1. education

1500 Highway 36 West
Roseville, MN 55113-4266
APPLICATION SECTION – REVISED 3/30/2012
COVER SHEET
Competitive –Federal
21 Century Community Learning Centers – Cohort 5
Grant Opportunity
st
Reminder: You will be mailing or delivering your application to MDE. You will not submit the application into
the EGMS SERVS application system.
ORGANIZATION INFORMATION
District/Agency/Organization
YOUTHCARE
(legal name):
School/Site Name
(if applicable):
SWIFT VENDOR ID:
0000212996_1
(Refer to instructions to obtain ID)
DUNS Number
CCR (if federal funds):
144659703
Total Amount Requested:
Year 1 amount: $441,413
_X__ Check here to certify registration has been completed and is valid
Total all 3 years: $1,355,747
IDENTIFIED OFFICIAL WITH AUTHORITY INFORMATION
Name
CRAIG LUEDEMANN
Title
EXECUTIVE DIRECTOR
2701 UNIVERSITY AVENUE SE, SUITE 205
MINNEAPOLIS, MN 55414
Address
Phone Number & E-mail
ORIGINAL SIGNATURE
IN INK by Authorized Agent
(Superintendent or Executive
Director)
612/338-1233 [email protected]
NAME:
TITLE: EXECUTIVE DIRECTOR
DATE: 4/20/12
PROGRAM CONTACT INFORMATION
Name
SHAINA ABRAHAM
Title
PROJECT COORDINATOR
2701 UNIVERSITY AVENUE SE, SUITE 205
MINNEAPOLIS, MN 55414
Address
Phone Number & E-mail
612/338-1233 [email protected]
BUSINESS MANAGER/ACCTG. CONTACT INFORMATION
Name
Phone Number & E-mail
CRAIG LUEDEMANN
612/338-1233 [email protected]
SIGNED, SUBMITTED & RECEIVED BY: APRIL 23, 2012, 4:30 PM, CENTRAL TIME
21st Century Community Learning Centers - Cohort 5 – Revised 3/30/2012
1
I. PROJECT NARRATIVE
Possible Points: 10
Please limit the length of your response to approximately1 page. You may add in 2 extra if current or
previous recipient. Respond to each component below separately.
A. Describe how the applicant provided the community with notice of intent to submit an application.
(Federal regulations require applicants to notify publicly the community of its intent to apply for
this grant.)
YouthCARE posted a “notice of intent to submit an application” on the Events & News page of
the YouthCARE Website (www.YouthCAREmn.org) on Thursday, April 19, 2012.
B. Provide a brief narrative of the proposed project’s need, purpose, projected outcomes and how it
connects to the purpose and priorities of the Minnesota 21st Century Community Learning Centers
Program. Keep in mind that this is a snapshot of your application and it is the first statement of the
proposed project that the grant reviewers see. (300 word maximum)
YouthCARE (Youth for Cultural Appreciation & Racial Equality) is proposing to annually
provide high quality multicultural youth development out-of-school-time activities for 350-400
urban youth, 7-18 years old. A primary focus of this program will be to reach significantly
underserved youth living in low families and/or publicly subsidized housing communities. 90% of
the youth involved will be youth of color.
To meet the demonstrated need for high quality out-of school-time programs, YouthCARE will
significantly expand the depth and reach of two or our most successful youth development
programs, the Young Women’s Mentoring Program and YouthLEAD. The youth involved in
YouthCARE’s expanded multicultural youth development program will develop 21st Century
Learning skills, increase their connectedness to YouthCARE and community and do better in
school.
C. If you are a current or previous recipient of a Minnesota 21st CCLC grant, describe lessons
learned and how those lessons have been applied to this application. (2 extra pages maximum)
Although YouthCARE is not a current or previous recipient of a Minnesota 21st CCLC grant, we
believe the experience we gained during 2007-09 when we implemented an After-School
Community Learning grant from the Minnesota Department of Education helps prepare us to
implement a Minnesota 21st CCLC grant. We learned how to develop and maintain an appropriate
database to track and report youth involvement as well as how to develop and maintain an
appropriate accounting system to track and report program expenses.
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II. STATEMENT OF NEED
Possible Points: 15
Please limit the length of your response to approximately 5 pages, not including Resource Map.
Respond to each component below separately.
A. Applicants are required to conduct an analysis of the school’s/community’s capacity to implement
comprehensive out-of-school-time programming (including summer).
• Include a community resource map as an appendix in your application. The resource map must
contain recent information (within the past year) identifying existing school and community
resources that provide school-aged programming, academic enrichment, academic support
services, tutoring, homework assistance, other enrichment activities, intramural sports and
recreation, arts, community service programs, and other programs available to children and
youth during out-of-school hours. For each program identified, indicate the ages/grades of
students served, days/hours of operation, location, and the organization that operates the
program. Applicants may use the resource map provided in Addendum A (in the application
section) or create a tool.
Please refer to YouthCARE’s completed Community Resource Map – attached as an appendix to
this application.
B. Provide a detailed assessment of the need and interest level of school administration/staff, families,
and students in increasing out-of-school-time programming at the center(s) for which you are
applying. Describe the process used to collect the information and the role the Advisory Council
played in the process. If a survey was used, include how the surveys were distributed, the number
distributed, and the number returned. Attach a copy of the survey tool used (if any).
Assessment of the need for increasing out-of-school-time programming at the three centers
for which we are applying:
There is a very strong need for YouthCARE to increase out-of-school-time programming at the
three centers for which we are applying.
In 2006 and 2010, YouthCARE conducted extensive strategic planning processes that resulted in
organizational strategic plans for 2007-10 and 2011-14. During both of these strategic planning
processes, internal and external facilitators conducted focus groups with youth, parents and
community leaders (including community leaders in the Little Earth and McDonough communities
where we have long established program partnerships). During these focus groups we heard
consistently that YouthCARE’s out-of-school-time programs and services are highly valued and
should be significantly expanded. Youth and parents especially indicated that YouthCARE should
provided more activities for more youth after school and on weekends. Of note, youth, parents and
community leaders all indicated strong support for YouthCARE continuing to provide OST
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services that are free of charge to low income families, that YouthCARE continue to provide youth
with transportation to and from events, and that YouthCARE continue to employ adult leaders –
including paid staff, interns and volunteers - who reflect the ethnic, cultural and racial backgrounds
of the youth involved.
Assessment of the interest level of school administration/staff, families, and students in
increasing out-of-school-time programming at the three centers for which we are applying:
There is very strong interest by students/youth, parents and program staff to increase the out-ofschool time programming at the three centers for which we are appying.
As mentioned above, during the week of April 16-20, 2012 we conducted a survey at all three of
our existing Centers to determine youth interest in YouthCARE increasing out-of-school-time
activities. 45 Minneapolis and St. Paul youth, 7-18 years old, participated in the survey. 98% of
the youth indicated that they would like YouthCARE to provide more after-school, weekend and
summer activities. In response to the question “How Often?” the most commone responses were
“all the time”, “everyday”, “very often”, and “3-4 times a week”.
In addition, we conducted an informal survey of over 90 Minneapolis and St. Paul youth, 13-18
years old, that participated in YouthCARE’s Annual Lock-In at the Northside Minneapolis YMCA
on April 15-16, 2012. Youth attending the Lock-In indicated an overwhelming desire for
YouthCARE to provide significantly more opportunties for them to participate in positive afterschool, weekend and summer activities. Youth indicated that they want more youth leadership
activities, summer and school year jobs, more social activities, and more outdoor/physical
activities including opportunities to go back to Camp Sunrise on weekends during the school year..
YouthCARE has significant additional data to demonstrate that there is very strong interest in and
support for YouthCARE to expand our out-of-school-time programming. For example, during the
Youth Focus groups we conducted during our 2010 strategic planning process, we asked youth
participants the following question: “How does YouthCARE compare to other youth
organizations doing similar work?” Participant responses are listed below:
Note: Camp Sunrise is the free 10 week residential multicultural camp YouthCARE has operated
since 1974 during the summer months. We also utilize the camp on weekends and school release
days during the school year. Camp Sunrise is located on the St. Croix River, an hour north of the
Twin Cities, near Rush City, MN.)
o
o
o
YouthCARE provides multiple opportunities vs. others are more specific
Year round opportunities
Real outdoor experience offered by Camp Sunrise
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o
o
o
o
o
o
o
o
o
o
o
o
Smaller, more engaging atmosphere
Able to get to know people involved in YouthCARE a lot better
YouthCARE is engaging - you do get to do a lot of things
Camp Sunrise provides a sense of freedom
YouthCARE provides constant training, many places don’t provide any
Open any time, you can come in anytime and ask for help or advice from any staff not just
your supervisor or counselor
CS Stars has a variety of work every day, not doing the same thing over and over
Constantly getting to meet new people
Taught you can always improve or get better
Natural, organic, things don’t seemed forced
Staff are open to letting youth try things more at YouthCARE than other places
Meet new people from different backgrounds and cultures
We also asked youth participants “What could YouthCARE do more of?
opportunities for YouthCARE in the future?”
o
o
o
o
o
o
o
o
o
o
o
o
o
o
What are some
Expand the Young Women’s Mentoring Program/provide more activities
Create a Young Men’s Mentoring Program
Expand the CS Stars program in Minneapolis and St Paul
Hire more staff so we can have more opportunities for youth
Find a way to get parents involved
Do more College visits
Have workshops on how to complete college applications, apply for scholarships, etc.
Create a way for youth to stay involved after they are 19
Maybe expand to the suburbs
More programs including the Young Women’s Mentoring Program in North Minneapolis
Get more involved with schools so people can learn about us
Target junior high youth so they can be involved a long period of time
Use youth representatives to help recruit new youth
Provide homework help/tutoring
With regards to our learning center in the McDonough community in St. Paul, recent developments
point to the need for after-school tutoring and other academic support activities. Due to funding
cuts, in January 2012 the Sheriff’s Literacy Program discontinued providing after-school tutoring
in the McDonough community. Parents, youth and community leadership have repeatedly
expressed to YouthCARE program staff that they have a strong desire for somone to step in and
fill this void. As we know from the success of our Sytling Science program (providing science,
technology, engineering and math activities for girls living in the McDonough community),
parents in the McDonough community place a high value on after-school homework help, tutoring
and academic support activities. To meet this need, YouthCARE is proposing to provide afterschool tutoring and homework help in the McDonough Community.
