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FOIA Number: 2013-0661-F (3) FOIA MARKER This is not a textual record. This is used as an administrative marker by the William J. Clinton Presidential Library Staff. Collection/Record Group: Clinton Presidential Records Subgroup/Office of Origin: Americorps Series/Staff Member: General Files Subseries: OA/ID Number: 24239 FolderID: Folder Title: Correspondence - General [3] Stack: Row: Section: Shelf: Position: S 66 1 1 3 me Correspondence SOUL SAVING CENTER 7794 SEP -9 P 12 05 P.O. Box 474 Hopkins Park, Illinois 60944 out aving September 6, 1994 enter Action off Code: 3 fmha Bible Training Mike Espy Camp Mestings Secretary Of Agriculture *3066701* * U.S. Department of Day Camp Children Agriculture 14th & Independence Ave. S.W. Washington, D.C. Commoling Service 20250-1310 Telephone Personal Dear Mr. Espy, Mission I received "Getting Things Done For America", from the Prisen Outroach United States Department Of Agriculture. I do hope you Home Visilation give our area some attention. I have selected several Home Bible Classes sections of the pamphlet, (the most urgent needs), of our community that this project can help us with. I know Vocational Training we can not make this world a heaven, but we can keep it Electrical Work from becoming a hell. Phos Making Drass Making A. PERSONAL NEED: Carpenhy I do not have a degree, but have made many attemps to earn Recreation Activities one. The lack of finance kept me under such great presure, Horseback Riding and my psychological insecureness, I could not study, often Inco Phating missed classes for the lack of transportation. Ball Bames While attending college I was caring for my retarded brother, Proumming and working, my grother was in my care for twenty six years, he died May 5, 1994. Home Employment Nine years ago I attemped for the last time to attend college, Dress-making Food Production hoping to earn a degree. Under presure I borrowed five thousand dollars with the entent to pay the loan off by working in proverty Food Preparation areas, since my interest is to aid the under-privileged, my community Cullure Dance I had met doctors, therapist and other professionals who Piano worked in my community told me they were working in this community Film Making to pay off the student loan, and told me it would be a good Prama way to help finance my education, and that my loan would be Thealre Preduction forgiven working in the community. When I borrowed the money I had this in mind, and thought this policy would surely releive the presure of money. To my regret I learned that the presure did not all come from money, but in part the responsibility of caring for my brother. SOUL SAVING CENTER P.O. Box 474 Hopkins Park, Illinois 60944 out aving 2. enter Bible Training Camp Mestings I was not able to attend workshops, spend extra time in laborotory, as was required by some subjects. The presure of studing, working, caring for my brother proved Day Camp Children to be more than I could endure. So I dropped out of school. No degree. Counseling Pervice Telephone Soon after dropping out of school payment on the loan be- Personal came due, which I was not aware of, therefore the loan fell into default. I have paid on the loan, but it gets more Mission and more, enstead of owing five thousand, I now owe six Prison Ouheach thousand. Home Visitation Home Bible Classes I am sixty eight years old and receive three hundred and ninety five dollars a month from social security I am Vocational Training finding it impossible to meet my daily living expenses. Electrical Wers Phos Making My interest in serving the community is still in effect. Drass Making I have organized a non-for-profit culture center Carponhy "SOUL SAVING CENTER" . At present I am teaching ballet, piano, ceramics and art classes. No charge to students. Recreation Activities II have been doing this since 1974. I do not receive a Horseback Riding salary. I take out a little 88 ch month from my living Inco Phating expenses. I do received one hundred from two people who Ball Bames are tryng to support my efforts. Proimming My sole purpose is to make art and Christian values in Home Employment the arts available to this community. Dress making Food Production Is it possible to receive forgiveness for my loan under the new AmeriCorps National Service Program? Food Preparation Cullure Enclosed: Dance 1. Personal Resumi. Piano 2. Life Story in part. Film Making 3. Copy of charter-"SOUL SAVING CENTER" Drama 4. New Letter (monthly) Theatre Preduction 5. Application for AmeriCorp commitment to service. Thank you, Sincerly Thesley Beverly The information in the section below is optional, will in no way affect your selection into the program, and will be processed separately. You have three options: (1) You may return the Optional Information with the application; (2) You may detach the Optional Information form and return it separately and anonymously; or (3) You may choose not to return the Optional Information form. Optional Information I. Describe your ethnic background: Black (African American) Hispanic (Latino) American Indian/Alaskan Native White/non-Hispanic Asian or Pacific Islander Other English endin- Drich - african II. Do you have any special needs that require accommodation? Yes No (specify) III. Does your family receive public assistance (e.g., AFDC, Food Stamps): Yes No If yes, please specify Total annual household income from all sources $ 395.00 How many people (parents\siblings, children) live with you? 0 V. Educational Background Check only highest level 1. 0 Graduate/Professional degree 4. Some college 7. High school graduate 2. O Graduate/Professional study 5. O Technical school/Apprenticeship 8. O GED 3. O College graduate 6. O Associate degree 9. O Less than high school completed Other (specify) America Theatre Wing. *Occupationa & Recreation Therapy School New York City Chicago, Il. Continental Cablevision Production Internship Los Angeles, Ca. Beginning with the most recent, list all schools attended, including high school, any trade or technical schools, Job Corps, etc. Attach additional sheets if necessary. Dates Attended Type of Degree/ Location of School Area of Study Certificate and Name of School (City/State) From To Major/Minor Date Received Mo./Yr. Mo./Yr. (expected) George Williams College Chicago, Il. 1959 Chicago State University Chicago, Il 1975 Olivet Nazarene College Kankakee, Il. 1980 Columbia College Chicago, Il. 1985 See Resumi VI. References Please list two individuals whom we may contact as references. We encourage you to list people who know you well such as teachers, employers, guidance counselors, or community members. 1. Name: 2. Name: Hezekiah BradyJr. Bill Mitchell Pembroke Twp Momence P.O. Box AA Il. Address: Hopkins Park Il. Apt. #: Address: Apt. #: 60944 City: State: City: State: Zip Code: Zip Code: 60954 Telephone Number: 815-044-5448 Telephone Number: 815-944-5139 Relation to you: Relation to you: Superintendent of School A Minister in Hopkins Park Thesley Beverly P.O.B. 474 Hopkins Park, Il. 60944 PLACE OF EMPLOYMENT POSITION 1985-1990 Toque Christian School Art Instruter 5944 South Avalor Drama Instructor Los Angeles, Ca Bible Teacher Langston Hughe Christian School Art Instructor 3921 West 104th Street Los Angeles, Ca. Continental Cablevision Intern 2900 Crenshaw Blvd Cameraman, light Los Angeles, Ca. ing, editing, character gener. ator. ABC Visual Communication Studio Butler Photo Gallery 2040 Avenue Of The Stars Century City, Ca. 90067 1990-1994 Soul Saving Center Dirretoor of 13417 Central Ave. Christian Cultu POB 474 Center. Hopkins Park, Ill. Thesley Emanuel Beverly ... Jan. 27, 1926 : . Birthday Place Of Employment Position 1985-1978 Soul Saving Center Director of Programs Hopkins Park, Il. 1978-1977 Beverly's Resturant Proprietor and Cook Hopkins Park, Il. 1977-1976 Pembroke Association Instructor in Arts for Human Development and Crefts. Hopkins Park, Il. 1976-1974 Chicago State University Dance Instructor Chicago, Il. Audiovisual Aid 1973-1972 Good Shepherd Manor Co-Ordinator of Activit Momence, Illinois Arts and Crafts Instruc 1972-1969 United Parents Programs Director of Recreation for Exceptional Children Kankakee, Illinois 1969-1970 Manteno State Hospital Assistant Administrator Manteno, Illinois of Activity Therapy 1969-1968 Brooklyn State Hospital Occupational Therapy ar Brooklyn, New York Art Instructor 1968-1967 New York State Youth Divi- Modern Dance Instructor sion New York, New York J. F. Kennedy Culture Center- Modern Dance, Hindu Public School "64" and Ballet Instructor Brooklyn, New York 2. Place of Employment Date Place of Employment Position 1968-1963 Methodist Hospital Director of Occupational Brooklyn, New York and Recreatioal Therapy 506 6ast Dance Therapy 1961-1960 Chicago State Hospital Activity and Dance Therapy Chicago, Illinois Instructor 1959-1955 University of Chicago Theatre Dancer, Choreographer and Chicago, Illinois Instructor George Williams College Dance Instructor Chicago, Illinois Choreographer TV Channel 11 Dancer Chicago, Illinois Chicago Southside Boy's Club Dance Instructor Young Women Christian Assc. Dance Instructor Max Straus Jewish Community Dance Instructor Center, Chicago, Illinois 1955-1954 Piccadilly Theatre "Jazz Train" Dancer, Director and London, England Choregrapher Royal Command Performance Tour major cities in England and Scotland Paris, France Les Beverly Dancers, toured in France Irene Gairy School Of Dance Instructor of Ballet 1947-1943 United State Navy Ships Cook Third Class Thesley Beverly PROFESSIONAL TRAINING AND EDUCATION Date School - Studio and Location Area of Study 1979-1985 Columbia College Filmmaking, script Chicago, Illinois and photograph 1976-1977 Olivet College Art. Oil Painting Kankakee, Illinois 1975-1973 Chicago State University Art, Oil Painting Chicago, Illinois 1968-1967 Brooklyn Museum Art School Art, Oil Painting Brooklyn, New York Saito Studio Sculpture Brooklyn, New York 1965-1965 Jewish Home and Hospital For The Occupational Thera Aged for tje Aged New York, New York. New York University Rythmics for Ments New York, New York Disturbed and Ret: 1961-1960 Manteno State Hospital Activity Therapy Training Center 1958-1957 Dorothy Charmatt's School of Ceramics Creamics Chicago, Illinois 1958-1955 Nevil Black Dance Studio Modern Dance Chicago, Illinois Fort Dance Studio Afro American Di New York, New York --- 1958-1958 George Williams College Psychology Chicago, Illinois THESLEY BEVERLY PRODUCTIONS P.O. BOX 218 / HOPKINS PARK. ILLINOIS 60944 Dr. C. N. Somers, Director Office of Educational Experimentation Room E-116A Chicago State University 9500 South King Drive Chicago, Illinois 60628 INSTRUCTIONS IN Dear Dr. Somers: Ballet EARLY LIFE Modern-Contemporary Jazz Afro-American As far back as I can remember, I had always wanted to be a doctor or a. dancer. Anxious to start on one or the other of Tap Ceramic the two careers, I enrolled at an early age in a correspondenc Sculpture course in taxidermy. This was to familiarize myself with the Clay / Wood tools of surgery. Pursuit of this activity continued throughout Needle Craft my elementary and high school years. My dormant inclination Oil Painting to dance was awakened by an experience in sixth grade wherei: Leather Caft my music teacher taught a tap dance routine to whichI respond with great enthusiasm. HIGH SCHOOL Upon entering Wendell Phillips High School in Chicago, I majo in science which further stimulated my interest in medicine. Extra curricular activities were learning alto and bass saxopt participating in high school band performances, and serving A band teacher's aide. My after school hours were occupied in grocery stores where I worked as delivery boy and clerk. leu to butcher meat, care for food products. and relate with peop in all walks of life. At the age of fifteen, I worked in 2 large restaurant, first as = bus buy. then as a salad man, and later a short order cook. NAVY CAREER At the age of seventeen, I left high school to join the United States Navy. There I was assigned to cooking chool and ber ship cook (third clase) for two years. Concurrent with vation duties in the service, I took a correspondence course in book keeping. In 1946, my volunteer service in the havy ended - AD honorable discharge. 