F.A.Q. (Frequently Asked Questions)

Serendipity wants to answer any questions you have. Please reference the F.A.Q. below and feel free to contact us anytime with your questions. The main phone number is 503.761.7139 or you can use the Contact Us Page to reach Serendipity.

About Serendipity
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Frequently Asked Questions About Serendipity

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Serendipity is a private, nonprofit, K through 12+ therapeutic school located in Portland Oregon. Founded in 1979, Serendipity has offered an alternative school placement to thousands of young people who were not being helped in learn in public schools.
Serendipity’s therapeutic school is a special education program with a primary focus on emotional and behavioral growth. Our program prioritizes academic learning (Education), progress on individual treatment goals (Mental Health), preparation for future success (Transition Readiness), and the development of life-long health practices (Wellness). Click here to learn more about Serendipity’s definition of a therapeutic school.
Serendipity‘s mission is to provide the best environment for students to heal and prep become educated, productive community members. Click here to read about adopted practices selected execute Serendipity’s mission.
Serendipity’s model involves four integrated pillars — Education, Mental Health, Transition Readiness, and Wellness. We believe delivering services within all four pillars is critical to support the growth of our students. Click here to read more about the Four Pillar Model.
Yes. Serendipity is accredited by Cognia and is registered/approved by Department of Education in both Oregon and Washington state. In 2019 the national Association of special education teachers awarded Serendipity Oregon’s only private specially education school of excellence.
Serendipity currently partners with as many as 26 school districts in seven counties in Oregon and Southwest Washington. Click here to see referring school districts over the past five years.
In addition to teachers, every student is assigned a master’s level clinical case manager offering care coordination, counseling, and coaching as indicated. These therapists serve as clinical consultants to classroom staff, building understanding of mental health challenges and the strategies to accommodate them. A team of Behavioral Interventionists is available for coaching, de-escalation, and positive celebratory times. A licensed Art Therapist offers individual and small group treatment to students referred for this service. The Garden Supervisor offers both science classes and gardening experiences to all classrooms. Serendipity has a Therapeutic Recreational Instructor, two Speech/Language Pathologists, and a team of Tier I coaches that provide coaching and supervision to classrooms teams as they work to implement the Serendipity model. There’s a Food Services team that creates fresh, scratch-cooked meals, supplementing from our garden whenever possible. A Transition Coordinator offers instruction in life skills and/or employment readiness to all classrooms. An Assessment Coordinator supports the regular measurement of academic growth. A team of Special Education Coordinators support classrooms, families, and referring school districts in managing the IEP process and other special education requirements. The Health Services office administers medication and works with case managers and families to address other health related issues. The classrooms are supported by a Program Assistant and from one to eight Instructional Assistants. Leadership is delivered by the Principal, Treatment Director, Program Manager, and the Director of Education and Compliance. An Admissions Manager facilitates screenings and intakes.
Daily enrollment, averaged over the past five years, is 93.6 students.
Average class size, averaged over the past five years, is 8.34 students/classroom.
Serendipity’s campus is in outer Southeast Portland. The street address is 14818 SE Division St. The school owns five consecutive lots on the northeast corner of the intersection of SE 148th and Division. Three of the lots hold our school buildings. Currently, two host our Growing Minds Garden and the Growing Minds Farm. There are complete the campus by adding an additional building across the southern end of lots 4 and 5, while retaining the garden and farm. Click here to learn more about the Believe In Me campus expansion.

Serendipity averaged the demographic profile of our student population over the past five years. Below are the averaged descriptors:

  • Gender: 83% of Serendipity students identify as male; 17% as female.
  • Age: Approximately 60% of Serendipity students have represented grades K through 8th grade. 40% of students were of high school age.
  • 99% of students have been found eligible for special education
  • Average percentage of students who have experienced one or more adverse childhood experience: 66%

Included in every district referral is a list of concerns the district holds for a child. We averaged this list of concerns at the time of intake for students in our program over the past five years. Below are the reasons:

  • 78% of students are referred for concerns over demonstrated physical aggression.
  • 69% of students are referred for concerns over demonstrated verbal aggression.
  • 43% of students are referred with concerns over multiple failed school placements.
  • 30% of students are referred with concerns over histories of multiple suspensions.
  • 39% of students are referred with concerns over self-endangering behaviors.
  • 9% of referred students were recently hospitalized or discharged from a treatment setting.

