Thrive Foundation for YouthDesign and Learning Workshop, Cohorts 1 and 2 – OUTPUT

December 2015Cynthia Benjamin, Director of Design & Innovation

(A) Introductory Breakout Groups: CEOs, Evaluators, and Program Staff – “what we are good at” and “Challenges”

(B) The Concept of Agency: Definitions, Comments and Breakout Groups (Emerging and Sophisticated Indicators, and Program and Organizational Relevance)

(C) Youth Networks Breakout Groups: Youth, Alumni, Staff and Community Engagement Opportunities and Challenges, and Initial, Launch and Ongoing Implementation

(A) Introductory Session Breakout Groups(Comments were copied directly from flipchart notes)

CEOs, What are we good at:• Local control (approved vendors) funding [LA Project Grad]• Capacity to respond to school-based programs• Evaluation (replication) [LAYC]• Lessons learned – fidelity model [FOTC]• Fidelity and quality control [Youth Guidance]• 3-prong approach to scaling [FOTC]• Saying “no” to funding and projects and staying true to strategic plan

[Brotherhood Crusade]• Slicing a piece of the pie to replicate [Reality Changers]• Suite of programs and have figured out how to unbundle the suite [Wyman]• Strategy to embed the program in others’ work [Wyman]• Strategic planning when expanding, timelines, pivoting when needed (2008

school), capital campaigning [RBI]• Facility management [Wyman]• Communicating with donors [BGCof P]• Due diligence/understanding ground work: research, communicating with

other nonprofits [SEI]• Finding allies in city & community [SEI]• Advocating for issues/operations that organizations address [BroSis]• Network of allies, service providers, and creating initiatives to change policy

[CYC]

CEO Challenges:• Responding to replication in cities and finances/funding• Monetizing funds/how much to ask for

• Being seen/treated as vendors vs. building relationships to provide services (with schools)

• Leadership matters when scaling• How do you go other places to reach youth when there are so many that still

need help in our own cities?• Growing in place – supports our mission• Pressure to scale: external and internal/BOD• Have to partner – advocacy efforts, etc. (collective impact)• Infrastructure to communicate well• Control & own model (key to replication – BroSis)• Replication models = resources• No replication because its not a priority• Relocation, maintaining support (staff/student relationships): staff w/o

professional expertise, org. infrastructure investment, talent development programs

• Scale up using pieces of the model (not all of it)• Collective effort/impact, solving problems together• Need mainstream orgs to be culturally responsive• Talent management/human capital – train the trainee model• Opportunity for upward mobility• Funding for ongoing operations• Communicate impact/evaluations• Doing & showing others how to do it are totally different• Leadership & fundraising champions, needed/important

CEO Discussion• Due diligence on the ground before going to other cities• Engaging staff• Confronting (getting nonprofits involved) and engaging policy >

infrastructure > intervention• Dealing with issues vs. advocacy• Collective impact (speaking to what youth deserve)• Allocating staff to speak on behalf of youth• “playing ball” politically & raising issues & policy• Don’t lose conversation on policy: national conversation, local impact• Policies: every org. list what policies it is working on

CEO Tenure:

CEO Yrs. at Org (334 total)

Yrs. as CEO (232 total)

Cherrisse 15 10

Terri 12 10

Dave 50 40

Michele 25 6

Ford 12 12

Rich 22 19

Mike 11 11

Tony 35 30

Judy 37 n/a

Lori 36 28

Chris 20 15

Peter 13 11

Khary 20 20

Sarah 18 12

Linda 8 8

Evaluators, What are we good at:• Collaborating with program staff to create data tools/process (Girls Inc.,

Melissa)• Data Management (automation, analytics) (LAYC, Tony)• 4 evaluators>> get feedback from program staff (LAYC, Tony)• Youth perception/expertise (B&GC, Bea)• Mixed Methods research (Search, Terri)• Attracting third party evaluation investment and partnerships (FOTC, Susan)• Culture of learning (Wyman, Karen)• External evaluation (Wyman, Karen)• Establishing relationships with external partner, specifically school districts

(SEI, Rebecca)• Qualitative data, such as student stories, mentorship (Reality Changers,

Ashley)• Microdata: HMW use data at the student level to use for evaluation (Harlem

RBI, Andres)• Early data capture and use to make decisions (Harlem RBI, Andres)• Data collection (CYC, David)• Weekly check-ins > youth stories, how are they feeling, “do they see

themselves as successful” (CYC, David)• Developing performance monitoring/dashboard, SW (Youth Guidance,

