Webinar juvenile law center Education of Foster youth in group homes - congre...James Wogan
Webinar in-service training, highlights partnership program between group home provider and Mt. Diablo Unified School District in Contra Costa County, CA. Best practice for meeting the mental health needs of foster youth
Critical Conversations: Mental Health & Substance Use - 11/18/21Franklin Matters
The Franklin Public Schools Substance Abuse Task Force teamed up with the SAFE Coalition to host the Critical Conversations Panel. This event was held online and in person at Franklin High School on November 18th, 2021. The panel featured 7 speakers with various perspectives representing education, health care, law enforcement, parent/guardians, and people with lived experience. The conversation focused on identifying and addressing mental health and substance use among families and within our community.
Webinar juvenile law center Education of Foster youth in group homes - congre...James Wogan
Webinar in-service training, highlights partnership program between group home provider and Mt. Diablo Unified School District in Contra Costa County, CA. Best practice for meeting the mental health needs of foster youth
Critical Conversations: Mental Health & Substance Use - 11/18/21Franklin Matters
The Franklin Public Schools Substance Abuse Task Force teamed up with the SAFE Coalition to host the Critical Conversations Panel. This event was held online and in person at Franklin High School on November 18th, 2021. The panel featured 7 speakers with various perspectives representing education, health care, law enforcement, parent/guardians, and people with lived experience. The conversation focused on identifying and addressing mental health and substance use among families and within our community.
Presentation from CNE sales training 7/12/11.
What is the CNE message, who do we need to talk to. How could we share info. What support and resources are available.
The application of mental health, psychological or human development principles, through cognitive, affective behavioral systematic interventions, strategies that address wellness, personal growth, or career developmental well as psychology.
Parent Involvement Module on Communication
Improving Relationships & Results: Building Family School Partnerships
A presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
THIS IS DUE 1218Respond to Peer 1 then to Peer 2 on separ.docxdohertyjoetta
THIS IS DUE 12/18
Respond to Peer 1 then to Peer 2 on separate pages
RESPOND TO ALL OF 1-6
Respond as if you were
an outside reviewer
.
·
What suggestions would you make for improvement?
Explain whether you think this plan was as comprehensive as it should be and support your reasoning.
What would you like to see added to this process?
Is there anything you would recommend deleting or rewording?
What would you take away from this presentation to share with another program?
Finally, “score” this assessment on a scale of 1 to 4, and give a short response to how you arrived at this score.
Beginning = 1
Developing = 2
Proficient = 3
Distinguished = 4
PEER 1
Age group
Infant & Toddlers
Philosophy
Meeting the needs of the whole child as an individual cognitively, physically, social & emotionally, and spiritually. We encourage families to partake in this process because we believe that team work is necessary and that parents are their child’s first teacher.
Vision
Our vision is to help the children we care for to become all they can be through a structured, loving, understanding, and safe, environment.
Mission
Our mission is to engage the students and their families in the learning process. We want to make learning fun and challenging for our children through the arts, and creative play. Each child is thought of as an individual so, we strive to meet their needs through lessons that are geared toward each child without making them feel different or separated from the other children in our care.
The assessment characteristic I will be using to focus on defining quality as a continuum is an ongoing assessment. The Early childhood Assessment is a tool I will be using as an ongoing assessment tool to collect information concerning each child for teachers, and the families of the children in my center. The information I gather will be used daily by myself, teachers, and parents to assess and assist children in the growth and develop process of each child, create a curriculum, set goals, and create an environment that is conducive for them cognitively, physically, socially and emotionally, and language wise. This assessment involves the teachers first observing the children and then documenting their findings. This assessment process will help us to run a more efficient and quality program for children and their families. By using this ongoing assessment tool we will be required to
· keep a record of each child’s growth and development
· specify the children that require extra support
· create an individualized plan for each child
· take note of their strengths and weaknesses
· ensure communication is strong between teachers, parents and other necessary staff members on a regular basis through home visits, parent conferences, and parent involvement activities in the center.
In an effort to ensure continuous improvement in my center will also welcome feedback from our parents.
