https://jsf.bz/wp-content/uploads/2020/06/clock-tower-pexels-photo-256497.jpeg19191280Mitchell Adams/wp-content/uploads/2020/04/jsf-logo-300-125.pngMitchell Adams2017-12-21 17:34:402020-06-30 19:49:39So, this is Christmas (and what have you done?)
In one class, a teacher led her energetic preschoolers in an assignment that involved decorating a Christmas tree. Later that morning, a student practiced her language skills by reading her letter to Santa aloud to a group of visitors. Schoolwide, classes were preparing for an upcoming holiday concert.
Other than the hearing aids and cochlear implants worn by the children, the scene was no different than in any other preschool anywhere.
Administrators at Clarke know that visitors are sometimes surprised when they visit one of their campuses for the first time. In a post for Giving Matters earlier this year, Chief Development Officer Lillian Rountree challenged anyone new to Clarke to “just spend a few moments with our preschoolers to see—and hear—the potential.”
For me as a first-time visitor, that definitely was the case, even though I was aware that Clarke is where deaf and hard of hearing children learn to listen and speak.
Clarke has been involved in this work for some time. In fact, 2017 has been a year of celebration for Clarke, which has been serving deaf children and those with hearing loss for 150 years. Its Jacksonville location also celebrated its 20th anniversary this year.
Indeed, there is much to celebrate. Clarke serves more than 1,300 children annually at its five campuses along the East Coast. In addition to the one in Jacksonville, there are campuses in Boston and Northampton, Massachusetts; New York, New York; and Philadelphia, Pennsylvania.
Clarke has the ability to reach thousands more children and their families through programs like its Early Intervention Program and its Telepractice Virtual Intervention Services for Infants and Toddlers, or tVISIT. Through tVISIT, Clarke can serve families in distant locations through video conferencing.
JSF provided financial support for the tVISIT program. Over the past 10 years, the Foundation has provided grants for many other purposes as well, including residential scholarships, website upgrades and support of the Early Intervention Program.
I was excited to learn that in addition to the tVISIT program, another way in which Clarke reaches beyond its borders is by providing internships for student teachers who are interested in working with children who are deaf or hard of hearing. Some 60 education students from Florida colleges and universities complete their practicum requirements at Clarke Jacksonville each year, helping to fill a need for skilled teachers of the deaf.
Not surprisingly, the leadership at Clarke Jacksonville can attest to many success stories. Co-Director Alisa Demico has been at the site since it was founded two decades ago, and she remains in touch with many of the students who were in the very first preschool class. Today, most of those students either have graduated or are attending college, she said.
That is likely welcome news for many Clarke parents. For them, a bright future for their children is not just a holiday wish. At Clarke, it is becoming reality, each and every day.
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This year for Native American Heritage Month, I have been reflecting on my own Native American heritage. I am Oglala Lakota through my father and German American through my mother – and I’m blessed with this lineage. However, since it is Native American Heritage Month, let me focus on that side.
Sherry Salway Black is an infant in her father’s arms in this family photo taken in Pine Ridge Village.
I was the only one of four siblings born on Pine Ridge Reservation in South Dakota – and I’m the only one that has spent their career working with Native peoples and Native issues. I didn’t grow up on Pine Ridge – my family was part of the federal American Indian “relocation movement” from the mid-1940s – early 1960s – a policy of assimilation. After getting my undergraduate degree in Pennsylvania in the mid-1970s, I felt drawn to “return” to the reservation, to meet family I had only talked to on the phone and to see the place I was born, as many “urban Indian” young adults from relocated families did at the time. I haven’t “left” Indian Country since – working with and for Native peoples for more than 40 years. To bind the tie even tighter I married into the Seneca Nation.
Being Native means different things to different people. To me, it means I have a rich, vibrant network of relatives, friends and colleagues, both Native and non-Native, across the country and the world, who work for the betterment of Native peoples. To me, being Native means lifelong learning about the diverse, magnificent and resilient Native communities to better understand and assist in development. To me, being Native means I have been blessed with financial support for my undergraduate education and my graduate degree which led to a career where I have been passionate about my work. I’ve worked directly in communities with Native peoples and tribal nations, locally with Native organizations, and nationally with national Native and non-Native organizations and the federal government. Being Native led me down a unique and rewarding lifelong path.
