Community Bots Inc

New York, NY   |  http://www.communitybots.org

Mission

To provide training and equipment in STEM-robotics for girls and their teachers in underserved communities around the world along with academic and social emotional support so that the girls can pursue higher education and a STEM career.

Ruling year info

2019

Presdent

Jack Cooley

Secretary

Ana Agón

Main address

525 E 89th St Apt 3A

New York, NY 10128 USA

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EIN

83-1842795

NTEE code info

Youth Development Programs (O50)

IRS filing requirement

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

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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?

Granada, Nicaragua

In the summer of 2019, we partnered with NGO, Students of Granada, at the Carlos Bravo School. The students learned how to design and program robots to turn, loop codes, and incorporate various sensors. We were fortunate to hear presentations from leading Nicaraguan engineers, company leaders, and organization heads. The students and teachers we trained began practicing six days a week in preparation for the national World Robot Olympiad held in mid September 2019. All their time and determination paid off as they earned 2nd place in a field of 80 teams!

In the summer of 2021, we returned to the Carlos Bravo School to provide a Mindstorms EV3 STEM-robotics training program. We provided new equipment and additional resources.

Population(s) Served

We completed our first international program in Nicaragua in June 2017. working closely with the NGO, NicaPhoto, which serves families living in one of the poorest barrios in the country.

This was one of our most rewarding experiences! We were welcomed by students and teachers through music, dance, and taekwondo demonstrations. We had the opportunity to train five teachers and 20 young women between the ages of 10 to 13 years old. The students didn’t miss one day of training! In between our breaks, students had lunch with us, played soccer, and shared their Biointensive garden located at their new learning center, which at the time was under construction.

We continue to work closely with NicaPhoto with the implementation and extension of their robotics program and participation in the Nicaraguan World Robot Olympiad, a global robotics competition. In the summer of 2021, we returned to the Nicaragua to provide a Mindstorms EV3 STEM-robotics program for the teachers and students at NicaPhoto. We provided new equipment and additional resources.

Population(s) Served
Adolescents
People of Central American descent
Extremely poor people
Students
Teachers

In the summer 2018, we completed our program at the Politecnico Fundacion MIR (School for Girls) run by MIR Charities, which provides education and social services to underserved families living in the greater La Romana area of The Dominican Republic.

We had the privilege of training 12 teachers and 25 students that were very eager to learn. The positive attitude from the entire community and the organization from the administration made this experience a memorable event. At the end of the program, the school prepared a wonderful ceremony with local folklore performances presented by the students, and we provided medals and diplomas to all the participants.

We continue working closely with Fundación MIR with the implementation and extension of our robotics program. The school is preparing a team of students who will participate in the FIRST LEGO League competition for the entire country.

Population(s) Served
Adolescents
People of Caribbean descent
Low-income people
Teachers
At-risk youth

We brought our program to Jamaica during the summer of 2019 by partnering with the Mandeville Primary School, a public school serving 1,600 students and their families in Central Mandeville and the surrounding communities. We focused our program on girls in 4th and 5th grades.

We arrived to Mandeville, Jamaica, with 20 laptops and over 7,000 pieces of robotics equipment. The days were filled with design and programming challenges, amazing presentations about Jamaican women in the STEM field. For the final robotics challenge, the girls competed in a fun SumoBot competition in front of the school community. During the final ceremony and on national TV, the principal, Mr. Salmon, pledged to dedicate a new room at the school for the robotics program!

We continue working closely with The Mandeville School and the implementation and extension of our robotics program.

Population(s) Served
Students
Teachers
Low-income people
People of Caribbean descent
Adolescents

We had the opportunity to partner with the United States Embassy Madrid and the Fundación Secretariado Gitano (FSG) to bring our program to La Línea de Concepción in southern Spain during the summer of 2019. FSG is an intercultural social organization that provides services for the development of the Roma community in Spain and in Europe. The group of middle and high school girls for our program was composed of Gitano community members from around La Linea. We also trained teachers from various technical schools in the area.

Upon arriving at La Línea de la Concepción in southern Spain, we were greeted at the Fundación Secretariado Gitano by United States Ambassador to Spain, Duke Buchan. We trained 12 teachers and ran our Fun with Robotics student program with 30 girls; we also had six girls come from Ceuta. The girls participated in a SumoBot competition and heard speeches from dignitaries.

Population(s) Served
Adolescents
Teachers
Adolescents
Teachers
Adolescents
Adolescents
Teachers
Adolescents
Teachers
People of African descent
At-risk youth
Students

Where we work

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.
  • Who are the people you serve with your mission?

    Our mission is to provide training and equipment in STEM-robotics for girls and their teachers in underserved communities around the world along with academic and social emotional support so that the girls can pursue higher education and a STEM career.

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

    Electronic surveys (by email, tablet, etc.), Paper surveys, Focus groups or interviews (by phone or in person),

  • 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 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?

    We have made multiple changes to our teacher and student training based on our pre and post survey data.

  • With whom is the organization sharing feedback?

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

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

    The feedback gives the people and organizations a critical voice that empowers them to be reflective and to identify strategies for improvement.

  • 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 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,

  • What challenges does the organization face when collecting feedback?

    We don’t have the right technology to collect and aggregate feedback efficiently, The people we serve tell us they find data collection burdensome, It is difficult to find the ongoing funding to support feedback collection,

Financials

Community Bots 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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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

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

Community Bots Inc

Board of directors
as of 8/22/2021
SOURCE: Self-reported by organization
Board chair

Jack Cooley

The Community Bots, Inc.

Term: 2020 - 2022

Ana Agón

Victoria Gilbert

East River CREW, Inc.

Robert Hall

David Kinsley

Kinsley Systems

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? No
  • 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? Not applicable
  • 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? Yes

Organizational demographics

SOURCE: Self-reported; last updated 8/22/2021,

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
Sexual orientation
Decline to state
Disability status
Person without a disability

The organization's co-leader identifies as:

Race & ethnicity
Hispanic/Latino/Latina/Latinx
Gender identity
Female
Sexual orientation
Decline to state
Disability status
Person without a disability

Race & ethnicity

Gender identity

 

Sexual orientation

No data

Disability

Equity strategies

Last updated: 08/22/2021

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

Data
  • We analyze disaggregated data and root causes of race disparities that impact the organization's programs, portfolios, and the populations served.
  • We disaggregate data to adjust programming goals to keep pace with changing needs of the communities we support.
  • We employ non-traditional ways of gathering feedback on programs and trainings, which may include interviews, roundtables, and external reviews with/by community stakeholders.
  • We have long-term strategic plans and measurable goals for creating a culture such that one’s race identity has no influence on how they fare within the organization.
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.