PEER 2
Our pres ...
Presentation from CNE sales training 7/12/11.
What is the CNE message, who do we need to talk to. How could we share info. What support and resources are available.
The application of mental health, psychological or human development principles, through cognitive, affective behavioral systematic interventions, strategies that address wellness, personal growth, or career developmental well as psychology.
Parent Involvement Module on Communication
Improving Relationships & Results: Building Family School Partnerships
A presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
THIS IS DUE 1218Respond to Peer 1 then to Peer 2 on separ.docxdohertyjoetta
THIS IS DUE 12/18
Respond to Peer 1 then to Peer 2 on separate pages
RESPOND TO ALL OF 1-6
Respond as if you were
an outside reviewer
.
·
What suggestions would you make for improvement?
Explain whether you think this plan was as comprehensive as it should be and support your reasoning.
What would you like to see added to this process?
Is there anything you would recommend deleting or rewording?
What would you take away from this presentation to share with another program?
Finally, “score” this assessment on a scale of 1 to 4, and give a short response to how you arrived at this score.
Beginning = 1
Developing = 2
Proficient = 3
Distinguished = 4
PEER 1
Age group
Infant & Toddlers
Philosophy
Meeting the needs of the whole child as an individual cognitively, physically, social & emotionally, and spiritually. We encourage families to partake in this process because we believe that team work is necessary and that parents are their child’s first teacher.
Vision
Our vision is to help the children we care for to become all they can be through a structured, loving, understanding, and safe, environment.
Mission
Our mission is to engage the students and their families in the learning process. We want to make learning fun and challenging for our children through the arts, and creative play. Each child is thought of as an individual so, we strive to meet their needs through lessons that are geared toward each child without making them feel different or separated from the other children in our care.
The assessment characteristic I will be using to focus on defining quality as a continuum is an ongoing assessment. The Early childhood Assessment is a tool I will be using as an ongoing assessment tool to collect information concerning each child for teachers, and the families of the children in my center. The information I gather will be used daily by myself, teachers, and parents to assess and assist children in the growth and develop process of each child, create a curriculum, set goals, and create an environment that is conducive for them cognitively, physically, socially and emotionally, and language wise. This assessment involves the teachers first observing the children and then documenting their findings. This assessment process will help us to run a more efficient and quality program for children and their families. By using this ongoing assessment tool we will be required to
· keep a record of each child’s growth and development
· specify the children that require extra support
· create an individualized plan for each child
· take note of their strengths and weaknesses
· ensure communication is strong between teachers, parents and other necessary staff members on a regular basis through home visits, parent conferences, and parent involvement activities in the center.
In an effort to ensure continuous improvement in my center will also welcome feedback from our parents.
PEER 2
Our pres ...
Liaison work with regular teachers, parents, administrators, resource room teachers, Group counselling, psycho education with parents, guidance and counselling programs in regular school
An outline of what Specialized Instructional Support Personnel (SISP) do in North Carolina schools, as well as their required education and credentials. Credit: North Carolina Department of Public Instruction's NC Healthy Schools
The Teaching Creed encompasses the personal philosophy of everyone in the team, and it is based on professional and ethical practices for educating exceptional learners.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2. Fiscal Year 2013 (July 1, 2012-June 30, 2013) has been a wonderful
year for Acknowledge Alliance—learning, growing, stretching, and
building relationships. The passion and dedication of our seasoned
staff is amazing and courageous.
Dear Friends,
It is exciting that we are actively involved in helping build resilience and social
emotional wellness in our children, youth, educators, parents and schools, which
helps promote greater student academic achievement and teacher effectiveness. Our
resilience and social emotional learning (SEL) endeavors are integral to the Common
Core Education Standards in building skills in collaboration, critical thinking, problem
solving and effective communication for students.
I am so proud to be working with our talented team of mental health
professionals. In this report, the “feeling rocks” you see throughout the pages are
beautifully hand-painted by art therapist, Jane Haddow. These rocks lay the
groundwork for our social emotional learning curriculum to help students understand
and express feelings.
I would like to express my personal feelings of gratitude. Through the generous,
caring support of our donors, we are able to deepen and expand our work.
