Attach to Form 990 or Form 990-EZ.
Information about Schedule A (Form 990 or 990-EZ) and its instructions is at www.irs.gov/form990.
| (i)Name of supported organization | (ii) EIN | (iii) Type of organization (described on lines 1- 9 above (see instructions)) | (iv) Is the organization listed in your governing document? | (v) Amount of monetary support (see instructions) | (vi) Amount of other support (see instructions) | |
|---|---|---|---|---|---|---|
| Yes | No | |||||
| Total | ||||||
Calendar year (or fiscal year beginning in) ![]() |
(a) 2011 | (b) 2012 | (c) 2013 | (d) 2014 | (e) 2015 | (f) Total | |
|---|---|---|---|---|---|---|---|
| 1 | Gifts, grants, contributions, and membership fees received. (Do not include any unusual grants.) .... | ||||||
| 2 | Tax revenues levied for the organization's benefit and either paid to or expended on its behalf....... | ||||||
| 3 | The value of services or facilities furnished by a governmental unit to the organization without charge.. | ||||||
| 4 | Total. Add lines 1 through 3 | ||||||
| 5 | The portion of total contributions by each person (other than a governmental unit or publicly supported organization) included on line 1 that exceeds 2% of the amount shown on line 11, column (f).. | ||||||
| 6 | Public support. Subtract line 5 from line 4. | ||||||
Calendar year
(or fiscal year beginning in) ![]() |
(a) 2011 | (b) 2012 | (c) 2013 | (d) 2014 | (e) 2015 | (f) Total | |
|---|---|---|---|---|---|---|---|
| 7 | Amounts from line 4.. | ||||||
| 8 | Gross income from interest, dividends, payments received on securities loans, rents, royalties and income from similar sources... | ||||||
| 9 | Net income from unrelated business activities, whether or not the business is regularly carried on.. | ||||||
| 10 | Other income. Do not include gain or loss from the sale of capital assets (Explain in Part VI.).. | ||||||
| 11 | Total support. Add lines 7 through 10. | ||||||
Calendar year (or fiscal year beginning in) ![]() |
(a) 2011 | (b) 2012 | (c) 2013 | (d) 2014 | (e) 2015 | (f) Total | |
|---|---|---|---|---|---|---|---|
| 1 | Gifts, grants, contributions, and membership fees received. (Do not include any "unusual grants.") . | ||||||
| 2 | Gross receipts from admissions, merchandise sold or services performed, or facilities furnished in any activity that is related to the organization's tax-exempt purpose...... | ||||||
| 3 | Gross receipts from activities that are not an unrelated trade or business under section 513... | ||||||
| 4 | Tax revenues levied for the organization's benefit and either paid to or expended on its behalf... | ||||||
| 5 | The value of services or facilities furnished by a governmental unit to the organization without charge.. | ||||||
| 6 | Total. Add lines 1 through 5. | ||||||
| 7a | Amounts included on lines 1, 2, and 3 received from disqualified persons... | ||||||
| b | Amounts included on lines 2 and 3 received from other than disqualified persons that exceed the greater of $5,000 or 1% of the amount on line 13 for the year. | ||||||
| c | Add lines 7a and 7b.. | ||||||
| 8 | Public support. (Subtract line 7c from line 6.) | ||||||
Calendar year (or fiscal year beginning in) ![]() |
(a) 2011 | (b) 2012 | (c) 2013 | (d) 2014 | (e) 2015 | (f) Total | |
|---|---|---|---|---|---|---|---|
| 9 | Amounts from line 6... | ||||||
| 10a | Gross income from interest, dividends, payments received on securities loans, rents, royalties and income from similar sources.. | ||||||
| b | Unrelated business taxable income (less section 511 taxes) from businesses acquired after June 30, 1975. | ||||||
| c | Add lines 10a and 10b. | ||||||
| 11 | Net income from unrelated business activities not included in line 10b, whether or not the business is regularly carried on. | ||||||
| 12 | Other income. Do not include gain or loss from the sale of capital assets (Explain in Part VI.) .. | ||||||
| 13 | Total support. (Add lines 9, 10c, 11, and 12.).. | ||||||
| Section A - Adjusted Net Income | (A) Prior Year |
(B) Current Year (optional) |
||||
| 1 | Net short-term capital gain | 1 | ||||
| 2 | Recoveries of prior-year distributions | 2 | ||||
| 3 | Other gross income (see instructions) | 3 | ||||
| 4 | Add lines 1 through 3 | 4 | ||||
| 5 | Depreciation and depletion | 5 | ||||
| 6 | Portion of operating expenses paid or incurred for production or collection of gross income or for management, conservation, or maintenance of property held for production of income (see instructions) | 6 | ||||
| 7 | Other expenses (see instructions) | 7 | ||||
| 8 | Adjusted Net Income (subtract lines 5, 6 and 7 from line 4) | 8 | ||||
| Section B - Minimum Asset Amount | (A) Prior Year |
(B) Current Year (optional) |
||||
| 1 | Aggregate fair market value of all non-exempt-use assets (see instructions for short tax year or assets held for part of year): | 1 | ||||
| a | Average monthly value of securities | 1a | ||||
| b | Average monthly cash balances | 1b | ||||
| c | Fair market value of other non-exempt-use assets | 1c | ||||
