Approved and adopted by the Board of Trustees on January 21, 2016

The Strategic Plan2015-2020

Child Educational CenterCaltech/JPL Community140 Foothill BoulevardLa Cañada, ca 91011

Mission

The Child Educational Center supports the development of happy, caring, and productive human beings, ensures high-quality programs, and contributes to a high quality of life for children beyond the cec.

Vision

A caring educational community where:• Children are valued, thrive, and reach their

full potential as individuals and contributing members of society.

• The community and its members are enriched by the participation of each individual.

• There is a commitment to the realization of similar ideals throughout the world through educational outreach.

Values

Integrity: Of the individual and the institutionInnovation: In our programs Diversity: Of people and ideas Excellence: Of our care and programsOpenness: Of our people and our processesNurturing: Of our children, families, and staffService: To the broader communityRespect: For all

Executive SummaryThe Child Educational Center is a provider of care and education for children ages 2 months to 12 years old, as well as related consulting and education services for adults in the early care and education field. After 36 years of continual success and growth, the cec now looks to ensure a vibrant and optimal future with a vision for its impact over the next 10 years, and objectives for the first five years of working toward that vision. These objectives support the goals of:• Enhancing communications• A facility and site that better fulfill the needs of the

organization• Strengthening and extending programs and services• Financial diversification and long-term sustainability• Building future organizational structure and leadership

OverviewThe Child Educational Center (cec) was established in 1979 at the request of the California Institute of Technology (Caltech) and its operating division, the Jet Propulsion Laboratory (jpl), as an employer-affiliated program of early care and education. Based on the desire to develop and provide an exemplary program of early care and education for young children and their families, the cec was founded as a visionary and innovative community that nurtures, teaches, and supports its children, families, and staff.

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Since its inception, the cec has been a leader in the field of early childhood education, serving families enrolled in its programs in the La Cañada/Pasadena area. Since 1994, the cec has also disseminated its early childhood approach through its Consulting & Educational Services (c&es), with the aim of improving the state of early care and education for children beyond the cec’s own community. This aim is a significant component of the cec’s vision and mission.

Children’s ProgramThe cec serves children ranging in age from 2 months to 12 years, through Infant-Toddler, Preschool and School-Age programs, including children with special needs. The cec launched its early childhood program in 1979 with 50 children, 8 teachers, and a budget of $250,000. With steady growth, the Children’s Programs, including Summer Exploration Camps, now serve approximately 700 children year-round at seven sites with 120 staff members. The Infant-Toddler and Preschool Programs are accredited by the National Association for the Education of Young Children (NAEYC) and the School-Age Programs are aligned with standards of the National AfterSchool Association.

A model feature of the cec’s Children’s Programs is the learning environments. The indoor and natural outdoor classrooms allow children to learn through play and be active and engaged in meaningful activities. These environments also encourage

and nurture the skills and confidence children need to succeed in life. In addition, the cec’s Children’s Programs serve as observation and training sites for local, state, and international students in early childhood education.

Consulting and Educational ServicesAs the cec model developed and received increasing recognition, a Consulting & Educational Services division was created in 1994 to share and disseminate the cec’s research-based, whole-child approach for the benefit of childcare centers, teachers, and children nationwide. Through c&es efforts, the cec’s long-standing natural outdoor classroom approach was articulated with the creation of the Outdoor Classroom Project.® The goal of the Outdoor Classroom Project is to increase the quality, quantity, and benefit of outdoor experiences for children, with an emphasis on natural environments.

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The c&es division has benefited from the investment of two major funders, First 5 LA (2003–2008) and the Orfalea Foundation (2009–2015). More than $3.5 million in grants have been received from these organizations, primarily funding on-site programming and playground design consultation for hundreds of childcare centers as well as professional training for thousands of early childhood education teachers throughout California. However, both foundations have changed their funding priorities in recent years and grants will no longer be available.

The c&es influence continues to grow, with an Outdoor Classroom Project Demonstration Site Network comprising 60 programs in seven counties throughout California. In addition, c&es contributes to the Children’s Programs through strengthening professional development, enhancing best practices, linking the Children’s Programs to broader research opportunities, and providing visibility for the cec as a model and leader in the field of early care and education.

This plan views the cec of the future as a sustainable, vibrant, and nationally-recognized organization of progressive early childhood care and education. Within a culture characterized by love and respect, the organization articulates and demonstrates the whole-child, natural outdoor classroom education model and leads its implementation worldwide in collaboration with others of like intention.

The organization will comprise five key, interdependent features/centers of activity:

1. Children’s Programs: An influential, sought-after, internationally-recognized, and heralded demonstration model program of authentic, whole-child education that is financially-sustainable, with full enrollment for children 2 months through 5 years, and school-age children in grades K–6. The model is the foundation of cec educational outreach and informs its content.

2. Professional Development: An internationally-acclaimed, systematic education program for teachers and administrators in the cec early childhood education model including:• The authentic whole-child approach• The outdoor classroom curricular approach• Fostering a nurturing environment of love and respect• Multiple delivery platforms for distributing rich

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3. Consulting and Design: A robust service delivering natural outdoor classroom program consultation and environmental design services around the world.

4. Research and Publication: Institutionalized research in the authentic whole-child approach. Routine publishing/production of research and curricular content and materials, independently and with select partners/collaborators.

5. Leadership Center: A resource center serving and connecting organizations pursuing the authentic whole-child approach and convener of large group gatherings of those organizations.

