INTRODUCTION 1
Selecting a Site and Date 13
Choosing the date for your forum is a crucial first step that should align with your venue selection To effectively recruit delegates, it's essential to schedule your forum at least one year in advance.
Approximately one year before you hold a Youth Leadership Forum, you also need to select a site and enter into a contract to use it
For youth programs, we recommend hosting forums on college or university campuses to foster positive educational, social, and recreational experiences that inspire delegates to set high academic goals Additionally, organizing activities near the state capitol and in the offices of the governor and legislature will reinforce the message of full citizenship and the potential for impactful social and political engagement.
When seeking a site for a forum involving sixty student delegates, remember that you will probably need the following:
*0 dormitory/sleeping rooms for approximately one hundred individuals (60 delegates and 40 staff members, all typically in double occupancy rooms);
*1 a large meeting room which will allow approximately 125 individuals to attend large group sessions;
*2 six small meeting rooms for small group sessions involving 10 delegates and up to five staff members;
*3 an adjacent dining room service hopefully, a college cafeteria where all meals are provided;
The large-group session area, equipped with a pool table, ping pong table, and music system, provides delegates with an ideal space to socialize during their free time.
*5 a banquet room in a good hotel or restaurant which can serve a formal lunch for about 250 people during the day of off-site activities
When planning for delegates visiting your state capitol, it's essential to arrange both indoor and outdoor spaces for dignitaries to address them and for delegates to engage with the press.
We use the Governor’s Council Room and also the steps outside our State Capitol, which is an excellent area to meet with the press.
Most importantly, all forum sites should meet all accessibility codes under the Americans with Disabilities Act (ADA).
Selecting Student Delegates 14
Selecting the right students for your Youth Leadership Forum is crucial for its success It is important to emphasize that this forum should focus on leadership development rather than merely serving as a personal enrichment program for young people with disabilities To maximize social impact, delegates must exhibit strong leadership qualities and a commitment to sharing the insights and inspiration gained from the forum with their peers who are unable to attend Ultimately, the effectiveness of the forum is significantly influenced by the careful selection of its delegates.
Up to one hundred young individuals participate in various statewide leadership conferences; however, we believe that a slightly smaller group is more effective in meeting the unique needs of our delegates This approach ensures that each participant can engage actively and derive significant benefits from the forum.
Over the past five years, we have honed our delegate recruitment and selection process We recommend creating a user-friendly application form and distributing it to all public and private high schools, as well as advocacy organizations and individuals who may identify suitable candidates in your state or territory.
To ensure a smooth application process for student delegates, we recommend distributing application forms nearly one year prior to the forum, allowing three months for preparation and mailing We typically send out these forms at the beginning of October, requiring completed applications to be returned by the end of January This timeline aligns with the forum scheduled for the last week of July, providing us the flexibility to extend the deadline if needed, as many applicants often request additional time.
Upon receiving application forms, we carefully assess each candidate to ensure they meet our established criteria for attendance and participation Our selection criteria encompass academic performance, engagement in extracurricular activities, demonstrated leadership skills, and the potential to emerge as a leader within both the general and disability communities.
After the initial screening, the remaining applicants are interviewed in their local communities by panels comprising members from our network of community mayors' committees In areas without such affiliates, interviews are conducted by representatives from local offices of the Employment Development Department.
The Department of Rehabilitation collaborates with local Independent Living Centers to form approximately twenty panels, each representing distinct geographic regions In cases where potential delegates cannot attend interviews in person, members of the delegate selection task force conduct interviews via telephone.
Interviews play a crucial role in the delegate selection process, as our experience shows that application content can often be misleading Many students receive significant help from family members, counselors, or educators when completing their applications, particularly in the essay sections While this assistance is well-intentioned, it can result in inflated or inaccurate representations of the students' abilities However, these discrepancies become apparent during in-person interviews, highlighting the importance of direct assessment in the selection process.
Following the interviews, each selection panel assesses the qualifications of the applicants Previously, we requested that they rank the candidates they interviewed.
The information provided is insufficient, as students should be compared to all applicants statewide rather than just those from their local community To address this, we have established a delegate selection task force responsible for choosing the final 60 delegates This task force holds the authority to ensure that the selected group reflects the diverse range of disabilities, genders, and ethnic backgrounds within our state.
