2020
SUMMER OF ENRICHMENT Creating Quality Learning Experiences in Extraordinary Times
DFSS Enrichment Enrichment is the largest youth portfolio within City of Chicago Department of Family and Support Services (DFSS) Youth Division. The Enrichment Portfolio provides year-round programming for youth ages 6-21 focusing on positive youth development, relationship building, social emotional learning, and wellness.
2020
This summer, despite unparalleled hardship, uncertainty and trauma, Enrichment was able to provide safe and high quality youth programming to 2,992 youth and young adults across Chicago.
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80% of enrichment youth more hopeful about the future 706 of 888 youth reported that their summer 2020 Enrichment experience made them more hopeful about the future
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What made me more hopeful is knowing that I have the support from those that I have met though the program. Their advice and guidance has helped me have more confidence in my abilities and skills prepare for the future through what I have learned in my program. - Enrichment Participant 3
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“This program helped by building my relationship with people and my communication skills. It also help me understand determination, tenacity and focus. This program helped me try things I never did before.” - Enrichment Participant
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“I used to be so shy, quiet and tried to avoid anything that involved me speaking up. When I joined the program I learned to speak out more and open up. I even did some public speaking which was a huge fear of mine.”
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“It made me realize there are different ways to continue engaging with art in my community, and that there are more opportunities to collaborate on art, more than I thought.”
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DFSS commitment to high quality enrichment programs The DFSS Enrichment portfolio is committed to expanding access to high quality enrichment programming for youth across the city through a network of community-based organizations. Each program brings its own unique set of program features but all programs should be aligned to 4 key impact areas.
Promote safety through responsive programs and activities Build relationships and networks with peers and mentors Discover and cultivate your talents, passions, skills, and identities Apply learning, explore interests, and reflect on personal growth 5
DFSS Enrichment goals align to leading research models on positive youth development The David P. Weikart Center for Youth Program Quality empowers education and human service leaders to adapt, implement, and scale best-in-class, research validated, quality improvement systems to advance child and youth development.
David P. Weikart Center for Youth Program Quality http://www.cypq.org/about/approach
“Our approach is based in positive youth development research, and the desire to create a safe, supportive, and productive environment for youth. The approach, pictured in the pyramid, is premised on the belief that it is a youth worker’s job to set up an environment for youth in which needs are met and learning is encouraged—to create a space in which young people can thrive. The pyramid provides a way to organize the many, many things a youth worker does to build a great experience for young people.”
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Key areas for DFSS youth program quality outcomes highlighted in this impact report Safe Environment
Interaction
“The safety of young people is necessary if they are to have an opportunity to learn. Safety is important in all of its aspects: physical, emotional. and psychological. The Youth PQA assesses physical and emotional safety and includes indicators aimed at reducing bias in programs”
“Young people, like all people, need to experience positive relationships with adults and peers. When they feel alienated, young people are more likely to seek out unhealthy or unsafe relationships in their search for connection. Developing exciting, challenging, and purposeful opportunities for young people to learn and interact with each other will increase their capacity to learn and grow.”
Supportive Environment “Supportive environments provide young people with opportunities to meet and overcome challenges. When adults consistently offer encouragement rather than praise, they can help young people to develop a growth mindset. Supportive environments also recognize and address the social and emotional challenges that students face by creating program environments that respect culture, values, and diverse learning needs.” https://ydekc.org/resource-center/program-data-checklist/
Youth Engagement “When young people feel safe and experience a sense of belonging, this enables them to experience challenge and deepen their learning. Youth engagement is at the top of the Youth PQA pyramid and consists of two main ideas: voice and choice in programming at all levels and opportunities to set goals, make plans, and to reflect on experiences.” 7
2,992 youth engaged in a wide variety of interest-driven remote learning programs that were adapted to meet the unique conditions of COVID-19 summer 2020. Youth ages 6-24 years old participated in innovative remote sports programs, creative arts programs, career pathway STEM programs, and countless other interest areas to keep learning on a positive path through summer.
