To support their new Managing Director of Programs who will lead their plans for the growth of their Success Program, through which they are providing one-on-one, on-campus counseling to over 1,700 of NYC’s low-income, first generation college students. This position will oversee all of Bottom Line’s programs, seek innovative ways to improve and expand their services, and foster partnerships with colleges and other nonprofits to ensure that their students graduate from college and go far in life. Bottom Line’s program includes two main components: the College Access Program which serves high school seniors; and the College Success Program which serves students all of the way through college.

For a full-time Club Intervention Specialist who will identify up to 75 students at-risk of failure or dropping out, and help to create educational plans that provide the individuals with those interventions they may require to get back on track. While they provide comprehensive academic and enrichment programs for all of their more than 3,000 members at their 10 locations, these are the students who are typically the most troubled, the furthest behind, and the least likely to succeed. The Specialist will work collaboratively with the students, their parents, teachers, and Club staff to determine the learning deficiencies, social or familial barriers, and personal challenges that a student faces, and will help tailor a plan to address the student’s needs and begin the process of returning him or her back to a successful path.

To support the implementation of Peer Group Connection (“PGC”) programs in up to 3 new high-need high schools in New York City. PGC is an evidence-based and school-based program that supports and eases students’ transitions from middle to high school by tapping into the power of older students to create a nurturing environment for incoming freshmen. Implementation of PGC includes a year-long, credit-bearing, leadership course for carefully selected juniors and/or seniors that is taught by the school’s own faculty. Once per week, these student peer leaders meet with freshmen in outreach sessions that offer the students the opportunity to practice essential academic, social, and emotional skills including critical thinking, goal setting, decision-making, time management, teamwork and communication. CSS will provide all of the training, curricula, and technical assistance necessary to build the schools’ capacities to launch, implement and sustain successful PGC programs.

To provide continued support for their 5th and 6th Grade Guidance Counselor who counsels students on social and emotional behavioral issues and works with the administration and teachers to monitor and enhance student social and emotional health. The Guidance Counselor provides leadership in the development of social and emotional learning programmatic components including advisory periods, and assists 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 400 students in grades 5 through 8, 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.

To support DREAM’s Director of Pre-K responsible for overseeing the academic program, including curriculum selection and implementation, teacher development and effectiveness, 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. DREAM’s Pre-K program serves 36 students, each of which are supported in their first educational experience, with the ultimate goal to norm the students’ classroom behaviors, increase their abilities to navigate social and emotional skill-based challenges, and increase their literacy and math abilities. The program helps to ensure that the students enter Kindergarten with a firm academic foundation, as well as with the needed social skills to be successful more quickly. DREAM Charter School, located in East Harlem, serves close to 500 students in Pre-K through 8th Grade.

To support the new position of Managing Director of their East Harlem Teaching Residency. Now in its third year, the Residency, in partnership with CUNY’s Hunter Graduate School of Education and AmeriCorps, is a highly selective teacher-training program that develops, supports, and certifies aspiring educators to become elementary teachers, preferably in East Harlem. The program seeks to provide a cohort of 12 teaching residents with rigorous graduate coursework, professional development and mentoring, and practical teaching experiences in their Pre-K-5 Scholars Academies charter schools during the school day and within their K-5 after-school classrooms. The Managing Director will shape the program vision, design, and goals for their unique Residency model, and help to maximize the Residency’s impact on cohort members, the Scholars Academies’ scholars, after-school participants, and the community.

For continued support for the College Placement and Retention Coordinator at the School of Tourism and Hospitality (“STH”), a NYC Department of Education Career and Technical Education school serving 300 students in the Bronx. The Coordinator provides intense support to STH students during the 3 critical phases of college access — acceptance, matriculation and first-year completion. The Coordinator will handle a caseload of 50 juniors and seniors, providing one-on-one post-secondary counseling, college and career readiness courses, college tours and assistance in applying for and transitioning into college and other post-secondary programs. The Counselor will work with STH staff to develop personal development plans for students to ensure they remain on-track to graduate high school, matriculate to and persist in college. Their College Retention Program is designed to increase college persistence/retention rates by providing on-campus support and educational advocacy.

