Case For Giving

2016 - 2018

MindLeaps is an international non-governmental organization (NGO) that uses dance to develop critical cognitive and psycho-social skills in street children and out-of-school youth. Working in post-conflict and developing countries, MindLeaps recruits children who have little hope to survive and changes their mindset to allow them to leap forward in life. To date, the organization has concentrated its work in countries affected by genocide and ethnic conflict: Rwanda, Bosnia-Herzegovina and Guinea.

“Dance is able to change these children’s mindsets,” says founder Rebecca Davis, “But that is only the first step. We have a responsibility to lead these youth out of poverty.”

To do that, MindLeaps’ has formalized a methodology that functions as a bridge program: youth who struggle to survive day-to-day on the street move to a long-term, positive view of themselves with the cognitive skills to go to school, stay in school and succeed in school. This is achieved through a program targeting 7 skills: memorization, language, teamwork, discipline, grit (perseverance), creativity and self-esteem. MindLeaps integrates its dance program with solutions to food security, child protection, and youth empowerment.

Contents

Executive Summary..............2

What Have We Achieved?....4

Theory of Change.................6

MindLeaps Tool Kit..............8

How Do We Know It Works? 10 How Did We Get Here?.....12 Where Are We Going?.......14

Broadening Our Impact......16

Train The Trainers..............18

Story of Patrick...................19

How Do We Get There?.....20

Our Giving Story Continues 22

Board & Staff......................23

EXECUTIVE SUMMARY

2

After executing this program for five years in three different countries for over 2,000 youth, MindLeaps attracted the interest of Carnegie Mellon University. Researchers wanted to independently analyze how MindLeaps used dance to make street children top academic performers at the most rigorous boarding schools in Rwanda. After two years of field research, three papers about the effectiveness of MindLeaps’ methodology will be published in 2017.

MindLeaps has the potential to serve 3,000 youth annually in Rwanda, Guinea and Bosnia-Herzegovina, begin 8 new programs around the world and launch a program in New York by 2018. To achieve this impact, we aim to increase our budget from $278,000 to $797,000 by 2018.

Alongside this growth, MindLeaps is attracting requests from large organizations and government ministries to contract MindLeaps to serve their beneficiaries too. After we build the necessary capacity to manage these partnerships, this licensing model will contribute 30% of our annual budget through earned revenue after 2018.

MindLeaps wanted to take its methodology one step further: it wanted a quantitative way to show the effectiveness of dance on children’s learning skills. It has now developed a technology platform to generate visualization graphs to help teachers, organizations and governments make decisions about individual students’ cognitive development while also generating a rich body of data about the learning patterns of out-of-school youth.

With the establishment of a data-driven monitoring and evaluation system to accompany an innovative arts-based approach to transition the world’s most vulnerable youth back into society, MindLeaps is now positioned to move from an entrepreneurially-driven not-for-profit company into an organization supported by institutional funding agencies that serves youth across the world.

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Current MindLeaps ProgramsNew Programs in 2017

International Artists Fund with Ambassador Misty Copeland of

American Ballet Theatre launched the Girls

Program in Rwanda

Ambassador LaMar Baylor of The Lion King formed a partnership

with Broadway Cares to increase the awareness and need for school

sponsorship

Over 2,000 youth have completed the MindLeaps

Dance Program

What Have We Achieved?

MindLeaps produced a comprehensive Tool Kit to improve the work of child protection specialists, arts

educators and psychologists working in post-conflict and

developing countries

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70% of our youth enrolled at school have performed in the top 20% of their class

Theory of Change

STEP 1: DANCE The MindLeaps Tool Kit

The 3 Steps to Independence program is the hallmark of MindLeaps because it permanently breaks the cycle of poverty of street children and out-of-school youth; it represents our unique Theory of Change.

Everywhere around the world it is common to see music and dance used with children to inspire learning, develop confidence and build self-esteem. MindLeaps has chosen to leverage the power of dance to help children who lack basic cognitive functioning or normal social behavior skills because they have never had a permanent home, consistent nourishment, a caretaker or the chance to go to school. Whereas many rehabilitation programs struggle to attract and retain youth, MindLeaps is constantly turning away youth who want to join the program.

