Educational Institutions

CHILDREN'S COMMUNITY SCHOOL INC

  • Waterbury, CT
  • http://www.ccswaterbury.org/

Mission Statement

Children's Community School lays the foundation for the urban student's educational success by offering a robust curriculum and unique experiences, by developing their individual character, and by cultivating strong parent involvement.

Main Programs

  1. CCS Pre-K School Readiness Program
  2. CCS Elementary School
  3. Summer Bridges
  4. Bravo Waterbury!
Service Areas

Self-reported

Connecticut

Children's Community School provides year-round, full-day educational services to poor children living in inner-city Waterbury, Connecticut.

ruling year

1979

Principal since 2014

Self-reported

Ms. Roseanne Greaney

Director of Development

Self-reported

Ms. Lynn Curless

Keywords

Self-reported

independent secular inner-city high-achieving year-round school

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Also Known As

CCS

EIN

06-1000761

 Number

2984969809

Physical Address

31 Wolcott Street

Waterbury, CT 06702

Contact

Cause Area (NTEE Code)

Elementary, Secondary Ed (B20)

Primary/Elementary Schools (B24)

Kindergarten, Nursery Schools, Preschool, Early Admissions (B21)

IRS Filing Requirement

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

Programs + Results

How does this organization make a difference?

Overview

Self-reported by organization

Children’s Community School engaged in a needs assessment and strategic planning process in 2014 that showed overwhelming support within the community and created a renewed dedication from its board of directors. The answers to these Charting Impact questions come from that process.

Programs

Self-reported by organization

What are the organization's current programs, how do they measure success, and who do the programs serve?

Program 1

CCS Pre-K School Readiness Program

The Pre-Kindergarten program targets very young children (ages 3-4) because research shows that educational intervention at this age has a profound influence on their ability to take advantage of schooling in later years. We offer three classes with an average of 16 children each for a total of about 50 students. The program is accredited by the National Association for the Education of Young Children (NAEYC) and receives state funding as a School Readiness program.

Category

Early Childhood Education

Population(s) Served

Children and Youth (infants - 19 years.)

Ethnic/Racial Minorities -- General

Poor/Economically Disadvantaged, Indigent, General

Budget

$250,000.00

Program 2

CCS Elementary School

The core of the CCS curriculum focusses on grades K through 5, in which almost 100 inner-city children ages 5 through 12 receive a complete, high-quality education from September through June. In response to the demanding schedule of CCS families, the school’s doors open at 6:30 a.m. and those students who participate in the Bravo Waterbury! program stay at the school until 6:30 p.m.
Close, quality attention is the name of the game at CCS. Children are given the best that is available, and classes are designed to make sure that each child’s needs are known. For example: class size is limited to no more than 16 children in a class, with a teacher and an aide in attendance at all times; any child identified as falling behind in a subject is assigned a volunteer tutor (more than 10,000 hours a year of tutor time is standard).
CCS students receive a solid education in the fundamentals. In addition, they participate in the Character Development program, which teaches values such as self-respect and respect for others. This is a daily requirement for all grades. We credit this program for the subsequent academic success of our graduates, and alumni have reported that this is true.
Reflecting the school’s belief in providing our children the best in quality, we have an on-site kitchen that prepares two meals (breakfast and lunch) a day plus mid-morning and mid-afternoon snacks from the freshest and highest quality ingredients. Students are not permitted to bring food into the building unless it is a special event such as a birthday or fundraiser.
While CCS prefers a portfolio evaluation method to that of testing, it does test students annually with results showing that students perform at or above grade level.

Category

Elementary & Secondary Education

Population(s) Served

Children Only (5 - 14 years)

Ethnic/Racial Minorities -- General

Poor/Economically Disadvantaged, Indigent, General

Budget

$750,000.00

Program 3

Summer Bridges

It is well known in the literature that students deprived of intellectual stimulation during the summer months lose a significant amount of academic inventory and “slide back” to a point requiring unfortunate remedial work come the resumption of schoolwork in the fall. In an attempt to offset this “summer slide,” CCS introduced its Summer Bridges program some years back.
Students are grouped by grade and taught by teachers who know them during the academic year. One portion of the day is dedicated to academics while the other half focuses on enrichment activities and excursions.

