Transcript of NCSET teleconference call held on February
Community YouthMapping: Are You on the Map?
Raul Ratcliffe and Eric Kilbride
Academy for Educational Development, Center for Youth Development
and Policy Research
DR. CRANE: Good afternoon, everyone. My
name is Kelli Crane and I am with the National Center on Secondary
Education and Transition (NCSET) and I work at TransCen, Inc., in
Rockville, Maryland. Today’s call is titled “Community
YouthMapping: Are You on the Map?” Our presenters are Raul
Ratcliffe and Eric Kilbride who are both from the Academy for Educational
Development (AED), Center for Youth Development and Policy Research.
Before I turn it over to Raul and Eric, I want to share with you
the format of this call and lay out some ground rules.
First of all we will have presentation time by both Raul and Eric
and then we will turn over to questions and answers at the end of
their presentation. We ask that you share both your name and the
state that you’re calling from before you ask your question.
To avoid background noise we ask that you place your phones on mute.
If you don’t have a mute feature you can simply press *6.
We also ask that you don’t put your phone on hold, because
when you do that we hear your background music on the call.
Now I would like to turn it over to Raul and Eric. We are very
excited about this conference call. We have heard from all of you
and have been learning that this concept of mapping is of great
interest, and as you know NCSET has been doing some mapping around
building systems. Today Raul and Eric will talk about our youth
mapping community. Community YouthMapping (CYM) is the way for you
to identify and learn about resources in that community. This is
an exciting initiative. We are pleased to be sharing this with you
today. So Raul and Eric, I’ll turn it over to you.
MR. KILBRIDE: This is Eric and in a moment or
two you will hear from Raul. What we want to do in this call is:
- First, describe for you CYM as a process, what it is, what
it has been in some communities, what it can be possibly in your
community, and even share a couple site examples that might interest
- Then we want to describe the technology that goes with the CYM
process that we have developed.
- Then we want to talk a little bit about the training and the
technical assistance that really help you implement CYM as a strategy,
- Then we want to get into what we call the three areas of cause
for doing a CYM process.
So those are the four areas that we are going to touch upon over
what we hope to be about a 25-minute time period and then we really
look forward to hearing from you all in terms of the questions that
you have in the interest areas that are on your mind.
CYM has a definition, if you will, of a process in which young
people and adults canvas their neighborhoods in search of places
to go and things to do for young people, children, and families.
When you think about the term CYM you can equally emphasize each
part of that: the community part, the youth part, and certainly
the mapping part of it. Young people traditionally with our process
have gone and canvassed the neighborhood looking for all kinds of
information and communities have done it for many different reasons.
We started CYM at the Center here at AED in 1995 and since that
point we have implemented it in over 80 communities across the country
and actually a couple places internationally. Communities do it
for a variety of reasons. A couple of examples with the city of
Baltimore: when they first decided to do CYM they were interested
in how to mobilize young people and adults across geographic boundaries.
That is what they were interested in doing and this was the process
that they really engaged the community to come together beyond their
own neighborhood line so to speak, and use that information to help
build a city-wide youth agenda, a youth vision for the community
and so through a variety of ways the youth mapping process was able
to accomplish that goal.
CYM over the last year-and-a-half has been used increasingly more
to satisfy the Workforce Investment Act, the resource mapping component,
the youth councils have to do satisfy the legislation and so young
people have set out to collect information from employers, organizations,
etc. around the ten service elements. Some of those include things
like occupational training skills, alternative educational opportunities,
mentoring, job shadowing, etc. But they have been able to use the
process to satisfy that particular grid. And there have been several
other issue areas if you will, that have evolved over the last several
years. Things that range anywhere from issues around employment,
to food mapping, obesity prevention, health mapping, HIV, tobacco,
just a variety of things. Anything that young people and adults
are involved in together to collect good community data. So that’s
kind of where CYM is and has been.
