Request for Proposals Supplemental Information For Youth-­‐Directed Service-­‐Learning Action Sponsored By State Farm Insurance® March 2015 Deadline for submissions: Friday, May 1, 11:59pm Eastern Application found at www.sfyab.com “We believe that the success of tomorrow lies in the youth of today.” -­‐Edward B. Rust Jr., Chairman & CEO State Farm Insurance Companies
CONTENTS Part A | Overview • State Farm® Youth Advisory Board • Mission Statement • Contact Information Part B | Program Elements • Eligibility • Mandatory Requirements • Expectations Part C | Service-­‐Learning • Description • Elements of Service-­‐Learning • Types of Service-­‐Learning • Characteristics of a Quality Project Part D | Issue Analysis • Arts and Culture
• Community Safety and Justice • Economic Empowerment and Financial Literacy • Education and Closing the Achievement Gap • Environmental Responsibility • Health and Wellness Part E | Scoring Rubric Part F | Budget Information **This document is NOT comprehensive -­‐ Please visit the YAB Website and review the HELP/FAQ tab for answers prior to calling the State Farm Youth Advisory Board** www.sfyab.com
Part A | Overview The State Farm® Youth Advisory Board The State Farm Youth Advisory Board is a diverse group of 30 students aged 17-­‐20 selected from across the United States. The Board plays a leadership role in designing and overseeing a $4 million-­‐a-­‐year State Farm® funded service-­‐learning initiative. The Youth Advisory Board grants funds for student-­‐led service-­‐ learning projects in the United States. These grants address, in a structural way, the issues of arts and culture, community safety and justice, economic empowerment and financial education, societal health and wellness issues, education and closing the achievement gap, and environmental responsibility. The number of grants to be awarded will depend on the number and quality of requests received. Grant amounts will vary according to the nature of the proposal and availability of funds. However, at least one service-­‐learning project will be funded in each of the seven U.S. market areas listed below. The minimum grant amount is $25,000 and the maximum grant amount is $100,000. Applicants may request any amount within this range based on the required budget, outlining project expenses. 2015 Youth Advisory Board Members Western Market Area • Angela Zhou • Jamal Edwards • Noah Cole • Kendra Hong West Central Market Area • Bill De La Rosa • Pavane Gorrepati • Veronica Fernandez-­‐Diaz • Ciera Blehm Canada Market Area • Nasma Ahmed South Central Market Area • Derek Carter • Anjali Bhatla • Raygan Sylvester • Logan Brown • Jacob Bernstein North Central Market Area • Amber Kriech • Riley Quinlan • Madison Vorva • Baylee Ritter • Jacqueline Martinez Southeastern Market Area • Hasib Muhammad • Justin Pearson • Lucy Dang Eastern Market Area • Alan Xie • Eva Shang • Tyler McCardell • Deanna White • A’Dorian Murray-­‐
Thomas Florida Market Area • Wesley Dixon • Selena Wang • Daniel Erickson National Programs Team (primary contact) Cooper Kennard – Enterprise Development Associate One State Farm Plaza – B4 Bloomington, IL 61710 309-­‐766-­‐6126 yab@statefarm.com (email preferred) Part B | Program Elements Eligibility To receive a grant from the State Farm Youth Advisory Board, organizations/institutions must be located in the United States. Primary applicant can be anyone involved with a public K-­‐12, public charter, or higher education institution. Teachers or school-­‐based service-­‐learning coordinators whose primary role is to coordinate service-­‐learning projects in a public, charter, or higher education institution are excellent applicants. Non-­‐profit organizations are also eligible if they are able to demonstrate how they plan to actively interact with students in public K-­‐12 schools. Applicants must also have a demonstrated capacity to effectively manage grant funds. Expectations for Grant Applications By giving grants at a minimum amount of $25,000 and a maximum amount of $100,000, the State Farm Youth Advisory Board expects grantees to develop and carry out their proposals with a structural approach addressing one of the main issue areas. By “structural” we mean that the issue is addressed at the root cause to achieve lasting change. Each grantee site should create the power and leverage, likely through the leverage of key partners, needed to impact systemic change throughout the surrounding area. Ideally, the funded approach should be replicable in surrounding communities. Propelling innovation and change involving students, service-­‐learning practice, and school and community institutions is admittedly ambitious, but we believe it is achievable and not unprecedented. Increasing student participation is good for young people as well as our schools, communities, and countries. Through well-­‐structured ways to serve and lead alongside adults or to create innovative solutions to public problems, young people will learn civic skills and enhance their sense of connection to larger purposes.