My heartfelt thanks to all of our supporters—you are helping us to open more doors
to learning and well-being...while nurturing classroom wellness which is a critical
aspect of student learning and success.
With deep appreciation,
Susan Williams-Clark
Executive Director
Mission
To promote lifelong resilience in youth
by strengthening the caring capacity of
the adults who influence their lives
Administration
Susan Williams-Clark, Executive Director
Judy Bulloch, Administrative Assistant
Beverly Corriere, Administrative Director
Diane Moon, Director of Finance
Tracy White, Director of Development
Jessica Yuen, Development Associate
Resilience Program
Julie Norton, LMFT, Program Director
Terese Brennan-Marquez, LCSW
Chris Chiochios, LMFT, ATR-BC
Jane Haddow, LMFT, ATR
Jean Hamilton, LMFT
Tracy Lyons, LMFT
Lisa Medoff, PhD
Wendy Salazar, MSW
Collaborative Counseling Program
Judith Gable, LCSW, Program Director
Maya Deshe Drori, MFTI
Kristal Navarro, PsyD
Beth Walton, LMFT
2
3. Our organization has continually evolved over the past two decades. Growth and transition are
inherent to the work we do. Our founder, Cleo Eulau, had a vision to reach as many underserved
and at-risk youth as possible by working directly with educators in local schools, the scope and
breadth of our services has necessitated customized support for our partners and schools. This, in
turn, has positioned us as a premiere agency providing rich, school-based mental health
services.
I am inspired by the comprehensive approach of supporting the emotional well being of both
educators and students. Our work is positively shaping their lives, and giving them the tools
and resilience to have empathy, develop supportive relationships, and focus on assets instead of
deficits. We can clearly see how social emotional learning applies to the whole school, not just the
students, in order for the experience to be meaningful and joyful.
On behalf of the board and staff and those we serve, thank you for supporting this important work.
Sincerely,
Grainger Marburg
Board President
2013 has been a year of growth and transition for Acknowledge Alliance. We
changed our name, welcomed a new Executive Director, added new board
members, and expanded our programs. On behalf of the Board of Directors, I
would like to thank each and every one of you for being a loyal supporter as you
have witnessed these changes and watched us grow. We are fortunate to have
both new and continued supporters who believe in the critical services we provide
to students and educators.
Board of Directors
Grainger Marburg
President
Susan Levenberg
Treasurer
Bridgett Longust
Secretary
Bob Beyer
Jennifer Lezin
Linda Keegan
Deborah Tanaka-Laude
Chet Villalba
Mark Wilson
3
4. Resilience & School Connectedness
Acknowledge Alliance staff meets teachers and
administrators where they are, listen to what they need and
work directly together to create a healthy and positive school
environment. Our mental health professionals are present
at a school site to provide educators with social emotional
consultations through classroom observations, trainings and
support groups.
Integrated Classroom Learning
Our 18-week Social and Emotional Learning curriculum for
grades 4 and 5 is conducted during the school day to
increase the social emotional competencies and well-being
of students. Essential social emotional skills include:
recognizing and managing emotions, demonstrating caring
for others, making responsible decisions, establishing and
maintaining positive relationships.
Successful Transitions
We strive to help at-risk teens from San Mateo County Court
& Community Schools and other expulsion schools
successfully transition to larger comprehensive district high
schools. We provide counseling and resources to help them
navigate the high school system, make positive choices, and
renew hope for their future. There is an 86% success rate of
keeping students in school and continuing their education.
Counseling
At K-8 schools, teachers refer students to counseling after
recognizing a need for social and emotional support above and
beyond what is possible to offer in a full classroom setting. At
alternative local Court & Community Schools, we offer counseling
to at-risk teens who have been expelled or are on probation, and
are facing the most extreme adversities in life.
Clinical Internships
We are committed to building the pipeline of talented mental
health professionals by placing master’s and Psy.D students at
school sites to directly support students. Our professional staff of
licensed social workers, marriage and family therapists, and
psychologists provides supervision and training to clinical interns
who in turn provide students with individual and group therapy.
