PERSPECTIVES OF HOPE
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The kids that make it, it isn’t because we reduced, mitigated, or eliminated the risk in their lives. It’s because we included hope. - Rick Miller, Founder, Kids at Hope
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MEET THE TEAM UNDER THE DIRECTION OF Page — 4
Molly Abbott
Jessica Micalef
Taylor Singleton
Majors : Interior Design + Sales and Marketing
Major : Interior Design Minor : Architectural Studies
Major : Interior Design
Milagros Zingoni
Ben Ayers
Faculty Advisor
Faculty Advisor
Cailey Pock
Tessa O’Bert
Clara Medland
Cassidy Williams
Major : Interior Design Minor : Business
Major : Interior Design Minor : Sustainability
Major : Interior Design Minor : Woman Studies + Sustainability
Major : Interior Design Minor : Sales and Marketing
THANK YOU
Thank you to all those who have made a hopeful impact on this project : Paul’s Ace Hardware Sherwin-Williams store #4378 Industrial Metal Supply Design School Shop Kids At Hope Ed’s Custom Welding Eduardo Robles Thomas Cox Mr. + Mrs. Williams Harrison Properties AZ Wholesale Growers or V+P Up Page — 5
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TABLE OF CONTENTS 4 Intro |
meet the team under the direction of acknowledgment
8 Abstract | 10 Defining At-Risk |
a deeper look into the stereotype
22 Maricopa County Regional School District | a look into the community at large
32 Hope Tactics | Informal approach to the master plan
38 Perspectives of Hope |
putting the process into practice
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ABSTRACT Page — 8
Pre-cast circumstances of the family dynamic, in the past, thought to pave a future for children that label them “atrisk” in a pre-defined destiny. Understanding the segregation society classifies “at-risk” youth, allows uneducated views to become exposed in order to eliminate this pre-conceived misconception. Ultimately removing the stereotype of “at-risk” youth and paving a future of hope for younger generations. The circumstances one has been given at birth does not limited them to reaching their full success. No exceptions.
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DEFINING AT-RISK a deeper look into the stereotype
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AT-RISK YOUTH : noun
A child who is less likely to transition successfully into adulthood
Possible factors attributing to at-risk youth
poor social skills
50% bad neighborhoods
of personality characteristics are inherited office of juvenile justice and delinquent prevention 2010
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poverty
20%
of children live in poverty office of juvenile justice and delinquent prevention 2010
low income families
Single parent/ poor parenting skills
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Kids at Hope is not another program; it is first and foremost a belief system, supported by a cultural strategy and then enhanced by programs.
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Kids at Hope began in 1993
50,000
adults have experienced kids at Hope Training
500,000 children/youth served Kids at Hope Schools Framework for partners to adopt belief
system
450 partners/projects supported 18 states engaged in Kids at Hope Practices
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UNIVERSAL TRUTHS
TOP 5 PRACTICES
1
Believe Belief Systems: articulated + Celebrated
Both Kids at Hope + Treasure Hunter Pledges are recited
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2
3
Connect
Time Travel
Ace Tracking
Report Card
Report Cards
Passport to the Future
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HOPE COLLEGE AND CAREER READINESS ACADEMY is a rigorous and fully accredited high school design to re-engage high school students from the ages of 14-22. Individualized learning: designed around the students interest, talents, and needs. Big Picture Learning: allows students to gain real world experiences through internship opportunities *Only one in AZ
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A TYPICAL DAY
here is an example of a typical day for a student at kids at hope
6:00 - 6:15 AM: Wake Up & Get Dressed 6:15 - 6:30 AM: Help parents wake up siblings and get them
6:30 - 7:00 AM: 7:00 AM: 7:00 - 7:05 AM:
7:05 - 7:28 AM:
7:28 - 7:34 AM: 7:34 - 7:46 AM:
7:46 - 7:50 AM: Page — 20
ready for the day Make/Eat breakfast Leave for school Walk 0.2 miles to the city bus stop off of Buckeye Rd. & 33rd Ave. to catch the bus picking up 7:05 AM. Take bus #13 Sky Harbor Terminal 2 to Buckeye Rd. & 16th St. Walk to 2nd bus stop Take bus #16 Central/Dobbins to 16th St. & Alta Vista Rd. Arrive to school
2:30 PM:
End of School (If Thursday go to internship for the rest of day) 2:31 - 2:43 PM: Catch bus #16 Union Hills/PVCC to 16th St. & Buckeye Rd. 2:43 - 2:52 PM: Walk to next bus stop at 16th St. & Buckeye Rd. 2:52 - 3:16 PM: Take bus #13 75th Avenue to Buckeye Rd. & 33rd Ave. 3:16 - 3:19 PM: Get off at Buckeye Rd. & 33rd Ave. and walk to basketball court 3:19 - 4:45PM: Play pick-up basketball because cant afford to join club team and high school doesn’t have team 4:45 - 5:00PM: walk home 5:00 - 6:00 PM: Study/Homework 6:00 - 6:30 PM: Help parents with Dinner 6:30 - 7:30 PM: Family/Dinner Time 7:30 - 8:00 PM: Help parents with putting siblings to bed 8:00 - 8:15 PM: Get ready for bed 8:30 PM: Bed time Alternate night schedule 8:00 - 8:30PM : Take bus to work 8:30 - 12:00 AM : Work night shift 12:00- 12:30 AM : Take bus home 1:30 AM : Bed time Page — 21
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MARICOPA COUNTY REGIONAL SCHOOL DISTRICT a look into the community at large
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HISTORY OF MCRSD 1952
Horse Mesa Accommodation School: Started as a One Room School House Next to the Horse Mesa Dam.
1952
Durango + Mesa Transitional Learning Center: worked with youth that were being detained and allowed them to stay current with education.
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Maricopa County Regional School District is an accommodation school district for approximately 2,500 students in transition throughout the year.
1970
16 schools and 200 employees
2008
Legislation passed banning schools solely for homeless students.
2008-09
MCRSD shrank the district to Durango + Mesa and Tumbleweed Transitional Learning Center.
2009
adopted Kids at Hope belief system.
2008
A Charter School took over the two homeless schools that were at that time a part of MCRSD.
2010
Southwest Key Transitional Learning Center became a part of MCRSD.
2010
Led to the creation of Continued Hope High Schools.
2017
HCCRA Became a part of the MCRSD - was originally a charter school.
2016
Tumbleweed Organization left the MCRSD.
2016
Esperanza became a part of the MCRSD.
As students enter the system, they work with district faculty to develop an individualized Education and Career Action Plan which will include their current coursework plan, career aspirations and several extended learning opportunities for development of individual academic and career goals. The district offers different tracks based on the student’s ECAP. Those tracks are GED, Credit Recovery, and Skills Enhancement.”
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MASTER PLAN SITE REFERENCE
Map of Arizona
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Esperanza Elementary Durango Transitional Learning Center
Hope College and Career Readiness Academy
Mesa Transitional Learning Center
Southwest Key Programs
Phoenix Metropolitan Area
City of Phoenix
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Hope College + Career Readiness Acedemy 6401 S 16th St Phoenix
Project Site
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lack of identity + sense of pride
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no feeling of hope for working toward future Page — 31
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HOPE TACTICS Informal approach to the master plan
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PROCESS
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1
2
3
Understanding our place and initiating contact
Creating Student Engagement
Schematic Design
4
5
6
7
Design Implementation
Community Movement
Community Involvement
Time Traveler
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2018
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School Identity Inclusions
hope process inclusion Southwest Key Programs
hope process inclusion Durango + Mesa Transitional Learning CENTERS
hope process inclusion Esperanza Elementary Schools
hope process inclusion HCCRA
small scale
Hope Tactics
PROJECTED MASTER PLAN TIMELINE
2023
Hope Tactics Decline
Growth
2038 2043 2048 expansion of school district
no growth of campuses
large scale : community + business involvement
Interior + Campus Improvements
2033 Page — 37
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PERSPECTIVES OF HOPE putting the process into practice
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1 Understanding our place and initiating contact
OUR PLACE
Our place in this project is to act as mediators and also guides to these kids in helping them formulate what they want to make their campus a better place to come to everyday. We also act as an activist by engaging the community about the at-risk youth population and educating them on what they can do to help.
