lane early learning alliance

Lane Early Learning Alliance

3171 Gateway Loop

Springfield, OR 97477

tel 541.741.6000

fax 541.726.4150

earlylearningalliance.org

Lane Early Learning Alliance Governance Consortium

February 12, 2016 3:30-5:30

Lane ESD (1200 OR-99, Eugene, OR 97402)

NOTES

Present: Marian Blankenship, PacificSource Health Plans Noreen Dunnells, United Way of Lane County Colt Gill, Bethel School District Todd Hamilton, Creswell School District Judy Newman, Early Childhood CARES, Early Learning Alliance Sue Norton, Lane Community College John Radich, Department of Human Services Sue Rieke-Smith, Springfield School District George Russell, George Russell & Associates, LLC Annie Soto, Head Start of Lane County Larry Sullivan, Lane Education Service District Renee Van Norman, Pearl Buck Preschool/EL Stakeholders Jennifer Wilk, Parent Representative

Absent: Charis McGaughy (in place of Gustavo Balderas), Eugene School District 4J Debi Farr, Trillium Health Plan Tina Gutierez-Schmich, Bethel School District Alicia Hays, Lane County Kathy Moxley-South, University of Oregon/EL Stakeholders John Stapleton, PIVOT Architecture Staff: Michelle Sheng-Palmisano, United Way of Lane County Taylor Ludtke, United Way of Lane County Public: Alma Hesus, United Way of Lane County Dodie Weyhe, United Way of Lane County

I. Call to Order

The meeting was called to order at 3:35pm.

II. Welcome and Introductions Judy Newman welcomed the group and everyone introduced themselves.

III. Public Comment There were no public comments.

IV. Consent Agenda

January Meeting Minutes

Action requested: Motion to approve, accept or ratify items listed on consent agenda as submitted.

Motion: Colt Gill motioned to approve the January meeting minutes. Support: Marian Blankenship seconded the motion to approve the January meeting minutes. Ayes: Marian Blankenship, Noreen Dunnells, Colt Gill, Todd Hamilton, Judy Newman, Sue Norton, John Radich, Sue Rieke-Smith, George Russell, Annie Soto, John Stapleton, Larry Sullivan, Renee Van Norman, Jennifer Wilks Nays: none

Abstentions: none

V. Updates

Early Learning Stakeholders o The Early Learning Alliance Stakeholders gave input and feedback about the LaneKids

parent survey to go out in March. o The next ELA Stakeholders meeting is scheduled for February 25

th from 3:00-5:00pm at

Cornerstone Community Housing.

P-3 Work Group o The P-3 Work Group met in January to discuss plans for creating a Kindergarten Readiness

Booklet. The group decided that United Way will sign a licensing agreement with Thrive Washington to print copies of the Kindergarten Readiness Booklet they created called, “Getting School Ready.” These booklets should be ready to distribute in March.

o There will be no P-3 meeting in February.

Innovation Teams o The Home Visiting Innovation Team met on February 8

th and spent their meeting

reviewing the work plan and coordinating training plans for 2016. The Innovation team will do a joint meeting with the Mental Health Consultation Project Meeting moving forward

o Part II of the Trauma Informed training was held on January 22nd. The training was focused on a self-care, de-escalation techniques, and a continuation of trauma informed care and practice. Overall the training was well received and participants gave positive feedback.

o The Family Resource Navigation Team met on February 4

th to discuss core competencies

of family resource navigators in the field. This group will focus on developing a local training plan by pull together a list of local “experts” and trainings that are available in Lane County and the surrounding areas. This group will most likely meet every other month moving forward.

Social Innovation Fund o There was a national RFP process to find an evaluator for KITS. The SIF team chose Beth

Green from Portland State University. PSU’s application will be made public on the United Way of Lane County website.

o The review committee for subawardee applications made their final decisions – they chose to fund all applicants:

Lane ESD Eugene Education Foundation Springfield Education Foundation Bethel Education Foundation

o The estimated number of children that will be served in the first year of KITS expansion is 475.

o There will be a SIF celebration event on February 23rd

from 3:30 – 5:00 at Fairfield Elementary School. Everyone is welcome to attend.

Health Initiatives o On Wednesday, February 10

th, community members voted to rank the defining issues that

will guide the Community Health Improvement Plan (CHIP). The top two defining issues were:

Social and economic determinants of health Behavioral determinants of health

o Lindsey Hayward and Marian Blankenship are working with University of Oregon students on a capstone project focused on the integration and systems alignment between CCO’s and early learning hubs.

Connected Lane County o Connected Lane County has hired Heidi Larwick as their new Director. They will be starting

new Steering and Governance meetings.

Family Resource Centers o The funding amount for Family Resource Centers via the Family Support Services funds has

increased from $13,500 to $15,975

Other Updates o Nova Film Production in partnership with the Brain Lab is producing a film that will feature a

parent education group at the Whiteaker Head Start. Annie Soto will inform the group when the film is released.

o Lane ESD received two grants: STEM and Math in Real Life

VI. Preschool Promise RFP Background: House bill 3380, modeled after the Race to The Top grant, was passed during the last legislative session. The bill allowed 27 million dollars for the Early Learning Division to administer mixed delivery preschool programs. 16-18 million dollars and 1400 slots are available for early learning hubs to apply for. Qualifying providers are

current 4* and 5* rated child care centers

Oregon pre-kindergarten and Head Start

public school districts

Updates:

Application was submitted on February 11th and we should find out in March if we

were chosen.

14 providers submitted applications to be included in our proposal: o 5 from Eugene o 3 from Springfield o Lane Community College o 1 from Bethel o 2 from South Lane o 1 from Creswell o 1 from Junction City

If we are selected, our contract will be in place by May and the contracting period will be June 2016 – June 2017.

We have proposed 202-230 slots at $7,000 - $12,500 per child.

VII. Adjourn

The meeting adjourned at 5:00pm.

Lane Early Learning Alliance

3171 Gateway Loop

Springfield, OR 97477

tel 541.741.6000

fax 541.726.4150

earlylearningalliance.org

Lane Early Learning Alliance Governance Consortium

March 11, 2016 3:30-5:30

Lane ESD (1200 OR-99, Eugene, OR 97402)

NOTES

Present: Gustavo Balderas, Eugene School District 4J Marian Blankenship, PacificSource Health Plans Noreen Dunnells, United Way of Lane County Debi Farr, Trillium Health Plan Colt Gill, Bethel School District John Lively, Oregon State Representative Kathy Moxley-South, University of Oregon/EL Stakeholders Judy Newman, Early Childhood CARES, Early Learning Alliance John Radich, Department of Human Services George Russell, George Russell & Associates, LLC John Stapleton, PIVOT Architecture

Absent: Karen Gaffney, Lane County Tina Gutierez-Schmich, Bethel School District Todd Hamilton, Creswell School District Alicia Hays, Lane County Sue Norton, Lane Community College Sue Rieke-Smith, Springfield School District Annie Soto, Head Start of Lane County Larry Sullivan, Lane Education Service District Renee Van Norman, Pearl Buck Preschool/EL Stakeholders Jennifer Wilks, Parent Representative Staff: Anetra Brown, United Way of Lane County Holly Mar Conte, United Way of Lane County Lindsey Hayward, United Way of Lane County

I. Call to Order

The meeting was called to order at 3:45pm.

