03/29/2004 - Packet POOR QUALITY RECORD
PLEASE NOTE: The original paper record has been archived and
put on microfilm. The following document is a copy of the
microfilm record converted back to digital. If you have questions
please contact City of Tigard Records Department.
POOR QUALITY RECORD
PLEASE NOTE: The original paper record has been archived and
put on microfilm. The following document is a copy of the
microfilm record converted back to digital. If you have questions
please contact City of Tigard Records Department.
•
*it 1,00
City of Tigard
Coiirn raty Deze%p rEnt
SbapirgA Better Cormtnity
TIGARD PLANNING COMMISSION
MARCH 29, 2004 6:00 p.m.
TIGARD CIVIC CENTER— RED ROCK CREEK CONFERENCE ROOM
13125 SW HALL BOULEVARD
TIGARD, OREGON 97223
1. CALL TO ORDER
2. ROLL CALL
3. COMMUNICATIONS
4. APPROVE MINUTES
5. WORKSHOP: COMPREHENSIVE PLAN UPDATE
6. OTHER BUSINESS
a. YOUTH INVOLVEMENT WITH PLANNING COMMISSION
b. DOWNTOWN PUBLIC INVOLVEMENT QUESTIONNAIRE
7. ADJOURNMENT
•
CITY OF TIGARD
PLANNING COMMISSION
Meeting Minutes
March 29, 2004
1. CALL TO ORDER
President Padgett called the meeting to order at 6:00 p.m. The meeting was held in the
Tigard Civic Center, Red Rock Creek Conference Room, at 13125 SW Hall Blvd.
2. ROLL CALL
Commissioners Present: President Padgett; Commissioners Bienerth, Buehner (arrived
late), Caffall, Haack, Meads, Munro, and Webb
Commissioners Absent: Commissioner Sutton
Staff Present: Barbara Shields, Planning Manager; Beth St. Amand, Assistant
Planner; Jerree Gaynor, Planning Commission Secretary
3. PLANNING COMMISSION COMMUNICATIONS
The Commission discussed the policy for City Council meeting attendance (Exhibit A). A
Commission designee would attend Council meetings to represent the record of the
Commission.
Commissioner Munro moved and Commissioner Caffall seconded the motion to the adopt
the policy outlining City Council meeting attendance, as revised by Commissioner Webb.
The motion passed by a vote of 7-0. Commissioner Buehner arrived after the vote was
taken.
Commissioner Webb moved and Commissioner Bienerth seconded the motion to designate
attendees in following priority order: President, Vice President, a person decided upon by
both the President and Vice President, in accordance with this policy. The policy will be
reviewed by the end of the calendar year. The motion passed by a vote of 7-0.
Commissioner Buehner arrived after the vote was taken.
President Padgett reported that a private group will be attending the next City Council
meeting to ask Council if they are going to continue their policy of not enforcing the sign
code for political signs. President Padgett would like to represent the Commission on the
sign code issue; he will also talk to them as a private citizen.
President Padgett advised that Paige Parker was promoted at the Oregonian and that
Patrick Buchanan is the new reporter covering Tigard.
4. APPROVE MEETING MINUTES
Commissioner Meads moved and Commissioner Haack seconded the motion to approve
the March 15, 2004 meeting minutes as amended (deleted the word "go" at the bottom of
PLANNING COMMISSION MEETING MINUTES -March 29,2004-Page 1
Isimmuummariasiw
page e 2 in the motion). The motion passed by ?:a vote of 5-0. Commissioners Munro and
Webb abstained;3tt,allraK;d; Co)I(UaOUllissi(olfae BraOtr ner arrived after the vote was taken.
. WORKSHOP: COMPREHENSIVE(n1<<IVl PLAN UPDATE
Planning Manager fa 3<arb are a Shields advised that tonight the Commission would be
discussing the public involvement pllran She reviewed elements (r>9Or,ca11o,o,ed by the
Commission in prior meetings (issue identification and establishing as factual base).
President Padgett remarked that the original concept of the Comp Plan was to establish
wh at the City would be like when everything ytthing was developed. He believes we need to find
out from the public if they want the City to turn out differently from when the Comp p Plaan
was originally made. If so,, what changes, if zany, do we have to make to the Comp Plan
to get to a new point.
Padgett also noted that the City is largely developed already. Barbara Shields said the
community has a certain set of values and, on the (ocher hand, we have objective ways of
measuring uuring cert<<,ain facts. She emphasized the need to blend the two pieces together.
The community needs to help us map out policies and implementation ent<attion programs.
Padgett said he is afraid people will cask for thing s that are not possible. He would like
some parameters a saabI1IlaoPoled for the initial presentations.ons. Shiielyds said we need to define
the scope of discussion iona arOd have alternatives.
CoorrarVaO€,sio)ner Meads asked if there was a document that summarizes the Comp Plan.
She said of needs for be condensed so people know what they're responding to.
The Commissioners talked about redevelopment, mixed use, and the need to educate
the public about traditional planning and new urbanism. Commissioner B1i(anerr h stressed
the need for the public to be allowed to say what they want to say.
he Commission discussed the phases of the public involvement plan (Exhibit
B)).,
It was recognized that we want to get a Provo cross section of citizens for discussion.
ssOon.
The Commissioners io)(riers Gaud the following Ideas for engaging tlllil((<', community:
to Send nd toruata a survey to everybody.
ody
> Establish an e-mail network with citizens, e.g.,(aeon Community Connectors.
• Hold roundtable meetings with stakeholders on live cable access. Include e-mail
accessibility ibiliyy so citizens could e-mail their questions and comments directly to the
stakeholders. Tafar, program could then been replayed several times.
> Planning Commissioners could live tanks to various civic organizations and churches.
).0 Hold coffee talks.
> Engage some of II(a;Jcard's vocal minority.
> Engage business owners.
)° Get the press involved.
Barbara Shields emphasized the need to first develop <a general message,sage Ora order to
have a-%1 successful public involvement plan.
PLANNING Ct aOMMI t SI OINf MEETING NG MI Na(11"lt V,a --March»aan 2004-Page 2
0 0
The Commissioners see their role with the public involvement plan as being actively
involved primary liaisons in the entire process. They do not want to form another
subcommittee or task force.
At the next meeting, staff will talk about the current overall Long Range Planning program
and available resources.
6. OTHER BUSINESS
a. YOUTH INVOLVEMENT WITH PLANNING COMMISSION
The Commissioners discussed ways to get youth involved with the Commission.
They made the following comments:
> Use this as an opportunity to emphasize the government process, not necessarily
just for Tigard.
➢ Recruit a younger student rather than a High School senior.
➢ Consider recruiting talented and gifted students.
9 Call Boise, Idaho and ask how they recruited students.
> Consider including students in the Comp Plan update process.
> Have a student be an ex officio member on the Planning Commission. They
would receive packets and participate in discussion, but would not vote on items.
> Put announcements in the newspaper and have interested students send in
applications.
> The Commission will discuss a job description at their next meeting.
b. DOWNTOWN PUBLIC INVOLVEMENT QUESTIONNAIRE
Commissioner Munro provided input on how the questionnaire was developed. The
questionnaire will be distributed throughout the month of April and most of the
responses should be received by the end of April.
7. ADJOURNMENT
The meeting adjourned at 8:15 p.m.
i2.e/ �
ree aynor, Planning Co mission Secretary
Pr/ATT kt4v
dent Mark Padgett
PLANNING COMMISSION MEETING MINUTES -March 29,2004-Page 3
wi
• DRAFT
PLANNING COMMISSION POLICY — CITY COUNCIL MEETING ATTENDANCE
As a result of recent testimony by Planning Commission members at a City
Council meeting and the subsequent discussion at a joint City Council/Planning
Commission meeting on February 17, 2004, it was agreed that direction from the
Planning Commission is needed before a Planning Commission designee
attends a Council meeting.
The following policy is hereby adopted by the Planning Commission:
Attendance of any Planning Commission member to City Council meetings in an
official capacity as a member of the Commission is subject to designation and
vote by the Commission. Said attendance shall be at the invitation of the City
Council. In the capacity as the designated attendee, the Commission member
would be in the audience to answer questions only as a representative of the
Commission.
Planning Commission members may, however, represent themselves at the City
Council on items not related to Planning Commission actions.
Mark Padgett, President Date
•
DRAFT
PLANNING COMMISSION POLICY—CITY COUNCIL MEETING ATTENDANCE
As a result of recent testimony by Planning Commission (Commission),
members at a City Council meeting and the subsequent discussion at a joint City
Council/Planning Commission meeting on February 17, 2004, it was agreed that
direction from the Planning Commission is needed before a Planning
Commissioner designee attends a City Council meeting in the official capacity
as a designee of the Commission.
The following policy is hereby adopted by the Planning Commission:
Attendance of any Planning Commissioner member to City Council meetings in
an official capacity as a member-of-the Commissioner is subject to designation
and vote by the Commission. Said attendance shall be at the invitation of the
City Council. In the capacity as the designated attendee, the Commissioner
member would be present in the audience to answer questions only as a
representative of the Commission.
Planning Commissioners members may, however, represent themselves at the
City Council on items not related to Planning Commission actions.
Mark Padgett, President Date
® I
What is a Public Involvement Plan?
Phase I: Who, what and why?
1. Draft Public Message
What is the key message?
What is the objective of the Update?
2. Define Stakeholders
Who has an interest in Downtown? What are their interests?
• broad public participation
• all groups "equal access"
3. Identify Preliminary Issues
jconflicting images/expectations]
• Public surveys
• Stakeholder interviews/questionnaires
• Group meetings
• Existing reports/studies
Phase II: Involving the Public
1. Choose Venues and Formats
[best gathering places to attract public]
• public/private gathering spaces
• workshops, coffee talks, roundtables, etc.
• others?
2. Set up News Network
[what really works to reach all stakeholder groups?]
a. • press release
• brochures, newsletters
• web, e-mail, technology
3. Create Information Materials
[graphic image/logo/artistic touch]
ILI
• hard copies of materials
• innovative ways to produce hard copies
• graphic images/logo
•
/Ai
CITY OF TIGARD
TIGARD PLANNING COMMISSION
ROLL CALL
HEARING DATE: .S.29-011
STARTING TIME: 61 1 yk'Yi
COMMISSIONERS: / MARK PADGETT (PRESIDENT)
✓/ JODIE BIENERTH
GRETCHEN BUEHNER
REX CAFFALL
tz,"- BILL HAACK
KATHY MEADS
JUDY MUNRO
/ SCOT SUTTON
EILEEN WEBB
STAFF PRESENT:
DICK BEWERSDORFF JIM HENDRYX
BRAD KILBY BARBARA SHIELDS
MORGAN TRACY JULIA HAJDUK
MATT SCHEIDEGGER DUANE ROBERTS
KIM MCMILLAN BETH ST. AMAND
GUS DUENAS
•
• s-
•
Comprehensive Plan Update Program
Planning Commission Worksession
March 29, 2004
Discussion Outline
1. Review/Summary of "Input Phases" [Attachment 1]
a. "Community Issues"Report
b. "Factual Base/Inventory"Report
c. Conclusions: "Where are we going from here?"
2. Overview of the "Plan Process" Phase: Transition from
"Issues" to "Vision"
3. Public Involvement Plan: consolidated and consistent
•
effort to engage public [Attachments 2 and 3]
4. The role of the Planning Commission in the Public
Involvement Plan
• [Attachment 4]
•
I:\LRPLN\Barbara\PCvtarch29PCdiscoutline.doc
• Community ComprehensiveSian Update Process Attac•nt 1
IDENTIFY ISSUES FACTS -
Ask the community: In your opinion, -what's actually
t�•y�y, what needs to be addressed? happening in our
1111 — -
I- What do you value?: community Meet Legal
• survey - -inventory Requirements
_ • stakeholder interviews _ resources, assets (state, regional)
W • group meetings (Council,
E �`' Commissions, community groups) •
W ,7
itit> 5�
COMMUNITY PRIORITIES => PLAN PROCESS
0 11 Community Consensus on Vision
=> Translate issues into vision
_> Convert vision into goals and policies
Z => Devise implementation strategies to make it happen
... ` - •
" PRODUCE DOCUMENT
•
11 _
Proposed Amendments: Goals, Policies, Strategies, Maps
m
� ADOPT COMPREHENSIVE PLAN AMENDMENTS
al. Aii Planning Commission, Council
A.
CITY GF TIGARG
• Attachment 2
® What is a Public Involvement Plan?
Phase I: Who, what and why?
1. Draft Public Messag
What is the key message?
What is the objective of the Update?
2. Define Stakeholders
Who has an interest in Downtown? What are their interests?
• broad public participation
• all groups "equal access"
3. Identify Preliminary Issues
jconflicting images/expectations]
• Public surveys
• Stakeholder interviews/questionnaires
• Group meetings
• Existing reports/studies
• Phase II: Involving the Public
1. Choose Venues and Formats
[best gathering places to attract public]
• public/private gathering spaces
• workshops, coffee talks, roundtables, etc.
• others?
2. set um News Network
[what really works to reach all stakeholder groups?]
• press release
• brochures, newsletters
• web, e-mail, technology
3. Create Information Materials
[graphic image/logo/artistic touch]
• hard copies of materials
• innovative ways to produce hard copies
• graphic images/logo
• ,
e 0 :. I . ..
0 •
kli
Public Participation 195 ,
,yi a
6-2. Summary of public involvement techniques -, .
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0 Group of 12-25 stakeholders who • Advise about design and progress • Forum for detailed discussion • Requires ongoing staff commitment
•
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II meet regularly during the course of of the project • Environment for two-way dialogue • Some cost for supplies and refreshments •"'`
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he project • Discuss pertinent issues • Builds relationships to the • Risk of low attendance if meetings are not
• • May sponsor public event(s) community '1
ty productive ;t,
•• Possibly make policy • Involves relatively small number of people j:
recommendations
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*96 THE PLANNER'S USE OF 0 '
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Notices or other materials sent • Provide information to select • Relatively inexpensive to produce • One-way dialogue;mail-back questionnaire
to individuals,businesses or audiences • May be distributed widely, or form may mitigate this
organizations or targeted to specific demographic • First-class mail expensive;third-class
A 1 or geographic audiences unreliable 1
% _ :'F,^✓�+-F;L i .'YE,-^ ::i � -i>,Yr >"-I . -,.� e'�u. . �i^° '` tn?a r�'L;Y«.,r titR -a '- - :-,
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Test of people's opinions through • Obtain speedy information about • Fun!People like to use technique • Trained operator required >
use of individual keypads preferences and priorities • Instant results • Superficial results that lack depth
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JON PAN E L'
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Q Group of recognized experts or • Provide outside expertise and • Opportunity for a neutral • May be expensive
II special interests oversight,particularly at points perspective • May be difficult to assemble and coordinate -,
of crisis or impasse • Helpful in reviewing complicated • May encounter disagreement over who is
Q data an"expert"•
- - - - P� F4i ` �t_ f - :yt -�_� "Ia _ 'v a 3'�',�.._.y. '�it`•� -*-�% .FY=om'
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S Small group(10-20)of people • Gauge reaction of representative • Useful for testing reactions before • Limited number of participants
F”" specifically chosen to represent groups of people to specific plans presenting to public • • Requires professional recruiting,organizing •
populations/interests or concepts • Tool for generating new ideas and facilitating
A • May be expensive -.
