College Mentors for Kids

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1 College Mentors for Kids College Mentors for Kids mission is to connect college students with the most to give to kids who need it most. & Service Initiative Application Snapshot Service and High School Advisory Board Youth aid & support of application Contact Person Organization Address 212 West 10th Street, Suite B260 Indianapolis, IN United States of America College Mentors for Kids serves underprivileged kids in first through sixth grade, while also benefiting the college students who hold leadership roles and serve as their mentors. With a mission to connect college students with the most to give to kids who need it most, our organization primarily serves kids who come from poverty or low income homes and are potential first-generation college students. During the program year, the Butler, Marian, UIndy, and IUPUI chapters of College Mentors for Kids mentored 231 little buddies from IPS #43, IPS #60 (Butler), IPS #14 (IUPUI), Holy Angels Elementary (Marian), IPS#114 and IPS #65 (UIndy). Of these little buddies, 85% lived in poverty in the Indianapolis area, 36% come from single-parent households, and 75% of their parents have not received a college degree. To these kids, going to college or pursuing higher education is not a clear path, and our program is designed to bring them to a college campus and expose them to a variety of opportunities available in higher education. Our elementary school partners assist us in selecting little buddies for our program. Little buddies often qualify for free and reduced lunch, although several of our little buddies are selected to participate in our program simply because they need a mentor. Research proves that mentoring is an effective way to prevent and reduce juvenile delinquency and is effective in helping kids at-risk of life-long economic disadvantage, risky behaviors and low academic achievement. In our program evaluations, 94% of our little buddies parents agreed that their child s mentor was a positive role model and our little buddies have a 96.4% school attendance rate. Other Yes Vicki Rubio, Development Associate Our Indianapolis mentors are all students of these colleges; however, it is not uncommon to have mentors who were once a little buddy in our program. Of the Indianapolis mentors who participated in our program last year, 14.5% are first generation college students. Mentors this past year ranged from ages 17 to 24 which provides a diverse range of college experience for the little buddies. These student volunteers donate time from their busy college schedules each week to mentor a kid and get them excited about higher education. Regardless of the mentors background, the opportunity to mentor an underprivileged kid and share your college experience with him or her is a unique and humbling experience.

2 Each chapter president is selected by the national office program staff. The other chapter leadership roles are selected by the chapter president through an application and interview process. Our mentors submit applications and go through online training to become a successful mentor. Project/Program Description The Youth Philanthropy Connection minigrant will fund leadership development of College Mentors for Kids Indianapolis chapter leaders at our National Conference to equip them with the necessary skills to continue serving the Indianapolis community. College Mentors for Kids is hosting its annual National Conference this September at the NCAA Hall of Champions. Over the course of two days, 100+ student leaders from our 31 chapters will be educated on efficient goalsetting, activity planning, fundraising, mentor recruitment, and communication with little buddies and their families. This opportunity for development is facilitated by program staff. The Presidents, Vice Presidents of Programming, and Vice Presidents of Fundraising attend training sessions specific to their roles, as well as general sessions on safety policies and procedures and crisis management. The overall goal of this leadership development is to ensure our chapter executives are fully prepared to head a successful mentoring program at their respective college. 95% of last year s attendees agreed that their questions about their roles and responsibilities were answered; they strengthened their connections to national office as well as other chapters; and that the conference prepared them for their chapter leadership role. One particular session at National Conference that our chapter leaders should find impactful is our diversity training. As volunteers for a mentoring program, our chapter members will encounter families of all different backgrounds, and it is essential that students know how to talk about diversity and engage with people with backgrounds different from their own. This year s National Conference is centered around our theme: 20 Years of College Mentors for Kids and will cover the topics of longevity, our national movement, and our long-term impact on the kids we serve. It is important to us that our chapter leaders see the impact that they are making on their communities. College Mentors for Kids is a 100% studentled organization that provides first-hand leadership experience to our mentors and chapter leaders.

