Early Childhood Education Resource Guide

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Finding space for our children: a guide for navigating the complex world of Early Childhood Education Prepared by


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TABLE OF CONTENTS


3 finding spac e fo r ec e

4 section i

state of ece in denver

12 section ii

how to develop ece centers

iii 22 section space design requirements section iv

36 next steps appendix 38 outreach process


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section I

state of ece in metro denver


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6 9 10 11

overview quality child care in denver kindergarten students not ready for reading ece map by shift


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section I

state of ece in metro denver - overview + Research shows that the most critical period in a child’s development occurs within the first five years of life. the quality of learning experiences during this period often has a life-long impact on later school success, behavior, and health.

Data show that children in high-quality early learning programs demonstrate higher cognitive outcomes, as well as non-cognitive skills that are critical for school success. The benefits of high-quality early learning programs are evident in children from all socio-economic backgrounds but are particularly strong for children in low-income families. The U.S. Census Bureau estimates 67 percent of Denver children age five and younger have all available parents in the labor force. This means that at least 34,500 young children need some kind of care during the day while their parents work. Ensuring that quality child care and preschool is affordable and accessible to all families and children who need

According to the Colorado State Office of Early Childhood licensed facilities list, there were 569 licensed

it is essential to preparing Denver children for kindergarten and future success. Children enrolled in quality preschool programs are less likely to repeat grades, need special education, or get in future trouble with the law, and are more likely to graduate from high school, earn more money, and own homes as adults. Quality in programs, however, is an essential factor necessary to achieve the desired outcomes that matter for lasting impacts. Likely contributed to the mil levy commitment in Denver to preschool funding, 65 percent of three- and four-year olds were enrolled in preschool in Denver in 2014. Of those enrolled in preschool, 65 percent are in publicly funded preschool programs and 35 percent are in privately funded (private-pay) programs.

child care facilities in the City and County of Denver as of January 30, 2017 (see above), licensed to serve 36,944 children. These facilities include day care centers, homes, preschools, neighborhood youth organizations, and school-aged child care. Despite a surplus of licensed spaces, these spaces are not often proximate to where families in need live, and licensing numbers to not account for quality considerations or affordability. Further, these licensed space numbers do not break down by age groups served. There is significant need for infant and toddler space.

SOURCE Denver Children’s Affairs, The Status Of Denver’s Children 2016/2017


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the problem there are not enough high-quality early childhood education (ece) centers in denver to meet growing demand. in particular, it is difficult to open ece centers that can accommodate low-income children due to complex funding structures associated with highquality care. the process to develop sites is very complex. providers and real estate developers operate in functional silos that prevent creation of viable partnerships early enough in the process for new spaces.

146,304 total births in metro Denver (2010-2014) 18% of which are vulnerable1

Total licensed early care and education capacity in Metro Denver is 79,390 slots

65% of 3-4 year-olds were enrolled in preschool in 2014 (which is up from 56% in 2013)

67% of denver children age 5 and younger have all AVAILABLE parents in the labor force

data SOURCE Shift


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According to an index created by Denver’s Office of Children’s Affairs in 2017, child well-being varies greatly throughout the City and County of Denver. The darkest colors in neighborhoods such as Sun Valley, Globeville, Elyria Swansea, Park Hill, and Montbello indicate limited opportunities for child achievement. It is these neighborhoods that should be most targeted for high-quality early childhood education programs.

2017 child well-being summary

SOURCE Denver Children’s Affairs, The Status Of Denver’s Children 2017


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licensed day care centers and preschools in denver Five levels of quality are determined by the Colorado Shines program, wherein level 1 indicates basic licensing criteria are met, and level 5 indicates highest quality programming. More information on the Colorado Shines program will be provided later in this Guide. While there is great need for high-quality early child education in areas deemed as limited opportunity on Denver’s Office of Children’s Affairs index, higher quality centers currently operating in these geographic areas generally enroll few children.

