Annual Report
October 2013
1
Table of Contents
I.
From the Board President/Executive Director
II.
Organization Overview
a. Mission
b. History
c.
Locations
d. Funding and Partners
e. Revenue
f.
III.
Expenses
Program Composition and Design
a. Children Served
b. Celebrating Diversity
c.
IV.
Family Dynamics
Program Services and Partnerships
a. Organizational Chart
b. Experienced and Credentialed Staff
c.
V.
Professional Development
Program Goals and Objectives
a. Strategic Planning
b. Curriculum Alignment
c.
Family Engagement and Health Promotions
d. Child Outcomes and School Readiness
e. Program and Classroom Quality
f.
Child Assessment Data
VI.
Governing Board
VII.
Early Head Start Policy Council
VIII.
Administrative Staff
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From the President of Tulsa Educare Board
Annie Koppel Van Hanken
We at Tulsa Educare believe that learning begins at birth. New research reaffirms what
we already know to be true: a child’s earliest experiences will form her later success in
school and in life. Tulsa Educare proudly educates 536 young children daily with a
range of high-quality services for the entire family. In this annual report you will find an
overview of our many successes over the last 12 months.
Three Educare centers in one city is no small accomplishment. Caren Calhoun and her
capable team strive to provide the very highest quality of care in the country. Thank you
for your interest in Tulsa Educare and Tulsa’s youngest children.
From the Executive Director of Tulsa Educare
Caren Calhoun
The past year has been an exciting one for Tulsa Educare, Inc. (TEI). We continue to
build a strong foundation and become a beacon in the community for high quality early
learning. We were honored to receive the 2013 Oklahoma Nonprofit Excellence (ONE)
Award for the top education agency and attribute our success to the interactions and
teamwork that occur daily between our children, parents, staff and community partners.
Thank you to everyone who has played a part in our work at Tulsa Educare.
At Educare, our short-term goal is to help prepare children to succeed in school by the
time they enter kindergarten. Of course, our long-term goal is to help children grow up
to be well-educated, healthy, successful and productive citizens. We pursue the latter
goal by ensuring our children are ready-to-learn (physically, academically and
emotionally) and that their parents evolve into healthier, more economically stable role
models. Parents are the child’s best educator and should lead the child down a path to
lifelong success.
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Organization Overview
Mission
Tulsa Educare's mission is to help break the cycle of poverty through a flagship, very
early childhood education program and through transfer of best practices to other Tulsa
programs.
History
Tulsa Educare is a state-of-the-art early childhood program that provides education and
care for 536 children (from birth to age five) and their families with full day, year-round
early childhood education, family engagement services and ongoing health promotions
in three facilities. Those eligible to attend include infants, toddlers, and preschool age
children from low-income families.
Tulsa Educare is the result of an innovative partnership between public and private
entities and is at the forefront of one of the most promising endeavors in the nation to
implement an early childhood intervention which interrupts the cycle of poverty. By
combining best practices in early childhood education and collaborative partnerships
with Head Start, the local school district, social service agencies, and healthcare
practitioners, Tulsa Educare is able to enhance the early learning curriculum with wraparound family engagement services.
Tulsa Educare is a part of a larger Educare Learning Network of like-minded individuals;
working together to demonstrate that research-based early childhood education lessens
the persistent achievement gap for our nation’s most at-risk young children. The
Network’s evidence, practice expertise and dynamic partnerships help ensure that all
children and families, especially those at greatest risk, will have access to effective early
learning, and that the first five years will be an integral part of the nation’s education
system. The national Educare network of early childhood facilities is helping to shape a
new model for delivering education and care to children most at risk of school failure
and serves as a catalyst for broader change throughout the nation. There are currently
nineteen Educare schools around the country. Tulsa is the only city in the country with
three Educare centers and Oklahoma is the first state with four Educare centers
(including one in Oklahoma City).
Tulsa Educare 1-Kendall Whittier, located at 2511 E. 5th Place, broke ground in 2005,
opened its doors in August of 2006 and currently serves 208 children. Tulsa Educare 2Hawthorne, located at 3420 N. Peoria, opened in February of 2010 and now serves 164
children. The third Tulsa Educare 3-MacArthur, located on the grounds of a Tulsa Public
Schools campus that includes MacArthur Elementary, Hale Junior High School and
Hale High School, opened in August of 2012 and serves an additional 164 children.
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Tulsa Educare, Inc. Locations
Educare 1-Kendall Whittier
2511 East 5th Place
Tulsa, OK 74104
Educare 2-Hawthorne
3420 N. Peoria
Tulsa, OK 74106
Educare 3-MacArthur
2190 South 67th East Avenue
Tulsa, OK 74129
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Funding and Partners
Tulsa Educare, Inc. was formed in 2004 as a cooperative effort between public entities
and private donors, led by local businessman George Kaiser and the George Kaiser
Family Foundation, Community Action Project of Tulsa County, University of Oklahoma,
Tulsa Public Schools and Family & Children’s Services. By establishing state-of-the-art
facilities on the grounds of heavily attended, high-performing elementary schools in
neighborhoods of “at risk” children; Tulsa Educare has sent a strong message to the
community: learning begins at birth. Similarly, by forming essential partnerships with
Tulsa Public Schools, University of Oklahoma, the George Kaiser Family Foundation
and neighborhood organizations, Tulsa Educare became a trusted source for early
education and family support in each of these neighborhoods.
A sound organization with numerous community partners from multiple sectors, Tulsa
Educare is this community’s best example of public-private partnership. It has enjoyed
significant, long-standing private investment and oversight from the George Kaiser
Family Foundation. GKFF is one of the country’s largest philanthropic entities, is
dedicated primarily to improving the quality of early childhood education, and has a
successful history serving children from six weeks old to kindergarten transition.
While private dollars built Tulsa Educare and help fund operations, public dollars are
also critical for significant portions of the operating costs. Still, the program could not
operate without funding from Head Start, the Oklahoma State Early Childhood Program,
Oklahoma State Department of Education public pre-school funds, Department of
Agriculture Child and Adult Care Food Program and the Oklahoma Department of
Human Services Child Care Subsidies.
