The intent of this application and subsequent contract is for all

The intent of this application and subsequent contract is for all organizations to present a set of opportunities within the

umbrella of one contracted program for each age group, i.e. elementary, middle and high school. Only programs that

involve different participants for that age group, separate staff, a different schedule and are not an activity occurring

during or as part of another program should be considered a stand-alone program with a separate application.

Responses to this RFP should be complete but succinct. Materials submitted in addition to Part 1 - Organization

Narrative, Part 2 - Program Narrative(s) and Part 3 - Budget Narrative will not be considered in the evaluation of this

proposal. Do not attempt to unlock/alter this form. Font should be no less than 11 pt.

If you need assistance related to the content of the application or are unclear about how to respond to any questions,

please contact CDD staff: Yolanda Shelton-Morris, Community Resources Manager yshelton-morris@cityofmadison.com

or Mary O’Donnell, Community Development Specialist [email protected]om. We are committed to assisting

interested organizations understand and work through this application and funding process.

If you have any questions or concerns that are related to technical aspects of this document, including difficulties with

text boxes or auto fill functions, please contact Jen Stoiber – jstoiber@cityofmadison.com

Legal Name of

Organization:

Urban Triage Inc.

Total Amount

Requested:

$150,000

Program(s)

included in this

application:

Program Name: Supporting Healthy Youth

Amount Requested: $150,000

Program Type: High School Topic, Skill, or Population Focus

Program Name:

Amount Requested: $

Program Type: Choose an item.

Program Name:

Amount Requested: $

Program Type: Choose an item.

Program Name:

Amount Requested: $

Program Type: Choose an item.

 If you are applying for more than four programs please contact Jennifer Stoiber at

jst[email protected]

Contact Person:

Brandi Grayson

Email: bgrayson@urbantriage.org

Organization

Address:

2312 S Park Street, Madison, WI, 53713

Telephone: (608)

299-4128

501 (c) 3 Status:

☑ Yes ☐ No

Fiscal Agent (if no)

Organizational Qualifications:

1. Organization History and Mission Statement

Our Mission:

Urban Triage transforms culture, institutions, and communities to ensure a humane future.

Our work started in the community due to the increased occurrences of systemic racism within our school

district. After seeing too many incidents of Black children suffering abuse at the hands of administrators, security

guards, and police, Founder and CEO Brandi Grayson began to organize and mobilize parents, youth, and staff.

Soon after, Mike Brown was murdered in Ferguson, MO. Her organizing grew to include state violence and

campaigns that focused on how state violence shows up in Dane County, including the criminalization of Black

people actualizing as high incarceration rates.

After providing advocacy and mobilizing & organizing protests, campaigns, and other demonstration efforts for

three years, Brandi Grayson officially founded Urban Triage as a nonprofit in 2019. Urban Triage's primary goal

was to provide transformative educational opportunities to Black families and youth, with the understanding

that to provide educational avenues to those most in need, Urban Triage also has to provide services and

support to meet the basic needs of those most vulnerable. Since 2019 Urban Triage has grown from two

volunteers (including the founder) to more than 23 full-time employees who support our core programs:

Supporting Healthy Black Families Workgroup, Supporting Healthy Black Agriculture, Unhoused Neighbors

Initiative, Dane County CORE 2.0 (Rental Support), and our newly launched Unhoused Youth Initiative which

includes an emergency shelter for youth parents, scattered transitional housing, rapid rehousing and a drop-in

center.

2. Describe your organization’s experience implementing programming described in the School-Age Child and Youth

Development Service Continuum and relevant to the programs you propose in this application. List all current

school-age child and youth programs with their inception date.

Urban Triage has been working with youth in Elementary, Middle, and High school in collaboration with MMSD

and other partners for more than three years.

In 2020, we ran an afterschool program at Sherman Middle School twice a week for the whole school year. We

provided social-emotional learning, personal development, and trauma recovery through our Supporting Healthy

Youth curriculum.

