Early Learning Indiana

Rooted in Community: Serving Families Where They Live

Neal Butler — Mon, 29 Sep 2025 20:38:03 +0000

More than 200 families attended a community baby shower at Iris Family Support Center’s Family Resource Center (FRC) in Fort Wayne, many arriving hours early and standing in a line wrapped around the building. They came for diapers, hygiene products and a little something extra.

“We had no idea it would be that big. Families came dressed in their best clothes to get professional maternity photos. It was beautiful. For many of them, it was the first time they’d had anything like that – a moment to feel celebrated,” said Whitney Craig, Iris’s marketing and communications director.

Iris’s team knew the organization was well-positioned to make a deeper impact in Fort Wayne, but they didn’t expect just how quickly the need for early childhood support would grow or how powerfully the community would respond.

Through Early Years Initiative, Iris expanded two programs supporting children and families from pregnancy through early childhood. One of those is the FRC, which opened in 2023 in Fort Wayne’s 46806 zip code, where infant mortality rates are among the highest in the state.

“We intentionally placed the FRC in a neighborhood where families could walk to access support,” said Jessica Hicks, Iris’s community services vice president.

The FRC, which supports about 250 children, offers prenatal education, safe sleep classes and parenting education, as well as practical support like diapers, hygiene products and developmental screenings. But what sets the center apart is how its programming builds trust with multilingual and multicultural families through translation and meaningful connection.

More than 70% of the families that visit the center speak a language other than English – Spanish, Burmese, Haitian Creole, French, Rohingya and Swahili, to name a few. Cultural responsiveness is built into how the organization operates, with half of the center’s radio ads created in Spanish and printed materials available in multiple languages.

“We’ve had to rethink everything, from hiring practices, to how we design flyers, to where we advertise. When families walk in the door, we want them to feel like this is their space,” Craig said.

That intentionality extends to Iris’s long-standing Healthy Families Program, which has served Allen County since the 1990s. Expanded through Early Years Initiative, the program now serves about 500 children and includes the Parents as Teachers (PAT) curriculum, an evidence-based model that supports families from the third trimester of pregnancy through age three.

The Healthy Families team visits families at their homes, providing support with child development but also job searches, education, mental health referrals and more. That wrap-around approach is especially important for non-English-speaking families who may struggle to access services due to language or cultural barriers.

“Our team was so excited when we were able to bring in PAT. It’s practical and empowering. One part teaches families how to make developmental toys using items they already have at home. That’s a game-changer for a family that might not be able to afford new toys. We’re trying to reduce stressors, because when you reduce stress for a parent, you reduce risk for the child. That’s prevention work at its best,” Hicks said.

Team members reflect the communities they serve and Iris regularly offers the team cultural competency training to ensure families feel respected and heard. Sessions have included ways to support the Burmese community and how to better communicate with Spanish-speaking populations.

While both programs target families from pregnancy through early childhood, Iris takes a flexible, no-wrong-door approach to care. If a family enters the FRC but doesn’t meet the age cutoff for Healthy Families, the team refers them to other Iris programs or trusted partners in the community.

“It’s not about who we can serve. It’s about how we make sure every family gets connected to someone who can help. No one gets turned away,” Craig said.

Early Years Initiative has transformed their programs, they said.

“It validates the work we’re doing. Social work is hard. You don’t do it for the money. But when our team sees that people believe in them and in the families we serve, that matters. That fuels us,” Hicks said.

“This is what prevention looks like,” Craig added. “It’s support from day one, and it’s changing lives.”

NWI Program Grows with Families from Toddlerhood to Kindergarten

Neal Butler — Thu, 18 Sep 2025 14:26:38 +0000

When the little girl with Down Syndrome took her first steps, cheers and applause filled the classroom. Not just from the staff, but from her peers, too. It was a big moment for everyone, said Cherish Edwards, executive director at the Center for Possibilities in northwest Indiana.

