IQ Magazine - Winter 2005 by Initiative Foundation

Our pediatricians have one thing on their minds: your little ones. So when your children need the finest care, trust it to the biggest, brightest and best team of physicians the lakes area has to offer. Troy Couture, M.D. Karen Opp, P.N.P. Michael Severson, M.D. Jane Winter, M.D. PEDIATRICS & ADOLESCENT MEDICINE

218.855.5471 www.brainerdclinic.com

800.277.8262 2024 South Sixth Street

WINTER 2005

CONTENTS FEATURES 10

Beautiful Minds Wired at birth to learn and love—why every child’s brain matters.

Baby BlueChippers The Fed raises interest in young children.

Care Tactics

Our KidFriendliest Places

Countdown to kindergarten.

Behind Minnesota’s earlychildhood revolution.

Childcare choices make a lasting impression.

DEPARTMENTS 4 Beginnings Landmarks

32 KeyNotes The Foundation Newsletter

40 Head Start Start Me Up!

46 ECFE Early to Rise

6 Diversity Growing up Minnesotan

36 Fatherhood The Essential Dad

42 Crime Crimes of the Heart

48 From the Heart The Youngest Common Denominator

8 Ready to Read Inside Stories

“Our mission is to unlock the potential of the people of central Minnesota to build and sustain healthy communities.”

Cass Lake Schley Bena

Wilkinson Federal Dam Leech Lake

Boy River

Tobique

Onigum Walker

Brevik

Remer

CASS

Ah-Gwah-Ching

Whipholt

INITIATIVE FOUNDATION FOCUS AREAS

Longville Inguadona Hackensack

Pontoria Backus

Outing

Oshawa

Huntersville

Chickamaw Beach

Menahga

Fifty Lakes Emily

Swanburg

Manhattan Beach

Pine River

Crosslake Nimrod

Sebeka

Jenkins Pequot Lakes

WADENA

Breezy Point

Oylen

Blue Grass Leader

Nisswa Lake Shore

Leaf River

Trommald

Lake Hubert

Riverton

Wadena

Cuyuna

Crosby Ironton

Merrifield

Deerwood

Legionville

CROW WING

Verndale E Gull Lake

Aldrich

BAXTER Hewitt

Bay Lake Duquette Kerrick Ellson

Barrows

Willow River

Garrison

Bruno Rutledge

Lincoln

Pine Center

Opstead

Finlayson

Shephard Vineland

Cushing

Clarissa

COVER Tracy LeBlanc: Seven months pregnant with son, Logan. Photograph by Jim Altobell

TODD

Warman

M O R R I Pierz SON

Hillman

Genola Sobieski

Gregory

Holdingford

St. Rosa

Opole

St. Anna

Freeport New Munich

Albany

Farming

Jakeville Gilman

Roscoe

Cold Spring St. Nicholas

Watkins

ISANTI

Wyanett Pine Brook

CAMBRIDGE

Walbo

SHERBURNE Orrock

Zimmerman

Spencer Brook

Oxlip

Stark

Spring Lake Bodum

Isanti

Rock Creek

Rush City

Rush Point

Edgewood

West Point Bradford

Clear Lake St. Augusta Luxemburg Clearwater

Blomford Weber

Harris

NORTH BRANCH

Hasty

Almelund

Center

Lindstrom City Stacy

BIG LAKE

Enfield

Fair Haven

Silver Creek

ELK RIVER

MONTICELLO

South Haven

Annandale Albertville

Maple Lake

French West Lake Albion

W R I G H TBUFFALO

ST. MICHAEL

Albion Center Knapp

Cokato

Albright Highland

Rockford Montrose

Stockholm Howard

Waverly

Oster

Delano

Sunrise

CHISAGO

Crown

Becker Marty

Kimball

Lake

INITIATIVE QUARTERLY

Carmody Long Siding

Palmer

Maine Prairie Eden Valley

Greeley

Braham Stanchfield Springvale Grandy

Dalbo Estes Brook

Glendorado Santiago

ST. CLOUD Cable

Richmond

Paynesville

Coin Day

Pease

Foley

Duelm

Princeton

WAITE PARK

West Rock

Brunswick

Milaca

Foreston

Oak Park

Ronneby

SAUK RAPIDS

Grasston

Bock

St. Joseph

Jacobs Prairie Rockville

Lake Henry

Pine City

Rum River

BENTON Popple Creek

SARTELL Collegeville

STEARNS

Spring Hill St. Martin

Belgrade Georgeville

Watab St. Wendel

Avon

Greenwald

Cloverdale

Beroun

Ogilvie

Granit Ledge

Novak's Corner

Mayhew

St. Stephen

St. Anthony

Melrose Meire Grove

Elrosa

Brennyville Silver Corners

Rice

St. Francis

Sauk Centre

Ramey

Morrill

North Prairie

Padua

Brooten

Little Rock

Royalton

Bowlus

Hinckley

Henriette

Mora Elmdale Upsala

Brook Park

Quamba

Buckman

Swanville Burtrum Grey Eagle

Ward Springs

Rice Lake

MILLE LACS KANABEC

LITTLE FALLS Flensburg

Round Prairie Little Sauk

West Union

Wyoming

Chisago City

Cloverton Duxbury

Friesland

Kroschel

Onamia

Lastrup

Freedham

Darling

Long Prairie

Gutches Grove

Sandstone

Wahkon

Cove

Harding

Camp Ripley Junction

PINE

Groningen

Isle Bayview

Randall Browerville

Kingsdale

Askov

Fort Ripley

Eagle Bend

Clotho

Nickerson

Sturgeon Lake Denham

BRAINERD

Pillager

Motley Philbrook

Bertha

Palmdale

Taylors Falls Shafer Franconia

Markville

• Strengthen Children, Youth, and Families • Promote Economic Stability • Preserve Space, Place, and Natural Resources • Build Capacity of Nonprofit Organizations • Embrace Diversity & Reduce Prejudice • Increase Utilization of Technology

BEGINNINGS

Cooing, sitting up, and crawling are signs that your baby is growing.Your baby’s vision is developing too, but usually there are no signs to mark the progress. The American Optometric Association encourages parents to visit the optometrist as part of well-baby check-ups. Assessments at six to twelve months of age can determine healthy vision. Early detection ensures your child has healthy vision for successful development—now and in the future. InfantSEE™ is a public health program designed to ensure that eye and vision care become an integral part of infant wellness care. Member optometrists provide a comprehensive infant eye assessment within the first year as a no-cost public-health service. For more information, go to www.infantsee.org

Improving the Way You Look at Life

Dr. David Pelowski

Brainerd, 218-829-1789, 1-888-420-2015 Nisswa, 218-963-2020, 1-877-963-2010 Pine River, 218-587-2020, 1-888-970-3937

INITIATIVE QUARTERLY

Dear Friends, Our son, Mark, was never fond of baby strollers. As soon as he acquired the talent to toddle, there seemed to be no end to his naughtiness. From his first leap of faith off the kitchen table to his cardiac ATV ride down a steep farmyard hill, my husband and I were left to wonder where we went wrong. Even on those rare days when Mark realized that being good was good business, he could barely muster the willpower. During shopping trips, his favorite boredom-busters included playing hide-and-seek among hanging blouses and jumping between mall benches. I chased after his giggles and threatened long timeouts. Since then, scientific research has proven that Mark’s insatiable desire for mischievous learning and exploration was because of his brain. And I mean that in a good way. With young minds erupting in a firestorm of synaptic connections, we now know that every child’s mental capacity and social-emotional traits are forged long before the first day of kindergarten. That’s why more than just young families are discussing early childhood these days. Law enforcement, business and government leaders agree that focusing on the first five years of life is the most promising solution to present-day challenges. So do we. In this special issue of IQ, you’ll find cutting-edge information for parents, businesses and communities as the Initiative Foundation steps up efforts to promote early care and education. As for Mark, he still puts himself in harm’s way . . . as a football player at Bethel University. Enjoy the magazine!

Dr. Michael Marvin

Comprehensive Eye Examinations, Complete Contact Lens Care, Children’s Vision Care, Diagnosis & Treatment of Eye Diseases, The Best in Eyewear

Landmarks

Kathy Gaalswyk, President Initiative Foundation

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> VOLUME 3, WINTER 2005 Executive Editor & Director of Communications, Initiative Foundation / MATT KILIAN PUBLISHERS Evergreen Press / CHIP & JEAN BORKENHAGEN EDITORIAL Editorial Director / JODI SCHWEN Assistant Editor / TENLEE LUND ART Art Director / JESSICA MEIHACK Graphic Designer / BOB WALLENIUS Production Manager / BRYAN PETERSEN Lead Photographer / JIM ALTOBELL ADVERTISING / SUBSCRIPTIONS Business & Advertising Director / BRIAN LEHMAN Advertiser Services / MARY SAVAGE Subscriber Services / MARYANN LINDELL Advertising Manager / KRISTIN ROTHSTEIN Advertising Manager / LOIS HEAD

Pre K-12 Education Services

IQ EDITORIAL BOARD Initiative Foundation President / KATHY GAALSWYK Board of Trustees / GLORIA EDIN Glenn Metalcraft / GINGER GLENN HatlingFlint / BILL HATLING V.P. for Donor Services / CURT HANSON V.P. for Economic Development / JOHN KALISZEWSKI Board of Trustees / JANET MORAN V.P. for Community Initiatives / KARL SAMP United Way of Central MN / BETTY SCHNETTLER Board of Trustees / GEORGE WALLIN

