CHANGING PERSPECTIVES INC

Promoting Awareness & Inspiring Empathy

Mission

Supporting equity, inclusion, and social-emotional learning for all students. Changing Perspectives promotes social-emotional learning (SEL) to cultivate inclusive and equitable communities for all students. We engage schools with curriculum, professional development, parent programs, and more to advance thinking and practice around SEL, equity, and inclusion.

Ruling year info

2014

Executive Director and Founder

Sam Drazin

Main address

P.O. Box 694

Bradford, VT 05033 USA

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EIN

46-3115902

NTEE code info

Children's and Youth Services (P30)

IRS filing requirement

This organization is required to file an IRS Form 990 or 990-EZ.

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Communication

Programs and results

What we aim to solve

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Our programs

SOURCE: Self-reported by organization

What are the organization's current programs, how do they measure success, and who do the programs serve?

Social-Emotional Learning and Disability Awareness curricula

Changing Perspectives curricular resources are available through an annual subscription to an online platform that allows users to access a rich variety of materials for social-emotional learning and disability awareness. Among our materials, we offer an array of customizable curricular resources, parent resources, educator implementation guides, and more. Materials are neither prescribed nor scripted, allowing educators to assemble the content they need for their students and that best suits their teaching style. Our resources are used by a variety of educators working both in and outside of the traditional classroom environment. Homeschoolers, youth organizations, after school programs, and more are all able to subscribe to and implement our content.

An annual curriculum subscription includes access to any of our nine curricula:
-PreK Empathy & Kindness
-K-5 SEL & K-5 Disability Awareness
-6-8 SEL & 6-8 Disability Awareness
-High School SEL & HS Disability Awareness & Call To Action

Population(s) Served
Children and youth
Families
Parents
Students
Teachers

Changing Perspectives offers a variety of professional development training opportunities geared toward educators, paraeducators, and school leaders. All trainings are tailored specifically to the audience and organization we are working with and are available onsite or virtually. Sessions range from 30 minutes to full days. Conducted in a workshop model with opportunities for hands-on engagement and facilitated discussion, trainings empower the entire school faculty in the process of transforming school culture with a focus on social-emotional learning.

Population(s) Served
Teachers
Parents
Adults
Students

Individual Coaching provides educators with one-on-one access to a Changing Perspectives expert for advice, immediate feedback, and ongoing support focused on social-emotional learning, equity, and inclusion. Coaching is available on an as-needed basis and multiple educators within a learning community may access individual guidance for a single session or multiple sessions. Opportunities include, but are not limited to, team-teaching, assessment support, and planning and implementation guidance.

Population(s) Served
Teachers
Parents
Adults
Students

Changing Perspectives is pleased to offer family engagement programming and materials as part of our consultation offerings. Parent workshops are an opportunity to engage with parents to educate them about the work Changing Perspectives is doing in the school and offer support, resources, and advice about how parents can continue to support SEL at home with their children. These workshops are typically no more than 1.5 hours in length and provide ample time for conversation. The specific content for each workshop is determined in collaboration with the school and Changing Perspectives.

Parent-Child Learn Together workshops are a unique experience for caregivers to attend with their children. This workshop format is discussion based, facilitated by Changing Perspectives staff to guide parents and children through a series of activities and conversations to better support one another in social-emotional skill development.

Population(s) Served
Parents
Families
Teachers
Students
Children and youth

Where we work

Number of children who have a sense of their own feelings and an ability to express empathy for others

This metric is no longer tracked.
Totals By Year
Related Program

Social-Emotional Learning and Disability Awareness curricula

Type of Metric

Outcome - describing the effects on people or issues

Direction of Success

Increasing

Context Notes

Number of students nationwide who have been impacted by Changing Perspectives programming in their classrooms.

Number of teachers recruited

This metric is no longer tracked.
Totals By Year
Related Program

Social-Emotional Learning and Disability Awareness curricula

Type of Metric

Other - describing something else

Direction of Success

Increasing

Context Notes

Number of educators nationwide utilizing Changing Perspectives programming in their classrooms.

Number of schools repaired or expanded

This metric is no longer tracked.
Totals By Year
Related Program

Social-Emotional Learning and Disability Awareness curricula

Type of Metric

Outcome - describing the effects on people or issues

Direction of Success

Increasing

Context Notes

Number of schools who expanded their curricula offerings through use of Changing Perspectives.

Our Sustainable Development Goals

SOURCE: Self-reported by organization

Learn more about Sustainable Development Goals.

Goals & Strategy

SOURCE: Self-reported by organization

Learn about the organization's key goals, strategies, capabilities, and progress.

Charting impact

Four powerful questions that require reflection about what really matters - results.

Our goal is to educate, empower and inspire individuals to become the change makers for tomorrow, by helping to build a more inclusive, just and equitable society.

Changing Perspectives works to achieve systemic change to create more equitable, empathetic and inclusive communities. Social-emotional learning is applicable to people of all ages, genders, ethnicities, backgrounds and cultures. Developing these essential skills around collaboration, communication and empathy are universal to the betterment of schools, workplaces, and communities.

Changing Perspectives partners with schools and school districts across the country to promote social-emotional learning and cultivate inclusive and equitable learning communities for all students.

Changing Perspectives supports schools in four ways: curriculum resources, individual coaching, professional development training, and resources for parents.

We see our work as having a ripple effect. As we train people in one setting, they are able to move into other communities and have a positive impact upon that community.

How we listen

SOURCE: Self-reported by organization

Seeking feedback from people served makes programs more responsive and effective. Here’s how this organization is listening.

done We shared information about our current feedback practices.
  • Who are the people you serve with your mission?