MindLeaps uses dance as the entry point to the development of a street child’s mind. Kids come

off the streets and into MindLeaps Centers to attend a fun, free dance class. This class is part of a carefully crafted, standardized set of demanding

curricula focused on cognitive and behavioral skills. Over time, the youth demonstrate

improvement and are moved into the next phase.

A common side effect of our physical training is the reduction in drug use. The endorphins released during the high-impact exercise can replace the “rush” the youth often seek on the street. MindLeaps teachers have experienced first-hand several youth detoxing through the dance program and achieving drug-free lives.

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Theory of Change

Showing the discipline and commitment to self-betterment in a dance studio is not necessarily

sufficient. Students must demonstrate that they can continue to perform well in a more structured, self-disciplined setting – an IT computer lab or an

English language classroom.

Almost all of MindLeaps youth never touched a computer before entering Skills Training. The curiosity and thrill experienced when they touch a computer for the first time and connect to the outside world was expressed well by 13-year old Samuel: “Now I want to learn to read and write. There are so many things here that I could learn how to do.”

Normally, youth spend approximately six months to one year in Steps 1 & 2. Thereafter, the vast majority of the youth are ready to take the next step to ending their lives of poverty: attending

boarding schools inside their country. This phase removes the pressure on the street child by

establishing a safe place to sleep, regular meals, appropriate clothing, and access to school. This sponsorship facilitates their permanent exit from

street life and creates a viable future for them and their siblings.

Thus we have achieved the transition from a street

child to a young man or woman with a formal education and the self-

confidence that is required to become a successful, productive member of

society.

STEP 2: SKILLS TRAINING STEP 3: EDUCATION

7

8

MINDLEAPS develops & measures 7 SKILLS:

COGNITIVE NON-COGNITIVE

Memorization Teamwork & Collaboration

Language Self-Esteem

Discipline

Creativity & Self-Expression

Grit (Commitment)

Each class has: Warm Up (45 minutes) Demanding nonstop physical training Across the Floor/Diagonal (30 minutes) Requiring intensive concentration and coordination Choreography (45 minutes) Developing focus, creativity and teamwork

MINDLEAPS TOOL KIT

“Mental Objective” corresponds to which of the 7 skills are targeted

during that particular exercise. Over the course of the two-hour class,

multiple exercises targeting all the skills are covered, allowing the assistant teacher to grade the

students according to our measurement rubric.

How is the Data Used?

The dance teachers input the students’ grades on an Android tablet that does not require a live Internet connection. A modeling algorithm translates these grades into information that can be used by the teacher. Data visualization reports are produced that allow MindLeaps to make critical decisions, including:

Is the child showing improvement in both cognitive and non-cognitive skills?

Is the child consistently showing a new level of emotional regulation (mental stability)?

Is the student ready to go to school?

The movement

styles reflect those that are appealing to

youth and help attract children on a

recurring basis. MindLeaps’ specific

measurement system is tied to these movement

styles and set exercises.

Students must come on time to participate. The children see other kids watching from the doorways and windows hoping for the opportunity to join, so they are aware of the value of their spot. If children miss 3 classes for no reason, they are

eliminated – just as they would be from school. Children learn the importance of maintaining a schedule, which

contributes to their school readiness.

MindLeaps has organized its dance program

into a Tool Kit that can be implemented in any country or community where dance is a part of the accepted culture and youth suffer

from a lack of routine, motivation and confidence in their daily lives. Organizations can partner with MindLeaps to purchase and

implement the Tool Kit to serve their beneficiaries.

2 The CURRICULA is composed of 5 books with structured classes in basic movement, contemporary, and choreography. Each exercise has a movement task, physical objective, and mental objective. Below is an excerpt from Level I: Foundational Work showing how each book is structured:

3 MONITORING & EVALUATION Teachers spend months in the MindLeaps training program to understand how to measure each of the cognitive and non-cognitive skills. Each skill is measured on a scale of 1 to 7, and each corresponds to a specific descriptor.