1 CIVILIAN LIFE After returning tò civilian life, I took an examination for a high school diploma at Wilson Junior College, which I received in 1946. Later, I enrolled in Jones Business College for one semester where I studied typing and bookkeeping. STUDY AND PERFORMING In 1947, I went to New York to pursue one or the other of my first ambitions - either medicine or dance. Access to medical school was closed, therefore I pursued the second alternative --dance. Under the G. I. Bill of Rights, I studied dance full time under the auspices of the American Theater Wing in New York (an organization which coordinates the performing arts.) After three or four ears of studying, I began working in small companies as an extra. My first professional job: was with the New York City Center Opera Company in the production "Trouble Island, If Later, I-worked in the company of Archie Savage performing modern and jazz techniques, with Haddasa's Company performing in the classical Hindu style, and with Anna Sokolow's company working in the contemporary idiom. I continually studied modern and classical ballet with New Dance Group, Ballet Arts, and with individual teachers and schools among which were Michael Fokine, Martha Graham, Katherine Dunham, Charles Weidman, Hanya Holm, Jose Limon, and Charles Carlos. To fur ther enhance my education in theater, I also studied choreography with Anna Sokolow, speech with Marian Rich, and spent many hours behind scenes observing the various phases of stagecraft. PERFORMING ABROAD Additional professional experience was afforded by a two week dancing engagement in the musical "Cabin in the Sky. " followed later by "Jazz Train, a Broadway production which provided six months of employment in New York, and later, a one year tour of England and an eight month tour of 960tland and France. The highlight of the run in London was a command performance for the Queen of England. On days off during the London stay, I danced with Bosco Holder's group, and pursued a regular course in classical ballet. While in France, I formed my own group for which I did all the choregraphy. TEACHING AND PERFORMING On returning to the United States, I began teaching and performing in Chicago where I collaborated and studied with Nevill Black. I taught modern dance mostly in community centers, and also worked as a group leader with teen age boys's clubs coordinating activities of various kinds including arts and crafts. Max Strauss Jewish Community Center, Pershing Road Young Women's Christian Association, South Side Boy's Club, and South Side Community Art Center are among the places where I taught during this phase of my experience. On the adult level, I taught modern dance at Chicago University Work Shop, and also at-George Williams College. My status as a student continued with my enrollment in a non credit course in psychology at George Williams College. My income at this time was supplemented by work in various concerts and night clubs. DANCE THERAPY Events took 2 new turn when I was offered a position at Chicago State Hospital which I accepted as dance therapist and recreation worker. My duties were to provide recreation for sixty teen agers and three hundred patients in two regress wards. I supervised self expression in dance, physical exercises, entertain- ment, and trips. It was also my responsibility to observe the patients and write progress reports. During this time, I became interested in developing more skills, and therefore enrolled in activity training school where I learned ceramics, weaving, knitting, general games, and musical activity. I was awarded a certificate for this course. RECREATION DIRECTOR NEW YORK After one year at Chicago State. Hospital, I was offered a position at Methodist Hospital in Brooklyn where I had an opportunity to set up an activity department for the mentally ill. My efforts were concentrated on twenty-five short term patients for whom I directed craft projects; ordered equipment, and planned and supervised recreational activities. Additionally, I was required to give lectures for new staff members and student nurses. I initiated a ceramic- department and designed a roof garden where patients practiced horticulture. I taught in an after school dance program in a public school under the Kennedy Cultural Program and also in a New York Youth Program for delinquent girls. Concurrently, I took a course in rhythmics for the retarded at New York University, and a course in occupational therapy for the aged at the Jewish Home and Hospital for the Aged. The two experiences resulted in a certificate. ART EXPERIENCE During my early days of studying dance, I modeled for artists to supplement my income. The environment stimulated me, and I began to paint on my own, While in Europe, I visited museums and art gallemies which further increased my knowledge and interest in art. With this background, I eventually applied for and received a scholarship &t the Brooklyn Museum which enabled me to complete two courses in oil painting. The experience was gratifying to the point where I explored other areas of art especially sculpture which I studied at z ivate studio. FARMING I returned to Illinois, a rural area in Kankakee County. Here for four years, I learned the art of caring for animals on my own several acres of land, raising chickens, hogs, ducks, and horses. Feed for the animals was raised on the farm along with truck produce, 3 ACTIVITY DIRECTOR -KANKAKEE COUNTY During the four Years in hankakee County area, I worked in Manteno State Hospital, United Parents Programs for Exceptional Children, and Good Shepherd Manor. In Manteno State Hospital, 1 was assistant administrator of activity therapy. My duties were supervi sion of the craft, ceramic and music departments. The United Parents Programs for Exceptional Children offered a new approach. providing recreation and social living for all retarded and handicapped persons. As director of recreation. I supervised six staff members in recruiting and individually trensporting each client from home to various designated public places of recreation and social events. I also planned and scheduled special events such as square dances. parties and theater trips. I initiated a boy's scout group; a 4-H club; YMCA membership and a year round pr. ogram for the retarded in Kankakee County. In the Good Shepart Home for Retarded Men. I worked as coordinator of activities and arts and CHARES instructor for one hundred and eighteen retarded men. I taught sewing. tailoring. weaving, òil painting, and crafts. designed and scheduled programs for individual needs. I initiated therspecial Olympics in Grant Park. the annual gladiola festival. and Christmas program and annual an art show. Beyond the foregoing experiences, I worked one summer in the Kankakee Park -District serving one bundred and fifty children and teen agers teaching games, arts and crafts. PEMBROKE DANCE THEATER I taught classical and modern dance to one hundred and twenty six children, initiated a dance theater, and staged two productions in the Pembroke township of Kankakee County. Subsequently, I received a grant from the Illinois Art Council. Twil CURRENT INVOLVEMENT at the I am currently teaching dance and ceramics at Parkway Community House, classical ballet at Sammy Dyer's School of Dance, and serving as dance advisor and choreographer to the Black Magic Dance Group. MOTIVATION FOR DEGREE From time to time, I have had positions offered to me which I could not accept because I lacked a degree. In general without a degree advancement is limited, and the "doors" simply do not open. PERSONAL STATISTICS I a!!! single, living with my brother, Alfred, who is retarded. I was born in Chicago on January 27, 1926. My transcript is being sent to you from Wendall Phillips High School. Enclosed a resume and work recommendation. 4 State of Illinois Department of Public Melfare Activity Therapies Training School This Is To Certify That Thesley E Reverly has completed a course of practical and theoretical training in Recreation And Occupational Therapy designed In improbe the quality of those non-medical therapies 33 used in the treatment of the mentally ill and relarded of this State. Bates FEBRUARY 14 to MAY 5 1961 Framis I Director Gerty M.D. Paul Nuths, M.D. Administrator, Professional Services STATE CE THE STATE OF ILLINOIS Lns M. Uilliams Beth C Nelen Thief, Activity Therapies Birector, Training School Instructors TUO. FGI Inter aer Jan Ellen THE BROOKLYN MUSEUM ART SCHOOL EASTERN BARKWAY, BROOKLYN, NEW YORK 11238 TO: TO WHOM IT MAY CONCERN: DATE: May 7, 1969. RE: Mr. Thesley Beverly, R.R. #4 Box 32, St. Anne, Illinois 60964. This will certify the above named student is/w istered in this school for full/part time study in the following courses: SESSIONS HRS. PER HRS. STUDENT TERM COURSE NUMBER SIRUCTOR PER TERM SESSION ATTENDED : - mer 1967 Life Drawing Paul Waldman 8 2½ 20 ring 1968 Painting : Drawing H. Hantman 15 2½ 37 12 CERTIFIED BY Augustics Pack Supervisor. THE BROOK INSTITUTE OF ARTS AND SCIENCES PEMBROKE COMMUNITY CONSOLIDATED SCHOOLS ATTENDANCE CENTERS BOARD OF EDUCATION DISTRICT #259 IDA L. BUSCH ELEMENTARY SCHOOL VIVIAN NEMBHARD. President P.O. Box AA FREDDIE L. McCLINTON. Principal MARY LOU PICKENS. Secretary (815)944-5893 ROGERS LYNCH Hopkins Park. Illinois 60944 GEORGE WASHINGTON CARVER ELEMENTARY SCHOOL CLIFFORD YARBOROUGH. SR. (815) 944-5069 LELA LOUISE HOWARD LORENZO R SMITH ELEMENTARY SCHOOL BERNICE RUNNELS Billy J. Mitchell, Superintendent ROBERT L. TURNER. Principal ROOSEVELT SMYLY (815) 944-5219 Hopkins. Park (815) 944-8168 August 3, 1983 TO WHOM IT MAY CONCERN: Mr. Beverly has been a friend and colleague of mine for the past twelve years. I can assure you that he is a person of good character, high morals, and can be easily trusted. During the past twelve years, Thesley has demonstrated leadership, esprit de corp, and compassion in his work with children and his civic involvement with others. Thesley's strong points are generous. I'll mention several that I believe to be his greatest asset. He seems to like people and consistently shows it. He knows how to get along with people both above and below him in a generally graded chain of command. He works well with people. Finally, I will say that Thesley has courage, drive, and determination to stick with a task until it has been completed. Evidence of this is his involvement with the youth of Pembroke. Any consideration given him to advance his efforts to involve the youth of Pembroke Township will be well worthwhile to the total area of Kankakee County. If we can be of any further help, please contact my office at (815) 944-5448. ELMER W. TWENTE. M. D. 45 PLAZA STREET APT. 20 BROOKLYN. NEW YORK 11217 MAIN 2.5796 January 9, 1969 To Whom It May Concern: I have known Mr. Thesley Beverley during the past four years. He is a man of the highest character end is superior in bís ability to manage responsibility in an independent manner. In his work as en occupational therapist he demonstrated warmth, human understanding and a high degree of creativity in his approach to professional problems. I recommend Mr. Beverly highly and without reservation as a co-professional end good man wartly of prime consideration for employment. Juner W Twice legu Elmer W. Twente, M. D. EWT/rs SIDNEY L TAMARIN. M. D. MO BIGHTH AVENUE BROOKLYN. N. Y. 11218 - NEVING 9.0912 To Whom It May Concern, January 24,1968 It was my prively t world with Mr. Bwsly during the time of his work on the Pay White Cartion it Muthorical Hospital May 6 lan not VII charge, my thaining as au administrator Afa payabletic to unit for way years caused the adjudge the eurpleyee and fellow workers intially l always found the Beverbey perceptive sensitive, consuntions and migrative the his up and abrie the calt lo duty. He wa approach to He applied himalf able to retile well the mentally ill. the refative and direction well form we 2 was myster of with be decided of and allers that the patients needs what befferencess be respected and cared for Iam pleased to recomend kim Sechary J.MA a WILLIAM A. FLORIO. M.D. 1000 DEDFORD AVENUE BROOKLYN 25, N.Y. DUCKMINGTER 2.4770 May 26, 1965 Mr. Vernon Stutzman, Executive Director Methodist Hospital of Brooklyn 506 Sixth Street Brooklyn 15, N. Y. Re: Mr. Thesley Beverly Dear Mr. Stutzman: I wish to direct your attention to the fino work being done on the Psychiatric Service by our direc- tor of recreational activities, Mr. Beverly, and I feel this letter of commendation is in order. Many of my patients have reported to me that they derived much inspiration, guidance, understanding and encouragement during their stay in the hospital from their contacts with him. I feel his relationships and motives are sincere and not SC ply put forth because the job demands it. I consider him a valuable asset to our Service and feel that some special recognition should be given to such an individual. Sincerely yours, filliam WAF/b WILLIAM A. FLORIO, X. D. STATE OF ILUNOIS CHAMPAIGN ZONI KANKAKES BRANCH OFFICE DEPARTMENT OF MENTAL HEALTH NOV " MAMPYON HALL Albert J. Glass, M.D., Acting Director 100 RACT MANKAKER, INCIMINE 00601 TELE. 530.2037 July 21, 1970 Re: Thesley Beverly TO WHOM IT MAY CONCERN: As a member of the selection committee for the United Parents for Exceptional Children, I interviewed Mr. Beverly in the Spring of 1969 for the position of Recreation Director of the Kankakee Program. I was impressed at that time with the breadth of experiential background which Mr. Beverly had in the area of recreational and occupational therapy. Hio theatre career and his training in art lent, no doubt, to his success in later positions in therapeutic programs. When Mr. Beverly assumed the position of director of the recreation program OF the United Parents, the organization was in its infancy and the permanent overall director of progr. : had not been appointed At th. me our agency worked Insely wi' T. Beverly, who in the ence e overall director, ver 'exibly himself to the develo : of t: Ated Parents Prog. tie his Crek of Mr. Beverly evide sensitivity to the uniqu of individual children. He extended poself beyond his job role to Insure that certain children participated in the program, to the extent of even picking them up and taking them home each day. He evidenced initiative, creativity and adaptability in the early stage of program development which led to an imaginative expansion of the original program plan in the area of recreation. in addition to the above activities, Mr. Beverly used his carlier