2 . 2. Awarded $10,220 from the LFUCG to continue after-school literacy program.
3. 3. Awarded $7,545 from Toyota to support the after-school literacy program at Charles Young Community Center.
4. 4. Acquired Lexia Learning computer-based programs for each computer. This program is a computer- or tablet-based application offering reading, vocabulary and comprehension practice to improve student learning in the classroom or at home.
5. 5. Because of CFCS’s partnership with William Wells Brown Elementary (WWB), the CFCS’s staff was able to establish a network with WWB principal and teachers to recommend, recruit, and register students in the CFCS after-school literacy program.
6. 6. January 2016. Met target goal for literacy program registration.
July 2015-June 2016:
-Literacy Program: Served 159 participants (99 under age 17; 60 over 18).
-90 of the 99 student served showed improved academic performance, based on report cards and sight word recognition.
-CFCS continues to have access to the Charles Young Community Center (CYCC) for office space and programming.
-Other programming includes GED instructions and testing; senior onsite job training; jewelry making, and martial arts.
1. Increase capacity to serve a greater number of students who are not meeting school’s academic standards.
2. Provide supplemental academic support in areas of reading and vocabulary and
comprehension practice for up to 200 students annually.
3. Increase computer lab space to accommodate 50 computers and acquire additional computers.
4. Increase capacity to hire additional program instructors and recruit volunteers to serve students and parents.
5. Increase capacity to expand an informed and working Board of Director.
I write this statement with excitement and anticipation for increasing community awareness of our services and increase capacity to serve vulnerable and underserviced populations. Programs are designed to enhance school readiness for children from birth to 5 years; promote the academic achievement of children in elementary and secondary schools; and provide outreach, training and community resources for parents. Our desire is to sustain our traditional after-school programming for 150-200 students annually, and expand parenting education and leadership. Our vision is to help break the intergenerational cycle of poverty and low school achievement by improving the educational and social opportunities for vulnerable populations in society. We appreciate the opportunity to offer a portrait of our services.
Dr. Regina M. Berry,
Out of concern for poor school performance and increasing drop-out rates, as well as other social problems among children from low-income families, Fayette County community leaders founded the Center for Family and Community Services in 1987. Having initially began with dissemination of information about community social problems to parents and the community, the CFCS has evolved into a major driving force for addressing the needs of vulnerable and underserved populations in the 21st Century. Targeting whole families, the CFCS has served as a model of effective practices for parent leadership, preschool readiness, adult and children’s school success, and overall helping to create healthy communities. The center’s high quality educators establish performance measures for each specific project goal and uses assessment results to refine, improve, and strengthen the program and activities. Results from the 21st Center Community Learning Center after-school program has shown incredible success in helping students meet the state and local student academic achievement standards over the years. Many nontraditional students take advantage of opportunities to prepare for and acquire the equivalency a high school diploma (GED), assistance in resources to enter careers, and postsecondary education or training programs. Moreover, our preschool readiness programs promote children’s cognitive, linguistic, social, and motor skills, which enable them to understand the school's curriculum as they enter kindergarten. These successes make me proud to serve as a Board member for the Center for Family and Community Services. However, It is the help of many community partners that have made these successes possible. The CFCS has received community support in the form of volunteers, use of space for programming, and monetary assistance. As we continue to face challenging economic conditions, the community support that has enabled us to continue promoting self sufficiency among vulnerable and underserved community members is of the utmost importance. I want to extend our appreciation to our partners for valuing the role of our center in the community, and ask that you please continue to do so in the upcoming years.
Low-income individuals and families are among the marginalized groups’ who are vulnerable and underserved in society. Research has clearly demonstrated that communities with concentrated poverty offer limited opportunities for young children in terms of social interaction, educational enrichment, and other resources, such as quality child care and health facilities. These early indicators of disparities, which affect as many as one of every five children, have implications for how prepared children are when they first enter school at kindergarten, and subsequently their school success and other life course outcomes. Ultimately, many children who are unsuccessful in school tend to drop-out, engage in delinquency behavior, and have an increased the likelihood of undesirable outcomes in adulthood such as reduced rates of employment and with lower earnings for those who are employed. Thus, the CFCS’ target population is vulnerable and underserved children and families, and our ultimate goal is to ensure that all children enter school at kindergarten prepared to learn, and subsequently enjoy school success and positive outcomes in adulthood.
