Our impact

Our first class of 18 children in Austin, one of the most underserved communities in Chicago, yielded exceptional results and provided a real-life incubator to test new concepts and hone our methodology.

Exceptional Results

To learn more about how VOCEL is changing lives, download our 2016 Annual Report.

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94%+ of VOCEL’s graduates leave ready for kindergarten

Vocabulary growth

Vocabularies grow 16 months’ worth in just 10 months’ time at VOCEL

Our Graduates

Graduates of VOCEL’s Early Learning Center leave with vocabularies equivalent to first graders

VOCEL parental satisfaction is a 4.7 on a 5.0 scale
After two years of significant improvement in his speech and language skills, Nehemiah now acts as a 'language builder' for others, constantly conversing with his peers.

Nehemiah: VOCEL

Nehemiah joined VOCEL’s inaugural class in September 2014. Though very active and eager to explore in the classroom, Nehemiah was quiet and struggled to clearly express himself. Teachers and other children had difficulty understanding Nehemiah, a frustrating situation for any young boy. Nehemiah would frequently throw tantrums and miss out on important parts of the school day.

As he became more comfortable in the classroom and the interventions took hold, Nehemiah blossomed. After two years of significant improvement in his speech and language skills, Nehemiah now eagerly engages in conversations with his peers and acts as a “language builder” for others.

Nehemiah's Support Plan

VOCEL’s teaching team devised a plan to support Nehemiah’s communication abilities. The team used various interventions, including:

  1. Strategic mealtime seating near the most talkative children
  2. Extra one-on-one teacher conversation during open play and outdoor time
  3. Strategies for Nehemiah’s family to use at home and on-the-go
  4. Partnership with Chicago Public Schools to begin speech therapy
Vocalizations per hour
Fall 2014 100
Fall 2015 163
Fall 2016 218
Current—March 2017 420
Conversational turns per hour
Fall 2014 24
Fall 2015 34
Fall 2016 57
Current—March 2017 85
Ashanti comes into school each morning with a story to tell, filled with rich details and sophisticated vocabulary.

Ashanti: VOCEL

Ashanti enrolled in VOCEL in September 2015 at the age of three, joining her older brother who was about to graduate from VOCEL’s inaugural class. With two older siblings who frequently spoke for her, Ashanti’s parents noticed Ashanti struggled to speak clearly. VOCEL’s teachers knew Ashanti’s language was ripe for development—with the right support and encouragement to express herself, Ashanti’s conversation skills grew by leaps and bounds. Ashanti now comes into school each morning with a story to tell, filled with rich details and sophisticated vocabulary. With another year of VOCEL ahead of her before she graduates and heads to kindergarten, the teachers are confident Ashanti is on a path toward success.

Ashanti's Support Plan

VOCEL's teaching team devised a plan to support Ashanti's communication abilities. The team used various interventions, including:

  1. Fostering friendships with more talkative peers, utilizing social skills to help build language
  2. Using her interest in pretend play to encourage her to communicate, particularly with animal puppets and baby dolls
  3. Strategic seating near a teacher during mealtimes and group times for extra one-on-one conversations
  4. Ongoing communication with her family about progress and areas for support
Vocalizations per hour
Fall 2015 116
Fall 2016 267
Current—March 2017 375
Conversational turns per hour
Fall 2015 27
Fall 2016 63
Current—March 2017 96
Zy’s empathy is evident—he’s always one of the first to comfort and support friends. His excitement about trying new activities is contagious.

Zy: VCPA

Zy was one of the first children enrolled in VOCEL’s inaugural Child Parent Academy cohort. When he started, he was very shy and only engaged in independent play. After re-enrolling and completing a second session of the VCPA, Zy has developed into a strong, independent and proactive communicator. Now he enters the room with confidence, and his excitement about trying new activities is contagious.

Zy’s empathy is evident—he’s always one of the first to comfort and support friends. His strong social and emotional skills really help him when he has a problem; now he works with his teachers to come up with solutions.

Zy attends VCPA with his great aunt, who has also evolved as a result of VCPA. Aunt Brenda shared that she is much more patient and empathetic with Zy as he learns to master new tasks. Brenda also shows an eagerness in learning new social-emotional strategies that will assist Zy with his self-regulation and growth.

Future plans

We are working hard to scale our programs to reach more children and families in Chicago and the surrounding area. As part of that effort, we are reaching out to community groups, with an eye on working toward collaborative partnerships with school districts and social service agencies.

 

Our goal is to become the go-to resource for best practices to build parent-child relationships and support parents and children in their earliest years together—both locally and outside the Chicagoland area.