True Transformations: Measuring Changes in Attitudes, Behaviors, Values and Relationships as a Result of BBYO Involvement Avery M. Budman May 2011.

Slides:



Advertisements
Similar presentations
Wisconsin PTA Code of Ethics As a PTA volunteer, I realize that I am subject to a code of ethics similar to that which binds the professional in the field.
Advertisements

Engaging Families for Student Growth
Assessment Assessment should be an integral part of a unit of work and should support student learning. Assessment is the process of identifying, gathering.
Philanthropy, Values and Citizenship
The role of the family has evolved with the incorporation of women into the workplace and other political and economic changes. Woman has gone from being.
Recruiting Members and Changing Lives. Our focus is It went as planned Many of whom Jewish life Consists of Exists Approximately Local communities Supporters.
Essential Elements Don R. Simmons Ph.D.
 Drug Prevention and Education Programs.  There is a growing trend in both prevention and mental health services towards Evidenced Based Practices (EBP).
BBYO Brand Update August 10, Original Brand Architecture.
Karen L. Mapp, Ed.D. Deputy Superintendent, Boston Public Schools
Gold Coast Region &. What are BBYO & Teen Connection? Mission Statement BBYO, Inc. is a worldwide youth organization dedicated to helping Jewish teens.
Annual Giving: Creating a Funnel to a Strong Advancements Program Date: Thursday, May 9, 2013 Andrea B. Wasserman Chief Development Officer BBYO Rob Henry.
Healthy Child Development Suggestions for Submitting a Strong Proposal.
August 2012 Round Table Discussion Topics:  Regarding the “Language” topic: are there any specific or practical tips you have for selecting the right.
Attitudes, Motivation and Ethnic Identity in French Immersion Graduates Erin Goldberg, Kimberly A. Noels, & Kristie Saumure University of Alberta.
Participant Orientation. Orientation Process 1.Let this presentation self-run 2.If you miss something, hit the left arrow on your keyboard 3.This presentation.
The Relationship between Status of Identity Development and Maturity of Faith Faculty Conference October 8, 2004.
“The adolescent years are critical in developing future leaders whose decisions and actions reflect universal human values. Our nation's future depends.
BE A VIBRANT CLUB YOUR CLUB LEADERSHIP PLAN. A vibrant club is successful and engages its members, conducts meaningful projects, is flexible, tries new.
Copyright Marts & Lundy The Annual Fund Our gateway to all giving and the foundation of the fund raising program Kathleen Hanson Senior Consultant and.
BUILDING A MORE FULLY REALIZED BBYO: Utilizing Business Strategies and Educational Practices to Create Lasting Impact Shayna A. Kreisler.
Part II: Private Foundations/Corporation Grants. Why Foundations/Corporations? As government funding diminishes, private foundations and corporations.
National Food Service Management Institute
The Department of Federal and State Programs Presenter: Margaret Shandorf.
Literature Circles.
Association for the Study and Development of Community The Sense of Community (SCI) Index Revised: The Reliability and the Validity of the SCI-2 David.
CHEN Program Assessment Advisory Board Meeting June 3 rd, 2012.
Class Introduction BA 543 Financial Markets and Institutions.
In a Conversation Circle.  Introductions What CCSYR is all about Getting to know you  Learning Objectives What is Conversation Circle? Expectations.
Language and Literacy Unit 4 - Getting Ready for the Unit
1 FUNd Raising with 4-H  Fundraising can be fun if you believe in the program;  If you are a donor to the program;  If you can be enthusiastic in telling.
Live On Board Briefing and Update. Goals Strengthen 28 Jewish organizations by helping them build endowment through bequests Develop institutions’ skills.
How to start and maintain youth skill building workshops By Domonique O.
