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Beverly School for the Deaf

 6 Echo Avenue
 Beverly, MA 01915
[P] (978) 927-7070
[F] (978) 927-6536
Jane McNally
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 Printable Profile (Summary / Full)
EIN 04-2103886

LAST UPDATED: 12/13/2018
Organization DBA --
Former Names --
Organization received a competitive grant from the Boston Foundation in the past five years No



Mission StatementMORE »

The Children's Center for Communication/Beverly School for the Deaf seeks to enhance the lives of Deaf and Hearing Children and their families living with communication and developmental challenges by providing comprehensive educational and communication-rich programs.

Mission Statement

The Children's Center for Communication/Beverly School for the Deaf seeks to enhance the lives of Deaf and Hearing Children and their families living with communication and developmental challenges by providing comprehensive educational and communication-rich programs.

FinancialsMORE »

Fiscal Year July 01, 2014 to June 30, 2015
Projected Income $7,147,503.00
Projected Expense $6,633,629.00

ProgramsMORE »

  • Beverly School for the Deaf
  • Parent- Infant Toddler Program
  • The Children's Center for Communication

Revenue vs. Expense ($000s)

Expense Breakdown 2014 (%)

Expense Breakdown 2013 (%)

Expense Breakdown 2012 (%)

For more details regarding the organization's financial information, select the financial tab and review available comments.


Mission Statement

The Children's Center for Communication/Beverly School for the Deaf seeks to enhance the lives of Deaf and Hearing Children and their families living with communication and developmental challenges by providing comprehensive educational and communication-rich programs.

Background Statement

The Beverly School for the Deaf (BSD), founded in 1876, is the regional leader in providing for the education, communication and socialization needs of Deaf and Hard of Hearing children and their families.In the 1970s, the school expanded its mission from serving Deaf, Hard of Hearing and communication-challenged children and began accepting hearing and deaf children with learning and developmental disabilities.In 2004, the school then began an expansion of its services to children with autism, developmental delays and other disabilities under the umbrella of communication challenges. In 2008, with a student population of 60% Deaf/Hard of Hearing and 40% hearing, the school formally changed its’ name to The Children’s Center for Communication (CCC). BSD continues as a specialized program and integral component of the mission of CCC. In March, 2010, CCC/BSD broke ground on a new state-of-the-art academic building and renovation project.The new building includes 13 classrooms as well as rooms for physical, speech and behavioral therapy, early intervention and vocational programs, art and music instruction, a library, a full service kitchen, dining halls and administrative offices.This campus expansion project will allow the school to provide comprehensive education and communication rich programs and services to 50% more students and their families.The new building opened in February 2011. CCC/BSD is fully accredited and licensed by the Massachusetts Department of Elementary and Secondary Education.The school provides highly specialized academic programs to support the individual learning and communication needs of student’s age’s birth through age 22 and includes preschool, elementary, middle and high school students.Summer and after school programs provide student enrichment and opportunities for continued language and communication development.Additional programs include the Parent-Infant/Toddler program, district wide school consulting, outreach programs and American Sign Language instruction for infants and children, adults, families and individuals. Today, CCC/BSD provides a communication and language-rich environment with challenging academic and social activities designed to support learning, leadership, real-world experience, artistic abilities and work experience learning in a variety of settings. We cherish our diversity and value each child.

Impact Statement

  • Continued investment and renovation of classrooms (5) in the 50 year old, Helen Wales academic building.
  • Year over year student growth of 12% due to better meeting the needs of the special student population.
  • Increase the strength of internal policies, procedures and operational infrastructure.
  • Over $150,000 investment to the Doug Marino Community Baseball field to make it fully accessible for the Miracle League program.
  • Completion of a master campus planning document for strategic planning and future construction. 
  • Construction of additional academic and therpeutic space.
  • Donor planning to develop endowment and new construction funding
  • Further strategic planning for program operations and ensuring student outcomes
  • Board of Trustee development

Needs Statement

  • Additional academic and therapeutic space to support the community's demand to place students in our programs. 
  • Further development of the Miracle League program to support the recreational and social needs of children with complex developmental and communication needs.
  • Development of campus safety planning and emergency infrastructure.
  • Expansion of operational infrastructure to support the human resource needs of our faculty and staff.
  • Continue to expand outreach to key stakeholders.

