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[Creating a New Haven for Our Children - A Proposal to the Coca-Cola Foundation] [loose] [1]
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3
CREATING A NEW HAVEN
FOR OUR CHILDREN
A PROPOSAL TO
THE COCA-COLA FOUNDATION
MADE BY
LEADERSHIP, EDUCATION AND ATHLETICS IN PARTNERSHIP
FOR NEW HAVEN YOUTH
(L.E.A.P.)
JANUARY 25, 1993
APPLICATION FORM
The following Application Form should be submitted along with your organization's Project
Description (see Guidelines 1.0 through 4.0) to:
The Coca-Cola Foundation
P.O. Drawer 1734
Atlanta, Georgia 30301
1.
Dwight Hall at Yale, Inc.
Legal Name of Organization as listed with IRS 501(c)(3)
2.
Leadership, Education & Athletics in Partnership for New Haven Youth (L.E.A.P.)
Name of Organization (if different from above)
3.
P.O. Box 3094, New Haven, CT 06515
Mailing Address
L.E.A.P./Dwight Hall, 67 High Street
Street Address
New Haven, CT 06511
City, State, Zip Code
4.
Henry J. Fernandez
Chief Executive Officer of Organization
5.
$250,000.00
Amount Requested
6.
L.E.A.P. Summer Component
Project Name
7.
Dr. Jerome Meyer, member Board of Directors
Name and Title of Contact Person at Organization for Project
8.
( 203 ) 776-0500
Telephone Number
9.
Signature KJFCB Henry Date J Fernandez, Executive
January 24, 1993
Director
CONTENTS
1.0 Program Description and Summary
1
2.0 Project Detail
2.1 What are the goals and purpose of the project?
7
2.2 How does the project relate to the mission
11
of the Coca-Cola Foundation?
2.3 What are the objectives for the program?
13
2.4 What are the specific activities that must
18
be carried out to meet the objectives?
2.5 Who are the staff who will carry out the
21
project? What are their backgrounds and
qualifications?
2.6 What is the relationship of this project
24
to the overall mission and program of your
organization or institution?
3.0 Budget
3.1 Expenses narrative
26
3.2 Revenue narrative
28
L.E.A.P. application, 1
1.0 Program Description and Summary
Brief Program Description
L.E.A.P. is an educational and social development program
operating in New Haven, Connecticut for the benefit of 219 seven
to thirteen year old children in four neighborhoods. The project
that L.E.A.P. is asking the Coca-Cola Foundation to fund will
expand the program beginning in the Summer of 1993 to include 400
children in five neighborhoods -- four public housing
developments and one low income community. L.E.A.P. employs
local college and public high school students as senior and
junior counselors (respectively) to work in teams of one college
student and one high school student with a same sex group of
eight children. While these groups work together throughout the
year, the program is most intensive in the summer, and this is
the component of L.E.A.P. for which we are seeking funding.
This summer, fifty college students from New Haven colleges
and fifty New Haven public high school students, all identified
through an intensive recruitment and interview process, will be
trained for two weeks, develop a curriculum and work with
children for the following eight weeks. Throughout this eight
week period, counselors will live in public housing units donated
by the housing authority, and teach in classrooms donated by the
school district. In conjunction with classroom instruction,
L.E.A.P. makes use of the tremendous resources available in New
Haven and beyond, particularly stressing the viability of the
children's own neighborhoods. Using a project oriented group-
based educational model, L.E.A.P. teaches not only in the
classroom, but also in libraries, museums, parks, and via
overnight wilderness camping, boat trips in the New Haven harbor,
and week long trips to Washington, D.C., Toronto and Boston. The
combination of in-classroom time and out of class related
experiences serves to teach children both the real life aspects
L.E.A.P. application, 2
of what is studied in class and the methods through which
education can allow a child to understand and gain control of the
environment around him or herself, thus expanding the life
choices that each child believes are actually available.
Why There Is A Need For L.E.A.P.
The needs of New Haven's poor children are many, and New
Haven as one of the ten poorest cities in America has a large
number of poor children. L.E.A.P. cannot meet all of these
children's needs but has identified several which it can address.
These fall into two basic areas: education and social
development. Evidence of the educational needs includes a drop
out rate hovering near fifty percent, and standardized test
scores significantly below the state average. Similarly but less
quantifiable (though L.E.A.P. has administered a battery of
education and social skills tests including the Piers-Harris
social development test and children who participate in L.E.A.P.
do better than overall norms in self-esteem), social development
needs are not being met. It is obvious from our experience that
poor children are less likely to be exposed to the socializing
institutions necessary for normal development of each child's
personality, self-esteem, and self-confidence, with particular
lack of development of each of these around education.
