CHILD S VOICE SCHOOL

You'll be hearing from us.

aka Child's Voice   |   Wood Dale, IL   |  www.childsvoice.org

Mission

The mission of Child's Voice is to empower children with hearing loss to be successful in all educational and social settings by optimizing their listening, speaking and academic skills.

Child's Voice programs serve the greater metropolitan Chicago area and surrounding communities. Currently, over 30 different school districts are supported. At our two locations in Wood Dale and Roscoe Village, Chicago, families are offered services with the end goal of preparing children with hearing loss to be successful in their home, neighborhood schools.

Ruling year info

1996

Executive Director

Dr. Michele Wilkins

Main address

180 Hansen Court

Wood Dale, IL 60191 USA

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Formerly known as

Child's Voice School

EIN

36-4031325

NTEE code info

Specialized Education Institutions/Schools for Visually or Hearing Impaired, Learning Disabled (B28)

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

Blog

Programs and results

What we aim to solve

SOURCE: Self-reported by organization

Child's Voice seeks to help children with hearing loss learn to listen and speak, giving them access to their education and preparing them for a lifetime of learning and success. Children with hearing loss can learn to listen and speak, but it takes a combination of the advanced technology offered by a hearing aid and/or cochlear implant and educational support focused on developing listening and language skills.

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 Program

The School Program provides classroom education, working with children age three to eight. Small classes provide multiple interactions with teachers that provide the tools necessary for the child to move into their neighborhood, mainstream schools.  Child's Voice students graduate with the skills needed to succeed with average developing peers.

Population(s) Served

The Mainstream Outreach Program tracks alumni as they progress through the mainstream school environment working with school districts, teachers, hearing itinerants and parents to ensure that the student is succeeding. For two years, a staff person with the Mainstream Program will observe the child in their mainstream setting to work to ensure the setting is optimal for the child's success.

Population(s) Served

The Audiology Center at Child's Voice provides onsite audiological services including evaluation and testing of each child in the Early Intervention and School Programs as well as assessment and support of device maintenance for both hearing aids and cochlear implants.  Audiological services are also available on a clinical level to alumni and other potential audiology patients.

Population(s) Served

The Early Intervention Program offers educational support and listening and language skill development for children from just a few weeks old through the age of three. This is accomplished through home-based therapies, a Baby Voices Group (4-17 months), the Toddler Group (18 months - 3 years), and parent education and support.

Population(s) Served

Where we work

Awards

Program of the Year 2006

Alexander Graham Bell Association

Notable Nonprofit 2017

Daily Herald Business Ledger

Exceptional Service - NonProfit Award 2020

Greater Oak Brook Chamber of Commerce

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 donations made by board members

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

No target populations selected

Type of Metric

Input - describing resources we use

Direction of Success

Holding steady

Context Notes

This percentage includes annual and special event support from board members in each fiscal year.

Number of students enrolled

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

No target populations selected

Related Program

School Program

Type of Metric

Output - describing our activities and reach

Direction of Success

Decreasing

Context Notes

This statistic is specific to our School Programs and the number enrolled throughout the academic year.

Total number of volunteer hours contributed to the organization

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

No target populations selected

Type of Metric

Input - describing resources we use

Direction of Success

Increasing

Context Notes

They record the hours volunteered by the individuals for program support, special events, and committee work.

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.

Vision: To be a nationally recognized leader in listening and spoken language education for children with hearing loss and their families.
Mission: To empower children with hearing loss to be successful in all academic and social settings by optimizing their listening, speaking, and academic skills.

When a family begins their journey with their child, that baby has been listening even before they were born. Those early days and years are spent absorbing all the sounds and voices around them. When an infant/toddler is diagnosed with hearing loss they have lost that early exposure to sound. That child is now working to close the gap in early learning. With the amazing and continued advancements in technology, early identification and early intervention services, children with hearing loss can develop the skills to speak and to listen.

Child's Voice partners with families with the goal of preparing each student to move into their home school districts and attend their local schools.