CEO Statement

In 2004, The Beverly School for the Deaf was ready to close.The school had an operating budget of less than one million dollars with a deficit of nearly $200,000.The student census has dropped into the mid-twenties and there were only 25 faculty.This period was a low for the school and the culture and climate were severely challenged.The board of trustees made a final effort to save the historic institution with a new CEO. The board allowed us to make significant strategic changes, both to program operations and our overall mission.These steps included acquiring highly qualified faculty, expansion of services, enhancing areas such as outreach and communications.BSD built on the core skills of the school and the history, emerging from the previous branding as an ‘old deaf school’.We, essentially, rebuilt the school.With a name change to include the broader mission CCC/BSD is nearly unrecognizable from a decade ago. CCC/BSD is an organization truly dedicated to children and their families with unique developmental and/or communication needs.We have re-established the school as a leader in quality, comprehensive support to students with hearing loss, developmental challenges, and other intensive learning needs.In meeting the needs of our challenging children, we have installed systems which allow us to train and support our faculty, at the same time creating a team setting which is focuses on each individual child and their learning and therapeutic needs. Today, the programmatic and fiscal health of the organization, and its longevity, is strong.We, a confident CCC/BSD, have the tools and structures to meet, head-on, the challenges of another century of supporting the community and its most disadvantaged children.

Board Chair Statement

Our school was founded in 1876 by a deaf man motivated to provide a special place to educate his deaf son and others like him.The school had been educating deaf children for 114 years when I first walked on campus in 1990.The first classroom observed was clean, bright and colorful, with a blackboard, desks and chairs.But on this day, the four children and teacher were sitting on the carpeted floor in a small circle and the teacher was using small, colorful objects to teach these deaf first graders how to communicate without hearing.That teacher’s method of teaching was amazing and watching those children interact, an eye watering moment. If you had the opportunity to walk on campus today, you would observe a student body far different from the student body of 1990.Today our students have several medical challenges in addition to deafness.If you were to walk into a classroom you would still have an eye watering moment. The first grade children are as precious today as they were in 1990, but they are not sitting on the floor in a conventional classroom.Today our students may need a wheelchair, a walker or crutches.The chalk board has been replaced with a smart board.The students may be using their own computers to communicate.The room itself has been specifically designed for these students, having been soundproofed, and designed for group learning as well as one on one instruction. The teacher may specialize in a particular field of learning, and will be supported with a staff including therapists and nurses. Speaking on behalf of the Board of Trustees, it has been the challenge of the Board, the Executive Director and the Administrator to provide the very best educational environment and the very best teachers and staff to make certain that we educate our students to their maximum abilities.Our challenge has been and will continue to be to make certain that we remain ahead of the curve with technology and learning techniques, so that our students have the very best opportunities in the future. Leonard F. Femino, President, Board of Trustees

Geographic Area Served

Our geographic service area includes more than 45 cities and towns throughout Northeastern Massachusetts and Southern New Hampshire.