Through Early Years Initiative, the Hobart program is transforming what early education can look like for children with special needs. The program, which serves children ages two to six, has long provided critical support for families whose children have developmental, physical or medical needs that typical preschool programs may not be equipped to accommodate.

Until recently, the center operated with just two classrooms and could serve up to 18 students. Now, the program has expanded – adding a third classroom, enlarging its two-year-old room and increasing its capacity to 31 students. The expansion created 13 additional seats in a program that often has a waitlist.

“Some of these kiddos, if we’re not going to meet their needs, they’re not going anywhere,” Edwards said. “They’re staying home with nurses or respite workers, without the opportunity to socialize or learn the skills they could be developing.”

The program supports a wide range of children, including many on the autism spectrum, as well as children with cerebral palsy, seizure disorders, chromosomal microdeletions and other complex medical needs. While Indiana requires a 10-to-1 student-teacher ratio for this age, the center maintains significantly lower ratios: around 3-to-1 in its two-year-old room and 5-to-1 in its older classrooms to ensure the children get the support they need.

This individualized approach supports children with varying levels of need. One child who came to the center at age 3 had the developmental function of a 3-month-old. Staff worked with her on lifting her head and turning it. Others arrive pre-verbal, and teachers may use sign language to support their communication. The center prepares children by teaching basic classroom routines and fostering social-emotional development.

“Peer pressure can be a good thing. We’ve seen kids overcome feeding sensitivities because they see everyone else eating the same food. We had a foster child who, after just a week, started using the toilet because all the other kids were,” Edwards said.

The center runs year-round, something that’s especially valuable for children on the autism spectrum who benefit from structure and familiarity.

“Continuity of care is so important. We’re a small team – six teachers, an assistant director and myself – and the kids see all of us every day. Even when they move to a different classroom, the transition is smooth because they already know the teachers,” Edwards said.

That close-knit environment creates lasting bonds with families. Some children begin the day they turn two and stay until kindergarten. One family, whose daughter will graduate from the program this summer, has been part of the center for six years.

“We had her brother first, and her mom was pregnant with her (daughter) when he started. It’s hard to say goodbye when we’ve been such a big part of their lives for so long,” Edwards said.

While the center primarily supports children with disabilities, it also supports typically developing children to model behavior and foster inclusive learning, which sticks with children long after they leave. One parent recently received a note from a kindergarten teacher who said she could tell the child had attended the center.

“He was the only one playing with the nonverbal children with autism on the playground. We’re teaching empathy, tolerance and what it means to include others – at age two,” Edwards said.

Innovation in early education is especially important today as many families rely on child care and society becomes more skilled at identifying and supporting a wide range of developmental needs.

“In the past, so many kids were lumped into special education without really understanding what they needed,” Edwards said. “Now, we can personalize their experience and help every child reach their full potential.”

JUST Community’s Doulas Empower Families on Indy’s Near Westside

Neal Butler — Tue, 19 Aug 2025 13:26:34 +0000

Doulas are changing the narrative for families on Indianapolis’ near westside.

Through Early Years Initiative and with support from Hawthorne Community Center, JUST Community is building powerful partnerships with local early learning programs, delivering a two-fold impact. Trained, community-based postpartum doulas offer much-needed support to parents of newborns. Those same families are then welcomed into the JUST Play program – a unique, toy- and education-based early learning model built for children from birth through age three.

JUST Play is more than a curriculum, it’s a movement. Families receive high-quality educational toys and books grouped by ages (0–12 months; 12–24 months; and 24–36 months), along with simple, effective guides for caregivers. The goal is to help young children meet critical developmental milestones and increase parents’ confidence in supporting that growth through everyday interactions like singing, talking and reading.

The program also taps into a vital, often overlooked relationship – the trusted home child care provider, said Nicole Carey, JUST Community’s founder and executive director.

