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Trying Together Responds to Proposed Changes to Head Start Performance Standards

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August 12, 2026

Trying Together Responds to Proposed Changes to Head Start Performance Standards

Trying Together encourages public comment from administrators, teachers, former Head Start children and families, caregivers, and community members regarding proposed changes to the Head Start Performance Standards by the U.S. Department of Health and Human Services (HHS).

Head Start Performance Standards

Head Start is a core part of the early care and education landscape across the nation, providing quality care and comprehensive support for children and families for more than 60 years. In addition to education, it provides physical and mental health support, family engagement, nutrition, and developmental screenings.

Last week, the HHS published proposed changes to the Head Start Performance Standards, which serve as the foundational regulations to provide guidance on how to implement the Head Start program’s comprehensive services. However, the changes are only in the proposal stage. Head Start programs should continue to operate as usual and not make any changes based on the proposed changes. 

It is important to note that the proposed changes are to the Head Start Performance Standards – not The Head Start Act, which is the law and can only be changed by Congress. The Performance Standards define the quality – and provide clarity and guidance for implementation – of services at the local level. The standards cannot reduce the quality, scope, or types of services in The Head Start Act.

Proposed Changes

The Head Start Performance Standards are based in child development science. Proposed changes would eliminate a majority of the standards, such as:

  • Removing the mention of standards related to health, mental health, oral health, and developmental screenings, including details about how to provide services, the timeline, and requirement for follow-up
  • Eliminating class size and staff-to-child ratios
  • Weakening parent voice and decision making in local programs
  • Making it more difficult for families to prove eligibility, which may result in a reduction of service to families experiencing homelessness, children in foster care, or immigrant families
  • Removing services for pregnant women, expectant families, and newborns
  • Reducing administrative cap from 15% to 5%, creating more burden for programs to operate 
  • Requiring teaching and learning to only be in English
  • Removing additional services for children with disabilities and the ban on suspension/expulsion

Trying Together’s Response

Trying Together is working with state and national partners to gain a better understanding of the proposed changes.

“Trying Together is concerned that the proposal weakens health, safety, and quality standards for Head Start and creates more challenges for programs to operate,” said Emily Neff, Trying Together’s director of public policy. “As we continue to hear about rising costs for families and challenges to find quality child care, efforts to dismantle core components of a quality care and education program like Head Start further worsen the child care crisis.”

Neff said any attempt to weaken health and safety standards raises concerns about the wellbeing of young children and the de-professionalization of the early childhood field. She added that proposed changes aim to increase classroom sizes to serve more children without increasing investments for the program as well as remove credentials for teachers and pathways for families to be decisionmakers in local programs.

“While HHS frames the proposed changes as providing more flexibility and reducing administrative burden, in reality it proposes a reduction in services, larger class sizes, and fewer staff – and, ultimately, will help to justify why less funding will be needed for programs to operate in our communities,” Neff said.

Trying Together will continue to provide updates and resources in the coming weeks about the proposed changes – including ways that educators and caregivers can voice their concerns. 

Review Period

The deadline to submit comments is Tuesday, October 6. Trying Together encourages former Head Start children and families, administrators, teachers, caregivers and parents, and concerned community members to provide comments.

Regulatory changes at the federal level go through a process known as Notice of Proposed Rulemaking (NPRM). Now that proposed changes have been made, anyone can comment during a 60-day period.

After the comment period, HHS must review and respond to comments before issuing a final rule. Changes only take effect after a final rule is published and an effective date is announced, which will likely take several months.

Trying Together’s policy team – and its partners at the Pennsylvania Head Start Association, Pre-K for PA, and Start Strong PA – will offer support and provide templates for public comment.

Further Resources

Caregivers Should Lead with Joy and Curiosity When Children Transition from Pre-K to Kindergarten

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Caregivers Should Lead with Joy and Curiosity When Children Transition from Pre-K to Kindergarten

Caregivers with children transitioning from pre-k to kindergarten this fall should approach the milestone with an excited and curious mindset – but also emphasize practicing the life skills needed for this transition, rather than focusing on academic abilities.