Category

Summer School

Population(s) Served

Children Only (5 - 14 years)

Ethnic/Racial Minorities -- General

Poor/Economically Disadvantaged, Indigent, General

Budget

$50,000.00

Program 4

Bravo Waterbury!

In 2012-13, Children’s Community School was chosen by the Waterbury Symphony Orchestra as the first site for its Bravo Waterbury! program. Funded by the Leever Foundation, this is an intensive music instruction program modeled after the El Sistema movement originating in Venezuela. The program’s objective is to effect positive social change among inner-city populations through intensive music instruction.
During the first year, CCS students in grades K through 2 spent three hours after school each afternoon Monday through Thursday studying musicology, choral singing, bucket band, and instrumental music. This year (2013-2014), all students in grade 3 were added plus some in grades 4 and 5. Next year, it is the intent of the program to include all students in CCS, without regard for grade.
Such intensive music instruction gives students numerous intellectual and behavioral skills that translate to academic, personal, and professional life. For example, in order to be a member of an orchestra, one has to learn to listen and follow. In order to be a conductor, one has to learn how to lead. In order to learn a piece of music, one has to know how to break it into manageable pieces. In order to be an artist, one has to know how to put it back together as a cohesive whole.
Bravo Waterbury! has become a popular performing group in the community since its founding. Anecdotal feedback from CCS teachers indicate that the Bravo Waterbury! program is having a positive effect on student behavior in the classroom, including greater discipline and more focused attention.

Category

Afterschool Enrichment

Population(s) Served

Children Only (5 - 14 years)

Ethnic/Racial Minorities -- General

Poor/Economically Disadvantaged, Indigent, General

Budget

$0.00

Charting Impact

Self-reported by organization

Five powerful questions that require reflection about what really matters - results.

  1. What is the organization aiming to accomplish?
    Goals:
    1. Improve and evolve our school experience
    2. Strengthen and expand our relationships in support of our vision
    3. Improve our school’s infrastructure to support our evolution.
    4. Monitor quality and improve organizational learning.
    5. Strengthen and evolve our Board of Directors to support our vision.
  2. What are the organization's key strategies for making this happen?
    • GOAL 1: Improve and evolve our school experience.
    Strategies include improvement of academic curriculum, character development program, parent engagement approaches, and volunteer support programs. It also includes plans to guide students’ secondary school experiences and more closely link the Summer Bridges program to the school curriculum.
    • GOAL 2: Strengthen and expand our relationships in support of our vision.
    Strategies include further diversifying our funding portfolio, increasing brand recognition and cultivating community partners and nonprofit service providers. Bridges program to the school curriculum.
    • GOAL 3: Improve our school’s infrastructure to support our evolution.
    Strategies include selecting school leadership, improving the physical plant, improving human resources systems and policies, and augmenting financial management efforts.
    • GOAL 4: Monitor quality and improve organizational learning.
    Strategies include strengthening quality assurance efforts and improving organizational learning.
    • GOAL 5: Strengthen and evolve our Board of Directors to support our vision.
    Strategies include strengthening board functioning, education and engagement efforts, and management infrastructure
  3. What are the organization's capabilities for doing this?
    Children’s Community School has been operating on a limited budget, while generating successful graduates, for more than 45 years.

    Almost half the current budget comes from state monies supporting the School Readiness (pre-K) and Nutrition programs. (Were School Readiness funding to be discontinued, the pre-K program would cease, but the rest of the school would be unaffected. The Nutrition program is a result of the student body’s income status, which is independent of the pre-K.) Tuition accounts for about 6% of the $1.2 million budget. The balance – or about $400,000 – is made up each year from foundation, corporate, and individual donations in about equal proportions.

    The school has a fairly large endowment at the Connecticut Community Foundation but only has access to the income generated from the investments, which last year amounted to approximately $30,000.

    A steady stream of volunteers come in to the school and dedicate thousands of volunteer hours each year.
  4. How will they know if they are making progress?
    Ever since the landmark study of Jan Tanner, Ph.D., we have known that CCS graduates routinely complete high school on time at a rate of 92%. This accomplishment is confirmed year after year by data from area high schools.