Two educators operating family child care programs in Indianapolis are involved in the cohort, serving as “community bridges.” These educators not only deliver care, but check in with families, mirror play-based activities and reinforce the learning and well-being strategies introduced through the program.

The Early Years Initiative exists to elevate organizations, like JUST Community, working to ensure infants and toddlers develop foundational knowledge and skills that support their future learning and development.

This organization’s cross-training is a workforce development win, an early childhood booster and a community-based healthcare solution all rolled into one.

“This kind of collaboration matters because early childhood doesn’t exist in a vacuum. It intersects with maternal health, education, poverty and equity. When I think about innovation in early learning, I don’t just think about what’s happening on the ground. I think about how we can collaborate with larger organizations to create a robust foundation, and how we mobilize our resources to do the most good,” Carey said.

Several leaders in early learning programs have completed doula training themselves. One educator, originally recruited to pilot JUST Play, joined the first cohort of doulas and now supports mothers through childbirth, postpartum recovery and early parenting.

A Long-Term Investment in Children

Ambar Pire — Fri, 15 Aug 2025 17:46:17 +0000

Throughout their lives and careers, both Linda and Dale Theobald have seen the impact early learning can make on children and families.

Linda spent more than 23 years in the classroom, teaching children from pre-K all the way up to sixth grade. Through his work in psychiatry and addictions, Dale worked extensively with family units, seeing firsthand the impact those early years can make in a person’s life.

“That’s a formative time and children need those early learning experiences. There have been many studies over the years about the effect of quality interaction, quality communication for children and how it affects them long term,” Dale said.

With that deep understanding of why the early years matter and the impact early investment can have, both Dale and Linda have found purpose in supporting Early Learning Indiana.

“We need to make sure young children get a great start,” said Linda. “With Day Nursery Auxiliary and Early Learning Indiana, we’re able to support good programs for children.”

Linda has spent many hours serving the organization as a volunteer at Day Early Learning Park 100 and through her work with DNA, where she served as president from 2022-2023.

In addition to Linda’s volunteering, the couple has consistently provided annual support for Early Learning Indiana and recently decided to make a long-term investment in ELI, committing a planned gift and joining ELI’s Next Century Legacy Society.

“We wanted to make a donation that would be a long-term investment in early education,” Dale said. “We want our support to make a lasting impact.”

For Linda, it was clear who could help them leave this lasting impact.

“The quality of teachers and programs are so important in building great early learning programs,” Linda said. “Early Learning Indiana sets the standard for the state.”

What is a planned gift?

A planned or legacy gift is a contribution made as a part of your financial or estate planning—often through a will, trust, retirement account or life insurance policy — and can lead to tax benefits for the donor. Unlike immediate donations, planned gifts are typically realized in the future, allowing donors to leave a lasting legacy.

Planned gifts, like the one made by the Theobalds, help provide long-term financial stability, fund strategic initiatives and ensure the mission of ELI will continue for years to come.

If you are interested in joining the Next Century Legacy Society and including Early Learning Indiana in your estate planning, please reach out to Kirsten Yeager, vice president of development, at kirsteny@earlylearningindiana.org.

Gary Church Empowers Families to Transform Futures

Neal Butler — Mon, 04 Aug 2025 13:10:26 +0000

A parent is a child’s first and best teacher, and a new program in Gary is supporting families throughout their child’s early education journey.

Culturally grounded and community-rooted, the Family Empowerment Program is designed to support parents and caregivers with a goal to nurture Black families in a way that’s deeply affirming, practical and rooted in legacy. Based on a nationally recognized curriculum from the National Black Child Development Institute and supported by the Black Child Development Institute – Chicago (BCDI), Trinity United Church of Christ now offers the program to families with children from birth to age three – one of the first of its kind in the state.

“This program was developed for us, by people who look like us,” said Kathalene Harris, program director. “It’s culturally specific, built around African proverbs, and it creates space where grandparents, foster parents, moms, dads and married couples can come together and learn from each other.”