II. Welcome and Introductions

III. Public Comment There were no public comments.

IV. Consent Agenda

The February Meeting Minutes approval was moved to April meeting because there was not a quorum.

V. Updates

Early Learning Stakeholders o The Early Learning Stakeholders met on February 25th at a Cornerstone Community

Housing property on Willakenzie. During their meeting Anetra and Judy share the results from the Preschool Promise parent survey.

o Ari Wubbold, Early Learning Division Vroom Coordinator, gave a presentation to the group and spoke about the science behind Vroom, how other hubs are using it as a family engagement tool, and what resources are available through Vroom.

P-3 Work Group o The P-3 Work Group has not met since the last Governance Consortium meeting. The next

meeting is scheduled for April 27th from 2:30-4:00pm at Early Childhood CARES.

Social Innovation Fund o Ashley Brooks has joined the United Way staff as the Grant, Finance and Compliance

Specialist. She will be focused primarily on the SIF but will also support other ELA grants. o Bethel Education Foundation, Eugene Education Foundation, Springfield Education

Foundation, and the Lane Education Foundation are the official sub awardees. These awards will serve 500 students in 13 out of the 16 school districts.

o United Way is covering 75% of the match that each sub awardee is required to meet. This is being done through several grant opportunities, house parties, and individual major gift donations. United Way hopes to form a fundraiser’s collaborative that would allow for multiple partners to coordinate fundraising efforts and work together to secure funds for future years.

Health Initiatives o During the Defining our Future event, the community voted on two strategic issues that the

Community Health Improvement Plan (CHIP) will focus on: Promoting access to economic and social opportunities necessary to live a

healthy life Promoting healthy behaviors and engaging the community in healthy living

o Next steps are the Live Healthy Lane CORE team to develop the CHIP and continue to engage the community as it develops.

o Triple P is officially on the LaneKids website. Families who are Trillium members can access the parenting education series for free on the website. 20 providers will also be trained to implement phase 2 of Triple P, which is light touch interventions during well child visits. For more information visit www.lanekids.org/triplep or www.earlylearningalliance.org/triplep

Business Leaders Task Force o There is a meeting on March 14th to talk about the different early literacy programs

happening in the county. This meeting will help to paint a better picture of what services and programs are available and identifying where there are gaps in services.

Connected Lane County o Had their first governance committee meeting lead by Heidi Larwick. The group is very

excited to have her on board and for her vision for the organization. o Had a data bridge meeting to better understand what data is available and what the group

would like to start collecting. Currently in the database there is a range of data from Kindergarten Assessment data to information about students who have since gone on to LCC or UO.

o First STEM hub leadership meeting is on April 14th to start conversations about what programs and implementation will look like.

Family Resource Centers o No new updates other than the changes in their contracts.

VI. Grade Level Reading Pace Setter Award Grade Level Reading is an early literacy initiative through the Annie E Casey Foundation. This year, The Early Learning Alliance is 1 of 38 communities across the nation who has been recognized as Pacesetters for “leading by example” to solve one or more of the challenges that can undermine early literacy – school readiness, school attendance, and summer learning. We were selected based on our improvement of developmental screening rates and for our work with the KITS program.

VII. 2016 Contract Holly Mar Conte gave an update about recent changes to the Early Learning Alliance’s hub contract with the state. The contract was changed from a 2 year contract to a year and a half (January 2016-June 2017)

http://www.lanekids.org/triplep

http://www.earlylearningalliance.org/triplep

After December 31, 2016, the Governance Consortium will need to decide how the remaining budget funds (January 2017-June 2017) will be spent.

At the next meeting Holly will share the Social Innovation Fund budget that will outline how the KPI and School Readiness Funds are being spent. Note that in July the group voted to use both of these funding streams as a match for the Social Innovation Fund.

If you have any questions about the budget changes please contact Holly Mar Conte or Lindsey Hayward.

VIII. 2015-16 Kindergarten Assessment Preliminary Data Analysis In Lane County:

Approximately 3176 children 2014-2015- Spanish letter test for 128 children

Approximately 3051 children 2015-2016 - Spanish letter test for 133 children In the State of Oregon:

Approximately 40,648 children 2014-2015- Spanish letter test for 4455 children

Approximately 40,389 children 2015-2016 - Spanish letter test for 4266 children Approaches to Learning

In Lane County scores were slightly lower this year (decimal points) on both measures and the total

Asian children scored higher on 1 measure and Pacific Islanders scored higher this year than last in 1 measure and the total score and Hispanic children scored the same on one measure and the total.

In the State we see the same trend as in Lane County with the exception of white children who scored the same on 1 measure both years.

Early Mathematics

All groups did better in the one measure both in Lane County and the State Early Literacy

In Lane County scores were higher (1-3 points) on both measures than the total population and for each subgroup.

The American Indian subgroup had the largest gains with a 6.1 point increase in letter names and a 4.0 point increase in letter sounds and the

Pacific Islander subgroup increased by 7.4 points in letter names and 6.8 points in letter sounds.

In the State we see the same trend as in Lane County, but generally the increases were not as large.

Spanish Letter Sounds

In Lane County scores went down for the total population and the Hispanic subgroup.

In the state scores went down for the total population and went up for the Hispanic subgroup.

IX. Adjourn

The meeting adjourned at 4:45pm.

Other Resources Mentioned During the Meeting Vroom Vroom is a set of tools and messages that empower parents and caregivers to be brain builders. It elevates what parents and caregivers are already doing right and enables them to make the most out of their time with their children. The Early Learning Division has launched Vroom through 21 pilot partners, LaneKids being one of them. The ELD is also sharing Vroom through its partnerships with the Oregon Health Authority, as well as Oregon’s Coordinated Care Organizations and Child Care Resource and Referral offices. Families can get access to vroom in multiple ways:

Tip cards, poster, and flyers with information about vroom and brain building moments for parents to try at home

Download the app from the Google Play Store or the iTunes app store. For more information, visit http://www.joinvroom.org/ for more information.