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a project or process come to meetings or otherwise •
• Engagement of people who may • Technology not yet familiarto vast numbers
Q participate in public process be alienated from public discourse of the public
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QWritten releases,briefings or • Communicate information to the • Opportunities for exposure to people • Limited control over content
interviews to representatives general public who may not otherwise be involved • Not likely to promote two-way dialogue with
❑ of radio,television and newspapers the public '
0
•
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Public Participation 197
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; • Periodic publication • Provide ongoing information to • Convenient to read and use as • Must be reader-friendly
rz general or specific audiences reference • May be costly or time-consuming to
I' 0 • Update stakeholders and/or public • May be targeted to specific people produce and distribute
on status of project or groups • One-way communication:questionnaire
.. :.: needed to solicit direct input
,-,.-'1,...: - 7,:5--g-T,;:sTW'r-A=e - -..... --, ;Y-sic,,,e;-,-.. .;,• ---- -:;--::', .7.,-.'.. .-,,-'.- - . ; • - - --' '• -
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r, One-day event over a period of time • Meet people informally to discuss • Target to broad audience • Generally a one-time event;ongoing
(usually 4 to 6 hours)to provide issues and receive input before • Opportunities for two-way dialogue dialogue or follow-up often needed
information and receive comments decisions are made • May provide useful feedback • Requires significant staff involvement
'-:: . •4 A from a disparate audience • May be difficult to generate public interest
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• Attachment 4
2. CITIZEN INVOLVEMENT
+ This chapter addresses Statewide Planning Goal#1:
® "To develop a citizen involvement program that ensures the opportunity for citizens to be involved
in all phases of the planning process."
Tigard is now well known for its active citizen participation program; primarily with the Neighborhood Planning
Organizations. Through the drafting and adoption of the Comprehensive Plan, these orgapizations contributed
their time and energy developing Tigard's plan.
Plan policies have been prepared to preserve the continuity of Tigard's active citizen involvement program and
• to ensure that citizens will continue to have access to information that enables them to identify, understand,
and have input into the planning issues related to implementation of the Comprehensive Plan.
Additional information on this topic is available in the"Comprehensive Plan Report: Citizens Involvement."
Findings
• Throughout the development of the Tigard Comprehensive Plan, the City has actively sought the
participation of Neighborhood Planning Organizations and other citizens groups.
• The Neighborhood Planning Organizations and the Committee for Citizen Involvement met on a monthly
basis throughout the Comprehensive Plan revision process:
• • Continued citizen participation in all aspects of land use planning helps to ensure that City government
meets the needs of Tigard's citizens.
• In order to participate in land use planning decisions, citizens need to have access to information which
enables them to become aware of and informed about planning issues and City policies. It is essential
® that this information be made available to all citizens in an understandable form.
• Land use planning education is important to promote and stimulate interest in the citizen participation
process during all phases of planning.
POLICY
2.1.1 THE CITY SHALL MAINTAIN AN ONGOING CITIZEN INVOLVEMENT PROGRAM AND SHALL
ASSURE THAT CITIZENS WILL BE PROVIDED AN OPPORTUNITY TO BE INVOLVED IN ALL
PHASES OF THE PLANNING PROCESS.
IMPLEMENTATION STRATEGIES
1. The City shall periodically review notification requirements and methods to determine if they adequately
provide notice to affected citizens and revise these requirements and methods as necessary.
2. The City shall continue to assist and support any City Council recognized citizen group in providing
adequate meeting places,distribution of materials,policy direction and staff involvement.
3. Additional citizen task forces shall be appointed by the City Council, as the need arises, to advise the
City with regard to Comprehensive Plan issues.
POLICY
•
2.1.2 THE OPPORTUNITIES FOR CITIZEN INVOLVEMENT PROVIDED BY THE CITY SHALL BE
APPROPRIATE TO THE SCALE OF THE PLANNING EFFORT AND SHALL INVOLVE A
BROAD CROSS-SECTION OF THE COMMUNITY:
a. THE CITIZEN INVOLVEMENT TEAMS SHALL BE THE PRIMARY MEANS FOR
CARRYING OUT THE PROGRAM;
Vol. II,Policy 2-1
••
b. WHERE APPROPRIATE,OTHER INVOLVEMENT TECHNIQUES WILL BE USED;AND
• c. THE CITIZEN INVOLVEMENT TEAM FACILITATORS SHALL SERVE AS THE
COMMITTEE FOR CITIZEN INVOLVEMENT AND SHALL BE RESPONSIBLE FOR
EVALUATING THE CITIZEN INVOLVEMENT PROGRAM AND FOR WORKING WITH
THE NEIGHBORHOOD PLANNING ORGANIZATIONS IN RECOMMENDING CHANGES
IN THE PROGRAM.
• K..
IMPLEMENTATION STRATEGIES
1. The Committee for Citizen Involvement shall conduct their citizen involvement programs in accordance
with the needs of the Tigard community and LCDC Goal#1 requirements. A review and eyaluation of
each group's programs and processes shall be reported to the Planning Commission and City Council
on a yearly basis.
2. The City Council, the Planning Commission, and the Committee for Citizen Involvement shall
recommend,as needed,additional methods for involving citizens in the planning process.
POLICY
2.1.3 THE CITY SHALL ENSURE THAT INFORMATION ON LAND USE PLANNING ISSUES IS
AVAILABLE IN AN UNDERSTANDABLE FORM FOR ALL INTERESTED CITIZENS.
IMPLEMENTATION STRATEGIES
1. The City shall continue to publish information on land use planning issues in a form accessible to all
citizens. (Ord.93-19)
•
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A PROJECT OF THE CALIFORNIA CENTER FOR CIVIC PARTICIPATION
Youth VOICES in Conety Design Handbook 4110
Table of Contents
Preface iii
Welcome!
How to Use the Handbook iii
Who Can Use This Handbook? iv
What This Handbook Can Do for You v
About Youth VOICES and the California Center vi
Acknowledgements vii
Chapter 1:Intro to Youth Engagement and Community Planning 1
What is Youth Engagement? 1
This Handbook's Community Planning Focus 2
Chapter 2:Benefits and Challenges of Engaging Youth In Policymaking 7
Why Engage Youth in Policymaking? 7
Common Challenges 9
Chapter 3:Are You Ready For Youth Engagement? 13
Power-Sharing 13
Which Is Right For Your Organization? 14
Chapter 4:Models of Youth Engagement 17
Types of Youth Engagement Activities 18
Determining Youths'Role in Project Selection 22
Chapter 5:Recruiting Youth 25
Key Recruitment Strategies 25
Chapter 6:Training!Training!Training! 29
What If Youth Don't Receive Good Preparation? 29
Developing a Training Plan 30
Online Training Modules:Knowledge 31
Online Training Modules:Skills 33
Chapter 7:Case Studies of Successful Projects 35
Youth on City Commissions in Boise,Idaho 36
Hampton,Virginia Employs Youth as Planners 37
Maryland Youth Summit on the Environment 38
Youth Delegation to National Smart Growth Conference 39
Regional Youth Board in Atlanta 40
Y-PLAN,San Francisco Bay Area,CA 41
Youth Ambassadors in San Diego 42
Revising a Community Plan in the High School Classroom 44
Table of Contents
Youth VOICES in Con*Design Handbook
Chapter 8:Conclusion
Parting Recommendations
Call On Us!
Share Your Ideas Online!
Appendix A:Project Plan
Step 1:Get Started
Step 2:Assess Your Organization's Readiness
Step 3:Decide Which Approach Is Right For You
Step 4:Decide How to Recruit Youth
Step 5:Decide How to Train the Youth
Step 6:Set a Timeline
Appendix B:Index of Online Library
Advocacy and Education(Training Module 10)
Community Planning(Training Module 4)
Connecting Youth To Their Communities(Training Module 1)
Event Planning(Training Module 6)
Funding
Government and Public Policy(Training Module 3)
Group Priorities(Training Module 5)
Media and Publicity(Training Module 7)
Meetings,Facilitation,Serving on Boards(Training Module 8)
Public Speaking(Training Module 9)
Recruitment of Youth
Samples
Smart Growth
Surveys,Focus Groups,Canvassing
Teamwork Among Youth(Training Module 2)
Training Youth
Youth Development
Youth Engagement in Policymaking
Misc.Resources
ONLINE LIBRARY:www,californiacenter,org/voices
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Preface
IN THIS SECTION
• How to use this handbook
• Who this handbook is for
• About Youth VOICES and the California Center
Welcome! .
Welcome to the Youth VOICES in Community Design Handbook,a how-to guide on getting youth
involved in local policymaking and community planning. This handbook is in response to hun-
dreds of requests from adults nationwide who want youth involved in shaping their communities.
The handbook provides a step-by-step guide to youth engagement and is supported by an exten-
sive online library of articles and activities.
How to Use the Handbook
This resource,Youth VOICES in Community Design,has two main parts:
1. This handbook itself—a step-by-step guide to youth engagement;
�v4 EB., 2. An entire online library with more than 200 pages of additional resources.The online library•
z���M. • (www californiacenter.org/voices) has articles, activities,sample forms—everything you need
° 43 k to get started.
Preface • 111
„. , .
•
Youth VOICES in ComSy Design Handbook S
Icons!
The following icons will help you navigate the handbook.
�14ES, •
�� 1. Use your mouse to access this handbook's online library at www.californiacenter.org/voices as well
o Ito
k as other relevant Internet resources.
q\P•
(• .• 1• `/ Follow these tips to success with your youth engagement project.
•
Q\S. •• Learn by example.These case studies,anecdotes,and quotes help you see the many ways youth
can make a difference.
PL44,
e ve Answer questions presented in this this step-by-step Project Plan to chart your own youth engage-
0_ :
Youth VOICES in Coty Design Handbook
„\ ,"N,c,le Detailed List of Intended Users
® : Local government:City commissioners,city managers,current and long-range planning staff,local transit
•
and council of government planners/analysts,and administrators in public works,public health,community
outreach,and youth services
State government:Legislators,staffers,analysts,appointed officials,program directors
Private sector:Planning,architectural,and engineering firms,builders,developers
Nonprofit/Education:Community development corporations,teachers,youth organizations,neighborhood
associations,advocacy groups,boards of directors
What This Handbook Can Do for You
Many policy professionals want to include youth,but are deterred by logistical challenges,skepti-
cal colleagues,or simply not knowing how to get started.This handbook is organized to provide
information and resources,but also to move you through a step-by-step process of establishing
your own youth engagement plan.While some of the proposed activities maybe conducted with
youth of any age,our primary focus is high school students.
The handbook is organized into the following sections:
Chapter 1:Intro to Youth Engagement and Community Planning: Important! Let's get on the
same page regarding key terms and central concepts in this handbook.
Chapter 2:Benefits and Challenges of EngagingYouth In Policymaking: Get a heads-up on
the joys and hurdles ahead,and develop a rationale for engaging youth.
Chapter 3:AreYou Ready ForYouth Engagement?:How ready is your organization to share
decision-making with youth?Addressing this issue lets you set realistic goals.
Chapter 4:Models ofYouth Engagement:Advisory committees?Youth commissions?Teen
speakers at hearings?We present several approaches—simple to complex.
Chapter 5:RecruitingYouth:Find the right mix of young people for your project.
Chapter 6:Training!Training!Training!:Never send youth in unprepared.This section presents
training models for getting youth ready to be involved in policymaking.
Chapter 7:Case Studies of Successful Projects:Eight detailed case studies provide excellent
insights into successful youth engagement efforts.
Chapter 8:Conclusion:Final words of advice.
Appendices:Resources including a Project Plan questionnaire and an index of online materials.
Preface
Youth VOICES in Camay Design Handbook 0
45,"",aqe Note For Teachers or Youth Directors
e M These materials can be used comprehensively or as supplements to other classroom,leadership,or advo
cacy curricula.Don't forget the many additional resources in our online library!
simanim
<oc'l 13614'
o Your Project Plan
ff 0*
• If you choose to,you may use this handbook to develop a step-by-step youth engagement
project plan.Key questions will pop up throughout the handbook to guide your thinking and
direct you to the Project Plan questionnaire on p.47.Answering these questions can enable
you to lay the foundation of your project and develop memos for colleagues,grant proposals,
recruitment materials,and other necessary documents.
About Youth VOICES and the California Center
About Youth VOICES
This handbook is part of the Youth VOICES in Community Design program,with VOICES an
acronym for:
Vision
Opinions
Investment
Creativity
- Engagement
Solutions
The program involves youth in community planning and land use decisions.One component of
the program is this handbook,which was developed through teen feedback,a national survey of
potential handbook users,adult focus groups,and the input of an external review committee.
In addition to this handbook,the Youth VOICES program has coordinated youth participation in
the following planning activities:
,{ • San Diego Association of Government's regional comprehensive plan
1. • 2002 and 2003 New Partners for Smart Growth conferences
• 2002 TALL Order Forum on regional transportation,air and land-use in Sacramento,CA.
vi ONLINE LIBRARY:www.californiacenter.org/voices
Youth VOICES in Co•ty Design Handbook
About the California Center
Youth VOICES is a new program of the California Center for Civic Participation and Youth
Development.Established in 1980,the California Center is a nonpartisan,nonprofit organization
dedicated to engaging youth in their communities and the democratic process. Our work is
founded on the belief that young people are resources to nurture,not problems to solve.
Through our several programs (including Capitol Focus,for which we are best known)we work
with hundreds of middle school and high school youth annually from California and nationwide.
These young people represent varying income levels,races,and bacgrounds.They learn about
issues affecting their communities and the democratic process.Along the way they gain balanced
knowledge,confidence, and skills necessary to become effective participants in policymaking.
Our work has also focused on preparing and supporting youth who are directly engaged in policy-
making processes associated with community planning,pregnancy prevention,comprehensive sex-
ual education,high school reform,health care,and city charter reform. California Center youth:
• Conduct focus groups and surveys
• Testify at hearings
• Conduct press events
• Participate in policy conferences
• Evaluate programs and grant applications
• Participate as board members in planning processes alongside adults
More than 5,000 state and local policymakers,elected officials,campaign consultants,lobbyists,
commissioners,professors,journalists and others have volunteered their time as advisors and
speakers to youth participating in California Center programs. The California Center's work is
supported by over 150 associations and corporations,cities and school districts,and respected
philanthropic organizations including the Robert Wood Johnson Foundation,James Irvine Foun-
dation,Carnegie Foundation,and The California Wellness Foundation.
