Human Services

Shauna Rose Kaufman Foundation

art, equality, and education

Quick Facts

DAGSBORO, DE

Mission

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

Ruling Year

2011

President

Amy F Kaufman

Main Address

31463 WINGATE RD

DAGSBORO, DE 19939 USA

Keywords

education, blindness, deaf, music, art

EIN

27-0654101

 Number

2595597866

Cause Area (NTEE Code)

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.

Social Media

Programs + Results

What we aim to solve

After the earthquake in Nepal, we took on projects that we are struggling to finance. 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

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

SOURCE: Self-reported by organization

School Lunch for All

Visions

Vibrations

Cultural Arts

Zambian Fund for Orphaned Children

Where we work

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 showing interest in topics related to STEM

TOTALS BY YEAR
Population(s) served

General/Unspecified

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.

TOTALS BY YEAR
Population(s) served

General/Unspecified,

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

TOTALS BY YEAR
Population(s) served

General/Unspecified

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

TOTALS BY YEAR
Population(s) served

Females

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

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 they accomplished so far and what's next?

We work in 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 fo improve education and resources. And we work with disability programs in schools, a blind program and a daef program. We have many more requests for programming but lack funds.

We work so hard that we have little time left for fundraising. Board members give their own money to fund projects but after 9 years, this is becoming more difficult.

Maintaining a U.S. Embassy grant is very time consuming as it requires weekly, monthly, quarterly and yearly reports.

We receive positive feedback from schools, children and special programs.

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 7 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.

External Reviews

Affiliations & Memberships

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

Photos

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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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?

Yes

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?

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

Who works and leads organizations that serve our diverse communities? This organization has voluntarily shared information to answer this important question and to support sector-wide learning. GuideStar partnered on this section with CHANGE Philanthropy and Equity in the Center.

SOURCE: Self-reported; last updated 12/01/2019

Leadership

The organization's leader identifies as:

Race & Ethnicity
White/Caucasian/European
Gender Identity
Female
Disability Status
Person without a disability

Race & Ethnicity

Gender Identity

Sexual Orientation

No data

Disability

No data

Equity Strategies

Last updated: 12/01/2019

Policies and practices developed in partnership with Equity in the Center, a project that works to shift mindsets, practices, and systems within the social sector to increase racial equity. Learn more

Data

done
We ask team members to identify racial disparities in their programs and / or portfolios.
done
We analyze disaggregated data and root causes of race disparities that impact the organization's programs, portfolios, and the populations served.
done
We employ non-traditional ways of gathering feedback on programs and trainings, which may include interviews, roundtables, and external reviews with/by community stakeholders.
done
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

done
We use a vetting process to identify vendors and partners that share our commitment to race equity.
done
We seek individuals from various race backgrounds for board and executive director/CEO positions within our organization.
done
We have community representation at the board level, either on the board itself or through a community advisory board.
done
We help senior leadership understand how to be inclusive leaders with learning approaches that emphasize reflection, iteration, and adaptability.
done
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.