To support the Education Program Director within their Academic Support Services programming for young people aged 5-12 at their Jubilee Center in Hoboken. The Education Program Director leads their academic work to improve and customize the curriculum, train and supervise the part-time instructors as well as the volunteers who assist with afterschool homework help and individual tutoring, measure student outcomes, and re-adjust the program based upon these findings. Responsibilities also include facilitating partnerships with public and private agencies that provide services to the students and families, and conducting outreach and work with area schools to develop new afterschool and summer academic support collaborations. The goal is to help low-income, struggling students who attend low-performing schools to succeed academically.

To provide continued support for their Vice President of Program who is responsible for all aspects of teaching and learning within this education service model that partners with public high schools serving low-income communities. They recruit, train, and support Blue Engine Teaching Assistants (“BETAs”), recent college graduates who collaborate with teachers to help students develop “college ready” skills in mathematics, literacy and growth mindset. Alongside teachers, teams of BETAs dramatically reduce instructor-to-student ratios (from 1:30 to 1:6, on average) and deliver customized, in-class small group instruction to help accelerate achievement early in high school, preparing students for advanced coursework and post-secondary success.

For continued support of their Access Program Director for their College Access program which will work with 350 New York City high school seniors. Bottom Line helps disadvantaged students get into college, graduate from college, and go far in life by providing one-on-one guidance to low-income and first generation students from college applications through college graduation. Bottom Line’s program includes two main components: the College Access Program which serves students in their senior year of high school and helps them to navigate every step of the college application process; and the College Success Program which serves students all the way through college. The Access Director position helps to ensure that their Access Counselors have the supervision and support necessary to serve their students efficiently and effectively.

To support a new STEM Program Director who will be responsible for implementing their year-round STEM Program which provides structured learning both after school and during the summer to children ages 5-18 in the areas of Science, Technology, Engineering and Math. The STEM Program Director will provide the oversight, vision and direction necessary to manage the staff, the curriculum, and the success of this program. The Boys and Girls Club of Paterson and Passaic creates a strong academic foundation by providing year-round homework help, tutoring and mentoring to nearly 1,000 children every day. The STEM Program has become an integral part of learning at the Club, providing inner city youth with the resources they need to understand the world around them and to choose a field in which to be successful.

To support a new Project Director to develop their new Science, Technology, Engineering and Math (“STEM”) initiative. The program will provide year-round services to all 250 club members, 175 from the Lodi Clubhouse and 75 from the Hackensack Clubhouse. The Program Director will be an experienced science educator who can develop engaging activities, implement curricula, train staff, and inspire young people to explore different facets of STEM. They will work closely with the school districts, area universities, and local companies to help them develop the STEM initiative and provide ongoing resources and support. The goals of their STEM initiative are to increase school engagement, improve math and science skills, help prepare their members for success in today’s information-based and highly technological society, and expose them to STEM-related careers.

To support the implementation of Peer Group Connection (“PGC”) at up to 3 new high-need high schools in New York City. PGC is an evidence-based and school-based program that supports students as they transition from middle to high school by tapping into the power of older students to create a nurturing environment for incoming freshmen. Student peer leaders (Juniors and/or Seniors) are trained through a year-long credit-bearing leadership development class to lead groups of Freshmen in weekly sessions throughout the school year. PGC is designed to create a safe, caring, well-managed and participatory school environment for youth resulting in significantly lower dropout rates, improved grades, fewer discipline referrals, and avoidance of high-risk behaviors. CSS will provide all of the training, curricula, and technical assistance necessary to build the capacity of school-based adults from these schools to launch, implement and sustain successful PGC programs.

For continued support of the Deputy Campus Director at Bronx Writing Academy, a middle school where they serve all 450 students and employ 25 Teaching Fellows (Citizen Schools teaching staff who are AmeriCorps members). Citizen Schools partners with middle schools to expand the learning day for children by mobilizing a second shift of afternoon educators who provide academic support, leadership development, college awareness and access, and exposure to diverse careers through “apprenticeships” – hands-on projects taught by volunteers from business and community organizations. The Deputy Campus Director provides ongoing, in-depth training to strengthen Teaching Fellows’ classroom instruction and professional growth. Through their expanded learning time model, schools partnering with them to create a longer and more robust day for students have dramatically improved school-wide proficiency rates in English and math.

