Manitoba First Nation

Manitoba First Nation

Early Childhood Development Dialogue

“Where to From Here? Building a First Nations Early Childhood Strategy”

Canad Inn Polo Park - Winnipeg, Manitoba

Friday, March 18, 2005

Trudy Lavallee introduced herself as the Child & Family Services Policy Analyst for the Assembly of Manitoba Chiefs and is one of the facilitators for the workshop. She thanked everyone for taking the time from their busy schedules to attend today’s meeting.

HOUSEKEEPING ITEMS:

Shirley Fontaine is identified as the timekeeper for the workshop sessions.

Door prizes will be drawn after each workshop sessions.

The two main documents in the information package was prepared by the Assembly of First Nations and is provided as a guide for participants in their discussions which are as follows:

· Discussion paper entitled, “Where To From Here? Building A First Nations Early Childhood Strategy,”

A Dialogue Initiative Undertaken by The Assembly of First Nations (February 28, 2005); and

· “Early Childhood Development Strategy: Plan to Engage First Nations,”

Prepared by the Assembly of First Nations.

The workshop will break out into three sessions, which are as follows:

Breakout Session #1: Bonnie Traverse (Facilitator), Denise West (Recorder)

Breakout Session #2: Trudy Lavallee (Facilitator), Tara Williamson (Recorder)

Breakout Session #3: Jolene Mercer (Facilitator), Pam Swain (Recorder)

The Assembly of Manitoba Chiefs will submit a regional document to the Assembly of First Nations for roll up into a national document on Early Childhood Development. The Assembly of First Nations will then submit a national document at Headquarters level.

For the participants who are unable to provide their feedback, it was recommended that their comments be forwarded to the registration desk at the end of the day or forwarded directly to the Assembly of Manitoba Chiefs office.

The timeframe for the submission of the Regional Reports is April 15^th, 2005.

WELCOMING REMARKS

REGIONAL CHIEF FRANCIS FLETT, ASSEMBLY OF FIRST NATIONS

Regional Chief Francis Flett greeted the participants and introduced himself as the new portfolio holder for Child Welfare, which came into effect just before December 2004. The Regional Chief also holds the portfolios for Gaming and Fishing. Before the change came into effect, the Regional Chief held the portfolios for Housing and Economic Development.

The Regional Chief encouraged the participants to express their concerns and expectations for this workshop. The Regional Chief acknowledged the participants as experts in their fields and invited them to take this opportunity for an open dialogue to make a difference and to recommend changes within their communities.

One of the prime examples of promotion is the Regional Chief’s involvement in the midwifery program. The Regional Chief is still yet unclear as to proposed infrastructure, safety regulations and amount of funds that is required for this program at the First Nation community level.

The Regional Chief encouraged the participants to identify those types of issues in their discussions at this workshop. The political leadership will bring those issues forward to the federal government.

The Regional Chief concluded his remarks by encouraging the participants to work together and to identify the changes that are needed at the community level. The Regional Chief also wished the participants good luck in their discussions at today’s meeting.

BACKGROUND ON ECD AND DIALOGUE

(PowerPoint Presentation) - TRUDY LAVALLEE

Trudy Lavallee provided a power point presentation to the participants. Back in October 2004, the Assembly of First Nations had approached Minister Ken Dryden and a commitment was made by the Minister to provide funds for the Assembly of First Nations to undertake regional First Nation dialogues on the engagement plan. The First Nation communities in Manitoba Region now have an opportunity to provide their input into this process. The questions identified in the power point presentation are thoughts and questions that will be tackled at today’s meeting. Feedback and ideas from a technical point of view will be beneficial in this process. A copy of the power point presentation is found in the information package.

BACKGROUND ON AHRDA

DON WILSON, PROGRAM MANAGER

Don Wilson began by thanking Alvina Chaske for offering to open the meeting with an Opening Prayer in her own language. He stressed the importance of opening meetings with an Opening Prayer as it is seen as a guide in dialogue discussions and is valued by the First Nations people. He thanked Regional Chief Francis Flett for his support on the work in Early Childhood Development.

Don Wilson became the Program Manager for the Aboriginal Human Resources Development Authority back in May 2003. The AHRDA office strives to give support and engage in workshops such as the ECD workshop that is held today. He hoped that each participant have an opportunity to express their thoughts on the issues that are faced on a daily basis in providing services to First Nation children and their families. He encouraged open dialogue amongst the participants in this process. He thanked every participant for their time to participate in this process and wished everyone a successful day ahead and for the opportunity to speak on the issue.

