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Welcome to the VISTA x Horizons On-boarding Padlet 

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Welcome to the VISTA x Horizons On-boarding Padlet 

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Here is a continuum of resources to help you jumpstart your service year. The first few weeks are often hectic and resources will fly at you from all directions. Feel free to add new resources to your cohort's Padlet and to the Slack. To navigate through this site, scroll to the right!

The first few weeks of sessions/assignments are geared to equip you with the basics: understanding your VAD, getting to know your cohort, understanding the VISTA structure and your project.

The next few weeks of on-boarding will work you through activities to encourage discussions around both the issues Horizons and AmeriCorps seeks to alleviate: poverty, systemic racial inequities, educational inequities.

Finally, the last segment of on-boarding seeks to help guide you towards skill-building. You will practice using strengths-based messaging, learn the basics of fundraising, and a very basic project development protocol.  Additionally, you and your VISTA Leader will work together to help you develop an individualized professional development plan to help support your growth this year.

This thorough on-boarding is a new undertaking for our project, so we ask that you provide us with fearless feedback and grant us with a little bit of understanding as we smooth out the processes.

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Share out cool resources or good memes that you think your cohort would appreciate.

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White = General Administrative Tasks

Yellow = Discussion Questions

Green = Resources/Activities to Support your On-Boarding

Red = Key AmeriCorps Documents

Purple = Key Horizons Documents

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The first week at site will be a whirlwind as you get to understand your program, its people, and--for the VISTAs who relocated--the surrounding community. Below are some essentials that can't fall through the cracks. Some of the tasks will involve asking your supervisor for assistance. Others will involve your cohort and VISTA Leader. If you have any challenges accomplishing some tasks reach out to your VISTA Leader.

Get a Horizons Email address from your supervisor or the tech person at site. All VISTAs should be given a work email through their work. This email will replace the personal email that you provided us with in your application and will serve as the main means for communication moving forward. If you have difficulties getting Horizons email address contact your VISTA Leader.

Get access to the Wifi network at site. (Self-explanatory, but oh so important)

Share your Horizons Email in the GoogleDrive Sheet and with your VISTA Leader. Once you do this, you will be granted access to the Lessonly platform (the online learning platform used by Horizon National) and to the shared AmeriCorps Drive

Sign up for the Resource Library. This is an archive of Horizons Network resources and guidance on programming, fundraising, Equity Diversity and Inclusion (EDI), etc.

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Covering your pre-service, day 1, and in-service orientation objectives.

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From the good people at AmeriCorps, to help you navigate the first few days at site.

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Links and contacts to AmeriCorps benefits, policies, learning resources, swag.

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Horizons VISTA Time Sheet and Time Off Requests 2021-22

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Sign-up now for a 20 minute one-on-one with Gina!

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Remember to sign-up for a 1:1 check-in each month. If the times listed do not work with your schedule, please let me know. Monthly check-ins are mandatory, however I am always available, if you ever need to touch base outside of these meetings.Email: gamico@horizonsnational.orgPhone: (203) 772-8546

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ASAP Get your Horizons Affiliated Email Address and share it with adunne@horizonsnational.org.

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ASAP Get your Horizons Affiliated Email Address and share it with adunne@horizonsnational.org.

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Make sure to complete your Lessonly On-Boarding!

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Make sure to complete your Lessonly On-Boarding!

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Have you joined our Slack Channel Yet?? 

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Have you joined our Slack Channel Yet?? 

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Join us and pay the pet tax! (Send a photo of your furry friend.) No pets, no problem. Any cute animal photo is appreciated. https://join.slack.com/share/zt-rfax2kkn-YNTXigeInRPUSQY_5THp6w

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Pre-meeting Discussion: Why did you choose to serve with AmeriCorps? Why Horizons?

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Pre-meeting Discussion: Why did you choose to serve with AmeriCorps? Why Horizons?

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Core Expectations for AmeriCorps VISTAs at Horizons

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Core Expectations for AmeriCorps VISTAs at Horizons

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Core Expectations for AmeriCorps VISTA x Horizons Volunteers

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The Service Year Looks Different for Everyone

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The Service Year Looks Different for Everyone

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Attached are several different examples of service years from various Horizons VISTAs from the last year.

The general pattern we've noticed:

VISTAs are kept incredibly busy in the summer while program is running.

VISTAs feel less productive in September and October.

