To provide renewed support for the Education Program Director within their Academic Support Services programming for young people aged 6-13 at their Jubilee Center in Hoboken which offers afterschool and summer programming. The Education Program Director is responsible for managing academic support services, providing academic supervision of teachers and tutors with a robust curriculum and the resources they need to provide customized services for each child tailored to their academic needs, and recruiting volunteers to supplement their academic staff. The Director also builds strong relationships with area schools and educators to ensure the services they provide are addressing the needs of each student. The goal is to help low-income, struggling students who attend low-performing schools to succeed academically.

To support the Director of Learning and Development (“DLD”), a new senior program staff position. Blue Engine recruits, trains, and supports Blue Engine Teaching Assistants (“BETAs”), recent college graduates who work alongside mentor teachers to help students develop “college ready” skills in mathematics, literacy and growth mindset. This hybrid team teaching model dramatically accelerates student learning while simultaneously building a local pipeline of effective educators within historically oppressed communities. The DLD will be charged with designing and building out the first-year BETA, Team Coordinator/second-year BETA, and mentor teacher experience. By producing increasingly effective BETAs and team teaching units consistently across sites, the DLD will help Blue Engine to build a scalable model and impact greater numbers of students.

For continued support of two part-time STEM educators who are responsible for developing and implementing their STEM (Science, Technology, Engineering & Math) initiative at their Lodi and Hackensack, NJ clubs which serve close to 450 young people. They provide year-round programming across the four STEM disciplines, including: Waterbotics; Rocketry; Engineering Concepts; Earth Science Labs and Technology (Computers, Apps). They will work closely with the local school districts, universities, and companies to help them to continue to develop the initiative and provide ongoing resources and support. The goals of the program are to expose their members to STEM-related careers, to increase their school engagement and success, and to prepare them for success in today’s increasingly information-based and highly technological society.

To help support the expansion of Project BOOST (Building Options & Opportunities for Students) to 5 additional new schools. Project BOOST is a multi-faceted, school-based day-school and after-school program for low-income, at-risk 4th to 12th grade New York City public school students. They work with the school staff to choose 20 students per grade to participate, choosing students who are not necessarily the highest or lowest achieving but are students who might not be getting noticed and therefore might fall through the cracks. Academic support is the core of the program and it is integrated into all other aspects which include social and emotional support and at least one of an array of community service projects. Schools choose to partner with CEI, and they work with the school staff to design a Project BOOST program that best meets the needs of their students.

To provide support for their 5th and 6th Grade Guidance Counselor who counsels students and works with the administration and teachers to monitor and enhance student social and emotional health. The Guidance Counselor will provide leadership in the development of social and emotional learning programmatic components including the daily advisory period, and assist students in developing a foundation in knowledge that helps them to understand and overcome academic challenges in order to excel during middle school and beyond. CQA, which currently serves students in grades 5th through 8th, prepares students for success in education, in the workforce, and in the community through a school that integrates literacy, standards-based academics, and culturally-responsive support services.

For continued support of an Impact Coach for their Service Team which supports Corps Members through trainings, in-school observations, supports and feedback that help them deliver more effective interventions to their students. The Impact Coach works with up to 7 schools and 80 Corps Members to help them to achieve school-based results. City Year is a national educational nonprofit that partners with New York City Schools, mobilizing teams of young, energetic AmeriCorps Members who commit a year to work full-time in the City’s most under-resourced schools. They identify 3rd-9th grade students who are off-track in three critical areas — attendance, behavior, and course performance — and offer tutoring, mentoring and enrichment activities to help these students get back on track toward academic and life-long success.

For continued salary support of the Dean of Instruction for the Sciences who coordinates teaching and learning in the sciences at their middle and high school campuses as part of their STEM initiative. The Dean is responsible for overseeing curriculum development, building the capacity of their instructional team through teacher training and coaching, and supporting their science teachers as they implement curricula that are aligned across content areas and grade levels. The goal of this initiative is to expand their ability to prepare their scholars for success in STEM-related college and career programs by building a strong foundation of understanding and appreciation for the sciences. Coney Island Prep is a rigorous college-preparatory school located in the Coney Island community of Brooklyn that at full capacity will serve over 1,000 students in grades K-12.

