The Brooklyns Youth Council - irp-cdn.multiscreensite.com · THE EFFECTIVENESS OF THE BROOKLYNS YOUTH COUNCIL AS A STRATEGY FOR THE BROOKLYN BRIDGE ALLIANCE FOR YOUTH 4 The Brooklyn

THEEFFECTIVENESSOFTHEBROOKLYNSYOUTHCOUNCILASASTRATEGYFORTHEBROOKLYNBRIDGEALLIANCEFORYOUTH

TheBrooklynsYouthCouncil2016-2017AcademicYearEvaluation

DATE: June5,2017TO: RebeccaGilgen–ExecutiveDirector

AllianceBoardofDirectors ExecutiveLeadershipTeamFROM: ReneeStarr–UniversityofMinnesota,MasterofSocialWork

CommunityOrganizingInternExecutiveSummaryTheBrooklynBridgeAllianceforYouth(BBA)operatestheBrooklynsYouthCouncil(BYC)asone

ofseveralworkgroupsintendedtoadvancethemissiontocoordinateasystemofhigh-quality,

accessibleandfullyresourcedopportunitiesthatleadtoanincreaseinhighschoolgraduation,

pathwaystocollegeandcareer,andyouthsafetyandwell-being.Thisworkgrouprequiresanage-

appropriatedesignincludingpositiveyouthdevelopmentandcivicengagementapproachesto

youthleadership.ThecurrentmissionoftheBrooklynsYouthCouncilisto“representyouthin

BrooklynCenterandBrooklynParkbyprovidingavoiceincollaborationwiththecommunityand

localgovernmentinordertopositivelyraiseawarenessofproblemsfacingyouth.”

Theevaluationexamined1)thequalityoftheBYC’sdesignandimplementation,2)theBYC’s

impactonitsmembers,theirfamilies,staff,andBBApartners,and3)thewaysinwhichtheBYC

contributestotheBBA’sabilitytoachieveitsmission.Datawasgatheredthrough21interviewsand

thecompletionoftheYouthProgramQualityAssessment®(YPQA)formBandformA,bothare

validatedinstrumentsforassessinganorganization’scapacitytooperateahigh-qualityprogram.

KeyFindings

QualityThedesignandimplementationoftheBYCislargelyinalignmentwiththeBBA’sbeliefsaboutwhat

makesahigh-qualityprogram.

• Allstaffandmembersagreethattheelementsofemotionalsafety,physicalenvironment,

warmatmosphere,participantfeelingsofbelonging,collaboration,leadership

opportunities,youthplanning,andyouthchoiceareconsideredsufficientlyinthedesign

andimplementationoftheBYC.

• AccordingtothescoresontheYPQA-B,thestructureoftheBBAallowsfortheBYCto

operateinahigh-qualitymanner.TheBBAexcelsinpromotingstaffdevelopment,

supportivesocialnorms,andhighexpectationsforyoungpeople,aimingforongoing

programimprovements,staffavailabilityandlongevitywiththeprogram.

• Increasedfunding,stafftime,andinvolvementfromBBApartnerscouldenhanceoperation

oftheBYC.

Areasforimprovement:emergencypreparedness,sessionflow,andadultpartnerships.Anotherareastaffwillconsiderhowtoincludeyouthwhohavetheresponsibilityofwatchingtheirsiblings.ImpactThroughparticipatingintheBYC,membersreportincreasedskillsinleadership,knowledgeabout

citygovernment,andcommunityengagement.

• Leadershipwasthecategorydiscussedmostenthusiasticallyininterviews.Members

expressedthatopportunitiesprovidedbytheBYChaveallowedthemtobecome


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increasinglycomfortabletalkingwithandspeakinginfrontofothers,understandingtheir

power,andgainingfacilitationandcommunicationskills.

• ForitsmemberstheBYCprovidespotentialfuturebenefitssuchastransferableskillsand

valuablenetworks,andhascultivatedinthemprideandstrength.

• Allparentsandguardiansinvolvedintheevaluationdescribedthesubstantialgrowththey

havewitnessedintheiryoungpeopleasaresultofBYCparticipation.

• AsreportedbytheAlliancestaff,BoardofDirectors,ExecutiveLeadershipTeammembers,

andCityCouncilLiaisons,theBYCprovidestheAlliancewithauthenticyouthvoiceand

youthengagement.

AreaforImprovement:Somemembersexpressedinterestinadditionalcommunityengagementopportunities,specificallyvolunteering.ContributionsfortheBBATheBYCenhancestheBBA’sstrategiesofcoordination,access,resources,andqualitythrough

severalactivitiestheylead:

• Facilitation

• Accesstoadditionalyouth

• Providingfeedback

• Theresourcesofferedtoitsmembers

AdditionalThemesthatEmerged:• Communication:ParentsofBYCmembersandBBApartnersexpressedinterestinreceiving

moredirectcommunicationregardingBYCofferingsandactivities.

• Partnerships:BYCmembersexpressedinterestinhavingmoreopportunitiestopartner

withadults.BYCstaffandBBApartnersalsoidentifiedpartnershipsassomethingthatcould

enhancetheworkoftheBYC.

• Challenges:BBApartnersidentifiedaspectsoftheorganizationsinwhichtheywork,suchas

daytimemeetingsthatmakeitdifficulttoincorporateinputfromtheBYC.

• Incentives:BYCmembers,staff,andBBApartnerssharedthebeliefthatBYCmembers

shouldsomehowbecompensatedfortheirservicetothecommunity.

SummaryResultsofthisevaluationsuggestthattheBYCiseffectivelyservingeachofitspurposes:advancing

theAlliancemissionandoperatingasahigh-qualityyouthprogram.ParticipationintheBYC

positivelyimpactsitsmembers.Whiletheadultsintervieweddodirectlyandindirectlyincorporate

inputfromtheBYCthereareopportunitiestoimprovethiswork.FindingsalsosuggestthattheBYC

enhancestheBBA’sstrategicefforts,andmanyofthoseinterviewed,youthandadultsalike,believe

thatwithmoreintentionalyouthandadultpartnershipstheBYCcouldbeincreasinglyimpactful.

NextSteps• Shareresultswithstakeholders• SeekinputfromtheBYC,ExecutiveLeadershipTeam,andpartnerorganizationstodetermine

BYCinitiatives,andyouthandadultpartnershipsweshouldfocusoureffortson• MakeimprovementstotheBYC’s2017/2018LogicModelbasedonevaluationresults

Specialthankstothe26individualswhowereinterviewedforthisevaluationandtoIvanLuiandJosephMerighifortheirguidanceontheevaluationdesign.

TheAlliancewouldalsoliketothankReneeStarrforherleadershiponthiscomprehensiveevaluation.Thankyou!


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The Effectiveness of the Brooklyns Youth Council

as a Strategy for the Brooklyn Bridge Alliance for Youth

Renee Starr

The University of Minnesota

Abstract


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The Brooklyn Bridge Alliance for Youth (BBAY) enhances the capacity of partner

organizations to improve youth outcomes. This evaluation examined the effectiveness of the

BBAY’s Youth Council, the BYC, as a strategy to achieve its mission. The evaluation examined

the BYC’s quality, the BBAY’s internal capacity to operate the BYC, the value various

stakeholders receive from the BYC, and specific ways the BYC contributes to the work of the

BBAY. BYC members, their parents, staff, and professionals from BBAY partner organizations

were interviewed (n=26). Findings suggest that the BYC is effective in aiding the BBAY to

achieve its mission and that it has the potential to be increasingly effective. It was found that the

BBAY has the capacity to and does operate a high-quality youth council program. The BYC

provides valuable opportunities that foster growth within its members. The BYC provides youth

voice that influences the work of BBAY partner organizations. Additionally, by providing

feedback, facilitating community events, having access to additional youth, and offering

resources to its members, the BYC contributes to the BBAY’s four main strategic efforts.

Introduction


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The Brooklyn Bridge Alliance for Youth (BBAY) is an intermediary organization that

aims to increase quality out-of-school-time opportunities for youth in Brooklyn Center and

Brooklyn Park. Through a joint powers agreement between the Cities of Brooklyn Center and

Brooklyn Park, Hennepin County, North Hennepin Community College, Hennepin Technical

College, and the school districts of Anoka-Hennepin, Brooklyn Center, Robbinsdale Area, and

Osseo Area, the BBAY strives to enhance the lives of youth in the community. The BBAY aims

to increase high school graduation rates, increase pathways to college and career, and decrease

experiences of violence for youth by using four main strategies of 1) providing access; 2)

promoting the quality of programming; 3) coordinating methods for sharing data and best

practices among partners; and 4) utilizing resources.