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DFSS Summer Enrichment Community Partners We would like to thank our partner organizations for their dedication to ensuring that all youth have access to highly engaging youth programs that support their growth and development. Access Living Albany Park Community Center Alliance for Community Peace Alternative Schools Network Alternatives, Inc. Asian Human Services ASPIRA Inc. of Illinois Beyond the Ball Boys & Girls Clubs of Chicago Breakthrough Urban Ministries, Inc. Brighton Park Neighborhood Council BUILD, Inc. Cambodian Association of Illinois Carole Robertson Learning Center Casa Central Social Services Corporation Catholic Bishop of Chicago Center for New Horizons Centers for Higher Development Central States SER Centro Romero Chicago Center for Arts and Technology Chicago Child Care Society Chicago House and Social Service Chicago Training Center Chicago Urban League Chicago West Community Music Center Chicago Youth Boxing Club, Inc.
Chicago Youth Centers Little Pearl Black Workshop Chicago Youth Programs, Inc. Major Adams Community Committee Chinese American Service League, Inc. Marion Nzinga Stamps Youth Center Chinese Mutual Aid Association Midwest Asian Alliance for Community Health Christopher House Association Community Assistance Programs Mikva Challenge Community Builders, Inc. National Museum of Mexican Art Community Development Institute New Life Concordia Northwestern University Settlement Association Erie Neighborhood House Project Syncere Ethiopian Community Association of Chicago, Inc. Project Vision Gads Hill Center Puerto Rican Cultural Center Gary Comer Youth Center Salvation Army Girls of Grace SGA Youth & Family Services Girls, Inc. of Chicago SkyArt Global Girls South Shore Drill Team Hana Center South Side Help Center Heartland Human Care Services, Inc. Trinity United Church of Christ Holy Family Ministries Union League Boys and Girls Clubs Howard Area Community Center Universal Family Connection Impact Family Center Urban Alliance Foundation Institute for Positive Living Urban Growers Collective, Inc. Intonation Music Workshop Vietnamese Association of Illinois JHP Community Center West Austin Julie and Michael Tracy Family Foundation Westside Health Authority K.L.E.O. Community Family Life Center Young Men's Christian Association Kuumba Lynx Youth Guidance
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Enrichment Programs Areas Arts & Culture Sports & Fitness Health & Nutrition Academic Acceleration Career Exploration & Vocational Support Science, Technology, Engineering, Math (STEM) Peace & Non-Violence Environmental Responsibility & Stewardship
Across All Ages
26%
36%
24%
11%
3%
6 to 9 years
10 to 13 years
14 to 16 years
17 to 18 years
19 to 21 years 10
DFSS Enrichment is committed to equitably engaging and serving Chicago youth from early learning to young adulthood The Enrichment Portfolio spans the entire developmental pathway from ages 6-21 years
The Enrichment Portfolio represents Chicago's diverse communities The Enrichment Portfolio makes every every effort to be gender inclusive
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78% of youth participants engaged in an immersive online or blended learning experiences during the 2020 remote summer of COVID-19 according to a survey completed by 888 youth. Enrichment instructors from all program areas used their creativity and skills to provide safe, supportive, interactive and engaging remote learning environments where youth could have fun and build skills over the summer months.
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Creating safe, supportive and engaging remote programs Over the course of spring when COVID-19 conditions worsened, youth struggled to make the adjustment to remote schooling. In response, the enrichment community worked to develop high engaging models that could enliven youth over the summer months when social distancing would be hardest. Despite the shift, enrichment programs were able to continue to create safe and engaging spaces for youth to build new skills, develop healthy relationships, and gain confidence.
70%
Youth reported having access to a computer to participate in their program while others used a range of devices.
35%
Youth participated in a fully immersive online experience
43%
Were in a blended program of online engagement and offline project work.
N= 888 13
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“Everyone was still going the full extreme and giving their all throughout all of our virtual sessions. We did it virtually and still had good vibes.” - Enrichment Participant 14
Instructors redesign for a supportive remote environment Enrichment program staff demonstrated incredible ingenuity as they harnessed all available resources to respond to the COVID-19 crisis, successfully shifting their program designs to supportive online and blended learning programs. Instructors faced the additional challenge of often having to accommodate for youth across a wide range of ages in a single program. Instructors were also called on to address the complex social, economic and mental health challenges facing youth and their families.