experience to help in Indraising and public relations work. Largely thru his interest And leadership, the parents ran a very succesaful Bazaar, which may become A yearly event. He designed and helped circulate program announcements and notices of activities. --2- Mr. Beverly 10 committed to the principle that all children deserve compre- hensive programs in order to maximize their potential. Instead of becoming discouraged by the "tougher" cases involving profound retardation, crippling, and/or severe emotional disturbance, he becomes challenged at the prospect of widening the world of these afflicted young people. While he is sensitive in regard to his strong preference towards leading autonomously, I think that Mr. Beverly possesses the potential for disciplining this sensitivity when the best interests of youngsters can best be served thru co-ordinated effort and teamwork of persons with a variety of talents and kinds of con- tributions. alie Clour Alice Clover, ACSW, CSW Program Director AC/mlg SIONEY L TAMARIN. M. D. DO EIGHTH AVENUE BROOKLYN, N. Y. 11215 NEVING S-ODER To Whom It May Concern, January 24, 1968 It was my prively to work with on the Partion at Muthodical Mr. Beverley during the time of his work Hospital May 6 lane not VI charge, my training as Eu administrator Afa to unit for way years caused the adjude the eurpleyee and fellow workers intically l always found the Beverley perceptive sensitive, consuntions and miginative we his up and above the call to duty. He was approach to poticities He afflied himalf abte lo to retile well the wentally ill. the reported a Natures and Elerection well form me l was mysic of with her deceased P humalfand allers that the patients needs and belflessness be respected and earl for Iam pleased to recommend him Scotory Rt J.APA. is WILLIAM A. FLORIO, M.D. 1000 BEDFORD AVENUE BROOKLYN 25. N.Y. BUCKMINSTER 2.4770 May 26, 1965 Mr. Vernon Stutzman, Executive Director Methodist Hospital of Brooklyn 506 Sixth Street Brooklyn 15, N. Y. Re: Mr. Thesley Beverly Dear Mr. Stutzman: I wish to direct your attention to the fino work being done on the Psychiatric Service by our direc- tor of recreational activities, Mr. Beverly, and I feel this letter of commendation is in order. Many of my patients have reported to me that they derived much inspiration, guidance, understending and encouragement during their stay in the hospital from their contacts with him. I feel his relationships and motives are sincore and not stuply put forth because the job demands it. I consider him a valuable asset to our Service and feel that somo special recognition should be given to such an individual. Sincerely yours, fillbam WAF/b WILLIAM A. FLORIO, M. D. INTER-OFFICE MEMORANDUM TO Lorenzo Paredes FROM Dorothy Kozeluh, Acting Chairperson, HPER Department DATE March 17, 1975 RE Thesley Beverly The Department of HPER has recommended the following course equivalencies to Thesley Beverly for a total of 24 credit hours. PE. 107 Folk & Ethnic Dance 1 cr. PE 118 Latin American Rhythms 1 cr. PE 119 Square Dance 1 cr. PE 129 Modern Dance I cr. PE 130 Tap Dance ]. cr. PE 132 Social Dance 1 cr. PE 147 Rhythm Activities I 1 CI. PE 148 Rhythm Activities II 1 cr. PE 220 Rhythm Activities III 1 cr. PE 256 Rhythm Activities IV 1 cr. Recl10 Recreation Activities 2 cr. Rec170 Recreation Leadership 3 cr. Rec180 Camp Counseling 3 cr. Rec232 Youth Serving Agencies 3 cr. Rec240 Therapeutic Recreation 3 cr. TOTAL 14 or. hours 24 DK/ce ChicagoStateUniversity The Cospel Crusade Institute of Alinistry Bradenton, Florida This is to certify that Thesley Beberly having satisfactorily completed the ten weeks (250 hours) of prescribed courses required of this Institute is hereby awarded this ABLE MINISTER Diploma this Eighth Day of June, One Thousand Nine Hundred Sebenty Nine "Our sufficiency is of God; who also hath made us able ministers of the new testament" (II Corinthians 3:5b, 6a). President J.LLe Jre Director Instructor THE BROOKLYN MUSEUM ART SCHOOL EASTERN PARKWAY, BROOKLYN, NEW YORK 11238 TO: TO W-O.M IT MAY CONCERN: DATE: May 7, 1969. RE: Mr. Thesley Beverly, R.R. #4 Box 32, St. Anne, Illinois 60964. This will certify the above named student is/w ristered in this school for full/part time study in the following courses: SESSIONS HRS. PER IIRS. STUDENT TERM COURSE NUMBER PRODUCTOR PER TERM SESSION ATTENDED emmer 1967 Life Drawing Davl Waldman 8 2½ 20 pring 1968 Painting 3. Drawing Hantman 15 2½ 37½ CERTIFIED BY Augustics Puk Supervisor. THE BROOK VISTITUTE OF ARTS AND SCIENCES State of Illinois Department of Public Melfare Activity Therapies Training School This Is To Certify That Thesley E Beverly has completed a course of practical and theoretical training in Recreation And Occupational Therapy designed in improve the quality of those non-medical therapies as used in the treatment of the mentally ill and relarded of this State. Bates FEBRUARY 14 to MAY 5 1961 Francis J. Director Gerty mD Paul Nuths, M.D. Administrator, Professional Services SEAL SEAL OF OF #10N1771 OF THE STATE Lns M. Uilliams Beth ? Nelen Thief, Activity Therapies Birector, Training School Instructors TUU BIRT LOI on d. Inter WR abou Effect Faculty Award Presented to You Therly Berry in recognition of your outstanding contribution to Cast Department at L.H.C.S. Jer. Jonye Clemmar The 4.13 STATE OF ILLINOIS INVOICE-VOUCHER VENDOR LEAVE BLANK Vercher Date Voucher No. INSTRUCTIONS TO VENDOR ILLINOIS ARTS COUNCIL 12-12-73 3015 Submit . separate invoice for each purshase order. Name of Dept. and Div. or Institution 10 which Delivered Appropriation Twis Propare seven copies of Invoice on this Handerd form, ON DATE OF SHIPMENT, 111 NORTH warash AVE using ink or typawriter. The State is exempt from Federal excise CHICAGO IL 60602 Performing Arts taxes. If any item covered by this invoice is ordinerily subject to oxcise 10%. CREDIT Location 10 which delivered Fund & Organization Unit Code FOR SUCH TAX MUST BE SHOWN ON THE INVOICE BY DEDUCTION. 4. RETAIN SEVENTH COPY and transmit all 001-8257-000 other copies to the department, division or Vendor Name and Address Institution for which ordered. VENDOR FILL IN BELOW Pumbroke Exceptional Children's Center Vendor's Invoice No. Invoice Date STATE OFFICE Post Office Bex 218 Disposition of Copies 1 White - Auditor of Public Accounts Hepkins Park, IL 60944 Terms 2 Bank. Central Accounting Division Geldenred. Department Attn: Mr. Thesley Deverly KET CASE BuM. Remittance . Canery - Division or Institution Shipping Paint Reuting Blue - Division or Institution Green. (Retained by Vender) Employer's Social Security Identification Number 60964/70 Seller's Certification-Sign Original Only in Ink EXPENDITURE ОБJЕСТ Obligation Liquidation I hereby certify that the goods, merchandise, wares or Code Amount services listed below have met all the required sland- Rog. No. Purchase Order or Amount Authorization No. ards set forth in the purchasing contract and are proper 421 $500.00 charges against the State of Illinois and that payment has not been received. By: Give Complete Description of Articles or Services Rendered Quantity Unit Unit Price Amount arferning Arts. Bance rant #95 (a) to assist is the dance workshop. $300.00 BUDGETARY ACTIVITY Code $ Amount 351 $300.00 Delivery: - Complete Incomplete VENDOR LEAVE BLANK Invoice No. Date. Mdso. Received Date - Checked Against lav. Certification of Receiving Agency It is hereby certified that the services or material repre- The merchandise or service billed above has been received and complies with sented in this voucher were received or authorized, that our specifications or request. the amount is correct and hereby approved for payment. Receiving Officer Clerk Head of Unit or Authorised Agent proved - Director of Finance Approved- Director, Chairman SOUL SAVING CENTER GOD SPEAKS NEWSLETTER VOLUME 4 FAMILY DEVELOPMENT JUNE 1994 1. MAN WAS MADE FOR GOD DO YOU KNOW PURPOSE: 2. WOMAN WAS MADE FROM MAN Soul Saving Center labor program is 3. CHILDREN WAS MADE FROM THIS Three thousand, three hundred people promoting Christ's value in work. Since UNION. live in Pembroke Township. we know idle hands are the devel's workshop - and idleness give way to Eph. 5:21 Honor Christ by submitting to NO JOBS..... evil thoughts, and ignorance. Soul each other. the few jobs that exist here are taken Saving Center patterns its activites to You wives must submit to your by people who live in other communi- the scriptures. husband's leadership in the same way ties and spend their salary that they woyk you submit to the Lord. For a husband earn here outside of this community. God first commanded man to tithe the is in charge of his wife in the same way soil, reproduce (create) and have do- Christ is in charge of his body the Merchants come into this community, minion (care) over the animals. Church. (He gave his very life to take sell us wares double priced, and take care of it and be its Savior. So you the money out of the community. In order for Adam to be a complete wives must willingly obey your hus- man, he had to follow these three bands in everything just as the Church It cost this community long distance commandments. Rs we know, Adam obeys Christ. rates to caN Kankakee. No other towns failed to obey. Now it is our chance to in this area are being charged long obey, through the teachings, and spirit And you husbands, show the same kind distance rates. of Christ. of love to your wives as Christ showed to the Church when he died for her, to If three thousand people in this Pem- Work is important to our physical bod- make her holy and clean, washed by broke-Hopkins Park area spends two ies, as well as our mental health. Our baptism and God's Word; so that he hundred dollars a month in other com- main interesting work should be for self could give her to himself as a glorious munities, we will have spent six hun- improvement, and serving others. To church without a single spot or wrinkle dred thousand dollars a month. Seven improve our living surroundings, provid- or any other blemish, being holy and million, two hundred thousand a year. ing food and shelter. The valuable without a single fault. commodity man has is the ability to All this money is going out of this com- work. First to work for himself and That is how husbands should treat their munity, and most communities we family improving his surrounding, and wives, loving them as part of them- spent this money in think ill of us, look shelter, then for others. selves. For since a man and his wife down on us. Think we are lepers. God commands us to work tithe the soil. are now one, a man is really doing himself a favor and loving himself when If you want a change get behind your What other place like Pembroke- he loves his wife! appointed leaders, become aware of Hopkins Park have the opportunity to your neighbors needs. Speak out obey His command. No one hates his own body but lovingly against injustice. VOTE. Call your cares for it, just as Christ cares for His elected leaders. DON'T WORK FOR MONEY. (Satan). body the Church, of which we are parts. Don't sit back and watch your children WORK FOR GOD (Mankind) Love. A man must love his wife as part of and neighbors drown in poverty. himself; and the wife must see to it Grow food, raise animals, plant flowers, that she deeply respects her husband - Prayer changes things too. beautify this garden of Eden God has obeying - praising - and honoring him. given us. SOUL SAVING CENTER NEWS LETTER Volume 2 COD speaks- APRIL 1994 FAMILY DEVELOPMENT DO you KNOW? PURPOSE 1. MAN WAS MADE FOR 800 PEMBROKE/HOPKINS PARK The SOUL SAVING CENTER'S cultural 2. WIFE FITS INTO HUSBAND'S PLAN program Is giving Instruction in the 3. CHILDREN OBEY PARENTS Pembrake's cansus count In 1991 was preferming and visual arts free of three thousand, three hundred and charge. thirty. "Children, ebey your parents;" This We believe there are many talented is the right thing to do because God If three thousand people spont one people living in peor communities, has placed them In authority over dellar a month outside of Pembrake; that de not have access to the you. "Henor your father and mether." they will have spont three thousand proper training necesary to reach This Is the first of God's Ton dellars a month. their Commandments that ends with a geals. premise. The promise is that If you If three thousand people spont It is our desire to meet the needs of honor your father and mother you thirty dollars a month outside of these individuals. will have a long life that Is full of Pembreke they will have spont blossing. ninety thousand dellars a meath. The only requirement Is that each student is productive, has good And new a were to our parents: Don't If three thousand people spont behavior and attendance, and Is keep nagging your chidren; that only thirty dollars a month outside of willing to learn about Christ. makes them angry and resentful. Pembreke for twelve months they Instead, bring them up with the will have spont are million, eighty We welcome the support from loving discipline that the Lord thousand dollars a year! anyone that is Interested In himself, approves of; with contributing financially as well as suggestion and Sadly advice. We know that we are spending more volunteering to teach, or labor. EPHESIANS 6 than thirty dollars a month outside Together we can change our of Pembreke over more than two predicament In this community. hundred dollars