Established in 2002, the WITH Foundation works to promote comprehensive health care for adults with developmental disabilities that addresses their unique and fundamental needs.

To that end, the foundation is inviting Letters of Intent from organizations for efforts to promote comprehensive health care for adults with developmental disabilities. Grants will be awarded in support of programs that improve delivery of health care to adult consumers with developmental disabilities that include at least one of the following facets: improve health practitioner competency through education and/or training programs; address the current inadequate reimbursement system; advance formal care coordination; enhance public awareness regarding the inadequacies of developmentally disabled care in order to advance systemic change; increase understanding of supported decision-making in healthcare settings; national efforts in digital health that support designers and developers to include the perspectives/experiences of the IDD community within the design process in order to create better technology for all; social policy research; and identify and overcome barriers to high-quality healthcare access. The foundation typically provides a year of support, of usually between $30,000 and $50,000, but may cover as much as three years to support programming that warrants extended funding.

Letters of Intent are due April 16. Upon review, selected applicants will be invited to submit a full proposal by June 2, 2020.

To be eligible, applicants must be tax exempt under section 501(c)(3) of the Internal Revenue Code.

See the WITH Foundation website for complete program guidelines and application instructions.

Deadline: April 16, 2020 (Letters of Intent)

Learn more and apply: https://withfoundation.org/grant-guidelines/

The American Speech-Language-Hearing Foundation (ASHFoundation) is inviting applications for its Rolland J. Van Hattum Award for Contribution in the Schools. The Van Hattum Award is a memorial recognition of Rolland J. Van Hattum, who had a long and distinguished career providing audiology and speech-language pathology services and support in schools and believed strongly in the dedication and professionalism of his colleagues in schools.

The award celebrates an individual’s exemplary commitment and contribution to the delivery of audiology and/or speech-language pathology services within a school setting with a $2,000 grant and a plaque. In addition, the recipient’s school system will receive $500 to further the awarded work.

Eligible activities or achievements include but are not limited to the conduct of exemplary clinical services, supervision, or research in a school setting; the development of an innovative program (e.g., clinical, training) in a school setting, with an emphasis on those that are replicable; and the promotion or enhancement of public or private support for audiology and speech-language pathology services in the schools.

To be eligible, nominees must be an audiologist or speech-language pathologist employed by a school system (e.g., pre-K through high school).

See the American Speech-Language-Hearing Foundation website for complete program guidelines and application instructions.

Deadline: April 3, 2020

Learn more and apply: https://www.ashfoundation.org/apply/rolland-van-hattum-award-for-contribution-in-the-schools/

The Wildlife Conservation Society is inviting proposals from nonprofit conservation organizations for its Climate Adaptation Fund.

Through the fund, grants ranging between $50,000 and $250,000 over two years will be awarded to nonprofit conservation organizations for applied, science-driven, on-the-ground projects focused on implementing priority conservation actions designed to help wildlife and ecosystems adapt to climate change at a landscape scale.

In 2020, the WCS Climate Adaptation Fund will award up to $2.5 million in grants.

The Climate Adaptation Fund supports applied, on-the-ground projects focused on achieving wildlife and ecosystem conservation outcomes in the face of a changing climate. Projects will be supported that manage for outcomes that sustain dynamic ecological processes, landscape functionality, and species assemblages, as opposed to single-species or historical conditions that may not be possible in an altered climate. Projects must propose actions that anticipate and respond to potential or observed climate change impacts to maximize long-term conservation success.

To be eligible, applicants must be a U.S.-based nonprofit conservation organization that is tax-exempt under section 501(c)(3) of the Internal Revenue Code. Grants may be awarded for projects within the fifty U.S. states and other U.S. territories. Nonprofit conservation organizations without a 501(c)(3) status may apply through another 501(c)(3) conservation organization as a fiscal sponsor.

Pre-applications are due April 8. Upon review, selected applicants will be invited to submit a full proposal.

See the Wildlife Conservation Society website for complete program guidelines, information about previous grant recipients, and proposal submission instructions.