ASSEMBLY OF FIRST NATIONS - MELANIE MORNINGSTAR

Melanie Morningstar was introduced as the Policy Analyst for the Children’s Program at the Assembly of First Nations. Melanie Morningstar has been recording dialogue discussions from across the country and will be part of the team involved in the writing of the national report. Melanie Morningstar will be recording the dialogue discussions at today’s workshop. If there are any questions in regards to national issues, Melanie Morningstar will be available to answer the questions.

QUAD PRINCIPLES - BONNY TRAVERSE

Bonnie Traverse introduced herself as the Day Care Coordinator working under AHRDA. She also thanked Alvina Chaske for opening the meeting with an Opening Prayer. A brief overview was given on the development of the QUAD principles. The QUAD principles have been introduced by the federal government as a guide in the development of a new national system on childcare and early learning.

The QUAD principles is referred to as follows:

· Q = Quality

· U = Universally Inclusive

· A = Accessible (i.e., access to services to non-financial and financial barriers)

· D = Child care with a Developmental focus (i.e., school readiness, behaviour)

The single window approach may consider the following principles:

· O = Ownership

· C = Control

· A = Access

· P = Possession

The OCAP principles will be shared with the participants during the workshop sessions. In conclusions, she thanked the participants for attending today’s meeting.

· WORKSHOP SESSION - QUESTION #1

· WORKSHOP SESSION - QUESTION #2

· WORKSHOP SESSION - QUESTION #3

· WORKSHOP SESSION - QUESTION #4

· WORKSHOP SESSION - QUESTION #5

· WORKSHOP SESSION - QUESTION #6

· WORKSHOP SESSION - QUESTION #7

· WORKSHOP SESSION - QUESTION #8 & #9

(a) WORKSHOP REPORTS / FORM SUBMISSION

There were no recaps done on the workshop reports for this portion of the meeting.

QUESTION AND ANSWER PERIOD

Q: Is there any way for this region to have any input at the national level?

The question was directed to Melanie Morningstar, Policy Analyst, Assembly of First Nations. The protocol process for the feedback process will be directed through the Assembly of Manitoba Chiefs. The participants will have an opportunity to provide their inputs to the attention of Trudy Lavallee, Child & Family Services Policy Analyst.

AFN is requesting that any further input into the Regional Report will need to be submitted to the AFN office no later than March 24^th, 2005 for compilation into a National Report.

Q: Is there an assurance that input provided for the Regional Report will be incorporated into the National Report? Is there going to be representation from Manitoba Region involved in the National Report?

Trudy Lavallee ensured the participants that input provided for the regional report would be submitted to AFN for the national report. The participants will have an opportunity to provide their input into the National Report once it has been rolled up by the AFN office.

In the facilitator’s guide, each facilitator was given instructions to capture everything that was said in this forum.

A suggestion was made to entitle the Manitoba document, “The Spirit of Our Children.”

RECOMMENDATION: TO FOLLOW-UP WITH ALL OF THE STAKEHOLDERS.

Q: What were some of the comments made on the single window approach from the other workshop sessions?

One of the comments made from one of the workshop sessions is the promotion of a one-stop shop centre for a single window approach (i.e., Day Care, Head Start, Parenting Programs).

Similar comments were made in other workshop sessions. The workshop sessions will need to be done with other sectors i.e., social. There is a need for involvement with other key stakeholders. The criteria and definition will need to be developed by the First Nations and examples were provided to the participants.

Q: What about sources of funding?

There were some discussions that the First Nation Day Care should not fall under AHRDA, HRSD. The Day Care under AHRDA does not get as much attention as other program areas.

CLOSING COMMENTS / CLOSING PRAYER

Trudy Lavallee commended each of the participants for their insights and for a job well done. AMC will put together a Regional Report, which will be sent to the participants for their input. AFN will compile all the regional reports into a National Report for submission to Health Canada by the end of April 2005.

CLOSING PRAYER

Loretta Sinclair

APPENDIX “A”

· Breakout Session #1

FACILITATOR: Bonny Traverse, Assembly of Manitoba Chiefs

RECORDER: Denise West, Assembly of Manitoba Chiefs

1. What is your vision for a continuum of quality early childhood programs and services for the children of your community?

