Educational Institutions

CLARKE PENNSYLVANIA INC

Quick Facts

aka Clarke Schools for Hearing and Speech

Philadelphia, PA

Mission

Clarke Schools for Hearing and Speech provides children who are deaf or hard of hearing with the listening and spoken language skills they need to succeed. In Pennsylvania, Clarke services children and families from throughout the Philadelphia region as well as parts of New Jersey.

Ruling Year

2000

Interim CEO

Doug S. Scott

Chairman of the Board of Trustees

Hugh Babowal

Main Address

2 Penn Blvd, Suite 220

Philadelphia, PA 19144 USA

Keywords

deaf, hard of hearing, early intervention, preschool, children, hearing loss

EIN

23-3065167

 Number

7291759874

Cause Area (NTEE Code)

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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Programs + Results

What we aim to solve New!

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Our programs

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

SOURCE: Self-reported by organization

Early Intervention

Preschool

Mainstream Services

Where we workNew!

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Our Results

How does this organization measure their results? It's a hard question but an important one. These quantitative program results are self-reported by the organization, illustrating their committment to transparency, learning, and interest in helping the whole sector learn and grow.

SOURCE: Self-reported by organization

Number of students enrolled

TOTALS BY YEAR
Population(s) served

Children and youth (0-19 years),

People with hearing impairments

Context notes

Enrollment steadily increases. The FY2016 breakdown (not listed) as follows: Early Intervention, 53; Preschool, 34; Mainstream Services, 92.

Number of Individualized Education Programs (IEPs) developed

TOTALS BY YEAR
Population(s) served

Children and youth (0-19 years),

People with hearing impairments

Context notes

Enrollment fluctuates as children age-out and enter the mainstream, Represents IEPs for children ages 3-6 as of April in each year. Does not include IEP assistance provided to Mainstream students

Number of students per teacher during the reporting period

TOTALS BY YEAR
Population(s) served

Children and youth (0-19 years),

People with hearing impairments

Related program

Preschool

Context notes

Each Preschool class features a teacher-student ratio of no greater than 8 students to one teacher and one assistant teacher.

Number of students receiving personal instruction and feedback about their performance

TOTALS BY YEAR
Population(s) served

Children and youth (0-19 years),

People with hearing impairments

Context notes

Figure mirrors enrollment as each child represented is learning as part of an intensive, direct-service oriented program where Clarke professionals work closely with children and families.

Average number of years of formal education for teachers/instructors

TOTALS BY YEAR
Population(s) served

Children and youth (0-19 years),

People with hearing impairments

Context notes

Represents total number of years obtaining post-secondary education (undergraduate/graduate) for all teachers providing direct services and Speech Language Pathologists. Does not include audiologists

Percentage of children performing at average or above average on standardized assessments

TOTALS BY YEAR
Population(s) served

Children and youth (0-19 years),

People with hearing impairments

Related program

Early Intervention

Context notes

When assessed in preschool, 100% of children who had benefited from Clarke’s Early Intervention program fell within the average or above range for receptive/expressive vocabulary, and total language

Charting Impact

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

SOURCE: Self-reported by organization

What is the organization aiming to accomplish?

What are the organization's key strategies for making this happen?

What are the organization's capabilities for doing this?

How will they know if they are making progress?

What have and haven't they accomplished so far?

Our mission is to provide children who are deaf or hard of hearing with the listening, learning, and spoken language skills needed to succeed. Clarke focus is:

Transforming Lives – Clarke transforms the lives of children who are deaf and hard of hearing by helping them develop the skills they need to succeed in the speaking world.

Listening and Speaking – Clarke teaches children how to listen and speak, laying the foundation of language and communication for fully engaged lives.

Family Partnerships – Clarke partners with families as they navigate the learning process, helping them to identify options and make informed choices to maximize their child's potential.

Whole Child Approach – Clarke responds to the needs of the whole child – social, academic, psychological – creating confidence and independence.

Clarke seeks to ensure that every family of a child who is deaf or hard of hearing that wishes to pursue a Listening and Spoken Language (LSL) approach, has access to high-quality services.

Clarke is deeply committed to helping our children achieve the outcomes described herein as well as to build capacity and sustainability. We continue to expand and to develop more efficient ways to meet the increased demand for LSL services and address the shortage of providers. With the use of technology and through programs such as tVISIT, Clarke is able to provide services regardless of a family's location using a more sustainable service delivery method. Clarke will also continue improving and expanding service delivery through partnerships that utilize public or other existing resources at local and state levels. For example, our professionals recently helped the state of Delaware develop their own LSL program. As described throughout, Clarke is working with its peers to more effectively track, engage with, and collect data on our current students, to both strengthen our Clarke community and to produce evidence-based outcomes that support change in policy regarding how children who are deaf or hard of hearing are served.

