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REQUEST FOR INFORMATIONNYC Summer Youth Employment Program (SYEP) Work-Readiness Training Curriculum 1. INTRODUCTION01282065DYCDOur Mission:The New York City Department of Youth and Community Development (DYCD) invests in a network of community-based organizations and programs to alleviate the effects of poverty and provide opportunities for New Yorkers and communities to flourish.Our Vision:DYCD strives to improve the quality of life of New Yorkers by collaborating with local organizations and investing in the talents and assets of communities to help them develop, grow, and thrive.00DYCDOur Mission:The New York City Department of Youth and Community Development (DYCD) invests in a network of community-based organizations and programs to alleviate the effects of poverty and provide opportunities for New Yorkers and communities to flourish.Our Vision:DYCD strives to improve the quality of life of New Yorkers by collaborating with local organizations and investing in the talents and assets of communities to help them develop, grow, and thrive.DYCD’s Summer Youth Employment Program (SYEP) is one of the most important resources in New York City’s youth workforce development system. For six weeks during the summer, SYEP connects youth between the ages of 14 and 24 to college and career exploration; opportunities that develop social, civic and leadership skills; and work experiences. It is the largest summer youth employment program in the nation with nearly 75,000 youth participating in the summer of 2018. SYEP serves younger youth ages 14 to 15 in the Younger Youth track, youth aged 16 to 24 in the Older Youth track, and youth aged 16-21 in the Ladders for Leaders track. Preparing youth for these summer experiences and long-term success is an integral component to the SYEP program. Prior to the start of their summer experience, SYEP participants receive high-quality work-readiness training focused on building key job-readiness skills such as interviewing, communication, critical thinking and problem-solving skills and career-readiness topics such as financial literacy, time management, and career exploration. Each year, participants gain exposure to many of the City’s most promising industries, including financial services, health care, arts/culture, media, entertainment, government, and legal services. In the summer of 2018, SYEP programs secured over 13,700 worksites in the private, non-profit and public sectors. A wide array of organizations enables SYEP’s expansive reach, including over 60 community-based organizations operating 180 programs across the City’s five boroughs, partners such as the City University of New York (CUNY) and associated colleges and more than 30 schools. DYCD funds organizations (providers) to implement SYEP. SYEP providers are responsible for recruitment, training and summer experiences of participating youth. The staffing structure traditionally includes a program director responsible for the overall administration of the program, job developers to support job development and placement for older youth, and education coordinators to provide work-readiness training and coaching. Providers serving younger youth have a designated project developer for developing project-based learning experiences. SYEP participants have diverse life experiences, work histories, and backgrounds. Last year, approximately 3,600 youth with disabilities participated in SYEP. In the Vulnerable Youth model, programs provide specialized employment services for four categories of youth: justice-involved, foster care, runaway/homeless and youth receiving preventive services from the NYC Administration for Children Services (ACS). Last year, over 3,100 youth participated in this model, a number projected to grow to 5,000 by 2020. The SYEP program also includes a Ladders for Leaders track, which is a competitive professional internship program for high-achieving, high school and college students, who have had previous work experience. This model offers students an opportunity to participate in internships with leading corporations, non-profits, and government agencies. In 2018, 1,553 youth participated in Ladders for Leaders.In the summer of 2019, SYEP will undergo the most significant transformation in its 56-year history. Enhancements to the SYEP program include:Offering developmentally appropriate experiences for younger youth. Youth ages 14 and 15 will participate in customized, high-quality project-based learning experiences that may include a service learning component and connections to civic engagement. Offering a school-based model in collaboration with the NYC Department of Education (DOE) to strengthen connections between school-year learning and summer career exploration. In this model, select New York City public high schools and SYEP programs will work collaboratively to implement both school-year (i.e., work-readiness training) and summer components. Introducing a year-round sector-focused model which will strengthen connections between sector-focused instruction and summer youth employment opportunities. Implementing new models to increase access to SYEP opportunities among underserved populations. New models will concentrate on youth residing in select New York City