Partnerships & Community Outreach
We partner with organizations that share our values around
creating more resilient school communities. Our collaboration with
partners such as New Teacher Center and San Jose State University
allow us to extend our services and outreach.
We offer workshops, trainings, professional development and
support groups to educators, mental health professionals and
parents on both local and national levels. Topics include: teacher
burnout, stress, working collaboratively with families, mentoring,
team building, adolescent development and equity.
Services
4
5. Teacher Development Continuum
Presented over 15 workshops and training sessions attended
by approximately 590 individuals including educators, mental
health professionals and parents.
Workshops and training sessions included our core schools
such as Beechwood, local organizations such as RAFT, and
national organizations such as California School Boards
Association, California Council on Teacher Education, New
Teacher Center, and American Educational Research
Association.
Facilitated weekly Educator Support Groups for 10-12
teachers in the Sunnyvale School District.
In partnership with the New Teacher Center, and thanks to
the generous support of the Morgan Family Foundation, we
brought Social and Emotional Learning to the California
Leadership Network with over 100 education leaders in
attendance.
Integrated Lessons
Acknowledge Alliance staff delivered Social Emotional
Lessons, known as “Project Resilience,” to 4th and 5th grade
classrooms.
This year marked an expansion in Project Resilience, both
with the inclusion of an additional school site as well as an
expansion from 6 classroom lessons to 9.
Student Counseling
Supervised and trained 6 clinical interns to provide
student-counseling services.
Provided 127 K-8 students with 1,809 individual and group
counseling sessions at 4 schools.
Educator Support
Provided social emotional consultations to an estimated 151
teachers and administrators across 8 different schools in
Santa Clara and San Mateo Counties.
Resilience Program Highlights
5
6. Empathy in Education
Our nation has been focused on student achievement for over a decade with the pressures on high test scores taking a toll on
both teachers and students alike. Compounded with academic stress, students are challenged with bullying, peer pressures,
and difficulty managing emotions. Many teachers are burnt out and often feel unsupported, with 50% leaving the teaching
profession within their first 5 years. For the first time, social emotional learning (SEL) has gained appropriate attention as the
missing piece in academic and lifelong success.
Since 1998, the Acknowledge Alliance Resilience Program has helped foster the social emotional well being of educators and
students alike. Our mental health professionals are part of the fabric of the school environment, working on-site daily to
create systemic change and positive school environments. We help teachers use strength-based approaches when working
with students and to build positive relationships, as teachers are the most influential people in a child’s life outside of the
immediate family. Teachers play a crucial role in the educational experience of students, with the capacity to find students’
hidden strengths and the potential to change the course of a student’s life through actions as small as a positive connection,
the ability to listen and empathize, and shifting the classroom culture to be collaborative, open and safe.
Over the years, we have recognized the need for all students and teachers to be supported—from both low-income and
affluent schools, as students across the board face many challenges that are barriers to success both in and out of the
classroom. In 2009, Acknowledge Alliance piloted our SEL curriculum at Palo Verde elementary school and have expanded to
serve two Palo Alto schools during the 2012-2013 school year. The curriculum includes 18 weeks of interactive lessons, with
topics on empathy, problem solving, mindfulness, and more.
With California adopting the common core standards, teachers will benefit from the knowledge and skills to support students
in strength-based ways and for their own social emotional wellness to be addressed. Furthermore, it is equally important that
students are exposed to a classroom culture that is nurturing, supportive and respectful, thus fostering positive peer-to-peer
relationships. These are skills learned today that will have a lifelong impact.
6
7. Collaborative Counseling Program Highlights
Counseling
Provided counseling services to a total of 137 students (ages
13-18) including 81 students in the San Mateo County Court
and Community Schools and 54 students in the Acknowledge
Alliance Transition Program.
Placed 8 Psy.D. interns from the Wright Institute of
Psychology at 7 schools across San Mateo County to provide
counseling to at-risk students.
Publication
Judith Gable, Acknowledge Collaborative Counseling
Program Director, wrote an article describing how we
teach the interns to work with and meet the needs of
traumatized youth.