Wendy)• Fidelity/implementation science(Youth Guidance, Wendy)• Session data capture, using this data to improve

implementation/communications (Youth Radio, Ana)

• Identifying technical skills (Youth Radio, Ana)• Genuine interest in data (Youth Radio, Ana)• Quantitative data capture – 13 metrics, 3rd party evaluation (Uplift, Gabe)• 33 years of capturing everything in data (uplift, Gabe)• Systematic without being disruptive (Uplift, Gabe)• Qualitative data gathering, 8-24 y.o, and sharing stories (BroSis, Sylvia)• Framing data they should have (Brotherhood Crusade, George)• Giving funders the data they want (Brotherhood Crusade, George

Evaluators, Challenges:Brotherhood Crusade• Making sure the whole org. feels like they are purpose-driven• Capturing “in between” moments in youth’s journey• Capturing the “little things” that are important

BroSis• Balancing work with collection of data

Uplift• Story could be told better – “paralysis by analysis”• Incorporating “small” moments

Youth Radio• Telling the story over time• ETO (leverage only OK) – 25 qu. Survey gives you only “meh”

Youth Guidance• Getting school data from schools in a timely manner• Measuring social./emotional skills (consistent measures over time)• 16 y.o. clunky performance system

CYC• Relevant/intentional data• “have to” vs. “want to” > changing the culture of data collection• No data eval. Person or data mgmt system• Turn-over and turn-around time for staff onboarding, what to measure

Harlem RBI• SEO - How to not just “go with the flow”• External evaluation – prove longitudinal value in a cost-effective way• Talent (data and programming side) and making decisions with data• Selection bias (reporting accurately) – “you can’t be the only one that’s

honest”• Testing/trying new things in a cheap/accurate way

Reality Changers• Benchmarking, hmw collaborate with other orgs when we don’t share

systems• Getting feedback from alumni/college-age• Going from paper to digital, tech struggles• Getting school data/dynamic data without “ruffling too many feathers

SEI

• Lots of data, but HMW make it quickly digestible, “everything is just a click of a button…” LIES

• How do I engage the frontline staff to capture more? “10% of the data”?Wyman• Replication…• What’s the right content re: SEL• What is actionable – just the right amount• Alignment of programs (common theme)• Making sense of external evaluations

FOTC• Same as CYC, Harlem RBI, others• Evaluating real and intermediate outcomes• Showing teams/talent that data-driven culture is important

Search• As a field, we are important > new measurements• Smushing together existing indicators > is that right?• [patience]• Measuring Agency and other new indicators reliably• Balancing data for funders vs. data that is useful for implementation science

BGC• Internal priorities vs. eternal stakeholders• Traction/investment in getting (for more energy elsewhere)• Data architecture…SalesForce won’t solve, building common culture• “that’s not on my plate” - staff

LAYC• Process of collecting raw data and making sure it is used• Easy to forget to do it as a staff• Data collection – pen and paper? Other solutions?• Requirements from funders: funder A requires XYZ and we have to modify

our process to meet thisGirls Inc.• Philosophical and practical issues• Capacity to measure social/emotional type things• “program drift” from external inputs• How to say “that’s NOT a priority outcome for us”• Provider-chosen outcomes – shift to user-driven outcomes• Understand the “why” of data collection• Administering paper to Google – tech reliability?• Too much reliance on frontline staff to administer surveys (untrained in data

collection)Evaluators Discussion• ”does that data even make sense?”• Having the power to push back on funders• “your magic box is asking…? But why?” we don;t know either• Using data to actually learn

• Funders want to know about outcomes vs. Making decisions every day – disconnect

• How much do your day to day activities track to long-term outcomes?• “socially significant outcomes” vs. “things we are influencing more closely• Opening dialogue/change in funder/org. Relationship, “theory of change”• Making improvements without messing up existing programs• Funders are something we “navigate” around – “pesky obligation...to finesse”• “we get more money by sharing outcomes”, “selling outcomes to funders”• How do we access research in a timely manner...where is that housed?• There are pubilc data sources...it takes resources...it is out there• There is appetite for collaboration here• “it dewpends on the funder”• I don’t care – I’ll do it and figure out how to satisfy the funder later• “we cannot afford to be humble”• What else can we use besides surveys?