| d | Total (add lines 1a, 1b, and 1c) | 1d | ||||
| e |
Discount claimed for blockage or other factors (explain in detail in Part VI): |
|||||
| 2 | Acquisition indebtedness applicable to non-exempt use assets | 2 | ||||
| 3 | Subtract line 2 from line 1d | 3 | ||||
| 4 | Cash deemed held for exempt use. Enter 1-1/2% of line 3 (for greater amount, see instructions). | 4 | ||||
| 5 | Net value of non-exempt-use assets (subtract line 4 from line 3) | 5 | ||||
| 6 | Multiply line 5 by .035 | 6 | ||||
| 7 | Recoveries of prior-year distributions | 7 | ||||
| 8 | Minimum Asset Amount (add line 7 to line 6) | 8 | ||||
| Section C - Distributable Amount | Current Year | |||||
| 1 | Adjusted net income for prior year (from Section A, line 8, Column A) | 1 | ||||
| 2 | Enter 85% of line 1 | 2 | ||||
| 3 | Minimum asset amount for prior year (from Section B, line 8, Column A) | 3 | ||||
| 4 | Enter greater of line 2 or line 3 | 4 | ||||
| 5 | Income tax imposed in prior year | 5 | ||||
| 6 | Distributable Amount. Subtract line 5 from line 4, unless subject to emergency temporary reduction (see instructions) | 6 | ||||
| Section D - Distributions | Current Year | |
|---|---|---|
| 1 Amounts paid to supported organizations to accomplish exempt purposes | ||
|
2
Amounts paid to perform activity that directly furthers exempt purposes of supported organizations, in excess of income from activity |
||
| 3 Administrative expenses paid to accomplish exempt purposes of supported organizations | ||
| 4 Amounts paid to acquire exempt-use assets | ||
| 5 Qualified set-aside amounts (prior IRS approval required) | ||
| 6 Other distributions (describe in Part VI). See instructions | ||
| 7Total annual distributions. Add lines 1 through 6. | ||
|
8
Distributions to attentive supported organizations to which the organization is responsive (provide details in Part VI). See instructions |
||
| 9 Distributable amount for 2015 from Section C, line 6 | ||
| 10 Line 8 amount divided by Line 9 amount | ||
| Section E - Distribution Allocations (see instructions) |
(i) Excess Distributions |
(ii) Underdistributions Pre-2015 |
(iii) Distributable Amount for 2015 |
|
|---|---|---|---|---|
|
1
Distributable amount for 2015 from Section C, line 6 |
||||
|
2
Underdistributions, if any, for years prior to 2015 (reasonable cause required--see instructions) |
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| 3 Excess distributions carryover, if any, to 2015: | ||||
| a | ||||
| b | ||||
| c | ||||
| d From 2013....... | ||||
| e From 2014....... | ||||
| fTotal of lines 3a through e | ||||
| g Applied to underdistributions of prior years | ||||
| h Applied to 2015 distributable amount | ||||
|
i
Carryover from 2010 not applied (see instructions) |
||||
| j Remainder. Subtract lines 3g, 3h, and 3i from 3f. | ||||
| 4Distributions for 2015 from Section D, line 7: | ||||
| $ | ||||
| a Applied to underdistributions of prior years | ||||
| b Applied to 2015 distributable amount | ||||
| c Remainder. Subtract lines 4a and 4b from 4. | ||||
|
5
Remaining underdistributions for years prior to 2015, if any. Subtract lines 3g and 4a from line 2 (if amount greater than zero, see instructions) |
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|
6
Remaining underdistributions for 2015. Subtract lines 3h and 4b from line 1 (if amount greater than zero, see instructions) |
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|
7 Excess distributions carryover to 2016. Add lines 3j and 4c. |
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| 8 Breakdown of line 7: | ||||
| a | ||||
| b | ||||
| c Excess from 2013....... | ||||
| d From 2014....... | ||||
| e From 2015....... | ||||
| Facts And Circumstances Test |
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| Return Reference | Explanation |
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| Software ID: | |
| Software Version: |
| Return Reference | Explanation |
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| SCHEDULE E, PART I, LINE 3 | RIVERDALE COUNTRY SCHOOL IS A MEMBER OF THE INDEPENDENT SCHOOL ADMISSION ASSOCIATION OF GREATER NEW YORK (ISAAGNY). TWICE A YEAR, ISAAGNY LISTS ALL MEMBER SCHOOLS AND THEIR RACIALLY NON-DISCRIMINATORY POLICY IN THE NEW YORK TIMES. ADDITIONALLY, THE SCHOOL PUBLICIZES ITS POLICY IN ALL ITS ADMISSIONS CATALOGUES AND BROCHURES AS WELL AS IN ITS ANNUAL STUDENT HANDBOOK. |
| SCHEDULE E, PART I, LINE 6 | THE SCHOOL RECEIVES REIMBURSEMENT FOR ATTENDANCE REPORTING AS MANDATED BY NEW YORK STATE. |
| Software ID: | |
| Software Version: |
Attach to Form 990 or 990-EZ.
Information about Schedule O (Form 990 or 990-EZ) and its instructions is at| Return Reference | Explanation |
|---|---|