As mentioned previously, in 2007 YouthCARE was awarded a two year After-School Community
Learning grant from the Minnesota Department of Education to expand our after-school activities
for urban youth. With the funding that provided by this grant YouthCARE was able to increase
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the number of after-school activities by 60% and the number of units of service provided by over
30%. We believe that this demonstrates both the desire by urban youth to participate in
YouthCARE activities as well as YouthCARE’s capacity to successfully plan and organize a
larger or expanded program. Youth showed their support for YouthCARE activities by “voting
with their feet”!
Describe the process used to collect the information and the role the Advisory Council played
in the process:
YouthCARE is constantly seeking information from youth participants, parents and community
leaders regarding our OST services and activities. We do this in a number of ways that includes
youth attending and participating in YouthCARE Board and Policy Committee meetings, youth
participating in annual and strategic planning processes, and youth regularly working with
YouthCARE’s adult program staff to de-brief and evaluate programs and activities. Because youth
participants of all ages are an integral part of the day to day planning and evaluation process, they
are constantly providing information to program staff about what they like, dislike and/or would
like to see more or less of.
YouthCARE’s Advisory Council worked with program staff to create the survey tool. Members of
the YouthCARE Youth Advisory Council also completed the survey. Program staff distributed the
survey to girls invovled in our Young Women’s Mentoring Program – in the Little Earth
community and the McDonough community.
Describe how the surveys were distributed, the number distributed, and the number
returned:
The survey was distributed to all of the girls who participated in YouthCARE’s out-of-school-time
activities in the Little Earth community in south Minneapolis and in the McDonough community in
east St. Paul during the period of April 16-19, 2012. We also asked members of the YouthCARE
Youth Advisory Council to complete surveys on April 19, 2012.
A total of 45 surveys were distributed to youth. All 45 surveys were returned.
A copy of the survey tool we used is attached as an appendix to this application.
C. Describe why current services are insufficient to meet the needs of students and families at the
proposed center(s). Use information collected under a/b above to support your assertion and to
describe where the gaps in services exist.
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Center #1; YouthCARE Office
At present, YouthCARE is understaffed and underfunded to meet the demand for out-of-schooltime activities and services. There are two full-time staff trying their best to meet the demand for
activities by over 300 active Minneapolis and St. Paul youth, 13-18 years old. We know from past
experience that when we have been able to add program staff we were able to significantly
increase OST activities.
Center #2; Little Earth Community
At present, we have one full-time staff providing after-school, weekend and summer activities for
girls, 7-13 years old, in the Little Earth community. Although this staff person is assisted by a ten
hour per week College Work Study student, she is stretched too thin trying to provide girls with
opportunities to participate in activities once or twice a week. We know from past experience that
when we are able to provide more activities the program staff develop stronger relationships with
the girls.
Center #3; McDonough Community
Similar to our work in the Little Earth community, at present, we have one full-time staff providing
after-school, weekend and summer activities for girls, 7-13 years old, in the McDonough
community. This staff person is also assisted by a ten hour per week College Work Study student,
however she too is stretched too thin trying to provide girls with opportunities to participate in
activities once or twice a week. Again, we know from past experience that when we are able to
provide more activities the program staff develop stronger relationships with the girls.
D. Describe which of the needs identified above will be addressed by this grant.
The following needs will be addressed by this grant:
-
Homework help
Tutoring
College visits
Work readiness
Career visits
Leadership training
III. COLLABORATION AND PARTNERSHIPS
Possible Points: 25
Please limit the length of your response to approximately 8 pages. Respond to each component below
separately.
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A. Experience/Promise of Success
• Describe and provide evidence of past experiences collaborating effectively with other
agencies. Include the following information (in the same order listed below).
Description and evidence of past experiences collaborating effectively with other
agencies:
YouthCARE has a long and rich history of collaborating effectively with other agencies. In
fact, the organization was established in 1974 as a partnership between Xcel Energy and the
Cities of Minneapolis and St. Paul as a way to provide disadvantaged urban youth with an
outdoor summer camping experience. This partnership between Xcel Energy, the City of
Minneapolis, and the City of St. Paul has continued uninterrupted for the past 37 years! Our
other long-time partnerships that make Camp Sunrise possible include the Tree Trust,
National Park Service, Wild River State Park, AmeriCorps, General Mills Yoplait, and
countless nonprofit organizations throughout Minneapolis and St. Paul that send youth to
Camp Sunrise for a week during the summer program. YouthCARE/Camp Sunrise is widely
recognized for successfully bringing together urban youth from diverse backgrounds and
cultures. Awards include the 2000 Nonprofit Mission Award for Anti-Racism Initiative from
the Minnesota Council of Nonprofits, the 2008 Access to the Outdoors Award from the Parks
& Trails Council of Minnesota, and the 2003 Dr. Martin Luther King, Jr. Humanitarian
Award presented to YouthCARE during the 13th Annual “Celebrate the Dream”
In 1990 YouthCARE partnered with the Little Earth Community Partnership and the
McDonough Community to create and establish the Young Women’s Mentoring Program in
the Little Earth and McDonough communities. These partnerships have continued
uninterrupted for over 20 years, annually providing 150-175 disadvantaged girls with positive
social, recreational, educational and cultural OST activities. The Young Women’s Mentoring
Program has also received significant acclaim including the 2010 Community Impact Award
from the Women’s Foundation of Minnesota, the 2009 Best Practices Award from the
Governor’s Council on Faith and Community Service Initiatives and the 2002 Ann Bancroft
Award for Support and Encouragement. We have attached letters of support from Bill
Ziegler, the Executive Director of the Little Earth Partnership and Wayne Lundeen, the past
McDonough Human Services Coordinator, who we worked with for many years.
a.
Describe current partnerships as they relate to the implementation of this proposal.
(Partners are defined as individuals or agencies that contribute back to the program and
are able to collaborate to achieve mutually beneficial goals.)
Description of current partnerships as they relate to the implementation of this
proposal:
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Center #1; YouthCARE
The Minneapolis Employment and Training Program and the St. Paul Youth Job Corps
provide YouthCARE with funding to employ and involve economically disadvantaged
urban youth, 14-18 years old. All of the youth who participate in our Camp Sunrise
summer program or our Community Service Stars summer and school year programs
receive training in the following areas; leadership, life skills, health, financial literacy and
workforce readiness.
Our partnerships with Macalester College, University of Minnesota, and Minneapolis
Community & Technical College provide opportunities for college students to work parttime at YouthCARE and provide direct service to youth through our YouthLEAD, CS
Stars and Camp Sunrise summer and school year programs. Two years ago YouthCARE
and Macalester College came together to create an innovative and highly successful new
program called “CAMP CAMERA”. Macalester College students work one-to-one with
YouthCARE participants, teaching them about photography and how to take, print and
publish their own photographs.
Center #2; Little Earth Community
As mentioned above, we have partnered with the Little Earth Community Partnership
since 1990 to provide girls, 7-18 years old, with a wide range of social, recreational,
educational and cultural activities during the after-school, weekend and summer hours.
Little Earth provides YouthCARE with activity space (at no cost) and assists our programs
staff with the recruitment of girls to participate in the program.
Center #3; McDonough Community
Similar to our partnership with the Little Earth Community Partnership, we have also
partnered with the McDonough Community in St. Paul since 1990 to provide girls, 7-18
years old, with a wide range of social, recreational, educational and cultural activities
during the after-school, weekend and summer hours. McDonough provides YouthCARE
with activity space (at no cost) and assists our programs staff with the recruitment of girls
to participate in the program.
Partnership with the Science Museum of Minnesota at Little Earth & McDonough
In January 2011, YouthCARE established a partnership with the Science Museum of MN
to provide girls and young women who have least access to science, technology,
engineering and math (STEM) learning opportunities with the opportunity to engage in
STEM activities with experts in the fields of science. Through this partnership,
YouthCARE program staff work with Science Museum of MN staff (engineers, chemists,
teachers and graduate students in the fields of science) to provide 160-180 girls and young
21st Century Community Learning Centers - Cohort 5 – Revised 3/30/2012
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women, 6-18 years old, with twice-weekly “Styling Science”
workshops and activities.
hands-on interactive
The “Styling Science” program encourages girls and young women to actively discover
and examine concepts for themselves, while at the same time allowing them to develop
creative problem solving skills and build self-confidence in their ability to succeed in the
fields of science. Exposing girls and young women to Science Museum of MN female
science experts creates awareness and realization that women do receive advanced degrees
in the field of science and that struggle and self-doubt about the sciences are normal,
however; success can be achieved through interest, education, determination and hard
work. Providing girls and young women with the opportunity to make personal
connections with women who have pursed advanced degrees in the fields of science is a
critical step in building their future as scientists and science educators.
b.
Describe the experience or promise of success by the contracted agencies in providing
out-of-school-time educational and related activities that will complement and enhance
academic success, while providing skill building and/or positive youth development
enrichment activities for students. Summarize any studies, reports, or research that may
document evidence of previous success and effectiveness of the contracted provider.
Describe how the collaborations will contribute to and support the identified needs.
Description of the experience and promise of success by contracted agencies:
Note: YouthCARE’s proposal includes developing a formal contract with the Science
Museum of Minnesota.
