FEBRUARY 2016 PROGRAM EVALUATION REPORT

Transcription

1 FEBRUARY 2016 PROGRAM EVALUATION REPORT

2 PURPOSE The purpose of this biannual evaluation is to present Youth on Record s evaluation findings to the public, our constituents, and our stakeholders in order to document Youth on Record s goal attainment. To present programmatic outcomes, these evaluation findings are based on the identification what Youth on Record (YOR) aims to achieve. Subsequently, these results will be used to adjust programs and services. The end goal is to not only present what Youth on Record has done and is doing, but to determine how evaluation will lead to improved outcomes into short, intermediate and long-term objectives. Evaluation will also inform the fundraising and grant-writing process as seen through needs assessment. The purposes for evaluation include: - Youth on Record s need to meet a critical need in the communities we serve and will serve - Determining efficiency of Youth on Record s programs - Appealing to different donors and demonstrating how well their funds were expended - Interpreting and using evaluation to improve programs The evaluation measures were developed in light of both the goals and objectives of Youth on Record programming. Youth on Record goals and objectives are to: - Expose at-risk young people to music and provides them with the access to the fundamentals of making music, music production and lyric writing in an effort to increase graduation rates with for-credit classes - Support positive youth development, encouraging youth to strive for success and engage in their communities through access to cultural resources, social justice based education, internship opportunities and strong mentors - Support a vibrant music community through increased economic opportunities for artists and access to an expanded audience - Leverage a diverse musical heritage to support the La Mariposa redevelopment effort in La Alma / Lincoln Park by bringing professional musicians to an outdoor concert series, offering free Saturday classes and providing a safe community space where young people can study, meet friends, and youth groups can access meeting space The goals and objectives are then qualified and quantified by identifying programmatic impact. IDENTIFYING IMPACT The following findings are delivered through outcome-based evaluation metrics in order to measure the impact of our creative education programs. Outcome-based evaluation uses questions about programs that relate directly to the needs of the young people Youth on Record serves. These include changes in performance, behavior, actions, and attitudes towards themselves, their peers and their broader communities, as well as changes in what Youth on Record s young people value. Specifically, our evaluations measure: - Student demographic information (gender, ethnicity, age) - Performance (attendance, pass/fail rates/graduation rates/number of high school elective credits earned) - Out of school engagement (not for credit Youth Media Studio programming, community programming, internships) - Student well-being (self-value, school/community/world view, empowerment)

3 The following findings are from the Fall semester of the academic year. It also includes the Fall and Spring of the school year to show trends. Youth on Record Evaluation findings are revealed twice a year, once after the Fall Semester (February) and once after the Spring Semester (August). EVALUATION METHODS The evaluation team consists of the Director of Programs, the Operations Manager, the Board of Directors, the Program Committee, the Executive Director, all YOR Partner Artists, staff members, students, volunteers and partnering agencies contribute to creating and gathering the data and testimonials. Schools and RTC are responsible for: - Providing annual graduation rates - Providing demographic information on YOR students - Providing disciplinary information on students - Providing attendance information Students are responsible for: - Completing pre and post surveys Data is collected through the following methods:. Method Purpose Frequency Responsible Party Pre and Post Tests (see Appendix A) To quantify the knowledge attained in the class from a group of students with diverse learning styles and backgrounds through a question survey. More specifically, the tests indicate how the students are learning in the course. Students also report demographics. Tests are taken anonymously. Pre-tests are administered the first day of course instruction and post-tests are administered the last day of course instruction. This is normally the first day of the quarter or semester and the last day of the quarter or semester. Students Reports of student grades, attendance, behavior and performance Written testimonials Evaluate change of a student s academic qualifiers throughout the duration of a YOR class To report qualitative data from constituents served During class meeting times and at the end of the course Twice annually Students Students and principals

