2013-03-22T13:54:12-05:00 2012-06-30 133385019 O'CONNOR DAVIES LLP 665 5TH AVENUE NEW YORK NY 10022 990 2011-07-01 452736163 NEW CLASSROOMS INNOVATION PARTNERSINC NEWC 2129206130 1250 BROADWAY 30TH FLOOR NEW YORK NY 10001 JOEL ROSE 2129206130 2013-03-22 1 GARRETT HIGGINS P00543209 2122862600 2011 2016-02-25 16:41:14Z X JOEL ROSE 1250 BROADWAY 30TH FLOOR NEW YORK NY 10001 7100421 0 X WWW.NEWCLASSROOMS.ORG X 2011 DE SEE SCHEDULE O. 7 5 8 5 0 0 5375185 195000 18572 11656 5600413 0 0 1308730 0 115324 1584898 2893628 2706785 3042719 335934 2706785 X SEE SCHEDULE O 0 0 1900759 195000 TEACH TO ONE: MATH IS A COMPREHENSIVE INSTRUCTIONAL MODEL THAT GIVES TEACHERS ALL THE TOOLS THEY NEED TO PERSONALIZE LEARNING FOR EACH STUDENT: CURRICULUM, ASSESSMENT, PROFESSIONAL DEVELOPMENT, TECHNOLOGY, SPACE REDESIGN, AND ONGOING SUPPORT.TEACH TO ONE: MATH USES RESOURCES FROM MULTIPLE CLASSROOMS, COMBINED IN AN OPEN SPACE, TO GIVE EACH STUDENT A TARGETED, INDIVIDUALIZED LEARNING EXPERIENCE WITH INSTRUCTION DELIVERED AT THE RIGHT ACADEMIC LEVEL, USING THE MOST SUITABLE INSTRUCTIONAL FORMAT. EACH STUDENT. EACH DAY.CONTINUED ON SCHEDULE O 1900759 1 1 0 0 0 0 0 0 0 0 1 0 0 1 0 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 1 16 0 1 8 1 0 0 0 0 0 0 0 0 0 0 X 7 5 0 0 0 0 0 0 0 1 1 0 0 1 1 1 1 1 1 1 1 0 NY CA WA IL OK DC X X KIWI PARTNERS INC 2125327171 381 PARK AVENUE SOUTH SUITE 820 NEW YORK NY 10016 JOEL ROSE 40.00 X X 93500 0 125 CHRISTOPHER RUSH 40.00 X X 0 0 0 JORDAN MERANUS 0.00 X X 0 0 0 MIGUEL BEZOS 0.00 X 0 0 0 ARIEL DECKELBAUM 0.00 X 0 0 0 JOSHUA LEWIS 0.00 X 0 0 0 JOE WOLF 0.00 X 0 0 0 93500 0 125 0 0 0 0 0 5375185 5375185 PROGRAM RELATED REVENU 900099 195000 195000 195000 3769 3769 11656 0 11656 11656 11656 1514811 1500008 14803 14803 14803 5600413 195000 0 30228 269690 45877 175765 48048 844278 689145 148170 6963 17739 11708 5144 887 78304 47800 27661 2843 98719 60262 34872 3585 6272 5645 627 153462 93612 53712 6138 709028 438771 242802 27455 11511 7027 4066 418 61346 34652 25346 1348 83661 55214 25704 2743 383290 277585 94894 10811 84150 60943 20834 2373 24898 18032 6164 702 FISCAL SPONSORSHIP FEE 28172 20402 6975 795 ONSITE PROGRAM EXPENSE 28114 28114 MISCELLANEOUS 10994 5970 4809 215 2893628 1900759 877545 115324 393307 1020885 916700 196738 120083 194255 24898 0 169357 0 225649 0 3042719 242294 93640 0 335934 X 1613007 1093778 0 2706785 0 3042719 2706785 0 X X 0 1 1 X 0 X 5375185 5375185 5375185 5375185 4211437 1163748 15425 15425 5390610 195000 X RESTRICTED RESTRICTED RESTRICTED RESTRICTED RESTRICTED RESTRICTED RESTRICTED RESTRICTED 71937 11989 59948 122318 12909 109409 169357 SECURITY DEPOSIT 225649 225649 5600413 2893628 2706785 