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Learning Community of Douglas and Sarpy Counties
1612 N 24th Street, Omaha, NE 68110
https://learningcommunityds.org/
Twitter, Instagram, Facebook, LinkedIn
Dr. Bradley Ekwerekwu
Chief Executive Officer
bekwerekwu@learningcommunityds.org
+1 (402) 964-2405
Yes
Alice Lewis-Finance Director, Nayeli Lopez-Executive Director of Early Learning Centers, Anne O’Hara-Family Learning Director, Tameshia Harris-Parent University Director, Sarah Videgla-Operations Manager, Paula Erlewine-Executive Assistant The Learning Community Coordinating Council (12 publicly elected officials) provides oversight of the Learning Community of Douglas and Sarpy Counties staff. One World Community Health Centers is the facilitating partner for the Learning Community of South Omaha programming and currently partners to oversee operations of the facilities, as well. Omaha Public Schools, namely Superintendent Dr. Cheryl Logan, remains a consistent and premiere partner of the Learning Community, as well.
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The link to our latest Community Report is provided here. There are numerous projects/major accomplishments that relate to this proposal. Most notably, the Learning Community of South Omaha recently celebrated its 10 year anniversary. https://learningcommunityds.org/deeper-dive/community-report/
Learning Community Center of South Omaha Satellite Expansion
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Combination of capital project and service/program
The Learning Community of Douglas and Sarpy Counties (LC) is an educational subdivision focused on outcomes and opportunities for children and families. In 2020 the LC delivered quality early childhood education and family engagement programs to 11 school districts and more than 16,000 children and adults. Although programs and school districts responded to mitigate the pandemic crisis, significant negative impacts on families’ lives remain to be address. The LC thrives in two locations of North and South Omaha. In 2017, the Learning Community Center of South Omaha (LCCSO) program satellite pilot was embedded into Gateway Elementary school. The program allowed management to understand the nuances of an altered staffing model and successfully adapt. Shortly after the pilot, it was anticipated there would be an opportunity to partner with OPS to acquire space for a new satellite next to Gomez. Unfortunately, due to the need for OPS to use all of their space at Gateway and the high cost and property needs for Gomez, both of these satellite locations are no longer options. In response to results from community landscape assessments conducted , over the last two years, to field constituent desires to expand into more areas of the Douglas and Sarpy Counties region. The LCCSO, in partnership with One World Community Health Centers, seeks to expand into neighborhoods surrounding Castelar Elementary School. The new location will provide expanded programming to support early childhood development and executive functioning, parenting classes, GED and ESL courses, and workforce development initiatives. One World is in contract negotiations with the ownership group of a selected building. Architectural designs are in place for facility rehabilitation. The LC seeks additional resources to secure the physical facility and provide a full array of programmatic offerings for approximately 200 additional family units. Initial projections suggest that facility completion will take 8-10 months. To implement pilot programming in the expanded territory while planning to move into the new facility. The LC will require additional resources to staff a full roster of qualified professionals to administer theory-based, well researched programming and interact with families and partners on a consistent and effective basis.
Currently, the Learning community is in possession of preliminary architectural design renderings and estimates, as well as negotiations with building ownership entities. Once agreed upon and approved by the Learning Community Coordinating Council, architectural designs will go out for bid and construction phases will begin shortly thereafter. Once construction and rehabilitation are complete, on-site programming will begin with pilot offerings. Our intention is to scale program participant numbers in phases each year until we reach our proposed cap of 150-200 families.
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Fundamental Change (i.e., a proposal that will continue to elevate North or South Omaha's presence and perception within the region, significantly improving the lives of area residents through physical development) Long-Lasting Economic Growth (i.e., a proposal that will foster gainful employment opportunities and financial investment in the area, leading to the creation of generational wealth and widespread economic vitality in North and South Omaha) Transformational (i.e., a proposal that will help energize, recharge, or spur significant and favorable advancements in North or South Omaha's function or appearance)
Policy (i.e., develop or improve context-sensitive education, finance, health, training, zoning, etc.) Quality of Life (i.e., create or enhance natural spaces, mixed uses, parks, safety, etc.) Sustainable Community (i.e., create or enhance housing, services, education, civic uses, recreation, etc.)