A licensed facility by First Nations Authority with sustainable funding and support
Self Governed
Qualified ECE’s
Support for children with special needs
Access to subsidies like provincial subsidies
Because they are licensed, they receive grants but because we are not we do not have access to these i.e., special needs, professional development, equipment, resources
Developing linkages without penalty i.e.: Headstart, daycare, school, health centers, CFS, Social Services, Health Programs
Ontario government supports education better then they do here in Manitoba, childhood centers, need to strive for this. All centers have all access to amenities. Special Ed room, therapy room.
Think “BIG”
One-stop shop “Early Childhood Centre” (i.e.: prenatal – grade 12)
Inclusive of parents with block funding – multi-year
More funding for ECE’s to work closely with parents in daycare i.e.: resources - lending library similar to Headstart program, family services support, cultural awareness/activities, special needs, teaching safety, fire, chemicals, on-going training, CPR,
ECE males/instructors – role models, caregivers, cultural teachings

2. What would you identify as the key ideas or principles underlying First Nations quality programs and services for children and families?

Appropriate funding i.e.: training, professional development, administration, capital, licensing, accountability, accessibility for all children, children with multiple challenges, wage parity, adequate salaries/benefits
School readiness programming
Culturally appropriate programs i.e.: language immersion, whereby ECE’s speak or have knowledge of the language. Children learn language by talking to them in their language, to keep the first nations language alive
Elder involvement in programs passing on stories, songs, words
Principle’s should be specific to First Nations apart from universal and lumped with other non-aboriginal groups
Principles – unique to First Nations
One resource centre like Manitoba Child Care Association which provides toy lending, memberships, information sharing, workshops, conferences, professional development (health, computer, training Assistant ECE’s, human resources
First Nation Early Childhood curriculum – Best Practices
Parenting programs – support groups, evening programs, life skills, cultural programs

Ownership of knowledge, culture, data, and information
AMC agreed to interim licensing until self-governance is in effect. Resolution passed

3. Would they be appropriate for First Nations communities? Why? Why not? Would you change them? If so how? Are there other principles that should be included?

Development of own regulations
First Nations Regulatory Review Committee/Office to implement licensing (annually)
Funding levels to match services and geographical locations
Fair and equitable distribution of day care spaces

4. Are there effective coordination or integrations or programs and services in your community that others should know about?

Director of Education Services i.e.: daycare, Headstart, group home, school (N/K – Grade 9), student services (post secondary, private home placement)
There are coordinators for these services but one manager overseeing all programs
One Director Manager i.e.: daycare, Headstart
Stronger partnerships within the community – sharing of resources, idea’s, dietician nutritionist, FASD – daycare others
Toy-book resource lending library, evening programs for community (parents, children, grandparents) all members
Share proposals for funding (hydro funding for community beautification), sharing resources (diabetes prevention, tote box)
AMC to access to share with all First Nation on-reserve
“Community places” fund for playgrounds

5. How could the federal government support the delivery of early childhood development programs and services in First Nations communities in a more effective and efficient way?

Development of a Manitoba First Nation ECD Association
One pot of funding for ECD
Regionally based resources i.e.: specialty areas, workers, etc.
(Assessment tools, child development tests, early assessment, school readings, “intervention policies”)
Provide on-going support for workshops, conferences, networking activities
Comparable First Nation specific model similar to Province Model
Funding has to be available for all ECD programs in all First Nation communities
Template for all communities – safety, staffing, fire codes – guidelines for communities to follow for establishing and maintaining ECD programs
Allowing access for grants
Training dollars for staffing – laddering credits
Training dollars for staffing
Capital dollars - start-up, upgrading facilities, meet standards
On-going professional development

6. Would a “single window” approach where community programs and services are delivered in a coordinated approach be helpful?

One stop shop – ECD centre
One building
One source of funding
Mini-school
Administered under a Director of ECD at local level
Funds available from federal department would be useful – less time consuming, money could be accessed once for all ECD programs, less administration costs, one reporting requirement template for all programs
More dollars/resources for networking
Would not create division at local level – less competition – use same resources to maximize benefit for children and parents
First Nation licensing/monitoring body to oversee First Nations ECD programs
Federal entity to ensure accountability
Concern with whether Chief and Council would allow on external body to oversee local ECD programs
Would need to recommend to First Nation governments to respect political approach mandate of Chief and Council – protocols, agreements, ratified by Chiefs in Assembly in region

If yes, why would it be helpful? What would a “single window” approach look like at for programs and services at the community level when implemented? How would they be administered? How would they be managed? How would they be funded? How would the programs and services be implemented for the children?