VISTAs feel left adrift during school holidays.

VISTA-let projects begin to pick up around November

March is a slower month for VISTAs

VISTAs become very busy with summer preparation around Late-March, Early-April

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Write a letter to your future self (Six months from now)

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Write a letter to your future self (Six months from now)

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Try to address the following:

What are you feeling right now at the start of your service?

What excites you about this upcoming year?

What anxieties do you have right now?

At this point in time, what are your main motivations for serving?

Using the link above, schedule your message to deliver on <date>.

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FutureMe: Write a Letter to your Future Self

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Write a letter to the future and read the public (but anonymous) letters from others. FutureMe has been delivering letters to the future for millions of people since 2002.

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Some advice from the previous VISTA Cohort

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Some advice from the previous VISTA Cohort

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Pre-meeting Discussion: Is the problem/need your project is tackling clear to you? How about the outcomes your project aims to achieve?

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Pre-meeting Discussion: Is the problem/need your project is tackling clear to you? How about the outcomes your project aims to achieve?

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AmeriCorps members serve because they want to make a difference. It's natural for you to want to know how your activities this year will lead to long-term benefits for those in poverty. Understanding the Theory of Change that guides your project will help you make the important connection between your activities and poverty reduction.

"Theory of Change" is another term for the process of clearly stating a problem or need, developing goals that address that need, defining the interventions or activities that will lead to meeting those goals, and detailing the outcomes that will be achieved along the way. A Theory of Change can be visualized this way:

Innovations for Poverty Action, the nonprofit that created this graphic, uses the following definitions to describe what organizations do when they create a Theory of Change.

Theory of change: A map of a program or intervention, connecting program activities with the goods and services it will produce (outputs) and showing how these link to the intended results (outcomes) which measure the program's impact.

Assumptions: The conditions that must be in place for a certain part of a program to work as expected.

Activities: The day-to-day tasks an organization must undertake in order to provide a product or service.

Outputs: The products or services produced by program activities; deliverables. The provision of outputs is typically under the control of the program and is related to the quantity and quality of program implementation.

Outcomes: The intended results of a program; the change it seeks to create. Outcomes are typically outside control of the organization. This is where the "theory" comes in; the organization has reason to believe that the provision of outputs should lead to the intended outcomes, but key assumptions will need to hold and outside factors will also influence these outcomes. Often programs will have several linked outcomes they are seeking to achieve.

Impact: The word "impact" is used in many different ways; we view impacts as the changes a program seeks to make-impacts are the measure of program outcomes.

In applying for a VISTA project, your organization articulated a specific Theory of Change (although not every project application uses this term). The application described a poverty-related need (or problem) in the community. It went on to detail how AmeriCorps resources (or inputs) would address this need through activities and other outputs that lead to long-term positive change (or outcomes) for low-income beneficiaries and the community.

Your OSOT, VAD, and interactions with your supervisor will help clarify these elements of your project's Theory of Change, and give you a better understanding of how your efforts relate to the impact the organization wants to achieve.
Think about the following:

Is the problem/need your project is tackling clear to you?

How about the outcomes your project aims to achieve?

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AmeriCorps members serve because they want to make a difference. It's natural for you to want to know how your activities this year will lead to long-term benefits for those in poverty. Understanding the Theory of Change that guides your project will help you make the important connection between your activities and poverty reduction.

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Within the philanthropy, not-for-profit and government sectors there are thousands of social programmes being implemented by hundreds of organisations world-wide. All of these entities are convinced that they are doing good work that makes a difference in people's lives.

How can these organisations make the grand claim that their intervention or programme actually leads to lasting changes?

Well, this confidence is mainly due to their Theory of Change (ToC). As the name suggests, a ToC is the thinking behind how a particular intervention will bring about results.

'The Theory of Change - charting how an intervention/programme takes the world from a place of desolation to utopia (or as close to it as possible)'

*In this article I will give an introduction to the concept of ToC and refer to additional resources for persons wishing to immerse themselves in the subject.*

The process for developing a ToC usually starts with asking the question 'What is our long term goal or outcome?' For example, the long term goal could be to protect a nation's children. Once this goal has been identified, the next consideration is: "What conditions must be in place for us to reach the goal? For example, in order to protect the nation's children, children have to know their rights and the government has to also recognise these rights and put policies in place.

