Program - Eastern Area

Report
Table of Contents
OVERVIEW OF SERVICES TO YOUTH FACET
 Services to Youth Goals
NATIONAL INITIATIVES & SIGNATURE PROGRAMS
 AT-A-GLANCE –Target Audience, Program Descriptions, Materials & Contact Information
SERVICE DELIVERY MODEL
 The Links, Incorporated - Program Service Delivery Model
PARTNERSHIPS
 Services to Youth National Partnerships
APPENDIX
 Service Delivery Model for Services to Youth
 Memorandum of Understanding Template
 Chapter Program Report Form
 Best Practice Program Summaries (Extracts of National Winners 2008-2010)
 Services to Youth – National Committee Members
1
Overview of Services to Youth
The Services to Youth programming is aligned with delivering and sustaining transformational programs for youth in
kindergarten through college. Through the 274 chapters that comprise The Links, Incorporated, we aim to design and
conduct programs that are community relevant and have a positive, long-term impact. We are committed to engaging
the community in the design, implementation and delivery of programs that close the academic achievement gap and
that prepare African American youth for the 21st Century Workforce. We will accomplish these efforts by Leading with
Excellence ~ Serving with Grace.
To assist chapters to develop programs aligned with Services to Youth goals, this toolkit offers an overview
of current National Initiatives and Signature programs along with their corresponding goals and outcomes as listed
in the Service Delivery Model. Information is also included to guide the development and enhancement of chapters’
programs and goals and to assess effectiveness and impact.
The Links, Incorporated is proud of the many innovative and impactful programs offered through our chapters.
We encourage chapters to take advantage of these resources and to integrate your efforts with the initiatives
outlined. When we summarize the impact of our programming in this facet, we are sure that the results will
portray a positive and long-term transformation of the lives of children and youth whom we have touched.
Link Argentina M. James
Director
Link Jacqueline Hrabowski
Co-Director
2
Services to Youth Facet Committee
Margot James Copeland
Barbara Ruffin-Boston
Delores Bolden Stamps
National President
Director
National Programs
Co-Director
National Programs
Argentina M. James
Jacqueline Hrabowski
Director
Services to Youth
Co-Director
Services to Youth
3
Services to Youth Program Goals
The primary goals of this facet are to
•
•
•
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•
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Promote early literacy
Close the K –16 academic achievement gaps
Increase high school and college graduation rates
Implement local mentoring programs from kindergarten through college
Introduce and support S.T.E.M. education and career readiness programs
Implement college readiness programs
Award college scholarships and endowments
Promote and support Historically Black Colleges and Universities (HBCU)
4
National Initiatives & Signature Programs
Services to Youth National Initiatives
The Services to Youth Facet has five national initiatives deemed by The Links, Incorporated’s
Leadership as top-of-mind issues of importance and are in support of and/or advocate for the
betterment of African American youth.
National Mentoring Initiative
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Define how chapters can establish successful mentoring relationships (one-on-one, group
mentoring, etc.)
Develop more mentoring relationships with youths K-16, through local chapters and
community partners
Identify and recruitment more local African American mentors
Stress competence and character building as core values in a mentoring relationship
Encourage mentoring relationships to focus on closing the academic achievement gap
and workforce readiness
Advocate for stronger mentoring relationships with measureable impact
Continue to align with national and local mentoring partners to support mentoring
initiative objectives
5
National Initiatives & Signature Programs
Young Achievers Initiative – 9th-12th Grade – “Developing the Whole Child”
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Implement male and female mentoring programs for youth
Emphasized closing the high school academic achievement gap
Implement S.T.E.M-related career awareness programs
Introduce college readiness
Promote HBCUs as viable options
Introduce financial literacy
Award college scholarships
S.T.E.M. Education and Career Readiness Initiative
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Close the S.T.E.M education gap
Integrate S.T.E.M educational programming K-16
Facilitate mentoring opportunities
Prepare and encourage students to attend community college
and /or a 4-year college S.T.E.M related program
Prepare minorities to compete in the global workforce
Enhance S.T.E.M related career opportunities for minorities
6
National Initiatives & Signature Programs
Education Linkage – “The Equation for Excellence” Program
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Improve consistency and quality of volunteer/mentoring interventions
Improve student learning outcomes and matriculation into higher
education institutions
Improve student learning outcomes and graduation rates from ATD community
colleges among students of minority and low-income students
Increase student and family financial literacy at the feeder schools and ATD
community colleges
Replicate best practices from feeder school and Equation for Excellence community college volunteer
interventions at HBCUs close to ATD community colleges
National Historically Black Colleges and Universities (HBCUs) Initiative
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•
•
•
•
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Partner with other national organizations
Host HBCU college fairs and other events in each geographic region
Promote and encourage connection with an HBCU and its S.T.E.M programs
Mentor and recruit students to attend and complete HBCU
Identify opportunities to support faculty research and/or professional development
Contribute to the sustainability of HBCU institutions
Establish and brand “The Links Scholars” and “The Links HBCU Endowment”
names and programs
7
Signature Programs
A signature program is one which is designed and implemented by The Links, Incorporated. The programs outline
how chapters intend to address emerging or current issues, concerns and needs that impact the lives of a target
population within the global African American community. There are currently two such programs supported by
the Services to Youth Facet — Link to Success: Children Achieving Excellence and Project L.E.A.D High expectations
Links-to-Success: Children Achieving Excellence
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Partner with national organization to promote early childhood literacy
Emphasize closing the elementary achievement gap
Teach critical thinking tactics
Introduce S.T.E.M. Education and Career Readiness Programs
Prevent early childhood obesity and promote healthy lifestyle
Expand education and career awareness
Project L.E.A.D. – High Expectations
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•
•
•
•
•
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Emphasize closing the middle school academic achievement gap
Eradicate childhood obesity
Support the S.T.E.M. Education and Career Readiness Initiative
Involve and empower youth to become Leaders in violence prevention
Introduce and promote financial literacy at an early age
Prepare and promote college readiness
Develop effective mentoring relationships between children and positive adult role models
8
Services to Youth Program At a Glance
NATIONAL MENTORING INITIATIVE
Target Audience: all ages
Program Description
Mentoring programs can include a wide range of topics, formats, and outcomes. The common characteristic of all
programs is that the program is based on a structured and trusting relationship that brings young people together with
caring adults who offer guidance, support and encouragement aimed at developing the competence and character of
the mentee.
