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REQUEST FOR PROPOSAL

- Young Health Program (YHP: IM40) – Statewide Youth Engagement & Leadership Development Coordination RFP issue date:

April 13, 2012

Issued by:

United Way of Delaware

Due date for responses:

Proposals due by email, May 11, 2012

Submit responses to:

Renee Roberts, Director – Strategic Initiatives United Way of Delaware rroberts@uwde.org (302) 573-3722

4:00pm,

For questions, please join our information conference on Thursday, April19, 2012 9am at UWD-Boardroom Or by teleconference (302)573-3781.

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Executive Summary US YHP: IM40 will promote positive youth development by encouraging healthy behaviors that help marginalized and disconnected young people achieve academic success, using the Search Institute Youth Developmental Asset framework (See Appendix A). US YHP: IM40 will: Build a self-sustaining movement promoting positive youth development and healthy behaviors, which will:  Protect adolescents from risky health behaviors such as smoking, substance abuse, and early sexual activity;  Promote improved health through physical fitness and better nutrition;  Protect from chronic diseases; such as asthma and diabetes  Promote social and emotional wellbeing  Promote academic achievement, as measured by attendance, grades and positive school behaviors Build communities that support adolescent health and school performance, which will:  Strengthen community resources that support positive youth development;  Broaden access to health resources for youth;  Engage youth in designing and implementing critical aspects of YHP: IM40  Create a model of positive youth development that can be used in other communities (See Appendix B for YHP Logic Model)    Problem Statement   The US YHP: IM40 Program will reduce health barriers to academic performance by supporting initiatives that build developmental and community assets, using a Developmental Assets tool as our organizing framework. US YHP: IM40 will base its strategies on the theory and science of “Positive Youth Development”, which demonstrates that youth health and well-being can be enhanced by acquiring a defined set of developmental experiences. These skills and characteristics protect youth from multiple risky behaviors and conditions simultaneously, thus increasing youths’ resilience – the ability to recover quickly from negative events and withstand stress. Because of this simultaneous protection from multiple risks, YHP will not focus its interventions on any one specific teen problem, such as teen pregnancy or drug abuse, but will instead focus on helping youth and the specific communities they live in build a larger inventory of developmental and community assets that will improve health outcomes and lead to enhanced academic achievement. The Search Institute’s 40 Developmental Assets Tool is one of the best known evidence-based approaches for positive youth development. This is the approach that will serve as the framework for YHP: IM40 and provide us the necessary theory of change: More supportive community and family (asset abundance) Increased developmental assets for youth Leads to healthy youth who are more likely to be successful in school

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Focus and Age Group The target age group for the US YHP: IM40 will be 12- to-15-year-old students in the 7th, 8th & 9th grades in three high-need areas in the state of Delaware, where UWD will administer the US YHP programming. Evidence shows that young people in this age group are especially vulnerable to a range of health and learning risks and are experiencing rapid developmental changes—physically, cognitively, and socially – that can make them susceptible to negative behaviors including drug and alcohol abuse, risky sexual activities, truancy and more. Community Mobilizer Organization (CMO A CMO is responsible for advancing the implementation of YHP: IM40 in a specific geographical area in the State of Delaware. The CMO is responsible for developing YHP: IM40 community engagement and action through capacity building, coalition / partnership building, community resource mapping, community readiness, community conversations, youth engagement, adolescent health promotion and other designated activities. Geographic Location(s):   The YHP Coordinating Council has selected three initial locations in Delaware, identified as being areas with the highest concentrations of disconnected, marginalized, or disadvantaged youth. Community selection criteria and community profiles for the three initial locations are specified in  Appendix C.   

Grant Parameters 

Geographical Areas: 3 Initial Communities + Statewide Wilmington - Eastside Dover – central to northern area Seaford – Bridgeville area

Grant period – one year (renewable up to two additional years based on results and availability of funds)

Grant amount - $75,000 per year; maximum of $225,000 over three years.

