Boys' development

 

Here's a story about how members of the Changemakers community are promoting boys’ development across the globe:

When it comes to teenage pregnancy and parenthood, Jorge Lyra believes it is time to stop leaving boys out of the conversation. For years, while teenage pregnancy rates were rising in Brazil, parenting education and pregnancy prevention efforts only targeted girls. Traditions of machismo combined with low expectations of teenage boys had reinforced stereotypes about male sexual irresponsibility and absentee fatherhood.

Read more about this solution, or discuss this topic below.

This is a test project to demonstrate the nomination process

Created: 05/29/12 by Tim Scheu

Location

Alexandria
United States
See map: Google Maps

I think this project is the best.

Supervised Visitation Centres

Created on 05/21/2012 by Carmen Barclay

Multi-use supervised visitation centres, supporting court orders, children families and communities. All sectors working collaboratively under one roof!Cando

About You

Organization: Island Sustainable Communities Association (ISCA) more ↓↑ hide↑ hide

About You

First Name

Carmen

Last Name

Barclay

About Your Organization

Organization Name

Island Sustainable Communities Association (ISCA)

Organization Website

Organization Country

Canada, BC, Nanaimo

Country where this solution is creating social impact

Canada, BC, Nanaimo

Region in BC where your solution creates social impact

Vancouver Island.

Is your organization a

Non‐profit/NGO/citizen sector organization

How long has your organization been operating?

Less than a year

The information you provide here will be used to fill in any parts of your profile that have been left blank, such as interests, organization information, and website. No contact information will be made public. Please uncheck here if you do not want this to happen..

Innovation

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Select the stage that best applies to your solution

Idea (you're poised to launch)

How long have you been in operation?

Still in idea phase, but looking to launch soon

Which of the following best describes the barrier(s) your solution addresses? Choose up to two

Access.

The Need: Describe the need for your solution and the size and characteristics of the community(ies) your solution is engaging

Supervised Visitation for children and families going through the court system in British Columbia is not supported. There is a significant gap in services for children and families who require this type of resource when facing divorce, separation, and domestic violence situations.

Families currently breach court orders because of the lack of service providers. There is a dire need in British Columbia to support children and families in accessing qualified, affordable and available service providers in a safe, conflict free environment. The current situation puts children at risk and leaves families vulnerable and unsupported.

Population of areas according to Stats Canada 2011 is: Victoria 2,419.700 and Nanaimo 98,021. The dynamics are a mix of urban and rural settings.

The Solution: What is your solution? Be specific!

Our solution is to develop two dedicated Supervised Visitation centers on Vancouver Island, one in Victoria the other in Nanaimo. These centers will be sustainable because they are multi-service centers that operate in collaboration with relative service providers, ministries, municipalities, clients using the services and interested members of the communities.

These Supervised Visitation centers are safe, sustainable, and specifically support court ordered visits both on and off site, they also offer a variety of other services specific to families going through these difficult times.

The other services: access to mediation, legal advice, counseling, parenting support, virtual visits, domestic violence resources, parent education programs, youth programs, training support, community kitchens, child care and grandparent supports.

The centers could serve as a pilot for other communities across BC.

The Model: Walk us through a specific example of how your solution makes a difference; include the primary activities involved in your solution.

These Supervised Visitation Centers begin with collaboration which impacts the whole community. Locating a founder and other financial supporters, partnering with the local university, community and businesses to design a dedicated safe place to host parenting time is beneficial to everyone.

Making services safe, affordable and accessible to families keeps children connected to the other parent and supports the court orders. This has a positive impact on the child, research shows that a child does better when they are connected to both parents. The connection or lack of impacts the child's brain development. The costs to repair or re-mediate damages done to children through high conflict divorce or separation is far greater than the costs to prevent these damages.

Supporting a court order helps everyone! It helps the judge gather specific information on each families dynamic and complex situation, this information may be used to determine future rulings the judge makes. It also may reduce the number of times a family returns to court.

The community is positively impacted in that first responders are used less because the stress the family is dealing with is mitigated because they are in contact with their children and feel their issues are being addressed. Families are the backbone of every community and healthy families fosters healthy communities.

Service providers are working together, instead of in silo's. This is good for effective use of tax payers dollars and promotes collaboration.

Supervise monitors have safe working environments.

The Marketplace: Who are your peers and competitors? Identify others working to address the same needs as you and indicate what sets you apart from them.

Services for supervised visitation is unregulated, sporadic and often hard to locate. I know of lady in Nanaimo who has been offering services in public venues, this could pose a safety risk. There have been some not for profit organizations offer the service but it has not been consistent.

In Victoria there are a few service providers, again they are unregulated and often work out of public unsecured locations. There is little safety measures in place for these services.

The not-for-profit services do not include involvement of for profit services. Government officials will not give referrals to for profit services in this field. There is a real disconnect based on the operating system of the business.

This Entry is about (Issues)

Social Impact

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Founding Story: We want to hear about your "Aha!" moment. Share the story of where and when the founder(s) saw this solution's potential to change the world.

We have been struggling since 2010 to create organized services to fill the need and support court ordered access and visits.

There is an increasing number of children in care of the Ministry and more families living in poverty and the Early Development Indicator shows an increase in vulnerabilities in children entering school.

If families are supported to find positive outcomes when they are going through conflicting times, this will have a positive impact on families which in turn will impact society and the above mentioned issues may see a reduction in the direction they are currently headed.

In every other court decision or order, there is community support to ensure the conditions of the order are met. With Supervised Visits there is no system in place. This leaves children at risk and families vulnerable to repeating the issues that brought them to court. It also puts the people supervising visits at risk.

Please describe the goal of your initiative; outline what you are trying to achieve

We want to put a system in place that supports family court orders when it comes to parent access and supervised visits.

We want to start by registering the not-for-profit called Island Sustainable Communities Association. This will give us access to being a charitable organization which opens the doors for fundraising and other benefits enjoyed by not for profit organizations.

We desire to build safe, affordable, accessible services that support court orders and families while fostering collaborative community services to effectively use tax dollars and community funding.

Visitation Centers will reflect the unique needs of each community through the vision of a strategic plan. Each center will be built on best practices found in accreditation standards.

What has been the impact of your solution to date?

We currently are operating small for profit services and the impact so far is attorneys, counselors and other service providers have a resource to send their clients to for services.

Parent and child contact has been preserved,testimonials indicate that without these services the non-residential parent would have lost all contact with the child. Research shows that children typically do best when they know and have contact with both parents, also impacts early brain development.

Offering education around Parental Alienation has changed how some people interact, dropping the negative behaviors that harm children's relationships with the other parent.

Supporting positive parent and child interactions increases the child's opportunity to learn and grow to their best potential, this is a good thing for our communities.

Gathering observed behaviors in a safe, conflict free environment by an impartial third party, provides the courts data to make future decisions.

What is your projected impact over the next five years?

Over the next five years we will have impacted the children, families, courts, workers and communities by having safe, conflict free environments that support the required court ordered services, and more.

There will be positive effects to the communities because of the collaborative service delivery and that means a more effective use of tax dollars, creating opportunities to develop other services needed such as food, shelter and health care.

We see these centers as templates to develop services in other communities and within five years there would be other centers opening in communities across British Columbia.

We see a decrease in vulnerabilities of children entering school and in care of ministry, because their families have been supported during difficult times.

What barriers might hinder the success of your project? How do you plan to overcome them?

The first barrier we are working to over come is getting the Ministries of Attorney General, Children and Families and Health to make a commitment to supporting the development of these centers in some way. We keep writing letters and have copied the letters to our local MP's and MLA's. Our goal is to show our government ministries the importance of supporting court orders, and how this will positively impact families and communities when they do this.

Some not-for-profit agencies may feel threatened and not want to participate in collaborating to offer the services. If the ministries that fund these organizations provide some positive direction on the benefits of working together this will help everyone.

Winning entries present a strong plan for how they will achieve and track growth. Identify your six-month milestone for growing your impact

Identify three major tasks you will have to complete to reach your six-month milestone

Task 1

Get ministries on board and secure other streams of funding

Task 2

Register Island Sustainable Communities Association (ISCA), send out media release

Task 3

Host strategic planning sessions for both ISCA and Supervised Visit Centre

Now think bigger! Identify your 12-month impact milestone

Identify three major tasks you will have to complete to reach your 12-month milestone

Task 1

Impliment strategic plans

Task 2

Hold fundrasing events

Task 3

Secure larger locations for the supervised visitation centres, hire and train more staff, plan media releases

Sustainability

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Tell us about your partnerships

Our current partnerships are with Nanaimo Men's Resource Centre, Island Parent Group, lawyers in Victoria and Nanaimo, RCMP in both communities, Grandparent Rights Society, Early childhood educators in practice and also the early childhood department at local universities and colleges.

Currently we have offices in Nanaimo Men's Resource Centre and the other in Victoria at the Island Parent Group.

We have local business and citizens who are ready to support the development of these programs through marketing, helping with administrative duties and more.

Are you currently targeting other specific populations, locations, or markets for your solution? If so, where and why?

We are currently targeting the Ministry of Justice and Attorney General, Ministry of Children and Family Development and local municipalities. These are key organizations that must realize their role in supporting court orders and families in their communities and in the province of BC.

Also we are working to involve more judges, lawyers and counselors to support the development of these services.

What type of operating environment and internal organizational factors make your innovation successful?

Island Sustainable Communities Association will have a volunteer board of Directors and an advisory group to govern and put strategic plans in place. The programs will be accredited and have best standards and practices in place to ensure effective and transparent operations.

The work environment will be a healthy team environment and management supports a union environment if staff wishes.

There will be many opportunities to grow and develop as an individual or as an organization. It will be an equal opportunity environment that is safe and conflict free for clients, staff, volunteers and everyone.

It will be a beautiful environment that inspires all who enter.

Please elaborate on any needs or offers you have mentioned above and/or suggest categories of support that aren't specified within the list

We plan on working with volunteers and hosting practicum students to help with training and off set staff costs. The program coordinator will be responsible for monitoring and assessing personnel.

We will develop relationships within the community that help to sustain the programs with the most effective use of time and resources.

NUESTRA VIDA ES UNA OBRA QUE TRASCIENDE

Created on 04/2/2012 by trascender

El Modelo Pedagógico TRASCENDER es un aporte a la educación en Colombia, dirigido a la niñez entre los 3 y los 11 años que debe ser replicado

About You

Organization: Fundación TRASCENDER Visit websitemore ↓↑ hide↑ hide

About You

First Name

Beatriz

Last Name

Mantilla de Guerrero

About Your Organization

Organization Name

Fundación TRASCENDER

Organization Website

Organization Country

Colombia

Country where this project is creating social impact

Colombia

Is your organization a

Non‐profit / NGO / Citizen sector organization

Your role in Education

Other.

The type of school(s) your solution is affiliated with

Other

How long has your organization been operating?

More than 5 years

The information you provide here will be used to fill in any parts of your profile that have been left blank, such as interests, organization information, and website. No contact information will be made public. Please uncheck here if you do not want this to happen..

Innovation

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Select the stage that best applies to your solution

Growth (your pilot is up and running, and starting to expand)

How long has your solution been in operation?

Operating for more than 5 years

The Need: What problem are you trying to solve?

 Sistema Educativo a espaldas de intereses y necesidades de los niños, que descuidan el desarrollo social y emocional por dar prioridad a la adquisición de conocimiento
 Distanciamiento afectivo del adulto hacia el niño
 El “HACER” dominante del adulto que fragmenta las formas del “HACER, SENTIR Y PENSAR” del niño
 Pérdida de Liderazgo y valores sociales

The Solution: What is your solution? Be specific!

 Investigación, construcción y aplicabilidad de un Modelo Pedagógico Innovador y Alternativo, cuyos componentes (Pedagógico, Vinculación Afectiva y Trabajo con Familia), parten de los intereses y necesidades infantiles y fomentan la capacidad de auto-observación y auto-reflexión en el niño, permitiéndole actuar a partir de sus dones esenciales innatos y su auto-conocimiento, sobre sus entornos: sociales, familiares y educativos.

 Con lo anterior, se pretende permear significativamente las prácticas educativas de la educación formal.

The Model: Walk us through a specific example of how your solution makes a difference; include your primary activities

Cada día los niños rotan por siete espacios de expresión (obras), en los cuales reconocen su vida como una obra que se construye en su relación con los otros; de allí que las actividades propuestas por los artistas- docentes priorizan los proyectos de carácter colectivo con los cuales los niños pueden transformar y dar nuevos significados a situaciones y relaciones sociales, características de sus entornos inmediatos.

Un ejemplo de ello se generó en la Obra “Histórico-Cultural”, donde a través de ejercicios de cartografía social, vinculando elementos de las artes plásticas y la literatura, los niños de educación inicial y básica primaria, tuvieron un acercamiento sensible a su comunidad, trazando sus recorridos diarios, resignificándolos y reconstruyendo colectivamente sus historias de vida.

Posteriormente los niños realizaron una instalación artística en su colegio, que provocó a los asistentes (comunidad educativa: docentes, padres y madres de familia y estudiantes de bachillerato) emprender un recorrido a través de la memoria, las calles y lugares significativos de la comuna. En dicha instalación, se evidenció que los niños asumieron una posición activa ante la necesidad de generar un espacio de concienciación, que permitió identificar problemáticas sociales y reconocer su comuna como parte de sus vidas y su historia.

The Marketplace: Who are your peers and competitors? Identify others also working to address the needs you are and what differentiates you from them. What challenges could these players pose to your success or growth?

Organizaciones artísticas que trabajan con infancia desde sus necesidades y reconocen la cultura infantil

Organizaciones que reconocen la importancia de la relación adulto-niño para las prácticas educativas efectivas y significativas, que promueven modelos pedagógicos alternativos

Concepción del niño como sujeto de transformación: parte, arte y solución.
La vivencia del conflicto como estrategia pedagógica para el desarrollo de habilidades de mediación y liderazgo.
El arte y la vinculación afectiva con el niño como detonante para encontrar nuevos caminos o soluciones a problemas comunes.
Complementariedad e Integralidad: Reconocimiento y validación del capital simbólico del niño (risa, fantasía, imaginación, asombro, juego, creatividad)

Now that you have thought out your entry, help us pitch it.

Define your company, program, service, or product in 1-2 short sentences [136 characters]

El Modelo Pedagógico TRASCENDER es un aporte a la educación en Colombia, dirigido a la niñez entre los 3 y los 11 años que debe ser repl

Identify what is innovative about your solution in 1-2 short sentences [136 characters]

Concepción del niño como sujeto de transformación. El arte, la pedagogía y el afecto como metodología innovadora

Social Impact

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This Entry is about (Issues)

What has been the impact of your solution to date?

Construcción del Modelo Pedagógico TRASCENDER, enriquecido por una Investigación Pedagógica y Psicosocial y validado bajo una experiencia con niños, sus familias (1840-230 por año lectivo) durante ocho años consecutivos, dando cobertura a 1107 niñas, 1028 niños entre los 3 y los 11 años (267 niños promedio por año lectivo), quienes asisten a TRASCENDER por grados escolares durante la semana, de lunes a jueves con una intensidad de 6 horas diarias.

 Capacitación a 358 agentes educadores en estrategias artísticas para el trabajo con infancia (maestros, psicólogos, etc)
Alianza con QUIMPAC de Colombia S.A, Programa de RSE, Zona de Réplica del modelo en una comunidad rural de la región Vallecaucana (corregimiento Palmaseca), con una población de 60 niños en su primera fase.

What is your projected impact over the next 1-3 years?

Replicar el Modelo, a través de alianzas público-privadas con gobiernos locales tanto en entornos urbanos como en áreas rurales de la región, donde existe una gran demanda en materia de atención a la infancia.

Proyectos de cooperación para financiación y reproducción en alianza con comunidades

Alianzas con otros segmentos de la población tales como:

 Programas de RSE cuyos ejes temáticos aborden educación en infancia. Inversionistas Sociales
 Madres comunitarias, Padres de familia, Psicólogos y demás agentes que trabajen con la niñez
 Proyectos de cooperación para financiación y reproducción en alianza con comunidades

Con Programas de Formación en Educación Inicial y Básica Primaria
Proyectos de cooperación para financiación

What barriers might hinder the success of your project? How do you plan to overcome them?

- La voluntad política del gobierno local para la implementación de programas de educación que respondan a las necesidades infantiles y que estén por fuera del campo de la educación tradicional.
 Dar continuidad a nuestra participación en los espacios de encuentro sociedad civil-estado (Comisión Vallecaucana Por La Educación y Mesa Municipal de Primera Infancia) generando reflexiones sobre la importancia de invertir y transformar los escenarios y las prácticas educativas

Sostenibilidad del Modelo en términos financieros.
Incrementando ingresos a través del plan de consecución de recursos de TRASCENDER (Inversionistas sociales-Plan Vincúlate-Unidades de Negocio-Eventos-Cooperación)

Winning entries present a strong plan for how they will achieve and track growth. Identify your six-month milestone for growing your impact

Finalización primera fase de la Investigación Psicosocial y Pedagógica que dio pie al Modelo Pedagógico TRASCENDER

Identify three major tasks you will have to complete to reach your six-month milestone

Task 1

Finalización de la sistematización de la experiencia

Task 2

Verificación de resultados Vs indicadores iniciales

Task 3

Publicación y lanzamiento del producto final que recoge esta experiencia

Now think bigger! Identify your 12-month impact milestone

Réplica del Modelo en comunidad con niños, docentes y familias

Identify three major tasks you will have to complete to reach your 12-month milestone

Task 1

Identificar la comunidad y sus necesidades frente a procesos de este tipo a través de un diagnóstico

Task 2

Establecer una alianza que financie el proceso

Task 3

Diseñar un plan que dé viabilidad al proceso para ser entregado a la comunidad

Founding Story: We want to hear about your "Aha!" moment. Share the story of where and when the founder(s) saw this solution's potential to change the world [125 words]

TRASCENDER, entidad ABIERTA , sin ánimo de lucro, abre sus puertas en el año 2000, como una alternativa para apoyar educación de niños y jóvenes en alto riesgo social, a través de su Programa Auxilios Educativos como un proceso de inclusión a la educación formal de este tipo de población, lográndose a la fecha entregar 7.102 cupos escolares para niños y jóvenes, apoyando de esta forma a 3.494 familias y logrando graduar a 943 bachilleres. En 2002 nace el piloto Obra TRASCENDER, como un oportunidad dirigida exclusivamente a la niñez entre los 3 y los 11 años, partiendo de la base que la personalidad del ser humano se forma en sus primeros 8 años de vida, haciéndose necesario por lo tanto diseñar un modelo que fomente la capacidad de auto-observación y auto-reflexión en el niño, permitiéndole actuar a partir de sus dones esenciales innatos y su auto-conocimiento.

Sustainability

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Tell us about your partnerships

• TRASCENDER- Johnson & Johnson de Colombia S.A (The Resource Foundation USA) Programa Auxilios Educativos.

• TRASCENDER- Química Básica S.A (Inversionista Social) Financiación Fundación Outsourcing de RSE Externa de QB

• TRASCENDER- Sucromiles S.A (Inversionista Social) Financiación Fundación Outsourcing de RSE de Sucromiles

• TRASCENDER- PriceWaterHouseCoopers (Auditor externo- Inversionista Social)
• TRASCENDER -Quimpac de Colombia S.A (Inversionista Social) Proyecto Palmaseca.

• TRASCENDER- BanColombia Programa Vinculate con– Debito automatico

What type of team (staff, volunteers, etc.) will ensure that you achieve the growth milestones identified in the Social Impact section? [75 words]

• Junta directiva (Voluntariado, 10 empresarios de la región)
• Revisoría fiscal
• Equipo administrativo y financiero
• Equipo ejecutor, piloto Obra Trascender (Asesores de investigación psicosocial y pedagógica, Artistas-Docentes y psicosocial (éste último con el apoyo de estudiantes de psicología y trabajo social).

Please elaborate on any needs or offers you have mentioned above and/or suggest categories of support that aren't specified within the list

Recursos económicos para la réplica del Modelo.
Expertos en mercadeo social, específicamente en Modelos pedagógicos de este tipo, en segmentos descritos anteriormente.
Radio, televisión y prensa para difundir el Modelo.
Expertos en investigación de mercado en este tipo de servicios.
Redes especializadas para la difusión del Modelo
Expertos en normatividad educativa para Modelos

PAN CON AMOR Y PAZ ES LA SOLUCION PERO HAGAMOSLO JUNTOS…. QUE VIVAN LOS NIÑOS(AS)

Created on 04/2/2012 by Fundacion de Infantes Misioneros FIM

Aproximadamente 20 palabras restantes (160 caracteres).

About You

Organization: Fundacion de Infantes Misioneros FIM more ↓↑ hide↑ hide

About You

First Name

MARIA EUGENIA

Last Name

MANCIPE LOPEZ

About Your Organization

Organization Name

Fundacion de Infantes Misioneros FIM

Organization Website

Organization Country

Colombia

Country where this project is creating social impact

Colombia

Is your organization a

Non‐profit / NGO / Citizen sector organization

Your role in Education

Administrator, After-School Provider, Counselor, Social Worker, Teacher.

The type of school(s) your solution is affiliated with

Private (tuition-based)

How long has your organization been operating?

More than 5 years

The information you provide here will be used to fill in any parts of your profile that have been left blank, such as interests, organization information, and website. No contact information will be made public. Please uncheck here if you do not want this to happen..

Innovation

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Select the stage that best applies to your solution

Established (past the previous stages and has demonstrated success)

How long has your solution been in operation?

Operating for more than 5 years

The Need: What problem are you trying to solve?

Por mi propia vivencia personal y de estudio y observación a través de mi trabajo inicial en el mercadeo y en los medios de televisión durante veinte años, me di cuenta que hay una problemátìca marcada en mi país, relacionada con la poca realización en las personas adultas, producto de los vacios en las dimensiones Espiritual y afectiva, originadas y no resueltas en la infancia, perjudicando su presente en la familia y a su vez desencadenando una serie de comportamientos violentos, de adicción , de autodestrucción, emocionales que impiden y generan pobreza física y espiritual , aislamiento, egocentrismo e insensibilidad ,indiferencia,. Así, las personas no pueden ver que la esencia real de la vida es SER Y HACER FELICES A OTROS.

The Solution: What is your solution? Be specific!

Se Organiza el TRABAJO JUNTOS (entre los niños(as), entre los jóvenes que sirven, entre los padres de familia, entre los benefactores para aportar) con la premisa de la BUENA VOLUNTAD DE LAS PARTES Y DE TRABAJAR EN EQUIPO para que pueda operar el programa ya que como se evidencia no hay nada de recursos financieros que lo aseguren.

PASO 2:
Ya con los grupos organizados sensibilizados en el apso 1 y relacionados a continuación:
Promotor(a)s, gestor(a)s
Padres y madres que se inscriben en el programa.
Niños(as), jóvenes incritos
Benefactores sensibilizados
Padres y madres comprometidos con el programa
Grupos de apoyo (estudiantes últimos grados secundaria, Universitarios, personas voluntarias, talleristas, profesionales voluntarios, parroquias, funcionarios del Gobierno municipal, Juntas de acción comunal, empresas)
Alianzas de cooperación con diversas organizaciones, empresas y entidades sin animo de lucro a con animo de lucro.

The Model: Walk us through a specific example of how your solution makes a difference; include your primary activities

Lo que hace la diferencia es que en un mundo donde se quiere excluir a Dios siendo el AMOR , LA PAZ, LA EMPATIA , LA SOLIDARIDAD , aquí se da a conocer a través a través de los rostros de cada persona que practicando actos de bondad se hace mas feliz y haber descubierto este tesoro enseñarlos a nuestros niños (as) y atodos los que de una u optra manera se vinculan con la obra. Que hay de diferencia : amor vedadero, verdadera solidaridad, verdadera hermandad partiendo de una reflexión de una conciencia en que todos (as) debemos sacrificar algo de lo que tenemos para darlo a otro que lo necesita.La conciencia de que todo lo que hemos recibidio le pertenece a Dios y ha sido un regalo , somos simples adminsitradores de todo en el lugar donde nacimos.

The Marketplace: Who are your peers and competitors? Identify others also working to address the needs you are and what differentiates you from them. What challenges could these players pose to your success or growth?

Competidores podrían destacarse aquí en este municipio las fundaciones de protección que el gobierno contrata en donde tienen niños que han sido abandonados FUNDACION NIÑA MARIA, y otra fundación TAP que hace solo talleres cobrando un valor minimo pero no es un programa integral que sea de solución a las necesidades que requiere este país para poderlo sacar de la pobreza, siendo un país tan rico en todo y tan maravilloso para que cualquier persona se enamore de el. Los demás programas ayudan los programas del gobierno municipal pero nuestra gran diferencia es que es integra.

Now that you have thought out your entry, help us pitch it.

Define your company, program, service, or product in 1-2 short sentences [136 characters]

JUNTOS UNIDOS TRABAJANDO para que en el mundo la fuerza del Amor de Dios sea fuente que da vida.

Identify what is innovative about your solution in 1-2 short sentences [136 characters]

Al aceptar el AMOR DE DIOS hemos podido dominar nuestras pasiones egoístas, potencializar en cada uno los dones individuales.

Social Impact

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This Entry is about (Issues)

What has been the impact of your solution to date?

Hasta la fecha ha sido una solución para los diferentes grupos de personas que han tenido contacto con la fundación En Chia Cundinamarca. En primer lugar todos hemos descubierto el amor de Dios y la capacidad de amar, dar lo mejor en el servicio a nuestros hermanos que nos posibilita a todos lograr ser mas felices, convivir en paz, la sostenibilidad, una mejor calidad de vida y a cumplir con los sueños de cada uno.
Concretamente esto se expresa el fortalecimiento de la dimensiones integrales en lo personal y comunitario (cada uno(a) de los vinculados conoce cual es su rol y participación en la experiencia no son espectadores son protagonistas) El funcionamiento del programa es responsabilidad de todos y del esfuerzo libremente consentido de cada uno.
Como este programa no hay mas en el municipio de Chia entonces la fundación ha logrado un posicionamiento para que “el pobre pueda tocar la puerta y encontrar una mano amiga que le brinde ayuda sin tantos tramites”.

What is your projected impact over the next 1-3 years?

Consolidar los lideres infantiles y juveniles actuales minimo 10 en el programa de Chia, para que primero solicionen sus problematicas y necesidades y las de sus familias y luego sean multiplicadores dentro y fuera de aprendizajes realizandolo en la escuela publica del sector que cuenta en la primaria con 300 niños aproximadamente, en el jardín social de primera infancia que cuenta con 130 niños hasta 5 años, las madres comunitarias 30 niños y acciónes sociales comunitarias variadas con los niños de la fundación favoreciendo otras comunidades en tiempos de vacaciones, navidad, semana santa, visita ancianatos, parroquias, Juntas de accion comunal, empresas, programas del gobierno, escuelas publicas.

What barriers might hinder the success of your project? How do you plan to overcome them?

La resistencia de los padres y madres para cambiar sus actitudes, su soberbia y desorden moral, para superarlas continuar trabajando los encuentros familiares semanales y quincenales que iniciamos hace 15 meses y que han tenido un resultado positivo a la fecha.
El estado físico de las instalaciones esta muy deteriorado de acuerdo con las normas legales de salud e higiene que estipula el gobierno y por lo tanto se debe realizar la edificación.
La falta de recursos financieros suficientes que permitan lograr los impactos deseados para lo cual se esta avanzando en los proyectos productos y a su vez se esta pensando en enviar solicitudes de financiamiento a organizaciones de cooperación.

Winning entries present a strong plan for how they will achieve and track growth. Identify your six-month milestone for growing your impact

Haber iniciado la escuela de liderazgo, con los niños mayores de 8 años y los adultos que participan directamente en el proyecto

Identify three major tasks you will have to complete to reach your six-month milestone

Task 1

Definir el modelo y grupo de formacion para la escuela de liderazgo

Task 2

Hacer un directorio para la consecución de nuevos clientes para los proyectos de emprendimiento

Task 3

Segumiento para la aprobación de los planos arquitectónicos realizado por el Gobierno municipal.

Now think bigger! Identify your 12-month impact milestone

Haber completado la primera fase de formacion de liderazgo e iniciar el segundo ciclo

Identify three major tasks you will have to complete to reach your 12-month milestone

Task 1

Evaluar el primer ciclo de formacion de la escuela de liderazgo

Task 2

Con los antiguos clientes realizar un sondeo de satisfacción del producto y sugerencias

Task 3

Convocar a todas las personas involucradas con la fundación para que presten su ayuda en especie.

Founding Story: We want to hear about your "Aha!" moment. Share the story of where and when the founder(s) saw this solution's potential to change the world [125 words]

A traves de la vida de niña, adolescente y joven la Fundadora no entendio el motivo de su tristeza, su falta de autoestima, su poco aceptacionde si misma, su querer morir, sentirse de malas aun teniendo un padre y madre que le amaban mucho y le daban algunas comodidades, no sola sino con 5 hermanos mas, que paso?. Solo lo pudo comprender a sus 36 años cuando en una depression terrible con deseos de morir pudo encontrar en un encuentro con una pequeña reflexion el amor de Dios que a cada persona le dice que puede ser feliz a pesar de....y por ello superando y encontrando la raiz de su profunda soledad despues de 2 años se propuso ofrecerle felicidad a su pequeño hijo e igualmente ayudar a muchos niños para que en su infancia se sientan felices y puedan saber que papa Dios y mama Maria los aman profundamente y ellos siempre seran fieles, y que su amor se ve reflejado en todo los acontecimientos diarias.

Sustainability

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Tell us about your partnerships

What type of team (staff, volunteers, etc.) will ensure that you achieve the growth milestones identified in the Social Impact section? [75 words]

Asesores en: Escuelas de liderazgo, psicóloga, trabajadora social, voluntarios para apoyo en actividad, profesor música, danzas teatro

Please elaborate on any needs or offers you have mentioned above and/or suggest categories of support that aren't specified within the list

El programa realmente funciona con la buena voluntad de todos, y en el tema de lo profesional nos fala muchísimo.
En lo que podemos aportar son las ideas y de cómo con poco dinero pero mucha voluntad se puede progresar y autosostener un proyecto para superar la pobreza , el hambre yla educación

“VIVAMOS EN UNA CULTURA DE PREVENCIÓN”

Created on 04/2/2012 by Yudy

Programa de prevención del abuso sexual infantil en Instituciones Educativas, ubicados en la zona urbano marginal del distrito de Ayacucho- Perú.

About You

Organization: Asociación Ministerio Diaconal Paz y Esperanza Visit websitemore ↓↑ hide↑ hide

About You

First Name

Yudy

Last Name

Soto Flores

About Your Organization

Organization Name

Asociación Ministerio Diaconal Paz y Esperanza

Organization Website

Organization Country

Peru

Country where this project is creating social impact

Peru

Is your organization a

Non‐profit / NGO / Citizen sector organization

Your role in Education

Other.

The type of school(s) your solution is affiliated with

Public (tuition-free)

How long has your organization been operating?

More than 5 years

The information you provide here will be used to fill in any parts of your profile that have been left blank, such as interests, organization information, and website. No contact information will be made public. Please uncheck here if you do not want this to happen..

Innovation

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Select the stage that best applies to your solution

Growth (your pilot is up and running, and starting to expand)

How long has your solution been in operation?

Operating for more than 5 years

The Need: What problem are you trying to solve?

En el Perú, el 37% de la población está conformado por niños y adolescentes de 0 a 17 años. El 60%, viven en condición de pobreza, por su parte la región Ayacucho afronta una serie de problemas entre ellas violencia familiar y abuso sexual a niñ@s; porque los padres salen a trabajar fuera del hogar, dejando a sus hijos a cargo de familiares durante tiempos prolongados, siendo esto factor de riesgo para la integridad física-psicológica de los menores; frente a esta realidad existen escasos programas de prevención del abuso sexual que articulen participación entre el estado y padres de familia.

The Solution: What is your solution? Be specific!

Se pretende lograr que las autoridades, padres-docentes, alumnos y comunidad promuevan acciones de prevención del abuso sexual; puesto que la mayoría de los casos de abuso sexual a niñ@s, inicia con la manipulación por parte del agresor; por ello la importancia de integrar en los procesos de aprendizaje del niño o niña el conocimiento y familiarización con su propia identidad corporal, incorporar las herramientas de autoprotección, esto implica el reconocimiento y desarrollo de las habilidades necesarias para enfrentar situaciones de peligro y su diferenciación de experiencias de confianza y seguridad personal. Este conjunto de acciones se llevaran acabo con acciones de incidencia, sesiones dinámicas, encuentros Intergeneracionales y lúdicos. Para finalmente lograr que el gobierno regional lo asuma como parte de su responsabilidad.

The Model: Walk us through a specific example of how your solution makes a difference; include your primary activities

• El presente tiene el propósito de promover que alumnos, padres-madres, docentes y comunidad sean promotoras en la prevención del abuso sexual infantil. Para su logro se ejecutará un Programa educacional basado en la construcción y reforzamiento de las habilidades sociales, identificación de situaciones de amenaza, pautas conductuales de autoprotección, siendo la variable autoestima y empatía los articuladores de las otras variables previstas.
• Reforzar los recursos cognitivos y afectivos a través de encuentros Intergeneracionales/sesiones entre padres-niñ@-docente; aplicando la metodología artístico-lúdico grupal; para garantizar que los niñ@s, puedan enfrentar su crecimiento e inserción social del modo más favorable y segura y por ende sean capaces de prevenir, denunciar, identificar situaciones de riesgo ante el abuso sexual infantil teniendo una posición de rechazo, lo que significa el ejercicio del derecho a ser respetados.
• Programa radial conducido por los comunicadores comunitarios infantiles y padres para informar sobre la problemática.
• Acciones de incidencia: Campañas/ferias informativas de sensibilización, pasacalles, conferencia de prensa; con el fin de poner en agenda y las autoridades asuman la responsabilidad sobre la problemática.
• Padres de familia, comunidad y docentes elaboren una propuesta de prevención del abuso sexual infantil y difunden como buenas prácticas.

The Marketplace: Who are your peers and competitors? Identify others also working to address the needs you are and what differentiates you from them. What challenges could these players pose to your success or growth?

Las políticas que vienen implementándose desde el Estado Peruano a nivel de la región Ayacucho en la temática de violencia familiar y sexual; sus acciones están orientadas a recibir y asistir las denuncias cuando el hecho se ha consumado, sus acciones están centralizados; esto debido a la escasa dotación de recursos humanos y económicos para las acciones de prevención sobre todo en las zonas de mayor incidencia.
Por otra parte existen organizaciones no gubernamentales que trabajan el tema de prevención del trabajo infantil, estimulación temprana.

Now that you have thought out your entry, help us pitch it.

Define your company, program, service, or product in 1-2 short sentences [136 characters]

Programa de prevención de abuso sexual infantil en Instituciones Educativas ubicados en la zona urbano marginal del distrito de Ayacucho

Identify what is innovative about your solution in 1-2 short sentences [136 characters]

Docentes, padres de familia y alumnos involucrados en la prevención de entornos que desencadenan el abuso sexual infantil, a través de u

Social Impact

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This Entry is about (Issues)

What has been the impact of your solution to date?

Producto del trabajo de Paz y Esperanza en una escuela de 200 niños en Ayacucho, ha logrado:
• Sensibilizar a las autoridades educativas y comunidad de Ayacucho sobre la necesidad de proteger a los menores, procurando entornos saludables y seguros.
• Producto de las sesiones educativas de prevención de abuso sexual con los alumnos teniendo como medio materiales lúdicos; el 70% se reconoce: “soy valiosa y nadie tiene derecho a hacerme daño”, a la pregunta ¿Qué hacer en situación de riesgo? El 80% de los alumnos manifiestan “gritar, correr y avisar a alguien de confianza”.
• Padres de familia con mayor conciencia del peligro, al que están expuesto sus hijos al quedar al cuidado de personas “de confianza” que son los principales agresores.

What is your projected impact over the next 1-3 years?

Instituciones Educativas promotoras en la prevención de la violencia familiar y abuso sexual, donde el Gobierno regional de Ayacucho emite ordenanza regional institucionalizando el 19 de noviembre como Día Mundial para la prevención del abuso del Niño, con la finalidad de que se incorporen acciones de prevención en el Plan curricular escolar, para sensibilizar a los niños y adolescentes sobre las formas de abuso sexual existentes: maltrato infantil, violencia psicológica-física y sexual. A fin que respondan asertivamente a situaciones de abuso, sensibilizar a autoridades, docentes, padres de instituciones educativas para la protección de los derechos de los menores.

What barriers might hinder the success of your project? How do you plan to overcome them?

Uno de los problemas que podría presentarse es la poca voluntad política de los tomadores de decisiones de la dirección regional de educación y gobierno regional para la aprobación de la Ordenanza Regional.

Para lo cual planteamos realizar acciones de incidencia conjuntamente con las redes (conjunto de instituciones públicas y privadas, organizaciones de base) que trabajan la temática Niñez.
Reforzar las Alianzas estratégicas con los consejeros regionales (decisores), para que ellos incidan y presionen en la aprobación de la Ordenanza Regional.

Winning entries present a strong plan for how they will achieve and track growth. Identify your six-month milestone for growing your impact

Alumnos se conciben valiosos e identifican situaciones de riesgo.Padres de familia y docentes sensibilizados y consientes.

Identify three major tasks you will have to complete to reach your six-month milestone

Task 1

Sesiones dinámicos orientados a niños y niñas sobre autoestima y autocuidado frente a situaciones de riesgo.