RE-Education, Serendipity’s guiding philosophy, is founded on the belief that children can be taught to manage their behavior. This unique framework focuses on the strengths inherent in each student and employs a variety of approaches in order to solve problems. Developed by Dr. Nicholas Hobbs, the twelve principles of RE-Ed define and guide our educational, treatment, transition, and wellness services. For example:

  • We believe that reliable, understanding adults are instrumental for children striving to make changes. Serendipity staff members, all Teacher-Counselors in the RE-Ed tradition, are genuine, authentic, and constantly engaging with students to establish positive, healthy relationships.
  • We believe that with the right emotional education, disabled or traumatized children can greatly improve their communication and self-regulation skills. Practice, coaching, and role playing are activities that ready young people to navigate their emotional ups and downs.
  • We believe that the experiencing of community is essential, so we facilitate group interaction and foster leadership through student council, community volunteering, and campus jobs.
  • We believe that a child should experience joy every day. We accomplish this through fun school activities, such as dances, structured play, therapy llamas, and gardening, as well as through regular ceremonies recognizing successful steps forward.

Serendipity serves many students with histories of traumatic life experiences. We recognize the potential impacts of trauma on the development, learning, and response to treatment in our students. We understand that the purpose of Trauma Informed Care is to promote resiliency, health, and wellness for those who have experienced trauma and to create an integrated standard of care in addressing the impact of trauma. Delivering care that is trauma informed requires a mindset that permeates all practices. Our goal is for students’ full experience at Serendipity to be one that is congruent with and respectful of their backgrounds and identities. Below are specific adopted practices that support these efforts:

  • Included in the Serendipity intake process is a screening for histories that may include adverse or traumatic experiences of the child (ACES).
  • Based on clinical assessments and our growing relationships with each student, a Contextual Roadmap is developed. The Contextual Roadmap communicates insight into a child’s world view, preferences, triggers, and learned coping strategies. Most importantly, the Contextual Roadmap lists those interventions that are indicated and those that are contra-indicated based on a child’s clinical profile.
  • Monthly, every program staff member participates in one or more clinical consultation team meetings, in which student progress is monitored and interventions planned based on a contextual awareness of the impact of traumatic experiences or other meaningful components of each child’s story.
  • We promote self-care strategies for our staff as we recognize that being stewards of trauma can have an impact on their own lives and on their professional growth.

Lengths of stay in Serendipity’s therapeutic school vary widely and are influenced by a myriad of factors beyond student progress. Average length of stay is between three and four years.

Success at Serendipity occurs when students take steps, first with extensive support and eventually with independence, to reduce their previous obstacles to learning and participating as members of a community. Success is continuous improvement, at whatever pace and with whatever strategies work for each student. Over time, success may be a return to a less-restrictive program, achieving a diploma, and/or possessing the skills and coping strategies to enter the workforce.

Serendipity is often asked why private therapeutic schools are necessary in a state and a time in which inclusion is prioritized. Our answer is that we support inclusive education. We support the efforts of our districts to serve as many students as possible within the public schools. We also know that no school has the capacity to serve all students. We know that mental health issues, particularly those involving aggression, pose threats to our schools and other institutions. Full inclusion, in our opinion, is not a one size fits all school. It is a thoughtfully developed continuum of options so that all children can be included in learning communities that meet their needs.

Serendipity is often asked why private therapeutic schools are necessary in a state and a time in which inclusion is prioritized. Our answer is that we support inclusive education. We support the efforts of our districts to serve as many students as possible within the public schools. We also know that no school has the capacity to serve all students. We know that mental health issues, particularly those involving aggression, pose threats to our schools and other institutions. Full inclusion, in our opinion, is not a one size fits all school. It is a thoughtfully developed continuum of options so that all children can be included in learning communities that meet their needs.

