Educational Institutions

EAGLE HILL SOUTHPORT SCHOOL

  • Southport, CT
  • www.eaglehillsouthport.org

Mission Statement

At Eagle Hill Southport School our vision is a world where people with language-based learning differences and ADHD are embraced for their strengths and potential, and where all teachers have access to training in best educational practices and current research. Our mission is to provide transformative educational experiences that have lifelong impact on our students as well as thought leadership that engages the learning differences community.

Main Programs

  1. Community Lecture Series
  2. Predictive Assessment of Reading
  3. Angel Financial Aid Program
Service Areas

Self-reported

Connecticut

We serve students from Fairfield, Westchester, and New Haven counties, and we host a free community lecture series that is free and open to the general public.

ruling year

1987

Headmaster since 2012

Self-reported

Mr. Benjamin N. Powers

Keywords

Self-reported

Dyslexia, ADHD, Learning Disability, Education, k-8

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EIN

06-1135389

 Number

0408295503

Also Known As

Eagle Hill Southport

Contact

Cause Area (NTEE Code)

Specialized Education Institutions/Schools for Visually or Hearing Impaired, Learning Disabled (B28)

Elementary, Secondary Ed (B20)

Remedial Reading, Reading Encouragement (B92)

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

While the average student spends three or four years at EHSS, each child's enrollment is based on their needs and specific learning profile, as well as the grade into which they will transition. Approximately 60% go on to attend independent or parochial schools, while 40% attend public schools. Our goal is to prepare them with the tools needed to be successful in whatever type of setting they transition into following EHSS. Many of our alumni go onto college while others train in specific trades or become entrepreneurs.

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

Community Lecture Series

EHSS hosts a free, public community lecture series where experts in the field of learning differences speak about current research, practical implications for practitioners, and stories of empowerment and success.

Category

Civil Rights, Social Action & Advocacy

Population(s) Served

Disabled, General or Disability Unspecified

Budget

$25,000

Program 2

Predictive Assessment of Reading

EHSS offers free PAR testing by trained staff members to the general public on select dates. The process is open to students in pre-kindergarten through third grade. The assessment includes the test, the results and a consultation. The PAR is a good indicator of what reading level students will be at in grades three and eight.

Category

Education

Population(s) Served

Children Only (5 - 14 years)

Budget

$1,400

Program 3

Angel Financial Aid Program

The Angel Program allows for significant funding to be awarded to students whose family cannot afford an EHSS education. Donors commit to multi-year pledges to support the education of one or more students over several years.

Category

Education

Population(s) Served

Children Only (5 - 14 years)

Disabled, General or Disability Unspecified

Budget

$250,000

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?
    We are here to change the conversation about LD/ADHD education. Our students are bright, creative, and unique learners who deserve an environment in which to thrive, not just survive.

    Although all of our students navigate the same academic day, each of our students is enrolled in classes based on learning strengths and areas where more support is needed. We offer a challenging, hands-on curriculum that reawakens a love of learning, while embracing and celebrating each student's unique strengths and learning pathways. Our goal is to prepare each student with tools that will help them be successful after leaving EHSS.
  2. What are the organization's key strategies for making this happen?
    Foster academic program development that integrates current research with evidence-based approaches.

    Develop engaging and LD-specific enrichment and activity programs.

    Integrate technology - including instructional and assistive technologies - throughout the program.

    Strengthen the school transition process, including measuring outcomes for students leaving Eagle Hill Southport School.
  3. What are the organization's capabilities for doing this?
    Our students are the core of our work and decision making, and we want to create the best environment for them to learn, explore, develop their full potential and prepare for their next academic experience. In order to do this we have developed the following strategies are part of our strategic plan in order to ensure we are making the best decisions for our students and the sustainability of our programs.

    Develop a financial and physical master plan, including strategies to maintain affordable tuition.

    Create pathways for a diverse socio-economic student population.

    Integrate the roles of the development, admissions and marketing through an Advancement Office.

    Examine partnerships with local, state, and national organizations.

    Investigate mission-aligned alternative revenue streams.

    Foster continued Board of Directors development.

    Maintain awareness of and make ecologically responsible choices.
  4. How will they know if they are making progress?
    By assessing how often our students are transitioning out of the school and where they are transitioning to we can continually see how effective our programs are.

    Enrollment is another indicator of how effective our programs are on the current student population. Through surveys we have determined that most families hear of us through word-of-mouth so our reputation as a top educator in the LD community has a strong impact on enrollment.
  5. What have and haven't they accomplished so far?
    Through out strategic planning process we were able to determine our short and long term goals. We are continually training our educators to the highest levels using research and evidence-based approaches. This year all of our faculty will be trained in Orton-Gillingham. We encourage all staff members to exercise and embrace the creative minds of our students and one-another. We challenge all community members to develop their individual strengths, self-esteem, and self-advocacy skills. We engage our students as learners, and the broader world as influencers and informers on learning differences and ADHD. We strive to foster an understanding and appreciation of the value of different kinds of minds.

    While all of these are progress, they are approached each day anew.
Service Areas

Self-reported

Connecticut

We serve students from Fairfield, Westchester, and New Haven counties, and we host a free community lecture series that is free and open to the general public.

Social Media

External Reviews

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Financials

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

EAGLE HILL - SOUTHPORT SCHOOL INC
Fiscal year: Sep 01-Aug 31
Yes, financials were audited by an independent accountant.

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Operations

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

EAGLE HILL SOUTHPORT SCHOOL

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 Co-Chair
  • Access to the GuideStar Community
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Headmaster

Mr. Benjamin N. Powers

BIO

Ben is an engaged head of school at one of the thought leaders in education for students with language-based learning differences, like dyslexia, and ADHD. Over the past several years, we have worked to develop new branding and visual identity platforms, created an innovative 5-year strategic plan, developed partnerships with leading researchers in the field, and developed a regional initiative to bring current research and practice, as well as opportunities for personal empowerment, to people who work with or are members of the LD/ADHD community.

STATEMENT FROM THE Headmaster

"We have 100 unique learners at EHSS with one thing in common: they failed to thrive in “traditional" school environments.

For some reason, their cerebrodiversity was not embraced, their potential left untapped. At EHSS, we approach education from a different perspective: instead of a one-size-fits-all philosophy, we believe it's important to gain a clear understanding of how each child learns best—their strengths, opportunities for growth, and why school hasn't worked for them in the past.

We approach the school day very differently at EHSS, from the way we welcome students, to starting the day with a morning assembly, to delivering research and evidence-based instruction in the classroom. In everything we do, we seek to support and challenge students so they find their passion, regain their confidence and self-esteem, and are able to show the world their strengths, talents, and abilities.

Likewise, each of our teachers, administrators, and staff have found their passion in educating students with learning differences and ADHD. We share a common vision about changing the way teachers are trained and how the learning differences community is viewed. We challenge ourselves to find the best pathways to reach our students and help them elicit their innate strengths while providing a foundation of skills and tools to navigate the text, language, and structure of school.

I welcome you to come see us in person and promise you will feel the difference when you walk through the doors of our historic Pequot School building. As is the case with our students, we are confident it will reawaken your sense of possibility. "

Governance

BOARD CHAIR

Ms. Virginia Cargill

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?