To support a Senior Director, Program Implementation who will play a critical role by implementing a new support model for effective team teaching in 10 New York City public schools. The position will operationalize a shared vision for effective co-teaching that can drive better outcomes for secondary students by developing instructional coaches’ and administrators’ expertise, identifying gaps, and helping them to better determine how and where to prioritize and focus their time to enable deeper learning within their respective schools. They train teachers on how to better use data and leverage strong relationships to address their individual students’ specific skill gaps. As they now enter this next phase of Blue Engine’s work, they are helping to ensure that teams of school teachers and other instructional leaders are better prepared to meet the needs of all learners, while also executing upon a multi-year plan to drive their agencies’ impacts more widely and cost-effectively.

To help support a new Academic and Tutoring Coordinator to oversee and manage the organization’s academic resources and tutoring programs for local youths aged 5-18. This new position seeks to address the (pandemic-exacerbated) learning gaps that their youths face. The Coordinator’s main tasks are to: establish a resource library; hire and train tutors and certified teachers; coordinate with school administrators; engage the parents in supporting their children; organize all necessary physical resources including books, tablets, and appropriate learning spaces within the Clubhouses; and conduct assessments and then report upon data and program progress. This position could enable the Club, which has been providing minimal tutoring during the pandemic years, to increase its academic supports to some 250 youth per week at 2 locations in Paterson and Passaic, two of New Jersey’s more socio-economically challenged communities.

For renewed support of the Case Manager of the Middle School Transition Initiative Road Map project who will work with youths aged 11 to 15 and their caregivers to help them to better map their career paths while transitioning from middle school to high school. The Case Manager will provide: one-on-one counseling; workshops; resource materials; and referrals related to the selection of a high school major – and the high schools which offer coursework in that major. Help with the completion of high school applications will also be provided following in-person and virtual visits to high school campuses and high school fairs. The Case Manager will help each youth and their caregivers to develop a long-term plan to map a path from middle school to the beginning of his or her prime working years. Youths and caregivers will better understand the importance of long-term career planning, how to use reference materials to support their planning, and the much-increased lifelong earnings potential, and improved job satisfaction, that may result. BronxWorks is a settlement house whose mission is to improve the economic and social well-being of low-income individuals and families in the Bronx who are most in need.

For support of a second Social Worker, each counseling 200 scholars in grades K-3 and providing resources for supportive services to their families at their elementary school which will grow to serve 500 students in grades K-4 in school year 2024-2025 for a total of 900 K-8 students. CQA’s elementary school program complements their middle school program and prepares their scholars early to be academically competitive and successful. Social-Emotional Learning and culturally informed counseling, which have always been a part of CQA’s program, have become more vital to their scholars’ health and well-being in a post-pandemic world. They expect that the counseling and services the Social Worker will provide to their scholars and families will result in a more positive school experience for them and better social and emotional health, which will ultimately result in academic gains. A key goal for CQA in opening their elementary school was to reach their scholars at the start of their academic experience, not only reducing the amount of remediation necessary by the time they reach middle school, but also preparing them for much more rigorous elementary school coursework. Their mission is to prepare students for eventual success in college, the workforce, and the community through a school that integrates literacy, high standards-based academics, and culturally-responsive supportive services.

For a new Program Manager position to support the expansion of their Teacher Led Programs (“TLP”) through which classroom teachers at under-resourced NYC schools are trained to deliver Code Nation’s web development curriculum, enabling the teachers to better teach the fundamentals of coding, a cutting-edge and high-paying 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 commit to coming in-person to classrooms on a bimonthly basis. The volunteer experts alternate so that one of them can physically be within the classroom every week to provide feedback and guidance on technical projects, and to better form personal relationships and helpful linkages to members of the tech industry. Code Nation equips students in under-resourced schools with the fundamental coding skills and professional experiences that can together better create interest and access to fine careers in the technology sector.

