Attach to Form 990 or Form 990-EZ.
Go to
www.irs.gov/Form990 for instructions and the latest information.
| (i) Name of supported organization | (ii) EIN | (iii) Type of organization (described on lines 1- 10 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 |
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Calendar year (or fiscal year beginning in) ![]() |
(a) 2015 | (b) 2016 | (c) 2017 | (d) 2018 | (e) 2019 | (f) Total | |
|---|---|---|---|---|---|---|---|
| 1 | Gifts, grants, contributions, and membership fees received. (Do not include any "unusual grant.") .. | 753,281 | 922,379 | 661,795 | 641,091 | 631,214 | 3,609,760 |
| 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 | 753,281 | 922,379 | 661,795 | 641,091 | 631,214 | 3,609,760 |
| 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).. | 862,987 | |||||
| 6 | Public support. Subtract line 5 from line 4. | 2,746,773 | |||||
Calendar year
(or fiscal year beginning in) ![]() |
(a) 2015 | (b) 2016 | (c) 2017 | (d) 2018 | (e) 2019 | (f) Total | |
|---|---|---|---|---|---|---|---|
| 7 | Amounts from line 4.. | 753,281 | 922,379 | 661,795 | 641,091 | 631,214 | 3,609,760 |
| 8 | Gross income from interest, dividends, payments received on securities loans, rents, royalties and income from similar sources... | 21,947 | 36,178 | 40,461 | 25,353 | 28,946 | 152,885 |
| 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.).. | 855 | 12,345 | 479 | 4,309 | 2,228 | 20,216 |
| 11 | Total support. Add lines 7 through 10 | 3,782,861 | |||||
Calendar year (or fiscal year beginning in) ![]() |
(a) 2015 | (b) 2016 | (c) 2017 | (d) 2018 | (e) 2019 | (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) 2015 | (b) 2016 | (c) 2017 | (d) 2018 | (e) 2019 | (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) |
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| 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) |
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| 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): |
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| 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 2019 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-2019 |
(iii) Distributable Amount for 2019 |
|
|---|---|---|---|---|
| 1 Distributable amount for 2019 from Section C, line 6 | ||||
|
2
Underdistributions, if any, for years prior to 2019 (reasonable cause required-- explain in Part VI). See instructions. |
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| 3 Excess distributions carryover, if any, to 2019: | ||||
| a From 2014....... | ||||
| b From 2015....... | ||||
| c From 2016....... | ||||
| d From 2017....... | ||||
| e From 2018....... | ||||
| fTotal of lines 3a through e | ||||
| g Applied to underdistributions of prior years | ||||
| h Applied to 2019 distributable amount | ||||
|
i
Carryover from 2014 not applied (see instructions) |
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| j Remainder. Subtract lines 3g, 3h, and 3i from 3f. | ||||
| 4Distributions for 2019 from Section D, line 7: | ||||
| $ | ||||
| a Applied to underdistributions of prior years | ||||
| b Applied to 2019 distributable amount | ||||
| c Remainder. Subtract lines 4a and 4b from 4. | ||||
|
5
Remaining underdistributions for years prior to 2019, if any. Subtract lines 3g and 4a from line 2. If the amount is greater than zero, explain in Part VI. See instructions. |
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|
6
Remaining underdistributions for 2019. Subtract lines 3h and 4b from line 1. If the amount is greater than zero, explain in Part VI. See instructions. |
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|
7 Excess distributions carryover to 2020. Add lines 3j and 4c. |
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| 8 Breakdown of line 7: | ||||
| a Excess from 2015..... | ||||
| b Excess from 2016..... | ||||
| c Excess from 2017..... | ||||
| d Excess from 2018..... | ||||
| e Excess from 2019..... | ||||
| Facts And Circumstances Test |
|---|
| Return Reference | Explanation |
|---|---|
| PART II, LINE 10 | OTHER INCOME 2,341 SERVICE FEE REVENUE 17,875 |
| Software ID: | |
| Software Version: |
Attach to Form 990 or 990-EZ.
