yhp:im40 cmo rfp
DESCRIPTION
YHP:IM40 CMO RFPTRANSCRIPT
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REQUEST FOR PROPOSAL
- Young Health Program (YHP) – Community Mobilizer Organization (CMO)
RFP issue date: April 13, 2012 Issued by: United Way of Delaware Due date for responses: Proposals due by email, May 11, 2012 4:00pm, Submit responses to: Renee Roberts, Director – Strategic Initiatives
United Way of Delaware [email protected] (302) 573-3722
For questions, please join our information conference on Thursday, April 19, 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 Developmental Asset tool as its organizing 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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Young Health Program 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 pilot 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 which puts them at risk for not graduating. Geographic Location(s): UWD identified eight communities across the state with the highest need. After careful consideration and analysis, the YHP Coordinating Council selected three pilot locations, identified being areas with the highest concentration of disconnected youth, who are vulnerable, disadvantaged or marginalized. Pilot community selection criteria and community profiles for the three pilot locations is specified in Appendix C. YHP: IM40 Implementation Partner(s): As part of the YHP: IM40 implementation, UWD is engaging community organizations to assist in providing leadership in mobilizing targeted communities. A Community Mobilizer Organization (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. UWD is soliciting grant applications to fulfill the roles of CMOs from each of three target communities. Statewide Youth Engagement & Leadership Development Coordination The statewide youth engagement coordination function will work to facilitate youth engagement by integrating the developmental asset framework with existing and new programs within the CMO organizations and among partners statewide and within specific geographic region(s). Grant Parameters
Geographical Areas Eastside, Wilmington 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 - $100,000 per year; maximum of $300,000 over three years.
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Specific Responsibilities of the Agency Selected
Develop and implement strategic and operational plans to achieve the responsibilities of the
CMO in the designated service area. Conduct and complete community mapping assessment to determine community resources
aligned with the outcomes of YHP: IM40. Implement community readiness and mobilization activities including but not limited to Search
Institute (SI) Youth Development Asset training, coalition and partnership building, adolescent health promotion and community conversations.
Work with the Statewide Youth Engagement Coordination function to coordinate and facilitate youth engagement and action through the integration of youth developmental asset building with existing and new programs and initiatives within the CMO organization and among organization in the community.
Participate in and comply with YHP: IM40 coordinating efforts including but not limited to YHP Coordinating Council, statewide YHP: IM40 communications plan, statewide YHP youth engagement plan.
Integrate youth leadership roles with the CMO and develop opportunities within other community organizations.
Schedule, coordinate and deliver routine SI youth developmental asset training programs for targeted groups throughout the year.
Collect data and monitor, assess, and report performance and outcomes measurements in a manner consistent with YHP: IM40’s overall evaluation framework (see appendix).
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 mission and programs must align with the purpose of YHP: IM40. Agency must have demonstrated qualifications and “track record” with community
mobilization 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 in the designated service area.
Agency must have significant presence, stature and influence in the designated community. Agency staff must complete designated SI Youth Developmental Asset training and complete
the YHP Network Champion 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.).
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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.
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
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 an officer of the organization who will be responsible for administration of the project and, if not the same, the name and title of a designated contact person.
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 pages)
This section shall contain sufficient information to demonstrate experience and staff expertise to carry out the project. 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 this project 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 two (2) letters of recommendation with names, email addresses, and phone numbers of community organizations for/with whom the applicant carried out a similar youth engagement
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and community mobilization initiatives. If no similar project has been conducted, others projects that required comparable skills may be used.
E. Proposed Methodology and Work Plan (limit 4 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.
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 this project against the desired outcomes.
G. Budget
Provide a detailed budget, including any in-kind resources, for achieving the project plan and responsibilities. The budget must not exceed the $100,000 annualized grant amount.
. Proposal Evaluation and Selection Process Proposals should be submitted electronically to Renee Roberts at [email protected]. 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
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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 – Boardroom
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.
501 (c)(3) Most recent audit IRS Form 990 Board roster Minutes that support current budget Declaration of non-discrimination
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;
1. Family support—Familylifeprovideshighlevelsofloveandsupport.2. Positive family communication—Youngpersonandherorhisparent(s)communicatepositively,andyoung personiswillingtoseekadviceandcounselfromparents.3. Other adult relationships—Youngpersonreceivessupportfromthreeormorenonparentadults.4. Caring neighborhood—Youngpersonexperiencescaringneighbors.5. Caring school climate—Schoolprovidesacaring,encouragingenvironment.6. Parent involvement in schooling—Parent(s)areactivelyinvolvedinhelpingyoungpersonsucceedinschool.
