SUBSIDIZED JOB PROGRAMS

SUMMER YOUTH EMPLOYMENT PROGRAM 2012

Preface
This document states the road that has been walked on and the steps that have been followed to bring us to this goal. This goal, once the land of dreams and aspirations, is now a reality. This goal, once far and away, is now at the grasp of our hands. The name of this goal is Subsidized Job Programs. Subsidized Job Programs bring mental relief and opportunities for economic and personal development. They keep the people that benefit from them away from committing criminal activities, hunger, being unable to pay for school expenditures and homelessness, among other socio-economic and health related concerns. The economic and personal benefits are enormous. These benefits enable the person to live better and strengthen self-esteem. They also give hope for the future and empower them to achieve their goals. This is the potential of one opportunity. This document centers itself in a byproduct of Subsidized Job Programs. It focuses on Subsidized Youth Employment Programs. Youth today need opportunities. They need a chance for success, a chance atlife. Subsidized Youth Employment Programs allow the targeted youth to save for college, pay for food and, in some cases, avoid homelessness.1 Subsidized Youth Employment Programs provide new knowledge and skills; it can even launch a career. They basically provide a new future for those that are benefitted by them. Let us be all we can be. Sincerely, Professor Christopher LaFayelle
1

Alejandra Cancino. Another jobless summer for Illinois youth, The Chicago Tribune, May 2d 2011. Found online at http://articles.chicagotribune.com/2011-05-02/business/ct-biz-0503-teen-unemployment-20110502_1_summerjobs-labor-market-studies-teen-unemployment

YEAR 2012
We are on a road, a road to provide the chance for personal development via a job. Acquiring new skills and work experience is paramount for the advancement of any person. New skills provide a door to new and exciting opportunities, these opportunities which would have remained unknown had it not been for those new skills. Employment is every persons chance to make a difference in their world. Since many of todays youth lack meaning and purpose in their lives, purpose is what Subsidized Youth Employment Programs are all about. Last year there were no opportunities, this year the opportunities are back. One chance is all they need. Todays Subsidized Youth Employment Programs provide the teens and youth that really need them a platform, a platform from where they can see a clear, hopeful and real future, not only for themselves but for their families too. Much has been said but it is time for action now. Everybody knows that if you give somebody a chance and provide them with the skills and preparation to succeed, then youll be preparing that person to reach new personal, educational, economical and moral heights. These Subsidized Youth Employment Programs have the necessary tools and structure to truly change lives forever. Be a part of this life-changing experience today. Be a witness of the road to success.

The Foundations
Department of Family and Support Services Background
In 2009, the Department of Family and Support Services was created out of several former city departments and offices, including the Departments of Children and Youth Services, Human Services, and Senior Services, the Mayors Office of Domestic Violence and parts of the Mayors Office of Workforce Development, and the Ten Year Plan to End Homelessness, in order to provide more coordinated services for the citys most vulnerable citizens. Its mission is as follows: The Chicago Department of Family and Support Services is dedicated to supporting a continuum of coordinated services to enhance the lives of Chicago residents, particularly those most in need, from birth through the senior years. The department works to promote the independence and well-being of neighborhoods by providing direct assistance and administering resources to a network of community-based organizations, social service providers and institutions.

The Request for Proposals for a Summer Youth Employment Program

The Department of Family and Support Services has issued a request for proposals seeking interested and qualified Respondents to provide training and job placement services for its Summer Youth Employment Program. The program will serve youth participants ages 16-24 by providing summer employment opportunities which allow for skill development leading to increased youth employability. This is an invitation for providers of this service to bid on the right to supply the training and job placement services for its Summer Youth Employment. This is a competitive process open to all entities: non-profit, for-profit, faith-based, private and public.

Summer Youth Employment Program Outline

Goals of the Summer Youth Employment Program
The goals of the Summer Youth Employment Program are to: 1) Provide career-oriented summer employment placements for youth ages 16-24. 2) Help young people develop transferable skills to increase employability through job readiness training. 3) Provide youth with professional guidance, training, and supervision. 4) Leverage the Citys corporate allies, sister agencies and community-based organization partners to create meaningful and quality summer work experiences for Chicagos youth. 5) Provide youth with the opportunity to attend educational workshops, participate in health and fitness activities and other life enriching experiences. It is anticipated that the program will serve approximately 1,400 youth, and include thoughtful soft skills training, adequate supervision, work readiness training and structured work experiences in public and nonprofit organizations as well as private sector businesses.

Target Demographic and Purpose of the Summer Youth Employment Program

The target demographic is youth ages 16-24 whom will develop work readiness and employability skills. The program will provide opportunities to receive coaching and mentoring, gain career exposure and develop employability skills through training coupled with real world work experience during the six weeks of the summer. It will identify and secure structured work experiences in public and nonprofit organizations as well as private sector businesses.

Participation of Youth Enrolled in the Summer Youth Employment Program

Youth enrolled in the Summer Youth Employment Program will participate in a minimum of 120 hours of combined soft skills development, training, recreation and positive work experience during a six week period from July 9th to August 17th, 2012. The Summer Youth Employment Program will operate an anticipated 20 hours per week with youth ages 1620 being engaged in a paid work experience for up to 12 hours per week and the remaining eight hours spent in educational, soft skill and recreational activities. These youth 16-20 will receive a $600 stipend based on attendance. Older youth ages 21-24 will be hired as coaches to the program and work up to 20 hours per week for the same six week period. They will receive a $1,000 stipend.

All youth will participate in a one-day skills orientation and additional training and recreational activities. Youth participants stipends assume a minimum wage of $8.25 per hour. All youth enrolled in the Summer Youth Employment Program must have: a) Proof of Chicago residency, b) A valid social security card or ITIN; c) A valid Chicago Public School or State of Illinois ID card or drivers license, d) Completed a One Summer Chicago or OSC+ application; e) And submit a signed consent form if under the age of 18.

Summer Youth Employment Program Stipulations

Program Funding Sources
This initiative is administered by the Department of Family and Support Services through corporate funds of the City of Chicago. Consequently, all guidelines and requirements of the City of Chicago must be met. In addition to City of Chicago corporate funds, Federal and State funds may be used to support this program during the contract term contemplated under the Request for Proposals. Selected Respondents will be required to comply with all laws, regulations, policies and procedures imposed by funding sources. Additionally all Delegate Agencies must comply with the Single Audit Act if applicable. There will be a 10 % in-kind match requirement for this program. It is anticipated that this match will be used to leverage resources needed to provide the life enriching, education and recreational portion of the program. Additionally, administrative costs will be capped at 10%. The Department of Family and Support Services currently anticipates funding up to 14 organizations each capable of handling up to 105 youth. Funding is subject to the availability of funds. Respondents should be aware that payment for services by the City will be made on a reimbursement basis. Respondents should not plan to receive their first payment until up to 60 days after the execution of the delegate agreement.

Term of Contract
The term of contract(s) executed under the Request for Proposals will run from June 1st 2012-May 31st 2013 with the entirety of program dollars to be expended from June 1st September 1st 2012. The program will be in active operation from June 25thAugust 24th 2012. The Department of Family and Support Services may extend this term for up to two additional periods, each not to exceed one year. This extension option is contingent upon successful performance of the program and the services provided, and upon availability of funds. Should the initial Respondents contract be terminated or relinquished for any reason, the Department of Family and Support Services reserves the right to return to the pool of Respondents generated from this Request for Proposals to select another qualified Respondent.
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Project Location and Accessibility to People with Disabilities

Respondent must be committed to achieving full physical and programmatic accessibility as defined by the Americans with Disabilities Act (ADA). Additionally, the Department of Family and Support Services reserves the right to guarantee the availability of all mandated services in each geographic region, and provided in a linguistically and culturally appropriate manner.

Scope of Summer Youth Employment Program Services

Program Design
The Department of Family and Support Services Summer Youth Employment Program is designed to connect Chicagos youth workforce, ages 1624, with job skills and workplace experiences in community-based organizations, sister agencies and private sector businesses.

Operating Budgets
This program is open to interested Respondents with operating budgets of $500,000.00 or more who are able to leverage at least a 10 percent in-kind match to be used to provide soft skills, educational and life enrichment activities. Administrative costs will be capped at 10 percent. All respondents should be able to develop and deliver life enrichment and recreational opportunities, place and manage the summer work experience program outlined below for no fewer than 105 youth. This program assumes a 1:15 youth coach to youth ratio.

Services Provided
The Summer Youth Employment Program will provide up to eight hours of soft skills, life enrichment and recreational opportunities per week and also develop and coordinate workplace experiences for its enrolled youth for up to 12 hours per week for the duration of the program. Youth stipends are capped at $600 for youth ages 16-20 for a maximum of six weeks of training and employment. Recruited worksites will provide youth with a safe, well defined experience that allows youth to gain valuable soft skills. Programmatic responsibility and expectations are more specifically outlined below.

Respondents to the Summer Youth Employment Program

Responding Organizations Guidelines and Eligibility for Respondents
Respondents should be aware that payment for services by the City will be made on a reimbursement basis, due to the reimbursement nature of this program, respondents must demonstrate an operating budget of $500,000.00 or more, administrative costs for this program will be capped at 10%. There is also a 10% in-kind match requirement.

Eligible Respondents
This is a competitive process open to all entities: non-profit, for-profit, faith-based, private and public. Ideal Respondents should be able to demonstrate specific knowledge and experience in youth development and employment practices, work experience development and placement, youth mentoring in the specific neighborhoods, communities and schools whose youth they propose serving. Ideal Respondents will also be asked to coordinate and provide a life enrichment component of the program. This component can consist of educational and soft skills training, fitness and team building activities or any other appropriate life enriching, age appropriate activities. Due to the reimbursement nature of this program, respondents must demonstrate an operating budget of $500,000 or more. Respondents whose existing contracts with Department of Family and Support Services are not in good standing will not be considered for a contract. Agencies not eligible include those that: 1) Have had a City contract terminated for default, and/or 2) Are currently debarred and/or 3) Have been issued a final determination by a City, State or Federal Agency for performance of a criminal act, abridgement of Human Rights or illegal/fraudulent practices.

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Eligibility & Selection of Participants

Determining Program Eligibility
Eligible youth must be Chicago residents between the ages of 16 and 24 that have applied online using the City of Chicago, One Summer Chicago application and have obtained parental/guardian consent if under the age of 18. All youth enrolled in the Summer Youth Employment Program must have: 1) Proof of Chicago residency, 2) A valid social security card or ITIN; 3) A valid Chicago Public School or State of Illinois ID card or drivers license, 4) Completed a One Summer Chicago or OSC+ application; and 5) Submit a signed consent form if under the age of 18.

Youth Application Selection Process

In 2012, Department of Family and Support Services intends to move towards randomization of selected applicants with approximately 60% of youth selected for the program being randomly identified and the remaining 40% identified via respondent referral. All potential participants must have completed the on-line application to be considered for the participation. Respondents will administer the Employability Assessment to all youth participants, ages 1624. The Employability Assessment is an observed assessment of 16 core 21st century college and career skills. The Department of Family and Support Services will train respondents on how to administer the Employability Assessment and report outcomes and scoring in the Cityspan system. Please refer to Attachment A for a copy of the Employability Assessment. This assessment will be used after youth have been enrolled in the program to gather baseline information. Respondents will develop and implement an outreach and recruitment plan to identify and enroll eligible youth for the program. The Department of Family and Support Services, will randomly select potential youth participants through the One Summer Chicago application database, and provide respondents with a list of eligible participants to contact, verify eligibility and enroll in the Summer Youth Employment Program.

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Youth Soft Skill, Life Enrichment and Recreational Activities

Respondents will provide youth with information on program requirements and expectations, through an orientation and in writing to each enrolled participant. Respondents will also provide a one-day work readiness skills training (6-8 hours) to all participating youth during the first week. In addition, each subsequent week will feature up to eight (8) hours of planned soft skills, life enrichment and recreational activities. Activities may include, but are not limited to: 1) Work ethic and character, 2) Problem solving, 3) Computer and financial literacy, 4) Interviewing techniques, 5) Rsum preparation and interpersonal skills development. During the remaining twelve (12) hours of the time per week youth should be engaged in a work experience that relates to their interests, relevant prior experiences, and strengths. Youth hired as coaches to the program must be at least 21 years of age and qualified and able to make work-site visits and provide support and guidance to youth placed in worksites.

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The Worksite
Worksite Development
Respondents will work with private companies, community-based agencies, not-forprofits, local businesses, faith-based communities, etc. to create summer work experiences. Respondents responsibilities regarding this area will include: 1) Identifying work sites and number of available placements, 2) Verifying and approving work experience activities submitted by worksites, 3) Hosting worksite liaison orientations & training and 4) Providing on-going program monitoring at such worksites. The Department of Family and Support Services will provide a worksite application form to awarded respondents. Respondents will also be responsible for developing selection criteria and matching youth to appropriate workplace experiences. Workplace experiences for youth 1620 should be a maximum of 12 hour per week and last at least six weeks in their duration. Youth ages 1620 receive stipend of $600 for six weeks.