These necessary conditions (educating children on their rights and lobby and advocacy with policy-makers) would then be shown as outcomes on the Theory of Change pathway, underneath the long-term outcome (protecting the nation's children).

Diagram showing the design of a ToC (reproduced from Clarke and Anderson, 2004).

From the above table you will see that the preconditions (otherwise known as 'outcomes') leads to the achievement of the long-term outcome. Early outcomes must be in place for intermediate outcomes to be achieved; intermediate outcomes must be in place for the next set of outcomes to be achieved; and so on. To use our example from earlier, sensitisation and lobbying have to take place before childrens' awareness levels are increased, who in turn demand that their voice be heard and policy-makers have to be pressured before they take action.

Not only does the ToC show the outcomes/preconditions, it also outlines the causal linkages in an intervention between the shorter-term, intermediate, and longer-term outcomes. The identified changes are mapped-as the "outcomes pathway"-showing each outcome in logical relationship to all the others, as well as chronological flow.

Ideally, every outcome/precondition should be accompanied by at least one indicator to measure success.

Additionally, many ToC outcome pathways include an 'accountablity ceiling'. This is often represented by a dashed line drawn across the pathway that seperates outcomes the organisation will monitor and claim credit for attaining, from the higher-order outcomes that are beyond its power to achieve-For example, 'a world where all children are safe and protected' is outside the direct control of the programme. This higher order outcome would be placed above the dashed line.

The ToC diagram is flexible and does not have a particular format - it could include cyclical processes, feedback loops, one box could lead to multiple other boxes, different shapes could be used etc.

See examples of actual Theories of Change below (legible versions of the charts may be found ).

The above diagram is the Theory of Change for Ecosystems Services and Poverty Alleviation Research Programme http://www.espa.ac.uk/ - According to the Theory of Change, ESPA's research will improve the lives of poor people in developing countries by filling knowledge gaps that currently limit the way that ecosystem services contribute to the alleviation of poverty.

DFID Programme Theory of Change: Roads in East DRC is shown above. The theory of change is based on the fundamental logic that a road can provide access to markets as well as allow for the provision of security, which in turn can lead to improved incomes and security for the population of North and South Kivu.

Theory of Change for The African Women in Agricultural Research and Development - AWARD http://awardfellowships.org/. AWARD is a professional development program that strengthens the research and leadership skills of African women in agricultural science, empowering them to contribute more effectively to poverty alleviation and food security in sub-Saharan Africa.

Young Enterprise Northern Ireland is a charity developing the entrepreneurial skills and aspirations of young people aged four to 25 to prepare them for the new economy. http://www.yeni.co.uk/impact/

More examples of actual Theories of Change may be viewed from a DFID publication found .

Theories of Change are useful for understanding and assessing impact in complex programmes and hard to measure areas such as governance, capacity strengthening and institutional development.

The steps to create a TOC are:

1. Identify a long term goal.

2. Conduct "backwards mapping" to identify the preconditions necessary to achieve that goal.

3. Identify the interventions that the initiative will perform to create these preconditions (outcomes). In other words, this is completing the Outcomes Framework.

4. Develop indicators for each precondition (outcome) that will be used to assess the performance of the interventions.

5. Write a narrative that can be used to summarize the various moving parts in the TOC.

General Features of a Theory of Change:

Gives the big picture, including issues related to the environment or context that you can't control.

Shows all the different pathwayts that might lead to change, even if those pathways are not realted to your program.

Describes how and why you think change happens.

Could be used to complete the sentence "if we do X, then Y will change because..."

Is presented as a diagram with narrative text.

The diagram is flexible and doesn't have a particular format-it can include cyclical processes, feedback loops, one box could lead to multiple other boxes, different shapes could be used, etc.

Describes why you think one box will lead to another box (e.g., if you think increased knowledge will lead to behavior change, is that an assumption or do you have evidence to show it is the case?)

The contents in the above table is reproduced from Piroska Bisits Bullen's .

In my next blog article I will explore the differences between the Theory of Change and the Logical Framework. For more detailed information on the history and the evolution of the Theory of Change, please see http://www.theoryofchange.org/

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What is this thing called 'Theory of Change'?

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Within the philanthropy, not-for-profit and government sectors there are thousands of social programmes being implemented by hundreds of organisations world-wide. All of these entities are convinced that they are doing good work that makes a difference in people's lives. How can these organisations make the grand claim that their intervention or programme actually leads to lasting changes?