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Specific Responsibilities of the Agency Selected            

Collaborate with CMO (see description above) to facilitate youth engagement by integrating the developmental asset framework with existing and new programs within the CMO organizations and among partners statewide. Participate in and comply with YHP coordinating efforts including but not limited to representing the “voice of the youth” at the YHP Coordinating Council. Ensure youth are participating in YHP programs and policy creation in a range of leadership roles. Engage schools, community organizations, opinion leaders and others with the YHP movement. Recruit additional YHP: IM40 Partners. Ensure adult/parental engagement with the development and implementation of the agreed youth engagement strategy. Develop and implement strategic and operational plans to raise the voice of youth and achieve the goals of the Statewide Youth Engagement Coordination function. Establish and sustain a statewide youth leadership council and collaborate with any CMO youth leadership structures to foster and promote a youth-led YHP:IM40 movement across the state. Comply with any and all statewide YHP plans approved by the YHP Steering Committee with respect to youth engagement and youth leadership development. Collect data and monitor, assess, and report performance and outcomes measurements in a manner that complies with YHP’s overall evaluation framework. Maintain and submit project status and financial reports as directed by the memorandum of understanding (MoU). Comply with all requirements of MoU.

Agency Requirements: 

   

Agency must have demonstrated qualifications and “track record” with youth engagement and with implementing teen youth programs, youth leadership development, and health promotion programs within the organization and in collaboration with schools and other community organizations. Agency must have significant capacity, presence, stature and influence statewide. Agency staff must complete designated Search Institute Youth Developmental Asset training and complete any youth developmental asset – organization alignment requirements. (See Appendix D) Ability to leverage agency partners and in-kind resources to build capacity. Agency must demonstrate a record or history of compliance with youth-related program delivery standards through state and/or nationally recognized licensing, accreditation or credentialing authorities (e.g. State of Delaware childcare license, ACA or NRPA accreditation, etc.). Any organization paid staff and volunteers, engaged with youth, must be subject to, complete and maintain relevant State of Delaware criminal history and other background checks for working or interacting with youth. 4


  

All Youth organizations / programs must adhere to all State and Local compliance standards for conducting youth-related programs. Demonstrate significant accountability to governing entities for compliance with youth-related programming. Agency must be in compliance with the management standards of UWD, which includes submission and completion of the following:  501 (c) (3)  Most Recent Audit (six months from FY end)  IRS Form 990 (seven months from FY end)  Current Board Roster  Declaration of Non-Discrimination  Comply with UWD fundraising policies  Conduct annual UWD workplace campaign  Annual Report

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Format and Content of Proposal UWD seeks proposals which describe creative and innovative approaches for implementing this initiative. UWD is open to receiving joint proposal submissions. Proposals shall contain the following information, adhering to the order as shown and page limitations. Use Times New Roman or Arial with font size 10 or 12. Proposal must be submitted electronically (see date and email address below).

A. Title Page The Title Page shall include: 1) the RFP subject; 2) the name of the applicant; 3) the applicant’s full address; 4) the applicant’s telephone number and email address; 5) the name and title of the chief executive officer and, if not the same, the name and title of the person responsible for implementation. If the person responsible for implementation is not yet known, this must be so stated. B. Table of Contents The Table of Contents shall include a clear and complete identification of information presented by section and page number C. Qualifications and Experience (limit 3 single spaced pages) This section shall contain sufficient information to demonstrate organization experience and staff expertise to carry out the leadership of YHP’s Statewide Youth Engagement & Leadership Coordinator. Agency should describe the scope, intensity and demonstrated impact of their youth programs, youth engagement, youth leadership development, health promotion, school collaboration, and community mobilization activities. Also describe the extent to which organization members including the Board are representative of the community. The specific individual(s)/staff positions that will lead and implement must be identified with the nature and extent of their involvement. The qualifications of the individuals will be presented (in resume format). D. Organizational References Provide a signed letter of recommendation from a senior officer of two (2) community organizations for/with whom the applicant has carried out a similar youth engagement initiative or initiatives. If no similar project has been conducted, others projects that required comparable skills may be cited. The letters of recommendation must be on the letterhead of the organizations involved and must include complete names, addresses, email information and telephone contact information.

E. Proposed Methodology and Work Plan (limit 4 single spaced pages) This section shall describe in detail the approach that will be taken to carry out the responsibilities outlined in the project description. The work plan shall outline specific objectives, activities, and resources.