SOURCE Denver Children’s Affairs, The Status Of Denver’s Children 2016


ults

End of 10Kindergarten f in d in g space fo r ece

RA2 for English and EDL2 for Spanish students) is an assessment given in Denver c awareness, letter/word recognition, and phonics. All kindergarten students are ponent of the DRA2/EDL2 assessment in the fall of the school year and a complete he school year.

ers

Figure 101: Kindergarteners Not Ready for Reading at the End of Their Kindergarten Year

kindergarten students not ready for reading

The Developmental Reading Assessment (DRA2 for English and EDL2 for Spanish students) is an assessment given in Denver Public Schools (DPS) to measure phonemic awareness, letter/word recognition, and phonics. All kindergarten students are evaluated using the word analysis task component of the DRA2/EDL2 assessment, delivered in the fall of the school year, followed by a complete assessment of reading levels at the end of the school year.

he e

e

In this assessment for the 2014-2015 school year, seventy-one percent of all DPS kindergarteners tested were determined to be reading at or above grade level. This map illustrates the reading proficiency at the end of kindergarten based on the neighborhoods in which the student lives.

SOURCE Denver Children’s Affairs, The Status Of Denver’s Children 2016

eners who were reading at or above grade level by the end of kindergarten in 2015.

88 | P a g e


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ece map, provided by shift

To complement the static maps provided by Denver’s Office of Children’s Affairs, the ECE Map, developed by Shift is a dynamic online tool that leverages neighborhood data from Denver’s seven-county metro region to show where quality, licensed early care and education resources are located relative to where young children live. This tool can help real estate developers better understand the existing landscape of early care and education providers and where young children live, relative to affordable housing developments that could accommodate ECE facilities. Using this tool can inform decision-making related to public and private sector investment, provider expansion, identifying where additional subsidies are needed that would best serve families with young children. For more information visit: www.ecemap.org.


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section II

how to build ece centers


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creating partnerships public funding for ece development incentives process guide


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section Ii

creating partnerships successful development of ece centers requires creation of new partnerships between parties currently working in silos Crucial parties in the development of a new ECE center include the provider that will operate the center, the owner of the property where the center will operate (either landlord of existing building or developer of new building), and the experts responsible for providing licensing approvals, funding, and other support throughout the process. Because of the significant need for high-quality ECE among low-income families, and to maintain financial viability, all parties concur that it would be beneficial to make use of locate ECE centers in mixed-use developments near transit hubs, where there is housing for mixed-income families. Developers of mixed-income, housing in mixed-use buildings face a number of challenges, including dependence on low income housing tax credits for equity to fund the housing portion and the difficulty of underwriting commercial uses in the first floor space. Because rental rates for these first floor spaces often do not cover development costs even with a market-

rate tenant, it is difficult for developers to consider a below-market-rate tenant like an ECE provider focused on affordability. High quality ECE providers are heavily dependent on public subsidies to fund their operations. Given inadequacy and uncertainty of those funding sources, ECE centers are challenging tenants for developers to consider. Even though ECE would be a strong amenity in mixed-use developments, great need for affordable housing will result in low vacancy rates in affordable housing developments, regardless of the first floor tenant. Based on engagement through this project, there is commitment by all parties to overcome these barriers, which are not perceived as absolute roadblocks. What is a roadblock is the process of creating relationships between developers and providers early enough in the development process. Developers and ECE providers are functionally siloed and esoteric in their incentive structures and lexicons, both focusing their efforts respectively on completing

sustainable projects and keeping programs operational. Both parties have expressed a crucial need to fund a position for an expert to focus on overcoming this challenge, to facilitate relationships between developers and providers, serving as a translator, aware of the needs of both parties. The working group discovered that ECE technical experts were also very siloed in their respective disciplines. Current licensing approval processes and funding discussions occur too late in the process, often waiting to start until a space is already built out - after significant investments of time and money. Therefore, there is a need to lean and reconfigure the process to allow initial reviews and discussions about funding needs to occur earlier, with a broader base of experts, to increase visibility and decrease risk. The previously


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actions for proposed f.t.e. matchmaker/facilitator

1. Maintain database of ECE providers and real estate developers to strategically match parties, based on program focus and objectives 2. Determine high-priority neighborhoods and prioritize partnerships accordingly 3. Facilitate process completion by partner team 4. Coordinate with experts to formalize review milestones to occur earlier, better aligning with development milestones 5. Evaluate national best practices and associated policies, procedures, funding; advocate for best practices 6. Evaluate feasibility / extension of existing public funding sources 7. Explore potential for developer incentives at state and local levels, including financial, underwriting, and zoning 8. Explore opportunities for capital campaign sources for T.I. and FF&E 9. Host quarterly gatherings to explore lessons learned and resolve community issues

discussed facilitator was determined by all parties to be crucial in engaging experts to execute this needed process reconfiguration. Based on a series of engagements with providers, developers, and experts, above are the nine actions that would be completed by the requested full-time resource facilitator/ matchmaker. Following in this section are insights into the two areas that created confusion between participating parties, public funding sources for ECE and existing developer incentives, followed by our recommendation for the to-be development process. Section III of this book details design considerations to provide clarity to all future process participants.


