2016-05-11T10:22:22-05:00 2015-06-30 131517563 LOEB & TROPER LLP 655 THIRD AVENUE 12TH FLOOR NEW YORK NY 10017 990 2014-07-01 131740483 RIVERDALE COUNTRY SCHOOL RIVE 7185192738 5250 FIELDSTON ROAD BRONX NY 10471 DANIEL SCHULTZ CFO 7185192726 2016-05-09 1 ERIC GOLDFARB P01277125 2128674000 2014 2016-08-17 19:52:53Z DANIEL P SCHULTZ 5250 FIELDSTON ROAD BRONX NY 10471 78429548 0 X WWW.RIVERDALE.EDU X 1930 NY EDUCATIONAL ACTIVITIES PRE-K THROUGH 12TH GRADE 32 31 548 31 0 -533 11568930 13725961 50435812 53293130 1877386 789406 1208154 1282114 65090282 69090611 7609987 8142862 0 0 35279288 37384507 0 0 2164944 14845501 17125923 57734776 62653292 7355506 6437319 181275817 188515522 64036508 64925634 117239309 123589888 X SEE SCHEDULE O 0 0 47013965 8142862 53293130 SEE SCHEDULE O 47013965 1 1 0 0 0 0 0 0 0 1 1 1 0 0 0 1 1 0 1 0 1 0 0 0 0 0 0 0 1 1 1 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 1 138 0 548 1 1 1 0 0 0 0 0 0 0 0 0 X 32 31 0 0 0 0 0 0 0 1 1 0 0 0 1 1 1 1 1 1 0 0 NY X DANIEL P SCHULTZ 7185192726 5250 FIELDSTON ROAD BRONX NY 10471 DOMINIC AA RANDOLPH HEADMASTER 40.00 X X 486495 0 134352 DAVID N ROBERTS CHAIR 1.00 X X 0 0 0 DANIEL J ROSEN CO VICE CHAIR 1.00 X X 0 0 0 DAVID WESTIN CO VICE CHAIR 1.00 X X 0 0 0 ROGER H KIMMEL TREASURER 1.00 X X 0 0 0 TERRI D AUSTIN SECRETARY 1.00 X X 0 0 0 ELLEN BIBEN BOARD MEMBER 1.00 X 0 0 0 DAVID BLITZER BOARD MEMBER 1.00 X 0 0 0 CHARLES M BLOW BOARD MEMBER 1.00 X 0 0 0 TORY BURCH BOARD MEMBER 1.00 X 0 0 0 JOHN CASTLE BOARD MEMBER 1.00 X 0 0 0 KENNETH EBERTS BOARD MEMBER 1.00 X 0 0 0 SANDRA KIM HOFFEN BOARD MEMBER 1.00 X 0 0 0 MARK D HOSTETTER BOARD MEMBER 1.00 X 0 0 0 JOHN KAO BOARD MEMBER 1.00 X 0 0 0 MICHAEL A KARSCH BOARD MEMBER 1.00 X 0 0 0 BETSY KENNY LACK BOARD MEMBER 1.00 X 0 0 0 GARY A LIEBERMAN BOARD MEMBER 1.00 X 0 0 0 MARC S LIPSCHULTZ BOARD MEMBER 1.00 X 0 0 0 DANIEL C LUBIN BOARD MEMBER 1.00 X 0 0 0 LARA METZ BOARD MEMBER 1.00 X 0 0 0 THOMAS K MONTAG BOARD MEMBER 1.00 X 0 0 0 JOHN A NEUWIRTH BOARD MEMBER 1.00 X 0 0 0 JEFFREY PASH BOARD MEMBER 1.00 X 0 0 0 KATHLEEN M PIKE BOARD MEMBER 1.00 X 0 0 0 ALLAN V ROSE BOARD MEMBER 1.00 X 0 0 0 SUSAN DROSSMAN SOKOLOFF BOARD MEMBER 1.00 X 0 0 0 DEBORAH SONNENBERG BOARD MEMBER 1.00 X 0 0 0 JAMIE ALEXANDER TISCH BOARD MEMBER 1.00 X 0 0 0 WENDY TOPKIS BOARD MEMBER 1.00 X 0 0 0 PHILLIP WATERMAN III BOARD MEMBER 1.00 X 0 0 0 STACEY WEINSTEIN BOARD MEMBER 1.00 X 0 0 0 DANIEL P SCHULTZ CFO 40.00 X 209025 0 49487 EDWIN GORDON HEAD OF LOWER SCHOOL 40.00 X 294888 0 29351 MILTON J SIPP HEAD OF MIDDLE SCHOOL 40.00 X 253840 0 59118 BOBBI MARK CHIEF DEVELOPMENT OFFICER 40.00 X 242542 0 42068 KELLEY NICHOLSON-FLYNN HEAD OF UPPER SCHOOL 40.00 X 181784 0 46258 DAVID E PATNAUDE DIRECTOR OF PLAN & SUSTAINABILITY 40.00 X 210131 0 22796 KRISTI H MARSHALL DIRECTOR OF COLLEGE OFFICE 40.00 X 198987 0 30597 JENNA ROGERS KING DIRECTOR OF OPERATIONAL TECHNOLOGY 40.00 X 182158 0 36610 MICHAEL GALLIGAN FACULTY MEMBER 40.00 X 159379 0 16506 KENT J KILDAHL FACULTY MEMBER 40.00 X 156933 0 16254 2576162 0 483397 92 0 1 0 SHAWMUT DESIGN AND CONSTRUCTION 3 EAST 54TH STREET 8TH FL NEW YORK NY 10022 CONSTRUCTION 2270193 PLATT BYARD DOVELL WHITE 9 WEST 37TH STREET 4FL NEW YORK NY 10018 CONSTRUCTION 1156607 ARCHITECTURE RESEARCH OFFICE 170 VARICK STREET 7FL NEW YORK NY 10013 CONSTRUCTION 1127235 ZUBATKIN OWNER REPRESENTATION LLC 333 WEST 52ND STREET 6FL NEW YORK NY 10019 CONSULTING (OWNER REP) 849269 HONEYWELL INTERNATIONAL INC 12490 COLLECTIONS CENTER DR CHICAGO IL 60693 HVAC 619318 24 550436 13175525 428583 13725961 TUITION 611710 53293130 53293130 53293130 295057 295057 133008 88846 44162 44162 44162 9705732 9211383 494349 494349 494349 34849 38708 -3859 -3859 OTHER REVENUE 900099 724193 724193 RIVERCLUB 611710 288055 288055 DAY CARE CENTER 624410 229563 229563 1241811 69090611 53293130 0 2071520 8142862 8142862 2321354 941584 1092492 287278 27937268 22154553 4788307 994408 1746773 1475598 