CHILD DEVELOPMENT CENTERS, INC.

Educating Children To Succeed

Erie, PA   |  www.cdcenters.org

Mission

The mission of Child Development Centers, Inc. (CDC) is "Educating Children To Succeed." Our organization provides child care and early childhood education for nearly 2,000 infants, toddlers, preschoolers and elementary school-age children at 15 sites in Venango, Crawford and Erie counties in northwestern Pennsylvania. In keeping with our educational mission, CDC has a full spectrum of accreditations and other marks of excellence that distinguish its services. Many of our centers have Star 4 ratings from Pennsylvania's Keystone STARS educational quality improvement initiative -- the highest grade that Keystone STARS gives -- and several are accredited by the National Association for the Education of Young Children (NAEYC).

Ruling year info

1970

Chief Executive Officer

Rina M. Irwin

Main address

2335 West 38th Street

Erie, PA 16506 USA

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Formerly known as

Day Care Services, Inc.

EIN

25-1198158

NTEE code info

Kindergarten, Nursery Schools, Preschool, Early Admissions (B21)

Primary/Elementary Schools (B24)

Child Day Care (P33)

IRS filing requirement

This organization is required to file an IRS Form 990 or 990-EZ.

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Communication

Programs and results

What we aim to solve

SOURCE: Self-reported by organization

Child Development Centers, Inc. aims to provide child care and early childhood education to families in Venango, Crawford and Erie counties, especially those with low income that could otherwise not afford child care. CDC serves children from infancy through sixth grade and offers supplemental services to support children’s growth and development.

Our programs

SOURCE: Self-reported by organization

What are the organization's current programs, how do they measure success, and who do the programs serve?

Infants and Toddlers

Our infant-toddler classrooms provide individualized care and early childhood development for children beginning at six weeks of age. We recognize that social and emotional development of infants and toddlers lay the foundation that help guide a child into adulthood and that emotional competence establishes the foundation for success in all other areas of growth.

Children’s emotions in early childhood programs are related to their interactions with their primary caregivers. In our infant and toddler classrooms, a primary caregiver is assigned to each child which provides a responsive care that meets the individual needs of the children. The primary caregiver uses nurturing routines of the day (diaper changing, eating and mealtime, hellos and goodbyes, sleeping) to develop and maintain a trusting relationship with each child.

Our teachers use a formal, purchased curriculum called The Creative Curriculum to guide the children's daily learning experiences. The curriculum contains 21 early learning objectives that are subdivided into four content areas including learning about self and others, movement, the world and communicating.

It is primarily a relationship-based curriculum that contains components to promote the child's social, emotional, physical, cognitive and language development.

Population(s) Served
Infants and toddlers
Families

Early Head Start is a federally funded program that serves infants, toddlers and their families. CDC offers an array of services such as nutritional meals, diapers and supplies, home visits and access to health care services.

This program at CDC's Oil City, Franklin and Cranberry centers is for infants and toddlers up to their third birthday and for expectant mothers and their families. The weekday program provides full-day, year-round child care and early childhood education, a nutritious breakfast, lunch and snack for the children, periodic home visits and access to high-quality health care services, plus services for expectant moms before and after they give birth.

Early Head Start is intended to promote early childhood development, to engage parents in their roles as teachers as well as caregivers and to help families move toward self-sufficiency. Another purpose is to provide a strong foundation of early learning that allows children to make a successful transition to preschool and kindergarten.

Grant funding covers most costs of the Early Head Start program for working, income-eligible families. To qualify for Early Head Start, a family’s income must be at or below the federal poverty level, which currently is $26,200 for a family of four.

Population(s) Served
Infants and toddlers
Economically disadvantaged people

CDC now offers this federally funded program in 12 of its centers across Venango, Crawford and Erie counties. In addition to preparing children for kindergarten, CDC provides transportation to and from our centers.

Head Start is the federal government’s preschool program for 3-, 4- and 5-year-old children from low-income households. Head Start at CDC is a full-day, 9-month program that is intended to prepare children for a successful transition to kindergarten and elementary school.

