Table of Contents - Oregon Community Foundation

Transcription

Table of Contents
Introduction
• What is Community 101 and How Does it Work?
• Grantmaking Guidelines
• Funding Flow Chart
• Community 101 Program Contact Information
• 2011-2012 Schools & Sponsors
• Brief History of Philanthropy in America
Program
• Program Timeline/Checklist
September-October
• Student Body Survey
• Writing a Mission Statement
• Root Causes of Community Needs
• Sample Letter: Request $5,000 from Your Funder(s)
• Writing a Press Release
• Importance of Community Service/Volunteering
November
• Understanding Nonprofit Organizations
• Identifying Nonprofit Organizations
• Sample Letter Requesting Grant Applications from Nonprofit Organizations
• Community 101 Grant Application
December/January
• Grantmaking Guidelines
• Grant Application Evaluation
• Student Tips for Reading Grant Applications
• Grant Application Score Sheet
Table Of Contents
continued
February
• Student Site Visit Interview Form
• Student Decision-Making Models
March
• Report-Out Meetings
• Sample Letter of Request for Approval of Grant Decisions
April
• Sample Grant Award Notification to Nonprofits Letter
• Sample Declination Letter to Nonprofits
May
•
•
•
•
Awards Ceremony
Activities Summary and Volunteer Activity Report
Looking Ahead
Students & Teachers Complete Post Evaluation Surveys
(student surveys will be mailed to you, teacher surveys are online)
Forms
Publicity & Resources
FAQ’s & Glossary
2010-2011 Grants
What is Community 101?
Founded in 1997, Community 101 is a program of The Oregon Community Foundation (OCF)
with major support from the PGE Foundation (PGEF). The mission of Community 101 is to
provide students opportunities for service and leadership through grantmaking and community
service. The program continues to expand across Oregon thanks to collaborations with many
generous funding partners.
Community 101 is an ideal way for Oregon high school students to meet Career-Related
Learning Standards - elements of the Oregon High School diploma requirements.
How does Community 101 work?
Community 101 (C101) is a school-based program that connects students to neighborhood
issues, such as hunger, homelessness and child abuse. In C101, each classroom operates as a
mini-foundation; students are provided $5,000 for grantmaking; $1,000 of the $5,000 can be
used for in-school grants. The class identifies issues, researches nonprofits, reviews grant
applications, performs community service and awards grants. Students see how nonprofits
provide relief and support to those in need and how donors dedicate time and money to help
improve our state. At the end of the term, students plan an awards ceremony where they
conduct presentations and present grant checks to selected nonprofits. The students’ teacher is
the program advisor and empowers the students to make decisions while guiding them through
the process. In addition, students are required to participate in a community service project.
Students often fundraise for additional grantmaking dollars.
What is required to use Community 101?
A completed Community 101 application.
Funding for student grantmaking.
A teacher and/or advisor.
The Community 101 Workbook for teachers and students.
A minimum of 12 students with a regular meeting time who are committed to
completing the program in its entirety (i.e., seven to nine months, generally, although
exceptions can be made for specific circumstances). Program time requirements
average four classroom hours monthly, beginning in September and ending in April-May.
Attendance by teacher (and one or two students) at Community 101 training in
September.
Community service - students are required to perform and document at least one
volunteer project in the name of Community 101.
An awards presentation by Community 101 students.
Student fundraising is encouraged and must be done in the name of Community 101.
Program recognition by school and community via press releases, other forms of media
coverage and awards ceremonies.
1
Grantmaking guidelines
Your class has $5,000 to make grants to nonprofit organizations.
$5,000 is distributed as follows: at least $4,000 must be granted to nonprofit
organizations and up to $1,000 may be given to your school to support in-school
programs and/or projects. Students may choose to give the entire $5,000 to nonprofit
organizations.
Grants must be given to programs that inspire change and encourage potential in one of
four focus areas: arts and culture, education, environmental enhancement and the
promotion of healthy families (basic needs, social services, mental health, etc.)
Funding must be used to help people in Oregon, not animals, unless those animals are
helping people, i.e., guide dogs, therapy horses.
All organizations receiving Community 101 grants must be 501(c)(3) nonprofit
organizations located within Oregon.
Funds cannot be used for lobbying or for promoting a specific religion.
Funds cannot be given to any organization that discriminates, in hiring practices and/or
services rendered, on the basis of race, religion, creed, national origin, marital status,
age, disability, gender or sexual orientation.
What is a 501(c)(3)?
The 501(c)(3) status is a designation assigned by the IRS (Internal Revenue Service) to an
organization that exists for a charitable purpose, is a nonprofit organization and is tax-exempt.
The IRS has a number of different designations for nonprofit organizations, so when someone
calls an organization a ―nonprofit,‖ that organization could be one of a number of different
kinds of nonprofits. It is helpful to know that organizations such as schools and governmental
(city, county) entities are the government equivalent of nonprofit organizations and, therefore,
are eligible for funding under the Community 101 program.
Where do I begin researching nonprofits in my area?
There are hundreds of resources available for students to investigate nonprofits. The easiest
place to start is the Internet. Search for nonprofits that fall under your mission statement.
Guidestar (www.guidestar.org) and the Oregon Department of Justice (www.doj.state.or.us)
are great resources. Check out links to nonprofit search engines in this workbook. Other
options are the library, local government offices, information offices and the good old-fashioned
telephone book. Another great resource is talking with your friends and family. You will be
surprised how many agencies you hear about just by starting a conversation!
2
Funding Flow Chart
September January
Sponsors write
checks to OCF
Students conduct
fundraiser(s)
April
OCF sends
$5,000 to
schools
Students give
money to
school
bookkeeper
April-May
April – May 31
Schools write
checks to
nonprofits –
schools give
checks to
teachers
Students give
checks to
nonprofits at
awards
ceremony!
3
2011-2012 Program
Schools
Albany: South Albany High School, West Albany High School
Ashland: Ashland High School
Astoria: Astoria High School, Knappa High School
Baker City: Baker High School
Bandon: Bandon High School
Banks: Banks High School
Beaverton: Southridge High School
Bend: Bend High School
Boardman: Riverside Jr/Sr High School
Brookings: Brookings-Harbor High School
Central Point: Crater High School
Clatskanie: Clatskanie Middle High School
Cloverdale: Nestucca High School
Corvallis: Corvallis High School, Crescent Valley High School
Cottage Grove: Kennedy High School
Days Creek: Days Creek High School
Drain: North Douglas High School
Eagle Point: Eagle Point High School
Elgin: Elgin High School
Eugene: Churchill High School, Kalapuya High School
Falls City: Falls City High School
Glide: Glide High School
Grants Pass: Hidden Valley High School
Gresham: Centennial High School
Hillsboro: Century High School
Imbler: Imbler High School
Keizer: McNary High School
Klamath Falls: EagleRidge High School
Lake Oswego: Lakeridge High School
Medford: North Medford High School, South Medford High School, Washington Elementary
School
Milwaukie: La Salle High School, Milwaukie High School
Mitchell: Mitchell High School
Molalla: Molalla High School
Moro: Sherman Jr.-Sr. High School
Myrtle Creek: South Umpqua High School
Newberg: Mountain View Middle School
Newport: Newport High School
North Bend: North Bend High School
Phoenix: Phoenix High School
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Portland: David Douglas High School, De La Salle North Catholic High School, Jefferson High
School, Open Meadow High School, Parkrose High School PACE, Portland YouthBuilders
Roosevelt High School, and Wilson High School
Powers: Powers School District
Redmond: Edwin Brown Education Center, Redmond High School
Riddle: Riddle Education Center
Roseburg: Phoenix Charter School of Roseburg
Salem: McKay High School, Robert Farrell High School
Scappoose: Scappoose High School
Siletz: Siletz Valley Early College Academy
Sisters: Sisters High School
Springfield: Thurston High School
Stayton: Stayton High School
Sutherlin: Sutherlin High School
Tillamook: Tillamook High School, Tillamook Options Program
5
Thank you 2011-2012 Community 101 Program Sponsors!
PGE Foundation & Portland General Electric employees
AAA Oregon/Idaho
Jessie Lea and Curtiss Abbott
Active 20-30 Club of Eugene
Juan Young Trust
JYN Environmental Fund of The Oregon Community
Foundation
Harry & Marguerite Kendall Fund of The Oregon
Community Foundation
Anonymous Fund of The Oregon Community Foundation
Knappa Schools Foundation
Anonymous
Mission Properties
Frank H. Ault Fund of The Oregon Community
Foundation
Meyer Memorial Trust
Autio Company
NW Health Foundation
Baron/Gilbert Fund of The Oregon Community
Foundation
NW Natural
William M. Brod Fund of The Oregon Community
Foundation
Pacific Continental Bank
Patricia Bull
R.W. Family Fund of The Oregon Community
Foundation
Bob and Yvette Chandler Fund of The Oregon
Roberts Motor Company Charitable Fund of The
Oregon Community Foundation
Robert W. Chandler II Fund of The Oregon Community
Foundation
Ben Serafin Fund of The Oregon Community
Foundation
The Collins Foundation
Patsy Smullin
Valerie and Robert Collins
Norman F. Sprague Jr. Foundation
Cow Creek Umpqua Indian Foundation
State Farm Insurance
Doll Family Foundation
Star View Foundation Fund of The Oregon
Doyle and Donna Shepherd Foundation
Tillamook High School Charity Drive
Nancy and Richard Elliott
Trillium Fund of The Oregon Community Foundation
Gordon Elwood Foundation
United Way of the Columbia-Willamette
Mike and Sue Fisher
Jan & Jody Ward
The Ford Family Foundation
Weston Fund of The Oregon Community
Foundation
David S. Foster Memorial Fund of The Oregon
Fran Willis and Ted Johnson
Carolyn and Rodger Gabrielson
Woodard Family Foundation
6
Brief History of Philanthropy in America
Historians trace the notion of philanthropy back to 346 BC when Plato willed his farm to a nephew with
instructions the proceeds be used to support students and faculty at the academy he founded.
Many commentators remind us that the Pilgrims who arrived in America in 1620 owed their very
survival to Native American charity and philanthropy.
―Historians generally refer to the early decades of the 20th century as the Golden Age of Philanthropy.
It was the era of the great industrialists - men like Carnegie, Mellon, Rockefeller and Ford - who
amassed great fortunes, then established the grand legacy of American philanthropy through the
formation of the private foundation as their chosen vehicle for expressing their charitable intent. Their
desire to make a difference and the wealth that spawned their philanthropic mission created a legacy
that perpetuates to this day: Our nation remains by far the most generous nation on Earth.‖ i
In 1638, John Harvard bequeathed his library and half of his estate to a newly founded school in
Cambridge, Massachusetts, thus establishing the first college endowment in the United States. In 1643,
the first fundraiser conducted by Harvard University raised 500 pounds. This same year, Harvard
created the first scholarship, which was established by Ann Radcliffe and Lady Mowlson.
The fundraising efforts during the Civil War introduced a process that helped the nation recognize
charity as fundamental to the American social conscience. The income tax that Abraham Lincoln
instituted to finance the Union's preservation grew to such an extent that exemptions from it now
encourage charity—particularly among the wealthy.
2010 Source of Contributions: $290.89
billion*
Bequests
8%
Corporations
5%
Foundations
14%
Individuals
73%
The modern notion of philanthropy
began with Andrew Carnegie, who in an
essay titled "The Gospel of Wealth"
published in 1889, gave birth to the idea
that the rich should, instead of "leaving
their wealth to their families, administer
it as a public trust during life."
Mr. Carnegie is best remembered for
providing the financial incentives to
build almost two thousand free public
libraries across the United States.
The Carnegie essay prepared the way for John D. Rockefeller, Sr., who in 1891 hired staff to help
manage his philanthropic enterprises. The state of New York chartered the Rockefeller Foundation in
1913, but only after the U.S. Congress refused to do so.
Pressured by an increasingly charitable America and the increasing need for charity in a booming post
war economy, legislation in 1921 finally brought tax relief in exchange for personal giving.
Corporations were not granted tax relief until 1935 and the Great Depression. Perhaps prompted by
tax breaks, out of a sense of gratitude or perhaps motivated by a desire to create a better world,
giving has increased steadily, from an estimated $1.7 billion in 1921 to $290 billion a year now. There
has been an 88 percent increase in the last decade; total giving represents a larger sum than the GNP
of many nations. Overall giving increased in 2010 by 3.8%. Religion received the most contributions
with Education ranking second in contributions.
7
The long rich history of philanthropy in the United States is now deeply rooted in our national psyche.
Evidence of this notion was demonstrated by the amazing outpouring of support for September 11,
Hurricane Katrina victims and Haiti Earthquake Relief. An entire philanthropic arena has taken hold
and it includes more than 733,000 tax-exempt organizations that employ millions of people, generate
trillions in revenues and are supported by the charity of over 80,000 foundations and the volunteer
efforts of more than 90 percent of our adult population.
2010 contributions: $290.89 billion by type of recipient organization*
Foundation grants to
individuals, 2%
Gifts to grantmaking
foundations, 11%
Unallocated giving, 1%
Environment/animals,
2%
Religion, 35%
International affairs, 5%
Arts, culture, and
humanities, 5%
Public-society benefit,
8%
Health, 8%
Education, 14%
Human services, 9%
* 2010 giving information, Giving USA 2010, Giving USA Foundation
i
http://www.pw-mag.com/articles/59/1/The-New-Age-of-Philanthropy/Page1.html
-Special thanks to the Arizona Grantmakers Forum
http://www.arizonagrantmakersforum.org/articlehistory.asp
8
Program Timeline
September/
October
Teachers and one or two lead students attend training.
Students survey the entire student body about what they think are important community
issues/needs in the community.
Students develop a mission statement based on the results of the student body survey. The
mission statement helps guide students and determines to which areas/projects the students
will grant funds.
Students submit their mission statement/Request for Funds letter to OCF by
October 31. There is a template for the mission statement and Request for Funds letter in
this workbook.
Students spread the word about the program, publicizing it within the school and the local
community via press releases to the local newspapers. See Press Release in this workbook.
Students are encouraged to raise additional funds from community members by holding
fundraisers. (The class already will have at least $5,000 for grantmaking but can seek additional
funds.)
November
Students learn about nonprofit organizations – what they are and how they operate.
Students identify and research local nonprofits.
Students invite grant applications from nonprofits that are a good fit with their mission
statement.
Classroom sponsors visit the class to meet the students and learn where they are in the
process.
Fundraising may continue.
December
Students learn the principles of grantmaking and may host guest speakers knowledgeable about
the subject.
January
Students receive grant proposals from nonprofits (deadline is January 31) and begin
reviewing them.
Teachers and students set a date and begin to plan for the awards ceremony.
Students inform OCF of the date, time and location of the awards ceremony.
February
Students conduct interviews with and/or site visits to the nonprofits that applied.
March
Students evaluate the grant applications and make grant decisions as a team.
Students submit their final grant recommendations to OCF by April 1.
April
After receiving approval from OCF, students send award and declination notification letters to
all of the nonprofit applicants.
Students plan (and practice) an awards ceremony at which they will present their grant awards
to nonprofits.
Students mail awards ceremony invitations and publicize it.
May
Students host their awards ceremony.
Students and teachers complete post program survey, reflecting on what they have learned
through the program.
Teacher completes Activities Summary and submit to OCF by June 1.
September-October
Project Planning:








September - Attend C101 Kickoff (teachers and 1or 2 lead students)
Introduce class to C101: what is it and why are we using C101?
Get organized! Plan to engage student body this year
Plan! Plan! Plan! Schedule awards presentation for April/May
Students conduct student body survey
Students submit Mission Statement to Jennesa Datema at OCF:
[email protected]
Submit letter to request $5,000 for student grantmaking. Email or send the letter
to Jennesa Datema at OCF ([email protected]) after students create mission
statement. This should be done by the end of October.
Meet your funder. OCF will coordinate the funder visit with the teacher or lead
student
Forms You Need: (included in this section, the “Forms” section, and on the website:
www.oregoncf.org/c101)




