Center for Excellence in Early Education
At United Way Miami, early childhood education is the foundation of everything we do. High-quality education in the earliest years of a child’s life plays a vital role in future success.
The Center for Excellence in Early Education (CFE) opened its doors in 2007, with the mission of elevating the quality of early education for all children in Miami-Dade and beyond. Our vision is that all children have access to the highest quality early care and education so they can have the best possible start in school and in life.
Curriculum key practices include:
- Meaningful Environments
- Continuity of Care
- Dual Language Learning
- Early Literacy
- Family Engagement
- Inquiry-Based Learning
- Scientific Mathematical Thinking
- Social Emotional Development
- Technology
- Wellness
- And more
Making the Case
We focus on the early years because we know that expanding and providing access to high-quality early care and education is among the smartest investments we can make. The first years in a child’s life – when most of their brain is forming – sets the foundation for success in school and in life. To thrive and become productive adults, all children need strong families, good health, quality learning opportunities and supportive communities.
Without a high-quality early childhood education, at-risk children are:
- 25% more likely to drop out of school
- 40% more likely to become a teen parent
- 50% more likely to be placed in special education
- 60% more likely to never attend college
- 70% more likely to be arrested for a violent crime
Our work is guided by the latest research showing that the earliest years of a child’s life set the foundation for a healthy and productive future.
With your support, we continue to make great strides in preparing young children for success in school and life.
Now Accepting Step-Up at Our Location
Demonstration School, Educare Miami
The United Way Center for Excellence in Early Education Demonstration School, Educare of Miami-Dade welcomes 116 children and their families. Children range in age from six weeks to five years old. Everything from curriculum to the 12,495-sq-ft high-tech facility is designed to stimulate young minds and deepen children’s investigation of the world around them, preparing them cognitively, physically and emotionally to enter school eager and ready to learn.
Essential Practices of Educare include:
Data Utilization
High Quality Teaching Practices
Job Embedded Professional Development
Intensive Family Engagement
School Tours
Our Demonstration School responds to children’s interests, nurtures concentration, creativity, and the motivation to independently learn and explore.
See the Center in action. The United Way Center for Excellence is located in downtown Miami. If you’re a prospective family, please contact us to schedule your tour.
To RSVP for this tour, please contact:
Iselda Rodriguez, center receptionist
305-631-7639 | [email protected]
Key Programs
Mixed Income Model
At the United Way Miami Center for Excellence demonstration school, a mixed-income model is implemented to create an inclusive and high-quality early childhood education environment. This model seamlessly integrates Head Start children and families, who receive subsidized enrollment based on eligibility criteria, with private-paying families who contribute to the center’s sustainability. All children, regardless of their payment status, benefit from a comprehensive curriculum, experienced teachers, nutritious meals, health screenings, and family support services. This approach fosters diversity, social-emotional development, and community engagement while ensuring equitable access to educational opportunities for every child.
Continuity of Care/ Primary Caregiver
Primary Caregiving is the practice where the care of each infant is assigned to one specific caregiver/teacher who is principally responsible for caring for that child in the Center as well as communicating with the child’s family. Through this practice the primary caregiver develops a strong relationship with the family and builds a child’s attachment to a familiar adult
The primary caregiver is responsible for observing, documenting, and planning for each child’s development process and learning, supporting transitions, and carrying out most of the child’s personal care routines.
With an emphasis on continuity of care, children enrolled in the Demonstration School are grouped utilizing the concept of “families”, where a child has the same group for his/her first three years of life, limiting the number of transitions a child goes through during this period. Each family moves together to the next classroom, from infants to a toddler 1 group (12 to 24 months old, then to a toddler 2 classroom (24 to 36 months old) and finally to a preschool classroom where they get a new group of teachers. This teaching practice serves to strengthen the relationship each child shares with staff members, families and other children in their own classroom. All of these relationships play a major role in children’s development in the early years as they interact with people in their life for a longer period of time.
Inquiry Based Learning
Visible Thinking is a broad and flexible framework for enriching classroom learning in the content areas and fostering children’s intellectual development at the same time. Here are some of its key goals:
Deeper understanding of content
- Greater motivation for learning
- Development of learners’ thinking and learning abilities.
- Development of learners’ attitudes toward thinking and learning and their alertness to opportunities for thinking and learning (the “dispositional” side of thinking).
- A shift in classroom culture toward a community of enthusiastically engaged thinkers and learners.