It’s important to think about this in a couple of ways as
you consider doing this process. Part of what we do generally with
the community is that we have a series of conversations to determine
where the community is in terms of why they want to do a CYM process.
What would they be interested in using the data for? How do they
plan to make that data accessible back to the community, if that’s
important to them, back to making it accessible to other young people,
parents, people that need to make decisions that improve the lives
of young people. These are the kinds of questions that we ask from
the very beginning, before one even sets foot out to collect data.
There are important issues to consider, because what it does in
order for the CYM process to work well and for it to be sustainable
into the future, you have to have this community commitment. There
has to be a buy-in from a variety of stakeholders and partners and
I know lots of you are a part of groups like that. Really grappling
with answering those questions becomes a springboard into planning
to do the process.
There are a variety of ways in which CYM could be implemented.
Sometimes the young people use a survey instrument in order to collect
the data and they literally do either a cold call or they set appointments
and they go out literally to businesses, organizations, etc. and
sit down for a ten-minute interview, to extract the information.
They also do it over the phone from time to time, they also conduct
focus groups, there is also a version of youth mapping that allow
youth-to-youth opinion surveys or youth-to-adult surveys and in
that regard they get more qualitative information. Observational
mapping has been used quite a bit to do and measure things around
space, green space, accessibility, and conditions of food. It has
been all over the place and how folks use the CYM strategy. So hopefully
that begins to broaden your mind in the way that you think about
CYM; that it’s essentially an information collection process
done ideally by young people and adults.
To support the data that’s collected, if you will, it is
going to jump right into the data and the technology and Raul will
touch on the training and the technical assistance part, but the
technology to support that – for many years communities really
struggled with, where to put their data? What to do with the collected
data? When I worked on a local level in Indianapolis that was certainly
something that we struggled with. How do you continue to also keep
that information up-to-date, current and dynamic, so that when young
people and parents, for example, go to access this data that they
have confidence that it is accurate, that is going to give them
the information they need to make a good decision, that’s
really the length that we come out this and what we have been striving
to do with our technology. Technology is still in order to really
reduce one of the barriers for communities to keep their information
up-to-date and current. So we have created a couple of Web-based
systems. When we talk about technology we mean it from a couple
of different ways. One is what we call our national CYM Web site.
That is the external Web site, one of the ways communities make
their data accessible in the community, to young people and parents
and that web address you might have, but it’s http://www.communityyouthmapping.org
and that is all one word and again we will give that web address
again a little later if you didn’t get it.
That’s one part of the technology; the other part of the
technology is frankly the online data entry system that supports
that external side and it’s a password protected site that
we set up with communities that enables not only the young people
but also the adults and the folks associated with the process to
be able to enter data that’s been collected as well as update,
add to it, maintain and then ultimately approve the data so it is
part of the quality control process with CYM and so with that you
create the ability for that information to go into the CYM national
Web site that I described before, but you also have the ability
to export that data into a variety of ways that local communities
need to see it and access it and manipulate it. So, communities
can export it so it would match into an Access database for example
or you can export into existing geographic information software
that a community might be using. That is the GIF software that allows
information to be plotted on a map and that’s a fundamental
component to our process, because we collect address information
with the other information fields that one is looking for that information
ultimately can be layered into a map for analysis and so when you
began to think about technology I wanted you all to know that we
see it in a couple of different ways.
Our online data entry system has two ways to go about it:
- We have created what we call a boilerplate data entry system
that most communities use to do a fundamental information resource
mapping, a scan if you will, of the resources and supports that
are out there for young people, children, and families.
- We also have a second system in place that’s fully customizable.
It allows the community to customize questions in four different
formats, you can easily at the touch of a hand and if we had the
ability to do this with you on this call we would, but you have
four ways that you could easily set up a question. There is a
short text field, a long text field, a selection box which allows
having just one answer be selected or check off boxes, which allows
for multiple answers to be selected and so that second system
I am describing helps meet questions around qualitative information,
observational CYM, etc.
