2026-06-25T10:05:51-04:00 2025-12-31 462108854 KENDALL PREBOLA AND JONES LLC PO BOX 259 BEDFORD PA 155220259 990 2025-01-01 300231116 STRATEGIC EDUCATION RESEARCH PARTNERSHIP INSTITUTE STRA 2022238555 1100 CONNECTICUT AVE NW STE 1310 WASHINGTON DC 20036 MARY SUZANNE DONOVAN EXECUTIVE DIRECTOR 2022238555 2026-06-24 true RICHARD M JONES CPA P00621721 8146231880 2026-06-24 X 2025 2025-03-06 01:10:19Z MARY SUZANNE DONOVAN 1100 CONNECTICUT AVENUE NW WASHINGTON DC 20036 7093914 false X WWW.SERPINSTITUTE.ORG X 2003 DC TO GENERATE INNOVATIVE, SCALABLE SOLUTIONS TO OUR SCHOOLS' MOST PRESSING PROBLEMS THROUGH SUSTAINED COLLABORATIONS AMONG EDUCATORS, RESEARCHERS, AND DESIGNERS. 11 11 16 12 0 3011946 6403129 335799 688596 40651 2189 0 3388396 7093914 524101 938957 0 2052157 2410771 0 2598 683959 964249 3260217 4313977 128179 2779937 1303328 3997499 235908 150142 1067420 3847357 X THE STRATEGIC EDUCATION RESEARCH PARTNERSHIP GENERATES INNOVATIVE, SCALABLE SOLUTIONS TO OUR SCHOOLS' MOST PRESSING PROBLEMS THROUGH SUSTAINED COLLABORATIONS AMONG RESEARCHERS, PRACTITIONERS, AND DESIGNERS. WE WORK TO INCREASE EQUITY, IMPROVE STUDENT LEARNING, AND GIVE TEACHERS AND STUDENTS GREATER AGENCY. false false 2460491 813543 SCALING STUDENTS' SUCCESS WITH STARI: EXPANDING ELIGIBILITY, SUPPORT, AND SPREAD SERP WAS AWARDED A FIVE-YEAR, 15-MILLION EDUCATION INNOVATION AND RESEARCH (EIR) EXPANSION-PHASE GRANT STARTING IN JANUARY 2023 TO BUILD THE CAPACITY TO SCALE THE STRATEGIC ADOLESCENT READING INTERVENTION (STARI). THIS GRANT WILL SUPPORT THE PROGRAM'S ADOPTION IN FOUR STATES IN DIFFERENT REGIONS OF THE COUNTRY, AND TO STUDY ITS EFFECTIVENESS WITH THESE DIFFERENT POPULATIONS. THE GOALS FOR THE PROJECT ARE: 1. TO IMPROVE THE READING SKILLS OF MIDDLE SCHOOL STUDENTS, DEMONSTRATING EFFECTS OF STARI AS COMPARED TO BUSINESS-AS-USUAL ON READING BEHAVIORS, PROXIMAL READING SKILLS (READBASIX), PROGRESS TOWARD MEETING GRADE-LEVEL STANDARDS (STATE TESTS), AND LEADING INDICATORS OF DISTAL OUTCOMES (COURSE PASS RATES). 2. TO BUILD TEACHER CAPACITY FOR EFFECTIVE LITERACY INSTRUCTION AND TO MEASURE THE IMPACT OF STARI PROFESSIONAL LEARNING ON TEACHERS' KNOWLEDGE AND INSTRUCTIONAL PRACTICE. 3. TO DETERMINE FOR WHOM AND UNDER WHAT CONDITIONS STARI IS MOST EFFECTIVE BY EXAMINING OUTCOMES FOR SUBGROUPS (STUDENTS READING FAR BELOW GRADE LEVEL, STUDENTS WITH IEPS, ENGLISH LEARNERS). 