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RES 1998-1070 - Contract with All Our Kids Inc for youth mentoring services
A ot,,1A14 ,A, Law Department ECOmaha/Douglas• Civic Center f-Vij ( , 1�.# '' 4 1819 Famam treet,Suite 804 3 . ° m 1 j Omaha,Nebraska 68183-0804 (402)444-5115 OR4TFD FEBR Telefax(402)444-5125 F d ti Paul D.Kratz City of Omaha '. �_I��9 :� + '; City Attorney Hal Daub,Mayor Honorable President and Members of the City Council, Transmitted herewith is a resolution, sent at the request of Councilmembers Lo ,Brown and Koneck, approving a contract with all Our Kids, Inc., for 1998 in the amount of $30,000.00. Respectfully submitted, o ert J. er Date Assist City Attorney • P:\LAW\5412.MAF • • REQUEST TO LAW LAW DEPARTMENT USE ONLY: LOG BOOK# TO: Paul Kratz, City Attorney DATE ASSIGNED ASSIGNED TO DATE: April 8, 1998 DATE ANSWERED REQUEST BEING MADE BY: on behalf of Councilmembers Lo, Brown and Koneck Sharon J. Arnold .,City Council 5519 (NAME) (DEPARTMENT) (PHONE) TIME LINE: April 14, 1998 City Council Agenda 12 WORKING DAYS FROM DATE RECEIVED BY LAW DEPARTMENT DATE: REQUEST FOR: Resolution to Approve Contract with All Our Kids, Inc. (State Specifically What You Are Requesting) DETAILS: (Do Not State"See Attached"). Councilmembers Lo, Brown and Koneck request a resolution be prepared for the April 14, 1998 City Council Agenda which would approve a contract between the City of Omaha and All Our Kids, Inc. in the amount of$30,000 to be paid from the Contingent Liability Reserve Fund. The contract would cover the period of January 1, 1998 through December 31, 1998. Please note that this agreement is for$30,000 additional to any other agreements being considered. All Our Kids, Inc., requested$50,000 in their"1997/1998 Third Party Funding Application." In the 1998 budget $20,000 was appropriated to All Our Kids, Inc. The additional $30,000 in this agreement would enable All Our Kids, Inc. to fulfill all of the 1998 goals contained in the funding application. The following changes to the attached agreement should be incorporated into this agreement: Date of agreement-April 10, 1998 3) DUTIES OF AOK -to perform all of the 1998 goals for youth mentoring activities described in the "1997/1998 third Party Funding Application" during the contract term, for young persons residing within the city limits of Omaha including, but not limited to: • Working to create 500 new mentor matches by the end of the year 2000 with partner organizations. • Establishing new and/or expanding existing mentoring programs with several organizations including but not limited to: Big Brothers/Big Sisters of the Midlands, Boys and Girls Clubs of Omaha, Omaha Job Clearinghouse, Omaha and Millard Public Schools, Girls Inc., and Child Saving Institute. • Request to Law April 8, 1998 Page 2 5) DUTIES OF CITY-To pay the total sum of$30,000 as follows: $15,000 paid upon execution of the agreement, $10,000 to be paid on October 1, 1998 and$5,000 to be paid on December 31, 1998. The Law Department is requested to contact Michael D. Hanson, Executive Director of All Our Kids, Inc., at 444-1630,ext. 664,to obtain additional documentation necessary for the execution of the contract. Please call Lou Andersen(ext. 5518)or Sharon Arnold(ext. 5519) if you have questions concerning this request. INFORMATION ATTACHED: YES X NO _NONE AVAILABLE sja c: Councilmembers, Buster Brown, Brinker Harding,Lou D'Ercole, Council Staff i !Ir AGREEMENT . THIS AGREEMENT,made and entered into this -07'day of February, 1998,between the CITY OF OMAHA, 1819 Farnam Street, Omaha;Nebraska 68183,a Municipal Corporation of the State of Nebraska(hereinafter referred to as the"CITY"),and ALL OUR KIDS,Inc.,a Non-profit Corporation of the State of Nebraska(hereinafter referred to as "AOK"). WITNESSETH: NOW, THEREFORE,the parties,in consideration of the undertakings and commitments of each party to the other party set forth herein,hereby mutually agree as follows: 1) GENERAL This Agreement is for the conduct of the youth mentoring program of AOK in the City as described in the"1997/1998 Third Party Funding Application" dated December 1, 1997 which by this reference is made a part of this Agreement. 2) TERM The term of this Agreement shall be for one year beginning on January 1, 1998 and ending December 31, 1998. 3) DUTIES OF AOK To perform the youth mentoring activities described in the "1997/1998 Third Party Funding Application"during the contract term for young persons residing within the city limits of Omaha . 4) REPORTS AND ACCOUNTS AOK shall keep accounts and make all reports required by Section 10-162 of the Omaha Municipal Code. 5) DUTIES OF THE CITY To pay the total sum of$20,000 as follows: $10,000 to be paid upon execution of this Agreement,$7,500 to be paid October 1, 1998 and$2,500 to be paid on December 31, 1998. . 6) EN-IRE AGREEMENT This Agreement constitutes the entire agreement,and no amendment, change or variance from this Agreement shall be binding on either party unless mutually agreed to by the parties and executed by their authorized officers or agents in writing. 7) NON-DISCRIMINATION Neither City nor AOK shall in the performance of this contact, discriminate or permit discrimination in.violation of federal or state laws or local ordinances because of race, color, sex,age, disability,political or religious opinions, affiliations or national origin. 8) CAPTIONS Captions used in this Agreement are for convenience and are not to be used in the construction of this Agreement 9) APPLICABLE LAW Parties to this Agreement shall conform with all existing and applicable City Ordinances,Resolutions, State Laws,Federal Laws and all existing d . r , applicable rules and regulations. Nebraska law will govern the terms and the performance under this Agreement. 10) INTEREST OF THE CITY Pursuant to Section 8.05 of the HomeRule Charter,no • _elected official or any officer or employee of the City of Omaha shall-have a financial interest,direct or indirect,in any City of Omaha contract. Any violation of this section with the knowledge of the person or corporation contracting with the City of Omaha 4hal l render the contract voidable by the Mayor or Council. 11) MERGER AND ASSIGNMENT This Agreement chail not be merged into any other oral or written contract,lease or deed of any type nor may it be assigned by AOK without the express written approval of the City. 12) MODIFICATION No representations were made or relied upon by either party other than those that are expressly set forth herein. No agent, employee or other representative of either party is empowered to alter any of the terms herein unless done in.writing and signed by an authorized officer of the respective parties. IN WITNESS WHEREOF, the parties have affixed their signatures hereto the day and year first written above. Al l i ST: THE CITY OF OMAHA,a Municipal Corporation, • By CTTy CLERK Mayor ALL OUR KIDS,Inc. By 1/41116fitit(f(). Executive Director APPROVED AS TO FORM: IST ATTORNEY . AGREEMENT This Agreement,made and entered into this f A day of 71998, between The City of Omaha, 1819 Farnam Street, Omaha,Nebraska 68183, a Municipal Corporation of the State of Nebraska (hereinafter referred to as the "City"), and All Our Kids, Inc,. a Non-profit Corporation of the State of Nebraska(hereinafter referred to as "AOK"). WITNESSETH: Now,THEREFORE,the parties, in consideration of the undertakings and commitments of each party to the other party set forth herein,hereby mutually agree as follows: 1) General: This Contract is for the conduct of additional or expanded youth mentoring programs of AOK in the City as described in the attached "1997/1998 Third Party Funding Application" This agreement is in addition to other contracts between the parties on the same or similar subjects. 2 ) Term: The term of this Agreement shall be for one year beginning on January 1, 1998 and ending December 31,1998. 3 ) Duties of the City: To pay the total sum of$30,000,payable as follows:$15,000 upon execution of this agreement, $10,000 on October 1,and$5,000 on December 31, 1998. 4) Duties of AOK: To perform all of the 1998 goals for youth mentoring activities described in the"1997/1998 Third Party Funding Application" during the contract term for young persons residing within the City of Omaha including but not limited to: a) Working to create 500 new mentor matches by the end of the year 2000 with partner organizations. Th: b) Establishing new and/or expanding existing mentoring programs with several organization including but not limited to: Big Brothers/Big Sisters of the Midlands, Boys and Girls Clubs of Omaha, Omaha Job Clearinghouse, Omaha and Millard Public Schools, Girls Inc., and The Child Saving Institute.. 5) Reports and Accounts: AOK shall keep accounts and make all reports required by Section 10-162 of the Omaha Municipal Code. 6 ) Entire Agreement: This Agreement constitutes the entire agreement, and no amendment, change or variance from this Agreement shall be binding on either party unless mutually agreed to by the parties and executed by their authorized officers or agents in writing. 7) Non-Discrimination: AOK Shall not in the performance of this contract, discriminate or permit discrimination in violation of federal or state laws or local ordinances because of race, color, sex, age, disability,political or religious opinions, affiliations or national origin. 8) Captions: Captions used in this contract are for convenience and are not to be used in the construction of this contract. 9) Applicable Law: Parties to this contract shall conform with all existing and applicable City Ordinances,Resolutions, State Laws,Federal Laws and all existing and applicable rules and regulations. Nebraska law will govern the terms and the performance under this contract. 10) Interest of the City: Pursuant to Section 8.05 of the Home Rule Charter, no elected official or any officer or employee of the City of Omaha shall have a financial interest, direct or indirect, in any City of Omaha contract. Any violation of this section with the knowledge of the person or corporation contracting with the City of Omaha shall render the contract voidable by the Mayor or Council. 11) Merger and Assignment: This Contract shall not be merged into any other oral or written contract, lease or deed of any type nor may it be assigned by AOK without the express written approval of the City. 12) Modification: This contract contains the entire agreement of the parties. No representations were made or relied upon by either party other than those that are expressly set forth herein. No agent, employee or other representative of either party is empowered to alter any of the terms herein unless done in writing and signed by an authorized officer of the respective parties. - 2 - • IN WITNESS WHEREOF, the parties have affixed their signatures hereto the day and year first written above. ATTEST: THE CITY OF OMAHA, a Municipal Corporation, By 1 CITY CLERK AYOR ALL Oug /< Ps,Z1 . w "CONTRACTOR" AOK By PA/i/c10 " 7444r1-07 -PRE S T E ec .4 1Re- )h'e, APPROVED AS TO FORM: SS ST ITY ATTORNEY DATE P:\LAW\5413.MAF - 3 - O T©' CY 1111 ALL CM'S ANZALDO BROWN NOR l HERN ►TA' S I EF HERD ECK A ConA•ra Company -, KRAFT IWOItoLO �• TERRY • ANDERSEN r STA3435 Gomez Avenue • P.O. Box 7363 • Omaha, NE 68107-0363 Phone: 402-731-3370 • FAX: 402-731-7463 LOBBYIST APR 9 1998 TIME Dear Members of the City Council, My name is Lowell Haagenson,I am the Vice President/General Manager of Northerm States Beef. Our address is 3435 Gomez Ave. I have worked at this location for nineteen years and have been a witness to a lot of change in South Omaha. Over the past few years we have seen almost all stores on 24th St. with a business that is a viable enterprise bringing revenue into that area. From 36th St.to 24th St. on L we have had a shopping center,movie theater,car wash,and on auto parts store open. I believe the economy in South Omaha is as strong as it has been for years. The proposed development for the Stockyards will only enhance what is already here. One thing that seems to be overlooked,or not a very high priority is the continuation of the Omaha Livestock Market. There is a heritage that dates back to a time when Omaha took a back seat to no one in the number of cattle,hogs, and sheep that were brought to the stockyards. As mentioned earlier in my letter,times change. No longer are the numbers as high as they once were. This is not a reflection on the Omaha Livestock Market,but a change in the demographics of the meat business. In talking to the management at the Stockyards,they tell me that they are a profitable business. I would hope that you as a \� City Councilman would not take away the chance to earn a living and support a family from the many long time loyal employee's that go to work there everyday. Over the years Northern States has bought thousands of cattle from the Stockyards and as production problems occurred,we have used their facilities to store and care for our own livestock. These are not services that could be easily duplicated if they were forced to relocate. I believe that all persons involved in this decision need to take another look at the big picture and find room for the Omaha Livestock Market in the redevelopment plans. The people that work there and the farmers and ranchers that come to Omaha with livestock and spend money purchasing goods that support our community can not be overlooked. Your time and effort in reviewing these concerns would be greatly appreciated. Yours truly, I Lowell Haagenson Vice President/General Manager ALL CM'S V/ 3—I ANZALDO BROWN ALL OUR KIDS INC. 1004 Farnam Street Suite 400 HERD Omaha,NE 68102 KONECK iRA PH 402 444 1630 FX 402 345 8966 TERRY_ ANDE CEN.__ I r. CAAL ��._...ae_ >3IIt FEB 27 1998 Mr. Lormung Lo TIn F g' 3_ President of the Omaha City Council 1819 Farnam Street Suite LC 1 Omaha,NE 68183 February 26, 1998 Dear Councilman Lo, Thank you for meeting with me recently to discuss increasing the level of financial support for All Our Kids, Inc. - The Midlands Mentoring Partnership(AOK)by the City of Omaha. As you recall,AOK currently serves nearly 100 youth through its mentoring and scholarship programs. We also provide training and other technical assistance to Omaha youth-serving organizations interested in creating new mentoring programs or expanding an existing one. This past year also marks the beginning of our efforts to provide scholarship opportunities to Omaha students that participate in other quality mentoring programs I am seeking your support and advocacy in providing our organization with an additional $35,000 from the City of Omaha for our 1998 budget. As you know, our original request from the City, in the amount of$50,000,was only partially funded. Although we are extremely grateful for the$20,000 that was committed,there remains a crucial need to cover the costs related to our efforts to expand mentoring in Omaha. Our goal is to create 500 new mentoring matches with at-risk students in the Omaha area by the end of the year 2000. To accomplish that task,we are establishing a Mentor Training and Resource Institute that will provide large-scale quality training and support for Omaha-area organizations that wish to create a new or expand an existing quality youth mentoring program. The concept of a Mentor Training and Resource Institute is strongly supported by our numerous community partners and is recognized as a key element of our collective ability to recruit more mentors and help more students. Those students served by a local mentoring program with whom we have established a partnership,will in turn be eligible to receive post-secondary education scholarships from AOK. By the end of the year 2002,we anticipate being able to provide approximately 100 new scholarships to students in this manner. We are asking for additional funding from the City of Omaha in the amount of$35,000 for two reasons. First and foremost, our original request for$50,000 was based on a very real need to cover costs associated with the quality services we provide. The additional $30,000 originally requested is essential to our organization's capacity to help a greater number of Omaha's at-risk students. We are asking for another$5,000 to update our computer hardware and software • 4 systems. We currently devote considerable attention to the important tasks of monitoring and evaluating the services we provide to kids and to other organizations. Updated hardware and software will increase our capacity to monitor and evaluate our program services, including the objective measurement of short-, intermediate-and long-term program outcomes. Increasing our capacity to effectively evaluate our services is particularly crucial as we begin serving larger numbers of students and programs in the months and years ahead. I know you are extremely supportive of the services AOK provides. You have learned from your own personal experiences how having a supportive,caring adult mentor can mean the difference between success and failure for a young person. In today's society,the stakes are often much higher. Mentors save lives, steering children away from life-threatening involvement with alcohol, drugs, gangs, and violence. Our children are our most precious and valuable resource. It is our responsibility to protect and preserve their future,and thus our own,to the fullest extent of our collective abilities. Considering the huge costs we now pay to incarcerate youth who make poor life-choices, supporting the services provided by AOK is a relatively inexpensive,yet crucial investment in our childrens' lives and will go a long way toward preserving the quality of life many of us now enjoy as citizens of Omaha. I hope that together,we can help secure the kind of future that we know all our kids deserve. Please don't hesitate to call me with any questions or if I can be of further assistance in moving this request forward. Thank you for your time and consideration. Sincerely, ,�,�6,� te://// p 147itzerxx...., Michael D. Hanson Executive Director 1 • All Our Kids, Inc. -- The Midlands Mentoring Partnership 1998 City of Omaha Request for Funding Submitted by Michael D. Hanson Executive Director December 1, 1997 All Our Kids, Inc. -- The Midlands Mentoring Partnership City of Omaha Funding Request for 1998 Table of Contents Youth Mentoring--Background and Introduction Pg. 3 1998 City of Omaha Third Party Funding Application Pg. 5 Exhibit 1 -- Third Party Funding Documentation Report Pg. 11 Appendices Strategic Goals and Progress Summary Appendix 1 Application and Training Materials Appendix 2 BASICS Incentive System Appendix 3 Evaluation Plan Appendix 4 Projected Program Budget By Service Category Appendix 5 Program Audit Appendix 6 Board of Directors and Meeting Schedule Appendix 7 By-Laws Appendix 8 Internal Revenue Service Tax Exempt Status Confirmation Letter Appendix 9 2 --TheMidlands Partnership Our Kids, Inc. Mentoring Youth Mentoring Background and Introduction The state recently released statistics from the Nebraska Crime Commission Report that document a 21% increase in juvenile arrests in Nebraska over the past two decades and an increase in juvenile crime (murder, manslaughter, rape, robbery, and aggravated assault) for every year since 1990. Similarly, the Mayor's office reports that while the incidence of forcible rape and aggravated assault committed by those 17 years of age and younger fell over the past two years, other assaults increased by 12%, the number of murders held steady at 10, drug abuse violations increased by 37%, and gang membership is up 31%. More directly,the county has seen gigantic court referral cost. One proven way to address this problem has been to intervene in the lives of these youth prior to the time they commit that first illegal act. In its concluding report on adolescence, Great Transitions: Preparing Adolescents for a New Century, the Carnegie Council on Adolescent Development sets forth its recommendations for helping young people meet developmental challenges successfully. The report states that "a crucial need for adolescents is for an enduring, stable, and supportive bond with a caring. adult" and emphasizes that youth aged 10 - 14 may be the best targets for intervention strategies such as mentoring. Youth in this age group are more receptive to positive guidance because they are "just beginning to engage in risky behaviors"but have not yet established damaging patterns. In a recent study, Public/Private Ventures (P/PV), a national program development and research organization based in Philadelphia,provided"scientifically reliable evidence" that mentoring programs do indeed improve the lives of young people. P/PV found that youth who met regularly with adult mentors for about a year improved their school attendance and performance, were significantly less likely than their peers to start using illegal drugs or start drinking, were less likely to hit someone, and enjoyed improved relationships with their families and friends. A third study published less than a year ago that credits mentoring with improving young people's chances for success is the book Beating the Odds: How the Poor Get to College, by Arthur Levine and Jana Nidiffer of Columbia University and the University of Massachusetts, respectively. The authors contend that the cycles of poverty in the United States are rapidly becoming more entrenched and that higher education is the surest means of breaking the cycle. The book focuses on 24 youth from high-risk environments who beat the odds and made it to college. The common element in every success story was a caring adult who intervened at a critical time in the students' lives to steer them beyond their neighborhoods toward the path to college and a brighter future. 3 Closer to home, the 1997 Update of the Douglas County Juvenile Services Plan recognizes the need to place greater emphasis on prevention and intervention strategies and calls for increased support of mentoring networks for children and parents. The Juvenile Services Plan identifies support for mentoring as a means to teach positive values, provide increased self-esteem, increase coping skills, and provide much needed positive role modeling to youths who lack access to such resources in their own environments. Low educational levels/school drop out and illegal drug-use and abuse were ranked number four and seven respectively, of the 43 risk factors contributing to youth crime in Douglas County identified in the Douglas County Juvenile Services Plan. The P/PV study mentioned earlier found that mentored youth are 52 percent less likely than their peers to skip a day of school and 27 percent less likely to skip a class. Forty- six percent (46 percent) were less likely than their peers to start using illegal drugs and 27 percent less likely to start drinking. Another studybyProctor and Gamble found that 86percent ofmentoredyouth go on to college as compared to 25-30 percent of non-mentored students. A Prison Fellowship study maintains that mentoring reduces recidivism by up to 80 percent. Such short and long-term outcomes demonstrate how mentoring can help prevent young people from entering"the system," (i.e. Douglas County Juvenile Services) reducing the work of case managers, probation officers, and others. Failure to support programs that offer such services will only give rise to increased hopelessness among at-risk youth, increase drop-out, and increased recidivism in the juvenile justice system. 