Campaign for Grade Level Reading/Pace Setter Awards The Campaign for Grade Level Reading is a collaborative effort by foundations, nonprofit partners, business leaders, government agencies, states and communities across the nation to ensure that more children in low-income families succeed in school and graduate prepared for college, a career, and active citizenship. The Campaign focuses on an important predictor of school success and high school graduation—grade-level reading by the end of third grade. http://gradelevelreading.net/ http://gradelevelreading.net/our-network/pacesetter-honors Preschool Promise Parent Survey Responses (Spanish) *pdf is attached to pdf

http://www.joinvroom.org/

http://gradelevelreading.net/

http://gradelevelreading.net/our-network/pacesetter-honors

LANE EARLY LEARNING ALLIANCEEnsure Oregon’s young children live in families that are healthy, stable and attached

Create an early childhood system that is aligned, coordinated and family-centered

Ensure children arrive at school ready to succeed

UN

ITED W

AY OF LA

NE CO

UN

TY

GOVERNANCE CONSORTIUM

ADVISORY GROUP

Data & Evaluation

ADVISORY GROUP

Early Learning Stakeholders

ADVISORY GROUP

Equity

ADVISORY GROUP

Pediatrician

ADVISORY GROUP

Parent

INITIATIVES

KITSSocial Innovation Fund

INITIATIVES

Preschool Promise

INITIATIVES

LaneKidsParenting Education Hub

INITIATIVES

Triple PPositive Parenting Program

INNOVATION TEAM

Business Leader Partnership

INNOVATION TEAM

Family Resource Navigation

INNOVATION TEAM

Home Visiting Innovation Team

INNOVATION TEAM

P3 Innovation Team

Early Literacy

Cornerstone Housing

Grant

Family Resource Centers

Tool for Organizational Self-Assessment

Related to Racial Equity

January 2014

From the Eliminating Disparities in Child & Youth Success Collaborative

August 6, 2013

Re: Tool for Organizational Self-Assessment Related to Racial Equity

Dear Friends and Fellow Leaders,

On behalf of the Coalition of Communities of Color and All Hands Raised, we are pleased to present the enclosed Tool

for Organizational Self-Assessment Related to Racial Equity. We prepared this tool because we, like you, want to live in

a healthy, prosperous community – and because we believe that all our organizations have a role to play in creating an

Oregon where race and ethnicity no longer predict an individual’s chances for success.

The Tool is designed to help you, as an organizational leader, gather a holistic snapshot of your organizations’ practices

and policies as they relate to racial equity. The Tool is evidence-based and grounded in the belief that no single

organization, program, or strategy will remedy our community’s inequities.

We believe that lasting change will result when organizations across our community 1) publicly commit to racial equity;

2) self-assess their current work as it relates to racial equity; and 3) build a plan to strengthen and improve in areas that

they self-identify, with support from a community of leaders that are also engaged in equity work.

There are two important things for you to know about this process:

1) It’s flexible and adaptable. The process is designed for organizations both large and small, including school

districts, nonprofits, corporations, foundations, and others. The process will unfold differently in different

organizations.

2) It’s not about right or wrong. It’s about gathering facts and insights about your organization that will be helpful to

you as a leader who is driving organizational change. It’s about starting from where you are today. And it’s

ultimately about building your own plan, grounded in your organization’s unique assets, commitments, and

mission.

Welcome to this next step of the journey. Together, we will arrive at a more equitable future.

Sincerely,

Carmen Rubio Gerald Deloney

Executive Director, Latino Network Director of Program Advancement, Self-Enhancement Inc.

Co-Chair, Coalition of Communities of Color Co-Chair, Coalition of Communities of Color

Carole Morse Lee Po Cha

President, PGE Foundation Associate Director, Immigrant & Refugee Community Organization

Chair, All Hands Raised Immediate Past Chair, All Hands Raised

Immediate Past Chair, Coalition of Communities of Color

http://www.coalitioncommunitiescolor.org/

Overview

Welcome to the Tool for Organizational Self-Assessment Related to Racial Equity. The Tool was designed, piloted and refined by the Eliminating Disparities in Child & Youth Success Collaborative. The Collaborative is a cross-sector partnership between local institutions and the communities most impacted by racial inequities, co-convened by the Coalition of Communities of Color as part of the All Hands Raised Partnership. We are committed to ensuring that race ceases to predict future success of children and youth. Collaborative members have committed to a shared agenda that includes completing a self-assessment and implementing an organization-specific equity plan. While the Tool arose out of the work of the Collaborative, we invite any organization to share our journey. The purpose of the Tool is to

Help organizations gather baseline data and information in order to self-identify areas for organizational change and improvement, including specific actions and targets that will lead to improved outcomes for children of color.

Spur dialogue within organizations that leads to greater understanding and commitment to address issues of racial equity.

Facilitate the sharing of information, resources, mutual support, and improvement tools.

Build shared accountability across organizations.

Why focus on race? The voices of leaders in our community have led to our focus on racial equity:

“The persistent disparities facing our communities of color have cost Oregon billions of dollars in lost economic output, and our losses are compounded every year we choose to not directly address the inequities in our communities.”

Gregg Kantor, CEO, Northwest Natural & Sarah Mensah, Director of Strategic Planning, Brand Jordan 2013 Co-Chairs of the All Hands Raised Partnership Council

“More than family income, more than language proficiency, more than disability and giftedness, race is the single most predictive factor in our students’ success. In a time of ever-tightening resources it is all too possible for some to portray

this equity work as a tradeoff. Instead, I believe that by confronting our biggest shortcomings, we will be more accountable as a community to all our students.”

Carole Smith, Superintendent, Portland Public Schools Eliminating Disparities in Child & Youth Success Collaborative Member

More equitable outcomes among

communities of color in Oregon

Complete the Assessment Tool (multi-step process)

Develop your organization’s Equity

Action Plan

Implement your Plan

(an on-going commitment)

YOU ARE HERE

S u p p o r t f r o m t h e C o l l a b o r a t i v e

Instructions

Meet with a representative of the Collaborative to discuss the process and answer any questions you have.

Complete the Organizational Readiness Reflection.

Begin and complete the Assessment Tool between 1-3 months.

The Assessment Tool is comprised of a series of questions organized by subject area and level of difficulty or depth of the questions. This stepped version offers an organization the option of moving from easier to more detailed narrative questions that require more analysis.

Call upon Collaborative members with any questions or needed support throughout the process.

Complete one-page summary of results of tool with strengths, challenges, and 3-5 action areas.

For additional support or questions, contact Inger McDowell at [email protected] or Julia Meier at juliam@ coalitioncommunitiescolor.org

Who should complete the Tool within an organization?

We recommend that the organization’s chief executive and senior management team take the lead responsibility for completing the Tool. The chief executive may also opt to appoint a multi-level team to support the process; however, the Tool is not intended as a mechanism for engaging all staff in a given organization. Instead, a thoughtful process of staff engagement may be seen as one possible element of the action plan to be developed following the completion of the Tool. The chief executive should inform and engage the organization’s board leadership as appropriate before, during, and/or after completion of the Tool.

