Share |
Organization DBA 1971-1982 Hamilton-Wenham Regional School District DBA Project Adventure
Former Names --
Organization received a competitive grant from the Boston Foundation in the past five years No

Summary

Mission StatementMORE »

The mission of Project Adventure-an innovative teaching organization-is to provide leadership in the expansion of adventure-based experiential programming.  Project Adventure seeks to develop responsible individuals, productive organizations and sustainable communities.

Mission Statement

The mission of Project Adventure-an innovative teaching organization-is to provide leadership in the expansion of adventure-based experiential programming.  Project Adventure seeks to develop responsible individuals, productive organizations and sustainable communities.

FinancialsMORE »

Fiscal Year Jan 01, 2013 to Dec 31, 2013
Projected Income $4,706,719.00
Projected Expense $4,435,179.00

ProgramsMORE »

  • Adventure Program Support: Challenge Course Design and Installation
  • Behavior Management through Adventure (BMTA)
  • Physical Education and Fitness Programs
  • Team Building Programs for Youth
  • Whole School Change and Peer Leadership Programs

Revenue vs. Expense ($000s)

Expense Breakdown 2013 (%)

Expense Breakdown 2012 (%)

Expense Breakdown 2011 (%)

For more details regarding the organization's financial information, select the financial tab and review available comments.


Overview

Mission Statement

The mission of Project Adventure-an innovative teaching organization-is to provide leadership in the expansion of adventure-based experiential programming.  Project Adventure seeks to develop responsible individuals, productive organizations and sustainable communities.

Background Statement

Project Adventure is a pioneer and leader in Adventure-based experiential programming which uses physical exercises to build character, promote team work, and encourage responsibility.
 
Since 1971, PA has provided the tools for schools, agencies and corporations to implement experience-based learning programs to effect positive change. Our research-driven programs and products yield measurable results.
 
PA applies a unique Adventure methodology to all of our programs, workshops and publications. This methodology consists of activities and experiences designed to appropriately challenge individuals and groups in ways that accelerate learning. Adventure methodology can be incorporated into an existing curriculum or used as the core of a new program.
 
Our strong commitment to disseminating curricula and educational standards differentiates us from other Adventure organizations. We constantly review and evaluate our programs' effectiveness and relevance to modify existing programs and develop new ones. Supported by our core concepts of the Full Value Contract and Challenge by Choice, Project Adventure’s approach is unmatched in the industry.

Impact Statement

In 2014, Project Adventure provided direct service programs for more than 5,500 students from 130 schools and organizations in the region. PA Connect connected more than 1,500 Adventure practitioners with resources and one another.

Work with Lawrence Public Schools continued and provided on-going training for peer mentors and professional development for LPS staff. Outcomes included a significant reduction in Freshmen detention rates and 90% of the Freshmen reporting that they feel a part of the High School community.

The Dick Prouty Scholarship Fund was established to provide financial aid to teachers and youth who wish to participate in PA programs but cannot afford to do so. A $100,000 gift established an endowment for this fund.

Finally, Project Adventure saw a major transition in 2014 when CEO Dick Prouty retired after 34 years with the organization. A search for the new CEO was conducted by a professional search firm, via contributions from our donors. PA's new CEO, Richard Ross joined the team in early 2015.
 
2015 Goals

PA’s overarching goal for the near future is to become more engaged in our local community. We believe that our proven methodology can have a greater impact if we partner with other non-profit organizations with similar missions to ours.

Included in this is a goal to increase the number of schools in Massachusetts that use PA programs to improve communication, trust, cooperation and group work skills among staff and students. We understand that many schools wish to access our programs, but are constrained by financial limitations. We hope to make Adventure programming options more readily available to any school in the region.

After much success working with a nationally recognized veteran’s support organization, we hope to reach out to local veterans in a similar capacity. Adventure education has shown to be effective in helping veterans regain a sense of purpose and confidence, and we look forward to continuing to serve this population.