Delivered virtually through Zoom, the program offers flexibility for busy families and those who may not have access to transportation.

“We don’t care if your baby is crying or if your child’s hanging on you during class,” said Sandra Mosley, who oversees organizational development and outreach. “It’s a no-judgment zone. Come as you are.”

Each Saturday, participants engage in two-hour sessions led by master’s-level early educators. They also receive a backpack of learning materials designed to reflect and celebrate Black children, including skin-tone-inclusive dolls and books that represent their communities.

“One of the things I fell in love with right away was the backpack. For a child to see what they look like from an early age reflected in their toys and books – it’s incredibly powerful,” Mosley said.

While the curriculum includes essentials like early literacy, math and health, it also focuses on identity, connection and agency.

The Early Years Initiative exists to elevate organizations, like Trinity United, working to ensure infants and toddlers develop foundational knowledge and skills that support their future learning and development. The Family Empowerment Program, which averages about 10 to 15 families per session, runs year-round, with new cohorts starting every few months. While summer participation can dip, the team is preparing for a robust fall session, and they’re hoping to grow their reach to 60 families.

The team recruits with boots on the ground. They attend community events, including city council meetings. They keep flyers in their cars. If they see someone with a child at Walgreens, they talk to them, Mosley said.

One mom told Mosley, ‘This is the first time I’ve really seen my son for who he is.’ He was two. And by the end of the program, she saw real progress. He hit milestones he hadn’t reached before.

Another participant shared how the program helped her shift her approach to discipline. She had grown up with strict rules and physical punishment, but the program helped her find tools to understand her children as individuals.

Graduations are held in person, giving families the chance to celebrate with each other.

“By the time graduation rolls around, there’s a real bond. Parents feel empowered. They feel seen. And they’re already sharing what they’ve learned with others,” Harris said.

“Our pastor speaks about the history of education in the Black community, and then we let the parents share their experiences. It becomes its own recruitment tool – hearing those stories, seeing that pride.”

Through it all, the program continues to show what’s possible when families are given the support, resources and respect they deserve.

Kids’ Voice Champions Early Learning for Children in Foster Care

Neal Butler — Mon, 28 Jul 2025 14:01:20 +0000

Kids’ Voice of Indiana is addressing a critical service gap – young children in foster care who are often left out of education conversations because they haven’t started kindergarten.

With funding from the Early Years Initiative, Kids’ Voice launched Little Voices, Big Futures, a new phase of its Educational Liaison (EL) program with a focus on early learners, in October 2024. The program expansion made it possible to add a full-time, multilingual liaison dedicated specifically to the younger age group.

“We weren’t getting referrals for that age group,” said Lacy Wooten, who leads the EL program. “I think a lot of that was a lack of awareness that children that young even had educational needs. But they do – they have huge needs. These are the years when children learn how to be around others, how to hold a pencil, how to communicate. If we wait until they’re five to start paying attention, we’ve missed a huge opportunity.”

The day-to-day work of the educational liaison is extensive and hands-on. They coordinate with family case managers, guardians ad litem [a court appointed person who represents the best interests of a child], therapists, doctors and families to assess a child’s needs and build a plan. This might mean arranging evaluations for speech or developmental delays, helping families enroll their children in preschool or accompanying caregivers on visits to early learning centers to ensure they’re a good fit.

“It could be something as simple as a child not speaking clearly or not speaking at all. We work to get them evaluated and connected to the right services, whether that’s through a school district’s developmental preschool or an outside provider,” Wooten said.

Children in foster care face steep challenges, from trauma and instability to inconsistent access to services, and those challenges often impact their ability to thrive in school.

“They’re already going through a traumatic time, which delays development. If they’re not in school, that adds another layer. We don’t want them starting kindergarten already behind,” Wooten said. “We’re talking about children who’ve already had so much taken from them. But if we can give them access to education – if we can show them they matter from the very beginning – we’re giving them something no one can ever take away.”