All of the Head Start classes utilize Creative Curriculum that contains early learning objectives that are subdivided into 10 categories including sense of self, responsibility for self and others, pro-social behavior, large motor skills, small motor skills, learning and problem-solving, mathematics, representation and symbolic thinking, listening and speaking and reading and writing.

The curriculum balances student-led questions with teacher-led questions, investigations and explorations. During a Study, the classroom is transformed into a learning community which generates questions and helps children find way to explore those questions.

In addition to early childhood education, Head Start offers a number of other services that supports the children’s health, development and family well-being.

A family’s income must be at or below the federal poverty level – currently $26,200 for a family of four – for children to enroll in Head Start. The program is free to income-eligible households.

Population(s) Served
Infants and toddlers
Economically disadvantaged people

Pennsylvania Pre-K Counts is a state-funded pre-kindergarten learning program that we offer at our Cranberry, Franklin School-Age, Hasson Heights and Willow centers. This full-day, 9-month program for 3-, 4- and 5-year-old boys and girls is intended to give them an early educational boost that will help them to make a successful transition to kindergarten and beyond and to do better in school.

Each of the Pre-K Counts classes utilize Creative Curriculum that contains early learning objectives that are subdivided into 10 categories including sense of self, responsibility for self and others, pro-social behavior, large motor skills, small motor skills, learning and problem-solving, mathematics, representation and symbolic thinking, listening and speaking and reading and writing.

The curriculum balances student-led questions with teacher-led questions, investigations and explorations. During a Study, the classroom is transformed into a learning community which generates questions and helps children find way to explore those questions.


Grant funding covers all costs of Pre-K Counts and is primarily for low-income households.

Population(s) Served
Infants and toddlers
Families

CDC also offers a preschool program for 3-, 4- and 5-year-old boys and girls that is identical to Pre-K Counts but has no income eligibility guidelines.

This full-day, 9-month program for 3-, 4- and 5-year-old boys and girls is intended to give them an early educational boost that will help them to make a successful transition to kindergarten and beyond and to do better in school.

Like Pre-K Counts and Head Start, CDC's Preschool classes utilize Creative Curriculum that contains early learning objectives that are subdivided into 10 categories including sense of self, responsibility for self and others, pro-social behavior, large motor skills, small motor skills, learning and problem-solving, mathematics, representation and symbolic thinking, listening and speaking and reading and writing.

The curriculum balances student-led questions with teacher-led questions, investigations and explorations. During a Study, the classroom is transformed into a learning community which generates questions and helps children find way to explore those questions.

Population(s) Served
Infants and toddlers
Families

CDC provides before school care, after school care or both to children in kindergarten through sixth grade. The school-age program offers a safe, comfortable and educational environment that blends play and learning.

CDC balances education and fun with interesting science experiments, math challenges, art creations and other fun activities. From Lego STEM Robots to puzzles to dress-up to Magna Tiles, kids can choose from a wide variety of stimulating and engaging activities during free play time. We also offer homework help, a nutritious snack and physical activities.

Population(s) Served
Children and youth
Families

ELRC helps families who are income-eligible to find affordable child care services so they can attend work or school.

For more information about ELRC, please contact Pam Sampsell at (814) 518-5226 or [email protected]

Population(s) Served
Children and youth
Families

Camp Funshine is CDC's all day, 11-week summer program that is intended to provide a safe, fun and educational experience for elementary school-age children. CDC offers Camp Funshine at its Franklin School-Age, Hasson Heights and Cranberry centers.

At Camp Funshine, children engage in math, science and literacy games and activities, experience the arts, go swimming, compete in Camp Olympics, showcase their skills in a talent show and much more! We also go on numerous field trips to Two Mile Run Park, Morrison Park and other local destinations.

Enroll your child for Camp Funshine, find out about enrollment/field trip fees or learn more by calling CDC at (814) 670-0838. Financial assistance for income-eligible families may be available through the Early Learning Resource Center (ELRC) at (814) 518-5226.