To provide ongoing support for the Alumni Success Director who oversees all college matriculation and persistence efforts for CIP Alumni, and in close coordination with the Alumni Success Manager and the Alumni Success Operations Associate, better ensures that alumni receive immediate and long-term guidance to support their college persistence and college completion. First-generation college students, as many of their scholars are, often face additional barriers on the road to college completion, and they therefore require robust guidance and support to navigate their way past possible pitfalls. The Alumni Success team will stay in touch with their college students, track their progress, and offer academic, emotional, and financial advising and support. They seek to develop more sustainable alumni support systems, as their alumni pool continues to grow year-by-year. CIP is a rigorous college-preparatory charter school located in Brooklyn’s Coney Island community, and serves over 1,000 students in grades K-12.

For the new Associate Director of Elementary School Literacy who will develop and codify a rigorous, vertically aligned elementary school literacy curriculum, serving a vital role in the implementation of their new Science of Reading curriculum. She will spend the majority of her time writing elementary school literacy curriculum and assessments and giving feedback to school-based team members on literacy units and lesson plans. Additionally, the Associate Director will ensure high quality implementation of the curriculum by observing and modeling literacy lessons in DREAM’s elementary schools and supporting effective intellectual preparation. DREAM Charter School is a Pre-K-12 public charter school network which prepares students for high-performing high schools, colleges and beyond through a rigorous academic program that develops critical thinkers who demonstrate a love of learning, strong character, and a commitment to wellness and active citizenship.

To support the Postsecondary Success Counselor who will work with some 200 postsecondary students in their second through sixth years so as to better ensure their persistence and success within their chosen (college or other) postsecondary programs. These individuals have already matriculated into college or credentialed programs, graduated from their programs, are out of school, or are now working. They will benefit from the Counselor’s personal attention and ability to offer guidance, information, resources, and ongoing encouragements to better ensure their persistence and success in their chosen postsecondary option. EHTP’s mission is to prepare East Harlem students with the academic skills, strength of character, and emotional well-being to excel through high school and postsecondary educational and career options, lead in their communities, and realize their best possible selves.

For continued support of the Associate Director of Teacher Development who assists the Director in the expansion of their Teacher in Residence (“TiR”) program, working directly with 9 of their 14 Newark schools. Adding this position during the past school year allowed the TiR program to serve all 14 Newark schools, better supporting the training, conversion, and retention of their new teachers. 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 necessary teaching certifications. The TiR program was expanded this year to include logical extensions of this training and retention strategy, first by including teachers new to KIPP schools, and then by extending the program to developing new teacher leaders. Ensuring that “every classroom has a great teacher” is critical to their achieving consistently high levels of academic performance across their school networks, and to closing the achievement gap.

To support staffing by which to further develop and expand their Postsecondary Advising Model (“PAM”), providing high school counselors with an effective, standardized approach to postsecondary advising by which to better meet the immediate and emerging needs of students as they pursue a college and/or career path. They will implement PAM within 33 schools and serve more than 5,000 junior and senior high school students. PAM’s overall aims are to: support all graduating students to better ensure that they have a clear, and supported, “best-fit” postsecondary transition plan; increase college enrollment and persistence rates across schools; and improve upon current postsecondary outcomes, especially for Black and Latinx males. By developing the capacity of college and career counselors and their postsecondary teams – through coaching, training upon — and ongoing usage of — the New Visions Data Portal (their unique online tool for school management), and group counselor learning sessions, PAM works by creating a six-cycle, standard approach to postsecondary advising that centers each students’ purpose as the key driver for his or her postsecondary success. 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 support the continued growth and development of their Crew Initiative to bring their signature Crew model, an effort to build strong cultures of belonging and engagement for students, to 50 public schools across the City. In 2021, they rolled out the Crew Initiative as a pilot program, bringing a proven structure for addressing the social, emotional, and academic needs of students and for catalyzing inclusive, supportive school cultures to over 40 public schools across the City. They have grown the program to reach 20,000 students at 50 schools and they aim to further refine and build capacity to support schools to implement Crew in their classrooms and grow to reach 5,000 more students. NYC Outward Bound Schools transforms schools and changes students’ lives by bringing their unique educational approach to NYC’s young people and their public schools, with a focus upon serving students from historically underserved communities.