Some of the root causes of these problems are clear and are
listed below:
Issue:
Classrooms are significantly more crowded than
neighboring non-inner city communities and
teacher/child ratios are similarly much higher.
L.E.A.P. counselors work in a one to four counselor/child
ratio. This allows children to get individual attention while
still developing group participation skills. Similarly,
counselors are better able to identify each child's needs and
build educational projects in which each child can participate at
his or her own level.
L.E.A.P. application, 3
Issue:
Course materials are frequently out of date and
reading materials often do not reflect the ethnic and
cultural experiences of the young readers.
Each child in L.E.A.P. gets a library card and frequently
attends the modern public library. L.E.A.P. groups visit local
bookstores, and spend time talking with the owners, after which
each child can get a book of his or her choice, at no cost.
L.E.A.P. children write in their journals at least several times
a week and develop their own short stories, and plays based on
personal experiences.
Issue:
School buildings are old and modern equipment is
limited.
While we are grateful for the generous donation of classroom
space from the public school district, L.E.A.P. also utilizes the
most modern academic and physical education equipment available
at the local colleges and universities. As well, counselors are
taught to view the world as a classroom. Thus algebra is taught
in the supermarket, environmental science at the campground, and
history in cities like Washington, D.C..
Issue:
Few teacher training programs address the specific
needs of the inner-city child.
L.E.A.P. identifies locally and throughout the country,
leading experts in the areas of teaching math, science, and
English to urban children. These experts are brought together to
train L.E.A.P. counselors over a two week period. Beyond the
basics, L.E.A.P. counselors are trained in discipline techniques,
first aid, wilderness camping, conflict resolution, and group and
self-esteem building techniques. This training has long term
benefits as many L.E.A.P. counselors identify urban teaching as a
desired career path.
L.E.A.P. application, 4
Issue:
Most of our city's teachers do not live in New Haven,
and while concerned, are not familiar with the day-to-
day lives of children outside of the classroom.
L.E.A.P Counselors all live in New Haven year-round, and
senior counselors live directly in public housing in the
neighborhoods where the children reside during the summer.
Counselors meet once a week with parents in the parents' homes to
discuss the issues facing each child and to develop joint
strategies to address these issues. As well, counselors are
trained to understand the specific conditions present in their
communities, and spend hours meeting with public housing tenants,
school principals, police officers, and other community members.
Issue:
While like many cities, New Haven is abundant in
resources necessary for the normal social development
of children, poor children are less likely than others
to frequent arts workshops, museums, theaters and
libraries in the city they call home.
L.E.A.P. has worked with local institutions to increase
their accessibility. All L.E.A.P. children get library cards,
sail on a biology research ship in the harbor, attend woodworking
classes at the Eli Whitney museum, play sports at college
facilities, and attend dozens of useful programs including (as a
very small sample): Volvo Tennis lessons, the Mystic Seaport and
Aquarium, the Yale Art Gallery, the Creative Arts Workshop, and
the Peabody Museum.
L.E.A.P.'s Ability to Implement the Process:
L.E.A.P. has already run this project for 219 children, and
continues to work with these children throughout the year,
maintaining close ties to the children's families. L.E.A.P.
staffers and board members live in New Haven and all
administrators have well-established youth service delivery
experience in New Haven and elsewhere. Over one-half of
L.E.A.P.'s counselor staff from last summer will work again this
year, bringing a pool of experience for new counselors.
L.E.A.P. application, 5
Central to L.E.A.P. is the training element. Already the
only summer training program for youth workers in New Haven, and
already quite successful, L.E.A.P. will improve the program this
summer based on the recommendations gained from counselors during
day-long counselor evaluations following last summer's training
and again following the entire summer component. This year, more
emphasis will be placed on group-projects where individual
children with different skill levels can participate equally. As
well, more time will be spent on community organizing skills,
discipline techniques and discussion of successful projects.
Training will be ongoing throughout the summer, and there will be
a mid-summer training retreat to deal with specific issues
identified by counselors. As always, L.E.A.P. will designate
significant time to evaluation of the training and program. In
this way, counselors can indicate which information and methods
were most useful and where more help could be given.
Because of the growth of the project, and because of the
tremendous workloads placed on counselors and administrators,
L.E.A.P. will be hiring five site coordinators who will operate
under the supervision of the staff coordinator. It will be their
responsibility to meet counselor resource needs on a day-to-day
basis, and to oversee counselor job performance. This will
significantly reduce the amount of time that counselors, as
direct service delivery personnel, will have to spend on
administrative matters. Thus, more time can be spent with the
children who need the counselors the most.
