Educare of Maine Maine and New England’s First Comprehensive, High-quality Early Childhood Learning Center - PowerPoint PPT Presentation

Loading...

PPT – Educare of Maine Maine and New England’s First Comprehensive, High-quality Early Childhood Learning Center PowerPoint presentation | free to download - id: 3d0ad8-NzJjZ



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Educare of Maine Maine and New England’s First Comprehensive, High-quality Early Childhood Learning Center

Description:

Educare of Maine Maine and New England s First Comprehensive, High-quality Early Childhood Learning Center Educare and the Four P s Educare is a PLACE ... – PowerPoint PPT presentation

Number of Views:38
Avg rating:3.0/5.0
Slides: 38
Provided by: maineGovc8
Learn more at: http://maine.gov
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Educare of Maine Maine and New England’s First Comprehensive, High-quality Early Childhood Learning Center


1
Educare of MaineMaine and New Englands First
Comprehensive, High-quality Early Childhood
Learning Center
2
Unique State and Local Opportunity
  • 3 M - Doris Buffetts Sunshine Lady Foundation
    as seed money to inspire a Maine anchor donor
  • 1 M Bounce Learning Network The Sunshine Lady
    Foundation partners with Buffett Early Childhood,
    Kaiser Foundation, Kellogg and others involved
    with Educare centers nationally to support new
    Educare Centers when construction begins
  • 2 M Bill and Joan Alfond as Maine Anchor donor
  • 2 M Governors allocation from Federal
    Recovery Act
  • Various foundation and private donor contributions

3
A National Network
Completed
  • COMPLETED CENTERS
  • Chicago
  • Omaha
  • Milwaukee
  • Tulsa
  • Denver
  • Miami

4
Important Connections are Made Prior to
School-Entry
90 of brain growth occurs before kindergarten
Newborn brain size compared to that of a
6-year-old brain
Newborn neural networks compared to networks of a
6-year-old
Source Paul Lombroso, Development of the
cerebral cortex. VI. Growth Factors I. Journal
of the American Academy of child and Adolescent
Psychiatry 37(6) 674-675, 1998.
5
Educare and the Four Ps
  • Educare is a PLACE
  • Educare is a PROGRAM
  • Educare is a PARTNERSHIP
  • Educare is a PLATFORM for CHANGE

6
Educare Maines Goal
  • To measurably increase the school-readiness of
    children served and significantly reduce
    unnecessary special education costs.

7
Educare Central Maine
  • The Local Partnership to Implement
  • Educare Maines First Center

8
Capacity and Vacancy Information
Note Effective August 1st, 2008 providers will
be required to count their own children ages 6
weeks 5 years in their numbers. This may
reduce current available slots.
Data Provided by Child Care Options Resource
Development Center
9
Employee Childcare Survey
2006/2007
  • Age of child/ren in need of care
  • (Rates include more than one child served in some
    families)
  • 92.4 0-18 months
  • 88.1 18 months to age 3
  • 79.4 3-5
  • 65.9 Concerned about Quality
  • (The survey included 424 respondents from twenty
    (20) small, medium and large employers in the
    greater Waterville Area.)
  • AND
  • Waterville Public Schools Reports Only 25 (32
    children of the 128) kindergarteners have the
    opportunity to attend quality care and education
    preschool programming.

10
Low-Income Childcare Status
  • Only 17.5 of infants/toddlers and 59 of all
    preschool children in the greater Waterville area
    who qualify for subsidized care receive service.
  • 94 of the Early/Head Start Grantee (KVCAP)
    2007/08 clientele had household incomes at or
    below federal poverty level (FPL) the remaining
    6 were below 135 of the FPL.

11
Waterville Public Schools Special Education Costs
  • 2008/2009 special education budget is 3,407,559
    out of the total 20,042,000 district budget.
  • WPS spends 32 of its budget on 18 of its
    students.
  • Of the 335 special education students 67 are
    from low-income families.
  • Not including the non-special education students,
    who are low-functioning entering the K-12 system,
    Educares annual savings could be as high as
    1,515,628.