 

Needs Statement

We could not fulfill our mission without the generosity of individuals, foundations and government grants. In 2015, we hope to focus on providing services in our own community. Following are the areas that our fundraising efforts will be concentrated on in 2015.

 

We hope to continue to grow our Scholarship Fund endowment. These funds enable us to provide financial aid for youth and teachers who wish to access our programs but cannot afford to do so, while maintaining the high quality of programming that we are known for.

 

We'd like to raise $50,000 to support the implementation of our Adventure Curriculum for PE and Adventure in the Classroom programs in local schools. Our train-the-trainer approach and turn-key programming allows us to maximize impact by giving school staff valuable tools and skills for creating an engaging and effective learning environment. These funds would help us implement these programs in 10 school districts, thereby impacting more than 20,000 youth.

 

PA seeks to volunteer our services and Team Development expertise to local non-profit organizations. To do this, we seek funding to support the overhead costs of providing these programs in the amount of $50,000 – which will enable us to provide 25 days of free services to such organizations.

CEO Statement

--

Board Chair Statement

--

Geographic Area Served

Massachusetts-All Regions
GREATER BOSTON REGION, MA
City of Boston- Allston/ Brighton
City of Boston- Charlestown
City of Boston- North Dorchester
City of Boston- South Dorchester
City of Boston- East Boston
City of Boston- Jamaica Plain
City of Boston- Mattapan
City of Boston- Roslindale
City of Boston- Roxbury
City of Boston- South Boston
City of Boston- Harbor Islands
City of Boston- West Roxbury
BERKSHIRE REGION, MA
CAPE &ISLANDS REGION, MA
CENTRAL REGION, MA
NORTHEAST REGION, MA
PIONEER VALLEY REGION, MA
SOUTHEAST REGION, MA
--

Organization Categories

  1. Education - Educational Services
  2. Youth Development - Youth Development Programs
  3. -

Independent research has been conducted on this organization's theory of change or on the effectiveness of this organization's program(s)

Yes

Programs

Adventure Program Support: Challenge Course Design and Installation

The Challenge Course is a popular tool for incorporating Adventure into youth programming especially in schools. Project Adventure supports programs using adventure by providing Challenge Course services in all 50 states and over 20 countries. PA’s combination of superior, breakthrough challenge courses with superlative program design means that PA consistently creates programs which meet the educational needs of each participant.
 
PA’s commitment to integration of resources and methods is evident in all its work. In addition to building state-of-the-art challenge courses for educational organizations, PA is committed to ensuring the continued safe operation of these courses. PA supports clients over time with course inspections, repairs and trainer refreshers for challenge course staff.
Budget  $1,975,000.00
Category  Education, General/Other Educational Programs
Population Served K-12 (5-19 years)
Program Short-Term Success 

Common outcomes for students are:

·       Greater teamwork and collaboration

·       Enhanced physical fitness and motivation to move

·       Improved decision making skills

·       Improved ability to set goals

Program Long-Term Success 

Individuals who participate in a PA Challenge Course experience are expected to develop life-long skills for physical activity, improved self-efficacy and goal-setting capacity, empowerment to better manage one’s own behavior and more positive interactions with others. PA started building Challenge Courses in 1971 and is now one of over twenty Professional Vendor Members of the Association for Challenge Course Technology, which PA helped to incorporate. PA published and researched the leading longitudinal study (20 Year Safety Study) on challenge course safety and is the only Adventure organization that is accredited through the Association for Experiential Education and a Professional Vendor Member of the Association for Challenge Course Technology. PA services over 750 courses every year.

Program Success Monitored By 

Project Adventure is accredited by both the Association of Experiential Education (AEE) and is a Professional Vendor Member of the Association for Challenge Course Technology. Both of these organizations are the nation’s leaders in their respective fields and PA continually meets their stringent standards for safety and program.