In April through July of 2022, we offered a Supporting Healthy Youth program for Black youth ages 13 to 19 in

Milwaukee in collaboration with WoLF Studios MKE, a Black-Owned multimedia, multi-genre arts production

studio. That program offered trauma recovery, creative self-expression, and history through the lens of

Blackness.

Starting in October 2022, we launched the Supporting Healthy Youth curriculum at Thoreau Elementary School

for 2nd to 5th graders. The program has two parts: an afterschool component for students every Monday, which

provides academic and emotional support, and a Saturday component for parents and students every other

week. The Saturday curriculum, Supporting Healthy Black Families, combines somatic processes, trauma

recovery, and personal development to inspire breakthroughs in participants and increase their capacity to

support and love themselves, their families, and each other. While parents participate, students learn Black

History, self-expression, and advocacy through art, which also provides a tool for trauma relief and expands their

awareness and ability to express their needs.

In Summer of 2022, we provided the same curriculum to students at Phoenix Prairie Academy — an alternative

high school in the Sun Prairie Area School District. In a 9-week program, students, we explored how the gap

between humans is created by the design of our society and how to lessen the gap between ourselves and our

families as well as the community.

Additionally, before founding Urban Triage, founder Brandi Grayson worked closely with high school and early

college youth from 2015 to 2020 doing grassroots organizing and mobilizing in support of the Black Lives Matter

movement. Grayson provided hands-on training about revolutionary movements and organizing, financial

support, and on-the-ground support during protests such as the one that filled the State Capitol in response to

Tony Robinson’s death and multiple protests in the summer of 2020. Through this work, Grayson has built social

capital and trusting relationships with Madison youth.

3. Describe any significant changes or shifts at your agency since 2019 or anticipated changes in the next two years.

For example changes in leadership, turnover of management positions, strategic planning processes, expansion or

loss of funding. What, if any affects have or will these changes make regarding the agency’s ability to provide

proposed services? If there are no changes, write “No changes”.

In collaboration with Dane County, the City of Madison, Community Action Coalition (CAC), and the Tenant

Resource Center (TRC), Urban Triage has operated the Dane County CORE 2.0 rental support program since

September 2021 to help Dane County residents who live outside of the City of Madison. Supports include rental

arrears, forward rent, and security deposits. Over the last two years, Urban Triage has processed over $20 million

in rental support to Dane County residents outside the City of Madison over the last two years. Because the

funds for this program were made available by the federal government in response to COVID-19, the program

will be ending soon, when the remaining funds are completely distributed. Operating this program has been a

significant focus for us, but since the funds are running out, we are now shifting our energy to expanding our

transformational education programs for youth. In addition, Urban Triage will launch our re-brand of UT in

August of 2023. Clarifying what we do and how we do it. Urban Triage has been doing the work for over 10 years

and have been an official non-profit for 3 years. In 3 years we’ved supported over 10,000 individuals and

implemented sucessful, impactful programming within 45 days to support community members and

governmental agencies response to COVID.

4. Describe your organization’s experience, education and training requirements for management and school-age child

and youth program staff. Include how you support these requirements and other professional development

opportunities.

All Urban Triage employees, regardless of race or ethnicity, must complete one of our transformative educational

workgroups as a condition of their employment. These workgroups directly and thoroughly unpack trauma and

suffering created by racism, poverty, and lack of opportunities and resources. All staff are required to take

training on deescalation, LGBTQIA, and 50% of our staff will be certified as Peer Support Specialist by November

of 2023. For any of our positions that require direct interaction with youth, we require a minimum of two years

experience working with youth and background checks. Additionally, we employ the people we serve. Many of

our employees first engaged with us as a recipient of our services, so they understand first-hand the kind of

challenges the youth we serve face. We know who our children are. We know how to engage them and enroll

them into the possibility of being victorious in their lives. We understand the importance of interpersonal

connections within Black culture. We understand that it takes time to build trust and to gain access to an

individual’s deepest fears and traumas. And to do the work effectively--small groups are required.

