Valley of the Sun Early Childhood Association
Building Leaders from the Start
Programs and results
What we aim to solve
To lift working families out of poverty, we must take deliberate action to dismantle systemic barriers to ensure that families have equitable access to opportunity. Providing quality early childhood learning environments is critical to this transformation. Yet, Title 1 school playgrounds are notoriously hardscape with no trees, no gardens, and limited access to the natural world. When we speak of equity, we must first look to our learning environments. FLIP THIS PLAYGROUND provides outdoor libraries, unique gardens, music centers, pathways and small centers which support foundational literacy and scientific inquiry. We are putting research into practice. We are acting upon our values. We are creating beautiful spaces for teachers and children to create learning together. In addition, we work with the teaching teams to utilize the playground as an outdoor classroom. By offering professional development in utilizing the outdoor classroom, we transform teacher's thinking.
Our programs
What are the organization's current programs, how do they measure success, and who do the programs serve?
FLIP THIS PLAYGROUND
FLIP THIS PLAYGROUND is a professional development initiative designed to connect teachers and classrooms to powerful learning environments. We know that all of us learn deeply when our senses are high, when we are enjoying ourselves in a socially charged learning environment. Find out more at VSECA.org.
In collaboration with local early childhood communities we transform hard-space playgrounds – often void of natural life – to engaging learning spaces. We partner with directors, principals and teachers to connect learning that is traditionally done indoors to the outdoors. In this, we flip the classroom by creating outdoor spaces that foster learning together.
Grants are available for Title 1 schools through application. If your PreK to Grade 3 community and teachers are interested in deeper professional development that connects all of the stakeholders, we would like hear from you. Together, we can do this!
Where we work
Affiliations & memberships
Arizona Association for the Education of Young Children 1974
Photos
Videos
Our results
How does this organization measure their results? It's a hard question but an important one.
Number of students demonstrating responsible behaviors and work habits
This metric is no longer tracked.Totals By Year
Population(s) Served
Ethnic and racial groups, At-risk youth, Economically disadvantaged people, Immigrants and migrants
Related Program
FLIP THIS PLAYGROUND
Type of Metric
Output - describing our activities and reach
Direction of Success
Increasing
Number of children who have the ability to use eye-hand coordination, strength, and motor control to use age-appropriate tools and utensils effectively
This metric is no longer tracked.Totals By Year
Related Program
FLIP THIS PLAYGROUND
Type of Metric
Output - describing our activities and reach
Direction of Success
Increasing
Our Sustainable Development Goals
Learn more about Sustainable Development Goals.
Goals & Strategy
Reports and documents
Download strategic planLearn about the organization's key goals, strategies, capabilities, and progress.
Charting impact
Four powerful questions that require reflection about what really matters - results.
What is the organization aiming to accomplish?
Objective 1: 100% Teacher Participation in Professional Development
Flip this Playground - Harmony Garden
Measured by: Attendance at music workshop and collaborative professional development meetings.
Outcome: Teachers are comfortable and familiar with use of instruments, songs and rhymes.
Objective 2: 100% Teacher Participation in Documenting Student Outcomes
Measured by: Use of diverse classroom assessment data, such as formative, summative, performance-based, portfolio, and student observations. Results are used in conjunction with district, state, and national assessment data to form a picture of student learning.
Outcome: Teachers integrate outdoor learning with assessments already utilized by the school district and Head Start. Teachers no longer view outdoor play as a break from learning.
Objective 3: Measured Rise in Student English Language Development (2020-2021 school year)
Measured by: Use of diverse classroom assessment data, such as formative, summative, performance-based, portfolio, and student observations. Results are used in conjunction with district, state, and national assessment data to form a picture of student learning.
Outcome: Students participate in Harmony Music Garden with small groups and on their own initiative, playing instruments and singing songs.
What are the organization's key strategies for making this happen?
Harmony Music Garden:
We are transforming dirt playground into a wheelchair accessible music garden. To accomplish this task, we will hire a landscaper to design and install walkways, planters, irrigation, and footings for the musical instruments (hardscape). Once the hardscape is installed, we will purchase plants and shrubs for the garden. Together with the parent committee and volunteers, we will create a beautiful space for children to learn. We will hire an acoustical musician from Harmony Freenotes to train the teaching staff on how to use these instruments. This professional development is critical to learning outcomes. We are mindful that teachers will not engage children in this space if they are not comfortable themselves with the instruments.
Freenotes Harmony is the industry leader in outdoor musical instruments. These innovatively designed instruments are durable, sustainable, and perfectly tuned sound sculptures that enhance any outdoor space. Installations can be found in all 50 states, including Alaska and Hawaii.
Workshops provided by Freenotes nurture each person’s innate and unique creative expression. Playing Freenotes provides immediate gratification and fosters confidence in the ability to play music. Creating repeated patterns of melody, harmony, and rhythm opens the door to exploring and interacting with music. Language and learning are melded together in this enjoyable experience.
Projects at Title 1 schools are difficult to fund as the families are not a source for fundraising. Families contribute to the project through in-kind and volunteering their time. Valley of the Sun has received a portion of the funding for Harmony Music Garden at Sunrise Elementary through a grant from the Arizona Coyotes Foundation. We have also received small donations toward the purchase of plants and scrubs for the gardens.