205547 65628 3285163 2552629 601601 130933 2093949 1609627 396650 87672 522396 522396 74026 74026 325000 325000 2191246 1827636 294030 69580 100 100 4969817 2272562 2504458 192797 655385 655385 856027 799089 56938 397005 380528 16477 880557 880557 2856578 2856578 350804 17421 333383 RECRUITMENT 104435 102037 2398 2942547 1881161 724738 336648 62653292 47013965 13474383 2164944 33314842 35557185 23808379 22775077 10133143 12734442 65013 97470 33703 35930 839556 816878 118591782 41866310 70871737 76725472 15591012 15506883 26067275 23727585 551157 538600 181275817 188515522 6865840 6700017 35122604 36918007 22048064 21307610 64036508 64925634 X 82737851 84553579 15195384 18462651 19306074 20573658 117239309 123589888 181275817 188515522 6437319 -86740 0 X X 0 1 X 1 0 X RESTRICTED RESTRICTED RESTRICTED RESTRICTED RESTRICTED RESTRICTED RESTRICTED RESTRICTED 22566220 1147780 228262 788907 23153355 18463673 2991323 1654799 543575 22566220 15633661 1876003 1495637 541628 18463673 13745847 2011699 29235 -153120 15633661 13455362 278049 1778046 1765610 13745847 0.88860 0.11140 0 0 4473167 4473167 87265066 30087361 57177705 15520916 11386747 4134169 11332633 392202 10940431 76725472 LIMITED PARTNERSHIPS 23727585 F 23727585 X 60663563 -86740 127554 40814 60622749 325000 8142862 8467862 69090611 54312984 127554 127554 54185430 325000 8142862 8467862 62653292 PART V, LINE 4: THE SCHOOL'S ENDOWMENTS WERE ESTABLISHED FOR THE CONTINUOUS SUPPORT OF EDUCATION IN THE SCHOOL. PART X, LINE 2: THE SCHOOL HAS DETERMINED THAT THERE ARE NO MATERIAL UNCERTAIN TAX POSITIONS THAT REQUIRE RECOGNITION OR DISCLOSURE IN THE FINANCIAL STATEMENTS. PERIODS ENDING JUNE 30, 2012 AND SUBSEQUENT REMAIN SUBJECT TO EXAMINATION BY APPLICABLE TAXING AUTHORITIES. PART XI, LINE 2D - OTHER ADJUSTMENTS: COST OF GOODS SOLD 38,708. RENTAL EXPENSES 88,846. PART XI, LINE 4B - OTHER ADJUSTMENTS: FINANCIAL AID 8,142,862. PART XII, LINE 2D - OTHER ADJUSTMENTS: COST OF GOODS SOLD 38,708. RENTAL EXPENSES 88,846. PART XII, LINE 4B - OTHER ADJUSTMENTS: FINANCIAL AID 8,142,862. 1 1 1 1 1 1 1 0 0 0 0 0 0 0 0 1 0 1 SCHEDULE E, PART I, LINE 3 RIVERDALE COUNTRY SCHOOL IS A MEMBER OF THE INDEPENDANT SCHOOL ADMISSION ASSOCIATION OF GREATER NEW YORK (ISAAGNY). TWICE A YEAR, ISAAGNY LISTS ALL MEMBER SCHOOLS AND THEIR RACIALLY NON-DISCRIMINATORY POLICY IN THE NEW YORK TIMES. ADDITIONALLY, THE SCHOOL PUBLICIZES ITS POLICY IN ALL ITS ADMISSIONS CATALOGUES AND BROCHURES AS WELL AS IN ITS ANNUAL STUDENT HANDBOOK. SCHEDULE E, PART I, LINE 6 THE SCHOOL RECEIVES REIMBURSEMENT FOR ATTENDANCE REPORTING AS MANDATED BY NEW YORK STATE. NORTH AMERICA 0 0 INVESTMENTS 5579031 CENTRAL AMERICA AND THE CARIBBEAN 0 0 INVESTMENTS 1039643 EUROPE 0 0 INVESTMENTS 5960227 0 0 0 0 0 0 12578901 0 12578901 1 0 1 0 0 0 1 FINANCIAL AID FOR STUDENTS FOR EDUCATIONAL PURPOSES 230 8142862 PART I, LINE 2: GRANTS ARE NEED BASED. FAMILIES MUST HAVE A COMPLETE FINANCIAL AID FILE TO BE CONSIDERED FOR A FINANCIAL AID GRANT. A COMPLETE FINANCIAL AID FILE CONTAINS A PARENT FINANCIAL STATEMENT (PFS), THE PREVIOUS YEARS FEDERAL TAX RETURN (INCLUDING SCHEDULES AND W-2S), A FAMILY BUDGET SHEET AND ANY OTHER REQUIRED SUPPORTING DOCUMENTS. COMPLETING THE PFS GENERATES A RECOMMENDED FAMILY CONTRIBUTION (RFC) BASED PRIMARILY ON THE FAMILY INCOME, ASSETS INCLUDING HOME EQUITY, AGE OF THE PARENTS (WHEN CONSIDERING ASSETS NEEDED FOR RETIREMENT) AND NUMBER OF CHILDREN IN TUITION CHARGING INSTITUTIONS. THE RFC MAY THEN BE ADJUSTED AT THE DISCRETION OF THE FINANCIAL AID DIRECTOR FOR SUCH THINGS AS COST OF LIVING, UNUSUAL EXPENSES, AND A HOME EQUITY PROTECTION ALLOWANCE. THE FINANCIAL AID COMMITTEE MAKES A FINAL DECISION BASED ON THE FINANCIAL AID DIRECTOR'S SUGGESTION. PFS'S WHICH ARE BASED ON ESTIMATES ARE THEN CHECKED AGAINST FAMILIES' FILED TAXES IN THE SPRING AND AWARDS ARE ADJUSTED AS NEEDED. CONSIDERATION OF FUNDING FROM OTHER PARTS OF THE FINANCIAL AID BUDGET IS ALSO