There are community members who, once aware of Serendipity’s work, are interested in supporting the children who attend. Unfortunately, volunteering in Serendipity’s classrooms is no longer a practical option. Our students need such a high level of predictability and consistency that volunteers can be de-stabilizing. We absolutely need volunteers to assist with our therapeutic garden. We need volunteers interested in committee or board service. We need volunteers who believe and advocate with others that students who cannot be in public school due to behavioral health considerations deserve the same educational opportunities as other children.

Ukeru is a trauma-informed, restraint-free crisis management system that helps our staff create an environment of trust and de-escalation while ensuring safety for all. Ukeru focuses on both conceptual training and physical techniques that offer a safe, non-restrictive alternative to traditional crisis management strategies. All staff members receive comprehensive training in Ukeru, including:

  •  Verbal and nonverbal communication strategies
  •  Managing and de-escalating conflict by converting or diverting aggression
  •  Creating an environment focused on comfort instead of control
  •  Recognizing traumatic experiences of individuals with developmental, behavioral, and mental health needs
  •  Protective physical techniques, including releases, Ukeru blocking, and redirection to minimize risk

Frequently Asked Questions for Caregivers

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All of Serendipity’s referrals are generated from local public-school districts. It is the district that needs to determine that they are not able to meet the needs of a student within the district. They may then decide to contract with Serendipity Center for therapeutic school services.
There is no pre-determined length of stay in our program. Each student’s progress is closely tracked by Serendipity staff and reviewed by that student’s team. When it is determined by that team that a student has made adequate progress, a plan to transition the student to a less restrictive setting is developed.
Any supplies that may be necessary in our setting (i.e.: paper, notebooks, folders, pencils, pens, binders, etc.) are provided by Serendipity Center. Many of our students bring a backpack/book bag to and from school to carry their work.
The cost of a student’s tuition is the responsibility of the school district. Supplies are provided by Serendipity Center. All students enrolled at Serendipity may access free school meals. There is no cost to parents.
Transportation to and from school is provided by the school district.
Absolutely. We have a full-time CNA on campus to address medication needs. Click here to read policy regarding the administration of medication at Serendipity.
Serendipity is a free meals school. All children, without qualifying, receive free breakfast, lunch, and snacks. Food and meal sharing are important parts of creating a successful learning environment. Every morning before classes begin and again at lunchtime, Serendipity students enjoy a meal together. They start the day ready to learn, feeling secure and well nourished. Their basic needs are met, and they have energy for the day’s activities.
The Food Services team at Serendipity Center has made the following commitments to our students, staff, and guests:
• Our daily menu meets and exceeds the USDA nutrition standards.
• Familiar foods are offered with a variety of rotating proteins.
• Cuisines from around the world are highlighted each week.
• Ingredients are fresh, local, and seasonal.
• Healthy comfort food is prepared almost entirely from scratch.
• Recipes are prepared using primarily whole foods and whole enriched grain products.
• Produce from Serendipity’s Growing Minds Garden is incorporated as often as possible.
• We offer alternatives to menu items due to food allergies or major dislikes.
• Students have access to healthy foods throughout the day.
• A “Vegetable of the Day” is featured on our daily menu.
• Nutritious and delicious food is made with the intent of love and healing!
Every student has a designated case manager who is a master’s level clinician. The case manager serves as the primary liaison between home and school. Case managers can be reached by phone or email. In addition, every student is assigned a Special Education Coordinator who supports the IEP team for that child. Questions or concerns about goals and services should be addressed with them. Individual Family-Teacher conferences are scheduled in the fall, winter, and spring. Grades are mailed to families at the end of each quarter, along with Quarterly Progress Reports summarizing progress on IEP objectives. Transcripts are mailed to families of Upper School students twice annually, at the conclusion of each semester. Family Open House events are scheduled twice a year, in the fall and in the spring. Letters are periodically sent from the Principal or other leaders, explaining events in the year. These letters, along with calendars, menus, a staff directory, news stories, the annual report, the Student/Family Handbook, and policies revised mid-year, are all posted on the Serendipity Website (www.serendipitycenter.org). Robo calls are used to notify families of school closures.
Conferences are specifically for the purpose of reviewing progress on the goals and objectives set in each student’s plan. As an organization that believes on building on student strengths, the conference will focus on improvement and growth, as well as areas in which skills are lagging. Dates for Family-Teacher conferences can be found on the annual calendars for both Upper School and Lower School.
