Fly By Nature Foundation

Educate | Elevate | Activate

aka FBN Foundation   |   WASHINGTON, DC   |


Our Mission is to empower DC area youth, school staff and care givers by strengthening their knowledge, skills, and attitudes to heal from childhood trauma.

Notes from the nonprofit

Curriculum Description: Excel With SEL curriculum provides behavioral skills training by breaking down desirable behaviors into concrete smaller steps. This helps the students to implement these behaviors through our demonstrations, role-play, peer modeling, open discussions and practice. We also use components of cognitive behavioral therapy that helps raise awareness of students automatic, their behavior patterns, impact of their behavior and develop the ability to change their thoughts to make them more productive and helpful. Emotional literacy enhances a child’s ability to monitor, evaluate and modify emotions and is therefore video as a stepping-stone for most other complex emotional and behavioral regulatory skills. Self-regulation measures of the child’s abilities to identify basic emotions, name their own emotions, and express what they are feeling in different ways.

Ruling year info



Victor L Terry Jr

Main address



Show more contact info



NTEE code info

Youth Development Programs (O50)

Alliance/Advocacy Organizations (F01)

IRS filing requirement

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



Programs and results

What we aim to solve

SOURCE: Self-reported by organization

SOCIAL EMOTIONAL LEARNING (SEL’S): Goal 1 – Develop self-awareness and self-management skills to achieve school and life success. Learning Standard: A – Identify and manage one’s emotions & behavior. Early Elementary 1A.1a – Recognize and accurately label emotions and how they are linked to behavior. 1A.1b. – Demonstrate control of impulsive behavior. Learning Standard: A – Recognize the feelings & perspectives of others Early Elementary 2A.1a – Recognize that others may experience situations differently from oneself. 2A.1b. – Use listening skills to identify the feelings and perspectives of others. Goal # 3: Demonstrate decision-making skills and responsible behaviors in personal, school, and community context. Learning Standard: A – Consider ethical, safety, and societal factors in making decisions Early Elementary 3A.1a – Explain why unprovoked acts that hurt others are wrong 3A.1b. – Identify social norms and safety considerations that guide human

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?

Youth Wellness Program

Our Youth Wellness program is comprised of 10 weeks of curriculum with a award ceremony after program completion. They will also be given a certificate of completion, organization tee shirt, wristband, stress reliever, stress card reader and a few other gifts.

Students completing this program should leave with the following benefits:
Increased awareness on bullying
Increased awareness on cyber-bullying
Increased awareness of the importance on their digital reputation
How to navigate online and social media safely
Increased Emotional Intelligence
Increased awareness of emotional regulation
Increased awareness on restorative justice practices when met with conflict
Increased awareness on how to resolve conflict using nonviolent communication (NVC 4 step process)
Increased awareness on the importance of empathy, kindness, diversity and inclusion
Increased awareness on Suicide Awareness and substance use
Increased awareness of the 5 stages of grief
Coping skills to help with anxiety

Population(s) Served
At-risk youth
Extremely poor people

Where we work

Affiliations & memberships

QPR Gatekeeper Suicide Awareness Certificate 2019

Mental Health First Aider 2021

Our results

SOURCE: Self-reported by organization

How does this organization measure their results? It's a hard question but an important one.

Number of children served

This metric is no longer tracked.
Totals By Year
Population(s) Served

Children and youth

Related Program

Youth Wellness Program

Type of Metric

Output - describing our activities and reach

Direction of Success

Holding steady

Context Notes

When the COVID-19 pandemic started in 2019, Fly By Nature Foundation was disrupted. The outbreak prevented us from doing workshops and program implementation in schools.

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.

- Several key sets of skills and attitudes provide a strong foundation for achieving school and life success. One involves knowing your emotions, how to manage them, and ways to express them constructively. This enables one to handle stress, control impulses, and motivate oneself to persevere in overcoming obstacles to goal achievement. A related set of skills involves accurately assessing your abilities and interests, building strengths, and making effective use of family, school, and community resources. Finally, it is critical for students to be able to establish and monitor their progress toward achieving academic and personal goals.

- Building and maintaining positive relationships with others are central to success in school, life & require the ability to recognize the thoughts, feelings, and perspectives of others, including those different from our own. In addition, establishing positive peer & family relationships.

- Promoting one’s own health, avoiding risky behaviors, dealing honestly and fairly with others and contributing to the good of one’s classroom, school, family, community, and environment are essential to citizenship in a democratic society. Achieving these outcomes requires an ability to make decisions and solve problems on the basis of accurately defining decisions to be made, generating alternative solutions, anticipating the consequences of each, and evaluating & learning from one’s decision making.

