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T H E W O R L D I S T H E I R C A N V A SI m p a c t R e p o r t 2 0 2 3 - 2 0 2 4 Mensajería

M e s s a g e f r o m t h e E x e c u t i v e D i r e c t o rO u r m i s s i o n a n d V i s i o nT h e E d u c a r e M o d e l ’ s I m p a c tT h e E d u c a r e D i f f e r e n c eS c h o o l O v e r v i e wP r i o r i t i z i n g P r o f e s s i o n a l G r o w t hC o l l a b o r a t i v e F a m i l y E n g a g e m e n tS u p p o r t a n d R e s u l t sH o w a r e t h e C h i l d r e n D o i n g ?P a r t n e r s h i p s M a k e i t P o s s i b l e2 0 2 4 P r o g r a m G o a l sF i s c a l Y e a r 2 0 2 4 A u d i t R e p o r tF i n a n c i a l O v e r v i e wF e d e r a l M o n i t o r i n g R e s u l t sB o a r d o f D i r e c t o r s a n d P o l i c y C o u n c i lW i t h G r a t i t u d eS c h o o l C o n t a c t I n f o r m a t i o n O u r K i n d e r g a r t e n B o u n d F u t u r e L e a d e r s3456 - 891 0 - 1 41 5 - 1 71 81 92 0 - 2 12 22 3 - 2 42 5 - 2 82 93 03 13 23 3“ E v e r y c h i l d i s a n a r t i s t . T h e p r o b l e m i s h o w t or e m a i n a n a r t i s t o n c e w e g r o w u p ” - P a b l o P i c a s s oT a b l e o fC o n t e n t sThis Annual ImpactReport is made availableto the public via theorganization’s websiteand social mediachannels.

Dear Friends, As we reflect on the past year at Educare West DuPage, we are reminded of the beautiful truththat the world is a canvas, waiting for each of our young learners to leave their unique mark. Likeskilled artists, our students express themselves through curiosity, creativity, and connection,painting their experiences with vibrant strokes of imagination and discovery. This year has trulybeen a masterpiece, shaped not only by our incredible students and families but also by thesupport of our dedicated staff, generous supporters, and valued community partners. Together, we have created a nurturing environment where children can explore, embracechallenges, and celebrate their individuality. To our families, thank you for trusting us with yourmost precious treasures. Your involvement, enthusiasm, and feedback have been invaluable infostering a sense of community that is felt throughout our school. You are the foundation uponwhich we build our initiatives, and your encouragement empowers our children to dream big. Toour devoted staff, your passion and commitment shine through in every interaction with ourstudents. You are the artists who guide, inspire, and cultivate the talents of each child, helpingthem to brush their own strokes of brilliance onto the canvas of life. Your creativity anddedication are the heart of our school. To our supporters and partners, thank you for believing inour mission. Your generosity fuels our programs, allowing us to expand our reach and enhancethe experiences we offer our children. Together we are crafting a brighter future for the nextgeneration, one filled with endless possibilities.As we look ahead, we invite you to continue this journey with us. Let us keep our collectivebrushes moving, creating a vibrant tapestry of learning and growth for our children. With yourpartnership we can ensure that their artistic expressions flourish in a world that celebrates allchildren. With appreciation,Message from the Executive DirectorM a r c e l a G . S w e e n e yE x e c u t i v e D i r e c t o r“I wish everyschool outthere was likeEducare.” -Mallory Silva, Educareparent“I value thatthey make youfeel like family.”-Saharay Terrazas,Educare parent

Educare West DuPage’s mission is to lead, inspire,and deliver early childhood education thatsupports all of our young children and families inreaching their full potential. Educare West DuPage is amember of the EducareLearning Network (ELN),comprised of 25 schoolslocated in urban,suburban, rural, and tribalcommunities across thecountry Educare West DuPage’s vision is a world whereall young children and their families receive thesupport they need to reach their full potential.Educare West DuPage (EWD) collects data onchild, family and staff outcomes to verify theeffectiveness of its approach. Parentsconsistently indicate that EWD staff are highlyattentive to their needs and these personalconnections enable the school to meetfamilies’ needs.

The Educare Model’s ImpactThe Educare model is based on researchfrom early childhood development,education, social work, and other alliedfields and is proven to result inincreased student achievement. Themodel is composed of four corefeatures of practice areas: Data Utilization Embedded Professional Development High-quality Teaching Practices Intensive Family Engagement