Wildlife Associates
Piloted the Wildlife Associates Project. A group of specially
selected students from the 4 Sequoia Union High School
District high schools who attend counseling in the
Transition Program will participate in a six session pilot
program in which they are taken to a wildlife sanctuary. The
animals there are under special care because they can’t
survive in the wild. The animals serve as teachers,
encourage direct learning, and share experiences that
resonate with many of the students—they too, have been
abused, abandoned, or injured in some way.
Read the full article here:
www.acknowledgealliance.org/unlikelytransformations
7
8. Unpredictability is the name of the game for the
traumatized youth that we serve. They are children between
11 and 18 who have been placed in community expulsion
schools, or have had run-ins with the police and are
incarcerated as a result, or are returning to district high
schools from juvenile hall and community schools.
Most have been the victims of violence. This includes
shootings, stabbings, and extreme physical trauma. Many
have parents who are involved in gangs or drugs. Many
have not had regular meals or consistent parenting. They
have labels such as “gang-ster”, “criminal” or “addict.” They
are said to be lazy, unmotivated, or oppositional-defiant.
They are villainized and dehumanized.
So how does one prepare psychology interns for work with
clients who are deeply traumatized, but deal with their
trauma by being ultra tough, unreachable, and
protectively unattached? The answer is to gradually create
building blocks for the therapeutic process.
Unpredictability
It requires a context for understanding what has happened
in these kids’ lives and why they do the things they do. It
requires a solid sense of curiosity, a willingness to be
tested again and again, an ability to put the ego aside, and
a specific set of therapeutic skills that can be modeled and
taught.
They need adults who can meet them where they are, honor
their open wounds, and consistently shine a light on the
beauty and innocence that lies beneath their protective
armor. To let them know that they are appreciated for the
work they are doing, and that it matters.
In my 18 years as Clinical Supervisor at Acknowledge
Alliance (formerly the Cleo Eulau Center), I’ve had the
pleasure of training nearly 170 psychotherapy interns who
have provided therapy to approximately 2000 incarcerated
and high risk teens.
Each of these budding therapists has found a way to have a
profound impact on the lives of these kids. And in so doing,
each therapist and child has been forever touched.
The following was written by Judith
Gable, MSW, LCSW, from “Unlikely
Transformations: Kids in Prison and
the Clinical Psychotherapy Interns
We Train to Work with Them.”
“
“
8
9. • 82-92% of educators reported using at least 2 strategies
learned from Acknowledge to promote professional
resilience at least monthly.
• 89% of teachers reported increased empathy and
understanding in the lives of their students and an
increase in positive educator/student relationships.
• 81% of students receiving Social Emotional Health
lessons reported an increased awareness of social and
emotional issues, and 100% of teachers observed this
awareness demonstrated in their students.
• 91-97% of students agreed that counseling helped
them to learn how to talk about their feelings and make
positive choices, according to a survey they completed
at the end of counseling.
• The Transition Program has flipped an 88% failure rate
into an 86% success rate in helping students stay
engaged in school and continue their education.
Flipping the Statistics
• Between 40 and 50% of teachers will leave the
classroom within their first five years (that includes 9.5%
that leave before the end of their first year.)
• Annually, approximately 37% of California children who
need mental health treatment or counseling do not receive
services. Young children and those in poverty are even less
likely to receive needed services.
• Students who were suspended once or more are 6 times
more likely to repeat a grade and 5 times more likely to
drop out of school.
• Positive school climate, which includes connectedness, is
associated with higher academic achievement and healthy
behavioral outcomes for students. However, only 43% of
California high school students report having a high level
of connectedness to their school.