While the BBAY primarily works to enhance the programming of their partners and

increase access to programming for youth in the community, it does operate BrookLynk, which

is an internship program for youth with one or more barrier to employment, and the Brooklyns

Youth Council (BYC) which is a youth engagement and leadership program. The BYC

functions as a strategy used by the BBAY to help the organization reach its goals and as a youth

development program. The purpose of this evaluation is to determine if the program is aiding

the BBAY in achieving its mission. The following evaluation design plan details an evaluation

that will first look at the quality of the design and operation of the program, then whether the

BYC is achieving its goals, and finally, how the program enhances the work of the BBAY.

Findings from this evaluation may influence the BBAY’s design and/or implementation of the

BYC.

Background and Significance


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The cities of Brooklyn Center and Brooklyn Park have large immigrant populations, with

over 20 percent of residents being foreign born (“Brooklyn Park City,” 2010). According to the

2010 United States Census, the largest immigrant groups are of Hmong, Liberian, Mexican,

Vietnamese, and East African descent. Around 2008, in an attempt to proactively address a

growing and diversifying population, community conversations were held in Brooklyn Center

and Brooklyn Park and from these conversations the idea for the BYC was born. The BYC was

started by the Brooklyn Park and Brooklyn Center Parks and Recreation departments in October

of 2008. From its inception, the BYC has had two functions: to provide the Brooklyn Center and

Brooklyn Park city councils and governments with input from youth stakeholders, and provide

positive youth development opportunities for its members.

The first function of the BYC, to advise government officials on youth needs, was

determined necessary by leaders as the cities faced a youth population with particular needs that

were unlike those of the largely white youth populations that came before. Research suggests

that governments and communities function more effectively when there are established methods

for civic engagement (Camino & Zeldin, 2002). The BYC set out to connect a group of young

stakeholders with an avenue for sharing their voices with lawmakers in their community.

According to Zaff et al (1999) youth engagement in extracurricular activities can predict

academic achievement and prosocial behaviors in young adulthood. A meta-analysis by Durlak,

Roger, and Pachan (2010) determined that many youth participating in programs that promoted

personal and social skills experienced significant increases in positive social behaviors, grades,

achievement test scores, bonding to school, and self-perceptions. Furthermore, there is evidence

that suggests programs of higher quality are more effective in promoting positive outcomes for

youth (Shernoff, 2010). Developers of the BYC aimed to create a program which provided


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youth the opportunity to gain leadership and engagement skills, and establish authentic

relationships with caring adults. The original design of the program was also guided by the

Youth Program Quality Assessment (YPQA), which is a validated instrument that examines

many aspects of youth programming to determine its overall quality.

The BBAY was formed for similar reasons as the BYC: to identify and address the needs

of youth in the community. The BYC was adopted by the BBAY shortly after the organization’s

inception in 2013. A BBAY document entitled Integrating the Youth Council with the Alliance

states that the “Alliance cannot implement its strategic plan without the participation of both

parents, youth, and other key stakeholders,” and “the Alliance must be able to vet policy,

programs, and projects with young people, to ensure that efforts are logical” (p. 1, BBAY, 2013).

The BYC was transferred to the BBAY because the organization needed a method for receiving

input from youth. At this time, the BBAY and its partners were added to the list of entities to

which the BYC was responsible for providing input. The BYC continues to be utilized by the

BBAY in this manner. Additionally, the BYC is part of the BBAY’s strategy of building youth

voice so that local policy change reflects youth needs.

The current mission of the BYC is to “represent youth in Brooklyn Center and Brooklyn

Park by providing a voice in collaboration with the community and local government in order to

positively raise awareness of problems facing youth” (“Brooklyns Youth Council,” 2016). In the

2016/2017 academic year, the BYC started with 14 participants from four high schools in the

area. The BBAY’s Program Coordinator and Youth Engagement AmeriCorps VISTA Intern

were responsible for the coordination of the BYC’s activities, though the council operates as a

youth-adult partnership. The group meets for two hours every Monday during the school year to

“find out what youth want and need,” and then “do something about it,” (“Brooklyns Youth


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Council,” 2016). Activities of the BYC include providing recommendations to City Councils,

hosting summits to raise awareness on certain issues, providing grants to support the endeavors

of other youth, and more (see Appendix A).

Kelsey Schuster was the second individual to manage the BYC and wrote the proposal

for the transfer of the program to the BBAY. According to Schuster, the BYC has benefited

from being a part of the BBAY in the sense that it is taken more seriously by stakeholders.

Being associated with a government funded agency has seemed to have positively affected the

community’s perceptions of the BYC. Schuster has stated that a difficulty of the BYC has been

effectively balancing its two components of guiding the work of the BBAY and its partners and

operating as a development program for youth. Schuster is curious if city leaders that meet with

the BYC genuinely take the opinions of the participants into consideration. Schuster also stated

that when participant opinions are not genuinely considered it can be difficult for youth to

maintain motivation and excitement about attending meetings (personal communication,

December 2, 2016).

To promote quality for the youth programs of partner organizations, the BBAY

encourages the use of the YPQA. Leading by example, the BBAY has regularly conducted the

YPQA, evaluating the quality of the youth program aspect of the BYC. This evaluation was

prompted by the BBAY’s desire to understand the quality of the other aspect of the BYC, its

effectiveness as a strategy for the BBAY.


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Methodology

Evaluation Site

The BBAY office, where BYC meetings take place, is in Brooklyn Center. The BBAY

has five staff members and two interns. The Board of Directors is made up of nine members,

which include the Mayors of Brooklyn Center and Brooklyn Park, the Hennepin County

Commissioner, the presidents of North Hennepin Community College and Hennepin Technical

College, and elected officials from the local school districts.

Input from the BBAY influences programming and policy for each of the entities in the

joint powers agreement. An example of a successful endeavor of the BBAY and partners is the

mobile recreation program, Rec on the Go. The BBAY worked with the Brooklyn Park and

Brooklyn Center Park and Recreation Departments to secure funding for, design, and implement

the use of recreation vehicles that circulate the community and lead recreational activities for

youth. The goal of this endeavor, to increase youth access to recreational activities, was

achieved when almost 1,000 unduplicated youth participated in Rec on the Go activities, 65% of

whom had never previously participated in Park and Recreation programming (BBAY, 2016).

The BBAY also partners with corporations and nonprofits in their work to enhance the

lives of youth in Brooklyn Center and Brooklyn Park. For instance, the corporate responsibility

department of the engineering company Cummins Incorporated has teamed up with the Alliance

and is coordinating the implementation of the Junior Achievement program in Brooklyn Center

Community Schools. Efforts of the BBAY likely impact thousands of youth and families in

Brooklyn Center and Brooklyn Park.


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Evaluation Questions

1. In what ways does the BYC as a strategy contribute to the BBAY’s mission to coordinate a system of high-quality, accessible and fully resourced opportunities that lead to an increase in high school graduation and pathways to college or career and reductions in young people’s experience of violence?

a. Did the BBAY design the BYC in alignment with the organization’s beliefs of what makes a high-quality program?

b. Does the BBAY have an organizational structure in which a high-quality program can operate?

c. Did the BYC accomplish its planned activities? d. Do BYC members believe they are increasing capacity in the following domains?

i. Leadership skills ii. Knowledge about city government

iii. Engagement with the community e. What value does the BYC provide for the following groups?

i. Members ii. Parents/Guardians

iii. BYC Staff iv. BBAY Board and Executive Leadership Team (ELT) Members v. City Council Liaisons

f. How is the BYC utilized to enhance the BBAY’s four strategies of coordination, access, resources, and quality?

Evaluation Design

This evaluation was designed to provide an in-depth depiction of the BYC and its impact

on the BBAY, its partners, and other stakeholders. A process evaluation with a mixed-methods

case study design was implemented to answer the evaluation questions. The YPQA-A examines

18 elements of youth programming to determine its quality. These elements were discussed in

interviews with BYC staff and members to understand the how quality is considered in the

design and implementation of the BYC. The YPQA-B was conducted in the manner intended by

its creators and examined the BBAY’s capacity to operate a high-quality youth program. Use of

the YPQAs offered the only quantitative data for the evaluation. Interviews with BYC members,

parents/guardians of BYC members, BYC staff, City Council members of Brooklyn Center and

Brooklyn Park who serve as Liaisons for the BYC, and members of the BBAY Board of


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Directors and Executive Leadership Team (ELT) were conducted to gather qualitative data about

the value the BYC provides and ways in which it enhances the work of the BBAY.