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Valerie Williams, Trying Together’s kindergarten transition program director, said that a caregiver’s view of the transition shapes the child’s experience.

“We know sometimes caregivers feel nervous, but it’s also an exciting transition, so approaching it with an excited and curious mindset is important,” she said. “Sometimes, caregivers think it’s all on the school district, but we want them to think of themselves as partners.”

Williams emphasized that while there are skills that children ideally would have before this transition, a child will not be denied entry into kindergarten if they have not mastered a specific skill.

“The life skills need to come before academic skills,” she said. “Parents often focus on the academic pieces – counting one to 10 or learning the alphabet – but teachers are prepared to teach all that stuff. The important stuff for children is self-regulation, social skills, managing emotions using words, listening when someone is talking, knowing how to express feelings with words, keeping our hands to ourselves, or being potty trained. Children should be ready to sit at circle time and be able to be quiet for five or 10 minutes to listen. There’s also functional stuff such as being able to follow a routine or schedule, or being ready to make it through the day without a nap.”

Williams said that caregivers can help train children for such things during the summer – for example, shortening the daily nap by 10 minutes and then by another 10 minutes, so by the time they get to school, they don’t need a nap.

The Importance of Routines

Williams added that caregivers should try to get children into a daily routine – for naps, snacks, or other activities – to prepare them for kindergarten.

“Routines are important, not because we want children to be regimented, but because it gives them a sense of psychological, emotional, and physical safety,” she said. “It promotes brain development, so they can be well-regulated.”

Following a routine can help children to know to expect certain things at a certain time of day. If, for example, they feel hungry but know that snack time is coming up, they will learn to regulate themselves. Routines can also help to prevent meltdowns, Williams added.

Register Early

Williams said that school districts frequently hold events prior to the first day of kindergarten to help children and families prepare. This is why it is important for caregivers to register their children for school as early as possible.

“Schools do transition events during the summer,” she said. “You want to make sure you’re getting contacted about open house days during the summer, so the first day the child is walking into the school is not actually the first day of school.”

She noted that it is important for children to feel confident entering the classroom or taking part in such daily routines as transitioning to lunch with a group of other children or taking a bathroom break with a group of peers, rather than having a teacher take the lead.

Leading with Joy and Learning Through Play

Williams said one of the most important things for caregivers to remember is that they should lead by coaching the behavior they want to see. For example, telling a child that you like it when they engage in a particular behavior makes it more likely that they will continue to do so.

“What you model is what your children will do,” she said. “Speak to your children as if they are the most wonderful, brilliant people – for what they believe is what they will become. We should be prepared and lead with joy. Make this transition exciting for them. You can be brave and scared at the same time.”

It is also important to remember, Williams added, that children learn best through play. She said that caregivers and educators should focus less on sitting them at a table and drilling information into them – but rather incorporating play into teaching as much as possible.

“Everything you teach should be playful in nature,” she said. “They learn best in their natural environment.”

Further Resources

Some further resources for caregivers whose children will transition from pre-k to kindergarten this fall include:

Educators Seeking Knowledge of State and Federal Policy Can Apply to EPLC Fellowship

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August 11, 2026

Educators Seeking Knowledge of State and Federal Policy Can Apply to EPLC Fellowship

Those looking to deepen their understanding of state and federal education policy can now apply for the 2026-27 Pennsylvania Education Policy Fellowship Program (EPLC).

The program is an eight-month professional learning experience for education, policy, community, and advocacy leaders whose experiences reflect strong leadership abilities and a concern for issues relating to children and education. Participants will be able to expand their knowledge of state and federal education policy, refine leadership qualities and communication skills in the advocacy sector, and expand their network of professional contacts.

Learn More

The EPLC is a diverse cohort of professionals from education, human services, government, business, and community organizations. 

Sponsored by the Education Policy Leadership Center (EPLC) since 1999, there are more than 700 graduates of the program who are leaders in diverse organizations and programs at the local, state, and federal level. 