Worksite Monitoring -Adult Supervision

Every program will need to designate a youth coach for worksites with 15 or more youth employees. Youth coaches will provide program, administrative and youth supports including daily supervision of and ongoing feedback to youth participants. In addition, coaches will be responsible for conducting site visits, securing timesheets and administering the Employability Assessment to youth participants. Additionally, coaches will need to be supervised by a designated employee of the Respondent agency with a ratio not to exceed one (1) designated employee to seven youth coaches. The target demographic for these jobs will be youth ages 2124. Coaches will be paid a stipend of $1,000 for six weeks.

Worksite Matching
Respondents will assist youth in identifying their career interests and match youth to an appropriate work experience based on their goals, interests and worksite job needs.

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Data Collection System

Data Collection
The Department of Family and Support Services offers a unified data collection system that captures information on opportunities, employers and youth. Selected applicants will be required to use this system, known as Cityspan, to maintain participant time and attendance records. The Department of Family and Support Services will offer agencies training prior to program start and ongoing technical support.

Payroll System
Respondents must have the capacity to operate a payroll and timekeeping system that assures that all youth are paid on time according to an established schedule. Youth should be paid twice and receive half their stipend mid-way through the program and the remaining half at the end of the program. Programs will last six weeks. This payroll system can be operated directly by a funded Respondent or via a Fiscal Agent named at the time of application. This Fiscal Agency may include payroll processing companies. It is anticipated that programs will operate on a reimbursement basis; therefore it is important that all applicants have adequate and available resources to meet program and payroll expenditures on a weekly basis. In addition to managing payroll responsibilities, all respondents must maintain general liability insurance and Workmans Compensation coverage for all youth employed through the program. At the end of the calendar year, the payroll administrator must send tax forms directly to program participants and respond to inquiries or issues during the program period.

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Surveys
Employability Assessment and Youth & Employer Surveys
Respondents will be responsible for administering the Employability Assessment to all youth participants, ages 1624. The Employability Assessment is an observed assessment of 16 core 21st century college and career skills. Department of Family and Support Services will train respondents on how to administer the Employability Assessment and report outcomes 10 and scoring in the Cityspan system. Please refer to Attachment A for a copy of the Employability Assessment. This assessment tool should be administered once at the beginning of the program and once at the end of the program. Additionally, the Department of Family and Support Services will provide respondents with post-program surveys for distribution to employers. Respondents will be responsible for distributing surveys to and collecting from employers and making them available to the Department of Family and Support Services.

Record Keeping
Successful respondents will be expected to maintain complete and accurate records on program participants. Individual case files shall be kept for each program participant and will include, but is not limited to: 1) Program eligibility documentation, 2) Employability assessment scorecard, 3) Evidence of outcomes, 4) Referrals made and 5) Documentation of support services provided by the Respondent (e.g. clothing, transportation, etc.) to ensure retention in the program. In addition, successful respondents will maintain comprehensive information on worksite placements that will include, but is not limited to: 1) Work site agreements and 2) Documentation of participant hours spent at the work site.

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Tracking of time and attendance will be entered by the respondent into the participant tracking system known as Cityspan. Participants will be paid only for the time that can be verified through Cityspan timesheets and attendance records.

Reporting
Awarded respondents will also complete a Department of Family and Support Services close out reporting form. The close out report will summarize the contractor/service providers activities, accomplishments and youth experiences including, but not limited to: 1) Number of youth served, 2) Aggregate hours worked, 3) The sites at which work was performed, 4) Type of work completed at each site, 5) Individual youth information (total hours worked, completion status, 6) Reason for not completing) evaluations by participants of their experience and 7) Reason for not completing evaluations by supervisors of the youth. Successful respondents will be expected to maintain complete fiscal and accounting records and report financial information to the Department of Family and Support Services on the forms designated and at the intervals specified by the Department. These reports must be submitted by the deadlines established by the Department of Family and Support Services. Failure to comply with these reporting requirements may be cause for termination of the contract, or for the delay or withholding of payment.

Performance Outcome Measures

The outcomes of the Summer Youth Employment Program include: 1) Of the youth placed, 90% will complete the full six weeks of the subsidized work experience. 2) 80% of enrolled youth will successfully complete the total planned program of 120 hours. 3) Youth that participated in the Employability Assessment, 80% will meet standards for the following: Work Ethic/Character, Problem Solving, and Interpersonal Skills.

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Operating Budget, Administrative Costs and In-Kind Match Requirements

The program states three very important issues regarding the operational budget. First of all, respondents must demonstrate an operating budget of a minimum of $500,000.00 or more. The administrative costs for the program will be capped at 10% of the total of the operating budget. There is also a 10% in-kind match requirement. This in-kind cost share is donated or loaned; by a third party that is a partner investor to the applicant which the applicant is using as part of their state granting agencies match. In general, the value of in-kind services or property used to fulfill a state granting agencies match will be the fair market value of the services or property. Thus, the value is determined by the cost of obtaining such services or property if they had not been donated, or of obtaining such services or property for the period of the loan. The applicant must document the in-kind services or property used to fulfill the state granting agencies match and give a dollar amount for all in-kind contributions. If the respondent (applicant) demonstrates an operating budget of $2,000,000.00, this means that it will cost $200,000.00 (10% of the operating budget) in administrative costs to run the program for the term specified in the Request for Proposals. The partner investor can be sure of a secured state repayment of his investment, which is the 10% in-kind match requirement ($200,000.00). Notice that even though Youth participants stipends assume a minimum wage of $8.25 per hour, this size of an operating budget, may allow this one respondent (applicant) to benefit 800 youth whom may receive $2,000.00 each over a period of 6-8 weeks, to work in a subsidized employment program such as the Summer Youth Employment Program.

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YEAR 2011
Last year there were no funds for Subsidized Youth Employment Programs. Federal funds were cut, and these sorts of programs were unavailable, hence youth unemployment is at a record high. It is a sad fact that most of the youth that benefit from these programs live in under-privileged areas, low-income communities. Without Subsidized Youth Employment Programs, these youth need a job to commute to school, they even run the risk of dropping out of school; some others might even end up living in homeless shelters and needing a job to commute to school, others need the job to buy food to support their family. Without opportunities, these teens and youth, are stuck in the same situation as their parents have been. These Chicago teenagers are also in danger, danger of losing their friends to violence and of resorting to illegal ways to get money, such as selling drugs. Lack of opportunities for youth create a vicious cycle formed by unemployment, lack of education, lack of health, violence, poverty and psychological unrest. In 2011, the youth that would have benefitted from a Subsidized Youth Employment Programs had nowhere to turn. The door was shut in their face, with little to no real explanation, just political bureaucracy. Human needs understand not bureaucracy; bureaucracy understands nothing about real life struggles. In 2011, there were no career development opportunities throughout the city. The youth of the community felt a ubiquitous sense of powerlessness and hopelessness rush within them. These opportunities would have served to empower young people with the knowledge, experience, and confidence they need to achieve their fullest potential.

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YEAR 2010
The year 2010 was a different year for many teens and youth. The year 2010 will remain engraved in their minds as the summer of opportunity, the year that set them on the road to empowerment. They obtained the necessary tools to achieve confidence, which derived on acquisition of knowledge, and gaining experience, all this allowed them to reach their potential. This is the work done by Universidad Populars Department of Program Development, which teamed up with Government Sponsored Programs, Federal/State Job Programs such as Put Illinois to Work and Youth Employment for the Summer. This is their story.

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UNIVERSIDAD POPULAR

Internal Confidential Report

Job Programs End Report
Christopher Lafayette Director Program Development Department 25/10/2010

Report on the development of the Federal/State Job Programs in Universidad Popular, analyzing their implementation, progress and their outcome and consequences
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Acknowledgments
I would like to thank all of those involved in the progress of the Program Development Department. I would like to thank all of those involved in the history, development, progress, past and present of Universidad Popular. I would like to thank you for giving me the opportunity to be a part of this great Community Based Organization. I would like to thank you for giving me the possibility to make a difference, a long lasting difference. Im thankful for all of those of you who believe. Im thankful for all of those of you who believe in true progress and true change. Im thankful for all of those of you who believe in the power of community, to all of those of you who believe in the history of our great land. Im thankful for all of those of you who still believe in the American Dream, who still believe in the land of the free and the home of the brave. Im thankful for all of those of you who care. Im thankful for all of those of you who care for their city, who care for their State, who care for their Homeland. Im thankful for all of those of you who care for their neighbor, who care for their childrens progress, who care for their communitys safety, development and improvement. To you, present here, thank you. To you, reading this, thank you. To you, who are ready to change your world, thank you. To you, who knows that the road is narrow and the workers few, thank you. To you, who are strong, determined, faithful and one of those few workers, thank you. Sincerely,

Christopher Lafayette
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Table of Contents

ACKNOWLEDGMENTS ......................................................................................................................................................... 23 TABLE OF CONTENTS........................................................................................................................................................... 24 PRESENTATION................................................................................................................................................................... 27 PROLOGUE ......................................................................................................................................................................... 28 PUT ILLINOIS TO WORK PROGRAM (PITW) EXECUTIVE SUMMARY ........................................................................................ 29 YOUTH EMPLOYMENT FOR THE SUMMER PROGRAM (YES) EXECUTIVE SUMMARY ................................................................ 32 SECTION ONE: UNIVERSIDAD POPULARS ORGANIZATIONAL DESCRIPTION ........................................................................... 34 CHAPTER ONE: FROM LATIN CENTER TO UNIVERSIDAD POPULAR ................................................................................................................. 35 CHAPTER TWO: UNIVERSIDAD POPULARS PRESENT .................................................................................................................................. 36 CHAPTER THREE: UNIVERSIDAD POPULARS MISSION ................................................................................................................................ 37 SECTION TWO: THE MISSING LINK ....................................................................................................................................... 38 CHAPTER ONE: PROJECT DEVELOPMENT ................................................................................................................................................. 39 CHAPTER TWO: THE VISION .................................................................................................................................................................. 40 CHAPTER THREE: THE MISSION ............................................................................................................................................................. 41 CHAPTER FOUR: THE PROGRESS ............................................................................................................................................................ 43 SECTION THREE: THE PARTNERSHIP-SERVING OUR COMMUNITY TOGETHER ......................................................................... 44 CHAPTER ONE: THE FEDERAL/STATE JOB PROGRAMS ................................................................................................................................ 45 CHAPTER TWO: PUT ILLINOIS TO WORK PROGRAM (PITW) ....................................................................................................................... 46 Part One: Invitation then Research and Investigation............................................................................................................... 47 Part Two: Enrolling as a Worksite.............................................................................................................................................. 48 Part Three: Synergizing the PITW Program into UPs Programs................................................................................................ 49 Part Four: Searching for Applicants ........................................................................................................................................... 50 Part Five: Interviews and Hiring................................................................................................................................................. 51 Part Six: Information Processing................................................................................................................................................ 52 Part Seven: Inviting Others to Participate (Member 2 Member)............................................................................................... 53 Part Eight: Processing the Paperwork ....................................................................................................................................... 54 Part Nine: Adjustments and Continuity ..................................................................................................................................... 55 CHAPTER THREE: YOUTH EMPLOYMENT FOR THE SUMMER PROGRAM (YES) ................................................................................................. 56 Part One: Discovering the Need and Acting Proactively............................................................................................................ 57 Part Two: The Protest ................................................................................................................................................................ 58 Part Three: Invitation then Research and Investigation ........................................................................................................... 59 Part Four: Enrolling as a Worksite ............................................................................................................................................. 60 Part Five: Three: Synergizing the YES Program into UPs Programs .......................................................................................... 61 Part Six: Searching for Applicants.............................................................................................................................................. 62 Part Seven: Interviews and Hiring.............................................................................................................................................. 63 Part Eight: Information Processing............................................................................................................................................ 64 Part Nine: Inviting others to Participate (Member 2 Member) ................................................................................................. 65 Part Ten: Processing the Paperwork.......................................................................................................................................... 66 Part Eleven: Adjustments and Continuity Paperwork Change #2 .............................................................................................. 67 Part Twelve: Paperwork Change #3........................................................................................................................................... 68

