Impact Portfolio Report Int'l Agency for Education Initiatives Julie Smith, Area Manager Quarterly Update Report 10 Mar 2011

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1 Impact Portfolio Report Quarterly Update Report 1 IMPACT PORTFOLIO REPORT FOR: Int'l Agency for Education Initiatives Julie Smith, Area Manager REPORT NAME: Quarterly Update Report DATE: 10 Mar 2011

2 Impact Portfolio Report Quarterly Update Report 2 TABLE OF CONTENTS I. Activity Snapshot Organization Granting Project Activity Measurement Summary Milestone Progress II. Impact Analysis for Each Organization Impact Reports by Impact Area III. Understanding Impact-Based Analysis Indicator Definitions The following criteria was used to select information to be included in this report Organization Hierarchy - Int'l Agency for Education Initiatives Report limited to Julie Smith's Impact Portfolio only - Yes Program Subcategories Included - Program Areas Included - All

3 Impact Portfolio Report Quarterly Update Report 3 I. ACTIVITY SNAPSHOT The following snapshot or dashboard directly relates to topics the Office Program Manager has selected in association with their specified impact area and grants. Recipient Projects Identified for Funding ORGANIZATION GRANTING Product Type Total Amount Committed Amount Disbursed To-Date Remaining Amount Reading for Tomorrow 1 Insight Plus $75, $50, $25, Global Philanthropy Organization 1 Project Center $235, $0.00 $235, TOTALS 2 $310, $50, $260, Recipient Global Philanthropy Organization** Global Philanthropy Organization Project PROJECT ACTIVITY Last Updated: Project Financial Measurement Journals Media n/a 10 Nov 2010 n/a n/a n/a n/a Professional Skills Program 10 Mar Mar Mar Mar Dec 2008 Reading for Tomorrow** n/a 10 Mar 2011 n/a n/a n/a n/a Reading for Tomorrow Botswana Book Initiative 10 Mar Feb Mar Mar Jun 2009 * - This organization is currently using Newdea Basic Listing, which does not allow for project-level reporting ** -A project was not defined for this organization and therefore does not have project-level reporting available.

4 Impact Portfolio Report Quarterly Update Report 4 I. ACTIVITY SNAPSHOT MEASUREMENT SUMMARY The following charts aggregate measurement results for projects included within the report. Measurements are grouped by program area. PROGRAM AREA - Education Number of books distributed Number of books distributed Indicator Statement: Number of books distributed that have been collected, cleaned and redistributed to the various villages as is our mission Actual Value:1,380 Start Date: Jan 2008 End Date: Dec 2012 Actual This indicator is an aggregate of the following participating organizations Organization Level Owner Organization Name Project Name Grant ID Reading for Tomorrow Julie Smith Reading for Tomorrow Botswana Book Initiative T55781

5 Impact Portfolio Report Quarterly Update Report 5 I. ACTIVITY SNAPSHOT Milestone Progress The following table portrays milestone activities associated with projects and their respective progress. Recipient: Reading for Tomorrow Grant ID: T55781 Grant Name: Grant for book purchases Project Milestone Status Completion Due Date Botswana Book Initiative Botswana Book Initiative Program shall obtain 25% of planned income based on outside funding The program needs to distribute more than 25,000 books to children Completed 100 % 30 Apr 2010 InProcess 42 % 30 Jun 2011 Recipient: Global Philanthropy Organization Grant ID: ED-6678 Grant Name: Grant - Global Development Project Milestone Status Completion Due Date Professional Skills Program Progress report Completed 100 % 31 Jan 2010 Professional Skills Program Progress Report InProcess 95 % 31 Jan 2011

6 Impact Portfolio Report Quarterly Update Report 6 II. IMPACT ANALYSIS FOR EACH ORGANIZATION REPORT SUMMARY The following tables list all of the reports available in the system from your identified organizations and projects. Global Development Organization Reports: Organization: Project Location Date Last Updated Reporting Product Report Type Global Philanthropy Organization ProjectCenter Organization Profile Global Philanthropy Organization Professional Skills Program Multiple 10 Mar 2011 ProjectCenter Impact Education Organization Reports: Organization: Project Location Date Last Updated Reporting Product Report Type Reading for Tomorrow InsightPlus Organization Profile Reading for Tomorrow Botswana Book Initiative Botswana 10 Mar 2011 InsightPlus Impact