Funding Sources: 2013-14 Budget
$347,412
4%
$1,382,936
14%
$1,385,130
14%
$1,275,000
13%
George Kaiser Family
Foundation
Early Head Start
$4,069,732
41%
Child and Adult Food Care
Program
Childcare Subsidy/Parent
Fees
State Department of
Education
Department of Education- 4s
$951,880
10%
$425,904
4%
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A Snapshot of Revenue (July 2012- June 2013 Actual)*
Revenue Distribution by Source
 Federal
o Department of Health and Human Services- EHS $
1,086,428
o Child and Adult Food Care Program- CACFP
392,539
 State
o Early Childhood Stimulus Fund (41% GKFF)
2,066,050
o OK Early Childhood Program (60% GKFF, 40% SDE) 3,267,181
o OK DHS Child Care Subsidies
888,199
 Local
o Department of Education 4-Year-Old Program
259,189
 Private
o Parent Tuition and Co-Payments
247,273
o Program Evaluation Funding (100% GKFF)
418,817
o George Kaiser Family Foundation (GKFF)
398,447
o Other Donations and Investment Income
142,010
TOTAL REVENUE
$
GKFF-Evaluation Funding
5%
Parent Tuition
George Kaiser Family
3%
Foundation (GKFF)
4%
Dept of Education 4Year-Old Funds
3%
9,166,133
Revenue Distribution
Other Donations
1%
Heath and Human
Services- EHS
12%
CACFP
4%
DHS Child Care Subsidy
10%
Early Childhood Stimulus
Fund (41% GKFF)
22%
OK Early Childhood
Program
(60% GKFF, 40% SDE)
36%
*Unaudited
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A Snapshot of Expenses (July 2012- June 2013 Actual)*
Expense Distribution by Source
 Program Salaries & Benefits
 Utilities
 Maintenance
 Supplies/Equipment
 Program Evaluation
 Contractual
 Food
 Parent/Community Services
 Staff Development/Travel
 Other
 Administrative Expenses
Total Expenses
Food
4%
Parent/Community Staff Development/Travel
Services
1%
1%
Administrative Expenses
Other
9%
Program Evaluation
1%
5%
$
6,484,468
183,478
418,466
226,973
418,817
76,197
400,738
103,121
88,041
55,382
854,986
$
9,310,667
Expense Distribution
Contratual
1%
Supplies/Equipment
2%
Maintenance
4%
Program Salaries &
Benefits
70%
Utilities
2%
*Unaudited
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Program Composition and Design
Tulsa Educare has three center-based schools supported by an array of funding
streams. Each school has 16 classrooms with small group sizes and low teacher/child
ratios. Educare 1-Kendall Whittier serves 208 children, birth through kindergarten
transition, in eight Early Head Start infant/toddler classrooms and eight preschool
classrooms, with an additional eight children being served in a home-based setting.
Both Educare 2-Hawthorne and Educare 3-MacArthur serve 164 children, birth through
kindergarten transition, in 12 infant/toddler and four preschool classrooms. Educare is
open 236 days a year from 7 am to 6 pm, Monday through Friday.
Celebrating Diversity
Tulsa County reflects a number of demographic trends that are also evident across the
state.
•
The Oklahoma state birth rate has increased in recent years primarily due to
growth in the Hispanic population.
•
Overall, however, the population is aging and thus there is a proportional
decrease in children under 18.
•
The living arrangements of families are changing with an increase in single headof- households.
The diversity in Tulsa Public Schools has also increased.
•
During the 2012-13 school year, 27.9% of all Tulsa Public Schools students were
Hispanic, up from roughly 13% in 2007.
•
For the first time, the total Hispanic population in Tulsa Public Schools is higher
than the African American population and as of October 2012, just 80 students
shy of becoming the majority ethnic group.
•
In addition to a growing Hispanic population in Tulsa Public Schools, the poverty
rate has increased dramatically with free or reduced-rate lunch rates growing
from 67% in 2007 to 85% in 2012.
At Educare 1-Kendall Whittier, 74% of the children are of Hispanic origin, while at
Educare 2-Hawthorne, 80% are African American. Educare 3-MacArthur is the most
balanced racially with roughly one-third Hispanic, one-third African American and onethird Caucasian. Below are charts of the cumulative enrollment and primary languages
for all Tulsa Educare schools for the school year 2012-2013.
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Unspecified
1%
Other
24%
Multi/BiRacial
9%
White
11% Pacific
Islander
0%
Race and Ethnicity
2012-2013
Hispanic
27%
Indian Alaskan
3%
Black
24%
Asian
1%
Primary Language of Families
2012-2013
Far East
1%
Mid-East
1%
Spanish
28%
English
70%
Family Dynamics
A growing proportion of families with children in Tulsa County under age six are headed
by one parent. Tulsa Educare’s enrollment reflects this trend and is made up of roughly
two-thirds single-parent families, 81% of those are female-led.
Oklahoma ranks 4th in grandparents raising grandchildren, due in large part to the high
rate of female incarceration. Oklahoma incarcerates more women per capita than any
other state in the Nation.
Composition of Families
Two-parent
33%
Single Parent
67%
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Program Services and Partnerships
Tulsa Educare has a strong seven-year history of full enrollment and positive child
outcomes. Additionally, Tulsa Educare implements evidence-based practices essential
to a high-quality program, including: low-ratios of staff to children; highly trained
teachers; ongoing evaluation that informs practice; high quality family support and
engagement; nutritious, homemade food; literacy and language rich environments; and
continuity-of-care. Continuity-of-care necessitates staff training, in order to minimize
turnover, and to allow for strong bonds with the children served.
Educare has a strong staff infrastructure which can be seen by the organizational chart
at the administrative and school level.
Tulsa Educare, Inc. Organizational Chart
EXECUTIVE DIRECTOR
Caren Calhoun
EXECUTIVE
ASSISTANT
DIRECTOR OF PROGRAM
OPERATIONS
Michelle Hulbert
OPERATIONS
MANAGER
Jennifer Ladner
CHIEF FINANCIAL
OFFICER
Phil Morgan
ACCOUNTING
MANAGER
Pam Pope
CHIEF PROGRAM
OFFICER
Vicki Wolfe
TULSA CHILDRENS
PROJECT
Jerry Root
PROGRAM
ASSISTANT
Kaye Davis-Robbins
PAYROLL/BENEFITS
COORDINATOR
Brittany Noyes
SITE DIRECTORS
Dona Maye– E1
Kim Cruce – E2
Jennifer Rush – E3
HUMAN RESOURCES
MANAGER
Susan Johnson
MENTAL HEALTH
Ruth Slocum
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School Organization (16 Classrooms)
Administrative
Assistant
Assistant Director
Compliance
Associate
16 Associate
Teachers
16 Teacher III/IV
Site Director
2 Master Teacher
/Mentor Coaches
4 Family
8-16 Teacher
Aides
Advocates
1 MT-Resource
Coordinator
Kitchen Manager
Kitchen Assistant
Experienced and Credentialed Staff
Tulsa Educare prioritizes strong, stable relationships with well-trained, highly educated
teachers. The program seeks to minimize disruptions in these relationships from birth to
five years old. To do so, we have multi-age classrooms which provide for continuity of care
to help children develop secure relationships. As always, Tulsa Educare ensures parents
feel welcome in their child’s clasroom and underscores the idea that parents are a child’s
first and most important teacher.
