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Three Chicago nonprofit organizations to receive investments totaling nearly $3 million

By Feature, Programming

By Mary L. Datcher, senior staff writer, Chicago Defender

Chicago Beyond announced the winners of its first-ever innovation challenge and will present three nonprofits with investments that total nearly $3 million overall. Launched by Chicago Beyond in April, the GO Innovate challenge sought early-stage ideas that offer innovative programming in two areas: Supporting College Matriculation and Graduation; and Reengaging Youth in Work and School.

For each winning organization, Chicago Beyond is also funding a research partnership with the University of Chicago’s Urban Labs to evaluate the impact of each investment. Every investment recipient has worked with Chicago Beyond and Urban Labs to develop a unique research question that will allow detailed study of the program and better understanding of what works, in order to positively impact a greater number of young Chicagoans and increase the field of knowledge in these topic areas.

More than 200 organizations applied for the first innovation challenge. Applications were reviewed by the Chicago Beyond team and finalists were selected by two independent selection committees which were formed for each topic area.

“Our first innovation challenge brought out some of the best and most innovative ideas in programming to help our city’s youth succeed in school and in life,” Chicago Beyond Managing Director, Liz Dozier, said. “There is no shortage of passion for and commitment to the young people of Chicago. We are grateful for the opportunity to present these three organizations with investments to not only reach more young Chicagoans immediately, but to learn from and share our research outcomes in order to have a greater impact on the future of our youth nationwide.”

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MacArthur, Chicago Community Trust create low-interest loan program for nonprofits

By Feature

By Lisa Bertagnoli, reporter, Crain’s

Chicago Community Trust and the John D. and Catherine T. MacArthur Foundation earlier this year introduced what they say is a win-win for Chicago’s philanthropic community: A way for charitably minded investors to participate in a local social-impact fund and a way for area nonprofits and social-enterprise companies to access $100 million in long-term, low-interest loans.

The program, called Benefit Chicago, is unique in the country and is the city’s most ambitious social-impact investing tool to date, said Julia Stasch, president of MacArthur Foundation. “It is the first-of-its-kind collaboration among a community foundation and global private foundation with a deep commitment to its hometown,” Stasch said.

It is designed to meet what research has shown to be a $100 million need for capital over the next five years among area nonprofits and social-enterprise companies. It will also satisfy investors’ desire to make investments with “meaningful social, economic and environmental impact,” the release announcing Benefit Chicago said.

The program is set up for an initial 15-year run. If successful, it could be emulated in other cities, Stasch said. The fund could also increase beyond $100 million. “It would be good to not see the unmet gap that we’re seeing today,” Stasch said.

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STEM education: in-school and out-of-school working together

By Feature, Programming

By Lynn Sygiel, editor, Charitable Advisors

Paul Ainslie and Bob Abrams have followed similar career paths. Both have had lengthy careers in the corporate sector – Ainslie at automotive-supplier Delphi and Abrams at engine-maker Cummins and other small businesses.

But that’s not all they have in common. Both now work for nonprofit organizations and each is charged with advancing science, technology, engineering and math – or STEM, for short. Abrams is Indiana’s Afterschool Network STEM coordinator and Ainslie is the managing director of I-STEM based at Purdue University.

Abrams and Ainslie are working together, helping to marry in-school and out-of-school STEM efforts. Both see limitless opportunities to expand and build upon in-school learning through flexible and engaging out-of-school programming and by connecting programs to community resources.

“The extension is to connect in-school and out-of-school STEM teachers, so that there is consistency. If they’re going to do a lesson in physical science in the STEM science class, there may be an after-school program that would align to that,” said Ainslie.

In the 21st century, many have rallied around STEM education, citing students’ need for greater scientific and technological literacy to function in today’s society and economy. Corporate leaders have worried about where the next generation of workers will come from with too few students seeing these disciplines as springboards for their careers.

Abrams and Ainslie say there is plenty of is exemplary STEM curriculum, but typically, the after-school approach has been more ad hoc, and they want to change that.

“So we’re doing that connecting by saying, ‘Let’s extend the learning on this science STEM topic to the after-school space,’” said Ainslie.

“What we’re trying to do is say to schools and after-school programs, ‘OK, this is working well in school, what can you do with the out-of-school program?” said Abrams.

What the duo has found in their travels around the state are willing communities, but what’s lacking are models. Their strategy is simple: Find programs doing that and share them as demonstration sites.

So far they have identified two programs, although they believe there are more out there.