We’re committed to our staff’s development. And encourage staff to go to conference, attend committee

meetings related to our work and find training opportunities and seek approval from their managers. As an

organizatioin we’ve covered certification costs, trauma informed training via our partner organizations, Landmark

seminars on personal development and leadership training and we’ve covered training via Rockwell training

institute and Momentum training institution. In addition to our weekly in house leadership training rooted in

coaching, communications, boundaries and safety.

Submit Application to: [email protected]

Deadline: 4:30 p.m. (CDT) on May 15, 2023

Official submission date and time will be based on the time stamp from the CDD

Applications inbox. Late applications will not be accepted

Part 2 – Program Narrative Form MUST be completed for EACH PROGRAM for which you are

asking for funds.

Responses to this RFP should be complete but succinct. Materials submitted in addition to Part 1 -

Organization Narrative, Part 2 - Program Narrative(s) and Part 3 - Budget Narrative will not be

considered in the evaluation of this proposal. Do not attempt to unlock/alter this form. Font should

be no less than 11 pt.

If you need assistance related to the content of the application or are unclear about how to

respond to any questions, please contact CDD staff: Yolanda Shelton-Morris, Community

Resources Manager [email protected] or Mary O’Donnell, Community

Development Specialist [email protected]. We are committed to assisting interested

organizations understand and work through this application and funding process.

If you have any questions or concerns that are related to technical aspects of this document,

including difficulties with text boxes or auto fill functions, please contact Jen Stoiber –

[email protected]

Legal Name of

Organization:

Urban Triage

Total Amount Requested for this

Program:

$150,000

Program Name:

Supporting Healthy Youth

Total Program Budget:

$207,160

Program Contact:

Brandi Grayson

bgrayson@urbantriage.

org

Phone:

608-520-30

AGE Group and Program TYPE: Select ONE Program Type under ONE Age Group for this form.

Elementary

☐ Multi-focus School Year Only ☐ Multi-focus Summer Only

☐ Multi-focused Year Round ☐ Topical/ Skill/Population

Middle School

☐ Multi-focus School Year Only ☐ Multi-focus Summer Only

☐ Multi-focused Year Round ☐ Topical/ Skill/Population

High School

☐ Multi-focus School Year Only ☐ Multi-focus Summer Only

☐ Multi-focused Year Round ☑ Topical/ Skill/Population

PLEASE NOTE: Separate applications are required for each age group and distinct/stand-alone

program. Programs are considered distinct/stand-alone if the participants, staff and program schedule

are separate from other programs, rather than an activity or pull-out group.

1. PROGRAM OVERVIEW

A. Need: Briefly describe the need in the City of Madison for the programs included in this

application, including the source of the data used in your response.

Urban Triage’s (UT) proposal emerges from the needs outlined in the 2023 Child Youth Policy

Paper where strategies to address high school youth needs beyond the classroom are outlined. We

focus on the needs of high school students who indicate wellness and socio-emotional

programming, opportunities to engage in arts and music, and leadership opportunities are areas of

critical need. The absence of these needs has been linked to challenges in social relationships,

home, and schooling (e.g., performance and attendance). The situation is particularly dire in two

Madison-area high schools - La Follette High and Capital High (the schools served in this proposal).

The school report card shows that both schools serve large populations of economically

disadvantaged students, 50.7% and 80%, respectively. Anecdotal evidence also indicates that 62%

of Black students at Capital High do not attend school. As such, new strategies are required to

engage youth to decrease truancy and improve academic performance.