Housing Authority developments and youth participating in the Cure Violence program, which serves youth at a high risk of violence or gang affiliation.The City’s Career Pathways framework guides the development of SYEP opportunities. This framework is one of Mayor Bill de Blasio’s most important priorities and offers a transformative plan to expand access to career-track jobs in fast-growing industry sectors, improve job quality, and foster a more cohesive workforce system. In partnership with the Mayor’s Office, City agencies are working to better align and coordinate programs that can help individuals, including youth, develop high-demand skills and ultimately secure jobs with career potential.DYCD expects all its funded programs to recognize and value the strengths and capacities of individuals and communities. Key features of programs that embrace this philosophy include the development of caring, empathetic relationships informed by social justice principles such as inclusion, empowerment, respect and collaboration, and meaningful choices for participants through mobilization of community resources. DYCD emphasizes Positive Youth Development (PYD), Social and Emotional Learning (SEL), and Youth Leadership principles and practices to help guide programs to achieve positive outcomes for youth, families and communities. DYCD also encourages programs to embody the principles underpinning the Circles of Support family engagement framework, which emphasizes embracing those who have positive influences on participants’ development.2. REQUEST FOR INFORMATION OBJECTIVESThe information collected through this Request for Information (RFI) will inform a Request for Proposals (RFP) for curriculum development and capacity building that DYCD is planning to release to support SYEP providers and participants. SYEP participants are 14-24 years old and have varying educational levels, job experiences, and life circumstances.?Through this RFI, DYCD is seeking responses from interested organizations (Respondents) with expertise in developing work-readiness curriculum and in designing web-based learning platforms. Respondents should carefully consider the program requirements and components set out below, and address all questions listed in Part 3, (Scope of Work and Information Requested).? Objective 1: Developing a Web-Based and Mobile-Friendly Work-Readiness Training Curriculum for SYEPProviding high-quality work-readiness training is a key component of DYCD’s SYEP. DYCD envisions having a digital and mobile-friendly work-readiness curriculum that is innovative, interactive and youth-friendly. This curriculum would be utilized prior to the summer component and accessible to both facilitators and SYEP participants as well as be available in paper form. The developed content would address the following: Content would be sector-focused and theme-based, providing activities for career exploration and learning about educational and career pathways in growing industries and sectors such as health care, information technology, construction, industrial/manufacturing, food service, media, and business/professional services and retail. The digital curriculum would be delivered in a blended learning environment, where web-based (and mobile-friendly) content will be paired with required in-person work-readiness workshops. The required number of work-readiness workshop hours range from 4 to 30 hours, depending upon the SYEP program track and the age group served. DYCD envisions a digital curriculum that extends beyond the required number of workshop hours and can support youth’s career readiness, exposure and learning long after their summer SYEP experience. These required workshops will reinforce concepts and allow for hands-on skills practice and collaborative activities. Participants can then explore topics further through self-directed learning based on their interests. The curriculum would be designed to build 21st century skills, career-readiness and workplace competencies that youth need to thrive in today’s workforce. Content would address the following topics: Time managementWorkplace etiquetteFinancial literacyCareer explorationResume writing and interviewing NetworkingSexual harassment and awareness of the importance of consentEthics in a workplace contextDemocracy and civic engagement Social justiceIndustry sector-focused enrichmentContent would also help build the following skills: Critical thinking and problem solvingCommunication Collaboration and teamwork Conflict resolutionTeamworkThe curriculum would be designed with a scaffolded learning approach that can help youth continually build on their work-readiness skills and knowledge. This approach would include original and curated content appropriate for first-time workers as well as content for more experienced youth in college participating in SYEP. It should reflect the nuances of different SYEP tracks, including the following: For younger youth, it will be important to introduce them to the world of work, expose participants to career pathways, help build foundational work-readiness skills, and orient participants to educational pathways that support career and life goals. Older youth will be matched with job placements that are aligned with participants’ interests and will ideally be in