Warren Township and Columbus each have an elementary school that has repurposed a computer lab as a STEM lab, and has a dedicated STEM resource person. Much like art, music and physical education, students rotate throughout the school day. Both see the potential of repurposing the STEM labs for after-school programming and connecting the in-school and out-of-school teachers.

“In Warren, the school is Liberty Park Elementary. It’s a Project Lead the Way-based STEM center and PLW did the training for that instructor. That’s the model. If you go with a strong curriculum, then training is part of it, too. And that’s got to be a key thing,” said Ainslie.

In the Columbus school district, according to Abrams, there is one school right now with plans to expand to others. The school uses a California-based program called Iridescent, which is an initiative that incorporates the cooperation of scientists and engineering experts as mentors.

“So Cummins in Columbus sends people in to lead particular exercises, but there is a dedicated teacher in that school who has gone through the training and leads that program,” he said.

Corporations are interested in supporting these types of efforts.

Ainslie has been working with Eli Lilly and Company and its Science Coaches program, which has 85 professionals, working in classrooms, primarily K-8. He said there is interest from Rolls Royce, Roche and Cummins, too. It’s an opportunity to get STEM professionals into the classroom to provide expertise without an impact on school budgets.

“There are a number of corporate partners that are interested in helping out, but they see the recent landscape being random acts of STEM. They’re good individual activities, but sustainability is questionable. So if we can demonstrate a sustainable, self-generating structure that works, I think we have something that people will invest in,” said Abrams.

Both Abrams and Ainslie provide professional development for educators. While schools already have academic standards, the Indiana Afterschool Network has developed specialty standards in multiple areas, including STEM. Indiana’s 38 standards serve as a framework for after-school programs. An online strengths-based self-assessment tool, it helps K-12 after-school programs rate their performances.

“Indiana has actually been recognized as a leader in out-of-school standards, including the STEM standards. Indiana was the first to focus on specific topics, and the STEM standards have become sort of the standard for the country,” said Ainslie.

What both acknowledged, however, is that there is a lot of variability in the focus on STEM and the quality of the STEM programs.

Since 2013, the Indiana Afterschool Network (IAN) has been collecting data through self-reporting. In its online mapping database, 992 programs are now registered, and of those, 44 percent offered STEM programming. IAN estimates that the current database represents about a third of the programs statewide.

While both provide professional development, Abrams said after-school is challenging for multiple reasons, specifically staffing.

“It doesn’t pay much, there is high turnover, and it doesn’t have an accreditation process. So finding people who are interested, motivated, skillful and being able to retain them is a real challenge,” he said.

“It gets into how well-prepared are the educators who are running the STEM programs. Are they just doing ‘gee-whiz’ activities that they learned on YouTube or are they actually talking about learning, and checking for student understanding?” said Ainslie.

Having the materials is good, but educators need to be prepared to assess learning and still make it fun. It’s the difference between having just an experience and having a quality STEM experience. Both want students both in- and out-of-school programs to have full discussions about their STEM experiences, which includes explaining what they observed, discussing what they learned and how they might do it differently.

“That sort of full discussion that we try to encourage educators and teachers to have doesn’t always happen in after-school. Sometimes it’s making a volcano, ‘Wasn’t that cool? What do we do tomorrow?’ It’s not the complete quality science experience that we want kids to have,” said Ainslie.

Both realize, too, that time spent in after-school programs is short. Programs must make time for snacks, homework and physical activity.

And the number of Hoosiers enrolled in after-school is only 11 percent with the majority on the elementary school level.

So they have a plan.

Warren Township school district educators have been providing feedback and believe it is better to have focused, time-limited activities, like a space camp for three weeks.

“We feel if there are focused short-period activities, like a weeklong Makerspace programming and it’s publicized, it may introduce more families to after-school opportunities that they aren’t aware of,” said Abrams. “Makerspace staff will come to the site and parents can make sure their kids are there.

“If you schedule STEM every day from 4 p.m. to 5 p.m., half the people are gone by 4:45, except for a couple who stay until 6 p.m.,” said Abrams.

There are also programs such as IndianaFirst robotics, STEM Scouts and coding activities that are gaining momentum because they’re viewed more like camps.

For someone thinking about starting an after-school STEM program, Abrams and Ainslie have some advice. Find resources partners, schools and business that want to be partners. Define the skills and curriculum and how you will train teachers. Recognize what you’ve got to start with, what can you build on, so you don’t have to start from scratch. Find people who are interested, motivated and skillful.

“It’s a three-legged stool. I mean, it’s in-school, out-of-school and community partnerships,” said Ainslie.

