1. Smart Kids Initiative
2013
Request for review and response
Alan November
Novemberlearning.com is an international authority in the area of children and community. In an
interview with Chris Walsh at the 2007 ISTE Conference:
“Community is where people live in neighborhoods, they
interact with each other. When we designed our schools we
separated children from their communities. We took them out
and away from the honorable work that children did before we
had schools in contributing to the family farm. Children knew
that they were absolutely essential and vital to their
community’s survival. The community could not exist without
the contribution that children made. We robbed children of that
sense of being as we moved from agricultural to the industrial
revolution.
He Ask, What if we could go back in time with our new tools to
see if we can redesign the entire concept of children in
community, with them making an important contribution,
knowing that they are essential? If you don’t know that you
have anything to contribute, then it is hard to respect others” he
goes on to say.
Or create Smart Kids in smart communities that care?

3. March 6, 2013
SMART Kids Initiative
Introduction
There are rare times when a problem and a solution stare each other in the face. Such is the case
under argument in this paper. Today there is a lack of after school programs and limited access
to computer resources in urban and rural poverty areas of the U.S. The SMART Kids Initiative
is a solution to this problem, leveraging resources available in the market today. In addition to
providing significant benefit to communities that need it most, this initiative also is eco-friendly,
cost-effective, workable and scalable.
Intergenerational model
Increased need for early childhood education is critical since gaps in ability occur early and
persist. Most of the gaps at age eighteen that help explain gaps in adult outcomes are present at
age five according to scholars.
The SMART Kids initiative (SKI) comprises of a combination of technologies that create small
group afterschool programs, homework help, internships, work experience across a spectrum of
ages and skill levels in disadvantaged neighborhoods across the City of Memphis and Shelby
County. The complete solution deploys a variety of resources. These resources form the tools to
enable and empower these youth through experiences and training. The deployment mechanism
for these learning resources is a Memphis specific AI portal other Internet resources and the
plethora of stipend, paid and volunteers that serve as instructors, tutors and mentors. This
complete offering provides a compelling case to deliver educational resources to across
communities.
The offering includes teams of small groups numbering four to twelve persons each. Every team
is resourced with a complete technology kit, including computer workstations and desks all in
their own carrying cases (total weight under 70 lbs.) that set up in minutes and cost between
$1,100 – $2,500, pricing subject to volume.
This offering provides significant benefit to youth in disadvantaged communities across the Tri
State area by providing academic support along with an opportunity to learn skills that lead to
self-reliance, develop self confidence and steer them away from dangerous influences such as
alcohol and drugs..
There is a significant volunteer core in the area possessing wide spectrum of skills. This solution
would provide these volunteers with an environment and tools to make their efforts more
productive and meaningful. The computing environment described above enables learning for
the youth, foster small group collaboration through project work, and lead to more progress in
moving disadvantaged communities forward. Both individual and group volunteer efforts could
take advantage of the environment created by this solution. And the benefits to the communities
would be significant and provide considerable impact.

