Share |

Community Education Project Inc.

 317 Main Street
 Holyoke, MA 01040
[P] (413) 538-5770
[F] (413) 538-5775
www.cepholyoke.org
[email protected]
Robin Hodgkinson
INCORPORATED: 1999
 Printable Profile (Summary / Full)
EIN 04-3458723

LAST UPDATED: 02/02/2015
Organization DBA --
Former Names Community Education Project (2012)
Organization received a competitive grant from the Boston Foundation in the past five years No

Summary

Mission StatementMORE »

The Community Education Project works towards social and economic justice by contributing to the development of a capable, informed, and self-determining Latino Community in greater Holyoke/Springfield, Massachusetts. Our work is carried out through adult literacy and language education programs as well as through grassroots organizing and action initiatives that encourage our students and others:

·  to respect human dignity with its rights and responsibilities;

·  to live in solidarity with others, aware of our interdependence;

·  to seek the well-being of all;

·  to value all forms of work and creativity;

·  to increase awareness about social and economic inequalities

Mission Statement

The Community Education Project works towards social and economic justice by contributing to the development of a capable, informed, and self-determining Latino Community in greater Holyoke/Springfield, Massachusetts. Our work is carried out through adult literacy and language education programs as well as through grassroots organizing and action initiatives that encourage our students and others:

·  to respect human dignity with its rights and responsibilities;

·  to live in solidarity with others, aware of our interdependence;

·  to seek the well-being of all;

·  to value all forms of work and creativity;

·  to increase awareness about social and economic inequalities


FinancialsMORE »

Fiscal Year July 01, 2012 to June 30, 2013
Projected Income $344,607.00
Projected Expense $349,912.00

ProgramsMORE »

  • Adult Basic Education (ABE) Classes
  • Adult Basic Education-Transition to College and Careers Program
  • Family Literacy Program at Sullivan School

Revenue vs. Expense ($000s)

Expense Breakdown 2013 (%)

Expense Breakdown 2012 (%)

Expense Breakdown 2011 (%)

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


Overview

Mission Statement

The Community Education Project works towards social and economic justice by contributing to the development of a capable, informed, and self-determining Latino Community in greater Holyoke/Springfield, Massachusetts. Our work is carried out through adult literacy and language education programs as well as through grassroots organizing and action initiatives that encourage our students and others:

·  to respect human dignity with its rights and responsibilities;

·  to live in solidarity with others, aware of our interdependence;

·  to seek the well-being of all;

·  to value all forms of work and creativity;

·  to increase awareness about social and economic inequalities


Background Statement

 CEP began in 1991 as a small ESL program based in the Latino community of Holyoke. Today our programming provides services to residents from communities in Hampshire and Hampden Counties, including Pre-ESOL/Native Language Literacy classes in Spanish; two levels of English for Speakers of Other Languages (Low-High Intermediate); a Family Literacy/ESOL program for families with children enrolled at Sullivan School; a Transition to College and Careers day-class at Holyoke Community College and an evening Bridge to TCC class at the Picknelly Adult and Family Education Center. CEP partners with employers to provide classes for employees who want to prepare to take the GED exam, or for those who desire to improve their English language proficiency. CEP has implemented education projects on issues relevant to community members, such as bilingual education, health, and economic disparity. We offer educational counseling and referral services, as well as legal, medical, housing, and personal advocacy for our students. CEP has sponsored community workshops (charlas) organized by our staff and volunteers in consultation with parents of Latino children in Holyoke Public Schools. Comprised of CEP students and staff and other members of the Latino community, CEP has also sponsored Kimbombó Community Theater. Kimbombó produces plays that address issues of importance to the Latino Community such as domestic violence, bullying, HIV/AIDS, and other social and health related issues.

