2026-06-15T14:26:31-04:00 2025-07-31 203746583 TAYLOR ROTH AND COMPANY 1580 LINCOLN ST STE 520 DENVER CO 802031517 990EZ 2024-08-01 822269798 THE THINKING PROJECT INSTITUTE THIN 7204210009 1258 S 24TH ST PHILADELPHIA PA 19146 RACHEL PICKETT PRESIDENT 7204210009 2026-06-13 true true DAVID RUMSEY P03480587 3038308109 2026-06-15 2024 2025-03-06 01:10:19Z X WWW.THETHINKINGPROJECT.ORG X X 80544 X 80544 80544 118133 10760 26302 155195 -74651 95027 20376 X 94590 21139 2215 1107 96805 22246 1778 1870 95027 20376 X THE THINKING PROJECT'S MISSION IS TO BRING INQUIRY TO EVERY STUDENT, EVERYWHERE. ROOTED IN THE PROCESS OF INQUIRY-BASED STRESS REDUCTION (IBSR), WE'RE EXPLORING HOW THIS WORK-AND RELATED, CONGRUENT PRACTICES-CAN MEANINGFULLY SUPPORT BOTH STUDENTS AND EDUCATORS. OUR FOCUS IS ON REDUCING STRESS AND AWAKENING NATURAL JOY, OPENNESS, AND CREATIVITY, ESPECIALLY IN THE MOMENTS THAT FEEL MOST CONFUSING OR CHALLENGING. WE'RE DISCOVERING HOW THE ABILITY TO IDENTIFY AND QUESTION SPECIFIC STRESSFUL THOUGHTS-AND TO SEE WITH FRESH PERSPECTIVE-CAN BE A POWERFUL FOUNDATION FOR LASTING CHANGE, RELEVANT LEARNING, AND DEEP GROWTH. PIVOTED TO DIRECT EDUCATOR SUPPORT THROUGH IBSR SESSIONS: BUILDING ON OUR PRIOR-YEAR EDUCATOR INTERVIEWS AND FRAMEWORK PILOTS, WE VERIFIED THAT TEACHERS REGULARLY FACE DIFFICULT SITUATIONS WHERE THEY DON'T KNOW HOW TO RESPOND. THIS IS CONSISTENT WITH NATIONAL RESEARCH ON WIDESPREAD EDUCATOR STRESS AND BURNOUT. IN RESPONSE, WE FOCUSED ON SUPPORTING EDUCATORS DIRECTLY THROUGH INQUIRY-BASED STRESS REDUCTION (IBSR) SESSIONS. WE DEVELOPED A VIRTUAL IBSR TOOL TO HELP GUIDE A SESSION, AND TESTED BOTH THE EFFECTIVENESS OF AN IBSR EXPERIENCE IN REDUCING EDUCATOR STRESS AND ITS POTENTIAL FOR SUSTAINED, REPEATED USE BY EDUCATORS. WE DELIVERED 32 INDIVIDUAL IBSR SESSIONS TO EDUCATORS (31 REPORTED A POSITIVE EXPERIENCE), 5 SMALL-GROUP SESSIONS WITH PROFESSIONAL LEARNING COMMUNITIES (PLCS) AND INSTRUCTIONAL COACHES (5-12 PARTICIPANTS EACH), AND ONE EDUCATOR SUMMIT OF APPROXIMATELY 10 PARTICIPANTS. ALL REPORTED POSITIVE EXPERIENCES. 100803 DIAGNOSED THE "FIZZLE" BARRIERS TO SUSTAINED, SCALEABLE PRACTICE: DESPITE CONSISTENTLY POSITIVE INITIAL IBSR SESSIONS -- MANY LASTING 45 MINUTES TO AN HOUR -- WE OBSERVED THAT THE EXPERIENCE OFTEN DID NOT TRANSLATE INTO SUSTAINED PARTICIPATION ACROSS A FIVE-SESSION ARC. DRAWING ON OUR OWN IMPLEMENTATION DATA AND SOCIAL-EMOTIONAL LEARNING (SEL) IMPLEMENTATION RESEARCH, WE IDENTIFIED THE RECURRING BARRIERS THAT AFFECT US AND SEL PROGRAMS BROADLY: TIME SCARCITY, COMPETING PRIORITIES, AND SCHEDULING AND LOGISTICAL FRICTION. THESE PRESSURES IMPACT EFFECTIVE SCALING: ACROSS THE RESEARCH, THE SMALL, HIGH-FIDELITY CONDITIONS THAT PRODUCED POSITIVE IMPACT STOPPED REPLICATING IT AS PROGRAMS SCALED INTO THE TIME-SCARCE CONTEXTS OF WHOLE SCHOOLS AND DISTRICTS, WITH THEIR COMPETING PRIORITIES AND UNPREDICTABLE SCHEDULES. WE ALSO STUDIED THE FACTORS MORE LIKELY TO SUPPORT RESILIENT, ONGOING UPTAKE AND GROWTH, SUCH AS QUICK WINS, ADAPTABILITY TO LOCAL CONTEXT, AND REPEATABILITY. THIS DIAGNOSIS GAVE US A GROWTH-RESEARCH FOUNDATION AND DESIGN GUIDE FOR THE RESOURCE AND DELIVERY TESTING WE PURSUED IN FY25. 