APPENDIX A:

ALICE ONE-SHEETER

MEET ALICEALICE is a United Way acronym describing individuals and

families who are Asset Limited, Income Constrained, Employed.

ALICE households refer to individuals and families with income above the Federal Poverty Level but below the basic cost-of-living threshold.

The Federal Poverty Level (FPL) is $12,140 for a single adult and $25,100 for a family of four (2018).

The FPL was developed in 1965 and is no longer a realistic measure of financial hardship for U.S. households. Its methodology has not been updated since 1974.

The bare minimum Household Survival Budget, though higher than the federal poverty level, does not allow for any savings, leaving a household vulnerable to unexpected expenses and one step away from falling into crisis.

YOU KNOW ALICE

The future success of our community is directly tied to the financial stability of ALICE households. When ALICE suffers and is forced to make difficult choices, we are all impacted.

ALICE is the young mom who suddenly finds herself a single parent. She is the recent college graduate with high student loans, having trouble finding affordable housing.

ALICE is your child’s favorite preschool teacher. Your trusted mechanic. Your elderly neighbor’s home health aide. The administrative assistant in your office.

And given the right (or wrong) circumstances, ALICE could be you.

ALICE IN VIRGINIAALICE households can be found in every county and city in Virginia – urban, suburban, rural – they include women and men, young and old, of all races and ethnicities. And there is no typical configuration - they are single adults, households with children and those without, and households with a family member who has a disability.

DEFINITIONS:Federal Poverty Level (FPL): A measure of income and the indicator used by the federal government to determine who is eligible for federal subsidies and aid.

Household Survival Budget: Calculates the actual cost of basic necessities (housing, child care, food, transportation, and health care) in Virginia, adjusted for different counties and household types.

ALICE Threshold: The bare minimum needed to live and work in the modern economy, though not necessarily a safe or healthy level.

Virginia, nearly 40% of households struggle to afford basic household necessities. 11% are Federal Poverty Level and another 28% qualify as ALICE.

Nearly a third of senior households (32%) in Virginia qualify as ALICE.

And 37 percent of families with children in Virginia are below the ALICE threshold.

Households below the ALICE threshold earn income to meet only 45% of their needs. Another 20% comes from public and non-profit support. There remains a 35% gap for all households in Virginia to reach the ALICE threshold.

ALICE IN SOUTH HAMPTON ROADSMore than 1 in 3 households in South Hampton Roads qualifies as an ALICE household.

City/County Total Households % ALICE HouseholdsVirginia Beach 169,097 33%Norfolk 87,819 40%Chesapeake 83,593 32%Portsmouth 36,654 45%Suffolk 32,232 33%Isle of Wight 13,769 25%SOUTH HAMPTON ROADS 423,164 35%

YOU CAN HELP ALICE!

Invest in the lives of women! striving toward permanent self-sufficiency. Your one-time or monthly investment to United Way can help reduce the number of ALICE households in South Hampton Roads.

GIVE.

Become part of the solution! Join Women United and explore the ways you can lend your time and talents to support at-risk women and children in Hampton Roads.

VOLUNTEER.

Join the conversation! Your knowledge is power. Share what you’ve learned about ALICE with your family, friends, neighbors and colleagues. To read the Virginia Alice Report, Click here.

ADVOCATE.

APPENDIX B:

THE SOUTH HAMPTON ROADS

BRIDGE TO SELF-SUFFIENCY

South Hampton Roads Bridge to Self-Sufficiency*

*Adapted with permission from Economic Mobility Pathway’s Bridge to Self-Sufficiency™: https://www.empathways.org/

FAMILY STABILITY

WELL-BEING

FINANCIAL MANAGEMENT EMPLOYMENT

Housing

Family

Transportation

Childcare

Physical & Mental Health

Social Networks & Support System

Debt & Spending Savings Education, Training & Career Management

Earnings Level* & Benefits

I have stable, safe housing that I pay for on

my own.