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Discussion: How would you explain what you do in 1 minute or less?

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Discussion: How would you explain what you do in 1 minute or less?

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"Crafting and practicing a compelling introduction to yourself and your organization is an important step in connecting with your community and the individuals you will serve as a VISTA."

When you're done, please comment with your elevator pitch.

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Crafting and practicing a compelling introduction to yourself and your organization is an important step in connecting with your community and the individuals you will serve as a VISTA.

In the first part of this two-part activity, you will create a short, passionate "minute intro" which you can use to talk about what you do as a VISTA and persuade others that your work and your organization really matter. This intro is one you'll use many times during your service, in face-to-face meetings, phone calls, when networking on LinkedIn or other social media, etc.

In the second part of the activity, you'll think about how different audiences might respond to this sort of introduction, and what questions they might have, so you can prepare for the conversations you'll be having as you introduce yourself within your organization and your community.
Part-one: Creating your minute intro

1. Read over the format suggestions below.

2. Review the two templates and example introductions.

3. Write your minute intro.

4. Practice saying it out loud several times. Consider saying it to your supervisor or others at your site to get their feedback.

Format suggestions:
A strong minute intro creates interest in learning more about your organization and your role in fighting poverty. Remember to:

Introduce yourself by name

Identify yourself as an AmeriCorps VISTA

Briefly explain why your organization exists

Focus on describing your program or organization's impacts

Speak with conviction and passion

Use simple, jargon-free language

Align with your organization's branding and messaging

Avoid overwhelming the listener with too many details

Leave your listener wanting more

Here are two different templates you can use, but feel free to create your own. It's important you feel like your minute intro is really yours.

1. I'm ________ (your name). I'm an AmeriCorps VISTA _____-ing (doing) ________ (your service focus) with/for _______________ (organization). We believe that _______________ (deeply held value). Every day, we _________ (verb) _________ (object) for _________________________ (constituents/beneficiaries), because __________________________ (problem statement).

2. Hi, I'm ________ (your name). I'm an AmeriCorps VISTA serving with __________________(your organization). Our organization ________________ (short statement about the mission/antipoverty focus). My role is to ___________(your VAD/service focus) and I'm really passionate about this because ________________________________________.

And here are a couple of examples:

1. I'm Sandra, and I'm an AmeriCorps VISTA, creating partnerships for the Prescott Area Women's Shelter. We believe that housing is a human right. That's why we ensure that our constituents have a roof over their head, because nobody should have to call the streets their home.

2. Hi, I'm Eric. I'm an AmeriCorps VISTA developing a fundraising plan for the Harmony Clinic. Harmony Clinic believes everyone should have access to quality healthcare whether or not they can pay. Every day, we meet the needs of patients at no cost---because healthy people build healthy communities.

Part two:
Your introduction will provide basic information about your work, but everyone you introduce yourself to will have deeper questions, based in part on how they might be interacting with you and with the organization. For example, what would a potential funder want to know? What about a prospective partner organization in your community? The "Think Like" tips below can help you understand what different audiences will want to know about VISTA projects.

Think like a funder: What might compel you to support this organization? What concerns might you have that need to be addressed? How will you decide if it's a worthwhile investment to fund this particular project?

Think like a partner organization: What do you need in a partnership, and how might this project provide that? How might a partner contribute to this project? What concerns might you have about partnering that need to be addressed? How will you decide if partnering around this particular project will help meet your own organization's own goals?

Think like a volunteer: What might excite you about devoting your time to this organization? What concerns might you have that need to be addressed? How will you decide if it's worth your time to volunteer with this particular project?

Recommended: Extend your learning
Posting the video (or the written content of what you said in the video) on LinkedIn or other social media provides a way for other people to learn about you and the work you're doing in your organization and community this year.

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Introducing Yourself and Your Organization: The Minute Intro

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Crafting and practicing a compelling introduction to yourself and your organization is an important step in connecting with your community and the individuals you will serve as a VISTA. In the first part of this two-part activity, you will create a short, passionate "minute intro" which you can use to talk about what you do as a VISTA and persuade others that your work and your organization really matter.

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Discussion: The mission of the AmeriCorps VISTA program is "to engage members in a year of full-time service to strengthen organizations that eliminate or alleviate poverty through the mobilization of community volunteers and resources." What is poverty? How is it measured in the United States?  

