Profiles in Programming: Youth Service & Leadership: Moving From

PROFILES IN PROGRAMMING

Youth Service & Leadership Moving From Providing for Youth to Youth Providing

his Profile is not confined to an individual initiative or program. It provides information, instead, on an array of youth service and leadership projects Tcurrently active with the W.K. Kellogg Foundation Philanthropy and Volunteerism program area. By reviewing these, the reader will have a sense of how these programs work across age, race and ethnicity, communities, socioeco- nomic levels, and issues of interest to youth. Currently, the Foundation funds 23 Philanthropy and Volunteerism projects aimed at youth, for a total of $10 million. The average grant size for programs in this area is $430,000. The largest active grant is $2.1 million to the YMCA’s Earth Service Corps, a service-learning program. The National Youth Leadership Council, another service-learning program, is funded at $1.3 million. The City University of New York’s Hunter College offers a bilingual student service program with Kellogg Foundations grants of $680,000 and $537,000 to YouthBuild USA for Youth on Board, a project aimed at training young people to serve on nonprofit boards. Since 1991, the Kellogg Foundation has funded 58 projects in the area of youth philanthropy and volunteerism, for a total of $17.2 million. (The Michigan Community Foundations’ Youth Project is not included in these numbers.) Projects have ranged from very large – Campus Compact, a national network of universities and colleges committed to collegiate service programs – to relatively small – $20,000 to the Youth Credit Union in Quitman County in the Mid South Delta region. Essentially, the Kellogg Foundation provides youth philanthropy and volunteerism grants in the following categories: • Service delivery: To support efforts to engage youth in solving community problems and addressing critical social issues • Leadership development: To provide individual leadership and management training, serving as a vehicle for individual career exploration, and building networks and infrastructure organizations • Infusing service into youth development programs: Using service learning as a teaching and learning methodology in K-16 education, and engaging youth as resources in the work of organizations serving the community • Inter-generational service strategies: To connect youth with adults to deliver services, solve problems, preserve culture, and strengthen relationships These are not stories about turning youth into leaders. Instead, they are stories acknowledging that youth are leaders, honoring their existent talents and beliefs, and expanding their influence in their communities. When the traditional youth- adult relationship is inverted, young people begin to share their ideas, risk failure, and provide community leadership. Adults are challenged to listen, support, and appropriately guide. The result is a unique collaboration where youth and adults W.K.KELLOGG come together on common ground to address issues of common concern. FOUNDATION

1 would enrich service learning opportunities in teacher education methods courses and curriculum development, while also providing for collaborative involvement with the K-12 sites and a wider education and service learning audience. Five years after the project began, NIYLP has made significant strides toward accomplishing its goals. The cadre of schools participating grew to 14, with 12 schools developing policies supportive of service-learning, and eight electing to fully integrate service-learning into their curriculum. Two of the schools became grantmaking enti- ties in their own right, disseminat- ing small service-learning grants to The National Indian The National Indian Youth foster more projects. Four higher Youth Leadership Leadership Project (NIYLP) is a education sites implemented a Project Native-operated nonprofit organiza- requirement for service-learning in tion whose mission is to promote the their teacher education programs development of leadership among and four sites served as incubators hen it was time to Native youth to enable them to for service-learning projects in sur- begin building, the become capable individuals and posi- rounding K-12 schools. Former “W young people from tive contributors to their communi- NIYLP staff members have moved Laguna and Acoma could not retain ties. In April 1995, the Kellogg into other key positions. One has their enthusiasm. It was obvious from Foundation awarded the NIYLP a created the Center for Service- the way they threw themselves head- four-year $817,069 grant to support Learning at the University of New long into the task of building a stone the Turtle Island Project as a demon- Mexico. Another has served as serv- adobe foundation for two Zuni-style stration of the effectiveness of service ice-learning coordinator for the Santa bread ovens, that they hungered for learning in Native American Fe School District. Still another has this type of familiar, yet seldom per- Education. Six K-12 schools and five been named principal at a school formed activity. They began manifest- colleges serving that integrates service-learning ing – from the beginning — age-old school-wide, and one has led a reser- patterns of effective communication, “I see a time when we don’t vation-wide service-learning initia- self-confidence, harmonious interac- have to talk about service- tive for Native Americans. tion, and teamwork. After completing Projects have ranged from tree the oven foundation project, they built learning, but we just talk plantings, cross-age tutoring, book a Navajo style shade house, and began about service as a way of drives, and screen door projects for digging the foundation for a new com- being human.” the elderly, to Pueblo Bison steward- munity amphitheater. The building ship projects, diabetes education activity, punctuated by the sound of —Ida Braveheart, Ojibway campaigns, and community garden- clinging stone and children’s voices ing projects in poverty-stricken was of the same heartbeat – the heart- Native American students in five areas of Mexico. Over the four-year beat of Turtle Island. The group pro- states were selected for this project. period, the number of participants gressed from merely building a build- In 1997 supplemental funding of in the program included 7,708 stu- ing to becoming building blocks of a $136,268 was awarded to expand dents, 508 teachers, 118 administra- shared vision of beauty and balance work with Native American Colleges tors, 946 community members, and within the community.” and Universities. Project directors 1,316 parents. underestimated the amount of sup- Evaluation results, using a cul- —The Heartbeat of Turtle Island: port needed to stimulate pre-service turally modified Search Institute A Journal of Native Service-Learning, teacher education programs to national student survey, showed that funded in 1998 incorporate service learning. students participating in quality and Additional funds from this request (See Heartbeat on page 6)