Toward achieving these goals, Visible Thinking involves several practices and resources. Teachers are invited to use with their children a number of “thinking routines” — simple protocols for exploring ideas — around whatever topics are important.
Early Literacy
Through a literary arts component, children learn how to communicate with the world around them. We know that early language and literacy development begins in the first three years and is closely linked to a child’s earliest experiences with books and stories. These experiences are the building blocks for language, reading and writing development. Research shows that children gain significant knowledge of language, reading and writing long before they enter school. An infant may regard a book through touch and, if he puts it in his mouth, through taste. A 2-year-old may handle a book differently, particularly those with flaps and moving parts. A 4-year-old might tell the story by looking at the pictures, and a 5-year-old is precise in her page-turning. At the Demonstration School, an emphasis is placed on exploring and playing with books, singing nursery rhymes, listening to stories, recognizing words, scribbling, and the art of storytelling, all of which are truly the building blocks for language and literacy development and communication.
Family Engagement
Family engagement is a key component of the Demonstration School’s work. The family engagement staff works with families to promote and enhance the family-child relationship. They also provide families with information about their child’s growth and development and provide them with the opportunity to gain strategies they can use to promote their child’s learning at home and in school.
All staff members are trained in Touchpoints, a framework developed by Dr. T. Berry Brazelton, which focuses on the family-child relationship and uses the knowledge families have on their child to best address his/her developmental needs.
- Families are an essential component of the school.
- Family engagement means that families take an active role in their child’s education, perspective and participation.
- Teachers work closely with Families, Family Engagement staff, Mentor teachers and Director.
- Invite families to be part of experiences occurring in the classroom.
- The teacher, parent and child as collaborators in the process of learning.
- The family works closely with the Family Engagement Staff.
Inclusion
At the demonstration school, inclusion is a core practice that embodies values, policies, and strategies ensuring the participation of every child and their family, irrespective of ability, in diverse activities and contexts as integral members of society.
The inclusive experiences sought for children, both with and without disabilities, prioritize a sense of belonging, positive social connections, and holistic development to realize their utmost potential. Key elements defining inclusion in this setting encompass accessibility, active participation, and tailored support systems.
Children eligible for services under IDEA have their IFSP or IEP reviewed by the Disabilities Coordinator, who collaborates with classroom teachers to adjust environments and teaching approaches accordingly. Ongoing monitoring and consultations by the Disabilities Specialist ensure individualized accommodations are effectively implemented, while fostering parental engagement and awareness through personalized consultations.
Health, Wellness & Nutrition
The Demonstration School menu meets dietary recommendations based on Dietary Reference Intake (DRI) by the Institute of Medicine and guidelines from the Child Care Food Program, USDA and Head Start. The menus take into consideration cultural preferences and special dietary requirements for each child with nutrition-related health problems. The quantities and types of foods served conform to recommend serving sizes by the USDA meal pattern.
Families have the opportunity to have their child screened for hearing and vision during the first 45 days of enrollment. The Demonstration School also provides various health and safety trainings throughout the year. A nutritionist consultant meets with families as needed and the family engagement team provides families information about resources in the community. United Way also promotes healthy eating by providing low-income families with access to a pantry that allows them to shop at no cost for food.
Meaningful Environments
Planning and arranging space is a key – but often overlooked – component of high-quality early education programs. The environment lets a child know they are safe, they belong, and they are valued. It drives their sense of self and development of identity. When setting up the classroom, teachers at the Demonstration School intentionally create environment that enables children to develop relationships with the world around them, themselves and each other. The Demonstration School program is based on the constructivism theory. This theory is based on the belief that children construct their knowledge by being exposed to experiences and provocations. A constructivist environment supports learning by allowing children to make choices and uses a wide variety of materials that provide an infinite number of possibilities.
Social Emotional Learning
We use different approaches and strategies to develop and promote social emotional skills. One being the Pyramid Model which is a tiered approach that allows us to adapt strategies for each child’s individual needs.
As children develop emotionally they become more aware of their feelings and needs as well as that of others. Children learn about self-awareness and how to self-regulate. Some strategies incorporated in the classroom to support social emotional development:
- Brain Games help children get better at: remembering directions, listening carefully, using self-control & thinking flexibly. These basic skills are foundational for: learning in school, getting along with others and coping with challenges.
