The Institute for Educational Leadership Inc.

“The president and director of finance and budget review the form 990 and then forward the form 990 to the treasurer for review and presentation to the board of directors. Once the form 990 has been reviewed by the board of directors it is returned by the treasurer to the president for filing.”

“Annually the conflict of interest policy is reviewed with all board members and key employees. They are required to make a disclosure of any interest that may present a conflict of interest. As there are changes in board members or key employees the policy is disclosed to the new party and complied with.”

“The president's compensation is reviewed annually by the board of directors at a regular meeting. There is a performance review and a comparison of salary to market for determination of salary.”

“Other employees compensations are reviewed by the president. Annually there is a performance review and a comparison of salary to market for determination of salary. The salary is then reported to the board of directors by the president.”

“The governing documents, conflict of interest policy, and financial statements are available to the public upon request for inspection at the institute's office.”

“The institute for educational leadership, inc. Was incorporated for the purpose of strengthening leadership in american education, improving the effectiveness of education policies, educating the general public as to significant events and issues related to education, improving communication among educators, and carrying out research and training on education related issues.”

“Establishing standards, assessments, and tools to improve quality, connections, and collaborations; improving the involvement and relationship of employers to learning and training enterprises and the broader workforce development system; assisting youth and their families in navigating the road to adulthood, from school to additional education, careers and independent/community living; and, promoting the development of career pathways for youth service professionals. Major initiatives of the center for workforce development include: the national collaborative on workforce and disability for youth is composed of partners with expertise in disability, education, employment, and workforce development issues. The collaborative is charged with assisting state and local workforce development systems to integrate youth with disabilities into their service strategies. The collaborative is housed at the institute for educational leadership in washington, dc. The collaborative strives to ensure that youth with disabilities are provided full access to high quality services in integrated settings to maximize their opportunities for employment and independent living. The professional development initiative identifies the knowledge, skills and abilities that professionals working directly with youth need to better connect all young people to education, workforce, and independent living opportunities and builds the capacity of these youth service professionals to affect positive outcomes for all youth, including those with disabilities and other disconnected youth. The ready to achieve mentoring program (ramp) - the ready to achieve mentoring program (ramp) is a high tech, career-focused mentoring program for youth, including those with disabilities involved with or at-risk of becoming involved with the juvenile justice system. Funded by the department of justice's office of juvenile justice and delinquency prevention (ojjdp) and led by the institute for educational leadership (iel), ramp is being implemented at 10 sites across the country by state and local organizations with expertise in mentoring, youth development, and/or disability. The ramp model utilizes a combination of group, peer, and one-on-one mentoring to promote the successful transition of ramp youth to employment, continued learning opportunities, and independent living. The right turn career-focused training initiative serves juvenile offenders, providing comprehensive reentry and transition services, including connection to education, mentoring, soft skill building, workforce development, and violence prevention. Funded by the u.s. Department of labor's employment and training administration, five local sites operate right turn in different communities: kentuckianaworks, louisville, ky; peckham, inc., lansing, mi; oasis center, nashville, tn; playa vista jobs, los angeles, ca; and goodwill industries of houston, houston, tx. The high school/high tech program is an effective strategy for improving post-high school outcomes for youth with all types of disabilities. The program is designed to address the full array of needs of transition-age youth with disabilities, including exposure to science, technology, engineering, math, and technology-related careers. Dc advocacy partners is a leadership training program for self-advocates and family members of children with intellectual/developmental disabilities. Participants gain leadership skills and develop positive partnerships with elected officials and school and community leaders. Participants engage in interactive learning and gain valuable information about current issues, services, and policymaking and legislative processes. The ncwd/youth-sponsored youth action council on transition (youthact) was launched in january at an initial orientation meeting held in washington, d.c. Youthact is an initiative to strengthen youth voice in five communities to become ambassadors to improve transition programs and services across multi”

