Training Excellent Minds with Profound Organization
It's not how fast you move... It's how you find your groove... know your TEMPO.
About Excellence In Motion Inc.
Our Mission
Excellence In Motion Inc. mission is to improve the quality of life of black and diverse youth through mentoring, cognitive apprenticeship, interpersonal communication, tutorial assistance, parent engagement, rites of passage, world languages' exposure and social emotional learning.
Our Vision
The vision of Excellence In Motion is to serve as a catalyst in the development of future world ambassadors by providing tools that are internationally competitive with 21st-Century mastery.
Our Story
Excellence In Motion is a nonprofit organization, with a national footprint, formed to serve at-risk and underserved young black and diverse youth for the purpose of achieving excellence in STEAM subjects and foreign languages. The first cohort will use Real Estate, Architecture, and Engineering concepts with social emotional learning and world languages integrated throughout the entire program.
Meet the Visionary Founder & CEO
Throughout Trenton P. Chipley III's life experiences and travels, what appeared as unrelated fields of endeavor ultimately created the recipe for Excellence in Motion. As a 1995 graduate of Morehouse College, Trenton served as a “Big-Brother” to at-risk youth residing in the neighboring Housing Projects, created architectural models for the 1996 Atlanta Olympic committee and engineered the design of a Styrofoam Compactor to reduce the carbon footprint. Trenton attended the post-baccalaureate program at Southern California Institute of Architecture (SCI-Arch) during the summer of 1995.
Trenton P. Chipley, III became an Educator in 1996, teaching Special Education, Math and Art within the Los Angeles Unified School District and Charter School systems. Trenton returned to his alma mater Crenshaw High School as a Math and Art Teacher in their New Media Academy. In 1998, Trenton created “Mind Journey,” a behavior modification program, for the youth with clinical and behavioral diagnosis. “Mind Journey” worked with latency ages and adolescence with various DSM diagnoses (i.e ADHD, Autism, Severe Conduct Disorder, OCD). The “MJ” program used positive reinforcement, rewards, visual/physical/auditory stimulus as well as other behavior modification methods to build trust, self-esteem, academic tenacity and conflict resolution. Through a series of small group projects which culminated into a final production. “Mind Journey” is still in use today by various philanthropic organizations. As an art Teacher in 2003, Trenton P. Chipley III created a student-based mural making business at Crenshaw High School called “E.Y.E. for Art, Inc.”. Teaching young learners the building blocks of entrepreneurship and branding. In 2014, Trenton expanded his certifications by becoming a Personal Trainer, Masseur and Nutrition Consultant. Trenton works with student-athletes, the disabled population and the elderly. Trenton helps his clients reach their personal goals and reduce and/or eliminate medications. In 2017, Trenton sponsored a branch of Kappa League at View Park Accelerated Charter High School as well as students in the greater Long Beach, Inglewood and South Bay area. As a Mentor and Personal Trainer to the young men of Kappa League, Trenton taught the benefits of health and fitness as a lifestyle. Trenton’s passion for Math, Art and Health Science led him to a STEM Fellowship at Viterbi School of Engineering at the University of Southern California (USC) in 2018. As a Viterbi Fellow in the Biomechanics Engineering Department, Trenton worked with graduate students and colleagues of secondary education using Python software to code a virtual “projectile in motion.” As an artist, he created beauty and intrigue in places void of life. As a teacher, he provided a bridge to things unknown. As a behavior specialist, he gave structure to chaos. As a health and fitness professional, he molded the mind, body and soul. As a mentor, he modeled a path for success. As a father, brother and son, he showed love and patience unconditionally. As a “student of life,” he remains open to learning lessons in the most unconventional of places and continues to strive for Excellence in Motion.
"We are what we repeatedly do. Excellence, then, is not an act, but a habit. Perfection may not be attainable, but if we chase perfection we can catch Excellence.”
Initiatives of Excellence
- - S.T.E.A.M. Projects: All E.I.M. Projects use Science, Technology, Engineering, Art and Math, or a combination thereof, with Financial Literacy and Social Emotional Learning integrated throughout the entire program. E.I.M. Projects are age/grade appropriate with SEL as the focus with Elementary Schools; Financial Literacy is emphasized on the High School level, and a mixture of the two for Middle School.