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Discussion: The mission of the AmeriCorps VISTA program is "to engage members in a year of full-time service to strengthen organizations that eliminate or alleviate poverty through the mobilization of community volunteers and resources." What is poverty? How is it measured in the United States?  

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How Poverty is Measured in the United States

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How Poverty is Measured in the United States

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After viewing the video, reflect on the following questions. You may want to keep a journal of your thoughts.

What struck you about this video?

What impact might an inaccurate measure of poverty have on policies, programs and people?

Can you think of a more effective way to measure poverty?

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For over 50 years, VISTA has built capacity in nonprofit organizations to help bring individuals and communities out of poverty. You are one of nearly 7,000 VISTA members nationwide working to support this mission. Poverty is a large and complex problem and many have sought ways to define and measure it. As a VISTA, it's important to understand and reflect on those definitions and measures, as well as your own assumptions about poverty and its causes.

To spur your thinking on this complex issue, please view the video below.

After viewing the video, reflect on the following questions. You may want to keep a journal of your thoughts.

What struck you about this video?

What impact might an inaccurate measure of poverty have on policies, programs and people?

Can you think of a more effective way to measure poverty?

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How Poverty is Measured in the United States

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For over 50 years, VISTA has built capacity in nonprofit organizations to help bring individuals and communities out of poverty. You are one of nearly 7,000 VISTA members nationwide working to support this mission. Poverty is a large and complex problem and many have sought ways to define and measure it.

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A slightly dated, but still relevant resource to briefly cover the intersectional factors that contribute to poverty.

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A List of Poverty Research Centers in the United States

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A List of Poverty Research Centers in the United States

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Center for Poverty and Inequality Research

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Other Poverty Centers in the U.S. - Center for Poverty and Inequality Research

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© Center for Poverty and Inequality Research All Rights Reserved.

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Pre-meeting Discussion: Where do you serve? How familiar are you with the area you are serving in? Why might a community profile be useful to conduct at the beginning of your service?

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Pre-meeting Discussion: Where do you serve? How familiar are you with the area you are serving in? Why might a community profile be useful to conduct at the beginning of your service?

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"Developing a Community Profile is another way to learn about the community in which you serve. It can help you understand the makeup of your community as well as the particular challenges people navigating poverty face. To create your own community profile, complete the following assignment."

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Whether you are serving in your home community or have relocated for your AmeriCorps service, understanding what poverty looks like in your community is essential to your success. In fact, an important element of your On-Site Orientation and Training is exploring your community and making a mental inventory of assets, needs, and cultural practices.

Developing a Community Profile is another way to learn about the community in which you serve. It can help you understand the makeup of your community as well as the particular challenges people navigating poverty face. To create your own community profile, complete the following assignment.

1. View the Poverty in Your Community VISTA Campus tutorial.

2. When your Community Profile is complete, share it with your supervisor. Discuss how the profile might be used in grant applications, presentations, volunteer mobilization, community engagement efforts, and any other aspects of your AmeriCorps assignment.

Additional tips and considerations for creating your Community Profile

If you cannot find data for the community or communities you are serving, ask your supervisor for help identifying 1) a neighboring or nearby community that may be comparable and/or 2) additional or alternate sources of data on your community.

Community data sources may include:

Census Scope - Features a wide array of datasets, searchable by county, which can give you unique insights into your community including segregation indices, migration, household & family structure, and occupation. You may find tailored data and reports on your state and county.

USDA - Features county-level data that are searchable by poverty, population, unemployment and median household income, and education.

USDA Rural Poverty - Features resources on rural poverty and well-being.

Opportunity Nation's Opportunity Index - Provides an annual composite measure at the state and county levels of economic, educational and civic factors that expand opportunity.

The Annie E. Casey Foundation's KIDS COUNT data center - Is a source for data on child and family well-being in the U.S.

The United States National Library of Medicine American Indian Health Research & Data - Provides links to numerous data sources related to American Indian and Alaska Native communities.

The Social Science Research Council's Measure of America website incorporates data on health, education, and income in a searchable map.

Populations at Risk - Generates reports about at-risk populations based on geography.

If your community includes multiple census tracts, ask your supervisor for guidance on which part of your community to focus on. Make the community profile your own and feel free to make additions and adaptations that make the most sense for your specific service site.