 We offer our adult learners:

·       An environment of mutual respect and trust

·       Support for our learner’s sense of self-esteem

·       Basic and advanced educational skills for adults

·       High-quality instruction and culturally relevant curricula

·       Classes/projects that foster cooperation, rather than competition

·       Connection to crucial community issues and development efforts

·       An opportunity to explore issues of social justice and change

 We employ a participatory learner-centered approach to curriculum development, instruction, and qualitative as well as standardized assessment. As members of the Juntos Collaborative, we share resources with a wide variety of service providers ranging from the public schools and area colleges, corrections facilities, other ABE programs, and One Stop Career Centers. We offer student leadership opportunities such as volunteerism and employment with our agency. Our board of directors reflects the diverse community that we serve.

 


Impact Statement

Accomplishments:

  • As a member of the Juntos Collaborative, CEP was awarded a five year competitive grant to provide Adult Basic Education services to low-income immigrants and new-comers from Puerto Rico who live in the greater Holyoke/Springfield area of Massachusetts.
  • A graduate of the CEP Adult Basic Education to Transition to College and Careers Program, Milton Rivera, was selected as “Outstanding ABE student of the Year” by the Massachusetts Coalition of Adult Educators; 13 graduates of the ABE-TCC program graduated from Holyoke Community College in 2012 with an average GPA of 3.5.
  • CEP was selected to partner with the Ludlow Adult Learning Center and Hampden Country Sheriffs Department to design and implement a “Bridge to Transition to College and Careers” program for former inmates at the Hampden County Corrections Facility. The funding for the work comes from the “Points of Entry: Guiding Adults to Education and Career Success” initiative from the Open Society Foundation, and is one of only eight grants awarded nationally.

Goals:

  • Continue recruitment campaign for expanding CEP Board of Directors
  • Develop 5 Year Strategic Plan for agency
  • Develop non-grant dependent fundraising strategies for sustaining the agency

Needs Statement

  1. Expand the number of active BOD members
  2. Develop a Five Year Strategic Plan
  3. Develop a Capital Campaign that will help build an endowment of $25,000-$50,000
  4. Identify supplemental funding for a Family Literacy/ESOL class at Sullivan School, Holyoke- $15,000.
  5. Hire an Administrative Assistant to oversee front office operations. Part time (20 hrs./wk)- $18,500.

CEO Statement

The “Gateway City” of Holyoke leads the state for per capita poverty. According to Census 2010 data, almost half the population of Holyoke is Latino; more than a quarter of Holyoke’s population over 25 years of age lacks a high school diploma; 20% of the population speaks English “less than very well”; the drop-out rate of 28% is the highest in the State. The city has consistently ranked No. 1 in the state of Massachusetts for teen pregnancies and is plagued by a high incidence of gang related crime. By any measure, Holyoke fits the profile of a community in distress.

The Community Education Project (CEP) was founded by educator/activists who were influenced by the educational philosophy and practice of Paolo Freire and Martin Buber. Both of these influential educational philosophers were concerned with the process of “non-formal education” and developing “consciousness” that is understood to have the power to make individual lives better and to make the world a better place. Inspired by the theory and practice of “social justice”, the founders of CEP developed a model of non-hierarchical institutional culture based on mutual respect, dialog and collaboration; with a strong ethic of community engagement advocating for equal opportunity and equal access to education, health and social services and employment.

Over the past 20 years, CEP has developed from a small ESOL program based in the Latino community of Holyoke, to an agency that has the capacity to run multiple educational programs at multiple sites, including basic native literacy in Spanish, ESOL classes, GED classes, work-place education classes and college-prep transition to college classes; we also provide referrals to “wrap around” community services that support families in need. In response to the needs of our adult learners, our teachers employ “student-centered” curriculum content and formal academic content that provide them with the academic skills, critical thinking and problem solving skills, and self-confidence to pursue and attain their goals of access to education and careers in jobs that pay family sustaining wages. We want our immigrant and new-comer students to understand how to successfully navigate the educational, health and social services, and workforce development systems in the United States.

At its best our work is transformative for the individual and family, and it contributes to the capacity of the City to engage more effectively with all members of the community to make Holyoke a better place to live.