Amy Pangburn, a grant writer for Kids’ Voice, emphasized the long-term impact.

“We really look at this project as a way to ensure these children – who are in foster care through no fault of their own – have a fair chance to access early learning opportunities just like any other child. That can set them on a completely different path in life,” she said.

The Early Years Initiative exists to elevate organizations, like Kids’ Voice, working to ensure infants and toddlers develop foundational knowledge and skills that support their future learning and development. Before the expansion, Kids’ Voice served fewer than 20 of the hundreds of preschool-aged children in Indiana’s foster care system. By 2024, they were serving more than 80 children with plans for continued growth.

Kids’ Voice is uniquely positioned for this work. As the court-appointed advocates for every child in Marion County’s child welfare system, the organization has a clear view of the systemic gaps.

“We’re the constant. While everything else in their lives might be changing – the foster placement, the school, the case manager – we’re still there,” Pangburn said.

Kids’ Voice’s expertise in both education and child welfare makes the organization a trusted partner for families navigating overwhelming situations.

“A lot of the families we work with never graduated from high school themselves. So, we’re not just helping a child get into preschool. We’re trying to break a cycle,” Pangburn said. “When we invest in a child’s early years, we’re investing in their future, in their family’s future and in the future of our state.”

Butler Certificate Program allows team members to grow career, improve practice

Ambar Pire — Mon, 07 Jul 2025 18:15:30 +0000

This May, Kathryn Salgat, Classroom Support Professional, and Valeria Kellar, classroom teacher, became Day Early Learning’s first graduates of Butler University’s Early Education Certificate Program.

The program equips educators—especially those already working in early learning centers—with research-based tools and practical strategies to strengthen their skills and improve outcomes for young children. The 12-course program blends flexible adult‑focused coursework with real‑world application under the mentorship of cooperative teachers, enabling participants to directly apply new strategies in their classroom as they progress.

Jessica Walters, their school leader at Day Early Learning Patty Jischke in West Lafayette, encouraged both to pursue the certificate program because she saw how motivated they were and knew they were ready to grow.

“Programs like this are important because it helps propel our team members to where they want to be professionally,” said Walters. “It gives them access to others in the field and gives them the ability to share experiences and learn from each other.”

Walters has seen continued growth in Salgat and Kellar since completing the program.

“They are both more confident in their practice and in their own capabilities,” Walters said. “They have been using the tools they were given during their time in the program and are using those tools to their advantage in their classrooms.”

For both Salgat and Kellar, working with children—helping them learn and grow—was something they wanted to do from a very young age.

Salgat loved interacting with children and knew she wanted to go into education. Unable to attend college immediately after high school, she was excited to learn about the Butler program from her school leader.

“This was my first college experience and it’s been really great. I was able to get an education that I know will help me in any classroom,” Salgat said. “I just loved the support I received from my professors and teachers at Day Early Learning. This program gave me more confidence to think about becoming a lead teacher and continue reaching for my goals.”

Kellar came to the program with more than 10 years’ experience in early learning but appreciated that the program helped her deepen her practice.

“I 100 percent believe that in every single course there was something new that I was able take back and be like, ‘Oh, I’ve been doing it this way, but this is so much better and is going to work great in my classroom,’” Kellar said.

To learn more about the Butler Early Education Certificate program, visit their website. Early Learning Indiana’s support of the Butler Early Education Certificate program is made possible by the generosity of Lilly Endowment Inc.

HealthNet Focuses on Families in the IndyEast Promise Neighborhood

Neal Butler — Fri, 04 Apr 2025 18:36:07 +0000

Great things happen when community organizations join forces to amplify their impact.

