|Organization DBA||--||Former Names||
MIND Institute (2009)
|Organization received a competitive grant from the community foundation in the past five years||No|
|Employer Identification Number||33-0798804 00000|
Mission StatementMORE »
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MIND Research Institute's mission is to ensure that all students are mathematically equipped to solve the world's most challenging problems.
In the early 1990s, three University of California researchers united behind a simple yet innovative idea: let's teach math the way children learn—through visuals and experiences. In 1998, they created an independent nonprofit now known as MIND Research Institute. They applied that experiential learning approach to the development of innovative, visually-based software games, leading to the creation of Spatial-Temporal (ST) Math®. ST Math is a visual instructional program that builds a deep conceptual understanding of math through rigorous learning and creative problem solving. The program deeply engages, motivates, and challenges students toward higher achievement. Through ongoing research, we continue to investigate key questions about learning, mathematics, and how the brain works. We work to create unique and effective learning environments for students and teachers, both in and out of the classroom.
MIND is currently reaching over 1.2 million students and 53,000 teachers in more than 3,900 schools across the country. Headquartered in Irvine, we serve a large number of students and teachers in Orange County and the surrounding Southern California regions. As we continue to scale, our goal is to positively impact 3 million students/year by 2021.
The demand for workers in science, technology, engineering and math (STEM) fields continues to grow. Having a deep conceptual understanding of math creates the problem-solving foundation that all areas of STEM are built on. From our visual instructional ST Math program, to our ongoing research, to our community-based initiatives and partnerships, we are equipping students to be the problem solvers the future workforce--and the world--needs.Schools using ST Math have repeatedly proven to double or triple their growth in math proficiency compared to non-ST Math schools on state assessments. In March 2018, WestEd released a study on ST Math (the largest of its kind) -- 42,000 students in 240 schools representing 78 districts across 14 states. Two outcomes were evaluated: average math scale scores and the proportion of students who were proficient or above in math. For both measures, grades that implemented ST Math with fidelity improved significantly more than similar grades that did not use the program.
In addition, MIND's successful track record and expertise is evidenced by the various awards and recognition the organization has received pertaining to best programs and practices in our field. These include:
· June 2018 - CODIE Award - Best Game-Based Curriculum Solution
· 2017 - Platinum GuideStar Seal of Transparency• November 2016 - Employees Community Fund of Boeing California's Crystal Vision Award - innovative STEAM programming
1. General operating support is always a need of our organization to enable MIND to continue to expand the reach and scope of not only our innovative ST Math programs, but also conduct research and development to further our mission. It provides us the flexibility to allocate funding towards expenses that may not be covered through program grants, such as administration and management, that are critical to the day-to-day operations of the organization and implementation of these programs.
2. Program support for teacher professional development, ST Math implementation in schools, and other programs.
3. Volunteers to assist with activities aimed at bringing math to life through family-friendly events, applied learning opportunities, student centered activities and community engagement events. The purpose is to engage students by taking math outside of the classroom with hands-on immersion activities that will deepen their interest in math and encourage students to pursue STEM-related careers.
MIND was established by researchers, and neuroscience is the foundation of everything we do. From published findings to ongoing evaluations, we explore the mechanisms of the brain and learning to benefit students and empower educators.
ST Math is an innovative PreK-8 math education program that accesses the brain’s innate “spatial temporal” reasoning ability, which enables students to solve mathematical problems visually. This unique approach builds a deep conceptual understanding of math through rigorous learning and creative problem solving to engage, motivate and challenge students and help end the achievement gap. The program is designed to engage all children, regardless of socioeconomic, linguistic or cultural background.
ST Math differs from other educational programs in that it is:
Throughout the United States
Central Orange County
West Orange County
South Orange County
North Orange County
MIND Research Institute's programs are serving students in 47 states and we continue to expand our reach. In Orange County, over 200 schools utilize our ST Math program.