Deadline: April 8, 2020 (Pre-applications)

Learn more and apply: https://static1.squarespace.com/static/59775f896b8f5b54f7106ff8/t/5e53fd270543460180117d32/1582562600140/2020+CAF+RFP_FINAL.pdf

This session will feature resources from the Students Learn Students Vote (SLSV) coalition including the LEAP checklist and the Strengthening American Democracy action planning guide.  This session will also feature its impact on the voter engagement efforts at Piedmont Virginia Community College.

These exchanges are being offered free of charge, but all participants must register in advance to receive an access link.

Learn more and register here: https://compact.org/education-for-democracy/virtual-resource-exchange/

School districts will be allowed to serve meals to qualifying students by offering drive-through or grab and go meal options. Check with your local school district about whether they are offering this service to families in your community.

The PA Department of Education has set up this website where the public can get the most up-to-date information about how the Coronavirus pandemic is affecting PA schools.

https://www.education.pa.gov/Schools/safeschools/emergencyplanning/COVID-19/Pages/default.aspx

Administrators are making plans for continuing education in many districts. If you have kids in school now, it is likely that you are already receiving communication from your local district about their plans moving forward. If you have not, check with your local school district for clarity.

Our #PAPublicSchools are one of the most obvious examples of how we, as members of a community, are interconnected. We rely on administrators, teachers, paraprofessionals, and staff to look out for our kids – to help them grow and learn and, hopefully, reach their full potentials. Now, we must do our part to #FlattenTheCurve. We will get through this difficult time, but it is important to stay informed and practice #SocialDistancingNow.

The call for papers will be open from March 1, 2020, to June 1, 2020

Health Promotion Practice (HPP), in collaboration with the University of Florida Center for Arts in Medicine and ArtPlace America, is excited to announce a call for papers for an upcoming special open-access supplement on Arts in Public Health. Health Promotion Practice is a peer reviewed journal.

Details can be found here: https://arts.ufl.edu/in-the-loop/news/call-for-papers-health-promotion-practice-arts-in-public-health-supplement-march-1-2020-june-1-2020/

Remember this quick switch in teaching and learning is likely uncharted territory for us all, including your students and community partners.  High quality community based learning isn’t about logging a certain number of hours, it is about being responsive to community partner needs. Perhaps at this time, the ultimate way to be engaged in the community is in ways that are grass-roots and emerging as the situation unfolds.

Find resources here: https://liftingbridges.weebly.com/cbl–covid-19.html?fbclid=IwAR05dB5m1omp-It25P0qfSnFS4h_XvwEVDKyHgp3vAZLQPEHrqVY2zwSfnQ

The Office of Reentry Partnerships (ORP), in Philadelphia’s Managing Directors Office, was formed in August 2019 with the goal of empowering returning citizens, partner organizations, and the public to interrupt the cycle of recidivism and build thriving communities. ORP is Philadelphia’s hub for reentry referrals, resources, and training, charged with elevating and organizing citywide reentry efforts and working to support the Kenney administrations goals for violence prevention, criminal justice reform, and services to formerly incarcerated individuals. Specifically, the goals of the Office of Reentry Partnerships are to: 1) Set a clear vision and direction for a measurable citywide approach to improving reentry outcomes; 2) Drive and sustain an unprecedented level of coordination between the local government, other government partners, service providers, education and training programs, employers, and community members; and 3) ensure that City reentry initiatives are research- and data-driven.

Philadelphia Adult Probation and Parole Department (APPD): The mission of the APPD is to provide protection to the community by intervening in the lives of offenders. The APPD holds offenders accountable by enforcing the orders of the court. Through a balance of enforcement and treatment strategies, the APPD affords offenders the opportunity to become productive, law-abiding citizens. The APPD also provides assistance to the victims of the offenders that it supervises. Each day the APPD strives to become a leading organization in the field of community corrections by implementing evidence-based strategies. APPD is excited about partnering with the Managing Directors Office on the Neighborhood Resource Center initiative, to make a difference in the lives of people on probation and the community through increased collaboration and coordination of services. NRCs will be a gateway to providing community based supervision by the Adult Probation & Parole Department while delivering critical programs in welcoming community- centered spaces.