Task 2

Encuentros Intergeneracionales lúdicos y dinámicos entre padres de familia y alumnos sobre pautas de crianza

Task 3

- Programas radiales conducidos por comunicadores comunitarios infantiles, producción y difusión de spot radial.

Now think bigger! Identify your 12-month impact milestone

Elaboración de una propuesta de prevención de abuso sexual de acuerdo a su contexto y difusión de la misma como buena práctica.

Identify three major tasks you will have to complete to reach your 12-month milestone

Task 1

Reuniones de trabajo de padres de familia y docentes.

Task 2

Inserción y participación en espacios de participación y redes.

Task 3

Campaña de comunicación educativa (difusión de spot radial sobre la prevención del abuso sexual infantil y buenas prácticas)

Founding Story: We want to hear about your "Aha!" moment. Share the story of where and when the founder(s) saw this solution's potential to change the world [125 words]

Paz y Esperanza inició su trabajo a partir de un acercamiento humanitario de defensa a familias afectadas por la violencia política, se aborda la niñez desde la atención psicológica, facilitación en la inserción escolar, la identificación de sus potencialidades para hacerle frente a situaciones nuevas.
Posteriormente, a través del programa de educación cristiana en sexualidad, se ve la necesidad de patrocinio legal, psicológico y social de las niñas abusadas sexualmente, hasta la formación de redes sociales e incidencia política.
En el transcurso de esta experiencia se fue hallando temas vinculados a la niñez y a su contexto, y nos preocupamos por profundizar en la visión cristiana de la infancia, sexualidad, la perspectiva de género, el desarrollo humano, el acompañamiento basado en la defensa de los derechos de los niños.

Sustainability

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Tell us about your partnerships

La Institución Paz y Esperanza tienen convenios y esta inserto en las siguientes instituciones y espacios en mención:
*Convenio de atrabajo entre la Unidad de Gestión Local UGEL – Ayacucho,
*Convenio de trabajo con la Institución Educativa
*Convenio de trabajo con el Centro de Emergencia Mujer-Huamanga.
*Miembro activo de la Red Interinstitucional para la atención de la violencia Familiar y Sexual RIPAVFS.
*Miembro activo del Instituto Regional de la Mujer-Ayacucho IRMA.

What type of team (staff, volunteers, etc.) will ensure that you achieve the growth milestones identified in the Social Impact section? [75 words]

- Comunicador(a) Social
- Trabajador (a) Social
- Abogado (a)
- Administrador (a)
- Psicólogo (a)
- Voluntarios nacionales e internacionales.
- Consejero (a)

Please elaborate on any needs or offers you have mentioned above and/or suggest categories of support that aren't specified within the list

- Presupuesto para la ejecución de proyectos de investigación referidos a la problemática de la niñez.

- Presupuesto para financiar el programa radial, difusión de spot radial a través de un medio de comunicación local.

- Presupuesto para la Elaboración de la sistematización de experiencia del presente proyecto.

- Presupuesto para el equipo técnico.

Education for Diversity

Created on 04/2/2012 by kurmi.wasi

Constructing an education for life and in life

About You

Organization: Fundación Taypi more ↓↑ hide↑ hide

About You

First Name

Juan José

Last Name

Obando Alvizuri

About Your Organization

Organization Name

Fundación Taypi

Organization Website

Organization Country

Bolivia, LPZ, La Paz

Country where this project is creating social impact

Bolivia, LPZ, La Paz

Is your organization a

Non‐profit / NGO / Citizen sector organization

Your role in Education

Teacher.

The type of school(s) your solution is affiliated with

Other

How long has your organization been operating?

More than 5 years

The information you provide here will be used to fill in any parts of your profile that have been left blank, such as interests, organization information, and website. No contact information will be made public. Please uncheck here if you do not want this to happen..

Innovation

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Select the stage that best applies to your solution

Growth (your pilot is up and running, and starting to expand)

How long has your solution been in operation?

Operating for more than 5 years

The Need: What problem are you trying to solve?

We want to contribute to solving the country's education problem, because it expresses and reproduces- both within public and private schools- power mechanisms that discriminate and oppress, and, therefore, constitutes an inclusive educational practice that is mechanistic, memorized and decontextualized .

The Solution: What is your solution? Be specific!

Implement an innovative educational space based on integrity, diversity and identity; where differences are valued and solidarity, creativity and criticality are practiced. A space where you work in a contextualized and experiential way. In short, an educational space, for life and in life.

The Model: Walk us through a specific example of how your solution makes a difference; include your primary activities

There have been a series of trips and research visits to contextualize learning. For example, the community of Moyapampa has served as the backdrop to understand the community organization, the functions and forms of election originating authority, the mechanisms of reciprocity such as the native ayni system, and other ancient customs for managing water and land. Similarly, the mining area of Huanuni, has helped us to understand the historical role of the working class in class struggle and to learn how the proletariat organizes itself. This approach to reality is one that encourages the building of social ties and cultural and political rights of young people within their context.

The Marketplace: Who are your peers and competitors? Identify others also working to address the needs you are and what differentiates you from them. What challenges could these players pose to your success or growth?

The private and public schools, rather than peers or competitors, represent educational spaces which serve as parameters within which we can implement our educational processes.

Now that you have thought out your entry, help us pitch it.

Define your company, program, service, or product in 1-2 short sentences [136 characters]

We define ourselves as a "learning community" that is comprised of all who share this cultural, social and natural space.

Identify what is innovative about your solution in 1-2 short sentences [136 characters]

A diversity education for life and in life.

Social Impact

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This Entry is about (Issues)

What has been the impact of your solution to date?

During these past years, we have been able to identify changes in how students respond to capacity development processes more than specific results. It is unrealistic to say that students have already achieved this or that skill or ability. However, believe that the following results demonstrate progress. We have developed the following capabilities:
Critical thinking: that is, an attitude and ability to judge people, situations and events with respect, balance and depth.
Openness to diversity: which makes the youth recognize and value different cultural, social, political, generational and genders.
The full exercise of citizenship: to organize, participate, lead assertively and democratically, and cooperate with others in achieving a common goal.
Care: protection and coexistence with the environment.
The management and development of research and studying strategies that promotes autonomy.

What is your projected impact over the next 1-3 years?

In the future, we intend to consolidate an innovative educational proposal capable of generating changes in society that can be shared with any person, institution, or group, and can be replicated or recreated in any context. At the same time, we hope to establish ourselves as a pedagogical leader locally and nationally. The goal would be that the Ministry of Education adopts our pedagogy as a model to replicate in the government owned public schools.

What barriers might hinder the success of your project? How do you plan to overcome them?

Barriers are principally of an economic nature. This is because the tuition system is based on a principle of solidarity. Therefore, each family pays an amount that corresponds to their economic reality. There are even families from Achocalla contributing in kind (milk, vegetables, potatoes) or labor (preparation of food for all students at the school). As a result of the tuition system, families of different social and economic means are guaranteed access to the school, but also, in this effort of solidarity with the poor people, there has been an annual deficit of about 30%. The way to overcome this difficulty is by making the government commit to our project, turning us into a Colegio de Convenio (Partner School).

Winning entries present a strong plan for how they will achieve and track growth. Identify your six-month milestone for growing your impact

Students, teachers and parents count with an innovative educational institution.

Identify three major tasks you will have to complete to reach your six-month milestone

Task 1

Building an innovative educational proposal

Task 2

Implementation of adequate infrastructure

Task 3

Ensuring available teaching resources

Now think bigger! Identify your 12-month impact milestone

Assisting disadvantaged children in developing personal and social skills

Identify three major tasks you will have to complete to reach your 12-month milestone

Task 1

Training of teachers in managing and teaching methodologies.

Task 2

Ongoing training of students in the use of learning strategies and tools.

Task 3

Involving parents in their children's learning.

Founding Story: We want to hear about your "Aha!" moment. Share the story of where and when the founder(s) saw this solution's potential to change the world [125 words]

Born out of the initiative of a small group of parents, the Kurmi Wasi school –an educational project of the Taypi Foundation started operating with 35 students and 4 teachers in February 2005 in Achocalla, La Paz - Bolivia, with the goals to be" inclusive" , to learn in a more contextualized and less abstract environment, and to contribute to reducing inequalities. In short, to be a place where differences are valued and solidarity, creativity and critical thinking are practiced. Moreover, considering that both public and private schools represent spaces where mechanisms that discriminate and oppress take place, and, therefore, can play in the school an education that is out of context and industrial.

Sustainability

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Tell us about your partnerships

Basically the project has the support of solidarity friends (individuals). These contribute with direct donations.

What type of team (staff, volunteers, etc.) will ensure that you achieve the growth milestones identified in the Social Impact section? [75 words]

Fundamentally a team of committed teachers that identify themselves with the educational pedagogy.

Please elaborate on any needs or offers you have mentioned above and/or suggest categories of support that aren't specified within the list

Our needs are basically economic, because we do not have funds to build educational spaces such as orchards, greenhouses, and breeding sites, among others.
We believe that our experience can be shared, especially in the educational, participatory and community realms.

Proyecto Pinoteca: espacio de educación y socialización para niños y niñas

Created on 04/2/2012 by pilar.roman

“Pinoteca es un espacio de educación y socialización para niños y niñas”

About You

Organization: Asociación para una Feliz Infancia (AFI PERÚ) Visit websitemore ↓↑ hide↑ hide

About You

First Name

Pilar

Last Name

Román Cuba

About Your Organization

Organization Name

Asociación para una Feliz Infancia (AFI PERÚ)

Organization Website

Organization Country

Peru, LI

Country where this project is creating social impact

Peru, LI

Is your organization a

Non‐profit / NGO / Citizen sector organization

Your role in Education

Administrator.

The type of school(s) your solution is affiliated with

Public (tuition-free)

How long has your organization been operating?

1‐5 years

The information you provide here will be used to fill in any parts of your profile that have been left blank, such as interests, organization information, and website. No contact information will be made public. Please uncheck here if you do not want this to happen..

Innovation

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Select the stage that best applies to your solution

Scaling (the next step will be growing impact on a regional or even global scale)

How long has your solution been in operation?

Operating for 1‐5 years

The Need: What problem are you trying to solve?

El Cerro El Pino, Asentamiento Humano del distrito de La Victoria, está habitado por cerca de 3000 familias, de escasos recursos. Allí encontramos niños y niñas en riesgo social, por un lado, por la ausencia de padres y madres de familia que trabajan casi todo el día y por otro lado, la presencia de pandillas y gente de mal vivir, así como altos índices de basura y contaminación ambiental. Ante ello, observamos la necesidad de un espacio propicio para el pleno desenvolvimiento, desarrollo de habilidades sociales y el ejercicio de actividades académicas de niños y niñas.

The Solution: What is your solution? Be specific!

Pinoteca nace con la idea de propiciar ese espacio formativo y preventivo, que utiliza estrategias creativas y una metodología lúdica para incentivar el desarrollo educativo integral de las niñas y los niños del Cerro El Pino. La iniciativa además, involucra a padres y madres de familia; así como a docentes del único Centro Educativo del Cerro El Pino: Colegio 501 Damaso Leberguere. Las sesiones con niños promueven su empoderamiento a través de los derechos y deberes de los niños y niñas; desarrollando su personalidad, formándolos en valores e incrementando su autoestima. Mientras que, las sesiones con padres buscan mejorar el vínculo familiar; y las sesiones de profesores fomenta la incorporación de la metodología lúdica dentro de las clases regulares

The Model: Walk us through a specific example of how your solution makes a difference; include your primary activities

Pinoteca es un modelo de intervención porque involucra a los actores inmediatos al entorno del niño, por ejemplo:
• Los profesores/docentes, participan de talleres y acompañamiento psicopedagógico, con el fin de que integren la metodología a las clases regulares. Se les orienta sobre su rol de facilitador en la construcción de relaciones sociales sanas a través del juego.
• Los padres y madres de familia, que tienen altos índices de stress, participan de sesiones de yoga y talleres a modo de conversaciones grupales que los hace integrarse, conocer y resolver sus dudas y problemas, compartiéndolo con sus pares y generando una red de apoyo para los padres.

El expertise que posee AFI PERÚ, en estas líneas de acción, está siendo aprovechado como un servicio de capacitación especializada a un centro educativo de nivel inicial, ubicado en el Callao (Provincia de Lima).

Por otro lado, Pinoteca es un modelo de aprendizaje horizontal donde niños y voluntarios interactúan a través de juegos y dinámicas, generando un vínculo simbólico que incentiva la creatividad e imaginación y su capacidad para escuchar y respetar a otros. Esta experiencia ha sido sistematizada y se propone ofrecerla a empresas como parte de sus programas de voluntariado corporativo.

The Marketplace: Who are your peers and competitors? Identify others also working to address the needs you are and what differentiates you from them. What challenges could these players pose to your success or growth?

.Encontramos organizaciones no gubernamentales como Enseña Perú, que trabaja por la educación de niños y niñas en el Perú. Sin embargo, observamos que dicha organización propone un modelo de desarrollo exclusivamente cognitivo; es decir, estrategias tradicionales de aprendizaje, en las que el niño debe estar en un aula, sobrevalora el rendimiento académico y refuerza la relación vertical docente-alumno; procesos en los que el niño es más un espectador y receptor de mensajes. El modelo Pinoteca, en cambio, promueve el niño, protagonista de su propio aprendizaje, incrementa sus habilidades partiendo de sus saberes previos, e involucra a padres, docentes y comunidad.

Now that you have thought out your entry, help us pitch it.

Define your company, program, service, or product in 1-2 short sentences [136 characters]

Pinoteca es un espacio de educación y socialización para niños y niñas”

Identify what is innovative about your solution in 1-2 short sentences [136 characters]

es un modelo de intervención que incrementa las aptitudes emocionales de niños y niñas.

Social Impact

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This Entry is about (Issues)

What has been the impact of your solution to date?

Tenemos un impacto en dos dimensiones:

Niños, profesores y padres de familia: Son 400 niños beneficiarios que han participado de los talleres sabatinos. Anualmente, nuestras actividades incorporan un promedio de 40 sesiones lúdicas, 02 paseos a centros recreativos, 02 actividades familiares (Kermesse y Navidad), fortaleciendo la resiliencia de los niños(as).

Voluntarios: el proyecto incorpora un sólido equipo de voluntarios, con un sistemático proceso de selección e incorporando capacitaciones para el desarrollo de su voluntariado. A la fecha son alrededor de 120 jóvenes voluntarios desde su creación y ha sido reconocido como una Iniciativa Innovadora de Voluntariado Juvenil para el Desarrollo Social por parte del Estado Peruano. Generamos incidencia e involucramos a nuestros colaboradores en espacios de difusión y redes, compartiendo estas habilidades con los niños(as).

What is your projected impact over the next 1-3 years?

Proyectamos réplicas a nivel de otros distritos de similar contexto, articulando programas con jóvenes de la zona que sean apoyo para los más pequeños, asimismo crear convenios con universidades y empresas para formalizar esta apuesta por la infancia.

What barriers might hinder the success of your project? How do you plan to overcome them?

Estamos superando siguientes dificultades:

Financiamiento: Preparamos un plan para estrechar lazos con empresas y ser colaboradores, consolidando nuestra imagen de jóvenes aunados a la responsabilidad social, planteamos consultorías en temas de índole educativo y participación en ferias de carácter empresarial y de emprendimiento para tener más amplitud de nuestra acción con posibles cooperantes.

Recurso Humano: Estamos en ejecución del programa de agentes de cambio por la infancia, en el cual incorporamos a más personas comprometidas con mejorar la situación de la educación en las primeras etapas y sean parte de este modelo de desarrollo.

Winning entries present a strong plan for how they will achieve and track growth. Identify your six-month milestone for growing your impact

Implementar una réplica de Pinoteca, que desarrolle capacidades internas de miembros y procesos estandarizados.

Identify three major tasks you will have to complete to reach your six-month milestone

Task 1

Concretar el estudio de réplica en otra zona del ámbito actual de trabajo para su ejecución en el próximo semestre.

Task 2

Iniciar el articulado con empresas y universidades a través de convenios de cooperación.

Task 3

Finalizar la consolidación de la imagen corporativa, puesta en marcha del sitio web y cuenta corporativa.

Now think bigger! Identify your 12-month impact milestone

Diseño y desarrollo de un proyecto educativo en alianza con una empresa que aproveche el modelo de intervención y metodología

Identify three major tasks you will have to complete to reach your 12-month milestone

Task 1

Ejecutar el plan de acción del proyecto y evaluar los indicadores de efectividad a fin de año.

Task 2

Articular con empresas y universidades a través de convenios de cooperación e inversión en proyectos para la infancia

Task 3

Realizar proyectos dirigidos por los niños(as) beneficiarios, docentes y voluntarios, para presentarlos a entidades cooperantes.

Founding Story: We want to hear about your "Aha!" moment. Share the story of where and when the founder(s) saw this solution's potential to change the world [125 words]

Yta Roncal y Gabriela Chumpitaz, estudiaban comunicación para el desarrollo en la universidad, cuando conocieron la realidad del Cerro El Pino. Se entrevistaron con organizaciones vecinales, representantes de la Iglesia Católica, líderes de la zona y todos coincidieron en la necesidad de un espacio preventivo para niños y niñas. Ellas y con el apoyo de estas organizaciones, decidieron comenzar un programa que desarrolle aptitudes emocionales; así como habilidades sociales en niños(as); al mismo tiempo que involucrará a los padres y madres de familia en intercambios simbólicos que los fortalezca y reafirme la autoestima de sus hijos(as).

En el 2008, comienza el Proyecto como una iniciativa de jóvenes voluntarios, donde ellos se convierten en referentes y proyectan una imagen positiva para el desarrollo del niño.

Sustainability

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Tell us about your partnerships

.• OBRA: ALIANZAS POR LA JUVENTUD, integrado por instituciones y organizaciones estatales y privadas.
• “Jóvenes por la Educación” (JXE), red de organizaciones juveniles que fomentan la educación de calidad.
• LacVox de UNICEF, Red Regional de niños y adolescentes comunicadores de Latinoamérica.
• Con Amnistía Internacional (AI) para formación y capacitación de voluntarios y miembros.
• Con la Universidad Pacífico (UP) y la Pontificia Universidad Católica del Perú (PUCP) para la formación de voluntarios.

What type of team (staff, volunteers, etc.) will ensure that you achieve the growth milestones identified in the Social Impact section? [75 words]

Requerimos:
• 4 profesionales dedicados a tiempo completo para las áreas de proyectos, formación, marketing y administración.
• 10 jóvenes gestores cuentan con capacidades de gestión y habilidades directivas.
• 60 voluntarios anuales capacitados en proyectos sociales y metodología Pinoteca.
• 30 padrinos, personas involucradas con el proyecto quienes desinteresadamente realizan aportes económicos para la ejecución del mismo.
• El trabajo articulado con docentes, padres de familia y cooperantes.

Please elaborate on any needs or offers you have mentioned above and/or suggest categories of support that aren't specified within the list

Otra necesidad para iniciativas como Pinoteca es la Responsabilidad Social Empresarial (RSE), es decir, mecanismos para involucrar a empresas en la inversión de proyectos enfocados en la niñez y la educación. De otro lado, una categoría de apoyo de AFIPERÚ es la formación de facilitadores en metodología lúdica.

Changeshop

This project also has a Changeshop where you can read more about its latest progress.
Go to Changeshop: BRIDGE Model of Transformational Learning.

BRIDGE Model of Transformational Learning

Created on 04/2/2012 by VERGARA

BRIDGE Model of Transformational Learning through Supplementary Education

About You

Organization: CEJJES Institute Visit websitemore ↓↑ hide↑ hide

About You

First Name

Mariana

Last Name

Vergara

About Your Organization

Organization Name

CEJJES Institute

Organization Website

Organization Country

United States, NY, Pomona, Rockland County

Country where this project is creating social impact

United States

Is your organization a

Non‐profit / NGO / Citizen sector organization

Your role in Education

Coach, Parent, Student, Other.

The type of school(s) your solution is affiliated with

Public (tuition-free)

How long has your organization been operating?

1‐5 years

The information you provide here will be used to fill in any parts of your profile that have been left blank, such as interests, organization information, and website. No contact information will be made public. Please uncheck here if you do not want this to happen..

Innovation

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Select the stage that best applies to your solution

Growth (your pilot is up and running, and starting to expand)

How long has your solution been in operation?

Operating for 1‐5 years

The Need: What problem are you trying to solve?

The lack of “empathy” is a symptom; we need to address the root, which is in our mental models. The BRIDGE® Model is addressing this issue by helping people to see their problems in terms of underlying systemic structures and mental models rather than just short-term events. Senge (1990) questions if we are prisoners of the system or prisoners of our own thinking. This information can help in appreciating the forces shaping reality, and how we are part of those forces and we can affect them. The BRIDGE® Model facilitates participants to make that connection in order to change their paradigm.

The Solution: What is your solution? Be specific!

Transformational Learning vs. Transactional Learning:
Freire’s theory pedagogy of the oppressed (1970) speaks about banking. Banking is the way of teaching as a lecture; this is when the professor is in front of the classroom doing Transactional Leaning. It is a transaction of information. Currently, in schools, colleges and most professional development trainings, transactional learning is used. It is similar to tell a person: “stop smoking”, it is bad for your health; and expect this person to stop smoking. On the other hand, transformational learning is when we are capable to “see” our behavior. When we are capable to observe our own behavior and act accordingly with conscientization (awareness) to change it. To “see” our behavior, it is the first step to transformational learning.

The Model: Walk us through a specific example of how your solution makes a difference; include your primary activities

The BRIDGE® Model facilitates among participants, the concept of conscientization, which is at the heart of Paulo Freire’s theory pedagogy of liberation (Freire, 1970). Conscientizacion connotes both consciousness and conscience and thus captures the cognitive and normative processes that constitute this form of reflective knowledge. In our interactions, during the BRIDGE® implementation, we emphasized the learning process, such as single-loop learning, double-loop learning (Argyris and Schon, 1996) and the triple-loop learning (Torbert, 1991, 2004) with different focus on behavioral and cognitive change. Through our reflections we move from the single-loop learning, to the double-loop and triple-loop learning of where we are addressing why and how to change our taken-for-granted assumptions in order to be effective in our learning. At the individual level, interpretation of the environment leads to the revision of individual knowledge structures.
As we reflect, we better understand perceived changes in “agentic” behavior that happens with the BRIDGE® Model implementation. Bandura (1986) describes “agentic” behavior in his social cognition theory perspective that views people as self-organizing, proactive, self-reflecting and self-regulating, not just as reactive organisms shaped by environmental forces or driven by inner impulses, which is in opposition to the conception of humans as governed by external forces.

The Marketplace: Who are your peers and competitors? Identify others also working to address the needs you are and what differentiates you from them. What challenges could these players pose to your success or growth?

Other peers and competitors will have primary activities that will use transactional learning. The staff person will “tell” participants what they should do… The BRIDGE® Model of Transformational Learning does not tell people what to do. Instead, the model facilitates participants to find their own answer by using its methodological construct that provide the space for participants to exercise cycles of reflection and action. The BRIDGE® Model is facilitating transformational learning, and changing the paradigm of the participants. Once, a person “sees” his/her paradigm, that person can address the lack of “empathy” in his/her behavior.

Now that you have thought out your entry, help us pitch it.

Define your company, program, service, or product in 1-2 short sentences [136 characters]

The BRIDGE® Model of Transformational Learning through Supplementary Education

Identify what is innovative about your solution in 1-2 short sentences [136 characters]

We address lack of empathy, as we look at our current mental models.

Social Impact

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This Entry is about (Issues)

What has been the impact of your solution to date?

The BRIDGE® Model of Transformational Learning intervention has been implemented with successful outcomes in four different contexts: a) with college students, b) with high school students, c) with elementary school students and d) with the Kichwa indigenous community of Rio Blanco in the Amazon rainforest. One example of this intervention happened in 2004. The BRIDGE® Model was implemented in Morris Hills High School to try to address the lack of academic success of immigrant Latino students. Their 2003 NJ Report card showed very low scores for their Latino students. However, after the intervention, by 2010 in their NJ Report Card, the same high school has the highest scores for immigrant Latino students in New Jersey (Gordon & Vergara, 2009).

What is your projected impact over the next 1-3 years?

At Morris Hills high school, through the diversity Committee meetings, the task at these meetings was to bring together all relevant participants through inclusive processes of 'naturalistic recruitment’. These meetings provided with the opportunity to use ‘big picture’ systems thinking to assist us to see the challenges we were facing and through collaborative inquiry enable us to draw the best ‘theoretical ’maps’ by which we could navigate until better ones were found. And despite the incessant paradoxical nature of people’s commitment to keep the status quo or to change our way of thinking, we then began to watch systemic change.

What barriers might hinder the success of your project? How do you plan to overcome them?

A dominant and current research paradigm is based in studies "ON" the targeted populations. On the other hand, the BRIDGE® Model intervention is a different paradign research because involves research "WITH" the community participants, not “on” or “about” them. To change the current paradigm, Argyris and Schon (1996) call us to recognize practitioners as inquirers and encourage the collaboration of researchers and practitioners. The scholar who designed the model is a practitioner that became a researcher and through collaborative action inquiry she was able to merge both the researcher and the practitioner.

Winning entries present a strong plan for how they will achieve and track growth. Identify your six-month milestone for growing your impact

Identify three major tasks you will have to complete to reach your six-month milestone

Task 1

- Get funding for scholarships for the tutors and identify resources within Rockland County, NY

Task 2

pre-assessment of students (which schools) and pre-assessment of schools (number of disciplinary incidents in school)

Task 3

Begin implementation of the model with participants (parents, teachers and students).Establish connections families/resources

Now think bigger! Identify your 12-month impact milestone

Identify three major tasks you will have to complete to reach your 12-month milestone

Task 1

Work with the school to develop the systemic mechanism to make the intervention sustainable within the school system

Task 2

Work with the CEJJES Parent Center to coordinated with schools the mechanism to make this intervention sustainable

Task 3

Look for more scholarships and continue monitoring the outcomes of the intervention

Founding Story: We want to hear about your "Aha!" moment. Share the story of where and when the founder(s) saw this solution's potential to change the world [125 words]

In 1996, I learned about my mental models through my “cultural shock” when I arrived to the United States to a different culture, language and system. I can say that I am looking at the “phenomena” from many different lenses, such as, an immigrant parent with children experiencing the academic achievement gap, as a founder and trustee of a charter school, as program officer at WKBJ Foundation evaluating charter schools at the national level, as a educational consultant working for the NJDOE evaluating schools who failed NCLB and as a doctoral candidate at Teachers College Columbia University. Through this learning from experience process, I designed the BRIDGE® Model of Transformational Learning based on my experience implementing the model in four different contexts successfully.

Sustainability

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Tell us about your partnerships

Dr. Edmund W. Gordon is my mentor, and he is one of the funders of the CEJJES Institute. My intention is to implement the BRIDGE® Model of Transformational Learning through the CEJJES Parent Center in Rockland County, New York.

What type of team (staff, volunteers, etc.) will ensure that you achieve the growth milestones identified in the Social Impact section? [75 words]

To make the BRIDGE® intervention sustainable, we must provide the space for participants to exercise cycles of reflection and action, which will facilitate them to “see” their mental models. Once they “see” their behavior, they will find their own solutions regarding the lack of empathy. We will use the school and the CEJJES Parent Center as vehicles to provide sustainability to this intervention at the local level.

Please elaborate on any needs or offers you have mentioned above and/or suggest categories of support that aren't specified within the list

Disciplinary issues are related to children not doing well academically. In order to do the academic assessment of children, we will use the Wide Range Assessment Test (WRAT4-PMV). This assessment tool enables us to monitor academic performance using brief, repeated tests that are parallel to the multiple demands of schooling and are psychometrically sound.

Student Assistance and Family Empowerment Program (SAFE)

Created on 04/2/2012 by TJBCOCPSGrants2012

Orange County Public Schools (OCPS) is the tenth largest school district in the nation.

About You

Organization: Orange County Public Schools Visit websitemore ↓↑ hide↑ hide

About You

First Name

T-J

Last Name

Ciocca

About Your Organization

Organization Name

Orange County Public Schools

Organization Website

Organization Country

United States, FL, Orlando

Country where this project is creating social impact

United States, FL

Is your organization a

Government entity

Your role in Education

Administrator.

The type of school(s) your solution is affiliated with

Public (tuition-free)

How long has your organization been operating?

More than 5 years

The information you provide here will be used to fill in any parts of your profile that have been left blank, such as interests, organization information, and website. No contact information will be made public. Please uncheck here if you do not want this to happen..

Innovation

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Select the stage that best applies to your solution

Growth (your pilot is up and running, and starting to expand)

How long has your solution been in operation?

Operating for 1‐5 years

The Need: What problem are you trying to solve?

A high need district, Orange County Public Schools (OCPS) serves 181,425 VPK -12th grade students in 183 schools. Nearly 60 percent of our students are eligible for the free/reduced price meal program. Thirty-eight percent are from minority racial/ethnic groups. Economic struggles remain high – one in every 310 housing units is in foreclosure in Orange County. (RealtyTrac 2011) Orlando’s unemployment rate is above nine percent. Such stressors negatively impact youth. Socio-economic disadvantage may increase the probability of suicidal behavior, sexual harassment and bullying. Having a significant other or caring adult to provide support is a protective factor.

The Solution: What is your solution? Be specific!

In the first nine weeks of the 2011-12 school year, OCPS SAFE Mental Health Counselors received 5,060 referrals from students, 103 of which exhibited suicidal ideation. To effectively identify early stages of mental illness, connect students with community-based services, help students obtain appropriate care and lead effective bullying, suicide, and sexual harassment response and prevention programs, the OCPS Student Assistance and Family Empowerment Program (SAFE) requires resources to more effectively train our SAFE Counselors and Student Ambassadors on how to recognize issues and help students obtain the care that they need to be successful. Resources to effectively train 188 SAFE Coordinators (staff) and 9,400 SAFE Ambassadors (students) during the 2012-13 school year will help to establish a more harmonious and empathetic community across the district.

The Model: Walk us through a specific example of how your solution makes a difference; include your primary activities

OCPS SAFE Counselors work with students on suicide ideation, bullying and sexual harassment issues and incidents, following up as often as possible. Students are sometimes referred to outside services. With the high number of referrals and the need for services, sufficient training for our SAFE Counselors and Ambassadors (students who serve as change agents to promote a safe and drug free environment) is not happening. On the other hand, evidence has shown that SAFE Ambassadors can be instrumental in making positive impacts – but not if they do not receive the appropriate training to recognize bullying, sexual harassment, or signs of mental illness and know the appropriate responses. Comprehensive training for both our SAFE Counselors and Student Ambassadors is critical to expand the numbers of caring connections in each school. The plan is to effectively train 188 SAFE Counselors and 9,400 students across the district in peer mediation, empowerment of up stander skills, minimize gossip, and identify situations that require immediate school intervention. The ambassadors will promote learned skills to all other students, initiate an awareness campaign to promote violent free communities, and work as a liaison between the student body and administrative team.

The Marketplace: Who are your peers and competitors? Identify others also working to address the needs you are and what differentiates you from them. What challenges could these players pose to your success or growth?

OCPS peers are community services, but they are not our competitors – they are our partners. OCPS SAFE Counselors are assigned to every school, working as student advocates and liaisons between community counseling services and our students. Their responsibilities include intervention, prevention and referral. Once referred, if students follow through on receiving the appropriate services, then the system works. Due to personal financial restraints, sometimes families cannot afford appropriate services, and our counselors continue to work on issues. Time spent on daily issues lessens time spent on bullying, suicide and sexual harassment prevention – areas that need strengthening in our district.

Now that you have thought out your entry, help us pitch it.

Define your company, program, service, or product in 1-2 short sentences [136 characters]

OCPS SAFE is a multi-level approach, promoting a safe and drug free environment including education, prevention and intervention.

Identify what is innovative about your solution in 1-2 short sentences [136 characters]

OCPS SAFE is innovative because of the vast engagement of students as ambassadors working closely with counselors and administrators.

Social Impact

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This Entry is about (Issues)

What has been the impact of your solution to date?

In order to determine the effectiveness of OCPS SAFE Program, measures of violence in the schools has been measured. The level of implementation of the SAFE program in the schools through self-rating, internal support, and years of professional experience of the SAFE Coordinators and Ambassadors were associated with lower levels of violence. The larger number of experienced coordinators and ambassadors is relative to the degree of all concerns, all in the predicted direction. With the serious implications of bullying, the importance of reducing suicide ideation, the effectiveness of trained peer support is the best method to address these concerns. Florida school indicators gathered found that the more the SAFE program is institutionalized in the school, the lower the number of incidents.

What is your projected impact over the next 1-3 years?

- To increase the knowledge of the signs and symptoms of bullying, sexual harassment and mental illness among Student Ambassadors, resulting in more students gaining the help that they need.
- To reduce the number of bullying and sexual harassment incidents by 15 percent district wide
- To reduce the number of bystanders and increase the number of up-standers district wide

What barriers might hinder the success of your project? How do you plan to overcome them?

The only barriers that might hinder the success of implementing a comprehensive training and program expansion are counselor time and student time. However, with the increased number of trained student ambassadors, the hope is to overcome this barrier as students take on leadership roles, implementing school wide activities that promote safe and drug free environments.

Winning entries present a strong plan for how they will achieve and track growth. Identify your six-month milestone for growing your impact

Numbers of comprehensively trained students and counselors will increase 100 percent; empathy will expand districtwide.

Identify three major tasks you will have to complete to reach your six-month milestone

Task 1

Train 188 SAFE Coordinators and at least two Student SAFE Ambassadors from each middle and high school.

Task 2

Each school’s trained SAFE Coordinator/counselor, with Student SAFE Ambassadors will train 50 other Student SAFE Ambassadors.

Task 3

With counselors and administrators, SAFE Ambassadors will respond appropriately to student behaviors, encouraging empathy.

Now think bigger! Identify your 12-month impact milestone

Monthly SAFE activities; district wide bullying, suicide, sexual harrassment incidents will decrease.

Identify three major tasks you will have to complete to reach your 12-month milestone

Task 1

A district wide monthly calendar of subjects/themes/activities will be updated and implemented by Ambassadors.

Task 2

SAFE Ambassadors and counselors will meet monthly, and report on issues, incidents, and progress.

Task 3

SAFE Ambassadors will promote monthly activities and programs, such as the Speak Out Hotline.

Founding Story: We want to hear about your "Aha!" moment. Share the story of where and when the founder(s) saw this solution's potential to change the world [125 words]

The 2003-2004 school year was found to be “one of the deadliest in years” ( National School Safety and Security Services). OCPS is committed to providing safe and violence free learning environments. Developed in 2003 by district administrators, the SAFE Ambassador Program was initially implemented in three high need schools, training fifteen students per school. Due to a reduction in government funding, resources to expand the program district wide are needed. As influence happens among students, SAFE Ambassadors represent many diverse groups from each campus. By training counselors and ambassadors together, identifying needs based on real data - collaborative and interactive learning will be productive and consistent across the district. Each group will learn from one another.

Sustainability

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Tell us about your partnerships

OCPS partners with a multitude of mental health providers to whom we refer students for help. We have cooperative agreements with 19 agencies that provide in school and at home counseling. OCPS representatives participate in the Orange County Coalition for Reducing Substance Use. OCPS contracts with all mental health hospitals for children in Central Florida. SAFE Coordinators also partner with the district’s Employee Assistance Program providing mental health support.

What type of team (staff, volunteers, etc.) will ensure that you achieve the growth milestones identified in the Social Impact section? [75 words]

Our training team consists of three licensed mental health administrators, who will coordinate and lead the trainings. SAFE Counselors and Ambassadors who have been trained in the past, will also take part in helping to train other participants. And once trained, OCPS district will be better positioned to assist and empower students to create and maintain safe school environments.

Please elaborate on any needs or offers you have mentioned above and/or suggest categories of support that aren't specified within the list

OCPS SAFE Department has created a curriculum to train counselors and students. Our largest need is curriculum books and materials for 9,400 students. We will also need space for the first phase of trainings.

School to School

Created on 04/1/2012 by anshu goonj

Approximately 20 words left (160 characters).

About You

Organization: GOONJ Visit websitemore ↓↑ hide↑ hide

About You

First Name

Anshu

Last Name

Gupta

About Your Organization

Organization Name

GOONJ

Organization Website

Organization Country

India, DL

Country where this project is creating social impact

India, XX

Is your organization a

Non‐profit / NGO / Citizen sector organization

Your role in Education

Resource Officer, Other.

The type of school(s) your solution is affiliated with

Other

How long has your organization been operating?

More than 5 years

The information you provide here will be used to fill in any parts of your profile that have been left blank, such as interests, organization information, and website. No contact information will be made public. Please uncheck here if you do not want this to happen..

Innovation

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Select the stage that best applies to your solution

Established (past the previous stages and has demonstrated success)

How long has your solution been in operation?

Operating for more than 5 years

The Need: What problem are you trying to solve?

School to School (S2S) turns one’s wastage into resource for another.There is abundance of resources in cities with nuclear families & rising incomes.Village people still struggle for basics of life-Food,cloth & shelter.Education,learning and recreation have different meaning for children in these disparate groups and urban people are completely isolated from rural realities.
Discussions on education policies,teacher-students ratio,curriculum and similar big issues are common but education of millions still suffer due to lack of basics amenities. Thousands of girls leave schools due to lack of toilets or kids leave due to non availability of basics like stationery,books & notebooks. Furniture,games,labs etc hardly exist & Uniforms,shoes,water bottles are like luxuries!!

The Solution: What is your solution? Be specific!