4. Situation Analysis
There are several recognized experts in areas germane to this initiative. Their work is
summarized below to put this initiative in perspective and support the approach we are
advocating above.
World
Thomas Friedman author of the “World is Flat” suggests that in a flat world ‘anything that can
do done, will be done. The only question is whether it will be done by you or to you.’ Since we
have added 300 million new capitalists to the world each producing innovative ideas, services
and products, the new competition is between us and our own ability to imagine creative
workable solutions to accomplish goals that find life in the market place.
(Charlie Rose interview August, ’07)
John Doerr is a partner at Kleiner Perkins Caufield & Byers. Says if he could see our country
seek to accomplish a big important task that would have a meaningful impact on our future in a
global economy, it would be a program to train 100,000 new engineers and scientists in the next
two years.
(Charlie Rose interview July ’06)
Time Magazine cover story September 10, 2007 ‘The Case for National Service’ makes several
points about both the needs of community and untapped resources available to fulfill those
needs. I will highlight a few here:
 Polls show that while confidence in our democracy and our government is near all-time
low, volunteerism and civic participation since the ‘70s are near all-time highs. In 2006,
61.2 million Americans dedicated 8.1 billion hours to volunteerism. Overall 27% of
Americans engage in civic life by volunteering.
 A public school system where 38% of fourth graders are unable to read at grade level.
 25% or some 14 million students do not have a supervised activity between 3 – 6 p.m. on
schooldays. Additionally studies show students who spend no time in afterschool
programs, 50% are more likely to use drugs and 37% more likely to become teen parents
than students who spend one to four hours a week in an extracurricular activity.
 Right now 50% of the dropouts in U.S. schools come from 15% of the schools, most
located in high poverty city neighborhoods and throughout the South.
Current Researchand Future Trends
Andrew Zolli of Z+ Partners, noted Futurist and Curator of the annual Poptech Conference
(poptech.org) describes current thinking about intelligence, how innovation is achieved,
education, the value of networks. Andrew continues with a discussion of people, work and
learning spaces and how teachers as change agents of the future must respond in order to obtain a
positive impact in the lives of students. It takes an entire community’s effort in order to build a
better world. I will describe his views, then how our initiative is set to take advantage of the
information shared.
Intelligence In short we do not know what to measure on current test. We are often left
wondering whether it is more important to know a great number of facts e.g. Jeopardy model or
understanding complex facts e.g. Einstein model. With the world of knowledge at our finger tips
through the Internet, in the future the ability to build on the spot complex tools using information
that solves a problem in real time will be the true demonstration of intelligence. This will most
often be accomplished in collaboration with other members of a team.

5. SKI – Collaboration within a team is the cornerstone of our model. Having the Internet available
to all members fosters the development of problem solving skills that are required for youth to
lead successful lives. Project and activity-based learning methods also are proven ways to
generate passion in students for learning. They learn skills as they seek to solve the problem.
Innovation: In discussing the way develop innovation whether completely new approaches or
incremental improvements in existing approaches Mr. Zolli stated there are five ways we come
up with innovations; we think about the problem and 20% of the time we develop a whole new
solution; however 80% of the time nothing positive happens. If we just look at a problem closely
70% of the time we can develop an incremental innovation. Play delivered incremental
innovation 40% of the time along with 40% redefinition of the real problem under
consideration. Imaging the future was not relevant since it does not solve a current problem.
Think in network terns as a means to develop innovation yields an interesting formula; where the
value of the network is equal to the network members who participate in the activities. This
method is also how Facebook and other social networks are valued.
SKI – Taking these ways of innovating into our plan. It becomes clear assistance is needed in
developing learning models that generate the desired goals and objectives. Conducting a You
Tube contest for best methods to use the tech kits in the community for maximum participation is
one way to create new levels of interest. By concentrating on a community in a neighborhood
where the students live we develop caring connections that increase our commitment rates and
thus the value of the core network.
Work and Learning Places especially our schools in many cases are identified as a place where
you might be taken against your will rather than an inspiring, creative environment.
SKI – Our approach turns almost any place into a learning environment. The venue needs to be
vetted by the school, parents and community. We should come up with creative places where
youth will be inspired to visit and also these can change weekly or even daily since setup and
take down efforts are at a minimum. Characteristics of the learning spaces should directly reflect
specific group learning objectives and require further discussion. Potential partners can be drawn
from the community and around the world via Internet video. With few moving parts there is less
to go wrong making tech support minimum and manageable.
People are primates and as primates tend to gather in small groups naturally for social
interaction. The other observation is that within the group hierarchy is developed to
individualize themselves into roles that the serve the group.
SKI – Our model is purposely designed to capture this distinction. Each kit works for groups of
four to twelve people depending on space, needs and roles. Assigning individual responsibilities
on the team provides a wide range of options to tap the unique talents and learning style of each
student.
Teachers and Change Agents going forward must consider what its takes to get hold of and
keep the interests of students. By understanding natural tendencies of what motivates us into
action, respond to problems and take advantage of opportunities, we need to bake into our
methodologies the following: People prefer the personal over the impersonal; tangible over the
intangible; present over the future or past; desirability over responsibility.
SKI – Taking these factors into account as we plan activities will increase our opportunity to
deliver meaningful outcomes for all those we serve.