Examples of Program Success 

The Newton, MA Public School System built multiple high and low Challenge Courses in six schools in 2006. Project Adventure built the courses, inspects them yearly and trained over 30 Newton teachers in PA programs. More than 12,000 students participate in their K-12 program every year. All students participate in fitness programs which are cooperative rather than competitive in nature. As a result of using PA’s Adventure Services and programming, the school district reports a greater sense of community and a noticeable difference in connection between both students and staff. They also reported gains in student fitness.


Behavior Management through Adventure (BMTA)

BMTA is a behavior management system and a form of outdoor therapy for youth with behavioral, psychological and learning disabilities; students excluded from school disciplinary reasons; and juvenile offenders that uses a reality and activity based approach combined with a structured group process to facilitate and sustain change. Based on social learning theory and our extensive experience providing programs for youth with learning deficits, conduct disorders, substance abuse and other behavior disorders, this evidenced-based program yields positive social emotional results. Recently, this program was reviewed by SAMHSA’s National Registry of Evidence-based Programs and Practices and BMTA is now listed on this National Registry. BMTA can be implemented as a stand-along program or as part of a larger, whole agency implementation. PA offers licensure to schools, therapeutic agencies, special education programs and private and independent organizations.
Budget  $170,000.00
Category  Education, General/Other Teacher & Faculty
Population Served At-Risk Populations K-12 (5-19 years)
Program Short-Term Success 

Based on the January 2012 review by SAMHSA, the following outcomes were validated:

·       Decrease in re-arrest rates for juvenile offenders after 6 months and 1, 2 and 3 years

·       Increase in time period from release to re-arrest for juvenile offenders

·       Decrease in depression symptoms as measured by the Beck Depression Inventory (p < 0.001)

·       Increase in Family Self-Concept as measured by the Tennessee Self-Concept Scale

·       Decrease in social introversion as measured by the Minnesota Multiphasic Personality Inventory (p = 0.45)

Program Long-Term Success 

BMTA is designed to integrate students with difficulties back into society as productive members. According to the Journal of Quantitative Criminology, the value to society of every high-risk youth who does not become a career criminal was $1.7-2.3 million dollars in 1997, or $2.4-3.3 million dollars per youth today. The SROI (Social Return on Investment) is staggering; for only a few thousand dollars per youth, the return is over $2 million. Therefore, this one PA program saves not only individuals, but can save taxpayers hundreds of millions of dollars by positively impacting the lives of high-risk youth.

Program Success Monitored By 
For participants in the training, we have short and long form implementation surveys to get self-reported data. There are also knowledge assessments for staff at BMTA competency level 1 and level 2. We also use interviews as a qualitative measure.

In therapeutic settings there are two things we examine. The first is progress in student behavior using whatever system a given program has in place, such as a point system or goals they set and report on. The second is the extent to which restraints are used. In alternative schools settings we have a broader set of criteria that include attendance by students and staff, behavioral incidents, course completion and standardized test results.
Examples of Program Success 

BMTA was implemented in Lawrence, MA.Using baseline data, an assessment of the program revealed a substantial decline in the use of physical restraints by staff with students, greater use of in-school suspensions rather than out-of-school suspensions, increased time on task (based on direct classroom observation), and improved teacher attendance. Participating students demonstrated improved attendance relative to all students in the district and the state, improved performance on the statewide academic assessment tests relative to all students in the district and all special needs students in the state, and improved performance on a commercial standardized academic assessment (Measures of Academic Progress) administered by the district.