Parenting Education

Environmental/Occupational Health & Safety Solutions

Nonprofit Services

Initiative Foundation 405 First Street SE Little Falls, MN 56345 320.632.9255 www.ifound.org IQ is published by the Initiative Foundation in partnership with Evergreen Press of Brainerd, Minnesota. www.evergreenpress.net For advertising opportunities, contact: Brian Lehman 218.828.6424 ext. 25, brian@evergreenpress.net Lois Head 320.252.7348, lmhead@stcloudstate.edu Kristin Rothstein 320.251.5875, kristin@cpionline.com

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WINTER 2005

DIVERSITY

BY CAROLYN CORBETT

Growing Up Minnesotan Early Programs Prepare the Youngest Generation of Immigrants

nita Barragan was the only Hispanic child in her preschool twice a week to work with early childhood professionals. school class last year. And though there is a large Antonia praises both programs for teaching the children to Hispanic population in the Melrose area, the six-yearbecome more responsible. They learn to pay attention, to listen, to old is one of four Hispanic children in help clean up, and to share. her kindergarten at Melrose school. This Karen Jentz, the family literary coorhasn’t stopped the sociable girl, whose dinator and parent educator at the favorite subject thus far is painting. Melrose School, says that not only are Anita’s mother, Antonia Gomez, Antonia’s children taking advantage of credits the Family Literacy and School community services, but she also gives Readiness programs with preparing Anita back. She volunteers at the local food for a successful start. Hearing teachers shelf each week and participated in a speak English in the classroom was a big community “visioning” session focused advantage. Though the family speaks prion early childhood. marily Spanish at home, Antonia finds Melrose is a community that has that Anita and her four-year-old brother, developed an Early Childhood Coalition Daniel, speak more English than Spanish through the Initiative Foundation. The when talking to each other. visioning session gave the community Antonia herself was not bilingual the chance to offer input on strengthenin 1991 when she moved to the United ing early childhood opportunities. States. She took an “English Without Antonia’s concerns included the need for Barriers” class, watched television healthcare for all children and family shows in English, and absorbed the lanrecreational opportunities. guage from all around her. Having a Antonia has been a role model in the teacher work with her one-on-one family literacy group, encouraging other Anita Barragan with her mother, Antonia. made a huge difference. Now she Hispanic parents in becoming bilingual. appreciates the boost that her kids have The family literacy program is similar to gotten through these programs provided by the school district. Early Childhood Family Education—it provides parent-child interWhile other children may tend to be shy because they haven’t action time, focuses on important early childhood experiences, and been with the teachers and other youngsters, Antonia finds that allows for parent education through work with a parent educator Anita is more open to central Minnesota people and the communiwhile the youngsters are busy with the children’s teacher or foster ty due to her participation in both Family Literacy and School grandma. The family literacy program includes an adult-education Readiness. Anita’s earliest educational experiences have exposed component, which provides opportunities for Hispanic parents to her to adults who encouraged her—easing the transition into her work toward educational goals, such as mastering English as a preschool class. Second Language (ESL). With her grasp of English, Antonia is a The Family Literacy program gives grownups time to focus on valuable asset, even bringing in her guitar at times, and Anita is being with their children, says thirty-year-old Antonia. “In the proable to interpret for her young friends. gram we play with them and have lots of time to be together,” she says. Anita loved her first week of kindergarten. “I asked her if she Now that Daniel is four, he is old enough to take part in the missed me,” says Antonia. “She said, ‘I didn’t miss you, Mommy, School Readiness program, where parents drop off their children at because I had so much fun.’”IQ

INITIATIVE QUARTERLY

READY TO READ

BY CAROLYN CORBETT

Inside Stories Imagination Libraries Deliver Advantages of Reading

story about a lost chicken prompted proficient reader. Books lay the groundwork Jacob to ask what would happen if he for success in school, introduce children to couldn’t find his mom. Patty Aanes hadn’t been diverse people and cultures, and aid parentaware that he’d had such concerns. It opened child bonding. the door for discussing safety rules and strangers and motivated the Aaneses to teach Jacob their full names. Four-year-old Jacob of Brainerd and his ten-month-old brother, Nathan, receive books monthly through the Imagination Library. Jacob loves to be read to and he’s been in the program long enough that he has a good collection of books. The package arriving with his name on the label is a thrill. Jacob is at the age where he shares books with his little brother. “Nothing warms my heart like seeing Jacob read to Nathan,” says Patty. Patty, who is on the board of the Crow Wing County United Way, finds that conversations inspired by reading to Jacob help her see the world A five-year-old should have a vocabulary of 1,500–2,500 words. through her son’s eyes. After hearing Bambi, Jacob said he was going hunting with his dad and Thanks to local funding through the grandpa when he is bigger. The conversation Initiative Foundation, the United Way, other segued into why people hunt animals and the service organizations, and community donagun-safety classes Jacob would take when he tions, families in several central Minnesota was older. counties can take advantage of free books for It is difficult to overestimate the value of their children. No payments. No sliding scale. reading to a child. Literacy skills start long No financial criteria at all. before youngsters begin formal education. At The United Way programs in Morrison age five, a child should have a vocabulary of County, Crow Wing County, and central 1,500 to 2,500 words with which to express Minnesota offer Dolly Parton’s Imagination him/herself and should have a comprehenLibrary program to facilitate family reading sion vocabulary of approximately 13,000 and early literacy. Preschool children from words. The more words a child hears, the birth through age five are eligible. Age-approlarger the child’s vocabulary. The larger the priate books addressed to the child arrive in vocabulary, the more likely she or he will be a the mailbox once a month. Each child in a

INITIATIVE QUARTERLY

family receives her own books. By the time the youngster is old enough for kindergarten, she could have a collection of up to sixty books. “Children will remember Mom, Dad, brother, sister, Granddad, or Grandmom reading,” says Ted Pfohl of the Morrison County United Way. “Taking a child to the mailbox to get this month’s book is significant.” Public response to the program has been remarkable. Morrison County is serving more than 1,280 children at the end of their first year—a number they hoped to achieve within three years. Crow Wing County sends out books to more than 2,500 households each month. The Greater St. Cloud Area United Way began in April and mails books to more than five thousand children. “This program offers access to quality books in the home and bonding time between parents and children,” says Betty Schnettler, director of Partnerships and Services for the Greater St. Cloud Area. Enrollment forms for the Imagination Library program are available through school districts, local hospitals, health clinics, county public health and social services, and on the United Way websites. Contact your local United Way for more details.IQ

Imagination Libraries: By the Book

Enrolled Communities:

Minnesota 6*

Children Receiving Books: 10,878

U.S. 534

Local businesses are part of our electric co-op. While many large utilities are closing local offices, your electric cooperative is still located right in your communit y. And it always will be. Because electric cooperatives are owned by their customers. So, like you, we’re committed to keeping our communities strong for generations to come.

188,102

*Crow Wing County, Fon du Lac Ojibwe School (Cloquet), Marshall area, Kandiyohi County, Morrison County, St. Cloud area. Source: Dolly Parton’s Imagination Library and Minnesota sites as of October 2005

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WINTER 2005

INITIATIVE QUARTERLY

beautiful minds W I R E D AT B I R T H TO L E A R N A N D L OV E — W H Y E V E R Y C H I L D ’ S B R A I N M AT T E R S Ellie, a thirteen-year-old seventh-grader, was sitting at the kitchen table finishing her math homework as her mother washed the dinner dishes. As her mother began humming “These Are a Few of My Favorite Things,” from The Sound of Music, Ellie stopped in the middle of her algebra equation. Something caught her attention and her thoughts veered in wonderment. A memory—almost a feeling of déjà vu—was triggered.

•

“Mom, how come

every time you sing that song, it makes me think of something that happened when I was little?”• Her mother smiled, wondering if her daughter could, in some fashion, recall the song that she sang hundreds of times while rocking her to sleep as an infant and a toddler. Moreover, she wondered what else she did more than a decade ago that may have influenced Ellie to become the person she is today.

B Y L I N DA K AU F M A N N P H OTO G R A P H Y BY J I M A LTO B E L L

WINTER 2005

NIVERSITY OF

MINNESOTA

RESEARCHERS AGREE THAT

IF A CHILD IS PROVIDED WITH POSITIVE STIMULATION AND REINFORCEMENT DURING THE EARLY YEARS, SHE HAS A BETTER CHANCE OF READING WELL, SPEAKING

fluently, and coping with stressful situations later in life.

Adversely, if an infant, toddler, or preschooler is exposed to violence, neglect, or low levels of affection, then she is more far more likely to exhibit negative behaviors or to require intervention and assistance throughout her lifetime.

“There are several negative implications if a baby is not attended to or given the kind of attention necessary,” says Dr. Martha Farrell Erickson, developmental psychologist at the Center of Early Education and Development at the University of Minnesota. “The child will not properly develop the capacity to self-comfort or manage other emotions necessary for healthy development.”

EMERGING BRAIN RESEARCH Scientists may not be able to determine whether Ellie’s reaction was an actual recollection of her infant past, but they know more than ever how important it is for the first years of a child’s life to be full of loving relationships, nurturing words, and positive encouragement. They know that some of the most critical stages of human brain development occur at a faster rate during the first three years than at any other time period in a person’s life. Although the genetic make-up of the human brain largely influences our traits, so, too, does the environment in which a child lives and is cared for. Over the last decade, a remarkable amount of information has been discovered about how the human brain matures and develops. At the University of Minnesota, Dr. Farrell Erickson and Dr. Amy SusmanStillman, also a developmental psychologist, are at the forefront of these discoveries. They work diligently to ensure that parents and other caregivers understand the significant implications of providing positive and consistent care to young children. “Due to advances in technology, we can actually take pictures of the developing brain and learn new things about very young children—even before they are born,” says Susman-Stillman. She adds that although important brain growth takes place during dif12

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ferent stages of a child’s life (during adolescence, for example), progression of visual, auditory, touch, and language capabilities are happening at a very rapid rate during the first years of life. “It’s extremely important to do everything you can to support this happening in a healthy way.”