Acknowledgements
Support for this publication was provided in part by a grant from the Robert Wood Johnson Foun-
dation°,Princeton,New Jersey.Additional support was provided by the Funders'Network for
Smart Growth and Livable Communities and the American Planning Association(APA).
Preface vii
Youth VOICES in Comty Design Handbook •
The California Center extends special appreciation to the following individuals:
• Lead author Katherine Boyd,editor Heather Balas,and project advisor Jim Muldavin
•Terry Bazzarre and Kate Kraft of the Robert Wood Johnson Foundation
• Peter Hawley and David Carrier of the American Planning Association (APA)
• Ben Starrett,Kim Ogren,Jesus"Jesse"Leon,Ruben Ortiz,and Maureen Lawless of the
Funders'Network for Smart Growth and Livable Communities
•Jennifer Daly,Great Valley Fellow(for research and writing support)
• Handbook and website designer Joe Wellborn(www.joewellborn.com)
• The Search Institute and Youth Leadership Institute (for authorizing reprints of their articles)
Some policymaker quotations in this handbook book were reprinted from Engaging Youth in
Policymaking Improves Policies and Youth Outcomes, a California Center policy brief published in
partnership with the Center for Health Improvement.The brief is available online at:
www.centerforhealthimprovement.org/doc.asp?id=5303
Handbook Review Committee
The following reviewers generously donated their time and insights:
• Anne Geraghty and Tom Vu,WALK Sacramento
• Kari Holmgren,Group 4 Architecture
• Adam Marcus,Local Government Commission
• Colleen Montoya,City of San Francisco Youth Commission
• Arturo Salazar,San Diego Association of Governments
• Julie Sontag,City of Sacramento Planning Department
• Jaki Walker,Parsons Brinckerhoff,Inc.
• Risa Wilkerson,Michigan Governor's Council on Physical Fitness,Health and Sports
•
vlil ONLINE LIBRARY:www.californiacenter.org/voices
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Intro to Youth Engagement and
Community Planning
IN THIS SECTION
• Youth engagement defined
• Community planning defined
• Ideal opportunities for youth engagement(including some you probably never considered!)
What is Youth Engagement?
While some people use the term"youth engagement"broadly to mean any productive teen activi-
ties,in this handbook we define youth engagement as efforts to include youth in decision-mak-
ing or policymaking.Examples include:
• City staff visiting a high school for feedback on plans for a new town center
• A county planning commission creating a youth advisory board
• A nonprofit involving teens in environmental advocacy directed at the state legislature
• A regional policy conference on transportation with adults and youth invited
� •14EB O See the following Web resources or pg.53 for a complete index of the online library:
z I4IIt •
0 13 k • 40 Developmental Assets by Search Institute (R-2)
•What Do You Mean by"Youth Development?"(R-3)
• Creating Better Cities with Children and Youth,a publication of UNESCO;ordering information
at www.unesco.org/publications
• Future 500:Youth Organizing and Activism in the United States,a guide by the Active Element
Foundation;ordering information at www.future500.com
Intro to Youth Engagement and Community Planning 1
Youth VOICES in Co•ty Design Handbook S
"Youth add a freshness of perspective;they give real life suggestions on how we can
improve our world.Some people don't take youth seriously, but I like to point out that,
during the American Revolution, many of our nation's founders were in their teens or
early twenties—including Alexander Hamilton and James Madison."
—Delaine Eastin,former California Superintendent of Public Instruction
This Handbook's Community Planning Focus
What Is Community Planning?
"Community planning"is the way people envision the built and natural environments in which we
live.While the term community planning sometimes includes all aspects of a community's future,
we focus in this handbook on how neighborhoods,cities,and regions are developed. Commu-
nity planning addresses issues as big as protecting the homes of endangered species and as small as
the width of sidewalks.It includes decisions about:
• Locations of houses,apartments,offices,stores,factories, and schools
• How people get around—including freeways,public transit,walkways,and bikepaths
• Provision of parks and recreational facilities
• Protection of open space,habitat,wetlands,farmland,and forests
• How buildings are designed
• Size and placement of streets,sidewalks,and sewers
•Whether the way communities are built creates a sense of safety and connection
Community planning also calls attention to the processes by which these decisions are made,
including who participates and how.
2 ONLINE LIBRARY:www.californiacenter.org/voices
Youth VOICES in ConIlkty Design Handbook •
„\<<5.,NNICqe Smart Growth Defined
•
E: The case studies in this handbook,as well as several documents in the online library,reflect an approach to
4.111 :
planning known as"Smart Growth."Smart Growth focuses on community development that is economically
sound,environmentally responsible,and supportive of a high quality of life for all residents.Though the term
Smart Growth may be defined in different ways,this handbook assumes a definition based on the following
ten principles:
• Creating a range of housing opportunities and choices
• Creating walkable neighborhoods
• Encouraging community and stakeholder collaboration
• Fostering distinctive,attractive places with a strong sense of place
• Making development decisions predictable,fair,and cost effective
• Mixing types of land uses
• Preserving open space,farmland,natural beauty and critical environmental areas
• Providing a variety of transportation choices
• Strengthening and directing development toward existing communities
• Taking advantage of compact building design
vJEB• See the following Web resources or pg.53 for a complete index of the online library:
•
z 1ih�1 •
o k • Intro to Smart Growth(SA-20)
• Key Community Planning Concepts and Terminology (SA-23)
•Websites discussing different approaches to community planning:www smartgrowth.org,
wwwfundersnetwork.org,www.planning.org,www.smartgrowthamerica.org,www.rppi.org/
smartgrowthopposition.html,and wwwuli.org
Why Involve Youth In Community Planning/
Community planning impacts almost every aspect of youths'lives.Most youth cannot drive,so
they are significantly affected by past community design decisions that created a culture centered
on the automobile.In many communities,limited options for walking and biking not only make it
difficult for youth to get around,but they also contribute to poor health.Today's teens are less
physically active than previous generations, and thus are more overweight. Furthermore,pollu-
tion,created in part by traffic congestion,contributes to a range of child and youth health prob-
lems including asthma.
Even if youths'lives were not being affected by community design today,teens care about the
future.Today's youth are concerned about issues like open space,recreation areas,community
safety,environmental protection,and air quality.They are the policymakers of tomorrow.Engag-
ing them in these issues now encourages sound public policy in the future.
Intro to Youth Engagement and Community Planning 3
Youth VOICES in Conll■ dy Design Handbook •
For all these reasons,this publication advocates inclusive planning processes that educate and
involve youth in community design.
���"",�qe Specific Planning and Design Policies That Impact Youth
® • Suburban,urban,and rural youth may be impacted by community design in different ways,although there is
° * certainly overlap:
• Examples of policies influencing suburban youth include zoning laws requiring segregated land uses,devel-
opment standards that encourage sprawling and disconnected neighborhoods,and a priority on freeways
over public transit.
• Policies more likley to impact youth in the urban core include the location of transit lines,tax incentives to
encourage in-fill development,and access to recreation and open space.
• Young people in rural areas are more likely to be affected by policies such as urban service boundaries,
low-density zoning,and growth moratoriums.
In any of these cases,youth can speak first-hand about the effects of development decisions and bring
diverse perspectives about what teens desire in a community.
Community Problems Youth Can Help Solve
Youth involvement in community planning might be sparked by conditions connected to how an
area has been,or will be,developed,such as:
• An abandoned building or empty lot
• Lack of sidewalks and/or trees to protect pedestrians
•Too many residents who don't get enough exercise
•Traffic congestion and air pollution
• Lack of affordable housing
• Rapid community growth
•Too few areas for recreation,such as skate-parks or basketball courts
4 ONLINE LIBRARY:www.californiacenter.org/voices
Youth VOICES in CA Design Handbook •
4��HNicq� Community Planning Decisions Youth Can Influence
• o By including youth in meetings,hearings,conferences,informal policy discussions,or strategic advocacy
° efforts you can meaningfully address a wide range of land use planning and development issues.Youth per-
spectives can be especially valuable when:
• Determining the location and design of schools or parks
• Any significant changes are made to neighborhood zoning
• Designs are reviewed for new development projects
• Transportation plans or public transit routes are planned or revised,especially those affecting pedestrians
and bicyclists
• Neighborhood redevelopment is undertaken
• Water/sewer decisions impact community growth
• Community and general plans are updated
• Growth-related ordinances,policies,or ballot measures are considered
'► ', Can Youth Really Understand Planning?
ff
Picture this hypothetical,but realistic scenario.
A teen calls the city planning office to ask what is going on with the empty lot near his house.
The planner responds, That parcel is a brownfield site with tremendous potential for rede-
velopment,but it is currently zoned for light industrial.Right now,the city is reviewing the
EIR for a high-density mixed-use project for the location that would require a zoning vari-
ance,but if approved the project would be a great example of infill and Smart Growth."
The teen smiles because despite all the jargon he knows just what the planner is talking
about.He is part of a'community program that had devoted a recent Saturday to learning the
ins and outs of community planning,He requests a copy of the Environmental Impact Report
(EIR)and asks when the project will appear on the planning commission agenda.Now he's
ready to get together with his peers and take action.
Once his group assesses the proposed project,their goals might include:
• Supporting or opposing the development
• Influencing its design or features,such as the types of stores,apartments,parks,etc.
Planning can be a highly technical field,with many complexities and a vocabulary all its
own.Is all this too much for young people?It doesn't have to be.Though there is the poten-
tial for teens to be overwhelmed,most can quickly pick up on key information if it is pre-
sented in a clear and engaging way.This handbook(and its online library)can get you
started!`
Intro to Youth Engagement and Community Planning 5
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Benefits and Challenges of Engaging
Youth In Policymaking
IN THIS SECTION
• Reasons to engage youth in policymaking
• How it improves your work
• Common roadblocks
Some people get nervous hearing the words"youth"and"policymaking"in the same sentence.
Others have simply never thought of including young people in public decisions.Whether trying
to convince yourself,funders,or skeptical colleagues about the value of including youth,it is
important to understand the many reasons youth participation in policymaking is a good idea.
This chapter addresses those reasons,plus some common challenges.
Why Engage Youth in Policymaking!
How Adults Benefit
You Get New Ideas and Perspectives
Youth provide adults with ideas and perspectives that otherwise might not be considered.Public
policies—particularly those affecting teens—become stronger and more on-target when youth are
consulted.Whether considering local ordinances,the implementation of government programs,or
other community priorities,youth bring different insights and viewpoints to the table.Thus,poli-
cymaking becomes stronger and more reflective of community needs.
Bottom line:Policies or community plans should never be set without consulting the populations
affected—including youth.
You Strengthen Public Support for Proposed Policies
When any citizens,including youth,are involved in setting new policies,the likelihood increases
that the general public will support those policies.The more open and inclusive the process,the
more trust people will have in the outcomes.
Benefits and Challenges of Engaging Youth In Policymaking 7
a
Youth VOICES in Gamily Design Handbook •
You Break Down Generational Barriers
When youth and adults work together constructively,existing fears and stereotypes about one
another fall away,producing benefits for both parties.
You Improve Civic Participation by Local Adults
Youth who participate in policymaking become role models for adults.By including youth,you
encourage other segments of the community—including relatives and neighbors—to get interested
and active.
You Gain Inspiration
Youth concerned about their future will inspire adults in policymaking to work harder to resolve
differences and make progress towards common goals.
\NEB• See the following Web resources or pg.53 for a complete index of the online library:
h. '4I •
z Sr
• Youth in Decision-Making:A Study on the Impacts of Youth on Adults and Organizations,by
researchers at University of Wisconsin.Available at www.theinnovationcenter.org.
' Why Three Governments Engaged Youth In Planning
To Create a Better Place For Youth
In 1999,then Mayor Brent Coles of Boise,Idaho set the goal of"making Boise the best place
in the nation to be young."He appointed youth to the Planning Commission,Design Review
Board,and nine other local advisory bodies.Using the Search Institute's 40 developmental
assets as a guide,the city of Boise committed itself to engaging,empowering,and learning
from its youth.
To Improve Relationships Between Youth and Adults
In Hampton,Virginia the city maintains two permanent paid positions in the planning depart-
ment for high school students.The decision strengthens relationships between youth and
city officials and it gives youth an official voice within city government.
To Expand Awareness About Planning
In 1997,then Maryland Governor Parris Glendening set a goal to educate the public(includ-
ing youth)about Smart Growth concepts.His office began hosting a yearly conference on
environmental and planning issues for high school students,inviting youth from every school
district statewide.
See Chapter 7:Case Studies of Successful Projects for more detailed information on these
three efforts.
8 ONLINE LIBRARY:www.californiacenter.org/voices
Youth VOICES in ComSfity Design Handbook 10
How Youth Benefit From Policymaking
Youth Grow Developmentally
Engaging youth in policymaking is an important youth development strategy that helps them
grow into healthy,confident,well-rounded individuals and community leaders. (This positive out-
come takes place across the board—sparking growth in struggling teens and star students.)
Youth Grow Academically
Youth engagement activities build critical thinking,public speaking,writing,and other skills that
boost academic performance and workforce preparation.
Youth Become Lifelong Civic Leaders
Youth who have a foundation in civic engagement are much more likely to be responsible voters,
local leaders,and future policymakers.
"Civic engagement should be a priority in every person's mind. It's important to get peo-
ple involved in the democratic process at an early age, helping them build practical
skills to be better able to participate throughout their lives."
—Ramona Mullahey,author,American Planning Association (APA)report Youth in Community Planning
Common Challenges
While thoughtful project planning will enable you to avoid many roadblocks,it helps to be aware
of common challenges.Awareness helps you be proactive to prevent obstacles from developing.
Lack of Organizational Support
If the decision-makers in your agency are not really behind youth engagement,or if they are
unwilling to commit financial resources,you will want to address this problem before launching
your project.Ways to combat skepticism include:
•Talking to your colleagues directly to learn their concerns
• Developing a well reasoned rationale that addresses those concerns
• Documenting successful efforts by similar organizations or agencies
• Providing your colleagues with first-hand exposure to committed youth,either through a focus
group or just observing teens working on another project;seeing youth in action often converts
skeptics into strong supporters
See Chapter 3:Are You Ready For Youth Engagement?for more information on gauging and
strengthening organizational support.
Benefits and Challenges of Engaging Youth In Policymaking 9
AMIN,mm.
Youth VOICES in ComlRlflfity Design Handbook •
"Anytime you do things a new way—like bring teenagers into an adult meeting—people
are a little uncomfortable. But after the second or third time, people get over their dis-
comfort and focus on the benefits."
—Caroline Roberts,California Department of Education School Health Connections
,<,\NEB.• See the following Web resource or pg.53 for a complete index of the online library:
szs
° k °The Ideal Community(SA-15),a simple,no-cost activity enabling skeptics to observe the power
of youth engagement
Under-Investment of Time and Resources
When youth engagement efforts fail(or are not as successful as hoped),the cause often lies with
adults not investing enough time or money.For instance,developing a youth advisory council
without allocating enough staff time to support it can lead to inconsistent involvement by youth
who need direction and encouragement.