12
George Mitchell Elementary School School-Readiness
  • 64 of the 625 students enrolled at GJMS receive
    free or reduced lunch.
  • 67 of the kindergarten students come from low
    income families.
  • 48 of 128 students recently screened for
    kindergarten scored below the norms that lead to
    successful transition into public school.
  • 45 of the class was at risk of reading failure.
  • Language skills for all populations have
    decreased by 22 over the past 3 years.
  • The 2007/08 Maine Education Assessments in Grade
    3 revealed that 48 of all students (60 of
    students from low income families) did not meet
    reading standards and 34 of all students (45 of
    students from low income families) did not meet
    math standards.

13
Educare is.
  • A Place
  • where 185 to 200 mostly low-income (Head Start
    eligible) children from before they are born to
    age 5 are served, during this most critical brain
    development stage
  • where the children will find a warm, caring and
    developmentally-appropriate environment that
    fosters learning

14
The Place
  • A 35,477 sq. ft state-of-the-art, green
    facility connected to George Mitchell Elementary
    School
  • Facility designed by RDG Planning Design,
    national architect firm experienced in early
    childhood facilities and space development
  • Contractor is Ledgewood Construction, Portland,
    ME
  • Estimated cost of facility is 8.5 million

15
Design Influence
16
Design Influence
  • It suggested to me that there was something to
    be seen if one had eyes. It made me a believer
    of me more than before. I believed that the
    woods were not tenantless, but choke full of
    honest spirits as good as myself any day, -not an
    empty chamber, in which chemistry was left to
    work alone, but an inhabited house, -and for a
    few moments I enjoyed fellowship with them. Your
    so-called wise man goes trying to persuade
    himself that here is no entity there but himself
    and his traps, but it is a great deal easier to
    believe the truth.
  • Henry David Thoreau
  • The Maine Woods

17
(No Transcript)
18
Floor Plan
19
(No Transcript)
20
Educare is
  • A Partnership
  • between the school district, Head Start, and
    Bill/Joan Alfond Foundation that has formed a 501
    (c) (3) entity Educare Central Maine
  • bound by contract committing to joint governance
    and long-term support
  • with a vision to better prepare disadvantaged
    children to succeed in school and in life.

21
The Partnership Anchor philanthropists
  • Bill and Joan Alfond Foundation and Buffet Early
    Childhood
  • Buffet provided initial 3 million and Alfonds 2
    million challenge to Maines private sector for a
    4 million match
  • Leads the capital campaign to build the Center
  • Engages the private sector to invest in the
    Educare project and quality ECH overall
  • Helps ensure its success over time
  • Shares governance with other partners.

22
Public Partners
  • Waterville Public School Superintendent
    provides existing and expanded Title I and USDA
    federal operating dollars and support with
    existing education dollars, shares governance
  • Eric Haley, Waterville Superintendent of School
  • Head Start/KVCAP Provides Head Start/Early Head
    Start slots to Educare and applies for new slots
    if available works to implement the core quality
    components of the Educare model and shares
    governance
  • Kathy Colfer/Pat Kosma, KVCAP

23
Educare Central Maine Governance
  • Three lead Partners have formed a 501 (c) (3)
    corporation to better manage private
    contributions and ensure separation of resources
  • Nonprofit leadership will maximize organizational
    expertise and reduce administrative overhead by
    contributing to administrative duties such as
    human resources and fiscal management
  • Strengthen Community/School Fiscal oversight and
    planning through Educare Board and Advisory
    Committee

24
Governance Role
  • Monitoring program implementation and financial
    status
  • Review and oversee evaluation/outcome/accountabili
    ty for reporting assisting in securing
    resources
  • Reviewing staff, parent and community
    recommendations
  • Garnering community input and broad
    parent/community participation and voice
  • Reviewing policies and procedures
  • Developing strategic planning and position
    statements
  • Providing State of Maine with feedback/information
    to inform State policy
  • Attending community forums upon request and
  • Establish function/impasse procedures with the
    WPS and KVCAP boards and staff
  • Hire staff and manage human resources
  • Mentor new and emerging Educare partnerships
    statewide.