Currently, we are reaching more than 1.2 million PreK-12th grade students and 51,000 teachers in over 3,800 schools across the country. Approx. 2/3 of our schools serve low-income students and 70% of students using ST Math are from traditionally underserved backgrounds, of which 40% are Latino. The majority of our ST Math school districts are under-performing and our programs not only help improve math achievement but also advance and promote students to encompass a strong math foundation which will help them with the employable labor skills necessary for STEM careers.
Based on neuroscience research, MIND's innovative ST Math programs are aimed at developing deep conceptual learning for students. We utilize a uniquely visual approach that accesses the brain's innate "spatial temporal" reasoning ability through language-independent, animated representations of math concepts as visual puzzles. MIND brings a unique perspective on math, focused on deep conceptual understanding versus memorization. Self-paced and self-motivating, ST Math provides students with immediate, instructive feedback on why answers are correct or incorrect. This deepens problem-solving and reasoning skills, and results in students gaining confidence in their ability to learn and a desire to advance their mathematical/STEM knowledge.
|Category||Education, General/Other Educational Programs|
|Population Served||Children and Youth (0 - 19 years) Adults At-Risk Populations|
|Program Short-Term Success||
ST Math program outcomes are to improve the math proficiency and critical thinking/problem solving skills of students as well as to enhance teacher knowledge and efficacy in teaching math. Specifically, we anticipate an increase in the number of students participating in the program, scoring Proficient or above after the first year of using the program in a grade compared to non-users. (Please see information on WestEd study below). In addition, we seek to increase students’ engagement (as reported by teachers) along with their interest in STEM subjects.Regarding teachers, our target goal is to have 85% or more report that they are more effective in the classroom. MIND’s teacher professional development is geared to: deepen teachers’ pedagogical content knowledge for teaching mathematics; enable them to create blended learning environments that increase students' problem solving and conceptual understanding, and transform the culture of ‘teaching by telling’ to ‘learning by doing.’
|Program Long-Term Success||
MIND’s purpose is for all students to be successful in math and to transform math education in America. Our overarching goals are to: 1) improve math performance of low-performing schools serving high need students; and 2) provoke a love of learning and an interest in pursuing careers in science, engineering, technology and math (STEM). We strive to further our goals by providing more disadvantaged students with a powerful tool that will help them acquire and continue the creative reasoning and foundation in math needed to graduate from high school, pursue postsecondary education, and to successfully compete in the 21st century workplace. Specifically, in the next 3 years, we want to double the number of students and teachers using ST Math. We will also prepare 15,000 new teachers to use education technology as well as train and support teachers to successfully cultivate a new generation of STEM leaders.
|Program Success Monitored By||
Evaluation is a key component of MIND’s programs. The impact/success of ST Math is measured through the following:
•Differential Math Performance and Student Growth: Each school year, MIND collects and analyzes data from participating schools to assess our program’s effectiveness in raising student performance in mathematics.
•Educator Feedback: MIND conducts annual online surveys for teachers and principals. In addition to gauging the importance of program and service elements, this survey indicates educators’ needs in successfully implementing the program along with the impact on students’ skills such as perseverance and critical thinking.
|Examples of Program Success||
A WestED study measured the impact of MIND’s ST Math program in 209 2nd – 5th grades (more than 19,980 students at 129 schools across California) that fully implemented the program. Grades using ST Math for 1 year exhibited 6.3% more students scoring proficient or better on the California Standards Test, compared to those at similar schools without the program.
Results from the 2015-16 educator survey, which garnered 5,000 responses from teachers across the country, are consistent with previous years — educators reporting high satisfaction rates with the program, an increase in math content knowledge, and a higher level of comfort teaching math using ST Math in the classroom. Specifically, the 2015/16 survey findings reflect:
Ø 91% of the teachers agreed that ST Math positively impacts students’ depth of understanding about how math works;
Ø 93% of the teachers stated that ST Math and its mascot “JiJi” makes a significant, positive impact on the culture of learning and success in their classrooms;
Ø 82% of the teachers noted that ST Math helps improve student perseverance when facing challenging problems;
Ø 89% of the teachers stated using ST Math improves students’ general problem-solving skills; and
Ø 92% would recommend ST Math to a fellow teacher.