GIVEN TO SUCH "EXTRA" COSTS AS TRANSPORTATION TO SCHOOL, TUTORING, AND EXPENSES FOR SCHOOL TRIPS, COLLEGE AND ATHLETICS. X X 1 1 X X X X X 0 0 0 0 0 0 0 0 0 DOMINIC AA RANDOLPH HEADMASTER 486495 0 0 0 0 0 86250 0 48102 0 620847 0 0 0 DANIEL P SCHULTZ CFO 209025 0 0 0 0 0 15691 0 33796 0 258512 0 0 0 EDWIN GORDON HEAD OF LOWER SCHOOL 294888 0 0 0 0 0 16412 0 12939 0 324239 0 0 0 MILTON J SIPP HEAD OF MIDDLE SCHOOL 253840 0 0 0 0 0 25746 0 33372 0 312958 0 0 0 BOBBI MARK CHIEF DEVELOPMENT OFFICER 242542 0 0 0 0 0 17768 0 24300 0 284610 0 0 0 KELLEY NICHOLSON-FLYNN HEAD OF UPPER SCHOOL 181784 0 0 0 0 0 13932 0 32326 0 228042 0 0 0 DAVID E PATNAUDE DIRECTOR OF PLAN & SUSTAINABILITY 210131 0 0 0 0 0 14849 0 7947 0 232927 0 0 0 KRISTI H MARSHALL DIRECTOR OF COLLEGE OFFICE 198987 0 0 0 0 0 20231 0 10366 0 229584 0 0 0 JENNA ROGERS KING DIRECTOR OF OPERATIONAL TECHNOLOGY 182158 0 0 0 0 0 13110 0 23500 0 218768 0 0 0 MICHAEL GALLIGAN FACULTY MEMBER 159379 0 0 0 0 0 15894 0 612 0 175885 0 0 0 KENT J KILDAHL FACULTY MEMBER 156933 0 0 0 0 0 15650 0 604 0 173187 0 0 0 PART I, LINE 1A DOMINIC A.A. RANDOLPH RECEIVED THE FOLLOWING NONTAXABLE BENEFITS: HOUSING AND SOCIAL CLUB DUES. HOUSING IS PROVIDED ON CAMPUS TO THE HEADMASTER AS A CONDITION OF EMPLOYMENT FOR THE CONVENIENCE OF THE EMPLOYER PURSUANT TO CONTRACTUAL PROVISION AND IS NONTAXABLE PURSUANT TO SECTION 119 OF THE INTERNAL REVENUE CODE. THE HEADMASTER'S RESIDENCE IS ALSO USED BY THE SCHOOL FOR MEETINGS AND OTHER FUNCTIONS THROUGHOUT THE YEAR. SOCIAL CLUB DUES ARE NON-TAXABLE BY VIRTUE OF BEING A WORKING CONDITION FRINGE UNDER IRS SECTION 132 A THE INDUSTRIAL DEVELOPMENT AUTHORITY OF THE CITY OF PHOENIX ARIZONA 860447254 2011-09-21 23900000 REFUNDING, ISSUED 06/14/04 0 0 0 A 23900000 23900000 2007 1 0 1 1 A 0 0 0 0 0 0 0 A 0 0 0 0 0 0 0 0 A 0 X 27 428583 SELLING PRICE 0 1 0 PART I, COLUMN (B): THE ORGANIZATION IS REPORTING THE NUMBER OF CONTRIBUTORS. FORM 990, PART III, LINE 1 RIVERDALE COUNTRY SCHOOL IS A PRE-K THROUGH GRADE 12 INDEPENDENT SCHOOL IN NEW YORK CITY COMMITTED TO EMPOWERING LIFELONG LEARNERS BY DEVELOPING MINDS, BUILDING CHARACTER, AND CREATING COMMUNITY IN ORDER TO CHANGE OUR WORLD FOR THE GOOD. OUR IDEA OF LEARNING AND LIVING WITH PURPOSE IS INTRODUCED TO THE PRE-K STUDENT AND NURTURED THROUGH EACH SUCCESSIVE YEAR. IN EVERYTHING WE DO, WE BALANCE TRADITIONAL LEARNING WITH FORWARD-LOOKING STRATEGIES. WE SEE GREAT INNOVATORS TRANSFORMING SOCIETY BY RETHINKING AND REDESIGNING THE HUMAN EXPERIENCE AT AN EVER FASTER RATE. WE GIVE STUDENTS THE CONFIDENCE TO DEVELOP INDEPENDENCE, KNOW HOW TO ASK GOOD QUESTIONS, ADAPT TO CHANGE, SOLVE PROBLEMS, MAKE OPPORTUNITY, AND BECOME AGENTS OF CHANGE. OUR GOAL IS ALWAYS TO ENGAGE THE MIND, BUILD CHARACTER, AND ENCOURAGE COMMUNITY BECAUSE RIVERDALE IS SO MUCH MORE THAN A SCHOOL, IT IS PREPARATION FOR LIFE. AT RIVERDALE, WE KNOW THAT LEARNING IS DIFFICULT. IT IS RATIONAL AND EMOTIONAL. IT CAN PROCEED SEQUENTIALLY; IT CAN ALSO HAPPEN SERENDIPITOUSLY, AS THE RESULT OF AN UNEXPECTED EXPERIENCE, AN UNLIKELY CONVERGENCE, A NEW WAY OF LOOKING AT INFORMATION. LEARNING CAN BE ILLUMINATING AND INSPIRING AS WELL AS UNSETTLING. INCREASINGLY, RESEARCH SHOWS THAT LEARNING IMPROVES THROUGH THE DEVELOPMENT OF CHARACTER STRENGTHS AND WHAT PSYCHOLOGIST CAROL DWECK HAS TERMED A "GROWTH MINDSET." THE VIA INSTITUTE OF CHARACTER IDENTIFIES 24 CHARACTER STRENGTHS. AT RIVERDALE, WE EMPHASIZE SEVEN: GRIT, OPTIMISM, SELF-CONTROL, CURIOSITY, ZEST, GRATITUDE, AND SOCIAL INTELLIGENCE. BY DEVELOPING THESE QUALITIES, STUDENTS IMPROVE PERFORMANCE, RELATIONSHIPS, AND OVERALL QUALITY OF LIFE. THEY DEVELOP PURPOSE. FORM 990, PART III, LINE 4A AT RIVERDALE, WE RELY ON A POWERFUL MODEL BASED ON GUIDING PRINCIPLES IN THREE KEY AREAS: MIND, CHARACTER AND COMMUNITY. WE ARE INTENTIONALLY TRYING TO DEVELOP STUDENTS WHO HAVE MINDS THAT UNDERSTAND CHANGE, CHARACTER THAT CAN CREATE CHANGE, AND A COMMUNITY