In this page we answer the basic questions asked by potential board members, donors and funders. Before reading this page we suggest you read the basics of BuildaBridge in About Us which contains basic introductory facts.
What is our vision?
This vision informs our work and articulates our passion to see the lives of children, so often neglected through no choice of their own, to build healthy, imaginative and productive lives. Whether from the concrete and asphalt enclaves of the urban environment or the “informal settlements” of encapsulated poverty, our programs expand their world to one of creativity that resides in every person and outward to physical places of beauty that are just next door.
An example of this vision in action is Artology, part of our Community Programs in Philadelphia. By providing a core group of children from homeless shelters the opportunity to experience the physical world of our environment and reflecting creatively on the expansive and beautiful natural environment of our parks and reserves, we have witnessed the transformation of children, and their teachers, from small-minded hopelessness to expansive young visionaries of hope. As much as changes in will and attitude, our arts-assisted approaches have encouraged real growth in intellectual passion for learning and discovery of our natural world. If this can be done with 50, why cannot it be done with 5,000? Our goal is to expand our programs to many children within Philadelphia, and to build the capacity of programs through training abroad.
Community Arts Graduate Students 2013 in the MA in Urban Studies Program at Eastern University, an educational alliance with BuildaBridge Institute
How do we use creativity?
The particular ability of art to engage and utilize a variety of learning and cognitive styles, as well as the proven ability of art-making to serve as a vehicle for healing trauma and promoting positive emotional expression make it an effective "partner" in teaching non-art subjects, be they science, history, mathematics, character development or social and life skills.
BuildaBridge also harnesses the most unique power of creating: the use of art-making as metaphor. Metaphor is a known method for using at-hand, familiar or old knowledge to teach new, complex concepts. Every classroom includes an intentional plan for using what happens in the the art-making process as a point of learning for what happens in life. BuildaBridge's arts-integrated approaches seek to close the documented education gap that exists between low-income and vulnerable students and those with more resources, thereby reclaiming a significant number of students who would otherwise be written off.
The creative process is known to be a process of innate healing. According to most recent statistics, more than 50% of the students sitting in our classrooms, urban, suburban, or rural - have or will experience trauma in their young lives. That the structure of our classrooms intentionally build in trauma-informed, hope-infused practices is critical to our students reaching their academic potential. Arts-integrated methodologies, ritual and other features of the unique BuildaBridge Classroom help achieve this goal.
Ineffective public education systems have, in many rural and urban settings, left hundreds of thousands of children behind, wasting and failing to develop our most precious resource - future human capacity. BuildaBridge's unique classroom model (The BuildaBridge Classroom) harnesses the power of art-making to re-engage unengaged students in the learning process and to increase the well-researched protective factor of "commitment to school".
Many, if not most, of the children with whom we work are accustomed to responding in life through external factors, often intrusive on their lives and souls. Abused and neglected by parents and society, they respond and communicate far too often out of fear, mistrust, anger, and sometimes despair.
Their mothers, witnesses and sometimes partners to violence and other results of poverty, can be detached and just as non-responsive the the needs of their children, especially after long days of looking for work and permanent housing. Affordable housing, and the need for relationship intimacy is not often found when one is so distracted with life. Living in emotionally and situationally chaotic places, there is an unspoken yearning for peace, calm and safety.
Since 1997, when we began, we have learned and reflect contemporary research that children and their mothers need to basic things: A safe creative space and an adult who cares. We understand and create boundaries of safe spaces so children are free to be themselves and develop a sense of self-actualization—to become internally motivated by choosing positive virtues in their decisions in their lives and communities.
BuildaBridge also harnesses the most unique power of creating: the use of art-making as metaphor. Metaphor is a known method for using at-hand, familiar or old knowledge to teach new, complex concepts. Every classroom includes an intentional plan for using what happens in the the art-making process as a point of learning for what happens in life. BuildaBridge's arts-integrated approaches seek to close the documented education gap that exists between low-income and vulnerable students and those with more resources, thereby reclaiming a significant number of students who would otherwise be written off.
The creative process is known to be a process of innate healing. According to most recent statistics, more than 50% of the students sitting in our classrooms, urban, suburban, or rural - have or will experience trauma in their young lives. That the structure of our classrooms intentionally build in trauma-informed, hope-infused practices is critical to our students reaching their academic potential. Arts-integrated methodologies, ritual and other features of the unique BuildaBridge Classroom help achieve this goal.
How do our programs address the human condition?
Many, if not most, of the children with whom we work are accustomed to responding in life through external factors, often intrusive on their lives and souls. Abused and neglected by parents and society, they respond and communicate far too often out of fear, mistrust, anger, and sometimes despair.
Their mothers, witnesses and sometimes partners to violence and other results of poverty, can be detached and just as non-responsive the the needs of their children, especially after long days of looking for work and permanent housing. Affordable housing, and the need for relationship intimacy is not often found when one is so distracted with life. Living in emotionally and situationally chaotic places, there is an unspoken yearning for peace, calm and safety.