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F. Proposed Project Measurement Capacity This section shall describe the extent to which your agency has the capacity / skills to maintain and administer a system that tracks the performance of youth engagement for YHP against the desired outcomes. Budget Provide a detailed budget, including any in-kind resources, for achieving the project plan and responsibilities. The budget must not exceed the $75,000 annualized grant amount. Proposal Evaluation and Selection Process Proposals should be submitted electronically to Renee Roberts at rroberts@uwde.org by 4:00 pm on May 11, 2012. A committee of UWD staff and community stakeholders will evaluate all proposals submitted. An agency will be selected based on a review of the proposals submitted utilizing the following criteria. A maximum of 100 points is possible. 

Meets mandatory RFP requirements

pass/fail

Currently a nonprofit, community based organization with a demonstrated significant youth development and health program focus and community mobilization experience.

15 points

Qualifications and experience

20 points

Proposed methodology and work plan

25 points

Strategy employs a significant collaboration / strategic partnership with other community organizations

10 points

Budget

20 points

Project measurement capacity

10 points

UWD plans to adhere to the following timeline but could adjust based on unforeseen circumstances: 

April 13, 2012

Issue this RFP.

April 19, 2012

Information conference 9am @ UWD or via teleconference: 1-302-573-3781

May 11, 2012

RFP submission deadline, 4:00pm.

May 31, 2012

Screening, review and selection of grantee.

June 11, 2012

Negotiate MoU.

July 1, 2012

Contract year begins.

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Contractual Terms and Conditions UWD will develop a Memorandum of Understanding (MOU) with the selected organization. The MOU will outline the terms of funding, payment schedule, reporting requirements, and other conditions. Notwithstanding anything to the contrary, UWD reserves the right to:  Reject any and all proposals received in response to this RFP;  Select a proposal other than the one with the lowest cost;  Waive or modify any information, irregularities, or inconsistencies in proposals received;  Negotiate as to any aspect of the proposal with the bidder and negotiate with more than one bidder at a time;

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40 Developmental Assets® for Adolescents (ages 12-18) Search Institute® has identified the following building blocks of healthy development—known as Developmental Assets®—that help young people grow up healthy, caring, and responsible.

External Assets

Support

1. Family support—Family life provides high levels of love and support. 2. Positive family communication—Young person and her or his parent(s) communicate positively, and young person is willing to seek advice and counsel from parents. 3. Other adult relationships—Young person receives support from three or more nonparent adults. 4. Caring neighborhood—Young person experiences caring neighbors. 5. Caring school climate—School provides a caring, encouraging environment. 6. Parent involvement in schooling—Parent(s) are actively involved in helping young person succeed in school.

Empowerment 7. Community values youth—Young person perceives that adults in the community value youth. 8. Youth as resources—Young people are given useful roles in the community. 9. Service to others—Young person serves in the community one hour or more per week. 10. Safety—Young person feels safe at home, school, and in the neighborhood. Boundaries & 11. Family boundaries—Family has clear rules and consequences and monitors the young person’s whereabouts. Expectations 12. School Boundaries—School provides clear rules and consequences. 13. Neighborhood boundaries—Neighbors take responsibility for monitoring young people’s behavior. 14. Adult role models—Parent(s) and other adults model positive, responsible behavior. 15. Positive peer influence—Young person’s best friends model responsible behavior. 16. High expectations—Both parent(s) and teachers encourage the young person to do well. Constructive Use of Time

17. 18. 19. 20.

Creative activities—Young person spends three or more hours per week in lessons or practice in music, theater, or other arts. Youth programs—Young person spends three or more hours per week in sports, clubs, or organizations at school and/or in the community. Religious community—Young person spends one or more hours per week in activities in a religious institution. Time at home—Young person is out with friends “with nothing special to do” two or fewer nights per week.

Commitment 21. Achievement Motivation—Young person is motivated to do well in school. to Learning 22. School Engagement—Young person is actively engaged in learning. 23. Homework—Young person reports doing at least one hour of homework every school day. 24. Bonding to school—Young person cares about her or his school. 25. Reading for Pleasure—Young person reads for pleasure three or more hours per week.

Internal Assets

Positive Values

26. 27. 28. 29. 30. 31.