So you get to sense that there are two systems to meet the needs
that you have. That’s a quick overview of the technology and
now to training in technical assistance.
MR. RATCLIFFE: The training and technical assistance
that is separately provided certainly through our process as we
talk about CYM is probably done in three phases.
- The first phase is a community orientation and press session,
so the community orientation is provided to basically engage your
community partners, or interested stakeholders in a really dynamic
session that describes the methodology of CYM, shares and identifies
community goals and objectives from other sides as well they are
going to find the one in that side. It allows the time to ask
and answer those burning questions about the CYM process and its
application and its helps to align the stakeholders. When we talk
about desired outcomes for the process, so typically one of us
would go out to a community and sit around and depending on who
you had in the room certainly tail away to highlighting those
experiences as insights where maybe city government was more involved,
local universities were more involved and took the lead. Where
the planning department was more involved, law enforcement and
other partners, other community partners, the press session in
this phase is really meeting with the core group that’s
really going to be involved in the day-to-day management of the
process, really getting them sharing with them the customizable
tools. One of the things we will talk about here is that we have
what is called a CYM starter package, it’s a guide and a
tool kit and it provides the ten steps of CYM as we have coined
the methodology to this and the tools, the 35 tools that really
become efficient in helping to manage the day-to-day process,
everything from a data plan to a communications plan to survey
tools and protocol are included in that package. So at the press
session they usually get this package before the press session
and we talk about the customizable tools, we assist in finalizing
like canvassing strategies, the development of all the data evaluation
and documentation plans and talk about the training and also the
data management and the dissemination system, getting them familiar
with the technology. So that’s phase one of training or
technical assistance that’s provided.
- Phase Two of the training, and there are multiple levels of
training that are provided, is the training of the youth mappers,
typically for a group of up to 30 young people. It’s a two-day
training that really goes through all of the conflict transformation
skills that a young person would need and going out and interviewing
or talking about public speaking, getting them to master the survey,
but the most important part, in my mind, of the training is really
connecting with the young person and really helping them understand
how this process is going to benefit both them and their community.
As you know, just being a little bit selfish for a second, you
really have to know what’s in it for you. The second part
is the training of the field supervisors or the adults that will
be out there with the young people in these communities that will
serve as resource people, they will help to move the process,
if a young person or a pair of young people as they go into each
establishment in pairs, if they get into any challenging interviews
they will certainly come back to the field supervisor. The field
supervisor also makes sure that along with the daily process,
at the end of the day that they sit down and debrief about the
experiences the young people have had and do some documentation
about that as well as check in to make sure that the surveys are
accurate, legible, and complete at the end of each day, which
is something that we stress – again, simultaneous to the
mapping is that there is some sort of data entry being done on
a daily basis.
- The third training is the training of the lead organization
and the lead organization will be selected after the community
orientation and press session. The lead organization is just an
organization that typically works with young people or youth issues
that will have fiduciary responsibility over some of the funds,
we will probably pay the young people different things, and we
talk about all of the expectations of the lead organization in
terms of producing reports. The other part that we understand
is critical is key meetings with partners also occur during this
phase of training and there are some people that just can’t
make it to the orientation or can’t do this but a key partner
in the community that needs a little bit more hand holding about
how this process is going to benefit them and that is some of
the stuff also that we do in the local level. The third phase
of it is ongoing technical assistance that we begin to outline
and the ongoing technical assistance again the development of
the tools throughout the training and the data management system
really going through this technology – what kind of data
do you want to export, again getting back to the fundamental questions
that Eric outlined in the beginning and really providing that
support for communities are certain to move forward and then finding
new ways to use that data but keeping that data fresh is certainly
is one of the things that we strive for.
