OneWorld Classrooms, Inc.
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180 Main Street Andover, MA 01810 |
[P] (518) 618-0571 [F] -- |
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www.oneworldclassrooms.org paul@oneworldclassrooms.org Paul Hurteau |
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INCORPORATED: 2003
Printable Profile (Summary / Full) EIN 20-0776190 |
LAST UPDATED: 01/30/2015 |
| Organization DBA |
OneWorld Classrooms, Inc. |
|---|---|
| Former Names |
Everyday Joy, Inc. (2009) |
| Organization received a competitive grant from the Boston Foundation in the past five years | No |
Summary
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Mission StatementMORE »The mission of OneWorld Classrooms is to foster global awareness and cross-cultural understanding by tapping the arts and technology to build bridges between Greater Boston and global K-12 classrooms and after school programs. We offer young people opportunities to share, collaborate and explore with their global peers to gain skills, knowledge and attitudes they will need to be competent, engaged and caring local and global citizens. |
Mission StatementThe mission of OneWorld Classrooms is to foster global awareness and cross-cultural understanding by tapping the arts and technology to build bridges between Greater Boston and global K-12 classrooms and after school programs. We offer young people opportunities to share, collaborate and explore with their global peers to gain skills, knowledge and attitudes they will need to be competent, engaged and caring local and global citizens. |
|
Financials
| Fiscal Year | July 01, 2013 to June 30, 2014 |
|---|---|
| Projected Income | $64,000.00 |
| Projected Expense | $54,000.00 |
Programs
- Boston 140
- K-12 Global Art Exchange
- Student to Student Language Lab
- World Classroom Adventures
Revenue vs. Expense ($000s)
Expense Breakdown 2012 (%)
Expense Breakdown 2011 (%)
Expense Breakdown (%)
No data available
For more details regarding the organization's financial information, select the financial tab and review available comments.
Overview
Mission Statement
The mission of OneWorld Classrooms is to foster global awareness and cross-cultural understanding by tapping the arts and technology to build bridges between Greater Boston and global K-12 classrooms and after school programs. We offer young people opportunities to share, collaborate and explore with their global peers to gain skills, knowledge and attitudes they will need to be competent, engaged and caring local and global citizens.
Background Statement
Prior to establishing OneWorld Classrooms, Executive Director Paul Hurteau lived, traveled and worked in schools in Kenya, Namibia, the Amazon region of Ecuador, the Galapagos Islands, the Canadian Arctic, China and Tibet. He also conducted Arts in Education residencies in NY, PA, VA, MA and CT, linking US and overseas K-12 classrooms.
OneWorld Classrooms became a 501(c)(3) nonprofit in late 2009 (when we merged with an existing nonprofit, Everyday Joy, that was founded in 2003). Since then, we have mobilized Boston area volunteers and a global network of teachers and Peace Corps and WorldTeach volunteers to directly involve over 24,000 K-12 students from Boston area classrooms/youth programs and 54 countries around the world. Another 200,000 students have seen our art displays in their schools.
In 2011/2012, OneWorld Classrooms partnered with the Museum of Fine Arts to offer its K-12 Global Art Exchange program to several Boston-area K-12 schools and after school programs. OneWorld Classrooms has also partnered with the State University of New York to develop a Student to Student Language Lab through which students learn a foreign language from their global peers who speak that language as a first language.
In 2012/2013, OneWorld Classrooms has involved students/youth from the following Boston area schools and after school programs: King K-8 School, Dorchester; St. John School, North End; Lincoln School, Brookline; Country School, Weston; Wood Hilll Middle School, Andover; Lowell Community Charter Public School, Lowell; Landmark Elementary/Middle School, Manchester by the Sea; The British School of Boston; Warren-Prescott School, Charlestown; Woodard Elementary School, Southborough; Curley K-8 School, Jamaica Plain; The Mather School, Dorchester; Umana Academy’s Hispanic Heritage Academy, East Boston; Kennedy Longfellow Elementary School /Cambridge Creativity Commons, Cambridge; Vine Street Community Center (Boston Centers for Youth and Families), Roxbury; Bromley Heath Learning Center (Boston Housing Authority), Jamaica Plain; Institute of Contemporary Art Teen New Media Program. Boston; Sociedad Latina, Roxbury; West End House Boys and Girls Club, Allston; and KidsArts! Multicultural Afterschool and Summer Program, Jamaica Plain.
