Y o u t h V o i c e s :

The WorkReadyExperience

The following organizations partner to recruit employers for WorkReady Philadelphia programs:

The Philadelphia Youth Network is the man-aging partner of WorkReady Philadelphia andcontracts with several dozen youth-servingorganizations to operate WorkReady pro-grams on behalf of the PhiladelphiaWorkforce Investment Board and its Councilfor College and Career Success.

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TABLE OF CONTENTSIInnttrroodduuccttiioonn

IInntteerrnnsshhiipp PPrrooggrraammss

Jannette Rivera 3

William Tindal 4

Chanel Dowell 5

Employer Perspective: Lisa Petrivelli 6

WWoorrkk EExxppeerriieennccee PPrrooggrraammss

An interview with Nyfiece Carter, 8

Ronald Champion, Donnell Clark,

Marcellous Herring & Nicholas Shanks

AAccaaddeemmiicc SSuuppppoorrtt PPrrooggrraammss

Lizbeth, Anabeth & Sarybeth Rosado 11

SSeerrvviiccee LLeeaarrnniinngg PPrrooggrraammss

Andrew Riley 14

Malik Anderson 15

YYeeaarr--RRoouunndd PPrrooggrraammss

Andrea Smith 17

Charimar Valentin, Eric Wainright 18

& Ebony Fortune

WWoorrkkRReeaaddyy SSuuppppoorrtteerrss

WWoorrkkRReeaaddyy PPrroovviiddeerrss

ii

Philadelphia Youth Network (PYN) iscommitted to the vision that all ofour city's young people take theirrightful places as full and contribut-ing members of a world-class work-force for the region. As a key part ofrealizing that vision, PYN manages aset of programs collectively knownas WorkReady Philadelphia on behalfof the Philadelphia WorkforceInvestment Board and its Council forCareer and College Success. Theseprograms provide academic enrich-ment, career and college preparationand exposure to the world of workfor thousands of young people eachyear. Because educational attainmentsupports professional attainment,every participant completes a projector portfolio connected to academicstandards which also qualify youthfor school credit.

INTRODUCTION

1

WorkReady programs offer youngPhiladelphians not only their first job,but skills for success. Young peoplewho work during high school oftenmaster valuable skills that can helpthem do better in high school and col-lege; learn new things that open theireyes to career possibilities; and earnmore money later in life. When youngpeople learn how to become betteremployees, entrepreneurs and leaders,we are all better off as a city and as asociety.

Through providing financial and admin-istrative support while simultaneouslyholding contractors to high standards,WorkReady programs strengthen allinterested parties—including employers,direct service providers, schools, neigh-borhoods and the young people them-selves.

WorkReady employment opportunitiesare incredibly diverse. There are fivetypes of WorkReady programs in thisreport: internships, work experience,academic support, service learning, andyear-round. Last year, 7,898 youngPhiladelphians participated inWorkReady programs at over 700 dif-ferent worksites. The following reportprovides eighteen first-hand perspec-tives on ten WorkReady sites.

I n t e r n s h i pPrograms

2

Summer Internships provide older youth the

opportunity to gain work experience, career expo-

sure and learn specialized skills in a challenging,

but nurturing work environment. Businesses of all

sizes and types, from corporate to non-profit,

throughout the Philadelphia area sponsor and

host youth. These internships are designed not

only to refine participants’ workplace skills, but

also to develop their talents and help them to

envision and plan for future educational and

career endeavors. Philadelphia Youth Network

(PYN) and its contracted providers support

employers to ensure a high-quality experience for

both the employers and the interns. The intern-

ships are enriched with a pre-summer orientation

and off-site workshops held one day each week

to reflect, share and further develop skills. All

interns also complete a portfolio, a portable col-

lection of the youth participants' credentials,

accomplishments, and acquired skills.

wo years ago Janette Riveratold one of her teachers atKensington High School thatshe was going to try to get a

job at McDonald’s for the summer. Theteacher, recognizing the potential inJannette, suggested that instead sheapply for an internship through ASPIRA,an organization dedicated to the educa-tion and empowerment of Latino youth.This was the beginning of her WorkReadyjourney.

Jannette was placed at Financial IntegrityResources Management in Summer2007. When she began, she was over-whelmed by her first foray into the pro-fessional world. "I went and I really didn'tknow anything about the business worldat all," she admits. "It got to the pointwhere I went home crying because I waslike 'Oh my God, this is a lot of pres-sure.'"

Jannette dealt with the pressure by turn-ing to her mentor, Jeanette HernándezHarris, CFO and Partner at FinancialIntegrity Resource Management. "Wewere really connected, so I could go talkto her," Jannette explains. "When I hadquestions, I asked her…That's how I gotthrough it."

Jannette's favorite part of her ASPIRAinternship was the exposure to the busi-ness world that she received. This newperspective had a huge impact on herself-confidence. "During the first summerit was a personal change for me…youstart learning and you're like 'I can actual-ly do this! It's not that hard after all!'"

In 2008, she applied for a WorkReadySummer Internship at Independence BlueCross (IBC) and was placed in theExecutive Offices. On a typical day,Jannette did everything from answerphones to deal with customers’ questionsto post community relations documents."I basically help out anybody and every-body," she said.

Jannette felt that the WorkReady WeeklySeminars prepared her for a professionalwork environment. She was able to learn"everything you would need for a job"Jannette says, including communicationsskills, how to work as a part of a teamand how to present herself. She also feltthat the Seminars fostered a supportiveenvironment where interns could expresstheir challenges and receive valuable feed-back from staff.

The seminars also helped Jannette learnhow to be a self-starter in the workplace."If there is a job to be done you can'tassume that somebody's going to do it."Jannette says. "…I'll take the initiativeand say 'Do you want me to do it?' or'Who is going to do it?' so I make sure itgets done."

IBC provided its own professional devel-opment, organized by John Clayton, IBC'sWorkforce Development Manager, for the50 WorkReady interns it hired to work atits offices in Summer of 2008.

"IBC is amazing" Jannette gushes, whileexplaining the array of offerings, such asa college application session lead by IBC'scollege interns and a resume writingworkshop.

"My favorite thing with IBC is the waythey've mentored," she says. Jannette isvery close with her mentor, KarenWalters, the Senior Director of theExecutive Offices. "She was a true men-tor…she gave me news articles every day.Whether it was from the internet ornewspapers, she gave me articles everyday and she taught me about futuretrends." Jannette wants to go into medi-cine and most of these articles focused onthe new developments in the health andwellness fields. Ms. Walters also includedarticles and information about highereducation. She introduced Jannette tosome of the smaller area collegesJannette had not considered before.Jannette's feelings go beyond gratitude

toward her mentor for all that she hasdone for her. "I love her, I really do. She'smy mentor."