The purpose of Serendipity Family Open House Events is to build community. Family members can meet the staff members in their student’s classrooms, tour the school, participate in some fun activities, enjoy a meal, and have access to the Farm Stand and on some events, the Clothing Closet. Dates for Family Open Houses at Serendipity can be found on the annual calendars for both Upper School and Lower School.
A robo call is made to all families by 6:30 AM on days Serendipity must close for inclement weather or some other reason. The home page of Serendipity’s website is updated to reflect the closure (www.serendipitycenter.org). Serendipity uses Flash Alert, so school closures will appear with other district closures on Oregon Live or similar news sites. In the event of a mid-day closure, the same procedures are used. Families can expect robo calls for mid-day closures as well.
Both the School Improvement Team and the leaders of Serendipity depend on the feedback received in the family surveys to guide efforts towards continual improvement. This is an opportunity to reflect on the experience you and your child are having at Serendipity. The results are shared with the School Improvement Team and the Leadership Team to study and utilize in their planning. Any suggestions can also be shared with case managers. It is not necessary to wait for the annual survey.
Serendipity understands that at times, students and families may have questions or concerns about various aspects of our programs or other experiences. In nearly 100% of incidents, these questions and concerns are resolved through conversation with case managers or other staff representatives. Parents/guardians also have the right to contact Serendipity’s Director of Education & Compliance (concerns@serendipitycenter.org) or to submit a complaint. Click here to access the complaint form that will initiate an exploration and efforts towards resolution. This form can be used for any type of concern, but in particular it can be used to address an issue related to Serendipity’s policies prohibiting bullying, discrimination, and harassment. Once submitted to the Director of Education and Compliance, an investigation occurs. The exact nature of the investigation varies by the nature of the concern expressed.
Serendipity understands that not all families are comfortable providing personal demographic data, such as income or race/ethnicity. It is important to understand the main reasons this information is requested. As a nonprofit organization, Serendipity is eligible to seek grant funding from numerous charitable foundations, local, regional, and national. Serendipity relies on donated contributions to supplement the tuition paid by referring school districts. Nearly all grant proposals must include some demographic data about the population served. Another use for income data is to renew Serendipity’s qualifying status as a free meals school.
       The second reason is that having complete demographic data, particularly involving race, ethnicity, and gender, allows us to analyze our own equitable practices. We must always be mindful to confirm that disciplinary responses are not disproportionate and that other measures, such as attendance and academic growth, do not vary by demographics. It is the way we hold ourselves accountable for acting in accordance with our values and ethics, so we depend on families to provide the data necessary for this to happen.
Incidents in which students’ behaviors may become escalated or distressing are not limited to school hours. Because case managers and parents/guardians work hard to form and act from a shared understanding of triggers and strategies, it is sometimes helpful to talk with a case manager after hours. Serendipity maintains an answering service for this purpose. The number is 503-683-7200. An operator will take the name of the student or family member calling, and then relay the message to a case manager. If the requested case manager is not available, the answering service will continue calling other case managers until an available clinician is found. The student or family can expect a call back within an hour.
     The Serendipity answering service is not an alternative to calling 911 in an unsafe situation. Serendipity case managers do not make home visits after hours. The answering service is offered for those times when talking with a case manager might provide some ideas for interventions or responses that could be calming or effective in helping to de-escalate a situation.
Typically, Serendipity students do not have homework. They complete tasks with the support of the Serendipity staff members during the school day. The exception to this may be students for whom a transition back into a public school is planned. For these students, practicing the skills involved in completing homework is sometimes important.
Sometimes, parents/guardians will be contacted regarding an issue two students had with one another. It is understandable that parents/guardians may want to know more about the actions of the other child, or the consequences received by the other child. Please understand that Serendipity takes student confidentiality very seriously. We are not allowed to give more information about the other child, although we will describe the events to you as factually as they are known.

