Educational Institutions

Engaging Schools

  • Cambridge, MA
  • www.engagingschools.org

Mission Statement

Engaging Schools collaborates with educators to create school communities where each and every student develops the skills and mindsets needed to succeed and make positive contributions in school, work, and life. We provide professional learning and publications for instructional practice, classroom management, discipline and student support, postsecondary readiness, and advisory programs — all grounded in the values of equity, community, and democracy. The result: engaging schools where each and every student succeeds and makes positive contributions in school, work, and life.

Main Programs

  1. Guided Discipline and Personalized Student Support
  2. Engaged Classrooms
  3. Advisory
  4. Schoolwide Discipline and Student Support
Service Areas

Self-reported

National

Engaging Schools provides programs, professional services, and curricula to schools, teachers, and administrators throughout the US. Our resources are also used by educators in schools around the world.

ruling year

1991

Principal Officer since 1992

Self-reported

Larry Dieringer

Keywords

Self-reported

education reform, school climate, school culture, schoolwide discipline, Social and Emotional Learning, classroom management, advisory, learner-centered teaching, professional development

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EIN

04-2764204

 Number

3922021409

Physical Address

23 Garden Street

Cambridge, MA 02138

Contact

Cause Area (NTEE Code)

Secondary/High School (B25)

Primary/Elementary Schools (B24)

Educational Services and Schools - Other (B90)

IRS Filing Requirement

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

Programs + Results

How does this organization make a difference?

Programs

Self-reported by organization

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

Program 1

Guided Discipline and Personalized Student Support

Guided Discipline  is a set of strategies and practices that help teachers learn how to manage their classrooms effectively by creating high-achieving communities of learners in their rooms. Through on-site training or multi-day institutes, teachers learn how to be authoritative without being authoritarian and how to help their students learn a wide-range of pro-social skills to positively change behavior.

Category

Education

Population(s) Served

Children and Youth (infants - 19 years.)

Adults

Budget

Program 2

Engaged Classrooms

These services help schools institutionalize a set of strategies and practices that that reach and engage all learners -- from the high achiever who is disengaged and compliant to the low performing student who feels disconnected and unmotivated. Participants explore teacher behaviors, classroom structures, and learning strategies that ramp up engagement for all learners.  As a result, middle and high school teachers:•    Learn characteristics of five kinds of adolescent learners and the factors that influence their capacity to learn•    Explore six conditions of engagement and their relationship to greater academic achievement•    Build a high performing community of learners who can engage effectively and efficiently in whole group, small group, and independent student work•    Align standards-based content and instruction with personalized, student-centered learning•     Incorporate formative assessment and personal conferencing into daily instruction, two strategies proven to produce the greatest gains in academic achievement•    Build relational trust through personalizing relationships and effective teacher talk•    Increase personal interest and engagement through student voice, choice, and differentiated assignments and products

Category

Education

Population(s) Served

Children and Youth (infants - 19 years.)

Adults

None

Budget

Program 3

Advisory

ESR’s approach to advisory programs is guided by principles of youth development and personalization.  Effective advisory programs are an important vehicle for ensuring that every student feels known, heard, and understood.  Students gain key academic and social competencies that they will need for success in school and in life and make meaningful connections with other students and with adults.

ESR’s work is also guided by principles of adult development and organizational development. Our process takes a school through the steps of establishing or redesigning an advisory program from start to finish and makes sure that all constituencies have a say in the goals, structure, and content of the program.  Developing a good design model, however, is not enough.  What makes ESR’s approach unique are the practices of advisory that we model and integrate throughout the entire design and development process.  Participants engage in direct experiences that build a clear understanding of the activities that are essential for building effective advisory programs and the skill sets needed to become effective advisors.