Indiana legislation to watch: After-school funding bill

By Feature, Programming

By Lynn Sygiel, editor, Charitable Advisors

Last year, 11 percent of Indiana young people took part in after-school programming. That is below the national average of 18 percent.

While before- and after-school programs serve nearly 45,000 Indiana children each day, they often operate with limited and patchwork funding from diverse public and private sources.

But that may be changing.

In the 2016 legislative session, Sen. Dennis Kruse, R-Auburn, authored Senate Bill 251, the Out-of-School Learning Fund, to create a fund to give schools grants to pay for programs before and after school and create an advisory board to make recommendations about the fund to the Indiana Department of Education.

The bill was sponsored by Rep. Robert Behning, R-Indianapolis, Rep. Vernon Smith, D-Gary, and Rep. Woody Burton, R-Whiteland.

The bill passed both chambers and was signed by Gov. Mike Pence. It established an out-of-school learning advisory board for a three-year period. The advisory board is required to make an initial report on existing programs and recommends policies, procedures, funding levels and eligibility criteria to the General Assembly before Nov. 1.

“The after-school topic got on the agenda last year in the legislature, and the education committee under the guidance of Senator Dennis Kruse for the first time said, ‘Hey, let’s take a look at after-school education,’” said Bob Abrams, Indiana’s After-School Network STEM coordinator.

“Where it’s going to lead in this budget year, I don’t know, but for the first time, it was discussed,” said Abrams. “There are states around the country – Oregon, California and Maryland — where after-school programming is a line item in their state budget.”

“I’d say that for the initial foray into the legislature, it went really well,” said Paul Ainslie, managing director of I-STEM based at Purdue University.

“It isn’t just STEM. In fact most of it is really safety and security for kids after school. We don’t have that many kids in after-school programs, and quite frankly, there’s a lot of kids at risk because of that during that 3 to 6 p.m. after-school time.

“So I think that’s part of what’s being recognized,” he said.

STEM programs

By Feature, Programming

Here is information about four programs that have grown in participation in Indiana for after-school students.

IndianaFIRST, a nonprofit founded in 2001, is a growing robotics program in the state for K-12 students. This year at the high school level there are plans for three district competitions, with a final pool of 32 state finalists competing at the 2017 Indiana State Championship at Huntington North High School.

Contact: Renee Becker-Blau, executive director
http://www.indianafirst.org/

STEM Scouts, a national pilot program from the Boy Scouts of America, is focused on fun ways for girls and boys in grades 3-12, to learn more about science, technology, engineering and mathematics. STEM Scouts offers a scouting experience with less emphasis on the outdoors. There are labs around the state.

Contact: 317-813-7125
Address: 7125 Fall Creek Road North, Indianapolis, IN 46256 Email: stemscoutsindy@scouting.org
https://stemscouts.org/find-a-lab/council/1/indianapolis/#labs

1st Makerspace: A program just gaining traction. Begun in 2015, it connects formal and informal learning by providing hands-on “making” opportunities to enrich and add value to education in the STEM areas.

Contact: Kim Brand, president
Address: 1010 E. Michigan St.; Indianapolis, IN 46202
http://www.1stmakerspace.com/for-educators

CoderDojo: CoderDojo Indiana (CDI) is a regional partnership formed by the TechPoint Foundation for Youth, the CoderDojo Foundation, and coding clubs throughout the state. Initial funding for this program was provided through a partnership with Eleven Fifty Academy. CDI focuses both on helping to grow new CoderDojo sites as well as strengthening existing ones.

Contact: Courtney Lambert, CoderDojo State Coordinator
Address: 5255 Winthrop Ave. #150; Indianapolis, IN 46220
https://www.techpointyouth.org/coderdojo/

Five steps to overcoming high employee turnover

By Sponsor Insight

By Matt Jarzynski, vice president of human resources, Synergy

Employee turnover presents a complex challenge to any organization. The reasons behind it are vast and the consequences are significant. And when you’re in the HR hot seat, it’s your job to face the terminations, resignations and retirements before they risk affecting your company’s productivity, morale and bottom line.

But if the rate at which people are leaving is on the rise, you’re also faced with the challenge of overcoming high employee turnover.

Getting behind the stats

If you’re like most companies, we’re guessing you have a fairly straightforward ratio percentage that represents turnover. Average ratios vary wildly from industry to industry, but you should have a handle on what works best for you and your organization. The problem is, once that ratio gets uncomfortably high, a simple statistic isn’t going to give you enough information to be able to resolve it.

