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Zions Hope Inc dba Restored Hope Remedial Services Organization Name provided in the GuideStar Exchange* as of 08/15/2014: Zions Hope Inc dba Restored Hope Remedial Services

Organization Name as listed in the IRS Business Master File as of 10/17/2014: ZIONS HOPE INC

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AKA  Restored Hope Education Center
Independence, MO
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GuideStar Summary

&1002; GuideStar Exchange Committed to transparency ?
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&1002; Registered with IRS Legitimacy information is available
&1002; Financial Data Annual Revenue and Expense data reported
&1002; Forms 990 2013, 2012, and 2011 Forms 990 filed with the IRS
&1002; Mission Objectives Mission Statement is available
&1002; Impact Summary Impact Summary from the nonprofit is available
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Basic Organization Information

Zions Hope Inc dba Restored Hope Remedial Services Organization Name provided in the GuideStar Exchange* as of 08/15/2014: Zions Hope Inc dba Restored Hope Remedial Services

Organization Name as listed in the IRS Business Master File as of 10/17/2014: ZIONS HOPE INC

* The GuideStar Exchange allows nonprofits to regularly update key information directly to GuideStar. It provides richer and broader information about their programs, impact, finances, people and more.
Also Known As: Restored Hope Education Center
Physical Address: Independence, MO 64052 3264
EIN: 43-0821983
Web URL: www.restored-hope.org 
NTEE Category: B Educational Institutions
B90 Educational Services and Schools - Other
B Educational Institutions
B92 Remedial Reading, Reading Encouragement
B Educational Institutions
B28 Specialized Education Institutions/Schools for Visually or Hearing Impaired, Learning Disabled
Ruling Year: 1977 


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Mission Statement

Remedial Services Mission: To use advances and insights from brain research to provide appropriate testing, accurate diagnosis, and effective intervention of learning difficulties; thereby removing the barriers that prevent children and adults from reaching and maintaining their created potential. Academy Mission: To provide support and specialized educational services for children with learning challenges, with the goal of integrating them into a standard classroom setting.

Legitimacy Information

This organization is registered with the IRS.

This organization is required to file an IRS Form 990 or 990-EZ.

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Annual Revenue & Expenses

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Fiscal Year Starting: July 01, 2013
Fiscal Year Ending: June 30, 2014

Total Revenue --
Total Expenses --

Revenue & Expenses

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Balance Sheet (IRS Form 990)

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Forms 990 Received from the IRS Additional Information
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Forms 990 Provided by the Nonprofit

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Leadership

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Mr. Kenneth Schmidt

Term:

Since Jan 1996

Profile:

Ken Schmidt is a graduate of Graceland University in Lamoni, Iowa. He was a classroom teacher for more than 20 years, and a school administrator for 10 years. He began to pursue training in special needs testing and intervention as he observed difficulties in his students that did not respond to standard classroom interventions and teaching strategies. Ken has worked with close-point vision screening and vision therapy for 30 years and with Lindamood/Bell interventions for 25 years. He became a screener for Scotopic Sensitivity/Irlen Syndrome 20 years ago, and is currently a Senior Screener and the coordinator for Irlen screeners in the state of Missouri. He began working with Fast ForWord for auditory and language processing disorders in 1997, and with the PACE program (Processing and Cognitive Enhancement) in 2002. He is certified in two programs designed to provide non-medical intervention for children with attention deficits, Interactive Metronome and Play Attention. He is currently pursuing a graduate degree of Masters of Applied Science in Assessment with an emphasis in Autism Spectrum Disorders from Missouri Western University.

Leadership Statement:

