Orange County School Readiness Coalition, Inc.
PO Box 540387
Orlando FL 32854-0387
Contact Information
Address PO Box 540387
Orlando, FL 32854 0387
Phone (407) 841-6607 106
Fax (407) 749-0282
Web and Social Media
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Video
Mission
Mission

The mission of the Early Learning Coalition of Orange County is to provide unified leadership, support and guidance to ensure that the children of our community have the opportunity to reap the benefits of developmentally appropriate, research-based school readiness and VPK programs, respecting the role of the parent as their child’s first teacher.

Leadership
CEO/Executive Director Ms. Karen Willis
Board Chair Linda Landman Gonzalez
Board Chair Company Affiliation Orlando Magic
History
IRS Ruling Year 2001
Former Names
NameYear
Orange County School Readiness Coalition2014
Financial Summary
 
 
Projected Revenue $68,156,155.00
Projected Expenses $68,156,155.00
Statements
Mission

The mission of the Early Learning Coalition of Orange County is to provide unified leadership, support and guidance to ensure that the children of our community have the opportunity to reap the benefits of developmentally appropriate, research-based school readiness and VPK programs, respecting the role of the parent as their child’s first teacher.

Impact
Past year
  • More than 26,300 Orange County children served by 750 childcare providers.
  • 17,981 consultation and referral calls helped parents and care takers with invaluable information about VPK/pre-school options and financial assistance.
  • Childcare assistance was provided to 9,000 low-income, working families through the School Readiness program.
  • The 13th cycle of the Parramore Kidz Zone (PKZ) Baby Institute classes wrapped adding to the "Circle of Parents" supporting each other in best parenting practices.
  • Volunteers of the Celebrity Readers and Ready Readers programs completed 309 hours of storytelling to children across Orange County.
Current year
  • Increase the number of providers signed up for the"Quality Stars" program by 10%. (program explained in indicators section under impact)
  • Increase number of professionals receiving their national Infant/Toddler CDA credential by 10% through the ELCOC coaching program.
  • Continue to support parents and families through parenting classes at the PKZ Baby Institute and expand those efforts into other communities, beginning with Holden Heights.
  • Increase awareness of the importance of early learning through the establishment of Social Media Ambassadors and a Speakers Bureau
  • Increase number of volunteers participating in the Celebrity Readers and Ready Readers programs by 10%.
Independent Research has been conducted on this organization's theory of change or program effectiveness? No
Needs
Increase number of teachers with infant toddler CDA - 25 teachers and director support = $100,000
 
Expand (duplicate) Baby Institute beyond the historic Parramore area -- $200,000
 .
Increase access to BrightStart curriculum - 25 classrooms with kits, materials and literacy coach = $90,000
 
Increase number of Ready Readers and initiate Book Buddies -- FTE staff position (salary and benefits) = $55,000
 
Provider Services Support -- 3 FTE staff positions = $165,000 (Training & Technical Specialist to support quality improvement)
Background
In June of 1999, the School Readiness Act was signed into law and created the structure of Coalitions.  The Act recognized that high-quality early learning and school readiness programs increase a child's chance for success in school and in life. In 2005, the DBA was established to reflect the broader responsibility for the Voluntary Pre-kindergarten (VPK) Program.

While many of the duties of the Coalition are set forth in State statute, the Coalition remains an independent non-profit. Over 15 years, the Coalition has increased its reach in the community. Currently we contract with over 750 small businesses in Orange County who touch the lives of over 26,000 annually.

CEO Statement

 

We, at the Early Learning Coalition of Orange County, are working harder than ever to be an unwavering resource for local families and promoter of future academic success for the children of this community. Investment in early learning programs is essential to eliminating the learning divide that starts before kindergarten and can last for a lifetime. Recognizing that the early education of our youngest citizens is also imperative to our community’s vitality and future economic/social growth, we are dedicated to expanding our resources, keeping up with the increasing need for quality early care, and inspiring the leaders of tomorrow – our youth.

With such a large impact to be made, we can’t do it alone. We are thankful for a proactive board of directors who help foster strategic partnerships, serve on our task forces and assist with special events and programs - all of which help generate additional resources and revenue. These dollars increase the number of children served and elevate the quality of care provided in centers and family child care homes. Our programs are also strongly impacted by community partners, business leaders, corporations, foundations and policymakers everywhere who support, encourage and inspire us.


The strongest structures are built on strong foundations. By supporting a child’s development early, we are helping to build a strong foundation for their future. Change the first five years and you can change everything!

Sincerely,

Karen Willis, CWDP

Chief Executive Officer

Board Chair Statement

Since its inception in 1999, the Early Learning Coalition of Orange County has worked to promote high-quality, developmentally appropriate early learning programs throughout Orange County. Our work builds the foundation for academic success and supports an economically healthy Orange County.

Stagnant funding since our inception reduces our buying power and the ability to serve Orange County children and families. Despite this, the Coalition’s staff and Board of Directors have continued efforts to produce an integrated, high-quality, seamless service delivery system. Our focus and energy are dedicated to developing innovative ways to ensure that all Orange County children develop the skills necessary to enter school ready to learn.

In this, the tenth year of VPK classes, we understand the Coalition's success has been and remains dependent on the support of a cross-section of community partners. These business leaders, corporations, foundations, and policy makers give of their time, talent, and treasure to support our mission. These allies give us hope that our charge to combine public and private resources to create an early learning system that Orange County can be proud of is within our grasp.

It is imperative that we continue to strive to achieve our mission. Government alone can’t fix our problems. We know it will take an abundance of strong partnerships, forged between the public and private sectors, to respond to the needs of our most vulnerable population - our children.

We need only look into the eyes of children to see we have a responsibility to help them succeed. Their success is the legacy we leave.

