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) 2016 | (b) 2017 | (c) 2018 | (d) 2019 | (e) 2020 | (f) Total | |
|---|---|---|---|---|---|---|---|
| 1 | Gifts, grants, contributions, and membership fees received. (Do not include any "unusual grant.") .. | 6,452,009 | 5,340,269 | 6,435,796 | 4,899,894 | 4,945,325 | 28,073,293 |
| 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 | 6,452,009 | 5,340,269 | 6,435,796 | 4,899,894 | 4,945,325 | 28,073,293 |
| 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).. | 1,098,758 | |||||
| 6 | Public support. Subtract line 5 from line 4. | 26,974,535 | |||||
Calendar year
(or fiscal year beginning in) ![]() |
(a) 2016 | (b) 2017 | (c) 2018 | (d) 2019 | (e) 2020 | (f) Total | |
|---|---|---|---|---|---|---|---|
| 7 | Amounts from line 4.. | 6,452,009 | 5,340,269 | 6,435,796 | 4,899,894 | 4,945,325 | 28,073,293 |
| 8 | Gross income from interest, dividends, payments received on securities loans, rents, royalties and income from similar sources... | 48,902 | 36,265 | 20,354 | 26,656 | 8,430 | 140,607 |
| 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.).. | 1,235 | 1,463 | 4,275 | 1,473 | 11,441 | 19,887 |
| 11 | Total support. Add lines 7 through 10 | 28,233,787 | |||||
Calendar year (or fiscal year beginning in) ![]() |
(a) 2016 | (b) 2017 | (c) 2018 | (d) 2019 | (e) 2020 | (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) 2016 | (b) 2017 | (c) 2018 | (d) 2019 | (e) 2020 | (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 0.015 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 0.035 | 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 | 1 | |
|
2
Amounts paid to perform activity that directly furthers exempt purposes of supported organizations, in excess of income from activity |
2 | |
| 3 Administrative expenses paid to accomplish exempt purposes of supported organizations | 3 | |
| 4 Amounts paid to acquire exempt-use assets | 4 | |
| 5 Qualified set-aside amounts (prior IRS approval required - provide details in Part VI) | 5 | |
| 6 Other distributions (describe in Part VI). See instructions | 6 | |
| 7Total annual distributions. Add lines 1 through 6. | 7 | |
|
8
Distributions to attentive supported organizations to which the organization is responsive (provide details in Part VI). See instructions |
8 | |
| 9 Distributable amount for 2020 from Section C, line 6 | 9 | |
| 10 Line 8 amount divided by Line 9 amount | 10 | |
| Section E - Distribution Allocations (see instructions) |
(i) Excess Distributions |
(ii) Underdistributions Pre-2020 |
(iii) Distributable Amount for 2020 |
|
|---|---|---|---|---|
| 1 Distributable amount for 2020 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 2020: | ||||
| a From 2015....... | ||||
| b From 2016....... | ||||
| c From 2017....... | ||||
| d From 2018....... | ||||
| e From 2019....... | ||||
| fTotal of lines 3a through e | ||||
| g Applied to underdistributions of prior years | ||||
| h Applied to 2020 distributable amount | ||||
|
i
Carryover from 2015 not applied (see instructions) |
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| j Remainder. Subtract lines 3g, 3h, and 3i from line 3f. | ||||
| 4Distributions for 2020 from Section D, line 7: | ||||
| $ | ||||
| a Applied to underdistributions of prior years | ||||
| b Applied to 2020 distributable amount | ||||
| c Remainder. Subtract lines 4a and 4b from line 4. | ||||
|
5
Remaining underdistributions for years prior to 2020, 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 2020. 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 2021. Add lines 3j and 4c. |
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| 8 Breakdown of line 7: | ||||
| a Excess from 2016..... | ||||
| b Excess from 2017..... | ||||
| c Excess from 2018..... | ||||
| d Excess from 2019..... | ||||
| e Excess from 2020..... | ||||
| Facts And Circumstances Test |
|---|
| Return Reference | Explanation |
|---|---|
| SCHEDULE A, PART II, LINE 10, EXPLANATION OF OTHER INCOME: | MISCELLANEOUS INCOME - 2016 AMOUNT: $ 1,235. 2017 AMOUNT: $ 1,463. 2018 AMOUNT: $ 4,275. 2019 AMOUNT: $ 1,473. 2020 AMOUNT: $ 11,441. |
| Software ID: | |
| Software Version: |
Attach to Form 990 or 990-EZ.