3 Jameson Camp Enriching the lives of Indiana youth by inspiring them to discover their strengths. Counselors In Training JC Juniors Session of Camp This grant will positively impact our 60 youth leaders ages 13-18, and most specifically our 14 Counselors In Training (CITs). Our teen participants represent a very Application Snapshot Service and High School Advisory Board Youth aid & support of application Contact Person Organization Address Specific Program/Project diverse group in terms of not only race and gender but backgrounds and different challenges they face. There are other youth leadership programs in town but few, if any, accept children who may be struggling with learning disorders, behavioral challenges and unstable family situations. A majority of our youth leaders come from low-income families and some have been in foster care. They may also be facing other challenges such as Autism Spectrum Disorders, Attention Deficit Disorders, Post Traumatic Stress Disorder, or Reactive Attachment Disorder. We accept children who other programs might not consider, and we help them thrive and grow. The teens we serve often have individual or family challenges, lower self-esteem and self-confidence and fewer interactions with a positive adult role model. However, when given the support, attention and encouragement we can provide them at Jameson Camp they thrive and grow. They are apt to develop the resiliency and the personal resolve and sense of hope they need to stay in school, stay out of trouble and become successful young adults. Parents and teens both speak of them having greater selfconfidence and better social skills, a willingness to take on new challenges and a greater interest in helping others. No Tim Nowak, Program Director 2001 Bridgeport Road Indianapolis, Indiana United States of America Our CITs are in the highest of three levels in our Youth program. They have spent anywhere from 3-5 years in Youth, and are now working on their capstone projects and achievements this year. Project/Program Description Jameson Camp is requesting support for our year-round Youth program. In operation for twenty-five years, our Youth program serves 60 teenagers ages annually. Our Youth program is a three stage, five year program that helps to promote both character and leadership development among the teens we serve. skills include teamwork, effective communication, responsibility, goal setting, and motivating others to work toward a common goal. Through the program, teens go on wilderness adventure trips; participate in leadership workshops; take on advanced leadership roles in our programming; go on college visits; and perform over 200 hours of community service yearly.

4 Specifically, we are requesting support to allow our CITs take on an advanced role in our JC Juniors Overnight Camp, July 29th - August 2nd. We plan to empower our CITs to actually take the lead in the planning and development of that camp session. CITs will brainstorm, plan, and develop both the daily activities, and the large format programming that will be a part of this session of camp. CITs will serve as 'Counselors' in the camper groups, with our paid staff by their side for support, guidance, and modelling. CITs will also take on some of the advanced leadership roles that our Staff fill at camp: directing meal times, coordinating activities, and even supporting Food Service.

5 Joseph Maley Foundation Serving Children of All Abilities. Joseph Maley Foundation Kids on the Block Puppet Troupe Application Snapshot Service and High School Advisory Board Youth aid & support of application Specific Program/Project No Contact Person Maggie Mestrich, Director of Development and Communications Organization Address PO Box Indianapolis, IN USA The Joseph Maley Foundation Kids on the Block Puppet Troupe reaches two target populations. The first is comprised of the eighth grade students who join the troupe. These students come from schools who have a specific interest in supporting a troupe (i.e. willing to send students out during the school day for off-site performances multiple times per year) and are invested in the integrity of Joseph Maley Foundation programming. Students who are interested in joining the puppet troupe must submit a written application and one letter of recommendation. The application focuses on an individual s willingness to accept everyone they encounter regardless of ability, race, religion, gender, etc.; their compassion; and their convictions in standing up for what is right, even when that is not the easier choice to make. Certainly, JMF identifies students who will be outstanding leaders to be part of KOB, however, we recognize that leaders may not always be the most vocal and we try to encourage students who lead by great example to join KOB. Once students are invited to join KOB after the application process, they commit to attending a week-long session of puppet training camp to learn each skit over the summer. There is a cost to this camp, but JMF encourages students of all economic backgrounds to be part of KOB, and thus offers financial assistance when necessary. The second target population is comprised of the students who view Kids on the Block performances as audience members throughout the year. KOB performances are generally appropriate and poignant for children in preschool through fourth grades. Notably, the Kids on the Block performances on Bullies and School Safety is geared towards older students and is appropriate through sixth grade. The goal of KOB is to help children become compassionate and respectful for the diversity of life. Therefore, the troupe aims to perform for as many children as possible from all walks of life. Project/Program Description Kids on the Block explores aspects of disabilities, behaviors, social questions, and cultural differences with children in an engaging and accessible way. We encourage the audience to interact with the puppets and ask questions to erase any

