PLATINUM2024

The Transition Academy

Kansas City, MO   |  www.thetransitionacademy.org

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Mission

THE MISSION IS TO MAKE ECONOMIC INCLUSION A REALITY FOR YOUTH WITH DISABILITIES, ESPECIALLY FOR YOUNG PEOPLE OF COLOR WHO HAVE HISTORICALLY BEEN FAILED BY SYSTEMS.

Notes from the nonprofit

2023 Audit and 2023 990 will be available for upload soon. Updated strategic planning for 2025-2027 will take place fall 2024.

Ruling year info

2019

Chief Executive Officer

Kim Riley

Main address

107 W. 63rd Street Suite 503

Kansas City, MO 64113 USA

Show more contact info

EIN

84-2533606

NTEE code info

Educational Services and Schools - Other (B90)

IRS filing requirement

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

Sign in or create an account to view Form(s) 990 for 2022, 2021 and 2020.
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Communication

Blog

Programs and results

What we aim to solve

SOURCE: Self-reported by organization

Students with developmental disabilities and their families are often poorly prepared for post-secondary adult life, and this is doubly so for students of color with disabilities. - Services are fragmented - Parents are overwhelmed - Schools are overtaxed - Systems are hard to navigate - Accurate information is hard to find

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?

KC DiversAbility College and Career Fair

This annual event offers a unique opportunity for young people with disabilities across the Kansas City region to engage with college and job-training admission counselors, create a resume, participate in job interviews or summer internship discussions, explore adult services, and submit an initial intake form for state and local services.

Population(s) Served
People with disabilities
Caregivers
Families
Young adults
Adolescents

Developmentally disabled students in the Kansas City (MO) Public and Charter secondary schools currently served by TTA benefit from unique comprehensive programming, including: post-secondary interest/skills assessments, in-class career discovery and bus tours (Fall semester), as well as on-site RWL exploration, and transition prep and recognition (Fall semester). Throughout the year, students receive trauma-informed transition support and benefits intake/assistance sessions.

Population(s) Served
Ethnic and racial groups
Caregivers
Families
People with disabilities
At-risk youth

The internship program offers students with IEPs the opportunity to gain real-world work experience in their area of interest. Through 12-week placements in local businesses or organizations, students will develop job skills, explore career pathways, and apply classroom learning in practical settings.

Population(s) Served

Social-emotional wellness is a facet of The Transition Academy's holistic approach to serving developmentally disabled students in secondary schools. Licensed Social Services staff work individually and in group settings with students to ensure that emotional and psychological supports are in place .

Population(s) Served
Adolescents
Ethnic and racial groups
People with disabilities
Adolescents
Ethnic and racial groups
People with disabilities

Where we work

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 free participants of guided tours

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

School-based Exploration and Real-World Learning

Type of Metric

Output - describing our activities and reach

Direction of Success

Holding steady

Context Notes

One of the ways students served by TTA engage in career exploration is through participation in "Bus Tours." To date, tours have explored industries including aviation and construction.

Our Sustainable Development Goals

SOURCE: Self-reported by organization

Learn more about Sustainable Development Goals.

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.

TTA works to make economic inclusion a reality for youth with disabilities in the Kansas City area, especially for young people of color who have historically been failed by systems. We hope to realize futures guided by independent choice and characterized by personal success and accomplishment for students with disabilities of all races and ethnicities.

The Four Pillars of Success Post-High School Transitions. Youth with disabilities are capable of living self-sufficient, productive, healthy and connected lives. But successful transitions don’t happen by accident; they are both intentional and informed. While success will look different from student to student, all successful transitions rest on four main pillars.

Employment/Education
Healthcare
Benefits, Rights & Housing, and
Community Connections

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 shared information about our current feedback practices.
  • 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

  • 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 share the feedback we received with the people we serve

  • 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

The Transition Academy
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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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  • Compare nonprofit financials to similar organizations

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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.

The Transition Academy

Board of directors
as of 07/08/2024
SOURCE: Self-reported by organization
Board chair

Steve Roling

Health Forward Foundation (formerly Health Care Foundation of Greater Kansas City), retired

Term: 2023 - 2026

Brenda Pelofsky

Byrne and Pelofsky, Founder (retired)

Kent Hawkins

Neighborworks America

Ivan Nugent

Krigel, Nugent + Moore

Darla Wilkerson

Center for Disability Inclusion, ED (retired)

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 6/13/2024

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
Black/African American
Gender identity
Female, Not transgender
Sexual orientation
Heterosexual or Straight
Disability status
Person with a disability

Race & ethnicity

Gender identity

Transgender Identity

Sexual orientation

No data

Disability

Equity strategies

Last updated: 06/13/2024

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 review compensation data across the organization (and by staff levels) to identify disparities by race.
  • We analyze disaggregated data and root causes of race disparities that impact the organization's programs, portfolios, and the populations served.
  • 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 disaggregate data by demographics, including race, in every policy and program measured.
  • 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 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 measure and then disaggregate job satisfaction and retention data by race, function, level, and/or team.
  • 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.