- - Tutorial Services: After School and during Lunch, E.I.M. provides a one-on-one approach with positive reinforcement, incentives and support for their well-being. Students will be guided through the use of technology to expand their knowledge base and stay up-to-date with 21st Century learning. We meet each scholar at their level to build them up, which allows our team to have a mentoring role in the students’ lives, resulting in not only academic but social and emotional growth as well.
Initiatives of Excellence
3. Mentorship: E.I.M. Mentors will help children learn and practice the skills needed to be successful and thrive at home, at school and in the community. E.I.M. Mentors will help children practice and develop healthy coping skills, build appropriate social skills, and learn behaviors that will help them develop healthy relationships with others. Mentors will model and teach the scholars etiquette and what it means to code-switch.
4. Teacher Collaboration: E.I.M combines strategies with the classroom teachers to help students generate original thought while learning to accept and respect individual differences. We also encourage our scholars to come out of their comfort zones by sharing their ideas as well as expanding their knowledge by building on the classroom curriculum.
Initiatives of Excellence
5. Parent Engagement: E.I.M. empower parents by providing them with ways to actively participate in our programs with their child (ren) promoting grit and perseverance, while serving as important voices in the learning process. Studies show that children whose families are engaged in their education are more likely to:
- earn higher grades and score higher on tests;
- graduate from high school and college;
- develop self-confidence and motivation in the classroom; and
- have better social skills and classroom behavior.
Initiatives of Excellence
6. Rites of Passage: - International Exposure and the HBCU Experience will allow our young ambassadors to travel the world and broaden scope of other cultures and self. The “Excellence” rites of passage have three phases: Separation, Transformation, and Illumination.
- The Separation phase takes our scholars from the familiar to adventure. Our young ambassadors will display the courage to answer the call for adventure and step into the unknown. In the
- The Transformation phase is a time of testing, learning and growth. Students build connections with other scholars,educators, and community leaders. Trust is forged in their new community of peers and elders. Breakthroughs and transformations take place in the Transition phase, and confidence takes root.
- Illumination, the final and most pivotal phase where incorporation and reintegration is established. Our young ambassadors will integrate the lessons of the transformational experience, apply the wisdom gained on their journey, implement that wisdom into their life beyond E.I.M., and, ultimately, share that wisdom with the rest of the world. The final step of the Illumination phase is a culminating event in which the Ambassador’s achievements are honored by family, friends and all stakeholders in the E.I.M. community.
- 7. - World Language - E.I.M. will facilitate and a process by which participants become more masterful through a dualistic and methodical approach. All projects, workshops, etc. will spin off from the macro lesson with a micro linguistic translation and introduction. This is done by focusing on Basic Interpersonal Communication (BIC) and Cognitive Academic Language Proficiency (CALP). Stephen Krashen (2003) asserts if students’ native language is strong the transferral, acquisition, and mastery will be met with greater dexterity, so we develop moments of comprehensible input that allows students to develop in the varied zones of competence with the ultimate goal of increasing cognition and proficiency in the second language. This process, when met with frequency and the end goal of literacy, allows learners to increase communication exponentially. BIC and CALP are defined as such and are as follows:
- Basic Interpersonal Communication Skills (BICS) is often referred to as "playground English", "survival English", or "social language." It is the basic language ability required for face-to-face communication where linguistic interactions are embedded in a situational context called context-embedded language. BICS is part of a theory of language proficiency developed by Jim Cummins. BICS, which is highly contextualized and often accompanied by gestures.
- Cognitive Academic Language Proficiency (CALP) focuses on proficiency in academic language or language used in the classroom. Academic language requires that learners develop skills such as comparing, classifying, synthesizing, evaluating, and inferring when developing competence.
EIM prides itself in understanding the uniqueness of language conceptually, contextually, and masterfully as we create low affective filters, understanding of students varied language challenges, and an opportunity to allow for ample practice.Krashen, S. D. (1992). Fundamentals of language education. Torrance, CA: Laredo Publishing Company.
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