The Inspired Community Project

The Inspired Community Project (TICP) is focused on addressing the two-fold underrepresentation of Black, Indigenous, People of Color (BIPOC) women in STEM programs. In the Bronx, a diverse borough with a population consisting of 56% Hispanic, 29% Black, 15% White, and 4% Asian, there exists a noticeable racial as well as gender gap in STEM fields.

TICP has developed a three-pronged approach to supporting BIPOC women in STEM. First, our Training & Excellence (T&E) workforce development program focuses on providing high-quality, full-time, paid STEM education to women of the Bronx. This program offers training in behavioral science, exposure to various STEM opportunities, and support for higher education STEM programs.

Second, our partnership with the City University of New York (CUNY) fosters professional support, networking opportunities, pipelines, and collegial relationships, while also addressing the local shortage of STEM internships, student teaching placements, and practicum opportunities. CUNY, being a crucial institution in the Bronx community and New York City, plays a vital role in supporting the educational and economic aspirations of residents. TICP is working with CUNY to make its T&E Program modules eligible for Prior Learning Assessment (PLA) credits through CUNY. PLA credits recognize the knowledge and skills individuals have gained through work and life experiences, allowing them to apply those credits toward academic degrees. This initiative would help TICP participants accelerate their degree progress and save on tuition costs. 

A 2019 report by The City University highlighted the gender disparity in their STEM programs, with 63% of participants being men and only 37% being women. The report on degree acquisition in STEM fields revealed that women accounted for only 40% of degree holders. According to a Pew Research Center analysis, Black and Hispanic adults are less likely to earn STEM degrees compared to other fields, and their representation among STEM graduates is lower than their share of the adult population. 

Third, is the specific issue faced by women when entering the workforce (STEM or otherwise) which is the need for childcare. Many women, particularly those with young children, encounter challenges in finding reliable and affordable childcare arrangements that allow them to pursue employment opportunities. This issue often disproportionately affects women due to traditional gender roles and societal expectations regarding caregiving responsibilities. Our schedule mirrors that of the NYC public school system so that parents are able to care for their children, and for those with children under 6, we provide free on-site childcare for all full-time staff. This allows them to focus on their training and provides them with the resources to pursue their education in the STEM fields. 

By directly addressing the gender and racial disparities in STEM, providing workforce training, higher-education career support, and free accessible childcare to women in the Bronx, TICP's solution contributes to the overall goal of achieving a more inclusive and equitable STEM landscape. It empowers and enables women to overcome barriers and achieve success in STEM-related professions.

Our Training & Excellence Program (T&E) workforce development program is designed to be a hyper-local and self-sustaining STEM training program. Our Bronx location prioritizes and doubles down on the talent in the Bronx. This full-time, paid training program will support participants in becoming certified Registered Behavior Technicians (RBT) within one year. They will have the potential to earn a salary of $48,000, which is 9.8% more than the median household income of $43,726 in the Bronx. Only a high school diploma or equivalency is required for enrollment in our program. We also provide free childcare to full-time staff members who have children under 6 years of age. This full day program allows parents to participate in the training program without the added cost of daycare. 

The Inspired Community Project employs participants full-time, with wages of $17-$20 per hour based on experience and increases as they advance through the year-long program. Our center provides direct therapeutic services such as Applied Behavior Analysis (ABA), Speech Therapy, and Occupational Therapy to neurodiverse children from 8 am to 3 pm, 234 days a year. Cohort members work in classrooms with the children practicing and honing their ABA skills. Participants have weekly 1-hour Training Seminars outside the classroom, where they learn and observe new skills before returning to the classroom for immediate implementation, support, and supervision. Intensive Training classes are held on the first Tuesday of each month, from 3:30-6:30 pm. This paid training is required and is the opportunity to present concepts and methodologies of behavior analysis in a more academic setting, promoting conversation and direct support of modeling and clarifications. 

At the end of the year-long program, 25% of our cohort participants will be offered full-time salaried STEM jobs with an annual compensation of $48,000 with us. They will be promoted internally to Teaching Assistants for the following cohort within TICP. The remaining 75% of the cohort will be supported in their career goals, either with beginning or returning to higher education, job referrals or placements, or networking with our coalition of employer partners in the early childhood education and STEM spaces.