A PRACTICAL APPROACH While Ellie’s mother warmly reflects on the days of nurturing her baby girl, expectant new parents, Becki and Derek Ostrowski, wonder how they will master the “science” of raising their new baby. Becki is less than a month away from giving birth to a baby girl and the

coordinator and parent educator for the North Branch Area Early Childhood Family Education program, Becki is not alone. “New parents are nervous,” says Moberg. “I recently met with a young mother who was nearly crying because she was so scared about getting it right with her young child.” Regardless of all that we are learning about how a young child’s brain grows, parents and caregivers should not be so hard on themselves. “Loving your child, spending time with your child—just doing what feels right, probably is right,” says Susman-Stillman. “Parents need to take some of the pressure off themselves and follow their instincts in caring for their children.” If something doesn’t feel right or a parent has concerns, she clearly advises checking with the child’s healthcare provider right away, but she states that babies will most often give the cues needed to let the parents know they are doing well. Some of the most important tips the university psychologists give parents and other caregivers is to develop positive and secure relationships with their young child, to play, or let him be silly when he wants to be silly. Provide children abundant opportunities to build a sense of trust with their regular caregivers.

“Loving your child, spending time with your child—just doing what feels right, probably is right.” soon-to-be parents agree that it’s going to be an entirely new way of life. When scientists share messages about infant brain development, they often refer to complex cell growth, synapses making vital connections, and auditory and visual cortexes processing important sensory information. As a parent or caregiver, figuring out what this means to a tiny baby can easily become overwhelming. “More than anything, Derek and I are just really excited,” says Becki. “The thought of bringing a new life into the world is amazing, but being a first time mom is pretty scary. There’s so much information out there.” According to Kerry Moberg, program

TRICKS AND TREATS According to Farrell Erickson, parents don’t need to invest hundreds of dollars in the latest baby crazes. It has become clear that toy retailers are all too quick to cash in and play heavily on the angst of new parents. An abundance of expensive gimmicks lead parents to believe they can raise the next child prodigy. Elaborate mobiles, classical music CDs, computers for toddlers, even toys that are flavored and scented—each claims to help foster the genius in little children. RIGHT Dr. Martha Farrell Erickson (left) and Dr. Amy Susman-Stissman

“When we hear about infant brain development,” says Ferrell Erickson, “too often the discussion zeros in on the academic implications of child development. We need to take a more holistic approach and focus on the whole child.” This includes meeting young children’s emotional, social, and nutritional needs as well as providing positive intellectual stimulation. “There is no evidence to show that any of these gimmicks make a child smarter,” adds Susman-Stillman. “Babies see and smell and experience different shapes, colors, sounds, and scents all around them. Toys don’t have to have bells and whistles to be effective.” Take the concept of the “Mozart Effect”—the idea of making babies smarter by piping classical Mozart into

their rooms. According to SusmanStillman, it’s simply not true, and even the method of this research was flawed. “It wasn’t even studied on babies, but rather, on adults. Maybe punk rock isn’t the best thing for your newborn, but exposing your baby to all different types of music is beneficial.”

A CHILD’S MOST IMPORTANT TEACHER None of this is to say parents shouldn’t help their babies grow to be a successful learner. Giving babies opportunities to learn through talking, touching, investigation, and exploration is much more important and valuable. According to CEED’s Questions About Kids program, play is a baby's work. Every play experience is a learning experience. Blowing bubbles, banging on a pan with a

wooden spoon, making the bell ring on the busy box—all are important lessons in cause-and-effect. Splashing in water, rolling in the grass, squishing bare feet in mud are lessons about physical properties. Exposing children to a variety of words and sounds is also essential in helping to increase language and communication skills. By simply reading, cooing, singing, and praising, a child will gain valuable skills in vocabulary and expression. Science has indeed revealed extraordinary advances in pinpointing neurological milestones in infants and toddlers, but the most valuable lesson for parents and caregivers to take from all of this research is to understand that they are the first and most important teacher in their child’s life.IQ

Infant Milestones Newborn to Three Months • Controls outside stimuli with an "on-off" system that allows her to be alert one minute, and to tune out the next. • Can distinguish mother by her scent; by second month, discriminates among different voices, tastes, and sizes of objects. • Remembers objects that disappear and reappear quickly.

Six to Nine Months • Participates in imitation games. • Babbles, repeating one syllable over and over; be able to utter several different consonants. • Begins to understand that something out of sight may be concealed behind something else. • Knows his name and the meaning of many words associated with familiar people or objects.

12 to 18 Months • Understands the meaning of some words. • Starts to recognize some words as symbols for objects. • Has increased attention span; may play with one toy for as long as 15 minutes. • Imitates activities such as using a comb, listening to a toy phone, or wiping up a spill. • Searches for hidden objects. • Uses five to ten words. • Remembers past events for longer periods. Source: Mayo Clinic

INITIATIVE QUARTERLY

baby

blue

chippers

THE

FED

RAISES

Joey is only one year old, but odds are, Joey won’t grow up to be a doctor or a lawyer. Odds are, Joey won’t earn enough money in his lifetime to pay much into Social Security or contribute to federal and state taxes. The odds are better that Joey won’t finish high school, will become welfare dependent, and might even spend time in the criminal justice system. • Joey’s poor odds of lifetime success aren’t due to genetic predisposition or mental incapacity. He’s as smart as other kids his age. But Joey is one of the 20 percent of kids under age five who will be raised in poverty and he won’t get the early learning that will help him succeed in school and

INTEREST

YOUNG

in life. • Joey’s predicament isn’t just a social issue, it’s an economic problem as well. To provide quality pre-kindergarten education costs money, but the cost of doing nothing is even higher. Without public and private intervention, the lack of quality early-childhood development programs in Minnesota threatens the qual• ity of life we’ve come to enjoy. Economist Arthur Rolnick, senior vicepresident and director of research at the Federal Reserve Bank of Minneapolis, says that when economists looked around the world and asked why some countries progress faster than others, one of the factors is human capital—the development of

CHILDREN

a workforce. “You have to educate the kids and the workforce to have a chance at real sustained economic growth,” says Rolnick. • Several studies suggest that quality programs, especially for at-risk children, provide a rate of return that would make a venture capitalist envious. In a 2003 study, Rolnick and fellow researcher, Rob Grunewald, reported that high-quality, early-age education for at-risk children yields up to a 16 percent annual return to taxpayers. Four percent of the return goes to the individual—12 percent of the return goes to taxpayers in the form of decreased special education expenditures, crime costs, and welfare payments.

by candyce hegstrom photography by jim altobell left Federal Reserve Bank of Minneapolis researchers (l) Rob Grunewald, (r) Arthur Rolnick.

WINTER 2005

ABOVE MNBEL president Chuck Slocum: “It doesn’t take a business long to grasp the benefits of early childhood learning.”

olnick and Grunewald reviewed case studies of several early-childhood development (ECD) programs to formulate their conclusions. In one study, they found that children who participated in the program were less likely to be placed in special education classes and had a significantly higher average achievement score at age fourteen than non-participants. More than 65 percent of participants graduated from regular high school, compared with 45 percent of non-participants, and at age twentyseven, four times as many participants as non-participants earned $2,000 or more per month. And only one-fifth as many program participants as non-participants were arrested five or more times. Other studies also showed improvement in scholastic achievement. With a well-managed and well-funded

INITIATIVE QUARTERLY

ECD program, children are more likely to succeed in school. Children start school ready for kindergarten and are less disrup-

found the return on ECD programs far exceeded the return on other projects currently funded as economic development.

Early childhood development programs are rarely portrayed as economic development initiatives. But they should be. tive. Once they become adult members of a better-educated workforce, they earn more and pay more taxes, and as a result, make a greater contribution to society. Early childhood development programs are rarely portrayed as economic development initiatives. But they should be, assert Rolnick and Grunewald. Through their research, they

“Going forward,” says Grunewald, “policy makers should consider cost-effective ways to increase the access to, and quality of, early childhood development programs.” Since the release of their landmark report in 2003, the researchers have been promoting early childhood learning as a grossly under-funded economic develop-

A $1,000 Investment in Quality Pre-Kindergarten Returns more than $19,000 in 20 Years while a Stock Market Investment Returns less than $4,000. $20k

ment opportunity. In May 2005, they drafted a proposal for funding the establishment of a high-quality, large-scale ECD program. Their proposal includes the creation of a permanent scholarship fund for all families with at-risk children. Similar to endowments in higher education, earnings from an endowment for ECD would be used to provide scholarships for children in low-income families who aren’t able to afford a quality ECD program. A state or local government partnering with the private sector and the federal government would finance the ECD endowment fund. “It doesn’t take a business long to grasp the benefits of early childhood learning to the future workforce,” says Chuck Slocum, president of Minnesota Business for Early Learning. Two hundred companies are members of the organization, a group formed to define and understand the early childhood education issue, craft an approach, and work on public policy. Slocum maintains that a better-trained workforce is needed if Minnesota is going to compete in the global, knowledge-based economy. He believes that quality of life in Minnesota will increasingly depend on having better-educated workers, less welfare expense, and reduced criminal justice system costs. A business and nonprofit task force, including representatives from Minnesota Business for Early Learning (MNBEL), recommended to Governor Tim Pawlenty and the legislature, the establishment of a $30 million publicprivate fund to study and expand the best preschool education models. In July 2005, legislators agreed to authorize the “Minnesota Early Learning Foundation” as a new nonprofit organization, contributing $1 million in public seed money and authorizing a significant expansion of the assessment and screening of three-year-olds to identify those most in need. While the funding was less than hoped for, members of MNBEL feel it is a positive first step. Family-friendly workplace policies, including flexible scheduling and leave practices, also promote earlychildhood development. ECM Publishers, based in Coon Rapids, with facilities throughout greater Minnesota, recognizes the need for early childhood learning. ECM received the Family-Friendly Employer of the Year Award, presented by Minnesota Business for Early Learning, for its generous parenting-leave policy. ECM offers a parenting leave of up to one year, at 40 percent of the employee’s salary. The leave must be taken during the first three years of the child’s life. It’s vital that Joey and other children who might not succeed otherwise, get the early learning they need, and as a result have the opportunity to be part of the better-educated workforce of the future. It’s good for the children, it’s good for business, and it’s good for Minnesota. IQ