    Changing Perspectives is scalable, replicable, and relevant to schools of all types and sizes and benefits learners of all ages and backgrounds. Our primary partners are preK-12 schools. Our subscription-based curriculum platform offers a wide variety of resources, such as customizable lesson plans, book and video discussion, reflection activities, and more. Beyond our curriculum, we offer services to engage all members in a school community to advance their thinking and practice around SEL, disability awareness, equity, and inclusion, from professional development and individual educator coaching to parent workshops and newsletters.

  • How is your organization collecting feedback from the people you serve?

    Electronic surveys (by email, tablet, etc.), Focus groups or interviews (by phone or in person), Constituent (client or resident, etc.) advisory committees,

  • How is your organization using feedback from the people you serve?

    To identify and remedy poor client service experiences, To identify bright spots and enhance positive service experiences, To inform the development of new programs/projects, To strengthen relationships with the people we serve, To understand people's needs and how we can help them achieve their goals,

  • What significant change resulted from feedback?

    The feedback we collect throughout the school year drives our program development and strategic planning to ensure that we are responsive to our partner school communities. Program data from our partner schools has informed numerous enhancements to our programming/offerings, such as student worksheets in Spanish to support bilingual learners, pre- and post-assessments to support our social-emotional learning (SEL) curriculum, and guides for teaching SEL through a lens of inclusion around issues of race, gender, and the LGBTQ+ experience.

  • With whom is the organization sharing feedback?

    The people we serve, Our staff, Our board, Our funders, Our community partners,

  • How has asking for feedback from the people you serve changed your relationship?

    Changing Perspectives is not a prescriptive, lockstep program. Rather, we collaborate with schools of all kinds (e.g., large, small, rural, suburban, wealthy, economically challenged) to assist them in selecting the combination of tools, resources, and services that support their unique learning communities in achieving their goals around student preparedness, educator efficacy, and community inclusivity and cohesiveness. rk in collaboration and partnership with schools. Working side-by-side schools allows us to build relationships, grow our programming and offerings, and ultimately create a holistic approach to our work.

  • Which of the following feedback practices does your organization routinely carry out?

    We collect feedback from the people we serve at least annually, We take steps to get feedback from marginalized or under-represented people, We aim to collect feedback from as many people we serve as possible, We take steps to ensure people feel comfortable being honest with us, We look for patterns in feedback based on demographics (e.g., race, age, gender, etc.), We look for patterns in feedback based on people’s interactions with us (e.g., site, frequency of service, etc.), We engage the people who provide feedback in looking for ways we can improve in response, We act on the feedback we receive, We tell the people who gave us feedback how we acted on their feedback, We ask the people who gave us feedback how well they think we responded,

  • What challenges does the organization face when collecting feedback?

    It is difficult to get the people we serve to respond to requests for feedback,

Financials

CHANGING PERSPECTIVES INC
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Operations

The people, governance practices, and partners that make the organization tick.

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Connect with nonprofit leaders

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Connect with nonprofit leaders

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  • Analyze a variety of pre-calculated financial metrics
  • Access beautifully interactive analysis and comparison tools
  • Compare nonprofit financials to similar organizations

Want to see how you can enhance your nonprofit research and unlock more insights? Learn More about GuideStar Pro.

CHANGING PERSPECTIVES INC

Board of directors
as of 08/30/2022
SOURCE: Self-reported by organization
Board chair

David St. Germain, EdD

Principal, Barstow Memorial School (VT)

Term: 2020 -

Angela Conrad-Schalger

Social Studies Educator, Hartford High School (VT)

Bryan Bloom, MBA

Chief Operating Officer, BetterHealthcare (MA)

Savitha Sundar, MS

Occupational Therapist, Plano Independent School District (TX)

Edward Avinger, EdD

Academic Dean, Christina School District (DE)

Deirdre Azzopardi, OTD

Occupational Therapist, The Mindful School OT (NJ)

Ellen Hogan

Accessibility Technologist for Learning and Instruction, University of Denver (CO)

Kathy Bays, MEd

Special Education Consultant, Santa Clara County & Campbell Elementary School District (CA)

John Freer, PhD

Professor & Adjunct Assistant Professor, St. Clair College of Applied Arts of Technologies & University of Windsor (CAN)

Board leadership practices

SOURCE: Self-reported by organization

GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section.

  • Board orientation and education
    Does the board conduct a formal orientation for new board members and require all board members to sign a written agreement regarding their roles, responsibilities, and expectations? Yes
  • CEO oversight
    Has the board conducted a formal, written assessment of the chief executive within the past year ? Yes
  • Ethics and transparency
    Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements in the past year? Yes
  • Board composition
    Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership? Yes
  • Board performance
    Has the board conducted a formal, written self-assessment of its performance within the past three years? No

Organizational demographics

SOURCE: Self-reported; last updated 8/30/2022

Who works and leads organizations that serve our diverse communities? GuideStar partnered on this section with CHANGE Philanthropy and Equity in the Center.

Leadership

The organization's leader identifies as:

Race & ethnicity
White/Caucasian/European
Gender identity
Male, Not transgender (cisgender)
Sexual orientation
Heterosexual or Straight
Disability status
Person with a disability

Race & ethnicity

Gender identity

 

Sexual orientation

Disability

We do not display disability information for organizations with fewer than 15 staff.

Equity strategies

Last updated: 09/23/2021

GuideStar partnered with Equity in the Center - an organization that works to shift mindsets, practices, and systems to increase racial equity - to create this section. Learn more

Policies and processes
  • We seek individuals from various race backgrounds for board and executive director/CEO positions within our organization.
  • We have community representation at the board level, either on the board itself or through a community advisory board.
  • We help senior leadership understand how to be inclusive leaders with learning approaches that emphasize reflection, iteration, and adaptability.