SILVER2023

MY AMIGOS BILINGUAL EDUCATION CENTER

Where children learn that the world is bigger than their back yard.

West Columbia, SC   |  http://www.myamigosbec.org/

Mission

My Amigos Bilingual Education Center provides high-quality dual language immersion education to children in a multicultural Christian environment. My Amigos is more than a bilingual preschool. It’s a place that creates bridges between cultures and teaches children to be rooted in our local community while also belonging to a global community. At My Amigos, students learn that the world is bigger than their backyard and start building friendships with people whose backgrounds are different than their own.

Ruling year info

2009

Executive Director

Lisandra Diaz-Rivera

Main address

132 Saint Davids Church Rd

West Columbia, SC 29170 USA

Show more contact info

EIN

36-4631695

NTEE code info

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

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

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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?

Preschool

Children will be taught in a Spanish/English dual-language immersion environment. If child is addressed in Spanish, he/she is expected to respond in Spanish; equally, if addressed in English, he/she is expected to respond in English. MABEC curriculum is 50% teacher-initiated and 50% student-initiated. While incorporating cultural competency and language acquisition, we meet South Carolina “Good Start, Grow Smart” standards so that every child is ready for Kindergarten. Below are some specific points that define our unique curriculum:

Population(s) Served
Infants and toddlers
Children

Our afterschool program is a partial-language immersion program; meaning part of the time is led in Spanish and part of the time is led in English. Each day, children receive a 20-minute Spanish lesson where they practice reading, writing and conversing in the Spanish language.

Population(s) Served

Our summer program is a partial-language immersion program; meaning half of the day is led in Spanish and half of the day is led in English. Each week follows a different theme and includes fun games and activities that teach Spanish vocabulary and simple phrases.
Special points:
• Cultural competency is taught through daily interaction in our multi-cultural environment.
My Amigos Bilingual Education Center
• Free play and recreation times allow for student-led exploration, physical development and social interaction with peers.
• Afternoon extra-curricular activities that promote physical education and spiritual development include music, dance, art, religion, sports (at no additional cost).

Population(s) Served
Children and youth
Ethnic and racial groups
Religious groups
Children and youth
Ethnic and racial groups
Religious groups

Where we work

Affiliations & memberships

ABC Quality 2021

Our results

SOURCE: Self-reported by organization

How does this organization measure their results? It's a hard question but an important one.

Number multi-cultural representation in student body

This metric is no longer tracked.
Totals By Year
Type of Metric

Context - describing the issue we work on

Direction of Success

Increasing

Context Notes

In 2020, we had 53 of 75. In 2019, we had 32 of 42. In 2018, we had 44 of 58. In 2017, we had 24 of 44. In 2016, we had 21 of 44.

Number multi-cultural representation in staff

This metric is no longer tracked.
Totals By Year
Type of Metric

Input - describing resources we use

Direction of Success

Holding steady

Context Notes

Our classroom has two teachers. One English Teacher and one Spanish teacher. Both are native speakers.

Number of students who come from immigrant families

This metric is no longer tracked.
Totals By Year
Type of Metric

Outcome - describing the effects on people or issues

Direction of Success

Holding steady

Number of students receiving personal instruction and feedback about their performance

This metric is no longer tracked.
Totals By Year
Type of Metric

Input - describing resources we use

Direction of Success

Holding steady

Context Notes

Performance evaluation was not given to the class of 2K in 2017 and 2016. Performance evaluation was not given to any students of the 2019-2020 class because of COVID-19 pandemic.

Number of students who exhibit kindergarten readiness according to SC Early Learning Standards

This metric is no longer tracked.
Totals By Year
Type of Metric

Input - describing resources we use

Direction of Success

Increasing

Context Notes

In 2018, we had 9 of 10. In 2017, we had 10 of 11. In 2016, we had 13 of 13. Performance evaluation was not given on 2019-2020 classes because of COVID-19 pandemic. In 20-21, 7 out of 10.

Number of children who have emerging literacy skills such as beginning letter recognition and phonological awareness, story comprehension, and use of writing materials.

This metric is no longer tracked.
Totals By Year
Type of Metric

Input - describing resources we use

Direction of Success

Increasing

Context Notes

Based on assessment of exiting 4K students. Performance evaluation was not given to any students of the 2019-2020 class because of COVID-19 pandemic.

Number of children achieving language and literacy proficiency

This metric is no longer tracked.
Totals By Year
Type of Metric

Input - describing resources we use

Direction of Success

Increasing

Context Notes

Based on assessment of exiting 4K students. Performance evaluation was not given to any students of the 2019-2020 class because of COVID-19 pandemic.

Number of students who receive scholarship funds and/or tuition assistance

This metric is no longer tracked.
Totals By Year
Type of Metric

Context - describing the issue we work on

Direction of Success

Increasing

Number of students of a second league leaning tested out ESOL

This metric is no longer tracked.
Totals By Year
Type of Metric

Input - describing resources we use

Direction of Success

Increasing

Context Notes

In 2018, we had 1 of 2. In 2017 we had 2 of 3. In 2016, unknown.

Number of students connected to additional services based on teacher recommendations or ASQ scores

This metric is no longer tracked.
Totals By Year
Type of Metric

Outcome - describing the effects on people or issues

Direction of Success

Holding steady

Context Notes

Performance evaluation was not given to any students of the 2019-2020 class because of COVID-19 pandemic.

