Soul Flares Inc

“The bylaws were amended to change the year end from a calendar year end to a fiscal year end of june 30th.”

“The 990 is shared with board members and they are asked if they have any questions or proposed changes. Once these have been addressed, they approve the return for filing.”

“As part of board meetings, we review and check in on our conflict of interest policy annually.”

“All compensation is proposed by the co-founders for approval by the board as part of approving the budget.”

“UPON REQUEST.”

“Soul flares inc partners with schools and organizations to build communities where everyone can thrive. Using a holistic, relationship- based, restorative approach, soul flares inc provides a broad array of facilitation, professional development, support, and resources to foster desired transformation collaboratively. We model the changes communities seek in how we work as a team with those we serve. We center the wisdom, diversity, and experience of organizational leaders, educators, students, and community members so that all voices can contribute to a shared vision.”

“Whole school restorative implementation: the implementation journey is never linear and never the same for each school. What follows are the parts of the process that we partner with schools on to do this work well. Assets and needs assessment: a whole-school, holistic restorative approach begins with developing a clear picture of where you are. We do that through an assets and needs assessment (ana) that includes interviews of school leadership, a site visit , focus groups, review of existing behavior and culture/climate data and support in interpreting and sharing the results. The resulting report outlines both assets from which to build on and opportunities for improvement and growth. (35-40 hours) restorative team formation and support: because restorative practices is not a program to implement but a philosophy to understand and adopt, it's crucial that the plan to make it part of your school's culture emerges from a collaborative process involving both youth and adults. Our restorative implementation utilizes a specific restorative teaming model that builds the restorative principles into every aspect of team formation and work. We model and support the changes desired in how we work with implementation teams. (three hours monthly for meeting and support) professional learning-whole school and small learning cohorts or lesson plan studies: we've come to understand that the most effective introduction to this work includes whole school trainings followed by monthly learning cohorts where small cohorts revisit learning, share challenges and problem solve together using an improvement science model for data drive change. (recommended initial annual time investment is three half day trainings for whole school and one hour monthly small learning cohorts with two hours of support. Here are some of the main topics to be covered during professional learning: introduction to holistic restorative approaches, universal restorative supports & circling up, in the moment response to harm & restorative communication, planned & targeted response to harm, re- integrative conferences & supports, and consulting and coaching support. Leadership support and coaching: effective implementation is complex and we ask all our schools to commit to several hours of consultation a month to work with leadership and the restorative practices team to strategize, collect and interpret data, and build internal capacity. We strive to make ourselves dispensable and we need time with you to support your growth and development to achieve this.”

“Consultants 23,170 7,381 0”