This postcard shot of Pine Ridge Village was taken during the 1950s.
I have received so many opportunities because of my Native heritage. Many generations of leaders, both Native and non-Native, made this possible through their work, commitment and advocacy along with sacrifices by our ancestors. What do I owe in return? Being Native means you might be eligible to receive certain benefits but these benefits come with certain responsibilities, certain obligations. The importance of giving back – or reciprocity – is so vital to Native societies.
In this month to celebrate and recognize Native Americans and their innumerable, vast and continuing contributions to this country, and in the season of giving and appreciation, let each of us, with our unique and diverse heritages, give thanks for all that we have. And do not forget to reciprocate, or give back, for your good fortune.
https://jsf.bz/wp-content/uploads/2017/11/sherry-salway-black-elsie-meeks-tawney-brunsch-and-tanya-fiddler.jpg480640Lady Hereford/wp-content/uploads/2020/04/jsf-logo-300-125.pngLady Hereford2017-11-20 16:22:182021-08-30 15:13:14My Native American Heritage
American Indian Business Leaders (AIBL) was organized in January 1994 and was recognized as a 501(c)(3) organization in 1995 on the University of Montana campus in Missoula, Montana. Michelle Henderson (Assiniboine) was a graduate student in the MBA program and wrote her thesis on AIBL. She approached School of Business Administration Dean Dr. Larry Gianchetta to be the chair of her thesis committee. The original idea evolved from concerns expressed by many tribal leaders that recognized the need for business educated and business experienced tribal members to assist with tribal economic development. Michelle became the first executive director of the AIBL organization, and Larry became the faculty advisor to the University of Montana AIBL Chapter.
The mission of AIBL is to increase the representation of American Indians and Alaska Natives in business and entrepreneurial ventures through education and leadership development opportunities.
AIBL’s vision is to become the preeminent national nonprofit organization serving American Indians and Alaska Natives by providing business and entrepreneurship education, leadership development training, and the necessary support to help young men and women who aspire to purse studies and careers in business, entrepreneurship, or related disciplines.
Today, AIBL has student chapters throughout the United States, and the chapters fall into three categories: High School, Tribal Colleges, and Universities. Each of the chapters has a least one faculty advisor. Faculty advisors and student members can go to the AIBL website (www.aibl.org) and click on chapters to find all the resources necessary to organize and run chapter meetings. Each year the primary focus for the student chapters is the Annual Leadership Conference. This year our annual Leadership Conference will be April 26-28 at Wild Horse Pass in Chandler, Arizona (more details on the conference can be found on the AIBL website).
The Leadership Conference has students going to learning sessions in career development, personal development, networking, etc. Many of the corporate sponsors will be attending the conference and will be available to discuss both internships and career opportunities. We also have many sponsors interested in our AIBL students, representing well-known Indian owned businesses who have both internships and career opportunities for students. Students participate in competitions such as Business Plans and Chapter of the Year. Members of the National Board of Directors are located across the U.S. and come from industry and education. They are dedicated to the mission and vision of AIBL and will all be available at the annual Leadership Conference.
Finally, go the AIBL website and click on conferences. You will see the students involved in all of the activities available to them engaged in life-changing experiences. You will also see the remarkable speakers that come to present at the AIBL conference. A large part of the AIBL experience throughout the academic year is the fundraising students do to pay their way to the conference, as well as preparing to do very well individually and as a chapter in the competitive events. Each year we ask a few of our AIBL alumni to come back to the Leadership Conference and share with the students what impact AIBL has had on their lives. This is always a very powerful experience for our current AIBL students!
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Do you remember during your childhood when someone gave you something but then took it back? The person might have been called an “Indian giver.”