THAT EMBRACES CHANGE. THAT IS OUR MISSION. WITHIN EACH CATEGORY WE STRIVE TO CREATE AMBITIOUS PROGRAMS THAT BENEFIT THE ENTIRE COMMUNITY. AT RIVERDALE, WE CONSIDER CHARACTER TO BE COMPRISED OF SKILLS THAT DEVELOP THROUGH RELATIONSHIPS, CHALLENGES, AND LEARNING OPPORTUNITIES. SOME OF THE CHARACTER STRENGTHS THAT WE PROMOTE IN OUR STUDENTS ARE: O CURIOSITY O GRATITUDE O GRIT O OPTIMISM O SELF-CONTROL O SOCIAL INTELLIGENCE O ZEST MIND CHARACTER COMMUNITY THESE ARE WORDS THAT GUIDE US EVERY DAY AT RIVERDALE. HOW WE LEARN, WHO WE ARE, AND HOW WE INTERACT WITH ONE ANOTHER ARE INEXTRICABLY LINKED IN THE RIVERDALE EXPERIENCE. IN DEVELOPING MINDS, WE ASK STUDENTS TO: O THINK CREATIVELY, CRITICALLY, FLEXIBLY, AND ACROSS DISCIPLINES O READ ACTIVELY O ASK GOOD QUESTIONS, ANALYZE PROBLEMS AND CONSTRUCT STRONG ARGUMENTS IN BUILDING CHARACTER, WE ASK STUDENTS TO: O DEMONSTRATE CURIOSITY, ZEST, GRATITUDE, SOCIAL INTELLIGENCE, EMPATHY, SELF-CONTROL, GRIT, AND OPTIMISM O ACT WISELY AND ETHICALLY O IMPROVE ONE'S HEALTH & FITNESS IN CREATING COMMUNITY, WE ASK STUDENTS TO: O EXPLORE ACTIVITIES O PUT IDEAS INTO ACTION O BECOME CHANGE-MAKERS CHARACTER EDUCATION WHAT DOES IT TAKE TO BE A CHANGE-MAKER IN OUR SOCIETY? HOW DO SELF-MADE MEN AND WOMEN MOVE FORWARD IN LIFE AND CREATE OPPORTUNITIES FOR THEMSELVES? SOCIAL SCIENTISTS THINK THE ANSWER MAY LIE IN "CHARACTER" - ATTRIBUTES SUCH AS OPTIMISM, HONESTY, GRIT, AND SOCIAL INTELLIGENCE THAT HELP PEOPLE OVERCOME DIFFICULTY, ADAPT TO CHANGE, AND PARTICIPATE MEANINGFULLY IN GROUPS. LED BY HEAD OF SCHOOL DOMINIC A. A. RANDOLPH, RIVERDALE HAS BEEN AT THE FOREFRONT OF A MOVEMENT THAT IS EXAMINING THE IMPORTANCE OF CHARACTER STRENGTHS TO ACADEMIC AND PERSONAL SUCCESS. RANDOLPH AND MORE THAN A DOZEN LEADERS IN PSYCHOLOGY, EDUCATION, ECONOMICS, AND PUBLIC POLICY CONTRIBUTED ESSAYS TO THE CHARACTER AND OPPORTUNITY PROJECT PUBLISHED BY THE CENTER ON CHILDREN AND FAMILIES AT THE BROOKINGS INSTITUTE. ALONG WITH ANGELA DUCKWORTH, A PSYCHOLOGIST AND 2013 MACARTHUR FELLOW KNOWN FOR HER RESEARCH ON GRIT, AND DAVE LEVIN, A RIVERDALE ALUMNUS AND CO-FOUNDER OF THE KIPP PUBLIC SCHOOLS, RANDOLPH CO-FOUNDED CHARACTER LAB TO PROMOTE RESEARCH-BASED APPROACHES TO CHARACTER DEVELOPMENT AND SUPPORT INNOVATIVE WORK IN SCHOOLS. RIVERDALE'S CURRICULAR AND CO-CURRICULAR PROGRAMS ARE DESIGNED TO STRENGTHEN CHARACTER SKILLS THROUGH CHALLENGING AND ENGAGING ACADEMIC WORK, MENTORING RELATIONSHIPS THAT BUILD SELF-AWARENESS AND RESPECT FOR THE IDEAS AND NEEDS OF OTHERS, AND OPPORTUNITIES FOR EXPLORATION AND COMMUNITY SERVICE TO HELP STUDENTS FIND HOW THEY CAN MAKE A DIFFERENCE IN THE WORLD. DESIGN THINKING DESIGN THINKING IS A PROBLEM-SOLVING METHODOLOGY THAT EMPHASIZES CREATIVITY, COLLABORATION, AND AN UNDERSTANDING OF HUMAN EXPERIENCE. USED INCREASINGLY IN BUSINESS, TECHNOLOGY, ENGINEERING, AND CONSULTING, DESIGN THINKING IS NOW TAUGHT IN TOP UNIVERSITIES AROUND THE WORLD. IN 2007, RIVERDALE BEGAN EXPLORING HOW WE COULD TEACH AND USE "DESIGN THINKING" WITH OUR FACULTY AND STUDENTS. WE BEGAN TALKS WITH A LEADER IN DESIGN, IDEO, TO CREATE A "TOOLKIT FOR EDUCATORS" IN ORDER TO BRING DESIGN THINKING TO SCHOOLS, TEACHERS AND STUDENTS. THIS RESULTED IN THE DESIGN THINKING TOOLKIT FOR EDUCATORS, NOW IN ITS SECOND VERSION HAVING BEEN DOWNLOADED OVER 50,000 TIMES IN MORE THAN 120 COUNTRIES. IN 2012, RIVERDALE RECEIVED AN E.E. FORD LEADERSHIP GRANT IN ORDER TO FURTHER THIS WORK WHICH RESULTED IN AN ONLINE COURSE IN PARTNERSHIP WITH IDEO AND EDUTOPIA, A NEW VERSION OF THE TOOLKIT, AND A CONFERENCE WELCOMING MORE THAN 350 PEOPLE TO RIVERDALE. WE CONTINUE TO USE DESIGN THINKING IN ALL THAT WE DO AS WE LOOK TO REDESIGN THE RIVERDALE EXPERIENCE AND THE EXPERIENCE OF STUDENTS IN SCHOOLS. INTERDISCIPLINARY LEARNING IS A CRUCIAL COMPONENT OF EVERY STUDENT'S EDUCATION AT RIVERDALE. DISCIPLINARY BOUNDARIES ARE PERMEABLE IN MANY SPECIFIC ASSIGNMENTS THROUGHOUT THE CURRICULUM, BUT THE