Jannette's favorite memory from her sum-mer at IBC was meeting Joseph Frick,president and CEO of IBC. Mr. Frick is"so busy, so I was grateful that he tookout 10 minutes to talk to me," she said."I asked him 'What makes you want togive back to the community?' I said, 'Iknow in a way that there's a businessside to it.' He said, 'Honestly, the busi-ness side in it is trying to get young peo-ple to learn about business and commu-nity so they can be the next leaders ofthese companies.' Then he said,'Personally I love dealing with the com-munity. It's our community, and we haveto take care of it.' "

Working at IBC, and, in particular, thisexperience with Joe Frick, engendered amajor shift in Jannette's worldview. "Ilooked at corporate companies as moneyhungry people, and I never wanted towork for a big company," she says. "Iwas always for a small company becauseI thought they would be putting moreinto the community. And then I went toIBC…They put so much money, so muchtime, so much effort into helping out thecommunity." Speaking of Ms. Walters,Mr. Clayton, and Mr. Frick, Jannetteexplains that, "they're people who knowhow to work with the youth. They seethat they're going to be older and we'regoing to be taking care of this nation.We're the future leaders of the nationand they see that if they don't nurture[us], we won't be a great nation."

Jannette was asked by IBC to continueworking in the Executive Offices duringthe 2008-2009 school year and acceptedthe position.

j a n n e t t e r i v e r aWorksite: Independence Blue Cross

…you start learning and you're like 'I canactually do this! It's not that hard after all!'

T“ ”

3

illiam Tindal began hisparticipation inWorkReady SummerInternships in 2007.

Prior to WorkReady, he had never hada job. He learned about the programthrough Enon Tabernacle BaptistChurch. After completing the applica-tion process, he was given the choiceto work at either a bank or forComcast. He chose Comcast.

Never having the experience of work-ing in a corporate environment,William came into the internship withhis own assumptions of what workingat Comcast would be like. "I thoughteverybody was going to beuptight…It's been way different.People truly care. And you learn, butyou don't really know that you'relearning because you're actually doingwork."

In Summer 2008, William worked inthe Human Resources department. Hehandled executive referrals, tracking,I-9 forms and severance issues. Heenjoyed his experience as a part ofthe HR department. He felt that itshowed him the importance of work-ing as a team in order to accomplishgoals. "It's just being a team…peopledo their part and, if they don't dotheir part, you have step up forthem." He was also met with kind-ness and patience by Comcastemployees. "When [I] really don'tunderstand, I can always ask 'Can youexplain it again to me for the 40thtime?' and they just keep saying 'Yes'

with a smile on their face."

Based on interviews, journal entriesand surveys from Summer 2008, thepersonal relationships that youngpeople develop during their internshipexperience are viewed equally asimportant by the youth as the workexperience that they gain. Williamwas fortunate enough to bond with aComcast employee whom hedescribes as being "like my older sis-ter." She assisted him with applyingto college and helps him to stayfocused. When speaking of the workenvironment, he says, "It's really like afamily. I can go to them for any-thing."

While walking through the hallway inSummer 2007, William met RalphRoberts, the co-founder of Comcast.This chance meeting is one of manyexciting experiences that William hashad since becoming an intern atComcast. Working at Comcast hasalso afforded William the opportunityto learn about and preview productsbefore they are released to the public.He was able to view some Comcastcommercials a year before they airedon television and he was introducedto technology that Comcast is devel-oping: 3D television.

William admits that his internshipexperience has helped him to mature.He feels that earning money hasencouraged him to make better deci-sions about managing his finances.His internship at Comcast has alsohelped him to discover that he enjoysinteracting with people. "I just likedealing with people. I like helpingpeople."

As a result of his internship atComcast, William looks forward to hisfuture and achieving success. "It'scrazy to be my age and have anopportunity like this. It just makes youwant to rise to the top. [In the future]

I still want to work here. I want tostay."

William got his wish. After his intern-ship in Summer 2008, William washired part-time at Comcast. In addi-tion to working at Comcast, he cur-rently attends Community College ofPhiladelphia and plans to major inBusiness with a minor inEntrepreneurship.

w i l l i a m t i n d a lWorksite: Comcast

W

It's crazy to be my age and have anopportunity like this.

“ ”

4

n Spring 2008, one of ChanelDowell’s teachers at Mathematics,Civics and Sciences Charter Schoolof Philadelphia told her that there

was an opportunity to work in a hospitalthrough WorkReady. An aspiring nurse,that was all Chanel needed to hear. Sheapplied for a WorkReady internshipthrough the Central Enrollment Center inThe Gallery at Market East.

Chanel was placed at Albert EinsteinMedical Center. Because she wants to gointo pediatric nursing, she requested towork with infants. Caring for infants hasallowed her to travel all over the hospital,but she spent most of her time shadow-ing and aiding nurses in Labor andDelivery and the Neonatal Intensive CareUnit.

One of Chanel's responsibilities is to edu-cate new parents about a serious topic:Shaken Baby Syndrome (SBS). Chanelexplained that SBS "could cause long-term damage to babies' brains. It couldrupture blood vessels in the brain whichcan cause bleeding. It can cause blind-ness, paralysis, seizures and the worst isdeath."

Chanel has met some challenges duringher internship. "Some people don'tunderstand English or speak English, so Ihave to find a way to still get the mes-sage across. "I have to find an inter-preter...for deaf people, I need to findsomebody that knows sign language."Chanel was also met with resistance fromparents who felt that they did not need aparenting lesson. But Chanel just remind-ed those parents that the SBS training ismandatory and tried to not let it botherher. "Some people say they know aboutit and some people don't. So those thatdon't know about it, it makes it worth-while to tell them," she reasoned.

Chanel's favorite part of the summer waswhen she was allowed to observe aCesarean Section. "I was around all thedoctors and dressed up like they did. Itwas exciting." She said, "At first I was

nervous. I had never seen anything likethat; I'd only ever seen it on TV! I waslike, 'I can't believe I'm actually seeingthis! A baby is actually being taken out!'"This experience was not merely an educa-tional moment for Chanel; it boosted herconfidence as well. "I was surprised; I did-n't think I would be able to take it," sheremembers, "but I did. So I was like if Ican take that, I can take anything."

Overall, working at Albert EinsteinMedical Center not only confirmedChanel's desire to go into nursing, butalso gave her a new perspective on theindustry. "As far as paper work and stuff,I didn't know about that. I thought it washands-on all the time," she admits. Butshe learned about more than just thelogistics involved in nursing. "It helpedme to deal with patients, people skills…Ifeel like I gained a lot from that"

After graduation in 2009, Chanel wantsto enroll in a nursing program. She islooking at programs at Thomas JeffersonUniversity and Community College ofPhiladelphia.

c h a n e l d o w e l lWorksite: Albert Einstein Medical Center

II was around all the doctors and dressed uplike they did. It was exciting.

