Children's Institute for Learning Differences

Progress Starts Here.

aka CHILD   |   Renton, WA   |  www.CHILDnow.org

Mission

CHILD's mission is to provide innovative school programs, therapies and training that promote social, emotional and academic development for children with significant learning and behavioral challenges.

Notes from the nonprofit

With the full commitment of our Board and support of community stakeholders, we implemented a crucial goal in our strategic plan; building a permanent home to ensure continuity of CHILD programs and expansion of services, especially early childhood and training, to reach more parents and professionals throughout the region. Our new location in Renton was completed in the fall of 2014.

Ruling year info

1980

Executive Director

Carrie Fannin

Main address

2640 Benson Road S

Renton, WA 98055 USA

Show more contact info

EIN

91-1055331

NTEE code info

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

Children's and Youth Services (P30)

Counseling Support Groups (F60)

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

CHILD provides critically-needed intervention services to reach children either not attending school or those failing in their current school placements. Since 1977, CHILD has been removing systemic barriers that keep struggling children from being successful learners. Repeatedly, children with learning disabilities, sensory processing disorders, autism, attention deficit disorders, or emotional reactivity experience educational inequities, leading to low self-esteem, marginalization, limited job opportunities, or worse. Through innovative change-oriented approaches, CHILD helps children, who are challenged or perceived to be challenging, master once-lagging skills, so they become confident and open to learning. CHILD students/clients become empowered as they develop a set of durable core strengths – increased levels of self-regulation, an increased ability to maintain relationships, and increased coping skills – which leads to their on-going personal resilience.

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?

Full-Day School Program

CHILD serves approximately 75 full-time students from up to 31 referring school districts in the Puget Sound who commute daily to our campus in Renton. Our objective is to support students to learn, develop and apply new skills and information that allow them to successfully re-integrate to a more traditional school setting; usually within 1 to 3 years. Students can enter our program year-round depending on need and space availability.

CHILD is an approved Non Public Agency by the Washington State Office of the Superintendent of Public Instruction (OSPI) to provide contracted therapeutic services to students from public school districts whose resources cannot adequately serve the complex needs of struggling children.

CHILD does not discriminate on the basis of race, creed, color, national origin, gender, ancestry, age, political ideology, religion or other personal characteristics.

Population(s) Served

In addition to supporting our full-day therapeutic school, CHILD'S therapy clinic offers occupational therapy,  speech and language therapy, mental health counseling , life skills training, and academic support to children on an outpatient basis. The key objective is to remove barriers to learning and support students in learning, developing and applying new skills and information that allow them to be successful in more traditional school settings, at home, and in life.

Population(s) Served

Where we work

Awards

Golden Apple 1998

KCTS

How we listen

SOURCE: Self-reported by organization

Seeking feedback from people served makes programs more responsive and effective. Here’s how this organization is listening.

done We demonstrated a willingness to learn more by reviewing resources about feedback practice.
done We shared information about our current feedback practices.
  • How is your organization collecting feedback from the people you serve?

    Electronic surveys (by email, tablet, etc.), Focus groups or interviews (by phone or in person), Community meetings/Town halls,

  • How is your organization using feedback from the people you serve?

    To inform the development of new programs/projects, To strengthen relationships with the people we serve,

  • With whom is the organization sharing feedback?

    The people we serve, Our staff, Our board, Our funders, Our community partners,

  • Which of the following feedback practices does your organization routinely carry out?

  • What challenges does the organization face when collecting feedback?

    It is difficult to get the people we serve to respond to requests for feedback, We don’t have the right technology to collect and aggregate feedback efficiently, The people we serve tell us they find data collection burdensome, It is difficult to find the ongoing funding to support feedback collection,

Financials

Children's Institute for Learning Differences
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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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lock

Connect with nonprofit leaders

Subscribe

Build relationships with key people who manage and lead nonprofit organizations with GuideStar Pro. Try a low commitment monthly plan today.

  • 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.

Children's Institute for Learning Differences

Board of directors
as of 11/15/2019
SOURCE: Self-reported by organization
Board chair

Charles Quackenbush, J.D.

Cindy Melland

Community Banking

Betsy Gilchrist

Retired CPA, Community Banking

Charles Quackenbush, J.D.

Carrie Fannin

Children's Institute for Learning Differences

Wendy Armour

University of Washington School of Law

Thomas Everill

Retired Nonprofit CEO

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

Organizational demographics

SOURCE: Self-reported; last updated 11/14/2019

Who works and leads organizations that serve our diverse communities? GuideStar partnered on this section with CHANGE Philanthropy and Equity in the Center.

Leadership

The organization's leader identifies as:

Race & ethnicity
White/Caucasian/European
Gender identity
Female, Not transgender (cisgender)
Sexual orientation
Heterosexual or Straight
Disability status
Person with a disability

Race & ethnicity

Gender identity

 

Sexual orientation

Disability

Equity strategies

Last updated: 11/14/2019

GuideStar partnered with Equity in the Center - an organization that works to shift mindsets, practices, and systems to increase racial equity - to create this section. Learn more

Data
  • We review compensation data across the organization (and by staff levels) to identify disparities by race.
  • We have long-term strategic plans and measurable goals for creating a culture such that one’s race identity has no influence on how they fare within the organization.
Policies and processes
  • We seek individuals from various race backgrounds for board and executive director/CEO positions within our organization.
  • We help senior leadership understand how to be inclusive leaders with learning approaches that emphasize reflection, iteration, and adaptability.