Programs and results
What we aim to solve
The odds of children living in poverty entering kindergarten ready to learn is 1 in 4 (Bridgespan Group), leaving too many children at risk of lacking the skills to meet critical benchmarks essential for their long-term academic and economic success. According to the U.S. Department of Education (2015), children born into poverty are at a much higher risk of disadvantaged health, behavior, and skills. In its report, “A Matter of Equity Preschool in America in 2015,” the Department of Education reports that 6 in 10 children start school a year or more behind. The Bridgespan Group’s report, “Achieving K‐Readiness for All Children,” also found that children in poverty make up the vast majority of students who are assessed as not ready for kindergarten. The research concludes that students who start school ready to learn are more successful in grade school and less likely to drop out in high school.
Our programs
What are the organization's current programs, how do they measure success, and who do the programs serve?
Early Childhood Education
Accredited by the National Association for the Education of Young Children, Operation Breakthrough’s Early Childhood Education program provides hands-on learning experiences, supportive teacher interactions and language-rich environments for more than 400 children from 6 weeks to 5 years old. Developmentally-appropriate programming is guided by Head Start and NAEYC with the goal of preparing children for success in school. The program operates weekdays from 7 a.m. to 5:30 p.m. to support parents who are working or going to school. Our interdisciplinary model – partnering education, clinical and social services to support the whole child/whole family – is designed to ensure children’s academic success and healthy social-emotional development in a nurturing home environment. Developmental assessments are conducted twice a year so that those experiencing delays can receive early interventions as needed and that education staff can tailor instructional plans to meet each child’s needs.
School-Age Village/MakerCity Program
The purpose of Operation Breakthrough’s School-Age Village/MakerCity program is to provide a safe environment and high-quality educational care in the out-of-school hours for 350 at-risk children from 5 to 14 years old. During the school year, the first 45 minutes after children arrive from school is devoted to homework help, reading, and math. During the summer, teachers facilitate an intensive reading program that runs from 8:30 – 11:30 every morning. In addition, our MakerCity program is designed to promote students’ interest in STEM (Science, Technology, Engineering, and Math) subjects. In addition to supporting children's academic success, Operation Breakthrough is committed to enriching the lives of our children through programs that teaches self-discipline, fosters trusting relationships with peers and adults, and promotes positive character development. Mental health and behavioral therapists work onsite with children who have persistent behavior/emotional problems.
Social Services
Our Social Services program helps families strengthen parenting skills, stabilize their home environment, and improve overall family functioning. Six MSW-level case managers, called Family Advocates, and two managers work with parents/caregivers to provide crisis counseling, housing and employment assistance, and intensive case management to help them regain economic stability. We also provide emergency assistance to those in need, including food, clothing, furniture and household supplies, and utility and rent assistance to families with children enrolled at the Center. Family Advocates encourage parents and families to participate in cooking classes, such as the Friday Lunch Bunch and during Operation Connect sessions on select Thursday evenings. They also assist parents to develop employment and personal finance skills.
Health Services
All children receive regular exams and treatment for illness or injury in our on-site Children's Mercy pediatric clinic, along with referrals to specialists as needed. Families also receive medical education to help them make appropriate health care decisions. In addition, all children ages 3 and older receive on-site dental screenings and follow-up treatment as needed. Children needing speech therapy or occupational therapy to overcome developmental delays receive weekly on-site services, with individual treatment plans and regular assessments. Children eligible for Individualized Education Plans (IEPs) through Missouri First Steps or the local school district receive individualized case management and family advocacy surrounding special education law and policies. Families are also connected to appropriate outside service providers as needed and given high quality follow-up for services received at the Center, at school, or at home.
Mental Health Services
Our Mental Health staff includes three full-time child/youth therapists, who work with children dealing with issues of family violence, abuse or other trauma in individual or group therapy sessions. A Music Therapist provides interventions in our infant-toddler classrooms to promote self-regulation and pre-literacy skill development. Children from 4-13 also receive Second Step bullying prevention sessions that focus on positive relationships and communications with peers. In addition to therapeutic services for children, two full-time licensed adult/family therapists work with parents/caregivers in individual or group therapy sessions to provide emotional support and help alleviate the effects of chronic stress and/or unresolved childhood traumas. Staff therapists are supported by a clinical director, assistant clinical director and data manager.
Ignition Lab
In September 2021, acquiring and renovating the muffler shop attached to one of our
buildings allowed us to expand our reach to high school students. The Ignition Lab focuses on workforce
development and entrepreneurship. Programming serves over 500 students who work across 10 labs
learning industry-recognized skills. This provides opportunities for them to enter higher paying jobs
after high school, access more advanced training, and/or have a clear pathway to college. The labs
include: Product Design, Computer Tech, Graphic Design, Green Tech, Fabrication, Mechatronics,
Automotive Engineering, Culinary Arts, and Digital Media Recording and Podcasting. Through our
Opportunity Internship program, 100 students ages 14-18 receive a stipend/wage mentoring our
younger students and working in the Ignition Lab zones.