Part C | Service-­‐Learning Description Most people learn by doing, rather than merely hearing or reading. That’s where service-­‐learning adds value. Service-­‐learning is a teaching method which supplements classroom studies with hands-­‐on projects, addressing pressing community issues and problems. When students have the opportunity to apply what they are learning to authentic problem solving, the result is too powerful to contain in a textbook. Service-­‐learning: • Enhances academic curriculum experience, • Cultivates civic responsibility & civic engagement, • Empowers youth, • Advances work performance & management skills, • Constructs opportunities for student reflection, and • Offers students an interactive, high-­‐quality, educational learning experience. Service-­‐learning ensures that a project not only benefits the “target audience,” but also the young people who are active participants in designing and executing the work. Applicants must demonstrate CLEARLY how service-­‐learning is embedded within their project. Elements of Service-­‐Learning 1. Preparation a. Youth and adults together: i. Identify a need, issue or problem ii. Research the underlying cause and potential solutions of the identified need, issue or problem iii. Develop a plan of action iv. Join forces with expert community partners v. Embed curricular objectives in project learning and service vi. Apply knowledge to the planning process 2. Action a. With guidance and formation from adults, youth: i. Incorporate various learning styles ii. Employ attained academic skills and knowledge iii. Discover new information iv. Learn from mistake
3. Reflection a. With guidance and formation, youth reflect by role-­‐play, journals, drawing, group discussion, and learning logs to: i. Record thoughts ii. Ask questions and reply to classmates iii. Summarize events of the service-­‐learning project iv. Deliberate differing points of view from community partners v. Express new insight and influence of the project vi. Deepen understanding and analysis of the larger civic and social dimensions of the issue or problem being addressed 4. Demonstration/Celebration a. Youth demonstrate and celebrate their new understanding, new perspectives, and newly-­‐ obtained skills with peers, teachers, and community members by: i. Educating others about issues ii. Involving active participation iii. Planning a concluding celebration to honor the benefits to community iv. Developing future project ideas Types of Service-­‐Learning 1. Direct Service-­‐Learning o Positions youth in direct contact with people that results in working with a diverse population. o Example: Tutoring younger students on the importance of seatbelt safety, peer counseling on aggressive driving, and a performance on mock accidents 2. Indirect Service-­‐Learning o Engages youth in performing service by activities that occur at school and channels resources to area of need. o Example: Writing books about defensive driving, developing safety kits for various safety lessons for children, or collecting new and used child booster seats for parents who are unable to afford them. 3. Advocacy Service-­‐Learning o Provides the opportunity to participate in policy change by youth contributing voices and talents to help eliminate the causes of a specific problem. o Example: Making a railroad crossing safety presentation to the city council in support of a specific policy, launching a campaign about senior citizen driver preparation and retesting, and rallying to gain community support for public policy on drunk, drugged, drowsy, and distracted driving Characteristics of a Quality Project The State Farm Youth Advisory Board values proposals possessing the following qualities: •
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The project is initiated, designed, and carried out by youth with support from expert community partners. The project affects the root cause of the issue that is being addressed. The project is both feasible in nature and has a plan for future sustainability. The project has a high deed-­‐to-­‐dollar ratio. The project meets the eight essential elements of service-­‐learning Additional qualities of successful projects include, but are not limited to: 1. Meaningful Service a. Service-­‐learning actively engages participants in meaningful and personally relevant service activities. Projects should be age appropriate, encourage the participants to understand experiences in the context of underlying societal issues and have an attainable and visible outcome. 2. Link to Curriculum a. Service-­‐learning is intentionally used as an instructional strategy to meet the learning goals and/or content standards of an academic curriculum. Good projects should have clearly articulated goals and help participants learn how to transfer knowledge and skills from one setting to another. 3. Reflection a. Service-­‐learning incorporates multiple challenging reflection activities that are ongoing and that prompt deep thinking and analysis about oneself and one’s relationship to society. 4. Diversity a. Service-­‐learning promotes understanding of diversity and mutual respect among all participants. Service-­‐learning projects help participants actively seek to understand and value the diverse backgrounds and perspectives of those offering and receiving service while encouraging them to recognize and overcome stereotypes. 5. Youth Voice a. Service-­‐learning provides youth with a strong voice in planning, implementing, and evaluating service-­‐learning experiences with guidance from adults. The youth participants should be strongly involved in the decision-­‐making process throughout the service-­‐learning experiences and work with adults in an environment that supports trust and open expression of ideas. 6. Partnerships a. Service-­‐learning partnerships are collaborative, mutually beneficial, and address community needs. A variety of partners, including youth, educators, families, community members, community-­‐based organizations and/or businesses maintain frequent and regular communication with each other to establish a shared vision and implement action plans on common goals. 7. Progress Monitoring a. Service-­‐learning engages participants in an ongoing process to assess the quality of implementation and progress toward meeting specified goals, and uses results for improvement and sustainability. 8. Duration and Intensity a. Service-­‐learning has sufficient duration and intensity to address community needs and meet specified outcomes. Service-­‐learning experiences provide enough time to reach the processes of investigating community needs, preparing for service, action, reflection, demonstration of learning and impacts, and celebration. Part D | Issue Analysis After careful consideration and considerable debate, the State Farm Youth Advisory Board has chosen to focus on the following five topic areas. While the issue topics are concrete, the method of addressing the root cause is open for creative solutions. The following information provides a brief insight into the need for projects to address these issues. • Arts and Culture • Community Safety and Justice
