Big Thought Overview

2. Big Thought Overview

3. The systems that we create bring us back to our vision: That every child has the opportunities to grow the capacities needed in the 21st Century.The systems that we create bring us back to our vision: That every child has the opportunities to grow the capacities needed in the 21st Century.

4. Big Thought + Partners Again, how do we do the work? In this areas �Again, how do we do the work? In this areas �

8. Values Driven Framework Throughout Big Thought�s life cycle, we�ve always gone through the process of listen, learn, respond. It�s how we began and worked through ArtsPartners, the predecessor to Thriving Minds, and it�s what we began to do during the nascent stages of Phase I. We held community conversations with almost 200 educators, philanthropists, cultural leaders and district leaders to hear, from our community, what was needed and what we had. We heard some emerging themes, like empowerment (of parents, organizations), equity (in the city of Dallas, especially for enrichment programs, communication (among groups and in communities), though one theme really became central: The importance of neighborhood coordination. Many years ago, we believed that if all children had access to the arts in school, they would benefit the same way that their low-need counterparts did. But we learned that this was not enough. There needed to be opportunities, where kids lived, to extend and enrich what they received during school. So we looked at other organizations who were doing the same thing, and as it turned out � there were quite a few, and successful ones. This wasn�t only a Dallas movement, but a national one. One where collaboration and neighborhood-based educational and enrichment activities were prized as truly equalizing forces. Throughout Big Thought�s life cycle, we�ve always gone through the process of listen, learn, respond. It�s how we began and worked through ArtsPartners, the predecessor to Thriving Minds, and it�s what we began to do during the nascent stages of Phase I. We held community conversations with almost 200 educators, philanthropists, cultural leaders and district leaders to hear, from our community, what was needed and what we had. We heard some emerging themes, like empowerment (of parents, organizations), equity (in the city of Dallas, especially for enrichment programs, communication (among groups and in communities), though one theme really became central: The importance of neighborhood coordination. Many years ago, we believed that if all children had access to the arts in school, they would benefit the same way that their low-need counterparts did. But we learned that this was not enough. There needed to be opportunities, where kids lived, to extend and enrich what they received during school. So we looked at other organizations who were doing the same thing, and as it turned out � there were quite a few, and successful ones. This wasn�t only a Dallas movement, but a national one. One where collaboration and neighborhood-based educational and enrichment activities were prized as truly equalizing forces.

9. Active Response Cycle Throughout Big Thought�s life cycle, we�ve always gone through the process of listen, learn, respond. It�s how we began and worked through ArtsPartners, the predecessor to Thriving Minds, and it�s what we began to do during the nascent stages of Phase I. We held community conversations with almost 200 educators, philanthropists, cultural leaders and district leaders to hear, from our community, what was needed and what we had. We heard some emerging themes, like empowerment (of parents, organizations), equity (in the city of Dallas, especially for enrichment programs, communication (among groups and in communities), though one theme really became central: The importance of neighborhood coordination. Many years ago, we believed that if all children had access to the arts in school, they would benefit the same way that their low-need counterparts did. But we learned that this was not enough. There needed to be opportunities, where kids lived, to extend and enrich what they received during school. So we looked at other organizations who were doing the same thing, and as it turned out � there were quite a few, and successful ones. This wasn�t only a Dallas movement, but a national one. One where collaboration and neighborhood-based educational and enrichment activities were prized as truly equalizing forces. Throughout Big Thought�s life cycle, we�ve always gone through the process of listen, learn, respond. It�s how we began and worked through ArtsPartners, the predecessor to Thriving Minds, and it�s what we began to do during the nascent stages of Phase I. We held community conversations with almost 200 educators, philanthropists, cultural leaders and district leaders to hear, from our community, what was needed and what we had. We heard some emerging themes, like empowerment (of parents, organizations), equity (in the city of Dallas, especially for enrichment programs, communication (among groups and in communities), though one theme really became central: The importance of neighborhood coordination. Many years ago, we believed that if all children had access to the arts in school, they would benefit the same way that their low-need counterparts did. But we learned that this was not enough. There needed to be opportunities, where kids lived, to extend and enrich what they received during school. So we looked at other organizations who were doing the same thing, and as it turned out � there were quite a few, and successful ones. This wasn�t only a Dallas movement, but a national one. One where collaboration and neighborhood-based educational and enrichment activities were prized as truly equalizing forces.

10. �If this is what is important and common to you, as arts education professionals, what is important to the people in your community?�If this is what is important and common to you, as arts education professionals, what is important to the people in your community?

11. Expanding the Partnership INFLUENCERS Community boards, arts commissioners, parents IMPLEMENTERS Park & rec, police, library, churches, CBOs, parents INSTRUCTORS Staff of all these new partners, along with trained volunteers, parents BENEFICIARIES All Dallas children, parents Expanding the Partnership INFLUENCERS Community boards, arts commissioners, parents IMPLEMENTERS Park & rec, police, library, churches, CBOs, parents INSTRUCTORS Staff of all these new partners, along with trained volunteers, parents BENEFICIARIES All Dallas children, parents

17. Shift in Dominant Logic

18. Shift in Dominant Logic

19. Shift in Dominant Logic

20. As an organization, what we realized is that we needed a bigger frame. Just like the Academy Awards, the categories that we used in our frame of work�.things like visual arts, theater, music, dance and education were still vital, but only part of a bigger puzzle. As the quote says. It has already started. Long before we caught on, our community told us that creativity is a prize worth seeking. It had already begun. The people know that in the 21st century, creativity will teach the skills that we need to remain relevant.As an organization, what we realized is that we needed a bigger frame. Just like the Academy Awards, the categories that we used in our frame of work�.things like visual arts, theater, music, dance and education were still vital, but only part of a bigger puzzle. As the quote says. It has already started. Long before we caught on, our community told us that creativity is a prize worth seeking. It had already begun. The people know that in the 21st century, creativity will teach the skills that we need to remain relevant.