Community 101 Student Survey
Mission Statement
Student Grantmaking Request Letter for $5,000
Student Follow-Up Information Form and Pre-Evaluation Form
Student Body Survey
(See below and “Forms” section for Student Body Survey template)
The purpose of the survey is to determine community concerns and needs from a youth perspective;
this includes the Community 101 group and the entire student body. In order to create a mission
statement, students will learn about the concerns of their peers and will decide which concern(s) they
would like to address in their student grantmaking. The mission statement will guide the Community
101 students throughout the program.
Plan Ahead!
To survey the student body, the Community 101 group needs to plan ahead. It’s important for
Community 101 students to begin early in order to have time to collect, study and use the information
to create a mission statement. Community 101 students should speak with their teacher advisor and
administrators about the survey process and set aside time in October to have the student body
complete the survey.
We suggest refraining from referring to specific community nonprofit organizations in the survey. This
can, and most likely will, bias your survey. Community 101 students want to know which issues their
peers think are important, but the Community 101 group decides which organizations will receive the
funds.
Survey Process
Community 101 groups have utilized varying methods. Listed below are two that have been the most
successful:
Have a Community 101 student speak briefly to each homeroom class prior to distributing the
survey. The student should explain what Community 101 is and how the process works.
Give surveys to every teacher or put surveys in teachers’ boxes. Ask teachers to distribute the
surveys during a specified class hour and collect at the end of class.
Students collect and analyze the survey, and discuss and identify the top three issues. Based on the
discussion and survey results, students develop a mission statement and email the mission statement to
Jennesa Datema at OCF: [email protected]
CRLS/Essential Skills for this activity:
Essential Skills
Think critically and analytically.
Demonstrate civic and community engagement.
Personal
Management
CS.PM.02
Plan, organize and complete projects and assigned tasks on time, meeting agreed upon
standards of quality.
Problem Solving
CS.PS.01
Identify problems and locate information that may lead to solutions.
Communication
CS.CM.01
Locate, process and convey information using traditional and technological tools.
Community 101 / 2011-2012
Reproduce and use with permission
2
Student Body Survey Template
Our Community 101 group in ________________ (insert name of class) is helping to improve our
community through volunteerism and philanthropy. Our Community 101 group has $5,000 to give to
nonprofit organizations that inspire change and encourage potential in one of four areas: education, the
promotion of healthy families, access to the arts or environmental enhancement.
We need your help so that our time and money will have the biggest impact. We’d like your input in
determining a focus for this funding.
What issues facing you and your community (school, neighborhood, family, and friends,
whichever you choose) do you think have the greatest need?
Please choose a total of five issues and rank them in order from 1 to 5, with “1” being the
most important to you and “5” being of least concern. If you think none of these are the
number one problem, please check “Other” and tell us what you think it is.
Rank
Issue
Rank
Issue
Alcohol abuse
Poor health care
Decreasing voter turnout
Problems with education
Teen pregnancy
Personal finance education
Stress
Discrimination
Lack of self esteem
Mental health (anxiety, depression, etc.)
Racism
Illiteracy
Suicide
Inadequate housing
Bullying
Homelessness
Healthy relationships
Civic engagement
Children living in poverty
Vandalism and graffiti
Lack of recreational facilities /
programs
Easy access to guns
Services for the disabled
Drug abuse
Child abuse
Juvenile crime
Rape/date rape
Lack of community involvement
Services for the elderly
Lack of volunteerism
Violence in schools
Lack of awareness of available social
services
Lack of arts and music
Other:
Hunger
Other:
Community 101 / 2011-2012
3
Writing a Mission Statement
(See “Forms” section for Mission Statement template)
Hats off for completing the survey process! As a group, Community 101 students decide how they will
tally the results to determine one or two issues from the student body survey to address in their
mission statement.
A mission statement is a statement of purpose that explains the Community 101 group’s
expectations for the use of the funds. This statement will define what your Community 101 group
stands for.
Sample Mission Statements:
Corvallis High School
“The students of Corvallis High School Community 101 will support our community's effort to meet all
peoples basic needs. Our goal is to fund organizations that supply food, shelter, and assistance to those
in poverty and affected by substance abuse.”
Lincoln High School
“The Constitution Team/Community 101 class of Lincoln High School, with assistance from the PGE
Foundation and the Baron Gilbert Fund of The Oregon Community Foundation, will fund nonprofits
that target increasing education and involvement through voter turn-out and the elimination of
illiteracy.”
Create the Mission Statement, submit it along with the the Request for Funds
letter and email it to Jennesa Datema at [email protected].
(See “Forms” section for Request for Funds letter template)
Personal
Management
CS.PM.02 Plan, organize, and complete projects and assigned tasks on time, meeting agreed upon
Problem Solving
CS.PS.01
CS.PS.02
CS.PS.03
CS.PS.04
CS.PS.05
Communication
CS.CM.01 Locate, process, and convey information using traditional and technological tools.
CS.CM.05 Write instructions, technical reports, and business communications clearly and accurately.
Essential Skills
Write clearly and accurately.
Community 101 / 2011-2012
Identify problems and locate information that may lead to solutions.
Identify alternatives to solve problems.
Assess the consequences of the alternatives.
Select and explain a proposed solution and course of action.
Develop a plan to implement the selected course of action.
4
Classroom Discussion: Root Causes of Community Needs
(See “Forms” section for Root Causes diagram template)
This activity can help students think about issues they are addressing at a deeper level. Why is it a
problem? What are the things that cause it?
1. Identify the BIG ISSUE the students want to address (this should relate to the mission
statement).
2. Brainstorm all the different reasons why this is a problem. What are some of the things that
cause or contribute to this problem? These are ROOT CAUSES.
3. Pick which root cause(s) you are going to address. Draw an arrow from the BIG ISSUE circle
to the ROOT CAUSES box.
4. Under the diagram, briefly explain the RESEARCH you have done to help you understand these
root causes and how your project will begin to address the bigger issue by tackling the root
cause.
Example Diagram
ROOT CAUSES
Substance abuse –
either by a parent or
by a youth
Foster care – youth
age out of the foster
care system and are
discharged with no
housing or income
BIG ISSUE
Youth
Homelessness
Abuse - Some homeless
youth are victims of
physical, sexual and/or
emotional abuse
ROOT CAUSES
Affordable housing Some homeless youth are
employed but still can’t
afford rent or food
Pregnancy - A large number
of homeless young women
either ran away or were
kicked out of the home due
to pregnancy.
Your Project
Our group has…met with different student groups to learn more about homeless youth. The
students talked about how they didn’t know that there were homeless youth in their community and at
their school. We also talked with the principal and a few teachers at the school to get their ideas about
how we can help address the problems of homeless youth.
We plan to… work with our school administrator and teacher to organize a screening of the
documentary “Kicking It - Homeless World Cup.” We will make sure the movie is appropriate and
approved by the school, and we will determine if students need permission slips to view the film. After
the movie, we will have a discussion about the impact of homelessness on youth and what we can do
to address this issue in our community.
This tool is based on a worksheet created by the young people involved in the Youth Innovation Fund at the
Oasis Center in Nashville, TN. Thanks to America’s Promise, $aving Our Futures financial curriculum.
Community 101 / 2011-2012
5
Request $5,000 from Your Funder: Sample Letter 1
(See “Forms” section for letter template)
Use this letter if your funding is from one funder. Students should send this letter after
they create their mission statement. Be sure to print the letter on school letterhead.
November 5, 2011
Ms. Jennesa Datema
Harry & Marguerite Kendall Fund of The Oregon Community Foundation
1221 SW Yamhill St., Suite 100
Portland, OR 97205
Re: Request for $5,000 for Community 101 Student Grantmaking for 2011-2012
Dear Ms. Datema:
We, the students of Stayton High School are writing to ask the Harry & Marguerite Kendall Fund of
The Oregon Community Foundation to grant our Leadership class $5,000 so we can help nonprofit
organizations that address hunger and homelessness in our community.
All organizations have a mission statement that guides the actions of the organization, spells out its
overall goal, and provides a sense of direction. Our mission statement is:
“We, the dedicated Community 101 students of Stayton High School, intend to address the
issues that affect the youth of our community and their families. Through philanthropy and
determination, we will be working to meet the needs of local nonprofits active in our
community.”
As a class, we will review all nonprofit grant applications and rate each one based on which most
closely meets our mission statement.
We will keep in contact with OCF throughout this school year. We thank the Harry & Marguerite
Kendall Fund of The Oregon Community Foundation for providing $5,000 for student grantmaking.
The funds help us learn the importance of giving back.
Sincerely,
________________________
Kelly Fields, Teacher
Stayton High School
_____________________________________
Jane Smith, Student
Community 101 Student
Communication
CS.CM.05 Write instructions, technical reports, and business communications clearly and
accurately.
Essential Skills
Community 101 / 2011-2012
6
Request $5,000 from Your Funders: Sample Letter 2
(See “Forms” section for letter template)
Use this letter if your funding is from multiple funders. Students should send this letter after
they create their mission statement. Be sure to print the letter on school letterhead.
November 5, 2011
Ms. Jennesa Datema
The Oregon Community Foundation
Portland, OR 97205
Re: Request for Funds for Community 101 Student Grantmaking for 2011-2012
Dear Ms. Datema
In order to fund this year’s Community 101 student grantmaking, the David Douglas High School
Community 101 class respectfully requests a grant of $5,000 ($2,500 each) from the Meyer Memorial
Trust and the Baron/Gilbert Fund of The Oregon Community Foundation.
After conducting a school-wide survey to determine which issues are of the highest priority within our
community, our mission statement is as follows:
“We the students of David Douglas High School are concerned with children who are affected
by poverty, abuse and homelessness. With assistance from the Baron/Gilbert Fund of The
Oregon Community Foundation and the Meyer Memorial Trust, we are looking to support nonprofit organizations that address these issues.”
As a class, we will review all nonprofit grant applications and rate each one based on which most
closely meets our mission statement.
We will keep in contact with OCF throughout this school year. We thank the Meyer Memorial Trust
and the Baron/Gilbert Fund of The Oregon Community Foundation for providing $5,000 for student
grantmaking. The funds help us learn the importance of giving back.
Sincerely,
________________________
Mr. Brad Joy, Teacher
David Douglas High School
_____________________________________
Tania Ayers, Community 101 student
Communication
accurately.
Essential Skills
Community 101 / 2011-2012
7
Publicity
(See “Publicity & Resources” section for more information)
Involve Students
Involving many students in the Community 101 process will result in more creative and unique
perspectives. Most importantly, the Community 101 group will be more representative of the student
body as a whole. This also means that more students will be able to help when reading the grant
proposals, writing letters, putting together fundraising events and conducting site interviews. Besides,
more students means more fun and friendships.
Below are some ways to share what you’re doing and to make more students aware of C101:
Post signs around the school.
Contact the school TV or local community access station. Maybe you have an internal news
channel or student run network? They will surely want to cover an important program like
C101.
Send out a school wide email to students and teachers.
Publish information about Community 101 on the school website or class blog.
You are the best publicity of all! Spread the word to friends, family, teachers, and other members
of the community.
CRLS/Essential Skills related to these activities:
Personal
Management
CS.PM.01 Identify tasks that need to be done and initiate action to complete the tasks.
Personal
Management
CS.PM.02 Plan, organize, and complete projects and assigned tasks on time, meeting
agreed upon standards of quality.
Communication
CS.CM.01 Locate, process, and convey information using traditional and technological
tools.
Essential Skills
Community 101 / 2011-2012
8
Writing a Press Release
(See Press Release template in the “Publicity & Resources” section)
Write a Press Release
Students should contact the school newspaper and ask them to run two articles - one prior to
the student body survey and one following with the results of the survey. This is an effective
way to inform the entire student body about the Community 101 endeavors and to thank them
for completing the survey.
Students should write a press release and send it to the local media (newspaper, local cable TV,
Rotary, Chamber of Commerce, etc.). This will help inform the community as well as nonprofit
organizations about the good work the Community 101 students are doing. This is also a great
way to let potential sponsors know about the amazing work the students are doing!
When Writing a Press Release, Think About:
Your schedule
Your target audience
The main idea you want to get across
The most important information, which should be in the first two sentences of the release
When Writing a Press Release, Students Should:
Ensure every name, date, time, place, fact and figure in the release are recorded accurately, are
spelled correctly and have been checked with sources.
Ensure all copy is typewritten and double-spaced on a single side of a sheet of standard
8 ½ x11 inch paper.
Ensure page margins are at least one inch on each side.
Ensure the word “more” is typed at the bottom of the page. Indicate the end of the release by
inserting the symbols “###.”
Use short paragraphs -- even one-sentence paragraphs are okay in press releases.
Be consistent with your style (font type, font size, spacing, etc.) throughout.
If possible, include a high resolution photo of your Community 101 class.
Include a quote from at least one source. A source can be the Community 101 teacher advisor,
school principal, Community 101 funder, other Community 101 students or anyone else of
significance, if you have the space.
And Finally, Remember to:
Review a draft of the press release with Jennesa Datema, [email protected]
Include the Community 101 class contact name, phone number and e-mail address in case the
media has questions.
CRLS/Essential Skills related to these activities:
Personal
Management
CS.PM.02 Plan, organize and complete projects and assigned tasks on time, meeting agreed
upon standards of quality.
Communication
CS.CM.01 Locate, process and convey information using traditional and technological tools.
accurately.
Essential Skills
Community 101 / 2011-2012
9
Community Service/Volunteering – Why is it important?
Volunteers help get work done, introduce new ideas and make a community strong. Some of the most
active leaders in America today are often the least paid. Volunteers bring experience and working
hands to communities and nonprofits to complete tasks that otherwise could not be accomplished.
Volunteering is often referred to as community service because you can provide invaluable service to
your community by offering your time to help those in need, to spruce up a school or to remove litter.
In 2009, approximately 1 million volunteers in Oregon contributed 133.8 million hours of service.
Oregon is ranked 11 out of 50 states for volunteering.1
1n 2010-2011, 71% of Community 101 students collectively voluntereed over 18,000 hours!
By volunteering, you gain valuable experience, knowledge, confidence, and friendship that far outweigh
the few hours of sacrifice you give. Community service is of such benefit to the individual that colleges
and employers look for people with volunteer experience.
Engage the entire student body in the Community 101 volunteer project!
Tips for Community Service:
Know what you want out of volunteering, such as how to weatherize a home, plan an event,
prepare and serve food, plant vegetables in a communtiy garden, etc.
Check out the time it takes to do a particular volunteer project
Think about your skills, interests and life experiences and how they fit into a
volunteer setting
Encourage your advisor, principal, funder, friends and family to participate in your volunteer
project
Keep your eyes and ears open to find out about prospective jobs when you volunteer
Be open and honest about your desire for meaningful and satisfying work
Be willing to give and take honest feedback when volunteering
Respect confidentiality in volunteer settings
Bring your heart and your sense of humor!
CRLS/Essential Skills activities in this section:
1
Personal
Management
Communication
CS.CM.02 Listen attentively and summarize key elements of verbal and non-verbal communication.
CS.CM.03 Give and receive feedback in a positive manner.
Essential Skills
Listen actively and speak clearly and coherently.
http://www.oregonvolunteers.org
Community 101 / 2011-2012
10
November
Project Planning:






Identify and research local nonprofits
Send letters and grant applications to nonprofits
Schedule optional grantmaking workshop with Jennesa Datema, OCF (January)
Plan volunteer project(s)
Begin to plan & organize fundraising activity
Teachers – take a class period for students to reflect on their participation in the
program. See In-Class Student Reflection Activity in “Forms” section.
Forms You Need:



Sample Letter to Nonprofits (Request for Proposal)
Community 101 Grant Application
Reflection Checklist
Community 101 / 2011-2012
11
Understanding Nonprofit Organizations
50% of hospitals, 50% of colleges and universities, almost all art organizations, 60% of social service
agencies, and most civic organizations are nonprofit agencies. Nonprofits share the following
characteristics:
They are not a part of the government.
They use all funds to operate their services and organization.
They are self-governing, meaning a board of directors guides the organization.
They serve a public purpose that has been evaluated by the U.S. Congress - and often state and
local legislatures – that entitles them to full or partial exemption from many forms of taxation.
They may not participate in certain kinds of political activity.
A nonprofit is not prohibited from making a profit but must put all funds received back into the
organization and the services provided. The money raised by a nonprofit organization cannot
be used to benefit private individuals.
501(c)(3) Status Definition:
The 501(c)(3) status is a designation assigned by the IRS (Internal Revenue Service) to an organization
that exists for a charitable purpose, is a nonprofit organization and is tax-exempt. The IRS has a
number of different designations for nonprofit organizations; so when someone calls an organization a
“nonprofit,” that organization could be one of a number of different kinds of nonprofits. It is helpful to
know that organizations such as schools and governmental (city, county) entities are the government
equivalent of nonprofit organizations and, therefore, are eligible for funding under the Community 101
program.
CRLS/Essential skills for this section:
Employment
Foundations
CS.EF.03 Identify parts of organizations and systems and how they fit together.
CS.EF.04 Describe how work moves through a system.
CS.EF.05 Describe the changing nature of work, workplaces, and work processes on
individuals, organizations, and systems.
Career
Development
CS.CD.01 Assess personal characteristics related to education and career goals.
CS.CD.02 Research and analyze career and educational information.
Essential Skills
Community 101 / 2011-2012
12
Identifying Nonprofit Organizations
The student body/community survey determines which issue(s) are of greatest concern to your peers.
The mission statement clearly states which issues your Community 101 group plans to address. This
next step will help your Community 101 group assess nonprofit organizations; but first, students need
to locate those organizations. There are many ways to find nonprofit organizations in your community.
Here are some suggestions:
Research nonprofits on the internet. For example, Google “Medford nonprofits, child abuse”
Talk to friends, parents, teachers, school counselors and administrators
Look in the community pages section of your phone book and/or research nonprofit agencies
at the public library
Look for feature articles in newspapers or local publications
Ask for a list at the Chamber of Commerce or at service clubs such as Rotary, Kiwanis and
Optimists
Contact Jennesa Datema at The Oregon Community Foundation, 503-552-3509 or
[email protected]
Online resources: (See “Publicity & Resources” tab for additional resources)
www.guidestar.org
http://www1.networkforgood.org/
http://www.idealist.org
Idealist has a database you can search for Oregon nonprofits. Just enter “Oregon” in the
search box to reach organizations and then click on “Search.”
www.oregoninvolved.org
Search for nonprofits on the left-side toolbar.
www.servenet.org for service and volunteering opportunities
CRLS/Essential skills for this section:
Personal
Management
Problem Solving
CS.PS.01 Identify problems and locate information that may lead to solutions.
CS.PS.02 Identify alternatives to solve problems.
Communication
CS.CM.06 Speak clearly, accurately and in a manner appropriate for the intended audience when
giving oral instructions, technical reports and business communications.
Employment
Foundations
CS.EF.03 Identify parts of organizations and systems and how they fit together.
CS.EF.04 Describe how work moves through a system.
Community 101 / 2011-2012
13
Sample Request for Proposal Letter to Nonprofits
Print the following on your school letterhead. Be sure to include the blank Community 101
application with your letter.
November 15, 2011
Ms. Jane Doe
Name of Nonprofit Agency
1212 N. Smith Street
Medford, Oregon 97202
Dear Ms. Doe:
We, the members of ___________ (insert SCHOOL NAME) Community 101, invite you to submit a
grant application to our class.
Community 101 involves students through service, leadership and charitable giving; we learn about our
community through volunteering and grantmaking. Our Community 101 group has the opportunity to
distribute $5,000 to Oregon nonprofits that help people in our community. Funding is provided
by_____________ (insert FUNDER(S) NAME). Grants generally range from $500 to $2,000, and will
promote our mission statement, which is:
INSERT YOUR MISSION STATEMENT HERE
We will be accepting grant applications until January 31, 2012 (Or an earlier date of your choice).
Please complete the attached grant application and submit it to the address listed below.
We will review all proposals and request a site visit and/or an interview with a representative from
your organization. Applications submitted after the deadline will not be considered.
You will be notified of our decision and grants will be awarded in May. If you have any questions, you
may call me at _____________ (name of school and phone number), or call Jennesa Datema, The
Oregon Community Foundation, 503-227-6846.
Thank you for your interest in this exciting program!
Sincerely,
North Medford High School
Ms. Sara Barry, Teacher
Enclosure
RETURN 2 COPIES OF YOUR APPLICATION WITH 501(c)(3) verification letter by JANUARY
31 TO:
Ms. Sara Barry, Community 101 Program
1900 N. Keene Way Dr.
Medford, OR 97207
Personal Management
Essential Skills
Community 101 / 2011-2012
14
GRANT APPLICATION
Thank you for submitting this application. Please complete and sign this application and submit two copies to the
Community 101 class at __________________School at the address listed on the cover letter, along with the
following:
 Copy of your IRS 501(c)(3) determination letter
 List of your organization's other funding sources


Organization/program mission statement

Copy of the budget of the program for which you are
requesting funds
One-page description of the program for which
you are seeking funds and what needs this
program addresses
A P P L I C A N T O R GA N I ZA T IO N
Name of o rg a n iz a t io n :
Mission statement:
Project contact name:
Year incorporated:
Business address:
Mailing address (if different) :
Executive director:
Telephone number:
Fax number:
Web site:
E-mail:
Federal tax identification number:
Is the name of the organization as stated the same as it appears on the IRS letter of determination?
Yes:
No:
If not, please explain:
R EQ UES T F O R F U N D S
Name of specific project:
Project description:
Amount requested: $
Date funds needed:
Timeframe in which funds will be used:
Total project cost:
To:
From:
To:
O RGA N I ZA T I ON A L S T A F F
Number of full-time staff:
Number of part-time staff:
Geographic area served:
Number of volunteers:
Total operating budget for fiscal year:
S OU R C ES OF I N C OM E :
Fees/earned income:
Memberships:
% Individual contributions:
%
% United Way:
Corporate and/or foundation grants:
% Other :
% Special events:
%
%
Certification: I hereby certify that the information included in this application is true and correct, to the best of my knowledge. I further
certify that this organization does not discriminate on the basis of race, religion, creed, national origin, marital status, age, disability, gender,
sexual orientation or color.
Signature of authorized agency officer:
Title:
Date:
Questions? Call Jennesa Datema, The Oregon Community Foundation, 503-227-6846
Community 101 / 2011-2012
15
Student Reflection Activity
Teachers can use this tool to further delve into the impact of Community 101. For students: think
about the relationships between your Community 101 experiences and what you are learning in school,
the impact you are having on your community, and how what you’re learning in Community 101 might
affect your future.
Circle the number that most closely matches how you feel on a scale from 1 to 5.
Strongly
Disagree Not Sure
Disagree
Agree
Strongly
Agree
What I am doing in this class is interesting.
1
2
3
4
5
I have been given clear instructions.
1
2
3
4
5
I have been given challenging tasks to complete.
1
2
3
4
5
This program has enabled me to address real
needs in my community.
1
2
3
4
5
I have been given opportunities to assume
responsibilities.
1
2
3
4
5
I am having fun in Community 101!
1
2
3
4
5
I am making important decisions.
1
2
3
4
5
I can see the connection between my Community
101 experiences and what I am learning in school.
1
2
3
4
5
I get help from outside resources (teachers,
mentors) when I need it.
1
2
3
4
5
I am learning things that will help me in my future
employment or education.
1
2
3
4
5
I understand more about how a community works.
1
2
3
4
5
I can see how what I am doing is a benefit to my
community.
1
2
3
4
5
My classmates appreciate what I do.
1
2
3
4
5
I am working well with others on the team.
1
2
3
4
5
I have learned more about myself through my
participation in Community 101.
1
2
3
4
5
Other Reflection Suggestions:
Keep a journal – on your own or as a group.
Plan a training session for other students.
Create a video or PowerPoint presentation.
Write a letter to your local newspaper –
to the editor or an opinion editorial about
one of your activities.
Plan an activity involving younger children.
Compile a scrapbook or photo collage.
Community 101 / 2011-2012
Develop a presentation to involve your
neighbors.
Draw plans, based on your experience, to
show your ideal community.
16
December/January
Project Planning:
 Hold your class Grant Application Evaluation workshop. The teacher can lead this
workshop or you can invite a guest speaker. Contact Jennesa Datema to schedule
this workshop with a guest speaker, [email protected] or 503-227-6846.

Nonprofit grant applications are due to you by January 31. Students
need to make phone calls to remind nonprofits of the deadline.

Begin to review Nonprofit Grant Applications.

Schedule site visits or classroom interviews with nonprofits.
Communication
CS.CM.02 Listen attentively and summarize key elements of verbal and non-verbal
communication.
Personal
Management
CS.PM.02 Plan, organize and complete projects and assigned tasks on time, meeting
Community 101 / 2011-2012
17
Grantmaking Guidelines
Your class or group has $5,000 to grant to nonprofit organizations.
The $5,000 is distributed as follows: at least $4,000 must be granted to nonprofit
organizations in Oregon, and up to $1,000 (20 percent) of the total may be given to
your school to support in-school programs and/or projects. Students may choose to
give the total $5,000 to nonprofit organizations.
The funding must be given to programs that inspire change and encourage potential in
one of four focus areas: education, the promotion of healthy families, access to the
arts, or environmental enhancement. Funding must be used to help people in Oregon,
not animals, unless those animals are helping people, i.e., guide dogs.
All organizations receiving Community 101 grants must be 501(c)(3) nonprofit
organizations located within Oregon.
The funds must go directly to the nonprofit organization and not pass through any
other organization.
Funds cannot be used for lobbying or for promoting any specific religion.
Funds cannot be given to any organization that discriminates on the basis of race,
religion, creed, national origin, marital status, age, disability, gender or sexual
orientation.
Community 101 / 2011-2012
18
Grant Application Evaluation
Make grants only after you consider the priorities that you want to address with your
funding. Are there unmet needs today, or will there be future unmet needs if services are not
available?
Learn all you can about the organization(s) that you want to support. What is their
mission? How do you know this program is successful? Who else in the community is supporting
them? Do not feel compelled to make a grant to support a program or organization
that does not meet your own mission statement, needs or values. Read and understand
the cost of a program. How much of each dollar actually goes to provide the needed service?
Help as many people as possible with the grants you award.
Talk with the person or people who will actually be doing the work you are supporting.
Are they excited about their work and the value the grant will bring to the project? Can they tell
you exactly how your grant will make a difference in the operation of their program?
Get a written proposal from the organization about exactly what they plan to do with their
project, the goal(s) they hope to achieve and how they plan to spend the grant funds.
Conduct a site visit in advance of making a grant or to monitor how a previous grant is
being used.
Inform the grant recipient that they are required to complete a final report to tell next
year’s Community 101 class about the successes and failures of the funded project as well as details
about how the grant money was spent. The grant evaluation form for nonprofits is included with
the grant check, which is distributed at the awards ceremony in April or May.
CRLS/Essential Skills for this section include:
Personal
Management
Problem Solving
CS.PS.02
CS.PS.03
Communication
CS.CM.01 Locate, process, and convey information using traditional and technological tools.
CS.CM.04 Read technical/instructional materials for information and apply to specific tasks.
Teamwork
CS.TW.01 Identify different types of teams and roles within each type of team; describe why each
role is important to effective teamwork.
CS.TW.02 Demonstrate skills that improve team effectiveness (e.g., negotiation, compromise,
consensus building, conflict management, shared decision-making and goal-setting).
Community 101 / 2011-2012
Identify alternatives to solve problems.
Assess the consequences of the alternatives.
19
Student Tips for Reading Grant Applications
As you read, you should take notes in the margins of the grant applications or on a separate pad of
paper. As questions arise, jot them down. Some questions will probably be answered further along in
the application. If they are not, put the questions on a more permanent list for follow-up.
Throughout the reading, you should search for the following:
Credibility. The proposal will indicate whether the organization appears to be a reliable potential
grantee. Ask yourself: Does the organization know what it wants to accomplish? What is the evidence
that the organization is currently achieving its goals? What kind of reputation does the group enjoy
within its community and beyond?
Capability. What skills do the organization’s staff and board bring to the project? Are they relevant to
the project’s goals? Has the organization succeeded in similar projects of equal size and scale to what
they are now proposing? In short, you want to find out if the staff and board of the applicant
organization can carry out the project or program effectively.
Feasibility. You will be trying to determine whether the grant application is advancing a worthwhile
project built upon a good idea that can be successfully implemented by the organization. Simply put, can
the project be done? You will need to consult the budget to make certain that the organization has
allocated sufficient resources to execute the various tasks and strategies described in the grant
application.
Importance. Beyond the very sensible question of can and will a project be completed, you will
necessarily ask yourself: Should it be done? Is the project significant? Is there evidence that the project
will trigger action or work that the community wants? Will the project make a difference in the
community it claims to aid or resolve the issue it addresses? Given the other opportunities for funding,
is it the right one to support at this time?
Community 101 / 2011-2012
20
Grant Application Score Sheet
(See “Forms” section for Grant Application Score Sheet template)
Students can use this form to evaluate nonprofit grant applications. Encourage students to
come up with their own questions to ask. After the student completes this form, the entire
group can discuss the pros and cons of each application. This is a launching point for the
decision-making process.
Nonprofit Organization:
Project:
Questions:
Your Score:
Possible score:10; total 100
1. Project promotes healthy development of young people and
provides youth with a safe environment.
2. Project is viable/realistic; has realistic plan, timeline and
budget.
3. Project provides opportunities for young people to give back
to the community in meaningful ways.
4. Project involves youth and adults in project planning,
grantwriting and implementation.
5. Project brings together diverse people and organizations in
proposal and project development.
6. Project develops skills in young people.
7. Project promotes positive relationships between youth and
adults.
8. Project shows creativity and innovation.
9. Project is a vehicle for positive social change.
10. Project has elements of sustainability.
Total
score:__________
Your Name:
Comments:
Community 101 / 2011-2012
21
February
Project Planning:





