2024-05-15T18:37:57-04:00 2023-06-30 943194056 THE HENRY LEVY GROUP 1726 SOLANO AVENUE BERKELEY CA 94707 990 2022-07-01 464533989 ADDICTION EDUCATION SOCIETY INC ADDI 6504457464 1 FRANKLIN PARKWAY SUITE 920 SAN MATEO CA 94403 BERT BOWER TREASURER 6504457464 2023-05-14 true BERT BOWER XXX-XX-XXXX true BETH ATTEBERY P01466121 5106521000 2024-05-14 2022 2023-04-26 12:10:37Z DANIEL DADOUN 1 FRANKLIN PARKWAY STE 920 SAN MATEO CA 94403 463201 false X WWW.ADDICTIONEDUCATIONSOCIETY.ORG X 2013 CA ADDICTION EDUCATION SOCIETY PROVIDES PUBLIC INFORMATION, ACTIVITIES AND RESOURCES ON ISSUES RELATING TO SUBSTANCE ADDICTION AND ITS IMPACT ON INDIVIDUAL LIVES, FAMILIES, AND IN THE LIVES OF OUR COMMUNITIES TO ADVANCE THE KNOWLEDGE THAT ADDICTION IS A DISEASE. 8 8 2 35 0 558435 463201 13442 0 0 -10665 -107219 561212 355982 0 0 232596 232846 0 0 60037 56311 292633 289157 268579 66825 313146 380098 935 1062 312211 379036 X ADDICTION EDUCATION SOCIETY PROVIDES PUBLIC INFORMATION, ACTIVITIES AND RESOURCES ON ISSUES RELATING TO SUBSTANCE ADDICTION AND ITS IMPACT ON INDIVIDUAL LIVES, FAMILIES, AND IN THE LIVES OF OUR COMMUNITIES TO ADVANCE THE KNOWLEDGE THAT ADDICTION IS A DISEASE. false false 144310 PROGRAM 1: NEUROSCIENCE OF ADDICTION & HOW DID THIS HAPPEN TO ME? PROGRAMS: NEUROSCIENCE OF ADDICTION CURRICULUM IS A CLASSROOM-BASED SIX-SESSION DESIGNED TO HELP YOUTH TO UNDERSTAND THE FUNDAMENTALS OF HOW ALL ADDICTIVE DRUGS AFFECT THE PLEASURE CENTERS OF THE BRAIN, HOW THE DISEASE OF ADDICTION DEVELOPS, RISK FACTORS, WHO IS MOST LIKELY TO GET IT, AND WHY. HOW DID THIS HAPPEN TO ME IS A CLASSROOM-BASED THREE-SESSION ALCOHOL, TOBACCO AND OTHER DRUG PREVENTION PROGRAM AIMED AT MIDDLE SCHOOLS, PRESENTED FROM THE PERSONAL PERSPECTIVE OF AN ADDICT. LEARNING OBJECTIVES FOR BOTH PROGRAMS BELOW: EXPLAIN WHY SOME PEOPLE GET ADDICTED AND OTHERS DONT. LEARN THE LATEST SCIENTIFIC DISCOVERIES ABOUT ADDICTION & BRAIN DEVELOPMENT. LEARN ABOUT THE TWO MAJOR KINDS OF RISK FACTORS: GENETIC AND ENVIRONMENTAL. EXPLAIN WHY THE EARLY USE OF SUBSTANCES IS SUCH A STRONG RISK FACTOR. DESCRIBE WHY IT IS IMPORTANT TO PURSUE MEANINGFUL & HEALTHY ACTIVITIES. REFLECT ON THEIR EXPERIENCE OF CRAVING DURING THEIR CRAVING EXPERIMENT. OUR EDUCATIONAL PLATFORM OFFERS INTERACTIVE PROGRAMS FOR STUDENTS MENTIONED ABOVE. THE PLATFORM PROVIDES A MIX OF VIDEO CONTENT, QUIZZES, AND OTHER INTERACTIVE ACTIVITIES TO ENGAGE STUDENTS IN LEARNING. THE ABILITY FOR ABSENT STUDENTS TO ACCESS THE PROGRAM REMOTELY IS A GREAT FEATURE, AS IT ENSURES THEY DON'T FALL BEHIND EVEN IF THEY CAN'T PHYSICALLY ATTEND CLASS. STUDENT DATA ENTERED INFORMATION IS SAVED AND DOWNLOADED AT END OF EACH SESSION TO THEIR DESKTOP FOR SUBMISSION TO FOR CLASS CREDIT TO THEIR TEACHER. ADDITIONALLY, THE OPTION FOR TEACHERS TO ASSIGN ADDITIONAL ASSIGNMENTS LIKE CASE STUDIES, EXPERIMENTS, AND INTERVIEWS ADDS DEPTH TO THE LEARNING EXPERIENCE AND ALLOWS FOR A MORE COMPREHENSIVE UNDERSTANDING OF THE MATERIAL. AES PROGRAMS PRIORITIZE FEEDBACK FROM BOTH TEACHERS AND STUDENTS. THIS COLLABORATIVE APPROACH ENSURES THAT THE PLATFORM CONTINUES TO MEET THE EVOLVING NEEDS OF ITS USERS. FOR TEACHERS, UPDATING THE STUDENTS' PROGRESS DASHBOARD AND REFINING FUNCTIONALITIES LIKE REMOVING WAITING ROOMS AND ADJUSTING LOCK/UNLOCK