Each mixed age infant/toddler classroom of eight children has a teacher with a
bachelor’s degree working with a teacher with an associate’s degree or a teacher
assistant with a Child Development Associate (CDA) certificate. Each teacher in a
classroom is assigned to a primary group of four children. In addition, the classrooms
that have children more than six hours a day have an additional teacher aide assigned
to their classrooms. The staffing model includes a Master Teacher to coach, mentor,
and supervise the classroom staff according to Educare’s core features, Head Start
performance standards, best practice and reflective caregiving and supervision. Each
“neighborhood” of four classrooms also has a Family Advocate with a bachelor’s degree
to work with parents. Family Advocates ensure that parents understand and support
their child’s development, the importance of positive socio-emotional relationships and
the importance of their involvement in their child’s education. Family Advocates also
help parents become an advocate for their child in the future. At Educare 1-Kendall
Whittier, where 74% of the children are of Hispanic background, our Family Advocates
are all bilingual.
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Each site enjoys a strong leadership team including the School Director and Assistant
Director. The leadership team manages daily operation, provides staff supervision and
guidance, insists on compliance with Head Start and other performance standards, and
provides oversight of the school’s budget. There is an on-site degreed Mental Health
Specialist who is available to assist with classroom management issues and challenging
children, as well as parent concerns and staff stressors. Additionally, there are other
support staff, such as the Compliance Associate, Administrative Assistant and kitchen
staff to assist with the day to day operations and administrative tasks.
Professional Development
Educare operates under the premise that adults learn every day and must continue
learning to improve. To ensure that Tulsa Educare continues to provide high-quality
early childhood education programs, the agency has a continuous program
improvement feedback loop so that staff are presented and understand the outcomes of
program evaluation. Additionally, Tulsa Educare provides ongoing professional
development and targeted training for all staff.
Annually, each employee meets with her supervisor and develops an individual
professional development plan (called a “My Plan”) which helps map her professional
goals for the upcoming year. Information for training topics is taken from the child
assessment data, environmental rating scores, monthly score cards, annual program
reports, statistics, self-assessment, along with staff input.
Professional development of all newly hired employees begins with a week-long New
Employee Orientation provided by staff specialists. This orientation includes an
organization overview, preventing sexual harassment module, preventing discrimination
module, information related to identifying child abuse and neglect, safety and disaster
preparedness, early intervention/special needs information, family engagement and
support discussion, child health and milestones, mental health information, food
handling overview, discussion about evaluation of the program and the related
observations and assessments, program quality standards, first aid/CPR information,
program compliance and regulations, a discussion of all state and federal requirements,
and organization policies and procedures. These orientation sessions are conducted on
a monthly basis.
Tulsa Educare is also part of a larger training system, the Educare Learning Network
(ELN), which provides various types of training and support. ELN network meetings are
conducted once per year at different Educare locations. There are sessions on
Research to Practice: Using Data to Drive Decisions, Plenary Sessions with well-known
presenters, and breakout sessions for deeper conversations according to position held
within the program. In addition ELN offers: Leadership Training, Master Teacher Core
Training, Family Support Core Training, Reflective Supervision, Brazelton-Touchpoints,
West Ed-Infant/Toddler Training and learning groups for each training cluster.
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For the third consecutive year, Tulsa Educare management and leadership teams
attended the Leadership Academy offered monthly through Tulsa Children’s Project at
the University of Oklahoma. The program assists managers in understanding their
individual leadership style and strengths, how to handle difficult situations and how to
use data to drive program decisions.
Training, Reflective Supervision and Community of Practice sessions are conducted on
a regular basis for all employees, including: Site Directors, Assistant Directors, Master
Teachers, Classroom Staff, Family Advocates, Food Service Workers, Compliance
Associates and Administrative Assistants. These training sessions are designed to be
interactive allowing staff to sharpen their skills, expand their knowledge, and to perform
to the best of their individual abilities. Tulsa Educare strives to broaden employees’
professional development by encouraging participation in state, regional, and national
conferences.
Program Goals and Objectives
Since Tulsa Educare opened in 2006, it has achieved many important milestones with
the most important one being minimizing the achievement gap for at-risk young children
as they enter kindergarten. Educare has many standards, guidelines and resources in
place to ensure that school readiness goals can be attained. Head Start Performance
Standards are used as a foundation to the program, with the Educare Core Features as
a guide to develop and implement a very high quality early care and education program.
Moreover, ELN uses an Implementation Checklist to guide the work and set goals
towards continuous program improvement.
Additionally, Tulsa Educare participates in a national, multisite Implementation Study
with a local evaluation partner (University of Oklahoma-Tulsa) which assists program
leadership in developing and implementing a coherent data collection system to
regularly review all available program data in order to inform practice-level decision
making, professional development and continuous improvement in the quality of
programming for children and families.
The Tulsa Educare Board President, as well as the Executive Director, are voting board
members on the States Early Childhood Advisory Council, Oklahoma Partnership for
School Readiness. The Executive Director was also involved in an intensive strategic
planning process with the national Educare Learning Network, co-leading the collective
knowledge task force team. At the national level, Educare strives to expand in
influencing the Nation’s early childhood education system.
At a local level, Tulsa Educare remains committed to improving community cohesion
and revitalization. The Executive Director sits on the Advisory Committee for the
“Growing Together Neighborhood Initiative” which is an initiative founded in the federal
“Promise Neighborhood” effort. As a result, there are 128 brand new mixed income
apartment units directly across the street from Educare, and parents and staff get
priority for enrollment.
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Strategic Planning
In 2013, Tulsa Educare spent several months in a strategic planning process, which
included many layers of staff, parents, Policy Council members, Board members and
stakeholders from the community.