To provide continued support for a third College Success Counselor to support a caseload of 150 students as they complete their degrees. The program 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 completion. The foundation of the Options College Success Program is individual counseling though regular phone, text message, and email contacts, appointments at the Options Center, and regular campus visits. Options’ extended counseling model is ensuring that the young people whom they help to apply to and enroll in college are then able to persist, meet challenges, and ultimately, to timely obtain a college degree.

To provide continued support for a Program Coordinator for Onward, their college success program, which provides high school seniors and college students with resources to transition successfully to college, make the most of their college learning experience, and graduate career-ready with a broad range of skills and their own professional networks. The Coordinator will deliver a range of college success services to high school seniors, including college readiness seminars, fiscal readiness workshops, writing support for personal statements and one-on-one college advisement, and assist in providing services to 9th through 11th grade students. The goal is to significantly deepen their college success services to better ensure that all students are academically, financially, and emotionally ready for higher education and future careers. HEAF is a Harlem-based college access and success program that provides pathways to higher education for more than 500 underserved minority students each year.

To support expanded staffing for their Elementary School Integrated Co-Teaching (“ICT”) Expansion. In an ICT environment, students with Individualized Education Plans (“IEPs”) learn alongside their general education peers in classrooms that promote inclusion, diversity, and address all learners’ needs. By hiring three additional special education teachers across their first, second, and third grades in 2016-2017, and by hiring two additional special education teachers in 2017-2018, 72 special needs elementary students will receive targeted intervention on a daily basis to help them achieve meaningful annual growth. Additionally, the expanded teacher teams in each grade will benefit over 300 Hyde elementary school students. Hyde Leadership Charter School is a public K-12 school serving 945 children hailing from some 22 zip codes from their school’s two locations in the Hunts Point neighborhood of the South Bronx.

For continued support of their Alumni Support Counselors within their KIPP Through College team as they work with their alumni to provide the critical support to their successful persistence through college and to a successful career. This team works with their alumni to confront the barriers that they encounter as first generation college students, and to empower them to navigate the roadblocks, large and small, that arise on their road to college graduation. As the number of KIPP New Jersey alumni continues to increase, numbering over 800 members from the classes of 2010 – 2016, they have added counselors with deeper and broader experience to support their alums in developing the skills, habits and mindsets they need to succeed in college and in life. As the number of juniors and seniors in college increases, they have also added initiatives to meet the different needs of these students as they persist through college and pursue careers.

To support their new Helping Nonprofits Assess and Manage Risk project. Nonprofit managers and Board Members are each responsible for ensuring that their organization achieves its mission while protecting its assets. Risk management helps nonprofits to balance the need to provide quality programming against the need to sustain the organization in order to fund and deliver that programming. It also informs business and operational decisions to reduce exposure to legal liability, including liability resulting from inadequate financial controls. The project will allow LANY to provide personalized risk management assessments to 20 nonprofits, and identify and commence at least 60 new matters resulting from these assessments, client outreach, and educational information aimed at raising awareness of legal risk management issues. LANY will also provide two educational trainings to address risk management issues of concern to the nonprofit sector.

To support its Bridge to College initiative which seeks to mitigate the issue of high school seniors not matriculating to college after having earlier accepted a college’s offer. They seek to better support and guide students through their transitions from high school to college. The grant will support New Visions alumni who will work with their high school alma mater to coach graduating 12th grade students on their transitions to college. Coaches will assist students in completing a comprehensive checklist of matriculation tasks, such as housing and financial aid forms, class registrations, and placement exams. They guide students through the critical steps and decisions college enrollment entails, and help raise their awareness of resources from which they can benefit. New Visions will provide ongoing training and support to coaches, and the guidance counselors working with them, throughout the program. They will implement the program in 15 schools from their network of 76 district and charter schools, train 20 coaches, and reach 1,500 high school seniors.