2706785 6129413 529000 529000 5600413 0 5600413 3422628 529000 529000 2893628 0 2893628 DESCRIPTION OF UNCERTAIN TAX POSITIONS UNDER FIN 48: PART X: NEW CLASSROOMS RECOGNIZES THE EFFECT OF INCOME TAX POSITIONS ONLY WHEN THEY ARE MORE LIKELY THAN NOT TO BE SUSTAINED. MANAGEMENT HAS DETERMINED THAT NEW CLASSROOMS HAS NO UNCERTAIN TAX POSITIONS THAT WOULD REQUIRE FINANCIAL STATEMENT RECOGNITION. ON PLAN LLC OFFICER OF ORGANIZATION OWNS ON PLAN LLC 137013 CONSULTING SERVICES PROVIDED 0 ORGANIZATION MISSION STATEMENT FORM 990, PART I, LINE 1 IN THE PAST REPORTING PERIOD, NEW CLASSROOMS HAS BOTH DESIGNED A NEW EDUCATIONAL MODEL, CALLED TEACH TO ONE: MATH, AND IMPLEMENTED THAT PROGRAM IN NINE SCHOOLS ACROSS THREE U.S. CITIES. NEW CLASSROOMS 2012 SCHOOLS: - GRAY ELEMENTARY SCHOOL, CHICAGO, ILLINOIS - SPENCER TECHNOLOGY ACADEMY, CHICAGO, ILLINOIS - HART MIDDLE SCHOOL, WASHINGTON, DC - WILLIAM C MCGINNIS MIDDLE SCHOOL, PERTH AMBOY, NJ - I.S. 228, NEW YORK CITY- BROOKLYN* - J.H.S. 88, NEW YORK CITY- BROOKLYN* - I.S. 381, NEW YORK CITY- BROOKLYN* - I.S. 2, NEW YORK CITY- STATEN ISLAND* - I.S. 49, NEW YORK CITY- STATEN ISLAND* IN ITS INAUGURAL YEAR BUILDING A CENTRAL ORGANIZATION AND A NEW SCHOOL PROGRAM, NEW CLASSROOMS FOCUS WAS LARGELY ON SYSTEM CREATION AND CAPACITY BUILDING. THOSE OBJECTIVES WERE MET AND STUDENTS AT EACH OF THE SCHOOLS LISTED HERE RECEIVED DAILY, PERSONALIZED INSTRUCTION WITH DAILY SCHEDULES BEING GENERATED FOR EACH INDIVIDUAL STUDENT AND TEACHER. WE LOOK FORWARD TO AN EVALUATION OF OUR CURRENT IMPLEMENTATIONS BECOMING AVAILABLE IN THE FUTURE. * NEW YORK CITY DEPARTMENT OF EDUCATIONS SCHOOL OF ONE IS POWERED BY TEACH TO ONE: MATH IN THE NEW YORK CITY SCHOOLS LISTED HERE. ORGANIZATION MISSION STATEMENT FORM 990, PART III, LINE 1 NEARLY 170 YEARS AGO, HORACE MANN SUCCESSFULLY ARGUED FOR UNIVERSAL PUBLIC EDUCATION. THE CLASSROOM HE INTRODUCED, 28 CHILDREN AND ONE TEACHER IN A BOX, BECAME THE STANDARD IN U.S. EDUCATION. SINCE MANNS TIME, AMERICAN INNOVATION HAS PUT PEOPLE ON THE MOON, CREATED AND REINVENTED ENTIRE INDUSTRIES, AND DEVELOPED TECHNOLOGIES THAT HAVE REVOLUTIONIZED HOW WE WORK AND PLAY. YET THE INGENUITY THAT REPEATEDLY TRANSFORMS OUR LIVES HAS BYPASSED THE CLASSROOM. WE STILL HAVE 28 CHILDREN AND ONE TEACHER IN A BOX, NOT BECAUSE IT IS EFFECTIVE, BUT BECAUSE NO ONE HAS STOPPED TO QUESTION IT. U.S. EDUCATION DESPERATELY NEEDS THINKING OUTSIDE THIS BOX. IN THE 30 YEARS SINCE THE PUBLICATION OF A NATION AT RISK, MULTIPLE REFORMS FROM STANDARDS TO ACCOUNTABILITY TO CHOICE HAVE HAD A POSITIVE BUT LIMITED IMPACT. THE TIME IS RIPE TO SUPPLEMENT THESE EFFORTS BY MORE DIRECTLY ADDRESSING THE FUNDAMENTAL PROBLEM IN OUR SYSTEM: EDUCATION IS NOT ONE-SIZE-FITS-ALL. UNLESS WE MAKE INSTRUCTION MORE PERSONAL, THE RIGHT CONTENT AND INSTRUCTIONAL MODEL FOR EACH STUDENT DURING EACH CLASS MEETING, TOO MANY STUDENTS WILL CONTINUE TO FALL BEHIND, GET BORED, DROP OUT, AND NOT LIVE UP TO THEIR POTENTIAL. AND COUNTLESS TIME AND RESOURCES WILL CONTINUE TO BE WASTED. REIMAGINING EDUCATION THROUGH PERSONALIZED INSTRUCTION NEW CLASSROOMS INNOVATION PARTNERS (NEW CLASSROOMS) IS A NONPROFIT ORGANIZATION MADE UP OF LEADING EDUCATORS, OPERATORS, AND TECHNOLOGISTS COMMITTED TO TURNING MANNS MODEL ON ITS HEAD. OUR FOUNDING TEAM INCLUDES MANY LEADERS AND ORIGINAL MEMBERS OF SCHOOL OF ONE, NEW YORK CITYS AWARD-WINNING, PERSONALIZED EDUCATIONAL PROGRAM NAMED ONE OF THE TOP 50 INVENTIONS OF 2009 BY TIME. NEW CLASSROOMS WAS BORN FROM THE BELIEF THAT TODAYS MODEL FOR DELIVERING EDUCATION, ONE TEACHER AND 28 OR SO STUDENTS IN A CLASSROOM, DOES NOT SUFFICIENTLY ACCOUNT FOR EACH STUDENTS NEEDS AND ASSUMES THAT EACH STUDENT ARRIVES ON THE FIRST DAY OF SCHOOL WITH THE SAME ACADEMIC FOUNDATION AND WAY OF LEARNING. FOR A TEACHER, THIS PRESENTS THE NEARLY IMPOSSIBLE CHALLENGE OF TEACHING GRADE-LEVEL CURRICULUM WHILE ALSO MEETING THE NEEDS OF EACH STUDENT. TO ADDRESS THIS CHALLENGE, NEW CLASSROOMS DESIGNS INNOVATIVE INSTRUCTIONAL MODELS THAT REIMAGINE THE ROLE OF EDUCATORS, THE USE OF TIME, THE CONFIGURATION OF PHYSICAL SPACE, AND THE USE OF DATA AND TECHNOLOGY TO BETTER MEET THE NEEDS OF EACH STUDENT. OUR FIRST SUCH MODEL WAS DESIGNED AND FIRST IMPLEMENTED THIS PERIOD, IT IS CALLED TEACH TO ONE: MATH. WE THEN COLLABORATE DIRECTLY WITH EDUCATORS TO SUPPORT THE IMPLEMENTATION OF THESE MODELS. TEACH TO ONE INCORPORATES SEVERAL FEATURES THAT DIFFERENTIATE IT FROM TRADITIONAL CLASS INSTRUCTION. THE PROGRAM PROVIDES EACH STUDENT WITH AN INDIVIDUALIZED CURRICULUM BASED ON HIS OR HER OWN NEEDS. BY AGGREGATING CONTENT FROM A MULTITUDE OF PROVIDERS, LESSONS ARE REDELIVERED TO STUDENTS THROUGH A VARIETY OF LEARNING MODALITIES, SUCH AS LIVE INSTRUCTION, COLLABORATIVE LEARNING, VIRTUAL LIVE INSTRUCTION, AND INDEPENDENT LEARNING. THIS ALLOWS EDUCATORS TO SIMULTANEOUSLY DELIVER INSTRUCTION ON MULTIPLE SKILLS AND HELP TO ENSURE THAT STUDENTS ARE MORE ENGAGED IN ALL ASPECTS OF THE LEARNING PROCESS. PROGRAM SERVICE STATEMENT FORM 990, PART III, LINE 4A TRADITIONAL TEACHER-LED CLASS INSTRUCTION IS JUST ONE MODALITY, OR INSTRUCTIONAL APPROACH. TEACH TO ONE: MATH USES A VARIETY OF MODALITIES, INCLUDING TEACHER-LED INSTRUCTION, STUDENT COLLABORATION, SOFTWARE, AND VIRTUAL INSTRUCTORS, TO PERSONALIZE INSTRUCTION. A COMPLEX SET OF ALGORITHMS, BASED ON EACH STUDENTS UNDERSTANDING AT THE END OF THE PREVIOUS LESSON, CREATES