Program Staff, What We are Good at:Wyman• Training• Shareable training model

Youth Radio• High quality media production• Mentorship, meet youth where they’re at & follow interests

Boys & Girls Club• Differentiating services – customized packages and services

FOTC - NY• Staff who reflect the community• Rigor of the model – long-term and hybrid

Brotherhood Crusade• Address needs• Build trust

LAYC• Evidence-based practice & youth development• Diversity within the staff

Colorado Uplift• Post-secondary and milestones• Create own dynamic curriculum, based on cultural dynamics• Access to accredited classes• Mentorship, “kid magnets”

RBI• Team-based approach• Holistic – family health, wellness, etc.

Reality Changers• Motivation w/ academic incentives, i.e., leadership camp• College readiness & peer-to-peer leadership

Brotherhood Sister Sol

• Recruitment & retention• Public school focus, no “cherry picking”• Each one, teach one- “for life” mentality• College tours, wilderness retreats, international program• Intentionality and engagement

Project GRAD LA• “always on mentality – taking calls 24/7• Emotional learning & college access, merging the two, applying non-cognitive

skills to academics• Working with huge school district – LAUSD• Hire within the community – 50% of staff were in the program• Growth mindset

Youth Guidance/BAM• Working with the toughest population, need accredited staff and “high

coolness factor”• Therapy disguised as fun• Deep curriculum over 2 years• Rights of passage capstone

Program Staff, ChallengesWyman• Instructional inequities & racism - programs insufficient, political & high-

level change needed, inspire advocacyYouth Radio• Navigating parent relationships – mitigating damage without creating a rift• Gentrification – young people are being pushed out of Oakland• Gang activity, street activity

Boys & Girls Club• Reconciling different intentions of youth – safety & fun & excelling

academically – what they want vs. what we want for themFOTC - NY• Academic & emotional support – tutoring, individual plans• Replicating the program – resources• Cost per child served is comparatively high

Brotherhood Crusade• Getting staff to understand high-level goals – here to save lives• Negative parenting – self-esteem issues

LAYC• Managing gang activity – serious safety issues for youth• Bullying outside of program walls

Colorado Uplift• In-school platform – lots of responsibilities as teachers• Maintaining health & wellness of staff• Evaluation - a win for one is a loss for others?• Heavy Board influence• Quality and quantity balance

RBI• Inspire and encourage physical activity, but lack of space• Helping youth process relationships with multiple adults• Waxing and waning attendance – competing programs and activities

Reality Changers• Finding the right people• Maximizing efficiency w/ org. structure (especially with growth)• Connecting with alumni

Brotherhood Sister Sol• Scaling – finding the right people, dedicated, charismatic• Distractions & outside commitments• Teaching youth to write coherently, raising articulation level

Project GRAD LA• Talent retention – sacrifice inspiration for $$• Capacity to serve: more students & affording salaries• Messaging the importance of SEL

Youth Guidance/BAM• Finding the right guys – all have Masters degrees, could be working

elsewhere• Accessing the “key” kids: gang kingpin chess club president, navigating the

school climate and cultureSEI• Economic resources – funding with strings attached• Gentrification – kids moving, adds complexity & need to connect across

districts

(B) Discussion on AGENCY(Comments were copied directly from flipchart notes and post-its)

Search Institute, working definition of Agency:“Belief in one’s capacity to influence the path of one’s life; actually having that capacity;and taking actions to accomplish desired goals. “

Alternate definitions: Agency is the belief and ability to change what happens Belief in one’s capacity to influence the path of one’s life; (control future) and

taking actions to accomplish desired goals. Empowering oneself to pass this (agency) to others Confidence in the ability to navigate the world (Conviction) in one’s capacity to influence the path of one’s life; Actually

having that capacity; (add accountability or responsibility here somewhere?) And (utilizing or accessing that capacity) “take” actions to accomplish desired goals. (add to the end of the definition:) a future state

My thoughts and actions create my world and vision of the future (I take responsibility

Belief (confidence/awareness of) in one’s capacity to influence the path of one’s life;

o (Understanding the social/political context that created/shaped) that capacity (and that it can grow);

o And taking actions to accomplish desired goals.