4. TO CREATE AN AFFORDABLE, SUSTAINABLE PACKAGE OF SUPPORTS FOR SCHOOLS THATCHOOSE TO IMPLEMENT STARI OUTSIDE OF A GRANT-FUNDED RESEARCH STUDY. 5. TO DISSEMINATE RESULTS AND EXPAND THE USE OF STARI NATIONWIDE. 380456 125414 SUSTAINING LITERACY PRACTICES OVER TIME: CODIFYING KNOWLEDGE THROUGH MICRO-CREDENTIALING SERP RECEIVED A FOUR-YEAR, TWO-MILLION-DOLLAR GRANT FROM IES TO PARTNER WITH THE DISTRICT OF COLUMBIA PUBLIC SCHOOLS (DCPS), AND A RESEARCH TEAM FROM HARVARD AND THE UNIVERSITY OF MARYLAND TO DEVELOP AND TEST AN INTERVENTION CONSISTING OF TWO MICRO-CREDENTIAL COURSES. THE FIRST COURSE WILL TARGET EFFECTIVE USE OF STUDENT TIME IN LITERACY CENTERS, A STRUCTURE FOR INSTRUCTION USED IN THE LARGE MAJORITY OF K-2 CLASSROOMS. THE SECOND COURSE WILL TARGET THE USE OF ACADEMICALLY PRODUCTIVE TALK (APT), AN INSTRUCTIONAL PRACTICE THAT SUPPORTS DEEP READING COMPREHENSION AND STUDENT ENGAGEMENT BUT IS NOT WIDELY USED. BOTH COURSES ARE BEING DEVELOPED IN COLLABORATION WITH DCPS LITERACY LEADERS. DCPS K-2 CLASSROOMS FOOTAGE IS BEING COLLECTED AND WILL BE INCORPORATED INTO INSTRUCTIONAL VIDEOS FEATURING RESEARCHERS AND DCPS LITERACY LEADERS. COURSE CONTENT WILL BE REVISED IN RESPONSE TO FEEDBACK FROM TEACHERS IN USABILITY STUDIES CONDUCTED THROUGH AN ITERATIVE DEVELOPMENT PROCESS. SCHOOLS WILL BE RANDOMLY ASSIGNED TO PARTICIPATE IN EACH OF THE COURSES IN YEAR 3 OF THE STUDY. ELIGIBLE TEACHERS IN THE TREATMENT SCHOOLS WILL INCLUDE THOSE IN GRADES K-2 WHO ARE IN THEIR FIRST THREE YEARS OF TEACHING, AND THOSE WHO ARE IN WARNING STATUS ON THEIR TEACHER EVALUATION. THE IMPACT OF THE COURSES ON TEACHERS' PRACTICE AND STUDENT LEARNING WILL BE EVALUATED. 184302 ADAPTING STARI TO ACCELERATE STUDENT READING ACHIEVEMENT IN MIDDLE GRADES SERP WAS AWARDED A TWO-YEAR, 1-MILLION GRANT AS PART OF IES' LEVERAGING EVIDENCE TO ACCELERATE RECOVERY NATIONWIDE (LEARN) NETWORK, WHICH FOCUSES ON ADAPTING AND PREPARING TO SCALE EXISTING, EVIDENCE-BASED PRODUCTS THAT HAVE THE POTENTIAL TO ACCELERATE STUDENTS' LEARNING RELATIVE TO PRE- PANDEMIC RATES OF GROWTH. THE PURPOSE OF THIS PROJECT IS TO FURTHER ADAPT AND ASSESS THE IMPACT OF THE STRATEGIC ADOLESCENT READING INTERVENTION (STARI) TO RESPOND TO THE URGENT NEED TO ACCELERATE LEARNING AMONG MIDDLE GRADES STUDENTS READING TWO OR MORE YEARS BELOW GRADE LEVEL. THE GOALS OF THIS PROJECT ARE TO IDENTIFY BARRIERS TO UPTAKE AND IMPLEMENTATION OF THE PROGRAM, TO DEVELOP THE HIGHEST PRIORITY ADAPTATIONS THAT ADDRESS STUDENTS' NEEDS, AND TO TEST