| FORM 990, PART III, LINE 1 | RIVERDALE COUNTRY SCHOOL IS A PRE-K THROUGH GRADE 12 INDEPENDENT SCHOOL IN NEW YORK CITY COMMITTED TO EMPOWERING LIFELONG LEARNERS BY DEVELOPING MINDS, BUILDING CHARACTER, AND CREATING COMMUNITY IN ORDER TO CHANGE OUR WORLD FOR THE GOOD. OUR IDEA OF LEARNING AND LIVING WITH PURPOSE IS INTRODUCED TO THE PRE-K STUDENT AND NURTURED THROUGH EACH SUCCESSIVE YEAR. IN EVERYTHING WE DO, WE BALANCE TRADITIONAL LEARNING WITH FORWARD-LOOKING STRATEGIES. WE SEE GREAT INNOVATORS TRANSFORMING SOCIETY BY RETHINKING AND REDESIGNING THE HUMAN EXPERIENCE AT AN EVER FASTER RATE. WE GIVE STUDENTS THE CONFIDENCE TO DEVELOP INDEPENDENCE, KNOW HOW TO ASK GOOD QUESTIONS, ADAPT TO CHANGE, SOLVE PROBLEMS, MAKE OPPORTUNITY, AND BECOME AGENTS OF CHANGE. OUR GOAL IS ALWAYS TO ENGAGE THE MIND, BUILD CHARACTER, AND ENCOURAGE COMMUNITY BECAUSE RIVERDALE IS SO MUCH MORE THAN A SCHOOL, IT IS PREPARATION FOR LIFE. AT RIVERDALE, WE KNOW THAT LEARNING IS DIFFICULT. IT IS RATIONAL AND EMOTIONAL. IT CAN PROCEED SEQUENTIALLY; IT CAN ALSO HAPPEN SERENDIPITOUSLY, AS THE RESULT OF AN UNEXPECTED EXPERIENCE, AN UNLIKELY CONVERGENCE, A NEW WAY OF LOOKING AT INFORMATION. LEARNING CAN BE ILLUMINATING AND INSPIRING AS WELL AS UNSETTLING. INCREASINGLY, RESEARCH SHOWS THAT LEARNING IMPROVES THROUGH THE DEVELOPMENT OF CHARACTER STRENGTHS AND WHAT PSYCHOLOGIST CAROL DWECK HAS TERMED A "GROWTH MINDSET." THE VIA INSTITUTE OF CHARACTER IDENTIFIES 24 CHARACTER STRENGTHS. AT RIVERDALE, WE EMPHASIZE SEVEN: GRIT, OPTIMISM, SELF-CONTROL, CURIOSITY, ZEST, GRATITUDE, AND SOCIAL INTELLIGENCE. BY DEVELOPING THESE QUALITIES, STUDENTS IMPROVE PERFORMANCE, RELATIONSHIPS, AND OVERALL QUALITY OF LIFE. THEY DEVELOP PURPOSE. |
| FORM 990, PART III, LINE 4A | AT RIVERDALE, WE RELY ON A POWERFUL MODEL BASED ON GUIDING PRINCIPLES IN THREE KEY AREAS: MIND, CHARACTER AND COMMUNITY. WE ARE INTENTIONALLY TRYING TO DEVELOP STUDENTS WHO HAVE MINDS THAT UNDERSTAND CHANGE, CHARACTER THAT CAN CREATE CHANGE, AND A COMMUNITY THAT EMBRACES CHANGE. THAT IS OUR MISSION. WITHIN EACH CATEGORY WE STRIVE TO CREATE AMBITIOUS PROGRAMS THAT BENEFIT THE ENTIRE COMMUNITY. AT RIVERDALE, WE CONSIDER CHARACTER TO BE COMPRISED OF SKILLS THAT DEVELOP THROUGH RELATIONSHIPS, CHALLENGES, AND LEARNING OPPORTUNITIES. SOME OF THE CHARACTER STRENGTHS THAT WE PROMOTE IN OUR STUDENTS ARE: O CURIOSITY O GRATITUDE O GRIT O OPTIMISM O SELF-CONTROL O SOCIAL INTELLIGENCE O ZEST MIND CHARACTER COMMUNITY THESE ARE WORDS THAT GUIDE US EVERY DAY AT RIVERDALE. HOW WE LEARN, WHO WE ARE, AND HOW WE INTERACT WITH ONE ANOTHER ARE INEXTRICABLY LINKED IN THE RIVERDALE EXPERIENCE. IN DEVELOPING MINDS, WE ASK STUDENTS TO: O THINK CREATIVELY, CRITICALLY, FLEXIBLY, AND ACROSS DISCIPLINES O READ ACTIVELY O ASK GOOD QUESTIONS, ANALYZE PROBLEMS AND CONSTRUCT STRONG ARGUMENTS IN BUILDING CHARACTER, WE ASK STUDENTS TO: O DEMONSTRATE CURIOSITY, ZEST, GRATITUDE, SOCIAL INTELLIGENCE, EMPATHY, SELF-CONTROL, GRIT, AND OPTIMISM O ACT WISELY AND ETHICALLY O IMPROVE ONE'S HEALTH & FITNESS IN CREATING COMMUNITY, WE ASK STUDENTS TO: O EXPLORE ACTIVITIES O PUT IDEAS INTO ACTION O BECOME CHANGE-MAKERS CHARACTER EDUCATION WHAT DOES IT TAKE TO BE A CHANGE-MAKER IN OUR SOCIETY? HOW DO SELF-MADE MEN AND WOMEN MOVE FORWARD IN LIFE AND CREATE OPPORTUNITIES FOR THEMSELVES? SOCIAL SCIENTISTS THINK THE ANSWER MAY LIE IN "CHARACTER" - ATTRIBUTES SUCH AS OPTIMISM, HONESTY, GRIT, AND SOCIAL INTELLIGENCE THAT HELP PEOPLE OVERCOME DIFFICULTY, ADAPT TO CHANGE, AND PARTICIPATE MEANINGFULLY IN GROUPS. LED BY HEAD OF SCHOOL DOMINIC A. A. RANDOLPH, RIVERDALE HAS BEEN AT THE FOREFRONT OF A MOVEMENT THAT IS EXAMINING THE IMPORTANCE OF CHARACTER STRENGTHS TO ACADEMIC AND PERSONAL SUCCESS. RANDOLPH AND MORE THAN A DOZEN LEADERS IN PSYCHOLOGY, EDUCATION, ECONOMICS, AND PUBLIC POLICY CONTRIBUTED ESSAYS TO THE CHARACTER AND OPPORTUNITY PROJECT PUBLISHED BY THE CENTER ON CHILDREN AND FAMILIES AT THE BROOKINGS INSTITUTE. ALONG WITH ANGELA DUCKWORTH, A PSYCHOLOGIST AND 2013 MACARTHUR FELLOW KNOWN FOR HER RESEARCH ON GRIT, AND DAVE LEVIN, A RIVERDALE ALUMNUS AND CO-FOUNDER OF THE KIPP PUBLIC SCHOOLS, RANDOLPH CO-FOUNDED CHARACTER LAB TO PROMOTE RESEARCH-BASED APPROACHES TO CHARACTER DEVELOPMENT AND SUPPORT INNOVATIVE WORK IN SCHOOLS. RIVERDALE'S CURRICULAR AND CO-CURRICULAR PROGRAMS ARE DESIGNED TO STRENGTHEN CHARACTER SKILLS THROUGH CHALLENGING AND ENGAGING ACADEMIC WORK, MENTORING RELATIONSHIPS THAT BUILD SELF-AWARENESS AND RESPECT FOR THE IDEAS AND NEEDS OF OTHERS, AND OPPORTUNITIES FOR EXPLORATION AND COMMUNITY SERVICE TO HELP STUDENTS FIND HOW THEY CAN MAKE A DIFFERENCE IN THE WORLD. DESIGN THINKING DESIGN THINKING IS A PROBLEM-SOLVING METHODOLOGY THAT EMPHASIZES CREATIVITY, COLLABORATION, AND AN UNDERSTANDING OF HUMAN EXPERIENCE. USED INCREASINGLY IN BUSINESS, TECHNOLOGY, ENGINEERING, AND CONSULTING, DESIGN THINKING IS NOW TAUGHT IN TOP UNIVERSITIES AROUND THE WORLD. IN 2007, RIVERDALE BEGAN EXPLORING HOW WE COULD TEACH AND USE "DESIGN THINKING" WITH OUR FACULTY AND STUDENTS. WE BEGAN TALKS WITH A LEADER IN DESIGN, IDEO, TO CREATE A "TOOLKIT FOR EDUCATORS" IN ORDER TO BRING DESIGN THINKING TO SCHOOLS, TEACHERS AND STUDENTS. THIS RESULTED IN THE DESIGN THINKING TOOLKIT FOR EDUCATORS, NOW IN ITS SECOND VERSION HAVING BEEN DOWNLOADED OVER 50,000 TIMES IN MORE THAN 120 COUNTRIES. IN 2012, RIVERDALE RECEIVED AN E.E. FORD LEADERSHIP GRANT IN ORDER TO FURTHER THIS WORK WHICH RESULTED