Effectively shifted their program model to remote
74%
I had the training supports I needed to successfully implement my program
68%
My manager provided the support needed when I asked for help
I 82%
I had the tech equipment and support I needed to conduct my program remotely
82%
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“I talked to parents on the phone and in person and .helped them resolve printer and computer problems. I engaged personally with parents and pretty much smothered my students with affection and encouragement.� - Enrichment Instructor
N= 126 15
A Matter of Urgency: Creating caring, open & empathetic environments The DFSS Enrichment Team provided training, coaching, and support to all agencies to help them succeed during these uncertain times. Agencies actively created spaces, curriculum, and activities to address the needs of Chicago youth by prioritizing healing, racial justice and mental health support.
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“Our curriculum was actively anti-racist. We Introduced many Black artists and artists of color-discussing their content and subject matter and prompted discussion. Anytime a topic of race arose in class we did not shy away from it, instead using it as a teaching moment. We established a space where students could feel free to express their thoughts or feelings.” – Enrichment Instructor
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National 4-H Council (2020)
“I spent lots of time talking and listening to my students about their interests and lives. I held myself accountable to be kind, patient, and understanding. I asked them to share a lot.” – Enrichment Instructor
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“Each section began with a check-in to gauge our students' well-being. We did weekly Yoga lessons, meditation and stressed self-care on and offline.” – Enrichment Instructor 16
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“I learned that knowing basic and advanced computer skills comes in handy. My skills in technology really jumped to the next level this summer. I learned how to use my computer to enhance my daily life now.” - Enrichment Participant
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“I think because we weren't actually in person, we all felt a bit more comfortable participating and discussing in conversations, whereas in person it might be more intimidating.” - Enrichment Participant
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Finding effective and meaningful ways to connect DFSS Enrichment asked 888 youth to describe how much time they spent in three recommended activity areas: training, independent tasks, and reflection. Many programs shifted to online or blended learning, with some programs providing safe ways to continue to do activities in-person. How much program time did you spend on training and instruction activities? (online apps/software or in group sessions) A Lot of the Time
28%
Some of the Time
35%
All of the Time
33%
None of the Time
4%
How did you usually complete your projects, tasks, or other activities? Online all of the time - only online with no offline assignments
35%
Online some of the time - there were assignments and activities to do offline
43%
Mainly in-person at a work or program site with some online
13%
All in-person with no online or call-in requirements
7%
N= 888
Weekly check-ins and group reflections Every Week
68%
Most Weeks
14%
Just 1-2 Times
14%
Never
4% 18
Youth leverage multiple devices for remote access Going into this summer of remote programming, agencies and organizations were committed to closing the digital divide using every device possible to keep youth engaged. Devices Mainly Used For Program Activities (Youth were asked to check all that apply)
Youth were then asked if their device was provided by CPS or Delegate Agency I used a Chicago Public Schools 23% Device
Computer (Desktop, Laptop, Chromebook, etc.)
70%
Smart Phone that accesses the internet and apps
42%
Tablet (iPad, Microsoft Surface, Samsung Galaxy Tab, etc.)
27%
Mobile Phone that only makes calls and texts
10%
Youth were then asked if they were allowed to keep the loaned device after summer Yes , I get to keep it 35%
Printer/Scanner
7%
No, I have to give it back
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I used a device provided by my Summer Program
21%
65% N= 888
“We talked about compassion over compliance. We were not interested in policing youth's participation. Regardless if they joined from their bed, the car, or at a desk, I was just happy that they decided to come. It's all about meeting them where they're at.” – Enrichment Instructor 19
How internet access impacted remote programming
Youth were asked how internet access impacted their remote program experience. Organizations were encouraged to redesign their learning experiences offer both online and offline activities to create a blended learning model. As a result, 43% of programs provided a blended program experience.