Sample

Table 1. Evaluation Sample Descriptions Criteria Sampling Strategy Response

Rate BYC Members Current Member of the

BYC Convenience 8/12

Parents/Guardians Parent or guardian of current BYC member

Convenience 7/13

BYC Staff Current BYC Staff member

Convenience 2/2

Board/ELT Members

Member of BBAY Board of Directors and/or ELT for one year or more

Purposive The Executive Director of the BBAY selected a diverse sample for this group.

6/7

BYC City Council Liaisons

Must be a designated BYC City Council Liaison

N/A, Total Population

BBAY Staff Purposive The BBAY’s Executive Director was selected for the YPQA-B interview as she has in-depth insight on the organization.

Variables and Measures (see Appendix B for interview scripts)

The extent to which the 18 elements of a high-quality program, as identified by the

YPQA-A, are considered in the design and implementation of the BYC was explored with BYC

members and staff. Interviewees were asked to determine if elements were considered

sufficiently or if the consideration needed to be increased. The BBAY staff member was

interviewed to complete YPQA-B, which examined the BBAY’s capacity to operate a quality

youth program. The BBAY’s youth centered policies and practices, expectations for BYC

members and staff, and program accessibility were scored on a scale of one to five. Scores were


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based on answers to a variety of questions about such topics as BYC staff qualifications, youth

influence on programming, expectations for young people, and barriers to program participation.

Aside from the BBAY staff member, each sample group discussed the value provided to

them by the BYC. BYC members and their parents and guardians discussed the ways in which

the BYC has impacted them/their young people. BYC members were asked specifically about

how the program has helped them gain leadership skills, knowledge about city government, and

power within their community. Board/ELT members, City Council Liaisons, and BYC staff

focused on value of the BYC in terms of how it impacts their work.

Board/ELT members and BYC staff were also asked to discuss how the BYC is used to

enhance the BBAY’s strategies of coordination, access, resources, and quality. City Council

Liaisons were asked how they utilize information provided to them by the BYC. Each of these

groups also discussed changes that the BYC or BBAY could undergo in order for the BYC to be

more effective as a strategy for the BBAY.

Reliability & Validity

Several steps were taken to encourage credibility, dependability, and confirmability of

the qualitative data that was gathered and ensure the trustworthiness of evaluation. At the time

of the evaluation, the evaluator was familiar with the work and culture of the BBAY, but was

generally unfamiliar with the BYC allowing limited potential for judgement to be influenced.

All interviews were conducted in private spaces and interviewees were told the information they

shared would remain anonymous, which promoted honesty. Triangulation occurred with the

gathering of data from a wide variety of sources. Additionally, most interviews were conducted

with individuals from outside of the BBAY, which provided a diverse collection of opinions. All

interviews, aside for those with parents, were audio recorded and transcribed before analysis. An


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in-depth description of the evaluation’s methodology was recorded so the study can be

duplicated. Also, limitations of the evaluation are discussed in this report.

Dozens of expert researchers were included in the YPQA Validation Study, which took

four years to complete. The study concluded that “overall performance of the instrument

demonstrates an adequate level of precision for use in both research and applied circumstances”

(High Scope Educational Research, 2005, p. 48). Additionally, pairs of evaluators were able to

receive “acceptable levels of inter-rater reliability on most of the YPQA’s measurement

constructs” (p. 48). As the BBAY has used the YPQA-A in past evaluations of the BYC, it was

an appropriate method for assessing the program’s design.

Data Collection Procedures

Between January and March of 2017, a total of 21 interviews were conducted for the

evaluation. BYC and BBAY staff, Board/ELT members, and City Council Liaisons were each

interviewed individually in private spaces or over the phone. BYC members were interviewed in

two small groups of four in private spaces. Initially, surveys for parents/guardians were sent

home with BYC members with instructions to bring the completed surveys back to a BYC

meeting. No surveys were returned by BYC members so the survey became an interview guide

and the evaluator spoke with parents/guardians over the phone. The parent/guardian interviews

were the only interviews not audio recorded; instead, detailed notes were taken of responses to

each question.

BYC staff members participated in two interviews, the first of which explored the

consideration of YPQA-A elements and lasted approximately 45 minutes for each staff member.

The second BYC staff interviews discussed the value of the BYC and the BBAY’s capacity to

run a high-quality program and lasted approximately 15 minutes per staff member. Interviews


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with Board/ELT members and City Council Liaisons lasted between 15 and 50 minutes. Each

group interview with BYC members lasted approximately 40 minutes. Phone interviews with

parents/guardians lasted approximately seven minutes each. Lastly, the YPQA-B interview with

the BBAY staff member lasted approximately 45 minutes.

Data Analysis Plan

A content analysis of all interview results was conducted. Adhering to Glaser and

Strauss’s (1967) constant comparative methodology, all audio recordings of interviews were

transcribed, coded, and meaningful themes were identified. The notes from interviews with

parents/guardians were also coded for the identification of themes. The frequency with which

themes arose was tracked.

Table 2. Evaluation Questions and Description of Analysis Evaluation Question Description of Content Analysis In what ways does the BYC as a strategy contribute to the BBAY’s mission to coordinate a system of high-quality, accessible and fully resourced opportunities that lead to an increase in high school graduation and pathways to college or career and reductions in young people’s experience of violence?

Constant comparison of all data was considered.

Does the BBAY design the BYC in alignment with the organization’s beliefs of what makes a high-quality program?

Comparison of data from first interviews with BYC staff as well as interviews with BYC members, which each explored the consideration of the YPQA-A elements. All staff and members determined the consideration of each YPQA-A element as needing to be increased or sufficient. All ten determinations were compared for each element.

Does the BBAY have an organizational structure in which a high-quality program can operate?

The method for analyzing the YPQA-B provided by the developers of the assessment was followed, which resulted in scores for the BBAY in the categories of youth centered policies and practices, high expectations for youth and staff, and access.

Did the BYC accomplish its planned Comparison of the BYC’s logic model and


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activities? completed activity log. Do BYC participants believe they are increasing capacity in leadership skills, knowledge about city government, and engagement with the community?

Constant comparison of data from BYC member interviews.

What value does the BYC provide for members, staff, parents/guardians, Board/ELT members, and city council liaisons?

Constant comparison of data from BYC member, BYC staff, parents/guardian, Board/ELT member, and city council liaison interviews.

How is the BYC utilized to enhance the BBAY’s four strategies of coordination, access, resources, and quality?

Constant comparison of data from Board/ELT member and the second BYC staff interviews.

Results

Evaluation Question: Does the BBAY design the BYC in alignment with the organization’s

beliefs of what makes a high-quality program?

Results:

Table 3 depicts the YPQA-A elements in which BYC staff (S1 & S2) and members (M1

through M8) believe to be considered sufficiently (S), elements for which consideration needs to

be increased (I), and the percentage of those interviewed who believe the element is considered

sufficiently. Table 4 depicts additional comments on YPQA-A elements 70% or fewer of

interviewees identified as being considered sufficiently.


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Table 3. Consideration of YPQA-A Elements YPQA-A Element S1 S2 M1 M2 M3 M4 M5 M6 M7 M8 % S

(all) % S

(members) Emotional

Safety S S S S S S S S S S 100 100

Emergency Preparedness I I I I I I I I I I 0 0

Physical Environment S S S S S S S S S S 100 100

Nourishment of Participants S I S S S S S I I I 60 63

Atmosphere S S S S S S S S S S 100 100

Session Flow S S S I S I I I I S 50 38

Active Engagement S S S S S I S I I S 70 63

Skill Building S I S S S S S S S S 90 100

Encouragement of Participants S I S S S S S S S S 90 100

Feelings of Belonging S S S S S S S S S S 100 100

Collaboration S S S S S S S S S S 100 100

Leadership Opportunities S S S S S S S S S S 100 100

Adult Partnerships S S I I I I I S S I 40 25

Youth Planning S S S S S S S S S S 100 100

Youth Choice S S S S S S S S S S 100 100

Opportunities for Reflection S S S S S S I I I I 60 50


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Table 4. Additional comments on Consideration of YPQA-A Elements

YPQA-A Element % S (all) Comments

Emergency Preparedness 0 “I think [BYC staff member] knows what to do [in case of

emergency], but we don’t know.” – BYC Member

Session Flow 38 “We…get off track then we’re taking away from the time that we scheduled for doing something else.” – BYC member

Adult Partnerships 40 “I would like it if…[adults] would come to our meetings more and we could…have that more personal…work relationship.” – BYC member

Nourishments of Participants 60

“[Maybe we could] have a list of ideas [of] what healthy snacks…and try as much as possible [to] buy those snacks.” – BYC staff member “There could be dinner.” – BYC member

Opportunities for Reflection 60 Half of BYC members indicated frequent reflection, the others

stated consideration of this element should be increased.