To support DREAM’s Director of Pre-K responsible for overseeing the academic program, including curriculum selection and implementation, teacher development and effectiveness (using DREAM’s Teacher Career Pathway), overseeing day-to-day operations, and coordinating with the Director of Family Engagement and Government Affairs to ensure Pre-K families are folded into the wider DREAM community. With the opening of DREAM’s Pre-K, they will be able to ensure students are entering Kindergarten with a firm academic foundation, as well as the needed social skills to be more successful more quickly. DREAM Charter School, founded in 2008 by Harlem RBI and located in East Harlem, serves nearly 500 scholars in grades Pre-K-8.

To support the Founding Director of their East Harlem Teaching Residency which seeks to develop a pipeline of effective teachers prepared to teach in their own public charter schools and other high-needs schools across New York City. In collaboration with Hunter Graduate School of Education, EHTP’s Residency program provides a cohort of 12 teaching residents with rigorous graduate coursework, professional development and mentoring, and practical teaching experiences in their K-5 Out-of-School-Time programs and East Harlem Scholars Academies, two public charter schools serving students in grades Pre-K-5. Through weekly check-ins, the Director will give individualized feedback to Residents as they implement the practices learned from their graduate coursework, Scholars Academies Principals, mentor teachers, and EHTP-hosted training sessions. The Director ensures that the cohort of Teaching Residents receives the support and development they need to become highly effective classroom leaders.

To support a new College Placement and Retention Coordinator position at the School of Tourism and Hospitality, a New York City Department of Education Career and Technical Education school serving 300 students. East Side House provides social support services to address any barriers that may interrupt a student’s academic path, internships and career opportunities. The school will graduate its first class in 2016 and their efforts will help students stay on track for graduation, continue their education beyond graduation, and ultimately build a rewarding career. Their College Retention Program is designed to increase college persistence/retention rates by providing on-campus support and educational advocacy.

To support a third dedicated College Success Counselor for the College Success program, their newest initiative, which builds on their successful Options College Access program which helps young people with all aspects of the college application program. College Success Counselors work with students to help them to address challenges, find solutions to seemingly insurmountable problems, link them to campus resources, provide social support, provide transfer and re-enrollment assistance, and facilitate FAFSA (financial aid forms) renewal completions. The foundation of the Options Success Program is individual counseling though regular phone, text and email contact, appointments at the Options Center, and regular campus visits. The goal is to provide intensive, individualized support to help Options students to successfully complete their postsecondary degrees.

To support a Brooklyn Educational Coordinator to help build the capacity of their ten afterschool programs in Brooklyn, serving 1,050 elementary and middle school youth. They have strategically expanded youth programs to serve North and Central Brooklyn in response to demonstrated, critical and growing community needs. This Brooklyn expansion has led to the need for a staff member to focus exclusively on unifying and ensuring the quality and effectiveness of academic support in all afterschool programs in the Borough. The Coordinator will supervise the academic team comprised of tutors and academic advisors, supporting and strengthening lesson plans, and providing feedback to front-line staff. The Coordinator will help ensure that the academic enrichment component is evidence-based, engaging, and effective, and that they are preparing their young people for success in high school and beyond.

To support a part-time Onward Program Coordinator who will help to deliver a range of critical college success services to HEAF’s high school students. The services will include college readiness support for 9th to 11th grade students including college exposure, campus tours and weekly seminars, and college transition support for seniors including college readiness workshops, college advisement, and fiscal readiness workshops to help them to make the most of their college learning experience, and graduate career-ready with a broad range of skills and their own professional networks. The goal is to significantly deepen their college success services to better ensure all students are academically, financially, and emotionally ready for higher education and future careers. HEAF is a 25-year old Harlem-based college access and success program that provides pathways to higher education for more than 500 underserved minority students each year.

To support two additional, highly-qualified teachers for their Kindergarten Integrated Co-Teaching (“ICT”) Expansion. Fourteen of their 75 kindergarten students have Individual Education Plans (“IEPs”) requiring Integrated Co-Teaching services. With 2 additional ICT teachers, Hyde’s special needs kindergarten students will receive targeted intervention on a daily basis to better ensure they achieve meaningful annual growth in both math and reading. In an ICT environment, students with IEPs learn alongside their general education peers in classrooms that promote inclusion, diversity, and address all learner’s needs. Hyde Leadership Charter School is a public K-12 school serving over 950 children in Hunts Point, the Bronx.