Frequently Asked Questions for School Districts

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A referral form (click here for the referral form) is available on Serendipity’s website under Admissions. A list of required supplemental information is included. Referrals or questions about availability should be addressed to Serendipity’s Admissions Manager.
Serendipity utilizes a thoughtful two-part intake process. The first involves an initial screening to explore the current needs of the referred student. The second involves a clinical intake.
Services are initiated for admitted students in a timely manner, working around issues such as school calendars, transportation availability within school districts, and planned discharge from more restrictive settings. The admissions process is outlined below:
  • Referring school districts provide academic records, discipline and behavior records, and mental health documentation from previous treatment settings or schools, attached to a Serendipity referral application.
  • Upon receiving the referral, Serendipity’s admissions manager conducts a review of records. The school districts are contacted within a week of receiving the referral packet to schedule an initial screening meeting.
  • In addition to a parent or guardian and a school district representative, pertinent team members for that student may be invited to the initial screening meeting. Participants may include professionals from community mental health, special education, Department of Human Services, Department of Community Justice, CASA, Developmental Disabilities, Juvenile Rights Project, and natural helpers involved in the students’ life.
  • Initial screening meetings take place on Serendipity’s campus or virtually on Microsoft Teams. In addition to our admissions manager, a Serendipity clinical case manager and a Serendipity special education coordinator also take part in the meeting and gather information pertinent for the beginning stages of her/his/their admission and assessment process.
  • Topics addressed in the initial screening meeting include an exploration of history, presenting difficulties, and the collection of necessary demographic information.
  • The student’s current IEP is reviewed to determine if it can be implemented within Serendipity’s therapeutic school setting.
  • Following an Initial Screening, a team meeting takes place with the Admissions Manager, Case Manager, Treatment Director, and School Principal, to review information gathered in the meeting and determine appropriateness of the placement.
  • Once a student is accepted into the program, the second required meeting is the Clinical Intake. Family members, the student, and the assigned clinical case manager meet to complete the interview on which the Mental Health Assessment is based.
  • Written informed consents for services are reviewed with and signed by parents or guardians during the clinical intake.
  • Written authorizations for the release of confidential information are also obtained from parents or guardians during the mental health intake.
    • Once the intake process is complete, an entry date will be set allowing time for an assessment and treatment plan to be written and for the classroom staff to prepare to welcome the new student.
  • An IEP review will be scheduled at least six weeks into a student’s enrollment to give the team an opportunity to review and discuss the student’s transition into our program. At this time, discharge criteria for the student will be determined.
  • Registration and enrollment forms are completed by the parent/guardian through our online student information system.

Beginning with the contract for school year 2022-2023, annual contracts between districts and Serendipity will cover the school year and that year’s ESY. This does not commit the district to funding ESY placements since those decisions are made by IEP teams. Contracts are sent in the spring for the next school year. Tuition rates for the upcoming year, as well as any changes or additions to previous agreements, are included.

Following a student’s entrance into Serendipity’s therapeutic school program, the Special Education Coordinator managing that student becomes the primary point of contact for the school district. The annual IEP and any additional reviews, including reviews of placement, are facilitated by the Special Education Coordinator. All incident reports and documentation of physical management are sent to the district via email. Grades and Quarterly Progress Reports are sent quarterly, at the same time these are provided to families. Transcripts are sent twice yearly, at the conclusion of both semesters.

Discharge criteria is expected from the referring district at the time of referral. District representatives are encouraged to consider the criteria they believe is appropriate to be met before initiating planning for discharge. Progress towards discharge criteria, when it is provided, is reviewed in IEP meetings. Discharge criteria can also be amended if necessary. For many students, the discussion of transition and the discharge criteria needed to successfully prepare are identified by the IEP team once initial progress is demonstrated on IEP goals.

Detailed attendance for each student is submitted to districts with monthly tuition invoices.

Classroom teams document performance on IEP goals either daily, weekly, or quarterly, depending on the nature of the goal. A software system is used which produces summary reports for districts and parents/guardians.