I n e v e r y c l a s s r o o m , t h e r e i s a t l e a s t o n e d e s i g n a t e d E n g l i s hs p e a k i n g t e a c h e r a n d t w o d e s i g n a t e d S p a n i s h s p e a k i n gt e a c h e r s i n o r d e r t o p r o v i d e i n s t r u c t i o n a n d c a r e i n b o t hl a n g u a g e s . O u r p r o g r a m i s d e s i g n e d u t i l i z i n g a 7 0 / 3 0 s p l i t ,a n d e n c o u r a g e s a l l c h i l d r e n ’ s g r o w t h i n b o t h l a n g u a g e s .The Educare DifferenceL o w s t u d e n t / t e a c h e r r a t i oE x c e l e r a t e I l l i n o i s Q u a l i t yR a t i n g S y s t e mT h e G o l d C i r c l e o f q u a l i t y i s t h e h i g h e s t l e v e lo f q u a l i t y t h a t a p r o g r a m c a n a c h i e v e i n I La n d i s b a s e d o n m e e t i n g o r e x c e e d i n g q u a l i t yb e n c h m a r k s i n t h e a r e a s o f e n v i r o n m e n t ,i n s t r u c t i o n a l q u a l i t y , p r o g r a ma d m i n i s t r a t i v e s t a n d a r d s , g r o u p s i z e a n ds t a f f / c h i l d r a t i o s , s t a f f q u a l i f i c a t i o n s a n dp r o f e s s i o n a l d e v e l o p m e n t . O u r A p p r o a c h O u r b i r t h t o t h r e e c l a s s r o o m s h a v e e i g h tc h i l d r e n a n d u p t o 3 T e a c h e r s w h i l e o u rp r e s c h o o l c l a s s r o o m s h a v e 1 7 c h i l d r e na n d 3 t e a c h e r s . C o n t i n u i t y o f C a r eD u a l - l a n g u a g e P r o g r a mOur full-day, full-year, center-based, dual-language school isdesigned to meet the diverse needs of children and families inthe community we serve by providing a comprehensive anddata-driven early childhood education experience. The schooloffers a responsive curriculum that reflects the backgroundsand experiences of children in the community. We incorporateresources, activities, and materials to celebrate and honor allchildren. The unique perspectives and strengths that each familybrings to the learning environment are valued throughout ourschool. Educare West DuPage recognizes the impact oftrauma on children's well-being and we implement trauma-informed practices to help families build a strong foundationfor children to thrive. Our team is trained to provide a safeand nurturing environment that promotes healing andresilience. Our school ensures accessibility for children withdisabilities by providing accommodations, specializedsupport services, and adaptive equipment, as needed. Wecreate a welcoming and barrier-free environment wherechildren can participate fully in learning and play. How Quality is MeasuredEducare West DuPage hasbeen recognized as a GoldCircle of Quality recipientevery year since theaward’s inception.A s m u c h a s p o s s i b l e , o u r c l a s s r o o m s p r a c t i c e c o n t i n u i t y o fc a r e , w h i c h i s a p r a c t i c e w h e r e c h i l d r e n s t a y w i t h t h e s a m ec o h o r t o f s t u d e n t s , t e a c h e r s a n d f a m i l y e n g a g e m e n ts p e c i a l i s t s f o r t h e i r 0 - 3 y e a r s a n d o n l y t r a n s i t i o n t o n e wt e a c h e r s w h e n t h e y m o v e t o p r e s c h o o l .

This past Fall, with the leadership of our teachers and familyengagement team we utilized the tools that Pajama Programprovides to educate children, parents, and educators on theimpacts of healthy sleep and how to achieve this. Our firststep in this process was our family engagement teameducating parents on how to create a comforting bedtimeroutine that helps children feel secure, which helps childrenfall asleep, stay asleep, and wake up refreshed. Our Preschool Teachers were educated on the impacts ofsleep health and then they implemented the Pajama ProgramSweet Dreamzzz for Early Childhood Curriculum in theirclassrooms. This two week curriculum introduces children tothe READY Bedtime Routine and utilizes storybooks, abedtime bear sleeping buddy, and lessons to teach childrenabout healthy sleep. At the end of the curriculumimplementation the children receive a new pair of pajamas, abook to encourage reading before bedtime, and resources tocontinue the learning at home. Not only do parents and educators of Educare West DuPagefeel the positive impacts of the Pajama Program but thechildren do too. Preschooler, Evelyn Cruz-Resendiz, stated,“When I take a nice sleep my mom is happy and it gives meenergy.” At Educare West DuPage we know that sleep mattersand we look forward to our continued partnership with thePajama Program. Sleep Matters with Pajama ProgramInnovation in Practice“It is the supreme artof the teacher toawaken joy in creativeexpression andknowledge.”-Albert Einstein