Physical Education and Fitness Programs

Project Adventure’s K-12 Physical Education and Fitness program captivates traditionally disinterested students, engages teachers and positively impacts school climate. The curricula not only meet National Standards for Physical Education, but infuse positive risk-taking, social emotional learning and group development skills. PA’s Fitness programs combat the rising obesity epidemic by engaging all students in physical activity through meaningful group experiences. Additionally, new research demonstrates that aerobic activity has a remarkable impact on student academic achievement and PA programs are an ideal way to engage all students in aerobic activity. The K-12 Adventure Curriculum for PE is designed to help educators integrate and implement all or part of an experience-based learning component into an existing PE program.  
Budget  $200,000.00
Category  Education, General/Other Educational Programs
Population Served K-12 (5-19 years)
Program Short-Term Success 

Individuals participating inPA PE and Fitness Programswill be able to:

·       Understand how to monitor and maintain a health-enhancing level of physical fitness

·       Demonstrate an understanding of the components of health-related fitness

·       Value physical activity for health, enjoyment, challenge, and/or social interaction

·       Exhibit responsible personal and social behavior that respects self and others in physical settings

·       Demonstrate the ability to use decision-making skills to set personal fitness goals

·       Develop lifelong skills to engage in physical activity in one’s home environment

·       Improve academic results due to the benefits of aerobic activity

Program Long-Term Success 

Individuals will continue to practice healthy habits throughout their lives and maintain fitness through regular physical activity. As a result of aerobic activity, the brain undergoes changes which enhance its functioning and individuals therefore tend to be happier, have more brain power and live longer lives.

Program Success Monitored By 

For fitness outcomes, success will be monitored by district-administered fitness testing. For social emotional and school climate outcomes, monitoring is conducted by surveys, interviews and focus groups. The mixed methods approach helps discern to which interventions gain can be attributed.

Examples of Program Success 
The Cambridge Public Schools integrated Project Adventure into their PE programming in the 1980’s and have maintained a K-12 ‘urban adventure’ curriculum ever since. At the King School, often exceeding 50% low income student population, PE teachers have integrated the adventure method into all units versus a distinct Adventure unit. Staff attribute the program to the comparatively high participation in PE and positive school climate.
 
Another school district reports “Project Adventure has been one of the best experiences for both my personal growth as a physical educator and the growth in my kids as future leaders. The program gave me infinite ways to encourage peaceful play with purposeful conflict.”

Team Building Programs for Youth

Project Adventure’s Youth and College Teambuilding Programs provide powerful, impactful and fun experiences. PA programs give young people the opportunity to grow as individuals and as a group through Adventure and play. All of PA’s Youth and College Programming options incorporate our core philosophies of Challenge by Choice and Full Value Contract. These programs are ideal for schools, youth organizations, colleges and universities and sports teams. PA also offers a summer day camp in Beverly, MA as well as other on-going programming.

Budget  $300,000.00
Category  Education, General/Other
Population Served K-12 (5-19 years) Adults
Program Short-Term Success 

Common outcomes of our programs are:

·        Enhanced teamwork

·        Increased confidence

·        Improved conflict resolution skills

·        Reinforcement (or introduction) of school norms

·        Create energy and excitement towards school, learning cohort or team

Program Long-Term Success 

After PA teambuilding programs, participants can transfer the skills they learned back to their group experiences. These skills, however, can also be transferred to many other experiences in the individual’s life. The positive experience through a PA program can impact the individual’s ability to collaborate, work as a team member and communicate with others in many different situations. Overall, PA seeks to develop responsible individuals, productive organizations and sustainable communities.

Program Success Monitored By 

PA’s teambuilding programs success is monitored by interviews, surveys and client testimonials.

Examples of Program Success 

PA has worked with Boston Day and Evening Academy (BDEA), an innovative charter school in Boston that serves youth which have aged out of traditional schools or have dropped out. PA staff have worked with BDEA teachers to make their lesson plans more experiential which has led to greater student comprehension of academic concepts. BDEA students and staff have also participated in youth teambuilding programs both at the school and at PA headquarters. Both students and staff report a marked difference in school culture (including buy-in and behavior) and community building as a result of the PA program.