• Economic Empowerment and Financial Literacy • Education and Closing the Achievement Gap
• Environmental Responsibility • Health and Wellness Arts and Culture The State Farm Youth Advisory Board advocates for philanthropic initiatives that address the multifaceted and interdisciplinary forms of artistic expression. According to Edutopia, art education promotes “academic achievement, social and emotional development, civic engagement and equitable opportunity.” When art programs are absent, creativity is undermined, and the achievement gap widens. Therefore, the YAB seeks to address these concerns by granting money to community development programs in seven major areas. Service learning project examples in these areas include: • Music: Vocal and instrumental development • Visual arts: Mural, architecture, sculpture • Digital media: Cinema, filmography, graphic design • Cultural appreciation: Ethnic art exhibitions • Performing arts: Dance, theatre • Art-­‐based therapy: Music that alleviates mental health concerns • Literary arts: Creative writing programs Current State of Arts and Culture • Between 1992 and 2012, allocated funds to art programs decreased by 49% • Nearly 4 million elementary school students do not get any visual arts instruction at school during their formative learning years • 39% of schools in high poverty areas offer theatre instruction; 59% of schools in low poverty areas offer theatre instruction • 14% of schools offer professional development for dance teachers Arts and Culture in Service Learning With a tight budget, funding for art programs has decreased, giving students the lack of resources and opportunities to develop their creative potentials. The following youth developments in art programs reinforce the integral tie between service learning and arts and culture. Academic Achievement: Creative thinking that stems from art is key to succeeding in in math, science, and the humanities. A College Board report in 2006 states that music students continue to outperform non-­‐arts students on the SAT. Innovation and Creativity: According to a report by Americans for the Arts, art education enhances problem solving and critical thinking abilities. Those who engage in art are then able to approach issues and problem solve in a creative way. Many renowned scientists, such as Leonardo da Vinci, were artists as well as scientists. Cultural Awareness: Teaching students how artists or designers think and create products will help students better understand others. They create art that presents different messages and shed light on ethnic diversity. Visual and Language Learning: Visual information is coupled with language development. Children learn art by talking about portraits or pronouncing words that correspond to images they see allow them to form speech skills. For example, saying “dog” or “cat” by looking at a picture of either a dog or cat in a storybook equips children with language/image knowledge that they can use in the future. Motor Skill Development: According to the National Institutes of Health, learning art at an early age can improve motor skills among young children. The movements involved in art such as holding a paintbrush, scribbling with a crayon, or cutting paper can develop dexterity in children. Therapy: A research study by Stefan Nilsson in Jonkoping University in Sweden, found that music lessened the pain and anxiety of school-­‐age children. Literary arts give students a chance to engage in a “creative process with caring adults, talk about their experiences, reflect on the past and present, and develop communication and collaboration skills.” These emotional connections develop emotional intelligence in youth, essential for their future lives. Sources 1. http://www.edutopia.org/arts-­‐music-­‐curriculum-­‐child-­‐development 2. http://www.giarts.org/article/public-­‐funding-­‐arts-­‐2012-­‐update 3. http://www.pbs.org/parents/education/music-­‐arts/the-­‐importance-­‐of-­‐art-­‐in-­‐child-­‐ development/ 4. http://www.temple.edu/musictherapy/home/program/faq.htm 5. http://www.ncbi.nlm.nih.gov/pubmed/19863741 6. http://www.ncca.ie/en/Curriculum_and_Assessment/Early_Childhood_and_Primary _Education/Early_Childhood_Education/How_Aistear_was_developed/Research_Papers/Childrens_learning_and_de
v.pdf 7. http://nces.ed.gov/pubs2012/2012014rev.pdf Community Safety and Justice Community safety and justice represents the ability for communities and their members to feel safe and protected from discrimination, risk, threat, or injury. The State Farm Youth Advisory Board believes that all young people have the right to justice and to feel and be safe in their communities in order to live healthy and productive lives and achieve their full potential free from considerations related to their race, sex, gender, ability, or country of origin. Disturbance to the safety in a community can take many different forms, including legal injustice, bullying, racism, gun violence, and natural disaster. Community safety and justice grantees use service-­‐learning to redress these societal ills. Service learning projects in this issue area could fall into any one of the following sub-­‐categories: •