Organization Categories

  1. Education - Special Education
  2. Education - Elementary & Secondary Schools
  3. Education - Preschools

Independent research has been conducted on this organization's theory of change or on the effectiveness of this organization's program(s)



Beverly School for the Deaf

The BSD program provides a full academic curriculum for students who are Deaf, hard of hearing and/or have cochlear implants using language that is visually accessible.The teaching philosophy is based on the Center for American Sign Language/English Bilingual Education and Research, in collaboration with the Gallaudet Leadership Institute for Deaf Education.The curriculum includes a full range of subjects aligned with the Massachusetts Curriculum Frameworks. Both small group and 1:1 instruction are provided through a combination of teacher presentation and experiential activities supported by the latest technology and printed materials. The Adapted Academic Program of the BSD provides a customized academic curriculum for students who, in addition to being Deaf, have a cognitive delay or developmental disability.Communication skills are integrated throughout all academic and social interactions and each student is held to high individual standards.The academic program is modified as needed, augmented with physical, occupational and speech therapy and additional activities to develop the student’s functional language and independent living skills.Students in the BSD program receive American Sign Language (ASL) instruction and study the history, culture and language of the Deaf community.
Budget  .
Category  Education, General/Other Elementary & Secondary Education
Population Served Children and Youth (0 - 19 years) K-12 (5-19 years) K-12 (5-19 years)
Program Short-Term Success  Students develop effective communication skills using American Sign Language and English, literacy skills, academic skills aligned with the Massachusetts Curriculum Frameworks, social skills, pre-vocational and vocational skills. Student success is measured as demonstrated by the following: ·Annually,meeting the Goals and Objectives set in the students’ Individual Education Plan (IEP) ·Annual student participation in Massachusetts Testing including MCAS on demand, on demand with accommodations and MCAS alternative portfolio completion ·Student participation in 3-year reevaluations as related to their IEP development
Program Long-Term Success  The Beverly School for the Deaf provides education to students by using language that is visually and auditorily accessible. Our educational philosophy embraces a language rich model, based on best practices and current research within Deaf education. Students maximize their potential and become independent communicators and contributing members of society. Teachers, therapists and support staff benefit from our commitment to providing Professional Development.
Program Success Monitored By  The individual needs of our Deaf and Hard of Hearing students will be met by providing diverse opportunities to develop independent communication for a lifetime. Language skills will be systematically targeted throughout each day in order to build a foundation for the development of literacy and academics. Students will demonstrate increased skills across all areas outlined as measured on their own Individual Education Plan (IEP), formal assessments, informal assessments, checklists and authentic assessments. Staff will share information and employ new techniques as relevant to professional development opportunities.
Examples of Program Success  Given student achievement and professional development, the Program will continue to provide an area of expertise on the North Shore. These successes will lead to continued steady enrollment increases of 5% annually. Students will develop the skills needed to reach their maximum potential including but not limited to the following opportunities: ·Successful transitioning to the public school mainstream setting (with appropriate support) ·Successful transition to post secondary education including College Prep programs, Community College, and 4 year college programs ·Successful transition to sheltered work and living opportunities ·Successful transition to society; independent working and living

Parent- Infant Toddler Program

The Parent-Infant/Toddler Program (PIP) is a free service to babies and toddlers(birth-3 years) and their families dealing with hearing loss and many secondary issues including Autism Spectrum Disorder, Cerebral Palsy, developmental delays, language-based learning disabilities, or medical or physical issues. PIP goals are to:Develop in parents the awareness, knowledge, and skills needed to advocate for their child’s education.Reach babies diagnosed with hearing loss and communication disorders as soon as they are diagnosed.Give Deaf, Hard of Hearing, and communication-challenged children American Sign Language (ASL) skills (and oral skills to the extent the child can manage them) so they may be able to communicate their needs and develop a foundation in ASL that is a stepping stone to developing strong language systems.Give families tools for helping the child develop listening, speech and ASL skills.Increase the number of play groups and parent support groups.
Budget  .
Category  Education, General/Other Early Childhood Education
Population Served Infants to Preschool (under age 5) Families People/Families with of People with Disabilities
Program Short-Term Success  The children in the program will demonstrate the ability to communicate their basic wants and needs without the frustration of not being understood. Parents and caregivers will be better equipped to understand the child's needs and emotions. This process will allow families to understand the importance of exposing their child to ASL and English.
Program Long-Term Success  The Parent-Infant/Toddler Program provides Early Intervention in the areas of expressive and receptive communication for very young learners with hearing loss, profound deafness or other language delays.  Through home visits and center based play groups that teach American Sign Language (ASL), children will acquire language and develop early communication skills in the very crucial stages of brain development to prevent further delays and prepare children for school.Research shows that the Deaf and Hard of Hearing children, who receive early intervention services at a young age perform significantly higher in language, cognition and academics than children who receive services later.Research also confirms the Deaf and Hard of Hearing children with highly involved parents perform significantly higher in language and cognition than children with less involved parents.
Program Success Monitored By  The children in the program are assessed every six months using SKI HI Language Development Scale which is conducted through parent interviews and observations from the service provider. Collaboration with other team members (audiologists, social workers, etc) is also ongoing.  Contact notes are given to the parent at the end of every visit and sent to the local Early Intervention Program.
Examples of Program Success  Referrals from local Early Intervention programs remains steady.  The referrals are increasing every year.  The number of providers had doubled from 4 to 8 since July 2012 to accommodate the increased number of families who are being referred.   The service area to which we deliver services is also expanding. 