The term was always hurtful for me because I knew firsthand the generosity of American Indian people. At our ceremonies, it has always been a custom to have what we call “giveaways,” a tradition of honoring and respecting others by the giving of gifts ranging from blankets to horses. Leaders were chosen in our society by how much they gave away to the people, not by how much they owned. It is a high honor to share with others.
The term “Indian giver” originated in the pre-Colonial land transactions involving the entrepreneurial Dutch and Indian landowners. The Dutch had learned to manufacture wampum — small shells used as currency and jewelry among Indian tribes — that was used for land trades. The land was then broken up and the titles were later sold in Europe to future settlers.
Upon arrival, the new settlers found Indians unwilling to honor the contracts because they believed that the transactions were only valid with the person involved in the original purchase. They were trying to do the honorable thing.
It was from these confusing first transactions that Europeans came to believe that Indians could not be trusted and therefore forced them from their lands. The Indians were merely trying to maintain the integrity of the original transaction. Hence the term “Indian giver.”
I have never known of an Indian person to give someone a gift and then take it back. All my life I have only seen generosity from people who had very little in the way of material possessions.
Indians gave the ultimate gift to Europeans: their land, which holds vast natural resources that include oil, coal, timber, minerals, water rights and rich farmland. Yet today, American Indians are some of the poorest people in America.
National philanthropic support for American Indians falls far short of what is needed. American Indians languish in some of the most remote, untenable areas in the country, where poverty and despair are common. Less than 1 percent of all charitable giving goes to support Indian causes.
The term “Indian giver” is a misnomer. In our community, giving is a way of life … and always will be.
What are your plans to give this year? Natural disasters have decimated entire islands like Puerto Rico and the need to help has never been greater. Pick a good sound organization and give and then give some more.
Richard B. Williams (Oglala Lakota/Northern Cheyenne) is a passionate and committed advocate and fierce champion of Native education in the United States. From 1997-2012, he served as president and CEO of the American Indian College Fund, a national non-profit scholarship fundraising organization for American Indian students attending tribal colleges and universities which provide culturally based education and are run by the tribes. He presently serves as Indigenous Peoples Programs Consultant for the Johnson Scholarship Foundation.
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The following previously appeared in the Huffington Post and has been reprinted with permission.
As the leader of a national organization focused on employment for people with disabilities, I routinely have the privilege of visiting places that are doing some remarkable work to advance the issue. My travels of late took me to two notable college campuses: Edinboro University, just outside of Erie, Pennsylvania, which has committed to excellence in accommodations for students with disabilities; and Rochester Institute of Technology (RIT) in upstate New York, which has dedicated itself to helping students with disabilities access jobs upon graduation, better ensuring their long-term economic security.
Frankly, America’s colleges and universities would do well to examine what RIT and other leaders in career services are doing right, because many, if not most, are getting it wrong. Nationally, students with disabilities take twice as long to secure a job after graduation. And of the 1.4 million college students with disabilities, about 60-percent of them can expect to not find a job when they graduate. Talk about a harsh dose of reality for young people who simply want to contribute.
When I talk with employers, which is just about every day, they tell me their inability to hire new graduates with disabilities is not due to a lack of qualified candidates, but rather a lack of access. We at the National Organization on Disability decided to take a closer look at this issue recently, which resulted in a white paper titled Bridging the Employment Gap for Students with Disabilities.
Our research, along with guidance from partners such as Career Opportunities for Students with Disabilities and the National Association of Colleges and Employers, resulted in a series of recommendations that colleges and universities can take right now. Chief among them, and it’s one that RIT is executing quite well, is better coordination and communication between each school’s career services and disability offices, which respectively have access to “disability-friendly” employers and job seekers with disabilities. It may seem simple, yet so few schools get this right. At RIT, students engaged in this new model of information sharing report excellent results, with all early participants obtaining employment.
A closer look at this issue reveals that, while as a nation, we have become increasingly proficient at creating employment opportunities for people with disabilities in entry-level positions, employers have yet to build a robust talent pipeline for professional positions. This is a particularly pressing problem for employers looking for candidates with STEM backgrounds. One would think our institutions of higher education would be the ideal place to fill up that pipeline.