Active Engagement of Participants 70

“[It needs a] little work.” – BYC member “Relative to a lecture I think it’s very sufficient.” – BYC member

The two YPQA-A elements that both staff members agreed are implemented best were

Participants’ Feelings of Belonging and Leadership Opportunities. One hundred percent of BYC

members stated that these elements are considered sufficiently. One BYC staff member could

not identify any elements for which improvement needed to be prioritized. The other staff

member named Skill Building and Youth Planning as elements that should be prioritized for

improvement. Interestingly, 100% percent of BYC members identified each of these elements as

being considered sufficiently.

Evaluation Question: Does the BBAY have an organizational structure in which a high-

quality program can operate?

Results:

Responses to YPQA-B interview questions determined scores for five indicators, which

averaged out to determine scores for four sub-categories for the each of the following categories:


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1) Youth-Centered Policies and Practices; 2) High Expectations for Youth and Staff; and 3)

Access. The four scores underneath each category were then averaged out to determine the

overall score for each category. The average and sub-scores for each category are detailed in

Table 5. All scores are out of five.

Table 5. YPQA-B Scores Category Score

Youth Centered Policies and Practices 3.9 Staff qualifications support a positive youth development focus 2.6 Program offerings tap youth interests and build multiple skills 4.3 Youth have an influence on the setting and activities in the organization 4.3 Youth have an influence on the structure and policy of the organization 4.2 High Expectations for Youth and Staff Average 4.5 Organization promotes staff development 5 Organization promotes supportive social norms 5 Organization promotes high expectations for young people 4 Organization is committed to ongoing program improvements 4 Access 4.5 Staff availability and longevity with the organization support youth-staff relationships 5 Schedules are in effect 5 Barriers to participation are addressed 3.7 Organization communicates with families, other organizations, and schools 4

Three indicator questions received a low score of one. Two of them were under the

category of Youth Centered Policies and Practices and indicated that the youth program director

has less than one year of relevant job experience and that less than one fourth of the staff (not

including the youth program director) have relevant education or training. The third indicator

was under the category of High Expectations for Youth and Staff and indicated that the

organization does not assess youth outcomes.

BYC staff identified three elements of the BBAY that allow for the organization to

operate a quality program: 1) the organization’s understanding of the importance of

incorporating youth voice into its work; 2) the staff and VISTA time allocated to BYC operation;


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and 3) the fact that the BBAY is an intermediary and has partnerships with other entities working

with and for youth.

Additional resources and increased participation from BBAY partner organizations were

identified by staff as things that would enhance the operation of the BYC. It was expressed that

an increase in the staff and intern time devoted to the BYC would enhance its operation and

allow for expansion. Increased funding for marketing of the program was also noted as

something that would allow for expansion. A permanent space for BYC meetings was identified

as something that would enhance operation. Also, one staff member stated that BYC members

deserve to be provided something in return for their participation and that increased funding

would allow for this. BYC staff also believe that if BBAY partner organizations integrated the

BYC into their work in additional ways, the BYC could be more effective. One staff member

stated that partner organizations could be taught how to operate their own BYCs, which would

increase the level of youth voice influencing work among BBAY partners. Another staff

member stated that more partnerships between BYC members and staff from partner

organizations, including those staff members who work directly with youth, could enhance the

work of the BYC.

Staff and members agreed that if the BYC met for more than two hours a week, the BYC

could be more effective. Also, members stated that absences of fellow BYC members from

meetings can slow the progress made on projects and the council’s effectiveness could increase if

there was some way to work around this. One Board/ELT member stated that if BYC meetings

were thoughtfully planned to build on top of what was accomplished in the last meeting, there

could be potential for effectiveness to be increased.

Evaluation Question: Did the BYC accomplish its planned activities?


20

Results: Table 6. Comparison of the BYC’s Planned & Achieved Outputs (see Appendix C, Activity Log) Activities from Logic Model Planned Outputs Achieved Outputs (Appendix X) Youth Advocate Team (YAT): (Mentors, advocates and skills coaches.) Connects BYC to school for policy decisions, access to school for recruitments (tabling, presentations), ads (posters), and research.

YAT projects

Work with the YAT was removed from the BYC’s planned activities after BYC staff and members determined it to be incongruent with their other work.

Youth Leadership & Philanthropy: -BYC returners reach out + facilitate:

1. what BYC does (panel) 2. Ask (why you’ve come), then tell (why here)

-December 1st strategic planning -YouthBank philanthropy team -Youth to Youth partnership. Map network of youth group and build/maintain relationship to tap into their input

2-3 youth leadership facilitations At least 1 philanthropic sponsorship Community map of youth groups 3-4 relationships with community members established

BYC Members facilitated 8 events. 1 grant awarded Pending BYC Staff noted 6 opportunities for members to engage with various entities in the community.

Youth Civic Engagement City Council Liaisons Advocate and partner for expanded youth civic engagement. Liaisons to increase communication and bring more city policies that impact youth. Use BYC time to do this work (Liaisons introduce themselves and say how they can be a resource).

8-10 meetings with liaisons Advocacy on behalf of youth

City Council Liaisons attended meetings together and separately a total of 7 times. Both City Council members advocated on the behalf of youth at each city’s Youth in City Government Day (2 instances).

Youth Development Orientation + YFL training. TED Talks and conversations on race. Interactive trainings

Attendance at Monday meetings 7 youth development trainings

Average number of members in attendance at meetings – 9 BYC Members had the opportunity to attend 4 development trainings.

Youth Media Youth & adult partnerships with media leaders in the community (e.g. Mary Tan, Channel 12) for BYC to tell their stories. Release one every 2 weeks sharing the story of youth leadership and engage a wider network of youth.

7 media projects released

As of April 28, 2017, 5 media biographies and stories of BYC members have been released. Remaining biographies will be released spring of 2017.


21

Evaluation Question: Do BYC members believe they are increasing capacity in leadership

ability, knowledge about city government, and engagement with the community?

Results:

Out of the three categories discussed, BYC members spoke the most enthusiastically and

for the longest length of time about leadership abilities. BYC members identified two types of

opportunities the BYC provides for them, which allow for growth: 1) interactions with people in

power; and 2) leadership of events/public speaking. All BYC members interviewed agreed that

these opportunities allow BYC members to 1) become comfortable with conversation/public

speaking; 2) understand the power of their voices; and 3) develop the specific leadership skills of

facilitation and communication.

BYC members stated that exposure to city government through participation in Youth in

City Government Days (city-operated events for youth in the community to learn about

government) and relationships with City Council Liaisons have allowed for them to learn about

the decision-making process as well as the limitations of the government. One BYC member

stated, “there [are] only small changes they can do to try to make things better for us, but it’s like

they don’t always have all the power so we [have] got to understand that when we ask things of

our law makers.”

Accelerating Youth Success was an event held by the BBAY on December 1, 2016 which

brought together over 100 youth and adult stakeholders from the community to provide input on

the BBAY’s strategic plan. The BYC facilitated this event. Motivation Day is an event the BYC

is planning and will facilitate in August of 2017 that will address the motivation of youth in the

community. These types of events were identified as opportunities for members of the BYC to

be engaged in the community. Volunteering at Zanewood Recreation Center was also identified


22

as a method of community engagement for the BYC. Three of the eight BYC members

interviewed directly expressed interest in increasing community engagement efforts of the BYC

through additional volunteering.

Evaluation Question: What value does the BYC provide for members, staff,

parents/guardians, Board/ELT members, and city council liaisons?