Last year, staff with IndyEast Promise Neighborhood, a community initiative working to prepare students in the near eastside and Martindale Brightwood neighborhoods for college and career success, met with the HealthNet team to discuss needs and opportunities for support. Home visits in early childhood emerged as a clear need; HealthNet had deep experience with the Healthy Families early childhood model but lacked the capacity to serve all referrals in the IndyEast Promise service area.

In a stroke of good timing, the organizations, in collaboration with John Boner Neighborhood Centers and Edna Martin Christian Center, were able to add a Healthy Families team to serve the IndyEast Promise area through Early Years Initiative. With nine locations in central Indiana as well as a Bloomington location, HealthNet serves families from diverse backgrounds and offers services in Spanish, Burmese, Haitian Creole, Hakha Chin and other languages, making them the ideal partner to expand services to the IndyEast Promise neighborhoods.

The Healthy Families model includes developmental screenings, connections to community resources, parenting education and more. The program serves families with children from birth to age three, and families must enroll before the baby is three months old. If a family doesn’t qualify for Healthy Families, the team can refer them to the Parents as Teachers program through Edna Martin Christion Center, which has broader guidelines for enrollment. When families graduate from Healthy Families after the child turns three, if they are still in need of consistent support the team is able to refer them to the Parents as Teachers program as well.

In addition to the Healthy Families team, the Early Years Initiative allowed for the hiring of an engagement specialist to increase community outreach. “Adding our engagement specialist has been really helpful,” said Brianne Biancardi, Healthy Families program manager. “She attends tons of community events, she attends job fairs, she’s really making those connections within the community and making sure families know about our services and how we can support them.”

Early literacy also has been a key focus area of their Early Years Initiative work. “We’ve always encouraged literacy, of course, but through Early Years Initiative we’re able to be more intentional about focusing on early literacy with each family,” said Kendra Scott, Healthy Families supervisor. “One of the things we do with our families is set goals, and since we’ve started to focus more on literacy, we’ve had multiple families set literacy-related goals. One mom of four said ‘I want to make time to read to my daughters every night for 30 minutes, because it will help my daughters at school’. Another parent set a goal to read to her three children before bed 3-4 nights each week, something the family does not currently do.”

Regular book donations to each family also help them build a home library with bilingual, age-appropriate materials. Even though the Healthy Families model is focused on children ages birth – three years old, other family members in the home benefit. Scott shared a story of one family with a baby, a preschooler and an elementary-school aged child. The oldest child was struggling with reading and literacy skills and was falling behind in school. Through visits and conversations with the Healthy Families home visitor, the mom realized she needed to take a more active role and work with the child at home; she now sets aside 15 minutes each day to read one-on-one with each child to focus on improving critical literacy skills.

Capacity is always an issue, and Biancardi would love to continue to add staff members to accommodate every family who is referred for services. For now, the team remains committed to reaching as many families as possible, ensuring that every child in the program has the support they need to thrive. As the program materials say, “Every family has a story and every story matters to Healthy Families.”

Joining Forces to Build Resilient Families and a Vibrant Community

Neal Butler — Thu, 03 Apr 2025 14:38:59 +0000

A core group of dedicated organizations have come together to support families in the near eastside and Martindale Brightwood communities of Indianapolis – and the collaboration has proven successful in unexpected ways.

The IndyEast Promise Neighborhood was created through federal funding awarded to John Boner Neighborhood Centers and Edna Martin Christian Center, with the vision of creating a vibrant neighborhood with thriving children and resilient families. The program focuses on four key areas: early learning, academic proficiency, college and career readiness and community stability.

HealthNet, a network of centers providing health care and support services regardless of financial ability, joined the collaboration and the three organizations came together to create aligned projects under the Early Years Initiative to expand home visiting services throughout the IndyEast Promise Neighborhood.

HealthNet’s extensive experience in the home visiting field through its Healthy Families program proved to be incredibly helpful as Edna Martin Christian Center launched their first home visiting program, Parents as Teachers.