For support of a new Dean of Instruction for the Sciences who will coordinate science programs and establish a Science, Technology, Engineering and Math (“STEM”) initiative that will expand over the coming years to serve scholars at each of their three campuses: elementary, middle and high school. A STEM focus will develop crucial skills and support their students to think critically, problem solve, and experiment in science, math, engineering and technology. The Dean will be responsible for overseeing curriculum development, lesson delivery, teacher training and coaching, and student-level data analysis. The goal of this initiative is to prepare their scholars for the myriad of STEM opportunities that will be available to them after graduation from high school, and inspire them to pursue challenging STEM college programs and careers.

To support a third alumni counselor within their KIPP Through College team as they work to remove the barriers to successful college outcomes for their growing alumni network which will reach 700 alums in fiscal year 2016. The goals are to increase the number of their students accepted into a 4-year college and the number accepted into a competitive college, and to achieve a longer-term goal of increasing the percentage of their students graduating from college to 75 percent, the same rate achieved by students from high-income families. Their counseling program builds strong relationships with students and their families to better guide them through the application process, and it supports the students while they are in college. They leverage their counselors’ support efforts with on-campus services where they have developed partnership schools, which is part of KIPP’s national focus. They strive to continuously improve all aspects of their work so as to ensure that their students receive a solid, college-preparatory education that will afford them the opportunity to graduate from high school, matriculate to college, and persist there through their college graduations.

For support of a new computer instructor to enhance their high school equivalency/TASC (“Test Assessing Secondary Completion”) Prep program so that they can incorporate technology/computer training into the curriculum and daily student experience. This instructor will utilize their new computer and technological capacity both to teach students basic computer skills such as keyboarding, and to expose them to quality on-line educational platforms. A secondary objective will be to help students learn to take exams (such as the TASC high school equivalency exam) online. Grace Outreach provides programs for low-income women aged 18+ to help them strengthen their academic skills and acquire a high school equivalency diploma, and to help them prepare for both higher education options and employment pathways to higher-wage jobs and careers.

To support a new Science and Math Lead Teacher to create and implement the Science and Math Enhancement Initiative in their Early Childhood Center. The goal of the initiative is provide the 141 low-income three and four year olds whom they serve in their Early Childhood Center each year with a foundation in science and math that will have a positive impact on their academic achievement and help to close the school readiness gap with their more advantaged peers. It will also strengthen the Neighborhood House’s role as a leader in developing and sharing innovations to advance the field of early childhood education, demonstrating the significant benefits of investing in early science and math education to improve learning and create new and greater possibilities for children.

To support the Coordinator of High School and College Planning for NAC’s College Bound Program (“CBP”) which provides individualized high school and college bound services to medically-fragile youth who face additional barriers to education and their siblings. Through college-focused counseling, educational advocacy, skills workshops, support groups, and mentoring, as well as ongoing support to young adults already in college, the CBP expands opportunities for these youth, and prepares them for a successful transition to adulthood. With the individualized attention and support that NAC provides, students at-risk of being held back are promoted and students at-risk of dropping out graduate from high school. The program offers the knowledge, support, and confidence-building that these young people need to navigate the college preparation and application process, and to succeed at school.

For continued support of the College Ready Program, a five-year initiative which New Visions launched in partnership with iMentor to pair all incoming Freshmen at ten of their highest-need schools with a mentor whom they work with for the duration of their high school career. Mentor-mentee pairs build bonds by completing in-person and virtual engagement activities towards building skills and content knowledge necessary for college success. Funding will support their work with two of the ten participating schools – Frederick Douglass Academy II and the Bronx High School for Law and Community Service. Through this partnership, they aim to increase post-secondary awareness, readiness, and support so that greater numbers of their students will graduate from high school, enroll in college, and have the skills to persist in college and get their degree.

To support the addition of a full-time Student Success Program Manager and expand the School Success Initiative, which is an intensive partnership with 16 New York City public elementary and middle schools to engage students, parents, and community members in volunteer-led educational programming. The Initiative improves educational outcomes for children and employment prospects for parents who live in the highest need New York City neighborhoods. The program will provide individualized tutoring in reading, writing, math and science for 1,200 students. Because family involvement is so important to a child’s education, parents will be integrated into school life through special family nights and through services targeted directly to parents, such as computer tutorials, ESL training, and job readiness programs. Over 800 parents will receive services to better provide for their families and to offer more attention to their children’s academic success.