In early May, the selection of student delegates is finalized for a forum scheduled in late July, with sixty applicants receiving notification of their selection Remaining applicants are designated as "alternate" delegates, who may attend if selected students are unable to participate This early notification allows recognized delegates to be honored during their schools' awards ceremonies.
Selected delegates receive two important mailings before attending the Youth Leadership Forum (YLF) The first mailing confirms their selection and includes attendance verification forms The second mailing provides essential information on personal assistant needs, travel arrangements, and required sign-off forms, such as "Rules of Behavior" and press liability releases Additionally, it features a vibrant T-shirt with the YLF logo, which delegates are encouraged to wear during their journey to the forum.
Selecting Forum Staff 17
Our forum relies on a dedicated team that includes paid professionals such as sign language interpreters and personal care assistants, along with the staff from the Governor’s Committee However, the success of the forum is largely due to the invaluable contributions of numerous volunteers Overall, our staffing task force ensures effective organization and coordination of all personnel involved.
Effective staff recruitment is crucial for the success of a five-day forum, particularly for volunteer positions that are onsite throughout the event These volunteers play a significant role in shaping the experiences of student delegates It’s essential that the onsite staff not only represent the ethnic diversity of the state or territory but also embody and exemplify the principles promoted by the forum.
We aim to employ six individuals with disabilities or those closely connected to the disability community for our event Our goal is to eventually have our team fully staffed by alumni from the forum, a process we have already initiated by filling program assistant and peer counselor roles with these individuals.
*7 People who have achieved a professional level in their chosen field
*8 Individuals with demonstrated leadership abilities
*9 Individuals with positive attitudes who enjoy spending time with young people
*10 Individuals with excellent communication skills
We especially look for these characteristics in the individuals who staff the following critical positions: Forum Chair; Co- Facilitators; Co-
The effectiveness of the Forum Chair and Co-Facilitator roles is enhanced when individuals serve for more than one year, while other staff positions typically last for one year, with many individuals opting to reapply and continue for several years As the program develops, a key objective is to incorporate more YLF alumni into volunteer staff roles.
We organize participants into six small groups of ten student delegates, each guided by two Co-Counselors, one Peer Counselor, and one Program Assistant Co-Counselors, including at least one individual with a disability, lead discussions and support forum objectives Peer Counselors, typically college-aged, provide relatable advice on personal and social challenges The Program Assistant, akin to a "Peer Counselor in training," aids Co-Counselors with tasks such as assisting delegates with writing assignments and managing logistics like meal trays.
When choosing forum staff, it is essential to select individuals who embody and promote the forum's core principles Prioritizing volunteers with positive attitudes who genuinely enjoy engaging with young people is crucial for fostering a supportive and encouraging environment.
Staff application forms are essential for all volunteer roles, although recruitment primarily occurs within the existing network of familiar volunteers rather than on a broader scale The oversight of staff is managed by the Forum Chair and Co-Facilitators, with support from the Staffing Task Force Chair.
Finalizing the Program and Scheduling Presenters 19
The YLF program is described in detail in the sample program in this manual’s Appendix, “Program Schedule and Student Delegate
The YLF program has undergone significant updates since the original manual was created in 1998, incorporating valuable feedback from colleagues across various States and Territories This overview will assist you in effectively scheduling your presenters by outlining the modified and newly developed modules available You can select the modules that best fit your state or community, with certain essential modules highlighted as crucial to the YLF experience, while others are deemed optional The overall schedule and key program components are detailed below.
*11 Staff orientation the afternoon/evening before delegates arrive
*12 Delegates travel to site the morning the forum begins
*13 Delegates check-in to dormitories after lunch time
*14 Welcome and short orientation in small groups in early afternoon
1 Principles of Leadership (Includes Welcome Session)
3 Technology and Resources to Reach My Goals
4 Living on My Own and Reaching My Career Goals
Once your schedule is set, it's time to invite your presenters Adhering to the forum's philosophy, all presenters should be individuals with disabilities who can inspire and serve as role models for the student delegates.