To provide support for the Program Director spearheading the KIPP NYC Empire Teaching Fellows Program which provides aspiring teachers with no formal teaching experience the unique opportunity to enter the teaching profession through a high-quality, one-year, training program at a KIPP NYC School. Program participants are paired with a high-performing KIPP teacher who serves as a coach and mentor for the entire school year. The program was created to expand their recruitment pool and create leadership opportunities for their emerging teacher leaders who serve as mentor teachers (Resident Advisors), gaining invaluable coaching and supervisor skills, and build “bench depth.” Upon completion of the 12-month program, each Fellow will be a competitive applicant for a full-time teaching position at KIPP NYC.

To provide renewed support for the Science and Math Lead Teacher to further implement and expand the Science and Math Enhancement Initiative in their Early Childhood Center (“ECC”). The initiative has provided greatly enhanced hands-on science and math learning for their students, continual professional development for the ECC teaching staff, and parent engagement to ensure that learning continues outside the classroom. The goal of the initiative is to provide the 141 low-income three- and four-year old children whom they serve in their Early Childhood Center each year with a foundation in science and math that will have a permanent positive impact on their academic achievement, and help to close the achievement 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.

To support the expansion and further development of their Science, Technology, Engineering, and Math (“STEM”) programming across all four Clubhouses. They will hire an additional STEM Instructor to implement the program at a fourth Club and ensure program quality, implementation and evaluation across all 4 Clubs. Using the Do-It-Yourself (“DIY”) STEM curriculum developed and tested by experienced educators at Boys & Girls Clubs of America, they will serve more than 180 Madison youth. STEM programming will be conducted by STEM Instructors at each site, and offered as part of their Juniors Academy comprehensive educational program for youth ages 10 to 12. They aim to implement a program that results in improved math and science test scores, gains in knowledge about STEM careers, and gains in 21st Century skills essential for STEM careers, such as decision-making, planning, problem-solving, reflecting, and teamwork, that will put them on a path to success.

For salary support for the new Alumni Manager for their To and Through College Program aimed at getting their students into the right college, and giving them the supports they need to then complete their degrees. Outward Bound Schools has a network of 11 expeditionary learning schools throughout the five boroughs that they operate in partnership with the NYC Department of Education. They are creating a network-wide program, providing increased supports and further developing their college counselors into a “Community of Practice” by getting them together regularly. Their Alumni Director is tasked with developing and delivering a differentiated menu of supports for their students while they are in college to ensure they stay the course, including a web-based text messaging system allowing then to segment their alumni so that their messages can be effectively and appropriately targeted.

To support a new, scalable Interactive Family Engagement Program in partnership with two of their partner schools, the Young Women’s Leadership School of the Bronx and South Bronx Prep, to serve approximately 175 students and their teachers and families. The project will combine a technology-based approach with the key elements of Johns Hopkins University’s Teachers Involve Parents in Schoolwork (“TIPS”) program. It is based on regular homework assignments that are developed in collaboration with teachers and assigned to students to complete with a family partner at home, resulting in improved student achievement, deeper family engagement, and more positive student and parent attitudes towards learning. They will provide coaching support for teachers on creating interactive playlists, communicating with families, and examining the feedback data to inform both family outreach and instructional strategies.

To support the new Director of Elementary School Literacy Achievement who will be responsible for ensuring effective implementation of their English Language Arts curriculum in grades Pre-K through 5th. The Director will provide professional development and actionable feedback for school leaders and teachers; support school leaders and teachers as they “unpack” newly revised English Language Arts (“ELA”) units; and ensure clarity and alignment of network-wide ELA curricular materials and instruction. Public Prep is a nonprofit charter management organization that develops high-quality Universal Pre-Kindergarten and single-sex elementary and middle public schools that pursue excellence through continuous learning and data-driven instruction.

To provide salary support for the Program Director who leads a team of five staff members responsible for implementing their reading program in 17 New York City public schools. Reading Partners delivers one core program: data-driven, one-on-one literacy tutoring for K-5 students in Title I elementary schools using trained and supervised volunteers. Student-tutor pairs work for 45 minutes twice a week, following an Individualized Reading Plan based on regular assessments of students’ strengths and weaknesses.The Program Director will oversee and support overall program growth, ensuring that their program can help struggling readers get on track to achieve literacy proficiency by fourth grade, and set up their students for success in the classroom and beyond.