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section Ii

public funding for ece promote better understanding of operational funding subsidies and minimize risk to leases Based on interviews with ECE providers which focus on providing services to low-income families, publicly supported operational subsidies provide more than 50 percent of overall operating income (based on limited sample - see Appendix) . These public subsidies are a mix of Federal, State, and Local funding resources, and each program has different requirements that affect provider space needs. The primary Federal programs are Head Start and Early Head Start. Early Head Start covers infants and toddlers younger than three years of age, and Head Start covers children aged four and five years old. To access slots funded by these programs, providers apply to a local entity designated by the Federal Government. Awards are given to high-quality programs, with a commitment to continue for three years. Under this program, programs are allowed to have only ten percent private payer, and awarded slots can be shared between different operating locations in Qualified Census Tracts (QCTs). The Colorado Child Care Assistance Program (CCCAP) is

a federally funded, State of Colorado - administered program in which slot funding is allocated by county, based on need. Number of allocated slots relies on income levels and seven factors that classify a student as “at risk”. In this program, providers are reimbursed for services provided (student attendance) at ascending levels based on Colorado Shines rating. Because these reimbursement levels are currently below market rate, it is recommended that programs have more than 30% of operational income from private payer families. At the local level, the Denver Preschool Program (DPP) derives funds based on local property tax levy. DPP allocates credits to families to spend on the ECE program of their choice. These credits are based on family income and commensurate with a three-part quality improvement process. DPP contracts with Qualistar, which bases its scoring on the Colorado Shines framework. This funding can only be used for preschool attendance. ECARES and the Colorado Preschool Program are State of Colorado - funded programs that allocate slot funding to the local school

district, which can thereafter allocate slots for infant, toddler or preschool care to either District locations or to private providers. The Denver Public School District also has a mil levy that allows them to allocate ECE slots in the same manner. Generally, as detailed in the following graphic, public subsidy rates are associated with family income levels. Evaluated income levels are based on the Federal Poverty Level (FPL). Real estate developers speak the language of Area Median Income (AMI), causing common confusion. The table to the right illustrates the comparison of FPL and AMI levels to facilitate communication. In the future, proposed facilitator should seek to better understand the sustainability of and potential for expanding these funding sources.


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section Ii

development incentives provide incentives to develop ECE in low-income housing tax credits and in zoning regulations Developers of affordable housing generally are heavily dependent on subsidies provided by low-income housing tax credits. All tax credit programs are highly competitive, with developers achieving points beyond what is required for award. Therefore, adding any additional requirements for a tax credit application is a tough sell. Preparing tax credit applications requires significant up-front time and investment by the real estate developer, and all partnerships must be identified ahead of time, often several years before an ECE center would open. However, ECE centers are more likely to be built if incentives are built into the tax credit and underwriting processes. The Working Group initialized conversations with the Colorado Housing and Finance Authority (CHFA) and hopes that the proposed facilitator will be invited to a future CHFA Advisory Committee to discuss opportunities to facilitate these developments. Further, future discussions should occur with local housing authorities to explore possible incentives for development of ECE uses in developments focused on families, development in short supply in Denver today. Further, the City of Denver is using overlay districts, starting with a pilot at the 38th and Blake Light Rail Station Area, allowing additional building heights based on developer provision of “community benefits.” While the explicit stated “community benefit” was affordable housing, it is possible that the definition of “community benefit” could be expanded to include commercial uses on the ground floor, such as ECE. In the future, the proposed facilitator should explore expansion of the definition of community benefit in Denver zoning code and explore similar incentives in other municipalities in the Denver Metro Area.