IN AN ONLINE COURSE IN PARTNERSHIP WITH IDEO AND EDUTOPIA, A NEW VERSION OF THE TOOLKIT, AND A CONFERENCE WELCOMING MORE THAN 350 PEOPLE TO RIVERDALE. WE CONTINUE TO USE DESIGN THINKING IN ALL THAT WE DO AS WE LOOK TO REDESIGN THE RIVERDALE EXPERIENCE AND THE EXPERIENCE OF STUDENTS IN SCHOOLS. INTERDISCIPLINARY LEARNING IS A CRUCIAL COMPONENT OF EVERY STUDENT'S EDUCATION AT RIVERDALE. DISCIPLINARY BOUNDARIES ARE PERMEABLE IN MANY SPECIFIC ASSIGNMENTS THROUGHOUT THE CURRICULUM, BUT THE FINAL TWO YEARS PROVIDE A TRULY SUSTAINED AND DEEPLY REINFORCED EXPOSURE TO A KIND OF THINKING THAT MOST STUDENTS MIGHT OTHERWISE NOT ENCOUNTER EVEN IN COLLEGE. MAKING ANALOGIES AND DESCRIBING RELATIONSHIPS BETWEEN QUITE DIFFERENT MODES OF KNOWING, THINKING, MAKING, AND BEING IS NOT EASY. LEARNING TO THINK IN THIS SPECIAL WAY REQUIRES A HIGH DEGREE OF ANALYTICAL SKILL AND REPEATED EXPOSURE, TRAINING, AND PRACTICE OVER A LONG PERIOD. IT ALSO DEMANDS INTELLECTUAL MATURITY. IN THEIR JUNIOR YEAR, ALL RIVERDALE STUDENTS TAKE CONSTRUCTING AMERICA, A TWO-CREDIT AMERICAN STUDIES COURSE JOINTLY TAUGHT BY A HISTORY AND AN ENGLISH TEACHER. FOR THE FIRST TIME, STUDENTS ARE REGULARLY INVITED TO READ LITERATURE THROUGH THE LENS OF ECONOMIC, POLITICAL, AND SOCIAL CONDITIONS AND THEORIES, AND TO EXPLORE THE INTERSECTION OF CULTURAL HEROES, LITERARY CHARACTERS, AND NATIONAL MYTHOLOGIES. THEY GAIN A FEEL FOR LIVING HISTORY AS CAREFULLY CHOSEN LITERATURE FLESHES OUT THE SOCIAL CHANGES AND THE THREADS OF CONSEQUENCE THAT GIVE HISTORY ITS SPECIFIC CHARACTER. SOMETIMES THEY SEE CONNECTIONS NOT ONLY BETWEEN A STORY AND A HISTORICAL EVENT BUT ALSO BETWEEN HISTORICAL ERAS IN THEIR SUCCESSION AND CORRESPONDING TRANSFORMATIONS IN LITERARY EXPRESSION. SUCH LEARNING INEVITABLY STRENGTHENS STUDENTS' ABILITIES TO THINK ABSTRACTLY AND ANALYTICALLY. IN SENIOR YEAR, INTEGRATED LIBERAL STUDIES (ILS), STRETCHES THE CAPACITIES DEVELOPED IN CONSTRUCTING AMERICA. TWO DISCIPLINES EXPAND TO FIVE: LITERATURE, PHILOSOPHY, HISTORY OF SCIENCE, HISTORY OF ART, AND HISTORY OF MUSIC. FIVE MAJOR ESSAY ASSIGNMENTS ARE DESIGNED TO ENGAGE STUDENTS IN FINDING A THESIS THAT WILL TIE TOGETHER ASPECTS OF POLITICAL THEORY AND ART, OR LITERATURE AND SCIENTIFIC THEORY, AND SO ON. THE READINGS ARE SOPHISTICATED TEXTS OF CENTRAL CULTURAL IMPORTANCE, AND IF SOME STUDENTS FIND THE WORK CHALLENGING AT FIRST, THEY ALL EXPERIENCE A GROWTH IN THE FLEXIBILITY AND CREATIVITY OF THEIR THOUGHT PROCESSES BY VIRTUE OF THE EFFORT. AS MORE THAN ONE STUDENT HAS SAID, "ILS ACTUALLY TEACHES YOU HOW TO THINK." UPPER SCHOOL STUDENTS SPEND HOURS SITTING AT DESKS. HOW COMFORTABLE THEY ARE AFFECTS HOW WELL THEY LEARN. RIVERDALE HAS EQUIPPED MANY OF ITS CLASSROOMS WITH THE NODE CHAIR DESIGNED BY IDEO FOR STEELCASE. AN EXAMPLE OF DESIGN THINKING, THE CHAIR WAS DEVELOPED BY RESEARCHING AND UNDERSTANDING THE NEEDS OF STUDENTS. LIVING MINDFULLY YOUNG PEOPLE LIVE IN A STRESSFUL AND UNCERTAIN WORLD WITH CONFUSING MESSAGES ABOUT THE MEANING OF SUCCESS. IN ADDITION TO OUR EMPHASIS ON CHARACTER DEVELOPMENT, RIVERDALE HELPS STUDENTS DEVELOP AN AWARENESS OF THEIR PERSONAL HEALTH AND EMOTIONAL WELL-BEING THROUGH ITS ACADEMIC AND ATHLETIC PROGRAMS, CO-CURRICULAR PROGRAMS, STUDENT SUPPORT SERVICES, AND COMMUNITY EVENTS. WE ENCOURAGE AND MODEL BALANCED NUTRITION, PERSONAL FITNESS, CONNECTION TO NATURE, AND STRESS MANAGEMENT. WE PROVIDE PARENT EDUCATION PROGRAMS TO GIVE OUR FAMILIES STRATEGIES FOR RAISING RESPONSIBLE CHILDREN. WE CREATE A CULTURE WHERE STUDENTS KNOW THEMSELVES AND HAVE TOOLS FOR FINDING PERSONAL BALANCE. SUSTAINABILITY RIVERDALE IS ENDOWED WITH IMPRESSIVE RESOURCES: SPACIOUS AND BEAUTIFUL GROUNDS, WELL-EQUIPPED BUILDINGS, AND INVALUABLE HUMAN RESOURCES: FACULTY AND STAFF, STUDENTS AND FAMILIES, A LOYAL AND EXTENSIVE ALUMNI NETWORK. MANAGING AND PROTECTING THESE RESOURCES IS VITAL TO THE FUTURE OF THE SCHOOL. THAT MEANS FINDING EFFICIENCIES IN HOW WE OPERATE, REVIEWING AND UPDATING CURRICULUM TO MAKE SURE THAT IT MEETS THE NEEDS OF OUR STUDENTS, AND INVESTING IN NEW TOOLS AND IDEAS THAT MOVE US AS AN INSTITUTION INTO THE FUTURE. RIVERDALE IS COMMITTED TO SUSTAINABILITY: TEACHING IT AND LIVING IT. RIVERDALE AND 10 OTHER NEW YORK CITY INDEPENDENT SCHOOLS WERE EARLY SIGNERS OF THE GREEN SCHOOL LEADERSHIP COMMITMENT PLEDGE OF THE GREEN SCHOOLS ALLIANCE. SINCE 2007, THE SCHOOL HAS REDUCED ITS CARBON FOOTPRINT BY 40%, AND WE HOPE TO REDUCE IT BY ANOTHER 5 TO 10 PERCENT THIS YEAR THROUGH INSTALLING A NATURAL GAS, HIGH EFFICIENCY BOILER AT THE HILL CAMPUS. WE ARE LOOKING AT OTHER WAYS TO CONSERVE RESOURCES AND STREAMLINE OUR OPERATIONS; THIS IS A PRIORITY FOR THE SCHOOL. SUSTAINABILITY ALSO IS A THREAD THROUGHOUT THE CURRICULUM. IN THE UPPER SCHOOL, STUDENTS HAVE UNDERTAKEN INDEPENDENT PROJECTS THAT EXAMINE THE CONSUMPTION OF RESOURCES. AMONG THEM: O CONDUCTING FULL ENERGY SURVEYS OF BUILDINGS O PARTICIPATING IN ANALYSIS FOR THE POSSIBILITY OF WIND POWER O CONDUCTING A SITE ANALYSIS FOR A GREENHOUSE O DESIGNING RECYCLING CONTAINERS FOR THE SCHOOL O RESEARCHING COMPOSTING ALTERNATIVES FOR FOOD WASTE EVERYONE AT RIVERDALE - OUR FACULTY, STUDENTS, PARENTS, ADMINISTRATORS, DINING SERVICES STAFF, GROUNDS STAFF, ENVIRONMENTAL SERVICES STAFF, AND MAINTENANCE EMPLOYEES - IS COMMITTED TO A SUSTAINABLE FUTURE. |