4 EVALUATION FINDINGS The evaluation findings are taken from the schools and the residential treatment centers that Youth on Record serves. They are further divided between findings from the pre and post tests, student reports from the school and testimonials. The findings are taken from Fall semester (August 2015 through January 2016) and can be compared to the Spring 2015 and Fall 2015 findings. The Spring 2015 academic semester saw 12 unique partner organizations receiving continuous Youth on Record classes and programming. This is an increase of being offered at 8 different locations from the Spring. New quarter, semester, and workshop offerings plus the classes, schools, residential treatment centers and their corresponding partner artists are listed below. Curriculum available upon request. School Classes & Partner Artists Fall 2015 Spring 2015 Fall 2014 Colorado High School Charter Lincoln Respect Academy Venture Prep RiseUp Community School Denver School of Science and Technology, Social Solutions (Adrian Molina, Tyler Breuer, Ill Se7en), Basic Production (Adrian Molina, Kalyn Herffernan), Music Collaboration (Adrian Molina, Tyler Breuer, Kalyn Heffernan, Serafin Sanchez) Spoken Word (Suzi Q, Ill Se7en), Emcee School (Suzi Q, Ill Se7en), Basic Audio Production (Serafin Sanchez, Devin Urioste) Advanced Music Fundamentals (Bianca Mikahn, Daniel Rondeau), Basic Music Production (Mike Wird, Aaron Ladley) Spoken Word (Devin Urioste, Ill Se7en, Suzi Q, Adrian Molina) Basic Audio Production (Adrian Molina, Aaron Ladley, Serafin Sanchez), Music Fundamentals (Adrian Molina, Joshua Abeyta, Daniel Rondeau, Tyler Breuer), Emcee School (Adrian Molina, Bianca Mikahn, Ill Se7en, Mike Wird) Spoken Word (Ken Arkind, Suzi Q, Bianca Mikahn), Basic Audio Production (Serafin Sanchez, Aaron Ladley, Devin Urioste), Emcee School (Bianca Mikahn, Babah Fly) Advanced Music Fundamentals (Diana Rose, Daniel Rondeau, Tyler Breuer), Spoken Word (Suzi Q, Ken Arkind, Mike Wird, Bianca Mikahn) Emcee School (Suzi Q, Babah Fly) Spoken Word (Ken Arkind, Suzi Q, Bianca Mikahn), Basic Audio Production (Serafin Sanchez, Aaron Ladley), Social Solutions (Mike Wird, Ill Se7en) Emcee School (Adrian Molina, Ill Se7en, Mike Wird), Music Fundamentals (Diana Rose, Daniel Rondeau, Tyler Breuer)

5 Green Valley Ranch High Tech Early College William Smith West Career Academy Devereux Cleo Wallace Third Way Lowry Third Way JFA Contemporary Learning Academy Emily Griffith High School Advanced Production (Serafin Sanchez, Aaron Ladley, Mike Wird) Music Fundamentals (Joshua Abeyta) Goodwill Mentor Program (Tyler Breuer, Adrian Molina) Basic Audio Production (Kalyn Heffernan, Joshua Abeyta, Felix Fast4ward) Basic Audio Production (Joshua Abeyta, Babah Fly) Basic Audio Production (Joshua Abeyta, Babah Fly) Music Fundamentals (Joshua Abeyta) -- Spoken Word (Ken Arkind, Suzi Q, Bianca Mikahn), Basic Audio Production (Kalyn Heffernan, Babah Fly), Emcee School (Ill Se7en, Mike Wird), Social Solutions (Ill Se7en, Mike Wird) Basic Audio Production (Kalyn Heffernan, Joshua Abeyta, Felix Fast4ward) Basic Audio Production (Joshua Abeyta, Babah Fly) Spoken Word (Ken Arkind Suzi Q, Mike Wird), Basic Audio Production (Kalyn Heffernan, Babah Fly) Basic Audio Production (Kalyn Heffernan, Joshua Abeyta, Felix Fast4ward) Basic Audio Production (Joshua Abeyta, Babah Fly, Bianca Mikahn) -- Cultural Collaborative (Adrian Molina) Cultural Collaborative (Adrian Molina) -- Basic Audio Production (Aaron Ladley, Kalyn Heffernan) -- Where Youth on Record taught in the Fall of 2015: Below is a summary of where Youth on Record programming happened in the Fall of 2015 and the frequency of programming. Colorado High School Charter, 1175 Osage St. Colorado High School Charter is Youth on Record s neighborhood school. Classes are hosted at the Youth Media Studio and students walk to class from their school five days week. In the Fall of 2015, Youth on Record was responsible for four periods a day of CHSC classes, two periods meeting in the morning, two periods meeting in the afternoon, teaching upwards of 60 different students a block, for three blocks, thus working with 180 Colorado High School Charter Students. Lincoln Respect Academy, 2285 S. Federal Blvd. Lincoln Respect Academy is one of YOR s oldest partners, YOR being their sole arts provider for five years. In the Fall 2015 semester, YOR taught Monday through Thursday at the Lincoln campus for both quarter one and two and hosted their students on Fridays and Saturdays for Open Lab at the Youth Media Studio.