a month. Look at the communities where we We are planning workshops, Idle hands are the dovils workshop; are sponding our money, they are exhibitions, and summer camping. Idle lips are his mouthplece. growing and Improving. Is Pembroke It Is Important for people who are improving? Interested and wish to take part in Commit your work to the Lord, then It these activities to enrell new. will be a SUCCOSS. Money answereth all things. (Ecc.10:19) Seek God for guidelines. (Prov.3:6) COLL: 944-5629- or write Death and life are the power of the Seek first the kindom at God and all The Soul Saving Contor tengue; and they that IDUE It shall eat other things will be given. (Matt.6:33) P.O. Box 474 the fruit there of. Hopkins Park, IL 68944 AUG 17 94 18:47 FROM: PUB LIAISON 2026064926 TO: 202 702 4614 PAGE 02 August 18, 1994 Fi 10 The Honorable Mike Espy Secretary Department of Agriculture CORPORATION Fourteenth Independence Avenue, SW Washington, DC 20250 FOR NATIONAL * SERVICE Dear Secretary Espy: I would like to personally invite you to participate in the launch of AmeriCorps, the President's national service initiative, on Monday, September 12th. On that day, the President, Mrs. Clinton, the Vice President, and Mrs. Gore will join 15 members of the Cabinet and agency heads as they spread out across the country to swear-in the first AmeriCorps Members. I would like for you to be the honored guest at the Corporation's launch event in Kansas City, Missouri. All of the AmeriCorps Members in the state of Missouri will be transported to Kansas City so that you -- along with the governor, mayors, public officials, and local and national celebrities - - can officially inaugurate the Members and celebrate their commitment to service. Approximately 20,000 AmeriCorps Members will be sworn in at different sites across the country on that day. The new Members will take the AmeriCorps oath to honor the American tradition of service and reinforce the national service movement to get things done. It will truly be a day of national service. I hope you can join us on this historic day. Please have your staff contact Arlison Osborne at (202) 606-5000 ext. 272 if you have any questions or need any further information. Sincerely, El Eli J. Segal Chief Executive Officer EJS:ao Mike. M, special thinks Lo Vermont Avenue NW you in teastioning Amer- Washington DC 20525 Terration 20200655000 ,Corps fir- campaign speeches Fax 202-806-4928 to reality. We couldit has done Getting Things Done National Service it without you! Usam and Serve America Namenal Senior Service Corps El CORPORATION FOR NATIONAL Corresponder AND COMMUNITY SERVICE June 17, 1994 Mr. Joel Berg US Department of Agriculture Room 538-A, 14th & Independence Ave SW Washington, DC 20250-1300 Dear Mr. Berg: Juel, Congratulations! Your agency's applications entitled "AmeriCorps/USDA Anti-Hunger, Nutrition, and Empowerment Team," "AmeriCorps/Team USDA - Public Lands" and "AmeriCorps/Team USDA - Rural Development" have been selected for negotiation as part of the first-ever AmeriCorps grants, in an amount of approximately $2,600,000. Interest in becoming an AmeriCorps program was intense -- we received applications requesting four times the funding we had available. The high quality of your agency's work and your commitment to strengthening communities were crucial elements in our decision to include your agency in this historic group of grants. And through your programs and the others selected with you, AmeriCorps Members will achieve our greatest objective: getting things done in communities across the country. All final grant awards are contingent upon successful completion of grant negotiations. In the near future, members of our staff will contact your agency regarding these matters and specific issues, including your agency's proposed budgets. They also will provide you additional information regarding the next phase of the grant award process. We have attached new material about AmeriCorps. We also would ask you to save August 1-3 for your agency representatives, during which we have tentatively scheduled a meeting here in Washington for AmeriCorps Project Directors. More information on this meeting and on AmeriCorps' official launch this September will be forwarded when available. We ask your agency to keep its selections as AmeriCorps programs embargoed until Monday, June 20 at 1:30 p.m. EDT, when the White House will make the formal grants announcement. We will fax you a copy of the embargoed press release. The President has called national service the American way to change America. Over the next year, your agency's programs will make a significant difference at the community level. That's where AmeriCorps delivers; and from all these focused efforts, large and small, urban and rural, new and established, will come a powerful current of creativity and energy. By making a difference, by building community, you are helping to make history. We look forward to working with you and your agency in the days ahead. Sincerely, Joel ce.f.sye You've worked hard well ON this. My Eli J. Segal Chief Executive Officer S(ecial thanks. al. Attachment 1100 VERMONT AVENUE, NW WASHINGTON, DC 20525 OFFICE OF THE EXECUTIVE SECRETARIAT U.S. DEPARTMENT OF AGRICULTURE EXECUTIVE CORRESPONDENCE COVER SHEET Jul 4 1994 REFERRAL CODE: 35 CONTROL NUMBER: 3059972 REFERRED BY: NAME: Mr. Eli J. Segal POSITION: Chief Executive Officer BUSINESS: Corporation For National and Community Service ADDRESS: 1100 Vermont Avenue, N.W. Washington, DC 20525 ACTION OFFICE: OC SUBJECT (S) : NATL SERVICE SALUTATION: SYNOPSIS: Regarding the possibiliy of setting up a partnership with USDa and accrediting the D.C. Service Corps--which would be suported by USD over the summer--as an AmeriCorps Program. The Secretary has been designed to sign the response. SPECIAL INSTRUCTIONS: 7/4/94 Denver, OES policy require and written response as a followup to a telephone response. Please have Joel Berg prepare a written response. Thanks. DKitchings AGENCY ACTION DAYS OC FR 7 OES-CM RV 1 calpuy OC Responded Verbally 6/20/93 OFFICE OF THE EXECUTIVE SECRETARIAT U.S. DEPARTMENT OF AGRICULTURE EXECUTIVE CORRESPONDENCE COVER SHEET Jun 28 1994 REFERRAL CODE: 35 CONTROL NUMBER: 3059972 REFERRED BY: NAME: Mr. Eli J. Segal POSITION: Chief Executive Officer BUSINESS: Corporation For National and Community Service ADDRESS: 1100 Vermont Avenue, N.W. Washington, DC 20525 ACTION OFFICE: OC SUBJECT (S) : NATL SERVICE SALUTATION: SYNOPSIS: Regarding the possibiliy of setting up a partnership with USDa and accrediting the D.C. Service Corps--which would be suported by USD over the summer--as an AmeriCorps Program. The Secretary has been designed to sign the response. SPECIAL INSTRUCTIONS: AGENCY ACTION DAYS OC DR 3 OES-CM RV 1 6/28/94 Due : 7/1/94 into CORPORATION FOR NATIONAL AND JUN 20 A & 36 COMMUNITY CAPIES OSEC SERVICE Action Office: osec 35 Referral Code: 6 to June 15, 1994 OC *3059972* Attn: The Honorable Mike Espy Secretary United States Department of Agriculture Joel Berg 14th Street & Independence Avenue, S.W. Washington, DC 20250 Dear Secretary Espy: Mike As you know, we recently examined the possibility of setting up a partnership with the Department of Agriculture and accrediting the D.C. Service Corps - which would be supported by Agriculture over the summer - as an AmeriCorps program. Unfortunately, as we have told Ron De Munbrun, we are unable to do so at this time because we have not yet finalized how an AmeriCorps accreditation program would work, and it seems to make sense to resolve those issues before actually accrediting any programs. That said, I would like to commend you and the Department of Agriculture for your forward thinking and genuine efforts to become involved in national service. If national service is to live up to its potential of having a significant impact on the education, public safety, human and environmental needs of our nation's communities, it is crucial for the Corporation to leverage funds and to actively encourage collaboration and partnerships - including partnerships with other Federal agencies. To the extent that partnerships such as the one you have proposed are already up and running at the time when we are ready to implement an AmeriCorps accreditation program, it will greatly facilitate the process of turning our vision into reality. Again. your efforts are much appreciated by and helpful to the Corporation, and we look forward to continuing to work cooperatively toward the achievement of our mutual goals in national service. Sincerely, El. Eli J. Segal Chief Executive Officer Mike, Your natural service team his hear great.. energatic, credive . disciplined. My personal thanks. El. 1100 VERMONT AVENUE, NW WASHINGTON, DC 20525 6-23 CORPORATION FOR NATIONAL WA 38 SHINGTON 50th Anniversary AND 16 JUN 2000 Coast Guard Reserve COMMUNITY 1994 1941 - 1991 SERVICE WASHINGTON, DC 20525 The Honorable Mike Espy OFFICIAL BUSINESS Secretary United Stated Department of Agriculture 14th Street & Independence Avenue, S.W. Washington, DC 20250 Rural Entrepreneurship through Action Learning 5/5/94 bel- I really engoged meeting you - thanks for taking fine to Tearn about REAL med for your Suggestries re: Ameri Corps. They were very heppel. Good luck with your requests. I'll be in touch. Regards. Rich Carson North Carolina REAL Enterprises 658-B Old Lystra Road Chapel Hill, North Carolina 27514 (919) 929-3939 May 5, 1994 NORTH CAROL INA REAL Mr. Eli J. Segal, President ENTERPRISES: Corporation for National and Community Service 1100 Vermont Avenue, NW, 10th Floor Washington, DC 20525 Rural Entrepreneurship through Action Learning Dear Eli: I believe we've hit upon an excellent way to utilize a partnership between AmeriCorps and REAL Enterprises to address President Clinton's school-to-work initiatives and his concern for economic empowerment of distressed areas. REAL Enterprises has submitted a planning grant application to the Corporation (title page and summary page enclosed) to use AmeriCorps professional corps and college graduate participants to expand and improve REAL's educational reform and entrepreneurial development efforts in rural America. The planning grant would prepare us to place 100 service participants in two categories: 1. college graduates with education degrees assigned to REAL teachers in 75 local communities (to "apprentice" as REAL teachers and coordinate community volunteers), and 2. pairs of professional corps participants (usually an MBA and an M.Ed.) in each state to help expand REAL and support REAL teachers and their "apprentices." We're very excited about this proposal's potential to benefit rural communities, schools, teachers and youth. Thanks again for your interest in REAL and for encouraging us to consider partnering with AmeriCorps. I hope we'll have a chance to work together. Sincerely yours, Rrh loson Rick Larson Executive Director bc: enclosure Joel Borg- Joel- thanks pr de your help Cari and to suggestions. but \ had the time. 1 wared appreciate menteried my help r meter to 8t 2 draft I you you never CR offer w/ this proposal (you Thank 28mi note from Bob Nash possibley. .) River loson North Carolina REAL Enterprises 948 Old Post Road Chapel Hill, North Carolina 27514 (919) 929-3939 FAX (919) 942-3307 Refer to the Title Page Instruction on page 26. Please type or print in black ink. FOR INTERNAL USE ONLY 1. APPLICATION TITLE: REAL Enterprises Service Corps Planning Grant Single-Site X Multi-Site 2. LEGAL APPLICANT: REAL Enterprises, Inc. Contact Person's Name: Dr. Paul F. DeLargy, President Address: 1160 S. Milledge Ave., Suite 130 City, State, Zip: Athens, GA 30606 Telephone/Fax: 706/546-9061 706/353-2014 10th Applicant's Congressional District: 3. INSTITUTIONAL INFORMATION Federal X National Non-Profit Professional Multi-State Agency Organization Corps Prog. Program Employer's ID Number: 58-192-7965 4. PROJECT DIRECTOR: Richard S. Larson, Associate Director Organization's Name: REAL Enterprises Address: 948 Old Post Road City, State, Zip: Chapel Hill, NC 27514 Telephone/Fax: 919/929-3939 919/942-3307 5. GRANT TYPE: X Planning or Operating or Educational Awards Only 6. ISSUE AREA X Educational x Environment AND NATIONAL PRIORITIES: School Readiness X Neighborhood Environment XX School Success Natural Environment X Human Needs X Public Safety TITLE PAGE AMERICORPS NATIONAL DIRECT APPLICATION Independent Living XX Violence Prevention XX Community Revitalization Crime Control 7. AREA(S) TO BE SERVED: Low and moderate income rural youth and adults (15%) Urban x Rural Other Congressional District of primary area served: NC, WV, WA: statewide Congressional Districts of secondary areas served: AK, GA, OK, OH, MS, SD, VT, WS, WY: statewide (pilot for planning 8. PARTICIPANTS: # of Full-time Participants 6 purposes) # of Full-time Participants Needing # of Part-time Participants 0 Educational Awards 6 # of Participants Needing Child Care 0 # of Part-time Participants Needing # of their Children needing Educational Awards 0 Child Care 0 # of Expected National Recruitment # of Unfunded Participants 0 Participants 2 (est.) 9. BUDGET: Corporation Funds Requested YR1 131,557* YR2 YR3 Total Budget Amount YR1 263,625 YR2 YR3 *plus education awards $28,250 10. PROGRAM OPERATES in an area of need as identified by the Corporation? XX Yes or No Which One? areas with unemployment rate greater than the national average 11. PROJECT DURATION: Start Date 9/1/94 End Date 5/31/95 Number of Program Terms I (planning grant only) 12: CERTIFICATION: The applicant certifies to the best of his/her knowledge and belief that the data in this application are true and correct and that the filing of the application has been duly authorized by the governing body of the applicant and that the applicant will comply with the assurances required of applicants if the assistance is approved. 