- Learn the definition of what is bullying?
- Learn the different types of bullying?
- Learn how to combat bullying?

- Learn the importance of protecting their personable identifiable information (Pii) while using social media
- Learn the importance of how their social media use can negatively or positively affect their digital reputation
- Learn the effects of Cyber-Bullying and how it can lead to suicide
- Learn the dangers when communicating with strangers using social media
- Learn the tactics hackers & predators use to gain their trust using social media

- Learn about human behavior
- Learn the basic 10 most critical emotions
- Learn how to identify triggers
- Learn coping mechanisms to deal with these emotions
- Learn the importance of empathy, diversity & kindness

- Learn the Non Violent Communication (NVC) 4 Step Process
- Practice the Non Violent Communication (NVC) 4 Step Process using actual incidents/conflicts between students

- Learn the behaviors that lead to suicide
- Learn the people you can contact if your feeling you want to harm yourself
- Learn what are some of the most common Adverse Childhood Experiences (ACE's) are

- Learn about the importance of empathy, kindness, & diversity

- Learn how to write a short play/skit based on our session topics

Challenges to be addressed:

In the District of Columbia, 47 percent of children and teens have experienced a traumatic event, such as the death or incarceration of a parent, witnessing or being a victim of violence, or living with someone who has been suicidal or who has a substance or alcohol dependent, according to new federal data. In Maryland and in Virginia, the rate was 41 percent. The findings come from state-by-state survey data released Thursday from the 2016 National Survey of Children’s Health, which aims to take a first-ever real-time look at the rate of children affected by adverse childhood experiences, or ACEs. Such experiences can have serious long-term impacts on a child’s health and well-being studies show, including increased risk for smoking, alcoholism, depression and heart disease. Public health advocates hope this data, which is expected to be collected annually, will undergird a wide range of policy changes to prevent such adversity and to help children heal. Our curriculum was designed to help children heal and thrive in school so they can achieve academic success. Removing those barriers that prevent children from learning is vital to them having positive outcomes and becoming productive citizens.

Data below is from the Center’s for Disease Control (CDC) Washington, DC’s 2019 Youth Risk Behavior Survey. 71 local Middle Schools participated in this survey.

21% of Middle School black males seriously thought about killing themselves.
38% of Middle School black females seriously thought about killing themselves.
36% of Middle School females were ever bullied on school property during the prior 12 months.
27% of Middle School males were ever bullied on school property during the prior 12 months.
15% of Middle School black youth Missed one or more days of school because they
felt unsafe during the prior 30 days.
13% of Middle School youth Were afraid of being beaten up at school one or
more times during the prior 12 months.

Short Term Outcomes:
Students, families and teachers increase their knowledge and awareness on being trauma informed, self-awareness, managing emotions, resolving conflict using nonviolent communication, using coping mechanisms to relieve stress, art as a form of expression, emphasis on being safe, responsible on social media, refrain from bullying others, accepting others while embracing diversity, inclusion, having empathy for others and why we all should treat each other equal.

Family Night – Program Kickoff is the opportunity to give the parents an overview of the curriculum outline.

Award Ceremony: Will be held at the completion of the program

Workshop: Dosage:
Program Kickoff: @ 2 hours
What is Bullying: @ 2 hours
Cyber-Bullying: @ 2 hours
EQ @ 2 hours
Conflict Res: @ 2 hours
Role Play/Conflict @ 2 hours
EEDI Course @ 2 hours
Suicide Awareness @ 2 hours
5 Stages of Grief @ 2 hours

Program Outputs (Result of Program Activities)

# of students will learn the 3 types of bullying, effects of bullying, who they should contact for help,

#of students will learn the affects of cyber bullying and consequences of online behavior.

#of students will learn the how to manage their emotions, effective coping mechanisms and self – regulation.

#of students will learn how to resolve conflict using nonviolent communication.

# of students will use role-play practicing how to resolve conflict using nonviolent communication.

#of students will learn empathy by putting themselves in others circumstances, accepting other cultural differences, including all peers despite their differences and equal and fair treatment.

#of students will learn circumstances that lead to suicidal thoughts, effects of substance use, and resources that will be useful.

# Of students will have increased awareness of the 5 stages of grief.

# of students will use their creative artistic expressions of what they learned from this program.

# of students Students will use Story Board That to for visual expression of what they learned throughout the program.

Intermediate Outcomes:
xSEL Web will be used to # of students assess students Social Emotional Key areas.