6 Venture Prep, 2640 Holly St. Youth on Record taught Monday through Friday during the Fall 2015 Semester. YOR taught two classes, two periods a day, with lunch in between the periods, thus making it possible for many of the classes to be hosted at the Youth Media Studio. RiseUp Community School, 1801 Federal Blvd. Youth on Record taught for six weeks at RiseUp, four days a week, in our first collaboration together. Classes were held at RiseUp, with a final zine-release party held at the Youth Media Studios which showcased the work the students did throughout the six weeks. It was a tremendous success and the partnership will continue into the next school year. Denver School of Science and Technology, Green Valley Ranch, 4800 Telluride St. Youth on Record taught a three-week after school workshop with DSST: GVR, our first partnership. Classes were held in Green Valley Ranch, with a final day of recording students at the Youth Media Studio. High Tech Early College, E 45 th Ave High Tech Early Colllege s audio production program came to the Youth Media Studio to record in our first partnership throughout the semester. Discussions for more programming at their campus are in process for classes in the Fall of William Smith, 400 Airport Blvd, Aurora For the past two semesters, YOR has been going to Aurora to teach week-long workshops at William Smith. The school does have its own arts programming, which YOR supplements. Devereux Cleo Wallace, 8504 Church Ranch Blvd, Westminster In the Fall 2015 semester, Youth on Record continued to teach twice a week at Devereux Cleo Wallace, the oldest continuous partnership in YOR s programming. Third Way Lowry, 9100 Lowry Blvd. In the Fall 2015 semester, Youth on Record continued to teach twice a week at Third Way Lowry. Third Way JFA, 455 Acoma St. Third Way JFA classes occur in the summer, both at their campus and at the Youth Media Studio. This past summer marked the first time JFA students were allowed to leave their campus to come to the Youth Media Studio. West Career Academy, 951 Elati St. YOR and WCA continued to work together in the Fall of 2015 through Goodwill s Mentorship program, which saw two WCA students interning at Youth on Record for a total of 5 hours a week. Contemporary Learning Academy (not active in Fall 2015), 200 E. 9 th Ave. YOR s partnership with CLA discontinued after the Spring of 2015 when the Cultural Collaborative project with the Colorado Symphony and Denver Center for Performing Arts concluded

7 Emily Griffith High School (not active in Fall 2015), 1860 Lincoln St. EGHS did not have its Colorado Public Television sponsored class in the Fall of It is happening at the Youth Media Studio in the Spring of Please refer to the map provided as Appendix A to see where Youth on Record programming happens. Below are the results from the pre and post surveys that evaluate Youth on Record s programming. Results SCHOOLS The following is a comparison of all Youth on Record classes from the Fall of the academic year to the Spring and Fall of the Academic Year at Lincoln Respect Academy, Venture Prep, and Colorado High School Charter. Students that agreed or strongly agreed with the following metrics increased from when they took the pre-test to the post-test by the following percentage differences and the number of students that took the tests: Metric I understand the way music and art influence society I understand the power of my words I feel confident about my future I feel I can make a difference in my community I feel valued in my community Pre-test result (181 Fall 2015 Spring 2015 Fall 2014 Post-test result (131 Pre-test result (209 Post-test result (75 Pre-test result 71% 70% 70% 80% 65% 79% 81% 81% 71% 87% 67% 86% 71%** 66%** 75% 84% 74% 82% 51% 67% 59% 69% 58% 67% 58% 58% 62% 73% 60% 70% Post-test result

8 I feel connected to my own culture I care about people of other cultures I feel valued at school I do well in school I try hard at school I enjoy music, dance, theater, visual arts, and/or poetry* I am good at music, dance, theater, visual arts, and/or poetry* 78% 71% 69% 80% 65% 81% 85% 87% 85% 90% 83% 95% 68% 58% % 80% % 81% % 89% 81% 90% % 71% 64% 79% *Metric not measured in Fall 2015 due to inconclusive results from previous reports and an in effort to shorten survey. ** For the pre and post surveys, students were given the option to elaborate about their response to the metric I feel confident in my future. Some of the results that reflect the lowered results are can be explained by the following responses, where students were given an area to respond after the prompt: I feel confident in my future why I feel that way. Here are some of those elaborations on some of the time or never : - Because I am not a U.S. Citizen and my options are limited - I know what I want to do, but I don t feel I will get there - Sometimes I do stuff that can ruin my future - Because if Trump wins he is going to send us to Mexico - I let myself get put down by others - Because I am from the ghetto where anything can happen - I feel this way because sometimes I get mad and I don t care about my future at the time - Because I feel I don t have things to look forward to - I am always making mistakes - Self-doubt is the only thing I am being held back by - Everyday is a struggle, I ve been through everything