The Children's Center for Communication

The CCC program provides a full academic curriculum for students with a diverse range of diagnoses including developmental, physical and/or cognitive delays, Autism Spectrum Disorders, Pervasive Developmental Disorders, Cerebral Palsy or other learning disabilities.CCC uses research-supported best education practices to create individualized educational lesson plans for each student and utilizes a systematic approach to communication which includes standard teaching principles and other methodologies. A full range of developmentally- appropriate subjects, with goals and concepts aligned with the Massachusetts Curriculum Frameworks are offered along with the use of the latest in education technology.All students are provided opportunities for small group instruction, 1:1 teaching with direct instruction, Discrete Trial Teaching and dynamic experiential hands-on-learning experiences.
Budget  .
Category  Education, General/Other Special Education
Population Served Children and Youth (0 - 19 years) Elderly and/or Disabled K-12 (5-19 years)
Program Short-Term Success  Student short-term success is indicated in student progress socially, academically, communicatively, and physically.  These successes are targeted by IEP goals and objectives, and are reported quarterly on Progress Reports.
Program Long-Term Success  Students in the Children's Center for Communication have complex communication needs, usually along with other physical and learning challenges.  Serving children ages 3-22, the program teaches critical communication skills using a multi-modal approach; in other words, each student's communication and ability is unique and may include oral speech, sign language, and/or the use of pictures, communication switches, or sophisticated high-tech speech generating devices.  CCC staff members are highly skilled in matching the student to a successful and functional communication approach and then providing consistent opportunities for practice throughout the day and across settings.  The program provides a full therapeutic setting and includes speech/language, physical, and occupational therapies, nursing, and behavior interventions under the direction of the Clinical Coordinator/BCBA.  Students attending CCC acquire functional communication skills that contribute to their ability to progress academically, socially, and vocationally.  An example of long-term success is the smooth transition of 3 students from CCC into adult services in the last 12 months.  In all cases, the students were prepared for their next steps, and CCC staff members participated extensively in the actual transition process.
Program Success Monitored By  The most important measures of program success are directly related to student progress on IEP goals and objectives.  In addition, at least every 3 years, each student is evaluated in all areas of need, and results are applied directly to program planning for individuals and for the program as a whole.  In addition, CCC Program administration, in concert with the Clinical Director and Clinical Director, are conducting a year-long critique, aimed at identifying program strengths and areas for needed growth; the findings provide the basis for planning, always with the goal of improving student achievement.
Examples of Program Success  First, program success is inextricably linked to individual student success; as noted above, student success is shown both by progress reports and by results of 3-year reevaluations.  In addition, students leaving to go into adult services have been successful in their transitions.  On a larger programmatic level, the population is growing at an unprecedented rate:  in June 2012, the program included 18 students (19, counting a student who would age out in August); the program grew to 21 in July, and it has continued to grow.  We are currently at 26 and have several very active inquiries and referrals.  Parents, school districts, and professionals now know of the existence of the CCC program and seek us out, recognizing the success we have with students with complex communication needs.