A review of the current IEP is included in the intake screening, to be certain the goals and objectives as written can be implemented at Serendipity. Approximately six weeks following entrance into the program, another IEP review is scheduled. Revisions are made to align goals and objectives with current observations at Serendipity. A draft IEP will be presented at annual meetings and finalized with input expressed by families and district representatives. While Serendipity employs its own Speech/Language pathologists who prepares goals for annual IEPs, the school does not employ or contract with an Occupational Therapist or a Physical Therapist. Eligible students receive these services through providers arranged by the school district. IEP goals and objectives in these areas are the responsibility of the district contracted providers. Similarly, during the three-year re-evaluation process, districts are responsible for arranging the engagement of a school psychologist, if needed.

Classroom teachers document recoupment data following time away from school for summer, winter, and spring breaks. This data is compiled and presented to school district representatives for analysis and potential approval in May.

As a Special Education School of Excellence, Serendipity is accountable for supporting students in making progress. We have deep interest in understanding the areas in which our students make progress and which students experience greater success than others. At the time of referral, districts are asked to share sufficient information as to establish baseline rates of incidents for students. For example, the number of prior placements, number of suspensions year-to-date, and rate of attendance prior to placement at Serendipity are vitally important if we are to produce outcome data targeted at specific areas of improvement. We understand this information may not be readily available, and we appreciate the efforts that go into obtaining it.

At times, Serendipity must maintain a waiting list for specific classrooms. Allowing a classroom to become too large or to attempt to integrate several new students too quickly compromises the stability of all students in that classroom. Serendipity updates districts frequently as to movement on the waiting list when one is necessary.

When a student is referred to the Tier III level of support, it is an acknowledgement that universal and enhanced supports have been insufficient to help that student make progress. Serendipity believes that all students can be supported to make progress. Sometimes as part of Tier III intervention planning, IEP teams are engaged to consider additional services, such as a temporarily shortened school day and or the addition of Continuous Support at school. If the Tier III supports fail to help the student make progress, then Serendipity may communicate to the IEP team that a different setting may be more beneficial for that student to make progress.

Behavioral conflicts and escalations do occur on school buses and do negatively impact the school experience for all students and drivers involved. Serendipity does not contract with districts to place staff members on buses as aides. Since all classroom teams hold continuous improvement team meetings daily after school, we have found it is imperative for all team members to attend and participate. There are many other supports, however, that can be provided. Serendipity staff members will meet with bus drivers who have experienced an incident, often viewing camera footage and seeking to understand the full situation that occurred. Serendipity staff will coach with students, facilitating problem-solving sessions and identifying ways to make amends. Serendipity has provided fidgets and discmans as distractions during bus rides. Serendipity has trained individual drivers and entire transportation departments on strategies for verbal de-escalation. Serendipity is not able to provide CPI training that leads to certification to any employees other than Serendipity’s. Serendipity employees do not respond on site to crises mid-ride. District responders or 911 would need to be activated.

It is a requirement that school districts conduct an annual site evaluation for private alternative programs with which they contract. Serendipity must submit evidence of successful completion of these evaluations with our annual application to renew registration as a public alternative program. Historically, representatives from the counties of our referring school districts have been elected to conduct the site evaluations and share results with other districts in that county. District evaluations are ideally scheduled for February or March each year. For Washington State districts, Serendipity maintains its status as an approved nonpublic agency through submission of an annual review and completion of a site evaluation every three years.

Prior to closures related to COVID-19, Serendipity was actively exploring with districts their interest in training or coaching by Serendipity staff. Serendipity hosted an Open House for districts, in which subjects such as our adapted MTSS program, our Coaching Model, and our Mindfulness program were presented. Several districts have arranged for trainings for transportation staff on de-escalation techniques. Please contact Serendipity’s Director of Education and Compliance with any questions or requests.

Some students require continuous support in order to maintain safety and make progress on their goals. Some are referred to Serendipity with this need already identified in previous placements. For others, as part of Serendipity’s comprehensive admissions process, the referring district and Serendipity identify this service as a way to increase a student’s likelihood of success in Serendipity’s program. Some enrolled students may demonstrate the need for continuous support for a period of time in order to resume progress on their goals. When a student is receiving continuous support, the Tier I supervisor, the teacher, and the classroom team review and monitor student progress and data, focusing on safety, time spent out of class that requires additional supervision, and the student’s level of independence. When the internal team feels that the student’s data indicates that they have gained the skills needed to step down from this support, an IEP review meeting is scheduled to discuss making this change. If the team agrees, the IEP is amended to remove the support.