The organization provides curriculum-based cross-cultural student-to-student learning experiences that tap the people-connecting power of the arts and technology.
Impact Statement
In 2011/2012, OneWorld Classrooms:
- Directly involved over 5,000 students in Greater Boston, the US and 33 other countries in its three programs.
- Involved another 50,000 students who viewed our global student art displays at their schools or accessed our online content.
- Established a strategic plan.
- Added four new board members whose skills match the goals of the strategic plan.
In 2012/2013, OneWorld Classrooms aims to:
- Directly involve over 5,000 students in Greater Boston, the US and 45 other countries in its three programs.
- Engage 20 Greater Boston area K-12 schools and after school programs.
- Involve another 50,000 students who view our global student art displays at their schools or access our online content.
- Add four new board members.
- Create a new exhibition called Boston 140 featuring artwork created by K-12 students from Greater Boston and 40 countries around the world (where Greater Boston children come from).
Needs Statement
OneWorld Classrooms most pressing needs are:
- Deepen program activity with Greater Boston K-12 schools and after school programs with whom we already have a working relationship.
- Market programs and establish working relationships with new Greater Boston K-12 schools and after school programs.
- Earn $60,000 annually through program related income.
- Raise $60,000 annually through contributions and grants.
- Hire a Program and Volunteer Coordinator
CEO Statement
OneWorld Classrooms' central focus is to connect local children with their global peers. We do this because we understand that connected children thrive in their communities - and that today’s children belong to a global community.
We make these student-to-student connections in the context of the K-12 curriculum, whether in-school or after school, because we believe that learning and cross-cultural understanding must go together - and because connected learning makes the curriculum more personal, powerful and meaningful. Globally connected learning also provides young people with a real-world context in which to understand their curriculum and apply what they learn, reaching far beyond their performance on tests.
OneWorld Classrooms creates these curriculum-based cross-cultural student-to-student learning experiences by tapping the power of the arts and technology to reach across language, cultural, economic and distance barriers.
Our modern world is interconnected like it never has been in history. In Greater Boston alone, children come from 140 countries around the world. We believe that it is critically important that our schools reflect this reality so our children emerge from their K-12 education as confident, engaged, competent and caring members of the diverse local and global communities to which they belong.
If we want our children to have a ‘world-class’ education, we need to connect them, early on and throughout their academic careers, to that world. More importantly, if we want our children to inherit a sustainable and peaceful world, we need to teach them to care for their global home and their local and global neighbors who they share it with.
Board Chair Statement
Building interpersonal connections and creating the opportunities for exchanges--of knowledge, language, art and culture--between young people around the world is what OneWorld Classrooms is all about. I believe that these types of connections and exchanges lead to understanding, awareness, tolerance, and a broadened perspective that is essential to cultivate in both our young people and ourselves. As a mother and artist (musician), it is invigorating to be part of growing an organization that taps into students' creativity and enables them to share their experiences and culture with others, increasing their own confidence and sense of pride in who they are and where they come from.
There are of course numerous serious challenges to building an organization without well-established contacts, funding sources and manpower. Our programs are efficiently and effectively run, participants are uniformly positive about their experiences with the programs, we have a strong and growing board that contributes hours of work to each goal set, and the number of key relationships and partnerships with organizations and individuals is steadily growing. This is a pivotal year for us, and we will focus on marketing and fundraising to continue expanding our reach and impact. If we can make our fundraising and marketing goals for this fiscal year, we will be in a good position to hire a Program Director and qualify for more grants next year and beyond.
Geographic Area Served
GREATER BOSTON REGION, MA
INTERNATIONAL
OneWorld Classrooms connects K-12 classrooms and after school programs in Greater Boston with their counterparts around the world.