OUR GOAL Our goal for this project is to create a relationship with the students where we can have a conversation and formulate a process that will allow groups of people to materialize the feeling, belief or concept of hope with at risk youth groups of students.
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ENTRANCE
CAFETERIA OFFICE
LIBRARY
BATHROOMS CLASSROOMS
HOPE COLLEGE + CAREER READINESS ACADEMY 6401 S 16th St Phoenix
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2 Creating Student Engagement Most of these students have gone through experiences that have made them not trust others. Experiences where people helicopter into their lives promising them something or offering to help and then not fulfilling what they said they would. That was something we needed to remember when working with the kids. We did not want to have the helicopter effect with this project. We wanted to get to know the kids and let them get to know us so we could open up the conversation and learn about what motivates them in life as well as what motivates them in school
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42 % 58 % female
male
14 - 22 USER DEMOGRAPHICS
range of ages in each grade
12
leadership roles
to
95
students enrolled
77 % 15 % 3 % 2 % hispanic
black
native
20
30
18 34
freshman
sophomore junior
mulitple
1% 1% white
asian
senior
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During visits at the school we spent time in each class to introduce the project to the kids as well as get them familiar with our faces around campus. We divided the activities into three sections. Ice breakers and games were done to get the kids comfortable with speaking up and seeing us as equals. Interactive games while filling out cards helped us learn about their aspirations, what motivates them in life and how hope is represented in their life. And lastly we did various activities such as stickering, worksheets, and drawing boards to learn about how they spent their time at school, what style they like, as well as what is missing from the campus or things they wish they had. Page — 44
FUTURE 11%
SUCCESS 17%
29%
FAMILY 18%
THEMSELVES
FAITH
HAPPINESS 25%
WORD OF HOPE
19%
MONEY 7%
FAMILY
OTHER
43%
13%
FUTURE 18%
RESULTS
MOTIVATION
SHADE 32%
MUSIC 12%
FOOD 9%
OTHER 7%
SEATING 40%
WANTED ON CAMPUS Page — 45
3 Schematic Design We went through various iterations of study models in order to help us materialize ideas of what we would could make for the campus.
a mountain built of pieces from the kids
We took the considerations from the kids voicing they felt that their campus was too rectilinear and needed an organic shape or different lines. They also felt their campus was very unmotivating in the fact that it had no identity of the school or themselves.
simplifying the shape into a more realistic scale
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an interior space the students can gather
+ inhabit
considering more human factors and creating meaning
a shape with repetition to fit in the budget and use of off the shelf materials
cleaning up and playing
with color being applied
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As a team we spent time developing the last study model and developing into a piece that would allow us to use off the shelf materials that were in our budget and also realistic to create with the resources we had. we also spent time building full scale details of elements in the design we wanted to make sure they were actually going to work
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4 Design Implementation During this phase of the design build we visited the school to get the kids excited about coming together and building. On the build day we had small groups of kids divide up and help work on several tasks such as painting the new building signs, taping off the area for the wayfinding markers throughout campus as well as assisting us in constructing the bench piece.
Bench Placement Page — 50
The center and only piece standing straight represents the student at average human height : 5’10�
The string represents the web of connections and positive experiences the school is providing for the students Also brings color and life onto the campus which is currently lacking
The fan represents the sun rising for a new day The words are what the kids said represented hope for them.
The use of concrete on the end of the bench gives a sense of stability and grounding
The four surrounding pieces represents their 4 aces ( a philosophy the school follows to identify positive individuals in their life)
The bench is an important element for the school as they have no seating options on campus Page — 51
BENCH DETAILS Refer to CD Set for full details the details of the bench were heavily thought through on not only with aesthetics but how we can design the construction of the bench up so the students can be the ones building their new piece of hope with our assistance.