| FORM 990, PART III, LINE 4A | RIVERDALE IS A GREAT SCHOOL THAT BENEFITS FROM COLLABORATIONS WITH OTHER GREAT CIVIC, EDUCATIONAL, AND CULTURAL ORGANIZATIONS IN NEW YORK, ACROSS THE NATION, AND THE GLOBE. HERE IS A LIST OF THE PEOPLE AND ORGANIZATIONS WE ARE CURRENTLY WORKING WITH: ACADEMY FOR TEACHERS THE MASTER CLASSES BRING TEACHERS TOGETHER WITH NEW YORK CITY'S MOST BRILLIANT AND CREATIVE MINDS. THESE CLASSES ARE HOSTED BY THE CITY'S GREAT ACADEMIC AND CULTURAL INSTITUTIONS. MASTER CLASSES ARE SELECTIVE. TEACHERS ARE NOMINATED BY FELLOW EDUCATORS WHO KNOW THEIR WORK WELL. TEACHERS SELECTED TO ATTEND A MASTER CLASS BECOME FELLOWS OF THE ACADEMY AND JOIN A GROWING COMMUNITY OF OUR CITY'S MOST BRILLIANT EDUCATORS. MASTER CLASSES LAST A DAY. THEY ARE RIGOROUS AND ADDRESS ISSUES OF CONTENT AND OF PEDAGOGY. IN THE MORNING, TEACHERS WORK WITH THE "MASTER." IN THE AFTERNOON, THEY SHARE TEACHING STRATEGIES AND THEIR BEST LESSON PLANS WITH EACH OTHER. BOTH PARTS OF THE DAY ARE HIGHLY PRIZED. AS ONE TEACHER WROTE, "SPENDING THE DAY WITH A RENOWNED SCHOLAR AND A ROOM FULL OF INTELLIGENT, PASSIONATE, AND COMMITTED EDUCATORS IS A DREAM COME TRUE. THE DEEPLY INTELLECTUAL CONVERSATIONS WE ENGAGED IN WERE INSPIRING AND REFRESHING. THE ACADEMY'S CLASSES SHOULD BE A MODEL FOR ALL TEACHER PROGRAMS." THE PROGRAM SENDS A POSITIVE MESSAGE TO TEACHERS EVERYWHERE: YOUR WORK IS VALUED BY OUR CULTURE'S GREAT MINDS AND INSTITUTIONS. ALVIN AILEY ALVIN AILEY IS ONE OF THE PRE-EMINENT DANCE COMPANIES IN THE WORLD. THEY ARE ALSO COMMITTED TO BRINGING DANCE INTO THE CLASSROOMS, COMMUNITIES, AND LIVES OF PEOPLE THROUGHOUT THE WORLD. AILEY ARTS IN EDUCATION & COMMUNITY PROGRAMS INCLUDE SPECIAL PERFORMANCES, LECTURE-DEMONSTRATIONS, TECHNIQUE CLASSES, AND CURRICULUM-BASED RESIDENCIES. THEY HAVE CONDUCTED RESIDENCIES AT RIVERDALE FOR SEVERAL YEARS. AKANKSHA (MUMBAI AND PUNE, INDIA) THE AKANKSHA FOUNDATION IS A NON-PROFIT ORGANIZATION WITH A MISSION TO PROVIDE CHILDREN FROM LOW-INCOME COMMUNITIES WITH A HIGH-QUALITY EDUCATION, ENABLING THEM TO MAXIMIZE THEIR POTENTIAL AND TRANSFORM THEIR LIVES. AKANKSHA WORKS IN THE FIELD OF EDUCATION, INITIATING SCHOOL REFORM THROUGH THE SCHOOL PROJECT, AND PROVIDING A SUPPLEMENTAL EDUCATION THROUGH THE AKANKSHA CENTERS. CURRENTLY, AKANKSHA REACHES OUT TO OVER 5000 CHILDREN THROUGH TWO MODELS: THE AFTER-SCHOOL OR CENTER MODEL AND THE SCHOOL PROJECT. AKANKSHA HAS 8 CENTERS AND 16 SCHOOLS IN MUMBAI AND PUNE. THE SCHOOL PROJECT IS A VENTURE TO OPEN HIGH-QUALITY SCHOOLS SERVING CHILDREN FROM LOW-INCOME COMMUNITIES IN MUMBAI AND PUNE. THESE SCHOOLS ARE IN PARTNERSHIP WITH LOCAL MUNICIPALITIES, WITH THE VISION OF CREATING SMALL CLUSTERS OF MODEL SCHOOLS IN THESE CITIES THAT CAN BE USED TO IMPACT THE MAINSTREAM EDUCATION SYSTEM. THROUGH THE CENTERS, A COMMITMENT IS MADE TO SUPPORT EACH CHILD BY PROVIDING A STRONG EDUCATIONAL FOUNDATION, GOOD TIME, SELF-ESTEEM AND VALUES, AND TO HELP THEM PLAN HOW THEY CAN EARN A STEADY LIVELIHOOD AS A STEP TOWARDS IMPROVING THEIR STANDARD OF LIVING. ARO ARCHITECTURE RESEARCH OFFICE (ARO) IS A NEW YORK CITY FIRM. FOUNDED IN 1993, ARCHITECTURE RESEARCH OFFICE HAS EARNED A REPUTATION FOR EARNEST EXPLORATION AND ENGAGEMENT THAT YIELDS ARCHITECTURE THAT IS ORIGINAL, INNOVATIVE, AND IMAGINATIVE. ARCHITECTURE RESEARCH OFFICE IS AS MUCH A LABORATORY AS A DESIGN PRACTICE. THROUGH INVESTIGATION, ANALYSIS AND TESTING, ARO CREATES DESIGNS THAT UNITE THE CONCEPTUAL AND THE PRAGMATIC WITHIN A STRONG, COHERENT VISION. THIS RESEARCH DRIVEN PROCESS ENABLES THE FIRM TO OPERATE ON A WIDE VARIETY OF PROJECTS SPANNING STRATEGIC PLANNING, ARCHITECTURE AND URBAN DESIGN, AND TO CRAFT ELEGANT SOLUTIONS TO SEEMINGLY INTRACTABLE PROBLEMS, ALWAYS IN AN EFFORT TO ACHIEVE THE GREATEST AESTHETIC IMPACT USING THE FEWEST NATURAL AND FINANCIAL RESOURCES. ARO IS WORKING WITH THE RIVERDALE COUNTRY SCHOOL IN THE BRONX TO DESIGN A NEW REPLACEMENT FOR THEIR EXISTING 18,000 SF PERKINS BUILDING. THE BUILDING WILL HOUSE A MIX OF PROGRAM, INCLUDING THE RIVER CAMPUS' MAIN LIBRARY AND THEATER, CLASSROOMS, AND STAFF OFFICES. THE DRAMATIC SITE PROVIDES A UNIQUE CHALLENGE, BOTH FOR SITE CONSTRUCTION TECHNIQUES AS WELL AS PROGRAMMATICALLY, TO ENSURE THAT THE NEW INTERVENTION ENHANCES THE EXISTING CAMPUS CONNECTIONS WHILE ALSO MAINTAINING THE BEAUTIFUL NATURAL SURROUNDINGS OF THE SCHOOL. AUTHENTIC EDUCATION THE MISSION OF AUTHENTIC EDUCATION IS TO MAKE SCHOOLS BETTER BY PROVIDING THEIR CLIENTS WITH STATE-OF-THE-ART EDUCATIONAL THINKING, TOOLS, AND TRAINING. THEY AIM TO EXCEED CLIENT EXPECTATIONS BY LEAVING THEM BETTER EQUIPPED TO TACKLE THEIR MOST CHALLENGING ISSUES. SUCCESS IS MEASURED WHEN CLIENTS BECOME MORE PROACTIVE IN MAKING SCHOOL MORE LEARNING-CENTERED AND RESULTS FOCUSED. THEY BUILD CAPACITY BY PROVIDING SERVICES, PRODUCTS, AND FRESH IDEAS FOR HELPING SCHOOLS MAKE STUDENT PERFORMANCE