Albert Einstein Medical Center

5

92% of youth were

satisfied with their

summer work experi-

ence

89% of youth indicat-

ed that their work

skills have improved as

a result of their sum-

mer work experience

88% of youth felt

that they were more

prepared to get a job

in the future as a

result of their summer

work experience

T h e F a c t s

According to the 2008Youth SatisfactionSurvey:

“ ”

Day & Zimmerman was founded in1901 in Philadelphia as a partnershipbetween an engineer and a consult-ant. Today, Day & Zimmerman is oneof the largest private companies inAmerica and earns over two billiondollars in revenue annually. Despitetheir presence in more than 75 coun-tries, the Day and Zimmerman's cor-porate headquarters remains inPhiladelphia.

In the summer of 2008, sevenWorkReady interns were employed atDay & Zimmerman's corporate head-quarters. The interns were assigned toseveral departments, includingInformation Technology, Facilities andAccounting. Lisa Petrivelli, SeniorCorporate Human ResourcesGeneralist, coordinated their summerexperience and acted as a mentor toone intern, Ryan.

At first, Lisa admits that she thoughtthat coordinating the internships wasjust another part of working in HR,but she explains that her mentorshiprole "ended up being one of the mostpersonally fulfilling things I do."

From the very first luncheon Day &Zimmerman held for the interns, Lisahas been able to watch them growand build relationships. She chargedthe interns with organizing a commu-nity service project together. Theydeveloped the concept: OperationSupport Our Troops, a weeklong driveto collect wish list items that will be

shipped to U.S. troops in Afghanistan.The interns chaired their own meet-ings, did all the publicity and managedthe collection sites. "They cametogether as a team," Lisa said, "theyare like their own little well-oiledmachine."

WorkReady only asks that interns areemployed for 20 hours per week.However, because of their contribu-tion to the company, most of theinterns have increased their time to 36hours per week- at the request of Day& Zimmerman.

Engaging with her interns has trans-formed Lisa's idea of corporate citi-zenship. "It has caused me to reevalu-ate my responsibility as a profession-al," she said. However, Lisa feels thatthe benefits of supporting WorkReadyinternships are institutional as well aspersonal. She explains that from aHuman Resources perspective, "men-toring provides employees with a lead-ership opportunity. It's a way to re-engage your employees in somethingthey can really be proud of."

"The program globally has been aphenomenal professional experience,"Lisa said. Based on her experiencewith the internship program, Lisadecided to join the Young Friends ofPYN so that she could assist in raisingawareness of WorkReady and itsimpact on the lives of Philadelphia'syoung people.

e m p l o y e r p e r s p e c t i v e

6

Lisa PetrivelliSenior Corporate Human Resources Generalist, Day & Zimmerman

Mentoring provides

employees with a

leadership opportunity.

It's a way to re-engage

your employees in

something they can

really be proud of.

“

”

W o r k E x p e r i e n c ePrograms

Work Experience programs combine employ-

ment at a non-profit organization or public sec-

tor agency and academic enrichment during the

summer. Youth participants work together to

complete an academic project, the progress of

which is monitored by a WorkReady Academic

Advisor, a certified teacher hired by Philadelphia

Youth Network. This qualifies participants to

receive one academic credit from the School

District of Philadelphia, and enters them into the

project competition held at the Convention

Center each August.

7

a n i n t e r v i e w w i t h . . .Nyfeice Carter, Ronald Champion, Donnell Clark, Marcellous Herring& Nicholas Shanks Provider: Greater Philadelphia Urban Affairs CoalitionWorksite: Travelers Aid

Nyfiece Carter is a senior atLincoln High School. Summer 2008was his second summer workingfor Travelers Aid Camp.

Ronald Champion is in 11thgrade at World CommunicationCharter School. Summer 2008was his first summer at theTravelers Aid Camp.

Donnell Clark is a 10th graderat Mastery Charter School.Summer 2008 was his third yearworking at the Travelers AidSummer Camp.

Marcellous Herring is in 11thgrade at University City HighSchool. Summer 2008 was histhird summer with Travelers Aid.

Nicholas Shanks graduated inJune 2008 from Martin LutherKing, Jr. High School as valedictori-an of his class. He was awarded afull scholarship. At the time of thisinterview, he planned on attendingeither University of the Arts or theArt Institute of Philadelphia.Summer 2008 was his first sum-mer with Travelers Aid.

The mission of Greater Philadelphia Urban Affairs Coalition (GPUAC) is to unite govern-ment, business, neighborhoods, and individual initiative to improve the quality of life inthe region, build wealth in urban communities and solve emerging issues. As a providerorganization, GPUAC placed approximately 600 young Philadelphians at over 90 non-profit worksites throughout the city in 2008.

One such worksite is Travelers Aid of Philadelphia, an agency which runs a family resi-dence and provides counseling and case management to the area’s homeless population.The growing number of children requesting services led to the development of programsfor academic enrichment and emotional recovery. As part of this initiative, Travelers Aidruns a summer camp at the Kirkbride Center in West Philadelphia.

The counselors at the Travelers Aid summer camp are WorkReady interns, recruited large-ly from the shelter system itself. On a typical day, they lead activities with the campers,have academic lessons, and research their summer project on the various movementswithin the Harlem Renaissance.

On an Academic Advising visit, five counselors were interviewed by a PYN representative.The following is taken from that interview.

HHooww ddiidd yyoouu hheeaarr aabboouutt tthhee ooppppoorrttuunniittyyttoo wwoorrkk aatt TTrraavveelleerrss AAiidd??

NNyyffiieeccee:: Through the shelter system. Ijust heard it was something to do duringthe summer.

RRoonnaalldd:: I heard from my mother. Shewanted me to do something this sum-mer. She doesn't want me hanging outon the street like I did last year. She said"Get out and do something!"

DDoonnnneellll:: Through the shelter system. Mymother said they're having a program. Iwasn't so sure about it. I went and actu-ally liked it! I did the after school year-round program too.

MMaarrcceelllloouuss:: I heard through the sheltersystem and my sister had been in theprogram before.

NNiicchhoollaass:: I was at a different shelter andsomeone at my graduation ceremonysaid "You can get a job at the camp andwork with the kids."

WWhhaatt wwaass yyoouurr ffaavvoorriittee ppaarrtt ooff tthhee ssuumm--mmeerr??DDoonnnneellll:: Playing basketball with the kids.

MMaarrcceelllloouuss:: Going to the beach. We

learned about marine biology. We madealgae books. [The same way] you wouldpress a flower in a book, we pressed thealgae after collecting samples.

NNiicchhoollaass:: Meeting new people.

WWhhaatt iiss ssoommeetthhiinngg tthhaatt wwaass cchhaalllleennggiinnggtthhiiss ssuummmmeerr?? HHooww ddiidd yyoouu ddeeaall wwiitthhtthhaatt cchhaalllleennggee??