What are the organization's capabilities for doing this?
We are 100% volunteer organization with no grant staff employed. We believe our work speaks volumes and that outcomes drive contributions.
What have they accomplished so far and what's next?
We successfully collaborated with Maricopa County Head Start and Deer Valley School District in transforming playgrounds for children. We have opened up a grant application, inviting other Title 1 schools to apply.
In 2021 and 2022 we explanded our reach to Avondale Elementary School District, Alhambra School District, and the City of Phoenix Head Start. Also, in the fall of 2022 we installed our Mariposa Library Garden at Ronald McDonald House Charities in Phoenix.
How we listen
Seeking feedback from people served makes programs more responsive and effective. Here’s how this organization is listening.
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How is your organization using feedback from the people you serve?
To identify and remedy poor client service experiences, To identify bright spots and enhance positive service experiences, To make fundamental changes to our programs and/or operations, To inform the development of new programs/projects, To identify where we are less inclusive or equitable across demographic groups, To strengthen relationships with the people we serve
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Which of the following feedback practices does your organization routinely carry out?
We collect feedback from the people we serve at least annually, We take steps to get feedback from marginalized or under-represented people, We aim to collect feedback from as many people we serve as possible, We take steps to ensure people feel comfortable being honest with us, We look for patterns in feedback based on demographics (e.g., race, age, gender, etc.), We look for patterns in feedback based on people’s interactions with us (e.g., site, frequency of service, etc.), We engage the people who provide feedback in looking for ways we can improve in response, We act on the feedback we receive, We tell the people who gave us feedback how we acted on their feedback, We ask the people who gave us feedback how well they think we responded
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What challenges does the organization face when collecting feedback?
It is difficult to find the ongoing funding to support feedback collection, It is difficult to get honest feedback from the people we serve
Financials
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Operations
The people, governance practices, and partners that make the organization tick.
Connect with nonprofit leaders
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- Analyze a variety of pre-calculated financial metrics
- Access beautifully interactive analysis and comparison tools
- Compare nonprofit financials to similar organizations
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Connect with nonprofit leaders
SubscribeBuild relationships with key people who manage and lead nonprofit organizations with GuideStar Pro. Try a low commitment monthly plan today.
- Analyze a variety of pre-calculated financial metrics
- Access beautifully interactive analysis and comparison tools
- Compare nonprofit financials to similar organizations
Want to see how you can enhance your nonprofit research and unlock more insights? Learn More about GuideStar Pro.
Valley of the Sun Early Childhood Association
Board of directorsas of 03/15/2023
Mrs. Lisa Cobb
Arizona PBS - Arizona Workforce Registry
Term: 2021 - 2023
Lisa Cobb
Arizona PBS-Arizona Workforce Registry
Claire Schonaerts
Northern Arizona Univeristy
Gloria McGinty
Maricopa Community Colleges
Judy Basham
Glendale Community College
Shauna Winburn
Westside Head Start
Marcia Johnson
Association for Supportive Child Care
Susan Cahalan
Classroom Teacher
Paula Corbin
CTE Instructor EVIT
Becky Johnson
First Things First Arizona
Catherine Kirk
Phoenix Head Start
Pilar Kelly
CEO Little Big Minds Preschool
Martha Mazor
CEO Whiz Kids Preschools
Rico Reagina
Title 9 Child Care Licensing
Harry Clapeck
Treasurer
Jenny Stahl
Family Educator
Board leadership practices
GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section.
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Board orientation and education
Does the board conduct a formal orientation for new board members and require all board members to sign a written agreement regarding their roles, responsibilities, and expectations? Yes -
CEO oversight
Has the board conducted a formal, written assessment of the chief executive within the past year ? Not applicable -
Ethics and transparency
Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements in the past year? Yes -
Board composition
Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership? Yes -
Board performance
Has the board conducted a formal, written self-assessment of its performance within the past three years? Yes
Organizational demographics
Who works and leads organizations that serve our diverse communities? Candid partnered with CHANGE Philanthropy on this demographic section.
Leadership
The organization's leader identifies as:
Race & ethnicity
Gender identity
Transgender Identity
Sexual orientation
No data
Disability
No data
Equity strategies
Last updated: 05/10/2022GuideStar partnered with Equity in the Center - an organization that works to shift mindsets, practices, and systems to increase racial equity - to create this section. Learn more
- We ask team members to identify racial disparities in their programs and / or portfolios.
- We disaggregate data to adjust programming goals to keep pace with changing needs of the communities we support.
- We employ non-traditional ways of gathering feedback on programs and trainings, which may include interviews, roundtables, and external reviews with/by community stakeholders.
- We have long-term strategic plans and measurable goals for creating a culture such that one’s race identity has no influence on how they fare within the organization.
- We seek individuals from various race backgrounds for board and executive director/CEO positions within our organization.
- We have community representation at the board level, either on the board itself or through a community advisory board.
- We engage everyone, from the board to staff levels of the organization, in race equity work and ensure that individuals understand their roles in creating culture such that one’s race identity has no influence on how they fare within the organization.