These three areas in implementing a CYM process are that we found;
obviously there is a local course implementing CYM. It is all of
the things in terms of staffing and that would probably be your
highest line item, your project manager or project coordinator,
your field supervisor. If you are paying the mapping team, which
we recommend but some have been compensated through school credit,
service learning credit, other ways and then your operations cost,
you know you are meeting, your food and transportation, field communication,
the space of the young people who are going to meet at – those
kinds of things. The second area for the training and technical
assistance course and that is really a time and travel line item
just to give you an idea of what it comes out doing. I am just giving
you an idea that the trainees that I was describing, the young people,
a group of 30 young people, one day for the field supervisors, one
day for the lead organizations. So you get an idea of how long we
usually spend in a site. And then you have the training or the area
of course where we talk about the data management and dissemination
system. Eric is trying to describe it over this call, as you know
it is hard to describe. If you go to http://www.communityyouthmapping.org
you will certainly get a better sense of the dissemination tool
and all the data that’s collected to support that site. The
videos for CYM are also on the site because they were interested
partners. What is this? What is it about? There is a CYM Close Up
button and CYM Overview button on the home page.
The Close Up specifically highlights one site in Pinellas County,
Florida, that has done the mapping and then the Overview gives you
seven sites more of a ten-step business CYM, the bigger picture.
There is also text versions, when we talk about the cyberway compliance,
when we talk about the site is cyberway compliant. We are certainly
working towards improving and enhancing and moving forward on that.
So these were the four things that we wanted to put out there and
I think at this point, which I think we have done well in terms
of time, we will open it up for any questions.
MR. WHITE: My name is Frank White, from New York
State. Is there any funding available to support this?
MR. RATCLIFFE: Typically in communities the funding
that has supported community’s mapping over the last actually
– probably the last 35 sites has been through the Workforce
Investment Board. And they have been through the youth councils,
they been able to identify and our pay lead organizations to manage
the process in New York.
MR. KILBRIDE: Frank, where are you in New York
MR. WHITE: Upstate, Fort Edward, in Washington
MR. KILBRIDE: Only reason why I ask is we have
done a quite a bit of mapping in upstate New York through the Workforce
Investment Boards that Raul just described. So, there is typically
money available. We haven’t worked in Washington County so
that certainly might be an avenue, but also communities of, paper
communities mapping in other ways, either they have some issues
and specific grants that the community is working on to fulfill
that involves young people, and United Ways have been interested
partners in helping support a process like this as well as community
foundations and city governments. There have been a lot of creative
ways that folks have been able to access money by describing CYM.
One of the tools that we provide sites that help them do that
is we’ve developed pretty broad sample proposals for local
communities to use and customize that really give them the language,
and the benefits and it outlines the process and all that. So, when
you are seeking to do that kind of fundraising, we can certainly
help you with that tool.
MR. WHITE: That would be excellent, because the
program that I work with, we have six programs right now in six
different counties. And up there in Plattsburg, which is one of
the sites where we did a CYM project. We have one our youth program
is up there right now. And then we have one that’s in Albany
County, Schenectady, Warren County, you know, it is so spread out
all over the state.
MR. KILBRIDE: You know, it’s funny, Frank,
because you are surrounding all the places there we work. So, I
think outside of this call we will speak directly to you about how
to help you get going.
MR. WHITE: Excellent.
MS. WALSTON: And this is Eileen Walston in Monroe
County in Rochester, New York. Have you done anything in western
New York around asset mapping? Around youth mapping?
MR. RATCLIFFE: Well, define western New York
for me. We’ve been in Cirque. That’s not probably western
enough, is it?
MS. WALSTON: Ah well, depends on whose map you
MR. RATCLIFFE: There you go. I think Cirque is
as far west as we’ve been in state, Oswego has been up near
the Canadian border and bordering along from Mont and that area
all the way down to New York City. So, that’s kind of been
the line if you will.
MS. WALSTON: Okay, thank you.
MR. NURSE: This is Tom Nurse, Florida. I live
in Pinellas County, and I’ve never heard of it.