4 • 1997/98 Third Party Funding Application (Please type the following information or print legibly) ORGANIZATION NAME All Our Kids, Inc. -- The Midlands Mentoring Partnership CONTACT PERSON TELEPHONE NUMBER Michael D. Hanson, Executive Director (402)444-1630 Ext. 664 ADDRESS 1004 Farnam Street Omaha,NE 68102 IS YOUR ORGANIZATION: Publicly Owned XX Non-Profit TYPE:. 501 (c) (3) DESCRIBE: Youth mentoring program WHAT IS YOUR ORGANIZATION'S PRIMARY PURPOSE? All Our Kids, Inc. -- The Midlands Mentoring Partnership's (AOK, Inc.) purpose is twofold 1)AOK, Inc. implements a direct-service mentoring program focused on enhancing students' academic success though the development of positive personal relationships with caring adult mentors. Students form positive relationships with both adults and peers through weekly contact with their adult mentors, monthly group meetings with others students and mentors, and periodic, individual meetings and activities with program staff designed to build relationships and develop skills; and 2) AOK, Inc. functions as a community catalyst, linking the private, public, and nonprofit sectors to support and enhance existing youth mentoring and economic self-sufficiency programs and assist with the development of new ones.* *In addition to its own mentoring and scholarship program,AOK, Inc. continues to implement a community-wide strategic plan developed by the former One to One Omaha's Leadership Council, comprised of business and community leaders,and Professional Advisory Committee, consisting of youth and mentoring program experts,prior to the merger. The plan focuses on"bringing mentoring to scale" in Omaha and surrounding communities. The six goals of the strategic plan,with a summary of the progress- to-date towards reaching each goal,are provided for review in Appendix 1. 5 IS YOUR ORGANIZATION OPEN TO THE PUBLIC? YES XX NO _ (EXPLAIN) AOK, Inc. has traditionally provided only students from Omaha Public Schools the opportunity to participate in its mentoring and scholarship programs. Because of the sensitive nature of some its interactions with students, parents, mentors, teachers, caseworkers, counselors, and others, maintaining strict confidentiality is a primary focus of AOK, Inc.'s program services. Yet, with its expanded mission, AOK, Inc. has now reached beyond the boundaries of OPS and is taking a proactive approach to offering other schools, agencies, grassroots organizations, and corporations the opportunity to get involved in its mentoring, economic self-sufficiency, and scholarship programs. Scholarship awards,funded exclusively from private sources, are currently under review for students from other mentoring programs, including Big Brothers/Big Sisters of the Midlands, YouthNet, Boys and Girls Clubs of Omaha, UNMC's S.T.A.R.S. mentoring program, and Girls, Inc. General information is also available to the public, upon request and free of charge, regarding mentoring opportunities available to volunteers and youth, mentoring program strategies, and best practices. REQUESTED: CITY OF OMAHA FUNDING S 50,000 OTHER SOURCES S131,385 TOTAL PROJECT REQUEST S181,385 WHAT % OF YOUR TOTAL BUDGET IS THIS REQUEST? 28% PLEASE LIST ALL ORGANIZATIONS AND AGENCIES THAT PROVIDE FUNDS FOR YOUR ORGANIZATION. State of Nebraska America First Companies Douglas County • DESCRIBE IN DETAIL HOW THE FUNDS WILL BE SPENT The current request for funding would cover a portion of the costs associated with providing direct and program support services to an estimated 100 students (79 high school-age and 21 college-age students) over the course of the funding period. This request does not attempt to shift the burden for the AOK, Inc. mentoring program to the public sector, but rather invites public support for that part of the AOK, Inc. concept that is appropriately funded through tax revenues, while freeing up private support for scholarships and other educational opportunities. It represents a unique, yet practical way in which a public/private partnership may intervene in a meaningful fashion in the lives of young people. AOK, Inc.'s goal is to increase the number of youth who graduate from high school and go on to appropriate post-secondary education programs. The ultimate and longer-term vision is for each youth to become an employed and productive citizen -- not an inmate. Program implementation activities conducted by AOK, Inc. may be divided into three general categories of services or activities: 1)Direct Services to Youth; 2)Program Support Services; and 3)Administrative Support Services. Definitions for each of the three categories of service are as follows: Direct Services to Youth --Those services that are provided by AOK, Inc. staff and/or contracted services that provide the essential services of the program, including "case management" activities such as mentor/student matching, mentor training, monitoring, and ongoing consultation, academic advising, tutoring, counseling, and crisis intervention Program Support Services -- Those expenses incurred for activities that support direct, programmatic services to youth, including program evaluation, curriculum development and workshop preparation, program and public relations materials preparation, tuition assistance, tutoring, contracted counseling and medical services, volunteer background checks, youth incentives and rewards, transportation and food. Administrative and Other Services -- Those "behind the scenes" activities/expenses that assure direct and program support services are provided, including overhead expenses, written/verbal communication with students, parents, teachers, volunteer mentors, school officials, and arranging community- based support services (e.g. tutors, professional counselors, social workers, transportation, etc.), and other administrative support activities. Direct Services to Youth AOK, Inc. implements a direct-service mentoring program focused on enhancing students' academic success though the development of positive personal relationships 7 with caring adult mentors. Students form sustained, long-term positive relationships with both adults and peers through weekly contact with their adult mentors, monthly group meetings with others students and mentors, and periodic, individual meetings and activities with program staff designed to build relationships and develop skills. Selection of Students Working closely with school administrators and counselors, a pool of seventh grade students who, by virtue of standardized test scores, possess an academic potential that is not reflected in their daily work or grades. Students are invited to apply for the AOK, Inc. program and are interviewed by AOK, Inc. and selected on the basis of their desire and commitment to become a part of the program, including ongoing participation in the activities described above. Mentor/student matches begin by mid-year of students' seventh grade year and continue through high school graduation and post-secondary education. Mentor Recruitment,Training, and Program Support Mentors for the AOK, Inc. program are recruited primarily through personal reference by program staff and the Board of Directors. Volunteer mentors fill out a volunteer application, are interviewed, must provide references, undergo a police background check, attend a program orientation and pre-match training, agree to attend on-going training provided quarterly, and are provided with individual consultation and support for the duration of the match. Volunteer mentors are strongly encouraged and supported in their efforts to work closely with teachers, school administrators, counselors, and parents to support his or her student's academic and personal progress by a full-time program coordinator who devotes approximately 70% of her time engaged in such activities. AOK, Inc.'s executive director devotes approximately 50% of his time to direct services, as well. Student and mentor application and training materials are available for review in Appendix 2. In addition to the recruitment, training, and ongoing consultation activities designed to support the ongoing youth/mentor relationships and monitor the academic progress of program participants,the following activities representative of additional direct service efforts undertaken by AOK, Inc. to assure the academic and personal success of the participants of the mentoring program. Program Expansion A new mentoring group, consisting of at least 15 seventh grade students currently attending either Monroe or McMillan Junior High Schools, is anticipated to begin in mid to late fall of 1997. The group will consist of seventh grade students who have been part of a Benson West Elementary School mentoring program since first grade, along with other students who meet certain eligibility requirements. The students in the new mentoring group will remain under the AOK, Inc. 8 umbrella through high school graduation, at which time graduating students will become eligible to receive post-secondary education scholarships. The additional mentoring group represents an 18% increase in the number of students involved in the mentoring program from last year. Annual Growth Plans As of January 1, each AOK student is required to complete an Annual Growth Plan. The Annual Growth Plan outlines students' long-term and short-term goals and identifies skills that need be developed or improved upon in order for him or her to achieve individual goals. Growth Plans are signed by parents, mentors, students, and program staff and reviewed quarterly to assess progress in the mentor-student relationship, in-school behavior, and out-of-school behavior. The executive director and program coordinator meet individually with each student/mentor pair to complete individual Annual Growth Plans. Students and mentors meet periodically to update and measure individual progress towards achieving short- and long-term goals. The AOK Program Council In January, an AOK Program Council was established as a means to assure students are receiving appropriate assistance in response to a myriad of individual challenges that may arise. The Council's composition varies according to the students' circumstances, but consists of representatives from the AOK program, including students peers, mentors, board members, and paid staff representatives; and school staff, including a school counselor or administrator. Students are required to appear before the Council in response to ongoing difficulties associated with meeting minimum program participation criteria (e.g. attending school, maintaining regular contact with his or her mentor, participation in program activities, etc.) The Council provides specific and concentrated assistance to help students overcome the challenges they face in a"last ditch" effort to assure continued eligibility for program participation Tutoring and Transportation Beginning mid April of this year,AOK, Inc. entered into a joint agreement with the Young Ambassadors Program and the Variety Club to provide transportation and tutoring assistance to students. The Variety Club is a nonprofit organization that provides free use of a 1997 15-passenger van on a first-come, first-served basis. Young Ambassadors Program staff provides a driver and access to its facilities to offer additional tutoring and supervised homework services to AOK, Inc. students who need more help than their respective mentors are able to provide on a fee for service basis. Each student participant receiving a grade that is below average or failing in any subject is required to attend tutoring/supervised homework sessions until his/her respective grades reflects performance that is 9 average or above. At least 70% of AOK, Inc. students are anticipated to benefit from the tutoring/transportation services available through this arrangement. Program Support Activities The activities described in this section represent even greater efforts by AOK, Inc. to provide program support services to the students participating in the mentoring program that are facing severe challenges that go beyond simply interfering with academic or personal success, including physical abuse/neglect, substance abuse, and family crisis. Program Partnerships In anticipation of situations requiring crisis intervention with the at-risk youth population served by AOK, Inc., working partnerships with other existing programs, including Family Services, the Chicano Awareness Center, Youth Emergency Services, Owens Educational Center and the University of Nebraska Medical Center, continue to be established to provide a"net" of services for situations that require more support to students than typically are available in traditional mentoring programs. Family Counseling, substance abuse education and counseling, child abuse/neglect counseling and education, conflict resolution education, family mediation services, out-of-home placement and other services are often required to give some extremely challenged students their best opportunity to reach productive adulthood. AOK, Inc. is committed to providing its student participants access to such services should the need arise and assumes the financial responsibility to provide the variety of services offered by the above programs in the event that alternative funding for the services are unavailable. Curriculum Development AOK, Inc. has developed a year-long life, work, and study skills curriculum called "The Graduation Planner." Students, under the direction of their mentors and program staff, begin working on the Graduation Planner at the beginning of their senior year in preparation for completion of high school. The curriculum teaches variety of topics associated with independent living, including looking for and selecting a post-secondary education institution, entering the world of work, personal budgeting, finding a place to live, transportation, and other topics. Each graduating student is required to complete the year-long curriculum in order to qualify for post-secondary education scholarships. Students will begin utilizing the Planner in the Fall of 1997. 10 Program Incentives In order to provide tangible incentives to students for academic, personal, and program success,AOK, Inc. provides tangible incentives for its program participants, including the use of an"artificial economy" (point system) for younger students, and "real world" incentives for older students. Younger students (7-9 grades) earn "Bonus Bucks" by demonstrating the BASICS (Being prepared for activities; Arriving on time; Staying on task; Initiative; Commitments; and Specific skills). Students monitor the Bonus Bucks earned in their own checking and saving accounts at a student-run"Bonus Bucks Bank" and may then exchange the Bonus Bucks they have acquired from goods available in a student-operated store. Bonus Bucks may be earned by students who participate in variety of educational or programmatic group- and/or individual activities (e.g. routine classroom activities and/or special projects). The idea is to teach economic literacy and entrepreneurial skills to students, while at the same time providing positive reinforcement for personal, educational and program accomplishments. The BASICS Incentive System has certain advantages over a "real" currency system. From a program perspective, pairing tangible incentives with social reinforcers (e.g. praise, public recognition, and status) for desired behaviors is the cornerstone of behavior modification and has been demonstrated to be a highly effective means by which at-risk youth may learn and internalize behaviors necessary for their present and future success. From a skills development perspective, it helps youth learn the skills that will propel them to success in academics, business or in the workplace, whether working for themselves as entrepreneurs or as employees for a someone else. A detailed description of the BASICS Incentive System, including program materials and background information, is available for review in Appendix 3. As students mature (9-12 grades),they receive gift certificates for local stores and restaurants, movie passes, sports and entertainment tickets, and other tangible incentives based on academic, personal, and program successes. The idea is to provide intermittent reinforcement (e.g. every individual success does not earn a tangible award)to assure the continuation of the behaviors taught and reinforced as younger students. As students grow older, the use of social reinforcers, (e.g. individual praise,public recognition, and status) is more greatly emphasized. Program Evaluation AOK, Inc. has developed a complete evaluation plan(see Appendix 4), identifying key short-, intermediate-, and long-term outcomes and methods for collecting and analyzing relevant program data. A database, developed by AOK, Inc. executive director, is currently being used to track youth participation and outcomes and 11 will be adapted as needed to comply with the requirements of the AOK, Inc. evaluation plan. Administrative and Other Activities Two full-time staff, including an Executive Director and Program Coordinator, conduct all mentoring program activities, including sharing the burden of administrative duties. A half-time administrative support person has been hired to assist with the expanded mission and activities of AOK, Inc., with the intention of hiring a full-time person by fiscal year 1998. Program overhead expenses include administrative support, rent, phone, fixtures and equipment, payroll and bank service fees, printing, and miscellaneous expenses. Michael Hanson,AOK, Inc.'s executive director, holds a Masters of Public Administration degree, with an emphasis in nonprofit management, and possesses extensive expertise providing mentoring services to youth. Kristen Honz,program coordinator, holds a Bachelor of Science degree, with a major in psychology, and also possesses sound experience in working with at-risk children. A budget summary, detailing the three categories of service delivery, is provided in Appendix 5. 12 -- ' land Mentoring Partnership Our Kids, Inc. The Midlands M nto g Exhibit 1 Impact Statement The All Our Kids, Inc. - The Midlands Mentoring Partnership (AOK, Inc.) mentoring program focuses on enhancing students' academic success though the development of positive personal relationships with caring adult mentors. The mentors, who receive training and ongoing support from program staff, work with students to develop sound study habits, communication skills, social skills, and a variety of other skills that lead to productive adulthood. Students form positive relationships with both adults and peers through weekly contact with their adult mentors, monthly group meetings with others students and mentors, and periodic, individual meetings and activities with program staff designed to build relationships and develop skills. The meetings, activities, speakers and other events will be made possible, in part, by funding provided by City of Omaha. Program Expansion Funding provided during the 1996-97 funding year allowed AOK, Inc. to expand its services from 58 students to a total of 85 students (64 high school and 21 college), an increase of 47%. A new mentoring group, consisting of seventeen seventh grade students currently attending Lewis and Clark Middle school, was begun in January of 1997. As with its older students, the students in the new mentoring group will remain under the AOK, Inc. umbrella through high school graduation, at which time graduating students will become eligible to receive privately funded, post-secondary education scholarships. Ten additional students have also been selected by Girls, Inc. to participate in a mentoring program modeled after the AOK program. The new mentoring program represents AOK's effort to expand mentoring in Omaha, without increasing operational expenses associated with the traditional notion of expanded services. Girls, Inc. will manage the program on a day to day basis: AOK will assist the Girls, Inc. program by providing ongoing support, including training, evaluation, and on-going consultation. Upon high school graduation, participants of the Girls, Inc. mentoring program will be eligible to • receive the same scholarship opportunities provided to all other mentoring program participants. Additional partnerships with UNMC, Big Brothers/Big Sisters of the Midlands, U.S. West, OPPD, Monroe Middle School, and others are currently under development. Without the funding provided by City of Omaha, program expansion of the magnitude described above would be much more difficult. The requested financial resources will allow an increase in AOK, Inc.'s capacity to serve more youth,while maintaining an emphasis on providing high quality, long-term services to program participants. . Crisis Intervention Funding from the City of Omaha will allow the continued development of partnerships and community support networks that provide our most challenged students with extensive support in response to an extraordinary set of individual circumstances. For instance, one of our students, a young woman, was living in a very unstable home environment without appropriate adult supervision. As she herself admitted, she was regularly using drugs and alcohol, and engaging in unprotected sexual activity. This young woman was also neglected physically, was malnourished, and truant from school on a regular basis. Through the AOK, Inc. program, this student was provided free access to numerous services, including a drug-use evaluation and counseling, medical and dental care, and tuition assistance to attend alternative education after expulsion from OPS. The student was removed from her home in early April and placed at the Nebraska Children's Home. She remained there until her release to her mother,the previously non-custodial parent, in late July. She continues in group and individual counseling, maintains regular contact with her mentor and AOK, Inc. staff, and is now enrolled at Westside High School, with her home situation stable and safe and her physical and emotional state dramatically improved. Another student was expelled from school for using marijuana during school hours and on school property. Though no formal charges were filed by the school, the student was required by AOK. Inc., among other things, to undergo a drug-use evaluation and abide by the recommendations of the professional substance abuse counselor conducting the evaluation. Prior to the incident, the student was attending school sporadically and was receiving either below average or failing grades. With our ongoing intervention, the