4/28/94 Date: Dr. Paul F. DeLargy Title: President Telephone: 706/546-9061 Name: Signature: Paul I Do Largu TABLE OF CONTENTS PROGRAM NARRATIVE REAL ENTERPRISES SERVICE CORPS PLANNING GRANT Application summary i (a) Needs to be targeted 1 Needs 1 Process 3 Community resources 3 (b) Planning activities 4 Program concept 4 Planning process 12 Community involvement 16 (c) Institutional and personnel information 16 Institutional strengths 16 Principal staff 18 SUMMARY - REAL Enterprises Service Corps Planning Grant Needs: REAL Enterprises directly addresses four of the Corporation's national priorities: EDUCATION -- School Success: improving the educational achievement of school- age youth and adults who lack basic academic skills. Youth and adults in the rural areas served by REAL need improved educational offerings to develop marketable workplace skills. HUMAN NEEDS -- Home: rebuilding neighborhoods and helping people who are homeless or hungry. Low-income youth and adults in rural communities need entrepreneurial training to create viable ventures providing primary or supplemental income. PUBLIC SAFETY -- Crime prevention: reducing the incidence of violence. Rural "at-risk" youth (who tend to be creative risk takers) need positive, legitimate channels and role models to offset the temptation to engage in illegal entrepreneurial activity. ENVIRONMENT -- Neighborhood Environment: reducing community environmental hazards. Rural communities need "green entrepreneurs" to solve environmental problems. The planning process: Mission: To plan how to use college and professional school graduates to strengthen and expand REAL Enterprises' innovative approach to serving rural communities through school-based entrepreneurship programs. Objectives: (1) To ensure local community input in planning how to place 100 graduates in 12 states and 75 local communities implementing REAL as of 6/95. (2) To develop a successful recruitment, training, support and evaluation process for Americorps participants. How REAL addresses the above needs: In partnership with rural high schools and community colleges, REAL creates experiential school-based entrepreneurship programs that foster entrepreneurship and small business development in rural America. REAL students develop businesses and services that meet the needs of their predominantly low-income communities. REAL teachers learn effective methods to help "at risk" students stay in school and develop knowledge and skills essential for a work world where small businesses play an increasingly important role. Americorps participants will help REAL teachers and state-level non-profit REAL organizations increase their effectiveness and expand. Yearly, 1500 rural youth and adults will be directly served by REAL and 75,000 indirectly. 75 rural communities will benefit. Description of REAL, its primary partners and leadership: REAL, a national non-profit based in Athens, GA, provides teacher professional development, curriculum and resource materials, an electronic network, evaluation services, and technical assistance to 12 state-level non-profit REAL organizations, which in turn serve 45 rural high schools and community colleges implementing REAL on the local level. REAL's primary partners are: the state-level REAL organizations and SERVE (Southeast Regional Vision for Education, the federally-funded regional laboratory which provides REAL participants nationwide access to SERVE-Line, its electronic network). At the state and local level, REAL's partners are rural educational institutions, Small Business Development Centers, and business people volunteering as mentors and advisors to REAL students locally. REAL's President, Dr. Paul F. DeLargy, is a Founder of REAL and a nationally recognized community education pioneer. Associate Director Richard S. Larson, a former VISTA volunteer, has led North Carolina REAL Enterprises since 1990. PROGRAM NARRATIVE REAL ENTERPRISES SERVICE CORPS PLANNING GRANT a. Needs to be targeted. Describe the needs that are driving the planning process. Need(s). What need(s) in the four issue areas and national priority areas will the program address? EDUCATION --School Success: improving the educational achievement of school age youth and adults who lack basic academic skills. The needs most directly served by REAL (Rural Entrepreneurship through Action Learning (please see pp. 5-10 for a description of the REAL program) are in the realm of education. Youth and adults in the rural areas served by REAL need improved educational offerings which foster the skills, knowledge, and motivation they need to become successful and self-reliant. Those offerings must be relevant to the learners' circumstances, and students must help "set the agenda" if they are to be invested in the process. Students also need an education which develops their flexibility and equips them for challenges and opportunities which are not immediately apparent. In order to live and work successfully, students need improved training in critical thinking, problem solving, dealing with diversity and ambiguity, effective communication, and teamwork. Rural youth and adults need help confronting the changes which have affected their options for employment--the decline of family farms, the shrinking textile and tobacco industries, and the trends toward small, service, and technological businesses. Where the transition from school to work might once have been a step into a parent's shoes, many rural residents now have no choice but to leave their communities to seek employment. Schools need to enhance their efforts to develop entrepreneurship and enable their citizens to create their own opportunities. Finally, rural educators themselves need help combating the isolation and lack of resources they so often face. While REAL focuses on meeting the needs of the entrepreneur, another REAL Enterprises Service Corps Planning grant proposal, p. 2 important impetus in growing the REAL program to include AmeriCorps participants is the desire to better serve the educators who deliver the program to rural youth and adults. Teachers, enthusiastic but stretched thin, desperately need additional support for themselves, their schools, and the entrepreneurs they assist in their programs. Their duties in the classroom and as members of the educational community make it a tremendous challenge to effectively implement and sustain the educational reforms their schools need to improve the workplace literacy of students. And, the teaching profession needs strategies to attract and retain young teachers who can better meet their students' needs and strengthen the relationships between education and business in rural communities. HUMAN NEEDS--Home: rebuilding neighborhoods and helping people who are homeless or hungry. To build wealth and escape poverty, low income youth and adults in rural areas need more and better opportunities to earn primary or supplemental income. Help in creating small or micro- businesses and support networks to improve their chances of success are needed, particularly in low and moderate income rural communities which lack the financial resources to which wealthier families and communities have access. In addition, people need reasons and resources to revitalize the buildings and neighborhoods which have been centers of trade and community interaction. PUBLIC SAFETY--Crime prevention: reducing the incidence of violence. Proactive approachs to reduce crime and violence are sorely needed in rural (as in urban) America. Rural "at risk" youth (who tend to be risk takers) need positive, legitimate channels and role models to offset the temptation to engage in illegal or haphazard entrepreneurial activity. Often the at-risk student battles social and familial disadvantages rather than deficits in intelligence or creativity. For many, the easiest and most available route to "success" seems to be crime. These young people need help visualizing viable paths to the success they desire but are ill-equipped to attain. REAL Enterprises Service Corps Planning grant proposal, p. 3 ENVIRONMENT -- Neighborhood Environment: reducing community environmental hazards. REAL seeks to support entrepreneurs interested in creating "green" businesses. Rural youth and adults need greater awareness of the relevance and impact of environmental hazards on their communities and help identifying "green" opportunities to contribute to reform via commercial or non-profit ventures. Often, rural areas suffer the hazards "exported" from cities and are the last to benefit from creative solutions to environmental threats. Process: What was the process for identifying the needs and who was involved? REAL instructors and students have contributed to the program's growth and development from its inception. The rate at which schools are adopting the program attests to the need for entrepreneurial education and more effective models for teaching it. The needs identified above have arisen from existing REAL programs across the country in which formal evaluation and evidence development are on-going efforts. By applying to participate, training educators to teach the course, providing resources, and focusing positive attention on the achievements of REAL entrepreneurs, schools are expressing the needs in their communities for the program and its outcomes. And of course, the call for better workforce preparedness is coming loud and clear from businesses and potential employees. Community resources: How will the proposed program build on or collaborate with other programs in the community, including Federal programs that address these needs? REAL is organized as a public/private/non-profit venture; collaboration between REAL organizations and local schools and the (small) business community are the heart of the program. In addition to this fundamental degree of collaboration (which strengthens REAL's replicability and sustainability), the program actively collaborates with several of President Clinton's initiatives: REAL Enterprises Service Corps Planning grant proposal, p. 4 School-to-work: Vermont's school-to-work development plan highlights REAL as a key strategy for rural communities where the employer base is too thin to provide sufficient jobs and training opportunities in the private sector. REAL will be highlighted as a Model Program at upcoming regional School-to-Work informational conferences in North Carolina. Other state REAL programs are actively pursuing inclusion in school-to-work plans under development in those states served by REAL. Empowerment Zone/Enterprise Communities: REAL's focus on job and wealth creation, particularly among youth, makes it a compelling strategy for rural communities applying for EZ/EC status. REAL is actively serving as a non-profit resource to North Carolina communities seeking EZ/EC recognition and is included in their plans. Small Business Development Centers, the SBA's outreach arm, are close partners and supporters of REAL at the state level. SBDC counselors frequently serve on local Community Support Teams and as technical assistance advisors to REAL students. In North Carolina, REAL also collaborates closely with the Small Business Centers housed at each of the state's 55 community colleges. Eighteen of these Centers -- which provide seminars, referrals and counseling to entrepreneurs and small business owners -- have embraced the REAL program as a way to strengthen their support and training of clients. SERVE, the federally funded regional laboratory serving the Southeastern states, is an important partner. SERVE provides REAL with toll-free access to SERVE-Line, an electronic mail and bulletin board system that has greatly increased communication and interaction among REAL teachers across the country. SERVE staff have also participated in in-service teacher training to promote use of its other education offerings. (b) Planning activities: Describe the program concept. Program concept: What is the basic program concept that has been developed for meeting the identified need(s)? Identify specific objectives for the planning phase. REAL Enterprises Service Corps Planning grant proposal, p. 5 REAL (Rural Entrepreneurship through Action Learning) Enterprises creates experiential programs in rural high schools and community colleges that foster entrepreneurial knowledge and skills and enterprise development. REAL allows low and moderate income students (youth and adults) to actively address their need for meaningful work and their communities' need for economic and social revitalization. It is one piece of the complex education reform puzzle. The concepts behind REAL were first developed in 1974 by Dr. Jonathan P. Sher, a nationally recognized authority on rural education and development. Dr. Sher's idea was to marshal the resources of rural schools to create "rural school community development corporations" to help students create their own job opportunities and build brighter futures for themselves