The Science Museum of Minnesota is known worldwide for its interactive exhibits,
dynamic traveling exhibitions, and internationally distributed large format films. The
museum was an early innovator in the use of live theater as a humanizing interpretive tool
and continues to be a training ground for other museums wishing to include live
programming in their exhibit halls. The museum provides innovative staff development
programs for teachers throughout the region and science education outreach programs
http://www.smm.org/schools/atyourschool for K-12 classrooms. The Science Museum of
Minnesota school outreach learning programs have been re-aligned and correlated to state
and national standards/benchmarks. They are specifically designed with students'
educational needs in mind and in support of efforts to encourage their exploration of the
scientific world around them.
The Science Museum of Minnesota promotes the same learning’s outside of the
classroom. Through the Kitty Anderson Youth Science Center (KAYSC) Program, the
Science Museum of Minnesota brings exciting hands-on science enrichment programs to
help youth outside of the classroom. The core purpose of the KAYSC is to empower youth
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to change our world through science! The KAYSC engages 100 youth yearly in grades 712 in out-of-school-time (OST) science programming afterschool, on Saturdays, and
during the summer. The program targets students from communities underrepresented in
STEM disciplines; 75% of participants are from low-income families, 60% are girls, and
90% are youth of color.
Through the KYACS Program youth work in theme-based "teams," and build
competencies in youth leadership, career development, and science literacy that they in
turn share with their communities. Youth on KAYSC teams develop community servicelearning projects and lead hands-on STEM workshops/outreaches for younger youth (preK through 6 grades) in their communities. These workshops are developed in
collaboration with other organizations that lead Out of School Time workshops at various
venues throughout the Twin Cities. Since its inception, the KAYSC has engaged over
1000 participants. Last year alone, the KAYSC reached over 50,000 museum visitors and
5,000 children on outreaches in over 25 different community sites.
Research reports show that “although some progress has been made, there remains a
significant gap in academic achievement levels among girls in science and math in the
U.S. and this issue impacts girls of color two-fold.” Dr. Elizabeth Blackburn, the 2009
Nobel Prize winner in medicine, notes that “the gender gap that exists in the field of
science has more to do with social pressure than innate intelligence and ability. The
widening gender gap in math and science shouldn’t exist as research indicates that girls
are just as competent as boys in the field of science when given the same opportunities
and encouragement. We’ve seen ample evidence around the world that women can and do
succeed in the fields of science.”
According to Jon Star, Assistant Professor at Harvard Graduate School of Education,
“Boys and girls on average hold different beliefs about their abilities in math and science,
their interest in math and science, and their perceptions of the importance of math and
science for their futures. In general, girls are less confident in their math abilities and
show less interest in math and science careers, beginning in early adolescence. Belief in
one’s abilities plays a critical role in students’ ability to do well in all subjects areas but
particularly in math and science. Improving girls’ beliefs about their abilities can alter
academic performances, career choices, and future life success. There is no question that
girls are quite capable of succeeding in the sciences, but are losing interest in the field as
large classroom capacity does not allow for individual teacher attention and greater
learning of the sciences.”
Finally, a 2010 report compiled by the National Commission on Science and Math
indicates that, “the absence of women in science is a persistent problem that reduces the
amount of progress that can be made in the field of science. Lack of women in the field
means limited perspectives in generating scientific knowledge. Synthesis on the research
on why girls do not pursue the sciences include; girls lack of positive educational
experiences with science in childhood, the absence of female scientists as role models, the
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“chilly acceptance climate” that exists for girls in science classes, the cultural pressures on
girls to conform to traditional gender roles, and the pedagogy of science classes favoring
male students”.
Description of how the collaboration will contribute to and support the identified
needs:
YouthCARE’s continued collaboration with the Science Museum of Minnesota, serving
150-175 underserved girls 7-18 years old, will contribute to and support the following
identified needs:
-
Academic Support and Academic Enrichment
College Readiness
Example “Styling Science” workshops, trainings and activities include:
Subject: Technology, Computer Programming and Animation - Design and Create Your
Own Adventure Game: Program participants build their own interactive adventure game
or story using Scratch software developed at MIT to develop 21st century learning skills.
Participants select a theme, write a story, build an environment, create characters, and add
puzzles and sound effects.
Subject: Biology, Veterinary Science and Zoo – Get Set to Be a Vet: Program participants
look at the careers of veterinarians and learn about specialties such as large animal and
zoo practice. Participants examine real x-rays of animals and perform a mock surgery.
Participants also learn how to make dog treats and how to take better care of pets. This
activity is designed to increase girls and young women’s knowledge of animal philosophy
and anatomy.
Subject: Engineering, Physics and Carpentry – Build a Towering Gumball Machine:
Program participants learn basic skills using tools of measurement to design and build a
two foot tall gumball machine. Participants design and engineer a mechanism to release
one gumball at a time down a twisting and turning shoot to deliver a gumball to the candy
tray.
c.
Provide a clear and documented plan of communication and linkage between non-district
agencies and the school district and school(s) students attend.
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YouthCARE’s plan for communication and linkage with the Minneapolis and St.
Paul Public Schools:
As you will note in another part of this proposal, at least 45 Minneapolis and St. Paul
schools “feed” youth to YouthCARE! We have established a database and a plan for
increasing communication with each of these 45 schools. The communication plan
includes:
-
d.
Monthly email contact with each school with an update on YouthCARE
activities and events.
A visit by a YouthCARE program staff person to each partner school at
least once a year.
Invites to partnering schools to attend YouthCARE Annual Celebration of
Urban Youth Event.
Describe the method that will be used to ensure that non-district agencies will keep all
individual student data confidential.
Access to YouthCARE’s database and personnel files is restricted to YouthCARE’s
Executive Director and Program Directors. Access to the electronic database requires
special permission from the Executive Director.
YouthCARE has policies and procedures for how to handle confidential data including
individual student data. These policies and procedures are reviewed annually by the
YouthCARE Board and with all staff at the time of hire for new staff and annually with all
staff.
B. Advisory Council
All applicants are required to have an Advisory Council that should, at a minimum, meet quarterly.
Address the following elements (in the same order listed below).
•
Describe the existing or proposed composition and responsibilities of the Advisory Council
and how the Council will work with program administrators in the development and
implementation of a sustainability plan. Include the following elements.
YouthCARE’s 21st Century Advisory Council will be composed of the members of
YouthCARE’s Youth Advisory Council (YAC) and the members of our Board of Director’s
Planning and Evaluation Committee.
The YouthCARE 21st Century Advisory Council will have the following primary
responsibilities:
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Assist YouthCARE’s program directors with developing annual program goals and
objectives.
Assist YouthCARE’s program directors with the evaluation of the program.
Meet on a quarterly basis with key leaders in the Little Earth and McDonough
community to assess progress, identify challenges and opportunities, and adjust service
delivery as needed.
The 21st Century Advisory Council will work closely with the entire YouthCARE Board of
Directors to develop and implement a sustainability plan. This is already a key component of
YouthCARE’s Board approved Strategic Plan for 2011-14. The 21st Century Advisory
Council will be charged with developing a plan to sustain the expansion of the YouthCARE’s
out-of-school-time programs and service made possible through this grant. (Who know
already that a key component of YouthCARE’s overall sustainability plan is to significantly
increase individual donations and support from alumni youth participants, staff and volunteers,
and from large individual donors. We are already hard at work on this strategy and believe it
is and will be the key to YouthCARE being a sustainable nonprofit youth development
organization.)
a. Provide the name of the organization and contact person who convened or will convene
the Advisory Council. Indicate whether the Council is newly formed, will be formed if the
grant application is funded, or is built upon an existing partnership.
The first meeting of the Youth Advisory Council was held at the YouthCARE office on
Thursday, April 19, 2012. The meeting was convened by YouthCARE staff members
Shaina Abraham, YouthLEAD Program Director, and Isiah Jones, Camp Sunrise Director.
The first meeting of the Board’s Planning & Evaluation Committee will be conducted on
Wednesday, April 25, 2012. The meeting will be facilitated by Committee Chair, Naomi
Shapiro, a volunteer member of the YouthCARE Board of Directors. The first full
meeting of the 21st Century Advisory Council is scheduled for Wednesday, June 27, 2012
from 5:30 – 7:30 pm.
YouthCARE’s 21st Century Community Learning Center Advisory Council will be a new
partnership between two existing bodies – YouthCARE’s Youth Advisory Council (YAC)
and the Board’s Planning & Evaluation Committee.
b. Describe how the Council is, or will be, representative of the school district boundaries,
community, and populations to be served (including youth) and how it represents a
diversity of perspectives (youth, parents, teachers, business community, and a variety of
disciplinary and professional fields, recipients or beneficiaries of services, or others, as
appropriate).
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14
As noted previously, YouthCARE is a Minneapolis-St. Paul city wide youth development
organization, serving youth 6-18 years old, from schools and neighborhoods throughout
the cities of Minneapolis and St. Paul. In addition, our Young Women’s Mentoring
Program targets girls who live in two underserved low income communities; Little Earth
in south Minneapolis and McDonough in St. Paul.
The 12-15 youth recruited to serve on our 21st Century Advisory Council will represent
the diverse Minneapolis and St. Paul neighborhoods of YouthCARE participants,
including the Little Earth and McDonough communities, and the diverse ethnic, cultural
and racial backgrounds of the youth involved.
The adult members of YouthCARE’s Board and staff who will serve on our 21st Century
Advisory Council do indeed represent a diversity of perspectives.
As a multicultural organization we are committed to being truly diverse and representative
of the youth involved in YouthCARE’s out-of-school-time programs and services. 90%
of the youth, 14-18 years old, currently serving on YouthCARE’s Youth Advisory
Council are youth of color and 50% of the members of the Board’s Planning & Evaluation
Committee are people of color.
•
Describe the Council’s plan to disseminate information about the 21st CCLC program to
the community in a manner that is understandable and accessible.
The following will be the key components of our 21st Century Advisory Council’s
communication plan:
-
-
Create, maintain and regularly update a page on the YouthCARE Website devoted to
YouthCARE’s participation in the 21st Century Community Learning Center program.
The page will include links, as appropriate, to the MN Department of Education and
other 21st Century grantees.
Provide monthly updates about the 21 CCLC program on YouthCARE’s Facebook
page.