For a Program Manager to support further expansion of the program from partnering with 30 to 37 public high schools. ScriptEd equips students in under-resourced schools with the fundamental coding skills and professional experiences that together create access to careers in technology. ScriptEd brings its tuition-free program directly to schools, where classes are taught by software developers on a volunteer basis. Selected students then apply their new coding skills in paid summer internships where they work with role models in the field as well as gain the experience and confidence necessary to pursue a career in technology. Program Managers are responsible for liaising with schools, supporting volunteers in lesson instruction and pedagogy, and ensuring program quality. The new Program Manager will be assigned to approximately 5 schools and be responsible for a cohort of 80 to 100 students.

To support a Director of Alumni & Community Partnerships (“DACP”) to maximize the impact of the local movement for educational equality by connecting alumni to each other, to greater opportunities, and to the broader community. The DACP will work to support their alumni initiative areas of alumni involvement, school leadership and teacher leadership in New Jersey. There are nearly 1100 alumni in New Jersey who are working to close the achievement gap from all sectors. The DACP will lead New Jersey’s efforts to galvanize TFA alumni leaders in education and foster greater partnerships within the communities that they serve, with a special emphasis on Newark. The goal is to ensure that alumni feel better connected to the local Teach for America network, are timely made aware of career opportunities, and are then supported in pursuing them.

For support of the Director of School-Based Alumni who will oversee their efforts to leverage their alumni and school-centered staff structure to support their alumni educators and maximize the impact of their network in New York City. The New York alumni base totals over 4,700, 2,800 of whom are still working in schools as teachers and school leaders. The size of this group is both the source of enormous potential to positively impact education equity and the barrier to consistent, meaningful engagement. They have restructured their program so that coaches working with new teachers are also responsible for engaging the alumni educators in their school portfolio. TFA-NY is focusing more talent on retaining alumni as teachers and preparing them for leadership in their classrooms, schools and beyond so they can have a long-term impact on students in NYC’s highest-need schools.

For renewed support of MS ExTRA at Eagle Bronx as a whole grade expanding learning program for all sixth grade students, as well as some 7th and 8th graders in need of additional supports. Eagle extends and enhances the existing school day providing additional academic support and enrichments that are both aligned and integrated seamlessly into daytime school offerings. They will focus on literacy, math and technology delivered by EAF staff and community partners through Common Core aligned project- and inquiry-based learning. The Eagle Academy Foundation develops and supports a network of six all male, grades 6 through 12, college-preparatory public schools in challenged urban communities in New York City and Newark.

For renewed support of the Program Coordinator for Community Engagement who plays a central role in their ability to deepen partnerships with public school partners, further engage with individual volunteers, establish partnerships with local organizations, and provide general program evaluation and data support for 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 renewed support for the Associate Director of Partnerships and Training in the Career Fluency® Partnerships program. 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 has expanded their capacity to take on new partners, advance the work with existing partners, and lend a critical eye to what works well and what is challenging about this work.

To help extend the reach and deepen the impact of CollegeBound Initiative’s (“CBI”) College Transition Coach (“CTC”) Program. CBI is a comprehensive college access and success program which serves 22 high-need co-ed public high schools in NYC along with their 5 all-girls Young Women’s Leadership Schools. The CTC Program is a peer-to-peer supported high school-to-college transition initiative designed to increase college acceptance and direct enrollment rates for low-income, graduating seniors at New York City public schools. As a core feature of the model, the CTC Program employs peer “Coaches” who provide targeted supports to seniors during the most critical junctures of the college-going process — especially the summer. The grant will support three new Coaches who will extend services to 300 additional seniors, and a new, innovative text messaging platform that will enhance the Coaches’ efficiency and effectiveness.

To support a new Associate Director position to oversee the expansion of their Health Home program. The program builds on the agency’s expertise in connecting vulnerable and underserved individuals to services. The program coordinates the health care and other services for low-income adults with complex, serious health issues. CUCS’ care coordination ensures that these individuals, who are ill-equipped to navigate the complicated health care systems on their own, receive the health care services they need. CUCS’ Health Home program serves more than 200 people annually and will expand to serve hundreds more.

To support the Healthcare Coordinator for the new Healthcare Coordination Program which seeks to raise the health status of their supportive housing tenants by improving the agency’s competency in managing their health-related concerns and elevating the quality of healthcare that they receive. The Healthcare Coordinator provides education on basic health maintenance and illness prevention to tenants and Jericho staff who interact with tenants daily. And, most importantly, the Coordinator will see to the immediate medical needs of the residents with the purpose of positively affecting their overall long-term health. While not providing primary care, through this position the Coordinator will help to alleviate clients’ unnecessary and costly trips to emergency rooms and create prevention regimens for tenants that will increase their chances of becoming healthier and staying well longer.