— Rate of return on investment in the Perry Preschool program

$15k

$10k

$5k — Long-term rate of return on investment in U.S. Stocks (7%)

$0 0

(Both rates are adjusted for inflation)

Years of Investment

Family-Friendly 101 From hometown businesses to multinational corporations, human resources represent an employer’s largest expense and greatest asset. Minnesota employers are investing in the workforce of today and tomorrow by supporting families with young children. RESPECT EMPLOYEES’ PERSONAL RESPONSIBILITIES. · Offer flex-time, telecommuting, compressed work-weeks and part-time. · Train managers to be more supportive when personal issues and emergencies arise. · Address workload issues and allow remote work for emergencies. HELP PARENTS BE BETTER PARENTS. · Offer seminars or resources to improve parenting skills. · Encourage peer support groups for parents and single parents. · Partner with schools and encourage employee involvement. · Allow school conferences at work or on work time. · Provide paid leave for those with new babies, including adoptions. HELP EMPLOYEES MAKE ENDS MEET. · Offer a Dependent Care Assistance Plan (tax-free money for childcare). · Offer financial counseling. · Offer help with childcare fees for low-wage workers. HELP PARENTS FIND AFFORDABLE, QUALITY CHILDCARE. · Survey employees and/or discuss their childcare needs. · Provide a bulletin board and other information about childcare. · Set aside a room where parents can bring their children in an emergency. · Partner with childcare centers to arrange for discounts. · Provide and/or partially subsidize regular on-site childcare. Source: Minnesota Work-Life Champions

WINTER 2005

“Just think about what you know today. You read. You write. You work with numbers. You solve problems. We take all these things for granted. But, of course, you haven’t always read. You haven’t always known how to write. You weren’t born knowing how to subtract 199 from 600. Someone showed you.”—Phillip Done

countdown to kindergarten By Beth Hautala photography by Jim Altobell

INITIATIVE QUARTERLY

ABOVE Judy Lykinsâ&#x20AC;&#x2122; kindergarten class at Nisswa Elementary.

ABOVE Abigail’s parents began teaching her colors, shapes, and numbers when she was one year old.

A pilot study of 1,851 Minnesota kindergartners showed: 38% not proficient in Physical/Health areas 51% not proficient in Personal/Social areas 52% not proficient in Arts 56% not proficient in Language/Literacy 58% not proficient in Mathematical Thinking Race or ethnicity does not appear to be as much of a factor in school readiness indicator ratings as parent education level and family income. Source: Minnesota Department of Education, Minnesota School Readiness Year Two Study, Fall 2003, Developmental Assessment at Kindergarten Entrance

ssuming the role of a professional educator is a decision driven by many things commitment, love of learning, appreciation for the open and eager mind of a child, even the basic love of numbers, language, art, music, or a combination of them all. And while a teacher assumes the role from 9 a.m. to 3 p.m., September through May; the role of a parent as educator in the life of a child begins at birth and never ceases. Parents can and do have incredible impact on the educational development of their children, and through simple, everyday activities, can prepare them for that day when the child crosses the threshold of an educational establishment and enters an entirely new social, cultural, and learning world. “Parents are children’s first and most important teachers and are critical to their children’s success in school,” says Barbara O’Sullivan, head of Early Learning Services with the Minnesota Department of Education. “Because of this, they should have access to the information and support they need regarding parenting. Providing information to parents about age-appropriate ways in which they can extend their children’s learning is one way this can be done.” In a study conducted by the National Center for Educational Studies, teachers were asked to select three qualities they felt were most essential for a child to be ready for kindergarten. In this study, physical health, rest, and nourishment; the ability to communicate needs, wants, and thoughts verbally; and enthusiasm and curiosity for learning, were listed as essential qualities. Furthermore, parents’ contributions to their children’s preparation for school and learning were widely agreed upon as essential— even recommending that parents should set aside daily times to work and play with their children to help prepare them for school. While parents’ support and efforts toward learning in the lives of their children is a somewhat natural expectation, confusion and frustration often arise when it comes to putting such efforts into practice. According to Scott McConnell, Ph.D., professor of educational psychology at the University of Minnesota and interim director of the Center for Early Education and Development, there are many different ways for parents to involve their children from birth. “Talk to your baby and truly converse with your toddlers,” says McConnell. “Read to your child often, starting at birth, play games together, even simple ones—especially games that play with words and sounds (like singing songs or telling funny rhymes), ask questions that require more than a ‘yes’ or ‘no’ response.” Jonathan and Paula Davis are busy young parents with two little girls and a new baby. Despite the precarious balancing act of managing multiple jobs, volunteering with church activities, parenting, and marriage, the Davises quickly recognized the importance of integrating learning through everyday activities whenever possible. This was immediately true for their oldest daughter—three years old—who is preparing to enter preschool in the fall. “Abigail was about one year old when Paula and I decided that it was a good time to really start teaching her colors, shapes, and numbers,” says Jonathan. “Children are in a continual state of

learning and absorbing the world around them. Even the way Paula and I choose to speak to them is important. If I spend the majority of my children’s early years talking baby talk and nonsense, I have only delayed their ability to communicate clearly.” “We have always tried to pay careful attention and stay involved in every aspect of the girls’ lives,” continues Paula. “We regularly incorporate simple activities into daily life— singing songs, Bible verse memorization, lots of reading, puzzles, blocks, Legos, drawing, painting, and role playing.” Judy Lykins, a kindergarten teacher at Nisswa Elementary school has been teaching young children for fifteen years and has come to understand the critical role parents play in their children’s educational-preparedness. “In my years of teaching I would be the first to say that most parents are very interested and involved in preparing their children for kindergarten,” says Lykins. Children typically enter kindergarten at age five. Preparing them for school occurs on several levels—social and emotional development, a healthy approach to learning, language and literacy development, creativity, cognitive development, and physical and motor development. These are commonly referred to as the State of Minnesota’s Early Childhood Indicators of Progress, and are a framework for understanding and communicating a common set of developmentally appropriate expectations for preschool children ages three to five. “As a kindergarten teacher, one of my most important roles is being the first person in a child’s life to introduce them to an educational system,” says Lykins. “I want this to be a positive first experience. The success of a child entering kindergarten depends on many

“Talk to your baby and truly converse with your toddlers. Read to your child often . . . play games together . . . ask questions that require more than a ‘yes’ or ‘no’ response,” says McConnell. things, including emotional readiness. It is very important that a child is able to listen to the teacher, make new friends, cope with being away from Mom and Dad, and feel comfortable with new places or situations.” “Even before school starts in the fall, we try to connect with parents and children, work to make them feel welcome through tours, visits, and parent-child involvement,” says Miriam Olson, teaching assistant with Judy Lykins. “We offer orientation, games, playground visits, bus trips with parents, and lots of interaction to help the children feel comfortable and welcome on their first day at school. “I also emphasize the importance of reading to a child,” says Olson. “Read with different voices, point out words, and reading order so that children understand left-to-right sequence. Point out the author and illustrator and explain what they do. Point out page numbers and write in front of a child—letters, numbers, words—a child needs to understand that ABCs mean something when formed into words. Take your children to the library, teach them to hold a pencil correctly, to use an art kit; let them be creative. Children are natural learners, parents and caregivers have the amazing gift of being able to show them the world.” Ongoing research continues to reveal the importance of early childhood education, not only to children, but also to our society as these children eventually grow to fill roles of leadership in communities and the workforce. “Learning isn’t something that begins the day our children enter a school system,” says Paula Davis. “Learning begins at birth and continues in all of us until the ends of our lives. As a parent, it is part of my responsibility that I encourage learning and love of learning in my children, not only so they are ready for their first days at preschool, but also so they are ready for the rest of their lives.”IQ

Beyond ABC and 1-2-3 Following are some developmental skills to look for in a school-ready child: Social Development • Follows simple directions • Able to trust other adults and children • Plays with other children, not just next to them; waits his/her turn and shares • Able to learn and play in a group Emotional Development • Some degree of independence and self-direction • Self-control or ability to delay gratification • Uses words instead of being physical when angry • Reasonably confident and willing to try new things • Interested in school and learning new things Language Development • Able to understand directions • Able to express needs • Able to communicate so adults and other children can understand him/her • Can express thoughts clearly • Has a reasonably broad vocabulary Motor Development • Can run, jump, skip, walk backward, and walk up and down stairs (if not handicapped) • Has a sense of spatial awareness and balance • Shows right or left dominance • Has self-help skills: dressing, eating and toileting • Able to manipulate small objects such as puzzles, scissors • Can copy simple symbols • Can hold a pencil or crayon properly Intellectual and Academic Development • Knows his/her full name, age, address, phone number and parent’s names • Able to focus and concentrate on an activity for 10 to 15 minutes • Can count from 1 to 10 • Understands that letters and numbers stand for something • Can recognize their written name and can try to write it • Realizes that printed text is spoken language written down • Has had experiences with environment (grocery store, post office, library, department store, etc.) • Can follow simple directions and remember simple routines • Able to stick with and solve simple problems • Recognizes and can sort colors and shapes Source: University of Minnesota Center for Early Education and Development (CEED) and the Initiative Foundation