NNyyffiieeccee:: The drama of the kids.Everybody in here has been through theshelter. Been there done that. Close thatbook of the story and turn to a newpage. Because we're all in here, we justact regular. We're like, "Oh you're in theshelter? That's cool. How long you beenhere? You been to Travelers Aid? No?You should be there!" It helps us buildour character for stuff we have to gothrough. Like if you're outside in theworld, it kind of builds up your characterso you can do better things [and] so youwon't break down as easily.

DDoonnnneellll:: Doing dissections was reallyhard. We were able to work together tofigure it out.

MMaarrcceelllloouuss:: The drama of the kids.Sometimes they would come in just mad

8(continued on next page)

about something. We have to sit themdown, talk to them…Some kids, theydon't like the shelter. It's their first timeand because of the shelter they feltlower than low… Everybody just toldthem it's alright being in the shelter.

WWhhaatt iiss yyoouurr ccaarreeeerr ggooaall?? HHaavvee yyoouulleeaarrnneedd aannyytthhiinngg dduurriinngg yyoouurr ssuummmmeerreexxppeerriieennccee tthhaatt wwiillll hheellpp yyoouu aattttaaiinn tthhaattggooaall??

NNyyffiieeccee:: I'm going to be a psychologist.Seeing the different personalities of dif-ferent people and how they act reallyhelps me in discovering different things.Like how people can change their per-sonalities and change their traits andwhat they do in groups and things andit's a whole different way when they talkone-on-one with a person. You can seethe inner person just by looking at them.

RRoonnaalldd:: To be an author. [I want to]write poetry and songs. [For the HarlemRenaissance Project] we're reading a lotof stuff from that time and from thistime too to compare it. And it's like,"Oh, that's where you got that lyricfrom? Langston Hughes?" Thinking howeverybody relates to it. How all writers

grow from other ones and they learn.

DDoonnnneellll:: A judge or lawyer. This helpswith reasoning in the court room. Withany problem you have to use reasoningto decide which evidence is more con-vincing. I have to practice reasoning withthe kids in lessons.

MMaarrcceelllloouuss:: Engineer. The math and thescience and reading practice [will helpme].

NNiicchhoollaass:: Videogame designer.

IIss tthheerree aannyytthhiinngg yyoouu lleeaarrnneedd tthhiiss ssuumm--mmeerr tthhaatt yyoouu wwiillll aappppllyy eellsseewwhheerree iinnyyoouurr lliiffee??

NNyyffiieeccee:: I learned compassion and rea-soning. You gotta see both sides of thestory.

RRoonnaalldd:: Everybody's not like you, every-body doesn't think like you, so don't getmad over it, just compromise.

DDoonnnneellll:: Responsibility. That's a majorone. Because we're responsible for mak-ing sure it all works right for the kids. Orlike in the dissections, if you didn't do itright you have to take responsibility foryour mistakes.

I learned

compassion

and

reasoning.

You gotta see

both sides of

the story.

“

”

9

A c a d e m i c S u p p o r tPrograms

WorkReady Academic Support pro-

grams focus on developing academic

skills while providing exposure to higher

education and career options. Many of

these summer programs take place on

college campuses. Youth who participate in

Academic Support programs also complete

academic projects.

10

ongreso de LatinosUnidos' Exito YouthDevelopment Projectexemplifies the

WorkReady Academic Support pro-gram model. Congreso's mission isto strengthen Latino communitiesthrough social, economic, education,and health services; leadership devel-opment; and advocacy. The Exitoprogram targets North Philadelphiayouth at Thomas Edison High School,a neighborhood school where overthree-quarters of students are Latinoand 86.2% of students receive freeor reduced price lunch.1 During the2003-2004 school year, the percent-age of dropouts or near-dropouts inthe School District of Philadelphiathat were Latino was 19.4. The totalpercentage of dropouts or near-dropouts for neighborhood schoolsin the School District was 21.1.2

Anabeth, Lizbeth and SarybethRosado - triplets in 11th grade atEdison - joined Exito for the first timein summer 2008. According toAnabeth, they went to the StudentSuccess Center at their school andwere told that there was a programthat "teaches about a certaincareers…and it gives us skills for it."Her sister Sarybeth jumped in,adding, "And it gives you a credit forschool!"

Exito addresses its partici-pants' needs through thelens of an entrepreneurshipcurriculum. Three days perweek, students have anAdvanced Topics in

Entrepreneurship course, coveringeverything from economics to public-ity to manufacturing methods. Theyalso have the Wednesday Academy,which holds post-secondary educa-tion and job-seeking skills work-shops. In addition to the workshops,youth participate in academic enrich-ment activities as a part of theWednesday Academy to keep theirskills sharp for the coming schoolyear.

Sarybeth cited the classroom time asher favorite part of the program.She's a hands-on learner and appre-ciated Ms. Marizol, one of theirinstructors. She explains that "ourteacher is fun, but she gets to thepoint and there was never a dullday."

Lizbeth faced some challenges in theclassroom - in particular, understand-ing the concepts of return on invest-ment and return on sales. But herteachers gave her the individualattention she needed. "Mr. Anthonyhelped me out and explained it. Ittook me a while and he didn't leave,he just stayed and waited ‘til I gotit," she says.

The Winning PitchThough the students appreciated theclassroom time, they were focusedon actually becoming small businessowners. Perhaps more importantly,they were interested in winning the

business plan competition at theVillanova University School ofBusiness. In the very first week ofthe program, students made busi-ness pitches to their peers andinstructors. Nine were chosen andreceived a $50 loan from Congreso,to be paid back after the salesevents.

Sarybeth's pitch resulted in a loan.She and her sisters teamed up with afew other friends and developed IceBox, a water ice stand. After doingmarket research during the secondweek of the program, they decidedthat young people were their targetdemographic. Many of them hadsummer jobs and with this new-found cash flow would be able tospare 50 cents for a water ice. Plus,as Sarybeth explains, "We pickedthis for the summer because it'sgoing to be hot! So why not havesomething to cool you off andquench your thirst?"

The plans for the nine small busi-nesses were presented at the culmi-nation of a one-week residentialretreat at the Villanova UniversitySchool of Business. Each group hadto prepare a 16-slide PowerPointbusiness proposal. According toAnabeth, getting ready for this wasone of the hardest but best parts ofthe summer. "Most other businessestake six months, a year," sheexclaims, "and we did it all in threeweeks!" They dealt with the pres-sure by delegating tasks amonggroup members. She was also nerv-ous about having to speak duringtheir presentation. "I wasn't all that

...they’e opening our eyes to colleges... I'mgoing to start scholarships that accept 11thgraders and start saving up.

C

“”

11

1 School District of Philadelphia school profile: https://sdp-webprod.phila.k12.pa.us/school_profiles/servlet/2 From Unfulfilled Promise: The Dimensions and Characteristics of Philadelphia's Dropout Crisis, 2000-2005

t h e r o s a d o s i s t e r s Lizbeth, Anabeth & Sarybeth RosadoProvider: Congreso de Latinos UnidosWorksite: Congreso de Latinos Unidos/Villanova University

(continued on next page)

good with speaking in front of peo-ple. But then they told us how tospeak in front of people, to makeeye contact, how to look profession-al, talk professional and seem profes-sional…" she says. Their hard workpaid off: Ice Box won first place inthe business plan competition. Theywere awarded a monetary prizetowards development.