9 - Because sometimes I feel like there is no hope for me - Hard times - Because I don t take pride in being white - I m still dealing with depression and anxiety that is effecting my school work RESIDENTIAL TREATMENT CENTERS The following is a comparison of all Youth on Record classes offered at Third Way Centers and Devereux Cleo Wallace from the Fall of the academic year to the Spring and Fall of the Academic Year. The findings are taken from the Fall and the Spring classes. They are listed as one term of Youth on Record classes. The following table shows how students that agreed or strongly agreed with the following metrics increased from when they took the pre-test to the post-test by the following percentage differences: Metric I care about people of other cultures I am good at telling others about my ideas and feelings* I am good at learning new things* I understand the way music and art influence society Pre-test result (11 Fall 2015 Spring 2015 Fall 2014 Post-test result (6 Pre-test result (40 Post-test result (19 Pre-test result (30 100% 100% 88% 95% 92% 100% % 74% 62% 90% % 84%* 85% 95% 82% 66% 75% 90% 79% 69% Post test result (19 *Metric not measured in Fall 2015 due to inconclusive results from previous reports and an in effort to shorten survey.

10 To illustrate exactly how many tests came from each partner and class in the Fall 2015 semester, please refer to the charts below. Where Surveys Come From CHSC VP LRA DCW 50% of the surveys come from Colorado High School Charter (156 surveys) 22% of the surveys come from Venture Prep (70 surveys) 22% of the surveys come from Lincoln Respect Academy (69 surveys) 5% of the surveys come from Devereux Cleo Wallace (17 surveys)

11 Classes Providing Surveys Production Fundamentals Collaborative Music Social Solutions Spoken Word 45% of the surveys were gathered from Production (141 surveys) 19% of the surveys were gathered by Music Fundamentals (59 surveys) 13% of the surveys were gathered by Collaborative Music (41 surveys) 13% of the surveys were gathered by Social Solutions (42 surveys) 9% of the surveys were gathered by Spoken Word (29 surveys)

12 CLASS SPECIFIC RESULTS The following are metrics taken from specific Youth on Record courses. The table below shows the metric as selected questions according a particular class and how students that agreed or strongly agreed with the metric increased from when they took the pre-test to when they took the post-test. Spoken Word: Fall 2015 Spring 2015 Fall 2014 Metric for SPOKEN WORD I understand the power of my words I understand the way music and art influence society I am good at music, dance, theater, visual arts, and/or poetry* I enjoy music, dance, theater, visual arts, and/or poetry* I feel I can make a difference in my community I feel confident speaking in front of groups of my peers** Pre-test result (21 Post-test result (8 Pre-test result (68 Post-test result (21 Pre-test result (65 81% 88% 74% 81% 72% 87% 86% 88% 62% 81% 62% 87% % 71% 54% 80% % 91% 75% 93% 62% 88% 58% 81% 52% 80% 57% 63% Post test result (15

13 I feel confident in the way I express myself to others** It is easy for me to find the words to share my thoughts and feelings** 76% 75% % 63% Emcee School: Metric for EMCEE SCHOOL I feel connected to my own culture I care about people of other cultures I feel I can make a difference in my community Pre-test result (11 Fall 2015 Spring 2015 Fall 2014 Post test result (8 Pre-test result (37 Post test result (22 Pre-test result (30 81% 63% 62% 77% 60% 78% 82% 71% 81% 91% 83% 95% 72% 72% 67% 68% 80% 52% Post test result (18 Music Fundamentals: Metric for MUSIC FUNDAMENTAL S I am good at music, dance, theater, visual arts, and/or poetry* Pre-test result (32 Fall 2015 Spring 2015 Fall 2014 Post-test result (11 Pre-test result (62 Post-test result (13 Pre-test result ( % 68% 48% 67% Post test result (12

14 I understand the way music and art influence society I care about people of other cultures I understand the power of my words I understand the value of music theory as a language to communicate with other musicians** I feel confident working with other people on creative projects** I know how to use music as a tool to communicate or convey anything on my mind** 75% 88% 51% 67% 47% 67% 78% 88% 92% 100% 90% 100% 78% 100% 51% 67% 45% 67% 13% 100% % 100% % 100% Music Production: Metric for PRODUCTION I feel connected to my own culture Pre-test result (86 Fall 2015 Spring 2015 Fall 2014 Post test result (55 Pre-test result (73 Post test result (32 Pre-test result (17 84% 76% 78% 75% 71% 100% Post test result (3