*More or less than 1/3 of household gross pay?

My family and dependents are thriving,

and do not face obstacles that cannot be

easily managed. I have consistent, reliable transportation that gets me where I need to go, with a backup option if

necessary.

I have affordable, quality childcare that is

reliable and of my choosing and I have a

backup option. [OR] I have no children.

I am fully able to engage in work, school, or family

life because I can manage my physical and

mental health needs.

I have people in my life who I trust, give me

personal support, and have the knowledge and connections to help me

achieve my goals.

I have no debt [OR] I am current in all debts and making more than the

minimum required payments.

I have two to three months of expenses

saved for future needs in mainstream banking.

I have completed at least a Bachelor’s degree

or higher.

I have a job with earnings equal to or greater than a living

wage.

(Income ≥ $60,000)

I have stable, safe housing and have some

help to pay for it. (Pays $300+ towards

rent)

My family (or dependents) face

obstacles that rarely cause stress and

interrupt my daily activities.

I have reliable childcare that I can count on, and I have a backup option.

I am mostly able to engage in work, school, or family life because of

physical and mental health needs.

I mostly have people in my life who I trust and who give me personal

support.

I am current in all debts and I am making

minimum required payments on all of them.

I have one to two months of expenses

saved for future needs in mainstream banking.

I have at least an Associate’s degree,

professional certification, and/or

licensure.

I have a job with earnings between 66-99% of a living wage.

(Income = $39,600 -59,400)

I have stable, safe housing and have some

help to pay for it. (Pays $0-$299 towards

rent)

My family (or dependents) face

obstacles that sometimes cause stress and interrupt my daily

activities.

I have one transportation option that I can count on,

but no backup. I occasionally miss or

reschedule appointments.

I have reliable childcare that I can count on, but

no backup.

I am somewhat able to engage in work, school, or family life because of

physical and mental health needs.

I sometimes have people in my life who I trust and who give me

personal support.

I have debts and am making minimum

required payments on at least one debt but not

all.

I have some money saved for future needs but it is less than one month of expenses.

I am attending or have completed job training

and/or entry level certification.

I have a job with earnings between 33-65% of a living wage.

(Income = $19,800 - $39,000)

I am living in temporary or unsafe housing, or am at risk of losing housing.

My family (or dependents) face

obstacles that regularly cause stress and

interrupt my daily activities.

I have transportation options, but they are not reliable. I frequently miss

or reschedule appointments.

I have childcare options, but they are

not reliable.

I am struggling to engage in work, school, or family

life because of unaddressed physical

and mental health needs.

I occasionally have people in my life who I trust and who give me

personal support.

I have debts and am making less than

minimum payments on at least one.

I know there is a need to save, but I don’t

have savings.

I have or am currently completing a high school

diploma or GED.

I have a job with earnings less than 33%

of a living wage.

(Income ≤ $19,800)

I do not have housing.

My family (or dependents) face

significant obstacles that require immediate

attention, cause stress, and severely limit me

from my daily activities.

I cannot get where I need to go.

I do not have childcare.

I am not able to engage in work, school, or family

life because of unaddressed physical

and mental health needs.

I do not have people in my life who give me

personal support. [OR] My social network is draining or destructive.

I have debts and I am currently not making any

payments.

I don’t think there is a need for me to save.

I do not have a high school diploma or GED.

I have no income or benefits.

*Calculation based on

median ALICE Threshold for SHR U65 Households

1

3

4

2

5

4 PILLARS

10 Sub-Pillars

BRIDGE

TIERS

Each box

under each

sub-pillar

represents

one “tier.”

Upward

movement

along the

tiers shows

participants’

progression

from crisis

to stability

to thriving.

Note that

each sub-

pillar has 5

tiers

(numbering

begins from

bottom)

except

Transport-

ation, which

has 4 tiers.