The Inspired Community Project (TICP) program specifically serves women of Black, Indigenous, and People of Color (BIPOC) communities in the Bronx who are underrepresented in STEM fields. The program addresses various obstacles that contribute to their underrepresentation and aims to have a significant impact on their lives.

We recognizes the importance of representation and provide role models and mentors who inspire and guide aspiring women in STEM, empowering them to overcome challenges and pursue their goals. We ensure that representation from the Board of Directions to the Lead Classroom Teachers are all reflective of the community they serve. By tackling stereotypes and biases that perpetuate the notion of certain groups being less capable in STEM, TICP creates a more inclusive environment where women of BIPOC communities can freely participate and advance in STEM education, training, and career pathways, "If they can see it, they can be it." 

TICP addresses disparities in access to resources and opportunities by working towards creating equal opportunities for all aspiring STEM professionals. Through partnerships with educational institutions such as CUNY and organizations such as Grant Association (a Bronx-based workforce development recruitment organization), the program ensures that participants have access to quality education, internships, and networking platforms that are crucial for their success in STEM.

TICP acknowledges and addresses internal barriers such as imposter syndrome and the confidence gap. By providing support systems and fostering confidence among participants, through peer-mentors and cohort style learning, the program helps them overcome self-doubt and empowers them to pursue STEM careers with determination.

Lastly, by providing free on-site childcare for those in our program, we are not only relieving them of the financial burden of finding reliable childcare but we are ensuring their identities as working-parents are respected and supported. 

The impact of TICP on the lives of women in the Bronx is significant. The program not only provides them with the skills, knowledge, and opportunities to excel in STEM fields but also empowers them to break through societal barriers and achieve success in their chosen career paths. By fostering diversity, inclusion, and equity in STEM, TICP aims to create a more equitable and diverse STEM workforce, leading to positive transformations in the lives of the participants and their communities.

Jill Moses (She/Her, founding CEO), Donna McDermott (She/Her, Director of Clinical Operations), and Kristynna Soto-Vaughn (She/Her, Director of Training & Excellence) are the ideal individuals to design and deliver STEM training programs in behavioral health to women of the Bronx. Their extensive experience and personal connections within the STEM fields enable them to deeply understand the needs and challenges faced by women in these communities. Their first hand experience as women in STEM, working and raising children, and navigating the professional landscape of gender and racial bias provides them a view from inside. 

Jill has worked alongside BIPOC women in the Bronx and Brooklyn for multiple years and started The Inspired Community Project because of the lack of resources for those she served. She is both a Board Certified Behavior Analyst (BCBA) and Licensed Behavior Analyst (LBA), as well as working mom of two. From 2019-2021, she spent her time running an early intervention center in the Bronx focused on ensuring her staff of 70 (more than 90% women) had their needs met for training, career growth and opportunities. When Jill was not able to provide those support, she left and started The Inspired Community Project. TICP was built around a person-centered approach, centered on their motto, “No decision about us without us.” 

Donna’s experience as a woman in STEM, she is both a BCBA and LBA, who is dedicated to understanding the needs of the communities she serves. She actively seeks feedback and listens to the voices of those they serve. As the Director of TICP’s Research Department, she conducts surveys, holds focus groups, and engages in open dialogue with community members, parents, educators, and service providers. By actively involving the community, they gained insights into the challenges faced and the desired outcomes, shaping the design and implementation of the T&E program. TIPC’s longitudinal workforce development research will ensure that best practices and models such as TICP’s will continue to support women entering and staying in the STEM fields all over New York City and beyond. 

The team's approach goes beyond just studying or observing the communities; they are part of the communities themselves and are guided by their own first-hand experiences. Kristynna is a Latina working mom of a neurodiverse child, BCBA and LBA who has had to overcome her own racial and economic challenges to obtain her status as a well-respected member of the STEM community. She recognizes the importance of leveraging these experiences and strengths within these communities, which are often overlooked or misunderstood when viewed through a dominant culture lens. By involving community members in decision-making processes, the team ensures that the solution is tailored to their specific needs, aspirations, and goals.

Jill, Donna, and Kristynna strive to create a solution that addresses the systemic barriers by drawing on their personal experiences, connections, and expertise within the communities they serve. Their meaningful engagement with the community ensures that the T&E program is shaped by the voices and perspectives of those it aims to benefit.