To support the pilot of a new Connected Care Project at their Flushing, Queens mental health clinic. The purpose of the project is to improve access to mental health services for all children, their clinics’ financial health, and outcomes for very seriously troubled children and youth who would otherwise wind up in the revolving psychiatric hospital and/or juvenile detention doors. Funds will support the salary of an Engagement Specialist who will re-engage families who start breaking appointments thus keeping children in therapy until their goals have been achieved. The project addresses grave challenges currently facing community-based mental health clinics including reduced government funding and the shift of Medicaid from fee-for-service to managed care.

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.

To support a Career Specialist who will be responsible for supervising and administering the new Career Launch program at their Union Club. The Career Specialist will guide 75 youth ages 16 to 18 in career exploration and planning, including introductions to different career paths. They will collaborate with the business community to provide workshops, mock interviews, internship and employment opportunities, and career mentors. Through one-on-one and group career counseling, engaging experiential activities, and exposure to career opportunities, they hope to prepare the teens with the work readiness, interpersonal and soft skills needed as they prepare to enter post-secondary education and the workforce. Their clubs in thirteen locations throughout Union County provide youth development and education programs to over 10,000 young people ages 5-18, with a daily attendance of over 750 youth.

To support staffing and program needs for the launch of their new Job Developer Training Program. The 13-week, 3-part program allows clients to receive intensive classroom instruction, an integrative and supportive on-the-job learning internship alongside Fortune’s Job Development team, and finally an intensive paid “externship” to gain real world experience in the industry with partners who have the opportunity to hire after the program. Individuals in the program will learn how to find job leads for other Fortune clients, form lasting relationships with employers, and make appropriate job candidate matches, with the long-term goal of obtaining a position with the social services sector as a job developer/account manager. The Fortune Society’s mission is to support successful re-entry from prison and to promote alternatives to incarceration.

To support the Career Development Program, a new initiative that will enhance career development among GOSO participants by increasing the quantity and quality of their paid internships and permanent job opportunities. A new Career Development Associate will engage employers in high-growth industries where jobs suited to the interests and needs of GOSO participants exist, including fields such as healthcare, construction, and food and hospitality. GOSO is dedicated to drastically reducing recidivism and further involvement in the criminal justice system among young men ages 16 to 24 through supportive counseling, education, vocational training, and employment services focused on meaningful employment and financial self-sufficiency.

To support a new Senior Facilitator who is part of their Learning Collaborative Department. The Senior Facilitator will play a key role in the implementation of three trainings which focus on core leadership competency skill development related to effective performance management, mission-driven organizational culture, and participatory decision-making: Values and Framework Supervision at GSS; Values; and The Art of Hosting and Collaborative Leadership. These trainings reflect their “strength-based” culture, with an emphasis on values and working from participants’ strengths. They anticipate engaging some 180 employees in this initiative. The enhanced training will support senior leaders, middle managers, and front line staff equally, and help them to be more effective in their jobs, prepare them for future professional challenges, and strengthen their capacity to work with vulnerable youth and families during challenging times.

To help fund two Visit Coaches to work with families in the child welfare system as part of the Family Success Initiative, a set of parenting interventions designed to help families develop the skills and resources to safely parent their children, with the ultimate goal of helping children in foster care reunify with their families while preventing their re-entry into foster care. One parenting intervention is Visit Coaching through which a coach works with families to identify goals for the visit and parenting skills that might be improved. Parents are coached during the visit as they interact with their children, and they are debriefed afterward. They will hire paid Visit Coaches to join their staff to supplement and strengthen coaching currently being provided by social work graduate school interns, and thus improve the consistency and quality of services leading to improved outcomes with families.

For support of their New Jersey Training Institute modeled after the HMI National Center for Advocacy and Capacity Building (at HMI’s NYC office) to provide training designed to promote evidenced-based, best practices to agencies who serve LGBTQ youth. Because each agency has its own unique training needs, HMI will work with each to select the trainings that are best suited for their team. These training sessions are intended to build the skills and competencies of other service providers regarding best practices for working with and developing targeted programming for LGBTQ youth in a way that is affirming, respectful and sensitive to their needs. Through a comprehensive package of direct services and referrals, HMI fosters healthy youth development with pioneering programs that establish best practices that may be replicated by other youth-serving organizations.