The strategic plan focuses on enhancing cooperation, coordination, and collaboration
within six key activity areas. These areas are based on the finding of the 2013
Community Assessment, parent surveys, annual Self-Assessment, and tenets of the
Early Learning Network. The key areas are:
• School readiness
• Family engagement
• Strengthen the Tulsa Educare, Inc. infrastructure and systems
• Prevalence of child abuse and neglect
• Families experiencing connections to incarceration
• Services to expectant families
Setting the framework for the strategic plan, involving TEI management in the goals and
values, analyzing TEI core values and input from community partners allowed three
broad focal areas to emerge. Intriguingly, these focal areas or strategic directions
aligned with the three themes that describe the TEI agency: Embrace, Empower and
Evolve.
Embrace
The “Embrace” theme originates from the compassionate, non-judgmental approach
that TEI uses to serve at-risk families at the appropriate stage in their development and
level-of-need. To the staff, “embrace” means using all that we know about early
education and using all the resources within the site in order to build the best classroom
that will close the achievement gap. Naturally, the Embrace theme is focused on the
classroom and doing all we can to achieve positive outcomes with our children and
families. The Embrace theme that we referenced for years aligns to the first TEI
strategic direction of “Maximize Program Outcomes.”
Empower
When TEI referenced the original theme of “Empower”, it represented TEI’s commitment
to its most valuable resource: employees. The TEI vision, mission and core values
require employees to work together through dynamic internal partnerships. It is widely
known that empowered employees are the key to a more efficient program with a
maximally engaged staff. Empowered employees are engaged and committed to the
Tulsa Educare vision and mission. Therefore, the Empower theme aligns to the second
TEI strategic direction of “Achieve Operational Excellence.”
Evolve
The “Evolve” theme was hinged on the idea of growth and development of self and
others. In this sense, TEI intentionally created a culture of constant development, in
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regard to early education best practices and research. To evolve in this industry
requires a vigilant evaluation of the sciences, as well as being an active contributor and
partner to the sciences. It requires an active partnership with external scientists and
practitioners who are capable of developing TEI staff and those who may want to learn
from TEI. TEI wants to be a national model of effective early learning, yet is humble
enough to realize that there is much more to be learned by all. The third and final
Evolve theme aligns to the third and final strategic direction of “Share & Learn Through
External Partnerships.”
The TEI themes and alignment with strategic directions are summarized below.
• Embrace:
Maximize Program Outcomes (Program Focus)
• Empower:
Achieve Operational Excellence (Operational Focus)
• Evolve:
Share and Learn Through External Partnerships (External Focus)
The executive team folded the feedback from TEI management, community partners
and Head Start Consultant into two sets of goals: 2013-2014 short-term goals and five
year long-term goals. The school readiness goals that emerged from the strategic plan
included:
A. Maximize program outcomes
a. Increase individual school readiness scores by seven points in the
cognitive domain as measured by Bracken.
i. Achieve ITERS and ECERS scores of 5.5 and above agency-wide
ii. 100% classroom staff trained and Family Advocates in all child
assessments.
iii. Mental health and education staff will implement trauma informed
care and practices with all “at risk” children and parents to assist
with closing the identified achievement gap.
iv. Achieve CLASS scores of 6.0 and above agency-wide; 4.0 for
instructional support.
1. 100% of Master Teacher – Mentor/Coaches will be trained
on the CLASS instrument and become Reliable Observers.
2. MT M/Cs will also work with teachers to increase intentional
teaching methodologies and modalities and become
satisfactory in Creative Curriculum.
3. Implement a system of “video” professional development for
MT MCs to train classroom staff.
B. Increase family engagement
a. 100% of home visits and parent conferences completed; 75% attendance
of parent/child activities (parent connections, male involvement, Reach
Out & Read, etc.) per week including two parent/child activities per week.
b. Compile, analyze and use parent data (family partnership agreements,
parent interview, LEP, parent interest survey, etc.) to evaluate family
engagement effectiveness.
c. Add program family engagement goals to the school readiness goals.
d. Revise the Family Engagement Written Plan to address the new concepts
identified in the OHS Family Engagement Framework.
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Strong management systems are in place for implementing the agency goals and
ensuring that the comprehensive child development and family engagement program
leads to both school readiness for the children and to more engaged families.
Curriculum Alignment
TEI has a strong partnership with Tulsa Public Schools (TPS) beginning with the shared
belief that every child, especially those that are at-risk for school success, should have
the highest quality early learning experience possible. TPS began their support by
donating land to Tulsa Educare, Inc. In each case, the land was located adjacent to a
TPS elementary school to ensure a safe community school for children and their
families and continuity-of- care from birth through sixth grade. Before Tulsa Educare
launched, Educare staff worked with TPS Administration to align the school’s curriculum
and early learning guidelines. This ensured the children were ready to learn and would
have a smooth transition into public schools.
TEI and TPS also have a Memorandum of Understanding to work together to provide
the best possible environment for each child that needs early intervention services or is
on an Individual Education Plan (IEP). Both organizations believe in inclusion; mild to
moderate children are placed in the classroom that the parent and multidisciplinary
team deem most appropriate for the child.
In addition to the partnership with Tulsa Public Schools, TEI partners with Sooner Start
to provide inclusion for children on Individual Family Service Plans (IFSPs) and provide
early intervention referrals for children less than three years of age who we determine
are not progressing with normal development.
Family Engagement and Health Promotions
Tulsa Educare understands that the parent is the child’s best educator. Families are
equal partners in supporting the growth and development of their children. Staff and
families are interconnected, providing a stable and supportive environment in which
children thrive. It is important for the teacher, together with the family advocate, to
complete regular home visits to each family. Home visits are a minimum of one hour in
length. Teachers and Family Advocates must also meet with the parent/guardian twice
a year to set goals for the child’s development.
The Family Advocates have an explicit role in supporting the parents in developing
strong, positive parent/child relationships; enhancing the parents’ understanding of their
child’s development, health and learning; and strengthening the parents’ role in their
child’s school and educational experiences. The Family Advocate spends half of her
day in the classroom working alongside the teacher and children while providing a
minimum of two “hands-on” parent-child activities each week. The rest of their time is
spent assisting with resources, crisis intervention, goal-setting, documentation and
follow-up.
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There are many parent group/activities offered on site such as Tuesday Tales, which is
facilitated by the library and is an opportunity for parents to bring children to a story
telling session on site. Parents are instructed, in English or Spanish, on how to read to
their children and help them become more confident readers. Parent-led reading
sessions have begun to take the place of some of the library-led sessions. Parents also
lead parent meetings, held monthly. Parent support groups, led by mental health
professionals, meet weekly to allow parents to socialize and learn new skills such as
stress management and positive parenting. “Healthy Women, Healthy Futures” is a
program offered twice a week that focuses on women’s health, spacing between
pregnancies, medical care, dental care, mental health and vision. It is only offered at
one of our schools due to funding. Each school has a male engagement group that
meets monthly, as well as support groups for grandparents raising grandchildren.