FEATURES CAN ENHANCE THE OVERALL USER EXPERIENCE AND STREAMLINE CLASSROOM MANAGEMENT. THIS ALLOWS TEACHERS TO FOCUS MORE ON TEACHING RATHER THAN MANAGING TECHNICAL ASPECTS. REGARDING STUDENT INPUT, IMPROVING VALIDATION QUESTIONS ENSURES THAT ASSESSMENTS ACCURATELY GAUGE UNDERSTANDING, WHILE REMOVING SLIDER ACCESS ON VIDEOS MIGHT MINIMIZE DISTRACTIONS AND HELP STUDENTS STAY FOCUSED ON THE CONTENT. PROVIDING ADDITIONAL RESOURCES AND UPDATING OUTDATED VIDEOS DEMONSTRATES A COMMITMENT TO OFFERING HIGH-QUALITY EDUCATIONAL MATERIALS AND ENSURING THAT STUDENTS HAVE ACCESS TO THE MOST RELEVANT INFORMATION. BY INCORPORATING FEEDBACK FROM BOTH TEACHERS AND STUDENTS, AES PROGRAMS CAN CONTINUE TO EVOLVE AND REMAIN EFFECTIVE TOOLS FOR FACILITATING LEARNING IN THE CLASSROOM AND BEYOND. -NEW MODULES DEVELOPED: FENTANYL AND GATEWAY TO RECOVERY: THE ADDITION OF OUR NEW MODULES ADDRESSING THE CURRENT ENVIRONMENTAL CLIMATE, SUCH AS "FENTANYL- AND "GATEWAY TO RECOVERY," DEMONSTRATES A PROACTIVE APPROACH TO ADDRESSING RELEVANT ISSUES AFFECTING STUDENTS' LIVES. THE "FENTANYL" MODULE PROVIDES CRUCIAL EDUCATION ABOUT THE DANGERS AND RISKS ASSOCIATED WITH THIS POTENT SYNTHETIC OPIOID, HELPING STUDENTS UNDERSTAND ITS EFFECTS, SIGNS OF OVERDOSE, AND HOW TO AVOID IT. MEANWHILE, THE "GATEWAY TO RECOVERY" MODULE FOCUSES ON RESOURCES AND STRATEGIES FOR INDIVIDUALS STRUGGLING WITH SUBSTANCE ABUSE DISORDERS, OFFERING GUIDANCE ON SEEKING HELP AND BEGINNING THE JOURNEY TO RECOVERY. WE DEVELOPED STUDENT QUESTION WORKSHEETS TO ACCOMPANY THESE PROGRAMS IS AN EFFECTIVE WAY TO ENSURE THAT STUDENTS ENGAGE DEEPLY WITH THE MATERIAL. THESE WORKSHEETS CAN REINFORCE KEY CONCEPTS, PROMPT CRITICAL THINKING, AND FACILITATE MEANINGFUL DISCUSSIONS ABOUT THE TOPICS COVERED IN THE MODULES. OVERALL, THESE NEW MODULES AND ACCOMPANYING WORKSHEETS REFLECT A COMMITMENT TO PROVIDING COMPREHENSIVE EDUCATION THAT EQUIPS STUDENTS WITH THE KNOWLEDGE AND SKILLS TO NAVIGATE COMPLEX ISSUES IN THEIR LIVES AND COMMUNITIES. 26237 PROGRAM 2: PILOTING A NEW PROGRAM: SHOULD SUSAN DRINK? BACKGROUND: V.1 SHOULD SUSAN DRINK? IS A VIDEO-BASED LEARNING EXPERIENCE FOR HIGH SCHOOL STUDENTS. IT ADDRESSES THE PROBABILITY OF SUSAN BECOMING ADDICTED BASED ON SEVERAL VARIABLES. SUSAN IS A STUDENT IN HIGH SCHOOL AND IS LOOKING FORWARD TO PROM. SHE IS CONCERNED ABOUT HER CHANCES OF BECOMING ADDICTED SINCE HER FATHER DRINKS OBSESSIVELY. SHE DECIDES TO ENLIST THE HELP OF SCIENTISTS AT HARVARDS MCLEAN HOSPITAL TO DETERMINE HER RISK FACTORS AND THE LIKELIHOOD OF HER ENJOYING ALCOHOL TOO MUCH AND BECOMING ADDICTED. SUSAN WILL DECIDE WHETHER SHE GOES TO PROM OR NOT BASED ON THE TEST RESULTS. THIS FIRST VIDEO INTRODUCES TWO SCIENTISTS AT MCLEAN HOSPITAL WHO EXPLAIN ADDICTION IN TERMS OF WHAT IS OCCURRING IN THE BRAIN. -PROCESS: CONDUCTING STUDENT FOCUS GROUPS IN VARIOUS HIGH SCHOOLS TO GATHER FEEDBACK ON THE NEW MODULES IS AN EXCELLENT APPROACH TO ENSURE THAT THE CONTENT IS RELEVANT, ENGAGING, AND APPROPRIATE FOR TEENS TODAY. BY INVOLVING STUDENTS DIRECTLY IN THE PILOT PROCESS, YOU CAN GATHER VALUABLE INSIGHTS INTO THEIR PREFERENCES, INTERESTS, AND NEEDS REGARDING THE EDUCATIONAL MATERIAL. THIS PROCESS WILL BE IMPLEMENTED IN SPRING 2024. THE FOCUS GROUPS CAN PROVIDE A PLATFORM FOR STUDENTS TO