To support an Employment Specialist position dedicated to youth jobseekers between the ages of 18 and 24. This position will be responsible for developing and implementing Job Club, the structured job search phase which takes place upon completion of training, to directly meet the needs of youth jobseekers. The Employment Specialist will work with the young adults to develop and implement strategies which further encourage their employment success and career advancement, including deeper support in the workforce, creative incentive structures, and additional support with referrals for the TASC high school equivalency program and higher education. The HOPE Program helps individuals living in extreme poverty to achieve economic self-sufficiency through their model job readiness and job retention programs and through their training initiatives.

To support The Center’s LGBTQ Foster Care Program (“FCP”) to further expand and innovate with the development of a prevention-focused curriculum to be used with families and child welfare agencies, and shared more broadly, to increase the chances of familial permanency among LGBTQ youth. They would promote family permanency by equipping families with the tools and resources to be accepting and affirming of their children and avoid unnecessary placement of LGBTQ youth in foster care, or further child welfare involvement. The grant will support the training of FCP staff as well as child welfare case workers who serve LGBTQ youth and their families, and the direct engagement of an initial group of 30 families in family-focused counseling sessions and workshops.

To support a Chief Development Officer to build the capacity of NAC’s Development Team. NAC has experienced significant growth over the past few years and must ensure that it has the infrastructure in place to support and sustain this growth. As the agency expands its programs and services, the burden of raising more funds from private sources has also increased. The addition of a Chief Development Officer will enable NAC to design and execute a strategic plan for revenue generation, develop a Major Donor program, and build the agency’s current and prospective institutional supporters at all levels. NAC provides comprehensive medical, mental health, education and social services for children who have severe physical disabilities and/or chronic illnesses and their families.

To support the Manager of Curriculum Design and Teacher Development position who will lead OBT’s curriculum design and professional development efforts organization-wide, and help to ensure that they provide the highest quality programming as they continue to expand. Over the past 3 years, OBT has nearly doubled in its service capacity to NYC’s disconnected youth with 6 training sites in Brooklyn, Queens and the Bronx that serve close to 1,000 youth per year. The Manager will focus on the creation and implementation of a comprehensive professional development strategy for OBT’s teaching staff, the alignment of OBT’s curriculum across all sites, and the development of a resource database. OBT is a Brooklyn-based organization, operating out of multiple locations that provides education, employment and training services to disadvantaged youth and adults.

To provide continued support for the Senior Director during the second year of operation of the Bronx Child Advocacy Center (“CAC”). 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 of 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 continues to lead the start-up initiative, as well as provide overall leadership, vision, and management.

For the Literacy Coordinator to support 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 plays 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.

To provide continued support of the Chief Program Officer and Chief Operating Officer, two senior positions that have joined other senior staff in assisting the CEO in assuring a seamless integration of combined services as they finalize their merger with Safe Space. Together, these two New York City leaders in children’s and family services are forming a unified organization providing preventive services, health services, and youth rehabilitation programs under one roof for over 20,000 New Yorkers in high need communities across New York City. They expect the merger will lead to greater outcomes for their clients, and improved financial and programmatic sustainability for the two organizations at a time when the entire social service sector is facing major changes.

For continued support of the Internship Coordinator who will further refine and implement their Internship Program for justice-involved youth. The program will target 45 justice-involved youth aged 16-24 and match them with internships at nonprofit service providers, government agencies and local businesses. The program provides a critical introduction to the workplace environment, an opportunity to explore careers, a job experience they can add to their resumes, and mitigated risk for further criminal involvement. The Internship Coordinator builds and maintains relationships with new and existing community-based organizations, facilitates all placements, and provides retention services. The Coordinator also provides wrap-around support via transitional planning, enrollment in health care and education, and referrals to additional programming. The Osborne Association is a Bronx-based nonprofit that serves individuals and families impacted by incarceration.

To upgrade their information technology and financial systems to comply with new reporting requirements established by the Affordable Care Act. They will provide training to Finance Department staff to enable them to make the best and greatest use of their new accounting system’s functionalities, including running financial reports and conducting financial analysis for each department within the organization. The goal of the project is to enable the Finance staff to implement new practices and operational procedures that will increase productivity and efficiency across the entire agency. Union Settlement is the largest and oldest comprehensive social service agency serving East Harlem.