Create a YouthCARE newsletter that will be sent bi-monthly to youth, families,
community partners and schools throughout the program.
C. Program Administration
• Describe how the proposed project will establish linkages with other appropriate agencies and
organizations providing services to the target population.
We have developed a Preliminary Action Plan that target the agencies and organizations we
will seek to maintain, expand and/or create linkages with during the next three years. Program
staff will be expected to reach out to current or potential partners to build upon existing
21st Century Community Learning Centers - Cohort 5 – Revised 3/30/2012
15
relationships or develop new relationships for the purpose of increasing the effectiveness and
efficiency of the expanded OST services YouthCARE will provide through this grant. Here is
a partial list of the agencies and organizations we will target during the first year of the grant:
-
•
Little Earth Community Partnership
McDonough Townhomes, St. Paul Public Housing
Science Museum of MN
St. Paul Public Schools
Sprockets
St. Paul Parks and Recreation, McDonough
St. Paul Parks and Recreation, Youth Job Corps
Minneapolis Public Schools, Office of Academic Affairs
Minneapolis Employment and Training Program
Youthprise (Expanded Learning and Afterschool Project)
Minnesota Alliance with Youth
Minneapolis Youth Coordinating Board
Macalester College Off Campus Student Employment
University of Minnesota Student Employment
Minneapolis Community and Technical College
Minneapolis Nordic Association/Theodore Wirth Park
Wilderness Inquiry
Describe the methods that will be used to establish effective means of communication and
coordination between school day programs and agencies providing services. Include a
description of the system that will be used to ensure that pertinent student data including
standardized test scores are shared (with appropriate confidentiality) between the school
district and agencies providing services.
Program Staff will start by requesting face to face meetings with representatives of the
Minneapolis and St. Paul public schools that currently “feed” the most youth to our existing
three Centers in order to develop stronger and more personal relationships with the key
contacts in the schools we primarily serve. A next step or method will be to develop an
effective database containing the pertinent information about those schools; name, address,
key contact information, etc. Finally, we will draw on the volunteer members of our
Technology Task Force to help us plan and implement an effective means of communication
(email, e-newsletter, Website, social media, etc) with those schools.
We have made preliminary contact with the Minneapolis Public Schools Office of Academic
Affairs and with Sprockets and the St. Paul Public Schools to develop a system for sharing
student information as well as maintaining confidentiality. As an “experienced” nonprofit
youth organization we already have in place internal policies and staff training for how to
maintain the confidentiality of the youth involved in our programs. We look forward to
working more closely with the schools to share and protect student information.
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16
IV. PROGRAM DEVELOPMENT AND IMPLEMENTATION
Possible Points: 25
Please limit the length of your response to approximately15 pages. Respond to each component below
separately.
Provide the following information about the programs and services that you propose to deliver. These
services should be designed clearly to meet the need described above. If programs/services will vary
significantly from center to center, describe the following for each center. Address the questions in
the same order as they are listed below.
A. Student Outreach
• Include a description of the target population and how the proposed project will address their
specific needs. These factors may include but are not limited to academic achievement levels
and gaps, low-income related issues, limited English proficiency, homelessness, dropout rates,
teen pregnancy, drug and alcohol issues, mental and behavioral health issues, lack of available
resources, and adult literacy.
On an annual basis YouthCARE serves 450-500 Minneapolis and St. Paul youth, 6-18 years,
from low-income families. YouthCARE intentionally serves youth from diverse ethnic,
cultural and racial backgrounds; 95% of the youth involved during the year that ended May
31, 2011 were youth of color; African 11%, African American 42%, Asian American 31%,
Native American 8%, Chicano/Latino 3%, and European American 5%.
The specific target population served at our three centers and how our proposed project will
address their specific needs is as follows:
Center #1; YouthCARE Office
The YouthCARE office, located on University Ave. SE (central and equally accessible to
youth living in Minneapolis and St. Paul), serves youth 13-18 years, who live throughout
Minneapolis and St. Paul. A focus of all YouthCARE activities is multicultural; staff work to
attract and bring together youth from diverse ethnic, cultural and racial backgrounds. The
proposed project will address the following needs identified by this age group and target
population by significantly expanding existing OST YouthCARE programs as well as creating
new programs and services including (listed in order of priority); leadership development,
physical activities, social skills development, arts and music education and activities, tutoring,
college preparation and visits, and health education,.
Center #2; Little Earth Community
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17
YouthCARE’s out-of-school-time programs and services reach girls 7-18 years old who live
in the Little Earth community. The girls and young women served are primarily Native
American (87%) and African American (12%). YouthCARE’s partnership with the Little
Earth community was established in 1990 in order to provide leadership, employment and
educational opportunities for young women, 14-18 years old, and a wide range of positive
OST activities for the younger girls 7-13 years old. As a low income urban community, the
youth living in Little Earth are and have been significantly underserved by youth service
organizations. YouthCARE works closely with the community’s leadership, including
parents, to identify and meet the following needs of girls and young women living in the Little
Earth community (listed in order of priority); social skills development, drug and violence
prevention activities, leadership development, STEM (science, technology, engineering and
math) education, health education, physical activities, tutoring and homework help, and arts
and music education and activities.
Center #3; McDonough Community
YouthCARE’s out-of-school-time programs and services reach girls 7-18 years old who live
in the McDonough community. The girls and young women served are primarily African
American (58%), Asian American (27%) and “Other” (15%). YouthCARE’s partnership with
the McDonough community was established in 1990 in order to provide leadership,
employment and educational opportunities for young women, 14-18 years old, and a wide
range of positive OST activities for the younger girls, 7-13 years old. YouthCARE works
closely with the community’s leadership, including parents, to meet the following needs of
girls and young women living in the McDonough community (listed in order of priority);
tutoring and homework help, STEM (science, technology, engineering and math) education,
social skills development, leadership development, arts and music education and activities,
physical activities and health education.
•
Describe the recruitment and retention strategies for outreaching to the target population.
Include how you propose to ensure equitable access to programs and services for children and
youth who are limited English proficient; receive special education services; are homeless,
refugees, or immigrants; or have mental health issues. Address how the strategies will be
appropriate and effective for the targeted population. Describe any programmatic practices
that will be used to increase enrollment and/or sustain student attendance and active
participation (sustained active participation is defined as 70% of program enrollees attending
30 or more program days per year.)
Recruitment and retention strategies
Center #1; YouthCARE
Many of the 250-300 youth, 13-18 years old, who are involved annually in the YouthLEAD
programs and activities “enter” the organization through Camp Sunrise, our multicultural
residential summer program. Camp Recruiters visit youth at their summer worksites
throughout the months of June and July to encourage them to participate in Camp Sunrise or
other YouthCARE OST activities. Youth find Camp Sunrise, or YouthCARE, through their
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participation in the Minneapolis or St. Paul Summer Youth Employment Programs, other
urban nonprofit youth organizations and community based organizations, school counselors,
social workers, past participants and word of mouth. Participation is open to any Minneapolis
or St. Paul youth, 13-18 years old, however we target recruitment to reach youth who live in
low to moderate income families. Retention, which we call “building a long-term connection”
is very important to everyone at YouthCARE and we work hard to encourage youth
participants to stay involved in YouthLEAD activities throughout the school year and into the
next summer program. A primary component of our retention strategy is providing youth with
a “leadership ladder”.
Center #2; Little Earth Community and Center #3; McDonough Community
Here is our annual recruitment plan to reach girls living in the Little Earth and McDonough
communities:
Youth Mentor Employment and Training
Minneapolis Youth Mentors and Summer Program Assistants
March 15
Applications Available, Recruitment starts
April 2 – 14
On-site job information session, application, and Interviews for all
qualified youth
April 23
Youth Mentors selected, all youth notified of decisions, Hire
packets mailed
May 4
Hiring meeting, STEP-UP paperwork turned in by youth
May 11
STEP-UP paperwork turned in to METP
June 4
Program Assistants begin work
June 25
Youth Mentors start work
St. Paul Youth Mentors
March 15 – 30 Recruitment starts, Qualified youth encouraged to apply for
Youth Job Corps (YJC) online
May 14 – 25
Interviews for all qualified youth
June 1
Youth Mentors selected, all youth notified of decisions, Hire
packets mailed
June 11
Hiring meeting, STEP-UP paperwork turned in by youth
June 25
Youth Mentors start work
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•
•
•
•
•
Applications will be mailed to all qualified youth in YouthCARE’s database including
former participants, former applicants, and youth involved in other YouthCARE programs.
Job announcements will be posted on community bulletin boards.
Job announcement with application materials and position information will be sent to
community contacts working with youth who qualify for the program.
Schedule onsite Job Information sessions, Application, and Interview dates to ensure
applicants understand their mentor role and the length of the commitment.
Program staff will do community outreach to fill positions.
Groups – 6-14 year old girls
June 11 – July 6
Registration forms available, Fliers hung and sent to qualified youth in
the database, and door knocking in communities
Weekly
Family Reminder Calls made to connect with Caregivers
Monthly
Recruitment Fliers mailed to participants’ homes
Seasonally
YWMP Bulletin Boards updated to show program information, and staff, Youth
Mentor, and participant photos, Program Posters will be posted on community
bulletin boards.
Bi-annually
Publish program information in Community Newsletters
August 27–September 15
School-year Recruitment Drive – Registration forms available,
Fliers hung and sent to qualified youth in the database, and door knocking in communities
Weekly
Family Reminder Calls made to connect with Caregivers
Monthly
Recruitment Fliers mailed to participants’ homes
Seasonally
YWMP Bulletin Boards updated to show program information, and staff,
Youth Mentor, and participant photos, Program Posters will be posted on
community bulletin boards.
Bi-annually
Publish program information in Community Newsletters
B. Program Design
• Describe the plan to provide creative and innovative programming that supports state and local
learning standards and contributes to academic performance, sense of belonging and skill
building for all students.
a. Applicants are limited to the three following program goals. Applicants must address all
three (3) of the goals listed below for their proposed program.