 

Linda Landman Gonzalez, Chair
Early Learning Coalition of Orange County Board of Directors
Orlando Magic
Vice President of Philanthropy and Multi-Cultural Insights
CEO/Executive Director/Board Comments
Early Learning, brain development, children success, birth to age five.
NTEE Information
Primary Organization Type Education
Primary Organization SubType Education N.E.C.
Secondary Organization Type Community Improvement, Capacity Building
Areas Served
Geographic Areas Served
FL - Orange

The Coalition serves all children in Orange County, Florida with special focus on children from birth to age five.

Goals
HelpWhat is the organization aiming to accomplish? This is the organization's ultimate goal for intended impact.
The Early Learning Coalition of Orange County's chief goal is to promote school readiness for all children in our community. We provide scholarships to working, low-income families with young children seeking quality early childhood experiences, which promote early brain development and the requisite social/emotional and early academic skills tied to readiness for school.

We also provide scholarships for 4 year-olds, regardless of income, to attend Florida's Voluntary Pre-kindergarten program. Research clearly shows that for every 100 children who start school behind, almost 90% are still behind 4 years later. The reason for this lack of readiness is often the 30 Million word gap experienced by children in low wage families compared to those of wealthy families - making these early education scholarships paramount to their future potential and success.

The ELCOC also promotes high-quality standards among ealry learning service providers in Central Florida by providing training and technical assistance to improve teacher preparation, which promotes better outcomes for children. Currently, ELCOC funds over 25,000 children annually across 750 small businesses in Orange County. The organization also provides large quantities of books, supplies and manipulatives to enhance the learning environment.

The ELCOC partners with non-profit, government, private funders and business leaders to raise required matching funds ($15.67 for every $1 raised locally) and to expand services beyond those afforded by state and federal funding.

Our 3 to 5 year strategies include increased fund raising to reduce the current wait list (over 7,000 children), revised messaging to enhance fund and friend raising efforts, and expanded community engagement to place more volunteers into early childhood sites as Ready Readers and Book Buddies. Additional strategies include expanding access to basic early learning teaching credentials as well as supporting attainment of both Associate and Bachelor degrees in early childhood.

We also are seeking new sponsors to expand our successful parent engagement strategy (Baby Institute) beyond the historic Parramore area. Baby Institute is modeled after the highly touted Harlem Baby College.

And lastly, we are developing strategies to install the Nemours' BrightStart curriculum, Teaching Strategies Gold Early Childhood assessment, and the CLASS teacher/child interaction inventory within every early childhood site serving children from working poor families to close the 30 Million word gap.

We believe the infusion of these strategies will promote long term change in the quality of early childhood services in Orange County and lead to higher numbers of our community's children entering school ready for future success.

Strategies
HelpWhat are the organization's strategies for its stated long-term goals?
Because the 30 Million word gap has such impact on school readiness, the ELCOC interfaces and coordinates with Head Start, Early Head Start, Adult Literacy League, Rotary Clubs and other community partners to offer ongoing literacy activities for families with a culmination activity during Literacy Awareness Month.

The ELCOC also offers family literacy training and workshops mainly through an ongoing contract with OCPS and recently expanded support to Milk and Muffins and UCF reading camps.

Providers who are participating in Early Head Start are required to use Teaching Strategies GOLD for child assessment and CLASS for teacher/child interaction. This requirement goes a long way to institutionalize the importance of these tools to promote program quality.

The ELCOC is currently working with Nemours BrightStart to increase the number of early childhood sites implementing this tools to promote language and literacy development.

The ELCOC is working with VISTA volunteers to increase the number of Ready Reader volunteers in 3 and 4 year-old classrooms.

The ELCOC Security Food Task Force is partnering with Orange County Children Services, Nemours and Second Harvest Food Bank to raise nutrition awareness needs of very young children through our "Five to Thrive" food campaign. 

Lastly, the ELCOC is working with the Orlando Science Center to infuse math and science concepts into early childhood classrooms.

Capabilities
HelpWhat are the organization’s capabilities for doing this? What resources, capacities, and connections support its progress towards long-term goals?

We have a dedicated staff of 47 full-time and 10 part-time change agents who are dedicated to improving outcomes for children. Each of our department directors have over 10 years experience in their assigned area. Our CEO has over 35 years of experience in managing publicly funded programs.

We have a long history of sound fiscal and program management with a state and federally funded infrastructure that allows us to direct all private and foundation funding to program expansion.

Our ability to generate matching funds ($15.67 for every dollar generated locally) allows us to provide a strong Return of Investment (ROI).

Our Board of Directors is composed of key community leaders from both the public and private sectors. Their reach is significant into our community.

We have strong relationships with community partners who work in supporting fields including Head Start, Early Head Start, Adult Literacy League, Healthy Start and Healthy Families.

Indicators
HelpHow will the organization know if it is making progress? What are the key qualitative and quantitative indicators against which the organization assesses its progress toward its intended impact?

The ELCOC uses the state kindergarten readiness assessment to measure overall success.  This assessment is administered by Kindergarten teachers to every child in public kindergarten during the first 30 days of school. 

The second strategy the ELCOC uses is provider implementation of strategies demonstrated in research to make a difference in outcomes for children.  Thus we review the number of providers using a research based child assessment and teacher/child interaction tool. The tools that we endorse are Teaching Strategies GOLD and CLASS. Teaching Strategies GOLD is an assessment tool available to teachers that enables them to increase the effectiveness of their academic assessments, while having more time to engage with their students. The Classroom Assessment Scoring System (CLASS) is a tool that objectively measures the quality of teacher/child interactions and helps pinpoint strengths and potential areas for growth in early education classrooms.

The Quality Rating Improvement System (QRIS) aka "Quality Stars" is a voluntary quality control system that is available to parents as a guide to help make an informed decision, when choosing quality early learning environments for their child. Participating centers agree to an ongoing evaluation of their program’s learning environment, staff qualifications, professional development, family engagement activities and administrative practices using a 5 star rating system.
 
Progress
HelpWhat has and hasn’t been accomplished so far?

Since 2011, 188 parents participated and 126 parents have graduated from Baby Institute (BI), with 393 children birth to age five benefitting from their family’s commitment to supporting their development.   While all cycles of Baby Institute, with both infant and preschool parents, showed gains in knowledge over the course of the program, during the most recent year where data is available, parents of infants showed a 25 point increase in knowledge of appropriate parenting behaviors. 