Taking a systems perspective, the CFCS’ recognize that family members are inextricably interconnected and neither person nor their problems exist in a vacuum. For instance, to address a child’s school failure and other problems, services must be coordinated to support the needs of the child and the whole family. To this end, it’s necessary to strengthen a shared vision through collaborative leadership between community-stakeholders and identify services throughout the community that offer support for vulnerable and underserved children and families. Moreover, the CFCS’ believe reading is the foundation for school success, thus, our current major focus is supporting literacy. To take the CFCS to the next level of capacity building and sustainability, essential goals include re-establishing and maintaining a highly informed and qualified working Board of Directors; strengthening current and creating new partnerships to support development of new resources and funding sources; and evolve and increase capacity of existing programs to serve up to 200 students annually.
While the CFCS has a long history of serving communities, the objective of this strategic plan is to determine where the CFCS is going over the next year. In this vein, the CFCS will utilize previous strategies, and define new ones as well. The ensuing sections outline the three specific strategic initiatives, goals and objectives.
Strategic Initiative 1: Increase capacity to expand and re-establish an informed, qualified working Board of Directors.
Goal 1: Recruit, retain, and support highly qualified board of directors.
A. Establish search committee that includes diverse membership expertise.
B. Identify agency that offers training for Board of Directors.
C. Develop strategic plan to influence community buy-in.
Strategic Initiative 2: Build resources for an effective and sustainable facility and programming.
Goal 2: Strengthen and create new partnerships to support development of resources and funding.
A. Form committees to identify agencies to increase and improve business support and outreach to various community sectors.
B. Plan and implement fund-raising efforts focusing on facilities expansion, renovation or purchase.
C. Create events for fund-raising and donor recognition.
D. Conduct outreach to expand resources and support for programming, supplies, and equipment.
Strategic Initiative 3: Promote excellence in reading to support school success for elementary and secondary school students.
Goal 3: Evolve and increase capacity of existing programs to serve up to 200 students annually.
A. Collaborate closely with school principal and staff to maintain consistent and appropriate identification and assessment of student learning outcomes and use results for improvement related to general education and program competencies.
B. Identify professionals with expertise in literacy to serve on committee to assess program.
C. Develop recruitment strategies for identified programs and track enrollment.
D. Use research, technology, and other tools to enhance quantity, quality, and variety of academic reading instructions.
E. Recruit highly skilled and effective instructors.
Measures: Maintain list of committee members; document date and time of meetings; establish list of potential board members; design and implement interview process.
Lists of agency partners and representatives and financial contributions from grants, corporate funding, and other external sources.
If past success is an indicator of future success, then the CFCS’ has succeeded in this aspect. Since 1987, the CFCS has evolved into a major driving force for addressing the needs of vulnerable and underserved populations. Having served thousands of children and family members throughout Lexington Fayette and surrounding counties, the CFCS will continue to utilize models of effective and best-practices in areas of literacy, preschool readiness, adult and children’s school success, parental education and leadership, and other areas to help create healthy individuals, families, and communities. The center’s high quality educators with expertise in educational psychology, social work, early childhood development, and business management, establish performance measures for each specific project goal and uses assessment results to refine, improve, and strengthen the program and activities. Federal, state, local and corporate funding has supported programs and services.
The CFCS continues to enjoy community support in the forms of volunteers, use of space for programming, and monetary assistance. For example, after four years, the LFUCG continues to allow the CFCS to occupy the Charles Young Community Center for office space and programming at no cost.
The CFCS’ after-school programming has been successful in helping students meet state and local academic achievement standards over the years. Many nontraditional students have taken advantage of opportunities to prepare for and acquire the equivalency a high school diploma (GED), assistance in resources to enter careers, and post-secondary education or training programs. Like many nonprofit agencies, in recent years, the CFCS has faced financial challenges that have led to the elimination of some programs. Our overall goal is to reestablish and maintain programming capacity and financial stability.