Finish reviewing nonprofit grant applications
Complete interviews/site visits by the end of February
Start decision-making process – Which organizations should receive funding and why?
This is a team decision! Be prepared to submit grant recommendations for approval by
funder before spring break or before April 1
Participate in a volunteer project or multiple volunteer projects
Submit award ceremony date to Jennesa Datema at The Oregon Community
Foundation: [email protected]
Forms You Need:
 Grant applications you receive from nonprofits
 Site Visit Interview Form. Students should bring this form to their site visit and take
turns asking questions.
 Student photo/media waiver and release form
Smile! Your picture might be taken while you’re volunteering
and conducting site visits! Don’t forget to complete the photo
release form in the “Forms” section.
CRLS/Essential Skills activities for this section:
Career Development
CS.CD.05 Demonstrate job-seeking skills (e.g., writing resumes, completing applications and
participating in interviews).
Communication
CS.CM.05 Write instructions, technical reports and business communications clearly and
accurately.
Personal
Management
CS.PM.02 Plan, organize and complete projects and assigned tasks on time, meeting agreed upon
CS.PM.03 Take responsibility for decisions and actions and anticipate consequences of decisions
and actions.
Problem Solving
CS.PS.03 Assess the consequences of the alternatives.
Teamwork
CS.TW.02 Demonstrate skills that improve team effectiveness (e.g., negotiation, compromise,
consensus building, conflict management, shared decision-making and goal-setting).
Essential Skills
Demonstrate personal management and teamwork.
Listen actively and speak clearly and coherently.
Community 101 / 2011-2012
22
Student Site Visits & Interviews
(See “Forms” section for Student Site Visit Interview form)
A site visit can be a valuable method for gathering information about a nonprofit organization. Site visits are
particularly useful because they can help you have a better understanding of what the organization does and
where they are located. They can also provide useful information when deciding to award the organization a
grant.
Prepare for a site visit (or interview) by re-reading the application and supporting materials. Be prepared to
articulate the Community 101 grant-making process and timeline. You represent your school and peers
at these visits!
There is no single, correct procedure for interviews or site visits. Some students prepare an agenda,
others prepare a list of questions and others ask for an informal description of the project and agency.
Be clear in communicating your expectations of the agency:
Do you want to meet with a board member?
With which staff members do you want to meet?
How much time do you have scheduled?
Are there any other written materials that should be made available to you before or during the
visit?
When conducting interviews, your role is one of an impartial investigator. You are gathering
facts. You are trying to understand the need for the project, the level of research and planning behind
it, the capacity of the organization to carry it out, the reasonableness of the budget for the activities
planned, and the extent to which community members have been involved.
Do not be afraid to ask tough questions. Your job is to gain a thorough understanding of the
project and be able to present a clear picture of it to other Community 101 students. If a question is
not answered, ask it in a different way. Probe for specifics; and if they remain unclear, request
supplemental written information. It is acceptable to express admiration for the nonprofit’s work, but
be aware that too much enthusiasm will be misinterpreted as a “sure thing” in terms of getting the
grant.
Community 101 / 2011-2012
23
Student Site Visit Interview Form
Your Name
Date of Site Visit
Community 101 at (Name of School)
Name of Nonprofit Organization
Address
Phone Number
Web Site
Person Interviewed
Title
Email address
Organization Information:
Is your nonprofit a registered 501(c)(3) agency?
Yes No
What is your agency’s mission statement?
What does your agency do? (Be sure you understand this!)
How long has your agency been in existence?
Years
Who works here?
Does your organization use volunteers? How? Do you offer training or orientation for
volunteers?
Community 101 / 2011-2012
24
What would funding be used for? (Be sure you understand this!)
What are the goals and purposes of this program?
What are the timeline and staffing for the program?
For this program, what geographic area do you serve?
Who do you serve?
How many people do you serve annually?
How do you know this is a useful program?
Financial information:
Where does your organization get money to operate?
Do you receive contributions?
Where do the contributions come from?
What percentage of your budget is used for administration and operations?
%
What are your current fundraising activities? Have they been successful?
Community 101 / 2011-2012
25
Student Decision-Making Models
Teachers can use decision-making models to help students decide, as a group, which organizations
should receive funding. This exercise can be done after the students review grant applications and
conduct site visits and/or hear presentations by nonprofits requesting funds.
Consensus
Consensus is used to make sure everyone involved in Community 101 has a say in the outcome of
which organizations will receive funding. Consensus-based decisions are achieved through discussion
and must be approved by everyone at the meeting. A particular decision might be reshaped many times
before unanimous consensus is reached. Groups that choose to use the consensus process often do so
because voting on issues can divide membership and leave some people feeling unheard. Reaching
unanimous consensus also may raise levels of commitment by group members because everyone is
agreeing on a solution. The consensus-building process, however, requires time, discipline and patience
on the part of meeting participants as well as a careful and attentive facilitator. Eventually, the choice is
narrowed down and fine-tuned, until all the parties at the table agree.
Examples:
Use red, green and yellow cards to express one’s opinion. Red blocks the decision, yellow
passes it with some hesitation and green passes the decision completely. The group cannot go
forward if someone is holding a red card, and groups are encouraged to ask those holding a
yellow card to express their hesitation. Everyone should have the opportunity to discuss why
they are holding a particular card. After discussion, ask the students to hold up the cards again.
Once everyone feels their voice has been heard, make a final decision based on everyone’s
input.
Use the thumb method. Thumb up, thumb to the side, and thumb down. Thumb up means the
student agrees with the decision, thumb to the side shows hesitation, and thumb down means
the student does not agree with the decision. Everyone should have the opportunity to discuss
why they are in agreement, hesitant or do not agree. After discussion, ask the students to
come to a decision, as a unit, about which organizations they want to support.
Majority or 2/3 vote
This model usually works best. Make sure students know which organizations are being voted on and
the details of the project which they are funding.
Examples:
Ask students to raise their hand to vote.
Post nonprofit and project names on the wall and ask everyone to place one or two stickers on
the nonprofit for which they want to vote.
Scores/Ranking
Ask students to rank or score the projects or programs they are deciding on. The project with the
highest score is passed or awarded the amount of money requested.
Examples:
Use a scoring system of A, B, C or 1 to 5 to score items to be decided. Use criteria to score
grant request.
Use a recommendation system (highly recommend, recommend, undecided, hesitation, do not
recommend) to help alleviate scoring discrepancies.
Community 101 / 2011-2012
26
March
Program Planning:
 Complete site visits
 Continue volunteer projects
 Complete fundraising activities before grant decision approval and include amount
raised from student fundraising
 Classroom decisions: Decide which nonprofit organization(s) will receive student
grants
 Receive approval of grant decisions: Complete Request for Approval of
Grant Decisions letter (see “Forms” section) and submit to Jennesa Datema
by April 1, 2012: [email protected]. Jennesa will conduct due diligence for the
organizations; she will verify their 501(c)(3) status prior to the organization receiving
student grant funds
Form You Need:
 Letter requesting approval of grant decisions (see “Forms” section). Be sure to include
the grant applications with the 501(c)(3) letters.
CRLS/Essential Skills for this section include:
Communication
CS.CM.01 Locate, process and convey information using traditional and technological
tools.
Essential Skills
Use technology to learn, live and work.
Personal
Management
CS.PM.03 Take responsibility for decisions and actions and anticipate consequences of
decisions and actions.
Problem Solving
CS.PS.02 Identify alternatives to solve problems.
CS.PS.03 Assess the consequences of the alternatives.
CS.PS.04 Select and explain a proposed solution and course of action.
Community 101 / 2011-2012
27
Report-Out Meetings
After reviewing applications and conducting site visits or classroom interviews, your classroom can hold a
“Report-Out Meeting.” This is a great way to share information and make sure everyone is included in the
process.
Each student evaluator, or group of student evaluators, gives a brief oral report about the grant application
and site visit. After the report, other students ask questions and help to determine funding decisions. The
oral report of the student evaluator(s) should include:
A brief description of the grant request and nonprofit applicant
A description of the strengths and weaknesses of the proposal and its fit with the students’
Community 101 mission statement
A recommendation of the project’s urgency for funding (high, medium or low)
Community 101 / 2011-2012
28
Sample Letter: Request for Approval of Grant Decisions
(See “Forms” section)
The grants must be approved by OCF before you inform the nonprofits of their grant
status. Include copies of each 1-page grant application and the 501(c)(3) letter from every
organization that will receive a grant. This is a business letter. Print on school letterhead
with no typos.
March 15, 2012
Ms. Jennesa Datema
Community 101 Coordinator
1221 SW Yamhill, Suite 100
Portland, OR 97205
Re: 2011-2012 Community 101 student grant recommendations
Dear Ms. Datema:
The Community 101 class at
(INSERT SCHOOL NAME) is pleased to
submit the following list of grants to The Oregon Community Foundation for approval. Once we
receive your approval of these recommendations, our class will notify agencies that applied to us of our
decisions.
These recommendations fit our mission statement:
(Insert your mission statement here)
Organizations to receive funding
Community Outreach
(funds for food, shelter and substance abuse assistance to those in
poverty in the Mid-Willamette Valley)
Corvallis Environmental Center
(funds for garden education and vegetable box distribution for lowincome families)
Linn Benton Food Share
(funds to distribute donated food to low-income individuals in Benton &
Linn counties)
SouthSide Youth Outreach, Inc.
(funds to purchase three new 8 foot tables to replaced non-functional
student utility tables)
Total:
Amount
$2,500
$1,000
$990
$510
$5,000
STUDENT FUNDRAISING DOLLARS
In-school grant
$ 500
Student Assistance (funds to help provide food, clothing and supplies to low-income students)
Community 101 / 2011-2012
29
Our class conducted 300 volunteer hours at the following organizations:
The Children’s Guild Therapy Center
The Inn Homeless Youth Program
SMART
50 hours
200 hours
50 hours
Sincerely,
Community 101 Student Leader
Community 101 / 2011-2012
Teacher
30
April
Program Planning:
 Make sure your student grant recommendations are submitted to Jennesa Datema at
The Oregon Community Foundation, by April 1
 Conclude volunteer projects
 Receive approval of grant recommendations from Jennesa Datema, The Oregon
 Send award and declination letters to nonprofits
 Plan and prepare for awards ceremony presentation
 Mail awards ceremony invitations. Make sure you send copies of the invitation to
Jennesa, your funder, school principal, school administrators, community leaders,
family and friends!
 Write a press release
 Contact your local media
 Practice awards presentation
 Teacher submits optional Outstanding Student Volunteer Award to Jennesa
Forms You Need:
 Award letter
 Declination letter
 Press release
 Award ceremony invitation
 Outstanding Student Volunteer Award (optional)
 Student Contact Information (optional)
CRLS/Essential Skills for this section:
Communication
tools.
Essential Skills
Personal
Management
Teamwork
CS.TW.01 Identify different types of teams and roles within each type of team; describe
why each role is important to effective teamwork.
Community 101 / 2011-2012
31
Grant Award Notification to Nonprofits: Sample Letter
Students use this template to send professional business letters to nonprofits that will receive grants.
Students must receive approval from Funder prior to sending this letter.
April
, 2012
Mr. Albert Einstein
Executive Director
Boys & Girls Club
123 Main Street
Anytown, Oregon 97204
Re: Request for Funding from Community 101
Dear Mr. Einstein:
The Community 101 group at ____________________ School is pleased to inform you that we have
approved a grant to your organization in the amount of $___________.
Community 101 grants are made possible through collaborative efforts between The Oregon
Community Foundation, the PGE Foundation, _____________________ (insert funder) and
_________________ (insert school).
We look forward to presenting you a grant check for this amount at an awards ceremony organized by
our Community 101 class. This ceremony will take place on ______________ (day, date, time,) at
________________ (location and address). An invitation to the awards ceremony is enclosed.
Please RSVP by calling ______________________ at ______________ (phone number or email
address). Please note: You, or a representative from your organization, must attend the
ceremony or your organization will forfeit this grant.
At the awards ceremony, you will receive the grant, a letter and a blank final grant evaluation report
for your completion. The final grant report is due to Jennesa Datema, The Oregon Community
Foundation, by October 31, 2012.
Our Community 101 class extends its best wishes for your success in this program, and we look
forward to seeing you at our awards ceremony.
Sincerely,
Community 101 / 2011-2012
Teacher
32
Sample Letter: Declination Letter to Nonprofits
(see “Forms” section)
Students use this template to send professional business letters to nonprofits that will not receive
grants.
April
, 2012
Mr. Wilbur Wright
Neighborhood Food Bank
10 Franklin Street
Any Town, Oregon 97204
Dear Mr. Wright:
The members of the Community 101 group at ________________ School would like to thank you
for submitting a grant request to our class. It is with regret, however, that we respectfully decline this
request. We gave each application we received serious consideration, but we were simply not able to
fund them all.
Thank you for giving us the opportunity to learn about your organization. We appreciate your interest.
This experience has made an impact on each student in our class.
If you have any questions, we invite you to contact our faculty advisor or Jennesa Datema, Community
101 Coordinator at The Oregon Community Foundation. She can be reached at 503-227-6846 or
[email protected]
Sincerely,
________________________
________________________
Teacher
Community 101 / 2011-2012
33
May
Program Planning:
 Complete volunteer projects
 Your school will receive $5,000 in grant making money. This will go to your
school bookkeeper, who will prepare the grant checks for your awards ceremony.
 Hold awards ceremony. Be sure C101 advisor has grant checks to distribute to
nonprofit attendees
 Students complete post-evaluation survey and submit to Jennesa Datema. Jennesa will
distribute copies of these surveys to teachers along with a pre-addressed envelope.
Teachers will receive the teacher post-evaluation online survey via email. The time
needed to complete the surveys is about 10-15 minutes.
Forms You Need:
 Teacher or lead student to complete Activities Summary and submit to Jennesa by
June 1
 Teacher or lead student can submit nomination form for Outstanding Student
Volunteer Award (optional)
 Post evaluation survey for students
Community 101 / 2011-2012
34
Awards Ceremony
Students - This is your chance to celebrate and let the community, school, friends, and family
know what you’ve accomplished! The first step is to decide when and where you want to
have the awards ceremony. An evening program will allow more parents and local business
leaders to attend, while one held during the day may allow you to include the student body.
Whichever you choose, make it special and include your school and local media. If you hold
the awards ceremony in conjunction with an assembly, be sure the awards are first on the
agenda and give the nonprofit grantees an opportunity to speak. If you aren’t able to do this,
please do not have the awards ceremony during the assembly.
How to plan ahead for a successful awards ceremony:
1. Create an invitation list. This is an opportunity to celebrate your accomplishments and to
inspire the community. Besides the Community 101 grant recipients, C101 coordinator, your
funder and classroom volunteers, consider inviting the principal, school board members, local
businesses (through the Chamber of Commerce), parents and other community members.
2. Set a presentation date and time. Keep in mind the availability of your teacher, class, principal,
funder and C101 coordinator.
3. Determine where you’ll hold the awards ceremony and schedule the venue in advance.
4. Make sure the checks will be available for the ceremony. Coordinate with school
bookkeeper.
5. Design invitations and send them out (see examples of award invitations in the “Forms”
section). Make sure to communicate the date, time and location of your awards ceremony to
Jennesa Datema.
6. Make reminder calls to all nonprofit grantees two weeks in advance.
7. Create an agenda for the presentation, include introductions of teacher, funder, and students.
8. Plan awards ceremony program. Make sure everyone participates in the awards ceremony,
whether they are greeting people or presenting. Everyone in attendance should know who you are,
what you are doing and why you are doing it. Include this information in your verbal presentations.
9. Practice! Practice! Practice!
10. If you choose to arrange for refreshments, such as cookies and punch, plan in advance and ask local
stores for donations. If they have enough notice, Starbucks and some grocery stores are happy to
donate food items for charitable purposes.
11. Arrange for a photographer and news coverage. Contact the school newspaper and
your school’s marketing/communication class. This is a great opportunity to have a positive
impact on your community!
CRLS/Essential skills for this activity:
Teamwork
CS.TW.01 Identify different types of teams and roles within each type of team; describe why
each role is important to effective teamwork.
Communication
CS.CM.06 Speak clearly, accurately and in a manner appropriate for the intended audience when
giving oral instructions, technical reports and business communications.
Community 101 / 2011-2012
35
Activities Summary
School ____________________________________
Date ___________________________
Submitted by _______________________________
Teacher ________________________
Teachers or lead students to complete this summary and send to Jennesa Datema, The Oregon
Community Foundation, by June 1.
Email:
[email protected]
Phone:
503-227-6846
Fax:
503-274-7771
1. Did you/your students track personal progress through any of the following: Career-Related
Learning Standards Alignment, Extended Application Standards Assessment Tools and/or
journals?
2. How many hours did your class volunteer throughout the program (be sure to submit
Volunteer Activity Report)?
3. What school and community partners have you identified and learned about?
4. Did you plan or hold a fundraising activity? If so, how much money did you raise?
5. Did you take and submit photos of Community 101 activities?
6. Did you tell people what you’re doing? Such as submitting a press release to the community
newspaper, in-school newspaper or local cable access station, etc.
7. Did you have guest speakers come to your class? If so, who and what did he/she discuss?
Community 101 / 2011-2012
36
Volunteer Activity Report
Please complete and return to Jennesa by June 1.
School: ________________________________________
Nonprofit Organization/Agency
Student Volunteer Activities
Student
Volunteer
Hours
TOTAL HOURS
Community 101 / 2011-2012
37
Looking Ahead
Students and teachers participating in Community 101 are invited to help plan and facilitate the
Fall 2012-2013 Community 101 training/kickoff. This is a great opportunity to apply what
you’ve learned throughout the year to helping others have a successful Community 101
experience.
Interested students and teachers should send their name, school and summer contact
information to Jennesa Datema: [email protected] or 503-227-6846.
Community 101 / 2011-2012
38
Forms
Student Body/Community Survey ................................................................................................ p. 1
Mission Statement template........................................................................................................... p. 2
Sample Letter: Request $5,000 from Your Funder .................................................................. p. 3
Sample Letter: Request $5,000 from Your Funders ................................................................ p. 4
Sample Letter: Request for Proposal to Nonprofits ................................................................ p. 5
Root Causes Diagram ..................................................................................................................... p. 6
Grant Application Form.................................................................................................................. p. 7
Student Reflection Activity ............................................................................................................ p. 8
Grant Application Score Sheet ..................................................................................................... p. 9
Student Site Visit Interview Form .................................................................................... p. 10 & 11
Sample Letter: Request for Approval of Grant Decisions .................................................... p. 12
Sample Letter: Grant Award Notification to Nonprofits ..................................................... p. 13
Sample Letter: Decline Letter to Nonprofits .......................................................................... p. 14
Grant Evaluation Report for Nonprofits .................................................................................. p. 15
Student Contact Information ...................................................................................................... p. 16
Outstanding Student Volunteer Nomination ........................................................................... p. 17
Photo/Media Release Form .......................................................................................................... p. 18
Awards Ceremony Invitations Examples
Student Body/Community Survey
Our Community 101 group in ________________ (insert name of class) is helping to improve our
community through volunteerism and philanthropy. Our Community 101 group has $5,000 to give to
nonprofit organizations that inspire change and encourage potential in one of four areas: education, the
promotion of healthy families, access to the arts or environmental enhancement. We need your help so
that our time and money will have the biggest impact. We’d like your input in determining a focus for this
funding.
What issues facing you and your community (school, neighborhood, family, and friends,
whichever you choose) do you think have the greatest need?
Please choose a total of five issues and rank them in order from 1 to 5, with “1” being the
most important to you and “5” being of least concern. If you think none of these is the number one
problem, please check “Other” and tell us what you think it should be.
Rank
Issue
Rank
Issue
Alcohol abuse
Poor health care
Decreasing voter turnout
Problems with education
Teen pregnancy
Personal finance education
Stress
Discrimination
Lack of self esteem
Mental health (anxiety, depression, etc.)
Racism
Illiteracy
Suicide
Inadequate housing
Bullying
Homelessness
Healthy relationships
Civic engagement
Children living in poverty
Vandalism and graffiti
Lack of recreational facilities / programs
Easy access to guns
Services for the disabled
Drug abuse
Child abuse
Juvenile crime
Rape/date rape
Lack of community involvement
Services for the elderly
Lack of volunteerism
Violence in schools
Lack of awareness of available social
services
Lack of arts and music
Other:
Hunger
Other:
Community 101 / 2011-2012
Page 1
2011-2012
Community 101 Mission Statement
School:
Submitted by:
Date:
Teacher:
Name of funder:
Mission statement:
Important! Email the Request for Funds letter, with your missions statement, by
October 31, 2011.
Jennesa Datema: [email protected]
Community 101 / 2011-2012
Page 2
Request $5,000 from Your Funder: Sample Letter 1
November 5, 2011
Ms. Jennesa Datema
Harry & Marguerite Kendall Fund of The Oregon Community Foundation
Portland, OR 97205
Re: Request for $5,000 for Community 101 Student Grantmaking for 2011-2012
Dear Ms. Datema:
We, the students of Stayton High School are writing to ask the Harry & Marguerite Kendall Fund of The
Oregon Community Foundation to grant our Leadership class $5,000 so we can help nonprofit
organizations that address hunger and homelessness in our community.
All organizations have a mission statement that guides the actions of the organization, spells out its overall
goal, and provides a sense of direction. Our mission statement is:
“We, the dedicated Community 101 students of Stayton High School, intend to address the issues
that affect the youth of our community and their families. Through philanthropy and
determination, we will be working to meet the needs of local nonprofits active in our community.”
As a class, we will review all nonprofit grant applications and rate each one based on which most closely
meets our mission statement.
We will keep in contact with OCF throughout this school year. We thank the Harry & Marguerite
Kendall Fund of The Oregon Community Foundation for providing $5,000 for student grantmaking. The
funds help us learn the importance of giving back.
Sincerely,
________________________
Kelly Fields, Teacher
Stayton High School
Community 101 / 2011-2012
_____________________________________
Jane Smith, Student
Community 101 Student
Page 3
Request $5,000 from Your Funders (if you have two funders)
Sample Letter 2
November 5, 2011
Ms. Jennesa Datema
Portland, OR 97205
Re: Request for Funds for Community 101 Student Grantmaking for 2011-2012
Dear Ms. Datema
In order to fund this year’s Community 101 student grantmaking, the David Douglas High School
Community 101 class respectfully requests a grant of $5,000 ($2,500 each) from the Meyer Memorial
Trust and the Baron/Gilbert Fund of The Oregon Community Foundation.
After conducting a school-wide survey to determine which issues are of the highest priority within our
community, our mission statement is as follows:
“We the students of David Douglas High School are concerned with children who are affected by
poverty, abuse and homelessness. With assistance from the Baron/Gilbert Fund of The Oregon
Community Foundation and the Meyer Memorial Trust, we are looking to support non-profit
organizations that address these issues.”
As a class, we will review all nonprofit grant applications and rate each one based on which most closely
meets our mission statement.
We will keep in contact with OCF throughout this school year. We thank the Meyer Memorial Trust and
the Baron/Gilbert Fund of The Oregon Community Foundation for providing $5,000 for student
grantmaking. The funds help us learn the importance of giving back.
Sincerely,
________________________
Mr. Brad Joy, Teacher
Community 101 / 2011-2012
_____________________________________
Page 4
Sample Letter: Request for Proposal to Nonprofits
Print the following on your school letterhead. Be sure to include a blank Community 101 grant
application form with your letter.
November 15, 2011
Ms. Jane Doe
Name of Nonprofit Agency
1212 N. Smith Street
Medford, Oregon 97202
Dear Ms. Doe:
We, the members of ___________ (insert SCHOOL NAME) Community 101, invite you to submit a
grant application to our class.
Community 101 involves students through service, leadership and charitable giving; we learn about our
community through volunteering and grantmaking. Our Community 101 group has the opportunity to
distribute $5,000 to Oregon nonprofits that help people in our community. Funding is provided
by_____________ (insert FUNDER(S) NAME). Grants generally range from $500 to $2,000, and will
promote our mission statement, which is:
INSERT YOUR MISSION STATEMENT HERE
We will be accepting grant applications until January 31, 2012 (Or an earlier date of your choice). Please
complete the attached grant application and submit it to the address listed below. We will
review all proposals and request a site visit and/or an interview with a representative from your
organization. Applications submitted after the deadline will not be considered.
You will be notified of our decision and grants will be awarded in May. If you have any questions, you may
call me at _____________ (name of school and phone number), or call Jennesa Datema, The Oregon
Community Foundation, 503-227-6846.
Thank you for your interest in this exciting program!
Sincerely,
Ms. Sara Barry, Teacher
Enclosure
RETURN 2 COPIES OF YOUR APPLICATION WITH 501(c)(3) verification letter by JANUARY 31
TO:
Ms. Sara Barry, Community 101 Program
1900 N. Keene Way Dr.
Medford, OR 97207
Community 101 / 2011-2012
Page 5
Root Causes Diagram
Directions
This worksheet helps you to think about the issue you are addressing at a deeper level. WHY is it a
problem? WHAT are the things that cause it? HOW does your project address one of the ROOT
CAUSES? Here’s how:
1. Identify the BIG ISSUE the students want to address (this should relate to the mission statement).
2. Brainstorm all the different reasons why this is a problem. What are some of the things that cause
or contribute to this problem? These are ROOT CAUSES.
3. Pick which root cause(s) you are going to address. Draw an arrow from the BIG ISSUE circle to
the ROOT CAUSES box.
4. Under the diagram, briefly explain the RESEARCH you have done to help you understand these
root causes and how your project will begin to address the bigger issue by tackling the root cause.
EXAMPLE ROOT CAUSE DIAGRAM
ROOT CAUSES
BIG ISSUE
ROOT CAUSES
Your Project
Our group has…
We plan to…
This tool is based on a worksheet created by the young people involved in the Youth Innovation Fund at the Oasis Center in
Nashville, TN. Thanks to America’s Promise, $aving Our Futures financial curriculum.
Community 101 / 2011-2012
Page 6
GRANT APPLICATION
Thank you for submitting this application. Please complete and sign this application and submit two copies to the
Community 101 class at __________________School at the address listed on the cover letter, along with the
following:
 Copy of your IRS 501(c)(3) determination letter
 List of your organization's other funding sources


