SAGE
Information Handbook
for Advisers
2006/2007
Contact Information
Dr. Curtis L. DeBerg
SAGE Founder and Executive Director
College of Business
California State University
Chico, CA 95929-0011
Telephone: (530) 898-4824
FAX: (530) 898-4584
E-Mail: cdeberg@csuchico.edu
http://www.csuchico.edu/sage
Date Created : December 9, 2006
Table of Contents
I. Introduction…………………………………………….……………………….. Page 3
A. What is SAGE?...............……………………………………………… Page 4
B. Why Do SAGE?..…………………...……............................................. Page 5
C. How Does a High School Join SAGE?.................................................... Page 8
D. The SAGE Bank – A Microenterprise Lending Institution……………..Page 10
E. Youth Venture Social Capital – Investing in Young Change Makers ….Page 10
F. The NFTE Best Individual Entrepreneurship Venture………………….Page 10
G. The Arthur Boschee and Evelyn Ball International Award for
Social Enterprise……………………………………...…………………Page 12
H. Guiding Philosophies………………………………………………….. Page 13
I. SAGE Ambassador’s Creed…………………………………………… Page 16
J. Planning a Business……………………………………………………. Page 17
K. Funding Activities……………………………………………………… Page 18
L. Documenting Activities………………………………………………... Page 18
M. Working with a Nearby College or University……………………… Page 19
N. Working with Local Business and Civic Leaders……………………… Page 20
O. What are People Saying about SAGE?.................................................... Page 21
P. SAGE in the Media……………………………………………………..Page 24
Q. Itinerary for 2007 USA SAGE and SAGE World Cup……………….. Page 26
II. SAGE Judging Criteria………………………………………………………… Page 27
A. SAGE Judging Criteria 2006-2007…………………………………… Page 28
B. Interpretation of Judging Criteria……………………………………… Page 29
C. SAGE Judging Criteria Scoring Rubric……………………………….. Page 45
III. Sample Activities……………….………………….………………….……….. Page 48
A. Real SAGE businesses…………………………….………….……….. Page 49
B. SAGE World Cup Results: 2006………….………….………………... Page 50
IV. SAGE Competitions…………………………………………………………... Page 53
A. State and National Competitions: An Overview…………………………… Page 54
B. The Written Annual Report…………………………………………………Page 55
C. The Multimedia Presentation……………………………………………… Page 55
D. Presentation Details……………………………………………………….. Page 56
E. Judges: How SAGE Links Students to Business and Civic Leaders……… Page 57
F. One SAGE Team Per High School or Organization………………………. Page 57
V. An Example Program: California SAGE……….………………..……………....Page 58
A. Schedule of Events/Deadlines………………………………………….…...Page 59
B. Overall Competition Awards…………………………………………….… Page 61
C. Special Competitions #1-#10………………………………………………. Page 62
D. “Intent to Participate” Form.….……………………………………………Page 73
Appendix A: Sample Grant Proposal ……………………………………………… Page 74
Appendix B: Questionnaire for High School SAGE Participants…………………..Page 79
Appendix C: SAGE Bank Loan Application Form: Team and Solo…………..........Page 82
Appendix D: SAGE-Youth Venture Seed Capital Application Form (USA only)….Page 91
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I. Introduction
“The solution to adult problems tomorrow depends on large
measure upon how our children grow up today.”
-- Margaret Mead, American Anthropologist and Writer
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What is SAGE?
Welcome to the SAGE network!
Students for the Advancement of Global Entrepreneurship—SAGE—is an international network
that links teams of secondary school students to nearby university students, business leaders and
civic leaders. SAGE’s mission is:
To advance youth entrepreneurship and community service around the world,
emphasizing ethical business practices, social responsibility, civic engagement and
environmental awareness.
At the end of each year, all high school SAGE teams from a state (or region) compete in a “State
SAGE Competition,” hosted by a college, university or nonprofit organization in that state who
applies to its National SAGE Headquarters to be the “Regional SAGE Host.” Winners of the
regional competition advance to the “National SAGE Competition,” and the winners of the
national competition advance to the “SAGE World Cup.” State and national competitions take
place between February and July each year. The National Champions advance to the SAGE
World Cup in August.
Last year, in 2005-2006, approximately 200 high schools from around the world participated in
SAGE. The Fourth Annual SAGE World Cup took place on August 3-6, 2006 in Shanghai,
China with eight countries participating.
Results of the competition are as follows: USA - 1st place; Ukraine - 2nd place; China - 3rd place;
Nigeria - 4th place. Other countries included Ghana, Kazakhstan, Russia and South Africa. This
was an outstanding venue for all participants—high school students, college consultants, faculty,
and business leaders—to learn from one another and to understand difference in business and
education environments in different countries.
The Fifth Annual SAGE World Cup will take place in August 2007 in…..Odessa, Ukraine. To
learn more about Odessa and to view some beautiful photographs, please see
http://www.odecca.com/ukraine/odessa/ and http://odessa.russian-women.net/.
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Why Do SAGE?
[P]eople who solve problems must somehow first arrive at the belief that
they can solve problems. This belief does not emerge suddenly. The capacity
to cause change grows in an individual over time as small-scale efforts lead
gradually to larger ones. But the process needs a beginning—a story, an
example, an early taste of success—something along the way helps a person
form the belief that it is possible to make the world a better place. Those
who act on that belief spread it to others. They are highly contagious. Their
stories must be told.” (p. 282)
David Bornstein, How to Change the World: Social Entrepreneurship and
the Power of New Ideas (Oxford University Press: 2004).
Students for the Advancement of Global Entrepreneurship—SAGE—helps high school-age
youth form the belief that it is possible for them to make the world a better place, not only for
themselves but for their fellow man. The SAGE experience begins with small-scale efforts by
high school students, and provides them with an early taste of success. It also provides a stage
where they can describe their successful business and social ventures to others. And for those
students who are exceptionally creative and innovative, a national and world stage is offered.
SAGE provides an avenue by which their stories can be told. It provides a formula for education
and economic reform that so far has proven to be successful; after four years, we are now
beginning to show real results in how we have changed the lives of high school students, both for
“star” high school students and mid-tier students.
SAGE gives individual student entrepreneurs the opportunity to present their business model,
and market their goods or services, to leaders in their communities. SAGE also provides group
entrepreneurs the same opportunity. And based on the businesses operated by prior year SAGE
teams, we are seeing that many teams are now integrating business, community service, global
interaction, civic engagement, and environmental stewardship into a single business. The more
they are able to combine into a single business plan, the closer their business comes to the ideal
social venture, the ultimate type of business for a better world.
At the end of the academic year, all individual and group entrepreneurs from a local high school
or organization (e.g., Boys and Girls Club; After-School Learning Centers) will come together to
form a presentation team representing their high school or organization. This SAGE team will
present the results, both orally in writing, of their activities to a panel of influential leaders in the
community. The team that does the best job of presenting their activities, according to the nine
judging criteria, advances to the next level of competition (e.g., from local to state, or from state
to national, or from national to global).
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There are many benefits students, including:

do real work versus just
completing class assignments, and
have a hand in determining their
own activities


improve their community directly
and by setting an example for
peers and adults
be encouraged to think creatively
in developing and implementing
solutions

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meet and network with business,
community, and civic leaders


develop teamwork, leadership,
time-management and
communication skills
gain curriculum specific
knowledge in a stimulating way
travel to state, regional and
possibly a national competition
between February 2007 and July
2007
meet other high school students
from their part of the country when
their team competes to determine
which team has met the judging
criteria the best
have the chance to compete for
prize money

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
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have the chance to travel
internationally to participate in
SAGE World Cup in August 2007;
there they will meet students from
around the world in Odessa,
Ukraine, on the north shore of the
Black Sea!
strengthen their college applications:
extraordinary activities, letters of
commendation, references
strengthen their scholarship
applications: extraordinary
activities, letters of commendation,
references
strengthen their job applications (if
they choose not to continue with
their business): business and
leadership skills, letters of
commendation, references
show their adult abilities by
assuming adult roles

help people in developing countries
by doing business with them
perhaps be at the forefront of an
historic change for a better world

perhaps make money for college

perhaps earn academic credit or
extra credit, for high school or
college
Teachers will also see several benefits. First, because students complete activities during the year
in anticipation of presenting the results orally and in writing at the end of the year, they have a
motivation other than grades. Second, by encouraging students to participate in a friendly
competition the quality of programs goes up from one year to another. Third, by providing high
school students with the opportunity to showcase their best activities in front of peers and a panel
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of influential judges, under the direction and guidance of their college mentors/consultants,
SAGE provides a formal link between high schools, colleges and business that is currently
missing.
In other words, SAGE is filling an unmet need. Competition, business involvement, and
mentorship are key.
In addition to the benefits listed above, a teacher will:
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
Motivate students in a fun, competitive way
Introduce students to an innovative form of activity-based learning
Integrate community service-learning into the classroom without much effort
Establish a network of business, civic and education leaders
Gain attention for the achievements of your students
Travel to a state or regional SAGE competition, and possibly the national and international
competitions
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How Does a High School or Organization Join SAGE?
To participate in SAGE, a “team” of students from a high school is organized. If a high school
has “small learning communities” or other internal divisions, then it is permissible to have one
team per division. Moreover, if students from more than one high school wish to come together
as one team, such as a Keystone group from the Boys & Girls Cub, that is also permissible.)
This team must complete at least (1) one new entrepreneurship activity, (2) one continuing
entrepreneurship activity (if they have one) and (3) one community service venture during the
academic year. The size of the team can be as few as five members and as many as the entire
high school.
In addition to completing entrepreneurship activities and a community service venture, students
are judged on how well they integrated the following concepts into their activities:
 global markets,
 civic engagement in a democracy, and
 environmental awareness.
The high school SAGE team may be part of an existing class, such as an economics, accounting,
general business or Virtual Enterprise class, or it can be an active student organization (e.g.,
Student Government, FBLA, DECA, Junior Achievement, Rotary Interact, Virtual Enterprise,
FFA, FHA-Hero, Skills USA, Technology Student Association). SAGE in not a competitor for
existing high school business organizations, and it does not advocate any one curriculum over
another; however, we do recommend certain entrepreneurship programs that are widely-known
and respected, such as the National Foundation for Teaching Entrepreneurship—NFTE—
curriculum (see http://nfte.com and Junior Achievements Company Program http://www.ja.org/.
SAGE is an exciting new avenue to showcase the activities completed by the high school SAGE
students in front of influential leaders and to develop a direct connection to your nearby college
through the SAGE mentor/consultant criterion.
The key to starting a team is to find an enthusiastic group of student leaders who are interested in
entrepreneurship and community service, along with a teacher who is willing to encourage and
support their participation in SAGE. Once a high school has decided to participate, the teacher
who becomes the adviser contacts the SAGE state or country coordinator to notify them of their
intent to participate.
There is no fee or cost to join the SAGE network.
Note: Some entrepreneurial youth prefer to work alone, and we invite them, too, into SAGE.
However, such students must be official members of the SAGE team in their school or
organization. This way, the individual student will have the opportunity to showcase his or her
8
personal business venture to a panel of influential judges, but they must do so as part of the
collective team effort. In other words, the SAGE team is encouraged to include individual efforts
as part of the entire group effort.
To indicate their intention to compete, a SAGE team or club must notify their state or country
SAGE coordinator at least two months before competition.
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The SAGE Bank –
A Microenterprise Lending Institution for Business Entrepreneurs
Starting this year, for all non-US SAGE teams, SAGE HQ will provide SAGE BUSINESS
LOANS of up to $250 to SAGE teams to help with their best business startup; we will also
provide $100 loans to SAGE solo entrepreneurship ventures (consisting of one or two people).
The loan application is downloadable from the SAGE web site, and is also available in Appendix
C. Note that the loan application must be accompanied by a business plan according to the
template provided. A maximum of five team loans and five individual loans will be provided per
country.
Youth Venture Seed Capital–
Investing in Young Change Makers
(Note: This is draft form only. The final agreement will be made by November 15, 2006).
Also starting this year, for all USA SAGE teams where Youth Venture (YV) (see
http://www.youthventure.org), we encourage SAGE students to apply for YOUTH VENTURE
SEED CAPITAL in an amount up to $1,000.
Specifically, YV and SAGE agree to work together to support young people (ages 12-20) served
by SAGE in creating, launching, and leading sustainable community-benefiting organizations.
The collaboration will begin with a pilot program that will support an anticipated total of 80
teams as “SAGE Youth Venturers” during the period October 1, 2006 to August 31, 2007. YV
will work with SAGE on an ongoing basis to deliver the necessary support and programmatic
elements critical to programmatic success.
What is Youth Venture? – YV strives to reach and support any young person nationwide who has
a dream about how to make a difference, and the dedication to make it happen. YV provides
access to a variety of resources including: a national network of like-minded young people,
media opportunities and up to $1,000 in seed capital needed to launch their organizations. It
helps to empower young people ages 12-20 by providing them all the tools necessary to create
civic-minded organizations, clubs or businesses. A venture can be any youth-created, youth-led
organization designed to provide a positive lasting benefit in a school, neighborhood, or large
community.
The YV/SAGE Partnership – SAGE sees YV as an ideal partner. Since 1996, YV has launched
over 650 teams across the US, involving an estimated 16,000 young people as founders, leaders,
staff and participants. YV’s goals are congruent with SAGE’s goals: we both want to redefine the
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role of young people in society as able leaders of social change. Together, SAGE and Youth
Venture have a four-part collaboration mission to:
1.
2.
3.
4.
Enable SAGE to provide opportunities for youth who are served by SAGE directly, or who are part of the
communities served by SAGE (collectively referred to as “SAGE Youth”), to develop team building and
leadership skills by launching their own community-minded club, organization, or business, or new
initiative existing within the group.
Provide USA SAGE Youth selected as “SAGE Youth Venturers” with a portfolio of specialized tools and
services designed to support their community-minded entrepreneurship ventures, and designed to assure
SAGE Youth of ongoing development opportunities resulting from their status as Youth Venturers.
Launch USA SAGE Youth Venturers on a lifelong path toward leadership and social entrepreneurship that
will help young people grow to be healthy, resilient, and caring members of their community.
Enable the overall participants of the SAGE network to recognize and understand the effect of their youth
even more concretely, and to help propagate a vision of the world in which society recognizes, and young
people commonly demonstrate, that youth have the ability to bring about lasting, positive change in their
communities.
As a program partner, YV will provide SAGE with information, materials, and consulting
services that assist SAGE in the development, refinement, enhancement, and expansion of a YV
collaboration. To apply for USA SAGE Youth Venture seed capital, a SAGE team (or students
within a team) can fill out an application at
http://www.youthventure.org/index.php?tg=articles&idx=articles&topics=43
Alternatively, the USA SAGE Youth Venture team can complete a hard copy of the application
contained in Appendix D.
The NFTE Best Individual Entrepreneurship Venture
Starting fall 2006, SAGE has entered into a partnership with the National Foundation for
Teaching Entrepreneurship (NFTE) (http://www.nfte.com/). The purpose of the partnership is to
encourage the creation of a new entrepreneurship venture by individual members of a SAGE
team (note: the venture is limited to one (or a partnership of two) individual(s) on a SAGE team;
an eligible high school can submit more than one entry for this competition.
Any SAGE student in the United States (or a team of no more than two students) who meets the
following criteria will be given an all-expense trip to New York City in October 2007 to
participate in the NFTE National Business Plan Competition. To be eligible, the student must:



Complete NFTE’s written and PowerPoint business plan
Be under the direction of a NFTE Certified Teacher using NFTE Curriculum
Come from a Title I school, or a school located in a low-income district
Judging criteria can be found on Page 62. For more information about this new award, please
contact Blake Garcia, USA SAGE Director, as bgarcia21@mail.csuchico.edu.
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The Arthur Boschee and Evelyn Ball
International Award for Social Enterprise
Mr. Jerr Boschee, Founder and Executive Director
of The Institute for Social Entrepreneurs (www.socialent.org),
has established and will serve as the lead judge for three special awards
to be presented at the International SAGE competition each year.
During 2007, the prize money associated with the award
will be donated by Mr. Boschee and his wife, Linda Ball;
by Mr. Boschee’s brother, Ken Boschee, and his wife Jean; and by Jerr Boschees’s long-time
friend, Christopher Klose, and his wife Claudine.
1. The awards will be given to the three national winners competing in the International
SAGE competition that have successfully developed and launched business ventures that
best integrate social and financial objectives.
2. The International Award has been established in memory of Jerr and Ken Boschee’s
father, Arthur Boschee, and in memory of Linda Ball’s mother, Evelyn Ball. Arthur
Boschee (1910-2000) and Evelyn Ball (1910-1993) were both successful small business
entrepreneurs who took significant risks while building their businesses and had an
abiding concern for the welfare of others.
3. Each school year, all secondary schools eligible to compete in SAGE competitions
around the world will be notified no later than October 1 that the awards will be presented
at the next summer’s international competition.
4. Jerr Boschee will consult with all the other judges at the International competition before
selecting the three winners, but the final decision will rest with him and any other
members of the Boschee and Ball families in attendance.
5. The initial awards will be as follows:
 US $2,000 for the first-place team
 US $1,000 for the second-place team
 US $ 500 for the third-place team
The prize money must be used by the winning teams to defray the expenses associated
with attending the international competition and/or be invested in their business ventures.
6. The three winning teams will also receive plaques to be displayed in their schools, and
the first-place team will have its name inscribed on a permanent trophy that will be
displayed at each International competition.
7. The three winning teams will be featured on the web sites maintained by SAGE and by
The Institute for Social Entrepreneurs. A press release announcing their selection and
describing their business ventures will also be sent to other print and electronic
publications.
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Guiding Philosophies
Vision
Creating better futures through business entrepreneurship, social entrepreneurship and
community service.
Note that the first word in our vision statement is creating—be it the creation of a new product, a
new service or a better way of doing things. Business entrepreneurs (i.e., “for-profit”
entrepreneurs) stimulate economic growth and improve standards of living through their
creativity, innovation and hard work. The value they add is measured by profits. Social
entrepreneurs are also innovators, but their ideas often address major problems in their
communities. The value they add is much harder to measure, but the problems they address are
often much more difficult to solve.
Mission
To advance youth entrepreneurship and community service around the world,
emphasizing ethical business practices, social responsibility, civic engagement and
environmental awareness.
The first part of our mission contains the words “entrepreneurship” and community service.” We
believe that all “for-profit” entrepreneurs should return some of these profits back to the
community, because it is the community that provides the market for the entrepreneur’s goods
and services.
Some business entrepreneurs explicitly build community service and environmental protections
into their business models. These entrepreneurs understand that they have a social responsibility
to improve their communities while making profits, and rather than focus solely on “single
bottom line” profits, these people focus on the “triple bottom line”—profits, people and planet.
Finally, in some cases, social impact is the entrepreneur’s main mission. These people are called
social entrepreneurs, and while a part of their business model may seek profits from some type of
ancillary operating activity, these profits are reinvested in their main, nonprofit operating activity
(e.g., alleviating poverty; healthcare, rights for the disabled; providing electricity to remote
villages; implementing new education methods and technologies into schools). Social
entrepreneurship is a relatively new term that has only been used for the past 30 years or so, and
while many people have differences about the definition of social entrepreneurship, most do
agree that social entrepreneurs are those people who start enterprises that may or may not be
profit-driven, but whose mission is driven by creating solutions to societal problems.
Both business and social entrepreneurs can relate to the following quote by George Gilder:
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“He casts aside his assurance of 40-hour weeks, leaves the safe cover of tenure and
security…and charges across the perilous fields of change and opportunity. If he
succeeds, his profits will come not from what he takes from his fellow citizens, but from
the value they freely place on the gift of his imagination.”
Note the last part of Gilder’s quote. Entrepreneurs seek profits to be sure, and they are most
pleased that the market economy values his output at a price greater than its cost. But there is
more to entrepreneurship than profits and markets. As businessman and author Paul Hawken said
in his 1993 book, The Ecology of Commerce:
“The ultimate purpose of business is not, or should not be, simply to make money. Nor is
it merely a system of making and selling things. The promise of business is to increase the
general well-being of humankind through service, a creative invention and ethical
philosophy.”
SAGE believes, as does Hawken, that a combination of entrepreneurship and community service
can indeed increase the well-being of humankind.
Involvement
SAGE provides a new way of working with secondary schools, by involving college students and
successful leaders from the private sector as the high school students complete their activities.
SAGE participants strive to create better futures for people in their own communities and across
the world. Active involvement is a key to progress, and we subscribe to the saying:
“People support what they help create.”
Teamwork
Small teams of SAGE students in each state or country roll up their sleeves and go to work. Can
they really create better future for themselves and their community? Absolutely! We agree with
Margaret Mead, who said:
“Never doubt that a small group of thoughtful, committed citizens can change the world.
Indeed, it is the only thing that ever has.”
Crossing Boundaries
SAGE cuts across boundaries between secondary education and higher education; between
education and business; between business and government; and, most importantly, between
countries. One of SAGE’s goals is give all participants a global perspective along with local
insight. This goal is similar to the goals of major international corporations such as Unilever,
who have coined the term ‘multicultural multilocal.’ As Unilever states on its web site:
“Being truly international, we have deep roots in many countries. By the very nature of
our business we are an integral part of the societies in which we operate. Local
companies are predominately run by local people in tune with their communities, who
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understand their needs and values—a truly 'multinational multilocal'. Many of our
brands have international appeal while others are leaders in local markets. It is our keen
understanding of cultures and their markets that allows us to anticipate consumers' needs
and to provide them with what they need, when they need it.
Why Not?
SAGE’s vision and mission are based on a quote by Robert F. Kennedy, who said:
“There are those who look at things the way they are, and ask why…I dream of things
that never were, and ask why not.”
SAGE asks, “Why not create better futures? Why not change the world?” And then we strive to
do exactly that. SAGE is contributing to a multinational, multilocal world.
SAGE Ambassador’s Creed
As a SAGE ambassador I have a rare opportunity to fulfill a personal dream and create an
honorable legacy, namely, by helping to make manifest a vision which I share with SAGE, which
is to bring benefit to humankind by enabling people everywhere to fulfill their potential for
individual self-reliance and freedom, community sustainability and stewardship, transnational
understanding and cooperation, and maturity and timeless wisdom.
I shall strive to avail myself fully of this opportunity by enabling youth and young adults to
 learn about SAGE,
 participate in SAGE,
 start up social ventures which become replicable and self-funding,
 develop into dedicated and indefatigable social entrepreneurs.
To bring these benefits to our emerging generation, I shall
 recruit or assist in recruiting a SAGE ambassadorial team which would subscribe to this
creed;
 facilitate the underwriting for SAGE in the city or country in which I represent SAGE;
 invite youth and young adults to avail themselves of SAGE;
 invite professionals to mentor the youth and young adults in SAGE and evaluate social
ventures so that they operate optimally;
 work cooperatively with governments, institutions, and other organizations so as to
advance all programs consistent with the guiding philosophies of SAGE.
At all times, I shall
 teach and advise others on the Six Pillars of Character: trustworthiness, respect,
responsibility, fairness, caring and citizenship;
15




integrate the Six Pillars of Character into all my activities;
teach and utilize the best practices of social entrepreneurship, so that an example be set
for youth and young adults;
teach that community and compassion come first for social entrepreneurs;
cooperate with SAGE so that the SAGE vision be fulfilled.
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Planning a Business
Brainstorm about how various ideas might work for your team, or how existing activities may be
tailored to meet the SAGE competition criteria. Discuss local economic issues that the team
might address. A Business Advisory Board (BAB), faculty adviser, friends, parents and
community leaders are all good resources to use when brainstorming ideas. Include college
mentors as much as possible in your business planning. Read the judging criteria to determine
how your ideas can fit in the competition.
Note: the SAGE Manual of Business Ideas and Best Practices is available at the SAGE website.
You are welcome to use ideas from the manual or to become a co-author of the manual by adding
proven business plans.
Ideas for businesses by prior teams include starting a snack bar, creating a web consulting
business, inventing a new product, selling Frisbee golf discs, and manufacturing jewelry and/or
candles. Hint: writing a good business plan before beginning operations is a very wise move!
There are outstanding examples on the Internet; also, your school may already be offering the
learning materials provided by the National Foundation for Teaching Entrepreneurship (NFTE—
see http://www.nfte.org), Junior Achievement (see http://www.ja.org) or Virtual Enterprise,
International (http://www.virtualenterprise.org/).
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Funding Activities
Be sure to obtain your school’s approval before any fundraising is undertaken, and follow your
school’s guidelines and regulations. Fundraising activities vary, from entrepreneurial efforts to
bake sales and garage sales to monetary or in-kind solicitations. Some teams get funds from
student government. Your team will need to determine what works best.
Note: Back to the SAGE Manual of Business Ideas and Best Practices. It will contain
fundraising ideas.
It is much easier to obtain funding when you have a specific business in mind, and BAB
members are much more likely to fund your business if they are included in the planning and
operation of the your business.
Appendix A contains a successful grant proposal submitted by USA SAGE Headquarters to the
foundation of a major U.S. company. You may use this proposal as a template in seeking funding
from companies or foundations in your area.
Documenting Activities
Take snapshots or videotapes of activities; keep copies of all media coverage, educational lesson
plans, letters your group receives; and maintain a list of all activities completed with dates.
These will be invaluable when your SAGE team prepares its annual report and verbal
presentation. See the SAGE webs site for examples of Annual Reports and multimedia
presentations from the 2006 SAGE World Cup champion from the USA.
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Working With a Nearby College or University
In completing its activities, a high school SAGE team is encouraged to work closely with a
nearby community college or university. All colleges have active student organizations that
receive credit for completing community service; some colleges even offer their students
academic credit for completing “service-learning.”
We suggest that the high school students contact the dean of the nearest business college, or the
director of their “community service-learning office.” The students should ask the dean or
director if there are any student organizations that would be interested in becoming business
consultants to their SAGE team. Example student organizations at the college level include the
Marketing Association, Delta Sigma Pi, the Finance Association, Human Resource and
Management Association (HRMA), SIFE, and Beta Alpha Psi (an honorary accounting and
information systems society).
While SAGE strongly encourages a team to seek and enlist local college students, there is a
fallback if college students are not available: SAGE has consultants and mentors available by email. Contact SAGE for more information.
In order to give high school SAGE teams an extra incentive to seek out assistance from their
nearby college, we have built in a SAGE judging criterion specifically for this purpose. The
criterion reads:
In their activities, how effective were the students in utilizing at least one or two
college “consultants/mentors” from a nearby college or university to help them
identify, deliver, assess and present their activities?
19
Working with Local Business and Civic Leaders
We strongly encourage that high school SAGE team work closely with local entrepreneurs,
business and civic leaders. One of the best resources for a SAGE team is its Business Advisory
Board (“BAB”). As soon as possible, the SAGE students should actively recruit between 5-10
successful entrepreneurs, business executives, civic leaders and / or education leaders to serve on
their BAB. Many of these people will admire your SAGE team for completing activities linking
entrepreneurship and community service. When they learn about your mission and goals, most of
them will enthusiastically share their expertise, their time and sometimes their financial
resources.
Just as when asking SAGE teams to seek assistance from nearby colleges, we provide SAGE
teams an extra incentive to seek out assistance from local business, civic, and education leaders.
Therefore, we have built in another SAGE judging criterion specifically for this purpose. The
criterion reads:
In their activities, how effective were the students in utilizing a Business Advisory
Board (each team should have at least three active BAB members)?
“The things that will destroy us are: politics without
principle; pleasure without conscience; wealth
without work; knowledge without character; business
without morality; science without humanity; and
worship without sacrifice.”
-- Mahatma Gandhi, Humanitarian and Spiritual and
Political Leader
20
What are People Saying about SAGE?
In addition to the number of students and quality of activities completed, additional evidence of
success can be seen from a sampling of comments made by various participants:
“I look at all the high school student teams and see genuine hope for the future. My
students were thrilled to interact, learn from, and make new friends with such bright
students from other cultures.”
Olga Lozitska, Faculty Adviser, 2005 Ukraine SAGE National Champion from Specialized
Secondary School No. 117, Odessa
“When you see young people put together business plans and operate businesses, when
you see them benefit their communities through business, you cannot but feel optimistic
about the future. These young people are ready, before high-school graduation, to
contribute meaningfully to their communities. They have learned self-reliance,
undoubtedly the most important skill with which they could graduate from high school.
They have also learned the importance of operating business in a socially-responsible
manner.”
Dr.Willie Hopkins, Dean of the College of Business at California State University, Chico. Hopkins
also judged the presentations.
“Our SAGE team has been devoted to creating a better life for people around us. By
carrying out a number of creative businesses, community and teaching activities, we have
made an incredible difference. We have learned things that we wouldn’t be taught in a
classroom. Putting ourselves into real world practice provides us a good opportunity to
learn better about business, people and society. Thanks to SAGE, we are able to taste the
fruits of our first business, while creating values, and learning the importance of giving
back to society.
2004 China SAGE National Champion from Shanghai Kongjiang High School
"I was completely amazed with what I saw. The creativity and enthusiasm of these young
entrepreneurs was incredible! The Chico State university faculty and the SAGE mentors
deserve a lot of credit for inspiring the next generation of business leaders. I consider
myself 'sold' on the benefits of SAGE and the work being done by the high school
students. I look forward to working with them for years to come!"
U.S. Congressman Wally A. Herger (California, Second District)
21
“SAGE is definitely not just another activity for high school students. I am in great awe of
the great work that the Chico State University students produce on a regular basis. We are
proud to be associated with SAGE and look forward to working with you in the future.”
Mr. John Gremer, Walgreens Executive, SAGE sponsor
“We joined our efforts together to realize our ideas and dreams, to gain teamwork,
leadership and communication skills, and to find our way to come up in the world. We
had to overcome many difficulties, but we realized and implemented our activities
through persistence and patience, along with the support of all those who are not
indifferent to the young generation of Tajikistan. Our progress continues, and hard work
is ahead of us…and this is just the beginning…
2004 Tajikistan SAGE National Champion –Team of Lyceum No., Kayrakkum city
“With assistance from our college mentors, our SAGE students are committed to the
promotion of entrepreneurship and environmental awareness through exemplary
education for life. SAGE provides our members with the opportunity to extend technical
knowledge to real business pursuits. We have shown that young people can make a
difference in our community.
2004 Philippines SAGE National Champion from Central Philippine University Development
School, Iloilo City
"I just wanted to personally thank you and your university students for a great day of
competition. It was so AWESOME to be on the campus, get feedback from GREAT
judges....My students felt connected to the presentations they watched. They have learned
so much from the experience. Most of all I wanted to say thank you for making me feel
welcome. It was hard this first go-round.... I am excited for next year- I all ready have
made changes in my curriculum from the CONSTRUCTIVE feedback from the
judges...... Great Job!"
Lisa Parker, ROP/Business Teacher, Dixon High School SAGE Team
At the SIFE USA National Competition in Kansas City, Missouri, in May 2005, several business
executives judged the SIFE team from Chico State. Here are some of their comments about
SAGE:

“SAGE is a great program. We need to get more high schools involved!”

“Super job with SAGE!”

“SAGE is a good activity. Keep it going. Try to get it into more states.”

Global SAGE is outstanding! What an accomplishment!”
22

“Very strong communication of the institutions that support the global economy. These
concepts are taught at the MBA level. Good job!”

“A lot of lives have been touched by your efforts – how does it feel to be a “Blessing” in
the lives of others?”

“SAGE shows tremendous results.”

“Teaching the teacher is very important – until the teacher understands, it is impossible
for them to effectively teach others. Global SAGE is a very effective activity. Excellent
work – you are carrying out some very worthwhile activities benefiting many people.”

“Great programs! You are making a positive impact! Keep striving to reach more people
with your message.”