Alternate words:Hope – confidenceEmpowermentSelf-determination

- (Hope) associated with first section- (Self-actualization) associated with the last section

Movement forward- (Skill) associated with the second section- (Will) associated with the third section

Self-actualization, empowerment and collectiveness

Comments: - Sounds like a board of directors sitting around and word-smithing a mission statement for a few hours. - Before sense of agency is triggered, students who are exposed to trauma and thus feel “numb” – as Jeff Duncan said - must feel hope. Where is hope captured? - Moral element? Communion? - Iterative – 3 areas build on each other – learning circles (feedback loop) –“Process” as the trait vs the “end” of the trait. - Did actions result in success? What did you learn? - (Responding to words: “actually having”) the process… needs to acknowledge and/or validated. Actualizing agency. - Feedback loop

BRAINSTORMING SESSIONIndicators of Emerging Agency, ages 10-14• Take initiative• Seeing a problem and wanting to help figure out a solution• Can positively interact with others “different than me”• Awareness of the other gender• Risky behaviors• See the longer term connections between near-term choices• When you can no longer call them – they call you• Seek challenges• Believing they can achieve a certain status on a team or in a clan no matter

how high the goal is & have a plan to achieve it• Take initiative

• Comfort with trial and error• Questioning sexuality• Start “wanting” to get good grades• Volunteer to help in class• Wanting to try new activities• Takes initiative to attend conference about choosing a high school/fit• Challenging authority• Secret online life• Learning from mistakes/seeing errors as opportunity• Dating• Not afraid to ask questions• Move back and froth from being a child to a cool teen• Distance from parents• Curiosity about lifestyles & situations beyond their current lifestyle &

situation• Self-confidence, goals, interests, self-regulation, perseverance• Hope• Experience with drugs and alcohol• Choosing peer group• Provides feedback• Developing strong friendships with peers• Wanting to do things differently from the adults in their lives, e.g., different

jobs, different hobbies• Having goals• Creating new games & getting others to play

Indicators of Emerging Agency, ages 14-18• Asking for help• Knows the “next steps”• Being appreciative• Organize friends• Set personal goals• Talk to his teachers• Engage with others• Taking initiative• Engaging others • speak with confidence• Develop SMART goals• Understand values• Be accountable to time• Community service• Taking responsibility• Self-actualization• Take initiative• Complete assignments• Takes responsibility for actions

• Validating intrinsic knowledge “reinforcing what they know already”• Ability to contribute to society• Youth is making healthier decisions• Reduction in behavioral issues• Get a job – hold a job• Give back to others• Counting the small wins• Preparing for life after high school• Engaging with others through non- violence• Accessing/navigating community resources• The ability to engage with adults respectfully• Youth can introduce themselves to others• When youth can share their story• Acknowledge strength and weakness• Display true self to others• Improve in academic success• Be open to all ideas• Home involvement, chores• Improvement in relationships• Display positive behaviors• Develops coping skills• Taking accountability for their actions• Knowledge of financial management• Not afraid to question or challenge• Use new vocabulary (for some reason, using the words “random and

“awkward” show a heightened sense of observation)• Feel a sense of entitlement related to hard work and basic needs• Getting good grades or achieving goals suddenly becomes COOL• Thank my parents• Accept and thirst for leadership• Have a written “life” plan• When time doesn’t matter any more (because they’ll spend as much time at

the task requires)• Lift others up regularly• Dress to impress• Understand and honor sacrifice of those who came before• Ask help when they arrive• Level 1: when they speak up to advocate for the needs of their friends; Level

2: for their community• Resource identification• Excitement about doing new things• When they always show up early• Holding conversations with adults• When they show up• When they can’t believe “how the younger kids are acting”• Positive self-concept/self-confidence

• Goal-setting• Persistence/perseverance• Journal daily• Think about the future• Engaged rational argumentation• Positive peer pressure• Spend 20% of free time practicing learned success skills• Ask questions in order to solve problems• Introduce themselves to everyone they meet• Hear it in their questions and reflections• Shake hands and look you in the eye• Self-regulation• Comfortable being uncomfortable• Willing to be vulnerable• Understanding an individual’s ability to create systemic change• Speak about it to others/coaching peers• Attitude of gratitude• Focus/concentration• Smile, shake hands, speak up• Metacognition• Give feedback• Pick mentors, seek others• Understand the difference between (1) wasting time, (2) spending time, and

(3) investing time• Put the needs of others in front of own desires• Assume leadership roles within the program

Indicators of Sophisticated Agency, ages 10-14• Living the standards every day• Accepting the outcomes of doing something wrong• Selects activities• Asks a ton of questions• Represents the services to outside people – talk it, live it• Self-advocates• Sticking with a hobby and becoming good at it• Active participation• General appreciation of knowledge – i.e., “books are cool”• Identifying and developing their own sparks• Volunteers• Natural leaders• Rally friend to be a part of this great work• Culture setters• Highly engaged with their mentors• Actively seeking resources and help• Step outside comfort zone

• Willing to risk and share their new beliefs, attitudes and actions with their families – challenge them to the process too