SHARE THEIR THOUGHTS, OPINIONS, AND SUGGESTIONS ON THE CONTENT. THEY CAN DISCUSS THE RELEVANCE OF THE TOPICS, THEIR LEVEL OF INTEREST, AND ANY AREAS THEY FEEL NEED IMPROVEMENT. THIS QUALITATIVE FEEDBACK CAN OFFER NUANCED INSIGHTS THAT MAY NOT BE CAPTURED THROUGH OTHER METHODS. IN ADDITION TO THE FOCUS GROUPS, DEVELOPING A QUALTRICS SURVEY IS A PRACTICAL WAY TO GATHER FEEDBACK FROM A LARGER GROUP OF STUDENTS. THE SURVEY CAN BE DESIGNED TO CAPTURE QUANTITATIVE DATA ON VARIOUS ASPECTS OF THE MODULES, SUCH AS PERCEIVED EFFECTIVENESS, CLARITY OF INFORMATION, AND OVERALL SATISFACTION. IT CAN ALSO INCLUDE OPEN-ENDED QUESTIONS TO ALLOW STUDENTS TO PROVIDE DETAILED FEEDBACK AND SUGGESTIONS. BY COMBINING FOCUS GROUPS AND SURVEYS, YOU CAN GATHER COMPREHENSIVE FEEDBACK FROM STUDENTS, ENSURING THAT THE NEW MODULES ARE WELL-RECEIVED AND EFFECTIVELY MEET THE NEEDS OF THE TARGET AUDIENCE. THIS ITERATIVE APPROACH TO DEVELOPMENT, BASED ON DIRECT INPUT FROM STUDENTS, CAN LEAD TO THE CREATION OF HIGH-QUALITY EDUCATIONAL CONTENT THAT RESONATES WITH TEENS AND POSITIVELY IMPACTS THEIR LEARNING EXPERIENCES. TO ENHANCE THE STUDENT EXPERIENCE, THREE ADDITIONAL VIDEOS ARE UNDER CONSIDERATIONS WHICH WILL FOCUS ON: 1. DETERMINATION OF GENETIC PROBABILITY EXPERIMENT, 2. STRESS SESITIVITY EXPERIMENT AND 3. BRAIN IMAGING EXPERIMENT 65595 PROGRAM 3: FUNDRAISING ACTIVITIES: DONOR SYSTEMS, GRANT TRACKING & ANNUAL GOLF TOURNEY EVENT AES IMPLEMENTING DONORPERFECT SOFTWARE IS A SIGNIFICANT STEP TOWARDS EFFICIENTLY MANAGING DONOR AND GRANT INFORMATION. WITH THIS SOFTWARE, WE ARE STREAMLINING THE PROCESS OF TRACKING GRANTS, MANAGING DONOR RELATIONSHIPS, AND ACKNOWLEDGING CONTRIBUTIONS. THIS ENCOMPASSES: 1. RESEARCH GRANT DATABASES: THESE DATABASES PROVIDE COMPREHENSIVE LISTINGS OF GRANTS OFFERED BY CORPORATIONS, FOUNDATIONS, AND GOVERNMENT AGENCIES 2. CORPORATE GIVING PROGRAMS: RESEARCHED AND ALIGNED CORPORATE GIVING PROGRAMS SUCH AS FRANKLIN TEMPLETON AND OTHER COMPANIES WITH OUR ORGANIZATION'S OBJECTIVES. 3. FOUNDATION WEBSITES: IDENTIFIED WEBSITES OF FOUNDATIONS THAT SUPPORT CAUSES SIMILAR TO AES. 4. NETWORKING AND PARTNERSHIPS: CONTINUE TO BUILD RELATIONSHIPS WITH CORPORATE REPRESENTATIVES, FOUNDATION PROGRAM OFFICERS, AND OTHER NONPROFIT ORGANIZATIONS IN OUR FIELD OF INTEREST BY ATTENDING NETWORKING EVENTS, CONFERENCES, AND WORKSHOPS. 5. LOCAL COMMUNITY FOUNDATIONS: IDENTIFIED GRANT OPPORTUNITIES OFFERED BY COMMUNITY FOUNDATIONS IN OUR SERVING AREA. 6. GRANT WRITING WORKSHOPS AND RESOURCES: STAFF HAS PARTICIPATED IN PROFESSIONAL DEVELOPMENT OPPORTUNITIES INVOLVED IN GRANT WRITING AND FUNDRAISING WORKSHOPS. BY LEVERAGING DONORPERFECT SOFTWARE AND CONDUCTING THOROUGH RESEARCH ON GRANT OPPORTUNITIES, AES HAS EFFECTIVELY IDENTIFIED AND PURSUE FUNDING OPPORTUNITIES FROM VARIOUS RESOURCES. -IMPLEMENTED 1ST ANNUAL GOLF TOURNEY FUNDRAISER IN HONOR OF OUR FOUNDER CHUCK JOHNSON: OUR 1ST ANNUAL GOLF TOURNAMENT SERVED AS A FITTING TRIBUTE TO AES FOUNDER CHUCK JOHNSON WHILE ALSO RAISING VITAL FUNDS TO SUPPORT AES PROGRAMS. THE EVENT'S SUCCESS UNDERSCORES THE STRONG COMMUNITY SUPPORT AND THE ORGANIZATION'S ABILITY TO MOBILIZE RESOURCES FOR A WORTHY CAUSE. HERE'S A BREAKDOWN OF THE HIGHLIGHTS: 1. EVENT LOCATION: HALF MOON BAY GOLF LINKS PROVIDED A PICTURESQUE AND PRESTIGIOUS VENUE FOR THE TOURNAMENT, ENHANCING THE OVERALL EXPERIENCE FOR PARTICIPANTS. 