To ensure a successful event, it's essential to have backup presenters for each session, as cancellations can occur Additionally, having staff on-site, particularly YLF alumni, can provide valuable support as substitute presenters Our experience shows that it's crucial to select speakers who can effectively engage with young audiences, as some excellent speakers may resonate better with older adults Older YLF alumni often serve as outstanding speakers, particularly for events like the Mentors Luncheon Finally, we recommend keeping session lengths reasonable and incorporating audio-visual elements or interactive experiences to maintain participants' interest.
Creating Small Work Groups of Delegates 20
During the forum, delegates are organized into small groups for frequent discussions on issues raised in large sessions and to complete workbook exercises In California, 60 delegates are split into six groups of ten, along with staff support Effective communication among delegates is essential, as many have not had the chance to openly share their disability experiences with peers Therefore, Co-Counselors are encouraged to prioritize engaging and productive discussions over other scheduled small-group activities.
We encourage granting Co-Counselors the freedom to tailor small-group meetings to address the unique needs of their participants, even if this means not fully completing workbook exercises.
When assigning delegates to groups, it is essential to consider demographics that influence student interactions Promoting diversity and inclusiveness is vital, as it creates opportunities for students to learn from one another Therefore, groups should reflect a variety of representations in gender, ethnicity, and disabilities Additionally, to enhance communication, it is beneficial to group students who are deaf and use sign language together, allowing for more effective interaction.
Creating small group assignments demands considerable staff time, as we utilize 3 x 5-inch index cards featuring each delegate's name and biographical details This method allows for easy rearrangement of the cards in stacks, facilitating the development of optimal small group "clusters."
To maintain the quality and intimacy of crucial discussion sessions, it is essential to prevent drop-in visitors from observing small groups Such interruptions can significantly hinder the effectiveness of these important interactions.
Organizing Transportation 21
The Transportation Task Force's checklist highlights the significant challenge of transporting delegates to the forum, offsite activities, and back home Effective transportation is crucial for achieving our program objectives, as many delegates are inexperienced travelers, particularly on their own Successfully navigating this experience can enhance their aspirations in education, career, recreation, and social engagement Through this process, we have gained valuable insights into the importance of transportation for our delegates' development.
Effective forum transportation demands meticulous planning tailored to the unique requirements of each delegate It is essential to appoint a Chair for the Transportation Task Force who is detail-oriented and methodical, ensuring their involvement throughout all phases of transportation planning and execution, including addressing any on-site challenges that may arise during the forum.
To ensure smooth travel arrangements for delegates, staff, and presenters attending the forum, it is advisable to select a single travel agency that understands the forum's specific requirements We recommend that student delegates take responsibility for their own transportation from home to local terminals, such as airports, train depots, or bus stations, as this approach has proven to be the most effective.
We assume responsibility for the delegates once they arrive in
In Sacramento, the forum provides essential support for students by facilitating transportation between the city's terminals and the event site This assistance is coordinated by dedicated volunteer transportation coordinators, along with sign language interpreters, personal care assistants, and additional staff as required.
Before the forum, we notify student delegates that upon their arrival in Sacramento, they will be greeted by adults wearing forum T-shirts To ensure a smooth meeting, we request that delegates wear their forum T-shirts while traveling Our dedicated volunteers will assist delegates with their luggage, supervise them during waiting times, and escort them to wheelchair-accessible buses, which have proven adequate to accommodate all delegates, regardless of mobility limitations, between the terminals.
When planning offsite events like visits to your capitol, it's essential to factor in the time needed for loading and unloading wheelchair users Additionally, post-September 11, 2001, there has been an increase in travel anxiety among young people and their families It's crucial to be mindful of the concerns raised by all attendees, including delegates and staff, participating in YLF.
Many YLF colleagues in various states and territories have effectively managed transportation responsibilities in diverse ways Some take charge of student delegates only upon their arrival at the YLF site, requiring families or guardians to ensure safe travel to and from the location, while providing transportation during the event It’s important to consider your approach carefully, as it’s crucial not to exclude students with limited transportation options.
For follow-up sessions aimed at YLF alumni, it is reasonable to expect participants, who are now over 18 years old, to take responsibility for their own transportation.
