MINDDRIVE, Inc.
2615 Holmes Street
Kansas City MO 64108
MINDDRIVE 2016 in Elkhart Lake, WI
Web and Phone Contact
Telephone (816) 421-1810
Mission Statement
To inspire students to learn through mentoring and project-based learning, to expand their vision of the future, and for them to be a positive influence on the community.
Leadership
CEO/Executive Director Paula Guinn
Board Chair Scott Helm
Board Chair Company Affiliation Henry W. Bloch School of Management
History and Background
Year of Incorporation 2010
Financial Summary
Revenue Expense Area Graph

Comparing revenue to expenses shows how the organizations finances fluctuate over time.

Source: IRS Form 990

 Breakdown
Net Gain/Loss:    in 
Note: When component data are not available, the graph displays the total Revenue and/or Expense values.
Statements
Mission Statement To inspire students to learn through mentoring and project-based learning, to expand their vision of the future, and for them to be a positive influence on the community.
Background Statement
MINDDRIVE began as class at DeLaSalle Education Center in 2007 and evolved into a stand-alone 501(c)(3) organization in 2010 in order to create a mentoring program and to reach more urban high school students.
 
The founding partners developed two learning tracts: the Automotive Design Studio and MINDDRIVE Productions.

Each class creates a major project during the school year. The Automotive class designs, fabricates and builds an electric car. The Productions class creates a video about the building of those vehicles and produces various events promoting MINDDRIVE throughout the year. Each class is taught by mentors who are professionals in the community with a wide variety of expertise. They work side-by-side with our students every step of the way, teaching math, science and technology principles, and also applying them in real-world situations. 
Impact Statement

The most significant achievements from last year include:

  • MINDDRIVE Productions students traveled to Chicago where they were able to see the projects they worked on all year long reflected in the Art Institute, Chicago Architectural Boat Tour and the Museum of Science and Industry. Automotive Design Studio students headed to Road America in Elkhart Lake, WI. Students showcased their very own student-built Electrathon vehicles and talked to the public about their projects.
  • MINDDRIVE Productions hosted its very first art gallery, MINDDRIVE Art Garage last May and is planning for a second event this year. Student photographs, welded art sculptures, Electrathon cars and more were featured.
  • 100 percent of MINDDRIVE’s 2016 seniors graduated high school.
  • Enrollment has again increased with over 100 unduplicated students. 
  • We are preparing for a third year of summer programming. We are in the second year of Accelerate, a lifestyle class that prepares students for post-secondary success. Through Accelerate, each student was awarded a real-life internship that reflected their career goals. 
  • Last year we introduced MINI MINDDRIVE. This program is catered to a younger audience to get them involved in STEM early on. 
  • New for the 2016-17 year we partnered with our neighboring  Longfellow Elementary to offer MINDDRIVE Mondays as an after school enrichment activity. 
The goals for the coming year include:
  • We want to continue to create better systems to engage and keep in touch with graduates.
  • MINDDRIVE wants our students to be successful both personally and professionally. We would like to create more meaningful leadership opportunities in place for senior MINDDRIVE students.
  • In general, we would like to spread awareness of MINDDRIVE and what we do within our community. We hope to do this through MINI MINDDRIVE, MINDDRIVE Art Garage, etc.
Needs Statement
  • Program funding - administrative costs.
  • Professional Volunteers: electrical, structural, composite engineers, welders, metal fabricators, mechanics, designers, photographers, web developers, editors.
  • Up-to-Date Laptop Computers - students’ work consists of writing, photography, video editing, social media.
  • Healthy Classroom Food – Breakfast and Lunch for students & mentors each Sat. 70 people/2 meals/ 27 weekends per yr. As well as, snacks needed for evening classes.
  • Project funding – each year there’s a new project for the Automotive, Communications, and Innovation Incubator classes
Service Categories
Vocational & Technical Schools
Areas of Service
MO - Jackson County
KS - Johnson County
KS - Wyandotte County
CEO/Executive Director/Board Chair Statement

MINDDRIVE values our donors, volunteers, supporters and mentors who have allowed us to grow over the past few years. We are dedicated to creating more opportunities and giving the needed resources to our students to help make them successful through project-based learning while expanding their vision of the future and creating positive influences on the community.