Organization/program mission statement

Copy of the budget of the program for which you are
requesting funds
One-page description of the program for which
you are seeking funds and what needs this
program addresses
A P P L I C A N T O R GA N I ZA T IO N
Name of o rg a n iz a t io n :
Mission statement:
Project contact name:
Year incorporated:
Business address:
Mailing address (if different) :
Executive director:
Telephone number:
Fax number:
Web site:
E-mail:
Federal tax identification number:
Is the name of the organization as stated the same as it appears on the IRS letter of determination?
Yes:
No:
If not, please explain:
R EQ UES T F O R F U N D S
Name of specific project:
Project description:
Amount requested:
$
Date funds needed:
Timeframe in which funds will be used:
Total project cost:
To:
From:
To:
O RGA N I ZA T I ON A L S T A F F
Number of full-time staff:
Number of part-time staff:
Geographic area served:
Number of volunteers:
Total operating budget for fiscal year:
S OU R C ES OF I N C OM E :
Fees/earned income:
Memberships:
% Individual contributions:
%
% United Way:
Corporate and/or foundation grants:
% Other :
% Special events:
%
%
Certification: I hereby certify that the information included in this application is true and correct, to the best of my knowledge. I further
certify that this organization does not discriminate on the basis of race, religion, creed, national origin, marital status, age, disability, gender,
sexual orientation or color.
Signature of authorized agency officer:
Title:
Date:
Questions? Call Jennesa Datema, The Oregon Community Foundation, 503-227-6846
Community 101 / 2011-2012
Page 7
Student Reflection Activity
Teachers can use this tool to further delve into the impact of Community 101. For students: think about
the relationships between your Community 101 experiences and what you are learning in school, the
impact you are having on your community, and how what you’re learning in Community 101 might affect
your future.
Circle the number that most closely matches how you feel on a scale from 1 to 5.
Strongly
Disagree Not Sure
Disagree
Agree
Strongly
Agree
What I am doing in this class is interesting.
1
2
3
4
5
I have been given clear instructions.
1
2
3
4
5
I have been given challenging tasks to complete.
1
2
3
4
5
This program has enabled me to address real
needs in my community.
1
2
3
4
5
I have been given opportunities to assume
responsibilities.
1
2
3
4
5
I am having fun in Community 101!
1
2
3
4
5
I am making important decisions.
1
2
3
4
5
I can see the connection between my Community
101 experiences and what I am learning in school.
1
2
3
4
5
I get help from outside resources (teachers,
mentors) when I need it.
1
2
3
4
5
I am learning things that will help me in my future
employment or education.
1
2
3
4
5
I understand more about how a community works.
1
2
3
4
5
I can see how what I am doing is a benefit to my
community.
1
2
3
4
5
My classmates appreciate what I do.
1
2
3
4
5
I am working well with others on the team.
1
2
3
4
5
I have learned more about myself through my
participation in Community 101.
1
2
3
4
5
Other Reflection Suggestions:
Keep a journal – on your own or as a group.
Plan a training session for other students.
Create a video or PowerPoint presentation.
Compile a scrapbook or photo collage.
Write a letter to your local newspaper –
to the editor or an opinion editorial about
one of your activities.
Develop a presentation to involve your
neighbors.
Draw plans, based on your experience, to
show your ideal community.
Plan an activity involving younger children.
Community 101 / 2011-2012
Page 8
Grant Application Score Sheet
Students can use this form to evaluate nonprofit grant applications – they can add additional
questions, too! Once a student completes this form, the entire group can discuss the pros and
cons of each application. This is a launching point for the decision-making process.
Nonprofit Organization:
Project:
Your Score
Questions
Possible score:10/100
total
1.
Project promotes healthy development of young people and
provides youth with a safe environment.
2.
Project is viable and/or realistic; has realistic plan, timeline and
budget.
3.
Project provides opportunities for young people to give back
to the community in meaningful ways.
4.
Project involves youth and adults in project planning,
grantwriting and implementation.
5.
Project brings together diverse people and organizations in
proposal and project development.
6.
Project develops skills in young people.
7.
Project promotes positive relationships between youth and
adults.
8.
Project shows creativity and innovation.
9.
Project is a vehicle for positive social change.
10. Project has elements of sustainability.
Total
Your Name:
Comments:
Community 101 / 2011-2012
Page 9
Student Site Visit Interview
Your name:
Date of site visit:
Community 101 at (Name of School):
Name of nonprofit organization:
Address:
Phone Number:
Web Site:
Person Interviewed:
Title:
Email address:
Organization Information
Is your nonprofit a registered 501(c)(3) agency?
Yes
No
What is your agency’s mission?
What does your agency do? (Be sure you understand this!)
How long has your agency been in existence?
Years
Who works here?
Does your organization use volunteers? How? Do you offer training or orientation for
volunteers?
Community 101 / 2011-2012
Page 10
For what will the funding be used for? (Be sure you understand this!)
What are the goals and purposes of this program?
What are the timeline and staffing for the program?
For this program, what geographic area do you serve?
Who do you serve?
How many people do you serve annually?
How do you know this is a useful program?
Financial information:
Where does your organization get money to operate?
Do you receive contributions?
Where do the contributions come from?
What percentage of your budget is used for administration and operations?
%
What are your current fundraising activities? Have they been successful?
Community 101 / 2011-2012
Page 11
Sample Letter: Request for Approval of Grant Decisions
March 15, 2012
Ms. Jennesa Datema
1221 SW Yamhill, Suite 100
Portland, OR 97205
Re: 2011-2012 Community 101 student grant recommendations
Dear Ms. Datema:
The Community 101 class at
(INSERT SCHOOL NAME) is pleased to submit
the following list of grants to The Oregon Community Foundation for approval. Once we receive your
approval of these recommendations, our class will notify agencies that applied to us of our decisions.
These recommendations fit our mission statement:
(Insert your mission statement here)
Amount
Community Outreach
Linn counties)
Total:
$2,500
$1,000
$990
$510
$5,000
STUDENT FUNDRAISING DOLLARS
In-school grant
$ 500
Student Assistance (funds to help provide food, clothing and supplies to low-income students)
Our class conducted 300 volunteer hours at the following organizations:
The Children’s Guild Therapy Center
The Inn Homeless Youth Program
SMART
50 hours
200 hours
50 hours
Sincerely,
Community 101 / 2011-2012
Teacher
Page 12
Sample Letter: Grant Award Notification to Nonprofits
April
, 2012
Mr. Albert Einstein
Executive Director
Boys & Girls Club
123 Main Street
Anytown, Oregon 97204
Re: Request for Funding from Community 101
Dear Mr. Einstein:
The Community 101 group at ____________________ School is pleased to inform you that we have
approved a grant to your organization in the amount of $___________.
Community 101 grants are made possible through collaborative efforts between The Oregon Community
Foundation, the PGE Foundation, _____________________ (insert funder) and _________________
(insert school).
We look forward to presenting you a grant check for this amount at an awards ceremony organized by
our Community 101 class. This ceremony will take place on ______________ (day, date, time,) at
________________ (location and address). An invitation to the awards ceremony is enclosed. Please
RSVP by calling ______________________ at ______________ (phone number or email address).
Please note: You, or a representative from your organization, must attend the ceremony or
your organization will forfeit this grant.
At the awards ceremony, you will receive the grant, a letter and a blank final grant evaluation report for
your completion. The final grant report is due to Jennesa Datema, The Oregon Community Foundation,
by October 31, 2012.
Our Community 101 class extends its best wishes for your success in this program, and we look forward
to seeing you at our awards ceremony.
Sincerely,
Community 101 / 2011-2012
Teacher
Page 13
Sample Letter: Declination Letter to Nonprofits
April
, 2012
Mr. Wilbur Wright
Neighborhood Food Bank
10 Franklin Street
Any Town, Oregon 97204
Dear Mr. Wright:
The members of the Community 101 group at ________________ School would like to thank you for
submitting a grant request to our class. It is with regret, however, that we respectfully decline this
request. We gave each application we received serious consideration, but we were simply not able to
fund them all.
Thank you for giving us the opportunity to learn about your organization. We appreciate your interest.
This experience has made an impact on each student in our class.
If you have any questions, we invite you to contact our faculty advisor or Jennesa Datema, Community
101 Coordinator at The Oregon Community Foundation. She can be reached at 503-227-6846 or
[email protected]
Sincerely,
________________________
________________________
Teacher
Community 101 / 2011-2012
Page 14
Outstanding Community 101 Student Volunteer Nomination
Student Nominated:
___
School:
Teacher/Advisor:
Class:
Student’s year in school: ______________________________________________________
Reason(s) for nomination:
If a senior, future plans:
Submit this nomination form to Jennesa Datema by May 1:
[email protected]
Fax:
503.274.7771
Community 101 / 2011-2012
Page 15
Grant Evaluation Report for Nonprofits
(This is for your information. Jennesa will include this form in the grant check envelope)
Organization Name
Person responsible for project/program
Date
This grant is awarded by ________________ High School Community 101 students and is made possible
by the ____________________________ (funder name).
This grant report will allow the funder and the next group of Community 101 participants to understand
the effectiveness of the grant.
Using the questions below, provide a summary of how the grant funds were used:
1. To what degree has the project met its objective(s)?
2. In instances where objectives could not be met, what were the reasons?
3. Has this project been modified since you received the grant from the students?
4. Have the actual costs of the project been consistent with estimates? If not, what were the reasons for
the significant variations?
5. Do you believe funding from this Community 101 class has attracted support from other foundations,
supporters, etc.?
6. Please describe your experience with the Community 101 students and the program overall. We truly
appreciate your comments!
Please submit this report via mail or email by October 31, 2012 to:
Jennesa Datema
Portland, OR 97205
[email protected]
A copy of the report will be forwarded to the incoming Community 101 student group at the school. If you have
questions, please contact Jennesa Datema: 503-227-6846 or [email protected]
Community 101 / 2011-2012
Page 16
2011-2012
Student Contact Information Form
For follow-up research on the long-term impact of the Community 101 experience,
we would like to contact you periodically over the next few years.
We ask you to fill out this form and return it to The Oregon Community Foundation.
Thank you for agreeing to participate in this follow-up evaluation.
Date:
Student Name:
Name of High School:
Year in Community 101:
Permanent Address:
Email:
Return to:
Jennesa Datema
Portland, OR 97205
[email protected]
Community 101 / 2011-2012
Page 17
Student Photo/Media Waiver and Release Form
I, ________________________________________, hereby grant to The Oregon Community Foundation
(OCF) and the PGE Foundation (PGEF) the rights to use, for its purposes, and RELEASE, WAIVE AND
FOREVER DISCHARGE any and all claims arising out of the use by OCF or PGEF (and their authorized
designees) of my likeness, my spoken words, and/or my voice, whether on film, videotape, sound recording,
photograph, or published material, including but not limited to in any educational film, news article, press kit
or company publication which may be published in newspapers, exhibited or broadcast on television, radio,
cable television, by means of video cassette recorders, advertisement, or any other business use or purpose
by PGEF, OCF or their authorized designees.
I have read and understood the foregoing and sign this release of my own free will.
Witnessed by:
Signed by:
(Signature of witness)
(Signature of photograph, publication or recording subject)
Date:
Date:
If under 18, parent or guardian must complete the following:
I,
_____________________________________________,
parent
or
guardian
of
____________________________________(student’s name), do hereby give my consent and
agreement to the foregoing waiver and release.
Witnessed by:
Signed by:
(Signature of witness)
Date:
Community 101 / 2011-2012
(Signature of parent or guardian)
Date:
Page 18
Publicity