FINAL TWO YEARS PROVIDE A TRULY SUSTAINED AND DEEPLY REINFORCED EXPOSURE TO A KIND OF THINKING THAT MOST STUDENTS MIGHT OTHERWISE NOT ENCOUNTER EVEN IN COLLEGE. MAKING ANALOGIES AND DESCRIBING RELATIONSHIPS BETWEEN QUITE DIFFERENT MODES OF KNOWING, THINKING, MAKING, AND BEING IS NOT EASY. LEARNING TO THINK IN THIS SPECIAL WAY REQUIRES A HIGH DEGREE OF ANALYTICAL SKILL AND REPEATED EXPOSURE, TRAINING, AND PRACTICE OVER A LONG PERIOD. IT ALSO DEMANDS INTELLECTUAL MATURITY. IN THEIR JUNIOR YEAR, ALL RIVERDALE STUDENTS TAKE CONSTRUCTING AMERICA, A TWO-CREDIT AMERICAN STUDIES COURSE JOINTLY TAUGHT BY A HISTORY AND AN ENGLISH TEACHER. FOR THE FIRST TIME, STUDENTS ARE REGULARLY INVITED TO READ LITERATURE THROUGH THE LENS OF ECONOMIC, POLITICAL, AND SOCIAL CONDITIONS AND THEORIES, AND TO EXPLORE THE INTERSECTION OF CULTURAL HEROES, LITERARY CHARACTERS, AND NATIONAL MYTHOLOGIES. THEY GAIN A FEEL FOR LIVING HISTORY AS CAREFULLY CHOSEN LITERATURE FLESHES OUT THE SOCIAL CHANGES AND THE THREADS OF CONSEQUENCE THAT GIVE HISTORY ITS SPECIFIC CHARACTER. SOMETIMES THEY SEE CONNECTIONS NOT ONLY BETWEEN A STORY AND A HISTORICAL EVENT BUT ALSO BETWEEN HISTORICAL ERAS IN THEIR SUCCESSION AND CORRESPONDING TRANSFORMATIONS IN LITERARY EXPRESSION. SUCH LEARNING INEVITABLY STRENGTHENS STUDENTS' ABILITIES TO THINK ABSTRACTLY AND ANALYTICALLY. IN SENIOR YEAR, INTEGRATED LIBERAL STUDIES (ILS), STRETCHES THE CAPACITIES DEVELOPED IN CONSTRUCTING AMERICA. TWO DISCIPLINES EXPAND TO FIVE: LITERATURE, PHILOSOPHY, HISTORY OF SCIENCE, HISTORY OF ART, AND HISTORY OF MUSIC. FIVE MAJOR ESSAY ASSIGNMENTS ARE DESIGNED TO ENGAGE STUDENTS IN FINDING A THESIS THAT WILL TIE TOGETHER ASPECTS OF POLITICAL THEORY AND ART, OR LITERATURE AND SCIENTIFIC THEORY, AND SO ON. THE READINGS ARE SOPHISTICATED TEXTS OF CENTRAL CULTURAL IMPORTANCE, AND IF SOME STUDENTS FIND THE WORK CHALLENGING AT FIRST, THEY ALL EXPERIENCE A GROWTH IN THE FLEXIBILITY AND CREATIVITY OF THEIR THOUGHT PROCESSES BY VIRTUE OF THE EFFORT. AS MORE THAN ONE STUDENT HAS SAID, "ILS ACTUALLY TEACHES YOU HOW TO THINK." UPPER SCHOOL STUDENTS SPEND HOURS SITTING AT DESKS. HOW COMFORTABLE THEY ARE AFFECTS HOW WELL THEY LEARN. RIVERDALE HAS EQUIPPED MANY OF ITS CLASSROOMS WITH THE NODE CHAIR DESIGNED BY IDEO FOR STEELCASE. AN EXAMPLE OF DESIGN THINKING, THE CHAIR WAS DEVELOPED BY RESEARCHING AND UNDERSTANDING THE NEEDS OF STUDENTS. LIVING MINDFULLY YOUNG PEOPLE LIVE IN A STRESSFUL AND UNCERTAIN WORLD WITH CONFUSING MESSAGES ABOUT THE MEANING OF SUCCESS. IN ADDITION TO OUR EMPHASIS ON CHARACTER DEVELOPMENT, RIVERDALE HELPS STUDENTS DEVELOP AN AWARENESS OF THEIR PERSONAL HEALTH AND EMOTIONAL WELL-BEING THROUGH ITS ACADEMIC AND ATHLETIC PROGRAMS, CO-CURRICULAR PROGRAMS, STUDENT SUPPORT SERVICES, AND COMMUNITY EVENTS. WE ENCOURAGE AND MODEL BALANCED NUTRITION, PERSONAL FITNESS, CONNECTION TO NATURE, AND STRESS MANAGEMENT. WE PROVIDE PARENT EDUCATION PROGRAMS TO GIVE OUR FAMILIES STRATEGIES FOR RAISING RESPONSIBLE CHILDREN. WE CREATE A CULTURE WHERE STUDENTS KNOW THEMSELVES AND HAVE TOOLS FOR FINDING PERSONAL BALANCE. SUSTAINABILITY RIVERDALE IS ENDOWED WITH IMPRESSIVE RESOURCES: SPACIOUS AND BEAUTIFUL GROUNDS, WELL-EQUIPPED BUILDINGS, AND INVALUABLE HUMAN RESOURCES: FACULTY AND STAFF, STUDENTS AND FAMILIES, A LOYAL AND EXTENSIVE ALUMNI NETWORK. MANAGING AND PROTECTING THESE RESOURCES IS VITAL TO THE FUTURE OF THE SCHOOL. THAT MEANS FINDING EFFICIENCIES IN HOW WE OPERATE, REVIEWING AND UPDATING CURRICULUM TO MAKE SURE THAT IT MEETS THE NEEDS OF OUR STUDENTS, AND INVESTING IN NEW TOOLS AND IDEAS THAT MOVE US AS AN INSTITUTION INTO THE FUTURE. RIVERDALE IS COMMITTED TO SUSTAINABILITY: TEACHING IT AND LIVING IT. RIVERDALE AND 10 OTHER NEW YORK CITY INDEPENDENT SCHOOLS WERE EARLY SIGNERS OF THE GREEN SCHOOL LEADERSHIP COMMITMENT PLEDGE OF THE GREEN SCHOOLS ALLIANCE. SINCE 2007, THE SCHOOL HAS REDUCED ITS CARBON FOOTPRINT BY 40%, AND WE HOPE TO REDUCE IT