Program Materials, Resources, and Costs
Since mentoring programs offer great flexibility in design, the related materials, resources, and costs will vary
accordingly. Chapter are encourage to develop or locate available resources that help them achieve the goals of their
respective programs. Chapters can also consider resources available through our national partnership. The Links,
Incorporated has a national partnership with The National Cares Mentoring Movement. This nationwide mentoring
movement, founded by Susan Taylor, is a coalition of partner organizations (The National Urban League, 100 Black
Men, The YWCA, and The Links, Incorporated), along with a coalition of other organizations and concerned individuals
Leading a “call to action” for every able Black adult to mentor a vulnerable young adult in our community. Chapter
members mentor and help to recruit, register and support mentors in their local communities.
Program Contact Information
Link Sheila Finlayson, Chair
E-mail: [email protected]
Phone: 410.626.0071
9
Services to Youth Program At a Glance
YOUNG ACHIEVERS INITIATIVE
Target Audience: 3rd–12th Grades
Program Description
Young Achievers provides mentoring and Leadership training and development to help students address challenging
issues faced during middle and high school and in college and beyond. Thus, a wide range of topics are covered based
on the unique needs of the students in the program. Students attend monthly meetings and participate in workshops
and filed trips from September through June. Mentoring relationships are established through group interactions and
dynamics. Other community partners participate in the program and serve as role models and career experts who can
give first-hand information on students’ career interests. Almost 90% of “Young Achievers” have gone on to college.
Program Materials and Costs
This program is chapter specific and therefore, flexible enough to employ a wide range of materials, resources &
participants which will ultimately determine the cost to implement.
Program Contact Information
Although we have many Achiever programs in each area, the following chapters have exemplary program strategies
to share. Metro Manhattan (NY); Angel City (CA); Commonwealth (VA); West Towns (IL).
Link Barbara Martin, Chair
E-mail: [email protected] Phone: 914.654.9535
Link Dene Wallace, Co-Chair
E-mail: [email protected]
Phone: 623.533.3312
10
Services to Youth Program At a Glance
EDUCATION LINKAGE – “THE EQUATION FOR EXCELLENCE” PROGRAM
Target Audience: Community Colleges & University students
Program Description: The Education Linkage Initiative is aimed at creating partnerships and alliances to educate
and prepare youth for the 21 Century Workforce. The Equation for Excellence collaboration focuses on the personal
and realistic accessibility of higher education. The program aims to increase significantly students’ attitudinal and
intellectual college readiness at middle and high school grade levels, thus eventually lessening the need for
developmental education at the college level.
The Links, Incorporated has forged a national alliance with Achieving the Dream, Incorporated to launch the
Equation for Excellence Program with community colleges and HBCUs. Achieving the Dream, (ATD) Incorporated is a
multi-year national initiative designed to ensure the success of students who attend community colleges. ATD is
particularly concerned with student groups that traditionally have faced significant barriers to success, i.e., students of
color and those from low-income families. More than 130 community colleges and four-year institutions participate in
ATD programs across the United States. The ATD community colleges and The Links, Incorporated will bring focus and
passion to student success by implementing the Equation for Excellence Program.
Program Materials and Costs: Varies according to the scope and content of each program
Program Contact Information:
Link Erma Hadley Johnson, Chair E:mail [email protected]
Link Connie Cosby, Co-Chair
E:mail [email protected]
Phone: 817. 534.8228
Phone: 502.426.2590
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Services to Youth Program At a Glance
NATIONAL HISTORICALLY BLACK COLLEGES AND UNIVERSITIES (HBCU) INITIATIVE
Target Audience: Students in Community Colleges & Universities
Program Description: At its national Conference in 2010, The Links, Incorporated, established a signature
program to enhance the role and presence of historically black colleges and universities by creating a national
committee consisting of Links members from each region of the nation to form The Links, Incorporated National
HBCU Initiative. The goals of this program are aligned with those of the Obama Administration that has called for
measures to ensure a larger number of college graduates by the year 2020. A minimum of 25 students will be
identified from each participating community college to receive financial support, mentoring, academic coaching and
other services needed for successful transfer to an HBCU. Upon completion of at least 30 semester hours or a 2-year
degree program, the community college students will transfer to an HBCU. These students will be placed in specific
learning communities aligned with their educational and career interests, and receive additional mentoring and
coaching by HBCU staff and The Links members. The program will be made available to all students attending the
identified community colleges.