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Whether you are serving in your home community or have relocated for your AmeriCorps service, understanding what poverty looks like in your community is essential to your success. In fact, an important element of your On-Site Orientation and Training is exploring your community and making a mental inventory of assets, needs, and cultural practices.

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Great tool for finding out community demographics, median income, etc. Generates a customizable report.

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Webinar: Community Assessments The Heart and Foundation of VISTA Service

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Webinar: Community Assessments The Heart and Foundation of VISTA Service

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Community Assessments The Heart and Foundation of VISTA Service 102820

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Additional Resources for Performing Community Assessments

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Additional Resources for Performing Community Assessments

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The following segment of on-boarding, will be based off of the AmeriCorps module titled "Thirteen Lessons on Poverty."

As you view the video, reflect on the following questions:

What theories guided the war on poverty? (Because the VISTA program grew out of the war on poverty, these theories shaped the program)

How has our understanding about poverty changed over time?

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Build on what you learned watching How Poverty is Measured in the United States to understand common assumptions about poverty in the US. The purpose of this assignment is two-fold. One, it will help you to think about what assumptions you may have about poverty, as you hear and see data you may or may not already know. Second, it will give you a chance to consider how other people's assumptions about poverty might shape the work you'll do as an AmeriCorps member.

As you view the video, reflect on the following questions:

What theories guided the war on poverty? (Because the VISTA program grew out of the war on poverty, these theories shaped the program)

How has our understanding about poverty changed over time?

We recommend that you watch the video in segments as described below, where you'll also find reflection questions for each segment. At the bottom of this page you will also find a recommended activity to extend your learning.

Thirteen Lessons About Poverty - Segment 1

Watch the first section of the video, up to 4:26, and reflect on the following questions:

1. Who do you know who might be surprised to learn that 34% of all Americans experience short-term poverty?

2. How should this information shape an overall strategy for addressing poverty -- especially given the different needs of people in short-term poverty, persistent poverty, or at risk of poverty due to income insecurity?

Is your project focused on serving people in short-term poverty, people in persistent poverty, or people who - for reasons such as income insecurity - might be likely to become poor in the future. Which aspects of your organization's programs indicate the population you'll be serving?

Thirteen Lessons About Poverty - Segment 2

Watch the second section of the video, from 4:27 to 9:24. This section of the video covers some of the specific factors that determine how likely someone is to experience poverty, what impact those factors might have on their experience, and what sort of supports different people in poverty need. After watching this segment, consider how the following topics covered in these lessons relate to your project:

Age at which someone first experiences poverty

Geography

Disparities across racial and ethnic groups

Need for childcare

Disability

Which of these factors are relevant to your project, and in what ways? What resources do you think you would need to know about to address these topics in the community where you serve?
Thirteen Lessons About Poverty - Segment 3
Watch the final section of the video, from 9:25 to the end. This section will cover larger structural causes and effects of poverty such as:

Low-wage work leaves many working Americans in poverty, even if they have multiple jobs.

Whether or not people have access to affordable healthcare can have a huge effect on whether they fall into or remain in poverty.

The poverty-prison-poverty cycle traps individuals and families, making it more difficult to alleviate poverty.

People in poverty are already experiencing more difficulties due to climate change and other environmental concerns.

The "War on Poverty" didn't fail, although poverty persists in America.

Think back to what you learned about your organization's Theory of Change through the diagram and definitions provided, and in conversation with your supervisor. Reflect on the following questions:

How does the Theory of Change address one or more of the structural causes and effects of poverty described in the video?

How will your activities as an AmeriCorps member build capacity and advance your organization's Theory of Change?

What do you think some of the biggest challenges will be?

Thirteen Lessons About Poverty: Extend Your Learning (Recommended)
Most people make assumptions about poverty that aren't entirely accurate. Understanding the subtleties regarding poverty in America today and anticipating what inaccurate assumptions other people might have about poverty in your community can help you be more effective in your work. You can use the following free resources any time during your service to deepen your own understanding--and to share that understanding with other people.

Income inequality: What we think it is, what we think it ought to be, and what it really is. Income inequality has been increasing dramatically--so much so, that even people who are concerned about income inequality may not realize how big the gap is between the richest Americans and the rest of the country. Even those in the middle class aren't really in the middle in terms of income, and the poor have an increasingly smaller share overall, as the video below shows:

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Build on what you learned watching How Poverty is Measured in the United States to understand common assumptions about poverty in the US. The purpose of this assignment is two-fold. One, it will help you to think about what assumptions you may have about poverty, as you hear and see data you may or may not already know.

