To support the work of the Vice President of NYC Program Implementation responsible for overseeing model implementation in NYC as well as program design and implementation, building and managing relationships with school partners, and supervising instructional coaches who work with teaching teams to help them shift teacher practices and mindsets, particularly as students and teachers adjust to a virtual (out-of-school) setting. They quickly shifted to a fully remote training and coaching model when the pandemic closed all schools as of mid-March, 2020. They seek to reach 1,200 students through 5 NYC school-based partnerships during the year ahead, offering high dosage coaching to co-teaching pairs, and to another 1,000 students through lighter dosage coaching focused upon key aspects of their model. Their model promotes inclusive, collaborative, and data-driven learning environments. Blue Engine trains and coaches co-teaching teams to develop the skills and expertise that are necessary to achieve meaningful relationships, promote a learning culture of high expectations, and, ultimately, thereby achieve higher gains in academic achievement among their students.

For continued support of the Director of Career Connections who leads a team seeking to increase their capacity to form hiring partnerships with companies, develop professional networks that their students can tap into, and support alumni through the job search process as they graduate. The Director will lead their team in rapidly expanding the internship opportunities they make available to their students via their partners; deepening the mentorship opportunities they secure for their students via their Career Champions and Go Far Volunteers initiatives; and ramping up the breadth of networking and skill-development opportunities they provide their students through their career events. Through all of these efforts, they believe they can make significant strides towards ensuring that all of their students have access to the work experiences and relationship capital they need to successfully transition to the workforce and fully capitalize on their college degrees.

For continued support of the Alumni Success Director who is responsible for seeing that their high school’s graduates: matriculate into their “best-fit” colleges and postsecondary institutions; persevere through a myriad of challenges – including the COVID-19 pandemic; and successfully persist and graduate. First-generation students, as many of their scholars are, often require additional guidance to navigate the obstacles involved with maintaining their financial aid and scholarship compliance, housing, academics, and managing time and relationships. The Director oversees all college matriculation and persistence efforts for their alumni, and in close coordination with the Alumni Success Manager, will stay in touch with their college students, track their progress, and offer academic, emotional, and financial advising and support, providing both immediate and long-term guidance that will increase the Charter School’s graduates’ ultimate college graduation rates. Coney Island Prep is a rigorous college-preparatory charter school located in the Coney Island community of Brooklyn that serves over 1,000 students in grades K-12.

To support the Director, College and Career Access & Success who will be responsible for managing a team that provides students with the resources and support they need to be college- and career-ready. While they currently offer significant supports to help students prepare for, apply to, matriculate into, and graduate from college and be prepared to pursue their careers, they do not have the same supports for those students who decide not to become college-bound or do not graduate. The Director will develop new strategies to augment their career readiness support to increase their capacity to assist these students while continuing the work to prepare their students for college. East Harlem Tutorial Program serves youth in grades Pre-K-12 through afterschool and summer programs and 3 public charter schools, providing children with opportunities for academic, social and career advancement while fully engaging parents and caregivers in their children’s development.

To support a new Education Specialist who will support students in Grades K-8 enrolled in their SchoolBridge after-school and Learning Lab programs through the development of instructional programming, implementation of student assessments, and the delivery of enhanced professional development for staff. While the Education Specialist will be responsible for helping to develop literacy enrichment activities across all grade levels, a targeted assessment and intervention program will be piloted to improve students’ literacy skills in Grades K-3. Overall, the work of the Education Specialist will provide consistent support to their SchoolBridge participants who need additional assistance to reach broader markers of academic success, including performing well on Math and English Language Arts exams, and advancing to (and being prepared for) the next grade level on time. Hudson Guild is a settlement house that provides comprehensive programs and services to families in the Chelsea neighborhood and on the Upper West Side of Manhattan, many of whom reside in public housing.

To support the new Associate Director of New Teacher Development who will assist the Director in the expansion of their Teacher in Residence program to all 14 KIPP schools in Newark, NJ. Building excellent teaching skills is a developmental process, and new teachers need different supports through their first and second years to help them reach the levels of instructional proficiency that KIPP seeks so as to better ensure that their students are successful. The program helps aspiring teachers to get hands-on experience and the certifications that they need to become excellent teachers, fusing theory and practice as they work alongside experienced teachers in the classroom while earning their teaching certification. The goals are to formalize and standardize their new teacher recruiting and development processes across their network, provide new teachers with the programming necessary to become lead teachers within one year, and reduce the pressure on their recruiting team to only hire experienced teachers. Ensuring that every classroom has a great teacher is critical to their achieving consistent and high levels of academic performance across their schools and to closing the achievement gap.