Whole School Change and Peer Leadership Programs

Building Respectful Learning Communities (BRLC) is a social and emotional learning model that develops staff and student competencies to impact school climate, social skills and academic achievement. At the heart of BRLC is the Full Value Contract, a process of creating and establishing growth-oriented behavioral norms and social and emotional competencies of students and staff. BRLC can be implemented in a single classroom, whole school or school district. PA’s Peer Leadership and Peace on the Playground models reinforce BRLC and incorporate Adventure into instructional settings or recess. Bullying prevention is another important outcome.
 
PA trains more than 800 educators in Massachusetts to use our methodology and curricula in their own environments annually. We use experience-based models in all professional development supported by manuals, phone and online assistance. Participants describe PA trainings as the most relevant, beneficial and engaging professional development.
Budget  $500,000.00
Category  Education, General/Other Educational Programs
Population Served K-12 (5-19 years)
Program Short-Term Success 

Students who participate in PA programs will demonstrate

 

·       Increased motivation and sense of community reflecting positive school climate

·       Improved 21stcentury skills

·       Improved performance on state-wide academic assessment tests

·       Increased time on task

·       Decreased behavioral referrals

·       Improved attendance

Program Long-Term Success 

Students and educators who have participated in Project Adventure will develop strong 21st Century Learning Skills such as the abilities to collaborate, communicate, and think critically. Students are more likely to stay in school and to have stronger academic performance, which are both indicators of later success. PA believes that these students will become future leaders and productive members of society. Staff will also become more collegial and committed as they practice and model the team development models and methods applied in instructional settings.

Program Success Monitored By 

PA supports schools and educators in collecting and analyzing data which will be used not only to evaluate the success of the implementation but also to identify areas where on-going training and consulting services should be focused. Data is collected from individuals through surveys measuring social emotional development, interviews and focus groups. Tracked data such as student and faculty attendance, academic achievement and GPA is also analyzed.

Examples of Program Success 

In 2008 the North Andover Public Schools engaged Project Adventure to help guide a district-wide initiative to ‘build respectful community by design rather than by chance.’ Project Adventure initially served as consultant to the newly formed BRC committee contributing to a needs assessment process that engaged the entire school community. The process raised awareness to the importance of a coordinated effort, sparked dialog and resulted in many targeted initiatives. Repeated PA assessments in 2010 and 2012 indicated significant progress in school leadership planning such that BRC/School climate goals are embedded in every school improvement plan. Assessments also indicate notable advances in district-level BRC coordination, parent support for the work at all levels, development of positive school climate and a significant drop in bullying incidents. Furthermore community partners including youth sports organizations have adopted the common valuing language of the school district.


CEO/Executive Director/Board Comments

One of the biggest challenges faced by Project Adventure today is that despite our efforts to keep our fees affordable, there are many students and educators that cannot afford PA’s training and programs. To that end, we are creating a Scholarship Fund for students and teachers. If PA could provide enough scholarships to keep our fees affordable, there are many students and educators that could afford PA’s trainings and programs.
 
We are also launching PA Connect, an online resource for Adventure educators. Members of PA Connect will have full access to our digital library of resources, which will consist of online versions of PA publications, previously unpublished PA curriculum, videos and articles from Adventure experts and other PA resources. This robust web presence will allow for more continuous interaction between PA staff and clients, as well as more client to client information and knowledge creation and sharing. PA’s innovation structure will shift from our current PA-centric model to one where innovation is both internally and externally produced and shared; our clients will create and innovate with each other and with us. This will not only increase their engagement and impact but greatly accelerate the process and pace at which the field of Adventure Learning advances. Since clients will now be continuously engaged and interacting with PA resources and with each other, rather than by participating in physically-based workshops alone, we will be able to reach many more people more cost effectively. PA Connect not only helps PA advance its mission, it will also enable teachers to participate at a lower cost which is extremely important as schools budgets are constrained.