Since 1997, when we began, we have learned and reflect contemporary research that children and their mothers need to basic things: A safe creative space and an adult who cares. We understand and create boundaries of safe spaces so children are free to be themselves and develop a sense of self-actualization—to become internally motivated by choosing positive virtues in their decisions in their lives and communities.
How do we respond to this condition?
We also recognize, develop and restore the creative nature of children (and even their parents) in finding a voice to envision a future for themselves as they discover their self identities. Through our dedicated and trained artist teachers, we commit significant periods of teaching and mentorship with the children and families who find themselves in the tough places of their lives. This work is by nature difficult, at times disappointing, emotionally draining, and requires a commitment beyond the ideas of “giving back” in a day of service. Yet, we are often encouraged and rewarded with artist teachers who continue to serve and the observable difference that, at least for some, the human condition is preserved and improved by persistent and creative efforts.
Responding to these children and youth requires energy, creativity and essential knowledge and skills in human development and restorative practices. Since our founding a secondary goal of the founders has been to mentor younger adults in the best practices of teaching and classroom management. Coming from artistic disciplines of music, dance, visual arts and theater (among other creative forms) these artists learn the values of education, social work and good parenting.
While BuildaBridge engages and has always valued the need for seasoned adults, we have also engaged hundreds of undergraduate and graduate interns, volunteers and paid artists to learn and carry on the vision. As one intern from George Washington University said after a rather challenging year in Teach for America said, “I learned how to teach difficult kids during my summer with BuildaBridge.”
While BuildaBridge engages and has always valued the need for seasoned adults, we have also engaged hundreds of undergraduate and graduate interns, volunteers and paid artists to learn and carry on the vision. As one intern from George Washington University said after a rather challenging year in Teach for America said, “I learned how to teach difficult kids during my summer with BuildaBridge.”
What about our planning?
- Intensely focus on direct service programs in Philadelphia that have demonstrated strong outcomes. This means discovering and engaging children and their parents for longer term with more frequency through creative art-making and academic achievement;
- Develop and share our working methods and models with a broad spectrum of people working with children;
- Collaborating widely across disciplines for effective service and training; and
- Identify and engage organizational leaders at the management and support level who will carry on the vision.
How do we manage our work?
We have always sought highly qualified leadership and program management personnel. The demands of the field require education and experience in the fields of education, social work and counseling/psychology. Because of leadership with skills in non-profit management, and a diverse board with legal and financial skills, BuildaBridge has enjoyed a strong, efficient and ethical history.
All staff are evaluated annually, each program is assessed with a produced written report, and the board oversees an annual report with policies that follow the Sarbanes-Oxley controls, child abuse and criminal background checks, non-discrimination and conflicts of interest. While consistency is always a challenge with staff and board changes, BuildaBridge continues to use technology to develop and maintain virtual processes for training, policy, and reporting.
At the organizational level, both the board and leadership have guided our programs through effective oversight. This is generally done through staff meetings, site visits, weekly faculty reports, monthly financial reports, an open communication regarding crisis issues. It is also carried out through collaborations with partner sites who are engaged in the communication and reporting process.
How do we assess our work?
Based on the assessment of our Artology program we can say that 93% of tested students showed overall positive change from Pre-test to Post Test in all content areas. The average positive change of all students tested in science was 15%. 100% of 6-8th graders and 4th-5th graders tested increased knowledge in science by an average of 34%/54% respectively. Outcomes proposed here are deemed reasonable given that a 10%-20% change in behavior, especially in a highly transient population, is considered successful. Only Major Outcomes are listed due to space constraints. As measured by pre-post tests, focus groups, surveys, inventories and guided observation:
- 85% of students will demonstrate increased (20%) curiosity and increased internal motivation toward learning (Internal Locus of Control).
- 100% of students will demonstrate increased (15%) knowledge in the sciences and artistic skill according to PA standards for science and art (specific science standards selected with final curricula)
- 95% of students will demonstrate increased (30%) respect for the environment and engagement in issues of environmental justice.
- 75% of students will demonstrate improved life wisdom & skills through individual & cooperative learning as indicated by understanding consequences of choices and decreasing acting out behaviors.
- 90% of students demonstrate improved positive self-image, confidence, and awareness of responsibility to others.
- 90% of students demonstrate improved proficiency in writing (% of state standard
"This is the first time my son has ever succeeded in any academic class" --Parent of an autistic student.
"Artology means a lot to me because when I go back to school, I'll always be putting up my hand in class."-Kendra.
"Artology...teaches kids how to be more intellectual and take on different challenges"-Jessica.
"We've had interesting discussions about geology and about specific facts in science.” -Parent.
"I learned that the world has a lot of wonders right down to the soil. Before my session, I looked at soil as something you put plants in. But now, I see it as nutrients for plants and animals." -Autumn.
"Artology has taught me to keep pushing forward, to respect the environment, and to remind others to respect the environment too."-Justine.