6. Alan November of novemberlearning.com is an international authority in the area of children
and community. In an interview with Chris Walsh at the 2007 ISTE Conference, says that
community is where people live in neighborhoods, they interact with each other. Mr. November
goes on to state that when we designed our schools we separated children from their
communities. We took them out and away from the honorable work that children did before we
had schools in contributing to the family farm. Children knew that they were absolutely essential
and vital to their community’s survival. The community could not exist without the contribution
that children made. We robbed children of that sense of being as we moved from agricultural to
the industrial revolution.
He Ask, What if we could go back in time with our new tools to see if we can redesign to entire
concept of children in community, with them making an important contribution, knowing that
they are essential? If you don’t know that you have anything to contribute, then it is hard to
respect others he goes on to say.
SKI – Our approach recreates the community as a village, provides us with an opportunity to ask
the right questions, seek and test solutions regarding the vital needs of both the community and
of children to feel included. Volunteers brought into the equation via Skype interacting with the
groups along with fulfilling tasks of seniors, assisting those with learning disabilities and many
more possibilities are to be explored. We can build networks of mentors, advocates,
grandparents, experts etc…
Next Steps
Obtain comments on this report from key influencers and educators. (Small list)
Enlist their support in the project as partners, create a work plan
Academics’ Discuss merits and report on feasibility of the approach
University of Memphis and Lemoyne Owen College leadership providing undergraduate
students with paid or unpaid Internships, employment and community service opportunities)
Marketing discussion of possible social marketing approach partner roles and scalability
Memphis City leadership, school and business along with community stakeholders.
Environmental
Identify and discuss at length how our green solution saves energy, reduces our carbon footprint
and delivers a precision education while helping to heal the community, give youth a road to
making a contribution to themselves others and is very cost effective.

7. SMART KIDS Initiative (SKI)
SMART KIDS
Initiative
Overview
25,000 Phase one
100,000 Phase two
Kids After School
Out of School
This initiative creates new, expands reach of existing with additional
augmentation support for after-school, out of school, mentoring, tutoring,
entrepreneurship – leadership development & homework help programs. The
application of new technologies allows arrogation of current resources to provide
age, skill appropriate, geographic specific and culturally rich small group
experience for precision delivered education which builds community adult
literacy and skill sets within their own neighborhood. Learning, tech skills and
literacy increase. The number of school aged children served in these programs in
phase one is 25,000 and phase 2 offering 100,000 access within the next two
years. SKI groups will be located throughout the community and operational
between 2 – 6pm weekday afternoons. Neighborhood stakeholders in each
community will assist in identifying and vetting viable sites.
SMART KIDS
Partner
Types & Roles
1. Host City Office of the Mayor
2. City Department of Recreation and Parks,L A Public Library Department.
3. Neighborhood School District, Board of Education and local schools
4. Google.org, Ncomputing, Break Away Technologies, Community Tech
5. Business and Technology hardware, software and various foundations.
6. Consortium of, faith-based and community based organizations
Boys & Girls Clubs, YMCA, YWCA,Community Colleges, other community
partners, Lemoyne Owen College and University of Memphis
Project
Precision
Delivered
Educational
Support
1. Create neighborhood after-school computer tech kits available throughout the city
for school aged children to work in small groups 2:00pm -6:00pm each weekday
afternoon.
2. College Internships and work/study opportunities provide practical work experience
3. Groups and sites are self selected through an geography, age and role
4. Software developed to facilitated process thru online portal site Eventful.com and
other web resources.
3. Develop group helpdesk support
4. Development of technology kits using eMate desks and Ncomputing network
solution. Kits are setup and maintained by local students and users.
5. Deploy 300 kits per month which will serve 25,000 students in a one-year period, at
sites located throughout the targeted communities..
SMART KIDS
Howit will work
Conduct a series of high profile ed/tech raising at local schools to organize teams of
students volunteers, teachers, tutors and sponsors, to plan that semesters activities.
Develop workshops ed/tech raising curriculum and workshop rally protocol
Meet with each group separately initially to discuss roles and obtain by in for the project.
Conduct training on software signup as well as how the initiative will work in the
selected neighborhood.
Changing roles of each person during the week that is part of the team, serve as learning
experiences and support for each other member’s and education objective.
Deployment of
Technology to sites
Social Networking
Approach
The proliferation of social networking site, web learning resources,new and different
methods of communication enrich the learning experience. Skype video conferencing,
search engine maximization for educational use these resources are used to organize,
enhance and deploy to designated teams and sites.