1. Increase participants’ opportunities to develop and apply 21st Century skills.
2. Increase school and community connectedness of participants.
3. Increase the academic performance of participating students who are low performing/
failing or at high risk of failure in core academic areas.
•
Describe how the proposed program will connect to and support, but not replicate, school-day
programming. Include the following elements:
21st Century Community Learning Centers - Cohort 5 – Revised 3/30/2012
20
a. the methods of instruction that will be used;
A primary YouthCARE method of instruction is experiential, learn by doing. Members of
the Youth Advisory Council, for example, attend and participate in regular and special
YouthCARE Board meetings, to see first hand how governance works in a nonprofit youth
organization. Members of our Community Service Stars program research their own
culture to develop a presentation for the rest of the crew members. To learn about college,
we take youth to a variety of college campuses, so they can see what college looks and
feels like.
YouthCARE’s partnership with the Science Museum of MN provides girls, 6-18 years
old, with hands on learning. They make, build and construct things like chalk, volcanoes,
smoothies, a Pinball Machine and light up bracelets. They learned how to make a balloon
fly down a line.
We also use active reflection as a way to learn. Members of the Community Service Stars
crew, for example, work in small teams to write articles about the service they perform at
urban organizations dealing with community issues, then learn how to pull the articles
together to publish a Crew Newsletter.
Finally, we work with a wide variety of community partners like Share Save Spend, Wells
Fargo and Planned Parenthood, using their curriculum to teach important life skills such as
financial literacy and healthy sexuality.
b. how the program will assist reluctant scholars in actualizing their learning;
One of our strategies around assisting reluctant scholars is to provide all youth with a
welcoming and encouraging environment, the first time they participate in a YouthCARE
activity and every time they participate in a YouthCARE activity. This environment
includes youth seeing adult staff and volunteers from diverse backgrounds and cultures
working together in an environment that is positive and respectful. We find that reluctant
learners often find a way to fit in at YouthCARE.
“We just want our voice to be heard. We would like to be guided, not pushed. We know
that there are some things we cannot do alone because we do not have the experience. So
we need assistance from adults, like planning the YouthCARE event”.
c. ways in which content area(s) will be connected to and explicit in the intended
program outcomes;
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21
ƒ
Increase participants’ opportunities to develop and apply 21st Century skills.
Program staff will ensure that all of the proposed activities listed in our
proposal specifically address one or more of the 21st Century skills listed in
the RFP.
ƒ
Increase school and community connectedness of participants.
YouthCARE will provide a wide range of social, physical/recreational, educational
and cultural activities designed to increase youth connectedness to YouthCARE, the
community and school.
ƒ
Increase the academic performance of participating students who are low performing/
failing or at high risk of failure in core academic areas.
Tutoring, homework help, computer training, and styling science activities will be
provided to youth who are low performing/failing or at high risk of failure in core
academic areas.
d. how a holistic approach to the students’ social, emotional, and physical well-being will be
infused into the program;
YouthCARE’s philosophy of “how best” to connect with urban youth includes a strong
preference for providing a holistic approach to the youth’s involvement. YouthCARE
programming provides youth with a wide variety of options, from attending YouthCARE
Board meetings to rock climbing or learning how to use a camera. Youth are in different
places at different times and what they want and need from YouthCARE will change from
time to time. YouthCARE’s well established “Leadership Ladder” provides opportunities
for youth to find the level of engagement that is right for them. In our opinion the keys to
active youth engagement include being there for youth, regularly and consistently, and
providing a wide range of choices for how youth can be involved or engaged.
e. how the design is creative so as to engage identified students; and
Please review our response to the previous question.
The existence of YouthCARE’s “Leadership Ladder” clearly contributes to youth
becoming more and more engaged with YouthCARE. We also believe that the existence
of a consistent and positive multicultural environment contributes significantly to youth
engagement. Youth involved in YouthCARE’s multicultural programming take pride in
diverse environment that exists and easily make friends with youth from other
backgrounds and cultures.
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f.
a description of any anticipated off-site educational activities (field trips) for each
center. The description should include information regarding the educational benefit
of the proposed activity.
-
-
•
Our partnership with the Science Museum of Minnesota will include field trips to the
Museum focusing primarily on STEM (science, technology, engineering and math)
education.
We will utilize our Camp Sunrise site on the St. Croix River to provide youth with
outdoor and environmental educational activities.
We will conduct field trips to a wide range of Minnesota colleges and universities
including the University of Minnesota, Macalester College, Augsburg College,
Gustavus College, St. Cloud State University, Minneapolis Community and Technical
College as a way for high school juniors and seniors especially to learn about the
diversity of post-secondary options that are available.
Provide examples of ways the participants have been and/or will be involved in the
planning and design of program activities.
Here are a few examples of the many ways that youth have been, are and will be involved in
the planning and design of YouthCARE’s program activities!
-
-
-
•
Members of the Youth Advisory Council (YAC) meet in September to determine all of
the social events that YouthCARE will conduct for Minneapolis and St. Paul youth, 1318 years old during the school year program. This year’s schedule included, for
example, a recent all night Lock-In event held at the YMCA in north Minneapolis.
YAC members planned, organized and led all of the activities that took place during the
Lock-In, solicited donations of pizza and other food from local companies, made phone
calls to recruit youth to attend the event and recruited adult volunteers by telephone to
provide youth with rides to and from the event.
The Youth Mentors, 15-18 years old young women, involved in our Young Women’s
Mentoring Program, participate in trainings at the Science Museum of MN on Saturdays
so they can plan and lead STEM (science, technology, engineering and math) education
activities after-school in the Little Earth and McDonough communities.
Youth involved in the Community Service Stars (CS Stars) program identify and
research the community issues that their crew will study during their 8 week program.
Crew members also plan, write and publish a newsletter describing their community
service work in the community.
Complete Work Plan Forms 2 and 3 to provide a detailed description of the activities and
rationale of the programs.
a. Form 2 - Work Plan, provide the following information for each center,
1. Match proposed activities to required key components. You must have an activity in
each component; however an activity may be repeated if it fulfills more than one
component.
2. Identify the goal(s) the activity will address.
3. Identify when the program will be offered.
4. Identify the number of sessions and length of sessions.
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We have attached a completed Form 2 - Work Plans for each of the three proposed
Centers.
b. Form 3 - Work Plan Rationale, cite research and/or best practices that provide evidence
that program strategies are likely to attain the intended outcomes. Complete a single Form
3 for the overall program structure.
We have attached a completed Form 3 - Work Plan Rationale.
C. Staff Qualifications
• Applicants are required to designate a Project Coordinator who will serve as the primary point
of contact with the Department. This person is responsible for managing the administrative
and programmatic functions of this program.
YouthCARE’s Project Coordinator will be Shaina Abraham, the current Director of
our YouthLEAD Program.
a. Describe the process that will be or has been used to hire or designate a Project
Coordinator.
Our Executive Director, Craig Luedemann made the decision to designate Shaina Abraham as
the Project Coordinator. Shaina has a Masters of Education in Youth Development
Leadership and 10 years+ experience as a youth work manager. In addition, Shaina is the
primary staff liaison to the YouthCARE Board’s Planning & Evaluation Committee, has colead the Youth Advisory Council for the last 6 years and served as the point person for the
After-School Community Learning Center grant YouthCARE received in 2007-09. She has
the experience and ability to coordinate this grant for YouthCARE.
b. Describe the staffing for proposed programs and services. Include student-to-staff
ratios, staff credentials, and plans for quality personnel recruitment and retention.
At present, YouthCARE employs a total of 38 employees; 6 regular full-time and 1
regular part-time adult staff, 3 temporary part-time adult staff, 1 full-time VISTA, 5 parttime College Work Study students, and 22 youth, 14-18 years old, who work part-time in
our Young Women’s Mentoring Program or Community Service Stars Program.
Proposed Staffing Plan for the Expansion of YouthCARE’s OST programs and services
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Existing Positions that will continue (all full-time)
Program Director, YouthLEAD
Program Director, Camp Sunrise
Program Director, Young Women’s Mentoring Program
Program Coordinator, Little Earth Community
Program Coordinator, McDonough Community
New Positions (all full-time)
Program Coordinator, YouthLEAD
Program Coordinator, Community Service Stars
Program Assistants, YouthLEAD (2)
Program Assistant, Little Earth Community
Program Assistant, McDonough Community
Office Manager
Student-to-Staff Ratios
For most YouthCARE activities the student-to-staff ratio is 8:2 or 10:2.
Staff Credentials of Leadership Staff
Craig Luedemann, Executive Director was a cofounder of the organization in 1974 and
has been the Executive Director since 1975. He also served as the Camp Sunrise Director
from 1976-1995. Craig has longtime interests in the nonprofit sector, racial justice, intercultural relations, youth development, youth employment and serving the needs and
aspirations of urban youth. Craig has served on a wide variety of nonprofit boards
including the Minnesota Council of Nonprofits for 12 years (Board Chair from 2008-10),
Community Shares Minnesota (current), Second Harvest Food Bank (former Board Chair)
and the American Camping Association. Craig attended the University of MN where he
majored in Nonprofit Management, History and Youth Development.
Shaina Abraham, Program Director, YouthLEAD Program began working at
YouthCARE in the fall of 2006. Previous to working with YouthCARE, she spent most
of the last ten years working with youth in urban and camp settings. Shaina has a Masters
Degree in Youth Development Leadership from the University of Minnesota. Currently
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25
Shaina is participating in the Minnesota Walkabout Youth Worker Fellowship, exploring
the impact a defined system of professional training and regulation might have on Youth
Work in Minnesota. Shaina also serves as a grant reviewer for the Center for Urban and
Regional Affairs Neighborhood Partnership Initiatives.