A survey of 403 MIND professional development participants showed: 92% increased their understanding of the practice standards; 91% obtained specific strategies to promote classroom math discussions and advance student thinking; and 98% now feel confident to design a Common Core standards math lesson.
|CEO/Executive Director||Matthew Peterson PhD|
|CEO Term Start||Jan 1998|
|CEO Email||[email protected]|
Matthew Peterson, Ph.D., is Co-founder, Chief Executive Officer and Senior Scientist at the MIND Research Institute. Matthew oversees the Engineering Sales, Marketing, Development and Education Services activities for the organization. The creator of ST Math, Matthew leads a team in developing math learning environments that initially convey sophisticated concepts visually, rather than verbally, enabling students to gain a deep conceptual understanding of mathematics regardless of language proficiency.
Matthew, who as a child struggled with traditional language-based instruction due to dyslexia, created MIND’s ST Math program to enable students to learn math through his unique non-language-based visual approach. The revolutionary program has proven to increase students' math performance and growth, and currently reaches over a million students across the country.
Matthew has spoken at numerous national and international math and education conferences, before the National Mathematics Advisory Panel, and was featured at TEDx Orange Coast. After completing his undergraduate degrees in biology, electrical engineering and Chinese language and literature from UC Irvine, he went on to obtain his Ph.D. in visual neuroscience from UC Berkeley.
|Greg Blevins||VP, Finance||Greg joined the MIND Research Institute in 2005 and as Chief Financial Officer, oversees finance, accounting, human resources and legal activities. Prior to joining MIND, he was the CFO of a technology consulting company that, during his tenure, successfully raised $35M in working capital over three years. Greg also rotated through various financial and planning assignments at a Fortune 100 corporate headquarters. As senior treasury consultant, he focused on domestic and international cash management and financing, with emphasis on project finance, cash resource optimization and control, liquidity and risk management. Greg also spent several years in management consulting and in conducting financial feasibility analyses and strategic and operational planning for clients. Among other companies, he was a consulting manager with Ernst & Young and a subsidiary of Towers Perrin. He holds an MBA from UCLA, a master’s degree from Johns Hopkins University and a Bachelor of Science from UC Berkeley.|
|Mark Bodner PhD||Co-founder and President, Research Division||
Mark Bodner, Ph.D., is Co-founder and President of Research at the MIND Research Institute. He is an adjunct professor of mathematics at the University of Pittsburgh and visiting professor at the Institute of Cognitive Neuroscience at the East China Normal University. He formerly held faculty appointments at the Johns Hopkins University’s Department of Neurosurgery, and joint faculty appointments at UCLA’s Neuropsychiatric Institute, and UC Irvine’s Department of Physics. His research focus is computational neuroscience and mathematical biology. Recent work has focused on understanding the patterns and mechanisms of activity in networks of neurons, and working memory, and how seizures arise in cortical networks in epilepsy and how they may be terminated through specific brain stimulation. Other work focuses on the application of knot theory and group theory in modeling the structure and function of DNA.
Mark has received several national and international awards including the J.J. Sakuri prize; the Ettore Majorana award at the Majorana School of Subnuclear Physics in Erice, Italy; and the Halliday and Resnick Award in physics for solving the liquid crystal structure of particular cholestoral esters linked to cardiovascular disease. He has been a grant recipient from the National Science Foundation for demonstrating the feasibility of elucidating cognitive function in awake behaving primates using optical and infrared imaging methods. Mark received his Ph.D. and master’s degrees in theoretical high-energy and mathematical physics from UCLA and bachelor’s degree in both physics and chemistry from the University of Pittsburgh. He received a fellowship from the National Institute of Mental Health for postdoctoral work in neuroscience at UCLA. Mark has over 100 papers and abstracts published in neuroscience, physics and mathematics.