APPENDIX C:

UNITE US

UNITE US: COLLABORATIVE SOFTWARE

MEETING YOUR COMMUNITY’S NEEDS TO TRULY IMPROVE SUCCESS

• Direct electronic referrals to best-fit provider(s)

• Track 100% of outcomes delivered by external partners

• Visibility into every client’s total journey

• Real-Time Outcomes & Performance Dashboard

PROPRIETARY & CONFIDENTIAL

A PLATFORM THAT PAYS FOR ITSELFVALUE FOR ALL PROVIDERS + AVOIDABLE UTILIZATION

PROPRIETARY & CONFIDENTIAL

88% improvement in coordination efficiency

84% of clients with positive outcomes

96.4% accuracy of referrals

l Security Overview 2018

Compliant with Privacy & Security Standards

Under the Health Insurance Portability and Accountability Act (HIPAA), Unite Us is a Business Associate to Covered Entities utilizing the software platform. Since 2013, Unite Us has made it a priority to implement controls necessary to maintain the confidentiality and integrity of Protected Health Information (PHI) and Personal Identifiable Information (PII) stored in the system. This includes but is not limited to patient/user rights and technical, physical, and administrative safeguards to mitigate possible incidents or breaches.

Additionally, Unite Us follows the Health and Human Services (HHS) guidelines on Breach Notification and Breach Enforcement procedures established via the Health Information Technology for Economic and Clinical Health Act (HITECH 2009).

Through internal Security Awareness Training and policies and procedures provided to Unite Us team members, it is continually communicated how to maintain HIPAA compliance, investigate and communicate a breach, and perform risk mitigation. Upon completion of the training, team members are required to pass an assessment acknowledging their commitment to compliance at Unite Us.

HIPAA, FERPA, & FIPS Compliant

Unite Us has implemented extensive standards that apply cross-functionally to Family Educational Rights and Privacy Act (FERPA 1974) and Federal Information Processing Standards (FIPS) compliance. The technical infrastructure and administrative safeguards are reviewed on a quarterly and as needed basis to ensure consistency and the timeliness of the implementation of additional and preventive improvements.

Secured, Encrypted Technical Infrastructure

Unite Us is securely managed on HIPAA compliant servers in a leading high-density data center with SAS-70 Type II certifications via Amazon Web Services (AWS). Safeguards include: 24-7 video surveillance, physical locks, and structured access controls. Through AWS, the best professionals in the industry protect data stored within the platform while the technology team at Unite Us continuously monitors access and activity. Data is encrypted at rest and in-transit, while backups are performed throughout the day without interruption to service and are encrypted and stored within the S3 AWS platform. Business Associate Agreements (BAAs) have been signed with all third party technical partners.

Access Controls

During the onboarding process into Unite Us, all users must request access to the system; identifying their role and associated permissions prior to entering the system. Once level of access has been approved by the authorizing party, users are provided a unique username and password to enter the system. Their access to information is based on their role and permissions. Internally, Unite Us provides each employee with only the necessary level of access into the system and continuously monitors activity.

UniteUs.com l support@uniteus.com l 1-844-786-4838

APPENDIX D:

INVESTMENTS CHART

Overview of Community Investments

Investment

Area & Key

Elements

Early Childhood

Success RFP Youth Success RFP Thriving Families RFP

Community Accelerator

Fund RFP

Initiative Investments &

Special Projects

RFPs

Strategies

1. Quality, accessible

early childhood

development

2. Parental

engagement and

learning

3. Developmental

screenings (ASQ)

1. Quality, accessible

out-of-school time

programming

2. Promotion of

social-emotional

learning

1. Longer-term supports that

assist those whose conditions

are not expected to change

2. Short-term emergency

assistance for life’s essentials

3. Upward movement in at

least one pillar on the Bridge

1. Targeted projects or

programs that support United

for Children and Mission

United

2. Targeted efforts that

address other emergent

community needs

1. Capacity building for

collaboratives and

coalitions

2. New creative or

cutting-edge ideas

Eligibility Certified agencies

only (except strategy 3)