Sources:
Edweek.org | 2014 California Children’s Report Card
Through Acknowledge Alliance Services
9
10. Marilyn & Arden Anderson | David & Martha Arscott | Atkinson Foundation | Anthony & Sue Atwell | Barbara & Gerald August
Marianne Ault-Riche | Thomas & Terri Bailard | Zelda Barnett | Frederick & Kathy Baron | Randy Bean | Bob Beyer
Derald & Alicia Blackmore | Mike Blume & Chris Schmidt | Mary & Phil Bobel | Mary Ann & John Bogart
Shannon Asbury & Dan Bornman | Neil Brast | Margaret Britt Lim | Marcie & Chet Brown | Jane Bryan-Jones & Hardy Jones
George & Judy Bulloch | Robert & Lillian Burt | Nancy Butler | California Family Foundation | Campbell Family Foundation
Anne Campbell | Cardinal Duval Family Fund | Scott & Susan Carey | Lorrie Castellano | Francis & Beth Chamberlain
Susan Chamberlain | Phillip & Julia Chin | Chris Chiochios | Janet Christensen | Susan & George Clark | Carolyn Compton
Jocelyn Cremer | Sonia Crommie | Judy Darling | Anne Dauer | Margit David | Wayne & Cindy Davison
Belmont-Redwood Shores School District | Jack & Sheila Dubin | Carrie & Grant DuBois | Dianne Edmonds
Sally & Craig Falkenhagen | Susan Farrell | Harriet Finkelstein | Stan & Linda Fischman | Rob & Susan Flint
Diffenbaugh Foundation | Reddere Foundation | Susan & John Francis | Lawrence & Leah Friedman | Victor Fuchs
Judith Gable | Michael Gallagher | Linda Gault | Eileen Gavron | Theodore H. Geballe | Lyra Ghose & Pok Yong Chee
Betsy Gifford | Jennifer Glasser | Penny Goldcamp | Richard & Nancy Goldcamp | Kate Gormley | Diane & Harry Greenberg
Grousbeck Family Foundation | Theodore J. Guarriello, Jr. | Jane & Gordon Haddow | Allison Hale | Joan Haller
Susan & Don Hanson | Sam & Janet Harding | Patricia Hart | Rita Duarte Herrera | Marilynn Holland | Richard Hori
Suzanne & Leonard Horowitz | Rod & Linda Hsiao | Richard Lenon & Leslie Hsu | Steve & Joanne Jacobs | Paula & Warren Jacobsen
Richard & Susan Jacobsen | Anna Jaklitsch | Franklin & Catherine Johnson Foundation | Junior League of Palo Alto-Mid Peninsula
Ellen & Steve Katz | Beth & Tom Keelin | Donald & Robin Kennedy | Deb & Peter Kilner | Peter Klein | Jeff & Carmen Kobacker
Jack & Retta Koch | Chuck & Marion Krause | John Kriewall & Elizabeth Haehl | Amy Laden | Joan Lane | Janet Larson
Gladys & Ralph Lazarus Foundation | Cathy & Steve Lazarus | Judith & William Leckonby | Mary Ellen & Ron Lemieux
Without the generosity of these dedicated individuals and foundations,
our work at Acknowledge Alliance would not be possible. The list below
reflects donations received for the fiscal year 2013, starting July 1, 2012
and ending June 30, 2013.
