PLATINUM2023

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

Show more contact info

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

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 clients participating in educational programs

This metric is no longer tracked.
Totals By Year
Type of Metric

Other - describing something else

Direction of Success

Holding steady

Context Notes

# of girls who participate in our STEM-Robotics programs

Number of schools/after-school programs participating in national robotics competitions

This metric is no longer tracked.
Totals By Year
Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Context Notes

Two of our program sites in Nicaragua compete in the national robotics competition

Number of teachers trained

This metric is no longer tracked.
Totals By Year
Type of Metric

Output - describing our activities and reach

Direction of Success

Holding steady

Context Notes

Teachers who have participated in our in-person or virtual trainings

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.

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

Vision: The Community Bots provide middle and high school girls in underserved communities in developing countries an opportunity to develop a passion for STEM-robotics and to succeed in their pursuit of a higher education. Our girls are empowered to enter the workplace and to engineer solutions for the world’s most pressing challenges.

Ten Year Targets (2022 - 2032):
- Establish Community Bots STEM-Robotics Centers in three international partner locations (Nicaragua, Dominican Republic, Jamaica, and/or Colombia)) serving 500 girls, 4th to 12th grades, with a 60% high school graduation rate
- Thirty trained teachers to support the programs at the four Community Bots Centers
- Six long-term partnerships (two per Community Bots Center) with universities and/or local tech companies (mentors, interns, fundraising deliverables)
- Raise $100,000 in scholarships for Community Bots STEM-Robotics Center graduates for a STEM program at an in-country higher ed program

Three-year plan (2022 - 2024) Measurables:
- raise $200,000
- establish partnership with one int’l tech company and/or one int’l higher ed in Nicaragua and the Dominican Republic
- field at least one competitive team (FLL, WRO, FRC, Vex IQ, or FTC) at each partnership location (Nicaragua, DR, Jamaica)
- 150 total girls in the International programs and 15 trained teachers
- Long-term survey data collected at all camp locations

What does it look like?
- Hire coordinators for Nicaraguan Centers (2022) and Dominican Republic Center (2023)
- Delivery of updated equipment and summer teacher and student training in the Dominican Republic (summer 2022)
- Kickoff of Community Bots STEM-Robotics Centers in Granada and Nagarote in Nicaragua (by Summer 2022). First cohorts girls at the Nicaraguan Centers (April 2022); second cohorts (February 2023)
- Virtual teacher training and student camp in Colombia (March 2022) and delivery of donated equipment, laptops, and in-person training (summer 2023)
- Delivery of updated equipment and summer teacher/student training in Jamaica (summer 2023)
- One grant in conjunction with Students of Granada and NicaPhoto received to support Nicaraguan program (Summer 2023)
- One grant in conjunction with MIR School for Girls received to support Dominican Republic program (Summer 2024)
- Increase board by five members who have considerable fundraising capability (at least $5K giving per year)

We are well positioned to meet our goals. We have establish long-term partnerships in four countries and continue to build upon our programming goals with measurable actions steps. We have hired a professional fundraiser and plan to hire an executive director in the next two years. We also anticipate expanding the number of board of directors in the next 12 months. We have opened our first STEM-Robotics Center in Nicaragua which provides girls with a full range of services that include STEM-robotics, English language instruction, tutoring, free and nutritious meals, girls empowerment, and other ancillary services.

We use the Traction, Inc. model to establish quarterly, yearly, three-year, and ten-year goals that we regularly review and hold ourselves accountable. Our uploaded business plan illustrates this process. Our monthly board meeting focus on reviewing our progress on this goals.

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 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.

  • 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 03/09/2023
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

VA Boston Healthcare System

Isabella Lacayo

Anna Mello

The Chapin School

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? 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? No

Organizational demographics

SOURCE: Self-reported; last updated 4/6/2022

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

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

No data

Equity strategies

Last updated: 04/06/2022

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 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.