Management


CEO/Executive Director Mr. Richard Ross
CEO Term Start Jan 2015
CEO Email [email protected]
CEO Experience
Richard's resume includes over 30 years as an entrepreneurial-minded, senior executive with extensive experience in operations, marketing and new business development across diverse industries. Richard was most recently responsible for the development and direct execution of all operating and clinical policies to support overall company objectives for The Wellness Corporation. The Wellness Corporation provides wellness work/life programs, organizational development services, professional development training and mediation services to major institutions in the Higher Ed sector.
Co-CEO --
Co-CEO Term Start --
Co-CEO Email --
Co-CEO Experience --

Former CEOs and Terms

Name Start End
-- -- --

Senior Staff

Name Title Experience/Biography
Beth Norris Chief Financial Officer
Beth joined PA full time in 2011 and has worked in the education field for the past ten years.  Her experience includes: teaching math, biology, and physics at Chapel Hill-Chauncy Hall School in Waltham, MA and North Country School in Lake Placid, NY, coordinating outdoor education programs at BU’s Sargent Center, leading international back country wilderness trips for teens, and facilitating youth and college programs at PA.  Beth has also worked with the Appalachian Mountain Club and The Trustees of Reservations on short term projects.  She is a Six Sigma Green Belt and a member of Beta Gamma Sigma, the international business honor society.
 
Beth has a Sc.B. in Biology from Brown University and a dual degree M.S. in Information Systems and M.B.A. with a certificate in Public and Nonprofit Management from Boston University.
Paul Radcliff Director of Training & Consulting

A veteran of Project Adventure since 1980, Paul has held many senior positions within our organization while consulting to client systems globally. Paul’s work is focused on both therapeutic settings and the corporate arena where he has worked with such clients as Exxon International, Italian Minister of Defense and Mars Company. Paul is a co-author of Islands of Healing, a comprehensive discussion of the Adventure Based Counseling approach. He is currently working with corporate groups in the area of team development and training individuals and organizations in PA’s Behavior Management through Adventure approach.

Paul has his B.S. and M.A. in Counseling.

Bob Ryan Director of Safety and Risk Management
Bob has been at PA for approximately 25 years and has served as Director of Safety and Risk Management for the past 15. Before coming to PA, his experience included six years as a teacher with an experiential/outdoor program in a public high school, two years as an instructor and course director at Outward Bound, and one year as a staff member on the SV/TeVega, a tall ship sail training program. Bob is co-author of the20-Year Safety Study(1995) and the author ofThe Guide for Challenge Course Operations(2005). He has served on the Association for Experiential Education (AEE) Accreditation Council and the Association for Challenge Course Technology (ACCT) Board of Directors. In 2005, he received the “Critical Link” Award for service from ACCT. He resides with his family in southern Maine.
 
Bob has a B.S. in Biology from Middlebury College in Vermont, and performed post-graduate study at Oberlin College in Ohio.

Awards

Award Awarding Organization Year
Exhibitor of the Year Massachusetts Alliance for Health, Physical Education, Recreation and Dance 2008
Supporting Advocate Membership Child Welfare League of America 2008
Bernard E. Hughes Recognition Award NYSAHPERD 1991
Certificate of Merit U.S. Department of Education New England-Region I --

Affiliations

Affiliation Year
-- --
Member of state association of nonprofits? No
Name of state association --

External Assessments and Accreditations

External Assessment or Accreditation Year
Association for Challenge Course Technology 2013
Association for Experiential Education 2013

Collaborations

--

CEO/Executive Director/Board Comments

--

Foundation Comments

--

Staff Information

Number of Full Time Staff 35
Number of Part Time Staff 6
Number of Volunteers 10
Number of Contract Staff 51
Staff Retention Rate % --

Staff Demographics

Ethnicity African American/Black: 1
Asian American/Pacific Islander: 1
Caucasian: 39
Hispanic/Latino: 0
Native American/American Indian: 0
Other: 1
Other (if specified): --
Gender Female: 15
Male: 27
Not Specified 0