student has since made a dramatic improvement, both behaviorally and academically. He attended school (no absences) at the Wilson Individual Study Center and received grades ranging from average to superior during the final quarter of the school year. He attended summer school and will be attending regular classes in the fall. In anticipation of and in response to situations like the ones described in the previous section, several linkages with other existing programs, including Family Services, the Chicano Awareness Center, Youth Emergency Services, Owens Educational Center and the University of Nebraska Medical Center, were established to provide a"net" of services for similar situations with other students that will undoubtedly arise in the future. AOK, Inc. assumes financial obligations to provide the variety of services offered by the above programs in the event that alternative funding for the services is unavailable. Funding from the City of Omaha will be a key factor in AOK, Inc.'s ability to continue to provide the level of support described above. Curriculum Development AOK, Inc. has also developed a year-long life, work, and study skills curriculum called "The Graduation Planner." Students, under the direction of their mentors and program staff, begin working on the Graduation Planner at the beginning of their Senior year in preparation for completion of high school. The curriculum teaches variety of topics associated with independent living, including looking for and selecting a post-secondary education institution, entering the world of work,personal budgeting, finding a place to live, transportation, and other topics. Students will begin utilizing the Planner in the Fall of 1997. Funding from the City of Omaha will support AOK, Inc.'s continued and concentrated efforts to better prepare its student participants for productive adulthood. Concluding Remarks AOK, Inc. is committed to providing quality mentoring, academic, and student support services that provide students with otherwise unavailable opportunities to overcome the challenges they face. The support provided by AOK, Inc. staff and its dedicated volunteer mentors, is often the only thing between our students and life on the streets, including jail, involvement with gangs, violence and drugs. Support of AOK, Inc.'s program by the City of Omaha is vital to our community's collective efforts to preserve our most valuable resource: our children. Appendix 1 AOK, Inc. Strategic Goals and Progress Summary All Our Kids,Inc. --The Midlands Mentoring Partnership Strategic Goals and Progress Summary Goal 1 -- Develop uniform quality standards to assure consistent development and/or implementation of youth mentoring programs. Standards should specifically address issues related to mentor recruitment, mentor/mentee screening, orientation/training, mentor-mentee matching,program monitoring/evaluation, and mentor/mentee support. • AOK,Inc.'s Professional Advisory Committee developed ten standards of practice. The Youth Mentoring Standards of Practice are now available to the general public, mentoring service providers, support organizations and fenders. Goal 2 - Develop uniform training and evaluation standards and provide access to training opportunities to service providers. • AOK, Inc. has conducted over 50 mentor training workshops, involving a total of 850 volunteer mentors from 63 youth mentoring service providers, corporations, and/or grass-roots organizations (e.g. Great Plains Girls Scouts, Girls, Inc.. Union Pacific Railroad, Omaha Job Clearinghouse, and many others) • Since 1992, AOK, Inc. has helped create 22 new youth mentoring programs in the Omaha area. • Clarkson College provides space for a Mentoring Resource Library from which other Omaha programs may access training materials, including manuals, videos, and other relevant information at no cost. Materials are purchased and placed in the library on an ongoing basis by AOK, Inc. Goal 3 -Increase availability and awareness of program support services, resources, and support service delivery infrastructure to augment mentoring services provided by existing mentoring programs, including schools, businesses, agencies, and community-based organizations. • The Always Kids— Two-Way Streets documentary was aired January 22, 1996 at 7:00 p.m. on WOWT, Channel 6. The documentary was aired by 50 other local stations across the U.S. at least once between Dec. '95 and Feb. '96. • Focus on Mentoring, a local newsletter,has been produced quarterly by One to One since 1992 and continues to be published by AOK, Inc. The most recent newsletter was published in May of this year(1997). • AOK, Inc. has produced and distributed three editions of Youth Mentoring Programs in the Greater Omaha Metropolitan Area, a local youth mentoring directory. The fourth edition will be available in the fall of`97. • Four thousand information packets were produced as an in-kind contribution by OPPD to AOK, Inc. that provide other organizations information regarding different approaches or models of youth mentoring programs, including Church-Based Mentoring, School-Based Mentoring, Corporate-Sponsored Mentoring, and Corrections-Based Mentoring. The information packets are available to the public at no charge. • The First Annual Youth Mentoring Symposium was sponsored by AOK, Inc. (as One to One Omaha) on October 9, 1996. In attendance were over 160 individuals representing 43 youth-serving organizations and 11 school districts from Nebraska and Iowa. The State of Nebraska is co-sponsoring the Second Annual Youth Mentoring Symposium in October of this year. Goal 4 - Increase and coordinate marketing/public awareness efforts, identifying and analyzing distinct market segments among businesses, schools, clients, providers, and the general public so that recruitment messages may be tailored to reach them. • WOWT is working with AOK, Inc. to produce a ten-minute video presentation describing AOK, Inc.'s mentoring and scholarship programs, as well as its community outreach efforts aimed at assisting other mentoring programs and area youth. The video is to be used as a recruitment tool for corporations, grassroots organizations, and individuals who express an interest in youth mentoring. Goal 5 - Combine existing mentoring and economic self-sufficiency strategies in order to develop and/or strengthen programs which provide disadvantaged youth with opportunities to achieve economic self-sufficiency through practical education of the marketplace, access to jobs and skills training, and/or age- appropriate entrepreneurial training and development. • AOK, Inc. continues to assist with the implementation of the One to One PATHWAYS program at the Omaha Job Clearinghouse. A national program started locally in October of 1993, PATHWAYS provides 20 youth(separate from the AOK, Inc. Mentoring Program) with the . N opportunity to earn up to $10,000.00 (funded exclusively by One to One: The National Mentoring Partnership) by staying in school, maintaining a relationship with an adult mentor, and participating in variety of positive activities. The program provides youths with entrepreneurial education and hands-on experience in starting and operating small businesses. Program participants (14 high school seniors and five freshmen), launched their first business on March 8, 1996. • AOK, Inc. recently submitted a grant request to the Hitachi Foundation to fund The Omaha Institute for Youth Entrepreneurship (IYE), a joint effort involving various community partners, including the Omaha Job Clearinghouse, One to One: The National Mentoring Partnership, The Young Ambassadors Program, The New Community Development Corporation, and area schools and businesses. The goal is to provide mentoring and long-term entrepreneurial education and microenterprise development opportunities to youths to better assist them in reaching productive adulthood. If funded, the IYE will serve 3200 Omaha youth over the next four years. • The BASICSBonus Bucks Incentive System, originally developed by AOK, Inc.'s executive director for the Omaha Job Clearinghouse, is now being implemented in at the SouthGate Boys and Girls Club (in Bellevue) and at the Crestview Network and Resource Center (LaVista). The St. James Neighborhood Networks and Computer Learning Center has expressed a strong interest in implementing the program at their facility in the Bensen area. The BASICSBonus Bucks Incentive System provides youth with incentives for program participation and social skill development, and teaches basic economic literacy and entrepreneurial skills. Goal 6 — Increase funding at various levels to help support the activities of AOK, Inc., its partners, and relevant initiatives and/or projects. Appendix 2 AOK,Inc. Application and Training Materials All Our Kids, Inc. Student Application Form The information on the following pages should be completed by the student and his or her • parent(s) or guardian(s). The parent/guardian should complete only sections II, III, and IV. The remainder of the application is to be completed by the student. All information will be kept confidential and used only for the purposes of All Our Kids, Inc. and collecting demographic . information. The school counselor has referred the student to this program. Be sure the application is • completed with signatures, and that the reference forms are given to three adults who know you well. Please use your school counselor as one of your references. None of the reference forms should be completed by parents or relatives. The reference forms need to be mailed to the All Our Kids offices by Wednesday, December 4, 1996. The completed application materials, including signatures, must be received in the counselors' office by Monday, December 2, 1996. Reference forms should be returned to : Kristin Honz All Our Kids, Inc. 1004 Farnam Street, Suite 400 Omaha, NE 68102 Applications and reference forms will be reviewed by a Selection Committee and finalists will be interviewed at school during the week of December 9, 1996. The participants will be selected by Friday, December 20, 1996. • • Student .Name: Counselor Name: All Our Kids, Inc. Executive Director: Michael D. Hanson Program Coordinator: Kristin Honz Phone: (402) 444-1630 Page 1 All Our Kids, Inc. All Our Kids, Inc. - (AOK) Confidential Application for Mentoring Program I. STUDENT INFORMATION Name Last First Nickname(if applicable) Middle Home Address Street Address City State Zip Age Date of Birth Sex Race: month/date/year male/female African Amer./Caucasian/Hispanic/Asian, etc. Home Phone: ( ) School Counselor II. PARENT/GUARDIAN INFORMATION PARENT OR GUARDIAN'S FULL NAME- (MR.) (MRS.) (MS.) (MISS) RELATIONSHIP TO CHILD ADDRESS(IF DIFFERENT FROM CHILD'S) CITY STATE ZIP CODE HOME PHONE(.) WORK PHONE( ) Ifyou do not have a home phone,please list a neighbor or relative whom you can be g through contacted: NAME PHONE RELATIONSHIP TO YOU PARENT/GUARDIAN'S CURRENT EMPLOYER OCCUPATION How LONG HIGHEST SCHOOL GRADE ATTENDED: Page 2 All Our Kids, Inc. III. NON-CUSTODIAL PARENT INFORMATION: (If neither parent has custody, please complete section B below about the second non-custodial parent.) A. NAME HOME PHONE: WORK PHONE: ADDRESS I. : Street Address City State Zip HIGHEST GRADE ATTENDED: OCCUPATION B. NAME HOME PHONE: WORK PHONE: ADDRESS Street Address City State Zip • HIGHEST GRADE ATTENDED: OCCUPATION Does the non-custodial parent provide support for the child? Yes No If yes, is it voluntary or by the court's mandate? Is the non-custodial parent involved in the child's life on a regular basis? Yes No _ • IV. SIBLING/OTHER FAMILY MEMBER INFORMATION: List all.children presently living in your home in order of birth: NAME Gender Birth date School/Occupation Grade • • Page 3 All Our Kids, Inc. • IV. SIBLING/OTHER FAMILY MEMBER INFORMATION (CONT.): List any other children not living at home in the order of birth: NAME Gender Birth date School/Occupation Grade List all others living in your home. (Such as step-parents, grandparents, other relatives, boarders companions, grandchildren, etc.) NAME Gender Birth date School/Occupation Grade V. ORGANIZATIONS AND ACTIVITIES Please list, in order of importance to you, up to five school,volunteer, religious, social, athletic, scouting or other activities or organizations in which you have participated: Name of activity/organization and when involved: • Page 4 Page All Our Kids, Inc. , e VI. HOME RESPONSIBILITIES EXPLAIN WHAT YOUR FAMILY/HOME RESPONSIBILITIES CONSIST OF: VII. PERSONAL INFORMATION i USING A FEW PHRASES OR ADJECTIVES, DESCRIBE YOURSELF: WHY DO YOU WANT TO PARTICIPATE IN THE AOK MENTORING PROGRAM? VIII. CONCLUSION WHAT ELSE WOULD YOU LIKE TO TELL US ABOUT YOURSELF? Remember to complete the other pages with your signature and the signatures of your parent or legal guardian. Also, give your reference forms to three adults who are not relatives. IX. SIGNATURES Full attendance by each participant is essential if the AOK Mentoring Program is to meet • its objectives. If selected, the student commits to abide by the criteria for students as established • by AOK, Inc. I understand and accept the requirements for the AOK Mentoring Program. Student Name (Print) Student Signature Date I hereby acknowledge that the information I have provided is correct to the best of my knowledge. My signature below authorizes AOK personnel to interview my child in relation to this application and releases AOK and all agents and representatives thereof, in the event that any unfortunate results or developments occur as part of their efforts. Parent/Guardian Name (Print) Parent/Guardian Signature Date Page 6 All Our Kids, Inc. X. REFERENCES Please give the attached reference forms to three adults who know you well and who are not your parent or relative. One of your references must be your school counselor. (Example: a teacher, religious leader, youth club advisor, boss, etc.) Remind each person that the reference should be sent to the AOK, Inc. office by Wednesday,December 4, 1996. Complete the following information to indicate to whom you gave the reference forms. YOUR NAME: L 1. Name of Reference Position/Title School Counselor School/Business/Organization .Address Phone • 2. Name of Reference Position/Title School/Business/Organization Address Phone 3. Name of Reference Position/Title School/Business/Organization Address Phone • Page 5 All Our Kids, Inc. All Our Kids, Inc. Reference Form All Our Kids, Inc. is a comprehensive long-term mentoring and scholarship program. The program matches students, beginning in the 7th grade, with caring and concerned adult mentors from the community. The mentors provide students with support and encouraaement,(as well as working with the program in providing educational and social skills development opportunitie Mentors and students work cooperatively throughout the student's junior high and high school years. All Our Kids, Inc. program participants who graduate from high school, and are willing to follow the scholarship guidelines, are eligible to receive scholarships to continue their educational pursuits,either in a college or university or through a trade or technical school program. Name of Student: TO THE REFERENCE: The person listed above is an applicant for the All Our Kids, Inc. Mentoring Program. The Selection Committee attaches considerable weight to the statements made by the references of the applicant. The committee is aware of the time necessary to prepare such an assessment and gratefully acknowledges your help. Please type or print. Applications will be reviewed in confidence. Name of Reference: Position/Title: School/Business/Religious Group/Organization: Address: City: State: Zip Code: Work Phone: Home Phone: • 1. For how long and in what capacity have you known the applicant? 2. What do you consider to be the applicant's primary talents or strengths? • 3. Comment on the applicant's relationship with his/her peers: 4. Give an example of why you think the applicant would be successful in the All Our Kids Mentoring Program: (Over) 5. Use a few phrases or adjectives to describe the applicant: 6. Please rate your perception of the applicant's skills in the following areas (1-5 scale, 5 being high): • Responsibility Leadership Concern for others Curiosity Character Ability to work with other Maturity Initiative Oral communication skills Creativity Persistence Interest in community affairs Why did you rate the applicant this way? You may return the form in the attached envelope or fax it to Attn. Kristin Honz at (402) 345-8966. This form must be received in our office by Wednesday, December 4, 1996. ALL OUR KIDS, INC . (A-OK) MENTORING PROGRAM MENTOR MATCH FORM fi Name: Date: Work Address : Street Address/City/State/Zip Work Phone: ( ) S.S.#: Home Address : Street Address/City/State/Zip Home Phone: ( ) Birthdate: Place of Employment: Occupation: How Long: Immediate Supervisor: Sex: Ethnic/Racial Identity (OPTIONAL) Marital Status : Number of Children: Ages of Children: i . Briefly describe your current occupation. List other job experience or skills. Why do you want to be a mentor? What do you especially like about young people? What benefits do you expect to receive by participating? Do you travel and, if so, how much? Do you currently have contact with a junior high age student, either directly or indirectly? Please explain. What experiences in your background will help you in communicating with young people? What strengths do you bring to the mentoring process? What do you remember about junior high? Please put. a "1" beside the Leisure time activities you participate in and a "2" by the Leisure time activities you are a spectator in. Art _ Auto Repair _ Wrestling _ Chess _ Basketball _ Billiards/Pool _ Bicycling _ Computers/ Camping _ Canoeing/Boating _ Bowling Video Games Listen to Music _ Drama/Acting _ Reading _ Golf _ Gymnastics _ Handball _ Fishing _ Ice Hockey Judo _ Sightseeing _ Horseback Riding _ Motorcycling Photography _ Music _ Dancing _ Movies Racquetball (instrumental/vocal) Roller-skating _ Running/Jogging _ Sailing _ Shopping _ Car Racing _ Soccer _ Swimming _ Snow Skiing _ Volleyball _ Water Skiing Weightlifting Tennis _ Baseball _ Other - Which 3 activities from the list above would you especially like to have in common with your student? } Y ALL OUR KIDS, INC. (A-OK) MENTORING PROGRAM BACKGROUND CHECK To insure the safety and security of the students involved in our mentoring program, a background check is conducted on all potential mentors. The research will be conducted through the Omaha Police Department and the Nebraska State Patrol. Your cooperation in this matter is greatly appreciated. ************************************************************************ I authorize the Omaha Police Department and the Nebraska State Patrol to release any and all information maintained on me to A-OK, Inc. Mentoring Program. Omaha Police Department Attention: Records Department 505 So. 15th St. Omaha, NE. 68102 Name (Print Last, First, M.I.) (Maiden Name) Other names used in past 10 years Date of Birth / / Race Sex Address City State Zip Social Security Number - - Home phone( ) Work Phone( ) • If you have lived in Nebraska for less than one year, please indicate city/state of previous residence Signature of Applicant . Date Signature/Title of Requester Date f. l PLEASE LIST THE INFORMATION OF THREE PERSONAL REFERENCES WE CAN CONTACT (1) Name: Phone:(H) (W) Address:_ Street City State Zip Place of Employment: • Address Relationship to reference How long have you known this person? (2) Name: Phone: (H) (W) Address: Street City State Zip Place of Employment: Address Relationship to reference How long have you known this person? (3) Name: Phone: (H) (W) Address: Street City State Zip Place of Employment: Address Relationship to reference How long have you known this person? ************************************************************************ Mentors are sometimes asked to help with the transportation needs of the students to and from meetings/activities. Thus,we are required to obtain proof of insurance on the personal vehicles that will be used. Type of vehicle to be used: Make: Model: Year: Vehicle Identification#: License Plate#: Driver's License# Name of Insurance Co. Policy# Name of Insurance Agent: Phone:( ) Do you have any impairments that would cause a driving hazard? Yes No If yes,what type of impairment? Has your Driver's license been suspended or revoked in the last 5 years? Yes No If yes,for what reason? *Please attach a copy of the Declarations Page of your auto insurance policy to the back of this application. (It should be the top page.) *Please attach a copy of your proof of insurance card also. • I • • • QUALITIES OF SUCCESSFUL MENTORS • ❑ Personal commitment to be involved with another person for an extended time period ❑ Respect for individuals and for their abilities and their right to make their own choices in life ❑ Ability to listen and to accept different points of view ❑ Ability to see solutions and opportunities as well as barriers ❑ Flexibility and openness • • • MENTOR EXPECTATIONS D Have weekly phone contact with student (2 calls per month initiated by mentor) El Spend at least 2 hrs. per month with student (in addition to group activities) El Attend monthly group meetings and other scheduled activities O Follow up on AOK Agreement and Annual Growth Plan d Attend quarterly mentor-only meetings • Serve as a positive role model Encourage student to set and reach goals Maintain regular contact with program personnel regarding student's progress and areas of concern D RSVP for AOK scheduled meetings and activities 2 1 THE ROLES OF A MENTOR Webster's New World Dictionary defines mentor as a "person looked upon for wise advice and guidance." A mentor has the ability to empower another person and reduce his or her capacity for passivity. A mentor says, "I'm here for you." At one time or other, a mentor may play many roles, including those of: ❑ Guide ❑ Friend ❑ Cheerleader El Listener ❑ Confidant ❑ Role model ❑ Partner El Coach ❑ Tutor ❑ Brother/Sister ❑ Visionary seer El Sounding board ❑ Self-esteem booster ❑ Wise and trusted teacher El Link to other cultures, other attitudes and other behaviors Though a mentor may be a role model, a true mentor does not ask another person to "be like me." A mentor says, "I will help you be whoever you wish to be." 3 WHAT A MENTOR IS NOT ❑ A PARENT ❑ A RESCUER ❑ A PROFESSIONAL COUNSELOR ❑ A PROFESSIONAL EN I"ERTAINER ❑ AN ATM MACHINE (OR A BANK) 4 HELPING YOUNG PEOPLE With Decision-Making Skills Outlined below are questions the mentor can ask the mentee to help him/her talk through the decision-making process. If a young person goes through these steps with assistance often enough, he/she will become familiar with the process and be able to use it independently. Step 1. Look for signs of different feelings. How are you feeling? Am I right in thinking that you are upset? Step 2. TeIl yourself what the problem is. What would you say the problem is? Does something need to change? Does something need to happen that is not happening? Step 3. Decide on your goal. you want to have happen? PPen? What do you want to accomplish? Step 4. Brainstorm the solutions. How many ways can you think of reaching your goal? Step 5. Evaluate each possible solution. What are the pros and cons of each solution? The second solution? The third solution? Step 6. Choose the best solution. Given the pros and cons of each solution, what makes the most sense to you? Which solution will best help you achieve your goal? Step 7. Develop and implement a plan. What is the first thing you will have to do to carry out your idea? The second thing? The third? Step 8. Evaluate your plan. What happened when you tried to carry out your plan? What did you learn that might help you next time? • Do you need to try another solution? Rethink your plan? Source: Ansell, Dorothy, Mentoring: What's It All About? Edenton, NC, Independent Living Resources, Inc., March 1989. (Reprinted with permission:The Mentoring Guide,New York State Mentoring Program.) 