See Chapter 3:fire You Ready For Youth Engagement?for suggestions on realistic engagement plans
that match your resources,as well as links to sample budgets with staffing.
Unclear Roles and Objectives
When a youth engagement project lacks clear objectives and tasks,or if those items are not clearly
communicated,youth can become frustrated and/or unmotivated.Youth can also get aggravated if
the adult and youth roles are not well defined(who makes what decisions,to what degree is power
shared,etc.).
•. From the start,make sure there is a shared understanding of what's expected in terms of time,out-
•el, comes,division of responsibilities,youth roles,etc.Make sure your adults are equally clear on
"° . ®" these issues!
See Chapter 3:fire You Ready For Youth Engagement?for a power-sharing framework you can use to
help set youth and adult roles.
Poor Logistics
Engaging youth requires attention to meeting times,locations, and transportation.
.0'.. • Try not to plan meetings during school hours since youth often cannot miss class.
• Ot?fo• Remember that many youth cannot drive.Either make arrangements to give youth rides,or
!• select meeting locations that are accessible through public transportation. (If applicable, con-
sider offering transit maps and vouchers.)
10 ONLINE LIBRARY:www.californiacenter.org/voices
s i
Youth VOICES in Co.ty Design Handbook
Flawed Recruitment
�\P®° Another challenge you may face is finding students to participate.Although your field may be
• O'/•• exciting to you,it may not immediately interest high school students.A few suggestions include:
• �
• �.S
• Frame the issues so that youth see how the topics relate to their lives.
• Market your opportunity with youth-friendly materials.
• Contact the right people—those that see youth everyday(i.e.,teachers,youth directors),
o Do not just recruit the"hot shot"straight-A youth.Average or struggling students often bring
excellent insights and frequently have untapped potential.
See Chapter 5:Recruiting Youth for involvment in detailed guidelines and resources.
Under-Prepared Youth
When youth do not receive effective training,poor outcomes might include teens being visibly
bored in meetings,conducting ineffective lobbying efforts,or holding chaotic public events.For
youth to be effective,they require basic training in the policymaking process,knowledge of the
issues being undertaken,and the skills to communicate their ideas.
See Chapter 6:Training!Training!Training!for several educational"modules"to get youth ready
for involvement in public decision-making.
The Perception That Adults Manipulate Youth
Youth perspectives may be discounted when youth are perceived to be (or actually are)manipu-
lated by adults promoting their own political or policy agenda.Avoid this perception by making
sure youth understand the pros and cons of the issues.
Training aside,the best way to avoid the perception that adults manipulate youth is to not do it!
Make it OK for youth to disagree with you!
"With only a year on the board,you can't change the world. But you can make a differ-
ence on a few issues you care about and, in some way,your voice will always be,
there."
—Erika Goncalves,age 18,former member California Board of Education
Benefits and Challenges of Engaging Youth In Policymaking 11
Youth VOICES in Coady Design Handbook •
Q� Youth Included in Illinois Planning Process
Ci;)'
Recognizing that adults tend to marginalize youth input on"adult'topics,the Northeastern
Illinois Planning Commission(NIPC)took extra steps to ensure youth voices were heard in
its 30-year regional planning process.At a workshop for 850 community stakeholders,efforts
were made to include high school students at each of the 72 tables where discussions took
place.In addition,small group-facilitators were instructed to make sure the adults didn't
dominate and that participants were respectful of the young peoples'opinions.In addition,
when NIPC-staff realized they had scheduled smaller community workshops at times and
locations that made it difficult for youth to attend,they added a new workshop specifically
for students.More than 60 young people attended.For more information on NIPC's regional
planning process,visit www.nipc.org/cg.
Poor Retention
Some organizations have a hard time keeping youth involved.Addressing the challenges above typ-
ically corrects many retention problems.Plus,ongoing support and training is essential.If staffing
limitations make it hard to adequatately support youth,consider asking adult board members/
commissioners to serve as"mentors"to the youth.
PAN Your Project Plan
•
• The Project Plan Worksheet on p.47 provides a framework for you to begin answering the
following questions.Thinking through these issues will help you develop a youth engage-
ment project plan of your own:
• Why do you want to engage youth in decision-making?What prompted your interest in
youth engagement?Was it a problem(such as a lack of local bike lanes),a circumstance
(such as consideration of new ordinance),or an individual(such as a new mayor)?
• How would youth engagement strengthen your work?
• In what ways would youth benefit from a youth engagement project.associated with your
organization?
• What challenges might you face?Any initial ideas for overcoming them?
12 ONLINE LIBRARY:www.californiacenter.org/voices
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Are You Ready For
Youth Engagement?
IN THIS SECTION
• Youth-adult power continuum
• Gauging your organization's readiness for youth engagement
• Resources to improve readiness
You learned in the previous section that a lack of organizational support often sabotages youth
engagement efforts. Organizational support includes time,money,and staff who want youth
involved.In this section you will assess your organization's readiness for youth engagement and
learn how to make it stronger.We will encourage you to set realistic,workable goals,not overly
ambitious plans that have little chance of actually happening.
Nicqe Throughoutthis handbook we use the term"organization"to mean the place where you work—whether that
•®,�°: be a government agency,city council,nonprofit organization,or business.
•
Power-Sharing
In assessing your readiness to engage youth,one of the first things you will determine is your orga-
nization's willingness to share decision-making powers. Some organizations are uncomfortable
with the idea;for others,sharing power with youth (including voting rights)is a natural step.
Are You Ready For Youth Engagement/ 13
Youth VOICES in Com ity Design Handbook 41)
Power Continuum Table
The following table presents a range of ways to make decisions and divide power.
No Youth Tokenism Consultation Representation Mentoring Partnership
Participation
Adult Power m - Youth Power
Adapted from"What is Participation"in Advancing Youth Development,AED/Center for Youth
Development and Policy Research in collaboration with the National Network for Youth,Inc. 1996
Power Continuum Details
• No youth participation:Unchallenged authority of adults.
•Tokenism:Adults set the agenda and make all the decisions. One or two young people may be
included,but often without training and without a promise that their suggestions will be taken.
• Consultation:Adults seek advice from young people,but on terms set by adults.
• Representation:A select number of young people are put forward as representing their peers,
usually via a committee system and with varying degrees of accountability.
• Mentoring:Adults provide encouragement and impart skills/values to help a young person
achieve success.
• Partnership:Young people and adults set the agenda together,decide on issues and activities,
and have joint accountability and shared responsibility.
\NEB•• See the following Web resource or pg.53 for a complete index of the online library:
i4►1. •
z Sal
o 131 R • Building Youth-Adult Partnerships (R-10)
Which Is Right For Your Organization?
Only your organization can decide which approach is right for you. Obviously"tokenism"is not
the place to start,but based on your organization's climate and resources,you may not be ready for
true"partnership."The important thing is for your organization to decide in advance the nature of
the youth-adult relationship.
14 ONLINE LIBRARY:www.californiacenter.org/voices
Youth VOICES in Comity Design Handbook
Avoid False Expectations
Don't set youth up for frustration by creating unrealistic expectations.Make clear from the outset
•
`• V • how much authority youth will have.If"consultation"is the best your organization can do,com-
municate that fact from the beginning.
Organizational Attitudes
• How deep is your own commitment to youth engagement?
• What about other decision-makers in your organization (staff and board)?
• Are these adults willing to provide ongoing support for youth?
•Where do you think your organization falls now on the Power Continuum chart?Where would
you like to be?
• How does your organization's place on the Power Continuum influence your ideas for youth
engagement projects?
See Chapter 4:Models of Youth Engagement for a range of projects,small to large.
Time and Money
Engaging youth will cost money.Depending on the scale of your project,budgets can range from
$500 to $50,000.Our online library offers sample budgets for a range of small to large projects.
Youth engagement is an investment and should be viewed as such.Evaluate how much staff time
can be committed to coordinating and supporting youth engagement.How much money can be
made available for direct expenses (photocopying,refreshments,renting meeting space)?Can you
devote staff time to fundraising or grant-writing?What expenses can be offset with volunteers or
in-kind support?
•��F•.• Save Some Money!
• Conserve money and staff time by using the templates,program activities,and sample agendas in
•
• • the Youth VOICES online library.Don't reinvent the wheel!
�NIEB�• See the following Web resources or pg.53 for a complete index of the online library:
Iti1 •
C;' 4. k • Fundraising Resources (R-7)
• How To Get Product Donation (R-8)
• Sample Youth Engagement Budgets (AD-1)
Are You Ready For Youth Engagement? 15
Youth VOICES in Comity Design Handbook 411,
Community Partners — Get Some!
Partnerships with other organizations can greatly shape your strategy.Youth engagement projects
often include collaborations between schools,community organizations,or government entities.
Partnerships let you pool financial and staff resources,enacting projects that might not otherwise
be possible.
For example,a city commission could partner with a government class at the local high school,as
well as a local youth organization,to train and recruit teens for a youth advisory committee.You
cannot go wrong by tapping into the knowledge and experiences of others in your community.
1 P 6 Multi-Organization Partnership Serves 8,000 Youth
ac)
The City of Toronto Planning and Development Department partnered with other city depart-
ments,the Toronto Board of Education,and several youth organizations to involve nearly
8,000'young people in the preparation of a new plan for the central area of the city.The
Board of Education involved teachers in developing a classroom curriculum,and the youth
organizations recruited homeless youth to participate. In addition to a report for planners,
the project led to the creation of a Young People's Advisory Board to provide an ongoing
forum for youth involvement in city government.
For more information on the 1990 project,see Youth Participation in Community Planning,
available through the APA Book Service at www.planning.org.
Source;Youth Participation in Community Planning,APA Planning Advisory Service, 1999.
(00 PL
? • Your Project Plan
v. . The Project Plan questionnaire on p.47 presents several issues to consider when assessing
your organization's readiness for youth engagement.
• In general,what are the attitudes of you and your colleagues regarding engaging youth in
policymaking?(Supportive?Unsure?Skeptical?)
• At this time,where do you think your organization is on the Power Continuum Table?
Where would you like to be?How will you get there?
• What staff resources can your organization devote to a youth engagement project?
• What financial resources currently exist for a youth engagement project?
• What fundraising options exist?(Foundations,government agencies,local corporations?)
• With whom might you partner to run the project?(Youth organizations,schools?)
31/111111■
16 ONLINE LIBRARY:www.californiacenter.org/voices
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Models of Youth Engagement
IN THIS SECTION
• Types of youth engagement activities:small,medium,and large
• Success stories
lmosomommoN
Throughout the country youth engagement efforts are gaining acceptance and taking shape.Youth
are changing the way city planners and leaders look at communities.Teens are doing everything
from making national recommendations on city planning—as they did at the 2003 New Partners
for Smart Growth Conference—to working locally as city planners in Hampton,Virginia. In cities
from Annapolis to San Francisco,youth are learning community planning principles and are
speaking up about how their communities should look,feel,and function.
e\" 'Youth as Project Planners
� • i + ,t
1:0;)
{S In Sao amento,rCA consultanks charged with revising,a'.community plan conducted a work
shod wjth studs ts'at Burbank High S,chool;to garner,feedback aboutyouth needs and pref-
erences,regarding:the:types 4 of development.around,new light rail stations..
In Oayagd,CA students at McClymoitds High School spent a semester cr-eatinga new
de&ign,forya deteriorating park near.their school They:presented their plan fora"History,
:,;;Parke in,apublic"meeting:at:City Hall.The plan was subsequently endorsed by Friends of
Oakland:Parka and Recreation,a nonprofitthat generates funding and support for city parks.
,Sea,Chapter7 Case Studies of Successful Project§for more information.
i
Models of Youth Engagement 17
•
Youth VOICES in Comi•ty Design Handbook •
Types of Youth Engagement Activities
Youth engagement is limited only by the scope of your imagination.Below are some common
approaches relating to policymaking.These activities can be done singly or in combination.
\NEB s• See the following Web resource or pg.53 for a complete index of the online library:
z ail I
O k • Youth Engagement Approaches In Detail(R-4)
Small-Scale Youth Engagement Projects (No Power-Sharing)
These small-scale efforts provide ways for organizations to get their feet wet.They do not cost
much,nor do they require institutional change in terms of youth decision-making.
• Classroom presentations to gather feedback on any public issue
• Holding a youth focus group on a public issue
• Simulation activities on community design or other public issues
\NEB•� See the following Web resources or pg.53 for a complete index of the online library:
z41�►.' •
k • Ideal Community Activity(SA-15)
• About Focus Groups:What,Why,and How(SA-5)
• Planning A Focus Group:The Details (SA-6)
• Envision Smart Growth:A Design Simulation Activity(SA-21)
• Youth Planning Charrettes,an APA resource. Ordering information at www.planning.org.
• Youth Power Guide:How to Make Your Community Better,a book with 24 youth engagement
activities. Ordering information at:www.umassextension.org.
Mid-Tier Projects (Minimal Power-Sharing)
These projects require more planning and money but,like the examples above,do not create per-
manent programs with long-term power-sharing.They require staffing and training of youth.
• Community surveys or other needs assessments
• Conferences:either youth conferences or inviting youth delegations to adult policy conferences
• Campaigns:either advocacy or media campaigns can be made stronger by youth participation
• Inviting youth to participate in hearings and public meetings
• Youth-led evaluation of programs or awareness campaigns
13 ONLINE LIBRARY:www.californiacenter.org/voices
Youth VOICES in Col Mility Design Handbook •
q�P.• Avoid Conference"Yes-sayers"
• 6• .8): For conferences,hearings,or other`adult'events,make sure the youth know you want their opin-
• ions,not just what they think adults want to hear.
Regarding youth in conferences and meetings:
"When we undertook a 30-year regional planning process,we made sure to include
youth.Their ideas were so much more imaginative than the adults. Sometimes adults
get overly weighed down by realities.Youth bring tremendous hope into discussions of
the future."
—Hubert Morgan,Northeastern Illinois Planning Commission
"Youth really ground the issues.They keep adults from getting too wrapped up in the the-
oretical aspects of policy and remind us why we are really here."
—Conference organizer Maura Keaney of i.e.Communications
�NIEB• See the following Web resources or pg.53 for a complete index of the online library:
.lam '4I •
z IN
4 %A It • Needs Assessments 101:Different Types and Why They Are Important(SA-1)
• Sample Agendas for Youth Prep Sessions: 1/2, 1,and 2 days (AD-9)
• Youth Participation in Community Planning,an APA book;order at wwwplanning.org
• Kids as Planners,a service learning book by Kids Consortium;available online at:vvww.kidscon-
sortium.org/book newsletters.html
• Youth REP, Step by Step:An Introduction to Youth-Led Research and Evaluation,a Youth in Focus
publication)ordering information at:wwwyouthinfocus.net
Models of Youth Engagement 19
Youth VOICES in ComrRel ay Design Handbook •
Q� "«‘ Seattle Organization a Leader in Youth Engagement
ci;3
The Seattle Youth Involvement Network(SYIN)collaborated with the Seattle Planning
Department to train young people to survey other youth aboutthe city's comprehensive plan.