By Britta Reque-Dragicevic • Photography by Jim Altobell

Cautious hands guided fabric through the needles as young feet pressed the pedals. With focused brows and a few pricked fingers, the group of seventh graders at Pequot Lakes Middle School proudly embroidered, “Pequot Lakes Public Library” on the bookbags they had sewn. For teacher Amy LaBarre’s class, this was not just a first lesson in sewing. Given the choice to make the book bags to give away, or hats for themselves, the students had unanimously chosen to make the bags. “They were proud that they had chosen to help someone else,” says LaBarre. It was also a choice to pass along their love of reading to the youngest in their communities. The cloth bags were filled with preschool-age books, props, and a card with reading tips for parents—all of this purchased with grant money by the area’s Early Childhood Coalition. The bags were given to the library and distributed to local childcare providers. The book bags are just one of the Pequot Lakes/Breezy Point Coalition’s projects aimed at making a difference in the lives of young children. The Little Falls-based Initiative Foundation chose the community in 2003 as one of thirty-six statewide pilot communities to develop an Early Childhood Coalition as part of the Minnesota Early Childhood Initiative. The goal is to focus communities on their youngest citizens and to realize that investing in the social and educational development of infants to five-year-olds pays off long after children enter school. Studies show that communities not only benefit

from early childhood education by helping their children become well-educated, well-rounded adults, but time and dollars invested in the earliest years reap economic rewards as well. “People have come together and wrapped their arms around the children of the community,” says Tami Lueck, a coalition member and parent of children ages two and five. “The community got together at the first “visioning” (brainstorming) session and through a voting process chose three areas to focus on: providing indoor play areas, fostering early literacy, and increasing awareness of available family resources,” says Jeanette Rydberg, the coalition coordinator. In addition to the book bags, they have donated time and resources to participate in the “Imagination Library,” a program started by the Dolly Parton Foundation and funded partially by United Way. Through the program, children registered are mailed a hardcover book once a month until they are five years old. The coalition has received wide support among area educators and childcare professionals. According to Rydberg, they are working on getting more area businesses involved. “Businesses want to know what they can do to participate,” says Rydberg. “We are working on having businesses ‘adopt’ a childcare center and once a week, send an employee to exchange bookbags and read to the children.”

LEFT: Parachute fun at Pequot Lakes ECFE. • ABOVE: Learning to love books at Princeton story time. WINTER 2005

ceton story tim

ABOVE: Prin

The coalition sponsored a Tiny Tots Expo that brought out more than

one HunDreD INTERESTED CITIZENS…

ABOVE: Pedal pusher in Pequot Lakes.

INITIATIVE QUARTERLY

“We really had fun, it was great to see all the various programs and businesses come out and see what they have to offer to parents,” says Lueck. “We had a traffic jam with baby strollers! It was a great success.” The Pequot Lakes school district encompasses a wide range of communities, including Breezy Point, part of Nisswa, Fifty Lakes, Jenkins, and Crosslake. “From the beginning, the district has been involved in putting the coalition together,” says Don Lenzen, principal of Pequot Lakes Elementary School. “We provide gym space and games, activities, and equipment. Two gym spaces—one large and one small for early childhood kids.” Area family centers, childcare providers, and churches are also donating gym space to the program. A daily schedule of open-gym time is being put together so families can easily choose where to go. “The coalition has gone into many communities to make a difference,”

says Lenzen. “We’ve tried to bring the pieces together. It’s very positive for all the communities and has brought the needs of our youngest children to light, but the biggest thing the coalition has done is getting many more people involved in supporting our kids.” This sentiment is also being echoed in Princeton, Minnesota. Chosen in the second round that added twelve more pilot communities to the project, Princeton has had particular success. “We’ve had an excellent response,” says Tim Dalton, Princeton’s community-education director. “People we didn’t expect to be interested have been—people are becoming aware that they have a stake in early childhood education.” Dalton was the one who prompted the community to apply for the pilot program; now he supervises the coalition’s coordinator and provides office space, instructional supplies, and financial support for the effort. Princeton’s goals are to promote literacy, make resources available, and advocate for early-childhood education and care in all areas of community development. “Quality early care and education are not only key factors in a child’s success in school, but they influence that child’s success in life,” says Sue Hix, Princeton’s coalition coordinator. “We’re realizing that the first few years of life—the foundation upon which the rest is built—are truly the most

MINNESOTA’S

EarLy childHooD Coalitions

ot Lakes. Barre’s class, Pequ ABOVE: Amy La

important. Early care and education are the mortar that creates a sound foundation.” Two popular literacy projects have been Tuesday Tales and Lap Story Time. During the summer, the city holds a free weekly music concert in the park. Tuesday Tales is a twenty-minute session prior to the concert when a community volunteer reads a book to children and each child takes home a goodie bag and a book. “We placed blankets on the ground for the children and brought the books around in a little red wagon,” says Robin Suhsen, coalition co-chair and librarian at the Princeton Area Library. “Every child received a paperback or chubby book, and if he or she went to all eight sessions, received eight books last summer.” Lap Story Time takes place at the library. Parents come with their toddlers and spend half an hour listening as a volunteer reads a story. Grandparents and groups of children from daycare facilities often attend. “Some grandparents make this a special weekly activity with their grandkids,” says Suhsen. Princeton is one of the first communities in the initiative to put together an online directory of early childhood resources. The website (www.princetonearlychildhood.org) is a comprehensive site that parents and community members can readily access. Another project was the Early Childhood Fair held in fall 2004 and 2005. Bringing the community together for a full day of learning and fun, this year’s fair hosted more than one thousand young children and their families. “The children’s fair is based on the Early Childhood Family Education fair that we held every autumn for eighteen years,” says Jean Stassen Bowen, ECFE and school readi-

ness coordinator. “The coalition has picked it up and included so many more parents and community people.” When asked what advice they would give to communities looking to start similar programs, both communities agreed: “We have seen a greater networking among existing agencies and services” says Hix. “We’ve dramatically increased awareness of early childhood issues within the community.” And that is a very good thing, indeed. The coalitions are funded by the Initiative Foundation with grants made possible by The McKnight Foundation, Otto Bremer Foundation, Jay and Rose Phillips Foundation, Buuck Family Foundation, Sheltering Arms Foundation, Mardag Foundation, and the Robins/Kaplan/Miller/Ceresi Foundation.IQ

CoaliTioN AcTivities

happening in central Minnesota • Childcare provider appreciation events • Rotating home childcare educational curriculum boxes • Preschool summer fun events • Community expos for young children and families • Reading/literacy event for young children • Parenting classes • Free eye exams to low-income families • Early childhood and parenting resource guides • Open gymnasium for preschoolers • Coordinated preschool transportation opportunities • Early childhood citizen advocacy groups working to promote positive policies • Working with local pediatricians to promote reading to young children WINTER 2005

INITIATIVE QUARTERLY

TACTICS

care

Early childhood is a wonder-filled time—packed with playful games and the absorption of everything in his or her bright, new world. While many parents would like to stay home and enjoy the early years with their child, in Minnesota an overwhelming majority of children live in households in which both parents work outside the home. § Most parents want what is best for their children—ensuring their health and safety—and often being in the work force is not a choice, but a necessity. Finding quality childcare shouldn’t be a game with winners and losers— it should be a win-win situation. § Parents needn’t choose between an early educational environment and a nurturing and playful environment for their children.

childcare choices make a lasting impression “That is a huge misunderstanding,” says Ann McCully, executive director of Minnesota Child Care Resource and Referral Network (MnCCR&R). “Kids are learning all the time. Learning is woven throughout their day—play is learning.” § Jeanette Rydberg, instructor of child development at Central Lakes College (CLC), Brainerd, agrees, but says it goes beyond that. “Research shows it is not things,” says Rydberg, “rather it is the relationship between the caregiver and the child that encourages child development. Having a caregiver who genuinely loves children and will care for them unconditionally in a healthy planned environment is key.” She adds that caregivers do not need a Ph.D. in early childhood education, but they should have a good understanding and knowledge of the milestones of child development so they have clear expectations of each child within their care. § “It is safe to say a nurturing environment is more important than the abilities we are born with,” she says.

By Vivian Clark Illustrations by Chris McCallister

WINTER 2005

uring the early childhood ages of zero to five, Rydberg, who admittedly is not big on technical terminology, says, “This is the most crucial time in child development. It is so important to have a bunch of fun and meaningful activities.” Rydberg is big on encouraging authentic experiences for children. “Their environment should not be all plastic Little Tykes and Playskool,” she says. “While those are good toys and learning tools, children need real plants, animals, and fresh air, too. Real items that encourage the use of all five senses.” Parents often spend more time researching and shopping for a computer or test-driving a new car than they do looking for a quality child-care provider. “Just because a person has raised four children of her own does not mean she is qualified to be a children’s caregiver—your child’s caregiver,” she adds. According to Diane Mendel, co-owner of

Minnesota currently leads the nation in the participation of women in the labor force—70.3 percent in 2000 compared to the nation’s 60.2 percent. In addition, the state ranks fourth in labor force participation of men.