Program Materials and Costs: The project team in collaboration with the participating community colleges will
identify the type of resources the selected students will need to ensure the students’ continuous participation in the
project through completion at the community college. Upon identification of needed resources, the project team will
make use of The Links, Incorporated 12,000 plus membership to assist in providing various in-kind resources such as
directing them to scholarship opportunities.
Program Contact Information:
Link Dorothy Cowser Yancy, Chair
E:mail: [email protected]
Phone: 704. 575.8045
12
Services to Youth Program At a Glance
S.T.E.M AND CAREER READINESS INITIATIVE
Target Audience: All students K-College & Career Readiness
Program Description: The Links, Incorporated will prepare and encourage students to attend colleges and universities with
Science, Technology, Engineering and Mathematics (S.T.E.M.) programs, expose students to S.T.E.M. related careers, and equip
students with the skills to compete and excel in a global workforce that increasingly relies on individuals with S.T.E.M. related
proficiencies. Through a national collaboration with NASA, activities can focus on NASA’s goal to develop innovative strategies
to reach educators and students, improve STEM retention and engage community colleges and minority-serving institutions.
Chapters can use the NASA S.T.E.M. Curriculum http://stemcareer.com/nasa-education-materials/ to implement integrated
S.T.E.M programming in their local communities. Chapters can also integrate S.T.E.M components through other program
activities if they choose not to use the NASA curriculum. For example, the Young Achievers Initiative can include a S.T.E.M
career awareness activity and/or promote and encourage students to seek S.T.E.M college degree. Chapters could then award
their Young Achievers, who are seeking a S.T.E.M-related degree, with chapter scholarships.
The S.T.E.M programs and activities should focus on closing the achievement gap for minority children by targeting grades PreK through college. Local chapters can provide, through the five program facets, a range of innovative, substantive and
sustainable educational resources that:
• Inspire a more diverse student population to pursue careers in S.T.E.M-related fields in a creative way.
• Engage students, and parents/adult family members, and teachers by incorporating emerging technologies.
• Educate students using rigorous S.T.E.M curriculum enhancement activities designed and implemented to encourage critical
thinking.
Program Materials and Costs: Varies according to the scope and content of each program
Program Contact Information:
Link Eddie Bernice Johnson, Chair
Link Telisa Toliver, Co- Chair
E-mail: [email protected]
E-mail: [email protected]
Phone: 202.225.8885
Phone: 832. 202.3445
13
Services to Youth Program At a Glance
LINKS-TO-SUCCESS: CHILDREN ACHIEVING EXCELLENCE
Target Audience:
Target Classrooms
1. K – 3rd Grades
2. Elementary Schools
3. Special Programs in Day Care Centers, Churches and/or other agencies
Program Description:
This program assists in closing the achievement gap for minority children by focusing on literacy. The mission is to provide a range of innovative,
substantive and sustainable educational resources to chapters and communities, to assist in closing the achievement gap. The Links to Success
program focuses on the four components of Literacy: Reading , Writing , Speaking, and Listening.
Pre-Implementation Process
1. Meet with School District officials and/or literacy coordinator to explain who The Links are, our community service programs, and the chapter’s
goal to focus on improving literacy for students in grades K-3 who are experiencing challenges.
2. Allow district to recommend a school that has not made AYP and would welcome The Links chapter to implement a literacy program at the school.
Also, seek suggestions for grade level.
3. Upon recommendation/approval from the district, schedule an appointment to meet with the Principal to introduce self, The Links and the
program. Allow principal to recommend grade level (PreK-3) for program implementation. Chapter determines whether they will work with one
class, or an entire grade level.
4. Meet with teacher(s) to introduce program and determine needs of students. Discuss suggested literacy activities, and decide on timeline for
implementation so as to not interfere with school holidays or testing schedule.
5. 5. Provide a schedule for the project including frequency, time and date: Frequency – bi-weekly, monthly, first Tuesday, third Friday etc. Time –
During the regular day program, after-school program, Saturday program, special events.
Program Materials/Costs: Varies according to the scope and content of each program
Program Contact Information:
Link Wilma Tootle, Chair
E-mail [email protected]
Phone: 516.223.0289
14
Services to Youth Program At a Glance
PROJECT L.E.A.D.: HIGH EXPECTATIONS
Target Audience: Students: Grades 4-8, Parents, Guardians
Program Description:
This signature program focuses on closing the achievement gap of middle grade students by helping to develop competencies,
skills, and positive attitudes. This innovative, transformational, integrative, flexible program helps students to: reduce their
aggression and increase their social competencies; understand how to explore S.T.E.M-related careers and choice the right
ones for them; develop their ability to make informed judgments and effective decisions about the use and management of
their money; and to improve the overall balance of their lives through healthy eating and activities.
A minimum of two areas, in addition to mentoring must be implemented.
Pre-Implementation Process
1. Meet with the school principal, community center program director, church program superintendents, etc. to explain the
project and recruit the students.