The youth prepared the survey,did the surveying,compiled a report,and presented it to city
officials.SYIN is a nonprofit organization that offers technical assistance to youth,serves as
a clearinghouse on youth programs,builds coalitions,and raises awareness of contributions
by young people.Youth serve on SYIN's board,and a youth-facilitated leadership council
broadens youth participation in the organization's decision-making.For more information,
see www.seattleyouth.org/or the APA resource Youth Participation in Community Planning.
Youth Use Video to Educate Citizens
As part of the Orton Family Foundation's Community Video Program,students at Phillips Mid-
dle School in Maine worked with a team of adult community leaders to identify issues and
resources most importantto Phillips.The students developed a video that caused citizens to
recognize the needs of their community and also open their eyes to its many assets.Learn
more about the Community Video Program atwww.orton.org/projects/communityVideo.asp,
or purchase a manual on producing a community video:Lights,Camera,Community Video.
Ordering information at www.planning.org.
Students Weigh in on Future of Fenway Park
Woodrow Wilson Middle School students in Boston,as part of the Citizen Schools appren-
ticeship program,researched whether the Red Sox should renovate Fenway Park or replace
it with anew stadium.They studied how a new stadium would affect the Fenway neighbor-
hood,local businesses,the city of Boston,and Red Sox fans.The students compiled their
research and made recommendations to a community panel.View their PowerPoint presen-
tation at www.citizenschools,org/Wow/wow-list.cfm.
1
Advanced Projects (Meaningful Power-Sharing)
These types of projects are considered ideal,in that they create a permanent platform for youth to
participate in community decision-making. Rather than a one-time program or conference,these
programs are ongoing.The downside is that they often involve fewer youth than the mid-tier
examples in the previous section.
• Establishing a youth advisory board or commission
• Creating youth seats on existing boards and commissions
• Launching a policy"fellowship"enabling students to learn about and provide input on current
community decisions
20 ONLINE LIBRARY:www.californiacenter.org/voices
Youth VOICES in Comity Design Handbook •
e Massachusetts Youth Map Out Community Needs
Since 1999,the YouthPower project in South Holyoke,Massachusetts has enabled young
people to make long-lasting,city-wide impacts by supporting:
• Youth participation in the city's master plan process
• The creation of a City Youth Commission •
• A.mini-grant program to fund community improvement projects
• Three annual youth summits
All those efforts were informed by YouthPower's"Youth Vision Map,"a visual presentation of
24 youth priorities for the community's development.The Youth Vision Map provides a blue-
print of teen concerns for youth and adult policymakers.YouthPower is a project of the El
Arco Iris Youth and Community Arts Center.For more information visit www.accessholy-
oke.org/elarco.htm and www.youthtaskforce.org/holyokeyouthcommission.html
v1Ee•" See the following Web resources or pg.53 for a complete index of the online library:
A,,z,\
4/110, •
O k • California Center Training Module 8:Meetings and Facilitation
• Arthur R.Marshall Fellowship,a three-semester program that engages South Florida young
adults in community planning and the education of their younger peers;information at:
-wvvw.pinejog.org/VVebPages/MarshallFellowship.htm
• Young Active Citizens,developed by Youth Leadership Institute,available at www.yli.org
• Youth as Trustees,a Community Partnerships with Youth publication on training teens to serve
on boards;ordering information at wwwcpyinc.org/index.htm
Q\-- y • Mix Them Up!
Y
Your project could focus on a single activity,such as:
• Installing a youth representative on the City Planning Commission
• Holding a one-time youth conference on a selected issue
By contrast,your project could include a combination of activities,like
• Creating a youth advisory board to the planning commission,which then conducts a
series of youth forums,which leads to policy recommendations to the city council at a
televised hearing.Projects like this,with a continuum of activities,often include an initial
group of youth,followed by a new group the next semester,which then feeds another—
each building on the previous group's efforts.
Models of Youth Engagement 21
Youth VOICES in Com ty Design Handbook •
Determining Youths' Role in Project Selection
Too often the level of adult-defined structure in youth engagement projects exists at the extremes.
• Some adult advisors provide too much structure,determining every step along the way.They pick
every activity,prescribe how it should be run,and expect youth to share the same perspectives
and priorities as they do.This approach turns youth into little more than puppets and can frus-
trate many to the point of poor participation or quitting altogether.
• On the other hand,youth can end up equally frustrated if adult advisors provide too little
guidance and support.Youth have less experience than adults and need some direction.
Choosing Activities For Youth or Letting Them Decide?
As you develop your project goals and activities it is essential to make clear which decisions will be
made before the youth are recruited versus which will be made afterward by the youth themselves.
In most circumstances a balance is best.For example:
• Your program model might ask youth to develop policy recommendations to present at a plan-
ning commission hearing,which would be a pre-determined program activity chosen by you,the
adult.Your model could then give the youth freedom to select a second advocacy activity of their
choosing.
• Or,youth could be recruited to increase awareness about a pressing issue(say,bike lanes)but be
given the freedom to decide how to best accomplish that goal(i.e.,poster campaign,press
releases,or youth presentations).
You also need to be open to changing course along the way.For example,say your project had the
initial goal of park renovation,but the youth make it clear that the issue of homeless people living
in the park must be addressed first.In this sutation,you may need to revise your project goals to
include the youths'priorities.
Starter List
.V•• When asking youth to select own their advocacy or governance activities,we suggest providing a
• V
list of possible activities. Starting from scratch can be frustrating for both youth and adults.
•
• •
4��EB• See the following Web resource or pg.53 for a complete index of the online library:
it's •
0 t k • Making Group Decisions (SA-29)
22 ONLINE LIBRARY:www,californiacenter.org/voices
Youth VOICES in Co*Design Handbook
1':
Youth Lea rning About and'Shaping:Policy
`Y „:,Selow.are short youth engagement examples relating to community design.Detailed case
studies on each of these•projects.begin on p.35.
M"a' land YtialfrSummit:on the Environment
From 1997 2002„the State,of Maryland hosted large summits to educate and gain feedback
from high school"students about environment and smart growth .
N'ew.P:artners,for Smart Growth Conference
I>,Youth1;from acr..os the;fftation participated in,this national conference,then'completed small
protects in their communities.
Model=Atlanta.Rega00-non ssion ; ,
The.Atlanta Regional Commission created this,.yearlong,program for students.to learn about
regidrjol issue's and provide policy recommendations::
•
c5'"L'44/ Your Project Plan
o
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Recruiting Youth
IN THIS SECTION
• The right mix of youth for your project
• Tapping other adults to nominate youth
aliismisimimmommi
OK,so you've decided what kind of youth engagement project to do,and now you need the youth!
Recruitment is not easy—especially for people who don't work with teens every day—so give your-
self enough time to do it right.A well-designed recruitment effort helps avoid the pitfalls of not
enough applicants or low retention.There are plenty of youth out there who will jump at these
opportunities;you just have to know how to reach them!This chapter outlines key suggestions for
recruiting youth.
Key Recruitment Strategies
Target a Cross-Section of Youth
When recruiting youth,it is important to market the opportunity to a wide range of students,
including those from different ethnic,socio-economic,and academic backgrounds.Try to mirror
the diversity of your community
•‘\p•• Do not just recruit academic achievers or traditional youth leaders(student council reps,club pres-
s Op It idents,etc.).Average or struggling students often bring more relevant personal experiences.Many
•• =• have not been given the chance to explore their potential. Remember to mention your desire for
academic diversity in your recruitment materials;otherwise your hoped-for mix of participants
may not be reflected in your pool of applicants.
,sIEB•• See the following Web resources or pg.53 for a complete index of the online library:It.zisI' •
o • Step-By-Step Guide To Youth Recruitment(AD-2)
• Sample Recruitment Letters (AD-3)
• Sample Youth Recruitment Flyer(AD-4)
• Sample Nomination Forms (AD-5)
• Sample Rejection Letter(AD-7)
1
Recruiting Youth 25
Youth VOICES in Comity Design Handbook •
Partner With Other Organizations and Schools
Recruit youth through other community organizations,such as schools, churches/mosques/tem-
ples,social services providers,parks and recreation departments,elected officials, or even local
businesses.Whenever possible,send your information to staff members who work directly with
youth.For example,if you are recruiting through schools, don't limit your materials to the princi-
pals;include also counselors,teachers,and coordinators of special programs.
Use Adult Nominators
One way to increase the number of applications you receive,as well as the involvement of support-
ive adults,is by asking adults to nominate youth.This process pulls in students as well as the orga-
nizations with which they are affiliated.In addition,adult nominators often spot students who
would be good participants,but who might not necessarily apply on their own.
\P•,
(kv We recommend coupling your adult nomination with a youth essay or application form so that the
°„ p" youth play an active role in their application process.
Clearly Describe the Project, Emphasizing Benefits to Youth
Make sure your recruitment materials specify the project's goals and expectations in straightfor-
ward,youth-friendly language. Explain what your project is,why it is important, and what bene-
fits youth will receive (a chance to make a difference,a stipend,opportunities to meet elected
officials,reference for college applications,etc.). Remember to indicate how many hours a week/
month it will take and what level of commitment you expect.
(\P a
« V If your local schools require volunteer hours for graduation,make sure to promote your project in
`.�,�� ways that help participants meet those requirements.
In your adult nomination materials,make sure to discuss what qualities you seek in youth partici-
pants including their interests,age,skills or knowledge.Remember to mention the desire for
diversity in race,income, and academic performance.
Use Youth Editors
Ask a couple of teens to review your recruitment materials before distributing them.They can tell
p \`O: you if the materials are youth-friendly and appealing.
•
•
a
26 ONLINE LIBRARY:www.californiacenter.org/voices
Youth VOICES in Coity Design Handbook
Consider Offering a Stipend
Many youth engagement projects offer modest stipends to participants. Depending on your bud-
get,the stipend could be as small as$50 a semester or as large as a regular hourly wage.A few rea-
sons to consider offering a stipend include:
•To broaden the economic diversity of your participants (many low-income youth must work,so
program stipends give them a way to meet family obligations without flipping burgers)
•To communicate to youth that you value their time,just as you value adults'time
•To help cover out-of-pocket costs like meals or transportation
•To make your program more attractive to potential applicants
Be Persistent
Do not be discouraged if you don't immediately get a flood of applications. Expect that you will
follow up your recruitment announcements with phone calls to each person on your mailing or
email list.Be prepared to resend(electronically or by regular mail)materials as needed.
(\'•• Save your recruitment materials in a format you can easily email(like Word or PDF).You will be
•
0 e; glad you did when dozens of people lose the first copy you sent.(Note:emailed applications shoud
•• log•• not replace flyers or information sent by regular mail.Instead they are just one more tool.)
NNW
Sign On the Dotted Line
Once youth are selected for your project,have each sign a contract agreeing to the terms of the
commitment(how long,what hours,youth and adult responsibilities,etc.).
< EB.• See the following Web resources or pg.53 for a complete index of the online library:
‘1►� •
zAr �"
k ° Sample Program Contract For Youth(AD-6)
• Sample Rule Sheet for Overnight Programs (AD-14)
Plan to Re-Recruit
If your project is ongoing,you will have to replace and retrain youth since participants will gradu-
ate or move on to other phases of their lives.
Recruiting Youth 27
Youth VOICES in Coty Design Handbook •
Your Project Plan
• The recruitment section of the Project Plan questionnaire on p.49 encourages you to give
careful thoughtto your recruitment strategy.Questions include:
• What mix of youth will you seek to recruit(age,race,academic performance,etc.)?
• How will you find youth?Will you tap into other organizations to get the word out?Which
ones?
• Will you offer a stipend?How much?
• Will you use adult nominators?
• Will you have a selection committee review applications? If so,who might be on it?
• How will you inform any applicants who are not selected for your project?Are there other
ways the project might engage these youth later?Are there other programs to which you
can refer them?
28 ONLINE LIBRARY:www.californiacenter.org/voices
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Training! Training.! Training!
IN THIS SECTION
• Why youth must receive training
• Turnkey strategies for providing youth with the training they need
Would you loan your car to a youth who hadn't taken driver's ed?Would you send a teen who
didn't know the rules into a football game?No.Either example might set the teen up for failure.In
the same way,young people must receive training before they can effectively participate in public
policy or decision-making.
The reason for this preparation is that youth need time to build the knowledge and confidence
needed to make informed opinions.You might be surprised how quickly teens grasp sophisticated
topics;even a few hours of instruction can make a huge difference.
What If Youth Don't Receive Good Preparation?
• Youth may not be able to contribute if they do not know the jargon or political context of a par-
ticular issue or cause.
•Youth may feel frustrated or speak out of turn if they do not understand the government process
(how decisions are made,the roles of particular commissions or boards,rules-of-order,etc.).
•Youth may not be able to defend their opinions if they do not know all sides of the issue.
In the face of poor preparation,youth can become embarrassed or unwilling to participate,and
policymakers may doubt the value of youth input.
No Puppets Here!
•S\p•• If youth advocate a position make sure they understand all sides of the issue.Involved youth must
•
n: understand opposing viewpoints and be able to defend their own positions when asked tough
•• w• questions;otherwise they look like puppets manipulated by their adult advisors.
Training!Training!Training! 29
Youth VOICES in Comity Design Handbook
Developing a Training Plan
It is critical to think through the knowledge and skills youth will need in order to be effective.Will
they need expertise in a particular issue (say, transportation)?Writing skills?Government 101?
Skills Before or After?
c\P•• Think through what youth need to know before starting a project versus what they will learn
through the process.This distinction influences your recruitment and training strategies.For exam-
• �' ple,say your project will involve several youth-led presentations.You don't have to recruit a team
mi
of riveting spokespeople(since you can hold workshops on public speaking),but you might recruit
youth who are sufficiently outgoing that they are willing to speak publicly.
Ideally,your project composition should include different activities drawing on different skills
(speakers,writers,organizers,team-builders).That way you can recruit a diverse group of teens.
Note:The more time you invest in training,the broader the pool of youth able to participate.
Tips For Successful Youth Trainings
Your training can be organized any number of ways:a half-day,a weekend retreat,one day a
month,or after school throughout a semester.Regardless the structure,remember a few things:
1. Avoid school hours or school conflicts (such as SAT exams,homecoming,spring break).
2. Make sure your training is not just a series of talking heads.Include plenty of activities.
3. Include youth as co-facilitators as much as possible.
4. Don't start too early in the morning,and always serve food,preferrably something healthy.
LviEB See the following Web resources or pg.53 for a complete index of the online library:
• Designing a Youth Training Program (AD-S)
• Links to other youth engagement publications and web sites(including resources on asset-map-
ping,and service learning) (R-5,R-6).
"Civics classes just don't provide the information students need to feel engaged in the
process.Even if teachers were able to provide more information,this type of knowledge
comes best by doing it, not just reading a book."