Early Childhood providers who have participated in the BrightStart project have seen significant improvements in the language and literacy knowledge of children.  Many have seen considerable improvements in their VPK readiness rates with a number moving from low performers to meeting and exceed baseline performance.
 
Unfortunately, our desire to ensure all of the 750 providers in our network are implementing Teaching Strategies GOLD and CLASS has been impacted by legislative change.  As such we are now moving the needle forward through incentive strategies.  The ELCOC uses its influence and its access to private and foundation dollars to promote quality through incentives to providers willing to implement strategies known to make a difference in outcomes for children. 
Programs
Description
The School Readiness (SR) program provides access to subsidized early learning services for low wage families.  This program fuels the economic engines of our community by enabling parents of more than 8,200 children to afford safe and reliable child care each month. The $35.5M School Readiness budget supports various ELCOC programs.
 
Child Care Resource & Referral staff assist parents with initial applications for child care and general information requests. The staff also provides entry into the Unified Wait List System, wait list maintenance, pre-screening for eligibility for childcare subsidies, pre-registration requests for Voluntary Pre-kindergarten, and updates of those individuals currently waiting for service, as well as customer notification of enrollment, scheduling appointments and other slot management activities as determined by the Coalition. If there is no funding immediately available, parents are advised as to other resources to help subsidize care. All families are offered information on their local community services. The program budget is part of the School Readiness budget (approximately $203K).
Population Served Poor,Economically Disadvantaged,Indigent
At-Risk Populations
Infants to Preschool (under age 5)
Short Term SuccessHelpOrganizations describe near term achievement(s) or improvement(s) that will result from this program. This may represent immediate outcomes occurring as a result of the end of a session or service.

During the 2014-15 recent school year, 17,981 children (unduplicated count) benefited from participation in the School Readiness program.

The number of parents assisted was 10,224.
 
Calls received for financial assistance - 12,831
Calls for other information - 594.
Long Term SuccessHelpOrganizations describe the ultimate change(s) that will result from this program. This may be far into the future and represent an ideal state.

The long term success of the program is to continue providing stability to eligible low-income families by offering school readiness services for children ages birth to 5. The goal is to give those children the opportunity to attend an affordable, quality early learning program, which will ultimately prepare them for entrance into kindergarten. Once in kindergarten, the children now have a head start on educational requirements that will stay with them throughout their educational years.

- Children enter kindergarten ready to learn
- Decrease in dropout rate
- Families are able to provide basic necessities to children that they would otherwise struggle to provide due to expensive and rising child care costs
- Help stabilize families by allowing continued employment in the household

 

Program Success Monitored ByHelpOrganizations describe the tools used to measure or track program impact. Contract and program compliance administered by ELCOC.  Pre and Post Assessments based on program intervention strategy.
Examples of SuccessHelpOrganization's site specific examples of changes in clients' behaviors or testimonies of client's changes to demonstrate program success.
The percent of funding committed to child placement - mandated 78%, Coalition actual 85%.
 
Parent Satisfaction Data:
 

2014/15

1st Qtr

2nd Qtr

3rd Qtr

4th Qtr

Annual

CCR&R

79.8%

82.9%

79.8%

85.6%

82.0%

Eligibility

91.9%

89.8%

90.8%

92.2%

91.1%

Provider

             89.9%

               89.1%

89.5%

Description Florida's Voluntary Prekindergarten Education Program (VPK) is a free educational program that prepares four year-olds for success in kindergarten and beyond. This program, free to families regardless of income, is offered at participating licensed private child care centers, accredited faith based centers, many public school and Head Start sites, as well as licensed family child care homes. The program helps children build a strong foundation using educational materials that fit their developmental needs. VPK provides four year-olds with both self-management and emergent literacy skills, such as letter and sound recognition.  These skills are critical for future academic success. 
Population Served Families
Short Term SuccessHelpOrganizations describe near term achievement(s) or improvement(s) that will result from this program. This may represent immediate outcomes occurring as a result of the end of a session or service.
Total Served: Families Children Providers Classrooms
Fall 11,920 11,698 407 860
Summer (thru 6/30/15) 872 846 31 44
All (distinct) 12,123 12,360 435 904
Long Term SuccessHelpOrganizations describe the ultimate change(s) that will result from this program. This may be far into the future and represent an ideal state.

- Helps prepare eligible four year-olds for kindergarten.

- Helps ensure eligible four year-olds are ready to learn when entering kindergarten.

- Helps families of eligible four year olds have access to quality early learning programs.

- Helps families become more engaged in their child’s early education

Program Success Monitored ByHelpOrganizations describe the tools used to measure or track program impact. Kindergarten readiness assessment administered by OCPS. Contract and program compliance administered by ELCOC.
Examples of SuccessHelpOrganization's site specific examples of changes in clients' behaviors or testimonies of client's changes to demonstrate program success.
All Orange County children who turn 4 years of age by September 1st are eligible for Florida's FREE Voluntary Prekindergarten Program (VPK).
 
VPK classrooms offer high-quality programs that include literacy standards, developmentally appropriate curricula, manageable class sizes, and qualified teachers.
Description

The Parramore Kidz Zone (PKZ) Baby Institute is funded by the ELCOC, the Central Florida Foundation Children's Legacy Fund and the Ounce of Prevention. The PKZ Baby Institute program is for parents of children between the ages of birth to five years residing in the Parramore Heritage community. The nine-week Baby Institute is designed to help parents of young children build knowledge and skills that result in better parenting, which will lead to better school readiness outcomes for children.

a.   For graduation goals, Baby Institute consistently achieves a 70% + graduation rate for parents who attend at least one class.  This is an achievement given the dynamics of the targeted families.

b.   For parent attendance, Baby Institute consistently achieves its recruitment goal of 15 parents per cycle.  Nonetheless numerous make-up sessions are required to get parents to graduation.

c.   For child attendance ages birth to 5 years of age, Baby Institute attendance by younger children (which is the target audience) is highly dependent on the age of the participating parents.  Child participation is also impacted by illness, shared custody responsibilities and parents who have work immediately after Baby Institute. 

d.   For child attendance ages five years and older, as indicated above the age of the children attending Baby Institute is highly impacted by the age of parents.  During sessions where parents are older their children generally are older thus impacting the actual age of participating children per cycle.  Again, numbers are also impacted by the number of families with younger children participating in Baby Institute.

