Youth Communication New York Center Inc.

“The by-laws describe members as board members. These board members have power to elect board members”

“The by-laws describe members as board members. These board members have power to elect board members.”

“The form 990 is provided to each board member before filing. Once approved it is then filed.”

“Board members annually review the conflict of interest policy. Board members complete conflict of interest statements each year to disclose any conflicts of interest which may exist.”

“Management compensation is reviewed annually and compared to organizations of similar size, mission and geographical location using comparable data. Executive compensation and subsequent substantiation of the approval of the compensation is documented in the board minutes.”

“Management compensation is reviewed annually and compared to organizations of similar size, mission and geographical location using comparable data. Executive compensation and subsequent substantiation of the deliberation for the ceo, is reflected in the board minutes.”

“The organization discloses the governing documents, policies, and financial statements by filing with public charities. Copies of these documents are provided upon request.”

“Writing program: we base our professional development programs (see section 4b below) on autobiographical stories by teens in our writing and youth development program. Each year, our instructors work intensively with 50 teens (including 15 in foster care) as they write about personal experiences and social issues. Most writers are young people of color from lower income households who attend under-performing schools. Last year writers produced 78 stories on covid, racial justice, inequality, race, friendship, anti-asian bias, gender, sexuality, foster care, families, and immigration. More than 9,000 teachers, foster care staff, advocates, parents, and other significant adults in teens' lives subscribed to the stories. We also published 35 discussion guides to help them use stories in group work. These stories offered educators insights into the lives, strengths, struggles, and aspirations of the youth they teach and counsel. These insights helped educators to build more supportive learning settings and to improve staff-youth relationships.”

“Professional development: we train educators to use story-based curricula to strengthen youths' social-emotional learning skills (sel). These stories-developed by teens in our writing program- highlight sel skills defined by the collaborative for academic, social and emotional learning: self-awareness, social awareness, responsible decision-making, self- management, and relationship management. Our training enables them to create settings that foster engagement, nurture positive staff-youth relations, and make all students feel welcomed and valued. Staff also improve their facilitation skills: leading open-ended discussions, drawing out reluctant participants, active listening, etc. Last year, we trained 688 educators at schools, afterschool programs, foster care agencies, and other organizations. They worked with more than 15,000 youth. We completed four new sel curricula. Each consists of an anthology of stories by our teen writers and a 300-page leader guide with dozens of reading, discussion, and writing activities. The new programs focus on transitions to high school, transitions to college, identity and relationships, and responsible decision-making. We created other resources. Jossey-bass published "who's in my classroom? Building developmentally and culturally responsive school communities," this book weaves together education research on adolescent development with 65 stories by our writers. It offers concrete strategies to build supportive classrooms. Qbs publishing and geoffrey canada worked with us to create a covid re- entry program that is helping educators support students' mental health.”