“Global SAGE is a winner!”
23
SAGE IN THE MEDIA
Based on the results of the national and international SAGE programs the past few years, we have received
outstanding state and national attention this past year. Examples include:
1. George Lucas Educational Foundation –
http://glef.org/businesslearning.html
2. AACSB (the accrediting agency for collegiate
business programs worldwide) –
http://www.aacsb.edu/resource_centers/peace
/default.asp
3. Entrepreneur Magazine
SAGEEntAdFullPageR3.pdf
Here, you will see a 10-minute video documentary,
accompanied by an article titled, “Students Make a Business
of Learning.” This article and video were launched in
September 2003.
In fall 2006, SAGE was featured as an outstanding example of
how universities can promote “Peace through Commerce” on
the AACSB web site.
Full page announcement on Page 105 in October 2006 issue
of Entrepreneur Magazine recognizing winners of the 2006
SAGE World Cup.
4. Edutopia
http://www.edutopia.org/php/people.php?id=C5
19056
This web site is part of the George Lucas Foundation’s
magazine called Edutopia.
5. Inc.com –
http://www.inc.com/criticalnews/articles/20060
5/sage.html
This article describes the results of the May, 2006 USA SAGE
competition in Brooklyn, NY.
6. Inc.com
http://www.inc.com/criticalnews/articles/20060
9/shanghai.html
http://www.foxnews.com/story/0,2933,215560,
00.html?sPage=fnc.business/smallbusiness
This article describes the results of the SAGE World Cup
competition in Shanghai, China in August 2006.
7. Global Education Partnership –
This article was written right after the Inaugural SAGE World
Cup in Kansas City, Missouri, on May 13, 2003. It is titled,
“Oakland Youth Entrepreneurs Win International
Entrepreneurship Competition.”
http://www.geponline.org/GEP%20News/Intern
ational%20SIFE%20Champions.shtml
8. New York Banking Commission
http://www.banking.state.ny.us/fec/clsage.htm
This website, provided by the New York Banking
Commission, encourages New York high schools to
participate in SAGE.
9. Santa Monica Daily Press
http://www.smdp.com/article/articles/2283/1/Sa
y-again-Echo-team-is-the-tops/Page1.html
10. PPAS System http://www.afterschool.org/search/online/story.
cfm?submissionID=348&log=direct
This article appeared in the Santa Monica Daily Press.
SAGE has been nationally recognized as a featured program
in the “Promising Practices in Afterschool System.” The
PPAS System is an effort to find and share good things that go
on in afterschool programs countrywide. Funded with support
from the Charles Stewart Mott Foundation, it is one of
approximately 100 practices that have been recognized as
promising. The SAGE activity is currently the “Featured
24
Program” (until May 30, 2004).
11. Mongabay.com a. http://news.mongabay.com/2005/0718-sage.html
b. http://news.mongabay.com/2006/0519-sage.html
Mongabay.com aims to raise interest in wildlife and wildlands
while promoting awareness of environmental issues.
Originally the site was based around a text on tropical
rainforests that SAGE Global Advisory Board member Rhett
Butler developed four year period (1996-2000), but today the
site has expanded in a number of different directions. In 2004
Butler developed WildMadagasacar.org to focus on the
incredible biodiversity of Madagascar and in 2005 he released
a kids’ version of the rainforest site. The SAGE articles were
included in May 2005 and May 2006.
12. The Corporation for National & Community
Service Resource Center http://epicenter.nationalserviceresources.org/index.t
af?_function=practice&show=summary&Layout_0
_uid1=33578
By invitation, SAGE was asked to submit information to the
Corporation for National and Community Service. After
review, the Corporation decided to list SAGE as an “Effective
Practice: Integrating entrepreneurship education with servicelearning programs.”
13. Consortium of Entrepreneurship Education
– http://www.entre-ed.org/_arc/d-comps.htm#s
This web page is for teachers, instructors, program developers
and others who help students of all ages find their own
entrepreneurial opportunities.
14. The Bay Area Coalition for Equitable
Schools http://www.bayces.org/newsletter/april/apr_feature.
htm
The Bay Area Coalition for Equitable Schools (BayCES), is a
nonprofit organization that assists schools, school districts,
and community groups in the work of creating or redesigning
schools to elevate overall achievement. BayCES is committed
to the transformation of education - to ensure that all students
can reach high standards and that no student is poorly served
due to her/his race, gender, home language, or economic
status.
15. http://ptc.zaadz.com/blog/tags/curtis+deberg
Describes SAGE’s Peace through Commerce initiative.
16. Nigeria SAGE–
http://www.sageniger ia.org
Nigeria SAGE is now an officially-recognized NGO by the
Nigerian government.
17.
.http://www.khmerkrafts.com/KhmerKrafts/TripJou
rnal.aspx
This web site describes the success of the First Runner Up in
the USA SAGE competition from Gem State Academy in
Idaho.
25
Itinerary for
USA SAGE Competition (May 24-May 27, 2007)
and
SAGE World Cup (July 31-August 5, 2007)
Tentative Itinerary - USA SAGE Competition
Thursday, May 24
Friday, May 25
Saturday, May 26
Sunday, May 27
Arrive New York City; USA SAGE Welcome Reception that
evening
USA SAGE Competition
Tour of NYC
Depart for home
(Note: Other National Competitions will be similar to the USA SAGE Competition)
Tentative Itinerary – SAGE World Cup
Tuesday, July 31
Wednesday, August 1
Thursday, August 2
Friday, August 3
Saturday, August 4
Sunday, August 5
Arrive Odessa, Ukraine and Recover from Jet Lag
SAGE World Cup Welcome Reception
Cultural Exchange and Trade Fair; Tour of Odessa
First Round: SAGE World Cup Competition
Second Round: SAGE World Cup Competition; SAGE World
Cup Awards Ceremony
Depart for home, or go sight-seeing in Ukraine and
surrounding countries
Note: When competing for the SAGE World Cup, teams from throughout the world have been
making verbal presentations in English. While it is important that all written material, like
annual reports and PowerPoint presentations, be in well-written, proofread English, it is equally
important that a team not speak in English if English is a second language to the team members
and the judges, most of whom speak American English or another variation of English, are likely
to have a difficult time understanding. It is much better for a team to speak in its own language,
with its team interpreter translating into American English. Also, a team should speak slowly,
referring to the judging criteria and pointing to the annual report and/or a PowerPoint
presentation for details as to how well the judging criteria have been met. A team is likely to
score better in competition by taking the advice above.
One additional note: If a country has identified a national SAGE champion, but the national
SAGE champion team cannot attend the SAGE World Cup due to funding or visa issues, your
country may still be represented if it submits its annual report and multimedia presentation a
month in advance of the World Cup. Ditto for SAGE teams going to a regional or national
competition. Please contact SAGE Headquarters for details.
26
II. SAGE Judging Criteria
“The advent of free and competitive business changed the
world in ways that are difficult to comprehend….What
changed was that free market competition arrived. ‘Because
of competition, survival in business meant not only
continually coming up with better inventions, but putting
them to use faster than your competitor,’ said William
Baumol.”
-- David Bornstein, “How to Change the World,” 2004.
“The house we hope to build is not for my generation but for
yours. It is your future that matters. And I hope that when
you are my age, you will be able to say as I have been able to
say: We lived in freedom. We lived lives that were a
statement, not an apology.”
-- Ronald Reagan, Fortieth President of the United States
“True compassion is more than flipping a coin to a beggar; it
comes to see that an edifice which produces beggars needs
restructuring.”
-- Martin Luther King, Jr.
27
SAGE Judging Criteria 2006-2007
In their annual report and verbal presentation, how effective were the students in
demonstrating that they:
(1) planned and operated at least one new, for-profit business; in doing so, the students showed
that they learned about entrepreneurship and business, and were able to apply their knowledge
and skills to plan and implement their business.
(2) planned and operated at least one continuing, for-profit business; in doing so, the students
showed that they learned about entrepreneurship and business, and were able to apply their
knowledge and skills to plan and implement their business (Note: If this is a SAGE team’s first
year, or if this is a team that has relied on a virtual enterprise in prior years, they may “opt out”
of this criterion and ask judges to weight Criterion (1) a total of 30 points).
(3) planned and operated at least one social venture; in doing so, the students showed that they
learned about social entrepreneurship and socially-responsible business, and were able to
apply their knowledge and skills to plan, implement and sustain their venture (Note: to earn the
maximum points, USA SAGE teams must complete an action plan as an official Youth
Venturer at http://www.youthventure.org/index.php?tg=articles&topics=43, or by filling out
the form in Appendix D and sending it to SAGE Headquarters).
(4) Included at least one type of “global” component in their activities during the year (e.g., did
students work with students or businesses from another country to import/export products; did
they study how free markets work in an economy other than their own; did they study who are
the key policymakers in a global economy?).
(5) Understand the importance of civic engagement in a democratic society, and that each citizen
can exercise their freedom by registering to vote and participating in public elections?
(6) Understand the importance of being responsible stewards of the environment in a free market
economy?
In their projects, how effective were the students in:
(7) Utilizing at least one or two college “consultants/mentors” from a nearby college or university
to help them identify, deliver, assess and present their projects?
(8) Utilizing a Business Advisory Board (each team should have at least three active BAB
members, at least two of whom come from the private sector)?
(9) Utilizing mass media (e.g., newspapers, TV, radio, billboards, and newsletters)? Attach
newspaper articles to the annual report.
(10) Measuring the results of their projects (e.g., pre- and post-tests; financial statements)?
TOTAL POSSIBLE POINTS
Points
Possible
15
15
15
10
10
10
5
5
5
10
100
Note: Each team should strive to maximize points based on its mission, goals and objectives. Not all teams will
address all of the judging criteria, but the most competitive teams will likely address most, if not all, of them. A
team is encouraged to combine at least two of (1) through (5) above. For details explaining each criterion, please
see “Interpretation of Judging Criteria” on the following pages. Judges will be presented with these interpretative
guidelines before the competition, and will be urged to read them carefully. For ideas which might help your team
score more points, see the SAGE Manual of Business Ideas and Best Practices.
28
Interpretation of Judging Criteria
Criterion #1 – NEW Business Entrepreneurship Venture (15 points)
In their annual report and verbal presentation, how effective were the students in demonstrating
that they: planned and operated at least one new, for-profit business; in doing so, the students
show that they have learned about entrepreneurship and business, and have been able to apply
their knowledge and skills to plan and implement their business.
Interpretation: How effective were the individuals on a SAGE team (e.g., solo entrepreneurship)
and/or how effective was the team in total (e.g., group entrepreneurship) in creating and
implementing something new and innovative THIS YEAR? Some schools allow students to
complete real entrepreneurship activities, as part of their class activities or as part of co-curricular
activities. However, other schools are precluded from doing “real” business, so they must create
a “virtual” business or a hypothetical business.
Starting this year, SAGE is encouraging all students, if at all possible, to move from the virtual to
the real world by applying their new knowledge and skills to actual businesses, either as
individuals as teams. (Note: for non-USA SAGE teams, business ventures created by one or two
individuals are eligible for up to $100 in “solo” loans; business ventures created by a team of
three or more individuals are eligible for “group entrepreneurship” loans of up to $250. Students
must submit completed business plans to be considered for a loan).
If their school doesn’t permit the startup of new business ventures as part of the school rules and
regulations, we highly encourage individual students to create micro-enterprises on their own,
and include the sum total of their work in their SAGE team’s annual report and verbal
presentations. In other words, the high school should show how each individual enterprise has
contributed to the total SAGE TEAM effort. What is most important is that students show that
they have applied their entrepreneurship knowledge to complete an actual business. Teams will
be judged favorably if they indicate that they have a completed, written business plan for each
micro-enterprise. Part of this business plan should be a marketing plan for their business
enterprise. To show that they have successfully applied their knowledge and skills, the best
SAGE teams will have a completed set of financial statements summarizing profits and losses for
a period, and providing a balance sheet and perhaps even a cash flow statement, for each microenterprise.
Sample Web Sites:
http://www.sba.gov/starting_business/planning/basic.html
http://www.nfte.org/
http://www.bplans.com/
http://www.businessplans.org/
http://home3.americanexpress.com/smallbusiness/tool/biz_plan/index.asp
29
http://www.entrepreneur.com/
http://www.mbemag.com/
http://www.entrepreneur-america.com/
http://www.gsb.stanford.edu/csi/SEDefinition.html
http://www.globalexchange.org/campaigns/
http://www.ja.org
Sample Activities
One high school created a new health food café to address growing concerns that too much
unhealthy, fast-food was being sold on campus, with no healthy alternatives. They wrote a
business plan, obtained funding, and got permission from school administrators to launch their
new venture. Another high school launched a four-color magazine featuring success stories of
leading entrepreneurs in their city. Some high school entrepreneurs prefer to work individually
or, perhaps, with one or two partners. A business plan is essential (note: if your school does not
have a NFTE-certified program, we encourage you to ask your teacher or principal to look into
starting one; see http://www.nfte.org).
30
Criterion #2 – CONTINUING Business Entrepreneurship Venture
(15 points)
In their annual report and verbal presentation, how effective were the students in demonstrating
that they: planned and operated at least one continuing, for-profit business; in doing so, the
students showed that they have learned about entrepreneurship and business, and have been able
to apply their knowledge and skills to plan and implement their business.
Interpretation: How effective were the individuals on a SAGE team (e.g., solo entrepreneurship)
and/or how effective was the team in total (e.g., group entrepreneurship) in creating and
implementing an existing business from a prior year or years? This criterion is explicitly
designed to encourage teams to SUSTAIN their most effective programs.
Note: If this is a SAGE team’s first year, or if this is a team that has relied on a virtual enterprise
in prior years, they may “opt out” of this criterion and ask judges to weight Criterion (1) a total of
30 points. The team should make it clear that they wish to exercise this option in both their
annual report and verbal presentation.
Sample Web Sites:
See Criterion #1.
Sample Activities
See Criterion #1.
31
Criterion #3 – Social Entrepreneurship Venture (15 points)
In their annual report and verbal presentation, how effective were the students in demonstrating
that they: planned and operated at least one social venture; in doing so, the students showed that
they learned about social entrepreneurship and socially-responsible business, and were able to
apply their knowledge and skills to plan, implement and sustain their venture (Note: to earn the
maximum points, USA SAGE teams must complete an action plan as an official Youth Venturer
at http://www.youthventure.org/index.php?tg=articles&topics=43 or by filling out the form in Appendix D
and sending it to SAGE Headquarters).
Interpretation: Just as citizens provide “the market” from which the entrepreneur derives his
profits, the successful business entrepreneur (BE) should provide fellow citizens with more than
just the value of the goods and services from his business. SAGE teams must demonstrate that
they understand the importance of being a good member of the community. In fact, many BEs
explicitly build community service and environmental protection into their business models.
These entrepreneurs understand that they have a social responsibility to improve their
communities while making profits, and rather than focus solely on “single bottom line” profits,
these people focus on the “triple bottom line”—profits, people and planet.
With the fall of the Iron Curtain, the end of dictatorships, the spread of democracy, and the
advances of technology in the past thirty years, a growing number of ventures have been started
in the “citizen sector,” contrasted with the “private sector” of BEs and corporations, or the public
sector of government. Enterprises created by individuals in the citizen sector, however, identify
some form of community service as the entrepreneur’s main mission. These people are called
social entrepreneurs (SEs), and while a part of their business model may seek profits from some
type of ancillary operating activity, these profits are reinvested in their main, nonprofit operating
activity. Examples include providing clean drinking water; alleviating poverty; improving
healthcare, legalizing rights for the disabled; providing electricity to remote villages;
implementing new education methods and technologies into schools. Social entrepreneurship is
a relatively new term, and while many people have differences about the definition of social
entrepreneurship, most do agree that social entrepreneurs are those people who start enterprises
that may or may not be profit-driven, but whose mission is driven by creating solutions to
societal problems.
SAGE judges will be looking for ways that your students have shared their time and resources to
better your community. One way to do this is for you and your fellow SAGE students to become
SEs.
This year, SAGE has formed a partnership with Youth Venture, an international youth
organization whose mission is to invest in the ideas and capacity of youth, ages 12-20, to create,
launch, and lead sustainable community-benefiting organizations are also encouraged to go to the
Youth Venture website at http://www.youthventure.org. As a result of this partnership, we have
strongly recommended that all SAGE teams register their social ventures at the Youth Venture
32
web site. Moreover, for SAGE Youth Venturers that require seed capital, Youth Venture
provides Youth Venture seed capital grants of up to $1,000 per SAGE team.
An outstanding book on the subject of social entrepreneurship is by David Bornstein, entitled
How to Change the World: Social Entrepreneurship and the Power of New Ideas. (Oxford
University Press: 2004). In the conclusion, Bernstein said: “If I learned one thing from writing
this book, it is that people who solve problems must somehow first arrive at the belief that they
can solve problems. This belief does not emerge suddenly. The capacity to cause change grows is
an individual over time as small-scale efforts lead gradually to larger ones. But the process needs
a beginning—a story, an example, an early taste of success—something along the way helps a
person form the belief that it is possible to make the world a better place. Those who act on that
belief spread it to others. They are highly contagious. Their stories must be told.” (p. 282)
By including social entrepreneurship as a judging criterion, SAGE will provide high school youth
from around the world with their first opportunity to “arrive at the belief” that they can solve
problems. Judges will favor community service activities that relate to some aspect of teaching
entrepreneurship, financial literacy, personal financial management or technology to others
(many teachers will tell you that they first gained a mastery of their subject when they had to
explain concepts to others). Once your SAGE team has mastered entrepreneurial and other
business skills, you can demonstrate your knowledge and skills by sharing them with others, such
as grade school or middle school students.
Some high school teachers link community service to course objectives. When they do this,
teachers are implementing an experiential learning strategy called “community service-learning.”
Also, when a high school SAGE team seeks out and enlists the services of a SAGE mentor from
a nearby university, the university student is also getting a chance to apply their new knowledge
and skills by becoming business consultants to the SAGE team. This, too, is a form of service
and learning; hence, service-learning!
Sample Web Sites
http://www.youthventure.org
http://www.ncee.net/about
http://www.nefe.org/pages/welcome.html
http//www.nfte.com
http://www.YSA.org
http://www.rochester.edu/pr/CDir/highschool.html
http://www.calstate.edu/CSL
http://www.usaweekend.com/diffday/index.html
http://csf.colorado.edu/sl
http://www.bizworld.org
Sample Activities
In the United States, SAGE teams may integrate these activities as part of National Make a
Difference Day on Saturday, October 21, 2006 (Note: if planned well, these activities can be
entered as part of various special competitions). Go to the Make a Difference Day website
(http://www.usaweekend.com/diffday/index.html) and type in your zip code to see which
activities are being conducted in your community that day. Examples include cleaning parks,
feeding the homeless and removing graffiti. Sample activities related to business include: (1)
33
organizing a Youth Entrepreneurship Camp for children ages 9-14, bringing children to your
campus for a series of Saturday workshops; the last day of the workshop should give the students
a chance to sell their goods or services; (2) teaching children the BizWorld lesson plans [see first
web site above]; volunteering to teach computer skills at the local Boys and Girls Club; (3)
helping the Girl Scouts with a cookie marketing campaign; (4) teaching senior citizens how to
use the Internet. You might find useful ideas in the SAGE Manual of Business Ideas and Best
Practices, which is downloadable from the SAGE web site.
34
Criterion #4 – Global Component (10 points)
In their annual report and verbal presentation, how effective were the students in demonstrating
that: They included at least one type of “global” component in their activities during the year
(e.g., did students work with students or businesses from another country to import/export
products; did they study how free markets work in an economy other than their own; did they
study who are the key policymakers in a global economy?).
Interpretation: This judging criterion is intentionally broad in scope and vague in specifics. In
order to be successful in today’s business world, it is important that students interested in
pursuing entrepreneurial ventures (or careers in business) be exposed to cultural practices
different from their own. Also, it is important that they are aware of key policymaking
organizations, such as the International Monetary Fund, World Bank, World Trade Organization,
the United Nations, the International Labor Organization, and trade coalitions such as the
European Union, NAFTA, CAFTA and ASEAN.
One goal of the SAGE program is to build international linkages between education and
business. Specifically, SAGE creates a network among domestic business, international business,
higher education and secondary schools. It is vital for SAGE students to have ample opportunity
to learn entrepreneurial skills, while at the same time learn how international trade directly
affects many aspects of their lives (e.g., from purchasing decisions to career choices). But the
subjects of entrepreneurship and international trade are not generally included in the high school
or community college curriculum.
Judges will scrutinize a SAGE team based not only on its effectiveness but also on its creativity.
For example, how well did the team incorporate a global dimension into existing activities? Or
did they complete one or more separate activities specifically addressing an international
business issue? Judges are looking for a demonstration of some type of deeper awareness and
appreciation for conducting business in a market other than one’s own local market.
Sample Web Sites
Each policymaker has its own website. Do a “google” search and learn all about them.
Sample Activities
SAGE teams from different states or countries may want to work with each other in determining
if there is a potential market for import/export products. Or students may want to devote a couple
days to studying how free markets work in an economy other than their own. To connect to
SAGE teams in other countries, email cdeberg@csuchico.edu and ask that he subscribe you to a
listserv called “SAGEMAIL.” Also, a nice activity would be an in-depth study of the roles and
responsibilities of various policymakers in a global economy. The SAGE Manual of Business
Ideas and Best Practices can help with ideas.
35
Students may also choose to focus on one or two books which can help them better understand
global issues. An outstanding book is The Fortune at the Bottom of the Pyramid: Eradicating
Poverty through Profits by C.K. Prahalad (2005). After reading the book, students not only will
have new ideas about how to do business in other parts of the world, but they can also learn more
about how major corporations can re-think their business models when choosing to do business
in developing countries.
36
Criterion #5 - Civic Engagement (10 points)
In their annual report and verbal presentation, how effective were the students in demonstrating
that: They understand the importance of civic engagement in a democratic society, and that each
citizen in a democratic society can exercise their freedom by registering to vote and participating
in public elections?
Interpretation: In order to be good citizens in a democracy, it is important that each person be
educated and informed about the public issues affecting their professional and personal lives.
Also, in order to be responsible business and social entrepreneurs, it is important that these
individuals know how local, state and national laws affect their business, as well as WHO is
passing such laws (i.e., politicians). It is also important that students understand the importance
of their involvement in the larger community, and that those who benefit from democracy have a
civic duty to participate in the process.
One organization that is very interested in civic engagement is Campus Compact, which is a
coalition of nearly 1,000 college and university who are committed to fulfilling the public
purposes of higher education. As the only national association dedicated to this mission, Campus
Compact is a leader in building civic engagement into campus and academic life. According to
the Campus Compact website (http://www.compact.org/students): “This generation of students is
more involved in public and community service than has been true for decades. Indeed, students
are not passive or disengaged. They have an active interest in global equity and in local
community-development issues. They have an extraordinary sensitivity to multicultural issues
and the importance of learning how to work with those different from themselves. Those who are
privileged are uncomfortable with that privilege, and many students actively seek to improve the
conditions of others.”
In completing their activities, SAGE teams should demonstrate their involvement in public and
community service, and to show how their activities have instilled in them a greater sense of
civic duty and responsibility. Some skills that students can acquire through civic engagement
include political knowledge, public problem-solving, collective action and organizational skills.
While student interest in public and community service is high, by the time they reach voting age
(assuming they live in a democratic country), many don’t vote. This comes at a time when their
governments are failing to solve major problems, such as poverty, environmental degradation and
drug trafficking. Voter turnout has declined almost everywhere, including in the U.S., where it is
nearly at its all-time low. While it is true that social entrepreneurs are filling an unmet need that
historically has been viewed as government’s responsibility, it is still government’s responsibility
to translate the will of its citizens into public policy.
SAGE believes that voting-age citizens who fail to vote in a democracy should not complain if
their government is not serving them in the manner they deem appropriate. But stronger
participation yields stronger government, and that is why we encourage high school teams to
undertake projects that increase their knowledge about the importance of civic engagement.
37
Sample Web Sites
http://www.civicyouth.org/research/products/youth_index.htm
http://www.compact.org/students
http://www.civicmind.com
http://www.actionforchange.org/dialogues/defining.html
Sample Activities
(1) Do a web search and come up with at least three definitions for the term “civic engagement”;
(2) some SAGE students may run for school office; (3) attend a city council meeting and give a
report about what you learned to fellow SAGE students; (4) invite your Congressman, county
supervisors, mayor, or city council members to make a presentation to your class about current
issues faced by business and social entrepreneurs in your community Also, check the SAGE
Manual of Business Ideas and Best Practices.
38
Criterion #6 - Environmental Stewardship (10 points)
In their annual report and verbal presentation, how effective were the students in demonstrating
that: They understand the importance of being responsible stewards of the environment in a free
market economy?
Interpretation: In a free market economy, producers of goods and services provide goods and
services to consumers at the lowest possible prices. The concepts of supply and demand are at
work here. In many cases, however, producers extract physical resources from the environment
that can cause long-term damage to the environment, or they return harmful pollutants to the
environment during or after production. Socially-responsible businesses adopt strategies that
provide a balance between economic success and environmental sustainability/restoration. As
businessman and author Paul Hawken said in his 1993 book, The Ecology of Commerce: “The
ultimate purpose of business is not, or should not be, simply to make money. Nor is it merely a
system of making and selling things. The promise of business is to increase the general wellbeing of humankind through service, a creative invention and ethical philosophy.” Hawken
argues that businesses and policymakers need to work together to find an “ecological model of
commerce” so that everything that is produced can be reclaimed, reused, or recycled. As business
transactions increasingly move beyond local and national borders, companies must be careful to