The Learning Community serves as a community resource to engage families in academic support for early childhood students, language and education courses for caregivers, as well as workforce development trainings for caregivers. The specific impact on quality of life and sustainable communities is evident. Potential workers will be more skilled and apt to compete for and maintain livable wage careers, as well as invest in their neighborhood communities. In the Learning Community, closing the achievement gap means opening doors to opportunity for the whole family. Since 2000, the growth of poverty was three times greater for children and families in schools across the Learning Community than the total student population and significantly higher the rest of Nebraska. The proven education strategies and initiatives described in this proposal include opportunities for family learning: English for parents, educational navigators, parent workshops, parent-child activities, and adult education – all aligning with Sustainable Community education priorities. Sustainability is also delivered as families gain self-sufficiency and independence, teachers are connected with professional development training, Quality of Life will be improved in the neighborhoods the satellite(s) are located. The new facility will feature beautiful landscaping, community spaces, and resource access to not only LCCSO, but also our collaborators including nationally recognized partnerships with Buffet Early Childhood Institute and OneWorld Community Health Centers. As the center becomes connected and invested in its new neighborhood, quality of life will be further enhanced through development of neighborhood-specific offerings that may activate our partnerships established throughout North and South Omaha, including Project Harmony Child Advocacy Center, Omaha Public Library system, Women’s Center for Advancement, Lutheran Family Services, Foodbank of the Heartland, Douglas County Health Department, Boystown, and dozens of others. The Learning Community has established itself as a policy change-leader. The Learning Community and its partners work with the Omaha Chamber and business leaders to identify critical gaps in our local economy. Outcomes from these collaborations include internships, college prep sessions, apprenticeships, skills-based certifications and other innovations creating cradle to career pathways. In addition, this proposal aligns with policy to help create a more positive educational environment for students and families of color.
According to the visioning workshop summary, residents described a need for resources to support education, quality of life, youth and adult employment, and sustainable communities. This proposal allows for furthering educational efforts and providing much needed upskilling for those seeking meaningful employment. As more families are engaged and equipped, they will realize enhancements in personal, academic and workforce circumstances. The Learning Community will offer courses for children related to executive functioning, reading comprehension, emotional stability, as well as problem solving skills. Courses for caregivers/parents include, but are not limited to: Parenting, financial well-being, emotional maturation, GED, ESL, and workforce development. Courses are consistently assessed and improved with each cohort of participants. Our data evaluation (conducted by the University of Nebraska’s Munroe Meyer Institute) shows consistent, significant impact in learning and improved circumstances in the lives of children and adults. Additionally, community members put forth a desire to have culturally relevant information disseminated on a consistent basis. Our educational courses are built with multiple identities in mind, and specifically address culturally relevant information in order to promote comprehension and direct action. This is readily evident with our ESL and GED courses, as well as culturally specific programming. Residents also stated that resources are not readily available for various family supports and programs. Many nonprofit, community-based organizations are not able to meet the demand for programming for those residing in certain neighborhoods. Providing resources to support these community needs will allow for additional families to be engaged and encouraged to receive desired programming. Key take-aways specific to South Omaha identified that community resources are lacking. The satellite location would provide a new hub for partners (listed above in Needs Alignment) to meet, provide, and/or develop community resources appropriate to the neighborhood needs. Families can also rely on the Center to help them connect to partners providing quality food/produce, another weakness identified in the visioning workshops.