To support the Managing Director of Academics K-8 who is responsible for the effective development, implementation, and execution of their instructional vision to better ensure Grades K-8 student growth and achievement. The Managing Director also oversees teacher development across all 15 KIPP NYC schools – 7 elementary schools, feeding 7 middle schools, feeding the KIPP NYC College Prep High School. During the COVID-19 pandemic, they implemented and trained staff and families on using new learning platforms (such as Google Classrooms and Zoom), and acclimated their families to remote learning, making sure they had access to technology and curriculum materials to ensure the best educational experiences for their children. This staff position is critical to their ability to continue to build, enhance, and maintain their remote learning platform which impacts over 6,400 KIPP NYC students. KIPP NYC is part of a national network of exemplary college-preparatory public charter schools which prepare students in underserved communities for success in college and in life.

Towards their Teen Campus programs which will run daily after school and during the summer, both in-person and virtually. The teen population is a major focus for Madison Square because adolescence is such a pivotal time in a young person’s life, when even small good or bad decisions can have big consequences. With education at the forefront of their mission, the programs will be focused upon preparing teens for high school graduation and college matriculation, in addition to helping them build critical leadership, social, emotional, and career skills. Their goal is to serve 625 teens across all 5 club sites through these programs. Madison Square Boys & Girls Club serves children and teens in some of New York City’s most neglected neighborhoods in Brooklyn, Manhattan and the Bronx by providing comprehensive afterschool and summer programs.

To iterate and refine their postsecondary advising model and develop new programming to meet the immediate and emerging needs of schools and students as they navigate a college and/or career path which has been impacted by the COVID-19 crisis. The model aims to de-silo the postsecondary planning process and ensure all graduating seniors have a clear and supported postsecondary transition plan by standardizing the approach to postsecondary advising. Using the New Visions Portal, their graduation and postsecondary planning tool which provides student data (including progress to graduation), counselors track the postsecondary decision-making process to ensure that no student falls through the cracks and that every student is prepared to pursue the next path of their choice, whether college or career. With significant academic disruption for graduating and rising high school seniors, it is more important than ever that schools provide high-quality postsecondary advising support to help students navigate a college and/or career path that has been impacted by the COVID-19 crisis. New Visions for Public Schools serves as a laboratory of innovation within NYC’s public-school reform efforts, creating and refining helpful new approaches to systemic challenges.

To help support staffing, including teachers and a full-time social worker, at the Oasis After-School Academy. The students’ need for enhanced academic and psychosocial support has greatly increased due to the ongoing COVID-19 pandemic – especially for their more economically disadvantaged youths. Many children have lost months of previous academic gains, and are at a heightened risk for anxiety, loneliness, and behavioral and emotional problems. The Academy’s after-school program provides helpful remedial academic assistance, and social-emotional support, to low-income children whose needs are not being fully met by the public-school system during the daytime. They will serve a limited number of students onsite as well as offer a virtual component, enabling them to thereby reach more children. Located in Paterson, NJ, Oasis seeks to offer a holistic pathway out of poverty through educational and vocational training programs. It assists women to enter and better succeed in the workforce, and it helps children to better flourish academically – and to stay in school. They serve some 1,000 women and children annually.

To support the Program Manager for their Teacher Led Programs (“TLP”) in NYC, through which classroom teachers in under-resourced high schools are trained to deliver their Web Development curriculum so they can better teach their students the fundamentals of coding, a cutting-edge computer skill. In the TLP model, Code Nation provides ongoing, in-person training to classroom teachers who teach their Intro to Web Development curriculum. They provide classroom teachers with: a full curriculum including lesson plans, guided notes, activities, and homework; weekly check-ins with a Code Nation Program Manager; biweekly classroom observations; weekly volunteer support; and field trips to tech companies. A cohort of 6-8 volunteers will commit to coming to classes on a bimonthly basis. They will alternate so that there will be a volunteer in the classroom every week to provide feedback and guidance on technical projects, and to form personal relationships and a link to the tech industry. Code Nation equips students in under-resourced schools with the fundamental coding skills and professional experiences that together better create access to careers in technology.