The Chicken or the EggShining a Light on LiteracyE d u c a r e W e s t D u P a g e t e a c h e r s a r e a l w a y se n c o u r a g e d t o f i n d n e w a n d e x c i t i n g w a y s t oi n t r o d u c e l e a r n i n g w i t h i n t h e c l a s s r o o m s .T h a t ’ s e x a c t l y h o w t h e U n i v e r s i t y o f I l l i n o i sE m b r y o l o g y s t u d y f o u n d i t s w a y i n t o o u rs c h o o l . C h i l d r e n a r e n a t u r a l l y c u r i o u s a b o u tl i v i n g t h i n g s a n d t h i s c u r r i c u l u m w a s d e v e l o p e dw i t h s t u d e n t s i n m i n d . T h e c u r r i c u l u m h e l p ss t u d e n t s d e v e l o p a n u n d e r s t a n d i n g o f b i o l o g yc o n c e p t s . T h e y l e a r n b y l i s t e n i n g , o b s e r v i n g ,e x p e r i m e n t i n g , a n d a p p l y i n g t h e i r k n o w l e d g e t or e a l - w o r l d s i t u a t i o n s . A t E W D t h i s c u r r i c u l u mh a s i n t r o d u c e d n e w a n d e x c i t i n g o p p o r t u n i t i e st o t r a c k a l i f e c y c l e t h r o u g h c h a r t s . A f t e r a l l ,w h a t i s m o r e e x c i t i n g t h a n s e e i n g a f u l l yd e v e l o p e d b a b y c h i c k g r o w f r o m a n e g g ? Research shows that early literacy development directly impactsacademic achievement and future success in life. Educare WestDupage is committed to making sure that our young learners areset up for a successful future. This starts with responsiverelationships because we know that to foster positive literacydevelopment a supportive connection between a teacher and a childis crucial. Next, literacy rich learning environments are set up toensure children are provided with many opportunities to engage withlanguage and print in everyday routines and play. Oncerelationships and environments are set up for success teachersembed literature, writing, and rich language into all curriculumareas. Teachers do this by tapping into their own creative abilitiesto design engaging lessons that captivate the interest of theirlearners. Our dual language model is also an asset to literacydevelopment as research shows that multilingual learners performat or above their peers in terms of literacy achievement. The endresult is a love of reading and writing which is the starting point forsuccess. Educare West DuPage is lighting the way to literacy onechild at a time!

87 EarlyHead Start100 HeadStartschool OverviewC h i l d r e n A g e sB i r t h t o 3C h i l d r e n A g e s 3 - 5 CumulativeEnrollmentE x p e c t a n t M o t h e r sA v e r a g e M o n t h l y E n r o l l m e n tH e a d S t a r t A u g u s t 2 0 2 3 - J u l y 2 0 2 4E a r l y H e a d S t a r t A u g u s t 2 0 2 3 - J u l y 2 0 2 4Families ServedPercentage of HeadStart Eligible childrenwithin West Chicagoserved:Early Head Start49%Head Start79%

Educare West DuPage recognizes that a commitment to employeestranslates to quality interactions and experiences for our children andfamilies. Embedded professional development is a powerful approachthat integrates contextual learning opportunities directly into the dailywork, resulting in high quality teaching practices. Through professionalroutines such as coaching, professional learning communities,communities of practice and reflective practices, staff membersreceive feedback from their peers, supervisors and mentors. By integrating professional development throughout the day, educatorsand employees are more likely to engage in ongoing learning rather thansolely participating in isolated workshops. This focus on individualizedgrowth leads to continuous improvement in teaching practices. Thisapproach encourages collaboration between peers and fosters a senseof community. The connection between teacher/staff development and student learningis clear. As educators improve their practices, the direct impact onstudent outcomes is evident, reinforcing the value and importance ofprioritizing professional growth. Prioritizing Professional Growth“Train people well enough so they can leave. Treat them wellenough so they don’t want to.” - Sir Richard BransonH o u r s o f P r o f e s s i o n a lD e v e l o p m e n t c o m p l e t e d b y E W De m p l o y e e s i n t h e 2 0 2 3 - 2 0 2 4s c h o o l y e a r CONTINUING EDUCATIONT e a m m e m b e r s p u r s u e dc o n t i n u i n g e d u c a t i o n i n2 0 2 3 - 2 0 2 4E d u c a r e h a s s u p p o r t e d m yp r o f e s s i o n a l g r o w t h a n dp e r s o n a l g r o w t h b yp r o v i d i n g m e w i t hr e s o u r c e s , a t t e n d i n g C o P s ,P L C s , w o r k i n g w i t h m yc o l l e a g u e s , c o l l a b o r a t i n gw i t h m y m e n t o r t e a c h e r s ,a n d s e t t i n g u p g o a l s . ”- E d u c a r e W e s t D u P a g e T e a mm e m b e r“An investment inknowledge paysthe bestinterest.”-Ben Franklin

Dr. Angela Searcy presented on the topic of best practices. This topic waspresented to kick off the school year and then her book was utilizedthroughout the year in PLCs (professional learning communities) where theEducare team learned about positive approaches on embracing differencesin a strength-based, evidence grounded way. Embracing Risky PlayThroughout the year, Educare team membersparticipated in collaborative learning opportunitieson the topic of risky play. The book, “Adventures inRisky Play”, was utilized in helping us understandour role as educators and how we can supportchildren in confronting risks in their play on their ownterms. This helps them make choices in navigatingdifferent situations, which is a great skill to developfor lifelong learning. Dr. Searcy at EWDThroughout the year, Educare team members workedwith Play Therapist, Christian Bellisimo, to exploreplay-based strategies that support children’s socialemotional development and self-regulation. Playhelps children express themselves, problem solve,become more resilient, confident and to learn self-awareness and empathy. We “Play to Grow” at EWD