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Discussion: Thirteen Lessons About Poverty - Segment 1

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Discussion: Thirteen Lessons About Poverty - Segment 1

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Watch the first section of the video, up to 4:26, and reflect on the following questions:

1. Who do you know who might be surprised to learn that 34% of all Americans experience short-term poverty?

2. How should this information shape an overall strategy for addressing poverty -- especially given the different needs of people in short-term poverty, persistent poverty, or at risk of poverty due to income insecurity?

Is your project focused on serving people in short-term poverty, people in persistent poverty, or people who - for reasons such as income insecurity - might be likely to become poor in the future. Which aspects of your organization’s programs indicate the population you'll be serving?

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Discussion: Thirteen Lessons About Poverty - Segment 2 

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Discussion: Thirteen Lessons About Poverty - Segment 2 

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Watch the second section of the video, from 4:27 to 9:24. This section of the video covers some of the specific factors that determine how likely someone is to experience poverty, what impact those factors might have on their experience, and what sort of supports different people in poverty need. After watching this segment, consider how the following topics covered in these lessons relate to your project:

Age at which someone first experiences poverty

Geography

Disparities across racial and ethnic groups

Need for childcare

Disability

Which of these factors are relevant to your project, and in what ways? What resources do you think you would need to know about to address these topics in the community where you serve?

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Discussion: Thirteen Lessons About Poverty - Segment 3

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Discussion: Thirteen Lessons About Poverty - Segment 3

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Watch the final section of the video, from 9:25 to the end. This section will cover larger structural causes and effects of poverty such as:

Low-wage work leaves many working Americans in poverty, even if they have multiple jobs.

Whether or not people have access to affordable healthcare can have a huge effect on whether they fall into or remain in poverty.

The poverty-prison-poverty cycle traps individuals and families, making it more difficult to alleviate poverty.

People in poverty are already experiencing more difficulties due to climate change and other environmental concerns.

The “War on Poverty” didn’t fail, although poverty persists in America.

Think back to what you learned about your organization’s Theory of Change through the diagram and definitions provided, and in conversation with your supervisor. Reflect on the following questions:

How does the Theory of Change address one or more of the structural causes and effects of poverty described in the video?

How will your activities as an AmeriCorps member build capacity and advance your organization’s Theory of Change?

What do you think some of the biggest challenges will be?

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Pre-Read/View the Following before our  Social Media Webinar with Kylie Lyman

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Pre-Read/View the Following before our  Social Media Webinar with Kylie Lyman

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Guiding document on how to write with the Horizons voice using strengths-based messaging.

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A one-pager example of how Horizons speaks about itself

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For you aspiring marketing moguls/graphic designers, this document provides the Horizons Fonts, logo ratios, and color codes (for Canva and more).

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"We know actions speak louder than words, and that’s never felt truer than it does today. But the way programs develop their strategies and communicate about Horizons also matters. So while you've probably heard the term “strength-based messaging,” or its alternate name, "asset-based messaging," these are more than just buzzwords. They describe the direction every nonprofit that cares about equity and inclusion should be taking with their communications.

In this session, Lindsay Mullen, CEO of Prosper Strategies will discuss how adopting a strength-based approach can play a role in advancing equity, and share examples of how nonprofits are successfully incorporating this powerful messaging into their communications."

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We know actions speak louder than words, and that’s never felt truer than it does today. But the way programs develop their strategies and communicate about Horizons also matters. So while you've probably heard the term “strength-based messaging,” or its alternate name, "asset-based messaging," these are more than just buzzwords. They describe the direction every nonprofit that cares about equity and inclusion should be taking with their communications.

In this session, Lindsay Mullen, CEO of Prosper Strategies discusses how adopting a strength-based approach can play a role in advancing equity, and shares examples of how nonprofits are successfully incorporating this powerful messaging into their communications.
Horizons' Community Series, 03/18/21

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What is a grant? Have you ever written a grant? Does your VAD include grant writing opportunities?

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Webinar: Strategizing Your Funding Search

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Webinar: Strategizing Your Funding Search

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Strategizing Your Funding Search Resources

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Strategizing Your Funding Search Resources

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Webinar: Writing Winning Grant Proposals

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Webinar: Writing Winning Grant Proposals