Go to www.irs.gov/Form990 for the latest information.
| Return Reference | Explanation |
|---|---|
| PART III, LINE 4A, RESEARCH PROJECTS (CONTINUED) | IDENTIFYING DYSLEXIA INTERVENTIONS FOR TREATMENT NON-RESPONDERS: THIS PROJECT IS TO DOCUMENT THE NEUROCOGNITIVE CHARACTERISTICS OF DEVELOPMENTAL DYSLEXIA (DD) TREATMENT RESISTERS THAT DIFFERENTIATE THEM FROM TREATMENT RESPONDERS AND TYPICALLY DEVELOPING READERS, BUT ALSO IDENTIFY THOSE ATTRIBUTES THAT ARE MOST RELEVANT TO PREDICTING DIFFERENTIAL OUTCOMES, INCLUDING THE IMPACT OF COMORBID SPECIFIC LANGUAGE IMPAIRMENTS (SLI) AND/OR ATTENTIONAL DEFICITS (ADHD). TRACKING NEUROCOGNITIVE CHANGES DURING EVIDENCE-BASED READING INSTRUCTION IN TYPICALLY AND ATYPICALLY DEVELOPING CHILDREN: THE PROPOSED RESEARCH EXAMINES THE NEUROCOGNITIVE BASES OF TREATMENT RESPONSE TO A WELL-ESTABLISHED EVIDENCE-BASED TREATMENT PROGRAM. WE USE PRE AND POST TREATMENT NEUROIMAGING AND, FOR THE FIRST TIME, FREQUENT NEUROIMAGING DURING THE COURSE OF TREATMENT 1) TO GAIN NEW INSIGHTS INTO HOW EVIDENCE-BASED TREATMENT MODULATES BRAIN ORGANIZATION FOR LITERACY, LANGUAGE LEARNING, AND REMEDIATION; AND 2) WHY IT FAILS TO DO SO FOR SOME CHILDREN. THE PROPOSED RESEARCH REPRESENTS A KEY STEP TOWARDS THE DEVELOPMENT OF COMPREHENSIVE AND MECHANISTIC MODELS OF THE NEURAL UNDERPINNINGS OF TYPICAL AND ATYPICAL READING DEVELOPMENT. THE FLORIDA LEARNING DISABILITIES RESEARCH CENTER: OVERALL READING AND MATH PROBLEMS REPRESENT AN IMPORTANT PUBLIC HEALTH ISSUE FOR CHILDREN IN THAT THEY ARE ASSOCIATED WITH VARIOUS NEGATIVE OUTCOMES INCLUDING SCHOOL FAILURE, LIMITED OCCUPATIONAL SUCCESS, AND JUVENILE DELINQUENCY. THE OBJECTIVES OF THE FLORIDA LEARNING DISABILITIES RESEARCH CENTER THROUGH THIS PROJECT ARE TO USE A MULTIDISCIPLINARY, MULTIMETHOD, AND MULTI-LEVEL APPROACH TO (A) SUBSTANTIALLY INCREASE REPLICABLE KNOWLEDGE ABOUT THE NATURE OF LEARNING DISABILITIES; (B) IMPLEMENT THIS KNOWLEDGE IN TOOLS THAT POTENTIALLY CAN IMPROVE THE OUTCOMES OF INDIVIDUALS WITH LEARNING DISABILITIES AND THEIR FAMILIES; (C) TO DO BOTH KNOWLEDGE GENERATION AND IMPLEMENTATION IN A WAY THAT REPRESENTS THE DIVERSITY OF THE POPULATIONS OF INDIVIDUALS WITH LEARNING DISABILITIES, WITH PARTICULAR ATTENTION TO HISTORICALLY UNDERSTUDIED AND UNDERSERVED POPULATIONS; AND (D) TO CONTINUE OUR FOCUS ON ENGAGEMENT WITH FAMILIES, EDUCATORS, STUDENTS AND RESEARCHERS. STATISTICAL APPROACHES TO LINGUISTIC PATTERN LEARNING: THE STUDY OF AGE EFFECTS IN LANGUAGE ACQUISITION CAN HELP TO DETERMINE THE TIMING OF OPTIMAL LANGUAGE INPUT