1 6 . 7 %P r e s c h o o lCoaching is CrucialB i r t h - 3 P e a r l R o a d1 6 . 7 %B i r t h - 3 G l e n A r b o rResponsive CommunicationsResponsive InteractionsPositive Social InteractionsChild Engagement in RoutinesTeaching EmotionsDevelopmentally AppropriateExpectationsResponding to Child’s Distressand Challenging BehaviorsEmotions Responsive InteractionsResponsive CommunicationsResponsive InteractionsPositive Social InteractionsChild Engagement in RoutinesTeaching EmotionsChallenging BehaviorsResponseEnvironmentResponsive RelationshipsPredictable Daily SchedulesEffective Classroom RoutinesBehavior ExpectationsSocial/Emotional SkillsSystematic InstructionalStrategiesEnvironmentEducare West DuPageswitched to Practice-Based Coaching (PBC)as its coaching modelduring this schoolyear. Each chart isreflective of thepercentage ofcoaching thathappened on eachindicated coachingsubject.Why PBC?PBC is a cyclical processfor supporting the use ofeffective practices thatlead to positive outcomesfor children and families.The coaching cycle isillustrated below.“ W e e n c o u r a g ec o l l a b o r a t i o n b yc r e a t i n g t h a t t i m ea n d t h a t s p a c e t oc o n t i n u e t o m a k eE d u c a r e a g r e a t p l a c ef o r c h i l d r e n a n df a m i l i e s . ”- E W D M e n t o r T e a c h e r“ T h e r e l a t i o n s h i p s t o m e a r e t h e k e yc o m p o n e n t s t o o u r s c h o o l a t E d u c a r e . ”- E W D M e n t o r T e a c h e r

Bachelor's40%Master's/PEL33.3%Master's20%Bachelor's/PEL6.7%CDA50%Bachelor's18.8%Associate's15.6%CDA Equivalent/in Progress15.6%of EWD’s Family Engagementteam are bilingual and hold aBachelor’s degree“Educare is aplace where thereare a lot ofopportunities forgrowth...it reallystands out in theway that theysupport you.”-EWD Team MemberResearch shows that 90% of brain growth happens before Kindergarten.During these critical early learning years, having children and familiessupported by highly-qualified professionals better ensures qualitylearning experiences. EWD’s staffing plan demonstrates thatprioritizing and supporting highly-credentialed employees providesearly learners an environment that prepares children for success inschool and in life.TEACHING TEAMCREDENTIALSS r . L e a d & L e a d T e a c h e r sT e a c h e r A i d e s , A s s i s t a n t s ,& P e r m . S u b sPromoting Qualitythrough Qualifications“My hopes for the teachers and staffat Educare West DuPage are that theywill continue to grow and learnthroughout their careers, they will bepassionate about their work, and theywill make a positive impact on thelives of children and families,” saysMonique Lopez, Director of School Operations

E d u c a t i o n a n d p r o f e s s i o n a l l e a r n i n g a r e e s s e n t i a l f o r E C E p r o f e s s i o n a l s w h o w a n t t oa d v a n c e i n t h e i r c a r e e r s . B y c o n t i n u i n g t o l e a r n a n d g r o w , p r o f e s s i o n a l s c a n s t a y u p t o d a t eo n t h e l a t e s t r e s e a r c h a n d b e s t p r a c t i c e s i n t h e f i e l d , a n d d e v e l o p n e w s k i l l s . T o p r o v i d es t a f f w i t h o p p o r t u n i t i e s f o r c o n t i n u i n g e d u c a t i o n a n d p r o f e s s i o n a l l e a r n i n g , E d u c a r e W e s tD u P a g e h a s b u i l t s e v e r a l p a r t n e r s h i p s w i t h h i g h e r e d u c a t i o n i n s t i t u t i o n s i n c l u d i n g N a t i o n a lL o u i s U n i v e r s i t y , W e s t e r n I l l i n o i s U n i v e r i s t y , E r i k s o n I n s t i t u t e , a n d C o l l e g e o f D u P a g e . T h e s ep a r t n e r s h i p s h a v e a l l o w e d s t a f f t o c o n t i n u e t h e i r p u r s u i t o f e l e v a t e d c r e d e n t i a l s w h i l ew o r k i n g a t E d u c a r e f u l l - t i m e . F o r t h e s c h o o l , c o n t i n u i n g e d u c a t i o n h a s h e l p e d i m p r o v e t h e q u a l i t y o f e d u c a t i o n p r o v i d e dt o c h i l d r e n . S t a f f a r e n o w b e t t e r e q u i p p e d t o m e e t t h e n e e d s o f i n d i v i d u a l c h i l d r e n a n df a m i l i e s , a n d m o r e l i k e l y t o s t a y u p t o d a t e o n t h e l a t e s t r e s e a r c h a n d b e s t p r a c t i c e s i nE C E . F o r s t a f f , c o n t i n u i n g e d u c a t i o n h a s h e l p e d i n c r e a s e t h e i r k n o w l e d g e a n d s k i l l s , l e a d i n gt o g r e a t e r j o b s a t i s f a c t i o n a n d c a r e e r a d v a n c e m e n t , w i t h s t a f f m o r e l i k e l y t o b e p r o m o t e dt o h i g h e r p o s i t i o n s .F o r t h e c o m m u n i t y , c o n t i n u i n g e d u c a t i o n h a s h e l p e d c r e a t e a m o r e e d u c a t e d a n dp r o f e s s i o n a l E C E w o r k f o r c e , w h i c h i n t u r n p r o d u c e s b e t t e r o u t c o m e s f o r c h i l d r e n , f a m i l i e sa n d t h e s u r r o u n d i n g a r e a .E d u c a r e W E s t D u P a g e e d u c a t o r sp a r t i c i p a t e d i n t h e C o l l e g e o fD u P a g e ’ s E a r l y C h i l d h o o dA p p r e n t i c e s h i p P r o g r a m ! T h i sc o m p e t e n c y b a s e d o p p o r t u n i t ya l l o w e d t e a m m e m b e r s t of u r t h e r t h e i r c r e d e n t i a l s w h i l ec o n t i n u i n g t o w o r k f u l l t i m e . Supporting a Journey of Learning