For continued support of their “New York City Engagement Project: Transforming Teacher Practice in Reading Comprehension.” The grant will support two key members of their team that have added senior leadership depth and expertise in engagement and communications strategies: a Director of Teacher Support and Communications and a Manager of Teacher Support and Social Media. The project is focused on proactively engaging with their teacher-users to inform product development and improvement, and to facilitate the depth of use and implementation of ReadWorks at grade-team and school-wide levels. They will continue to expand and improve the research-based reading comprehension product offering of curriculum, teacher guidance, and technology to meet the growing needs of educators. This intentional engagement will enable ReadWorks to further drive and sustain major, measurable improvement in the quality of teaching and student outcomes in reading comprehension in New York City – and far beyond.

For renewed support of their High School Match Program that helps middle school students, especially students with disabilities, to successfully navigate the complex high school application process. High School Match equips students, schools, and families with the tools and knowledge to complete a strategic and informed high school application, and to be matched to a high school that increases the student’s chances of graduating and finding employment and/or furthering their education. They hope to reach over 2,000 underserved 7th and 8th grade students at 20 New York City public schools, including intensive small group services for at least 500 students with identified disabilities. Their mission is to promote positive futures and enhance the quality of life for New York City children and youth with disabilities and their families.

To support the continued development of their College Success student-to-student mentoring program. The program pairs Sunset Park High School (SPHS) graduates who enroll in NYC colleges with peer mentors, young adults who are current and former CFL staff members or participants attending the same schools. Mentors serve as role models and build leadership skills, while earning stipends and maintaining connections to supports that help them to succeed in college as well. Together, they build peer support networks – on campus and in the neighborhood – that help the students navigate the transition to college. Building on lessons learned in the program’s pilot year, they plan to focus on five CUNY campuses, expand group-building activities for mentors and mentees, provide neighborhood-based academic supports, and improve program communications. By building the foundation for success of SPHS graduates in college through this mentorship effort, the Center continues its mission to serve their Sunset Park community by providing the support and stability necessary for the community’s youth to realize their full potential.

To support their Evaluation Coordinator to guide the continued expansion of S.A.G.E. (“Support, Action, Guidance, and Enrichment”): Pathways to Success, their college and career readiness service continuum, as they seek to increase their impact with the students they serve across their program sites in Queens and Brooklyn. The Evaluation Coordinator is integral to providing direction for the SAYA! service model centrally to ensure quality, maintain mission alignment, and allow local adaptation to address unique site and community needs. SAYA! is dedicated to providing youth development services to low-income, disadvantaged South Asian Youth in New York City.

For renewed support of the Program Manager who assists with student advisement and counseling for the SEO College Scholars. SEO College Scholars is both a college access and a college persistence program, providing services throughout an eight-year span, from 9th grade until college graduation. The program’s intensive academic curriculum and support services ensure that underserved public high school students in NYC earn admission to — and succeed at — nationally competitive colleges and universities. The Program Manager, who focuses on the Freshmen and the “challenging” Sophomores who find the transition to college life most difficult, is essential to provide the psycho-social, academic and career readiness support that will allow their growing number of low-income students to succeed at nationally-competitive colleges and to then graduate from them on time.

To support the Director of Teaching & Learning (“DTL”) who leads their efforts to provide expanded professional development programming and resources for their corps members. TFA is committed to ensuring the effectiveness of its corps members through intensive professional development experiences and one-on-one coaching over the course of their two-year commitments. The experiences include Orientation, All Corps Conferences, Regional Cohort Retreats, Professional Development Workshops, and Professional Learning Communities. The DTL is the primary individual responsible for developing these professional development experiences for their 213 teachers who work in the highest need districts within Essex, Hudson, Passaic and Union Counties, helping their teachers achieve transformational learning experiences with students. These supports combine to maximize teacher performance and lead to positive student outcomes.

For support of the Director of Alumni Teacher Leadership charged with providing additional support, professional development and leadership opportunities for TFA’s 1,400 alumni teachers in New York City. The Director will initially focus on alumni in their 3rd and 4th year of teaching, and will work to determine the kinds of professional development and leadership opportunities for which there is the most need. Many studies demonstrate the increased impact that a 3rd, 4th and 5th year teacher (and beyond) can make. This is part of their effort to increase retention of their corps members through and beyond the two-year commitment, and the number of alumni teachers who stay in their current neighborhood. They will work to build a robust pipeline of committed educators in under-served communities to help create great neighborhood schools.