Youth reported how internet connectivity impacted their ability to participate in their remote program. I did not have any connection problems
47%
I had some connection problems
44%
I had a lot of connection problems
6%
I was not able to reliably access programming due to connection problems
1%
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N= 888
“This program always was a major part of my life, I felt like a new person with my own ideas, more of a leader, not a follower, and this year I felt so much more self-sufficient.” - Enrichment Participant
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“I think the health pandemic and the racial unrest we are facing has impacted us all - we are concerned for our family and our own future. I now feel empowered. We were all able to complete our tasks remotely - even with wavering internet connections!” - Enrichment Participant 20
94% of youth participants surveyed felt their instructor treated them with respect. 89% of 888 youth reported that their instructor was an adult they could trust and 92% felt that their opinions were valued. Respect, trust, and a sense of being valued are critical for programs seeking to create a safe emotional and psychological environment that promotes positive adult interaction.
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Creating emotionally safe and stable environments Programs delivered services with a primary focus on youth participants’ social emotional needs and overall well-being. Practitioners went above and beyond to develop supportive relationships with participants in order to cultivate an emotionally safe and stable environment. The metrics below highlight what 888 youth participants shared about their adult instructors.
94%
Treated me with respect
90%
Monitored and provided feedback on my work
89%
Is an adult I trust
88%
Encouraged me to feel good about myself
92%
Valued my opinions
91%
Was open to listening my concerns 22
DFSS ENRICHMENT PROGRAM HIGHLIGHTS 23
BUILD Summer Camp: Supportive Spaces with Caring Adults Thinking About Summer Differently
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Served 75 full-day campers, ages 6-14
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Located at BUILD’s city-block campus
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Health screenings
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Staggered drop-off and pickup, 6-ft social distancing and masks required & provided
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Activities in large ventilated outdoor tents
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No contact sports or water games
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Each camper was given their own supply kits, storage, and box lunches
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Hand-washing and sanitization of surfaces/shared objects
“COVID called for us to think about our Summer program differently. We devised a way to host a safe, in-person summer camp where young people could have fun, stay engaged intellectually, learn core values, and be in welcoming, supportive spaces with caring adults. The in-person camp carried a significant expense, but our extraordinary donors came through to ‘Save Our Summer” and made it possible.” - Enrichment Instructor 24
BUILD SUMMER CAMP
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Beyond the Ball: Using public space to increase safety Due to COVID-19, most summer programs were offered online, leaving our neighborhood's most vulnerable young people on the streets looking for something to do. Beyond the Ball leveraged sports-based youth development activities to build relationships with young people and their families, transforming public spaces and increasing public safety in the area through regular block cleanups of the neighborhood to serve as a visual buffer against gang conflicts.
Beyond the Ball's most impactful work was providing programming activities at the Gary and Ortiz school campuses, including art supplies and equipment to help keep young people engaged. Together the program was able to provide the community with safe public spaces in uncertain times when safe public spaces are hard to find. 26
Arts, Culture, Fun & Adventure The Center of Higher Development provided an innovative Summer Camp that encouraged physical, mental, and spiritual discipline and the development of key STEM skills. Activities included in-person arts and crafts, virtual martial arts training, state-of-the art technology competitions, and virtual dance sessions. Even in the midst of a pandemic, youth and staff had lots of fun and adventures.
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Understanding & Magnifying Others: Empathy & Mutual Aid Youth at Breakthrough Urban Ministries, went above and beyond during COVID-19 to support their neighbors and community. Youth chose community members to support, then packed and distributed valuable food and household supplies to hundreds of homes across the East Garfield park community. It was a great lesson in community, empathy, mutual aid, and generosity.