A Whole New WorldThe week at Villanova intro-duced Lizbeth, Anabeth andSarybeth to the world of col-lege, a world to which theyhad previously had very limitedexposure. Prior to this experi-ence, the Rosado sisters hadnever heard of Villanova, orany post-secondary schoolother than Community Collegeof Philadelphia. During thisweek, the triplets and theother participants lived oncampus and participated inbusiness and higher education work-shops with representatives from theBusiness School and the Office ofAdmissions. Sarybeth found theAdmissions workshops really helpful.By having these sessions, "they'reopening our eyes to colleges, notonly Villanova. And they're telling ustheir prices and about differentscholarships," she says.

Now, with this information in hand,the sisters have their sights set high."I'm going to start scholarships thataccept 11th graders and start savingup," explained Sarybeth. She wantsto go to Drexel and participate intheir Co-Op program because of theopportunities for internships all overthe world. "I am going to be a doc-tor so I [can] go out and help withpatients in Africa or something. Idon't like to just sit in a class andlearn all day. I want to do some-thing. You can make connectionsand spread out. That's why I want aCo-Op," Sarybeth says.

Anabeth, a straight-A student, nowhas her sights set on Harvard LawSchool. She had no idea about theIvy League before this summer, butnow is aiming for the top. "For IvyLeague schools you don't only have

to be…rich to get in there," sheexplained, "there's other ways to getin there!" To help fund her IvyLeague education, Anabeth hasalready started planning her applica-tion for the Bill Gates MillenniumScholars scholarship she learnedabout from the information sessions. Lizbeth was so impressed with hertime at the Villanova UniversitySchool of Business that it has

become her first choice. She is con-sidering being a business owner inthe hotel industry and has learnedthe value of going to a school with agood reputation. "If I have a degreefrom the Villanova School ofBusiness, people are going to writeme bigger checks!" she explained,"They'll be like, 'she went to a goodschool so she knows what she isdoing.'"

Big BusinessAfter their time at Villanova, Lizbeth,Anabeth, Sarybeth and their Ice Boxteam participated in a three-daysales event in North Philadelphia.Other student businesses at theevent included a lemonade stand, acar wash, and Latin food vendors.One thing the Ice Box team did notanticipate was the competition fromI Scream for Ice Cream, a nearby icecream shop. They decided to modifytheir business plan by offering a newproduct to attract customers: gelati,a mix of ice cream and water ice.They also joined forces with I Screamfor Ice Cream to eliminate thepotential for competition. They wereable to realize a 25 cent profit onevery gelati sold. "And," Sarybethexplained, "we were charging themfor our freezer…We were thinking

we have to pay back Congreso, sowe needed a way to make [money]fast. So we charged them $5 perday." In the end, the businessesmade over $700 profit, over $100 ofwhich they chose to donate to chari-ty.

Opening DoorsExito was much more than an eco-nomic education class, a water ice

stand or a college counselingsession. The girls all felt theylearned skills and underwentpersonal change that will helpthem in other areas of theirlives.

They agreed that they alllearned how to conduct them-selves in and out of the work-place, as well as how to pres-ent their points of views sothat they will be received in apositive manner. They alsolearned the importance of

communication skills and profession-alism. Sarybeth remembers that oneof her supervisors, Andrea, said"that everyday you have to set your-self as a professional…" Sarybethalso felt that as a result of managingIce Box, she became "more responsi-ble, more organized."

Anabeth really appreciated that aftertheir first paycheck, they went overthe basics of budgeting. "I realized Ididn't know where my money went!… So they taught us how to saveour receipts and calculate how muchyou spent the whole month of July."This exercise prompted her to bemore responsible in how she spenther money. Sarybeth notes that shestarted asking herself questions like"do you really need that? Do youreally need that sneaker in green ifyou already have it in blue and yel-low?" in order to help her makewiser choices about how to spendher money.

The girls hope to enroll inCongreso's after-school program andparticipate again next summer. "Theprogram opens up doors…and moredoors." Sarybeth explained. "And assoon as you open those doors, moreof those doors open for you!"

The Rosado sisters and other members of their program present theirproject at the 2008 WorkReady Closing Ceremony.

12

S e r v i c e L e a r n i n gPrograms

Service Learning program participants work in

teams to develop projects that incorporate active

community service as well as academic enrichment

during the summer. Projects address current commu-

nity needs, typically as defined by group participants.

Service Learning programs also include a career

exploration component. Youth who participate in

Service Learning programs also complete academic

projects.

13

ndrew Riley wants to be acardiothoracic surgeon. Hehas always wanted to be adoctor. Because of this,

Andrew jumped at the chance towork in a nursing home when hisolder brother told him about theopportunity during his freshman yearat Roxborough High School. "Whynot help people with what I findinteresting?" he says.

Andrew has spent the last four yearsworking at Bala Nursing Home aspart of the RoxboroughIntergenerational Dialogue Project,managed by Communities In Schoolsof Philadelphia (CISP). CISP programsserve over 13,000 students per yearand targetyouth who areat-risk of drop-ping out ofschool. Morethan half ofthe youthserved comefrom house-holds thatreceiveTemporaryAssistance toNeedy Families(TANF).

Participants in the RoxboroughIntergenerational Dialogue Projectconnect with senior citizens at theBala Nursing Home and learn aboutthe healthcare industry. They spendhalf of each day engaging in recre-ational activities and crafts with their"senior buddies." They also explorethe jobs available at a nursing centerthrough interviews with currentemployees and research into subjectslike educational requirements andpotential salaries.

Although he initially joined the pro-gram to explore his medical interests,Andrew's favorite part of the pro-gram is interacting with the resi-dents. He feels that this helps himexperience caring for patients. "Itgets me really excited," he explains,"I know I want to do this. It lets meknow this is where I want to be."

Andrew was particularly close withone resident, Anthony. They wouldjoke around together, and every dayAnthony would yell "Where's myson?" referring to Andrew. It was achallenge for Andrew whenAnthony's health started to deterio-rate. Anthony could no longer comedown from his room to do activities

with the rest ofthe residentsand youthworkers.Andrew strug-gled with howhe could helpAnthony. Hespoke withAnthony'snurses and gotpermission tocome up andspend timewith him in his

room. He felt that keeping Anthonyengaged would "give him anotherreason to fight." They would watchthe Price is Right and eat peanutbutter and jelly sandwiches together,all the while shouting out their ownbids for the brand new dinette set.