Family Services Received
2012-13
Marriage Education
400
Parenting Education
350
300
Assitance to Families of Incarcerated
Individuals
Health Education
250
Child Support Assistance
200
Domestic Violence Services
150
Child Abuse/Neglect Services
Substance Abuse Prevention or
Treatment
Job Training
100
50
Adult Education
Jul-13
Jun-13
May-13
Apr-13
Mar-13
Feb-13
Jan-13
Dec-12
Nov-12
Oct-12
Sep-12
Aug-12
0
ESL Training
Mental Health Services
Approximately 70% of Educare parents have a high school degree or less. Many of the
parents set “improving their educational level” as a personal goal. We understand how
important the level of education is in the child’s success, so this has become a major
goal of our program. This year, 64% of our services used by parents were educational,
with parents participating 281 times in our adult education program.
Tulsa Educare has realized the importance of community collaboration with regard to
sharing strengths, expertise, and financial resources. Tulsa Educare recently began its
fourth year of partnership with the Tulsa Children’s Project (TCP), a community-based,
collaborative program operating through the Oklahoma State University Human
Development and Family Sciences department. (It was formerly operated by the
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University of Oklahoma). TCP incorporates three highly integrated dual generation
interventions: 1) an enhanced education and professional development curriculum for
Educare staff and leadership, 2) adult development opportunities for parents called
EduCareers, and 3) a proactive approach to mental health that promotes emotional and
social well-being.
During the past three years, the EduCareers’ program within TCP consistently enrolled
approximately 75 parents across all Tulsa Educare sites. The GED group serves 12
parents through offsite instruction at the Union Public Schools Service Center. Periodic
one-on-one and small group support along with monthly performance based incentives
and gas cards help these parents prepare to test for their GED. The enrollment
requirements of Tulsa Educare vary by site but are designed to identify those families
most at risk. This allows for consistent interest in the GED program. TCP expects all
parents in the GED program to test for their GED before the end of the program year
(summer) in order to raise the foundational level of education within the TEI family.
Two English-as-a-Second Language (ESL) classes are offered at the Tulsa Educare
Kendall-Whittier site for 40 parents. The popular ESL program is split into two separate
classes, basic and intermediate, to accommodate different levels of English fluency. In
2012, 74% of children at Tulsa Educare Kendall-Whittier were of Hispanic origin, as
compared to 42% of children across all three TEI sites. Providing ESL classes for TEI
parents is designed to increase community engagement, civic contributions and
employment options, which in turn improve the home environment of TEI children.
A unique opportunity within the ESL program is called Family Literacy. This program
provides parents with the necessary skills to be a primary teacher in the lives of their
children and to become economically self-sufficient. It educates and prepares children
to become successful in school and life. Over 30 parents completed the Family Literacy
program last year and TCP plans to offer this exciting program again for the 2013-2014
program year.
The Family Literacy program is comprised of several components:
 Adult Education-ESL, which is provided by Union Public Schools.
 Child Education, which is provided through Tulsa Educare, Inc., is an important
Family Literacy program designed to partner with an existing child education
school. The parent-interaction time allows the parents to take skills they may
have learned in the classroom and use them with their children. Parents read
books with their children and complete activities that relate to the story they have
just read.
 The last component to Family Literacy is parenting education or discussion time.
This is currently provided by TEI. Parents attend meetings at the appropriate
Educare school and then discuss issues that may be arising with their young
child.
In 2010, the original nursing cohort program was developed because of a high local
demand for nurses; it provided a graduated career path with the ability to earn a living
19
wage. Parents were selected based on their interest and readiness and were able to
earn up to an Associate’s Degree in Registered Nursing. At any point, parents were
welcome to exit the program with their achieved level of certification or licensure and
receive the full placement support of the EduCareers staff. Although the EduCareers
nursing cohort program is designed to allow participants to exit at several points,
participants are able to maximize their earning potential if they follow the program to the
Associate’s Degree level. Support mechanisms are built into the program, including
weekly partner meetings hosted by social work and mental health professionals.
Financial incentives are also built in for those who attend all meetings and training
sessions, maintain good grades and successfully pass certification exams on the first
attempt.
After three years of cohort programs, TCP staff began to see a predictable cycle of
quick, small achievements followed by increasing participant derailment in subsequent
and more difficult educational steps. Closer examination revealed that most participants
have the foundational knowledge to progress but individual challenges in executive
functioning and stress management, often due to early trauma and life-long toxic stress,
derail the best of efforts. This pivotal and research-supported finding caused TCP to
modify the cohort model in 2013 into a development group model designed to assess
the developmental readiness of each participant and build programming to address their
individual needs.
To address the disruptive and potentially life-long effects of toxic stress and early
trauma on TEI parents, an assessment protocol was devised to help identify three
separate parent groups and corresponding curricula for the 2013-14 program year:
1. Interested parents who require intensive stress reduction and executive
functioning skill development with limited capacity for formal education or
certification programs.
2. Interested parents with a moderate need for the same stress reduction and
executive functioning skills and cautiously capable of one college class or shortterm certification program.
3. Interested parents needing minimal stress and executive functioning skills and
capable of more than one educational class in pursuit of an associate or
bachelor’s degree.
The final piece of the TCP involves a proactive approach to promoting social and
emotional well-being, as well as treatment for mental health problems in children,
parents and service providers as soon as they are identified. The distinctive features of
this project component include: health promotion and preventive health approaches for
children without identified diagnoses; focus on building mental health skills in all early
childhood staff; and planned integration of mental health resources and monitoring of all
major project components. The program is based on the Family Connections program
that was developed by Dr. William Beardslee from Children’s Hospital of Boston through
a Head Start innovation award. It supports early childhood programs in their mental
health outreach to families facing adversities, particularly parental depression.
20
While early childhood professionals are expected to communicate with parents, few are
actually trained to do so effectively. This lack of training can create a significant gap
between professional skill and program need which can lead to frustration and tension.
The purpose of staff training around depression and strategies for addressing the needs
of families facing adversities is to strengthen effective parent engagement.
At the same time, working with young children and their families is a highly demanding
profession in which employees often experience a high degree of stress and
professional “burn out.” As a result, mental health and emotional support for staff is a
high priority as well. Over the past three years, presenters have developed additional
modules, similar in format to the Family Connections workshops, designed to meet
program needs beyond those addressed in the original curriculum.