BY ANOTHER 5 TO 10 PERCENT THIS YEAR THROUGH INSTALLING A NATURAL GAS, HIGH EFFICIENCY BOILER AT THE HILL CAMPUS. WE ARE LOOKING AT OTHER WAYS TO CONSERVE RESOURCES AND STREAMLINE OUR OPERATIONS; THIS IS A PRIORITY FOR THE SCHOOL. SUSTAINABILITY ALSO IS A THREAD THROUGHOUT THE CURRICULUM. IN THE UPPER SCHOOL, STUDENTS HAVE UNDERTAKEN INDEPENDENT PROJECTS THAT EXAMINE THE CONSUMPTION OF RESOURCES. AMONG THEM: O CONDUCTING FULL ENERGY SURVEYS OF BUILDINGS O PARTICIPATING IN ANALYSIS FOR THE POSSIBILITY OF WIND POWER O CONDUCTING A SITE ANALYSIS FOR A GREENHOUSE O DESIGNING RECYCLING CONTAINERS FOR THE SCHOOL O RESEARCHING COMPOSTING ALTERNATIVES FOR FOOD WASTE EVERYONE AT RIVERDALE - OUR FACULTY, STUDENTS, PARENTS, ADMINISTRATORS, DINING SERVICES STAFF, GROUNDS STAFF, ENVIRONMENTAL SERVICES STAFF, AND MAINTENANCE EMPLOYEES - IS COMMITTED TO A SUSTAINABLE FUTURE. FORM 990, PART III, LINE 4A RIVERDALE IS A GREAT SCHOOL THAT BENEFITS FROM COLLABORATIONS WITH OTHER GREAT CIVIC, EDUCATIONAL, AND CULTURAL ORGANIZATIONS IN NEW YORK, ACROSS THE NATION, AND THE GLOBE. HERE IS A LIST OF THE PEOPLE AND ORGANIZATIONS WE ARE CURRENTLY WORKING WITH: ACADEMY FOR TEACHERS THE MASTER CLASSES BRING TEACHERS TOGETHER WITH NEW YORK CITY'S MOST BRILLIANT AND CREATIVE MINDS. THESE CLASSES ARE HOSTED BY THE CITY'S GREAT ACADEMIC AND CULTURAL INSTITUTIONS. MASTER CLASSES ARE SELECTIVE. TEACHERS ARE NOMINATED BY FELLOW EDUCATORS WHO KNOW THEIR WORK WELL. TEACHERS SELECTED TO ATTEND A MASTER CLASS BECOME FELLOWS OF THE ACADEMY AND JOIN A GROWING COMMUNITY OF OUR CITY'S MOST BRILLIANT EDUCATORS. MASTER CLASSES LAST A DAY. THEY ARE RIGOROUS AND ADDRESS ISSUES OF CONTENT AND OF PEDAGOGY. IN THE MORNING, TEACHERS WORK WITH THE "MASTER." IN THE AFTERNOON, THEY SHARE TEACHING STRATEGIES AND THEIR BEST LESSON PLANS WITH EACH OTHER. BOTH PARTS OF THE DAY ARE HIGHLY PRIZED. AS ONE TEACHER WROTE, "SPENDING THE DAY WITH A RENOWNED SCHOLAR AND A ROOM FULL OF INTELLIGENT, PASSIONATE, AND COMMITTED EDUCATORS IS A DREAM COME TRUE. THE DEEPLY INTELLECTUAL CONVERSATIONS WE ENGAGED IN WERE INSPIRING AND REFRESHING. THE ACADEMY'S CLASSES SHOULD BE A MODEL FOR ALL TEACHER PROGRAMS." THE PROGRAM SENDS A POSITIVE MESSAGE TO TEACHERS EVERYWHERE: YOUR WORK IS VALUED BY OUR CULTURE'S GREAT MINDS AND INSTITUTIONS. ALVIN AILEY ALVIN AILEY IS ONE OF THE PRE-EMINENT DANCE COMPANIES IN THE WORLD. THEY ARE ALSO COMMITTED TO BRINGING DANCE INTO THE CLASSROOMS, COMMUNITIES, AND LIVES OF PEOPLE THROUGHOUT THE WORLD. AILEY ARTS IN EDUCATION & COMMUNITY PROGRAMS INCLUDE SPECIAL PERFORMANCES, LECTURE-DEMONSTRATIONS, TECHNIQUE CLASSES, AND CURRICULUM-BASED RESIDENCIES. THEY HAVE CONDUCTED RESIDENCIES AT RIVERDALE FOR SEVERAL YEARS. AKANKSHA (MUMBAI AND PUNE, INDIA) THE AKANKSHA FOUNDATION IS A NON-PROFIT ORGANIZATION WITH A MISSION TO PROVIDE CHILDREN FROM LOW-INCOME COMMUNITIES WITH A HIGH-QUALITY EDUCATION, ENABLING THEM TO MAXIMIZE THEIR POTENTIAL AND TRANSFORM THEIR LIVES. AKANKSHA WORKS IN THE FIELD OF EDUCATION, INITIATING SCHOOL REFORM THROUGH THE SCHOOL PROJECT, AND PROVIDING A SUPPLEMENTAL EDUCATION THROUGH THE AKANKSHA CENTERS. CURRENTLY, AKANKSHA REACHES OUT TO OVER 5000 CHILDREN THROUGH TWO MODELS: THE AFTER-SCHOOL OR CENTER MODEL AND THE SCHOOL PROJECT. AKANKSHA HAS 8 CENTERS AND 16 SCHOOLS IN MUMBAI AND PUNE. THE SCHOOL PROJECT IS A VENTURE TO OPEN HIGH-QUALITY SCHOOLS SERVING CHILDREN FROM LOW-INCOME COMMUNITIES IN MUMBAI AND PUNE. THESE SCHOOLS ARE IN PARTNERSHIP WITH LOCAL MUNICIPALITIES, WITH THE VISION OF CREATING SMALL CLUSTERS OF MODEL SCHOOLS IN THESE CITIES THAT CAN BE USED TO IMPACT THE MAINSTREAM EDUCATION SYSTEM. THROUGH THE CENTERS, A COMMITMENT IS MADE TO SUPPORT EACH CHILD BY PROVIDING A STRONG EDUCATIONAL FOUNDATION, GOOD TIME, SELF-ESTEEM AND VALUES, AND TO HELP THEM PLAN HOW THEY CAN EARN A STEADY LIVELIHOOD AS A STEP TOWARDS IMPROVING THEIR STANDARD OF LIVING. ARO ARCHITECTURE RESEARCH