7. Community values youth—Youngpersonperceivesthatadultsinthecommunityvalueyouth.8. Youth as resources—Youngpeoplearegivenusefulrolesinthecommunity.9. Service to others—Youngpersonservesinthecommunityonehourormoreperweek.10. Safety—Youngpersonfeelssafeathome,school,andintheneighborhood.
11. Family boundaries—Familyhasclearrulesandconsequencesandmonitorstheyoungperson’swhereabouts.12. School Boundaries—Schoolprovidesclearrulesandconsequences.13. Neighborhood boundaries—Neighborstakeresponsibilityformonitoringyoungpeople’sbehavior.14. Adult role models—Parent(s)andotheradultsmodelpositive,responsiblebehavior.15. Positive peer influence—Youngperson’sbestfriendsmodelresponsiblebehavior.16. High expectations—Bothparent(s)andteachersencouragetheyoungpersontodowell.
17. Creative activities—Youngpersonspendsthreeormorehoursperweekinlessonsorpracticeinmusic, theater,orotherarts.18. Youth programs—Youngpersonspendsthreeormorehoursperweekinsports,clubs,ororganizations atschooland/orinthecommunity.19. Religious community—Youngpersonspendsoneormorehoursperweekinactivitiesinareligiousinstitution.20. Time at home—Youngpersonisoutwithfriends“withnothingspecialtodo”twoorfewernightsperweek.
Support
Empowerment
Boundaries &Expectations
ConstructiveUse of Time
Exte
rnal
Ass
ets
40 Developmental Assets® for Adolescents (ages 12-18)SearchInstitute®hasidentifiedthefollowingbuildingblocksofhealthydevelopment—knownas
Developmental Assets®—thathelpyoungpeoplegrowuphealthy,caring,andresponsible.
Thispagemaybereproducedforeducational,noncommercialusesonly.Copyright©1997,2006bySearchInstitute,615FirstAvenueN.E.,Suite125,Minneapolis,MN55413;800-888-7828;www.search-institute.org.AllRightsReserved.
ThefollowingareregisteredtrademarksofSearchInstitute:SearchInstitute®,DevelopmentalAssets®andHealthyCommunities•HealthyYouth®.
Inte
rnal
Ass
ets
21. Achievement Motivation—Youngpersonismotivatedtodowellinschool.22. School Engagement—Youngpersonisactivelyengagedinlearning.23. Homework—Youngpersonreportsdoingatleastonehourofhomeworkeveryschoolday.24. Bonding to school—Youngpersoncaresaboutherorhisschool.25. Reading for Pleasure—Youngpersonreadsforpleasurethreeormorehoursperweek.
26. Caring—Youngpersonplaceshighvalueonhelpingotherpeople.27. Equality and social justice—Youngpersonplaceshighvalueonpromotingequalityandreducinghungerandpoverty.28. Integrity—Youngpersonactsonconvictionsandstandsupforherorhisbeliefs.29. Honesty—Youngperson“tellsthetruthevenwhenitisnoteasy.”30. Responsibility—Youngpersonacceptsandtakespersonalresponsibility.31. Restraint—Youngpersonbelievesitisimportantnottobesexuallyactiveortousealcoholorotherdrugs.
32. Planning and decision making—Youngpersonknowshowtoplanaheadandmakechoices.33. Interpersonal Competence—Youngpersonhasempathy,sensitivity,andfriendshipskills.34. Cultural Competence—Youngpersonhasknowledgeofandcomfortwithpeopleofdifferent cultural/racial/ethnicbackgrounds.35. Resistance skills—Youngpersoncanresistnegativepeerpressureanddangeroussituations.36. Peaceful conflict resolution—Youngpersonseekstoresolveconflictnonviolently.
37. Personal power—Youngpersonfeelsheorshehascontrolover“thingsthathappentome.”38. Self-esteem—Youngpersonreportshavingahighself-esteem.39. Sense of purpose—Youngpersonreportsthat“mylifehasapurpose.”40. Positive view of personal future—Youngpersonisoptimisticaboutherorhispersonalfuture.