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SECTION FOUR: GETTING READY TO WORK .......................................................................................................................... 69 CHAPTER ONE: SHARING SOCIAL CONSCIOUSNESS..................................................................................................................................... 70 CHAPTER TWO: MULTI-VOCATIONAL TRAININGS ...................................................................................................................................... 71 CHAPTER THREE: CATEGORIZATION OF THE DIFFERENT JOBS........................................................................................................................ 72 CHAPTER FOUR: DISTRIBUTION OF THE WORKFORCE ................................................................................................................................. 73 CHAPTER FIVE: ADJUSTMENTS AND CONTINUITY CHANGING JOBS ............................................................................................................. 74 SECTION FIVE: THE WIDE WORLD OF WORKSITES ................................................................................................................. 75 CHAPTER ONE: ONE TO ONE OUTREACH TO SPREAD THE WORD ................................................................................................................. 76 CHAPTER TWO: CONVINCE THE BUSINESSES OF THE BENEFITS ..................................................................................................................... 77 CHAPTER THREE: PROCESSING FORMAL AND INFORMAL WORKSITES ............................................................................................................ 78 CHAPTER FOUR: CONSTANT AVAILABILITY OF TRANSPARENT INFORMATION ................................................................................................... 79 CHAPTER FIVE: SUPPORTING LEGAL DOCUMENTATION................................................................................................................................ 80 SECTION SIX: PROGRAM DEVELOPMENT IN ACTION ............................................................................................................. 81 CHAPTER ONE: PROGRAM DEVELOPMENTS PROGRAMS ............................................................................................................................ 82 Part One: Public Relations ......................................................................................................................................................... 83 Part Two: Social Networking ..................................................................................................................................................... 84 Part Three: Web Design............................................................................................................................................................. 85 Part Four: Photography ............................................................................................................................................................. 86 Part Five: Writers:...................................................................................................................................................................... 87 Part Six: Media Outreach........................................................................................................................................................... 88 Part Seven: Fundraising ............................................................................................................................................................. 89 Part Eight: Strategic Alliances and Partnerships ....................................................................................................................... 90 Part Nine: Testimonials.............................................................................................................................................................. 91 Part Ten: Administration ........................................................................................................................................................... 92 Part Eleven: Database Entry and Administration ...................................................................................................................... 93 Part Twelve: Research & Investigation ...................................................................................................................................... 94 Part Thirteen: Research & Development ................................................................................................................................... 95 Part Fourteen: Grant Research .................................................................................................................................................. 96 Part Fifteen: Grant Writing........................................................................................................................................................ 97 Part Sixteen: UP Somos Arte (Art Club) ..................................................................................................................................... 98 CHAPTER TWO: PROGRAM DEVELOPMENTS PILOT PROGRAMS ................................................................................................................... 99 Part One: In The Community School Clubs............................................................................................................................ 100 Part Two: UPrint ...................................................................................................................................................................... 101 Part Three: Parking Lot ............................................................................................................................................................ 102 Part Four: FEMA Disaster Recovery Center.............................................................................................................................. 103 Part Five: Voter Registration.................................................................................................................................................... 104 Part Six: Takin It To The Streets .............................................................................................................................................. 105 Part Seven: Beautify UP ........................................................................................................................................................... 106 Part Eight: Hispanic Literacy Council ....................................................................................................................................... 107 Part Nine: SW Chicago-Mexican Coalition............................................................................................................................... 108 Part Ten: UP Ambassadors ...................................................................................................................................................... 109 Part Eleven: High School UPrising............................................................................................................................................ 110 Part Twelve: UP College Preparation....................................................................................................................................... 111 CHAPTER THREE: UNIVERSIDAD POPULARS PROGRAMS ........................................................................................................................... 112 Part One: FILIPRO .................................................................................................................................................................... 113 Part Two: DILIPRO.................................................................................................................................................................... 114 Part Three: UPrising................................................................................................................................................................. 115 Part Four: LETOS ...................................................................................................................................................................... 116

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Part Five: HEALIN .................................................................................................................................................................... 117 Part Six: PRO SE LEGAL CLINIC ................................................................................................................................................. 118 Part Seven: FLT Chicago Lawn ................................................................................................................................................. 119 Part Eight: Special Events- La Feria Del Mole .......................................................................................................................... 120 SECTION SEVEN: SOCIAL IMPACT ....................................................................................................................................... 121 CHAPTER ONE: THE PLAN................................................................................................................................................................... 122 CHAPTER TWO: PROJECTS ACCOMPLISHED ............................................................................................................................................ 123 CHAPTER THREE: THE FOUNDATION FOR THE FUTURE .............................................................................................................................. 124 SECTION EIGHT: ECONOMIC IMPACT.................................................................................................................................. 125 CHAPTER ONE: THE PLAN................................................................................................................................................................... 127 CHAPTER TWO: THE RESULTS .............................................................................................................................................................. 129 CHAPTER THREE: CONTINUING INTO THE FUTURE ................................................................................................................................... 130 SECTION NINE: TESTIMONIALS........................................................................................................................................... 131 CHAPTER ONE: TESTIMONIAL LETTERS FROM WORKSITES ......................................................................................................................... 132 CHAPTER TWO: TESTIMONIAL LETTERS FROM PARTICIPANTS ..................................................................................................................... 133 CHAPTER THREE: TESTIMONIAL LETTERS FROM GROUP LEADERS ................................................................................................................ 134 SECTION TEN: FINAL NOTES............................................................................................................................................... 135 CHAPTER ONE: NOT EXACTLY AS I THOUGHT ...................................................................................................................................... 136 CHAPTER TWO: BUT ....................................................................................................................................................................... 137 CHAPTER THREE: RECOGNITIONS ......................................................................................................................................................... 138 EPILOGUE ......................................................................................................................................................................... 139 ABOUT THE AUTHOR......................................................................................................................................................... 140

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Presentation
This report is an endeavor intended to give an overview of the outstanding job generated, as well as a testimonial of all of Universidad Populars faithful staff and Board of Directors. Their job and will to surpass difficulties gives testimony of the strength of character and determination found deep in our souls. This determination, along with the care that each and every participant in this project showed towards the objectives we all had, led this ship to a safe harbor. All of the work, desire, strength and intelligence poured into this project, so it would bear the mark of approval of success, made it a noteworthy effort while changing our perspective of what real accomplishment is.

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The

accomplishment

of

changing

another

human

beings

life

for

the

better,

acknowledging his/her right to pursue happiness by equipping the individual with the opportunities that lead to a better future are almost indescribable. I am honored to present this report as witness, faithful and true, clear and real, of the changes and improvements that it has brought to the lives of many individuals and families of our community. Weve seen the patent and accurate development of an individuals life, brought to fruition by the fact of obtaining and holding a job. We were a part of this success, for we saw men, women and youth gain, not only experience, but a sense of self-worth. Their jobs had a direct economic effect on their lives, persons and families. The success of the program also has an effect on us. It changed us; it showed us that when we work as a team, united, together, in one mind, in a unanimous effort, we can achieve real accomplishments. It also had a positive, lasting social effect on our city, providing it with more skilled, productive and happy individuals.

Prologue
Crisis. Depression. Bankruptcy. Rescue. Bailout. Job Loss. Unemployment. Catastrophe stroke the country when the economy fell and got us all in an economic downturn, a depression, a big mess. What the normal folks only knew was that their life had just become harder and that their livelihood was threatened. Many lost their jobs and with it their dreams. The loss of a job is very devastating, especially in uncertain times. Thats one of the reasons why Universidad Popular teamed with the Federal/State Job Programs such as Put Illinois To Work and Youth Employment for the Summer. These programs rescued many people and put in their hands the opportunity, once again, to feel the unique power that having a job bestows. It also put in their hands the

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means to sustain themselves and their families, easing the stress caused by unemployment. These programs also helped Universidad Popular in the advancement of its purpose. It gave us the opportunity to strengthen our departments and our staff. These programs gave Universidad Popular the opportunity to make a difference, a difference which could not have been possible without the participants in these Government Programs. Certainly, the economy is not as healthy as we would like it to be, but with the assistance of Government Sponsored Programs, the possibility of redeeming someones economic future becomes a shining reality. We celebrate the chance given and the opportunity taken. We present encouraging results. We present a brighter tomorrow. All in the understanding that we, as part of society need to keep being vigilant and caring, utilizing our gifts and abilities to support our society. This is the story.

Put Illinois To Work Program (PITW) Executive Summary

By: Christopher Lafayette, Director of the Program Development Department. Introduction. Economic recovery and job production are two of the Governments top goals. With this in mind, Universidad Popular teamed with the State Government to be a part of the change that this program would cause in many peoples lives. Offering and giving a job opportunity to someone that looks for it and that wishes to advance in his life, with the skills that he acquires as part of the development of his job is fulfilling. And its just as fulfilling to know that their job helps Universidad Popular advance in its goals.

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The purpose of this partnership was to further Universidad Populars power, reach, impact and presence in the community. This program provided Universidad Popular with much needed help for the developing and functioning of its own programs. The results we obtained would not have been possible without the support of the Program Development Departments staff, and their awe inspiring efforts, nor without the support of the staff of the rest of Universidad Popular Departments, and their hard work. I express my sincere appreciation to all of them. And of course, I manifest my special gratitude to the Board of Directors of Universidad Popular, for their belief in the project. Development. The goal of the Put Illinois To Work Government Program is to provide work to Americans in need via the Stimulus Package. The American Recovery and Reinvestment Act of 2009 commonly referred to as the Stimulus or The Recovery Act provides spending dollars for job creation around the nation. What Universidad Popular basically did in this partnership was to investigate the needs of the community, enroll as a worksite so there would be equally correspondent teamwork between the Governments Program and Universidad Popular. The next step would be to search for applicants and interview them, so the most fitting for Universidad Populars objectives would be hired. Once the workforces paperwork had been processed, it was time to train them. After the workforce knew what they would do, it was time to distribute them in the various departments that they chose, so their strengths would be better employed. Afterwards, we made some adjustments to let everything flow as we had expected. This summer Universidad Popular found itself in an excellent position to keep serving its community and to provide empowerment to many of the communitys residents. This partnership proved to be a win-win effort. While the Government Program provided the people with a job, it was the enthusiasm and will of these individuals on the other end, which helped Universidad Popular achieve

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greater heights in its history, by reaching long time goals, strengthening its different programs and departments while creating other pilot programs. Consequences Through Put Illinois to Work, 26,000 unemployed and underemployed Illinois residents were connected to subsidized employment opportunities. While the Federal government has not extended this Stimulus Work Relief Program, the State Government has taken actions ensuring that funds are available to maintain the Put Illinois to Work program for two months. These two months will serve as a bridge to allow time for Federal Action. The two month extension will allow those currently enrolled in Put Illinois to Work to remain in their placements and to continue to gain valuable work experience while earning money to support themselves and their families. The city of Chicago and Universidad Popular need this Government Program active. In just four months we generated a great economic impact in our community. We were able to find employment for over 400 young men and women that have the will to work, and the desire to attain personal growth. Universidad Popular has been able to offer this employment due to the strong passion of many dedicated team members and the encouragement derived from the development of a strong relationship with the city of Chicago (DFSS) and the State of Illinois (DHS). Also, UP was able to find gainful employment for hundreds of adults. We conclude by stating that this Government Program is a much needed asset in todays economic and social climate. Universidad Popular can create a stronger and lasting effect on more families and individuals who take advantage of this Program.

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See box for information on the economic impact this Government Program has had.

Direct economic impact to UPs community May - October 2010 38 PITW at UP 100 PITW outside 19 CSBG at UP 7 CSBG outside UP 300 YES 260 Yes Stipend
See box for information on the economic impact this Government Program has had.

$182,400.00 $800,000.00 $50,160.00 $18,480.00 $480,000.00 $104,000.00 $1,635,040.00

Total

Youth Employment for the Summer Program (YES) Executive Summary

By: Christopher Lafayette, Director of the Program Development Department. Introduction. Economic recovery and job production are two of the Governments top goals. With this in mind, Universidad Popular teamed with the State Government to be a part of the change that this program would cause in many peoples lives. Offering and giving a job opportunity to someone that looks for it (maybe for the first time) is not easy. Inexperience for someone young is usually a disadvantage instead of an asset.

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Nevertheless, the wishes to advance in life, along with the skills that youth acquire as part of the development of a job will be a fulfilling counterpart to the previous difficulties. And its just as fulfilling to know that employed youth help Universidad Popular advance in its goals. The purpose of this partnership was to further Universidad Populars power, reach, impact and presence in the community. This program provided Universidad Popular with much needed help for the developing and functioning of its own programs. The results we obtained would not have been possible without the support of the Program Development Departments staff, and their awe inspiring efforts, nor without the support of the staff of the rest of Universidad Popular Departments, and their hard work. I express my sincere appreciation to all of them. And of course, I manifest my special gratitude to the Board of Directors of Universidad Popular, for their belief in the project. Development. The goal of the Youth Employment for the Summer Government Program is to provide work to American youth via the Stimulus Package. The American Recovery and Reinvestment Act of 2009 commonly referred to as the Stimulus or The Recovery Act provides spending dollars for job creation around the nation. What Universidad Popular basically did in this partnership was to investigate the needs of the community, enroll as a worksite so there would be equally correspondent teamwork between the Governments Program and Universidad Popular. The next step would be to search for applicants and interview them, so the most fitting for Universidad Populars objectives would be hired. Once the workforces paperwork had been processed, it was time to train them. After the workforce knew what they would do, it was time to distribute them in the various departments that they chose, so their strengths would be better employed. Afterwards, we made some adjustments to let everything flow as we had expected.

33

This summer Universidad Popular found itself in an excellent position to keep serving its community and to provide empowerment to many of the communitys residents. This partnership proved to be a win-win effort. While the Government Program provided the people with a job, it was the enthusiasm and will of these individuals on the other end, which helped Universidad Popular achieve greater heights in its history, by reaching long time goals, strengthening its different programs and departments while creating other pilot programs. Consequences Through Youth Employment for the Summer Program, hundreds of unemployed and underemployed Illinois youth were connected to subsidized employment opportunities. In just four months we generated a great economic impact in our community. We were able to find employment for over 400 young men and women that have the will to work, and the desire to grow personally. Universidad Popular has been able to offer this employment due to the strong passion of many dedicated team members and the encouragement derived from the development of a strong relationship with the city of Chicago (DFSS) and the State of Illinois (DHS). Also, UP was able to find gainful employment for hundreds of youth. We conclude by stating that this Government Program is a much needed asset in todays economic and social climate. Universidad Popular can create a stronger and lasting effect on more families and individuals who take advantage of this Program.