Go to www.irs.gov/Form990 for the latest information.
| Return Reference | Explanation |
|---|---|
| FORM 990 | MISSION FOUNDED IN 1987, AND WITH A MISSION TO IMPROVE THE EDUCATION OF STUDENTS GRADES 3-8 IN PHILADELPHIA'S TRADITIONAL PUBLIC AND CHARTER SCHOOLS, NEED IN DEED HELPS STUDENTS INCREASE ACADEMIC AND "21ST-CENTURY" SKILLS THROUGH THE TRANSFORMATIVE EXPERIENCE OF SERVICE-LEARNING THAT CONNECTS THE CLASSROOM WITH THE COMMUNITY. PROGRAM MODEL SERVICE-LEARNING IS DESIGNED TO DEEPEN STUDENTS' CONNECTION TO SCHOOL AND BUILD HABITS OF INQUIRY, PROBLEM-SOLVING, COOPERATION, AND CIVIC PARTICIPATION. THIS IS NOT A ONE-OFF "COMMUNITY SERVICE" EVENT; IT IS A STRUCTURED LEARNING EXPERIENCE THAT IS CARRIED THROUGHOUT THE SCHOOL YEAR. WITH THEIR OWN CLASSROOM TEACHERS SERVING AS FACILITATORS, THE STUDENTS EXPLORE COMMUNITY ISSUES THEY CARE ABOUT, COLLECTIVELY CHOOSE ONE ISSUE, RESEARCH IT, MEET WITH EXPERTS, AND DESIGN AND IMPLEMENT A SERVICE PROJECT TO ADDRESS IT. THEIR ISSUE BECOMES THE LENS THROUGH WHICH THEY ENCOUNTER AND APPLY SKILLS AND CONCEPTS. AT THE END OF THE SCHOOL YEAR, STUDENT REPRESENTATIVES FROM NEED IN DEED CLASSROOMS FROM ACROSS THE CITY GATHER TO SHARE WHAT THEY HAVE LEARNED AND TO CELEBRATE THEIR ACCOMPLISHMENTS. THE SERVICE-LEARNING EXPERIENCE IS PART OF THE SCHOOL DAY, IN CLASSES AS DIVERSE AS ENGLISH, MATHEMATICS, SCIENCE, AND SOCIAL STUDIES. FROM INITIAL INQUIRY THROUGH IMPLEMENTATION OF THEIR PROJECT, THE STUDENTS HAVE MULTIPLE OPPORTUNITIES TO DEVELOP AND APPLY SKILLS OF READING COMPREHENSION, SPEAKING, WRITING, MATH, SOCIAL STUDIES AND SCIENCE, INFORMATION LITERACY, LISTENING, PLANNING, AND TEAMWORK-ESSENTIAL SKILLS FOR THE CLASSROOM, WORKPLACE, AND CITIZENRY. NEED IN DEED FACILITATES SERVICE-LEARNING EXPERIENCES IN THE PHILADELPHIA SCHOOLS THROUGH A UNIQUE SET OF PARTNERSHIPS: MEMBERS OF THE TEACHER NETWORK-CLASSROOM TEACHERS IN THE SCHOOL DISTRICT OF PHILADELPHIA-VOLUNTARILY ELECT TO INTEGRATE NEED IN DEED'S APPROACH INTO THEIR PRACTICE; REPRESENTATIVES OF THE CITY'S VAST NETWORK OF PUBLIC AGENCIES AND PRIVATE ORGANIZATIONS VOLUNTARILY SERVE AS CLASSROOM RESOURCES DURING THE STUDENTS' INQUIRY, DESIGN, AND IMPLEMENTATION PROCESS; AND THE NEED IN DEED PROGRAM STAFF ACTIVELY PREPARES AND SUPPORTS THE TEACHERS AND COMMUNITY PARTNERS IN THEIR ROLES AND SUPPORTS EACH NEED IN DEED CLASSROOM. WE SUSTAIN OUR SERVICE NUMBERS BY ANNUALLY RECRUITING A COHORT OF 35-45 TEACHERS INTO THE NEED IN DEED TEACHER NETWORK. THEY COMMIT TO A TWO-YEAR, 140-HOUR PROCESS OF TRAINING, COACHING, AND SUPPORT, AFTER WHICH THEY CAN