Child Outcomes and School Readiness
At Tulsa Educare, research based curriculum and strategies are used for school
readiness goals and positive child outcomes. The focus on school readiness is
because children come to us at different developmental levels and with different
experiences, but it is important that they enter school on the same playing field. With
74% of the children at Educare I-KW being Hispanic, the dual language issue is a
constant barrier that we strive to resolve as a team. Together with each family, we
begin to expose children to English while instilling in them an appreciation of their
primary language. This can have a high impact on a child’s success in school. We
begin by building relationships in safe, secure environments with the parent, teacher
and child. After a trusting relationship has been established, the cognitive and language
development can occur along with the social-emotional development. The child
develops through experiences and emotional exchanges. Our job is to observe,
interpret, document, plan and assist with implementing the next experience. The
caregiver/teacher, parent and child are researchers. They explore possibilities together
with the child through observations and documentation.
Tulsa Educare is part of a National Implementation Study conducted by researchers
from Frank Porter Graham Child Development Center at the University of North
Carolina and with local partners at the University of Oklahoma-Tulsa to provide data
from the Educare Learning Network’s Cross-Site Evaluation of all Educare programs.
Data collected through this study and others support the notion that high quality
programs, such as Early Head Start and Educare, are effective and that the earlier a
child gets into the program, the better. Below is a chart of the array of data that is
collected and frequency of data collection.
21
Overview of Data Collection
Type of data
Frequency
Why Collect
Staff Questionnaire
Annually
Demographics, beliefs,
practices
Parent Interviews and Survey
Annually and at
exit
Demographics, beliefs,
involvement, risk factors
Classroom Observations
Annually
Classroom activities,
language interactions, overall
quality
ITERS-R or ECERS-R
CLASS Toddler or CLASS
Pre-K
Child Assessments
EHS: at 36 mo
HS: F & S
PPVT
Bracken
PLS
Teacher Ratings:
F & S each year
DECA-IT & DECA
Child language and cognitive
status and change over time;
maintenance of Spanish
language (for DLLs)
Children’s social-emotional
competence
Timeline of Data Collection
Fall
Child
Assessments
Annual Parent
Interviews
Spring
Child
Assessments
Exiting Parent
Interviews
Winter
Classroom
Observations
22
Summer
Teacher Survey
Educare strives to offer high-quality, research-based services to young children from
low-income backgrounds. It is important to measure quality of services. Annual results
drive continuous program improvement toward school readiness goals. Educare also
emphasizes quality because it has been found to be an important indicator of child
outcomes in past research.
The local evaluation partner (LEP) provides information about classroom quality and the
progress of children and families in the program through a set of assessments used at
all sites. Data collection occurs throughout the year.
Program & Classroom Quality
Oklahoma has a Star Quality Rating system that was designed by the Department of
Human Services to allow parents to easily discern the quality of a child care program; all
licensed programs receiving child care subsidy are rated on a one-to-three star scale.
The rating system offers tiered reimbursement, thus rewarding quality by tying it to
higher subsidy. Tulsa County has 627 licensed child care centers and family child care
homes. Of these, 9% are Three Star, 43% are Two Star, 5% are One+ Star, and 42.5%
are One Star (minimal child care licensing standard).
Tulsa Educare 1-Kendall Whittier and Tulsa Educare 2-Hawthorne are nationally
accredited by the National Association for the Education of Young Children (NAEYC)
and rated as Three Star facilities under the Oklahoma Reaching for the Stars Quality
Rating System. NAEYC is the world's largest organization working on behalf of young
children birth through age 8 with nearly 80,000 members. NAEYC brings together
thought leaders, teachers and other practitioners, researchers, and other stakeholders
to set standards of excellence for programs and teachers in early childhood education.
The NAEYC Academy sets and monitors the highest national standards for early
childhood education programs and accredits programs that meet these standards.
Oklahoma uses NAEYC as a quality rating standard and sets it as a Three Star level,
the highest standard a program can meet. Tulsa Educare 3-MacArthur is a Two Star
facility and has begun the NAEYC self-assessment process.
Classroom Assessment Scoring System (CLASS)
The Classroom Assessment Scoring System (CLASS) is an observational tool that
provides a common lens and language focused on what matters—the classroom
interactions between teachers and children based on the developmental theory and
research showing that interactions between children and adults are the primary
mechanism of student development and learning. Data from CLASS observations are
used to support teachers’ unique professional development needs, set organizationwide goals, and shape system-wide reform at the local, state, and national levels.
The CLASS observation is a 2 hour observation, completed in four 20-minute
increments. Feedback is given to the teacher for individual professional development to
increase teacher effectiveness. Research shows that children in classrooms with higher
CLASS scores achieve at higher levels than their peers in classrooms with lower
CLASS scores. The CLASS range is as follows: 1-2 Low; 3-5 Mid; 6-7 High. The chart
23
below illustrates that Tulsa Educare has scored at the mid to high range on all of the
subscales. Through professional development and Master Teacher coaching, the
CLASS scores for the 2012-13 observations remained high in all domains and averaged
higher than other Head Start grantees, a State Pre-K study as well as the other
Educares, as shown below in the chart.
Classroom Assessment Scoring System
CLASS Toddler: 2013
Classroom Assessment Scoring System
CLASS Pre-K: 2013
7
6
7
6.25
6.02
6.39
6
Hawthorne
5
6.23 6.2 6.23
5.63
5
5.34
Hawthorne
5.73
4.61
4
3.91
4.11
4
Kendall Whittier
3
3.67 3.78 3.75
3
MacArthur
2
2
1
Kendall
Whittier
MacArthur
1
0
Emotional and Behavioral
Support
0
Engaged Support for Learning
Emotional Support
Classroom
Organization
Instructional Support
Educare Pre-K CLASS Scores Compared
to Other Studies
Educare 2012 (N=75)
HS Grantees
11-State Pre-K Study (N=671)
7
6.1
6
5.9
5.9
5.5
5.5
5
4
3.3
3.0
3
3.0
2
1
Emotional Support
Classroom Organization
Instructional Support
14
Environment Rating Scales: The Infant Toddler Environment Rating Scale (ITERS-R)
and the Early Childhood Environmental Rating Scale (ECERS-R) are commonly used
measures of global classroom quality that rate space and furnishings, personal care
routines, listening and talking, activities, interaction, and program structure on a 7-point
rating scale with 1=inadequate; 3=minimal; 5=good; 7=excellent. An overall score of 5
or better is considered to be a high quality early childhood classroom. In the early
months of the year, all of Tulsa Educare’s classrooms were rated by trained evaluators,
earning an overall mean of 5.7 at Educare 1-KW and 4.8 at Educare 2-Hawthorne in the
infant/toddler classrooms. Preschool rooms had high averages, with an average of 5.8
at Educare 1-KW and 5.3 at Educare 2-Hawthorne. Educare 3-MacArthur was
evaluated within 5 months of opening the school so their rating is used as a baseline
assessment.