2 Break Away: The Alternative Break Connection

he Break Away program is one way that the Philanthropy and TVolunteerism team supports efforts to engage youth in solving community problems, while addressing critical social issues, and fostering the ethic of service among participants. Break Away is a national student service organization. Its mission is to promote service on the local, regional, national, and international levels launch the national network, with sys- ment to student service programming. through break-oriented programs that tems and processes to support individ- The core programs of Break Away are immerse students in often vastly differ- ual campus programs, including: sustainable because the costs of train- ent cultures, heighten social awareness, ing and communications can be sup- and advocate life-long social action. • Training for program staff ported by the affiliates. However, the During a school vacation, an alter- • Recruiting and developing service native break program places teams of opportunities college or high school students in “I felt like I was doing some- communities to engage in service and • Serving as a clearinghouse to link thing that allowed me to use experiential learning. Break Away programs to service opportunities some of my own talents to strives to promote alternative break pro- • Providing communication liaison grams as a springboard into a life of make a difference. Instead of among the programs ongoing service by challenging schools packing groceries or cleaning to incorporate the quality components • Promoting the integration of service dirty houses, I was able to of an alternative break: direct service, across the home institutions of the work with people. By working orientation, education, training, reflec- programs tion, reorientation, diversity, and alco- with people, I feel like I have • Linking programs to other national hol and other drug-free commitments. networks, including Campus the best chance to make a Break Away also works to place these Opportunity Outreach League and lasting impact, by empowering groups with community organizations Campus Compact (both WKKF- that can utilize student volunteers for them to make their own supported) anywhere from one week to one month. decisions and solve their own In 1991, a group of Vanderbilt The Kellogg Foundation invest- problems.” University students, fresh from a per- ment in Break Away was clearly sonal experience doing a service project intended to develop programs and —Break Away Participant over their spring break, created the services that would attract and main- full complement of programs and serv- Break Away concept, with the commit- tain participation from student service ices require a budget that cannot be ment to developing a national network programs. The number of programs supported fully by the relatively mod- of campus-based programs around the formally affiliated with Break Away has est budgets of student-led programs. country. The Kellogg Foundation pro- grown steadily, now numbering 73 To respond to this challenge, Break vided a three-year grant of $91,750 to members. The 1999 annual program Away has successfully developed sup- help develop the Break Away program- leadership training programs were held portive relationships with other ming approach. During this period, the at 11 different schools, training 251 sources of funding. Vanderbilt group connected with more participants from 40 different schools To continue its commitments to than 30 related programs, convened a located in 13 states. Such training is program expansion and sustainability, number of planning activities, devel- essential to program continuation, Break Away has embarked on a major oped the principles of the network, since local leadership changes as stu- promotion campaign. In the past year, and acquired a commitment from the dents graduate and leave the program. the organization has received quality programs to participate in a formalized The ability of Break Away to continue attention from the Christian Science system. In 1994, the Foundation pro- to offer ongoing training is key to Monitor, U.S. News and World Report, vided a five-year grant of $345,000 to long-term sustainability of the commit- and CBS News’ Eye on America.