THE EFFECTS OF STARI ON STUDENTS' ACADEMIC OUTCOMES. ADAPTATIONS WILL BE PRIORITIZED ACCORDING TO A ROUGHLY ESTIMATED RATE OF RETURN, AND THE HIGHEST PRIORITY ADAPTATIONS WILL BE UNDERTAKEN WITHIN THE GRANT PERIOD TO THE EXTENT POSSIBLE. THE RESEARCH TEAM WILL ASSESS THE EFFECTIVENESS OF STARI FOR ACCELERATING STUDENT READING GROWTH USING A REGRESSION DISCONTINUITY DESIGN THAT WILL ALLOW FOR COMPARISON OF STUDENTS WHO PARTICIPATE IN STARI IN ONE PARTNER DISTRICT WITH THOSE WHO DO NOT. THE TEAM WILL ALSO COMPARE CURRENT STARI STUDENTS' GROWTH TRAJECTORIES WITH READING GROWTH OF MIDDLE SCHOOL STUDENTS IN THE SAME SCHOOLS IN 2017-18 AND 2018-19, IN ORDER TO ANALYZE STARI'S EFFECTIVENESS AS COMPARED WITH PRE- PANDEMIC RATES OF GROWTH. 750417 688596 1. CENTER FOR SUCCESS FOR ENGLISH LEARNERS 2. MATH BY EXAMPLE 3. LEARNING PROGRESSIONS IN SCIENCE 4. INTERNAL COHERENCE 5. WORDGEN WEEKLY 6. NYCPS AIS PD 7. DEVELOPMENT AND INNOVATIONS OF THE TRANSLATE 750417 688596 3775666 true true false false false false false false false false true false false false false true true false false false false false false false false false false true false true false false false false false false false false false false false false false false false false false true 66 0 16 true false false false false false false false false false false false false X 11 11 false false false false false false false true true false false true true true true true true true false false CA NY X BEVERLY HOFFMASTER 2022238555 1100 CONNECTICUT AVE NW STE 1310 WASHINGTON DC 20036 X CATHERINE SNOW CHAIRPERSON 2.00 X X 0 0 0 PHIL DARO VICE CHAIRPE 2.00 X X 0 0 0 STEVE CARNEVALE TREASURER 2.00 X X 0 0 0 FRANCISCO ESCOBEDO SECRETARY 2.00 X X 0 0 0 BRUCE ALBERTS - EXECUTIVE BOARD MEMBER 2.00 X 0 0 0 BILL HONIG - EXECUTIVE BOARD MEMBER 2.00 X 0 0 0 ROBERT L CLAYTON - EXECUTIVE BOARD MEMBER 2.00 X 0 0 0 CAREY WRIGHT BOARD MEMBER 2.00 X 0 0 0 LOUIS GOMEZ BOARD MEMBER 2.00 X 0 0 0 PATRICK BRENNAN BOARD MEMBER 2.00 X 0 0 0 GLORIA LADSON-BILLINGS BOARD MEMBER 2.00 X 0 0 0 NICOLE PATTON-TERRY - EXECUTIVE BOARD - OUTG 2.00 X 0 0 0 MARY SUZANNE DONOVAN EXECUTIVE DI 37.50 X 329423 0 48289 MATTHEW ELLINGER DIRECTOR OF 37.50 X 165913 0 33385 MARGARET TROYER - DIRECTOR LITERACY R&D 37.50 X 152122 0 17465 CHRISTINE DAHNKE - DIRECTOR ORG DEV AND PARTNERS 37.50 X 147355 0 58263 ALEXANDRA HUYGHE ASSISTANT DI 37.50 X 130487 0 28456 DAVID DUDLEY - ILLUSTRATOR & CONTENT