consider both the economic and ecologic effects of its activities on all stakeholders.
Recently, higher education has realized that it can be a leading change agent in this regard. For
example, California State University, Chico recently adopted a new Strategic Plan for the Future
(May 2006). This plan includes a new, sixth strategic priority that reads as follows:
Believing that each generation owes something to those which follow, we will create
environmentally literate citizens, who embrace sustainability as a way of living. We will
be wise stewards of scarce resources and, in seeking to develop the whole person, be
aware that our individual and collective actions have economic, social, and
environmental consequences locally, regionally, and globally.
(http://www.csuchico.edu/pub/inside/06_05_11/president.shtml)
SAGE judges will scrutinize your entrepreneurial and community service activities to determine
how well you have considered, and learned, the importance of this fine balance between personal
economic goals and ecologic stability in the global community.
Sample Web Sites
http://www.bsr.org
http://sustainer.org/research.html
http://www.ciesin.org/indicators/ESI
Sample Activities
39
Select up to five companies in your area; research their business model, and report on what each
company is doing to protect the environment; read and report on books such as The Ecology of
Commerce, by Paul Hawken; The Mystery of Capital, by Hernando de Soto; The Lexus and the
Olive Tree, by Thomas Friedman; Globalization and Its Discontents, by Joseph Stiglitz; Fast
Food Nation, by Eric Schlosser; Cradle to Cradle: Remaking the Way We Make Things, by
William McDonough and Michael Braungart; or Plan B: Rescuing a Planet under Stress and a
Civilizaton in Trouble, by Lester R. Brown; The SAGE Manual of Business Ideas and Best
Practices might provide useful ideas, too.
40
Criterion #7 - Utilizing College Mentors (5 points)
In their activities, how effective were the students in: Utilizing at least one or two college
“mentors” from a nearby college or university to help them identify, deliver, assess and present
their activities?
Interpretation: Each SAGE team should strive to work with older students enrolled at their
nearest community college and/or university (e.g., alumni from your high school who were
SAGE members, or older brothers and sisters?). The mission of almost all colleges and
universities include a commitment to serving the educational, cultural and economic needs of
their area. Many collegiate student organizations are given credit for delivering activities in the
community, and K-12 students are a primary audience for these activities. Specific to the
business discipline, there are many student organizations that are rewarded for community
service work. Among these organizations are Beta Alpha Psi, the Marketing Association, Delta
Sigma Pi and Students in Free Enterprise (SIFE). In documenting how a SAGE team has used
their mentors, the team should explain what role the mentors played in helping them identify,
deliver, assess and present their activities. The best mentors take on the role of coach and
consultant to help the SAGE team achieve its goals.
Sample Web Sites
To determine if a nearby college is willing to provide mentors to your SAGE program, you
should first determine if the college has a chapter involved in one of the following organizations:
http://www.marketingpower.com;
http://www.bap.org;
http://www.dspnet.org;
http://sife.org.
Visit the nearby college or university’s main web site, and click on student organizations.
Whether or not the college has an active chapter in any of these organizations, the high school
SAGE adviser should contact the head of the business department or the “service-learning
coordinator” and ask what student organizations are most involved in community service, and
then arrange a meeting.
Sample Activities
When your SAGE team identifies its college mentors, the SAGE students should ask the mentor
to review all 10 of the judging criteria. Ask the mentors what classes they are enrolled in, and
whether or not they have completed any activities at the college level that can be adapted by the
SAGE team. Ask the mentors for their help in tailoring the college activities to the SAGE
judging criteria.
41
Criterion #8 - Use of Business Advisory Board (5 points)
In their activities, how effective were the students in: Utilizing a Business Advisory Board (each
team should have at least three active BAB members, at least two of whom come from the
private sector)?
Interpretation: One of the best external resources for a SAGE team is its Business Advisory
Board. As soon as possible, the SAGE students should actively recruit between 5-10 successful
entrepreneurs, business executives, civic leaders and/or journalists to serve on their BAB. Many
of these people will admire your SAGE team for completing activities linking entrepreneurship
and community service. When they learn about your mission and goals, most of them will
enthusiastically share their expertise, their time and sometimes their financial resources. SAGE
judges will look beyond the financial resources, however, and determine if your BAB was
instrumental in helping you deliver activities that have made a true impact in the lives of your
SAGE students, and in the lives they have touched.
Sample Web Sites
Go to your town’s Chamber of Commerce website and/or pick up a membership list from the
chamber’s office; also, visit their web site. Your adviser and team members should scan the list
and identify between 5-10 business leaders/ entrepreneurs whom you think would be interested in
serving on the BAB. Also, invite the mayor, city council members, and members of the School
Board and PTA to sit on your BAB.
Sample Activities
Your first activity should be completed immediately after forming your SAGE team. Invite all
prospective BAB members to a welcome reception at your school or at a local restaurant. Make a
presentation to them about your goals and objectives. Also provide them a list of the 10 SAGE
judging criteria, and give them your ideas about how you think you team can best meet the
criteria. Then ASK THEM their ideas. Your second activity should be to schedule a strategic
planning retreat, and invite them to help you out as you complete your activities.
42
Criterion #9 - Use of Media (5 points)
In their activities, how effective were the students in: Utilizing mass media (e.g., newspapers,
TV, radio, billboards, and newsletters)? Insert newspaper articles, sample issues, photos, etc. to
the annual report.
Interpretation: The purpose of this judging criterion is to encourage the SAGE team to utilize all
media resources available in their community to advance their programs and to enhance the
visibility of SAGE. One of the most effective ways to demonstrate the effectiveness of your
programs is to utilize available media outlets to create awareness of your most outstanding
activities. SAGE teams are encouraged to use local and regional newspapers, network television,
local and regional radio, high school publications, SAGE newsletters, routinely updated web
pages, billboards, fliers, display booths and bulletin boards. Some SAGE teams may even
produce a documentary about your SAGE team’s activities and air it on public-access television.
In meeting this criterion, SAGE teams should adhere to the following media language:
Reach:
Estimated # of unduplicated or different households or persons that viewed a
specific station at least once for five minutes during the average week for the
reported period of time. For print media that equals circulation.
Frequency:
The average # of times the unduplicated viewers (or readers) will be exposed
to the schedule of spots.
Gross
Impressions: The average # of persons that view (or read) at the time the spot is run
multiplied by the number of times the spot or program is run.
Sample Web Sites
http://glef.org/businesslearning.html
http://www.entrepreneur.com/mag/article/0,1539,310490,00.html
http://glef.org/php/article.php?id=Art_1056
http://www.bayces.org/newsletter/april/apr_feature.htm
http://www.afterschool.org/search/online/story.cfm?submissionID=348
http://www.csuchico.edu/sage/press.html
Sample Activities
Recruit one or two SAGE students to be your “public relations” arm, and have them with your
yearbook and journalism teachers on how to write a good press release. Develop a relationship
with the business editor of the local newspaper. Always take good photos of your best activities,
and include one or two photos with your press release.
43
Criterion #10 – Measuring Results (10 points)
In their activities, how effective were the students in: Measuring the results of their activities
(e.g., pre- and post-test results; financial statements)?
Interpretation: It is very important that a SAGE team measures the results of its activities.
Teams should strive to include an assessment component for each activity. SAGE judges are
aware that “what gets measured gets managed.” One important assessment technique for a
business entrepreneurship venture and social entrepreneurship venture is an income statement. If
your social entrepreneurship venture involves a teaching activity, you may want to administer
pre- and post-tests to measure learning. For example, if your SAGE team teaches a group of
middle school students about entrepreneurship, a pre-test should be given before delivering the
lessons. After the lessons are taught, the same test should be given to determine if the younger
students have improved their knowledge.
Other assessment methods include “authentic assessment.” Authentic assessment involves the
students in meaningful activities that require high order thinking skills and the coordination of a
broad range of knowledge [Hart, 1994]. Summary written reports, oral presentations, reports
from members of the community who have benefited from SAGE activities and the number of
organizations who desire the presence of high school SAGE students in their agencies represent
examples of authentic assessment data.
Sample Web Sites
http://mailer.fsu.edu/~jflake/assess.html
http://www.teachervision.com/lesson-plans/lesson-4911.html
Sample Activities: Ask a professor or teacher at a nearby college, who specializes in teacher
preparation programs, to provide your SAGE team with an assessment workshop; have your own
SAGE students conduct workshops for other students about any of the topics addressed by the
SAGE criteria, but make sure to including a pre- and post-test.
44
SAGE Judging Criteria Scoring Rubric
High School:
Judge:
Section I. Based on examination of their Annual Report and Verbal Presentation, to what degree did the student team demonstrate…
Element
1. Entrepreneurship
Applied to a NEW
Entrepreneurial
Venture
2. Entrepreneurship
Applied to a
CONTINUING
Entrepreneurial
Venture
3. Social
Entrepreneurship
Applied to A NEW
and/or
CONTINUING
Venture
High
Completed one or more new
entrepreneurial ventures and
demonstrated evidence that they
have learned about
entrepreneurship and business and
applied that knowledge to plan
and implement their venture(s).
Medium
Completed one or more new
ventures. Some knowledge of
entrepreneurship and business
was applied to the planning and
implementation of their
venture(s).
Low
A new venture was not
completed, or knowledge of
entrepreneurship and business
skills was not applied to the
planning and implementation o
their venture(s).
15 14 13 12 11
Sustained one or more
entrepreneurial ventures from
prior years and demonstrated
evidence that improved upon
these venture(s).
10 9 8 7 6
Sustained one or more ventures
from prior years. Some
knowledge of entrepreneurship
and business was applied to the
continuation of their venture(s).
5 4 3 2 1
There was little or no evidenc
that ventures started in prior yea
were continued.
15 14 13 12 11
10 9 8 7 6
5 4 3 2 1
Completed one or more new
and/or continuing social
entrepreneurial ventures and
demonstrated evidence that they
have learned about social
entrepreneurship and applied that
knowledge to plan, implement,
and/or continue their venture(s).
The team indicated that they
registered at least one of their
ventures as a Youth Venturer at
the Youth Venture web site.
Completed one or more new
and/or continuing social
entrepreneurial ventures. Some
knowledge of social
entrepreneurship was applied to
the planning and implementation
of their venture(s). The team did
not provide evidence that they
registered at least one of their
ventures as a Youth Venturer at
the Youth Venture web site
Have not completed a social
entrepreneurship venture or
activity, or do not demonstrate
understanding of the concept o
social entrepreneurship.
15 14 13 12 11
10 9 8 7 6
5 4 3 2 1
45
Section I. Based on examination of their Annual Report and Verbal Presentation, to what degree did the student team demonstrate…
Element
4. A Global
Dimension
5. Civic Engagement
6. Environmental
Responsibility
7. Use of College
Mentors
8. Use of Business
Advisory Board
High
Have demonstrated an extensive
awareness and appreciation for
conducting business in an
international market (e.g., did
students work with students or
businesses from another country
to import/export products; did
they study how free markets work
in an economy other than their
own; did they study who are the
key policymakers in a global
economy?).
Medium
Addressed this criterion
somewhat, but did not provide
substantial details about how they
are more aware and appreciative
of how business operates in other
countries.
Low
Have not demonstrated even a
modest awareness or appreciati
for how business is conducted s
an international market
10 9 8
7 6 5 4
3 2 1
Demonstrate an extensive
understanding of principles of
civic engagement in a democratic
society (e.g., every citizen has the
right to register to vote and may
participate in public elections).
Limited understanding of
principles of civic engagement
(e.g., may understand that each
citizen can exercise his/her right
to vote; yet does not understand
that a citizen also has right to
choose not to participate).
Do not understand principles o
civic engagement.
10 9 8
7 6 5 4
3 2 1
Fully understand the importance
of being responsible stewards of
the environment while enjoying
the privileges of participating in a
free market economy.
General awareness of
environmental issues as they
apply to the business, yet does not
understand principles of
stewardship.
Do not understand, or did not
address, how environmental
issues apply to businesses in a
free market economy.
10 9 8
7 6 5 4
3 2 1
Effective use of one or two
college mentors to identify,
deliver, assess, and present their
activity(s).
Limited use of one or two college
mentors to identify, deliver,
assess, and present their
activity(s).
Did not use college mentors
5
4 3 2
1
Effective use of “BAB” (Business
Advisory Board) composed of a
minimum of three active
members. At least two of these
BAB members should come from
the private sector.
Limited use of BAB.
Failed to use a BAB, or failed
demonstrate active involvemen
of at least three BAB members
5
4 3 2
1
46
Section I. Based on examination of their Annual Report and Verbal Presentation, to what degree did the student team demonstrate…
Element
9. Use of Media
10. Measured Results
High
Effective use of media in
publicizing the results of
activities, including but not
limited to newspaper, television,
radio, billboards, the Internet,
newsletters, fliers
Medium
Limited use of media to publicize
the results of activities.
Low
Failed to use media to publiciz
the results of activities.
5
4 3 2
1
Effectively measured applicable
results of activity (e.g., when
appropriate, prepared income
statements; conducted pre- and
post-tests regarding results).
Limited, or inapplicable,
measurement of activity results.
5
4 3 2
Did not measure effectiveness
activity.
1
47
III. Sample Activities
“I hear and I forget. I see and I remember. I do and I
understand.”
-- Confucius, renowned Chinese philosopher
48
Real SAGE Businesses
To get an idea of what kinds of businesses SAGE teams operate and present in competition, take
a look at some annual reports from previous World Cups. You can find these annual reports at
the following web site:
http://www.csuchico.edu/sage/worldcup.html
Additionally, see the SAGE Manual of Business Ideas and Best Practices. Here is a sampling of
a few activities.
Specialized Secondary School #117, Odessa, Ukraine (SAGE World Cup Champion 2005)
Magazine Business Grade 117 – This 24-page, four color magazine was created by the SAGE
team. The articles included real stories about entrepreneurs and the Ukraine economy. Students
worked on all stages of production, including editorial review, management, marketing and
distribution.
Dreams Come True – The SAGE team helped two students realize their dream—to organize a
pop-group called Illusion. The SAGE team helped the students write a business plan and put
them in touch with university professors to provide training. Illusion is now a very popular group
in Odessa, and they perform concerts regularly at an average income of $600 per outing.
Fremont Business Academy, Oakland, CA (SAGE World Cup Champion, 2003)
VITA – After being trained for tax preparation by business instructor Kevin McNulty, Voluntary
Income Tax Assistance was provided by the Fremont SAGE team to a number of community
members.
Kairakkum SAGE Team School #14, Kayrakkum City, Tajikistan (Tajikistan SAGE
Champion, 2003)
Dove Activity – In Tajikistan, many people love to take care of doves. But breeding
thoroughbred doves requires certain knowledge and skills. Utilizing the experience and skills of
members, the Kairakkum SAGE Team is engaged in breeding and selling of different
thoroughbred doves.
49
SAGE World Cup Results: 2006
Say again: Echo team is the tops
By Kevin Herrera | Published 08/8/2006 | >Local | Santa Monica Daily Press
Say again: Echo team is the tops
By Kevin Herrera
Daily Press Staff Writer
SHANGHAI, CHINA — Members of Santa Monica High School’s Project Echo — a
year-long course that teaches students how to create their own businesses —
showed the world last week that they are the next generation of Donald Trumps
by taking home top honors in the SAGE World Cup, an international competition
here that tested the teens’ entrepreneurial acumen.
Judges from across the globe found Samohi students to be the best of the best
and awarded them the gold trophy that comes along with the distinction of being
the 2006 world champions of SAGE, beating out eight other teams from
countries like South Africa, Ghana, Russia and Kazakhstan.
SAGE, which stands for “Students for the Advancement of Global
Entrepreneurship,” is an international network that links secondary school
student organizations to mentors from local universities and businesses. The
mission of SAGE is to advance entrepreneurship education and community
service-learning across the world, emphasizing ethical business practices, social
responsibility, civic engagement and environmental awareness.
In the competition, members of SAGE judge high school teams based on
entrepreneurship, community outreach, civic engagement, environmental
responsibility, use of college mentors and use of a business advisory board.
Following a presentation, judges ask questions of the student presenters to test
their problem-solving skills and abilities to think on the fly.
Instead of just learning how to write a business plan, students put their newly
acquired knowledge to use by operating their own businesses, such as a cafe on
campus or selling cookies to raise money for the victims of Hurricane Katrina.
Starting next school year, Project Echo members will open Vike’s, a soup, salad
and sandwich bar on campus, featuring a low-calorie menu that also offers 100
percent fruit juices with no added sugar.
50
The Samohi victory represents the second time a team representing the United
States has won the cup. In 2002, a team from Fremont High School in Oakland
took top honors. Ukraine, which came in second, was the defending champion.
“I’ve gotten to know the Santa Monica High School students well through the
SAGE competition and they are outstanding role models for all high school
students, not just in the U.S., but around the world,” said Curt DeBerg, the
founder of SAGE and a business professor at Chico State University.
“They have a great chance of winning it all again next year, but that will depend
on how creative they can be and whether or not some of the seniors return as
college mentors,” DeBerg added.
In addition to competing, Samohi students had the opportunity to travel
Shanghai and introduce themselves to foreign cultures. They also shared some
American traditions, including the Electric Slide, according to student Chris
Peterson.
“We toured the city, went to a museum, the Yuyuan Garden, a silk-making
factory, took a tour of McDonald’s and (saw) a really cool acrobatic show,”
Peterson wrote in an e-mail two days after the event, which concluded Sunday.
“The food was … different, to say the least. Coke tastes different. It’s nothing
like the Panda Express of the United States. The culture is different, as well.
Everybody works, it’s like work ethic is in their blood. We passed this place the
first night that some people were working on. There was nothing inside of it, just
people and lights at work. The next day, it was a shoe store, open and ready for
business.
“I have so much respect for the other teams for all the hard work they put in to
get them to the final competition and I especially have respect for the entire
SAGE organization,” Peterson added. “I think it’s a great opportunity for high
school students to show their entrepreneurship skills and I am really honored to
have been introduced to such an organization.”
The journey began earlier this year when the Project Echo team took first prize
in the state competition, held in Chico. They then went on to compete in the
national competition in Brooklyn, NY., where they were once again crowned
champions. With help from the City Council, parents and community members,
they were able to raise enough money to make the trip to China.
“I hope we’ve brought more pride to the city of Santa Monica, the high school,
the supporters, everyone,” Peterson wrote.
DeBerg, who founded SAGE four years ago, said the goals of the competition are
51
to empower youth to create business ventures by using tools learned in the
classroom. It is also meant to build self-esteem and provide youth with the
confidence they need to succeed.
Project Echo, which was founded in 1995, requires that all team spend a
minimum of 47 hours outside of class working on environmental and community
service projects.
“I’ve grown so close to my SAGE team members since Chico,” Peterson said.
“I’ve spent more time with them than anyone else … So now what? China was
the last time I’m going to see any of the team since I’m leaving (for college) in a
few weeks. We’re all going our separate ways. I can’t believe it’s over.
“It was such a great ride, I just don’t know if I’m ready to get off.”
52
IV. SAGE Competitions
The citizen sector is, in fact, beginning to resemble a market economy of
social ideas, characterized by a rich diversity of grassroots institutions
and energetic entrepreneurs crafting solutions that no one could have
anticipated, let alone planned for….In the past, citizen sector
organizations have been isolated from the forces of head-to-head
competition. As the romance of charity yields to a healthy realism that
citizen organizations should rise and fall on their merits, the result is
likely to accelerate innovation. In a competitive landscape—when
rewards follow the best performers—it takes only one innovative
organization to send everyone else scrambling to upgrade their products
and services lest they be left behind.
 David Bornstein, Author, How to Change the
World, 2004
The SAGE champion team each year will always send other teams
scrambling to get better, thereby improving themselves, their schools, and
their communities.
 Curtis L. DeBerg, SAGE Founder, 2006
53
State and National Competitions: An Overview
High school SAGE teams will travel to a state (or regional) competition sometime between
February and July, 2007 (dates and locations pending). The competition will be hosted by a
university or SAGE Coordinator in your area. At the competition SAGE teams will be assigned
to “leagues,” just like in athletic competitions. Each team will present the results of its activity to
a panel of judges. The SAGE team that is rated the highest is known as the State SAGE
Champion.
Each team will make a 30-minute live presentation to a panel of business experts (5 minutes set
up and handout annual reports to judges, 15 minutes oral presentation, 5 minutes for questions
and answers, and 5 minutes for exiting the room while the judges score the team). This
presentation will describe how their team’s activities met the nine judging criteria.
The winner of the state or regional competition advances to the National SAGE competition,
which will be held in May, June or July (in the USA, the 2007 National SAGE competition will
be in New York City at the end of May). The SAGE World Cup will take place the first week of
August 2007. The winner of the National SAGE competition advances to the Fifth Annual SAGE
World Cup, scheduled for Odessa, Ukraine. Please refer to the SAGE web site for continuous
news and updates.
54
The Written Annual Report
The written report is the first impression the judges get of your year's work. Make your report
easy to follow by clearly identifying sections with the corresponding judging criteria. Proof
carefully for errors. Appendix A has a sample from last year’s World Cup Champion. Samples of
other annual reports can be downloaded by going to:
http://www.csuchico.edu/sage/worldcup.html
Please make sure the report is written in ENGLISH. Suggestion: make sure someone who is very
fluent in English proofreads and edits your report. A SAGE consultant or mentor available by email can tell you whether your report would need editing, after which somebody at your school or
in your community would proofread.
Written annual reports are limited to a total of four (4) printed pages on 8 ½ by 11 paper (or two
pages front to back). If your team uses a cover or back page it will count as one of those four
pages.
You may also attach copies of any newspaper coverage you receive from any of your activities. It
would be helpful for the growth and prestige of our organization if SAGE is mentioned in the
article. You may also attach sample newsletters and photos of billboards, etc.
Please bring 40 copies of your team’s annual report to be handed out to the judges.
The Multimedia Presentation
Competition presenters should write their own parts of the presentation so they are very familiar
with the contents. Visual documentation should accompany the oral presentation. Presentations
vary, with teams using slide projectors, video monitors, or computer presentations for visual
documentation. You may want to ask the college mentors, your BAB, or your speech and drama
teachers at your school to critique your presentation and make suggestions for improvement.
Presentation team members need to be familiar with EVERY activity.
For non-English speaking SAGE teams advancing to the SAGE World Cup, we urge you to
speak in your native language if you do not speak American English with an American accent. If
you choose to use your native language, we will allow as much time as needed in order for your
interpreter to translate your verbal presentation into English.
55
Presentation Details
Each SAGE team will be given a 30-minute time block at the competition. During the first 5
minutes teams will immediately distribute their written reports to the judges. While the judges
are reading and scoring the annual reports, the team will set up their equipment, boot computers,
etc. The team will then have 15 minutes to give their oral/audio-visual presentation, followed by
a 5-minute mandatory question and answer period, and finally 5 minutes to take their equipment
and exit the room. Anyone may assist the team with set up or operation of AV equipment.
However, only the student team members may participate in the presentation or answer questions
from the judges.
Presentation Equipment Provided by the SAGE Host
1.
2.
one large screen and two extension cords
a visual projection system compatible with PCs (not MACs)
Every effort will be made by the host university to supply the proper computer equipment, but it
is a wise idea to bring your own laptop and visual projection system to be on the safe side.
Practice time in practice rooms
Every effort will be made by the host university to allow SAGE teams to practice time in
designated practice rooms. Teams should be respectful of other teams, and only remain in the
room for 15 minute periods unless no other teams are waiting.
General Information
1. Except for the annual report (and media, if any), no handouts to judges are permitted.
However, teams may display products by holding them up during and after the oral
presentation.
2. If you are using PowerPoint or other presentation software, please save your presentation on a
zip disk and/or CD, to be loaded onto the computer in the presentation room. Make sure your
presentation file is PC compatible (not Macintosh).
3. Members of local TV, radio, or newspaper media have full access to all presentation rooms at
any time. All teams should be prepared for the possibility of the media taking video or photos
of their presentation.
Judges: How SAGE Competitions Link Students to Business
and Civic Leaders
56
Through their competitions against other secondary schools, the SAGE competition offers a
forum for student teams to present their activities to a panel of distinguished judges. These
judges represent a cross-section of local leaders, including CEOs, entrepreneurs, policymakers,
educators and the media.
SAGE business supporters (individuals, corporations, and foundations) provide financial support
for the competitions, serve as judges and competition coordinators, and provide funds for prize
money and trophies awarded to winning teams. SAGE is an all-inclusive student association,
allowing for maximum participation from many existing or new secondary school organizations
promoting business and economic literacy, with an emphasis on the development of
communication, leadership and teamwork skills. SAGE headquarters does not charge fees of any
kind to participating teams, and all materials provided to SAGE teams are free of charge.
Because of the skills acquired by SAGE students, SAGE donors actively recruit participants in
SAGE for employment. Also, university and community colleges that have active SAGE teams
in their areas actively recruit secondary school students who want to continue their SAGE
experience in higher education.
One SAGE Team Per High School or Organization
A secondary school may have only one competing SAGE team. A secondary school with several
organizations, like student government, business clubs, etc. is encouraged to use the SAGE
structure as a means by which to get them to collaborate with other organizations toward a
common goal. Because many of these organizations have common goals, this is an ideal chance
to learn how to work together, an essential career skill.
If students from more than one high school wish to come together as one team, that is
permissible. Example: Teen members of a Boys and Girls Club’s “Keystone Club.”
57
IV. AN EXAMPLE
PROGRAM:
CALIFORNIA SAGE
(Note: Other state and national programs may want to follow the California model
in planning and organizing their competitions.)
58
Schedule of Events and Deadlines: California SAGE
High school SAGE programs, and university hosts, are encouraged to use the California SAGE
program as a working model to adapt to their local areas. The California SAGE host is a serviceminded group of students from California State University, Chico. Below is the 2006-2007
Schedule of Events and Deadlines for California SAGE.
Date
By Friday, October 27,
2006