Frequently Asked Questions for Donors

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Yes. Since 1979, Serendipity has been a registered 501(c)(3) organization, able to accept and recognize charitable donations. Our Tax ID # is 93-0730861. Donations are tax deductible to the full extent of the law, and receipts suitable for tax purposes are provided to donors. Please contact your tax advisor for specific questions.

Most donors use the Donate Now page on Serendipity’s website. The secure portal allows donors to make donations and choose the fund they wish to support. (click here to see Serendipity’s online donation page). Donations may also be mailed to PO Box 33350 Portland, OR 97292 Attention: Development Office. There are many other ways to give, including:

  • Appreciated stock
  • Directly through your individual retirement account
  • Retirement account beneficiary designation
  • Life insurance policy beneficiary designation
  • Bequest through your will
  • Charitable trust
  • And more.

Please contact Director of Development Rachel Gitner (rachelg@serendipitycenter.org) with questions about how to make your impact at Serendipity Center.

One of Serendipity Center’s long-range goals is to create a permanent endowed fund. The purpose of such a fund would be to provide sustained financial support for the school. If you are interested in changing the trajectory of our school by helping us create our first endowed fund, please contact Director of Development Rachel Gitner at rachelg@serendipitycenter.org or 971-230-7260.

While tuition paid by referring public school districts cover basic educational costs, the private investment from businesses, foundations and individuals who share our belief that all children deserve a chance to thrive fund the supplemental services within each pillar. The Four Pillar Fund covers costs of innovative and therapeutic interventions that go beyond basic special education. Gifts to the Four Pillar Fund are applied where they are most needed at the time of year they are received. Examples of the services funded by Four Pillar donations are below:

Education Pillar

  • Tier I Coaches assigned to all classrooms, helping to standardize and maximize our model.
  • A Tier III Behavior Specialist, providing heightened case management and data driven interventions to students experiencing the greatest obstacles to learning.
  • Updated curriculum aligned with State Standards.
  • School and art supplies for all students.

Mental Health Pillar

  • Individual case management & mental health counseling.
  • Art therapy & mindfulness training.
  • Trauma-informed interventions.
  • Intentional instruction on critical social skills & emotional regulation

Transition Pillar

  • Learning life skills with on-campus apprenticeships.
  • Preparation to navigate society with contextually aware adaptable strategies.
  • Leadership cultivation through student council & newspaper.
  • Scholarships for graduates and students seeking to apply their skills to new settings.

Wellness Pillar

  • Growing & harvesting vegetables on our farm to prepare healthy meals.
  • Food, utility, clothing, transportation, & rent assistance to families in need.
  • Regular & seasonal events creating ceremony, ritual & celebration of growth.
  • Senior Service Project to build philanthropy and community awareness.

Serendipity has a diverse donor base. Most of the region’s large private foundations have a funding relationship with Serendipity. Many corporations with a philanthropic program enjoy supporting children’s programs, and particularly children as challenged as those who attend Serendipity. Board members each make an annual gift, as do individuals in the community who believe in the mission of the school. (click here to see a complete list of last year’s contributors)

Yes. Named after a transformative board leader who deeply loved Serendipity, the Stephen Carter Scholarship Fund accepts applications throughout the school year. The purpose of the fund is to advance “next steps” in the lives of Serendipity Students. Next steps can include any pursuit in which skills acquired at Serendipity are transferred to other settings. Students may apply for assistance in covering costs to take a class, join a sport, pursue a hobby, or own a laptop necessary for future learning and job searches. When Serendipity middle school and high school students need support to continue their personal growth and learning in the community, they can find that assistance from the Stephen Carter Scholarship Fund. (click here to learn more about Stephen Carter and the scholarship opportunities)

Each year Serendipity reports back to our donors on the measurable impacts achieved at the conclusion of an annual campaign. Our Impact Report shares accomplishments in the areas of student progress directly related to the reasons districts placed children in our care. Impact Reports are mailed electronically, usually via email. The report is included in Serendipity’s annual report, which is posted on Serendipity’s website (click here to access the annual reports for the last three school years).