How the Program Will Benefit the General Community:
Aside from meeting educational and social development needs
discussed above, L.E.A.P. benefits the community in several ways:
(1) L.E.A.P. has the only summer job training program for youth
workers in New Haven. (2) L.E.A.P. hires and trains high school
students from the neighborhoods and is one of the largest
L.E.A.P. application, 6
employers of youth in the city. (3) L.E.A.P.'s belief that "it
takes a village to raise a child," requires that counselors
involve community members and parents in youth development, thus
raising awareness of youth issues generally. (4) L.E.A.P. works
in neighborhoods where existing youth services are limited. (5)
L.E.A.P. identifies and works with children who most often would
not get services otherwise. (6) L.E.A.P. actively serves on the
Board of Directors of the City-Wide Youth Coalition, the
organization of youth service providers in New Haven. (7)
L.E.A.P. builds first time bridges between resource-rich New
Haven institutions and poor communities. (8) L.E.A.P. trains
several college and high school students who work in other youth
service agencies. (9) L.E.A.P. creates multi-level mentor/role
model relationships. Senior Counselors mentor high school
students, and elementary children while the high school students
who have both success in education and a desire to give back to
their communities provide excellent role-models for the
elementary children. (10) L.E.A.P. counselor curriculums are
community service intensive, and include work at soup kitchens,
community clean ups, and assistance in community events.
Why the Coca-Cola Foundation Should Fund L.E.A.P.:
L.E.A.P. has a model that has proven successful in New
Haven's largest and most isolated public housing as well as in
one of its most violent neighborhoods. L.E.A.P. offers hope and
not on a small scale. It is L.E.A.P.'s goal to demonstrate the
success of this model and its potential for duplication in other
cities. Once this happens, we will gladly train others in how to
create a L.E.A.P.-like program in their hometown. Funding the
L.E.A.P. 1993 Summer Component will help hundreds of children in
one of America's most desperate urban centers immediately and
will create a duplicable model that could find its way to dozens
of other cities in the near future.
L.E.A.P. application, 7
2.1 What are the goals and purpose of the project?
Educational Development:
With a dropout rate hovering near fifty percent, New Haven
has become symbolic of the problems of education in inner-city
America. Schools no longer need to teach just reading, writing,
and arithmetic, but also must deal with each child's personal
needs which hinder his or her education. Some children come to
school hungry and tired, some affected physically or emotionally
by a mother's crack addiction, and some without the basic skills
necessary to begin to learn the alphabet or count. In New Haven,
this is coupled with a lack of resources within the public
schools. Always burdened with a deteriorating tax base, the
school district has had to sue the city in the last few years to
demand the constitutionally required amount of funding.
Children in such a school system often get lost in the
cracks and as the city gets poorer, the cracks get wider. New
Haven's children have some of the lowest standardized test scores
in the state. However, this is not surprising when one considers
that few teacher training curricula deal with the needs of the
inner-city child and teachers are hampered by other problems
beyond their control. New Haven's teachers, despite significant
efforts on the part of the school administration, are overworked,
underpaid, and frequently forced to teach children in over-
crowded classrooms in buildings built decades ago.
L.E.A.P., while making use of school facilities, is able to
overcome many of these handicaps. One to four counselor to child
ratios allow the teaching of basic educational skills in math and
English with individual attention given to each child. Because
counselors are told to view all of New Haven and beyond as their
classroom, several days a week groups leave classrooms behind to
see the real world behind their classwork. Thus, often dreary
and hot school buildings are replaced by a new public library or
L.E.A.P. application, 8
a campground in the mountains of New Hampshire. For example:
After a Monday spent discussing pre-algebra, children get an
opportunity to practice their knowledge by creating a budget and
grocery shopping for the necessities for Wednesday's overnight
camping trip during which children will practice Tuesday's
environmental science project.
Social Development:
Our schools have not successfully addressed a critical
problem for many inner-city children. Stated most simply, this
is the fact that while a child may have the intellectual capacity
to learn to read or write, the child's incapacity to sit still in
a classroom strips the school of its power to educate. L.E.A.P.
realizes that without the development of self-esteem, ability to
work in a group, and understanding of rules, children cannot
succeed in today's public school system and thus cannot
successfully participate in society beyond school.
As one of the nation's ten poorest cities, New Haven might
be expected to lack resources important for the social
development of children. oddly, this is not really true, nor is
it true of most cities. New Haven has six institutions of higher
learning, a fine modern public library, several nationally
renowned theaters, a number of large parks, many interesting and
hands on museums, public beaches and some youth athletic leagues.
The issue in New Haven is largely one of accessibility. For one
reason or another, many children find these resources unusable.