Saturday, October 21,
2006 (National Make a
Difference Day)


Friday, March 16,
2007

Friday, April 20, 2007

Friday, April 27, 2007

Saturday, April 28,
2007 ***




Event/Deadline
Secondary school faculty/staff adviser identifies a group of
students who want to participate in the California SAGE
program; the faculty member is known as a “SAGE Faculty
Adviser”
SAGE HQ arranges for each participating secondary school
to receive one or two “SAGE College Mentors.”
Activities officially begin
Schools may consider completing one or two community
outreach activities as part of National Make a Difference Day
(Note: if planned well, these activities can be entered as part
of various special competitions.). You can register your
activity(s) at: http://www.usaweekend.com/diffday/aboutmadd.html
Due at SAGE Headquarters - competition registration. Please
include names of students, faculty, and visitors whom you
expect to attend the April 27-28, 2007 California SAGE
event. E-mail address: cdeberg@csuchico.edu
Optional: Special Competition entry deadlines for all Special
Competitions. All entries must be postmarked by 5 pm on
April 20. No exceptions!
Teams travel to California SAGE Competition in Santa
Monica (place to be determined). Students and mentors go to
party from 6:30-10:30 pm at the Santa Monica Pier; teachers
and guests go to welcome reception (place to be determined).
Round 1: 9 am to 11:20 am. Each California SAGE team is
assigned a 30-minute time slot, during which it will make an
oral presentation before a panel of experts from the business,
civic and university communities (each team brings 40 copies
of its written annual report to CSU, Chico).
Announcement of Quarter-Finaists at 12:00
Round 2: 1:15 pm to 2:45 pm.
Final round of judging: 3:45 pm to 5:30 pm
59