THE CENTRAL FOCUS OF SCHOOL. THEY PROVIDE PRACTICAL, EFFECTIVE, AND THOUGHTFUL STAFF DEVELOPMENT AND CONSULTING SERVICES SPECIALIZING IN DESIGN AND TEACHING FOR UNDERSTANDING EFFECTIVE ASSESSMENT AND THOUGHTFUL SCHOOL CHANGE. THE LATE GRANT WIGGINS HAS HELPED RIVERDALE ON A NUMBER OF CURRICULUM INITIATIVES. THEIR SERVICES INCLUDE CONSULTING, TRAINING, WORKSHOPS, CUSTOM RESEARCH AND REVIEW OF MATERIALS, TELECONFERENCES, AND VIDEO CONFERENCES. THEY ALSO MAKE AVAILABLE PRODUCTS IN THE FORM OF PRINT, TAPE, AND ELECTRONIC MATERIAL FOR USE BY EDUCATORS ON STUDENT ASSESSMENT, CURRICULUM DESIGN, AND SCHOOL CHANGE. BETTER MAKE ROOM FIRST LADY MICHELLE OBAMA'S PUBLIC AWARENESS CAMPAIGN TARGETS GENERATION Z, OR YOUNG PEOPLE AGES 14-19, TO CELEBRATE EDUCATION, CHANGE THE NATIONAL CONVERSATION, AND REACH STUDENTS DIRECTLY WHERE THEY ARE AND GIVE THEM A SPACE TO CREATE CONTENT WHILE ALSO NAVIGATING THE COLLEGE-GOING PROCESS. THIS CAMPAIGN WILL LEVERAGE TRADITIONAL AND NEW MEDIA PLATFORMS TO CELEBRATE STUDENT STORIES IN THE SAME WAY THAT WE OFTEN CELEBRATE CELEBRITIES AND ATHLETES. WITH PARTNERS IN THE BUSINESS, PHILANTHROPIC, MEDIA, AND EDUCATION REALM, THIS CAMPAIGN WILL STRETCH ACROSS THE COUNTRY TO INSPIRE STUDENTS AND GIVE THEM THE TOOLS THEY NEED TO REACH HIGHER FOR COLLEGE. CHARACTER LAB CHARACTER LAB IS A NONPROFIT ON A MISSION TO ADVANCE THE SCIENCE AND PRACTICE OF CHARACTER DEVELOPMENT. WE ARE A SMALL TEAM OF RESEARCHERS, DESIGNERS, AND EDUCATORS WHO ARE WORKING TO DO THREE THINGS: DISCOVER THE IDEAS AND STRATEGIES THAT BUILD CHARACTER. THEY CO-DESIGN AND FUND RESEARCH ABOUT CHARACTER WITH A K-12 CLASSROOM IN MIND, AND DIRECTLY CONNECT RESEARCHERS WITH THOSE WHO WORK IN SCHOOLS. TRANSLATE THOSE GOOD IDEAS TO USEFUL PRODUCTS. USING RESEARCH RESULTS, THEY PRODUCE AND CURATE PRACTICAL TOOLS FOR TEACHERS AND FAMILIES. CHARACTER LAB DOES EVERYTHING THEY CAN TO ENSURE THAT PEOPLE WHO WORK WITH STUDENTS DO WHAT THE RESEARCH SAYS IS BEST. THEY PARTNER WITH RESEARCHERS TO SCALE AND REPLICATE THE BEST IDEAS FOR SCHOOLS AND HOMES TO ADVANCE THE SCIENCE AND PRACTICE OF CHARACTER DEVELOPMENT SO ALL CHILDREN CAN REACH THEIR FULLEST POTENTIAL. WHAT THEY BELIEVE THEY BELIEVE THAT CHARACTER SKILLS ARE MALLEABLE. THEY BELIEVE THAT CHARACTER MAY MATTER AS MUCH AS ACADEMICS TO SUCCEED IN LIFE AND THAT CHARACTER DEVELOPMENT CAN ENHANCE ACADEMIC PERFORMANCE. THEY BELIEVE THAT RESEARCH BY EDUCATORS AND SCIENTISTS IN PARTNERSHIP CAN LEAD TO CHARACTER DEVELOPMENT ACTIVITIES FOR TEACHERS, FAMILIES, AND STUDENTS. WHAT'S NEXT THEY ARE AN EARLY-STAGE NONPROFIT VENTURE. WHILE MANY DAYS WE HAVE MORE QUESTIONS THAN ANSWERS, WE ASPIRE TO BECOME A TRUSTED CENTRAL REPOSITORY FOR THE LATEST INNOVATIVE, RESEARCH-BASED, AND RELEVANT INFORMATION ABOUT CHARACTER IN EDUCATION. THEY PROVIDE REGULAR NEWS, VIDEOS, TOOLS, AND PRODUCTS ON THE TOPIC OF CHARACTER DEVELOPMENT. CONCUSSION LEGACY FOUNDATION CONCUSSIONS CAN DERAIL A LIFE. THE CONCUSSION LEGACY FOUNDATION BELIEVES WE ALL HAVE A RESPONSIBILITY TO ENSURE ATHLETES CAN REACH THEIR FULL POTENTIAL ON AND OFF THE FIELD. WE ARE COMMITTED TO PROTECTING ATHLETES AND FAMILIES THROUGH RESEARCH, POLICY, AND EDUCATION. D.SCHOOL AT STANFORD UNIVERSITY MEMBERS OF D.SCHOOL ARE WAYWARD THINKERS-LEARNERS, DOERS, AND TEACHERS DEFINING A NEW KIND OF ORGANIZATION AT STANFORD. THEY ARE RESEARCH FACULTY WHO LOVE IMPLEMENTATION, PRACTITIONERS WHO LOVE TO STUDY NEW IDEAS, EXPERTS WHO TAKE CLASS FROM THEIR STUDENTS, STAFF MEMBERS WHO MENTOR SENIOR FACULTY. THE D.SCHOOL INVITES ALL TO BE LIFELONG EXPLORERS OF INNOVATION. IF IT WEREN'T FOR SHARED VALUES, THE DIFFERENT APPROACHES MIGHT MAKE THEIR WORK TOGETHER IMPOSSIBLE. THEY'VE CREATED A CULTURE THAT PRESERVES THE CREATIVE TENSIONS THAT DEVELOP BETWEEN THEORY AND PRACTICE, TEACHING AND ADMINISTRATION, AND STUDENT AND FACULTY, AND WHICH ARE INHERENT IN THE DIVERSITY OF THE DISCIPLINES. THEY HAVE A HEART FOR THIS CHALLENGE, FOR OUR STUDENTS AND FOR EACH OTHER. THE D.SCHOOL IS A HUB FOR INNOVATORS AT STANFORD. STUDENTS AND FACULTY IN ENGINEERING, MEDICINE, BUSINESS, LAW, THE HUMANITIES, SCIENCES, AND EDUCATION FIND THEIR WAY HERE TO TAKE ON THE WORLD'S MESSY PROBLE |
| FORM 990, PART III, LINE 4A | IDEO IDEO (PRONOUNCED "EYE-DEE-OH") IS AN AWARD-WINNING GLOBAL DESIGN FIRM THAT TAKES A HUMAN-CENTERED, DESIGN-BASED APPROACH TO HELPING ORGANIZATIONS IN THE PUBLIC AND PRIVATE SECTORS INNOVATE AND GROW. THEY IDENTIFY NEW WAYS TO SERVE AND SUPPORT PEOPLE BY UNCOVERING LATENT NEEDS, BEHAVIORS, AND DESIRES. THEY ENVISION NEW COMPANIES AND BRANDS, AND THEY DESIGN THE PRODUCTS, SERVICES, SPACES, AND INTERACTIVE EXPERIENCES THAT BRING THEM TO LIFE. THEY HELP ORGANIZATIONS BUILD CREATIVE CULTURE AND THE INTERNAL SYSTEMS REQUIRED TO SUSTAIN INNOVATION AND LAUNCH NEW VENTURES. INTERNATIONAL POSITIVE EDUCATION NETWORK THE AIM OF THE INTERNATIONAL POSITIVE EDUCATION NETWORK (IPEN) IS TO BRING TOGETHER TEACHERS, PARENTS, ACADEMICS, STUDENTS, SCHOOLS, COLLEGES, UNIVERSITIES, CHARITIES, COMPANIES AND GOVERNMENTS TO PROMOTE POSITIVE EDUCATION. OUR GOALS ARE TO SUPPORT