—California State Senator John Vasconcellos
ONLINE LIBRARY:www.californiacenter.org/voices
Youth VOICES in Coty Design Handbook
Online Training Modules: Knowledge
Feeling overwhelmed?Not to worry.The California Center brings more than 20 years of experi-
ence in developing training materials,program agendas,parent permission slips—you name it! In
our online library(www.californiacenter.org/voices),you will find several training modules to
choose from.
•• Step 1:We suggest selecting at least one activity from each of the following modules:
•Vs
• • Connecting To Community(Training Module 1)
•Teambuilding(Training Module 2)
• Understanding Government and Policy(Training Module 3)
• Community Design(Training Module 4)
Step 2:If your project involves policy recommendations or developing a platform,tap into the
activities in Training Module 5.
Step 3: Select from the skills-based Training Modules 6-10(advocacy,public speaking,etc.) that
best fit your project.
Training Module 1: Connecting to Community
This module focuses on learning about the community,its strengths,and its needs.This training
process includes identifying one's own beliefs and researching the viewpoints of others.
V•• Don't Work in a Vacuum!
* JD At the California Center,every project includes some type of needs assessment for participants to
•• v•• learn what other people in their community think.This need can be met via surveys,focus groups,
canvassing,or interviews.These activities help participants become better informed,enable them
to form their own opinions,and give weight to any future policy recommendations they develop.
\NEB.• See the following Web resources or pg.53 for a complete index of the online library:
�.� U►• •
z Mr t_
• Needs Assessments 101:Different Types and Why They Are Important(SA-1)
• About Surveys:Why Do One and How(SA-2)
• Sample Survey and Tally Sheet(SA-3)
• Survey Review Worksheet(SA-4)
• About Focus Groups (SA-5)
• Planning a Focus Group (SA-6)
• About Canvassing(SA-12
• Hot Issue Brainstorm(SA-13)
Training!Training!Training! 31
Youth VOICES in Comity Design Handbook •
Training Module 2: Teamwork
This module will help students get to know each other and work as a team.It will enable them to
build mutual respect and understanding.
NEB•° See the following Web resources or pg.53 for a complete index of the online library:
z Ii��I
k • Interview Introduction Game(SA-9)
• Community Profiles (SA-10)
• Icebreakers and Teambuilding Activities(SA-11)
Training Module 3: Government and Public Policy
This module overviews the role of public policy in youths'lives,how state and local governments
work,and state and federal processes.
�NJEB a See the following Web resources or pg.53 for a complete index of the online library:
z1�
k • A Day in the Life:An Intro to Public Policy(SA-14)
•The Ideal Community(SA-15)
• From Idea to Law(SA-16)
•Types of City Government(SA-17)
°Active Citizenship Today,a Close Up Foundation curriculum;order at wwwcloseup.org
Training Module 4: Community Planning
This module introduces the community planning process including different perspectives on
Smart Growth principles and hypothetical community planning scenarios.
�\IEB•• See the following Web resources or pg.53 for a complete index of the online library:
z Ii►�t °
♦� k • Interview a Planning Expert Worksheet and Report(SA-7 and SA-8)
• Intro to Smart Growth:an Interactive Discussion (SA-20)
• Envision Smart Growth:a Design Simulation Activity(SA-21)
• Community Planning Pictionary(SA-22)
• Key Community Planning Concepts and Terminology(SA-23)
• Planning Jargon Jeopardy Game(SA-24)
• You the Advocate: a Community Planning Campaign Game (SA-25)
• The Role of Information and Technology in Planning(SA-26)
•The Life of an Empty Lot:Understanding Land Use Planning Processes (SA-19)
32 ONLINE LIBRARY:www.californiacenter.org/voices
Youth VOICES in Coolly Design Handbook
Training Module 5: Developing Group Priorities
If your project will include any kind of advocacy or policy recommendations,use this module to
come to agreement on a"platform"or set of shared beliefs on your issue.
`?".4JEB�• See the following Web resources or pg.53 for a complete index of the online library:
z in• •
k • Developing a Platform (SA-27)
• Making Group Decisions(SA-29)
• Win-Win Resolutions to Disagreements (R-11)
Online Training Modules: Skills
The following modules all relate to skills-building.Depending on the nature of your project, the
youth participants will require different skills. Select the modules that fit your project:
• Event Planning(Module 6)
• Media and Publicity(Module 7)
• Meetings and Facilitation (Module 8)
• Public Speaking (Module 9)
• Advocacy and Education(Module 10)
Training Module 6: Event Planning
This module guides you through choosing,planning, and conducting public events,such as con-
ferences,community work days,rallies,etc.
• Brainstorm an Event(SA-30)
• How To Plan an Agenda(SA-31)
• Create a Project Action Plan (SA-28)
Training Module 7: Media and Publicity
This module provides guidelines for media outreach, along with sample PSAs,press releases,
media advisories,editorials,letters to the editor,and posters.
• Creating the Perfect Poster(SA-32)
• Editorials and Letters to the Editor:How-To, Samples,and Activity(SA-33)
• Press Releases/Advisories:How-To, Samples,and Activity(SA-34)
Training!Training!Training! 33
mul
Youth VOICES in Comity Design Handbook
Training Module 8: Meetings and Facilitation
If youth will be attending or planning meetings of any kind,this unit will help you to introduce
them to the structure of formal and informal meetings.It includes an introduction to meeting for-
mats,such as those used by planning commissions or city councils,as well as meeting facilitation.
• How to be a Facilitator(SA-35)
• Meeting Preparation Tips (SA-36)
• Meetings Parliamentary Style (SA-37)
• Attend a Meeting Activity(SA-38)
•What's in a Meeting:Basic Structure (SA-40)
• Meeting Ground Rules Brainstorm (SA-39)
Training Module 9: Public Speaking
Use these fun activities to build youths'skills and confidence for speaking in front of groups.
• Public Speaking Intro (SA-41)
• Make a Speech! (SA-42)
Training Module 10: Advocacy and Education
Youth working on community planning issues often become advocates and educators.This mod-
ule zeroes in on preparing youth to work with elected officials and government representatives.
• Tips for Effective Advocacy(SA-44)
• Mock Advocacy Activity(SA-45
• How to Use Petitions (SA-46)
• Launching a Letter/Email Campaign(SA-47)
5 P1-44L Your Project Plan
The Project Plan questionnaire beginning on 47 enables you to think hrou h the knowl-
edge q 9 9 P Y through
and skills youth will need for your project.
• What knowledge,characteristics,or interests should youth know have before they are
recruited for your project?What can they learn afterward,through your training?
• How might you structure your training lone day,weekend retreat,semester?)
• Which of the California Center training modules are suitable for your project?
• Are there other organizations in your community that might help with your training?
34 ONLINE LIBRARY:www.californiacenter.org/voices
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Case Studies of Successful Projects
IN THIS SECTION
• Eight communities'experiences with youth engagement
• Examples of what works!
Learning by example is often the best way to educate yourself This section presents eight very dif-
ferent community planning case studies.Note that every circumstance is unique;some projects
have nearly unlimited resources and others next to none.Featured projects include:
1. Youth on city commissions in Boise,Idaho
2. City youth planners in Hampton,Virginia
3. Maryland Youth Summit on the Environment
4. Youth delegates to the national New Partners for Smart Growth Conference
5. Regional youth board in Atlanta
6. Y-PLAN service learning projects in the San Francisco area
7. SANDAG Youth Ambassador project in San Diego
8. Youth Design workshop for South Sacramento community plan
Additional case studies will be made available online as new projects are completed.Please submit
your own by emailing voices @californiacenter.org!
Case Studies of Successful Projects 35
w
Youth VOICES in ComSy Design Handbook
CASE STUDY 1
Youth on City Commissions in Boise, Idaho
In 1999,with the goal of"making Boise the best place in the nation to be young,"former mayor
Brent Coles appointed 11 youth as unpaid members of city boards and commissions.Using the
Search Institute's 40 developmental assets (available online) as a guide, the city of Boise commit-
ted itself to engaging, empowering and learning from its youth.
Currently,12 youth ages 15-22 serve one-year terms on ten different city boards and commissions,
including the Housing Authority,Public Works Commission,Parks and Recreation,Develop-
ment Impact Fee Advisory Committee,the Design Review Board,Library Board, the Historic
Preservation Commission,Arts Commission,and the Healthy Community*Healthy Youth
(HC*HY)Executive Committee.The youth have full voting rights on all except the Library
Board and the Housing Authority(on which youth voting is prohibited by state law).The mayor's
office stresses that even when youth roles are only advisory,their opinions are highly valued.
"Adult members benefit from the fresh perspective,"says Matt McCarter,Executive Director of
HC*HY,a coalition of youth service organizations housed in the mayor's office.McCarter cau-
tions others considering a youth commission program:"If city leadership and board members do
not see value in youth perspectives,it is not time to move forward with an effort like this."
•
An important aspect of having youth on boards is preparation.Training both the new youth
appointees and the adults on the boards and commissions helps ensure success.The training,
staffed by HC*HY employees and others,includes information on the roles of boards and com-
missions as well as local government processes.In addition,youth learn information specific to the
responsibilities of each board.Ongoing support is provided through mentoring relationships that
pair students with adult members and through quarterly gatherings of all youth members to dis-
cuss their experiences.
HC*HY also tries to highlight the work of each youth board member in the local newspaper,
which doubles as a way to get the word out to other youth about the opportunity to serve.For
more information visit:wwwcityofboise.org/parks/activities_programs/hchy.
"If it is clear youth will be encouraged and listened to,and preparations are well thought
out,you are set up for success... Having youth on boards and commissions has been a
rewarding experience for everyone involved.Youth feel their voice is valued and that
they have an impact on city decisions.Adult members benefit from the fresh perspec-
tive,optimism,and enthusiasm youth bring to the table."
—Matt McCarter,Executive Director,HC*HY
36 ONLINE LIBRARY:www.californiacenter.org/voices
Youth VOICES in Col ity Design Handbook
CASS STUDY 2
Hampton, Virginia Employs Youth as Planners
After a 1997 community-mapping project in which youth in Hampton,Virginia identified local
issues affecting teens,the city made huge strides to involve local youth in planning its future.
The city of Hampton created two part-time positions for teens in the City Planning Department.
In this ongoing program,the teens are hired to work 15 hours a week for a two year-term and are
responsible for overseeing the youth component of the city's comprehensive plan.Thus far the
youth planners have prioritized the following key issues:"youth-friendly"spaces and businesses,
transportation,employment,and caring youth-adult relationships.
The youth planners join other planners and the City Council at meetings,where they make
monthly planning presentations about youth-related issues.So far,the youth planners have:
• Developed a handbook(at the request of the City Council) to help business owners and officials
become more"youth friendly"
• Worked with the local transit agency to research transportation options for teenagers,gathering
input from young people on a new light rail system and other initiatives,as well as transit costs
and teens'access to it
• Consulted regularly with the parks/recreation department providing information,ideas for
events,or acting as a partner in park events
• Gathered information from peers through monthly public meetings with the Hampton Youth
Commission where the planners often facilitate brainstorming activities and surveys
\NEB.• Additional information on the youth planners in Hampton is available in an article at the Project
04 11■` • for Public Space website:www.pps.orghcb/youth_planners.htm
z
• °With a hard job like this,expectations are higher than if you're flipping hamburgers,and
we don't have college degrees in this field. But still,our co-workers are open to how
we adjust and get our work done,which is really helpful when you're unsure of things."
—Teenager Kathryn Price,who worked as a Youth Planner in 2000-2001
Case Studies of Successful Projects 37
•
Youth VOICES in Comty Design Handbook
CASE STUDY 3
Maryland Youth Summit on the Environment
In 1997,then Maryland Governor Parris N. Glendening announced the creation of the Gover-
nor's Office of Smart Growth with the goal of educating the public about Smart Growth. One
important segment of the public was youth.While Smart Growth curriculum in all schools was
ideal,it was not immediately possible,so the Governor's office decided to`start small'by hosting a
yearly conference aimed at high school students from every school district in the state. Four con-
ferences were held between 1998 and 2002.
"If we want to change land use patterns we need to change the way we think about it. In
order to do that we may need to go through a generational change, and make sure
tomorrows leaders are educated."
—John Frece,former Communications Director of the Governor's Office of Smart Growth
The first conference,A Generation Ahead,introduced broad planning and environmental issues to
almost 1,000 youth.A major lesson learned with this first conference was that spring is not the
best time to introduce new concepts,as it left little time for follow-up in the classroom.The sec-
ond annual conference was held in the fall and focused exclusively on Smart Growth,the third on
transportation,and the fourth on the Chesapeake Bay.
At each summit,students discussed the impacts of sprawling development,the health of the
Chesapeake Bay,air quality,transit,and other environmental and transportation issues.The for-
mat varied each year but included plenary and small group sessions based on geography.The con-
ferences enabled students to learn from,and share opinions with,planning professionals.
As a result of these conferences and the support of local governments and private agencies, the
State of Maryland was able to introduce Smart Growth curriculum entitled Where Do We Grow
From Here?as a way to reach more students.Each conference's cost was$35,000-$50,000(includ-
ing facility, transportation, and staff)with funds raised from sponsorships and local foundations.
Due to a change in administration,the Governor's Office of Smart Growth was recently dissolved
and many of its functions integrated into other state departments. However,the state of Kentucky
is replicating their model,teaching Smart Growth concepts to its youth.For more information on
Maryland's program,see:
4�vJEB„ • Governor's Office of Smart Growth:www.smartgrowth.state.md.us/index.htm
A...4'
Ii"t ` • Where Do We Grow From Here:?:www.dnr.state.md.us/education/growfromhere/home.htm
k'� • Kentucky Smart Growth Initiative:http://smartgrowth.ky.gov
38 ONLINE LIBRARY:www.californiacenter.org/voices
Youth VOICES in Conaty Design Handbook •
CASE STUDY 4
Youth Delegation to National Smart Growth Conference
In January 2003,31 high school students from 30 communities nationwide were chosen to attend
the 2nd annual New Partners for Smart Growth Conference in New Orleans.The participants were
nominated by local government officials,schools,and community organizations. They repre-
sented communities ranging from rural towns to gated suburbs to inner-city housing projects.
Before arriving in New Orleans,the youth surveyed their peers and interviewed community plan-
ning professionals.At the conference,the students were supervised and supported by a staff of
graduate students and young professionals.The teens spent the first day and a half in a youth-only
orientation to introduce them to Smart Growth concepts and local government processes.Many
of the materials used in this orientation are available in this handbook's online library.
The youth used the information they gathered in their communities,along with the knowledge
they received in the youth prep workshops,to develop an issue platform.Then they participated as
workshop speakers and participants along with the 700 planners and Smart Growth professionals
in attendance.The youth platform included the development of mixed-use neighborhoods that
combat sprawl,reliable and accessible public transportation,pedestrian-friendly streets,diverse
mixed-income neighhborhoods,and education and youth engagement around Smart Growth.