D 37.50 X 116033 0 26250 1041333 212108 9 false true false MDRC 200 VESEY STREET NEW YORK NY 10281 SUBCONTRACTOR 833962 STAR PRESS OF PEARL RIVER INC 614 CORPORATE WAY STE 8 VALLEY COTTAGE NY 10989 PRINTING 534507 UNIVERSITY OF MARYLAND CHESAPEAKE BUILDING ROOM 4101 COLLEGE PARK MD 20742 SUB AWARDEE 120019 3 4012158 2390971 6403129 PUBLICATION SALES 611710 373652 373652 CONSULTING AND CONTRACTS 611710 205150 205150 COURSE REGISTRATION FEES 611710 107544 107544 LICENSE FEES 611710 2250 2250 688596 2189 2189 7093914 688596 2189 938957 938957 373096 304490 68468 138 1546875 1262430 283872 573 153547 125312 28178 57 193358 157802 35483 73 143895 117435 26407 53 52972 52972 391322 388002 2475 845 145953 143452 2408 93 95047 76588 18448 11 53700 42758 10936 6 27606 26320 648 638 1281 1226 55 2097 1325 772 12491 9945 2544 2 LITERATURE 158752 158752 DUES AND SUBSCRIPTIONS 22945 20872 1964 109 EMPLOYEE MORALE 83 83 4313977 3775666 535713 2598 2500 2500 266598 280352 692403 3178121 97849 195446 203789 291894 30527 41621 9019 6494 4622 2525 5040 5040 1303328 3997499 235908 150142 235908 150142 X 1037307 1626541 30113 2220816 1067420 3847357 1303328 3997499 2779937 X false true X true true true X 2064797 1883850 3105903 3011946 6403129 16469625 2064797 1883850 3105903 3011946 6403129 16469625 1985580 14484045 557 3387 18221 40651 2189 65005 16534630 1873235 0.87600 0.99360 X RESTRICTED RESTRICTED RESTRICTED RESTRICTED RESTRICTED RESTRICTED RESTRICTED RESTRICTED 9019 6494 2525 2525 X 7093914 7093914 7093914 4313977 4313977 4313977 SCHEDULE D, PAGE 3, PART X ACCOUNTING PRINCIPLES GENERALLY ACCEPTED IN THE UNITED STATES OF AMERICA PROVIDE CONSISTENT GUIDANCE FOR THE ACCOUNTING FOR UNCERTAINTY IN INCOME TAXES RECOGNIZED IN THE INSTITUTE'S FINANCIAL STATEMENTS AND PRESCRIBE A THRESHOLD OF "MORE LIKELY THAN NOT" FOR RECOGNITION OF TAX POSITIONS TAKEN OR EXPECTED TO BE TAKEN IN A TAX RETURN. THE INSTITUTE PERFORMED AN EVALUATION OF UNCERTAIN TAX POSITIONS FOR THE YEAR ENDED DECEMBER 31, 2025, AND DETERMINED THAT THERE WERE NO MATTERS THAT WOULD REQUIRE RECOGNITION IN THE FINANCIAL STATEMENTS OR THAT MAY HAVE ANY EFFECT ON ITS TAX-EXEMPT STATUS. AS OF DECEMBER 31, 2025, THE STATUTE OF LIMITATIONS FOR TAX YEARS 2022 THROUGH 2024 REMAINS OPEN WITH THE U.S. FEDERAL JURISDICTION OR THE VARIOUS STATES AND LOCAL JURISDICTIONS IN WHICH THE INSTITUTE FILES TAX RETURNS. IT IS THE INSTITUTE'S POLICY TO RECOGNIZE INTEREST AND/OR