Indicators of Sophisticated Agency, ages 14-18• Appreciation of family history• Integrity. Truth.• Knowledge of self• Leading other kids• Self-determined• Time/energy management• Advocates for self• Outlines strategy• Uplifts others• Self-love• Embraces being prepared• Lead by example• Understands their purpose• Don’t give up easily• Chase opportunity• Truth-seeking• Forgiveness• Future focused• Overall critical thinking skills• Looking to increase capacity• Knows to ask for help• Values culture• Self-advocate• Can self-reflect• Knowing how to ask for help• Less verbal affirmation on my part…more implied, subtle congrats• Understands to put others’ needs in front of his desires• Understands and values opportunity• Know how to navigate new/unfamiliar circumstances• Able to sustain through temporary setbacks• Willingness/interest to challenge self• Sees “failure” as learning experience for next time• When members reach out to you to “tweak” rather than you calling them to

“begin”• Giving back – paying it forward• Knows how to find and access resources• Able to stand alone at times• Accepting full responsibility for their actions• Understands social/political context that has shaped their capacity & knows

that it can also be changed/grow• Meeting deadlines with efficiency• Understands the value of being educated

• Can set goals & problem-solve to achieve• Separates self-worth & vision from circumstances & surroundings• Creates own plan for post-secondary• Not afraid to question or challenge• Takes risk• Seeks guidance• Values community• Empowered• Future employees• Knowing who they are – “identity”• Sense of responsibility & community• Peer voice• Peer mentors• Program input & design• Critical thinking• Advocacy in their communities• Leading their own group that they are passionate about• Giving without seeking rewards• Interdependence• Short-term goal accomplishment• Positive peer relationships vs. hanging with the cool crowd just because…• Identity• Stating ideas for future career• Authentic path setting, not adoption of values• Systems thinking• Critical consciousness• Working out conflicts with others – accepting help to do so• Trying on new experiences• Beginning future orientation

Program-level Relevance• How to measure agency?• Student-led programming• Service driven by youth voice• Value exploration & setting• Creating “safe” space• Celebrate ALL wins/successes• Develop specific activities that aim to develop agency• Explicitly use “agency” with talking to youth• Platform for success• Discuss oppression and racism (all –isms)• Find mentors who have strong agency• Platforms to lead/student leadership• Encourage critical thinking• Platform to lead and serve• Room to be innovative

• Community involvement• Guest speaker from the community• Project-based learning• Train the next generation to take over and lead• Student leadership: peer networks, influence admin & teachers, peers,

community• Ask for youth input and genuinely consider them• Build programming that provides students he opportunity to develop their

ability to act independently & make their own choices• How do staff employ & model their own agency?• Having students help design programs and vet potential new hires• Demonstrating how youth ideas/voice actually are incorporated into

programming• How do we help young people of color feel like they own spaces as their

white peers do?• Having students be involved with city-wide activism• Youth (led?) evaluation and use input for change/improvement• Creating spaces where youth advocate for themselves• Target services according to youth’s agency level• Issue: students with more agency self-select into the program• Young people define and develop a measure for agency• Having students see the world through a lens of “the agency effect”• Talking to students about agency > letting them own that in their own

language and describe it• Correlation between high/low agency level and medium/long-term

outcomes?• PYD training for staff on highlighting student achievements (show their

capacity)• Data on agency can help us understand barriers youth face to achieving goals

and ways to support• Could allow genuine change to occur• Improve work ethic• Allows us to see what we have accomplished• Asset mapping (good tool)• We can distinguish what needs to be improved on• Allow us to accomplish what seems impossible• How staff’s demographics or lived experience is a factor in supporting

youth’s agency?• Is agency connected to attendance &/or persistence in the program?• Youth push back on program content if not meeting needs• Provides info/ideas of leadership• Look at community of youth with strong sense of agency• Data on lack of agency ay illuminate power dynamic in program• Longitudinal data of youth empowerment & confidence