To support the delivery of Mastery Connect to New York City public schools during the coming school year. Mastery Connect is a technology-based system for creating common assessments and for promoting data-based instructional decision-making. They will continue to work with the 15 schools in their Teaching Matters Network which had piloted the program last year, while also targeting 20 additional schools City-wide that have identified math or ELA achievement as being areas of needed improvement. Their aim is to significantly improve instruction in these 35 schools, with a long-term goal of reducing or eliminating student achievement gaps. Teaching Matters is an educational nonprofit dedicated to measurably increasing teacher effectiveness by partnering with those schools in which there exists both the greatest need and the greatest potential to make a positive difference.

To provide continued support for the Program Director of Community-School Partnerships at the New Settlement Community Campus which consists of 3 public schools (which will soon expand to serve students in grades pre-K through 12), and an adjoining community center. The Partnerships provide the framework by which New Settlement Apartments, as the lead community partner for the campus, can provide a comprehensive range of resources and supports to the students, their parents, and the educators and staff in the school, with the ultimate goal of better ensuring the educational success of the schools’ students. The goal is to align all enrichment and youth development activities with these schools’ academic goals and objectives, and to create an integral whole that supports children and their parents, educationally, developmentally, and socially.

For support of a full-time Program Coordinator for Community Engagement who plays an instrumental role in their ability to deepen partnerships with their public school partners, further engage with individual volunteers, establish partnerships with local organizations, and provide general program evaluation and data support to the organization. The GO Project provides year-round holistic programming for 560 academically struggling public school students in grades K-8 in Lower Manhattan. They employ a multi-disciplinary approach including an intensive focus on academic fundamentals through differentiated instruction led by certified teachers, exposure to diverse enrichment programs, and extensive social services for the students and their families.

For a new Associate Director of Partnerships and Training. OppNet has begun to meet the demand for career programming by delivering their Career Fluency® curriculum to select schools and youth organizations. The curriculum has four components that maximize outcomes for college graduation and career success: 1) Career Awareness and Exposure; 2) Professional Etiquette and Skills; 3) Networks and Social Capital; and 4) College Guidance and Success. Using a “train the trainer” model, OppNet customizes and embeds the programming into partners’ existing college and career programs, thus building capacity within each partner agency. The Associate Director will take on the bulk of the hands-on training and relationship maintenance of their partners.

For salary support for the Regional Program Office Associate position at their Bedford-Stuyvesant Office which houses UD Team Charter School, their new charter school for students aged 15-17 who are significantly off-track for graduating from high school and/or are at-risk for dropping out of school. This early intervention prevents them from continually being “left back” and repeating a year in a school setting which did not suit them. This Associate is responsible for overseeing UD’s youth development programs including College All-Stars and the HiRisers peer mentoring program, with a focus on curriculum development, staff development and supervision, partnership management, and program quality assurance. All UD Team students will participate in these youth development programs which operate both during the school day and afterschool, providing them with the skills that they need to overcome obstacles, graduate from high school, and go on to attend college.

For support of an additional trauma-trained therapist to serve up to 20 children between the ages of 5 to 17 and their families who reside in Union or Essex Counties. Clients are screened upon initial intake and must have as presenting problems issues related to a trauma they have experienced and/or the exhibiting of disruptive, harmful or negative trauma symptoms. Children and their families participate in weekly short-term (approximately 3 months) therapeutic counseling sessions. They use Trauma-Focused Cognitive Behavior Therapy (“TFCBT”) with each child and family, which has a proven effectiveness rate in addressing a child’s anxiety, depression and behavioral difficulties due to the trauma they have experienced. It also improves their self-esteem, readiness to learn, and social skills. FACS is a leading provider of trauma-informed mental health services in New Jersey.

For a capacity building grant to help them navigate New York State’s healthcare reform initiatives and develop a strategy that positions them to continue fulfilling their mission to strengthen vulnerable New York City families, while also diversifying their revenue streams and thus enhancing their organizational sustainability. Funding will support a consultant who is guiding and assisting the Family Center in establishing their relevance in this era of healthcare reform, moving them towards becoming a preferred provider of social and mental health services within the now-emerging world of Medicaid managed care. The Family Center provides services and programs to help strengthen New York City families affected by illness, crisis or loss.