 


Board Chair Statement

I would like to start-off by quoting a line from a poem by Jayne Relaford Brown called Finding her Here: “I am becoming the woman I’ve longed for…I find her becoming this woman I’ve wanted, who knows she’ll encompass, who knows she’s sufficient, knows where she’s going, who knows she is plenty, plenty to share,…Finding her here!” Education was the vehicle in which I found my beginning, where I found my voice. I was a single working mom and was attending college part-time. I had what I called a commuter mentality, which meant that I did not have time to join or participate in any campus activities and I felt disconnected. My initial intent to get an education may have begun with simply wanting to improve my employment opportunities so that I could better provide for my daughter, so I was extremely focused on my goal of achieving my bachelor’s degree and balancing these competing priorities. As a consequence of my reality, and to a certain extent, my commuter mentality, it was difficult to connect with any of my classmates, even with some of my non-traditional peers and felt that my college was not my community. I attended the classes and did well. However, it was not until I first attended a class that was linked to the local community ( my community) that I became inspired and realized my education could be much more. I finally found an opportunity to contribute on an area that I was very familiar with and I finally felt connected to my campus as well.

 My community was Holyoke. This community, as you may know, has many challenges such as poverty, crime, and high drop-out rates and high teen pregnancy rates. However, this community has many assets as well and should not be identified only by the challenges. I always believed that it was a privilege to be a college student and I wanted a way to help bring more of the local community into my campus and to make my learning connected to the real world. Through this college connection, I became a board member then president of the board of The Community Education Project.

 

On the board, I depend on my members as part of a team to make important decision that affect the current and future status of the agency—the decisions affect the staff, our learners, and our community. We depend on collaboration with greater Holyoke as well as the staff for the continued success and sustainability of these invaluable education programs. The challenges from a governance perspective are as follows: board recruitment of folks that can do fundraising, which is our primary need. As the board begins to address this challenge, we experience turn-over, which exasperates the challenge to work on fundraising.

 

Our small staff has worked tirelessly and selflessly to provide the access to education that may lead to many other opportunities. Their conviction is proven by their dedication. To see our students at every graduation ceremony as evidence that they too have found their voice and that they are ready to commence to their next steps is honor for me to witness. I am passionate about education and it is my conviction to give back what I was fortunate to obtain. Education definitely helped to liberate me and quite simply I want to see The Community Education Project continue to liberate others well.


Geographic Area Served

PIONEER VALLEY REGION, MA
Latino communities of greater Holyoke/Chicopee/Springfield; Hampden and Hampshire Counties.  Main offices and classrooms located in zip code 01040.

Organization Categories

  1. Education - Adult Education
  2. Community Improvement, Capacity Building - Community & Neighbourhood Development
  3. Civil Rights, Social Action, Advocacy - Alliances & Advocacy

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

Under Development

Programs

Adult Basic Education (ABE) Classes

  1. Pre-ESOL/Native Language Literacy in Spanish (GLE 3-6 and GLE 6-9: Adult newcomers who have had limited access to formal education in their native countries build native language literacy skills (reading, writing, numeracy, computer literacy) in preparation for ESOL classes. Pre-ESOL and ESOL students receive educational and career awareness counseling; referrals to social service and workforce development providers.
  2. ESOL Classes (SPL 3-5 and SPL 5-7): English language instruction for Low- High Intermediate adult non-native English speakers. SPL 3-5 focuses on oral communication, grammar foundations, listening and reading comprehension, writing simple sentences and short paragraphs, computer literacy. SPL 5-7 includes more advanced communication skills: intermediate to advanced grammar, speaking and writing using longer compound sentences, writing short essays, reading longer articles and short books, computer skills.
Budget  $133,728.00
Category  Education, General/Other Adult Education
Population Served Hispanic, Latino Heritage Immigrant, Newcomers, Refugees Latin America & the Caribbean
Program Short-Term Success  Pre-ESOL students will enter ESOL classes.  ESOL students will achieve learning gains measured by MDESE/ACLS approved assessments (Best+ and TABE Clas-E
Program Long-Term Success 

Adult learners who complete both levels of Pre-ESOL Literacy classes will be able to read and write simple text; complete simple mathematic operations of addition, subtraction, multiplication, division; perform simple computing functions. ESOL students who complete both levels of ESOL classes will be able to communicate in English at an intermediate level of proficiency for every day activities (shopping, post-office, making appointments, etc.); read and write to understand and fill out simple forms like job applications and medical forms, etc. Students will have received an introduction to the One Stop Career Center and career awareness counseling. Students will be prepared to enter employment, vocational training programs, or post-secondary education. Learning gains and achievement of personal goals while enrolled in CEP classes is tracked through the Massachusetts Department of Elementary and Secondary/Adult Community Learning Services SMARTT data base; long term employment is tracked through the Massachusetts One-Stop Employment System (MOSES).