$160K of the $343K budget below is funded from School Readiness.
Population Served Families
Infants to Preschool (under age 5)
At-Risk Populations
Short Term SuccessHelpOrganizations describe near term achievement(s) or improvement(s) that will result from this program. This may represent immediate outcomes occurring as a result of the end of a session or service.
During 2014-2015 fiscal year, the Baby Institute completed three cycles with 37 graduates serving more than 56 children.
 
Parents demonstrate measured knowledge of actions and behaviors that increase a child's readiness for school.
 
Long Term SuccessHelpOrganizations describe the ultimate change(s) that will result from this program. This may be far into the future and represent an ideal state.

Since 2011:

- 126 parents graduated from the nine-week Baby Institute program with a graduation rate of 71%.
-All cycles of Baby Institute have found parent gains in knowledge as measured by pre/post-tests.
-393 children, birth to five years of age, have had their parents/caregivers benefit from participating in Baby Institute.
-30 Baby Institute graduates participated in Alumni activities in this contract year.
-Teaching Strategies GOLD developmental assessments completed on Baby Institute graduates’ children in child care showed a significant number are either meeting or exceeding developmental expectations for their age.
 
Baby Institute continues the Circle of Parents support group which is  open to all parents in the Parramore community as well as continuing with Alumni activities for PKZ Baby Institute graduates.
Program Success Monitored ByHelpOrganizations describe the tools used to measure or track program impact.
Pre and Post testing and observation; and participant feedback.
Examples of SuccessHelpOrganization's site specific examples of changes in clients' behaviors or testimonies of client's changes to demonstrate program success.

“S”, is an unemployed, African American female (34), mother of five children (ages 3 to 15), resident of the Parramore community, and a survivor of domestic abuse. “S” came to the Baby Institute to enhance her parenting skills, find support and gain resources for education and employment. She admitted that nutrition/healthy living was not a priority for her and her children. “I am just surviving the best I can. All I want is to give my kids a meal, let alone a healthy one.” She states that she has desired to exercise more but never got motivated enough. “I never wanted to admit that I had weight issues. I want to improve my health to overall have a better life for me and my kids.”

“S” has a new view on health, nutrition and parenting and thanks the Baby Institute for the care and support shown to her and her family. “I read more to my children at least 4-5x per week...I am much more motivated now to do better as a parent...My kids and I eat five meals a week together...We eat more fruits and vegetables along with our protein. We make cooking a family time and way to talk about our day. We have even begun to exercise 3x a week. We are now excited about being healthier.” 

Description

Orlando Cares addresses community challenges – Youth Education and Youth Crime Prevention – by mobilizing caring citizens as volunteers to be part of the solution. In September 2010, Orlando was awarded a Cities of Service Leadership Grant by the Rockefeller Foundation and Bloomberg Philanthropies to develop an evidence-based, comprehensive service plan. Through a collaborative process, hundreds of community stakeholders helped to design Orlando Cares and its six service initiatives.

The Preschool Ambassadors’ volunteer program is a partnership between the Early Learning Coalition of Orange County, the City of Orlando, and the Adult Literacy League. The key is the Ready Readers Program, which matches volunteer readers with classrooms for 3 and 4 year-olds in participating early childhood centers and homes.

Part of the program's budget amount listed below comes from the School Readiness budget.
Population Served Infants to Preschool (under age 5)
Short Term SuccessHelpOrganizations describe near term achievement(s) or improvement(s) that will result from this program. This may represent immediate outcomes occurring as a result of the end of a session or service.

20 volunteers have been trained as Ready Readers, who go into VPK classes and read to small groups of children on a consistent basis.

Long Term SuccessHelpOrganizations describe the ultimate change(s) that will result from this program. This may be far into the future and represent an ideal state. 66 Ready Readers have been trained and have been active story tellers in the community, many of whom have been continuous volunteers since the program began. These readers have resulted in over 200 hours of story time for Orange County's youth.
Program Success Monitored ByHelpOrganizations describe the tools used to measure or track program impact. Tracking of volunteer hours.
Description
The Infant/Toddler CDA Coaching program offers 80 hours of quality early childhood professional development training, focused on best practices in infant/toddler care, to assist center-based teachers in achieving the national Infant/Toddler Child Development Associate credential. Originally funded through the Orlando Magic Youth Foundation (OMYF), this program has been enormously successful in increasing the quality of care offered to our youngest children in child care. In 2013, a Director Project was added to support directors of child care centers in their understanding of best practices for infant/toddler group care and in 2014, a Community Workshop component was added to support credentialed infant/toddler teachers by providing continuing education unit (CEU) training to enable them to renew their credentials. The project was funded by OMYF from 2012 through 2014. Subsequent funding is anticipated in January 2016. 
 
 Part of the budget $128K comes from the School Readiness budget.
Population Served Adults
Infants to Preschool (under age 5)
Short Term SuccessHelpOrganizations describe near term achievement(s) or improvement(s) that will result from this program. This may represent immediate outcomes occurring as a result of the end of a session or service. A new cohort of twenty-two infant/toddler teachers from 16 centers began the 2015 Infant/Toddler CDA program in March 2015. To support the Early Head Start community child care expansion, in collaboration with 4C, the ELCOC offered an Infant/Toddler Second Setting CDA program in the Spring of 2015 for credentialed teachers, to help them pass the renewal criteria.  
Long Term SuccessHelpOrganizations describe the ultimate change(s) that will result from this program. This may be far into the future and represent an ideal state.
To date, 100% of teachers completing the training program have received their national CDA credential.
 