For continued support of the Bilingual Counselor at HMI: Newark responsible for providing critical services to lesbian, gay, bisexual, transgender, and questioning (“LGBTQ”) youth between the ages of 12 and 24. The Counselor provides individual, group and family counseling, along with crisis intervention and case management services. Additionally, the Counselor develops, facilitates and implements after-school programming, supervises social work and counseling interns, and collaborates with staff on the comprehensive treatment of clients. Their goal is to engage low-income LGBTQ youth in Newark (and beyond) in critical after-school programs and services that promote mental well-being and emotional resilience, and set these youths in need on a constructive path towards a healthy and stable adult life. Hetrick-Martin, the leading professional provider of comprehensive long-term academic and support programs for LGBTQ in New York City, opened their first satellite location in Newark in 2011.

For support of a new Clinic in Schools Program Coordinator to oversee the growth of their services in public and charter schools. Their goal is to open at least 3 new school-based clinic programs. They will hire an individual with clinical experience and expertise as well as the community-building skills to maintain current partnerships with schools and to forge new ones. Through Clinics in Schools, Northside ensures that children with emotional and behavioral issues get the evaluations and ongoing treatments that they need to get back on track socially, to improve their ability to focus on school work, and to avoid the future, serious consequences of untreated mental health problems.

To support the Senior Director for their new Child Advocacy Center (“CAC”) in the Bronx. Safe Horizon has achieved its long-time goal of having a fully co-located CAC in each of the City’s five Boroughs. Their CACs bring together under one roof all the services that a child victim, its parents and its advocates need, including: the Administration for Children’s Services; the NYC Police Department; District Attorney Representatives; and medical providers. The co-located approach minimizes the need for repeated interviewing, reduces the risk of further trauma, and helps the child and family to heal and obtain justice in a more expedited and coordinated manner. The Senior Director will help lead the start-up initiative, as well as provide overall leadership, vision, and management thereafter.

The Foundation annually makes additional grants to other organizations as well as to qualified charities to which the Advisory Board Members requested the Fund to make a donation.

For staffing to support core programming for high school students in their Teen Center. The programs they offer include: Diplomas 2 Degrees; Career Launch; Money Matters; and the Keystone Club. They better prepare their Newark teens to graduate high school, avoid negative behaviors, prepare for college and careers, and ultimately break free of the cycle of poverty. The Boys & Girls Club of Newark, which recently celebrated its 75th Anniversary, is dedicated to providing Newark’s kids with a safe place and the support they need to be successful in school and life. The resources offered by the Teen Center are important in putting their members on a path to college and career success.

For their anniversary planning efforts which include the hiring of a consultant to help them to plan, launch and manage a comprehensive 150th Anniversary Campaign. They will use this unique opportunity to both deepen their connections to the individuals, families and communities that they serve, as well as to broaden the public’s awareness of BCS and the opportunities they offer for the community to come together and support the needs of their numerous neighbors who live in poverty. They plan to engage their current stakeholders, identify new donors, and strengthen their relationships with philanthropic leaders. Their goal is to raise $5 million through this Campaign, which will enable them to stabilize their financial infrastructure and build a fund that will be used to make strategic investments in program innovations.

To support the CDI Career Academy, a sectoral-based employment program for out-of-school, out-of-work youth, many of whom are alumni of one of CDI’s three partner high schools. The Academy, launched as part of a pilot initiated by JobsFirstNYC and currently in the first year of a two-year pilot, offers an eight-week Essential Skills training program to address the needs identified by healthcare employers, including intensive training in Workplace Readiness, Customer Service and Introduction to Healthcare and Care Coordination, as well as targeted tutoring and individual case management services. This is followed by a nationally-recognized Medical Assistant Certificate program at Borough of Manhattan Community College, and results in the participants being placed in sustainable, high-quality employment. The critical innovation lies in leveraging the powerful relationships that CDI has formed with students while they are attending one of their three partner high schools.