7 Impact Portfolio Report Quarterly Update Report 7 Global Philanthropy Organization Professional Skills Program IMPACT REPORT Professional Skills Program Location(s): DELAWARE / MASSACHUSETTS / NEW JERSEY / NEW YORK / RHODE ISLAND Project Category(s): Education / Youth Development Project Last Updated On: 10 Mar 2011 Personalized assistance and training is paramount to the program. Providing real life experience is an integral part of curriculum. Upon completion of the program, students can expect to be prepared for the future. Students can look forward to hearing professional speakers from the field. Project SOLUTION Statement - What is our solution to the problem? We plan to address narrowing the opportunity divide by providing a high-end support and expectation program that combines marketable job skills, apprenticeships, college credit, a behavior-management system and several levels of support required to achieve economic self sufficiency. Project CASE Statement - What would happen if we didn't exist? A recent foundation report estimates that four million youth in the U.S. have not progressed beyond a high school diploma and are neither employed nor enrolled in post-secondary education. As a result, a growing number of low-income, minority youth leave high school and lack either the skills to advance towards a college degree. As a result, they will struggle to earn an income in today's economy that will support their family life). Move Up Education addresses this challenge with an intensive one-year training and education program that serves low-income youth ages 18 to 24. As a result of this program, Move Up Education provides the skills needed, such as technical, communication and professional skills needed to provide the foundation for young adults to make a successful transition to higher education and careers like no other existing nonprofit.

8 Impact Portfolio Report Quarterly Update Report 8 Project News The following information relates to the project or sub-project accomplishments, information about what still needs to be completed as well as a recent field journal. ACCOMPLISHMENTS 31 Dec 2010: Professional Skills Program (PSP) now has an annual operating budget of $350,000 in just seven years of operation. A national model for social change, the program gives companies a cost-effective solution for recruiting entry-level employees, while providing young adults with the essential stepladder for success. Results are excellent, with 87% ofgraduates placed in positions that average more than $15/hour within four months of graduation. In 2008, the program will serve more than 650students with sites in Boston, Providence, New York City, Washington DC, San Francisco and soon Atlanta. Today, Professional Skills Program works withmore than 80 corporate partners nationwide. One of the lessons we learned this past year was in regard to the $10,000 we spent on our tutor program. In the last six months, we observed that tutor turnover tends to be high, resulting in additional hiring expenses. We are now reevaluating theprogram and how we can more effectively use our staffing funds. WHAT STILL NEEDS TO BE DONE 31 Dec 2010: We are working to recruit volunteers for our year-round classes, which will begin February 2011 in Atlanta. Specifically, we are seeking out guest speakers on industry topics such as entrepreneurship, e-commerce, leadership, and other interest areas as partof the Professional and Communication Skills classes. Also, we have $20,000 remaining in our annual budget that is currently unallocated. Given wehave 20 tutors to hire for our new location in Atlanta, we plan to allocate those funds to acquiring quality tutors. Additionally, we still have twomilestones to accomplish before receiving the remainder of our $50,000 grant from Philanthropy Foundation. FEATURED FIELD JOURNAL 15 Jan 2011: We recently held an educational class teaching students about the importance of personal presentation in the workplace. The course covered topics such as professional appearance, body language, speaking, and facilitating a meeting. We began the class by watching a video of examples of good and bad appearance and varying levels of public speaking skills. The students then broke into groups and outlined items they think would bebeneficial to them in the workplace from a presentation standpoint. Following the small-group brainstorming session, we gave students the opportunityto roleplay what they viewed as appropriate presentation skills in both mannerisms and speaking. This demonstration was followed by a group assessment of what preferable skills they would emulate. I have spent a few months as a volunteer with Professional SkillsProgram. During this time I have had the opportunity to become familiar with the program and all the wonderful people who work so hard to fulfill theorganization s mission. This experience made me really feel invested in the program far beyond that of a typical volunteer position. - Journal written by N. Thomas (Professional Skills Program mentor & volunteer)