Jenni Zickert, Program Director, Young Women’s Mentoring Program was the
Program Coordinator of the Young Women’s Mentoring Program from 2000-03 and has
been Program Director since February 2008. Jenni has extensive youth work experience
in a variety of settings including Youth Employment, Out of School Programming,
Special Education, Chemical Dependency and Mentoring. Jenni represents YouthCARE
at the Mentoring Partnership of Minnesota.
Janelle Rainwater, Program Coordinator, Young Women’s Mentoring Program,
graduated from the University of Minnesota with a Bachelor’s in Sociology and African
American Studies. Throughout her college career, Janelle was involved in a number of
projects pertaining to research and human services. Janelle is passionate about education
and improving the quality of life of youth and families. Janelle joined YouthCARE
March 2011 as the Program Coordinator of the Young Women’s Mentoring Program in
the McDonough Town Homes community.
Millie Hernandez, Program Coordinator, Young Women’s Mentoring began her youth
work career at YouthCARE in 2001 when her first paid position was as a Youth Mentor in
the Young Women’s Mentoring Program. Later Millie became an Administrative
Assistant and Office Manager at the YouthCARE office. Millie’s last ten years of youth
work experience includes working for youth serving organizations that offer Out of
School Programming and Youth Leadership Development opportunities. With her free
time, Millie is highly engaged in her community, Little Earth of United Tribes, and enjoys
spending time with family and close friends. Millie returned to the Program September
2010 as Program Coordinator of the Young Women’s Mentoring Program in the Little
Earth of United Tribes community.
Isiah Jones, Director Camp Sunrise grew up in north Minneapolis and attended high
school in Hopkins, MN. Before being promoted to the Camp Director position Isiah
worked at Camp Sunrise as a Counselor, Program Coordinator and Assistant Director.
Isiah also coached middle school football for The Lake Harriet Dragons. He is currently
pursuing his undergraduate degree in Sociology at the University of Minnesota.
Plans for quality personnel recruitment and retention
Our plans for “quality personnel recruitment” starts with an organizational philosophy that
it is very important to treat all applicants with a great deal of respect.
This means
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providing applicants with the information (position responsibilities, salary and benefits
information, timeline and someone they can contact if they have questions) they want and
need when they are considering applying for a job at YouthCARE. A quality process also
means that we establish and follow a recruitment and selection timeline, and communicate
with applicants at all stages to let them know where they stand in the selection process.
We know from past experience that when we advertise these position openings at
YouthCARE there will be a great number of applicants. A quality process includes being
organized and ready to handle the calls, applications, interviews and reference checks.
YouthCARE has a good record of retaining high quality staff. Our three current Program
Directors, for example, have nearly 20 years of combined service at YouthCARE.
YouthCARE provides a reasonable pay structure and decent benefits. Part of our retention
strategy is to find and hire staff who really care about working with urban youth and want
to do their youth work in a multicultural environment. These are the employees who have
the most success at YouthCARE and want to stay.
c. Describe plans for providing professional development and indicate the type of
professional development that will be offered. Describe how professional development
will relate specifically to implementing the 21st CCLC program.
YouthCARE’s commitment to providing professional development includes
developing an Annual Development Plan for each regular full and part-time staff
member, and providing extensive orientation and training for all temporary full
and part-time staff, including the significant number or seasonal staff we employ
during the summer months.
Examples of professional development offered to regular full and part-time staff:
-
Service on YouthCARE Board Policy Committees
Service on YouthCARE’s Technology Task Force
Participate in the Youth Work Institute’s Quality Matters Online workshop
Attend the Mentoring Partnership of MN Annual Conference
Attend the Minnesota Council of Nonprofits Annual Leadership Conference
Participate in the General Mills Leadership Forum
Annual Mandated Reporter training
Examples of professional training offered to temporary full and part-time staff:
-
Conflict De-escalation
GLBT training
First Aid/CPR
Youth work & Mentoring 101
Basics of Counselling
Teambuilding: Building Strong Teams
Mandated Reporter training
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Examples of training offered to youth employees:
-
Leadership
Cultural Awareness
Financial Literacy & Money Values
Critical Thinking
Reading & Writing
Decision Making, Problem Solving & Goal Setting
Teamwork
Healthy Living
Public Speaking
Time Management
Career Exploration
Intercultural Communication
YouthCARE is currently participating in the Mentoring Partnership of Minnesota’s
Quality Mentoring Assessment Path. QMAP is helping program staff assess the
Young Women’s Mentoring Program’s program management, operations, and
evaluation methods based on the best practice guidelines outlined in “Elements
of Effective Practice for Mentoring”.
In addition, all three of our Program Directors are currently participating in the
Youth Work Institute’s Quality Matters Online workshop and later this year
YouthCARE will participate in the Youth Work Institute’s Quality Matters for
Program Teams workshop. This is a long-term assessment and learning project
that that uses the Youth Program Quality Assessment (YPQA), a nationally
recognized observational measurement tool that provides a valid and reliable
way to assess program quality, to provide participants with information, skills,
and hands-on support to improve the quality of their youth programs.
d. If applicable, describe how qualified volunteers will be used to support proposed
activities.
On an annual basis YouthCARE involves over 200 adults as program/direct service,
policy and special event volunteers. This includes a very active 27 member Board of
Directors, 5 active Board Policy Committees, a 7 member Technology Task Force, and
active volunteer programs with groups as diverse as Xcel Energy, Best Buy, General
Mills, AmeriCorps, the City of Minneapolis, Macalester College and the University of
Minnesota.
Direct service volunteers are critical to YouthCARE’s ability to deliver positive out-ofschool time programs and services for urban youth, 7-18 years old. YouthCARE has a
small paid staff (currently 6 regular full-time staff) and would not be able to provide the
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level of service we do were it not for the significant involvement of direct service
volunteers.
All prospective direct service program volunteers are screened prior to their involvement
with YouthCARE. This includes a completed volunteer application, references checked
and a background check performed. Volunteers who will drive also undergo a motor
vehicle background check and complete a driver’s training program.
D. Center Information
• Describe the location(s) and space(s) in which the program(s) will take place. Describe how
the environment will be welcoming, stimulate curiosity and learning, and provide space to
exhibit students' work and projects.
Center #1; YouthCARE
Located at 2701 University Ave. SE, Suite 205, Minneapolis, MN 55414
The YouthCARE office is located on University Ave SE, a few blocks from the City of St. Paul
border. We moved to this site four years ago in order to be as accessible as possible to youth, 1318 years old, who live in Minneapolis and St. Paul. The YouthCARE office (floor plan and colors)
was designed to be friendly and welcoming to staff and youth, and it received “high marks” from
nearly everyone who visits. The YouthCARE office also includes a Youth Computer Room and an
eating area. Utilizing Second Harvest and other sources, food is available to youth at all times and
they are encouraged to help themselves whenever they want. Youth made art is displayed
throughout the YouthCARE office and program staff are quick to greet and welcome youth,
parents and other visitors. I think that it is safe to say that youth feel very at home and comfortable
in the YouthCARE office!
Center #2; Little Earth Community
2495 18th Ave. So., Minneapolis, MN 55404
The Little Earth community provides YouthCARE with regualar meeting space in its Youth
Development Center. We also have regular access, as needed, to a gym, kitchen, computer lab,
garden space, and outdoor fields. Youth regularly display the the things they create during Girls
Group and Adventure Girl activities in the Youth Development Center.
Center #3; McDonough Community
1544 Timberlake Road, St. Paul, MN 55117
The Mcdonough community provides YouthCARE with regualar meeting space in one of the
building’s classrooms. We also have regualr access, as needed, to a gym, kitchen, computer lab,
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29
and outdoor fields. Youth regularly display the the things they create during Girls Group and
Adventure Girl activities in the classroom.
•
How will you ensure that students travel safely to and from the 21st CCLC and home for
school-based and/or off-site programs?
Center #1; YouthCARE Office
There are a variety of ways that youth come to the YouthCARE office including public
transporation (bus or light rail), rides from a parent or rides from YouthCARE staff. Our central
location on University Ave (between Minneapolis and St. Paul) contributes to this happening as
smoothly as possible. Our organizational commitment is that all youth who need a ride will be
provided with a ride home (by qualifed staff or volunteers) at the end of all YouthCARE activities.
To make this possible, we keep three 15 passenger vans on site. Staff also use their personal cars
to provide youth with rides home.
Center #2; Little Earth Community & Center #3; McDonough Community
Since all of the girls who participate in our out-of-school time activities at Little Earth or
McDonough live in the community, they are able to walk to and from their home to the community
center where the activities are conducted. Program staff and volunteers, and the Youth Mentors,
often walk the younger girls, 7-13 years old, to and from their homes.
•
Complete Form 4 to identify the centers and feeder schools associated with this program.
Please refer to completed Form 4
E. Hours of Operation
• Complete Form 5 to identify the 21st CCLC hours of operation by center. Services must be
offered during non-school hours or periods when the school(s) you are proposing to serve is
not typically in session, including before school, after school, evenings, weekends, school
vacations and release days, and summer. To meet the absolute priority, each 21st CCLC
operated by a Cohort 5 grantee must:
a. Operate a minimum of three (3) days per week and offer at least 420 hours per year; and
b. Implement a minimum four (4) weeks summer component; and
c. Programs offering before school services during the academic year must run for at least
one (1) hour each morning that the component is offered and conclude that component
before the school day begins.
V. ACCOUNTABILITY AND EVALUATION
21st Century Community Learning Centers - Cohort 5 – Revised 3/30/2012
30
Possible Points: 15
Please limit the length of your response to approximately 3 pages.
A. Describe the system that will be used to maintain, collect, and ensure timely submission of
required data. Provide evidence of the applicant’s capacity for providing all required data as well
as adequate resources for the evaluation component.
We have carefully reviewed the Evaluation Data Elements listed in Appendix B and can assure the
Department of Education that YouthCARE has the experience and capacity to develop and
implement a system for effectively and efficiently maintaining and collecting the required data and
reporting to the State in a timely manner. As mentioned previously, during the period of 2007-09
YouthCARE was a recipient of a two year After-School Community Learning grant from the
Minnesota Department of Education. We believe that our very successful implementation of that
grant, including developing and maintaining a database to track and report youth involvement and
developing and maintaining a separate accounting system to track and report program expenses,
demonstrates YouthCARE’s capacity to successfully manage a 21st Century Community Learning
Center grant.