INITIATIVE QUARTERLY

Playhouse Child Care centers, “It is paramount to have an educated staff. They need to have the tools—training and education—to be an intricate part in the overall development of the children.” There are five Playhouse centers throughout the state, including Sartell, Brainerd, Little Falls, St. Cloud Tech, and Monticello. In 2003, the St. Cloud Area Chambers nominated Playhouse for the Small Business of the Year award. At Playhouse, they focus on developing social and emotional skills as well as cognitive thinking and educational needs that will ready the young children for school. “This time of their lives is a huge area of growth for the young children,” says Mendel. “It is important that we are there for them so they do not start school behind.” It is the philosophy of Playhouse as well as Mendel, herself, that no one person will meet 100 percent of the expectations for a perfect childcare environment. “It is essential that everyone works together as a team to give the best foundation you can give children,” she says, “and have the best interests of the children in mind, parents and staff included.” Mendel also feels it is important for parents to feel comfortable in knowing that their children are in a good setting while they are at work. “Parents are more productive in the work place when they know their children are in a safe, caring environment.” Choosing childcare is one of the most important decisions a parent can make for their child. “Childcare is really education, due to the rapid development of the brain at this age, and continuing into the transition for school readiness,” says MnCCR&R’s executive director McCully. Thoroughly check the background of a caregiver/center. Find out what training, background, and number of hours of training they have had. Ask the caregivers about their philosophy on child rearing and their experiences in caring for children—even specific “what if” questions, such as, “What if my child won’t take a nap? What if my child won’t eat?” Spend time with the person/center and check out the environment your child will be

in. Is it clean, safe, and comfortable? How are the children supervised? “Make sure they get outside,” adds Rydberg. Parents should be allowed to come and go at any time when their child is in the care of someone else. “A red flag should go up if the provider limits the hours parents can visit or asks you to make an appointment,” says Rydberg. “It should be an open situation to check in any time you want to.” She encourages parents to stop in at different times of the day to see what is actually going on. A big part of what MnCCR&R and other local agencies do is consult with parents and walk them through the process and all the factors of finding childcare providers. They also provide opportunities for childcare providers to enhance and develop their educations. “Unfortunately, there is a low threshold of what is required for the family childcare provider,” says McCully. “Our field is trying to improve and strengthen what it is that providers know and help them to increase their knowledge.”

Rydberg says a voluntary Quality Rating System (QRS) is in the works for family childcare centers. “This will be a great tool for both the parents and the centers.” Although not all the bugs are worked out of the rating system, some of its features include providers being awarded a one- to five-star rating system, based on observation tools, such as the providers’ competency and training, knowledge of the milestones of development, and a combination of many others. Parents will be able to see the star rating and know, at a glance, the basic information about a provider. The providers, on the other hand, will know what they need to do to improve. Improvement will bring opportunities for grants or training. A strong childcare industry is necessary to maintain Minnesota’s attractiveness as a place to live and work. In addition, quality childcare is a vital service that improves children’s health, school readiness, and contribution to society. Ready or not, here they come.IQ

Average Weekly Cost of Child Care Rural

Urban

Infant in family childcare

$116

$144

Toddler in family childcare

$108

$133

Preschooler in family childcare

$104

$125

$99

$113

Infant in a center

$154

$248

Toddler in a center

$138

$206

Preschooler in a center

$126

$182

School-ager in a center

$114

$160

School-ager in family childcare/summer

Source: Minnesota Childcare Resource and Referral Network (as of October 2004)

Reprinted with permission of the University of Minnesota Center for Early Education and Development (CEED) INITIATIVE QUARTERLY

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> KEY STORY

GIFTS THAT GIVE BACK Charitable Trusts & Annuities Offer Donors More Than Good Feelings ver my thirty-five-plus years as a trust and financial planner, I have observed many people wrestle with the question of financial independence. Some clients say, “I would like to leave something to charity, but I’m afraid I will need the income to support me.” Couple this concern with the desire to leave some kind of inheritance to children, and there are very important and emotional decisions to make. My wife, Judy, and I have four children and a parcel of grandchildren. Our life experiences have ranged from working with the poor in Guatemala to preparing Thanksgiving dinner for the homeless in Stearns County. As a result, we know that in this “land of plenty” there are plenty of needs the nonprofit community struggles to meet. Therefore, we have adopted a “fifth child.” When we are both gone, our estate will be divided into fifths—one for each child and one for the charities of our choice. Not only will this satisfy our desire to give back, but it will also demonstrate to our children the spirit of giving that we feel so strongly about. Although wills are often the easiest way to support charities, many people wish to experience the fulfillment of giving in their lifetime and seeing the results firsthand. By taking advantage of these planned giving vehicles, donors can actually earn a lifetime income and significant tax deduction as a reward for their generosity.

INITIATIVE QUARTERLY

ILLUSTRATION BY CHRIS MCALLISTER

Although wills are often the easiest way to support charities, many people wish to experience the fulfillment of giving in their lifetime and seeing the results firsthand. Charitable Remainder Trust This is an arrangement by which the donor sets aside assets in an irrevocable trust. Under the terms of the trust, the trustee pays the donor and the donor’s spouse a fixed percentage of the trusts’ value every year. At the donor’s death, the remaining assets in the trust are distributed to the charity. Example: Mr. and Mrs. Anderson have always felt they would like to give something back to the community in which they have lived and prospered for so many years. They also have several very successful investments that appreciated greatly over the years.

Their goal is to realize a lifetime income, reduce their income taxes as much as possible, and benefit the charities of their choice. By utilizing the charitable remainder trust and funding it with the appreciated stock or real estate, the Andersons will avoid paying capital gains tax on the investments, receive an immediate charitable deduction on their income tax, retain a life income from the trust, and benefit the charities that mean so much to them. Charitable Gift Annuity Similar to the charitable remainder trust, this is a direct agreement with

the charity that, in exchange for depositing funds, the charity will pay a lifetime amount to the donor and/or their spouse. The amount is fixed on the date of the annuity and determined by the age of the donor. Besides the benefit of receiving an immediate tax deduction for the charitable gift, a portion of the annual income will also be tax-free. Upon the donor’s death, the remaining balance in their account will be paid to the charity. Example: Robert, age sixtyfive, makes a $25,000 contribution to his favorite charity’s annuity program. Based on his age, he will receive a 6 percent annuity for the rest of his life or $1,500 annually. $810 of that yearly amount will be tax-free. Robert will also receive an immediate charitable incometax deduction of $8,882.50. Upon his death, his favorite charity will receive the unused balance of his account. There are a host of trustworthy, effective charities like the Initiative Foundation that need our financial support to continue their work. These simple vehicles prove that it is possible to give and receive at the same time.IQ By Bernard L. Jeub Personal Trust Relationship Manager U.S. Bank Private Client Group To learn more about giving opportunities that benefit donors as well as the Initiative Foundation, contact Mark Lease, donor services officer, at 877632-9255 or mlease@ifound.org.

> E A R LY C H I L D H O O D U P DAT E

EARLY AND OFTEN McKnight Invests Another $3 Million in Young Kids

“E

very seven minutes, when a child is born in Minnesota, a new opportunity is created for our state,” says Erika L. Binger, board chair of The McKnight Foundation, as she announced a momentous $3 million renewal grant to the Minnesota Early Childhood Initiative. The funds will enable the Minnesota Initiative Foundations to establish twenty-four more community coalitions focused on prioritizing children under age five. McKnight’s grant will bring the statewide total to sixty coali-

tions, all working to make early childhood care and education a top priority in their hometowns. Much like the Initiative Foundation’s other programs, the Early Childhood Initiative helps citizens plan grassroots projects that support young children and their families. The 150 past projects have ranged from interactive, outdoor reading events to providing free eye exams for low-income children. In central Minnesota, early childhood coalitions have taken root in Breezy Point, Cambridge, Isanti, Kimball, Melrose, North

Branch, Pequot Lakes, and Princeton. Local volunteers include such unconventional participants as business owners, law enforcement, and government officials as well as parents and childcare providers. “In Minnesota, I think this is starting to become a revolution of sorts,” says Linda Kaufmann, program manager for early childhood and grants development. “It’s no secret that many people want to help kids, but this initiative gives them an opportunity to make a long-term impact for their

youngest children as well as for their community. And once again, they have The McKnight Foundation behind them.”IQ For more info, e-mail Linda Kaufmann at lkaufmann@ifound.org.

WINTER 2005

> H E A LT H Y N E I G H B O R H O O D S PA R T N E R S H I P

NEIGHBORHOOD GET-TOGETHER New Program Helps St. Cloud Neighbors Plan Their Future

van Larson spent hours after work and on weekends walking from house to house, knocking on doors and hoping that a few minutes was enough time to pique his neighbors’ interest in a new Initiative Foundation program. “The concept is new to most people,” says Larson, an architect from the St. John Cantius neighborhood of St. Cloud. “It’s hard for them to grasp, until they begin to understand that they can actually make a difference in their own backyards.” Larson’s mission was to recruit

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a volunteer leadership team for the Initiative Foundation’s new Healthy Neighborhoods Partnership, where residents of four St. Cloud neighborhoods will have a rare opportunity to plan their own future. Others include the South Side, Seberger Park, and Tech High School areas. “We do want neighborhoods empowered and their issues addressed,” says St. Cloud mayor John Ellenbecker. “This helps to uncover issues that we may not otherwise be aware of.” $85,000 in support from the

Initiative Foundation, Otto Bremer Foundation, City of St. Cloud, and XCel Energy allows volunteer leadership teams to attend four trainings before host- St. Cloud mayor John Ellenbecker and ing neighborhood “vision- Kathy Gaalswyk. ing sessions” to create priorities “Both the foundation and St. and action plans. Their projects Cloud leaders are excited about are then eligible for grant funding. reestablishing the importance of “Our goal is to help bring back neighborhoods in future planthose long-lost connections ning efforts.”IQ between neighbors and give them a strong voice in a rapidly growing For more information, e-mail community,” says Kathy Gaalswyk, Dan Frank at Initiative Foundation president. dfrank@ifound.org.