Organizational-level Relevance• Sharing power• Empowerment• Metric for the org.• Confront/discuss the data• Critical thinking• Protecting and honoring “agency”• Agents developing more agents• Start peer to peer skill building• Highlighting a “win”• Working definition tailored to mission and youth population• Encouraging youth voice in program planning• Org. leadership interaction with youth (positive) not just program people• To ask for what you want when you see a lack of whatever• Professional development opportunity based on staff self- assessment• help to prioritize programs (when there’s too many students not enough

spots)• Participants/alums of program are agents, i.e., part of the leadership or

board• How to provide structural and cultural context – change the culture• Process (agency) indicator is as important as OUTCOMES• Part of the org’s theory of change• Storytelling via epubs or newsletters• Be used as a part of mission/vision/core values• Tie it to other important things we do• Communicate to funders & stakeholders• What comes before and after agency?• What comes after the “ah ha” moment…next?• Strong. Healthy performance management metrics that are reinforced and

reassessed• Highlighting (peer to peer) models of student agency• Not just to share ideas, but make decisions• Youth staff with agency voice• Determining measurement “secret sauce”• Informing our work with youth perspective• An agency score-card: belief, capacity, action of youth• Tell our story to funders• Design our program curriculum• Separate “agency” from indicators of “community”• How we measure success of our work• Define “what is agency” within your org.• Present the research on agency to staff• Agency is linked to outcomes

(C) YOUTH NETWORKS BRAINSTORMING BREAK-OUT SESSIONS(Comments are copied directly from post-it notes but categorized here post-event)

Youth Engagement – challenges and opportunitiesSAFETY• How do we hold the adults on the site accountable to following up with

students?• Guidelines, do’s and don’ts• Will I be safe?• Can I go with a peer?• Can I meet my connection with a friend• How do I guarantee a public setting to meet in?

LEARNING THE APP • What to do after I’ve been connected? How do I proceed appropriately• What have my peers gotten out of visiting this app?• Why should I use this in addition to other social media?• Will I really be able to connect to these adults? How do I know?• Are there computer/tech trainings?• Tips on how to use the app• Short-cuts to intro• Success stories

CONTENT & GUIDANCE• How to stay organized• Follow-up tools vs. Initiation tool• Remind me to connect with the link I made 2 weeks ago• Help me follow up on a connection I made & keep in touch• Help me practice seeking behaviors – both those who need to develop that

skill might be slow to use it• Help-seeking behaviors + follow-ups• Incentive: social proof + staff influence + success stories• Periodic emails…of success? (push vs. Pull)• Wrapping up…what did I learn? What did I get out of it?• Swipe left/swipe right – trust the app to connect me, algorithm like

match.com?• Financial management blog, tips, resources

ORGANIZATON/PROGRAM REOURCES• Community/school events• Program activities• How do I cope with Youth Issues• Electronic forms like parental consent• Calendar/availability• Reminder of appointments for youth and mentors• Reminders to staff and kids• App reports to staff on vague connections so staff can support youth

engagement• Success not equal # of connections; success equals deepness of relationship?

• Contradiction in staff use and engagement – human capitalPROFILES of OTHERS• Which friends are connected too?• Where others live - can we connect in person?• How many “stars” do they have (like YELP)• Why are the adults here?• Will they help me?• Why do they care? Am I charity?• Status indicator • Strengths of the User• Expertise level• Rating of specific network/resource• Area of expertise• Profession• Commonalities• Do they come from my community?• Resources

PROFILE OF SELF• What makes me valuable?• Fear of failure• Am I good enough? Will I be embarassed?• Interests• What I think about things happening in my local community• My story• Job resume• What I’m good at, what I like to do• Feedback on experience (ratings)• I am not a “case” to be “managed”• Stories that build up my peers – shout-outs

Alumni EngagementCONNECTIONS• Connect with old peers• Org. reengagement opportunity• Org. news and community• Who’s at my school?• Size of network, # of alums• Gatherings in my area• Where I’m from & what I’m currently doing• What other alumni are near me• Prompt alumni to be community members

CONTENT• Financial independence• Tips for life after high school• Barriers & challenges• How to use the app, e.g., tutorial

• Resources at my school• Area of support• Scholarship/financial opportunities• Push notifications for upcoming events or members/jobs in my interest area• College persistence support; tips on self-advocacy• Professional development resources

JOBS• How can I use this to get a job• Job opportunities• If Community Member if hiring and what they are looking for• If a community member/employer has hired other alumni

SHARING OWN EXPERIENCE• Successes & challenges• What they gained/can offer/share used as alumni+• Prompt to share back successes• Feedback on programs/agency• Opportunities to give back/pay it forward

OTHER• Limit the communication between staff and donors• Need to coach adult

Staff EngagementRELEVANT CONTENT• Incorporate into program implementation (schedule, include in curriculum)• Connect in program curriculum• Make it motivating to staff – connect to program deliverables, e.g., summer

jobs, student internships• Tips to prepare for youth visits

LOW IMPACT on STAFF• App needs to be connected to outcomes and deliverables• Incentives to staff re: # of youth on site, registered• Make staff jobs easier – help in recruiting business sponsors for internships