New Haven has really developed into two cities: one of
wealth and influence, characterized by Yale University, and one
of poverty and depression, characterized by the city's public
housing developments and rampant youth on youth crime. This
duality is one of the major roadblocks to the social development
of the city's poor children. Historically, the institutions
necessary for social development have not reached across this
L.E.A.P. application, 9
chasm to pull in poor children. On the other side, children have
felt that they do not belong in these institutions. They cannot
physically get to the institutions, or do not know of their
existence, and have no one to tell them to seek these
institutions out.
Recognizing the real need for each child's social
development, L.E.A.P. was successful in building bridges between
these otherwise divergent communities. Counselors, most often
with life stories not so different from the children, came from
the universities to live in the children's neighborhoods.
L.E.A.P. also got the colleges to open up academic, athletic and
performance facilities for the children, and took children to the
library to read and get library cards.
L.E.A.P. counselors take their children to swim at the
public beach, to visit the numerous museums, and to play in the
parks. While L.E.A.P. uses a fleet of rented vans for trips
outside New Haven, trips within the city are usually done on foot
or via public transportation so that children will be able to re-
access these institutions on their own at a later time.
By visiting such places and using the resources available at
each, the children begin to learn how to use the facilities and
learn what is correct behavior at each location. Most
importantly, they begin to develop the sense of control over and
understanding of their environment, which is so necessary for
self-esteem. This coupled with the low counselor-student ratio
both in and out of the classroom allows for continued modeling
and development of positive behavioral patterns.
Both in the classroom, and throughout the program,
counselors use resources and curricula to foster each child's
self-esteem. Children write or draw in journals, often daily, of
their feelings and accomplishments. Books and other materials
are chosen based on their validation of Black and Latino
L.E.A.P. application, 10
characters, and each child receives free of charge a book of his
or her choice from a local bookstore specializing in literature
for young Black and Latino readers. Just as important, overnight
camping and other new challenging experiences, successfully
accomplished, clearly contribute to building self-confidence and
the ability to work in a group.
Finally, the fact that counselors live in the communities
and are available after-hours cannot be over-estimated. Aside
from knowing the family history of each of their children, the
counselors are able to have a fuller involvement on a personal
basis with these children. They often take the children out
after the program to get ice cream, go to the movies, sleep over,
play basketball, or just hang out together.
L.E.A.P. application, 11
2.2 How does the project relate to the mission of the Coca-Cola
Foundation?
L.E.A.P. clearly "fits well" with the Coca-Cola's mission,
objectives and focus.
Mission:
L.E.A.P. has always existed as a coordinated
effort between the public and private sectors to
enhance the life opportunities of youth through
education and an introduction to the many new
worlds opened by experiencing education. L.E.A.P.
works with its corporate sponsors through tours,
visibly sponsored events and media opportunities
to enhance the reputation of sponsors. The Coca-
Cola Foundation's sponsorship of L.E.A.P. will
allow the project to expand the number of children
it serves and expand its training program to the
point where significant numbers of non-L.E.A.P.
youth service providers will be trained. This
will serve to benefit thousands of children and
demonstrate the enlightened corporate philosophy
of sponsors.
Objectives:
L.E.A.P. is a year-round project operating
both during summers and throughout the school
year. L.E.A.P.'s children are given continuous
support in their educational and social
development, both necessary for children to become
productive citizens. At the same time, L.E.A.P.
strives to train its staff in and use the most
effective "cutting edge" education and social
development techniques available. By committing
its resources to L.E.A.P., a program which has
already succeeded in the face of tremendous odds,
L.E.A.P. application, 12
the Coca-Cola Foundation will address the most
significant educational challenge facing this
country -- how to educate the inner-city child,
and make that education useful to both the child
and society.
Focus:
L.E.A.P. while non-traditional in approach,
does match well with the Coca-Cola Foundation's
esteemed history of philanthropy. It will take a
combination of many sources, public and private,
universities and neighborhood groups,
corporations, foundations and individuals to save
our cities and save our children. The efforts
that literally hundreds of members of this
combination have already put forth for L.E.A.P.
show the best that is in all of us, and makes each
of us worthy of the term "citizen", corporate or
otherwise.
L.E.A.P. application, 13
2.3 What are the objectives for the program? Are they measurable
and on a schedule?
1. Educational Development
L.E.A.P. uses a battery of academic skills tests to
determine the achievement levels of individual children. We also
keep track of our children's status in the program and in school
(i.e. grade level, school, teachers, counselor's weekly and
continued impressions of interactions with child and child's
needs, counselor's interactions with parents, battery skills
level, etc.) in a comprehensive filing and computer database
system. The public school system has just granted us access to
the academic records of all of our children to further our
capacity to evaluate the impact of the program on children and to
gain the necessary information to evaluate the program over a
period of several years. Our goals are to:
1. Increase the number of children (versus children from
similar backgrounds) staying in school.