2. SOLD-OUT EVENT: THE FACT THAT THE TOURNAMENT WAS SOLD OUT SPEAKS TO THE ENTHUSIASM AND SUPPORT FROM THE COMMUNITY FOR AES PROGRAMS AND THE MEMORY OF CHUCK JOHNSON. 3. SUPPORTING AES PROGRAMS: ALL PROCEEDS FROM THE TOURNAMENT GOING TOWARDS AES PROGRAMS. 4. EXCEPTIONAL COMMITTEE AND SPONSORS: THE OUTSTANDING GOLF COMMITTEE AND SPONSORS PLAYED A PIVOTAL ROLE IN THE SUCCESS OF THE EVENT, PROVIDING CRUCIAL SUPPORT AND RESOURCES TO MAKE IT A MEMORABLE OCCASION. 5. IN-KIND DONORS AND AUCTION ITEMS: THE CONTRIBUTIONS FROM IN-KIND DONORS AND AUCTION ITEMS ADDED EXCITEMENT TO THE EVENT AND HELPED RAISE ADDITIONAL FUNDS. 6. ACTIVE PARTICIPATION: WITH 144 GOLFERS PARTICIPATING, THE TOURNAMENT ATTRACTED A SIGNIFICANT NUMBER OF INDIVIDUALS EAGER TO SUPPORT THE CAUSE AND ENJOY A DAY OF GOLF. 7. PROFESSIONAL CLINICS AND CHALLENGES: OFFERING PROFESSIONAL CLINICS AND PAR 3 HOLE-IN-ONE CHALLENGES ADDED VALUE TO THE EVENT AND PROVIDED OPPORTUNITIES FOR PARTICIPANTS TO ENHANCE THEIR SKILLS AND COMPETE IN FRIENDLY COMPETITIONS. 8. VOLUNTEER SUPPORT: THE 21 DEDICATED OUTSTANDING VOLUNTEERS CONTRIBUTED TO THE SMOOTH EXECUTION OF THE TOURNAMENT AND ENSURED THAT PARTICIPANTS HAD A MEMORABLE EXPERIENCE. 9. PROGRAM BANQUET: THE BANQUET HELD POST-TOURNAMENT PROVIDED A PLATFORM TO HONOR CHUCK JOHNSON'S LEGACY, RECOGNIZING HIS VISION AND PASSION FOR EDUCATION. THE VIDEO SEGMENTS AND IMPACT SUMMARY REPORT SHARED BY AES EXECUTIVE DIRECTORS ADDED DEPTH TO THE TRIBUTE AND HIGHLIGHTED THE TANGIBLE OUTCOMES OF AES PROGRAMS. 236142 true true false false false false false false false false true false false false false false false false false false false false false false true false false false false false false false false false false false false false false false false false false false false false false true 16 0 true 2 true false false false false false false false false X 8 8 false false false false false false false true true false false false true true true true true true true false CA X ADDICTION EDUCATION SOCIETY 6502120330 1 FRANKLIN PARKWAY BLDG 920 FLOOR 1 SAN MATEO CA 94403 DANIEL DADOUN EXECUTIVE DI 60.00 X 130000 0 0 BERT BOWER TREASURER 3.75 X X 0 0 0 WILLIAM WARD CAREY VICE PRESIDE 1.25 X X 0 0 0 ELENA CHARTOFF BOARD MEMBER 6.25 X 0 0 0 MARCELLE COSTELLO SECRETARY 3.00 X X 0 0 0 BUCKY ISAACSON BOARD MEMBER 3.00 X 0 0 0 CHASE JOHNSON BOARD MEMBER 6.25 X 0 0 0 GREG JOHNSON BOARD PRESID 1.00 X X 0 0 0 DAVID SHEFF BOARD MEMBER 1.25 X 0 0 0 130000 1 false false false 194220 28539 240442 463201 194220 107219 -107219 355982 130000 117000 13000 86000 77400 8600 16846 15161 1685 1013 1013 25378 25378 21205 160 21045 5349 5349 2431 1043 1388 MEALS & ENTERTAINMENT 491 491 OPERATIONS - OTHER 444 444 289157 236142 53015 0 313146 380098 3133 3133 313146 380098 935 1062 935 1062 X 312211 379036 312211 379036 313146 380098 X 66825 X false false X 233090 153584 271040 571906 463201 1692821 233090 153584 271040 571906 463201 1692821 1109432 583389 1692821 21663 0.34460 0.23500 X RESTRICTED RESTRICTED RESTRICTED RESTRICTED RESTRICTED RESTRICTED RESTRICTED RESTRICTED 3133 3133 GOLF TOURNAMENT 194220 194220 8387 75358 685 22789 194220 194220 8387 