Organization Categories
- Arts,Culture & Humanities - Arts Education
- Education - Elementary & Secondary Schools
- Youth Development - Youth Development-Citizenship
Independent research has been conducted on this organization's theory of change or on the effectiveness of this organization's program(s)
No
Programs
Boston 140
| Boston 140 is a 120-piece exhibition of art created by Greater Boston and global K-12 students. It currently features student art from 38 countries around the world and will grow in the coming years to include 300 pieces of art from 100+ countries. (Children in Boston come from 140 countries.) OneWorld Classrooms offers long-term art and photography based residencies centered on the exhibition for K-12 schools and after school programs. Students exchange art with their global peers and complete follow-up exchanges with Skype and VoiceThread. | |
| Budget | $10,000.00 |
|---|---|
| Category | Arts, Culture & Humanities, General/Other Artists-in-Residence |
| Population Served | K-12 (5-19 years) US |
| Program Short-Term Success | Students learn about and interact with their global neighbors as they create art and explore related areas of the curriculum. |
| Program Long-Term Success | Boston 140 serves as a powerful vehicle for self-discovery and expression and for understanding, valuing and engaging with the world – and, as such, inspires students to explore their curriculum more deeply and become global citizens. |
| Program Success Monitored By | Teachers, student and administrator surveys and reports. |
| Examples of Program Success | The program has recently launched its inaugural exhibition/residency. |
K-12 Global Art Exchange
Participating K-12 classrooms and after school programs exchange student artwork w/
their counterparts from around the world. With Google Earth tours, student art
PowerPoints, ‘Where in the World is My Art?’ tracking, a ‘Global Roots
Curriculum’ and an option to complete Email Q & A or Skype exchanges with
oversees partners. In 2012/2013, in conjunction with the K-12 Global Art Exchange, OneWorld Classrooms is creating a 120-piece exhibition called Boston 140 that features art created by Greater Boston and global students from 40 countries. |
|
| Budget | $5,000.00 |
|---|---|
| Category | Arts, Culture & Humanities, General/Other Visual Arts |
| Population Served | K-12 (5-19 years) US& International |
| Program Short-Term Success | Students from around the world interact with each other, learn about each other's cultures and gain global awareness by sharing their original art. |
| Program Long-Term Success | All children will be confident, engaged, competent and caring members of the global community to which they belong. Children and youth will be prepared for community engagement in culturally diverse local and global settings. |
| Program Success Monitored By | The number of students, schools and countries that participate. The number of pieces of artwork exchanged. Evaluation forms completed by teachers/coordinators. Reports on how teachers integrate the program into their curriculum and use it to engage their school and broader communities. Quotes from participating teachers/coordinators and students. |
| Examples of Program Success | 12,000 students from 53 countries have directly participated since 2009. Another 100,000 students have seen global student art displays at their schools. Quotes from participating teachers/coordinators: Burkina Faso - "For many if not all these students they will never get to go outside their country Burkina Faso; however, with the artwork exchange it was like they had a passport and visited countries they never even heard of." Ukraine - "They thought a lot about how their version of normal might not be normal to other kids around the world and were really excited to know that their work was going to places that they only know about theoretically. Getting art from those places made them realize that real people, just like them, live in those countries." Romania - "We've been displaying the artworks for 5 years. (Students) love (looking at) them, reading their descriptions and locating the country on the World map. You should see their eyes while doing it!" . |
Student to Student Language Lab
| An online multi-media resource through which students in China teach their US peers Chinese. Features over 3,000 videos, 1,600 audio files and 1,600 student art flashcards. | |
| Budget | $0.00 |
|---|---|
| Category | Education, General/Other Education & Technology |
| Population Served | Adolescents Only (13-19 years) US Adults |
| Program Short-Term Success | Middle and high school students learn Mandarin Chinese independently or under the guidance of a teacher. |
| Program Long-Term Success | Middle and high school students achieve Intermediate-High proficiency in Mandarin Chinese independently or under the guidance of a teacher. |