STEP 1 ORGANIZATIONAL READINESS REFLECTION

Directions: Fill in the blanks with the number that best describes where your organization is in relation to the organizational characteristics and workforce competencies listed below. Then look at the reflections section for recommendations about next steps.

Haven’t started work in this area yet

(1)

Plans exists to use in planning and

implementation

(2)

This is in place and we have evidence of its use

(3)

This is part of our routine, and we model it for

others

(4)

Organizational Characteristics:

1. ___Institutional commitment to addressing/eliminating racial and ethnic inequities

2.___Hiring to address racial and ethnic inequities, prioritizing the hiring of employees who represent communities of color, immigrant and refugees

3.___Structure that supports authentic community partnerships that are empowering and more fluid than hierarchical

4.___Supporting staff to address racial and ethnic inequities

5.___Inclusive and culturally-responsive internal communications

6.___ Institutional support for innovation to better meet the organization’s mission

7.___Creative use of categorized funds that (supporting programs/policies vital to or disproportionately needed by particular disadvantaged racial/ethnic communities)

8.___Data and planning practices that are accessible to and, as appropriate, driven by community stakeholders, incorporating community narratives and experience.

9.___Effective and coordinated administrative processes Workforce Competencies:

1.___ Knowledge of racial equity components (e.g. public policy development, advocacy, data practices)

2. ____ Understanding of the social, environmental and structural determinants of racial and ethnic inequities

3.___ Knowledge of affected community (can be developed by building and maintaining authentic relationships with communities of color, analysis of community-driven data, etc.)

4.___ Courageous leadership that is consistent around applying a racial equity lens and understanding of power and privilege

5.___ Community organizing and engagement skills ( community organizing skills based on the principles and practices espoused by communities of color, immigrants and refugees)

6.___ Problem-solving abilities

7.___ Cultural responsiveness and humility

Reflections: If you notice that your answers tend toward the one and two range, we recommend that you next complete

The First 20 Questions. If you notice that your answers tend toward the three and four range, we recommend that you

next complete the entire Organizational Self-Assessment Tool.

STEP 2 THE FIRST 20 QUESTIONS Directions: Please answer the questions below. Put a “Y,” “N” or “?” in the blank to indicate yes, no, I don’t know. Organizational Commitment, Leadership & Governance:

1. _____Has your organization made a public commitment to racial equity?

2._____Does your organization have a mission statement that incorporates racial equity?

3._____Does your organization have an internal structure whose goal is to address issues of racial equity, for example an equity committee?

4._____Do you collect the racial, ethnic and linguistic makeup of your board?

Racial Equity Policies & Implementation Practices:

5._____Does your organization have a racial equity policy?

6.___ __Does your organization have a written racial equity plan with clear actions, timelines, people responsible for each action, indicators of progress and processes for monitoring and evaluation?

Organizational Climate, Culture & Communications

7._____Does your organization visibly post materials in languages other than English?

Service-Based Equity

8.____Do you collect racial, ethnic and linguistic data on your clients or constituents?

9.____Do you provide language interpreter/translator services for people who speak languages other than English?

Service-User Voice & Influence

10.___ Do you collect data on service-user or constituent satisfaction with your organization regarding racial equity?

Workforce Composition & Quality

11.___ Do you collect the racial, ethnic and linguistic makeup of your workforce?

12.___ Does your organization have written procedures to increase the recruitment, retention and promotion of people of color?

13.___ Does your organization have an internal structure or position dedicated to promoting workforce diversity?

14.___ Are racial equity and cultural competency training and capacity building made available to your workforce?

Community Collaboration

15.___ Does your organization have formal partnerships with organizations of color?

16.___ Does your organization allocate resources for engagement and outreach in communities of color?

Resource Allocation & Contracting Practices

17.____ Does your organization have a Minority, Women & Emerging Small Business (MWESB) policy?

18.___ Does your organization routinely collect data on MWESB utilization?

Data, Metrics & Continuous Quality Improvement

19.____Does your organization have a written policy or formal practice regarding the collection of race and ethnicity data?

20.____Does your organization meet regularly with leaders from communities of color specifically to discuss racial equity within your organization?

STEP 3 Directions: Please answer the questions below. Put a “Y,” “N” or “?” in the blank to indicate yes, no, I don’t know.

Organizational Commitment, Leadership & Governance:

1. ____Is advocacy on behalf of racial equity seen as part of the organization’s work?

2.____ Does the organization have a systematic review of racial equity? (Refers to a planned and periodic gathering of facts and governing body discussion with community participation regarding the implications of the facts for the organization).


3._____ If you have developed, or are developing, a written racial equity policy and/or plan, were representatives, or are representatives, from communities of color participants in development?


4._____Are there visible signs of your organization’s commitment to racial equity in your primary physical location, e.g. signage that states your commitment and/or physical representation of diverse communities?

5._____ Do you encourage or support difficult conversations about race in a safe, confidential, private space?

6._____ Are organizational materials assessed for racial bias and reviewed to ensure reflection of your community’s diversity?


7. ____Do you collect race and ethnicity data on each of the following:

___ those who request service

___ those who receive service

___ those referred for specific interventions

___ those who succeed and those who don’t in your programs/services/schools?

8.___When you make evidence-based decisions regarding communities of color (either collectively or as individual communities) do you review the decision with the impacted community?


9.____ If you collect data on service-user or constituent satisfaction with your organization regarding racial equity, do you share the findings with communities of color?


10.____ Are racial justice knowledge, skills and practices incorporated into performance objectives (such as job descriptions and work plans) and appraisals/evaluations for staff?

11.____Do performance appraisals/evaluations include progress on racial equity and cultural competency goals?

12.____ Are there effective formal and informal complaint procedures for staff regarding race-related complaints?

13.____ Is your organization unionized?

14.____ If you are subject to Title VI (which prohibits discrimination on the basis of race, color, and national origin in programs and activities receiving federal financial assistance), has the federal government ever found your organization non-compliant?

15.____Are racial equity and cultural competency training voluntary or mandatory?

16.____ Do communities of color in your area participate in the development and evaluation of racial equity and/or cultural competency trainings available for your staff?


17.____ Do you have a method in place to assess the overall satisfaction of communities of color with your organization?


18.____ If your organization has equity practices and policies, do you require your vendors and contractors to adhere to the same practices and policies?


19.____If you collect race and ethnicity data (either workforce or constituency), are you able to disaggregate your data into the following communities: African, African American, Asian, Pacific Islander, Latino, Native American and Slavic?

20.____ If you collect race and ethnicity data, are individuals able to self-identify their race and ethnicity?

