The Salem-Keizer Coalition for Equality

“The Form 990 is reviewed by the board officers.”

“Every board member and employee is given a copy of the policy, and expected to notify the board of any conflicts.”

“Documents are available upon request.”

“OTHER PROGRAM SERVICES 4: Support Groups: a. Six Support Groups with speakers for parents with teenagers, including Justice Department, School Principals, College Recruitersb. Field Trips for Parents and Teens to College and University Campuses OTHER PROGRAM SERVICES 5: Parenting Classes: a. One ten-week session of Abriendo Puertas with 15 parents during the mornings as part of the preschool described below at Redeemer Lutheran Church beside the OCDC Migrant Headstart campus where our preschool pilot was taking place.b. Two ten-week sessions of Haga de la Paternidad with 16 parents total as a subcontract through Community Action Agency. One was at Central School District (in Independence, Oregon) and one was in Salem at Swegle Elementary School. OTHER PROGRAM SERVICES 6: Parent-child early learning sessions: a. Six ten-week sessions of Leyendo Avanzamos (Reading Together We Advance), a total of 60 nights, for parents to learn how to teach literacy and reading to their child. 156 parents attended with 97 students from Kindergarten to Second Grade and 125 children in childcare. Classes are conducted in elementary schools with principals and teachers as partners.b. Our first daytime preschool pilot, Aprendiendo Avanzamos (Learning Together We Advance), was one ten-week session of parent-led preschool, twice a week, for 20 mornings, from February to May, for parents to learn how to teach learning skills and child development with their child. 15 parents and 13 preschool aged children attended, with 14 children in childcare. Oregon Child Development Coalition loaned us the use of their Head Start facilities for 10 weeks. OTHER PROGRAM SERVICES 7: Advocacy: a. We participated in state-wide school reform initiatives and were requested by the Department of Education to participate in committees, councils and boards as new policies and strategic plans, new teaching and funding strategies were implemented.b. We participated in Legislative Days to help lawmakers understand the educational needs of our state and its large population of Spanish speaking children. c. We advocated for more accountability in the spending of education dollars allocated to English as a Second Language Students.d. We participated in nonprofit alliances for education policy reform: Oregon Alliance for Education Equity, Chalkboard Project, Stand for Children. OTHER PROGRAM SERVICES 8: Evaluation: a. Through the support of Meyer Memorial Trust, we embarked on a three year evaluation study of our programs. The plans included a new database, the collection of participant data from POP program, and a phone survey. The results were analyzed by ECONorthwest. b. A phone survey was conducted from September 2014 to January 20th, 2015. Staff called 500 participants and 210 completed the survey of the 2013-14 POP workshops using Educa e Inspira curriculum, a rate of 42% of calls yielding valid responses. c. The results showed significant improvement in attendance, math and reading success rates for the children in Kindergarten through Eighth grade of the parents who attended our workshops.d. Kindergarteners improved 15% to 160% from pre- to post-program, learning letters, sounds, words and sentences. First grade students who scored below 36% on their pre-test improved by 29-67 points (140%-160%) in reading assessments. Parent surveys indicated that:Parents increased their daily reading to their child and asked them questions about the story by 10% Parents increased providing an appropriate place and materials for their child to write by 53% Parents increased their attention to grammar and punctuation with their child by 42% Parents increased their involvement with their childs education by 42% Parents increased their visits to the library with their children by 62% e. 93% of 28 preschool children progressed in learning literacy development skills. 31% learned half or more of the letters and sounds. Six children learned beginning reading skills in syllables and words. OTHER P”