Program Success Monitored By  All adult learners fill out class evaluation surveys.  Goal achievement is documented by Educational Counselor and entered in SMARTT data base.  Learning Gains are tracked by Best + and TABE Clas-E standardized assessments.
Examples of Program Success  A former ESOL student, single mother, who had previously been in an abusive relationship returned to report that she was able to escape the abusive relationship and is now in a normal loving relationship; she is enrolled in college; her son is a National Honor Student.  Another ESOL student completed our ESOL program and enrolled in our free ABE to Transition to College and Careers Program just graduated from Holyoke Community College in Accounting with a GPA of 3.6.  There are many examples of this type of program success.

Adult Basic Education-Transition to College and Careers Program

The nationally recognized ABE-TCC Program is an 11 year partnership between CEP and Holyoke Community College. This free college prep program for adults is a bridge to higher education for people who traditionally have had limited access to college.  We conduct extensive outreach to and recruitment from regional ABE providers, community-based organizations, health care providers, social service agencies and regional employers in Hampden and Hampshire counties. Our primary target populations are low-income adults over 18 years old who have a high school diploma or GED; immigrants from all countries; individuals in the workplace who want to go to college to advance their careers. We provide academic remediation, computer skills, study strategies, and college navigation skills to prepare adult learners to succeed in college. ABE-TCC students receive intensive career counseling and are required to develop educational plans tied to career paths to jobs that provide family sustainable wages.

Budget  $108,800.00
Category  Education, General/Other Adult Education
Population Served Poor,Economically Disadvantaged,Indigent Immigrant, Newcomers, Refugees Unemployed, Underemployed, Dislocated
Program Short-Term Success 

·       100% of ABE-TCC graduates will have completed a pre-/post-Accuplacer college placement test

·       >85% of students who complete ABE-TCC will by-pass or enroll in Development Education classes for less than two semesters.

·       95% of ABE-TCC graduates will have prepared an educational plan tied to a career path before entering college.

·       100% of ABE-TCC graduates will know how to fill out financial aid forms

·       100% of ABE-TCC graduates will know how to access special services in the college

 

Program Long-Term Success 

>75% of students who complete the ABE-TCC program will enter college with an educational plan tied to a career path to jobs that pay family sustaining wages.

>85% of ABE-TCC graduates will complete college within 4 years

Program Success Monitored By 

·       Students self-report to ABE-TCC Coordinator/Counselor when they enroll and are accepted in college.

·       Pre-/post-Accuplacer scores indicate learning gains and in what level college classes students will place into.

·       College navigation skills are integrated into the ABE-TCC curriculum

·       Career counseling and completion of an educational plan is a requirement for graduation from ABE-TCC

·       Once ABE-TCC grads enter the college they will be flagged in the college data base.

 

 
Examples of Program Success 

·       An ABE-TCC graduate was named “Outstanding ABE Student of 2012” by the Massachusetts Coalition of Adult Educators

·       12 ABE-TCC graduates graduated from HCC in 2012 with an average GPA of 3.4

·       A former ABE-TCC student was class Valedictorian at HCC

·       Many ABE-TCC students receive achievement awards and special grants as part of their college financial aid

·       Many former ABE-TCC students come back to the program to mentor or tutor current students.