- We chose to continue to enhance the concept of mindfulness in our school because we understand the benefits these will bring to our teachers, children and families. We hope that by following the mindful thinker’s strategies we can work on the concepts of mindfulness, executive function, attention, depression, stress and less negative behaviors. Teachers receive professional development on how they can develop mindful thinkers. The goal is for the teaching staff to receive resources around the area of mindfulness.
For young children, mindfulness begins as an embodied experience-an awareness of sensations in how their bodies, what their minds are doing, and what they are experiencing emotionally. We notice how our minds, hearts, and bodies feel when we stop, breathe, and just be in the moment.
Why is mindfulness Important?
When children are aware of what is happening inside of themselves, they are more able to focus and regulate their attention.
- Inner Explorer is a program made up of a series of daily 5-10-minute audio-guided mindfulness practices. The program focuses on key areas of development, bringing mindfulness to education and helping children prepare for learning. Daily practice teaches children the practical techniques to appropriately handle difficult emotions such as stress, anxiety, anger and more. The mindfulness practices focus on the following:
- Discovering Breathing and Relaxation Exercises
- Learning Awareness of Senses
- Using Thought and Emotional Regulation
- Developing Compassion and Connection
- Promoting Social Emotional Learning
STEAM
Science & Engineering:
Children develop their science knowledge through both formal and informal learning opportunities and those skills develop over time through sustained engagement with new ideas and concepts.
Science learning experiences based using the science framework that encourages children to think critically about a particular science concept for an extended period.
There are various science practices that children use repeatedly across content areas, such as observing, predicting, comparing, contrasting, and experimenting.
Providing opportunities to engage children in science exploration and discovery; that support children to practice inquiry skills through deep engagement with science concepts; by engaging children in life science, physical science, earth, space science, and engineering; and by incorporating mathematics and literacy as critical to the scientific work.
The garden in the Demonstration School’s backyard provides a living laboratory for children birth to 5 while serving as a demonstration model for early care and education professionals. It promotes nature as a context for learning and allows teachers to use the natural world as an educational tool by offering learning opportunities in science, math, ecology, biology, art and horticulture.
Technology:
At the Demonstration School technology is used as another medium to help children and teacher solve problem, communicate and research topics. Classrooms are equipped with technology that allows teaching staff to observe and document the learning process taking place. Teachers use cameras and iPads to photograph and record children learning experiences. Children use tools such as computer, touch screen devices, Mp3 players, digital camera, digital microscopes, and projectors to explore and gain deeper understanding of the world around them.
Families are encouraged to use the computers available in the family room to access emails sent to them by their child’s teachers or access other resources.
Mathematics:
Emphasizes the math concepts within and extended from children’s natural activity with engaging stories and activities.
Provide children experiences and interests with an emphasis on supporting mathematical thinking and reasoning. (Early Numeracy Skills). Thinking and Reasoning: Classification, Seriation Causality, Spatial relations, Representation, Number and quantity. Order (Sorting, sequencing, and patterns).
Dual Language
This vital aspect of the Demonstration School programming focuses on exposing children to a second language. Strategies are introduced to help families increase their understanding of the importance of communicating in the home language, while they support a child in the process of learning a second language. This practice focuses on the child’s capacity to learn multiple languages while providing training that is tailored to families and teachers on the language learning process.
Mentor Teachers (key roles)
Mentor teachers play a crucial role in the Demonstration School’s approach to ensuring instructional quality. They are former teachers who have deep expertise in early childhood instruction and who the Demonstration School has trained to work with teachers to improve their practice. Mentor teachers support teachers work with teachers in a continuous improvement cycle that includes four key components: They review child data, review and troubleshoot lesson plans, conduct observations, and provide individual coaching. First, the mentor teacher and teacher review child assessment data together to identify and categorize children’s needs. Then the teacher creates a set of weekly lesson plans, informed by those data and the curriculum rubrics. The mentor teacher reviews the lesson plans, provides feedback, and makes suggestions for improvement. At least once a week the Mentor teacher then observes the teacher implementing their lesson plans. And at the end of this cycle, mentor teachers conduct individualized coaching sessions with teachers. During these coaching sessions, Mentor teachers use curriculum rubrics to provide feedback on the teacher’s practice, and work with teachers to co-create individual development plans to support their instructional goals.
Data Utilization
We use data to make decisions. Data is any information collected in a relatively consistent manner. Data help us to think about program goals, create plans and thinking of continuous quality improvement.