To support the Manager of Data and Evaluation for SEO High School Scholars, a position which is important to their expansion efforts in New York City. The Manager will: lead all data analysis, reporting, internal research, and evaluation efforts; define program-wide policies and procedures around database design; and better ensure consistent, efficient, and accurate data management across the program. The Manager will also work with various teams to define research questions, design evaluative processes, and perform data analyses, and make recommendations on follow-up steps and future directions. SEO works to create a more equitable society by closing the academic and career opportunity gaps for motivated young people living in underserved and/or underrepresented communities. Through their 5 distinct programs including SEO Scholars, SEO currently serves more than 2,000 high school and college students.

To support their Managing Director of Program Continuum who will create a comprehensive arc of support and professional development reaching their staff, their corps members, their alumni, and the communities they serve. The Director will oversee the region’s specialized learning and training opportunities for staff and alumni facilitators, and collaborate with regional and national staff to determine the best courses of action to generate transformational leadership and learning experiences both inside and outside of the classroom. Through this effort, they will create a continuum of meaningful support for teachers, alumni, external partners, and their own staff, bringing TFA closer to ensuring that one day, all children will have access to a quality education. TFA-NJ is an affiliate of Teach For America, a national teacher corps that finds, develops, and supports a diverse network of educational leaders.

To support the new Director, Program Design & Implementation who will lead their work in adapting and designing their corps member leadership development programming to successfully help set the stage for their students’ dramatic learning this year, no matter what the learning format. This position works in partnership with key internal and external stakeholders to build cohesive, year-round programming that is responsive to the emerging needs of their students. The key goals are to: design and execute leadership development programming for corps members during their two-year commitment; create and deliver training programming, tools and learning experiences for the staff to effectively deliver their corps members’ leadership development curriculum; and partner with internal and external stakeholders to secure strong, cohesive, and innovative learning opportunities for their corps members’ leadership development.

To support the development of Jumpstart: Foundations to Early Reading Success, an offering focused on phonics to address the needs of Kindergarten and First Grade students struggling to read post-pandemic. The program develops teachers’ key instructional competencies so that they can better rise to the challenge of closing the reading gap by the end of Grade 2. It was created specifically: (1) for schools that require immediate support addressing reading challenges in Grades K and 1; and (2) to serve as an onramp to Early Reading Matters, their signature reading program, which is substantially impacting the reading outcomes for children by the end of Grade 2. It will: help Grade K-1 teams improve procedures and assessments that monitor students’ phonics progress (letter identification, letter sounds, and concepts of print); and better ensure that 70% of students move from “pre-readers” to “beginning readers” by the end of the program intervention. The grant will help Teaching Matters to reach approximately 100 students identified as “persistently struggling” readers in at least three NYC schools as part of their larger initiative to reach 3,000 students in 80 New York City schools next year. Teaching Matters works to increase teacher effectiveness, one of the most critical factors regarding student success, by transforming how educators work together at urban public schools, helping the most effective teachers to develop the necessary skills to then lead their peers and drive school-wide improvement.

To support the Director of Student and Family Services and the increase in service delivery to families and students who are coping with remote learning, social-emotional challenges, and basic needs hardships as a result of COVID-19. The Director oversees the GO Families team, including: 6 Success Coaches (who are trained social workers) who will provide ongoing high-touch case management services to families and develop holistic Social-Emotional Learning (SEL) programming; 1 Coordinator of Student and Family Services; and 3 Family Engagement Associates who will provide multi-lingual connections to families in crisis and serve as a critical resource by better connecting families to their public schools and the Department of Education’s plans for remote and hybrid (partly-remote, and partly in-school) instruction. By creating a holistic team collaborative that leverages community resources, GO will thus continue to increase parent engagement rates, strengthen student transitions into the 6th and 9th grades, implement high-touch case management that is more responsive to student and family needs, and positively impact upon student academic and behavioral growth. The GO Project provides year-round educational and family support services to 720 academically struggling public school children in grades K-8 in Lower Manhattan and Brooklyn.