The first step to overcoming high employee turnover is to understand why that turnover exists in the first place, and the only way to do that is by digging into the details. Behind that straightforward turnover ratio, can you determine what fractions represent different types of resignation or terminations? Is there a trend behind which department people are leaving from the most? Are people leaving for personal reasons like spousal relocation or family matters? Or are they quitting because they’re burned out or suffering in a toxic work environment?

The answers to these questions depend upon asking people why they’re leaving. From there, you can begin to determine the larger problem at hand and exactly how you can resolve it. Because we can’t easily prepare for scenarios outside our control, the following steps make the assumption that people are leaving because of a problem you can actively influence.

Hiring more effectively

Sometimes resolving high employee turnover starts back at square one, with your hiring process. Bad hires can quickly lead to high turnover rates, whether in the space of just a few days or weeks or even months. The occasional bad hire is fairly inevitable, but if you notice a series of them, the problem likely goes deeper.

It may be that someone was hired too quickly because of an urgent opening, or that steps were skipped like reference checks or a full onboarding process. Or it might have been that the job description didn’t accurately describe the position and responsibilities the person was hired for. Or cultural fit might have been neglected, hiring someone with only a view of their technical skills.

Nailing down an effective recruitment strategy and hiring process can help you mitigate the risks and costs of high turnover down the line.

Continue reading: http://mysynergy.com/2016/05/10/overcoming-high-employee-turnover/

matt-synergy Matt Jarzynski has over 25 years of experience in human resources management and joined Synergy in 2002 after holding similar positions with two Chicago insurance brokerage companies. He served as vice president of human resources at Near North Insurance and as regional vice president of human resources for the Marsh & McLennan Companies, the world’s largest insurance broker. A native of Chicago, he began his human resources management career at Reliance Insurance, a national property and casualty insurance operation in Philadelphia. A graduate of DePaul University in Chicago with a dual major Bachelor of Arts degree in management and psychology, Jarzynski also holds the certification of senior professional in human resources (SPHR).

Presidential campaigns and philanthropy

By Sponsor Insight

By Bill Stanczykiewicz, director of The Fund Raising School, Indiana University Lilly Family School of Philanthropy

As Election Day approaches, nonprofit leaders might be worrying that the big money donated to the presidential campaigns will lead to smaller results in their nonprofits’ next fundraising campaigns.

That’s understandable since, according to American National Election Studies, 40 percent of Americans contribute to political candidates, parties or PACs. As the primary season concluded in mid-June, the Center for Responsive Politics reported that nearly $1.3 billion had been raised by individual candidates and super PACs to support various presidential contenders. This already is more than half of the total spent in 2012 by President Obama and Republican contender Mitt Romney, who raised and expended nearly $2.4 billion on their campaigns.

While these dollar amounts are substantial, campaign account receipts are subpar when compared with Americans’ philanthropic activity. According to Giving USA 2016, $373.25 billion was donated to nonprofits in 2015. Of that total, nearly $265 billion was provided by individuals.

In addition, an analysis of data of political and charitable gifts between the years 2000 and 2010 conducted by the Indiana University Lilly Family School of Philanthropy for Giving USA Foundation’s Spotlight revealed that “charitable giving constitutes 98 percent or more of all charitable and political giving combined.”

The report concluded, “Despite the increase in political donations in recent years, charitable giving by American donors far exceeds the total amount political organizations receive from political donors of all kinds.”

Importantly, while donor motivations vary, research and data indicate that most people do not reduce their charitable giving in favor of political contributions in a presidential or any other election year.

“I think that’s exactly right,” said Diana Aviv, chief executive officer of Feeding America, who serves as a visiting fellow at the Lilly Family School of Philanthropy.

Aviv added, “Generally speaking, people compartmentalize. For politics, they’re going to give so much, and for their regular philanthropy they’re going to give so much. If there’s a disaster or a crisis, they’ll give something else.”

That is why the Lilly Family School of Philanthropy advises simply: “Organizations should continue to ask for donations, even in election years.”

In fact, Giving USA data reveal that charitable giving increased – even after adjusting for inflation – in seven of the last eight presidential election years. The only exception: 2008, which was the beginning of the Great Recession.

Characteristics of political campaign contributors

While financial support for presidential or other political campaigns does not appear to decrease donations to charity, fundraisers can still benefit from knowing about the typical characteristics of political donors as they conduct fund development research and prepare for meetings with prospective donors.

For example, the Lilly Family School of Philanthropy’s report notes that households are more likely to contribute to a candidate for elected office or to a political party as the residents become older, have higher levels of education, are retired and have higher after-tax income. Households with children under the age of 18 are less likely to financially support a political campaign.