|Andrew Coulson||Chief Strategist||Prior to becoming the Chief Strategist in 2013, Andrew R. Coulson led the MIND Research Institute’s Education Division for 12 years, helping devise and execute the strategies and programs to increase the division’s reach from 30 schools in Southern California to more than 1,700 in 30 states. Andrew oversees the development of expansion strategies, product-to-market operations and leads a team of data analysts to conduct evaluation of MIND’s activities. Prior to joining MIND, Andrew was a program officer for a major Orange County foundation, specializing in education. He also worked for 17 years in upper management as a STEM professional in high-tech manufacturing engineering, acquiring experience in operations, process engineering, reliability and technology transfer. Andrew earned a Bachelor of Science and master’s degree in physics from UCLA.|
|Janine Ingram||Vice President, Philanthropic Partnerships||Janine Ingram joined MIND in 2013 as Vice President of Philanthropic Partnerships, a role in which she creates and leads strategic partnerships with corporations, education institutions, government entities and philanthropists who share the MIND Research Institute's vision. Janine has 24 years of experience in creative and energetic non-profit leadership, specializing in imaginative corporate partnerships and media promotions for such international organizations as the Leukemia & Lymphoma Society and the Make-A-Wish Foundation. In the last decade, her success in fundraising through corporate partnerships, private and family foundations, government funding and special events generated more than $50 million in funds, and led to such high-profile benefit projects as a film starring Morgan Freeman and an outstanding partnership with the Los Angeles Angels of Anaheim. Janine has a Bachelors of Arts Degree in Psychology from UCI and her Masters degree in Education and Developmental Psychology from the University of Maryland.|
|Jim Lund||Vice President, Education Services||Jim Lund joined MIND in 2013 as Vice President of Education Services, where he oversees the nationwide team that implements, trains and supports educators implementing MIND programs. His team ensures student success through best practice adoptions that feature innovative professional development for teachers, principals and district leaders. Jim has more than 25 years of experience managing education technology at companies including Apple, Pearson and GuideK12. At Pearson, Jim managed engineering and state reporting teams, as well as a broad-range of professional development for program users and partners. Jim began his career in education technology as a public school teacher and technology administrator in Minnesota. He earned his Master of Arts in technology for training and development from the University of South Dakota and his bachelor's in music education from Luther College.|
|Nigel Nisbet||Vice President of Content Creation||Nigel Nisbet, Vice President of Content Creation, leads a team of content specialists in building engaging, interactive and completely visual games that teach all students how math really works. Nigel came to MIND Research after working as a Mathematics Specialist for the Los Angeles Unified School District, where he designed and delivered professional development programs and implemented the transition to Response to Intervention (RTI) programming. Prior to joining LAUSD, he taught Mathematics, AP Physics, and AP Computer Science at Van Nuys Senior High, where he was a pioneer of integrating technology into the classroom, and utilizing project-based learning to engage students’ critical thinking skills. At Van Nuys, he successfully spearheaded the implementation of the LAUSD Los Angeles Virtual Academy program as a solution for Algebra 1, and collaborated with UCLA AP Readiness Program in Computer Science. Nisbet received a Bachelors of Science in Mathematics at Queen Mary University, University of London in 1990. In 2009, Nisbet received a Master in Educational Administration at California State University Northridge.|
|Matthew Peterson PhD||Co-founder & Chief Operating Officer||--|