CEO/Executive Director/Board Comments

During the past seven to eight years the organization has rejuvenated many programs under the CCCBSD umbrella. This was accomplished by the acquisition of flexible and forward-thinking faculty and staff. When the new executive director was hired in 2004, consequent personnel hired under this leader understood the new vision of growth and change. As the organization grew, highly qualified personnel made dynamic growth possible. In a school and service-based organization like CCCBSD the staff and faculty are the drivers of success. 

In the past, we faced branding issues and communicating our message across multiple channels. Those challenges are behind us. Our consistent challenge, for the past fifteen years, is the financial barrier which school districts erect in not providing sufficient services to children. While services are Federally mandated to our students, administrators who could and should be placing students in our programs - do not. They do so because of the cost of appropriate educating a child with a communication or special need. This generally results in legal action by the family on behalf of the child, which only increases the cost of providing the appropriate service to the child. As a result, we must maintain networks of legal resources as parents advocate for their child and persuade a school district administrator to place their child in one of our educational programs. 

Since 2004, CCCBSD programs have operated like an efficient business but always staying flexible and nimble to the market and economic pressures. We converted an “old school for the deaf” into an educational nonprofit capable of adapting a general mission which meets the needs of children with disabilities in our community.


CEO/Executive Director Mr. Mark E. Carlson M.Ed,MBA
CEO Term Start Apr 2004
CEO Email
CEO Experience Since assuming the Executive Director role in April 2004, I have had the opportunity to implement several ground breaking initiatives,growth strategies, and organizational changes. In 8 years, with full board and faculty support, the school has created a renaissance across all programs, facilities, and general operations.In 2003 the school was in financial and programmatic crisis.Thebalance sheet presented a deficit of almost $200,000 and a budget under$1 million.Through fundraising, growth,and tuition pricing the school now has a budget of over $4.5 million, a new state of art facility, and $1.7 million in cash on the balance sheet. In 2004,we began a school-wide change in philosophy and strengthening of Deaf services, special needs programs, and a diversification of program offerings.This included the re-development of a critical Parent Infant Program - serving babies (birth to age 3) and their families.This feeder program was key to strategic growth. Other changes included significant faculty replacement, policy changes, and difficult campus-wide changes.Faculty and professional development has included intensive training programs such as connections with Gallaudet University. During the period of change the school developed a number of therapeutic areas which included the addition of 15 FTEs focused on therapeutic needs.In March 2011, we opened a new 30,000 square foot addition to our academic and learning space.This reflected over two years, of financing acquisition, program assessment and design, and 10 months of construction.The recent completion of construction has highlighted my executive skills in donor relations and capital fundraising, program management, board development, marketing, finance, and operations.Since 2004 the entire school curricula has been recreated and individualized for a broader, special needs population.This includes the expansion of the library, acquisition of online journals, online student documentation/IEPs, and development of direct teacher resources. The school has been at the forefront of implementing educational technology for students and faculty. Including fundraising, distribution, and training for electronic whiteboard technology, iPad and iTouch technology in all classrooms and therapy spaces.
Co-CEO --
Co-CEO Term Start --
Co-CEO Email --
Co-CEO Experience --

Former CEOs and Terms

Name Start End
-- -- --

Senior Staff

Name Title Experience/Biography
Mrs. Rachel Barstow M.Ed Assistant Program Director - Children's Center for Communication --
Mrs. Jocelyn Clark Assistant Program Director - Beverly School for the Deaf --
Dr. David Estep Ed.D. Program Director - The Children's Center for Communication --
Mrs. Jessica Fox M.Ed Program Director - Beverly School for the Deaf --
Ms. Jane P. McNally Director of Development --
Mrs. Stefani M. Timmons M.Ed Chief Operating Officer --