Services/supports include:
The Early Intervention (EI) Program – providing a foundation of listening and spoken language skills to children from birth-age 3.
The School Program – a classroom-style, listening and spoken language program for children aged 3-8. Students receive an intensive classroom education focused on language and auditory skill development as well as key academic components and social interactions.
The Audiology Center – provides services to children in the EI and School Programs, as well as alumni and external pediatric patients. Services include diagnostic testing, evaluation and device support. Additionally, the Pediatric Early Hearing & Intervention (PEHDI)® Program offers newborn/infant hearing tests and screenings to identify hearing loss.

Programs include support and educational information for parents/families to encourage use of language, advocacy for their child, and a partnership with each family to ensure that child's success.

Child's Voice capabilities for meeting our goals include our expert staff; evidence-based, child-focused curriculum; over twenty years of empowering children and families; and continued growth and expansion of services.

Child's Voice staff include experts at each level including Teachers of the Deaf, speech-language pathologists, and two pediatric audiologists. All programs are connected through support staff including a social worker to better serve students and families.

Curriculum emphasizes intense instruction to focus on language development, vocabulary and listening skills. All programs incorporate regular outcome measurement to annually evaluate the programs and determine how to continue to better meet the needs of students and families.

The footprint of Child's Voice spans across 80+ zip codes in the region, 30+ school districts and a diverse population. A second facility was added to the Roscoe Village neighborhood in Chicago (2013) to better meet the needs of families.

Child's Voice has accomplished a great deal. This includes the reputation, the integrity and the character of Child's Voice. We demonstrate this through the incredible alumni that have transitioned not only back into their home districts, but also on to colleges, universities, and the workforce. These alumni are empowered to succeed and they have a lifetime of learning and opportunity ahead of them.

Child's Voice continues to strive for long term sustainability of all Programs as well as increased awareness of our organization and services. The instability of the State of Illinois remains a concern relating to funding the Early Intervention and potentially, School Programs. Development of fundraising efforts and strategic planning relating to this is in crucial to this effort and is a current and ongoing focus of the Board of Directors and leadership of Child's Voice.

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 collecting feedback from the people you serve?

    Electronic surveys (by email, tablet, etc.), Paper surveys, Focus groups or interviews (by phone or in person), Case management notes, Constituent (client or resident, etc.) advisory committees, 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 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,

  • What significant change resulted from feedback?

    In our School Program, a behavior support system was implemented (Positive Behavior Interventions & Support - PBIS) based on feedback received through a survey. Given recent national events, our organization has implemented a Equity, Inclusion, and Belonging Committee within our staff. This group is focused on increasing the education and conversations within our staff and is also working to ensure equal representation in the classroom for all our students. We have expanded services in all our programs, the Audiology Center, Early Intervention Program, School Program, and Mainstream Outreach Support, over recent years based on feedback received through multiple channels. We have implemented interpreting services on site for our increased population of ESL families.

  • With whom is the organization sharing feedback?

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

  • 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,

Financials

CHILD S VOICE SCHOOL
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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

Subscribe

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.

CHILD S VOICE SCHOOL

Board of directors
as of 8/14/2020
SOURCE: Self-reported by organization
Board co-chair

Mr. Peter Schiltz

William Blair & Co.

Term: 2017 -


Board co-chair

Mr. Dan Stratis

@World Properties

Term: 2017 -

Peter Schiltz

William Blair & Co.

Dana Suskind

University of Chicago

Michele Wilkins

Child's Voice

Renee Jones

NP Solutions, Inc.

Julie Lynk

Community Volunteer, Alumni Parent

Dan Stratis

@World Properties

Alejandra Ullauri, AuD.

Chicago Hearing Care

Mitchell Knopoff, CPA

Kutchins, Robbins & Diamond Ltd.

Cathy Jareczek

CNA Surety

Jennifer Polston

Community Volunteer

Catherine Cappuzzello

Fresenius Kabi USA, LLC

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 07/30/2020

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

Race & ethnicity

Gender identity

No data

 

No data

Sexual orientation

No data

Disability

No data

Equity strategies

Last updated: 08/14/2020

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
  • 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 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 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.