YouthCARE’s Evaluation Plan
We will create a database and excel spreadsheets to track participant demographic information
including:
•
•
•
•
•
Total count of unduplicated youth in school year and summer programs
Total count of unduplicated youth who participate 30 days or more in the program
Breakdown of youth by grade level, gender, racial/ethnic background
Breakdown of youth by LEP, Free or Reduced Price Lunch, special needs
Unduplicated count of adults involved in the program
Program staff will be responsible for maintaining daily counts and records of participation and
reporting those counts and records to the Project Coordinator weekly. The Project Coordinator
will maintain an up-to-date count and record of participant demographics and report those records
on a monthly basis to YouthCARE’s Executive Director and the members of the Advisory
Council.
We will create a database and excel spreadsheets to track activities, partnerships and center
information including:
•
•
•
•
Typical hours per week for each activity category
Percentage of participants served in a typical week participating in activities by category
Typical number of hours per week that a school subject was addressed in the activity
Percentage of participants served in a typical week participating in activities where school
subjects were addressed
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31
•
•
The number, name and type of partners and their level of involvement in programming and
activities
Hours and days of operation, as well as contact information and type of sites where
programming is offered
The Project Coordinator will maintain an up-to-date count and record of activities, partnerships,
and center information and report those records on a monthly basis to YouthCARE’s Executive
Director and the members of the Advisory Council.
We will create a database and excel spreadsheets to track the involvement of parents and families
in program development, planning, implementation and evaluation.
We will conduct focus groups and interviews with participants, and use the Youth Participant
School and Program Connectedness Survey and the Federal Teacher’s Survey, to capture and
report stories that illustrate the challenges and successes of the program.
•
The evaluation plan must incorporate both the Federal Teacher’s Survey and the Youth
Participant School and Program Connectedness Survey. Samples of the surveys can be found
in Appendix A.
•
Other required data include unduplicated counts of youth and adult participants,
demographics, participation rates, activity data and evidence of progress made towards goals.
Examples of required data can be found in Appendix B.
B. Identify additional program evaluation activities you plan to conduct during the grant period,
including assessments of program quality.
YouthCARE is currently participating in the Mentoring Partnership of Minnesota’s
Quality Mentoring Assessment Path and our Young Women’s Mentoring Program
recently has achieved “Dedicated Partner” status with the Mentoring Partnership.
QMAP is helping program staff assess the Young Women’s Mentoring Program’s
program management, operations, and evaluation methods based on the best practice
guidelines outlined in “Elements of Effective Practice for Mentoring”.
In addition, all three of our Program Directors are currently participating in the Youth
Work Institute’s Quality Matters Online workshop and later this year YouthCARE will
participate in the Youth Work Institute’s Quality Matters for Program Teams workshop.
This is a long-term assessment and learning project that that uses the Youth Program
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32
Quality Assessment (YPQA), a nationally recognized observational measurement tool
that provides a valid and reliable way to assess program quality, to provide participants
with information, skills, and hands-on support to improve the quality of their youth
programs.
C. Describe the plan to disseminate publicly the results of the program evaluation.
Program results are first shared with the YouthCARE Board of Directors via our Planning &
Evaluation Committee. In addition, we disseminate results directly to program donors and
community and school partners and indirectly to the general public via our Annual Report to the
Community and the YouthCARE Website.
VI. SUSTAINABILITY
Possible Points: 10
Please limit the length of your response to approximately 3 pages.
Applicants must outline the program’s sustainability plan for the upcoming year, including the
leveraging or identification of other sources of funding. The sustainability plan must be implemented
throughout the grant year and succeeding grant years. Include the following elements.
A. A description of how you will leverage other sources of funding to supplement the grant award
and to support services.
The YouthCARE Board of Directors has approved a sustainability plan for the upcoming year that
has four primary components:
-
Add local and national sources to our expanding corporate and foundation donor base
Significantly increase our individual donor base by reaching out to alumni youth, staff and
volunteers
Find individual donors capable of making major transformational gifts to YouthCARE
Continue to enhance our annual signature fundraising event
We expect to leverage other sources of funding by continuing to seek a broader diversification of
support including seeking funding from local government (City and County) and national foundations.
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33
B. A description of how you will coordinate with other federal, state and local programs with
compatible/complimentary services.
YouthCARE will continue to coordinate the delivery of services primarily with local programs
where we already have strong ties. Program staff members routinely network with others doing
compatible work especially in the Little Earth and McDonough communities where we attend
regular monthly meetings of “service providers”. We expect that in the year ahead we will
significantly increase our networking with the schools that feed youth to YouthCARE programs
and services.
C. A description of how you will identify new collaborators to assist in the implementation of
program activities.
We will use the following “best practices’ to identify new collaborators that will allow us to
sustain this project as we move forward into the next year and the next decade.
•
•
•
•
•
•
Effective leadership team that instills high levels of trust, loyalty and credibility between our
organization and our donors.
Partnering with community leaders, institutional grant makers, individuals and board leaders
who believe in and invest in our organization.
Developing and strengthening long-term relationships with donors and grant makers by
confidently and validly communicating program effectiveness, financial health and stability.
Securing board leaders who are actively engaged in the process of persuading others in the
community to invest time, money, and other resources to our organization.
Adhering to sophisticated financial management “best practices” that include clear leverage
and cost-effectiveness strategies.
Remaining informed of local, regional, and national funding sources and trends.
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PROGRAM SUMMARY FORM
FORM 1
Applicant Agency:
YouthCARE
Craig Luedemann
Program Coordinator/Contact:
Address:
Phone:
2701 University Ave. SE, Suite 205
Minneapolis, MN 55414
612/338-1233
Fax:
612/338-6904
Email:
[email protected]
Name(s) of Partnering
Agency(ies):
Total number of proposed 21st CCLC Centers:
3
Total number of feeder schools served by 21st CCLC Centers:
(a) 43
Number and percentage of feeder schools designated as Title I schoolwide
Number
Percentage
programs or with 40% or more of the student body eligible to receive free or
(b) 34
(c) 79%
reduced price lunch:
Calculate the percentage of feeder schools designated as Title I schoolwide programs or with 40% or more of the student
body eligible to receive free or reduced price lunch by dividing the number in box (a) by the number in box (b) and
multiplying by 100. The % in box (c) must be more than 50% to meet the absolute priority.
Grades k-5
Grades 6-8
Grades 9-12
Total number of students to be served:
Total number of students to
be served (grades k – 12):
375
40
Total number of students in
grades 6 – 12:
115
335
220
Percentage of students
in grades 6 – 12:
89%
Calculate the percentage of students in grades 6-12 by dividing the total number of students in grades k-12 by the total
number of students in grades 6-12 and multiplying by 100. The percentage of students in grades 6-12 must be 60% or higher
to receive competitive priority points.
X Primarily serve students who attend schools designated as Title I schoolwide
Absolute Priority:
programs or schools with 40% or more of the student body eligible to receive free or
Applicants must meet both
reduced price lunch. To meet this absolute priority, more than 50% of the feeder
criteria
schools associated with this program must meet these criteria.
X Propose to serve youth on a year-round basis, including school release days and a
summer program. To meet this absolute priority, applicants must operate a minimum
of three (3) days per week and offer at least 420 hours per year, including a
minimum four (4) weeks summer component.
Competitive Priority:
‰ Propose to serve children and youth in schools designated In Need of
Check all that apply.
Improvement; and submitted jointly by a school district receiving funds under
Title I, Part A and at least one community-based organization or other public or
private entity(ies).
X Propose to serve middle and/or high school students (grades 6-12), either as the sole
targeted group or as a significant part of the targeted population, defined as a
minimum of 60% of the total targeted population.
WORK PLAN RATIONALE
FORM 3
Rationale: How will implementing these components lead to the achievement goals? Cite research or
other evidence that supports this rationale.
Academic Support/Academic Enrichment:
According to Jon Star, Assistant Professor at Harvard Graduate School of Education, “Boys and girls on
average hold different beliefs about their abilities in math and science, their interest in math and science,
and their perceptions of the importance of math and science for their futures. In general, girls are less
confident in their math abilities and show less interest in math and science careers, beginning in early
adolescence. Belief in one’s abilities plays a critical role in students’ ability to do well in all subjects areas
but particularly in math and science. Improving girls’ beliefs about their abilities can alter academic
performances, career choices, and future life success. There is no question that girls are quite capable of
succeeding in the sciences, but are losing interest in the field as large classroom capacity does not allow
for individual teacher attention and greater learning of the sciences”.
In January 2011, YouthCARE established a partnership with the Science Museum of MN to provide girls
and young women who have least access to science, technology, engineering and math (STEM) learning
opportunities with the opportunity to engage in STEM activities with experts in the fields of science.
Through this partnership, YouthCARE program staff work with Science Museum of MN staff
(engineers, chemists, teachers and graduate students in the fields of science) to provide girls and young
women, 6-18 years old, with twice-weekly “Styling Science” hands-on interactive workshops and
activities. The “Styling Science” program encourages girls and young women to actively discover and
examine concepts for themselves, while at the same time allowing them to develop creative problem
solving skills and build self-confidence in their ability to succeed in the fields of science.
Arts and Culture:
Minnesota has undergone a transformational journey from being a culturally homogeneous state to a truly
diverse one. Unfortunately, despite increasing diversity, ignorance and discrimination continue to be
prevalent forces in local schools and communities.
Newcomers have been subject to insults,
stereotyping, discrimination, and sometimes physical attack." University of Minnesota geography
professor Helga Leitner writes, "Although the majority of Americans subscribe to the concept of cultural
diversity, practicing tolerance and respect for the immigrant 'other' is a behavior that does not seem to
come naturally. It needs to be learned and practiced”.