in the face of declining economic opportunities in rural America. Building on Dr. Sher's promising idea, rural teachers, students and communities have worked closely with REAL's education and economic development pioneers to develop a program that is being replicated in schools across the country while remaining flexible enough to meet the needs of local participants. REAL's unique approach cuts through barriers that traditionally divide business people from educators, liberals from conservatives, and those in education who favor basic skills from those who seek a system which fosters in young people and adults a sense of caring for their communities and their fellow citizens. The broad appeal of REAL has led to its expansion from a few isolated projects in Georgia and North Carolina beginning in the mid-1980's to a burgeoning and respected educational and economic development innovation working in 45 communities in 12 states (Alaska, Georgia, Mississippi, North Carolina, Ohio, Oklahoma, South Carolina, South Dakota, Vermont, Washington, Wisconsin and Wyoming). How does it work? Rural youth and adults in REAL research, plan and operate enterprises of their own choosing and design. Instructors from participating high schools teach REAL courses for credit, usually as vocational or business electives, through which participants undertake the entrepreneurial process. Rather than being pigeon-holed as a vocational course, REAL attracts a diverse cross-section of students. REAL classes at the high school level are REAL Enterprises Service Corps Planning grant proposal, p. 6 characterized by an all-too-rare mix of at-risk and college bound students. In community college programs, GED's and retiring or laid-off technicians or middle managers frequently work side-by- side to develop their ventures. REAL has adopted this socioeconomic and educational diversity as a cornerstone of its approach, because it makes good sense. A diverse REAL class is a rich resource for budding entrepreneurs, who benefit from ready access to constructive criticism and a range of viewpoints. Schools implementing REAL are not expected to finance student enterprises, which "graduate" from the school with their creators to become a part of the local economic base. REAL defines entrepreneurship broadly. While most ventures are organized for profit, students are also encouraged to create non-profit organizations which address community needs (e.g., the need for environmental cleanup or services for disadvantaged populations). Examples of REAL ventures include: a pressure-washing service in Beaufort, North Carolina, a coastal community; a shaved ice/sno-cone business operated by a partnership of Chattaroy, WA students; Black Swan Recyclers, a not-for-profit drop-off recycling program in a rural mountain county of North Carolina; The Way Off Broadway Delicatessen, an authentic NY Jewish delicatessen operated at North Carolina exit 31 off Interstate 95 as a cooperative by students from St. Pauls High School; and an in-school daycare, the only such program at the high school level to be certified by the State of Georgia. REAL depends heavily on the local community for its success. Students are actively engaged in research and analysis of the demographics and economy of their town or county, and a Community Support Team of community leaders, local entrepreneurs, business people and small business assistance professionals act as mentors and advisors for participating students, furthering their understanding of work in the small business sector. REAL Enterprises Service Corps Planning grant proposal, p. 7 Its ability to foster real solutions to community and individual needs is only one reason for REAL's success. REAL prepares teachers to use experiential methods that give students the chance to actually experience the entrepreneurial process, not just study it abstractly. Educators appreciate REAL because it contributes to the professional development of teachers and utilizes the community to enrich the educational process for students and instructors, making it relevant, engaging and exciting. REAL's student-centered approach has another advantage. It develops critical thinking and life skills that graduates will need regardless of their ultimate career choices. REAL students learn to conduct research, work effectively in groups, deliver convincing oral and written presentations, solve problems and make decisions. REAL's contributions to the development of these critical skills and its "real-life" approach to the free-market system have earned it praise from the business community. Not surprisingly, small business assistance professionals appreciate REAL's emphasis on planning and the fact that the REAL class serves as a ready support network for entrepreneurs as they undertake the complex and stressful process of creating new ventures. From a public policy viewpoint, as large corporations across America downsize and small businesses contribute more significantly to economic growth, it is essential that entrepreneurship and small business management knowledge and skills -- and their direct application -- be an integral part of any high school or community college's "school-to-work transition" program. And, in a time of scarce resources, rather than "reinventing the wheel," REAL partners with existing institutions -- local schools, business communities and small business assistance networks -- to create a coherent approach to rural education and development. REAL programs are implemented locally by a partnership between high schools or community colleges and a state-level REAL organization (e.g., Oklahoma REAL Enterprises), which supports teachers and students locally and coordinates the implementation of REAL in that state. These state chapters are in turn supported by REAL Enterprises, a national non-profit charged with serving REAL at the state and local level through a variety of means. Together, REAL Enterprises Service Corps Planning grant proposal, p. 8 national REAL and state-level REAL organizations provide participating schools with these services and products: professional development for teachers, administrators and community volunteers in the areas of experiential teaching and enterprise development, delivered through a yearly national REAL Institute and periodic state-level in-service seminars; curriculum and resource materials, including the REAL Entrepreneurship Curriculum Guide, a unique guide to teaching entrepreneurship in an experiential manner, complete with over 120 group and individual activities, including exercises which introduce students to all levels of technology (from using a fax machine to manipulating computer spreadsheets); funding for student enterprises either through capital controlled by state level REAL organizations (e.g., NC REAL Enterprises Revolving Loan Fund) or accessible to REAL participants (e.g., South Dakota's Fast Start program); communication between and among teachers and students, via access to SERVE-Line (an e-mail and bulletin board system accessible to teachers nationwide) and through quarterly editions of The REAL Story, with national coverage and state-generated inserts; and evaluation services provided through a comprehensive set of instruments that measure the impact of REAL on participants' entrepreneurial activity, knowledge and skills, capture demographic data about them, and track their progress after completing the course. Consistent with its broad-based appeal, REAL has received awards and recognition from a wide range of sources. REAL programs throughout the Southeast -- and particularly Edna Purvis' class in Swainsboro, Georgia where students have developed services and products as varied as a delivery service for elderly shut-ins, a bakery, and a t-shirt screen-printing business -- were cited in "Sharing Success in the Southeast: Promising Service-Learning Programs," developed by SERVE (SouthEastern Regional Vision for Education, the federally funded regional laboratory REAL Enterprises Service Corps Planning grant proposal, p. 9 dedicated to serving K-12 institutions in the six southeastern states) with funding from the US. Department of Education's Office of Educational Research and Improvement (1993). REAL is an integral part of the state school-to-work plan in Vermont and REAL is a "model program" featured at planning conferences for the development of North Carolina's school-to-work plan. Recognizing REAL's economic development potential, local banks, successful entrepreneurs and Chambers of Commerce in North Carolina are helping the low-wealth schools with which REAL typically works to fund teachers' professional development costs and scholarships for low-income community college participants. The newly formed National Coalition for Empowering Youth Entrepreneurs named REAL Enterprises a Model Program for its effectiveness, sustainability and replicability in February, 1994, and two REAL students were elected as officers of NCEYE. The most important awards and recognition come, of course, from the participants whose words and actions tell us their lives have been enriched by the program. A few examples: Jimmy Taylor, a Rocky Mount, NC community college student who, with funding from North Carolina REAL Enterprises, planned and opened a used book/comic book store, stocked it with his substantial personal collection and left his full-time job as a supermarket manager to realize his dream of running his own store; Kendra Austin, a Riverside High School (Chattaroy, WA) student who earned a $30,000 scholarship to study entrepreneurship at Johnson & Wales University based on her REAL experience implementing a business plan for an office supplies recycling venture in eastern Washington State; the parents of William Combs, a high school REAL student, who rallied around their son's effort to open a small engine repair service in a depressed, sparsely populated eastern North Carolina county dominated by large corporate farms because they've always wanted him to "have something of his own;" and the teachers who, at the July, 1993, REAL Institute, found new enthusiasm for the challenging and isolating task of teaching in a rural community: REAL Enterprises Service Corps Planning grant proposal, p. 10 --"The best professional two weeks of my life. I know I am a different person. Thank you." --"FANTASTIC. Hope I can do it justice in my school." --"I think everyone is leaving with a sense that 'we can do this' and know they have a good support structure of colleagues." -"...breath of fresh air for the education system." --"Great! What a way to teach!" --"Outstanding: most organized, exciting, educating, wonderful experience ever!" --"The best of any type of workshop or institute I've ever been a part of." Proposal for a REAL Service Corps President Clinton's bold expansion of national service through AmeriCorps offers a unique opportunity to build upon REAL's considerable successes to date and expand the program. In the next five years, we hope that programs in the eleven states currently implementing REAL can match North Carolina's promising effort to deliver REAL on a statewide basis. (This year 325 potential entrepreneurs (55% female and 43% African-American) are being trained through the 11 community colleges and 5 high schools now offering REAL in 18 of North Carolina's 95 rural counties. Additional expansion to nine new schools and community colleges in the 1994-95 school year will expand NC REAL's scope to a third of rural North Carolina.) We have also targeted specific areas of the REAL program for refinement and improvement. REAL program coordinators have made heroic efforts to meet the growing demand for REAL, but they are, for the most part, inadequately staffed to accomplish the dual challenge of providing solid support for local teachers and students while undertaking required organizational development -- fundraising, networking, reaching out to new schools and building an effective Board of Directors. REAL teachers and students have expressed the need for better coordination with and utilization of community volunteers eager to assist with REAL at the local level. REAL teachers REAL Enterprises Service Corps Planning grant proposal, p. 11 frequently lack the time and experience to make effective use of Community Support Team volunteers; similarly, entrepreneurial opportunities in the national priority areas of human needs and the environment beg for more attention and development. Too often, teachers have their hands full just meeting the demands of their teaching schedule and responding to the needs of their REAL students. Washington REAL Enterprises has piloted a possible strategy for addressing the need teachers have expressed for classroom help. An Eastern Washington University School of Education student majoring in business education served during the past school year as an intern at Lakeside High School, in Nine Mile Falls, WA. The internship benefited the REAL teacher, Scott Jones, and the intern, who joined Scott at REAL in-service training seminars and became enthusiastic enough about REAL to want to bring it to the school where he is eventually employed. As a result of this pilot, Washington REAL has begun a project with Eastern Washington University to ensure that business education interns are informed about REAL. With the help of AmeriCorps, we hope to expand this promising local experiment