21.____If you collect race and ethnicity data, are individuals allowed to designate multiple races and/or ethnicities?

22.____ Do you reveal race and ethnicity data in a way that is accessible to your staff?

23.___ Do you reveal race and ethnicity data in a way that is accessible to the public?

STEP 4 QUESTIONS (short answer)


1. If you organization has made a public commitment to racial equity, please describe how the commitment was made and who made it.

2. If you organization has an internal structure, e.g. an equity committee, responsible to addressing racial equity, please describe the structure including its scope of work and composition.


3. If you have a written racial equity policy and/or plan, how are communities of color incorporated into ongoing implementation efforts?


4. Describe your organization’s primary physical space and what it may communicate to diverse stakeholders. Is it welcoming and accessible? Consider the use of height, open spaces, natural or artificial light, art, signage and visual representations.

5. Describe whether, and how, the organization’s entrance area is welcoming and supportive of diverse individuals and families, e.g. is there comfortable seating and supports for those with children.

6. Please provide a couple of examples of how your organizational meetings are conducted in a manner that supports equity and inclusion, and values diverse ways of speaking, thinking, debating, reflecting and making decisions.

7. What practices or structures does the organization have in place to support employees of color, e.g. mentoring, employee support groups, comprehensive orientations? Are there supports for employees of color to move into positions with low diversity?

8. How does your organization market, brand and/or message your equity initiatives?


9. Please provide a couple of examples of how race and ethnicity service-user data has informed your service delivery practices and decision-making regarding services.

10. How do you ensure that language services (translation/interpretation) are adequately aligned with community needs?

Service User Voice & Influence

11. Please list organizational structures that ensure service-user participation by communities of color (e.g. service delivery, evaluation, quality improvement, hiring practices, performance appraisals, service-user satisfaction).


12. If your organization is unionized, please describe the role of the union in promoting workforce diversity.

13. Please list your organization’s key priorities related to cultural and linguistic competencies for staff and leadership.


14. In what ways are communities of color formally recognized as key stakeholders in organizational decision-making?

15. How do you ensure that your community engagement practices with communities of color are culturally-appropriate for particular communities of color? Please include some specific practices.


16. Please provide a couple of examples of how racial justice values influence your organization’s investments.


17. Please provide a couple of examples of how race and ethnicity data from within your organization has affected your services, investments or employment practices.

STEP 5 QUESTIONS (narratives)


1. Do the senior leaders of your organizations act consistently around racial equity by, e.g., allocating sufficient resources for equity initiatives, making racial justice a standing agenda item at key meetings, and ensuring people of color are decision-makers? Provide 2-3 specific examples.

2. How do you actively engage your union leadership (if applicable) around racial equity efforts?


3. If you have a written racial equity policy and/or plan, how does the governing body monitor progress?


4. How is your organization’s internal culture of inclusion and equity communicated? Practices may include noticing barriers to participation, planning that incorporates participation supports, public appreciation of “out loud” interrupting or naming of inequities, and encouragement when difficult topics are surfaced.

5. Please describe how the organization actively builds a culture of inclusion and equity. 6. What processes and practices intentionally include or exclude community members? 7. How does the organization support an authentic and early process for noticing, naming and addressing dynamics of

racism within the organization?


7. How do you incorporate goals of service equity and culturally-appropriate service delivery? Provide a couple of examples of how this is codified in policy or implemented in practice.

8. Please describe how your organization evaluates the quality and effectiveness of interpretation and translation services it either contracts for or provides.


9. Please provide a couple of examples of how service user voice of communities of color has influenced your organization.


10. If your organization has an internal structure responsible for workforce diversity (e.g. an officer or office of diversity), please briefly describe the structure or role, and the scope of work.

11. How do racial justice and cultural competency goals inform the organization’s investments in training and professional development?

12. How do you evaluate the effectiveness of racial equity and cultural competency trainings available for staff and leadership?


13. How do you ensure that your organization is responsive to current and emerging issues in communities of color?

14. How does your organization formally collaborate with community-based organizations of color to determine and address your organization’s responsiveness to the needs of communities of color?


15. In what ways are your organization’s budget allocations aligned with racial equity goals, plans, policies and/or values?


16. Please describe how your programs are evaluated in terms of their impact on communities of color and racial equity goals? You may include internal and external evaluation processes.

Assessment tool: Integrated Version (un-stepped)

This tool contains the same content as the “stepped” version of the assessment. Some organizations are interested in

seeing the full set of questions on each domain of the assessment, and thus we have reproduced the tool here without

the steps that separate content questions into different layers of questions.

Organizational Commitment, Leadership & Governance

1. Has your organization made a public commitment to racial equity? If so, please describe how the commitment was

made and who made it.

2. Does your organization have a mission statement that incorporates racial equity? If so, please attach.

3. Does your organization have an internal structure whose goal is to address issues of racial equity, e.g. an equity

committee or council? If so, please describe the structure’s scope of work and composition.

4. Do you collect the racial, ethnic and linguistic makeup of your board? If so, please attach.

5. Do the organization’s senior leaders act consistently around racial equity, e.g. by allocating sufficient resources for

equity initiatives, making racial justice a standing agenda item at key meetings, ensuring people of color are decision-

makers? Please provide 2-3 specific examples.

6. Is your organization unionized? If so, how do you actively engage union leadership around racial equity efforts?

7. Is advocacy on behalf of racial equity seen as part of the organization’s work?

8. Does the organization have a systematic review of racial equity? A systematic review refers to a planned and periodic

gathering of facts and governing body discussion with community participation regarding the implications of the facts

for the organization.

Racial Equity Policies & Implementation Practices

9. Does your organization have a racial equity policy? If so, please attach.

10. Does your organization have a written racial equity plan with clear actions, timelines, people responsible for each

action, indicators of progress and processes for monitoring and evaluation? If so, please attach.

11. If you have developed, or are developing, a written racial equity policy and/or plan were representatives, or are

representatives, from communities of color participants in development?

12. If you have a written racial equity policy and/or plan, how are communities of color incorporated into ongoing

implementation efforts?

13. If you have a written racial equity policy and/or plan, how does the governing body monitor progress?


14. Does your organization visibly post materials in languages other than English?

15. Are there visible signs of your organization’s commitment to racial equity in your primary physical location, e.g.

signage that states your commitment and/or physical representation of diverse communities?

16. Do you encourage or support difficult conversations about race in a safe, confidential, private space?

17. Are organizational materials assessed for racial bias and reviewed to ensure reflection of your community’s

diversity?

18. Describe your organization’s primary physical space and what it may communicate to diverse stakeholders. Is it

welcoming and accessible? Consider the use of height, open spaces, natural or artificial light, art, signage and visual

representations.