> ECONOMIC DEVELOPMENT

LIKE NOBODY’S BUSINESS Local Ownership, Quality Jobs Behind Record Investment Year

he Initiative Foundation’s record business financing investments mean more to entrepreneur Chuck Klein than just impressive numbers. They mean the creation of sixty-one quality jobs for the Brainerd area and the difference between his business struggling to survive or thriving beyond his greatest expectations. At the end of its fiscal year, the foundation closed a record $2.8 million in loans invested in forty new or expanding companies, a 21 percent increase over the previous year. One of those

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investments was in Klein’s North Country Printing and Fulfillment. “The loan went for working capital and machinery,” says Klein. “We started in October 2003 with eight employees. Three months later, we had grossed $200,000.” Two years later, the company will gross more than $2 million in the first quarter alone. “The foundation is great to work with,” adds Klein. “This is all thanks to their faith in us.” Always working in partnership with banks and other lenders, the Initiative Foundation

invests in locally owned companies that have the potential to create “living-wage” jobs, those that pay Chuck Klein and Initiative Foundation financing offi$13 to $19 per hour cers Sandy Voigt and Ashley Vargo. plus benefits. Last year, the foundation created 430 development. “Our goal is to work with other lenders to fill quality jobs. “Central Minnesota com- the financing gaps in order to munities benefit from locally create success stories like North owned companies that pay high- Country Printing.”IQ er wages and help support the hometown economy,” says John For more information, e-mail Kaliszewski, the foundation’s Ashley Vargo at vice president for economic avargo@ifound.org.

“ SEEING LIGHTS GO ON IS REWARDING. ESPECIALLY WHEN THEY’RE IN THE MINDS OF CHILDREN.” “We supply our communities with all kinds of energy. Not the least of which are our efforts in education. Our Xcel Energy Foundation continually funds educational programs and scholarships, while supporting schools, museums, nature centers and other opportunities for learning. We know the success of our company is directly related to the health and vitality of our communities. That’s why, in addition to sponsoring and funding educational initiatives, we support the volunteer efforts of our employees and retirees with cash donations to their chosen organizations for every hour they serve. Because to us, anything that helps the education of all of our children is energy well spent.” Larry, Retiree Every time you ﬂip a switch or turn a dial, you tap into the energy of over 12,000 people working to make your life better. Xcel Energy. You get all of our energy.

WINTER 2005

FATHERHOOD

The Essential Dad Fatherhood Is Back and More Influential Than Ever

or men whose parenting experience extends several decades into the past, today’s “fatherhood movement” may come as a surprise. Many became parents at a time when a father-to-be attending childbirth classes and serving as a coach and cheerleader during the birthing experience were considered noteworthy acts of responsible parenting. Some participated in Early Childhood Family Education (ECFE) programs once their children were born, but were likely to be in the minority. Wasn’t parenting, after all, something a person learned on the job, with advice from experienced friends and family? Or via a popular parenting book, or a parenting magazine subscription? Times have clearly changed. The Leave-it-to-Beaver family, with dad going off to bring home the bacon while mom runs the household and tends to the children, is no longer the norm. Two-wage-earner families predominate. One or both parents may hold down multiple jobs. Parenting time is a precious commodity. Along with changes in family life, or perhaps as a result, have come greater appreciation for the role that fathers can play in the upbringing of children. Studies indicate that the involvement of fathers can have profound effects on the social skills, problem-solving abilities, and cognitive skills of young children. On the flip-side, involved fathers are—among other things—likely to enjoy greater self confidence and a sense of well being, and better mental and physical health than their less involved peers.

INITIATIVE QUARTERLY

BY MIKE RAHN

“We want her to have a balance of quality learning and quality family time,” says Dan Horn.

The Minnesota Fathers and Families Network is a statewide organization dedicated to promoting the involvement of fathers in the lives of children. MFFN takes the position, “When fathers are involved, children learn more, perform better in school, and exhibit healthier behavior.” Pat Sharbonda is MFFN Board President, and a social work professional with the Crow Wing County Family Services Collaborative. “MFFN is a resource for those who work with dads to help them be more engaged as participants in family life,” says Sharbonda. “In the end, it’s all about finding ways to get dads involved, not just as breadwinners, but as nurturers, and as sharers of family duties.” MFFN also has the leverage to influence state lawmakers and policy makers to support initiatives that “serve to improve the lives of fathers and families in Minnesota.” One of MFFN’s most enduring initiatives is its support of Early Childhood Family Education (ECFE) programs throughout the state. ECFE provides an opportunity for parents, both men and women, to participate in learning and social interactions before they’re continued on p. 38 ready for school.

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WINTER 2005

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younger. It doesn’t have to be male stuff.” Gary Handlos, of Brainerd, father of two, is an ECFE veteran. His wife, Jan, was the most actively participating parent when their eldest son was attending. But from age three to age five, their second son provided the opportunity for Gary to be the primary parent-partner. “A lot of fathers find it natural to become more involved when their kids are older, and are more able to do things that a parent can, like playing catch, or riding a bike,” says Gary. “But I wanted to be involved when my child was younger. It doesn’t have to be stereotyped male stuff. It can be molding something with Play-Doh, making a picture with fingerpaints, or learning to cut paper with scissors. It’s great to be around to see your child do something like that for the first time.” ECFE also provided Gary with another growth opportunity when he was offered, and accepted, a position as a member of his local ECFE advisory board. Positive fathering, of course, also happens outside formal, parent-involvement programs. Dan Horn, a local radio personality, lives in Crosby, where—with wife, Carrie—he’s the parent of four year-old Clare. Clare attends a local daycare that provides a highly instructional, socializing school atmosphere. But because his evening radio shift schedule makes Dan more available during the day, Clare spends time with her dad, rather than at daycare. “We want her to have a balance of quality learning and socializing at daycare and quality family time,” says Dan. Clare and Dan fish together, both from their pontoon and in Dan’s fishhouse in win-

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CONTINUED FROM P. 37

ter. They dig worms, do yard work, play follow-the-leader, read, and study the plants, trees, and wildlife that surround their rural home. “She likes to do ‘Dad stuff,’” says Dan, “and yet her room is also full of dolls and as pink as you can imagine.” “I try to let Clare try things, even some things that you might not expect a child to do, and could probably do yourself. We don’t just dig worms for fishing; we talk about what worms like, and why they’re found in certain places, so she can find them herself. “I think about how my parents raised me, and how I reacted to the way they did it, and try to pick the best strategies for teaching and raising my daughter,” says Dan. “I want her to be so much a part of our family that when those difficult teen years come, she’ll value the family and will have the respect for others that you don’t always see at that age.” Judging from these examples, and with the considerable resources of MFFN available to those who guide fathers and fathersto-be, it’s not difficult to be optimistic about the state of fatherhood.IQ

Father Figures 34% - U.S. children who live without their biological fathers. 40% - U.S. children in father-absent homes who haven’t seen their biological fathers for one year. CHILDREN IN FATHER-ABSENT HOMES are at least two to three times more likely to be poor, use drugs, experience child abuse, and engage in criminal activity.

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WINTER 2005

HEAD START

BY BRITTA REQUE-DRAGICEVIC

Start Me Up! Stretched Families Gain Ground with Head Start

ounded in 1964, the national Head Start program has been key in assisting low-income families with preschool children develop to their full potential. The program— locally administered by nonprofit organizations and schools—is focused on preparing children for school by equipping their parents with learning techniques. “Our target is the parent,” says Bob Benes, Head Start director at Lakes & Pines Community Action in Mora. “We teach the parent to teach the child, so the household becomes a learning environment.” Minnesota has thirty-four Head Start programs. Each is funded by grants from the federal government under the Department of Health and Human Services, but administered within the community it serves. Some serve one school district—others several counties. Every three years, Head Start programs perform a community assessment to make sure they are matching the needs of their region. Based upon locale and Head Start director Bob Benes: “The benefits reach far into a demand, Head Start programs vary. They child’s future.” There is no cost to the families. To qualmay be a daily, classroom program with buses; ify, families must be at or below 100 percent home-based, where an instructor is sent to the of the federal poverty guidelines. However, home once a week to work with parents and Head Start programs are allowed to serve up children; or a combination of home-visits and to 10 percent of their clients who exceed classroom instruction. “One of our newer models is to have these limits. They also serve children with Head Start partnered with childcare disabilities and home-schooled children. providers,” says Benes. “Our instructors may “Children who have participated in Head come in to the childcare setting and serve the Start enter school at or above the levels of families there. This includes non-licensed readiness of their middle-income peers,” says providers, such as when Grandma is watchBenes. “They also have lower teen pregnancy ing the children.” rates, lower crime rates, lower welfare

INITIATIVE QUARTERLY

dependency, and higher graduation rates. The benefits reach far into a child’s future.” Eligibility begins with pregnancy and ends when a child begins formal education. A qualifying mother may enroll and receive early instruction on how to enhance her baby’s learning and continue in the program until her child enters school. “It’s all about the kids,” says Nancy Gipson, a Head Start parent of a four-yearold. Her Head Start instructor comes to her

“We teach the parent to teach the child, so the household becomes a learning environment.”

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house where she and her son learn together. “You don’t usually think of having preschool in the home, but it’s a great way to have more one-on-one time with your child,” says Gipson. “Plus, they stay in their home environment and aren’t distracted by being in a new place. They seem more focused on learning. We have both benefited greatly.”IQ

Facts & Resources: To enroll, a family may contact the nearest Head Start program and will be required to fill out an eligibility application. Most public schools can direct families to a Head Start program. Or parents may visit the National Head Start Association website www.nhsa.org to learn more. In 2004: 903,851 children nationwide were enrolled in Head Start. Minnesota received $71,119,492 in federal funding, served 10,339 children, and involved 41,349 volunteers.