Providing Support Services (for Delegates and Staff) 23
The YLF philosophy emphasizes inclusivity by ensuring that all students, regardless of their need for support services, can participate fully in the program To facilitate this, we offer essential services at no cost to delegates, including interpreters for deaf students, personal care assistants, real-time captions, and communication facilitators Additionally, we recognize the significance of audio description services for students with visual impairments, further enhancing accessibility and support.
An important part of our curriculum includes teaching students to make appropriate choices, which facilitate their living independently
At YLF, we prioritize fostering independence in our students by not permitting them to bring personal interpreters or care assistants This approach encourages them to engage with various support staff and take responsibility for expressing their needs in an adult environment Additionally, we typically do not allow family members to assume support roles, with only rare exceptions made for students facing unique challenges, such as serious medical conditions.
Planning for Safety (Rules of Behavior, Medical 23
At the conclusion of this section, we offer sample materials, such as the written rules of conduct for student delegates at the forum and the dormitory evacuation plan shared with our staff during orientation We highly advise consulting with an attorney to ensure you obtain suitable insurance coverage prior to hosting your forum, especially if you cannot be included under the insurance of an existing project partner.
C DURING YLF—ON SITE INFORMATION
SECTION I CORE TRAINING SESSION MODULES
The YLF curriculum is organized into training session modules The subjects included in these modules are critical to the success of the YLF experience
We realize that each State, Territory or community has different constraints, including time, location and budget Consequently, you may need to modify your approach to teaching these subjects.
The YLF program is thoroughly detailed in the Appendix of this manual, featuring the “Program Schedule and Student Delegate Workbook.” Additionally, the “Facilitators’ Guide to the Program Schedule and Student Delegate Workbook” follows, providing an in-depth overview of the essential messages for each teaching module.
The program offers diverse teaching experiences structured around five key modules, which are outlined in section B of this manual, titled "Before You’re On Site—Things To Do."
To Prepare for YLF”: Finalizing the Program and Scheduling
1 Principles of Leadership (includes the Welcome Session, which sets the tone for the program and outlines the process of YLF and what will be happening; includes an overview on the principles of leadership, to be further discussed in small group sessions and focused on through completion of the delegates’ “personal Leadership
Plans”; this subject is also taught by learning communication skills through the experiences of the dance session and the students’ talent show)
2 The Experience of Disability (one session introduces the students to the concept of disability culture and the history of disability advocacy and legislation; another segment is an experiential session, an Obstacle Awareness Course, which introduces students to other kinds of disabilities than their own)
3 Technology and Resources to Reach My Goals (one session includes demonstrations of assistive technology and another provides information on such resources and services as the Department of
Rehabilitation, Independent Living Centers, the Social Security
Administration/S.S.I., and College and University Disability Resource services)
4 Living on My Own and Reaching My Career Goals (presented with a panel of guests who are people with different disabilities and various careers living successful lives)
5 Leading in My Community (presented by speakers who are people with disabilities actively involved in political action and advocacy; taught through the experience of visiting the State Capitol and State Legislature; several states have created very effective State
Capitol visits feature meetings in state legislative chambers and debates among delegates on pressing policy issues These events are highlighted by a "Mentors Luncheon," where community role models gather to dine and network with the delegates.
SECTION II-MORE TRAINING SESSION MODULES
Incorporating supplementary learning exercises into the core YLF curriculum can enhance the program, influenced by various factors Moreover, staying adaptable to current events is essential, as it may necessitate adjustments to the planned schedule and the inclusion of pertinent, emerging topics.
The September 11, 2001, international crisis significantly impacted student delegates, leading to heightened concerns about travel and a growing interest in conflict resolution and understanding diverse ethnic backgrounds By effectively incorporating these themes into the YLF program, we can transform these challenges into valuable learning opportunities.
When developing learning modules, it's essential to align them with the YLF disability culture and leadership philosophy If the forum shifts towards being mainly recreational, it strays from the core mission of the YLF program However, if it effectively incorporates new components that meet the needs of the communities served, it can transform into an even more impactful YLF than initially imagined.
CREATING ENTHUSIASM AND KEEPING SPIRITS HIGH
Although it’s more of an informal part of YLF, we cannot emphasize enough the importance of creating a positive, enthusiastic atmosphere We use several techniques to accomplish this.
To ensure an engaging presentation, it is crucial that all scheduled speakers possess the ability to convey their passion and enthusiasm effectively While many skilled technical presenters may resonate well with adult audiences, they often struggle to connect with younger audiences.