The expansion described in this proposal aligns with eligible services for LB1024 dollars. LCCSO will use these funds to respond to the negative economic impacts of the pandemic, including support for early learning services and improvements/new construction for early learning facilities. With a service area of North and South Omaha, the proposal addresses the disparate impact of COVID-19 on the populations living in and/or adjacent to the disproportionately impacted communities in QCTs targeted by these funds. This proposal addresses educational disparities, as defined in the Final Rule (p. 8). COVID-19 limited in-person classes during a time that families needed more support than ever before. Staff were nimble and connected with parents and children together in virtual and outdoor classes until the gradual transition back to in-person learning. Teams in the Learning Community Centers worked with generous donors to equip families with technology and resolve internet access issues, but that wasn’t enough. Even with access to technology, the pandemic created an immediate need for digital literacy. Parents needed skills to not only to connect to fulfill basic needs, but also skills to act as tech support for their children’s digital activities. New parent classes were developed that cover everything from basic computer skills and keyboarding to email communications and zoom conferences with teachers. Demands of home-based virtual learning also drained family financial resources, as many wager earners left the workforce to be family caregivers.. Since the pandemic, the waiting list for our Family Learning program in South Omaha has not relented. Satellite expansion will re-energize the QCT neighborhoods were new center(s) locate, meeting LB1024’s strategic priority of transformational. The 2-Gen programming promotes the success of families and children living in the neighborhoods of eleven OPS school communities. In 2020, the Learning Community’s programming impacted more than 16,000 children and adults, delivering transformational benefits like children being more likely to succeed in school, stronger and more independent families, and more schools embracing early childhood education. Fundamental Change may be accurately summarized from a parent that participated in the LCCSO programming: “I don’t need a translator anymore. I feel excited that I’m able to talk with the teachers.” By embedding new Learning Center Satellite(s) within the QCTs, the Learning Community can create, nurture and maintain positive and constructive working relationships with families, partners, and other external constituents. Community extension will facilitate more customized and equitable programming for Learning Community Center families. Fundamental change will be measurable through outcomes that reflect academic, social, emotional, and community success. An important part of the Learning Community mission is to help our community understand how a family’s financial security can connect to student proficiency. Nearly half the families in the metro area with school-age children experience challenges related to income and economic opportunity. Over 74% of adults in community center neighborhoods work and take classes. Families continue to face tremendous financial strain, with many continuing to work in places that don’t have the benefits that offer them protection from COVID-19. This proposal offers Long-lasting Economic Growth through the combined offerings of English, GED and Workforce training that give parents skills to support their children in school while building a stronger future for the entire family. In 2020, LCCSO served thirty workforce training participants, 27 GED participants, and 251 parents in ESL.
This proposal will engage many qualified professionals at livable wages.
12.75 FTE (2.0 ESL instructor, 3.0 Educational Navigator, 5.0 Child Learning Providers, 1.75 Program Assistants, 1.0 Site Manager)
Construction jobs will be related to the contractors and design teams that work to rehabilitate the building site.
ESL Instructor-$47,840, Educational Navigator-$40,352, Child Learning Provider-$31,200, Program Assistant-$31,200, Site Manager-$58,136.
Learning Community Centers often engage businesses and providers for services to support 2-generation programming and family engagement. We pride ourselves on securing resources from within our neighborhood communities. Adding more workforce in the area will likely increase local commerce, as well.
The vision of the Learning Community of Douglas and Sarpy Counties is that all children within the Learning Community will achieve academic success without regard to social or economic circumstances. Together with school districts and community organizations as partners, the Learning Community demonstrates, implements, and shares more effective practices to measurably improve educational outcomes for children and families in poverty. To achieve lasting impact, the existing Learning Community Centers provide family-focused, two generation programs intended to support families, parents, and guardians to ensure greater student success in school and beyond. These efforts significantly improve the local schools, neighborhoods, and community environments. The Learning Community’s research-based strategies deliver long-term economic gain by serving two generations: -- parent and child -- with programming based on the principles that: 1) students benefit from high-quality classrooms, 2) reflective coaching adds value to the classroom, 3) family engagement is critical for a child’s success in school, and 4) students’ early childhood outcomes predict later school success. Quality early childhood programs have been linked to immediate, positive developmental outcomes, as well as long-term, positive academic performance (Burchinal, et al., 2010; Barnett, 2008). Research shows that all children benefit from high-quality preschool, with low-income children and English learners benefiting the most Yoshiwaka, et al. (2013). High-quality classroom organization is related to fewer student behavior problems and increased social competence (Rimm-Karufman, 2009). This is especially important following post-COVID circumstances. Communities benefit from school readiness. Preparation to perform in an educational setting is a significant benefit for students, especially those who are from diverse backgrounds, with a greater number of risk factors. These students typically have poorer school performance compared to their economically advantaged counterparts (Shonkoff & Phillips, 2000). Students enrolled earlier and for a longer duration demonstrate better short- and long-term results (Barnett, 2008). In studies of the longer-term effects of preschool programs, the importance of quality teaching in early elementary grades is also important. Research found that investments in elementary schools influence the strength of ongoing preschool effects, researchers have found that the level of challenge provided by kindergarten teachers matters for later outcomes (Johnson & Jackson, 2017). The Learning Community uses a two-generation approach in designing early childhood and family engagement programs at each of the centers, Learning Community Center of South Omaha and Parent University at Learning Community Center of North Omaha. This creates opportunities for and addresses the needs of both children and adults. Using the whole-family approach, programs focus equally and intentionally on children and parents.