OFFICE (ARO) IS A NEW YORK CITY FIRM. FOUNDED IN 1993, ARCHITECTURE RESEARCH OFFICE HAS EARNED A REPUTATION FOR EARNEST EXPLORATION AND ENGAGEMENT THAT YIELDS ARCHITECTURE THAT IS ORIGINAL, INNOVATIVE, AND IMAGINATIVE. ARCHITECTURE RESEARCH OFFICE IS AS MUCH A LABORATORY AS A DESIGN PRACTICE. THROUGH INVESTIGATION, ANALYSIS AND TESTING, ARO CREATES DESIGNS THAT UNITE THE CONCEPTUAL AND THE PRAGMATIC WITHIN A STRONG, COHERENT VISION. THIS RESEARCH DRIVEN PROCESS ENABLES THE FIRM TO OPERATE ON A WIDE VARIETY OF PROJECTS SPANNING STRATEGIC PLANNING, ARCHITECTURE AND URBAN DESIGN, AND TO CRAFT ELEGANT SOLUTIONS TO SEEMINGLY INTRACTABLE PROBLEMS, ALWAYS IN AN EFFORT TO ACHIEVE THE GREATEST AESTHETIC IMPACT USING THE FEWEST NATURAL AND FINANCIAL RESOURCES. ARO IS WORKING WITH THE RIVERDALE COUNTRY SCHOOL IN THE BRONX TO DESIGN A NEW REPLACEMENT FOR THEIR EXISTING 18,000 SF PERKINS BUILDING. THE BUILDING WILL HOUSE A MIX OF PROGRAM, INCLUDING THE RIVER CAMPUS' MAIN LIBRARY AND THEATER, CLASSROOMS, AND STAFF OFFICES. THE DRAMATIC SITE PROVIDES A UNIQUE CHALLENGE, BOTH FOR SITE CONSTRUCTION TECHNIQUES AS WELL AS PROGRAMMATICALLY, TO ENSURE THAT THE NEW INTERVENTION ENHANCES THE EXISTING CAMPUS CONNECTIONS WHILE ALSO MAINTAINING THE BEAUTIFUL NATURAL SURROUNDINGS OF THE SCHOOL. AUTHENTIC EDUCATION THE MISSION OF AUTHENTIC EDUCATION IS TO MAKE SCHOOLS BETTER BY PROVIDING THEIR CLIENTS WITH STATE-OF-THE-ART EDUCATIONAL THINKING, TOOLS, AND TRAINING. THEY AIM TO EXCEED CLIENT EXPECTATIONS BY LEAVING THEM BETTER EQUIPPED TO TACKLE THEIR MOST CHALLENGING ISSUES. SUCCESS IS MEASURED WHEN CLIENTS BECOME MORE PROACTIVE IN MAKING SCHOOL MORE LEARNING-CENTERED AND RESULTS FOCUSED. THEY BUILD CAPACITY BY PROVIDING SERVICES, PRODUCTS, AND FRESH IDEAS FOR HELPING SCHOOLS MAKE STUDENT PERFORMANCE THE CENTRAL FOCUS OF SCHOOL. THEY PROVIDE PRACTICAL, EFFECTIVE, AND THOUGHTFUL STAFF DEVELOPMENT AND CONSULTING SERVICES SPECIALIZING IN DESIGN AND TEACHING FOR UNDERSTANDING EFFECTIVE ASSESSMENT AND THOUGHTFUL SCHOOL CHANGE. THE LATE GRANT WIGGINS HAS HELPED RIVERDALE ON A NUMBER OF CURRICULUM INITIATIVES. THEIR SERVICES INCLUDE CONSULTING, TRAINING, WORKSHOPS, CUSTOM RESEARCH AND REVIEW OF MATERIALS, TELECONFERENCES, AND VIDEO CONFERENCES. THEY ALSO MAKE AVAILABLE PRODUCTS IN THE FORM OF PRINT, TAPE, AND ELECTRONIC MATERIAL FOR USE BY EDUCATORS ON STUDENT ASSESSMENT, CURRICULUM DESIGN, AND SCHOOL CHANGE. BETTER MAKE ROOM FIRST LADY MICHELLE OBAMA'S PUBLIC AWARENESS CAMPAIGN TARGETS GENERATION Z, OR YOUNG PEOPLE AGES 14-19, TO CELEBRATE EDUCATION, CHANGE THE NATIONAL CONVERSATION, AND REACH STUDENTS DIRECTLY WHERE THEY ARE AND GIVE THEM A SPACE TO CREATE CONTENT WHILE ALSO NAVIGATING THE COLLEGE-GOING PROCESS. THIS CAMPAIGN WILL LEVERAGE TRADITIONAL AND NEW MEDIA PLATFORMS TO CELEBRATE STUDENT STORIES IN THE SAME WAY THAT WE OFTEN CELEBRATE CELEBRITIES AND ATHLETES. WITH PARTNERS IN THE BUSINESS, PHILANTHROPIC, MEDIA, AND EDUCATION REALM, THIS CAMPAIGN WILL STRETCH ACROSS THE COUNTRY TO INSPIRE STUDENTS AND GIVE THEM THE TOOLS THEY NEED TO REACH HIGHER FOR COLLEGE. CHARACTER LAB CHARACTER LAB IS A NONPROFIT ON A MISSION TO ADVANCE THE SCIENCE AND PRACTICE OF CHARACTER DEVELOPMENT. WE ARE A SMALL TEAM OF RESEARCHERS, DESIGNERS, AND EDUCATORS WHO ARE WORKING TO DO THREE THINGS: DISCOVER THE IDEAS AND STRATEGIES THAT BUILD CHARACTER. THEY CO-DESIGN AND FUND RESEARCH ABOUT CHARACTER WITH A K-12 CLASSROOM IN MIND, AND DIRECTLY CONNECT RESEARCHERS WITH THOSE WHO WORK IN SCHOOLS. TRANSLATE THOSE GOOD IDEAS TO USEFUL PRODUCTS. USING RESEARCH RESULTS, THEY PRODUCE AND CURATE PRACTICAL TOOLS FOR TEACHERS AND FAMILIES. CHARACTER LAB DOES EVERYTHING THEY CAN TO ENSURE THAT PEOPLE WHO WORK WITH STUDENTS DO WHAT THE RESEARCH SAYS IS BEST. THEY PARTNER WITH RESEARCHERS TO SCALE AND REPLICATE THE BEST IDEAS FOR SCHOOLS AND HOMES TO ADVANCE THE SCIENCE AND PRACTICE OF CHARACTER DEVELOPMENT SO ALL