Results:

The three main themes identified by BYC members when asked what value the BYC

provides for them are detailed in Table 7.

Table 7. Value Provided by the BYC for its Members Potential Future Benefits Pride Strength

Transferable skills (i.e. communication, public speaking). A valuable experience to cite on resumes/college applications. Opportunities to establish connections with and networks of influential people.

Regarding representing youth voice for their community.

Regarding involvement in actions such as the development of Brooklyn Park’s 2025 strategic plan. Regarding making a positive difference/being an activist.

Developed from public speaking and other opportunities that have forced members outside of their comfort zones. Has allowed members to feel motivated. One member stated participation in the BYC has made them want “to be the driver of my own life.”

Two themes emerged from interviews with Board/ELT members, City Council Liaisons,

and BYC staff: Youth Voice and Youth Engagement. Details on the meaning behind these

themes for each group are detailed in Table 8.


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Table 8. Value Provided by the BYC for Staff, Board/ELT Members, and City Council Liaisons Youth Voice Youth Engagement BYC Staff Directly informs BBAY work

and decisions. Informs additional staff work (i.e. the youth engagement training project of the BBAY’s VISTA intern).

Staff find personal value in being able to provide a safe space to young people where they feel empowered.

Board Members/ELT Directly informs work and decisions. Indirectly ensures that work of BBAY partners is youth-centered by serving as a reminder to incorporate youth voice.

For example, BYC members facilitate events such as Accelerating Youth Success. The BYC itself is an example of quality youth engagement.

City Council Liaisons City Council Liaisons share input from the BYC with the City Councils.

City Council Liaisons find value in personally connecting with BYC members.

Input the BYC provided on Brooklyn Park’s 2025 strategic plan and the BYC’s work to

pass a ban on smoking in Brooklyn Center’s parks were two specific instances of youth voice

being utilized by partners that were mentioned in interviews. Some interviewees spoke of

indirect influence from the BYC: “I think that if nothing else [youth voice is] more [a] part of the

thought process when we’re making decisions than maybe it was before.”

One parent/guardian of a BYC member stated that they have gained knowledge about

what is happening in the community when their child shared information obtained through the

BYC. Another said that the BYC has taught him how important it is to be involved in one’s

community from a young age. Aside from these responses, parents/guardians indicated that the

BYC did not provide any value to them or their family, or that it provided far more value for

their young person than for them or their family. All parents/guardians described positive

development of their young person in areas including confidence, comfort in unfamiliar


24

situations, public speaking, leadership, maturity, communication, responsibility, engagement,

motivation, and the ability to develop relationships.

Evaluation Question: How is the BYC utilized to enhance the BBAY’s four strategies of

coordination, access, resources, and quality?

Results:

The theme/s identified for each strategy are detailed in Table 9.


25

Table 9. BYC’s Methods for Contributing to the BBAY’s 4 Main Strategies Theme Coordination Access Resources Quality

Facilitation

The facilitation of community events, such as Accelerating Youth Success and Youth in City Government Day enhances the strategy of coordination.

Peer Access

Connections to additional youth and the conduction of surveys by the BYC can help in the process of identifying youth needs around access.

The conduction of surveys by BYC members can help identify youth needs.

The access BYC members have to other youth can aid the youth program recruitment efforts of partner organizations.

The BYC Itself

The BYC itself provides youth with access to a quality program.

Resources are offered to BYC members themselves through programming (youth development) and connections, for instance, BYC members could receive recommendation letters from BBAY partners.

The BYC is an example of a high-quality youth program.

Feedback

The BYC can provide feedback that informs the work of the BBAY and its partners, increasing quality.


26

Multiple Board/ELT members suggested that the BYC contributes to the BBAY’s

strategy of utilizing resources by offering resources to it members. The evaluator’s

understanding of the strategy is that the BBAY aids its partners in identifying and utilizing

resources that will help to create a system of high-quality opportunities for young people.

BBAY staff may or may not agree that offering resources to BYC members, such as connections

to influential adults, is congruent with their strategy of identifying and utilizing resources at the

system level.

The following additional themes emerged from the data:

Communication

Multiple adults interviewed expressed limited personal awareness of the BYC’s

activities or suggested that other stakeholders might not be aware of the BYC’s work. One

interviewee stated, “I think I could be getting more information about what they’re doing, the

things that they’re doing could be better disseminated around the community. Another stated, “I

don’t know how many people outside their certain circle know exactly what kind of work

they’ve done.” Half of the Board/ELT members interviewed noted that their roles within the

BBAY had limited interactions with the BYC, which contributed to a lack of understanding

about the BYC. One interviewee stated that the current method of receiving information about

the BYC, via the BBAY’s Executive Director, seemed sufficient and appropriate. Others

expressed interest in additional opportunities to interact with the BYC.

Two parents/guardians strongly expressed the desire to receive more information about

the BYC and its activities. One of them stated that it is difficult to elicit information from

teenagers and he has a “deep feeling of discomfort” without information about his child’s

activities. This individual stated that a simple email with the schedule of the BYC’s activities


27

would be sufficient. Two other parents did not specifically request information, but stated they

had limited knowledge of the BYC’s activities.

Partnerships

Six of the eight BYC members interviewed stated that consideration of the YPQA-A

element of Adult Partnerships should be increased. Multiple adult interviewees suggested that

increased partnerships would enhance the work of the BYC. A City Council Liaison stated that

“the impact of the work that’s being done could be so much greater if there [were] more

partnerships.” One suggestion for a partnership was for the BYC to be involved in the

evaluation of the youth programs of BBAY partners. A Board/ELT member believes that adults

would be very receptive to a youth perspective on the strengths and weaknesses of their program.

It was also suggested multiple times that BYC members should attend City Council and BBAY

Strategy Team meetings. Board/ELT members expressed interest in having a BYC

representative on the Strategy Team. Another stated they “wish we had a youth liaison in each

one of the commissions [and] designated youth liaison to the City Council.” Another suggestion

was for BYC members to have work groups to focus on specific issues with guidance from

adults in the community working to address the same issues. Lastly, it was suggested that the

BYC access other youth through the programming of partner organizations. The BYC could

visit youth programs to conduct surveys and recruitment efforts could be made when the BYC

returned to share findings from the surveys.

Challenges

Multiple stakeholders addressed the challenges of incorporating the BYC into their work.

One stated that working with information from the BYC is about “trying to bring adults along.”

Several interviewees shared the idea that the systems they work with do not enable the


28

incorporation of youth voice. One Board/ELT member said, “we’re holding them back more

than they’re holding us back…I don’t think we use their resource as much as we should.” It was

also said that many entities in the community ask for youth opinion only when they want it and

do not recognize that decisions being made on a regular basis affect both adults and youth.

“Why would you not want [youth] at the table when you’re making [decisions] instead of just

inviting them when you think [you] have an issue that impacts them?” The fact that adult groups

generally meet during the daytime was also mentioned multiple times as a barrier to involving

the BYC.

Incentives

Two adult interviewees stated their opinions that BYC members should be paid for their

time. Also, a staff member expressed the desire to be able to do simple things like provide

members with free sweatshirts rather than t-shirts because members provide so value much for

the BBAY and deserve to be provided for. A BYC member expressed interest in free training

opportunities, provided by the BBAY, that members could cite on their resumes. Other incentive

ideas from BYC members were stipends and college scholarships.

Discussion

Results suggest that the BYC aids the BBAY in achieving its mission in multiple ways.

First, the BYC contributes their own and their peers’ voices to conversations, which can

influence the work of the BBAY and its partners. Secondly, BYC members contribute valuable

skills, such as facilitation, when engaging with the community. Lastly, the BYC as a program

offers its participants opportunities that foster growth and cultivate valuable networks for its

members.


29

Findings from interviews suggest that the design and implementation of the BYC is

mostly in alignment with the BBAY’s beliefs about what makes a high-quality program. All

staff and members agree that the YPQA-A elements of Emotional Safety, Physical Environment,

Warm Atmosphere, Feelings of Belonging, Collaboration, Leadership Opportunities, Youth

Planning, and Youth Choice are considered sufficiently in the design and implementation of the

BYC. There are multiple YPQA-A elements in which consideration of could be increased,

including Emergency Preparedness, Session Flow, and Adult Partnerships.