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potential solution: increase and promote alignment of provide development incentives ENGAGE WITH CHFA AND MUNICIPAL HOUSING AUTHORITIES • Consider nexus between family housing and ECE services • Allow use of community space for ECE • Consider assistance in underwriting process EXPLORE USE OF LOCAL OVERLAY ZONING INCENTIVES • Such as the 38th & Blake Station Area height amendments • Add commercial uses to definition of “community benefit,” specifically ECE

38th & Blake Station Area Height Amendments ADOPTED BY DENVER CITY COUNCIL SEPTEMBER 19, 2016

Ensure that development that benefits from taller building heights than those recommended by previous plans provides community benefits, including integrated affordable housing within the station area. 38th & Blake Station Area Height Amendments


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section ii

development process guide Following is the recommended to-be process, to be led by the proposed facilitator. Much up-front work is necessary to build relationships, before a property is identified.


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primary process elements

1. role of facilitator/matchmaker crucial in bringing developers and providers together before option put on land and leading progress through the process, overcoming any discovered barriers 2. p artnership with licensing entities important - reviews need to occur earlier in t he process 3. h igh importance of capital campaigns and securing public subsidies early for successful underwriting ece in tax credit applications


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section Iii

ece design requirements


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licensing requirements vs. best practices center design requirements infant room requirements outdoor space requirements


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section Iii

Requirements for licensing vs. best practices indoor sqft outdoor sqft

INfants 0 - 18 months

50 sqft 75 sqft

toddler

12 - 36 months 45 sqft 75 sqft

preschool

24 months - 5 years 30 sqft 75 sqft

licensing requirement teacher : student ratio

head start requirement teacher : student ratio


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colorado shines quality rating system To determine the level of quality of Colorado’s early learning programs, the Colorado Shines system evaluates how each organization works to: support children’s health and safety ensure their early childhood professionals are well-trained and effective provide a supportive learning environment that teaches children new skills help parents become partners in their child’s learning demonstrate strong leadership and business practices

The Colorado Shines Program allocates 29 possible points across five categories, including curriculum, child-adult ratios, continuity of care, observational assessment and child assessment. Quality of the Learning Environment provided at the ECE center is associated with the greatest number of available points among the five categories.

Officials also offer trainings and other opportunities for professional development.

Once a rating is established, Colorado Shines gives participating early learning programs the tools and support needed to consistently improve their quality. These resources include helping programs to develop and implement a quality improvement plan.

Best practice diagrams on the following pages provide supporting basis to score high enough in this point stack illustrate the design considerations necessary to be eligible for high scores according to the Colorado Shines framework.


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section Iii

state of colorado licensing requirements The Colorado Department of Public Health and Environment, Division of Environmental Health and Sustainability sets licensing requirements for child care facilities. At the time this guide was created, the latest Rules and Regulations Governing the Health and Sanitation of Child Care Facilities in the State of Colorado, published and effective on January 14, 2016. Those regulations set minimum square footages per child, as well as maximum number of children per adult and maximum number of children per room, all based on age ranges. Those regulations also establish space design requirements, including administrative office space, kitchenette facilities, toilet/changing facilities and materials and shading requirements for outdoor space. The graphic on the following page illustrates spatial organization of these requirements. Based on best practices of providing stability for children and families from infant through preschool ages, the Working Group has provided details assuming an ECE center provides one room each for infants, toddlers

and preschool-aged children. Based on greater funding availability, most centers will provide a greater number of preschool rooms than infant and toddler rooms. Lacking facilities for infants and toddlers in Denver drive a major supply issue. Therefore, the graphic incorporates all age groups in one center. Without consideration of efficiencies and access, a center incorporating all three age groups could be developed using approximately 5,000 square feet, not including building access and efficiencies. Infants and toddlers may share an outdoor play area connected to the indoor space, but may not use the space at the same time. Solid lines in the opposing graphic note those facilities that require plumbing and noted required proximity of facilities with a connecting line. The toddler room must be adjoined to a bathroom with appropriately sized equipment, whereas the bathrooms for the preschool room must not be adjoined. However, children leaving the room to use facilities must be supervised, requiring additional staff. The nursery for infants requires a changing table space, as well as two sinks, one for cleaning after managing dirty diapers and another for general hand washing.