ACCESS ONGOING PROFESSIONAL DEVELOPMENT AND COACHING TO CONTINUE BUILDING THEIR SKILLS IN USING SERVICE LEARNING. SINCE 2004, NEED IN DEED HAS WORKED WITH MORE THAN 425 TEACHERS AND SERVED MORE THAN 12,000 STUDENTS. WE MAINTAIN RELATIONSHIPS WITH MORE THAN 70 LOCAL GOVERNMENT AGENCIES, NONPROFIT ORGANIZATIONS, AND HIGHER EDUCATION AND HEALTH INSTITUTIONS WHO STAND READY TO SERVE AS COMMUNITY PARTNERS. DESIGNATED BY THE COMMONWEALTH OF PENNSYLVANIA AS AN EDUCATIONAL IMPROVEMENT ORGANIZATION SINCE 2002, NEED IN DEED IS ALSO A REGISTERED PARTNER WITH THE SCHOOL DISTRICT OF PHILADELPHIA'S OFFICE OF STRATEGIC PARTNERSHIPS. PROGRAM ACCOMPLISHMENTS IN THE 2017-2018 SCHOOL YEAR, NEED IN DEED REACHED 3,900 STUDENTS, SUPPORTING A NETWORK OF 150 TEACHERS IN 63 SCHOOLS ACROSS THE CITY. INDIVIDUALS FROM MORE THAN 50 COMMUNITY PARTNER ORGANIZATIONS BROUGHT THEIR SPECIAL EXPERTISE AND INSIGHTS TO NEED IN DEED CLASSROOMS DURING THE INQUIRY, DESIGN, AND IMPLEMENTATION PHASES OF THE STUDENT PROJECTS. THE 2017-18 YEAR BEGAN WITH TRAINING FOR THE NEW COHORTS AND PROFESSIONAL DEVELOPMENT FOR TEACHER NETWORK MEMBERS IN JULY AND AUGUST. WE HELD OUR ANNUAL TEACHER RECOGNITION EVENT, THE SOIRE, IN OCTOBER 2017, AND STUDENT REPRESENTATIVES FROM PARTICIPATING CLASSES AND THEIR TEACHERS GATHERED AT THE ANNUAL SHOWCASE OF STUDENT PROJECTS, THE SHOUT OUT, IN MAY 2018 TO SHOWCASE THEIR PROJECTS TO PEERS AND COMMUNITY PARTNERS. THROUGHOUT THE YEAR NEED IN DEED STAFF PROVIDED MONTHLY PROFESSIONAL DEVELOPMENT SESSIONS FOR NEED IN DEED TEACHERS, AS WELL AS INDIVIDUALIZED COACHING, ACCESS TO MINI-GRANTS FOR PROJECT-RELATED EXPENSES, AND ACCESS TO LEARNING RESOURCES (BOOKS, ARTICLES, VIDEOS, WEBSITES, ETC.) TO INCREASE STUDENTS' UNDERSTANDING OF THE SOCIAL ISSUES ON WHICH THEY FOCUSED. HOMELESSNESS AND GUN VIOLENCE AGAIN TOPPED THE LIST OF ISSUES THAT STUDENTS CHOSE AS THE FOCUS OF THEIR INQUIRY AND PROJECTS. AMONG THE OTHER ISSUES STUDENTS EXPLORED WERE THE ENVIRONMENT/URBAN BLIGHT, SUBSTANCE ABUSE, IMMIGRATION, POLICE/COMMUNITY RELATIONS, DRIVING SAFETY, CHILD ABUSE/WELFARE, ANIMAL ABUSE/WELFARE, AND HUNGER. NEARLY 60 INDIVIDUALS FROM THE CITY'S VAST ARRAY OF PUBLIC AGENCIES AND PRIVATE ORGANIZATIONS SERVED AS CLASSROOM RESOURCES, BROADENING AND DEEPENING STUDENTS' UNDERSTANDING OF THESE COMPLEX SOCIAL ISSUES AND AVENUES FOR ACTION. CLASSROOM PROJECTS ADDRESSED THE ENVIRONMENT/URBAN BLIGHT BY ORGANIZING AN "E WASTE" COLLECTION, WORKING WITH THE CITY'S STREETS DEPARTMENT TO HAUL AWAY AND RECYCLE 500 POUNDS OF DISCARDED ELECTRONIC DEVICES AND APPLIANCES. STUDENTS