Interestingly, geography matters. Residents in Midwestern and Western regions of the United States are more likely to give money to a political candidate or cause, while people who live in rural areas are less likely to donate politically.

Gender distinctions also are evident. For example, a listing of the 2012 presidential campaign donations of $200 or more by the Center for Responsive Politics reveals that 62 percent of the donors were men who contributed 65 percent of the campaign cash.

And yet the data on individual donors also serve as a reminder of how the number of contributors to political campaigns is relatively very small when compared with philanthropy. Just under 550,000 individuals donated at least $200 to either Obama or Romney or their various supporting parties and organizations. Meanwhile, the latest wave of the Lilly Family School of Philanthropy’s Philanthropy Panel Study shows that 59.7 percent of Americans – in a nation of more than 300 million people – make charitable gifts each year. In fact, more Americans give than vote.

Perhaps you’ve arrived for a meeting with a prospective donor and discovered that she has a yard sign for a political candidate on her front lawn. Or maybe you’ve concluded a donor meeting and in the parking lot you see a bumper sticker for the donor’s favorite candidate on his car.

Fret not. Even if those signs reflect financial support for the candidate, research shows that political contributions do not detract from charitable giving. So keep asking!


 

bill-lillyschool Bill Stanczykiewicz is director of The Fund Raising School at the Indiana University Lilly Family School of Philanthropy. He previously served as president and CEO of the Indiana Youth Institute.

A version of this article appeared in The Chronicle of Philanthropy.

The Fund Raising School:  https://philanthropy.iupui.edu/professional-development/fundraisingschool/index.html

Indiana University Lilly Family School of Philanthropy: https://philanthropy.iupui.edu/

Helping young black males succeed

By Feature

By Lynn Sygiel, editor, Charitable Advisors

What’s in a name? A lot, according to Michael Twyman, the executive director of OpportunINDY.

Formerly called Your Life Matters, OpportunINDY began as a directive by former Indianapolis Mayor Greg Ballard to leaders of Indiana Black Expo and the Indiana Civil Rights Commission in 2014 to reduce the rising level of murders and violence that affected a high percentage of African-American males in Indianapolis.

At the time, 66 percent of the victims and 64 percent of the suspects were African-American males. Ballard asked Tanya Bell, president and CEO of Black Expo, and Jamal Smith, the civil rights commission’s executive director, to lead a violence prevention task force. Their team’s charge: Develop a plan to reduce crime by increasing opportunities for young people.

Twyman, who now leads the project, announced a name change earlier this year. The original name, copyright protected by Radio One, was on loan and was often confused with the national “Black Lives Matter” movement. The new name, Twyman said, reflects the project’s original roots to expand opportunities for African-American males ages 14 to 24.

“One of the interesting things that the task force did — that dovetails with the name change ironically — is to focus on how Indianapolis could begin to provide, create, incentivize and expand better opportunities for African-Americans to be successful,” said Twyman.

“It was a different prism from which to look at the issue. It really puts more onus on the community to say, ‘What are we not doing or not doing enough of perhaps that is leading to why this phenomenon seems to be tragically increasing?’”

Ballard’s other charge was to focus on the conditions that precipitated the troubling statistics.

“It was really a recognition that we’re not just going to look at symptoms, we’re going to look at root causes,” said Twyman.

Twyman came on board in 2015 when Indiana Black Expo took over the program itself. Two years earlier, he left his position as director of grants programs for the Nina Mason Pulliam Charitable Trust to become director of the Institute on Race and Ethnicity at University of Arkansas-Little Rock. He was returning to his hometown and to a position where he “could effect change at a level that he could really see.”

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How to help OpportunINDY

OpportunINDY has a common agenda that allows anyone in the community to partner to join or work to improve conditions in their area.

So for example to meet the graduation goal, most school districts are represented at the table. There are nonprofits, too, including 100 Black Men, College Mentors for Kids, Big Brothers Big Sisters, Boys & Girls Clubs, the YMCA, and some of the community centers.

“A number of the usual suspects, but then there are some smaller groups, nonprofits, civic organizations, that have an interest in that area,” said Twyman.

Twyman suggests that there are many ways individuals can engage. Here are six that can help the initiative’s success:

  1. Provide financial support to OpportunINDY. Support the shared work of partners who are stretched thin in every industry as they work alone.
  2. Explore the four focus areas of its plan of action.How might you directly support one partner working on the shared outcomes in your own sphere of influence?
  3. Contact OpportunINDY’s Focus Area Leads.How can you help move the agenda of an entire focus area? Even a bit of in-kind support, a new policy or an open door to information could make all the difference on an outcome.
  4. Sign up for OpportunINDY updates. Remain updated, keep the initiative’s progress and challenges in mind, share what you know with others.
  5. Make a difference right where you are — at work, home, in your neighborhood, in your place of worship.