However, most professional-level jobs require not only a college degree, but frequently up to five years of work experience. This is a Catch 22 for the majority of all college-educated jobseekers, not just jobseekers with disabilities. But what we’re learning is that these experience requirements may be overly restrictive and are inadvertently screening out graduates with disabilities that could perform well in professional jobs with the right training.
This was underscored in a new study from the Association of American Colleges and Universities, in which employers evaluated students in skill areas such as being innovative, solving complex problems and working with others. Employers did not rank college grads highly in those key categories. Yet, talk with a person who has navigated the streets in a wheelchair for ten years or dealt with the medical establishment on a daily basis, and you’ll find a job candidate who excels in all three areas. Employers should reexamine requirements that might be unnecessarily restrictive – particularly federal contractors who must now seek to satisfy new federal disability employment targets – and potentially gain new sources of inventive and resourceful talent.
This summer, our nation will celebrate the 25th anniversary of the ADA. We have taken tremendous strides forward in improving access to employment for people with disabilities. But if we cannot solve the issue of how to connect talented young people with disabilities to meaningful employment, we will have not only wasted an historic opportunity to close this seemingly intractable employment gap, but we will yet again be wasting the talents of people who have much to contribute and deserve the opportunity to participate in the American Dream.
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Eight years ago a young man named Miguel was in his last year of Philadelphia’s Northeast High School when his teacher referred him to the Marriott Foundation’s Bridges from School to Work (Bridges) program. Like thousands of public school seniors across the country receiving special education services, Miguel’s postsecondary options seemed both daunting and uncertain. He needed the targeted interventions that a program like Bridges has mastered over nearly three decades of serving more than 22,000 youth. He needed an adult mentor who would steer him through the complex process of school-to-work transition. He needed help bridging the gap between high school and the world of work.
As with all Bridges participants, Miguel availed himself of job readiness and employability skills instruction aimed at preparing him for what to expect in the competitive workforce, a milieu that sometimes tolerates fewer mistakes and grants fewer second chances. But Miguel was committed and earnest in his pursuit of employment, so with the assistance and encouragement from Bridges, he was successful in landing his first job with a Walgreens as a customer service associate. Miguel’s punctuality and dependability at Walgreens demonstrated his potential for the demands of fast-paced production environment with Philadelphia’s Union Packaging, a company that manufactures containers for fast food and casual dining restaurants.
At Union Packaging Miguel proved himself able in keeping pace with complex machinery as it churned out food containers to be packaged and shipped to restaurants across the country. He received both pay increases and increases in responsibility. But Miguel’s story doesn’t end there. Not only did he keep in touch with Bridges over the years by sharing his job and career updates he continued to press ahead with efforts to grow and better himself. Miguel recently completed training qualifying him to join Philadelphia’s SEPTA’s Police Department. Now 26, he’s pictured here…..
A story like Miguel’s is timely. October is National Disability Employment Awareness Month (NDEAM) when programs like Bridges shine a light on the great work of many in business, philanthropy, and government alike in efforts to break down barriers for persons with disabilities to achieve their employment and career aspirations.
It’s the stories of young men and women like Miguel that help the Marriott Foundation’s Bridges program earn a reputation for practicing evidence-based strategies that lead to jobs that build self-esteem, maturity, and independence. Stories like Miguel’s — and there are thousands of them — demonstrate to stakeholders and funders the value of our work. Stories like these attest to the return on investment for grantors who want to see quantifiable and tangible results.
Taking the long view, showing commitment and building trust — these are key characteristics essential for young workers to learn in the world of competitive work. They are equally essential to building successful partnerships with program supporters in the competitive world of grant-making and grant-seeking. Similar to our work with youth, the funding and support partnerships begin with assessment and the readiness of parties to enter into a partnership. And these stage-setting steps cannot be shortchanged. Openness on timing, deepening knowledge through site visits, collaboratively scoping plans, to the benefit of all, are essential to the long-term success of the partnership. And taking the employment analogy one step further, the genuine commitment to long-term partnership allows both grantee and the funder to look at the partnership as an investment with an expected return.