Due to COVID-19, youth and their families struggled with the loss of their social and support networks. The Chinese Mutual Aid Association (CMAA) 5th-7th grade class designed their own food drive for the Uptown community. Youth solicited donations, brought their own food from home, made posters, and did outreach in the Uptown community to support the event. The drive was hugely successful and CMAA estimates the youth-led food drive served hundreds of households throughout the summer. 28
B.R.A.V.E. youth activate for racial justice and reform St. Sabina hosted a variety of youth summer programs
including the ARK. The ARK provides programming that keeps youth engaged, encouraged, and enriched outside of school. One of the ARK’s cornerstone initiatives is B.R.A.V.E. (Bold Resistance Against Violence Everywhere), a peer led violence prevention youth council designed to cultivate and develop young people into leaders and agents of social justice. The B.R.A.V.E. youth activists led several protests and rallies to end police murders where they demanded racial justice and pushed for structural changes to our education and criminal justice systems. “That verdict (Breonna Taylor Grand Jury decision) wasn’t justice at all. It wasn’t justice, and I think that we as Black people and as Americans need to go out and protest, that’s really it,” said a B.R.A.V.E. participant. “I’m here because I want to see 21. That’s what I’m here for – I want to see 21. I feel like I have so much more to bring to this country and I want to be able to bring it and I want to be able to do it peacefully.” Source: https://chicago.cbslocal.com/2020/09/23/protesters -march-from-st-sabina-church-to-voicedissatisfaction-with-breonna-taylor-grand-jurydecision/ 29
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“The best thing about the staff was their trust in me. Adults don’t always trust children, but when they do it makes a big difference.” - Enrichment Participant
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“The most important thing I learned in this program was that the power of persistence and ambition can make "road blocks" into challenges meant to make us better at our craft. Even with the pandemic, we found ways to continue our program in a safe and healthy manner.”
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“I learned that leadership doesn't always mean taking the lead, it can mean guiding people to where they need to go.” “There are many youth who have strong morals and values and know the difference between right and wrong and are willing to speak out against those wrongs.”
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88% of youth participants surveyed learned something interesting and useful as a result of instructors creating skill-building supportive environments. 84% of 888 youth reported strengthening their skills and abilities. Supportive environments provide challenging, growth-mindset learning opportunities where youth receive encouraging and constructive feedback to develop social emotional and subject-matter skills.
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Encouragement plus active learning Agencies were able to cultivate curiosity and inquiry by making sessions interesting, relevant, and enjoyable. Enrichment programs created a climate that supported and valued youth participant’s ideas, thoughts, and inputs as part of the learning process. Agencies encouraged youth participants to make connections based on their shared experiences and daily opportunities to collaborate, generate creative ideas, and work on projects driven by their own interests.
I learned something interesting or useful
88%
I tried doing new things
86%
I feel proud of what I did this summer
81%
I strengthened my skills and abilities (gained new skills or improved existing skills)
84%
I gained more confidence in my skills and abilities
79%
I gained a clearer idea for what I want to do or not do- with my life
71%
N= 888
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“This program impacted my life by teaching me important life skills about health, wellness, and leadership. I learned that trying something new takes you to another level in life.” - Enrichment Participant
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Enrichment youth gain skills power Skill building is a universal goal across all youth development programming and enrichment programs were able to sustain skill building momentum even in remote settings. While remote team settings had drawbacks, youth and program staff still found ways to prioritize health and wellness and build 21st century skills, career development skills, and wide range of technical and content skills.
Health and Wellness
54%
Skills youth learned or strengthened in their summer program 888 Youth were asked to check all that apply
21st Century Skills
51%
Civic Leadership
26%
Career Development
41%
Education Preparation
23%
Technical or Content Skills
41%
Financial Literacy
14% 33
“I enjoyed collaborating with my peers and hearing how they created and developed solutions to various problems. I've developed leadership skills that I didn't know existed. I looked forward to engaging with my group each day.� - Enrichment Participant
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94% of program staff surveyed felt proud of what they achieved with their youth this summer. 126 Instructors participated in survey on their summer experience. For enrichment programs, outcomes are largely the manifestation of positive developmental relationships between youth and their adult instructors. To be fully present to youth needs, adults must also be provided with equally enriching training, coaching, and management support.
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Enrichment youth demonstrate self agency Results from 126 staff surveys confirmed that their youth participants were ”truly awesome." Youth participation exceeded expectations of remote programming.
97%
The youth I worked with were truly awesome
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“My instructor was kind, patient and very encouraging. When I had bad days, she always said things that would change how I felt about myself and the day.” - Enrichment Participant
90%
The youth I worked with demonstrated skillfulness and confidence (youth power and self agency)
90%
The majority of youth successfully completed the program to my expectations
92%
The youth I worked with mastered at least one new skill this summer 36
"If You Carry Joy in Your Heart You Can Heal Any Moment.” – Carlos Santana Enrichment summer practitioners showed grace under pressure. Despite the uncertainty and challenges of summer, staff established a spirit of respect, familiarity, gratitude, and empathy. The determination and compassion of summer staff brought joy to the thousands of youth across the city.