Emergency InterventionsNutrition EducationMental Health ServicesMedical & Oral Health EducationResearch-based parenting curriculum020406080100B i r t h t o T h r e eP r e s c h o o l Collaborative FamilyEngagement ApproachFamily engagement services at Educare West DuPage aredesigned to align with all seven family outcome areas of theHead Start Parent Family and Community Engagement (PFCE)Framework. The school’s devoted Family Engagement teamgives families support and resources for engaging with theirchildren at home. Families receive information on communitygroups, organizations, educational and workforce opportunities,and current events throughout the year. Family Engagement Specialists work with parents to seteducational goals tied to child outcomes and to develop anindividualized family partnership agreement. Educare WestDuPage encourages parents to participate in a variety ofactivities, including the Policy Council, the Health ServicesAdvisory Committee, school events, and classroomvolunteering. Families are offered a variety of external expert-,staff-, and parent-led on-site and remote learning opportunities.Monthly one to two hour parent meetings are held at theclassroom level, and monthly parent-child activity nights arehosted in the classroom.How We Achieve ThisF a m i l y s e r v i c e sB r a z e l t o n T o u c h p o i n t s P a r e n t i n g A p p r o a c hT o u c h p o i n t s s u p p o r t s p o s i t i v e p a r e n t - c h i l dr e l a t i o n s h i p s . E W D i s a T o u c h p o i n t s t r a i n i n gs c h o o l , a n d n e w s t a f f a r e t r a i n e d a n n u a l l y . E W Du s e s t h i s a p p r o a c h t o s u p p o r t p a r e n t s a s t h e i rc h i l d r e n ’ s p r i m a r y t e a c h e r s a n d l i f e l o n g a d v o c a t e s .L o w C a s e l o a dE W D ’ s c o m m i t t e d t e a m o f F a m i l y E n g a g e m e n tS p e c i a l i s t s ( F E S ) g e n e r a l l y h a v e a c a s e l o a d o fb e t w e e n 2 4 - 3 4 f a m i l i e sP a r e n t C u r r i c u l u mEWD is the recipient of an Award ofExcellence for Family andCommunity Engagement fromExcelerate Illinois.E W D s e l e c t e d A b r i e n d o P u e r t a s / O p e n i n g D o o r s a sa n i n t e n s i v e p a r e n t i n g c u r r i c u l u m w i t h a t w o -g e n e r a t i o n a l a p p r o a c h t h a t c o v e r s a w i d e r a n g eo f r e l e v a n t t o p i c s f o r t h e f a m i l i e s o f o u rs c h o o l .Family events heldthroughout the year

Mallory Silva and her husband both came from what she described as “broken homes” with “lots of addiction.” When they got marriedthey knew they wanted to provide a more supportive and child-centered home for their children than either of them experienced. They nowhave five children, and both work very hard but are still challenged to make ends meet. Mallory expressed that she feels that herchildren really fell through the cracks in public school, especially the second youngest, Leo, now in kindergarten. Leo was a challenging baby – colicky as an infant, suffered from food allergies. He experienced PT and OT through early intervention andwas delayed developmentally, but when he was old enough, Mallory enrolled him in the public pre-K program, at age 3. Right away therewere challenges. The school flagged that Leo was challenging to manage in the classroom and a disruption to other children. Eventually,a social worker was assigned to his case and ultimately, just a few months into his first year of public pre-K, Leo was expelled from theprogram based on behavior concerns. Luckily, Educare West DuPage was able to find a spot for Leo in their program. The first few months that Leo attended Educare, Mallorywas constantly apologizing to the teachers for what she assumed was a very challenging and difficult to manage 3yo. The teachersasked her to please never apologize again. They told her Leo was just a normal three-year-old boy, cute and charming, with lots ofenergy. They told her they truly had no concerns. Leo thrived in his time at Educare, and Mallory credits the nurturing environment,enriching curriculum, parent resources and structure with truly changing their – and Leo’s – life. She feels that it just took someunderstanding and the right environment for Leo to thrive. “What I wish is all my kids could have experienced is an environment like Educare where they can play in the dirt and play outside andbuild things with their imagination. There’s so much more to do each week and such an involved and diverse curriculum. There is justsomething different about the level of care that Educare teachers put forth. The time that they take to talk to you about your child,every single day. They take the opportunity to really get to know you, your home, your child. The teachers are so special. I’ve never hadthis kind of care for any of my children before this.” Leo and Lucas both graduated from Educare West DuPge and are both thriving in school. Mallory credits Educare with helping them buildconfidence and academic abilities for success in life. Family Spotlight