The Inspired Community Project (TICP) stands as a prototype rather than a concept due to its tangible progress and strategic partnerships that validate its viability and potential for sustainable impact and growth opportunities. We have established a meaningful partnership with the City University of New York (CUNY), a renowned institution known for its commitment to educational excellence and community engagement. This partnership demonstrates the recognition and support TICP has garnered from an esteemed educational institution, providing credibility to their work.

TICP has also gained significant backing from local politicians, City Council Members Eric Dinowitz and Marjorie Velázquez, who recognize the organization's value and potential for positive change in the Bronx. The support from Bronx City Council members serves as a testament to the relevance and impact of TICP's initiatives within the community. By receiving endorsements and support from local politicians, TICP solidifies its position as a prototype that has gained recognition and validation from key stakeholders in the community. Jill was also just appointed as Chair of the Bronx Borough President’s Disability Advisory Council to help bring access and support to the disability community in the Bronx. 

Our T&E workforce development program curriculum has been fully flushed out and developed into its Pilot state. We have developed all four of the modules, the curriculum structures, timelines as well as pay increases that are parallel to the progression through the program. TICP was just added to the New York State Eligible Training Provider List (NYS ETPL). The ETPL was established in compliance with the Workforce Investment Act of 1998 and continues under the Workforce Innovation and Opportunity Act (WIOA). The purpose of the ETPL is to present a broad and diverse selection of training choices to support employment goals of individuals in New York. 

Lastly, TICP has secured funding from both state and private funders, underscoring the confidence and belief in the organization's mission and strategies. State funding from the New York State Developmental Disabilities Planning Council not only acknowledges the importance of TICP's work but also signifies a commitment to supporting initiatives that address the needs of underrepresented communities. Private funders such as NewSchools Venture Fund and The Butler Foundation contribute to TICP's financial sustainability, enabling the organization to begin its programming.

Our “Pilot Year” will begin in January 2024 when we are able to move into our center-based location in the Bronx. The funds will support our move into this location and begin our programming.

The Inspired Community Project (TICP) will greatly benefit from the 6-month Support Program, we look forward to capitalizing on the valuable resources and support to accelerate our impact and foster our growth. As a new nonprofit, one key aspect of the program that is vital for us is the comprehensive needs assessment, which will provide TICP with valuable insights into the specific areas where additional resources and support are most needed. We don’t know what we don't know. This assessment will guide TICP in identifying the most appropriate strategies and interventions to further enhance its effectiveness and reach.

Access to the network of resource partners across various industries and sectors will also be instrumental in TICP's development. This network could potentially provide TICP with valuable connections, expertise, and resources that can be leveraged to overcome challenges and explore new opportunities. Collaborating with partners from diverse backgrounds will enable TICP to tap into a wealth of knowledge and best practices, facilitating innovation and enhancing the quality of its services especially as we look to expand into other communities. 

The learning and development modules included in the Support Program will further strengthen TICP's foundation and ensure its long-term sustainability. Since these modules will focus on refining TICP's business model, theory of change, and plans for scaling it will help us gather the tools and knowledge needed to optimize our operations, streamline our processes, and adapt to evolving needs and circumstances.

Individual or group leadership coaching will provide TICP's team members with valuable guidance and support which we could absolutely need as newly-formed nonprofit founders. Through a process of reflection, learning, and change, this coaching will help maximize the personal and professional potential of TICP's leaders. By enhancing our leadership skills and fostering our growth mindset, TICP's team will be better equipped to navigate challenges, inspire our colleagues, and drive the organization's mission forward as we move into our new space and begin hiring for our staff. 

Lastly, we are most excited about the peer-to-peer network offered by the Support Program as it will help us to create a community of practice for TICP! This could serve as a valuable platform for knowledge sharing, collaboration, and support among like-minded organizations and individuals for us to bounce ideas and collaborate with. 

Jill has been a woman in STEM for over 15 years. Beginning her career in direct service providing applied behavior analysis (ABA) therapy to children with autism. In 2010, she started a small business to serve the families of the special needs community by providing in-home childcare after witnessing a lack of options for those families who have children on the spectrum; finding safe, trained and reliable childcare was near impossible. That same year Jill started teaching for New York City Department of Education in District 75, in Bedford Stuyvesant, Brooklyn. In 2015, she became a Board Certified Behavior Analyst and began to supervise in-home services and programming all over New York City. In 2019 she was asked to run an early intervention nonprofit program as the Managing Director in charge of clinical and educational programming in the Bronx. In July of 2021, at the insistence of many colleagues and experienced industry professionals, she started a nonprofit led by educators and special education professionals focusing on equity and representation. In January of 2023, Jill left the classroom to become the full-time, founding CEO of The Inspired Community Project.