FOR BILINGUAL CHILDREN, DEAF CHILDREN, AND CHILDREN WITH COMMUNICATIVE DISABILITIES. OUR FINDINGS ON STATISTICAL LEARNING OF WORDS, WORD CATEGORIES, MORPHOLOGY, AND SENTENCE STRUCTURE ARE ALSO HIGHLY RELEVANT TO UNDERSTANDING LANGUAGE DISORDERS, AND OUR PARADIGMS ARE WIDELY USED FOR IDENTIFYING AND TREATING CHILDREN WITH DIFFICULTIES, DELAYS, AND DISORDERS OF LANGUAGE ACQUISITION. AS RESEARCH IN LANGUAGE ACQUISITION HAS MOVED FROM MEASURING STAGES OF ACQUISITION TO UNDERSTANDING THE PROCESSES BY WHICH LANGUAGES ARE LEARNED, OUR PROPOSED STUDIES WILL MAKE IMPORTANT CONTRIBUTIONS TO UNDERSTANDING WHERE THESE PROCESSES BREAK DOWN AND HOW PRINCIPLES OF STATISTICAL LEARNING CAN BE USED FOR TREATMENT AND REHABILITATION. THE FLORIDA LEARNING DISABILITIES RESEARCH CENTER (II): THIS GRANT IS FOR ADDITIONAL EFFORT FOR SENIOR SCIENTIST TO MANAGE ALL WORK ASSOCIATED WITH THE ADMINISTRATIVE CORE AT THE HASKINS LABORATORIES SITE. THEY WILL COORDINATE AND MANAGE DATA STORAGE AND ANALYSIS AND BE THE LIAISON BETWEEN HASKINS LABS AND FLORIDA STATE UNIVERSITY (FSU). AIM INSTITUTE: JOINT RESEARCH PROJECT TO FOSTER IN-SCHOOL RESEARCH USING NEUROCOGNITIVE MEASURES TO BETTER UNDERSTAND INDIVIDUAL DIFFERENCES IN RESPONSIVENESS BETWEEN SCHOOL AGED CHILDREN. NEURAL DECODING OF THE DEVELOPING BRAIN MECHANISMS FOR LANGUAGE ACQUISITION: THE PROPOSED RESEARCH WILL IMPACT PUBLIC HEALTH BY ESTABLISHING A BASIC-SCIENCE UNDERSTANDING OF THE NATURE OF TYPICAL LINGUISTIC REPRESENTATIONS AND LEARNING MECHANISMS. THE NEUROTYPICAL PROGRESSION OF ACQUIRING DIFFERENT LEVELS OF LINGUISTIC REPRESENTATIONS CAN SERVE AS THE BENCHMARK FOR EVALUATING LANGUAGE DELAYS IN OTHER POPULATIONS (E.G. AUTISM OR SPECIFIC LANGUAGE IMPAIRMENT), AND MAY LEAD TO A BETTER UNDERSTANDING OF THE SOURCE OF THESE DISORDERS THEMSELVES. THIS PROPOSAL ALSO INVOLVES DEVELOPING NEURAL DECODING TECHNIQUES THAT HAVE THE POTENTIAL TO EXAMINE NEURAL PATTERNS WITHIN AN INDIVIDUAL INFANT, THEREBY OFFERING THE PROSPECT THAT THEY CAN BE SUCCESSFULLY APPLIED AS A DIAGNOSTIC TOOL TO IDENTIFY VERY YOUNG INFANTS WHO ARE AT RISK FOR COMMUNICATION DISORDERS. OBERKOTTER FOUNDATION COLLABORATIVE PROJECT: THE PURPOSE OF THIS PROJECT IS TO COLLECT DATA COMPARING THE BRAIN DEVELOPMENT OF CHILDREN WHO ARE BORN DEAF AND WHO RECEIVE AUDITORY ACCESS AND LISTENING AND SPOKEN LANGUAGE (LSL) INTERVENTION IN THE FIRST MONTHS OF LIFE WITH THE BRAIN DEVELOPMENT OF CHILDREN WITH TYPICAL HEARING IN ORDER TO INFORM AND DEVELOP BEST PRACTICES IN LSL INTERVENTION SERVICES. DECODING THE NEURAL