An estimated 93 million adults in the US (1.5 million in Missouri) function at or below the most basic levels of literacy. 20% of all graduating seniors are functionally illiterate. 43% of 4th grade students read ""below basic."" These figures reflect only difficulties with reading; they do not represent other common learning disabilities such as problems with math and handwriting, communication disorders, attention deficits, and memory problems. And, the statistics do not reflect the agonizing effects of learning disabilities on individuals, or the cost to society in lost production, unrealized potential, and crime. Obviously, something different needs to be done for those individuals represented in the above listed statistics. Restored Hope Education Center has developed a new strategy for this problem—it offers two choices for parents who want to help their child achieve success in school. Our Remedial Services seeks to eliminate learning disabilities. We begin with an extensive testing regimen to discover the root causes of each individual's learning disabilities. The tests are designed to see how the brain receives, processes, stores, and retrieves information. Based on test results and a careful consideration of symptoms, the causes are identified. Specific programs can be chosen to address each individual's difficulties. The result is permanent correction of learning disabilities. Our Academy is a special place where skilled teachers and trained clinicians work hand-in-hand to address learning needs. Because enrollment is limited to children with learning disabilities, students with learning needs won't feel ""different"". Classroom instruction is highly individualized using specialized curriculum when appropriate. Every student works regularly with clinicians from Remedial Services to ensure that learning difficulties are corrected rather than just compensated for. Academy teachers are trained to help students use skills learned in the Remedial Services to help them with learning tasks in a classroom setting. Our ultimate goal is to integrate students back into a standard classroom, where they can achieve the success that may have eluded them in the past.

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Board Co-Chair

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Board Leadership Practices (GuideStar Exchange,
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Board Orientation & Education ?
Why does this matter? Without clarity around their responsibilities and expectations, board members are not positioned to succeed. They may find themselves challenged to fulfill their governance responsibilities or frustrated by the expectations that the organization has set for them. BoardSource recommends that every new board member participate in a formal orientation process, and that all board members sign a pledge or agreement committing to their board service and to all of the responsibilities and expectations that come with service. Ideally, board members also should participate in a formal governance training program prior to serving on a board.

Does the board conduct a formal orientation for new board members and require all board members to sign a written agreement regarding their roles, responsibilities, and expectations?
Response Not Provided
CEO Oversight ?
Why does this matter? Oversight and management of the chief executive is one of the board’s most important legal responsibilities. The CEO or executive director is the board's single employee, and - just like any other employer/employee relationship - regular and written assessment is critical to ensuring that the chief executive and board are communicating openly about goals and performance. BoardSource recommends that boards conduct formal, written reviews of their chief executives on an annual basis, which should include an in-person discussion with the chief executive and distribution of the written evaluation to the full board.

Has the board conducted a formal, written assessment of the chief executive within the past year?
Response Not Provided
Ethics & Transparency ?
Why does this matter? A commitment to handling conflicts of interests is essential to creating an organizational culture of transparency. Boards should create and follow a policy for identifying and handling conflicts of interest, whether real or perceived. BoardSource recommends that organizations review the conflict-of-interest statement and require signed disclosures from all board members and senior staff on an annual basis.

Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements within the past year?
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Board Composition ?
Why does this matter? The best boards are composed of individuals who bring a variety of skills, perspectives, backgrounds, and resources to tackle the complex and strategic challenges confronting their organizations. BoardSource recommends that boards commit to diversity and inclusion by establishing written policies and practices, which include strategic and intentional recruitment of diverse board members, continual commitment to inclusivity, and equal access to board leadership opportunities.

Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership?
Response Not Provided
Board Performance ?
Why does this matter? Boards need to regularly assess their own performance. Doing so ensures that they are being intentional about how they govern their organization, which is a critical component of effective board leadership. BoardSource recommends that a board conduct a self-assessment of its performance a minimum of once every three years to ensure that it is staying on track with its roles and responsibilities.

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Officers for Fiscal Year (IRS Form 990)

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Highest Paid Employees & Their Compensation (IRS Form 990)

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People information was last updated by the nonprofit in August 2014

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Programs

Program: Remediation of Learning Difficulties (GuideStar Exchange,
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August 2014)

Budget:
--
Category:
Education
Population Served:
Children and Youth (infants - 19 years.)
Adults

Program Description:

Because Restored Hope clinicians have been certified in numerous brain-based therapies, a treatment plan can be individualized to address each client's needs. We use programs including Fast ForWord, Processing and Cognitive Enhancement (PACE) and Master the Code, Lindamood Phonemic Sequencing (LIPS), Talkies, Seeing Stars, Visualizing and Verbalizing, On Cloud Nine, Interactive Metronome, Play Attention, Irlen Syndrome interventions, and Brain Fitness. These programs are used to eliminate symptoms associated with dyslexia; reading, comprehension, and spelling deficiencies; memory; language and auditory processing dysfunctions; ADD/ADHD; visual perceptual difficulties; balance, coordination and rhythm; and more. Some clients need one program—others need several programs. Most programs can be completed in 1-4 months. When applied correctly, they often eliminate the underlying causes of learning difficulties.