To qualify for the program, applicants must have:

  • A full-time professional position and substantive work experience
  • A bachelor’s degree or its equivalent
  • The endorsement and financial support of their employer or sponsoring organization
  • A commitment to personal and professional learning

Program Details

The program will include cohort learning with K-12 and higher education leaders, policy makers, advocates, and others interested in learning about public education policy. Highlights of the program include:

  • Two day in-person opening session in Harrisburg in September
  • Two day, multi-state leadership forum at Gettysburg battlefields and Carlisle’s U.S. Army War College in October
  • 14 three-hour virtual sessions on Friday mornings from November through May
  • A mid-program, in-person session in Harrisburg in January
  • A two-day visit to Washington D.C. to meet with legislators in April
  • A day at the capitol in Harrisburg to meet with legislators in May
  • Graduation and an annual recognition reception in May

Those interested in the program can apply on the EPLC website.

Child Mind Institute Resources Focus on Negative Impacts of ‘Looksmaxxing’

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Child Mind Institute Resources Focus on Negative Impacts of ‘Looksmaxxing’

A trend known as “looksmaxxing” has drawn attention due to influencers who have utilized the extreme grooming, fitness, and occasionally extreme cosmetic practices associated with the subculture.

In a new set of resources, the Child Mind Institute discusses why such extreme self-improvement routines can have a negative impact on boys’ self-esteem and mental health.

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“Looksmaxxing” has become a trend due to the practices of popular online influencers, who have used extreme measures such as “bone smashing” to try to alter their facial structure. There has also been a rise in social media content that encourages teenage boys to engage in self-improvement routines to meet a narrow and exacting standard of attractiveness.

The trend, which has been around for nearly a decade and stems from the belief that women choose romantic partners based on physical traits alone, can be especially damaging to young boys during puberty. 

The Child Mind Institute’s resources examine how “looksmaxxing” affects boys and how to help teens navigate current beauty standards. Clinicians have raised concerns that the trend can exacerbate certain mental health disorders – such as body dysmorphic disorder – in teenagers.

The resources also include information on how social media use can lead to self-doubt in teens and how to monitor what they are doing online, while also respecting their independence. There is also a piece on the challenges of early adolescence and how to help boys build confidence during that time.

The Child Mind Institute’s resources include:

OCDEL Provides Information on How to Remove Ticks from Children

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August 10, 2026

OCDEL Provides Information on How to Remove Ticks from Children

The Pennsylvania Office of Child Development and Early Learning’s (OCDEL) Bureau of Certification has provided tips on how to remove a tick from a child and which symptoms to keep an eye on.

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Ticks have eight legs, are very small, and can attach to a person to suck blood. In Pennsylvania, many ticks carry diseases and can be found outdoors in areas with long grass and weeks, leaf piles, the woods, or in the backyard.

It is important to remove a tick as soon as the insect is found embedded in the skin. The longer a tick is attached to a child or adult increases the risk of Lyme disease transmission.

Removing a Tick

Early childhood educators who are removing a tick from a child should:

  • Use tweezers and grasp the tick close to the skin (on its head).
  • Hold the tweezers sideways next to the skin surface.
  • Pull the tick straight upward without twisting or crushing it.
  • Maintain a steady pressure until it releases its grip.
  • If you don’t have tweezers, you can use your fingers.
  • It is not helpful to cover the tick with petroleum jelly, nail polish, rubbing alcohol, a soapy cotton ball, or a hot or cold object.

If the tick’s head breaks off in the skin during removal, caregivers should remove any large parts, clean the skin with rubbing alcohol, or use clean tweezers to uncover the head and scrape it off.

If the tick is so small that tweezers or fingers don’t work, use the edge of a credit card to scrape it off the skin. If a small piece of the head remains, the skin will slowly shed it.

After Removing a Tick

After the tick has been removed, early childhood educators should:

  • Wash the wound and your hands with soap and water after removal. This helps to prevent catching any disease carried by the tick. 
  • Inform the parent or guardian that you have removed a tick from the child. Alert them to watch the bite area for the appearance of a rash. If a rash appears or the child becomes ill, the child will need medical care.

Tick bites typically don’t hurt or itch – which is why they are not often noticed. If the tick transfers a disease, a rash will appear in the next two to four weeks.

Caregivers should contact a health care provider if they can’t remove the tick, fever or rash occurs in the next four weeks, or the bite starts to look infected. 

