Project Success-Students Undertaking Creative Control

“Line 11a explanation - the 990 is signed and reviewed by the executive director and approved in their monthly meeting.”

“The conflict of interest policy is reviewed annually and any conflicts are brought to the appropriate personnel or board member's attention.”

“As a part of a comprehensive performance management program, project success has implemented a formal compensation review process for key employees including the executive director. The process is managed by the chair of the board and the chair of the governance committee with assistance of a third-party hr consultant. 1. Comparable salary from similarly situated organizations for functionally like roles is obtained and relied upon to determine an appropriate range of pay. 2 the compensation recommendation is reviewed and approved by the full board of directors and appropriately documented in the minutes including: a. The decision and date it was approved; b. The members of the board who were present for the debate and the votes cast by those who voted on it; c. The comparability data obtained and relied upon (and documentation about why any deviation from the data's ranges were approved);and d. Documentation the approval occured without the participation of any board members who had a conflict of interest.”

“The governing documents, conflict of interest policy and financial statements are generally not available to the public. They may be provided upon request.”

“Project success is a youth-development organization that works with students continuously over a seven-year period, from middle school through high school, to help them build confidence, develop critical social and emotional skills, and graduate with plans for their futures. Our vision is that every child entering middle school will graduate high school with a plan for their future and have the skills and resilience that will take them through the rest of their lives. Project success believes that every child is capable of finding and developing the skills and resilience necessary to achieve sustainable success in school, work and life. The key is our seven-year approach: we meet young people where they are at, without judgment, using outcomes-based programming in and out of class time continuously from 6th through 12th grade. We work with each student in every school we serve, serving the whole child over time for up to seven years. We see students monthly in their language arts classrooms during the school day, and we offer experiential learning opportunities after school, evenings, weekends and summers, building deep and trusting developmental relationships with students and families. We achieve this through a proven curriculum delivered by professional, caring youth development staff, and woven through interlinked programming that engages a young person from a learner-based approach, focusing on helping them become aware of his or her own sense of self, so he or she can find the resilience to overcome the expected, and take advantage of life opportunities. Our activities include: - monthly goal-setting workshops in every english/language arts classroom for each student in every school we serve, and one-on-one post-secondary planning support. - professional theater experiences, offered at least monthly to all students and their families. - experiential learning opportunities such as college tours, student performances, artist residencies, outdoor/wilderness experiences, and global travel outside of school time. During the 2016-17 school year, we delivered programming to more than 12,000 students in 17 minneapolis public middle and high schools. For more than 23 years, project success has been working with thousands of students to help them dream and plan for their futures and strengthen their social and emotional skills - all of which are critical to success in school, work and life. Our innovative and inclusive long-term model is proven to help students know themselves better (integrated identity), develop a stronger commitment to learning (school connectedness), internalize social skills and their application in multiple contexts (competency) and develops the ability to make choices about and take an active role in their own life paths (agency). Our professional, caring staff provides time and space for facilitated discussion and exploration to help kids discover who they are and what they want out of life so they can build the connection between academic persistence now and success in meeting their goals in the future. Project success programming positively impacts academic engagement and achievement and readiness for college and career through our work in three areas: 1. Social and emotional skill development: through developmental experiences and adult support, young people build self-regulation, knowledge and skills, positive mindsets and core values that are critical to their academic success and career readiness. 2. School connectedness: students are more likely to engage in healthy behaviors and succeed academically when they feel connected to school and the academic work they are expected to do. By dreaming and setting goals for the future, they can connect what they are doing in school with their own goals and dreams. 3. Arts access and education: students with high levels of arts involvement are significantly more likely to graduate from high school and to obtain a college degree. Over 23 years, project success”

“The organization's oversight and selection processes were not changed during the year.”