15 I care about people of 85% 87% 86% 91% 71% 100% other cultures I am interested in % 85% 53% 100% community and world problems* I am good at telling others % 81% 53% 100% about my ideas and feelings* I am good at learning new % 91% 71% 100% things* I like to read and write* % 78% 41% 100% I am a creative person* % 87% 47% 100% I enjoy music, dance, % 94% 65% 100% theater, visual arts, and/or poetry* I am good at music, dance, % 100% theater, visual arts, and/or poetry* 67% 84% I understand the way 79% 73% 65% 100% music and art influence society 77% 91% I understand the power of 80% 95% 65% 100% my words 76% 84% I feel I can make a 56% 65% 47% 100% difference in my community 72% 75% I feel good about my 70% 70% 65% 100% future 79% 84% I am a music producer** 18% 53% I understand and respect many genres** I understand how the music I love is made** I understand how music is produced** 74% 90% % 86% % 86%

16 Social Solutions: Fall 2015 Spring 2015 Fall 2014 Metric for SOCIAL SOLUTIONS I feel connected to my own culture I understand the power of my words I understand American history from different points of view** I understand the connection between art/music and social change** I understand the connection between art and democracy** Pre-test result (21 Post-test result (21 Pre-test result (12 Post-test result (10 Pre-test result (21 90% 95% 49% 50% 67% 70% 85% 90% 83% 100% 83% 100% 76% 66% % 91% % 86% Post test result (19 Collaborative Music: Metric for COLLABORATIVE MUSIC Pre-test result (19 Fall 2015 Spring 2015 Fall 2014 Post-test result ( I feel confident in my 71% 80% future I do well in school 80% 94% I try hard in school 86% 90%

17 I feel valued at my school 75% 79% I feel valued in my 57% 68% community I feel connected to my 71% 63% own culture I care about people of 90% 90% other cultures, races or identities I like to read and write 75% 77% I am a creative person 67% 76% I know how to collaborate effectively with others** I understand how artists collaborate to make music** I understand the artistic process and have my own process** 66% 100% % 86% % 84% The pre and post tests were developed from the tests from previous year and will continue to be modified for the academic year, which will include more topics addressing personal, academic, and community challenges Youth on Record s young people face. The pre and post tests have questions catered towards students and the particular class they are enrolled in. Partner Artists developed new questions that show the growth of students as determined by the objectives of a class. Metrics that did not yield any conclusive and constructive results have been removed according to Director of Programs and Creative Director. This is in effort to make surveys more concise. *Metric not measured in Fall 2015 **New metric related specifically to that particular class

18 STUDENT REPORTS SCHOOLS The following are reports extracted from Partner Artists, teachers of record and principles of the schools from West Career Academy, Lincoln Respect Academy, Venture Prep, Contemporary Learning Academy and Colorado High School Charter (for the Spring Semester). Metric Number of Youth on Record students who graduated** Percentage of students passing YOR classes Total number of students by class that are taking YOR classes in their high schools Total number of Denver Public High school elective credits earned Number of YOR students who participate in internships Number of official paid YOR interns through Denver Housing Authorities Youth Employment Academy Number of YOR interns through other referring agencies Fall 2015 Spring 2015 Fall 2014 Percentage or amount % 75% 88% n/a n/a **Official graduation is in May, thus higher number in the Spring ***The percentage of students from YOR schools passing classes decreases across the board from the Fall to Spring semester ****YOR added 40 more students with the addition of for-credit classes at Emily Griffith High School and Colorado High School Charter, thus increasing student count as well as elective credits earned via YOR. 26% of Colorado High School Charter students were enrolled in Youth on Record Classes. On average, a Youth on Record DPS students earns 10 credits a quarter. RESIDENTIAL TREATMENT CENTERS The following are reports extracted from Partner Artists, teachers of record and the administration of Third Way and Devereux Cleo Wallace. The findings are taken from both the Fall 2014 and the Spring 2015 semesters. Metric Fall 2015 Spring 2015 Fall 2014 Percentage or amount

19 Percentage of passing students in Youth on Record Classes Percentage of students taking YOR classes showing increased attendance rates Percentage of students who increased their overall GPA while taking YOR classes 85% (53/62) 100% 100% 100% (62/62) 100% 100% 100% (62/62) 100% 100% The reports from the Fall 2015 academic semester have not yielded all of the results Youth on Record needs to report on change, since it does not include graduation (which is in May and June). Pass/fail rates are also not fully determined halfway through the academic year.

20 YOUNG PEOPLE SERVED AT YOUTH MEDIA STUDIO The following findings show the usage of the Youth Media Studio (YMS) by YOR s clients in both the Fall 2014 and the Spring 2015 semesters. Fall 2015 Spring 2015 Fall 2014 Metric Percentage or amount Total Number of Young People Served 1100 (700 unduplicated youth) Total Number of hours of instruction at Youth Media Studio (full-time classroom instruction did not start until Total Number of hours of out of school time for DPS students at Youth Media Studio Total Number of Transition Nights/Salon Series Events/Special Out of School Events for Youth Number of outside organizations that utilize YMS continuously Total number of outside community events held at YMS January 2015) DEMOGRAPHICS The following pie charts represent the demographics of all of the students served in Youth on Record classes at Emily Griffith High School, West Career Academy, Lincoln Respect Academy, Venture Prep, Colorado High School Charter, Contemporary Learning Academy, Third Way and Devereux Cleo Wallace during the Fall 2015, Spring 2015, and Fall 2014 semesters.