The innovative aspect of our solution lies in the application of a medical residency model to the education field, specifically targeting the preparation and support of individuals entering the teaching profession, with a focus on improving the retention of women in STEM. By adopting a hospital-residency style teaching and learning method, we aim to provide a unique and comprehensive training experience that goes beyond traditional approaches.

In our program, cohort participants engage in experiential learning by spending the majority of their day in a classroom setting, working directly with a group of students. This hands-on training allows participants to gain practical experience and develop essential skills while directly engaging with students. Similar to how medical residents work with patients and participate in clinical procedures, cohort members will collect data on behavioral programs and contribute to program design, fostering a sense of ownership and empowerment.

We also incorporate case-based learning, where cohort participants analyze clinical cases to develop problem-solving skills and apply theoretical knowledge to practical situations. This approach bridges the gap between theory and practice, enabling educators to apply their learnings in real-world scenarios.

Simulation-based learning is another key component of our program. During the Intensive Training Seminar, cohort participants engage in simulated clinical scenarios, where supervisors model new skills, and participants practice different clinical procedures in a safe and controlled environment. This simulation-based approach allows for repeated practice and skill development, ensuring educators are well-prepared for the challenges they may face in the classroom.

Furthermore, we prioritize inclusivity and accommodate different learning styles by providing options for exam completion (paper, online, or oral) and offering support through visual aids, auditory instructions, kinesthetic activities, group collaboration, and independent study materials. By catering to diverse learning preferences, we ensure that participants receive a tailored and effective learning experience.

Our solution has the potential to catalyze broader positive impacts in the education field. By demonstrating the effectiveness of the residency model in preparing and supporting educators, we can inspire other organizations and institutions to adopt similar approaches. This could lead to a shift in the way teacher training and professional development are conducted, fostering a more practical and immersive learning experience for educators across various disciplines.

 By focusing on increasing the longevity of women in STEM, our program addresses a critical issue in the education and STEM fields. By equipping women with the necessary skills, support, and resources, we can help bridge the gender gap in STEM and create a more diverse and inclusive workforce. This can have far-reaching effects, not only in terms of individual career opportunities but also in driving innovation and advancing society as a whole.

In terms of market impact, our innovative approach could disrupt traditional teacher training programs and encourage stakeholders to reevaluate their methods. As more educators trained through our residency model enter the workforce, their enhanced skills and retention rates can contribute to increased demand for similar residency-based programs and a shift in the market toward more immersive and practical teacher training approaches.

Our impact goals for the next year and the next five years are centered around creating economic stability, equitable access to special education services and STEM jobs, and improving the overall well-being of individuals and communities. We aim to achieve these goals through the implementation of our Teaching & Excellence program and the replication of our blueprint model in communities with the greatest need.

In the next year:

Our immediate goal is to successfully graduate at least 90% of our cohort enrollment and have them pass the Registered Behavior Technicians exam by providing high-quality, hands-on training and out-of-classroom support to ensure skill mastery and competency assessment. We will also offer full-time employment opportunities to 25% of our cohort graduates, providing them with a path to financial stability. We strive to have at least 20% of our cohort participants seeking higher education opportunities. By fostering partnerships with CUNY and providing resources and guidance, we aim to empower our participants to pursue further education and expand their career prospects. We will actively engage our cohort participants in civic activities, including voter registration drives and pro-bono legal services, to promote civic engagement and community participation. By connecting our participants with local resources and opportunities, we aim to strengthen community ties and empower individuals to make a positive impact in their neighborhoods.

In the next five years:

Retention in the education and STEM fields is our focus. Our long-term goal is to ensure that at least 70% of our third cohort who complete the Teaching & Excellence course and pass the Registered Behavior Technicians exam, stay in the education or STEM fields. By providing comprehensive training, continuous support, and opportunities for career advancement, we aim to increase the longevity of educators in the field and foster a skilled and committed workforce. We plan to expand our impact by replicating our blueprint model in communities with similar needs, starting with Central Harlem in Manhattan, East New York in Brooklyn, and Jamaica in Queens. Through collaboration with local committees and the sharing of best practices, we aim to provide economic stability and equitable access to special education services in these communities. This expansion will enable us to create a transformative impact on a larger scale. By providing financial literacy classes, promoting financial planning, and partnering with local institutions like Ponce Bank, we aim to empower our graduates to make informed financial decisions and build a foundation for long-term stability. Additionally, our holistic approach, which includes health and civic engagement initiatives, will contribute to improved health outcomes and increased community participation.