“He's more mindful of behaving because it is expected rather than to receive incentives." -Parent.
“Since Tasia is going into 7th grade she will be taking what she has learned from the summer and it will give her a head start.” -Parent.
"Artology has taught me a lot of educational lessons, but most importantly, I have learned many life morals as well."-Décor.
What makes us unique?
Are we financially sound?
BuildaBridge has always had a formal audit by independent accounting firms and continues to enjoy clean audited financial statements. The co-Founders continue to volunteer their professional services, serving as ED and COO.
According to the last audit, administrative and fundraising costs are 22% of total expenses, with the vast majoring of funds going to programs (87%). Our programs work because of strong collaborations. People are often surprised that we do not run programming on-site. Our goal has always been to maximize our efforts through effective partnerships and to assist them in their service to children where holistic services are provided. As a result we are supported through alliances with homeless shelters, charter schools, the School District of Philadelphia, and local congregations.
Part of this collaboration has also been significant funders who have supported us annually over the past several years. These include the School District of Philadelphia (6 years), the Philadelphia Cultural Fund (5 years), Lincoln Financial (5 years), Wayne Presbyterian Church (10 years) and Second Baptist Church of Germantown (5 years of in-kind space donation for Artology). Additional support for our programs has come from both state and federal government grants, The National Endowment of the Arts, The Nonprofit Finance Fund, The Philadelphia Department of Behavioral Health and IKEA. This support is critical as will be described in the next section.
What are our priority funding needs?
Our first priority, at this time, is to cover general operating of BuildaBridge. Developing quality programs, providing effective training, assessing and evaluating teachers and programs, requires a consistent and professional staff. This long-term need is often not covered by grants and donations. As we seek to reach sustainability as part of our succession plan, we want to ensure a strong leadership.
Our second priority is our Philadelphia programs. We serve people who would otherwise not have access to quality programs for the group of people who need it most. They cannot afford to pay and we endeavor to provide on a sliding scale and or/little or no charge to the families. Recently, we contacted some of our usual partners where we are requested to provide services. Their responses were sadness that funding had been cut for all but the very basic services. Why is this critical? Recently, the School District Superintendent has proposed closing 147 neighborhood school in order to consolidate schools and save the city $27 million dollars a year. Already with a huge debt, the school district is unable to support the kind of programming needed for some of our children living in poverty.
We have a number important to us, 3:30. 3:30 is the hour and time when children and youth leave school and go home, often without guidance and experiences that are more important than keeping them occupied. The creative arts, along with artist/teacher mentors, provide these children with the opportunity to envision a new world, work out their problems creatively, learn about the value and virtue of respect for collaboration and community, gain real-world skills in creative problem solving, and to become better people for their future success.
How do you fund the work of BuildaBridge?
In 2013, our annual budget is $495,252. We view the budget as a strategic planning document. That is, in the planning process for a year we consider the cost to fund programs and services projected for the year based on our strategic plan. In the budget we list both expenditures (expenses) and project how the expenditures will be met through a funding strategy. Since our inception, BuildaBridge has maintained a more conservative approach to funding and has not borrowed money.
Ten Ways We Fund BuildaBridge
- Patrons (A Patron is someone who donates more than $2500 per year to General Operating).
- Civic or Religious Institutions that contribute more than $1000 per year.
- Corporations support BuildaBridge through both grants and major donations.
- Donors. People who give smaller donations from $25-$2500 per year. Our goal here is monthly donors. These are not counted as part of PABF.
- A Signature Event is the main event of the year and requires full resources of the organization.
- Online Events. Painting a Brighter Future, 3:30
- Friendraisers. These are small events to being people into the organization and introduce the work of BuildaBridge, i.e. World View Dinners.
- Foundation Grants. Grants sollicited from local and national foundations.
- Contracts. Service Contracts for training and service delivery with local and international organizations.
- In-Kind Services. Contributions of skills that reduce the amount of General Operating budgeted funds. i.e. Computer or database services.
The Hopeful City
The Hopeful City is BuildaBridge's Annual Signature event held this year November 9, 2013. Consider volunteering for planning event committee, contributing artwork, or attending the event.
Rev. James Garvin from the Spoilers Men's Golf Club Foundation presents a Sharone Garvin Scholarship check for $2500 to the 2013 Artology Summer Program
Since 2000, these are among the foundations and organizations that have funded BuildaBridge.
Major Grants in 2012-2013
$82,019 UNICEF-Haiti
$50,000 School District of Philadelphia
$9,065 Philadelphia Cultural Fund
$8,000 IKEA
$70,000 American Honda Foundation
How do donations enhance the organizational capacity, sustainability and/or the achievement of measurable results for the organization?
$82,019 UNICEF-Haiti
$50,000 School District of Philadelphia
$9,065 Philadelphia Cultural Fund
$8,000 IKEA
$70,000 American Honda Foundation
How do donations enhance the organizational capacity, sustainability and/or the achievement of measurable results for the organization?