For continued support of the Alumni Manager within the To and Through College Program aimed at getting their students into the right college, and giving them the supports that they need to then complete their degrees. Their Alumni Manager is tasked with continuing and strengthening a differentiated menu of supports for their students while they are in college to better ensure that they stay the course. Supports include a web-based text messaging system allowing them to segment their alumni so that their messages can be effectively and appropriately targeted, and College Crew, a college-level advisory program by which more vulnerable students come together weekly with the Alumni Manager to work on personal challenges and build skills. Outward Bound Schools has a network of 11 expeditionary learning schools throughout the five Boroughs which they operate in partnership with the NYC Department of Education.

To support the Director of Special Populations who will build the capacity of all adults across their network in order to champion a culture of rigorous instruction for all of their diverse learners. The Director will coordinate and guide each school’s implementation of Response to Intervention and Child Study Teams by working with Inclusive Learning Teams in creating plans that support a range of student needs, and building capacity within each school to improve outcomes for all students. The Director will connect all students with a range of social, emotional, behavioral, and academic supports, and act as the network administrator for special education and English Language Learner plans and services. This new role of Director of Special Populations is part of their new staffing model designed to bring school-based academic support roles up to the network level, an effort to provide an increased level of consistency and collaboration among all Public Prep Academies.

To support staffing for the Tutor Engagement Project, an effort to more strongly support and engage their tutors to improve the volunteer experience, ensure high-quality tutoring for their students, and increase volunteer retention. Activities will include summer and fall engagement of returning tutors, differentiated onboarding for new tutors, and ongoing school-year engagement. Reading Partners delivers one core program: data-driven, one-on-one literacy tutoring for K-5 students 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. In the 2017-2018 school year, they will engage over 1,200 volunteers on a weekly basis to serve 1,000 students across 19 schools. Investing in the volunteer tutors’ satisfaction and retention will not only strengthen the quality of their program but also increase their scalability over time.

To support the work of two key team members, the Director of Content and Curriculum and the User Interface Engineer, as they develop the Product Content and Website Technology Platform to drive measurable impact. The Director of Content and Curriculum will lead efforts to refine and improve what teachers and students are already using, fill in any remaining content and curriculum gaps, and integrate analytics into their product evaluation and R&D. The User Interface Engineer will focus on creating technology and website features that all teachers can access and use effectively. The overarching objective of the project is to permanently and fundamentally improve teacher effectiveness and student achievement in reading comprehension. ReadWorks provides research-based, classroom-proven instructional practices and curriculum and open-access online technology, and has over 1.2 million active monthly users nationwide.

To support High School Launch, a school-based program that reduces disability stigma, builds self-advocacy skills, and increases self-esteem for youth with disabilities through a workshop series, direct student support, school-wide training, and outreach. The program works with schools that have high concentrations of low-income students of color who are at greatest risk of poor educational outcomes and unemployment. High School Launch will serve 500 students at ten high-needs high schools: 150 students in small-group sessions designed for individualized work for youth with disabilities; and 350 students in large-group sessions aimed at de-stigmatizing disabilities. In addition, parent/caregivers and academic staff will be assisted with a specialized resource guide and tools, along with offered trainings to help them better understand their roles in student transition.

To support a new College Success & Career Advisor position to expand their College Access & Success Program to more comprehensively support SAYA alumni throughout their post-secondary education. Programming will begin during the summer after their students’ senior years of high school, with workshops addressing the transition to college including accessing all resources available on their college campuses. Throughout their college years, the Advisor will facilitate workshops, alumni events and on-campus cohorts, and spearhead communications with students to address their specific needs. Programming for third and fourth year students will focus on career preparation and internship/job placement. With the continued connection to SAYA, they hope to increase the likelihood that their youth will succeed academically, socially, and personally through their post-secondary education and beyond.