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





Community 101 Facebook !
Website and photo instructions
How to write a press release
Sample press release
News media contacts
Resources
Volunteer resources
Curriculum resources
Student action organization
Community 101 / 2011-2012
Community 101 on Facebook!
Students and teachers are encouraged to join the Community 101 Facebook group. Jennesa
Datema is the group administrator. She will post information about student volunteer activities,
highlight student projects, opportunities for youth development/leadership and articles related to
youth philanthropy and civic engagement.
The Facebook group will also bring students together from around the state to discuss what they
are learning through the Community 101 process.
Website
You are encouraged to create a webpage that is linked to your school’s homepage where you can
post mission statements, pictures, awards, news articles and upcoming volunteer activities. Be
sure to send the link to Jennesa Datema, [email protected]. A link will be posted on the
Community 101 site so other schools, sponsors and community groups can learn more about
your school’s Community 101 program. You are responsible for the creation and upkeep of the
site. Be creative and have fun!
Don’t have the technology know-how? Talk to your school district technology coordinator or
school web design class for help. All groups that are technologically capable should have a
Community 101 website.
Take Photos
You are doing great work – let people know about it! A great way to get community exposure
and to celebrate your achievements is with photos. Pictures of your group volunteering, making
tough decisions and celebrating are invaluable reminders of your hard work.
How to take good photos:
Get pictures of students in action.
Make sure you can see their faces!
Sign and send your photos release form!
Volunteer activities where you are interacting with community members are great
opportunities for action shots.
Make sure the flash is on – there is nothing like an overcast day to ruin a good photo.
Try to get digital photos – emailing photos to your contacts and uploading photos to a
website are much easier when your memories are digital. Don’t forget to email photos
and media release form to Jennesa Datema, OCF, [email protected]
CRLS/Essential Skills related to this activity:
Communication
CS.CM.01 Locate, process and convey information using traditional and
technological tools.
Essential Skills
Community 101 / 2011-2012
1
Writing a Press Release
(See Press Release Template)
When writing a press release, think about:
Your schedule.
Your target audience.
The main idea you want to get across.
The most important information: this should be in the first two sentences of the release.
Check your release to be sure that:
Every name, date, time, place, fact, and figure in the release are accurately recorded (spelled
correctly) and have been checked with sources.
All copy is typewritten and double-spaced on a single side of a sheet of standard 8 ½ x11 inch
paper.
Page margins are at least one inch on each side.
If the release continues for more than one page, include the word “more” at the bottom of the
page indicate the end of the release by inserting the symbols “###.”
You use short paragraphs -- even one-sentence paragraphs are okay in press releases.
You are consistent with your style throughout.
You include a quote from at least one source-- your principal or anyone else of significance-- if
you have the space.
And finally, remember to:
Review your draft press release with Jennesa Datema, [email protected].
Include your Community 101 class contact name, phone number and email address in case the
media has questions.
Personal
Management
Communication
tools.
CS.CM.05 Write instructions, technical reports and business communications clearly
and accurately.
Essential Skills
Community 101 / 2011-2012
2
Press Release Template
For immediate release
For more information, contact: Ima Sample, Student 503-867-5309
High School Students Grant $5,000 to Oregon Nonprofits
Location, OR, (Date) November 4, 2011 – This is the story. Write about your Community 101 project; include
your group’s Mission Statement, results from the student body survey, volunteer projects, fundraising activity, etc.
Always answer the questions WHO, WHAT, WHEN, WHERE and HOW in this first paragraph.
Be concise– your news release should be one page long and should include only the most important points. If the
media contact is interested, you can send him or additional information later. Media may be interested in where you
are volunteering and how much money is involved or the total giving from all Community 101 programs.
“Include a QUOTE by you, your principal or anyone else of significance if you have space,” said Steve Smith, Title.
The last paragraph should be the BOILER PLATE, a statement that explains in the plainest of terms what
you do. You should put the Community 101 description here. You also have to include the Community 101 boiler
plate as follows:
Administered by The Oregon Community Foundation and the PGE Foundation, Community 101 is a classroombased program that provides student leadership and civic engagement through charitable giving. Community 101
students have granted over $2.2 million to Oregon nonprofits since 1997. For information about how to become
involved or to sponsor a class at your local high school, please contact Jennesa Datema, The Oregon Community
Foundation, 503-227-6846.
If you happen to run onto two pages (but really try not to), you need to type “-more-” below the last
line of the first page, and type “###” below the last line of the article.
###
Community 101 / 2011-2012
3
Sample Press Release
For immediate release
For more information, contact: Silia Polamalu, Teacher, Bandon High School
High School Students Grant $5,000 to Oregon Nonprofits
Bandon, Oregon, November 4, 2011 – The Bandon High School Leadership Class is pleased to
announce its participation in Community 101. Community 101 is a curriculum-based program that provides
students with opportunities for service and leadership through philanthropy and volunteering. Students
involved in Community 101 identify community issues, research and interview nonprofits, and review grant
applications. The students then have a minimum of $5000 to distribute in grants. The Bandon High School
Leadership Class received grant money from the Meyer Memorial Trust and the Norman F. Sprague, Jr.
Foundation.
The class is focusing on nonprofit organizations that promote healthy families in or around the Bandon
community. Grant applications have been sent to nonprofits and are due back by March 27. The class will
hold an awards ceremony on May 14 to present grant money to the selected nonprofit organizations. For
information and applications, please contact Silia Polamalu at [email protected] or call Bandon
High School at 541-347-4413 and ask for Silia Polamalu.
“I feel really excited that the leadership class is taking on another wonderful project and I
applaud them. I think that Community 101 will help out the community a lot,” said Ms. Knapp,
Principal of Bandon High School.
The Community 101 program is sponsored by The Oregon Community Foundation and the PGE
Foundation, who are partnering to expand Community 101 to more schools throughout the state. For more
information about Community 101, please visit www.oregoncf.org/c101 or call Jennesa Datema, The
Oregon Community Foundation, at 503-552-3509.
###
Community 101 / 2011-2012
4
News Media Contacts
Web-Based Media
Community Youth Development Journal
http://www.cydjournal.org/about/index.html
Submit a story about your program to this online journal.
Newspapers
The Oregonian
Department
Phone
Newsroom
(503) 221-8100
[email protected]
(503) 227-5306
Suburban Desk
(503) 221-8373
[email protected]
(503) 294-5071
Metro Portland
(503) 221-8199
[email protected]
(503) 294-5023
Metro West
(503) 294-5950
[email protected]
(503) 203-1813
Metro East
(503) 294-5950
[email protected]
(503) 667-9973
Metro South
(503) 294-5920
[email protected]
(503) 656-2417
Metro Southwest
(503) 294-5984
[email protected]
(503) 968-6061
Metro Hillsboro
(503) 640-9364
[email protected]
(503) 615-5775
Metro Clark County
(503) 294-5900
[email protected]
(360) 896-5716
[email protected]
(503) 363-4862
E-mail
Fax
The Oregonian - Salem
Cheryl Martinis
(503) 399-8540
Michelle Cole
(503) 294-5143
Community 101 / 2011-2012
[email protected]
(503) 294-5159
5
Clackamas County Newspapers
Canby Herald
Editor
Newsroom
Fax
Email
Dave Howell
(503) 266-6831
(503) 266-6836
[email protected]
Clackamas County News
(Estacada/Eagle Creek)
Editor
Newsroom
Fax
Email
Clinton Vining
(503) 630-3241
(503) 630-5840
[email protected]
Clackamas County Review/
Oregon City News
Editor
Newsroom
Fax
Email
David Stroup
(503) 786-1996
(503) 620-3433
[email protected]
Lake Oswego Review
Editor
Newsroom
Fax
Email
Martin Forbes
(503) 635-8811
(503) 635-8817
[email protected]
Molalla Pioneer
Editor
Newsroom
Fax
Email
Steve St. Amand
(503) 829-2301
(503) 829-2317
[email protected]
Sandy Post
Editor
Newsroom
Fax
Email
Lloyd Woods
(503) 668-5548
(503) 668-0748
[email protected]
West Linn Tidings
Editor
Newsroom
Fax
Email
Ray Pitz
(503) 635-8811
(503) 635-8817
[email protected]
Community 101 / 2011-2012
6
Columbia County Newspapers
Clatskanie Chief
Editor
Newsroom
Fax
Email
Deborah Steele Hazen
(503) 728-3350
(503) 728-3350
[email protected]
Longview Daily News
(Washington)
Editor
Newsroom
Fax
Email
Cal Fitzsimmons
(360) 577-2579
(360) 577-2538
[email protected]
Scappoose Spotlight
Editor
Newsroom
Fax
Email
Art Heerwagen
(503) 543-6387
(503) 543-6380
[email protected]
St. Helens Chronicle
Editor
Newsroom
Fax
Email
Pamela Peterson
(503) 397-0116
(503) 397-4093
[email protected]
Silverton Appeal
Editor
Newsroom
Fax
Email
John Doran
(503) 873-8385
(503) 873-8064
[email protected]
Statesman Journal
Editor
Newsroom
Fax
Email
David Risser
(503) 399-6712
(503) 399-6706
[email protected]
Woodburn Independent
Editor
Newsroom
Fax
Email
John Baker
(503) 981-3441
(503) 981-1253
[email protected]
Marion County Newspapers
Multnomah County Newspapers
Associated Press
Editor
Reporter
Newsroom
Fax
Email
Terry Petty
Bill McCall
(503) 228-2169
(503) 228-5514
[email protected]
Community 101 / 2011-2012
7
Beaverton Valley Times
Editor
Newsroom
Fax
Email
Mikel Kelly
(503) 684-0360
(503) 546-0724
[email protected]
The Business Journal
Editor
Newsroom
Editor – direct line
Fax
Email
Rob Smith
(503) 274-8733
(503) 219-3404
(503) 227-2650
[email protected]
The Columbian (Vancouver)
Editor
Newsroom
Fax
Email
Lou Brancaccio
(360) 694-3391
(360) 699-6033
[email protected]
Daily Journal of Commerce
Editor
Newsroom
Fax
Email
Joe Wilson
(503) 226-1311
(503) 226-2216 (fax)
[email protected]
Gresham Outlook
Editor
Newsroom
Editor – direct line
Fax
Email
Tiffaney O’Dell
(503) 665-2181
(503) 492-5123
(503) 665-2187 (fax)
[email protected]
Portland Tribune
Editor
Newsroom
Fax
Email
Roger Anthony
(503) 226-6397
(503) 226-7042 (fax)
[email protected]
St. Johns Review
News
Newsroom
Fax
Email
Gayla Patton
(503) 283-5086
(503) 735-1446
[email protected]
Willamette Week
Editor
Newsroom
Fax
Email
Mark Zusman
(503) 243-2122
(503) 243-1115
[email protected]
Community 101 / 2011-2012
8
Washington County Newspapers
Forest Grove News-Times
Editor
Newsroom
Fax
Email
L.D. Saari
(503) 357-3181
(503) 359-8456 (fax)
[email protected]
Hillsboro Argus
Editor
Newsroom
Fax
Email
Gary Stutzman
(503) 648-1131
(503) 648-9191
[email protected]
Tigard Times/Tualatin Times
Editor
Newsroom
Fax
Email
Kevin Hardin
(503) 684-0360
(503) 546-0724
[email protected]
Newberg Graphic
Editor
Newsroom
Fax
Email
Gary Allen
(503) 538-2181
(503) 538-1632
[email protected]
McMinnville News Register
Editor
Newsroom
Fax
Email
Steve Dagwell
(503) 472-5114
(503) 472-9151
[email protected]
Sheridan Sun
Editor
Newsroom
Fax
Email
George Robertson
(503) 843-2312 ext.204
(503) 843-3830
[email protected]
Community 101 / 2011-2012
Yamhill County Newspapers
9
Eastern Oregon Newspapers
Heppner Gazette
Editor
Newsroom
Fax
Email
Katie Foster
(541) 676-9228
(541) 676-9211
[email protected]
Hermiston Herald
Editor
Newsroom
Fax
Email
Michael Kane
(541) 567-6457
(541) 567-4125
[email protected]
East Oregonian (Pendleton)
Correspondent
Voice only
Fax
E-mail
Newsroom
Fax
Email
Amy Jo Brown
(541) 564-4533
(541) 567-1764
[email protected]
(541) 276-2211
(541) 276-8314
[email protected]
North Morrow Times
(Boardman)
Editor
Newsroom
Fax
Email
Lyn Prag
(541) 481-9260
(541) 481-9200
[email protected]
Tri-City Herald
(Pasco, Washington)
Correspondent
Voice and fax:
Cell
Newsroom
Fax
Email
Jeannine Koranda
(541) 567-4459
(541) 947-2532
(509) 582-1502
(509) 582-1510
[email protected]
Cascade Business News
Cascade Discovery
(Bend)
Publisher
Newsroom
Fax
Email
Pamela Hulse Andrew
(541) 388-5665
(541) 388-6927
[email protected]
Community 101 / 2011-2012
Central Oregon Newspapers
10
Central Oregon Newspapers, continued
Bend Bugle
Editor
Newsroom
Fax
Email
Barney Lerton
(541) 389-6886
(541) 389-7089
[email protected]
The Bulletin (Bend)
Editor
Newsroom
Fax
Email
Richard Coe
(541) 383-0360
(541) 385-5804
[email protected]
The Source (Bend)
Editor
Newsroom
Fax
Email
H. Bruce Miller
(541) 383-0800
(541) 383-0088
[email protected]
The Madras Pioneer
Editor
Newsroom
Fax
Email
Susan Matheny
(541) 475-2275
(541) 475-3710
[email protected]
Redmond Spokesman
Editor
Newsroom
Fax
Email
Leslie Pugmire-Hole
(541) 548-2184
(541) 548-3203
[email protected]
The Sagebrush News
(Redmond)
Newsroom
Fax
Email
(541) 447-2082
(541) 447-2083
[email protected]
The Nugget
(Sisters)
Editor
Newsroom
Fax
Email
Eric Dolson
(541) 549-9941
(541) 549-9940
[email protected]
Community 101 / 2011-2012
11
Regional Television
Northwest Cable News
(Portland)
Newsroom
Fax
Email
(503) 226-5617
(503) 226-5616
[email protected]
Northwest Cable News
(Seattle)
Assignment Editor
Newsroom
Fax
Email
Betsy Robertson
(206) 448-3616
(206) 448-3797
[email protected]
KTVZ TV Channel 21
(Bend)
Newsroom
Fax
Email
(541) 617-6500
(541) 382-1616
[email protected]
Assignment Editor
Norm Gunning
Eric Spolar
Denise Smith
Portland Television
KATU (2)
Evening Desk
Weekend Desk
Newsroom
Fax
Email
KGW (8)
Assignment Editor
Evening Desk
Weekend Desk
Newsroom
Fax
Email
KOIN (6)
Assignment Editor
Evening Desk
Weekend Desk
Newsroom
Fax
Email
Community 101 / 2011-2012
(503) 231-4264
(503) 231-4263
[email protected]
Molly Kretz
Amber Shoebridge
[email protected]
Nick Bradshaw
(503) 226-5111
(503) 226-5059
[email protected]
Bruce Williams
(503) 464-0744
Shelly Swanke
Rod Smith and
Elise Cartmill
(503) 464-0614/0743
(503) 464-0614
(503) 464-0806 (fax)
[email protected]
12
Portland Television, continued
KPTV (12)
Assignment Editor
Evening Desk
Weekend Desk
Newsroom
Fax
E-mail
Debbie Curran
Alissa Haase
Jenelle Winter
(503) 548-6558
(503) 548-6550
(503) 548-6920
[email protected]
Portland News Radio
KEX (1190 AM)
News Director
Email:
Newsroom
Fax
Email
KINK (101 FM)
Program Director
Newsroom
Morning Producer
Fax
Email
Brad Ford
[email protected] or
[email protected]
(503) 222-1929
(503) 224-3216
[email protected]
Sheila Hamilton
(503) 517-6110
Inessa
[email protected]
(503) 517-6130
[email protected] or
[email protected]
KKCW (103 FM)
News Director
Newsroom
Fax
Email:
John Erickson
(503) 224-6397
(503) 802-1640
[email protected]
KOPB (91.5 FM)
News Director
Main Radio Station
Newsroom
Fax
Email:
Morgan Holm
(503) 293-1905
(503) 293-1995
(503) 293-1919
[email protected]
Community 101 / 2011-2012
13
Portland News Radio, continued
KPAM (860 AM)
News Director
Newsroom
Fax
Email
Bill Gallagher
(503) 417-8783
(503) 226-3994
[email protected]
KUIK (1360 AM)
News Director
Newsroom
Fax
Email
Paul Warren
(503) 640-1360
(503) 681-9088
[email protected]
or (preferably)
[email protected]
KXL (750 AM)
News Director
Newsroom
Fax
Email
Rebecca Marshall
(503) 417-7630
(503) 417-7661
[email protected]
KKSN (97.1 FM)
News Director
Office
Fax
Email
Mike Turner
(503) 223-1441
(503) 223-6909
[email protected]
KUPL (98.7 FM)
News Director
Newsroom
Fax
Email
Amy King
(503) 497-2322
(503) 497-2336
[email protected]
KWJJ (99.5 FM)
News Director
Newsroom
Fax
Email
Jolynn Winter
(503) 228-4393
(503) 227-3938
[email protected]
Community 101 / 2011-2012
14
Salem Radio
KBZY (1490 AM)
News Director
Newsroom
Fax
Email
Roy Dittman
(503) 362-1490
(503) 362-6545
[email protected]
KYKN (1430 AM)
News Director
Newsroom
Fax
Email
Josh Frith
(503) 393-1430
(503) 390-3728
[email protected]
KSND
(Leave a statement, for air, on
the newsroom voicemail.)
News Director
Newsroom
Main
Fax
Email
Steve Kay
(503) 763-2351
(503) 763-9951
(503) 763-2676
[email protected]
SW Washington Radio
KLOG (1490 AM) Kelso
News Director
Newsroom
Fax
Email
Ray Byers
(360) 636-0110
(360) 577-6949
[email protected]
KBAM (1270 AM) Longview
News Director
Office
Fax
Email
Julie Laird
(360) 425-1500
(360) 423-1554
[email protected]
KOHU (1360 AM) Hermiston
News Director
Newsroom
Fax
Email
Alan Scaia
(541) 567-6500
(541) 567-6068
[email protected]
KUMA (1290 AM) Pendleton
News Director
Newsroom
Fax
Email
Butch Thurman
(541) 276-1511
(541) 276-1480
[email protected]
Eastern Oregon Radio
Community 101 / 2011-2012
15
Eastern Oregon Radio, continued
KTIX (1240 AM) Pendleton
News Director
Newsroom
Fax
Email
Butch Thurman
(541) 278-2500
(541) 276-1481
[email protected]
Central Oregon Radio
KBND (1110 AM) Bend
KLRR (101.7 FM)
KMTK (99.7 FM) Bend
KTWS (98.3 FM)
News Director
Newsroom
Fax
Email
Ryan Cambridge
(541) 388-1110
(541) 388-0456
[email protected]
KMGX (100.7 FM)
KSJJ (102.9 FM)
KXIX (94.1 FM)
KICE (940 AM)
News Director
Newsroom
Fax
Email
R.L. Garrigus
(541) 617-5286
(541) 389-7885
[email protected]
KRCO (690 AM)
KWLZ (96.5 FM)
KWPK (104.1 FM)
KLTW (95.1)
News Director
Newsroom
Fax:
Email
Paul Valle
(541) 389-8206
(541) 383-3403
[email protected]
KNLR
News Director
Newsroom
Fax:
Email
Terry Cowan
(541) 389-8873
(541) 389-5291
[email protected]
Community 101 / 2011-2012
16
Resources