 

The supportive environment at MINDDRIVE is changing lives. Our program gives students the ability to succeed by simply trying something out for the first time that they may otherwise not have had access to. With help from mentors and our hands-on approach, students learn life and career skills. MINDDRIVE gives students the confidence they need to succeed and enables them to set educational and career goals. This past year, we are proud to say that once again all of our seniors graduated high school with clear career goals and many with plans to pursue higher education. Many received scholarships and are in their first year of college.

 

While receiving global attention exceeded our expectations of the program there is nothing more rewarding than our students moving on to post-secondary success and seeing them stop-by and remain dedicated and supportive to MINDDRIVE. MINDDRIVE continues to grow each year with now 70 unduplicated students in our Saturday program and approximately 50 in our evening classes. With that said, we are looking forward to creating more opportunities for our students. With neighboring community and school partners we strive to look for students that can utilize the impact of MINDDRIVE the most. This may be students who are under-resourced, under-represented or in need of an educational intervention. From there we open their mind to the possibilities in both MINDDRIVE Productions and the Automotive Design Studio.

 

As our organization continually grows, we look to continue to create such a meaningful impact on our community. We are at a time of evolving and expanding in which we seek support from our board to provide the needed governance, strategic and fiduciary capacity that will allow MINDDRIVE to continue changing youths lives in a positive manner. With help from the AmeriCorps VISTA program, we added three new members to our staff to help with capacity-building. As we are working towards a status of suitability, we also welcomed a Marketing and Events Director, Program Facilitator and Program Manager to help support our everyday working needs.

 

We are clear that this is a critical time for transition to sustainability. We have sought counsel from experienced community and business leaders to inform our path forward and are now expanding the board and management systems to create long-term success for MINDDRIVE. We have been fortunate that the students and their work have captured the imagination and generosity of a few individuals and companies in our community to build a bridge to a more sustainable organization. But now is the time for that to happen. We are challenged but optimistic, and we invite your suggestions, criticisms and above all, support.
Programs
Description

In this program all projects are hands-on and revolve around automotive concepts. Students work in small teams with mentors from the community to accomplish a set goal. Students will learn the basics of how to use tools to help them design and fabricate with a STEM focus.

Category Education, General/Other Vocational Education
Population Served Adolescents Only (13-19 years), ,
Short-Term Success The projects are individual short-term units and each has unique, individual goals. The projects allow the students to achieve skills in areas that the students choose. The students are graded daily which makes course corrections minor. They learn to love frequent success. There have never been altercations, foul language, or disrespect. One measure of a student's attitude is testament from parents and from counselors. We have never had a negative response from a parent or counselor. The primary element that has had the most influence on their academic and social advancement has been their level of confidence. Through working with adults, getting immediate positive feedback, developing their communication skills through the communications class and actually making numerous presentations to the public and other students, they understand that they are unique individuals that have great potential and they want to step up to a new level in their life to follow a successful adult path.
Long-Term Success The ultimate goal is to engage the students, working one-on-one with mentors that not only bring them academic value but also serve as role models. Many students lack role models in their life. By succeeding in the program on projects that are beyond their imagination, they look at their core school experience often for the first time as a step toward a positive life path. Our goal goes beyond math/science proficiency to a total educational proficiency based on a vision of a productive life.
Program Success Monitored By
The students are allowed and encouraged to move around on tasks to find their interest. The program has to be successful for them both academically and socially. The mentors influence both areas. The program is measured in 4 primary ways:
  1. Are the students learning internally in the MINDDRIVE program? We conduct pre and post testing for the program to evaluate their growth academically and socially.
  2. We measure the influence that MINDDRIVE is having on their core high school experience. We have a relationship with counselors in each school and the student’s individual progress academically and socially are tracked. This is not only in math and science but in all of their classes across the board. This identifies their enhanced connection to a new direction in their life.
  3. We continue to track each student after they graduate and encourage those that stay in our community to become involved as junior mentors.
  4. Students become confident individuals and leaders among their peers.
Examples of Program Success
One of our mentors, Mike, is an expert welder and has taught such in the past. This story exemplifies how effective the mentors are and through their contribution a natural evolution of student progression is set in motion. Huji is a quiet soft-spoken, Hispanic student who struggles with English. He immediately became an assistant for Mike. He liked Mike and he loves welding. After a couple of months one day he picked up the hood and became the welder instead of the asst. Everything that is welded has since gone through him until recently. D’Anthony, without asking, became his assistant and is now stepping up to be a welder, too.

