Shauna Rose Kaufman Foundation

art, equality, and education

DAGSBORO, DE   |  www.shaunrose.com

Mission

Promoting art, equality, and education. Promoting equality through poverty alleviation and disability programs.

Ruling year info

2011

President

Amy F Kaufman

Main address

31463 WINGATE RD

DAGSBORO, DE 19939 USA

Show more contact info

EIN

27-0654101

NTEE code info

Fund Raising and/or Fund Distribution (P12)

Deaf/Hearing Impaired Centers, Services (P87)

Cultural, Ethnic Awareness (A23)

IRS filing requirement

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

Communication

Programs and results

What we aim to solve

SOURCE: Self-reported by organization

Women's inequality. Education Inner Peace for World Peace initiative to support Afghan women. School Lunch for All feeds 52 children school lunch for one year for $36 per year. Vibrations is a dance and sign language program for at risk girls who are deaf or hard or hearing. Cost is $36 per year for 43 girls. Sponsor ships of one elementary age boy, Gagan who is blind costs $30 per month. Sponsorship of a disabled girl who was recently fitted with a prosthetic leg, Sarita Tamang, costs $25 per month.

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?

School Lunch for All on pause due to coviid

providing school lunch to children in remote region of Nepal, who have no lunch.

Population(s) Served
Children and youth

Providing music and Braille classes to blind and visually impaired students

Population(s) Served
Children and youth

using dance and sign language to motivate deaf and hard of hearing girls in Nepal.

Population(s) Served
Children and youth

Providing art and music classes to students considered to be at high risk for trafficking

Population(s) Served
Children and youth

Food and school supplies for 100 Zambian orphans, many "double orphans" who have lost all their family due to AIDS pandemic.

Population(s) Served
Non-adult children
Children and youth

Where we work

Affiliations & memberships

Governor's council on Organ and Tissue Donor Awareness - Delaware 2011

U.S. Embassy Nepal 2016

U,S, Embassy Nepal 2017

U,S, Embassy Nepal 2018

U,S, Embassy Nepal 2019

U,S, Embassy Nepal 2020

U,S, Embassy Nepal 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 of students showing interest in topics related to STEM

This metric is no longer tracked.
Totals By Year
Related Program

Cultural Arts

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Context Notes

STEM related activities include Makerspace and other Science and Math 24

Number of children who have knowledge of quantitative concepts, spatial relationships, and sequencing. Children show interest and the ability to apply measuring, categorizing, and sequencing in real-life situations.

This metric is no longer tracked.
Totals By Year
Population(s) Served

Adults, People of Asian descent, At-risk youth

Related Program

Cultural Arts

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Context Notes

Math 24 is our program for quantitative reasoning. Tangrams exposes children in Nepal to spatial reasoning not ordinarily implemented through school programs. We reach 3000 students per month

Number of students per classroom during the reporting period

This metric is no longer tracked.
Totals By Year
Population(s) Served

Adults

Related Program

Cultural Arts

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Context Notes

we reach schools in Nepal where the classrooms are too large and so specialized programming and staff assistance is greatly needed.

Number of teachers who report feeling prepared to address diverse student needs, including learning disabilities and limited English proficiency

This metric is no longer tracked.
Totals By Year
Population(s) Served

Women and girls

Related Program

Vibrations

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Context Notes

Special Programming for Teachers who work with children with learning disabilities

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.

We work within the country of Nepal to meet needs not met by other organizations, nonprofits, or government programs. Our coordinator lives in country and volunteers for social service programs. We work with schools to improve education and resources. We hire an art teacher for a low income school that has been there for ten years! We work with disability programs in schools, a blind program and a deaf program.
In Zambia, we support children orphaned by HIV.
In Haiti, we distributed food and household goods and did a road cleanup in Dominican Republic.
We have worked with Afghan women the past three years and continue to work together to improve their lives.


Our strategy is to help those who need it most. We are not stagnant , we are constantly aware of the changing needs in each country where we work. The covid pandemic has been challenging. In Nepal, we have been conducting online programming and workshops. Our school lunch program is stalled until school starts again, as are the other school programs.
We will continue to be evolving towards where there is the greatest need.

U.S. Embassy grant with Nepal for the past six years, requiring weekly, monthly, quarterly and yearly reports.
We can do a lot with a small amount of money. We give all donations directly to the children and families.

We began by advocating for an Organ and Tissue donation awareness program and created a film that was distributed in schools across Maryland, Delaware, and Pennsylvania.
We have maintained a paid art teacher and program serving 1000 children a month for the past 10 years.
We are in the 3rd year of Visions, our music program for blind and visually impaired students in Nepal.
We are in the 2nd year of Vibrations, a dance and sign language program for 43 at risk girls who attend Nepal School for the Deaf.
We sponsor to children with disabilities so that they can attend school.
We have provided school lunch to one remote elementary school that we assisted after the April 2015 earthquake that devastated remote and rural areas of Nepal.
We provided, food , shelter in the form of tin roofing, cooking supplies, school supplies to over 2000 people in relief efforts in the months immediately following the earthquakes in April and May 2015.
There is much more.
We are grassroots and hands-on.
We have had a cultural and well being program between Afghanistan, Nepal, India, and U.S.A.

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.
  • Who are the people you serve with your mission?

    Children and families and at risk women. We collect feedback on all programs, both informally and formally.

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

    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?

    We provided a first ina series workshop with middle school students and teachers in Nepal on English language acquisition called "Keeping it Real: How to Use Idioms in English Language Conversation". Based on feedback from teachers, we made the program more interactive and less resource based. Our next program scheduled for September 20th will be completely interactive.

  • With whom is the organization sharing feedback?

    Our staff, Our board, Our funders, Our community partners,

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

    Feedback is crucial especially when working in outside countries, something an American staff member might think is initially a good idea, may turn out to be impossible to implement in Nepal or Zambia or Haiti. Being flexible and staying aware of programming is key.

  • 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, 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?

    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

Shauna Rose Kaufman Foundation
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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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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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Shauna Rose Kaufman Foundation

Board of directors
as of 10/16/2021
SOURCE: Self-reported by organization
Board co-chair

Amy Kaufman


Board co-chair

Holly Shah

Michelle Moses

Ms. Moses Consulting

Ram Sahi

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 09/14/2021

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

Race & ethnicity

Gender identity

 

Sexual orientation

No data

Disability

No data

Equity strategies

Last updated: 12/01/2019

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 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 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.