    With the implementation of the strategic plan, the school also seeks increases in the following measurable key results:
    • Student assessment scores • Parent satisfaction • Employee satisfaction • Individual donors • Corporate donors • Grants awarded • Website usage and social media engagement metrics • Press mentions • Board participation and attendance
  5. What have and haven't they accomplished so far?
    From the new strategic plan, the board identified these priority issues to get immediate attention: the aging physical space our school currently occupies, the recent change in school leadership, and the opportunity to improve our curriculum and invest in our staff. The next step is to establish measurement tools and benchmarks for key indicators, some of which are already being tracked and reported.
Service Areas

Self-reported

Connecticut

Children's Community School provides year-round, full-day educational services to poor children living in inner-city Waterbury, Connecticut.

Social Media

Affiliations + Memberships

National Association for the Education of Young Children (NAEYC)

Videos

External Reviews

Source: greatnonprofits.org

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Financials

Financial information is an important part of gauging the short- and long-term health of the organization.

CHILDREN'S COMMUNITY SCHOOL, INC.
Fiscal year: Jul 01-Jun 30
Yes, financials were audited by an independent accountant.

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Operations

The people, governance practices, and partners that make the organization tick.

CHILDREN'S COMMUNITY SCHOOL INC

Leadership

NEED MORE INFO ON THIS NONPROFIT?

Free: Gain immediate access to the following:
  • Address, phone, website and contact information
  • Forms 990 for 2015, 2014 and 2013
  • Board Chair and Board Members
  • Access to the GuideStar Community
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Principal

Ms. Roseanne Greaney

Director of Development

Ms. Lynn Curless

BIO

Roseanne Greaney was a teacher at Children's Community School for 25 years before she took on the role of principal at the start of the 2014-15 school year. Most of her time in the school was as the 5th grade teacher and director of the mentoring program, but she also taught library skills, served as a science specialist, and taught younger grades as well. She holds a Master's Degree in Education from the University of Bridgeport.

STATEMENT FROM THE Principal

"Families apply to Children’s Community School knowing that it is a commitment on behalf of the student and parents. Students enroll in a rigorous academic program and extended school days. Parents sign a contract acknowledging that they will actively participate in the development of their child as a student and person. In return, these families know that they will be supported by resources outside of a normal public school setting, including a team of volunteers that commit thousands of volunteer hours every year."

Governance

BOARD CHAIR

Mr. Rosemary Tessier

BOARD LEADERSHIP PRACTICES

GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section, which enables organizations and donors to transparently share information about essential board leadership practices. Self-reported by organization

Yes

BOARD ORIENTATION & EDUCATION

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?

Yes

CEO OVERSIGHT

Has the board conducted a formal, written assessment of the chief executive within the past year?

Yes

ETHICS & TRANSPARENCY

Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements in the past year?

Yes

BOARD COMPOSITION

Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership?

Yes

BOARD PERFORMANCE

Has the board conducted a formal, written self-assessment of its performance within the past three years?


ORGANIZATIONAL DEMOGRAPHICS

In order to support nonprofits and gain valuable insight for the sector, GuideStar worked with D5—a five-year initiative to advance diversity, equity, and inclusion in philanthropy—in creating a questionnaire. This section is a voluntary questionnaire that empowers organizations to share information on the demographics of who works in and leads organizations. To protect the identity of individuals, we do not display sexual orientation or disability information for organizations with fewer than 15 staff. Any values displayed in this section are percentages of the total number of individuals in each category (e.g. 20% of all Board members for X organization are female).

Gender
This organization reports that it does not collect this information for Volunteers.
Race & Ethnicity
This organization reports that it does not collect this information for Volunteers.
Sexual Orientation

This organization reports that it does not collect this information for Volunteers.

Disability

This organization reports that it does not collect this information.

Diversity Strategies
No
We track retention of staff, board, and volunteers across demographic categories
No
We track income levels of staff, senior staff, and board across demographic categories
No
We track the age of staff, senior staff, and board
No
We track the diversity of vendors (e.g., consultants, professional service firms)
No
We have a diversity committee in place
No
We have a diversity manager in place
No
We have a diversity plan
No
We use other methods to support diversity
Diversity notes from the nonprofit
The CCS leadership takes every opportunity to recruit and retain staff that are reflective of the population it serves.