100803 RACHEL PICKETT PRESIDENT 40.00 108400 MICHAEL BORTNIK BOARD CHAIR 2.00 0 DANA ANDERSON SECRETARY 2.00 0 CARLA MEYRINK BOARD MEMBER 2.00 0 false false false false false false false false false RACHEL PICKETT 1258 S 24TH ST PHILADELPHIA PA 19146 7204210009 false false false false false false false false false false false NONE NONE true X 217081 273430 221314 248540 80544 1040909 217081 273430 221314 248540 80544 1040909 114682 926227 1040909 724 0.88980 0.80270 X RESTRICTED RESTRICTED RESTRICTED RESTRICTED RESTRICTED RESTRICTED RESTRICTED RESTRICTED FORM 990-EZ, PART I, LINE 16 EXPENSES BANK CHARGES 21 SUBSCRIPTIONS 8,997 SUPPLIES/MATERIALS 639 FINANCIAL FEES 2,324 WEBSITE 686 INSURANCE 6,619 PROFESSIONAL DEVELOPMENT 4,703 CURRCULUM DEVELOPMENT 2,313 TOTAL 26,302 FORM 990-EZ, PART II, LINE 24 PREPAID EXPENSES AND DEFERRED CHARGES 2,215 1,107 TOTAL 2,215 1,107 FORM 990-EZ, PART II, LINE 26 ACCOUNTS PAYABLE AND ACCRUED EXPENSES 1,778 1,870 PAYCHECK PROTECTION PROGRAM LOAN 0 0 FORM 990-EZ, PART III THE THINKING PROJECT'S MISSION IS TO BRING INQUIRY TO EVERY STUDENT, EVERYWHERE. ROOTED IN THE PROCESS OF INQUIRY-BASED STRESS REDUCTION (IBSR), WE'RE EXPLORING HOW THIS WORK-AND RELATED, CONGRUENT PRACTICES-CAN MEANINGFULLY SUPPORT BOTH STUDENTS AND EDUCATORS. OUR FOCUS IS ON REDUCING STRESS AND AWAKENING NATURAL JOY, OPENNESS, AND CREATIVITY, ESPECIALLY IN THE MOMENTS THAT FEEL MOST CONFUSING OR CHALLENGING. WE'RE DISCOVERING HOW THE ABILITY TO IDENTIFY AND QUESTION SPECIFIC STRESSFUL THOUGHTS-AND TO SEE WITH FRESH PERSPECTIVE-CAN BE A POWERFUL FOUNDATION FOR LASTING CHANGE, RELEVANT LEARNING, AND DEEP GROWTH. FORM 990-EZ, PART III, LINE 28 PIVOTED TO DIRECT EDUCATOR SUPPORT THROUGH IBSR SESSIONS: BUILDING ON OUR PRIOR-YEAR EDUCATOR INTERVIEWS AND FRAMEWORK PILOTS, WE VERIFIED THAT TEACHERS REGULARLY FACE DIFFICULT SITUATIONS WHERE THEY DON'T KNOW HOW TO RESPOND. THIS IS CONSISTENT WITH NATIONAL RESEARCH ON WIDESPREAD EDUCATOR STRESS AND BURNOUT. IN RESPONSE, WE FOCUSED ON SUPPORTING EDUCATORS DIRECTLY THROUGH INQUIRY-BASED STRESS REDUCTION (IBSR) SESSIONS. WE DEVELOPED A VIRTUAL IBSR TOOL TO HELP GUIDE A SESSION, AND TESTED BOTH THE EFFECTIVENESS OF AN IBSR EXPERIENCE IN REDUCING EDUCATOR STRESS AND ITS POTENTIAL FOR SUSTAINED, REPEATED USE BY EDUCATORS. WE DELIVERED 32 INDIVIDUAL IBSR SESSIONS TO EDUCATORS (31 REPORTED A POSITIVE EXPERIENCE), 5 SMALL-GROUP SESSIONS WITH PROFESSIONAL LEARNING COMMUNITIES (PLCS) AND INSTRUCTIONAL COACHES (5-12 PARTICIPANTS EACH), AND ONE EDUCATOR SUMMIT OF APPROXIMATELY 10 PARTICIPANTS. ALL REPORTED POSITIVE EXPERIENCES. FORM 990-EZ, PART III, LINE 29 DIAGNOSED THE "FIZZLE" BARRIERS TO SUSTAINED, SCALEABLE PRACTICE: DESPITE CONSISTENTLY POSITIVE INITIAL IBSR SESSIONS -- MANY LASTING 45 MINUTES TO AN HOUR -- WE OBSERVED THAT THE EXPERIENCE OFTEN DID NOT TRANSLATE INTO SUSTAINED PARTICIPATION ACROSS A FIVE-SESSION ARC. DRAWING ON OUR OWN IMPLEMENTATION DATA AND SOCIAL-EMOTIONAL LEARNING (SEL) IMPLEMENTATION RESEARCH, WE IDENTIFIED THE RECURRING BARRIERS THAT AFFECT US AND SEL PROGRAMS BROADLY: TIME SCARCITY, COMPETING PRIORITIES, AND SCHEDULING AND LOGISTICAL FRICTION. THESE PRESSURES IMPACT EFFECTIVE SCALING: ACROSS THE RESEARCH, THE SMALL, HIGH-FIDELITY CONDITIONS THAT PRODUCED POSITIVE IMPACT STOPPED REPLICATING IT AS PROGRAMS SCALED INTO THE TIME-SCARCE CONTEXTS OF WHOLE SCHOOLS AND DISTRICTS, WITH THEIR COMPETING PRIORITIES AND UNPREDICTABLE SCHEDULES. WE ALSO STUDIED THE FACTORS MORE LIKELY TO SUPPORT RESILIENT, ONGOING UPTAKE AND GROWTH, SUCH AS QUICK WINS, ADAPTABILITY TO LOCAL CONTEXT, AND REPEATABILITY. THIS DIAGNOSIS GAVE US A GROWTH-RESEARCH FOUNDATION AND DESIGN GUIDE FOR THE RESOURCE AND DELIVERY TESTING WE PURSUED IN FY25.