2. Meet with classroom teacher (s) to explain the project and review materials that will be used.
3. Provide a written and consistent schedule for the project.
4. Send informational letters, parental permission forms and all other related forms to the parents/guardians,
5. Conduct an orientation meeting for students and parents/guardians.
Program Materials, Resources, and Costs: Varies according to the scope and content of each program
Program References/Contact Information:
Link Audrey Cooper-Stanton, Chair
E-mail: [email protected]
Phone: 773/374-7898
Link Shelly Thompson, Co-Chair
E-mail: [email protected] Phone: 216.256.8590
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National Service Delivery Model*
*Listed below is a description of The Links, Incorporated Service Delivery Model, developed by Alma Dodd, Director, National
Strategic Partnerships.
What is Service Model?
The National Program Team adopted a Service Delivery Model in order to build a common language for accountability and
evaluation across the organization. A Service Model is a tool that may be useful in planning and evaluating programs, committee
work and other collaborative projects. Our model was adapted from University of Wisconsin-Extension and the W.K. Kellogg
Foundation Logic Model. The Logic Model process is a tool that has been used for more than 20 years by program managers and
evaluators to describe the effectiveness of their programs. Logic models represent a visual way of expressing the rationale or
thought behind a program.
Planning Process
Our planning process revolves around our basic definition of programming. We define programs as a comprehensive approach to
solving a problem or addressing a need or issue within a community. A program is not a onetime event or single activity. A program
should include a series of related activities focused on achieving a predetermined set of goals and objectives. Our Service Model
contains six components with Inputs-Outputs-Outcomes being central to the common basis of the model.
Planning Elements
Situation: Service models are built in response to an existing situation. We identify the problem or priority the program is
responding to and the expected benefit to specific audiences.
Inputs: The inputs are the resources available to make your program work. Resources could include the people, the money
or the community resources that are necessary to operate the program. Inputs lead to outputs.
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National Service Delivery Model*
Outputs: The activities, products, methods, and services you use represent your outputs. Examples of program
activities include research, training, technical assistance and other services. Outputs lead to outcomes.
Outcomes: The results and benefits for groups, individuals or communities represent outcomes. They may include
direct products, services or events delivered through planned activities.
External Factors: These are the outside forces that affect the implementation and success of the program.
Assumptions: Assumptions are the beliefs we have about why our program will work.
Evaluation Planning
An evaluation plan to assess the program can be superimposed using the Service Model format. Evaluation involves
asking key questions.
Were inputs made as planned? Were activities conducted as planned? Was the desired level of participation achieved?
Did clients express or show that they were satisfied with the program?
Outcomes should be measurable and should answer questions such as:
Did the participants show an increased level of knowledge, awareness, or motivation? Were behaviors of the clients
modified or were policies changed? To what extent did the program affect social, economic, political, or environmental
conditions? Developing appropriate and measurable indicators during the planning phase is key to a sound evaluation.
Link your activities and results in order to insure success.
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National Service Delivery Model*
Key Questions for Developing Your Service Model
1.
2.
3.
4.
5.
6.
What is the community –level impact (change) that our chapter would like to create as a result of our
program?
What are the long-term outcomes or behaviors we would like our clients to achieve?
What are the short-term outcomes we would like our clients to achieve?
What programs, strategies or services do we need to achieve the short and long term outcomes?
What resources or inputs do we need to support strategy or service implementation?
What is going on in our community or in our client’s lives that we have no control over but will affect the
quality of the success of our program?
In Conclusion:
What is a Service Model? A graphic that shows the relationship between inputs, outputs,
and outcomes relative to a problem we are trying to solve.
Why use a Service Model?
Connects activities with impact ; Provides continuity; Continued improvement
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Program Action Delivery Model
“Leading with Excellence ~ Serving with Grace”
"Signature Service Provides Substantive Solutions"
Situation: (The Problem)
Inputs/Resources:
In order to
accomplish our
set of activities
we will need the
following:
EXAMPLES:
- Staff Trainers
- Facility
- Funding
Assumptions:
1.
2.
Activities:
In order to
address our
problem or
asset, we will
accomplish the
following
activities:
Priorities:
Outputs:
Mission-Vision: What drives the outcome?
Outcomes:
Participation:
Short-Term:
Medium-Term:
Impact/Long-Term:
We must clearly
identify the
clients who we
are serving.
We expect that if
accomplished,
these activities
will lead to the
following changes
in 1-2 years:
We expect that if
accomplished,
these activities
will lead to the
following
changes in 3-4
years:
We expect that if
accomplished
these activities
will lead to long
term societal
changes.
Statements of
desired change
at beginning
EXAMPLES:
- Classes
- Mentoring
- Meals
- Workshops
EVALUATION
Indicators: Specific data tracked to measure progress in achieving outcomes
Midpoint
desired change
statements
Long-term
Behavior Change
External Factors:
1.
2.
Surveys, record reviews observations
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Services To Youth National Partnerships
National Cares Mentoring Movement -This
is an unprecedented youth-outreach initiative
that aims to mobilize the collective African
American community to become mentors,
volunteers and advocates for young people
in association with national and community
organizations. We can and must address the
critical issues that prevent our youth from
reaching full potential
Achieving the Dream, Incorporated, is a multiyear national initiative designed to ensure the
success of students who attend community
colleges. ATD is particularly concerned with
student groups that traditionally have faced
significant barriers to success, i.e., students
of color and those from low-income families.