According to the BBAY’s scores on the YPQA-B, the structure of the organization

allows for the BYC to operate in a high-quality manner. The BBAY excels in promoting staff

development, supportive social norms, and high expectations for young people, aiming for

ongoing program improvements, staff availability and longevity with the program, and

accessible BYC schedules. Addressing barriers to BYC involvement is one area in which the

BBAY could improve. Increased funding, staff time, and involvement from BBAY partners

could enhance operation of the BYC.

The BYC accomplished most of its planned activities. The BYC surpassed their goal

number of leadership facilitations by six and opportunities for members to establish relationships

with community members by three. The goal number of meetings with City Council Liaisons

was eight and seven occurred. Only four of the seven planned development trainings were

offered to members.

BYC members appear to believe they are increasing capacity in leadership, knowledge

about city government, and community engagement because of participation in the BYC.

Leadership was the category discussed most enthusiastically in interviews. Members expressed

that opportunities provided by the BYC have allowed them to become increasingly comfortable


30

talking with and speaking in front of others, understand their power, and gain facilitation and

communication skills. Some members expressed interest in additional community engagement

opportunities, specifically volunteering.

For its members, the BYC provides potential future benefits, such as transferable skills

and valuable networks, and has cultivated in them pride and strength. All parents and guardians

involved in the evaluation described the substantial growth they have witnessed in their young

people. The BYC provides its staff, Board/ELT members, and City Council Liaisons with youth

voice and youth engagement.

Findings also suggest that the BYC enhances the BBAY’s four strategies of coordination,

access, resources, and quality through facilitation, access to additional youth, and by providing

feedback. Additionally, the BYC as a program expands access to resources for youth in the

community as it offers resources to its members.

Despite the fact that the adults interviewed for this evaluation believe the BYC helps

inform their work, multiple BYC members recognized they cannot accurately represent all youth

in their community. One BYC member stated, “it's hard to represent all those youths and there

are different perspectives that we are missing, I know that for sure." Another member said, "I

wish we did more surveys and incorporated more voice." Interestingly, surveys were noted by

several adults as a way in which the BYC enhances the BBAY’s strategies, but survey

conduction is not included in the BYC’s 2016/2017 logic model. Additionally, the challenges of

working within systems that do not traditionally incorporate youth input were brought up by

several adults. Perhaps because of the BYC, the adults interviewed can incorporate youth voice

into their work more effectively than they would otherwise be able to. The question of whether

enough youth voice is incorporated remains. Multiple adults suggested that the BYC informs


31

their work more indirectly than directly by serving as a reminder of the importance of youth

voice.

Increased adult partnerships to enhance the contributions of the BYC were suggested by

several evaluation participants and could be ways to increase the incorporation of youth voice in

the community. For these partnerships to exist, some of the challenges of working with youth

that were brought up by adults would have to be addressed. For instance, the fact that most adult

meetings occur during the school day was brought up multiple times in interviews. One

Board/ELT member believes that if including youth voice “is that important then you will make

space and make time and change your schedule a bit to include their voices first.”

Multiple adults recognized their personal responsibility to find ways to interact with the

BYC and incorporate youth voice into their work; one stated that they “could do better.” Though

responsibility to incorporate the BYC or youth voice in general does lie with partners, more

facilitation of this from the BBAY and/or BYC could be beneficial. One interviewee stated that

the BBAY could be a “catalyst to encourage more [interaction].” One Board/ELT member

suggested that the BBAY could promote opportunities for involvement with the BYC for those

who do not already have natural connections. Another Board/ELT member suggested more steps

be taken to ensure that youth voice is incorporated by the BBAY into their own work. This

interviewee expressed a desire for the BBAY to invite youth to be involved in planning stages, or

at whatever point they would be most valuable, not only for feedback; “it’s not if [youth will be

involved], but when…and what will be the outcomes.”

Receiving additional information about the BYC’s activities was a need that surfaced for

multiple groups from the evaluation. While the BBAY and/or BYC staff would likely be

responsible for increasing communication with parents and guardians, it is possible that


32

responsibility is shared between the Board/ELT and City Council Liaisons and the BBAY. One

Board/ELT member suggested the BYC utilize social media to inform the community of their

activities, a comment that could indicate they are unaware of the BYC’s existing use of social

media. Perhaps the BYC needs to create additional ways of communicating information with

BBAY partners, or maybe partners could be made aware of existing methods.

It might be true that the degree to which the BYC is responsible for informing the work

of partner organizations may need to be clarified between each party. While most evaluation

participants agree that the BYC has the potential to be more effective, it may also be true that the

BYC should not be the only informing body made up of youth that influences the work of the

BBAY and each of its partners. Perhaps the BBAY wants to facilitate more opportunities for the

BYC to inform their work and the work of their partners. Perhaps avenues for youth voice in

addition to the BYC need to be designed for the community.

Incentives for members was a concept brought up by youth and adult interviewees and

could serve as another strategy for increasing youth voice. A City Council Liaison suggested

that if incentives were offered in exchange for time served on the BYC, participation would

increase. An increase in participation could broaden the opinions of the BYC and help address

the concern of some BYC members that they are missing certain perspectives. Increased

participation would also mean that more youth would benefit from the BYC. Results suggest

that the BYC provides access to valuable resources for its members. By offering that access to

youth in the community, the BBAY makes strides towards achieving its mission. By increasing

participation, those strides would be greater. Some interviewees did not associate incentives

with increased participation, but simply suggested it as a method of honoring BYC members for


33

their time; “if the [BBAY] wants to stand for youth engagement, I say the dollars have to extend

to the young people, you have to pay them for their time.”

Results of this evaluation suggest that the BYC is effectively serving each of its purposes:

operating as a high-quality program, and informing the work of the BBAY and its partners. As

evidenced by the fact that all BYC members believe consideration of Emotional Safety, Physical

Environment, Skill Building, Encouragement of Participants, Feelings of Belonging,

Collaboration, Leadership Opportunities, Youth Planning, and Youth Choice are sufficient, as

well as the positive personal growth identified by BYC members and their parents and guardians,

the BYC is an example of a high-quality youth program. While the adults interviewed do

directly and indirectly incorporate input from the BYC, challenges to doing so exist and could be

addressed. Findings suggest that the BYC increases the positive impact of the BBAY, but many

of those interviewed, youth and adults alike, believe those impacts could be enhanced.

Strengths & Limitations

The results of this evaluation were informed by a wide variety of stakeholders; however,

some voices were missing. The BYC started the 2016/2017 year with 14 members, then went

down to 12, and only eight attended the BYC meeting when the evaluation interviews took place.

Members who chose to leave the program could have offered valuable insight. Similarly, there

were parents/guardians and one Board/ELT member who did not respond to the evaluator’s

request for an interview.

There was a large amount of qualitative data in this evaluation. While the evaluator

examined the data multiple times, it is possible that themes were overlooked. Additional time to

spend on the evaluation may have mitigated this limitation.


34

Lastly, the evaluator inadvertently left the YPQA-A element of Healthy Environment out

of interviews with BYC staff and members. This element would have explored the physical

safety of the BYC’s meeting space. The evaluator has been in the BYC’s meeting space multiple

times and has never found hazardous materials or unsanitary areas so it is unlikely this element

would have surfaced as an area of concern.

Implications for Social Work

Existing research around youth engagement cites many challenges around implementing

youth engagement, like those that surfaced from this evaluation. Regarding youth engagement in

educational reform, Joselowsky (2007) states “although there are many districts around the

country that have made some commitment to young people as stakeholders in school reform

processes, just as many express challenges when they think about youth engagement as an

institutionalized element of districts’ ongoing work” (262). While availability of the BYC does

not eliminate all barriers to incorporating youth for the BBAY’s partners, it can be examined as a

model that successfully addresses some of the common challenges and does so ongoing.

Balsano (2005) cites a lack of civic knowledge and skills among youth, and differences in

core values between youth and adults as two common social impediments to youth engagement.

As we know, members of the BYC are increasing their knowledge of city government and

gaining leadership skills. While similarities and differences in the core values of adults and

youth were not evaluated, differences in core values did not emerge as one of the challenges to

incorporating youth voice for BBAY partners. Adults working for the BBAY and their partners

spoke of the importance of youth voice and BYC members expressed the idea that the power of

their voices is acknowledged by adults.