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PRE-BUILDING HOPE DAY beautifying the school before the grand reveal The seven step HOPE process created is to encourage and push students of the campus to be actively engaged in every step. Pre-building hope day was an opportunity to have the students be a part of the installation and building of the design details created throughout the process.
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SIGNAGE DETAILS Refer to CD Set for full details
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Signage Placement Page — 57
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WAYFINDING
CAFETERIA
LIBRARY
CLASSROOMS
ENTRANCE
OFFICE
BATHROOMS Page — 59
5 Community Movement Through this process it is just as important to get the students involved as it is the community. There will never be a gigantic impact in breaking this stereotype unless the community is educated and supportive of at risk youth. During this project we created a website and instagram where our followers can stay up to date on our progress throughout the project, RSVP to our Building Hope Day as well as become more educated on at-risk youth and the things they can do to get involved.
Instagram : @perspectivesofhope
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Website : https://perspectivesofhope. wixsite.com/hope Page — 61
6 Community Involvement Now that we got engagement and participation through social media and the community we needed to get them involved. We did this by organizing an even we call Building hope day where.. The community gathers together and works towards a common goal. Companies, working professionals & community members will join together for a day of interview practice, resume building, & community fun! Two elements the kids really wanted to see on their campus was food and music. Two things which we could not provide them within our intimidate design therefore we are fulfilling this desire by playing music throughout campus on this day as well as getting a food truck to feed everyone during the event.
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BUILDING HOPE DAY
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7 Time Traveler The idea of being a time traveler is a concept Kids at Hope tried to convey to their students about visualizing a successful future but also looking back at the experiences they have had a taking a positive lesson from whatever it may be. To encourage this concept and diminish the helicopter effect. We are leaving behind a HowTo book with the students taking them step by step on how to build the full scale bench we have or how to build a smaller bench made of all redwood We also are initiating an activity with our bench that will hopefully become a school tradition. Where at the end of the year the graduating seniors will cut their own piece of para-cord off from the bench and use it as a graduation tassel then the new students will string the para-cord on the bench to continue the legacy.
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Cut
1
Cut of and remove the para-cord from the bench in order to give to the graduating senior class.
2
As the senior class leaves and a new class starts, the seniors are able to craft graduation cords from the used paracord. Allowing them to take something of Building Hope with them upon graduation
Craft
3
Complete
Once the chord is removed and turned into the graduation chords. The leaving seniors and the new students will be able to re-string the bench with new para-cord to continue the legacy.
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2033
Interior + Campus Improvements
Future development of the campus could include additional benches and gathering spaces throughout campus as well as improvements to the interior spaces. Here are a few renders of proposed ideas for what improvements could be made in these spaces that are currently lacking identity, color, and function.
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2038
Hope Tactics large scale : community + business involvement
The Perspective of Hope master plan looks at the large scale opportunity this process has on the extend of the community. To strengthen the reach the Hope process can have on the community, the large scale master plan tactic is derived to achieve full community and business involvement. Allowing students the opportunity to connect with local businesses + opening up various campus doors for companies to be active partners + supporters of the Hope process and the Kids at Hope belief system.
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M O L LY | A B B O T T student phone:(123)456.7890 email:molly@hccra.com
FOLLOW US @
perspectivesofhope #hhcra #hopeday
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FROM THE TEAM
HCCRA, The 2018 INT 465 senior class, under the direction of Milagros Zingoni and Ben Ayres, would like to thank HCCRA’s students, faculty, and administration for opening up your campus doors to us and allowing us to be a part of this project with you all. You all have taught us so much throughout the project and we only HOPE that we have done the same. We hope this book acts as a guide for you all and future students, in order to continue the amazing legacy HCCRA and Kids at Hope has created. Sincerely, Molly Abbott, Cassidy Williams, Cailey Pock, Tessa O’bert, Taylor Singleton, Jessica Micallef, and Clara Medland