19. Describe whether, and how, the organization’s entrance area is welcoming and supportive of diverse individuals and

families, e.g. is there comfortable seating and supports for those with children.

20. Please provide a couple of examples of how your organizational meetings are conducted in a manner that supports

equity and inclusion, and values diverse ways of speaking, thinking, debating, reflecting and making decisions.

21. What practices or structures does the organization have in place to support employees of color, e.g. mentoring,

employee support groups, comprehensive orientations? Are there supports for employees of color to move into

positions with low diversity?

22. How does your organization market, brand and/or message your equity initiatives?

23. How is your organization’s internal culture of inclusion and equity communicated? Practices may include noticing

barriers to participation, planning that incorporates participation supports, public appreciation of “out loud”

interrupting or naming of inequities, and encouragement when difficult topics are surfaced.

24. Please describe how the organization actively builds a culture of inclusion and equity. What processes and practices

intentionally include or exclude community members?

25. How does the organization support an authentic and early process for noticing, naming and addressing dynamics of

racism within the organization?


26. Do you provide language interpreter/translator services for people who speak languages other than English?

27. Do you collect racial, ethnic and linguistic data on your clients or constituents? If so, please attach.

28. Do you collect race and ethnicity data on each of the following:

___ those who request service

___ those who receive service

___ those referred for specific interventions

___ those who succeed and those who don’t in your programs/services/schools?

29. When you make evidence-based decisions regarding communities of color (either collectively or as individual

communities) do you review the decision with the impacted community?

30. Please provide a couple of examples of how race and ethnicity service-user data has informed your service delivery

practices and decision-making regarding services.

31. How do you ensure that language services (translation/interpretation) are adequately aligned with community

needs?

32. How do you incorporate goals of service equity and culturally-appropriate service delivery? Provide a couple of

examples of how this is codified in policy or implemented in practice.

33. Please describe how your organization evaluates the quality and effectiveness of interpretation and translation

services it either contracts for or provides.


34. Do you collect data on service-user or constituent satisfaction with your organization regarding racial equity? If so,

do you share the findings with communities of color?

35. Please list organizational structures that ensure service-user participation by communities of color (e.g. program

planning, service delivery, evaluation, quality improvement, hiring practices, performance appraisals, service user

satisfaction).

36. Please provide a couple of examples of how service user voice of communities of color has influenced your

organization.


37. Do you collect the racial, ethnic and linguistic makeup of your workforce? If so, please attach.

38. Does your organization have written procedures to increase the recruitment, retention and promotion of people of

color? If so, please attach.

39. If your organization is unionized, please describe the role of the union in promoting workforce diversity.

40. Does your organization have an internal structure or position dedicated to promoting workforce diversity, e.g. an

officer of diversity or office of diversity? If so, please briefly describe the structure or role, and the scope of work.

41. Are racial justice knowledge, skills and practices incorporated into performance objectives (such as job descriptions

and work plans) and appraisals/evaluations for staff?

42. Do performance appraisals/evaluations include progress on racial equity and cultural competency goals?

43. Are there effective formal and informal complaint procedures for staff regarding race-related complaints?

44. If you are subject to Title VI (which prohibits discrimination on the basis of race, color, and national origin in

programs and activities receiving federal financial assistance), has the federal government ever found your organization

non-compliant?

45. Are racial equity and cultural competency training and capacity building made available to your workforce?

46. Are racial equity and cultural competency training voluntary or mandatory?

44. If you are subject to Title VI (which prohibits discrimination on the basis of race, color, and national origin in

programs and activities receiving federal financial assistance), has the federal government ever found your organization

non-compliant?

45. Are racial equity and cultural competency training and capacity building made available to your workforce?

46. Are racial equity and cultural competency training voluntary or mandatory?

47. Do communities of color in your area participate in the development and evaluation of racial equity and/or cultural

competency trainings available for your staff?

48. Please list your organization’s key priorities related to cultural and linguistic competencies for staff and leadership.

49. How do racial justice and cultural competency goals inform the organization’s investments in training and

professional development?

50. How do you evaluate the effectiveness of racial equity and cultural competency trainings available for staff and

leadership?


51. Does your organization have formal partnerships with organizations of color?

52. Does your organization allocate resources for engagement and outreach in communities of color?

53. Do you have a method in place to assess the overall satisfaction of communities of color with your organization?

54. In what ways are communities of color formally recognized as key stakeholders in organizational decision-making?

55. How do you ensure that your community engagement practices with communities of color are culturally-appropriate

for particular communities of color? Please include some specific practices.

56. How do you ensure that your organization is responsive to current and emerging issues in communities of color?

57. How does your organization formally collaborate with community-based organizations of color to determine and

address your organization’s responsiveness to the needs of communities of color?


58. Does your organization have a Minority, Women & Emerging Small Business (MWESB) policy? If so, please attach.

59. Does your organization routinely collect data on MWESB utilization? If so, please attach and disaggregate if possible

into minority, women, and emerging small business.

60. If your organization has equity practices and policies, do you require your vendors and contractors to adhere to the

same practices and policies?

61. Please provide a couple of examples of how racial justice values influence your organization’s investments.

62. In what ways are your organization’s budget allocations aligned with racial equity goals, plans, policies and/or

values?


63. Does your organization have a written policy or formal practice regarding the collection of race and ethnicity data? If

so, please attach.

64. If you collect race and ethnicity data (either workforce or constituency), are you able to disaggregate your data into

the following communities: African, African American, Asian, Pacific Islander, Latino, Native American and Slavic? If you

collect race and ethnicity data, are individuals able to self-identify their race and ethnicity?

65. If you collect race and ethnicity data, are individuals allowed to designate multiple races and/or ethnicities?

66. Do you reveal race and ethnicity data in a way that is accessible to your staff?

67. Do you reveal race and ethnicity data in a way that is accessible to the public?

68. Does your organization meet regularly with leaders from communities of color specifically to discuss racial equity

within your organization?

69. Please provide a couple of examples of how race and ethnicity data from within your organization has affected your

services, investments or employment practices.

70. Please describe how your programs are evaluated in terms of their impact on communities of color and racial equity

goals? You may include internal and external evaluation processes.

Please collect the attachments that are included on page 15 of this package.

ATTACHMENTS

Directions: Please provide the following attachments if they are available and applicable to your organization.

Organization’s mission statement that

Completed governing body racial diversity template

Racial Equity Policy

Written racial equity plan

Completed client or constituent racial diversity template

Any written standards your organization has that guide language accessibility, including translation and interpretation practices.

Written plan to diversify your workforce

Minority Women-owned and Emerging Small Business policy.

Minority Women-owned and Emerging Small Business utilization disaggregated, if possible, into M, W, and ESB.