To prevent tick bites, perform daily checks on children after outdoor play. Children should wear light clothing, so ticks can be spotted and tuck their socks into pants, avoid tall grass, and stay on clear paths outdoors.

Neighborhood North Museum of Play Offers Weekly Art, Crafts, and Sensory Programs

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Neighborhood North Museum of Play Offers Weekly Art, Crafts, and Sensory Programs

The Neighborhood North Museum of Play in Beaver County holds events for children of all ages that include everything from recreational programming to artistic experiences.

The museum offers exhibits year-round and camps in the summer as well as ongoing weekly programming.

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Currently, the museum offers four recurring programs for children – Sensory Saturdays, Crafternoons, Tinker Time, and Maker Mondays. 

Sensory Saturdays are held from 9 a.m. to 10 a.m. on the first Saturday of every month. The events are intended for children with special needs and their parents to be able to enjoy the museum’s exhibits without a busy crowd. Sensory Saturdays cost $3 to attend.

Crafternoons will start back up in September and take place from 4 p.m. to 5:30 p.m. on the second, third, and fourth Tuesday of every month. The event costs $3 per child and is free for members. This is a drop-off event for children in kindergarten through fifth grade.

Tinker Time enables attendees to let their inner inventor run wild. The museum’s digital maker space has a variety of tools and technology that attendees can explore. Tinker Time, which will begin again in September,  is held on the third Saturday of every month during open play. The cost is included with admission to the museum.

Maker Mondays is a free after-school drop-in program for children in fifth through eighth grade. Children are able to engage in self-guided exploration of art in all its forms, from textiles and sculpture to painting, video game design, cartooning, and more. The event is open for drop-ins from 3:30 p.m. to 5:30 p.m. on Monday afternoons (during the summer, it will run from 1 p.m. to 3 p.m. and on days when Beaver Falls Middle School is scheduled to be closed). All attendees will need a waiver and permission slip signed by a parent or guardian. 

For more information on exhibits and programming, visit Neighborhood North Museum of Play’s website.

SUN Bucks Application Deadline is August 31

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August 6, 2026

SUN Bucks Application Deadline is August 31

The application deadline for Pennsylvania’s SUN Bucks (Summer EBT) is Monday, August 31.

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The program helps eligible families purchase groceries during the summer months when school meals for students are unavailable. Eligible children receive a one-time $120 benefit that can be used to buy food at participating retailers.

Most eligible children are automatically enrolled through such programs as the Supplemental Nutrition Assistance Program (SNAP), Temporary Assistance for Needy Families (TANF), or Medicaid, with qualifying income, or free or reduced-price school meals, while some families may need to apply. 

Benefits for this summer began in early June, and applications remain available for eligible households through August 31. Families can also access an online eligibility navigator, outreach materials, and multilingual application resources through the state’s Department of Human Services.

For more information, visit the state’s SUN Bucks webpage.

City Announces Return of Civic Leadership Academy

News

August 5, 2026

City Announces Return of Civic Leadership Academy

Mayor Corey O’Connor’s administration announced this week that the Civic Leadership Academy, a free 10-week course for local residents to learn more about city government, will return.

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In the program, participants will learn more about the government from leaders of city departments, authorities, and bureaus.

Residents can apply for the program, which runs on Wednesdays from 6 p.m. to 8 p.m. from September through December. Each week, participants will engage in weekly presentations, discussions and site visits with city government leaders.

Participating agencies and departments include the mayor’s office, City Council, the comptroller’s office, 311, Department of City Planning, Department of Public Safety, Bureau of EMS, Department of Parks and Recreation, Bureau of Fire, Bureau of Police, and many others.

“We are excited to bring back the Civic Leadership Academy because we want to engage our residents and offer them a deeper understanding of city government,” O’Connor said. “This is an important program for transparency that also empowers community leadership and partnership with our neighborhoods.”

The academy helps residents to better understand how the government operates and how to productively engage with the city of Pittsburgh. It allows participants to be ambassadors for their communities and helps to strengthen the relationship between city government and neighborhoods.