| Program Success Monitored By | Number of hits on Web site; number of teachers/coordinators who register to access the site; evaluations and feedback provided by teachers. |
| Examples of Program Success | The program is officially launching this year. |
World Classroom Adventures
| Participating K-12 classrooms travel electronically to the Amazon Rain Forest or Africa and interact with students who live there. The program is aligned with EdStep’s Global Competence Matrix; with curriculum connections in Social Studies, Language Arts, Science, Technology, Music, Art and Spanish. The program also offers a professional development opportunity for teachers who travel with our field team to visit schools in the Amazon Rain Forest or Africa. | |
| Budget | $17,000.00 |
|---|---|
| Category | Arts, Culture & Humanities, General/Other Cultural & Ethnic Awareness |
| Population Served | K-12 (5-19 years) US& International |
| Program Short-Term Success | Students achieve curricular objectives, global awareness and cross-cultural understanding by traveling electronically and interacting with children in other world regions. |
| Program Long-Term Success | All children will be confident, engaged, competent and caring members of the global community to which they belong. Children and youth will be prepared for community engagement in culturally diverse local and global settings. |
| Program Success Monitored By | The number of students and schools that participate. Evaluation forms completed by teachers/coordinators. Reports on how teachers integrate the program into their curriculum, achieve curricular goals and foster global awareness and cross-cultural understanding. Quotes from participating teachers/coordinators and students. |
| Examples of Program Success | Involved 1,100 students in 18 schools in 2011/2012. Quotes from teachers: USA - “I broadened my knowledge of the rain forest, which has helped me as a science teacher. I had a chance to practice my Spanish, which is always a big help in general. Just seeing a part of the world I've never seen before allowed me to grow as a person and a teacher. Most importantly, I came back with a revised perspective, able to see the world in an expanded, less self-centered way. It was a great experience. I loved every minute of it!” Ecuador - “The experience was incredible for my students, many of whom have never been far from our village. They now understand the outside world better. They were in awe to speak (through Skype) with a gym full of students from the United States – and they are so proud to know that these children are interested in learning about their environment and culture!” |
CEO/Executive Director/Board Comments
| As a new nonprofit in the Greater Boston area, we face the challenges of marketing our programs, fundraising and engaging enough schools and after school programs to generate sufficient income to sustain our work. We have addressed these challenges by slowly building working relationships with local school districts and after school programs. We have also partnered with other nonprofits, like the MFA and the Boys and Girls Club to reach new schools/programs. We currently conduct our work with one full-time staff person, two consultants and a team of volunteers. To expand our work, we need to generate sufficient income to hire 2 full time staff |
Management
| CEO/Executive Director | Mr. Paul Hurteau |
|---|---|
| CEO Term Start | Oct 2009 |
| CEO Email | paul@oneworldclassrooms.org |
| CEO Experience | Prior to founding OneWorld Classrooms, for two decades, Paul taught overseas, conducted Arts in Education programs in hundreds of northeastern US schools and coordinated programs linking US and global classrooms. He has worked in schools in Kenya, Namibia, the Amazon Rain Forest region of Ecuador, the Galapagos Islands, China (including Tibet) and the Canadian Arctic. He is formerly a certified English high school teacher in New York State and is a graduate of the Institute for Nonprofit Management and Leadership Program at Boston University’s School of Management. |
| Co-CEO | -- |
| Co-CEO Term Start | -- |
| Co-CEO Email | -- |
| Co-CEO Experience | -- |
Former CEOs and Terms
| Name | Start | End |
|---|---|---|
| -- | -- | -- |
Senior Staff
| Name | Title | Experience/Biography |
|---|---|---|
| -- | -- | -- |
Awards
| Award | Awarding Organization | Year |
|---|---|---|
| -- | -- | -- |
Affiliations
| Affiliation | Year |
|---|---|
| -- | -- |
| Member of state association of nonprofits? | No |
|---|---|
| Name of state association | -- |
External Assessments and Accreditations
| External Assessment or Accreditation | Year |
|---|---|
| -- | -- |
Collaborations
--
CEO/Executive Director/Board Comments
--
Foundation Comments
--
Staff Information
| Number of Full Time Staff | 1 |
|---|---|