Section One: Universidad Populars Organizational Description

Education with the people

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Education by the people

Education for the people

Chapter One: From Latin Center to Universidad Popular

History is not the only witness to a dream come true. Many Hispanic and non Hispanic Chicago residents have been witnesses to the old saying that goes dreams do come true. Since its beginning in Chicago in the decade of the 1970s, Universidad Popular has become known as a place where community residents come to learn with, by and from one another. It currently offers services to over 600 adults and children in the Pilsen, Little Village, and Chicago Lawn areas of Chicago, Il.

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It has been more than 30 years now, that Universidad Popular has been bridging the gap between the Hispanic community and opportunities for the development of their personal and family lives. The world in which most Hispanics live in Chicago is affected by linguistic, economic and legal obstacles. It began seeking out for ways to help the people overcome these obstacles, obstacles that impeded them to advance and to grow in a land of opportunity and liberty. It did this in an innovative way. That is why Universidad Populars motto is: Education with the people, by the people, for the people.

Chapter Two: Universidad Populars Present

At present Universidad Popular is a 38 year old Community Based Nonprofit Organization that focuses on promoting community empowerment for Hispanic families by means of participatory learning. Universidad Popular serves over 2,000 people every year through various projects and programs. Universidad Populars programs are focused on serving families, adults, seniors, and youth, by means of financial, digital, health, and family literacy; youth development;

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language skills acquisition; legal aid; citizenship assistance, civic education; and development and sponsorship of community events.

Universidad Popular also advocates for social justice to secure just and equal distribution of services and resources to low-income Hispanic families in the Chicago area. Throughout its history Universidad Popular has been continually creating opportunities for local Hispanic youth. At present it decided to come up with a youth program which has the ultimate purpose of equipping local youngsters with additional tools to succeed in their academic pursuits, in the community, and ultimately, in life. This allows them the opportunity to give back to their community.

Chapter Three: Universidad Populars Mission

Universidad Popular wishes to promote neighborhood development and community empowerment via the praxis of participatory learning or popular education. Universidad Populars brand of community work is rotted in the educational philosophy of Paulo Freire, the world renowned Latin American educator. with the participation of local residents. For this reason, Universidad Popular believes that to succeed in the community, education must be done

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Due to such a standing, it shies away from traditional paradigms of community work characterized by giving programs to the community. Instead, it chooses to carry out activities, projects and programs such as education with, by and for the community. Universidad Populars confidence in the ability of so-called voiceless people to empower themselves has led it to rely on self-help for the conceptualization and implementation of its programs. Today, as always, it depends heavily upon its volunteersmany of whom are current or former program participantsto help others in their quest for improvement. Facilitators and participants work together to design programs of study that stem from and are relevant to their lives. particular needs. By thriving on partnerships with public and non-public, for-profit and non-profit organizations operating within the community, UPs methodology of community work incorporates teaching and learning interchangeably by allowing direct participation with, by and for the people. Since its very inception in the early 1970s, Universidad Popular has adopted the practice of branching itself out to various parts of the city. This explains its presence currently in Chicago Lawn, Pilsen, Humboldt Park, Little Village, and Logan Square. Universidad Popular has become known as a place where community residents come to learn with, by and from one another. Under this guidance, Universidad Popular has proceeded through its 30-plus years of existence, forging its very own trademark of participatory or popular education. They are tailored to participants

Section Two: The Missing Link

Creativity is thinking up new things. Innovation is doing new things Theodore Levitt

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Innovation by definition will not be accepted at first. It takes repeated attempts, endless demonstrations, and monotonous rehearsals before innovation can be accepted and internalized by an organization. This requires courageous patience Warren Bennis

Innovation is the ability to see change as an opportunity - not a threat Anonymous

Chapter One: Project Development

Universidad Popular had a remarkable past. Universidad Popular has an important present.

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But, how can it improve and grow in such a way that it becomes even stronger and influential? To reach its full potential Universidad Popular needed to develop new strategies. To strengthen its presence and purpose it had to engineer new ways of doing things and venturing to unknown waters so it could swim to higher and better things. Such an answer was found in the creation of a Project Development Department. Project Development guides Universidad Popular to its future. Project Development is the discipline of planning, organizing, and managing resources to bring about the successful completion of specific project goals and objectives. Universidad Popular needed the development of more programs, the expansion of its ideas and the enhancement of its dreams. Universidad Popular cant advance one more step without the aid of its Project Development Department for it holds the key to its future success. Project Development brings about new and enhanced ways of doing things and handling issues that work for the perfection of its mission and the progression of its vision. Universidad Popular must have a clear understanding that its fate is rooted in the mission and work of its Project Development Department. The Project Development Department in any organization functions as the missing link between advancement and stagnation, progress or more of the same, the piece of the puzzle needed to complete the whole picture.

Chapter Two: The Vision

Dreams and desires are the fuel for actions.
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In this case, Universidad Popular needed a new vision, a different way of looking at things. This is where Project Development appears. Project Development sees what it can be, sees potential and works toward tangible and concrete ventures to make it a reality. The Project Development Departments vision for Universidad Popular is to help it achieve its full potential as a Community Based Organization. The Project Development Department knows that Universidad Popular can achieve much more than what it has until now. The vision sets Universidad Popular as a top Community Based Organization with a wider spectrum for community development and advocacy. To be able to do this, Universidad Popular will see new programs created and various ways of obtaining private and public cooperation to succeed in attaining its objectives and goals. The Project Development Departments vision sets Universidad Popular as a growing, dynamic, fresh, vibrant, strong, trusted Community Based Organization that is cost effective and administratively efficient. Also, the vision sets Universidad Popular attaining a deeper relationship with Government Agencies as well as with other Private Sector Organizations that can enable it to reach its goals. A better organization helps in better ways, which translates to having a better community.

Chapter Three: The Mission

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The Project Development Departments mission began early this year. The Project Development Director established meetings with Universidad Popular staff members and along with them established the foundations of what this Department would do and the basis for a clear, honest, respectful relationship. It underwent a transformation, a transformation that would determine opportunities to stand out, be noticed for their quality, and go to the next level. The key was organizational strength so that everybody could work well together, as a team. With that Universidad Populars mission could be corroborated in everybodys mind, authenticating their own lives, for this was not just about a job, nor not just making a livingbut it was for that common goal: Changing lives. Everybody at those meetings underwent a re-learning of what being part of Universidad Popular really meant. It meant that if I become a better person, Universidad Popular becomes a better organization. Something that enriched these experiences was the birth of a Social Contract. This enriched everybodys perspectives and got them to be in line with Universidad Popular, walking in unison side by side. Universidad Populars Project Development Department saw a response, the effect of that re-learning. The message had come across. Now everybody was ready to advance knowing what the mission was. Now collaboration in the Departments future developments would be understood and full of conviction.

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Chapter Four: The Progress

At times, for some progress may seem as an illusion, for several other people progress may seem as a very distant possibility, while for others it is not the destination what matters but the journey, the journey toward that destination. Achieving progress is not for the faint of heart, it is for those who fight reaching for their goals with permanent effort and rock solid faith. They understand that it is not what you are what gets you there, but that it is what you do what gets you there and beyond. Progress did not come to the Project Development Department automatically as if by the swift movement of a magic wand; progress came as a fruit of commitment and understanding, hard work and teamwork, working all together toward the same place on the same road. Another very important element that triggered progress was the implementation of new ways of doing and achieving things for Universidad Popular, processes that led efforts towards common goals, assuring positive effects. Such processes toward progress were the Increasing Growth Proposal, Strategic Action Plans, Strategic Alliances and Partnerships and the evaluation paperwork for these and other ventures. For example, the Increasing Growth Proposal is a proactive, consistent, on-going approach of innovative and creative ideas, of new social purpose ventures, community outreach through popular education, social responsibility and social entrepreneurship, enthusiastic voluntarism community participation, social economic impact, information availability and transparency, nonprofit and for profit business development and growth of mission related goals. Of course, the Department suffered its lack of participation, unbelief by some and distrust by others. The Project Development Department had to prove itself, and it also strived to gain the collaboration of some persons, but it managed to get through it all.

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Section Three: The Partnership-Serving Our Community Together

Individually, we are one drop. Together, we are an ocean Ryunosuke Satoro

Coming together is a beginning. Keeping together is progress. Working together is success Henry Ford

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Chapter One: The Federal/State Job Programs

Weve spoken about the lack of jobs. Now let us talk about job creation. Job creation programs are programs or projects undertaken by a government of a nation in order to assist unemployed members of the population in seeking employment. They are especially common during times of high unemployment. They may either concentrate on macroeconomic policy in order to increase the supply of jobs, or create more efficient means to pair employment seekers to their prospective employers. The Federal Government has provided the Nation with billions of dollars for the creation of new jobs in every state. That is why legislation has been passed allowing for billions of dollars to be allocated in job creation via the Economic Stimulus Package, fostering economic growth and create and maintain jobs There are numerous Federal Funding Sources for Public Job Creation Initiatives. Such initiatives provide paid work and learning opportunities for individuals with few workrelated skills and little or no recent work experience. By design, the Federal Government invests substantial sums to enhance participants' employability. A broad range of Federal Grant Programs focused on economic or community development, housing, transportation, crime prevention, environmental protection, and other economic stimulus goals can also be tapped to cover at least some of the costs incurred in public job creation efforts. Job creation programs lay down the foundation for economic development, especially in economic depressed areas or among minorities that are underemployed or have trouble obtaining a job. These programs provide the opportunity that many otherwise, would not have.

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Chapter Two: Put Illinois To Work Program (PITW)

Put Illinois to Work is a statewide program created by Illinois Governor Pat Quinn and the Illinois Department of Human Services. This program, utilizing state funds and federal stimulus dollars, is administered in partnership with Heartland Human Care Services, Inc. (HHCS) and the Illinois Department of Commerce and Economic Opportunity aimed at stimulating the economy and local job market by creating thousands of job opportunities providing subsidized wages to eligible unemployed, lowincome parents and young adults throughout Illinois. Through Put Illinois to Work, 26,000 unemployed and underemployed Illinois residents were connected to subsidized employment opportunities, it has given them job training and work experience. The Federal Government has extended this Stimulus Work Relief Program; Governor Pat Quinn took action to ensure that funds were available to maintain the Put Illinois to Work program for two months. These two months will serve as a bridge to allow time for Federal Action. This extension keeps the program active past Nov. 2nd. It will be paid for with $75 million in state money. The two month extension allows those currently enrolled in Put Illinois to Work to remain in their placements and to continue to gain valuable work experience while earning money to support themselves and their families. Employers can expand their business with Put Illinois to Work. Benefits offered by Put Illinois To Work include: 1. No wage expenses for employers. 2. The opportunity to train new workers on your unique internal processes/procedures, at no cost to you, with the option to hire them. 3. The chance to expand your business when you otherwise would not be able to. 4. Potential state and federal tax credits may be available. Through Put Illinois to Work HHCS will: Recruit workers, pay workers compensation and Social Security, maintain payroll.

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Part One: Invitation then Research and Investigation Seek and you shall find said Jesus. Following His everlasting words proved useful when the Program Development Department sought ways to contribute to the advancement efforts of Universidad Popular. The way in which it could promote this Community Based Organizations development efforts and help the community was by partnering with the state to use this program. The Research & Investigation team had its hands full locating the appropriate information so Universidad Popular could tag team with the government of the State of Illinois to provide itself with this great opportunity. This opportunity had a double benefit; it benefitted Universidad Popular by getting subsidized human resources to work in favor of its development goals, while the State Government provided the city with much needed economic development. With the appropriate information gathered it was time to act, Universidad Popular would have to enroll as a workplace to take advantage of the opportunity.

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Part Two: Enrolling as a Worksite According to the Put Illinois To Work Program Official Website, which is

(http://www.dhs.state.il.us/page.aspx?item=49106) the requirements to enroll as a viable worksite are the following: Private, non-profit, and government entities are eligible employers. They must have job slots available and meet the following criteria: 1) Businesses must provide a Federal Employer Identification Number (FEIN). 2) Businesses must provide a DUNS number, a unique nine-character number that identifies your organization. If you do not have a DUNS number, you may request a DUNS number at no charge to you. You will be able to apply for Put Illinois to Work without a DUNS number, but you will be required to apply for a DUNS number and present it to Put Illinois to Work staff upon receipt of it. You may also be subject to additional eligibility verifications. 3) Businesses must not be in default on payroll taxes or business taxes. 4) Put Illinois to Work is not intended to subsidize a business' current workforce. Employers may not rehire individuals that were laid-off after March 15, 2010. 5) Businesses must agree to comply with all applicable labor laws. 6) Put Illinois to Work trainee-workers must not comprise more than 50% of the business' workforce at each worksite. 7) There is a thirty (30) hour weekly minimum work requirement for Put Illinois to Work trainee-workers. Businesses/Employers must agree to meet this thirty (30) hour weekly minimum. 8) Businesses must provide the necessary training to Put Illinois to Work workertrainees to ensure competent and successful job performance, and to obtain transferable skills. 9) Business owners/Employers cannot employ family members as part of the Put Illinois to Work program. Put Illinois to Work worker-trainees may not be related by blood or marriage to the employer.