WINTER 2005

CRIME

A Visit With Friends

BY JULIE SAFFRIN & MATT KILIAN

Crimes of the Heart Law Enforcement’s Advice on Prevention: Seize the First Five Years f you ask law enforcement professionals their opinion on the best way to reduce youth violence and crime, you might expect them to suggest hiring more police officers, prosecuting more juveniles as adults, or installing more metal detectors and surveillance cameras in schools. When Mason-Dixon Polling and Research asked the same question in 2002, law enforcement across the United States answered with a single, resounding voice. More than 70 percent said they believe that the best crime prevention “Ninety percent of adult offenders start as juveniles,” says Jim strategy is to provide more educationBackstrom, FightCrime advisory member and county attorney. al preschool programs and afterschool programs for school-age children. Perry Preschool program became the subject of According to FightCrime: Invest in Kids, a landmark longitudinal study that lasted a nationwide anti-crime organization of more twenty-seven years. Children randomly than two thousand police chiefs, sheriffs, prosassigned to a control group were five times ecutors, and victims of violence, early educamore likely to become chronic lawbreakers. tion is not only essential to growing children Although most at-risk children grow up into productive adults, but also in bringing to be contributing adults, Backstrom believes down the levels of both juvenile and future that ignoring early childcare and educational violent crimes. development leaves children at risk of becom“Ninety percent of all adult offenders start ing victims of abuse or tomorrow’s criminals. as juveniles,” says Jim Backstrom, an advisory “We need to make sure kids have access to member of the organization and county attorquality childcare and early education so they ney for Dakota County Judicial Center in develop without the influences of chemicals Hastings. “If we start early intervention with and drugs at an early age,” he says. “If we can at-risk children we can reduce crime.” implement supportive resources for at-risk Mounting research in early childhood is families, we can reduce crime.” leading communities to the same conclusion. The National Institute for Early Education Chicago’s federally funded Child-Parent Research estimates funding a national preCenters have served 100,000 three and four kindergarten program at $8,700 per child year-olds since 1967. Studies show that similar annually. Facing high-pregnancy and drop-out children were 70 percent more likely to have rates in its schools, Georgia was the first state been arrested for a violent crime by age eightto offer a voluntary pre-kindergarten program een than those who attended the program. in 1992, receiving more than $200 million in Serving low-income families, Michigan’s lottery funding to offset start-up costs and

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INITIATIVE QUARTERLY

teacher salaries. Florida followed suit, amending its constitution to make pre-kindergarten programs available to all four-year-old children beginning in the 2005–06 school year. Ready4k—a nonprofit comprised of early childhood professionals, parents, and community leaders from across the state—believes the answer to the old adage of “training a child in the way he should go,” lies in providing quality early childcare and preschool education for every child. “It has always made common sense that if children start out getting the love, support, and stimulation that they need, they will grow into people of character and ability who can build up their families, organizations, and communities,” says Ready 4K president Todd Otis. “We can’t give a child those first few years back once they are gone.”IQ

Quality Pre-Kindergarten Reduces Future Crime At-risk 3- and 4-year-olds randomly excluded from the Perry Preschool program were five times more likely to become chronic offenders (more than 4 arrests) by age 27.

Chronic Lawbreakers at Age 27 35%

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Those assigned to preschool program

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WINTER 2005

ECFE

Early to Rise A Basis for Learning and Life

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INITIATIVE QUARTERLY

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ary and Marty Melbyâ&#x20AC;&#x2122;s four childrenâ&#x20AC;&#x201D; ranging in age from one to thirteen yearsâ&#x20AC;&#x201D;are busy with school, dance, sports, and church activities. This family learned that family time doesnâ&#x20AC;&#x2122;t just happen; it must be planned. That is why ECFE has played an important role in their family life. Early Family Childhood Education (ECFE) began in the North Branch area in 1987, when ECFE program coordinator Kerry Moberg applied for a position with the North Branch school system to initiate the program. â&#x20AC;&#x153;Five of us shared one phone line . . . for ECFE, preschool, and Early Childhood Special Education,â&#x20AC;? says Moberg. â&#x20AC;&#x153;We had a desk, a typewriter, and a table. We rented space from a church and we started something great.â&#x20AC;? ECFE involves the parents in a childâ&#x20AC;&#x2122;s early education by inviting them into the classroom with their child. The classes occur one or two days a week, and activities include games, learning stations, and story times. Also available are home visits, early health and development screening, special events for siblings, and parent discussion groups. ECFE is offered through nearly all of Minnesotaâ&#x20AC;&#x2122;s 340 public school districtsâ&#x20AC;&#x201D;any Minnesota family with children under kindergarten age is eligible. Since parents are a childâ&#x20AC;&#x2122;s first and most important teachers, the goal of ECFE is to â&#x20AC;&#x153;enhance the ability of all parents to provide the best possible environment for their childâ&#x20AC;&#x2122;s learning and growth.â&#x20AC;? Even with a degree in child development, Moberg says the practical skills she learned in ECFE helped her nurture her four children. She also says the growth of the program in North Branch reflects the communityâ&#x20AC;&#x2122;s recognition of its value. â&#x20AC;&#x153;We have six classrooms, a library, â&#x20AC;&#x2DC;large-

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Program coordinator Kerry Moberg: “We rented space from a church and started something great.”

muscle space’ (for games and running), and therapy spaces,” says Moberg. “We share fifteen phone lines and (multiple) computers so we can serve hundreds of children and families each week.” The community involvement of ECFE is what makes the program a powerful asset. Parents form friendships, share their hopes and struggles, and learn from one another. Mary Melby met a mom at ECFE when her oldest child started the program, and found that the woman was her neighbor. “We lived just down the street from each other,” says Melby. “It can be challenging to meet people if you live in a rural area, or in a city. ECFE brings people together in a positive atmosphere, kids have fun, and parents receive much-needed adult conversation. We form bonds that last a lifetime.”IQ

ECFE Funding in Minnesota Participating Parents & Children: 288,000 2003–04 State Funding Per Child: $120

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WINTER 2005

sFROM

THE HEART

BY TODD OTIS

> GUEST OPINION COLUMN

The Youngest Common Denominator

ILLUSTRATION BY CHRIS MCALLISTER

hat if we could find an issue that would improve our ize, communicate, enlist businesses, and develop public policy to common life, lay a foundation for our economic future, improve school readiness. A new business group called Minnesota improve public education, reduce crime, and strengthen Business for Early Learning, chaired by CEO of H.B. Fuller, Al our families and communities? And Stroucken, is bringing business leaders what if the communities of business, to the table. faith, philanthropy, law enforcement, The University of Minnesota and education, civic leaders, and healthcare the Minnesota State College and professionals were already taking action? University system are providing solid The issue is the care and educaleadership. Congregations Concerned tion of our youngest children. for Children add key advocates weekly. If children get the love, support, Fight Crime/Invest in Kids, a national and stimulation that they need, they organization of law enforcement officials, will grow into people of character who has a number of Minnesota members. can build up the families, organizaThe list of key organizations is growing. tions, and communities in which they The state legislature formed an early reside. Yet there are warning signs that childhood caucus and the governor’s we are letting too many children fall interest is also growing In 2003, howevbetween the cracks. er, the legislature and governor slashed According to Minnesota programs that help young families, cutDepartment of Education studies of ting childcare in that session, and in children entering kindergarten, fewer 2005 by $150 million. Some of the cuts There are warning signs that we were restored this year. And legislation than half are prepared to thrive. Other warning signs are increased behavior creating the public-private Minnesota are letting too many children fall Early Learning Foundation and requiring problems and expulsions of children from kindergarten through second coordinated state agencies and earlier between the cracks. grades. The areas examined by the studscreening passed. ies include social and emotional develTo give Minnesota’s children the opment; language and literacy; mathestart in life that they need, parents need matical thinking, health and physical development, and the arts. to make time for their children; friends and families can support parThe public benefits of doing early care and education right are ents of young children in a number of ways, including letting them enormous. No one has done more to demonstrate those public know how important the job of parenting is. benefits than Dr. Art Rolnick, an esteemed economist from the We can support the Initiative Foundations’ Early Childhood Minneapolis Federal Reserve system, whose studies show that Initiative in Greater Minnesota, and boost business and civic organizations’ support of this issue as well as other activities. strategic investment in quality early-childhood programs leads to We can not afford to waste one child. IQ better student achievement, better jobs, less crime, and less dependency on public assistance. A growing effort to improve the school readiness of our chilPresident and CEO of Ready4K since 2001, Todd Otis has dren involves the Minnesota Initiative Foundations, which are worked in corporate community relations and later served bringing citizens together to see how young children and their famin the Minnesota House of Representatives from ilies can get the support they need in sixty rural communities. It 1979–1990. He served as DFL Party Chair and then public affairs consulting focusing on early childhood and environincludes Ready4K, a group of committed citizens working to organmental issues. www.ready4k.org

INITIATIVE QUARTERLY

“My labor experience was wonderful. ”

I know that sounds funny, but it really was.

— Deb, with Paige, 3 months

“J

erry and I had tried for several years to have a family, and when we learned we were pregnant, we were ecstatic. We were fairly new to the Brainerd Lakes area and were impressed by the caliber of care at St. Joseph’s. My nurse, Julie, and my doctor, Dr. Uhlman, were something else. It was so clear that they were experts! They told me exactly what was happening every step of the way, which really helped me get through it—and kept Jerry calm. When Paige arrived, it was the most amazing moment of our lives. I can’t describe to you how it felt when we finally got to hold her. As I recovered, the wonderful nurses made sure I was comfortable and didn’t want for anything.

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