"They have an enormous amount ofwisdom," Andrew says of the resi-dents. He says that he has been ableto apply the lessons from the sen-iors' lives to his own. For example,one of his senior buddies worked asa laborer his entire life. According to

Andrew, "he didn't have the oppor-tunities we have today" and wasnever able to get an education. Thishas inspired Andrew to take advan-tage of all the opportunities thatcome his way.

Over his four years at Bala, Andrewhas cultivated his leadership skills,improved his ability to work in ateam and practiced delegation. Fromworking in a group to planningactivities like the Senior Olympics,Andrew has learned that it is neces-sary to recognize the differentstrengths in others so that each per-son can be used most effectively toget the job done. "You grow expo-nentially once you get involved witha program like this," he says.

In Summer 2008, Andrew, wasscheduled to attend VillanovaUniversity in Fall 2008 and plannedto major in biology.

a n d r e w r i l e yProvider: Communities In Schools of PhiladelphiaWorksite: Bala Nursing Home

AYou grow exponentially once you getinvolved with a program like this.

“ ”

Andrew and other youth who worked at Bala Nursing Homepresent their project at the 2008 WorkReady ClosingCeremony.

14

hree years ago, whenMalik Anderson went tothe WorkReady CentralEnrollment Center in The

Gallery at Market East, he expectedto get a job doing manual laborbecause he had no real work experi-ence. Little did he know that hewould spend the next three years inCommunity In Schools ofPhiladelphia's Men OfDistinction/Males AchievingResponsibility Successfully program.He was pleasantly surprised to findhimself discussing current events anddoing research projects to help hiscommunity.

For summer 2008, Men ofDistinction focused on the communi-ty issue of childhood obesity.Everyday, Malik and his teammatesworked on designing a campaign toincrease community awarenessabout the obesity epidemic. Theyresearched relevant data, conductedpeer-to-peer interviews and collectedfeedback from the community.Participation in the Fitness Lifestylesfor Youth curriculum - featuringweekly yoga, strength training, car-diovascular fitness, and cookingclasses - taught Malik and his col-leagues how to live a healthy lifestyleso that they could motivate others toimplement it in their own lives.

One of Malik's favorite parts of thesummer was the program-wide read-

ing assignment of Russell Simmons'Do You!: 12 Laws to Access ThePower in You to Achieve Happinessand Success. The book draws fromSimmons' experiences as founder ofDef Jam Records, the spiritualinsights he has gained through yogapractice, and the value of philanthro-py in his life. Malik found the book"inspirational."

Conducting interviews and interact-ing with others were the most chal-lenging but rewarding parts ofMalik's experience. He came to real-ize that opinions are not right orwrong but that people have differentviews. He now asks himself whypeople thinkthe way they doinstead of criti-cizing opinionshe doesn'tagree with.Malik thinksthat this skill isgoing to helphim a lot in thefuture. He planson going to col-lege and wantsto become anauthor. "Whenyou're here you think about howothers think," he explains, "andwhen I write, I try to get in charac-ters' heads."

The 2007 summer project wasanother source of pride for Malik.The theme for that summer wasentrepreneurship and the partici-pants came up with a plan to start acombination carwash-hamburgerstand. The participants convincedPep Boys to donate over $500 ofsupplies. This investment meant theycould keep the prices down, whichwould attract more

customers. For only $5, a customercould have their car washed andhave a burger while they waited. Thebusiness opened outside the Boysand Girls Club, where the cars linedup and local TV and radio stationscame to cover the event.

As a part of the Men of Distinctionteam, Malik learned how to have aprofessional demeanor. "You knowwhat you should do," he says, butnow after the course "you see howto do it." His communication in par-ticular has improved. He says that "Iknow how to talk, not just profes-sionally, but how to engage."

And thoughMalik haslearned the ben-efits of formingcareer goalsinstead of justlooking for ajob, the workexperience hashelped him finda job in theshort term.Malik nowworks as acashier and

usher at a local movie theater. Hesays that he was able to land this jobbecause of the interviewing skills hedeveloped and the references hegained during his summers withWorkReady.

m a l i k a n d e r s o nProvider: Communities In Schools of PhiladelphiaWorksite: Men of Distinction at Simon Gratz High School

I know how to talk, not just professionally,but how to engage.

T

“ ”

One of the handouts used to promote the campaign toincrease community awareness about childhood obesityand the behaviors that contribute to it.

15

Y e a r - R o u n dPrograms

Year-Round programs are funded by the

Workforce Investment Act and provide servic-

es to both in-school youth (ISY) and out-of-

school youth (OSY). The programs focus on

both educational success and workforce

development. During the summer, Year-Round

program participants also complete academic

projects.

16

t. Christopher's Hospital forChildren's Health TechProgram provides Olney HighSchool students with hands-

on experience in the health careindustry, as well as college andworkplace preparation. Guided by aprofessional mentor, 11th and 12thgrade students become paid staffmembers at St. Christopher’s. Tenthgrade students have the opportunityto shadow the older students oneday per month. Eleventh grade stu-dents spend one full day per weekworking in the hospital. Twelfthgrade students have the option towork four days after school and onefull day per week at the hospital.

Andrea Smith heard about theHealth Tech Program at St.Christopher's Hospital for Childrenthrough a friend. "They treat youlike a real employee, it's just likebeing a full hospital staff member!"her friend told her. Andrea wantedto be a pediatrician, so she knewthis was a great opportunity. She didnot hesitate to apply.

After she was accepted into the pro-gram, Andrea worked in the HeartCenter and in the Electroencephalo-graphy, or EEG, Unit at St.Christopher's. During this placement,she learned administrative skills,including faxing, filing and copying.She also learned technical skills, oneof which was how to administer aheart stress test. Most importantly,Andrea learned how to conduct her-self in a workplace. "When I'm atwork, I'm all professional," Andreaexplains, "but when I leave the hos-pital I go back to being a normal 16-year-old girl!"

During this placement, Andrea'smentor had her do research aboutdifferent health professions andAndrea fell in love with physical ther-apy. As a result, her mentor helpedher arrange an opportunity to shad-ow a physical therapist.

Andrea appreciated that the HealthTech program provided opportunitiesshe would not have been able tofind anywhere else. She didn't knowanything about St. Joseph'sUniversity, for example, beforeattending a special college fair heldfor Health Tech participants. She didadditional research about St.Joseph's and found out that theyhave a six year program resulting ina Bachelors and a Ph.D. in physicaltherapy. She has now set her sightson that program and is doing every-thing she can to prepare. By con-trast, Andrea explained, "most of myfriends don't even know what theywant to do after high school!"Participating in Health Tech hashelped Andrea figure out what shewants to do with her life and helpedher find a path to success.

a n d r e a s m i t hWorksite: St. Christopher’s Hospital for Children

S

When I’m at work, I’m all professional...“ ”

St. Christopher’s Hospital for Children

17

Andrea takes her work at St. Christopher’s very seriously and appreciates the opportunity.