Plans & Policies

Organization has Fundraising Plan? Under Development
Organization has Strategic Plan? Under Development
Years Strategic Plan Considers --
Management Succession Plan --
Business Continuity of Operations Plan --
Organization Policies And Procedures Yes
Nondiscrimination Policy Yes
Whistle Blower Policy No
Document Destruction Policy --
Directors and Officers Insurance Policy --
State Charitable Solicitations Permit --
State Registration --

Risk Management Provisions

--

Reporting and Evaluations

Management Reports to Board? Yes
CEO Formal Evaluation and Frequency Yes Annually
Senior Management Formal Evaluation and Frequency Yes Annually
Non Management Formal Evaluation and Frequency Yes Annually

Governance


Board Chair Mr. Christopher Weld Jr.
Board Chair Company Affiliation Todd & Weld, LLP
Board Chair Term Apr 2010 -
Board Co-Chair --
Board Co-Chair Company Affiliation --
Board Co-Chair Term -

Board Members

Name Company Affiliations Status
Ms. Diana Batchelder Mathey Pingree School --
Mr. Scott Beyer Vice President, Strategy & Marketing at Oxford Global Resources Voting
Ms. Alida Bryant Bryant & Co. --
Ms. Meleena Erikson EMI Strategic Marketing --
Mr. Stephen Goeben PricewaterhouseCoopers LLP --
Mr. Nate Lentz Osaga Partners, PA --
Mr. Dick Morgan Rocket Software --
Mr. Stephen Mott Single Stop USA --
Mr. Jim Oker Microsoft --
Dr. Jerry Pieh Isaacson Miller --
Mr. Doug Sanders Union Bank of Switzerland --
Ms. Claire Spofford J. Jill --
Mr. Christopher Weld Jr. Todd & Weld, LLP --

Constituent Board Members

Name Company Affiliations Status
-- -- --

Youth Board Members

Name Company Affiliations Status
-- -- --

Advisory Board Members

Name Company Affiliations Status
-- -- --

Board Demographics

Ethnicity African American/Black: 0
Asian American/Pacific Islander: 0
Caucasian: 13
Hispanic/Latino: 0
Native American/American Indian: 0
Other: 0
Other (if specified): --
Gender Female: 4
Male: 9
Not Specified 0

Board Information

Board Term Lengths --
Board Term Limits --
Board Meeting Attendance % --
Written Board Selection Criteria Under Development
Written Conflict Of Interest Policy Under Development
Percentage of Monetary Contributions 100%
Percentage of In-Kind Contributions 100%
Constituency Includes Client Representation Yes

Standing Committees

  • Board Governance
  • Development / Fund Development / Fund Raising / Grant Writing / Major Gifts
  • Finance

CEO/Executive Director/Board Comments

Project Adventure has a strong national presence on its board as well as a strong program presence with Jerry Pieh, one of the people who was instrumental in launching PA in 1971. In addition to our Board of Directors, we have a local Advisory Board which participates in fundraising and community outreach, including conversations about the preservation of our historic property on Moraine Farm in Beverly.

Foundation Comments

--

Financials


Revenue vs. Expense ($000s)

Expense Breakdown 2013 (%)

Expense Breakdown 2012 (%)

Expense Breakdown 2011 (%)

Prior Three Years Total Revenue and Expense Totals

Fiscal Year 2013 2012 2011
Total Revenue $3,771,772 $4,391,151 $4,782,325
Total Expenses $4,242,349 $4,174,149 $4,731,692

Prior Three Years Revenue Sources

Fiscal Year 2013 2012 2011
Foundation and
Corporation Contributions
-- -- --
Government Contributions $0 $0 $0
    Federal -- -- --
    State -- -- --
    Local -- -- --
    Unspecified -- -- --
Individual Contributions $299,682 $375,974 $199,328
Indirect Public Support -- -- --
Earned Revenue $3,602,970 $4,040,584 $4,354,445
Investment Income, Net of Losses $139 $95 --
Membership Dues -- -- --
Special Events -- -- --
Revenue In-Kind $28,403 $95,777 $280,505
Other $-159,422 $-121,279 $-51,953