21 Grade Fall 2015 Grade % of Youth on Record students are in the 12 th grade ( % of Youth on Record students are in the 11 th grade ( % of Youth on Record students are in the 10 th grade (55 1.7% of Youth on Record students are in the 9 th grade (3 Less than 1% of Youth on Record students report to be in the 8 th grade (RTCs)

22 Spring 2015 Grade % of Youth on Record students are in the 12 th grade 28.6% of Youth on Record students are in the 11 th grade 20.8% of Youth on Record students are in the 10 th grade 4.4% of Youth on Record students are in the 9 th grade Less than 1% of Youth on Record students report to be in the 8 th grade (RTCs)

23 Fall 2014 Grade % of Youth on Record students are in the 12 th grade 27.9% of Youth on Record students are in the 11 th grade 26.3% of Youth on Record students are in the 10 th grade 1.2% of Youth on Record students are in the 9 th grade Less than 1% of Youth on Record students report to be in the 8 th grade (RTCs)

24 Age Fall 2015 Age and under over % of Youth on Record students are 17 (51 18% of Youth on Record students are 18 ( % of Youth on Record students are 16 (32 22% of Youth on Record students are 15 and under (40 12% of Youth on Record students are 19 and over (22

25 Spring 2015 Age and under over 18 34% of Youth on Record students are 17 23% of Youth on Record students are 18 15% of Youth on Record students are 16 14% of Youth on Record students are 15 and under 12% of Youth on Record students are 19 and over

26 Fall 2014 Age and under over 18 32% of Youth on Record students are 17 20% of Youth on Record students are 18 19% of Youth on Record students are 16 19% of Youth on Record students are 15 and under 9% of Youth on Record students are over 18

27 Gender Fall 2015 Gender Male Female 56% of Youth on Record students are male (101 42% of Youth on Record students are female (76

28 Spring 2015 Gender Male Female 57% of Youth on Record students are male 43% of Youth on Record students are female

29 Fall 2014 Gender Male Female 57% of Youth on Record students are male 43% of Youth on Record students are female

30 Ethnicity Fall 2015 Ethnicity Latino or Hispanic Black or African American White or Caucasian Bi-racial Other 58% of Youth on Record students are Latino or Hispanic (140 13% of Youth on Record students are Black or African American (30 10% of Youth on Record students are White or Caucasian (23 9% of Youth on Record students are Bi-racial (22 10% of Youth on Record students identify as other ethnicities (25

31 Spring 2015 Ethnicity Latino or Hispanic Black or African American White or Caucasian Bi-racial Other 57.1% of Youth on Record students are Latino or Hispanic 15.1% of Youth on Record students are Black or African American 11.5% of Youth on Record students are White or Caucasian 10.7% of Youth on Record students are Bi-racial 5.2% of Youth on Record students identify as other ethnicities

32 Fall 2014 Ethnicity Latino or Hispanic Black or African American White or Caucasian Bi-racial Other 59.8 % of Youth on Record students are Latino or Hispanic 12.7% of Youth on Record students are Black or African American 11.2% of Youth on Record students are White or Caucasian 9.2% of Youth on Record students are Bi-racial 14% of Youth on Record students identify as other ethnicities

33 CLIENT TESTIMONIALS The following testimonials were provided by staff of Youth on Record partner schools, residential treatment centers, agencies and community partners during the Fall 2015 Semester. As an educator, there's nothing more fulfilling than to see young adults doing what they love while learning at the same time. Youth on Record creates the platform where that can happen daily--and for students who may only come to school because they're in the Youth on Record program. It's hard to put into words what this organization does for our school, but let me try: Youth on Record breathes life into the school day. Our YOR educators find greatness in every one of the students they teach and then help students channel that greatness, all through musical expression. It's a transformative experience that changes their lives. Erin Quigly, Principal, Venture Prep This is my second year working with Tyler and his team and they have been beyond amazing and supportive for my students. They remain flexible with my very transient group of students and are always upbeat and positive, even when my students may not show up when promised (which happens often). I feel grateful that my students have a musical outlet that is positive, energetic and truly inspirational. Not only do my students return from their sessions with a new found confidence, they come in with excitement wanting to share their creations with me. I genuinely appreciate every second they provide to my students. Robyn Purvin, Facilitator, Youth Career Development Services GED Plus Program, Emily Griffith High School The research clearly shows that students who are exposed to music-based lessons score higher on tests than students who learn in a convention manner. This is clearly the case with students at CHSC who participate in classes with YOR. Learning music promotes craftsmanship, and our CHSC students have learned to want to create good work instead of mediocre work though this partnership. This desire has been applied to all subjects of study. Resulting in overall higher academic scores and a greater chance of student success, leading to graduation. Performing a musical piece can bring fear and anxiety. Youth on Record has encouraged our students to push pass their fear; and by doing so has taught our kids how to take risks and deal with fear in a productive manner. We are thrilled with the partnership between CHSC and YOR. Our students and community are better for it. Kaleen Barnett, Concurrent Enrollment and Partnership Counselor