Huji has started wearing a tie when we have visitors. He is very precise in his work. He welded a sculpture that sold at our fundraiser for $1,000. The other students call him a genius. He is proud, he is good and his life is changed forever. His confidence has greatly improved. Last week he brought his family through to see his work.
Description

Tasked with the production of events and communications from the organization, students will code, shoot, edit, draft, print, film and fly in order to create deliverables that help tell the story of MINDDRIVE. The first part of the year students will discover, learn and create together in a different subject every week under instruction from a lead mentor. Students will learn to build portfolio websites, personal branding and logos, photography and video production. The second half of the year students will break into teams based on interest levels in the four areas of focus: web/interactive, photo, video and graphic design.

Category Education, General/Other Afterschool Enrichment
Population Served Adolescents Only (13-19 years), ,
Short-Term Success Our students have exclaimed marked increase in their grades and report teachers’ compliments on writing skills, grammar, punctuation, and paragraph style. They report writing more often, not just for schoolwork. Their behavior is best described as “fully engaged”, eager to learn and excel. With our weekly assessments, each student is very keen to obtain their feedback from the mentors that work directly with them week after week. The atmosphere becomes that of a family and we often sit in a circle and discuss how they feel about what they’re learning, their teamwork on a project, and their progress. They become leaders at their schools and are looked up to by their peers. Many of our students are motivated to do community service on their own and to get jobs during high school. Attendance is required to remain at 80% or higher and although they do not receive school credit for attending, our students rarely miss a Saturday class.
Long-Term Success Improvement of self-confidence is a bi-product of the program. The goal is to provide an overview of all aspects of marketing while drilling down specifically on each element, and improving in all areas. Writing is crucial for most work but storytelling through photography or the use of video is equally powerful. Ability to speak in front of groups is a trait that will serve them in all career choices. Students complete self-discovery and career exposure activities to increase pathway awareness.
Program Success Monitored By

MINDDRIVE maintains the goal of getting students to reengage in their academic environment through three general areas of learning: cognitive, affective, and motor. Cognitive learning, as it relates to mastering subject matter and problem solving; affective learning as it relates to a students motivation or lack of motivation; and motor learning as it relates to the development of physical capacities.

The MINDDRIVE program has components of all three learning types with our “sweet spot” and emphasis placed on developing a student’s affective learning capacity. Students who are chosen for the MINDDRIVE program often arrive with diminished affective skills caused by lack of a supportive learning environment at home. These issues coupled with poor school outcomes have led many to assume they are incapable of succeeding in an educational environment. MINDDRIVE’s goal is to prove to these students they have misjudged themselves.

Year after year, at the conclusion of the program, our students’ view of themselves is very different than when they began. Their outlook for the future includes a higher view and the confidence and belief in themselves that they can create a sustainable life, sometimes the first in their family to do so.