Caring—Young person places high value on helping other people. Equality and social justice—Young person places high value on promoting equality and reducing hunger and poverty. Integrity—Young person acts on convictions and stands up for her or his beliefs. Honesty—Young person “tells the truth even when it is not easy.” Responsibility—Young person accepts and takes personal responsibility. Restraint—Young person believes it is important not to be sexually active or to use alcohol or other drugs.

Social 32. Planning and decision making—Young person knows how to plan ahead and make choices. Competencies 33. Interpersonal Competence—Young person has empathy, sensitivity, and friendship skills. 34. Cultural Competence—Young person has knowledge of and comfort with people of different cultural/racial/ethnic backgrounds. 35. Resistance skills—Young person can resist negative peer pressure and dangerous situations. 36. Peaceful conflict resolution—Young person seeks to resolve conflict nonviolently. Positive Identity

37. 38. 39. 40.

Personal power—Young person feels he or she has control over “things that happen to me.” Self-esteem—Young person reports having a high self-esteem. Sense of purpose—Young person reports that “my life has a purpose.” Positive view of personal future—Young person is optimistic about her or his personal future.

This page may be reproduced for educational, noncommercial uses only. Copyright © 1997, 2006 by Search Institute, 615 First Avenue N.E., Suite 125, Minneapolis, MN 55413; 800-888-7828; www.search-institute.org. All Rights Reserved. The following are registered trademarks of Search Institute: Search Institute®, Developmental Assets® and Healthy Communities • Healthy Youth®.


Rev. 4/5/12

Community Young Health Program (YHP) - Logic Model – 2012/2013 Plan Systemic Change Model

Mobilize Young People

Invigorate Programs

Activate Sectors Improved School Success and Health Status

Engage Adults

Influence Civic Decisions


Rev. 4/5/12 The Vision of Success Engage and support our adolescents in reaching their fullest potentials through positive youth development in asset-rich communities! Objective: Implement systemic strategies to engage the community in YHP movement creating community change to support youth developmental assets.

Inputs - Resources

Partnerships & Collaborations Implementation & Momentum Partners  AstraZeneca  Johns Hopkins  United Way of Delaware  CMOs – 3 communities  SYELC  Search Institute  NHPS  YMCA  Christina Cultural Arts

    

Schools and schoolbased health centers Community coalitions Other youth-serving organizatons DOE DHSS

*Strategies / Activities (Search Institute Five Action Strategies)

INTEGRATION RFP for Community Mobilizer Organizations (CMO)  Lead Partners in 3 target areas to integrate YHP with the community  Responsibilies could include: - capacity building and coalition building - community mapping - community readiness and engagement activities - continued community conversations . Mobilize Young People (CMO) RFP for Statewide Youth Engagement Mobilizer / Coordinator

Outputs

Increased community stakeholders that are engaged with YHP. More youth-oriented, developmental asset programs in communities and schools. Increased access to health resources. Community funders aligned with developmental assets model as funding criteria. Increased number of adolescents who are aware of healthy behaviors. Increased participation in school and

Outcomes – Individual Change (skills, behaviors, attitudes, etc.) 

Increase the number of  adolescent developmental assets  being experience by individual youth  Increased parent (caregiver) engagement with community,  schools, and their children. More youth have caring, nurturing, stable  relationship with at least one parent or grandparent or other stable adult.  More youth are engaged in community services and youth programs.  Increase the number of youth who engage in activities that promote  physical, mental, and emotional well-being.

Impact – Community Change Input

Greater % adolescents stay in school. Increased graduation rates. Designated communities show improvements in youth supporting environment Schools serving those communities show improvements in youth supporting environment. Public policy, statutes, and funding support positive youth development. More access to a built environment that supports health and development of assets. More youth-oriented sources of health care. More organizations are investing resources in positive youth


Rev. 4/5/12  

Coordinate youth engagement efforts statewide. Assess and recommend youth leadership development and engagement strategies. Monitor and report progress on strategy implementation. Coordinate capacity building efforts with youth organization / entitites to implement youth leadership development.

Activate Sectors Community Engagement (CMO) Cultivating A Developmental Asset Culture Through Training - create a learning commuity.  Search Institute youth development training

Invigorate Programs (CMO) Mobilize organizations and programs as Youth

community activities. 