More than 130 community colleges and fouryear institutions participate in ATD programs
across the United States.
www.CARESmentoring.com
www.achievingthedream.org
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21
Services To Youth National Service Delivery Model*
The Links, Incorporated Service Delivery Model
“Leading with Excellence ~ Serving with Grace”
Services to Youth Facet: National Programs
An integrated approach to preparing a well
educated and skilled workforce
(The following section includes the preliminary Service Delivery Model
as it applies to the Services to Youth Facet National Initiatives and
Signature Programs. It is designed to give chapters guidance on program
planning and implementation. A finalized version is forthcoming. )
* A special thanks to Link Adrienne Bailey, Windy City (IL) Chapter, for facilitating the
development of this National Service Delivery Model for Services to Youth.
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Services to Youth Service Delivery Model
Situation: (The Problem)
INPUTS/RESOURCES
Priorities:
OUTPUTS
ACTIVITIES & PARTICIPATION
In order to
In order to
We must clearly
accomplish our set address our
identify the
of activities, we
problem or
clients we are
will need the
asset, we will
serving.
following:
accomplish the
following
activities:
Mission-Vision: What drives the outcome?
OUTCOMES
Short Term
Medium Term
We expect that if
We expect that if
accomplished,
accomplished, these
these activities will activities will lead to
lead to the
the following
following changes changes by Chapter
by Chapter
Program Year Program Year 2013-2014:
2011- 2012:
23
Links to Success
Situation: (The Problem)
INPUTS/RESOURCES
Schools
Community centers
School staff
Chapter volunteers
Community leaders
Community volunteers
Learning Through Art
Books Alive! For Kids
Parents
Teachers
Testing/evaluation
coordinator
Financial Resources :
 Corporate
 Chapter
 Community
 Schools/Title 1
Books in a Box
Janitorial services
Refreshments
Books/Prizes
Certificates
Priorities:
Mission-Vision: What drives the outcome?
OUTPUTS
ACTIVITIES & PARTICIPATION
Chapter training
Teacher training
Welcome session
Pre/Post testing
Reading session
Craft project
Tutoring
Mentoring
Vacation reading
Contest
Links Reading
Challenge
Live and DV D
performances
DVD performance
End of year activity
Grant writing
Marketing/PR
Evaluation
Update resources
S.T.E.M. related
activity
Grades K-3
*OUTCOMES
2011-12*
TARGET AUDIENCE
Grades K-3
 Current: 1,000
 1-2 years: 1,400
* Chapter Program year
2013-14*
TARGET AUDIENCE
Grades K-3
 3-4 years: 1,800
* Chapter Program year
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Project L.E.A.D.
Situation: (The Problem)
INPUTS/RESOURCES
Schools
Community centers
School staff
Chapter volunteers
Parents
Sororities
Fraternities
Mentors
Trainers
Community guest
speakers
Instructional
Materials
Financial resources :
• Corporate
• Chapter
• Community
Priorities:
OUTPUTS
ACTIVITIES & PARTICIPATION
Orientation sessions
Grades 4-8
Chapter volunteers
Students
Parents/Grandparents
School staff
Mentors
Workshops
S.T.E.M. related activity
Promote/recruit for
HBCUs
Tutoring
Career fairs
Health fairs
Field trips
Pre/Post testing
Program evaluation
Activities may occur:
• During school day
• After School
• Week-ends
Mission-Vision: What drives the outcome?
OUTCOMES
2011-12
TARGET AUDIENCE
Grades 4-8
 Current: 200
 1-2 years: 300-400
2013-14
TARGET AUDIENCE
Grades 4-8
 3-4 years: 400-500
25
Mentoring Initiative
Situation: (The Problem)
INPUTS/RESOURCES
Links
Connecting Links
Community volunteers
Existing chapter
programs which
reach the youth
Priorities:
OUTPUTS
ACTIVITIES & PARTICIPATION
Volunteer recruitment
Training
One-on-one
Small group to small
group interactions
focused on education,
S.T.E.M. financial
literacy, health and
social development
Grades K-16
Mission-Vision: What drives the outcome?
OUTCOMES
2011-12
TARGET AUDIENCE
Grades K-16
 Current: 500
 1-2 years: 1,0001,500
2013-14
TARGET AUDIENCE
Grades K-16
3-4 years:10,000
26
Young Achievers Initiative
Situation: (The Problem)
INPUTS/RESOURCES
Internet
Schools
Community
Colleges and
universities
Organizations
Link members
Financial
In-kind
Fraternities
Sororities
100 Black Men
UNCF
NAFEO
NCNW
Boule’
Boys & Girls Club
YMCA
Priorities:
OUTPUTS
ACTIVITIES & PARTICIATION
Planning meetings
Grades 9-14
Orientation /training
sessions
Volunteer/partner
recruitment
Grant writing
College fairs/tours
After-school and
Saturday workshops
1 on 1 and Group
mentoring
Speaker presentations
Leadership seminars
Career days
Partnerships
Student service
projects
S.T.E.M.-related
activity
Recruit/promote
HBCUs
Field trips
Family night
Financial literacy
Mission-Vision: What drives the outcome?
OUTCOMES
2011-12
TARGET AUDIENCE
Grades 9-14
 Current: 380
 1-2 years: 460540
2013-14
TARGET AUDIENCE
Grades 9-14
 3-4 years: 620-700
27
Education Linkage
Situation: (The Problem)
INPUTS/RESOURCES
Training materials
Links
Community colleges
Achieving the Dream
HBCUs & other
colleges/universities
Priorities:
Mission-Vision: What drives the outcome?