Commitmentto Learning
PositiveValues
SocialCompetencies
PositiveIdentity
Rev. 4/5/12
Community Young Health Program (YHP) - Logic Model – 2012/2013 Plan Systemic Change Model
Invigorate Programs
Engage Adults
Influence Civic
Decisions
Activate Sectors
Mobilize Young People
Improved School
Success and Health Status
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 *Strategies / Activities (Search Institute Five
Action Strategies)
Outputs
Outcomes – Individual Change (skills,
behaviors, attitudes, etc.)
Impact – Community Change Input
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 school-
based health centers Community coalitions Other youth-serving
organizatons DOE DHSS
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
● 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
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.
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 Median
Household income range
24,625 6,848 5,174 9,325 Black 77.6% Hispanic 4.1%
$11,376 ‐ $50,946
Risk Indicators
Total Pop. in Poverty
0‐17 in Poverty FHHs, with own children < 18
% 25+ < H.S. graduation
Occupied / Total Housing
Grade / dropout
6,959 (29.6%) 2,809 (41.4%) 2,009 (21.7%) 20.3% 9,268 / 11,649 (79.6%) 2.6% ‐ 5.6%*
Selected Community Resources (see Appendix for complete list)
Community Service Organizations
School or Civic Government Related Health Delivery, Faith‐based, Corporate & Other
‐ Christina Cultural Arts Center ‐ United Brothers of Ninth Street (U.B.9)
Christina School District ‐ Christiana HS & SBWC ‐ Bancroft Elem. (PZ) ‐ Elbert Palmer Elem. ‐ Stubbs Elem. (PZ)
City Council ‐ Dennis P. Williams ‐ Hanifa Shabazz ‐ Eric Robinson ‐ Charles Potter
Christiana Care Health System, Wilmington Hospital Center.
Fletcher Brown Boys & Girls Club – N. Spruce St.
Colonial School District ‐ William Penn HS, SBWC
Northeast Service Center, Jessup Street
Henrietta Johnson Medical Center, Lea Blvd
YMCA Walnut Street Brandywine Sch. District ‐ P.S duPont Middle Sch.
William Hicks Anderson Rec. Center
Nemours Health System
Children and Families First Howard Tech HS (PZ) and SBWC
Westside Family Healthcare 908 E 16th St
Delaware Adolescent Program (DAPI)
East Side Community School
St. Francis Hospital
Connections CS Programs First State School at Wilmington Hospital
Macedonia Missionary Baptist Church
Metro Wilm. Urban League T. Edison Charter School Bethel AME Church, N.Walnut
BSA Del‐Mar‐VA Delaware Tech. CC. Planned Parenthood Assoc.
Kingswood Center Delaware State U. Wilm.
Duffy’s Hope Kuumba Academy Ministry of Caring, W. 8th St.
Girl Scouts Chesapeake Bay Council, 10th Street
Nehemiah Gateway DE Ecumenical Council on Children and Families
One Village Alliance Eastside Blueprint Cmty. Hanover Presbyterian Church Food Closet
Sojourners’ Place Eastside Planning Council St. Patrick’s Center
FAME, Delaware Futures East Side Charter School
MJ Moyer Academy
Map Data U.S. Dela Note Sub 3/12/1
p of Wilm
a Sources:
. Census, 2
aware Dep
e: a Partne
b-commu
2
mington E
:
2006-2010
t. of Educa
ership Zon
unities TB
Eastside,
American
ation, Dela
e school is
BD:
Northeas
Communi
aware Drop
s denoted
st
ty Survey
pout Summ
as (PZ)
(ACS)
mary Statisstics, 2009--2010*
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 Median
Household income range
51,103 11,775 9,829 22,314 Black 34.8% Hispanic 5.1%
$34,188 ‐ $67,534
Risk Indicators
Total Pop. in Poverty
0‐17 in Poverty FHHs, with own children < 18
% 25+ < H.S. graduation
Occupied / Total Housing
Grade / dropout
6,835 (13.7%) 3,373 (28.9%) 2,362 (12.5%) 14.6% 18,895 / 21,911 (90.4%) 4.2% ‐ 6.6%*
Selected Community Resources (see Appendix for complete list)
Community Service Organizations
School or Civic Government Related Health Delivery, Faith‐based, Corporate & Other
‐ Simon Circle Boys and Girls Club ‐ Central Delaware YMCA ‐ Big Brothers Big Sisters ‐ Connecting Generations ‐ Children & Families First, Wolf Creek Blvd., Dover
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
‐ Bayhealth Medical Center ‐ Kent Community Health Center ‐ Westside Family Healthcare, Forrest Ave, Dover
Boy Scouts of America – Del‐Mar‐VA
Positive Outcomes Charter School (PZ)
James William State Service Center
Calvary Baptist Church
Kent Co. 4H Kent County Communities in Schools