9 Impact Portfolio Report Quarterly Update Report 9 Impact-Based Analysis - What is our plan and how will we measure it? The Impact-Based Analysis (IBA) process, based on the widely acclaimed Logic Model, is the "Industry Standard" to design, monitor and evaluate projects while reporting the impact of their programs to stakeholders. As organizations are continuously improving their programs, their IBA s Activities and Outputs may not always seem on track. These tend to be moving targets and are constantly reevaluated by the organization. IBA Activities and Outputs are not necessarily indicative of a program's long-term ability to succeed. The table below shows performance as it relates to the project's planned indicator goals. Please note, the table is not meant to serve as a linear progression, but rather a "funnel effect" of activities leading to impact. INPUT (Resources) IMPACT BASED ANALYSIS FOR EDUCATIONAL DEVELOPMENT ACTIVITY (Action Taken) Measurement Duration: OUTPUT (Activity Result) OUTCOME (Short & Medium-Range Goal) IMPACT (Long-Range Goal) Recruit tutors Tutor induction and training Increase in tutors trained High School Graduation Rate Increase - MT Improve employability of High School Students Source donations for printing cost of test booklet Prepare test booklets and materials Increase in mentor program participation High School Test Score Improvement - MT Obtain mentoring facility Design college prep course Increase in college prep courses held and attended Recruit mentors Design tutoring program course Secure tutoring facility KEY: = Component at Alert Status IMPACT-BASED ANALYSIS (IBA) PERFORMANCE COMMENTARY: The above-depicted IBA was approved by the Regional Director on 14 July Upon which time, the Program Directoradded the following comments explaining the rational behind the challenges in the plan. College prep course attendance: Many students have not participated in the college prep course because of an inaccurate assumptionof cost. Because the course is available to all qualified students in the program, free of cost, we plan to launch an education campaign through our monthly newsletter to alleviate any confusion. Increased high school attendance: High school attendance among our participating students decreased this last quarter. We are looking into the matter further to determine the reasoning and assess a plan of action.

10 Impact Portfolio Report Quarterly Update Report 10 INDICATORS IMPACT: Improve employability of High School Students Indicator: Improved Employability of High School Students Indicator Statement: This indicator measures the program s overall success in improving the employability of high school students in New York and the tri-state area. Target Value: 70% Actual Value: 60% Baseline Value:10% Start Date: Jun 2007 End Date: Jul 2012 Milestone Actual OUTCOME: High School Test Score Improvement - MT Indicator: High School Test Score Improvement Indicator Statement: This indicator measures the medium-range goal of improving test scores of high school students in New York and the tri-state area. Target Value: 75% Actual Value: 70% Baseline Value:20% Start Date: Jun 2007 End Date: Jul 2012 Milestone Actual

11 Impact Portfolio Report Quarterly Update Report 11 Financial & Program Responsibility - Do we have the capacity to operate responsibly? Financial and program responsibility are demonstrated through disciplined, effective planning and use of resources. It means the organization has sufficient capacity to achieve their impact goals. Being responsible financially and programmatically is achieved by creating realistic budgets, planning for the right resources with people, processes, facilities, etc. to support the project plan, and ensuring all resources are used as intended. For ongoing success, it is essential to continually evaluate and improve resource planning and optimization to maximize long-term impact. CURRENT PROJECT FINANCIAL SUMMARY Income Goal: $600, Income to Date: $77, Income Needed: $522, Budget Start Date: Jan 2011 Budget End Date: Dec 2012 Updated On: 10 Mar 2011 Expenses to Date: $57, Fiscal Year: 2011 PROJECT INCOME TARGETS MONTHLY PLANNED VERSUS ACTUAL EXPENDITURES Dates in green are intended to represent future projections GENERAL FINANCIAL PERFORMANCE COMMENTARY We plan to use our available funds to directly address thepre-established costs associated with the Inputs and Activities of our IBA - leaving a contingency account for unexpected expenses related to the program.

12 Impact Portfolio Report Quarterly Update Report 12 PROGRAM MANAGER: Julia Chavez My Passion: I am dedicated to closing the opportunity divide that exists in our nation. Because of my determination to make this vision a reality, I havecombined my entrepreneurial skills and my passion for working with urban young adults at Move up Education s Professional Skills Program. My Qualification: My commitment to working with urban youth spans more than 15 years. I have als actively participated in mentoring programs since 1990, in additionto having bachelors and graduate degrees in Philanthropic Studies from Midwest University.