This proposal will provide a consistent and safe facility for multiple family units to participate in ongoing programming that improves school outcomes, childhood learning outcomes, as well as workforce development opportunities. Improvements in the quality of life in the school, at home, and in our everyday environments will improve as families participate in two generation learning and development. The satellite location proposed will, like the Learning Community Center of South Omaha (LCCSO), become a vital resource for community sustainability. Anecdotal evidence of how Learning Community staff have helped community members during the pandemic crisis helps describe how resources improve quality of life. THE IMPACT OF COVID-19 HAS BEEN WIDESPREAD. Families were impacted financially, socially, mentally, and health-wise. Preventative work was provided at the beginning of the pandemic (i.e., connecting families to food pantries or jobs). One participant noted, as some participants tested positive for COVID-19, staff connected families to testing locations and financial supports (i.e., Together Inc., public schools, Project Harmony, and Heartland Family Service). Families experienced significant emotional stress. During the early months and summer of 2020, families were expressing worry and fears. The staff assisted families with coping strategies to navigate through those emotions. Growing Great Kids/Growing Great Families curriculum provided strategies to support children and families experiencing stress. The program transitioned from providing support with routines and nutrition to mental health services. A presentation on grieving during COVID-19 was provided for families. The presentation focused on behaviors associated during this period (i.e., side effects of not being at school and changes in their normal routines). The teaching team for LCCSO continued to engage with participants and families in a multitude of ways. They created a YouTube channel to keep families engaged, provided information on Facebook, assisted with educational supports and videos to assist with remote learning packets from OPS, provided ESL classes and home visits online, and delivered curriculum classes through Zoom. Teaching participants moved from classroom teaching expanding into virtual classes and tutoring. For many participants, the teaching team needed to provide training and teaching on the use of technology. Several families did not have their own tablet or computer at home and were unfamiliar with how to use basic functions including email, website navigation and connection with school resources. As a result, the team began providing classes on computer literacy. Similarly, the satellite location will be responsive resource centers to each neighborhood’s unique culture, community needs, and educational vitality. Community forums and client assessments will help identify potential customized and equitable programming for Learning Community families that reflect academic, social, emotional and community success.
LCCSO applies a two-generation partnership with parents and children. This model offers pathways for parents to develop skills that support relationships and student success, including protective factors that support health and well-being that are especially important when families are facing challenges. In addition to actively supporting their children in education, two-generation programs give parents an opportunity build workforce-ready skills. With support from educational navigators, parents make choices based on the needs of their families. Research shows workforce training improves family outcomes for two-generations. Typically, children do better in school when families build a more secure future. LCCSO is seeing outstanding results. More than 60% of the parents in ESL classes reached Level 4 of 6 skill levels in Reading and Listening, representing an ability to understand everyday conversation, participate in routine interactions, and recognize phrases to follow simple directions. More than 60% of LCCSO parents in GED classes increased their skills by 3-4 grade levels, putting them on a path to qualify for career training programs or pursue a college degree. Nearly 300 workforce certifications have been earned by LCCSO parents, giving them tangible proof of skills to enter the workforce or secure a higher-wage job. The theory of change behind the 2Gen approach suggests aligning services for parents and children yields stronger and lasting results (ASCEND, 2018). Based on community needs, each Learning Community Center developed a comprehensive program to address the opportunity gap for children and families based on the unique characteristics of each community and their needs. Key elements of the 2Gen approach include: *Early Childhood Development *Health & Well-being *Post-secondary & Employment Pathways *Economic Assets *Social Capital
Nine consecutive years of rigorous independent evaluations have shown positive program impact and results. Parents have been highly satisfied with all components of the program and have shown increases in their levels of comfort in engaging their children with reading and math as well as communicating with their child's teacher and the school. Parents who spoke English as a Second Language improved in their ability and comfort level when talking to English speakers. Students of parents at LCCSO are entering school with skills and family support needed to succeed. Students whose parents were in programming attended school regularly, with 88% meeting the district's 95% attendance goal. While COVID-19 has interrupted state testing, in the past and for several years running, students of the parents who participated in programming at the Learning Community Center of South Omaha exceeded district average proficiency rates, approaching state average rates.
The University of Nebraska’s Munroe Meyer Institute conducts annual independent evaluations of the Learning Community Center of South Omaha programs, which is formative in nature to ensure continuous improvement. An extensive data evaluation report is presented to the Coordinating Council each year, as well as submitted to the Nebraska Department of Education and submitted to the Nebraska Legislature.
Yes, provision of consistent, tangible results showing that families are improving educational outcomes, improved school attendance, and family preparedness are key indicators of success that will drive further investment into Learning Community Centers.