34 Youth On Record reminds me why I make music - why all of us do. Learning about ourselves, friends, strangers, communities, traditions that are bigger than all of us. Using these tools of expression and connection to create together, and in the process make our neighborhoods, schools, and cities into places we all want to help raise the next generations of music-makers, doers, and dreamers. Jesse Elliot Consultant Biennial of the Americas, Bohemain Foundation, Colorado Creative Industries, Denver Music Summit I am very fortunate to have had a relatively easy time through high school. Some kids are not so fortunate. Luckily for them and Denver, they have Youth on Record. Virgil Dickerson, Marketing Manager, Illegal Pete s In the fall of 2015, YOR worked with my students in two ways: a spoken word elective class and supporting my students in hosting a film screening and art show. YOR was a incredible partner organization and provided relevant and strong support for students who have experienced educational trauma in past learning environments. Several instructors came for our spoken work elective, where students learned about poetry and then produced their own 'zine of poetry, which they performed at a student art show. For these young people, standing up and sharing their voices with confidence was a direct result of the amazing work the folks from YOR brought into the classroom. Students loved working with Ill7, Suzi, Mace, and Adrian to find their own stories and voices. All the instructors were amazing to work with and brought an awesome energy to the school. We also had the pleasure of hosting our first student art show and film screening in the YOR space. It was an incredible event, Tyler and the rest of the YOR crew were so welcoming to our students coming in a taking over the space for a night, it was truly a youth-up, student led event. YOR was completely supportive of the students taking their beautiful space and making it their own. One of my favorite memories from working with YOR this past fall was when we came to visit the space before the art event. It was a casual, slow afternoon in the space (maybe before students arrived for after school programming). Tyler was wonderful with my students, taking all the time needed to show them around and give them setup ideas for the event. Perhaps the best thing though was unrelated to our event. Tyler was chatting with the students about other programs at YOR and one of my students, who had never held a guitar before, asked try one on. Tyler helped him out and then showed him a few chords. This student s face lit up with joy and a sense of confidence I had never seen before! It was incredible!!! YOR is a vital part of our school community, as a first year charter, I already feel we are in the YOR family and know we can count on them for community support. Levi Arthison, Arts and Activism Instructor RiseUp Community School

35 Youth on Record has a unique and innovative approach to impact low income and opportunity youth in their academic, social, and professional development. The space they provide for individual expression and collective impact for youth in their community is seen in the partnerships they have built and the great and diverse organizations they work with. The Office of the Independent Monitor s Youth Outreach Project is a proud partner and supporter of YOR s work in the community, specifically with opportunity youth who live in neighborhoods with the potential for increased contact with law enforcement. We are excited for another year of collaboration with Tyler, Jami and Ill Seven! Nina Horton, Youth Project Coordinator, Office of the Independent Monitor, City and County of Denver I have had the pleasure of working with Youth on Record for the past year through the Bringing Back the Arts Internship Program. Our partnership with Youth on Record has been nothing short of phenomenal. The first BBTA intern who worked at Youth on Record, Alex Hammes, had what I refer to as a "dream internship". They were able to instruct him in audio production, including how to use a full professional sound board, and then give Alex the opportunity to use those skills to make beautiful recordings of himself and other student collaborators. His internship culminated in Alex getting to perform on stage with one of his favorite bands, 21 Pilots, at a Youth on Record fundraiser, which was a dream come true for him. My current intern working at Youth on Record, Levi Vigil, shows every sign of loving his time at Youth on Record just as much as Alex. When Levi went in for his initial half hour interview with Tyler Breuer, Tyler took him straight back to the audio booth and Levi ended up staying for 3 hours to work on a beat. And that, in essence, is the magic that has been created by Youth on Record. Yes they have an amazing staff, yes they have top of the line equipment, yes they bring in talented professional musicians to instruct youth and yes they are a cutting edge art education institution. But more than anything what I would stress is their skill in placemaking. They have created a space (or place if you will) that is instantly inviting to young people from all types of backgrounds that makes them want to be there and to come back time and time again. The ability to make young people feel comfortable, safe, respected and elevated as artists has created a place that will benefit the next generation of Denver musicians for years to come. Nate Greene, Program Director, Bringing Back the Arts Internship Program