A CUSTOMIZED SCHEDULE FOR THE FOLLOWING DAY. THIS SCHEDULE, IN TURN, DRIVES HOW TEACHERS ALLOCATE THEIR TIME SO EACH TEACHER CAN BETTER LEVERAGE HIS OR HER TIME AND EXPERTISE. THE RESULT: EACH STUDENT MOVES THROUGH A RICH, INDIVIDUALIZED LEARNING EXPERIENCE AT HIS OR HER OWN PACE. HOW IT WORKS IMPLEMENTATION OF TEACH TO ONE: MATH BEGINS WITH THE TEACH TO ONE: MATH STAFF COLLABORATING WITH TEACHERS TO UNDERSTAND HOW THEY CAN COLLECTIVELY SUPPORT STUDENT INSTRUCTION IN OUR MODEL. TEACHERS RECEIVE EXTENSIVE PROFESSIONAL DEVELOPMENT ON MANY OF THE ACADEMIC, OPERATIONAL, AND TECHNICAL ASPECTS OF THE PROGRAM, WHICH CONTINUE THROUGHOUT THE SCHOOL YEAR. DURING THE FIRST WEEKS OF THE PROGRAM, STUDENTS LEARN ABOUT HOW TEACH TO ONE: MATH WORKS AND EXPERIENCE DIFFERENT ASPECTS OF THE PROGRAM. EACH STUDENT ALSO TAKES A DIAGNOSTIC ASSESSMENT TO IDENTIFY THE LIBRARY OF SKILLS HE OR SHE CAN LEARN DURING THE SCHOOL YEAR. FOR THE REST OF THE SCHOOL YEAR, STUDENTS TIME IS ORGANIZED INTO TWO-WEEK PERIODS, CALLED ROUNDS. FOR EACH ROUND, TEACH TO ONE: MATH SELECTS A COHESIVE SET OF SKILLS FROM EACH STUDENTS PERSONALIZED LIBRARY. THE STUDENT WILL FOCUS ON THOSE SKILLS, KNOWN AS THE STUDENTS PLAYLIST, THROUGHOUT THE TWO- WEEK ROUND. DURING A ROUND, EACH STUDENT ENGAGES IN THREE DIFFERENT TYPES OF LEARNING SESSIONS TO MASTER THE SKILLS IN HIS OR HER PLAYLIST: (1) PICK-UP SESSIONS, WHERE STUDENTS LEARN AND PRACTICE DISCRETE BUT RELATED ACADEMIC SKILLS THROUGH A VARIETY OF SINGLE-SESSION LIVE, COLLABORATIVE, AND ONLINE APPROACHES. (2) TASK SESSIONS, WHERE STUDENTS APPLY MULTIPLE SKILLS FROM THEIR PLAYLIST IN REAL-WORLD CONTEXTS TO BUILD A DEEPER CONCEPTUAL UNDERSTANDING OF MATHEMATICS AND WHICH TAKE PLACE OVER MULTIPLE DAYS. (3) MATH ADVISORY SESSIONS, WHERE STUDENTS HAVE THE CHANCE TO FOCUS ON GOAL SETTING, RELATIONSHIP BUILDING, PERSISTENCE, AND GENERAL MATHEMATICS PRINCIPLES SUCH AS PROBLEM SOLVING OR MATH VOCABULARY THAT CUT ACROSS MULTIPLE SKILLS AND STANDARDS. THROUGH THIS PROCESS, STUDENTS LEARN TO TAKE MORE RESPONSIBILITY FOR THEIR LEARNING. THEY EACH SET PERSONAL GOALS AND ARE GIVEN THE TOOLS TO CONTINUALLY MEASURE THEIR PROGRESS AND ACCELERATE THEIR OWN LEARNING. ALONG THE WAY, THEY ARE ABLE TO MAKE CONNECTIONS BETWEEN WHAT THEY LEARN AT SCHOOL AND AT HOME, AS WELL AS HOW THE VARIOUS MATHEMATICAL SKILLS AND CONCEPTS RELATE TO THE WORLD AROUND THEM. FORM 990, PART VI, SECTION B, LINE 11 NEW CLASSROOMS HAS ITS FORM 990 PREPARED BY AN OUTSIDE ACCOUNTING FIRM AND HAS ESTABLISHED THE FOLLOWING REVIEW PROCESS TO ENSURE THAT THE INFORMATION REPORTED IS COMPLETE AND ACCURATE. WHEN THE FORM 990 HAS BEEN PREPARED, REVIEWED BY MANAGEMENT, AND IS READY