To help support two dedicated Patient Navigators – a Social Worker and a Peer Advocate (someone who has experienced homelessness herself) – who will provide case management services to homeless single mothers trying to transition from the NYC shelter system into more permanent housing. This was a need identified by the homeless women who participated in a recent Social Determinants of Health study, partially funded by The Cummings Fund. Serving as resources and advocates within the “envelope” of The Floating Hospital’s clinical environment in Long Island City, they will provide 360-degree support in preparing complex applications for City-sponsored housing and other public-benefits, and identify linkages to other essential needs. The Floating Hospital is a diagnostic and treatment center along with an outpatient mental health clinic located in Long Island City, NY, which provides a broad range of medical, dental and mental health services via free van transportation to a largely medically underserved population, regardless of their insurance status and abilities to pay. It is the largest provider of healthcare to homeless families residing in NYC shelters.

To provide partial salary support towards two clinicians, and also towards the addition of a contract clinician to better enable them to address the current waiting list — and increase the number of mothers served — by their Strong Mothers’ Domestic Violence & Trauma-Informed Mental Health programs. The Strong Mothers Program interdisciplinary team annually helps more than 100 mothers become better parents through intensive case management, peer support, and mentoring. The clinicians provide behavioral health interventions for participants who exhibit a history of trauma, and individual and group trauma-informed therapy and domestic violence and anger management psycho-educational workshops to help young pregnant and parenting women overcome trauma and become better parents. A newer component is that of helping to build communications and attachments between parent domestic violence survivors and those of their children who have witnessed the violence, so as to promote the regulation of emotions and the healing of their traumas. Headquartered in Queens, NY, Forestdale has adapted all programs and client services to continue remotely during the COVID-19 pandemic. It supports family members in meeting life’s challenges through its foster care and foster care prevention services.

To support the provision of their behavioral health services that are critically needed to help their community’s children and families navigate the anxieties and traumas that have become even more widespread due to the COVID-19 pandemic. The need for their services is even more critical now, as their community of low-income, African American, and Latinx children and families has been disproportionately impacted by the physical, emotional, and financial stressors of the pandemic, which have served to worsen existing discrepancies in their access to care. Through this effort they will provide behavioral health services to some 1,500 vulnerable children and families in NYC. For 75 years, Northside has provided NYC’s low-income African American and Latinx youth and families who are at high risk for mental health issues with much-needed psychological, behavioral, social work, and educational resources to support children from birth through high school and beyond.

In support of the salary of the Vice President of Mental Health Treatment, who will oversee the Safe Horizon Counseling Center’s (“SHCC”) provision of evidence-based, trauma-informed mental health interventions. The Vice President is recognized as an expert in the successful adaptation, implementation, and sustainability of these treatments in outpatient, real-world settings. SHCC is the only NYS-licensed mental health counseling center that provides evidence-based trauma treatment exclusively for victims of crime and abuse. The SHCC therapists, who are all licensed mental health professionals, seek to implement the most effective treatments for trauma survivors. This can be life-changing work, particularly for the youngest whom they serve, because unaddressed trauma often has lifelong consequences. Numerous advances have been made in the trauma field, and their evidence-based, survivor-centered, and anti-oppressive interventions offer a path to lasting recovery from trauma possible for survivors of all ages. Safe Horizon is a victim assistance organization which provides an array of services to victims of child abuse, domestic violence, rape and sexual assault, and other crimes through a network of more than 50 program locations across NYC.

The Cummings Fund 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 continued salary support of the agency’s Curriculum Manager, who is responsible for developing and improving upon their 6-week Summer Intensive and their year-round Scholar Services Program which together expose young men of color to the tech fields. The Curriculum Manager will seek innovative ways to further improve their Virtual Summer Intensive Curriculum in 2021and support their instructional teams to have greater impacts within their virtual classrooms. Through these efforts, they hope to better ensure that every new student, Scholar, and instructor is fully prepared for a fulfilling virtual learning experience. The Scholar Services Program provides computer science education and mentorship opportunities, and professional and collegiate skill-building workshops. Through a rigorous introduction to coding, dedicated mentorship relationships with industry leaders, and access to exclusive internship opportunities, All Star Code opens doors for (currently vastly under-represented) young men of color who are interested in pursuing tech careers.