To support a new Associate Director of College Persistence position. The Associate Director will have a greater role in overseeing the student transition process from high school to college in the spring, focus on curriculum development of the annual College Success Series, and oversee curriculum development for the student Winter Institute. This new role will enable the Vice President of College Scholars to focus more time on strategy and program growth with the doubling of the Scholars program that is underway, and that will directly impact the college team in the coming year. Strengthening college program infrastructure is essential and mirrors the infrastructure enhancements in the high school component of the Scholars program that were instituted over recent years with the doubling of student admissions. SEO College Scholars is both a college access and a college persistence program, providing services throughout an eight-year span, from 9th grade to college graduation.

For support of a consultant to facilitate a capacity building effort that encompasses strategic planning, board development, and leadership succession planning. The overall goal of the project is to position the Summit Speech School for further productivity and growth by developing a comprehensive strategic plan, while better ensuring continuity of leadership through an executive succession process, and strengthening their Board through a more systematic recruitment, orientation, and training program. Ultimately, the process will increase the Board’s engagement and sense of ownership in critical issues facing the School, and it will enhance the Board’s effectiveness in areas such as advocacy, financial support, and fundraising. The Summit Speech School, located in New Providence, NJ, teaches deaf and hard of hearing students to listen and talk so that they can reach their highest potential as full participants in the hearing and speaking world.

To support the delivery of Assessment Matters to their Network Improvement Community (“NIC”) school network. Teaching Matters is dedicated to providing high impact professional learning experiences for urban schools. Assessment Matters is its outcome-oriented program for New York City public K-12 schools that develops the assessment systems and culture that are critical to driving improved teaching and learning. Their coaches support principals, grade team leaders and teachers in establishing school-wide approaches for tracking student performance based on the expectations of the Common Core State Standards Initiative using an innovative standards-based mastery tracking platform that allows educators to examine progress while students engage in instruction. This, in turn, drives improved teaching and learning across the school. Funds will support the development of tools and structures to continually improve instruction and achievement in 28 schools, impacting the classrooms of an estimated 800 teachers.

To support the Julie L. Floch Memorial Scholarship Fund, an endowed scholarship fund, in memory of our long-time advisory board member who had taught there as an Adjunct Professor. The scholarship will support students who are majoring in Accountancy. Almost one-third of Baruch students come from families whose annual income is below $20,000, and for whom the tuition represents a real financial challenge, if not a barrier. Nearly 40 percent of their 14,000 undergraduate students will major in Accountancy, and scholarship support will better enable them to remain in school and graduate on a timely basis. It will be a restricted, endowed fund and the Financial Aid Office, with the assistance of the Stan Ross Department of Accountancy, will select at least one eligible student to annually receive the scholarship.

To provide continued support for the Director of the Community-School Partnership at the New Settlement Community Campus. The Campus consists of 3 public schools serving students in grades pre-K through 12, and an adjacent community center. The Partnership provides 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 partner schools, 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 the three schools’ academic goals and objectives, and to create an integral whole that better supports the children and their parents educationally, developmentally, and socially.

To support the Alumni Affairs Coordinator for the Post-Secondary Success Initiative (“PSSI”). PSSI targets the 850 Eagle graduates who are attending college or who have graduated from college, providing support services, engagement activities, and access to resources which ultimately ensure a pathway to college graduation and meaningful post college experience. Through various types of programming, activities and initiatives, the Alumni Affairs Coordinator will engage and involve each school community’s respective alumni population with a focus on increasing college persistence and increasing alumni engagement. The Eagle Academy Foundation develops and supports a network of all-male, grades 6 through 12 college preparatory public schools.

To support the Director of 5-12 Science, a new senior instructional leadership position on their Content Development team. The Director will create the first shared curricula and shared assessments for all middle and high school science classrooms across the Uncommon Schools network. The Director will also design and deliver professional development to science teachers, ensuring that all students learn the necessary science skills to succeed in the 21st Century. The Director of Science will help improve student achievement and contribute to teacher sustainability during a period of rapid growth for Uncommon Schools. Uncommon Schools starts and manages outstanding urban public schools that close the achievement gap and prepare low-income students to graduate from college. In the 2017-18 school year, they will operate 52 schools serving more than 18,000 students in Newark and New York City, as well as several other needy cities.