In addition to lower self-confidence, youth exposed to racism often experience a sense of loss of identity
or culture and the difficulty of having to balance two very different worlds—their own culture and
American mainstream culture. YouthCARE focuses on helping youth learn to bridge racial and cultural
diversity gaps through cultural-based activities that help youth form long-lasting multicultural
friendships, break down ethnic and racial stereotypes, promote intercultural dialogue, and develop a
greater understanding, respect and appreciation for each other.
A report compiled by Joshua Guetzkow states that “being involved in the arts enhances the self-esteem of
participants because they learn new skills, find that they have undiscovered talents, and receive positive
recognition from peers and others when they perform or exhibit their work. The arts have been said to
reduce delinquency in high-risk youth, improve health, mental well-being, cognitive functioning, creative
ability and academic performance”.
YouthCARE partners with local arts organizations and community partners to expose youth to the arts.
For example, through our partnership with Macalester College, youth engage in a two month “Camp
CAMERA” photography program. The Camp CAMERA program provides at-risk youth with an
opportunity to recognize their own agency and power in capturing the world through their own eyes.
Through photography, youth are able to explore cultural diversity and multiple perspectives - which are of
particular value in a world that is often segregated and economically divided. The program provides youth
with an introduction to how art can mobilize communities, promote unity and diversity and represent
narratives often overlooked in traditional classroom settings. The program inspires youth voice, pride and
reaffirmation of identity through art.
Health, Fitness and Nutrition:
A report on the “Impact of Poverty” compiled by the Rainbow Research and the metro area Community
Action Agency states that, "in the (Twin Cities) metro area alone, youth of color are two to five times
more likely to live in poverty than white populations. Young people growing up in concentrated poverty
are more likely to have low self-esteem, poor health, drop out of school, be physically or sexually abused,
become teen parents, and remain jobless than young people who live in socio-economically diverse
neighborhoods. In addition to experiencing disproportionate levels of poverty, it has been found that
youth of color living in Minnesota were almost twice as likely to indicate feeling sad or hopeless most or
all of the time in likelihood of accidents, injuries, lower social competence, lower GPAs, and lower
achievement test scores. YouthCARE provides youth with positive out-of-school activities that help youth
achieve better lives, provide alternatives to risky behavior and help them contribute to the economic and
social well-being of their communities.
Life Skills:
A growing body of research demonstrates that “positive peer interaction” is conducive, perhaps even
essential, to a host of important early achievements. Through peer interaction and mentoring relationships
with caring adults, youth learn critical life skills such as impulse control, communication, creative and
critical thinking and friendship skills. Failure to develop social and relationship skills is a well-proven
early predictor of later substance abuse, delinquency, mental health and other problems. The Women’s
Foundation of Minnesota reports the following: “the foundations of women’s economic stability and
independence, academic and career opportunity, and physical and emotional well-being are established in
childhood and adolescence. A healthy girl who believes in herself, is confident in her talents and abilities,
and respects herself and her body will be ready to pursue her dreams, have a more promising future, and
succeed in her adult life”. Girls and young women face both old and new challenges that, left
unaddressed, pose serious threats to their well-being and success as adults.
YouthCARE’s programs integrate experience-based activities to help youth develop the life skills they
will need to reach their full potential and to succeed as confident, competent and self-sufficient adults.
Through their involvement in positive out-of-school time activities, and mentoring relationships with
peers and caring adults, youth receive the support and guidance they need to make responsible and sound
lifestyle choices. YouthCARE’ primary goal is to help youth make a successful transition from
adolescence to adulthood.
Youth Leadership:
An article authored by Mark D. Benigini confirms that “It is not enough to say to a young person, “You
are a leader.” We must provide the training, support, and opportunities teens need to help them become
leaders. One way to do this is through after-school activities. The U.S. Department of Health and Human
Services reported in 1998 that students who spend no time in co curricular activities are 49 percent more
likely to use drugs and 37 percent more likely to become teen parents than those who spend one to four
hours per week in such co curricular activities. Also, 54 percent of teens surveyed in a 2001 YMCA study
said they would not watch as much television or play as many video games if they had other programs to
attend after school. And 67 percent said they would probably participate in afterschool programs designed
to help them improve their grades, develop their leadership skills, and involve themselves within their
community”.
All three of YouthCARE’s programs provide youth with the opportunity to develop leadership skills.
Youth participating YouthCARE’s programs and services are intricately involved in the activity decision-
making process, as well as in the implementation, facilitation and program activity evaluation processes.
By taking on greater responsibility, youth are able to identify and showcase their leadership abilities.
High School Readiness:
A recent article published by the Afterschool Alliance reports that “preparing youth to succeed is of
increasing concern to our nation’s schools, communities, policy makers and businesses. Afterschool
programs, which have proven to keep kids safe, help working families and inspire learning, are a
powerful tool that helps young people develop the skills needed for the 21st Century. Through
partnerships with community-based organizations, schools, institutions of higher education and the
business community, afterschool programs are playing a key role in preparing youth for future success.
Children and youth of all ages who participate in afterschool programs maintain better grades, have lower
rates of truancy, are more engaged in school and attain higher levels of achievement in high school and
college”.
YouthCARE’s out-of-school time activities provide youth with the opportunity to learn new things
outside of the school classroom in a supervised, safe and supportive environment. Engaging youth in outof-school time activities provides opportunities for YouthCARE program staff to empower and encourage
youth to stay in school and to support their healthy development. Through experienced-based activities
youth are able to develop the skills – from leadership to communications to critical thinking – that are
needed to succeed in school and in the 21st Century.
College Readiness:
According to Child Trends, “Having high expectations and aspirations for education and career goals is
particularly important among at-risk populations, as is a strong identity and self-concept. These
psychological assets are often fostered in the home, but schools and mentors can be effective in furthering
them or encouraging them to grow when they have been absent. While optimism and hope certainly help
youth have the will to overcome adversity, young people also need to know the specific steps that are
necessary to improve their chances in life”.
YouthCARE addresses college readiness by providing economically disadvantaged youth with access to
College Possible (formerly known as Admission Possible), having them visit college campuses, engaging
them in “Hands on Banking” financial literacy workshops that help them understand how they can
increase their earnings by investing themselves in higher education, learning about savings plans,
scholarships, grants, work-study programs and loans, and by providing them with access to technology
based tools and resources that help them prepare for college.
Workplace Readiness:
The author of the “Work-Based Learning and Future Employment Guide for Youth and Parents” reports
that “setting high expectations early in life is an important step in order for youth to develop the skills to
succeed in the future. Work-based learning is one way youth can identify interests, strengths, skills, and
needs related to career development while at the same time providing them with exposure to job
requirements and responsibilities, employer expectations, workplace etiquette, and workplace dynamics.
Through combined work and study experiences, youth can enhance their academic knowledge, strengthen
leadership and work skills, and increase their understanding of the workplace, achieving both personal
development and professional preparation. In addition, work-based learning experiences can have a
positive impact on school achievement and outcomes. Students who participate in work-based learning
show an increase in completion of related coursework, increase in attendance and graduation rates, and
become competent, productive and self-sufficient community and societal members”.
YouthCARE’s Multicultural Youth Employment Program provides economically disadvantaged youth
from diverse backgrounds with jobs. Youth participating in the Multicultural Youth Employment
Program are employed through YouthCARE’s three primary programs - Camp Sunrise,
YouthLEAD/Community Service Stars, and the Young Women’s Mentoring Program. Through on-the-
job training and employment-based workshops, youth will develop the skills they need to become
confident leaders and successful adults.
Best Practices: Identify any scientifically based strategies and/or program components that you expect
will help you reach the goals. Cite research or other evidence that supports these best practices.
Research on best or promising practices that supports YouthCARE’s plan
According to the American Youth Policy Forum there are nine basic principles of effectiveness for
youth programming and practice. These are quality of implementation, caring, knowledgeable adults,
high standards and expectations, parent/guardian participation, community involvement, holistic
approaches, work-based learning, community service/service learning, long-term services, and follow-up.
YouthCARE has adopted this set of nine principles as the cornerstone of out-of-school-time
programming. YouthCARE is committed to this holistic approach as the most effective way to meet the
goal of promoting participating youth’s readiness to transition to productive adulthood. Please note that
YouthCARE received the 2009 Best Practices Award from the Governor’s Council on Faith and
Community Service Initiatives.
YouthCARE is also affiliated with the Mentoring Partnership of Minnesota and has participated in their
Quality Mentoring Assessment Path Program. QMAP is helping us assess our Young Women’s
Mentoring Program’s program management, operations, and evaluation methods based on the best
practice guidelines outlined in “Elements of Effective Practice for Mentoring”. In addition,
YouthCARE program staff participated in the Youth Program Quality Assessment (YPQA) program
evaluation workshop. YPQA will be used to evaluate the quality of our programming, create changes and
identify additional training needs.
Bibliography: List research sources cited above.
1. Jon Star, Assistant Professor at Harvard Graduate School of Education – “Encouraging Girls in
Math and Science” Article (2007)
2. Helga Leitner - “On Becoming a Global Village” Article (2000)
3. Joshua Guetzkow – “Center for Arts and Cultural Policy Studies” Report (2002)
4. Rainbow Research and Metro Area Community Action Agencies – Impact of Poverty Research
and Evaluation Report (2001)
5. Urban Coalition - The Health and Well-Being of Youth in Minnesota Report (2001)
6. Women’s Foundation of Minnesota – girlsBest Equality in Minnesota Report (2008)
7. Mark D. Benigini – “Up Beat Outreach” Article (2006)
8. American Youth Policy Forum - “More Things That Do Make A Difference for Youth” Report
(1999)
9. Afterschool Alliance – “Helping Youth Succeed in the 21st Century” Article (2009)
10. Child Trends – A Development Perspective on College and Workplace Readiness Report (2008)
11. Meredith Gramlich – “Work Based Learning and Future Employment Guide for Youth” Report
(2003)