For continued support of the Director of Early Learning who provides leadership with regard to rigorous and developmentally appropriate Pre-K-2 instruction, early learning initiatives, and Pre-K-2 extended learning opportunities throughout the Public Preparatory Network. This position is deemed important to their organizational goals as they seek to better ensure that all scholars are reading on grade level (or higher) by the end of the second grade. The Director integrates early literacy and foundational reading, mathematics, social-emotional wellness, and learning to provide a cohesive experience for school leaders and teachers. The Director is a crucial member of the network-wide academic team and ensures that close to 1,000 scholars under the age of eight are on a predictive pathway to and through college. They support a team of early learning coaches who work with teachers to drive strong academic results and build the capacity of teachers who are yet in the beginning stages of their careers. Public Prep supports a network of Pre-K and single-gender elementary and middle charter schools that are located in low-income communities within the South Bronx and the Lower East Side of Manhattan, collectively educating over 2,000 boys and girls.

To support their Educator Support Project Manager who is responsible for strengthening their offerings for their earliest learners and ensuring that their teachers have the resources needed to utilize ReadWorks with fidelity. The science of reading makes clear that early childhood learners need texts where they can repeatedly practice applying their decoding skills from their phonics lessons, which is a gap in the ReadWorks library as well as a current need in the greater marketplace. Using the topics in their Article-A-Day Scope & Sequence, ReadWorks will launch new diverse and rich decodable texts for beginning readers to practice decoding while also building knowledge in a cohesive, structured manner. Each new decodable text will be hand-curated with existing listening-level texts in their library. ReadWorks is on the cutting-edge of the science of reading by bringing together the two critical pieces of learning to read – word recognition and language comprehension – into one easy package for teachers to use to supplement their phonics curricula. ReadWorks seeks to improve teacher effectiveness and raise student achievement in reading comprehension through research-based, classroom-proven instructional practices and curricula, and through free, open-access online technology.

To help fund the salary of an Assistant Director of Training and Academic Advising for SEO High School Scholars, responsible for designing, organizing, and delivering a wide range of curricula to support the success and long-term development of SEO Program Managers, the frontline advisors of their high school students. The person’s primary mission will be to train and coach program team managers about SEO programming, building expertise that will enhance their scholars’ overall yearly program experiences. Through classroom and virtual facilitations, coaching relationships, in-programming workshops, and the development of training resources, this staff position serves as a “bridge” that better unites team members around the U.S., and advocates for SEO’s Program Managers. 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.

For the ongoing support and expansion of their Jumpstart: Foundations to Early Reading Success program to reach approximately 600 struggling readers citywide. Jumpstart focuses squarely upon Phonics, Phonemic and Phonological Awareness, and upon other critical foundational literacy skills to better address the most challenging literacy issues for children in Kindergarten and first grades. Teaching these skills is often the largest barrier for teachers to overcome to get students reading on grade level. Jumpstart – a standalone, targeted approach –provides professional support for teachers seeking to improve the reading outcomes of students having the hardest time keeping up with their peers through professional learning cycles that include data analysis, demonstration lessons, coaching, lesson planning, and student progress monitoring. 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 by which to then lead their peers and drive school-wide improvement.

To support the Career Connections Manager and the Career Connections Team who seek to increase their capacity to form enhanced hiring partnerships with companies, develop helpful professional networks for their students to tap into, and support Bottom Line’s alumni through their job search endeavors after college. The Career Connections Team will focus on creating more mentoring opportunities for their students through the Bottom Line Connect platform; building-out sophisticated new curricular resources and data management infrastructure; and seeking new corporate partners to support their Career Champions and internship work. Through all of these efforts, they seek to achieve significant strides towards better ensuring that all of their students have access to the work experiences and the relationship capital that they need to more successfully transition to the workforce, and fully capitalize upon their college degrees.

To support a new Community Outreach Coordinator who will research, develop, enhance, and expand relationships with community-based organizations to increase their referrals of families to CFC. As phase two of an outreach initiative, the new Community Outreach Coordinator will build upon work initiated by a short-term Outreach Consultant over the past 6 months and enhance relationships with new and existing community partners. This includes establishing several embedded partner relationships in which CFC therapists provide parent-child dyadic therapy and/or group services on-site at the partner’s location, thereby expanding their reach across the Bronx and providing families better access to CFC’s services within their own neighborhoods. CFC works with expectant mothers and families with children from birth to age five in the Bronx to nurture family relationships, address trauma, and build resilience. Through their network of community partners, they reach families with mental health struggles and provide parent-child therapy and group programs for families in need.