For salary support of an Advocate Supervisor/Recruiter Trainer who will supervise 10 volunteers, allowing them to serve up to 20 youth aging-out of foster care without compromising their service quality. The volunteer advocates will support these young people who, after spending much of their adolescence in foster care, are faced with the task of building successful lives as adults. The advocates will receive core CASA training as well as Fostering Futures – Possible Selves training designed to improve the outcomes of “aging-out” youth 14 to 21 years of age in out-of-home placement. The training prepares the volunteer advocates to assist these youths to discover their strengths and weaknesses and prepare to live independently when they leave foster care.

For continued support of the Project Coordinator position to further expand the GOSO Paid Internship Program to serve 60 participants. The Project Coordinator will monitor the performance of all interns, interface with employers providing internships, and collect all data associated with the program. Their objective is to provide their participants with a broader range of educational levels and career paths, with workplace experience, job training opportunities, professional mentorships and the opportunity to begin to develop a network of professional contacts. GOSO is a re-entry program established to reduce recidivism and promote financial independence for justice-involved men aged 16 to 24 years through purposeful education and directed employment.

To support the new Manager for Training and Coaching, a position necessary for their expanded staff training and coaching efforts. In order to achieve excellence and targeted outcomes with children and families, a top strategic priority is to further develop a supportive culture of self-reflection, feedback, learning, and growth by providing the staff with pre-service and ongoing coaching and training. Critical steps in reaching this goal include continuing to implement evidence-supported models that equip their staff with proven and effective tools, and building their internal capacity for training and coaching staff in those models and in leadership development skills. The Manager of Training and Coaching will oversee two additional Coach/Trainers to support this expanded professional development effort.

For continued support of the Professional Development Manager responsible for creating a holistic and integrated professional development program to attract, train, support, and retain youth workers and frontline staff. The Manager will focus on three areas: 1) collecting data and tracking trainings; 2) assessing the initiative and evaluating its impact on the K-12 school-aged population; and 3) engaging parents. The project leads to better staff support and development, improved services for participants, and increased retention rates for both staff and participants. The underlying goal of their work is to help individuals and families increase their capacity to reach higher levels of economic stability.

To support a new Staffing Coordinator (recruiter) position for the Top Talent Initiative of their Human Resources Department, which will expand and refine their human resources capabilities. The Staffing Coordinator position will play a vital role in their ability to recruit and retain talented staff in a highly competitive non-profit job market, while centralizing functions that have historically been split between Human Resources and program staff. The Staffing Coordinator will manage Henry Street’s recruitment, interview, and hiring processes, enabling them to more efficiently fill open positions through a qualified and vetted talent pool. Henry Street is a settlement house which provides comprehensive social and educational services to people on the Lower East Side.

To support an Evaluation Coordinator to implement and manage the improved evaluation plan developed in conjunction with the Rennselaerville Institute over the past year. The goal of this effort, which is about to begin its second phase, is to develop evaluation tools that can be used by all program areas, for both internal quality improvement and for external communications. This individual will serve a critical role in ensuring that the new evaluation tools function effectively, are adopted in a timely fashion by all staff members, and are producing useful data and insights. The implementation of the enhanced evaluation program will better ensure that new evaluation metrics and processes will be implemented, adapted, and utilized to improve their programs, guide strategic decisions and resource allocations, and strengthen their future outreach and funding requests.

To provide continued support for their Chief Program Officer, a crucial senior-level position needed to successfully implement their growth strategies. Jericho is concluding a period of significant organizational growth in which the agency has doubled the number of clients it serves and expanded programming beyond its traditional supportive housing model. It now provides housing, employment, and case management services to over 1,200 adults and children in five core service areas: Supportive Housing; Workforce Opportunities; Family Programs; Veterans Initiatives; and Homelessness Prevention and Housing Placement. The Chief Program Officer’s responsibilities include developing comprehensive evaluation, quality assurance, and reporting tools, and ensuring program and data quality assurance, standardized services and effective staff training and development.

For continued support of their work to address the legal needs of organizations that help older disadvantaged and disconnected youth as they transition to adulthood. Through this initiative, they will provide legal representation on 150 matters for at least 100 nonprofits that serve transitioning youth, and provide legal information to nonprofit managers through client outreach, telephone consultations, and their educational programs. Legal guidance assists organizations to better comply with complex regulations and provide enhanced services with reduced liability and greater efficiency, enabling them to better assist these youth to become healthy, productive adults. LANY is the leading provider of business and transactional legal services for nonprofit organizations serving New York City’s neighborhoods.