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Discrimination Driving Safety Crime and Justice Teen Bullying Abuse Natural Disasters Discrimination: Discrimination in America still occurs explicitly and implicitly in biases held by individuals and institutions, hindering equality and acceptance. Racism remains prevalent—in 2012, 51 percent of Americans expressed anti-­‐black sentiments in a poll; a 3 percent increase from 2008. Stereotypes against other racial minorities can still be seen in housing discrimination against Asian Americans and disproportionate arrests and convictions of people of color. For example, in 2010, the U.S. Sentencing Commission reported that blacks receive 10 percent longer sentences than whites through the federal system for the same crimes. Discrimination against women in the workplace is still evident from the gender pay gap and lack of women at the upper corporate echelons; women still earn only 77 cents to every dollar that men earn. Discrimination against people of varying religions, abilities still inhibit all Americans from reaching their full potential. Reaching out to the open minded youth to combat discrimination and promote acceptance will help aid America in serving as a role model for diversity and acceptance all around the world. Driving Safety: In keeping with the mission of State Farm, teen driver safety is a major focus of the State Farm YAB, ranging from drunk driving, distracted driving, young, unprepared drivers, etc. For example, fatal car crashes among 16-­‐19 year olds is a national issue. This age group has a fatal crash rate that is nearly 3 times the rate for drivers 20 years and older and is the leading cause of death for teens. Additionally, 33% of fatalities among 13-­‐19 year olds occur in car crashes. This is an epidemic that is plaguing American streets. Fortunately, targeted initiatives have proven to be highly successful at reducing the fatal car crash rates in teens. Crime and Justice: Juvenile crime and youth involvement in the United States justice system creates permanent consequences for the lives of young people and their communities. According to the Federal Bureau of Investigation in its 2011 Crime in the United States Report, nearly 1.5 million juveniles were arrested in 2011 for crimes ranging from loitering to murder, many of whom faced incarceration and then the collateral consequences of reentry. Additionally, 1 in 5 juvenile violent crime arrests involve females and more than half involved minority youth from at-­‐risk populations. Once these young people reenter their communities, many find themselves socially isolated and unable to access the same educational and job opportunities that are proven to reduce recidivism. Preventing juvenile crime and contact with the justice system will promote both safety and justice. Teen Bullying: This refers to “unwanted, aggressive behavior among school aged children that involves a real or perceived power imbalance. The behavior is repeated, or has the potential to be repeated, over time.” However prevalent or “normal” bullying may be considered by society, the short and long term effects are detrimental and undeniable. It is estimated that over 5.7 million teens in the United States have been bullied, or bullied others. Consequently, about 160,000 students skip school every day because of bullying. Furthermore, over 67% of students believes that schools respond poorly to bullying, with a high percentage of students believing that adult help is infrequent and ineffective. Although physical violence is often the most apparent, the emotional and verbal aspect of harassment is just as harmful. Verbal and emotional bullying is shown through verbal attacks and shunning of youth by their peers in an effort to lower other’s self-­‐esteem or make them feel inferior. Such degrading acts could potentially be linked to (or later lead to) other serious acts like teen violence or suicide. Nearly 75 percent of school-­‐
shooting incidents have been linked to harassment and bullying. By addressing bullying, youth will be preventing emotional damage, encouraging healthy learning environments, and targeting the root cause of severe social issues. Abuse: The State Farm Youth Advisory Board defines abuse as “one person purposely causing either physical or mental harm to another.” Currently, one in four American women will be attacked by her partner in her lifetime, and in 2011, five American children died each day at the hands of abuse or neglect, with the highest rate of abuse occurring in children under one year of age. Annually, approximately 237,868 sexual assaults are reported, with 44% of victims under 18 year of age. Education regarding physical, emotional, and psychological abuse early on in life is key in prevention and awareness. Service-­‐
learning programs addressing abuse can have a strong connection to course work in classes like health, psychology, science and physical education. Because abuse can snuff out a life or leave long-­‐lasting physical and mental scars, addressing this issue is vital to allowing our youth to reach their fullest potential. Natural Disasters: While easy to ignore on an everyday basis, natural disasters are one of the most significant threats that face the world because of their catastrophic effects on society. The term “natural disasters” primarily refers to large-­‐scale disasters that are caused by “natural events” such as hurricanes, tornadoes, wildfires, droughts, heat waves, earthquakes, thunderstorms, and volcanoes. The top ten worst catastrophes in American history – with the exception of September 11 – have all been natural disasters. Natural disasters affected over 200 million people worldwide in 2011 and cost the United States over 265 billion dollars in economic damages. Furthermore, in the 37 years between 2000 and 2011 natural disasters have been growing at a daunting average annual growth rate of 8.4%. This threatening upward trend should warn Americans and all world citizens to be prepared now for future large-­‐scale disasters. Sources http://www.iihs.org/iihs/topics/t/teenagers/fatalityfacts/teenagers
https://www.dosomething.org/facts/11-facts-about-teen-driving
http://www.ojjdp.gov/pubs/244476.pdf
https://www.dosomething.org/facts/11-facts-about-driving-under-influence
https://www.americanbar.org/newsletter/publications/gp_solo_magazine_home/gp_solo_magazine_index/juveniledelinq
uency.html
https://www.dosomething.org/facts/11-facts-about-bullying
http://www.familyfirstaid.org/parenting/social/school-bullying-statistics/