After the conference,each youth conducted a follow-up activity in her/his community.The
projects ranged from public presentations to advocating youth participation in planning.
. " Youth-Led Projects
r
fi •
� ., Following the Smart Growth conference,the youth took action locally.For example:
Johnathan McClure,17,wrote the cover article,"Building a Walkable City,"for the Spring
2003 issue of North.Dakota Geographic Alliance Magazine.The article promoted a more
walkable Minot(his hometown)by opposing sprawl pattern development,encouraging side-
walk building and mixed-use development,and advancing a plan for better mass transit.
Lizzie Velasquez,16,coordinated a youth forum to introduce Smart Growth and livable com-
munity concepts to teens in Stanislaus County(CA).She created a hypothetical city out of
Monopoly houses that showed the difference between"smart and dumb growth."The forum
was part of a larger conference for youth on environmental justice.
Lee Wells,18,promoted youth viewpoints on Smart Growth as a speaker at a meeting of
state and,local leaders in Louisville,KY.He also arranged for a spokesperson from the local
transit authority to speak at his high school about a local light rail initiative and related tran-
sit oriented development.Due to the presentation,the advanced composition class chose to
make light rail the topic of their persuasive writing assignment.
Case Studies of Successful Projects 39
Youth VOICES in Com111!lfity Design Handbook •
Funding for the youth delegation,which cost approximately$30,000 in transportation,staffing,
and lodging,was provided by the Robert Wood Johnson Foundation,the Local Government
Commission,the APA,and local sponsors.
B vJE •• For more information on this project,contact Jim Muldavin,Executive Director of the California
z� 11 • Center,at muldavin@californiacenter.org. Or visit www.californiacenter.org.
° k
C� ,•• Youth Speak Out
Y
When asked what the youth learned atthe New Partners for Smart Growth Conference they
answered...
1 have a reinforced belief that young leaders do want to make a difference in our commu-
nities.The conference helped me be a better leader."
—Nick Gallagher,16,Jackson,MI
1 learned how to speak with adults on an equal level...We shared similar opinions on cer-
tain issues about community planning.I am now more aware than ever about the structure
and development of a community."
—Kamille Go,15,Issaquah,WA
"Ever since the Smart Growth conference I have been exposed to different ideas and they
have given me inspiration to share these unique ideas with other people.I now have a dif-
ferent outlook on my community and I want my children to live in a society depicted by
Smart Growth."
—Alba Barragan,17,El Sobrante,CA
CASE STUDY S
Regional Youth Board on Atlanta
Can you imagine a region with walkable neighborhoods and lush landscapes?How about commu-
nities with mixed-use development and multiple transportation choices?For about 50 high school
students a year in the Atlanta region,it's their vision for the future.
The Model Atlanta Regional Commission (MARC)is a project that involves youth in planning
Atlanta's future.It is a joint effort of the Atlanta Regional Commission (the official planning
agency for the ten-county Atlanta region)and the State YMCA of Georgia (Y clubs).
Each February since 1998,sophomores and juniors are selected for the coming year to represent
each of the region's 10 counties.They are chosen based on variety of factors including academic
achievement,extracurricular activities,level of interest,a written essay,and recommendations.
40 ONLINE LIBRARY:www.californiacenter.org/voices
Youth VOICES in CoSty Design Handbook •
Over the course of a school year the youth learn about issues affecting Atlanta,including transpor-
tation,air quality,human services,land use,and water as well as the structure and function of a
regional planning board.Once the students have a grasp of the issues,they split into committees
and draft possible solutions to the region's challenges.At their final meeting the youth commis-
sioners present and vote on the resolutions they have created in order to create a stronger region.
The resolutions are then presented to the official Atlanta Regional Commission for consideration.
"The MARC program has given students like me a great way to get involved and make a
difference in our regional community as well as an opportunity to voice our opinions on
issues that are important to us as teens."
—Jessica Camp,a 2000-01 MARC participant
Over the last five years the MARC program has developed solutions to challenges facing the
Atlanta region.Solutions included:
• An incentive plan for students to carpool in order to combat air pollution
• Creating community centers to serve as central gathering spaces that nurture neighborhoods
\NEB• For more information visit www.atlantaregional.com/communitybuilding/leadership/marc.html.
•
//Ilk
CASE STUDY 6
Y-PLAN, San Francisco Bay Area, CA
In 1993 the University of California,Berkeley launched Y-PLAN (Youth—Plan,Learn,Act,
Now),a program to expose high school students in the San Francisco Bay Area to urban planning
and design.The program was the brainchild of graduate students in the university's Department
of City&Regional Planning.
Y-PLAN is a ten-week workshop that integrates planning and community development issues
with California's tenth and eleventh grade English and Social Studies curriculum,bringing plan-
ning to life in the classroom.
Case Studies of Successful Projects 41
Youth VOICES in Conill0lity Design Handbook
Each fall,UC professor Deborah McKoy identifies"real-world"clients in nearby cities with plan-
ning needs.Each spring,graduate students (through a semester-long course) bring the project(s)
into the classrooms of one or two local high schools,where students spend two days a week learn-
ing the fundamentals of community design and project planning.It culminates with the develop-
ment of a proposal students present to City Hall officials.
For example,the 2003 Y-PLAN participants from McClymonds High School in Oakland, CA
chose to focus on a deteriorating park near their campus.Over the course of one semester,the stu-
dents created a new design for a History Park and presented their plan at Oakland City Hall.
Their vision for the park was adopted by The Friends of Oakland Parks and Recreation.The San
Francisco Foundation provided a grant to hire professional designers to work with the youth and
develop their ideas into a final design that will be sent out to bid.At the time of this writing,The
Friends and local businesses were working to raise funds to build the revamped park.
According to Dr.McKoy the program"makes the invisible practice of community change visible"
to urban youth.It also exposes planning professionals to the power of youth engagement.The pro-
gram is supported by grants from the UC Office of the President's UC-Links program and the
Interactive University Project.
( EB• • For more information about Y-PLAN or its projects,visit http://dcrp.ced.berkeley.edu/Misc/
' L YPlan/yplanhome.htm.
z /r�'
° YP
o 113 k •To access the APA's Kids and Community web site,which provides articles used by Y-PLAN,
visit www.planning.org/kidsandcommunity/.
CASE STUDY 7
Youth Ambassadors in San Diego
In the fall of 2003 the San Diego Association of Governments (SANDAG) created the Youth
Ambassadors project as a part of its community outreach efforts surrounding the development of
its Regional Comprehensive Plan (RCP).The RCP defines a shared vision of the future of San
Diego,including regional land use and transportation policies. SANDAG sought to bring the per-
spectives and enthusiasm of young people into the development of this important document,ask-
ing a diverse group of 16 high school students from different communities in the county to be
featured speakers at a series of five community workshops focused on the RCP.
In a short amount of time,and with only a limited amount of effort,SANDAG generated a strong
level of interest in the Youth Ambassador opportunity.Over the course of a month,the project was
publicized through emails and phone calls to youth organizations including the Boys and Girls
Clubs,YMCA's,and the Urban League,as well through SANDAG's list-serve of elected officials
and community stakeholders.
42 ONLINE LIBRARY:www.californiacenter.org/voices
Youth VOICES in Com ty Design Handbook
While SANDAG originally planned to select six Youth Ambassadors, a greater than expected
response prompted them to accept 16 applicants.The students assembled for a Saturday half-day
orientation where they learned about the regional planning process,considered youth priorities for
San Diego,and developed short presentations they would later give at the SANDAG community
workshops on the RCP.
Each youth was required to speak at one of five three-hour workshops.In each case,their presen-
tations opened the meetings and thus set the context for subsequent discussions.After their pre-
sentations,the Youth Ambassadors joined other community stakeholders in further discussions of
regional issues.
The community workshops,each attended by 50-100 people,allowed residents to discuss specific
steps that should be taken to achieve a shared vision for the region. They examined goals and pol-
icy objectives in the areas of transportation,housing,urban form,public facilities,economic pros-
perity,and environmental projection.Feedback from the workshops was incorporated into at draft
of the RCP,which was released in December 2003.The plan reflects several of the Youth Ambas-
sadors priorities,including the desire for more walkable communities,an emphasis on reducing air
pollution, and the preservation of wetlands and marine ecosystems.
The youth were provided$50 stipends for their time,which they received after submitting a feed-
back form about their experience.The cost for the project was $2,000,which included youth sti-
pends,a pizza lunch,and fees to a consultant(the California Center)hired to coordinate
recruitment and the orientation session. (Many of the materials used for the recruitment and the orien-
tation are available in this handbook's online library:www.californiacenter.org/voices.)
"I think that SANDAG is doing a great thing by reaching out to students because of the
impact participation has on a young person. Being a part of this project, I feel like I can
make something happen,and that feeling is hard to get when you are just in high
school. I have learned that there are people and organizations out there that realize the
importance of getting youth opinions in their meetings and decisions."
—SANDAG Youth Ambassador Ariane Salvador,age 16
"I have learned a tremendous amount about regional planning and all the considerations
that must go into it. My perspective on what it takes to run a city and keep it beneficial
for its inhabitants has grown immensely. I have a much greater understanding of San
Diego and what needs to be done in order to keep it a great place to live."
—SANDAG Youth Ambassador Erin Bala,age 17
Case Studies of Successful Projects 43
Youth VOICES in Corn ity Design Handbook 0
CASE STUDY 8
Revising a Community Plan in the High School Classroom
In 2002 the City of Sacramento Planning Department took their outreach into a high school,
gaining the valuable perspectives of young people. Seeking input on the revision of the South Sac-
ramento Community Plan,planners held a workshop in the classroom of teacher Denny Hopson.
Planners visited Luther Burbank High School on two consecutive days,spending 45 minutes each
day with Mr.Hopson's 12th grade government class.Prior to the arrival of the planning staff,stu-
dents were presented with"brainteaser"questions related to their vision for the future of South
Sacramento,an aging inner-ring suburban area with pockets of poverty and a decaying infrastruc-
ture.When the planning staff arrived,students were introduced to the community planning pro-
cess and concepts,and then they participated in an activity called"Community Heartbeats."Using
maps and stickers,the youth identified gathering places and other key locations in their commu-
nity,discussing the area's weaknesses and opportunities. Students emphasized the need for afford-
able housing,improved safety,and increased entertainment uses.Many said they felt no stigma
with using public transit and would be likely to utilize planned improvements.Planners discussed
the history of the area with students,talking about how the layout of their community had
changed with the rise of the automobile.On the second day,discussion focused on the students'
ideas for developing land surrounding a new light rail line.A software program called"PLACE3S"
was used to help students visualize how different ideas for development might change their current
community.Planners entered ideas on the spot,allowing students to instantly see the impact of
suggested changes.
Jaki Walker,who managed public outreach for the South Sacramento Community Plan,reported
that many of the student ideas eventually made it into the final recommendations.Walker also
noted that this youth engagement activity required relatively little cost and effort.The planners
were able to use the same materials and techniques developed for community workshops targeting
adults.We didn't have any problems with youths'comprehension or interest level."The youth
1 workshop had the added value of students encouraging their parents to get involved with the com-
munity plan.This was especially valuable in reaching immigrant parents with limited English,a
group the planners were challenged to engage.
For information visit:www.cityofsacramento.org/planning/longrange/airport-meadowview.pdf.
"When we think about public input,we need to consider the needs of young people and
think of them as a stakeholder group.When we are talking about 20 or 30 years into the
future,we are really planning their environment."
--Jaki Walker,Senior Planner,Parsons Brinkerhoff, Inc.
44 ONLINE LIBRARY:www.californiacenter.org/voices
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Conclusion
Clearly,youth have an important role to play in community design.The decisions we make now
impact the lives of today's youth,their children,and their grandchildren.Therefore basic princi-
ples of fairness dictate that they should be involved in community decisions.However,even with-
out an ethical imperative,youth should be included in community design because it simply results
in improved public policy. Good public policy creates better cities,healthier states,and a stronger
nation.It also develops youth as future leaders.
Parting Recommendations
Every locality has different resources and challenges, so we hesitate to close this handbook with a
heavy-handed list of"you shoulds."However,the following benchmarks provide a starting point
for communities,regardless their resources:
• Strive to include youth anytime your locality makes major community planning decisions.
• When deciding which stakeholders to invite to the table,remember to include youth.
• Definitely include youth in decision-making about facilities or parks that serve them.
• Remember that there is a range of ways to include teens,from one-time focus groups to perma-
nent youth advisory boards.
• Don't be afraid to ask for feedback along the way;youth will tell you what's going well and how
to make it better.
• Please don't let youth engagement in your community fizzle out as just an idea—translate those
ideas into action!
Call On Us!
The California Center staff welcomes opportunities to help you,whether you are just getting
started or are a seasoned pro.We provide technical assistance to local governments,community
organizations,regional coalitions,state agencies,and national organizations.Feel free to contact
us any time.
•
Conclusion 45
Youth VOICES in Coity Design Handbook •
Contact:
Katherine Boyd
Youth VOICES Program Director
California Center
1220 H Street,Suite 102
Sacramento,CA 95814
(916)443-2229
kboyd@californiacenter.org
or
voices@californiacenter.org
Online library:www.californiacenter.org/voices
Share Your Ideas Online!
The Youth VOICES online library is a living resource where new materials can be added all the
time.If you have youth engagement activities,samples,or case studies,please email voices@cali-
forniacenter.org for guidelines on how to share your work.
Together,we can see young people meaningfully engaged in community planning—nationwide!
"Whether problem-solving or decision-making,go the extra distance to get the opinions
of youth,to include youth in committees and think tanks,and bring us to the table as vot-
ing equals.We youth are as much a part of the community as anyone else; all we ask is
to be included.Stop trying to manage us and start trying to work with us. I promise you
will not be disappointed.We are your new partners."
—Brandon Kitay,age 17,West Palm Beach,FL
46 ONLINE LIBRARY:www.californiacenter.org/voices
WNW iii
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Project Plan
These questions provide a step-by-step process for planning your own youth engagement projects.
If you choose to type up these answers,you will have the start on a concept paper for your boss,
grant proposals for funders,or recruitment flyers for teens.These questions appeared throughout
the handbook at the end of chapter.Here,they are provided together for your convenience.These
questions are also provided in worksheet form in the online library(R-1).
Step 1: Get Started
Corresponds with Chapter 2: Benefits and Challenges of Engaging Youth
In Policymaking
1. Why do you want to engage youth in decision-making?What prompted your interest in youth
engagement?Was it a problem(such as a lack of local bike lanes),a circumstance(such as con-
sideration of new ordinance),or an individual(such as a new mayor)?
2. How would youth engagement strengthen your work?
3. How would youth benefit from an engagement project associated with your organization?
4. What challenges might you face?Any initial ideas for overcoming them?
Project Plan 47
• •
Youth VOICES in Community Design Handbook
Step 2: Assess Your Organization's Readiness
Corresponds with Chapter 3: Are You Ready For Youth Engagement?