OUTPUTS
ACTIVITIES & PARTICIPATION
Mentoring
Training/Credentialing
program
Educational support
K – College services
Volunteer interventions
Financial literacy seminars
Financial literacy centers
Evaluation
S.T.E.M. related activity
College tours
Promote/recruit for HBCUs
Grades 10-16
(Associates or
Bachelors Degree)
OUTCOMES
2011-12
TARGET AUDIENCE
Grades 10-16
(Associates or
Bachelors Degree)
 1 Year: 250
2013-14
TARGET AUDIENCE
Grades 10-16
(Associates or
Bachelors Degree)
2– 3 years: 1,250
28
National HBCU Initiative
Situation: (The Problem)
INPUTS/RESOURCES
HBCUs
Achieving the Dream
Scholarships
Links
HBCU supporting
organizations
Priorities:
OUTPUTS
ACTIVITIES & PARTICIPATION
Collaborate with other
Grades 10 –16
national
Degree and Career
organizations
Placement
Workshop presentations
Generate Financial
Resources Scholarships and
Faculty research
Professional
Development
Establish, Align & Brand
HBCU “Scholars” &
Endowment Programs
S.T.E.M. related activity
Recruit students
Mentoring
Mission-Vision: What drives the outcome?
OUTCOMES
2011-12
TARGET AUDIENCE
Grades 10 –16
 1-2 years: 600
2013-14
TARGET AUDIENCE
Grade 10 –16
 3-4 years: 1,000
29
S.T.E.M. Integration and Partnership
Situation: (The Problem)
INPUTS/RESOURCES
Links
HBCUs and other
university partners
Business partner
employees
Schools
Community colleges
Community –based
organizations
NASA curriculum and
training tools
Priorities:
OUTPUTS
ACTIVITIES & PARTICIPATION
Orientation sessions
S.T.E.M: Grades K-16
Workshops on S.T.E.M.
careers
Prepare students to
pursue degrees in
S.T.E.M programs
Recruit students for
S.T.E.M. careers
Volunteer/partner
recruitment
Mentoring
Tutoring
Experiential learning
Field trips/college
tours
Speaker presentations
Professional
development
Teacher training
Enhance curricula
Emphasizing S.T.E.M .
disciplines and
energy industry
Mission-Vision: What drives the outcome?
OUTCOMES
2011-12
TARGET AUDIENCE
Grades K-16
2013-14
TARGET AUDIENCE
Grades K-16
S.T.E.M. INTEGRATED
APPROACH
 Current: 5,000
 1-2 years.:10,000
S.T.E.M. INTEGRATED
APPROACH
 3-4 years: 5,000
S.T.E.M. PARTNERSHIP
PROJECT (Grade 9)
1 year: 500
S.T.E.M. PARTNERSHIP
PROJECT (Grades 10-11)
2-3 years: 1,000
*A S.T.E.M. related approach can be applied across all Services to Youth initiatives and signature programs as well as integrated within the four other
program facets.
30
Targeted Program Outcomes
TARGETED PROGRAM OUTCOMES*
*Though specific program outcomes are still being captured and finalized, the following represent
general outcomes components expected for all Services to Youth Programs.
All STY Programs
• Participation in a S.T.E.M. related activity
• Specific and measurable individual chapter STY program accomplishments
STY Programs Targeted to Grades K-12
• Increased academic improvement in reading and math
• 90% of students passing to the next grade
STY Programs Targeted to Grades 13-17 *
• Completion of 2 years of non-remedial college credit
• Increase in number of scholarships awards to HBCU students
• Four -5 year college completion
*Allows for 5 year college completion
31
MOU TEMPLATE (Memorandum of Understanding)
To ensure mutual understanding, chapters are encouraged to develop a MOU with all
local partners who support the work of the chapter.
It should include the following:
Goals & Objectives: What is to be accomplished by the project / program?
By what date?
Partner Agreement: What will each entity do and /or be accountable for?
Deliverables: What are the expected outcomes/results for each entity?
Approvals: What approvals are required and by whom? (i.e. use of photos, grade release
authorizations, field trip permissions, contact information, background checks)
Financial Agreements: (i.e. Scholarships, Awards, Gifts, Proposals)
32
Chapter Report Template
The Links, Incorporated
Chapter Program Report
Print This Page
PROGRAM INFORMATION
We would like this program to be considered for an award:
Facet:
Sub-facet:
PROBLEM/SITUATION ADDRESSED
33
Chapter Report Template
GOAL(S)/OBJECTIVE (S) of PROGRAM
DESCRIPTION OF PROGRAM PROJECT
LIST OF ACTIVITIES (OUTPUT) IMPLEMENTED
TARGETED GROUPS
Please check all that apply:
[ ] Women
[ ] Children
[ ] Senior Citizens
[ ] Family
[ ] Others
34
Chapter Report Template
METHODS USED TO DETERMINE THE GROUP(S) (e.g. Needs Assessment)
1.
Number of members in chapter
2.
Number of members who participated in program
3.
Number of People Served
4.
Did you collaborate with other community groups to plan and/or implement the program?
5.
If yes, give name s of the groups and describe their involvement.
COST OF PROGRAM/PROJECT
Projected Costs:
Actual Costs:
Was a grant or underwriting obtained?
35
Chapter Report Template
If yes, give amount and funding source(s) name (s) and address(es)
$____________Total Amount Underwritten
Were any in-kind donations/services provided?