22. As an organization, what we realized is that we needed a bigger frame. Just like the Academy Awards, the categories that we used in our frame of work�.things like visual arts, theater, music, dance and education were still vital, but only part of a bigger puzzle. As the quote says. It has already started. Long before we caught on, our community told us that creativity is a prize worth seeking. It had already begun. The people know that in the 21st century, creativity will teach the skills that we need to remain relevant.As an organization, what we realized is that we needed a bigger frame. Just like the Academy Awards, the categories that we used in our frame of work�.things like visual arts, theater, music, dance and education were still vital, but only part of a bigger puzzle. As the quote says. It has already started. Long before we caught on, our community told us that creativity is a prize worth seeking. It had already begun. The people know that in the 21st century, creativity will teach the skills that we need to remain relevant.

23. �If this is what is important and common to you, as arts education professionals, what is important to the people in your community?�If this is what is important and common to you, as arts education professionals, what is important to the people in your community?

24. Climate that supports art learning: A climate that is conducive to learning: Using physical space, a culture of respect and rituals and routines that ensure a child is more likely to learn Engagement and Investment in Learning: Instructor and Students share and respond to clear expectations, helping students synthesize complex information and engaging students in projects that are relevant Classroom Dialogue and Sharing: Instructors and Students learn key vocabulary, share, critique, and discuss ideas Skills, Techniques and Knowledge of the Discipline: Modeling or demonstrating skills and techniques to build mastery Creative Choices: Using the imagination and expressing oneself through inquiry and problem-solving Expectations, Assessment, and Recognition: Using rubrics, providing evaluations, supporting and managing goals, etc. Climate that supports art learning: A climate that is conducive to learning: Using physical space, a culture of respect and rituals and routines that ensure a child is more likely to learn Engagement and Investment in Learning: Instructor and Students share and respond to clear expectations, helping students synthesize complex information and engaging students in projects that are relevant Classroom Dialogue and Sharing: Instructors and Students learn key vocabulary, share, critique, and discuss ideas Skills, Techniques and Knowledge of the Discipline: Modeling or demonstrating skills and techniques to build mastery Creative Choices: Using the imagination and expressing oneself through inquiry and problem-solving Expectations, Assessment, and Recognition: Using rubrics, providing evaluations, supporting and managing goals, etc.

25. 4 �If this is what is important and common to you, as arts education professionals, what is important to the people in your community?�If this is what is important and common to you, as arts education professionals, what is important to the people in your community?

26. Thriving Minds Summer Camps 5

27. TAKS Reading Passing Rates for Cycle 5 & 6 TMAS Students = student consistently attending Thriving Minds After School between FA2008 and SP2011 T = terms, as in # of terms (fall, spring, summer) that a student attends Standardized test is used is 2011 TAKS administered in April 2011TMAS Students = student consistently attending Thriving Minds After School between FA2008 and SP2011 T = terms, as in # of terms (fall, spring, summer) that a student attends Standardized test is used is 2011 TAKS administered in April 2011

28. TAKS Math Passing Rates for Cycle 5 & 6 TMAS Students = student consistently attending Thriving Minds After School between FA2008 and SP2011 T = terms, as in # of terms (fall, spring, summer) that a student attends Standardized test is used is 2011 TAKS administered in April 2011TMAS Students = student consistently attending Thriving Minds After School between FA2008 and SP2011 T = terms, as in # of terms (fall, spring, summer) that a student attends Standardized test is used is 2011 TAKS administered in April 2011

29. Blind study � Representative SampleBlind study � Representative Sample

30. You can see that the picture incorporates lines, perspectives, colors in pretty amazing ways for a first grader. Not only that, but the caption shows how the writing is advanced � the student incoporates metaphor, expression of feelings and of self, etc.You can see that the picture incorporates lines, perspectives, colors in pretty amazing ways for a first grader. Not only that, but the caption shows how the writing is advanced � the student incoporates metaphor, expression of feelings and of self, etc.

32. Climate that supports art learning: A climate that is conducive to learning: Using physical space, a culture of respect and rituals and routines that ensure a child is more likely to learn Engagement and Investment in Learning: Instructor and Students share and respond to clear expectations, helping students synthesize complex information and engaging students in projects that are relevant Classroom Dialogue and Sharing: Instructors and Students learn key vocabulary, share, critique, and discuss ideas Skills, Techniques and Knowledge of the Discipline: Modeling or demonstrating skills and techniques to build mastery Creative Choices: Using the imagination and expressing oneself through inquiry and problem-solving Expectations, Assessment, and Recognition: Using rubrics, providing evaluations, supporting and managing goals, etc. Climate that supports art learning: A climate that is conducive to learning: Using physical space, a culture of respect and rituals and routines that ensure a child is more likely to learn Engagement and Investment in Learning: Instructor and Students share and respond to clear expectations, helping students synthesize complex information and engaging students in projects that are relevant Classroom Dialogue and Sharing: Instructors and Students learn key vocabulary, share, critique, and discuss ideas Skills, Techniques and Knowledge of the Discipline: Modeling or demonstrating skills and techniques to build mastery Creative Choices: Using the imagination and expressing oneself through inquiry and problem-solving Expectations, Assessment, and Recognition: Using rubrics, providing evaluations, supporting and managing goals, etc.