Program Long-Term Success:

Restored Hope seeks to eliminate learning disabilities through the carefully targeted use of brain-based intervention programs.

Program Short-Term Success:

Learning disabilities affect students in two ways. For some, disabilities are so severe that they are unable to acquire the academic skills they need to succeed. Others are able to pick up those skills, but disabilities prevent them from applying the skills successfully. In either case, the changes that our programs bring can be dramatic. We have seen early elementary children move from being nonreaders to reading with their peers. We have seen children with ""gifted"" IQ's cut their homework time in half, or move from doing average work to getting grades that truly reflect their giftedness. We have seen children with auditory processing disorders move from being non-communicative to interacting normally with family and peers. We have seen dramatic changes in attention, reading fluency and comprehension, effort and work habits, neatness, and mathematics performance. Results vary, but such results have become the expectation rather than the exception at Restored Hope.

Program Success Monitored by:

Some programs record data in a form which can be read and compared with previous data, making progress clear to the reader. Other programs have defined levels or activities that must be mastered before moving to the next level; mastery at each level can be clearly shown. We have individual program data which shows progress achieved and will post-test to collect conclusive data to support whether remediation goals have been met. Improved academic achievement and changes in behavior and attitude, as observed by parents and classroom teachers, are also used to indicate success.

Program Success Examples:

Katie was failing one high-school class, and was struggling with hours of nightly homework in others. She read and reread her textbooks, but couldn't understand what they meant. She told her dad that ""the words just didn't have any meaning."" She wanted to drop out of school. Testing showed that Katie could read college-level text, but comprehended at a 2nd grade level. After 8 months in the Visualizing and Verbalizing program, Katie's comprehension skills rose from 2nd grade to 8th grade. She went on to graduate from high school, and is currently enrolled in a nearby state university, making the Dean's List. Robert had attention and self-control issues, and his balance and coordination were so poor that at the age of 11 he had never learned to ride a bike. After a month of Interactive Metronome, he was able to ride a bike for the first time, and after two months his medication for ADHD was reduced to 25% of the original dose. Additional therapies improved his reading and spelling.

Program: Learning Disabilities Testing and Diagnosis (GuideStar Exchange,
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August 2014)

Budget:
--
Category:
Education
Population Served:
Children and Youth (infants - 19 years.)
Adults

Program Description:

Restored Hope begins with an extensive testing regimen to discover the root causes of each individual's learning disabilities. We spend 7-8 hours testing each client using primarily nationally-recognized, normed diagnostic tests which have been designed to see how the brain receives, processes, stores, and retrieves information. Based on test results and a careful consideration of symptoms, causes are identified. The test results, diagnosis, and treatment plan are carefully explained to parents—a process which usually takes approximately 3 hours.

Program Long-Term Success:

Our goal is to identify the underlying causes of learning difficulties for each individual who is tested, providing specific reasons for the symptoms that the individual has struggled with, and providing specific suggestions for interventions to correct those difficulties.

Program Short-Term Success:

Parents, especially mothers, are very perceptive about their child's learning problems. They know when a child is not working up to his or her potential even when they don't know the reasons, and become very frustrated with a perceived lack of help from those to whom they have entrusted their child's learning experiences. Therefore, parents are very excited when they find out there are identifiable causes for learning difficulties and become even more excited when they learn that these underlying causes can be corrected. In addition, children are frequently also very excited when they realize that their difficulties in school are not due to their being ""stupid"" or ""lazy.""

Program Success Monitored by:

The purpose of testing is to diagnose the underlying causes of learning disabilities. We know that we are doing our job correctly when the concrete results of diagnostic tests explain the symptoms that have been observed and that standardized educational tests have indicated. It is very common, in the post-testing conference, to hear comments such as, ""Now I understand why…"" and ""That explains why my child…"" Parents clearly recognize the implications of particular conditions for a child's learning, when those conditions have been carefully explained to them. The ultimate success of testing, however, is seen when remediation (based on a diagnosis arrived at through careful testing) removes the disability. The success of remediation can be seen both in the removal of symptoms and in the results of post-testing.

Program Success Examples:

We have tested hundreds of children from 16 states including Arkansas, Colorado, Illinois, Indiana, Iowa, Kansas, Louisiana, Mississippi, Missouri, Nebraska, North Dakota, Ohio, Oklahoma, South Dakota, Tennessee, and Texas. In very few, if any, instances have we have been unable to determine the reasons for the disability.