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Part Three: Synergizing the PITW Program into UPs Programs This partnership provided a mutually advantageous conjunction and compatibility of distinct elements which came in the form of resources from the State Government via the Job Program and as efforts from the people that would be employed. The Put Illinois To Work Job Program allowed Universidad Popular an almost immediate help to staff the Pilot Programs the Program Development Department had created, and also to provide extra staff to other Universidad Popular Departments. This boost in workforce or Human Resources allowed Universidad Popular to reach its goals in a way that otherwise would have been impossible. The Put Illinois To Work Job Program and the Program Development Department complemented each other. They functioned as well oiled gear.

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Part Four: Searching for Applicants It was thru ads that Universidad Popular searched for its future workforce. Universidad Popular knew the profile of the persons that it needed. Now it was just time to wait and see. The expectation of obtaining a workforce that would enable Universidad Popular develop its pilot programs and keep giving the community through its already established programs was another incentive to expect the best. The results of this search effort did not delay much. Universidad Popular began seeing the response to its ads in the form of hundreds upon hundreds of youth, young adults and adults coming to Universidad Popular as the thirsty to an oasis.

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Part Five: Interviews and Hiring Separate the wheat from the chaff. Not everyone can nor must be accepted. Universidad Popular was about to go through one of the toughest processes in administration: Selection. Universidad Popular needed to select the best persons that fitted the profile of the individual that it had in mind. Out of hundreds, the persons that fitted that profile were hired. Universidad Populars staff conducted the interviews in light of the processes elaborated by the Program Development Department for the occasion. Of course, the Program Development Department had already created an ample array of paperwork ensuring that this process would turn out the way it had already been planned. Such as staff hiring procedures and staff selection procedures. It was the utilization of this paperwork which allowed Universidad Popular to get the best persons for the different positions. The Program Development Department made sure that this whole process of interviewing, selection and hiring would prove to be efficient and revealing enough, as to choose the correct individuals for the vast work ahead. Having done this, Universidad Popular was ready, willing and able for the next step: Training.

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Part Six: Information Processing At the time the new employees were hired, Universidad Popular had to process their own paperwork, this to make sure they were eligible under State and Federal laws and regulations. The Program Development Department had already come up with the appropriate official documentation to process their paperwork. These formalities are of the utmost importance, for they guarantee the Organization of the legal barriers that a determined individual may have, thus keeping the Organization from unnecessary predicaments. Once their information had been checked and cleared from any obstruction, it was time for Universidad Popular to keep preparing these individuals for their work ahead.

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Part Seven: Inviting Others to Participate (Member 2 Member) Another of the Program Development Departments innovative ideas was a very creative one called Member2Member. A sort of personal invitation from a Universidad Popular member to one or more of his friends, relatives, comrades and acquaintances to become a member of the Universidad Popular family. Inviting others to participate in this fashion proves to be a very effective way, for its the closest people around you who notice the positive changes Universidad Populars Programs have on the individual. From legal counsel to English literacy, from computer literacy to healthier ways of living, its all there; anybody can spot the differences Universidad Popular makes on the individual. The person invited has the closest of evidences, the person who invited him. Whenever a community member notices a positive change on another person, it causes a certain curiosity, and it is this curiosity that leads the person toward Universidad Popular with the expectation of improvement. This happens in the understanding that if that person obtained such benefits, then he can also obtain them. Word of mouth has for many years been the chief option, we could even say that its, at times, the only option that persons have to communicate their messages. And it has proven to be as effective yesterday than today.

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Part Eight: Processing the Paperwork Once the person has been hired and trained. Its time for the individual to receive the official paperwork to satisfy Universidad Popular and The Program Development Departments expectations. This paperwork permitted Universidad Popular to exercise control over its employees guiding them toward Universidad Popular and the Program Development Departments goals. This also kept everybody in tune with the specifications for their job and made sure the employees would do what they were supposed to do as they were supposed to do it. Each employee chose the area they knew they could do their best effort in. Universidad Popular via the Program Development Department produced employee performance evaluations, sign up forms for each department, as well as the staff hiring and staff selection procedures. Everything was ready to function and everybody was ready to work.

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Part Nine: Adjustments and Continuity Like any other mechanism these sort of programs need to be systematically reviewed to assure optimization. That is why the Program Development Department adjusted procedures and allowed for continuity of its endeavor by way of developing procedures that informed it about the performance of the employees.

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Chapter Three: Youth Employment for the Summer Program (YES)

This is a program created by Illinois Governor Pat Quinn, the Department of Human Services and the Department of Commerce and Economic Opportunity, the state's job creation, employment and training agency. It allows targeted youth to earn money this summer and get work experience. Their ad read: If you are looking for hands-on work experience, the YES program is an excellent employment opportunity! The Illinois YES (Youth Employment for the Summer) program provides temporary work for eligible young adults who are: 16-24 years old unemployed and underemployed low-income parents and young adults

Benefits offered by YES include: 30 - 40 hours of work per week Flexible hours, based on your school schedule Connections with employers looking for workers Additional career experience and job skills

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Part One: Discovering the Need and Acting Proactively Todays youth more than ever need to have the necessary opportunities for a standard development and growth. Due to all the influences that assault youth early on, we must make sure they can properly develop themselves in the healthiest way possible. One way by which that can be achieved is by using work programs such Illinois own Youth Employment for the Summer. This is extremely important in places like Little Village, the part of Chicago where Universidad Popular has its headquarters. This is a place where over 60% of the populations of Little Village are minors. Ironically enough, though, this community lacks public spaces for youth to be and develop themselves. The quality of schools, libraries, parks, clinics, etc. leaves a lot to be desired. Dr. Gabriel Cortes, a Northeastern Illinois University Assistant Professor, suggests that Little Village kids are at least 2 years behind their counterparts in the suburban schools nearby. In such a context, it is no surprise that there are such large numbers of factors impeding youths success. It is easy to understand the pervasive sense of powerlessness and hopelessness within the youth segment of this community. There are several problems affecting youth in Little Village, but the most prominent are: gang violence, academic deficiencies, lack of access to resources, and lack of social spaces to engage in positive behavior. Because of this the Youth Employment for the Summer is a very strong factor that can affect them positively in this community. Universidad Popular partnered with the State Government to provide local youth with meaningful jobs that would give them experience and develop their abilities.

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Part Two: The Protest

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Part Three: Invitation then Research and Investigation Knock and it shall be opened said Jesus. Following His everlasting words proved useful when the Program Development Department sought ways to contribute to the advancement efforts of Universidad Popular. The way in which it could promote this Community Based Organizations development efforts and help the community was by partnering with the state to use this program. The Research & Investigation team had its hands full locating the appropriate information so Universidad Popular could tag team with the government of the State of Illinois to provide itself with this great opportunity. This opportunity had a double benefit; it benefitted Universidad Popular by getting subsidized human resources to work in favor of its development goals, while the State Government provided the city with much needed economic development. With the appropriate information gathered it was time to act, Universidad Popular would have to enroll as a workplace to take advantage of the opportunity.

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Part Four: Enrolling as a Worksite The requirements to enroll as a viable worksite are the following: Private, non-profit, and government entities are eligible employers. They must have job slots available and meet the following criteria: 1) Businesses must provide a Federal Employer Identification Number (FEIN). 2) Businesses must provide a DUNS number, a unique nine-character number that identifies your organization. If you do not have a DUNS number, you may request a DUNS number at no charge to you. You will be able to apply for Put Illinois to Work without a DUNS number, but you will be required to apply for a DUNS number and present it to Put Illinois to Work staff upon receipt of it. You may also be subject to additional eligibility verifications. 3) Businesses must not be in default on payroll taxes or business taxes. 4) Put Illinois to Work is not intended to subsidize a business' current workforce. Employers may not rehire individuals that were laid-off after March 15, 2010. 5) Businesses must agree to comply with all applicable labor laws. 6) Put Illinois to Work trainee-workers must not comprise more than 50% of the business' workforce at each worksite. 7) There is a thirty (30) hour weekly minimum work requirement for Put Illinois to Work trainee-workers. Businesses/Employers must agree to meet this thirty (30) hour weekly minimum. 8) Businesses must provide the necessary training to Put Illinois to Work worker-trainees to ensure competent and successful job performance, and to obtain transferable skills. 9) Business owners/Employers cannot employ family members as part of the Put Illinois to Work program. Put Illinois to Work worker-trainees may not be related by blood or marriage to the employer.

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Part Five: Three: Synergizing the YES Program into UPs Programs The Youth Employment for the Summer gave Universidad Popular the right influx of power and ability at the exact time. Given the desire and readiness of youth to participate it was just a matter of ordering the issue so the Program Development Department could direct them in the desired path. This partnership displayed mutually advantages benefits for the parts. Universidad Popular obtained much needed human resources to keep its own programs active and the added human resources to staff newly created departments. It also provided a conjunction of needs that was met in a very successful manner. The compatibility of these elements came into play when these youth met Universidad Popular. The Youth Employment for the Summer Job Program permitted Universidad Popular to staff the Pilot Programs the Program Development Department had created, and to also provide the necessary staff for the other Departments in Universidad Popular. This boost in workforce or Human Resources allowed Universidad Popular to reach its goals in a way that otherwise would have been impossible. The Youth Employment for the Summer Job Program certainly worked.

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Part Six: Searching for Applicants It was through ads that Universidad Popular searched for its future workforce. Universidad Popular knew the profile of the youth that it needed. Now it was just time to wait and see. The expectation of obtaining a workforce that would enable Universidad Popular develop its pilot programs and keep giving the community through its already established programs was another incentive to expect the best. The results of this search effort did not delay much. Universidad Popular began seeing the response to its ads by the hundreds of youth coming to Universidad Popular as the thirsty run towards an oasis.

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Part Seven: Interviews and Hiring Universidad Popular needed to select the best persons that fitted the profile of the individual that it had in mind. Out of hundreds, the persons that fitted that profile were hired. Universidad Populars staff conducted the interviews in light of the processes elaborated by the Program Development Department for the occasion. Of course, the Program Development Department had already created an ample array of paperwork ensuring that this process would turn out the way it had already been planned. Such as staff hiring procedures and staff selection procedures. It was the utilization of this paperwork which allowed Universidad Popular to get the best persons for the different positions. The Program Development Department made sure that this whole process of interviewing, selection and hiring would prove to be efficient and revealing enough, as to choose the correct individuals for the vast work ahead.

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Part Eight: Information Processing At the time the new employees were hired, Universidad Popular had to process their own paperwork, this to make sure they were eligible under State and Federal laws and regulations. The Program Development Department had already come up with the appropriate official documentation to process their paperwork. These formalities are of the utmost importance, for they guarantee the Organization of the legal barriers that a determined individual may have, thus keeping the Organization from unnecessary predicaments. Once their information had been checked and cleared from any obstruction, it was time for Universidad Popular to keep preparing these individuals for their work ahead.

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Part Nine: Inviting others to Participate (Member 2 Member) Another of the Program Development Departments innovative ideas was a very creative one called Member2Member. A sort of personal invitation from a Universidad Popular member to one or more of his friends, relatives, comrades and acquaintances to become a member of the Universidad Popular family. Inviting others to participate in this fashion proves to be a very effective way, for its the closest people around you who notice the positive changes Universidad Populars Programs have on the individual. From legal counsel to English literacy, from computer literacy to healthier ways of living, its all there; anybody can spot the differences Universidad Popular makes on the individual. The person invited has the closest of evidences, the person who invited him. Whenever a community member notices a positive change on another person, it causes a certain curiosity, and it is this curiosity that leads the person toward Universidad Popular with the expectation of improvement. This happens in the understanding that if that person obtained such benefits, then he can also obtain them. Word of mouth has for many years been the chief option, we could even say that its, at times, the only option that persons have to communicate their messages. And it has proven to be as effective yesterday than today.

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Part Ten: Processing the Paperwork Once the person has been hired and trained. Its time for the individual to receive the official paperwork to satisfy Universidad Popular and The Program Development Departments expectations. This paperwork permitted Universidad Popular to exercise control over its employees guiding them toward Universidad Popular and the Program Development Departments goals. This also kept everybody in tune with the specifications for their job and made sure the employees would do what they were supposed to do as they were supposed to do it. Each employee chose the area they knew they could do their best effort in. Universidad Popular via the Program Development Department produced employee performance evaluations, sign up forms for each department, as well as the staff hiring and staff selection procedures. Everything was ready to function and everybody was ready to work.

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Part Eleven: Adjustments and Continuity Paperwork Change #2 Advancement can be measured. It can systematically be reviewed to assure optimization. Continuity can be achieved by adjusting procedures. The Program Development Department developed procedures that informed it about the performance of the employees. These procedures tended to the improvement of the ways Universidad Popular was doing things.

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Part Twelve: Paperwork Change #3

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Section Four: Getting Ready To Work

The only place where success comes before work is in the dictionary
Donald Kendall

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Chapter One: Sharing Social Consciousness

A house divided cannot stand. Wise words. True words. In order for things to function anywhere there needs to be a clear purpose, a path that leads us to where we need to go. There lies the importance of sharing the same frame of mind, understanding the goals, the objectives and the ways of attaining them. For this endeavor to work we needed to be in the same page. We all needed to share the heart of it all: Social Consciousness. Social consciousness permitted everybody to act accordingly, to do their job with this objective and understanding in mind. It was the outline by which we would guide our efforts If everybody understood and joined Universidad Popular understanding this concept, the employees work would definitively flow much easier. Social consciousness gave us an understanding of the things being done and those to come.