MR. KILBRIDE: It’s implemented through
the 4H in Largo. And then they also work with a group in South St.
Petersburg. So this is two areas that are working there in Pinellas
County around CYM. They did CYM in a way that Raul and I described
for the first time in 1998 and since then they have evolved their
process. Pinellas County is a good representation that CYM may not
look like we just talked about it a couple of years from now once
you do it. But, what happens in Pinellas County is that young people
are very much involved in collecting information and keeping it
current and therefore also have an input with the County Commissioners
They are part of the Youth Council that advises the County Commissioner
Structure of Pinellas County. And they also do a Youth as Resources
model, if some of you are familiar with that, where they take the
data that’s collected, they analyze it, and then they make
small grants to other youth groups to help meet the needs that are
identified by that data. So, you can kind of see where, when you
watch the video or when you go to http://www.communityyouthmapping.org
and you access the Pinellas County data you begin to see how they
have evolved the CYM process. The outstanding thing is the fact
that young people and adults are very much working together around
data and that’s what we strive for.
MR. NURSE: The follow-up question I’m then
hoping that the school uses as part of their transition planning
as looking at the community resources available to kind of link
MR. KILBRIDE: I think that’s absolutely
a strategy that folks can consider, that particular model you are
describing right now in a process of trying to figure out how to
do in San Diego. San Diego is very much interested in the model
you describe and we are learning together really how that’s
going to apply when you get into the school situation. We implemented
CYM in school systems for school credit for example and it’s
always been an interesting process so there are some examples of
that I could certainly share with you.
MR. NURSE: I am looking at your Web site. So,
on your Web site where do you go to find the specifics of Pinellas?
MR. KILBRIDE: The video is, actually the CYM
Close Up is the Pinellas County documentation of their experience.
So certainly we will describe for you in about four minutes: their
process and what it is that they set out to do.
MR. RATCLIFFE: We are looking for the data, Tom.
You would look just, when you went to http://www.communityyouthmapping.org
you would go to select site and then you would choose under the
state of Florida, Pinellas County and once you pull up Pinellas
County site you’ll have two different ways to go about this
again. Pinellas County has really pushed the envelope. Up in the
upper left hand corner you will see the youth mapping logo for Pinellas
County, you can click on that and that will take you straight into
their Web site, or you could go through the search on our Web site,
either way, and both will yield the kinds of data that are on their
MR. KILBRIDE: We encourage communities to make
the process as seamless as possible so if they want to link their
specific activity page to another site that when people want to
search for resources they can just click if they can are going into
another site or click there and they will come into our site and
search for resources and it will be as seamless as possible.
MR. NURSE: It’s very cool. Thank you.
MS. PETERSON: This is Colleen from Nebraska.
I have been talking about CYM with a number of people in the transition
field but you mentioned something and I don’t know if I missed
your explanation. What is 508 compliance?
MR. RATCLIFFE: Well what’ve we had done
is we needed to get our site, we have gotten our site to be accessible
to young people with disabilities.
MS. PETERSON: Okay, so you were talking about
your Web site accessibility. I didn’t know if there was something
else I needed to be wary of as far as implementing this in the community.
MR. RATCLIFFE: No. What we have done just so
you all know is we worked in sites not exclusively with young people
with disabilities but certainly in a simulated environment that
included young people with disabilities and I use that to be very
inclusive in terms of what we mean with young people with disabilities
and so we have had that experience not only from the training, but
during the implementation, the information collection, the analysis,
the presentations, the advocacy, all those parts from the beginning
to where they are at now.
MS. PETERSON: Okay. Now my other question is
how rural are some of these 35 sites you have been in?