1 PROGRAM DESIGN 2-hour classes 15 – 25 students/class Ages 9 -18 years

Example Grading Rubric for Skill of Self-Esteem

3 sections comprise the Tool Kit: 1. Program Design 2. Curricula 3. Monitoring & Evaluation

9

MINDLEAPS develops & measures 7 SKILLS:

COGNITIVE NON-COGNITIVE

Memorization Teamwork & Collaboration

Language Self-Esteem

Discipline

Creativity & Self-Expression

Grit (Commitment)

Each class has: Warm Up (45 minutes) Demanding nonstop physical training Across the Floor/Diagonal (30 minutes) Requiring intensive concentration and coordination Choreography (45 minutes) Developing focus, creativity and teamwork

MINDLEAPS TOOL KIT

“Mental Objective” corresponds to which of the 7 skills are targeted

during that particular exercise. Over the course of the two-hour class,

multiple exercises targeting all the skills are covered, allowing the assistant teacher to grade the

students according to our measurement rubric.

How is the Data Used?

The dance teachers input the students’ grades on an Android tablet that does not require a live Internet connection. A modeling algorithm translates these grades into information that can be used by the teacher. Data visualization reports are produced that allow MindLeaps to make critical decisions, including:

Is the child showing improvement in both cognitive and non-cognitive skills?

Is the child consistently showing a new level of emotional regulation (mental stability)?

Is the student ready to go to school?

The movement

styles reflect those that are appealing to

youth and help attract children on a

recurring basis. MindLeaps’ specific

measurement system is tied to these movement

styles and set exercises.

Students must come on time to participate. The children see other kids watching from the doorways and windows hoping for the opportunity to join, so they are aware of the value of their spot. If children miss 3 classes for no reason, they are

eliminated – just as they would be from school. Children learn the importance of maintaining a schedule, which

contributes to their school readiness.

MindLeaps has organized its dance program

into a Tool Kit that can be implemented in any country or community where dance is a part of the accepted culture and youth suffer

from a lack of routine, motivation and confidence in their daily lives. Organizations can partner with MindLeaps to purchase and

implement the Tool Kit to serve their beneficiaries.

2 The CURRICULA is composed of 5 books with structured classes in basic movement, contemporary, and choreography. Each exercise has a movement task, physical objective, and mental objective. Below is an excerpt from Level I: Foundational Work showing how each book is structured:

3 MONITORING & EVALUATION Teachers spend months in the MindLeaps training program to understand how to measure each of the cognitive and non-cognitive skills. Each skill is measured on a scale of 1 to 7, and each corresponds to a specific descriptor.

1 PROGRAM DESIGN 2-hour classes 15 – 25 students/class Ages 9 -18 years

Example Grading Rubric for Skill of Self-Esteem

3 sections comprise the Tool Kit: 1. Program Design 2. Curricula 3. Monitoring & Evaluation

HOW DO WE KNOW IT WORKS? Seeing The Change Founder Rebecca Davis worked alongside dance teachers, school teachers and psychologists for three years: “All of us could see that we were building a program that was fundamentally changing the way children saw themselves and their futures.

In 2011, student Eric Mugiraneza in Rwanda said, ‘I am waiting to die.’

In 2016, he is about to graduate primary school and said, ‘I will be a mechanic.’

We could see the change, but how could we show it was happening to anyone who wasn’t inside the studio with us? We needed to quantitatively measure the changes happening.”

In 2014, Carnegie Mellon University and Drexel University independently studied the impact of MindLeaps dance program in Rwanda on street children. The research teams found that there was a substantial, consistent change in 7 learning skills:

MEMORIZATION Ability to learn and recall patterns of information

Improves progress in sequential thinking Leads to higher executive functioning

capabilities

LANGUAGE The process to understand and communicate

Teaches names of body parts and anatomical terms

Develops connection between verbal and physical learning styles, aiding kinesthetic

learners with this dual processing style

TEAMWORK Ability to work and/or create with other students

Decreases fighting Replaces poor behavior with an

ability to work alongside others

DISCIPLINE Ability to obey rules and a code of conduct

Transitions youth from a life devoid of adult rules to a structured environment

Facilitates the ability to function and thrive in a place with imposed restrictions

SELF-ESTEEM Confidence in one’s own abilities and self-worth

Creates the high level of confidence needed to return to school or the workplace Demonstrates that failure is part

of learning to become better

CREATIVITY & SELF-EXPRESSION Use of imagination

Develops imagination to improve problem solving

GRIT Perseverance and passion for long-term goals

Changes short-term survival mindset to long-term goal setting

Instills the desire to work for long periods of time to achieve difficult goals

Develops a motivation to persist despite obstacles

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Technology Platform to Measure a Child’s Progress

MindLeaps teamed up with Carnegie Mellon University and a team of software developers to build a technology platform to allow teachers to capture data on a recurring basis. This way, teachers can make the best decisions about the readiness of these youth to move forward in life.