Where we work
Accreditations
National Association for the Education of Young Children (NAEYC) - 5 Year Accreditation 2015
National Association for the Education of Young Children (NAEYC) -- 5-Year Accreditation 2020
Missouri Accreditation of Programs for Children and Youth 2020
Awards
Capstone Award 2019
Kansas City Business Journal
Cornerstone Award -- Finalist 2019
Economic Development Council of Kansas City, MO
Philly Gold Award--Video/Long 2017
Nonprofit Connect
External reviews
Photos
Videos
Our results
How does this organization measure their results? It's a hard question but an important one.
Number children performing average or above average academically
This metric is no longer tracked.Totals By Year
Population(s) Served
Ethnic and racial groups, At-risk youth
Related Program
Early Childhood Education
Type of Metric
Outcome - describing the effects on people or issues
Direction of Success
Increasing
Context Notes
In 2021-22, 89% of enrolled children entered kindergarten ready as measured by the Desired Results Developmental Profile (DRDP) and PKOF (Pre-School Observation Form).
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?
Despite the odds for children in poverty nationally to start kindergarten ready to learn, over 90% of Operation Breakthrough’s graduating preschool students have tested 'ready for kindergarten' four years in a row, nearly double the rate cited by the Department of Education in its 2015 report. Our primary goal at Operation Breakthrough is to make sure every child is ready to succeed in school, regardless of family social-economic status or other adversity. We work to address their myriad needs through innovative educational programming, early therapeutic intervention, and comprehensive services for the children’s families, including ongoing assistance with housing and employment, emergency needs, crisis management, adult mental health services and parenting education. Our overall goal is to move families forward on a path to greater stability so their children have a firm foundation for success in school and in life.
Another goal for Operation Breakthrough is to develop and nurture children’s interest in STEM fields and equip them with 21st Century skills at an early age. It is widely acknowledged that by the time students enter high school, most have self-identified as not interested in STEM subjects. To change this trajectory and empower the children enrolled in Operation Breakthrough’s School-Age Program to build 21st Century skills and prepare them to compete in a global economy, we have launched a Twilight STEM program. This program engages children in activities such as coding, programming and circuitry to develop and enhance 21st Century skills like problem-solving, communication, creativity, cooperation and digital literacy. The program builds on the curriculum and activities for school-age students during before- and after-school hours by offering them during “twilight” hours -- evenings, weekends, or school holidays. Activities include experiential field trips, participation in clubs, regional/national robotics competitions, and engagement with other youth-focused organizations.
The Twilight STEM program builds on the research of high-quality out-of-school programs in STEM and the work of the Real World Learning Task Force sponsored by the Kauffman Foundation to cultivate critical attributes children need be ready for the future. Students will:
• Serve as change agents in their own lives and communities.
• Develop the ability to learn, thrive, think, contribute, and relate.
• Earn critical market value credentials needed for success in the workforce.
What are the organization's key strategies for making this happen?
We offer a wide range of support services to children and families, including:
• USDA-approved food program, providing hot breakfasts, lunches and an afternoon snack 5 days a week;
• On-site pediatric medical care, including immunizations, health screenings, and treatment for illnesses and injuries in a clinic operated by Children's Mercy Hospital;
• On-site preventive and corrective dental care through a partnership with the UMKC School of Dentistry;
• Play therapy and other therapeutic interventions for children facing issues of family violence or abuse offered onsite by three staff therapists;
• Psychological consultations as needed through our partnership with Children’s Mercy’s Behavior Psychology Department;
• On-site occupational and speech therapy for kids with developmental delays, provided by staff occupational therapist and speech pathologist;
• Behavior Intervention services for children 3 – 5 to improve self-regulation skills so kids will be socially-emotionally ready for kindergarten.
• Emergency assistance, including access to food, hygiene items, clothing, diapers, furniture and other home goods;
• Crisis counseling, strengths-based case management, and individual or group therapy for parents in crisis, provided by six social workers and two Adult/Family Therapists;
• Supportive Housing through our partnership with Amethyst Place to help low-income families find and keep housing. Rent/utility assistance and intensive case management are also available to families facing eviction
• Parenting Education to help parents’ better understand their children’s social-emotional and developmental needs and Emotional Support groups to help each family build a network of support to help them through difficult times.
• Referral services for children with special needs and families who need additional services.
What are the organization's capabilities for doing this?
Operation Breakthrough has been providing culturally-relevant programs and services to at-risk children and families for nearly 50 years. The Center became a Head Start/Early Head Start site in 1998 and was accredited by the National Association for the Education of Young Children in 2005, with renewals every five years. In February 2020, we earned the Missouri Accreditation of Programs for Children and Youth. Our key leaders are CEO Mary Esselman, Education Director Mary Mulkey, and Debbie Starr, director of Clinical & Support Services.
A 25-year veteran of urban education with two doctorates in education, Mary Esselman has a wealth of experience that comes from innovating in schools. She spearheaded the implementation of a variety of student-centered systems where she and her team worked to transform traditional public schools into prototypes for personalized, blended, 21st Century teaching and learning. She has worked with students ranging from pre-K to age 20, as well as with educational organizations in Washington, DC, Chicago, Kansas City, and Detroit. Her work has been cited in several publications, and her work on blended professional development is featured in a Gates Foundation Caselet on Next Generation Learning. She has presented at numerous national and regional educational conferences.