S2S is nationwide initiative; building bridge between hundreds of urban & village schools by using tones of underutilized material as tool to open dialogue make two ends aware each other’s existence & instigate empathy. One end’s abundance is used to fulfill educational gaps at other end!!

S2S makes city kids aware of their village counterparts struggles. Multiple stakeholders; kids,school management,teachers,parents,corporates etc connect with the campaign & feel enthused. We see a change in their attitudes & opinion once they understand that the big gap is just in resources & opportunities. This builds strong long term empathy. In villages this reduces monetary pressure on parents, encouraging continuance of their children’s education. Kids get material as reward for changes in behavioural benchmarks like attendance, cleanliness, discipline etc. This is a big morale booster plus nurtures their self respect & dignity.

The Model: Walk us through a specific example of how your solution makes a difference; include your primary activities

In urban India often school kids discard stationary & other items like water bottles, pencil box, school bag, shoes for flimsy reasons like new cartoon character in market or slight fade of colour or need for minor repair.Since all stakeholders around urban child are driven by consumerism; school management, parents, peer groups, teachers, frugality is not inculcated among children. S2S is sensitizing urban kids living a protected life, about rural realities, negating any superior/inferior feeling. Re-use & Recycling of urban material extends its lifecycle, reducing pollution in cities. A kid in village school has to walk 2-5 kms to & from school, without proper shoes, in scorching heat, with no water at school. A water bottle makes a difference whether he or she will continue schooling or not. For a village child recurrent expenditure of notebook, pencil or rubber becomes burden for parents struggling for two meals. For countless children, school uniform is also an additional piece of clothing, an important thing for them. In bare Aanganwadis; government’s children health intervention point for malnutrition, vaccination & over all child health care; there is nothing to attract children to come except mid day meal that they pick up & leave. The moment it is filled with colourful toys, games, posters etc., it brings in more children, getting them to stay longer, engaging them thus assisting in overall objective of these institutions..

The Marketplace: Who are your peers and competitors? Identify others also working to address the needs you are and what differentiates you from them. What challenges could these players pose to your success or growth?

There is government’s Sarv Shiksha Abhiyan as well as a lot of good work by many agencies. A lot of focus is there on issues like policy, infrastructure but a very little attention on gaps like behavioural change & there are faulty delivery systems on basic school needs.The biggest challenge is the traditional mind set and the way many such initiatives are operating.Often when city schools deal with less privileged it’s about us & them, donor & receiver, charity & beneficiary!!
Our work is about bringing about an attitudinal & perception change in city schools about giving, being responsible,valuing our resources,caring for the dignity of the less privileged,in villages its about filling gaps & complementing the ongoing work,making the school going experience more holistic & complete!!

Now that you have thought out your entry, help us pitch it.

Define your company, program, service, or product in 1-2 short sentences [136 characters]

S2S is about building up relationship between urban & rural schools by using underutilized urban school material as a tool!!

Identify what is innovative about your solution in 1-2 short sentences [136 characters]

The old underutilized material is a powerful tool to build relationship, empathy and understanding between urban & rural schools.

Social Impact

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This Entry is about (Issues)

What has been the impact of your solution to date?

A major change is visible in schools where its implemented apart from good participation of over 100 schools in last year itself. Hundreds of kids and teachers now visit the center to understand issue and impact.Over 1500 kids have come together from urban and rural schools during our annual interface event Pratibimb and many have initiated changes in schools.
Over 1500 kids from most backward tribe musahari got into education centers developed under S2S in Bihar, post 2008 floods. Few computer centers, libraries are set up in slums & villages with help of old material.
-After Andhra floods 13 centers were initiated in 2010
-
- Over 100 aganwadies are turned into colourful learning centres by providing infrastructure, stationary, toys & games, general cothes etc.

- In West Bengal & Orissa sent large quantities of school supplies to over 100 schools, 15 aaganwadies, & 10 creche to over 7000 flood- hit children.

What is your projected impact over the next 1-3 years?

- Involve 100 urban schools extensively in the initiative by sensitising management,parents,teachers,students reaching out to about 200000 kids.
-Motivate 50 city schools to visit GOONJ processing centres.
- Reach out to 300 rural/slum schools
- Extensive work in 100 aanganwaris by making them child friendly.
- Initiate 10 libraries with the helps of books we collect.
- Initiate 5 computer centres in village/slum schools
- Establish 50 activity centres with toys & games
- Establish sports facilities in 5 schools with essential sports material
- Extensive work in 20 schools on our Not just a piece of cloth initiative i.e. sharing knowledge about health & hygiene & providing our health kit (sanitary pad/undergarments.

What barriers might hinder the success of your project? How do you plan to overcome them?

1. Continuity in material supply from urban schools: They take up S2S campaigns at different times without committed annual involvement, directly affecting our ability to provide continuous support to rural schools. Sustained sharing of successes & failures in implementation with them, highlighting importance of continuity, this awareness helps address the issue.
2. Partner groups lack of understanding on connecting behavioral changes with material distribution: Usual perception on distributing material as charity is first communication barrier we face. When partner groups see results in small experiments, they get motivated to use material to make a lot of changes in children’s learning experience.

Winning entries present a strong plan for how they will achieve and track growth. Identify your six-month milestone for growing your impact

Identify three major tasks you will have to complete to reach your six-month milestone

Task 1

identification of urban schools and village partner groups we want to work with closely on S2S.their need assessment and percept

Task 2

Holding close interaction with leaders in both entities, sharing an annual plan of action and processes and systems around logis

Task 3

first interaction with school children in the identified schools; through morning assemblies

Now think bigger! Identify your 12-month impact milestone

Identify three major tasks you will have to complete to reach your 12-month milestone

Task 1

one collection cum awareness camp in each of the urban partner school,In village schools, children should have been involved in

Task 2

atleast one teachers forum in village schools to identify impact on behavioral benchmarks

Task 3

in urban & rural school there should have been one review of impact on behavioral benchmarks and quantitative material collectio

Founding Story: We want to hear about your "Aha!" moment. Share the story of where and when the founder(s) saw this solution's potential to change the world [125 words]

Popularly known as the Clothing Man, Anshu champions one of the three basic needs of any human beings; cloth (out of cloth, food & shelter). Today GOONJ works in parts of 21 states and handles 80 to 100 tones material every month. In the initial days on a visit to a small village school, having almost no infrastructure or facilities in a hill state Anshu saw a group of students waiting while the other group ate their mid day meal provided in the school. On enquiring he found that since there were only 30 plates, the kids, for whom prime attraction for coming to school was mid day meal, had to wait till the plates were cleaned & served again. This simple but critical need deeply moved Anshu. In another incident he felt a deep satisfaction as he saw a 5-6 year old village school girl blossom with happiness when she got a fish shaped pencil box; for her it was not just a pencil box, it was a FISH SHAPED pencil box.. the utter joy on her face was priceless..

Sustainability

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Tell us about your partnerships

Our nationwide rural & urban network of partner organizations is our backbone. In cities we work with corporates, schools, collages, NGO’s, small businesses & individuals. They spread awareness, organize camps to collect material.In villages we partner with over 250 grassroots groups;NGOs, CBOs, panchayats, social activities & Ashoka fellows. They help us match needs with material, access to remote areas, insights & engagement with community.

What type of team (staff, volunteers, etc.) will ensure that you achieve the growth milestones identified in the Social Impact section? [75 words]

In our work we don’t need people with any specific technical skills or knowledge, we need people passionate about the idea, willing to spend their time on this work.d. In the villages, we are always on the lookout for credible grassroots organizations with good reach in the communities, with good capacities, open to new ideas.

Please elaborate on any needs or offers you have mentioned above and/or suggest categories of support that aren't specified within the list

The strong urban & rural network of organizations we have built over last 13 years, we are open to collaborate & share. Innovative ideas & experiments done in different areas, aspects and learning challenges, we can share. Variety of material;learning material to infrastructural material for schools, can be channelised.

Global Kid Connect

Created on 04/1/2012 by jfischer

MDF is a nonprofit that works to improve relations between the West and Muslim world through sustainable education and economic development.

About You

Organization: Marshall Direct Fund Visit websitemore ↓↑ hide↑ hide

About You

First Name

Jodi

Last Name

Fischer

About Your Organization

Organization Name

Marshall Direct Fund

Organization Website

Organization Country

United States, CO, Aspen, Pitkin County

Country where this project is creating social impact

Pakistan, P, Islamabad, Lahore and surrounding areas

Is your organization a

Non‐profit / NGO / Citizen sector organization

Your role in Education

Administrator, Parent, Resource Officer.

The type of school(s) your solution is affiliated with

Public (tuition-free)

How long has your organization been operating?

1‐5 years

The information you provide here will be used to fill in any parts of your profile that have been left blank, such as interests, organization information, and website. No contact information will be made public. Please uncheck here if you do not want this to happen..

Innovation

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Select the stage that best applies to your solution

Growth (your pilot is up and running, and starting to expand)

How long has your solution been in operation?

Operating for 1‐5 years

The Need: What problem are you trying to solve?

Relations between the United States and Pakistan are strained. Despite good intentions, tensions between the two countries persist. MDF believes that this tension is largely rooted in an ever-widening geographical and cultural rift, in addition to media on both sides that highlight the negative activities taking place in the other respective country. This environment is hostile to the growth of understanding and empathy on a broad scale. MDF seeks to address this by bringing Pakistani and American students together through cultural exchange, to build relationships and increase understanding. By building relationships and compassion with youth among the 2 countries there is the possibility to mitigate future misunderstanding, conflict, and violence between the U.S. and Pakistan.

The Solution: What is your solution? Be specific!

To create opportunities for meaningful connection between students in Pakistan and the U.S. through a modern pen-pal program, using the internet and technology to exchange written material, photos, drawings, and videos.

The program is implemented in four stages that take place over the course of 6-10 weeks that coincide with U.S./Pakistani school schedules. Discussion topics include the meaning of culture, diversity, differences in daily routines, religion, food, family, and school. The exchange culminates with discussions on leadership and peace. Students are asked to think about what makes a good leader, who in their communities they admire, what ways they would like to be engaged in civic activities.

Material is uploaded/viewed via blog by administrators. The students who have participated to-date have been profoundly impacted by the cross-cultural exchange, asking to continue to communicate with the students they've been paired with in the other respective country.

The Model: Walk us through a specific example of how your solution makes a difference; include your primary activities

The Roaring Forks Valley of Colorado, where the participating U.S. schools are located, is 95% white and the schools participating in the Punjab are from impoverished families that tend to be uneducated/illiterate. The last discussion topic for the exchange program, leadership and peace, affords students the opportunity to process what they have learned from their peers in the U.S. and Pakistan and take it past cultural sensitivity and awareness. Empathy can start with personal connection, however to grow it requires active participation, listening, conflict resolution and action. Students are asked to think about what leaders they admire. Are these leaders also bridge-builders? Do they express compassion for their fellow human beings? They are asked how they will make a difference, how they plan to be engaged as citizens in their communities.

The program thus far has been incredibly successful. We had a female student in Pakistan, though her grades were high, her father removed her and her sister from school. However, after her father was shown a letter from his daughter's pen-pal appealing to her family, he reinstated her, moved by the fact that someone far away cared so much about his daughter's activities.

Ultimately, what Global Kid Connect accomplishes is more than a path to build understanding and empathy; it is an avenue that supports families, shows them that in their struggles and concerns, they are not alone. Global Kid Connect creates conversations and builds support networks that have the capacity to move communities and beyond - a pathway to peace.

The Marketplace: Who are your peers and competitors? Identify others also working to address the needs you are and what differentiates you from them. What challenges could these players pose to your success or growth?

Citizens Archive of Pakistan is the only other program we found that conducts a student exchange for students in Pakistan. Prior to our partnership with them, they facilitated connections with students in India. Now that we have tested and experienced success in our first two years, we have developed a formal partnership with this organization since they have the ability to connect our U.S. schools of higher grade levels than the MDF schools in Pakistan. They have an extensive network and we are grateful to be able to expand and work together.

We don't see any other exchange programs posing a challenge to our success or growth, in fact any other programs connecting youth with youth in other countries are advancing global relationship and understanding.

Now that you have thought out your entry, help us pitch it.

Define your company, program, service, or product in 1-2 short sentences [136 characters]

Global Kid Connect is a program that builds pathways of empathy and peace by connecting students in the US and the Muslim World

Identify what is innovative about your solution in 1-2 short sentences [136 characters]

GKC pairs American and Pakistani youth using technology in a modern day pen pal program to foster relationships, empathy, & leadership.

Social Impact

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This Entry is about (Issues)

What has been the impact of your solution to date?

Three schools in Colorado and two schools in Pakistan have previously participated. The project has been enormously successful to date. In 2010, the program expanded from two to three schools in each country. Additionally, this year MDF is partnering with Citizens Archive of Pakistan, a group working to help individuals realize that sustained exchange and dialog is possible. The partnership with Citizens Archive will enable MDF to expand the programs beyond elementary schools and involve six classrooms in the U.S. and six in Pakistan.

Most students that have participated previously have asked their teachers and administrators if they can continue to correspond with their counterpart in the other respective country. These students are deeply moved by their experience getting to know one another and are often surprised by how much they have in common. Students have chosen future school projects that are related to Pakistan and vice versa eager to learn more about the other culture.

What is your projected impact over the next 1-3 years?

We intend to grow by adding another 3-6 classrooms each year and to expand outside of the existing regions of CO and the Punjab of Pakistan.

In addition, students are sharing their experience with their families and the families with their friends . Starting this year we plan to work with Citizens Archive of Pakistan to generate a post-project presentation that compiles video/photos in a visually compelling end-product that can be displayed and shared with the families and communities of participating schools. This will allow the communities to gain appreciation and understanding of the other respective country and culture through the students' experience.

Lastly, we intend to initiate a teacher swap in partnership with Aspen Writers Foundation in 2013 to take place annually.

What barriers might hinder the success of your project? How do you plan to overcome them?

One barrier is the cultural norm in Pakistan that discourages girls from pursuing an education. We have had success in overcoming this by having Pakistani staff speak with parents, in addition to requiring parents enroll their daughters before their sons can attend. As previously mentioned, last year we had a young girl pulled out of school by her father who feared that she would run away if she received too much schooling. The program manager shared a letter from her pen pal expressing how important she was to her friends in America. This letter touched the father so deeply he agreed to allow his daughters to return.

Winning entries present a strong plan for how they will achieve and track growth. Identify your six-month milestone for growing your impact

Ensure experience of the exchange reach families and their communities

Identify three major tasks you will have to complete to reach your six-month milestone

Task 1

Generating a visually appealing end-product that aggregates the materials and learnings of the students interaction

Task 2

Share product using technology with the communities of participating schools through events at accessible locations

Task 3

Engage the community by measuring what they learned and how they are inspired to act based on new knowledge

Now think bigger! Identify your 12-month impact milestone

Expand our reach and incorporate new school districts into the program

Identify three major tasks you will have to complete to reach your 12-month milestone

Task 1

Find part-time staff person to manage the program and acquire additional technology, flip cameras, etc

Task 2

Vet and select additional schools that express interest in participating

Task 3

Market the success of the program regionally and nationally in both host countries using video, photos, and internet

Founding Story: We want to hear about your "Aha!" moment. Share the story of where and when the founder(s) saw this solution's potential to change the world [125 words]

Our founder, Silbi Stainton, was in Pakistan on one of her regular visits to MDF schools when a parent urged her to stay and bring her family, saying that it was much too dangerous in America. Silbi turned to this well-intentioned woman and informed her that Americans think that Pakistan is dangerous. The woman replied that in Pakistan, they know who their enemy is and can try to avoid the violence associated with those extremist activities whereas in the U.S. there is systemic and random acts of violence...like students bringing guns into their schools. Silbi realized that both countries have their own forms of violence, and that in actuality we are more similar than most would suspect. She loved the Pakistani people she had the honor of meeting during her visits. Having children of her own, Silbi wanted to share her experiences with more than just her friends and family, she wanted to help children in the U.S. and Pakistan have their own experiences. Thus GKC program was born!

Sustainability

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Tell us about your partnerships

One of our partnerships is with schools and teachers in the U.S. and Pakistan who wish to implement the Global Kid Connect Program. To date, every school that has participated has asked to do so again the following year. This year, we have also partnered with Citizens Archive of Pakistan. You may know of their founder, Sharmeen Obaid Chinoy. She just won an oscar for her film, Saving Face and previously an international emmy for her documentary, Children of the Taliban. Working with them allows us to pair students in the U.S. that are in 6th grade and above with higher level schools in PK.

What type of team (staff, volunteers, etc.) will ensure that you achieve the growth milestones identified in the Social Impact section? [75 words]

We were fortunate to have a whole team of volunteers to launch the program and a new volunteer for its first year of expansion. Currently we have the Executive and Program Director able to devote a portion of their time to GKC program activities, however we are hoping to have a designated MDF representative to manage the schools and logistics going forward if we are to grow. We also include Citizen Archive of Pakistan staff in the "team" enabling GKC to advance.

Please elaborate on any needs or offers you have mentioned above and/or suggest categories of support that aren't specified within the list

Changeshop

This project also has a Changeshop where you can read more about its latest progress.
Go to Changeshop: ON-LINE COURSE: EMPATHY FOR TEACHERS.

ON-LINE COURSE: EMPATHY FOR TEACHERS

Created on 03/31/2012 by gloria ornelas hall

CENDICAS(Centro de Desarrollo Integraly Capacitación Social)has been training personnel in empathic counseling and outreach intervention strategies since 1986.

About You

Organization: CENDICAS Visit websitemore ↓↑ hide↑ hide

About You

First Name

gloria

Last Name

ornelas hall

About Your Organization

Organization Name

CENDICAS

Organization Website

Organization Country

Mexico

Country where this project is creating social impact

Mexico, Mexico City

Is your organization a

Non‐profit / NGO / Citizen sector organization

Your role in Education

Administrator, Counselor, Teacher, Other.

The type of school(s) your solution is affiliated with

Public (tuition-free)

How long has your organization been operating?

More than 5 years

The information you provide here will be used to fill in any parts of your profile that have been left blank, such as interests, organization information, and website. No contact information will be made public. Please uncheck here if you do not want this to happen..

Innovation

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Select the stage that best applies to your solution

Start-Up (a pilot that has just begun operating)

How long has your solution been in operation?

Operating for more than 5 years

The Need: What problem are you trying to solve?

Unfortunately, change leads to resistance. To educate is to change, but fear makes us cling on to old ways, familiar response patterns and traditional belief systems.Teachers must first be taught to develop empathy to prepare them for students who are becoming more and more disenchanted with learning, with righteousness, with life itself, as they look forward only to their immediate self-satisfaction. This self-centeredness seems to respond to the growing fear of uncertainty that is making students draw away from families, from teachers, from self and others.
Teachers must be skilled en empathic understanding to draw closer to students and model of empathy.

The Solution: What is your solution? Be specific!

This project wants to make teachers ‘care’ enough, to walk that ‘extra mile’ and reach out to touch the ‘otherness’ of students that are caving into this existential nihilism. It focuses on activating empathy, first in teachers. Teachers in self-development are more likely to be empathic with students, setting an example for them, in turn to develop empathy. The end result will transform schools with understanding and acceptance, better preparing students for a conflicting world.The on-line course, and book on the theory and practice of empathy applied to building values, will offer teachers skills to empower not only themselves, but their students with the self-analytical process of acceptance and empathy. The project includes writing a book for support, with a practice workbook. A web page will have notes, readings, discussions and practical lesson-plans for support in designing and remodelling academic curricula to include empathy in lesson plans.

The Model: Walk us through a specific example of how your solution makes a difference; include your primary activities

In order for empathy to really change education, the development of academic curricula requires strategic planning from a holistic perspective to integrate all dimensions of consciousness, simultaneously.
This course is based on a model that outlines human thought, representing its multilayered complexity, as the planes and angles of a cube. Their interrelationship describes de multivariate factors involved in empathy.
There are many ways to analyze facts. Integrating them all into one converging ‘understanding’, requires consciousness. This schematic description allows for clearer differentiation of the thought-process involved. The proposal suggests that empathy should not only follow horizontal or causal reactive processing, but should include transversal awareness of physical, emotional, cognitive and spiritual experience. CONSCIOUSNESS will enhance students’ self-development, expanding their awareness of others, through empathy to spiral into caring and sharing. The modules of the course, to be included in a textbook, follow the developmental bio-psycho-social processes, introducing empathy in stages along scholastic grades: 1st grade, second grade, third grade, fourth grade, fifth grade, sixth grade, seventh grade and eighth grade. These eights stages of development tier awareness along physical, sentimental, intuitive, rational, emotional, logical, abstract and transcendental maturation. All of these are then integrated into a unifying model for Freshman, Sophmore, Junior and Senior years.

The Marketplace: Who are your peers and competitors? Identify others also working to address the needs you are and what differentiates you from them. What challenges could these players pose to your success or growth?

This is a proposal to develop educational material on empathy to train teachers to build the necessary skills, themselves. It presupposes that in order to teach empathy in schools, teachers must first have developed personal insight and self-acceptance. The proposal includes writing a book, workbook, making videos and opening a course online. A web page will integrate it all with additional material for teaching. Sharing experiences will create a network to support educators incorporate empathy in all their lessons.
The need for teacher training, and the imperative need for empathy, opens a regional marketplace, throughgout Ameerica, thata can easily access courses through internet.
There is actually not much competition.

Now that you have thought out your entry, help us pitch it.

Define your company, program, service, or product in 1-2 short sentences [136 characters]

Sustaing evidence has been published and presented in interational fora, describing outreach, empathy and 'caring'for behavioral change.

Identify what is innovative about your solution in 1-2 short sentences [136 characters]

Self-development and re-experience makes a teacher, an educator, enhancing empathy in repairing dysfunctional emotions and thoughts.

Social Impact

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This Entry is about (Issues)

What has been the impact of your solution to date?

A National Counseling program was been established in Mexico (against AIDS),and is still ongoing.
A University SOS prevention network for adolescents was established in 1994 and is still on-going, with multilayered outreach strategies (individual counseling, hotline, group intervention, community projects, teacher training, and counseling on radio and TV.

What is your projected impact over the next 1-3 years?

In six months the course could be online- with an accompanying textbook.
Once up, the course can be given every six-months and be self-sustaining.
Its outreach can be international, governmental and non-governmental.
With shared experiences during the first year, a workbook will be made to compliment the textbook.

What barriers might hinder the success of your project? How do you plan to overcome them?

Not getting initial seed money.

Winning entries present a strong plan for how they will achieve and track growth. Identify your six-month milestone for growing your impact

Identify three major tasks you will have to complete to reach your six-month milestone

Task 1

Finish writing the textbook

Task 2

Set up web-page

Task 3

Give six month course on-line for teachers

Now think bigger! Identify your 12-month impact milestone

Identify three major tasks you will have to complete to reach your 12-month milestone

Task 1

Lauch webinar

Task 2

Publish textbook

Task 3

Market the course

Founding Story: We want to hear about your "Aha!" moment. Share the story of where and when the founder(s) saw this solution's potential to change the world [125 words]

The importance of empathy was first made evident in our experience with HIV infected individuals with depression, to the point of wanting to commit suicide. Empathy made counseling possible, and developed a caring network of volunteers that even engaged those infected.
TELEVISA, an international media corporation with global impact on the masses, introduced counseling on a voluntary basis to develop self-risk assessment of STI´s and AIDS. The experience of being confronted with personal risk developed empathy that committed personnel with self-responsibility. Attitudes changed and people became involved involved withregional impact through mass media. Empathy, understanding and caring was spread by screenwriters, producers and actors, broadcasting personal testimonies, and free preventive messages with coverage from Spain to South America.
This experience proves that confronting the reality of AIDS , empowers commitment and preventive decision-making.
http://youtu.be/oJdhRnJokFY

Sustainability

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Tell us about your partnerships

Partnerships include schools, universities, radio and television

What type of team (staff, volunteers, etc.) will ensure that you achieve the growth milestones identified in the Social Impact section? [75 words]

The project has only one full time coordinator and outsoursing for publishing, for digital design etc.

Please elaborate on any needs or offers you have mentioned above and/or suggest categories of support that aren't specified within the list

Training. Publications. Elaborating videos and talk shows or radio with live counseling

MYO

Created on 03/30/2012 by Paige Nelson

MYO is @ Me; it's @ You; it's @ all of Us--and it is making growing up more healthy, safe, and fun by being the brand to believe in!

About You

Organization: RYASAP Visit websitemore ↓↑ hide↑ hide

About You

First Name

Paige

Last Name

Nelson

About Your Organization

Organization Name

RYASAP

Organization Website

Organization Country

United States, CT, Bridgeport, Fairfield County

Country where this project is creating social impact

United States, CT, Bridgeport, Fairfield County

Is your organization a

Non‐profit / NGO / Citizen sector organization

Your role in Education

Other.

The type of school(s) your solution is affiliated with

Public (tuition-free)

How long has your organization been operating?

More than 5 years

The information you provide here will be used to fill in any parts of your profile that have been left blank, such as interests, organization information, and website. No contact information will be made public. Please uncheck here if you do not want this to happen..

Innovation

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Select the stage that best applies to your solution

Scaling (the next step will be growing impact on a regional or even global scale)

How long has your solution been in operation?

Operating for 1‐5 years

The Need: What problem are you trying to solve?

The social and emotional health of today's teens is declining, as are core competencies related to personal self-awarenss, like critical thinking, resilience, and empathy. With rates of media consumption on the increase during a time of life when parental engagement declines and peer influence increases, the importance of both healthy relationships and the ability to process information is crucial. This lack of connectedness can also be seen in the rising rates of teen dating violence, teen suicides in response to bullying, depression and anxiety, and general isolation.

The Solution: What is your solution? Be specific!

Achieving a thriving adolescence means considering more than the intellectual realm and today's schools have to better reach the needs of today's teens.
This means ensuring that young people are on the right path to transition to adulthood and are ready to handle the responsibilities and freedoms of living independently, forming and sustaining relationships, and being citizens of the world. MYO ("mee-yo"): Mine. Yours. Ours. focuses on achieving a thriving adolescence for area teens and building this generation’s youth leadership model. MYO is about personal development, understanding others, and navigating the shared spaces. MYO believes that growing up should be healthy, safe, and fun—and MYO recognizes the power of youth to make positive change in their lives, the lives of their peers, and in the greater world. MYO is a network of youth programs, a process of leadership, an online community, and a calendar of engaging events and activities.

The Model: Walk us through a specific example of how your solution makes a difference; include your primary activities

MYO is the new, cool teen brand at school: it is college-aged “directors “ dressed in MYO blue creating consistent, creative, and compelling programming during the school day. MYO combines the elements of “mine, yours, and ours” to form a comprehensive youth development program aimedIn Mine, youth develop a sense of self & the ability to reflect & process life through journaling/blogging, one-on-one time with their director, & via exploratory & creative journeys (vision boards, "technology time-outs", personal field trips); in Yours, youth learn about communication, relationships, & teamwork through youth group sessions, trainings (Safe Dates, Social Media 101), & group projects & activities (media literacy sessions, or study circle dialogues); and, in Ours, youth act to make the world a better place, learning practical knowledge about how societies function & how to enact social change (taking part in community service, attending civic events to bring youth voice, or leading a social change project in the school). The progression of knowledge of self to understanding of others to greater social awareness is the MYO model, which builds crucial core competencies like resilience, empathy, and critical thinking that the current classroom struggles to fit into the school day. MYO does this by infusing the school day with MYO Youth directors who work in teams to provide this extra programming and be available for students during the day, working with each specific school to incorporate the instructional elements as well as creative outlets, fun, and relationship accountability.

The Marketplace: Who are your peers and competitors? Identify others also working to address the needs you are and what differentiates you from them. What challenges could these players pose to your success or growth?

MYO's competitors are the "hot" brands of the marketplace--because that is who is really competing for the hearts and minds (and money) of today's teens. MYO competes because the product is cool and students, at this point, feel brand loyalty. The MYO logo has come to represent something that teens know is good for them, good for others, and good for the world. It is something fun, something they want to be a part of, and something they are willing to learn from. This strategy, backed up by high-quality programming and well-trained directors, has the potential to change social norms and build healthier, safer outcomes for today’s youth—by yes, replacing the current marketplace image of the over-sexualized images with healthy teens, having fun, caring about others, & making social change.

Now that you have thought out your entry, help us pitch it.

Define your company, program, service, or product in 1-2 short sentences [136 characters]

MYO is @ Me; it's @ You; it's @ all of Us--and it is making growing up more healthy, safe, and fun by being the brand to believe in!

Identify what is innovative about your solution in 1-2 short sentences [136 characters]

Teens today want what is real, cool, and fun. Programming needs to keep up with what teens want while also providing what they need.

Social Impact

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This Entry is about (Issues)

What has been the impact of your solution to date?

MYO added school reform leadership groups in 2011, now expanded to each high school and also launched MYO AmeriCorps to foster the development of high quality youth directors, expand capacity, and elevate teen dating violence as a critical service category. MYO implemented 23 programs and taught 26 classes in 6 schools, reaching 870 youth with 5 program staff, and managed the website myospace.org and published the first “myozine” magazine as well as ran over 25 activities and events. At the close of August, MYO had trained and graduated 42 AmeriCorps Members and enrolled 17 more for the school year.
Initial results from MYO’s healthy relationships work with the Start Strong Initiative show significant positive results. Teachers, students, and parents report that the MYO Initiative is having a positive effect: “Wow, that was fun—and I learned something, too!” A buzz about “those cool people who talk about relationships” has become a general enthusiasm when someone appears in MYO blue.

What is your projected impact over the next 1-3 years?

The smiley face sticker IS the MYO logo--
MYO aims to reach each student in the District, providing youth director support and involvement to all students. The projected impact in 3 years is the expansion of MYO to every school in Bridgeport, providing enough MYO staff coverage to offer youth group membership to each student and constant presence in the hallways during schools. MYO projects outcomes of this expansion to include: improvement of school climate (specifically reduction of bullying, dating violence, truancy, and general disrespect of persons), increased school spirit and student achievement, and greater student wellness, in terms of emotional management, self-awareness, critical thinking & problem solving skills, connectedness to community and peers, and resiliency.

What barriers might hinder the success of your project? How do you plan to overcome them?

Bridgeport has been labeled a “failing District” that is underfunded and overwhelmed and the challenges of poverty alone take priority over youth development needs. Yet, MYO partners closely with schools to support overall goals and feels that the work of MYO will contribute to solving the challenges of urban education as well as the personal, social/emotional, and civic needs of students.

Winning entries present a strong plan for how they will achieve and track growth. Identify your six-month milestone for growing your impact

MYO will increase # of schools from 8 to 12 and # number of MYO AmeriCorps Members serving as youth directors from 17 to 30.

Identify three major tasks you will have to complete to reach your six-month milestone

Task 1

Begin earlier recruitment campaign for AmeriCorps youth directors to reach wider market.

Task 2

Approach 4 schools who have shown interest to establish in-school programming and relationship

Task 3

Establish metrics for both process and outcome evaluation in order to track and measure success

Now think bigger! Identify your 12-month impact milestone

MYO will begin product development phase, compiling a MYO curriculum & related certification for possible course credits.

Identify three major tasks you will have to complete to reach your 12-month milestone

Task 1

Publication of Mine. Yours. Ours. curricular components

Task 2

Wave 2 of evaluation protocols to measure effectiveness

Task 3

Marketing and submission of curriculum to solicit course credit for students

Founding Story: We want to hear about your "Aha!" moment. Share the story of where and when the founder(s) saw this solution's potential to change the world [125 words]

After a Valentine’s Day school visit that entailed a lunchroom skit with “MYO Man” dressed in a morph suit and several MYO AmeriCorps youth directors during Teen dating Violence Awareness Month, a funder and school administrator remarked how excited the students were but were also learning: “Wow, this kind of creative education is working on an individual level but also on a school wide level—can you train my teachers?” Another school remarked: "I want you here next year and MORE of you." Yet another funder pushed for MYO at all high schools, demanding that "MYO is vital for this city's school reform efforts; this will work." MYO's main AHA moment came when younger students and parents began calling, asking how they can be involved and students in middle and high school began wearing (MYO) aqua blue and parading around the logo'ed stickers and bags. This AHA moment for MYO became known as "it's happening...!" around the office.

Sustainability

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Tell us about your partnerships

RYASAP operates from an asset based community development framework that harnesses the positive attributes, skills, talents & contributions of individuals, associations & institutions to address community needs by convening stakeholders around an "open table" to engage all citizens in leadership development & is a leader in tackling tough issues & working both with neighbors at the grassroots level & with government leaders at the local, state & national policy levels. As a convener & partner, RYASAP’s strength is in garnering support, focusing discussion, and implementing objectives.

What type of team (staff, volunteers, etc.) will ensure that you achieve the growth milestones identified in the Social Impact section? [75 words]

MYO is administered by the YouthINC Department of RYASAP, headed by the YouthINC Director who developed, built, & continues to grow the program. Together with a YouthINC Manager & a YouthINC Coordinator, the Director oversees the program itself & the AmeriCorps Program, through which MYO youth directors are recruited. Main staff have strong commitments to & experience with working with youth, social justice, & creative programming & hold high standards of performance for all AmeriCorps youth directors, who receive high quality training& are given hands-on management, support, & oversight.

Please elaborate on any needs or offers you have mentioned above and/or suggest categories of support that aren't specified within the list

Activating Empathy

Created on 03/29/2012 by SuperProjectLab

Unlocking the power of trust, acceptance and confidence for underserved youth. Teaching the life-benefits of communication, positivity and improvisation.

About You

Organization: Super Project Lab Visit websitemore ↓↑ hide↑ hide

About You

First Name

Nicholas

Last Name

Kessler

About Your Organization

Organization Name

Super Project Lab

Organization Website

Organization Country

United States, OR, Portland

Country where this project is creating social impact

United States, OR, Portland

Is your organization a

Non‐profit / NGO / Citizen sector organization

Your role in Education

Administrator, Coach, Teacher.

The type of school(s) your solution is affiliated with

Public (tuition-free)

How long has your organization been operating?

1‐5 years

The information you provide here will be used to fill in any parts of your profile that have been left blank, such as interests, organization information, and website. No contact information will be made public. Please uncheck here if you do not want this to happen..

Innovation

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Select the stage that best applies to your solution

Established (past the previous stages and has demonstrated success)

How long has your solution been in operation?

Operating for 1‐5 years

The Need: What problem are you trying to solve?

The need to develop the skills of understanding: acceptance, communication and positive risk-taking. To teach young people, with or without barriers, the unique tools of improvisation, which are essential to adapting to a changing world.

The Solution: What is your solution? Be specific!

Train the skill of empathy and peer-mentorship through energetic, hilarious, trust and creativity exercises. Focus on acceptance of all ideas (even our own!), and reducing the judgment that stifles creativity. Develop and perform realistic scenes, with improvised dialogue, about student-identified concerns; students will role-play multiple resolutions to the concern, and role-play multiple perspectives on issues. Give students opportunities to perform for students of other schools, and allow even more students perspectives to have their moment of success on stage.By standing in the place of their peers, students assume each other's perspectives. Using the skills of improvisational theatre, students create live dialogue and defend the decisions of their assumed character with honesty and conviction. The audience applauds their efforts; peers applaud each others' courage. We must be able to face the unknown with competence and confidence, that is the skill we teach our students.

The Model: Walk us through a specific example of how your solution makes a difference; include your primary activities

Walk us through a specific example of how your solution makes a difference; include your primary activities. In 2010, Super Project Lab partnered with the Hillcrest Academy for Boys, a detention center part of the Oregon Youth Authority. SPL began teaching weekly improv classes to teenage criminal offenders who were being held in this facility as part of their intake department. These students were at the very beginning of their imprisonment sentences. After four classes (45 min/week), SPL showed post-study results of 70% and higher of students “Strongly Agreeing,” that they felt were able to, “Suspend judgment of myself and others.” Class content had been designed to promote group-sharing, agreement, and play.

The Marketplace: Who are your peers and competitors? Identify others also working to address the needs you are and what differentiates you from them. What challenges could these players pose to your success or growth?

There are many organizations in our area that use different methodologies from theater to writing to visual arts to address the needs of at-risk youth. It’s our approach that differentiates us. Instead of using art as a form of expression, we use Improv Theater to teach practical pro-social skills. Improv isn’t a metaphor for life, it is life. None of us start off our day with a script in hand. We must be able to face the unknown with competence and confidence, that is the skill we teach our students.

Now that you have thought out your entry, help us pitch it.

Define your company, program, service, or product in 1-2 short sentences [136 characters]

We must be able to face the unknown with competence and confidence, that is the skill we teach our students.

Identify what is innovative about your solution in 1-2 short sentences [136 characters]

Classes are led by professional improvisers, teaching the skills of Acceptance, Trust, and Communication.

Social Impact

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This Entry is about (Issues)

What has been the impact of your solution to date?

Hundreds of youth have been positively affected (survey results 75% positive). Partnerships have expanded to the public school and justice system, local universities, social service and non-profit arts companies. It is widely recommended.

Super Project Lab students have gone on to gain scholarships in the arts. Super Project Lab students have described reduced feelings of judgment, anger, anxiety, depression, violence, and loneliness. Super Project Lab students have deccribed feelings of increased confidence, positivity, acceptance and play.

Super Project Lab has grown in funding, partnerships and hours of instructionconsistently for the past three years.

What is your projected impact over the next 1-3 years?

Establish ourselves as an evidence-based, proven teaching method and expand our partnerships throughout the tri-county area. Increase market awareness coast-to-coast. Develop, design and complete research trials to support the neurological and pro-social benefits of Super Project Lab’s teachings. Strengthen our funding-streams.]