Assessments: These are tools that give the teacher guidelines to show where the child stands in the process of their development. Assessment in an early childhood classroom is important because it drives the teacher’s lesson plans. A developmentally appropriate assessment includes observations of the child as he goes about his business.
Screenings Conducted: Early Childhood Screening involves testing children between the ages of infant and 5 in basic health and developmental areas including hearing, vision, coordination, speech, cognitive development, and social and emotional skills. The screening’s purpose is to identify health, developmental and/or other factors that may interfere with a child’s learning, growth and development.
Early Head Start-Child Care Partnership (EHS-CCP)
With a federal grant awarded in 2014, the CFE was able to expand its reach and provide additional resources to 504 low-income infants and toddlers with high-quality early care and education in 20 programs throughout our community. Three of these programs are operated by the CFE at Miami-Dade County Public Schools: Ethel Beckford/Richmond Elementary, Lillie C. Evans K-8, Carol City Elementary as well as the Lotus House.
EHS-CCP Centers
Full list of EHS-CCP centers
- A New World Academy I, 19800 North Miami Ave, Miami, FL, 33169
- Bethany Child Development Center, 4400 NW 183ST, Miami Gardens, FL, 33055
- Carol City Elementary School, 4375 NW 173rd Dr, Miami Gardens, FL, 33055
- Clements Family Day Care Home, 2173 NW 81 St, Miami, FL, 33147
- Easter Seals Ophelia Brown, 16425 NW 25 Ave, Opa-locka, FL, 33054
- Easter Seals South Florida (CIVIC), 1475 NW 14 Ave, Miami, FL, 33125
- Ethel F. Beckford/Richmond Elementary School, 16929 SW 104 Ave, Miami, FL, 33157
- Greater Love Primary, 18200 NW 22nd Ave, Miami Gardens, FL, 33056
- Kids Small World, 3360 West Flagler St, Miami, FL, 33135
- Lillie C. Evans Elementary School02/01/2024, 1895 NW 75th St, Miami, FL, 33147
- Lotus Village, 217 NW 15th St, Miami, FL, 33136
- Miami Gardens Learning Center, 16600 NW 25th ave, Miami Gardens, FL, 33054
- Mitchell Large Family Child Care Home, 1421 NW 5 Ave, Florida City, FL, 33034
- Osman Family Day Care Home, 15341 NW 30 Ave, Opa-locka, FL, 33054
- Our Lady Of Lourdes, 1164 West 71 Street, Hialeah, FL, 33014
- St Albans Day Nursery Inc (Coconut Grove), 3465 Brooker St, Miami, FL, 33133
- St Albans Day Nursery Inc (South Miami Location), 6060 SW 66th St, South Miami, FL, 33143
- Tiny Kingdom Learning Center, 700 NW 10th Ave, Homestead, FL, 33030
- Tiny Smile Learning Center II, 5605 NW 32nd Ave, Miami, FL, 33142
The EHS-CCP is currently accepting applications for the 2024-2025 school year!
Connecting Assessments with Intentional Teaching (CAIT)
In 2019, United Way Miami launched Connecting Assessment with Intentional Teaching, or CAIT, to provide free assessment training and implementation support to early childhood educators and administrators in low-income neighborhoods throughout Miami-Dade.
As part of a four year, $1 million grant from The Children’s Trust, the CFE manages, coordinates and provides Teaching Strategies GOLD® assessment training, which teaches educators how to use individual student assessment results to tailor their teaching to improve student outcomes and progress.
Pathways to Quality
Ensuring children have the physical, cognitive, language foundation and executive foundation to succeed in school and in life.
To elevate the quality of classroom instruction, United Way Pathways to Quality works with early care and education professionals across Miami-Dade. United Way provides professional learning opportunities and coaching that enhance the skills of early care teachers and program administrators. Pathways to Quality leverages United Way Miami funding and the expertise of the United Way Center for Excellence in Early Education to curate intentional professional development.
Invested $829,000 funding:
- 8 Community Agencies
- 21 Distinct Program Locations
CATHOLIC CHARITIES OF THE ARCH DIOCESE OF MIAMI, INC.
Centro Hispano Catolico
Good Shepherd
Notre Dame
Sagrada Familia
DAVE & MARY ALPER JCC
Glen Greenstein Early Childhood Development Center
MICHAEL- ANN RUSSELL JCC
Early Childhood Academy
THE ARC OF SOUTH FLORIDA
Project Thrive Florida City
Project Thrive Kendall
CENTRO MATER CHILDCARE SERVICES, INC.