COLLABORATION, CHANGE EDUCATION PRACTICE AND REFORM GOVERNMENT POLICY. POSITIVE EDUCATION CHALLENGES THE CURRENT PARADIGM OF EDUCATION, WHICH VALUES ACADEMIC ATTAINMENT ABOVE ALL OTHER GOALS. DRAWING ON CLASSICAL IDEALS, WE BELIEVE THAT THE DNA OF EDUCATION IS A DOUBLE HELIX WITH INTERTWINED STRANDS OF EQUAL IMPORTANCE: " THE FULFILLMENT OF INTELLECTUAL POTENTIAL THROUGH THE LEARNING OF THE BEST THAT HAS BEEN THOUGHT AND KNOWN. " THE DEVELOPMENT OF CHARACTER STRENGTHS AND WELL-BEING, WHICH ARE INTRINSICALLY VALUABLE AND CONTRIBUTE TO A VARIETY OF POSITIVE LIFE OUTCOMES. ISAAGNY THE INDEPENDENT SCHOOLS ADMISSIONS ASSOCIATION OF GREATER NEW YORK IS A NOT-FOR-PROFIT ORGANIZATION THAT STRIVES TO FURTHER A SPIRIT OF COOPERATION AMONG MEMBER SCHOOLS BY COORDINATING ADMISSIONS PRACTICES AND PROCEDURES IN ORDER TO HELP ENSURE AN ORDERLY, FAIR, AND PROFESSIONAL ADMISSIONS PROCESS AND THEREBY SERVE THE EDUCATIONAL PURPOSES OF THE MEMBER SCHOOLS. THE IVY PREPARATORY LEAGUE RIVERDALE IS ONE OF EIGHT SCHOOLS IN THE IVY PREPARATORY ATHLETIC LEAGUE THAT INCLUDES COLLEGIATE, DALTON, ETHICAL CULTURE FIELDSTON, HACKLEY, HORACE MANN, POLY PREP, AND TRINITY. LINEGLOBAL LINEGLOBAL CONNECTS AND SUPPORTS DYNAMIC, INNOVATIVE PARTNERSHIPS BETWEEN EDUCATORS IN THE USA AND INDIA. BY CREATING A MULTIPLATFORM DIALOGUE BETWEEN EDUCATORS, WE EMBRACE VARIOUS PERSPECTIVES, ENCOURAGE UNDERSTANDING AND EMPATHY, AND PAVE THE WAY FOR CONTINUED COMMUNICATION AND SYNERGY THROUGH THE USE OF TECHNOLOGY. KIPP NYC CO-FOUNDED BY RIVERDALE ALUMNUS DAVID LEVIN '88, KIPP NYC IS A NON-PROFIT NETWORK OF FREE, PUBLIC CHARTER SCHOOLS THAT PREPARE STUDENTS FOR SUCCESS IN COLLEGE AND LIFE. IN 1995, KIPP OPENED THEIR FIRST MIDDLE SCHOOL, KIPP ACADEMY, IN THE BRONX. THE GOAL WAS TO GRADUATE STUDENTS WITH THE STRENGTH OF CHARACTER AND ACADEMIC ABILITIES NEEDED TO SUCCEED IN LIFE - AND IN DOING SO, TO PROVE WHAT IS POSSIBLE IN URBAN SCHOOLS. THEY PROMISED TO DO WHATEVER WAS NECESSARY TO HELP THEIR STUDENTS SUCCEED, AND THEY ASKED THEM, AND THEIR FAMILIES, TO MAKE THE SAME COMMITMENT. MORE THAN 20 YEARS LATER, KIPP NYC IS STILL MAKING AND KEEPING THOSE PROMISES TO THEIR CURRENT ROSTER OF STUDENTS. ACROSS 11 SCHOOLS THEY SERVE 4,607 KIPPSTERS - 90% ARE FROM LOW-INCOME FAMILIES AND 97% ARE AFRICAN AMERICAN OR LATINO: ALL OF THEM ARE SELECTED BY AN OPEN AND RANDOM LOTTERY RIVERDALE CONDUCTED A MULTI-YEAR PROJECT WITH KIPP AND THE POSITIVE PSYCHOLOGY CENTER AT THE UNIVERSITY OF PENNSYLVANIA THAT HELPED DEVELOP A "CHARACTER STRENGTH" ASSESSMENT. MIDORI AND FRIENDS FOUNDED IN 1992 BY THE WORLD RENOWNED VIOLINIST, MIDORI, AND A SMALL, COMMITTED BOARD OF DIRECTORS, MIDORI AND FRIENDS HAS INSPIRED OVER 200,000 UNDERSERVED NEW YORK CITY CHILDREN AND THEIR FAMILIES THROUGH QUALITY MUSIC EDUCATION ACTIVITIES. MIDORI AND FRIENDS HAS BEEN WORKING WITH RIVERDALE FOR THE LAST SEVERAL YEARS TO PROVIDE MUSICAL PERFORMANCE AND EDUCATION THAT LINKS WITH OUR CURRICULUM. THEY'VE PARTNERED WITH 40 SCHOOLS SINCE THEIR FOUNDING. NATIONAL ASSOCIATION OF INDEPENDENT SCHOOLS (NAIS) THE NATIONAL ASSOCIATION OF INDEPENDENT SCHOOLS (NAIS) IS THE NATIONAL RESOURCE GROUP FOR ALL INDEPENDENT SCHOOLS. RIVERDALE ATTENDS THE NATIONAL CONFERENCE AS WELL AS THE PEOPLE OF COLOR CONFERENCE AND STUDENT DIVERSITY LEADERSHIP CONFERENCE ON AN ANNUAL BASIS. BEHIND THE VISION AND MISSION ARE THE FOLLOWING FOUR VALUES, WHICH GUIDE THEIR WORK AT NAIS. " EXCELLENCE: ACHIEVING EXTRAORDINARY QUALITY " EQUITY: SERVING ALL STUDENTS EQUALLY WELL " EFFICIENCY: ENSURING EVERY DOLLAR PROVIDES MAXIMUM BENEFIT TO STUDENTS " EMOTION: EXHIBITING PASSION AND COMMITMENT NATIONAL NETWORK OF SCHOOLS IN PARTNERSHIP SCHOOLS EVERYWHERE ARE ENGAGING IN PUBLIC-PRIVATE PARTNERSHIPS THAT EXPAND EDUCATIONAL OPPORTUNITIES FOR ALL YOUNG PEOPLE. UNTIL NOW, THERE WAS BEEN NO SINGLE PLACE WHERE EDUCATORS AND COMMUNITY LEADERS COULD TURN FOR SUPPORT IN THE DESIGN, IMPLEMENTATION AND IMPROVEMENT OF HIGH-IMPACT PARTNERSHIPS. NATIONAL NETWORK OF SCHOOLS IN PARTNERSHIP (NNSP) WAS CREATED TO MEET THE GROWING DEMAND FOR MODELS OF BEST PRACTICE AND ACCESS TO EXPERTISE IN DEVELOPING PARTNERSHIPS, IN ORDER TO SCALE INNOVATION MORE QUICKLY - AND WITH GREATER RESULTS. NEW YORK STATE ASSOCIATION OF INDEPENDENT SCHOOLS (NYSAIS) NEW YORK STATE ASSOCIATION OF INDEPENDENT SCHOOLS (NYSAIS) IS A VOLUNTARY ASSOCIATION OF 195 INDEPENDENT NURSERY, ELEMENTARY, AND SECONDARY SCHOOLS ENROLLING SOME 80,000 STUDENTS. IT IS AFFILIATED WITH THE NATIONAL ASSOCIATION OF INDEPENDENT SCHOOLS AND THE NEW YORK STATE COALITION FOR INDEPENDENT AND RELIGIOUS SCHOOLS. OPEN WHAT IS OPEN? THEY CREATE REWARDING EXPERIENCES FOR PEOPLE WHO LOOK, READ, AND THINK. " THEY ARE A DESIGN STUDIO THAT BUILDS IDENTITIES FOR ORGANIZATIONS WITH SOMETHING TO SAY. " THEY ARE A CONSULTING FIRM THAT TELLS STORIES IN WAYS THAT SURPRISE, ENGAGE, AND INFORM. " THEY ARE AN EDITORIAL TEAM THAT CRAFTS DISTINCTIVE VOICES FOR THE PAGE AND THE SCREEN. " THEY ARE AN AD AGENCY THAT DELIVERS CAMPAIGNS THAT PROMPT NEW CONNECTIONS. " THEY ARE A PRODUCTION COMPANY THAT MAKES (SHORT) MOVIES