Applications must be submitted by the end of the day on Friday, August 21. Participation is limited and applicants must be residents of Pittsburgh, operate a business or nonprofit, or do community impact work within city limits. Questions about the program should be sent to CLA@pittsburghpa.gov. 

Paid Family Leave: Good for Families, Good for Businesses

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August 4, 2026

Paid Family Leave: Good for Families, Good for Businesses

As the conversation continues in Allegheny County around Paid Parental Leave, Trying Together reiterates its support for a county-wide, mandated paid parental leave policy of 18 weeks for birth, foster, and adoptive parents. We believe a true continuum of care begins with paid parental leave and continues with the availability of high-quality infant child care. 

As an early childhood nonprofit, we also recognize the impact on the child care sector and urge the Allegheny County Board of Health and the County to review and consider recommendations for a paid leave policy that supports the realities of child care programs.

What is Paid Parental Leave?

Paid Parental Leave is compensated time away from work for parents  to bond with a newborn, newly-adopted, or newly-fostered child. This includes paternity and maternity leave.

Paid Parental Leave is not a partisan policy. A recent article by Public Source highlighted just how far behind the United States is on this issue. Paid parental leave is mandated in more than 180 countries, including all 55 high-income countries. About a quarter of all countries offer 18 weeks or more and more than half of all wealthy countries do.   

The World Policy Center created a global map to demonstrate which countries mandate paid parental leave. 

In its article, Public Source notes that across the United States, support for paid parental leave continues to gain traction as American families and employers realize what other high-income countries have already confirmed: the economic, health, and social benefits of paid family leave are good for families and good for business. 

Paid Parental Leave is Good for Families

Parents are children’s first and most important teachers. The first few months of bonding with a new baby following a birth, adoption, or foster placement are essential to the health and wellness of the child and parents. This wellness is not just nice to have –  it translates to broader health, economic, and societal outcomes. 

It provides mothers the essential time required for physical recovery and healing following labor and delivery, and in some cases major abdominal surgery. Research shows a decrease in maternal and infant mortality and more time off is linked to longer breastfeeding periods, which strengthen a child’s immune system. Furthermore, access to leave is a proven intervention for protecting the mental health of mothers during the postpartum period. In the case of foster placement or adoption, paid parental leave offers additional mental health benefits with time for children to bond and develop trust with new parents. 

The financial aspects of growing a family should not create additional strain and stress during one of the most transformative milestones in life. The establishment of paid parental leave would ensure no parent has to choose between a medical appointment or a missed paycheck, and that they can be present during the most formative weeks without the threat of financial ruin.

Paid Parental Leave is Good for Businesses Of All Sizes

A National Bureau on Economic Research report shows that every $1,000 invested in paid parental leave produces an estimated $7,275 to $29,406 in net social benefits (such as immediate health outcomes to babies and mothers and future savings from boosted earnings and tax contributions), and that providing paid parental leave results in higher workforce participation, improved health outcomes, and increased lifetime earnings. Paid parental leave has also been shown to reduce turnover, functionally reducing costs to an organization.  

As noted by Public Source, the majority of businesses currently offering paid family leave programs in the United States tend to be large employers – but paid family leave can, and should, be a part of small business’ operations structure. Trying Together encourages small business owners to move beyond the question of whether it is possible, and towards what the right design is to make paid parental leave feasible for all employees in Allegheny County.

Successful current paid family leave programs across the United States all share one common thread of utilizing a social insurance model. In doing so, the cost burden is not the employer paying out-of-pocket dollar to dollar for every day missed, but rather is part of a shared pool similar to how unemployment insurance and disability insurance function. 

As Public Source reports, most states have been able to cover the costs of their parental leave policies with a payroll tax of less than 1%. Since payroll costs make up only a portion of a business’ total revenue, an average business should expect its costs to rise by less than 1%. When viewed from a cost perspective, this model is far less burdensome to a business than having to replace employees due to workplace policies that don’t support new parents. 

While we recognize the county is restricted in its ability to create a social insurance design through a new tax, we urge continued advocacy for the passage of the Family Care Act in the state. Senate Bill 906 proposes a state-run insurance program funded by employee payroll deductions capped at no more than 1% of a worker’s wage. House Bill 200 mandates that employers cover partial wage replacement for qualified employees, and proposes a grant program to help small businesses offset the costs.