CONCERNED WITH GUN VIOLENCE IN THEIR COMMUNITIES WORKED WITH LOCAL ORGANIZATIONS TO STAGE A PEACEFUL MARCH. STUDENTS ADDRESSED BOTH THE COLLAPSE OF BEE COLONIES AND URBAN BLIGHT BY MAKING HUNDREDS OF SEED BALLS TO DISTRIBUTE IN VACANT LOTS: THE POLLINATOR-FRIENDLY PLANTS CREATED POCKETS OF NATURAL BEAUTY THROUGHOUT THE COMMUNITY. IN ADDITION TO THEIR SERVICE PROJECTS, STUDENTS ALSO COLLECTED MORE THAN 4,000 PAIRS OF SOCKS FOR DISTRIBUTION TO HOMELESS INDIVIDUALS THROUGH SEVEN LOCAL AGENCIES AND PACKED MORE THAN 5,000 MEALS FOR GLOBAL DISTRIBUTION THROUGH STOP HUNGER NOW. PROGRAM IMPACT BECAUSE THE SCHOOL DISTRICT DOES NOT ALLOW PARTNER ORGANIZATIONS TO DO THEIR OWN PROGRAM EVALUATION, INCLUDING COLLECTING STUDENT DATA, AND THE EXPENSE OF THIRD-PARTY EVALUATION IS PROHIBITIVELY HIGH TO INCUR ANNUALLY, WE USE TEACHER REPORTS TO MEASURE THE IMPACT OF OUR PROGRAM ON STUDENTS AND TEACHER EFFECTIVENESS: 1. TEACHERS REPORT ON OBSERVED OUTCOMES THAT ARE KNOWN BENEFITS OF SERVICE-LEARNING: IMPROVED LITERACY SKILLS, ENGAGEMENT WITH THE CURRICULUM, PROBLEM-SOLVING SKILLS, UNDERSTANDING/ANALYSIS OF CAUSE AND EFFECT, SENSE OF COMMUNITY, SENSE OF SELF-EFFICACY, SENSE OF EMPATHY. 2. WE COLLECT DATA ON TEACHERS' USE OF CLASSROOM PRACTICES PROVEN TO PROMOTE STUDENT LEARNING: ELICITING STUDENT VOICE, ASSESSING FOR PRIOR KNOWLEDGE, GIVING STUDENTS RESPONSIBILITY FOR SOLVING PROBLEMS, USING REFLECTION ACTIVITIES TO HELP REINFORCE NEW MATERIAL/CONCEPTS, INCORPORATING REAL-WORLD MATERIALS INTO THE CURRICULUM. 2017-2018 OUTCOMES STUDENT OUTCOMES REPORTED BY YEAR 1 AND YEAR 2 TEACHERS: 91% OF TEACHERS REPORTED SUSTAINMENT OR GROWTH IN STUDENTS' ABILITY TO ANALYZE CAUSE AND EFFECT 94% OF TEACHERS REPORTED SUSTAINMENT OR GROWTH IN STUDENTS' ABILITY TO RESOLVE CONFLICTS PEACEFULLY 84% OF TEACHERS REPORTED SUSTAINMENT OR GROWTH IN STUDENTS' PARTICIPATION IN CLASS DISCUSSIONS STUDENT OUTCOMES REPORTED BY YEAR 3+ TEACHERS: 94% OF TEACHERS REPORTED AN IMPROVED SENSE OF COMMUNITY IN THE CLASSROOM 84% OF TEACHERS REPORTED INCREASED STUDENT AWARENESS OF SOCIAL ISSUES 72% OF TEACHERS REPORTED INCREASED STUDENT SELF-EFFICACY (I.E., BELIEF THAT THEY CAN MAKE A DIFFERENCE) OTHER STUDENT OUTCOMES INCLUDE SUSTAINED OR GROWTH IN LITERACY SKILLS, LISTENING, WORKING COOPERATIVELY TEACHING STRATEGIES: 92% OF TEACHERS ASSESSED FOR PRIOR KNOWLEDGE BEFORE BEGINNING A LESSON 85% OF TEACHERS FACILITATED REFLECTION ACTIVITIES TO MAKE MEANING OF NEW MATERIAL 90% OF TEACHERS CONDUCTED COMMUNITY-BUILDING ACTIVITIES IN THE CLASSROOM AS TEACHERS REFLECTED ON THE SCHOOL YEAR