Community Blood Center of the Carolinas

Transcription

1 Community Blood Center of the Carolinas The Need: The community doesn t know who we are. We request help from the LG team around tying the key objectives of Leadership Greensboro s mission and its relationship to the community with CBCC s mission, in getting the message out there we are about community and helping others. There is much power and importance in engagement, participation, inclusion, diversity, and the interests in the common good. Community Blood Center of the Carolinas (CBCC) is an independent and locally managed, nonprofit community blood center. We are the primary blood supplier to the five local Cone Health hospitals. Our Greensboro location opened in October 2014, at 616 Pasteur Drive, where we accept walk-in donations at the following times: Monday-Tuesday: 1-6 p.m. Wednesday-Friday: 8 a.m.-2 p.m. Saturday: 7:30 a.m.-2:30 p.m. Closed Sundays. Donations may be scheduled by calling , or online at Per Terry Akin, CEO of Cone Health: The need for blood is never ending. In fact, over 400 pints are required every day in the treatment of our local patients [CBCC is] supplying five Cone Health hospitals in the Triad area, and will enhance service to donors, sponsors and patients. We depend on the community for this lifesaving blood. LG helping us establish a localized plan of action to educate and motivate Greensboro about blood donations would be greatly appreciated. In fact, just being considered as a Community Project will be sharing our mission with 45 community leaders who may have not known about our organization before, which is immensely helpful to our mission. Project Description: Identify the next steps to increase community awareness through local civic, social, educational, grassroots and religious organizations. Establish Community Blood Center of the Carolinas on the LG program agenda as an additional resource to donate blood locally (as now the American Red Cross is the only listing). A fresh outlook will be presented by the LG team, and opportunities will be identified that we may not have considered in the two years since our opening, possibly identifying a personal Greensboro resident story from the LG group, or their extended family or communities, explaining how they were impacted by a blood donation. The end result from these activities will be increased CBCC awareness and more company sponsors for blood drives, which will enable CBCC to positively impact the lives of even more local patients.

2 Boundless Impact The Need: Describe the need and/or unmet need to which this Project will respond. Please be factual and include in this description any data or other information that will document the need. Include measurables when applicable. Under-connected is lacking key relationships and connectivity to the people, information and resources available to successfully launch and sustain desired entrepreneurial efforts. Specific underconnected groups may include: college students, minorities, immigrants, millennials, retirees, seniors, scientists, artists, academic professionals, and international visa holders. It will take purposeful efforts by InnovateGSO s Network Leadership to get to the deeper issues of under-connected populations and inclusion to change mindsets: Look to and engage the margins to understand disparities include voices in work of committees and task forces Get honest about privilege needs to be modeled by Executive Committee and encouraged in Council meetings; creating a safe place for open, honest, authentic dialogue Build and share power to move toward equity new catalyzing models of high-impact network leadership for collaborative decision-making and shared outcomes based on aligned missions of peer organizations Project Description: In partnership with the Greensboro Chamber of Commerce s Entrepreneurship Connections, our InnovateGSO team is working to develop a Personal Navigators Program and tool. The program and tool will serve as a roadmap navigating through our innovation and entrepreneurial ecosystem. In additional to an on-line tool, the program will include wrap-around services such as a personal concierge service, mentoring and apprenticeship programs. The LG Team will help with specific areas around communication, identifying key organizations for publicizing the tool and messages, assessing volunteer needs and how best to engage diverse mentors and volunteers to provide the wrap-around services. BackPack Beginnings The Need: BPB operates as a 100% volunteer organization that has gained support of local businesses, churches, foundations and community members. Their financial support allows BPB to fund their operations and increase their reach to children in need. Our budget has increased to almost $500,000 this year, and we still have a waiting list of schools in need. BackPack Beginnings needs to continue to grow through monetary, in-kind donations and volunteers to increase our longevity. We aim to retain our donors in order to serve more children in need. As such, we want to make sure each donor feels appreciated, needed and a part of our vision and mission. However, in order to continue to grow, we see our longevity tied to growing new support and ideas from the local community. Project Description: The project that we propose to Leadership Greensboro is research, structure and create a Corporate Advisory Committee. The overall purpose of this committee would be to garner more corporate sponsorships for events and general corporate sponsorship/support of