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Chapter Two: Multi-Vocational Trainings

In order to be more effective we had to train the new employees in a different but innovative way. Multi vocational training was the answer and method used. Since their efforts would be affected by the common thread of social consciousness, these individuals were trained in such a way so that they would be able to take this knowledge and use it in practically any of the different diverse departments for which they would work for. Multi vocational training prepared individuals in case they had to or wanted to change the area for which they were working for, with ease.

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Chapter Three: Categorization of the Different Jobs

The jobs that Universidad Popular offered where categorized according to the different departments this personnel was slated to work in. Some positions involved great reading and writing skills while others involved research abilities. Some jobs needed individuals with a lot attention to details; others just needed powerful written and oral communication skills. Other jobs would require right brained individuals while others would need the participation of left brained individuals. Individuals with networking abilities were needed for some departments while social skills werent as important at some departments. All in all, this led everybody to the same goal.

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Chapter Four: Distribution of the Workforce

After everybody had been trained the time for work had arrived. Because the Program Development Department had all of this prepared, it allowed the individual to choose which area or department they saw their abilities and knowledge benefiting the most. So, they used the paperwork for this matter and had a clear vision and understanding of what they would do. This allowed two things. Let the employee choose. In this way they would feel more at home and able to perform appropriately. Allow employee use his gifts, talents and abilities. The individual with certain specific activities that he knew would be instrumental in the success of his job was obligated to embrace the possibilities and take advantage of the situation. This allowed a very good work environment.

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Chapter Five: Adjustments and Continuity Changing Jobs

Of course, the rules were not written in stone. There was the chance to change. The ability to decide better and perform better. We had created the process and paperwork for this circumstance, giving us and the employee security and trust.

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Section Five: The Wide World of Worksites

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Chapter One: One to One Outreach to Spread the Word

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Chapter Two: Convince the Businesses of the Benefits

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Chapter Three: Processing Formal and Informal Worksites

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Chapter Four: Constant Availability of Transparent Information

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Chapter Five: Supporting legal documentation

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Section Six: Program Development in Action

Without change there is no innovation, creativity, or incentive for improvement. Those who initiate change will have a better opportunity to manage the change that is inevitable William Pollard

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Chapter One: Program Developments Programs

The Program Development Department created new Programs, Programs that stem from it. These programs are designed to help Program Development in its endeavors. They were created to provide information for Universidad Popular. This information benefits its growth and influence in the community. Most of them are linked, chained together by a common purpose. Others are designed to portray Universidad Popular well beyond its normal boundaries.

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Part One: Public Relations It is the practice of managing communication between an organization and its publics. Job Description: Engage in promoting or creating good will for individuals, groups, or organizations by writing or selecting favorable publicity material and releasing it through various communications media. May prepare and arrange displays, and make speeches. Tasks: Study UPs needs to develop strategies that will influence public opinion or promote its services. Arrange promotional campaigns in all types of media. Plan and conduct market and public opinion research to determine potential for projects success, communicating results to management. Arrange public appearances, lectures, contests, or exhibits, prepare and deliver speeches, purchase advertising space and time as required to increase the publics awareness of UPs services and to promote goodwill.

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Part Two: Social Networking UPs revolution beginsin cyberspace. Its a way of gaining an advantage utilizing the internet as a tool to develop personal and professional relationships, understanding that these link UP to a broader world and expands its frontiers and normal influence range. Description: A social network is a social structure made up of individuals (or organizations) called "nodes," which are tied (connected) by one or more specific types of interdependency, such as friendship, kinship, common interest, financial exchange, dislike, or relationships of beliefs, knowledge or prestige. In its simplest form, a social network is a map of all of the relevant ties between all the nodes being studied. Tasks: Define a social media strategy and develop its roadmap, Monitor and measure social media and community metrics. Launch and manage social media campaigns using the UP Website, UP Anime, Facebook, Twitter, Craigslist, Flickr, Linkedln, CNN interactive, Art/Design/Mural, UPrint.

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Part Three: Web Design Web Design is one of UPS keys to create a new and better path in the 21st century. The design, creation, maintenance, update and development of its website and related content are, to say the least, indispensable. Description: Web design is the skill of creating presentations of content (usually

hypertext or hypermedia) that is delivered to an end-user through the World Wide Web, using a Web browser or other Web-enabled software. The intent of web design is to create a websitea collection of electronic documents and applications that reside on a Web server/servers. The website may include text, images, sounds and other content, and may be interactive. Tasks: Work closely with team leader to answer questions and to gain an understanding of project expectations; act as an advisor, guiding the administration through each step of site construction; detail and present specifications, storyboards, and design prototypes to team leader and administration; use common languages related to write web pages; use the different programs to layout and design pages; create and maintain project budgets. Give life to the UP Website, UP Anime.

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Part Four: Photography Most photography in the twenty-first century involves the use of digital cameras, which allows photographers to capture images electronically and edit them on a computer. On a computer, images can be edited using color correction and other effects. Because this can be done in a short time, photographers can take pictures and see them right away. When they are satisfied with an image, it can be sent anywhere in the world via the Internet. Description: Combine artistic talent and technical skill to produce professional photographs. Must be skilled in using his tools, create meaningful photographs, and arrange whatever they are photographing so that it will stand out clearly in the finished picture. Tasks: Work out ideas for photos either on their own or with clients, arrange cameras, lights, settings, props and models for shoots, take digital or film photos and process the images, digitally edit photos, mount and frame pictures, restore old photos, set up exhibitions. Photo and Film. To be used on ads, press releases, social media, and YOUTUBE.

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Part Five: Writers: Writers are involved in the creation and development of works of fiction and non-fiction. A writer may cover a number of wide and varied forms including poetry, prose, and material for the theatre, screen and radio (such as comedy/soap opera scripts, drama productions and documentaries). Writers may also create the content for websites or write articles for magazines or newspapers. Description: Skilled writers are able to use language to portray ideas and images,

whether fiction or non-fiction. A writer may compose in many different forms including (but certainly not limited to) poetry, prose, or music. A website content writer is a person who specializes in providing relevant text content to websites. Their expertise lies in adapting themselves to whatever particular website demands of them to compose. Most of their work centers on marketing products or services that sites are selling or endorsing. Tasks: Select subject matter commissioned by UP; use literary skills to develop subject matter; work to tight deadlines; undertake research; verify the factual content of written work; submit material for publication in the required and expected format; rewrite and adapt material for alternative formats, e.g. website content; maintain and exercise selfdiscipline and time management to organize writing; be prepared to rewrite and revise work (often several times) following feedback.

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Part Six: Media Outreach Mass media television, radio, newspapers, the Internet, and others can be an organization's most powerful and influential allies. For community-based efforts such local media hold the key to generating public awareness, spurring civic action, and influencing community policy. As a result, the media can be potent partners in UPs efforts. Description: Media Outreach (a.k.a. Media Relations) helps convey information about a company to the press. Media Relations main goal is to get coverage from journalists on different events or happenings within their company. In some cases, they don't want coverage and will merely send out releases to help the media keep the facts straight. Media Outreach attempts to put a positive spin on what is happening with their company. Media Relations provides one crucial element: credibility, therefore seen by the viewer as more objective, and there is an assumed endorsement by the media outlet. Tasks: Working with the team to develop social media strategies and initiatives for UP: understand the company's policies, mission and history; managing a team responsible for building relationships and engaging with communities, online media and key influencers; inform reporters when something newsworthy takes place; write and edit press releases,; send out emails and update websites; manage client relationships; network and raise the profile of the organization amongst key online and technology media; issue press credentials and guest passes to various events, as well as arrange interviews between key personnel and journalists; utilize Media Outreach Advisors; television; film; radio; the internet and print.

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Part Seven: Fundraising It is the process of soliciting and gathering contributions as money or other resources, by requesting donations from individuals, businesses, charitable foundations, or governmental agencies. Job Description: To solicit contributions from corporations and individuals, by building relationships and exploring new fundraising opportunities. The most important function is marketing: to sell the worthiness of the institution to a skeptical public. Tasks: Done using E-mail, Fax, Telemarketing, Follow-ups, Initiating, Give UP info, Find contacts, In-kind donations.

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Part Eight: Strategic Alliances and Partnerships It is the establishment of formal relationship between two or more parties to pursue a set of agreed upon goals or to meet a critical business need while remaining independent organizations. Job Description: To proactively and systematically operate, promote, supervise and direct the strategic alliance programs. Tasks: Done utilizing E-mail, Fax, Telemarketing, Follow-ups, Initiating, Give UP info, Find contacts, Joint Projects.

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Part Nine: Testimonials It consists of a written or spoken statement, sometimes from a person figure, sometimes from a private citizen, extolling the virtue of some product.

Job Description: To effectively utilize statements produced orally or in written form to commend UPs activities in the community. Tasks: Done by using the experience of past participants, sponsors, neighbors, parents, families of Healin ladies.

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Part Ten: Administration It is the universal process of organizing people and resources efficiently so as to direct activities toward common goals and objectives.

Job Description: To plan, organize, staff, direct, control and budget efficiently to arrive to the established goal.

Tasks: Plan and organize activities, staff and direct the appropriate personnel, control and budget resources to drive actions toward the predefined goals.

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Part Eleven: Database Entry and Administration It is the organized collection of data for one or more uses, in digital form and its administration. Job Description: Performing database entry requires the job candidate to have a working knowledge of reading, typing and basic computer skills. In a home or office setting, the candidate will review documents and input information into a computer database management system. Understanding documents may require interpretation of data. Tasks: Enter information with the sufficient speed, review inputted information for accuracy, ability to think analytically and logically, and other clerical functions.

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Part Twelve: Research & Investigation It is the detailed systematic investigation to establish facts.

Job Description: Plan, design and manage research projects. Collect and analyze information, to organize it and present it in writing or orally. Must exhibit individual initiative work independently; be technically proficient and accurate; effectively communicate in both written reports and presentations; initiate and ensure compliance with applicable safety procedures; and possess attention to detail.

Tasks: To define and refine research objectives; manage the research project; applying a variety of research techniques to gather relevant information, including document analysis, surveys, case studies and interviews (face-to-face, telephone and online); gathering information by directing or carrying out fieldwork; preparing results; presenting and disseminating results, both orally and in writing-

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Part Thirteen: Research & Development This is the detailed systematic investigation to establish facts, and the determination of the best techniques for applying new devices or processes to production of goods or services. Job Description: Plan, design and manage research projects and its development by applying practical skills and motivation to carry it out it in an ongoing, long-term improvement. Tasks: To define research objectives; manage them; preparing results; presenting and disseminating results, both orally and in writing; and manage its progress and improvement.

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Part Fourteen: Grant Research Grants are funds disbursed by one party (Grant Makers), often a Government Department, Corporation, Foundation or Trust, to a recipient, often (but not always) organizations whose purposes are charitable, educational, scientific, religious, literary, or cultural. In order to receive a grant, some form of "Grant Writing" often referred to as either a proposal or an application is usually required. Most grants are made to fund a specific project and require some level of compliance and reporting. Other grants can be given to individuals, such as victims of natural disasters or individuals such as people who seek to open a small business. Sometimes Grant Makers require Grant Seekers to have some form of tax-exempt status, be a registered nonprofit organization or a local government. Job Description: If you want to do grant research for yourself or a non-profit

organization, knowing about the grant process can simplify the process and make it easier for you to grasp. Grants provide funding necessary for many non-profit organizations to keep their doors open and continue offering their programs. Knowing how to do grant research can help you focus your effort on finding the right funders to support your program. Tasks: Familiarize yourself with grant terminology before you begin conducting a grant search. You should understand the types of grants available and what those types of grants will cover; practice using grant databases so you may better understand how the databases work. If you search for foundation or corporate grant opportunities, you should know how to use a system like the Foundation Center. Government grant opportunities are usually posted through the site grants.gov; compile a list of potential foundations that seem like they may have an interest in supporting a cause similar to yours. You should carefully examine a potential funder's profile and their recent giving history when researching grants; create a prospect worksheet that will help you focus on potential funders that will match your needs. This may include basic information, such as the name, address, and contact person for the funder. You may want to include financial data, including the total assets, number of grants paid, grant ranges and period of funding; gather information about the financial state of the funders you identify through your prospect worksheet. Research the foundation's giving patterns and examine annual reports, their 990 IRS return and printed guidelines.
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Part Fifteen: Grant Writing A grant is free money; free money with a catch. You have to convince someone to give you money in exchange for doing something. Usually, you have to present a novel project or goal, explain how you are going to implement your project and achieve your goal, and articulate why the grant funder should give you money. Then, if you get the funding, you actually have to do what you said you would do in your proposal. Job Description: Grant writing refers to the practice of completing formal and or informal application processes by one party, often a nonprofit entity, educational institution or business - but also by individuals to another party such as a Government department, Corporation, Foundation or Trust. Such application processes are often referred to as either grant "proposals" or "submissions". Tasks: Identify the project and goal. The more narrowly you can define the project, the easier it will be to justify the request for money; get the proposal guidelines; contact the individual identified and make friends. Get to know the people involved in the decision whether to give money. Introduce yourself, discuss the project, ask about prior successful proposals, find out as much as you can about the grant funder and its goals; use the proposal guidelines as the map for creating the proposal. Be sure to address every requirement contained in the grant proposal; proofread the proposal; provide references with sufficient time to prepare a letter of recommendation; submit your proposal by the deadline.