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section Iii

best practices spatial requirements ECE centers strive to achieve high quality ratings in order to secure competitive public funding for their operations. Additionally, they seek to provide staff amenities to attract staff members in a high demand local employment market. In accordance with these incentives, most centers opt to provide spaces that go beyond the basic requirements of Colorado State Licensing. The graphic on the following page details the more likely center design schematic. This design schematic would likely allow a facility to be eligible for Head Start funding, as well rate as a Colorado Shines Level 4 (assuming that programming is also in line with requirements, as space design is only one facet of the scoring). Again, the graphic represents a scenario of one classroom per age group, understanding that in reality incentives likely drive centers to provide more preschool rooms than

has their own outdoor play space to allow play equipment appropriate in scale and in development support for each age group. Also, access to each play area is adjacent to the indoor classroom for each age group. Head Start and Colorado Shines ratings require lower child-teacher ratios and lower maximum children per classroom, as well as more square feet per child. Net of these requirements, inside classroom sizes can be smaller than the basic licensing scenario. Square footages per child for outdoor space do not necessarily change based on providers interviewed. However, based on fewer number of children per classroom, outdoor play spaces can also be smaller. Generally, highquality programs seek to provide greater space per child. Head Start programs require additional professional offices, such as those for social workers and nurses. Additionally, bathrooms are adjacent to the preschool room to remove supervisory staff requirements to assist children to

spaces for other age groups. Using this scenario, a center can be developed in approximately 6,000 square feet, again not accounting for access and building efficiencies. There are some major differences from basic licensing. First, each age group

bathrooms outside the classroom. To facilitate better staff experiences, the kitchenette is directly accessible by toddler and preschool rooms, there is a teacher lounge, and there is a separate reception/security area. Again, noted with solid lines are those functions that require plumbing.


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comparison of center design requirements and best practices 30

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section Iii

infant room considerations Spaces for infants are in particularly low supply in Denver. While having the least public incentives, design requirements for these rooms are the most complex. of the ECE age groups. Specifically, cribs in sleeping areas must be provided and separated from the play area by a dividing wall or other boundary. Further, a changing station and two sinks must be provided. Following are diagrams illustrating two common options for achieving these space requirements.

sleeping area

food prep station // storage play area

Solid Wall partition

potential solution 1

washing station changing station


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potential solution 2

changing station

washing station food preparation station // storage

play area soft boundary to divide the room (storage) sleeping area


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section Iii

outdoor space considerations Providing required outdoor space is particularly challenging in areas of high density near transit. In areas where buildings must be built to, or close to, the property line, the outdoor space must be incorporated into the building footprint. The following graphics detail two options for designing required outdoor space. The first option provides the outdoor space on the first floor, and the second option provides outdoor space on the second floor. It would be ideal for both options to have walls open to the outdoors to provide access to fresh air.

potential solution 1: ECE on first floor

Outdoor ECE space at Emily Griffith Technical High School, downtown Denver


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potential solution 2: ECE on second floor

- u tilize area above parking podium on second floor to accommodate outdoor ece space requirements

Outdoor ECE space at in Urban Nest Concept, KTGY Architecture + Planning


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section iV

next steps


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actions for proposed f.t.e. matchmaker/facilitator 1. M aintain database of ECE providers and real estate developers to strategically match parties, based on program focus and objectives 2. D etermine high-priority neighborhoods and prioritize partnerships accordingly 3. F acilitate process completion by partner team 4. Coordinate with experts to formalize review milestones to occur earlier, better aligning with development milestones 5. Evaluate national best practices and associated policies, procedures, funding; advocate for best practices 6. E valuate feasibility / extension of existing public funding sources 7. Explore potential for developer incentives at state and local levels, including financial, underwriting, and zoning 8. E xplore opportunities for capital campaign sources for T.I. and FF&E 9. Host quarterly gatherings to explore lessons learned and resolve community issues


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appendix

outreach outreachprocess process


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about Radian ece provider outreach - february - march 2017 developer focus groups - April 18 & 20, 2017 engagement with experts - may 2017 ece summit - June 27, 2017


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ADvocate for thE

Community

Radian Inc. advocates for a city in which community engagement and empowerment is centered at the heart of the design and planning process. As a community design center, Radian Inc. provides guidance for individuals, organizations, and neighborhoods to actively participate in creating healthier, sustainable, and more equitable communities.