6 SODAS RATIONAL PROBLEM SOLVING SITUATION OPTIONS DISADVANTAGES ADVANTAGES SOLUTION DEVELOPED BY JAN ROSA, 1973 7 Adolescent Development Young Adolescents... Therefore they need..: • undergo rapid physical, social, • to explore who they are and emotional and intellectual what they can become. changes. • change at different rates, • diverse activities appealing to according to highly individual a wide range of skills and "internal clocks" interests • grow more rapidly than at any • a balance of physical activity, other time in their lives since birth. competition and relaxation. • develop secondary sex • accurate information and characteristics and capability to guidance about sexuality reproduce • can be painfully self-conscious • many opportunities to achieve and critical. They are defining and have their competence themselves, and vary widely in recognized by others. maturation and ability. • seek independence. They may • adult guidance in setting limits, imagine themselves to be and opportunities to help make invulnerable to negative risks. the rules. • identify with peer groups and • opportunities to form positive begin to develop deepening relationships and experiences friendships. with peers. • develop new talents, energies and • outlets for thoughts and feelings. expressions. • are at a uniquely vulnerable time • reassuring and informed in their lives adults and a more caring society. 8 From Common Focus: An exchange of information about early adolescence. e � ADOLESCENT ISSUES AND NEEDS What new issues are raised when young people become teenagers, and what are the most effective ways to address these issues? While all teenagers face peer pressure and emerging sexuality as part of normal adolescent development, such behaviors too often escalate to self-destructive behaviors;such as substance abuse, or to early parenting. In addition,public awareness has been raised recently on such issues as family violence and teen suicide. While mentoring programs are not intervention programs, they can help young people to make decisions or seek professional help regarding these serious issues. The following. list discusses the degrees and kinds of help that mentors can provide. Peer Pressure Adolescence is a time of socialization. Young people are gathering information, advice, ideas and signals from people other than their parents and teachers. They look to their peers for approval, comparison, sources of self-esteem, and their own identity. It is important to instill a sense of self into young people if they are to learn to make educated decisions in situations where input from authority figures differs from peer input. Mentors should avoid trying to replace either the authority figures or the peers: scolding or playing savior will hinder trust-building,while transferring the source of approval from the youth's peers to yourself will end up making you partly responsible for the youth's decisions when they backfire, and will detract from the youth's ownership of her successes when those decisions prove effective. The role of mentors is to equip adolescents with decision-making skills, so that young people can learn to feel responsible for the outcome of their decisions. Substance Abuse Peer pressure,family history and popular culture can all contribute to a young person's experimentation with alcohol, tobacco, and drugs. Encouraging young people to discuss and ask questions about substance abuse is an important step towards engaging their trust and allowing them to educate themselves regarding its dangers. Your role as a mentor is to make literature and other resources available to them and help them to use those resources. In addition, explaining to them why you have chosen not to abuse these substances—if they ask—gives them a role model for a non-substance abuser,without preaching. A mentoring program is not an intervention service, however. Young people who already have substance abuse problems require more rigorous intervention than a mentoring program can offer. Emerging Sexuality and Teenage Parenting Body changes and social changes—not to mention popular culture's influence—make sexuality an issue at a very young age in our society. In the age of AIDS,other sexually transmitted diseases, and high teen pregnancy rates, sex education that incorporates sensitivity to emotional needs as well as physical causes and effects is essential. Young people in need of intimacy, emotional support, or personal prestige may turn to, or seek out, sexual relationships to fulfill theses needs. For this reason, effective education on sexual issues should include skills for making decisions, setting goals, setting limits for relationships, fulfilling emotional needs without sex,and taking responsibility for decisions and their consequences. Child Abuse and Family Violence Physical abuse detracts from a youth's self-esteem in ways that sometimes only professionals can help change. A youth may become withdrawn; may turn to peers for support and away from authority figures- -no matter how well meaning. The youth may recreate a family history of violence or abuse in other relationships,thus continuing a cycle of self-hatred, shame and hatred or suspicion of others. These problems require professional help, and mentors should contact program coordinators to find such help, without breaking the youth's trust in the mentor. A mentor may need to say: "I'm concerned for you and I have to report what is happening to so-and-so." 9 .. 14 to 16 YEAR OLDS General Characteristics 1. Testing limits, "know-it-all attitude." 2. Vulnerable, emotionally insecure, fear of rejection, mood swings. 3. Identification with admired adult 4. Bodies are going through physical changes that affect personal appearance. Physical Characteristics 1. Are very concerned with their appearance and very self-conscious about growth. 2. Diet and sleep habits can be bad, which may result in low energy levels. 3. Rapid weight gain at the beginning of adolescence. Enormous appetite. Social Characteristics 1. Friends set the general rules of behavior. 2. Feel a real need to conform. They dress and behave alike in order to "belong." 3. Are very concerned about what others say and think of them. 4. Have a tendency to manipulate others (Mary's mother says she can go. Why can't I?). 5. Going to extremes, emotional instability with"know-it-all" attitude. 6. Fear of ridicule and of being unpopular. 7. Strong identification with an admired adult. Strongly idealistic. 8. Girls usually more interested in boys than boys are in girls, because girls mature faster. Emotional Characteristics 1. Are very sensitive to praise and recognition. Feelings are easily hurt. • 2.. Are caught between being a child and being an adult. 3. Loud behavior and bravado hides their lack of self-confidence. 4. Look at the world more objectively, adults subjectively, critical. Mental Characteristics 1. Can better understand moral principles. 2. Attention span can be lengthy. 3. Argumentative behavior may be part of"trying out" an opinion. Developmental Tasks 1. Physical maturation. 2. Abstract thinking. 3. Membership in the peer group. 4. Heterosexual relationships. Suggested Volunteer Strategies 1. Give choices and don't be afraid to confront inappropriate behavior. 2. Use humor to diffuse testy situations. 3. Give positive feedback, and let know affection is for them and not accomplishments. 4. Be honest and disclose appropriate personal information to build trust. Suggested Activities Long quiet walks or talks Aerobics class Movies Rock concert Tennis or skiing lessons Ethnic restaurants Car Repair Career visits Shared community service projects Help with homework Cooking Sports event (Reprinted with permission:Big Brothers/Big Sisters of America, 11 Child Development Seminar,August 1990.) Social Self-Image Social self-image is often the self-image of the home, the self-image of the playground, the street, basketball court, the football field, etc. This image can be described in relation to others who are part of the social environment. The social self-image determines most often how individuals feel about their interaction with others. It is reflected in how individuals carry themselves, how they speak, how they adorn themselves, how they react in social settings, and how they develop social skills. Three Primary Influences: I. The role of the home and family: Parents, siblings and other family members have much to do with how a child internalizes feelings of love and acceptance. Social skills, personality and character are shaped in the formative years before school and by the family. A child's perception of his or her abilities are molded in these years as a result of the influences of those within the family circle. 2. The role of the peer: Children are like all humans; they require acceptance. They are likely to be especially loyal to those who show an acceptance of shortcomings, and appreciation of their strengths, and an approval of their unique talents and abilities. It is through acceptance of the peer group that many youth develop their behaviors. The way children dress, talk, walk, dance, play competitive sports, rap, and even "play the dozens" with one another reflects the extent to which they have internalized their self-worth. When their peers provide appreciation and approval, they often become the primary support unit. 3. The role of the other social systems: Specifically in the Black community, there are social systems such as the Black church, boys/girls clubs, and recreational centers that allow youth to be given significant role to play and develop strong bonds and a positive social self-image. Academic Self-Image It is the academic self-image that dictates how well children will fare in a society where survival will require higher-order thinking skills and other academic competencies. It is not unusual for some children to display a positive self-image within their own families and peers and a negative academic self-image at school. The key ingredient for improving the academic self-image of all youth is "accomplishment." An academic environment that offers encouragement, praise, and the opportunity for accomplishment will promote the development of a positive self-image. Children who are without opportunity for in-school success are likely to feel frustrated and inept and when denied this acceptance at school will seek accomplishment outside of school -- even if it might be illegal or unacceptable behavior. I2 THE ART OF COMMUNICATION In getting to know your student you will find that some will be very open; others will not. In order to be of most help, you must gain an insight into your student. Too often conversations drag and we fail to elicit desired information because we are unable to frame questions to accomplish these ends. The art of communicating to your student will enable you to keep the conversation going and to get the most out of it. Developing effective listening skills can enhance a relationship and avoid misunder- standing. Listening means attending to the person talking, hearing their words, watching their non- verbal cues, and understanding the meaning of what they are verbally and nonverbally saying. . Listening Skills Passive Listening: These are simple acknowledgments that convey the idea that you are listening. Such words or expressions as: "Oh, I see," "Really," "Interesting," or "Your Kidding" lets the other • person know that you are "tuned in" to him/her but offer no comment,judgement, or evaluation of your o vn. They simply allow him/her to proceed with his/her message. • Door Openers - These are responses which are invitations to say more, such as: "I'd like to hear about that," "Would you like to talk about it?" "Tell me about it," "Sounds like you have some ideas and feelings about this." These messages encourage people to talk or continue talking. Door openers convey acceptance of the other person by telling him/her, "I respect you as a person with a right to express yourself." Active Listening- One of the most effective ways known to foster self-derection acceptance of responsibility, and independence in others. It helps a person free themselves of troublesome feelings by encouraging the free expression of these feelings. When you listen you: listen and observe... acknowledge what you heard.... put your emotions on hold and check for accuracy. Statements like: "Let me see if I heard you correctly....," "Sounds to me like...," "You seem to be saying...." Will help to accomplish this response. • Tips for Effective Communication Lets review the three basic skills for communication: Listening, Looking and Leveling. Listening: Listening does not have to be passive. It can be as active as talking, if you do it right. To listen effectively,you should: • Pay attention . • Don't think ahead to what you are going to say • • Don't interrupt • Listen for feelings underneath the words • Keep an open mind - don't judge immediately - i1 HOW DO I BECOME AN APPROACHABLE MENTOR? 1. You do not have to know all the answers. You just have to be someone a teenager feels free to ask. An askable parent/mentor: • really listens. • helps kids look for answers. • • is honest. • takes questions and feelings seriously. • talks about things that might be embarrassing or hard for teenagers to bring up. • is ready to talk on the spur of the moment without needing an appointment. • does not jump to conclusions when a teenager asks questions about sex. • answers the question. • does not think he or she has to know everything. 2. Don't worry about saving things that your student is not ready to hear. Kids will remember what they understand. Teenagers who get open and honest information about sexuality make fewer mistakes. They are less likely to experiment, too. 3. Teens learn through the media. Often the messages about sexuality and relationships in the media are unrealistic and glamorized, you are your student's best chance at discussing and teaching about "real" life and "real" relationships. 4. Adolescents need adults! Adults can learn to coach students in being responsible. We need to be examples to our students and help them see the value in positive, committed relationships, as well as, responsible, well-informed choices about sexual activity and "safer" sex. 5. How much should be told to adolescents about sex? When dealing with sensitive issues, such as sexuality, one must find the balance between becoming too close or too far from the issue. Here are some more specific guidelines: • Answer questions directly, simply and with the details that are necessary and appropriate for the child's age and maturity level. • Be sure you understand the question being asked and what the child really wants to know. Ask questions to clarify, if necessary. • It is more important to-emphasize values than anatomy. • • Remember the biggest mistake lies not in giving too much or too little information, but in doing nothing at all. It is easy to misunderstand what teens are asking. Here is an example: "Dad, where did I come from?" You can also ask: "Well, my sperm fertilized your mother's • "Was there something that happened egg..." that made you start thinking about "No, I mean, Dan was born in Chicago. Where that?" did I come from?" If you're not sure what your student wants to know, or • "Can you tell me more about what why, ask: you're asking? I'm not sure I "Mom, could I get pregnant?" understand." "Do you mean, could your body physically handle a pregnancy?" It's very important to Iet your student "Yeah, I guess so. Suzy said that after a girl know that it is okay to ask questions. gets her period she can get pregnant." "Yes, that's true." 15 r C o H ea y "O *� a o C 0• -n L. • oA op O _- 0 c C GL U e .G _ ?? 0 >_C al cc ,I.) C y Q C r C.'v E C ° U cn asJ C O O C c. O E eu•U to > E CA - >, CC CA ' •C % O • .0 y UC �.— C cn , O o ^ .. . .- UCU N C -- C _c E y C U> ^ • U rE > cC — vi o 'CTi y) L E - p C to ° VQ X , U O •y C L. .. 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Annual Growth Plan Student: Social Security Number: Mentor: For Year Ending: Date: Section I-- Mentor Relationship 1. Meet with Mentor(face to face)for at least 2 hours per month. 2. Talk with mentor at least once per week on the telephone; two phone calls per month must be initiated by the student. 3. If a meeting must be missed, it is the student's responsibility to: a) contact the mentor prior to the meeting(giving at least 2 hours notice, if possible). - -b) reschedule the meeting for another time.- • Section II-- School Performance 1. Attend school regularly, missing class only for legitimate reasons. 2. Put forth satisfactory effort(e.g. complete homework and in-school assignments on time, active participation in class, etc.) 3. Earn report card notations that indicate acceptable to outstanding behavior(commendations from school sraf absence of office referrals, etc.) 4. Academic performance showing progress in one or more subjects. Section III-- Out-of-School Performance 1. Good citizenship;become involved in volunteer service(e.g. neighborhood clean-up, nursing aid, etc.) 2. Involvement with other constructive activities (e.g.Junior Achievement, sports, school clubs, hobbies, etc.) 3. Business experience(successful part-time employment, attending workshops, etc.) 4. Develop and/or maintain positive personal habits (e.g. refrain from using illegal drugs, alcohol, cigarettes, gang affiliation and early parenthood.) 2 Long-term Goals —Identify at least two goals the student would like to have accomplished by this time next year. Goals must help him or her make progress in Sections I, II or III(page 1). Goal#1 • Goal#2 Goal 43 Short-term Goals -- Identify at least one short-term goal (to be accomplished during the current quarter) for each long-term goal identified above. Short-term goals should help the student measure progress toward long-term goals. Goal l (1. (2. Goal 2 (1. (2. Goal (1. (2. Skill Development -List at least three skills that will be learned by the student to help accomplish long and short-term goals. 1. 2. 3. 4. 5. Student Signature: Date: Review: Mentor Signature: Date: Staff Initials: Parent Signature: Date: Staff Initials: Appendix 3 BASICS Incentive System • BASICS.Bonus Bucks Incentive System Introduction: Currently, young people from across the nation are becoming more and more disconnected from society. Youth violence is on the rise, as is the number of youth involved in criminal activities such as car theft and burglary. Of particular concern to community and educational leaders is the younger age of the youth involved in these crimes; 13-15 year-old youth are becoming predominantly represented on the dockets of our criminal justice system. In spite of our best efforts, new and traditional educational and social programs alike are experiencing declines in program attendance by the very age group who needs assistance the most. For whatever reason, be it for developmental, financial, social, and/or academic reasons, attendance to youth programs tapers off dramatically once youth reach the age of 13-15. While some programs are experiencing varying levels of success in reversing this trend, there are still a large number of youth who continue to "fall through the cracks." Developing and implementing strategies that will help keep these youth engaged during this critical, formative time in their lives continues to be a primary focus of youth-care and educational professionals. Recognizing the link that exists between poverty and a variety of negative outcomes including school drop-out, teen pregnancy, substance abuse, crime, and unemployment; youth serving agencies, corporations, and the education community have begun to utilize intervention strategies that stress the teaching of economic literacy. School-to-work programs,job shadowing, student internships, corporate-, school-, and agency-based mentoring programs and entrepreneurial training are becoming more and more accepted as routes to success for many of our disconnected youth. Well-planned and well-executed programs offer youth educational, workplace, and economic opportunities previously unavailable to them. The movement toward providing relevant economic literacy training and opportunity has created its own set of problems and concerns. Specifically, many entrepreneurial programs which are designed to help young people often fail to recognize that the ability to separate personal failure (i.e. self-worth or self- esteem) from failure of an attempted project or activity is often beyond the developmental capacity of younger youth. Only with practice and with constant reinforcement do youth learn to separate who they are from what they do. By prematurely placing youths in situations where success is measured by a capacity to generate profit, we run the risk of deteriorating rather than increasing his or her feelings of self-worth, and increasing rather than decreasing feelings of hopelessness. The value of economic empowerment cannot be denied, yet the true measure of any entrepreneurial program's success is its capacity to provide hope to youth who have none and to show them a future that they don't believe exists. Youth must be provided with the necessary reinforcement, encouragement, and support to develop the capacity to feel good about who they are and what they do. Once that has been accomplished, risk-taking becomes a welcome challenge, rather than a potential obstacle to growth. The BASICS Bonus Bucks Incentive System Instead of using U.S. currency, students earndemonstrating y, "Bonus Bucks" by demonstratinb the BASICS (Being prepared for activities; Arriving on time; Staying on task; Initiative; Commitments; and Specific skills). Students monitor the Bonus Bucks earned in their own checking and saving accounts at a student-run Bonus Bucks Bank and may then exchange the Bonus Bucks they have acquired from goods available in a student-operated store. Bonus Bucks may be earned by students who participate in variety of