into a national program of service within REAL Enterprises. The mission for which we are requesting a 9 month planning grant is to prepare for expanding the geographic scope and improving the effectiveness of the REAL program through the addition of two categories of AmeriCorps participants beginning in June, 1995: college graduates with education degrees (1 per REAL school/community, a projected total of 75) who will be assigned to REAL teachers as "teaching partners" with responsibility for: -- sharing the duties of teaching and facilitating activities in the REAL classroom, supporting the primary instructor and developing their own teaching skills; -- coordinating community volunteer involvement in REAL classes; -- surveying local small businesses to identify and match mentors to REAL students; and REAL Enterprises Service Corps Planning grant proposal, p. 12 -- assisting the instructor and students with the community analysis process and identifying opportunities for the creation of service enterprises that could be undertaken by REAL students. pairs of professional school graduates (typically one Masters of Business Administration (MBA) and one Masters of Education (M.Ed.) recipient) who will be assigned to each state REAL organization (2 per state for a total of 24) with responsibility for: -- providing on-site support to instructors and AmeriCorps "teaching partners;" -- coordinating REAL teacher professional development on the state level; and -- undertaking outreach to new communities, with the goal of developing clusters so that AmeriCorps "teaching partners" can serve multiple communities. The specific objectives for the planning phase will be to: 1. ensure local community input in planning how and where to place 100 Americorps "teaching partner" and professional participants in the 12 states and 75 local communities expected to be implementing REAL as of June, 1995, and 2. develop a successful recruitment, training, support and evaluation process for AmeriCorps "teaching partner" and professional corps participants. Planning process: What is the anticipated planning process? What tasks will be carried out, and what is the timeline? Two important factors have contributed to REAL Enterprises' success to date: 1. our continued reliance on local teachers and students for leadership of, and guidance and feedback about, the implementation of the program. This close collaboration between REAL organization staff and REAL participants ranges from the mundane (the design of application and evaluation forms) to the highly technical (involving "mentor teachers" in the planning and implementation of the REAL Institute). 2. our willingness to "dive in and try" a particular approach, learn from the experience, reflect upon its lessons, and refine the process. Such an experimental approach is necessary when REAL Enterprises Service Corps Planning grant proposal, p. 13 developing a program that continually charts new ground. It was through this approach that the founding REAL states of Georgia, North Carolina and South Carolina developed our current focus on microenterprise lending (having learned that larger businesses and loans were not conducive to a successful educational or economic development outcome) and created the Curriculum Guide (having learned that teachers want flexibility but need some framework for teaching the REAL course). We expect to use this same two-pronged approach with the planning grant. At the same time that we will be gathering and analyzing teachers' and state program consultants' needs and organizing the process of effectively and efficiently placing AmeriCorps participants in REAL communities, we propose to field test a "teaching partner" in two communities and a pair of professional school graduates in two states. We are extremely enthusiastic about the opportunity to expand and improve REAL through a partnership with AmeriCorps, and we know we need both the full participation and support of those implementing REAL on the local level and the chance to experiment on a small scale up front in order to make the best use of this opportunity. We seek a chance to plan this initiative carefully, because the potential for the students and communities served by REAL Enterprises and for AmeriCorps participants is great. AmeriCorps participants who are college graduates with education majors will benefit from intensive, progressive professional development and the opportunity for a focused apprenticeship in their chosen career. We hope their experience will convince them to become REAL teachers. The AmeriCorps professional corps pairs will benefit from a first-hand opportunity to witness the marriage of business and education, and we hope they will stay on to staff the REAL state-level organization to which they've been assigned as it grows and achieves greater scope and impact. The proposed 9 month planning effort (September, 1994 - May, 1995) will include the following steps: (by September, 1994) Pilot the idea: hire 4 AmeriCorps professional corps (2 each for two states) and 2 AmeriCorps participants (1 each for two communities within those REAL Enterprises Service Corps Planning grant proposal, p. 14 states) in order to learn how best to identify, train, support and evaluate them in state REAL organizations and in local REAL programs. These participants would be placed in REAL organizations in West Virginia and Washington. (by September, 1994) Hire a national service coordinator for REAL Enterprises who will be responsible for implementing the remaining action steps of the planning grant. (See "Principal Staff" under (c) below for a description of the national service coordinator's position.) (September - October, 1994) Carefully assess local school needs: At existing and prospective REAL sites, determine what roles AmeriCorps "teaching partners" can play and what strengths are needed at particular sites. For example, School A might need a "teaching partner" strong in business education since the REAL teacher there does not have strong business skills; achieving ethnic diversity might be School B's primary need. REAL teachers and local Community Support Team members from each site would be primarily responsible for determining their needs. (July - October, 1994) Carefully assess REAL state organization needs: Since not all MBA's and M.Ed.'s are created equal, we need to assess the roles individual REAL state organizations need AmeriCorps professional participants to play. For example, State X may need an MBA with non-profit revolving loan fund experience and an M.Ed. with curriculum and instruction strengths, while State Y needs an MBA with marketing expertise and an M.Ed. with a concentration in administration. (November, 1994 - May, 1995) Develop and implement a recruitment plan for AmeriCorps "teaching partner" and professional participants, based on the needs identified by local schools and state REAL organizations. We would seek to attract "the REAL Enterprises Service Corps Planning grant proposal, p. 15 best and the brightest" participants possible, utilizing the national recruitment system where possible and learning from the recruitment successes and challenges of organizations such as Teach for America and the MBA Corps. (March - April, 1995) Apply for an AmeriCorps operating grant to implement this plan. (April - May, 1995) Develop a training, support and evaluation plan for the participants which accomplishes three basic objectives: -- familiarize/integrate them with the needs of REAL communities, REAL students, teachers, state-level coordinators and volunteers; -- build a sense of solidarity between and among AmeriCorps "teaching partner" and professional participants; and -- by providing meaningful job experiences, strengthen their commitment to utilize their training to benefit areas in need. Potential support strategies following orientation might include: identification of "host" Community Support Team members; visits to states piloting the service corps and visits with successful REAL teachers and students; on-going in-service training within and across states (bi- monthly within states, quarterly on a national basis); cross-training site visits within and among states; and electronic mail and toll-free (800) telephone access to state REAL organizations and REAL's national service coordinator. The evaluation of service participants would be the responsibility of teams composed of participants' customers and supervisors. Professional corps participants would be evaluated by a team composed of the state REAL program coordinator and the teachers and students served by the professional participants. AmeriCorps "teaching partners" would be evaluated by a team REAL Enterprises Service Corps Planning grant proposal, p. 16 composed of the REAL state program coordinator and the teacher, Community Support Team members and students served by the "teaching partner." The term of service for REAL AmeriCorps participants would begin at the June, 1995 REAL Institute with orientation and placement. Community Involvement. Who (prospective participants, representatives of the community served, community-based agencies with a demonstrated record of experience in providing services, and labor organizations) will be involved in the planning process? How will the group reflect the community to be served? As mentioned above under "Planning Process," REAL teachers and Community Support Team members at the local level will be primarily responsible for determining the needs of their communities and describing the role to be served by an AmeriCorps "teaching partner." State REAL program coordinators and their Boards of Directors will develop the profile of the Professional Corps participants needed in their states. In addition to these partners, we will seek the perspective of community leaders and resources (e.g., church leaders, planning agencies, environmental and community development non-profits) with a knowledge of the human and environmental needs of the states and local communities where REAL operates. Their input will be used to identify a "laundry list" of potential projects that would be helpful in addressing the challenges these communities face. (c) Institutional and personnel information. Describe the qualifications of the administering entity and the program leadership. Institutional strengths. What is the entity's past experience and track record in designing new programs? The implementation of the REAL idea began in the mid 1980's in North Carolina and Georgia, and REAL Enterprises (the national organization tying state and local REAL programs together as a "federation") was incorporated in 1990. As non-profit entrepreneurs, we have rich experience in designing new programs. Indeed, one of our greatest strengths as a program is REAL Enterprises Service Corps Planning grant proposal, p. 17 responding to the needs of rural communities, teachers and schools by developing new strategies to meet the needs of our "customers." Our success begins with devoting organizational energy to careful needs assessment and incorporating participant feedback into our work. Feedback is gathered through on-going surveys and assessments, as well as periodic "Lessons Conferences" designed to gather input from a broad spectrum of participants and stakeholders. Thanks to this process, we have been able to modify REAL in several important ways: adding "adult" REAL through community colleges in response to strong interest displayed by communities seeking to meet the entrepreneurial education needs of their adult populations; instituting teacher and Community Support Team (volunteer) training, as well as a "Team Building Session" permitting school staff in a position to support REAL teachers (e.g., principals, vocational directors, guidance counselors) to assist in planning REAL implementation; developing a REAL Entrepreneurship Curriculum Guide in response to teacher requests for more direction about course structure; and partnering with key agencies to further the program's goals in a cost-effective and efficient way. Examples include partnering with SERVE to provide electronic mail access and with the Microenterprise Loan Program in North Carolina to provide funding for student enterprises. We view the chance to partner with AmeriCorps as a way to continue our on-going commitment to meeting the needs of REAL participants. REAL Enterprises Service Corps Planning grant proposal, p. 18 Principal staff: What is the program director's background, experience, and major accomplishments in designing new programs? If one has not yet been hired, what qualifications must the candidate fulfill? We plan to hire a national REAL service director to lead the planning grant activities outlined above on pp. 14-16. The successful candidate for the position should have demonstrated knowledge and experience in the field of education and/or small business development and the capacity to embrace the philosophy and methodology of REAL. Experience working as or with service participants would be an asset. The director must be able to efficiently assess the REAL program and its needs and be able to create a structure by which participants are placed. For this, he or she will need facility with strategic planning and the ability to assess people's strengths and weaknesses. The director will be responsible for "selling" the opportunity to prospective participants and