·       Testimonials from students: “This has been an amazing experience. I never would have imagined how lucky we are to have this program where we live. The ABE/College Transition Program is the best thing a person who is an ESL student or adult returning to college can do. It is a blessing and I will forever be grateful to HCC and CEP for their generosity in offering this course free of charge.”  (2007)

 

 


Family Literacy Program at Sullivan School

Low-income, Latino families with children enrolled in K-6 classes participate in a school-based program of co-located parent/child family enrichment activities held twice a week. Parents participate in a Family Literacy/ESOL class while their children attend school classes. The contextualized FL/ESOL curriculum promotes increased English proficiency and helps parents learn how to engage more effectively in their children's education at Sullivan School and beyond. Comprehensive case management includes referrals to health, employment, educational and other “wrap around” services for families. Interactive Learning (IL) activities include parents visiting their child’s classroom during reading block; parents and children reading together in the school library; workshops presented by a theater group teaching effective parenting skills; a family gardening project; field trips to local museums.

Budget  $37,000.00
Category  Education, General/Other
Population Served Families Latin America & the Caribbean At-Risk Populations
Program Short-Term Success  Parents in ESOL class attendance will be >65%; >75% of parents will demonstrate learning gains of >33 scale points on the Best+ assessment of oral proficiency measured by a pre- and post test.  75% of FL families will increase the frequency of participating in school activities.  75% of  FL parents will read with their children at least three times a week.
Program Long-Term Success 

This school based Family Literacy program has been sited at Sullivan School for two years. A goal of the program is to build a cohort of previously marginalized families who will become more engaged in the life of the Sullivan School community. Family Literacy research demonstrates that children whose parents are actively engaged in their education achieve higher educational outcomes. A secondary goal is to increase the number of children from these “at risk” families who graduate from High School. This will be tracked by Holyoke Public School data. Other indicators of long term success include the number of parents who enter into employment or enroll in post-secondary training programs, including our free ABE-Transition to College and Careers (ABE-TCC) Program. Employment and vocational training data is tracked by the Massachusetts One-Stop Employment System (MOSES); the ABE-TCC data base will track students who come from the Sullivan School FL Program.

Program Success Monitored By  English language learning gains are measured by the Best + Assessment of Oral Proficiency.  Attendance is kept on a daily basis by the classroom teacher. Parents and children read together either in the children's classroom during reading block, or during joint class visits to the school library. Parents report to the case manager how often they access school or community services for their families. > 75% of parents in the FL/ESOL class will complete a pre-/post-Parent and School Survey (PASS) which indicates awareness of school and community services and the frequency that the services are accessed by our families.
Examples of Program Success 

Parents enrolled in the FL/ESOL class exceeded the learning gains recommended by MDESE/ACLS (50 scale points vs. 33 points on the Best + Oral Proficiency Assessment). As part of the contextualized Family Literacy/ESOL curriculum designed to encourage more school engagement, parents designed a Family Literacy center for Sullivan School. The design of the center will be incorporated into administration plans for a “Welcome Center” at Sullivan School. For the past two years, FL families have participated in the annual Spring clean-up of the school grounds. Parents self-report that they are participating in more school sponsored family activities.  100% of parents who complete the pre-/post-PASS indicate increased awareness of school and community services.


CEO/Executive Director/Board Comments

As previously indicated the main challenges faced by CEP, much like other small non-profit CBO’s, are financial and include the challenge of maintaining an active, engaged BOD that enhances the capacity of the organization by effective fundraising and through members’ contacts in the community. The CEP BOD is currently engaged in a recruitment campaign for new members with a focus on expanding BOD fundraising activities and adding new skill sets to the BOD.

 

There has also been an increasing trend among many private and governmental funders to make substantial grants mainly to larger institutions. The large institutions then subcontract services to their smaller community partners as reimbursement contracts. For an agency like CEP with several strong institutional partners, reimbursements contracts pay for our day-to-day operations, but they create a serious strain on our operational cash-flow and do not substantially contribute to the overall financial health of the organization. Over-dependence on reimbursement contracts without additional cash grants and fundraising by the BOD can result in periods of short term cash shortage, requiring the organization to go to the bank for bridge loans to cover late payments from our institutional partners.