|Michael Sepulveda||Vice President, Art & Experience Design||Michael Sepulveda, Vice President of Art & Experience (AxD), leads a team of graphic designers, illustrators and user experience specialists in building the rich interactive environment of MIND’s math education programs, including ST Math. Joining MIND Research Institute as a graphic artist intern while an undergraduate student at University of California, Irvine, Michael has grown his career alongside the then-start-up organization. Working closely with MIND co-founder Matthew Peterson, Ph.D., he helped establish the uniquely visual design structure of the award-winning Spatial Temporal (ST) Math animated software games. Upon graduating UC Irvine in 2002, Sepulveda joined MIND full-time, quickly assuming the lead design role for Generation 2 of the ST Math software. Generation 3 of ST Math featured his contributions to the newly released and first-ever in the industry 13-character visual password game that gives each child user their own unique password. Sepulveda’s role increasingly expanded to user experience, and in 2008 he was appointed Art Supervisor for ST Math. In 2013, he assumed the creative oversight for art and user experience design for the organization, including print, multimedia, video, web and merchandise.|
|Corey Vail||Chief Financial Officer||--|
|Brett Woudenberg||Chief Operating Officer||--|
|Karen Wu||Vice President, Engagement||As Vice President of Engagement, Karin Wu is responsible for developing MIND’s marketing strategy and contributing to MIND’s organizational strategic planning process. Karin leads MIND’s activities to promote, enhance and protect the organization's brand reputation. She is also an ambassador for the organization, building relationships with the media, educational influencers and advocates, administrators, and philanthropic partners. Prior to joining MIND in 2015, Karin spent more than 20 years in leadership and marketing roles in a variety of sectors including education, videogames and nonprofits. She most recently served as Executive Director of Inspire Youth Project, a Seattle nonprofit that focused on social and emotional development of at-risk youth. Prior to that, she was the academic director and an instructor at The Art Institute of Seattle. Karin has also served in sales and marketing management roles at Educational Software Partners International, Riverdeep Interactive/Edmark and Nintendo. She holds a master’s of arts degree in education leadership from Argosy University, a bachelor’s of international business administration from St. Mary’s University, and an associate’s in applied arts from The Art Institute of Seattle. She is fluent in Mandarin Chinese, Spanish and Brazilian Portuguese.|
|Best Game-based Education Solution||EdTech Digest||2016|
|Companies and Organizations Providing Great opportunities for Women||Hispanic Lifestyle||2016|
|Best Blog/Commentary and Best Instructional Reporting||SIPA||2015|
|Best Game Based Solution - ST Math Middle School Supplement Program||CODiE||2015|
|Best Workplaces for Women||Best Place to Work and Fortune||2015|
|Bright Spot||White House Initiative on Educational Excellence for Hispanics||2015|
|Tech Awards - Education finalist||Tech Museum of Innovation||2015|
|Top Ten Finalist||Peter F. Drucker Award for Nonprofit Innovation||2015|
|Partner organization:national multi-sector network, 100Kin10. The network added 31 partners that will focus on helping train 100,000 science, technology, engineering and math (STEM) teachers by the ye||100kin10||2014|
|High-quality, immediately scalable STEM programs.||Change the Equation||2013|
|Outstanding K-12 Education||Business Roundtable||2013|
|Teachers’ Choice Awards for the Classroom||Teachers’ Choice Awards for the Classroom||2009|
|AEP “Distinguished Achievement Award” in Educational Software for Math Instruction||Association of Educational Publishers||2008|
|SIIA //CODiE Award for “Best Mathematics Instruction Solution”||Software & Information Industry Association||2008|
|Tech & Learning Awards of Excellence||Tech & Learning Awards of Excellence||2008|
|External Assessment or Accreditation||Year|
In addition to the schools and school districts MIND works with locally, regionally, and nationally, we are also partners with various entities and nonprofit organizations with congruent goals to advance youth education in the area of math and STEM. For example, MIND works with the Business Roundtable, Change the Equation, STEMConnector, and 100Kin10 as well as a number of nonprofit national and local groups that provide out-of-class (afterschool and summer) programming for youth.