Centro Mater East
Centro Mater West
Centro Mater West II
Centro Mater West Walker Park
EASTERSEALS SOUTH FLORIDA
Civic Child Development Center
Ophelia Brown Child Development Center
REDLANDS CHRISTIAN MIGRANT ASSOCIATION (RCMA)
Centro Villas Child Development Center
Everglades I Child Development Center
Fernando Pro Junior Child Development Center
Redlands Child Development Center
South Dade Development Center
YWCA OF SOUTH FLORIDA
Carol Glassman Center
Intergenerational Center
Our Impact
Since the CFE opened its doors
34,988
early care and education professionals have benefitted from professional learning opportunities.
$100+ million
in early childhood funding increases through our advocacy work.
34,988
early care and education professionals have benefitted from professional learning opportunities.
$100+ million
in early childhood funding increases through our advocacy work.
In 17 years, together with many early education partners, the CFE provided:
36,040
children with quality early interventions and experiences that increased their chances for success in school and in life.
45,673
total hours of professional learning to 34,789 early care and education professionals.
2,794
early care and education programs with quality enhancement services.
36,040
children with quality early interventions and experiences that increased their chances for success in school and in life.
45,673
total hours of professional learning to 34,789 early care and education professionals.
2,794
early care and education programs with quality enhancement services.
Our Partners
Program Partners
Barry University
Branches, Inc.
Children’s Forum
The Children’s Movement of Florida
The Children’s Trust
Citrus Health Network, Inc.
Colgate Bright Smiles
Community Action and Human Services Agency
Community Playthings
Early Learning Coalition of Miami-Dade/Monroe
Educare Learning Network
Fairchild Tropical Botanic Garden
Family Central, Inc.
Florida Department of Children and Families
Florida Department of Health in Miami-Dade
Florida Head Start Collaboration Office
Florida International University, College of Education
Florida State University
Free Injury Coalition for Kids – Miami
Fruity Veggie Nutrition
The Hawn Foundation
Head Start/Early Head Start Program
Healthy Start Coalition
Hearing and Speech Center of Florida, Inc.
Institute for Child & Family Health, Inc.
Miami Children’s Hospital
Miami Children’s Initiative
Miami Dade College
Miami-Dade County
Miami-Dade County Public Schools
My Therapy Center
Stop Parenting Alone
Nova Southeastern University
Ounce of Prevention Fund
Short Chef
Teaching Strategies
United Way Worldwide
University of Florida
University of Miami
University of Miami Frost School of Music
Visible Thinking, South Florida
Zero to Three
National Advisory Board
Gina Barclay-McLaughlin, Ph.D.
University of Tennessee
Carol Jenkins Barnett
Publix Super Markets, Inc.
Paula Jorde Bloom, Ph.D.
McCormick Center for Early Childhood Leadership
Roger H. Brown
Bright Horizons
Donna Bryant, Ph.D.
Frank Porter Graham Child Development Center
Monsignor Franklyn M. Casale, M. Div.
St. Thomas University
Richard Clifford
Frank Porter Graham Child Development Center
Josue Cruz Jr., Ph.D.
Bowling Green State University
Jerlean E. Daniel, Ph.D.
National Association for the Education of Young Children
Richard D. Fain
Royal Caribbean Cruises, Ltd.
Melvyn R. Fletcher M.D.
Florida Blue
Dana E. Friedman, Ed.D.
National Academy Foundation
Stewart D. Friedman, Ph.D.
University of Pennsylvania
Ellen Galinsky
Families and Work Institute
Howard Gardner, Ph.D.
Harvard Graduate School of Education
Janet Gonzalez-Mena
Dominic F. Gullo, Ph.D.
Drexel University
Sharon Lynn Kagan, Ed.D.
Columbia University
Candice P. Lange
Lange Advisors
David Lawrence Jr.
The Children’s Movement of Florida
James Levine
Joan Lombardi, Ph.D.
Bernard van Leer Foundation
Christina Lopez-Morgan
Tammy L. Mann, Ph.D.
The Campagna Center
Samuel J. Meisels, Ed.D.
Erickson Institute
Evelyn K. Moore
National Black Child Development Institute
Kristen Moore
Robin D. Morris
Roger Neugebauer
World Forum Foundation
Eduardo J. Padrón, Ph.D.
Miami Dade College
Pamela Paresky, Ph.D.