Examples of Program Success

Sandra tells anyone she meets that MINDDRIVE had a big impact on her life. When Sandra first joined MINDDRIVE she was very shy and I had trouble with school. Even though she did well in school she didn’t have any interest in post-secondary education. “When I joined MINDDRIVE my writing skills improved a lot and so did speaking skills. I had always been a shy and reserved person but before I knew it I was giving presentations and talking to people!” shares Sandra. “One of the main reasons I didn’t want to go to college was because I didn’t know what I wanted to be or what I wanted to major in, but through MINDDRIVE I discovered my passion, speaking in front of people. So I decided to go to college once I graduated and I am currently working on majoring in Communications and Business.” For Sandra, MINDDRIVE not only changed the way she sees her education but also her life.

Description

This class will teach the basics of welding under the guidance of a professional welding instructor and professional mentors. Students will be encouraged to create works of art inspired by their personal lives, community and MINDDRIVE. Some fabrication work may be asked of the students to help on various projects in and around MINDDRIVE. Opportunities for internships and/or jobs are a benefit of taking this course.

Category Education, General/Other Afterschool Enrichment
Population Served Adolescents Only (13-19 years), ,
Short-Term Success Students learn the fundamentals of different types of welding and become proficient at applying this knowledge. Because our Welding students choose to come to class on Wednesday evenings, they are making the intentional decision to dedicate more of their time to education.
Long-Term Success The average age of a welder is 58. There is a recognized demand for qualified welders in a variety of industries. Students leave the welding class with the knowledge and experience needed to pass an entry level certification for career placement. Some of our students may choose to pursue a career in welding. Other students will not become professional welders, but they will have gained confidence in their ability to learn. The students choose their welding projects, which fosters creativity and problem-solving skills. These are important traits that will help with any future career.
Program Success Monitored By

Program success is monitored by tracking the attendance of students participating in the program. The students work on different welding projects throughout the course, which also helps demonstrate their mastery of the material as compared to the beginning of the class.

Examples of Program Success

One of MINDDRIVE’s senior students in this class used the welding studio to create sculptures. She is applying to art school and has included these works in her application portfolio.

Description

This year we are offering four evening classes along with Welding & Fabrication. These classes include Designing in 3D, Music Video Production and Graphic Design. Evening classes occur throughout week nights for two hours. These programs allow for students to take a step further into their interests through project-based learning.  

Category Education, General/Other Afterschool Enrichment
Population Served Adolescents Only (13-19 years), ,
Short-Term Success Students in the 3D CAD class become proficient in Autodesk Inventor software and in the fabrication of 3-dimensional models. 
Long-Term Success The 3D CAD class helps our students express their creativity and use their imaginations. The students become inventors capable of transforming their ideas into tangible results. 
Program Success Monitored By

The short-term success of this program is monitored through tracking attendance and the students’ proficiency in Autodesk Inventor software. Long-term success, as with all MINDDRIVE programs, involves maintaing relationships with our graduated students and helping them lead fulfilling adult lives.

Examples of Program Success A MINDDRIVE senior in the 3D CAD class received a college scholarship from a local car dealership and plans to pursue a career in graphic design. 
Description

MINI MINDDRIVE inspires students to engage in education with a fun experience in STEM by teaching the fundamental properties of aerodynamics. Using a modified version of a pinewood derby car, students create their own car to race! Through hands-on creation, students will learn what makes a car faster and more efficient.