Increase individuals and family connections to  social support systems. 

development. Decrease behaviors that jeopardize physical and/or mental health. Increase access to healthcare for un-/under insured populations and individuals with limited or no resources. Increase the number of youth who achieve grade level proficiency and are promoted.


Rev. 4/5/12 Development Asset “Champions” / Builders  Enlisting / mobilization process for developmental asset programs / organizations  “Alignment” – organizations / programs based on established criteria.  Engage and promote Champion programs to community and funders.  Assess training / program / organization: community-based / school-based  Common Memorandum of Agreements  Common data collection – change in youth developmental assets  Prerequisite for funding

Engage Adults (CMO) Influence Civic Decisions (CMO) Funder and Funding Alignment  Funder Forums


Rev. 4/5/12  

Align UWD funding allocation process. Align community outcomes and indicators with youth developmental assets.

Communication / Marketing / Branding Strategy


Community Profile, YHP – Wilmington Eastside, Northeast (see Map on back) Census Tracts: 3,5,6,01, 6.02, 9,29,30.02, 107.02

Zip Codes: 19801, 19802

Demographics Total Pop.

0 – 17 Pop.

In School grades K‐12

Employed (16+)

Race & Ethnicity

24,625

6,848

5,174

9,325

Black 77.6% Hispanic 4.1%

0‐17 in Poverty

FHHs, with own children < 18 2,009 (21.7%)

% 25+ < H.S. graduation 20.3%

Median Household income range $11,376 ‐ $50,946

Risk Indicators Total Pop. in Poverty 6,959 (29.6%)

2,809 (41.4%)

Occupied / Total Housing 9,268 / 11,649 (79.6%)

Grade / dropout 2.6% ‐ 5.6%*

Selected Community Resources (see Appendix for complete list) Community Service Organizations ‐ Christina Cultural Arts Center

School or Civic

Christina School District ‐ Christiana HS & SBWC ‐ Bancroft Elem. (PZ) ‐ United Brothers of Ninth ‐ Elbert Palmer Elem. Street (U.B.9) ‐ Stubbs Elem. (PZ) Fletcher Brown Boys & Colonial School District Girls Club – N. Spruce St. ‐ William Penn HS, SBWC YMCA Walnut Street Brandywine Sch. District ‐ P.S duPont Middle Sch. Children and Families First Howard Tech HS (PZ) and SBWC Delaware Adolescent East Side Community Program (DAPI) School Connections CS Programs First State School at Wilmington Hospital Metro Wilm. Urban League T. Edison Charter School BSA Del‐Mar‐VA Delaware Tech. CC. Kingswood Center Delaware State U. Wilm. Duffy’s Hope Kuumba Academy Girl Scouts Chesapeake Bay Nehemiah Gateway Council, 10th Street One Village Alliance Eastside Blueprint Cmty. Sojourners’ Place FAME, Delaware Futures

Eastside Planning Council East Side Charter School MJ Moyer Academy

Government Related City Council ‐ Dennis P. Williams ‐ Hanifa Shabazz ‐ Eric Robinson ‐ Charles Potter Northeast Service Center, Jessup Street William Hicks Anderson Rec. Center

Health Delivery, Faith‐based, Corporate & Other Christiana Care Health System, Wilmington Hospital Center.

Henrietta Johnson Medical Center, Lea Blvd Nemours Health System Westside Family Healthcare 908 E 16th St St. Francis Hospital Macedonia Missionary Baptist Church Bethel AME Church, N.Walnut Planned Parenthood Assoc. Ministry of Caring, W. 8th St. DE Ecumenical Council on Children and Families Hanover Presbyterian Church Food Closet St. Patrick’s Center


Map p of Wilm mington Eastside, E Northeas st

a Sources:: Data U.S.. Census, 2006-2010 2 American Community Survey (ACS) Dela aware Dept. of Educa ation, Dela aware Drop pout Summ mary Statis stics, 2009--2010* Note e: a Partne ership Zone school is s denoted as (PZ)

Sub b-commu unities TB BD: 3/12/12


Community Profile, YHP – Dover North Ring (see Map on back) Census Tracts: 402.02 - .03, 405.01 - .02, 407, 410, 414, 415, 418.01 Zips: 19977, 19901, 19904

Demographics Total Pop.