What barriers might hinder the success of your project? How do you plan to overcome them?

Maintaining funding-streams. By the end of July 2012, three analyses of our business will be complete with recommendations. Super Project Lab is being reviewed by Portland State University (business and grant-writing programs) and the University of Portland MBA program. The business analyses are comprehensive – research and development, growth models, market placement, etc. From these analyses we will improve our business practices, and gain future funding.

Winning entries present a strong plan for how they will achieve and track growth. Identify your six-month milestone for growing your impact

Expand partnership to two of the three surrounding counties, visually represent positive impact findings on our website, secure

Identify three major tasks you will have to complete to reach your six-month milestone

Task 1

quantify the results of this teaching with regard to development of communication and empathy skills improvement

Task 2

Fund the program via NGOs, state funding and donations.

Task 3

increase awareness and online presence of Super Project Lab as a proven and evidence-based teaching method.

Now think bigger! Identify your 12-month impact milestone

to train educators and administrators at the state and regional level to include this teaching as vital to the growth of empathy

Identify three major tasks you will have to complete to reach your 12-month milestone

Task 1

secure funding to continue offering this teaching model at low to zero cost for schools and organizations that have the greatest

Task 2

gain status as a "proven, evidence-based teaching model."

Task 3

Increase market awareness of our company and services.

Founding Story: We want to hear about your "Aha!" moment. Share the story of where and when the founder(s) saw this solution's potential to change the world [125 words]

During our first student performance in 2010, 15 youth at various levels of homelessness and developmental barriers performed as an ensemble in front of a public audience. These students had been rehearsing with Super Project Lab, two hours a week for eight weeks. Despite the egoism and defence mechanisms that are crucial to living a homeless life, and despite the tendencies toward conflict commonplace among this population, these students came together to succeed as an ensemble. These students displayed selflessness, positivity, acceptance and creativity. Together, guided by Super Project Lab, these students improvised entertaining and heartfelt theatre. The sense of community was palpable as cheers and high-fives were in abundance after their success. In a post-show survey, one of the performers thanked Super Project Lab, because now he knew how to communicate without his fists.

Sustainability

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Tell us about your partnerships

Super Project Lab has partnered with Outside In, Oregon Youth Authority, Children’s Justice Alliance, Portland Public Schools, Portland State University, Pathfinder’s Academy, Boys and Girls Aid and Caldera. All of our partnerships have been at low or zero cost to our partnering agencies.

What type of team (staff, volunteers, etc.) will ensure that you achieve the growth milestones identified in the Social Impact section? [75 words]

Our growing board includes web and marketing designers, science and medical researchers, professional improvisers and educators, and members of the social-service community. These individuals are dedicated to growing and developing the work of Super Project Lab.

Please elaborate on any needs or offers you have mentioned above and/or suggest categories of support that aren't specified within the list

We arelooking for stronger Marketing and Media strategies in attempts to partner with broader-reaching science, education and social service companies.

The Good School Toolkit

Created on 03/29/2012 by Raising Voices

The Good School Toolkit: Imagining beyond the limits of today to create a better tomorrow.

About You

Organization: Raising Voices Visit websitemore ↓↑ hide↑ hide

About You

First Name

Dipak

Last Name

Naker

About Your Organization

Organization Name

Raising Voices

Organization Website

Organization Country

Uganda

Country where this project is creating social impact

Uganda, XX

Is your organization a

Non‐profit / NGO / Citizen sector organization

Your role in Education

Other.

The type of school(s) your solution is affiliated with

Public (tuition-free)

How long has your organization been operating?

More than 5 years

The information you provide here will be used to fill in any parts of your profile that have been left blank, such as interests, organization information, and website. No contact information will be made public. Please uncheck here if you do not want this to happen..

Innovation

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Select the stage that best applies to your solution

Established (past the previous stages and has demonstrated success)

How long has your solution been in operation?

Operating for 1‐5 years

The Need: What problem are you trying to solve?

Children’s experience of school is characterized by physical and psychological violence as a result of fearful learning environment, poor teachers and unaccountable administration. This means a large number of children drop out of school or fail to learn at school. Many do not have the opportunity to discover their potential and most do not emerge with any measure of confidence in their ability make a meaningful contribution to their community.

The Solution: What is your solution? Be specific!

Schools need a practical process that helps them reflect on the current state of their school and how they could create a better school. The Good School Toolkit is such a process. It is a six step practical process that involves students, teachers and the administration in articulating how together they could create a better school: one that is fulfilling, rejects violence, embraces creativity, and responds to the needs of all of its stakeholders. The Toolkit is packed with practical ideas, a library of colorful and creative learning materials and tools that can help the school actualize its vision. The Toolkit is currently being used in almost 500 schools and the methodology is undergoing a trial to test its effectiveness.

The Model: Walk us through a specific example of how your solution makes a difference; include your primary activities

• The school administration, in the guise of directors, head teachers, management committees or senior teachers must experience dissatisfaction with the status quo and feel motivation to do something about it.
• They must grasp that good schools are created and do not happen by chance. This is the point at which the school will reach out to Raising Voices or one of its partners for assistance.
• Although the initial leadership is the responsibility of the leaders at the school, the ideas must be embraced by a wide range of stakeholders including students, teachers, parents and community members.
• To sustain this change, the school must engage in a process of reflection and learning about how to create a good school. The Good School Toolkit accompanies them through such a process.
• On a day to day basis the process is led by 3 separate committees: Students, Teachers and Community Members. These three committees work with each other as well as individually to create a school wide learning process.
• Through the practical use of the Toolkit, the committees translate ideas into systematic, rigorous and consistent actions that give rise to operational mechanisms, policies and standards at the school.

The Marketplace: Who are your peers and competitors? Identify others also working to address the needs you are and what differentiates you from them. What challenges could these players pose to your success or growth?

The Good School Toolkit is one of a kind, and we do not have any direct competition in Uganda. We do have government ministries, educators, parents and community members whom we must convince to get on board. We welcome this challenge and have successfully created community wide excitement about implementing the Toolkit through intensive mobilization processes. We work with a variety of peers in the field of education and violence against children including Plan International, Twaweza, and the Ministry of Education and Sports. While collaboration requires diligence, compromise and mutual understanding which can be challenging to navigate, we believe that our holistic approach to a new education system in Uganda can only go to scale through successful partnering.

Now that you have thought out your entry, help us pitch it.

Define your company, program, service, or product in 1-2 short sentences [136 characters]

The Good School Toolkit: Imagining beyond the limits of today to create a better tomorrow.

Identify what is innovative about your solution in 1-2 short sentences [136 characters]

It only takes imagination to transform a mediocre school to a good school. Are you ready to create a Good School?

Social Impact

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This Entry is about (Issues)

What has been the impact of your solution to date?

Almost 500 schools in Uganda are currently using the Good School Toolkit to create better schools in their communities. Teachers and students have described the Toolkit as “very useful” and “full of wonder-working activities.” Schools have cited tremendous growth in development of teaching methods, safety of physical environments, and productive learning communities. The Ministry of Education and Sports has supported the use of the Good School Toolkit and the number of schools in Uganda asking to use the Toolkit continues growing.

What is your projected impact over the next 1-3 years?

As the Good School Program goes to scale, we expect over 1,000 schools to have access to the Good School Toolkit or significant learning materials there within. We hope to take the Good School Toolkit beyond Uganda into Tanzania, Kenya and Rwanda and have already laid the groundwork for such expansion through partnerships in the region.

What barriers might hinder the success of your project? How do you plan to overcome them?

Raising Voices is a small organization with a limited number of highly skilled staff. The organization does not have offices in the Region and therefore may face difficulty in providing trainings and technical support to all of the schools implementing the Toolkit. We work to mitigate this by partnering with other organizations throughout the region whom we have trained to support the program in schools. We are also exploring the possibility of translating the Toolkit into Swahili, as East Africa has diverse languages and the Toolkit could be accessed and used more effectively if a Swahili version was available.

Winning entries present a strong plan for how they will achieve and track growth. Identify your six-month milestone for growing your impact

We will have administered a baseline survey and disseminated the Toolkit across Uganda.

Identify three major tasks you will have to complete to reach your six-month milestone

Task 1

Identify partner schools

Task 2

Print and disseminate materials

Task 3

Develop and administer baseline survey

Now think bigger! Identify your 12-month impact milestone

We will have finished scaling up the reach of the Toolkit in Uganda, analyzed results of the study, and expand across the region

Identify three major tasks you will have to complete to reach your 12-month milestone

Task 1

Administer follow-up survey

Task 2

Analyze data

Task 3

Develop capacity to support ever-growing demand for support to use the Toolkit.

Founding Story: We want to hear about your "Aha!" moment. Share the story of where and when the founder(s) saw this solution's potential to change the world [125 words]

While collecting children’s stories about the violence they experience, the same concept continued to emerge. Children told us that beyond the moment of experiencing violence, a stronger feeling lingered inside. A feeling of anxiety and fear. It is not when my teacher canes me, they said, but the environment of fear in my classroom and the threat of my teacher inside me, that hurts me most. This realization, in conjunction with our research indicating 65% of children in Uganda experience violence at school regularly, left no question in our minds and hearts that we must do better. While there are many factors contributing to violence against children in Uganda, we believe a failure of our own imaginations has led to a poor education system. When we encouraged children and ourselves to go beyond the reality that exists today to imagine a brighter future, we envisioned many of the ideas that underlie the Good School Toolkit today.

Sustainability

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Tell us about your partnerships

Our funding comes largely from long-term relationships with private foundations. These foundations value versatility, creativity and flexibility, and have thus committed to multi-cycle investments. With their support, we are able to innovate to inspire social change.

What type of team (staff, volunteers, etc.) will ensure that you achieve the growth milestones identified in the Social Impact section? [75 words]

The Good Schools Program has a program staff of six people who work under the supervision of the Co-Director. The team works tirelessly to spread the ideas and implementation of the Good School Toolkit. They also coordinate a highly trained group of resource persons who provide technical assistance to schools throughout the country to ensure quality and effective use of the Toolkit.

Please elaborate on any needs or offers you have mentioned above and/or suggest categories of support that aren't specified within the list

School Cinema

Created on 03/29/2012 by Nitin Nair

A film-based learning module combined a fun & exciting workbook to introduce & reaffirm values,morals,attitude, life skills in children.

About You

Organization: EduMedia Visit websitemore ↓↑ hide↑ hide

About You

First Name

Nitin

Last Name

Nair

About Your Organization

Organization Name

EduMedia

Organization Website

Organization Country

India

Country where this project is creating social impact

India

Is your organization a

Business

Your role in Education

Other.

The type of school(s) your solution is affiliated with

Private (tuition-based)

How long has your organization been operating?

More than 5 years

The information you provide here will be used to fill in any parts of your profile that have been left blank, such as interests, organization information, and website. No contact information will be made public. Please uncheck here if you do not want this to happen..

Innovation

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Select the stage that best applies to your solution

Established (past the previous stages and has demonstrated success)

How long has your solution been in operation?

Operating for 1‐5 years

The Need: What problem are you trying to solve?

“Children need help in dealing with issues that affect them” -
Most children encounter difficulties when it comes to problems like tackling failure, relationships, sexuality, exam fear, rejection, peer pressure, stress, adolescent issues etc. All this clearly highlighting the fact that alongside the age old values and life skills children need to imbibe, there is a whole new crop of contemporary issues that need to be dealt with. The current format of value education system in schools does precious little to address these lacunae and is also not engaging/interesting enough from a child's point of view. Another objective which was related was to enhance the role parents and teachers play in the holistic development of students.

The Solution: What is your solution? Be specific!

School Cinema is an innovative concept in the field of value education that aims to create an impact on children using the influential medium of cinema. A perfect blend of entertainment & education it harnesses Cinema’s power of story telling,emotional connect,visual appeal & provoking thoughts.

It’s a researched, film-based learning module supported by an interactive workbook designed to reaffirm life-skills, values and attitudes to children, educators and parents. The research & insighting process forms the crux of the film.

While the films engage the child & make him aware of the topic at hand, the workbook completes the circle of learning by making the child do fun activities & exercises based on the issue. This two-step approach ensures that the lessons get internalized, thus influencing young minds to make better choices for themselves as adults.

The movies for parents/teachers are effective tools for parenting skills and teacher growth/professional development

The Model: Walk us through a specific example of how your solution makes a difference; include your primary activities

This is a real story from a school in Ahmedabad. "A boy who belonged to a minority religion in that school used to be very aggressive. Teachers tried to find out the reason/correct him but to no avail. After a screening of the film "Little Terrorist" which is part of our School Cinema module, 2 boys from the same class wrote an Apology note to the boy. Apparently they had been bullying him for being from a minority religion.The Principal of that school had sent a letter thanking us" This for us is our biggest award. The fact that we are changing lives, making kids introspect and in short preparing them to become good human beings.

The School Cinema program is scheduled during the Value Education period in a class and all it requires are 20 sessions during the entire academic year. This ensures that it easily fits into the curriculum and is a part of their school life. After the movie screening which is 10-14 min long, Children take part in the activities of the workbook. It engages and provokes a child to think and choose, which leads to better understanding of self and surrounding and lasting effect. All the answers are positive and correct, hence the burden on the teachers for correction etc. are not required. They just need to facilitate during the sessions. Post implementation research has shown a significant increase in self esteem, emotional maturity, general well being and a resistance to bullying and peer pressure.

The Marketplace: Who are your peers and competitors? Identify others also working to address the needs you are and what differentiates you from them. What challenges could these players pose to your success or growth?

Currently we have companies Like Educomp, Edurite, Manipal K-12 which are in the education management space. Most of these companies however focus on academics being delivered in an exciting/interesting way. However in the lifeskills/ values space we are the innovators/leaders. There are many training companies which aim to bring about a change in the same space as us but they are restricted by dependency on instructors and the logistics of scaling up.

Now that you have thought out your entry, help us pitch it.

Define your company, program, service, or product in 1-2 short sentences [136 characters]

A film-based learning module including a fun & exciting workbook to introduce & reaffirm values,morals,attitude, life skills in children

Identify what is innovative about your solution in 1-2 short sentences [136 characters]

Blend of Cinema & Education thus entertaining and engaging, addresses the co-scholastic space, Takes into cognizance contemporary issues

Social Impact

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This Entry is about (Issues)

What has been the impact of your solution to date?

As of now 400000 students across India use School Cinema and are benefiting from it. The acceptance of Cinema as a powerful medium to bring about a positive change in thinking and behavioral patterns has been the reason for our success.It being the best medium for story telling, it has left a long lasting impact on the children. Post implementation research shows a significant increase in self-esteem, emotional maturity and general well being. Also a majority of the students lreported lesser chances of succumbing to peer pressure and bullying. A 98% repeat subscription of School Cinema by the Schools of last year is a glowing testimony of the effectiveness of our program. The letters, testimonials from educators and 2 National awards for the movies are just the cherry on the top.

What is your projected impact over the next 1-3 years?

We aim to reach 1000 schools within India and reach 10-15 lakh students in the next 1-3 years through the School Distribution model. On a product development front, we aim to bring out better films/products, research to come up with contemporary issues and insights, increase the distribution system to reach more touch points (retail/e-commerce/online/ applications on ipad/smartphones since the phone reach in India is many times the computer reach). Also move into the markets with cultures and issues similar to ours.

What barriers might hinder the success of your project? How do you plan to overcome them?

1. School Cinema is a radical and innovative concept – so it is sometimes difficult to explain and convince schools of how it can fit into their regular curriculum. Over the span of two years, our sales team has explored new ways of introducing the concept to schools and is continuing to do so.

2. The co-scholastic space is still underdeveloped, being the pioneers in this, we have to pave the way and face the initial resistance. But this is in a way good as we have few competitors and are seen as a novel and unique program in our field.

3. While moving to other markets for eg the Middle East, there are lot of sensibilities that need to be taken care of. We plan to involve local research teams/film making crew and marketing teams to introduce School Cinema in their local geographies.

Winning entries present a strong plan for how they will achieve and track growth. Identify your six-month milestone for growing your impact

Identify three major tasks you will have to complete to reach your six-month milestone

Task 1

Aggressive Geography Wise Sales Planning

Task 2

Local Advertising for School Cinema to create pull from educators/principals

Task 3

Create another lot of atleast 100 short movies

Now think bigger! Identify your 12-month impact milestone

Identify three major tasks you will have to complete to reach your 12-month milestone

Task 1

Crack a deal with a state government to ensure larger numbers and more impact

Task 2

Create an application of School Cinema online/ application for smartphones/ipad to reach a larger audience

Task 3

Appoint a business partner outside India/ Pitch to Foreign Governments to reach other countries

Founding Story: We want to hear about your "Aha!" moment. Share the story of where and when the founder(s) saw this solution's potential to change the world [125 words]

Our founder is Sultan Syed Ahmed. From films to events to training to publishing he is constantly creating avenues to add value to the educational segment. A brilliant speaker and highly motivational trainer he trains several thousand students of schools & colleges across Asia annually. While training school children he realized that the impact of the program completely depended on the quality of the trainer. A lack of quality trainers, the high cost and logistics problem associated with manual training programs resulted in Sultan trying to create a module that was devoid of individual merits and dependent on processes. And what better than Cinema to showcase this process. This was the Aha moment and the rest as we say is the story of School Cinema

Sustainability

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Tell us about your partnerships

Currently the team consists of 3 Promoters/individuals with their own funds: Sultan Syed Ahmed, the Managing Director, Naina Sultan Ahmed and Tabassum Modi, the 2 directors. The details with the PE firm are Work in progress.

What type of team (staff, volunteers, etc.) will ensure that you achieve the growth milestones identified in the Social Impact section? [75 words]

- passion for making a difference in the field of education
- Love for storytelling
- Smart professionals across Sales, Research, Film Production and Marketing
- Ability to think strategically
- Ruthless implementation skills
- Ability to understand insights
- Leverage in the right sections of society

Please elaborate on any needs or offers you have mentioned above and/or suggest categories of support that aren't specified within the list

We can offer our Brand/IPR and look out for investment and Business partnerships in other countries

International Child Development Programme: EMPATHY in Action + Vaccine Against Violence

Created on 03/28/2012 by Kimberly.Svevo

Changing Children's Worlds helps children, parents, schools, communities to model EMPATHY in ACTION-empathic communication/interaction: Vaccine against Violence

About You

Organization: Changing Children's Worlds Foundation Visit websitemore ↓↑ hide↑ hide

About You

First Name

Kimberly

Last Name

Svevo

About Your Organization

Organization Name

Changing Children's Worlds Foundation

Organization Website

Organization Country

United States, IL, Geneva

Country where this project is creating social impact

United States, IL, Chicago

Is your organization a

Non‐profit / NGO / Citizen sector organization

Your role in Education

Other.

The type of school(s) your solution is affiliated with

Public (tuition-free)

How long has your organization been operating?

Less than a year

The information you provide here will be used to fill in any parts of your profile that have been left blank, such as interests, organization information, and website. No contact information will be made public. Please uncheck here if you do not want this to happen..

Innovation

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Select the stage that best applies to your solution

Start-Up (a pilot that has just begun operating)

How long has your solution been in operation?

Operating for less than a year

The Need: What problem are you trying to solve?

Parents/Caregivers-Teachers (family as well as professionals) often lack the capacity to 'parent' with empathy, especially when addressing such challenging issues as family stress/dysfunction due to unemployment, poverty, low education, substance abuse, special needs, intra-familial violence, lack of positive modeling. While highest risks of violence disproportionately come from the nation’s most economically disadvantaged neighborhoods, such problems impact many families' ability to provide peaceful families and communities towards child/youth's positive development. Support is needed to engage children, youth and adults to see each other more compassionately, especially children/teens to adults, through positive communication/interaction in families, schools & with other children/teens.

The Solution: What is your solution? Be specific!

The Community/Child Capacity Development and Violence Prevention (CCDevVP) framework provides an integrated approach to community-based child protection.
Phase 1: Engagement of communities/schools to identify strategies for development/violence prevention with children, youth & parents/caregivers.
Phase 2: Education through Learning Groups: Children/Youth and Parents/Caregivers participate in the International Child Development Program (established internationally, but needed in USA).
The three ICDP Dialogues promote human development within eight (8) Guidelines shared by community- based facilitators:
1 Emotional Dialogue focuses on exchange of positive emotional expressions between caregiver and child which lead to secure attachment. 2 Comprehension Dialogue promotes child’s understanding of the world through enriching dialogue, leading to child’s cognitive development. 3 Regulative Dialogue guides/supports child's actions and sets limits to their behavior in a positive way.

The Model: Walk us through a specific example of how your solution makes a difference; include your primary activities

1) Community/Institutional Discussions on Parent/Caregiver & Child/Youth Capacity Development as Empathic community members and leaders of violence prevention.
2) Training Workshop to prepare Facilitators - Parents/Caregivers and Children/Youth for the program: including adapting program materials.
3) Facilitation of Learning Groups (peer to peer) on the ICDP 3 Dialogues & 8 Guidelines over 12-14 weeks (10-12 meetings) plus a sustainable permanent group would continue for those who finish the program.
4) Pre & Post Evaluation of the participants in the ICDP Learning Groups to evaluate effectiveness of each program, and lead to positive revisions and adaptation for specific populations and environments. In Chicago - we are strengthening the Positive Discipline component and addressing Violence Prevention within the Groups.
5) New Facilitators emerge from the program and are trained to help expand the ICDP Program as it begins the next cycle.
6) A new Phase of "Stop the Violence: Peace in my Neighborhood" programming is launched - with community-based programs such as Basketball Tournaments, Art Competitions for children, youth, parents and school/church/community leaders.
7) Community meetings continue toward other ACTION - Block Clubs are activated to address local issues of safety and liaise with local Police.
8) Community members organize toward ADVOCACY - talking to Aldermen and community members/leaders/professionals to join the community in Violence Prevention: Peace in My Neighborhood.
This creates a holistic, united and consistent approach for all.

The Marketplace: Who are your peers and competitors? Identify others also working to address the needs you are and what differentiates you from them. What challenges could these players pose to your success or growth?

We would like to work with providers of services to reach challenging audiences: Families (PARENTS + CHILDREN) in communities with high levels of violence (as many are in Chicago); Immigrant Parents & their Children; Mothers/single mothers who were victims of Domestic Violence; Mothers/Fathers formerly incarcerated or in juvenile detention - to strengthen empathy and relationships, but also skills in communication, interaction, listening and supporting each other. And Parents of Children with Special Needs/ Autistic Children-- in future.
There are no programs we know which are GROUNDED IN EMPATHY as our program is. Others teach SKILLS, PATIENCE, TOLERANCE - but not deep down EMPATHY as ICDP does (www.icdp.info)

Now that you have thought out your entry, help us pitch it.

Define your company, program, service, or product in 1-2 short sentences [136 characters]

Changing Children's Worlds models Empathy in ACTION child:child, adult:child, adult:adult through the Intl Child Development Program.

Identify what is innovative about your solution in 1-2 short sentences [136 characters]

Children/Youth and Parents/Caregivers strengthen each other through increased capacity for empathy in action so families/schools thrive.

Social Impact

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This Entry is about (Issues)

What has been the impact of your solution to date?

ICDP was introduced through the Community/Child Development and Violence Prevention approach to 35 community members in a South Chicago community with high levels of violence, including gangs, domestic violence, corporal punishment. Trainees included youth, parents, professionals in 2 phases from Oct.2011 through March2012, as Trainers, Facilitators and Caregivers, plus their children and children they cared for (approx. 100) were also exposed to the program. All participants agreed the program was unique, offering not only information that increased their capacity with children, other family members, and even community members - and all have applied the learnings in their own caregiver-child interactions. Further, participants welcomed ICDP as opening an opportunity to strengthen community and support groups, as well as engaging families in other community Violence Prevention activities. The program inspired a positive and proactive approach within the host Church and community.

What is your projected impact over the next 1-3 years?

To build ICDP and CCDevVP in West Pullman/Chicago and expand the program to new community schools (1-2 Year1; 3-4 3rd Year-possibly including New Orleans); train and establish ICDP new community-based Trainers (8-10 Year1; 15-20 Year3); train and establish new community-based Facilitators (20-30 Year1; 50-60 Year3); and support current + new Caregivers (80-120 Year1; 300-400 Year3). We would evaluate the program each year on attitude and behavior change in ICDP trainers, facilitators and caregivers compared to a control group, adapting/translating program/materials for targeted groups: Spanish/other languages, youth-to youth, special needs, abused children, different age children, etc. We would encourage/support holistic Stop the Violence: Peace in My Neighborhood campaigns.

What barriers might hinder the success of your project? How do you plan to overcome them?

First, funding a public health approach for preventing violence against children will be a challenge in an economy when so many children's services are under-funded. We need a strong investment in prevention to avoid the higher expense of intervention after harm has been done to children. The ICDP program is designed to fit within and to strengthen existing community/school structures and programs, to be community-led so paraprofessionals and parents can lead sustainable groups cost-effectively (minimally requiring educational handbooks/ refreshments). However, we plan to select/support good leaders and manage it at a high level of quality, in part by working with community partners to leverage existing assets/strengthen our mutual goals in exploring economic opportunities for Peace.

Winning entries present a strong plan for how they will achieve and track growth. Identify your six-month milestone for growing your impact

Implement ICDP program at a school with advisory committee of students, parents, teachers -producing initial evaluation results.

Identify three major tasks you will have to complete to reach your six-month milestone

Task 1

Select a co-funding partner's school and co-design a specific ICDP program for school children and parents/teachers.

Task 2

Train a new group of 12-15 ICDP Facilitators: Intro Workshop1, Self-Training & Small-group Facilitation, Closing Workshop2.

Task 3

Train 40-50 Parents/Caregivers & Children-with pre/post evaluations, including filming, initial program feedback & continuation.

Now think bigger! Identify your 12-month impact milestone

Expansion of program within 1st school, introduction at 2nd school with longer evaluation period +control group. Permanent group

Identify three major tasks you will have to complete to reach your 12-month milestone

Task 1

Engaging of deeper institutional support for tailoring/replication of program in schools or other children's organizations.

Task 2

Train new group of 10 ICDP Facilitators + Trainers: Intro Workshop, Self-Training/Small-group Facilitation, Closing Workshop

Task 3

Train 50-100 Parents/Caregivers & Children-with evaluation/films, feedback, permanent group + Violence Prevention Campaign.

Founding Story: We want to hear about your "Aha!" moment. Share the story of where and when the founder(s) saw this solution's potential to change the world [125 words]

I learned about the International Child Development Program in Neiva & Medellin, Colombia. First developed in Norway, ICDP trainings had been given in nearly 40 countries - with Colombia's national implementation (UNICEF) focused largely on communities with high levels of violence (ranging from military, paramilitary, drug trafficking, gangs, domestic violence and child maltreatment) as well as displacement. It was recognized as a program which could re-ignite/rebuild empathy, love, positive communications/interaction and parental capacity under the most difficult circumstances. I observed a UNICEF program evaluation with caregivers/parents participating, recognizing its strength to empower parents and children positively. The ICDP group created a new sense of community/co-responsibility. I participated in discussions with mothers in Medellin, observed their excitement that ICDP would support them to protect their children. I believed ICDP could help us prevent violence in Chicago.

Sustainability

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Tell us about your partnerships

Changing Children's Worlds Fndn (CCWF) was created by Child Rights & Protection Consultancy-Intl (CRPCI) and the International Child Development Programme (ICDP)-and organization with programs in nearly 25 countries, and experience in nearly 40. CCWF also implements the Institute for Community and Adolescent Resilience program "Integrative Youth Development" to cover the full spectrum of child/youth/young adult/parent-caregiver/community Empathic Development and Violence Prevention member needs and interests. Several ICDP facilitators are at schools interested in applying ICDP with support.

What type of team (staff, volunteers, etc.) will ensure that you achieve the growth milestones identified in the Social Impact section? [75 words]

The staff is composed of a President (Trainer) and Vice President (Trainer) and part-time Coordinator, plus 9 volunteer Board members (2 Youth), as well as 12 current Facilitator volunteers/trainers and a team of 15-20 advisors/ volunteers - including psychologists, researchers/evaluators. With funding we would offer modest stipends to community member Trainer/Facilitators doing training/group support, and cover related school expenses of program development/meetings, materials, evaluations. We could support community-led Violence Prevention & explore community micro-enterprise for peace.

Please elaborate on any needs or offers you have mentioned above and/or suggest categories of support that aren't specified within the list

Invest: Isolated initiatives focused on children OR youth OR parents Do Not Work. Funds needed to support CCDevVP holistic approach so all community engaged/reinforcing goals of ICDP:Empathy, Non-Violence.
Psychologist, Evaluator, Researcher, Public Health expert, Brilliant Strategist, Fundraiser, Financial, Marketer welcome-pro bono.
To brainstorm on sustainability/networking-mentor invited!

Margaret's Place: A School- Based, 'Safe Space' for Youth

Created on 03/28/2012 by rebecca@joetorre.org

The Joe Torre Safe At Home Foundation's Margaret's Place Program is a safe space in schools where students are empowered to end the cycle of violence in their l

About You

Organization: The Joe Torre Safe At Home Foundation Visit websitemore ↓↑ hide↑ hide

About You

First Name

Rebecca

Last Name

Rubin

About Your Organization

Organization Name

The Joe Torre Safe At Home Foundation

Organization Website

Organization Country

United States, NY, New York

Country where this project is creating social impact

United States, NY

Is your organization a

Non‐profit / NGO / Citizen sector organization

Your role in Education

Counselor, Social Worker, Other.

The type of school(s) your solution is affiliated with

Public (tuition-free)

How long has your organization been operating?

More than 5 years

The information you provide here will be used to fill in any parts of your profile that have been left blank, such as interests, organization information, and website. No contact information will be made public. Please uncheck here if you do not want this to happen..

Innovation

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Select the stage that best applies to your solution

Established (past the previous stages and has demonstrated success)

How long has your solution been in operation?

Operating for more than 5 years

The Need: What problem are you trying to solve?

The Joe Torre Safe at Home Foundation's Margaret's Place program is ending the cycle of domestic violence through its school-based violence intervention and programs.

The Solution: What is your solution? Be specific!

Margaret's Place is a 'safe space' in schools where middle and high school students can talk to a social worker or counselor about violence and abuse. Our program supports individuals and school communities in addressing issues such as domestic violence, teen dating violence, bullying, intolerance, sexual abuse, gang/community violence, and cyber/digital abuse. We teach youth skills to overcome struggle and to become active changers of their communities. A large part of the work we do is opening safe dialogue with youth and school community members that encourages them to explore the roots of violence and abuse and their impact. Through communicating healthy messages we empower community members to take an active role in ending the cycle of violence. When we work with youth we encourage them to suspend judgement, to 'agree to disagree', and to respect each other's differences. By doing so, we are empowering individuals and school communities to become empathic members of society

The Model: Walk us through a specific example of how your solution makes a difference; include your primary activities

Our programs include individual & group counseling, Peer Leadership, the YES (Youth Empowered to Speak) anti-violence curriculum, school-wide campaigns, and school and community workshops and outreach. Last year we did a "Words Are Power" campaign led by our program Peer Leaders. we built awareness about the power of words to harm and heal. A graduate Peer Leader from one of our programs came and performed spoken-word poetry along with another adult local poet, La Bruja. The poems performed focused on healthy realtionships with others and with onesself. Through the performance students were engaged in thinking about the responsibility that we all have to speak up when we or someone we know is experienceing violence or abuse. It also showed that words have the power to heal, to unite, and to create change. The campaign included other activities that continued the dialogue about the theme. Our social workers and counselors reported that the campaign united students and inspired students to express their own thoughts and feelings about their lives. One student dropped off a poem about his experience with bullying and asked if it could be hung up on the outside bulletin board for others to see, other students referred themselves or a friend to counseling to discuss their own experience with violence and abuse, and students were requesting more of our campaign bracelets so that they could give them to friends and family members. Through intervention and prevention we seek to bridge this understanding and create leaders that spread our empathic and empowering messages.

The Marketplace: Who are your peers and competitors? Identify others also working to address the needs you are and what differentiates you from them. What challenges could these players pose to your success or growth?

We currently collaborate with many other NYC based organizations that work with youth including Steps to End Family Violence, Center Against Domestic Violence, Sanctuary for Families, and others. What differentiates our program we are school-based, and therefore have direct access to students on a daily basis. As a result we are able to affect change in their lives and in their school community. In addition, although our program has a focus in domestic violence, unlike other programs our curriculum focuses attention on the roots of all violence and abuse with the understanding that if we address the root causes we can prevent not only domestic violence, but other forms of violence. The other players in our field only pose a challenge in that we compete for similar funding sources.

Now that you have thought out your entry, help us pitch it.

Define your company, program, service, or product in 1-2 short sentences [136 characters]

Margaret's Place is a 'safe space' in schools where students are empowered to end the cycle of violence in their lives and communities.

Identify what is innovative about your solution in 1-2 short sentences [136 characters]

In our society,voices of young people often go unheard. Our solution is innovative because it presents the youth voice as the solution.

Social Impact

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This Entry is about (Issues)

What has been the impact of your solution to date?

Outcomes for Students Receiving Counseling Services:2200 served in 2010/2011.
85% of Students fell a greater sense of safety
85 of students develop healthy interpersonal relationship and communication skills
75% of students seek help instead of keeping things to themselves
90% of students fell more empowered

What is your projected impact over the next 1-3 years?

Schoolwide Outcomes
75% teachers will report that the level of schoolwide respect will increase as a result of the program.
And more of the above and greater reach

What barriers might hinder the success of your project? How do you plan to overcome them?

Some of the barriers to success - access to students.

Plan to over come these, by working with school administration and having memorandum of understanding documents in place that identify goals for student reach

Winning entries present a strong plan for how they will achieve and track growth. Identify your six-month milestone for growing your impact

Identify three major tasks you will have to complete to reach your six-month milestone

Task 1

Individual Counseling - 90 sessions

Task 2

Group Counseling and workshops established

Task 3

Boys and Girls Groups established and meeting consistently

Now think bigger! Identify your 12-month impact milestone

Identify three major tasks you will have to complete to reach your 12-month milestone

Task 1

Two Schoolwide Campaigns per school

Task 2

Two Teacher Workshops

Task 3

At least two parent outreach events

Founding Story: We want to hear about your "Aha!" moment. Share the story of where and when the founder(s) saw this solution's potential to change the world [125 words]

Joe Torre's Aha moment was when he was able to connect the dots of witnessing domestic abuse in his home with his feelings of shame and inadequacy. A feeling he has carried through his adult life. He thought the abuse was his fault and that he was alone. He knew that if he had someone to talk to, to let him know he was not alone and the abuse wasn't his fault he would not have had the shame and self-esteem issues. Thus, the reason he and his wife, Ali started the Safe At Home Foundation - "educating children to end the cycle of domestic violence and save lives.

Sustainability

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Tell us about your partnerships

We are partnered with the following organizations:
Westchester Jewish Community Services and the City of New York's Mayor's Office, Office to Combat Domestic Violence and North Hudson Community Action Core

What type of team (staff, volunteers, etc.) will ensure that you achieve the growth milestones identified in the Social Impact section? [75 words]

Continuing with Awareness and reaching out to volunteers who care about keeping youth safe.

Please elaborate on any needs or offers you have mentioned above and/or suggest categories of support that aren't specified within the list

Our organization has been collaborating with other organizations in our field, offering support in helping other agencies and organizations create programs based on our innovative model. We continue to welcome pro-bono support in organizing fundraisers for our programs and identifying venues for in-kind donations that can be used for fundraising or with the youth we service.

The Next Evolution in Artificial Intelligence

Created on 03/28/2012 by ArcDNAfounders

ADAM is the next generation of artificial intelligence designed to think and rationalize as a human would, and as a result serves as a true mentor to students.

About You

Organization: ArcDNA Inc Visit websitemore ↓↑ hide↑ hide

About You

First Name

Gregory

Last Name

Rogers

About Your Organization

Organization Name

ArcDNA Inc

Organization Website

Organization Country

United States, VA, Norfolk

Country where this project is creating social impact

United States, VA, Norfolk

Is your organization a

Business

Your role in Education

Student.

The type of school(s) your solution is affiliated with

Public (tuition-free)

How long has your organization been operating?

1‐5 years

The information you provide here will be used to fill in any parts of your profile that have been left blank, such as interests, organization information, and website. No contact information will be made public. Please uncheck here if you do not want this to happen..

Innovation

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Select the stage that best applies to your solution

Growth (your pilot is up and running, and starting to expand)

How long has your solution been in operation?

Operating for 1‐5 years

The Need: What problem are you trying to solve?

The standards of educational development are rapidly declining in the United States. The U.S. ranks 14th out of 34 OECD countries for reading skills, 17th for science, and 25th for mathematics. Material retention and comprehension have continued to drop, while the dropout rate continues to increase exponentially over the years. Poor time management and lack of true mentorship are two of the problems that must be resolved if we are to continue develop our children into the future leaders of tomorrow. Fortunately, Adam and our platform have the potential to make a significant impact on education and save our children.

The Solution: What is your solution? Be specific!

We believe technology is the answer to educational reform. Therefore, we created Adam, artificial intelligence that will serve as a true student mentor. Adam is capable of intelligent perception and behavior. The AI is designed to maximize a student’s day and eliminate procrastination. He is fully aware of his users schedule and speaks directly to the student alerting them of upcoming classes, homework assignments, tests, and/or other academic and non-academic related events. Adam is even capable of intelligent reasoning, which allows him to persuade students to make good decisions concerning school. Adam learns over time, which helps him effectively guide students through their academic careers. He serves as the catalyst to every student’s educational development, which is critically important when developing real-world problem solvers.