Certified agencies

only Certified agencies only Open

Open (eligibility details in RFPs)

Application

Process

1. Eligibility quiz

2. Application

1 Eligibility quiz

2. Application

1. Eligibility quiz

2. Application

1. Letter of interest

2. Application

(by invitation only)

Varies by opportunity –

Multiple RFPs, TBA with

releases

Grant

Amounts

(Per Year)

Suggested minimum:

$10,000

Suggested minimum:

$10,000 Suggested minimum: $10,000

Suggested range:

$5,000-$25,000

Length of

Grant Term

1 year with

opportunity to extend

1 year with

opportunity to extend

1 year with opportunity to

extend

1 year with opportunity to

extend

Date

Application

Opens

January 7, 2019 January 14, 2019 January 28, 2019 March 2019

Submission

Deadline February 22, 2019 March 1, 2019 March 22, 2019 Rolling

Date Grant

Starts July 1, 2019 July 1, 2019 July 1, 2019

1 year from approval date*

*Earliest start date: July 1, 2019

APPENDIX E:

COMBINED GLOSSARY

Glossary of Key Terms

This glossary includes definitions of key terms used across the Early Childhood Success,

Youth Success, and Thriving Families RFPs.

Ages & Stages Questionnaires® (ASQ®) – provides reliable, accurate developmental and social-

emotional screening for children between birth and age 6. ASQ has been specifically designed to

pinpoint developmental progress and catch delays in young children—paving the way for

meaningful next steps in learning, intervention, or monitoring. Specifically, the ASQ-3 (Third

Edition) screens children’s progress on communication, gross motor, fine motor, problem-

solving, personal-social development, while the ASQ:SE-2 (Social-Emotional, Second Edition)

is screens only on the social and emotional development of young children.

Evidence-based and Evidence-informed Programs – United Way invests in building the capacity

of the local nonprofit community to implement the highest quality, most effective programs as

well as to develop a culture of data driven decision making and performance improvement. We

aim to invest in proposals that illustrate they are evidence-based or evidence-informed.

Evidence-based approaches are supported by documented scientific evidence or study.

Scientific evidence takes a variety of forms, including randomized controlled trials,

descriptive and qualitative research, case reports and scientific principles. This is

commonly referred to as “best practice models.” Early Head Start and Mobility

Mentoring® are examples of programs that are evidence-based.

Evidence-informed approaches are those that use the best available knowledge and

practices to guide program design and implementation. These approaches are commonly

referred to as “based on best practice.” Evidence-informed programs can be guided by

existing research but do not require scientific research or rigorous evaluation to prove

positive results. They do incorporate robust data collection, data management, and data

analysis.

Executive Functioning and Executive Function Skills:1 The terms “executive functioning” and

“executive function skills” are, respectively, used to describe the mental processes and skills that

include impulse control, working memory, and mental flexibility and govern such processes of

strategic thinking as problem-solving, goal-setting, and goal attainment.

1. Impulse control (or inhibitory control): the skills used to filter distractions, override

impulses, resist temptation, maintain focus, pause and reflect before taking action,

and maintain persistence in the face of worry or despair;

2. Working memory: the ability to mentally hold and manipulate information over short

periods of time, simultaneously think of multiple things, temporarily focus on

something while retaining something else in the back of the mind, retain information

1 Using Brain Science to Design New Pathways out of Poverty, Elisabeth Babcock

http://s3.amazonaws.com/empath-website/pdf/Research-UsingBrainScienceDesignPathwaysPoverty-0114.pdf

from one place and connect it to information from another, follow multi-step

instructions, and temporarily stop doing something and return to it later without

confusion or loss of continuity;

3. Mental flexibility (or cognitive flexibility, mental shifting, set shifting): the ability to

readily switch gears, multitask, adjust plans, re-establish priorities, apply different

rules or social skills in different settings, translate between languages, alter strategies

based on feedback, and innovate (Center on the Developing Child at Harvard

University, 2011) (Carlock, 2011).