0 – 17 Pop.

In School grades K‐12

Employed (16+)

Race & Ethnicity

51,103

11,775

9,829

22,314

Black 34.8% Hispanic 5.1%

0‐17 in Poverty

FHHs, with own children < 18 2,362 (12.5%)

Median Household income range $34,188 ‐ $67,534

Risk Indicators Total Pop. in Poverty 6,835 (13.7%)

3,373 (28.9%)

% 25+ < H.S. Occupied / Total graduation Housing 14.6% 18,895 / 21,911 (90.4%)

Grade / dropout 4.2% ‐ 6.6%*

Selected Community Resources (see Appendix for complete list) Community Service Organizations ‐ Simon Circle Boys and Girls Club

School or Civic

Government Related

Capital School District ‐ Dover High School (PZ) and SBWC ‐ Central Middle School ‐ William Henry MS ‐ Fifer MS ‐ Postlethwait MS

Representatives: ‐ Daryl Scott ‐ Brad Bennett Dover city: ‐ Mayor C. Carey Sr. City Council: ‐ Sophie Williams Levy Court: ‐ Hon. Bradley Eaby ‐ Hon. Allan Angel

Boy Scouts of America – Del‐Mar‐VA Kent Co. 4H

Positive Outcomes Charter School (PZ) Kent County Communities in Schools

James William State Service Center City of Dover Recreation Dept. – Pitts Center

Greater Dover Committee

Caesar Rodney School District (part) Delaware State University – Wellness and Recreation Center

‐ Central Delaware YMCA ‐ Big Brothers Big Sisters ‐ Connecting Generations ‐ Children & Families First, Wolf Creek Blvd., Dover

Capital Mentors

Delaware Parents Assoc. Inner City Cultural League

Health Delivery, Faith‐based, Corporate & Other ‐ Bayhealth Medical Center ‐ Kent Community Health Center ‐ Westside Family Healthcare, Forrest Ave, Dover

Calvary Baptist Church Mount Zion AME Church

Peoples United Church of Christ First Southern Baptist Church

CenDel Foundation


Community Profile, YHP – Bridgeville and Seaford (see Map on back) Census Tracts: 503.01, 503.02, 504.03, 504.05, 504.06, 504.07, 504.08 Zip Codes: 19973, 19933

Demographics Total Pop.

0 – 17 Pop.

In School grades K‐12

Employed (16+)

Race & Ethnicity

30,058

7,754

5,344

12,442

Black 22.4% Hispanic 7.0%

0‐17 in Poverty

FHHs, with own children < 18 1,067 (9.7%)

Median Household income range $25,290 ‐ $52,763

Risk Indicators Total Pop. in Poverty 5,029 (17.1%)

2,563 (33.1%)

% 25+ < H.S. Occupied / Total graduation Housing 17.0% 11,041 / 12,730 (86.7%)

Grade / dropout 6.7% ‐ 7.4%*

Selected Community Resources (see Appendix for complete list) Community Service Organizations ‐ Sussex Health Promotion Coalition ‐ Children & Families First, N. Market, Seaford ‐ Western Sussex Boys and Girls Club

First State Community Action Agency Sussex Community Partners Sussex County 4H Connections CS Programs Peoples Place, Virginia Ave. Children and Families First – N. Market St. Bridgeville Goodwill Coverdale Crossroads CC Sussex Community Crisis Housing Services

School or Civic

Government Related

Health Delivery, Faith‐based, Corporate & Other Sussex Community Health Programs at: ‐ Coverdale Crossroads CC ‐ Iglesia De Dios Maranatha ‐ Clarence St. Church of God

Seaford School District ‐ Seaford High School and SBWC ‐ Seaford Middle School

Representatives: ‐ Daniel Short ‐ David Wilson County Council: ‐ Samuel Wilson, Jr.

Woodbridge School District ‐ Woodbridge HS and SBWC ‐ Wheatley MS Sussex Tech. Adult Center ‐ Kiwanis Group

Bridgeville State Service Center

‐ Nanticoke Medical Center ‐ Nemours Health – Fallon Ave.