May 24-26, 2007

July 31-August 5, 2007 
6:30 pm to 9:00 pm – California SAGE Champion and
Special Competition Awards Ceremony (place to be
determined)
The California SAGE Champion will travel to the USA
National Competition (placed to be determined; likely New
York)
The USA SAGE Champion will travel to the Fifth Annual
SAGE World Cup Competition (Odessa, Ukraine).
*** The schedule is based on 20 high school teams competing in California. It is subject to
change based on the final number of teams.
60
Overall Competition Awards
Last year, over $4,000 in prize money was awarded at the California SAGE Competition. This
year, we also will be providing award money for the best teams; however, at the date of the
publication of this book, we cannot specify the amounts of each prize (the prize money purse is
contingent on sponsorship).
The team that scores the highest total points according to the nine judging criteria will be named
the California SAGE Champion. This team will
1. win prize money;
2. travel to the National SAGE Competition in New York on May 24-26, 2007 to compete
against other state SAGE champions to determine the USA SAGE Champion;
3. have the opportunity to represent the United States as our country competes against other
national champions as they vie for the title of the 2007 International Champion and
SAGE World Cup Winner in Odessa, Ukraine on July 31-August, 5, 2007!
In California, we also plan to award prize money for the following ten, optional Special
Competitions:
1. Best New, Individual Entrepreneurship Venture by Individual SAGE students (limited to one,
or a partnership of two, individual(s) on a SAGE team)
2. Best New, Team Entrepreneurship Venture by a SAGE Team
3. Best Continuing Entrepreneurship Venture by a SAGE Team
4. Best New Social Entrepreneurship Venture by a SAGE Team
5. Best Global Business Activity
6. Best Civic Engagement Activity
7. Best Environmental Activity
8. Best Use of College “Consultants / Mentors”
9. Best Use of Business Advisory Board
10. Best Use of Media
* Publicity must never overshadow product. In other words, a SAGE team must spend far more
time in its activities than in preparing an annual report and verbal presentation.
Note: Other special competition may be created, based on sponsorship interest).
61
Special Competition No. 1:
Best New, Individual Entrepreneurship Venture
Purpose: To encourage the creation of a new entrepreneurship venture by individual members of
a SAGE team (note: the venture is limited to one (or a partnership of two) individual(s) on a
SAGE team; a high school can submit more than one entry for this competition).
Criteria
1. How creative and innovative was the student in identifying a market need and then
profitably producing and marketing a product or service to fill that need? Evidence can
include results of market surveys, market research, interviews, etc. (40 points)?
2. How detailed was the business plan (20 points)?
3. Based on evidence presented, how likely is it that this business venture will be successful
in the future (e.g., future orders, financing received from outside parties, testimonials,
press received) (30 points)?
4. Did the student measure results accurately (e.g., financial statements)? (10 points)
How to Enter- Submit three (3) copies of an executive summary (two pages or less doublespaced) describing how you met the four criteria above. Submit one bound copy of the activity in
its entirety, including the executive summary and all documentation, to SAGE Headquarters at
Chico State (see address on the first page of this document).
Awards – First, second and third place. Plaques to be awarded, plus prize money (to be
determined).
Entry Deadline – Friday, April 20, 2007.
62
Special Competition No. 2:
Best New, Team Entrepreneurship Venture
Purpose: To encourage the creation of a new entrepreneurship venture by SAGE team members
(note: the venture must include at least three SAGE team members; a high school can submit
only one entry for this competition).
Criteria
1. How creative and innovative was the team in identifying a market need and then
profitably producing and marketing a product or service to fill that need? Evidence can
include results of market surveys, market research, etc. (40 points)?
2. How detailed was the business plan (20 points)?
3. Based on evidence presented, how likely is it that this business venture will be successful
in the future (e.g., future orders, financing received from outside parties, testimonials,
press received) (30 points)?
4. Did the team measure results accurately (e.g., financial statements)? (10 points)
How to Enter- Submit three (3) copies of an executive summary (two pages or less doublespaced) describing how you met the four criteria above. Submit one bound copy of the business
plan to SAGE Headquarters at Chico State (see address on the first page of this document).
Awards – First, second and third place. Plaques to be awarded, plus prize money (to be
determined).
Entry Deadline – Friday, April 20, 2007.
63
Special Competition No. 3:
Best Continuing, Team Entrepreneurship Venture
Purpose: To encourage the SUSTAINABILITY of a continuing entrepreneurship venture by
SAGE team members (note: the venture must include at least three SAGE team members; a high
school can submit only one entry for this competition).
Criteria
1. How creative and innovative is the venture, and how has it been improved from last year?
Evidence can include results of comparative financial statements, new product lines, etc.
(40 points)?
2. How has the business plan been updated (20 points)?
3. Based on evidence presented, how likely is it that this business venture will be successful
in the future (e.g., future orders, financing received from outside parties, testimonials,
press received) (30 points)?
4. Did the team measure results accurately (e.g., financial statements)? (10 points)
How to Enter- Submit three (3) copies of an executive summary (two pages or less doublespaced) describing how you met the four criteria above. Submit one bound copy of the business
plan to SAGE Headquarters at Chico State (see address on the first page of this document).
Awards – First, second and third place. Plaques to be awarded, plus prize money (to be
determined).
Entry Deadline – Friday, April 20, 2007.
64
Special Competition No. 4:
Best New Social Entrepreneurship Venture
Purpose: To encourage California SAGE teams to engage in a new social entrepreneurship
venture. One purpose of such activities is to help the students understand that, even in a free
enterprise economy where individual creativity and ingenuity can lead to personal gains, each
individual has a commitment to the larger community, and they should contribute to the wellbeing of the community. Note: SAGE teams are URGED to register their ventures at Youth
Venture:
http://www.youthventure.org/index.php?tg=articles&topics=43
http://startsomething.target.com
By following Youth Venture’s guidelines, teams are eligible for grants to complete their venture.
This competition takes heed the words of Martin Luther King, Jr.: “True compassion is more
than flipping a coin to a beggar; it comes to see that an edifice which produces beggars needs
restructuring.”
Criteria
1. Did the venture have a clear statement of goals and objectives before it was undertaken? (30
points). Are the goals:
 Specific: Is the goal detailed enough that someone who isn’t a part of your team
would know what needs to be done and how?
 Measurable: Is there a clear way to measure success? How will you know when
you’ve reached your goal?
 Actionable: Is there a clear series of steps to take to accomplish your goal?
 Realistic: Is it possible to reach this goal considering the resources available to
your team?
 Timely: When will the goal be accomplished?
2. How creative and innovative were the students in making a difference in their community by
helping others less fortunate than they? (30 points)
3. How many people were directly affected by these activities? (30 points)
4. How well did the students utilize their media outlets to create awareness of this activity and
the importance of their intended message(s)? (10 points)
How to Enter- Submit three (3) copies of an executive summary (two pages or less double-
65
spaced) describing how your SAGE team met the four criteria above.
Submit one bound copy of the activity in its entirety, including the executive summary and all
documentation, to SAGE Headquarters at Chico State (see address on the first page of this
document).
Awards – First, second and third place. Plaques to be awarded, plus prize money (to be
determined).
Entry Deadline – Friday, April 20, 2007.
66
Special Competition No. 5:
Best Global Activity
Purpose: To encourage California SAGE teams to develop outstanding activities related to
global business.
Criteria:
1. How effective, creative and innovative was the activity(s) in giving participants a strong
fundamental understanding of some aspect of global business? (80 points)
Note: Judges will scrutinize a SAGE team based not only on its effectiveness but also on
its creativity. For example, how well did the team incorporate a global dimension into
existing activities? Or did the team complete one or more separate activities specifically
addressing an international business issue? Judges of this competition are looking for a
demonstration of some type of deeper awareness and appreciation for conducting
business in a market other than one’s own local market.
2. How well did the students document the success of their programs, identify the number of
people reached and the amount of knowledge retained by those who were reached? (20
points)
How to Enter- Submit three (3) copies of an executive summary (two pages or less doublespaced) describing how your SAGE team met the four criteria above.
Submit one bound copy of the activity in its entirety, including the executive summary and all
documentation, to SAGE Headquarters at Chico State (see address on the first page of this
document).
Awards – First, second and third place. Plaques to be awarded, plus prize money (to be
determined).
Entry Deadline – Friday, April 20, 2007.
67
Special Competition No. 6:
Best Civic Engagement Activity
Purpose: To encourage California SAGE teams to utilize all of their available resources to
design one or more activities to illustrate the importance of civic engagement in a democratic
society.
Criteria:
(1) Did each activity or activities have a clear statement of goals and objectives before they were
undertaken? (30 points)
(2) How creative and innovative were the activities? (30 points)
(3) How many people were directly affected by these activities? (30 points)
(4) How well did the students utilize their media outlets to create awareness of this activity and
the importance of their intended message(s)? (10 points)
How to Enter- Submit three (3) copies of an executive summary (two pages or less doublespaced) describing how your SAGE team met the four criteria above.
Submit one bound copy of the activity in its entirety, including the executive summary and all
documentation, to SAGE Headquarters at Chico State (see address on the first page of this
document).
Awards – First, second and third place. Plaques to be awarded, plus prize money (to be
determined).
Entry Deadline – Friday, April 20, 2007.
68
Special Competition No. 7:
Best Environmental Activity
Purpose: To encourage California SAGE teams to design one or more activities that instruct,
inform, educate and persuade local civic and political leaders to act as responsible stewards of
the environment in a free enterprise economy.
Criteria:
1. Did each activity or activities have a clear statement of goals and objectives before they
were undertaken? (30 points)
2. How creative and innovative were the activities? (30 points)
3. How many political and civic leaders did the activity involve? (30 points)
4. How well did the students utilize their media outlets to create awareness of this activity
and the importance of their intended message(s)? (10 points)
How to Enter- Submit three (3) copies of an executive summary (two pages or less doublespaced) describing how your SAGE team met the four criteria above.
Submit one bound copy of the activity in its entirety, including the executive summary and all
documentation, to SAGE Headquarters at Chico State (see address on the first page of this
document).
Awards – First, second and third place. Plaques to be awarded, plus prize money (to be
determined).
Entry Deadline – Friday, April 20, 2007.
Note: We would like to thank Mr. Fred Marken and his restaurant chain, Grilla Bites, for sponsoring this special
competition. Mr. Marken opened his first Grilla Bites in downtown Chico, CA in 2003. Now he owns four
restaurants-- two in Chico, and two more a few hours north in Medford and Ashland, Ore.
Grilla Bites strives to support our environment while maintaining a healthy responsibility to our customers through
the food we serve.
To learn more about Grilla Bites, please visit http://www.grillabites.com.
69
Special Competition No. 8:
Best Use of College Consultants/Mentors
Purpose: To encourage California SAGE teams to utilize all of their available resources to
enhance the value of their activities. One such resource is a nearby community college or
university. Institutions of higher education have students who are interested in working closely
with your SAGE team. These students may be majoring in business, international studies,
political science, journalism, social studies or almost any discipline.
Criteria:
(1) How well did the SAGE team use college students to help them plan, organize, and
implement and assess their activities? (80 points)
(2) Approximately how many hours did college mentors assist your SAGE team? (20 points)
How to Enter- Submit three (3) copies of an executive summary (two pages or less doublespaced) describing how your SAGE team met the two criteria above.
Submit one bound copy of the activity in its entirety, including the executive summary and all
documentation, to SAGE Headquarters at Chico State (see address on the first page of this
document).
Awards – First, second and third place. Plaques to be awarded, plus prize money (to be
determined).
Entry Deadline – Friday, April 20, 2007.
70
Special Competition No. 9:
Best Use of Business Advisory Board
Purpose: To encourage California SAGE teams to utilize all of their available resources to
enhance the value of their activities. One such resource is an active Business Advisory Board
(BAB).
Criteria:
1. How well did the students use their BAB members in planning, organizing and
implementing their activities? (70 points)
2. How many BAB members actively participated? (10 points)
3. Approximately how many hours did BAB members assist your SAGE team? (10 points)
4. How diverse was your BAB board (e.g., types of businesses represented; ethnic diversity;
gender diversity)? (10 points)
How to Enter- Submit three (3) copies of an executive summary (two pages or less doublespaced) describing how your SAGE team met the four criteria above.
Submit one bound copy of the activity in its entirety, including the executive summary and all
documentation, to SAGE Headquarters at Chico State (see address on the first page of this
document).
Awards – First, second and third place. Plaques to be awarded, plus prize money (to be
determined).
Entry Deadline – Friday, April 20, 2007.
71
Special Competition No. 10:
Best Use of Media
Purpose: To encourage California SAGE teams to utilize all of their available resources to
enhance the visibility of their best activities. One such resource is the media, which includes (but
is not limited to) newspapers, radio, television, magazines, billboards, display booths,
newsletters, fliers, brochures, bookmarks, and Internet publicity.
Criteria:
1. How well did the students use print media to publicize their best activities, and was
SAGE mentioned? (40 points)
2. How well did the students use television and radio to publicize their best activities,
and was SAGE mentioned? (40 points)
3. How well did the students use other media (e.g., billboards, display booths) to
publicize their best activities, and was SAGE mentioned? (20 points)
How to Enter- Submit three (3) copies of an executive summary (two pages or less doublespaced) describing how your SAGE team met the three criteria above.
Submit one bound copy of the activity in its entirety, including the executive summary and all
documentation, to SAGE Headquarters at Chico State (see address on the first page of this
document).
Awards – First, second and third place. Plaques to be awarded, plus prize money (to be
determined).
Entry Deadline – Friday, April 20, 2007.
72
Form: Intent to Participate in California SAGE
Deadline for receipt by SAGE:
March 16, 2007.
Be sure to e-mail to confirm that SAGE has received.
___________________________ High School will form a California SAGE team
with the intent to participate in the California SAGE Competition on April 27-28,
2007. This does not create an obligation if circumstances then prevent
participation.
Contact Information:_______________________
Address
Phone (
__________________
__________________
__________________
) _____________ (work) Phone (
Email:
_____________________________
) _____________ (cell)
_____________________________________
______________________________
Faculty Adviser (Signature)
Date
Please complete this form and return to SAGE Headquarters:
a. By fax: 530.898.4584 (ATT: SAGE)
b. By email: cdeberg@csuchico.edu
c. By surface mail: Dr. Curtis L. DeBerg
SAGE Headquarters
College of Business
California State University
Chico, CA 95929-0011
Questions? Call
Dr. Curtis L. DeBerg at 530.898.4824
73
Appendix A:
Sample Grant Proposal
Note: The grant proposal presented in this section was funded in June 2006. The identity of the
company has been made anonymous by referring to it as the XYZ Foundation.
Readers should note that this company has supported California SAGE in prior years in the
amount of $10,000 each year. The company is based in the United States, and funds grants in the
United States only. The company funds programs by region.
SAGE coordinators and SAGE teams in the U.S. are encouraged to contact me about seeking
funding from this company’s district office.
74
Financial Literacy and Community Service:
A SAGE Program Linking Secondary Students to University Mentors
I.
Purpose and objectives of the program
The purpose of the program is to help make future dreams come true for high school students by teaching
them financial literacy skills needed to be successful. With the emphasis on standardized testing and
college preparedness, many important job and career training skills are not taught effectively in high
schools. This is especially true of economically disadvantaged schools. Our grant request, which will be
operated by the CSU Chico Research Foundation, directly will serve approximately 400 students in high
schools throughout California. Indirectly, this grant will serve approximately 400 additional high school
students across the U.S. Of all 800 students, at least 60% will come from low- and moderate-income
backgrounds.
This first objective of this project is:

To promote a better understanding of financial literacy and community service for high school
students via a program called “Students for the Advancement of Global Entrepreneurship”
(SAGE). The high school students will be assisted by their college mentors/consultants. Working
closely with their university mentors, the high school students will learn new financial literacy
skills as they work on REAL WORLD projects.
The second objective of this project is:

II.
To involve the business and civic community by recruiting business managers, executives,
entrepreneurs and elected officials to participate as guest speakers, consultants and business
advisers for high school SAGE teams. Further, in the role as SAGE competition judges, these
leaders serve as evaluators and graders to determine which educational projects are doing the
most to enhance financial literacy. XYZ employees and associates will be encouraged to sit on
the business advisory boards of each participating high school.
Why is SAGE an ideal match for the XYZ Foundation?
SAGE is an ideal match for XYZ’s philanthropic activities because:
(1) It has been pilot tested in California, and it works. SAGE has been successfully conducted the past
two years, and it has shown that it can become a model for effective state, national (and
international) education reform;
(2) It directly involves local business and community leaders in working with the high school and
university students as they complete their real-world, experiential learning projects. This
extraordinary “team” effort is unparalleled among youth programs offering financial education,
community service or entrepreneurship;
(3) It directly provides new role models for high school students from college and university mentors;
the older students act as financial consultants to their younger protégés, thereby providing a new
point of contact between high school students from low-income communities and higher education;
(4) It directly involves local business and community leaders in a new form of outcome assessment,
where these leaders (not the teachers) evaluate the quality of the high school projects; each SAGE
team must present the results of their projects in a written annual report and a multimedia
presentation at a regional conference
75
(5) It encourages intrascholastic collaboration because students can work on SAGE projects as part of an
existing curriculum (like Junior Achievement) or after school (like athletics and drama). At the end
of the year, each high school must select a team of presenters who travel to a regional conference
(i.e., tournament) to present their results in front of a panel of external reviewers (i.e., referees). The
team rated the highest advances to a national competition, and the winner of the national competition
advances to the SAGE World Cup;
(6) It encourages interscholastic competition; SAGE students don’t compete for grades; rather, they
compete for the same type of recognition that comes with interscholastic sports. The competitive
element incorporated into SAGE cannot be overstated. This structure allows teams to “benchmark”
their best projects against other secondary schools from one year to the next. Unquestionably, one of
the strongest motivators for a young person is peer pressure, and the SAGE structure, in a subtle yet
powerful manner, has incorporated this motivational technique into a fun and competitive setting.
(7) It requires the completion of local projects, but each SAGE must do so with an eye toward
international issues; by including a judging criterion with a global dimension, SAGE provides
secondary students with an international perspective and, for the most outstanding students, a unique
cultural exchange program when they travel to the SAGE World Cup each year.
(8) Doesn’t mandate any one curriculum nor intrude on existing business student organizations; on the
contrary, SAGE provides an avenue for these student organizations to showcase what they’ve learned
and earned by presenting their results in a public exhibition, thereby increasing the potential for
existing financial education curricula to expand their “market share.”
The majority of the high schools targeted by this grant is located in underserved communities, and
addresses several of XYZ’s goals in that SAGE:
1. Integrates innovative approaches to enhance learning experiences in the public school system
2. Provides financial literacy and business education skills to prepare high school youth for their
next stage of life and offers an outstanding mechanism to
3. Reinforces the volunteer efforts of XYZ employees. The SAGE program will be strengthened
based on the real life expertise, and interaction with, experienced professional financial experts.
The project headquarters is located in Butte County. Butte County is the fourth poorest county in
California. 28% of Butte County children live in households below the poverty level, and of these, 43%
of the children come from single-parent households.
II. Needs being addressed
According to the Jumpstart Coalition for Personal Literacy, 50% of U.S. high school seniors don’t make
the grade in their knowledge of managing money, investing, and savings. Also, a recent Gallup survey
found that, even though 70% of high school students want to start their own business, more than half
acknowledged that their understanding of business issues is poor. “The sad fact is that most children
today receive no formal education about business and free enterprise. Our schools aren’t required to
teach it and most teachers don’t understand it themselves. Unless we start today to correct this situation,
the free enterprise system will continue to be at risk tomorrow” [Think This is Kid Stuff? Think Again...,
National Federation of Independent Business Education Foundation].
Most financial education programs throughout the U.S., if they exist at all on a high school campus, have
focused on curriculum reform/content development and many are delivered in traditional text-based or
"chalk and talk" lecture/recitation environments. While the content is usually sound, it neither engages
students nor changes their behavior regarding the practice of micro enterprise development,
entrepreneurship or financial literacy in their own lives. The challenge is to make that content relevant
76
and "hook" the student. It is one thing to be able to claim that a student has learned the principles of
financial management and can pass a test covering the material learned in a classroom. It is something
altogether different, and more meaningful, to have that same student apply their financial knowledge to
managing their own lives, and their own finances.
Rather than becoming yet another body of knowledge to be memorized, tested and forgotten, if financial
education is made relevant, it becomes an integral part of that student’s vocabulary and mindset as they
seek a job or move on to their vocational school or university years and into the “real world.” SAGE
provides such relevance. Thus, this proposal addresses an unmet need at the secondary school level in
California
III. Plan of action and time frame
The SAGE program promotes financial literacy and community service by linking CSU, Chico students
to California secondary schools. We expect about 20 high schools to participate in California SAGE,
with the culminating event taking place on April 28-29, 2005 on campus. At least half of these high
schools are from inner cities, and several high schools will come from rural, economically-challenged
communities. University student “mentors” are assigned to individual high schools to help them complete
problem-based learning projects. Throughout each year, the high school SAGE team completes at least
one project under each of the following three categories: entrepreneurship, community service and
teaching. Each SAGE school is encouraged to recruit a Business Advisory Board. At the end of the year,
these projects are showcased at the California SAGE competition at the end of April. Judges at the
California SAGE competition include successful entrepreneurs, business leaders, professors, civic
leaders and graduate students. Thus, SAGE is an ideal program that encourages school partnerships with
the business community and the community in which the school is located.
The California SAGE champion will represent California in a national SAGE Exposition in August 2006
at the USA SAGE competition. Students from California will present the results of their projects to a new
panel of judges. Other state SAGE champions will also present the results of their projects. The team that
does the most persuasive job will then represent the USA in the SAGE World Cup competition.
IV. Qualifications of program staff
Dr. Curtis L. DeBerg is the Project Director. He is a full professor of accounting at California State
University, Chico; he has taught at Chico State for the past 14 years. Dr. DeBerg is very experienced in
the areas of experiential learning; he has a successful track record in managing and directing two
previous U.S. Department of Education grants; and he has a vast network of secondary school and
university contacts in California (and several U.S. states and nine additional countries) who want to
participate in SAGE.
V.
Total funding required and projected resources
Total
Costs
Total
from
Other
Sources
*
Total
from this
XYZ
Funding
request
SAGE - Direct Program Related Expenses
i. Materials and Supplies
77
Photocopying
Postage
Telephone
ii. College mentor/consultant travel to California high schools:
iii. California SAGE Competition, April 28-29, 2006 (20 h/s)
Prize money to winning teams
Costs to host the California SAGE competition
$1,000
$1,000
$1,000
$8,000
$1,000
$1,000
$1,000
$8,000
$5,000
$5,000
Piping and draping for entrepreneurship exhibits ($40
each * 80 booths)
$3,200
$3,200
$0
$0
$0
$0
$0
$0
$0
$0
Auditorium rental for business competitions
Friday night welcome reception for business and
civic leaders ($15 * 200)
$900
$3,000
$900
$0
$0
$3,000
$900
$0
$900
$350
$200
$300
$550
$5,630
$31,030
$350
$200
$300
$550
$0
$21,500
$0
$0
$0
$0
$5,630
$9,530
$1,552
$32,582
$1,075
$22,575
$470
$10,000
Friday night skating/pizza party for high school students ($6 * 150
people)
Street banners, signs
Balloons, decorations
Brochures (Production and Mailing)
Supplies, copying, name tags
Saturday night banquet (200 people * 28.15)
Total Direct Costs
v. Indirect costs (5% of Direct Costs)
Total Costs
The total cost of this project is $32,582. The total request from XYZ is $10,000.
XYZ will be recognized as the official sponsor of the Friday night welcome receptions and SAGE
Awards Banquet on Friday and Saturday night, April 27-28, 2006. XYZ also will be recognized as the
“official lead sponsor” of California SAGE at the USA SAGE Exposition. Recognition will come in the
form of significant newspaper, television and radio coverage, whereby XYZ will be recognized
prominently.
78
Appendix B
Questionnaire for High
School SAGE Students
79
2007 SAGE QUESTIONNAIRE FOR HIGH SCHOOL PARTICIPANTS
Strongly
disagree
Disagree
Neutral or
No Opinion
Agree
Strongly
Agree
1. I am more confident about my future
because I have learned business skills.
2. I have seen that reading, mathematics,
writing, and other school subjects are
essential to a successful business.
3. A business should concentrate on
making money. Helping the community
should be considered afterwards, when a
profit has been made.
4. I believe that the goal of any business
for which I work should be to give at
least 10% of profit to the community.
5 Global trade always helps the poor in
other countries raise their standard of
living.
7. The more people teach and practice
democracy, the higher the standard of
living will rise for them.
8. Economics is a difficult subject to
understand and should be left to experts
like those on the Federal Reserve.
9. Every businessperson should be
required to make a business plan which
helps the environment in some way, even
if the business cannot avoid polluting or
creating waste.
10. Because of global warming, youth
businesses which help slow the rate of
warming should be made a priority.
80
TRUE
FALSE
11. I find it hard to do SAGE activities and homework; there is so little time.
12. Our SAGE team does not need university students to mentor.
13. Our team would do more if our SAGE adviser had an assistant.
14. I want to participate in a business when I am in college.
15. It is smart to combine, when possible, business and community service, so
as to save time.
16. It would be better if we had county competitions, with the winner from each
county then going to state competition.
17. Because college is around the corner, I must spend more time earning
money for college than in helping the community.
18. I know what social entrepreneurship is and I think that it should get more
attention in high school.
19. Cultures are different; democracy is not appropriate for every culture.
20. No democracy is perfect, which means that we should work to improve
democracy in all democratic societies.
YOUR SCHOOL NAME _____________________________________________
AGE________GRADE_______GENDER______
NAME YOUR CAREER INTEREST______________________________________
DO YOU CURRENTLY HAVE A PART-TIME JOB? _______
If yes, how many hours a week to do you work, on average? _____
81
Appendix C
SAGE Bank Loan Application
Form:
Team and Solo
82
Loan Application – SAGE Team
Business Information:
Business Name:
_______________________________________________________
Date Started:
_______________________________________________________
SAGE High School
Name:
_______________________________________________________
SAGE Teacher Name
and Address:
_______________________________________________________
_______________________________________________________
_______________________________________________________
SAGE Teacher Phone
Numbers
SAGE Teacher E-mail
Address
_______________________________________________________
_______________________________________________________
_______________________________________________________
How Much Money (in U.S. Dollars) Are You Requesting? _____________________________
(Maximum: $$250 for Individuals)
Purpose of the Loan: ___________________________________________________________
_____________________________________________________________________________
How Would You Like to Pay the Loan Back After One Year from the Date the Loan
Proceeds are Received?
___ In one lump payment, plus 5% interest
___ In four equal payments, payable at the end of each of the next four quarters after Year
1, using a 5% annual interest rate
___ In 12 equal payments, payable at each of each of the next twelve months after Year 1,
using a 5% annual interest rate
83
Business Plan
In a separate attachment, please answer the following questions (if you have a formal business
plan, include your plan, but make sure each of the following questions is addressed):
1. Please provide a brief history of your business, future plans and projections, and describe
your products and/or services and competition.
2. Please describe your previous business experience. (Include business background,
management experience of the SAGE team leaders, and training, or include a resume of
key personnel.)
3. What is your business’s competitive advantage? What makes it different?
4. At what price will you sell?
5. Where will you be selling your goods or services?
6. How will you advertise your business?
7. Are there any environmental concerns about your business?
8. Please include a projected balance sheet at the end of the first year; also include a
projected income statement for your business for the first year.
9. Provide a list of all SAGE students who will be working in the business.
84
BUSINESS INFORMATION
Business Name
Address
Telephone (
)
Individual Name(s)
Address
Telephone (
)
Date of Birth:
Nature of Business
Date Established
Months at Present Location
[
] Own
Number of Employees
[
] Lease
FINANCIAL INFORMATION
Bank of Account (if any)
Credit Relationships:
Name of Creditor
Account Number
Please provide details of your business credit relationships below:
Original Loan
Amount
Purpose of Loan
Amount
Presently Owing
$
$
$
$
$
$
Repayment Terms
Maturity
Date
85
LOAN REQUEST
Amount of Loan Requested (in U.S. Dollars)
$ ________________
Type of loan
[
] One year simple interest loan, with principal
and interest payable at 5% at the end of loan contract
is signed
[
] One year installment loan, with principal and
interest payable at an annual interest rate of 5% in
four quarterly installments starting one year after the
loan contract is signed
[
] One year installment loan, with principal and
interest payable at an annual interest rate of 5% in 12
monthly installments starting one year after the loan
contract is signed
[
] Other (to be negotiated)
[
] Other (State type of loan required and loan
Specific Loan Purpose (Check all that apply)
[
] Working Capital
[
] Finance Purchase of Inventory
[
] Finance Purchase of Equipment
__________________________________
[
] Finance Purchase of Real Estate
__________________________________
[
] Finance Purchase of Business
__________________________________
[
] Refinance Existing Loan or Debts
__________________________________
purpose)
CERTIFICATION
The undersigned certifies that, to the best of his or her knowledge and belief, all information
contained in this loan application and in the accompanying statements and documents is true,
complete, and correct. The undersigned agrees to notify the SAGE Bank immediately of any
material changes in this information
SAGE Team Name
(print):
SAGE Team President
or CEO Signature(s):
Date:
SAGE Teacher or
Advisor (s) Signature:
Date:
SAGE Country
Coordinator Signature:
Date:
The SAGE Country Coordinator will submit the application to SAGE Headquarters for loan
processing. If approved, we will forward a promissory note for you to sign. After this note is received
by SAGE Headquarters, you will receive your loan proceeds within two weeks.
86
Loan Request - Individual SAGE Student
Business Information:
Business Name:
_______________________________________________________
Date Started:
_______________________________________________________
Individual Owner(s)
Name:
_______________________________________________________
Individual Owner(s)
Address:
_______________________________________________________
_______________________________________________________
_______________________________________________________
Individual Owner(s)
Phone Numbers
_______________________________________________________
_______________________________________________________
Individual Owner(s) Email Address
_______________________________________________________
How Much Money (in U.S. Dollars) Are You Requesting? _____________________________
(Maximum: $100 for Individuals)
Purpose of the Loan: ___________________________________________________________
_____________________________________________________________________________
How Would You Like to Pay the Loan Back After One Year from the Date the Loan
Proceeds are Received?
___ In one lump payment, plus 5% interest
___ In four equal payments, payable at the end of each of the next four quarters after Year
1, using a 5% annual interest rate
___ In 12 equal payments, payable at each of each of the next twelve months after Year 1,
using a 5% annual interest rate
87
Business Plan
In a separate attachment, please answer the following questions (if you have a formal
business plan, include your plan, but make sure each of the following questions is
addressed):
1. Please provide a brief history of your business, future plans and projections, and
describe your products and/or services and competition.
2. Please describe your previous business experience. (Include business background,
management experience, and training, or include a resume.)
3. What is your business’s competitive advantage? What makes it different?
4. At what price will you sell?
5. Where will you be selling your goods or services?
6. How will you advertise your business?
7. Are there any environmental concerns about your business?
8. Please include a projected balance sheet at the end of the first year; also include a
projected income statement for your business for the first year.
9. Include a personal list of assets and liabilities (e.g., a personal balance sheet).
88
BUSINESS INFORMATION
Business Name
Address
Telephone (
)
Individual Name(s)
Address
Telephone (
)
Proprietorship
Date of Birth:
_________
Partnership
Non-Profit ________
_________
Individual
Sub-Chapter S ______
________
LLC
Ownership Distribution: (List partners, owner names)
Corporation
______
Note: Attach separate sheet if additional
space needed.
Name
Title
# of Months
%
Name
Title
# of Months
%
Name
Title
# of Months
%
Nature of Business
Date Established
Months at Present Location
[
] Own
______
Number of Employees
[
] Lease
FINANCIAL INFORMATION
Bank of Account (if any)
Credit Relationships:
Name of Creditor
Account Number
Please provide details of your business credit relationships below:
Original Loan
Amount
Purpose of Loan
Amount
Presently Owing
$
$
$
$
$
$
Repayment Terms
Maturity
Date
1
LOAN REQUEST
Amount of Loan Requested (in U.S. Dollars)
$ ________________
Type of loan
[
] One year simple interest loan, with principal
and interest payable at 5% at the end of loan contract
is signed
[
] One year installment loan, with principal and
interest payable at an annual interest rate of 5% in
four quarterly installments starting one year after the
loan contract is signed
[
] One year installment loan, with principal and
interest payable at an annual interest rate of 5% in 12
monthly installments starting one year after the loan
contract is signed
[
] Other (to be negotiated)
[
] Other (State type of loan required and loan
Specific Loan Purpose (Check all that apply)
[
] Working Capital
[
] Finance Purchase of Inventory
[
] Finance Purchase of Equipment
___________________________________
[
] Finance Purchase of Real Estate
___________________________________
[
] Finance Purchase of Business
___________________________________
[
] Refinance Existing Loan or Debts
___________________________________
purpose)
CERTIFICATION
The undersigned certifies that, to the best of his or her knowledge and belief, all information
contained in this loan application and in the accompanying statements and documents is true,
complete, and correct. The undersigned agrees to notify the SAGE Bank immediately of any
material changes in this information
Business Name (print):
Applicant Signature(s):
Date:
Applicant Title:
SAGE Teacher or
Advisor (s) Signature:
Date:
SAGE Country
Coordinator Signature:
Date:
The SAGE Country Coordinator will submit the application to SAGE Headquarters for loan processing. If approved,
we will forward a promissory note for you to sign. After this note is received by SAGE Headquarters, you will receive
your loan proceeds within two weeks.
2
Appendix D
SAGE-Youth Venturer
Seed Capital Application Form
(This is available only to USA
SAGE teams in 2006-2007; we
intend to expand this
internationally in future years)
3
USA SAGE Youth Venturer:
Seed Capital Application Form
Youth Venture
Dream it. Do it.
SAGE-Youth Venture Action Plan
A resource to plan and launch a successful Venture
and the gateway to become a part of the global network of
young people creating and leading positive social change.
This Action Plan is designed for teams who prefer to present their
ideas in a narrative/essay style presentation. An alternative Action Plan
format is available for teams that prefer a worksheet/form-based approach. The alternative format can be
found at www.youthventure.org.
.
© Youth Venture, 2006.
All rights reserved.
4
SAGE-Youth Venture (S-YV)Action Plan
Appendix D: 1
Welcome to SAGE-Youth Venture!
And welcome to an emerging movement of young people leading real community
change. By forming a SAGE-Youth Venture (S-YV), you are helping to alter the
perception and role of youth in society. This is your opportunity to take charge and to
show the power that you and your team, as young people, have to shape your world.
This Action Plan is structured to help you think through your community-benefiting
idea and form it into a successful S-YV, an ongoing organization that positively impacts
the community. Ventures can be school-based clubs, community organizations, or forprofit or nonprofit businesses. S-YV is here to offer a range of support—including up to
$1,000— to help you launch your idea.
These are the criteria for becoming a SAGE-Youth Venture Team:
 You and your S-YV leadership team are ages 12-20.
 Your S-YV benefits the community.
 Your S-YV is youth-created and youth-led.
 Your S-YV is a new organization or a new program within an existing
organization.
 Your S-YV is ongoing and sustainable (not a one-time event).
 Your S-YV has clear, attainable goals and a realistic budget.
 You are a part of a team that is trustworthy and committed to ethical standards.
 Your team has the clear support and engagement of at least one adult ally
 You will do your best to start a SAGE team at your high school or in your
community. To learn more about SAGE, go to http://www.csuchico.edu/sage.
Becoming an official SAGE-Youth Venture Team is a two-part process: The first step is to
complete and submit one Action Plan as a team. From there, you’ll be invited to present
your idea and plan to a Selection Panel, a group of community members who believe in
the power of youth and want to help your team be successful.
This Action Plan will help you structure your S-YV by asking your team to think through and plan
your S-YV’s goals and activities. If you thoughtfully answer the following questions, you will
have a clear and useful tool that will help your team
S-YV
SAGE-Youth Venture (S-YV)Action Plan
Appendix D: 2
Since S-YV wants to help you be truly successful in this effort, we may ask you to revise
sections of your Action Plan if they are too vague or if your team forgot to mention
something significant.
If you have any questions along the way, or if you would like someone from SAGE or
Youth Venture to review a draft of your plan, just email or phone us! There’s usually
someone available Monday through Friday from 9:00am – 5:00pm EST.
Congratulations on choosing to become a SAGE-Youth Venturer! We know you have
the power to create and lead your own community-benefiting Venture, and we look
forward to helping you! Good luck!
For SAGE-YV inquiries, or SAGE competition questions, contact:
SAGE Home Office
Chico State University
Chico, CA 95929-0011
(530) 898-4824
sage@csuchico.edu
www.csuchico.edu/sage
For Youth Venture inquiries or questions about Action Plans contact:
Youth Venture – New England
10 Ferry Street, Suite 433
Concord, NH 03301
(603) 223-9864
yvnh@youthventure.org
www.youthventure.org
S-YV
SAGE-Youth Venture Action Plan
Appendix D-3
Please type your Venture Team’s responses to the questions below in a separate document. Read each
question carefully and be certain that your response is detailed and thoroughly addresses each part of
the question.
1.
What’s the name of your Venture?
 Clearly state the name of the Venture and describe its meaning or relevance to your
Venture idea.
 If the team name is an acronym, indicate what the acronym stands for.
2.
What’s your Venture idea?
 Describe the Venture idea in detail. Be sure to include the following:
 The reason why your team wants to create this Venture
 The main function and purpose of the Venture
 The benefit the community will receive from this Venture
3.
What’s your immediate action plan?
A detailed plan is especially important during the early stages. Having a plan will greatly
improve your chances of creating a successful Venture. If you need guidance in answering this
question, please see the SMART goal tip sheets available online at www.youthventure.org if you
click Take Action.
 Outline the major goals you will establish that will help you to start and maintain your
Venture during its first year. Be as specific as possible.
 Outline the tasks your team will need to accomplish in order to achieve each goal.
 Clearly state how you will measure the impact and the success of your Venture.
4.
Create a timeline of your Venture’s activities.
Start by listing every month for the next year, beginning with the current month. Next, list all of
the projects, tasks, and events that will occur during each month. You need to indicate when
each of the goals listed in your response to Question 3 will occur. You may use the Timeline
that’s available if you click Take Action at www.youthventure.org or you may create your own
timeline using a word-processing or spreadsheet program.
5.
How will you maintain your Venture in the long-term?
Ventures are sustainable, ongoing organizations; they are not short-term projects designed to
last for a week, a month, or a year. In this section, explain how the infrastructure of the
organization will be maintained. For further guidance, please see our tip sheet on Sustainability,
which is available if you click Take Action at www.youthventure.org. Your response should
include…
 Membership: How will you recruit new members or volunteers?
 Funding: How will your Venture earn funding after the start-up grant is spent?
 Leadership: How will you choose a new leader after the current leaders have moved on
to jobs or other schools?
S-YV
SAGE-Youth Venture Action Plan
6.
7.
Appendix D-4
Who will do what on your team? Who will support your team?
 List and describe the role of each member of your team. Be certain that a team member is
responsible for each of the tasks listed in your response to Question 3.
 Specifically indicate who will be responsible for the team’s finances.
 Include the name and contact information of at least one Ally, a non-controlling mentor
your team can call upon for expertise and guidance as you start and run your Venture.
For additional guidance around your Ally search, please visit www.youthventure.org
and click Take Action.
What is the budget of your Venture?
Youth Venture awards grants of up to $1,000 to help Ventures get started. This means that the
Youth Venture grant can be used to cover expenses accrued until a Venture starts earning
funding on its own.
This budget is your team’s chance to illustrate your Venture’s financial needs, the amount it
will cost your Venture to start running. Show all of the expenses and income you expect to
amass as you launch and sustain your Venture—at least through the first year. Youth Venture
and a Selection Panel will decide upon the total amount of Youth Venture grant funding your
Venture is eligible to receive based on the information provided in your budget.
Follow the bullet points below and illustrate your budget through the YV budget forms, or in a
table or spreadsheet. (You are strongly encouraged to use the budget forms available at
www.youthventure.org - click Take Action) to complete your budget or, if you prefer, you may
create your own budget forms using a word-processing or spreadsheet program.) You should
never hesitate to contact us at YV if you need guidance.