Mary M is responsible for the overall administration and management of OB’s early learning and school-age programs, including day-to-day operations, achievement of educational goals, and compliance with regulating entities. She also works closely with Clinical & Support Services to ensure an interdisciplinary approach to supporting children and families. Mary M joined OB in 2013 as Education & Outreach Coordinator, responsible for the implementation of a collaboration with Emmanuel Family & Child Development Center. Before joining OB, she was a Program Director at Bright Horizons’ Citi Family Center, where she was responsible for NAEYC and state licensing requirements and supervised teaching staff. Previously, she was a parent educator and elementary teacher in the Kansas City area. Mary M earned a Master’s in Education Administration and BA in Elementary Education.
What have they accomplished so far and what's next?
Early Education:
• 89% of enrolled children entered kindergarten ready as measured by the Desired Results Developmental Profile (DRDP) and PKOF (Pre-School Observation Form).
• Fourteen of the sixteen pre-K classrooms met and/or exceeded the national average for quality interactions in emotional support, organizational support, and instructional support.
• A fifth pre-school partnership classroom was opened, increasing the number of preschool children served to 405.
School-Age:
• We showed significant gains during the summer with 61% of K-3 children at grade level in reading and 86% in math.
• A new Point Guard academy is combining athletics and leadership development for our children.
• We are continuing to invest back in the community as we open the MakerCity spaces three schools during the day serving an additional 450 children from 90 minutes to 120 minutes each week in hands-on project work link to the topics students are studying in math and science at school
The Ignition Lab:
• The Ignition Lab opened in September, 2021 to host 200 students. This fall it is serving over 300 students who work across 10 labs learning industry recognized skills.
• To date, 290 capstones have been completed which highlight market value assets attained by the students.
• Ignition Lab students are also serving as Opportunity Interns and earn a stipend. Twenty-five interns have opened savings accounts.
• Planning was put in place to launch five entrepreneurial tracks to allow students to learn and practice entrepreneurship and financial literacy as they take on the responsibility of running small businesses in computer repair, a food truck, product design store, next gen ag farm powered by hydroponics, and video production.
Talented Attuned Staff:
• Our Board voted to allow us to move to $15 as our base pay. We have been increasing a dollar a year for the past seven years.
• Finally, to help both staff and parents increase their financial literacy we have hired an Economic Empowerment Coach.
• We researched and added an employee assistance plan to our benefits.
Health and Social Services
• The clinical team lead over 900 therapy sessions with individual pre-school children this year. 151 children receive small group services. 20% of school-age children receiving services received them at their school by OB staff. Over 500 adult therapy sessions were provided this year
Data from Year End Family Needs Assessment Outcomes:
Improvement in Financial Stability including money management (48%) and Tax Prep Services (40%) utility assistance (143 families): 65%
Improvement in Housing Stability; rental assistance (55 families): 48%
Improvement in Medical Care/Medicaid: 20%
Improvement in Parent/Child Relationships: 68%
Improvement in Reliable Transportation: 56%
Improvement in increased Reliable Supports and Connections: 45%
Improvement in Food Stability (300 visits to pantry each week): 35%
Improvement in Advancing their Education: 47%
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, To understand people's needs and how we can help them achieve their goals
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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
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What challenges does the organization face when collecting feedback?
We don't have any major challenges to collecting feedback
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.
Operation Breakthrough, Inc.
Board of directorsas of 09/27/2023
Mrs. Beth Soukup
JE Dunn Construction
Term: 2024 - 2018
Mr. Jamey Bertram
Burns & McDonnell
Term: 2019 - 2025
Spencer Hardwick
Teach for America
Marsha Gershun
Retired, Jackson County CASA
Laura Fitzmaurice
Children's Mercy Hospital
Lannette Woodruff
Former Member, D.C. State Board of Education
Tray Vedock
Gravel Ventures
Chris Goode
Ruby jean's juicery
Kathryn Harvel
Community America Credit Union
Wendy Hill
Netsmart
Smith Holland
Hallmark Global
Jolie Justus
University Health
Richard Winston
Fike Corp.
David Ayres
Garmin International
Vic Dyson
Carter Broadcast Group, Inc.
Sherri Lathrop
Kansas City Chiefs
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 ? Yes -
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
Disability
Equity strategies
Last updated: 03/11/2022GuideStar 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 review compensation data across the organization (and by staff levels) to identify disparities by race.
- We disaggregate data to adjust programming goals to keep pace with changing needs of the communities we support.
- We disaggregate data by demographics, including race, in every policy and program measured.
- 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 have a promotion process that anticipates and mitigates implicit and explicit biases about people of color serving in leadership positions.
- 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 help senior leadership understand how to be inclusive leaders with learning approaches that emphasize reflection, iteration, and adaptability.
- We measure and then disaggregate job satisfaction and retention data by race, function, level, and/or team.
- 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.