75358 685 22789 107219 -107219 FORM 990 - ORGANIZATION'S MISSION ADDICTION EDUCATION SOCIETY PROVIDES PUBLIC INFORMATION, ACTIVITIES AND RESOURCES ON ISSUES RELATING TO SUBSTANCE ADDICTION AND ITS IMPACT ON INDIVIDUAL LIVES, FAMILIES, AND IN THE LIVES OF OUR COMMUNITIES TO ADVANCE THE KNOWLEDGE THAT ADDICTION IS A DISEASE. FORM 990, PAGE 2, PART III, LINE 4A PROGRAM 1: NEUROSCIENCE OF ADDICTION & HOW DID THIS HAPPEN TO ME? PROGRAMS: NEUROSCIENCE OF ADDICTION CURRICULUM IS A CLASSROOM-BASED SIX-SESSION DESIGNED TO HELP YOUTH TO UNDERSTAND THE FUNDAMENTALS OF HOW ALL ADDICTIVE DRUGS AFFECT THE PLEASURE CENTERS OF THE BRAIN, HOW THE DISEASE OF ADDICTION DEVELOPS, RISK FACTORS, WHO IS MOST LIKELY TO GET IT, AND WHY. HOW DID THIS HAPPEN TO ME IS A CLASSROOM-BASED THREE-SESSION ALCOHOL, TOBACCO AND OTHER DRUG PREVENTION PROGRAM AIMED AT MIDDLE SCHOOLS, PRESENTED FROM THE PERSONAL PERSPECTIVE OF AN ADDICT. LEARNING OBJECTIVES FOR BOTH PROGRAMS BELOW: EXPLAIN WHY SOME PEOPLE GET ADDICTED AND OTHERS DONT. LEARN THE LATEST SCIENTIFIC DISCOVERIES ABOUT ADDICTION & BRAIN DEVELOPMENT. LEARN ABOUT THE TWO MAJOR KINDS OF RISK FACTORS: GENETIC AND ENVIRONMENTAL. EXPLAIN WHY THE EARLY USE OF SUBSTANCES IS SUCH A STRONG RISK FACTOR. DESCRIBE WHY IT IS IMPORTANT TO PURSUE MEANINGFUL & HEALTHY ACTIVITIES. REFLECT ON THEIR EXPERIENCE OF CRAVING DURING THEIR CRAVING EXPERIMENT. OUR EDUCATIONAL PLATFORM OFFERS INTERACTIVE PROGRAMS FOR STUDENTS MENTIONED ABOVE. THE PLATFORM PROVIDES A MIX OF VIDEO CONTENT, QUIZZES, AND OTHER INTERACTIVE ACTIVITIES TO ENGAGE STUDENTS IN LEARNING. THE ABILITY FOR ABSENT STUDENTS TO ACCESS THE PROGRAM REMOTELY IS A GREAT FEATURE, AS IT ENSURES THEY DON'T FALL BEHIND EVEN IF THEY CAN'T PHYSICALLY ATTEND CLASS. STUDENT DATA ENTERED INFORMATION IS SAVED AND DOWNLOADED AT END OF EACH SESSION TO THEIR DESKTOP FOR SUBMISSION TO FOR CLASS CREDIT TO THEIR TEACHER. ADDITIONALLY, THE OPTION FOR TEACHERS TO ASSIGN ADDITIONAL ASSIGNMENTS LIKE CASE STUDIES, EXPERIMENTS, AND INTERVIEWS ADDS DEPTH TO THE LEARNING EXPERIENCE AND ALLOWS FOR A MORE COMPREHENSIVE UNDERSTANDING OF THE MATERIAL. AES PROGRAMS PRIORITIZE FEEDBACK FROM BOTH TEACHERS AND STUDENTS. THIS COLLABORATIVE APPROACH ENSURES THAT THE PLATFORM CONTINUES TO MEET THE EVOLVING NEEDS OF ITS USERS. FOR TEACHERS, UPDATING THE STUDENTS' PROGRESS DASHBOARD AND REFINING FUNCTIONALITIES LIKE REMOVING WAITING ROOMS AND ADJUSTING LOCK/UNLOCK FEATURES CAN ENHANCE THE OVERALL USER EXPERIENCE AND STREAMLINE CLASSROOM MANAGEMENT. THIS ALLOWS TEACHERS TO FOCUS MORE ON TEACHING RATHER THAN MANAGING TECHNICAL ASPECTS. REGARDING STUDENT INPUT, IMPROVING VALIDATION QUESTIONS ENSURES THAT ASSESSMENTS ACCURATELY GAUGE UNDERSTANDING, WHILE REMOVING SLIDER ACCESS ON VIDEOS MIGHT MINIMIZE DISTRACTIONS AND HELP STUDENTS STAY FOCUSED ON THE CONTENT. PROVIDING ADDITIONAL RESOURCES AND UPDATING OUTDATED VIDEOS DEMONSTRATES A COMMITMENT TO OFFERING HIGH-QUALITY EDUCATIONAL MATERIALS AND ENSURING THAT STUDENTS HAVE ACCESS TO THE MOST RELEVANT INFORMATION. BY INCORPORATING FEEDBACK FROM BOTH TEACHERS AND STUDENTS, AES PROGRAMS CAN CONTINUE TO EVOLVE AND REMAIN EFFECTIVE TOOLS FOR FACILITATING LEARNING IN THE CLASSROOM AND BEYOND. -NEW MODULES DEVELOPED: FENTANYL AND GATEWAY TO