Consider these ideas: Ask questions. Learn from your own data. Review the stories you tell. Change how or where you conduct business. Review your policies. Think creatively. Engage young black men in planning, outreach and evaluation. Connect with groups, organizations or businesses you wouldn’t normally work with.

  1. Mentor. No matter your age, stage, position or ethnicity, there is a young black man who welcomes your counsel, your listening ear, your constant presence, your encouragement. It doesn’t take a degree or special training to actively care. You can start doing that today!

Contact information

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The task force, according to Twyman, spent their short time together developing a plan.

“Indianapolis did it just the opposite of most collective impact models. They did the strategy first. That’s not necessarily a bad thing, it’s just a different way,” he said.

“You have to have buy-in and true collaboration and trust among the players in order to say that you will commit to shared measurements, to being communicative across sectors and across organizations and across silos that you have now dedicated yourself to be part of a larger solution beyond your institution or organization mission,” said Twyman.

That strategy actually worked to the city’s advantage when the Obama White House got wind of the effort several months before the announcement of its own national initiative, My Brothers’ Keeper. White House staff came to the city to sit down with the mayor and task force before the national rollout.

“A lot of the other communities signed on to become a My Brothers’ Keeper community and then had to put together a plan. So having a plan first worked in our favor,” Twyman said.

Twyman said when major funding opportunities geared toward young men of color became available; Indianapolis already had a connection, a plan and work being done. He also quickly realized that there was no capacity organizationally or an infrastructure to manage the work.

Now with a staff of five, and more than two years deep into its work aimed at disadvantaged black teens and young men in its neighborhoods, schools and workforce, OpportunINDY just hosted a citywide conference – Your Mind Matters. The session was intended to plant seeds, and get more nonprofits and programs involved in the project’s overall mission.

Twyman is proud of making the transition from a task force report to hiring staff and developing a volunteer effort in less than two years.

“I think had this remained a program idea or initiative of a mayor or the city of Indianapolis, it would no longer exist. For it to have life and to begin to be worth its weight, it had to become community owned and driven. A lot of times what I say to people when, they say, ‘So what is OpportunIndy doing?’ and I’ll say, ‘What are you doing for OpportunIndy?’ Cause it’s we, it’s not us, we’re the conductor.

“I think that Indianapolis is a community and city that does a few things very well. We do pretty good working across the public and private sector divide and around issues that we care enough about,” he said.

The project serves as a collaborative umbrella to bring people and organizations to the table. OpportunINDY does not create new programs, but works to change conditions with current resources. Often, organizations operate in vacuums, improving their little corner of the world, but without a big picture.

Focused on four areas — education, employment, criminal justice and health/safety — the project has set goals to increase the rate of high school graduation rates among African-American teens; increase the employment rate for young black men; and decrease the rates of homicides, imprisonment and recidivism.

Each area has specific strategies. For example, education’s outcomes and strategy performance measures are:

All young black men will graduate from high school on time and enter the

workforce with an industry certification, enter the military and/or complete other post-secondary education by age 24.

There are three strategies with action plans that help accomplish this goal.

#1: Ensure that all Marion County high schools and alternative programs have positive learning environments that fully engage black young men through quality curriculum, instruction and support services.

#2: Ensure Marion County post-secondary schools have policies and programs that actively recruit, mentor, retain and graduate young black men.

#3: Increase the number of young black men ages 14-24 participating in self-discovery activities, career planning and exposure to high-demand/high-wage jobs.

Besides the focus on graduation in Marion County, there is a targeted neighborhood — the 46218 ZIP code, and even more specifically, two housing projects – Hawthorne Place and Beechwood. That initiative focuses on three primary outcomes: 1) participants graduate from high school; 2) attend college and/or pursue a career with a livable wage; 3) refrain from committing crime or becoming incarcerated.

“We have place/space strategy in 46218, and that came to us through an opportunity through the Department of Education with our linkage to My Brothers’ Keeper,” Twyman said.

Twyman believes that organizations like OpportunINDY can help bring resources into the community and identify things that are working well across the country.

“When you’re doing the work, you’re doing the work. You don’t have time,” he said.

How will the project identify success? One way the public can determine what progress is being made by comparing the gains made in the five goals is through an annual report card that the project will release in the summer of 2017. The report will be in the form of an infographic scorecard on its website and hard copies will be distributed publically.