WITH FOCUS, HUMOR, AND STYLE. " THEY ARE A TASK FORCE THAT IMPROVES PLACES BY MAKING THEM MORE ACCESSIBLE AND FUN. " THEY ARE A THINK TANK THAT COMES UP WITH IDEAS EVEN WHEN NOBODY ASKED THEM TO. " THEY ARE A GROUP OF PEOPLE WORKING TOGETHER TO MAKE THINGS BETTER. ABOVE ALL, OPEN ASPIRES TO CREATE WORK THAT ANSWERS QUESTIONS THE CLIENTS DON'T EVEN KNOW HOW TO ASK. POSITIVE PSYCHOLOGY CENTER AT UNIVERSITY OF PENNSYLVANIA THE MISSION OF THE POSITIVE PSYCHOLOGY CENTER AT THE UNIVERSITY OF PENNSYLVANIA IS TO PROMOTE RESEARCH, TRAINING, EDUCATION, AND THE DISSEMINATION OF POSITIVE PSYCHOLOGY, RESILIENCE AND GRIT. POSITIVE PSYCHOLOGY IS THE SCIENTIFIC STUDY OF THE STRENGTHS AND VIRTUES THAT ENABLE INDIVIDUALS AND COMMUNITIES TO THRIVE. THE POSITIVE PSYCHOLOGY CENTER PROMOTES RESEARCH, TRAINING, EDUCATION, AND THE DISSEMINATION OF POSITIVE PSYCHOLOGY. THIS FIELD IS FOUNDED ON THE BELIEF THAT PEOPLE WANT TO LEAD MEANINGFUL AND FULFILLING LIVES, TO CULTIVATE WHAT IS BEST WITHIN THEMSELVES, AND TO ENHANCE THEIR EXPERIENCES OF LOVE, WORK, AND PLAY. RIVERDALE HAS WORKED WITH MARTY SELIGMAN, THE DIRECTOR OF THE CENTER, AND ANGELA DUCKWORTH, ASSISTANT PROFESSOR, OVER THE LAST FEW YEARS TO DEVELOP WAYS OF USING POSITIVE PSYCHOLOGY IN SCHOOLS. PROJECT KNOWMAD RIVERDALE'S POPULAR PROJECT KNOWMAD USES NEW YORK CITY AS A CLASSROOM, GIVING STUDENTS A CHANCE TO MEET PROFESSIONALS WHO ARE SHAPING THE WORLDS OF ART, THEATER, TECHNOLOGY, BUSINESS, AND CULTURE. AT THE SAME TIME, KNOWMAD BRINGS EXCITING PROGRAMS TO THE CAMPUS, GIVING STUDENTS HANDS-ON OPPORTUNITIES TO DEVELOP THEIR CREATIVITY AND TECHNICAL SKILLS IN NEW WAYS. PROJECT ZERO AT THE HARVARD GRADUATE SCHOOL OF EDUCATION PROJECT ZERO IS AN EDUCATIONAL RESEARCH GROUP AT THE GRADUATE SCHOOL OF EDUCATION AT HARVARD UNIVERSITY TO STUDY AND IMPROVE EDUCATION IN THE ARTS. PROJECT ZERO'S MISSION IS TO UNDERSTAND AND ENHANCE LEARNING, THINKING, AND CREATIVITY IN THE ARTS, AS WELL AS HUMANISTIC AND SCIENTIFIC DISCIPLINES, AT THE INDIVIDUAL AND INSTITUTIONAL LEVELS. PROJECT ZERO HAS MAINTAINED A STRONG RESEARCH AGENDA IN THE ARTS WHILE GRADUALLY EXPANDING TO INCLUDE INVESTIGATIONS INTO THE NATURE OF INTELLIGENCE, UNDERSTANDING, THINKING, CREATIVITY, CROSS-DISCIPLINARY AND CROSS-CULTURAL THINKING, AND ETHICS. PROJECT ZERO'S WORK TAKES PLACE NATIONALLY AND INTERNATIONALLY, IN A VARIETY OF SETTINGS; WHILE MUCH OF THE RESEARCH OCCURS IN SCHOOLS, AN INCREASING AMOUNT IS FOCUSED ON BUSINESSES, CULTURAL ORGANIZATIONS SUCH AS MUSEUMS, AND ONLINE. IN ADDITION, PROJECT ZERO OFFERS SYMPOSIA AND WORKSHOPS, MOST NOTABLY THE ANNUAL SUMMER INSTITUTES. VERONICA BOIX-MANSILLA HAS WORKED WITH RIVERDALE'S UPPER SCHOOL FACULTY ON INTERDISCIPLINARY COURSE DEVELOPMENT. MANY OF OUR FACULTIES HAVE ATTENDED THEIR SUMMER CONFERENCES. PUBLIC PREP PUBLIC PREP IS A NETWORK OF COLLEGE-PREPARATORY CHARTER SCHOOLS COMMITTED TO HIGH ACADEMIC STANDARDS, MERIT, CITIZENSHIP AND RESPONSIBILITY. THEY SEEK TO EMPOWER STUDENTS WITH CRITICAL-THINKING SKILLS AND A STRONG CHARACTER, PREPARING THEM TO PURSUE THEIR PAS |
| FORM 990, PART VI, SECTION B, LINE 11 | THE COMPLETE 990 IS REVIEWED BY THE CHIEF FINANCIAL OFFICER AND FINANCE STAFF. IT IS THEN PRESENTED IN ITS ENTIRETY, EXCEPT FOR SCHEDULE B (SCHEDULE OF CONTRIBUTORS) DUE TO THE PRIVACY OF THE DONORS, TO THE AUDIT COMMITTEE AND CIRCULATED TO THE BOARD OF TRUSTEES PRIOR TO SUBMISSION; HENCE, THE QUESTION HAS BEEN ANSWERED NO. |
| FORM 990, PART VI, SECTION B, LINE 12C | ON AN ANNUAL BASIS BOARD MEMBERS AND OFFICERS ARE REQUIRED TO COMPLETE A CONFLICT OF INTEREST DISCLOSURE. AT THE FIRST BOARD MEETING OF THE SCHOOL YEAR, THE CHAIRMAN OF THE BOARD DISTRIBUTES THE CONFLICT OF INTEREST FORM TO EACH MEMBER. AT THE END OF THAT SESSION, EACH CONFLICT OF INTEREST FORM IS COLLECTED AND REVIEWED. IF A CONFLICT OF INTEREST IS IDENTIFIED, THE BOARD WILL REVIEW THE ITEM AND DETERMINE WHETHER TO ALLOW THE ACTIVITY, OR EXCLUDE THE INDIVIDUALS FROM ITEMS INVOLVING THEIR CONFLICT. WHEN ANY MATTER IN WHICH A BOARD MEMBER OR OFFICER HAS AN INTEREST COMES BEFORE THE BOARD FOR DECISION OR APPROVAL, THAT INTEREST SHALL BE IMMEDIATELY DISCLOSED TO THE BOARD BY THAT BOARD MEMBER OR OFFICER AND THE PERSON IN CONFLICT SHALL RECUSE HIMSELF/HERSELF FROM ANY DISCUSSION OR VOTE RELATING THERETO. |
| FORM 990, PART VI, SECTION B, LINE 15A | AN INDEPENDENT COMPENSATION CONSULTANT IS USED. ADDITIONALLY, IT IS ALSO REVIEWED BY THE CHAIRMAN OF THE BOARD AND THE CHAIR OF THE FINANCE COMMITTEE. THE LAST REVIEW TOOK PLACE IN JUNE 2014. THE COMPENSATION FOR OTHER OFFICERS AND KEY EMPLOYEES ARE REVIEWED BY THE SCHOOL'S COMPENSATION AND BENEFITS COMMITTEE. |
| FORM 990, PART VI, SECTION C, LINE 19 | TRANSPARENCY IS VERY IMPORTANT TO RIVERDALE COUNTRY SCHOOL, AS SUCH, RIVERDALE COUNTRY SCHOOL PROVIDES CERTAIN DOCUMENTS, POLICIES AND FINANCIAL STATEMENTS TO THE GENERAL PUBLIC UPON REQUEST. |
| FORM 990, PART XI, LINE 9: | BAD DEBT LOSS -203,571. |
| FORM 990, PART XII, LINE 2C: | THE PROCESS HAS NOT CHANGED FROM THE PRIOR YEAR. |
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