The document discusses the need for an alternative education program in Binghamton, NY called Working Alternatives for Youth (WAY). It notes that around 10% of students dropped out of high school in 2010 and over 7,000 people were unemployed in 2014 in Binghamton. WAY aims to provide at-risk youth with vocational training, educational support, and counseling while also helping to beautify and renew the downtown area through contracts with local businesses. A proposed budget and organizational structure is provided for WAY to help address the high dropout rates and unemployment in the community.

1. Normative Needs:
Currently, there are no agencies in the greater Binghamton area that offer
services for children at the risk of dropping out. In addition, the city of
Binghamton has made initiatives to beautify the downtown area that have
slowed to a halt. We aim to revitalize that effort.
Perceived Needs:
In order to ensure that our services are needed in the greater Binghamton area,
we will distribute surveys to youth to determine the services they desire.
Expressed Needs:
Around 10% of the cohort dropped out of the Binghamton High School
graduating class of 2010. In addition, over 7,000 people were unemployed in
the city of Binghamton as of May, 2014.
Relative Needs:
The unemployment rate in Binghamton, 6.3%, is higher than the national
average of 5.8%. This data proves that our services are needed in the area.
Governance and Organization
Resources Activities Outputs Short-Term Outcomes Long-Term Outcomes
References
Bureau of Labor Statistics. (2014) Economy at a glance: Binghamton, NY. Retrieved
from: http://www.bls.gov/eag/eag.ny_binghamton_msa.htm
Durlack, J., Weissberg, R., Dymnnicki, A., Taylor, R., & Schellinger, K. (2011). The
Impact of Enhancing Students’ Social and Emotional Learning: A meta-analysis
of school-based universal interventions. Society for Research and Childhood
Development. Retrieved from: http://www.mentalhealthexcellence.org/wp-
content/uploads/2013/10/SEL-MetaAnalysis.pdf
Simonsen, B. & Sugai, G. (2013). PBIS in alternative education settings: Positive
support for youth with high-risk behavior. Education and Treatment of
Children, vol 36. University of Connecticut.
State of New York Education Department. (2010) Public school total cohort
graduation rate and enrollment outcome summary 2009-2010 school year all
students. Retrieved from:
www.p12.nysed.gov/irs/statistics/hsgrads/2011/rpt_school_Outcomes_allstude
nts.pdf
Logic Model
Problem Analysis and Supporting Literature
Working Alternatives for Youth: A Social Enterprise Proposal
Megan McDermott, Ryan Scarzafava, Jessica Johnson, Shima Baygan
Vision, Mission, and Values
Vision:
All youth have the opportunity to achieve his/her fullest potential and participate in and contribute to their surrounding Binghamton
community.
Mission:
To build a brighter future for Binghamton’s youth by engaging them in community renewal.
Values:
We are committed to ensuring that our youth have a brighter future by ensuring that they are educated
We will actively work in respect for the community, employees, and consumers
We believe in participation in the program regardless of race, religion, gender, economic status, sexuality, mental health status, or
criminal history
Description of Organization
Our social enterprise, “Working Alternatives for Youth” (WAY), is an alternative education
program for high-risk youth that incorporates the need for occupational education and
community renewal into one package. We focus on getting youth who failed in a traditional
school setting the real-world job skills and experience they need to succeed in today’s job
market while also serving as a community development organization.
Students will learn from experienced retired tradesmen and women and gain real-world
experience by filling contracts for local businesses. Services offered by the program will
include landscaping, electrical work, plumbing, construction, as well as interpersonal skill
building, professional conduct, and resume building. Traditional educational services and
support will be offered for those who wish to obtain their General Equivalency Diploma (GED),
as well as counseling services for those who need them.
