Leaders of Tomorrow Youth Center, Inc

The Future is Now

aka LTYC   |   Owings Mills, MD   |  www.ltyc.net

Mission

Leaders of Tomorrow is committed to developing positive social development, academic success and creativity in the minds of youth today.

Ruling year info

2007

Executive Director

Ms. Dana Carr MAT

Main address

P.O. Box 1213

Owings Mills, MD 21117 USA

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EIN

20-4398791

NTEE code info

Nonprofit Management (S50)

Arts, Cultural Organizations - Multipurpose (A20)

Educational Services and Schools - Other (B90)

IRS filing requirement

This organization is required to file an IRS Form 990 or 990-EZ.

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Communication

Programs and results

What we aim to solve

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Our programs

SOURCE: Self-reported by organization

What are the organization's current programs, how do they measure success, and who do the programs serve?

School Based Arts Resource Program

The LTYC Enrichment Program offers 190 days of in school arts instruction for
students to (1) improve students’ academic performance, including their skills in creating,
performing and responding to the arts, (2) increase student exposure to the arts and (3)
augment the level of arts instruction in persistently low performing schools.
LTYC implements this program against an Action Plan, which begins with a unique
Assessment of necessary inputs for the success in the unique school environment. Primary
activities in this process are a meeting with school Administration, Resource Assessment,
Service Provision Activities, Goals and Agreement on Measures of Change with
Performance Outcomes.
Students in this program receive instruction in Performing, Visual, Literary and
Creative Arts with an emphasis on their process of learning and creating new material,
instead of simply assessing their product. The program brings artists into the schools that
along with teaching staff will directly engage students in creative experiences to connect
skills and concepts in the arts with skills and concepts in literacy, math, science, and history.

Population(s) Served

Where we work

Goals & Strategy

SOURCE: Self-reported by organization

Learn about the organization's key goals, strategies, capabilities, and progress.

Charting impact

Four powerful questions that require reflection about what really matters - results.

The LTYC Enrichment program deploys Instructional Personnel into the schools and communities who along with teaching staff directly engage students in creative experiences to connect skills and concepts in the arts with skills and concepts in literacy, math, science, and history. Instructors and Professional artists provide instruction to students in grades PK-8 during the school day with a focus on cultivating learning for the arts with a leadership model which transfers into increased academic performance and positive youth development.
The LTYC Enrichment Program offers 190 days of in school arts instruction for students to (1) improve students’ academic performance, including their skills in creating, performing and responding to the arts, (2) increase student exposure to the arts and (3) augment the level of arts instruction in persistently low performing schools.

LTYC implements this program against an Action Plan, which begins with a unique Assessment of necessary inputs for the success in the unique school environment. Primary activities in this process are a meeting with school Administration, Resource Assessment, Service Provision Activities, Goals and Agreement on Measures of Change with Performance Outcomes.

Students in this program receive instruction in Performing, Visual, Literary and Creative Arts with an emphasis on their process of learning and creating new material, instead of simply assessing their product. The program brings artists into the schools that along with teaching staff will directly engage students in creative experiences to connect skills and concepts in the arts with skills and concepts in literacy, math, science, and history. The program integrates the Maryland Voluntary State Content Standards (VSC) for arts education by (1) application of skills, materials, and processes from one content area to create a product that will have meaningful application in another; and (2) use of knowledge about something in one content area (declarative knowledge) to shape a creative product or process in another.

Our standard program is 5 days a week 4.5 hours a day. The program has opportunities for participants to experience exemplary performing, visual and literary arts through field trips at participating art and cultural venues throughout the City and master classes by professional artists that visit the classroom. Students demonstrate their culminating knowledge with mid year and end-of-year performances, exhibits. Instruction uses best practices of Project Based Learning, (PBL), which has positive outcomes related to student learning in the areas of collaborative skills, engagement and motivation, critical thinking and problem-solving skills.

The LTYC Enrichment program deploys Instructional Personnel into the schools and communities who along with teaching staff directly engage students in creative experiences to connect skills and concepts in the arts with skills and concepts in literacy, math, science, and history. Instructors and Professional artists provide instruction to students in grades PK-8 during the school day with a focus on cultivating learning for the arts with a leadership model which transfers into increased academic performance and positive youth development.
The LTYC Enrichment Program offers 190 days of in school arts instruction for students to (1) improve students’ academic performance, including their skills in creating, performing and responding to the arts, (2) increase student exposure to the arts and (3) augment the level of arts instruction in persistently low performing schools.