Current Challenges & Looking to the FutureIn the midst of its fourth decade, the cec is well established as a provider of high-quality programs: enrollment in the Children’s Programs is healthy, the cec’s finances are stable, and the outdoor classroom model is receiving increased recognition nationwide. However, the cec recognizes that it needs to strengthen its financial sources and resources in the short and longer term. Other priorities include site and facilities, internal systems and operational efficiencies, succession planning, and nurturing the cec’s most valuable asset—its staff.

Financial Model

While the cec’s primary source of revenue is currently tuition, both staff and the Board of Trustees have identified increased income from philanthropy and c&es as having significant potential to contribute to fulfilling the cec’s mission. They also have identified the need to analyze and evaluate the cec’s overall business model and to develop strategies for long-term sustainability.

Changing relationship to jpl and CaltechSince the cec’s inception, Caltech has provided financial support in the form of loans, insurance coverage, and other in-kind contributions. Over the past decade, both Caltech and jpl funding has decreased in real terms due to changing priorities within both organizations, and further decreases are planned. Though the cec serves families from the community outside Caltech and jpl, the organization is primarily identified with these two institutions and relies greatly on their families for enrollment in the Infant-Toddler and Preschool Programs.

Program and Services RevenueTo date, the cec’s primary source of revenue is tuition from its Children’s Programs, while the c&es division has been primarily supported by major grants from two sources: First 5 LA and the Orfalea Foundation. Both foundations have changed their priorities in recent years and funding for c&es is no longer available. The Board of Trustees believes that c&es has tremendous growth potential and the ability to overcome the loss of the historical major funding.

Replacing and generating revenue takes time. However, there is great interest within the cec community in further exploring increased outreach by c&es and developing a plan for long-term sustainability and impact.

PhilanthropyAs with most independent schools, the primary source of philanthropic (contributed) income for the cec is generated from current families, alumni, and grandparents. Contributed income at the cec has increased steadily over the years and currently

represents $200,000 of annual income in the current fiscal year.

Facilities, inFrastruscture, and technology

While the cec Oak Grove site has served the organization well for the past 36 years, the factors of an aging campus are beginning to wear on the organization and size limitations negatively impact administrative effectiveness. Additionally, even though the cec has been located at the same site since 1979, the lease is short term (10 years, with a 1-year notice clause), raising issues of long-term sustainability. The Board of Trustees has expressed a high level of interest in the future of the cec’s site and facilities, including understanding the key issues, developing strategies, and exploring possible alternatives.

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Leadership Succession and Transition PlanningFounding directors Elyssa and Eric Nelson have dedicated tremendous creativity, commitment, time, and talent to the cec’s evolution and success over the years. While both are still energetic, succession planning was raised as a priority in the previous strategic plan; a Board committee was established and began to work on a leadership transition plan. The founders and Board remain committed to succession planning and consider this one of the priority areas for the new strategic plan.

Leadership, Administrative, and Program StaffThe cec staff is committed to the organization, highly valuing the educational philosophy, methodology, and caring environment, as well as loving their work with the children and families. However, surveys and interviews with staff revealed a number of key issues

and challenges for employees that management is committed to addressing to ensure a low turnover rate, competitive wages, and a harmonious and vital professional environment for all.

After a review of internal and external stakeholder input, the Board and cec Management team developed 5-year goals and objectives to move toward the 2025 Vision which extends the cec’s current mission and vision, making the organization more influential and financially robust.

Goal I: Communication (Internal and External)Increase awareness and visibility of the cec’s services, improve understanding of the cec’s program distinctions and value, build stakeholder support, ensure full enrollment in services, and attract investment for the cec’s expanding national role in early childhood education.Objectives:• Understand our current brand image and the

communication needs and perceptions of internal and external audiences to ensure that the brand perception is in alignment with our mission and goals.

• Develop a branding and communications plan to close the gap between audience perception and intended outcomes.

• Build capacity to implement communications work and strategy.

• Implement, evaluate, and refine plan on a periodic basis.

GOAL II: Facility NeedsSecure a long-term, appropriately equipped, safe site for all programs and services. Improve control of costs as well as reduce risk/limitations of short-term lease. Ensure organizational sustainability and optimize our model program.Objectives:• Analyze the over-arching issue.• Perform current site and facilities needs assessment and

improvements.

• Current site—prepare to secure long-term (e.g. 25–50 years) residence at Oak Grove via extended lease or purchase of site.

• New site—identify all financial costs and pro/con elements of the new site option.

• Make decision and pursue next steps based on direction determined in completion of foregoing objectives.

GOAL III: Program Enhancement and ExtensionContinue to deliver and strengthen high-quality programs for children and extend our services as a national role model and resource.Objectives:• Continue to deliver services of exceptional quality.• Evaluate and evolve services.• Expand and extend reach and impact.• Attract, recruit, develop, and retain highly-qualified staff.

GOAL IV: Financial StabilityTo strengthen long-term financial stability and organizational sustainability while increasing our capacity for expansion of mission impact.Objectives:

• Understand how cec finances depend on internal and external factors.

• Maintain full enrollment. • Develop robust private sector fundraising strategies. • Ensure finances are not excessively sensitive to

enrollment levels.

GOAL V: Succession PlanningPrepare for and implement a successful transition of leadership for the founding directors. Objectives:• Define future organizational structure.• Plan for effective founder transition.• Invest in internal leadership development.

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Organizational Priorities:summary plan goalsof

2015–2016 Board of TrusteesMary Baerg, PresidentChristopher Pisano, Vice President, GovernanceKaren Wirick, Vice President, AdvancementRay Morris, SecretaryLaif Swanson, TreasurerBob BarryLisa Cain-ChangVandana Desai, ex officioElizabeth GerberDaisy HaKira JohnsonLauren KayeAna LeeElyssa NelsonEric NelsonMelanie SauerJanet SedhomAdam SteltznerAnnie Wang