|Number of Full Time Staff||171|
|Number of Part Time Staff||2|
|Number of Volunteers||500|
|Number of Contract Staff||1|
|Staff Retention Rate %||83%|
|Staff Professional Development||Yes|
|Ethnicity||African American/Black: 4
Asian American/Pacific Islander: 23
Native American/American Indian: --
Other (if specified): 14
Not Specified --
|Organization has Fundraising Plan?||Yes|
|Organization has Strategic Plan?||Yes|
|Years Strategic Plan Considers||3|
|Management Succession Plan||Yes|
|Organization Policies And Procedures||Yes|
|Business Continuity of Operations Plan||Yes|
|Whistle Blower Policy||Yes|
|Document Destruction Policy||Yes|
|Directors and Officers Insurance Policy||Yes|
|Management Reports to Board?||Yes|
|CEO Formal Evaluation and Frequency||Yes Annually|
|Senior Management Formal Evaluation and Frequency||Yes Annually|
|Non Management Formal Evaluation and Frequency||Yes Annually|
|Board Chair||John Phelan|
|Board Chair Company Affiliation||Chairman of the Board, MIND Research Institute (Capital Group Companies - retired)|
|Board Chair Term||Jan 2014 -|
|Board Co-Chair Company Affiliation||--|
|Board Co-Chair Term||-|
|Mark Bodner PhD||MIND Research Institute||Voting|
|Andrew Coulson||MIND Research Institute||Voting|
|Mary de Wysocki||Cisco Systems, Inc.||Voting|
|James Doti PhD||Chapman University (President Emeritus)||Voting|
|Edwin Fuller||Laguna Strategic Advisors||Voting|
|Donald Garcia||Pinnacle Consulting Group||Voting|
|Lawrence Higby||Apria Healthcare, Inc. (Ret.)||Voting|
|David Horowitz||Horowitz Management, Inc.||Voting|
|Roberta Jenkins||Matthew and Roberta Jenkins Family Foundation||Voting|
|Claudia Kreisle||Phillips 66||Voting|
|Mike Lefkowitz||The Semel Group||Voting|
|Steve J. Litchfield||MaxLinear, Inc.||Voting|
|James McCluney||Emulex Corporation (Former Exec. Chairman of the Board)||Voting|
|Daryl Pelc||The Boeing Company||Voting|
|Matthew Peterson PhD||MIND Research Institute||Voting|
|John Phelan||Capital Group Companies (Ret.)||Voting|
|Jeffrey Reeves||Theodora Oringher Counselors at Law||Voting|
|Ted Smith||MIND Research Institute (CEO/Chairman Emeritus)||Voting|
|Brett Woudenberg||MIND Research Institute||Voting|
|Ethnicity||African American/Black: 1
Asian American/Pacific Islander: 0
Native American/American Indian: 0
Other (if specified): --
Not Specified 0
|Board Term Lengths||3|
|Board Term Limits||3|
|Board Meeting Attendance %||80%|
|Written Board Selection Criteria||Under Development|
|Written Conflict Of Interest Policy||Yes|
|Percentage of Monetary Contributions||100%|
|Percentage of In-Kind Contributions||5%|
|Fiscal Year||July 01, 2017 to June 30, 2018|
|IRS Letter of Exemption|
|Indirect Public Support||--||$0||--|
|Investment Income, Net of Losses||$-1,518||$0||$232|
|Payments to Affiliates||$6,874,852||$0||--|
|Total Revenue/Total Expenses||1.01||1.02||1.03|
|Program Expense/Total Expenses||0%||88%||86%|
|Fundraising Expense/Contributed Revenue||0%||19%||46%|
|Total Net Assets||$928,062||$674,666||$4,793,593|
|Current Ratio: Current Assets/Current Liabilities||nan||0.83||2.16|
|Long-term Liabilities/Total Assets||93%||7%||11%|
|Are you currently in a Capital Campaign?||No|
|Capital Campaign Purpose||--|
|Capital Campaign Dates||-|
|Capital Campaign Raised-to-Date Amount||--|
|Capital Campaign Anticipated in Next 5 Years?||No|
Summary financial data is per the Form 990s and consultation with the organization. Foundation/corporate and individual contributions are combined under Foundation and Corporation Contributions.