To help fund a new specially trained and credentialed Pediatrician at CSH’s Union, NJ Outpatient Center, allowing CSH to significantly reduce their waitlist of children in their Pediatric Developmental Behavior Program. CSH is the only facility in the country with a Pediatric Developmental Behavior (“PDB”) Program which evaluates and addresses children’s mental health concerns and other issues. Each evaluation is extensive, and includes assessing the child’s cognition, communication, behavior, social interaction, sensory abilities, and adaptive skills. However, due to the high demand of these services and the shortage of healthcare providers, CSH currently has a large waitlist of 900 children who may not have access to care for up to nine months. This specially trained and credentialed pediatrician will serve approximately 70 additional children per month, allowing children with autism, anxiety, depression, and other mental health issues to be evaluated and properly begin their appropriate treatments at a much quicker pace.

Towards supporting the Fair Futures for Youth in Prevention Aftercare program which seeks to enhance NAC’s capacity to address key determinants of health and well-being including academic, career, and social-emotional support, for an extremely vulnerable population – children and youth in Prevention in the NYC child welfare system with medical complexity and/or mental health challenges, at-risk of abuse or neglect. The program will serve 50 youths aged 13 – 26 each year for the 2-year pilot program. For middle school aged students, the focus will be on academic enrichment services, tutoring, and social-emotional support. For youths aged 16+, the program will include 1:1 coaching, with a focus on strategies and services to achieve career, educational, and housing goals. Fair Futures is currently funded by the NYC Administration for Children’s Services (“ACS”) and only serves youths aged 13 – 26 in foster care. The goal of the pilot is for Fair Futures for Youth in Prevention to become a city-wide, ACS funded program. NAC provides comprehensive medical, mental health, education, and social services for children who have severe physical disabilities, emotional and behavioral challenges, developmental disabilities, and/or chronic illnesses, and NAC supports their families as well.

To support a new Assistant Program Coordinator – Clinic in Schools (“CIS”) to oversee the expansion of their CIS program to 4 additional schools (for a new total of 15 schools). This unique program provides on-site therapeutic services to public school students having unmet behavioral health needs, bringing clinicians directly to children in schools to better ensure that behavioral and emotional difficulties do not needlessly keep them from thriving. Unlike other school-based health programs, CIS is completely focused upon mental and behavioral health. These 15 schools do not otherwise have the resources to provide this critical support to students in need, which is more urgent than ever before, due to the COVID-19 Pandemic’s numerous impacts. Northside provides NYC’s (predominantly Black 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 better support these youths from birth through high school, and beyond.

For support of Safe Horizon’s Vice President of Mental Health Treatment who will oversee the development of a series short-term mental health interventions for their Counseling Center’s Intake staff. They will be better trained to: help survivors recognize their trauma reactions; provide initial coping strategies; and further their emotional support – all in the moment when the survivor first contacts Safe Horizon for help. This will helpfully transform the role of their frontline staff, enabling them to provide some basic emotional support in addition to merely processing new clients and/or providing referrals. They plan to create a replicable training and implementation model that will similarly help mental health professionals across the field to meet the immediate, short-term needs of survivors seeking support. Safe Horizon is the nation’s largest operator of domestic violence shelters, with nine shelters located throughout NYC’s five boroughs. Their NYC victim services work serves some 250,000 persons annually, via a wide range of programs and a network of over 150 program locations across the City.

To support the addition of a Clinical Supervisor at their Bronx Youth Center (“BYC”), who will provide individualized counseling and conduct supportive therapeutic groups for young people, helping them to replicate The Door’s model more fully at this expanded South Bronx site. The Clinical Supervisor will engage Bronx youths with individualized counseling, triage immediate crisis needs as they arise, and similarly conduct supportive therapeutic groups rooted in clinical evidence-based practices. Furthermore, the Clinical Supervisor will oversee supervision of future mental health staff at the BYC, and conduct professional development trainings to ensure a coordinated care model. The Door works to empower young people aged 12-24 to better reach their full potential by providing comprehensive youth development services including health care, mental health counseling, and education supports within a diverse and caring environment.