3 program activities (in-kind, financial, volunteers, advice/feedback). We would seek to come up with a list of members to approach based on past supporters and potential supporters, if the group sees this committee as advantageous to our organization. Guilford Education Alliance (GEA) The Need: More than 62% of the students in GCS live in poverty. According to a National Teaching Realities Survey, 82% of teachers think it is their responsibility to ensure students have the best learning experience possible -- no matter the price tag, spending an average of $623 of their own money on supplies for their students each year. Anecdotal evidence suggests that the amount is in excess of $1000 each year. For teachers in schools with low resources or in their first year of teaching, the personal investment is even greater. Since 2007, GEA has maintained a partnership with Leadership Greensboro, GCS and donors to address the challenge of providing general supplies to teachers. The TSW is open for free shopping to all GCS teachers. Teachers from every GCS school across the county have used the TSW and many report that the supplies they secure are making the difference in their classrooms. Teachers are very enthusiastic and appreciative of this opportunity to find items they need for their students. The TSW is one of GEA s hallmark programs. In April, 2016 GEA moved the TSW and our offices into a new location at 311 Pomona Drive, Suite E in Greensboro. We are excited about the opportunities that the new location affords us to offer a more accessible resource with expanded hours on evenings and weekends. The new space includes a warehouse area, loading dock, offices, restrooms, a kitchen, a storefront/showroom area that also provides flexible work and meeting space, heating and air-conditioning and front and back parking. The new space is a welcoming environment with natural light, fresh paint, and colorful furnishings. All of these amenities for the same price we have paid in our former location! Teachers are enjoying this new shopping experience and we have already served 1100 teachers in August That s significantly more teachers than we served in a four month period in our previous location. The supplies are flying off the shelves! One of the top issues facing school leaders is attracting and retaining talented educators. One tactic for this attraction and retention is making educators feel valued and appreciated for making a difference for our students and our community s future. A tremendous benefit of the TSW is the encouragement and support the teachers feel from their community by making this resource available. Project Description: Our annual school supply drive begins in late summer. We are grateful to have amazing community support in publicizing our supply needs and filling the shelves for our teachers to shop. The supply donations decrease after school starts, but the need does not. In the school year, GEA conducted a February collection campaign, building on the Valentine s Day theme, called LOTS - Love Our Teachers and Schools. This drive involved 34 companies and at least 60 locations collecting supplies, along with billboards and TV and radio promotion, helping supplement inventories at the TSW.

4 GEA is requesting a Leadership Greensboro project group to conduct a second annual LOTS campaign in February 2017 to ensure adequate supplies are available for teacher shoppers. In the past, the TSW has enjoyed serving an average of teachers each year. In August, 2016 we have already served 1100 teachers in our new TSW location. Teachers are enjoying the new space and system for shopping, and we expect record turnout as the year progresses. The community can continue to show the love to our teachers by helping fill the shelves at the TSW. New Arrivals Institute (NAI) The Need: The New Arrivals Institute (NAI; is a non-profit organization that serves refugee and immigrant populations in Greensboro. Their vision is to provide assistance to achieve self-sufficiency through English Language Training, Employment Readiness, Health Education, Educational Counseling, Community Orientation, Citizenship Preparedness and Early Childhood Transitional Classes. Additionally, the institute will act as a community liaison to educate individuals and community partners about newly arrived refugees and immigrants and the services available to them. NAI is located within Peace United Church of Christ (www. on Market Street in Greensboro. Along with educating adults, NAI provides a half day early childhood program to young children (infants through preschool) while family members are attending classes. These early childhood classrooms provide rich, meaningful experiences for these very young refugee and immigrant children. We know that the early years of life are crucial for setting foundational learning for later school success, particularly for vulnerable populations. Child development experts have long acknowledged that children s brains and their development are built extensively over the first few years of life and, particularly for children experiencing stressful environments, early experiences are critical ( High quality early childhood environments can promote learning across curricular areas like literacy, math, science, music, and art, as well as promoting important skills such as self-regulation, executive functioning, and problem-solving. Although indoor classroom environments are vitally important in the consideration of early childhood quality, we believe that outdoor environments are also highly important. In his well-known book, Last Child in the Woods: Saving our Children from Nature-Deficit Disorder, Richard Louv (2005) carefully delineates the limited experiences children in the United States have in outdoor environments with nature and the impact this is having on their development. Children are spending less time outdoors than in previous generations, particularly in free play opportunities where they are allowed to interact with nature and peers during a non-stressful time. Children are rarely allowed to just play. Limitations in outdoor play time are often the result of limited safe, natural environments available to them on a daily basis. This limitation is particularly true for children living in high poverty, high crime areas. Immigrant and refugee families may also have limited access to safe outdoor environments. Recent research highlights the value of outdoor experiences for children s creativity, problem solving, intellectual development (Kellert, 2005), as well as for increasing attention and focus for children with challenges associated with ADHD (Kuo & Taylor, 2008). Natural environments can help buffer and reduce stress for children (Wells & Evans, 2003). The Children and Nature Network provides a wealth of documentation of the benefits of young children spending time in outdoor natural settings and interacting with nature