6 stigma or fear that may be attached when confronted with these topics. JMF utilizes these puppets to engender compassion, understanding, and acceptance and to encourage positive relationships. KOB is so successful in imparting understanding of acceptance of individual differences, disabilities, and behaviors because it uses performance art rather than traditional lectures to reach young children. Students learn from their slightly older peers with puppets who interact with their audience in a friendly and informative way. The potential for this program to continue to grow in Indianapolis is boundless. Youth Philanthropy Connect s support of the KOB program at JMF will allow thousands more elementary school students in Central Indiana to learn through the arts how to accept those around them unconditionally. In 2014, 6,500 students at 23 locations saw a JMF puppet performance. The current demand for KOB to perform at additional sites is astoundingly high and with good reason: multiple studies demonstrate this program to be an effective intervention in positively changing children s attitudes about their peers. We anticipate strategically increasing the number of schools we reach with KOB by approximately 35-40% each year (i.e performance sites, performance sites, performance sites). This strategy ensures acceptance and understanding is an integral part of the education of the young men and women of Indianapolis. These children will dictate the attitudes of the future of our community and it is our goal that the culture of acceptance they experience through the Kids on the Block puppets will improve the quality of life in central Indiana for years to come. Notably, one of our most immediate goals is to establish a larger presence within the Indianapolis Public Schools System. Though the same need exists for these students to be exposed to extracurricular art opportunities and strip down the stigmas against mental health, this school system is particularly subjected to limited resources of time to put a program in place. We have worked with four IPS schools this year, and look forward to nurturing a strong relationship with this district. This minigrant will help support program expansion by supplying much needed funds to support the training camp (scholarships), construction of a second stage, and additional programming materials (including scripts, props, gloves and masks for puppeteers).

7 Marion County Commission On Youth MCCOY champions the positive development of youth by providing leadership on key issues and supporting the youth worker community. Empowering Youth for a Change Our target population is youth from Indianapolis public schools, grades Percentage low income: 65% Application Snapshot Service and High School Advisory Board Youth aid & support of application Contact Person Organization Address Specific Program/Project No Becky Reich, Training Director, 3901 N. Meridian Street Suite 201 Indianapolis, Indiana United States Project/Program Description 20 Youth Empowerment Team members will attend multiple trainings leading up to the youth summit to ensure that they are confident in their ability to facilitate the youth discussions during the event. They will have the opportunity to be leaders to their peers during the forum, by facilitating the different conversation and planning sessions during the Youth Forum. Many youth forums have adults asking questions to a few youth, but this event is all youth planned and led from the start. Young people are planning the topics months in advance, as well as being trained in facilitation. Adults are there to learn and be resources, not to present.