In the past year, Eighteen infant/toddler teachers successfully completed the Infant/Toddler CDA training program and received their national Infant/Toddler CDA credential . The 18 teachers cared for 184 infants and toddlers in 15 classrooms within 16 Orange County centers.
 
In addition, 10 directors started in the Directors’ Project, participating in monthly trainings and on-site observation activities to support their understanding of best practices for infant/toddlers in center-based care. These directors supervise 48 infant/toddler teachers who work with approximately 284 children, birth to 3-years-old. Nine directors completed the program with six receiving continuing education units (CEUs) for their participation.
 
In response to the need for workshops and continuing training opportunities focused on providing infant/toddler teachers with age-appropriate content and free CEUs, five community workshops were held at child care facilities throughout Orange County. Ninety-two infant/toddler staff and directors from 39 centers attended. In total, an estimated 330 children and 120 early childhood staff were served by this program in 2014.
Program Success Monitored ByHelpOrganizations describe the tools used to measure or track program impact.


National CDA pass rate of participants, staff observation, child developmental assessment tracking.
Examples of SuccessHelpOrganization's site specific examples of changes in clients' behaviors or testimonies of client's changes to demonstrate program success.

“I am grateful for this grant money and the way it is being used. It has helped my staff become better trained and more confident in their skills working with both the infants and the parents they care for every day. We have added one new infant and toddler room since this program started.….more of our youngest children are benefiting by getting a step ahead with getting the best care that is possible.” (Director who had two staff complete the program)

“They are babies but they understand when you talk to them, you are relating to them and make them feel at ease, they can count on you to be there for them when they need comfort. (Teacher, Infants)

“This class has made me more aware of my teaching skills and how to detour behavioral issues in a positive manner” (Teacher, Two-Year-Olds)

“I actually asked my teacher. I said, “Well, what do you think about the training and what it’s done for you?” And she – obviously, she has benefitted a lot from it, and she was very positive about the class. One of the things that she said to me that really struck me was, “Ms. Cecilia, I didn’t think I could do it.” She said to me, “I did not think I could do it.” And so, obviously, it’s been a big boost to her confidence to say that she can and is actually showing by what’s going on in her classroom… that’s very positive.” (Director with infant teacher in 2013 OMYF CDA program.)
Description
The Early Literacy Enhancement Program (ELEP) was begun to support motivated Voluntary Pre-kindergarten (VPK) providers in Orange County to help their preschool children in strengthening literacy skills. Orange County has a large number of children who are English Language Learners (ELL), or have parents who may have literacy issues themselves. The ELEP provides resources and support to participating VPK teachers to assist children in learning specific literacy skills necessary for kindergarten success. Using the research-based Nemours BrightStart! literacy curriculum, VPK teachers are trained in how to implement the 20 lessons in small intervention groups with children identified as “at risk” through Get Ready to Read! (GRTR) screening. Over three years, Get Ready to Read screening conducted as part of the ELEP program has found the percentage of children “at risk” with their literacy development to range from an average of 42 – 66% overall in the centers participating, demonstrating the strong community need for this program.
 
Part of the program budget comes from the School Readiness budget.
Population Served Adults
Families
Infants to Preschool (under age 5)
Short Term SuccessHelpOrganizations describe near term achievement(s) or improvement(s) that will result from this program. This may represent immediate outcomes occurring as a result of the end of a session or service. Over three years of program operation, children in intervention groups have moved, on average, from “at risk” classification (average score of 79 at start of VPK school year) to “typical development” (average score of 104, on age level) by the end of the VPK school year as a result of the ELEP intervention.
Long Term SuccessHelpOrganizations describe the ultimate change(s) that will result from this program. This may be far into the future and represent an ideal state.
VPK programs implementing the ELEP program have had substantial success with their children and in dropping their Provider on Probation status. Three centers participating had significant gains in their VPK readiness rates, posting gains of 40, 49 and 54 points after participating in ELEP, bringing their overall scores from 35 or below to over 70. VPK providers need to have a score of 70 or higher (passing being 70-100), making this type of increase enough to keep them from being a provider on probation, which has consequences for their ability to remain in the VPK program long term. In the past year, 13 VPK providers are no longer Providers on Probation after participation in this program.
Program Success Monitored ByHelpOrganizations describe the tools used to measure or track program impact. Standardized Get Ready to Read! Screening (3 times/year), fidelity observations by ELEP coaches, VPK Readiness Rates compiled by the State of Florida Office of Early Learning.
Examples of SuccessHelpOrganization's site specific examples of changes in clients' behaviors or testimonies of client's changes to demonstrate program success.

“I would like to say, first and foremost, I love the BrightStart! program and feel honored to be chosen as one of the teachers to implement this program as I prepare to my students to enter kindergarten. My first success story comes from a little girl that I had the pleasure of working with. When we started the year off [she] would always seem shy because she would always [whisper] and at times this would be a challenge for me because I would find myself not sure of exactly what she was trying to tell me. As we started the BrightStart! program...it helped this little girl to come out of her shell and helped build her confidence. Now she loves to share and speak out loud and has accomplished and learned new things. The program has helped me teach [my class] syllables. I love the way it has taught me to help my children break down words...say the word fast, then slow, then clap out each part of the word.

[This program] helps my whole class, not just the children in my intervention groups, and provides me with many teaching strategies. I would like to thank [this program] for helping me be a better teacher and making my kids some of the most prepared for kindergarten.” (VPK teacher who has used ELEP)
Comments
CEO Comments During the 2014-2015 fiscal year, 121 professional development training sessions with 1,710 attendees were provided. Twelve students were awarded professional development scholarships to help obtain their associate’s degree in early education.

In October of 2014 we were able to send 104 educators and 32 directors to the Florida Association for the Education of Young Children’s annual conference.

In February 2015 we co-sponsored the Seminole State Early Childhood Conference attended by 76 providers and in June 2015 we were able to send 15 family child care providers to The Florida Family Child Care Home Association’s state conference.