To assess progress toward achieving intended outcomes, indicators of progress have been developed for each goal. In assessment of progress for re-establishing and maintaining a highly informed and qualified working Board of Directors, measures will in include the number of agencies agreeing to support CFCS board development; a list of experts on the search committee, documentation of dates and time of meetings; listing of potential board members; completion of a design for board training, and interview process.
The goal of strengthening and creating new partnerships to support development of resources and funding, performance indicators include maintaining a list of the number of active Long-term partnerships; lists of new partners and representatives; listing of financial contributions from grants, corporate funding, and other external sources; measure of how many potential community partners are engaged in conversations every three months; and frequency of meetings.
To promote excellence in reading for success, indicators include maintaining list of educators to serve on committee; record meeting dates and time; documentation of the instructional tools to enhance quantity, quality, and variety of academic reading instructions; maintain listing of students referred for services; student grades and test scores.
As noted under the “Impact” section of the profile, the CFCS has established a twelve-station computer lab with reading, vocabulary and comprehension software at Charles Young Community Center; continues to acquire small funding for the after-school literacy program; have a long history of collaboration with Fayette County Schools and other community partners, served 159 participants during the 2015-2016 academic school year; and maintain database showing positive outcomes. To fully increase overall programming and financial capacity and sustainability, the agency must consistently maintain a highly qualified working Board, with strong community connections. The lack of consistent and strong leadership is the greatest obstacle to programming success. The current CFCS Board must identify and acquire agencies with expertise in training and recruitment of qualified board of directors. To assure assessment of progress toward achieving intended outcomes, a well-designed plan must be developed to gather relevant information, analyzing the information and comparing actual outcomes to expected outcomes. Both quantitative and qualitative performance measures must be established. Evaluation must be on-going and summative. The CFCS utilizes various evaluation methods, including documenting efforts and activities, maintaining records of meetings, establishing timeliness of procedures and reports, documentation of persons served or participating in activities so that cost effectiveness data can be generated, and development of user surveys to ascertain user perceptions and obtain suggestions for greater effectiveness.
The major challenges faced by the Center for Family & Community Services over several years are related to board development and fundraising. While various community members have served as board members, there has been varying degrees of engagement in strategically oriented activities. We look forward to the promise of a stronger governance structure and visionary board members with effective skills and access to resources. It is also our hope that board members have the skill or are able to acquire community support to create an effective marketing and fundraising program.
Dr. Regina M. Berry holds a Ph.D. in Educational Psychology and a Masters Degree in Family Studies, with specialization in Marriage and Family Therapy and certification in Behavioral Science (University of Kentucky). She is a native of Lexington, Kentucky, and has a long history of designing, developing and implementing programs to improve educational and social opportunities and outcomes for students at-risk for school failure. As the CEO of Center for Family & Community Services, Dr. Berry has administrative authority to oversee day-to-day activities of all federal, state, and corporate funded projects, supervises staff and coordinate activities with collaborative partners. Moreover, Dr. Berry oversees all aspects of evaluation of programs, and management of budgetary activities of all grants to ensure adherence to federal and state financial mandated guidelines. Dr. Berry has provided family therapy for children and families of diverse racial, ethnic, and social classes and backgrounds, and specializes in treating youth with problems of delinquency and aggression. She also has taught undergraduate courses in the areas of Human Development and Learning; Human Development Over the Lifespan; Theories of Learning Applied to Teaching; Transition to Education; Problems in Educational Psychology: Simulation-Based Learning; School Violence; and Youth Violence: Prevention and Intervention.
The major challenges faced by the Center for Family & Community Services over several years are related to board development and fundraising. While various community members have served as board members, there has been varying degrees of willingness to be actively engaged and strategically oriented. Recently the number of regular board members has increased from five to ten, with an additional five serving as advisory members. With the recent installment of all new board members, we look forward to the promise of a stronger governance structure and visionary board members with the effective skills and access to resources. It is also our hope that board members have the skill or are able to acquire community support to create an effective marketing and fundraising program.
Indirect Public Support HelpIndirect public support represents revenue received through solicitation campaigns. This includes funding United Way and other federated fundraising organizations, but does not include donor designated contributions.
Earned Revenue HelpEarned revenue represents income generated in direct exchange for a product or service.Earned income includes income from government contracts.
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