8 Pro Community Partnership DBA ProACT Community Partnerships Our is to engage youth in public service that educates, delights, and inspires the youth and those they serve. We envision Pro(ACT) as an engaging and enriching group through which youth build a foundation of integrity, humility, and confidence. Youth start their journey with us in middle school and continue through high school, emerging as responsible, thoughtful, and determined leaders who respond actively and intelligently to social issues they encounter. They build an ethic of teamwork and the drive to learn, design, plan, and execute meaningful service. Pro(ACT) will be known for running projects that engage local residents, harness the skills of youth leaders, and make a measurable impact on important social issues. Application Snapshot Service and High School Advisory Board Youth aid & support of application Contact Person Specific Program/Project No N/A Organization Address 5334 Fallwood Drive #101 Indianapolis, Indiana United States Project Greater Than Me Our target population is economically disadvantaged youth ages (7th-12th grades) who meet one or more of the following criteria: 1. Consistently earn a grade average of C- or below; 2. Has 10 or more behavioral referrals; 3. Has dealt with a personal trauma in their life (i.e. loss of a family member, divorce, etc.) 4. Is dealing with an identity crisis and has low selfesteem or self-confidence; 5. Is not involved in an extra-curricular activity; 6. Is reserved or shy and has difficulty connecting with peers; or, 7. Receives free or reduced lunch. We identify a School Champion which is a teacher who services as a liaison between a given school and ProACT. Examples of liaison duties include: acting as Pro(ACT) s main contact at a school, helping to recruit students for participation, and arranging for student training. In addition, Pro(ACT) staff or volunteers will visit your school to train selected students on conflict resolution techniques, multicultural competencies, etc. using the curriculum, Help Increase the Peace from the American Friends Service Committee. In addition to receiving a parent/guardian s permission, participating students will be required to obtain signatures on bi-weekly academic progress reports to ensure their

9 attendance and grades remain a priority while in the program. Pro(ACT) will provide sign out sheets if a school does not have one. On Saturdays, participating students will conduct a service project and a Pro(ACT) volunteer or staff person will meet students at a school, address any questions or concerns from the students, and lead the group to your school s service project for the day. Also, a Pro(ACT) representative will be present with students at all times during Service Saturday events. Students will spend the entire duration of the service project with their assigned Site Leaders. Students will also lead fun, hands-on activities with the support of Site Leaders who will train how to plan and execute their own service projects. We further envision Pro(ACT) as an instrumental partner for sites across Indianapolis. We will serve several neighborhoods so our youth may learn about different communities, but we will focus on a consistent collection of sites so we can achieve and observe change in those places from year to year. Project/Program Description A fundamental tenet of our model is that our participating youth are not the recipients of community service. They are, instead, the creators and performers of community service. Our youth do not do service solely to help others. They learn perspectives, skills, and values in the process. If they want to do an occasional project and learn a little about the host site, they can go elsewhere. If they want to do projects that have a progressive impact, experience environments they would not otherwise see, build skills in areas they might not otherwise develop, and foster meaningful relationships with fellow participants, then Pro(ACT) is suited for them. Our model uses field-based experiences to surprise or challenge youths world view and deepen youths abilities. Each project must expose our youth to something new. Youth will do projects in places that enable them to learn about neighborhoods, social issues, forms of service, and daily life patterns that are different from their own. They may meet a group from another economic background, ethnic heritage, religious upbringing, or physical landscape, for example. Eventually the youth will become familiar with the issues and pulse of each neighborhood they serve. In the process, they will learn why people live as they do; how jobs, transportation, and other factors affect the paths of families and neighborhoods; and what makes some service interventions more effective than others. They will also build skills in event planning, logistics, volunteer training and supervision, demographic research, interviewing, and other topics that will transform them from naïve or reactive community servants into informed, reflective, and intentional servants. Our model also teaches youth to enjoy, appreciate, and cultivate relationships. Each year we will recruit small cohorts of youth who are of similar age. Each cohort will include perhaps just ten youth at a time so those boys and girls can get to know each other well from one project to the next. We do not want participants to show up at one project, meet one or two others, and then come to the next project and see an entirely different set of peers. With small and consistent groups, conversations will flow and youth will encourage, challenge, entertain, and learn from each other week after week. To cultivate teamwork and maturity, our activities will center on youths participation and leadership, without involvement from parents or guardians.