There is significant evidence that out-of-school time (OST) programming may help promote positive

youth development. This proposal describes an OST program to address a critical need for young

adults at La Follette High and Capital High. Research has demonstrated that involving youth in OST

programming has the potential to promote positive youth development, which leads to healthy and

thriving young adults. Furthermore, we adopt the Big Three model

to promote youth development -

developing relationships with adult leaders (our facilitators), skill-building activities (UT

programming), and meaningful youth leadership (during program interactions, participants may help

facilitate). The program outlined in this proposal leverages evidence from prior literature about the

design of OST programs while re-tooling existing UT programming to support youth development.

B. Goal Statement: What is the goal of your program and how does it align with the scope of

work described in the RFP guidelines?

The program outlined in this proposal addresses Goal 2 (The district and every school in it is a

place where children, staff, and families thrive) and Goal 3 (African-American children and youth

excel in school) as described in the MMSD’s 2018 Strategic Framework.

Since 2017, Urban Triage (UT) has built and delivered programs that foster, develop, and

strengthen vulnerable populations, centering Black students, youth, and families in areas of

economic empowerment, self-sufficiency, community leadership, advocacy, and family success

through transformative education, community engagement, trauma response, healing, and cultural

heritage. The activities described below are informed by best practices and empirical research

leading to positive learning and socio-emotional outcomes for the populations served in this grant.

Our program will achieve these goals by developing school-program partnerships, re-formatting UT

curriculum and programs (e.g., Supporting Healthy Black Youth 2020, Thoreau Elementary pilot

2022), and engaging young adults in activities such as homework help, academic support, sports,

artistic experiences, and other activities that are known to help young adults develop life skills, form

positive relationships with adults, and ease the transition to adulthood.

The program also addresses areas identified as critical needs for high school students in the 2023

Child Youth Policy Paper. Specifically, wellness activities/social-emotional programming, arts and

music, and leadership opportunities are needed. Through involvement in our program, we aim to

facilitate socio-emotional competence and establish a sense of belonging for youth.

Ettekal, A. V., & Agans, J. P. (2020). Positive youth development through leisure: Confronting the COVID-19

pandemic. Journal of Youth Development, 15(2), 1-20.

Program Summary (3-5 sentences):

The program will target junior and senior students at La Follette High and Capital High to extend

existing services offered by UT in a safe environment (i.e., UT’s Youth Drop-in Center) through

Topical, Skill, and Population focus programming. The specific programming activities are flexible

but designed to meet students where they’re at. They include leadership training, financial literacy,

music production, spoken word, creative arts, courses focused on socio-emotional learning, and

leisure activities. Participation in our program will allow students to obtain graduation credits through

the experiential learning requirement. The program will engage parents (similar to UT’s Supporting

Healthy Black Parents program, which centers on the needs of Black parents, but all are welcome).

We also leverage relationships with staff and social workers at both schools who have offered to

help recruit and track students and partners who will provide transportation from school to the Youth

Drop-in Center. To evaluate outcomes, we will assess youth by conducting pre-program and

post-program evaluations of the Social Emotional Learning Competency Assessment (SEL-CA), a

self-report measure of social-emotional competencies, including self-awareness, self-management,

social awareness, relationship skills, and responsible decision-making, as well as the Sense of

Belonging Instrument (SOBI), a 27-item, self-report instrument consisting of two separately scored

scales, SOBI-P (psychological state) and SOBI-A (antecedents).

2. POPULATION SERVED

A. Proposed Participant Population: Describe the intended service population that will be

impacted by this program (e.g., location, ages, race/ethnicities, income ranges, English

language proficiency, if applicable etc.) AND how this population was involved in the

development of this program proposal.

This program will recruit juniors and seniors at La Follette High and Capital High. We expect to

recruit and enroll ten students at each high school (20). These populations were selected because

of the impending transition to adulthood and their likelihood of using/needing Urban Triage’s (UT)

wrap-around services (e.g., housing support, therapy, and advocacy in navigating systems). We

anticipate that most students will identify as minoritized and be from economically disadvantaged

backgrounds. Our program is based partly on UT’s development and operation of programs serving

similar populations.