educational or programmatic group- and/or individual activities (e.g. routine classroom activities and/or special projects, such as mentoring or tutoring programs). The idea is to teach entrepreneurial skills to students, while at the same time developing incentives for educational and/or program participation. The "Bonus Bucks" system has certain advantages over a "real" currency system. From a program perspective, providing positive reinforcement for desired behaviors is the cornerstone of behavior modification and has been demonstrated to be a highly effective means by which at-risk youth may learn and internalize behaviors necessary for their present and future success. From a business perspective, it helps youth learn the skills that will propel them to success in business or in the workplace, whether working for themselves as entrepreneurs or as employees for a someone else. An example of how the concept has been successfully utilized in a school setting may be found in Cincinnati, Ohio's Washington Park Elementary School's "Kroger • Store" (named after its adopt-a-school partner, Kroger, Inc.). As part of a Partnership in Education program, students earn up to $9.00 (actual value) each week by meeting certain academic and behavioral criteria. Once each week, students are allowed to shop at a mini grocery store located at school, staffed by students, and sponsored by Kroger Inc., a regional grocery store chain. Kroger, Inc. employees assist with store operations and have assumed the role of mentor to many of the students. Outcomes from the four-year-old program include higher • grades, decreased absenteeism, higher student self-esteem and teacher morale, and an unanticipated bonus: nearly 100% parental participation from parents who had previously shown little or no active interest in their children's school activities. From an entrepreneurial perspective,there are additional benefits. First, youth have the opportunity to learn appropriate skills without risking personal failure should their business be less than successful (50% of all small businesses started by adults fail within the first year.) Younger students are often developmentally incapable of separating who they are from what they do (i.e. "I failed my spelling test, I must be stupid."). By emphasizing and reinforcing skill development, regardless of the profitability of an enterprise, students are able to learn relevant skills in a non-threatening, positive environment. Profit and loss can be discussed and explored at length, without sending unintentional messages of failure to new and inexperienced entrepreneurs. Secondly, there is complete control over the "economy" (i.e., the value of goods versus the amount of dollars earned). That is, certain behaviors may need more value attached to them than others in order to encourage youth to make necessary and appropriate behavioral changes. Third, there is greater control over the types of goods purchased, assuring that positive and appropriate reinforcers are provided for programmatic and/or educational success. Finally, there is an increased likelihood of family versus individual involvement in program activities. Through their participation in the program, youth are able to share the financial burden of their own support by purchasing goods in the Bonus Bucks store. Their contributions will likely serve to increase their own stature within the family, increasing their feelings of self-worth. Recognizing that there is no programmatic substitute for parental support, the BASICS Bonus Bucks system helps parents see tangible benefits associated with their children's program and educational experiences. Thus, children are more likely to be encouraged by the caring adults in their own families to participate and do well in these activities. Pairing social reinforcers like praise and encouragement with tangible rewards for positive behavior help youth internalize the necessary skills they need for programmatic, academic, and future workplace success. Additionally, as youth who are involved with operating their respective business become more confident with their new skills (each youth assists with the operation of the store and of the bank on a rotating basis), they are provided opportunities to challenge themselves by attempting similar projects in the "real" economy. One of two options are available; either a short- or long-term business • Short-term business. Students are encouraged and assisted with development of a real business of limited duration. That is, one which utilizes actual currency and which has a specific beginning and end. An example of this type of project would be a gift-wrapping service during the holiday season. This option helps student experience some real challenges and awards associated with business ownership, while minimizing the risk of long-term, personal failure. Short-term projects are ideal for students who may have previous entrepreneurial training and/or experience, but may not be able to conduct a business on a full-time basis. Student compensation consists of a share of the profits and may be augmented with continued reinforcement in the BASICS Bonus Bucks Incentive System. Long-term business. This option is ideally suited for older and/or more experienced students who are fully able to take on the responsibility of starting and conducting a business of their own. Students will develop and implement their own business plan, with assistance from program instructors. Compensation is based strictly on the profitability of the student business. The Bonus Bucks Store Depending on individual program preference, more than one Bonus Bucks Store may be developed. If desired, participating programs may establish "satellite" stores or have one store centrally located. Less expensive, smaller items could then be purchased on-site by interested youth participants. Regardless of their preference, all program participants will be eligible to purchase goods with the Bonus Bucks they have earned by exhibiting certain behavior. All store operations are coordinated by program staff and the youth "owners" of the Bonus Bucks Store(s). The Bonus Bucks Bank Similar to the Bonus Bucks Store, the Bonus Bucks Bank is operated primarily by youth who have received basic business training, along with specific training about the banking industry. Participating organizations should consider developing and establishing a "branch" bank (or their own bank) on-site. By having a "local branch" available, participating youth may begin incorporating the learning of economic literacy skills (such as opening and maintaining checking and savings • accounts and other aspects of personal finance) into their daily routine. Other youth who have expressed a desire to learn about the business aspects of banking will have frequent opportunity to learn and practice those skills as part of their regular program activities. "BASICS" Skills • Being Prepared for an Activity Depending on the type of activity,there may be different requirements for you to come prepared. In general, coming prepared means having everything with you that will be needed in order for you to participate fully. You will be participating in two types of activities as a participant in the program; individual meetings with your mentor and in group activities with staff and other program participants. Individual Meetings — The meetings you have each week with your mentor are very important. It is your opportunity to discuss the progress you are making toward achieving your goals, discuss any problems you may be having, and to purchase items with the Bonus Bucks you have earned. In order to be prepared, you must bring the necessary reports from home and from your teachers. Also, if you have been given any additional tasks to complete (i.e. have a form signed or bring some other type of information),you must have it completed before coming to the meeting. Coming to a meeting with the necessary reports and with all other assigned tasks completed will result in your earning Bonus Bucks. If you come unprepared to a meeting, you will receive no Bonus Bucks for this category. Period. Making excuses, blaming others, and/or arguing will NOT change the fact that you are unprepared. There will be no negotiations. Either you are prepared or you are not prepared; there is no such thing as being "kinda prepared." However, it's important that you attend the meeting, even if you know you are not prepared because you can still earn Bonus Bucks in other categories. Skipping the meeting will not only prevent you from earning Bonus Bucks for the other things you may be doing well, but will violate the contract you signed at the beginning of the program. Group Meetings — The weekly group meetings with staff and other students are also an important part of the program. It is your responsibility to attend these group meetings each week. There may be different requirements for "being prepared," depending upon the type of activities planned. If there are special instructions, materials, or any other special requirements, you will be informed in advance regarding what you will need to bring or what you will need to do in order to "be prepared." It is the program's responsibility to let you know what you will need to bring or do to be prepared; it is your responsibility to follow through. As with the individual meetings, coming prepared to participate in weekly group meetings will result in your earning Bonus Bucks. Similarly, if you come unprepared to a meeting, you will receive no Bonus Bucks for this category. All other guidelines (i.e. no excuses, etc.) apply for group meetings, as well. Arriving on Time It is important that everyone, including adults, learn to be on time for appointments. Employers, parents, and teachers all require that you arrive on time at some time or another. Being late for school may result in your.missing important information that may be on a test, may disrupt the class, and/or often results in some kind of disciplinary action if it happens too many times. Parents often get more than a little upset if you don't come home when you are supposed to. It is important to your success that you arrive on time for activities, to meetings with your mentor, and to various other activities you will have the opportunity to become involved in. "Being on Time" means you.are ready to participate in the planned activity at the appointed time. It does not mean arriving at the appointed time and then taking 10-15 minutes to get ready to participate. To be considered on time, you must: Arrive at least ten minutes before the appointment or activity is to begin. Take care of any personal needs (i.e. hang your coat, use the restroom, visit with friends, etc.) Be available and ready to begin the appointment or activity at the appointed time. You will earn"Bonus Bucks" whenever you arrive on time to a group activity. Whenever possible, you will earn"Bonus Bucks" for demonstrating the same skill during activities involving just you and your mentor. Staying on Task Whenever involved in activities that require specific tasks to be accomplished, it's important that you keep working at the task until it is completed. For instance, in an individual meeting with your mentor, you may need to develop your growth plan or complete some other task. "Staying on Task" means getting down to business without goofing off. That doesn't mean that you can't have fun or visit as you work. However, when those activities (i.e. laughing, talking, telling jokes, etc.) take the place of the task and prevent it from getting done, it would be an example of"being off task." "Staying on Task" also means active participation in the planned activities and group meetings, without being distracted or distracting others from the task or activity in which you are involved. You may earn Bonus Bucks for this category by "Staying on Task" at individual and group meetings. Similar to other skills, either you do it or you don't. There will be no negotiations or arguments. Either you are "on task" or"off task"; there is no "in-between." Initiative Many activities, whether done in small groups, in large groups or with just you and your mentor, require cooperation between and among individuals to make them successful. Showing "Initiative" is when someone volunteers to help do a task or help with a task to make it go faster and more smoothly. Offering to pass around papers, or offering to help set up an activity at a group meeting are examples of showing initiative. Setting up appointments with your teachers or with you mentor on your own(without having to be reminded) or turning in your school or work on your own are other examples of showing initiative. Showing initiative is an important skill that will help you as you move into the workplace, continue with your education, and with your personal life. Employees who show initiative and don't wait to be asked to do something are more likely to get promotions and/or raises in pay than those who only do just enough to get by. To help you learn this skill and to reward you for extra effort, you may earn Bonus Bucks for showing initiative at group meetings, during individual meetings with your mentor, and/or if your reports from home and/or school indicate that you have demonstrated initiative at home or in the classroom. Commitments The program requires you to make and keep commitments of all kinds. For instance, you have already agreed to go to school on a regular basis, show improvement in one or more subjects at school, come to all individual and group meetings, remain drug-free, and many others. Other commitments, such as bringing your weekly reports to individual meetings, and turning in school and program assignments are equally important. Keeping your personal,educational, and professional commitments, will more likely than not result in your becoming a successful person. Keeping your commitments says to other people"I can be trusted to do what I say I will do." Employees who keep their commitments are more likely to be promoted or get raises in pay. Specific Skills As part of your growth plan, you will be asked to establish a set of short-and long-term goals that you will work to achieve while participating in the program. You will also be asked to identify certain skills you will need to learn in order to help you achieve your goals. Examples of the kinds of skills you may need to learn include accepting criticism, following instructions, and asking for help. Program staff will be working closely with you to first help you identify, to learn, and to eventually to master the skills you will need to successfully reach your goals. You will earn Bonus Bucks at individual and group meetings by learning, practicing, and otherwise demonstrating the specific skills you have listed in your growth plan. BASICS Bonus Bucks Card znle SS# Mentor )ate Possible Actual % Earned Signature BASICS BASICS BASICS BASICS BASICS BASIC S BASICS BASICS Total (each letter circled = 20 Bonus Bucks) Prepared for Activity :riving on Time Proteges must earn a minimum of 80% of aying on Task Bonus Bucks possible on the day the store is itiative open in order for any purchases to be made. )mmitments )ecific Skills (please list) Skill #1 Skill #2 Skill #3 Skill #4 •Tigh4 Michael Hanson, 1993. _�..ar' .De it rjarT r__�..r-p7..� ['}... '..±. '-�t•"r.,JcaQ}amreQ-r.,.... .eK p.si ;1 i John Student ,. 100 t ,II 123 Any Street Omaha, NE 68111 - , 19 Pay to The Order Of I S - Dollars ProPal Plus National, N.A. OMAHA, NE 68103 , For 1 1 : 104199401 I : 555-55-555511 100 11 ._ John Student 101 I 123 Any Street Omaha, NE 68111 1 , 19 i� ti Pay to The Order Of I $ A m Dollars I ProPal Plus National, N.A. OMAHA,NE 68103 For .1 : 104199401 I : 555-55-5555 11 101 — .. .. .r=7 ,J John Student 102 a 123 Any Street Omaha, NE 68111 , 19 Ai Pay to 11 The Order Of I $ Dollars ri ProPal Plus National, N.A. 1-1 OMAHA,NE 68103 For 1l I : 104199401 1 : 555-55-5555 11 102 I -'°'e..ammo amok.ate-a"C r --1.tcA■'=.;ems:mv°■^{;.Im-s--i s�,"•••<Jessi••••••:—ore.;.vmsasm~(:.nammeR::24•-m"1 Jel1:-'5(;P .,.o..a::,a��■,:: - COIN John Student ..u�.,,,.. 1 123 Any Street Omaha, NE 68111 • C K S DATE 19_ ..TOT.Ltwp O r..ER SUE SUB-TOTAL Le ss cAv. nfce,sEo SIGN HERE FOR BONUS BUCKS RECEIVED(IF REQUIRED) TOOL • . -....' 71 ProPal Plus National, N.A. O?(AHA, NE 68103 . 1 : 104199401 1 : 555-55-5555 Il • DEPOSIT TICKET I6' CURRENCY I John Student COIN _ 123 Any Street c ""`c`""" :1 Omaha, NE 68111 K r! S • DATE 19 T°T11 fRO.A°TMER SHOE SUB-TOTAL TmK uszCumfTENES o i I SIGN HERE FOR BONUS BUCKS RECEIVED(IF REQUIRED) ProPal Plus National, N.A. 1 OMAHA, NE 68103 1 : 1041994011 : 555-55-5555 II : -. _ _ . - - - - DEPOSIT TICKET I6 CURRENCY 1 John Student coiN s 123 Any Street . C �'-"" "a' Omaha, NE 68111 c K I 3 S g DATE 19 room MSCE lk SUB-TOTAL F LEE re/T.. :eSSCAS' "04 aEceNEo SIGN HERE FOR BONUS BUCKS RECEIVED (IF REQUIRED) ProPal Plus National, N.A. OMAHA. NE 68103 = 1 : 104199401 1 : 555-55-5555 II 1 • All Our Kids, Inc. Annual Growth Plan Student: Social Security Number: Mentor: For Year Ending: Date: Section I --Mentor Relationship 1. Meet with mentor(face to face)for at least 2 hours per month. 2. Talk with mentor at least once per week on the telephone; every other call must be initiated by the student. 3. Attend monthly meetings,missing meetings only for legitimate reasons. (80%attendance is required) 4. If a meeting must be missed, it is the student's responsibility to: a) contact the mentor prior to the meeting(calling as soon as possible). b) reschedule the meeting for another time. Section II -- School Performance 1. Attend school regularly,missing class only for legitimate reasons. 2. Put forth satisfactory effort(e.g. complete homework and in-school assignments on time, active participation in class, etc.) 3. Earn report card notations that indicate acceptable to outstanding behavior(commendations from school staff, absence of office referrals, etc.) 4. Academic performance showing prowess in one or more subjects. Section III -- Out-of-School Performance I. Good citizenship;become involved in volunteer service(e.g. neighborhood clean-up,nursing aid,etc.) 2. Involvement with other constructive activities(e.g.Junior Achievement,sports,school clubs,hobbies, etc.) 3. Business experience(successful part-time employment, attending workshops, etc.) 4. Develop and/or maintain positive personal habits(e.g.refrain from using illegal drugs,alcohol,cigarettes,gang affiliation and early parenthood.) 2 Long-term Goals -- Identify at least two goals the student would like to have accomplished by this time next year. Goals must help him or her make progress in Sections I, II or III (page 1). Goal#1 • Goal#2 Goal#3 Short-term Goals -- Identify at least one short-term goal (to be accomplished during the current quarter) for each long-term goal identified above. Short-term goals should help the student measure progress toward long-term goals. Goal 1 (1. (2. Goal 2 (1. (2. Goal 3 (1. (2. Skill Development - List at least three skills that will be learned by the student to help accomplish long and short-term goals. 1. 2. 3. 4. 5. Student Signature: Date: Review: Mentor Signature: Date: Staff Initials: Parent Signature: Date: Staff Initials:. • Examples of Social/Living Skills Following Instructions Look at the person Acknowledge what is being said (say O.K.) Do the task immediately Check back when task is completed Accepting Criticism Look at the person Acknowledge what is being said(say O.K.) Don't argue Thank the person for their concern Accepting "no" for an Answer Look at the person Don't argue Acknowledge what is being said(say O.K.) Asking for Help Look at person Using calm voice tone, state what it you're having trouble with and what assistance you need In the form of a question, using the word "please," ask the person if he/she would be willing to provide assistance Regardless of the response, thank the person. Staying on 'Mask • Keep your attention focused on what you are doing Don't talk to others around you unless it is required as part of the activity or task Do not leave the task before it is completed or prior to the time allotted for its completion. Appendix 4 AOK, Inc. Evaluation Plan l y All Our Kids, Inc. Mentoring Program Evaluation Plan Program Evaluation Design Levels of success have been defined below in order to capture several dimensions of outcomes associated with the implementation of mentoring programs. Three broad dimensions of success may be defined: 1) short- term outcomes -- defined as indicators of inter-program success focusing on activities and behavioral changes that occur in"the now."; 2) intermediate outcomes --those outcomes that serve to link short-term outcomes with long-term outcomes; such as high school graduation, GED, etc); and 3) long-term outcomes -- defined as those indicators of success predominantly viewed as "program outcomes" (e.g. attendance/completion of post-secondary education, economic self-sufficiency, and"good citizenship.") Level 1 -- Short -term outcomes: Mentor Relationship • frequency and duration of mentor contact • type of contact Face to Face tutoring social/recreational job shadowing/career exploration monthly group meetings Telephone contact mentor initiated student initiated Data Collection Method Collection to consist of post-match monthly collection of relationship data listed above via"Montly Mentor Contact Forms" (attached). Forms will be provided to mentors, along with self-addressed, stamped envelopes. Forms will be returned monthly, with an 80% return rate targeted (annually, overall). Data will be entered monthly into student files contained in the EvaluaWare Database. School Performance • attendance (absences: unexcelled vs. excused) • tardies • Hours attempted vs. hours earned • office referrals (school behavior) GPA • individual subject improvement (mid- and semester-end grade reports) • effort teacher report attendance to tutoring seeking and utilizing other assistance (transportation,teacher assistance, etc.) Data Collection Method Baseline Data: Quarterly averages for each of the above categories, with the exception for the "effort category" over the previous 2 years (pre-match). "Effort Category" baseline data to be obtained via an AOK, Inc. developed questionnaire (using a five-point Likert Scale design) for school administrators and teachers. Post-match Data: collected quarterly via teacher, administrative, and student progress reports from schools attended by program participants. All data(both baseline and post-match) to be entered quarterly into the EvaluWare Database. Out of School Performance • involvement in volunteer service • involvement in other constructive activities (school clubs, sports, community-based programs/activities, etc.) • part-time employment • non-involvement with the juvenile justice system (for any reason) • no early parenthood • no illegal substance use/abuse self-report evidence obtained from other than juvenile justice system (expulsion from school, parent reports, mentor reports, etc.) Data Collection Methods Baseline: Data to be collected along all categories via initial application (selection criteria includes providing requested information) and pre-selection interview. Post-match Data: Data to be collected via participant self-report, from schools attended by program participants, and other organizations ' t Level 2 -- Intermediate Outcomes Successful Completion of Secondary Education • High School Graduation on time (with their own graduating class late (after graduating class) • GED early (prior to regular high school graduation) late (post regular high school graduation) Data Collection Method: Data to be collected post-match on an annual basis, at the end of the school year in which program particpants should be graduating from high school. Level 3 -- Long-Term Outcomes Post-secondary education • enrollment • hours attempted vs. hours earned • grades/gpa • certificate/degree of completion Data Collection Method: Data to be collected quarterly/ semester(depending on scheduling methods of individual post- secondary education institutions) via self-reports and from post-secondary organization information. Economic Self-Sufficiency • employment status • absence of government assistance (for basic needs; housing, food, etc.; not counting government sources of educational assistance). • existence of tax returns Good Citizenship • community service • registered voter Data Collection Method: Data to be collected annually during the month of December(the end of AOK, Inc.'s fiscal year) via self- report and scholarship qualification process, with the exception of "Good Citizenship,"which is to be collected quarterly as part of the scholarship qualification process. Appendix 5 AOK, Inc. Projected Program Budget By ServiceCategory i 1 All Our Kids, Inc. Projected Program Budget by Service Category January 1, 1998 -December 31, 1998 Direct Program Admin.