Award Awarding Organization Year
Field Work Educator Massachusetts Association of Occupational Therapy 2013
Special Needs Support Staff BAMMY Award The Academy of Education Arts and Sciences International 2012


Affiliation Year
Associated Grant Makers 2013
Chamber of Commerce 2013
Member of state association of nonprofits? Yes
Name of state association --

External Assessments and Accreditations

External Assessment or Accreditation Year
-- --
Massachusetts Department of Early and Secondary Education (Mass DESE) --


NonWe collaborate with Beverly Children's Learning Center (a school-age day-care program), Clark School in Danvers, Perkins School for the Blind, The Learning Center for the Deaf, Willie Ross School for the Deaf, and Western Pennsylvania School for the Deaf. Our Executive Director sits on two national committees working on behalf of Deaf and Hard of Hearing children. Additionally, we work with two local private schools and the YMCA, to provide gym space for health and wellness programs.

CEO/Executive Director/Board Comments

CCCBSD continues to encounter change as an organization. This change, in response to growth in our programs, has been both an opportunity and a challenge. As we enlarge our organizational chart to support expanding programs, we have looked to ensure that we employ the most highly qualified faculty and administration. Three years ago what was an organization with two program administrators, now has four, allowing us to nurture younger administrators while tapping into our more seasoned ones. This expansion process also included intricate efforts in energizing faculty to be willing to adapt to growth. We have had the ability to bring on exceptional, doctoral-level staff to support our faculty and students. This caliber of personnel allows us to raise the bar for everyone in the organization. It stimulates each person to think about and apply best practices. CCCBSD has some of the most knowledgeable professionals in the industry. Expanding to one hundred full and part-time personnel brings human resource needs. Maintaining the close-knit community becomes challenging when your organizational family expands. Leadership and management needs to work differently to communicate and support such a broad and diverse workforce. This ability to be flexible to the needs of a growing faculty and programs comes at a cost in order to stay ahead of operational processes. In the past, one person wore many managerial hats including HR. In the spring we will add a full-time person to support the HR needs of CCCBSD. We are responding to change with the right amount of structural tension while ensuring that we don't sacrifice our mission or vision of what we do every day.

Foundation Comments


Staff Information

Number of Full Time Staff 108
Number of Part Time Staff 18
Number of Volunteers 20
Number of Contract Staff 7
Staff Retention Rate % 85%

Staff Demographics

Ethnicity African American/Black: 0
Asian American/Pacific Islander: 1
Caucasian: 124
Hispanic/Latino: 1
Native American/American Indian: 0
Other: 0
Other (if specified): 0
Gender Female: 110
Male: 16
Not Specified 0

Plans & Policies

Organization has Fundraising Plan? Yes
Organization has Strategic Plan? Yes
Years Strategic Plan Considers 3
Management Succession Plan Under Development
Business Continuity of Operations Plan No
Organization Policies And Procedures Under Development
Nondiscrimination Policy Yes
Whistle Blower Policy Yes
Document Destruction Policy Yes
Directors and Officers Insurance Policy Yes
State Charitable Solicitations Permit Yes
State Registration No

Risk Management Provisions


Reporting and Evaluations

Management Reports to Board? Yes
CEO Formal Evaluation and Frequency Yes Semi-Annually
Senior Management Formal Evaluation and Frequency Yes Semi-Annually
Non Management Formal Evaluation and Frequency Yes Semi-Annually


Board Chair Mr. Anthony Fusco Esq.
Board Chair Company Affiliation Attorney, Glovsky & Glovsky
Board Chair Term July 2014 - June 2018
Board Co-Chair Mr. David Carlson
Board Co-Chair Company Affiliation UBS Investment Associate
Board Co-Chair Term July 2014 - June 2018