Out-of-School Time (OST) is a broad term that encompasses a variety of focus areas and

content. For the purposes of this RFP, we define OST as programming that: (1) serves children

and youth in grades K-12; (2) is designed to promote learning and healthy development; (3)

includes structured, supervised activities for youth; (4) operates outside of normal classroom

instruction, including before and after school, on weekends, during the summer and other school

breaks, and enrichment activities during school time that enhance academic learning; and (6)

meet frequently and expect regular attendance. For example: after-school and summer programs,

mentoring programs, tutoring programs, leadership programs, etc.

School Readiness – A ready child is prepared socially, personally, physically, and intellectually

within the developmental domains addressed in Virginia’s six Foundation Blocks for Early

Learning: literacy, mathematics, science, history and social science, physical and motor

development, and personal and social development. Children develop holistically; growth and

development in one area depends upon development in other areas.

Service Population - the people who are supported through an agency or program and ideally, for

whom information such as demographics and results are tracked. This is different than target

population, which represents the population an agency or program intends to reach. Service

population represents the individuals or families that an agency or program actually supports

through its services and programs. If you are proposing a new program, then you will only have

information on the target population available.

Social Emotional Learning [SEL] – is the process through which children and adults acquire and

effectively apply the knowledge, attitudes, and skills necessary to understand and manage

emotions, set and achieve positive goals, feel and show empathy for others, establish and

maintain positive relationships, and make responsible decisions.8 Building SEL skills is critical

for individuals to succeed in learning, working, relationships, and civic engagement.9 For the

purposes of this RFP, we define SEL programming as focused activities and strategies that are

likely to drive positive outcomes across SEL domains, including emotional competencies (e.g.,

coping with frustration, recognizing and managing emotions, perspective taking), cognitive skills

(e.g., executive functioning such as working memory, attention, control, and flexibility,

planning), and social/interpersonal skills (e.g., navigating social situations, resolving conflict,

working as a team). Within this RFP, we use social and emotional development synonymously

with SEL.

APPENDIX F:

APPROACHES TO SOCIAL-EMOTIONAL LEARNING

(Note: This appendix is only applicable to the Youth Success RFP)

Approaches to Social-Emotional Learning Strategies

The approaches below illustrate ways to implement Social-Emotional Learning (SEL) programs

or practices across varying organizational settings and scope. They are not mutually exclusive;

approaches may be combined with each other. Most of the SEL research to date focuses on

school-based programs and strategies yet may be adapted to other contexts. Organizations that

already offer programming explicitly designed to advance social and emotional development and

skillsets and aligned with the definition provided in this RFP (see Glossary) may choose to apply

utilizing their existing approach.

• Adaptation of an SEL Program: This approach involves selecting and adapting an

existing SEL program for your context.

• Kernels of Practice:1 This flexible, easy-to-use approach involves embedding low-cost

activities or strategies from evidence-based or evidence-informed prevention programs

that have demonstrated results in changing specific behaviors.

• School Partnerships: Implementation of evidence-based or evidence-informed SEL

strategies as part of the school day. Strategies that embrace a “whole school” philosophy

are encouraged.2

A number of resources are available to support organizations with reviewing high-quality SEL

programs and understanding the various considerations for selecting and adapting programs or

strategies to specific settings and populations. We recommend:

1. CASEL Program Guides

2. Navigating SEL from the Inside Out – Looking Inside & Across 25 Leading SEL

Programs: A practical Resource for Schools and OST Providers

3. The Future of Children: Social and Emotional Learning (Specifically see: SEL-focused

Afterschool Time Programs, p. 95)

4. Kernels of Practice for SEL: Low-cost, Low-burden Strategies

1 https://www.gse.harvard.edu/news/18/02/new-approach-social-emotional-learning-look-kernels 2 https://www.gse.harvard.edu/news/uk/16/07/what-makes-sel-work