| Number of Part Time Staff | 3 |
| Number of Volunteers | 31 |
| Number of Contract Staff | 0 |
| Staff Retention Rate % | 100% |
Staff Demographics
| Ethnicity | African American/Black: 0 Asian American/Pacific Islander: 0 Caucasian: 1 Hispanic/Latino: 0 Native American/American Indian: 0 Other: 0 Other (if specified): 0 |
|---|---|
| Gender | Female: 0 Male: 1 Not Specified 0 |
Plans & Policies
| Organization has Fundraising Plan? | Yes |
|---|---|
| Organization has Strategic Plan? | Yes |
| Years Strategic Plan Considers | 3 |
| Management Succession Plan | No |
| Business Continuity of Operations Plan | No |
| Organization Policies And Procedures | Yes |
| Nondiscrimination Policy | Yes |
| Whistle Blower Policy | No |
| Document Destruction Policy | No |
| Directors and Officers Insurance Policy | No |
| State Charitable Solicitations Permit | No |
| State Registration | -- |
Risk Management Provisions
| -- |
Reporting and Evaluations
| Management Reports to Board? | Yes |
|---|---|
| CEO Formal Evaluation and Frequency | No N/A |
| Senior Management Formal Evaluation and Frequency | N/A N/A |
| Non Management Formal Evaluation and Frequency | N/A N/A |
Governance
| Board Chair | Ms. Leah Okimoto |
|---|---|
| Board Chair Company Affiliation | Phillips Academy |
| Board Chair Term | July 2013 - June 2014 |
| Board Co-Chair | Mr. James Sachs |
|---|---|
| Board Co-Chair Company Affiliation | JF Sachs and Assoiciates |
| Board Co-Chair Term | July 2013 - June 2014 |
Board Members
| Name | Company Affiliations | Status |
|---|---|---|
| Dr. Jorge Allen | Andover Public Schools | Voting |
| Ms. Zela Astarjian | Rhumbline | -- |
| Mr. Rick Atkins | EDCO Collaborative | -- |
| Mr. Raj Dandage | RSDLLC | -- |
| Mr. Tim Dodd | MA Executive Office for Administration and Finance | -- |
| Mr. Tomasz Kierul | Development Consulting | -- |
| Dr. John LeBaron | Retired | -- |
| Mr. Nate Leung | Harvard Business School | -- |
| Ms. Leah Okimoto | Phillips Academy | -- |
| Ms. Naheil Qudah | Wayfair | -- |
| Ms. Freda Robinson | Vine Street Community Center | -- |
| Mr. James Sachs | JF Sachs and Associates | Voting |
| Dr. Yves Salomon-Fernandez | MassBay Community College | -- |
| Mr. Brian Shea | Boston Financial | -- |
| Mr. Jaime Stern | Sproxl | Voting |
| Mr. Brad Vanderford | Let's Get Ready | -- |
Constituent Board Members
| Name | Company Affiliations | Status |
|---|---|---|
| -- | -- | -- |
Youth Board Members
| Name | Company Affiliations | Status |
|---|---|---|
| -- | -- | -- |
Advisory Board Members
| Name | Company Affiliations | Status |
|---|---|---|
| -- | -- | -- |
Board Demographics
| Ethnicity | African American/Black: 3 Asian American/Pacific Islander: 3 Caucasian: 6 Hispanic/Latino: 1 Native American/American Indian: 0 Other: 3 Other (if specified): Armenian, Jordanian, Polish |
|---|---|
| Gender | Female: 5 Male: 11 Not Specified 0 |
Board Information
| Board Term Lengths | 2 |
|---|---|
| Board Term Limits | 3 |
| Board Meeting Attendance % | 80% |
| Written Board Selection Criteria | Under Development |
| Written Conflict Of Interest Policy | Under Development |
| Percentage of Monetary Contributions | 100% |
| Percentage of In-Kind Contributions | 40% |
| Constituency Includes Client Representation | Yes |
Standing Committees
- Board Governance
- Development / Fund Development / Fund Raising / Grant Writing / Major Gifts
- Marketing
- Program / Program Planning
- Strategic Planning / Strategic Direction
CEO/Executive Director/Board Comments
OneWorld Classrooms built its initial board with members who were passionate about our mission and willing to serve on a working board. As we transition to having consultants, staff and volunteers complete the work of the organization, we recognize the need to grow the board with fundraising as a top priority.
Foundation Comments
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Financials
Revenue vs. Expense ($000s)
Expense Breakdown 2012 (%)
Expense Breakdown 2011 (%)
Expense Breakdown (%)
No data available
| Fiscal Year | July 01, 2013 to June 30, 2014 |
|---|---|
| Projected Income | $64,000.00 |
| Projected Expense | $54,000.00 |
| Form 990s | |
| Audit Documents | -- |
| IRS Letter of Exemption |
Prior Three Years Total Revenue and Expense Totals
| Fiscal Year | 2012 | 2011 | -- |
|---|---|---|---|
| Total Revenue | $33,719 | $30,416 | -- |
| Total Expenses | $40,471 | $22,924 | -- |
Prior Three Years Revenue Sources
| Fiscal Year | 2012 | 2011 | -- |
|---|---|---|---|
| Foundation and Corporation Contributions |
$5,000 | $3,000 | -- |
| Government Contributions | $0 | $0 | -- |
| Federal | -- | -- | -- |
| State | -- | -- | -- |
| Local | -- | -- | -- |
| Unspecified | -- | -- | -- |
| Individual Contributions | $6,823 | $7,657 | -- |
| Indirect Public Support | -- | -- | -- |
| Earned Revenue | $21,896 | $19,759 | -- |