Prior Three Years Expense Allocations

Fiscal Year 2013 2012 2011
Program Expense $2,258,407 $3,261,582 $3,552,334
Administration Expense $878,027 $898,099 $1,135,312
Fundraising Expense $5,915 $14,468 $44,046
Payments to Affiliates -- -- --
Total Revenue/Total Expenses 0.89 1.05 1.01
Program Expense/Total Expenses 53% 78% 75%
Fundraising Expense/Contributed Revenue 2% 4% 22%

Prior Three Years Assets and Liabilities

Fiscal Year 2013 2012 2011
Total Assets $3,756,998 $3,589,563 $4,707,553
Current Assets $857,689 $906,376 $736,961
Long-Term Liabilities $1,757,378 $1,637,625 $2,018,988
Current Liabilities $1,845,691 $1,584,074 $1,975,746
Total Net Assets $153,929 $367,864 $712,819

Prior Three Years Top Three Funding Sources

Fiscal Year 2013 2012 2011
1st (Source and Amount) -- --
-- --
-- --
2nd (Source and Amount) -- --
-- --
-- --
3rd (Source and Amount) -- --
-- --
-- --

Financial Planning

Endowment Value --
Spending Policy --
Percentage(If selected) --
Credit Line Yes
Reserve Fund No
How many months does reserve cover? --

Capital Campaign

Are you currently in a Capital Campaign? Yes
Capital Campaign Purpose To raise transformational funding for PA’s vision, property capital for historic Moraine Farm and money for scholarships for students and educators.
Campaign Goal $600,000.00
Capital Campaign Dates -
Capital Campaign Raised-to-Date Amount --
Capital Campaign Anticipated in Next 5 Years? --

Short Term Solvency

Fiscal Year 2013 2012 2011
Current Ratio: Current Assets/Current Liabilities 0.46 0.57 0.37

Long Term Solvency

Fiscal Year 2013 2012 2011
Long-term Liabilities/Total Assets 47% 46% 43%

CEO/Executive Director/Board Comments

There have been a number of changes at PA over the past few years, although our commitment to our mission and our ability to serve that mission has not. In addition to its MA headquarters, PA had a GA campus and a large contract with state agencies serving at-risk youth. When the economy slid in 2009, the programs lost most of their funding and PA chose to refocus on its core operations in MA. For that reason, we are now a 5M organization but as we’ve restructured, we are now more capable than ever of providing superior services to educators and youth to create respectful communities and responsible individuals. PA ended in the black in 2011 and 2012 and are on course to continue building on that positive trend.

Foundation Comments

For the fiscal years ending FY08, FY09, FY10, FY11, and FY13, the independent auditors conducting this audit have issued a going concern opinion, which means simply whether there is significant doubt that the nonprofit will have sufficient resources in the foreseeable future. 
 
For the FY 08 and FY09 audit, the independent auditors issued a qualification to their opinion regarding the going concern. Please review the auditors opinion for further information.
 
Financial summary data in charts and graphs are per the organization's audited financials.  Contributions from foundations and corporations are listed under individuals when the breakout was not available.

Documents


Other Documents

No Other Documents currently available.

Impact

The Impact tab is a section on the Giving Common added in October 2013; as such the majority of nonprofits have not yet had the chance to complete this voluntary section. The purpose of the Impact section is to ask five deceptively simple questions that require reflection and promote communication about what really matters – results. The goal is to encourage strategic thinking about how a nonprofit will achieve its goals. The following Impact questions are being completed by nonprofits slowly, thoughtfully and at the right time for their respective organizations to ensure the most accurate information possible.


1. What is your organization aiming to accomplish?

--

2. What are your strategies for making this happen?

--

3. What are your organization’s capabilities for doing this?

--

4. How will your organization know if you are making progress?

--

5. What have and haven’t you accomplished so far?

--