C h a r i m a r V a l e n t i nE r i c W a i n w r i g h t

E b o n y F o r t u n eProvider & Worksite: Free Library of Philadelphia

he Free Library ofPhiladelphia employs nearlytwo hundred high schoolstudents as part of its Teen

Leadership Assistant (TLA) program.During the school year, TLAs workwith the LEAP After School Programand offer homework help, computertraining and other enrichment pro-grams for more than 80,000 childrenand teens each year. During thesummer, TLAs work four days perweek in the library and on Fridaysattend trainings at the CentralLibrary on topics like professionalism,college applications, and presenta-tion skills.

Charimar Valentin, Eric Wainwrightand Ebony Fortune are TLAs duringboth the summer and the schoolyear. Summer 2008 was the secondsummer at the Library for Eric, a2008 graduate of Central HighSchool who headed to ArcadiaUniversity in the fall, and Ebony, asenior at Murrell Dobbins Career andTechnical Education High School. ForCharimar, a 10th grader at BodineHigh School for International Affairs,2008 was the first summer that sheparticipated in the TLA program.

During the school year, TLAs focusmost of their time on helping after-school program participants withhomework. The job becomes moredemanding during the summermonths. "In the summer, there areso many more kids and they're hereseven hours a day. In the summer myjob is to tame them!" Eric explains.

During this past year, Eric came upwith an incentive program using thevideo game Dance Dance Revolutionand has continued it during thesummer. "If they read a book andthey wrote a short summary ofit…they get a little ticket to play thegame. It was my idea. I still do it inthe summer too. I think it's good.The kids like it."

"I develop programs for them to doeveryday when they come in,"Ebony says. The TLAs have a lot offreedom to develop activities to dowith the children. "In the summer,typically, I'll come in…I will get agroup together and read a book tothem" she says. "Or I will set up aprogram, like a craft program. Itdepends on the day. Usually,Wednesday is technology day, so Itake them into [the] lab and do atechnology program."

Charimar works at a smaller branchand spends a lot of her time workingwith a summer reading program thatalso gives prizes to active readers."They got really excited about it,"she explains. "The kids were comingover to me and asking if they couldread to me. They were lining up, lit-erally, so they could read to me!"

After finishing her first year as a TLA,Charimar has been brainstormingother activities for the upcomingyear. "I'm really excited, I have a lotof ideas!" she says. Charimar speaksEnglish, Spanish and French and islearning Chinese. The library hasbeen a key resource in her masteryof these languages. "I didn't knowEnglish when I came here," sheexplains. Her current supervisor is

one of the people who helped her tolearn English as a child. "I want todo a tutoring program that has todo with Spanish and English becauseI want to be a language teacher. Ithink that will be a good experiencefor me," she says.

There are also personal benefits ofparticipating in the TLA program.Ebony and Charimar both learnedpatience from working with the kids.Ebony explains that when the kidsare being difficult, she reminds her-self that this is a real job. "You thinkabout the money and you're like ‘Ihave to be calm because I'm goingto be paid!’" she says, laughing. AtDobbins, Ebony is studying Pastryand Culinary Arts and plans to be apastry chef. She thinks that workingat the library will help her reach thisgoal. "In order for me to be a chef, Ihave to be able to attract peopleand attention so I can sell my prod-uct," she explains, "working at thelibrary, that's just teaching customerservice."

Participating in the TLA program hasimproved Eric's confidence and com-munication skills. "My job is to walkaround and talk to people randomlyand ask if I can help them…like, 'Hi,my name is Eric, how can I helpyou?' Before I used to be so criticalabout what people thought of me orwhat they would say whenever I saidthings," he remembers. "Then whenI learned how to interact with peo-ple I became comfortable with peo-ple around me in the library andthen in general." After two years

T

18

The Central Library Branch of the Free Library ofPhiladelphia.

(continued on next page)

Gender54% Male

45% Female

1% Other

T h e F a c t s7,898 youth were employed through the 2008 WorkReady Philadelphia Summerprograms.

19

with the TLA program, Eric says hehas undergone a "metamorphosis inpersonality" and has become anextrovert.

All three TLAs agree that helping thechildren and youth in the program isthe best part of their job. Charimarexplains that "if they have troubleswith reading and you're actually ableto help them, you can actually seethe huge smiles on their faces afterthey got it." Eric agrees, adding that"to see them learn, it's like a realgift. I can understand why peoplewant to be teachers."

Charimar really feels at home at thelibrary. "You can get so close to a kidthat it's like they're a little brother orlittle sister," she says. "The library islike a family," Eric agrees. "LAs[Library Assistants] are like peopleyou can look up to and learn from.The branch manager and the librari-ans are like the parents."

This family might be too good forCharimar to leave, in fact. "There isthis book I read to the kids, a storycalled The Child Raised by theLibrarians. It was funny because itreminded me of me" she says. "Itwas about a kid that grew up in thelibrary. Since he was in first grade hewas so interested in books.Eventually he went to college andthe librarians became his best friendsand he got a job at the library. And Ilook and wonder, 'is that going to beme?' Maybe I'm not going to be ateacher, maybe I'm going to end upbeing a librarian!"

I’m really excited,

I have a lot of

ideas!

“”

Race75% African American

12% Hispanic

5% Caucasian

3% Asian

3% Other

2% Bi-racial

Ages of the Youth Served25% 17 years old

24% 16 years old

18% 15 years old

17% 18 years old

7% 14 years old

6% 19 years old

2% 20 years old

1% 21 years old

2009 WorkReady programs are made possible with support from:(This listing represents commitments made as of June 12, 2009. For an updated list, please visit www.workreadyphila.com/investors )

WWoorrkkRReeaaddyy SSyysstteemm FFuunnddeerrss Government agencies, foundations and organizations that fund the overall WorkReady system of programs.

City of PhiladelphiaPennsylvania Department of Labor and IndustryPennsylvania Department of Public WelfarePennsylvania General AssemblyPennsylvania General AssemblyPhiladelphia City CouncilPhiladelphia Department of Human Services

Philadelphia Housing AuthorityPhiladelphia Workforce Development CorporationSchool District of PhiladelphiaU. S. CongressU. S. Department of Health and Human ServicesU.S. Department of LaborWilliam Penn Foundation