City of Dover Recreation Dept. – Pitts Center
Mount Zion AME Church
Greater Dover Committee Caesar Rodney School District (part)
Peoples United Church of Christ
Capital Mentors Delaware State University – Wellness and Recreation Center
First Southern Baptist Church
Delaware Parents Assoc. CenDel Foundation
Inner City Cultural League
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 Median
Household income range
30,058 7,754 5,344 12,442 Black 22.4% Hispanic 7.0%
$25,290 ‐ $52,763
Risk Indicators
Total Pop. in Poverty
0‐17 in Poverty FHHs, with own children < 18
% 25+ < H.S. graduation
Occupied / Total Housing
Grade / dropout
5,029 (17.1%) 2,563 (33.1%) 1,067 (9.7%) 17.0% 11,041 / 12,730 (86.7%) 6.7% ‐ 7.4%*
Selected Community Resources (see Appendix for complete list)
Community Service Organizations
School or Civic Government Related Health Delivery, Faith‐based, Corporate & Other
‐ Sussex Health Promotion Coalition ‐ Children & Families First, N. Market, Seaford
Seaford School District ‐ Seaford High School and SBWC ‐ Seaford Middle School
Representatives: ‐ Daniel Short ‐ David Wilson County Council: ‐ Samuel Wilson, Jr.
Sussex Community Health Programs at: ‐ Coverdale Crossroads CC ‐ Iglesia De Dios Maranatha ‐ Clarence St. Church of God
‐ Western Sussex Boys and Girls Club
Woodbridge School District ‐ Woodbridge HS and SBWC ‐ Wheatley MS
Bridgeville State Service Center
‐ Nanticoke Medical Center ‐ Nemours Health – Fallon Ave.
First State Community Action Agency
Sussex Tech. Adult Center
Seaford Parks and Recreation
Trinity Logistics (Developing Youth Life Assets program)
Sussex Community Partners
‐ Kiwanis Group Seaford Library and Cultural Center – Job Center
Delaware Guidance Services, Health Services Drive
Sussex County 4H Seaford Child Development Partnership
Connections CS Programs Clarence St. House of God – Pastor Cannon
Peoples Place, Virginia Ave. St. Johns UM Church
Children and Families First – N. Market St.
Mt. Calvary AMEC – Pastor Batson
Bridgeville Goodwill
Coverdale Crossroads CC
Sussex Community Crisis Housing Services
John Wesley UM Church – Pastor Briggs
Map Data U.S. Dela Note Sub
3/12/1
p of Bridg
a Sources:
. Census, 2
aware Dep
e: a Partne
b-commu
2
geville, S
:
2006-2010
t. of Educa
ership Zon
unities TB
Seaford
American
ation, Dela
e school is
BD:
Communi
aware Drop
s denoted
ty Survey
pout Summ
as (PZ)
(ACS)
mary Statisstics, 2009--2010*
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 Program / Service Alignment Resource Alignment
Mission and vision articulates a purpose that is strongly aligned with positive youth development.
Program outcomes align with youth developmental assets.
Staff is continuously trained to build and improve assets.
Organization provides youth programs and services with scope and intensity to support youth developmental assets.
Routine programs and practices are conducted to increase youth developmental assets.
Staff has expertise in supporting, creating and articulating youth developmental assets.
Youth are “infused”/integrated with organization leadership structures.
Programs are evidence‐based with outcomes that build youth developmental assets.
Youth are participants / partners in delivering asset‐building programs, services, etc.
Assess the organization (shift) culture as asset rich.
Asset‐building outcomes are monitored and measured “standardized” instruments.
Proactively implements strategies to develop asset rich environments in their community.
Program and services support and promote positive life changes for improved healthy lifestyles and status and school achievement.
Routine and strong strategic partnerships with other community organizations for youth engagement.
Efforts are implemented to engage youth in community / civic activities.
Organization develops, advocates and supports youth‐adult partnerships.
The youth developmental asset framework is routinely communicated through organization materials.
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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
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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
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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.