24
Average ECERS-R Total Scores
2009-13
Average ITERS-R Total Scores
2009-13
7
2009
2010
6
5.6
5.28
2012
2009
2013
4.1
2010
2011
2012
2013
7
5.75 5.68
5.3
5.7
6
4.84
5
4
2011
5
4.18
3.86
4.5
5.9 5.8
5.25
4.48
4.3 4.4 4.4
4
3
3
2
2
1
1
Hawthorne
Kendall Whittier
Hawthorne
MacArthur
Kendall Whittier
MacArthur
67
66
Infant/Toddler Classrooms: As shown on the graph below, TEI’s infant/toddler
classrooms that have been opened since 2006 have maintained their high quality rating
from previous years and the staff are to be congratulated as this level of quality is rarely
found in infant/toddler programs (common scores recently reported in the literature are
in the 4.0 to 5.0 range (Goelman et al., 2006; Administration for Children and Families,
2006)).
The Infant-Toddler Environment Rating Scale-Revised (ITERS-R) is the most widely
used measure of global classroom quality for children 0-3. This graph compares the
overall mean ITERS scores across various studies and samples. The ITERS-R Items
are rated on a 7-point scale (from 1-7), with scores above 5 considered high-quality.
25
Educare classroom quality is higher than other large-scale samples.
The same is true of the preschool classrooms. Maintaining a rating above five is a
result of focus on best practices such as providing more classroom instruction within the
context of free play, a practice which supports both children’s social emotional
development and academic growth.
26
Child Assessment Data
The child assessment data listed on the overview of data collection above is used to
collect information about the program quality and teacher interaction, as well as the
child’s development. The information collected from the data is used to individualize
instruction and learning, inform the parents of their child’s development and make
program decisions for improvement. (See chart below to show a schedule of the child
assessment data collected by the local evaluators and sent to the national evaluation
team for group analysis.)
The data that is collected from the local evaluation partner is given to Master Teachers,
teachers and leadership to make program decisions about improving classroom
practices and/or make program decisions. The agency has a “Research Program
Partnership: Data Sharing Plan” that establishes guidelines and timelines for sharing
data with the Policy Council, Governing Board, and parents, in addition to Educare
staff.
27
Research Program Partnership: Data Sharing Plan
Topic
Timing
Who
schedules/invite
s
Who attends
Purpose
Program
Level
Child
Feedback
Fall and Spring, bimonthly (Oct, Dec,
April, June)
weekly during
classroom
observation cycle
(Jan-Feb)
Feb, Nov
MTs - during
wing/community/p
od meetings
LEP Site
Coordinators
MTs, teaching staff, LEP
review child assessments (Bracken,
PPVT, Bayley, PLS-4, PALS,
DECA) and field questions
review classroom observations
(ITERS, ECERS, CLASS, CLASS
Toddler) and field questions
classroom
Executive Director
Site Director
open dialogue to address staff
concerns, occasionally includes LEP
updates, Research Moments
program
Pre-Service
bi-monthly (Sep,
March, May)
annual - August
teaching staff representatives,
Exec.Dir., LEP
all staff, LEP
all staff, LEP
review of process, some results
program
Open House
annual - August
parents, LEP
review of process, some results
program
Aggregate
Data, across
sites
pre-GKFF
Feb or March
Educare Management, LEP
review previous year cross-site data
and discuss implications
program
Feb or March
TEI Board
Feb or March
LEP, Educare Leadership,
Board President
LEP, GKFF, Educare
Leadership
TEI Board, LEP
Parent
Connections
Management
meetings
December
Assistant Director
monthly
Executive Director
Classroom
Observations aggregated
New employee
orientation
Media
Community
Dissemination
bi-annually (March,
Aug)
monthly
LEP-March, PreService Committee
- Aug
Human Resources
parents, LEP, Family
Advocates
LEP, Master Teachers, Mental
Health, Site Director, Assistant
Director, Family Advocates,
Executive Director
All staff
review previous year cross-site data
and discuss implications
review previous year cross-site data
and discuss implications
review previous year cross-site data
and discuss implications
present aggregate data
funders
GKFF
LEP Principal
Investigator
LEP Principal
Investigator
Executive Director
website
website
NA
NA
Classroom
Observations
Round Table
Staff meetings
Feb or March
Pre-Service
Committee
Site Director or
Assistant Director
LEP Project
Director
MTs, Site Director, LEP
Executive Director, new
employees
NA
NA
28
classroom
program
funders
funders
program
Regular management meetings,
includes conversation with LEP on
available data and possible uses of
data
Teacher access to classroom
observation data and conversation
with LEP
orientation to study
program
NA
NA
program
program
program
program
Site Research Data Sharing Plan
Topic
Child
Feedback
Child
Feedback
Child
Feedback
Child
Feedback
Classroom
Observations
Classroom
Observations
Timing
October
Who
schedules/invites
MTs & classroom staff
devise a plan to
integrate TS data with
OU data for home visit
to discuss each
individual child’s
development
December
MTs & classroom staff
devise a plan to
integrate TS data with
OU data for conference
to discuss each
individual child’s
development
April
MTs & classroom staff
devise a plan to
integrate TS data with
OU data for home visit
to discuss each
individual child’s
development
June
MTs & classroom staff
devise a plan to
integrate TS data with
OU data for conference
to discuss each
individual child’s
development
Within a week of
MT & classroom
receiving their
staff
final classroom
observation data
(Jan, Feb)
Quarterly
(April, July,
October, January),
MT & classroom
staff
Who attends
Classroom Team
Master Teacher
Home Visit
LT & FA & parent
Classroom Team
Master Teacher
Parent Conference
LT, FA & parent
Classroom Team
Master Teacher
Home Visit
LT & FA & parent
Classroom Team
Master Teacher
Parent Conference
LT, FA & parent
MTs & Classroom Staff;
(Site Director monitors)
MTs & Classroom Staff;
(Site Director monitors)
29
Purpose
Review child assessments
(Bracken, PPVT, Bayley, PLS4, PALS, DECA) based on
child’s strengths, set goals for
individual children.