 

Holyoke will be a very interesting place over the next five years. Change is happening in the form of a new, younger, more progressive city government, from the Mayor to City Council members. Holyoke will also be the site of a new “super-computing center”, which is very much tied to major economic development initiatives in the city. With “change” comes opportunity. Opportunity, as it relates to the population served by CEP, means more economic opportunity, better access to community services and the opportunity to engage with and contribute more to the civic life of Holyoke. As more economic opportunity in the form of jobs becomes available, the need for ABE and vocational training programs will increase. CEP will continue to maintain its current partnerships and develop new strategic partnerships to address adult educational needs of the community to meet new economic development opportunities as they appear.  We are hopeful that significant coordination of ABE and workforce development services can be realized through more effective collaboration with city government agencies.

Management


CEO/Executive Director Mr. Robin Lewis Hodgkinson
CEO Term Start July 2007
CEO Email [email protected]
CEO Experience

Administration

  • Executive Director, Community Education Project, Holyoke, MA: responsibilities include fiscal management; staffing; program development; grant writing/fundraising; supervision of Adult Basic Education (ABE) programs.
  • Education Program Director, Puerto Rican Cultural Center, Springfield, MA:staffing; program development and grant writing; supervision of ABE programs.
  • Coordinated and advised college students enrolled in international programs.
  • Coordinated high school foreign exchange program

Program Design:
  • “Points of Entry”: program design for adult learners and incarcerated adults entering into jobs, or post-secondary education.
  • Co-authored “College Awareness Readiness Curriculum” for ABE classes.
  • Co-designed and implemented Transition to College and Careers Program for non-traditional adult learners in collaboration with staff at Holyoke Community College.
  • Designed and implemented integrated English language (ESOL) ABE curricula aligned with Massachusetts DESE Curriculum Frameworks.
  • Designed and implemented GED Program for "at risk" inner city youths.
 
Teaching and Workshops
  •  Presenter: “College Awareness Readiness Curriculum”, National College Transition Network (NCTN) Conference, Warwick, RI.
  • Presenter: “Visioning and Sustaining Community Partnerships”, New England Colloquium for Associate Degree-Granting Institutions, Holyoke Community College.
  • Presenter: “Community Partnerships”, NCTN Conference, Warwick, RI.
  • Presenter: “Planning for Program Improvement”, Massachusetts Coalition for Adult Educators Conference, Devens, MA.
  • ESOL Teacher at Community Education Project, Holyoke, MA.
  • ESOL Teacher at Puerto Rican Cultural Center, Springfield, MA.
  • Writing Tutor, Cambridge College, Springfield, MA.
  • Taught financial literacy skills and counseled low-income U.S. Department of Agriculture rural housing loan applicants.

 

Co-CEO --
Co-CEO Term Start --
Co-CEO Email --
Co-CEO Experience --

Former CEOs and Terms

Name Start End
Ms. Isolda Ortega Bustamonte June 2003 June 2006
Mr. Paul Hyry Feb 1999 June 2003

Senior Staff

Name Title Experience/Biography
Ms. Paula Carpentier ESOL Teacher
Licensed K-12
6 years teaching ESOL at university level in South Korea
Ms. Marisol Fontanez Educational Counselor/Advisor five years as CEP Educational Counselor/Advisor
Ms Mary Martone Assistant to ABE-TCC Coordinator
ABE instructor for 3 years
Assistant to ABE-Transition to College and Careers Coordinator for 4 years
ABE-TCC Career Advisor 3 years
Ms. Luz Alvarado Torres Pre-Esol Literacy Teacher
Licensed teacher K-12
Two years native language literacy teacher for adults at CEP
Ms. Katherine Walker ABE-Transition to College and Careers teacher
Writing coach University Massachusetts and Amherst College
2 years ABE-Transition to College and Careers teacher

Awards

Award Awarding Organization Year
-- -- --

Affiliations

Affiliation Year
Massachusetts Nonprofit Network 2012
Member of state association of nonprofits? Yes
Name of state association --

External Assessments and Accreditations

External Assessment or Accreditation Year
-- --

Collaborations

CEP collaborates with a wide range of community partners including Holyoke Community College, Holyoke Public Schools, Juntos Collaborative partners (7), regional employers, regional ABE providers, Holyoke City Government, Kimbombo Community Theater Group.