Aspen Center for Human Development
Christine Coyle Papera
Michelle Seligson
Donna E. Shalala, Ph.D.
University of Miami
Diane Trister-Dodge
Gerrit Westervelt
Marian Wright-Edelman
Children’s Defense Fund
Edward Zigler, Ph.D.
Yale University
Funding Partners
$5 MILLION +
The Batchelor Foundation
The Children’s Trust
The Early Learning Coalition of Miami-Dade/Monroe
Geraldine and Bennett LeBow
$1 MILLION -$ 4,999,999
Edmund N. Ansin
The Buffett Early Childhood Fund
Dolphin Digital Media
Florida Blue
Jane Hsiao
Miguel B. Fernández Family
Miami-Dade County
Royal Caribbean/Celebrity Cruises
Soffer Family
United States Department of Education
United States Department of Health and Human Services
$ 100,000 – $ 999,999
Applebaum Foundation
Arriola Family
AT&T
Auto Nation
Avanti Case-Hoyt
Carol Jenkins Barnett and Barney Barnett
Kerrin and Peter L. Bermont
Yolanda and Jeffrey Berkowitz
Carol Greenberg Brooks
Antonio Cabrera, Jr.
Carricarte Foundation
Comcast Foundation
Continental Real Estate Companies
Laura Coulter-Jones
The Children’s Movement of Florida
Educare Learning Network
Colleen and Richard D. Fain
FedEx Latin America and Caribbean Division
Fisher Island Philanthropic Fund
Fundación Cisneros
Gorson Family
Greenberg Traurig LLP
Holland & Knight LLP
Kay Hancock-Apfel
Irving Harris Foundation
John S. & James L. Knight Foundation
R. Kirk Landon / Kirk Foundation
Jan and Daniel Lewis
Ocean Bank
The Paresky Family Foundation
Potamkin Family
Ryder System, Inc.
Leslie Miller Saiontz
Steven J. Saiontz
United Way of Miami-Dade Women’s Leadership
Therese Uriarte in memory of R. Kevin Klotz
Warren Weiser
Wells Fargo Foundation on behalf of
Wells Fargo Home Mortgage
$ 10,000 – $ 99,999
Abess Family
Aetna Foundation
Sari and Arthur, MD Agatston
Argiz Family
Badia Spices, Inc.
Hilarie Bass
Ana and Manny Becerra
Linda and Mike Bittel
Elise and Russell Blackwell
Susan and Mark D. Bloom
Community Playthings
The Cruise Industry Charitable Foundation
Amy and Edward W. Easton
Lori S. Ferrell
Patty and Leonard Fluxman
Food Industry Crusade Against Hunger
Fredman Family Foundation, Inc.
Dalia and Saul Glottman
Emmanuelle Gattuso
Claudia Grillo
Frances and Irving Z. Mogul Memorial Fund
Harry Kramer Memorial Fund
Head Start Body Start
Helios Education Foundation
Hispanic Obesity Prevention Education
Iberia Tiles
IBEW Local 359, AFL-CIO
IBM
Irvin Stern Foundation
Yvonne R. and Fred Jackson, Jr
Julius & Eleanor Kass Family Foundation
KaBoom/Chobani
Kaplan Early Learning Company
King Ocean
Robert and Judith M. Kramer
Karen Liederman
Elizabeth B. and Nathan Leight
Steiner Leisure
Les B. Levi
Manuel Diaz Farms
Manuel Martinez
Lisa and Victor Mendelson
Miami-Dade State Attorney’s Office
Morgan, Lewis & Bockius LLP
The Peacock Foundation
Peter K. Moser
Darlene Boytell-Pérez and Jorge M. Pérez
PPI Group
Prada
The Procter & Gamble Distribution Company
Toni and Carl Randolph
Regions Bank
The Robbie Foundation for Children
Maria Sastre
Jo and John C. Sumberg
Betsy and George Sherman
Trigram GC
United Parcel Service
United Way of Miami-Dade Young Leaders
Wells Fargo
Women’s Leadership
Mary M. Young
$ 1,000 – $ 9,999
AFSCME Local 199, AFL-CIO
AFSCME Local 1363, AFL-CIO
AFSCME Local 3292, AFL-CIO
The A.D. Henderson Foundation, Inc.