35

Balsano also cites a lack of horizontal communication between youth and adults as an

additional existing challenge to incorporating youth voice in civic engagement. While it was

determined that the BYC influences the work of BBAY partners, further evaluation would be

necessary to determine if communication between parties is consistently horizontal or if a

hierarchy exists and impedes the influence of the BYC. Further research in the field of

community practice social work that identifies examples of horizontal youth-to-adult

communication in civic engagement may be necessary.

Ginwright and James (2002) state that “barriers to democratic participation are the

greatest challenge facing youth” (p. 27), particularly for youth of color. BYC members

acknowledged that the opinions of some of their peers might not be represented by the BYC.

The BYC is an example of a quality youth program that aids an intermediary in achieving their

goals, but it may not be the only avenue for youth voice necessary to ensure youth voice is

incorporated by the number of entities as large as those working with the BBAY. Results from

this evaluation call for further exploration into what traditional governmental systems can do to

accurately include input from voices that are traditionally left out of decision making

conversations.


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References

Balsano, A. B. (2005). Youth civic engagement in the United States: Understanding and

addressing the impact of social impediments on positive youth and community

development. Applied Developmental Science, 9(4), 188-201.

Brooklyn Bridge Alliance for Youth. (2016). Mobile Recreation: Expanding Access Through

Mobile Recreation Services. Brooklyn Center, MN: Ivan Lui.

Brooklyn Bridge Alliance for Youth. (2016.) Brooklyns Youth Council. Retrived from:

http://www.brooklynsallianceforyouth.org/160/Brooklyns-Youth-Council

Brooklyn Bridge Alliance for Youth. (2013). Integrating the Youth Council with the Alliance.

Camino, L., & Zeldin, S. (2002). From periphery to center: Pathways for youth civic engagement

in the day-to-day life of communities. Applied Developmental Science, 6(4), 213-220.

Durlak, J. A., Weissberg, R. P., & Pachan, M. (2010). A meta-analysis of after-school programs

that seek to promote personal and social skills in children and adolescents. American

journal of community psychology, 45(3-4), 294-309.

Ginwright, S., & James, T. (2002). From assets to agents of change: Social justice, organizing,

and youth development. New Directions for Student Leadership, 2002(96), 27-46.

High/Scope Educational Research Foundation. (2005) Full Findings from the Youth PQA

Validation Study. Retrieved from:

http://cypq.org/sites/cypq.org/files/publications/YPQA%20Full%20Findings%20Val%20

Study%2005.pdf

Joselowsky, F. (2007). Youth engagement, high school reform, and improved learning outcomes:

Building systemic approaches for youth engagement. Nassp Bulletin, 91(3), 257-276.

Shernoff, D. J. (2010). Engagement in After-School Programs as a Predictor of Social


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Competence and Academic Performance. American journal of community psychology,

45(3-4), 325-337.

Strauss, A., & Corbin, J. (1994). Grounded theory methodology. Handbook of qualitative

research, 17, 273-85.

United States Census. (2010). Brooklyn Park City, Minnesota. Retrieved from:

http://www.census.gov/quickfacts/table/POP645214/2707966

Vogt, W. P., Gardner, D. C., Haeffele, L. M., & Vogt, E. R. (2014). Selecting the right analyses

for your data: quantitative, qualitative, and mixed methods. Guilford Publications.

Zaff, J. F., Moore, K. A., Papillo, A. R., & Williams, S. (2003). Implications of extracurricular

activity participation during adolescence on positive outcomes. Journal of Adolescent

Research, 18(6), 599-630.


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Appendix A – Brooklyns Youth Council 2016/2017 Logic Model RESOURCES ACTIVITIES OUTPUTS SHORT-TERM

OUTCOMES LONG-TERM OUTCOMES

IMPACT

In order to accomplish our

set of activities we will need

the following:

In order to address our problem or asset we will accomplish

the following activities: evidence or service

delivery: activities will

lead to the

following

changes in 1-2

years:

activities will

lead to the

following

changes in 3-6

years:

activities will

lead to the

following

changes in 7-

10 years:

Staff Time 1 Project Coordinator

2 BYC Interns 1 AmeriCorps VISTA

15-20 Youth Leaders

(represent 5/7 Schools)

Youth Training: TOP/YFL.

Diversity Inclusion Experiential Training

Real Life

Program Funding $5K

YouthBank $8K

Meeting and Event space

CoBP Vehicle

2 City Council Liaisons + training

Partnership with the Alliance

Board and other Alliance action teams

Supervision by Brooklyn

Bridge Alliance Executive Director

Youth Advocate Team (YAT): (Mentors, advocates and skills coaches). Connects BYC to school for policy decisions, access to school for recruitments (tabling, presentations), ads (posters), and research Youth Leadership & Philanthropy: -BYC returners reach out + facilitate:

1. what BYC does (panel) 2. Ask (why you’ve come), then tell (why here)

-December 1st strategic planning -YouthBank philanthropy team -Youth to Youth partnership. Map network of youth group and build/maintain relationship to tap into their input Youth Civic Engagement City Council Liaisons Advocate and partner for expanded youth civic engagement. Liaisons to increase communication and bring more city policies that impact youth. Use BYC time to do this work (Liaisons introduce themselves and say how they can be a resource) Youth Development Orientation + YFL training. TED Talks and conversations on race. Interactive trainings Youth Media Youth & adult partnerships with media leaders in the community (e.g. Mary Tan, Channel 12) for BYC to tell their stories. Release one every 2 week sharing the story of youth leadership and engage a wider network of youth

YAT projects 2-3 youth leadership facilitations -at least 1 philanthropic sponsorship -Community Map of youth groups 3-4 relationships with community members established -8-10 meetings with liaisons -Liaison advocacy on behalf of youth -Attendance at Monday meetings -7 youth development trainings 7 of media projects released

Increased youth engagement with BYC and community Less confusion of what goes on in city government or in general Build more skills (MHA, SEL) More (map) connections and partners (power) Adults have key information that change their work based on BYC input

Increased youth opinion/ideas reflected in choices in schoolà different outcomes for youth Increased youth leaders in the community and civic engagement Increased transformation of the region/nation Increased standard practice of including youth voice BBA legitimate youth partner

We see young people as an asset and active contributor to the community Adult will feel less anxious and more excited about the futureà orientation shifts Realize our full potential


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Appendix B – Interview Scripts

Interview Guides

January Interview with BYC Staff using elements of the YPQA-A Interviewee will be provided a list of the items in the YPQA This is a list of all the categories included in the YPQA. We are going to go through each one. Let me know if and when you need a break.

• Please explain how the emotional safety of BYC participants is considered in the design of the BYC.

o Do you feel that it is important that consideration of emotional safety be increased?

• Please explain how emergency preparedness is considered in the design of the BYC. o Do you feel that it is important that consideration of emergency preparedness be

increased? • Please explain how the state of the physical environment is considered in the design of

the BYC. o Do you feel that it is important that consideration of the physical environment be

increased? • Please explain how the nourishment of BYC participants is considered in the design of

the BYC. o Do you feel that it is important that consideration of nourishment be increased?

• Please explain how the atmosphere is considered in the design of the BYC. o Do you feel that it is important that consideration of the atmosphere be increased?

• Please explain how the session flow is considered in the design of the BYC. o Do you feel that it is important that consideration of the session flow be

increased? • Please explain how the active engagement of BYC participants is considered in the

design of the BYC. o Do you feel that it is important that consideration of active engagement be

increased? • Please explain how the skill-building is considered in the design of the BYC.

o Do you feel that it is important that consideration of skill-building be increased? • Please explain how the encouragement of BYC participants is considered in the design of

the BYC. o Do you feel that it is important that consideration of encouragement be increased?

• Please explain how the reframing of conflict is considered in the design of the BYC. o Do you feel that it is important that consideration of reframing conflict be

increased? • Please explain how the feeling of belonging for BYC participants is considered in the

design of the BYC. o Do you feel that it is important that consideration of belonging be increased?

• Please explain how collaboration is considered in the design of the BYC.


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o Do you feel that it is important that consideration of collaboration be increased? • Please explain how leadership opportunities for BYC participants are considered in the

design of the BYC. o Do you feel that it is important that consideration of leadership opportunities be

increased? • Please explain how the availability of adult partnerships is considered in the design of the

BYC. o Do you feel that it is important that consideration of adult partnerships be

increased? • Of the above items, what are the two that the BYC design best incorporates? • Of the above items, what are the two items that you feel are priority areas for improving

overall function of the BYC? • Is there anything that has not been mentioned that would improve the function of the

BYC? February Individual Interview with BYC Staff Interview questions:

• What value does the BYC provide for you? • Does the BYC have the capacity to run the BYC as an effective strategy.

o Please describe elements of the organization that allow for a quality program to operate.

o Please describe changes that could occur for the BBAY that would increase its ability to operate a quality program.