OPERATION AND SUSTAINABILITY
Most outstanding qualities of this program (up to three)
How will this program be sustained and/or institutionalized?
MARKETING AND EVALUATION
Methods of Evaluation
PROGRAM SUMMARY/IMPACT STATEMENT
36
Best Practice Program Summaries
Chapter Name: Tampa
Area: Southern
Location: Tampa, FL
Title of Program: Jewels of Tampa
Number of Members in Chapter: 37
Number of Members who Participated in the Program: 25
Number of People Served: 360
Names of Collaborators/Partners and Sponsorship Activity:
John F. Germany Public Library, Henry B. Plant, Candy Lowe Tea Time, Mr. Fred Hearns (local
historian), Mr. Hearns (tour narrator), National Council of Teachers of English (NCTE)
Program Budget: $3,000
Program Summary/Impact Statement: On the third Friday afternoon of each month, The Tampa Chapter, along with invited
presenters, meet the “Jewels of Tampa” for dialogues on various topics including cultural, educational, social, health/wellness, and
self-development issues. Further exposure and impact are provided through field trips to the Victorian Christmas Stroll at the H.B.
Plant Museum, University tour and campus lunch, tour of historical Black Tampa and Mother/Daughter International Tea. Each
dynamic event contributes significantly to the ongoing personal growth and development of each Jewel. The Jewels mentoring
program was initiated in 2004 at Sheehy Elementary School (Royal Jewels) and expanded to Van Buren Middle School in 2008
(Radiant Jewels). Hundreds of girls have participated in the program since 2004, with 71 current fifth and eighth grade Jewels who
pledge to pursue key values, beliefs and attitudes of friendship, respect for self and others, healthy lifestyles, scholarship and good
citizenship. One of the more impressive and affirming reactions to the Jewels program was a published article of interviews
following a field trip; student responses demonstrated an appreciation for the cultural exposures and exhibited an increase in selfconfidence. The Tampa Chapter is very pleased with the program and progress of its participants. The Jewels are Tampa’s leaders
of tomorrow, and the responsibility to contribute toward their best preparation is this Chapter’s commitment. Building strong
youth and stronger communities ensures a brighter future for them and all of us.
37
Best Practice Program Summaries
Chapter Name: Chattanooga
Area: Central
Location: Chattanooga, TN
Title of Program: Linking Students to ACT Preparation
Number of Members in Chapter: 38
Number of Members who Participated in the Program: 28
Number of People Served: 250
Names of Collaborators/Partners and Sponsorship Activity:
Hamilton County Schools, Kastle Instructional Recovery, Kastle Transportation, GEAR-UP (University
of Tennessee), HSAT staff, 100 Black Men and Phi Beta Sigma
Program Budget: $72,000
Program Summary/Impact Statement: The Links Academy in Chattanooga, Tennessee is designed to serve
high school students and is featured at one of the oldest high schools in Tennessee. The school serves a 93%
minority, 97% economically disadvantaged population, and takes students from “wanting” to go to college
to being academically and socially prepared to succeed in college. Students participate four days per week for 2-3
hour sessions in intensive academic preparation in mathematics, language, writing, speaking, and listening. Social
and debate skills, based on student research, serve to build confidence and enable students to demonstrate
leadership skills by proposing solutions to long-standing Chattanooga problems first to the school, then to The
Links, Incorporated, and ultimately to the Chattanooga City Council. Larger problems are debated at the state
capitol and/or Washington, D.C. This project gives the school credibility by allowing the students to be recognized
across the district. When city and county leaders listen to the students debate the issues and present a solution
to a problem, they are impressed and have more respect for the school and the academic environment.
38
Best Practice Program Summaries
Chapter Name: Fairfield County
Area: Eastern
Location: Bridgeport, CT
Title of Program: Children Achieving Excellence: Healthy Minds
Number of Members in Chapter: 44
Number of Members who Participated in the Program: 14
Number of People Served: 193
Names of Collaborators/Partners and Sponsorship Activity:
Bridgeport Unified School District, Learning Through Art: Books Alive!
Program Budget: $500 (Actual in excess of $3,700)
Program Summary/Impact Statement: In 3 years, we’ve successfully grown this program from 16 students to 95 students
per year – a six fold increase, thereby uplifting an entire grade. To that end, we’ve helped to improve the literacy levels of
more than 200 Bridgeport children over 3 consecutive years. Test results for the first year of the program resulted in a 4%
increase in CMT reading and comprehension scores. Although a majority of these students come from economically
disadvantaged backgrounds, our goal is to help them develop fundamental and critical reading skills through the use of “tried
and true” foundational tools needed for a sustainable, productive, successful and well purposed life. Our GW Johnson
students embraced reading and became empowered. As noted by their parents and teachers, a visible difference and self
esteem improvement are evident. The students enthusiastically accept the challenge to push themselves beyond the limited
expectations of a society and a social structure that, in many cases, have failed them. For every child that we assist in
improving their reading and critical thinking skills, we also succeed in improving their opportunity to escape the cycle of
poverty and establish a firm roadmap toward high school graduation. Lastly, by early intervention, we increase the chances
for long term success and optimize their personal contributions to society.