While it’s early, according to Twyman, it appears that there will be a bump in high school graduation rates due to alternative discipline and restorative justice practices taking root, and even a slight decrease in the homicide rate.

“We cannot lose sight of the opportunity to not only maximize our individual work, but know that our individual work is only as good as it is in helping to solve a larger community problem,” said Twyman.

Nonprofits must work overtime on new rule

By Sponsor Insight

By Stephanie Allgeyer, CPA, CFE, VonLehman

Nonprofit organizations that receive government contracts or grants may be hit hard by the overtime rules that go into effect in December. Many of them have agreements that obligate them to provide services at fixed reimbursement rates that won’t reflect the higher costs resulting from the new rules. This article addresses those concerns and offers two solutions promoted by the National Council of Nonprofits.

The U.S. Department of Labor’s (DOL) long-awaited final overtime rule will have a significant effect on practically every industry and profession in the country.

And the nonprofit sector isn’t immune. Managers in the sector actually may be scrambling later in the year to comply with the requirements, which go into effect on December 1, 2016. Major changes may be required, particularly as the final rule relates to government grants and contracts.

A recent report by the National Council of Nonprofits (NCN) addresses these concerns and offers solutions government units and funders may have to take.

Background information

Under the new DOL rule, the standard salary level used to determine whether executive, administrative and professional employees and computer professionals are eligible to receive overtime will increase from $455 per week ($23,660 per year) to $913 per week ($47,476 per year) for a full-time worker beginning in December. In light of this, the NCN surveyed organizations with government grants and contracts asking for practical insights on putting the new rules into effect.

Its report on the survey refers to “operational anxiety” among groups trying to figure out how to pay the new required additional costs in very tight, or even declining, revenue environments while providing the same level of services. It concludes that government units may have to be convinced to make accommodations in order for nonprofit organizations to maintain their current levels of service.

The report is widely viewed as a “call to action” for the network of state associations the NCN represents.

Uncertainty and misunderstandings

Because of the uncertainty over the new rules — and misunderstandings in some quarters — certain groups are likely to be affected more than others. This could include organizations where demand for services is unpredictable (for example, groups involved in crisis response or caring for the elderly and disabled), and groups who rely on small donations to keep running. These nonprofits complain that they can’t expect donors to increase contributions just to compensate for higher salaries. And of course, reductions in staff or cutbacks in hours aren’t appealing options for many organizations.

More than half of the 1,000 survey respondents represented human services providers. Arts and education nonprofits comprised another 19%. Most of those surveyed had an annual operating budget between $1 million and $10 million.

The vast majority of respondents reported that their existing government contracts don’t take these higher costs into account. And unlike for-profits that can raise prices or governments that can raise taxes or cut services, nonprofits with government grants and contracts typically are contractually bound to provide services at fixed reimbursement rates that won’t reflect the higher costs imposed by the new overtime rule.

Two solutions

According to the report, 69% of respondents said there isn’t a provision in their existing grants and contracts to reopen or renegotiate the agreements to secure additional reimbursements. Moreover, 28% weren’t sure if their contract allowed adjustments, while just 3% were certain such a clause did exist. One-third of respondents said they expect to cut staff and services to cover the higher costs.

The report offered two solutions to the “conundrum” presented by the new rules:

  1. Grant and contract reopeners. Nonprofits need ways to reopen or renegotiate government grants and contracts either to receive reimbursement rates that incorporate the increased costs or to adjust performance obligations.
  2. Short-term transition support. Private funders can provide additional resources during the interim phase of putting the rules into effect (the first couple of years) and offer emergency funds that will enable groups they support to conduct compliance audits, develop updated job descriptions, implement time-management systems, and make other upgrades to human resources systems.

Government revisions needed

Since the new costs are the result of changes to federal law, the NCN says it seems appropriate for the federal government to give direction to government program officers at the federal, state, tribal and local levels on how to revise existing grants and contracts to ensure that nonprofits are treated fairly.

 

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Different Strokes …

The Department of Labor issued additional guidance relating to two types of employers in the nonprofit sector.

  1. Educational institutions. Under a special exemption, many white-collar employees at higher education institutions aren’t subject to the salary level test or are subject to a different salary level test. Therefore, the new salary level won’t affect them.

For instance, the requirements for a white-collar exemption don’t apply to bona fide teachers. In addition, an alternative salary level governs academic administrative personnel that help run higher education institutions and interact with students outside the classroom. These personnel are exempt from the overtime requirements if they are paid at least the entrance salary for teachers at their institution.