RECOVERY: THE ADDITION OF OUR NEW MODULES ADDRESSING THE CURRENT ENVIRONMENTAL CLIMATE, SUCH AS "FENTANYL- AND "GATEWAY TO RECOVERY," DEMONSTRATES A PROACTIVE APPROACH TO ADDRESSING RELEVANT ISSUES AFFECTING STUDENTS' LIVES. THE "FENTANYL" MODULE PROVIDES CRUCIAL EDUCATION ABOUT THE DANGERS AND RISKS ASSOCIATED WITH THIS POTENT SYNTHETIC OPIOID, HELPING STUDENTS UNDERSTAND ITS EFFECTS, SIGNS OF OVERDOSE, AND HOW TO AVOID IT. MEANWHILE, THE "GATEWAY TO RECOVERY" MODULE FOCUSES ON RESOURCES AND STRATEGIES FOR INDIVIDUALS STRUGGLING WITH SUBSTANCE ABUSE DISORDERS, OFFERING GUIDANCE ON SEEKING HELP AND BEGINNING THE JOURNEY TO RECOVERY. WE DEVELOPED STUDENT QUESTION WORKSHEETS TO ACCOMPANY THESE PROGRAMS IS AN EFFECTIVE WAY TO ENSURE THAT STUDENTS ENGAGE DEEPLY WITH THE MATERIAL. THESE WORKSHEETS CAN REINFORCE KEY CONCEPTS, PROMPT CRITICAL THINKING, AND FACILITATE MEANINGFUL DISCUSSIONS ABOUT THE TOPICS COVERED IN THE MODULES. OVERALL, THESE NEW MODULES AND ACCOMPANYING WORKSHEETS REFLECT A COMMITMENT TO PROVIDING COMPREHENSIVE EDUCATION THAT EQUIPS STUDENTS WITH THE KNOWLEDGE AND SKILLS TO NAVIGATE COMPLEX ISSUES IN THEIR LIVES AND COMMUNITIES. FORM 990, PAGE 2, PART III, LINE 4B PROGRAM 2: PILOTING A NEW PROGRAM: SHOULD SUSAN DRINK? BACKGROUND: V.1 SHOULD SUSAN DRINK? IS A VIDEO-BASED LEARNING EXPERIENCE FOR HIGH SCHOOL STUDENTS. IT ADDRESSES THE PROBABILITY OF SUSAN BECOMING ADDICTED BASED ON SEVERAL VARIABLES. SUSAN IS A STUDENT IN HIGH SCHOOL AND IS LOOKING FORWARD TO PROM. SHE IS CONCERNED ABOUT HER CHANCES OF BECOMING ADDICTED SINCE HER FATHER DRINKS OBSESSIVELY. SHE DECIDES TO ENLIST THE HELP OF SCIENTISTS AT HARVARDS MCLEAN HOSPITAL TO DETERMINE HER RISK FACTORS AND THE LIKELIHOOD OF HER ENJOYING ALCOHOL TOO MUCH AND BECOMING ADDICTED. SUSAN WILL DECIDE WHETHER SHE GOES TO PROM OR NOT BASED ON THE TEST RESULTS. THIS FIRST VIDEO INTRODUCES TWO SCIENTISTS AT MCLEAN HOSPITAL WHO EXPLAIN ADDICTION IN TERMS OF WHAT IS OCCURRING IN THE BRAIN. -PROCESS: CONDUCTING STUDENT FOCUS GROUPS IN VARIOUS HIGH SCHOOLS TO GATHER FEEDBACK ON THE NEW MODULES IS AN EXCELLENT APPROACH TO ENSURE THAT THE CONTENT IS RELEVANT, ENGAGING, AND APPROPRIATE FOR TEENS TODAY. BY INVOLVING STUDENTS DIRECTLY IN THE PILOT PROCESS, YOU CAN GATHER VALUABLE INSIGHTS INTO THEIR PREFERENCES, INTERESTS, AND NEEDS REGARDING THE EDUCATIONAL MATERIAL. THIS PROCESS WILL BE IMPLEMENTED IN SPRING 2024. THE FOCUS GROUPS CAN PROVIDE A PLATFORM FOR STUDENTS TO SHARE THEIR THOUGHTS, OPINIONS, AND SUGGESTIONS ON THE CONTENT. THEY CAN DISCUSS THE RELEVANCE OF THE TOPICS, THEIR LEVEL OF INTEREST, AND ANY AREAS THEY FEEL NEED IMPROVEMENT. THIS QUALITATIVE FEEDBACK CAN OFFER NUANCED INSIGHTS THAT MAY NOT BE CAPTURED THROUGH OTHER METHODS. IN ADDITION TO THE FOCUS GROUPS, DEVELOPING A QUALTRICS SURVEY IS A PRACTICAL WAY TO GATHER FEEDBACK FROM A LARGER GROUP OF STUDENTS. THE SURVEY CAN BE DESIGNED TO CAPTURE QUANTITATIVE DATA ON VARIOUS ASPECTS OF THE MODULES, SUCH AS PERCEIVED EFFECTIVENESS, CLARITY OF INFORMATION, AND OVERALL SATISFACTION. IT CAN ALSO INCLUDE OPEN-ENDED QUESTIONS TO ALLOW STUDENTS TO PROVIDE DETAILED FEEDBACK AND SUGGESTIONS. BY COMBINING FOCUS GROUPS AND SURVEYS, YOU CAN GATHER COMPREHENSIVE FEEDBACK FROM STUDENTS, ENSURING THAT THE NEW