To achieve these impact goals, we will continue to refine and strengthen our Teaching & Excellence program based on data and feedback. We will collaborate with local organizations, institutions, and stakeholders to create sustainable partnerships and maximize our reach. By measuring our program outcomes, tracking the career trajectories of our graduates, and continuously improving our model, we will ensure that our solution has a transformational impact on the lives of individuals and communities.

Our T&E program will monitor individual progress and program satisfaction throughout all modules. We will use a variety of measures to track the skill acquisition and demonstration of mastery essential to becoming a Registered Behavior Technician (RBT).  We will engage in direct observation by the cohort member performing the skill in real-time in the classroom and rating their performance according to a pre-defined set of criteria. Performance reviews will be conducted by supervisors who will provide feedback on an individual's performance and assess their skill level based on the predefined performance criteria. Data will be collected on specific performance metrics, such as accuracy, speed, or completion time, providing an objective measure of skill acquisition. The T&E curriculum is a year-long program broken into four modules.

TICP Activities 

1. We will identify and recruit Bronx community members with a high school diploma or equivalency at risk of unemployment or underemployment. 80% or more of our first cohort of 80 students will be between the ages of 18-24.

2. We will provide 40 hours per week of paid, high-quality, hands-on applied behavior technician training to our cohort of participants at our Bronx location for the cohort year.

3. We will provide 4-hours of out-of-classroom training per month to our cohort of participants over the cohort year. 

4. We will provide 36 hours of Intensive Training Seminars over one year to our cohort of participants.

5. We will provide quarterly feedback, with interrater reliability, to our cohort of participants.

TICP Short-Term Outcomes

1. At least 90% of our first cohort will demonstrate skill mastery at the end of each of the four modules via multiple choice exams at months three, six, nine, and twelve; of the year-long training program. For those that are unsuccessful, they will receive supplemental support and training as needed.

2. At least 90% of our first cohort will pass an in-person Initial Competency Assessment to demonstrate their level of skill acquisition nine months after the start of their program. 

3. At least 90% of our first cohort who pass the Competency Assessment will pass The Registered Behavior Technician (RBT) exam, administered by the Behavior Analysis Certification Board, which had a 77% pass rate nationally in 2022.

4. We will offer 25% of our cohort graduates full-time employment with an annual compensation of $48,000 and promoted internally to Teaching Assistants for the following cohort.

5. Within the grant period, we will pay cohort members to complete an online 40-hour Registered Behavior Technician training course, at least 90% of our first cohort, within six months of the program's start.

TICP Long-Term Outcomes

1. By June 2028, at least 70% of our third cohort, who complete the T&E course and pass the RBT exam will stay in the Education Field.

2. By June 2028, at least 20% of our third cohort, will be seeking or enrolled higher education programs with CUNY. 

3. By June 2028, at least 2 of our third cohort participants will receive scholarship or tuition assistance to attend a CUNY program at least half-time. 

4. By June 2028, we will have supported at least thirty internships, practicums, or student teaching placements through CUNY programs. 

5. By June 2028, TICP will have begun opening a fourth location (second in Central Harlem in 2025, East New York Brooklyn in 2027, Jamaica Queens in 2028) 

The core technology that powers our solution is Applied Behavior Analysis (ABA), which is a data-driven approach based on the principles of behaviorism. ABA is grounded in the application of scientific and evidence-based knowledge to improve and modify behaviors. It utilizes systematic observation, measurement, and analysis of behavior to inform decision-making and design effective intervention strategies. ABA is widely recognized as an effective approach for behavior change across various domains, including education, therapy, and organizational management.

One of the fundamental principles of ABA is the collection and analysis of data to track progress and make informed decisions. ABA practitioners rely on data to understand behaviors, establish baselines, set measurable goals, and evaluate the effectiveness of interventions. Data collection methods include direct observation, checklists, interviews, and other measurement tools. This rigorous data-driven approach ensures that interventions are evidence-based, individualized, and tailored to the specific needs of participants.