Number of students who have the ability to understand and comprehend communication including second language acquisition

This metric is no longer tracked.
Totals By Year
Type of Metric

Context - describing the issue we work on

Direction of Success

Increasing

Context Notes

Based on assessment of exiting 4K students. Performance evaluation was not given to any students of the 2019-2020 class because of COVID-19 pandemic.

Our Sustainable Development Goals

SOURCE: Self-reported by organization

Learn more about Sustainable Development Goals.

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.

1. Preparing preschool age students for Kindergarten.
2. Reducing the school drop-out rate.
3. Reducing bullying and gang activity.
4. Helping Hispanic children with English language acquisition.
5. Teach respect and appreciation for diversity.

This happens through the implementation of our bilingual curriculum that teaches cultural awareness using various multi-cultural learning activities as well as meeting South Carolina's Good Start Grow Smart Learning Standards for school readiness. We also make it a priority to maintain a healthy ratio of Anglo to other ethnicities in our enrollment in order to adequately provide first-hand, cultural learning experiences.

The most important part of giving a strong early educational foundation is to hire well-educated staff who understand how to teach preschool age children. Our teachers must hold either a bachelor's degree or Child Development Associate Certification along with also having at least one year previous experience working with children.
Also important is to have diversity represented among out staff. Currently we employee 8 staff members, six of which are Hispanic.

My Amigos helps fill the gap in our community by providing accessible, high quality, bilingual early education in a multicultural Christian environment. We focus on creating an inclusive, welcoming environment for families of all backgrounds. Our students are a diverse mix of families with lower and higher incomes, different racial backgrounds, different countries of origin, and different languages.

One of the primary ways that My Amigos accomplishes our goal of a diverse, inclusive preschool meeting the needs of our community is to provide tuition assistance to low-income families and to work with DSS to accept childcare vouchers. We actively fundraise for our tuition fund in order to provide early education to as many families as possible who are experiencing financial need, especially during the pandemic when many additional families are struggling.

Like many other early education centers, My Amigos is operating at reduced classroom capacity following the student/teacher ratios recommended by DSS during the pandemic. In response to reduced capacity of individual classrooms, My Amigos has opened an additional 3k classroom to continue meeting the preschool needs of our community.

My Amigos excels at engaging with preschool families across backgrounds and creating an environment that is accessible for all families. Bilingual/bicultural staff members ensure that families are able to communicate effectively with their child's teachers and administrative staff, and bilingual events and activities remove the language barrier that often prevents immigrant families from participating in their child's school activities

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 using feedback from the people you serve?

    To identify and remedy poor client service experiences, To identify bright spots and enhance positive service experiences, To make fundamental changes to our programs and/or operations, To inform the development of new programs/projects, To identify where we are less inclusive or equitable across demographic groups, To strengthen relationships with the people we serve, To understand people's needs and how we can help them achieve their goals

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

    We collect feedback from the people we serve at least annually, We take steps to get feedback from marginalized or under-represented people, We aim to collect feedback from as many people we serve as possible, We take steps to ensure people feel comfortable being honest with us, We look for patterns in feedback based on demographics (e.g., race, age, gender, etc.), We look for patterns in feedback based on people’s interactions with us (e.g., site, frequency of service, etc.), We engage the people who provide feedback in looking for ways we can improve in response, We act on the feedback we receive

  • What challenges does the organization face when collecting feedback?

    It is difficult to get the people we serve to respond to requests for feedback, It is difficult to find the ongoing funding to support feedback collection, Staff find it hard to prioritize feedback collection and review due to lack of time

Financials

MY AMIGOS BILINGUAL EDUCATION CENTER
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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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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.

MY AMIGOS BILINGUAL EDUCATION CENTER

Board of directors
as of 01/12/2024
SOURCE: Self-reported by organization
Board chair

Flavia Gibson

Dickerson Children's Advocacy Center

Shauna Gartner

Airport High School

Alicia Fordham

SC Department of Juvenile Justice

Kimberly Serna

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 ? Not applicable
  • 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 1/12/2024

Who works and leads organizations that serve our diverse communities? Candid partnered with CHANGE Philanthropy on this demographic section.

Leadership

No data

Race & ethnicity

Gender identity

Transgender Identity

Sexual orientation

Disability

We do not display disability information for organizations with fewer than 15 staff.

Equity strategies

Last updated: 05/09/2023

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 analyze disaggregated data and root causes of race disparities that impact the organization's programs, portfolios, and the populations served.
  • We disaggregate data to adjust programming goals to keep pace with changing needs of the communities we support.
  • We employ non-traditional ways of gathering feedback on programs and trainings, which may include interviews, roundtables, and external reviews with/by community stakeholders.
  • 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 use a vetting process to identify vendors and partners that share our commitment to race equity.
  • We seek individuals from various race backgrounds for board and executive director/CEO positions within our organization.
  • We have community representation at the board level, either on the board itself or through a community advisory board.
  • We help senior leadership understand how to be inclusive leaders with learning approaches that emphasize reflection, iteration, and adaptability.
  • We engage everyone, from the board to staff levels of the organization, in race equity work and ensure that individuals understand their roles in creating culture such that one’s race identity has no influence on how they fare within the organization.