MODULES ARE WELL-RECEIVED AND EFFECTIVELY MEET THE NEEDS OF THE TARGET AUDIENCE. THIS ITERATIVE APPROACH TO DEVELOPMENT, BASED ON DIRECT INPUT FROM STUDENTS, CAN LEAD TO THE CREATION OF HIGH-QUALITY EDUCATIONAL CONTENT THAT RESONATES WITH TEENS AND POSITIVELY IMPACTS THEIR LEARNING EXPERIENCES. TO ENHANCE THE STUDENT EXPERIENCE, THREE ADDITIONAL VIDEOS ARE UNDER CONSIDERATIONS WHICH WILL FOCUS ON: 1. DETERMINATION OF GENETIC PROBABILITY EXPERIMENT, 2. STRESS SESITIVITY EXPERIMENT AND 3. BRAIN IMAGING EXPERIMENT FORM 990, PAGE 2, PART III, LINE 4C PROGRAM 3: FUNDRAISING ACTIVITIES: DONOR SYSTEMS, GRANT TRACKING & ANNUAL GOLF TOURNEY EVENT AES IMPLEMENTING DONORPERFECT SOFTWARE IS A SIGNIFICANT STEP TOWARDS EFFICIENTLY MANAGING DONOR AND GRANT INFORMATION. WITH THIS SOFTWARE, WE ARE STREAMLINING THE PROCESS OF TRACKING GRANTS, MANAGING DONOR RELATIONSHIPS, AND ACKNOWLEDGING CONTRIBUTIONS. THIS ENCOMPASSES: 1. RESEARCH GRANT DATABASES: THESE DATABASES PROVIDE COMPREHENSIVE LISTINGS OF GRANTS OFFERED BY CORPORATIONS, FOUNDATIONS, AND GOVERNMENT AGENCIES 2. CORPORATE GIVING PROGRAMS: RESEARCHED AND ALIGNED CORPORATE GIVING PROGRAMS SUCH AS FRANKLIN TEMPLETON AND OTHER COMPANIES WITH OUR ORGANIZATION'S OBJECTIVES. 3. FOUNDATION WEBSITES: IDENTIFIED WEBSITES OF FOUNDATIONS THAT SUPPORT CAUSES SIMILAR TO AES. 4. NETWORKING AND PARTNERSHIPS: CONTINUE TO BUILD RELATIONSHIPS WITH CORPORATE REPRESENTATIVES, FOUNDATION PROGRAM OFFICERS, AND OTHER NONPROFIT ORGANIZATIONS IN OUR FIELD OF INTEREST BY ATTENDING NETWORKING EVENTS, CONFERENCES, AND WORKSHOPS. 5. LOCAL COMMUNITY FOUNDATIONS: IDENTIFIED GRANT OPPORTUNITIES OFFERED BY COMMUNITY FOUNDATIONS IN OUR SERVING AREA. 6. GRANT WRITING WORKSHOPS AND RESOURCES: STAFF HAS PARTICIPATED IN PROFESSIONAL DEVELOPMENT OPPORTUNITIES INVOLVED IN GRANT WRITING AND FUNDRAISING WORKSHOPS. BY LEVERAGING DONORPERFECT SOFTWARE AND CONDUCTING THOROUGH RESEARCH ON GRANT OPPORTUNITIES, AES HAS EFFECTIVELY IDENTIFIED AND PURSUE FUNDING OPPORTUNITIES FROM VARIOUS RESOURCES. -IMPLEMENTED 1ST ANNUAL GOLF TOURNEY FUNDRAISER IN HONOR OF OUR FOUNDER CHUCK JOHNSON: OUR 1ST ANNUAL GOLF TOURNAMENT SERVED AS A FITTING TRIBUTE TO AES FOUNDER CHUCK JOHNSON WHILE ALSO RAISING VITAL FUNDS TO SUPPORT AES PROGRAMS. THE EVENT'S SUCCESS UNDERSCORES THE STRONG COMMUNITY SUPPORT AND THE ORGANIZATION'S ABILITY TO MOBILIZE RESOURCES FOR A WORTHY CAUSE. HERE'S A BREAKDOWN OF THE HIGHLIGHTS: 1. EVENT LOCATION: HALF MOON BAY GOLF LINKS PROVIDED A PICTURESQUE AND PRESTIGIOUS VENUE FOR THE TOURNAMENT, ENHANCING THE OVERALL EXPERIENCE FOR PARTICIPANTS. 2. SOLD-OUT EVENT: THE FACT THAT THE TOURNAMENT WAS SOLD OUT SPEAKS TO THE ENTHUSIASM AND SUPPORT FROM THE COMMUNITY FOR AES PROGRAMS AND THE MEMORY OF CHUCK JOHNSON. 3. SUPPORTING AES PROGRAMS: ALL PROCEEDS FROM THE TOURNAMENT GOING TOWARDS AES PROGRAMS. 4. EXCEPTIONAL COMMITTEE AND SPONSORS: THE OUTSTANDING GOLF COMMITTEE AND SPONSORS PLAYED A PIVOTAL ROLE IN THE SUCCESS OF THE EVENT, PROVIDING CRUCIAL SUPPORT AND RESOURCES TO MAKE IT A MEMORABLE OCCASION. 5. IN-KIND DONORS AND AUCTION ITEMS: THE CONTRIBUTIONS FROM IN-KIND DONORS AND AUCTION ITEMS ADDED EXCITEMENT TO THE EVENT AND HELPED RAISE ADDITIONAL FUNDS. 