PENALTIES RELATED TO UNCERTAIN TAX POSITIONS, IF ANY, IN INCOME TAX EXPENSE. AS OF DECEMBER 31, 2025, THE INSTITUTE HAD NO ACCRUALS FOR INTEREST AND/OR PENALTIES. true MDRC 200 VESEY STREET NEW YORK NY 10281 237379473 501C3 813543 SUBCONTRACT RESEARCH UNIVERSITY OF MARYLAND ROOM 4101 CHESAPEAKE BUILDING COLLEGE PARK MD 20742 526002033 501C3 125414 SUBAWARD RESEARCH 2 SCHEDULE I, PAGE 1, PART I, LINE 2 ALL GRANTS ARE MONITORED THROUGH THE ANNUAL AND INTERIM REPORTS AS REQUIRED BY THE GRANTEE X X X false false false false false false false false false MARY SUZANNE DONOVAN EXECUTIVE DIRECTOR 326580 2843 32923 15366 377712 MATTHEW ELLINGER DIRECTOR OF DESIGN 164971 942 16900 16485 199298 MARGARET TROYER - DIRECTOR LITERACY R&D 152000 122 15200 2265 169587 CHRISTINE DAHNKE - DIRECTOR ORG DEV AND PARTNERSHIPS 147223 132 15333 42930 205618 ALEXANDRA HUYGHE ASSISTANT DIRECTOR 130396 91 13400 15056 158943 FORM 990 - ORGANIZATION'S MISSION THE STRATEGIC EDUCATION RESEARCH PARTNERSHIP GENERATES INNOVATIVE, SCALABLE SOLUTIONS TO OUR SCHOOLS' MOST PRESSING PROBLEMS THROUGH SUSTAINED COLLABORATIONS AMONG RESEARCHERS, PRACTITIONERS, AND DESIGNERS. WE WORK TO INCREASE EQUITY, IMPROVE STUDENT LEARNING, AND GIVE TEACHERS AND STUDENTS GREATER AGENCY. FORM 990, PAGE 2, PART III, LINE 4A SCALING STUDENTS' SUCCESS WITH STARI: EXPANDING ELIGIBILITY, SUPPORT, AND SPREAD SERP WAS AWARDED A FIVE-YEAR, 15-MILLION EDUCATION INNOVATION AND RESEARCH (EIR) EXPANSION-PHASE GRANT STARTING IN JANUARY 2023 TO BUILD THE CAPACITY TO SCALE THE STRATEGIC ADOLESCENT READING INTERVENTION (STARI). THIS GRANT WILL SUPPORT THE PROGRAM'S ADOPTION IN FOUR STATES IN DIFFERENT REGIONS OF THE COUNTRY, AND TO STUDY ITS EFFECTIVENESS WITH THESE DIFFERENT POPULATIONS. THE GOALS FOR THE PROJECT ARE: 1. TO IMPROVE THE READING SKILLS OF MIDDLE SCHOOL STUDENTS, DEMONSTRATING EFFECTS OF STARI AS COMPARED TO BUSINESS-AS-USUAL ON READING BEHAVIORS, PROXIMAL READING SKILLS (READBASIX), PROGRESS TOWARD MEETING GRADE-LEVEL STANDARDS (STATE TESTS), AND LEADING INDICATORS OF DISTAL OUTCOMES (COURSE PASS RATES). 2. TO BUILD TEACHER CAPACITY FOR EFFECTIVE LITERACY INSTRUCTION AND TO MEASURE THE IMPACT OF STARI PROFESSIONAL LEARNING ON TEACHERS' KNOWLEDGE AND INSTRUCTIONAL PRACTICE. 3. TO DETERMINE FOR WHOM AND UNDER WHAT CONDITIONS STARI IS MOST EFFECTIVE BY EXAMINING OUTCOMES FOR SUBGROUPS (STUDENTS READING FAR BELOW GRADE LEVEL, STUDENTS WITH IEPS, ENGLISH LEARNERS). 