Volunteer Resources
Curriculum Resources
Getting Connected: Student-Action Organizations
Personal Management
CS.PM.05 Maintain appropriate interactions with colleagues.
Communication
CS.CM.01 Locate, process, and convey information using traditional and
technological tools.
Essential Skills
Use technology to learn, live, and work.
Community 101 / 2011-2012
17
Volunteer Resources
Discuss with your Community 101 group what volunteer project interests you the most. The best place
to find volunteer opportunities is to look right in your own community and start talking to people. Check
with local service clubs (Rotary, Kiwanis, or Soroptimist) and other organizations such as 4-H, FFA,
YMCA, churches, senior centers, and community centers to see if they have a group volunteer project
available. Check to see if your school or school district has a volunteer coordinator or service learning
coordinator. Look within your school for volunteer opportunities.
Ideas for volunteer projects include: planting trees, picking up litter along the banks of a river,
painting a school, serving food at a local shelter, packing food boxes at a local food bank, removal
of invasive species of plants, sorting books at a library, graffiti removal, etc.
Do you see a need for a volunteer project in your community? You can create a volunteer project
that is fun and interesting.
Web-based volunteer resources:
Oregon
Hands On Portland
http://www.handsonportland.org/
Hands On Portland works with organizations to connect community volunteers to a variety of meaningful
opportunities for service and leadership. The website includes a searchable database of volunteer
opportunities.
National Center for Charitable Statistics
http://nccsdataweb.urban.org/PubApps/search.php
A national on-line database, NCCS help you find nonprofits in specific areas of interest (education, health
care, human services, etc.).You can search for nonprofits within your county, zip code and/or city.
Oregon Volunteers!
http://www.oregonvolunteers.org/
Oregon Volunteers promotes and supports AmeriCorps, volunteerism and civic engagement to
strengthen Oregon communities. Oregon Volunteers! develops and maintains a clearinghouse of Oregon
volunteer resources. For volunteer opportunities, go to:
http://www.oregonvolunteers.org/cgi-bin/display.cgi?page=volunteer
SOLV
http://www.solv.org/
SOLV brings together volunteers in programs and projects to enhance the natural environment and
livability of Oregon. The website lists a variety of volunteer opportunities available throughout the state at
all times of the year. Students are invited to join in regularly scheduled events as well as education
programs designed to be incorporated into school-based curricula.
Community 101 / 2011-2012
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National:
Idealist.Org Kids & Teens
http://www.idealist.org/info/Volunteer/Ideal
Need some help finding volunteer opportunities in your community? You have come to the right place.
Global Youth Service Day
http://www.gysd.org/
Join millions of youth around the world that are volunteering to improve their communities. Global Youth
Service Day is an annual campaign that celebrates and mobilizes the millions of children and youth who
improve their communities each day of the year through service and service-learning.
Make a Difference Day
http://www.usaweekend.com/diffday/
Make A Difference Day is a national day of helping others -- a celebration of neighbors helping neighbors that takes place annually on the fourth Saturday of every October. Check the website for details of how
your group can participate.
Youth Service America
http://ysa.org/
Youth Service America was founded 21 years ago and is dedicated to engaging youth in their community
to build upon the pillars of civic engagement, youth development and social change. This website is rich in
resources and opportunities to engage young people in their communities.
Community 101 / 2011-2012
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Curriculum Resources
Learning to Give
http://www.learningtogive.org/
Learning to Give offers lesson plans, activities, and resources to educate youth about the power of
philanthropy - sharing time, talent, and treasure - empowering young people to make a difference in their
schools, their communities and their world!
National Service Learning Clearinghouse
http://www.servicelearning.org/
The Learn and Serve America National Service Learning Clearinghouse (NSLC) supports the service
learning community including kindergarten through grade twelve as well as all others interested in
strengthening schools and communities using service learning techniques and methodologies.
Click on Resources to find a variety of support materials.
National Youth Leadership Council
http://nylc.org
The NYLC website is one of the best resources out there, providing the whole range of tools for K-12
educators and students to learn about quality service learning programs including the new Service
Learning Standards of Quality Practice.
Participatory Evaluation with Young People
http://www.ssw.umich.edu/YouthAndCommunity/
This free workbook was prepared to help young people develop knowledge for action and change through
program evaluation, community assessment, policy analysis, or other studies. It provides practical tools for
participatory evaluation, including steps in the process, methods of gathering information, making sense of
the findings, and formulating strategies for creating change. Made available through the University of
Michigan School of Social Work.
SOLV
www.solv.org
SOLV provides oodles of lesson plans – all free, and all aligned to Oregon content standards and diploma
requirements. Some lesson plans are posted on the website for downloading, others can be ordered from
SOLV directly. SOLV staff can also offer project planning assistance and both site and technical assistance
with restoration and enhancement projects.
Community 101 / 2011-2012
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Student Action Organizations:
Getting Connected & Involved
DoSomething
http://www.dosomething.org/
Do Something is all about your ideas, your solutions, and your vision for a better community. Do
Something is a nationwide network of young people who know they can make a difference and take action
to change the world around them.
The FreeChild Project
http://www.freechild.org/aboutus.htm
The Freechild Project is a nonprofit community building program. The website is designed for young
people and adults committed to changing the world - together. It is designed to highlight issues, actions,
and resources.
The League
http://www.leagueworldwide.org/
This nonprofit combines community service, learning, and friendly “co-opetition” among schools around
the world. It is a school-based system that combines state standards-based lesson plans with community
service events that teach students the value of giving and recognizes them for their efforts.
YouthNOISE
http://www.youthnoise.com/
An initiative of Save the Children, YouthNOISE works to inspire, connect, and empower youth to help
young people everywhere by volunteering, fundraising, and speaking out.
Youth in Philanthropy
http://youth.fdncenter.org/youth_getinvolved.html
Scroll through the links and choose from a wide variety of websites that offer ideas for volunteering and
getting involved in philanthropy. Here you'll find information on everything from starting a club to helping
out in your community to instructions about how kids can start their own nonprofit organizations.
Youth Venture
http://www.youthventure.org/index.php
Youth Venture helps to empower young people ages 12-20 by providing them all the tools necessary to
create civic-minded organizations, clubs, or businesses. They strive to reach and support any young person
nationwide who has a dream about how to make a difference and the dedication to make it happen. Youth
Venture provides access to a variety of resources including a national network of like-minded young
people, media opportunities, and up to $1,000 in seed capital needed to launch their organization.
Community 101 / 2011-2012
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Frequently Asked Questions (FAQ)
What is the PGE Foundation (PGEF)?
The PGE Foundation’s permanent endowment of $25 million ensures support to Oregonians in
perpetuity. Since its inception in 1997, the Foundation has awarded millions of dollars in grants, ranging
from programs that give people a healthier life, to efforts that bring the arts to rural communities, to
educational projects for students from pre-school through college. PGEF is the Portland General Electric
Foundation; for more info visit the foundation website: www.pgefoundation.org.
What is The Oregon Community Foundation (OCF)?
Founded in 1973, The Oregon Community Foundation is a nonprofit organization that works in
partnership with individual, family and business donors to improve the lives of Oregonians through
philanthropy and by building an endowment for Oregon’s future. In 2010, OCF’s donors granted $60
million to nonprofit organizations statewide and assisted more than 2,000 students with scholarships for
college. For more information, please visit OCF’s website: www.oregoncf.org
What is the role of The Oregon Community Foundation and the PGE Foundation?
OCF administers the Community 101 program. OCF reviews school applications and secures student
grantmaking funds for each school. OCF provides support to teachers and students throughout the
course of the year. OCF is here to answer questions, help research nonprofits in the community, be a
resource to teachers and students, act as a liaison between the funder and the school and make the
program a fun and rewarding experience for everyone! The PGEF founded the program and provides a
large portion of the student grantmaking funds.
How do I apply to have Community 101 at my school?
Applications are welcome from innovative teachers who want to add a community service-learning
component to their classrooms. The Community 101 application is available online in Portable
Document Format (PDF). Please visit: www.oregoncf.org/c101. You will need Adobe™ Acrobat™
Reader to view this document. You can also contact OCF for an application.
The Community 101 application process generally occurs in March. Applications are reviewed March
through June and may involve a phone interview with new schools. The Foundation notifies applicants
about the status of their application and participation in June and July. Teachers receive the Community
101 handbook and are invited to attend a student and teacher workshop in September.
What is required to be involved with Community 101?
•
•
•
•
•
•
•
•
•
•
•
•
A completed Community 101 application.
Funding for student grantmaking.
Community-service:
students
are
required
to
perform
and
document
at least one community-service project during the course of the program. Volunteering must be
done in connection with Community 101.
The Community 101 Workbook for teachers and students.
A teacher or an advisor.
A minimum of 12 students who are committed to completing the program in its entirety (i.e., 7
to 9 months, generally, although exceptions can be made for specific circumstances). Program
time requirements average 4 classroom hours monthly, beginning in September and ending in
April-May. A regular meeting time must be set at the beginning of the course.
Attendance by the teacher (and 1 or 2 students) at a Community 101
training workshop in September.
An awards ceremony that is hosted and organized by Community 101 students.
Student fundraising is encouraged and must be done in the name of Community 101.
Program recognition by school and community.
A completed Community 101 Activities Summary.
Students and teachers must complete pre- and post-program surveys.
Community 101 / 2011-2012
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How long has Community 101 been in operation? Where did the idea come from?
Community 101, a program of The Oregon Community Foundation and the PGE Foundation, is
a student grantmaking and civic engagement program. It is modeled after a similar program,
EPYCS (El Pomar Youth in Community Service), pioneered by the El Pomar Foundation in
Colorado. In 1997, the PGE Foundation began Community 101. In 2008, the PGE Foundation
partnered with The Oregon Community Foundation to offer the program to more students
throughout Oregon. Since its inception, over 6,000 students have been involved and distributed
over $2.2 million to Oregon nonprofit organizations.
Where does the funding come from?
The Oregon Community Foundation and the PGE Foundation work together to provide
grantmaking funds and seek support from local businesses, foundations and individuals to
sponsor programs so that young Oregonians can experience the opportunity to learn about
civic engagement and social responsibility. Funding comes from a variety of donors including
individuals, businesses, statewide corporations, service-clubs and OCF Donor Advised Funds.
What is service-learning?
Service-learning is a teaching and learning strategy that integrates community service with
academic study to enrich learning, teach civic responsibility and strengthen communities.
Service learning is education through experience with civic engagement. Community 101 and
SOLV’s Community 101 Service-Learning Program are prime examples of how students
develop invaluable life skills through interacting with members of their communities. Service
learning is the future of education because it is practical, applicable, interdisciplinary and
personally meaningful to the student.
What is a grant?
A grant is the award of funds to an organization or individual to undertake charitable or taxexempt activities.
What is a 501(c)(3)?
The 501(c)(3) status is a designation given by the IRS (Internal Revenue Service) to an
organization that exists for a charitable purpose, is a nonprofit organization and is tax exempt.
The IRS has a number of different designations for nonprofit organizations. A “nonprofit”
organization could be one of many different types of nonprofits, including a foundation, public
art organizations, mental health agencies, food banks, etc. Schools and governmental (city,
county) entities are the government equivalent of nonprofit organizations. United States
nonprofits are exempt from income and property taxation.
What are the most common grants awarded by Community 101 students?
Community 101 grants are required to be in accordance within these focus areas: arts and
culture, education, environmental enhancement and healthy families. Grants usually range
between $500 to $2000.
Does Community 101 have to be implemented in a high school class curriculum?
The Community 101 syllabus is flexible and can be incorporated into almost all curricula;
however, the program is designed to be implemented in a high school classroom. Teachers use
the program as a tool to enhance the class curriculum by providing a service-learning
opportunity.
Community 101 / 2011-2012
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How does Community 101 help meet Oregon’s high school diploma requirements?
In 2002, the Oregon Department of Education adopted the career-related learning standards
(CRLS) as a requirement for graduation. Like the Essential Skills, the CRLS are foundational skills
that prepare students for post high school success. They are applied across the curriculum and
in a variety of settings. Proficiency levels and assessments, however, are determined locally.
To earn a high school diploma, in addition to completion of District-prescribed numbers of
credits in various subject areas (math, language arts, science, etc.) students must develop an
education plan and build an education profile; demonstrate an extended application through a
collection of evidence; demonstrate career-related knowledge and skills in six areas and
participate in career-related learning experiences as outlined in the education plan. The CRLS
will continue to be part of the graduation requirements through the class of 2011. Beginning in
2012, the CRLS will merge with the Essential Skills.
The Community 101 program provides students an ideal opportunity to demonstrate
proficiency in all six areas of Career Related Learning Standards: personal management, problem
solving, communication, teamwork, employment foundations and career development. Activityby-activity alignments are included in this handbook, demonstrating the link between the
proposed activity and the specific standard.
Community 101 / 2011-2012
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Glossary
C101 program coordinator: A representative from The Oregon Community Foundation who
administers the Community 101 program, coordinates funding, engages schools, provides materials and
training to teachers, visits classrooms to meet the students and is the “go to” person for all C101
related questions.
C101 volunteer: Volunteers facilitate the implementation of the Community 101 program with
youth. They provide technical assistance to teachers and students and updates to OCF about your class
progress.
Grantmaking:
Giving money for a philanthropic purpose, i.e., funding nonprofit organization
programs that help people in need.
Funder, sponsor, donor: Organization or person providing the funds for student grantmaking.
In-school grant: Money to help fund a project or program that aids students in an educational
manner.
501(c)(3) nonprofit organization: An organization that does not distribute its surplus funds to
owners or shareholders but instead uses them to help pursue its goals as defined in its mission
statement. Also known as a 501(c)(3) organization, an NPO (nonprofit organization), an NGO
(nongovernmental organization). Most governments and government agencies meet this definition,
Oregon Department of Education extended application for graduation:
Students
apply and extend school-based academic and career-related knowledge and skills in new and complex
situations appropriate to the student’s personal, academic and/or career interests and post-secondary
education and/or employment goals.
Oregon Department of Education Career-Related Learning Standards (CRLS): Part
of Oregon's K-12 system of required standards, curriculum goals and common criteria, the CareerRelated Learning Standards are designed to provide each student with fundamental skills essential for
success in employment, college, family and community life – and are a requirement for the high school
diploma. The six CRLS standards areas are: personal management, problem-solving, communication,
teamwork, employment foundations and career development.
Philanthropy: desire to help mankind, especially as shown by giving money and/or personal time to
charitable or humanitarian organizations, also known as charitable giving.
Service–Learning: Service-learning is a teaching and learning strategy that involves the intentional
connection of academic learning (often classroom-based) with meaningful service to the community
(addressing real needs). Service-learning always includes structured time for students to think, talk or
write about what they did and saw during the service activity (reflection). Service-learning helps foster
the purposeful development of a sense of community connection and caring for others (civic
engagement).
Student grantmaking funds: students are provided up to $5,000 for student grantmaking to
nonprofit organizations and schools in Oregon; $4,000 must be granted to nonprofits and $1,000 may
be used for in-school grants.
Student fundraising dollars: Funds raised by students to grant to a nonprofit organization
through the Community 101 program.
Youth development: a combination of all the people, places, supports, opportunities and services
that young people need to be happy, healthy and successful.
Youth leadership: Young people empowered to act and inspire others to act in order to make a
positive change.
Community 101 / 2011-2012
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Fundraising
What is fundraising/development/advancement?
Fundraising is essentially about relationships. Relationship building is also called donor
cultivation. Ideally, fundraising is a long-term process that engages current and prospective
donors with a nonprofit. The deeper the relationships, through giving and involvement, the
more likely donors are to give, and to give again and again.
What qualities make a good fundraiser?
Not everyone is good at every aspect of fundraising. Some are excellent with face to face
interactions. Some are great writers. Others are good with data or are excellent project
managers. The most effective fundraisers are usually resourceful “connectors,” who seek out
the right people and tools to connect and establish relationships with target supporters.
Great fundraisers are able to articulate the mission in a way that connects with current and potential
supporters.
Mission-based fundraising
Make sure that your fundraising activities are in line with your Community 101 mission
statement. For example, if you are raising money to strengthen the health of your community, a
candy bar fundraiser wouldn’t be appropriate. Similarly, if you are trying to raise awareness
about caring for the environment, you wouldn’t want to sell wrapping paper that can’t be
recycled, or hold a car wash that wastes water and puts soap in our water ways. Bottom line,
always consider how your fundraising activities will support the mission.
How do you find a career in fundraising?
Over the past 10 years, fundraising has become increasingly “professionalized.” For most of its
history, fundraising has been done very well by volunteers. There now are degrees and
certificates for nonprofit management, fundraising management, etc. (See the Nonprofit Institute
at Portland State University http://www.inpm.pdx.edu/ or Executive MBA in Nonprofit
Management at the University of Portland for examples.) But learning by doing is often the best
way to become an effective fundraiser. If you are considering a career in fundraising, try
volunteering or requesting informational interviews with fundraisers whose jobs appeal to you.
Recommended high school class work: composition, creative writing, debate/forensics, finance,
drama/theatre, marketing/graphic design, US history/civics, economics.
Steps to meeting your fundraising goal
1) Determine your goal. What will it cost to achieve your organization, program or project
mission? This is the dollar amount that you need to raise to be successful.
2) Prepare your case for support. Clearly define the need, solution and call to action.
3) Identify potential donors. What individuals and organizations in your community are
connected with or interested in your mission and likely to support your case?
4) Cultivate relationships with prospective donors. Find connections. Invite them to see your
program in action. Take them to coffee to share your project and seek their advice. Send
them information regarding recent successes.
5) Make the (face-to-face) ask. Practice making “the ask,” do it, then wait for an answer.
Silence doesn’t mean no. It usually means they are thinking.
6) Always say thank you. If they say no, thank them for their time. No usually means not now,
so consider it a step in the relationship-building process. If they say yes. Great! Thank them
both informally (call or note) and formally (letter/receipt).
7) Follow-up. Keep donors informed of your progress and success. If reports are required, be
sure to complete and submit them on time.
8) Maintain good records. Always keep donor and prospect information up to date so you can
build solid, long-term relationships.
Different kinds of fundraising (also see Fundraising Ideas)
• Flat out donations – cash, goods/services (gifts in-kind).
• Earned income – selling something for a cause (e.g., flower bulbs, garage sales, car washes)
• Events – Spaghetti dinner, potato fest (Think outside the pasta box. Potatoes are
inexpensive and most people really enjoy a potato bar.)
• Partner with businesses – invite them to donate a percent of sales to your cause.
• Skills auction – members of your group/community volunteer their time/resources to
auction off. Examples include, knitting lessons, pie baking from scratch, how to juggle, etc.
Or, if you know folks with a parking spaces downtown or in the Pearl, ask them to auction
their spot for 6 hours on a weekend in December to make holiday shopping a breeze for
the “buyer”. Other ideas include butler for a day, language and social media lessons.
• Book swap – participants bring books they no longer want and $5 pay admission. They can
then choose other books and take them home. Donate the remaining books to Friends of
the Library, Goodwill, or possibly your school library.
Components
Restricted vs. Unrestricted
Restricted gifts are made for a specific program or reason (e.g., program, project, geographic
region, campaign). Unrestricted gifts can be allocated however the nonprofit deems appropriate;
typically for staff/administration.
Annual Fund/Annual Giving
Annual gifts are requested and made yearly, are usually unrestricted, and are often acquired
through mail, on-line, event or face-to-face solicitations.
Events
Events are typically used to raise funds and awareness about a cause. They are also often used to
recognize donors. Please note that events can be costly and labor intensive so they should have
clearly defined, and easy to evaluate goals.
Grants/Foundations
Foundation grants are typically for special projects and capital campaigns, not general operations.
It is important to research and identify foundations that fit your mission so you don’t waste
their time or yours with a mismatch. Before submitting a request, carefully review the
application instructions, and seek input from foundation staff. If appropriate, submit a request
with a compelling case for support. Explain why your work is important. What need it is filling in
the community? How you will accomplish this need? How you will measure your success? How
you will you sustain the program after the grant funds are spent? After receiving a grant, be sure
to keep the foundation informed of your progress and to complete and submit reports on time.
Acknowledgement/Thank You
Always say “thank you!” That is where you begin building your case for the next gift.
Donor/Prospect Information
Keep a record of all prospects that you contact for fundraising purposes, whether they make
donations or not. At the very least, maintain a spreadsheet with the following information:
- Contact Name
- Organization Name (if applicable)
- Address
- Phone
- Email
- Gifts/gift dates
- Actions taken (date letter sent, in person visit, decision, etc.)
- Thank you (when was it sent, what format was it)
- Interest in next year (Any conversations around it)
Also keep track of the organizations that you invite to apply for student grants.
- Contact Name
- Organization Name
- Address
- Phone
- Email
- Grants made/grant dates
- Date contacted, presentation made, award granted/denied
- Notes
- Thank you received from Organization
- Follow up report received.
Make sure to share this information with your advisor, and/or next year’s student leaders, as
part of your program wrap-up. It is far easier to nurture and renew an existing donor than it is
to cultivate and secure new ones.
Resources
Association of Fundraising Professionals (AFP): http://afporegon.afpnet.org/Home.aspx
Nonprofit Resource Center at Central Library - Multnomah County
http://www.multcolib.org/services/nonprofitresourcecenter.html
Willamette Valley Development Officers: http://www.wvdo-or.org/
Further reading:
Burk, Penelope. Donor Centered Fundraising. June 2003
Part 1
3. Donors Are People
4. Three Simple Steps to Raising More Money
5. Saying Thank You
Klein, Kim. Reliable Fundraising in Unreliable Times. September 2009
Chapter 9 Developing A Donor Base
Roth, Stephanie. Ho, Mimi. The Accidental Fundraiser: A Step-by-Step Guide to Raising Money
for Your Cause. September 2005
Part One Fundraising ABCs
1.
2.
3.
4.
You Can Ask for Money
Building Your Fundraising Team
The Importance of “Thank-You”
Beyond One-Time Fundraising
Special thanks to: American Philanthropy Forum and Willamette Valley Development Officers
Fundraising Ideas
Simple
Community 101 (C101) class keeps student-body informed of C101 progress throughout the
school year...at assemblies, on Facebook, etc. Each C101 student request/secure 3 to 5 gifts of
$10 (or more) from friends and family to support their work on behalf of your community. This
simple, mission-based approach is often the most effective.
Food
• Pizza Sale: Invite a local pizza parlor to donate pizza for students to sell at lunchtime. (Be
sure to recognize the restaurant for its donation!)
•
Spaghetti dinner: Easy to make, easy to serve and popular! Couple with a large
community event, such as Homecoming or Founders Day and prepare for the diners to
roll in! Go to your local bulk store for supplies, sign up students as cooks and servers
and find a suitable site (churches are often nice about lending facilities). You can make it
a donation-based dinner instead of specific cost. Promote tipping and invite talented
students to provide entertainment.
•
Valentine Kisses: Set up a table to sell “Valentine Kisses.” The kisses are little bags of
chocolate Kisses. Students pay a dollar for each bag that is sent to their friends. The
students tell you who they want to send it to and you deliver to that person in
homeroom on Valentine’s Day (or the closets day of school to it). [Variation: If you can
buy carnations at a discount, consider selling and delivering a flower for a dollar (instead
of Kisses).]
•
Bake Sale: invite students, teachers and parents bake items for students to sell before
school and/or at lunchtime.
Fun & Games
• Sports tournament: Host a sports tournament for students and faculty. Charge an entry
fee, sell concessions and ask local businesses to sponsor the event. An example: 2 on 2
dunk basketball tournament (charge $3 per person to play).
•
Formal Middle School Dance (hold at local high school): Organize dance for middle
school students and charge a minimal fee for entry. Get school permission and make
sure you secure sufficient adult volunteers to be chaperones!
•
Trivia Game: Organize a trivia game during lunch or at an event. Find pop culture
questions and answers and charge minimal fee for students to participate. Line-up a
volunteer emcee to ask and answer questions. Have fun!
•
Guess the Baby Contest: Request and post photos of teachers/students when they were
babies. Charge a minimal cost per vote. Consider votes for cutest, etc., too!
Creative
• School Buttons: Make and sell buttons featuring your school mascot.
•
Kiss the Pig Contest: For a week, set out jars or water bottles, bearing teachers’,
