020 Dashboard

Issue Brief: Community Information Exchange

OHA Community Engagement Strategies Checklist

Tribal Behavioral Health Strategic Plan

OREGON HOUSING AND COMMUNITY SERVICES

Breaking New Ground: Oregon’s Statewide Housing Plan

Statewide Housing Plan Year 2 Strategies

Housing Outreach Report

Raise Up Oregon: A Statewide Early Childhood System Plan 2024-2028

Source: Census’ American Community Survey (ACS), 2017-2021 5-year

estimates, Table B09001. This ﬁgure is the estimated number of children

under 6 years old in Oregon. The ACS table provides the Census estimates

of the number of children under 5 years old and the number of children

5-9 years old. We estimated the number of 5-year-old children by dividing

the number of children 5-9 years old by ﬁve. We then added the estimated

numbers of children under 5 years old and 5-year-old children together to

estimate the total number children under 6 years old.

Source: Census’ American Community Survey (ACS), 2017-2021 5-year

estimates, Tables B01001B-I. Each ACS table provides the Census estimates

of the number of children under 5 years old and the number of children

5-9 years old by race and ethnicity categories. We estimated the number

of 5-year-old children in each category by dividing the number of children

5-9 years old by ﬁve. We then added the estimated numbers of children

under 5 years old and 5-year-old children together to estimate the total

number children under 6 years old in each category. We then calculated the

percentage of children under 6 years old in the categories of Black/African

American, American Indian/Alaska Native, Asian, Native Hawaiian/Paciﬁc

Islander, Hispanic/Latino, other race, and two or more races.

iii

Center on the Developing Child, Harvard University. (2020). How racism can

affect child development. https://harvardcenter.wpenginepowered.com/wp-

content/uploads/2020/11/RacismInfographic_2020.pdf

Hardy, A. & Fortner, A. (2021). Shaping equitable early childhood policy:

Incorporating inclusive community engagement frameworks into expanded

data strategies.

Hardy, E., Joshi, P. Leonardos, M., & Acevedo-Garcia, D. (2021). Advancing

racial equity through neighborhood-informed early childhood policy: A

research and policy review.

Modestino, A. S., Ladge, J. J., Swartz, A., & Lincoln, A. (2021, April

29). Childcare is a business issue. Harvard Business Review. https://hbr.

org/2021/04/childcare-is-a-business-issue

vii

First Five Years Fund. (2023, March 8). The ﬁrst ﬁve things to know: Impact

of the child care crisis on women & mothers. https://www.ffyf.org/the-ﬁrst-

ﬁve-things-you-need-to-know-impact-of-the-child-care-crisis-on-women-

mothers/#:~:text=But%20the%20number%20one%20reason,due%20

to%20child%20care%20issues

viii

U.S. Chamber of Commerce Foundation. The bedrock of American business:

High-quality early childhood education. https://www.uschamberfoundation.

org/early-childhood-education/the-business-case

Boudreaux, M. H., Golberstein, E., & McAlpine, D. D. (2016). The long-

term impacts of Medicaid exposure in early childhood: Evidence from the

program’s origin. Journal of health economics, 45, 161–175. https://doi.

org/10.1016/j.jhealeco.2015.11.001

Campbell, F., Conti, G., Heckman, J. J., Moon, S. H., Pan, Y., Pinto, R., &

Pungello, E. P. (2014). Early childhood investments substantially boost

adult health. Science, 343 (6178), 1478–1485. https://doi.org/10.1126/

science.1248429.

Campbell, F. A., Pungello, E. P., Burchinal, M., Kainz, K., Pan, Yi, Wasik, B.

H., . . . Ramey, C. T (2012). Adult outcomes as a function of early childhood

educational intervention: An Abecedarian Project follow-up. Developmental

Psychology, 48 (4), 1033–1043. https://doi.org/10.1037/a0026644.

xii

Heckman, J., & Karapakula, G. (2019b). The Perry Preschoolers at Late

Midlife: A Study in Design-Speciﬁc Inference (No. w25888; p. w25888).

National Bureau of Economic Research. https://doi.org/10.3386/w25888

xiii

Parolin, Z., Ananat, E., Collyer, S. M., Curran, M., & Wimer, C. (2021). The

initial effects of the expanded Child Tax Credit on material hardship (No.

w29285). National Bureau of Economic Research.

xiv

Perez-Lopez, Daniel. (2021). “Economic Hardship Declined in Households

With Children as Child Tax Credit Payments Arrived.” U.S. Census Bureau.

Accessed at https://www.census.gov/library/stories/2021/08/economic-

hardship-declined-in-households-with-children-as-child-tax-credit-

payments-arrived.html in August 2021.

Barr, A., Eggleston, J., & Smith, A. A. (2022). Investing in Infants: The

Lasting Effects of Cash Transfers to New Families. The Quarterly Journal of

Economics, 137(4), 2539–2583. https://doi.org/10.1093/qje/qjac023

xvi

Nathaniel Hendren and Ben Spring-Keyser, “A Uniﬁed Welfare Analysis of

Government Policies: Executive Summary” (Cambridge, MA: Opportunity

Insights, 2019), available at https://cdn.policyimpacts.org/cms/welfare_

executive_summary_236f203240.pdf.

REFERENCES

References

The report is issued by the Oregon Early Learning Council

early.l[email protected]v

RAISE UP OREGON:

A STATEWIDE EARLY CHILDHOOD SYSTEM PLAN

2024 -2028