Job Description

The Office of Reentry Partnerships seeks a dynamic and experienced leader to serve as the Director for the Neighborhood Resource Center (NRC) initiative. The NRC Director will be responsible for launching the first NRC site and subsequent sites to constitute a citywide network which requires complex collaboration between the City of Philadelphia, the First Judicial District of Pennsylvania and APPD, and many partner organizations and communities. The NRC Director will lead a diverse team of direct and indirect reports, foster a culture of partnership and service delivery that is rooted in human dignity and safety, and manage many types of stakeholder relationships including sustained grassroots community engagement. As a senior member of the Office of Reentry Partnerships staff, the NRC Director will work closely with City colleagues, APPD, and key stakeholders to make this exciting new initiative successful. Strong candidates will demonstrate that they possess excellent vision, strategy, management and leadership skills, as well as advanced abilities related to program design, operations, communications, and partnerships, and the capacity to build and use a data- and outcome- framework to define and evaluate impact and system change.

Finally, a successful candidate will be aligned with the Kenney Administrations commitment to help all Philadelphians reach their potential, and take an asset-based approach to individuals, neighborhoods, and systems.

Vision & Strategy

Essential Functions

• Develop proposals for and work closely with ORP leadership and key partners such as APPD and the Criminal Justice Advisory Board (CJAB) to set the strategic direction of the Neighborhood Resource Centers initiative, including:
  • Successful implementation of first site;
  • Scaling and expansion to additional satellite and hub sites constituting a citywide NRC network.
• Cultivate and maintain a culture of intellectual challenge, curiosity, and collaboration, where government, community partners, people on probation, and the surrounding neighborhood work together to address the needs of some of the City’s most vulnerable residents.
• Inspire and communicate expectations for the potential of NRCs to transform supervision by meeting people where they are, lifting them up, and improving outcomes for individuals and communities.
• Develop, direct, and manage research, planning, design, and implementation of various projects related to Neighborhood Resource Centers.

Management & Leadership

• Lead day-to-day and overall project management, supervise and manage performance of the Neighborhood Resource Center staff team, solving problems as they arise, and making sure work moves forward.
• Help to hire and onboard the Neighborhood Resource Center staff team leading up to the opening of the first NRC site.
• Create a continuous professional development framework to ensure that the NRC staff team understands and has the practical knowledge needed to continue innovating and expanding our work while maintaining a positive and healthy work environment.
• Assist in fundraising and development efforts to ensure the sustainability of the initiative.

Communications & Partnerships

• Support a communications strategy that includes people on probation, neighborhood residents, and local stakeholders in the design, launch and ongoing operations of Neighborhood Resource Centers.
• Work closely with MDO, ORP and APPD to represent Neighborhood Resource Centers at external meetings, public and community events, and in the media, and to share learning and best practices with diverse audiences.
• Ensure NRCs operate in an atmosphere of true cooperation and collaboration, maximizing knowledge sharing and efficiency.
• Act as liaison with APPD/ORP management, personnel and staff sharing information and communicating regularly to increase staff awareness and engagement with new initiatives and priorities.
• Maintain close trust- and results-based partnerships with key partners including: APPD, City departments, CJAB, grassroots organizations, service providers, advocates, and researchers.
• Practice evidence-based methods to maintain fidelity to the NRC model through robust stakeholder engagement, staying informed of current related interdisciplinary research, and liaising with other cities, nonprofits and the media covering related policy and initiatives.

Program Design & Operations

• Lead program design and implementation for NRC service delivery.
• Manage complex daily NRC operations including contracted vendors, case management, peer navigation services, other community services, and facility management.
• Track and maintain NRC budget.
• Leverage emerging research to help advance programmatic goals and bring greater cohesion to NRCs including, but not limited to: credible messengers/mentoring, community supervision, case management, public health, etc.
• Develop, collect and report on metrics and quality-control measures to track both process and outcome measures for the NRC initiative, including, but not limited to, number of people receiving services, percentage of probation completions and/or violations, etc.
• Work with MDO, ORP and APPD and the NRC staff team to develop and continually improve standardized project processes, data collection, tracking and reporting tools.
• Initiate and renew data sharing agreements, where applicable, by receiving Institutional Review Board (IRB) approval through the Law Department or in partnership with academic institutions.
• Sustain operational needs as it relates to supplies, equipment maintenance, etc.