In our Teaching & Excellence program, we apply the principles of ABA to train and support cohort participants in becoming skilled behavior technicians. We emphasize the importance of data collection and analysis to assess skill mastery, track progress, and make data-informed decisions. Our program ensures interrater reliability by having multiple teachers/supervisors observe cohort members in each module. This minimizes potential errors or bias and ensures consistent and reliable data collection.

Another important aspect of our solution is the application of principles from Organizational Behavior Management (OBM). OBM is a field that applies the principles of behavior analysis to improve performance and effectiveness within organizations. It focuses on analyzing and modifying behaviors of individuals and groups to enhance productivity, increase job satisfaction, and achieve organizational goals.

By incorporating OBM principles, we aim to create a supportive and conducive learning environment within our organization. We prioritize training and provide clear guidelines and procedures for data collection and feedback. This helps us establish a culture of continuous improvement and ensures that both participants and our organization are aware of their progress. Quarterly feedback, with interrater reliability, allows us to monitor and evaluate our program's effectiveness, make necessary adjustments, and provide participants with valuable insights into their progress.

Currently we have 2 Full-Time staff, 3 Interns, 8 members sit on our Board of Directors, and 3 volunteers. Once we open our doors in January 2024 we will have 8-classrooms and admin for our Bronx location. 100+ Full Time staff members. This will include 8 Lead Classroom Teachers, 16 Registered Behavior Technicians, 80 Behavior Technicians (RBTs in training), and approximately 10 Admin (HR, Billing, Finance, Early Intervention Program Director, Reception, Transportation).

I started The Inspired Community Project after more than 15 years of working in STEM as a behavior analyst all over New York City. I have spent more than a decade collecting best practices in supervision, family support, education methods, organizational frameworks. I know first hand what works, and what doesn't. I was the burnt out, over stretched behavior therapist. I was the over-whelmed, under supported teacher. I am the working mom who makes daily decisions juggling career and family. While I started TICP in Sept 2021, my team and I have spent decades building it in our practice. 

Diversity, Equity & Inclusion....don't talk about it, be about it.

At The Inspired Community Project, we are committed to fostering a culture of respect and understanding for all individuals, regardless of race, ethnicity, culture, gender identity, sexual orientation or expression, age, ability, religion, or any other aspect of identity. Our goal is to cultivate a workplace where all employees feel valued and supported and where diverse perspectives and experiences are welcomed and embraced. 

In line with this goal, we have implemented a bottom-up representation model, where diversity and inclusion are driven by the voices and perspectives of our community members and those we serve. This model is guided by the principle "no decision about us without us," ensuring that all views are considered when making decisions that affect our workplace and community. Empowering our employees to drive change from within is essential to creating a truly inclusive culture.

We are also committed to embracing neurodiversity and creating a workplace where individuals with different ways of thinking and processing information are valued and included.

To achieve these goals, we will actively work to:

• Provide all employees opportunities to engage in DEI training, including allyship and neurodiversity awareness.
• Create an inclusive work environment where everyone feels valued and supported.
• Promote diversity in all operations, from hiring to program development.
• Regularly assess and evaluate our DEI efforts to ensure continued progress.

By prioritizing allyship and neurodiversity in our DEI efforts, we strive to create a workplace where everyone can bring their authentic selves to work and be successful.

The Inspired Community Project (TICP) primary focus is on creating social impact while also generating revenue to sustain our operations. Our business model revolves around providing value to two key customer segments: neurodiverse children and their families, and community members.

Key Customers:

   a. Neurodiverse Children and Families: Our first key customer segment includes neurodiverse children in the Bronx who require Applied Behavior Analysis (ABA) and other therapies to support their development and well-being. We also provide their families advocacy coaching and support to help them navigate the special education landscape in New York City. .

   b. Educational Institutions: Our second key customer segment comprises local educational institutions, such as schools and programs, that require skilled Registered Behavior Technicians (RBTs) to provide ABA services to neurodiverse children in the Bronx.

Products and Services:

   a. Registered Behavior Technician (RBT) Training: We provide a comprehensive 40-hour per week, paid training program to our cohort of participants aged 18-24, preparing them to become RBTs. This program includes classroom instruction, hands-on applied behavior technician training, intensive training seminars, and ongoing feedback to develop their skills in ABA.

   b. Career Placement and Support: Upon completion of the RBT training, we offer job placement opportunities for cohort graduates as RBTs, ensuring they can provide high-quality ABA services to neurodiverse children. We also provide career advancement paths, such as promotion to Teaching Assistants for subsequent cohorts.

   c. Community Engagement: We engage cohort participants and program graduates in community activities, such as volunteering and civic engagement initiatives. We provide financial literacy classes and access to pro-bono legal services to support their holistic development.