Our program utilizes a unique "spirit squad" led by Program Assistants, who initiate spirit cheers at the start of large group sessions to set an energetic tone and maintain time management Inclusivity is key, particularly in crafting cheers that resonate with all students, including those who are deaf A popular cheer we employ is, "We’ve got spirit, yes we do We make a difference, how about you!" Additionally, we ensure that all participants can join in by incorporating clapping or stomping movements, fostering a sense of community and engagement for everyone.
To create an energetic atmosphere, we incorporate upbeat music into our large group meetings by playing a selection of lively songs, including "oldies" and dance tracks, during breaks between sessions This approach not only enhances the mood but also serves as a timekeeping tool, signaling to delegates when it's time to reconvene for the next session.
We also start our opening session with a sign language interpretation of an upbeat song, such as Bon Jovi’s “It’s My Life”.
To enhance delegate engagement in the program, we implement various techniques, including having student delegates introduce and acknowledge all presenters Each presentation section is assigned to small groups, where two student delegates take turns introducing the speakers Initially, one delegate introduces a fellow student, who then introduces the main speaker Following the presentation, another student expresses gratitude by thanking the speaker and presenting a token of appreciation, such as a branded coffee mug To prepare for these introductions, students meet with the speakers fifteen minutes prior to their presentations for a brief interview to gather relevant information.
2 THE STAFF: ORIENTATION AND FACILITATOR’S GUIDE
As previously mentioned, in the appendix of this guide is a sample
The "Facilitator’s Guide to the Program Schedule and Student Delegate Workbook" serves as a valuable companion to the student workbook, offering essential insights and recommendations for YLF staff on the primary training modules within the YLF program.
Instructional Materials (For Student Delegates) 27
Student delegates at YLF are equipped with essential instructional materials to enhance their learning experience, including the “Program Schedule and Student Delegate Workbook,” which is available in various alternate formats as needed This workbook features the daily schedule, worksheets for small group discussions, and a “Personal Leadership Plan” designed for delegates to utilize upon returning to their communities.
We provide a comprehensive "Resource Binder" filled with essential information for individuals with disabilities, including details on available goods and services, insights on the Americans with Disabilities Act, and career-oriented resources from educational institutions and businesses Each binder features a curated list of valuable websites and is available in both a 3-ring binder and on CD-ROM, ensuring all students receive access in both formats.
Upon arrival at the Youth Leadership Forum (YLF), delegates receive a nylon or canvas bag filled with promotional and souvenir items from supporting businesses This bag includes essential items such as notepads, pens, T-shirts, hats, keychains, calculators, watches, and disposable cameras, allowing delegates to document their YLF experience.
Press Coverage and Public Relations 28
Effective press coverage of your forum not only maintains donor interest but also reinforces the belief that individuals with disabilities have the right to lead fulfilling and socially impactful lives To maximize media exposure, we distribute a press release to statewide newspapers and local news outlets two weeks prior to the event However, it is essential to begin planning for media coverage several months in advance.
The optimal time for press interactions with student delegates is during engaging segments of the program, such as technology demonstrations and the rally at the state capitol Prior to these events, we coordinate with Co-Counselors to select one or two delegates who are adept at engaging with the media Notably, local media outlets show a heightened interest in delegates from their respective regions Therefore, tailoring press releases to the communities represented by these students proves to be highly effective, as media may conduct interviews with them after their return from the Youth Leadership Forum (YLF).
Documenting the Forum (Summary Reports and Videos) 29
Documenting your forum's events is essential for creating promotional materials and ensuring effective communication In California, we produce a fifteen-minute videotape along with a written summary report that features photographs To achieve this, staff members must capture images using both video and still cameras during the forum Furthermore, it is crucial to designate at least one person to take notes on the events as they unfold.
The recommended videotape production presents an exciting series of images from the forum (including pictures of all the student delegates).
The YLF purpose is briefly outlined, and a surprise videotape, shot and edited during the forum, is presented to student delegates at the closing session An open-captioned copy is distributed to all delegates and staff as they exit the forum This video serves as a tool for students and staff to educate the community about YLF and to inspire donors to provide support.