If no, why would it not be helpful?

7. What supports and capacity development would be needed to implement a “single window” approach to early childhood program and service delivery in your community?

More training in all different levels – ECD instructors, policy development/analysis, administration, research, finance, etc
Look at existing models – frameworks, best practices, American Indian ECD programs – F.A.C.E. (family and childcare education - 3 ¼ million for 500 people
Lending toy/book libraries, in-home parental support/training, etc
Linkages of all programs that impact on children, Headstart, ECD, daycares, CFS, health programs

8. If a “single window” approach were implemented for First Nations early childhood programs and services what role would regional or national First Nations bodies play? What authority or responsibility would they have?

Regional Body – Role/Responsibility

· Monitoring

· Resourcing

· Networking

· Arranging workshops/conferences

· Training programs

· Research effective models, programs, services, etc

· Implementing

· Developing reporting templates

· Lobbying for funds

· Be voice for ECD

· Drafting policies and framework

· Providing information for First Nations

· Special needs – FASD, educate people on how to help with special needs, deaf/hard of hearing

· Finding resources

· Need to access additional resources for children with special needs

· Need to address federal policies to change to addressing early special needs

· Early assessments

· Interventions

· Early detection of special needs

· Referrals – directory—Resource Guide

· Proposal writing guides/seminars

· How to access grants and funds

Federal Body

· Financial – ensure access to dollars

· Sharing success stories/models that work

· Political lobbying/strategy development

· National workshops and conferences

· Database/contacts of all ECDE programs

· Ensuring equitable and universal ECD dollars

· Roll up reports from regions

· Develop business

9. If a “single window” approach were to be implemented for early childhood programs and services in our communities (and regionally) what would be the next steps? How would you prioritize these steps?

1a) Develop regional/national bodies;

1b) Develop a comprehensive ECD strategy at local level;

2a) Get support from Chief and Council for strategy – ECD must be a political priority;

2b) Local public relations and awareness – must be on community driven process, share information with community members and obtain input into local strategy/model;

- Local committee should be establish to develop local strategy

- Identify budget and human resource requirements for local level

- Funding on an on-reserve per capital basis – 0-6 years and special needs

- Need a comprehensive capital needs plan for each community based on population

- New capital, renovation, and retrofitting dollars

3a) Lobby government to recognize need for a single window approach

APPENDIX “B”

· Breakout Session #2

FACILITATOR: Trudy Lavallee, Assembly of Manitoba Chiefs

RECORDER: Tara Williamson, Assembly of Manitoba Chiefs

1. What is your vision for a continuum of quality early childhood programs and services for the children of your community?

· Need to define single window – What does it mean to us?

· Specialized training that focuses on diversified needs – ongoing (continuum)

· Networking programs and dialogue between different programs because otherwise isolated i.e. Daycare and Headstart;

· All children should have access to ECD programming regardless of situation;

· Change reporting requirements because government is restrictive, hard to go between programs with current reporting requirements; doesn’t allow for flexibility or accessibility;

· Networking – multiple resource support – needs to be taken even further than dialogue i.e. – clothing depots & lending libraries;

· Sharing resources based on availability because programs are funded differently and budgets are tight.

How do you manage and administer networking?

Best Practice Example: Chemawawin: Community has a networking youth group and workers meet once a month to assess all resources and fill in the blanks amongst themselves i.e. – nursing station coordinates with the school and use facilities for different combined activities.

· Need to have political support from Chief and Council for lobbying efforts; also needed at regional and national levels;

· ECD needs to be a priority for political models, currently it’s not; it’s always only been a discussion without action;

· Need an awareness of childcare – it’s more than babysitting – need communities to understand the importance of educating children;

· Different supports depending on each community’s definition of single window – just pooling money?

· If it is just pooling money, concerned that programs will have to be cut; communities will be penalized for sharing funds;

· In reality programs are not duplications they have different mandates.

Best Practice Example: Fisher River: ECD committee made up of health, education, and child and family services; doing their own administration and management; there is some separation within the Board because of government reporting requirements – would rather have 1 report for all programs in the committee (Standard Reporting Template); only works with support from the whole community.