MR. RATCLIFFE: We have been 80 places, and that
is a great question. I think some of the rural places that we have
been in, we have been in Alaska, several rural places and certainly
when you talk about the 11 counties in Southern Indiana that were
MR. KILBRIDE: Brian can even attest to the upstate
New York area with the Adirondacks, the whole geographic issue you
have to deal with there are most of those counties are largely rural
with presumably not a lot of resources but yet the process has been
meaningful for the adults and the young people for a variety of
reasons. We often hear, why should I do this if I know there is
not much there? When we were in Southern Indiana young people used
to tell us when we came down there to train, they said, what do
you do here for fun and they said well “We jump off the bridge,”
and we said okay, but what else do you do, “No, we jump off
the bridge” and that was the extent at least for this group
of young people. They didn’t believe there was anything else
out there for them in terms of employment, other kinds of opportunities,
use of space, etc. So, rural communities have been a good part of
the number of sites that we have been in.
MS. PETERSON: Wyoming or Montana?
MR. KILBRIDE: No, we haven’t.
MS. PETERSON: Okay, I have worked with people
in those states so if you have been there then I wanted to connect
MR. RATCLIFFE: Alaska is probably there, and
obviously California, Colorado, and Iowa.
MS. PETERSON: Iowa would be good.
MR. RATCLIFFE: Iowa, that is a bordering place.
Kansas City, Missouri, West Missouri.
MS. PETERSON: Kansas?
MR. RATCLIFFE: Yeah, Kansas City in Missouri
and then St. Louis, Missouri. Kansas is something we are looking
this summer but Kansas City might be a good one even though it is
a little more urban.
MS. PETERSON: There would be somebody in Kansas
who would have a rural area that they were covering?
MR. RATCLIFFE: Without a doubt.
MR. KILBRIDE: And they are on the site if you
wanted to go look and places that we are talking about.
MR. RATCLIFFE: Yeah, they have a very rich database.
MS. PETERSON: Okay, thank you.
MR. RATCLIFFE: I have a question, Kelli. This
is Raul and I know that people asked some very good questions towards
the end, did this call answer the questions that you had about CYM,
why did you call in, was my question, what kind of things were you
looking for or interested in or what components were you interested
in CYM? If anybody is out there certainly to help me understand
a little bit more.
MR. NURSE: I was certainly calling in because
it seems like one of the critical tools in transition planning is
going and seeing what is available in the community to link beyond.
And that was of great interest to me and this is also service a
great source of embarrassment to tell you the truth. Not even be
aware of my own community, what is available, but it’s certainly
is an eye opener and actually having just gone through and tried
it, it is incredibly powerful to have that interactive of a database
to be able to identify what are the rules, but it also quite disturbing
to have something that is in-depth as this done and not have seen
MR. RATCLIFFE: And I am glad you said that Tom,
because one of the things on two levels that mappers notice when
they are in their communities is that they notice resources in the
communities that they never connected, so you knew we are there
and the strong connections that are built through this process,
that’s one level of it. The other level of it is that, through
this process will also encourage communities to better promote the
things that they are working on like CYM and the data. We really
think about in the beginning of the process, how they get that data
out there or how they push you know, they message not that is just
on our Web site but that, there is other stuff going on building
that community development process and really beginning to advertise
and think smarter about marketing the good things that are occurring
in the community. So, I am glad you said that.
MR. NURSE: Of course as you are mapping, when
that mapping started, do you look for collaborating partners that
will utilize this resource afterwards so that you try to build some
assurances that all the effort will bear some fruit?
MR. RATCLIFFE: Yes, one of the things we ask
people to do is to set up an advisory group if you will, consisting
of multiple sectors, public, private, non-profit. One of the things
we talked about in 1995 here at the Center, CYM as we talk about
it was really done in 1991 in New York City. It was a means to an
end; it was a way to get through an information phone line called
the youth line, which is still up and running in New York City.