| Investment Income, Net of Losses | -- | -- | -- |
| Membership Dues | -- | -- | -- |
| Special Events | -- | -- | -- |
| Revenue In-Kind | -- | -- | -- |
| Other | -- | -- | -- |
Prior Three Years Expense Allocations
| Fiscal Year | 2012 | 2011 | -- |
|---|---|---|---|
| Program Expense | $12,538 | $9,584 | -- |
| Administration Expense | $27,933 | $13,340 | -- |
| Fundraising Expense | -- | -- | -- |
| Payments to Affiliates | -- | -- | -- |
| Total Revenue/Total Expenses | 0.83 | 1.33 | -- |
| Program Expense/Total Expenses | 31% | 42% | -- |
| Fundraising Expense/Contributed Revenue | 0% | 0% | -- |
Prior Three Years Assets and Liabilities
| Fiscal Year | 2012 | 2011 | -- |
|---|---|---|---|
| Total Assets | $3,334 | $10,086 | -- |
| Current Assets | $3,334 | $7,492 | -- |
| Long-Term Liabilities | $0 | $0 | -- |
| Current Liabilities | $0 | $0 | -- |
| Total Net Assets | $3,014 | $10,086 | -- |
Prior Three Years Top Three Funding Sources
| Fiscal Year | 2012 | 2011 | -- |
|---|---|---|---|
| 1st (Source and Amount) |
-- -- |
-- -- |
-- -- |
| 2nd (Source and Amount) |
-- -- |
-- -- |
-- -- |
| 3rd (Source and Amount) |
-- -- |
-- -- |
-- -- |
Financial Planning
| Endowment Value | -- |
|---|---|
| Spending Policy | Income Only |
| Percentage(If selected) | 90.0% |
| Credit Line | No |
| Reserve Fund | No |
| How many months does reserve cover? | -- |
Capital Campaign
| Are you currently in a Capital Campaign? | No |
|---|---|
| Capital Campaign Purpose | -- |
| Campaign Goal | -- |
| Capital Campaign Dates | - |
| Capital Campaign Raised-to-Date Amount | -- |
| Capital Campaign Anticipated in Next 5 Years? | No |
Short Term Solvency
| Fiscal Year | 2012 | 2011 | -- |
|---|---|---|---|
| Current Ratio: Current Assets/Current Liabilities | -- | -- | -- |
Long Term Solvency
| Fiscal Year | 2012 | 2011 | -- |
|---|---|---|---|
| Long-term Liabilities/Total Assets | 0% | 0% | -- |
CEO/Executive Director/Board Comments
OneWorld Classrooms has generated less than $50,000 in income annually on average since we were founded in 2009. We therefore have not been required by federal law to submit a full 990 or conduct an audit. Instead, we have submitted a 990-N (e-Postcard), as required. This document simply lists our contact information and average yearly budget. We did not initially submit a 990-N in 2012 (organizations that do not submit for three consecutive years may lose their 501(c)(3) status). When we attempted to submit one for 2012 a few months back (in 2013), we learned from the IRS that the online submission form does not allow submissions after 2012 and the IRS person we spoke with said we are not required to submit one at this point. We will submit a full 990 in 2013.
Foundation Comments
This
organization is required to file a 990-N (990 Postcard) with the IRS, as such,
the 2011 990-N is posted above. Additional
years of forthcoming financials will be posted as available.
In 2009,
Everyday Joy Inc. (founded in 2003) merged with OneWorld
Classrooms Inc. Previously, OneWorld Classrooms had been conducting grassroots community
work galvanized by the founder and others across Massachusetts and New York. The work of OneWorld
Classrooms officially started in 2009 following the
merger, as the work of Everyday Joy Inc. was phased out. The name was then
changed to OneWorld Classrooms following the
merger.
The financial data in the charts and graphs above is per OneWorld
Classrooms and two years are presented to discuss
the work currently being done by OneWorld Classrooms Inc., which does not
include financial data prior to the merger and programming changes.
Documents
Other Documents
| No Other Documents currently available. |
Impact
The Impact tab is a section on the Giving Common added in October 2013; as such the majority of nonprofits have not yet had the chance to complete this voluntary section. The purpose of the Impact section is to ask five deceptively simple questions that require reflection and promote communication about what really matters – results. The goal is to encourage strategic thinking about how a nonprofit will achieve its goals. The following Impact questions are being completed by nonprofits slowly, thoughtfully and at the right time for their respective organizations to ensure the most accurate information possible.
1. What is your organization aiming to accomplish?
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2. What are your strategies for making this happen?
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3. What are your organization’s capabilities for doing this?
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4. How will your organization know if you are making progress?
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5. What have and haven’t you accomplished so far?
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