In real terms, the long-term matching grant from Johnson Scholarship Foundation to Marriott Foundation Bridges allows the organization to position our school-to-work services as social impact seeking added capital to grow, expand and deliver a return for investors and clients alike. This approach is leading to the expansion of Bridges services in Ft. Worth, Boston, and New York City in addition to the nine other cities already serves.
NDEAM celebrates ability and value people with disabilities bring to the workforce, and let us further acknowledge that the lessons learned from successful employment experiences parallel the relationships and partnership we build together.
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Research shows that there is a great gap between educational expectations and reality for students with disabilities.
A 2006 National Longitudinal Transition Study commissioned by the U.S. Department of Education’s Office of Special Education Programs and Institute of Education Sciences showed that 85 percent of youth with disabilities plan to complete some form of post-secondary education (26 percent expected to complete a post-secondary vocational, technical or trade school; 34 percent expected to graduate from a two-year college; 25 percent expected to graduate from a four-year college). However, the same study also indicates that only one in 10 of these students actually complete any sort of post-secondary education (5 percent graduated from a post-secondary vocational, technical or trade school; 4 percent graduated from a two-year college; 1 percent graduated from a four-year college).
The Johnson Scholarship Program helps to narrow the gap between expectation and attainment. Data kept by Florida Atlantic University finds that 66.1 percent of the students receiving at least one scholarship disbursement have graduated and another 20 percent are still enrolled in post-secondary education. The role of the Disability Support Services (DSS) office in helping students through this process cannot be overstated.
The Board of Governors Office performs essential leadership functions. It serves as a liaison between the Foundation and the universities, disseminates information on best practices, and helps to standardize processes. It manages and distributes the scholarship money to the various SUSF schools and it also provides expertise on legislative and policy changes that might affect students with disabilities.
The Board of Governors scales the support of students with disabilities to a state level, providing a greater platform for advocacy and building allies across sector lines in Florida. Such allies are invaluable as students with disabilities graduate from college and pursue employment.
At the heart of the partnership among JSF, the Board of Governor’s Office and the campus DSS is a one-day annual meeting, convened by JSF. The purpose of this meeting is to review the performance of the scholarship program, discuss developments affecting students with disabilities and best practices and opportunities for learning and collaboration. Professionals from outside the SUSF are sometimes invited to attend the annual meeting and speak on issues relevant to students with disabilities and their educators.
The underlying reason for JSF’s mission in education is to facilitate meaningful employment. Unfortunately, there is huge underemployment of people with disabilities, even those with university degrees. According to the Current Population Survey (CPS) data released in June 2017, the unemployment rates for people with disabilities is more than double the rate for people without disabilities. The under employment of students with disabilities has been a recurring topic of discussion at JSF Scholarship annual meetings.
The Johnson Scholarship Program for students with disabilities is based upon a unique working relationship among JSF, the State of Florida, the SUSF and the university campuses, particularly the DSS at each campus. It is this partnership that has made the scholarship program successful. We have repeatedly noted that the real value of the program is in the work of the people involved (rather than the money).
The program builds on infrastructure, expertise and resources that are already in place in the state of Florida. The Board of Governors is the governing body for its 12 state universities and DSS are well established at each campus. The delivery of the Scholarship Program causes additional work for these partners but the incremental cost is small compared to the benefits.
The JSF SUSF Scholarship Program is a proven winner that is easily replicable in other states. The administrative machinery, DSS and a philanthropic sector are already in place. All that is required is an individual or group of individuals to champion the program.
For more information about Johnson Scholarship Foundation, visit www.jsf.bz.
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Johnson Scholarship Foundation One N. Clematis Street, Suite 307
West Palm Beach, FL 33401
The Johnson Scholarship Foundation is a private Foundation. It does not make individual grants. All scholarships and grants are made through selected institutions. The Foundation’s support of these causes is delivered through a variety of scholarships and grant programs, which are described in this site.