And that was City government driven and owned and so what began
to happen was that after the administration changed they began to
neglect the information phone line again, and then because of community
outline, because of other people saying that we needed this in the
community they began to get more support, but we encourage people
to have all sectors or at least as many sectors as they can on an
advisory group so that its everybody’s data and nobody’s
data at the same time, if you know what I mean. And so that’s
one of the things that we certainly strive with communities to include
in the very beginning, when we talked about that community orientation
and that press session, they have that focus at the table prior
to even going there so I am glad you brought that up.
MR. NURSE: I am missing the meeting right now
of our collaborators transition group for Pinellas and I will be
sure to bring this back up as a underutilized resource and I appreciate
all your efforts.
MR. RATCLIFFE: What I think could be helpful
is if you click on the Pinellas County logo you will get the contact
information there locally and it would be best to contact the local
coordinator there and she would be delighted to welcome your group
at some point with open arms about how to expand it and get the
MR. NURSE: And we have to be there.
MR. RATCLIFFE: Right.
DR. CRANE: This is Kelli Crane. Tom, I am familiar
with what you are talking about. Raul and Eric, I think Tom brings
up a good question in how this youth mapping can tie into the individual
transition planning of the young people with disabilities. I don’t
know if you have examples of that in any other communities or is
that something we can explore further in our conversation, but it
is something of a resource that we could definitely can pull into
the schools and asking kids who are doing their planning, their
transition planning, to access this data would be very helpful for
young people with disabilities.
MR. NURSE: Yeah, I think that is something that
we can explore specifically about being intentional, I think all
of the data that is available can be helpful in putting together
that kind of plan but that intentionality we can explore about how
to do that, certainly, within a school context.
DR. CRANE: Yes, absolutely.
MS. STORMS: This is Jane Storms, I am from the
Western Regional Resource Center at the University of Oregon. I
got on the call because I am interested in participating in this
exiting community, but I am intrigued with this. We work with 13
states and only one of our states, Alaska, is represented on here.
I have been going around on the site, it is a really neat resource
and my question is how do you go about putting yourselves out there
for either states or communities to get engaged just by this kind
of thing and then passing it along?
MR. KILBRIDE: That is a great question and the
answer would be really long. This is one of the ways in reaching
audiences, and we certainly have the ads and articles in certain
publications, you will find our ad regularly in Youth Today for
example and the National League of Cities just did a nice article
on the Alaska efforts, the Columbus, Ohio effort, and some others.
The National League of Cities reaches Mayors and elected officials.
There are a variety of ways – we do several conference presentations,
you know the typical kinds of ways that the things are out there.
We are going to be presenting at the Pathways to Adulthood National
Conference for Independent Living and Transitional Living here in
Washington, DC in mid-April. We did the National Youth Development
Summit last November, and are doing it again. There are a lot of
different ways that we are trying to get out there and in fact we
just met with Oregon Public Broadcasting, they came out here probably
three weeks ago and they were interested in the documentary and
our story on CYM if there was some thing going on in Oregon/Northern
California and so that just might be something for you to think
about as the possibility in that at least the public broadcasting
folks were very interested.
MR. RATCLIFFE: Typically when a community contacts
us we will provide at least electronically and certainly over the
phone the information about CYM, what it is, they will ask several
questions about the kinds of data that they are interested in collecting.
One of the features that Eric was talking about is the concern that
the online data entry system is highly customizable to meet the
needs of special interest issues in communities, so typically a
community will contact us and we will go through that initial stage
and then will formally go through sort of like a community orientation
if they feel there is enough interest in the community and we talk
through the partners that have been at the table and you know the
sites will let us know what partners will and will just won’t
come to the table in some sites.
MR. KILBRIDE: One other thing to just clarify,
Jane specifically, but it is for everybody, on the http://www.communityyouthmapping.org
Web site there are 45+ sites that are listed there. We have been
in 80 places and so that means there are several places that maybe
did not have the interest to put their data up in this format, it
was not why they wanted to do it, they were doing some other kind
of CYM processes that didn’t lend itself to this kind of dissemination.