2. Increase academic skills levels of those children at or
below grade level and maintain or increase skills of those
children at or above grade level.
3. Increase accessibility of educational institutions to
low-income youth.
4. Provide continuous support for each child's educational
achievement through counselors serving as mentors and role-
models who have had success with education.
2. Social Development
L.E.A.P. uses a battery of self-esteem and social
development tests to gauge the skills levels and self-esteem of
each child, and to chart the progress of children over time.
Quite a lot of a counselor's time is spent dealing with the
L.E.A.P. application, 14
specific developmental needs of each child. This includes
everything from teaching a child how to walk in line, to ride the
public bus, to treat others with respect and to deal with
difficult issues non-violently. These skills learned both via
modelling and more direct discussion methods are necessary for
children to participate in and enjoy school, and to succeed
elsewhere in society. While social development is more difficult
to measure than educational development, to the extent that the
following elements of L.E.A.P are expanded, it is our belief that
social development will improve. And, to the extent that social
development is linked to educational development, the improvement
will be visible through educational improvements discussed in the
prior section. To this end, L.E.A.P. does the following:
1. Employs high school students and college students from
similar backgrounds as the children and/or with extended
experience working in communities similar to or the same as
those occupied by the children. These counselors have had
success with education and have developed skills to overcome
the road-blocks faced by the children.
2. L.E.A.P. works with museums, libraries, colleges,
companies, recreational facilities, etc., to make these more
accessible to inner-city children. L.E.A.P. takes children
to each of these and uses the facilities with the children
so that they can begin to develop the skills necessary to
use each themselves, and begin to see each as an accessible
part of their community.
3. L.E.A.P. stresses both in the classroom and in every
other aspect of the Summer Component the necessity of group
work. Thus children learn how to work together, solving
problems and overcoming obstacles through discussion.
4.
L.E.A.P. takes children on overnight camping trips and
on week-long field trips to cities like Toronto, Boston and
L.E.A.P. application, 15
Washington, D.C. so that the children experience worlds
beyond their own communities where they can develop new
skills and come to rely on each other.
3. Employment
It has been said that: "The best social program is a job."
We believe that, at least, the employment of high school and
college students is an important aspect of a program operating in
a city with an extremely high unemployment rate. Further,
L.E.A.P.'s staff has historically been high percentage minority.
In the Summer of 1992, 18 senior counselors were African-
American, 1 was Latino, 2 were Asian and 7 were Caucasian. These
students came from a community college, a large state university,
small private colleges, and Yale University. The overwhelming
majority received financial aid. Similarly, 70 percent of high
school students employed by L.E.A.P. were African-American, and
30 percent were Latino, and all came from New Haven.
L.E.A.P., unlike many service agencies utilizing youth,
takes the position of counselor very seriously, and puts
tremendous responsibilities on the shoulders of young adults. We
have the only training program for teenage and college youth
workers in the city, and demand a very high level of counselor
accountability. As a result, we find that counselors identify
strongly both with the program and their group of children. The
greatest evidence of this is the degree to which employment by
L.E.A.P. is held in high esteem by both counselors and the
community in general.
Towards the goal of improving employment and training
opportunities, L.E.A.P. does, or will do, the following:
1. L.E.A.P. will employ 50 high school and 50 college
students for the summer of 1993.
2. L.E.A.P. will further develop its two week training
L.E.A.P. application, 16
program to address specific issues as identified by
counselors from last year's summer component. As well,
L.E.A.P. will have a mid-summer retreat to allow counselors
an opportunity to reflect upon their experiences and to
provide strategies for achieving set goals.
3. L.E.A.P. will continue to allow college students
working in non-L.E.A.P. agencies to participate in its
training and will open up the training for the first time to
high school students working for non-L.E.A.P. agencies.
4.
L.E.A.P. will continue to run year-round, providing
continuous employment for local college and high school
students.
5.
L.E.A.P. will begin this summer to employ high school
students who have worked for L.E.A.P. and graduated to go on
to college. Similarly, this year L.E.A.P. will hire its
first junior counselor from the ranks of those who were
participants in the program last year.
6.
Because of technical assistance provided by L.E.A.P. to
Project SAT, a program started this year and funded by Yale
Law School, L.E.A.P. junior counselors will have free access
to an SAT prep program.
4. Programmatic Goals
L.E.A.P. was begun by a group of people who wanted to both
help the city they call home, and to develop a model which could
be used in cities nationwide. It is our goal not only to improve
L.E.A.P. but to improve the way youth services are provided
generally both in New Haven and beyond. Thus, our original five
year plan (which we continue to follow) called for the following:
1.
