2021-22 Community Report

We are the Learning Community

2021-2022 COMMUNITY REPORT

Approximately 11,000 children, parents and teachers participated in Learning Community services

programs during the 2021-2022 school year.* **

During a time when so many families in our community are facing challenges, the Learning Community is working to provide support through existing systems. We continue to collaborate with all 11 school districts in Douglas and Sarpy counties to ensure that families are supported through our collective Community Achievement Plan (CAP) which focuses on the following areas:

Increased access to early childhood programming

Increased parent engagement through programming at our North and South Omaha Learning Centers

Collaboration with partner organizations across the metro region

A plan that focuses on attendance in every school district

Our partnerships in the community ensure that we are all aligned and moving the needle on impacting early childhood education. This past school year, we provided classes that promote language proficiency skills, we helped parents and guardians learn to navigate the public school system so they can better support their students’ learning, and we continued connecting with school leaders and teachers from across Douglas and Sarpy counties to support families and children in all Learning Community school districts.

While I may be one of the first faces in this report, all of these accomplishments are owed to our partners, our staff, our parents and our children — together, we are the Learning Community. We invite you to learn more about our successes in the pages ahead.

Dr. Bradley Ekwerekwu

We are centering families

Families view the Learning Community Center of South Omaha as a necessary and valuable resource within the community. The center meets parents where they are and provides the supports, education and workforce opportunities needed to build positive outcomes for multiple generations.

Increased parent engagement and quality family interactions

In focus groups, parents reflected on their levels of comfort about engaging with the school prior to starting the program and after participating in the program. In alignment with our past six years of evaluation data, parents felt increasingly comfortable engaging in school efforts, including reading to their child in English, working on mathematics and communicating with teachers. Additionally, parents reported that their ability to build relationships with their children exceeded the identified goal.

Workforce training

Any combination of English, GED and workforce training gives parents skills to support their children in school while building a stronger future for the entire family. Essential skills and workforce certifications improve parent-school partnerships and lead to better jobs, and research tells us that the financial security from better earnings also improves student learning.

Improved student outcomes

Students with parents who participate in programming at the Learning Community Center of South Omaha saw improved executive functioning skills. Executive functioning is defined as a student’s ability to control impulses that enable them to plan, initiate and complete activities needed for learning. The Minnesota Executive Functioning Scale (MEFS) is a tool used to measure such outcomes. Students with parents enrolled in programming were assessed in both English and Spanish and saw positive outcomes.

282 WORKFORCE TRAINING CERTIFICATES AWARDED

43 GED PARTICIPANTS

285 ESL COURSE PARTICIPANTS

“At Prime Time, my child started gaining an interest in reading books,” one parent shared. “Now she likes getting new books and creates drawings connected to the books.”

program participant

We are strengthening skills

The Learning Community Center of North Omaha provides innovative and demonstrative programming to improve educational outcomes for young students. Leadership and program staff work together to provide a comprehensive mix of research-based programs to students and their caregivers in North Omaha.

Parent University

Two-generation learning in Parent University leads to better educational and economic opportunities for the whole family. The program’s approach focuses on the whole family while addressing needs of both children and the adults in their lives simultaneously.

Exceeding district attendance goals

Strong school attendance means higher scores in reading and math. Nearly half of children from Parent University families continued to surpass the district’s average attendance.

15 courses FOCUSED ON PARENTING, SCHOOL SUCCESS, LEADERSHIP AND LIFE SKILLS

46% OF K-5 STUDENTS MISSED FEWER THAN 10 DAY OF SCHOOL

Strengthened relationships

Protective factors are strengths that help buffer and support families who may face challenges. These attributes mitigate risk and promote healthy development and well-being. Over the course of six months, parents learned new ways to build even stronger relationships for the future.

Increased financial stability

In a 10-week course, parents learned financial skills to move past difficult experiences. A total of 43 parents participated in five cohorts. One year later, of the 49% of graduates who completed the follow-up survey, nearly half reported increased stability in areas of income, managing bills, employment, parenting, wages, lowered stress, transportation, health, social connections and housing.

35% AVERAGE DECREASE IN DEBT-TO-INCOME RATIO $1,404 AVERAGE INCREASE IN INCOME

$892 AVERAGE DECREASE IN MONTHLY BILLS $10,687 AVERAGE INCREASE IN ASSETS

— Parent University participant

“The variety of classes cover all facets of life and in turn help parents to grow, heal and develop skills that better the lives of our children at home and in school.”