CHILDREN CAN REACH THEIR FULLEST POTENTIAL. WHAT THEY BELIEVE THEY BELIEVE THAT CHARACTER SKILLS ARE MALLEABLE. THEY BELIEVE THAT CHARACTER MAY MATTER AS MUCH AS ACADEMICS TO SUCCEED IN LIFE AND THAT CHARACTER DEVELOPMENT CAN ENHANCE ACADEMIC PERFORMANCE. THEY BELIEVE THAT RESEARCH BY EDUCATORS AND SCIENTISTS IN PARTNERSHIP CAN LEAD TO CHARACTER DEVELOPMENT ACTIVITIES FOR TEACHERS, FAMILIES, AND STUDENTS. WHAT'S NEXT THEY ARE AN EARLY-STAGE NONPROFIT VENTURE. WHILE MANY DAYS WE HAVE MORE QUESTIONS THAN ANSWERS, WE ASPIRE TO BECOME A TRUSTED CENTRAL REPOSITORY FOR THE LATEST INNOVATIVE, RESEARCH-BASED, AND RELEVANT INFORMATION ABOUT CHARACTER IN EDUCATION. THEY PROVIDE REGULAR NEWS, VIDEOS, TOOLS, AND PRODUCTS ON THE TOPIC OF CHARACTER DEVELOPMENT. CONCUSSION LEGACY FOUNDATION CONCUSSIONS CAN DERAIL A LIFE. THE CONCUSSION LEGACY FOUNDATION BELIEVES WE ALL HAVE A RESPONSIBILITY TO ENSURE ATHLETES CAN REACH THEIR FULL POTENTIAL ON AND OFF THE FIELD. WE ARE COMMITTED TO PROTECTING ATHLETES AND FAMILIES THROUGH RESEARCH, POLICY, AND EDUCATION. D.SCHOOL AT STANFORD UNIVERSITY MEMBERS OF D.SCHOOL ARE WAYWARD THINKERS-LEARNERS, DOERS, AND TEACHERS DEFINING A NEW KIND OF ORGANIZATION AT STANFORD. THEY ARE RESEARCH FACULTY WHO LOVE IMPLEMENTATION, PRACTITIONERS WHO LOVE TO STUDY NEW IDEAS, EXPERTS WHO TAKE CLASS FROM THEIR STUDENTS, STAFF MEMBERS WHO MENTOR SENIOR FACULTY. THE D.SCHOOL INVITES ALL TO BE LIFELONG EXPLORERS OF INNOVATION. IF IT WEREN'T FOR SHARED VALUES, THE DIFFERENT APPROACHES MIGHT MAKE THEIR WORK TOGETHER IMPOSSIBLE. THEY'VE CREATED A CULTURE THAT PRESERVES THE CREATIVE TENSIONS THAT DEVELOP BETWEEN THEORY AND PRACTICE, TEACHING AND ADMINISTRATION, AND STUDENT AND FACULTY, AND WHICH ARE INHERENT IN THE DIVERSITY OF THE DISCIPLINES. THEY HAVE A HEART FOR THIS CHALLENGE, FOR OUR STUDENTS AND FOR EACH OTHER. THE D.SCHOOL IS A HUB FOR INNOVATORS AT STANFORD. STUDENTS AND FACULTY IN ENGINEERING, MEDICINE, BUSINESS, LAW, THE HUMANITIES, SCIENCES, AND EDUCATION FIND THEIR WAY HERE TO TAKE ON THE WORLD'S MESSY PROBLE FORM 990, PART VI, SECTION B, LINE 11 THE COMPLETE 990 IS REVIEWED BY THE CHIEF FINANCIAL OFFICER AND FINANCE STAFF. IT IS THEN PRESENTED IN ITS ENTIRETY, EXCEPT FOR SCHEDULE B (SCHEDULE OF CONTRIBUTORS) DUE TO THE PRIVACY OF THE DONORS, TO THE AUDIT COMMITTEE AND CIRCULATED TO THE BOARD OF TRUSTEES PRIOR TO SUBMISSION; HENCE, THE QUESTION HAS BEEN ANSWERED NO. FORM 990, PART VI, SECTION B, LINE 12C ON AN ANNUAL BASIS BOARD MEMBERS AND OFFICERS ARE REQUIRED TO COMPLETE A CONFLICT OF INTEREST DISCLOSURE. AT THE FIRST BOARD MEETING OF THE SCHOOL YEAR, THE CHAIRMAN OF THE BOARD DISTRIBUTES THE CONFLICT OF INTEREST FORM TO EACH MEMBER. AT THE END OF THAT SESSION, EACH CONFLICT OF INTEREST FORM IS COLLECTED AND REVIEWED. IF A CONFLICT OF INTEREST IS IDENTIFIED, THE BOARD WILL REVIEW THE ITEM AND DETERMINE WHETHER TO ALLOW THE ACTIVITY, OR EXCLUDE THE INDIVIDUALS FROM ITEMS INVOLVING THEIR CONFLICT. WHEN ANY MATTER IN WHICH A BOARD MEMBER OR OFFICER HAS AN INTEREST COMES BEFORE THE BOARD FOR DECISION OR APPROVAL, THAT INTEREST SHALL BE IMMEDIATELY DISCLOSED TO THE BOARD BY THAT BOARD MEMBER OR OFFICER AND THE PERSON IN CONFLICT SHALL RECUSE HIMSELF/HERSELF FROM ANY DISCUSSION OR VOTE RELATING THERETO. FORM 990, PART VI, SECTION B, LINE 15A AN INDEPENDENT COMPENSATION CONSULTANT IS USED. ADDITIONALLY, IT IS ALSO REVIEWED BY THE CHAIRMAN OF THE BOARD AND THE CHAIR OF THE FINANCE COMMITTEE. THE LAST REVIEW TOOK PLACE IN JUNE 2014. THE COMPENSATION FOR OTHER OFFICERS AND KEY EMPLOYEES ARE REVIEWED BY THE SCHOOL'S COMPENSATION AND BENEFITS COMMITTEE. FORM 990, PART VI, SECTION C, LINE 19 TRANSPARENCY IS VERY IMPORTANT TO RIVERDALE COUNTRY SCHOOL, AS SUCH, RIVERDALE COUNTRY SCHOOL PROVIDES CERTAIN DOCUMENTS, POLICIES AND FINANCIAL STATEMENTS TO THE GENERAL PUBLIC UPON REQUEST. FORM 990, PART XII, LINE 2C: THE PROCESS HAS NOT CHANGED FROM THE PRIOR YEAR.