39
Best Practice Program Summaries
Chapter Name: Missouri City
Area: Western
Location: Texas
Title of Program: STEM-ULATION: LEFT BRAIN/RIGHT BRAIN
Number of Members in Chapter: 60
Number of Members who Participated in the Program: 60
Number of People Served: 475
Names of Collaborators/Partners and Sponsorship Activity:
Aspiring Youth Houston, ,E-STEM Academy, James Ryan Middle School, The Ensemble Theatre, Texas Southern
University, Black Pilots of America, Inc., Texas Children’s Hospital, Alzheimier’s Association of Houston, American
Heart Association, Bronze Eagle Flying Club, BP America, Federal Reserve Bank of Dallas - Houston Branch,
Global Youth Services, Houston Arts Alliance, National Cares Mentoring Movement, Port of Houston Authority,
Society for the Performing Arts, NASA, and Ellington Air Field.
Program Budget: $352,400
Program Summary/Impact Statement: In July of 2008, MCCL formed a community collaborative partnership with the Choice Foundation, E-STEM
Academy, Ryan Middle School, Texas Southern University and the Ensemble Theatre to address the increasing under-representation of minorities and
women in STEM careers. The MCCL called upon the leadership, knowledge and positioning of its members at major corporations, institutions,
medical facilities and TSU to propel the STEM charter school to the next level. The resulting program is a true testament to the breadth and depth of
the women and resources within The Links organization. The partnership resulted in the development of the STEM-ULATION: Left Brain/Right Brain
Program. The full brain approach (left brain/right brain) reinforces the broad scope of STEM competencies in the 21st century. The STEM-ULATION
Program seeks to prepare minorities and women to assume the role of problem-solver in the STEM-related disciplines and careers. The impact of the
STEM-ULATION program will be far-reaching although right now it is still in its infancy stage. However, there are some early commendations which
show very promising results. Recently, the E-STEM Academies participated in a state-wide robotics competition and won 4th place among the 87
public and private schools that competed. We believe this level of success speaks to the consummate program design and the commitment of each
partner to expose the students to the best and the brightest STEM professionals in the city, coupled with rigorous study. The 97.9% performance
rating on the TAKS scores, almost 3 percentage points higher than the national average, is another early indicator that we're on the right track and
closely aligned with the goals and objectives of the program. The program curriculum is designed so that graduating students will have earned 24
college credits upon graduation, therefore graduating high school with a diploma and a 2-year college associate’s degree. This is an incredible
achievement and a huge financial boost to families who do not have the means to pay for college. This is an intentional program design to support the
goal of making the transition from high school to college not only possible but attainable. STEM-ULATION: Right Brain/Left Brain is a powerful tool for
producing high school graduates with a deep knowledge and strong passion for science, technology, engineering and math that translates into much
higher rates of college attendance and graduation in scientific fields. This is the ultimate goal we strive to achieve.
40
Services to Youth Committees
Services to Youth
Education Linkage
Links To Success
Argentina M. James (Director)
Jacqueline Hrabowski (Co-Director)
Vicki Hill Brooks
Dorian Carter
Connie Cosby
Sheila Maxine Finlayson
Kimberly Mumby Green
Erma Johnson Hadley
Brenda Thompson Jamerson
Eddie Bernice Johnson
Barbara J. Leonard
Barbara Martin
Audrey Cooper-Stanton
Shelly Thompson
Telisa Toliver
Wilma Tootle
Audrey Rose Walker
Dene Wallace
Dorothy Yancy
Erma Johnson Hadley (Chair)
Connie Cosby (Co-Chair)
Helen E. Jones-Kelley
Lucinda Sullivan
Charlotte Meade Ned
Mildred Thompson
Cheryl Atkinson
Adrienne Bailey
Mary Bailey
Adrienne James
Joyce Lanier
Debra Lazare
Deborah Sims
Dene Wallace
Wilma Tootle (Chair)
Cherry A. McGee Banks
Donnice Brown
National Mentoring Initiative
Sheila Finlayson (Chair)
Mary Kendrick Castleberry
Jacqueline Pope
Young Achievers Initiative
Barbara Martin (Chair)
Dene Wallace (Co-Chair)
Irma Lowman
Brandolyn Thomas Pinkston
Project L.E.A.D./
High Expectations
Audrey Cooper-Stanton (Chair)
Shelly Thompson (Co-Chair)
Diedrae Carron Bell-Hunter
Catherine Fisher Collins
Hermina Hendricks
Tasha Ransom (Liaison)
Debra Braithwaite (Liaison)
Patricia Robinson (Liaison)
National HBCU Initiative
Dorothy Yancy (Chair)
Shirley Marie McCarther
Harriet Frink Davis
Edwina Hefner
Beverly Hogan
Barbara Talbert Jackson
Marye Jeffries
Jacquelyn Madry-Taylor
Laverne Parker
Deanne Shelton
Mary Sias
Annie Whatley
Boyce C. Williams (Liaison)
Clarissa Myrick-Harris (Liaison)
S.T.E.M. Education and
Career Readiness
Initiative
Eddie Bernice Johnson (Chair)
Telisa Toliver (Co-Chair)
Iris Cross
Joan Higginbotham
Kimberly Houston-Philpot
Teresa Cox
41
The Links, Incorporated
1200 Massachusetts Avenue, NW
Washington, DC 20005
202-842-8686
www.linksinc.org
Argentina M. James
Services to Youth Director
e-mail: [email protected] and 713.306-6822
Jacqueline Hrabowski
Services to Youth Co-Director
e-mail: [email protected] and 410.581.2235

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