counselors’ and/or administrators’ names, during lunch, events and/or before and after
school. Encourage students to put money into the jar for those they would most like to
see kiss a pig. Make a cardboard pig. During an assembly, reveal the totals and have the
‘winner’ kiss a pig in front of the school. Be sure to get the school’s and teachers’ permission
before doing this!
•
Mega Yard Sale: With some prep time, yard sales can be fun and bring in a decent
amount of money. Ask students, parents, families to donate items that they no longer
use or need. If having outdoors, select a weekend day with minimal chance of rain.
Choose a nice, highly-visible location like a school or church parking lot. Or, hold it
indoors. Advertise in the local paper and put up signs on Saturday morning. Group your
items by category – kids’ clothing, toys, music, books, etc. Place general prices tags
around items instead of individually pricing everything. Be sure to have change and
prepare for people to haggle!
•
Ugly Tie/Ugly Earring Contest: Invite teachers and students to wear their ugliest ties or
ugliest earrings. Solicit “votes” (donations) from students. The person with the most
votes at the end of the day wins a prize.
•
Student Idol: Hold a singing contest during recess or lunch. In order to vote, students
must contribute to the candidate of their choice. The performer with the most
donations wins as “<SCHOOL NAME> Student Idol”
•
Wild Hat Day: Invite teachers and students to wear their wildest hat. Solicit “votes”
(donations) from students. The person with the most votes at the end of the day wins a
prize.
•
Art Fair or Book Fair: Invite students to donate handmade arts and crafts and/or gently
used books. Place general prices tags around items instead of individually pricing
everything. This is a great way to raise money and provide a fun shopping experience for
students.
•
Card Sale: Invite students to make and sell cards for holidays or special events.
•
Poet’s Corner: Invite students to enter their poems for a fee. Display poems in a
designated area of the library.
Be sure to promote any/all of these activities via social networks (Facebook,
Twitter, etc.)!
Resources: Sharon Rudd, South Umpqua High School; National Treasurer’s Council; Ryan Poster,
Scappoose High School; United Way
Amity High School
2010-2011 Community 101 student grant awards
Mission Statement
We, Amity High School’s National Honor Society/Community 101, want to address the issues of drug
and alcohol abuse, and teen pregnancy within our community. We want to make our community a
safer, healthier place.
Amount
Birthright
(funds to help females faced with a pregnancy)
$1,500
Family Crisis Shelter & Services of Yamhill County/Henderson
House
(funds to build skills to prevent pregnancy and STDs)
$1,432
Northwest Human Services
(funds for youth clients to produce a substance abuse video)
$1,410
Total:
$5,000
Please email me a confirmation to verify that the funding has been disbursed:
[email protected]
Jennesa Datema
503-552-3509 phone
Thank you for your assistance!
Astoria High School
Mission Statement
Our mission, as Astoria High School as part of the Community 101 grant program, is to award $5,000
to charitable nonprofit organizations who confront issues of drug and alcohol abuse and their negative
effects on our community. The funds donated will help channel the public to a higher quality of life and
reduce the amount of negative activity resulting from substance abuse.
Clatsop Behavioral Healthcare
(funds for school-based alcohol and drug education)
Clatsop County Medical Society
(funds for prescription medication education cards and travel expenses)
In-school grants
AHS Raft Trip
(funds for a 2 day raft/camping trip for students identified by the
administration)
AHS Safe
(funds for activities to deter students from drinking and drugs)
Total:
Amount
$2,000
$800
$800
$200
$3,800
[email protected]
Jennesa Datema
503-552-3509 phone
Baker High School
Mission Statement
We the 2010 ~ 2011 Leadership/Community 101 students of Baker High School, are committed to the
addressing the issues of Juvenile Crime, bullying and poverty by endorsing local nonprofit organizations
that directly and effectively help these major issues.
MayDay
(funds for helping families in crisis)
Northeast Oregon Compassion Center, Inc
(funds for purchasing hygiene products for food bank clients)
Special Olympics
(funds for participating in winter regional games)
Amount
$500
$1,000
$500
St. Stephen’s Episcopal Church
(funds for Bountiful Basket Outreach program that provides fresh
produce to families in need)
$2,000
In-school grant
Challenge Day
(funds for teaching tolerance and acceptance)
$,1000
Total:
$5000
[email protected]
Jennesa Datema
503-552-3509 phone
Bandon High School, 2010-2011 Community 101 student grant awards
Mission Statement
We, the leadership students of Bandon High School intend to address the issues that affect the youth of
our community and their families. Through our philanthropy and determination, we will be working to
meet the needs of local non-profits active in our community.
Bandon Community Preschool
(funds for classroom materials and to help subsidize tuition for low
income students and families)
Amount
$800
Bandon Readers and Volunteer Organization (B.R.A.V.O.)
(funds for office equipment and books for K-3 students at Ocean Crest
Elementary School)
$500
Bandon, Oregon Ball Room Dance Association
(funds to provide instruction to BHS in order to introduce students to
dance)
C.H.A.S.E.
(to pay for tuition for a BHS student to attend the Youth-to-Youth
Conference)
Coastal Harvest
(funds for office equipment and other supplies)
$300
Oregon Coast Community Action
(funds for CASA - to purchase books to help foster teens take charge
of their lives)
$700
Oregon Coast Community Action
(funds for the Share Bear Snack Program at Ocean Crest Elementary)
$700
Women’s Safety and Resource Center
(funds to provide supportive services for survivors of sexual assault)
$600
In-school grants
Ocean Crest Elementary School
(funds to purchase materials for 3rd grade school play)
Harbor Lights Middle Arts & Culture Club
(funds to provide instruction for after school arts and culture club)
Total:
$400
$400
$300
$300
$5000
[email protected]
Jennesa Datema
503-552-3509 phone
Banks High School
Mission Statement
We, the Leadership/Community 101 students at Banks High School, are requesting $5,000 from the
PGE Foundation so we can help nonprofit organizations address the problem of drug and alcohol abuse
within our community.
Amount
Comprehensive Options for Drug Abusers (CODA)
(funds for playground for the children of mothers that are in the
Stepping Stones treatment home)
YMCA of Columbia-Willamette
(funds for the Family Resource Center, to help clients get through
addiction)
$2,000
Youth Contact
(funds for student assistance program at Banks High School0
$1,200
In-school grants
Class of 2011 Grad Night
(funds to prevent a drug and alcohol free night after graduation)
ELL-English Language Learners
(funds for new books in the elementary school)
Total:
$800
$900
$100
$5,000
[email protected]
Jennesa Datema
503-552-3509 phone
Bend High School
Mission Statement
We, the students of Bend Senior High School Community 101, are dedicated to improving the lives of
the homeless in our community and preventing child abuse by supporting its victims. With support from
the Star View Foundation Fund of The Oregon Community Foundation, we will support nonprofits in
our community that address these issues.
Central Oregon Veterans Outreach
(funds for the Homeless Outreach Project)
Family Access Network
(funds to help students in need at Bend High School)
Amount
$834
$1,250
J Bar J Youth Services – Cascade/The LOFT
(funds to set up a composting system for the shelter and garden beds)
$833
Saving Grace
(funds to provide comprehensive family violence and sexual assault
services)
$833
The Kids Center
(funds for Project Save Now – medical evaluations, interviews and
family support for abused children)
$1,250
Total:
$5,000
[email protected]
Jennesa Datema
503-552-3509 phone
Brookings-Harbor High School
Mission Statement
We the students of Brookings-Harbor High School will identify organizations that help families with
basic needs such as food, shelter, and clothing. We will
provide funds in the form of grants to nonprofit organizations that address this
issue.
Amount
Brookings Church of the Nazarene
(funds to provide support to members of the community)
$200
Brookings Harbor Community Helpers, Inc.
(funds for receipt of food from Coos Bay/Oregon Food Bank
$600
Brookings Harbor School Based Health Center
(funds to help cover co-pays for students who aren’t able to do so)
$500
K.A.S.P.E.R
(funds to provide partial scholarships for children)
Oasis Shelter Home
(funds to purchase food, diapers and wipes)
St. Timothy’s Episcopal Church
(funds for the outreach clinic, to provide free pharmaceuticals and labs
to indigent clients)
In-school grant
BHHS Guidance & Counseling office
Total:
$1,000
$750
$1,000
$950
$5,000
[email protected]
Jennesa Datema
503-552-3509 phone
Canby School District (Eccles, Lee, Knight, & Trost)
Mission Statement
We, the 4/5th grade students in the Canby Elementary School District Community 101, will analyze
organizations that provide solutions to the problem of substance abuse and foster care in our
community. We will be granting $5,000 to non-profits that help with these issues
Morrison Child and Family Services
(funds to help Hand in Hand Therapeutic Garden Project)
Amount
$2,000
Parrot Creek Ranch
(funds for teens in the drug and alcohol diversion program)
$2,000
In-school grants
Eccles Elementary School
(funds to help support students struggling with poverty)
Ninety One Elementary School
(funds for PBIS)
Total:
$500
$500
$5,000
[email protected]
Jennesa Datema
503-552-3509 phone
Centennial High School
Mission Statement
We, the Student Council and National Honor Society of Centennial High School of the year 2010-2011,
hope to alleviate the pains caused by terminal diseases with a focus on cancer by aiding families with
terminally ill patients. Funds will be raised with the added assistance of funds from the Harry &
Marguerite Kendal Fund of The Oregon Community Foundation and the PGE Foundation. In the effort
to allay the issue of terminal diseases, the students of Centennial High School will provide funds to nonprofit organizations in the Oregon community.
Children’s Cancer Association
(funds to provide direct assistance to economically disadvantaged
families facing pediatric illness)
Amount
$1,000
KOMAK
(funds to provide financial assistance for general living and medical
expenses to working clients with cancer)
$2,000
The ALS Association of Oregon and SW Washington Chapter
(funds to provide roughly 100 hours of respite to primary caregivers in
Oregon)
$1,000
In-school grant
Centennial High School – Chris Coleman
(funds for a permanent sound/video system for our commons area and
purchasing flowers and benches for courtyard renovation)
Total:
$1,000
$5,000
[email protected]
Jennesa Datema
503-552-3509 phone
Century High School
Mission Statement
The PAC 1 class at Century High school is deeply concerned with the increase of suicide and aware
that bullying and mental illness are common factors leading to suicide. The PAC 1 class would like to
advocate and fund non-profit organizations that promote effective bullying prevention and treatment of
mental illnesses.
Morrison Child and Family Services
(funds to provide social, mental health and educational services)
The Angels in the Outfield
(funds to provide counseling and tutoring for victims of child abuse in
the hopes of helping to avoid suicide)
In-school grants
Leadership Class
Jag Crew
Speech & Debate
Total:
Amount
$1,500
$2,500
$500
$200
$300
$5,000
[email protected]
Jennesa Datema
503-552-3509 phone
Churchill High School
Mission Statement
We, the Churchill Community 101 committee under the Leadership organization, aim to address the
immediate needs of individuals in the community who are affected by everyday situations. With
assistance from our sponsor, Pacific Continental Bank, our focus will be the betterment of the lives of
those individuals and their families by granting relief for people in dire need of assistance.”
Amount
CASA of Lane County
(funds to support one new CASA volunteer for one year)
$500
HIV Alliance
(funds to purchase items for health and comfort for indigent clients)
$500
Hosea Youth Services Project
(funds to provide emergency shelter for overnight homeless youth)
$2,000
Planned Parenthood of Southwestern Oregon
(funds to support free, confidential testing and treatment for STI’s)
$500
The Arc of Lane County
(funds for resource information for parent support group)
$500
Womenspace, Inc.
(funds for financial aid for transportation, medical needs and supplies)
$1,000
Total:
$5,000
[email protected]
Jennesa Datema
503-552-3509 phone
College Hill High School
Mission Statement
We, the students of College Hill High School’s Community 101 class, have researched and asked our
student body what issues are the most important in our community. We would like to contribute to
nonprofit organizations that address drug and alcohol abuse, child abuse, and homelessness in the
Willamette Valley.
Boys and Girls Club of Corvallis
(funds to make food for homeless drop in center)
Amount
$500
Community Outreach
(funds to alleviate drug and alcohol abuse, child abuse and homelessness
throughout the Willamette Valley)
$2,000
Cornerstone Associates
(funds to purchase two chest freezers)
$1,000
Old Mill Center
(funds for resource closet for child abuse prevention families)
$1,000
In-school grant
College Hill – Carol Griffith
(funds to make and donate blankets to kids and military boxes for
soldiers)
Total:
$500
$5,000
[email protected]
Jennesa Datema
503-552-3509 phone
Corvallis High School
Mission Statement
The students of Corvallis High School Community 101 will support our community's effort to meet all
peoples basic needs. Our goal is to fund organizations that supply food, shelter, and assistance to those
in poverty and affected by substance abuse.
Community Outreach
Linn counties)
Total:
Amount
$2,500
$1,000
$990
$510
$5,000
[email protected]
Jennesa Datema
503-552-3509 phone
Crater High School
Mission Statement
Crater High’s Community 101 mission will be to help youth to avoid the pressures which can lead to
physical and substance abuse. With assistance from AAA Oregon/Idaho, the Pacific Power Foundation
and the Harry & Marguerite Kendall Fund of The Oregon Community Foundation, we will support
nonprofits that address these issues.
Boys and Girls Club of the Rogue Valley
(funds for the SMART moves program)
Amount
$500
Children’s Advocacy Center
(funds for child abuse forensic interviews)
$1,825
CASA
(funds to train child advocates)
$2,425
In-school grant
Crater High School – Kierra Huggins
(funds for Trigonometry through Ferris Wheel)
Total:
$250
$5,000
[email protected]
Jennesa Datema
503-552-3509 phone
Crescent Valley High School
Mission Statement
We the students of Crescent Valley High School involved with the Community 101 program are hoping
to reduce hunger and fulfill the needs of less fortunate children in our community.
Community Outreach
(funds to provide a variety of services for low income people)
Jackson Street Youth Shelter
(funds to serve homeless, runaway, and other youth in crisis in Benton
County)
(funds to prevent hunger)
Vina Moses
(funds to provide used clothing, household goods and emergency
financial assistance to Benton County residents)
Total:
Amount
$155
$1,000
$1,000
$500
$2,655
[email protected]
Jennesa Datema
503-552-3509 phone
Mission Statement
We the students of David Douglas High School are concerned with children who are affected by
poverty, abuse and homelessness. With assistance from the Baron/Gilbert Fund of The Oregon
Community Foundation and the Meyer Memorial Trust, we are looking to support non-profit
organizations that address these issues.
Amount
Birch Community Services
(funds to purchase a stove and oven and frozen chicken for families in
need)
Friends of the Children
(funds for activities for children in the FOTC program in David Douglas
District)
Make a Wish Foundation
(direct funding to fund a Portland child’s wish)
$1,000
p:ear
(funds for a job training program for homeless youth)
$1,000
In-school grants
Celtic Heart
(funds to help provide food, clothing and supplies to low-income
students in DDHS)
Sparrow Club
(raising money for children in medical crisis in the community)
Total:
$1,000
$1,000
$500
$500
$5,000
[email protected]
Jennesa Datema
503-552-3509 phone
Days Creek High School
Mission Statement
Our mission, as Days Creek FFA students and a part of the Community 101 Grant Program, is to give
$5,000 to nonprofit organizations dealing with children living in poverty and the effects it brings to the
individuals and their families. The funds dispersed will help guide our community to a reformed quality of
life and will reduce the amount of children living in poverty in our community.
Amount
Holy Family Catholic Care
(funds for the Community Care Food Pantry, to provide food to needy
families)
$2,000
The FISH of Roseburg
(funds to provide food and infant care products for families)
$2,000
In-school grant
Days Creek FFA
(funds to teach students about where their food comes from and for
the Community Pancake Feed)
$1,000
Total:
$5,000
[email protected]
Jennesa Datema
503-552-3509 phone
Eagle Point High School
Mission Statement
We, the students of Eagle Point High School Community 101, are determined to address and provide
financial assistance for the issues of teen pregnancy, substance abuse, and suicide prevention.
Amount
Addictions Recovery Center
(funds to support the treatment of addiction)
$1,500
Mother Teresa Home DBA Magdalene Home
(funds to support homeless teen mothers)
$2,500
WinterSpring Center
(funds to support a school based grief center)
Total:
$1,000
$5,000
[email protected]
Jennesa Datema
503-552-3509 phone
EagleRidge High School
Mission Statement
Our Community 101 class’s purpose is to deliver a helping hand to our community by supporting
programs that prevent teen pregnancy and suicide. With assistance from the Meyer Memorial Trust
and the Ramsdell Fund of The Oregon Community Foundation, we will grant donations nonprofit
organizations that make a difference in our community.
Hope Pregnancy Center
(funds to provide necessary materials for pregnant youth via ads)
CARES
(funds to provide necessary treatment for physical and/or sexual abuse)
Total:
Amount
$2,000
$2,000
$4,000
[email protected]
Jennesa Datema
503-552-3509 phone
Edwin Brown Education Center
Mission Statement
We, heart of Oregon Youthbuild, located at Brown education center in Redmond want to make a
difference by focusing on central Oregon environmental enhancement. We will award grants to the
nonprofit organizations who best address this issue.
Amount
Bend Endurance Academy
(funds for Camp Polk Meadow-Hindman Spring trail restoration)
$1,400
Bend Paddle Trail Alliance
(funds for informational signs along the Deschutes Paddle Trail)
$1,200
Central Oregon Flyfishers
(funds for the Kokanee Karnival Youth Education Program, funds for
Eggs to Fry incubators for classrooms)
$600
Central Oregon Trail Alliance
(funds to design and construct multiple use trails in the Maston & Cline
Butte area)
$800
In-school grant
Edwin Brown Education Center – Debbie Newport
(funds to build wooden kayaks and canoes for students to use)
$1,000
Total:
$5,000
[email protected]
Jennesa Datema
503-552-3509 phone
Elgin High School
Mission Statement
We will use our Community 101 grant monies to provide funding to organizations that connect youth
with adult leaders who offer positive and productive out-of-school options in the community.
Amount
Elgin Economic Development and Growth Endeavor (EDGE)
(funds to plant flowers in Elgin with help from the local Garden Club
and middle-school children)
$1,000
Elgin Economic Development and Growth Endeavor (EDGE)
(funds for summer youth recreation program involving reading, art,
dance, and character development)
Total:
$4,000
$5,000
[email protected]
Jennesa Datema
503-552-3509 phone
Forest Grove High School
Mission Statement
We, the dedicated students of the Applied Business/Community 101 Class at Forest Grove High School,
are going to make a difference in the lives of special needs and sick children of the greater Portland
metro area.
Children First of Oregon
(funds for duffle bag drive and supporting foster children)
Children’s Nursing Specialties
(funds for blood pressure cuffs for medically fragile children)
Amount
$1,000
$600
Community Based Activity Program
(funds for summer camp scholarships)
$1,800
Make-A-Wish Foundation
(funds to grant a wish for a Forest Grove resident with life-threatening
illness)
Total:
$1,600
$5,000
[email protected]
Jennesa Datema
503-552-3509 phone
Glide High School
Mission Statement
We, the students of Glide High School's Agricultural Science and Technology class, want to focus our
Community 101 endeavor on increasing youth resources for Glide citizens in need. With assistance
from the Ben Serafin Fund of The Oregon Community Foundation, we will grant funds to nonprofits
that support these efforts.
Amount
Glide Helping Hands
(funds for the Norman Fund to help students with school supplies, etc.)
$2,000
Glide Booster Club
(funds to support the Track Complex rebuild project)
$2,000
In-school grant
Glide FFA Alumni
(funds to help Glide School District groups with tables for events)
$1,000
Total:
$5,000
[email protected]
Jennesa Datema
503-552-3509 phone
Gold Beach High School
Mission Statement
Our Civic Engagement/Community 101 class at Gold Beach High School will target he problem areas in
our community ands strive to make them better. We will support local nonprofit organizations that we
feel have the greatest impact.
Amount
Christian Help of Gold Beach, Inc.
(funds for the Snack Pack Program for Riley Creek School)
$1,000
Coastal Home Health & Hospice
(funds to help the organization transfer from government to nonprofit)
$2,000
Friends of Curry Public Library
(funds to help children heal through the Play, Art & Movement
program)
$400
OASIS Shelter Home
(funds to help secure storage for donated items for displaced families)
$600
In-school grant
Gold Beach High School Challenge Day
(funds to help fund a district wide “Challenge Day” to address self
esteem and a positive school environment)
$1,000
Total:
$5,000
[email protected]
Jennesa Datema
503-552-3509 phone
Hidden Valley High School
Mission Statement
We, the Hidden Valley High School FBLA/Community 101 class, are partnering with nonprofit
organizations to create awareness about rape and date rape and its root causes and provide prevention
strategies for men and women through educational programs. As part of this process we will be
developing the Young Women’s Sexual Assault Guide.
College Dreams/SOASTC
(funds for the Safe Dates Program)
Stepping Stone Residential Treatment Program
(funds to t4rain people with disabilities)
Women’s Crisis Support Team
(funds for an AmeriCorp to work with students on prevention)
In-school grant
HVHS FBLA
(funds for a Young Women’s Sexual Assault Guide)
Total:
Amount
$1,000
$900
$2,600
$500
$5,000
[email protected]
Jennesa Datema
503-552-3509 phone
Imbler High School
Mission Statement
We, the students of Advanced Agricultural Business class of Imbler High School, intend to address the
youth, family, and domestic violence issues throughout Northeast Oregon. Through our compassion and
dedication we will be working to meet the needs of local nonprofit organizations.
Amount
Building Healthy Families
(funds to support after school program)
$1,500
La Grande Presbyterian Church
(funds for the Friday Backpack Program)
$500
Mt. Emily Safe Center
(funds for the Union County Healthy Start for first time parent hospital
screenings)
Safe Harbors
(funds for men’s violence prevention and awareness program)
$1,000
Wallowa County Drug Court
(funds to purchase incentive items for drug court participants)
$1,000
Total:
$5,000
$1,000
[email protected]
Jennesa Datema
503-552-3509 phone
Kalapuya High School
Mission Statement
The Community 101 students of Kalapuya High School are dedicated to finding solutions and providing
help for those children in our community who are in need.
Committed Partners for Youth/Big Brothers Big Sisters
(funds to provide mentoring to youth impacted by incarceration)
Amount
$1,500
Looking Glass Youth & Family Services
(funds for Spring Break Camp: foster youth learn healthy living & social
skills)
$750
Pearl Buck Center, Inc.
(funds to purchase classroom supplies for at-risk children)
$500
Relief Nursery, Inc.
(funds to address childcare need for families with delicate situations)
WomenSpace, Inc.
(funds to provide safe spaces for children impacted by domestic
violence)
Total:
$1,500
$750
$5,000
[email protected]
Jennesa Datema
503-552-3509 phone
Kennedy High School
Mission Statement
Kennedy School of Sustainability’s Community 101 program will support organizations that help prevent
teen pregnancy, drug abuse and support people in need.
Community Sharing
(funds for food and other commodities for low income families)
Looking Glass
(funds for rural outreach program, including stipends for youth leaders
and youth activities)
Parent Parnership, LTD – McKinney Program
(funds for school supplies, transportation, gas vouchers, laundry
vouchers and more)
Amount
$750
$1,250
$750
South Lane Ballet Academy
(funds to build scholarship funds for several youth to participate in
program)
$1,250
In-school grant
(funds for the Escalante Desert Ecology field study)
$1,000
Total:
$5,000
[email protected]
Jennesa Datema
503-552-3509 phone
Knappa High School
Mission Statement
We, the student body of Knappa High School Community 101, believe that mental health issues (stress,
depression, lack of self esteem, suicide) are problems that affect all people at all ages, especially the
youth in our community. We will research local nonprofit organizations that focus on these issues and
provide assistance to those groups in the form of grant funds.
Depression and Bipolar Support Alliance (DBSA)
(funds to support people with mental illness)
Amount
$1,250
Evangelical Lutheran Church
(funds for the Knappa Food Pantry to provide fresh, healthy good for
those in need)
$1,000
Knappa High School
(funds for Knappa Summer Recreation to purchase portable pitching
mounds for youth program)
The Healing Circle
(funds to provide healing for children who have been sexually abused)
$1,250
In-school grants
HLE Parents Club
(funds for the Science Family Fun Night and Daytime Science Festival)
HLE Leadership
(funds for a Spring Wellness Carnival)
Total:
$500
$500
$500
$5,000
[email protected]
Jennesa Datema
503-552-3509 phone
La Salle High School
Mission Statement
We, the students of the La Salle Catholic College Preparatory Community 101 group support nonprofit
organizations which strive to make a positive impact on the lives of special needs children.
L’Arche Nehalem
(funds for Life in the Homes: food and household expenses)
Amount
$1,000
Northwest Down Syndrome Association
(funds for All Born “In” conference, education for parents and
professionals)
$1,000
Shangrila Corporation
(funds for the housing assistance program)
$1,000
Quiet Waters Outreach
(funds for Martha’s Place home makeover
$1,000
In-school grant
(scholarship funds for Signum Fidei program)
$1,000
Total:
$5,000
[email protected]
Jennesa Datema
503-552-3509 phone
Lakeridge High School
Mission Statement
We, the 2010-2011 Leadership Class of Lakeridge High School, want to make a difference by focusing
on three areas we find most troubling in our community. By targeting education, hunger, and housing
issues, we hope to eradicate some these apparent problems.
Lake Oswego School District Foundation
(funds for the annual school foundation fundraising campaign)
Amount
$2,500
Lake Oswego Transitional Shelter Ministry
(funds for the legal assistance fund)
$1,500
Teen’s Fighting Hunger
(to match funds raised during sales events to provide incentives for
youth involvement)
$1,000
Total:
$5,000
[email protected]
Jennesa Datema
503-552-3509 phone
Lincoln High School
Mission Statement
The Constitution Team/Community 101 class of Lincoln High School, with assistance from the PGE
Foundation and the Baron Gilbert Fund of The Oregon Community Foundation, will fund nonprofits
that target increasing education and involvement through voter turn-out and the elimination of illiteracy.
Mission: Citizen
(funds to encourage civic engagement through citizenship education)
Amount
$500
The Children’s Book Bank
(funds to provide books to 220 preschoolers)
$4,500
Total:
$5,000
[email protected]
Jennesa Datema
503-552-3509 phone
McNary High School
Mission Statement
We, the 2010-2011 Leadership Class/Community 101 of McNary High School, know what our student
body feels are the biggest issues amongst their peers. The top results all deal with decisions that
students make, such as drug/alcohol abuse, teenage pregnancy, and suicide. With support from State
Farm, we will dedicate our time and effort to aid students and our community. We will find local nonprofit organizations that provide them activities to participate in instead of making bad decisions that will
affect their lives.
Children’s Educational Theatre
(funds for a six week summer program for grades 3-12)
Amount
$1,440
Mid-Valley Women’s Crisis Center
(funding for positive youth activities, outreach and awareness)
$800
R.I.S.E
(funds for bullying prevention and awareness)
$800
Salem Leadership Foundation
(funds for mentoring program at Claggett Creek Middle school and
other local schools)
In-school grant
Hands and Words Class - Jim Taylor
(funds to raise awareness of abuse and bullying in the school)
Total:
$1,260
$700
$5,000
[email protected]
Jennesa Datema
503-552-3509 phone
Milwaukie High School
Mission Statement
We, the students of Milwaukie High School Community 101, feel that substance abuse, child abuse and
education are three of the most prevalent concerns in our community.
By endorsing non-profit organizations that help to support these issues, as well as non-profits addressing
problems surrounding racism and the victims of rape, we hope to make an impact on the community
Caldera
(funds for Year Round Youth Arts Mentoring Program)
Amount
$1,000
Catholic Charities, El Programa Hispano
(funds for Latino kids tutoring program)
Clackamas Women’s Services
(funds to expand activities room for teenagers)
$850
Portland Women’s Crisis Line
(funds for Advocacy Program)
Sycamore Lane Therapeutic Riding Center
(funds to provide access to therapy for kids with mental/physical
abilities)
$750
In-school grants
French Program
Science Department
$750
$1,000
$200
$450
Total:
$5,000
[email protected]
Jennesa Datema
503-552-3509 phone