36 PARTNER ARTIST EVALUATION Throughout this time period, Youth on Record had 12 independently contracted partner artists teaching the classes. A total of 560 partner artist hours of classroom instruction were spent in Denver Public High Schools and 160 partner artist hours of classroom instruction at residential treatment centers. Partner Artists are evaluated by the Director of Programs on the following response scale rubric once a semester in order to quantify their performance both in and out of the classroom in an effort to show where improvement can be made. It is meant to produce critical and constructive feedback from the Director of Programs to the Partner Artists. It is not comprehensive, but serves as a way to document the growth of the Partner Artist in the following categories, with the response scale ranging from 1 to 5, 1 being the lowest (strongly disagree) and 5 being the highest (strongly agree). Specifically, (1/A) Strongly Disagree, (2/B) Disagree, (3/C) Neutral, (4/D) Agree, (5/E) Strongly Agree. Communication with Director of Programs - Attendance - Pre-post tests - Equipment - Able to attend meetings, other functions, in communication Curriculum Development - Develops twice a year - Consistent with YOR mission, values, educational standards Classroom Observation - Communicates with school - Supplements School Culture - Provides instruction - Able to have class covered when not available - Maintain school records, documents classroom, captures classroom Youth on Record Culture Partner Artist evaluations are conducted twice an academic year (once in the Spring and once in the Fall) to measure growth throughout evaluation period.

37 APPENDIX A Where Youth on Record programming was offered Fall 2015 (first by Google, then by Mace)

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39 APPENDIX B Pre-Post Test Fall 2016 PRE SURVEY Fall 2015 What school do you go to? What grade are you in? How old are you? What is your gender? What is today s date? What is your zip code? What best describes you? Please check all that apply. - American Indian, Eskimo or Aleut - Asian/Pacific Islander - Bi-racial/Multi-racial - Black or African American - Latino or Hispanic - White or Caucasian - Other:

40 Please circle the option below that is closest to how you feel. I feel confident in All of the time Most of the time Some of the time Never Don t know my future. Why do you feel that way? I do well in school. All of the time Most of the time Some of the time Never Don t know I try hard in school. All of the time Most of the time Some of the time Never Don t know I feel valued at my All of the time Most of the time Some of the time Never Don t know school. I feel valued in my All of the time Most of the time Some of the time Never Don t know community. I feel connected to my own culture, All of the time Most of the time Some of the time Never Don t know race, or ethnic group. I care about people of other cultures, All of the time Most of the time Some of the time Never Don t know races, or identities. I like to read and write. All of the time Most of the time Some of the time Never Don t know

41 Specific questions for specific classes: PRODUCTION: I have a medium to express myself musically/creatively All of the time Most of the time Some of the time Never Don t know I understand how music is produced All of the time Most of the time Some of the time Never Don t know I am a music producer All of the time Most of the time Some of the time Never Don t know I understand and respect many musical All of the time Most of the time Some of the time Never Don t know genres I understand how the music I love is made All of the time Most of the time Some of the time Never Don t know Feel free to draw your relationship to music below. SPOKEN WORD: I feel confident In the way I express All of the time Most of the time Some of the time Never Don t know myself to others It is easy for me to find the words to share my All of the time Most of the time Some of the time Never Don t know thoughts and feelings

42 I am confident speaking in front of groups of my All of the time Most of the time Some of the time Never Don t know peers. MUSIC FUNDAMENTALS: I understand the value of music theory as a language to communicate with other musicians. All of the time Most of the time Some of the time Never Don t know I feel confident working with other people on creative projects. All of the time Most of the time Some of the time Never Don t know I know how to use music as a tool to communicate or convey anything on my mind. All of the time Most of the time Some of the time Never Don t know SOCIAL SOLUTIONS: I understand American history All of the time Most of the time Some of the time Never Don t know from different points of view I understand the connection between All of the time Most of the time Some of the time Never Don t know art/music and social change I understand the connection between All of the time Most of the time Some of the time Never Don t know

43 art and democracy COLLABORATIVE MUSIC: I know how to All of the time Most of the time Some of the time Never Don t know collaborate effectively with others I understand how All of the time Most of the time Some of the time Never Don t know artists collaborate to make music I understand All of the time Most of the time Some of the time Never Don t know the artistic process and have my own process