CEO/Executive Director/Board Comments

One of the challenges faced by most small CBO’s that provide Adult Basic Education (ABE) services is to attract and retain highly qualified teachers, counselor/advisors, and office support staff. In general salaries of teachers are low, and in the field of ABE, teacher salaries are notoriously low. Prior to FY13, ABE teacher salaries for programs funded by DESE were $18.54/hr. (for teachers with advanced degrees and experience); Directors were paid $25./hr.; support staff were paid $14./hr. Beginning FY13 DESE salaries increased to $20.50 for teachers; $28. for administrators, and $15.25 for support staff. This helps, but salaries for experienced professional and administrative staff remain low in the field and are not competitive with salaries paid in other industry sectors for individuals with similar experience and education.

 

Another challenge for small CBO’s is to provide benefits and health insurance for staff. Any CBO that desires to retain its most qualified staff must provide paid personal, sick and vacation time, as well as a health insurance package. CEP has traditionally provided paid benefits; since 2009 a health insurance plan has been available to CEP staff. These costs are only partially covered by “fringe” in budgets, but they contribute to budget deficits of CBO’s without effective annual supplemental fundraising. Most small CBO’s do not provide any kind of retirement package. This has caused the resignation of several of the most qualified staff at CEP over the past 5 years.

 

From the Executive Director’s perspective, CEP badly needs front office support staff: an Administrative Assistant to oversee front office operations and free up the ED to focus on staff supervision, program development, writing grants and other fundraising, and BOD development.

Foundation Comments

--

Staff Information

Number of Full Time Staff 3
Number of Part Time Staff 3
Number of Volunteers 4
Number of Contract Staff 8
Staff Retention Rate % 100%

Staff Demographics

Ethnicity African American/Black: 0
Asian American/Pacific Islander: 0
Caucasian: 4
Hispanic/Latino: 2
Native American/American Indian: 0
Other: 1
Other (if specified): Korean-American
Gender Female: 7
Male: 1
Not Specified 0

Plans & Policies

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

Risk Management Provisions

--

Reporting and Evaluations

Management Reports to Board? Yes
CEO Formal Evaluation and Frequency Yes Bi-Annually
Senior Management Formal Evaluation and Frequency N/A N/A
Non Management Formal Evaluation and Frequency Yes Annually

Governance


Board Chair Ms. Irma Medina
Board Chair Company Affiliation Holyoke Community College
Board Chair Term Oct 2005 -
Board Co-Chair Mrs. Susan Carey
Board Co-Chair Company Affiliation Retired-Holyoke Public Schools
Board Co-Chair Term Apr 2009 -

Board Members

Name Company Affiliations Status
Mrs. Susan Carey Retired-Holyoke Public Schools Voting
Ms. Rosa Frau Retired-Holyoke Public Schools Voting
MS. Nicole Hendricks Holyoke Community College Voting
Ms. Irma Medina Holyoke Community 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: 1
Hispanic/Latino: 2
Native American/American Indian: 0
Other: 1
Other (if specified): 0
Gender Female: 4
Male: 0
Not Specified 0

Board Information

Board Term Lengths 7
Board Term Limits 3
Board Meeting Attendance % --
Written Board Selection Criteria Yes
Written Conflict Of Interest Policy No
Percentage of Monetary Contributions 100%
Percentage of In-Kind Contributions 100%
Constituency Includes Client Representation No

Standing Committees

    --

CEO/Executive Director/Board Comments

The specific challenges facing our organization are: the need for additional board members, the need for board members with specific skill sets, and the need for building board capacity/development, and fundraising/capital campaign development.