5 ( Outdoor environments can lead to learning across all developmental domains as children explore materials and interact with peers and adults. The outdoor environment can become the second classroom when materials, equipment, natural elements, and qualified staff are in place to support children s learning and development. Currently, NAI and Peace United Church of Christ have a sub-par and unsafe outdoor environment for young children (see attached pictures). The current playground has out-of-date anchored equipment, limited fall-zone safety surfacing, and contains very limited outdoor play materials for young children. There is currently no space available for infants or toddlers to play outdoors in a safe and fenced space. On the church grounds, near the playground, is a beautiful community garden that was started this past year. This existing space has the potential to connect exceeding well with a newly renovated outdoor learning environment for young children. Given the current status of the existing playground, the well-grounded research documenting the importance of outdoor experiences for children, and the potential to create a new and vibrant outdoor learning environment in this location, we believe this project would be an excellent fit as one of the Community Learning Projects for the Leadership Greensboro Class of References Faber Taylor, A., & Kuo, F. E. (2008). Children with attention deficits concentrate better after walk in the park. Journal of Attention Disorders, available at: < Kellert, S. R. (2005). Nature and childhood development. In Building for Life: Designing and Understanding the Human-Nature Connection. Washington, D.C.: Island Press. Louv, R. (2005) Last Child in the Woods: Saving our Children from Nature-Deficit Disorder. Chapel Hill, N.C.: Algonquin. Wells, N. M., & Evans, G. W. (2003). Nearby nature: a buffer of life stress among rural children. Environment and Behavior, 35: Project Description: The Peace-New Arrivals Institute Outdoor Learning Environment (Peace-NAI OLE) project seeks to provide outdoor experiences for young children, youth, and adults that enhance learning, support development, and promote positive relationships and a healthy lifestyle. We anticipate the space will include features such as edible gardens, an outdoor classroom, mud kitchen, sandbox, pathways, riding toys, play equipment, small group spaces, benches, tables, water play, natural elements, diverse plantings, and open grass areas. Our current goals include fenced areas for infants, toddlers, preschool, and school age children that will connect with larger community garden space and a space for quiet reflection. The outdoor environment will serve as a gathering space for groups of young children learning English, refugee and immigrant families, surrounding community members, and parishioners from Peace United Church of Christ. This unique outdoor space will offer the opportunity for joining individuals to create new communities. The Peace-NAI OLE will serve as a