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Part Sixteen: UP Somos Arte (Art Club) UP Somos Arte Art Clubs mission is to nurture and develop a diverse population of under-resourced children and teens so they achieve personal and cultural growth, propelling their artistic, academic, and social development and have a positive impact on their world through joyful experiences in the arts. Description: An Arts Club supports the belief that the arts are an integral part of a healthy culture, providing both intellectual nourishment and social benefit, usually providing accessible and affordable exhibition, performance, workshop, classroom, and office space to artists and arts organizations in the region, and to serve the general public by presenting the work of contemporary visual and performing artists in a user-friendly environment that is available for event and meeting rentals. Tasks: Organize and schedule the clubs program activities, develop and publish advertisements, manage and coordinate the staffs duties, handle attendees doubts and comments, manage scheduled activities, have paperwork and related resources ready and organized.

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Chapter Two: Program Developments Pilot Programs

The pilot programs created by the Program Development Department are new ways at reaching to the community, most in areas that Universidad Popular hadnt tapped yet. These programs provide youth the tools with which they should face their education. They also give Universidad Popular the means to discover more gifts within kids and youth via an Art Club. One of the ways which Universidad Popular hadnt yet exploited to give to the community was the possibility of being taken into consideration as a possible Disaster Recovery Center if the need ever arrived. Universidad Popular needs what the UPrint Department offers for its development and progress.

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Part One: In The Community School Clubs These are student-based school organizations, which consist of administration-approved organizations functioning with myriads of tasks, varying on the specific purpose of each respective club. Clubs compose of students, with adults as advising figures to maintain the functionality of clubs. Clubs primarily focus on four aspects: fundraising, community service, career interest, and interpersonal dynamics. A. High school Outreach. Description. - The program focuses on preparing and motivating students for college. This program stems from our concern about the alarming high school dropout rates and about the fact that many underprivileged kids, as well as children of immigrants and visible minorities, are under-represented in post-secondary and legal education. Tasks. Help organize the programs activities, organize the attendees to the program, handle safety problems amongst the participants, provide sufficient material or information on time. B. University Outreach. Description.- University Outreach works to facilitate learning and engagement through thoughtful collaboration and partnerships with campus and community. Turning our schoolyards, communities, and cities into classrooms provides students with hands-on, real-world experiences for learning while also allowing them to make a positive impact on the places they call home. Tasks. Help organize the programs activities, organize the attendees to the program, handle safety problems amongst the participants, and provide sufficient material or information on time.

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Part Two: UPrint Printing is a process for reproducing text and image, typically with ink on paper using a printing press. It is often carried out as a large-scale industrial process, and is an essential part of publishing and transaction printing. Description. To control, organize and monitor the flow of printed materials in a printing machine. Check schedules, confirm product specifications, arrange adjustments, monitor the quality of the product, ensuring deadlines are met. Tasks. Coordinate, schedule, facilitate and monitor printing and production services for UPrint. Processes requests; verifies completed projects meet quality standards; monitors all printing systems to insure appropriate and safe procedures are followed as required by operation manuals; provides consultation and assistance to clients during project development regarding the printing production process

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Part Three: Parking Lot It is a cleared area that is more or less leveled and is intended for parking vehicles. Usually, the term refers to a dedicated area that has been provided with a durable or semi-durable surface. Description. Park automobiles or issue tickets for customers in a parking lot or garage. May collect fee. Tasks. Keep parking areas clean and orderly to ensure that space usage is maximized. Direct motorists to parking areas or parking spaces using hand signals or flashlights as necessary. Patrol parking areas in order to prevent vehicle damage and vehicle or property thefts. Greet customers and open their car doors. Lift, position, and remove barricades in order to open or close parking areas. Review motorists' identification before allowing them to enter parking facilities.

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Part Four: FEMA Disaster Recovery Center A readily accessible facility or mobile office where applicants may go for information about FEMA or other disaster assistance programs, or for questions related to their case. The DRCs are to be opened and staffed by FEMA personnel, subsequent to any declared disaster. Each DRC is staffed with Federal Emergency Management Agency (FEMA) and state agency disaster recovery specialists who are ready to help survivors through the process of applying for disaster assistance. Description. Provide the FEMA Disaster Recovery Centers Manager with the information and labor asked for.

Tasks. Provide guidance regarding disaster recovery, Housing Assistance and Rental Resource information, Answers to questions, resolution to problems and referrals to agencies that may provide further assistance, SBA program information if there is a SBA Representative at the Disaster Recovery Center site.

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Part Five: Voter Registration Assists with difficult skilled clerical and administrative tasks in voter registration. Description. It is the requirement for citizens and residents to check in with some central registry specifically for the purpose of being allowed to vote in elections. An effort to get people to register is known as a voter registration drive. Tasks. Since registering to vote is the responsibility of individuals in the United States, A voter registration drive is an effort, which seeks to register to vote those who are eligible but not registered. Target those who have never voted, those who can but dont vote, engage and incite them to register and vote in every election. Give them the tools to identify, learn about, and take action on the issues that affect their lives, and leverage their power in the political process.

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Part Six: Takin It To The Streets (you never gave me info).

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Part Seven: Beautify UP A construction and maintenance project to revamp and redecorate UPs installations. Description: It provides the hands-on labor to complete the construction/redecoration project. Must have a good degree of manual dexterity and strength, as well as good math abilities and the ability to operate in a team environment is crucial. Tasks: Run devices that are used to apply grout, cement, concrete, sand, plaster, paint and other substances to buildings; cleaning and getting rid of materials on construction sites; transporting, loading and unloading materials; helping to repair and wreck structures; using tools to build or deconstruct buildings; helping to install electrical, plumbing, heating and/or cooling systems inside a building structure; ordering supplies; putting in flooring and/or assisting with masonry tasks. This to be done in the following projects: Wood, Floor, Electrical, Paint and Daily Maintenance. .

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Part Eight: Hispanic Literacy Council An organization which provides Hispanics the tools to equip them in English as second language learning or its proficiency, or to help them improve reading and writing skills. Description: The ability to identify, understand, interpret, create, communicate, compute and use printed and written materials associated with varying contexts. Literacy involves a continuum of learning in enabling individuals to achieve their goals, to develop their knowledge and potential, and to participate fully in their community and wider society. Tasks: Assistance to instructor in related issues, management of participants documents and personal information, have all paperwork organized, and oversee classroom literacy programs, promote literacy in the school and school community.

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Part Nine: SW Chicago-Mexican Coalition An organization that desires to create an agreement among Chicago citizens or civil society organizations and Mexican individuals or civil society organizations, during which they cooperate in joint action, each in their own self-interest, joining forces together for a common cause. Description: Plan, implement, and evaluate activities associated with the Coalition to include providing: general oversight for coalition activities and associated projects. Develop and implement strategies that will lead to long-term involvement of community institutions, organizations and individuals in the coalitions objectives. Tasks: Report to Coalition leadership, Work as team member with lead agency staff/administrators to meet program goals, serve as resource person, Conduct literature/resource reviews to identify best practices for coalition, Represent coalition through professional associations locally, statewide and nationally, Recruit and maintain a diverse coalition membership with state and national partners, Direct needs assessment activities.

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Part Ten: UP Ambassadors A UP official envoy; an authorized representative Description: organization. Tasks: Promote goodwill and develop list of prospective individuals and community based organizations that would benefit UP and UP and would benefit from UP. Such as Pop Education, English as Second Language, Financial Literacy, Digital Literacy, AAs. Also visit Outreach extensions such as libraries, churches, political representatives offices, institutions, schools, universities, etc. Official envoy expected to represent the views and standpoints of the

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Part Eleven: High School UPrising UPs program to prepare students for high school entry. It integrates the skills needed to prepare students. Description: The program focuses on preparing and motivating students for high school. This program stems from the fact that many underprivileged kids, as well as children of immigrants and visible minorities, are under-represented in post-secondary and legal education. Tasks. Help organize the programs activities, organize the attendees to the program, handle safety problems amongst the participants, and provide sufficient material or information on time.

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Part Twelve: UP College Preparation Its the College preparation program for minority youth living in low- income neighborhoods that help them develop the skills, knowledge, confidence, and aspirations they need to enroll in higher education. Description.- A college preparation program focuses on urban at-risk youth; to develop a framework for the effective transfer of students from high schools to the community college and from the community college to 4-year institutions. Tasks. Help organize all of the programs activities, information, data and paperwork. Assist the attendees in their doubts; provide sufficient material or information on time.

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Chapter Three: Universidad Populars Programs

Since its beginning, Universidad Popular has given back to the community by strengthening it using the programs that make it a staple Community Based Organization in Chicago, Illinois. Such programs have led thousands of Chicago residents away from the ways of desperation, ignorance and underdevelopment to financial, digital, family and health literacy. Added to this it also has provided residents with legal counsel, along with youth , family and community empowerment.

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Part One: FILIPRO UPs Financial Literacy Program prepares residents to get the maximum purchasing power out of their limited earnings, savings and inheritances. They attend workshops on budgeting and making savvier spending decisions, credit management, establishing and maintaining bank accounts, income taxes and preparation to buy a house. Description. It refers to an individual's ability to make informed judgments and effective decisions through consciousness of the financial dimension of economic undertaking. Tasks. Provide help in the workshops and assist the instructor. It is done via Business Outreach, Banking support and compliance, and SBA programming.

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Part Two: DILIPRO UPs Digital Literacy Program is designed to address the adults computer literacy needs. Here adults have the opportunity to start with basic computers skills that allow them to overcome the fear of breaking a computer when they touch a key or the myths that schools are just for children or for people with a lot of money.

Description. The goal of Digital Literacy is to teach and assess basic computer concepts and skills so that people can use computer technology in everyday life to develop new social and economic opportunities for themselves, their families, and their communities. It is the ability to locate, organize, understand, evaluate, and create information using digital technology. It involves a working knowledge of current high-technology, and an understanding of how it can be used. Digitally literate people can communicate and work more efficiently, especially with those who possess the same knowledge and skills.

Tasks. Aid the instructor in his job, help the individual with his doubts.

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Part Three: UPrising It is UPs Youth Empowerment Program. It is structured to improve academic skills/education, self-esteem/confidence by encouraging leadership, Increase parent involvement/participation, and to Identify & Build key partnerships. Description. It is an attitudinal, structural, and cultural process whereby young people gain the ability, authority, and agency to make decisions and implement change in their own lives and the lives of other people, including youth and adults. Tasks. Help mentors develop their program, attend the needs of youth, help organize workshops and meetings, have all paperwork organized and ready.

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Part Four: LETOS UP offers a program for adult immigrants called LEarning TO Succeed. It is designed to ease the transition of immigrants into a new society. LETOS focuses on English language skills but also covers financial matters, tax returns, basic computer training, and practical information. LETOS uses English language training as a hook to expose recent as well as seasoned immigrants to museums, libraries, aldermanic proceedings and neighborhood events. Description. It is the adjustment to a new social and cultural environment. Tasks. Help instructors develop their program, attend the needs of attendees, help organize workshops and meetings, have all paperwork organized and ready.

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Part Five: HEALIN It is UPs HEAlth Literacy Initiative, which has long incorporated physical components to further strengthen its family-oriented health education initiative, with healthy living and lifestyles program, which encourages and directs attendees to a better understanding and practice of healthy living decisions. Description: A program which helps the individual take control of his health, providing the tools and motivation needed to reach goals and maintain healthier habits for the long-term. Tasks: Help instructors develop their program, attend the needs of attendees, help organize program related meetings, have all paperwork organized and ready.

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Part Six: PRO SE LEGAL CLINIC UP offers its community legal consulting on family, immigration, civil, and criminal law. Description: It is a program that provides services to various clients. Legal clinics typically do pro bono work in a particular area, providing free legal services to clients. Tasks: Assistance with research, drafting legal documents and arguments, and meeting with clients

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Part Seven: FLT Chicago Lawn Universidad Populars Families Learning to Teach program is a place where families came together to learn to teach to connect to one another and to build stronger families and healthier communities. Its goal is to make parents not only their childrens first teacher, but also their best. Description: A program that teaches parents and children their social role to better accomplish family unity, student over achievement and family values. Tasks: Assistance to instructors, as well as attendees, help organize the meetings, have all paperwork organized and ready-

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Part Eight: Special Events- La Feria Del Mole A yearly contest that rewards the best mole. Description: A special event which encourages community participation and creativity. Tasks: Assistance in event related issues, management of participants documents and personal information, have all paperwork organized and ready. Do it via E-mail, Fax, Telemarketing, Follow-ups, Initiating, Give UP info, find contacts and sponsors, encourage future participants (Mole ladies), obtain In-kind donations (Pepsi).