8. Tech Support Student workers,instructors, mentors and staff provide tech kit delivery and support to
maintain kits in their area based on their role on a given day.
Strengthen
Academic resources
available to school
children
Partner in person
and online support
Memphis City Schools district web resources are made available to each student utilizing
their specific school login. This web site contains the curriculum homework
assignments for each school grade level. Our portal would access other educational
resources and support services.
While each group meets 2-6pm weekdays to provide school aged children with a wide
range of specialized learning opportunities. Partnering organizations especially those
providing tutoring services under No Child Left Behind should be very active.
Potential partners will offer:
Reading, Math & Science Skills Emotional Intelligence Skills
Multimedia Training Internship Opportunities
Leadership Development Entrepreneurship Development
Technology Literacy
Train the trainer
Network ofmutual
support
Small group precision targeted, problem, project, activity and scenario based learning
can be offered in a setting where everyone plays an important role. Students both
receive as well as provide support for other group members
Star Tech Model There is no need to develop new software tools to make the program feasible. We
recommend eventful.com as a site for tracking life’s events across a variety of
categories, calendars, venues, participants and groups is perfect for our application. An
entire semester of participants, their roles and events can uploaded at the start of the
year.
Collaboration and instruction on multiple levels.
Our Star-Tech Model:. Define each participants role for every day they attend
afterschool activities.Roles are self selected or with assistance at the workshop sessions
for the entire semester. Modifications should be made within the first three week to
tweak schedules and relationships, venues etc. The goal of the designed is to surround
each student at each coursework level with a teamof individuals to provide resources
necessary for positive and effective inclusive results. The team consists of no less than
four or average six members, each having their own objective and responsibility.
Students can be a mentor at one level and student at another. An instructor at one level
and counselor on the next, with the goal to create a self reinforcing support system on
multiple levels with many strands of team collaboration while delivering precision
learning objectives.
TEAM MEMBER OBJECTIVE
NewStudent Achieve educational, professional and leadership goals
Continuing Student Introduce new students to program operations, serve as study
partner.
Parent/Life Coach Increase opportunities through encouragement, participate
where possible.
Instructor Guide students, develop instructional methods appropriate
for the age group and educational objective.
Ombudsmen Work with whomever necessary to stabilize the student's
social environment.
Mentor/Tech Encouragement. Pass on skills: teach coping, employability
attitudes and leadership.
Software in the portal makes available information for each team member to
share, analyzes trends, charts progress, and builds on student improvements. For
example, each student can for practical purposes function as a mentor or

9. instructor during his or her coursework. This model encourages individual
empowerment because the student, in effect, can teach or tutor a course that he or
she has completed only the previous quarter.
The Star-Tech Model allows a wide variety or partners to participate in the project
in a dynamic organized manner focusing on collaborative interaction. Partners can
focus on their own strengths while learning to work in teams.
Budget Break Away Technologies in collaboration with Herff College of Engineering at the
University of Memphis will manage the project and publish finding along with partners
for a service fee: TBD per month from start-up through delivery first years 1004 kits.
This number of kits should serve 6,000 to 14,000 students per day session during the
pilot phase between the six locations.
Each kit consists of:
Four or Six computer workstations, all software and maintenance eMate desk and chairs
(optional) Cost: $1,200- 2,400 Internet connectivity is wireless provided on site or
monthly provider fee.
Instructional
and
Technical Support
Cost structure
Sliding scale developed for students workers (stipend), student instructor/tech hourly fee,
instructors, mentors etc… fee paid based of assignment. 20 part-time tech neighborhood
consultants @ $15-$22 per hour depending on skill set. Service kits both remotely and
on site. Maintenance costs are nominal since only one computer or no computer used
per kit.
Training
workshops
Event and training workshops costs are a function of number, scale and type of events