“ I t w a s a n e a s y a d a p t a t i o n f o r u s , e s p e c i a l l y f o r m y s o n , a n dh i s l a n g u a g e n o w h e s p e a k s m u c h b e t t e r t h a n m e . N o w h e h a sa g o o d l e v e l o f k n o w l e d g e , h e i s r e a d y f o r k i n d e r g a r t e n .T e a c h e r s a l w a y s h a v e c o n v e r s a t i o n s w i t h m e , w h a t I n e e d t od o a t h o m e a n d w h a t I n e e d f o r h i s s o c i a l e m o t i o n a l s k i l l s ”T e t i a n a K h r o m e i ’ s f a m i l y w a s o n e o f o u r f i r s t U k r a i n i a nf a m i l i e s a n d e n r o l l e d a t o u r s c h o o l s o o n a f t e r h a v i n g t ol e a v e h e r c o u n t r y , h a v i n g b e e n m e t w i t h c h a l l e n g e s o fc u l t u r a l a n d l a n g u a g e b a r r i e r s , T e t i a n a a n d h e r c h i l d r e n w e r ea b l e t o b e c o n n e c t e d t o r e s o u r c e s t o h e l p t h e m w i t h t h e i rt r a n s i t i o n t o t h e U n i t e d S t a t e s . “Since 5th grade I knew I wanted to be a teacher. Ihave been able to complete my Child DevelopmentAssociate (CDA) and College of DuPage apprenticeshipprogram with the support of my colleagues while alsoworking as a teacher at Educare. When I became amom, I was young and wanted to learn about creatinga connection with my daughter. Being a part ofEducare and the certification programs, I waschallenged but I learned how to make meaningfulconnections with my daughter and as a teacher aswell. My goal is to further my career in EarlyChildhood Education and continue to learn as much asI can for myself and my daughter.” Supporting a Dream- M e l a n i e C a b a l l e r oE W D T e a c h e r A i d eResponsive supportA s a t o k e n o f a p p r e c i a t i o n ,T e t i a n a ’ s f a m i l y g i f t e d t h e a b o v ep a i n t i n g o f E d u c a r e W e s t D u P a g e t oo u r s c h o o l .

Below 100% FPLFosterHomelessPublic AssistanceSingle-parent family010203040506070B i r t h t oT h r e ec h i l d r e nP r e s c h o o lc h i l d r e n1 0 0 % o f E H S a n d 9 9 % o f H Ss t u d e n t s r e c e i v e d d e n t a l e x a m s6 2 . 5 % o f E H S a n d 7 6 . 6 % o f H Ss t u d e n t s r e c e i v e d m e d i c a l e x a m sSupport and ResultsH e a l t h y M e a l sS e r v e di n c l u d i n gb r e a k f a s t , l u n c h ,a n d s n a c kC h i l d r e n S e r v e d b y n e e d“We are here to worktogether on our mission,which is supporting childrenand families.” -Educare Team memberfamilies experiencinghomelessness throughoutthe year acquired housing employees arecurrent or formerHead StartParents

How are the Children Doing? "And how are the children?" is a traditional greetingamong the Masai people of Africa. The greetingacknowledges the importance of children's well-beingand the belief that the health of the next generationdetermines the future of the society. S o c i a l - E m o t i o n a lD e v e l o p m e n tS c o r e s i n c r e a s e df r o m F a l l 2 0 2 3 t oS p r i n g 2 0 2 4 i n a l ls o c i a l - e m o t i o n a la r e a s f o r B i r t h t oT h r e e a n d P r e - Kc h i l d r e n . S c h o o lR e a d i n e s s T h i s t a b l e s h o w sa v e r a g e ( m e a n )s c o r e s i n t h e t w op r i m a r y D R D Pa c a d e m i c s c h o o lr e a d i n e s s d o m a i n sf o r a l l B i r t h t oT h r e e a n d P r e - Kc h i l d r e n .

The saying, “It takes a village to raise a child” emphasizes the importanceof community engagement in a child’s development and education. At EWD,our school thrives through collective efforts of our community. Bypartnering with local organizations, we create a strong foundation for ourfamilies’ future, and for that, EWD is grateful. Helen Keller succinctly said it best, "Alone, we can do so little, together, wecan do so much." Thanks to the "village" of partners in our community thatprovide diverse experiences that enrich our early childhood school andsupport our children's holistic development, the quality aspects offered atEWD continue to grow. EWD partners with community organizations andpublic resources in West Chicago and DuPage County to coordinate servicesand ensure that families' needs are met. Through the strong relationshipsthat the EWD team develops with families, EWD often serves as a hub forengaging families in other community activities and providing language andcultural support when families seek resources such as health care orhousing assistance. EWD has developed relationships with the local schooldistricts to meet the needs of young children with disabilities and tocontinue growing the Early Childhood workforce, while also supporting teenmoms. Beyond that, EWD partners with local organizations, including othernon-profits, a collective impact initiative, college steering committees thathelp to shape the field of Early Childhood professionals as they navigatetheir own education, and through direct involvement in other communityorganizations like the local Chamber of Commerce and Rotary Club.Partnerships Make it PossibleSince the Spring of 2022, EWD has been fortunate to partnerwith The Gardenworks Project, a local non-profit organizationdedicated to improving the well-being of the community,environment, and those facing food insecurity. TheGardenworks Project has helped EWD establish its owngarden, while also providing hands-on gardening andnutrition activities, which have drawn enthusiastic familyinvolvement.