4. TO CREATE AN AFFORDABLE, SUSTAINABLE PACKAGE OF SUPPORTS FOR SCHOOLS THATCHOOSE TO IMPLEMENT STARI OUTSIDE OF A GRANT-FUNDED RESEARCH STUDY. 5. TO DISSEMINATE RESULTS AND EXPAND THE USE OF STARI NATIONWIDE. FORM 990, PAGE 2, PART III, LINE 4B SUSTAINING LITERACY PRACTICES OVER TIME: CODIFYING KNOWLEDGE THROUGH MICRO-CREDENTIALING SERP RECEIVED A FOUR-YEAR, TWO-MILLION-DOLLAR GRANT FROM IES TO PARTNER WITH THE DISTRICT OF COLUMBIA PUBLIC SCHOOLS (DCPS), AND A RESEARCH TEAM FROM HARVARD AND THE UNIVERSITY OF MARYLAND TO DEVELOP AND TEST AN INTERVENTION CONSISTING OF TWO MICRO-CREDENTIAL COURSES. THE FIRST COURSE WILL TARGET EFFECTIVE USE OF STUDENT TIME IN LITERACY CENTERS, A STRUCTURE FOR INSTRUCTION USED IN THE LARGE MAJORITY OF K-2 CLASSROOMS. THE SECOND COURSE WILL TARGET THE USE OF ACADEMICALLY PRODUCTIVE TALK (APT), AN INSTRUCTIONAL PRACTICE THAT SUPPORTS DEEP READING COMPREHENSION AND STUDENT ENGAGEMENT BUT IS NOT WIDELY USED. BOTH COURSES ARE BEING DEVELOPED IN COLLABORATION WITH DCPS LITERACY LEADERS. DCPS K-2 CLASSROOMS FOOTAGE IS BEING COLLECTED AND WILL BE INCORPORATED INTO INSTRUCTIONAL VIDEOS FEATURING RESEARCHERS AND DCPS LITERACY LEADERS. COURSE CONTENT WILL BE REVISED IN RESPONSE TO FEEDBACK FROM TEACHERS IN USABILITY STUDIES CONDUCTED THROUGH AN ITERATIVE DEVELOPMENT PROCESS. SCHOOLS WILL BE RANDOMLY ASSIGNED TO PARTICIPATE IN EACH OF THE COURSES IN YEAR 3 OF THE STUDY. ELIGIBLE TEACHERS IN THE TREATMENT SCHOOLS WILL INCLUDE THOSE IN GRADES K-2 WHO ARE IN THEIR FIRST THREE YEARS OF TEACHING, AND THOSE WHO ARE IN WARNING STATUS ON THEIR TEACHER EVALUATION. THE IMPACT OF THE COURSES ON TEACHERS' PRACTICE AND STUDENT LEARNING WILL BE EVALUATED. FORM 990, PAGE 2, PART III, LINE 4C ADAPTING STARI TO ACCELERATE STUDENT READING ACHIEVEMENT IN MIDDLE GRADES SERP WAS AWARDED A TWO-YEAR, 1-MILLION GRANT AS PART OF IES' LEVERAGING EVIDENCE TO ACCELERATE RECOVERY NATIONWIDE (LEARN) NETWORK, WHICH FOCUSES ON ADAPTING AND PREPARING TO SCALE EXISTING, EVIDENCE-BASED PRODUCTS THAT HAVE THE POTENTIAL TO ACCELERATE STUDENTS' LEARNING RELATIVE TO PRE- PANDEMIC RATES OF GROWTH. THE PURPOSE OF THIS PROJECT IS TO FURTHER ADAPT AND ASSESS THE IMPACT OF THE STRATEGIC ADOLESCENT READING INTERVENTION (STARI) TO RESPOND TO THE URGENT NEED TO ACCELERATE LEARNING AMONG MIDDLE GRADES STUDENTS READING TWO OR MORE YEARS BELOW GRADE LEVEL. THE GOALS OF THIS PROJECT ARE TO IDENTIFY BARRIERS TO