The Model: Walk us through a specific example of how your solution makes a difference; include your primary activities

ADAM works and thinks independently and is constantly learning and analyzing the user it serves. By continuously observing and studying the user, Adam analyzes every possible situation at hand, intelligently sorts through each possibility, and provides the optimal solution best suited to meet the needs of that user. For example, a student may input that he/she has an exam approaching within the next week. Adam will take all information pertinent to this exam and ensure that the student has ample time to prepare. Adam reminds the student sporadically to study, up until the day of the exam, and may also suggest different methods the student could use to prepare for the exam. These methods could consist of outlines, flashcards, or any other study method that ADAM feels is appropriate for the type of exam the student is preparing for. ADAM is fully aware of the student’s entire schedule; therefore, he will find the perfect study time for the student as to avoid any schedule conflicts with any other tasks. ADAM is extremely efficient and dedicated towards empowering students with knowledge evidenced by increased performance in academics, which lead to future leaders.

The Marketplace: Who are your peers and competitors? Identify others also working to address the needs you are and what differentiates you from them. What challenges could these players pose to your success or growth?

ArcDNA has two major competitors in the educational software industry and two minor competitors. Blackboard, a major competitor, is a leading provider of enterprise educational software and services to the education industry. iStudiez Pro, also a major competitor, is the leading provider for personal education software. OneSchool and inClass are the two minor competitors, all of which are companies that supply products to our specific target market, K-12 students, college students and/or universities. All ArcDNA products have one common goal and that is to help students achieve success far beyond the limitations and practices of the current educational model. The artificial intelligence we developed is has far more advanced functionality than the mobile applications our competitors offer.

Now that you have thought out your entry, help us pitch it.

Define your company, program, service, or product in 1-2 short sentences [136 characters]

Adam is the next generation A.I designed to think and rationalize as a human would, serves as a true mentor to students.

Identify what is innovative about your solution in 1-2 short sentences [136 characters]

ADAM is a true “thinking machine” capable of reasoning, perception, and behavior, devoted to bringing out the genius in every student.

Social Impact

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This Entry is about (Issues)

What has been the impact of your solution to date?

ADAM in its current form is able to perceive, reason, and learn. As a result is able to help students prioritize their schedule including class schedule, work schedule, and other academic and non-academic related events. ADAM is also able to keep students aware of upcoming tests and assignments, and also encourages them to study. A student can also request ADAM to build an entire study schedule, and ADAM will analyze the student’s life and instantly build it. ADAM is also able to speak directly with his user and provide responses to menial tasks, such as finding locations and other information. Thus far, ADAM has been very influential toward the academic progression of the students who currently have access to this level of technology.

What is your projected impact over the next 1-3 years?

Over the next three years we anticipate ADAM making a significant impact in education through evidence of increased academic performance. We desire to incorporate ADAM into our current and future products, which will be accessible for student use on various electronic devices, including smart-phones, tablets, laptops, and desktop computers of all platforms. We believe providing every student with our next generation A.I will allow students to have that dedicated mentor and friend who devotes itself to maximizing the student’s potential. This gives us confidence in knowing that no student will be left behind and no student will ever feel alone.

What barriers might hinder the success of your project? How do you plan to overcome them?

Unfortunately, with every great innovation the development team is always faced with challenges and hardships that can potentially hinder the success of the project. The primary barrier that will hinder our project’s success is funding. Funding is critical for research, and research is the foundation that led to ADAM A.I. If we can continue research, we can continue to develop ADAM to make him become smarter and more useful to students. To overcome this financial issue we will continue to adamantly look into grants, seed money, and competitions such as this one

Winning entries present a strong plan for how they will achieve and track growth. Identify your six-month milestone for growing your impact

We have broken down the ADAM six-month milestones based on phases, with each phase defined by the development of each of ADAM’s

Identify three major tasks you will have to complete to reach your six-month milestone

Task 1

The first critical task is the development of ADAM’s ability to perform self-analysis and ability to learn and discover patterns

Task 2

he second critical task is the development of ADAM’s ability to reason and solve problems using fast intuitive judgment and rati

Task 3

The third critical task is the development of ADAM’s ability to hold social intelligence, while also being able to hold emotiona

Now think bigger! Identify your 12-month impact milestone

Identify three major tasks you will have to complete to reach your 12-month milestone

Task 1

The first critical task is the development of ADAM’s ability to plan and understand the art of time management.

Task 2

The second critical task is the development of ADAM’s ability to perceive sound and sight and location.

Task 3

The third critical task is the development of ADAM’s ability to solve problem that we have not been able to perceive or predict.

Founding Story: We want to hear about your "Aha!" moment. Share the story of where and when the founder(s) saw this solution's potential to change the world [125 words]

At ArcDNA, we all come from various walks of life and are truly grateful to be blessed with the opportunity to make an impact in education. We each maintain relatively decent jobs and are fortunate enough to attend college. Two of the founders, Gregory Rogers and Darius Moore, are both seniors pursuing bachelors degree in Mechanical Engineering and Information Technology, respectively. The two remaining founders, Angel Henderson, is pursuing a masters degree in Mechanical Engineering and Computer Engineering. While, Raqwon Perryman is a recent graduate holding a degree in Criminal Justice and Sociology. However, we each understand we would not be in the positions we are in had it not been for influential people guiding us along the way, ranging from our parents, to professors, to community leaders. We earnestly believe that mentors are a critical aspect of every student’s life as they mature through life and academics. So our goal was to give every student access to their own mentor.

Sustainability

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Tell us about your partnerships

We are currently in talks with the government and the private sector to develop ADAM for their customer segment. These companies include NASA Langley, Old Dominion University, and Astyra Corporation.

What type of team (staff, volunteers, etc.) will ensure that you achieve the growth milestones identified in the Social Impact section? [75 words]

Here at ArcDNA, we are extremely passionate about education and our vision to change the world. Therefore, we are constantly looking to acquire individuals who understand science and technology but also have a true passion for education and seeing students achieve success academically far beyond their own expectations.

Please elaborate on any needs or offers you have mentioned above and/or suggest categories of support that aren't specified within the list

Rabtt

Created on 03/28/2012 by hammad_anwar

Rabtt provides the answer to the tunnel-vision curriculum taught in Pakistan, inducing young minds to think critically.

About You

Organization: Rabtt Visit websitemore ↓↑ hide↑ hide

About You

First Name

Hammad

Last Name

Anwar

About Your Organization

Organization Name

Rabtt

Organization Website

Organization Country

Pakistan, P, Lahore

Country where this project is creating social impact

Pakistan, P, Lahore

Is your organization a

Non‐profit / NGO / Citizen sector organization

Your role in Education

Social Worker, Student.

The type of school(s) your solution is affiliated with

Public (tuition-free)

How long has your organization been operating?

1‐5 years

The information you provide here will be used to fill in any parts of your profile that have been left blank, such as interests, organization information, and website. No contact information will be made public. Please uncheck here if you do not want this to happen..

Innovation

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Select the stage that best applies to your solution

Growth (your pilot is up and running, and starting to expand)

How long has your solution been in operation?

Operating for 1‐5 years

The Need: What problem are you trying to solve?

There is a two-fold crisis in modern Pakistani society which we have targeted:
1) The deplorable state of public education which encourages rote-learning as opposed to critical thinking. Students from this system absorb the in-built prejudices and assumptions of the curriculum and are deprived of the tools required to question these accounts and reach their own conclusions. Unfortunately, this public school system contributes greatly to the intolerance and narrow mindedness in society.
2) The vast, and increasing, polarization between the affluent and the less privileged sections of society. The former has had the privilege of private schooling and a more sound education but remains aloof from the vast majority of people in the country.

The Solution: What is your solution? Be specific!

In order to bridge this gap and distribute more evenly the gains of private education, Rabtt encourages university students from elite institutions to serve as instructors or mentors for different subjects at public schools for the duration of a summer camp. The purpose is to facilitate the learning process through building basic concepts, encouraging questions, interactive discussions, critically analyzing their environment and providing alternative sources of information and versions of subject matter. Aside from academics, it would also allow exposure to other creative forms of expression and activities like art, drama, sport and public speaking which are vital facets of a holistic education. The volunteers benefit equally from this experience – empathy can only come about through the facilitation of relations. Rabtt seeks to build these relations and help each group learn from the other.

The Model: Walk us through a specific example of how your solution makes a difference; include your primary activities

The Rabtt summer camp creates an environment where the stratified sections of society can interact in a space conducive to learning, and the opportunity to explore, question, analyze and express. The opportunity to interact allows several stereotypes and false generalizations to be dispelled. In cases where the opinions of the students and the mentors differ due to difference in exposure, the classes become an opportunity for each to justify himself. Classes are largely discussion or activity based, which makes a lot of room for dialogue.
The students are able to shed the taboo attached to several issues through their curriculum. By listening to ideas from a different strata of society, different cultures or religions, different professions they are able to humanize characters otherwise painted devious and ‘bad’ by everyday societal dogma. The instructors on their part are able to re-shape their own imaginations of the students. Watching the students live up to the challenging and rigorous curriculum and listening to them express their ideas allows them to dispel the opinion so often held, that public school students are somehow less capable than the privileged.

The Marketplace: Who are your peers and competitors? Identify others also working to address the needs you are and what differentiates you from them. What challenges could these players pose to your success or growth?

We believe currently Teach for Pakistan, The Citizen Archive & The Citizen Foundation are the organizations whose work is indirectly related to us. Unlike their operations which include focusing on one subject or initiating a complete new school, we are currently focusing on fulfilling our aims through camps and connecting the volunteers with students. In future, in case they decide to focus on this aspect, then they do pose a greater threat to us since they are much more established, organized and experienced in this field.

Now that you have thought out your entry, help us pitch it.

Define your company, program, service, or product in 1-2 short sentences [136 characters]

An answer to the tunnel-vision curriculum taught in Pakistan, inducing young minds to think critically.

Identify what is innovative about your solution in 1-2 short sentences [136 characters]

Helping society bridge its own gaps by creating a platform of knowledge for its stratified sections to come and understand each other

Social Impact

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This Entry is about (Issues)

What has been the impact of your solution to date?

One of the Public Speaking Instructors at Rabtt was quite glad to tell us that he has written his college essay on a person that inspired him, on one of his students at the summer camp. Similarly, a student once mused in an early-morning Philosophy class how up until then, they had only been cramming, but for the first time they were using their heads to actually think. The children surprised Instructors as they maturely and objectively discussed LGBT rights in class, and debated minority rights on stage.

What is your projected impact over the next 1-3 years?

In the given time span we would widen our reach to private sector as well. Retreats would hold for those private scector which would help us in achieving self sustainability as well. Furthermore, the camps would be planned and conducted on regular basis. We would also like to plan and organize a program in which we get to meet those children on weekly basis and conducting our classes in order to keep the efforts active and more productive. These weekly classes would aid our efforts for their development.

What barriers might hinder the success of your project? How do you plan to overcome them?

Rabtt is currently in process of achieving self sustainability in terms of finances, thus till it is achieved it remains an obstacle for organization. Plus, the continuous availability of quality volunteers is another issue as well since they tend to work on project-to-project basis. Rabtt plans to overcome these barriers through proper planning and positioning strategies.

Winning entries present a strong plan for how they will achieve and track growth. Identify your six-month milestone for growing your impact

Curriculum Development, Team Building/Training, Marketing

Identify three major tasks you will have to complete to reach your six-month milestone

Task 1

Standard Curriculum development for all subjects would done completed

Task 2

Monthly follow up workshops for camp students would be held to monitor their post-camp progress

Task 3

Formulation of strong marketing campaign and reaching out all major institutions for volunteer recruitment and awareness of t

Now think bigger! Identify your 12-month impact milestone

Projects, Sustainability, Team building

Identify three major tasks you will have to complete to reach your 12-month milestone

Task 1

Projects developed and conducted together by Rabtt students and instructors

Task 2

More sustainability in terms of finance

Task 3

Formulation of a more organized and permanent team

Founding Story: We want to hear about your "Aha!" moment. Share the story of where and when the founder(s) saw this solution's potential to change the world [125 words]

Aneeq, a LUMS graduate had developed a keen interest in the concept of ‘identity’ and its particular roots in the officially defined curriculum in Pakistan. Imran, also a LUMS graduate had taught at the National Outreach Program’s training program for the aspiring LUMS students from all over Pakistan. Rather than spending a few days ‘out there’ as two individuals, a platform was envisioned which would last longer than themselves; where the nation’s best educated will come together to reach out to underprivileged students. Education was to serve as the bridge – to connect, to create the rabtt. The co-founders reached out to everyone who would listen and took in feedback on their ideas and got a lot of support from friends and gradually Rabtt had a plan for its pilot summer camp.

Sustainability

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Tell us about your partnerships

Rabtt is currently collaborating with number of organizations including Akhuwat which is Pakistan`s largest microfinance organization. The other major partner is US-based Seeds of Peace along with partnerships with Insitute for Secular Studies (IPSS), Punjab Educational Endowment Fund (PEEF) and Ashoka Changemakers. The partners have been involved in aiding Rabtt at fronts like capital, human investment and moral support.

What type of team (staff, volunteers, etc.) will ensure that you achieve the growth milestones identified in the Social Impact section? [75 words]

The team at Rabtt consists of permanent core team members and the volunteers who join us during our camps and activities. In future we would like to have a more formal and consistent network of volunteers who would be able to join us during our every camps and thus would help us in cohering the efforts of connecting students and volunteers.

Please elaborate on any needs or offers you have mentioned above and/or suggest categories of support that aren't specified within the list

Rabtt would like to have assistance in the fields of Investments & Marketing primarily and while we are always ready to pour in innovation/ideas for the Empathy campaign.

Summer Kids Peace Camp

Created on 03/28/2012 by Joey Recimilla

Provincial Government of Cotabato - Serbisyong Totoo

About You

Organization: Provincial Government Cotabato, Phils Visit websitemore ↓↑ hide↑ hide

About You

First Name

Joey

Last Name

Recimilla

About Your Organization

Organization Name

Provincial Government Cotabato, Phils

Organization Website

Organization Country

Philippines

Country where this project is creating social impact

Philippines

Is your organization a

Government entity

Your role in Education

Parent, Resource Officer, Other.

The type of school(s) your solution is affiliated with

Public (tuition-free)

How long has your organization been operating?

1‐5 years

Innovation

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Select the stage that best applies to your solution

Established (past the previous stages and has demonstrated success)

How long has your solution been in operation?

Operating for 1‐5 years

The Need: What problem are you trying to solve?

The Cotabato Province has been besieged for years by terrorism, armed conflicts, natural disasters which often result to massive evacuation and displacement of many civilians, either Muslims, Indigenous Peoples or Christians.
The conflicts do not only damage properties but more significantly lives. No one is excused from the destructive hands of conflict.
Consequently, the children’s education is also disrupted by the conflicts waged in the area. These grave and harsh realities made the children fully disadvantaged and deprived of their rights to be protected, free, and be educated

The Solution: What is your solution? Be specific!

The Provincial Government bound to its duty to attain a just, comprehensive and lasting peace had to adopt a systematic and strategic approach to peace; hence institutionalizing the Summer Kids Peace Camp. The project uses both practical and strategic approaches in responding to the development needs of the children a dynamic approach to address the growing and escalating distrust and dissent creeping among the children and the youth in the Province.
The Camp is a learning, a sharing and a living experience for them to better understand and appreciate each other’s culture and belief.

The Model: Walk us through a specific example of how your solution makes a difference; include your primary activities

Cotabato Province is continuously implementing child advocacy programs aimed of nurturing the youth their skills in leadership and community involvement. Basic family, social and religious enhancement activities are also included in the program.

Today the province ventured in this project bigger and reaching out all grade 5 pupils (2011 Target: 20,000 - Actual: 19,000) (2012 Target: 27,000 – On-going) of all public schools province wide.

No registration. Free Meals and Snacks to all pupil participants, facilitators, teacher/guardians, and administrative support staff. The only requirement is to bring their clothes, shoes, and sleeping materials. They are accompanied by a teacher guardian who is responsible for a group of 25 pupils per teachers. They just bring their white t-shirt and will be printed free.

The whole camp duration is 3 Days.

The Summer Kids Peace camp emphasis on, 1) Camaraderie and Brotherhood 2) Leadership Enhancement Skills, 3) Team Building Program through games and sports, 4) Awareness on Child Rights and Responsibilities, 5) First Aid and Basic Survival Skill, 6) Socio-Cultural and Religious Dimension, and 7) The Government and how it works for them.

The Marketplace: Who are your peers and competitors? Identify others also working to address the needs you are and what differentiates you from them. What challenges could these players pose to your success or growth?

None so far operating in the province

Now that you have thought out your entry, help us pitch it.

Define your company, program, service, or product in 1-2 short sentences [136 characters]

Summer Kids Peace Camp, training ,talking and walking the Peace

Identify what is innovative about your solution in 1-2 short sentences [136 characters]

A practical intervention that will enable the child, develop positive way of life.

Social Impact

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This Entry is about (Issues)

What has been the impact of your solution to date?

This is the first time that an activity like this covers the whole Grade 5 pupils in public schools province wide covering 18 local government units. Last year 2011 we cover almost 20,000 pupil participants. This year 2012 we are targeting 27,000 pupil participants. Positive comments coming from the parents, teachers and community. Talking and walking the peace at an early stage will make a difference in our province in the near future.

We were able to get support funding from the local government units of the province.

What is your projected impact over the next 1-3 years?

As the children grow they will be more responsible citizens, development oriented, hungry for education, able to understand and higher tolerance to the cultural and religious differences among local tribes. Hopeful that many will not join the extremist groups that promotes violence and hatred among the people.

What barriers might hinder the success of your project? How do you plan to overcome them?

The greatest barrier is when the government and the other armed groups (NPA, MILF)fails to forge a peace agreement in the next 3 years. The peace initiatives will broke down and war will be felt again in the countrysides.

Winning entries present a strong plan for how they will achieve and track growth. Identify your six-month milestone for growing your impact

Identify three major tasks you will have to complete to reach your six-month milestone

Task 1

Completion of the 15 remaining events in 15 local government units. We have just completed 3.

Task 2

Conduct of Review, Assessment and Evaluation of the Training Design and Modules and Impact to community and children.

Task 3

Development and adaption of the recommendations through the re-designing of the training modules and other processes.

Now think bigger! Identify your 12-month impact milestone

Identify three major tasks you will have to complete to reach your 12-month milestone

Task 1

Submission of the revised Summer Kids Peace camp module to the Office of the Governor for approval and Funding. June-August 2012

Task 2

Adaption of the Program and approval of the 2013 Summer Kids Peace Camp funding through the Local School Board. July-Oct 2012

Task 3

Start of Provincewide coordination and planning processes for the conduct of the event in 18 municipalities. Nov-Dec 2012

Founding Story: We want to hear about your "Aha!" moment. Share the story of where and when the founder(s) saw this solution's potential to change the world [125 words]

This project is the hybrid project of the Children of Peace that the province had won in the Galing Pook Award in 2010.

Sustainability

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Tell us about your partnerships

We have a strong partnership with the Department of Education, The League of Municipalities and the Association of the Barangay Chairman province wide. We have also tapped the services of various groups who shared their expertise and localized training design modules for the training like the Boys/Girls Scouts of the Phils. Local Health Office and Red Cross, Local Environment Teams, Cultural and religious education specialist

What type of team (staff, volunteers, etc.) will ensure that you achieve the growth milestones identified in the Social Impact section? [75 words]

We have a dynamic multi-sectoral team coming from various local and national government and non government agencies.

The lead office in the conception, planning, coordination and networking falls in my office. Public Affairs Assistance Tourism and Sports Development Division of the Office of the Governor. This office is responsible in all the preparation processes.

Please elaborate on any needs or offers you have mentioned above and/or suggest categories of support that aren't specified within the list

If necessary and if requested I will volunteer to help and share my experience on the Summer Kids Peace Camp.

Homeless Children's Playtime Project: Nurturing Empathy Through Play

Created on 03/27/2012 by carrie.hcpp@gmail.com

HCPP helps traumatized children in homeless shelters feel capable and gives them the tools to express themselves and support each other.

About You

Organization: Homeless Children's Playtime Project Visit websitemore ↓↑ hide↑ hide

About You

First Name

Carrie

Last Name

Beaudreau

About Your Organization

Organization Name

Homeless Children's Playtime Project

Organization Website

Organization Country

United States, DC

Country where this project is creating social impact

United States, DC

Is your organization a

Non‐profit / NGO / Citizen sector organization

Your role in Education

Other.

The type of school(s) your solution is affiliated with

Other

How long has your organization been operating?

More than 5 years

The information you provide here will be used to fill in any parts of your profile that have been left blank, such as interests, organization information, and website. No contact information will be made public. Please uncheck here if you do not want this to happen..

Innovation

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Select the stage that best applies to your solution

Scaling (the next step will be growing impact on a regional or even global scale)

How long has your solution been in operation?

Operating for more than 5 years

The Need: What problem are you trying to solve?

Children living in DC homeless shelters often lack the support structures and tools they need to process their own complicated emotions or relate to the feelings of others. Many have experienced multiple stressors and traumas, including eviction, domestic violence, abuse and neglect, parental incarceration, and separation from their community. They attempt to hide their homeless status from their classmates, who sometimes tease them about their inadequate school supplies and clothes. Their parents are overwhelmed and often emotionally unavailable. Most shelters do not offer any programs or services to address children’s unique needs, leaving many children feeling alone and unsupported.

The Solution: What is your solution? Be specific!

HCPP nurtures healthy child development and reduces trauma among children living in five DC homeless shelters by providing them with consistent, stable opportunities to play, exercise and learn. Children at our eight weekly Playtime programs receive support from our caring, dedicated volunteers as they learn to express themselves and understand the feelings of others through the therapeutic benefits of play. Our 120 college-educated volunteers work at the same site each week for a year, enabling them to form strong bonds with the children. Volunteers receive specialized training in child development, empathic communication, conflict resolution, and creative play facilitation. Our volunteers model empathy and kindness and use active listening skills to help children identify their feelings, an important first step to recognizing the feelings of others.

The Model: Walk us through a specific example of how your solution makes a difference; include your primary activities

Six-year-old Marcus enters the cold, concrete shelter carrying the baggage of multiple traumas but little else. His exhausted mother signs him into Playtime, and he is greeted by a friendly volunteer who invites him inside our colorful playroom.

Marcus scans all the stations around the room. The reading corner filled with pillows and books, the dollhouse and train set, basketball hoop, block box, and art cart. Children are trying on costumes and creating skits in the dress-up corner, providing a healthy way to act out emotions and “try on” or anticipate how different people interact. At the art table, he sees another child creating a self-portrait and describing herself to the group who is learning to listen. In another corner, Marcus sees children try yoga where they gain body awareness and stress relief, and practice self-control.

“Respect Each Other” is Rule #1 at Playtime, so whenever conflict arises, children are encouraged to express their feelings, listen to and acknowledge the feelings of others, and find a resolution that leaves everyone feeling respected and understood. Children heal from trauma through relationships, feeling capable, and having the tools to express themselves. In an otherwise harsh shelter environment, Marcus finds belonging in Playtime.

The Marketplace: Who are your peers and competitors? Identify others also working to address the needs you are and what differentiates you from them. What challenges could these players pose to your success or growth?

Although many organizations in DC provide shelter to families, HCPP is the only organization that offers a once or twice weekly children’s program that incorporates art, exercise, healthy snacks, free play, and creative activities promoting empathy, learning, and self-expression. Our Teen Program also provides tutoring, which sets us apart from other providers. “Project Create” offers art programs for children in shelters, and “Street Yoga” partners with us to provide yoga, but they are entirely complimentary, with only minor competition for funding. We are interested in writing joint grants with the Literacy Lab to bring in reading remediation to the shelters.

Now that you have thought out your entry, help us pitch it.

Define your company, program, service, or product in 1-2 short sentences [136 characters]

HCPP helps traumatized children in homeless shelters feel capable and gives them tools to express themselves and support each other.

Identify what is innovative about your solution in 1-2 short sentences [136 characters]

HCPP’s caring volunteers bring joy and the therapeutic benefits of play to over 700 children living in DC homeless shelters each year.

Social Impact

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This Entry is about (Issues)

What has been the impact of your solution to date?

Our cost-effective model relies on volunteer labor which is valued at over $1 million each year. Since our founding in 2004, 1,300 volunteers have served thousands of children. Ours is the only children’s programming offered at the five sites we serve, providing 150 children each week with an oasis from the stress of shelter living. According to a survey of 61 parents, 87% of parents reported that their children learn new skills in Playtime that help in school and life, 93% said their children feel safe and secure in Playtime, 98% reported feeling happier, calmer and less stressed after Playtime gives them a weekly break, and 100% reported that their children are happy in Playtime and treated warmly and affectionately by volunteers.

What is your projected impact over the next 1-3 years?

Over the next 1 – 3 years, HCCP expects to continue serving over 700 children each year living in DC shelters. In 2012, we will deepen our impact through the introduction of our year-long Play Curriculum which includes empathy education; we will also hire three Site Manager Fellows. In 2013, we plan to introduce a Parent Education Initiative to help parents strengthen their relationships with their children through responsive interactions. We also would like to obtain funding to share our curriculum so that it can be used on a national scale to benefit children in shelters across the country.

What barriers might hinder the success of your project? How do you plan to overcome them?

Working with families in transition requires our model to be flexible to the changing needs of the demographic. The population is transient by nature; children can move out with little notice, so every Playtime must count. Families have more needs than we can meet, which is why our Parent Referral Program and partnerships are so important. Our Playtime Program, Teen Program and Parent Referral Program all were created in response to our clients’ expressed needs. We are confident that we can continue to responsibly grow with the guidance of our strategic plan and regular focus groups and surveys with families.

Winning entries present a strong plan for how they will achieve and track growth. Identify your six-month milestone for growing your impact

3 Site Manager Fellows will manage evening Playtimes, increase parent referrals, assess children's learning and train volunteers

Identify three major tasks you will have to complete to reach your six-month milestone

Task 1

Hire three site manager fellows to begin this summer

Task 2

Establish concrete objectives and benchmarks for the program; design a rigorous week-long training that prepares them to excel

Task 3

Conduct a one and three month assessment to give feedback on performance measures; use assessment data to strengthen program

Now think bigger! Identify your 12-month impact milestone

Parent/child relationships will be strengthened through our Parent Education Initiative to be piloted at one site by April 2013

Identify three major tasks you will have to complete to reach your 12-month milestone

Task 1

Conduct focus groups with parents and children to identify goals they have to strengthen their relationship and how we can help

Task 2

Research models like “Circles of Security” and “Parents as Teachers” to find the most appropriate curriculum for our model

Task 3

Raise funds to hire facilitator, select service provider and negotiate contract to conduct outreach, implementation & evaluation

Founding Story: We want to hear about your "Aha!" moment. Share the story of where and when the founder(s) saw this solution's potential to change the world [125 words]

When Jamila Larson worked at the Children’s Defense Fund, she organized an employee toy drive. She heard there were children living in the largest homeless shelter in the country located just a few blocks from the Capitol building. On her visit, she discovered half-dressed children languishing in the hallways, sheets for doors, metal bunkbeds and not a single toy in sight. When she asked the shelter if anyone ever donated any toys, they said “Sometimes, but we keep them locked in a closet so they don’t make a mess.” That’s when it became clear it would do no good to donate toys. They literally needed to donate themselves to protect a child’s right to play. So the Playtime Project was born.

Sustainability

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Tell us about your partnerships

Establishing partnerships extends our reach and maximizes the benefits of our services to our clients. Our many partners include the five shelters where we operate, Bright Beginnings, Bread for the City, College Bound, Early Stages, LIFT, Georgetown Hoya's Medical Clinic, and the Washington Legal Clinic for the Homeless. We partner with Catholic University to bring two Masters-level Social Work interns to HCPP to manage our Parent Referral Program, and with the University of Maryland to provide a graduate-level advocacy intern.

What type of team (staff, volunteers, etc.) will ensure that you achieve the growth milestones identified in the Social Impact section? [75 words]

Each year, we hold ten volunteer trainings and train approximately 165 volunteers. They are the backbone of our program and we continue to actively recruit and train new volunteers. We will hire three Site Manager Fellows this summer. These positions are fully funded for 2012-13, and we have resumes from many qualified applicants. We also will need to identify and contract with a provider to lead our Parent Education Initiative. Our Executive Director, who co-founded HCPP, and our Program and Operations Manager, who has worked at HCPP for four+ years, lead trainings and oversee hiring.

Please elaborate on any needs or offers you have mentioned above and/or suggest categories of support that aren't specified within the list

Last fall, we produced a video that is featured on our website, and we conducted several successful public education campaigns like the “Family Portrait Project,” to put a face on family homelessness. We are very interested in more collaboration with community leaders nationwide about innovative ways to address family homelessness.

Changeshop

This project also has a Changeshop where you can read more about its latest progress.
Go to Changeshop: Respect On The Inside.

Respect on the Inside

Created on 03/26/2012 by therespectinstitute

We give youth and their influencers the tools to redefine respect and build self-respect so they can break cycles of disrespect and thrive.

About You

Organization: The Respect Institute Visit websitemore ↓↑ hide↑ hide

About You

First Name

Courtney

Last Name

Macavinta

About Your Organization

Organization Name

The Respect Institute

Organization Website

Organization Country

United States, CA, San Jose, Santa Clara County

Country where this project is creating social impact

United States, CA, San Jose, Santa Clara County

Is your organization a

Non‐profit / NGO / Citizen sector organization

Your role in Education

After-School Provider, Other.

The type of school(s) your solution is affiliated with

Public (tuition-free)

How long has your organization been operating?

1‐5 years

The information you provide here will be used to fill in any parts of your profile that have been left blank, such as interests, organization information, and website. No contact information will be made public. Please uncheck here if you do not want this to happen..

Innovation

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Select the stage that best applies to your solution

Scaling (the next step will be growing impact on a regional or even global scale)

How long has your solution been in operation?

Operating for 1‐5 years

The Need: What problem are you trying to solve?

Youth ages 11-18 are increasingly excluding, bullying, harassing, verbally or violently assaulting each other (or the adults around them). Someone can be targeted because of social status, race, gender, sexuality or other “-isms.” The root-case problem: Our youths’ muscles for self-respect and mutual respect are not being systematically developed at home, school, in media. Youth don’t even have a healthy, universal definition of “respect.” Many believe respect can be "won" through force or humiliation. The result: Their capacity to spread respect and recover from disrespect is diminished. And this decreases their abilities to have empathy for others, value all people as equals, be leaders of social change and thrive. They must learn: respect is baseline right we all deserve and can spread.

The Solution: What is your solution? Be specific!

We give youth and their influencers, life-long tools to build respect—inside and out. No matter your circumstances or past hurts, youth learn that self-respect is something you can control and invest in on you own. Our Respect Rally, 12+ week program (Respect: Keep It Going! Kit), and respect coaching model, marinate youth with respect. Daily practices and tools are taught to a school once, and then used year-after-year by all: staff, teachers, parents and students. They learn: The Respect Basics (Tell Your TRUTH, Know You’re VALUABLE, Follow Your PASSIONS, Trust Your GUT, Set BOUNDARIES-Speak up!, Be Compassionate: LISTEN, Get HELP, and Spread RESPECT). They get our root-meaning definition of respect ("to look again"). These tools are integrated through a simple-to-learn model within a school’s classrooms, after-school activities, teacher/staff training and operations.

The Model: Walk us through a specific example of how your solution makes a difference; include your primary activities

First we hold district-wide staff retreats to train teachers/staff how to use our tools in their own lives--they experience and use the program tools firsthand. Then we enroll youth through the day-long, experiential summit, The Respect Rally, where they break down stereotypes or boxes they’ve put each other in, and practice the new definition of respect along with The Respect Basics. Next, the entire school keeps practicing together though our Respect: Keep It Going! Kit, which includes weekly sessions, games and peer coaching tools to use at any time in the face of disrespect. Our model helps youth and their influencers re-wire their brains for respect and break habits of disrespect. It gives them a common language and “Respect Pact” to live by together. Our model is to train 5 school champions to implement and maintain the tools on their own year-after-year, making respect for all the foundation of their school culture for years to come. This is not about mottos or posters. It’s an entire community committing to practice self-respect and mutual respect daily together at every level. We are the respect piece of anyone's youth development puzzle: Our programs are designed to become their program through training and a sustainability plan that guides them through easily integrating them your organization or school’s overall culture, curriculum, online and offline spaces, and key youth development methods.

The Marketplace: Who are your peers and competitors? Identify others also working to address the needs you are and what differentiates you from them. What challenges could these players pose to your success or growth?

Programs like Challenge Day, Character Counts, and 30+ others we reviewed often don’t have a respect-building component beyond “civility.” Or they're “done in a day”--inspiring but shifting only some students. Our tools require just one training to use long-term and to impact all students systematically throughout the school year without interfering with precious instruction time: Respect increases productivity. We’re open source. We train “competing” program providers and leverage their brand notoriety (some have more than us at this stage) to integrate our respect remedy into their better-known youth development solution. We're a powerful plugin for other programs that want to build respect as a root-cause solution to issues like bullying or develop it as a character asset for all youth.

Now that you have thought out your entry, help us pitch it.

Define your company, program, service, or product in 1-2 short sentences [136 characters]

We give youth the tools to redefine respect and build self-respect so they can break cycles of disrespect and thrive.

Identify what is innovative about your solution in 1-2 short sentences [136 characters]

Through our simple tools (taught once and practiced daily) youth build their self-respect and become leaders who spread respect for all.

Social Impact

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This Entry is about (Issues)

What has been the impact of your solution to date?

Since September 2010, The Respect Institute has reached more than 5,500 youth and youth influencers nationally with our respect-building programs that empower them to avoid risky behaviors, increase compassion for their peers, and create healthier relationships, homes, schools, and communities. We conduct outcomes-based evaluations to document attitudes, beliefs and behaviors before and after the program. Results include:
* 90% of youth said their definition of respect shifted to include respecting themselves too, “to look again” and “I matter, you matter.”
* 86% of youth said they now had the tools to deal with bullying, cliques or abuse (up from 59%).
* 90% respected each other as equals (up from 65%).
* 82% felt equipped to make positive choices and act as role models (up from 42%).
* 88% of students agreed that The Respect Basics had given them new, better ways to practice respect for themselves and to help spread respect to others.

What is your projected impact over the next 1-3 years?

Through interactive programs, trained partners, and online tools, we plan to reach 50,000 youth in the U.S. over the next three years with empathy-building tools like The Respect Basics and a new definition of respect ("to look again."). After completing our 12-week program, 80% of program partners will report success in implementing our tools and programs and a notable reduction (based on their % goal) in the key indicators they identified in effecting (e.g. bullying, classroom disruption, violence) or increase in the key indicators they identified in effecting (e.g. increased compassion, healthier relationships, better communication skills, stronger support circles, ability to get help.).

What barriers might hinder the success of your project? How do you plan to overcome them?

Lack of available funding, emphasis on evidenced-based programming, and packed instruction time focused on raising test scores are 3 potential barriers to our success. The current economic landscape means funding often goes to only evidenced-based programs or those that meet basic needs. We currently measure the impact of our work through outcomes-based evaluation but are completing additional pilots with university partners to establish our work as evidenced-based while not stifling our innovation. We overcome these challenges now by working with partners who are already evidence-based, working with schools that recognize our solution as an enabler of academic success, and charging program fees for private schools and corporate "respect" trainings to fund work with lower-income schools.

Winning entries present a strong plan for how they will achieve and track growth. Identify your six-month milestone for growing your impact

Identify and train at least two national education partners to reach at least 10,000 youth with our new 12-week program.

Identify three major tasks you will have to complete to reach your six-month milestone

Task 1

Identify teacher training programs, CEU courses with desire and capacity to incorporate respect-building tools into their model

Task 2

Conduct an online and offline training of educators and school counselors who will implement the programs with their populations

Task 3

Evaluate training and the program execution based on control-treatment group study to measure impact and make improvements

Now think bigger! Identify your 12-month impact milestone

Reach 50,000 youth and their influencers with respect-building tools through training 10 partners using an e-learning platform

Identify three major tasks you will have to complete to reach your 12-month milestone

Task 1

Evaluate best practices/platforms to deliver high impact e-learning and keeping trainees engaged so they report program impact

Task 2

Sign 3 large regional education partners to deliver online and offline respect-building tools to students (1 in pipeline now)

Task 3

Pilot training for effectiveness, and pilot online evaluation reporting tool that incenetivizes partners to report impact

Founding Story: We want to hear about your "Aha!" moment. Share the story of where and when the founder(s) saw this solution's potential to change the world [125 words]

Starting in 2000, while editorial director of ChickClick, I read hundreds of messages daily and saw how record-numbers of girls were statistically caught in cycles of disrespect (from bullying to dating violence to school violence). I wanted to pass on my hard-won tools for building self-respect (after a childhood fraught with violence and very risky teen years). In 2005, I wrote “RESPECT,” which garnered 40,000+ girl readers. After going to a global peace conference where I sat in a circle with total strangers to make lasting changes, I wanted all teens to have safe spaces to practice The Respect Basics too. The Respect Rally and Respect: Keep It Going! Kit was born. In September 2010, The Respect Institute was founded to reach youth nationwide through trained partners, including those who are incarcerated or live in group/foster homes, and through social media.