The technology platform is an Android application on a tablet that works without internet connection. This allows teachers to input students’ scores during each dance class.

The Android application communicates with a web application that applies mathematical modeling to determine if the information is statistically significant. If it is, then an algorithm is applied that transforms the data into visualization graphs demonstrating the changes in each of the 7 skills per child and per group.

A typical visualization group appears like this:

In this graph, Group A represents 15 street children in Rwanda who were graded 3 times/week for 20 weeks in each of the 7 skills. A total of 6,300 scores (data points) were interpreted to generate this graph. The graph tells us that after 12 weeks in the program, on average, students had improved their skills by approximately 35%.

UNIVERSITY RESEARCH

Three separate papers about MindLeaps will be published in 2017:

Probability of Success in Boarding School Following the MindLeaps Dance Intervention (Dr. Patrick McSharry, Oxford/Carnegie Mellon & Janelle Junkin, Drexel University) Selectivity Bias: Are Street Kids All The Same? (Dr. Michael Leeds, Temple University & Janelle Junkin, Drexel University) MindLeaps: The Impact of Dance on Learning in Post-Conflict Environments (Dr. Girija Kaimal & Janelle Junkin, Drexel University)

What is the effect of these skill changes? MindLeaps saw that children who followed our program and then went to school never dropped out and performed exceptionally well. The tenacity, or grit, that they had practiced in the studio transferred to the classroom; they knew their opportunity to go to school would be lost forever if they gave up when things became difficult. Consequently, 70% of our youth perform in the top 20% of their academic classes at top boarding schools in their country.

The changes in these skills are a predictor of school success – and pave a viable path to a child’s future livelihood.

Performance of street youth in MindLeaps Dance Program

Aver

age

Cog

nitiv

e Sk

ill

group A performancefitted curve for group A

7

6.5

6

5.5

5

4.50 2 4 6 8 10 12 14 16 18 20

Weeks

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HOW DID WE GET THERE?

MindLeaps represents the cross-section of several critical fields today: child protection, arts education and youth empowerment. The model that we use to transform the lives of youth who are suffering from the challenges of post-conflict reconstruction was conceived from years of first hand learning experiences in the field.

Growing the 3 Steps to Independence model to rehabilitate and re-integrate

children in Rwanda, Guinea & Bosnia-Herzegovina.

&

Bringing the MindLeaps Tool Kit to serve at-risk children in other

countries, including a pilot program in the USA.

The Evolution of MindLeaps…

MindLeaps grew out of social entrepreneur Rebecca Davis’ first company: Rebecca Davis Dance Company. After choreographing her 2008 production based on the genocide in Darfur, Rebecca developed a passion to understand the effects of ethnic conflict and the steps towards reconciliation in post-genocide countries. In Rwanda, she discovered many street children – a byproduct of war – had a deep love of dance. Returning to her dance company in Philadelphia, she decided to begin projects abroad that would give street children a safe haven through dance classes. As Rebecca’s knowledge and experience grew in the field of international development, she realized that her company could be positioned to help children in post-conflict areas if the dance lessons were combined with an educational model to develop street children’s basic learning skills. In 2010, the Board of Directors decided to re-orient the company to solely focus on developing programs abroad. Rebecca spent three years traveling between Rwanda, Guinea and Bosnia-Herzegovina to work with dancers, educators, psychologists and researchers to develop and test a methodology that could permanently change the minds and lives of street children. The result was the 3 Steps to Independence – MindLeaps’ theory of change. With the finalization of the core model, Rebecca returned to the USA and the headquarters was moved to New York. The company underwent an official re-branding and re-positioning, unveiling the name “MindLeaps” in 2014.