Between March 2015 and June 2015 we piloted the CareerSource Youth Child Care program which offered the state-mandated child care training and Teaching Strategies GOLD training to young adults, who were part of the Workforce Investment Act, who were interested in pursuing careers in early child care. Out of the 10 participants, all received the Teaching Strategies GOLD training, seven completed and passed the state-mandated assessment and five were hired at the centers in which they received their eight week hands-on child care training.
 
Teaching Strategies GOLD and the Classroom Assessment Scoring System (CLASS) are both in the third year of implementation.
54 providers completed the 12 hour GOLD training. There were 3,480 children assessed with 10,365 pieces of data entered.

There was a total of 177 CLASS assessments administered; 47 Pre-K, with an average score of 4.90, 90 Toddler, with an average of 5.10, and 40 Infant, with an average school of 5.31.

The Coalition provided technical assistance to 24 providers who voluntarily participated in the return of our QRIS (Quality Stars) program. Our goal for this fiscal year is to retain and build the number of participants in the Quality Stars program. 
 
Board Chair
Board Chair Linda Landman Gonzalez
Company Affiliation Orlando Magic
Term June 2013 to Apr 2017
Board Co-Chair
Board Co-Chair Kari Conley
Company Affiliation Orlando Health
Term Start Oct 2015 Oct 2017
Board
Board Members
NameCompany AffiliationsStatusCertificate*
Ms. Angela Alban SIMETRI, Inc.Voting
Mr. Lonnie Bell Orange County Board of County CommissionersVoting
Ms. Meg Bowen Orange County Public SchoolsVoting
Ms. Angela Chestang Orange County Citizens' Commission for ChildrenVoting
Ms. Kari Conley Orlando HealthVoting
Ms. Erika Cooper ZypmediaVoting
Mr. Michael Donilon SeaWorld Entertainment, Inc.VotingNo
Ms. Carrie Eisnaugle Holland & Knight, LLPVoting
Ms. Carol Foo Faith-based Provider RepresentativeVoting
Ms. Patricia Frank Community Coordinated Care for Children (4C)Voting
Ms. Felicia Haslom Davis Herzing UniversityVoting
Ms. Sonya Hill Orange County Head StartVoting
Dr. Molly McIntire Valencia CollegeVoting
Ms. Cindy Metz UCP of Central FloridaVoting
Ms. Arlene Miller Private Child Care ProviderVoting
Ms. Lourdes Mola Lourdes Mola SolutionsVoting
Ms. Marli Porth Jewish Federation of Greater OrlandoVoting
Ms. Jennifer Rhodes WKMG / Local 6Voting
Mr. Ryan Ridley CareerSource Central FloridaVoting
Mr. Paul Roldan Allgen Financial Advisors, Inc.Voting
Dr. Kevin Sherin Orange County Health DepartmentVoting
Mr. Chris Slaby CenturyLinkVoting
Ms. Deborah Spielman Florida Hospital for ChildrenVoting
Ms. Dawn Steward Bridges of AmericaVoting
Mr. Fred Stokes Fred Stokes FoodsVoting
Ms. Linda Sutherland Healthy Start Coalition of Orange CountyVoting
Ms. Stephanie Weis Florida Department of Children and FamiliesVoting
Ms. Laura Williamson Darden RestaurantsVoting
*This individual has been awarded a Certificate in Orientation to Board Service by the Edyth Bush Institute for Philanthropy & Nonprofit Leadership at Rollins College ebi.rollins.edu, the Central Florida Partnership www.centralfloridapartnership.org, and the Central Florida Foundation www.cffound.org.
Board Term Lengths 4
Board Term Limits 2
Board Ethnicity
Asian American/Pacific Islander 0
Caucasian 20
Hispanic/Latino 3
Native American/American Indian 0
Other 0
Policies
Written Board Selection Criteria Yes
Written Conflict of Interest Policy Yes
Percentage of Monetary Contributions 80%
Percentage of In-Kind Contributions 25%
Constituency Includes Client Representation Yes
Standing Committees
Standing Committees
Committee Name
Finance
Human Resources / Personnel
Executive
Board Governance
Marketing
Comments
CEO Comments In addition to the above standing committees, the ELCOC uses a fluid series of task forces to address issues of concern.  For example, our Food Security Task Force evaluates strategies to increase access to nutritious food for infants and toddlers.  Our Best Business Practices Task Force is evaluating business practices to enhance the fiscal and programmatic well-being of providers in the ELCOC network.
CEO/Executive Director
CEO/Executive Director Ms. Karen Willis
Term Start Jan 2007
Email karen@elcoc.org
Experience Karen Willis serves as Chief Executive Officer for the Early Learning Coalition of Orange County. She has more than 35 years of experience in designing, managing, and administering publicly funded programs. 

As the Coalition’s CEO, Karen is responsible for overseeing the investment of more than $65M in State and Federal funding focused on helping prepare Orange County children for school and providing working poor families with access to high quality childcare for their children.

Karen began her service to the children of Orange County in January 2007 after serving as Executive Director of the Seminole County Early Learning Coalition for three and a half years.

Prior to that Karen served as:

- CEO for Workforce Investments providing One Stop employment services annually to over 30,000 job seekers in Indianapolis, Indiana

- Executive Vice President of the Indianapolis Private Industry Council (now commonly known in Florida as CareerSource Boards)

- Chief Policy Analyst for the State of Indiana Workforce Agency

Karen holds a BA from Valparaiso University, a MPA from Indiana University, and a TQM certificate and Servant Leadership certificate from Indiana University. 

She is the recipient of the 1994 National Association of Workforce Development Professional’s Award for Advancement of the Profession in consideration for her contributions to building One Stop integrated service delivery. In May 2001, Karen was also recognized by the organization as a Certified Workforce Development Professional (CWDP). 

In her own words, “I left an industry I loved because I was tired of seeing young adults enter the workforce without the pre-employment and academic skills needed to compete in a global economy. Early Learning is where it starts.”

