Central Institute for the Deaf
Listen Talk Read Succeed
Programs and results
What we aim to solve
Data indicates that 92% of children with hearing loss are born to two typically-hearing parents. According to a survey, 85% of these parents prefer their child learn spoken language as their method of communication (as opposed to sign language). Unfortunately for these parents, most schools for the deaf focus on sign language. For over a century, CID – Central Institute for the Deaf has served as a resource for those families who want their child with hearing loss to learn how to listen and talk.
Our programs
What are the organization's current programs, how do they measure success, and who do the programs serve?
CID Joanne Parrish Knight Family Center
CID serves children birth to age 3 in the Joanne Parrish Knight Family Center by helping their families learn to work with them at home to begin to develop listening, speech and language skills. The program features home visits, remote coaching sessions and flexible scheduling. In CID toddler classes, children 18 months to 3 years old receive small-group and one-on-one instruction from experienced teachers of the deaf. Teleintervention sessions are available for all families. Our family support specialist provides helpful resources and opportunities to connect and learn.
Virginia J. Browning Primary School
The CID Virginia J. Browning Primary School prepares children who are deaf and hard of hearing ages 6 to 12 to listen, talk, read and attend their neighborhood schools.
Our teachers are specially trained many years of experience helping children who are deaf and hard of hearing develop listening, language and speech along with skills in all academic areas—from reading and literature to math, science and social studies. CID teachers, audiologists, speech-language pathologists and occupational therapists are committed to a team approach.
Our curriculum meets state grade level standards and uses much of the same academic content used in general education schools throughout the U.S. We offer a diverse and challenging educational program emphasizing small class sizes, individualized instruction and a hands-on approach to learning. With a goal to develop the whole child, our program includes classes and special activities in art, PE, music, study skills and social skills.
Anabeth and John Weil Early Childhood Center
In CID's Anabeth and John Weil Early Childhood Center, teachers of the deaf and early childhood specialists help 3- to 5-year-olds build speech, language, pre-literacy, pre-academic and social skills in a child-friendly and language-rich environment. The curriculum features play-based learning and includes children who can hear as natural language and child development models. Families may participate in remote coaching sessions to promote carryover of skills at home.
Martha E. Jones Center for Pediatric Audiology
CID's Martha E. Jones Center for Pediatric Audiology provides expert, doctoral-level hearing assessment and hearing device fitting for children birth to age 12 who attend the CID family center and school as well as for CID alumni up to age 18.
Emerson Center for Professional Development
The CID Emerson Center for Professional Development offers classroom-trialed deaf education and auditory training curricula, workshops, online courses and a variety of resources designed to help teachers of the deaf, speech-language pathologists, pediatric audiologists and general education teachers better serve children who are deaf and hard of hearing using listening and spoken language.
Where we work
Affiliations & memberships
CID at Washington University School of Medicine 2003
External reviews
Photos
Videos
Our results
How does this organization measure their results? It's a hard question but an important one.
Our goal is for at least 80% of our returning students to make one year’s growth or more in one year’s time in the areas of receptive vocabulary, expressive vocabulary and overall language.
This metric is no longer tracked.Totals By Year
Population(s) Served
Children and youth, People with hearing impairments
Related Program
Anabeth and John Weil Early Childhood Center
Type of Metric
Outcome - describing the effects on people or issues
Direction of Success
Holding steady
Context Notes
CID uses standardized tests normed on typically-hearing children to assess our early childhood center student's outcomes.
Number of students who receive scholarship funds and/or tuition assistance
This metric is no longer tracked.Totals By Year
Population(s) Served
Children and youth, People with hearing impairments, Caregivers, Families
Type of Metric
Outcome - describing the effects on people or issues
Direction of Success
Holding steady
Context Notes
100% of CID students who are deaf and hard of hearing receive 100% scholarship support. Tuition is free for these families.
Our Sustainable Development Goals
Learn more about Sustainable Development Goals.
Goals & Strategy
Reports and documents
Download strategic planLearn about the organization's key goals, strategies, capabilities, and progress.
Charting impact
Four powerful questions that require reflection about what really matters - results.
What is the organization aiming to accomplish?
Our overarching goal is to help children who are deaf and hard of hearing acquire listening and spoken language skills similar to their peers so they can graduate from CID and join their local school, ready to succeed.
For children, our goal is for them to make more than a year’s progress in a year’s time in order to catch up with their peers.
For the families we serve, we want to provide them the support and resources necessary to make them an excellent teacher and advocate for their child.
Lastly, we want to share our expertise with other professionals worldwide who are not familiar with listening and spoken language as an option for a child who is deaf.
What are the organization's key strategies for making this happen?