OUR PROJECTS ARE COMMUNITY DRIVEN AIMING TO STRATEGIZE AND SOLVE URBAN ISSUES


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A collaborative design group that focuses on creating healthy and sustainable communities Radian Inc. is a collaborative design group focused on creating healthy and sustainable communities in under-served areas. As a non-profit community design center, we provide urban design and architectural services to community-based initiatives. Radian Inc. bridges the gap between neighborhood-based projects and the design community by acting as a resource serving all sectors including private organizations, government/municipalities, community and non-profit groups. Our group focuses on inner-city development in transitoriented and surrounding urban corridors to enhance the health, sustainability, and the quality of our communities.

learn more: radianinc.org


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appendix

ece provider outreach - february- march 2017 + radian/denver shared spaces met with ece providers to better understand the intricacies and challenges of operating an ece center, as well as the design considerations to consider. in these conversations, radian/denver shared spaces developed cursory understanding of public funding mechanisms, licensing requirements in design, as well as design best practices necessary to meet quality requirements associated with common public funding sources. ECE providers are eager to serve low income populations, but in order to operate and provide these services, they are heavily dependent on public subsidies. In order to serve these populations, they must secure at least 50 percent of their operational funding on average from subsidies. However, in order to receive this funding they must comply with best practice standards for ECE centers. It is challenging to find or develop a space that meets all of these standards. They agree that it is beneficial to have centers near public transit and co-located with affordable housing to serve these populations. Aside from Volunteers of America, which has access to an internal real estate development office, all providers expressed challenges making critical relationships with real estate developers, in terms of the time that would be dedicated outside of operations as well as opportunities to interact and lack of common lexicon.

Who we met with ece providers • • • • • • • •

Charlotte Brantley Clayton Early Learning Claire Goebel Wildflower Schools Jennifer Luke EEP Denver Joan Holtz Mile High Early Learning Pamela Harris Mile High Early Learning Lindi Sinton Volunteers of America Monica Roers Family Star Bridgitt Mitchell Family Star

major tAKEAways 1. at least 50% of operational budget comes from public subsidies when serving low income populations 2. i n order to secure crucial funding, providers must meet best practice design standards for ece centers 3. i t is beneficial to families to have centers near transit and co-located with affordable housing 4. m ost providers expressed challenges making critical relationships with real estate developers, citing lack of time and common lexicon, as well as limited opportunities to interact


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Clayton Early Learning

Catholic Charities Mariposa


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appendix

developer focus groups april 18 & 20, 2017 + radian/denver shared spaces met with real estate developers to understand the major challenges to developing new Ece centers on properties near transit.

major takeaways Real estate developers consider ECE centers an excellent amenity when building rental housing units for families. However, real estate developers focused on building affordable housing are heavily reliant on development incentives, like low income housing tax credits, in order to build projects. They are concerned about the riskiness of operational funding for ECE and the ability to underwrite these activities as part of a tax credit-worthy project. Additionally, developers communicated that outdoor space can be hard to accommodate, especially in transit-oriented developments, where density is high. Developers are busy focusing on building the affordable housing component and are stressed about the idea of expending additional time and effort to secure an ECE provider partner. They also believe that there is a lacking common lexicon between ECE providers and real estate developer requirements and expressed needed a translator and facilitator of the process.

Who we met with real estate developers • • • •

Chris Spelke Denver Housing Authority George Thorn Mile High Development Josh Russel Medici communities Luke Cannon Koelbel

1. i t is infeasible to accommodate outdoor space needs in high density areas and expensive land values near transit 2. It is risky to rely on operational subsidies to make providers successful 3. developers rely heavily on public funding and development incentives, such as low income housing tax credits and overlay districts, to build affordable housing projects 4. building affordable housing is already challenging enough. there is not adequate time or energy to build relationships with ece providers. a facilitator would be crucialto build these relationships.


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Developer summit on April 18, 2017. After looking at the space requirements for best practice ECE centers, developers expressed concern with meeting space requirements, particularly in high-density areas.