· Comprehensive strategy for individual communities; seeing new perspectives of programs and funding as belonging to the children;

· Importance of development up to age 6 emphasized;

· Quality childcare requires enough qualified staff – look at ratio;

· Changeover of staff because of politics is unacceptable, so need not just enough staff but consistent staff; qualified, quality, committed, consistent staffing;

· Need licensing of childcare facilities – not necessarily with the province; need a mechanism to ensure quality; maybe First Nation licensing; need to define indicators;

· There was a licensing body presented to Assembly but it was rejected because of complications; should be taken back to Assembly.

2. What would you identify as the key ideas or principles underlying First Nations quality programs and services for children and families?

· Be comparable in quality to mainstream – we should expect nothing less;

· But, with more accessibility and opportunities than the mainstream;

· Culturally and locally relevant i.e. – some communities will want more tradition, others won’t; flexibility; one size won’t fit all;

· Linguistically appropriate;

· Community has own reporting and indicators;

· Seeking input from stakeholders is key – questionnaires, surveys.

Best Practice Example: Fisher River: Parent committees; communication at band meetings

· Children First – principle/core idea;

· Listening to families/communities;

· Universality i.e. children who normally cannot access services need to be recognized – if family is low-income and can’t afford daycare and haven’t been satisfied by Headstart; or when the needs of a child prevent real/full participation in programs because workers don’t have confidence or supports/resources to help special needs and kids are only assessed in school;

· Parents and elders have to be involved – a core principle.

Best Practice Example: Chemawawin - Karaoke and Pizza – boys and girls and mixed groups, everyone works together to provide a place for kids to go on weekends. Special Needs – a child was in a care home and came out but was only eating pop and chips; spoke to a councillor for social assistance to pay for child’s daycare for good food and exercise

· Stressing nutrition and well being of child for healthy development.

Best Practice Example: Fisher River - Parenting guides/info – fact sheets, children’s behaviour reports, ECD info sheets; distribute when appropriate and need arises.

What about a First Nations Parents Magazine?

· Openness and sharing – resources and information (not necessarily funding) between programs, parents, and workers.

3. Would they be appropriate for First Nations communities? Why? Why not? Would you change them? If so how? Are there other principles that should be included?

· QUAD – National childcare program principles;

· Quality;

· Stress developmental component for child;

· Difference – no to provincial regulation; need First Nation regulatory body; standards and licensing by First Nation definition;

· There was a licensing working group – had focus groups and surveys; wanted programs licensed to ensure quality (ideally First Nation body), however monitoring is necessary;

· Don’t need the government to approve our own methods;

· Currently, the province regulates salaries and education of the workers etc. – should be the same for on-reserve;

· Already inconsistencies between First Nations and other communities with current regulation;

· Predictability survey because funding formula is ineffective; administration and regulation costs need to be accounted for in funding resources because otherwise money has to be taken from program funding;

· Feds have to face the reality the First Nations’ needs are different;

· Provincial/federal dilemma needs to be resolved;

· BC, AB, ON, PQ – are all being licensed by the province;

· Extra federal resources at the local and regional levels that meet and surpass the provincial standards without provincial licensing;

· Development;

· Need more holistic indicators;

· Incorporate First Nations’ languages;

· General well-being, mino-ayaawin/mino-pimitisiwin;

· Positive indicators that reflect First Nation worldviews – part of flexibility;

· All of the principles could be taken and redefined by First Nation standards;

· If want to implement principles, need to have resources behind them to provide comparable and portable services.

4. Is their effective coordination or integration of programs and services in your community that others should know about?

· Nisichawayasihk & Roseau River share buildings within their own communities;

· Fisher River is trying to implement a support network for prenatal to 6 years old and beyond;

· Ebb and Flow: “one-stop shopping” for specialists including disability, speech and language specialists, physiotherapists, psychologists;

· Fisher River – developed a proposal for speech and language assistant; had to go through red-tape and present proposal many times; used resources from education, health, and ECD to afford the assistant;

· Peguis – family therapist (specifically young children) comes from the city and works out of different programs and moves around; shares resources for the best interest of the client;

· Peguis – Chief and Council have created an ECD portfolio;

· Chemawawin – Healthy Child meets once a month and comes back with new info for staff and parents;

· Peguis – people combine ideas for proposals to share resources i.e. health and childcare; funds from health but administration through Headstart;

· FASD conference – each committee represented on other working groups.