Intensive Early Childhood Partnership with Omaha Public Schools

The Intensive Early Childhood Partnership (IECP) is a pre-K through grade 1 teaching team system for six OPS elementary schools. Enhanced professional development, family outreach and dedicated teacher-coaches lead to more effective teaching.

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High-quality classroom practices

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On average, classrooms met the threshold of quality across all three domains (instructional support, classroom organization and emotional support), positively impacting student achievement.

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We are forging connections

District initiatives

Instructional coaching

Research shows strong teacher-coaching programs positively impact student achievement. Instructional coaching allows teachers the opportunity to work with a district-level coach to reflect on teaching strategies and enhance instructional practices.

Approximately 461 teachers ACROSS

5 DISTRICTS WERE IMPACTED BY LEARNING COMMUNITY-FUNDED INSTRUCTIONAL COACHES

90% of teachers REPORTED THAT THEIR INSTRUCTION IMPROVED DUE TO COACHING

Extended learning classes

Extended Learning programs provide additional direct instruction for students with smaller teacher-to-student ratios and a focus on specific skills identified by spring assessments. Summer programming in particular is designed to prevent learning loss so that students are better prepared for academic success as they enter into the next school year. In a program satisfaction survey, communication was an area showing tremendous growth from 2021 to 2022, indicating school district responsiveness to parent feedback.

235 Students WERE SERVED THROUGH EXTENDED LEARNING PROGRAMMING

This program was supported in Bellevue, Millard, Omaha, Ralston and Westside school districts

Jumpstart to Kindergarten gives children with little classroom experience the opportunity to participate in a kindergarten setting and daily routines prior to the first day of school — a significant contributor to school readiness. Parents reported high levels of satisfaction with the program, including feeling comfortable approaching a teacher if their child is struggling, believing their child will be more successful in kindergarten, and being satisfied with excellent staff and teacher communication.

The majority of students who attended the program were rated as more proficient than their peers who did not attend in three out of four areas of measurement.

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Jumpstart to kindergarten program

The Superintendents’ Early Childhood Plan

The Superintendents’ Early Childhood Plan is a collaborative initiative of the 11 school districts of Douglas and Sarpy Counties to facilitate and sustain high-quality early childhood practices and programs for young children living in poverty. The focus of the plan is on closing opportunity gaps.

In partnership with the Learning Community of Douglas and Sarpy Counties, the Buffett Early Childhood Institute at the University of Nebraska provides leadership and support for the plan, which is seen as one of the nation’s most innovative and comprehensive approaches to ensure early learning opportunities for all children.

THE SUPERINTENDENTS’ PLAN IN ACTION

The plan presents three levels of support for school districts, elementary schools and community-based professionals to strengthen their birth through Grade 3 efforts.

School as Hub

School as Hub programming highlights the central role that schools can undertake as “hubs” that connect young children — and their families — with high-quality, comprehensive and continuous early childhood education and services. Programming includes home visiting and family facilitation from birth to entering school; high-quality preschool experiences for 3- and 4-year-olds; and aligned Kindergarten through Grade 3 curriculum, instruction and assessment.

Professional Development for All

Professional Development for All is a series of in-person and online opportunities open to school leaders, teachers, early childhood professionals, and caregivers who work with children from birth through Grade 3 in Douglas and Sarpy Counties.

Customized Assistance to School Districts

Customized Assistance provides tailored consultation to school districts, addressing leadership effectiveness, instructional excellence and family engagement.

SCHOOL AS HUB PROVIDES AN OPPORTUNITY FOR RALSTON’S YOUNGEST LEARNERS

With support from the Superintendents’ Early Childhood Plan, Mockingbird Elementary within Ralston Public Schools is now introducing the district’s youngest learners to classroom environments far ahead of the first day of school. Research shows that by engaging young children and their families early, student and school outcomes can improve.

Two-year-old Theodore Ruckman and his grandmother are an example of this plan in action. Theodore, an only child living with his grandparents, experienced the need for socialization time with a group of fellow toddlers and their families.

Led by home visitor Eunises Casillas, the monthly group emphasizes literacy, language and plenty of free play. Melissa Stolley, Ralston’s director of student services, praised

Casillas and said Ralston is looking to expand the socialization and drop-in groups to another elementary school.

“It’s really helped grow parent involvement at the building and get kids excited for school,” allowing Ralston to connect with families years before their children enter preschool or Kindergarten, Stolley said.

Families in the socialization groups swap stories, parenting tips, even clothes and toys.