UPTAKE AND IMPLEMENTATION OF THE PROGRAM, TO DEVELOP THE HIGHEST PRIORITY ADAPTATIONS THAT ADDRESS STUDENTS' NEEDS, AND TO TEST THE EFFECTS OF STARI ON STUDENTS' ACADEMIC OUTCOMES. ADAPTATIONS WILL BE PRIORITIZED ACCORDING TO A ROUGHLY ESTIMATED RATE OF RETURN, AND THE HIGHEST PRIORITY ADAPTATIONS WILL BE UNDERTAKEN WITHIN THE GRANT PERIOD TO THE EXTENT POSSIBLE. THE RESEARCH TEAM WILL ASSESS THE EFFECTIVENESS OF STARI FOR ACCELERATING STUDENT READING GROWTH USING A REGRESSION DISCONTINUITY DESIGN THAT WILL ALLOW FOR COMPARISON OF STUDENTS WHO PARTICIPATE IN STARI IN ONE PARTNER DISTRICT WITH THOSE WHO DO NOT. THE TEAM WILL ALSO COMPARE CURRENT STARI STUDENTS' GROWTH TRAJECTORIES WITH READING GROWTH OF MIDDLE SCHOOL STUDENTS IN THE SAME SCHOOLS IN 2017-18 AND 2018-19, IN ORDER TO ANALYZE STARI'S EFFECTIVENESS AS COMPARED WITH PRE- PANDEMIC RATES OF GROWTH. FORM 990, PAGE 2, PART III, LINE 4D 1. CENTER FOR SUCCESS FOR ENGLISH LEARNERS 2. MATH BY EXAMPLE 3. LEARNING PROGRESSIONS IN SCIENCE 4. INTERNAL COHERENCE 5. WORDGEN WEEKLY 6. NYCPS AIS PD 7. DEVELOPMENT AND INNOVATIONS OF THE TRANSLATE FORM 990, PAGE 6, PART VI, LINE 11B THE EXECUTIVE DIRECTOR, DIRECTOR OF OPERATIONS, AND THE FINANCE DIRECTOR REVIEW THE 990 TAX RETURN UPON RECEIPT FROM THE PREPARER. EACH REVIEWS THE RETURN SEPARATELY, AND THEN THEY MEET TO REVIEW AND ANSWER ANY QUESTIONS EACH PERSON MAY HAVE. ONCE THE 990 IS APPROVED INTERNALLY, THE 990 TAX RETURN IS FORWARDED TO THE TREASURER OF THE BOARD FOR AN INDEPENDENT REVIEW. ANY QUESTIONS OR CONCERNS FROM THE TREASURER OF THE BOARD ARE DIRECTED TO THE EXECUTIVE DIRECTOR. ONCE THE TREASURER AND THE EXECUTIVE DIRECTOR ARE SATISFIED AS TO THE COMPLETION OF THE 990 TAX RETURN, THE TAX RETURN IS FORWARDED TO THE REMAINING BOARD OF DIRECTORS FOR THEIR REVIEW. ONCE THE FULL BOARD REVIEWS, THE EXECUTIVE DIRECTOR SIGNS THE RETURN FOR FILING. FORM 990, PAGE 6, PART VI, LINE 12C THE ORGANIZATION ANNUALLY REVIEWS THE CONFLICT OF INTEREST POLICY EACH MAY WITH THE BOARD OF DIRECTORS AND KEY EMPLOYEES. EACH ARE REQUIRED TO DISCLOSE ANY ITEM THAT MAY PRESENT A CONFLICT OF INTEREST. FORM 990, PAGE 6, PART VI, LINE 15A THE EXECUTIVE DIRECTOR IS REVIEWED ANNUALLY BY THE BOARD OF DIRECTORS AT THEIR BOARD MEETING REGARDING COMPENSATION. FORM 990, PAGE 6, PART VI, LINE 19 THE ORGANIZATION MAKES ITS GOVERNING DOCUMENTS, CONFLICT OF INTEREST POLICY AND FINANCIAL STATEMENTS AVAILABLE TO THE PUBLIC UPON REQUEST.