The future of MindLeaps follows two paths:

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WHERE ARE WE GOING?

MindLeaps has made a commitment to building a sustainable future for all of the youth we serve in our three focus countries: Rwanda, Guinea and Bosnia-Herzegovina.

As we have built this model and started serving hundreds of youth, the vulnerability levels of the youth have diversified. We now have youth that fall into these categories:

Street youth: absolutely no place to take shelter and no trustworthy caretaker

Out-of-school youth: extremely poor living conditions and no access to school

Vulnerable (at-risk) youth at school: enrolled in school but identified as “failing students” due to poor performance or emotional issues

“Vulnerable” or “at-risk” can refer to a variety of issues facing youth, including social conditions, emotional problems and socio-economic circumstances. MindLeaps generally targets youth who have emotional issues, drug addictions and also face economic hardship.

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OUT-OF-SCHOOL CHILDREN → DAY SCHOOL SUPPORT & FAMILY STABILITY

VULNERABLE (AT-RISK) YOUTH → SCHOOL PARTNERSHIPS PROGRAM

Out-of-school youth need the MindLeaps Tool Kit (dance program) to bridge the transition into school. Instead of boarding school, these youth can be supported to go to day school since they have a caretaker and a home. The home situation is extremely challenging though, and the child is unlikely to be able to attend school regularly without meal provisions provided to the lead female caretaker. A social worker follows the regularity of the child at school and monitors the support provided to the household.

$400/year/child

Vulnerable youth at school require MindLeaps Tool Kit (dance program) but in a different format than those who are out-of-school. At-risk youth are already enrolled in school but may soon resort to street life without an improvement in non-cognitive skills, primarily self-esteem, grit, teamwork and discipline.

$230 - $380/child/year in partnership with

Ministries of Education & School Administrators

The 3 Steps To Independence is the appropriate support model for street youth in our focus countries: attracting children to a safe zone through the appeal of high energy dance classes that transform their developmental skills; improving their ability to excel in a structured environment through IT and English classes; and facilitating their entrance to boarding school to access a top education inside their own country.

$1,800/year/child

STREET YOUTH → 3 STEPS TO INDEPENDENCE

OUT-OF-SCHOOL CHILDREN → DAY SCHOOL SUPPORT & FAMILY STABILITY

VULNERABLE (AT-RISK) YOUTH → SCHOOL PARTNERSHIPS PROGRAM

Out-of-school youth need the MindLeaps Tool Kit (dance program) to bridge the transition into school. Instead of boarding school, these youth can be supported to go to day school since they have a caretaker and a home. The home situation is extremely challenging though, and the child is unlikely to be able to attend school regularly without meal provisions provided to the lead female caretaker. A social worker follows the regularity of the child at school and monitors the support provided to the household.

$400/year/child

Vulnerable youth at school require MindLeaps Tool Kit (dance program) but in a different format than those who are out-of-school. At-risk youth are already enrolled in school but may soon resort to street life without an improvement in non-cognitive skills, primarily self-esteem, grit, teamwork and discipline.

$230 - $380/child/year in partnership with

Ministries of Education & School Administrators

The 3 Steps To Independence is the appropriate support model for street youth in our focus countries: attracting children to a safe zone through the appeal of high energy dance classes that transform their developmental skills; improving their ability to excel in a structured environment through IT and English classes; and facilitating their entrance to boarding school to access a top education inside their own country.

$1,800/year/child

STREET YOUTH → 3 STEPS TO INDEPENDENCE

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BROADENING OUR IMPACT

As MindLeaps builds deeper in Rwanda, Guinea and Bosnia-Herzegovina, we simultaneously have started a revenue-generating path to support the breadth of our impact: leveraging the data-driven dance model to serve new communities.

MindLeaps is licensing our model to large international organizations and NGOs and exploring a NYC-based program.

Licensing the MindLeaps Model This is the primary effort to bring financial sustainability to MindLeaps while exposing as many youth as possible to our tested methodology. MindLeaps Tool Kit is available to partner organizations to implement in their own countries.