Learn more and apply here: https://www.smartrecruiters.com/CityofPhiladelphia/743999708341756-director-neighborhood-resource-centers

We are writing to share with you a crowd-sourced resource documenting some small acts of kindness and practical steps each of us can take during this public health crisis. We’re starting with some small ideas from supporting local economies to making the most of time at home: https://weavingourwe.wordpress.com/.

Please be a part of this effort and share some of the great things that you are seeing or advice that you have via this Google Doc: https://docs.google.com/document/d/1pE4qSxJ2B2oeZfA-8hXnqpGT_Oy_Fkrdt-47nxp3F1U/edit. We will collect information and curate into posts as things develop.

Essential Functions

• Plans, coordinates, directs, and evaluates the overall operation of Special Education services.
• Maintains compliance of state and federal performance indicators.
• Oversees and manages divisional fiscal resources.
• Defines, delegates, and evaluates the services of all special education staff.
• Prepares and administers the annual department budget and exercises proper financial controls.
• Establishes and maintains a system for monitoring the effectiveness of program implementation.
• Directs the development and revision of programs, policies and procedures to comply with federal, state, and logical legislation and District policy.
• Responsible for the maintenance and security of department records and reports.
• Advises the School Reform Commission, Superintendent of Schools, and Chief Academic Support Officer on matters related to specialized services.
• Prepares reports for federal, state and local regulatory agencies.
• Develops proposals to resolve key operational challenges.
• Ensures that all programs are in compliance with governing federal, state and local regulations.
• Assists in recruitment, selection, placements and evaluation of staff.
• Provides professional development for staff based on established program goals and objectives.
• Works with the Talent Office to establish personnel needs as they relate to program development, specific building needs, and provision of equal opportunity across the District.
• Ensures a smooth transition for students with special needs between elementary, middle and high school.
• Coordinates extended year services (ESY).
• Manages/appropriates the Individuals with Disabilities Education Act (IDEA) grant in alignment with District goals.
• Oversees a team of Special Education Directors.
• Manages out-of-District placement.
• Responds appropriately to the Pennsylvania Department of Education communication/regulations.
• Responds effectively to matters related to Special Education litigation.
• Serves as the special education representative to the School Reform Commission, Office of the Superintendent, and Chief Academic Support Officer.
• Communicates and works with principals and directors to establish consistency in program goals.
• Performs duties as assigned by the Chief Academic Support Officer.

Learn more and apply: https://ats4.atenterprise.powerschool.com/ats/job_board_form?op=view&JOB_ID=4600194339&REPRESENTATIVE_COMPANY_ID=00002581&COMPANY_ID=00002581

With the onset of COVID-19, there are many questions. This weekend the US Census Bureau released information regarding where students should be counted in light of the recent COVID-19 campus closures. The Census Bureau is preceding as if students are still at their campus (either on- or off-campus) residences, NOT at whatever residence they’ve relocated to because of these closures. The reason for this is that under normal circumstances, their campus community is where they would be living and sleeping most of the time. This Thursday, March 19th from 3:00 – 4:00 PM EST on our monthly, SLSV Census Working Group call, we will get updates directly from the Census Bureau and discuss this information in more detail. You can register for that call-in information here. Until then, here are some recommendations:

On-campus students: 
On-campus housing should continue to work with their Census Bureau contacts for group quarters enumeration. If you did not originally select the electronic records option (which is FERPA compliant) we recommend your campus liaison follow-up immediately with your Census Bureau contact and adjust your selection to the electronic records method. 

Off-campus students:
Use digital communications to remind any of your students who lived off-campus and have also left the area that they should still be completing the Census for that local, off-campus address. Even if they do not have their address specific Census ID, they can still complete the Census by selecting the “If you do not have a Census ID, click here” link on the Address Verification/Log In screen (pdf attached highlighting that option).