therefore should be comfortable in the role of presenter/promoter. The job will involve a moderate amount of travel, and the candidate should be able to adapt to that and other stresses of a fast-paced work environment. Excellent writing, record-keeping, and organizational skills are a must in order to ensure the appropriate use of funds and documentation of the planning process. The director must have the vision necessary to design appropriate training and support for participants, using the pilot sites as the basis for that vision but anticipating other needs as well. Finally, the director should be willing and able to collaborate with REAL staff in several states, working independently but attuned to growth within the program. While we plan to advertise for this position, a likely candidate is Gair Roberts, Associate Director of NC REAL Enterprises since 1992. She earned a BA in English and an MA in teaching from the University of North Carolina at Chapel Hill, where she was a Morehead Scholar. As Volunteer Services Coordinator at North Carolina Memorial Hospital she recruited, trained, supervised, and evaluated 350+ high school and college volunteers each semester. Ms. Roberts taught secondary English for four years in North Carolina. Her experience there included a lead role in implementing the Paideia program (an interdisciplinary approach to the humanities based on the Socratic seminar method) in Wake County and developing curriculum for alternative education, REAL Enterprises Service Corps Planning grant proposal, p. 19 summer school, and Paideia courses. Her responsibilities at NC REAL Enterprises include teacher training, on-site support for schools and community colleges implementing REAL, curriculum development, and the writing and editing of publications. REAL Enterprises principal staff who would be involved in implementing the planning grant and REAL's partnership with AmeriCorps would be Dr. Paul F. DeLargy, President and Executive Director, and Richard S. Larson, Associate Director. Dr. DeLargy began his long and distinguished career in education as an elementary school teacher and administrator and a professor of educational administration. Since the early 1970's, Dr. DeLargy has been a leader of the community education movement nationally; since 1984 he has been involved in implementing and promoting REAL in Georgia and across the United States. He is primarily responsible for promoting the organization nationally, managing relations with state-level REAL programs, and overseeing the implementation of REAL's internal evaluation system. He is currently directing a comprehensive evaluation of REAL funded by The Pew Charitable Trusts. Dr. DeLargy has had significant experience in promoting and facilitating volunteers in educational and community settings. As a primary school principal in the Clarke County, GA school system, he headed a parent volunteer program that was recognized as the Outstanding Service program in Georgia for 1972. He directed the Red Cross volunteer program in Liberty, GA. As state director of the Georgia Center for Community Education, his main objective was to help develop volunteer programs in schools and communities. A National Community Education Associate, he has received numerous Georgia and national awards, including the 1990 National Distinguished Service Award. He earned his Ed.D. in Educational Administration from the University of Georgia, his M.Ed. in Elementary Education from Georgia Southern University, and his B.A. in Economics from the University of Florida. Richard S. Larson joined North Carolina REAL Enterprises as Associate Director in 1988. He has served as Executive Director of NC REAL since 1990, and in 1993 became Associate Director for national REAL Enterprises. He has overseen NC REAL's expansion from its experimental pilot phase to its current level of operations in 1/3 of North Carolina's rural counties REAL Enterprises Service Corps Planning grant proposal, p. 20 and has been successful in stabilizing the organization's funding through contracts with the North Carolina Departments of Public Instruction and Community Colleges. His current national REAL responsibilities include continued development of the REAL Entrepreneurship Curriculum Guide, leadership of the annual REAL Institute and direction of REAL's strategic planning process, which is being undertaken with the help of Replication Program Services, Inc. through a grant from The Pew Charitable Trusts. Prior to joining REAL, Mr. Larson worked for the Cummins Engine Company in Seymour, Indiana and Whitakers, North Carolina, where he participated in upgrading an assembly line, served as advisor to a newly formed team of shop floor inventory control technicians, designed inventory systems, and streamlined the financial reporting process for three machining operations. He has also worked as a consultant to small businesses, and served as a VISTA volunteer with Carolina Action in Greensboro and Charlotte, NC, where he was a community organizer helping low and moderate income communities address neighborhood, municipal and statewide problems and issues. He is a Phi Beta Kappa graduate of Amherst College, where he earned a B.A. in History & French. He received a Masters of Public and Private Management from the Yale School of Organization and Management. Please attach the Budget Narrative to this page. Instructions for this form are on page 27. Applicant Name: REAL Enterprises Program Name: REAL Enterprises Service Corps Planning Grant Aggregate X Program (if applicable) Corporation Share (CNCS) Grantee Share Total Funds Requested Other Federal/State/ Total Program A. PARTICIPANT SUPPORT COSTS from the Corporation Local/Private Funds Funding Training and Education $14,500 + 0 $14,500 = Uniforms (please specify in Budget Narrative) Other 5,000 5,000 Subtotal 19,500 19,500 B. STAFF Salaries 32,652 5,209 37,861 Benefits 9,469 1,511 10,980 Training 3,000 0 3,000 (please specify in Budget Narrative) Other Subtotal 45,121 6,720 51,841 C. OPERATIONAL Travel 26,490 5,000 31,490 Transportation Supplies 1,800 0 1,800 Equipment 2,500 0 2,500 BUDGET FORM AMERICORPS NATIONAL DIRECT APPLICATION (please specify in Budget Narrative) Other 5,000 12,000 17,000 Subtotal 35,790 17,000 52,790 D. INTERNAL EVALUATION MONITORING 5,000 5,000 10,000 E. ADMINISTRATION 7,000 9,655 16,655 (may not exceed 5% of Corporation funds, A-F) (in dollar amounts) Total A-E 112,411 + 38,375 = 150,786 Percentages 75 % + 25 % = 100% (Corporation maximum 75% + Grantee minimun 25% - 100%) 35 F. OTHER PARTICIPANT SUPPORT COSTS Number of Corporation Share Grantee Share Total Participants (maximum 85%) (minimum 15%) 100% 6 13,026 84,894 97,920 Living Allowance FICA and Workers' Compensation 0 7,718 7,718 Health Care* Alternative Health Care** 6,120 1,080 7,200 ($1,200 per eligible participant) Total (F) + = 19,146 93,692 112,838 Total (A-F) 131,557 132,068 263,625 Estimated Number Estimated Number Corporation Share Grantee Total of Children of Eligible Participants (maximum 100%) Share G. CHILD CARE 0 0 0 0 0 TOTAL (A-G) 131,557 132,068 263,625 BUDGET FORM AMERICORPS NATIONAL DIRECT APPLICATION Number of Amount per Total Participants Participant H. EDUCATION AWARDS Full-Time 6 $4725 28,350 Participants Part-Time Participants $2363 Total (H) 6 X 4725 = 28,350 . If grantee is utilizing current policy meeting minimum benefits for eligible participants. **If grantee is utilizing alternative health care policy to be made available. 36 BUDGET NARRATIVE REAL ENTERPRISES SERVICE CORPS Total PLANNING GRANT Corp. Grantee Program Share Share Funding A. PARTICIPANT SUPPORT COSTS (For total of 4 Prof. Corps and 2 AmeriCorps) Training and Education Attend 2 mtgs. w/REAL nat'l service coordinator 3,300 0 3,300 (3 part's travel for each mig. @ avg. $300 airfare + lodging/subsistence/mtg. room for 6 part. @ $100/day/part. X2 days x 2 mtgs.) Attend 2 REAL state in-service seminars 2,400 0 2,400 ($100/day/part. for lodging/subsistence/mtg. room for 6 part. X 2 days X 2 mtgs.) (Prof. corps only) Attend 2 REAL prog. coord. mtgs 2,800 0 2,800 (4 part's travel for each mig. @ avg. $300 airfare + lodging/subsistence/mtg. room for 4 part. @ $100/day X2 days x 2 mtgs.} Attend education/economic development/skills devel. seminars/conferences 6,000 0 6,000 {$1000/part. x 6 part.) Other Laptop computers & fax modems for Prof. corps participants 5,000 0 5,000 (1 unit/pair of prof. participants @ $2,500/unit} Subtotal 19,500 0 19,500 B. STAFF Salaries REAL National Service Coordinator 30,000 0 30,000 {100% time for 9 mo. @ $40,000/yr.) Project Director salary 0 5,209 5,209 {15% time for 9 mo. @ $46,305/yr.) Support staff 2,652 0 2,652 {20% time for 9 mo. @ $17,680/yr.) Benefits 9,469 1,511 10,980 [@29% of sal's for FICA Match, SUTA, Work. comp., var. fringe acct., pension) Training for REAL Nat'l Service Coord. & Proj. Director in areas of 3,000 0 3,000 volunteer coordination, visits to MBA Corps, Teach for America {$1,500/person Subtotal 45,121 6,720 51,841 C. OPERATIONAL Travel Nat'l Service Coord. visits to participant worksites 1,240 0 1,240 {2 visits @ $300 airfare + lodging/subsistence @ $80/day X 4 days} Nat'l Service Coord. attend mtgs. with participants 1,000 0 1,000 (2 mtgs. @ $300 airfare + lodging/subsistence/mtg. room @ $100/day X 2 days} Nat'l Service Coord. recruiting trips 4,250 0 4,250 (5 trips @ $400 airfare + lodging/subsistence/mtg. room @ $150/day X3 days/trip) National mid-year conference of REAL teachers, state prog. coord.'s to assess individual school/teacher and state needs {50 teachers/prog. coord. @ $300 airfare + lodging/subsistence/mtg. room @ $100/day X2 days 20,000 5,000 25,000 Supplies Postage, copying, office supplies (for Nat'l Coordinator, prof. corps @ $200/mo. 1,800 0 1,800 (for Nat'l Coordinator, prof. corps, teaching partners @ $200/mo. X 9 mo.) Equipment Laptop computer & fax modem for Nat'l Service Coordinator 2,500 0 2,500 (1@ $2,500/unit) Other REAL Service Corps recruiting video & materials 5,000 12,000 17,000 (Video @ $15,000 + brochures/applications @ $2000} Subtotal 35,790 17,000 52,790 D. INTERAL EVALUATION MONITORING Supplement existing evaluation contract to address service component 5,000 5,000 10,000 {$10,000 amendment to $80,000 contract} Subtotal 5,000 5,000 10,000 E. ADMINISTRATION Project Director salary 0 5,209 5,209 {15% time for 9 mo. @ $46,305/yr.} Benefits 0 1,511 1,511 (@29% of sal.'s for FICA Match, SUTA, Work. comp., var. fringe acct, pension) Project Director visits to participant worksites 0 920 920 (2 visits @ $300 airfare + lodging/subsistence @ $80/day X 2 days} Indirect costs (office rent, acctg., depr., insurance) 7,000 2,015 9,015 {36% (pro-rated based on salaries) of $33,390/yr. X.75) Subtotal 7,000 9,655 16,655 5% Total A-E Total A-E 112,411 38,375 150,786 Percentages 75% 25% 100% Percentages F. OTHER PARTICIPANT SUPPORT COSTS # of Corp. Share Grantee Sha Total Living Allowance Participants (max. 85%) (min. 15%) Professional corps 4 0 75,000 75,000 (4 participants @ $25,000/yr. x .75 yr.) AmeriCorps "teaching partners" 2 13,026 9,894 22,920 (2 participants @ $15,280/yΓ. .75 yr.) FICA and Workers' Compensation 0 7,718 7,718 {.0765 X sal.'s + 35% X $650 W.Comp. insur. policy} Alternative Health Care 6,120 1,080 7,200 {$1,200/participant for 6 participants) TOTAL (F) 19,146 93,692 112,838 TOTAL (A-F) 131,557 132,068 263,625 G. CHILD CARE 0 0 0 TOTAL (A-G) 131,557 132,068 263,625 H. EDUCATION AWARDS Number of Amount per Participants Participant Full-Time 6 4,725 28,350 Participants Part-Time Participants TOTAL (H) 6 4,725 28,350 CERTIFICATION Note: This form must be signed and included in the applicaton. SIGNATURE Before You Start. Before completing certification, please read Certification Instructions, page 30. SIGNATURE. By signing this Certification pate, the applicant certifies that it will agree to perform all actions and support all intentions stated in the Certification sections in part III of this application. The three Certifications are: Certification: Debarment, Suspension, and Other Responsibility Matters. Certification: Drug-Free Workplace Certification: Lobbying Activities Organization Name: REAL Enterprises, Inc. Project Name: REAL Enterprises Service Corps Planning Grant Name and Title Dr. Paul F. DeLargy, President of Authorized Representative: Richard S. Larson, Associate Director 4/28/94 Signature: Robel 5. Date: April 28, 1994 ASSURANCES Note: This from must be signed and included in the application. SIGNATURE By signing this assurances page, the applicant certifies that it will agree to perform all actions and support all intentions stated in the Assurances on page 28. Organization Name: REAL Enterprises Project Name: REAL Enterprises, Service Corps Planning Grant Name and Title Dr. Paul F. DeLargy, President Richard S. Larson, Associate Director of Authorized Representative: Signature: Paul liked 8/08 the Lungy 4/28/94 ASSURANCES & CERTIFICATION SIGNATURE FORM AMERICORPS NATIONAL DIRECT APPLICATION Date: April 28, 1994 39

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contentType	document
collections	Records of the Office of National Service (Clinton Administration) AmeriCorps Files
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naId	348832723
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otherTitles	311842741-20130661F-Seg3-021-013-2023
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