Clarkston Development Foundation

“Prior to filing, the 990 is reviewed by management and the board chair on behalf of directors. They approve final filing of the 990.”

“Board reviews policy annually and discussion is held about compliance with the policy. Conflict of interest statements are signed at that time and evaluated.”

“Board of directors are responsible for determining compensation of the executive director. Compensation is reviewed annually using comparable data.”

“UPON REQUEST”

“Cdf convenes conversations within the clarkston community to help residents articulate their visions for the future and develop action plans to achieve those visions. Cdf believes a community shaped by its residents is stronger and more viable than one shaped by outside forces.”

“Focus on education: in august 2015, the cdf board of directors voted to focus on education and crafted a revised vision and mission statement reflecting this change: vision: the vision of cdf action is that clarkston, georgia, will be a thriving, vibrant, and diverse community where all residents' voices are head and where residents work together to transform education. Mission: our mission is to encourage and equip clarkston community members to take a leading role in their own futures. Cdf believes relationships matter and that residents will support what they help create. Cdf focuses on education and works to ensure that all clarkston children birth to eight years of age will be nurtured, healthy, and prepared for kindergarten, and all clarkston youth will have the skills and supports to graduate high school and pursue postsecondary education. Strategic plan and case statement. An education strategic plan, created in 2015, has guided cdf activities. In 2016, cdf created a case for support which further outlined cdf principles and strategic directions and described the cdf board and staff structure. Renewed commitment to cdf's unique approach: cdf narrowed its focus yet remains committed to cdf's unique asset-based community building approach, convening and facilitating dialogues and engaging residents in decision- making processes, moving from ideas to action. Cdf serves as a catalyst to mobilize new resources and pilot innovative policies, practices, and programs. Clarkston families decide, w. K. Kellogg early learning and family engagement grant awarded to cdf: in 2016, cdf built on the w. K. Kellogg grant awarded to the organization in 2014. Through the clarkston families decide initiative funded by the foundation, cdf works to engage diverse families with children birth to eight to be their child's first teacher and take actions as leaders resulting in positive changes to early learning and school systems, and in their community. The clarkston families decide included three primary strategies: (1) a community trust process to engage families in the selection and design of a project to support early learning; (2) a leadership workshop, "i am a leader" for clarkston families with children birth to age 8, and (3) a literacy event, clarkston tell me a story cultural and literacy festival to promote the importance of home language and literacy. 1. Early learning community trust: in the fall of 2014, cdf held its first early learning community trust (elct) engaging more than 75 families from diverse countries as well as another 30 plus participants who served as interpreters, facilitators, coaches, and note takers. Four partners were funded to help with the recruitment and coaching of the families. Using a participatory decision-making process, the residents chose "quality early learning and recruiting and training multi-lingual teachers for clarkston's child care centers" as the theme and the child development associate (cda) credential as the project, to be implemented in partnership with georgia piedmont technical college. 50,000 in w.k. Kellogg and private funds were earmarked for the project. The partners and parent representatives met to design the recruitment of students and other details, including the use of interpreters and coaches. The cda class began in may 2014 and continued through december 2015 with an arabic interpreter and coaches. Students were from bhutan, iraq, ethiopia, and the united states. In 2015, a second early learning community trust was held, and the families chose the same theme and project because of the need for dual-language teachers in the workforce. A second cda workshop, called the "enhanced cda," was held with 12 participants from iraq, sudan, bhutan, and somalia. Gptc and cdf continued to pilot and learn from the "enhanced cda" with arabic and somali speaking coaches and interpreters who assisted the participants with the national cda requirements. In 2016, cdf convened several meetings w”

“OTHER FEES 82,019 0 0”

“Losses reported on return -675 loss on disposal 340 book / tax depreciation difference -2,148 total -2,483”