https://www.rainn.org/statistics
https://www.dosomething.org/facts/11-facts-about-racial-discrimination
Economic Empowerment and Financial Literacy Economic empowerment and financial literacy are skills necessary to ensure an individual has the ability to create and maintain a financially secure future. Statistics show that financial literacy is frequently overlooked in the education of youth: • 40% of adults in the United States give themselves a failing grade on their knowledge of personal finance • About 18.9% of American 15-­‐year-­‐olds do not reach a baseline level of financial literacy, meaning they do not understand much about finance beyond discerning between ‘needs’ and ‘wants’ • Statistics show that 12th graders’ knowledge of basic financial skills are in the low-­‐fifty percent range and have been for more than 10 years • The majority of educators were not given a financial education course and feel unprepared to teach the subject. Many lack the confidence to teach it to students. Service-­‐learning programs can fill the void that is created when the school system is unable to teach youth about financially responsible decision-­‐making. By teaching economic empowerment and financial literacy at a young age, SFYAB hopes to enable youth in America to make financially informed decisions and share this knowledge throughout their communities. While all types of Financial Education grants are accepted by the State Farm Youth Advisory Board, this year the board has placed an emphasis on the following topics: 1. Career Readiness o The State Farm YAB believes that programs that aim to help students get and keep a job are crucial for the financial security of America’s youth. This includes valuable tools that are important in the workforce such as goal setting, interviewing techniques, cover letters, and resumes. 2. Business Skills o Service learning programs that teach the skills necessary to conduct successful business operations are important to the future financial security of the youth. This may include programs that provide opportunities to learn and practice advanced skills in networking, communication, and organization. 3. Financial Accountability o As youth transition to higher education and the workforce, it is essential for them to understand how to manage savings accounts, loans, and mortgages in order to prevent debt accumulation and to accrue assets. Service-­‐learning programs can include preventing at risk youth from repeating cycles of poverty inherent in their communities, teaching them how to save for a college education, and empowering youth to responsibly invest in their futures. 4. Entrepreneurship o Community entrepreneurship programs can teach youth how to effectively start and run a business. Owning a small business promotes job creation and provides a source of income. Youth can learn valuable lessons by starting an entrepreneurial venture while still in school. These practical lessons assist teens to become productive and contributing members of society. Social entrepreneurship efforts can be particularly effective at driving community impact. State Farm in no way seeks to exclude any youth-­‐driven service learning projects that emphasize improving financial education and satisfy all other RFP components. All such projects will be considered for funding. We also welcome projects that promote access to financial services, pathways to employment, and workforce development. Education and Closing the Achievement Gap Youth are concerned with access to higher education and closing the achievement gap. Postsecondary education is the major equalizing force for equal opportunity. In 2012, 47% of current jobs required an associate degree or higher. By 2022, 27.1 % of new jobs will require a college degree. However, only 81% of American high school seniors graduate every year.[1] In fact, in high poverty school districts, 75% or more of eventual dropouts can be identified between the 6th and 9th grade (Balfanz). The United States has struggled to remain a top competitor on the international stage. Out of 34 countries in the Organization for Economic Cooperation and Development (OECD), the United States was ranked 26th in mathematics, 17th in reading and 21st in science on the 2012 Programme for International Student Assessment (PISA).[2] Traditional curricular and pedagogical methods are insufficient for improving American education. It is imperative that communities become more proactive in ensuring access to quality education through youth-­‐led initiatives that innovatively and creatively engage youth in service-­‐learning. Programs should address STEM development, mentorship, and college readiness. In a world facing increased competition due to rapid globalization, we hope the projects funded in part by the State Farm Youth Advisory Board will better prepare youth to meet the challenging demands of America’s evolving workforce, empower students to thrive in and beyond the classroom, and equip students with the tools needed to graduate college. Some examples are as follows: Science, Technology, Engineering, and Mathematics (STEM) ▪ Education Technology in the Classroom ▪ Real World Connections ▪ Information Systems ▪ Digital Citizenship ▪ Computer Literacy ▪ Software Development ▪ Addressing participation gap in race, ethnicity, socioeconomic status, and gender Mentoring -­‐ Creating Positive Role Models ▪ K-­‐12 Mentors and Mentees ▪ Career Awareness ▪ Community Engagement -­‐ Addressing race, culture, gender, and socioeconomic differences ·∙ Background-­‐Specific Role Model Development ▪ At-­‐Risk Youth Engagement 21st Century Learning ▪ Life and Career Skills ▪ Learning and Innovation Skills ▪ Information Media and Technology Skills ▪ Learning Methods ▪ Entrepreneurship Skills -­‐ Business and Social College Readiness Please note that this is not an exhaustive list of programs that we will fund. The State Farm Youth Advisory Board actively encourages any grant applications that exhibit innovation and creativity in its methods of engaging youth in service-­‐learning for education equity. All programs must have a strong link to curriculum, as displayed in K-­‐12 schools. Service-­‐learning is a great way to encourage a hands-­‐on approach to teaching and learning. It is also