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Section Seven: Social Impact

Websters Dictionary defines Impact as the force of impression of one thing on another/a significant or major effect. We must admit that a significant effect was achieved when Universidad Popular teamed with the Put Illinois To Work and the Youth Employment for the Summer Job Programs. The spiritual force, the moral boost, the self-esteem increase, the financial advancement and the family improvement that a newly employed individual obtains in comparison with an unemployed individual, is like comparing a corpse with the worlds heavyweight champion. An employed individual is a happy individual, for he knows that what he does matters, he knows that what he does will bring wellbeing to his family, he knows that what he does is helpful to society in a direct or indirect way. An employed individual is thankful, and thankful individuals become effective workers. All of the aforementioned qualities are consequences of holding a job. Society benefits from persons with these traits because it has been people with these traits the ones that have built this great country. And its individuals like these who change their environment, which in turn allows them to change their community. Crime rate goes down for they are not easy pick for criminals. Other peoples businesses thrive because of anothers ability to buy. Kids do what they are supposed to do: go to school. Family unity is strengthened. Psychological health is maintained. Families have a notable increase in their finances. Students only worry about their grades, not family financial problems. Employment gives empowerment to the individual. If the individual is empowered it wont be late until the family is empowered, and with the family empowered, it will be a question of days until the chain reaction occurs and the whole community begins to change, to improve, to grow, to show that impact. This is what happened with the partnership between Universidad Popular and the Put Illinois To Work and the Youth Employment for the Summer Job Programs.

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Chapter One: The Plan

After careful deliberation, the Program Development Department prepared the way so Universidad Popular could bring about the kind of social impact that the community deserves and needs. A careful assessment of the most common and urgent needs of the Hispanic community in Chicago, added to the current economical climate resulted in Universidad Popular venturing in a of a kind partnership with Put Illinois To Work and the Youth Employment for the Summer Job Programs. The plan was simple: Have Universidad Popular do what it does best, which is helping the community. What a better way of helping the community than by becoming a Worksite, becoming a Worksite that could help the community in a very direct and lasting way. The Program Development Department did not lose time and followed the administrative process for Universidad Popular to be recognized as a Worksite and be able to distribute work to hundreds of the communitys target population. The Program Development Department also created all the necessary paperwork to have everything ready for the partnership to work out as effortlessly as possible, and to grant the Department, Universidad Popular and the Programs themselves the appropriate transparency.

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Chapter Two: Projects Accomplished

One idea. Two parties. Common ground. The basic idea is to help the community providing it with choices, opportunities, and answers. The two parties are Universidad Popular and these Job Programs. The common ground is both parties striving for social and economic impact in the community. Universidad Popular accomplished a lot for itself this summer. Because of this partnership Universidad Popular was able to create twelve pilot programs and sixteen programs dependant of the Program Development Department. These programs will prove to be instrumental for Universidad Populars immediate and long-term future. These programs provide innovation on the way this organization reaches people and funds. Some of these programs emphasize stronger ties to the community and new ways of reaching it by means of todays technologic breakthroughs, while other of these programs will enhance Universidad Populars already dynamic ways. These technologic breakthroughs are going to establish a presence in cyberspace allowing Universidad Popular to possess further and deeper reach.

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Chapter Three: The Foundation for the Future

Societies just as buildings need to be constructed step by step. It is the same process for its improvement. Things dont happen overnight, especially these things. These must be planned ahead. With this in mind, it is safe for us to say that this summer, Universidad Popular laid the foundation for greater things in its future. This is only the beginning. Its the foundation for a better future. These programs will be tweaked along the way for them to reach their maximum potential. We will learn from our mistakes and from our success. Universidad Populars future involvement in the Government Job Programs will only ensure greater results for itself, the community and the programs target population.

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Section Eight: Economic Impact

According to Wikipedia, Economic Impact is defined as the effect of a policy, program, project, activity or event on the economy of a given area, and it can be applied to analysis of the economic contribution of a given activity or industry to the existing local economy. Let us acknowledge that there was a significant effect achieved when Universidad Popular teamed with the Put Illinois To Work and the Youth Employment for the Summer Job Programs. Put Illinois To Work Direct Economic Impact 38 people working in UP x an average of 21 weeks at $400 dollars per week = $319,200 dollars direct impact to the human capital within Universidad Popular (and thus to the Hispanic community). Plus a 100 people that applied due to our outreach, administration and availability, courtesy, patience, and service (their direct contact was Instituto Enlace) 100 people x 21weeks x $400 dollars per week = $840,000 dollar direct impact to the Hispanic community Put Illinois To Work Indirect Economic Impact SROI indicators Less incarceration (study show highest percentage of Hispanic youth incarceration is during the summer) 5 x 60,000 dollars = 300,000 dollars. Less public aid applications and savings from unemployment benefits. Increased monetary, mortgage, savings, helping to provide for their families financial security. Increased job creation ((25% of our participants, after only 3 months of joining the team, have gained employment agreements transforming their present circumstances of being unemployed in an underemployed race and community, to a gainfully employed, confident , and empowered individual citizen of the United States of America) If the program were extended for a full- one year it would have to include social and educational services. We believe that 80% of our team would be gainfully employed in a fulfilling career, true transformation. The 38 people exercised outreach and offered this opportunity to others thus creating 380 employment opportunities, 30 businesses were enrolled. CSBG youth program provided 19 youth with 8.25 per hour, 40 hours per week for 6 weeks = 37,620 dollars of economic impact.

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CSBG youth program provided 7 youth with 8.25 per hour, 40 hours per week for 6 weeks = 13,860 dollars of economic impact.

Yes Program -over 300 youth employed with an average of 1600 received by each one = an economic impact of 480,000 dollars to salaries, plus 400 dollars each one for school/work supplies = 120,000 dollars for a grand total of 600,000 dollars to the Hispanic youth at Little Village, Pilsen, Brighton Park, and Chicago Lawn.

This doesnt include the real lasting treasure of knowledge, shared and learned, through Universidad Populars popular education participatory learning method, the effect of social impact: new skills learned, new abilities developed, self confidence increased, resumes being built up, work experience achieved, social communication and interpersonal skills that have been developed. Due to Universidad Populars consistency in Research & Investigation as well as Research & Development, civic engagement, creative, innovative program development, and the abilities to administrate on a deficit budget (for the lack of timely payment this year on approved funding due to the economy and states budgetary problems), besides all of this UP has been able to serve our community with a 652,020 dollar economic impact direct to those who have been looking for employment and havent yet found it, or had to find employment so far from their homes. Over 350 people were employed by Universidad popular this summer due to our organizations focus on finding, creating, and providing new opportunities for our community through a vigilant, consistent, and committed team of research and investigation professionals. Employment gives empowerment to the individual. If the individual is empowered it wont be late until the family is empowered, and with the family empowered, it will be a question of days until the chain reaction occurs and the whole community begins to change, to improve, to grow, to show that impact. This is what happened with the partnership between Universidad Popular and the Put Illinois To Work and the Youth Employment for the Summer Job Programs.

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Chapter One: The Plan

To employ people giving them the opportunity they had been denied elsewhere to gain economic liberty. We searched through all available youth summer employment programs, beginning in late April, to bring the much-needed jobs to the local Hispanic youth of Pilsen, Little Village, and Chicago Lawn. After being denied several City, State, and Federal Government youth employment programs (due to reasons that we still dont understand) such as; Youth Ready Chicago (YRC), Summer Youth Employment Program (SYEP), WIA, and Able Youth programs, we finally decided to practice our civil rights and organized 50 youth from the ages of 14-28 and protested downtown Chicago. We were then graciously accepted an audience in the office of DFSS where UP finally got the answers that we were looking for. There was a program available for us. CSBG a private company and we were able to process up to 60 youth. Then the problem began with the documentation necessary to get these youth processed. ID. SS card, BC, last 30 days income for anyone in the house, their parents, uncles, and all working relatives documentation too, including their SS cards. These requirements scarred a lot of youth and their parents from continuing this process (not understanding why the government needed all of this info for a summer job). So we got less than 20 youth accepted, processed, and placed with Universidad Popular. This helped us to react to another youth employment program sponsored by Chicagos WorkNet, DFSS and Mt. Sinai called YES Youth Employment for the Summer. They opened up the possibility for us to organize, administrate all paperwork, and hire up to 400 Hispanic Youth. The problem has been that since the youth started to train and work, their paperwork has been required to be completed before they get paid. The first day, I was told that they were fine, and to start them on Monday so that all names would get entered into the computer. But then Monday came and passed, we continued to have appointments for new applications that we began to process, and the next batch of youth were to be processed that Tuesday came, said they have additional paperwork for proof of income, w-4s were done wrong, and Il w-4s had to be altered. All of this took up to another week for these youth to get into the system.
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My question is why do these underprivileged youth have to pay a much-needed salary of a full weeks pay (400.00) because of administrative complications? Since, Mt. Sinai is a Hub how many people do they have processing this paperwork? Universidad Popular provided 12 full-time with no money paid to Universidad Popular for spreading the news, making and copying the applications, processing them, calling back because of required documentation, administration and coordination of said activities. This has caused undeserving pressure to our staff and our resources (our copier broke, we have no paper for start of courses, phones, pens, and so on). Twenty-seven individual and interlinked projects took place in our organization to better serve our community through this great effort. Over 350 people were employed by Universidad popular this summer due to our organizations focus on finding, creating, and providing new opportunities for our community through a vigilant, consistent, and committed team of research and investigation professionals.

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Chapter Two: The Results

Let us examine the numbers. 38 persons from Put Illinois To Work in Universidad Popular is 38 persons x $400.00 per week x 21 weeks = $ 182,400.00. If this Program were to be extended for 1 additional year under the TANF ECF, it would mean that 38 persons hired x $400.00 per week x 52 weeks = $790,400.00. They joined the team and outreached to 100 other persons that signed up and were accepted into Put Illinois To Work. This meant that 1 person x $400.00 per week x 20 weeks = $800,000.00. Plus if it were to be extended for one additional year under the TANF ECF, it would mean that 138 people x $400.00 per week x 52 weeks = $2,870,400.00. They went and got 19 CSBG youth, resulting in 19 x $8.25 per hour x 40 hours x 8 weeks = $ 50,160.00 7 CSBG youth outside of Universidad Popular result in $18,480.00. And all of the aforementioned got 330 YES youth hired, which meant 300 persons x $400.00 x 4 weeks = $ 480,000.00. Plus 400 dollar stipend for each means 260 x $400.00 x 1 time =$104,000.00. Note that we had over 100 youth on the waiting list when we stopped taking applications. Total of economic impact Universidad Popular has had on the Hispanic community this summer = $1,144,560.00. And if the extension for TANF ECF passes then Universidad Popular would have created an economic impact of $6,029,040.00.

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Chapter Three: Continuing Into The Future

Societies just as buildings need to be constructed step by step. It is the same process for its improvement. Things dont happen overnight, especially these things. These must be planned ahead. With this in mind, it is safe for us to say that this summer, Universidad Popular laid the foundation for greater things in its future. This is only the beginning. Its the foundation for a better future. These programs will be tweaked along the way for them to reach their maximum potential. We will learn from our mistakes and from our success. Universidad Populars future involvement in the Government Job Programs will only ensure greater results for itself, the community and the programs target population.

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Section Nine: Testimonials

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Chapter One: Testimonial Letters from Worksites

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Chapter Two: Testimonial Letters from Participants

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Chapter Three: Testimonial Letters from Group Leaders

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Section Ten: Final Notes

When it comes to the future, there are three kinds of people: those who let it happen, those who make it happen, and those who wonder what happened John M. Richardson, Jr.

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Chapter One: Not Exactly As I Thought

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Chapter Two: But

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Chapter Three: Recognitions

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Epilogue
We did not finish this endeavor the way we had began it. We experienced many situations, some scary, others positive but all useful. It is difficult to convey in words the fear, the emotion, the loneliness, the excitement, the faith, the courage, the discourage felt. Nevertheless there is light after the tunnel, and bright one it is. We all entered this venture with doubts and questions, after what was done we leave with more answers and wiser indeed. There are many things that I might have changed or improve if I could, but, this experience leads me to reflect on the meaning of faith. For faith is the certainty of things unseen, the conviction of things hoped for. It is this faith what led us into changing the lives of many, impacting the lives and wellbeing of so many others. Our partnership with the Government Programs, our rock solid conviction, our team efforts, our determination and unity were the fuel to obtain the results we got. Let us be thankful and ready for the next challenge. Yours truly,

Christopher Lafayette

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About the Author

Christopher Lafayette, a Consultant residing in Chicago, Illinois, is a man of passion and commitment. At an early age he noticed that injustice and violence is a part of this world, and for many a daily piece of their reality. Soon he would embark on a mission to try and make a difference in the community. A child psychologist, he is considered to be a top Social Economic Development Expert. His specialty is Project Architecture/Management and Implementation of Innovative "grassroots" Problem Finding /Solving Strategies in the United States and throughout Latin America. He has designed Social Economic Development and Project Architecture/Management for various different sized corporations in North-America. He has dedicated his life to philanthropy, thus helping others reach independence. An author and speaker, avid Scripture reader loves chocolate chip cookies and enjoys cloudy days. (this last paragraph you put real issues, to shake of the seriousness of the whole matter at the end of the presentation).

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