ENGAGING AND ENCOURAGING YOUTH• How to manage the right opportunity for the right kids• Manage more motivated staff & kid so opportunity is equal• Competition vs. facebook, twitter, is an issue for Uplift who has an alumni site

there• Facebook – why two? Is another way to talk to alumni?• What if no one responds to an opportunity?• Staff to have help with youth engagement• Youth have to get to the point of “agency”• Creating opportunity is not the same as engagement

CULTURE AND SAFETY• Cultural divide & age divide• Feedback loops & making staff impact very clear and tangible• Different people require different care and feeding

• Verify volunteers

Community EngagementTRAINING• Orientation for mentors: organization 101; hands-on tech training(by

youth?); boundaries; tips/best practices; trauma• Confidentiality with the youth stories• Clear on purpose of “networking”

ENGAGEMENT• Intentional recruitment of community members• Multi-lingual for community• Suggest types of content community members could post (e.g., resume

samples, articles)• Are there other interest sub-groups?• Institutions & individuals – would there be both?• Minimum commitment for mentors• Levels of engagement: 1) just posting, 2) mentoring• Share/outline different strategies for mentors re: engagement

CONNECTION TO THE ORG.• Good for funder engagement• Staff could post questions and aggregate community responses to share with

young people• Potential employer engagement• Ways to engage funders• Great way to build our multi-site community• Great way to communicate with youth• A good place to have policy discussions• What is going on at the org. and can community members add value

MANAGEMENT• Develop categories to filter what content is posted• Option for text message reminders & notifications• How is the info filtered?• Import/export from LinkedIn

Initial ImplementationCHALLENGE 1: How to integrate into programming?Solutions• Must have 5 (some #) of connections for certain activities• Staff use• Communicate existing program calendar & activities• Record community service• Live calendaring, newsfeed for staff, kids and family• Game design• Integrate into the logic model/theory of change• Tie to academic programs

• We have a responsibility to ensure that the people we connect youth to understand how to work well with our youth

Other post-its• Great way for staff and youth to connect with others from across the country• Needs to be a part of the service• Great way to connect and stay in touch with alumni• Connections to org’s/programs• Opportunity for staff to view their students and alumni profiles/activities

easily• We would start our group activities internally to build connection• Need a rally point or activity the brings kids together (with mentors?)• Make the platform style interesting (gaming?)• Make sure youth and staff both understand the usage of the app• what about a low response rate?• Program staff must champion the effort• Think of this as just a new tool when building networking skills to integrate

with your program

Initial ImplementationCHALLENGE 1: How to integrate into programming?Solutions• Staff use• Live calendaring, newsfeed for staff, kids and family• Communicate existing program calendar & activities• Tie to academic programs• Integrate into the logic model/theory of change• Must have 5 (some #) of connections for certain activities• Record community service• Game design• We have a responsibility to ensure that the people we connect youth to

understand how to work well with our youthOther post-its• Great way for staff and youth to connect with others from across the country• Needs to be a part of the service• Great way to connect and stay in touch with alumni• Connections to org’s/programs• Opportunity for staff to view their students and alumni profiles/activities

easily• We would start our group activities internally to build connection• Need a rally point or activity the brings kids together (with mentors?)• Make the platform style interesting (gaming?)• Make sure youth and staff both understand the usage of the app• what about a low response rate?• Program staff must champion the effort• Think of this as just a new tool when building networking skills to integrate

with your program

CHALLENGE 2: How to ensure the safety of users and limit org. liability?Solutions• Liability contract agreement signature• Adult user guidelines• Background checks• Staff (at least 1) know the other adults/mentors invited to join

Other post-its• Is there liability for our programs?• Confidentiality and safety issues• How safe can this be? (Edward Snowden…)• Mechanisms to monitor users identies ongoing• How would we populate the network with professionals and screen them?

CHALLENGE 3: How to incentivize use?Solutions• Game theory – work your way through multi-levels for higher level rewards• Tie to current incentives (gold card/blue card, attendance, behaviors)

Other post-its• Need to first build a critical mass of interactions pre-launch• Having youth buy-in and install app during programming• Gamify• Build incentives in the beginning to get kids and staff using it• Some sort of incentives for completing a # of posts?• Capacity to add existing student/advisor connections• Connection barriers?

OTHER: Capacity• Is this a full time job for someone to manage this?• Community Manager to approve youth posts?• Do we have the capacity to implement well?• How do we staff the management of this tool?