5. What are the attitudes of you and your colleagues regarding engaging youth in policymaking?
•
6. At this time,where do you think your organization is on the Power Continuum Table?Where
would you like to be?How will you get there?
7. What staff resources can your organization devote to a youth engagement project?
8. What financial resources currently exist for a youth engagement project?What fundraising
options exist? (Foundations,government agencies,local corporations?)
9. With whom might you partner to run the project? (Youth organizations,schools?)
Step 3: Decide Which Approach Is Right For You
Corresponds with Chapter 4: Models of Youth Engagement
Note:We suggest also reviewing Chapter 7:Case Studies of Successful Projects.
10. Which youth engagement models most appeal to you?Why?
11. Based on your answers in Step 2(staff,funding,colleagues),which models do you think are
realistic for your organization at this time?
12. What role will youth have in selcting your project framework(or in selecting activities within
that framework)?
48 ONLINE LIBRARY:www.californiacenter,org/voices
a
• •
Youth VOICES in Community Design Handbook
•
Step 4: Decide How to Recruit Youth
Corresponds with Chapter 5: Recruiting Youth
13. What mix of youth will you seek to recruit(age,race,academic performance,etc.)?
14. How will you find youth?Will you tap other organizations to get the word out?Which ones?
15. Will you offer a stipend?How much?
16. Will you use adult nominators?
17. Will you have a selection committee review applications?If so,who might be on it?
18. How will you inform any applicants who are not selected for your project?Are there other
ways the project might engage these youth later?Are there other programs to which you can
refer them?
Step 5: Decide How to Train the Youth
Corresponds with Chapter 6: Training! Training! Training!
19. What knowledge,characteristics,or interests should youth know have before they are
recruited for your project?
•
20. What can they learn after being recruited,through training you will provide?
21. How might you structure your training(one day,a weekend retreat,throughout a semester?)
22. Which of the California Center training modules are suitable for your project?
23. Are there other organizations in your community that might help with your training?
Step 6: Set a Timeline
By this point,you probably have a rough idea of how long your project planning will take.It helps
to put your timeline on paper.Remember to build in extra time,since unforeseen things always
come up.
Phase 1: Assessing and Gathering Resources
Depending on your situation and your proposed project,this phase might take a month or a year.
Consider how much time you will need to build support among colleagues and superiors,how
long it will take to build a network of partner organizations (if appropriate),and how long to raise
funds(if necessary).
Project Plan 49
• S
Youth VOICES in Community Design Handbook
a Funding takes time:
w
Oftp Corporate grants are often decided upon in a couple of months;foundation grants typically take
k" dp about 6 months;government grants 8-10 months or more. Remember,you can always start with
small projects that cost little or nothing.
ACTIVITY • PROJECTED DATES/LENGTH OF TIME
Start date
Building internal support
Recruiting organizational partners
Identify existing resources that might let you avoid
fundraising
Fundraising,if needed
J
J
SO ONLINE LIBRARY:www.californiacenter.org/voices
T•
Youth VOICES in Community Design Handbook
Phase 2: Project Planning and Recruitment •
��p•.•` Once your internal support,partners,and funding are squared away,you can start actually plan-
." ning the details of the project.In most cases,recruitment takes longer than expected.It is best to
° v• give yourself 1-3 months for recruitment,depending on the announcement and selection
approaches you have chosen.
ACTIVITY PROJECTED DATES/LENGTH OF TIME
Finalizing project model
Planning and researching youth training agenda
Developing recruitment materials(with application
deadline)
Getting the word out(mailings,posting flyers,etc.)
Extended recruitment period(in case you don't get
enough applications the first time)
Selection process(will take longer if you are selecting
via committee or interviews)
Phase 3: Project Implementation
We cannot predict your project implementation activities since every project is different.Use the
blank lines to record activities and times appropriate to your project.
ACTIVITY PROJECTED DATES/LENGTH OF TIME
Project Plan 51
Youth VOICES in Community Design Handbook
Phase 4: Evaluate, Sustain the Project, or Maybe Wrap Up
If your project centers on an event,it will have an end date.I.f you are establishing a permanent
youth commission,the project will not end but may have a natural cycle when you can evaluate,
revise the model,and go again.Try to predict what will be right for you,but give yourself the free-
dom to be flexible:
ACTIVITY PROJECTED DATES/LENGTH OF TIME
Evaluating the project
Celebrating accomplishments
Planning the next phase,including possibly growing or
expanding
Recruiting new youth Of applicable)
Renewing funding(if applicable)
Archiving materials so your project can be replicated in
future(if it is ending)
52 ONLINE LIBRARY:www.californiacenter.org/voices
�d r ,,;. ,-..r, ` of ; pSI BF —� , ,:, r,—,•1 �, ,..� t a . APPENDIX
lot
t4 F eN„1 r 5,
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I 55 4
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iz'.irs '•
1t''' 111*.f . t' .�'�i..f.�tl3�fu�hC'r.... �1 ��',1�. ryi � `,i auk �1 S.
Index of Online Library
,,,`$N1c4e There are two ways to locate materials in the online library, located at
.4E www.californiacenter.org/voices:
By Topic or Training Module Name:
This method is how documents are listed in this index.See Chapter 7 for instructions on using the various
youth Training Modules.
By Category:
All documents are coded with a referece number,such as AD-1:
• Administrative Aids(AD)are time-saving samples of recruitment materials,agendas,release forms,bud-
gets,and much more.
• Resources(R)are articles to support youth engagement.This section includes materials on youth develop-
ment,fund raising,and how to find other youth engagement publications.
• Student Activities(SA)are training and teambuilding materials for youth.More than 40 fun and engaging
activities are provided to build knowledge and skills in public policy,smart growth,advocacy,running
meetings,and many other topics.
1
Note: Some resources appear under more than one heading.
Advocacy and Education (Training Module 10)
Online Library:
Tips for Effective Advocacy(SA-44)
Mock Advocacy Activity(SA-45)
How to Use Petitions (SA-46)
Launching a Letter/Email Campaign(SA-47)
Index of Online Library
53
diNalla
/
•
Youth VOICES in Community Design Handbook
Community Planning (Training Module 4)
Handbook References:
What Is Community Planning?,p.2
Why Involve Youth In Community Planning?,p. 3
Chapter 7: Case Studies of Successful Projects,p. 35
Online Library:
Intro to Smart Growth:An Interactive Discussion (SA-20)
Envision Smart Growth:A Design Simulation Activity(SA-21)
Community Planning Pictionary(SA-22)
Key Community Planning Concepts and Terminology(SA-23)
Planning Jargon Jeopardy Game(SA-24)
You the Advocate:A Community Planning Campaign Game(SA-25)
Interview a Planning Expert Worksheet(SA-7)
Interview an Expert Report Form(SA-8)
The Life of an Empty Lot:Understanding Land Use Planning(SA-19)
The Role of Information and Technology in Planning(SA-26)
Web Resources on Youth and Smart Growth (R-6)
Connecting Youth To Their Communities (Training Module 1)
Handbook References:
Don't Work in a Vacuum!,p.31
No Puppets Here!,p.29
Online Library:
Needs Assessments 101:Different Types and Why They Are Important(SA-1)
About Surveys:Why Do One and How(SA-2)
Sample Survey and Tally Sheet(SA-3)
Sample Survey Review Worksheet(SA-4)
About Focus Groups:What,Why,and How(SA-5)
Planning a Focus Group:The Details (SA-6)
About Canvassing(SA-12)
Hot Issue Brainstorm (SA-13)
54 ONLINE LIBRARY:www.californiacenter.org/voices
• ..
Youth VOICES in Community Design Handbook
Event Planning (Training Nodule 6)
Online Library: •
Brainstorm an Event(SA-30)
How To Plan an Event Agenda(SA-31)
Create a Project Action Plan(SA-28)
Funding
Handbook References:
Avoiding an Under-Investment of Time and Resources,p. 10
Funding takes time:,p.50
Online Library:
Fundraising Resources (R-7)
How To Get Product Donation(R-8
Sample Project Budgets (AD-1)
Government and Public Policy (Training Nodule 3)
Online Library:
A Day in the Life:An Intro to Public Policy(SA-14)
The Ideal Community(SA-15)
From Idea to Law(SA-16)
Types of City Government(SA-17)
Identifying Stakeholders and Decision-Makers (SA-18)
Group Priorities (Training Module 5)
Online Library:
Developing a Platform (SA-27)
Making Group Decisions(SA-29)
Win-Win Resolutions to Disagreements (R-11)
Index of Online Library 55
•
Youth VOICES in Community Design Handbook
•
Media and Publicity (Training Module 7)
Online Library:
Creating the Perfect Poster(SA-32)
Press Releases/Advisories:How-To, Samples,and Activity(SA-34)
Editorials/Letters to the Editor:How-To,Samples,and Activity(SA-33)
Meetings, Facilitation, Serving on Boards (Training Module 8)
Online Library:
How to Be a Facilitator(SA-35)
Meeting Preparation Tips (SA-36)
Meetings Parliamentary Style (SA-37)
Attend a Meeting Activity(SA-38)
What's in a Meeting:Basic Structure(SA-40)
Meeting Ground Rules Brainstorm (SA-39)
Mentoring Youth on Boards on Commissions (R-9)
Public Speaking (Training Module 9)
Online Library:
Public Speaking Intro (SA-41)
Make a Speech! (SA-42)
Issue Ad Activity(SA-43)
Recruitment of Youth
Handbook References
Chapter 5:Recruiting Youth,p.25
Online Library
Step-By-Step Guide To Youth Recruitment(AD-2)
Sample Recruitment Letters (AD-3)
Sample Youth Recruitment Flyer(AD-4)
Sample Project Contract for Youth (AD-6)
. Sample Youth Nomination Forms (AD-5)
Sample Rejection Letter(AD-7)
56 ONLINE LIBRARY:www.californiacenter.org/voices
0
Youth VOICES in Community Design Handbook
Samples
Sample Medical Release/Emergency Contact(AD-13)
Sample Photo Release Form(AD-15)
Sample Program Contract for Youth (AD-6)
Sample Program Rule Sheet For Overnight Programs (AD-14)
Sample Program Staff Application(AD-12)
Sample Recruitment Letters (AD-3)
Sample Rejection Letter(AD-7)
Sample Speaker Invite (AD-16)
Sample Youth Nomination Forms (AD-5)
Sample Youth Recruitment Flyer(AD-4)
Smart Growth
See"Community Planning"
Surveys, Focus Groups, Canvassing
See"Connecting Youth To Their Communities"
Teamwork Among Youth `Training Nodule 2)
Online Library:
Interview Introduction Game (SA-9)
Community Profiles (SA-10)
Icebreakers and Teambuilding Activities (SA-11)
Training Youth
Handbook References:
Chapter 6:Training!Training!Training!,p.29
Online Library:
Sample Agendas For Youth Prep Sessions: 1/2, 1,and 2 days (AD-9)
Designing a Youth Training Program (AD-8)
Tips for Integrating Experts in a Youth Training(AD-11)
Index of Online Library 57
• •
Youth VOICES in Community Design Handbook
See training modules on these topics:
Advocacy and Education
Connecting Youth To Their Communities
Community Planning
• Event Planning
Group Priorities
Government and Public Policy
Media and Publicity
Meetings and Facilitation
Public Speaking
Teamwork
Youth Development
Handbook References:
What is Youth Engagement?,p. 1
Youth and Adult Power-Sharing,p. 13
Online Library:
40 Developmental Assets by Search Institute (R-2)
What Do You Mean by"Youth Development"?(R-3)
Building Youth-Adult Partnerships (R-10)
Youth Engagement in Policymaking
Handbook References:
Chapter 4:Models of Youth Engagement,p. 17
Online Library:
Youth Engagement Approaches in Detail: (R-4)
Descriptions of Other Youth Engagement Publications(R-5)
Misc. Resources
Project Plan Worksheet(R-1)
Worksheet for Workshop Selection (SA-48)
Workshop Notes Form (SA-49)
58 ONLINE LIBRARY:www.californiacenter.org/voices
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Tigard's Downtown area has many different types of uses, from commercial(stores),entertainment(restaurants),
industrial(car repair, manufacturing), to residential.The Downtown Task Force is a citizen group that is working
on a plan to shape Downtown Tigard's future. Please take a few minutes to answer this questionnaire today and
return to the address on the back by April 30,or take it online at www.ci.tigard.or.us. The results will be
analyzed to provide information for the planning process.
1. How often do you visit Tigard's Downtown?
❑ Daily ❑ Weekly ❑ Monthly ❑ Few times a year ❑ Never
2. Why do you visit Downtown? (check all that apply)
❑ Shop ❑ Work here ❑ Eat ❑ Personal Services ❑ Live Downtown
❑ Ride Bus ❑ Business-related ❑ Other:
3. Which of the following describe you?(check all that apply)
❑ Tigard Resident ❑ Non-Tigard Resident ❑ Tigard Business Owner
❑ Downtown Tigard Business Owner ❑ Downtown Tigard Property Owner
4. Which of the following methods of transportation do you use Downtown?(check all that apply)
['Car ❑Bus ❑ Bike ❑ Walk
5. How strongly do you agree or disagree with the following statements?(mark ONE answer for each)
Strongly Strongly
Agree Agree Neutral Disagree Disagree
The existing Downtown business mix is excellent.
There is plenty of parking Downtown.
Downtown Tigard is an excellent place to do business.
The look and feel of Downtown should not change. ,
I feel safe Downtown. .
6. The planned Commuter Rail will provide passenger rail service between Wilsonville to Beaverton,
with a station in Downtown Tigard.Would you use the station? ❑ Yes ❑ No ❑ Don't Know
7. What three things do you like best about Downtown?
8. What improvements,if any,would you suggest for Downtown?
9. Do you think the Downtown should proactively accommodate or seek to attract specific types of
businesses? What kinds?
10. Other Comments:
Thank you! (please see reverse side)
cc
s.,
•
Please return this questionnaire to the merchant who you received it from, or to
Downtown Survey, Attn: Beth St. Amand,
City of Tigard, 13125 SW Hall Blvd., Tigard, OR 97223
Or, take the questionnaire online at www.ci.tigard.or.us
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• ADD YOUR NAME TO THE MAILING LIST:
To be added to the mailing list, please write your name, mailing address, and E-mail in the
lines below.
•ATTEND THE DOWNTOWN TASK FORCE MONTHLY MEETINGS:
Downtown Task Force meets on the first Thursday of each month. All meetings are open
to the public.
Day of Week Date Time Location
Thursday April 1 6:30-8 p.m. Red Rock Conference Room—
Tigard City Hall
(room behind Town Hall)
Tuesday April 20 Time to be Tigard Town Hall:
determined Joint Work Session with City
Council
Thursday May 13 6:30-8 p.m. Tigard Water District Auditorium
8777 SW Burnham
Thursday June 3 6:30-8 p.m. Red Rock Conference Room —
Tigard City Hall
(room behind Town Hall)
Tuesday June 22 Time to be Tigard Town Hall:
determined City Council Meeting