one of the City’s high-growth sectors. Participants in the older youth track also arrive with varying competencies and work histories. Some youth will be first-time workers while others will be in college, seeking advanced job placements and career-building opportunities. Ladders for Leaders is a track that offers competitive employer-paid internships for high-achieving, high school and college students who have had previous work experience. Therefore, the curriculum would need to provide more advanced content for participants so they can continue to build on their learning, career-readiness and competencies. Youth often participate in SYEP more than once. The web-based curriculum would allow returning SYEP participants to build on and further develop their skills and workplace competencies acquired during the previous year, while deepening their exploration of educational and career pathways.The design of the curriculum should be modular and flexible regarding choice of pacing and topics within modules. Modules would consist of step-by-step practitioner guides for educators, workshop facilitators and workforce professionals. Content would be engaging and be designed for 6th – 12th grade reading levels to accommodate participants in different tracks and levels of ability. Activities would involve hands-on learning, encourage youth voice, foster discussion and encourage self-reflection. The curriculum would also incorporate innovative strategies to keep youth engaged and increase career-readiness and skills development. These strategies could include, but need not be limited to, the following: Digital badging systems that would showcase acquired skills and competencies.Online coaching and mentoring capabilities.Interactive activities, e.g. “Career Question of the Day”, available through the mobile-friendly platform that can be incentivized for participants.Chat functions or capabilities to enrich engagement (such as peer support communication, online mentoring, questions and answers, etc.) Informative webinars or videos highlighting different professions and career pathways. Information and links to other work-readiness, career-building resources that youth can access for additional support and guidance. Self-assessment tools for participants to explore their interests and career goals. The platform would also have the capability to track each participant’s usage, learning and skills-acquisition. Platform would also be able to produce informative program-level data on these aspects. The platform would ensure technological safeguards are in place pursuant to New York City Cyber Command and Department of Information Technology and Telecommunications security standards and requirements for data security, in addition to ensuring obligations are met under applicable laws, regulations and executive orders.Objective 2: Provide Training, Coaching and Capacity Building to Ensure Effective Implementation of the New Curriculum by SYEP Program StaffDYCD is committed to the successful implementation of the work-readiness curriculum. DYCD recognizes that it will be integral to provide instructional support to community-based organizations operating SYEP programs.?DYCD envisions it will award a contract to a single entity that will both develop the work-readiness curriculum and offer relevant training and coaching to strengthen the capacity and expertise of SYEP providers to implement the program content.?The training and coaching would minimally cover the following areas:The design elements, functions, and capabilities of the web-based curriculumThe instructional strategies and modalities to be used with the web-based curriculumHow to monitor progress and assess participant learningHow to manage a chat functionHow to integrate webinars and videos into instructionHow to update and maintain curriculum content3. SCOPE OF WORK AND INFORMATION REQUESTED FROM RESPONDENTSRespondents should address all questions in Sections A through D, set out below and use the text boxes below to enter their responses. Respondents must specify their role - as a developer, trainer, provider/operator, or other type of role that characterizes their organization. Section A: Respondent Description Contact Information: Name, telephone number, fax number, and email address of the principal(s) who should be contacted on all matters involving this submission. FORMTEXT ?????Organizational Overview: A brief description of your organization, including the following, as applicable:Mission statement, as well as specific goals and objectives of your organization; and A summary of your organization’s background and experiences related to curriculum development (including web-based curricula) and background in the youth workforce development field or summer youth employment programs. FORMTEXT ?????RFI Role: Indicate the role(s) with which your organization identifies for purposes of this RFI. More than one role may be selected. Developer: An organization (public or private) or consultant that designs, creates, or develops web-based or mobile-friendly applications, digital platforms or technologies. Trainer: An organization (public or private) or consultant that provides training, coaching, or capacity building services. Provider/Operator: A nonprofit, community-based organization that