Any written practices or standards your organization has regarding racial and ethnic data collection or usage

Any written document your organization has that outlines how racial equity outcomes are monitored and evaluated

Assessment & Accountability Tool Summary Document

Eliminating Disparities in Child & Youth Success

A Collaborative of the All Hands Raised Partnership

This one-page summary should be completed after an organization completes the Assessment & Accountability Tool.

Organizational Overview (Please provide a 5-10 sentence description of your organization):

Strengths (Based on the results of the Tool)

Opportunities for Growth (Based on the results of the Tool)

Possible Action Areas (Based on the results of the Tool these are three actions that we will take in the next 12 months)

Reflections (Based on your use of the tool provide feedback that can help improve the tool’s usability)

Bibliography Andrulis, D., Delbanco, B., Avakian, L., & Shaw-Taylor, Y. (1998). The Cultural Competence Self-Assessment Protocol for

Health Care Organizations and Systems. Retrieved from http://erc.msh.org/provider/andrulis.pdf.

Annie E. Casey (2009). Institutional Assessment Quiz. In Advancing the mission: Tools for equity, diversity and inclusion

(pp. 31-34).

Retrieved from

http://www.aecf.org/~/media/Pubs/Other/A/AdvancingtheMissionToolsforEquityDiversityand/respect.pdf.

Balajee, Sonali S., et al., (2012). Equity and empowerment lens (Racial justice focus). Portland, OR: Multnomah County.

Bell, J., Ridolfi, L., Finley, M. & Lacy, C. (2009). The keeper and the kept: Reflections on local obstacles to disparities

reduction in juvenile justice systems and a path to change. San Francisco, CA: W. Haywood Burns Institute.

Bowen, S. (2004). Assessing the responsiveness of health care organizations to culturally diverse groups. Ph.D. thesis,

University of Manitoba.

Bowen, S. (2008). Beyond self-assessment: Assessing organisational cultural responsiveness. Journal of Cultural Diversity,

15(1), 7-15.

Brach, C. & Fraserirector, I. (2000). Can cultural competency reduce racial and ethnic health disparities? A review and

conceptual model. Medical Care Research and Review, 57(1), 181-217.

Canadian Coalition of Municipalities Against Racism and Discrimination (2012). Developing a plan of action. Geneva:

UNESCO.

Cross, T., Bazron, B., Dennis K., & Isaacs, M., (1989). Towards a culturally competent system of care, Volume I.

Washington, D.C.: Georgetown University Child Development Center, CASSP Technical Assistance Center.

Curry-Stevens, A. (2012). Planning grid tool prepared for consideration by Eliminating Disparities Collaborative.

Unpublished.

Evaluation Tools for Racial Equity (no date). Guiding questions – Doing your evaluation. Downloaded from

http://www.evaluationtoolsforracialequity.org/evaluation/question.PDF.

Gozu, A., Beach, M., Price, E., Gary, T., Robinson, K., Palacio, A., Smarth, C., Jenckes, M., Feuerstein, C., Bass, E., Powe, N.

& Cooper, L. (2007). Self-administered instruments to measure cultural competence of health professionals: A

systematic review. Teaching and Learning in Medicine, 19(2), 180–190

Jackson, B. & Hardiman, R. (2006). Continuum on becoming an anti-racist, multicultural institution. Retrieved from

https://www.churchpublishing.org/media/5205/ContinuumAnti-Racist.pdf.

Ishimaru, A., Galloway, M. & Larson, R. (2013). Leadership for Equity Assessment and Development (LEAD) Tool. Portland,

OR: Education Northwest.

Lopes, T. & Thomas, B. (2006). Dancing on live embers: Challenging racism in organizations. Toronto, ON: Between the

Lines.

Mason, J. L. (1995). Cultural Competence Self-Assessment Questionnaire: A manual for users. Retrieved from

http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/14/b5/54.pdf.

National Center for Cultural Competence (2006). Cultural and linguistic competence policy assessment. Retrieved from

http://www.clcpa.info/documents/CLCPA.pdf.

Olavarria, M., Beaulac, J., Belanger, A., Young, M., & Aubry, T. (2009). Organizational cultural competence in community

health and social service organizations: How to conduct a self-assessment. Journal of Cultural Diversity, 16(4), 11-26.

Siegel, C., Haugland, G., & Chambers, E. D. (2004). Cultural competency assessment scale with instructions: Outpatient

service delivery agency level. Orangeburg, NY: Unpublished manuscript, Nathan S. Kline Institute for Psychiatric

Research.

The Lewin Group. (2002). Indicators of cultural competence in health care delivery organizations: An organizational

cultural competence assessment profile. Retrieved from

http://www.culturallycompetentmentalhealthnj.org/docs/2006-12-training/CC-LewinReport.pdf.

Trenerry, B. & Paradies, Y. (2012). Organizational assessment: An overlooked approach to managing diversity and

addressing racism in the workplace. Journal of Diversity Management, 7(1), 11-26.

Vancouver Ethnocultural Advisory Committee of the Ministry for Children and Families (2002). Cultural Competency

Assessment Tool. Victoria, BC: Ministry of Children and Families.

Tentative slot allocation and indirect costs - for discussion purposes only

March 29, 2016

A B C D E

Early Learning Hub Request Range

Slots

Requested Slots Funded

TENTATIVE

1 Marion-Polk -$ $3.6 to 4.0 million 418 325

2 South Central 3 star $1.0 to 1.3 million 245 80

3 Southern Oregon -$ $1.8 to 2.1 million 240 170

4 Lane EL Alliance -$ $1.8 to 2.1 million 202 1705 NW Co-Application $4.6 to $5.4 million 981 415

5a Clackamas -$ $133,000 to $135,000 86 10

5b EL Multnomah -$ $2.0 to 2.3 million 409 180

5c NW Regional -$ $900k to 1.2 million 125 70

5d Washington Co -$ $1.6 to 1.8 million 361 155

TOTAL 1160

F

Hub Indirect

TENTATIVE

234,000$

65,000$

117,000$

117,000$ 301,145$

8,645$

130,000$

58,500$

104,000$

834,145$

Powered by

Preschool Promise

Parent Survey Results

Powered by

412 Total Responses

372 responses in English

40 responses in Spanish

Powered by

Q1: Where do you feel most comfortable taking your child to preschool?

ALL SURVEYS

Powered by

Q1: ¿Adónde prefiere llevar a su hijo/a a la preprimaria?

SPANISH ONLY

Powered by

Q2: How many days a week would you like your child to attend

preschool?

ALL SURVEYS

Powered by

Q2: ¿Con qué frecuencia quisiera que su hijo/a asista a la preprimaria?

SPANISH ONLY

Powered by

Q3: How many hours a day would you like your child to attend

preschool?

ALL SURVEYS

Powered by

Q3: ¿Por cuántas horas por día quisiera que su hijo/a asista a la

preprimaria?