There are a lot of places that frankly we were in that predated
the technology in its current format and in fact a lot of those
are West Coast heavy. So, just some things to keep to mind in terms
of places we have been and opportunities to even grow and expand
in some of those places.
MS. STORMS: Thanks a lot.
DENNIS: This is Dennis in Nebraska and I have
one other question for you. My question just simply is, can you
give us some more examples of some real positive outcomes specifically
that have really affected kids in transition and in some specifics
if you could, specifics plus?
MR. KILBRIDE: Sure, I will give a relatively
recent one, and this involves a young woman from Alaska. She was
part of a village community there and she had a few identified disabilities,
but she is a single mother of two and she wandered by and just stopped
by a one-stop work center, and was looking for a way to somehow
complete her GED. And she wandered in and we were starting that
CYM process there in Alaska. She obviously was involved in the process
and she has now been hired as the GIS expert, for the cook in the
tribal council there near Anchorage and she now has that full time
position that pays pretty well – not to mention, she had the
opportunity to make a couple of presentations not only there in
Alaska, in Juno to the State Department of Labor, but also she was
featured at the National Youth Development Summit, here in Washington,
DC this last November and it really was an opportunity for her for
the first time with some other folks to leave the State of Alaska
and really opened her eyes to a whole new world of possibilities.
I am going on about how it has changed her life in particular.
MR. RATCLIFFE: And one of her goals, her funnier
side was to actually, to stick her foot in the Potomac when she
was here in DC and she talks about that still today, just as an
experience, but it’s one of those things where, she talked
about - how she never thought she would be involved and engaged
in the process like that.
MR. KILBRIDE: From a community impact, we did
this in Indianapolis and the young people came back with a lot of
recommendations and frustrations and one other thing that was identified
was transportation, both routes and fares and accessibility to those
folks who needed public transportation in order to access services
and programs. And so young people came back, because they had this
public/private group that Raul described earlier, and they were
able to plug into and the adults helped, the young people plug into
ways to make change there and as a result two young people sit on
this Citizens Transit Advisory Group there now with full voting
rights and that group is the group that affect fares, bus routes,
and other kinds of services to meet the community’s needs
there. It’s had a tremendous impact in the way that public
transportation is being used and the input young people have in
that, so that’s a personal kind of experience and then a community
MR. WHITE: This is Frank calling from New York
again. What are the fees, say if you have a group of folks and community
people I want to work together on this project. What’s the
fee for you guys to come out and do this type of training that you
are talking about?
MR. KILBRIDE: The fee – I guess it varies
– we talked about the number of days of trainings. What you
would be paying for, Frank – time and travel is really what
you are paying for, there is no other fee associated with the training
part of it. When we talked about the training side of CYM the investment
on the local level is going to probably be the most expensive part
of it, when you talk about the staffing part of it for the process
like this. When you talk about meeting costs, we come in terms of
fees well under that part of it. We are typically the smallest part
of your budget.
MR. RATCLIFFE: And Frank, when you say, “This
is what we would be looking for,” and if it’s one day
or two days or whatever it might be, we just cost it out right there
as pretty quick as painless process for us, but it varies and so
you know we are just we deal with it on a site-by-site basis.
DR. CRANE: Okay, I want to thank Raul and Eric
for sharing with us the youth development strategies. Youth, families,
and others can learn more about the resources in that community
and build on those resources on their Web site http://www.communityyouthmapping.org.
It’s a wonderful and extremely informative site, so I suggest
you take a moment and check it out it. It’s really great information.
I know some of you will also be contacting Raul and Eric individually,
we will have the transcript from this call available, and it will
probably be on the NCSET Web site within the next couple of weeks
and that Web site is http://www.ncset.org.
We will have another teleconference call coming up in March. Stay
tuned to the NCSET Web site and E-news for more information on that
upcoming call. Thank you everyone on the call today; especially
thank you to Raul and Eric. This call was extremely informative.
END OF TELECONFERENCE
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