“Research shows that the more engaged families are, the better the outcomes for students,” said Molly Colling, a Buffett Institute program specialist who works with home visitors. “The children have a network of peers, and families have a network, too. They feel comfortable and that they belong at this school.”

NEIGHBORHOOD

NEIGHBORHOOD

Impact map

Supporting school districts in the Learning Community of Douglas and Sarpy Counties

Learning Community Center of North Omaha Learning Community Center of South Omaha

Bellevue Public Schools

Community Schools

NEIGHBORHOOD

NEIGHBORHOOD SCHOOLS

Bennington Public Schools

DC West

Elkhorn Public Schools

Gretna Public Schools

Millard Public Schools

Omaha Public Schools

Papillion La Vista

Community Schools

Learning Community Achievement Subcouncil Maps

Ralston Public Schools

Springfield Platteview

Community Schools

Westside Community

Neighborhood

OMAHA (North)

SUPERINTENDENTS' PLAN SCHOOL SITES

Superintendents’ Plan school sites

OMAHA (South)

SUPERINTENDENTS' PLAN SCHOOL SITES

SUPERINTENDENTS' PLAN SCHOOL SITES

BELLEVUE

SUPERINTENDENTS' PLAN SCHOOL SITES

District initiatives

BELLEVUE

Hillrise

Manchester

Sagewood

Skyline

Spring Ridge

West Bay

West Dodge Station

Westridge

Woodbrook

MILLARD

OMAHA

Belle Ryan

Joslyn

Laura Dodge

Picotte

Sunny Slope

PAPILLION / LA VISTA

Carriage Hill

G. Stanley Hall

ELKHORN

Arbor View

Blue Sage

Fire Ridge

Holling Heights

Norris

Rockwell

Golden Hills

Parkview Heights

La Vista West

RALSTON

Blumfield

Karen Western

Mockingbird

Meadows

Seymour

Wildewood

SPRINGFIELD

PLATTEVIEW

Springfield

Westmont

WESTSIDE

Hillside

Paddock Road

Westbrook

Westgate

Learning Community partners

We are building partnerships

School districts

Bellevue Public

Bennington Public

DC West Community

Elkhorn Public

Gretna Public

Millard Public

Omaha Public

Papillion La Vista Community

Ralston Public

Springfield Platteview Community

Westside Community

Higher Education

Bellevue University

Buffett Early Childhood Institute

Creighton University

Metropolitan Community College

University of Nebraska Omaha Research

Aspen Institute Ascend Network

Munroe-Meyer Institute

at the University of Nebraska Medical Center

National Centers for Family Learning

OF DOUGLAS AND SARPY COUNTIES

Community Achievement Plan

Buffett Early Childhood Institute

Educational Service Units 3 and 19 GOALS Center

Metropolitan Omaha Educational Consortium

Nebraska Department of Education

The Learning Community Foundation is our support team, working continually with the Learning Community Coordinating Council and staff to identify where private funds can make the most difference. Together, we’re working to expand successful Learning Community programs where children and families need them the most. All donations made to the foundation directly support programs of the Learning Community of Douglas and Sarpy Counties. In December, the foundation also donated coats and other gear to both North and South Centers to keep families warm through the winter months.

To learn more about the important work of the Learning Community Foundation, click here.

2022 LEARNING COMMUNITY COORDINATING COUNCIL

Brian Thommes Vice Chair Achievement Subcouncil 1

Clarice Jackson Achievement Subcouncil 1

Nathan Zingg Achievement Subcouncil 2

Carol Hahn Achievement Subcouncil 2

Melinda Kozel Achievement Subcouncil 3

LEADERSHIP

Dr. Bradley Ekwerekwu Chief Executive Officer

Renee Franklin Former Executive Director of Elementary Learning Centers

Itzeni Nayeli Lopez Executive Director of Elementary Learning Centers

Mark Hoeger Treasurer Achievement Subcouncil 3

Lisa Schoenberger Achievement Subcouncil 4

Allan Hager Chair Achievement Subcouncil 4

Angie Miller Appointed in 2022 Achievement Subcouncil 4

Erik Servellon Achievement Subcouncil 5

Tonya Ward Achievement Subcouncil 5

Andrew Brock Achievement Subcouncil 6

Tim Hall Achievement Subcouncil 6

Anne O’Hara Family Learning Director

Tameshia Harris Former Parent University Director

Alice K. Lewis, MAM Finance Director

Sarah Videgla, MPA/MAHS Operations Manager

Community of Douglas and Sarpy Counties