Giving back and getting involved in the community helps to bolster EWD’s mission and there was no shortage of community activities throughout the 2023-2024 school year. EWD team members joined community events hosted by the Western DuPage Chamber of Commerce, the City of West Chicago, and WeGo Together for Kids as a way of being there for our community and ensuring that those who could benefit from our services were aware of thequality Early Childhood school that is practically in their backyard. From networking events that included hosting a hole at the Chamber golf outing to city-hosted events like West Chicago’s Frosty Fest and Railroad Days and even passing out candy at Trunk-or-Treat and helping to ensure that all children had what they need to start the school year at the WeGo Together for Kids backpack event, EWD could be seen making sure that the school is supportive of the community that makes itsmission successful.EWD’s partnerships with Operation Warm and Maddie’s Mitten March have grown out ofinformation gathered through family surveys andEWD’s intensive family engagement approach,which has highlighted a need for winter essentialswithin the community. Each year, EWD provideswinter coats for students within the program andsince the winter of 2023, EWD has hosted Maddie’sMitten March to support EWD’s families insecuring hats, gloves, and coats for othermembers of their families. Illustrated within aresnapshots of the impact these partnerships havebrought to our school community.Beyond the Walls of Educare West DuPageC o a t s P r o v i d e dP r e s c h o o lB i r t h t o T h r e eC o a t s P r o v i d e d

S u p p o r t s t a f f i n p r o v i d i n g h i g h q u a l i t ys o c i a l - e m o t i o n a l l e a r n i n g e x p e r i e n c e s t oc h i l d r e n a n d f a m i l i e s a n d i n i m p r o v i n g t h e i ro w n e m o t i o n a l w e l l - b e i n g , t o d e v e l o p m o r ep o s i t i v e l e a r n i n g e n v i r o n m e n t s f o r c h i l d r e na n d h e a l t h y w o r k a n d c o m m u n i t ye n v i r o n m e n t s f o r s t a f f a n d f a m i l i e s .2024 PROGRAM GOALS P r o v i d e h i g h q u a l i t y i n s t r u c t i o n , i n f o r m e db y d a t a , t o h e l p a l l c h i l d r e n a c h i e v ea c a d e m i c s u c c e s s a n d s o c i a l c o m p e t e n c eb y k i n d e r g a r t e n , s o t h a t t h e y w i l l b es u c c e s s f u l i n s c h o o l a n d l i f e . S t r e n g t h e n a d v o c a c y w o r k w i t h a l ls t a k e h o l d e r s i n o r d e r t o i m p r o v e t h e l i f eo f c h i l d r e n a n d f a m i l i e s . In 2024, Educare West DuPage continued to work toward five program goals set in2022. After reviewing progress in achieving the goals with the aid of data collectedsince the goals were established at EWD’s annual Self-Assessment and throughoutthe year, it was determined that there no changes were needed. These broad,strategic, long-term goals respond to needs identified in our CommunityAssessment and align with our school readiness goals. P r o v i d e h i g h - q u a l i t y , v a r i e d , a n ds u p p o r t i v e c o a c h i n g t o a l l s t a f f t os u p p o r t t h e i r e f f o r t s i n p r o v i d i n g h i g h -q u a l i t y s o c i a l - e m o t i o n a l a n d a c a d e m i cl e a r n i n g e x p e r i e n c e s t o c h i l d r e n a n df a m i l i e s , s u p p o r t h e a l t h y w o r k a n dc o m m u n i t y e n v i r o n m e n t s f o r s t a f f a n df a m i l i e s .

A u d i t R e p o r t

“Educare West DuPage’s funding through the state and Federal government continue to support a large portion of the school’s program components but there remains a funding gap between those funds and what we know is needed to maintain quality. We continue to prioritize actively applying for other funding that supports specific program priorities and general operatingexpenses. Diversifying our funding remains one of ourbest ways to continue to offer the children and familiesin West Chicago the best in early childhood education.”-Justin McGrath, Director of Finance and Administration

F i s c a l Y e a r 2 0 2 4 F i n a n c i a l O v e r v i e w

F u n d i n g S n a p s h o tDr. Tony Sanders, IL State Superintendent, Dr. Patterson andDr. Isoye visited with EWD’s leadership team and toured ourschool

A c t i v i t y R e p o r t

$5,208,955766,69119,981$5,995,62787%13%0%100%$4,385,095668,37837,199$5,090,67286%13%1%100%$4,189,170748,82230,897$4,968,88984%15%1%100%E x p e n s e R e v i e wR a t i o o f E x p e n d i t u r e sProgram ServiceManagementFundraising2024 2023 2022Wise GivingAlliancerecommendsthat programexpendituresare at least65% of totalexpenditures