For support of the Program Manager at their Regional Program Office located in the Bedford-Stuyvesant section of Brooklyn. This office houses UD Team Charter School, their charter school for students aged 15-17 who are significantly off-track for graduating from high school and are at-risk for again dropping out of school. The Program Manager is responsible for overseeing UD’s youth development programs including the 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 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 careers or attend college.

To help extend the reach and deepen the impact of their CollegeBound Initiative’s (“CBI”) College Transition Coach (“CTC”) Program. CBI is a comprehensive college access and success program which serves 31 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 NYC 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 help support nine new YWLN Coaches who will extend services to 750 additional seniors, and support the ongoing implementation of a text messaging platform that will enhance the Coaches’ efficiencies and overall effectiveness.

To support evidence-based trauma trained therapists to provide trauma support groups for up to 24 children/youth who are survivors of victims of homicide and their families throughout Union and parts of Essex Counties, NJ. Children/youth grouped in 3 groups by age and adult caretakers participate in short-term (approximately 4 months) weekly group counseling sessions. Each group will be split into a youth group and a caretaker/parent group so that the youth can receive therapeutic services while the caretaker/parent is provided with ways to support the youth at home. The use of evidence-based models, like the ones which they utilize, frees children of the emotional and social consequences of trauma and improves their self-esteem, readiness to learn and social skills. FACS is a leading trauma-informed provider in Northeast New Jersey.

For continued support of the Clinics in Schools Program Coordinator responsible for promoting awareness about the program, liaising with current partners, and seeking out new school partners. Through Clinics in Schools, Northside brings their high-quality behavioral health services to underserved public schools, ensuring 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. Their team of clinicians, social workers and psychiatrists work closely with school leadership, school counselors and teachers to ensure greater consistency and continuity for each student in treatment.

To support the Supervisor of Training and Capacity Building who is responsible for implementing the Connections to Care capacity building initiative aimed at dramatically changing the way they identify and support low-income community members in need of mental health care. The Door is one of fifteen NYC nonprofits selected to participate in Connections to Care, a Social Innovation Fund supported project. Over the course of the next 3 to 5 years, The Door will work closely with their affiliate and experienced mental health provider, University Settlement, to expand the capacity of their non-clinical front line staff through training and coaching in evidence-based mental health care practices. The Door works to empower young people aged 12 to 24 to reach their potential by providing comprehensive youth development services including health care, mental health counseling, and education support.

To support their efforts to adopt a holistic, comprehensive Trauma-Informed Care Approach to their work in response to the dramatic increase in the demand for services at their mental health clinic by children and families exposed to severe trauma. They will engage the National Council on Behavioral Health in a year-long consultancy which will involve an agency-wide self-assessment around trauma-informed care, several agency-wide trainings, the establishment of a Trauma-Informed Care Implementation Team with various constituent groups represented, and a post-implementation audit. The grant will help to support a Project Manager who will oversee all aspects of their transition to trauma-informed care and the National Council on Behavioral Health consultancy. Adopting a trauma-informed approach to caring for children is essential, as complex trauma is a critical designation for clients in Children’s Health Homes in Medicaid Redesign in New York State.

For a Senior Mental Health Case Manager, a new position within their mental health team, dedicated to providing homeless and indigent families with personalized support in meeting their mental health treatment goals. Their mental health program addresses a health crisis in NYC — caring for vulnerable homeless and under-served women and children suffering from the effects of domestic violence, including physical, emotional and sexual abuse. The case managers screen patients for specific mental health issues, work with families to ensure they obtain necessary medications, keep appointments and receive coordinated mental and primary healthcare, and assist them with access to social services. The Floating Hospital is a diagnostic and treatment center and outpatient mental health clinic located in Long Island City, NY, which provides a broad range of medical, dental and mental health services and free van transportation to a largely medically underserved population.