Susan Atwater
AWAS Aviation Services
Suzanne Bailey
Barnes & Noble
Tracey P. Berkowitz
BJ Wholesale
Kathryn I. Bohlmann
Josie Romano Brown and Mark D. Brown, MD
The Hon. Sue M. and The Hon. Charles E. Cobb, Jr.
Cisneros Group
The Cowles Charitable Trust
Carla Crossno and Tom Gillette
Dale Carnegie Training Institute
Emily and Victor Damiano
The Daphne Seybolt Culpeper Memorial Foundation, Inc.
Amy and Jesus Diaz, Jr.
Discovery Networks Latin America
Dolphin Measurement Systems LLC
Tania Dominguez
ExxonMobil Inter-America Inc.
T. Willard Fair
Enrique C. Falla
Mariita and George Feldenkreis
Mikki and Morris Futernick
Sue Gallagher
Barbara F. and Richard G. Garrett
Robert A. Ginsburg
Goldman, Sachs & Co.
Sharon and Charles Griemsman III
Steven H. Hagen
Arthur W. Heggen
Jorge L. Hernandez-Toraño
Arthur H. Hertz
Rita Hess
Janice and Ron Hill
Gregory S. Hirsch
Rebekah and Desmond Howard
HSBC Bank USA
Suzzanne J. Hubbard
Investor Solutions, Inc.
Israel, Rose, Henry & Robert Wiener Charitable Foundation
Soledad Picon
David P. Kanios
Seth R. Kaplan
Ana R. and Neisen Kaselin
Kevin J. King
Tamara A. Klingler and Mayco Villafaña
Lurlene Kyles and Bill Gasner
Suzy and Joseph P. Lacher
Roberta and David Lawrence Jr.
Aida Levitan and Fausto Sanchez
Denise LeVin
Edward London
Natasha G. and Jack Lowell
Ann P. Machado
Magic City Casino
Amelia Rea Maguire
Yusneli and Guimel Martinez
Al R. Maulini
Judith and Robert Maynes
Jocelynne P. McAdory
Angel Medina, Jr.
Kimberly and Eric Mendelson
Stuart I. Meyers
Carlos A. Migoya
Harve A. Mogul
Mirjam and Rudolph G., DO Moise
Ximena and Carlos G. Molina
Isabel Montes
Jan and William L. Morrison
Mary Kay and Corliss J. Nelson
Nordstrom
Susan Potter Norton
Noven Pharmaceuticals, Inc.
Ramiro A. Ortiz
Livia and Aristides Pallin
Ivette and William R. Phelan
PNC Foundation
Publix Super Markets, Inc.
Claudia Puig
Gladys Reed
Gloria M. Rodriguez
Janice L. Russell
Connie Ryan and Thomas O. Bales
Noreen Gordon Sablotsky
Joan and J. David Scheiner
Frances A. Sevilla-Sacasa
Peter L. Sibley
Gordon H. Silver
Rodney Smith
Marty Steinberg
Judy Cannon and Merrett R. Stierheim
Tenet Healthcare Foundation
United Way of Bluegrass
United Way of Greenville County
Marielena A. Villamil
Victoria E. Villalba
Whole Kids Foundation
Cynthia E. and Lynn C. Washington
Marie-Ilene and Thomas Whitehurst
Yoss LLP
Zubi Advertising Services, Inc.
Center Committee
Wil Blechman, M.D.
Michael Burke
Buffet Early Childhood
Annelies Da Costa Gomez
Marisol Diaz
Miami-Dade County
Lilia DiBello, E.d.D.
Barry University
Donna Ginn
The Mass Companies
Graham F. Wilson, CFA
The Related Group of Florida
Anita Harvey-Dixon
Educare Learning Network, Ounce of Prevention Fund
Luis Hernandez
Western Kentucky University
Allison Hift
Pam Hollingsworth
Early Learning Coalition of Miami-Dade/Monroe
Christine Hughes Pontier, Ph.D.
The Developing Mother
Elizabeth Leight, Psy.D.
Teresa Lowe
Miami International Airport
Judith Maynes
Gina Miles
Miami-Dade County
Maite Riestra-Quintero, Ph.D.
Miami Dade County, Office of Head Start
Bevone Ritchie
The Children’s Trust
Wilma Robles de Melendez, Ph.D.
Nova Southeastern University, Inc.
Paola Roman
Carrfour Supportive Housing, Inc.
Dana Rosenberg
Jungle Island
Brent Saiontz
Siren MD
Rachel Spector
The Children’s Trust
Sondra Wallace