Population(s) Served
Children and youth
Parents

Outer Limits is a free program for children ages 8-17 in Venango County that gives them the opportunity to participate in skill building activities.

Children may choose from a variety of extracurricular activities that community organizations or local school districts offer in Venango County. Over the past few years, Outer Limits has sponsored the following activities: piano, horseback riding, football, soccer, swimming, art, wrestling, basketball, baseball, cheerleading, and more.

Children who are eligible for Outer Limits include the following:

• Children who are being raised by a single parent, foster family or other relative
• Boys and girls whose families receive food stamps, cash assistance or SSI
• Students who are experiencing academic or social difficulties in school
• Children who have disabilities or who reside with a parent who is disabled
• Young persons who attend school at home
• Boys and girls whose families are experiencing a lack of employment
• Those whose families have exceptionally low income
• Children from families in which other disadvantages exist.

To learn more, please contact Tammy Snyder at (814) 670-0838 or email at [email protected]

Population(s) Served
Children and youth
Families

Where we work

Our Sustainable Development Goals

SOURCE: Self-reported by organization

Learn more about Sustainable Development Goals.

Goals & Strategy

SOURCE: Self-reported by organization

Learn about the organization's key goals, strategies, capabilities, and progress.

Charting impact

Four powerful questions that require reflection about what really matters - results.

Child Development Centers, Inc. aims works to promote student achievement and have every child enter kindergarten with the school district’s expectations for entry. Test scores will demonstrate that the children who attend CDC are above their peers in kindergarten in all areas of expectations. In addition, CDC looks to have all employees be engaged in the mission of “Educating Children To Succeed,” outperform the expectations of funders and customers, maintain a high quality of life within all centers and to operate profitably.

Child Development Centers, Inc. hires highly-qualified staff and continues to train staff at all levels of the organization to support their professional development. They are educated on CDC’s curriculum and best practices to execute their responsibilities accordingly.

Child Development Centers, Inc. has 400 qualified employees, 16 high-quality facilities and a strong organizational/financial structure.

Child Development Centers, Inc. has been working with families for more than 50 years in northwestern Pennsylvania and is currently serving nearly 2,000 children. CDC has also acquired several state and federal grants, including Early Head Start, Head Start and Pre-K Counts. Moving forward, CDC would like to continue serving children at a high level while being more intentional in data collection.

Financials

CHILD DEVELOPMENT CENTERS, INC.
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Operations

The people, governance practices, and partners that make the organization tick.

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  • Compare nonprofit financials to similar organizations

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CHILD DEVELOPMENT CENTERS, INC.

Board of directors
as of 2/25/2021
SOURCE: Self-reported by organization
Board chair

Janet Aaron

Retired

KC Miller

Franklin School District

Denise Jones

Michelle Morrison

Pennsylvania State Police

Lynda Weller

Oil City School District

Beth Dunkle

Mary Ann Graham

Rina Irwin

Child Development Centers, Inc.

Gary Collins

Elliot Ehrenreich

Greg Brown

Red Letter Hospitality

Board leadership practices

SOURCE: Self-reported by organization

GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section.

  • 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? No
  • CEO oversight
    Has the board conducted a formal, written assessment of the chief executive within the past year ? No
  • 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? No
  • Board composition
    Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership? No
  • Board performance
    Has the board conducted a formal, written self-assessment of its performance within the past three years? No

Organizational demographics

SOURCE: Self-reported; last updated 11/05/2019

Who works and leads organizations that serve our diverse communities? GuideStar partnered on this section with CHANGE Philanthropy and Equity in the Center.

Leadership

The organization's leader identifies as:

Race & ethnicity
White/Caucasian/European
Gender identity
Not transgender (cisgender)
Sexual orientation
Heterosexual or Straight
Disability status
Person without a disability

Race & ethnicity

Gender identity

 

Sexual orientation

No data

Disability

Equity strategies

Last updated: 11/05/2019

GuideStar 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

Data
  • We review compensation data across the organization (and by staff levels) to identify disparities by race.
  • 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.
Policies and processes
  • 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.