6 safe and inviting place that will fulfill the current needs for the children, families, and surrounding community. Reading Connections, Inc. The Need: Reading Connections provides high-quality literacy programs that meet the needs of our community and the needs of our adult students. In , we served over 800 participants; 51% of full-time students made a literacy level advancement equivalent to several grade levels. (The federal benchmark for progress is 36%.) The world of adult literacy has changed with the passing of the Workforce Investment Opportunity Act (WIOA). This federal legislation authorizes and funds adult literacy education work and now requires greater coordination in workforce development. For the first time in our 26-year history, our adult literacy organization and similar agencies are required to tie instruction to helping our students gain employment. This means that we must find our best fit in the following pipeline, being accountable for the beginning and ending outcomes did adult students improve their literacy and did they find employment? There is a great deal at stake in our ability to link our students to high-quality employment opportunities. 43% of adults at the lowest level of literacy proficiency live in poverty; among adults with strong literacy skills, only 4% live in poverty. According to the National Center for Education Statistics, 21% of the adults in Guilford County (about 75,000 individuals) function at the lowest literacy level, unable to read more than a few simple words, fill out a job application, or add a receipt. An additional 25% of adults can perform basic reading and writing tasks but lack the complex comprehension and problemsolving skills necessary to be truly independent. Guilford County is also home to a large population of English language learners; and according to the U.S. Census, nearly 23,000 adults speak English less than well. Low literacy affects not only the individual but our entire community, as it is a root cause of or major contributor to many social problems such as poverty, unemployment, crime, mental and physical illness, substance abuse, and school dropout. Improving basic literacy for adults has a substantial and long-lasting impact on each individual student, on his or her family, and on the entire community. Many of our students desire to improve their literacy skills to retain employment or obtain employment at a better pay rate in a career of their choosing. However, our students do not always have the skills, cultural knowledge and connections to fully avail themselves of employment opportunities. This project will have a positive impact on options for student employment and on the

7 development of deeper relationships with new partners and employers. In addition, in addition future funding to the agency is at risk through WIOA if we are not able to successful demonstrate outcomes in workforce development. Project Description: Overview: Reading Connections is seeking to develop a Workplace Literacy program that will help employers identify and improve the literacy skills of current employees, thereby providing an avenue for employees to become eligible for promotions and creating entry level positions for new employees. We would like to then recommend existing Reading Connections students for these open positions. This program would be provided as a fee to local employers which they could choose to allocate funds to cover or apply for Incumbent Workforce Development grants. This program model enables us to bolster the long-term financial sustainability of our agency. Key Questions The Leadership Greensboro team can help in program development by researching key questions that will determine direction, financial funding model and potential pilot partners. 1. Who makes up our workforce? % individuals with less than a high school degree % employees employed with less than a high school degree Industries typically employing lower skilled workers % area employees designated underskilled Potential Sources: NC Department of Labor ( NC Department of Commerce ( NCWorks ( We know 1 out of 5 adults lack the basic literacy skills to support themselves independently they may know how to read a bit, but may not be able to fill out complicated online job applications, fill out reports on the job, help their children with homework, or qualify to enroll in job certificate training programs. 2. What are employers perceptions regarding their employees literacy skill levels? % ESOL employees that struggle with job completion, safety due to literacy % Native English speaking employees that struggle with job completion, safety due to literacy Potential Source: Reading Connections survey of a sample population of employers or employees It is more obvious when employees struggle with English language conversation or listening and reading comprehension when they are an immigrant or refugee. Do employers know if their native English speaking employees also struggle at work but have greater skills at hiding their lack of reading or writing skills? 3. What would make this program of interest to employers? Return on investment (how to determine ROI for this program) Specific outcomes (learning competencies)