Gradual expansion of the program over time from 200
children in 1992 to 400 children in 1993 and eventually to
1000 children by 1996. This with similar expansions in the
L.E.A.P. application, 17
number of neighborhoods served, and the number of students
employed.
2.
Expansion of the training program to the point where
non-L.E.A.P. youth agencies would make use of it to train
their previously untrained staff. For the first two years
this service will be provided free of charge, and following
this period for other agencies to recognize the need,
L.E.A.P. will charge a nominal fee to allow the training
program to pay for itself.
3.
The development of contacts throughout the country to
facilitate the expansion of L.E.A.P.'s model to other cities
beginning in our fifth year. To this end, L.E.A.P. has
developed relationships with programs like the Children's
Defense Fund, Phillips Brooks House (at Harvard University),
and smaller programs in Boston, Washington, D.C. and
Atlanta, as well as many others.
4.
Participation in the existing community of youth
service providers to encourage effective youth programming
based on the L.E.A.P. model. As such, the Executive
Director of L.E.A.P. serves on the Board of Directors of the
City-Wide Youth Coalition (whose membership includes all the
major youth programs in New Haven as well as city agencies
and many other institutions impacting youth). L.E.A.P. has
also stressed the importance of effective youth programming
through the media, with stories appearing in every major
newspaper and on every television channel in the state.
Similarly, L.E.A.P. staff have testified at public hearings
and before U.S. Senate Sub-Committees.
L.E.A.P. application, 18
2.4 What are the specific activities that must be carried out to
meet the objectives?
Short term activities and schedule:
January, February, March:
1. Recruit and Hire 50 high school student junior counselors
and 50 college student senior counselors.
2. Secure housing space for 50 senior counselors from public
housing authority.
3. Secure classroom space for 50 groups of eight children,
senior counselor and junior counselor from public school
district.
4. Secure consultants and locations for training program.
April and May:
5. Secure existing resources and identify new resources for
use by groups over summer.
6. Meetings in all neighborhoods to explain program and
expansions from last year.
7. Recruit additional children.
June:
8. Run training sessions.
9. Develop curricula.
10. Move counselors into developments.
July and August:
11. Begin Program.
12. Mid-Summer training and evaluation retreat.
13. End of Summer Evaluation Retreat.
14. Completion of Summer Component Final Report & Video.
L.E.A.P. application, 19
Summary Day-to-Day Schedule for a Group
3 mornings a week in classroom.
3 afternoons a week participating in sports and recreational
activities.
2 full days a week on educational field trips related to
classwork.
Long Term and Ongoing Activities:
1.
Fundraising is continuous throughout the year. L.E.A.P.
raises and receives funds from individuals, foundations,
corporations and the federal government. It is L.E.A.P.'s goal
over the next five years to create an endowment for the L.E.A.P.
project in New Haven. The Yale School of Management has done an
analysis of L.E.A.P.'s model, fundraising, and mission to assist
in the process.
2. L.E.A.P.'s school year component matches college and high
school students who worked with children over the summer with
those same children during the school year. The groups meet for
six to eight hours a week and do basic homework tutoring as well
as go on field trips. The school year component creates an
opportunity for children to have a continuous mentorship
relationship with their counselors and to identify strongly with
the L.E.A.P. program as a stable and constant support system
around issues of education and social development.
3. L.E.A.P.'s training component continues to grow to serve
more L.E.A.P. counselors and others from the community. It is
L.E.A.P. application, 20
our goal to expand training to serve many more youth workers who
work for other youth service delivery agencies. Last year
L.E.A.P. trained ten college students beyond L.E.A.P.'s staff to
work in non-L.E.A.P. agencies. This year L.E.A.P. will do the
same and train a similar number of high school students who will
work in non-L.E.A.P. agencies.
L.E.A.P. application, 21
2.5 Who are the staff who will carry out the project? What are
their backgrounds and qualifications?
Executive Director
Henry J. Fernandez (staff)
Mr. Fernandez has run the L.E.A.P.
program for the last year. He is
heavily involved in the child-service
delivery community in New Haven, and has
been for the past three years. His
resume is attached as Appendix A.
Counselor Coordinator
Matthew Klein (staff)
Mr. Klein has overseen all staffing
issues for L.E.A.P. for the last year.
He has spent his entire undergraduate
career at Yale working and directing
public service projects in New Haven.
Mr. Klein graduates from Yale College in
May 1993 and will stay with L.E.A.P.
after his graduation. His resume is
attached as Appendix B.
Curriculum Co-Chair
Regina Winters (staff)
Ms. Winters has worked as a counselor
for L.E.A.P. since its inception and
continues to do so. She is co-chair of
the curriculum committee which
identifies successful programs and
invites members of these to provide
training to L.E.A.P. counselors. The
committee also is developing the
training program for the Spring of 1993.