CEO Salary Range $125,001 - $150,000
Former CEOs
Former CEOs
NameStartEnd
Maureen MDermott 2001 2006
Staff
Number of Full Time Staff 47
Number of Part Time Staff 10
Number of Volunteers 2
Number of Contract Staff 2
Staff Retention Rate 80%
Senior Staff
Title Chief Administrative Officer
Experience/Biography

Leonardo Almanza is the Director of Finance for the Early Learning Coalition of Orange County. He oversees the financial management responsibilities at the Coalition. Leonardo’s professional experience includes over nine years in the non-profit arena managing and administrating Federal and State funded programs. Previously, he served as second in command within the finance department at ELC Southwest Florida ensuring the accounting, management and compliance for both the School Readiness program and VPK program, as well as assisted the Chief Financial Officer.

He is a resident of Orange County, FL since 2000. He graduated from University Intercontinental in Mexico City with a BS in Accounting, Certificate in Accounting from Pierce College in California, and a Certificate of Leadership from Rollins College.

Title Director of Provider Services
Experience/Biography Lois Smith is the Director of Provider Services. She supervise field staff delivering VPK and School Readiness services. Developed Low Performing Provider Plan, Fundamental Care for Registered Family Child Care Home Providers, Infant/Toddler Initiative, and ongoing child assessment plan. Implemented GOLD and CLASS; and piloted QRIS.
Title Director of Community Relations and Resource Development
Experience/Biography
Stacey comes to the Early Learning Coalition with a well-rounded professional background and extensive experience (20 yrs) in Community Relations, Media Relations, Resource Development, Marketing, Communications, and Volunteer and Personnel Management.
 
Living by the motto of her Alma Mater Bethune-Cookman University, "Enter to Learn - Depart to Serve", Stacey is excited and honored to lead a team of talented professionals in telling the Coalition's story. As a wife and mother of three, she has a keen, empathetic sense of the needs of the families served by the Coalition. She is particularly proud of being able to respond to the charge of helping the Coalition build a sustainable resource development program. Working with the CEO and passionate Coalition stakeholders, Stacey is excited about building and executing strategic plans she believes will produce the legacy of ensuring Orange County's youngest children enter kindergarten ready to learn and ultimately depart from college ready to serve. 
Title Director of Research and Special Projects
Experience/Biography Cindy Jurie, Ph.D., has worked in early care for over twenty-five years, in a diverse number of settings, including migrant Head Start, a teen parenting program and as the program manager at Seminole State’s early childhood education program. She has been an infant/toddler teacher, director, CDA advisor and trainer. Her Ph.D. is in Child Development; her dissertation was a study of infant teachers in early care. Cindy started work at the ELCOC as the Infant/Toddler Mentor Teacher and has been the Director of Research & Special Projects for the past three years.
Plans
Organization has Fundraising Plan? No
Organization has Strategic Plan? Yes
Years Strategic Plan Considers 6
Date Strategic Plan Adopted Apr 2016
Management Succession Plan No
Organization Policies And Procedures Yes
Other
Collaborations

ELCOC collaborates with several community partners to increase access to early learning services, enhance the quality of services offered, and to build language, literacy, math and science skills, addressing the 30 Million word gap and STEM skills needed in the future.

Language/Literacy Programs:
 
The OCPS Migrant Program partnership allows ELCOC to reach children residing in migrant camps who otherwise would not access early learning services. The collaboration expands OCPS' ability to provide qualified teachers to work with both child/parent English Language Learners.
 
Baskets for Books is a collaboration between the Orlando Magic, the ELCOC, Florida Blue and Harcourt to provide much needed books to low income children. Over 8000 books are distributed yearly to Orange County children, birth to 5, from 10-12 child care centers. These books are the beginning of a home library for children who often have no appropriate reading materials. This initiative encourages parents to read to their children at least 30 minutes a day.
 
The Adult Literacy League and the ELCOC partner to increase Ready Readers: one of the components of the Pre-school Ambassadors initiative under the Orlando Cares banner. Ready Readers volunteer to read to children in early learning programs.
Milk & Muffins is a collaboration with UCF for children ages 3-6 that promotes literacy through a Saturday reading program at the Callahan Center in Downtown Orlando.
STEM Programs:
 