Category

Education

Population(s) Served

Youth/Adolescents only (14 - 19 years)

Adults

Budget

Program 4

Schoolwide Discipline and Student Support

Our approach helps schools shift away from harsh, punitive, and discriminatory policies and practices to ones that are fair, restorative, respectful, accountable, and viable. Engaging Schools' approach provides opportunities, supports, and interventions that encourage positive behaviors among all students. Our program helps schools achieve a reduction in referrals and suspensions for all students, as well as address the disproportionate use of referrals and suspensions among particular groups of students, especially students of color, students with disabilities, and low-income students.

Category

Education

Population(s) Served

Children and Youth (infants - 19 years.)

Adults

None

Budget

Service Areas

Self-reported

National

Engaging Schools provides programs, professional services, and curricula to schools, teachers, and administrators throughout the US. Our resources are also used by educators in schools around the world.

Social Media

Blog

Funding Needs

Engaging Schools seeks unrestricted funds to support the development of our groundbreaking programs and educational resources, build our organizational capacity to reach more schools and teachers, and support our outreach to educators all across the country. We also seek restricted funds to support our trainings in particular schools or for other projects.

Videos

photos



External Reviews

Source: greatnonprofits.org

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Financials

Financial information is an important part of gauging the short- and long-term health of the organization.

ENGAGING SCHOOLS, INC.
Fiscal year: Jul 01-Jun 30
Yes, financials were audited by an independent accountant.

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Operations

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

Engaging Schools

Leadership

NEED MORE INFO ON THIS NONPROFIT?

Free: Gain immediate access to the following:
  • Address, phone, website and contact information
  • Forms 990 for 2015, 2014 and 2013
  • Board Chair and Board Members
  • Access to the GuideStar Community
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Principal Officer

Larry Dieringer

BIO

Larry Dieringer was a high school teacher and youth wilderness leader when he joined the staff at ESR/Engaging schools in 1984. He became executive director in 1992 and, under his leadership, Engaging Schools has grown into a major national organization that collaborates with middle and high school educators as they create schoolwide communities of learning which integrate academics with social and emotional development. Larry has maintained a vision for Engaging Schools/ESR during times of great challenge and opportunity and has overseen the development of many innovative programs and teaching resources. He has a M.Ed. from the Harvard Graduate School of Education. In addition to his managerial and organizational development skills, he is an experienced workshop leader and school consultant on topics including personalizing classroom practice, schoolwide discipline and student support, secondary school reform, conflict resolution, social and emotional learning, diversity education, and character development.

Governance

BOARD CHAIR

Deborah Childs-Bowen

Alliance for Leadership in Education

BOARD LEADERSHIP PRACTICES

GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section, which enables organizations and donors to transparently share information about essential board leadership practices. Self-reported by organization

Yes

BOARD ORIENTATION & 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 & 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?

No

BOARD PERFORMANCE

Has the board conducted a formal, written self-assessment of its performance within the past three years?


ORGANIZATIONAL DEMOGRAPHICS

In order to support nonprofits and gain valuable insight for the sector, GuideStar worked with D5—a five-year initiative to advance diversity, equity, and inclusion in philanthropy—in creating a questionnaire. This section is a voluntary questionnaire that empowers organizations to share information on the demographics of who works in and leads organizations. To protect the identity of individuals, we do not display sexual orientation or disability information for organizations with fewer than 15 staff. Any values displayed in this section are percentages of the total number of individuals in each category (e.g. 20% of all Board members for X organization are female).

Gender
Race & Ethnicity
Sexual Orientation

This organization reports that it does not collect this information for Board Members and Part-Time Staff.

Disability

This organization reports that it does not collect this information.

Diversity Strategies
Yes
We track retention of staff, board, and volunteers across demographic categories
No
We track income levels of staff, senior staff, and board across demographic categories
No
We track the age of staff, senior staff, and board
No
We track the diversity of vendors (e.g., consultants, professional service firms)
Yes
We have a diversity committee in place
No
We have a diversity manager in place
Yes
We have a diversity plan
Yes
We use other methods to support diversity