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 staffing for the implementation of Jobs for America’s Graduates New York (“JAG NY”), an employment-readiness program which will annually serve 100 system-involved and other at-risk young people aged 17 to 24 who have dropped out of high school. CASES secured one of ten Learn and Earn to Achieve Potential (“LEAP”) grants, made nationwide by the Annie E. Casey Foundation and requiring a local match, and is using the support to test the JAG model. JAG supports improved career outcomes for participants through a highly-structured, module-based curriculum teaching job-readiness skills as part of a six-month active program phase that includes High School Equivalency preparation and testing, career counseling, service projects, and internship placements, followed by 12 months of aftercare focused on job and/or post-secondary placement and retention. Throughout this voluntary program, CASES provides these youths with access to their extensive “in-house” wraparound services.

To support a part-time Placement Support Specialist who will work one-on-one with graduates of the CDI Career Academy to help them keep on track to pass their certification exams, develop their job search skills and prepare resumes, and coach them on interview skills and job search resiliency strategies. The CDI Career Academy is an innovative sectoral-based workforce development program that prepares non-college-bound graduates and disconnected, out-of-school, out-of-work youth ages 18-24 to enter the healthcare field with the ability to earn a livable wage and have significant opportunities for advancement over time. The program includes an 8-week Essential Skills training program to address needs identified by healthcare employers, followed by a 20-week Certified Medical Assistant program at Borough of Manhattan Community College, internships and job placement.

To help CASA of New York City revitalize the Volunteer Services program and improve the overall efficacy of their services by expanding the role of the Volunteer Coordinator to a full-time position. The Coordinator will screen and train their current backlog of 150+ potential volunteers, conduct targeted outreach to recruit a more linguistically diverse pool of volunteers, and provide ongoing engagement, training, technical assistance and support to volunteers and staff. As a result, more children and youth in foster care will be matched with volunteer Advocates, and children assigned to CASA can receive more effective services. CASA volunteer Advocates assess the individual needs of each child and family, work to get those needs met, and seek to ensure that children do not languish in foster care.

For a new Lead Teacher for the Core Internship Program to help them expand the program to serve 200 youth annually. The Lead Teacher will teach 5 program cycles of the program’s 3 components: 1) a 6-week pre-internship preparation class which uses a curriculum linking employability skills, educational engagement and avoidance of justice system involvement to a set of four core skills: critical thinking, communication, creative problem solving and resource management; 2) eight Friday Seminars during the 8-week Internship Phase which build upon the classroom curriculum and allow participants to reflect on their internship experiences; and 3) a 2-week post-internship class to allow participants to develop tangible goals and strategies for post-program justice system avoidance, successful engagement in school, and employability. Exalt Youth is a voluntary program that elevates experiences of personal success for youth ages 15-19 who have been involved in the criminal justice system.

To support a Senior Account Manager/Program Coordinator for their Job Developer Training Program. The 13-week program allows participants 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 learn how to find job leads and overcome barriers to getting candidates (including themselves) interviews, form lasting relationships with employers, and make appropriate job candidate matches, with the long-term goal of obtaining a position within 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.

For the Manager of GOSO/Works, their employment development program which provides paid internships and full-time career-oriented employment to justice-involved young men. The Manager of GOSO/Works supports clients by collaborating with them to determine the type of environment and job-related tasks best suited to their needs, and preparing them for interviews once a suitable internship has been identified. The Manager engages employers in high-growth industries where jobs suited to the interests and needs of GOSO participants exist, in fields such as healthcare, construction, computer coding, and food and hospitality. GOSO is dedicated to drastically reducing recidivism and further involvement in the criminal justice system among young men aged 16 to 24 through supportive counseling, education, vocational training, and employment services focused on meaningful employment and financial self-sufficiency.

To provide continued support for the Staffing Coordinator position for the Top Talent Initiative of their Human Resources Department. The Initiative includes strengthening their human resources capacity, infusing all managerial staff with the culture of continuous operational improvement, and ensuring that staff possess the key competencies for high job performance and integrity. The Coordinator plays a vital role in their ability to recruit and retain talented staff in a highly competitive nonprofit job market, while centralizing functions that have historically been split between Human Resources and program staff. The Coordinator oversees the recruitment, vetting, interviewing, hiring, and onboarding of all new Henry Street Settlement staff, while strategizing ways to provide opportunities for existing staff to grow in their positions.