To provide continued support for a Social Worker in the Life Skills Department who will better serve their single mother clients experiencing homelessness and who need social support and benefits linkages as they seek to transition from the NYC shelter system into more permanent housing and jobs. This has become a critical service for persons unable to access and navigate complex applications for entitlements (housing, SNAP, insurance, healthcare, and education) and for those requiring information on obtaining such basic necessities as food and clothing. The broader life-skills project was derived from the Social Determinants of Health study funded by the Cummings Fund in 2020, through which TFH found that, in addition to physical- and mental-health needs, their clients had deficient socio-economic conditions which thwarted their abilities to re-engage in the world. TFH provides a broad range of medical, dental, and mental health services via free van transportation to a largely medically underserved NYC population, regardless of their insurance status and abilities to pay. It is the largest provider of healthcare to homeless families being housed within NYC’s shelters.

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.

To support a capacity-building grant for CASA’s work of providing support for youth in foster care by recruiting, training, and supporting volunteer advocates who then act as the eyes and ears of Family Court judges, providing accurate and up-to-date information in order to more appropriately address the needs of youths during their time in foster care. They provide a constant for youth in an overburdened and often unstable foster care system, and advocate for youths’ well-being across a spectrum of needs ranging from medical care and educational support to helping youths experience enhanced childhood activities. The volunteer advocates provide an invaluable service to Essex County’s Family Court judges who are responsible for protecting the well-being of children while also expediting their journey through the foster care system to safe, caring, and permanent homes. CASA trains and empowers community volunteers to speak-up and promote the welfare of foster children who have been removed from their homes because of abuse and neglect by providing a safety net of support, advocacy, and mentorship.

To support two part-time Education, Career & Enrichment (“ECE”) Youth Alumni Navigators within its ECE Department, which serves youths aged 13-27 who have, or who are at elevated vulnerability for criminal legal system involvement, thereby addressing their young clients’ requests to actively help plan and deliver their programming. Graduates of CASES youth programs, Youth Alumni Navigators, will incorporate program participants’ voices through feedback collection and utilization, peer mentoring, peer-led groups, and program support and development. Navigators will also serve as liaisons between ECE leadership and youths enrolled in programming to help the participants to reach their education and employment goals. The addition of this role represents an opportunity to incorporate youth voices within CASES’ ECE program implementation efforts. CASES works to increase public safety through innovative services that reduce crime and incarceration, improve behavioral health, promote recovery and rehabilitation, and create opportunities for success in the community.

To support a new Career Development Specialist who will work with its Post-Secondary Pathways (“PSP”) Coordinator to provide job placement and retention services to PSP participants within their high school and high school equivalency programs. ESH’s programmatic data and experience have shown that 30-40% of their high school graduates want to pursue Post-Secondary Pathways because of immediate economic needs. PSP is built upon the foundation of their successful college-access program received by all students in their high school portfolio, but adds other alternative post-secondary options to create productive pathways for those high school graduates who wish to pursue careers requiring a college degree. PSP allows these at-risk high school students to explore all post-secondary options, earn industry-recognized credentials, graduate debt-free, and pursue 21st Century careers which pay a living wage. The Career Development Specialist will assist youths with attaining employment, retaining positions, and advancing in their careers. East Side House is a settlement house which serves the Mott Haven section of the South Bronx, providing residents with the education and technology skills that they need to create economic and civic opportunities for themselves, their families, and the community.

For renewed support of the Program Manager who oversees all aspects of their referral process, sustains and cultivates relationships with external partners, and provides oversight and supervision to Exalt’s Program Coordinators in order to help achieve their mission and organizational goals. Through these efforts, they will continue to scale their Core Program model throughout New York City, serving 975 court-involved youths (525 new youths and 450 alumni). Designed to address three key factors – avoid criminal justice involvement, achieve educational success, and gain employability – their Core Program empowers youths by building their senses of self-worth and tangible skills. Exalt Youth combines a rigorous, proprietary curriculum with paid internships and career development opportunities to elevate expectations of personal success for court-involved youths aged 15-19. Their proprietary social justice curriculum and voluntary participation help to catalyze the personal motivations necessary for sustained behavioral change.