To provide general support for BRC’s Horizons Workforce Development Program, their signature program that provides employment services to homeless adults working to achieve independence and stability. BRC’s Horizons Program uses an individualized approach to help residents of their homeless shelters to identify and develop their professional strengths, helping to give them the skills to more independently find and then maintain employment, even long after their active program participation. Our support will enable BRC to continue helping their clients to address their immediate needs, find initial employment, and prepare them to continue on their paths to stability as the COVID-19 pandemic thereafter subsides. BRC is a leading provider of exemplary housing and services to New York City’s neediest, annually helping more than 8,000 individuals to develop the tools to move from homelessness to improved health and greater financial self-sufficiency.

For continued support of the Government and Foundation Relations Manager to increase the funding streams necessary to support the Club’s continuing organizational growth as well as the increased academic and emotional support that many of their Club members require in the wake of COVID-19. The Manager’s main tasks are: to ensure that current grant funding is secured through timely submissions of grant proposals and reports; to research and identify new funding opportunities of general operating support as well as program specialties, infrastructure costs and capital needs; to customize and submit grant proposals in a timely manner; and to maintain a grant tracking database to better ensure their timely submission of grant reports. In a typical year, the Club provides youth development programming to 1,100 children daily at 10 locations in Paterson and Passaic, two of New Jersey’s most socio-economically challenged communities.

To support a new Social Worker/Intervention Specialist who will provide mental health and social-emotional support to their Club members so as to help them address the traumatic effects of the COVID-19 pandemic, etc. Bergen County has had the highest number of COVID-19 cases in the state of New Jersey, and has had the second highest death rate. The Social Worker/Intervention Specialist would support approximately 400 students across three programs and provide mental health support, promote student engagement, and offer grief, loss and trauma-informed care. The Specialist would offer group counseling to members, train program staff in approaches to supporting youth mental health, oversee social work interns to assist program members and staff, and provide monthly family workshops to help parents develop skills to foster the mental health and social-emotional well-being of their children. The Boys & Girls Clubs of Lower Bergen County impacts the whole child, by providing life-enhancing programs and experiences to impact youth in the core areas of Academic Success, Healthy Lifestyles, and Good Character and Citizenship.

For continued support of the Manager of Quality Improvement & Impact (“QII”) who will implement and manage the More Members, More Often Program, a comprehensive strategy to increase their ongoing recruitment, attendance, and participation of members. The initiative is focused upon increasing the membership and frequency of attendance of all youth, but especially teens, through community outreach and increasing the quality of youth experiences at the Club. The QII Manager will coordinate activities for all 4 Union County, NJ Club sites, and build partnerships within the communities to collaborate upon, and participate in, events that will draw new potential members and further engage current members. Due to the COVID-19 pandemic, program offerings are being planned to work both virtually and in-person. The Boys and Girls Club of Union County is the largest facility-based, professionally staffed youth development organization in the County, annually serving over 4,000 boys and girls aged 5 to 18 who come from disadvantaged economic, social and family environments.

For continued support of their Salesforce System Administrator responsible for supporting the ongoing implementation process, managing the technical needs of the system for the entire agency, and ensuring a seamless transition to the Salesforce database. As a huge organization that is geographically spread across Brooklyn, the Bronx, and Manhattan, they require a fully cohesive platform to better manage the agency’s data tracking and analysis systems to improve alignment and collaboration among programs and support departments. They are currently midway through implementing Salesforce across the agency. Once the Salesforce implementation is completed, they will have: enhanced their capacity to integrate information across program services and functions; expanded their fundraising efforts, which will also support processes to raise the quality of the services they daily provide; and strengthened the future sustainability of GSS. GSS is a leading multi-service organization that works to expand opportunities for youths and families in historically under-capitalized NYC communities through educational, residential, and child welfare programs.

For general support of the Family Success Initiative which provides a continuum of services for families, including parenting interventions that help parents to develop the key skills, resilience, and support systems to safely parent their children in order to either reunify with their children who are in foster care, or prevent their children from entering the foster care system. A team of Family Coaches helps parents to better work toward their short-term and long-term goals by: providing ongoing one-on-one support; conducting interventions, including parent peer support groups to reduce social isolation; and visit coaching during supervised visits with children presently in foster care. Their key focus is to provide every child whom they serve with a safe, loving, and permanent family. Graham Windham annually provides a wide range of services to over 5,000 children and families affected by abuse and neglect within New York City’s most disadvantaged neighborhoods located in Brooklyn, the Bronx, and Harlem.