8 Specific timeframes to show improvement Potential Source: Existing case studies on Internet for ROI. Employer survey or in-person conversation. 4. What can we charge? What is the fee structure for similar workplace literacy programs? Will employers fund this type of educational professional development for their front line staff? Would literacy training be seen as valuable as customer service, sales or professional training? Potential Source: Conversations with other workplace literacy program staff as determined by Internet search. Employer survey or in-person conversation. 5. What needs to be included in our program design? Addressing potential barriers to participation by employees o Monetary incentives for workers o On site at the employer s location Best practices and key program elements Potential Source: Conversations with other workplace literacy program staff as determined by Internet search. Employer survey or in-person conversation. 6. What is the best way to promote this program? Key message to find employer partners Communication method (in person, , social media, industry associations, Chambers of Commerce) How do we effectively sell these services? We re nonprofit leaders and we re good at getting grants, or asking donors for support, but we don t have much experience seeking clients who will pay for services. Potential Source: Employer discussions. A Simple Gesture- Greensboro Project Need: Every child deserves to eat. To enjoy a full belly that allows them to learn, explore and develop healthy bodies. Yet of the 73,000 students in Guildford county, 67% are denied their right to a healthy, active, engaged life because they face hunger on a daily basis an issue that can be easily remedied. Hunger causes a host of biological, social and psychological issues that can be prevented. When a child doesn t have A child who is malnourished will not develop the appropriate amount of neurons and synapses in their brain. This creates a lifelong gap in learning, decision making and cuts lifetime earning potential in half 3.In addition, a malnourished child s brain is up to 40% smaller than a nourished child, along with the rest of his or her organs.

9 enough vitamins and nutrients their body cannot develop properly. They have poor immune systems, causing frequent illness and long recovery periods. Their organs are up to 40 percent smaller than a child with proper nutrition, which make their bodies more prone to diseases over their lifetime, such as cancer, heart disease, diabetes and strokes. In addition, children who are hungry often feel dizzy, tired, irritable and have poor concentration and high rates of depression. They have lower test scores and must repeat more grades. Researchers have found that children who are food insecure have an array of behavioral issues such as mood swings, anxiety, fighting and hyperactivity. These issues lead to more disciplinary action for schools which comes at a high cost. Families and communities suffer a great deal for this ongoing problem. Parents miss work to care for children who are sick up to three times as much as well-nourished children, losing much needed wages. The Department of Education estimates that $20 billion was lost in our economy in 2015, due to drop outs and lower lifetime earnings directly related to food insecurity in America. Hospitals around the country have seen increased rates of malnutrition, and spent $157 billion on food insecurity-related illness, last year alone. Federal government programs such as school lunch and breakfast, Supplemental Nutrition Assistance Program (SNAP-the former Food Stamp Program) and Women, Infants and Children Food and Nutrition Service (WIC), provide 94% of food aid. However, each of these programs are designed to supplement a family s food budget and we continue to see gaps, especially during weekends and school holidays. As the price for basic need items, such as housing and health care increase, family s budget for food is greatly impacted. The Hamilton Project found that food-insecurity spiked during the Great Recession and has not decreased significantly. Currently 22% of families in Guilford County are dependent on food assistance to help feed their children. Project Description: A Simple Gesture is preparing to engage the corporate community through two major food drives a year, to stock the shelves of every school pantry in Guilford County, so the 47,000 children in our school system who don t have access to food on the weekend, will have access to healthy food year around. Companies will ask their employees to take home a bag for 6 weeks and fill it up. Each company will have a designated date for employees to bring the food back to their workplace. That same day, A Simple Gesture will pick up all the food, and food will be delivered to local organizations to restock school pantries. The Stock the Shelves Campaign will take place in December and August every year. A Simple Gesture needs assistance in building relationships with corporations across Greensboro and Guilford County. Leadership Greensboro Project Team members could be invaluable in helping identify the person in charge of social responsibility in the major corporations, and building this campaign to a major bi-annual event that changes the face of hunger.

10 Greensboro Chamber of Commerce The Need: This project will work to develop a marketing and communications plan for Leadership Greensboro as a whole. In the past, this program has relied on word-of-mouth to gather participants for each class. While this has been mostly effective, it has not garnered the publicity for the program needed to reach a more diverse population - both in terms of participants and representative companies. Project Description: This project will seek to find new and innovative ways to market the Leadership Greensboro program to a wider audience in the Triad and therefore enhance the reputation of the LG program. Our goal is to make the application process more competitive each year and to make Leadership Greensboro THE program to advance your career. A marketing plan targeted to LG Alumni focusing on how to keep them updated and engaged in the advancement of the program should be part of the plan as well.