Parent Engagement Night: Building Community CCE Climate Committee September 23, 2014.
Parent Engagement What have we done so far?. i-SPIN Grant (Iowa Sustaining Parent Involvement Network) 1. Improved teacher/parent communication 2. Open.
Evidence from 26 U.S. Jewish Population Studies on Adult Jewish Engagement.
From Recruitment to Evaluation: How to Build and Maintain an Exceptional Board Matt Kouri | President and Executive Director TEXAS ASSOCIATION OF COMMUNITY.
The Ranger Program: You Lead the Way Transition Guide.
School-Family-Community Partnerships Increasing Volunteerism
Child Development 7.  Home and school are a young child’s two most important worlds  If home and school are connected in positive and respectful ways,
Movin’ On Up Advancing Your Career During a Downturn Nancy K. Racette, CFRE.
Developing a Case Statement CSWE/NADD Spring 2006 meeting Randy L. Holgate Senior Vice President, University Resources The University of Chicago
Successfully recording Continuing Professional Development.
“As You Teach, You Learn.” – Jewish Proverb Steven Baker May 25, 2011 Washington, DC.
Educational Framework: Building Programs from the Ground Up.
How did our school get involved? Iowa Sustaining Parent Involvement Network i S P I N.
Fraser TEACH © 2011 McGraw- Hill Higher Education. All rights reserved. Chapter 2 Good Teaching: What Is Its Impact?
FOS Campaign 2008 Hobble Creek District. Goals for the 2008 Campaign A New approach 1. Invite every family to support the cause 2. Share The Promise of.
The Impact of Youth Ministry Rachel S. Carson University of Cincinnati, CECH Middle Childhood Education Background Literature Previous.
Pyramid 2012 An Introduction “Pyramid 2012” is a global workshop event scheduled to happen on (and around) February During that weekend, or.
Presented by: Prevent Child Abuse Illinois. ♥ Private non-profit started in 1990 ♥ Chapter of Prevent Child Abuse America ♥ Primarily focus on public.
Bringing people together to create great places to live, work, and play Planning for Rural Success APA Idaho October 7, 2015.
COACHING. Coaching focuses on partnering with families. This is a shift from the expert telling parents what to do in a top down fashion to a coach who.
Defined: Identity refers to having a clear and stable sense of who you are and what you stand for like your values. You have an individual, social, and.
Ch. 6 Family, Culture, & Community
How to Make the Most of Media Press Releases and Media Relations.
GCSE CHILD DEVELOPMENT. Summary of Assessment Unit 1 Written Paper 1½ hours (40% final mark, one tier only) Unit 2 Controlled Assessment – Child Study.
My life, my style and my culture College students from Hispanic and Caucasian families differ: How are the differences useful in understanding how families.
LEADERSHIP IN CRISIS: SMEs (ETHNIC MINORITY PERSPECTIVE) Arbab Akanda 11 TH April 2011.
+ Understanding Foundations Insight and tips for securing funds from foundations and executing foundation grants.
Child Care Basics Ms. Carey, Room 507. Cultural diversity is the norm in America; we all must learn to function in a diverse society. Culture :  Influences.
MY TIME, OUR PLACE Framework for School Age Care In Australia Prepared by: Children’s Services Central April 2012 Team Meeting Package.
Connect Hong Kong Mentee Training. The project Giving mentees the opportunity to: Discuss their ambitions and concerns with somebody in their field Think.
So You Think You’ve Made a Change? Developing Indicators and Selecting Measurement Tools Chad Higgins, Ph.D. Allison Nichols, Ed.D.
Developing and Organizing Leadership Committees Jim Rhodes, Ag/4-H Youth Development Major County.
The College Application Course Target: I will apply my knowledge of the six traits of writing in my technical writing.
COM 350 Course Experience Tradition / snaptutorial.com
Career EMPOWERMENT Curriculum
AmeriCorps Alums Overview
Building Welcome / Welcome Back Strategies
Presentation transcript:

True Transformations: Measuring Changes in Attitudes, Behaviors, Values and Relationships as a Result of BBYO Involvement Avery M. Budman May 2011

Research Question: What is the best way to measure the developing identities of Jewish teenagers in today’s environment? Conclusion was that the best way is to look at attitudinal shifts, rather than behavioral, which often just reflect the behaviors of their parents in whose home they live. The project continues to provide specific recommendations to create a system that measures how a teen participant’s attitudes, behaviors, values and relationships change as a result of their involvement with BBYO.

Reviewing the Measurement Landscape  BBYO Alumni Study and Impact Studies  Reviewed Day School, Birthright, Foundation for Jewish Camp, Girl Scouts of America  Research resulted in: “While there is a wealth of information for the past several decades on “measuring Jewish,” there appears to be a lack of information on non-residential, “come-at- will” experiences. For example, even though Day Schools are non-residential, their high cost limits the odds of payment for membership and then not showing up multiple times. While BBYO has residential experiences, the vast majority of BBYO teens attend on a local “pop-in and pop-out” experience.”

How Can We Best Capture Identity Changes in Jewish American Teens? While traditionally the measure of Jewish identity is a single-scale composed of a set of practices that together convey a certain way of being Jewish we must ask ourselves a new question: If Jews are not Jewish the way their grandparents were (or were supposed to have been), how, if at all, do they relate to anything Jewish in their own lives?* *Horowitz, Bethamie. “Reframing the Study of Contemporary American Jewish Identity.” Contemporary Jewry. New York, NY

The Survey Instruments  Approximately 5 minutes in length  Intake has 12 questions; Exit has 14 questions  Questions focus on background (what teens BBYO engages initially); life cycle choices; importance of Judaism in their life; and BBYO’s Impact Criteria  Only one qualitative response to make controlling incoming information easier to sort and manage.

What are we trying to measure?

Measuring BBYO’s Impact Criteria How important of a role do the following things play in your life: Very important Somewhat Important Not Very Important Not at all Important Visiting or connecting with Israel (Visit and Connect with Israel) (7.4) Jewish religious observance including praying (Celebrate Shabbat/holidays and use Jewish traditions to mark lifecycle events) Celebrating Jewish holidays (Celebrate Shabbat/holidays and use Jewish traditions to mark lifecycle events) (7) Being a part of the Jewish people (Feel strongly about being a part of the Jewish people) (9) Having Jewish friends (Maintain a Jewish social circle) (6.1) Learning about Jewish history, people, culture or sacred texts (Celebrate Shabbat/holidays and use Jewish traditions to mark lifecycle events) (6.1) Commitment to community service (Engage in social causes and volunteer service) (5.5) Involvement in social or political causes (Engage in social causes and volunteer service) (4.6) Being a leader in my school or my community (Gain leadership skills and a desire to use them) (4.5)

Measuring BBYO’s Impact Criteria How often do you engage in each of the following activities? Never Rarely Sometimes Fairly Often Very Often Do volunteer work for charities or other non-profit organizations (Engage in social causes and volunteer service) (5.6) Talk about Jewish concerns, values, anti-Semitism, Israel or related topics (Feel strongly about being a part of the Jewish people) (8.6) Wear a Jewish star, chai, Jewish t-shirt or other sign that you are Jewish (Feel strongly about being a part of the Jewish people) (8.3) Public speaking on issues of importance to you (Gain leadership skills and a desire to use them) (n/a) Work with others towards common goals (Gain leadership skills and a desire to use them) (n/a)

Proposals for Implementation  Make the Intake Survey available immediately upon registration for BBYO programs. Original suggestion is not to make it mandatory.  Make the Exit Survey available during second semester of senior year to all BBYO participants.  Make survey s from local program professionals.  Offer the survey as a valuable gift.  This survey is also meant as a valuable tool for all BBYO teens and families as same survey will be taken at the completion of the BBYO experience. BBYO will be happy to share the results of the two surveys for comparative purposes only upon the teen participants’ consent. Aside from this purpose, all information you provide will remain confidential.  Incentivize Completion of the Intake and Exit Surveys.

How BBYO Should Use Survey Information  Ability to demonstrate clear impact on interest areas for particular donors.  Understanding of what BBYO “paths” have the most impact.  Further clarity and proof as to whether the “International BBYO” experience is stronger than the “Chapter BBYO” experience.  Qualitative responses on what all BBYO participants want to gain and have gained from their BBYO experience.  Some insight into what programs do not “hook” teens.

Moving Forward  Survey developed with idea in mind that Impact Matrix will be done in conjunction – save time by not asking teens about their involvement because we already know it!  Suggestion to make sure questions/answer choices match those of National Jewish Population Survey so that we can easily compare apples to apples.  Finalize implementation plan with technology vendors

Questions?