CID provides interventions on two levels for the children we serve. An audiological intervention means they have access to digital hearing aids and/or cochlear implants and that they are programmed to maximize the quality of sound they can hear. An educational intervention then takes place to make the best use of the sound the children receive. A typical class size at CID is 2 to 4 children, which allows for a highly individualized education.
All children at CID receive support from our pediatric audiologists. Our Family Center serves children birth to age 3; our Early Childhood Center serves children ages 3–5; our Primary School serves children 6–12. Our Emerson Center for Professional Development serves other professionals around the world.
What are the organization's capabilities for doing this?
CID is one of the oldest listening and spoken language schools for the deaf in the country. All of CID’s professionals who work with children have either a master’s or doctoral-level education. Our program has served as a model for other parts of the world who want to establish a similar program. We combine state grade level curricula with CID-developed listening, speech and language curricula that is also used throughout the world.
What have they accomplished so far and what's next?
Our graduates have attended universities including Princeton, Vassar, Harvard and Yale. They have gone on to become architects, social workers, lawyers, pilots, doctors, engineers and more. Their families credit CID with providing the foundation for their success. Collectively, our students are proof of our mission—that children who are deaf and hard of hearing can learn to listen, talk, read and succeed.
An important recent objective has been to eliminate barriers keeping families from accessing a CID education for their children. To that end, starting in the 2022-2023 school year, thanks to our generous community combined with school district contracts, tuition is free for all children who are deaf or hard of hearing enrolled at CID.
We also now serve more families by offering audiological services and additional family support after children leave CID and up to age 18.
We now have a full-time family support specialist on staff to meet the needs of our parents and caregivers for education, community and connection to vital resources.
Our comprehensive data solutions initiative has enabled us to begin to collect and share a variety of useful data to help evaluate and improve our educational programs.
We reimagined and developed a new organizational website to improve information, accessibility and use for parents and caregivers with children who are deaf and hard of hearing who seek CID services. We are working on content and expect to launch it in February or March of 2023.
We are working on our next, working 3-year strategic plan, which will go into effect in the 2023-2024 fiscal year.
How we listen
Seeking feedback from people served makes programs more responsive and effective. Here’s how this organization is listening.
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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 strengthen relationships with the people we serve, To understand people's needs and how we can help them achieve their goals
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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 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
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What challenges does the organization face when collecting feedback?
We don't have any major challenges to collecting feedback
Financials
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Operations
The people, governance practices, and partners that make the organization tick.
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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Connect with nonprofit leaders
SubscribeBuild 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.
Central Institute for the Deaf
Board of directorsas of 01/18/2024
Mr. Dennis Reagan
Retired, The Muny
Term: 2022 - 2024
James M. Snowden
Huntleigh Securities Corp.
John Weil
Clayton Management Co.
Theodore Armstrong
Retired from Angelica Corp.
Hugh Scott, III
Stifel Nicolaus & Co.
W. Bruce Springer
Retired Attorney
Tina Klocke
Prosper Capital
Robert G. Clark
Clayco
C. Baker Cunningham
Retired from Belden CDT Inc.
Joanne Parrish Knight
No Affiliation
Laurie Miller
No Affiliation
Scott Monette
Ralcorp
Lisa McLaughlin
Polsinelli Shalton Flanigan Suelthaus PC
Dennis Reagan
The Muny
Linda Goldstein
CI Flooring
Carrie Johnson
Graybar
Florence Hawes
No Affiliation
Elizabeth Dorr
No Affiliation
Virginia Browning
No Affiliation
John Arenberg
Retired Public Relations Specialist
Mariquita Barbieri
Carmody MacDonald P.C.
Jeffrey Tucker
Enterprise Holdings
James Seeser
Retired from JDS Uniphase
Frank Childress
Wells Fargo Advisors
Laurie Haffenreffer
No Affliliation
William Bixby Sheldon
Retired from Paraquad Inc.
Carolyn Rayner
Saint Louis University
James von der Heydt
Innoventures
Mark Cochran
S. M. Wilson &Co.
Robert Crumpton
Edward Jones
Garrick Hamilton
The Koman Group
Robin Hattori
Washington University
Toni Jackson
Pinnacle Consulting Associates
Kerrin Kowach
SLU School of Law
Karen Leebolt
No Affiliation
Claudio Abreu
Centene Corp
Tiffany Charles
Commerce Trust Company
Craig Buchman
Washington U School of Medicine
Tad Edwards
Benjamin F. Edwards
Jane-Ellis Griggs
Summersault
Karen Leebolt
No Affiliation
Board leadership practices
GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section.
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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
Who works and leads organizations that serve our diverse communities? Candid partnered with CHANGE Philanthropy on this demographic section.
Leadership
The organization's leader identifies as:
Race & ethnicity
Gender identity
Transgender Identity
Sexual orientation
No data
Disability
Equity strategies
Last updated: 08/06/2020GuideStar 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
- 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 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 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.