3 Student Coalition for to be supported today through a part- gram skills, the evaluation indicated Action in Literacy nership with the University of North more confidence and competence asso- Education Carolina at Chapel Hill. ciated with the examination of “big The core of the Foundation’s picture” literacy issues that connect lit- investment focused on the Area Campus eracy programs with the facilitating he Student Coalition for Action Training (ACT) initiative. The initia- and limiting social factors. in Literacy Education (SCALE) tive linked newly established local pro- With Kellogg Foundation support, Tsupports leadership develop- grams through regional networks SCALE has grown to include literacy ment in the youth-service movement where programs would share ideas, educators from all regions of the U.S., through building networks and infra- training, and support networks, as well all types of higher education institu- structure organizations, and training as the enthusiasm and energy associated tions, and a range of program individual leaders and managers. with being an effective mechanism for approaches. The portfolio of campus- Through their involvement in the impact and social change. In addition, based literacy education programs training and leadership experience, SCALE developed related partnerships involved with SCALE between 1996 participants are provided an opportu- with other literacy efforts, including and 1999 includes 160 colleges and nity to explore careers in service to AmeriCorps, VISTA, and the America universities. More than 1,200 individ- their communities. SCALE is a nation- Reads Challenge. To support the grow- uals participated in training programs al network of student-led organiza- ing number of requests for new pro- in 1998 and 1999. tions focused on providing students gram development assistance and The SCALE approach to building with access and opportunity to volun- training, ACT produced a series of regional networks of literacy educa- teer their time in local community lit- products, including technical assistance tion programs on college campuses eracy education programs. materials, management assistance has proven replicable and will contin- strategies, sample service-learning ue to be the organizationís strategy “One of the most challenging course syllabi, and ongoing reflection and primary commitment into the things of the program is plac- models. Evaluation of programs and future. The primary vehicles for pro- ing one’s self in the shoes of services showed improved literacy moting program growth are the skills, tutoring methods, mentoring SCALE newsletter, Foresight, and a 7-year-olds and trying to deter- approaches, and networking opportu- Web site, which connect programs and mine what is most appropriate nities. In addition to improved pro- encourage new network development. to teach them that will enable them to grow while at the same time won’t stifle their imagina- tion and young hearts.”

—SCALE Volunteer

In 1992, the Kellogg Foundation provided a one-year $84,000 grant to develop the SCALE network of volunteer undergraduate consultants on literacy education. As a result of the success of the network development effort, the large number of consultants and campus-based programs engaged, the Foundation provided a five-year $331,000 grant to help SCALE build the network’s services that are committed to improving the capacity of local programs. The goal of the project was to improve the capacity of organ- ized student volunteer services to support local literacy programs through comprehensive student training. The network was developed and continues

4 Service-Learning of color by 50 percent. This has in the YMCA: been done through the use of seed Re-igniting Youth Work money, pilot funding, partnerships with public schools, and the incor- through a Century-Old poration of employment/career Commitment to components. Today, a strong multi- Service cultural network of 3,000 young leaders annually come from urban, n 1992, the YMCA of Greater suburban, and rural communities – Seattle received a grant of $1.4 all with a commitment to improving Imillion to launch a leadership where they live. Over the last 10 development/service-learning initia- years, approximately 20,000 young tive for youth and for adult staff and people and 5,000 adults have been volunteers who lead youth-serving involved in YESC, with more than organizations. The goals of the proj- New York, Nashville, Minneapolis, one million hours of service provided ect aimed to educate people in the and Los Angeles – joined Seattle to to communities. YMCA system about service-learning, lead the expansion effort and to and to help local YMCAs adopt serve as catalysts in promoting serv- “The most rewarding [experi- service-learning methods in their ice-learning as a preferred youth ence] has been developing youth development programs. To development approach throughout achieve these goals, the YMCA of the national system. relationships with my teens. Greater Seattle uses the YMCA Earth Since then, YESC has become I’ve earned their trust. As a Service Corps (YESC) as their serv- the fastest growing teen leadership result, they’re showing more ice-learning model, and created a program in the YMCA system with positive values daily and national resource center and a group a 39 percent increase in program of regional centers that served as growth in 1999. YMCAs operating doing more than I expected.” training and technical assistance Earth Service Corps grew from 28 sites throughout the country. in 1996, to 132 in 1999, (two-thirds —YESC Advisor YESC is a multi-component of the programs are in urban areas) program for high school youth that with a projection of 260 by 2002. The results of annual surveys encourages leadership and personal An additional 152 YMCAs have with youth and adults rank program development through environment- adopted service-learning programs impact consistently high. Nine out related service activities and events. focused in other areas, such as of 10 young people in the program YESC serves as an internal change working with seniors or youth. report that they are more willing to agent for the YMCA. The goals of YMCAs involved in service-learning volunteer and are committed to the project are to: have doubled since 1998 and expe- improving the environment. More rienced a 7.8 percent increase in than nine out of 10 report they have • Make quality programs for youth growth. A total of 412 YMCAs learned new leadership skills. The leadership and service a priority; champion service-learning today, club advisors are also having a pow- • Incorporate service-learning and representing 20 percent of the 2,200 erful experience with this new adult- youth empowerment in a wide branches in existence within the youth partnership. range of YMCA youth programs; United States. The adults surveyed report that and to more than eight out of 10 increased “I learned more about serv- their knowledge in the area of youth • Enlarge the involvement of youth leadership, youth empowerment, from diverse and low-income ice-learning and have come and service-learning. backgrounds. to see that it can be applied The evaluator has also focused By 1996, the program had to all types of learning, not the youth asset-development lens on begun to be institutionalized within just science or environmental changes experienced by YESC participants and found that: the YMCA system, and an addition- education.” al four-year, $2.1 million grant was • 97 percent of students involved made to continue the expansion of —YESC Advisor reported that they were given the YESC and to begin integrating serv- opportunity to help others (Asset: ice-learning into other Y program Over the last four years, YESC Empowerment). areas. At this point, a team of five has increased the participation of influential urban YMCAs – Boston, low-income students and students (See YMCA on page 6)