& Services Support Other to Youth Services Services TOTAL Salaries and Benefits Ex.Dir. $38,400.00 $30,720.00 $7,680.00 $76,800.00 (50%) (40%) (10%) Prog. Coord. $22,988.00 $6,568.00 $3,284.00 $32,840.00 (70%) (20%) (10%) Adm.Asst. $21,000.00 $21,000.00 (100%) Food $4,000.00 $ 4,000.00 Transportation $6,000.00 $ 6,000.00 Training/Education $2,500.00 $2,000.00 $ 4,500.00 Contractual Services $4,500.00 $ 4,500.00 Educ.Assistance/Tutoring $3,500.00 S 2,000.00 $ 5,500.00 Educ.Materials $1,000.00 $3,000.00 $ 4,000.00 Awards and Incentives $4,000.00 $ 4,000.00 Overhead(e.g. rent,phone,etc) $18,245.00 $ 18,245.00 EXPENSES $68,388.00 $62,788.00 $50,209.00 $181,385.00 REVENUE Non Douglas County Sources $40,588.00 $40,588.00 $50,209.00 $131,385.00 TOTAL EXPENSES MINUS REVENUE $27,800.00 $22,200.00 $ 0.00 $50,000.00 Appendix 6 AOK, Inc. Program Audit Coopers Coopers & Lybrand LLP. &Lyrand a professional serv+ces firm • Report of Independent Accountants To the Board of Directors • All Our Kids, Inc. We have audited the financial statements of All Our Kids, Inc. for the year ended December 31, 1996, and have issued our report thereon dated February 11, 1996. These financial statements are the responsibility of the Company's management. Our responsibility is to express an opinion on these basic financial statements based on our audit. We conducted our audit in accordance with generally accepted auditing standards and Government . Auditing Standards, issued by the Comptroller General of the United States. Those standards require that we plan and perform the audit to obtain reasonable assurance about whether the financial statements are free of material misstatement. An audit includes examining, on a test basis, evidence supporting the amounts and disclosures in the financial statements. An audit also includes assessing the accounting principles used and significant estimates made by management, as well as evaluating the overall financial statement presentation. We believe that our audit provides a reasonable basis for our opinion. Our audit was made for the purpose of forming an opinion on the basic financial statements of All Our Kids, Inc. taken as a whole. The accompanying Schedule of Federal Awards is presented for purposes of additional analysis and is not a required part of the basic financial statements. The information in that Schedule has been subjected to the auditing procedures applied in the audit of the basic financial statements and, in our opinion, is fairly stated in all material respects in relation to the basic financial statements taken as a whole. • c-t-P Omaha, Nebraska February 11, 1996 • Coopers Coopers & Lybrand LLP. &Lyrand a profess$onal services firm Report of Independent Accountants To the Board of Directors All Our Kids, Inc. We have audited the accompanying statements of financial position of All Our Kids, Inc. as of December 31, 1996 and 1995, and the related statements of activities and cash flows for the years _ . then ended. These financial statements are the responsibility of the Company's management. Our responsibility is to express an opinion on these financial statements based on our audit. We conducted our audits in accordance with generally accepted auditing standards and Government • Auditing Standards, issued by the Comptroller General of the United States. Those standards require that we plan and perform the audit to obtain reasonable assurance about whether the financial statements are free of material misstatement. An audit includes examining, on a test basis, evidence supporting the amounts and disclosures in the financial statements. An audit also includes assessing the accounting principles used and significant estimates made by management, as well as evaluating • the overall financial statement presentation. We believe that our audits provide a reasonable basis for our opinion. In our opinion, the financial statements referred to above present fairly, in all material respects, the financial position of All Our Kids, Inc. as of December 31, 1996 and 1995, and the changes in its net • . assets and its cash flows for the year then ended in conformity with generally accepted accounting principles: In accordance with Government Auditing Standards, we have also issued a report dated February 11; 1996 on our consideration of All Our Kids, Inc.'s internal control structure and a report dated February 11, 1996 on its compliance with laws and regulations. As discussed in Note 1B to the financial statements, All Our Kids, Inc. adopted the provisions of Statement of Financial Accounting Standards No. 117, Financial Statements of Not-for-Profit Organizations, and Statement of Financial Accounting Standard No. 116, Accounting for Contributions Received and Contributions Made, in 1995. C(71()<44 LLP Omaha,Nebraska February 11, 1996 • • ALL OUR KIDS, INC. STATEMENT OF FINANCIAL POSITION December 31, 1996 and 1995 1996 1995 • • Assets i ; Cash and cash equivalents,at cost which approximates market value S 544,975 S 357,200 Pledges receivable,net(Note 2) 257,978 263,039 Note receivable(Note 3) 11,250 - Interest receivable 2,299 1,700 Total assets S 816,502 S 621,939 Liabilities and Net Assets Liabilities: • Scholarships payable S 50,054 S 27,193 Other payables 2,643 - Total liabilities 52,697 27,193 Net assets: Unrestricted 58,154. 12,484 Temporarily restricted 705,651 582,262 Total net assets 763,805 594,746 Total liabilities and net assets S 816,502 S 621,939 • The accompanying notes are an integral part of the financial statements. • ALL OUR KIDS,INC. STATEMENT OF ACTIVITIES for the year ended December 31, 1996 with comparative total figures for 1995 Temporarily 1996 1995 Unrestricted Restricted Total Total Revenues,gams and other support: Private gifts and grants $ 186,968 $ 214,932 S 401,900 $ 688,139 Interest income 27,358 10,887 38,245 16,324 Net assets released from restrictions 102,430 (102,430) - - Total revenues,gains and other support 316,756 123,389 440,145 704,463 Expenses and other deductions: Scholarships 102,430 - 102,430 67,147 Other program expenses 2,910 - 2,910 2,340 General and administrative 165,746 - 165,746 126,447 Total expenses and other deductions 271,086 - 271,086 195,934 Increase in net assets 45,670 123,389 169,059 508,529 Net assets, beginning of year 12,484 582,262 594,746 86,217 Net assets,end of year S 58,154 $ 705,651 $ 763,805 $ 594,746 The accompanying notes are an integral part of the financial statements. , • ALL OUR KIDS,INC. STATEMENT OF ACTIVITIES • • for the year ended December 31, 1995 • Temporarily Unrestricted Restricted Total Revenues,gains and other support: Private gifts and grants S 116,253 S 571,886 $ 688,139 Interest income 10,665 5,659 16,324 , Net assets released from restrictions 77,159 (77,159) - Total revenues,gains and other support 204,077 500,386 704,463 Expenses and other deductions: Scholarships 67,147 - 67,147 Other program expenses • 2,340 - 2,340 General and administrative 126,447 - 126,447 Total expenses and other deductions 195,934 - 195,934 Increase in net assets 8,143 500,386 508,529 Net assets,beginning of year 4,341 81,876 • 86,217 Net assets, end of year $ 12,484 S 582,262 • S 594,746 1 . • • The accompanying notes are an integral part of the financial statements. ALL OUR KIDS,INC. STATEMENT OF CASH FLOWS for the years ended December 31, 1996 and 1995 • 1996 1995 Cash flow from operating activities: Increase in net assets S 169,059 S 508,529 Adjustments to reconcile change in net asset to cash provided by operating activities: Amortization of pledges receivable discount (10,887) (5,659) Decrease(increase) in pledges receivable 15,948 (247,380) Decrease in other assets - 20,376 Increase in note receivable (11,250) - Increase in interest receivable (599) (1,700) Increase in scholarships payable 22,861 27,193 Increase in other payables 2,643 - Net cash provided by operating activities 187,775 301,359 Cash and cash equivalents, beginning of year 357,200 55,841 Cash and cash equivalents, end of year S 544,975 S 357,200 • • The accompanying notes are an integral part of the financial statements. • ALL OUR KIDS, INC. NOTES TO FINANCIAL STATEMENTS . December 31, 1996 and 1995 1. Organization and Summary of Significant Accounting Policies: • A. All Our Kids, Inc. (the "Foundation") was established in December 1992 for charitable purposes. The Foundation operates a comprehensive mentoring and scholarship program for at-risk youth. Funding for r-- scholarships has been raised from individuals,churches and other foundations. B. The accompanying financial statements have been prepared on the accrual basis of accounting in accordance with generally accepted accounting principals. During 1995, the Foundation adopted Statement of Financial Accounting Standards No. 116, "Accounting for Contributions Received and Contributions Made" (SFAS 116), and No. 117, "Financial Statements of Not-for-Profit Organizations" (SFAS 117) and applied these standards retroactively by restating net assets as of January I, 1995. SFAS 116 requires the recognition of unconditional pledges as contributions at their fair values as revenues in the period the pledge is received. SFAS 117 establishes standards for external financial reporting by not-for-profit organizations. This Statement requires that net assets and revenues, gains, expenses and losses be classified as unrestricted, temporarily restricted or permanently restricted based on the existence or absence of donor-imposed stipulations. Net assets at January 1, 1995 include S10,000 of pledges receivable which were not reflected on the December 31, 1994 financial statements prior to SFAS 116 adoption. C. The preparation of financial statements in conformity with generally accepted accounting principles requires management to make estimates and assumptions that affect the reported amounts of asset and liabilities and i. disclosure of contingent assets and liabilities at the date of the financial statements and the reported amounts of revenues and expenses during the reporting period. Actual results could differ from those estimates. D. The Foundation classifies net assets, revenues, expenses, gains and losses based on the existence or absence of donor-imposed stipulations. The Foundation classifies net assets as permanently restricted, temporarily restricted and unrestricted in the statement of financial position and displays the change in each of these classes in the statement of activities in accordance with the following: Permanently Restricted. Net assets subject to donor-imposed stipulations that they be maintained permanently by the Foundation. The Foundation has no permanently restricted net assets. Temporarily Restricted. Net assets whose use by the Foundation is subject to donor-imposed stipulations that can be fulfilled by actions of the Foundation pursuant to those stipulations or that expire by the passage of time. Unrestricted. Net assets that are not subject to donor-imposed stipulations. Unrestricted net assets may be designated for specific purposes by action of the Board of Directors or may otherwise be limited by contractual agreements with outside parties. The Foundation recognizes pledged contributions received at their fair values as revenues in the period received, and as assets, decreases in liabilities or expenses, depending on the form of the benefits received and contributions made. E. The Foundation reports gifts of cash and other assets as restricted support if they are due in future periods or are received with donor-imposed stipulations that Limit the use of the donation. When a donor-imposed stipulation expires (that is, when the period of restriction.expires or the donor's specific purpose is met) temporarily restricted net assets are reclassified to unrestricted net assets and reported in the statement of activities as net assets released from restrictions. F. Cash and cash equivalents are comprised of cash on hand and highly liquid money market investments. • ALL OUR KIDS,INC. NOTES TO FINANCIAL STATEMENTS • December 31, 1996 and 1995 . • 2.Pledges Receivable Pledges receivable that are expected to be collected in more than one year from the pledge date have been discounted at a 6%rate. Unconditional pledges receivable at December 31, 1996, are expected to be realized in the following periods: One year or less $ 148,367 Between one year and five years 120,000 268,367 _ Discount (10,3 89) S 257,978 The Foundation has been designated as the recipient of a S500,000 donation under Burlington Northern, Inc.'s "Charitable Award Program" payable in five annual installments after Mr. Michael Yanney's death. This donation has not been recorded as revenue since Burlington Northern, Inc. may at anytime amend, suspend or terminate the program. 3. Note receivable The note receivable was transferred to the Foundation from a donor and bears interest at 9% and is payable in quarterly installments of S3,750 plus interest through June 30, 1997. 4. Federal Income Taxes The Foundation is exempt from Federal income taxes under Section 509(a)(3)(A) of the Internal Revenue Code of 1986, as amended. 'Accordingly,no Federal or state income taxes have been provided. • 5. Corporate and Related Party Support Substantially all of the Foundation's general and administrative expenses are paid by America First Companies L.L.C. (AFCLLC) and recorded as private gifts and grants by the Foundation. The amount of such expenses for 1996 and 1995 were S83,567 and S 112,088, respectively. At year end, the Foundation had a payable due to AFCLLC of S2,500 for general and administrative expenses. In addition, certain members of the Foundation's ` " Board of Directors have made contributions to the Foundation's programs. The 1996 and 1995 Board of Directors made contributions totaling approximately S102,000 and S295,000, respectively, in. 1996 and 1995, respectively. 6. Contributed Services During the year, the Foundation recognized a contribution for the fair value of accounting services donated by a Certified Public Accounting firm. Those services,reported as unrestricted contributions,totaled$5,600. • ALL OUR KIDS,INC. SCHEDULE OF FEDERAL AWARDS for the year ended December 31, 1996 • Non-Major Programs Federal Agency or Federal Grantor/Pass-through CFDA Pass-through Federal Grantor/Program Title Number Number Expenditures r - z U.S.Department of Education Office of Elementary and Secondary Education-SDFSCA Pass-through From State Department of Public Institutions Safe and Drug-free Schools Block Grant 84.186A 97-G-6-16 S46,000 (Program#DPI-DADA-039) • L.. • The accompanying notes are an integral part of the Schedule of Federal Awards. COOersCoopers& Lybrand LLP. 1200 Landman(Center telephone (402)344-4545 1299 Famam.Suite 1000 &L �ra n d Omaha.Nebraska 68102-1842 facsimile (402)271-7552 ya professional services firm • • February 18, 1996 Ms. Clayton Wiltshire, President • All Our Kids, Inc. 1004 Famam St., Suite 400 • Omaha, NE 68102 Dear Ms. Wiltshire: During the course of our audit, we noted the following regarding the Foundation's internal control structure: Auditor's Finding Based on the review of the Foundation's internal control structure, it was noted that the cash deposits, recording of deposits, and bank reconciliation procedures are performed by one individual. Recommendation In order to maintain a proper segregation of duties, C&L recommends that these functions be divided between two individuals. Further, a daily check receipt log should be maintained by Clayton Wiltshire or Kristin Honz and this log should be compared to the daily cash deposits to ensure that all check receipts were properly deposited. Agency Response - See attached response from AOK Should you have any questions about the recommendation in this letter, please contact us at your convenience. • Very truly yours, COOPERS & LYBRAND 10 'warn Street Suite 400 ALL OUR KIDS INC. :r,.. NE 5d102 r .44.1630 .145.5_Y6 February 18, 1997 Coopers & Lybrand, L.L.P. • 1200 Landmark Center, Suite 1000 • 1299 Farnam Street Omaha, NE 68102 • Gentlemen; In response to your letter, dated February 18,1997, concerning the recent audit you conducted for the year ended, December 31, 1996, and the recommendations included therein, All Our Kids, Inc. ("A-OK") will immediately implement an internal control structure that, in addition to other controls already in place, segregates the duties of making cash deposits, recording those deposits and reconciling related bank statements. Further, an additional A-OK staff member will commence and keep a punning log of all • cash received and will reconcile that log on no less than a weekly basis with bank deposit slips for that week. It is our desire and intent to meet the highest accounting standards, and we thank you for your recommendations in that regard. Sincerely yours, ('/A 1- Z4Z/V-5/f-5/Y S. Clayton Wiltshire President • Coopers Coopers & Lybrand LLP. &Ly3rand a professional services firm • Report of Independent Accountants on the Internal Control Structure Based on an Audit of the Financial Statements Performed in Accordance with Government Auditing Standards To the Board of Directors All Our Kids, Inc. • We have audited the financial statements of All Our Kids, Inc. (the Foundation) as of and for the year ended December 31, 1996, and have issued our report thereon dated February 11, 1996. We conducted our audit in accordance with generally accepted auditing standards and Government Auditing Standards, issued by the Comptroller General of the United States. Those standards require that we plan and perform the audit to obtain reasonable assurance about whether the financial statements are free of material misstatement. The management of the Foundation is responsible for establishing and maintaining an internal control structure. In fulfilling this responsibility, estimates and judgments by management are required to assess the expected benefits and related costs of internal control structure policies and procedures. The objectives of an internal control structure are to provide management with reasonable, but not absolute, assurance that assets are safeguarded against loss from unauthorized use or disposition, and that transactions are executed in accordance with management's authorization and recorded properly to permit the preparation of financial statements in accordance with generally accepted accounting principles. Because of inherent limitations in any internal control structure, errors or irregularities may nevertheless occur and not be detected. Also, projection of any evaluation of the structure to future periods is subject to the risk that procedures may become inadequate because of changes in conditions or that the effectiveness of the design and operation of policies and procedures may deteriorate. In planning and performing our audit of the general purpose financial statements of the Foundation for the year ended December 31, 1996, we obtained an understanding of the internal control structure. With respect to the internal control structure, we obtained an understanding of the design of relevant policies and procedures and whether they have been placed in operation, and we assessed control risk in order to determine our auditing procedures for the purpose of expressing an opinion on the financial statements and not to provide an opinion on the internal control structure. Accordingly, we do not express such an opinion. Our consideration of the internal control structure would not necessarily disclose all matters in the internal control structure that might be material weaknesses under standards established by the American Institute of Certified Public Accountants. A material weakness is a condition in which the design or operation of one or more of the internal control structure elements does not reduce to a relatively low level the risk that errors or irregularities in amounts that would be material in relation 1 to the financial statements being audited may occur and not be detected within a timely period by employees in the normal course of performing their assigned functions. We noted no matters involving the internal control structure and its operation that we consider to be material weaknesses as defined above. However, we noted certain matters involving the internal control structure and its operation that we have reported to the management of the Foundation in a separate communication dated February 18, 1997. This report is intended solely for the information of the audit committee, management, and the U.S. Department of Public Institutions, Office of Elementary and Secondary Education. However, this report is a matter of public record and its distribution is not limited. • Omaha, Nebraska February 11, 1996 • • Cooers Coopers& Lybrand LLP. &Ly.prand a professional services firm • • Report of Independent Accountants on the Internal Control Structure Used in Administering Federal Awards To the Board of Directors All Our Kids, Inc. We have audited the financial statements of All Our Kids, Inc. (the Foundation) as of and for the year ended December 31, 1996,,and have issued our report thereon dated February 11, 1996. We have also audited the