Since 2011, MindLeaps has partnered with organizations in various forms but the licensing model is unique because organizations have access to the technology platform whereby teachers collect information on the cognitive and non-cognitive skills. Both teachers and organizational staff will have access to customized learning curves exploring the granular information of how these youth are developing and preparing for their next stage in life.

HIAS, the international NGO facilitating the resettlement of refugees around the world, has purchased the MindLeaps Tool Kit and will roll out our dance program for 75 urban refugee children in Kampala, Uganda in 2017.

Depending on the location and size of the licensee, the MindLeaps Model can be implemented between $13,500 - $40,000 USD at-cost.

HIAS & MindLeaps in Kampala, Uganda

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Serving New York & The USA MindLeaps has received numerous requests to explore the possibility of bringing our dance program to the USA given our impact on underperforming students in schools.

MindLeaps is pursuing a US program that would:

Serve recent immigrants/refugees, including a focus on integration

Serve schools with high drop-out rates

Serve schools that need quantitative metrics to improve their fundraising capacity

MindLeaps is raising $15,000-25,000 USD to launch a New York program in 2017.

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Train The TrainersTo achieve sustainability with our licensing partners, MindLeaps has a Train The Trainers component to work with the partner’s staff or local dancers to become teachers.

MindLeaps provides four types of Train The Trainers programs:

USA-Based Training:Every June, a regular training program is held in NYC to train a select group of teachers who will be teaching in the field. Since 2011, MindLeaps has trained 24 international dance teachers. Teachers need to apply.

Rwanda-Based Training:A similar training program has been set up in Rwanda to train African teachers that are not able to travel to the USA. Teachers come to the MindLeaps program in Kigali and train in the curricula as well as practice teaching in the regular program at the MindLeaps Center.

Training Top Students:By promoting local talent, MindLeaps teachers can train top students within partner programs to learn the curriculum, carry out the grading system and execute regular reports on the progress of students.

On-Site Training:MindLeaps deploys teaching teams to the partner's location and trains a group of local dancers and staff to learn the methodology. At least six weeks of full-time training is needed.

Particular teaching strategies, such as complimenting every child at least once during class, are integrated into the studio so that the least talented or most challenged child is often lifted up as a hero for the others to emulate in some way. In fact, students are stunned when a MindLeaps teacher says “good job”; it is the first time they have ever received encouragement from an adult. The ideas of inclusion, teamwork and self-confidence are threaded throughout the standardized curricula.

MindLeaps Teachers Must:• Be professional dancers (ballet, jazz,

contemporary, or traditional dance of the

country)

• Understand the basics of child psychology

• Become proficient in MindLeaps’ grading

rubric & technology platform

• Have field experience with street children,

refugee populations, out-of-school youth, at-

risk adolescents or former child soldiers

• Speak multiple languages

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Patrick first said to me, “I will not go to my father’s funeral when he dies. He doesn’t know I exist, so why should I?”

Then we began dance class…

Patrick punched me in the leg and fled to the back of the room. There, he continued to taunt the other kids and run up to the front of the room, shout in my face and run back to the corner.

THE STORY OF PATRICK by founder Rebecca Davis

Dance is a means to an end: a better life for

a child and a family.19

Patrick was exhausted at the end of the warm up. The shouting and taunting had long stopped.

At the end of the warm up, the kids sat on the floor recuperating as we explained how a particular muscle works. Today, co-teacher Ssali and I talked about the latissimus dorsi, a large muscle in the back that guides a dancer’s arm patterns. All the kids verbalized “latissimus dorsi!” and pointed to the muscle.

Class continued.

The kids, now recovered, ran to the back corner of the room and lined up to go “Across the Floor” with attempts at jazz walks, battements, pirouettes and pas de chat jumps.

And this continues for 6 hours/week for three months…or even longer for some kids.

1 Year Later:I returned to Rwanda and visited the class that Ssali was now teaching with a new Rwandan co-teacher. Patrick came up to me; he didn’t punch me in the leg. He showed me a pirouette, and then asked Ssali to translate something for me: “When do I get to go to school?”

3 Years Later:Patrick will graduate Primary School at Sonrise Boarding School, the best school in Rwanda, in 2017. He’s in the top 10% of his class and will most likely get a government scholarship to go to secondary school.