TIME-COURSE OF SPOKEN WORD RECOGNITION: THE PROPOSED RESEARCH WILL IMPACT PUBLIC HEALTH BY ESTABLISHING A NEW EEG-BASED PARADIGM FOR UNDERSTANDING HOW LISTENERS RECOGNIZE SPOKEN WORDS. WORD RECOGNITION IS CRUCIAL NOT ONLY FOR COMPREHENDING SPOKEN LANGUAGE BUT FOR MAPPING SPOKEN WORDS ONTO TEXT IN READING. INDIVIDUALS WITH LANGUAGE AND READING DEFICITS (E.G., SPECIFIC LANGUAGE IMPAIRMENT, DYSLEXIA, AUTISM, WHICH TOGETHER AFFECT UP TO 16% OF CHILDREN) HAVE BEEN SHOWN TO HAVE DEFICITS IN WORD RECOGNITION, MAKING IT CRUCIAL TO UNDERSTAND THIS PROCESS. A HALLMARK OF WORD RECOGNITION IS THAT LISTENERS ACTIVATE NEURAL REPRESENTATIONS OF MULTIPLE CANDIDATE WORDS THAT ARE CONSISTENT WITH THE EARLY ACOUSTIC INPUT, AND THESE CANDIDATES COMPETE FOR RECOGNITION AS THEY UNFOLD IN REAL-TIME. OUR PROJECT WILL DEVELOP AND OPTIMIZE A NEW METHOD IN WHICH MACHINE LEARNING TOOLS ARE USED TO DECODE EEG-BASED NEURAL SIGNALS TO CHARACTERIZE THE TIME-COURSE OF COMPETITION. SUCH A METHOD OFFERS THE PROSPECT OF A DIAGNOSTIC TOOL TO IDENTIFY YOUNG CHILDREN WHO ARE AT RISK FOR COMMUNICATION DISORDERS. BILL & MELINDA GATES FOUNDATION: TO DEVELOP PREDICTIVE NEUROIMAGING (FNIRS) FACTORS THAT ARE PREDICTIVE OF CHILD NEURODEVELOPMENTAL OUTCOMES THAT CAN BE OBTAINED WITHIN THE FIRST 24 MONTHS OF LIFE. MECHANISMS OF DYNAMIC NEURAL COUPLING DURING FACE TO FACE EXPRESSIONS OF EMOTION: HOW DO TWO BRAINS INTERACT? WE PIONEER A NOVEL NEUROIMAGING TECHNOLOGY, NEAR INFRARED SPECTROSCOPY, TO INVESTIGATE BASIC MECHANISMS OF NEURAL COUPLING BETWEEN TWO DYNAMICALLY INTERACTING INDIVIDUALS. USING THESE NEW METHODS WE TEST THE FUNDAMENTAL HYPOTHESIS THAT NEURAL COUPLING (TEMPORAL SYNCHRONY BETWEEN TWO BRAINS) REPRESENTS SHARED INFORMATION ACROSS THE TWO BRAINS. THE WINDWARD SCHOOL: JOINT RESEARCH PROJECT TO FOSTER IN-SCHOOL RESEARCH USING NEUROCOGNITIVE MEASURES TO BETTER UNDERSTAND INDIVIDUAL DIFFERENCES IN RESPONSIVENESS BETWEEN SCHOOL AGED CHILDREN. SENSORY BASIS FOR SPEECH MOTOR LEARNING: WE HAVE DESIGNED A SERIES OF EXPERIMENTS THAT TEST A NEW MODEL OF SPEECH MOTOR LEARNING WHICH FOCUSES ON THE ROLE IN LEARNING OF PLASTICITY IN SENSORY SYSTEMS. DEVELOPMENT OF SELECTIVE ATTENTION TO MULTISENSORY INFORMATION IN HUMAN INFANTS: STUDIES HAVE FOUND THAT INFANTS PERCEIVE, LEARN, AND REMEMBER BETTER WHEN THEY CAN SIMULTANEOUSLY SEE AND HEAR THE OBJECTS AND EVENTS IN THEIR EVERYDAY LIFE AS OPPOSED TO WHEN THEY CAN ONLY SEE OR HEAR THEM. THIS PROJECT TESTS THE HYPOTHESIS THAT THE REASON FOR THIS IS BECAUSE REDUNDANT (I.E., MATCHING) MULTISENSORY