10
11. Hock & Molly Leow | Susan Levenberg & Paul Podrid | Jack & Sharon Levin | Leonard & Mary Jo Levy | Jennifer Lezin
Bridgett Longust | Claudia Loo | Gwen Luce | Helen & David MacKenzie | Joan & Paul Madera | Grainger Marburg
Joseph & Noreen Maresca | James & Jean Mark | Markkula Family Foundation | Susan Markowitz | Judith Maurier
May and Stanley Smith Charitable Trust | Dennis & Lori McBride | William McCraw & Janet Muscio | Dana McDonald
Catherine McKenzie | Menlo School | Sally Mentzer | Mills-Peninsula Health Services | Amanda Mills | Linda Min
Diane & Jory Moon | Ursula Moore | Morgan Family Foundation | Richard Morris | Patricia Jo Morrissey | M.J. Myatt
Lynn & Andrew Newman | Christina O’Guinn | Joanne Donsky & Stuart Oremland | Mark & Jane Otsea
Palo Alto Weekly Holiday Fund | Marina Park | Louise Paustenbach | Michael Porcello | Kathryn Pryor | Nancy Ragey
Philip Rahm | Ann Rando | Redwood City School District | Leah Reider | Myra Reinhard | Kate & Donald Remsen
Joan Patricia Rosas | Carl & Sarah Rosendahl | Elizabeth Roth & Ronald Katz | Susan Rozakis
San Mateo County Office of Education | San Mateo County Schools | Ferrell & Page Sanders, Jr. | George H. Sandy Foundation
Santa Clara County Office of Education | Scheinman Family Fund | Anthony & Mary Lou Schiavo | Kathy Schmidt
Paul Schneider & Lauren Eulau | Penny & Ken Schreiber | David & Susan Schultz | Carolyn Schwartzbord
Paul Segall & Joan Berman | Sequoia Healthcare District | Sequoia Union High School District | Linda Sexton | Mindy Shelton
Barbara & Perry Shoor | Charlotte Siegel | Mary Lou Simmermacher | Jack & Joan Simon | Sobrato Family Foundation
Debbie Soglin & Dan Appleman | Doug & Susan Solomon | Karen Sortino | Sarah Spang | Susan Speicher | Jan St. Peter
Marilyn Stallings | Sheldon & Paula Starr | Jennifer Sullivan | Sunnyvale School District | Barbara & Richard Tagg
Deborah “DTL” Tanaka-Laude | Shino Tanaka | Tim Griffith Memorial Fund | TeamLogic IT | Diane Toby & Jeff Lea
Varda Treibach-Heck | Carmel Triska | Elizabeth Vaisben | Adele & Stephen Vernon | Chet & Carla Villalba
Gregory Villalba & Margarita Berrios | Vivienne & Mo Virani | Robin Wakshull & Dennis Rutkin | Isabel Walker
Beth & Ian Walton | Robert & Susan Weisberg | Alice Wheatley & Bill Anderson | Debbie Dalzell & Mark Wilson
Doug & Susan Woodman | Susan Zweig
Acknowledge Alliance would like to thank each of our donors for their loyal support.
Thank You!
11
12. Grants $122,000
Individual donations 180,700
Program services 278,000
Special event, net 17,800
In-kind services 56,600
Interest 100
Revenue
* Total revenue $655,200
Outreach Program 107, 600
Collaborative Counseling 226,200
Resilience Consultation 498,600
Management & General 110,300
Fundraising 104,400
Total expenses $1,047, 100
Outreach program
Collabora2ve counseling
Resilience consulta2on
Management and General
Fundraising
10%
22%
48%
11%
10%
Grants
Individual dona0ons
Program service
Special event, net
In-‐kind services
Interest
3%
9% 19%
28%42%
Statement of Activities & Financial Position
* Change in net assets ($391,900)
Prior to the 2013 fiscal year, Acknowledge Alliance received various multi-year grants. The funds from these contributions in
the amount of $333,500 were budgeted for expenditure during 2013 and were released in accordance with the organization’s
understanding of the donor’s intent. Revenue for these contributions were recognized in fiscal years prior to 2013.
*
Total current assets 556,300
Other assets 1o,300
Assets
Total assets $566,600
Current liabilities 44,100
Deferred rent 4,000
Liabilities & Net Assets
Total liabilities $48,100
Unrestricted net assets 260,300
Temporary restricted 258,200
Total net assets $518,500
net assets
Total liabilities & net assets $566,600
Expenses
as of June 2013
12
13. “I feel supported and having support for all the kids
“make me feel more comfortable knowing who in my
class is struggling emotionally, and that they are being
supported by great people. My work improves because I
can focus on those kids, and know what they need.”
—Teacher
“My counselor gave me the feeling that I
was being heard and that my life has more meaning.”
—Student
“They (Acknowledge staff) support the students
and school staff to help us all cope with the difficult
backgrounds and lives that our students carry with
them on their backs and in their hearts everyday.
They are a vital part of the school community and
allow us to make a bigger impact on our students.”
— Teacher
2483 Old Middlefield Way, Suite 208
Mountain View, CA 94043
info@AcknowledgeAlliance.org
(650) 314-0180
@AcknowledgeAll Follow Us
FORMERLY The Cleo Eulau Center