helpful in promoting parental involvement in their children’s education. This contributes to a holistic approach to increasing access to higher education and closing the achievement gap of those students who are lagging behind. Parental involvement helps extend the education and motivation the children receive while at school and while servicing their community to their homes and immediate surroundings. The State Farm Youth Advisory Board believes through service-­‐learning, our grantees will gain access to funding supporting creative teaching and learning opportunities for students. Increasing access to higher education and closing the achievement gap are important goals for State Farm. A high school dropout will earn about $260,000 less than high school graduates and $800,000 less than college graduates in their lifetime.2 In an increasingly globalized competitive world, individuals who benefit from the projects funded in part by the State Farm Youth Advisory Board will be better prepared for the changing landscape of America’s workforce. These issues align with State Farm’s commitment to help communities get to a better state. State Farm in no way seeks to exclude any youth-­‐driven service learning projects that emphasize improving access to higher education and/or closing the achievement gap, and satisfy all other RFP components. Sources 1 "Staying Competitive." National Math and Science Initiative. N.p., n.d. Web. 24 Jan. 2013. 2 "11 Facts about Education in America." Do Something. N.p., n.d. Web. 24 Jan. 2013. 3 http://www.pbs.org/newshour/making-­‐sense/many-­‐college-­‐grads/ http://www.oecd.org/pisa/keyfindings/PISA-­‐2012-­‐results-­‐US.pdf Environmental Responsibility In an increasingly connected and globalized world, State Farm hopes to help students understand how their daily actions and local environmental challenges reflect environmental trends worldwide. It is not only important for young people to be able to recognize the immediate environmental needs in their communities, but also to be taught to question why these conditions exist in the first place. State Farm’s Environmental Issue area will solicit and encourage youth to recognize the social rules, which serve as the framework for how communities operate at local, national and international levels. Environmental Responsibility is an expansive topic with unlimited opportunity, and because all environmental matters are ultimately interconnected, the SFYAB is not limiting the focus within this issue area but rather inviting all service learning projects that spread awareness and create a plan of action addressing any environmental concern. How We Fit Into State Farm “Green” Initiatives By setting an example for corporate environmental responsibility, State Farm Insurance continues to lead its own large-­‐scale “green” initiatives. As an inaugural member of the Business Roundtable’s Climate RESOLVE initiative, a voluntary program to measure and reduce greenhouse gas emissions, State Farm has reduced its emissions by more than 38 percent since 2002. Additionally, State Farm continues to revolutionize enterprise practice by reducing, reusing, and recycling. They are also adopting long term strategies for alternative transportation and equipment. As a good neighbor, State Farm realizes the value of a sustainable future for the Earth and is taking action. Community environmental issues to address through service-­‐learning projects can include, but are not limited to: Food Security: Environmental responsibility also includes the issue of food security in local communities. Food security is the access to enough food for a healthy and active lifestyle. It was estimated that approximately 14.5 percent of American households lived in food insecurity in 2012, which equates to approximately to 49 million Americans. Service-­‐learning projects in food security could include community gardens, food drives, contributions to food banks, and helping ensure community access to food. In recent years, food deserts, urban and rural areas without access to nutritious food, have been a major concern – with almost 23.5 millions people living in food deserts. The impact of hunger and food insecurity is varied and innumerable from increased risk of behavioral problems to lack of child development to decreased academic development. The importance of the availability of food overlaps with several disciplines and concentrations. Environmental Justice: Environmental Justice is the fair treatment and meaningful involvement of all people regardless of race, color, national origin, or income with respect to the development, implementation, and enforcement of environmental laws, regulations, and policies. YAB has this goal for all communities and persons across the United States and Canada. We believe everyone should enjoy the same degree of protection from environmental and health hazards and equal access to the decision-­‐
making process to have a healthy environment in which to live, learn, and work (EPA). Natural Resource Conservation: The scope of Environmental Responsibility extends to cover issues of conservation including but not limited to natural resources (i.e. water, forests, soil) and wildlife protection. Preservation of biodiversity and fragile ecosystems is integral to improving and preserving human society as a direct result of interdependence. Currently in the United States alone, there are 1988 endangered and threatened plants and animals listed – a number that continues to increase. Canada adds an additional number of species facing endangerment. From 1970 to 2005, the world saw a loss of approximately 27% of different species existing in land, marine and freshwater habitats while the human population doubled within the same span of time. Furthermore, habitat fragmentation continues to place stresses on ecological diversity and therefore the resilience of natural systems as a whole in biota and fauna. Furthermore, anthropogenic pollution creates stresses on natural systems. The Reduce, Reuse, Recycle system helps avoid overfilling landfills and polluting air and water from creating new materials. About 71 million tons of paper and paperboard are used in the United States each year and "nearly forty-­‐five million tons of paper and paperboard were recovered in 