Yes. Serendipity honors each organization’s matching gift policies while optimizing matching opportunities as fully as possible. Unless explicitly prohibited by the matching organization, these funds will be allocated to the same purpose as the individual donor’s gift.

All gifts to Serendipity will receive acknowledgement from the Serendipity Development team within one week of receipt of the gift, if possible. An acknowledgement letter including a formal tax receipt for cash donations will be sent to each donor upon acceptance of a gift.

The Annual Report is Serendipity’s main recognition tool. All donors, regardless of size of gift, will be recognized in Serendipity Annual Report published in the month’s following the close of a fiscal year on June 30th. All donors are also recognized on Serendipity’s website and on the bulletin board in the entry to the school building for the entire next school year. (click here to see all donors that contributed to last year’s Four Pillar Fund.) Other named recognition opportunities are available throughout the school campus. Please contact Rachel Gitner at rachelg@serendipitycenter.org or 971-230-7260 for more information.

Requests for donor anonymity will be honored, and donors who wish to remain anonymous may do so with every confidence.

Yes. Names of donors are shared as described above. Serendipity believes in approaching fundraising with the same commitment to belonging that we bring to our educational practices. All gifts, regardless of size, are treated in the same manner. Files, records, and mailing lists regarding all donors and donor prospects are maintained and controlled by Serendipity Development staff. Names of donors will not be provided by Serendipity to other organizations, nor will any lists be sold or given to other organizations.

Serendipity will accept unrestricted gifts and gifts for specific programs and purposes, provided that such gifts are not inconsistent with its stated mission, purposes and priorities. Serendipity reserves the right not to accept any gifts that are too restrictive in purpose. Gifts that are too restrictive include gifts that violate the terms of Serendipity’s governing documents, gifts that may be too difficult or costly to administer, or gifts that are for purposes inconsistent with or outside of the scope of the mission of Serendipity. The Executive Director, in consultation with the Development Director, shall have the independent authority to decline proposed cash gifts that are too restrictive in purpose.

Serendipity reserves the right to refuse any gift that is not consistent with its mission. The following gifts will not be accepted by Serendipity:

  • Gifts that we do not have the capacity to administer
  • Gifts that violate any federal, state, or local statute or ordinance
  • Gifts that contain unreasonable conditions (e.g., a lien or other encumbrance) or gifts of partial interest in property
  • Gifts that are made with the condition that the proceeds will be spent by Serendipity for the personal benefit of a named individual
  • Gifts that could expose Serendipity to liability.

We always appreciate learning about your charitable intentions to Serendipity Center. If we cannot accept your gift, we may refer you to larger foundation that may be able to accept your gift on our behalf.

Memorial and honorary gifts are encouraged by Serendipity as generous and thoughtful ways to recognize people’s lives and accomplishments

Serendipity endorses the Donor Bill of Rights created by the Association of Fundraising
Professionals, the Association for Healthcare Philanthropy, the Council for Support and
Advancement of Education, and the Giving Institute. Donors to Serendipity can expect the following:

  1. To be informed of the organization’s mission, of the way the organization intends to use donated resources, and of its capacity to use donations effectively for their intended purposes.
  2. To be informed of the identity of those serving on the organization’s governing board, and to expect the board to exercise prudent judgment in its stewardship responsibilities.
  3. To have access to the organization’s most recent financial statements.
  4. To be assured their gifts will be used for the purposes for which they were given.
  5. To receive appropriate acknowledgement and recognition.
  6. To be assured that information about their donations is handled with respect and with confidentiality to the extent provided by law.
  7. To expect that all relationships with individuals representing organizations of interest to the donor will be professional in nature.
  8. To be informed whether those seeking donations are volunteers, employees of the organization or hired solicitors.
  9. To have the opportunity for their names to be deleted from mailing lists that an organization may intend to share.
  10. To feel free to ask questions when making a donation, and to receive prompt, truthful and forthright answers.