Foundation's compliance with requirements applicable to nonmajor federal programs, and have issued our report thereon dated February 11, 1996. We conducted our audits in accordance with generally accepted auditing standards; Government Auditing Standards, issued by the Comptroller General of the United States; and Office of Management and Budget (O1B) Circular A-133, Audits of Institutions of Higher Education and Other Nonprofit Institutions. Those standards and ONB Circular A-133 require that we plan and perform the audit to obtain reasonable assurance about whether the financial statements are free of material misstatement and about whether the Foundation complied with laws and regulations, noncompliance with which would be material to a major Federal program. In planning and performing our audits for the year ended December 31, 1996, we considered the Foundation's internal control structure in order to determine our auditing procedures for the purpose of expressing our opinions on the Foundation's financial statements and on its compliance with requirements applicable to nonmajor programs and to report on the internal control structure in _ accordance with OMB Circular A-133. This report addresses our consideration of internal control structure policies and procedures relevant to compliance with requirements applicable to federal programs. We have addressed policies and procedures relevant to our audit of the financial statements in a separate report dated February 11, 1996. • The management of the Foundation is responsible for establishing and maintaining an internal control structure. In fulfilling this responsibility, estimates and judgments by management are required to assess the expected benefits and related costs of internal control structure policies and procedures. The objectives of an internal control structure are to provide management with reasonable, but not absolute, assurance that assets are safeguarded against loss from unauthorized use or disposition, that transactions are executed in accordance with management's authorization and recorded properly to permit the preparation of financial statements in accordance with generally accepted accounting principles, and that federal awards programs are managed in compliance with applicable laws and regulations. Because of inherent Iimitations in any internal control structure, errors, irregularities, or instances of noncompliance may nevertheless occur and not be detected. Also, projection of any evaluation of the structure to future periods is subject to the risk that procedures may become inadequate because of changes in conditions or that the effectiveness of the design and operation of policies and procedures may deteriorate. For the purpose of this report, we have classified the significant internal control structure policies and procedures used in administering federal programs in the following categories: Accounting •• General Ledger • Revenues/Receipts • Purchases/Disbursements 1' • Payroll OMB General Requirements • Cash Management • Political Activity • Davis-Bacon Act • Civil Rights • Relocation Assistance and Real Property Management • Federal Financial Reports • Allowable Costs/Cost Principles • Drug-free Workplace Policy • Administrative Requirements • 0MB Specific Requirements • Types of services allowed or not allowed • Eligibility • Matching, level of effort or earmarking • • Reporting • Special requirements • Financial reports and claims or advances and reimbursements • • Amounts claimed or used for matching For all of the internal control structure categories listed above, we obtained an understanding of the design of relevant policies and procedures and whether they have been placed in operation, and we assessed control risk. . During the year ended December 31, 1996, the Foundation had no major programs and expended 100% of its total federal awards under one nonmajor program, the Safe and Drug-Free Schools Block Grant(CFDA T84..186A). • We performed tests of controls, as required by OMB Circular A-133, to evaluate the effectiveness of the design and operation of internal control structure policies and procedures that we considered relevant to preventing or detecting material noncompliance with specific requirements; general requirements; and requirements governing claims for advances and reimbursements and amounts claimed or used for matching that are applicable to the aforementioned nonmajor progz-am. Our procedures were less in scope than would be necessary to render an opinion on these internal control structure policies and procedures. Accordingly, we do not express such an opinion. Our consideration of the internal control policies and procedures used in administering federal awards would not necessarily disclose all matters in the internal control structure that might constitute material weaknesses under standards established by the American Institute of Certified Public Accountants. A material weakness is a condition in which the design or operation of one or - more of the internal control structure elements does not reduce to a relatively low level the risk that noncompliance with laws and regulations that would be material to a federal awards program may occur and not be detected within a timely period by employees in the normal course of performing their assigned functions. We noted no matters involving the internal control structure and its operation that we consider to be material weaknesses as defined above. However, we noted certain matters involving the internal control structure and its operation that we have reported to the management of the Foundation in a separate communication dated February 18, 1997. This report is intended solely for the information of the audit committee, management, and the U.S. Department of Education, Office of Elementary and Secondary Education. However, this report is a matter of public record and its distribution is not limited. e‘tr'w Omaha,Nebraska o February 11, 1996 a J , Report of Independent Accountants on Compliance with Laws, Regulations, Contracts and Grants Based on an Audit of the Financial Statements Performed in Accordance with Government Auditing Standards To the Board of Directors - All Our Kids, Inc. We have audited the financial statements of All Our Kids, Inc. (the Foundation) as of and for the year ended December 31, 1996, and have issued our report thereon dated February 11, 1996. We conducted our audit in accordance with generally accepted auditing standards and Government Auditing Standards, issued by the Comptroller General of the United States. Those standards require that we plan and perform the audit to obtain reasonable assurance about whether the financial statements are free of material misstatement. Compliance with laws, regulations, contracts, and grants applicable to the Foundation is the responsibility of the Foundation's management. As part of obtaining reasonable assurance about whether the financial statements are free of material misstatement, we performed tests of the Foundation's compliance with certain provisions of laws, regulations, contacts and grants. However, providing an opinion on overall compliance with such provisions was not an objective of our audit of the financial statements. Accordingly, we do not express such an opinion. The results of our tests disclosed no instances of noncompliance that are required to be reported herein under Government Auditing Standards. This report is intended for the information of the audit committee, management and the U.S. Department of Education, Office of Elementary and Secondary Education. However, this report is a matter of public record and its distribution is not limited. • Casi2-4,44 za.tv_a. CLP Omaha, Nebraska - February 11, 1996 _ Report of Independent Accountants on Compliance with General Requirements To the Board of Directors All Our Kids, Inc. We have audited the financial statements of All Our Kids, Inc. (the Foundation) as of and for the year ended December 31, 1996, and have issued our report thereon dated February 11, 1996. We have applied procedures to test the Foundation's compliance with the following requirements applicable to its federal program, which is identified in the accompanying Schedule of Federal Awards for the year ended December 31, 1996: • Cash management • Political activity • Davis-Bacon Act • Civil Rights • Relocation assistance and real property management, if applicable • Federal financial reports • Allowable costs/costs principles • Drug-free workplace policy • Administrative requirements Our procedures were limited to the applicable procedures described in the Office of Management and Budget's Compliance Supplement for Audits of Institutions of Higher Learning and Other Nonprofit Institutions. Our procedures were substantially less in scope than an audit, the objective of which is the expression of an opinion on the Foundation's compliance with the requirements listed in the preceding paragraph. Accordingly,we do not express such an opinion. With respect to items tested, the results of our procedures disclosed no material instances of noncompliance with the requirements listed in the second paragraph of this report. With respect to items not tested, nothing came to our attention that caused us to believe that the Foundation had not complied, in all material respects, with those requirements. fp. This report is intended for the information of the audit committee, management, and the U.S. Department of Education, Office of Elementary and Secondary Education. However, this report is a matter of public record and its distribution is not limited. • Omaha, Nebraska February 11, 1996 Report of Independent Accountants on Compliance With Specific Requirements Applicable to Nonmajor Program Transactions To the Board of Directors • All Our Kids, Inc. We have audited the financial statements of All Our Kids, Inc. (the Foundation) as of and for the year ended December 31, 1996, and have issued our report thereon dated February 11, 1996. In connection with our audit of the financial statements of the Foundation and with our consideration of the Foundation's internal control structure used to ariminister federal programs, as required by . Office of Management and Budget (OMB) Circular A-133, Audits of Institutions of Higher Education and Other Nonprofit Institutions, we selected certain_ transactions applicable to certain nonmajor federal progams for the year ended December 31, 1996. As required by OMB Circular A-I33, we performed auditing procedures to test compliance with the requirements governing types of services allowed or not allowed; eligibility; matching, level of effort, or earmarking; reporting; special requirements; financial reports and claims for advances and reimbursements; and amounts claimed or used for matching that are applicable to those transactions. Our procedures were substantially less in scope than an audit, the objective of which is the expression of an opinion on the Foundation's compliance with these requirements. Accordingly, we do not express such an opinion. With respect to the items tested, the results of our procedures disclosed no material instances of noncompliance with the requirements listed in the preceding paragraph. With respect to items not tested, nothing came to our attention that caused us to believe that the Foundation had not complied, in all material respects, with those requirements. This report is intended for the information of the audit committee, management, and the U.S. Department of Education, Office of Elementary and Secondary Education. However, this report is a matter of public record and its distribution is not limited. Lfi Omaha,Nebraska February 11, 1996 • 4' l Appendix 7 AOK, Inc. Board of Directors and Meeting Schedule All Our Kids, Inc. y • Board Of Directors 1997-98 Mr. Michael B. Yanney, Chairman w: 444-1630 Chairman and CEO f: 345-8966 America First Companies 1004 Farnam St. Omaha,NE 68102 Mr. C. R. Bell w: 346-5297 President f: 346-7050 Greater Omaha Chamber of Commerce 1301 Harney St. Omaha,NE 68102 Ward A. Chambers,M.D. w: 559-8170 Associate Dean of Outreach and Planning f: 559-6114 University of Nebraska Medical Center h: (712) 566-2744 600 South 42nd Street Omaha, NE 68198 Mr. Clyde R. Claus h: 398-3051 9615 Oak Circle f: 398-3352 Omaha,NE 68124 Mrs. Marsha Davidson h: 397-4212 3080 South 99th Ave. w: 399-9111 Ext. 375 Omaha, NE 68124 f: 343-0502 Mrs. Richard D. (Marilyn M.) Holland h: 391-4122 1501 South 80th St. Omaha,NE 68124 David A. Jacobson, Esq. w: 346-6000 Kutak Rock f: 346-1148 1650 Farnam St. Omaha, NE 68102 Mr. George J. Kubat w: 339-3800 President f: 339-0772 Phillips Manufacturing Company Inc. 4601 South 76th Circle Omaha,NE 68127 Mrs. John P. (Anne T.) Nelson h: 328-0470 344 Kenmore Council Bluffs, IA 51501 5/19/97 Ms. Rosalee A. Roberts w: 390-8137 Children's Hospital Foundation f: 354-5622 8301 Dodge Street Omaha,NE 68114 Mr. J. William Scott, Jr. w: 346-1400 Berkshire Hathaway Inc. f: 346-3375 3555 Farnam St. h: 334-5165 Omaha,NE 68131 i.: Mr. W. David Scott w: 334-8877 Mega Corporation f: 334-8976 12046 Pacific St. Omaha,NE 68154 Mrs. Wallace R. (Barbara) Weitz h: 393-0186 1616 South 91st Avenue w: 554-2891 Omaha,NE 68124 Ms. Gail Werner-Robertson w: 496-7200 GWR f: 493-4486 13215 Birch Street Omaha,NE 68164 Ms. S. Clayton Wiltshire h: 390-9090 804 Loveland Drive Omaha, NE 68114 Advisory Council Mrs. Alan (Marcia) Baer h: 556-7989 6724 Davenport St. w: 552-1000 Omaha,NE 68132 Mrs. Charles W. (Margre H.) Durham h: 397-5259 1329 South 83rd St. f: 390-0549 Omaha,NE 68124 w: 390-2450 • Mrs. Michael H. (Joan It.) Walsh h: 398-1569 Swanson Towers f: 693-6480 8405 Indian Hills Drive Omaha,NE 68114 Dr. Gail Walling Yanney h: 571-8110 6520 Rainwood Road f: 571-6463 Omaha, NE 68152 5/19/97 r MEMORANDUM DATE: November 18, 1996 TO: A-OK Board of Directors FROM: Clayton Wiltshire RE: Schedule of 1997 Board of Directors Meetings The following are the dates we have chosen for A-OK Board meetings for next year. Meetings will held in the offices of America First, 1004 Farnam Street, at 3:30 PM. Thursday, February 6, 1997 Tuesday, May 20, 1997 Thursday, August 21, 1997 Thursday,November 20,1997 If these dates are a particular problem for anyone, please let me know. Note: Dates for 1998 A-OK board meetings have not yet been set. t u- Appendix 8 AOK, Inc. By-Laws , BYLAWS OF YANNEY KIDS FOUNDATION ARTICLE I OkkICES The principal office of the Corporation in the State of Nebraska shall be located in the City of Omaha, County of Douglas. The Corporation may have such other offices, either within or without the State of Nebraska as the Board of Directors may determine or as the affairs of the Corporation may require from time to time. The Corporation shall have and continuously maintain in the State of Nebraska a registered office, and a registered agent whose office is identical with such registered office, as required by the Nebraska Nonprofit Corporation Act. The registered office may be, but need not be, identical with the principal office in the State of Nebraska, and the address of the registered office may be changed from time to time by the Board of Directors. ARTICLE II NO MEMBERS The Corporation shall have no members. ARTICLE III BOARD OF DIRECTORS li Section 1. General Powers. The business and affairs of the Corporation shall be managed under the direction of a Board of Directors. The original members of the Board of Directors shall initially be those individuals as designated in the Articles of Incorporation. Directors need not be residents of the State of Nebraska. The Board of Directors shall have full • power to act on behalf of the Corporation as permitted by the statutes of the State of Nebraska, the Articles of Incorporation and these Bylaws, as shall be amended from time to time. Section 2. Composition of the Board of Directors. The Board of Directors shall be comprised of six persons: (i) two (2) persons as elected by the entire Board of Directors, and (ii) four persons appointed by the Governing Body of the Omaha Community Foundation. 01/14524. Section 3. Number, Tenure and Qualification. The number of Directors shall not be less than three or more than nine; provided, that at all times a majority of the Directors shall • be appointed by the Governing Body of the Omaha Community Foundation. Each Director shall hold office for a term of two years or until his or her successors shall have been elected or qualified; provided, however, that the Directors constituting the original Board of Directors shall hold office for the term specified in the Articles of Incorporation. As set forth-in Section 2, the Board of Directors shall elect two persons to serve as "at-large" directors and four persons shall be appointed by the Governing Body of the Omaha Community Foundation to serve as "OCF Directors". Section 4. Regular Meetings. A regular meeting of the Board of Directors shall be held annually within 120 days before or after the last day of the fiscal year of the Corporation and the meeting shall be the annual meeting of the Board of Directors. The Board of Directors may provide by resolution the time and place, either within or without the State of Nebraska, for the holding of additional regular meetings of the Board without other notice than such resolution. Section 5. Special Meetings. Special meetings of the Board of Directors may be called by or at the request of the President or any two Directors. The person or persons authorized to call special meetings of the Board may fix any place, either within or without the State of Nebraska, as the place for holding any special meeting of the Board called by them. Section 6. Notice. Notice stating the date, place and hour of any regular or special meeting of the Board of Directors shall be given at least 10 days prior thereto by written notice delivered personally or sent by mail or telegram to each Director at his address as shown by the records of the Corporation. If mailed, then such notice shall be deemed to be delivered when - deposited in the United States mail in a sealed envelope so addressed, with postage thereon prepaid. If notice be given by telegram, then such notice shall be deemed to be delivered when the telegram is delivered to the telegraph company. Any Director may waive notice of any meeting. The attendance of a Director at any meeting shall constitute a waiver of notice of such meeting, except where a Director attends a meeting for the express purpose of objecting to the transaction of any business because the meeting is not lawfully called or convened. Neither the business to be transacted at, nor the purpose of, any regular or special meeting of the Board need be specified in the notice or waiver of notice of such meeting, unless specifically required by law or by these Bylaws. • Section 7. Quorum. One-half of the Board of Directors present or by proxy shall constitute a quorum for the transaction of business at any meeting of the Board. Section 8. Manner of Acting. The act of a majority of the Directors present at a meeting at which a quorum is present shall be the act of the Board of Directors, unless the act of a greater number is required by law or by these Bylaws. Section 9. Compensation. Directors, as such, shall not receive any stated salaries for their services, but by resolution of the Board of Directors a fixed sum and expenses of 01/14524. attendance, if any, may be allowed for attendance at each regular or special meeting of the Board, but nothing herein contained shall be construed to preclude any Director from serving the Corporation in-any other capacity and receiving compensation therefor. Section 10. Vacancies. Any vacancy occurring in the Board of Directors and any directorship to be filled by reason of an increase in the number of Directors shall be filled by the Board of Directors as set forth in Section 3. A Director elected or appointed to fill a vacancy shall be elected or appointed for the unexpired term of his or her predecessor in office. Section 11. Informal Action by Directors. Any action required by law to be taken at a meeting of Directors, or any action which may be taken at a meeting of Directors, may be taken without a meeting if a consent in writing, setting forth the action so taken, shall be signed by all of the Directors. Section 12. Telephonic Meetings. Unless otherwise restricted by the Articles of Incorporation, members of the Board of Directors, or any committee designated by the Board of Directors, may participate in a meeting of the Board of Directors or committer by means of conference telephone or similar communications equipment by means of which all persons participating in the meeting can hear each other, and participation in a meeting.pursuant to this subsection shall constitute presence in person at such meeting. ARTICLE IV O1k10ERS Section 1. Officers. The officers of the Corporation shall be a President, one or more Vice Presidents, as may be determined from time to time by the Board of Directors, a Treasurer and a Secretary. The Board of Directors may elect or appoint such other officers, including one or more Assistant Secretaries and one or more Assistant Treasurers, as it shall deem desirable, such officers to have the authority and perform the duties prescribed from time to time by the Board of Directors. Any two or more offices may be held by the same person, except the offices of President and Secretary and except the offices of President and Vice President. Section 2. Election and Term of Office. The officers of the Corporation shall be elected annually by the Board of Directors at the annual meeting of the Board of Directors. If the election of officers shall not be held at such meeting, such election shall be held as soon thereafter as conveniently may be. New offices may be created and filled at any meeting of the Board of Directors. Each officer shall hold office until his or her successor shall have been duly elected and shall have qualified. Section 3. Removal. Any officer elected or appointed by the Board of Directors may be removed by the Board of Directors whenever in its judgment the best interests of the Corporation would be served thereby, but such removal shall be without prejudice to the contract rights, if any, of the officer so removed. 