American School for the Deaf

ALL ways able.

aka ASD   |   West Hartford, CT   |  www.asd-1817.org

Mission

At the American School for the Deaf, students and their families are surrounded by inspiring peers, guided by dedicated and committed staff, and supported by robust technology. We foster a language-rich communication environment that maximizes each student's potential, empowering them to become educated and self-directed lifelong learners.

Ruling year info

1935

Executive Director

Mr. Jeffrey S. Bravin

Main address

American School for the Deaf 139 North Main Street

West Hartford, CT 06107 USA

Show more contact info

EIN

06-0667600

NTEE code info

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

Deaf/Hearing Impaired Centers, Services (P87)

IRS filing requirement

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

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Communication

Programs and results

What we aim to solve

SOURCE: Self-reported by organization

Deaf Education in America is changing, and schools for the deaf across the country face significant challenges. Advancements in technology have led to the improved effectiveness of assistive devices, digital hearing aids, and Cochlear Implants. However, these advancements do not always guarantee academic success for deaf and hard of hearing students. Unfortunately, many deaf and hard of hearing students are not referred to schools for the deaf until they experience repeated academic failures. There has also been a paradigm shift in the demographics of students enrolled at schools for the deaf, with many students experiencing at least one disability in addition to hearing loss. This requires increased staff, specialized credentials and qualifications, and appropriate class size to accommodate our students' unique learning needs.

Our programs

SOURCE: Self-reported by organization

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

Education

Current program offerings include a traditional pre-kindergarten through high school academic program; vocational education and work experience programs; Monday-Friday residential services; special education programs for students who are deaf and have additional disabilities; special programs for students with behavioral or emotional problems; accelerated programming for high academic achievers; counseling and support services; vocational rehabilitation, job training and placement services for deaf adults; evaluation and referral services; professional consultation; cochlear implant support; advocacy and public information; annual foreign-exchange program for high-school students; statewide Early Childhood Services for deaf and hard of hearing infants and their families; audiological services; community sign language instruction; summer camp, summer educational and work programs; a "sister-school"; an extensive variety of professional outreach programs serving deaf students in outside placements; and many interscholastic athletic and student-enrichment activities.

Population(s) Served
Adults
Children and youth

Where we work

Accreditations

New England Association of Schools and Colleges, Inc. Accreditation 2016

Affiliations & memberships

New England Association of Schools and Colleges, Inc. 2016

Goals & Strategy

SOURCE: Self-reported by organization

Learn about the organization's key goals, strategies, capabilities, and progress.

Charting impact

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

The American School for the Deaf is a comprehensive learning community that welcomes all deaf, hard of hearing, and hearing children with unique communication needs. We develop the whole child - intellectually, emotionally, physically, and socially.

At the American School for the Deaf, students and families are surrounded by inspiring peers, guided by dedicated and committed staff, and supported by robust technology. We foster a language-rich communication environment that maximizes each student's potential, empowering them to become educated and self-directed lifelong learners.

A strong language foundation is the key to academic success. ASD has always been a leading resource for deaf and hard of hearing students to attain this foundation, and we are committed to doing all that is necessary to meet today's demands and prepare our students for success in a hearing world.

ASD is dedicated to building on our academic and transitional programming with a robust curriculum tailored to the unique learning styles and aspirations of our students. At ASD, we also pay particular attention to not only our students' academic success, but their social and emotional growth, as well.

ASD strives to remain on the cutting-edge of the latest advancements in technology; and we are creating strategic alliances with diverse community partners to provide our students with tangible skills that will prepare them for all that tomorrow may bring.

Founded in 1817, the American School for the Deaf was the first permanent school for the deaf in the United States and a nationally renowned leader in providing comprehensive educational programs and services for deaf and hard of hearing students.

ASD embraces an American Sign Language/English Bilingual approach to provide our students with a dual language foundation in both American Sign Language and English. This approach integrates American Sign Language, speech, auditory training, reading, writing, and the use of assistive devices to enable our students to achieve true language and communication literacy and become successful, lifelong learners.

ASD is equipped with the latest technology to provide students with total access to language – this includes signing, captioning, and advanced digital systems to assist students with hearing aids and cochlear implants. We firmly believe that the use of sign language is also critical to ensure that our students benefit from communication access in all environments. Exposing children to a communicatively accessible environment at the earliest possible age results in language development and academic success. The bilingual approach will foster this accessible environment while providing our students with the tools to achieve fluency in two languages.

In addition to a robust mission statement that guides the decision-making process across the entire school, ASD's accomplished leadership team possesses the skills and experience necessary to address all aspects of school operations. From the classroom and residential life program to the business office and administrative team, every program at ASD is part of an intricate process that works together to strengthen our mission.

ASD's professional staff includes highly qualified Masters level teachers. Our teachers are experts in analyzing current state standards, adapting those standards to be accessible for deaf and hard of hearing students, and developing data-driven, differentiated curricula designed to meet the individual needs of each student. We believe that a school's success depends largely on employing the right staff to execute a strong curriculum designed to meet the needs of all students. At ASD, we continually evaluate the positions within the school and how they fit and function within the overall organization.

ASD has been recognized by the Connecticut State Department of Education/Special Education Resources Center (SERC) as a Model School for PBIS, a nationally-recognized framework utilizing Positive Behavioral Intervention and Supports. ASD is a pioneer in successfully utilizing this framework across the campus, including academic, residential treatment, and residential life settings.

In addition to our academic and residential programs, ASD also offers a strong transition program designed to prepare students for life after graduation. We provide high quality vocational classes for our students, both on campus and off, and we offer a wide variety of work-study experiences to provide students with critical employment skills.

The American School for the Deaf is a 202-year-old institution that does many things well. According to the results of a climate survey conducted in 2018, our school's strengths include:

- Mission-driven
- Student-centered
- Culture of respect and kindness
- State-of-the-art technology
- Warm and inviting campus
- Dedicated and enthusiastic staff

To remain the premier educational resource for deaf and hard of hearing students, we must never be satisfied with the status quo. We consistently modify our programs to meet our students' unique learning needs - and prepare them for a lifetime of success.

ASD's 2019 - 2022 strategic plan includes several areas of focus, including:

- growing our enrollment
- enhancing our educational, vocational, and transition service offerings
- augmenting the American Sign Language/English Bilingual approach in the classroom
- expanding our presence nationally and internationally
- enriching the residential experience for our students who call ASD home
- sustaining a culture of transparency, accountability, and open-communication
- ensuring continued financial stability
- developing efficient data collection and analysis processes

Financials

American School for the Deaf
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Operations

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

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Connect with nonprofit leaders

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  • Analyze a variety of pre-calculated financial metrics
  • Access beautifully interactive analysis and comparison tools
  • Compare nonprofit financials to similar organizations

Want to see how you can enhance your nonprofit research and unlock more insights? Learn More about GuideStar Pro.

American School for the Deaf

Board of directors
as of 2/26/2021
SOURCE: Self-reported by organization
Board co-chair

Ms. Catherine Burns


Board co-chair

Mr. Jonathan Rubin

Magellan Health Services

Catherine Burns

Farmington Bank

Arthur Moore

Sprint

Jonathan Rubin

Magellan Health Services

Barbara Schlegel

CT Children's Medical Center

Board leadership practices

SOURCE: Self-reported by organization

GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section.

  • Board orientation and 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 and 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? Yes