operates (or has operated) a summer youth employment program or any other youth workforce program. Other: Any other organization or entity that does not fall under the categories mentioned above (e.g., advocacy organization, etc.). FORMTEXT ?????Section B: Curriculum Development In 4,000 characters or less (approximately 500 words), describe the key features and capabilities that DYCD should include in the design of a web-based platform supporting a work-readiness curriculum for youth. FORMTEXT ?????In 4,000 characters or less (approximately 500 words), describe the optimal method for a blended learning environment (as described on page 3) and how in-person instruction can would be paired with opportunities for self-directed learning, including the role of SYEP work-readiness instructors in delivering the curriculum. FORMTEXT ?????In 4,000 characters or less (approximately 500 words), describe how you would ensure that the content and the digital platform are youth-friendly and incorporate youth input, voice, and choice. FORMTEXT ?????In 4,000 characters or less (approximately 500 words), describe recommended strategies for implementing an effective digital badging system? What challenges exist with digital badging systems? What recommendations or solutions do you have for addressing these challenges? FORMTEXT ?????In 4,000 characters or less (approximately 500 words), describe any additional work-readiness topics (see page 3), if any, that should be added to the web-based curriculum. FORMTEXT ?????In 500 characters or less (approximately 100 words), state the overall cost and length of time for developing the curriculum you described above. FORMTEXT ?????Section C: Capacity Building In 4,000 characters or less (approximately 500 words), describe the types of skills that SYEP program staff must possess to effectively deliver this curriculum and facilitate content to youth. What expectations should DYCD establish for SYEP program staff responsible for delivering content to youth? FORMTEXT ?????In 4,000 characters or less (approximately 500 words), describe the types of training, coaching or professional development should be provided to build the skills mentioned above and effectively deliver the curriculum. How would you organize and deliver capacity building services to instructors to ensure the curriculum is successfully delivered? FORMTEXT ?????In 4,000 characters or less (approximately 500 words) describe the types of modalities and instructional supports should be part of the training and capacity building offered to SYEP programs. FORMTEXT ?????In 500 characters or less (approximately 100 words), state the overall cost and length of time for providing the capacity building services described above. FORMTEXT ?????Section D: Organizational Capability In 4,000 characters or less (approximately 500 words), respond to these questions: should a single entity develop the web-based curriculum and provide technical assistance, or are these two tasks best split between organizations that specialize in one or the other? In what area(s) do you think there will opportunity(ies) or need(s) for subcontracting? FORMTEXT ?????In 3,200 characters or less (approximately 450 words), describe the any other considerations DYCD should keep in mind in developing its work-readiness curriculum, given the scale and constraints of SYEP. FORMTEXT ?????4. SUBMISSION REQUIREMENTSRespondents are encouraged to respond to this RFI without making a request for funding. The City encourages Respondents who wish to partner with other organizations to submit joint responses.Submission Details:Any inquiries related to this RFI should be directed by email, with the subject line “SYEP RFI”, to rfi@dycd. .RFI responses are due by May 14, 2019. Respondents should PDF format of the response shall be submitted via email to rfi@dycd. .5. RFI TERMS AND CONDITIONSThis RFI is not intended as a formal offering for the award of a contract and participation by a Respondent is not a requirement for participation in any further solicitation DYCD may release.DYCD does not intend to grant or issue any agreements based on this RFI.Neither DYCD nor the City shall be liable for any costs incurred by any Respondent in the preparation, submission, presentation, clarification or revision of its submission.All submissions shall become the property of DYCD and the City and shall not be returned.Respondents acknowledge and understand that none of the information contained in the submissions shall be deemed confidential. Furthermore, information in the submissions will likely be shared with other governmental entities. Therefore, Respondents should not submit any information deemed to be proprietary.DYCD at its sole discretion reserves the right, without limitation, to:Withdraw the RFI at any time;Discuss various approaches with one or more Respondents (including parties not responding to the RFI);Use the ideas and/or submissions in any manner deemed to be in the best interests of DYCD and the City, including but not limited to soliciting competitive submissions relating to such ideas or proposals and/or to undertake the prescribed work in a manner other than that which is set forth herein; andChange any terms of the RFI. ................
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