If you haven’t yet, start thinking through a digital Census outreach effort, as we prepare for the likelihood that in-person events on campuses for Census Day, April 1st and beyond will be canceled. Consider ideas like: Social media pushes. Emails from your president or student leaders. Creating a message that could be shared to all faculty (with the my2020census.gov link) and then posted in the digital classrooms. The messaging to stress though is: It has never been easier to respond on your own, whether online, over the phone or by mail—all without having to meet a census taker. We will use some of our meeting time on Thursday to share out ideas.

How to complete the census online without your ID: https://documentcloud.adobe.com/link/track?uri=urn%3Aaaid%3Ascds%3AUS%3Af735bfa3-05c5-4a60-a990-3615085fbd93

Those who registered for the 2020 Summit have been notified and offered either a refund or the opportunity to apply their 2020 registration towards the 2021 Summit. In addition, all those whose proposals were accepted for the 2020 Summit have been invited  to share their presentations at the 2021 Summit. Requests for new proposal will be opened up this fall for the remaining presentation spaces or for 2020 presenters who are seeking to present in a different format.

Updates on the 2021 Summit will be posted on the Gulf-South Summit website, www.gulfsouthsummit.org.

In particular through March 31st, 2020, University City District in West Philly will match 100% of gift card purchases at local restaurants up to $250 per restaurant. Purchasing a gift card from a favorite local restaurant or coffee shop is a great way to show your support and help keep favorite local eateries in business during these difficult times. Customers must contact restaurants directly to see if gift cards may be purchased online or via the phone. We recommend using Yelp (https://www.yelp.com/) to find contact info for local restaurants, or you can view a list of restaurants we partnered with in the past through our most recent Dining Days (https://www.ucdiningdays.com/).

Date and Time: March 17, 2020, 11 Am to 12 PM

This webinar will discuss COVID-19 basics and what people can do to protect themselves and the community:

• Are you at risk?
• Do you have heart disease?
• Do you have diabetes?
• Do you live with chronic health conditions?

Register here: https://zoom.us/webinar/register/WN_qOo0mVNZQQm6lZJqKS-QvA?mc_cid=b376835cf6&mc_eid=7bc1319061

Learn more and register: https://www.charityhowto.com/nonprofit-webinar/covid-19-and-what-you-need-to-know-about-postponing-and-cancelling-events?list=Free+Courses&inf_contact_key=c616900c9f757dbcfbfc17b91ca90a556914bec1b8fd989797086ba53725e686

A.J. Steinberg, founder of Queen Bee Fundraising, has been creating outstanding special events since 1999. In 2015 A.J. created Queen Bee Fundraising which focuses on the art of nonprofit special event management.

Wishing everyone health and strength during this difficult time. Harvard has moved its undergraduate students off-campus, so we have put together this messaging and support to help our students vote during this transition:  https://docs.google.com/document/d/1yA3_aPaneolhu07FpdfMU5xyp4-Fb5T3eSkdAM8XPeY/edit

Vote.org started compiling state election resources in response to COVID-19 at https://www.vote.org/covid-19/

Join the national coalition to grow the September 11^th National Day of Service and Remembrance.

You will learn more about efforts to expand participation in the September 11^th National Day of Service and Remembrance in 2020 and in 2021 when we honor the 20^th anniversary and those who lost their lives and those who rose in service as a result of the attacks on our country.

This webinar will provide background on the 9/11 Day movement to transform 9/11 into a worldwide day of service and unity, and information on tools and resources available to help support grantee programs and events in 2020. Participants will get an overview of plans for the 20th anniversary of 9/11 in 2021, and how they, their organizations, and constituents can actively participate in the nationwide effort to create the single largest day of service in our country’s history.

To register for the webinar, click here: https://cncs.zoom.us/webinar/register/WN_PJ-7CW_VTk6BTpc6AyIAeg

News of the novel coronavirus is everywhere — but so is fear and misinformation. Children are particularly susceptible to worrying about the unknown, so how can we ease their burden?