2010—a recycling rate of over 63 percent.”5 Environmental Education: In 1990, U.S. Congress passed the National Environmental Education Act to strengthen and expand environmental education programs in schools. While the implementation of this legislation has increased such initiatives, a 2000 NEETF/Roper Survey indicated that barely one-­‐third of US residents could pass an “environmental quiz.” In addition, a study conducted in 2005 by the National Environmental Education Foundation (NEEF) revealed that only 44% of elementary school teachers teach environmental education. Moreover, a simple “5% increase in environmental activities would yield an immediate $75 billion improvement in saving energy, water, and reduced health care costs.” Service-­‐learning projects in the environmental responsibility issue area could specifically focus on the protection of animal habitats and populations, citizen science data collection and community mapping, invasive species control, soil, water and air pollution, the need for community recycling programs, the prominence of litter in communities, sustainable consumption, agriculture and aquaculture efforts, the establishment of community teaching gardens and outdoor classrooms, and the use of alternative energy technologies. Sources 1
http://www.ers.usda.gov/topics/food-­‐nutrition-­‐assistance/food-­‐security-­‐in-­‐the-­‐us.aspx#.UstlN5FPo0M 2 http://www.ers.usda.gov/publications/err-­‐economic-­‐research-­‐report/err155.aspx#.UstlOpFPo0M 3
http://apps.ams.usda.gov/fooddeserts/foodDeserts.aspx 4
http://feedingamerica.org/hunger-­‐in-­‐america/impact-­‐of-­‐hunger/education.aspx 1
http://www.statefarm.com/about/green/earth.asp 2
http://ecos.fws.gov/tess_public/TESSBoxscore 3
http://www.cosewic.gc.ca/rpts/Summary_Species_Assessment.html 4
http://www.guardian.co.uk/environment/2008/may/16/wildlife.biodiversity 5
http://www.epa.gov/osw/conserve/materials/paper/faqs.htm 6
2007 IPCC Report; http://muller.lbl.gov/teaching/Physics10/PffP.html 7
2007 IPCC Report; http://muller.lbl.gov/teaching/Physics10/PffP.html 8
2007 IPCC Report; http://muller.lbl.gov/teaching/Physics10/PffP.html 9
http://www.neefusa.org/resources/roper2001-­‐a.htm Health and Wellness Health and wellness is a critically important issue to the State Farm Youth Advisory Board because it includes a vast array of issues that impact individuals’ daily lives in an immense way. The World Health Organization reports that health programs and initiatives “can be one of the most cost effective investments a nation can make to simultaneously improve education and health.” State Farm Youth Advisory Board believes in supporting grants that engage the very health related issues that threaten youth communities. Projects may be related to: • Nutrition • Physical activity • Mental health • Sexual health and STIs • Substance abuse • Other issues or ideas related to health and wellness Nutritional imbalances result in eating disorders and obesity, which increases the risk for other complications as well as low self-­‐esteem. According to the Centers for Disease Control, the cost of obesity to the US healthcare system is approximately $147 billion a year. In addition, a lack of physical activity may lead to a higher probability of having problems with blood pressure, weight, heart attack, and stroke. These two issues are closely related, and the board believes that by tackling them head-­‐on through service-­‐learning, students will be able to learn about leading healthy lives while aiding others do the same through community service. Psychological disorders and suicide affect a large proportion of the population every year, through increased cost of healthcare and the emotional stress placed on a family or individual. A CDC report wrote that 731,000 individuals visited emergency departments for self-­‐inflicted injuries in 2011. As a result, the board hopes to help increase awareness about these issues and develop solutions through innovative service-­‐learning initiatives. Sexually Transmitted Diseases and Infections and sexual health issues disproportionately affect young people. Many teens and young adults contract these diseases as a result of preventable circumstances that can be addressed through service-­‐learning projects funded by the board. The Youth Advisory Board strongly believes that by funding innovative projects in this issue area, we can take strides together to improve the health of the communities in which we live, work, and play. Sources http://www.cdc.gov/obesity/data/adult.html http://www.cdc.gov/nchs/fastats/suicide.htm Part E | Rubric The State Farm Youth Advisory Board will use the following rubric in scoring grant proposals. We encourage you to review this rubric to help determine how your proposed project might be ranked. DO NOT COMPLETE THIS RUBRIC. IT IS FOR YOUR INFORMATION ONLY. 1. General Information (10%) a. Is all required information filled out? b. Does the project fit into one of the five issue areas? Overall quality of the application? 2. Youth-­‐Led (18%) a. How were youth involved in the writing of the proposal? b. How will youth be involved in the planning and execution of the project? c. What specific leadership roles will youth have in this project? 3. Service-­‐Learning (18%) a. Is the project service-­‐learning? b. How effectively does the proposal address each of the elements of quality service-­‐learning? i. Meaningful Service ii. Youth Voice iii. Link to Curriculum iv. Partnerships v. Reflection vi. Progress Monitoring vii. Diversity viii. Duration and Intensity 4. Affect the Root Cause of the Issue (18%) a. Does the project target the root cause of the issue? b. Does the project offer a clear plan to address the root cause of the issue? 5. Sustainability and Feasibility (18%) a. Does the project introduce a systemic change in the target community? b. How will the project be able to continue after the grant period? c. Can the project be replicated in other areas? d. Is the project adaptable to changing conditions? e. How effectively does the applicant plan to promote the project? f. How effectively does the applicant plan to measure the success of the project? 6. Timeline and Budget (18%) a. How does the project offer a clear plan going forward? b. Are the expenditures on the budget justifiable?