I was able to find joy leading the program even when it was really hard at times
89%
I took time out for self care during the program cycle
68%
I had access to the stress management and mental health supports I needed
53%
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N= 126
“We were able to spark joy and fun in our program through creating personal online summer activities where instructors were able to be themselves and lead activities, with relevant material that helped students work through the different things they're experiencing to find healing, peace and gratitude.” - Enrichment Instructor
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88% of youth participants reported the program gave them something fun to do and challenged them to try new things. Youth engagement metrics such as these are the pinnacle of youth outcomes and are achieved when youth programs have successfully built a culture based on safe and supportive environments, peer interaction, and positive adult relationships. To gather these metrics, 888 youth completed a summer experience survey.
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Spark Learning + Challenge + Ongoing Reflection Agencies worked to spark and maintain youth interest in learning by providing appropriate levels of challenge for participants at different ages, skill levels, and learning styles. Practitioners used a variety of tools to keep youth engaged and provided specific, thoughtful, and useful feedback. Programs regularly engaged young people in a process of reflection where youth were encouraged to share what they learned and created, as well as reflect on their bonds with others.
88% 88% 88%
83% N= 888
Gave me something fun to do
Challenged me to try new things
Provided an opportunity for me to explore my own interests
80%
Provided opportunities to interact with people I probably would not have met otherwise
75%
Helped me strengthen and/or build new friendships and relationships
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“Being able to think for myself and practice making my own choices in a safe environment has made me more hopeful for the future.� - Enrichment Participant 39
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“I am now interested in a teaching career because of my summer experience. I realized my new found interest in teaching when I was leading arts and crafts sessions with the younger children. They were listening so well and we ended up sharing really cool stories about how life in quarantine is.” - Enrichment Participant
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“I have been able to work on dealing with losses much better. I have learned what kind of work it takes to be a winner. I have learned that it is never too late to turn things around.”
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“It was fun. I became comfortable with sharing my work with people I just met. I learned how to blend colors with markers, and how to put my feelings into my art. I learned how to use the things around me as inspiration for my art. I filled my sketch book, and asked for another one for my birthday.”
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“The most important thing I think we learned was perseverance and practice. It doesn't sound much like an art skill, but you need to be able to keep going on your bad days in any area of life.� - Enrichment Participant
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2020 DFSS Enrichment Program Leadership Team Chicago Department of Family and Support Services Lisa Morrison Butler, Commissioner Angela R. Rudolph, Deputy Commissioner, Youth Services Division Enrichment Team
Rebecca Estrada Senior Director of Operations, Youth Services Division Interim Director - Enrichment
Cesar Garza Youth Services Coordinator
Karen Nolan Youth Services Coordinator 42
DFSS Mission Working with community partners, we connect Chicago residents and families to resources that build stability, support their well-being, and empower them to thrive. YOUTH DIVISION PRIORITIES The DFSS Youth Services Division designs and funds programs and initiatives that leverage the assets and strengths of youth ages 6-24 in the city of Chicago to support their growth, development, and success. Programs and initiatives offer an opportunity for improved skill building, relationship development, educational engagement, achievement, mentorship, and employment. The needs of Chicago’s young people – identified from community and youth feedback, gap analysis, and national and local best practices – are the key drivers in informing the development of the division’s programming and continuously shape the Department’s priorities and goals. The Youth Division’s efforts and resources are focused on the needs of Chicago’s youth with an eye towards obtaining the greatest impact.
Youth Division Program Portfolios: ”The Right Resources at the Right Time for the Right Youth” 43
DFSS YOUTH DIVISION A Partner of “My CHI. My Future.” DFSS Enrichment is committed to supporting the mission of “My CHI. My Future.” to provide every young person in Chicago a variety of quality, engaging, and safe out-of-school experiences that accomplish the following outcomes. • Empower young people to discover and cultivate their talents, passions, skills, and identities • Support youth to develop as physically, mentally, and emotionally healthy members of society; • Build relationships and networks with peers and mentors • Explore multiple pathways to college, careers, trades, entrepreneurship, and life-long learning.
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