5 Heartbeat (continued) YMCA (continued) school, working with the existing students and faculty and igniting the inter- extended programs exhibited positive • 88 percent of the students reported est of others. After the first year of the movement toward the altruism, con- that YESC helped them realize they new YMCA onsite position, the program cern for the environment, political have a lot of which to be proud spread to 17 ninth-grade classrooms. The involvement, and current level of (Asset: Positive Identity). YMCA position has since gone full-time involvement in service learning proj- • 98 percent of the students involved to keep up with demand. The school ects and future intentions for service. reported that since being in YESC, principal has seen such success with the being responsible for what one does ninth grade that he is planning to trans- is more important to them “Creating in a group setting form the entire school into “the premier (Asset: Positive Values). truly creates community. And environmental service-learning school in the city” and is working with 10th-, that affects the way we see the The total budget for the YESC program is $17 million, of which the 11th-, and 12th-grade faculty to build world. This isn’t new; this col- Kellogg Foundation’s total investment of service-learning into the curriculum. laboration among Native people $3.5 million represents 20 percent. This Other YMCAs have taken the Earth has been going on for centuries. investment has been leveraged by $13.7 Service Corps Academy spin and created million of YMCA or other dollars. service-learning academies. Two YMCA It keeps the spirit of who we Although Phase II of the grant is sched- charter schools that have service-learning are alive.” uled to close next year, the YMCA has as their core methodology have been launched a self-funded third phase started in Detroit and Toledo. —Nora Naranjo, Santa Clara focusing on sustainability, further ensur- The concept of service-learning Pueblo, N.M. ing that the YMCA’s commitment to pro- works for students, teachers, and the mote service-learning and youth citizen- Y staff. YESC is adding employment and One goal of the grant’s goals focused ship will be institutionalized. career awareness into the mix. The pro- on formalizing the organizational gram that started with teens now spans needs of NIYLP. While programming “I learned how not to be shy the generations – young adults mentor teens who link to middle school students remains committed to traditional cul- and speak in front of other peo- tural principles of existence, the future who teach at YMCA childcare and day of NIYLP as an organization demanded ple with a loud voice and camps. a more business-like approach, particu- believe in myself that I can do The YMCA in partnership with the larly regarding fund development. whatever I put my mind to.” Corporation for National Service and Calling upon the expertise of outside Points of Light Foundation was instru- consultants such as White Bison and —YESC Youth Participant mental in launching a community-based The Fundraising School, NIYLP imple- service-learning network. There are cur- mented a long-range organizational As a result of the Kellogg Foundation rently 300 organizations on the listserv. stability plan, restructured its Board of investment, the national YMCA head- Members of the network have met at Directors, conducted a management quarters established a new position – an the major youth service-learning confer- audit, and created a business plan. As a associate director of service-learning – ences over the past three years. result, the organization’s budget has and is committed to institutionalizing Convening this constituency helps increased by nearly one million dollars service-learning into all its program areas. strengthen the broader field – allowing annually since 1997; the number of Youth are taking action and growing community-based organizations to programs administered by NIYLP has the program in new ways. Several Earth address unique issues, as well as figure increased two-fold; a professional jour- Service Corps programs that started with out how to better partner with schools. nal on Native service learning has been one club are now transforming entire In contrast to many new program launched; and the program now oper- schools (900 to 2000 students each) into initiatives, YESC was embedded in the ates its own camp facility called Sacred Earth Service Corps Academies. For context of a large respected organiza- Mountain Camp, in which an outdoor example, the Earth Service Corps tion, with immense institutional capaci- indigenous learning center has been Academy at Washington Irving High ty, and possessing a core mission of pos- built. The indigenous learning center School in New York City began with two itive youth development. This WKKF will assure that the lessons learned ninth-grade teachers who had been grant was one of a few awards aimed at during the course of this initiative, operating the program as an after-school increasing service-learning in community- including the need for Indian youth to environmental club. The program was based organizations. It has served to reconnect with the outdoors, will not around for a few years, but never really balance the primary service-learning be forgotten. took off until the local YMCA committed strategy focus of the Foundation’s to a more serious partnership and hired a Philanthropy and Volunteerism team on part-time YMCA staff person to be at the K-12 schools.