“Communities; and, developing policies at all levels of government that support joint action to improve outcomes for children, families, and communities. Major initiatives of the center for family, school and community include: the coalition for community schools, in operation since 1997, is a national alliance that brings together school and community leaders to advocate for schools as centers of their communities, with purposeful results-focused partnerships at their heart. With the support of a steering committee representing education, youth development, higher education, child and family services, and local government, iel has helped to make community schools 'central to reform' according to secretary of education, arne duncan. More than 100 communities now have major community school's efforts and are part of a learning community of local initiatives. Through the coalition, iel is leading efforts to have federal and state policy be more responsive to the community school strategy. Together with its coalition partners, iel has developed a results-framework and evaluation toolkit for community schools and conducts research on the effectiveness of community schools and how they are financed. The coalition for community schools also hosts a bi-annual conference which attracts a diverse array of practitioners, advocates, and policymakers looking to deepen partnerships between school and community. Iel's early childhood and community schools linkages project supports local leaders seeking to connect early childhood programs more closely with high quality elementary schools that have deep roots in the community. The linkages project began as a pilot in tulsa, ok, multnomah county, or, and albuquerque, nm, and is now assisting community school initiatives around the country to better integrate early childhood programs with their broader community schools work to help students enter school ready to learn and achieve success by the end of 3rd grade. These communities are planning effective transitions for children and their families into elementary school, implementing effective family engagement practices, helping educators, and early childhood providers link their practices more explicitly, and over time working towards state policy that supports these efforts. Mind in the making-community schools project (mitm-cs) initiative serves as a model for early learning program developers, educators, and community partners on how to enhance and expand capacity to ensure high quality early learning opportunities for children and their families. Through established community school partnerships, six innovative sites have demonstrated comprehensive community strategies that have infused mitm and the seven essential skills into all aspects of early learning, family partnership, and comprehensive birth through program alignment and planning. During the 3-year pilot phase of this project more than 500 facilitators have been trained. Iel is working with partners at the families and work institute (fwi) on a major national expansion plan for the project, expanding mitm-cs to an additional 30 sites. District leaders network on family and community engagement (fce) - this peer learning and action network is devoted to strengthening systemic family engagement efforts in school districts and support their leadership development by helping school leaders, teachers and other district staff better engage parents, families, and community-based organizations. Iel convenes this network twice a year - during learning labs hosted by member districts (baltimore 2014; nashville 2015, and washington, dc 2016); and as a pre-conference activity during iel's national fce conferences. Over 130 school districts across the country have participated in network activities. Iel hosted its first national family and community engagement conference in cincinnati in 2014 with over 500 attendees. Most recently, the third annual conference was held in june 2016 under the the”

“Enabling leaders to move policy to effective practice. Major initiatives of the center for leadership and policy include: the education policy fellowship program (epfp) - in continuous operation since 1964 - is iel's flagship leadership development program, focusing on participants' leadership, policy, and networking abilities. Nearly 8,500 leaders across all 50 states from early childhood development, k-12, and higher education have participated in epfp, as well as people from other child, youth, and community support systems. They now serve as leaders in school systems, local, state and federal government, foundations, and community-based organizations. The 2016-17 epfp cohort will be the largest in epfp history with over 325 fellows across 16 states (al, ca, co, ct, ga, la, ma, mi, mn, mo, ms, ny, nc 2 sites, oh, pa, and sc) and the district of columbia. The kellogg leadership for community change (klcc) project offers grassroots community leaders the opportunity to share challenges and solutions through local and regional community learning exchanges and to contribute to national policy conversations. Since 2002, iel has worked with communities in 11 states to develop community-based leadership focused on engaging communities, families, and children living on the margins. Cross-generational leaders involved in these exchanges cut across race/ethnicity, as well as urban, suburban, and rural communities. Iel federal policy institutes present students, faculty members in post- graduate educational leadership programs, and other leaders with a birds- eye view of the national policy process. Leaders from congress, federal agencies - including the department of education, think-tanks, and national association and advocacy organizations help participants understand washington's inner workings and the implications for their work. The school leadership learning and action network is an emerging partnership with the principal leadership institute at uc berkeley aimed at developing a network of school leadership faculty and practitioners who share a desire to create a space and direction for a national conversation on leadership that more clearly aligns with community-based, student- centered values. This group will also examine the research base on leadership and leadership development, particularly as it relates to the race, culture, and equity challenges facing education in america today. Leaders for today and tomorrow (lt2) is a growing network of non-profits, school districts and schools of education committed to retooling pre- and in-service leadership learning and evaluation. Lt2 supports the catalytic role of principals, assistant principals and district leaders as community stewards serving schools in highly challenged environments across the u.s. The literacy innovation in rural education through collaboration (lirec) project will transform literacy learning in high needs rural schools, establishing a model for building capacity to produce sustainable gains in student learning, with a focus on preschool through grade 3 (ps-3). Lirec will be led by the institute for educational leadership, the national council of teachers of english, and the rural and community trust. It will work with literacy community action teams from the communities served by 13 local educational authorities (leas) in rural illinois, north carolina, vermont, west virginia, and arizona, serving 335 teachers; 83 paraprofessionals and 3,991 students. In each community, lirec will ensure that students have access to books that are appropriate, engaging, and of interest at both home and school; develop teacher expertise in the research-based strategies for supporting literacy learning; create and implement a community literacy plan; and create a summer learning lab that provides not only research based instructional support for at-risk, ps-3 students but also advanced teachers' learning through peer observation, collaborative planning and reflection, and sys”

“Consultants 848,207 190,312 0 coordinator fees 38,800 0 0 total 887,007 190,312 0”