Mitchell High School
Mission Statement
We the 2010 ~ 2011 Community 101 class of Mitchell High School, are dedicated to the prevention of
Drug and Alcohol abuse in our community. The Community 101 class will strive to make a difference in
our school and community, with assistance from the Meyer Memorial Trust and Robert W. Chandler
Fund II of the Oregon Community Foundation, by funding non-profit organizations that address Drug
and Alcohol related issues.
Amount
Crook County Kids, Inc
(funds for the Kids Club of Prineville, to assist disadvantaged
families/children to attend after school program)
$2,000
Mitchell Community Schools
(funds for a guest speaker to come to Mitchell to address root causes
directly related to adolescent drug and alcohol abuse)
$1,500
Wheeler County
(funds for Wheeler Helping Youth program, to purchase educational
materials to spread awareness and motivate communities around
Wheeler County)
Total:
$1,500
$5,000
[email protected]
Jennesa Datema
503-552-3509 phone
Molalla High School
Mission Statement
As a club, The Molalla High School Green Team Community 101 is dedicated to environmental
consciousness and resource conservation. Our purpose is to educate people on the ways we can work
together to make our community and ultimately our planet a 'greener' place. We can do this through
tree planting, educational projects (such as Greenstock), river and road clean ups, and impacting school
and district policy to take on more environmentally sound procedures.
Molalla River Alliance
(funds to train teachers in using the Molalla River as an educational
resource)
Molalla River Watch
(funds to conduct 2 annual river cleanups and restoration planting
events)
In-school grant
MHS Green Team
(funds to support the school’s premier educational event: Greenstock)
Total:
Amount
$2,000
$2,000
$1,000
$5,000
[email protected]
Jennesa Datema
503-552-3509 phone
Mountain View Middle School
Mission Statement
We, the students of Mt. View Middle School, are committed to making a difference in healthcare,
provision of basic needs, and the prevention of child abuse in our community.
Amount
Big Brothers Big Sisters
(funds for mentoring project)
$750
Hands and Voices
(funds for anti-bullying program for hearing impaired children)
$500
Love Inc. of Newberg
(funds for homeless shelter and basic needs)
$1,500
Newburg Christian Church
(funds for 2 sponsorships for the Royal Family Kids Camp for abused
children)
In-school grants
School technology project (flip video cameras, flash drives,
cameras)
Lunchtime choices (basketballs and wall balls)
$1,250
Total:
$5,000
$800
$200
[email protected]
Jennesa Datema
503-552-3509 phone
Nestucca High School
Mission Statement
We, the Community 101 members of Nestucca High School, pledge to raise awareness and help
improve situations where drug and alcohol abuse are present. With assistance from the Meyer Memorial
Trust and the CHS Fund of The Oregon Community Foundation, we will make a difference in our
community by funding nonprofits that address these problems.
A Place of Our Own
(funds for parenting classes to prevent child abuse)
Amount
$750
CASA of Tillamook County
(funds to train Child Advocates)
$1,500
Habitat for Humanity – Tillamook County
(funds for building supplies)
$1,500
Tillamook Family Counseling Center
(funds for the girls team-building activities and books)
Total:
$250
$4,000
[email protected]
Jennesa Datema
503-552-3509 phone
North Bend High School
Mission Statement
"We, the 2010-2011 Leadership students of North Bend High School, will dedicate our time and
Community 101 funds to groups that address drug/alcohol abuse and hunger within our school and in
the community."
Amount
Coos Bay Seventh Day Adventist Church
(funds to purchase and distribute food boxes to the needy)
$1,400
First Presbyterian Church
(funds for the Crossroads Café dining coupons)
$1,200
North Bend Fire Department
(funds to purchase food and gifts for needy families at Christmas time)
$1,400
In-school grants
NBHS Clothes Closet
(funds for weekend work projects; vouchers, décor and functionality)
NBHS Site Council
(funds for after-school activities)
Total:
$600
$400
$5,000
[email protected]
Jennesa Datema
503-552-3509 phone
North Douglas High School
Mission Statement
“We the students of North Douglas Community 101, will award grants to non-profit organizations in or
around our community that are concerned with alcohol and drug abuse, teen pregnancy stress,
problems with parents and depression.”
Drain FISH Food Bank
(funds to raise SW corner of building)
Amount
$200.00
Elkton Baptist Church
(funds for technology equipment for pre-teen positive coaching and
mentoring)
$100.00
North Douglas Betterment
(funds for the 4th of July community fireworks)
North Douglas Fire and EMS
(funds to buy 4 sets of landing zone lights to help land medical
helicopters)
$500.00
North Douglas Parks & Recreation District
(funds to pay for 10 individuals’ sports fees and swim lesson fees)
South Lane Family Relief Nursery
(funds for operational support for therapeutic early childhood preschool classes)
Team Pride
(funds to provide Tae Kwon Do scholarships to train 25 youth)
$700.00
Yoncalla High School
(funds for food handlers cards and First Aid cards)
$500.00
Yoncalla Summer Festival
(funds for kids play time, free games, food and prizes for participants)
$500.00
In-school grants
Student Council
(To purchase drug awareness incentives for operation prom)
$300.00
$500.00
$700.00
$100.00
Future Business Leaders of America
(Help students pay for the cost of FBLA)
$100.00
Language Arts-Ms. Jamerson
$75.00
(Markers, crayons, and poster boards for the students in L.A. classes)
Spanish
(Class projects and culture units/some field trips)
$150.00
Language Arts-Mrs. Reed
(Notebooks, dry erase markers, basic classroom art supplies)
$50.00
Weight Room
(Safety posters and bulletin boards)
$125.00
High School Band
(Band tour)
$100.00
NDHS/Basketball
(To help purchase Basketball hoops for multipurpose room)
$75.00
4th & 5th Science Classes-Bonnie Bradley
(To help defray the costs of their river box)
$100.00
Middle School After School Study Hall
(Snacks for people who attend study hall after school)
$50.00
Elementary/Middle School Recycling
(Storage shed)
Total:
$75.00
$5000
[email protected]
Jennesa Datema
503-552-3509 phone
Mission Statement
We, North Medford’s Tornado Block/Community 101 class, want to make a difference in our
community by positively impacting Homelessness, Drug Abuse and Child Abuse in the Rogue Valley.
With the assistance of the PGE Foundation and the Medford Rotary, we hope to make a difference for
those affected by the aforementioned problems, by funding organizations directed at helping these
people.
Hearts with a Mission
(funds for youth shelter for children 10-17 years of age)
Easter Seals
(funds for Day Camp for children)
Medford Food Project
(funds to provide food to low income people)
YMCA
(funds to provide scholarships to low-income youth to have access to
YMCA programs)
In-school grant
(funds to provide training for the trainer)
Total:
Amount
$1,475
$1,000
$700
$1,475
$350
$5,000
[email protected]
Jennesa Datema
503-552-3509 phone
Oregon City Service Learning Academy
Mission Statement
We, the Community 101 students of Oregon City Service Learning Academy, are dedicated to and
focused on helping families and children in need of guidance and assistance with everyday life.
Opal Creek Ancient Forest Center
(funds for the environmental education programs)
Amount
$1,700
Outside In
(funds for homeless youth assistance)
p:ear
(funds for intake coordinator working with homeless youth)
$1,650
Total:
$5,000
$1,650
[email protected]
Jennesa Datema
503-552-3509 phone
Pacific High School
Mission Statement
We, the students of Pacific High School, are going to make a difference by supporting non-profit
organizations that provide drug and alcohol prevention activities for students in our community, as well
as support for students coping with self-esteem issues that can lead to destructive behaviors such as
depression, teen pregnancy, and juvenile crime.
Friends of the South Coast Kids Foundation
(funds for a county-wide Youth Summit at Pacific High School)
Port Orford Public Library Foundation
(funds to bring a professional storyteller for two shows)
In-school grant
National Honor Society-Pacific Lighthouse Chapter
(funds to provide new/used clothing items and personal care items for
needy PSH students)
Total:
Amount
$3,900
$200
$900
$5,000
[email protected]
Jennesa Datema
503-552-3509 phone
Parkrose High School
Mission Statement
We, the students of Parkrose Alternative Center of Education (PACE), will gladly grant our time &
commitment to the concerns of drug and child abuse. Our Community 101 program will be awarding
grants to nonprofit organizations that support the prevention of these issues.
Children’s Relief Nursery
(funds to support the therapeutic classroom)
Children’s Trust Fund of Oregon
(funds for Pinwheel Gardens to raise awareness for National Child
Abuse Prevention Month)
Amount
$2,000
$500
West Women’s and Children’s Shelter
(operating funds for Children’s Program Services)
In-school grant
Parkrose High School PACE
(funds to help with field trip transportation for the annual Homeless
Project/Shelter visits)
$2,000
Total:
$5,000
$500
[email protected]
Jennesa Datema
503-552-3509 phone
Phoenix Charter School of Roseburg
Mission Statement
Our mission is to raise money for nonprofit organization in Douglas County that provide assistance for
youth and families dealing with abuse, homelessness, and depression.
Amount
Casa de Belen
(funds for after school activities for residents)
$750
Casa de Belen- Douglas County Homeless Youth Coalition
Drop-In Center
(funds for incentives such as gift cards for clothing, bus tickets, food,
etc.)
$500
CASA of Douglas County
(funds to provide advocacy for 85% of foster children in Douglas Co.)
$1,250
Family Development Center
(funds for art and activity supplies for the toddler and pre-school
therapeutic classroom)
The FISH of Roseburg
(funds for the Infant Care Project)
In-school grants
TBD
$1,000
$1,000
$1,000
Total:
[email protected]
Jennesa Datema
503-552-3509 phone
Phoenix High School
Mission Statement
On behalf of the students at Phoenix High School, we, the students of the Spanish for Native Speakers
class would consider it an honor to help local nonprofits with problems concerning drug abuse, child
abuse, and teen pregnancy. With assistance from the PGE Foundation, the Harry and Marguerite Kendall
Fund and the Cheney Family Foundation, we will make a difference in our community.
(funds for the remodel of residential care program room)
CASA of Jackson County
(funds for reconnecting Families Project)
(funds for food for support groups)
Mother Teresa Home DBA Magdalene Home
(funds for Homeless Emergency Fund to provide basic needs for young
mothers)
OnTrack
(funds for recreational and therapeutic activities)
The Family Nurturing Center/Jackson County Children’s
Relief Nursery
(funds for therapy services)
In-school grants
Kyle Walker, teacher
(funds to help mount overhead projector)
Carol Cox, teacher
(funds to purchase calculators)
Total:
Amount
$750
$900
$500
$1,000
$438.25
$925
$347.50
$139.25
$5,000
[email protected]
Jennesa Datema
503-552-3509 phone
Portland YouthBuilders
Mission Statement
We, the students of Portland YouthBuilders, will research organizations that provide solutions to
problems that face all of us—poverty, homelessness and hunger—and that result from growing
inequality in our society. We want to focus on non-profits that address deteriorating living conditions
due to increased poverty and the growing divide between rich and poor.
Amount
Bradley Angle House
(funds for culturally specific services for African American and African
immigrants domestic violence survivors)
Raphael House
(funds to provide advocacy and safety planning to children in crisis)
$1,000
Volunteers of America
(funds for the Home Free program to continue outreach and advocacy
with youth)
$2,000
Total:
$5,000
$2,000
[email protected]
Jennesa Datema
503-552-3509 phone
REALMS - Rimrock Expeditionary Alternative Learning Middle School
Mission Statement
We the 7th grade at REALMS feel strongly about the over use of natural resources and education within
our community. We will work to support, through grants, organizations that support sustainable
practices and education concerning nutrition and English language learning.
The Environmental Center
(funds for education and counseling on sustainable practices for schools
and the greater community)
In-school grant
REALMS
(funds for healthy, locally sourced, sustainable, zero waste lunch
program)
Total:
Amount
$1,750
$750
$2,500
[email protected]
Jennesa Datema
503-552-3509 phone
Redmond High School 2010-2011 Community 101 student grant awards
Mission Statement
We, the 2010-2011 dedicated Advanced Leadership Class of Redmond High School, will dedicate our
time and Community 101 funds to provide for groups that help decrease drug and alcohol abuse,
prevent teen pregnancy, as well as inform and educate on the rising suicide rates and child abuse in our
community.
Deschutes Children’s Foundation
(funds for operation of Becky Johnson Community Center)
Central Oregon Battering and Rape Alliance DBA Saving
Grace
(funds for teen educational violence prevention)
Grandma’s House of Central Oregon
(funds for education workshops in life skills, nutrition, parenting and art
therapy)
J Bar J Youth Services/Cascade Youth and Family Services
(funds for the 24 hour youth emergency hotline)
KIDS Center
(funds for medical evaluation, interviews and family support for abused
children)
In-school grants
Winter Wishes/Brian Lemos & Teri Hodson
(funds to help provide food, gas, heat and gifts during the holiday season
for kids in the school district)
Family Access Network
(funds to help meet the basic needs of students at RHS)
Total:
Amount
$500
$450
$1,000
$800
$1,250
$500
$500
$5000
[email protected]
Jennesa Datema
503-552-3509 phone
Reynolds High School
Mission Statement
We the students of Reynolds High School’s Community Service Committee of 2010-2011 propose to
donate money from the Community 101 Grant to nonprofit organizations that specialize in dealing with
drug and alcohol abuse or support students affected by drug and alcohol abuse. Our goal is to raise the
awareness of this issue in our community and impact students who need assistance.
Agape Church of Christ
(funds for the drug and alcohol recovery program)
Police Activities League – Portland Youth Center
(funds to build partnerships between youth, police and the community
through recreational, athletic and educational programs)
In-school grant
SADD – Students Against Destructive Decisions
(funds to provide a week of drinking and drunk driving awareness for
students before prom)
Total:
Amount
$1,000
$3,000
$1,000
$5,000
[email protected]
Jennesa Datema
503-552-3509 phone
Riddle Education Center
Mission Statement
We the 2010-2011 Community 101 Class of Riddle Education Center, want to make a difference by
focusing on cancer and disaster support in Oregon. With assistance from the Ford Family Foundation,
we will make a difference by funding non-profits that address these problems.
American Red Cross – Oregon Pacific Chapter
(funds to the Douglas County Preparedness/Readiness Campaign)
Camp Millennium
(funds for the Camper Dance Sponsorship)
In-school grants
Mr. Wilcox – Film Studies/Social Studies/World Geography
(funds to purchase sound system and television to enhance visual
learning)
Mr. Starkweather – Science/Art/Book Campaign
(funds to purchase classroom supplies and support field trips)
Total:
Amount
$2,000
$2,000
$500
$500
$5,000
[email protected]
Jennesa Datema
503-552-3509 phone
Roosevelt High School
Mission Statement
We, the students of Roosevelt High School Leadership claim this mission statement. To assist those in
need by supporting agencies that provides care and shelter for any person or family of the Greater
Portland, St Johns community
Amount
(funds for parenting classes and the parent infant class)
$2,500
Janus Youth Programs
(funds for the Yellow Brick Road program, to purchase emergency
supplies for homeless youth in the Portland metro area)
Northwest Pilot Project
(fund to provide housing deposits, move-in expenses and furniture)
$1,500
Total:
$5,000
$1,000
[email protected]
Jennesa Datema
503-552-3509 phone
Scappoose High School
Mission Statement
We, the students of Community 101 at Scappoose High School, are committed to helping our
community address the negative effects of drug abuse and child abuse in Columbia County by
supporting and funding local nonprofit organizations that directly deal with these major issues.”
Bradley-Angle House
(funds to assist young domestic violence survivors with their emotional
and physical recovery)
Cares NW
(funds to provide new clothing and personal hygiene kits)
Community Action Team- KidCare
(funds for food and general support for KidCare program
Lifeworks NW
(funds for supplies, field trips and other program enhancements)
Neighborhood House
(funds for intensive, school-based youth substance abuse & delinquency
prevention program)
Salvation Army White Shield Center
(funds to help purchase a washer and dryer for the teen moms in the
Independent Living Skills Program)
Total:
Amount
$500
$500
$1,000
$1,500
$1,000
$500
$5,000
Scappoose High School students raised $1,500. Enclosed is a check for $3,500 to total
$5,000. Please email me a confirmation to verify that the funding has been disbursed:
[email protected]
Jennesa Datema
503-552-3509 phone
Sisters High School
Mission Statement
We, the 2010-2011 student body of Sisters High School, want to make a difference in our community by
targeting substance abuse, suicide, stress and their root causes in the Sisters area. With the support of
the Dorris Coombs Thomas Fund of The Oregon Community Foundation, Jessie-Lea and Curtiss
Abbott, Sue and Mike Fisher, Rodger and Carolyn Gabrielson, The Roundhouse Foundation, and an
anonymous donor, we will strive to make a difference in our community.
Amount
Central Oregon Extended Unit for Recovery DBA
Rimrock Trails Adolescent Treatment Services
(funds to replace furnace in home for substance abuse victims)
$1,750
Start Making a Smart Reader Today (SMART)
(funds to help elementary students learn to read)
$1,250
Think Again Parents (TAPS)
(funds for substance abuse campaign)
$1,000
In-school grants
Sparrow Club
(funds to help school adopt a sparrow child)
ASG Leadership Scholarship
(funds for the scholarship fund to award an outstanding student)
Link Crew
(funds to help fund freshmen orientation)
Associated Student Government
(funds to buy materials to improve school spirit)
Total:
$300
$300
$250
$150
$5,000
[email protected]
Jennesa Datema
503-552-3509 phone
Siuslaw High School
Mission Statement
We, the 2010-2011 Life Skills Class/Community 101 of Siuslaw High School, want to help teens and
adults have a better life. We want to help them do fund things in our community, so they won't do bad
things like drugs and crime. With support from the PGE Foundation and the Oregon Dept. of Education,
we will award grants to nonprofit organizations that address these local issues.
Boys and Girls Club of Western Lane County
(funds to summer camp scholarship program)
Florence Community PTA
(funds for the Fall Fitness Fair, to showcase healthy & fit choices for
youth in the Florence area)
In-school grants
Wrestling Team
(funds to buy mats and awards)
Alternative school
(funds for incentives)
Student Council
(funds to help purchase a reader board)
Total:
Amount
$2,700
$1,300
$300
$300
$400
$5,000
[email protected]
Jennesa Datema
503-552-3509 phone
South Albany High School
Mission Statement
The students of South Albany High School in conjunction with Community 101 want to make a
difference in the local community. With the assistance from the PGE Foundation, we will target drug
abuse, teen pregnancy and stress and make a difference by funding non-profit organizations that address
these issues.
Community Outreach
(funds for addressing drug and alcohol abuse affecting low-income
community members)
Amount
$1,000
Community Services Consortium – CSC
(funds for job/work skills and experience for low-income teens)
$975
Families and Communities Together – FACT
(funds for purchasing toys and supplies for toddler and preschool
classes)
$1,000
Family Tree Relief Nursery
(funds for the Teen Parent Program)
FISH of Albany
(funds for Guest House Life-Skills Development for homeless parenting
teens)
Linn County Child Victim Assessment Center – ABC House
(funds to provide 7 sessions of family counseling at no cost)
Total:
$500
$1,000
$525
$5,000
[email protected]
Jennesa Datema
503-552-3509 phone
South Medford High School
Mission Statement
South Medford High’s Community 101 mission is to target kids with social and or economical struggles
that may be affecting their school and home life. With assistance from Medford Rogue Rotary and the
PGE Foundation, we will support nonprofits that address these issues
Amount
(funds to support the Darkness to Light program)
$1,000
Easter Seals
(funds for summer day camp scholarships)
$1,500
(funds to help provide temporary emergency shelter for underage
youth)
$1,000
Magdalene Home
(funds for Homeless Emergency Fund project)
Total:
$1,500
$5,000
[email protected]
Jennesa Datema
503-552-3509 phone
South Umpqua High School
Mission Statement
It is the mission of the South Umpqua High School Community 101 to provide funds to organizations
that service the youth of Douglas County in a variety of ways
United Community Action Network
(funds for the summer food program)
Total:
Amount
$3,000
$3,000
[email protected]
Jennesa Datema
503-552-3509 phone
Southridge High School
Mission Statement
We, the students of Southridge High School, have identified the issue of child abuse and are ready to
interview local organizations that work to prevent and exterminate this form of domestic violence.
Cares Northwest
(funds for the Comfort Care Program- provide new clothing and
personal hygiene kits to children)
(funds for a therapeutic classroom)
Clatsop County Child Abuse Assessment Center DBA The
Lighthouse for Kids
(funds to upgrade the DSLR camera for doctors use on child clients)
Columbia Gorge Children’s Advocacy Center
(for general purpose)
Amount
$1,000
$1,000
$750
$750
Lincoln County Children’s Advocacy Center
(funds for Teen Girl Mentoring Group)
$750
Raphael House
(funds to support Children’s Domestic Violence Intervention)
Total:
$750
$5,000
[email protected]
Jennesa Datema
503-552-3509 phone
Stayton High School
Mission Statement
We, the dedicated Community 101 students of Stayton High School, intend to address the issues that
affect the youth of our community and their families. Through philanthropy and determination, we will
be working to meet the needs of local nonprofits active in our community.
Friends of the Family
(funds for back to school fair to purchase school supplies and clothing)
Mid-Willamette Valley Community Action Agency
Stayton Community Action Resource Center
(funds for Christmas gifts for children and food boxes for the family)
Amount
$1,000
$300
Saint Boniface Church
(for the Stayton Lions Club to provide eyeglasses to children)
$800
Saint Boniface Church
(funds for the Stayton Lions Club to provide homeless kits for teens)
$500
Stayton Community Food Bank
(funds for gift cards for meat, produce and dairy)
In-school grants
FBLA –Kelly Fields
(funds to help two members attend the national leadership conference
in Orlando)
Total:
$1,400
$1,000
$5,000
[email protected]
Jennesa Datema
503-552-3509 phone
Sutherlin High School
Mission Statement
It is the mission of Sutherlin High School Community 101 to grant available funds to organizations
dedicated to serving individuals in need of assistance regarding teen pregnancy/rape, drug and alcohol
abuse, and programs that enrich student involvement.
Casa de Belen
(funds for drug/alcohol free recreational events for teens)
Amount
$1,000
Casa of Douglas County
(funds to provide advocacy for children in foster care in Sutherlin)
$1,200
Family Development Center
(funds for activity projects to keep families and children from
maltreatment)
$1,000
Safe Haven Maternity Home
(funds for remodeling for a safer environment)
$500
Sutherlin Resource Center
(funds for youth after school and summer programs)
$1,300
Total:
$5,000
[email protected]
Jennesa Datema
503-552-3509 phone
Thurston High School
Mission Statement
We the students of Thurston High School, community 101 are committed to supporting non-profit
organizations that promote healthy living in Lane County.
Amount
Total:
[email protected]
Jennesa Datema
503-552-3509 phone
Tillamook High School
Mission Statement
We, the Key Club members of Community 101 from Tillamook High School, believe racism and
substance abuse (drug, tobacco, & alcohol) are profound problems in our community. We will raise
awareness of these issues as well as research local non-profit organization that focus on these issues.
We will provide assistance to those non-profits in the form of grant funds.
Amount
Healthy Start of Tillamook County
(funds to provide resources for positive parenting)
$2,000
Tillamook County Women’s Resource Center
(funds for violence prevention and healthy relationships curriculum)
$1,000
Tillamook Family Counseling Center
(funds for the Celebrating Caregivers and Families: community
workshop)
Total:
$2,000
$5,000
[email protected]
Jennesa Datema
503-552-3509 phone
Tillamook Options Program
Mission Statement
Teens of Tillamook Helping Out: Our mission is to work through the Community 101 class at Tillamook
Options Program using the funding from PGE and the State School Board Association to help our town
meet the needs of its citizens.
Food Roots
(funds for the Food and Farm Education Project – community food
education for all ages)
Amount
$1,000
The Regional Food Bank of Tillamook County
(funds for the Summer Food Mobile Pantry)
$1,000
Tillamook Family Counseling Center – Melanie Furgeson
(funds for emergency assistance for needy youth and families)
$1,000
Tillamook Family Counseling Center – Deah Christenson
(funds for Girls Circle, programs for middle and high school students)
$1,000
In-school grant
Tillamook Options Program
(funds to partner with community artists to start an art program)
Total:
$1,000
$5,000
[email protected]
Jennesa Datema
503-552-3509 phone
Washington Elementary School
Mission Statement
We, the kids of Washington Elementary School, are awarding $5000 to non-profit organizations that
help stop children living in poverty, child and drug abuse in the Washington School neighborhood.
(funds remodel one residential room)
Children’s Advocacy Center of Jackson County
(funds for the Darkness to Light child sexual abuse prevention training
program)
Community Health Center
(funds to promote program, purchase birth certificates, complete
application for Oregon Health Plan, Children’s Health Insurance
enrollment, supplement advertising of project)
Amount
$1,000
$1,000
$1,000
(funds for direct care of youth staying at the shelter)
$1,000
OnTrack, Inc.
(funds for art materials and lending library for family activities for
residents of King Street Apartments)
$1,000
Total:
$5,000
[email protected]
Jennesa Datema
503-552-3509 phone
West Albany High School
Mission Statement
We the students of West Albany High School acknowledge that youth in our community are in need of
support for their physical and mental health well-being. We will distribute grants to local nonprofit
organizations that AIM to help make a difference.
Center Against Rape and Domestic Violence (CARDV)
(funds for high school curriculum to provide students healthy
relationships model)
CASA of Linn County
(funds for new volunteer spring training)
Amount
$950
$950
Friends of the Family Ministry
(funds for the Healthy Relationships Education Project)
$150
Jackson Street Youth Center
(funds for Albany Expansion Campaign)
$700
Pregnancy Alternatives Center
(funds for the Parenting Education Program)
$800
Trillium Family Services
(funds for the Growing Art Program)
$950
In-school grant
West Albany High School
(funds for personal hygiene items for students)
Total:
$500
$5000
[email protected]
Jennesa Datema
503-552-3509 phone
Willamina High School
Mission Statement
We, the students of Willamina High School, have identified drug and alcohol abuse that can lead to
outcomes such as teen pregnancy and domestic violence, which are major problems affecting our
community. With assistance from the Meyer Memorial Trust and the PGE Foundation, we will award
grants to nonprofit organizations that are helping these causes.
Juliette’s House
(funds to provide Safe Kids CAP Program, an in-school child abuse
intervention/prevention workshop for K-5 children, parents and school
personnel)
CASA of Yamhill County
(funds to provide youth advocacy and productive books)
In-school grants
WHS Senior Grad Night Committee
(funds for a safe, drug and alcohol free graduation party)
WHS ASB/Leadership Class
(funds for a safe year end activity night and food for high school
students)
Total:
Amount
$1,500
$500
$500
$500
$3,000
[email protected]
Jennesa Datema
503-552-3509 phone
Woodrow Wilson High School
Mission Statement
Throughout the Portland/Metro area homelessness and child abuse are a vivid reality. As the Woodrow
Wilson Leadership/Community 101 class of 2010-11, we have taken it upon ourselves to confront these
issues. With funds from the PGE Foundation, we provide support through the funding of nonprofit
organizations.
(funds for supplies for the nursery)
Amount
$1,000
Operation Nightwatch
(funds to purchase a medical bed)
$1,000
Outside In
(funds for supplies for homeless youth)
$1,000
Royal Family Kids
(funds to send a foster child to camp)
$1,500
In-school grant
The Wilson Green Scene Café
(funds to purchase coffee supplies to support the work-studies program
targeting special needs students at WHS)
Total:
$500
$5,000
[email protected]
Jennesa Datema
503-552-3509 phone
Young Women's Academy at Jefferson High School
Mission Statement
We the Journalism class of 2010-2011 at HTLAYW, with support from PGE Employees, will help
improve our community by helping teens, with a focus on mental health, child abuse, teen pregnancy,
and families affected by these issues. We will achieve this goal by giving grants to organizations that are
helping families form loving and healthy relationships in safe environments.
(funds for parenting classes and parent/infant class)
Amount
$429
NAMI-Oregon
(funds for expanding The Basics education program)
$3,713
Raphael House of Portland
(funds to provide advocacy and safety planning to children)
$429
Trillium Family Services
(funds for high school support group for abused/neglected teens)
$429
Total:
$5,000
[email protected]
Jennesa Datema
503-552-3509 phone

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