Board Members

Name Company Affiliations Status
Dr. Andrew Baker Optometrist - Mass Eye and Ear Voting
Mr. David Carlson UBS Investment Associate Voting
Mrs. Sharon Clark Former BSD principal Voting
Mr. Jay Duchin Owner/Duchin Productions Voting
Mr. Leonard Femino Esq. Partner/Attorney Alexander & Femino Voting
Mr. Anthony Fusco Esq. Attorney Glovksy & Glovsky Voting
Mr. Thomas J. Gately II The Danvers Law Offices Voting
Mr. William Harrington Jr. Coast Maintenance Supply Voting
Mrs. Robin Hough Early Intervention Specialist - CCC/BSD Voting
Dr. Timothy Hough Partner/Radiologist - Commonwealth Radiolgy Associates Voting
Mr. Jeff Kane Owner/Kane's Flower World Voting
Mr. Erik Majeskey Employee - Stop & Shop and Alumnus Voting
Mr. David Morency Senior Vice President at The Wilder Companies Voting
Mr. Martin O'Toole Teacher - Andover High School Voting
Mr. Richard Powers C.A. Powers & Sons Voting
Mr. Scott Price Director First Republic Bank Voting
Dr. Richard Wylie President, Endicott College Voting

Constituent Board Members

Name Company Affiliations Status
-- -- --

Youth Board Members

Name Company Affiliations Status
-- -- --

Advisory Board Members

Name Company Affiliations Status
-- -- --

Board Demographics

Ethnicity African American/Black: 0
Asian American/Pacific Islander: 0
Caucasian: 17
Hispanic/Latino: 0
Native American/American Indian: 0
Other: 0
Other (if specified): 0
Gender Female: 2
Male: 15
Not Specified 0

Board Information

Board Term Lengths 3
Board Term Limits 3
Board Meeting Attendance % 90%
Written Board Selection Criteria Yes
Written Conflict Of Interest Policy Yes
Percentage of Monetary Contributions 100%
Percentage of In-Kind Contributions 85%
Constituency Includes Client Representation Yes

Standing Committees

  • Development / Fund Development / Fund Raising / Grant Writing / Major Gifts
  • Executive
  • Finance

CEO/Executive Director/Board Comments

Approximately ten years ago the organization went through a number of major strategic and philosophical changes. This included leadership change at the executive management level along with board upheaval. The initial unrest resulted in a handful of long-time trustees leaving the board as a voice of dissatisfaction. It was during this time that the school faced major enrollment problems, budget deficits, and a failure to understand the educational marketplace. The small endowment had been depleted and a systemic overhaul was need across the organization. The reformed board and executive committee were committed to ensuring the longevity of the school and hired a new CEO to lead the new mission. With the inclusion of new trustees and bylaws this opportunity has been fully realized. The current success of the organization can be attributed to the relationship and trust between the management and the board. The management now holds strong competencies in strategic planning, financial management, human resource management, and all areas of operation. The board has nurtured the process of securing the best talent in the organization’s management. 

The collaborative networking skills of trustees and the executive director will continue to play a role in CCCBSD’s organizational success. This extends through business and civic relationships, personal networking, and brand awareness in the community.

Foundation Comments



Revenue vs. Expense ($000s)

Expense Breakdown 2014 (%)

Expense Breakdown 2013 (%)

Expense Breakdown 2012 (%)

Fiscal Year July 01, 2014 to June 30, 2015
Projected Income $7,147,503.00
Projected Expense $6,633,629.00
Form 990s

2014 990

2013 990

2012 990

2011 990

2010 990

2009 990

Audit Documents

2014 Audited Financials

2013 Audited Financials

2012 Audited Financials

2011 Audited Financials

2010 Audited Financials

2009 Audited Financials

IRS Letter of Exemption

IRS Letter of Determination

Prior Three Years Total Revenue and Expense Totals

Fiscal Year 2014 2013 2012
Total Revenue $6,451,172 $5,656,298 $4,792,226
Total Expenses $5,978,576 $4,931,605 $4,567,123