For continued support of the Youth Employment Specialist dedicated to youth jobseekers between the ages of 18 and 24. The Specialist is responsible for implementing the newly created Positive Youth Development Training curriculum that focuses on topics including age-appropriate personal and professional development, connecting with families and with communities, and professional communication and presentation. Techniques include group discussions in Job Club, the structured job search phase which takes place upon completion of training, smaller youth focus groups, and one-on-one meetings. The Employment Specialist works 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 referrals for the High School Equivalency program and higher education. The HOPE Program helps individuals achieve economic self-sufficiency through their model job readiness and job retention programs and their training initiatives.

For a Leadership Engagement Manager who will serve as a key support to their Team Leader base. This position is part of their focus on increased and high-quality program delivery, as well as on improving the internal infrastructure needed to best serve their nonprofit Community Partners and the populations whom they serve. The Manager’s focus will be on building relationships throughout their volunteers’ leadership experiences, making it a more positive volunteer experience and increasing the ease with which they can manage their ongoing programs. Through enrichment workshops, hands-on support, and consistent communication with Team Leaders, the Manager will seek to build a stronger, more connected group of leadership volunteers. New York Cares meets pressing community needs by mobilizing caring New Yorkers in volunteer service.

For a consultant to lead a Board Strategic Planning project which will support their programmatic growth and sustainability. The project will include the following steps: clarify their target market; monitor partnership performance metrics for each school and for the agency; and develop a plan to create diversified and sustainable funding strategies. Partnership with Children works to strengthen the emotional, social and cognitive skills of vulnerable children, targeting the highest-need communities and schools in NYC. By integrating social workers in schools full-time to provide crisis intervention, individual counseling, small group work, full-classroom and school-wide programming, they address the urgent needs of these students and change the climate of the entire school. They are serving 11,000 students in 29 schools across all 5 boroughs, including 13 community schools where they oversee a deeper level of student support and enrichment and parent engagement.

To provide support for an Outreach Coordinator responsible for the recruitment of CASA volunteers and general community outreach. Through this effort, CASA plans to develop strategic community partnerships to increase recruitment of volunteers, and raise awareness around the needs of children in the foster care system in response to the larger numbers of children being referred to the program by the Family Court. CASA works through specially trained and supervised volunteers to promote the welfare of children who have been removed from their homes due to abuse, neglect or abandonment. CASA volunteers serve as a child’s “Voice in Court” and help to ensure that needed services and assistance are made available to children in out-of-home placements, while at the same time helping to move these children toward safe, nurturing, and permanent homes.

For a new Post-Secondary Counselor who will work with youth from their two Young Adult Borough Centers/Learning to Work (“YABC/LTW”) programs. YABCs are evening academic programs designed for youth who have struggled in other high schools to earn the credits they need to obtain their diploma. While QCH currently provides some follow up, they are unable to provide the added support which many graduates need to stay on track with their educational and/or career goals. With the creation of this new position, they will be able to provide outreach and individualized support following graduation to help students access and excel in jobs with a career track, enroll in college or training program, or take other steps that can lead to more successful futures. The Post-Secondary Counselor will outreach to their 180 graduates, with 80 receiving individualized counseling.

To support a Member Services Associate to enhance UNH’s capacity to meet the growing professional development needs of current and new UNH member organizations. The individual will be responsible for: analyzing data that identifies the capacity building needs of members; sharing best practices and making connections between members for targeted learning opportunities; providing direct professional development services; and investigating and securing external expertise to meet current and emerging needs of member and prospective member organizations. With this new position, UNH will strengthen its capacity to meet the professional development needs of its members and stay more nimble and responsive in a changing and more complex environment. UNH is a membership organization of 38 NYC settlement houses and community centers, providing quality services at more than 600 sites to over a half million New Yorkers a year.