Meet with parents about
child’s strengths and
development.
Review child assessments (Bracken,
PPVT, Bayley, PLS-4, PALS,
DECA) based on child’s strengths,
set goals for individual children.
Meet with parents about child’s
strengths and development.
Program
Level
Classroom;
Parent
Classroom;
Parent
Review child assessments (Bracken,
PPVT, Bayley, PLS-4, PALS,
DECA) based on child’s strengths,
set goals for individual children.
Meet with parents about child’s
strengths and development.
Classroom;
Review child assessments (Bracken,
PPVT, Bayley, PLS-4, PALS,
DECA) based on child’s strengths,
set goals for individual children.
Meet with parents about child’s
strengths and development.
Classroom;
To review/reflect on classroom
observations (ITERS, ECERS,
CLASS, CLASS Toddler) and
develop a plan for continuous
program improvement on
plan of action form
To review/reflect on classroom
observations (ITERS, ECERS,
CLASS, CLASS Toddler) and
assess the plan in place for
continuous program improvement
on the
plan of action form
Classroom
Parent
Parent
Classroom
Gains Over Time at Tulsa Educare
Tulsa Educare has adequate data to examine trends for children who had been enrolled
in Tulsa Educare for one, two, or three years. Please consider the following results as
“trends” because the numbers of children per group are fairly small and thus individual
scores can dramatically influence group means.
The graph below shows the results on the measure of English vocabulary development
(PPVT) for children over 36 months old. As shown, in general, children who
experienced more time at Tulsa Educare scored better. This mirrors findings from the
cross-school analyses completed by Frank Porter Graham Child Development Institute
at the University of North Carolina.
Tulsa Results
Educare National Cross-Site Results
The national results are analyzed somewhat differently, but with a similar result.
Children who had entered earlier (before 18 months of age) generally scored higher
than children who had entered later (age four) on both vocabulary (Peabody Picture
Vocabulary Test – PPVT) and school readiness assessments (Bracken School
Readiness Assessment). An interesting piece to note from the School Readiness chart
below is that for the first time, dual language learners are scoring higher than their
English-speaking peers when entering Educare before 18 months of age, however it
should be noted that the size of this group is quite small.
30
Data that proves “earlier is better”
Educare continues to produce data that showcases high quality classrooms and add to
the research showing that the earlier a child enters into a high quality program, the
higher the subsequent score at school entry. So, with this data we have strong
evidence that “earlier is better”. We presume that the high quality programming, as
shown with the ITERS, ECERS and CLASS scores, is associated with these positive
outcomes, as well as the wrap around services that are required in the Head Start
Performance Standards and the quality of the teaching staff.
31
Above is an additional chart detailing language scores for those entering Educare at two
years and four years. When tested at four years, English language children who entered
the program at two years, on average, scored 5.6 points higher than their peers who
entered at four years. The effect of entry age is even stronger for dual language
learners. These children gained 16.4 points over their peers who entered at four years.
The bottom line is that children who enter Educare earlier and stay longer have better
receptive language skills. Communication, early literacy and vocabulary skills
consistently predict later academic success. Educare continues to analyze data for
program improvement and continually demonstrates that early enrollment and quality
learning environments are key elements in reducing the achievement gap in school
readiness.
Educare schools are dramatically changing the life trajectories of thousands of children
and changing the way America things about early education. Each Educare school is a
comprehensive early childhood program with intense family engagement aimed at
preventing the achievement gap seen with low-income children compared to their
middle-income peers, long before they enter kindergarten. The research conducted
independently by Frank Porter Graham Child Development Institute at the University of
North Carolina-Chapel Hill continues to find that children who started Educare between
birth and age two exceeded national averages on measures of school readiness.
Those gains persist even when controlling for risk factors such as maternal education,
race, and parents’ ages. Kindergartners who spent their early years at Educare arrived
at elementary school ready to learn and on par with their middle class peers.
32
Governing Board of Directors
Annie VanHanken- Senior Program Officer, George Kaiser Family Foundation;
President, Tulsa Educare, Inc. Board
Dr. Keith Ballard- Superintendent, Tulsa Public Schools
Maria Barnes- Community Leader, City of Tulsa
Chet Chadeux- President, QuikTrip Corporation
Debbie Deibert- Assistant Professor of Child Development, Tulsa Community College
Fred Dorwart- Attorney, Fredric Dorwart, Lawyers
Phil Frohlich- President, R.H. Siegfried, Inc.
George Kaiser- President, Kaiser-Francis Oil Company
Don Millican- Chief Financial Officer, Kaiser-Francis Oil Company
Mike Burke- President, Buffett Family Foundation
Rondalyn Abode- Policy Council Chairperson
Bob Ross- President and CEO, Inasmuch Foundation
Mimi Tarrasch- Director of Women in Recovery Program, Family & Children’s Services
Early Head Start Policy Council
Rondalyn Abode- Policy Council Chairperson (Educare parent)
Shammah Garcia- Policy Council Vice Chairperson (Educare parent)
Jasmine Hernandez- Secretary (Educare parent)
Pretti Dave- Sergeant-at-Arms (Educare parent)
Melisa Villegas- Treasurer (Community Representative-graduated EHS parent)
Andy McKenzie- Community Representative
Annie Van Hanken- TEI Board Representative
33
Tulsa Educare, Inc. Administrative Staff
Caren Calhoun, Executive Director
Phil Morgan, Chief Operating Officer
Vicki Wolfe, Chief Program Officer
Michelle Hulbert, Director of Program Operations
Jennifer Ladner, Operations Manager
Susan Johnson, Human Resources Manager
Pam Pope, Accounting Manager
Britney Noyes, Payroll/Benefit Coordinator
Educare 1-Kendall Whittier Administrative Staff
Dona Maye, School Director
Elizabeth Miranda, Assistant Director
Nereyda Gijon, Compliance Associate
Patricia Dabney-Gonzalez, Administrative Assistant
Educare 2-Hawthorne Administrative Staff
Kimberly Cruce, School Director
Serenity Weeden, Assistant Director
Amanda Morris, Compliance Associate
Angie Prince, Administrative Assistant
Educare 3-MacArthur Administrative Staff
Jennifer Rush, School Director
Lucy Guzman, Assistant Director
Noemi Rangel, Compliance Associate
Yolanda Knox, Administrative Assistant
34