“It’s a really great collaboration,” said Angielena Williams, EMCC director of early childhood special initiatives. “As a new program, to be able to partner along with a program that’s already been in existence, to learn from their model and to be able to share successes and challenges – it’s been incredibly helpful for our team.”

The HealthNet and EMCC teams meet regularly to discuss challenges, share resources and offer support and encouragement. “We have these really helpful conversations about what’s going well, what things may need some growth or change and what events are coming up,” said Williams.

Williams has found the partnership particularly helpful as the sole supervisor for EMCC’s Parents and Teachers program, one of only a few affiliates in the state. “It’s been so nice to partner and talk to the HealthNet supervisors – What does a day look like for you? What types of things do you plan for your team? How are you supporting your team’s mental health? Having their perspective on those questions has been so valuable as we build our program.”

Williams’ team shadowed experienced HealthNet staff during home visits as part of their initial training, an experience that provided valuable insight for the new team members and formed lasting relationships between the two teams. Outside of the regular meetings, team members can connect on challenging issues or reach out for support. The two groups often work on reporting together, sharing best practices and collaborating on ways to make the process more efficient.

For Brianne Biancardi, HealthNet program manager, the collaboration has been unexpected but appreciated. “I didn’t necessarily anticipate when we were going into this that we’d develop such close relationships with our partners in the community, but it’s been really nice,” she said. “We can support each other in meeting each family’s needs, but we also help each other out as a staff. We’ve partnered to do events, we share resources and have monthly meetings.”

Close connection among the organizations also makes it easier to place families in the right programs. For example, HealthNet’s engagement specialist focuses on community outreach and connecting with families at resource events, health fairs and job fairs. “Her role is to be out in the community meeting families. During the initial intake, we may realize a family could benefit from different programs at John Boner or Edna Martin, so we can give those referrals and make sure they’re connected,” Biancardi said.

Families and staff members alike continue to benefit from the open, positive and supportive relationships among community organizations. In the community health space, resources and capacity can often be limited. By working together to combine resources, share expertise, and leverage referral networks, these organizations are making great strides in turning the vision of the IndyEast Promise Neighborhood into a reality.

Alonzo Weems: Investing in the Future

Neal Butler — Thu, 27 Mar 2025 19:36:13 +0000

Alonzo Weems’ journey to early childhood education began serendipitously when a new role at Lilly came with an ask to serve on United Way’s Success by Six Leadership Council. This happened to coincide with a very special new personal role: becoming a father.

Through both, Weems developed a broader and deeper understanding of just how important and impactful the first years of life are for a child and he wanted to do more.

“This opened up for me the importance of community investments and bringing resources together to help children succeed,” Weems said.

Motivated by this newfound awareness, Weems sought to make a difference. In 2013, he was appointed by Governor Mike Pence to the Early Learning Advisory Committee for the State of Indiana and in 2016, he joined Early Learning Indiana’s Board of Directors.

These roles allowed him to champion initiatives that focused on creating safe, enriching environments where young minds could flourish. And while Weems tenure on ELI’s Board ended in 2023, his commitment to early learning in Indiana remained steadfast.

“When my wife and I think of giving, we look at two things—the work and the people leading it,” he reflects. “We always designate funds to Early Learning Indiana because we believe in the mission and the leadership. I’ve seen the results when investments are made in facilities, staff and curriculum—to the child and the family.”

Weems work in early learning advocacy serves as a powerful reminder of the lasting difference that committed leaders can make in shaping the future for generations to come.

Weems spent his professional career at Eli Lilly and Company, beginning in 1997 as an attorney and rising through the ranks to hold several key leadership positions, including general counsel for Lilly Canada, Lilly USA and the Biomedicines and Diabetes business units. Prior to retiring in 2024, he served as executive vice president of enterprise risk management and chief ethics and compliance officer. He holds an undergraduate degree from Wabash College and a law degree from Indiana University School of Law.