At Foundations, we work with the adults who work with kids — and so we’re here to help you help them through these uncertain times. To this end, we’ve compiled some resources for you to use with the young people in your life.

Follow us on social media for more updates like this, or click here to subscribe to our newsletter.

Educational Resources about the Coronavirus:

• A comic for kids exploring the new coronavirus
• Instructional materials about viruses, outbreaks, and the new coronavirus
• NY Times: teaching, learning, and thinking critically about the novel coronavirus
• PBS News Hour: Coronavirus resources for grades 6-12
• Brain POP on the new coronavirus
• Using the coronavirus as a teachable moment for Social-Emotional Learning

Talking to Kids about the Coronavirus:

• PBS Kids guide for talking to younger kids about the coronavirus
• PBS Kids guide for talking to younger kids about tragic or scary events in the news
• National Association of School Psychologists (NASP) guide for talking to kids about COVID-19
• NPR guide for talking to kids about scary events in the news
• Morningside Center guide for talking to students about the coronavirus
• Morningside Center guide for addressing bias and bullying in response to the novel coronavirus

Safety Guidelines and Resources:

• Six steps for K-12 leaders to respond to the coronavirus
• Map of school closings related to the coronavirus
• Guide for schools responding to the coronavirus
• Preparing for school closures due to COVID-19 from American Federation of Teachers (AFT)
• COVID-19 information and resources for schools and school personnel from US Department of Education

Resources for Home Learning:

• PBS News Hour: Resources and lesson plans for grades 6-12
• Brain POP offers free, unlimited use during school closures for COVID-19
• Two high school librarians offer ideas and resources for virtual learning
• 20 learning activities for kids stuck at home
• The Learning Network by the NY Times
• Lesson plans from The Learning Network

From its inception, RWJF’s work has been driven by a continuous cycle of research, evaluation, and learning. Our commitment to advancing a bold research agenda helps bring evidence to bear on some of the most complex health and policy issues facing the United States today.

Learn more and apply: https://www.rwjf.org/en/library/funding-opportunities/2020/policies-for-action-research-on-housing-policies-that-promote-equity.html

A number of helpful conversations among colleagues are happening on the HE-SL listserv and in the Community Service and Service Learning Professionals Facebook Group regarding how best to support students, faculty, and partners as institutions move courses online for the remainder of the spring term.

Here is a quick summary of a few ideas being discussed:

• Campuses are hearing from nursing homes, hospitals and other facilities with vulnerable populations cancelling all volunteers/interns for the foreseeable future. Could there be a way to work with staff to share videos or use technology to continue visits with residents or patients of these facilities?
• How can direct service, be transitioned to project based work? This would be an important conversation to have with partners and explore how students might continue to support the organization. A few suggestions made include…
  • Create marketing or social media content for future use
  • Conduct research on best practices or develop tools for program assessment
  • Support the development team by researching grant opportunities
  • Provide support via phone or web based meetings with agency team member support to those being served by the organization or others in the community
• One campus prepared reflection questions for faculty to discuss public health and the intersectionality of their course topic in light of the global health crisis.
• Another colleague commented that we must take into consideration the impact on our partners and their capacity to support alternatives at this time, particularly if they are an organization attempting to mitigate risk.

Given these challenging times, we must work closely with community partners, faculty, students and staff to develop equitable and fair alternatives. It is a poignant reminder that community engaged learning is not about meeting an hours requirement, but rather about the quality of the learning experience. Certainly the interruption of a students experience is an opportune time to reflect and respond to the challenges faced by the community partner, the clients served and the student learner themselves. Our colleague Emily Shields, with Iowa and Minnesota Campus Compact wrote an excellent blog post with a number of helpful tips and ideas.

Most importantly, as we make modifications to students engaged learning experiences, we should follow the guidance of local public health authorities and our campus administration. Here are some helpful links:

• Quick link to the CDC Guidelines for Institutions of Higher Education
• Quick link to the CDC Guidelines for Community and Faith-Based Organizations
• Communication Resources from the CDC (print, videos and more)

Read more.