Program: Informational Services (GuideStar Exchange,
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August 2014)

Budget:
--
Category:
Population Served:
Adults

Program Description:

Restored Hope wants the public to be informed about advances in treating learning difficulties. We offer half-day seminars for a nominal fee to cover lunch and informational material. The seminars explain how the brain receives, processes, stores, and retrieves information, what kind of underlying dysfunctions cause learning disabilities, how to test for these dysfunctions, and what can be done to correct the underlying causes of learning disabilities. We present informational classes through the local public library system, and offer free public speaking to interested groups. All testing is followed by a lengthy conference to ensure that parents understand what their child is struggling with, and what can be done to overcome those difficulties. We provide consultations free of charge, both to parents and to representatives of schools and organizations. We publish a quarterly informational newsletter.

Program Long-Term Success:

Our goal is to inform individuals affected by learning difficulties, parents, school administrators, teachers, and other professionals about the latest developments in neuroscience research, how this research relates to education, and how neuroscience principles and developments are used to remediate learning disabilities.

Program Short-Term Success:

A general perception exists that because the brain is ""hard-wired,"" little can be done for individuals with learning disabilities other than to accommodate them in the classroom or help them compensate in other ways. Those who have lived with learning disabilities--affected individuals, parents and family members, teachers, and other professionals--have firsthand experience with the frustration, pain, hopelessness, and low self-esteem that accompanies that perception. The understanding that the brain can actually be changed is liberating to them. When it is shown that reliable programs and methods exist NOW to retrain the brain and eliminate the underlying causes of learning difficulties at any age, the excitement is electric! They can't wait to get started! We are committed to changing the perception that learning disabilities are not correctable, and in doing so we truly do live up to our name—we restore hope to those who have given up on finding solutions for learning difficulties

Program Success Monitored by:

We ask participants to fill out evaluation forms after group presentations. We also measure success by follow-up contacts by individuals after informational presentations.

Program Success Examples:

It is very rewarding to watch the responses on parents' faces during an information presentation. At the beginning of the presentation, faces are usually non-committal, or even clearly skeptical. As the presentation continues, the folded arms give way to leaning forward in the seats and a sparkle in the eyes, as skepticism gives way to interest and then excitement. The question time afterward is always fully utilized, with many individuals remaining afterwards to ask additional questions. We have even had to move outside of the presentation room to answer questions to allow the next presenter to set up. Follow-up is invariably positive. After our last homeschool conference presentation, in St. Louis, almost a dozen families were willing to drive all the way across the state to have their children tested. These examples clearly show how the simple presentation of factual information in an understandable way meets the needs of those urgently seeking solutions for learning difficulties.

Program: Elementary School (GuideStar Exchange,
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Budget:
--
Category:
Population Served:

Program Description:

Restored Hope Academy provides a "lifeline for learning". With small class sizes (teacher-student ratio of 1 to 8) and reasonable tuition fees, it is a viable alternative for parents seeking help for their child with learning disabilities. The Academy is a special place where skilled teachers and trained clinicians work hand-in-hand to address learning needs. Enrollment is limited to children with diagnosed learning disabilities in grades 1 through 6. Because enrollment is limited, students with learning needs need not feel "different" from their peers. Classroom instruction is highly individualized using specialized curriculum when appropriate. Every student works regularly with clinicians from Remedial Services to ensure that learning difficulties are corrected rather than just compensated for. Our ultimate goal is to successfully integrate students back into a standard classroom setting.

Program Long-Term Success:

Program Short-Term Success:

Program Success Monitored by:

Program Success Examples:

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Impact Summary from the Nonprofit

For 2013, our goal was to prepare 4 students to enroll in a mainstream class in either a public or private school. All 4 have met this goal! Ken Schmidt finished his classwork towards earning a Master's Degree in Assessment with an emphasis in Autism from Missouri Western State University. Next he will be working on his capstone project. We opened a satellite office in Overland Park, Kansas, as well as retaining our home base in Independence, Missouri, hoping to increase the number of clients helped and strengthen our financial base. Goals for 2014 include making contact with area professionals who we feel can collaborate with us in helping children succeed in the classroom. We will continue to offer services from both our Independence, Missouri and Overland Park offices. We are always on the lookout for good, solid programs that will correct the learning barriers which keep children and adults from doing what they desire to do.
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