F e d e r a l M o n i t o r i n g R e s u l t s

2023-2024 Board ofDirectors S t e v e n R a s h e r , C h a i rM i c h a e l B u r k e , V i c e C h a i rB r i a n B e e r m a n , T r e a s u r e rS a h a r a y T e r r a z a s , S e c r e t a r yJ o s e p h i n a F r a n k o v i c hB a r b a r a A b r o m i t i sC r y s t a l T a y l o rN o r m a G a l l e g o sS a r a h N o r t o nD a v i d S a b a t h n eO m a r E s p i n o s aV i c k y Z a n i l l oParent PolicyCouncilWe would like to thank our former Board Chair, longtimevolunteer, and Early education Champion, Vicky Zanillo, for thetime she served on our Board of Directors. Vicky spentcountless hours dedicated to moving our mission forward andproviding leadership to our Board of Directors. Vicky steppeddown from our Board in October of 2023 but remains a valuedvolunteer of EWD!S a u l F l o r e s , P r e s i d e n tK a r i n a O c h o a , V PM a l l o r y S i l v a , S e c r e t a r yS a h a r a y T e r r a z a s ,C o m m u n i t y R e p r e s e n t a t i v eN o r m a G a l l e g o sR e y C a s i l l a sD i a n a S a n t o“ A r t h a s t h e r o l ei n e d u c a t i o n o fh e l p i n g c h i l d r e nb e c o m e l i k et h e m s e l v e si n s t e a d o f m o r el i k e e v e r y o n ee l s e . ”- S y d n e y G u r e w i t zC l e m e n s

C O R P O R A T E , F O U N D A T I O N , A N DO T H E R D O N O R S* D o n a t i o n s a r e r e f l e c t i v e o f F i s c a l y e a r 2 0 2 4 ( J u l y 2 0 2 3 - J u n e 2 0 2 4 )With Gratitude...Barbara AbromitisBev and Pat BednarMichael Burke & Robert CharlesPete & Stacy CarrollMelissa ErhardtJosephina FrankovichDarrell HolmesLance J. and Kellie M. KammesJesse LipsonEugenie Lee Matula & Mike PajorMary MorrisonI N D I V I D U A L D O N O R S“The Miracle at Educare West DuPage”Educare West DuPage was the beneficiary of the Western DuPageChamber of Commerce’s donation drive that is tied to their annualmeeting. As a result of their drive, a mountain of coats, hats, and gloveswere donated for the children and families of our school. The differenceour supporters influence is often hard to measure, but in this case, thephoto is clear evidence of just how massive the impact can be when ourcommunity comes together. If the winter clothes weren’t already anoverwhelming display of support, community members and organizationsdonated $3,500 to Educare West DuPage. Steven and Sue RasherIsaamar RosadoDavid & Diane SabathneChris & Dave ScheckJames ScheckMarcela & Aaron SweeneyLinda and Steven SweeneyCrystal TaylorPaul & Karen WeinewuthBonnie WheatonVicky & Bob ZanilloRC Soto Enterprises LLCRepublic BankRobert W. Rutkowski TrustR&S Ventures Manhattan’sAmerican Bar & GrillSoto-Mayn LLCThe Hawley FamilyCharitable FundWheaton Bank & TrustYield GivingAanevco, Inc. DBA ITR SystemsBall Horticultural CompanyChuck Strayve Landscaping Ltd.Daniel & Associates Real EstateG. Carl Ball Family FoundationMr. A’s LiquorNancy M. and Douglas M. YeagerFamily FoundationPaul Gregory MediaPerma-Seal Fund Educare West DuPage’s work is only possiblethrough the generosity of our fundingpartners, including philanthropic donors.

2 0 4 C h u r c h S t r e e t ,W e s t C h i c a g o , I L 6 0 1 8 5D o n a t eG i v e t o d a y , c h a n g e t h ef u t u r e ! Y o u r g e n e r o s i t ym a k e s a d i f f e r e n c e .V i s i t : h t t p s : / / e d u c a r e w e s t d u pa g e . o r g / g e t - i n v o l v e d /S t a y I n v o l v e dF o l l o w u s o n s o c i a lm e d i a ! F a c e b o o k : / E d u c a r e W DI n s t a g r a m : @ E d u c a r e w e s t d u p a g eL i n k e d I n : E d u c a r e W e s t D u P a g eC o m e f o r a T o u r !I f y o u a r e i n t e r e s t e d i nt o u r i n g o u r s c h o o l , r e a c ho u t t om s w e e n e y @ e d u c a r e w d . o r g8 5 1 P e a r l R o a d , W e s t C h i c a g o , I L 6 0 1 8 5( 6 3 0 ) 9 5 7 - 5 5 0 0w w w . e d u c a r e w e s t d u p a g e . o r g( 6 3 0 ) 6 0 1 - 2 3 2 0E d u c a r e W e s t D u P a g e i s a 5 0 1 ( c ) ( 3 ) n o n - p r o f i t o r g a n i z a t i o n . A l l d o n a t i o n s a r e t a x - d e d u c t i b l e t o t h e f u l l e s t e x t e n t a l l o w e d b y l a w .T a x I D 2 6 - 2 2 5 9 3 0 7Keep an eye on oursocial mediaaccounts for someexciting thingscoming in 2025!

What do you want to be when you grow up?Our 2023-2024 Kindergarten Bound Future Leaders