Value Proposition:

   a. For Neurodiverse Children and Families: We provide access to skilled and compassionate RBTs who can deliver evidence-based ABA interventions, supporting the development and well-being of neurodiverse children. We offer a collaborative and family-centered approach that addresses their unique needs and promotes positive outcomes.

   b. For Educational Institutions: We address the shortage of skilled RBTs in the Bronx by supplying trained professionals who can provide high-quality ABA services to neurodiverse children. We ensure the delivery of effective interventions that positively impact students' lives and support their educational goals.

Revenue Streams:

   a. Medicaid Reimbursement: We generate revenue by providing early intervention services and receive Medicaid reimbursement for those direct services rendered. 

   b. Job Placement Partnerships: We establish partnerships with educational institutions, schools, or organizations that require RBTs, earning revenue through job placement services.

5. Social Impact:

 a. Economic Mobility: We aim to reduce unemployment and underemployment rates among Bronx community members by providing them with training and employment opportunities that lead to long-term careers and financial stability.

b. Accessible Special Education Services: By training Behavior Technicians, we address the shortage of professionals who can provide ABA services to children with developmental disabilities, thereby improving access to specialized education in the Bronx community.

Our program’s primary revenue stream is from the Medicaid reimbursement for Applied Behavior Analysis (ABA), Speech Therapy, and Occupational Therapy under the New York State Early Intervention Program (EIP). Under the EIP, Medicaid is the primary payer for early intervention services. To receive reimbursement for early intervention services, we have been approved by the New York State Department of Health (NYSDOH). We follow specific guidelines for service delivery and documentation. We deliver services following the child's Individualized Family Service Plan (IFSP), which outlines the child's needs and goals for treatment. We will maintain accurate and complete records of services provided, including progress notes, treatment plans, and other documentation required by the NYSDOH. Then we will bill Medicaid for services provided weekly, using appropriate codes and modifiers, as outlined in the NYSDOH's Medicaid Billing and Claiming Manual. Medicaid reimburses based on a fee-for-service model, with rates established by the NYSDOH. We have to submit claims for reimbursement within 90 days of service delivery. 

The revenue from our direct-service program, via Medicaid reimbursements, covers all operating costs for our organization. Therefore, we will not require additional funding once we are open and operational. Our fundraising goals are to secure initial operating costs to cover program overhead for the first three months until we receive steady Medicaid reimbursements. 

The SOLVE Challenge funds will provide the initial operating budget for the T&E program in the Bronx, allowing TICP, Grant Associates, and the CUNY system to reach more young women and provide comprehensive STEM training and workforce development in the Bronx. Within the first year of operating, our organization will become cash-flow-positive while we complete the 6-months of support from SOLVE. In the second year, we will begin working on an expansion to Central Harlem, and the SOLVE funds will support the initial start-up costs. 

Once open, our Bronx-based direct service program will bring in $5,361,843 for the 234-day cycle (one year of the program), with eight classrooms, eighty students, and an attendance assumption of 70% (although the average in practice is 82%). We will address the hyper-local workforce needs of young women in the Bronx and equip them with the skills and resources to succeed in STEM fields. By June 2025, we will expand to our second location in Central Harlem and continue our expansion throughout New York City continuing to support communities in need. 

In 2021, we raised around $35,000 for initial startup costs through grassroots fundraising, building a community-based support system and network. In 2022, our concept and initial plans were granted funds from multiple sources; $200,000 in funding from NewSchool Venture Funds as part of their Learning Differences Portfolio, $25,000 from the Anonymous Family Foundation, and $10,000 from the New York State Developmental Disabilities Planning Council. So far for 2023, we have been awarded $74,250 from the Butler Foundation for our Workforce Development Program. Over the last 2 years we have also raised more than $100,000 of in-kind donations of classroom furniture, office furniture, toys, materials, and supplies. We have also received more than $200,000 of in-kind services from legal, real-estate, graphic design, copywriting and various other professional services. In total, the support since September 2021 has been more than $600,000 and counting.