For general support of their Youth Services programming at a time when their youth are facing unprecedented educational challenges due to the continuing COVID-19 pandemic. GSS will provide both in-person and remote (virtual) learning and support for their young people in Grades K-12 within 23 local community centers and public schools throughout high-need neighborhoods located in Lower Manhattan and North/Central Brooklyn. Their afterschool programs will operate in a hybrid model, with both in-person and remote enrichment activities. GSS’s youth development programs offer a rich and varied roster of experiences to support and strengthen young people’s overall development. These experiences feature daily academic enrichment, deepening skills and subjects learned during the regular school day including STEM explorations, literacy, and organizational/study skills. Their programs also provide opportunities to build social-emotional and leadership skills. GSS provides comprehensive educational programs and social services to people of all ages residing on the Lower East Side in Manhattan, and in Brooklyn’s Williamsburg and Bushwick neighborhoods.

To provide support for a second Case Manager who will expand their capacity to provide group and one-on-one support to better meet the case management needs of their program participants as the agency increases enrollments within their job training programs. Many HOPE jobseekers face challenges related to mental health, housing, phone access, food insecurity, childcare, and much more, which often act as barriers to their success in the program and ultimately in the job market and the workforce. This additional Case Manager is needed to help provide one-on-one support for these ongoing challenges, conduct needs assessments, advocate on clients’ behalf, and connect them to crucial resources. This work has proven essential for supporting clients as they train and search for jobs. As HOPE adds new programs and expands their impact as part of their strategic plan, the additional Case Manager will help ensure that they have the capacity to meet the case management needs of all clients. HOPE empowers New Yorkers to build sustainable futures through comprehensive training, jobs, advancement and lifelong career support, with specialized training in the emerging green sector as well as general industry preparedness.

For support of their efforts to mobilize staff, volunteers, and resources to help nonprofits navigate the challenges of the pandemic and economic recovery so they can better serve the increased needs of children, youth, and families in low-income NYC neighborhoods. LANY’s COVID-19 Relief and Recovery Initiative is providing legal representation, customized consultations, and educational resources to help more than 100 organizations that are providing relief and/or are themselves recovering from the prolonged impact of the pandemic and its economic, health and social effects. During the grant period, LANY will advise nonprofit leaders and boards on legal strategies they can pursue to preserve and retool programs, hedge risks, maximize resources, and better position their organizations for changing and challenging times ahead. With timely legal help, nonprofits will better be able to fulfill their missions and plans and thereby improve the lives of children, youth, and families. Lawyers Alliance for New York is the leading provider of business and transactional legal services to nonprofit organizations that are improving the quality of life within low-income communities throughout NYC.

For a Special Projects Manager, a new position within OBT’s Job Development team. The Manager is working to help ensure that their programs, while being offered remotely, continue to teach the hard and soft skills that their students need: (1) Redesigning OBT’s foundational, 8-week Work Readiness curriculum (with the aim of making their soft skills training more effective in a remote setting); (2) Offering intensive coaching to the Work Readiness teachers to ensure lessons are effective in an online classroom, successful and standardized; and (3) Supporting teachers in their hard-skills certification programs (including the Microsoft Office Certification curriculum) to help them to more effectively teach within an online learning space and improve their online delivery of professional certification courses. These efforts will greatly improve the learning experiences and the future job opportunities for nearly 300 young adults. OBT is a Brooklyn-based organization operating out of multiple locations which provides education, employment and training services to youths and adults from disadvantaged circumstances.

To support Phase 2 of their implementation of Individualized Placement and Support (“IPS”) within their supportive transitional and permanent housing programs for youths, aged 18-24, who are exiting homelessness. As demonstrated during the first phase of the IPS project, this evidence-based practice model increases positive employment and mental health outcomes for vulnerable young job-seekers. During this second phase, they plan to build-out the natural peer and family support engagement activities in order to fulfill the model’s requirement that the agency find and nurture natural supports for each youth. Additionally, they will improve and expand upon youth and peer support engagement within their IPS Steering Committee to bolster the direct input of their participants and their networks in how they operate the program. They will serve 100 young adults whose behavioral health issues might typically have kept them from engaging in, or even seeking, employment. Covenant House New York helps teenagers and young adults turn the tragedy of homelessness, abandonment and exploitation into an opportunity for growth and transformation by providing comprehensive residential care and services.