01/14524. • Section 4. Vacancies. A vacancy in any office because of death, resignation, removal, disqualification or otherwise may be filled by the Board of Directors for the unexpired portion of the term. - - Section 5. President. The President shall be the principal executive officer of the Corporation and shall in general supervise and control all of the business and affairs of the Corporation. He or she shall preside at all meetings of the Board of Directors. He or she may sign, with the Secretary or any other proper officer of the Corporation authorized by the Board f.: of Directors, any deeds, mortgages, bonds, contracts or other instruments which the Board of Directors has authorized to be executed, except in cases where the signing and execution thereof shall be expressly delegated by the Board of Directors or by these Bylaws or by statute to some other officer or agent of the Corporation; and, in general, he or she shall perform all duties incident to the office of President and such other duties as may be prescribed by the Board of Directors from time to time. Section 6. Vice Presidents. In the absence of the President or in the event of his or her inability or refusal to act, the Vice President (or in the event there be more than one Vice President, the Vice Presidents in the order of their election) shall perform the duties of the President and, when so acting, shall have all the powers of and be subject to all the restrictions upon the President. Any Vice President shall perform such other duties as from time to time may be assigned to him or her by the President or by the Board of Directors. Section 7. Treasurer. If required by the Board of Directors, the Treasurer shall give a bond for the faithful discharge of his or her duties in such sum and with such surety or sureties as the Board of Directors shall determine. He or she shall have charge and custody of, and be responsible for, all funds and securities of the Corporation; receive and give receipts for moneys due and payable to the Corporation from any source whatsoever, and deposit all such moneys in the name of the Corporation in such banks, trust companies or other depositories as shall be selected in accordance with the provisions of Article VII of these Bylaws; and, in general, perform all the duties incident to the office of Treasurer and such other duties as from time to time may be assigned to him or her by the President or by the Board of Directors. Section 8. Secretary. The Secretary shall cause the minutes of the meetings of the Board of Directors to be kept in one or more books provided for that purpose; sec that all notices are duly given in accordance with the provisions of these Bylaws or as required by law; be custodian of the corporate records and of the seal of the Corporation and see that the seal of the Corporation is affixed to all documents, the execution of which on behalf of the Corporation under its seal is duly authorized in accordance with the provisions of these Bylaws; and in general perform all duties incident to the office of Secretary and such other duties as from time to time may be assigned to him or her by the President or by the Board of Directors. Section 9. Assistant Treasurers and Assistant Secretaries. If required by the Board of Directors, the Assistant Treasurers shall give bonds for the faithful discharge of their duties in such sums and with such sureties as the Board of Directors shall determine. The Assistant 01/1452{. 'f` y Treasurers and Assistant Secretaries, in general, shall perform such duties as shall be assigned to them by the Treasurer or the Secretary or by the President or the Board of Directors. ARTICLE V COMMITTEES Section 1. Committees of Directors. The Board of Directors, by resolution adopted by a majority of the Directors in office, may designate and appoint one or more committees, each of which shall consist of two or more Directors, which committees, to the extent provided in said resolution, shall have and exercise the authority of the Board of Directors in the I management of the Corporation; provided, however, that no such committee shall have the authority of the Board of Directors in reference to amending, altering or repealing the Bylaws; electing, appointing or removing any member of any such committee or any Director or officer of the Corporation; amending the Articles of Incorporation; adopting a plan or merger or adopting a plan of consolidation with another corporation; authorizing the sale, lease, exchange or mortgage of all or substantially all of the property and assets of the Corporation; authorizing the voluntary dissolution of the Corporation or revoking proceedings therefor; adopting a plan for the distribution of the assets of the Corporation; or amending, altering or repealing any resolution of the Board of Directors which by its terms provides that it shall not be amended, altered or repealed by such committee. The designation and appointment of any such committee and the delegation thereto of authority shall not operate to relieve the Board of Directors, or any individual Director of any responsibility imposed upon it or him or her by law. E Section 2. Other Committees. Other committees not having and exercising the authority of the Board of Directors in the management of the Corporation may be designated by a resolution adopted by a majority of the Directors present at a meeting at which a quorum is present. Except as otherwise provided in such resolution, members of each such committee shall be directors of the Corporation, and the President of the Corporation shall appoint the members thereof. Any member thereof may be removed by the person or persons authorized to appoint such member whenever in their judgment the best interests of the Corporation shall be served by such removal. Section 3. Term of Office. Each member of a committee shall continue as such until the next annual meeting of the Corporation and until his or her successor is appointed, unless the committee shall be sooner terminated, or unless such member be removed from such committee, or unless such member shall cease to qualify as a member thereof. Section 4. Chairman. The chairman of each such committee shall be a Director and shall be appointed chairman by the person or persons authorized to appoint the members thereof. Section 5. Vacancies. Vacancies in the membership of any committee may be filled by appointments made in the same manner as provided in the case of the original appointments. 01/14524. Section 6. Quorum. Unless otherwise provided in the resolution of the Board of Directors designating a committee, a majority of the whole committer shall constitute a quorum and the act of a majority of the members present at a meeting at which a quorum is present shall be the act of the committee. Section 7. Rules. The Board of Directors may adopt rules for governance of each committee not inconsistent with these Bylaws or with rules adopted by the Board of Directors. • ARTICLE VI CONTRACTS, CHECKS, DEPOSITS, FUNDS AND FUND RAISING Section 1. Contracts. The Board of Directors may authorize any officer or officers, agent or agents of the Corporation, in addition to the officers so authorized by these Bylaws, to enter into any contract or execute and deliver any instrument in the name of and on behalf of the Corporation, and such authority may be general or confined to specific instances. Section 2. Checks, Drafts, Etc. All cheeks, drafts or orders for the payment of money, notes or other evidences of indebtedness issued in the name of the Corporation shall be signed by such officer or officers, agent or agents of the Corporation and in such manner as shall from time to time be determined by resolution of the Board of Directors. In the absence of such determination by the Board of Directors, such instruments shall be signed by the Treasurer or an Assistant Treasurer and countersigned by the President or a Vice President of the Corporation. Section 3. Deposits. All funds of the Corporation shall be deposited from time to time to the credit of the Corporation in such banks, trust companies or other depositories as the Board of Directors may select. Section 4. Gifts. The Board of Directors may accept on behalf of the Corporation any contribution, gift, bequest or devise for the general purposes or for any special purpose of the Corporation. Section 5. Loans. No loans shall be contracted on behalf of the Corporation and no evidences of indebtedness shall be issued in its name unless authorized by a resolution of the Board of Directors. Such authority may be general or confined to specific instances. '. = Section 6. Proxies With Respect to Securities of Other Corporations. Unless otherwise provided by resolution adopted by the Board of Directors, the President or a Vice President may from time to time appoint an attorney or attorneys, or an agent or agents, to exercise in the name and on behalf of the Corporation the powers and rights which the Corporation may have as the holder of stock or other securities in any other corporation to vote or to consent with respect to such stock or other securities; and the President or any Vice President may instruct the person or persons so appointed as to the manner of exercising such powers and rights and 01/14524. 6 ) the President or any Vice President may execute or cause to be executed in the name and on behalf of the Corporation and under its corporate seal, or otherwise, all such written proxies, powers of attorney or other written instruments as he may deem necessary in order that the Corporation may exercise such powers and rights. ARTICLE VU - BOOKS, RECORDS AND ACCOUNTS The Corporation shall keep correct and complete books and records of account and shall also keep minutes of the proceedings of its Board of Directors and committees having any of the authority of the Board of Directors and shall keep at the registered or principal office a record giving the names and addresses of the directors. All books and records of the Corporation may be inspected by any director, or his or her agent or attorney, and by the general public, for any proper purpose at any reasonable time. The books of account shall be audited annually as of the end of its fiscal year by independent certified public accountants retained by the Corporation at its expense. A copy of such audit report shall be furnished to all members of the Board of Directors not later than 90 days after the close of the preceding fiscal year. ARTICLE VIII FISCAL YEAR The fiscal year of the Corporation shall be from January 1 to December 31. ARTICLE IX BUDGET AND FINANCLkL OPERATION The financial operation of the Corporation shall be conducted in accordance with a budget to be submitted annually by the President to the Board of Directors for their approval. • • ARTICLE X INDEMNIFICATION • Section I. Indemnification of Officers, Directors, Employees and Agents Against Damages for Actions Other Than Actions by or. in the Right of the Corporation. The Corporation shall indemnify any person who was or is a party or is threatened to be made a party to any threatened, pending or completed action, suit or proceeding, whether civil, criminal, administrative or investigative, other than an action by or in the right of the Corporation, by reason of the fact that he or she is or was a Director, officer, employee or agent of the Corporation, or is or was serving at the request of the Corporation as a Director, officer, employee or agent of the Corporation, partnership, joint venture, trust or other enterprise, 01/14524. +i r i ` against expenses, including attorneys' fees, judgments, fines and amounts paid in settlement actually and reasonably incurred by him or her in connection with such action, suit or proceeding if he or she acted in good faith and in a manner he or she reasonably believed to be in or not opposed to the best interests of the Corporation and, with respect to any criminal action or proceeding, had no reasonable cause to believe his or her conduct was unlawful. The termination of any action, suit or proceeding by judgment, order, settlement, conviction or upon a plea of nolo contendere or its equivalent shall not, of itself, create a presumption that the person did not act in good faith and in a manner which he or she reasonably believed to be in p_ or not opposed to the best interests of the Corporation and, with respect to any criminal action or proceeding, had reasonable cause to believe that his or her conduct was unlawful. ,! - I Section 2. Indemnification of Officers, Directors, Employees and Agents for Actions by or in the Right of the Corporation. The Corporation shall indemnify any person who was . or is a party or is threatened to be made a party to any threatened, pending or completed action • or suit by or in the right of the Corporation to procure a judgment in its favor by reason of the F_ fact that he or she is or was a Director, officer, employee or agent of the Corporation, or is or was serving at the request of the Corporation as a director, officer, employee or agent of another corporation, partnership, joint venture, trust or other enterprise, against expenses, including attorneys' fees, actually and reasonably incurred by him or her in connection with the defense or settlement of such action or suit if he or she acted in good faith and in a manner he or she reasonably believed to be in or not opposed to the best interests of the Corporation, except that no indemnification shall be made in respect of any claim, issue or matter as to which such person shall have been adjudged to be liable for negligence or misconduct in the performance of his or her duty to the Corporation unless and only to the extent that the court in which such action or suit was brought shall determine upon application that despite the adjudication of liability but in view of all circumstances of the case, such person is fairly and reasonably entitled to indemnity for such expenses which such court shall deem proper. Section 3. Indemnification Against Expenses and Attorneys' Fees. To the extent that a Director, officer, employer or_agent of a corporation has been successful on the merits or otherwise in defense of any action, suit or proceeding referred to in Sections 1 and 2 of this _- Article X, or in defense of any claim, issue or matter therein, he or she shall be indemnified against expenses, including attorneys' fees, actually and reasonably incurred by him or her in connection therewith. Section 4. Determination of Right to Indemnification. Any indemnification under I Sections 1 and 2 of this Article X, unless ordered by a court, shall be made by the Corporation only as authorized in the specific case upon a determination that indemnification of the Director, officer, employer or agent is proper in the circumstances because he or she has met the applicable standard of conduct set forth in Sections I and 2 of this Article X. Such determination shall be made by the Board of Directors by a majority vote of a quorum consisting of Directors 1 who were not parties to such action, suit or proceeding or, if such a quorum is not obtainable, or, even if obtainable, a quorum of disinterested Directors so directs, by independent legal counsel in a written opinion. l 01/14524. J r 4•, y Appendix 9 AOK, Inc. Internal Revenue Service Tax Exempt Status Confirmation Letter • �.. ;internal {Gvt:.. = Service De '-n=.- ^r the mr a:.. ';` • Distr_rt Dit=-tor Pe,-son to Contact : 7n: T A _ Ten4'1-.: T..: a :'•'.r:�.".=v' OM ia. -MHO , DS`TTp wOTTNJ .T - STr*TJ W Q_-: :1 r. jjr., _-_:� ., 0r4 ���j.:� ;nn te tnn � _ Au , �_•� ,_.� r. rt-- - -- ,_ '- 1 oG- E__, . : . -0762792 This i .: h ci:ecnse o th `` letter , da =, .. _ - r=u�tu_ c _ status as an Off-'" =.n_-s.t_on e:. - t fromFederal . n 7 , _ _rd i n,_ __' Out recur th`_ _. _ ..___na :l=c , C_?I c 1 c-:actin, -- or _;:i .rati n an - _ 'o _ha ;n - i 5C _ ' 1 r : l r+_ _^a - .ter c • - J = 1 05d . cur -o .,.rl y ;lso �..!�__'ate t -nu not ^ ndFt o' '�•)nt one that is oe cri 'r,e.o in S_rti 02 / _ 1 _3 ) =hn- Internal ?nt,rnnun (''n.»n C:1n tr_::uti'nQ -:: t� _'c1,1 ar=e c_..a' cbl .1`r _n ccmout_. _ tr:s-- .v=hi _ Prune in _ 7=nn=r to th= ext=nt 7:rcrifef in Section 170 - - -he Internal R: anus T f your cross receipts each __= ;=1-'11 norm;,=_'__ J • 0o'0 r o .tt, -•7 Jt.-� - i c ` y = 92 _turn rOt` i _ _ _ Tn �- x b t_'a _ . ; n.'.1'"1` - .M_:T - the - l - " month =;.tar - na an-1 - • You ars not r'• .li`ad tn file -e. 1 r,---`ma tax r=turn5, - _ ra u!)icr- tc the tax on 1,nr=lat=,' ots n_ c incom= - - - _ Coda _ _ 0 are cubjectto - i ruts " - ' nFn incr-,m= tax ratu,- '' on _-990-'i . 1. anv r nns t_ic n arises '? _P. _ as^a � to n ._ status _`'r _ _ _' ccT'= tax r.+,:rD�S?c r you may use `his latter as =V iC.1.cn n Cr^ yo.iw_ ..= c..ar;7- i This _s an advisor letter . • J_r.- nrc i -- ,r(-CA. 74 6c-,4 Directcr INTERNAL REVENUE )ICE DET'AR1i4Ei.if OF THE . oisTr.:IcT oIPEcToR ) p o 'NJ 22-2 CHIC,t,GO, IL 606. Employer Identification Nu:::ber: Onte: 47-07627n SEP 23 1993 . Case Number: Yi:'INNEY KIDS FOUNDATION do STrUEN W SELTNE Contact Pron: • 1.1.50 FARNA.F1 STREET .1S. L. DANIELS OMAHA, NE 6:3102 Contact Telephone Number: (212) !3r26-127? . . ccountind Period Ending: December 21 Form Required: Addendum Appliesz NO • • Dear Applicant: 2:ased on information supplied: and assuming your operations will te • • stated in your application for recocnitin of exeraption: we hav,a determined you are exempt from Federal inc: .. t;;-;: under section 501 (a) of the Internal Revenue Code as an co-ganization 1/4-iscried in sertion 501 (c) (2) . have further determined that you are not a private founti.:tion within the meaning of section 50?(.a) of the Code, because you are an orc,anization described in section • if your sources of support: or your purposes, character: or metod of operation chancl.e, pleas:7: It us know so we. can consider the eff.i:ct of the chande on your e..,:empt status and foulation status. In the cas,-: of an ;mend- rent to your organizational docurnent or hylaws, please send us copy of the amended document or you inform us of ail ,zenc:tes in your name or address. As of January 1 , ?ou are for te.;:es under the reder.-- i Insurance Contributions Art ( i:.Cial i x.:-s) on r---munera:.;ion of : 100 . . or more you pay to each of your employees durind a calendar year. You are not liable for the imposed under 17he Federal Hnemployment 7.2g Act (FUTA) . Since you ;re not a privete foundation , you are not cubjrt to thz. .m,xcise taxes under Chapter 42 of the Code. However, *you are not automatically exempt from other Federal excise taxes. If you have any qu4.stions about exciz.:-: eir,ployment, or other Federal taxes , please let us know. Grantors and contributors may rely on this determination the Servir pitlishe= notice to the rontrrv. Hov.tr, if you 1-c4- 509(a) ( ) status, crantor o'r contriutor may not rely this dal. rmination if he or she wes in part responsible for or was zware the act or failuril to itt! or tro... lu'otdntieil or rniitr I I chngt on part of the organization that resulted in your loss of such sta 'cus, or if hi she acquired knowledqe that tha, internai Rz.venue S4rvicz had civen notice that you would no lono...r be clacsifizd as a section 509 (a) (2:) organition . Donors may deduct contrftutions vou as provided in cction 170 of the • • Yf.HHFY KICKS FOUNDATION Eequest:s, legacies , devises, transfers, or cifts t'_ you ':'r 'for yourFederal use deductible for e� ,�:e and gift ca:' purposes if they meet the applicable provisions :f Code section- 2055, 2106, and2522. C.:'ntributi•)n deductions are a I lowab le tc' donorsonly t i ,.•. the extent that their contributions gift_ n . _ . - iv d. are , with consideration r._c • Ticket pur- chases and .simi far payments in conjunction with fundraising events may not ne:essari ly qualify as deductible contributions? L �. 1�, depending ��n �11.= cir-curll- stances. See Revenue Ruling 67-2 6, published in Cumulative E:ulletin 1?57-2 on page 104, which sets forth guidelines recarding t'; ,s _ S h_ d�dul_:ibili , � c:h�ri table contributiens, :•f payments made iby taxpayers for admission to or -tiler • participation in fundraisina activities for charity. In the heading of this letter w_ have indicated whether- you must file Form 790, Return of lJrgan i: !i' c _ _ :'n E;c_ntp; From income Tax. If 1'e",� is indicated , h you u are required t" file Form C'?0 only IT your receipts each year c -C'ner'normally more than S25,000. - :waver, if you receivea Form 5'e0 packae in the ma i l , please file the return even if you do not exceed the :'s_ receipts test. II you are not required to file? simply attach the label pr-cross id•_ -. , check the box; in the heading to indicate that your annual gross receipts are normally S25, 000 or less, and sian the . :turn. ii a return is required,ed, it must be i i led by the 15th day :•i the fifth month after the end :' your annual I at:Co_^wing period. A penalty of �In a day Ii charged when a return Is filed late, unless there ia reasonable cause for the delay. H: :: •_'r, the maximum penalty ch=rc-ed cannot exceed ' 51.000 : r 5 per- cent of our - {'• . gross receipts f:: . h= year? whichever is less . This penalty may also be characd if a return is not co.mplcte, so please be sure your return is complete before you file it. V You are rle : required t: file Fectc'r-aI income ta:: returns unless you - L t . the t. :: _n - are subject �•_ ?' unrelated business income under section 511 :i the Code. If you are subject t'.-' this tax? you r:lu_ : file an income tax return :n Form S'=0-T, Exempt Organization E:us i ness .1'cem= Tax Return. In this letter we are not determining whether any :'f your present ;r proposed activities are un; - lated trade :.r business as defined in section '1j of the Code. • You need an employer identification number even if you have no employees. . iT an employer identification number was not entered on your applicai: ion , a number wi i l be assigned to you and you wi I I he advised :f it. Please use that number- on all returns y'ou file and in all correspondence with the Internal Revenu:. Service. If reha, _ indicated in the heeding :f this letter th•st an :.ddend,:1 th'_ err' I':':_d endl_1�Usl is • ti i n-_gra I _r•tof this I -L_ . ' EecausJ this letter could he !p resolve any questions about your exempt rJ sLoLus and foundation status, you should l:c:ep it in your permanent records. • I.V 10. VANHEV RIOS FOUNOATIOU If have ally questions, contact the pernon whone 6,21Y:i. and telephone numbar h:wi h the he.lding of this leti:er. Sincerely yours, District Di• r4ct:,r • '-' • • c-25a CITY OF OMAHA LEGISLATIVE CHAMBER . Omaha,Nebr . 19 RESOLVED BY THE CITY COUNCIL OF THE CITY OF OMAHA: WHEREAS,The City Council of the City of Omaha wishes to expand for 1998 the youth mentoring services performed by All Our Kids Inc. in the city limits beyond existing contracts for the same type of services; and, WHEREAS, A contract for such expanded services for the year 1998 has been prepared and is attached. NOW, THEREFORE, BE IT RESOLVED BY THE CITY COUNCIL OF THE CITY OF OMAHA: THAT, Approval is here by given for the attached contract in the amount of $30,000.00 with All Our Kids,Inc. for 1998 for expanded youth mentoring services within the City of Omaha, payable from the Community Service Program Organization 1828,Agency 1800,Fund 001. APPROVED AS TO FO : -/(-} SI CITY ATTORNEY DATE P:\LAW\5411.MAF ka1.402 W7fabak. By.. �' _ -. -. r ember Adopted A,.-` 2 6 1998 „gee City Clerk Approved Reid r l 'G.tg.linsk edc/0 1 -Mayor , p 11 '4 !lj ''''' ›. 0 , 0 • 0 . \--) • iR 0 0 N‘ ...-• 5 - E 0 q 1'4 .• ' 1 4116" 6 .! , " P o crg cr ,- o 45 n ' I. 7.45 ....._ A NQI1 g 4 ' g 2 CD 0 C) ( 1, r 1 . . to 43 NI OD zo. %a Co -c-cl ' Vld 0 Pod -,. t-......)-- (4 \)