Needs Assessment Plan
Volunteer
Tradesmen
Students
Educational
Tutors
Local
Businesses
Social/Emotional
learning skills
Instruction
Skilled mentoring
Vocational Training
Beautification
Of Binghamton
Provide
educational
support to
complete GED
Provide contracts
for rebuilding or
remodeling with
WAY
1x weekly
For 1 hour
40% will exhibit fewer
social behavioral
problems and more
academic success
99% will exhibit fewer
social behavioral
problems and more
academic success
5x weekly
For 6 hours
50% of clients will
graduate from the
program with a job
80% of clients will
graduate from the
program with a job
LMSW’s
5x weekly
For 6 hours
Obtain 3-5
contracts for
remodeling yearly
Obtain 6-8
contracts for
remodeling yearly
2x weekly
For 1 hour
30% of clients
obtain GED or high
school equivalent
60% of clients
obtain GED or high
school equivalent
Renew with
businesses
annually for
contracts
Obtain contracts
from 3-5
businesses yearly
Obtain 6-8
contracts from
businesses yearly
All youth have the opportunity to achieve
his/her fullest potential and participate in
and contribute to their surrounding
Binghamton community.
Main Problem:
Binghamton School Districts have
a high dropout rate
Lack of education leads
to lower income
Low perceived outlook
for future outcomes
Mental health/Health
issues
Lack of concern for
wellbeing of community
Lack of opportunity
(i.e. few jobs)
Lack of community
mentors
Common core
education issues
Low-income
areas
Lack of family
support
High rates of drug
use in Broome
County
Causes
Effects
Finances
Working Alternatives for Youth (WAY) Line Item Budget 2014-2015
Revenues
Grants…………………………………………………………………$250,000
Social Enterprise………………………………………………………$53,000
Fundraising……………………………………………………………$2,000
Donations……………………………………………………………...$1,120
$306,120
Subtotal
Expenses
Salaries
4 Full-time MSW’s @ $20,000/yr………………………………..$80,000
Full-time CEO @ $48,000/yr..……………………………………$48,000
Full-time CFO @$27,000/yr…………….………………………..$27,000
Full-time Secretary @$15,000/yr………………………………...$15,000
4 Part-time Tutors @ $9.00/hr x 1.5hrs/wk……………………....$2,700
Part-Time Custodian @ $2,500/yr………………………………..$2,500
Employee Benefits
Health Insurance…………………..……………………………….$24,000
Liability Insurance…………………………………………………..$25,900
Building Space
7,680 SF Rent @ $5,120/month………………………………….$61,440
Direct Supplies and Services
Training…………………………………….………………………..$700
50 Bus Passes @ $250/month……………………………………$3,000
Equipment and Materials @ $500/month………………………..$6,000
Office Supplies……………………………………………………...$500
1 Computer…….……………………………………………………$500
1 Printer/Copier……………………………………………………..$200
Utilities @ $600/month……………………………………………..$7,200
Phone and Internet @ $39.99/month…………………………….$480
Other costs @$1,000/yr………………..………………………….$1,000
$306,120_
Subtotal
Working
Alternatives For
Youth (WAY)
Board of Directors CEO
LMSW
Tutors Tradesmen Volunteers Student Volunteers
Local Businesses
Supporting Literature
Positive Behavior Intervention and Supports (PBIS) framework includes considering youth needs
and then achieving them with staff across the building, intensifying supports for youth who do not
respond sufficiently for success, and further intensifying support for youth who require highly
individualized programs. Studies argue for a PBIS model at alternative education institutions by
examining the challenges that schools who service high-risk youth face.
The Social Emotional Learning (SEL) approach integrates competence promotion and youth
development frameworks for reducing risk factors and fostering protective mechanisms for positive
judgment.” In school, this can be a hard environment to try to implement the intervention. That is why
WAY would be successful in using this intervention strategy in its services. “SEL is defined as the process
of acquiring core competencies to recognize and manage emotions, set and achieve positive goals,
appreciate the perspectives of others, establish and maintain positive relationships, make responsible
decisions, and handle interpersonal relations constructively.” Although this intervention strategy is
constructed around the education curricula it could be of much more success in the WAY mentor curricula
where students are getting one on one tutoring.