Accelerated Schools of Overland Park

Overland Park, KS   |  www.acceleratedschoolsop.org

Mission

Accelerated Schools of Overland Park works with students and their families to provide a unique learning environment that maximizes individual success.

Ruling year info

2007

Director

Mrs. Jane Curran

Principal

Annie Swartz

Main address

10713 Barkley

Overland Park, KS 66211 USA

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Formerly known as

Accelerated Schools

EIN

20-3821478

NTEE code info

Elementary, Secondary Ed (B20)

IRS filing requirement

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

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Communication

Blog

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?

Accelerated Schools Full Day School

As a private school, without the restrictions and pressures most public schools face, we are able to discard ineffective methods and adopt materials and procedures that efficiently solve educational problems. We apply predictable solutions to problems through custom-tailored instruction and ongoing evaluation.

Our full day curriculum covers the core subject areas as well as elective courses. All programs are custom designed to meet each student's unique learning objectives and academic needs.

Developing strong study skills is an important component of our program. We teach students how to be more active and effective listeners, take meaningful notes, communicate both orally and in written form, study for tests and manage their time throughout the process.

In addition, Accelerated Schools helps students develop better social skills by guiding them through more positive interactions with other students and teachers.

Population(s) Served
Children and youth

Summer school programs are available for students entering grades 6-12.

Population(s) Served
Children and youth

Where we work

Accreditations

Cognia 2005

State of Kansas 2005

Awards

Affiliations & memberships

Cognia 2005

State of Kansas 2005

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 focus of our school is not only to educate our students (Grades 4-12), but also help them to overcome the obstacles they have faced and be successful in the future.  Most of our students face added issues including ADD/ADHD, autism spectrum, gifted and talented, motivational issues, behavior issues, learning issues and more.  Our long-term success is when each child graduates high school and has a plan for the future.   Some of our students stay at the school for a semester or a year, others will stay through high school.  Each child's success is different.  For some it is returning to a traditional school settings.

ASOP creates a compassionate environment emphasizing a positive growth mindset, while also having low student/teacher ratio that offers an individualized curriculum. We provide positive feedback to help students reach their potential.

We have trained, experienced teachers who are knowledgeable about our students' diverse needs.  The physical environment is also conducive for meeting our students' needs. In 2020 we hired a mental health professional to work at the school part time. She developed the "Pathways" program to help the students deal with these issues.

An important long-term goal that has not been achieved is to build up the funds in our scholarship endowment program for serving students. Also  continued improvement on our school buildings is a priority. With the pandemic, we realized that mental health issues needed to be addressed in the school. We hired a mental health professional at the start of the 2020-2021 school year.

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 shared information about our current feedback practices.
  • Who are the people you serve with your mission?

    Families of students in grades 4 though 12.

  • 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), Case management notes, Suggestion box/email,

  • 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,

  • What significant change resulted from feedback?

    Employing a mental health professional.

  • With whom is the organization sharing feedback?

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

  • How has asking for feedback from the people you serve changed your relationship?

    We work to have an open line of communications with our school community.

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

    We collect feedback from the people we serve at least annually, 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, We tell the people who gave us feedback how we acted on their feedback, We ask the people who gave us feedback how well they think we responded,

  • What challenges does the organization face when collecting feedback?

    We don't have any major challenges to collecting feedback,

Financials

Accelerated Schools of Overland Park
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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

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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

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Accelerated Schools of Overland Park

Board of directors
as of 01/24/2022
SOURCE: Self-reported by organization
Board chair

Mrs. Jane Curran

Accelerated Schools of Overland Park

Term: 2009 - 2023

Joseph Cirincione

Rockhurst University Retired

Jane Curran

Accelerated Schools of Overland Park

Daniel Devine

Devine and Associates

Chris Setley

Teacher Olathe School District

Kimberlee Johnson

Reece Nichols Agent

Jerry Jones

Blue Cross/Blue Shield/Director of Community Health

Josh Jabbour

American Century Investments/CPA

Sherry Kuehl

freelance writer

Michelle Turney

Bookkeeper

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? No
  • CEO oversight
    Has the board conducted a formal, written assessment of the chief executive within the past year ? No
  • 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? No
  • 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? No

Organizational demographics

SOURCE: Self-reported; last updated 1/24/2022

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 without a disability

The organization's co-leader identifies as:

Race & ethnicity
White/Caucasian/European
Gender identity
Female, Not transgender (cisgender)
Sexual orientation
Heterosexual or Straight
Disability status
Person without a disability

Race & ethnicity

Gender identity

 

Sexual orientation

Disability

Equity strategies

Last updated: 01/24/2022

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 ask team members to identify racial disparities in their programs and / or portfolios.
  • 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 disaggregate data by demographics, including race, in every policy and program measured.
  • 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 have a promotion process that anticipates and mitigates implicit and explicit biases about people of color serving in leadership positions.
  • 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 measure and then disaggregate job satisfaction and retention data by race, function, level, and/or team.
  • 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.