SPANISH ONLY

Powered by

Q4: If a program ran less than 8 hours a day, would you need before and

after care in order for your child to attend preschool?

ALL SURVEYS

Powered by

Q4: Si un programa dura menos de 8 horas cada día, ¿necesitaría

cuidado de niños antes y después para que su hijo/a pueda asistir a la

preprimaria? SPANISH ONLY

Powered by

Q5: Which school would you prefer your child's preschool to follow?

ALL SURVEYS

Powered by

Q5: ¿Cuál horario prefiere que la preprimaria de su hijo/a siga?

SPANISH ONLY

Powered by

Q6: How would you get your child to preschool each day?

ALL SURVEYS

Powered by

Q6: ¿Cómo traería a su hijo/a a la preprimaria cada día?

SPANISH ONLY

www.joinvroom.org1

Use this tip sheet for ideas on how to introduce Vroom to parents, caregivers, and to the general public. When possible, use language and examples from your personal use of Vroom or parenting stories and realities you’ve experienced that are relevant.

For a guide on how providers can talk about Vroom with internal staff, other direct-service providers, and media, please refer to the Vroom Partner Messaging Tip Sheet.

Intended Audience

1. Parents2. Caregivers3. The general population in casual conversation format

Key Talking Points1. About Vroom

Vroom was created to help you make the most of the moments you already share with your child and to support you on your brain building journey. It is based on the latest early brain development research and was designed to layer onto your existing routines.

2. The Science Behind Vroom

• Your child’s brain develops more rapidly during the first five years of life than at any other time, and during these first 2000 days, his/her brain is being built (like a house, from the bottom up) based on your child’s experiences and interactions.

• Parents have a wonderful opportunity to play an important role in supporting this brain development during this exciting time.

• Even though we can’t see it happening, every time we interact with young children, it’s like fireworks in their brain.

• To help support you as a brain builder, Vroom translates the science into easy to understand nuggets and pairs it with tips that encourage back and forth interaction between you and your child.

• It’s so powerful to see this science at work and to know you’re helping set your child up for success later on in life by making the most of your moments now.

• The Brain Building Basics (Look, Chat, Follow, Stretch, Take Turns) were created to break the science down into actions that can turn any moment into a brain building moment. (Introduce Brain Story and Brain Building Basics).

3. Vroom Empowers Parents

• Being a parent is one of the most rewarding yet challenging experiences. There is a lot of information out there about being a parent and it’s hard to know what to focus on. (Show “You Already Have What it Takes” film)

• Vroom works for all parents. It doesn’t take more time or more money, and the impact is huge. The tools, like the Daily Vroom app, were made to become a part of your daily routine and to fit easily into your life.

• You already have what it takes to be a brain builder!

Caregiver Messaging

www.joinvroom.org2

4. Creating Brain Building Moments

• By looking at everyday moments differently, we can make a huge impact on young children’s growing brains.

• Vroom helps us understand that all the little things we already do with our kids—like grocery shopping, diaper changing, and feeding—can be moments for brain building.

• The Daily Vroom app is a great, everyday tool. (Introduce Daily Vroom app) It sends a tip to your smartphone each day showing how any moment can be a brain building moment. You can also pick a tip based on where you are (at the grocery store, during laundry time). All tips are paired with a “brainy background” that highlights how the interaction is supporting your child’s brain development.

Questions? For any questions that cannot easily be answered, please have people reach out to: [email protected].

REQUEST FOR APPLICAITON #DASPS-2545-15 ATTACHMENT 5

Preschool Promise Potential Providers Summary Worksheet

Provider Name Provider Type

Number of Children Budget Focus Population

Letter of Interest

Submitted Y/N

Ideal Maximum

Creswell School District K12 15 18 $157,500

Students below 200% of the poverty level, student on IFSP, students enrolled part time in Creswell’s RN program, students needing before or after school care.

Y

Early Education Program—Kelly Middle School

CBO 15 16 $157, 081

Students with disabilities, students in the Eugene 4J and Bethel catchment areas.

Y

Early Education Program—Danebo Elementary School

CBO 16 16 $167,581

Students with disabilities, students in the Eugene 4J and Bethel catchment areas.

Y

Ellie’s Preschool CCP 6 12 $60,200

High poverty area, families in Creswell school district catchment area

Y

Eugene 4J School District

K12 18 20 $191,585

Families whose income is at or below 200% the poverty level and English language learners

Y

Lane Child and Family Center

CCP 20 20 $203,800

Families in the Eugene and Springfield School District catchment areas

Y

Little Wonders Preschool

CCP 12 16 $111,144

Spanish speaking families, families in the Springfield School District catchment area

Y

New Dream Preschool CCP 12 12 $92,927.90 Latino children with Spanish bi-lingual teachers

Y

Parkside Child Care CCP 12 12 $132,000 Low income families, part-time preschool program

Y

Picket Fence Preschool CCP 6 10 $65,780 Serving families in Junction City school district catchment

Y

area, identified as a high needs area.

Relief Nursery RN 10 10 $127,500 Families at risk for child abuse and neglect

Y

South Lane School District

K12 36 40 $419,957.10

Serving students in a county hot spot, underserved 3-5 year old population, 4 year olds entering kindergarten the following year

Y

Springfield School District

K12 18 20 $194,400

Students in the Springfield school district catchment areas, students with IFSPs and other special needs

Y

Sunshine Preschool CCP 6 6 $60,800 High need populations in a high poverty area

Y

TOTALS 14 202 228 $2,023,456 N/A N/A

Instructions

This worksheet is designed to capture information about potential providers in the Applicant’s service delivery area. Providers listed should

include:

1. Providers who have submitted Letters of Interest

2. Providers who have not submitted Letters of Interest, yet the Applicant has identified as potential providers

Provider Type: Use the appropriate acronym from the list provided. For providers who submitted a Letter of Interest, this information is

indicated on the Provider Coversheet.

1. CBO: Community-based Organization

2. ESD: Education Service District

3. HS/OPK: Federal Funded Head Start and/or State Funded Head Start

4. RN: Relief Nursery

5. K-12: Public school

6. PCS: Public charter school

7. PPS: Private Preschool

8. CCP: Childcare provider

Number of Children: Transfer information from Provider Coversheet for Ideal and Maximum number of children. For providers who have not

submitted a Letter Interest indicate N/A (not applicable).

Budget: Insert the ‘Total’ from the Provider Coversheets. For providers who have not submitted a Letter of Interest indicate N/A (not

applicable).

Comments on Focus Population: Provide brief description of focus population.

Letter of Interest Submitted: Indicate ‘Y’ for Yes and ‘N’ for No.

Totals: Provide totals for Ideal Number of Children, Maximum Number of Children and Budget.

lane early learning alliance

Documents