Foundation Comments

--

Financials


Revenue vs. Expense ($000s)

Expense Breakdown 2013 (%)

Expense Breakdown 2012 (%)

Expense Breakdown 2011 (%)

Fiscal Year July 01, 2012 to June 30, 2013
Projected Income $344,607.00
Projected Expense $349,912.00
Form 990s

2013 990

2012 Form 990 *Change in Fiscal Period

2011 Form 990

2010 Form 990

2009 Form 990

2008 Form 990

Audit Documents

2013 Review

2012 Review *Change in Fiscal Period

2011 Review

2010 Review

2009 Audited Financials

2008 Audited Financials

IRS Letter of Exemption

IRS Letter of Determination

Prior Three Years Total Revenue and Expense Totals

Fiscal Year 2013 2012 2011
Total Revenue $354,346 $307,929 $318,072
Total Expenses $358,626 $330,744 $321,166

Prior Three Years Revenue Sources

Fiscal Year 2013 2012 2011
Foundation and
Corporation Contributions
$340,949 $300,880 $310,729
Government Contributions $0 $0 $0
    Federal -- -- --
    State -- -- --
    Local -- -- --
    Unspecified -- -- --
Individual Contributions $3,180 -- --
Indirect Public Support -- -- --
Earned Revenue $2,200 -- --
Investment Income, Net of Losses -- $39 $59
Membership Dues -- -- --
Special Events -- -- $4
Revenue In-Kind $4,800 $4,800 $4,800
Other $3,217 $2,210 $2,480

Prior Three Years Expense Allocations

Fiscal Year 2013 2012 2011
Program Expense $314,470 $287,516 $286,664
Administration Expense $44,156 $43,228 $34,502
Fundraising Expense -- -- $0
Payments to Affiliates -- -- --
Total Revenue/Total Expenses 0.99 0.93 0.99
Program Expense/Total Expenses 88% 87% 89%
Fundraising Expense/Contributed Revenue 0% 0% 0%

Prior Three Years Assets and Liabilities

Fiscal Year 2013 2012 2011
Total Assets $67,684 $59,950 $161,172
Current Assets $64,730 $55,425 $155,051
Long-Term Liabilities $0 $0 $0
Current Liabilities $24,727 $13,435 $16,847
Total Net Assets $42,957 $46,515 $144,325

Prior Three Years Top Three Funding Sources

Fiscal Year 2013 2012 2011
1st (Source and Amount) -- --
-- --
-- --
2nd (Source and Amount) -- --
-- --
-- --
3rd (Source and Amount) -- --
-- --
-- --

Financial Planning

Endowment Value --
Spending Policy Income Only
Percentage(If selected) --
Credit Line No
Reserve Fund No
How many months does reserve cover? --

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? --

Short Term Solvency

Fiscal Year 2013 2012 2011
Current Ratio: Current Assets/Current Liabilities 2.62 4.13 9.20

Long Term Solvency

Fiscal Year 2013 2012 2011
Long-term Liabilities/Total Assets 0% 0% 0%

CEO/Executive Director/Board Comments

Prior to 2012, CEP's fiscal year was from January 1 - December 31.  Beginning in 2012, we have changed our fiscal year to run from July 1- June 30.  This aligns better with the fiscal years of our funders and will allow for more efficient accounting.

Given the trends in funding from cash grants to subcontracted reimbursement contracts for small CBO’s, establishing a cash reserve is essential for the long term financial stability of the agency. Without a cash reserve or line of credit from a bank, any delay in reimbursements from our community partners has the potential to jeopardize our ability to meet our payroll. CEP is meticulous about paying our bills on time; unfortunately some of our large institutional partners often run over 60 days before paying our net-30 invoices.

Analysis of past year financials indicates that the CEP annual fundraising campaign should raise on average approximately $10,000 to balance our budget. To meet this goal, the CEP BOD must be expanded to include increased fundraising capacity; ideally someone with fundraising expertise will join the BOD.

Foundation Comments

Financial summary data in the charts and graphs above is per the organization's financial reviews.  All grants and contracts are listed under foundations and corporations when the breakout was not available.
 
Please note, prior to 2012, CEP's fiscal year was from January 1 - December 31 (calendar year).  Beginning in 2012, CEP changed the organization's fiscal year to run from July 1- June 30.
 
The 2012 Review covers an overlap with the previous (2011) Review  document as well as 6 months of new activity.   As such, the financials are only shown in charts and graphs for full twelve month non-overlapping periods.

Impact

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?

--