Prior Three Years Revenue Sources

Fiscal Year 2014 2013 2012
Foundation and
Corporation Contributions
-- -- $81,178
Government Contributions $38,670 $26,218 $70,805
    Federal -- -- --
    State -- -- --
    Local -- -- --
    Unspecified $38,670 $26,218 $70,805
Individual Contributions $145,446 $371,876 $93,381
Indirect Public Support -- -- --
Earned Revenue $6,107,124 $5,172,244 $4,443,267
Investment Income, Net of Losses $5,533 $3,248 $4,905
Membership Dues -- -- --
Special Events $56,176 $48,420 $36,989
Revenue In-Kind -- -- --
Other $98,223 $34,292 $61,701

Prior Three Years Expense Allocations

Fiscal Year 2014 2013 2012
Program Expense $4,531,901 $3,845,743 $3,409,779
Administration Expense $1,324,157 $926,933 $1,029,177
Fundraising Expense $122,518 $158,929 $128,167
Payments to Affiliates -- -- --
Total Revenue/Total Expenses 1.08 1.15 1.05
Program Expense/Total Expenses 76% 78% 75%
Fundraising Expense/Contributed Revenue 51% 36% 45%

Prior Three Years Assets and Liabilities

Fiscal Year 2014 2013 2012
Total Assets $9,022,660 $8,674,087 $7,745,109
Current Assets $2,842,478 $2,638,421 $1,996,800
Long-Term Liabilities $5,290,324 $5,457,426 $5,242,313
Current Liabilities $162,541 $120,233 $131,061
Total Net Assets $3,569,795 $3,096,428 $2,371,735

Prior Three Years Top Three Funding Sources

Fiscal Year 2014 2013 2012
1st (Source and Amount) -- --
-- --
-- --
2nd (Source and Amount) -- --
-- --
-- --
3rd (Source and Amount) -- --
-- --
-- --

Financial Planning

Endowment Value $28,939.00
Spending Policy --
Percentage(If selected) --
Credit Line Yes
Reserve Fund Yes
How many months does reserve cover? 4.00

Capital Campaign

Are you currently in a Capital Campaign? No
Capital Campaign Purpose --
Campaign Goal --
Capital Campaign Dates -
Capital Campaign Raised-to-Date Amount --
Capital Campaign Anticipated in Next 5 Years? Yes

Short Term Solvency

Fiscal Year 2014 2013 2012
Current Ratio: Current Assets/Current Liabilities 17.49 21.94 15.24

Long Term Solvency

Fiscal Year 2014 2013 2012
Long-term Liabilities/Total Assets 59% 63% 68%

CEO/Executive Director/Board Comments

CCCBSD continues to benefit from strong demand from parents and school districts to place children with complex developmental and communication needs. Year over year continued growth has allowed reinvestment in the physical plant and pushed the organization and board of trustees to examine the need for additional, on-campus, space. Due to such demand and the current physical space becoming limited, the addition of a high school wing will allow for an additional 32 students to be served. In support of this growth, our current bank has endorsed our success with a low, tax-exempt financing rate to construct the addition. This will allow the school to maintain over 2 million in liquidity as a cash reserve.

Foundation Comments

Financial summary data in charts and graphs are per the organization's IRS 990s.  Contributions from foundations and corporations are listed under individuals when the breakout was not available.


Other Documents

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The Impact tab is a section on the Giving Common added in October 2013; as such the majority of nonprofits have not yet had the chance to complete this voluntary section. The purpose of the Impact section is to ask five deceptively simple questions that require reflection and promote communication about what really matters – results. The goal is to encourage strategic thinking about how a nonprofit will achieve its goals. The following Impact questions are being completed by nonprofits slowly, thoughtfully and at the right time for their respective organizations to ensure the most accurate information possible.

1. What is your organization aiming to accomplish?


2. What are your strategies for making this happen?


3. What are your organization’s capabilities for doing this?


4. How will your organization know if you are making progress?


5. What have and haven’t you accomplished so far?