Category Education, General/Other Education & Technology
Population Served Adolescents Only (13-19 years), ,
Short-Term Success At the end of this session, students in the Innovation Incubator program will have built fully functioning solar powered streetlights.  
Long-Term Success In the long-term, the Innovation Incubator program will encourage our students to think creatively about science and technology and to apply the principles they have learned to the world around them. Also, students will gain confidence in their ability to be innovative and to bring their ideas to fruition. 
Program Success Monitored By Success is monitored through student engagement and attendance. 
Examples of Program Success Enrollment in this class continues to increase. Students are participating at a high-level in the research and design process. 
Executive Director/CEO
Executive Director Paula Guinn
Term Start June 2014
Co-CEO/Executive Director
Term Start 0
Compensation Last Year
Staff
Paid Full-Time Staff 2
Paid Part-Time Staff 2
Volunteers 50
Paid Contractors 7
Plans & Policies
Organization Has a Fundraising Plan Yes
Organization Has a Strategic Plan Yes
Management Succession Plan Under Development
Organization Policy and Procedures Yes
Nondiscrimination Policy Yes
Whistleblower Policy Yes
Document Destruction Policy No
Board Chair
Board Chair Scott Helm
Company Affiliation Henry W. Bloch School of Management
Term Aug 2016 to July 2018
Board Members
NameAffiliation
Gary Ballard Community Volunteer
Bob Berkebile BNIM
Tim Clemons Retired
Catherine Futter Nelson Atkins Museum of Art
Scott Helm Director of Non-Profit Leadership, Bloch School of Business
Mike Hobson Hobson Limousine Service
Robert Sanders Airgas
Sam Scupham Black and Veatch Engineers
Bill Stalder
Jon Stuckey Bridgestone Americas
Board Demographics - Ethnicity
African American/Black 2
Asian American/Pacific Islander 0
Caucasian 8
Hispanic/Latino 0
Native American/American Indian 0
Other 0
Board Demographics - Gender
Male 9
Female 1
Unspecified 0
Governance
Board Term Lengths 2
Board Term Limits 0
Written Board Selection Criteria? Under Development
Written Conflict of Interest Policy? Yes
Percentage Making Monetary Contributions 100%
Percentage Making In-Kind Contributions 100%
Number of Full Board Meetings Annually 6
Standing Committees
Executive
Finance
Advisory Board / Advisory Council
Financials
Fiscal Year Start Aug 01, 2016
Fiscal Year End July 31, 2017
Projected Revenue $495,000
Projected Expenses $488,985
Audit Documents
Foundation Comments
  • FYE 7/31/2015, 2014, 2013: Financial data reported using IRS Form 990. 
  •  Foundation/Corporate revenue line item may include contributions from individuals.
Detailed Financials
 
Expense Allocation
Fiscal Year201520142013
Program Expense$441,322$373,306$245,204
Administration Expense$0$5,873$7,832
Fundraising Expense$0$2,936$11,820
Payments to Affiliates--$0$0
Total Revenue/Total Expenses1.051.031.21
Program Expense/Total Expenses100%98%93%
Fundraising Expense/Contributed Revenue0%1%4%
Assets and Liabilities
Fiscal Year201520142013
Total Assets$135,796$110,461$102,777
Current Assets$85,119$76,808$81,100
Long-Term Liabilities$5,356$0$0
Current Liabilities$0$4,146$10,053
Total Net Assets$130,440$106,315$92,724
Short-Term Solvency
Fiscal Year201520142013
Current Ratio: Current Assets/Current Liabilities--18.538.07
Long-Term Solvency
Fiscal Year201520142013
Long-Term Liabilities/Total Assets4%0%0%
Top Funding Sources
Fiscal Year201520142013
Top Funding Source & Dollar Amount --Bridgestone America $30,000Hertz $40,000
Second Highest Funding Source & Dollar Amount --Bacchus Foundation $25,000Bridgestone $30,000
Third Highest Funding Source & Dollar Amount --Francis Family Foundation $20,000KC Power and Light $26,000
Capital Campaign
Currently in a Capital Campaign? No
Organization Name MINDDRIVE, Inc.
Address 2615 Holmes Street
Kansas City, MO 64108
Primary Phone (816) 421-1810
Contact Email paula@minddrive.org
CEO/Executive Director Paula Guinn
Board Chair Scott Helm
Board Chair Company Affiliation Henry W. Bloch School of Management
Year of Incorporation 2010