LTYC implements this program against an Action Plan, which begins with a unique Assessment of necessary inputs for the success in the unique school environment. Primary activities in this process are a meeting with school Administration, Resource Assessment, Service Provision Activities, Goals and Agreement on Measures of Change with Performance Outcomes.

Students in this program receive instruction in Performing, Visual, Literary and Creative Arts with an emphasis on their process of learning and creating new material, instead of simply assessing their product. The program brings artists into the schools that along with teaching staff will directly engage students in creative experiences to connect skills and concepts in the arts with skills and concepts in literacy, math, science, and history. The program integrates the Maryland Voluntary State Content Standards (VSC) for arts education by (1) application of skills, materials, and processes from one content area to create a product that will have meaningful application in another; and (2) use of knowledge about something in one content area (declarative knowledge) to shape a creative product or process in another.

Our standard program is 5 days a week 4.5 hours a day. The program has opportunities for participants to experience exemplary performing, visual and literary arts through field trips at participating art and cultural venues throughout the City and master classes by professional artists that visit the classroom. Students demonstrate their culminating knowledge with mid year and end-of-year performances, exhibits. Instruction uses best practices of Project Based Learning, (PBL), which has positive outcomes related to student learning in the areas of collaborative skills, engagement and motivation, critical thinking and problem-solving skills.

The program brings artists into the schools who along with teaching staff directly engage students in creative experiences to connect skills and concepts in arts with skills and concepts in literacy, math, science and history. The program incorporates opportunities for students to experience works of arts through field experiences within their own communities (i.e. architecture, advertising, dance and poetry readings), which mitigates any sense of being culturally or economically deprived that may infringe on their creative and learning abilities to fully experience the arts.

The guiding idea is that the more art students can appreciate within their immediate communities the more students will be prepared to comprehend and succeed through boarder art and cultural venues throughout the City. Our instructional materials are aligned with the philosophy, goals, and objectives, learning experiences that comprise arts education within Baltimore City Public Schools. LTYC works with schools to sustain the impact and effective results of its work as more school systems seek waivers from NCLB and aggressively implement common core state standards. The intensity, consistency and duration of the program activities are proven to provide a focused study of the arts that nurtures knowledge in the arts, increases understanding of other cultures and builds 21st Century skills.

The organization maintains professional affiliations with the Family League of Baltimore City, The After-School Institute (TASI), Baltimore City Public Schools, and the Casey Foundation as sources on latest research and practices for extended learning and out-of-time-school programs. Additionally, LTYC staff is expected to hold professional memberships in organizations that support their professional work and growth within these areas. For example, instructional staff holds certifications, licensures, training and degrees that are consistent with current local, state and federal requirements and professional designations as recommended by the latest research.
LTYC is a member of the Maryland Association of Nonprofit Organizations and participates in achieving standards for program operations and nonprofit accountability.

LTYC uses the following Metrics to measure success and outcomes of this program:
• Recruitment/Enrollment as measured by intake forms, permission slips, attendance reports;
• Instruction Duration as measured by weekly reports to school personnel, weekly reports
• Participating artists and program feedback from the partner school
• Arts Instruction as measured by approved curriculum that aligns with learning day instruction and stakeholder input
• Academic Goals as measured by Teacher Reports, Student Assessments and Report Cards
• Youth Development as measured by student site based surveys and staff observation for behavior changes that support academic performance

Financials

Leaders of Tomorrow Youth Center, Inc
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Operations

The people, governance practices, and partners that make the organization tick.

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Connect with nonprofit leaders

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Build relationships with key people who manage and lead nonprofit organizations with GuideStar Pro. Try a low commitment monthly plan today.

  • Analyze a variety of pre-calculated financial metrics
  • Access beautifully interactive analysis and comparison tools
  • Compare nonprofit financials to similar organizations

Want to see how you can enhance your nonprofit research and unlock more insights? Learn More about GuideStar Pro.

Leaders of Tomorrow Youth Center, Inc

Board of directors
as of 10/8/2020
SOURCE: Self-reported by organization
Board chair

Mr. Kadri Webb

Board leadership practices

SOURCE: Self-reported by organization

GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section.

  • Board orientation and education
    Does the board conduct a formal orientation for new board members and require all board members to sign a written agreement regarding their roles, responsibilities, and expectations? No
  • CEO oversight
    Has the board conducted a formal, written assessment of the chief executive within the past year ? No
  • Ethics and transparency
    Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements in the past year? No
  • Board composition
    Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership? No
  • Board performance
    Has the board conducted a formal, written self-assessment of its performance within the past three years? No