Part F | Budget Overview Budgets are required for all project proposals submitted to the State Farm Youth Advisory Board. The budget is a critical component of every application. The State Farm Youth Advisory Board recommends that students are thoroughly engaged in structuring the proposed project, which includes preparing the budget while working together with project coordinators. All of the budget items requested must be necessary to accomplish project objectives, reasonable, auditable, and incurred during the grant period from September 2012 to August 2013. All grant winners are expected to regularly update their project profiles on the Youth Advisory Board website. Failure to provide a complete budget document in the provided template by the application deadline renders an application ineligible for consideration for funding by the State Farm Youth Advisory Board. Guidelines The State Farm Youth Advisory Board values proposals which are feasible in nature, have a plan for future sustainability, and have a high deed-­‐to-­‐dollar ratio. Applicants demonstrate these qualities by submitting thorough budget documents which demonstrate how the proposed project can be carried out to fit the project narrative. The State Farm Youth Advisory Board defines “deed to dollar” ratio as the greatest impact a grant can have for the money requested. A sustainable grant requesting $25,000 that will positively impact the issue area and limits its administrative costs is looked upon more favorably than a grant requesting $100,000 with questionable sustainability and using 20% of the requested monies on salaries and administrative costs. To ensure your optimal deed to dollar ratio, be sure to document the following: •
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Standard Costs o These are the standard line-­‐item costs that your program requires. In-­‐kind contributions o An in-­‐kind contribution is a non-­‐cash input which can be given a cash value. This refers to donations of space, time, or materials. For example, if a professional donates his or her time, this should be included in the budget as an “in-­‐kind contribution.” Cash or earned income
Cash or earned income can be a few different things. If your project is going to generate any revenue that can be used towards its sustainability, please indicate those values under this section. Additional funding from other organizations. o If funding from the Youth Advisory Board is going to be supplemented by other grant monies from the school, government, or other funding organizations, please note these contributions in the budget either line by line or as a single item under the miscellaneous section. o
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Instructions The following instructions are intended to assist applicants in preparing the budget section in the project proposal. •
Salaries and Compensation o Items which can be placed under salaries include administrative salaries, fees for outside expert services, and student stipends. The State Farm Youth Advisory board limits the amount of salaries to a maximum of twenty percent of the total proposed project budget. By limiting the amount that organizations can spend on salaries, grant winners will be able to use funding towards project costs that support sustainability of the grant. If at any point in time your project brings in an outside consultant or presenter for the project, their costs and fees go here. As a general rule, the less money a grant requests for salaries and administrative costs, the more favorably the Board looks upon the program. •
Supplies and Equipment
o Included in this category are all equipment items (tools, machinery, computers, etc.) as well as items required for equipment operation or maintenance (software, license renewal, etc.). Expenses for office supplies, printing, and art supplies are also included here. •
Travel and Lodging o Items related to travel to specific activities are entered here. The most economical accommodations must be used. Please note that travel should not be an integral part of the service-­‐learning project. •
Promotion/Publicity/Marketing o Items related to promotion/publicity/marketing generally fall into one of two categories: public service announcements (PSAs) and giveaways. Public service announcements consist of broadcasting a message through public media (television, radio, pamphlets, billboards, etc.). Giveaways involve distributing items (t-­‐shirts, refrigerator magnets, key chains, etc.) which draw attention to the service-­‐learning project. Both marketing techniques have the potential to bring about real change in the local community by promoting a specific goal or cause. A grant proposal must justify its request for marketing funding in its narrative summary by demonstrating how such funding affects the target root cause of the issue, maintains an active youth voice, and formulates a feasible plan for future marketing sustainability. •
Miscellaneous o All items which do not fit under any of the above categories can be filed under miscellaneous expenses. Lastly, the grant may NOT be used for the any of the following budget items for liability reasons: •
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YAB may not fund the purchase or rental of vehicles, unless the cost is reimbursement for use of a bus already owned by a school or school district. YAB may not fund any type of insurance, including but not limited to office insurance, renters insurance, car insurance, or liability insurance. YAB may not fund fringe benefits for an employee. YAB may not fund travel costs that are not directly related to the project outcome. YAB may not fund indirect or administrative costs not directly related to the project. Please review all instructions carefully before submitting the final budgetary document. Please e-­‐mail any remaining questions to Cooper Kennard at yab@statefarm.com.