20

Abington Memorial Hospital ACE Group Acme Markets Aqua America AT Chadwick, Co. Bittenbender Construction Blank Rome, LLP BrandywineRealty Trust Brown's Super Stores, Inc. Burman's Medical Supplies, Inc. Cancer Treatment Centers of America CBS 3/CW Philly 57 CCiittiizzeennss BBaannkkCCiittyy ooff PPhhiillaaddeellpphhiiaa CCoommccaasstt CCoommccaasstt SSppeeccttaaccoorr Communities In Schools Consumer Credit Counseling Service of Delaware Valley DDaayy &&ZZiimmmmeerrmmaann,, IInncc.. Deloitte DMJM Harris/AECOM Drexel University Eckert Seamans Cherin & Mellott, LLC Episcopal Community Services Ernst &Young ESM Productions Family Planning Council Federal Reserve Bank of Philadelphia Fox Chase Cancer Center Friendly Mortgage GarfieldRefining Company Greater Philadelphia Chamber of Commerce Greater Philadelphia Tourism Marketing Corporation Holy Family University IInnddeeppeennddeennccee BBlluuee CCrroossss JEVS Human Services Jewish Federation of Greater Philadelphia KPMG, LLP LaSalle University Law Offices of David T. ShulickEsquire Liberty Property Trust Main Line Health Marketplace Philadelphia Management MMeerrccyy PPhhiillaaddeellpphhiiaa HHoossppiittaall NHS Human Services ParenteRandolph PPEECCOO Pennoni Associates Philadelphia Academies, Inc. Philadelphia Business Journal Philadelphia College of Osteopathic Medicine Philadelphia Council AFL-CIO Philadelphia Federal Credit Union Philadelphia Federation of Teachers Health and Welfare Fund PPhhiillaaddeellpphhiiaa GGaass WWoorrkkssPhiladelphia Golf Management, LLC Philadelphia Marriott Downtown Courtyard PPhhiillaaddeellpphhiiaa OOppppoorrttuunniittiieess IInndduussttrriiaalliizzaattiioonn CCeenntteerr,, IInncc.. ((OOIICC))Philadelphia Phillies Philadelphia University Philadelphia Workforce Investment Board PNC Bank PricewaterhouseCoopers PRWT Services Inc. ReitManagement & Research Roofscapes, Inc. Saint Joseph's University Saul Ewing, LLP Stradley Ronon Stevens & Young, LLP STARR Restaurants SSttuuddeennttss RRuunn PPhhiillllyy SSttyyllee TTDD BBaannkk TThhoommaass JJeeffffeerrssoonn UUnniivveerrssiittyy HHoossppiittaall Tierney Communications Towers Perrin Turner Construction Company UnitedBank of Philadelphia Universal Health Services University of Pennsylvania UPS WWaacchhoovviiaa Wallace Roberts & Todd, LLC WWaallmmaarrtt SSttoorreess William PennFoundation

WWoorrkkRReeaaddyy PPrreemmiieerr IInntteerrnnsshhiipp EEmmppllooyyeerrss Businesses that hire and pay for youth internships at their worksites. Those listed in bold are hiring 10 or more interns.

WWoorrkkRReeaaddyy IInntteerrnnsshhiipp IInnvveessttoorrss Sponsors of youth internships in non-profit organizations or small businesses. Those listed in bold are sponsoring 10 or more interns.

BBaannkk ooff AAmmeerriiccaa BBaarrrraa FFoouunnddaattiioonn CCaammppbbeellll SSoouupp FFoouunnddaattiioonn Cephalon The Children's Hospital of Pennsylvania Citizens Bank CCoommccaasstt CrownHoldings, Inc. Day & Zimmerman, Inc. DDeellooiittttee Drexel University Foundations, Inc. Fox and Roach Charities HHaahhnneemmaannnn UUnniivveerrssiittyy HHoossppiittaallHoughton-Carpenter Foundation Independence Foundation LLaaww OOffffiicceess ooff DDaavviidd TT.. SShhuulliicckk,, EEssqq.. LLiinnccoollnn FFiinnaanncciiaall GGrroouupp FFoouunnddaattiioonn Patricia KindFamily Foundation Pennsylvania Convention Center Authority Philadelphia Convention & Visitors Bureau The Philadelphia Eagles Rohm and Haas Seybert Institution Thomas Jefferson University Hospital UUnniitteedd WWaayy ooff SSoouutthheeaasstteerrnn PPeennnnssyyllvvaanniiaa Virtua WWaacchhoovviiaa FFoouunnddaattiioonn WWiilllliiaamm PPeennnnFFoouunnddaattiioonn WPVI-TV- 6abc Young Friends of PYN/Young Professionals Network

WWoorrkkRReeaaddyy IInntteerrnnsshhiipp CCoonnttrriibbuuttoorrss Organizations or individuals that provide partial sponsorship for single internships.

Beneficial Bank Greater Philadelphia Chamber of Commerce Corporate Contributions Joseph Frick Parkway Corporation Paul DiLorenzo ZateenyLoftus, LLP

WWoorrkkRReeaaddyy SSeeaall--ooff--AApppprroovvaall IInntteerrnnsshhiipp EEmmppllooyyeerrssBusinesses that host their own internship programs that meet WorkReady's criteria for excellence. Those listed in bold are hosting 10 or more interns.

AArraammaarrkk Ballard Spahr Bank of America Elliot Lewis GGllaaxxooSSmmiitthhKKlliinnee LLoocckkhheeeedd MMaarrttiinn IISS && GGSS Philadelphia Workforce Development Corporation SEPTA SStt.. CChhrriissttoopphheerr''ss HHoossppiittaall ffoorr CChhiillddrreenn TThhee PPhhiillaaddeellpphhiiaa CCooccaa--CCoollaa BBoottttlliinngg CCoommppaannyy The Wistar Institute

22000099 WWoorrkkRReeaaddyy PPrroovviiddeerrssCommunity-based and citywide youth-serving organizations that operate WorkReady programs

© 2009 Philadelphia Youth Network

Allegheny West Foundation

Arbor E & T

ASPIRA, Inc. of Pennsylvania

The Attic Youth Center

Boys & Girls Clubs of Philadelphia

Cambodian Association of Greater Philadelphia

Camden County Council on Economic Opportunity, Inc.

Caring People Alliance

City of Philadelphia Department of Recreation

Communities In Schools of Philadelphia, Inc.

Community Action Agency of Delaware County, Inc.

Congreso de Latinos Unidos, Inc.

District 1199C Training and Upgrading Fund

Diversified Community Services

EducationWorks

Federation of Neighborhood Centers

Foundations, Inc.

Free Library of Philadelphia

Girard College Development Fund

Greater Philadelphia Urban Affairs Coalition

Indochinese American Council

Intercultural Family Services, Inc.

Information Technology and Society Research Group at Temple University

LULAC National Educational Services Centers, Inc.

Management & Environmental Technologies, Inc.

Multicultural Youth eXchange

Netter Center for Community Partnerships at the University of Pennsylvania

New Foundations Charter School

New Jersey Academy for Aquatic Sciences

Norris Square Civic Association

North Light Community Center

One Bright Ray - Fairhill Accelerated Learning

Opportunities Industrialization Centers of America, Inc.

People for People, Inc.

Philadelphia Mural Arts Program

Resources for Human Development, Inc.

Respond, Inc.

Salvation Army Learning Zone

The Student Conservation Association

Temple University UCCP

To Our Children's Future with Health

United Communities Southeast Philadelphia

University of Pennsylvania

Variety-The Children's Charity of Greater Philadelphia

Women's Christian Alliance

YouthBuild Philadelphia Charter School