List all of your Venture’s start-up expenses. Be as specific as possible (i.e., rather than listing art
supplies for mural painting at $150.00, indicate specific costs like 8 pints of colored paint at $9 per can
= $72; 5 brushes at $6 each = $30; etc.). Please note that Youth Venture grants cannot be used for
salaries, payments to team members or anything unnecessary to the success of your Venture.
Also remember that Venturers are entrepreneurial: Be creative and resourceful in finding ways
to accomplish what you’ve set out to do. Accordingly, your Venture’s Action Plan should reflect
that you’ve…
o Asked for donations (as many as possible!)
o Borrowed material, if possible, rather than purchased new material
o Asked for discounts, deals or “in-kind” donations when making purchases
o Done your research on costs and purchased products or services at the best value

List all of the income you expect your Venture to receive. Consider possible sources of
income, such as fundraisers, cash donations, donated services or materials, admission fees, or
revenue from selling a product or service. How will your Venture acquire funding after the
start-up grant has been spent? Estimate how much your Venture will be able to raise in order
to sustain itself.
S-YV
5
Team Information
Lead Venturer Information: The lead Venturer coordinates communication for the whole team and is
responsible for staying in touch with SAGE-Youth Venture (S-YV).
Tip: Teams must complete and submit three and twelve-month self-evaluations after
receiving funding from S-YV. The lead Venturer will be responsible for making sure both of
these evaluations are sent to S-YV.

Completed Team Member
Contact Form & Agreement
Lead Venturer:
Team Member List: Please list the names and signatures of all core team members. By signing this,
team members are making a commitment to each other; they are committing to fulfill their role and help
make this Venture a reality. Lastly, check to make sure that each team member has completed the Team
Member Contact Form and Agreement (page 11--required) and signed the Media Parental Permission
Form (page 12--optional).
If you are submitting your Action Plan electronically, please snail-mail or fax this, and other forms that
require signatures.
Team Member Name
(please print)
Signature of Commitment
Completed Team
Member Contact
Form & Agreement







S-YV
6
Team Information
Delivery of Grant Check: If your team is awarded a start-up grant from SAGE-Youth Venture, we
will need to know to whom and where to send your check. WE invest in young people as agents of social
change. Normally, we make grant checks payable to the lead Venturer, but your team can choose who
receives the check: a team member, an Ally, a parent, your school, or someone else who is trustworthy.
Please provide the information below.
Make check payable to:
Mailing Address:
Town:
State:
Daytime Telephone:
Relationship to Team:
Evening Telephone:
Email:
Zip Code:
Please note: There may be tax consequences associated with the grant funding received from SAGE-Youth Venture. There may
be an obligation to report the grant as income and to pay taxes to Federal, State, and/or Local government. It is up to the
Venture Team, Ally, and recipient of the grant check to determine the tax consequences associated with the funds.
Press Releases: SAGE-Youth Venture may send a press release to local newspapers to announce the launch of
new Ventures. In the space below, please indicate which local newspapers, radio stations, or other media you
would like to hear about your Venture.
Name of Local Newspaper, Magazine, Radio Station, etc.
1.
2.
3.
S-YV
Appendix D-7
References
Please provide the name and contact information of two adult references that will attest to your team’s
integrity. If you are forming a Venture through school or another organization, you only need to list one
reference: your teacher or group leader. References cannot include relatives.
Reference’s Name:
Mailing Address:
Town:
State:
Daytime Telephone:
Evening Telephone:
Relationship to Team:
Email:
Zip Code:
How long have you known this individual?
Reference’s Name:
Mailing Address:
Town:
State:
Daytime Telephone:
Evening Telephone:
Relationship to Team:
Email:
How long have you known this individual?
S-YV
Zip Code:
Conditions of Association
Appendix D-8
Nothing is more critical in becoming a SAGE-Youth Venturer than knowing right from wrong and being trustworthy
and responsible. These Conditions of Association define core standards everyone in Youth Venture can expect from
their colleagues. By joining the SAGE-Youth Venture community, you accept these standards as your own. You make
clear that you understand the responsibilities associated with becoming a SAGE Youth Venturer, and you agree not to
pursue activities that could potentially harm other individuals or teams or discredit SAGE Youth Venture as an
organization.
Because these issues are so important, all of us, from your Allies to SAGE-Youth Venture nationally, would
be delighted to help you think them through. Please call on us if you would like to discuss any potentially
controversial components of your Venture. By signing this document, you, your Venture team, and all
members of the team agree to abide by the following standards of behavior. SAGE-Youth Venture reserves
the right to withhold or withdraw membership and support from any Venturer or team that violates any of
the following principles:
1.
Violence. Youth Venturers will not advocate for, participate in, or endorse any types of violence.
2.
Diversity. Youth Venturers will not tolerate discrimination of any kind, including, but not limited
to, discrimination on the basis of race, age, class, religion, ethnicity, nationality, gender, or sexual
orientation.
3.
Illegal Activity. Youth Venturers will not engage in or advocate for any type of illegal activity.
4.
Religious Respect. SAGE Youth Venturers respect religious freedom. We welcome partnerships
with people of faith and faith-based organizations. SAGE Youth Venturers and their teams,
consistent with these values, can be moved by faith but may not coerce others or use their Venture
to preach or to try to recruit or convert others.
5.
Political Partisanship. SAGE Youth Venturers are active citizens. It is entirely appropriate for
teams to undertake issue advocacy and education, including support for referenda. However, it is
important that no Venture be used for partisan political ends. Venture teams may not endorse,
advocate for, or promote political parties or candidates for public office – directly or indirectly.
SAGE-Youth Venture supports the right of every young person to dream his or her own dream -- and to
organize and make it happen. We welcome every young person who has the courage and energy to do so
as members in the SAGE-Youth Venture community, conditional on accepting and respecting these five
values and standards of conduct. SAGE-Youth Venture’s support of a team does not necessarily indicate
endorsement of its perspective or proposals, but rather support of the right of young people to be change
agents in their communities.
S-YV
SAGE-Youth Venture Terms and Legal Agreement
Appendix D-9
Please review the SAGE-Youth Venture terms listed below and sign to indicate that you have read and
agreed to the following:
1) Your Venture team will spend the start-up money provided by SAGE-Youth Venture within the first
12 months of operation and only for the purposes outlined in your SAGE-Youth Venture Action
Plan. Your team must keep all receipts of all expenditures and provide copies of them in your
reports to SAGE-Youth Venture. The 12-month period begins when you receive the SAGE-Youth
Venture welcome letter.
At the end of the first 3 months and at the end of the first 12 months, you and your team will
provide a report directly to SAGE-Youth Venture. SAGE-Youth Venture will send you and your
Venture team a report outline that will ask for:
a. An overview of the Venture which describes the activities completed to date
b. Your evaluation of the progress of the Venture, including goals achieved, youth
participation, and future plans
c. Details of how all start-up money received has been used
2) At the end of every month, you and your team will provide a monthly update to SAGE-Youth
Venture. You can email, mail, or fax the monthly update to SAGE-Youth Venture.
3) Any funds provided by SAGE-Youth Venture that are not spent by the end of the 12-month grant
period shall be returned to SAGE-Youth Venture.
4) You and your team will work with at least one Ally to develop your Venture.
5) You and your team will acknowledge the full range of SAGE-Youth Venture’s support in
interviews, conferences, and recognition opportunities related to your Venture.
6) You and your team agree and understand that your failure to carry out any of the terms described
in this agreement may result in termination of support for your Venture.
7) You and your team take full responsibility for all actions related to your Venture and understand
that Youth Venture is not responsible for your Venture or any of its activities.
8) Your organization will provide contact information for all team members, both current and in the
future.
S-YV
Terms of Agreement.
Appendix D-10
Each Venture team member must sign the Team Member Contact Form and Agreement to indicate that
(s)he has read and agreed to the terms described on the preceding pages and the YV legal agreement
below. Venture team members under the age of 18 must also have a parent or legal guardian sign this
form. All team members must sign this agreement.
THIS IS AN IMPORTANT LEGAL NOTICE: PLEASE READ THE FOLLOWING CAREFULLY. IF
YOU DO NOT UNDERSTAND IT, HAVE SOMEONE READ IT AND EXPLAIN IT TO YOU. YOU
ACKNOWLEDGE AND AGREE TO THE FOLLOWING:
1. YOUTH VENTURE, INC. (“YV”) PROVIDES ASSISTANCE, RESOURCES, AND GRANTS FOR
START-UP EXPENSES TO PARTICIPANTS IN VENTURES.
2. YV IS NOT, FOR LEGAL OR OTHER PURPOSES, A PARTNER, JOINT VENTURER, PRINCIPAL,
AGENT, MANAGER, DIRECTOR, SHAREHOLDER, OR MEMBER OF ANY VENTURE OR ANY
PARTICIPANT IN ANY VENTURE. NEITHER YV, NOR ANY OFFICER, DIRECTOR, OR EMPLOYEE
OF YV, HAS ANY RIGHT, POWER, OR AUTHORITY TO MAKE DECISIONS FOR OR TO BIND
LEGALLY ANY VENTURE OR PARTICIPANT, OR TO CONTROL ANY OF THE ACTIVITIES,
BUSINESS, OR AFFAIRS OF ANY VENTURE OR PARTICIPANT IN ANY VENTURE. PARTICIPANTS
IN VENTURES ARE SOLELY AND EXCLUSIVELY RESPONSIBLE FOR MANAGEMENT AND
CONTROL OF THE VENTURE, FOR THE ACTIVITIES AND BUSINESS OF THE VENTURE, AND FOR
ALL OF THEIR CONDUCT, ACTS, OR OMISSIONS.
3.
PARTICIPANTS IN VENTURES ARE SOLELY RESPONSIBLE FOR CONSULTING WITH
QUALIFIED PROFESSIONALS AND INVESTIGATING, UNDERSTANDING, AND COMPLYING
WITH ANY AND ALL FEDERAL, STATE, AND LOCAL LAWS, CODES, REGULATIONS, AND
ORDINANCES WHICH MAY APPLY TO THEIR VENTURES AND THE ACTIVITIES AND/OR
BUSINESS IN WHICH SUCH VENTURES MAY ENGAGE.
4. THERE MAY BE TAX CONSEQUENCES ASSOCIATED WITH THE FUNDS A VENTURE OR
PARTICIPANTS IN A VENTURE RECEIVE FROM YV, AND WITH ANY INCOME RECEIVED BY A
VENTURE, WHICH MAY INCLUDE, AMONG OTHERS, AN OBLIGATION TO REPORT AS INCOME
AND TO PAY TAXES ON SUCH FUNDS/INCOME TO FEDERAL, STATE, AND OR LOCAL
AUTHORITIES. IT IS UP TO THE VENTURE’S PARTICIPANTS TO DETERMINE THE TAX
CONSEQUENCES OF SUCH FUNDS/INCOME, AND TO COMPLY WITH ALL APPLICABLE LAWS
IN ALL RESPECTS.
5. YV CANNOT PROVIDE LEGAL OR TAX ADVICE. PLEASE CONFER WITH QUALIFIED
PROFESSIONALS TO HELP YOU DETERMINE AND COMPLY WITH YOUR LEGAL AND TAX
OBLIGATIONS.
S-YV
Team Member Contact Form and Agreement
Appendix D-11
****Photocopy this form! Each team member is required to complete and submit this form.
Upon selection as a SAGE-Youth Venture team, SAGE-Youth Venture will provide business cards with the SAGE-Youth Venture logo
for members of the core team of each Venture. The information in the top section of this form will be printed on your business card.
Put an asterisk (*) next to information you wish to exclude from your business cards.
Name:
Role in the Venture (e.g. President, Designer, etc.):
Name of Venture Team:
Mailing Address:
Street Address (if different from mailing address):
Town:
State:
Home Phone:
Cell Phone:
Email:
AIM Screen Name:
Date of Birth:
Zip Code:
I am currently in (circle one): Middle School High School College
Name of Your School:
Other
Expected Graduation Date:
Would you like your contact information shared with other Youth Venturers? Circle one: YES
NO
How did you hear about Youth Venture?
Core team members of approved teams receive a YV t-shirt. Shirt size (circle one): small medium large
XL
By my signature below, I acknowledge that I have reviewed and considered the preceding Conditions of
Association in its three-page entirety, and that I accept the standards of behavior prescribed and the terms
of agreement governing participation as a SAGE Youth Venturer.
Your Signature:
Date:
Parent/Guardian’s Signature (required if you’re under 18):
Date:
Parent/Guardian’s Name:
S-YV
Media Parental Permission Form
Appendix D-12
****Photocopy this form! Each team member should complete and submit this form.
I________________________________,(if under 18) parent/guardian of ________________________________,
agree and authorize the use by SAGE-Youth Venture and its partner organizations of pictures and
information about my son/daughter and/or their Venture in any and all promotional materials including
websites, print, (newspapers, magazines, catalogs, brochures) and all digital and electronic (TV/radio) media.
SAGE-Youth Venture’s partners may include, but are not limited to, schools, community based organizations,
youth organizations, corporate and nonprofit sponsors, public relations firms and advertising agencies.
Parent/Guardian Signature ________________________________
Date ________________________________
Tip: Everyone, regardless of age, needs to sign this form if they would like to give SAGE-
Youth Venture permission to use their image and story; however, only individuals under the
age of 18 need to have their parents/guardian’s signature as well.
S-YV
Page 14
Once you complete this Action Plan, you should be ready to submit it to SAGE Youth Venture. From
here, it’s on to Selection Panel—and then the actual launch of your Venture. Congratulations!
Final Steps:

Before submitting your Action Plan, take a few moments to review your responses. They
should answer each question fully, be an accurate and detailed depiction of your Venture, and
it should be clearly written (spell check!).

Photocopy or reprint the Venture Team Member Contact Form and Agreement (page
Appendix D-11) for each member of your team. EACH team member is REQUIRED to
complete, sign, and submit this form with the Action Plan. Team members under 18 are
required to have their parents or guardians sign as well.

Photocopy or reprint the Media Parental Permission Form (page Appendix D-12) for each
member. This form is optional. All team members who choose to give SAGE-Youth Venture
permission to use their image and story must sign this form; however, team members under
the age of 18 must have a parent/guardian sign as well.

Please check to be sure your Action Plan includes the following:
 Typed responses to Questions 1-7, including a Timeline of your Venture’s activities.
 Team Information (pages 5-6)
 References (page 7)
 Team Member Contact Form and Agreement (one per team member) (page 11)
 Media Parental Permission Form (one per team member) (page 12)

Please send your completed Action Plan by email to the SAGE-Youth Venture office by email to
sage@csuchico.edu, by fax to (530) 898-4970, or by regular mail to: SAGE-Youth Venture, Center for
Entrepreneurship, California State University, Chico, CA 95929-0011.

Your Action Plan will be reviewed within a few days of our receipt of it. If any revisions are needed, you will be
guided in doing that. Then, you’ll be invited to present your Venture idea to a Selection Panel. Selection Panels
typically occur approximately two-to-four weeks after submission.
Questions? Just let us know—we’re here to help!