For an additional Participant Success Manager to support the expansion of the GOSO program’s integrated mental health and supportive services efforts which seek to remove the barriers that often prevent legal system-involved youths from getting access to mental health care. By employing a team of licensed social workers, referred to as Participant Success Managers (“PSMs”), who provide individualized clinical case management, GOSO addresses the multiple issues that often prevent participants from reaching the goals necessary by which to break the generational barriers that result in legal-system involvement, low education levels, and lack of employment. GOSO’s PSMs are trained to understand and respond to the fact that many legal system-involved youth have experienced a significant amount of trauma during childhood and incarceration. GOSO’s PSMs are central to providing the supportive care that participants need to then better pursue their educational and employment goals. GOSO is dedicated to “drastically reducing recidivism and further involvements with the criminal justice system” by young men aged 16 to 24 “through supportive counseling, education, vocational training, and employment services focused on meaningful employment and financial self-sufficiency.”

For its Director of People Operations who is charged with the development and implementation of targeted strategies that will further strengthen their staff recruitment and retention efforts and build upon several recruitment strategies and tools that are already in place. The Director leads the development of agency-wide recruitment efforts, policies, and protocols, and oversees a People Operations Team of four full-time staff. The Director works with staff leadership across the agency to manage and support enhanced recruitment and onboarding efforts, offering the full cycle of recruitment or supportive recruitment, depending upon the needs of the program and individual hiring needs. Providing innovative and relevant programming is wholly dependent upon their ability to recruit, hire, train, integrate, educate, and then retain creative, informed, and dedicated staff. Henry Street Settlement serves over 40,000 people annually at its 18 sites on NYC’s Lower East Side, providing comprehensive social and educational services.

To support key staff members who will be expanding their knowledge and collaborative efforts to expand the mental health services offered by The Center while undergoing the rigorous Article 31 Mental Health Clinic approval process through the NYS Office of Mental Health. The Data & Evaluation team will be coordinating the necessary changes to their existing Salesforce database where client data is stored, and the Finance team will be coordinating the necessary changes to the billing procedures, policies, and software where client billing data is processed. This unique collaboration of staff and skills at The Center will ensure a smooth transition to the Electronic Health Records, thereby decreasing the time until a sustainable billing process is in place to support the Article 31 Mental Health Clinic. The Center is the largest lesbian, gay, bisexual, transgender and questioning (“LGBTQ”) multi-service organization on the East Coast, providing programs and services to help community members lead healthy and successful lives, celebrating their diversity, with increased justice and opportunities.

To support their Case Management team who provide group and one-on-one non-clinical support services to better meet the needs of their many job training program participants to deal with various ongoing challenges as they train and search for jobs. 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. Their Case Managers provide one-on-one support for overcoming these ongoing challenges by: conducting needs assessments; advocating on their clients’ behalfs; and helping to connect them to crucial resources. HOPE empowers New Yorkers to build sustainable futures through comprehensive training, jobs, advancement, and lifelong career support, with specialized training in the green sector as well as general industry preparedness.

To help fund an additional Job Developer for the CHNY CovWorks Vocational Training Program which serves young people aged 18-24 who currently lodge within their residential programs. CHNY plans to build relationships with additional community partners offering vocational trainings, and with employers offering jobs within the fields that have emerged as a result of the COVID-19 pandemic, as well as within the job sectors that have remained steady employers despite the pandemic’s economic disruptions. They will first match the youths in their programs with community partners who offer vocational trainings – ideally within the career fields of greatest interest to each individual youth. Upon training completion, they will then work with young jobseekers to help them to obtain and retain employment – ideally within their chosen fields of interest. CHNY helps teenagers and young adults turn their personal tragedies of homelessness, abandonment, and/or exploitation into opportunities for personal growth and transformation, by providing them with comprehensive residential care and high-quality support services.