Rights, Resources, and the Next Generation: An Interview with Leaders from First 5 OC’s Engaged Neighborhoods Initiative

Edited by Samantha Morton – CEO, MLPB

January 26, 2022

Background

MLPB has convened a planning process with three partner communities invested in Building Legal Problem-Solving in the Early Childhood Sector, thanks to support from The JPB Foundation. One of these partner communities is First 5 Orange County, and specifically Engaged Neighborhoods – an initiative designed to engage families directly to advocate for their children while also better connecting early health and development systems.

We asked colleagues from Engaged Neighborhoods to talk with us about their perspectives on topics relating to legal information and rights education. Here’s what these stakeholders told us:

Question 1: Can you share examples of the kinds of barriers that Orange County families have confronted when they try to advocate for their children? How did this become clear to you? 

• “Per conversations and experiences, one of the first challenges faced by many is language and lack of empathy from service providers, especially those of their own race. Although entities hire bilingual staff, written information is not in native language, and bilingual staff is limited. When they connect with someone in their own language, some feel a lack of understanding or support. The second is limited providers open in the afternoons. Lastly, there is a lack of clarity on which entities can help address your challenges and at times multiple calls need to be made to different servicers to receive support.”
  • Benjamin Juarez (Parent, Garden Grove Early Learning Taskforce)

• “Some of the barriers . . . families face stem from: (1) Not being aware of the community resources within their communities; (2) If they do hear of resources, they do not know who to contact and solely rely on the information from friends, family, neighbors; (3) General understanding of programs and services and how the service is beneficial.  Whether it’s the client not understanding the information or the program’s communication regarding the services, some families may need additional support navigating resources; and (4) Depending on the area . . . , language is a barrier when trying to advocate for their children.
  • Yolanda Alvarado (Early Childhood Coordinator, Garden Grove Early Learning Taskforce)
    
    
• “As we work with various cities, we see similar issues affecting families’ ability to grow to their fullest potential. Many families are faced with inflated costs or unfair treatment by landlords when [seeking] quality housing. In addition, families do not have easy access to quality, healthy food they can afford. Since the pandemic, it has been eye-opening to see the need for access to the Internet, mainly wi-fi, for not only students, but working families. During virtual learning, there were students sitting in the parking lot of McDonalds or Starbucks, in order to log into class. Another barrier has been inadequate access to translation or interpretation of resource materials.”
  • Cristina Blevins + Ana Page (Consultants to First 5 Orange County)
    
    

Question 2: What does Engaged Neighborhoods mean by better connecting early health and development systems? Can you give an example of how families have experienced disconnects in those systems?

• “When connecting health and development providers, . . . we can assist families [by] outreaching to [them] in the community and letting them know about our local resources. Collaborating with school districts and other community partners to ensure information is getting out there. One way that families experience disconnection is . . . not knowing where to go to get help; [and] . . . not having a point of contact that can help and guide them through the process. Currently with the pandemic, it may be harder to get a hold of someone to speak to [who can] provide general information . . .”
  • Yolanda Alvarado (Early Childhood Coordinator, Garden Grove Early Learning Taskforce)
    
    
• “When referred to an agency, there is often a long waiting period to receive specialized services. And when trying to access services, the enrollment process is onerous and duplicative. For example, after completing forms for a referral, when [the family] is invited to access the service, the application process starts all over. [This] include[es] [re-submitting] MediCal applications . . . [depending on] e length of time between referral and initial visit. . . . [Also,] [i]nformation isn’t shared amongst systems. When a parent has a bad experience, and shares this with other parents, it discourages them from requesting services. We might prevent the disconnect, if resource providers focus on breaking down barriers that prevent families from having easy access to resources by sharing information with each other and building positive relationships with families.
  • Cristina Blevins + Ana Page (Consultants to First 5 Orange County)
    
    
• “I believe one way to better connect families to health and development systems is to provide a phone number like 211 where families can get resources over the phone or be directed to web-based platforms for those who are technologically capable. One example of a family’s experience with disconnection is the process in attempting to get an IEP [individualized education plan]. Since the [home] was in Santa Ana, the case worker assumed Santa Ana Unified was responsible when in fact it was Garden Grove Unified. By the time the process with both districts [finished], the child had aged out of the program!”
  • Benjamin Juarez (Parent, Garden Grove Early Learning Taskforce)
    

• “Historically, fewer Anaheim families were accessing preventive dental care for children under 5. However, over the past 10 years, our strong partnership with Healthy Smiles has ensured dental screening and referrals for all pre-kindergarten children enrolled.  The program makes direct referrals and follow ups for children at their local dental clinics and we have seen this approach [increase] access to preventive care and [promote] early dental health for children.”
  • Wendy Dallin, Lynda Durand + Viviana Jelinek (Network Anaheim Manager + School Readiness        Coordinators, Anaheim Learn Well)

Question 3: Keeping up with complicated laws and policies that impact families’ rights can be challenging. If legal information and rights education was shared more systematically with parents, caregivers and the early childhood workforce in Orange County, what do you imagine might happen? 

• “If families and early childhood workers were [given] policy and rights information, children would be the ones receiving the greatest benefit. Parents would be empowered and could possibly bring clarity to systems, especially those that need to be changed. Lastly, the more information shared, the more will trickle into the community making it more accessible.”
  • Benjamin Juarez (Parent, Garden Grove Early Learning Taskforce)

• “We would see: [1] [M]ore empowered parent advocates (in school and/or community).
  [2] More individuals being curious and asking questions.
  [3] Increased enrollment in early childhood programs.
  [4] Better prepared children within the five domains of early learning.
  [5] Collectively greater [a] discussions as a community and [b] connectedness.
  • Yolanda Alvarado (Early Childhood Coordinator, Garden Grove Early Learning Taskforce)
    
    
• “Education, knowledge and a systematic approach is proven to increase parent and child healthcare access in Anaheim. In 2016, only about 30% of the children who failed the vision screening were actually being seen by an [eye health professional]. In 2017, [the local school district’s] Early Childhood program established a partnership with UCI and a Mobile Eye clinic to screen, refer and schedule appointments for eye exams, for children ages 3-5. The Mobile Eye Clinic comes directly to the school and the doctor does the exam right there at school. Parents sign an authorization and attend the exam, but are not required to be there. Children are fitted for glasses in the mobile clinic. Glasses are ordered and delivered directly to the school to be distributed to families. We saw an increase in access and treatment with this program and our numbers jumped from barely over 30% access to more than 80% [access – in fact these children got both eye care and] FREE glasses!”
  • Wendy Dallin, Lynda Durand + Viviana Jelinek (Network Anaheim Manager + School Readiness        Coordinators, Anaheim Learn Well)
    
    
• “[This kind of information] would need to be to the point, transparent, and [have] great clarity. We have seen success in building strong relationships with families in order to create more trust among community and resource providers. Educating family members could help empower them to advocate for themselves and their children.”
  • Cristina Blevins + Ana Page (Consultants to First 5 Orange County)