INFORMATION ELICITS GREATER ATTENTION THAN DOES EITHER MIS-MATCHING MULTISENSORY INFORMATION OR UNI-SENSORY INFORMATION. RAPID: ASSESSING AND PREVENTING DETRIMENTAL IMPACTS ON LITERACY ACQUISITION DURING COVID-19-RELATED SCHOOL CLOSURES: THE RESEARCH WILL EXAMINE CRITICAL FACTORS THAT MODERATE READING GAINS WITH TRAINING, INCLUDING ONSET OF THE TRAINING (RELATIVE TO SCHOOL CLOSING), DURATION/INTENSITY OF PRACTICE, AND INDIVIDUAL DIFFERENCES IN COMPONENT SKILLS AT ONSET OF THE STUDY. THE RESEARCH WILL ALSO ASSESS WHETHER EDUCATIONAL TECHNOLOGY CAN SERVE TO PREVENT CLOSURE-RELATED DETERIORATION IN READING DEVELOPMENT BY COMPARING PRE- AND POST-TESTING FOR THESE CHILDREN WITH COMPARABLE POPULATIONS NOT ENROLLED IN THE STUDY. NEURAL BASIS OF SENSORY AND MOTOR LEARNING: SENSORY PERCEPTION IS VITAL FOR HAND MOVEMENT AND LEARNING IN BOTH SENSORY AND MOTOR SYSTEMS OF THE BRAIN HELPS KEEP HAND CONTROL SMOOTH AND ACCURATE. INTERACTIONS BETWEEN SENSORY AND MOTOR SYSTEMS ARE NOT WELL UNDERSTOOD, AND THE PROPOSED RESEARCH WILL SYSTEMATICALLY TEST A NEW FRAMEWORK FOR UNDERSTANDING SENSORY-MOTOR INTERACTION IN HAND CONTROL. FINDINGS MAY ENABLE ADVANCES IN BASIC AND CLINICAL RESEARCH AREAS THAT DEPEND ON MECHANISTIC KNOWLEDGE OF SENSORIMOTOR FUNCTION. |
| FORM 990, PART VI, SECTION A, LINE 8B | THE ORGANIZATION DOES NOT HAVE ANY COMMITTEES WITH AUTHORITY TO ACT ON BEHALF OF THE GOVERNING BODY. |
| FORM 990, PART VI, SECTION B, LINE 11B | THE FORM 990 IS REVIEWED BY THE VICE PRESIDENT OF FINANCE AND ADMINISTRATION AND THE PRESIDENT PRIOR TO FILING. |
| FORM 990, PART VI, SECTION B, LINE 12C | THE CONFLICT OF INTEREST STATEMENT IS SIGNED OFF BY EACH DIRECTOR AND EMPLOYEE ANNUALLY. THE PRESIDENT OR CEO WILL REVIEW THE EMPLOYEES' SUBMITTED DOCUMENT. THE CHAIRMAN OF THE BOARD WILL REVIEW THE PRESIDENT AND CEO'S SUBMITTED DOCUMENT. EACH DIRECTOR'S SUBMITTED DOCUMENT IS REVIEWED BY ALL OTHER REMAINING DIRECTORS. |
| FORM 990, PART VI, SECTION B, LINE 15 | THE COMPENSATION COMMITTEE REVIEWS COMPENSATION LEVELS THROUGH COMPARISONS WITH SALARY AND WAGE DATA PROVIDED BY THE ASSOCIATION OF INDEPENDENT RESEARCH INSTITUTES. THE COMPENSATION COMMITTEE MAKES RECOMMENDATIONS WHICH GO TO THE BOARD OF DIRECTORS FOR FINAL APPROVAL. THE PROCESS IS CONTEMPORANEOUSLY DOCUMENTED. |
| FORM 990, PART VI, SECTION C, LINE 19 | THE ORGANIZATION MAKES ITS GOVERNING DOCUMENTS, CONFLICT OF INTEREST POLICY AND FINANCIAL STATEMENTS AVAILABLE TO THE PUBLIC UPON REQUEST. |
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| Software Version: |