Seaford Parks and Recreation Seaford Library and Cultural Center – Job Center

Trinity Logistics (Developing Youth Life Assets program) Delaware Guidance Services, Health Services Drive Seaford Child Development Partnership Clarence St. House of God – Pastor Cannon St. Johns UM Church Mt. Calvary AMEC – Pastor Batson

John Wesley UM Church – Pastor Briggs


Map p of Bridg geville, Seaford S

a Sources:: Data U.S.. Census, 2006-2010 2 American Community Survey (ACS) Dela aware Dept. of Educa ation, Dela aware Drop pout Summ mary Statis stics, 2009--2010* Note e: a Partne ership Zone school is s denoted as (PZ)

Sub b-commu unities TB BD: 3/12/12


YHP Network Champions  The purpose of the YHP Network Champions program is to align community organizations / program  with the YHP movement. The alignment process will recognize the youth organizations and the program  they provide as being asset‐rich with respect to the Search Institute youth developmental asset  framework. Organizations will be recognized as YHP Network Champions after demonstrating sufficient  achievement of the following criteria. This process also enhances the recognition of Implementation and  Momentum Partners.   Participation in the YHP Network Champions Program encourages organizations to enhance their  capacity to support an organizational culture and relevant program delivery for positive youth  development by infusing youth developmental assets and developing youth leadership. Such capacity  building is a continuum, permitting organizations to participate and develop as their own rate.      Organization Alignment  Mission and vision articulates a  purpose that is strongly aligned  with positive youth  development.   Organization provides youth  programs and services with  scope and intensity to support  youth developmental assets.   Youth are “infused”/integrated  with organization leadership  structures.  Assess the organization (shift)  culture as asset rich.  Proactively implements  strategies to develop asset rich  environments in their  community.  Routine and strong strategic  partnerships with other  community organizations for  youth engagement.  Organization develops,  advocates and supports youth‐ adult partnerships.  The youth developmental asset  framework is routinely  communicated through  organization materials. 

Program / Service Alignment  Program outcomes align with  youth developmental assets. 

Resource Alignment  Staff is continuously trained to  build and improve assets.  

Routine programs and practices  are conducted to increase youth  developmental assets.  

Staff has expertise in supporting,  creating and articulating youth  developmental assets. 

Programs are evidence‐based  with outcomes that build youth  developmental assets.  Asset‐building outcomes are  monitored and measured  “standardized” instruments.  Program and services support  and promote positive life  changes for improved healthy  lifestyles and status and school  achievement.  Efforts are implemented to  engage youth in community /  civic activities.  

Youth are participants / partners  in delivering asset‐building  programs, services, etc.   


Organization vision, principles,  policies, and procedures support  asset‐building efforts and asset‐ rich environments.                                   Benefits of Participation   Technical assistance /  SI training   Collaboration for resources   Common measurement / evaluation systems   Funding opportunities through UWD and other funders   Community recognition as a youth engagement leader   Confirmation of achieving critical common youth program outcomes   Capacity building:  grant writing, logic model development, outcomes measurement   Be part of a learning community   Promotion of organizations    Assessment Tools     YMCA cultural assessment   40 developmental assets,     Steps   Intent to Participate   Memorandum of Agreement   Declaration of Network Champion         

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Moving toward an “Accreditation” Model Around Use of the  Developmental Assets Framework.    

The question about an “accreditation” process that agencies might go through has given us an  opportunity to outline some possible steps that programs might go through on a path toward being  recognized as “asset rich” or “asset Infused.” Below are some of our thoughts on what such a process  might look like. We invite a next conversation about how this might fit with the agencies you fund.                                          For agencies/programs funded by United Way, there is a perfect opportunity to invite them to align with  the YHP model and embed asset‐building practices into their work.  1. Build awareness of the Developmental Assets and first steps to embed asset building  strategies  In other settings where we have done this, the first stage is to build awareness amongst staff of the  Developmental Assets framework, the research behind the framework, and some early actions they can  take to begin building assets for and with the young people they serve.  A training designed specifically for youth serving programs is More Than Just a Place to Go (7.5 hours,  including lunch and breaks). This training familiarizes program staff and managers with the  Developmental Assets; identifies how the assets can serve as a lens for higher quality program planning;  reviews how the assets reflect current national standards; and engages participants in examining their  own program(s) and determining priorities for infusing assets more fully.  2. Option of using assets‐based measurement tools  For some programs that are already working with quality improvement strategies, you could look at a  pre‐test using the Developmental Assets Profile (DAP) to be able to measure change over time. This  would not be appropriate for programs that are “low dosage” (e.g. they meet with young people only an  hour or 2 a week, or provide mainly drop‐in services, or work with students intensively but only for a  short period of time, such as 1 day event.) If the pre‐test is used, there should be an understanding that  for the first 2 or three iterations, the data will not be used to “grade” or “rank” programs, but to give  them information about program participants that can help them with more focused program  planning.  3. Time for application of learning and peer reflection  3   