Clarke's leadership in the field of deaf education, the collective expertise of our staff in serving young children and their families, our commitment to extending services to people who are currently underserved, and our embrace of new technologies and techniques to help children who are deaf or hard of hearing achieve better outcomes, are significant strengths. Clarke counts many of the nation's most highly-regarded professionals among our faculty and staff. We have extensive networks of relationships throughout the systems in the Philadelphia area that serve deaf children and families.
Clarke's Philadelphia location is lead by Judith S. Sexton who holds a Masters Degree in Education of the Hearing Impaired and a Bachelor's Degree in Secondary Education with a minor in Deaf Education from Bloomsburg University. In addition, she holds a supervisory certificate and a license in the Commonwealth of Pennsylvania as a Hearing Aid Specialist. Her work experiences include ten years in the public school system intermediate units as an itinerant hearing therapist in preschool, elementary, middle and high schools. Ms. Sexton taught at Archbishop Ryan School for the Deaf from 1983 – 1997, the last five years of which she served as principal. She has been a presenter at a variety of conferences and conventions relating to hearing loss. Ms. Sexton serves on the Pennsylvania Department of Health's Infant Hearing Screening Advisory Committee and the Educational Resources for Children with Hearing Loss (ERCHL), an advisory committee to the Bureau of Special Education (BSE) to promote excellence in the provision of educational programs and services for all Pennsylvania students who are deaf or hard of hearing.

In addition to assessments and data collection/analysis of child outcomes, Clarke goes to great lengths to evaluate our work and to stay on the leading edge of innovations of LSL education. Staff meets regularly to review evaluation results and address areas for improvement. Our lead teachers, all of whom have master's degrees, are required to participate in monthly development programs and participate in workshops and conferences.

Organizationally, Clarke began a strategic planning process in 2009 by forming a Strategic Analysis group consisting of staff, trustees and other stakeholders. Through the Strategic Analysis process, we reaffirmed Clarke's mission and streamlined the mission statement to better reflect our current programs and methodologies. Small groups of trustees and staff were formed to delve deeper into a number of focus areas identified through the analysis process. Through the work of these groups, in conjunction with the Board and administration, several major decisions were made by the board including the reduction of our physical space in Bryn Mawr order to allocate more funding to direct services. Clarke has always offered a wide breadth of programs and services that support a variety of constituencies. While it is important to continue to bring Clarke's expertise to a wide variety of clients, the strategic planning process led to the identification of four core areas which represent our largest areas of service:
• Birth to 3 Services –early intervention, toddler programs, parent support
• Preschool/Kindergarten – integrated, co-located and independent programs
• Mainstream Services – itinerant, consulting, school district collaborations, teleservices
• Professional Training - conferences, teacher training, webinars

Meeting a community need: Clarke's enrollment in Philadelphia has more than quadrupled in the last five years. We started with one small classroom in 2010, and are now filled to capacity with four classrooms. As a regional resource, Clarke's children come from Philadelphia as well as the surrounding counties (Bucks, Chester, Delaware, Carbon-Lehigh, Montgomery, and parts of New Jersey).

Increasing access for children and families: Clarke received a grant to launch an innovative project in Pennsylvania to provide Early Intervention services using telepractice. Called telepractice – Virtual Information Services for Infants and Toddlers (tVISIT), this program is helping parents overcome challenges of work schedules, transportation, location, and medical issues, to access Clarke's skilled practitioners. As such, it is working to ensure that all children with hearing loss can have the opportunity to listen and speak.

Maximizing family and child outcomes: Clarke also secured a three-year grant to use Language ENvironment Analysis (LENA), an innovative technology to help parents optimize children's language learning environments. By analyzing LENA data, practitioners will be able to customize intervention more effectively and help families identify new ways to engage with their children and optimize their language learning environments. As part this project, Clarke is working to increase the percentage of children who are deaf or hard of hearing who are kindergarten ready and are able to read at/above grade level.

Growing Mainstream Services: Clarke launched Mainstream Services in Philadelphia five years ago to serve about a dozen children with hearing loss in their neighborhood school settings. We are now regularly serving more than 100 mainstreamed children who are deaf or hard of hearing throughout the Philadelphia region.

Expanding Clarke's presence: In addition to Philadelphia-area children, Clarke recently began regularly serving children in Delaware and parts of New Jersey. Clarke helped Delaware launch and Listening and Spoken Language Program, and it is growing every day.

Spearheading model inclusion programs: In 2012, Clarke entered into a collaboration with Clarke's CORA Services Early Years Preschool and Child Care Program on the campus of La Salle University – this partnership is one of the most unique programs of its kind and provides us with an opportunity to give children who are deaf or hard of hearing the chance to interact with their hearing peers, better preparing them for full-time transition into mainstream schools. The collaboration has also enabled us to provide a much needed after-school daycare option to Clarke families in Philadelphia. In addition, it provides far below-market rental rates, shared costs, and an opportunity for professional development for students learning in La Salle's Department of Communication Sciences and Disorders Speech and Language Program, as well as its Social Work Department.

External Reviews

Financials

CLARKE PENNSYLVANIA INC

Fiscal year: Jul 01 - Jun 30

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Operations

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

Need more info?

FREE: Gain immediate access to the following:

  • Address, phone, website and contact information
  • Forms 990 for 2016, 2016 and 2016
A Pro report is also available for this organization for $125.
Click here to see what's included.

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.

SOURCE: Self-reported by organization

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?

Not Applicable

CEO OVERSIGHT

Has the board conducted a formal, written assessment of the chief executive within the past year?

Not Applicable

ETHICS & TRANSPARENCY

Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements in the past year?

Not Applicable

BOARD COMPOSITION

Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership?

Not Applicable

BOARD PERFORMANCE

Has the board conducted a formal, written self-assessment of its performance within the past three years?

Not Applicable