• How is the BYC utilized to enhance the BBAY’s four strategies of coordination, access, resources, and quality?

Small Group Interview with Participants Interview Questions:

• How has participation in the BYC helped you gain leadership skills? • How has participation in the BYC helped you gain knowledge about city government? • How does the BYC provide a way for you to be engaged in the community? • How does the BYC add value to your life? • What kind of value does the BYC provide for you? • What kind of value does the BYC provide for the BBAY? • What kind of value does the BYC provide for youth in the Brooklyns?

Individual Interview with Member of the ELT or Member of the Board of Directors

• In what ways does the BYC contribute to the work of the BBAY? • Do you wish the BYC contributed in additional ways? • What value does the BYC provide for you? • How is the BYC utilized to enhance the BBAY’s four strategies of coordination, access,

resources, and quality? • In what ways could the BYC be more effective as a strategy for the Alliance? • Are there contributions that are currently being made by the BYC that could be made

more effectively? If so, please provide an example.


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Survey for Parents/Guardians Interview Questions:

• From your perspective, what does the BYC do? • What value does the BYC provide for you or your family? • In what ways has the BYC changed your student?

Individual Interview with City Council Liaison Interview Questions

• What does the BYC provide for you? • How do you use information given to you by the BYC? • What could the BYC do differently in order for their input to be more seriously

considered?


Appendix C – Brooklyns Youth Council 2016/2017 Activity Log Output Datecompleted Details

YATProjects Nolongerapplicable

ThishasbeendecidedbytheBYCthatitdoesnotalignwiththeirwork,andtheyhavedecidedtoconnectwithpartnersdirectlytoseeksupportontheirprojects(sothismayneedtoberemovedorrevisedonthelogicmodel)

YouthLeadershipFacilitations

1 December1st,2016 BBAFYStrategicPlanningEvent-consensusworkshops

2 December15th,2016

TheLinkPOWERGirlsGroup-consensusworkshopandfocusedconversationonissuesimpactingyouthwhofaceimmensebarriers(TheLinkPowerGroupisagroupofyoungladiesthataredisconnectedandcounty-involvedyouth)

3 February9th,2017

YICGYouthEngagementSessionOne-facilitatedtheentiresessionthatincludeleading/facilitatingicebreakers/introductions,brainstormingideas,focusedconversations,discussions,andreflections

4 February21st,2017

YICGYouthEngagementSessionTwo-facilitatedtheentiresessionthatincludeleading/facilitatingicebreakers/introductions,brainstormingideas,consensusworkshop,focusedconversations,discussions,andreflections

5 March2nd,2017

YICGYouthEngagementSessionThree-facilitatedtheentiresessionthatincludeleading/facilitatingicebreakers/introductions,brainstormingideas,focusedconversations,discussions,andreflections

6 March13th,2017YICGDBrooklynCenter-lead/facilitatedintroductions/icebreakers,brainstormingideas,consensusworkshopstyleofdinnerfocusedconversations,discussions,andreflections

7 March20th,2017YICGDBrooklynPark-lead/facilitatedintroductions/icebreakers,co-leadtours,brainstormingideas,consensusworkshopstyleofdinnerfocusedconversations,discussions,andreflections

8 March30th,2017 Dr.BurrowesLuncheon-grouptableconversationfacilitation

PhilanthropicSponsorships

1 4/21/17 Onegrantawardto"BCGotTalent"projectatBrooklynCenterHighSchool

CommunityMapofYouth PendingMay/Junecompletion IliliTilahunisstillworkingonthiswiththeBYC

EstablishedRelationshipwithCommunityMembers Pleaserecordwhotheestablishedrelationshipiswith

1 October17th,2016 HennepinCounty-providedyouthinputontheir2025strategicplan

2 October25th,2016 CityofBrookynPark-providedyouthinputontheir2025strategicplan

3 October21st,2016 ZanewoodCommunityCenter-volunteeredfortheirSafeTricknTreatCommunityEvent

4 Nov7th,2016&Feb20th,2017YouthBankadultleaders(Youthprise&UofMN)whoprovidesupporttotheBYCforanyoftheirworkonYouthBank

5 December12th,2016

PropelSELInitiativeforGreaterTwinCitiesUnitedWay,CarlsonFamilyFoundation,andLaCroix-DalluhnConsulting-providedyouthhinputontheimportanceandimpactofSELforyoungpeople


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6 January,February,March2017 CitiesofBrooklynCenterandBrooklynParkandYICGYouthParticipants

MeetingswithLiaisons

1 October24th,2016CMGravesandCMGatesattendedtheBYCmeetingtointroducedthemselvesandtalkabouthowtheycanbeofsupporttotheworkoftheBYC

2 December19th,2016CMGatesattendedtheBYCmeetingtoprovideanupdateonBP2025StrategicPlanandhowhewilllookformoreoftheirinputasthecitymovesforwardoninitiatives

3 January9th,2017CMGatesattendedtheBYCmeetingtoshareaboutYICGandhowthecitywillbeaskingfortheirsupportinrecruitment,youthengagementsessions,anddayevent

4 January23rd,2017 CMGatesattendedtheBYCmeetingtotalkmoreaboutYICG

5 February20th,2017 CMGravesattendedtheBYCmeetingandprovidedinputontheirprojects

6 April10th,2017CMGatesattendedtheBYCmeetingtoprovidefeedbackonYICGandtogettheBYCinputonthedevelopmentoftheBPFirePolicyonambuluanceservicestoBPresidents

7 April17th,2017 CMGravesattendedtheBYCmeetingandprovidedinputontheirprojects

8

9

10

InstancesofAdvocacybyLiaisons Pleaserecordwhichliaisonadvocatedandinwhatsituation

YICG-CMGatesandCMGravesadvocatingforyouthvoiceandleadershipinYICG(BYCwereyouthleadersandfaciliatorsforthesessionsandevents)

YouthDevelopmentTrainings

1 September19th,2016 BYCOrientation

2 September26th&27th,2016 YFLTraining

3 November21st&30th,2016 December1stconsensusworkshoppreparationandtraining

4 December5th,2017 YouthBanklearningcommunity-philantrophyandnetworking

5

6

7 OngoingBYCMeetings&ProjectsteachestheBYCsmultipleskillssuchasteamwork,communications,facilitation,collaboration,projectmanagement,problem-solving,marketing,andleadership

ReleaseofMediaProjects

NOTE:DuetothelimitedcapacityoftheBYCthisyearwiththeirintenseinvolvmentwithyouthfacilitationopportunities,theywillbereleasingBYCbios/storiesstartinginspring2017.Anyothermediaprojectswillhavetobereconsideredfornextyear

1 3/28/17 PierreLawhon

2 4/10/17 ArianaWilson


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3 4/13/17 MolubahSeley

4 4/20/17 GaoMoua

5 4/24/17 MatthewZethren

BYCMeetings Attendance

1 9/19/16 12

2 9/26/16 12

3 9/27/16 8

4 10/3/16 11

5 10/10/16 10

6 10/17/16 10

7 10/24/16 9

8 10/31/16 10

9 11/7/16 8

10 11/14/16 10

11 11/21/16 11

12 11/28/16 12

13 12/5/16 12

14 12/12/16 9

15 12/19/16 8

16 1/9/17 7

17 1/16/17 6

18 1/23/17 9

19 1/30/17 8

20 2/6/17 7

21 2/13/17 8

22 2/20/17 8

23 2/27/17 7

24 3/6/17 8


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25 3/27/17 6

26 4/3/17 8

27 4/10/17 7

28 4/17/17 8

29 4/24/17

30 5/1/17

31 5/8/17

32 5/15/17

33 5/22/17

34 6/5/17

BYCMembers

Beginning 14

Current 12

Others(pleasespecify)

Documents

The Brooklyns Youth Council - irp-cdn.multiscreensite.com · THE EFFECTIVENESS OF THE BROOKLYNS YOUTH COUNCIL AS A STRATEGY FOR THE BROOKLYN BRIDGE ALLIANCE FOR YOUTH 4 The Brooklyn