13 Impact Portfolio Report Quarterly Update Report 13 Lend a Helping Hand Reading for Tomorrow Botswana Book Initiative IMPACT REPORT Botswana Book Initiative Location(s): BOTSWANA Project Category(s): Education / Youth Development Project Last Updated On: 10 Mar 2011 School children reading after bookchoosing day. An eager child enjoying his new gift. A library at a Secondary School in Botswana. Students at an after-school book club. Project PROBLEM Statement - What is the problem our organization is trying to solve? According to the United States Agency for International Development (USAID), 40 percent of school-age children in Africa do not attend school. Forty-six million African children have never been in a classroom. Of the children who were fortunate enough to have attended school, they have never owned a book and are not able to take any supplied books home with them as there are not enough books for all the children. There are over 250 million children in Africa with little access to books. A seemingly simple problem that can easily change the lives of children by providing much needed educational and recreational books. Project SOLUTION Statement - What is our solution to the problem? Our solution is to provide as many copies of books and reading materials as possible to the children of Botswana. By doing this we hope to be able to increase the literacy rate and get the children the tools they need to pull themselves out of poverty. Provide access to all type of reading material Hold public reading sessions to instill interest Provide parental mentoring for enhanced family life Project CASE Statement - What would happen if we didn't exist? Africa has the highest percentage of illiteracy in the world. The lack of books perpetuates this issue drastically. Many teachers must teach their classes, including basic classes such as math and reading, without a single book. Because books are the key to increasing literacy, and literacy is the key to moving out of poverty, Reading For Tomorrow works towards ending the cycle of poverty and illiteracy. According to local teachers and community members, the simple act of establishing freelending libraries with recycled books has a profound effect in increasing literacy.

14 Impact Portfolio Report Quarterly Update Report 14 Project News The following information relates to the project or sub- project accomplishments, information about what still needs to be completed as well as a recent field journal. ACCOMPLISHMENTS 15 Feb 2011: Professional Skills Program (PSP) now has an annual operating budget of $400,000 in just seven years of operation. Results have been outstanding, with 77% of graduates placed in positions that average more than $12/hour within six months of graduating from the program. In 2010, the program will serve more than 500 students with sites in major cities throughout the United States. Today, Professional Skills Program works with more than 80 corporate partners nationwide. One of the lessons we learned this past year was in regard to the $10,000 we spent on our tutor program. In the last six months, we observed that tutor turnover tends to be high, resulting in additional hiring expenses. We are now reevaluating the program and how we can more effectively use our staffing funds. WHAT STILL NEEDS TO BE DONE 01 Jan 2011: We are very much in need of donations to supplement the shipping of books to Africa, as well as purchasing costs for acquiring books published in Africa. Providing books published in Africa is a key initiative for instilling national pride and hope to those illiterate and impoverished individuals in need. Purchase books Acquire more delivery vehicles Recruit more volunteers for the field FEATURED FIELD JOURNAL 28 Feb 2011: We recently received the first container of books for a classroom at a Secondary School. The donated books covered a wide range of topics such as English literature and grammar, social studies, math, sciences and music, as well as commercial and technical subjects. Over the next few months, books will be advertised to schools and community organizations in northern Botswana. The Maun primary schools created space for the new libraries by using their teacher meeting rooms, and class schedules were developed whereby all students were able to spend 30 minutes a week in the library. Schools restocked their libraries, which were depleted due to lack of security in the room. Maun Senior Secondary School created a new plan for their library of 1,500 books involving a user - friendly library database, a better security system and training for the staff and students. - Journal written by N. Thomas