6. ACTIVE PARTICIPATION: WITH 144 GOLFERS PARTICIPATING, THE TOURNAMENT ATTRACTED A SIGNIFICANT NUMBER OF INDIVIDUALS EAGER TO SUPPORT THE CAUSE AND ENJOY A DAY OF GOLF. 7. PROFESSIONAL CLINICS AND CHALLENGES: OFFERING PROFESSIONAL CLINICS AND PAR 3 HOLE-IN-ONE CHALLENGES ADDED VALUE TO THE EVENT AND PROVIDED OPPORTUNITIES FOR PARTICIPANTS TO ENHANCE THEIR SKILLS AND COMPETE IN FRIENDLY COMPETITIONS. 8. VOLUNTEER SUPPORT: THE 21 DEDICATED OUTSTANDING VOLUNTEERS CONTRIBUTED TO THE SMOOTH EXECUTION OF THE TOURNAMENT AND ENSURED THAT PARTICIPANTS HAD A MEMORABLE EXPERIENCE. 9. PROGRAM BANQUET: THE BANQUET HELD POST-TOURNAMENT PROVIDED A PLATFORM TO HONOR CHUCK JOHNSON'S LEGACY, RECOGNIZING HIS VISION AND PASSION FOR EDUCATION. THE VIDEO SEGMENTS AND IMPACT SUMMARY REPORT SHARED BY AES EXECUTIVE DIRECTORS ADDED DEPTH TO THE TRIBUTE AND HIGHLIGHTED THE TANGIBLE OUTCOMES OF AES PROGRAMS. FORM 990, PAGE 6, PART VI, LINE 11B THE EXECUTIVE DIRECTOR AND/OR QUALIFIED EMPLOYEE REVIEW THE 990 PRIOR TO ITS FILING. FORM 990, PAGE 6, PART VI, LINE 12C IN CONNECTION WITH ANY ACTUAL OR POSSIBLE CONFLICT OF INTEREST, AN INTERESTED PERSON MUST DISCLOSE THE EXISTENCE OF THE FINANCIAL INTEREST AND BE GIVEN THE OPPORTUNITY TO DISCLOSE ALL MATERIAL FACTS TO THE DIRECTORS AND MEMBERS OF COMMITTEES WITH GOVERNING BOARD DELEGATED POWERS CONSIDERING THE PROPOSED TRANSACTION OR ARRANGEMENT. AFTER DISCLOSURE OF THE FINANCIAL INTEREST AND ALL MATERIAL FACTS, AND AFTER ANY DISCUSSION WITH THE INTERESTED PERSON, HE/SHE SHALL LEAVE THE GOVERNING BOARD OR COMMITTEE MEETING WHILE THE DETERMINATION OF A CONFLICT OF INTEREST IS DISCUSSED AND VOTED UPON. THE REMAINING BOARD OR COMMITTEE MEMBERS SHALL DECIDE IF A CONFLICT OF INTEREST EXISTS. FORM 990, PAGE 6, PART VI, LINE 15A THE TERMS OF COMPENSATION ARE APPROVED BY THE BOARD OR COMPENSATION COMMITTEE PRIOR TO THE FIRST PAYMENT OF COMPENSATION. ALL MEMBERS OF THE BOARD OR COMPENSATION COMMITTEE WHO APPROVE COMPENSATION ARRANGEMENTS MUST NOT HAVE A CONFLICT OF INTEREST WITH RESPECT TO THE COMPENSATION ARRANGEMENT. A VOTING MEMBER OF ANY COMMITTEE WHOSE JURISDICTION INCLUDES COMPENSATION MATTERS AND WHO RECEIVES COMPENSATION, DIRECTLY OR INDIRECTLY, FROM THE CORPORATION FOR SERVICES IS PRECLUDED FROM VOTING ON MATTERS PERTAINING TO THAT MEMBER'S COMPENSATION. THE BOARD OR COMPENSATION COMMITTEE SHALL OBTAIN AND RELY UPON APPROPRIATE DATA AS TO COMPARABILITY PRIOR TO APPROVING THE TERMS OF COMPENSATION. FORM 990, PAGE 6, PART VI, LINE 15B THE TERMS OF COMPENSATION ARE APPROVED BY THE BOARD OR COMPENSATION COMMITTEE PRIOR TO THE FIRST PAYMENT OF COMPENSATION. ALL MEMBERS OF THE BOARD OR COMPENSATION COMMITTEE WHO APPROVE COMPENSATION ARRANGEMENTS MUST NOT HAVE A CONFLICT OF INTEREST WITH RESPECT TO THE COMPENSATION ARRANGEMENT. A VOTING MEMBER OF ANY COMMITTEE WHOSE JURISDICTION INCLUDES COMPENSATION MATTERS AND WHO RECEIVES COMPENSATION, DIRECTLY OR INDIRECTLY, FROM THE CORPORATION FOR SERVICES IS PRECLUDED FROM VOTING ON MATTERS PERTAINING TO THAT MEMBER'S COMPENSATION. THE BOARD OR COMPENSATION COMMITTEE SHALL OBTAIN AND RELY UPON APPROPRIATE DATA AS TO COMPARABILITY PRIOR TO APPROVING THE TERMS OF COMPENSATION. FORM 990, PAGE 6, PART VI, LINE 19 GOVERNING DOCUMENTS ARE MADE AVAILABLE TO THE PUBLIC UPON REQUEST. FORM 990, PART XI, LINE 9 ROUNDING 0