IN OPEN-ENDED COMMENTS, THEY REPORTED THAT THE PROJECT-BASED APPROACH OF SERVICE-LEARNING HELPS THEM IMPROVE THEIR CLASSROOM PRACTICE ("MAKES LESSONS MORE RELEVANT TO THE STUDENT'S LIVES IN WAYS THAT THE SCHOOLS' CURRICULUM CANNOT") ("IT HELPS KIDS MAKE CONNECTIONS BETWEEN WHAT THEY SEE HAPPENING IN THE WORLD AND WHAT YOU ARE TRYING TO ACCOMPLISH IN THE CLASSROOM") AND STUDENT PARTICIPATION IN THEIR STUDIES ("STUDENTS ENGAGE WITH THE CURRICULUM WHEN THEY CAN CONNECT TO REAL-LIFE SOLUTIONS AND REAL-LIFE PROBLEMS"). WITH TECHNICAL ASSISTANCE FROM THE YALE CONSULTATION CENTER, WE ANALYZED THE PROGRAM OUTCOMES SINCE 2014. OVER THE FOUR-YEAR PERIOD: 87% OF TEACHERS REPORTED STUDENT GROWTH IN ANALYSIS OF CAUSE AND EFFECT (I.E., CAUSAL ANALYSIS) 85% OF TEACHERS REPORTED STUDENT GROWTH IN EMPATHY 90% OF TEACHERS REPORTED STUDENT GROWTH IN ABILITY TO IDENTIFY SOCIAL ISSUES IN THE COMMUNITY 80% OF TEACHERS REPORTED STUDENT GROWTH IN LISTENING SKILLS 79% OF TEACHERS REPORTED STUDENT GROWTH IN ABILITY TO WORK COOPERATIVELY 73% OF TEACHERS REPORTED STUDENT GROWTH IN ABILITY TO ACKNOWLEDGE THE PERSPECTIVE OF OTHERS 76% OF TEACHERS REPORTED STUDENT GROWTH IN CLASS PARTICIPATION 79% OF TEACHERS REPORTED STUDENT GROWTH IN THE ABILITY TO RESOLVE CONFLICTS PEACEFULLY TEACHERS REPORTED THEIR OWN GROWTH IN USING CLASSROOM STRATEGIES THAT FOSTER LEARNING: 80% OF TEACHERS REPORTED ASSESSING FOR PRIOR K |
| FORM 990, PAGE 2, PART III, LINE 4A | WE MAKE THIS EXPERIENCE POSSIBLE THROUGH A UNIQUE PARTNERSHIP IN WHICH UP TO 150 SCHOOL DISTRICT OF PHILADELPHIA TEACHERS IN SOME 60 SCHOOLS ACROSS THE CITY VOLUNTARILY ELECT TO INTEGRATE OUR APPROACH INTO THEIR CLASSROOM PRACTICE; REPRESENTATIVES OF THE CITY'S VAST NETWORK OF PUBLIC AGENCIES AND PRIVATE ORGANIZATIONS VOLUNTARILY SERVE AS CLASSROOM RESOURCES DURING THE STUDENTS; INQUIRY AND DESIGN PROCESS; AND NEED IN DEED STAFF SUPPORTS EACH CLASSROOM FROM INITIAL INQUIRY THROUGH PROJECT IMPLEMENTATION. |
| FORM 990, PAGE 6, PART VI, LINE 11B | FORM 990 IS REVIEWED BY THE BOARD OF DIRECTORS BEFORE MAILING. |
| FORM 990, PAGE 6, PART VI, LINE 12C | POLICY IS REVIEWED BY THE BOARD OF DIRECTORS |
| FORM 990, PAGE 6, PART VI, LINE 15A | COMPENSATION IS REVIEWED AND APPROVED BY THE BOARD OF DIRECTORS |
| FORM 990, PAGE 6, PART VI, LINE 15B | COMPENSATION IS REVIEWED AND APPROVED BY THE BOARD OF DIRECTORS |
| FORM 990, PAGE 6, PART VI, LINE 19 | DOCUMENTS ARE AVAILABLE TO THE PUBLIC UPON REQUEST. |
| FORM 990, PART XI, LINE 9 | SPECIAL EVENT 29,336 SPECIAL EVENT -29,336 |
| Software ID: | |
| Software Version: |