Best Practice Example: Chemawawin - Community has a networking youth group and workers meet once a month to assess all resources and fill in the blanks amongst themselves i.e. – nursing station coordinates with the school and use facilities for different combined activities.

Best Practice Example: Fisher River - ECD committee made up of health, education, and child and family services; doing their own administration and management; there is some separation within the Board because of government reporting requirements – would rather have 1 report for all programs in the committee (Standard Reporting Template); only works with support from the whole community.

Best Practice Example: Fisher River - Parent committees; communication at band meetings.

Best Practice Example: Chemawawin - Karaoke and Pizza – boys and girls and mixed groups, everyone works together to provide a place for kids to go on weekends.

Special Needs – a child was in a care home and came out but was only eating pop and chips; spoke to a councillor for social assistance to pay for child’s daycare for good food and exercise.

Best Practice Example: Fisher River - Parenting guides/info – fact sheets, children’s behaviour reports, ECD info sheets; distribute when appropriate and need arises.

5. How could the federal government support the delivery of early childhood development programs and services in First Nations communities in a more effective and efficient way?

· Eliminate multi-reporting requirements; establish 1 master template;

· Have government departments dialogue with each other and make internal plans with First Nations to prevent gaps in services;

· Stop the last minute disbursement of money at year- end;

· Year-to-year agreements hang over workers’ heads; doesn’t respect that programs are long-term in community; cannot have sustainable programs without sustainable funding; doesn’t demonstrate support;

· Take childcare out of ARDA; it’s always a tack-on and the spirit of childcare is diminished; give childcare its own ARDA;

· Feds shouldn’t interfere with provincial legislation and regulations; need a better understanding of local/regional ways; both levels of government should be responsible and accountable and remove jurisdictional barriers;

· Coordination between provincial social spending/programs and federal policies (i.e. social assistance); federal policies don’t follow provincial policies and then inhibit children’s access to care, i.e. – social assistance on-reserve don’t have access to subsidy;

· Support from federal departments isn’t equal for programs;

· Feds don’t follow provincial legislation approved for on-reserve;

· Funding formula needs to be changed to account for needs, not just population;

· Subsidizing daycare funds on-reserve; spaces and funding for special needs;

· Feds need to meet comparable provincial funding;

· Budgets need to address Cost of Living Allowance with indexing, capital funding components worked into formula;

· COLA esp. necessary for isolated and northern communities (add a remoteness factor); must be able to provide more than sustenance – must provide healthy living;

· Evaluations: programs & capital;

· Funding also needs to address taxes and shipping (tax exemption cards) – all incidentals;

· Take First Nations/Inuit/Métis childcare out of HRSDC;

· Has INAC, HRSDC, Health Canada have talked about combining funding and programs to integrate into another ECE program – have they worked towards this?

6. Would a “single window” approach where community programs and services are delivered in a coordinated approach be helpful?

· Depends on the definition – Hope so;

· Why? – access all specialists/resources/services easier and faster;

· Pooling resources could save funds to establish and reinvest money for more innovative programs to help families;

· Could mean support systems i.e.- professionalism, expertise;

· Will need strong management and administration i.e. Directors, team leaders;

· Pooled resources could benefit infrastructure i.e. – playground, buildings, transportation;

· NOT helpful if and excuse to cut funding with the excuse of “double funding” or duplication. Let First Nations determine what is best for children.

7. What supports and capacity development would be needed to implement a “single window” approach to early childhood program and service delivery in your community?

· Capacity building at existing sites i.e. – capital, infrastructure;

· New organizational structure base on evaluations and assessments of old structure;

· Awareness is key; communicate what it is to all stakeholders to create a common goal/vision;

· Updates to Chief and Council and vice versa;

· Dedicated and committed workers with the needs of the community and children as their top priority.

· Advocacy and lobbying;

· Political support;

· Strong representation with ECD as a real priority at all levels;

· Having enough staff in offices to effectively support ECD portfolios; contacts either don’t exist nationally or the one contact person is overworked;

· Actively seek out the current issues in communities to be aware and be able to make changes i.e. – forums, websites;

· Address COLA & remoteness factor – does it work? Is it being used?

OPENING PRAYER

WELCOMING REMARKS

REVIEW OF AGENDA