Ms. Winters' resume is attached as
Appendix C.
Curriculum Co-Chair
Roslyn Meyer, PhD. (volunteer)
Dr. Meyer is the co-chair of the
curriculum committee. She is a clinical
psychologist and has been President of
the Foote School in New Haven. Dr.
Meyer's resume is attached as Appendix
D.
Evaluation Co-Chair
Bernice Willis, PhD. (volunteer)
Dr. Willis is the Dean of Education of
Southern Connecticut State University,
the largest education school in
Connecticut. As Co-chair of the
Evaluation Committee she oversees the
evaluation of educational skills
development testing for L.E.A.P.
children. Dr. Willis' resume is
attached as Appendix E.
L.E.A.P. application, 22
Evaluation Co-Chair
Paula Armbruster, M.S.W. (volunteer)
Ms. Armbruster is the director of the
Mental Health division of the Yale Child
Study Center. As Co-chair of the
Evaluation Committee she oversees the
evaluation of self-esteem and social
skills testing for L.E.A.P. children.
Ms. Armbruster's resume is attached as
as Appendix F.
Chairperson
Anne Calabresi (volunteer)
Ms. Calabresi is a long time youth
program organizer who developed the
city's track program. She serves as a
member of all committees and has primary
responsibility for fundraising. Ms.
Calabresi's resume is attached as
Appendix G.
Bookkeeper
Janine Colonese
Ms. Colonese has served as the L.E.A.P.
bookkeeper for the last three months.
She has held similar positions in the
past, and is currently an employee of
Yale and quite familiar with the Yale
bureaucracy. Dwight Hall, our umbrella
organization, while independent of Yale,
runs all of its payroll and insurance
through Yale.
Senior Counselors (50)
Senior Counselors are hired following an
intensive interview process which
inquires into their experience working
with children, their ability to identify
with inner-city youth, and their own
successes with education. All senior
counselors are students in good academic
standing at one of New Haven's colleges,
or college students who graduated from
New Haven public high schools and worked
in L.E.A.P. as junior counselors.
Junior Counselors (50)
Junior Counselors are hired following an
intensive interview process which
inquires into their experience working
with children, their personal
satisfaction with education, and their
ability to get along in group settings.
All junior counselors are students in
good standing at one of New Haven's
public high schools.
L.E.A.P. application, 23
Site Coordinators (5)
A site coordinator is responsible for
one of five sights. A coordinator
oversees the counselors and junior
counselors at a site, ensuring that
administrative details are met and
evaluating and supervising job
performance. L.E.A.P. is currently
recruiting applicants for these
positions and will hire college or
graduate students who have demonstrated
superior performance in the development
and/or directing of academic programs
for inner-city youth.
L.E.A.P. application, 24
2.6 What is the relationship of this project to the overall
mission and program of your organization or institution?
Funding from the Coca-Cola Foundation will allow L.E.A.P. to
continue its primary mission which is now and has always been to:
develop a comprehensive educational and social development
program for New Haven's inner-city and particularly public
housing children utilizing the college and high school
students of the city as teachers, tutors, and mentors, while
exposing the children to the vast resources available in
this city.
Funding from the Coca-Cola Foundation will allow us to meet two
additional goals set at the inception of the L.E.A.P. project:
1. L.E.A.P. will be able to serve a total of four hundred
youth in five of the city's most economically distressed
neighborhoods. This will be almost a doubling of the number
of children who are currently served.
2. This increase in size and concurrent increase in capacity
of the L.E.A.P. training component will serve to push
L.E.A.P. to the forefront of national inner-city educational
and social development models. Already, L.E.A.P. provides
and will continue to provide training to workers for other
non-L.E.A.P. youth service delivery agencies. This project
will allow us to expand to train child advocates from places
far beyond New Haven. In this way, the L.E.A.P. model can
be transferred to cities across the country.
L.E.A.P. application, 25
SUMMARY BUDGET
3.1 Expenses
.1
Salaries and fees
275,000.00
.2 Fringe
0.00
.3 Consultants
8,000.00
.4 Printing/Publications
1,800.00
.5
Media Costs
1,330.00
.6 Telephone
1,500.00
.7 Supplies
800.00
.8 Postage
370.00
.9 Other
107,900.00
TOTAL EXPENSES
396,700.00
3.2 Revenue
To-Date
Expected
.1
Grant Request the
Coca-Cola Foundation
250,000.00
.2
Other Foundations
28,000.00
.3
Public Agencies
23,795.00
.4
Corporations
15,832.86
.5 Individuals
79,072.14
.6
Operating income contributed
n/a
by applicant to project
TOTAL INCOME
380,867.14
396,700.00
L.E.A.P. application, 26
BUDGET NARRATIVE
Expenses:
All items in this budget narrative are for the months of June,
July and August, the L.E.A.P. Summer Component, for which
L.E.A.P. is seeking funding from the Coca-Cola Foundation.