Sustainability

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Tell us about your partnerships

We deliver our solutions (respect-building programs, tools, research) through non-profit partners nationwide, such as schools and community-based organizations. By 2013 we plan to amplify best-of-class programs we identify and provide them to our partners. We have partnered with organizations, educators and advocates around the nation to deliver our programs or to integrate select components into their prevention, intervention, recovery and education services, including KIPP Schools, Girl Scouts, Sidwell Friends School and Girls Rock Camp.

What type of team (staff, volunteers, etc.) will ensure that you achieve the growth milestones identified in the Social Impact section? [75 words]

In order to successfully scale and manage the additional partners who will be implementing our programs and tools, our current staff of 2 co-founders, and core group of dedicated volunteers will need to be supplemented by two additional staff members. One team member who will be dedicated to managing the partner relationships and one administrative support person to process the additional impact reporting. With this additional staff, we can achieve our growth milestones as outlined. We also need an e-learning director to manage our online trainings and outreach.

Please elaborate on any needs or offers you have mentioned above and/or suggest categories of support that aren't specified within the list

Our program impact model is based on making the greatest impact through partnerships, e-learning and social media. We are always looking for additional e-strategies for our programs and tools and connections to high-impact partners to implement our programs. In addition, we are committed to amplifying others’ evidenced-based, respect-building solutions for youth.

kidsmART after-school program

Created on 03/26/2012 by cmullally5

RAA’s mission is to engage youth and seniors, in arts and cultural activities. The kidsmART program provides socially/emotionally responsive arts education.

About You

Organization: Rockaway Artists Alliance, Inc. Visit websitemore ↓↑ hide↑ hide

About You

First Name

Christine

Last Name

Mullally

About Your Organization

Organization Name

Rockaway Artists Alliance, Inc.

Organization Website

Organization Country

United States, NY, Rockaway, Queens County

Country where this project is creating social impact

United States, NY, Rockaway, Queens County

Is your organization a

Non‐profit / NGO / Citizen sector organization

Your role in Education

After-School Provider.

The type of school(s) your solution is affiliated with

Public (tuition-free)

How long has your organization been operating?

More than 5 years

The information you provide here will be used to fill in any parts of your profile that have been left blank, such as interests, organization information, and website. No contact information will be made public. Please uncheck here if you do not want this to happen..

Innovation

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Select the stage that best applies to your solution

Established (past the previous stages and has demonstrated success)

How long has your solution been in operation?

Operating for more than 5 years

The Need: What problem are you trying to solve?

The Rockaway peninsula faces a paucity of in-school and extracurricular programs offering artistic and socially and emotionally responsive curriculum and activities for children and teens. The arts have been largely removed from children's in and after-school time and replaced with test preparation classes that reinforce competition, repetition and unimaginative problem solving in an isolated environment. The majority of the 631 children attending PS 104 live in households that are below the poverty level and do not have access to fee-based extracurricular activities, including arts programs. Additionally, the geographically isolated peninsula makes access to such programs in other areas of Brooklyn and Queens, even if they are economically affordable, unattainable.

The Solution: What is your solution? Be specific!

Our solution, is the socially and emotionally responsive arts-based after-school program, kidsmART. This program was developed on the premise that children can only create in an environment that is safe and nurturing. Daily, staff members implement the kidsmART principles: kindness; imagination; dependability; sensitivity; motivation; acceptance; respect and tolerance in combination with a zero tolerance toward bullying protocol; a system of positive reinforcement in which children reward one another; and the acceptance of changing curriculum and program logistics in order to consistently provide the most emotionally responsive program possible. In 2006, RAA brought the then nine year old program to PS 104Q in the Bayswater section of Far Rockaway, Queens, NY. Annually, 150 children from PS 104 attend kidsmART where they receive academic assistance, participate in hands-on art projects and actively participate in conflict resolution and implementation of the kidsmART social code.

The Model: Walk us through a specific example of how your solution makes a difference; include your primary activities

Success at kidsmART is achieved by exhibiting the social code and children doing their best at what interests them.

Our primary activities are visual arts; performing arts; science and art; games; storytelling/reading and building workshops. Children are free to choose an activity. Choices are based on interest in the medium, an affinity for an Instructor, a friend’s willingness to engage in an activity, or the simple need to be either passive or active.

At the start of each program year participants are reminded of the program principles. The most effective manner to do this is through role play which offers concrete examples in a playful manner. kidsmART maintains a zero tolerance to bullying platform. We created a safe space for victims to come forward, seek solutions confidentially or to confront the child they feel is bullying them. Our protocol actively engages childre requiring them to explore their feelings, actions and to recognize the consequence their words and actions have on others. By providing a nonjudgmental space for children to work out conflicts and to learn how to actively listen, find their voices, and build friendships kidsmART cultivates a truly empathic environment.

Here workshops in the visual and performing arts lend themselves to increasing children’s self-esteem, exploration of their own and other’s emotions and a variety of appropriate modalities to express those emotions. Finally, via collaborative projects children engage in a social experience that is noncompetitive and is based to a large part on their direction.

The Marketplace: Who are your peers and competitors? Identify others also working to address the needs you are and what differentiates you from them. What challenges could these players pose to your success or growth?

Peers and competitors include other NYC and 21st Century funded after-school programs including, CHAMPS and Safe Space who also offer programs to students in PS 104. Co-existing with these programs for the past 5 years, we have found that the other programs do not pose a challenge to our success or growth. Those programs typically draw children from families who require 5 days per week of after-school care (kidsmART offers 4 days per week due to budgetary constraints) or children whose primary interest is athletics. The majority of children who have participated in kidsmART and the other programs prefer kidsmART due to kidsmART's holistic approach and focus on children's emotional/social well-being. There is always a waiting list for entrance and the program serves 75+ children per day.

Now that you have thought out your entry, help us pitch it.

Define your company, program, service, or product in 1-2 short sentences [136 characters]

kidsmART, where imagination and sensitivity meet and children create a more colorful and compassionate future.

Identify what is innovative about your solution in 1-2 short sentences [136 characters]

kidsmART is the only Queens after-school program providing high quality arts education in combination with cultivating empathy in youth.

Social Impact

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This Entry is about (Issues)

What has been the impact of your solution to date?

Children most strongly impacted by kidsmART are those who hold a significant interest in the arts; are frequently victims of bullying; have special needs; suffer poverty and/or neglect; are being raised in households where one or both parents are absent; and/or are recent immigrants. By providing a safe space for children to creatively express their emotions and succeed artistically we have witnessed increased self-esteem and a greater willingness among children and their parents to seek positive solutions to conflicts.

kidsmART is dedicated to working with children with special needs from learning disorders to diagnoses on the Autism spectrum. We are one of the only mainstream NYC funded after-school programs admitting children with special needs and creating curriculum that enables them to engage creatively and gain social skills they may use outside of the program. Parents state that the impact this hands-on learning experience has in their children’s lives is tremendous.

What is your projected impact over the next 1-3 years?

We intend to sustain our current impact in Rockaway, providing services to approximately 380 children annually in the after-school program at PS 104Q and in Fort Tilden. We have begun planning for an additional after-school site in PS 146Q in Howard Beach, Queens. RAA will run two preliminary series of workshops this spring and then proceed toward building a program at this site in the fall. Other plans for growth include a program for teens that will be based upon the kidsmART principles, but primarily conceived by young people (age 14-17) who attended kidsmART and/or volunteered or worked at the program. Youth involvement and leadership will be paramount to the construction and implementation of this program. Teens began meeting with Directors to share ideas in summer 2011.

What barriers might hinder the success of your project? How do you plan to overcome them?

A lack of resources on the part of PS 146Q could hinder the success of an after-school program at that site. RAA has already applied for and secured funding. An NYS Office of Children & Family Services grant for supplies and materials for after-school programming has already been secured; talks have begun with Citibank regarding funding; income from camp tuition has been slated for use in support of the after-school initiative.

Barriers that hinder the success of projects with teens include their already crowded schedules, peer pressure and work obligations. We are working to overcome these obstacles by asking teens to create schedules for the program; opportunities for community beautification projects that fulfill community service hours and perhaps providing nonmonetary rewards.

Winning entries present a strong plan for how they will achieve and track growth. Identify your six-month milestone for growing your impact

Daily attendance records, student/parent/teacher surveys. Program anecdotals recorded by on-site staff.

Identify three major tasks you will have to complete to reach your six-month milestone

Task 1

Regular meetings with school Principal & staff regarding program expectations, goals and logistics.

Task 2

Parent and child orientations held during and after school and also during Parent Association meetings.

Task 3

Registering children for program and acquainting them with staff and kidsmART progam.

Now think bigger! Identify your 12-month impact milestone

The 12-month milestone will be PS 146Q inviting RAA back to conduct the kidsmART program for a second year.

Identify three major tasks you will have to complete to reach your 12-month milestone

Task 1

Regular status meetings with Principal and PS 146Q staff regarding program progress and solving any problems.

Task 2

Touching base with parents, children and program staff regarding most effective and least effective components and curriculum.

Task 3

Securing additional funding to continue and expand the program.

Founding Story: We want to hear about your "Aha!" moment. Share the story of where and when the founder(s) saw this solution's potential to change the world [125 words]

Noah screamed. Someone touched his project & he was upset. Noah was creative, but had ADHD. His dad was disabled. There was little money. kidsmART staff coaxed him out from under the table & explained the next steps: Calm down, talk it out, apologize, pick up the beads. Noah came back. He yelled. He was protective of his artwork. Staff showed children how to respect Noah & his artwork. They worked with Noah on proper ways to communicate.

Noah came to kidsmART for years. He made sculptures of characters he called Buppies.

In 2009, kidsmART funding was slashed. A rally was held. Noah took the floor.

“I love coming here. I used to not listen. Here they listen to me. No one let’s anyone get picked on. When I made a Buppy, John the drawing teacher said it was cool. I’m selling my Buppies. The money goes to kidsmART. There’s more kids like me who need kidsmART.”

Noah raised $73. The Directors said he could buy art supplies, but he put it in the donation box.

Sustainability

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Tell us about your partnerships

RAA holds a cooperative agreement with the National Park Service enabling us to inhabit Park facilities as gallery, performance and education spaces. RAA's other partnerships include Principals and teachers in Rockaway schools, especially those at PS 104Q; NYC Dept of Cultural Affairs; Rockaway Theater Co; Rockaway Waterfront Alliance; civic and property associations, Partnership of After-School Educators; NYC Dept Youth & Community Development; Queens Council on Arts. With partners RAA creates programs for youth, adults and seniors connecting arts to the environment and other social issues.

What type of team (staff, volunteers, etc.) will ensure that you achieve the growth milestones identified in the Social Impact section? [75 words]

Our diverse team of artists, educators, mental health care professionals and dedicated community members has ensured success of initiatives for over 13 years. Staff includes: Program Directors with School Age Child Care credentials, MSW and MFA degrees. Teaching staff with Bachelor of Fine Arts & Education degrees; Masters Degrees in Educations; years of hands-on teaching experience in the community in the areas of arts and science. A Fiscal Officer with an MBA in strategic planning. All paid staff and volunteers receive professional development in essential related topics.

Please elaborate on any needs or offers you have mentioned above and/or suggest categories of support that aren't specified within the list

RAA can and does offer excellent professional developments to professionals and line staff workng with youth in the areas of socially/emotionally responsive programming; conflict resolution; bullying prevention and creating programs that offer participants freedom of choice and expression in a safe and productive environment. We are a key member of the after-school programs network in Queens/NYC.

Changeshop

This project also has a Changeshop where you can read more about its latest progress.
Go to Changeshop: Developing Empathy through Theater.

Developing Empathy through Theater

Created on 03/22/2012 by TheKumariProject

The Kumari Project's program teaches empathy by using theater to help kids understand others' perspectives and become effective, collaborative leaders.

About You

Organization: The Kumari Project Visit websitemore ↓↑ hide↑ hide

About You

First Name

Arun

Last Name

Storrs

About Your Organization

Organization Name

The Kumari Project

Organization Website

Organization Country

United States, OR, Eugene, Lane County

Country where this project is creating social impact

Nepal, XX, Kathmandu and surrounding cities

Is your organization a

Non‐profit / NGO / Citizen sector organization

Your role in Education

Other.

The type of school(s) your solution is affiliated with

Private (tuition-based)

How long has your organization been operating?

1‐5 years

The information you provide here will be used to fill in any parts of your profile that have been left blank, such as interests, organization information, and website. No contact information will be made public. Please uncheck here if you do not want this to happen..

Innovation

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Select the stage that best applies to your solution

Idea (you're poised to launch)

How long has your solution been in operation?

Still in idea phase, but looking to launch soon

The Need: What problem are you trying to solve?

Recent political unrest has caused the number of orphans to spike in the Kathmandu Valley. Adoptions have been halted for years due to growing coercion, trafficking, and corruption of orphans. The number of orphans is increasing as resources are dwindling. Girls are especially vulnerable. Orphanages are mis-managed and under-funded. Often girls and boys at orphanages report being discriminated against in class for being poor or from a certain caste, blamed for stealing things just because they are poor, picked on by teachers for unpaid tuition, and being told they are inferior because they do not have what is considered a ‘traditional’ family. This, of course, adversely impacts their ability to learn and their chances of becoming confident, community leaders.

The Solution: What is your solution? Be specific!

Theater is essentially the art of empathy. One literally embodies another character to tell their story. Theater is also play, so it a perfect tool with which to engage children to learn and practice empathy, collaboration, leadership, and improvise to problem solve.

By teaching empathy through participatory theater to orphans, we can build confidence and empathy skills that will empower orphans in the face of injustice. By extending our empathy-focused theater curriculum to school children who are peers of orphans, we can cultivate cultural sensitivity and understanding, practice active listening, and develop the psychological skills of putting ourselves in another person’s shoes to understand their worldview.

The workshops will consist of highly interactive workshops in writing, discussing, and playing improvisational theater games. The youth would create and perform theater scenes centered on topics of discrimination, allowing them to build and utilize empathy skills.

The Model: Walk us through a specific example of how your solution makes a difference; include your primary activities

In the process of developing and performing theater in these workshops, participants will develop the abilities to problem solve on their feet, understand other people’s motivations through character analysis, listen, cooperate, build confidence, and, most importantly, develop their ability to empathize.
We will excite and educate participants using simple, fun theater games. Augusto Boal’s Theater of the Oppressed envisions theater as a place to practice new ways of thinking that actors can then incorporate into real life. We will use scenarios that address discrimination and bullying based on ethnicity, wealth, family status, etc. The students will improvise different scenarios, experiment with different endings, and use question and answer sessions to understand the motivations of each of the characters. They can then use what they have learned to collectively problem solve and enact the solution.
There will also be a strong writing component based on personal exploration. Participants will begin by writing monologues about themselves. They will also interview a peer and write a monologue from that person’s point of view. Then, the children will write their own short scenes about a conflict and its resolution.
Participants will sign up as directors and actors. In rehearsal, we will play, practice, and discuss how to embody the characters physically and mentally. How does the character move? If they are egotistical, how do they walk? If they are insecure, how do they behave? What is causing them to do this in the scene? Finally, they will perform their scenes.

The Marketplace: Who are your peers and competitors? Identify others also working to address the needs you are and what differentiates you from them. What challenges could these players pose to your success or growth?

There do not seem to be any NGOs in Nepal with children focusing on building empathy based on difference. We hope to set a precedent for this kind of work in Nepal in other areas of discrimination (such as gender, lifestyle, etc).

One group in Kathmandu is doing social justice street theater about relevant social issues. They, I believe, would be a potential partner, as we could collaborate to give children training with actors from their company, and perhaps partner to increase the sustainability of and expand the vision of both our projects.

Furthermore, this program is unique to social activist theater programs, which work with adults, not children, and use theater to promote a message, rather than using the process of creating theater to teach participants empathy.

Now that you have thought out your entry, help us pitch it.

Define your company, program, service, or product in 1-2 short sentences [136 characters]

The Kumari Project's program teaches empathy by using theater to help kids understand others' perspectives and become effective leaders.

Identify what is innovative about your solution in 1-2 short sentences [136 characters]

Theater is learning to step into another person's shoes. There is no better way to teach kids to internalize empathy through play.

Social Impact

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This Entry is about (Issues)

What has been the impact of your solution to date?

The Kumari Project has provided required school uniforms, textbooks, tuition, and nutrition to over 225 Nepalese orphans. This theater program, however, is still in the concept stage. Our Executive Director has extensive history designing similar empathy-building theater programs, most recently, consulting for Minority Rights Group International's EU-grant funded Street Theatre to Combat Racism Program in four countries. Additionally she wrote about implementing an empathy-based theater project in her Theater Studies Thesis at Yale 'Tibet Imagined: An Exploration of Social Change Theater, Movement, and Empathy Production.'
Using theater and play as a vehicle for children to express themselves and explore other people’s perspectives by creating and writing their own characters will build confidence, critical thinking, problem-solving, team-building, and empathy skills in orphans and non-orphans, creating a more accepting learning environment and growing responsive community leaders.

What is your projected impact over the next 1-3 years?

Within the next year, we expect to pilot this program in four orphanages and three schools, impacting over 210 children (120 orphans). Then, with continued support, we will repeat our program at each orphanage and expand the program to another three schools that orphans attend and four more orphanages. Finally, in the final year, we will expand this program to all eleven orphanages run by the Nepal Children's Organization, and at least one school attended by kids on those orphanages, reaching all 520 kids in the Nepal Children’s Organization’s children’s homes and even more children at schools that orphans attend, cultivating empathy-building skills in all children who participate in the program.

What barriers might hinder the success of your project? How do you plan to overcome them?

Due to the political instability, there are frequent public transportation and worker strikes and petrol and electricity shortages. By creating a flexible schedule we will be prepared to overcome potential interruptions.
Culturally, Nepalese schools rely on rote memorization. Thus, it might be challenging for children to develop and write scripts from scratch. However, we designed the program to guide them through the creative process, starting with playing theater games and building up to cultivating creative autonomy. Also, bullying and discrimination might be difficult to discuss, so we will present hypothetical scenarios before discussing the personal reality of the scenes and the consequences on people’s feelings and actions. Our Nepali volunteers will translate if needed.

Winning entries present a strong plan for how they will achieve and track growth. Identify your six-month milestone for growing your impact

Develop curriculum and pilot it in orphanages and then schools to reach 90 kids.

Identify three major tasks you will have to complete to reach your six-month milestone

Task 1

Develop and finalize curriculum for theater workshops with orphans and mixed orphan and non-orphan groups.

Task 2

Schedule logistics for implementing workshops, such as transportation, location, partner organizations, and supplies.

Task 3

Schedule and execute pilot workshops totaling 15 hours each in two orphanages (one in Kathmandu and one outside) and one school.

Now think bigger! Identify your 12-month impact milestone

Strengthen the curriculum, expand implementation to more orphanages and schools in rural and urban communities, and perform!

Identify three major tasks you will have to complete to reach your 12-month milestone

Task 1

Revise curriculum as necessary to strengthen it using experiences from implementing the pilot program.

Task 2

Implement program in two more orphanages and two more schools.

Task 3

Perform retrospective of entire year in a public community venue or Kathmandu theater locale.

Founding Story: We want to hear about your "Aha!" moment. Share the story of where and when the founder(s) saw this solution's potential to change the world [125 words]

I co-created a writing and performance workshop for young Nepalese immigrant women in Queens. The girls often wrote about fights with their mothers about their lack of freedom and how their mothers did not trust them. Two sisters performed a scene in which the eldest played the mother and the youngest, the daughter. As soon as it was over, the eldest exclaimed, “I understand what our mom went through to get us here [America]. We should be nicer to her.” The two sisters commenced to write and perform a scene portraying how they currently treated their mother and how they wanted to recognize the sacrifices she had made for them and be more respectful in the future. I realized then the power theater has to transform, even more than those who watch it, those who perform it.

Sustainability

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Tell us about your partnerships

The Nepal Children’s Organization (NCO) runs the eleven orphanages with which we will be working. Their staff and orphanage directors have been our long-term partners. The Kumari Project’s executive director was adopted from an NCO orphanage. Mitrataa, an Australian organization managing NCO’s largest orphanage, is a partner of ours, sharing with us best practices for improving the well-being, education, and empowerment of Nepalese orphans. In April, we will begin paying tuition directly to schools. This is when we would start developing the empathy theater program in partnership with schools.

What type of team (staff, volunteers, etc.) will ensure that you achieve the growth milestones identified in the Social Impact section? [75 words]

Our board, stewardship councils, and organizational mentors consist of professionals from across the country with backgrounds in law, finance, education, performance, non-profit/public sector management, business management, marketing and branding, design, grant writing, and implementation of humanitarian service-providing programming overseas. These organizational leaders in addition to our volunteer staff on-the-ground in Nepal will hold us accountable to ensure that we achieve our milestones and support us as we problem solve through possible setbacks.

Please elaborate on any needs or offers you have mentioned above and/or suggest categories of support that aren't specified within the list

No More Tests

Created on 03/21/2012 by Jim Mennie

Root 7 Educational Services is dedicated to creating exciting motivational mathematics resources for students, educators, and parents.

About You

Organization: Root 7 Educational Services Visit websitemore ↓↑ hide↑ hide

About You

First Name

Jim

Last Name

Mennie

About Your Organization

Organization Name

Root 7 Educational Services

Organization Website

Organization Country

Canada, XX, Vancouver

Country where this project is creating social impact

Canada, XX, Vancouver

Is your organization a

Business

Your role in Education

Other.

The type of school(s) your solution is affiliated with

Other

How long has your organization been operating?

1‐5 years

The information you provide here will be used to fill in any parts of your profile that have been left blank, such as interests, organization information, and website. No contact information will be made public. Please uncheck here if you do not want this to happen..

Innovation

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Select the stage that best applies to your solution

Idea (you're poised to launch)

How long has your solution been in operation?

Operating for less than a year

The Need: What problem are you trying to solve?

To eliminate the negative effects of tests and exams.
To reduce the stress and pressure of tests and exams.
To change from learning for tests to learning for life

The Solution: What is your solution? Be specific!

The simple solution is to change from tests to "Celebrations of Learning"
Instead of focusing on what students don't know, the Celebration highlights what is known while indicating areas where review or re-teaching is needed.

The Model: Walk us through a specific example of how your solution makes a difference; include your primary activities

Step 1 is to change the title from "Test" to "Celebration of Learning". This is just a psychological but very positive change.
The success of the change will lead to changing the format of tests to allow students to display their learning in diffrent ways.

The Marketplace: Who are your peers and competitors? Identify others also working to address the needs you are and what differentiates you from them. What challenges could these players pose to your success or growth?

The only people I know who have implemented this idea are those I have told about the idea. All of them are excited at the change in attitudes in their classsrooms.

Now that you have thought out your entry, help us pitch it.

Define your company, program, service, or product in 1-2 short sentences [136 characters]

Root 7 Educational Services is focused on improving the learning of mathematics by creating exciting resources for teachers and parents,

Identify what is innovative about your solution in 1-2 short sentences [136 characters]

The change in attitude of learners who celebrate their learning rather than endure the "pain" of tests.

Social Impact

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This Entry is about (Issues)

What has been the impact of your solution to date?

Minimal as information has been given via word of mouth to colleagues.
One teacher commented the idea of celebrations was the most innovative idea she had come across in a lifetime of teaching!

What is your projected impact over the next 1-3 years?

This will depend on finding a variety of ways to communicate with teachers, parents and educators.

What barriers might hinder the success of your project? How do you plan to overcome them?

My focus is on mathematics education so it will be a challenge to find ways to "spread the word" to all subject areas.

Winning entries present a strong plan for how they will achieve and track growth. Identify your six-month milestone for growing your impact

Determine ways to contact educators on a school, district and country basis.

Identify three major tasks you will have to complete to reach your six-month milestone

Task 1

Determine various ways to spread the news (Mail, email, Twitter, Facebook,... )

Task 2

Designing attractive, interesting marketing information

Task 3

Find time and money

Now think bigger! Identify your 12-month impact milestone

Identify three major tasks you will have to complete to reach your 12-month milestone

Task 1

Communicate with educators nationally and internationally

Task 2

Deterine other ways to support celebrations eg ideas for ways to assess studnets

Task 3

Time and money

Founding Story: We want to hear about your "Aha!" moment. Share the story of where and when the founder(s) saw this solution's potential to change the world [125 words]

Many years ago when my class was complaining about tests and without thinking I told them the test was a chance for them to "show off" what they knew. Until recently I still used tests but told the student they were being given a chance to show off.
Only in the last few years have I come to realise the value of Celebrations rather than Tests.

Sustainability

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Tell us about your partnerships

Root 7 Educational Services is owned by me with a volunteer consultant and two part time employees.

What type of team (staff, volunteers, etc.) will ensure that you achieve the growth milestones identified in the Social Impact section? [75 words]

Part time help in designing communications, posting information using various resurces (email, Twitter, etc) would allow information on Celebrations to be sent out quickly.

Please elaborate on any needs or offers you have mentioned above and/or suggest categories of support that aren't specified within the list

I have access to a number of very talenetd people but they too have to earn a living

Community Playgrounds

Created on 03/21/2012 by danielng

Secure, eco-friendly playgrounds will be built for underserved children in Bangladesh to ensure their right to play is protected.

About You

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About You

First Name

Daniel

Last Name

Ng

About Your Organization

Organization Name

Organization Website

Organization Country

United States

Country where this project is creating social impact

Bangladesh, XX

Is your organization a

Please select

Your role in Education

Student.

The type of school(s) your solution is affiliated with

How long has your organization been operating?

Please select

The information you provide here will be used to fill in any parts of your profile that have been left blank, such as interests, organization information, and website. No contact information will be made public. Please uncheck here if you do not want this to happen..

Innovation

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Select the stage that best applies to your solution

Idea (you're poised to launch)

How long has your solution been in operation?

Still in idea phase, but looking to launch soon

The Need: What problem are you trying to solve?

Researchers and educators alike have long recognized the power of play for early childhood development. Article 31 in the 1989 UN Convention on the Rights of the Child even acknowledges a child’s right “to engage in play.” The fact that so many of us, as adults, can still recall such pleasurable playground experiences as winning a race or going down a slide only underscores the meaningful impact play has on our lives. During my visit to Bangladesh, I was amazed by how children were able to amuse themselves in such hazardous conditions: rummaging through piles of paper trash and walking on top of PVC pipes, among other things. It showed me not only the remarkable ability of children to adapt their play to immediate surroundings, but also the urgent need for safe spaces to play.

The Solution: What is your solution? Be specific!

the goal of this project is to create safe environments for underprivileged children to play. The program will start small, building a playground in one or two villages. The key here is that a playground will only be constructed in a village where a primary school is already in place. Ideally, the playground would be placed next to the school. One community member will be trained on playground planning, design, building and maintenance. She will act as the playground project manager. The manager will then go back to her village and meet with the parents and adults of her community to discuss playground designs. She will then split the parents into groups and assign each group a task in the building process. The entire process from conception to construction will take roughly 2-3 weeks, with a total budget set at $2000. My project team will visit the site each day of construction to carefully monitor and offer needed advice. Weekly maintenance check ups will be administered as well.

The Model: Walk us through a specific example of how your solution makes a difference; include your primary activities

This project helps children reach their full potential. Play is inherently self-directed; so by building playgrounds, a sense of self-reliance and self-confidence will be cultivated in underprivileged children. This is especially true for girls, since playgrounds know no gender. Involving parents in every step of the process serves numerous functions. For example, coming from the community they often know what materials are available for use. Parents are also more likely to become advocates of play after seeing the project from start to finish. Since playgrounds will be primarily built next to existing schools, the project also has the potential to increase student enrollment rates and/or decrease dropout rates. The fact that members of the community will be leading the project ensures the long-term sustainability of the project by promoting commitment to the playgrounds and ensuring that the playgrounds are only built from materials that are locally available.

The Marketplace: Who are your peers and competitors? Identify others also working to address the needs you are and what differentiates you from them. What challenges could these players pose to your success or growth?

The main organizations that are currently pursuing similar work are KaBOOM! and Playground Ideas. However, unlike KaBOOM! that focuses on US playground construction initiatives, our project will be based in Bangladesh, a developing country that differs greatly economically, politically, socially, and culturally to the United States. Playground Ideas is a great organization that disseminates playground construction materials and instruction. However, they do not directly take on construction themselves. Our project might use some of the materials offered by their organization, but we will ultimately also be traveling to the foreign country to research, plan, organize, implement and evaluate.

Now that you have thought out your entry, help us pitch it.

Define your company, program, service, or product in 1-2 short sentences [136 characters]

Safe, eco-friendly playgrounds will be built for underprivileged children in Bangladesh to ensure their right to engage in play.

Identify what is innovative about your solution in 1-2 short sentences [136 characters]

The project will be utilizing locally abundant materials and organizing local human resources to help communities help themselves.

Social Impact

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This Entry is about (Issues)

What has been the impact of your solution to date?

What is your projected impact over the next 1-3 years?

Over the next year I hope to build 5 successful playgrounds in Bangladesh.

What barriers might hinder the success of your project? How do you plan to overcome them?

Community resistance or apathy to the project will definitely pose a major problem to the success of the project. In order to address that issue, extensive research and personal interviews will be made to ensure that the project is culturally relevant to community members.

Winning entries present a strong plan for how they will achieve and track growth. Identify your six-month milestone for growing your impact

Construction of 1 successful playground in Bangladesh.

Identify three major tasks you will have to complete to reach your six-month milestone

Task 1

Find a community partner (public school, NGO, etc)

Task 2

Raise enough funds to implement project

Task 3

Establish meaningful, positive relationships with Bangladeshi community.

Now think bigger! Identify your 12-month impact milestone

Build 3 playgrounds in Bangladesh.

Identify three major tasks you will have to complete to reach your 12-month milestone

Task 1

Raise enough funds to implement project.

Task 2

Maintain good relations with community partner and community members.

Task 3

Address any problems with first playground quickly and effectively.

Founding Story: We want to hear about your "Aha!" moment. Share the story of where and when the founder(s) saw this solution's potential to change the world [125 words]

Sustainability

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Tell us about your partnerships

What type of team (staff, volunteers, etc.) will ensure that you achieve the growth milestones identified in the Social Impact section? [75 words]

Please elaborate on any needs or offers you have mentioned above and/or suggest categories of support that aren't specified within the list

Shadow Play-Empathy in Practice

Created on 03/21/2012 by Lucy PlanB Partners

A commmunity education service with new, niche & savvy ideas to enable, empower & train people of all needs with skills to lead happier,healthier lives.

About You

Organization: The PlanB Partnership Visit websitemore ↓↑ hide↑ hide

About You

First Name

Lucy

Last Name

Haughey

About Your Organization

Organization Name

The PlanB Partnership

Organization Website

Organization Country

United Kingdom

Country where this project is creating social impact

United States

Is your organization a

Please select

Your role in Education

Coach.

The type of school(s) your solution is affiliated with

Public (tuition-free)

How long has your organization been operating?

1‐5 years

The information you provide here will be used to fill in any parts of your profile that have been left blank, such as interests, organization information, and website. No contact information will be made public. Please uncheck here if you do not want this to happen..

Innovation

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Select the stage that best applies to your solution

Idea (you're poised to launch)

How long has your solution been in operation?

Still in idea phase, but looking to launch soon

The Need: What problem are you trying to solve?

Children by their very nature can be simplistic and sometimes almost "cold" with each other. Bullying, bereavement, individuality, poverty & shyness can all exclude a child and make others reject or even bully them. I would like to increase understanding and empathy between children on topics like this and improve experiences for children in school so no child is unhappy, excluded, left out or lonely. Every child has a right to be different or to have space to go through crisis and no child should exclude them or make it even harder.

The Solution: What is your solution? Be specific!

I have designed a Shadow Activity based on role play. It takes 20 minutes and each child as about 10 minutes worth of reading/speaking.

One person plays the "excluded" and the other plays the "excluder". they both read their characters in turn as though having a conversation but sharing feelings and thoughts at the same time.

This simple, powerful activity is good for the audience to watch and learn from and excellent for the 2 participants as they FEEL what is happening and can learn understading and empathy from it. The activity can be limitless in that it can have many themes such as loss, poverty, race, bullying etc...
I did something similar with a breast cancer story and adults and it tought the audience how to be breast cancer aware and I think it can work very well, or even better with exclusion, empathy and children as key themes.

The Model: Walk us through a specific example of how your solution makes a difference; include your primary activities

A child raises an isse around exclusion because their family is in poverty. The other children have stopped playing with him. The child is unhappy and already having problems at home and school is miserable for them. The child is 11 and that is a pretty tough age!

The group who are excluding and almost bullying the other child is led by a girl. ( for example reasons) and she certainly leads the group to be excluding of the boy. The teacher knows this but is unsure how to tackle it.

The root problem is a lack of empathy and understanding from the girl and her group. This group need an activity in empathy.

The teacher chooses the "poverty" theme activity. She lets the boy in poverty play the excluder and the girl ( the bully) play the excluded.The role reversal is deliberate and an important part.

Each child has a script, a chair and time together. the session can be in front of a group or simply 1-1 with a responsible adult ( mediator) present. The teacher decides this is delivcate and she goes with a private 1-1 session.

The girl starts to read her script in stages. Event ( how the poverty started), the feelings ( how she feels) and the future ( what she would like to change) In between times the boy reads his 3 stages taking it in turns with the girl. He reads his assumptions ( why he excludes the girl) his feelings ( how he feels when he "bullies" the other party)& his future ( what he would like to change). Between them they share these feelings and outcomes and start ti understand & epathise with each other. The exclusion issue can be resolved this way.

The Marketplace: Who are your peers and competitors? Identify others also working to address the needs you are and what differentiates you from them. What challenges could these players pose to your success or growth?

I am not sure who my competitors would be as this is a unique session. My only assumption is school counsellors and mediators may have developed something similar but not the same.

There is space for this product as its cheap, simple and effective. Exclusion is such an issue and empathy is so rare in young children aged 4-12 that its a useful tool

Competitors would not challenge me but they could be clients or users of the tool!

Now that you have thought out your entry, help us pitch it.

Define your company, program, service, or product in 1-2 short sentences [136 characters]

The Shadow Play activity enables children, encourages & empowers them with understanding & empathy to resolves typical excluson issues.

Identify what is innovative about your solution in 1-2 short sentences [136 characters]

It is extremely simple and cheap to develop & produce. Free training is provided. Children are active participants not audience members.

Social Impact

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This Entry is about (Issues)

What has been the impact of your solution to date?

None so far as I have not piloted this activity exactly.

What is your projected impact over the next 1-3 years?

Every child will understand exclusion issues and reduce their own negative behavior around them. Every child willl at least understand exclusion but I believe the vast majority would develop empathy skills and become better citizens and peers.

What barriers might hinder the success of your project? How do you plan to overcome them?

Funding.

Winning entries present a strong plan for how they will achieve and track growth. Identify your six-month milestone for growing your impact

Identify three major tasks you will have to complete to reach your six-month milestone

Task 1

Pilot it in a school

Task 2

Evaluate that session

Task 3

Engage future participants and schools to use it

Now think bigger! Identify your 12-month impact milestone

To package it up and sell it on

Identify three major tasks you will have to complete to reach your 12-month milestone

Task 1

Design and mareketing for the tool

Task 2

Approval from a relevant regulator or education scheme

Task 3

Testimonials and evidence to support claims

Founding Story: We want to hear about your "Aha!" moment. Share the story of where and when the founder(s) saw this solution's potential to change the world [125 words]

My son was badly bullied in p1-p4 by a child who was simply jealous and misunderstanding of how cruel he was being.

The school had no idea how to handle it and were keen to "protect" both my son and the bully. The two boys are very very different characters and simply dont understand or "get" each other although the school insists they play together which only makes matters worse.

I feel that this sessionw would have helped the staff and both boys really see the damage the bullying and exclusion was doing & bring home to the bully what he was doing to my lovely, gentle son. It would also empower my son to make his points and feel confident and "heard" again.

Sustainability

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Tell us about your partnerships

I would link up with my sons school, the aftercare club and the council education dept. I would also use my contacts in child development, youth services and communities as I have many people who I can work with who I have met through other work. I spent 2 years working in a Steiner School for example and also studies Child Development many moons ago.

What type of team (staff, volunteers, etc.) will ensure that you achieve the growth milestones identified in the Social Impact section? [75 words]

I would like 2 more facilitators and trainers so 3 of us could cascade the model and teach staff how to use it.I would also need their help with monitoring and evaluation of the project.

Please elaborate on any needs or offers you have mentioned above and/or suggest categories of support that aren't specified within the list

I run a financial advice portal and can help any other projects manage their insurances ( public liability for example) and gain their business start up loans. I am also very good at marketing and packaging up concepts to sell on. I would offer my design and marketing skills therefore too.

Developing Emotional and Social Reasoning

Created on 03/20/2012 by Quest Therapeutic Camps

Therapeutic day camp and Afterschool programs for children with mild to moderate emotional and social problems.

About You

Organization: Quest Therapeutic Camps Visit websitemore ↓↑ hide↑ hide

About You

First Name

Robert

Last Name

Field, Ph.D.

About Your Organization

Organization Name

Quest Therapeutic Camps

Organization Website

Organization Country

United States, CA, San Ramon, Contra Costa County

Country where this project is creating social impact

United States, CA, San Ramon, Contra Costa County

Is your organization a

Business

Your role in Education

Administrator, Other.

The type of school(s) your solution is affiliated with

Other

How long has your organization been operating?

More than 5 years

The information you provide here will be used to fill in any parts of your profile that have been left blank, such as interests, organization information, and website. No contact information will be made public. Please uncheck here if you do not want this to happen..

Innovation

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Select the stage that best applies to your solution

Scaling (the next step will be growing impact on a regional or even global scale)

How long has your solution been in operation?

Operating for more than 5 years

The Need: What problem are you trying to solve?