Yes
UNO Special Education/Communication Disorders, UNO School of Music, Opera Omaha, PTI Nebraska, Joslyn Art Museum, Nonprofit Association of the Midlands, ASCEND Network at Aspen Institute, Lutheran Family Service, Omaha Public Schools, Nebraska Enterprise Fund, Project Harmony, Heartland Workforce Solutions, Smart GEN Society, SPARK Positivity, The Big Garden, Douglas County Health Department, Food Bank of the Heartland, Latino Center of the Midlands, Omaha Public Library, Omaha Conservatory of Music, Buffett Early Childhood Institute, City Sprouts, Creighton University, Child Saving Institute, Nebraska Extension Office, Omaha Fire Department, Women's Center for Advancement, UNMC Center for Reducing Health Disparities, UNO Service Learning Academy, Metropolitan Community College, Nebraska Early Childhood Collaborative, Bridge All of these partnerships are unique and serve the purpose of supporting programming and family engagement at our centers.
Omaha Public Schools, Project Harmony, The BIG Garden, Latino Center of the Midlands, Omaha Public Library, Buffet Early Childhood Institute, Creighton University, University of Nebraska-Omaha, Metropolitan Community College, Nebraska Early Childhood Collaborative
No
1474 S 16th Street Omaha, NE 68108. This building contains approximately 8000 ft.² of mixed-use area space. We intend to develop adult learning classrooms, child learning classrooms, conference and meeting spaces, as well as staff/team offices and restroom/feeding room facilities. Externally, we hope to refresh the parking area, as well as outdoor play space for children and families.
Within one or more QCTs
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Legislatively, the Elementary Learning Centers are funded by the property tax levy across two Nebraska counties - Douglas and Sarpy. To adequately cover the cost of staff and benefits, building materials, operations expenses, and other various items, the rationale for this total dollar amount is illustrated in the budget documentation. Additional grant awards and philanthropic support will be necessary to support operations moving forward. The attached budget reflects rental and rehabilitation numbers for a property rather than purchase. As a political subdivision, the Learning Community Center for Douglas and Sarpy Counties cannot own property. Please note that preliminary architecture/engineering estimates are based on preliminary figures from RDG, which serve as a cost example until formal bidding process opens.
This grant award will support the capital development and operations of the Learning Community Center of South Omaha satellite location. Necessary additions and rehabilitation of an existing building, as well as acquiring a qualified workforce will be vital to the Center’s success.
Yes
Yes, if awarded this funding, the satellite location will remain fiscally sustainable for years to come. The Learning Community remains very diligent about allotting taxpayer dollars toward community impact initiatives. The Learning Community Coordinating Council regularly discusses financial operations for the entire organization. A yearly budget is created and approved on an annual basis. A budget, finance and accounting subcommittee meets monthly to discuss financial operations with the Learning Community Finance Director and CEO. Lastly, an exhaustive audit process conducted by the state of Nebraska occurs each year.
The Learning Community receives funding from the State of Nebraska Governor's budget, as well as a levy connected to County property taxes. Additional funds could be raised by a newly formed foundation that specifically supports the Learning Community.
TBD
Yes, the State of Nebraska Governor's line-item allotment, as well as a levy amount connected to County property taxes.
No, this project at this location is not scalable. Each location may be broken down into specific components, which could be completed in separate phases.
The program is scalable to include Centers throughout the Subcouncils’ service areas. A separate proposal represents another level of scalability, by requesting funds for a satellite location, rather than a full Center, as this proposal represents. As seen in the overall budget, there will be consideration for interior, exterior, landscaping, and structural rehabilitation within this project.
The Learning Community remains consistently committed to utilizing its resources to positively impact families in the learning community. This was the original intent of the Learning Community and remains the same today. The Learning Community is fully committed to funding these facilities and programs as far as our local levy and state funding allow. This grant will free tax dollars to expand services to more children and families for a longer period. This grant award will also extend sustainability of programming and enable more Centers to be opened that will serve more families as poverty has extended further west in the greater Omaha community. We will also be seeking private funding to support these efforts at our Centers. The Learning Community has been diligently managing funds in the recent past to position ourselves to make an investment in a new Center. We are poised to remain financially vigilant with taxpayer funds.
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Additional Location Documents (see application for list) Data table of uses (breakdown of how the requested funds will be used for your proposal) Organizational Chart Plans and detailed descriptions, including pictures and a map of the site location/surrounding area Pro Forma Proposal Budget/Sources and Uses Request Rationale Documentation