Considerations for the Early Care and Education Sector

Child care providers overwhelmingly recognize the value of paid parental leave. However, there are unique operational and financial constraints that make implementing extended paid leave especially challenging. Child care programs operate with limited financial reserves while maintaining strict state-required staff-to-child ratios for the health and safety of young children. 

When a teacher takes extended leave, providers often must continue paying the employee while simultaneously paying overtime, hiring substitute staff, or reducing classroom capacity if qualified staff cannot be found. Unlike many businesses, child care programs cannot simply increase production or temporarily reduce staffing levels without affecting families’ access to care.

Trying Together recommends:

  • Adding an element of social or private insurance to support the implementation of the proposal and ensure a funding model and structure
  • Creating an option for child care programs/small businesses to buy into private group insurance
  • Developing and maintaining a county child care substitute pool to ensure programs remain staffed
  • Increasing the 30-day qualification requirement 
  • Considering a scaled approach for implementation
  • Educating the community on how the county policy will interact with other policies such as FMLA and short-term disability
  • Exploring a partnership with local philanthropy for funding support

Additionally, Trying Together continues to recommend that policymakers increase support for the systemic needs of the field, so that child care providers can be more financially secure and stabilized.

Those working in the field know very well that child care teachers are not simply babysitting or watching children. Their work is that of a skilled professional, deeply committed to supporting children during their most rapid period of brain development, which lays the foundation for all future learning and development. To create a sustainable pipeline of passionate, highly professional, and dedicated early childhood educators,  increased compensation and benefits such as paid parental leave are required.  

The question is not whether paid family leave should exist; it is asking how we can collectively implement it in a way that strengthens families without unintentionally weakening the child care system upon which those same families depend. Paid family leave and a strong child care system are complementary investments. Supporting child care providers during paid parental leave implementation ensures these two public priorities reinforce one another rather than compete. 

Learn More

To learn more about the currently proposed paid parental leave policy of Allegheny County, see Allegheny County’s Paid Parental Leave FAQ sheet.

To view the full public comments on the policy proposal, as submitted by Trying Together on July 10, including in-depth recommendations for the child care sector, please click here. 

Thriving Kids Podcast Focuses on How to Have Tough Conversations with Children

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Thriving Kids Podcast Focuses on How to Have Tough Conversations with Children

Conversations on hard topics with children can be challenging, but the latest Thriving Kids podcast episode notes that these types of conversations are often the ones that children most need caregivers to start.

In the podcast, Dave Anderson, PhD, the Child Mind Institute’s senior psychologist and vice president of public engagement and education, joins Kate Snow, a senior national correspondent for NBC News and anchor for “NBC News Daily,” to discuss the topic.

The discussion revolves around Snow’s years of reporting on difficult topics, from substance use to the toll of the digital world on teenagers. Anderson and Snow discuss what children are often seeing and experiencing online, and why it is important to talk to children about tough topics early and often, rather than waiting for the “right moment.”

Some tips from the Child Mind Institute on the topic include:

  • Don’t wait for a crisis to start the conversation. Bring up difficult topics – a scary headline or even just a rough day – before things reach a breaking point. Low-key check-ins make it easier for children to open up when it matters.
  • If you’re worried, ask directly and calmly. Asking a child how they’re really doing – even about something as serious as suicidal thoughts – doesn’t plant the idea or make things worse. Instead, it shows them they have someone safe to talk to, which can be a relief for them.
  • Get a real picture of their world online. Children are usually on their phones far more than caregivers realize. Ask open-ended questions about what they’re seeing, who they are talking to, and which apps they use most.
  • Model the habits you want to see. Children notice when their parents are glued to their own phones. Naming your own limits out loud – such as mentioning that you are putting away your phone at the dinner table – teaches balance more effectively than rules alone.
  • Protect the relationship, not just the rules. Prioritize connection over correction through activities such as walks together, cooking dinner side by side, or game nights. Low-stakes, fun time together helps to build a foundation of trust, which makes hard conversations possible when you need to have them.

For more information, listen to the Thriving Kids podcast.