A written summary report is distributed within six months following the forum, serving as a commemorative piece for student delegates and staff This report is instrumental in promoting the Youth Leadership Forum (YLF) to potential sponsors, donors, and future delegates Additionally, both the videotape and the summary report are valuable resources for engaging community leaders, news media, and prospective donors, effectively enhancing the forum's visibility and outreach.
Acknowledging Donors, Staff and Volunteers 30
Acknowledging the vital contributions of volunteer staff, presenters, and financial donors is essential for the success of the forum This recognition should be reflected in all written materials, such as program schedules, summary reports, press releases, and promotional content In California, each speaker is honored with a YLF logo coffee mug presented by a delegate during a public thank-you Financial donors also deserve recognition through plaques or souvenirs that mention YLF Additionally, expressing gratitude through thank-you letters accompanied by group photos of the delegates is appreciated by all contributors to YLF.
2 FOLLOWING UP WITH YLF ALUMNI
To ensure that the forum serves as a lasting educational experience rather than a one-time event, it is crucial to maintain ongoing communication with all delegates Our post-forum engagement with alumni includes various key elements to foster this continuous learning journey.
One month after the forum, we send alumni a "letter to myself," which they completed on the final day of the event This letter serves as a reminder of their commitments to take further action in their local communities.
Two months following the forum, the Chair reaches out to each delegate with a letter expressing well wishes and encouraging ongoing communication Accompanying the letter is a group photo captured during the event, fostering a sense of connection among participants.
the summary report is mailed to each delegate as soon as it is printed, usually within six months of the forum.
We also assist the alumni in producing and distributing a “YLF
ALUMNI NEWS” newsletter for all forum alumni The student alumni are responsible for developing and writing the articles, and we assist with editing, printing and mailing.
In 2002, California initiated a formal follow-up study with alumni, aiming to assess the success and effectiveness of its forum Future plans include surveying alumni at three intervals—three, five, and ten years post-participation—to gather valuable insights that will support individuals in achieving their goals.
Our follow-up with YLF alumni revealed that most participants have successfully maintained connections with one another, leveraging these relationships as valuable resources in pursuing their career and social aspirations It is inspiring to see them actively applying the lessons learned during the forum to achieve their goals.
Alumni have demonstrated remarkable achievements in academics and careers, returning to their communities as advocates for students with disabilities and leaders in various activities Their inspiring stories, coupled with the impactful experiences shared during the forum, reinforce our dedication to the Youth Leadership Forum and our mission to extend these opportunities to more youth with disabilities.
Organizing follow-up sessions for your YLF alumni is highly advisable, as these events foster camaraderie and encourage ongoing connections among participants Whether it’s a casual pizza party at a local venue or a more structured training workshop, such activities can effectively promote networking and resource sharing among alumni.
To enhance career development for YLF alumni, we recommend establishing an internship or work experience program In California, we are actively linking our alumni to the National Disability Mentoring Day project, which occurs annually.
October) You can also encourage them to apply to be part of the
Workforce Recruitment Program (administered under the Federal
Department of Labor’s Office of Disability Employment Policy, ODEP).
3 EVALUATING THE PROGRAM AND STAFF
In California, after each forum we have produced, we subsequently slightly modify the program in response to input from the student delegates and staff.
We gather feedback through a formal written evaluation survey completed on the program's final day and by meeting with our YLF Planning Task Force to assess the project We aim to maintain this practice to enhance the program continually.
In California, it took over a decade to complete a formal follow-up study with our alumni after our inaugural forum Moving forward, we intend to survey alumni at three key intervals—three, five, and ten years post-forum—to evaluate the success and effectiveness of our events Our survey is modeled after high-quality instruments created by colleagues in various YLF States and Territories.
Our follow-up with alumni from our project reveals that most have successfully maintained connections with one another, leveraging these relationships as valuable resources in pursuit of their career and social aspirations It is thrilling to see that they have genuinely embraced the lessons we aimed to impart during the forum.
Alumni have provided inspiring examples of their remarkable academic and career achievements, demonstrating their commitment to advocating for students with disabilities They have taken on leadership roles in various community activities, showcasing their dedication to giving back The forum highlighted these extraordinary experiences, emphasizing the importance of community engagement and support for individuals with disabilities.