To support an Assistant Director, Community Outreach for their new Outreach, Recruitment and Community Relations Department who is responsible for coordinating and systematizing a year-round outreach and enrollment effort for their youth programs. The need for this Department arose as OBT’s youth programs have grown rapidly over the last three years, both in the number of slots available as well as in the communities that they serve. They currently serve 840 youth in job training programs in Brooklyn, Queens and the Bronx. The Assistant Director will initiate new community partnerships, and collect and analyze marketing and demographic data to increase the sophistication of the Department’s outreach efforts. OBT is a comprehensive job-training program serving low-income neighborhoods through academic, vocational and social-skills training for young people and adults, helping them to become financially self-sufficient.

For the addition of a Youth Internship Coordinator/Care Manager to expand their capacity to create and place justice-involved youth in meaningful internships. The project will target 45 justice-involved youth aged 16-24 residing in the Bronx. They will place youth in paid internships with community partners and employers as a means to provide participants with direct on-the-job work experience, increased exposure and access to viable career pathways, economic security and mitigated risk for further criminal involvement. The Youth Internship Coordinator/Care Manager will also provide wrap-around support via transitional planning, enrollment in health care and education, and referrals to additional programming. The Osborne Association serves individuals and families impacted by incarceration.

For continued support of the Program Operations Manager who will provide crucial administrative support for their core programs as well as develop administrative processes and partnerships for their two new initiatives (Afterschool and Community Schools) which support the youth within their core program areas. The Manager provides the operational support crucial to scaling their programs with integrity, integrating technology into their services, collecting evaluation data, and helping their social workers perform their jobs more effectively. Partnership with Children provides a suite of services for more than 14,000 young people in the highest-need New York City public schools in the five boroughs. Services include: individual and small group counseling; family outreach and case management; full classroom and school-wide social emotional learning; and targeted professional development.

For a targeted program of outreach and legal assistance to youth and family-serving nonprofit organizations in 5 Northeast New Jersey Counties, providing their full range of legal assistance and education services to these agencies. They will leverage their outreach by providing 5-8 evening presentations to Board Members of nonprofit clients at their clients’ sites focused specifically on their needs, and providing the subsequent legal work generated by these workshops. This initiative is based on their lawyers’ perceptions that many clients’ corporate documents and policies may need to be reviewed, and that Board Members may not fully understand their roles and responsibilities – particularly new recruits to clients’ boards. Pro Bono Partnership provides pro bono, legal technical assistance to nonprofit organizations.

For support of a new Literacy Coordinator for the continued expansion of their Economic Empowerment Program (“EEP”) and its pioneering career readiness, literacy, and information technology hard skills training program for domestic violence victims. While job readiness and the digital divide have been recognized as critical issues to be addressed by workforce development programming, literacy gaps often prevent low-income women from accessing vocational training, higher education, and jobs which require a high school or high school equivalency diploma. The Literacy Coordinator will play an integral role in helping these increasingly at-risk clients attain grade level performance through enhanced literacy services. The primary goal is to assist EEP clients obtain and maintain living wage employment within NYC’s service sector economy.

For support of their Breaking the Cycle Initiative, a workforce development program for formerly incarcerated individuals. The initiative provides a 10-week course that provides the tools and training necessary to secure employment in the building maintenance, building management, construction, and culinary fields, based upon the areas of interest of their enrolled participants. The goal is to provide participants with a pathway toward successful re-entry into their own home community, as well as with the skills necessary to be competitive on the open job market, obtaining and retaining gainful employment, and thus reducing the recidivism rates of the clients served. St. Paul’s Community Development Corporation’s programs respond to the needs of the community by providing comprehensive, supportive social services that can break the cycle of homelessness and move an individual from shelter to transitional housing, to employment, and to a permanent home.

For renewed support for the Deputy Director of Member Services. This position was created to strengthen UNH’s capacity-building work, providing additional assistance to the Director of Member Services in setting the overall direction for UNH’s capacity-building activities and adding new experience and skills to the Member Services Department. Capacity-building projects are developed in consultation with UNH members in response to their identified needs, helping to ensure their continued abilities to best serve their respective communities. UNH is the membership organization of 38 New York City settlement houses and community centers.