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appendix

engagement with experts + Technical experts are generally siloed in their particular areas of expertise and welcomed the opportunity to gather and learn from other stakeholders in the ece development process.

major takeaways We engaged technical experts to address the top technical concerns we heard from providers and developers. These experts ranged from organizations advocating for ECE for children of all ages in Denver and organizations focused specifically on preschool in Denver to organizations focused on regional and state-wide access to ECE and housing. The ECE community is close-knit, and many connections overlapped. However, when extending beyond just ECE into all the overlapping considerations, many experts were exposed to new faces. All stakeholders and experts saw immense value of the upcoming ECE Summit and assisted with preparation of the materials. Engagement with these experts was necessary to develop a realistic end-to-end process that could be replicated in a majority of contexts.

Who we met with TECHnICAL experts • • • • • • • • • •

Ellen Baskerville Denver Preschool Program Chris Miller Denver Preschool Program tasha weaver CHFA Kathi Wagoner CDHS Lacey Puetz DEH Christine Lucero City of Denver emily bustos decc nicole riehl decc jennifer newcomer shift katie symons psh toolkit consultant

1. it is possible to accommodate alternative configurations of outdoor space in dense areas near transit 2. better understanding of available public subsidies and risks of each funding source 3. chfa lithc evaluation process is tough already. there will be a lot of challenges incorporating ece into preferred consideration. 4. experts, like providers and developers, are siloed. All parties would benefit from collaborative access to published resources


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Technical experts create several resources today that are underutilized by experts from other organizations, as well as providers and real estate developers. In addition to the Denver Office of Children’s Affairs annual report (which we highlighted earlier in this book), there are two particularly underutilized resources. First, the Early Learning Communities Building Blocks for Success Report (top left - from Early Childhood - LINC network) describes four key building blocks that make up an Early Learning Community. Also, the Colorado Department of Human Services, publishes a resource map that details child care deserts throughout the State of Colorado.


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appendix

Summit june 27, 2017 + Developers, ece providers and experts convened to discuss issues and solutions learned in the investigative process and to discuss a process for engagement going forward. based on this engagement, they identified five major actions necessary to create crucial partnerships between developers and providers After a welcome from Aaron Miripol from ULC and Tim Reinen from Radian, participants received a background on the permanent supportive housing toolkit process that inspired the ECE working group. Megan Yonke then presented on the investigative process and issues identified in that process preventing ECE centers from being built. In this section, both Megan and Jennifer Newcomer from Shift presented data on the need for ECE in Denver, and Jennifer provided an orientation to the ECE Map tool. The group then walked through detail and potential solutions for the top three issues identified in the investigative process: ECE licensing (addressed by Kathi Wagoner and Lacey Puetz from the State of Colorado and Denver licensing offices respectively), ECE funding (addressed by Emily Bustos from DECC), and a general discussion about the role of CHFA since we did not have a representative from CHFA

in attendance. After addressing the top issues, we broke out into groups to walk through a development timeline. Based on review of the development pipeline, participants identified five major actions that must occur before crucial relationships between real estate developers and providers will be created. The major action on which all others depend is the funding of a position of an ECE facilitator, whose focus is strategically partnering providers and developers and walking these parties through the process. This person would help parties navigate any issues in the development process, as well as coordinate with technical experts in subject municipalities to overcome any potential pitfalls.

major tAKEAways to move forward 1. F und position for facilitator focused on partnering providers and developers (maintaining database), adding accountability by walking parties through the process and helping address any challenges along the way; create compelling narrative on nexus of housing and services 2. i dentify areas of the city and denver metro region with most crucial need for ece 3. e ngage with chfa on requirements for underwriting ece 4. m ove licensing check-in steps to earlier in the process 5. c omplete survey of tenants on utilization of ece and barriers to accessing services


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Who attended stakeholders • • • • • • •

aaron miripol urban land conservancy tim reinen radian christi smith urban land conservancy mark marshall urban land conservancy lauren debell urban land conservancy megan yonke denver shared spaces sam scardefield radian

ece providers • • • •

Charlotte Brantley Clayton Early Learning Claire Goebel Wildflower Schools Joan Holtz Mile High Early Learning Lindi Sinton Volunteers of America

real estate developers • • • •

andrew chapin adams county housing authority Josh Russel Medici communities leeanne berry mcdermott properties craig fitchett del west

TECHICAL experts • • • • • • •

Ellen Baskerville Denver Preschool Program Chris Miller Denver Preschool Program Kathi Wagoner CDHS Lacey Puetz DEH emily bustos decc jennifer newcomer shift katie symons psh toolkit consultant


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