I visited Patrick in February 2016. “What do you remember from dance class?” I asked Patrick.

“Dance? I don’t have time to dance anymore. I only study to achieve my dream of being a businessman. How else will I be able to support my little sister?”

MindLeaps’ dance class starts with 45 minutes of solid non-stop cardio work interspersed with stretching, sit ups and push ups. The intensity of the warm up, mixed in with our constant verbal encouragement of the students, helps to focus the kids from the troubles they have fled from on the streets to the positive energy of the dance studio.

Patrick said aloud, “I don’t have a latissimus dorsi.”Ssali asked him to put his arms in Second Position.Patrick did it.“You just used your latissimus dorsi,” Ssali said.I think Patrick smiled, but I’m not sure.

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350 Youth

1,500 Youth

3,000 Youth

$714 / Child

$317 / Child $266 / Child

0

500

1000

1500

2000

2500

3000

3500

2016 2017 2018

Yout

h Se

rved

/Dol

lars

Spe

nt

Projected 3-Year Impact Growth

# of Youth Served Cost Per Youth in $

Year 2016 2017 2018

# of Youth Served in Focus Countries (Rwanda, Guinea & Bosnia-Herzegovina) 350 1,500 3,000

% of Youth Enrolled in School or Vocational Training Centers 30-35% 50% 60%

Additional Countries/Communities Served 3 6 8

HOW DO WE GET THERE?

MindLeaps is now on the verge of moving from an entrepreneurially-based not-for-profit to an international NGO supported by institutional funding. This transition has been made possible through the development of an evidence-based model, which is now organized as the MindLeaps Tool Kit.

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Projected 3-Year Sources of Revenue

$0

$100,000

$200,000

$300,000

$400,000

$500,000

$600,000

$700,000

$800,000

$900,000

2016 2017 2018

Min

dLea

ps B

udge

tProjected 3-Year Budget Growth

Earned Revenue Contributed Income

2016 2017

2018

Foundations Government Individuals

Crowdsource Campaigns School Sponsorships Earned Revenue

Year 2016 2017 2018

Projected Organizational Budget $270,000 $476,016 $797,816

# of Licensed MindLeaps’ Programs 0 3 8

% of Budget from Earned Revenue 5% 15% 30%

Earned Revenue = Partners implementing the MindLeaps Tool Kit through our Licensing

Model

Major Licensing Partner for 2017: HIAS

Our Giving Story Continues…To achieve this growth and serve these youth, MindLeaps has specific

targets to reach through individual and foundation giving:

To become a part of our giving story and learn

about the many ways you may contribute, please

contact Executive Director Rebecca Davis at

davis@mindleaps.org

MindLeaps is raising $206,000 to support our 2017 goals.

MindLeaps is looking to partner with foundations to achieve our goals.

With additional support, more youth will be saved from the streets, sent to school and receive the ongoing services essential to leap forward in life.

MindLeaps is raising funds for a USA-based program.

MindLeaps is sponsoring children to return to school through scholarships.

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Board of Trustees & AdvisorsLaMar BaylorDisney’s The Lion King on Broadway

Kunal BhattRSM US LLP

Kenneth CohenLegal Counsel

Misty CopelandAmerican Ballet Theatre

Mary CoxInternational Rescue Committee

Rebecca Davis, Ex-Officio MindLeaps

Neil KleinmanUniversity of The Arts

Sucheta MisraSenior Counsel, United Airlines

Erin PerezArke Systems

Ronni PressmanTemple Ner Tamid

Catherine SmithDance 101

Joel E. Soffin, ChairJewish Helping Hands

Executive Staff

Rebecca Davis, Executive Director

Eugene Dushime, Rwanda Country Director

Ansoumane Conde, Guinea Country Director

Tanja Tarcuki, Bosnia-Herzegovina Country Director

Eleanor Milburn, Special Programs Manager

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Thank you to our photographers: Miki Powell, Michael Maguire, & Jano Cohen

315 West 36th Street, 10th Floor New York, NY 10018

info@mindleaps.org

+1 646 902 1295

www.mindleaps.org/donate