Research has confirmed that academic grades are a poor predictor of success as an adult. The ability to work with others, risk failure and manage emotions are much more important in the long run.Children and teens with Attention Deficit Hyperactivity Disorder, Asperger's Disorder, High Functioning autism and a variety of other emotional problems fail to function interpersonally and properly understand empathy and social cues. Quest Therapeutic Camp's program has been demonstrated to improve these children's ability to better understand themselves and others and manage feelings.

The Solution: What is your solution? Be specific!

Quest Therapeutic Camps has developed an 8-week intensive summer day camp and 2-hour/week Afterschool program that combines a neuro-cognitive and congitive behavioral approach that provides therapeutic intervention while problems are occurring. Counselors have been trained to teach children specific coping skills by identifying individual needs, teaching alternative coping and social reasoning skills and encouraging children to try new behaviors for success. This is combined with a daily group therapy program including both discussion and therapeutic activities to facilitate growth. The program teaches understanding and empathy for others through interaction, learning mentoring skills and participating in community projects. Parents are integrated into the program identifying goals for home and learning specific intervention strategies to assist coping.

The Model: Walk us through a specific example of how your solution makes a difference; include your primary activities

A 13-year old boy with Asperger's Disorder avoids all social contact at school, fails to achieve academically because his obsessive interests interfere with his ability to complete assignments that are not of interest and erupts angrily when family tries to engage him socially. Upon referral, this boy is screened by the director-therapist and provides motivation to engage the child in the summer program. The boy is resistant and fearful. He is unwilling to commit but agrees to try the program for a week. Upon arrival to Quest, he is immediately greeted by his assigned counselor who introduces him to others in his group and who have similar issues. During the first day at Quest, he will participate in an orientation hour to learn about others, participate in another hour activity where competition is reduced and success is increased by individualizing the game for the specific group. The child will then participate in a group therapy exercise to gain greater awareness of social cues and emotional coping issues. Each hour of every day, the camper receives positive feedback about their effort, direction for improvement and points for Store. Parents have also provided daily feedback and points and at the end of the week, the camper is able to use points to purchase toys. While initially being the primary motivator, self-improvement and success replace the importance of material goods. With a safe environment, this camper learns that life isn't fair (but still worthwhile) and that failing is part of the learning process. Afterschool programs run to promote this progress.

The Marketplace: Who are your peers and competitors? Identify others also working to address the needs you are and what differentiates you from them. What challenges could these players pose to your success or growth?

There are very few programs like Quest. A few have been developed based on the National Institute of Mental Health Multimodal Study of ADHD research but these include an academic component. William Pelham, Ph.D. has developed a model that is being used but there is not a cohesive organization and training program that Quest has. Currently, Quest has 6 programs in the US with goals for at least three new campers per year. All staff receives the standardized training and works within the model found to have a "strong treatment effect". If Dr. Pelham developed a comprehensive organization and standardized his program procedures with ongoing research, there could be greater competition for this type of program. With 1 in 4 children with significant emotional problems, there is plenty of need.

Now that you have thought out your entry, help us pitch it.

Define your company, program, service, or product in 1-2 short sentences [136 characters]

Quest Therapeutic Camp has demonstrated a strong treatment effect at reducing emotional and social problems with children and teens.

Identify what is innovative about your solution in 1-2 short sentences [136 characters]

Integrating therapeutic techniques into a camp setting to teach emotional and social reasoning skills individualized for each child.

Social Impact

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This Entry is about (Issues)

What has been the impact of your solution to date?

Over the past 22 years, hundreds of children attend Quest Therapeutic Camps' summer and Afterschool programs. We have been able to help children and teens with mental health problems function better at school, in their community and at home. Several school districts in the SF Bay area and the Regional Center for Developmental Disabilities have contracted to have their children attend.In 2011, Travis Air Force Base provided 16 special needs children scholarships to the Quest program. These children, found to be at high risk associated with their disorders, frequent moves and parents' deployment found new hope for success and satisfaction based on their participation. This year, Travis is hoping to double the amount who can attend.Utilizing the Quest program teaches children that while life is not fair, they can still have a happy life and accomplish their goals.

What is your projected impact over the next 1-3 years?

We hope to triple the amount of children who can attend Quest programs. Through expansion to different parts of the country, Quest is giving opportunity for more families to benefit from the therapeutic program. We also are focused on working more closely with school districts for the Extended School Year programs and insurance companies to reimburse families for our treatment. With our initial success with military families, we are looking to build closer relationships to assist the many children who struggle while their parents are enlisted. While the model is therapeutic, it's benefit is not limited to those with emotional problems. We would like to expand to working with all children who could learn better coping skills.

What barriers might hinder the success of your project? How do you plan to overcome them?

Funding has limited availability to children in need. Through our relationship with the American Camp Association, we have been able to start a scholarship fund. We are working to develop a strong fundraising arm to provide Quest to families who are unable to afford it. We also want to work more closely with medical insurance companies and state agencies to educate them about the value of providing this early to children in need instead of finding more serious problems later on.

Winning entries present a strong plan for how they will achieve and track growth. Identify your six-month milestone for growing your impact

Increase enrollment by 25%

Identify three major tasks you will have to complete to reach your six-month milestone

Task 1

Improved exposure by target population through contact with parent support groups

Task 2

Increased communications with public schools and state agencies to increase referrals

Task 3

Identification of new geographical locations for expansion

Now think bigger! Identify your 12-month impact milestone

Increased national awareness of the effectiveness of the Quest model

Identify three major tasks you will have to complete to reach your 12-month milestone

Task 1

Better contacts with national press and broadcasting companies

Task 2

Contacts with state and national officials

Task 3

Expand locations throughout the country

Founding Story: We want to hear about your "Aha!" moment. Share the story of where and when the founder(s) saw this solution's potential to change the world [125 words]

During five summers of working at an overnight camp I saw the benefit regular camp provided for those who attended. As a child psychologist, I have always worked in groups and found that watching boys at play was more helpful than seeing them one-on-one in my office.Since so many problems occur in interaction, I thought if it would be possible to integrate the summer camp model with the therapeutic techniques I was trained to use. A local private boarding school had no activities there during the summer so I began the program there with 20 kids each week. Combining camp activities provided the opportunity to see problems in action. Creating interventions while they happened was so effective. I then integrated these concepts in group therapy along with concrete techniques of educating about emotional and social reasoning. When research found a "strong treatment effect" it finally verified Quest's powerful therapeutic effect and encouraged me to expand.

Sustainability

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Tell us about your partnerships

We have developed our program in Pittsburgh, Pa. with a nonprofit, Squirrel Hill Psychological Services, a component of Jewish Family and Children Services. We are looking to expand these relationships throughout the country since we are able to provide funds to the agency that can be used for the therapy director and other services.We have also worked closely with George Washington University School of Professional Psychology to provide training opportunities for their students. We look forward to increasing formal relationships with other graduate schools.

What type of team (staff, volunteers, etc.) will ensure that you achieve the growth milestones identified in the Social Impact section? [75 words]

Quest seeks experienced licensed child therapists to join our team. We look to each area for those best suited by experience and training and employ them. As we grow, we will recruit fund raisers, support staff and more non-therapists to assist. Our counselors are part-time employees during the school year and full time during the summer. This group typically includes graduate students, upper division college students and teachers.

Please elaborate on any needs or offers you have mentioned above and/or suggest categories of support that aren't specified within the list

The collaboration between the private sector, public schools and agencies is critical to providing innovative programs. With our children being are best investment, it would be great to see more openness in considering what best serves the need rather than who's turf it is.

The Tug-of-Life

Created on 03/20/2012 by Life Talk

A book,methodology & initiative.Empowering you to take control of your life by identifying challenges & choices & coming up with your own solutions & game plan.

About You

Organization: Life Talk Visit websitemore ↓↑ hide↑ hide

About You

First Name

Izabella

Last Name

Little-Gates

About Your Organization

Organization Name

Life Talk

Organization Website

Organization Country

South Africa

Country where this project is creating social impact

South Africa

Is your organization a

Non‐profit / NGO / Citizen sector organization

Your role in Education

Other.

The type of school(s) your solution is affiliated with

Other

How long has your organization been operating?

More than 5 years

The information you provide here will be used to fill in any parts of your profile that have been left blank, such as interests, organization information, and website. No contact information will be made public. Please uncheck here if you do not want this to happen..

Innovation

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Select the stage that best applies to your solution

Growth (your pilot is up and running, and starting to expand)

How long has your solution been in operation?

Operating for less than a year

The Need: What problem are you trying to solve?

Life’s ever-changing challenges have been given rope to tug people’s lives away from the outcomes that they desire. The challenges have overwhelmed people of all ages into doubting their own ability to successfully find solutions, make responsible decisions, manage their emotions and take control of their lives. Confusion is ripe with regard to clearly mapping out the challenges, choices and solutions. People are not equipped with the right tools and necessary skills to enable them to trust themselves and use empathy to give input, lead, create value and actively participate as a player on the field of life.

The Solution: What is your solution? Be specific!

The Tug-of-Life is a simple handbook and methodology that can be used widely and uniquely in communities that engage and problem-solve with it. It equips children, adolescents and adults with tools to: think responsibly and proactively about life, identify their challenges, recognize their choices and actively find solutions. It enables people to constructively map out the contests faced on life’s playing field, thereby allowing everyone to choose and utilize those inherent skills that need practice, in order to ‘tug’ life in the right direction through wise choices. Tug-of-Life material provides a new way of thinking that empowers people to trust themselves, jump off the bystander fence and take control of their life, by developing care and concern for both themselves and others, thereby advancing empathy.

The Model: Walk us through a specific example of how your solution makes a difference; include your primary activities

Having the tools to formulate a proactive game plan enables people to win what can feel like a rat race of endless obstacles. Instead of experiencing the overwhelming confusion that results in poor decision making and much distress, engagers with the Tug-of-Life use a simple solution-driven approach to face challenges and make wise choices that direct them toward success. Learners, educators, parents, families and communities are empowered with the right tools to actively seek solutions for themselves. With the Tug-of-Life, you trust your ability to make responsible decisions based on sound judgements, and you look forward to a fulfilled future where past mistakes do not determine future outcomes.

For the last 7years, Life Talk has successfully been raising awareness and providing individuals, schools and families with a solutions-based approach to life’s challenges, through talks, workshops, projects and initiatives based on the Life Talk books. Life Talk’s solutions have empowered people to view themselves as problem-solvers and to motivate others to do the same. The Tug-of-Life uses the previous Life Talk success as a platform with which to launch itself into equipping people with tools to develop empathy and its related skills, so as to unpack life’s complexities, minimize distress and live a happier, healthier life.

The Marketplace: Who are your peers and competitors? Identify others also working to address the needs you are and what differentiates you from them. What challenges could these players pose to your success or growth?

Tug-of-Life emphasizes the importance of ‘tugging’ together on life’s field. Peers comprise of organisations that share our goals and can become Galvanizers by applying the Tug-of-Life within their own projects, causes and initiatives (thereby increasing their impact). Goals include empowering through: problem solving, life skills, taking responsibility and action.
Competitors would include organisations that strive to achieve similar aims to ours but don’t want to work with us.
We have not yet identified any organisation that does exactly what we do. Our approach appears to be unique.
Challenges to our success/growth could come from organisations that compete with us for funding.

Now that you have thought out your entry, help us pitch it.

Define your company, program, service, or product in 1-2 short sentences [136 characters]

A book, methodology & initiative. Empowering you to take control of your life by identifying challenges, choices and game plans.

Identify what is innovative about your solution in 1-2 short sentences [136 characters]

This unique vocab & approach empowers you to tackle challenges proactively by taking control & identifying your own choices & solutions

Social Impact

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This Entry is about (Issues)

What has been the impact of your solution to date?

We have worked with thousands of teenagers, educators and parents. The feedback shows that we are raising awareness about key challenges and solutions, and that we trigger behaviour change by getting youth thinking about choices, consequences and key aspects to focus on. Many teens (and parents) have subsequently changed their behaviour and they report that their lives are much smoother and happier. For example, teens have stopped binge-drinking, drugging, being promiscuous or bullying others. Parents have become proactive in their parenting, they take greater responsibility and they now focus on defining family values, setting and enforcing boundaries, and enhancing communication with their teenagers. We’ve also had teens who thanked us for saving their life as they had been contemplating suicide and now have hope.

What is your projected impact over the next 1-3 years?

With the Tug-of-Life permeating every level of society from learners, teachers, parents and families to communities and organisations, the projected impact is huge. With the Tug-of-Life being a part of school curricula, each player will start to apply a new and proactive way of thinking about life. Using the Tug-of-Life to harness the skills inherent in each of us (that are necessary for empathy) learners will be able to galvanize their lives in the direction of success, finding solutions unique to their own interpretation of the material, thus preventing the challenges from tugging them into areas of hardship and despair

What barriers might hinder the success of your project? How do you plan to overcome them?

Barriers we identify are:
• Inadequate promotion of the Tug-of-Life initiative.
• Lack of funds to drive the promotion and roll out the initiatives on the scale required.
• Human resources required in each country. We need someone to manage the initiative in each country, backed up by a team of dedicated people who will then establish a network of ambassadors and supporters.
We plan to overcome this by:
a. Driving the sales of the Tug-of-Life books
b. Approaching and getting buy-in from influential leaders and decision makers, organisations, governments, media and celebrities.
c. Raising awareness about how powerful our material is in helping one to find one’s own solutions by identifying life's 'contests', ultimately enabling one to tug towards a life of success and happiness.

Winning entries present a strong plan for how they will achieve and track growth. Identify your six-month milestone for growing your impact

Have 1,000,000 youth (& adults) tackling life’s dilemmas,choices & solutions,taking control & ‘tugging’ for positive outcomes

Identify three major tasks you will have to complete to reach your six-month milestone

Task 1

Launch Tug-of-Life book & initiative with maximum publicity.Extensive awareness has the power to galvanise society into action.

Task 2

Life Talk books underpin Tug-of-Life & need updating with the increasing new challenges eg child-headed households,gangs etc.

Task 3

Launch extensive online awareness on Facebook,Twitter etc. engaging youth,adults,parents,educators & decision makers in debates.

Now think bigger! Identify your 12-month impact milestone

Have 10,000,000 youth (& adults) tackling life’s dilemmas,choices & solutions,taking control & ‘tugging’ for positive outcomes

Identify three major tasks you will have to complete to reach your 12-month milestone

Task 1

Raise funding & sponsorship for awareness-building & promotion.Fund online activities,campaigns,staff,talks,workshops & expenses

Task 2

Elicit support of leaders,influential individuals & organisations etc. in galvanising youth & society into proactive thinking

Task 3

Engage,train,fund & appoint representatives to help us roll out the initiative,establishing a global network of Tug-of-Lifers.

Founding Story: We want to hear about your "Aha!" moment. Share the story of where and when the founder(s) saw this solution's potential to change the world [125 words]

After Life Talk for a Daughter’s launch, Izabella received thousands of emails from teens and parents. The “Aha!” came when a girl wrote “Thank you for saving my life. I was going to kill myself but I found your book and your chapter ‘What to do when you’ve made a mistake’ made me realize I’ll be OK”. This and other emails ignited Izabella’s passion to address the extensive yet avoidable heartache. She identified that many adolescents face a tug-of-war between challenges (such as drugs, alcohol abuse, peer pressure, promiscuity) and solutions (eg wise choices, values, boundaries, self-discipline). This inspired Izabella to write the Tug-of-Life and to launch it as a worldwide initiative to help the youth (and adults) to identify their choices and game plan for life.

Sustainability

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Tell us about your partnerships

•ARA (Association for responsible alcohol use) a non-profit organisation whose mission is to reduce alcohol-related harm through combating the misuse and abuse of alcohol.
•Khulisa Social Solutions, an international NGO that addresses social vulnerabilities and runs interventions that include a focus on community development, crime prevention and poverty alleviation.
•SANCA (south African National Council on Alcohol and Drug Dependance), an NGO whose objectives are the prevention and treatment of alcohol and drug dependency

What type of team (staff, volunteers, etc.) will ensure that you achieve the growth milestones identified in the Social Impact section? [75 words]

In addition to SA, our target is 4 countries, with a core team of 5 members per country, responsible for the leading cities. Each city requires some 5 people to assist in developing a network of representatives, supporters and agents. So, a core team of 10 in SA plus 4 x 5 means a core team of 30. They in turn would get a network of hundreds (eventually thousands) of ambassadors established.

Please elaborate on any needs or offers you have mentioned above and/or suggest categories of support that aren't specified within the list

•Maximum awareness, publicity and human resources in each targeted country.
•Contact with political and business leaders, media, celebrities and other influential individuals or organisations.
•Success comes once all adolescents apply Tug-of-Life terminology and thinking in their daily lives, so we have to reach as many as possible throughout the world.

Changeshop

This project also has a Changeshop where you can read more about its latest progress.
Go to Changeshop: CoolFire.

CoolFire

Created on 03/19/2012 by CoolFire

Harnessing student and teacher Emotional Intelligence. Transforming relationships, focus, attainment - bringing life to life.

About You

Organization: Dave Read Visit websitemore ↓↑ hide↑ hide

About You

First Name

Dave

Last Name

Read

About Your Organization

Organization Name

Dave Read

Organization Website

Organization Country

United Kingdom, ESS, Harwich

Country where this project is creating social impact

United Kingdom, ESS, Southend, Thurrock and other locations

Is your organization a

Non‐profit / NGO / Citizen sector organization

Your role in Education

Teacher, Other.

The type of school(s) your solution is affiliated with

Public (tuition-free)

How long has your organization been operating?

1‐5 years

The information you provide here will be used to fill in any parts of your profile that have been left blank, such as interests, organization information, and website. No contact information will be made public. Please uncheck here if you do not want this to happen..

Innovation

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Select the stage that best applies to your solution

Established (past the previous stages and has demonstrated success)

How long has your solution been in operation?

Operating for 1‐5 years

The Need: What problem are you trying to solve?

Each person is more than mind. Every action is triggered by a thought. But every thought is rooted in an emotion. Education systems virtually ignore two vital factors - emotions and the body - in personal - and therefore - academic development. Sanctions impose obedience and “progress” on students who are often reacting to emotional forces they are disconnected from. If ignored, such forces become needs that subconsciously drive perspective, decisions and all relationships - frequently resulting in negative behaviour, wider disengagement and a huge waste of potential and opportunity. Each student. Each Community. Each country. “Only connect...”

The Solution: What is your solution? Be specific!

“To be sensitised to others - become sensitised to yourself...” - CoolFire makes an immediate dynamic impact. A mix of therapeutic techniques including breathing, visualisation, bio-energetics, psychosynthesis - and more - enables students (age 7-13) to become aware of mind, body and emotions and start to consciously use - and change - their energy and feelings at any given time - transforming negative thoughts into positive action. By becoming the cause not the effect of their actions, students begin to make calm, conscious choices that transform relationships in all life scenarios - not only with teachers and peers but wider family and friends. The need for sanctions evaporates resulting in greater concentration, focus, motivation and attainment.

The Model: Walk us through a specific example of how your solution makes a difference; include your primary activities

CoolFire - a 3-Phase modular programme. Schools select 1,2 or all 3 tailored modules to their needs.

Phase 1: Introductory CoolFire Workshop - Flexible 70-90 minutes

Theme: Students discover choice and techniques in using and directing their emotions and energy.

Like a drama workshop - students experience energetic exercises releasing tension and clearing mind, body and feelings. Also a sense of profound sense of stillness and energised calm in groups, pairs and individually. Transforms negative feelings into positive energy.

Phase 2: CoolFire PowerPack

Extends/embeds techniques of Phase 1 - daily brief tutor-time “mix-match” exercises combining breathing, visualisation, physical exercises, “Creating Change”.

Teacher/pastoral staff delivered - through 1-day training + support.

PowerLog - student’s own journal of emotional journey.

Teachers notice many positive emotional/empathetic changes within 2 weeks.

Phase 3: 11 In-depth Lesson formats - easily curriculum integrated

Teacher delivered - training + support.

Easy-to-follow lesson plans

Includes Psycho-synthesis techniques to enable students to identify and actively resolve emotional issues - expanding empathy, focus, motivation, confidence

CoolFire PowerLog

Measurable outcomes - Phases 2/ 3 - Goodmans Scale/Outcome Star

Also - workshops - identified groups; Looked After Children; Transition Phase

Also - CoolFire : Connect - 3-phase programme - teachers/school staff

The Marketplace: Who are your peers and competitors? Identify others also working to address the needs you are and what differentiates you from them. What challenges could these players pose to your success or growth?

I’m aware of three emerging UK organisations who are not direct competitors, but offering specific practices or approaches based on developed infrastructures that could block access to CoolFire take-up. In each case, the CoolFire approach goes much deeper to actually effect sustainable change in students and/or staff.

PackCards: Analysis of Emotional Intelligence in schools as organisations and use in staff recruitment.

T’ai Chi - Exercises to promote learning.

Mindfulness: Various forms - based on Buddhist philosophy. CoolFire combines aspects of Mindfulness in a wider therapeutical mix that enables in-depth 1:1 work with students.

Now that you have thought out your entry, help us pitch it.

Define your company, program, service, or product in 1-2 short sentences [136 characters]

Harnessing student and teacher Emotional Intelligence. Transforming relationships, focus, attainment - bringing life to life.

Identify what is innovative about your solution in 1-2 short sentences [136 characters]

New early years therapeutic mix reconciling mind, body and feelings - life changing CoolFire journey transforming choices, opportunities

Social Impact

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This Entry is about (Issues)

What has been the impact of your solution to date?

CoolFire : Connect - Creating Calm workshop: c.3,500 teachers/staff from c.250 schools - last 4 years.

CoolFire for students - 5,185 from over 40 schools - last 2 years
Breakdown
Phase 1: 2505
Phase 1+2: 2680 - of which 660 experienced 20% of Phase 3
and 396 - 50% of Phase 3

Awaiting Goodmans measurement data - but teacher/Head reported evidence for:

*Transforming school refusers into happy attendees

*Enriched student-peer relationships

*Much greater student awareness and consideration of others

*Highly beneficial integration of CoolFire approach into daily class routines and support/behaviour regimes

*Calmer, more focused and motivated classes

*Transformation in students - anger management/behaviour issues

*Highly beneficial change in teacher/student relationship

*Greatly reduced need for sanctions

What is your projected impact over the next 1-3 years?

*To work with 250 UK schools by end of Year 1 - rising to a 1,000 by end Year 3 - flexibly integrating CoolFire Emotional Intelligence into everyday school culture.

*CoolFire for Parents - developing confident, empathetic independence in students through a calm empathy in parents - a home-school holistic environment.

*CoolFire-National Health Service link: participation in NHS Tier 1 Early Intervention Youth Mental Health Services.

*CoolFire in Europe - already preliminary Denmark meetings. Integrating CoolFire into European education systems.

What barriers might hinder the success of your project? How do you plan to overcome them?

*Transforming trainer training based on current evolved materials into a systematic approach - central points of delivery. Potential joint venture - exploring funding - giving Dave Read time to create course/materials. Possible commissioning.

*Creation - UK 100 Trainer Network - enable local UK delivery. Model already created: contracted therapists with teaching experience. 2 trained - CoolFire Phase 1.
c.20 now awaiting CoolFire training. Joint venture potential.

*NHS contract bids - currently too small: actively talking to potential partners.

*Infrastructure - Every aspect created/delivered by Dave Read - home-office.
Joint venture creates small/efficient base with administration.

Winning entries present a strong plan for how they will achieve and track growth. Identify your six-month milestone for growing your impact

Student/adult CoolFire programmes in Yorkshire/NE schools from first regional launch - regional trainer network

Identify three major tasks you will have to complete to reach your six-month milestone

Task 1

York/Humberside/North East Launch - confirmed for June 20th - York - 200+ delegates

Task 2

Continued development - systematic trainer training - materials and delivery. Recruitment/training five new trainers

Task 3

Completion of draft Joint Venture Agreement - currently negotiating with the CIC trading company of a major Trust

Now think bigger! Identify your 12-month impact milestone

Full UK CoolFire schools launch by region - regional trainer networks. First additional CIC projects.Danish demonstration event.

Identify three major tasks you will have to complete to reach your 12-month milestone

Task 1

Full JV agreement enabling training structure, recruitment and administration. Full UK schools launch

Task 2

Lightworks Innovations CIC - First funded wider community projects activated.

Task 3

Danish CoolFire Demonstration/launch - then Pilot in Danish schools. Partners - Euro funding.

Founding Story: We want to hear about your "Aha!" moment. Share the story of where and when the founder(s) saw this solution's potential to change the world [125 words]

2007 – I – Dave Read - am a part-time teacher finishing three years healer training. To now use this - transform teaching - change students’ lives - therefore - the world. My knowledge had to become a practical toolbox to make a difference - against deep educational scepticism. Two years of free pilot workshops (alongside teaching) proved Creating Calm worked for teachers. Then - to enable students to harness their underlying energy and feelings… 15 pilots - 2008-9 - broke new ground - CoolFire was born. National union conferences and workshops throughout the UK - recognised in 2010-11: two UK government TaMHS contracts - Thurrock, Southend - 40+ schools - and soon, a UK regional launch - realising the life-changing potential of so many young people...

Sustainability

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Tell us about your partnerships

Thurrock LEA: CoolFire - A Preferred Supplier - Emotional Intelligence programmes
- 72 schools

Southend Education Trust/Carrillon: Continuing talks - joint venture - UK CoolFire launch including training structure, printed materials etc + partners on selected CIC bids.

ATL (Major teaching union): Regional CoolFire launch - extensive marketing support.

Stress Management Association: Potential joint ventures.

Centre - Applied Emotional Literacy - Wolverhampton(UK): Potential Visiting Lectureship and collaboration on European projects.

What type of team (staff, volunteers, etc.) will ensure that you achieve the growth milestones identified in the Social Impact section? [75 words]

*Emerging network of contracted Therapist-trainers who are also talented communicators

* - Trained by small Lightworks team - 2-3 people.

*A Marketing Manager - Fulfilling initial launch leads; web development;

* - supported by an efficient administrative hub.

* - including payroll/bookkeeping, bookings co-ordination and project management

Please elaborate on any needs or offers you have mentioned above and/or suggest categories of support that aren't specified within the list

We are happy to work with partners to extend our mutual beneficial impact - and share knowledge and expertise from the continuing CoolFire journey...

Junkiri Schooling Method

Created on 03/18/2012 by prisoners assistance nepal

PA Nepal works for the welfare of prisoners, their children and families as well as poor and vulnerable children in rural communities.

About You

Organization: Prisoner Assistance Nepal Visit websitemore ↓↑ hide↑ hide

About You

First Name

Indira

Last Name

Ranamagar

About Your Organization

Organization Name

Prisoner Assistance Nepal

Organization Website

Organization Country

Nepal, Kathmandu

Country where this project is creating social impact

Nepal

Is your organization a

Non‐profit / NGO / Citizen sector organization

Your role in Education

Administrator, After-School Provider, Counselor, Parent, Social Worker, Teacher, Other.

The type of school(s) your solution is affiliated with

Public (tuition-free)

How long has your organization been operating?

More than 5 years

The information you provide here will be used to fill in any parts of your profile that have been left blank, such as interests, organization information, and website. No contact information will be made public. Please uncheck here if you do not want this to happen..

Innovation

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Select the stage that best applies to your solution

Established (past the previous stages and has demonstrated success)

How long has your solution been in operation?

Operating for less than a year

The Need: What problem are you trying to solve?

Nepal is one of the poorest countries in the world where education is largely enjoyed by the privileged. State schools are generally under-resourced, poorly equipped and teaching is old-fashioned and depends too heavily on rote learning. Children from very poor backgrounds or without family support find this type of teaching largely irrelevant. This includes children with emotional/physical trauma who are sent to prison with their convicted parents. Too often underprivileged children become subject to sexual exploitation and child labour. Even if given the opportunity to go to school, many are unable to learn in traditional classrooms and disadvantage is perpetuated.

The Solution: What is your solution? Be specific!

A system of education accessible to children that allows them to “connect” and begin to learn. This means that learning should be rooted in the world they know and should teach skills that are relevant to the world they live in. What is needed therefore is a curriculum that is practical, and uses the surroundings and life of rural Nepal as the subject and focus of learning. Traditional academic skills such as mathematics, science, reading and writing are taught through subjects such as farming, cultivation, land management, gardening, conservation, health and hygiene. The Junkiri method meets all these needs and has the added benefit that students will also learn to help others and to pass on those skills to their families and communities.

The Model: Walk us through a specific example of how your solution makes a difference; include your primary activities

We present the story of ten teenage boys with behaviour problems. PA Nepal rescued them boys from prison when they were young. They found study difficult and irrelevant, and became disruptive. In 2008 they were moved to the PA Nepal farmhouse-home in Palpa. Here the boys are learning important life skills such as cultivation, handicrafts and mountain bike tour guide certification. By growing their own food and learning vocational skills they have learnt self-discipline and teamwork. One initiative is the development of a road-side café. With the help of members of the community, the boys built a shelter, plumbed water and built an oven. This project will eventually provide an income stream and employment for some of them. The Junkiri method of education seeks to identify the unique skills that underprivileged and vulnerable children can exceed at. One of these boys had a drug and alcohol addiction before moving to Palpa. Leaving the city helped him to mature, become socially aware, stop substance abuse, and has given him a higher level of self-esteem and a brighter future. Since completing his mountain bike tour guide qualification he is the 12th best mountain biker in Nepal.

The Marketplace: Who are your peers and competitors? Identify others also working to address the needs you are and what differentiates you from them. What challenges could these players pose to your success or growth?

PA Nepal is a member of Network for Children, Prisoners and their Dependants (NCPD) along with numerous other organizations including PAM Nepal, Prison Fellowship and UCEP. PA Nepal not only works with prisoners and their children, but also with underprivileged members of the community. No other NCPD organization works on such a wide scale.

The main competition to the Junkiri teaching method is the existing schooling system in Nepal. This can be costly and irrelevant to many children.

Our main challenge is changing the intransigent minds of those currently working in Nepali schools to make the existing curriculum meaningful to more children.

Now that you have thought out your entry, help us pitch it.

Define your company, program, service, or product in 1-2 short sentences [136 characters]

PA Nepal works for the welfare of prisoners, their children and families as well as poor and vulnerable children in rural communities.

Identify what is innovative about your solution in 1-2 short sentences [136 characters]

Junkiri is a supportive environment that addresses the unique educational needs of children & encourages them to learn & be creative

Social Impact

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This Entry is about (Issues)

What has been the impact of your solution to date?

PA Nepal’s greatest impact to date has been the rescue of nearly 350 children living in prison with convicted parents and providing them with a caring environment and schooling. In addition, our establishment of three schools have granted numerous local children with access to an education otherwise not available to them. PA Nepal developed the Junkiri model, an alternative education method, upon recognizing that many children do not thrive in traditional Nepalese schools. These children learn important life skills such as cooking, farming, hygiene and many others. PA Nepal has improved prison conditions by maintaining bonds between prisoners and children through regular welfare visits and bringing them education and rehabilitation training to enable them to reintegrate with their families and communities upon release.

What is your projected impact over the next 1-3 years?

PA Nepal hopes to roll out a programme of Junkiri teaching method to reach more schools and more villages throughout Nepal, with the idea that education should become part of the Nepalese way of life in even the most rural of areas. We hope to introduce the Junkiri method into the curriculum to produce successful environments for more communities, because most rural Nepalese will earn their living in the field of agriculture. We aim to reduce child poverty and neglect through providing a nurturing educational environment and reinstating prisoners into their communities.

What barriers might hinder the success of your project? How do you plan to overcome them?

This project needs people educated in the Junkiri method of education, and funding to train and sustain these teachers and to provide the necessary resources. Changing the mindsets of people currently involved in education to incorporate more application based learning is another barrier.

To increase the number of teachers trained in the Junkiri method, PA Nepal aims to create training centres in rural areas as well as expanding the current training centre in Kathmandu. PA Nepal will use current networking connections to reach numerous schools in various regions across Nepal in order to change attitudes of those currently involved in education.

Winning entries present a strong plan for how they will achieve and track growth. Identify your six-month milestone for growing your impact

By our 6-month milestone we hope to have successfully incorporated teacher training into existing Junkiri schools as well as beg

Identify three major tasks you will have to complete to reach your six-month milestone

Task 1

To have trained 30 teachers in the Junkiri method

Task 2

To have strengthened existing networks with local schools

Task 3

To have embedded the Junkiri method in the three schools currently being built

Now think bigger! Identify your 12-month impact milestone

By the 12 month milestone we hope to have increased the number of children who have access to this new method of education by ha

Identify three major tasks you will have to complete to reach your 12-month milestone

Task 1

The expansion of the existing teacher training program.

Task 2

Strengthening and expanding existing networks with local schools.

Task 3

Having established the Junkiri method in a number of traditional Nepali schools

Founding Story: We want to hear about your "Aha!" moment. Share the story of where and when the founder(s) saw this solution's potential to change the world [125 words]

Indira grew up in the jungles of Nepal. She learned through observation and practical instruction how to survive in the harsh conditions. Her early work in prison with human rights activist Parijaat opened her eyes to the discrimination faced by female prisoners and their children. Indira knew then, that these children were unlikely to succeed in society, perpetuating the cycle of poverty. Providing a safe environment and access to traditional schooling was not enough to help these vulnerable children. Many did not relate well to traditional educational methods. Drawing on her childhood experiences, Indira developed a completely new approach to learning for such children. The Junkiri method is a practical approach to learning, and teaches life skills beneficial to the majority of the Nepalese population

Sustainability

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Tell us about your partnerships

PA Nepal has well-developed partnerships with nine organizations worldwide whose support enables them to provide children rescued from prison with a family environment, an education and the life-skills needed to take their places in wider society as adults. PA Nepal also provides vocational training (carpentry, Thanka painting, mountain bike guide certification etc.) By working with local communities to integrate the ‘rescued’ children, PA Nepal also reaches many other under-privileged children.

What type of team (staff, volunteers, etc.) will ensure that you achieve the growth milestones identified in the Social Impact section? [75 words]

PA Nepal wants to train some more teachers in the Junkiri method. Those teachers, together with the teachers and community representatives they have trained, will expand the model with minimal on-cost to PA Nepal. PA Nepal enjoys the support of volunteers from all over the world; who once trained, can help to deliver the junkiri method of learning.

Please elaborate on any needs or offers you have mentioned above and/or suggest categories of support that aren't specified within the list

For this project PA Nepal needs to expand and strengthen existing networks with government schools and local communities, and to extend the current mentoring system.

PA Nepal is happy to share their experience and pass on ideas to other organisations

Make Change Matter Service Learning Program

Created on 03/17/2012 by egordman

Make Change Matter is an experiental learning program that nurtures global awareness, compassion and effective philanthropy in children.

About You

Organization: Sustainable Schools International Visit websitemore ↓↑ hide↑ hide

About You

First Name

Kari Grady

Last Name

Grossman

About Your Organization

Organization Name

Sustainable Schools International

Organization Website

Organization Country

United States, CO, Fort Collins, Larimer County

Country where this project is creating social impact

United States, CO, Fort Collins, Larimer County

Is your organization a

Non‐profit / NGO / Citizen sector organization

Your role in Education

Administrator.

The type of school(s) your solution is affiliated with

Public (tuition-free)

How long has your organization been operating?

More than 5 years

The information you provide here will be used to fill in any parts of your profile that have been left blank, such as interests, organization information, and website. No contact information will be made public. Please uncheck here if you do not want this to happen..

Innovation

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Select the stage that best applies to your solution

Start-Up (a pilot that has just begun operating)

How long has your solution been in operation?

Operating for less than a year

The Need: What problem are you trying to solve?

To raise awarness in schools in the United States about the plight of education in Cambodia in order to teach children how to empathize with people who live in poverty and lack basic education. The end goal of raising their awarness is to create more compassionate and philanthropic citizens.

The Solution: What is your solution? Be specific!

Make Change Matter (MCM)is designed to engage students in global thinking, understanding the link between education and economic security in developing countries and learn to value economic sustainability in philanthropic works. MCM shows students the causes for educational deficiencies in rural Cambodia and encourages them to realized both the human and economic resources needed for schools in developing counties to function.

The Model: Walk us through a specific example of how your solution makes a difference; include your primary activities

We offer an experiential learning platform through the reading of Adopting Cambodia, Filiing Empty Schools with Hope for the Children Left Behind and an interactive web site that creates a tangible experience of third-world poverty and calls students to action by getting them involvewd in real-world solutions. Students learn the value of effective philanthropy as they fundraise to sponsor schooling for a similair aged children in Cambodia. Parents have the ability to support their child's efforst in many ways, from co-sponsorship to visiting a school in Cambodia.

The Marketplace: Who are your peers and competitors? Identify others also working to address the needs you are and what differentiates you from them. What challenges could these players pose to your success or growth?

In Cambodia we have no peers and competitors who are working in poor, rural Cambodia to build economically sustainable schools.

Now that you have thought out your entry, help us pitch it.

Define your company, program, service, or product in 1-2 short sentences [136 characters]

Make Change Matter is an student experiential learning program that nurtures global awareness, compasssion and effective philanthropy.

Identify what is innovative about your solution in 1-2 short sentences [136 characters]

Through Make Change Matter, schools have the ability to create more compassionate and globally competent future citizens.

Social Impact

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This Entry is about (Issues)

What has been the impact of your solution to date?

The Make Change Matter Service Learning program ran at 2 elementary schools in Fort Collins, Colorado, in Fall 2011. The 510 students raised $2,365 and gave students at a primary school in Cambodia and a teacher for a year. Both schools intend to use the program again in Fall 2012 and 4 middle schools with a total of 460 students will conduct the program this sring.