15 Impact Portfolio Report Quarterly Update Report 15 Impact-Based Analysis - What is our plan and how will we measure it? The Impact-Based Analysis (IBA) process, based on the widely acclaimed Logic Model, is the "Industry Standard" to design, monitor and evaluate projects while reporting the impact of their programs to stakeholders. As organizations are continuously improving their programs, their IBA s Activities and Outputs may not always seem on track. These tend to be moving targets and are constantly reevaluated by the organization. IBA Activities and Outputs are not necessarily indicative of a program's long-term ability to succeed. The table below shows performance as it relates to the project's planned indicator goals. Please note, the table is not meant to serve as a linear progression, but rather a "funnel effect" of activities leading to impact. INPUT (Resources) PROGRAM PLAN FOR OBTAINING AND SHIPPING BOOKS ACTIVITY (Action Taken) Measurement Duration: OUTPUT (Activity Result) OUTCOME (Short & Medium-Range Goal) IMPACT (Long-Range Goal) Donations Donation Book Fairs Books Obtained More sociable well round children Health and Well Being for Botswana Children Donated Books Volunteer Recruiting Session Volunteers Recruited Increased literacy rates Volunteers Maintenance of delivery vehicles Vehicle Preparation Delivery Vehicles KEY: = Component at Alert Status IMPACT-BASED ANALYSIS (IBA) PERFORMANCE COMMENTARY: The program plan is showing a slow start. We did have some difficulties obtaining the necessary vehicles to start our mission, but we believe that has been resolved and we are now picking up steam.

16 Impact Portfolio Report Quarterly Update Report 16 INDICATORS OUTCOME: Increased literacy rates Indicator: Adult Literacy Rates Indicator Statement: Tracking the change in literacy among the adults Target Value: 80% Actual Value: 38% Baseline Value:10% Start Date: Jan 2008 End Date: Dec 2012 Milestone Actual Indicator: Children Literacy Rates Indicator Statement: tracking the change in literacy among the children Target Value: 75% Actual Value: 58% Baseline Value:5% Start Date: Jan 2008 End Date: Dec 2012 Milestone Actual OUTPUT: Books Obtained Indicator: Number of books distributed Indicator Statement: Number of books distributed that have been collected, cleaned and redistributed to the various villages as is our mission Target Value: 2,000 Actual Value: 1,380 Baseline Value:0 Start Date: Jan 2008 End Date: Dec 2012 Milestone Actual

17 Impact Portfolio Report Quarterly Update Report 17 Financial & Program Responsibility - Do we have the capacity to operate responsibly? Financial and program responsibility are demonstrated through disciplined, effective planning and use of resources. It means the organization has sufficient capacity to achieve their impact goals. Being responsible financially and programmatically is achieved by creating realistic budgets, planning for the right resources with people, processes, facilities, etc. to support the project plan, and ensuring all resources are used as intended. For ongoing success, it is essential to continually evaluate and improve resource planning and optimization to maximize long-term impact. CURRENT PROJECT FINANCIAL SUMMARY Income Goal: $276, Income to Date: $196, Income Needed: $79, Updated On: 10 Mar 2011 Expenses to Date: $186, Fiscal Year: 2011 PROJECT INCOME TARGETS MONTHLY PLANNED VERSUS ACTUAL EXPENDITURES Dates in green are intended to represent future projections GENERAL FINANCIAL PERFORMANCE COMMENTARY We did really well in We raised all of our anticipated income and were just slightly over inour expenses. We are now setting our sights on 2011 with an expanded budget and high hopes forincreased fund raising so as to provide even more reading resources for the children of Botswana.

18 Impact Portfolio Report Quarterly Update Report 18 PROGRAM MANAGER: Julie Smith My Passion: My passion is to work with children of all ages and abilities. To observe how the ability to read can change a childs life is very fulfilling. My Qualification: Medically trained in emergency care and response with a degree in Child Development and Learning.

19 Impact Portfolio Report Quarterly Update Report 19 III. UNDERSTANDING IMPACT-BASED ANALYSIS INDICATOR DEFINITIONS Impact-Based Analysis Process (IBA) is the "Industry Standard" methodology used by program managers and evaluators to plan programs and identify performance measures. This tool provides a graphical depiction and allows precise communication about the purposes of a project, the components of a project and the sequence of activities and accomplishments. Further, a program designed with assessment in mind is much more likely to yield beneficial data for effective evaluation. Input a resource utilized to accomplish a goal Activity an action that leads to accomplishing a goal Output a one-time occurrence resulting from an activity Outcome a significant result of an output Impact a long-term project goal