3.1 Salaries and fees -- all full time unless
indicated
Executive Director
5000.00
Counselor Coordinator (Asst. Dir.)
3000.00
Site Coordinators ($3000.00 X 5)
15000.00
Bookkeeper/Administrative Asst. (15 hours/week)
2000.00
50 Counselors ($2500/summer)
150000.00
50 Junior Counselors ($2000/summer)
100000.00
3.2 Fringe
Social Security, and all state and federal
income taxes are deducted from all salaries.
Both the Executive Director and Counselor
Coordinator (Asst. Director) receive medical
benefits. These are not paid for under this
project. No other staff members receive
benefits of any form.
3.3 Consultants
Training Consultants
First Aid
1000.00
Community Organizing
1000.00
Curriculum Development
4000.00
Educational Techniques
2000.00
3.4 Printing/Publications
Training Manuals (including 100 notebooks and
500.00
4,000 copies) - includes reference
materials, maps, resource guides, etc.
Administrative documents - includes printing
750.00
and photocopying of time sheets,
location sheets, cash disbursement
forms, evaluation materials, etc.
Final Report (40 pages bound @ 350 copies)
550.00
3.5 Media Costs
Production of videotape
880.00
Copying of Videotape (100 copies)
450.00
3.6 Telephone
1500.00
Telephone & Fax for 3 months including
significant number of long distance calls for
planning of out of state field trips
L.E.A.P. application, 27
3.7 Supplies
800.00
file folders, notebooks, staples, tape, pens,
pencils, computer disks, fax paper, etc.
3.8 Postage
370.00
mailing of informational materials to
agencies, parents, and sponsors
3.9 Other
Transportation
15 van rentals @ $1000.00 month
30000.00
Gas & Maintenance
16000.00
Public Transportation -- bus passes
10500.00
150 passes @ $35/pass for 2 months
Programmatic Expenses
Educational and Recreational Supplies
2200.00
purchased at start-up including:
notebooks, pens, pencils, crayons,
paper, balls, jumpropes, etc.
Per group @ $44 each for 50 groups
1 book of child's choice per child
2400.00
@ average of $6/book
Eli Whitney Woodworking Class
10000.00
Activities & Admissions
26000.00
$65 per week per group (50 groups)
Camping Equipment
7500.00
including: tents, backpacks,
stoves, fuel, mosquito repellant,
flashlights, etc.
Food
Sandwiches and juice for children
2300.00
who do not have lunch for 3 weeks
when state summer lunch program
does not run.
Lunch for counselors and
1000.00
consultants during training weeks.
L.E.A.P. application, 28
Revenue:
3.22 Other Foundations
Already Received
Smart Foundation
13000.00
Barnes Foundation
5000.00
Expected
New Haven Foundation
10000.00
Soliciting -- Received Support Last Year
Carolyn Foundation
asking for $9,500
Carse Foundation
asking for $2,500
Morris Levinson Foundation
asking for $5,000
Soliciting -- New
Echoing Green Foundation
asking for $50,000
3.23 Public Agencies
U.S. Commission on National and Community
23795.00
Service - 3 year renewable grant (this
is second year)
Please Note: Through the U.S. Dept. of Higher
Education/YouthBridge grant, L.E.A.P. is
funded to run a school year program.
This grant is for $150,000, none of
which can be used for the summer project
for which we are seeking funding from
the Coca-Cola Foundation.
3.24 Corporations
Last year L.E.A.P. received major
contributions ($2500 or more) from the
following:
Fusco Corporation
2500.00
Bristol-Myers Squibb
5000.00
Fleet Bank
5000.00
Cesar Pelli & Assocs.
5000.00
L.E.A.P. also received several smaller
donations from corporations. We expect this
level of giving to remain constant or
increase.
L.E.A.P. is currently pursuing several
corporations for funding and Senators
Christopher Dodd and Joseph Lieberman are
hosting a corporate breakfast fundraiser for
L.E.A.P.
L.E.A.P. application, 29
3.25 Individuals
Fully committed
& received
59072.14
awaiting
20000.00
L.E.A.P. is currently pursuing all individual
donors to L.E.A.P. from last year and has
already surpassed the $75,683.14 received for
the 1992 Summer Component.
3.26 Operating income contributed by applicant to
the project.
As L.E.A.P. serves only one purpose, all
operating income is contributed to the
project. Please note though that L.E.A.P. is
funded for the 1992-3 school year under a
wholly severable federal grant.