TO BE FILED WITH THE INTERNAL REVENUE SERVICE, IT IS ELECTRONICALLY TRANSMITTED TO THE BOARD OF DIRECTORS FOR ANY COMMENTS PRIOR TO ITS SUBMISSION. THE CEO AND CPO THEN REVIEW ANY COMMENTS AND WORK WITH THE RELEVANT STAFF AND ACCOUNTING FIRM TO MAKE ANY NECESSARY CHANGES. EACH ISSUE IS DOCUMENTED AND ADDRESSED UNTIL THE RETURN IS FINALIZED AND APPROVED FOR FILING. FORM 990, PART VI, SECTION B, LINE 12C BOARD MEMBERS ARE GIVEN A COPY OF THE CONFLICT OF INTEREST POLICY AT LEAST ANNUALLY, AS WELL AS UPON ANY REVISION THERETO, AND ARE REQUIRED TO SIGN A DOCUMENT CERTIFYING THAT THEY HAVE READ AND UNDERSTOOD THE CONFLICT OF INTEREST POLICY AND AGREE TO COMPLY WITH IT. THE POLICY REQUIRES THAT ALL INDIVIDUALS HAVE A DUTY TO DISCLOSE TO THE DIRECTORS ANY POTENTIAL OR ACTUAL CONFLICTS THAT MAY EXIST. IF A POTENTIAL OR ACTUAL CONFLICT IS DISCLOSED AT ANY TIME, THE BOARD WILL REVIEW THE MATERIAL FACTS AND CIRCUMSTANCES. IF IT IS DETERMINED THAT A CONFLICT DOES EXIST, THE BOARD WILL DETERMINE WHETHER THE TRANSACTION AT ISSUE MAY BE OBTAINED WITH REASONABLE EFFORTS VIA AN ADVANTAGEOUS TRANSACTION OR ARRANGEMENT THAT WOULD NOT GIVE RISE TO A CONFLICT OR, IF THAT IS NOT REASONABLY POSSIBLE, WHETHER THE ORIGINAL TRANSACTION IS IN THE BEST INTEREST OF THE ORGANIZATION AND FAIR AND REASONABLE. THE INTERESTED PERSON DOES NOT PARTICIPATE IN ANY VOTE OR DISCUSSION ON THIS MATTER. FORM 990, PART VI, SECTION B, LINE 15 NEW CLASSROOMS' BOARD OF DIRECTORS HIRED JER ASSOCIATES TO CONDUCT A COMPENSATION REVIEW FOR A NUMBER OF POSITIONS INCLUDING CHIEF OPERATING OFFICER AND CHEIF PROGRAM OFFICER. THE STUDY ASSESSED THE COMPETITIVENESS OF THE BASE SALARY AND TOTAL COMPENSATION PROVIDED TO EACH POSITION IN RELATION TO OTHER ORGANIZATIONS DEVELOPING AND DELIVERING INNOVATIVE APPROACHES TO EDUCATION, OTHER COMPARABLY-SIZED NOT-FOR-PROFIT ORGANIZATIONS AND APPROPRIATE FOR-PROFIT COMPETITORS. IT ALSO PROVIDED INFORMATION AND ADVICE TO THE BOARD OF DIRECTORS REGARDING THE REASONABLENESS AND APPROPRIATENESS OF THE TOTAL COMPENSATION TO BE PROVIDED TO EACH EXECUTIVE POSITION IN CONFORMITY WITH THE INTERMEDIATE SANCTIONS PROVISION OF THE INTERAL REVENUE CODE. THE ANALYSIS WAS PRESENTED TO THE BOARD ON NOVEMBER 5, 2011. BASED ON THE ANALYSIS, THE BOARD NEGOTIATED EMPLOYMENT AGREEMENTS WITH THE CEO AND CPO UNDER TERMS CONSISTENT WITH THE STUDY RECOMMENDATIONS. FORM 990, PART VI, SECTION C, LINE 19 THE GOVERNING DOCUMENTS, CONFLICT OF INTEREST POLICY, AND FINANCIAL STATEMENTS ARE AVAILABLE TO THE PUBLIC BY REQUEST. FORM 990, PART XII, LINE 2C NEW CLASSROOMS' MANAGEMENT AND BOARD MEMBERS OVERSEE THE SELECTION OF AN INDEPENDENT ACCOUNTANT AND THE FINANCIAL STATEMENT AUDIT.