What is your projected impact over the next 1-3 years?

By 2015 we will be working with 100 schools and raising $170,000 to support schools in Cambodia.

What barriers might hinder the success of your project? How do you plan to overcome them?

The single most important barrier to the success is not having a full time program coordinator to administer the schools we expect to conduct the program in fall 2012 and market MCM to additional schools in Colorado and the United States. We are temporarily realigning the Executive Director's priorities so she can concentrate on working with the schools to make sure the initial phase of the MCM implementation are successful.

Winning entries present a strong plan for how they will achieve and track growth. Identify your six-month milestone for growing your impact

Have a minimum of 15 schools participating in the MCM program in Colorado and raising a minium of $15,000

Identify three major tasks you will have to complete to reach your six-month milestone

Task 1

Work with teachers who have indicated interest in using the MCM program in their classes for first semester 2012-13 school year

Task 2

Work with teachers to implement fundraising projects

Task 3

Have a process in place to track teachers' completion of curriculum and fundraising goals

Now think bigger! Identify your 12-month impact milestone

By the end of 2013 have the MCM program placed in 50 schools throughout the United States

Identify three major tasks you will have to complete to reach your 12-month milestone

Task 1

Secure the funding to hire a full time program coordinator

Task 2

Complete an assessment showing the positive results in creating global citizens and fundrasing efforts

Task 3

Market MCM program to school districts throughout the United States

Founding Story: We want to hear about your "Aha!" moment. Share the story of where and when the founder(s) saw this solution's potential to change the world [125 words]

Kari Grady Grossman, SSI's Executive Director, was asked by the curriculum director of the International Baccalaureate program in the Poudre Valley School District in Fort Collins, Colorado, to write a youth edition of her award-winning book, Bones that Float, about adopting her son from Cambodia. This gave Kari the idea to expand from a simple school-wide read program to a comphrehensive service learning program. She felt that the Make Change Matter program, which includes an interactive web site, would give middle school children the opportunities to learn about the difficulties of children in rural, poor Cambodia to get a basic education. She decided that the goal of the MCM porgram is to make the middle school children more aware of the less fortunate in a third world country and create a lifelong empahty to help children become educated and imprve their economic status in the futre. Part of the service learning program is to raise money to help support SSI's schools in Cambodia.

Sustainability

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Tell us about your partnerships

We received an $18,000 grant from the Bohemian Foundation to pay for the writing and production of Adopting Cambodia, Filling Empty Schools with Hope the Children Left Behind and the interactive web site. The curriculum coordinator of the International Baccalaurate program at the Poudre Valley School District has written the curriculum handbook that will be used by the teachers.

What type of team (staff, volunteers, etc.) will ensure that you achieve the growth milestones identified in the Social Impact section? [75 words]

The single most important staff member will be a full time MCM program coordinator. Second, will be the school principals and teachers at the middle schools who will work to implement the MCM program in their schoosl.

Please elaborate on any needs or offers you have mentioned above and/or suggest categories of support that aren't specified within the list

We can partner with like-minded organizations in other countries and offer them MCM as a marketing and fundraising platform to support their work.

College, Career and Life Ready : Using Social Emotional Learning to Develop Students with Special Needs

Created on 03/16/2012 by musdave

Social-Emotional Learning - Addressing the challenges of students classified as ED with a coordinated approach to student development.

About You

Organization: New York City Department of Education, District 75 Visit websitemore ↓↑ hide↑ hide

About You

First Name

David

Last Name

Adams

About Your Organization

Organization Name

New York City Department of Education, District 75

Organization Website

Organization Country

United States, NY, New York

Country where this project is creating social impact

United States, NY, New York City

Is your organization a

Government entity

Your role in Education

Other.

The type of school(s) your solution is affiliated with

Public (tuition-free)

How long has your organization been operating?

More than 5 years

The information you provide here will be used to fill in any parts of your profile that have been left blank, such as interests, organization information, and website. No contact information will be made public. Please uncheck here if you do not want this to happen..

Innovation

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Select the stage that best applies to your solution

Established (past the previous stages and has demonstrated success)

How long has your solution been in operation?

Operating for 1‐5 years

The Need: What problem are you trying to solve?

Students classified as Emotionally Disturbed (ED) warrant special concern for society. Students in this category generally have the worst prognosis in terms of high school graduation, academic achievement, and future problems with anti-social behavior as compared to other students.

Specifically, students classified as ED have the highest drop-out rate, fail more courses, miss more days of school, are suspended more, earn the lowest grades, are more likely to be involved in the criminal justice system, and are more likely to be retained at grade as compared to all other groups of students nation-wide.

Finally, because of their disproportionate representation in the category of ED, the outcomes of this classification are particularly devastating to African American males.

The Solution: What is your solution? Be specific!

Social-Emotional Learning (SEL) is the process of acquiring the
skills to recognize and manage emotions, develop empathy for others, make responsible decisions, establish positive relationships, and handle challenging situations effectively. SEL programming can help re-mediate the challenges that students with ED in the following ways:

1)Programs outside of an SEL framework are often treated as additions to the core curriculum instead of integral parts of that curriculum. This isolation reduces their conceptual coherence and sustainability.

2)Because of the varying goals of these programs, they tend to be implemented in short-term ways with little connection to each other. This fragmentation dilutes the potential effectiveness of these programs and negatively affects sustainability.

As such, promoting an SEL framework in schools will increase the coherence of programming, promote sustainability, and support the social and emotional development of students classified as ED.

The Model: Walk us through a specific example of how your solution makes a difference; include your primary activities

After years of improvement, a school in our district that served students classified as ED was in trouble. Their grades were down and anti-social student behavior was on the rise. The school had introduced a myriad of programs including Emotional Literacy, Second Step, the Power of Choice and PBIS to name a few. Combined with the introduction of Common Core academic standards the teachers in school were exhausted. Programming that was being implemented with purpose and enthusiasm before was now lackluster as teachers experienced initiative overload. Program outcomes faltered, and the administration proposed bringing in additional programming to address those new challenges.

The school called a district specialist in to help get back their positive outcomes. They wanted to improve their program fidelity and sustainability while increasing teacher buy-in to the work.

Instead of recommending new programming, the specialist worked to align their programming to a SEL framework, creating a common language that was focused on outcomes that the whole school community could understand. They worked to make connections between various program and reduced overlaps while strengthening other areas based on student data. The team conducted a sustainability review to determine whether their systems were adequate to sustain quality programming. Instead of seeing six different programs and activities operating in their school, teachers began to see one framework - SEL, and the programming to support it.

As a result, fidelity increased, and program outcomes were restored.

The Marketplace: Who are your peers and competitors? Identify others also working to address the needs you are and what differentiates you from them. What challenges could these players pose to your success or growth?

SEL programming in District 75 is supported by the Health Emotion and Behavior Laboratory at Yale University. Our department works in tandem with the departments of Positive Behavioral Interventions and Supports, Literacy, Health, Arts, and Transition to support schools development, implementation, and sustainability of a coordinated approach to student social and emotional development.

The SEL framework is unique because it does not necessarily recommended a specific curriculum or approach as much as it provides a framework for multiple approaches to speak to each other with regards to outcomes and program activities.

The major limitation in growth is capacity. With budget cuts, the district only hires one SEL specialist for all of its 56 school organizations.

Now that you have thought out your entry, help us pitch it.

Define your company, program, service, or product in 1-2 short sentences [136 characters]

Social-Emotional Learning - Addressing the challenges of students classified as ED with a coordinated approach to student development.

Identify what is innovative about your solution in 1-2 short sentences [136 characters]

Combining research on sustainability with Social and Emotional Learning, we create coordinated, sustainable programming in schools.

Social Impact

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This Entry is about (Issues)

What has been the impact of your solution to date?

According to studies, SEL participants demonstrated significantly improved social and emotional skills, attitudes, behavior, and academic performance that reflected an 11-percentile-point gain in achievement.

What is your projected impact over the next 1-3 years?

We are in the process of purchasing the Devereux Student Strengths Assessment (DESSA) in order to better measure student growth in the following areas : Self-Management, Social-Awareness, Self-Awareness, Goal Directed Behavior, Relationship Skills, Personal Responsibility, Decision Making, and Optimistic Thinking. These areas are related to psychological resilience and are areas of remediation that will allow our students to leave District 75 for a less restrictive educational placement.

What barriers might hinder the success of your project? How do you plan to overcome them?

Capacity and coordination are the major barriers to success. While there is work in Social Emotional Learning being conducted across the district it is not coordinated nor systemic and this affects outcomes. We are actively engaging other departments in District 75 to coordinate our efforts. Creating time to meet at this level while providing direct services for schools is a major challenge. Increasing capacity by providing paid time for collaboration of members at the district so that they can support schools in organization their approach can help produce more effective outcomes. We are doing this by writing an grant for the Institute of Education Sciences to further the work.

Winning entries present a strong plan for how they will achieve and track growth. Identify your six-month milestone for growing your impact

All schools in the SEL project in District 75 (22) will have a coordinated approach to SEL.

Identify three major tasks you will have to complete to reach your six-month milestone

Task 1

Disseminate the SEL standards to all schools and work them to develop a document that organizes the programming to standards

Task 2

Purchase DESSA for use in all schools

Task 3

Provide professional development and incentives for using a standards based approach.

Now think bigger! Identify your 12-month impact milestone

In 12 months all schools in District 75 serving students classified as ED will increase pro-social behavior by 15%

Identify three major tasks you will have to complete to reach your 12-month milestone

Task 1

Disseminate the SEL standards to all schools and work them to develop a document that organizes the programming to standards.

Task 2

Purchase DESSA for use in all schools.

Task 3

Provide professional development and incentives for using a standards based approach.

Founding Story: We want to hear about your "Aha!" moment. Share the story of where and when the founder(s) saw this solution's potential to change the world [125 words]

Social Emotional Learning has the potential to address many of the challenges faced by our students classified as ED, but it must be high quality and delivered with a coordinated approach and clear outcomes. I realized this when I went to support a school and the teachers had only a vague idea about SEL programming in the school and could not articulate how it helped students be college and career ready. Furthermore, the counselors in the school, responsible for students’ social-emotional development could not speak to how their counseling dovetailed with programming in the school. To be effective, SEL instruction should be coordinated, ubiquitous, and systemic in the school environment. Because students classified as ED have such challenging outcomes, if we can affect this small population of students, we can have a huge effect on educational and societal outcomes at large.

Sustainability

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Tell us about your partnerships

What type of team (staff, volunteers, etc.) will ensure that you achieve the growth milestones identified in the Social Impact section? [75 words]

The Office of Social Emotional Learning in District 75 works with partners across the city to achieve meet the needs identified in the Social Impact Section. These partners include, Yale University, the office of Positive Behavioral Supports, and the Office of Transition Planning. We have developed a strong model for measuring sustainability at the district and school level.

Please elaborate on any needs or offers you have mentioned above and/or suggest categories of support that aren't specified within the list

In order for this approach to go district wide, it is useful to have funding to show that these ideas are relevant and important to individuals outside the District. This vote of confidence will help support the argument for additional funding to achieve our goals.

Creating emotional safety in schools in an urban, violent community

Created on 03/15/2012 by Lane Benjamin

CASE is a community-based programme, working through schools to help children, youth and parents break the cycle of violence.

About You

Organization: CASE- Community Action towards a Safer Environment Visit websitemore ↓↑ hide↑ hide

About You

First Name

Lane

Last Name

Benjamin

About Your Organization

Organization Name

CASE- Community Action towards a Safer Environment

Organization Website

Organization Country

United States, Cape Town

Country where this project is creating social impact

United States, Cape Town

Is your organization a

Non‐profit / NGO / Citizen sector organization

Your role in Education

Other.

The type of school(s) your solution is affiliated with

Public (tuition-free)

How long has your organization been operating?

More than 5 years

The information you provide here will be used to fill in any parts of your profile that have been left blank, such as interests, organization information, and website. No contact information will be made public. Please uncheck here if you do not want this to happen..

Innovation

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Select the stage that best applies to your solution

Established (past the previous stages and has demonstrated success)

How long has your solution been in operation?

Operating for more than 5 years

The Need: What problem are you trying to solve?

CASE is a community-based organisation that has been working in Hanover Park since 2001. In Hanover Park this violence takes root in a social context, which is marked by violence, unemployment and poverty stemming from the legacy of Apartheid. In Hanover Park this provides fertile ground for a flourishing gang culture, which recruits young people into the drug trade as users and merchants. In 2011 the media reported that 28 people had died as a result of gang violence in Hanover Park in the month of October alone.
CASE provides emotional awareness, support and resources to 13 schools which otherwise would not have access to any of these facilities. CASE believes strongly that schools are a microcosm of the community and any interventions within schools need to be systemic.

The Solution: What is your solution? Be specific!

CASE trains and supports members of the commmunity in psychological and lifeskills essential for increasing self-awareness and personal development, increasing empathy and reducing violent conflict. It also provides opportunities through its communinty members to apply these skills in their own community through its different projects. Trained CASE volunteers live the change they would like to see in the schools and in their community through providing services in the area of counselling and emotional support, mentoring, training and aftercare for children, youth, parents and teachers. They model a different way of being which embodies positive adult role-models who are able to deal with conflict positively, treat all people with dignity and humanity, have and teach empathy, and provide fellow community-members with essential skills for living non-violent, healthier lives. CASE's work has enabled people to live lives of dignity and self-respect despite their adverse circumstances.

The Model: Walk us through a specific example of how your solution makes a difference; include your primary activities

All community members have access to personal development training through CASE. This is an essential first step in educating people about how trauma affects our ability to empathise, and how to change our relationships with ourselves and others for the better. Out of these courses CASE selects, recruits and trains members of the community to become volunteer community workers. They are trained in one of the following areas to deliver CASE services in the community: counselling, lifeskills and mentoring men; lifeskills and mentoring young boys and girls, , lifeskills and peer-mentoring youth, faciltating literacy to primary school learners and running after-school programmes for children.
Once the initial training is complete, they become CASE community workers in the following community projects respectively:Counselling and Focus groups in 13 schools, Men's mentoring Project, Young Warriors project(Boys) and Girl Power Club (Girls), Youth-in-Action, The Big Mom's Literacy Project and FACE(Fun And Creative Experience)Afterschool Project.
Community workers are contracted into the different projects and after a period of 6 months volunteering, receive a stipend. While they work on the projects they continue to receive ongoing personal development training, emotional support (particularly as they live and work in the same community), have access and exposure to other resources, and additional skills training. All CASE projects target specific areas related to our understanding of the cycle of violence and the systemic causes and effects of continuous trauma.

The Marketplace: Who are your peers and competitors? Identify others also working to address the needs you are and what differentiates you from them. What challenges could these players pose to your success or growth?

Many organisations and government work towards addressing the areas of violence and trauma and community development. However, some organisations do not acknowledge the complex nature of issues. CASE is unique in that:
1)we work systemically, adopting an ecological understanding of the cycle of violence and contributing factors to individual, family, school and community dysfunction
2)We have developed a different and deeper understanding of the complex and layered psychological, physical and neurological effects of continuous trauma
3)We have found a way to "heal" from some of the effects of continuous trauma despite living in an impoverished and poorly resourced community.
4)The schools and community have bought into and own the work of the projects and the organisation

Now that you have thought out your entry, help us pitch it.

Define your company, program, service, or product in 1-2 short sentences [136 characters]

CASE aims to break the cycle of violence through skilled, positive role models who live the change they wish to see in their community.

Identify what is innovative about your solution in 1-2 short sentences [136 characters]

Professional, inaccessible psychological and life skills are now being taught, applied and lived by community members in the community.

Social Impact

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This Entry is about (Issues)

What has been the impact of your solution to date?

Through the counselling CASE reaches between 4000-5000 people a year. Without CASE community workers these schools would have no or limited access to any form of psychological or preventative services address the cycle of violence. CASE has helped 1300 learners improve their literacy rates through its literacy programme which primarily aims to create positive associations aroudn reading with a healthy, empathic adult role model, the Big Mom. One hundred teachers provided feedback that showed CASE's understadning of continuous trauma helped them to gain insight into their learner's struggles at school and enabled them to view these learners as "human again". Men and boys have shown changes in their behaviour, are more self-aware, and model this behaviour to their peers through CASE's school-based programmes. Teachers have reported that these learners are receiving holistic and integrated support from CASE, and that they see positive chnages in many of these young people's lives .

What is your projected impact over the next 1-3 years?

CASE has started to expand its reach as more communities and government departments are asking for the training and consultation around the model. We aim to continue to reach around 5000 people in Hanover Park. However, we would also aim to expand our expertise through training more organisations,a managers, facilitators and mentors to reach another 3000 beyond the borders of Hanover Park. With support and mentoring from CASE, other organisations will then be able to build on their own projects using CASE's training and learnings, which will have a further ripple effect and reach more people over the years.CASE has also reached 500 students each year preparing them for work in the community through teaching them CASE's model and exposing them to the reality of the psycho-social issues.

What barriers might hinder the success of your project? How do you plan to overcome them?

Funding is always a major barrier to expanding work as with further training requests and expansion plans, one needs more capacity. Funding resopurces are very depleted globally and one of the ways we would like to generate more income for the organisation is to sell our training and expertise as a product to other organisations and institutions.
Because the nature of the work is centred at building healthier people who are able to live with dignity, peace and empathy, it is not always easy to prove these positive results quantitatively.
The education system is a major hurdle as they don't contextualise the challenges that learners face when trying they measure school results for e.g. expecting school learners to succeed in their exams in the midst of gunfire is unrealistic.

Winning entries present a strong plan for how they will achieve and track growth. Identify your six-month milestone for growing your impact

Expansion of CASE knowledge and training through accessing important networks and an additonal community

Identify three major tasks you will have to complete to reach your six-month milestone

Task 1

2000 learners will be counselled and participate in CASE school-based programmes

Task 2

100 government officials (education, social development, police and health) will learn about continuous trauma

Task 3

1 additional community will be trained and mentored in setting up a CASE project

Now think bigger! Identify your 12-month impact milestone

Education department members have a better understanding of the psycho-socio context of trauma and impact on learning

Identify three major tasks you will have to complete to reach your 12-month milestone

Task 1

Department of Education officials trained and using material in their training

Task 2

Training of teaching and educational psychology students to understand continuous trauma and how to manage it in school context

Task 3

More schools from other communities exploring ways of accessing funds for CASE training of counsellors for their schools

Founding Story: We want to hear about your "Aha!" moment. Share the story of where and when the founder(s) saw this solution's potential to change the world [125 words]

As a clinical psychologist I become incredibly disillusioned by the elitism of the profession. It became very apparent in my training that psychology was not going to be relevant or accessible to the majority of marginalised and oppressed South Africans,nor was the traditional understanding of trauma applicable here. At the same time I felt that psychology could be made more relevant and adapted to the south African context, and that this expertise did not solely belong to psychologists. I was aware that South Africa has an enormous unemployment rate and that people are in fact SA's biggest resource. This is when I decided that I could pass on these psychological and life skills to people from these disadvantaged and marginalised communties, and that not only could they use these skills to better their own lives, but they could also create a ripple effect through supporting others in their community. Through this they become the example of change and the vehicle for change in others.

Sustainability

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Tell us about your partnerships

CASE partners with a number of local organisations through our projects:
In the counselling we refer cases between different government departments and other specialist organiastions e.g Child welfare or drug rehab programs
Our Youth programme has partnerships with The President's Award programme and EDUCO as well as a number of other NGOS.
Our Men's project works with Cape Nature Conservation in our wilderness trails and personal development hikes on Table Mountain.
Local schools remain our most important partners as their buy in is critical to our success.

What type of team (staff, volunteers, etc.) will ensure that you achieve the growth milestones identified in the Social Impact section? [75 words]

Current staff - 9
Current Volunteers - 45
Additional staff needed: 3 Facilitators to be trained by CASE to train beyond Hanover Park

Please elaborate on any needs or offers you have mentioned above and/or suggest categories of support that aren't specified within the list

Lalela Project: Empowering Youth in Extreme Poverty Through Arts

Created: 03/14/12 by ThienVinh Nguyen

Location

Hout Bay
South Africa

Lalela Project maintains the following goals for all of their projects:
• Provide an opportunity for children to express emotions and experiences they couldn’t otherwise communicate;
• Provide psychosocial support to children as they work through emotional issues and development;
• Activate the right brain to increase cognitive abilities and innovative thinking, and;
• Introduce and encourage arts experiences as a tool for positive change in their lives.

Journey Outreach South Africa: Kids Journey

Created: 03/14/12 by ThienVinh Nguyen

Location

South Africa

Journey Outreach's efforts are to help people reach their highest potential. Their Kids Journey programme "is being used by school teachers, school counselors and children's therapists all over the world. The goals of the program encompass academic development, social awareness and life skills, the development of broad competencies such as problem solving, critical thinking and communicating. The work has been shown to improve and strengthen students’ school performance, attendance, and emotional well-being."

Peaceplayers International South Africa: Teaching Life Skills

Created: 03/14/12 by ThienVinh Nguyen

Location

Durban
South Africa

Peaceplayers International South Africa has a variety of programmes to teach youth life and leadership skills. They have three core programmes -- one targeting primary school youth, which combines playing basketball with educating youth about life challenges and the skills to overcome these challenges. There's a focus on teaching youth rights -- to empowering them. They also have leadership and professional programmes that target older youth.

StoryMatters: Igniting Empathy and Transformation through Oral History

Created on 03/13/2012 by Alisa Del Tufo

Threshold Collaborative ignites personal and community transformation through story. We do this through training, program development and capacity building.

About You

Organization: Threshold Collaborative Visit websitemore ↓↑ hide↑ hide

About You

First Name

Alisa

Last Name

Del Tufo

About Your Organization

Organization Name

Threshold Collaborative

Organization Website

Organization Country

United States, XX

Country where this project is creating social impact

United States

Is your organization a

Non‐profit / NGO / Citizen sector organization

Your role in Education

Other.

The type of school(s) your solution is affiliated with

Public (tuition-free)

How long has your organization been operating?

1‐5 years

The information you provide here will be used to fill in any parts of your profile that have been left blank, such as interests, organization information, and website. No contact information will be made public. Please uncheck here if you do not want this to happen..

Innovation

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Select the stage that best applies to your solution

Start-Up (a pilot that has just begun operating)

How long has your solution been in operation?

Operating for 1‐5 years

The Need: What problem are you trying to solve?

Schools reflect the disparities and challenges facing their larger communities. Lack of opportunity, low achievement and levels of self-esteem, family challenges and a diminished sense of social efficacy undermine well-being and cooperation. With the income gap growing, the focus on testing and an epidemic of bullying, schools and communities are losing a sense of shared responsibility for one another and the connections that make communities whole and people feel valued. StoryMatters targets these issues through oral history and narrative. StoryMatters builds an affirming sense of self, strengthens connections with others and engages with the larger community by activating empathy.

The Solution: What is your solution? Be specific!

StoryMatters is a school/classroom based program using oral history and narrative to build empathy, leadership and opportunity. It blends core curricular requirements with a deepening awareness of self, other and community. StoryMatters creates a learning and experiential scaffold on which students deepen self-awareness, strengthen connections with others and develops social efficacy through community engagement and service learning.
StoryMatters is a project of Threshold Collaborative. The project was developed for elementary age children and will be piloted in a public middle school and a charter High school in Reading PA. We are creating a curriculum and training program to scale the program. StoryMatters will be packaged in a backpack with all the “ingredients” needed to run it: digital recorders; curriculum linking StoryMatters to grade specific requirements; examples from successful StoryMatters programs; links to on-line resources and Threshold’s on-line learning community.

The Model: Walk us through a specific example of how your solution makes a difference; include your primary activities

Schools are desperate for concrete strategies that help decrease negative behavior (bullying, absenteeism)and support pro-social opportunities for success. StoryMatters uses the power of story to build self-awareness, connections to others, the community and to ignite empathic action!
The program links to learning requirements that are grade specific and are integrated as part of the classroom experience. StoryMatters translates the hope schools have to deepen empathy into practice by engaging young people in a meaningful process that teaches empathy.
1. Deepen Self Awareness and Empathy: Students reflect on who they are, what they value and what impact they want to have in their community.
a.Grade specific reading
b.Framework: self-guided questions
c.Use of digital recorder and editing program
d.Recording answers to: "Who am I, What do I Value, What Impact do I want to Have?"

2.Build Empathic Connections: Students reflect on “others”, how are we different, what values are shared how can shared values be deepened? Students interview other students or community members.
a. Grade specific reading
b. Interview Questions developed
c. Students paired to interview others
d. Students report to class on shared values and community impact ideas

3. Strengthen Community Engagement: Students design
projects that grow from insights gained through self reflection and connections
a. Students Share Values, Ideas for Community Impact
b. Design Project
c. Implement project

Recordings allow for broad sharing and cross-community design

The Marketplace: Who are your peers and competitors? Identify others also working to address the needs you are and what differentiates you from them. What challenges could these players pose to your success or growth?

Story Corps uses oral history to tell the story of self in classrooms. Big reputation but not about connecting people and communities

Bridges to Understanding uses photos and journaling to build international connections between students. Photography based and focus on international work

Now that you have thought out your entry, help us pitch it.

Define your company, program, service, or product in 1-2 short sentences [136 characters]

StoryMatters builds Empathy Leadership and Opportunity by telling the story of self, learning about others and igniting community action

Identify what is innovative about your solution in 1-2 short sentences [136 characters]

Our stories deepen empathy, strengthen understanding and ignite action to build strong and resilient people and communities.

Social Impact

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This Entry is about (Issues)

What has been the impact of your solution to date?

StoryMatters has been used in elementary schools with children ages 5-12. Teachers, students and principals love the program and want to see it shared widely with others. StoryMatters has helped students understand themselves as valued agents of positive change in their own lives, with others and in their community. StoryMatters helps to break down the walls between different groups of children and between the school and the larger community. It is an ideal program to help schools address the challenges they face in building empathic connections amongst students and deepening understanding between the school and the larger community.
Extensive qualitative material exists to demonstrate impact including interviews with principals, teachers, community members and students. Teachers report an elevated self efficacy and pride in community involvement.
Integrating StoryMatters into the Common Core and developing the Backpack story kit will enable Threshold to scale this program widely

What is your projected impact over the next 1-3 years?

In the next 2 years we will partner with:
· An elementary school: North Bennington Independent Academy
· A charter high school: I-LEAD Charter High School, Reading PA
· A public middle school, Mount Anthony Union Middle School, VT
· Improve the pilot and fine tune grade specific strategies
· Document and assess the impact of StoryMatters
In year 3 we will:
· Tie StoryMatters learning goals and framework to the National Core Curriculum Standards for broad scaling
· Develop StoryMatters backpack, tool kit, curriculum and other resource materials
· Market grade specific StoryMatters curriculum to K-12 public, private and charter schools in the USA
· Develop in person and on-line training and coaching program

What barriers might hinder the success of your project? How do you plan to overcome them?

Financial resources are needed to:
· Implement Pilots at 3 different levels: elementary, middle and high school
· Document and assess impact
· Develop grade specific curriculum tied to Common Core
· Design and package the curriculum

We are seeking funding from private foundations, fees from schools and crowd funding for specific pieces of the work. Threshold has submitted StoryMatters to Changemakers with the hope that it will receive feedback and notice from potential funders, collaborators and backers.

Winning entries present a strong plan for how they will achieve and track growth. Identify your six-month milestone for growing your impact

Developing formal partnerships with and elementary, middle and high school

Identify three major tasks you will have to complete to reach your six-month milestone

Task 1

a. Create school partnerships

Task 2

b. Funding applications to 3 foundations

Task 3

c. Develop MOU’s with schools describing work plan and responsibilitiesd. and shared impact measures

Now think bigger! Identify your 12-month impact milestone

Three school programs with on-site coordinator Assess impact, Develop Curriculum, Create in-person and Network n-ling training

Identify three major tasks you will have to complete to reach your 12-month milestone

Task 1

· a. Secure funds

Task 2

· b. Hire appropriate staff

Task 3

· c. Develop high value curriculum with impact assessment

Founding Story: We want to hear about your "Aha!" moment. Share the story of where and when the founder(s) saw this solution's potential to change the world [125 words]

Since the early 1990’s Alisa Del Tufo has been using narrative to build opportunities for personal and community transformation. These powerful strategies have helped victims of violence heal, perpetrators of violence come to terms with their abuse, and communities address racism, work with youth and create improved health. Empathy and action have been the core values and methods of her work. Taking these strategies into schools to address the challenges faced by young people is another step on this path . A school based strategy will allow the values of empathy and action to be widely scaled and taught as a set of skills that everyone needs to succeed.

Sustainability

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Tell us about your partnerships

We have a strong partnership with the North Bennington Graded School, the Bennington area Supervisory Union and the VT Department of Education.
We will be collaborating with I-LEAD to pilot StoryMatters in their charter HS. I-LEAD has strong connections with public and charter school networks in and around Philadelphia. After piloting StoryMatters in their charter school this network will help support scaling efforts in PA.
We have a partnership with Olympus, Inc who provides us with equipment and will be involved in producing the backpack

What type of team (staff, volunteers, etc.) will ensure that you achieve the growth milestones identified in the Social Impact section? [75 words]

3 additional FT Staff
3 Student Interns/Student teachers
Contracted Services/Evaluator
Contracted Services/Curriculum Developer

Please elaborate on any needs or offers you have mentioned above and/or suggest categories of support that aren't specified within the list

Threshold would be delighted to share our methods of using narrative and oral history for personal and community transformation; these methods can be used in diverse settings to build empathy and community change
Threshold also teaches participant action research to organizations interested in using participant voice and ideas to better understand impact

The Respect for All Project

Created on 03/12/2012 by GroundSpark

We facilitate the development of inclusive, bias-free schools and communities by providing award winning documentary films, curricula, support and training.

About You

Organization: GroundSpark Visit websitemore ↓↑ hide↑ hide

About You

First Name

Debra

Last Name

Chasnoff

About Your Organization

Organization Name

GroundSpark

Organization Website

Organization Country

United States, CA, San Francisco, San Francisco County

Country where this project is creating social impact

United States, CA

Is your organization a

Non‐profit / NGO / Citizen sector organization

Your role in Education

Other.

The type of school(s) your solution is affiliated with

Public (tuition-free)

How long has your organization been operating?

More than 5 years

The information you provide here will be used to fill in any parts of your profile that have been left blank, such as interests, organization information, and website. No contact information will be made public. Please uncheck here if you do not want this to happen..

Innovation

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Select the stage that best applies to your solution

Scaling (the next step will be growing impact on a regional or even global scale)

How long has your solution been in operation?

Operating for more than 5 years

The Need: What problem are you trying to solve?

There is growing awareness among educators that more needs to be done to incorporate comprehensive anti-bias information and empathy into K-12 curriculum. Yet it remains the case that a majority of teachers still do not feel that they have the knowledge and training to do so effectively and with confidence. Many would be thrilled to learn about high quality resources that can help them open up challenging discussions in the classroom, dialogue that needs to happen if our school communities are truly to become welcoming and inclusive learning environments. Similarly, most educators today now realize that we need to do more to address bullying and harassment. Yet most schools still are focusing on discipline as the solution, not pro-active community and compassion building.

The Solution: What is your solution? Be specific!

GroundSpark has a 16-year outstanding track record addressing these problems through our highly acclaimed RESPECT FOR ALL PROJECT. The project has identified several issues through which school communities could dramatically improve their capacity for addressing bullying and bias, and for cultivating empathy and compassion. We have created five outstanding documentary films, curriculum guides, and professional development training programs through which we help educators and service providers build their skills and then take action with their students. 1) "That's a Family!" which helps children articulate and respect differences in family configurations. 2) "Let's Get Real" which opens up discussion about bias-related bullying and moving into the role of an ally 3) "Straightlaced—How Gender's Got Us All Tied Up" about teenage pressure to conform to gender norms, sexism and anti-LGBT stigma 4/5) "It's Elementary—Talking About Gay Issues in School" and "It's STILL Elementary".

The Model: Walk us through a specific example of how your solution makes a difference; include your primary activities

Through customized professional development workshops, wecan train school personnel to take action on 1) supporting youth from all kinds of families and helping them understand families different than their own 2) helping students move from a victim or offender role to becoming an ally in stopping bullying and harassment 3) being pro-active in addressing LGBT bias in the schools specifically on how to incorporate age-appropriate messages into their existing curriculum 4) opening up dialogue about the pressure on ALL students regardless of sexual orientation or gender presentation to conform to gender norms.

Through screenings of our films, role plays, and hands on use of our curriculum guides, we provide educators with the support and tools to take action in the classroom.

Today we have an opportunity to expand this work through a new partnership with the National Network for Education Renewal.

The Marketplace: Who are your peers and competitors? Identify others also working to address the needs you are and what differentiates you from them. What challenges could these players pose to your success or growth?

There are other organizations that provide anti-bias training to educators. Most closely we work with GLSEN - the Gay Straight Alliance Network, that provides anti-homophobia training, the Anti-Defamation League, which conducts sessions directly in schools with students, and groups like Our Family Coalition, which also goes into school sites directly. These are all organizations that we happily refer people to when they want more support in particular areas. What is different about what we do is bring together potential change-makers in a particular region and motivate them to work together in their geographic area, across sectors, to address school climate issues. Also because we are centered on high quality films, our approach offers a rich alternative for community engagement.

Now that you have thought out your entry, help us pitch it.

Define your company, program, service, or product in 1-2 short sentences [136 characters]

We facilitate the development of inclusive, bias-free schools and communities by providing media resources, support and training.

Identify what is innovative about your solution in 1-2 short sentences [136 characters]

The Respect for All Project will partner w/ National Network for Education Renewal to support teachers on the ground to promote empathy.

Social Impact

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This Entry is about (Issues)

What has been the impact of your solution to date?

We have supported thousands of educators and service providers to take action to improve the social climate in their school communities and given over a million young people the opportunity to develop empathy, compassion, and respect for differences. In particular, our regional trainings have helped identify potential changemakers within the educational and social service sector and introduced them to social change ideas that resonate with their own experiences working with youth. We are particularly skilled at addressing reservations that adults may have about becoming pro-active in addressing anti-LGBT bias.

What is your projected impact over the next 1-3 years?

The focus of this new component to our work is to deepen our partnership with the National Network for Education Renewal, using their unique infrastructure of 20 academic and K-12 public school system consortia, to amplify the reach and impact of The Respect for All Project. Each consortium consists of a college/university educational department that collaborates with local school districts. We will modify our previous Respect for All Project training program to cover all of our films and issues, pilot this new training with one NNER cohort, and then expand the program to the entire NNER network.

What barriers might hinder the success of your project? How do you plan to overcome them?

Given that our trainers work with us on contract, there is always the possibility that we may lose one of them to other opportunities. We would like to use this opportunity to groom a new trainer who can join our cohort and make a commitment to see the NNER project through its completion.

Winning entries present a strong plan for how they will achieve and track growth. Identify your six-month milestone for growing your impact

Identify the region of the NNER network we will work with and begin to plan our pilot training.

Identify three major tasks you will have to complete to reach your six-month milestone

Task 1

Work with NNER to develop the criteria for the pilot site and select pilot site.

Task 2

Trainers meet with NNER and develop curriculum for pilot training.

Task 3

Select date and location for pilot training and launch recruitment.

Now think bigger! Identify your 12-month impact milestone

Conduct our pilot training with one NNER cohort and have a plan to expand the program to other NNER regions.

Identify three major tasks you will have to complete to reach your 12-month milestone

Task 1

Conduct outreach to teachers and providers that are part of the selected NNER region to ensure full attendance.

Task 2

Conduct the pilot training! Evaluate its effectiveness. Share news about the training via NNER and GroundSpark's communications.

Task 3

Meet with NNER to plan rollout of next cohort of trainings within the NNER network.

Founding Story: We want to hear about your "Aha!" moment. Share the story of where and when the founder(s) saw this solution's potential to change the world [125 words]

Pat Robertson and Patrick Buchanan were running for the Republican party presidential nomination on platforms that blamed gays and lesbians for what ailed America. My son was about to enter kindergarten where I knew he would encounter classmates and teachers who wouldn't know how to support him coming from a lesbian-headed family and he would likely encounter anti-LGBT bias. These two things came together for me and I wanted to do something big and dramatic that would enable my son, and all other children, to grow up in a world free of bias. What if we made a film, I wondered, that modeled how teachers could conduct age-appropriate lessons that counteracted homophobia? And that's how the Respect for All Project was born.

Sustainability

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Tell us about your partnerships

For many years we organized the Respect for All National Coalition with our partners the National Education Association, the After School Alliance, Child Welfare League of America, National Association of School Psychologists and the Association of Children's Museums. Today we are working with a team of partners on the outreach campaign for our latest film, "Straightlaced—How Gender's Got Us All Tied Up" They are listed here: http://groundspark.org/our-films-and-campaigns/straightlaced/partners.

What type of team (staff, volunteers, etc.) will ensure that you achieve the growth milestones identified in the Social Impact section? [75 words]

GroundSpark's president, Debra Chasnoff and NNER's executive director, Ann Foster, will co-lead this project. GroundSpark's lead trainers, Amy Scharf and Cristy Chung, will develop the pilot and oversee implementation. NNER will identify the key logistics team. NNER exists to better prepare teachers to have a commitment to social justice and equity. NNER is excited about this opportunity to get more RFAP materials in more schools and into more teachers' core understanding of their role.

Please elaborate on any needs or offers you have mentioned above and/or suggest categories of support that aren't specified within the list