The ELCOC and the Orlando Science Center collaborate to present BlockFest events in the community: a parent/child interactive program that uses blocks to teach math and science concepts to young children, concepts critical to the foundation of STEM skills. Both partners are exploring ways to co-sponsor teacher training in the incorporation of more advanced math and science concepts in early learning programs.
Awards
AwardAwarding OrganizationYear
Early Learning Coalition of Orange County - Outstanding SponsorFlorida Family Child Care Home Association2010
Early Learning Coalition of Orange County - Sponsor of the YearFlorida Family Child Care Home Association2011
Early Learning Coalition of Orange County - Provider Sponsor of the YearFlorida Family Child Care Home Association2012
Outstanding Educator - All 4 Kids GALAOrlando Day Nursery2012
Early Learning Coalition of Orange County - The Ultimate Provider SponsorFlorida Family Child Care Home Association2013
Ealry Learning Coalition of Orange County - Promotion of Early Childhood EducationValencia College2007
Early Learning Coalition of Orange County - Certificate of Appreciation for Outstanding Support and ServiceWomen’s Resource Center2011
Early Learning Coalition of Orange County - Certificate of Appreciation and RecognitionPOPS Internship Program - Professional Opportunities for Students2011
Early Learning Coalition of Orange County - All Star Team (Grant)Orlando Magic Youth Foundation2012
Early Learning Coalition of Orange County - All Star Team (Grant)Orlando Magic Youth Foundation2013
Early Learning Coalition of Orange County - Helping Kids Shine (Grant)Disney2010
Early Learning Coalition of Orange County - Helping Kids Shine (Grant)Disney2011
Early Learning Coalition of Orange County - Helping Kids Shine (Grant)Disney2012
Early Learning Coalition of Orange County - Helping Kids Shine (Grant)Disney2013
Early Learning Coalition of Orange County - All Star Team (Grant)Orlando Magic Youth Foundation2014
Early Learning Coalition of Orange County - The Ultimate Provider SponsorNAFCC2014
Growing Great Futures for Orange County's Kids!OCPS - Foundation2014
Early Learning Coalition of Orange County - Children's WeekOffice of the Orange County Mayor Proclamation2014
Growing Great Futures for Orange County's Kids!OCPS - Public School2015
Early Learning Coalition of Orange County - Helping Kids Shine (Grant)Disney2015
Early Learning Coalition of Orange County - Certificate of AppreciationFlorida Family Day Event2010
Early Learning Coalition of Orange County - Continued SupportDr. Phillips Children's Center / Harbor House of Central Florida2010
Early Learning Coalition of Orange County - Continued SupportDr. Phillips Children's Center / Harbor House of Central Florida2011
Leadership Club - PewterHeart of Florida United Way2012
Leadership Club - SilverHeart of Florida United Way2013
Leadership Club - SilverHeart of Florida United Way2014
Early Learning Coalition of Orange County - Advocate Hall of FameFlorida Family Child Care Home Association2012
Ealry Learning Coalition of Orange County - Helping Kids Shine (Grant)Disney2014
EXPO Booth Contest - Children's Play Area - 3rd Place WinnerHispanic Chamber of Commerce - HCCMO EXPO2014
Enhancing Our Minds in 2015 - The Ultimate Provider SponsorFlorida Family Child Care Home Association2015
Early Learning Coalition of Orange County - Member of the MonthOrlando Regional Chamber of Commerce2015
Empowerment Partnership Award - Billion Word Challenge PartnerCentral Florida Urban League2015
Early Learning Coalition of Orange County - Certificate of AppreciationPOPS Internship Program - Professional Opportunities for Students2012
Early Learning Coalition of Orange County - Certificate of AppreciationPOPS Internship Program - Professional Opportunities for Students2013
CEO Comments

Since 1999, the Early Learning Coalition of Orange County, has worked to promote future academic success for the children of this community. This focus is embodied in the Coalition’s framework, our mission and vision. It drives our continued commitment to regain an economically healthy Orange County which begins, in part, with high-quality early learning access available to all of our community's children.

Of course, this mission doesn't come without challenges. We are working with limited resources while the need for quality early care and education programming increases. However, we still move forward with the help of community partners, business leaders, corporations, foundations and policymakers everywhere who support, encourage and inspire us. We don’t do it alone.

We will proceed to build strong, strategic partnerships and be advocates for quality early care and education with the help of volunteers, such as our board of directors, and community partnerships focused on early learning outcomes. We are proud of our accomplishments and we look forward to continue meeting the needs of Orange County’s youngest citizens.

State Registration Yes
State Charitable Solicitations Permit Yes
State Charitable Solicitations Permit Expiration Month Sept
State Charitable Solicitations Permit Expiration Year 2016
Fiscal Year
Fiscal Year Start July 01, 2016
Fiscal Year End June 30, 2017
Detailed Financials
Revenue SourcesHelpThe financial analysis involves a comparison of the IRS Form 990 and the audit report (when available) and revenue sources may not sum to total based on reconciliation differences. Revenue from foundations and corporations may include individual contributions when not itemized separately.
Fiscal Year201520142013
Foundation and
Corporation Contributions
$0$0$0
Government Contributions$64,974,527$64,181,995$64,832,533
Federal$0$36,302,028$36,383,962
State$0$27,879,967$28,448,571
Local$0$0$0
Unspecified$64,974,527$0$0
Individual Contributions$4,050,224$435,063$342,098
$0$0$0
$4,165$1,320$1,388
Investment Income, Net of Losses$9$12$4
Membership Dues$0$0$0
Special Events$118,289$0$0
Revenue In-Kind$246,607$234,223$250,719
Other$1,100$0$22,289
Expense Allocations
Fiscal Year201520142013
Program Expense$64,611,397$63,973,888$64,295,232
Administration Expense$1,092,282$966,572$1,100,930
Fundraising Expense$0$0$0
Payments to Affiliates$0$0$0
Total Revenue/Total Expenses1.001.001.00
Program Expense/Total Expenses98%99%98%
Fundraising Expense/Contributed Revenue0%0%0%
Assets and Liabilities
Fiscal Year201520142013
Total Assets$5,191,394$5,074,637$5,188,018
Current Assets$5,176,304$4,922,232$5,188,018
Long-Term Liabilities$153,197$0$0
Current Liabilities$4,934,870$5,017,552$4,959,806
Total Net Assets$103,327$57,085$228,212
Top Funding Sources
Fiscal Year201520142013
Top Funding Source & Dollar AmountGovernment $64,974,527Government $64,151,995Government $64,832,533
Second Highest Funding Source & Dollar AmountFoundations, Corporations and Individuals $405,224Individuals, Foundations and Corporations $435,063Individuals, Foundations, Corporations $342,098
Third Highest Funding Source & Dollar AmountIn-Kind $246,607In-Kind $234,223Inkind Revenue $250,719
Solvency
Short Term Solvency
Fiscal Year201520142013
Current Ratio: Current Assets/Current Liabilities1.050.981.05
Long Term Solvency
Fiscal Year201520142013
Long-Term Liabilities/Total Assets3%0%0%
Capital Campaign
Currently in a Capital Campaign? No
Capital Campaign Anticipated in Next 5 Years? No
Comments
CEO Comments
Foundation Comments
Financial figures taken from 990s.  990 and audit is reconciled except for assets reported on audit balance sheet.
2010: Change in audit firm
Inkind includes noncash and donated services and facilities as reported on the 990.
Voluntary Organizations Active in Disaster
Notes Programs listed here are those that are only activated during a disaster. Some organizations have unified budgeting and do not budget by program. Because of this, some budget fields may be blank or represent an approximation. Organization describes previous experience during the immediate response, recovery or rebuilding phases following a disaster.