OTHER: Connecting to Other Systems• How to collect data on how this is being used?• Is there a way to connect this with schools?• Connect it to other social media outlets that kids use

OTHER: Accessibility• Easy for most youth to access?• Pilot with “most techie” and “least techie” youth and staff• Ensure equitable access – not everyone has a smartphone • Try it with a small group of staff before expanding to a larger group

Launch ImplementationCHALLENGE 1: Students’ first experience with the App must be useful and a great experience• Incentivize mentors/alums to arrive first on platform (seed)• Launch with mentors & youth separately• Decide who is in the network, especially which adults• Staff support

• Start with staff, then network partners, then students• Integrate with schedules as part of the program

Potential Solutions• Populate with resources and mentors first• Launch a campaign to build resources/mentors• Promote and signups at org’s fundraiser• Have each staff/board member invite 10 friends• First put up staff and alumni• Pre-seed with various opportunities via sponsors• Use a celebrity to help kick it off• Post on org’s social media pages about the need for caring adults• Ask all staff and board members to get on before adding youth• Incentives• Games or brain teasers• Launch with different platforms• Identify connections in each interest area (circle)• Incentives for “caring adults” to make their profile and 3 posts and ongoing

posts each month• Trending from youths (#s)• User filtering topics• Make benefits obvious• Success stories from the platform

CHALLENGE 2: Finding the Right Test Groups/small scale pilots to test launch strategy• Who to pick? (Mentors and students)• Small scale launch• Most techie AND least techie• Find a staff member who’s most interested & use them and their kids• Staff, then interns, then leaders, then youth participants• Identify specific group of kids, train them first – they champion the effort• Have students tell others in their org.• Be detailed about what can and cannot do• Run by an alumni group• Focus groups• Alumni

CHALLENGE 3: Motivate students and staff to participate and take ownership of the app’s success• Incorporate into programs and curriculum• Early adopters > peer-led adoption leaders• Youth administrators? Youth “police” the tool?• Let kids name it – add something to the process they can own• Mastery levels – increased mastery earns right to post or access various

other elements• Incentives• Youth pay it forward when they get paid internships or job• Games/badges for use

• Have only your group to choose from to invite in• Frat/sorority mentality – special groups only, “your crew”• Explain Social Capital and connection to success and privilege • Make sure to know what will keep engagement among adults• Define a code/password for use• Platform from connecting to existing program• Teach maturity to youth in social media

Ongoing ImplementationCHALLENGE 1: Administration• Who? At what cost?• Curating/Training the Caring Adult Volunteers• Risk Mitigation

Other post-its• Training adult volunteer connectors & screening thresholds• Parental concerns• Multi-user admin between agencies• Protecting youth confidentiality

Potential Solutions• Pick a couple “knucklehead” in youth and adults (not just caring)• Use program staff with direct connection to students and other staff• Use our staff ($$?)• Create checklist for appropriate adults (curating)• Not a large group to upkeep (3-4)• Multiple training opportunities for agency staff• Form best practices• Involve volunteer managers/coordinators• Require check-ins & onboarding of adults

CHALLENGE 2: Sustainability• Can the platform generate resources/benefits/revenue to sustain itself?

Other post-its• Youth mobilizing for policy?• How do we engage youth in using and keep using this? Incentives to use it: $

or other (is need for incentives a design failure?)• How to transition through time/user categories: student > alum > mentor…

and tracking that• Multiple program integration within the organization• Dedicated staff and core competencies• IT administration• Volunteer management• How do we keep it fresh, relevant, safe – ensure that the volunteers are active

to available – don’t want to let kids down• Data mining?

Potential Solutions• Build into the budget• Scholarship listings• Business sponsors, with some value to youth

• Ask Thrive for admin $• Smart phones & tablets accessible in learning space• Internships• Badging that unlocks new opportunities (associated incentives)• Participation = benefit for businesses• “candy crush” action• Each program/organization tailors/adapts to student needs and org. needs• Helpful/useful information

CHALLENGE 3: Research/Evaluation/Learning• Data mining• Use?• Does it impact outcomes?• Can it help measure the program?• Constituent engagement outcomes?• Potential Solutions/Other post-its• Time (how much) it is used• Active participation – measure deeper participation• Correlation between participation and internships• Define projected outcomes from app: internships? Job placements?• Measuring adult experience – does it equal other engagements?• How might it inform how to engage disengaged participants?• Anything in the app should be measured• Pop up questions• Alumni input their work and skills• Interface app with LinkedIn• Get demographic & professional info about alumni in adulthood• Alumni contacts depend on who upkeeps