  1. State and local governments. There are several provisions unique to state and local governments relating to compensatory time (comp time). Notably, state or local government agencies may arrange for their employees to earn comp time instead of cash for overtime hours.

Most state and local government employees may accrue up to 240 hours of comp time. Law enforcement, fire protection and emergency response personnel, as well as employees engaged in seasonal activities (such as employees processing state tax returns), may accrue up to 480 hours of comp time. An employee must be permitted to use comp time on the date requested unless doing so would “unduly disrupt” the operations of the agency.

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stephanie-allgeyer Stephanie L. Allgeyer graduated from the College of Mount Saint Joseph with a B.S. in accounting. Her public accounting experience includes auditing, review, compilation and business advisory and tax return services for a wide range of clients. She is involved in the firm’s audits ranging from construction, manufacturing and nonprofits, to governmental, financial institutions and retirement-plan clients.

 

MicroGreens Project: getting rooted in Indianapolis

By Feature, Programming

By Lynn Sygiel, editor, Charitable Advisors, Photo credit: MicroGreens Project

When Colleen Rocap shares her excitement about the MicroGreens Project, she often gets this question: How are you using microgreens in your work? But for Rocap, it’s not about salad shoots; it’s about working with kids whose families are SNAP recipients and teaching them to cook so they can “sprout” change.

“Long story short, it is a program that teaches kids living on a SNAP budget how to cook food for a family of four for $3.50,” she said. “Let’s be honest, if you’re 12, you’re not making most of your food decisions at home, somebody else is doing that,” said Rocap, the local MicroGreens chapter coordinator.

But Rocap believes she can help change that, arming kids with skills and information.

Later this month, she will pilot the MicroGreens Project with 10 to 15 students from KIPP Indy College Prep Middle, a charter school on the city’s Eastside. Ronak Shah, a seventh-grade science teacher, has offered an after-school cooking club. Shah is working with Rocap to launch this effort.

“A lot of these kids have a single mother who works and a lot of the time are responsible for creating meals for their family. While they’re doing that, they can teach their younger siblings,” said Rocap.

In one class a week over an eight-week period, students will learn how anyone can shop for, prepare, and enjoy a healthy meal based on a total budget of $3.50 per meal per family of four.

“In the first class, the kids learn their knife skills and mirepoix. They’re learning how to chop the veggies and do everything safely, and how to use their cutting board. Then we’re taking all that stuff that they prepped, and freezing it to incorporate in the next lesson,” Rocap said.

Lessons use receipts from the closest grocery store to generate conversation about costs and how to stretch dollars.

“It’s nutritious healthy foods, but it’s all based on budgeting. So instead of just buying a packet of chicken that’s already been separated into different parts, we’re saying, ‘Here’s a whole chicken. It costs a lot less.’ We teach them how to take it apart and use over the course of this many weeks and incorporate it into this many meals.

“Buying in bulk is also a huge part of it and then not just telling them how to cook the food, it’s getting them to do it themselves. Giving them the skills, giving them the tools,” she said.

Every student in the program will get a cutting board, chef’s knife and measuring spoons. Under consideration, based on students’ needs, is giving them a crockpot or a cooking pan and a hot plate.

“Some kids don’t even have a stove. Based on what the need is, that’s what we want to give them,” Rocap said.

Started by then D.C. chef Alli Sosna, local wellness coach Rocap learned about the program from a tweet by Michael Pollan, an author and national food activist. She is adapting the program to meet area kids’ needs. Sosna, now based in New York, was in Indianapolis this summer to train Rocap and was a guest at a special event to raise awareness for the newly forming Indianapolis chapter of the MicroGreens Project. It was started to empower children to feel comfortable making healthy choices in the kitchen, at home and at the grocery store.

“The last class is a kind of ‘Top Chef’ final where we put a bunch of ingredients in front of the kids and say, ‘Get creative. However you want to do this.’ They’re all ingredients that they’ve already used and they’re familiar with them. But that’s just kind of like the fun thing they do in the end,” Rocap said.

In this pilot phase, she is soliciting input for the program. Some have suggested doing demonstrations in a grocery store with a different topic and food each time.

“There is just a huge disconnect between, I mean if you have the food available, that’s one thing. But people aren’t going to pick it up, if they don’t know what to do with it,” she said.

Eventually, she’d like to offer the program in community centers and other places where the need is, and maybe involve parents in the course.

If you are interested in learning more about the program, you can reach Rocap via email at rocap.colleen@gmail.com.