25
Educare Advisory CommitteeGreater Waterville
Alliance on Early Care and Learning
  • Mike Roy, Waterville City Administrator State
    and federal grants for capital and
    land-use/development process
  • Martha Naber, Kennebec Valley Community College
    Early Childhood Faculty/Teaching Lab lead
  • Ray Nagel, Dick Farnsworth, Woodfords Family
    Services Serving children with Autism
  • Liz Keach, Project Peds/CDS Provides
    funding/expertise for special needs children
  • Tina Chapman, United Way of Mid-Maine Community
    leadership
  • Kathleen Kenney, Waterville Public Library
    Family Literacy Partner
  • Lauren Sterling, Greater Waterville Communities
    for Children/Youth Coalition Partner for
    resource development and outreach
  • John Salvato, M.D. for Inside Out Playground
    Providing expertise on developmental play, health
    and prevention

26
  • Educare is
  • A Program
  • Master-level teachers supervise Bachelor-level
    teachers in each classroom
  • Evidence-based teaching strategies within low
    teacher to students ratios are employed to
    support learning and development of the whole
    child
  • Desired Outcome
  • Children will enter Kindergarten meeting
    school-readiness measures by providing the
    highest, research-based quality development and
    education to children most in need so that they
    will be ready to take advantage of preschool and
    formal educational and life opportunities

27
  • Program
  • Three Family Support Workers triage with teachers
    to engage parents in their childs learning as
    well as support the broader needs of each family
  • Desired Outcome
  • Family interactions and relationships between
    parents and children will be strengthened by
    helping parents learn how to support their
    children's healthy development, and their own
    educational, health, and workforce needs and

28
  • Program
  • An on-site, state-of-the-art teaching lab with
    faculty from Kennebec Valley Community College
    and UMF will exists for students seeking an early
    childhood degree in Maine as well as ongoing
    training for childcare providers across the state
    and region.
  • Desired Outcome
  • The number of well-qualified early childhood
    professionals will Increase and expand the
    workforce to positively impact children and
    families across the state.

29
Operations Income Streams
  • include funds for programming that come from
    existing sources (local, state, and federal)
  • are reorganized and maximized to allow for
    seamless services to children and their families
    while ensuring critical transitions into
    kindergarten
  • will NOT impacting local or state taxpayers
    beyond current levels

30
Revenue Streams
  • Early/Head Start (state/federal)
  • Waterville Public School Title I Earmark
    (state/federal)
  • Maine Dept of Educations Child Development
    Services
  • USDA Food (To off-set staff expense)
  • Medicaid
  • Maine Dept of Health and Human Services Childcare
    funds
  • Parent Co-Pay based on income level
  • Space Rentals (Teaching Lab with KVCC and other
    community service partners)
  • Other Grants through foundations and Development
    Block Grants
  • NOTE Will seek scholarships to support
    over-income families that just miss Head Start
    eligibility

31
Educare Central MaineDRAFT Budget to Serve
185-200 Children and their Families
  • Revenue 3,106,700
  • Expenses 3,226,000
  • Quality Gap 25,000 to 130,000
  • (As part of 11 M goal are raising Endowment to
    off-set Quality Gap to cover any operation needs)

32
Educare is
  • an Opportunity
  • to make significant impact on the lives of the
    most vulnerable in our community
  • to mentor other communities on advancing
    quality, research-based early childhood education
    through rigorous evaluation
  • (Doris Buffett has promised 3 million more for
    second center)
  • to serve as a PLATFORM for policy change in
    Maine and nationally.

33
Ribbon-Cutting 2010 Plan
  • Raised 80 of total construction costs by June
    25, 2009 to ensure shovel-ready status and to
    secure first match from Bill/Joan Alfond
    foundation
  • Need to raise 1.5 million more to access
    foundation final match of 1 million
  • Build an Early Childhood Endowment
  • 2 million start-up endowment as back-up to
    support the operations beyond year-one should any
    quality gap exist

34
Research and the Educare Model
34
Ounce of Prevention Fund www.ounceofprevention.org
May 2008
35
Early Educare Successes
  • Early evaluation of
  • Educare
  • programs provide inspiration for investment

36
Promising Early Returns Bracken
School Readiness Nearly 100 of
kindergarten-bound children leave Educare with
school readiness cluster scores that meet or
exceed expected levels, especially in the areas
of letters, colors, and numbers. Vocabulary
Preschool children begin the year with vocabulary
scores in the low-average range (45-49 score).
By the end of the year, on average, children have
vocabulary scores in the average range, with
kindergarten bound children achieving the highest
average mean score (95-98 score). Early
Literacy Kindergarten bound children leave
Educare with specific early literacy skills that
meet or exceed expected developmental ranges
(i.e., 69 - 94 depending on the skill),
including the more difficult skill areas
dependent on good auditory processing capacity of
letter sounds, beginning sounds and rhyme
awareness.
37
Questions
About PowerShow.com