Good training can only start the process toward implementation of what has been learned. Managers  can use a number of existing resources to keep asset building ‘top of mind’ for staff.  A book of staff  development activities (Strong Staff, Strong Students) which also includes posters, downloadable  templates for wallet cards or name badge backs, a series of handouts to deliver to staff weekly or  monthly, can help staff continue to reflect on what they have learned and how they are putting that  knowledge into practice. Additional posters from Search Institute, or posters and art created by program  participants, can provide additional reinforcement.  4. On‐site evaluation strategies for continuous improvement  As staff members become more comfortable with the behaviors they are incorporating, a number of on‐ site tools can be used to deepen understanding, and empower staff to direct their own learning and  improvement activities. Search Institute has developed a ‘walk through” model and an activity  observation template which can be demonstrated by Search Institute staff initially, but rapidly shifted to  self assessments, where staff observe each other and offer feedback to lead to program improvements.  5. Youth participants as partners in asset‐building actions  One of the unique hallmarks of the Developmental Assets framework and its use across programs and  other parts of communities, is that it does not presume only that assets are “done to” youth, but that  youth can be active participants in identifying and setting goals around asset building for themselves.   They can also be key partners in creating asset rich environments and in building assets in their peers  and in younger children, including younger siblings.  Staff can use a variety of print resources, including activity and game books, from Search Institute to  support this work with the young people in their programs.  There are also several trainings from Vision  Training Associates, including Leading with Assets, which can deepen youth engagement.  Depending on the program and the ages and inclinations of the youth they serve, this work might lead  to service learning projects, youth summits or other youth driven activities that both engage youth in  work that matters, and showcase their positive efforts to the broader community.  6. Deepening and broadening asset building across programs and agencies  If multiple programs or agencies in a target area have begun this infusion process with the  Developmental Assets, the training  Infusing Assets into Your Organization (full day) can bring them  together to work in agency teams to learn more about the larger change process, and how strength  based approaches can be more fully incorporated. Teams leave with their own action plans, but this  training also brings them together across organizations, to see that they are all pulling toward the same  goal of healthier settings for all youth in the community.  7. Assessment options  As program staff becomes more confident in their skills with the Developmental Assets, more of them  may wish to use the Developmental Assets Profile (DAP) to measure change over time in their  4   


participants. Additional quizzes and questionnaires are available from Search Institute to help programs  measure their efforts in a customized way for immediate feedback on how they are doing.  8. Customizing sustainability support based on program requests  Programs will identify what they most need in order to keep the work moving forward. One option  might be help with articulating the asset‐infused work they are doing as they write grant proposals.  Others may want further help with specific sub‐populations, or with working with other key partners,  such as parents, police, congregations, schools, depending on their focus and mission.  9. Funding tied to building Developmental Assets  At some point in this process, United Way and other funders may wish to meet and address how they  can collectively support this effort through the guidelines they create and name in their RFP’s.  Funders  can best support this work with a combination of high expectations and support for training and  learning opportunities so that programs can move toward meeting these new expectations.  10. Early Adopters as coaches  Programs that embrace this model and embed it in their practices can serve as coaches for new  programs that have been watching from the sidelines and decide to enter into this work. Their practical  experiences and stories can help new programs visualize the work to be done and their path toward  embedding the Developmental Assets and more fully engaging youth.                                                                           

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YHP Statewide Youth Engagement RFP  

YHP Statewide Youth Engagement RFP