# Of students with improved emotion recognition.

# Of students with improved social perspective taking.

# Of students with improved social problem solving.

# Of students with improved self-control.

Long Term Outcomes:

We will do 6-month check-ins with the parents/guardians and school staff after program completion. We expect to see a change in # of students status and/or condition.

# Of students have adapted to new mindset through the skills, behavior, attitudes and action learned from our Youth Wellness Program.

# Of students with improved Grade Point Average by removing barriers from learning.

# Of students with improved social behavior with their classmates and community peers.

Our Organization have done a few pop up workshops at Schools plus Community events and was able to gather critical survey data to help shape our program. Our Youth Wellness Program framework is aligned with CASEL which is evidence based. We now have partnerships with 3 schools in the DC area. We plan in 2022 to build capacity, establish new school partnerships, add Youth Yoga Wellness & Mindfulness program, add a mentoring program and add a S.T.E.M. Robotics program. Those new programming areas are beneficial for youth experiencing childhood trauma.

Students learn in a healthy atmosphere during STEM education activities that encourage them to fall and try again. STEM education emphasizes the importance of failure as a learning exercise that will encourage students to tolerate errors as part of the learning process. This encourages students to create trust and endurance, enabling them to keep working when the going gets tough. STEM is also a helpful activity to improve mental health. 

8 Benefits of STEM are:

1. Improve problem solving skills

2. Critical thinking

3. Imagination and creativity

4. Develop team building and social skills

5. Develop resilience 

6. Develop communication skills

7. Develop how to analyze challenges and then develop a strategy to address them

8. Literacy and language development

Yoga Wellness and Mindfulness:

Yoga is a tool for children to deal with stress and regulate themselves. Yoga provides training of mind and body to bring emotional balance.

​7 Benefits of Yoga for Young Kids:

1. Yoga helps children manage their anxiety.  

2. Yoga improves children's emotional regulation. 

3. Yoga boosts children's self-esteem. 

4. Yoga increases children's body awareness.

5. Yoga increases children's mindfulness.  

6. Yoga enhances children's concentration and memory.  

7. Yoga develops children's strength and flexibility.

Previous survey data shows that students need improving in critical areas mentioned in CDC's Youth Behavioral Survey. Our curriculum was designed to address those key areas for child development.

Curriculum Topics:

* Bullying 

* Cyber-Bullying

* Online safety, Digital footprint and online reputation

* Build Emotional Intelligence (Mental Health)

* Conflict Resolution ( Using Nonviolent Communication (NVC)

* Empathy, Kindness, Diversity and Inclusion

* Suicide Awareness and substance use

* Learning The 5 Stages of Grief

* Trauma informed awareness & coping mechanisms

*Restorative Justice Practices

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 demonstrated a willingness to learn more by reviewing resources about feedback practice.
done We shared information about our current feedback practices.
  • 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 make fundamental changes to our programs and/or operations, To inform the development of new programs/projects, To identify where we are less inclusive or equitable across demographic groups, To strengthen relationships with the people we serve, To understand people's needs and how we can help them achieve their goals

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

    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

  • What challenges does the organization face when collecting feedback?

    We don't have any major challenges to collecting feedback


Fly By Nature Foundation

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


Connect with nonprofit leaders


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Connect with nonprofit leaders


Build relationships with key people who manage and lead nonprofit organizations with GuideStar Pro. Try a low commitment monthly plan today.

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

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Fly By Nature Foundation

Board of directors
as of 03/05/2023
SOURCE: Self-reported by organization
Board chair

Jewel Baltimore

Michelle Jackson

Reasons To Hope

Ronnie Frost


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 ? Not applicable
  • 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? Not applicable

Organizational demographics

SOURCE: Self-reported; last updated 3/5/2023

Who works and leads organizations that serve our diverse communities? Candid partnered with CHANGE Philanthropy on this demographic section.


The organization's leader identifies as:

Race & ethnicity
Black/African American
Gender identity
Male, Not transgender
Sexual orientation
Heterosexual or Straight
Disability status
Person without a disability

Race & ethnicity

Gender identity

Transgender Identity

Sexual orientation


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

Equity strategies

Last updated: 03/05/2023

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

  • We ask team members to identify racial disparities in their programs and / or portfolios.
Policies and processes
  • We use a vetting process to identify vendors and partners that share our commitment to race equity.
  • We seek individuals from various race backgrounds for board and executive director/CEO positions within our organization.
  • We help senior leadership understand how to be inclusive leaders with learning approaches that emphasize reflection, iteration, and adaptability.