In preparing this proposal, we sought input from partners at both schools. In our discussions, we

found that unlike students at comprehensive high schools in Madison, Capitol High students have

never been offered any after-school programming. Students at Capitol High have told our partners

that they don’t know where to go after school. If they go back to their comprehensive high school,

they often find themselves in conflict. Capital High Principal Victor Chukwudebe has told us that our

program would fill a gap and create belonging. Additionally, students at Capitol High can earn up to

five credits toward graduation by participating in experiential learning programs. Our program is

designed to meet the requirements of MMSD’s experiential learning program to help those students

progress toward graduation, allowing them to obtain employment skills, social-emotional

competency, and other critical life skills (e.g., conflict resolution) while in a safe and supportive

environment.

While La Follette does have after-school programming, our partners have heard from many Black

and Brown students that they don’t feel connected to their existing after-school programs (e.g., the

homework club) because its structure is too rigid and lacks cultural relevance. They don’t feel

welcome; if they arrive late, the door is locked, and they cannot join the club. Toren Young, the

restorative justice coordinator at La Follette, says Black and Brown students at La Follette High

want to be part of something. He says students often gather in the common areas after school ends

because they don’t have anywhere to go.

B. 2022 Participant Demographics (if applicable): N/A * New program

Race

# of Participants

% of Total Participants

White/Caucasian

Black/African American

Asian

American Indian/Alaskan Native

Native Hawaiian/Other Pacific Islander

Multi-Racial

Balance/Other

Total:

Ethnicity

Hispanic or Latino

Not Hispanic or Latino

Total:

Gender

Boy/Man

Girl/Woman

Non-binary/GenderQueer

Prefer Not to Say

Total:

This is a new program for Urban Triage, so we had no participants in 2022.

C. Language Access and Cultural Relevance: Please describe how the proposed program will

serve non-English speaking youth and/or their families. Describe how the proposed program

will be culturally relevant to the population served.

The students we intend to serve will likely be English-speaking. However, our program facilitators,

who are Black and Afro-Latinx, can relate to students because they share the same cultural

upbringing and have likely faced similar challenges (facilitators are Madison born or have lived here

over the last 20 years). Our facilitators know from personal experience that Black, Brown, and

indigenous youth are the most disenfranchised demographic in Dane County. They have

experienced the same barriers these youth experience when engaging with other youth service

agencies (financial barriers, cultural differences, and the lack of belonging). The program will also

use UT’s existing programming developed using evidence-based research and refined with program

participant feedback since 2017. Our programs remain relevant and culturally situated in the

populations we serve - primarily minoritized residents of Dane County.

D. Recruitment, Engagement, Intake and Assessment: Describe your plan to recruit, engage

and address barriers to participation for the identified service population. Explain the intake

and assessment procedure you will use for this program.

We plan to leverage existing relationships with partners in MMSD - restorative justice coordinators,

principals at both schools and transportation (to and from their schools and Urban Triage). The

partners will act as liaisons, facilitating connections between students and UT. Liaisons will identify

and recommend students to our program. For each potential enrollee, the liaisons will complete a

short questionnaire detailing demographic information, reasons for referral, why the student would

be a good fit, and their strengths and weaknesses as potential candidates. Students will be

accepted on a first-come-first-serve basis. As with any UT program engaging with youth,

parents/permission and waiver of liability forms will be obtained before program enrollment. Upon

enrollment in the program, students will complete an intake form that includes an assessment of

their social-emotional learning competency and an evaluation of their sense of belonging,

connection, and attachment to the community and school. To help evaluate our program, students

will be evaluated at the program’s midpoint and end on the same assessment criteria.

3. PROGRAM DESCRIPTION AND STRUCTURE

A. Activities: Describe your proposed program activities. If applicable, describe any evidence,

research, proven curriculum or documentation of promising practice that supports the

programming or service proposed.

Supporting Healthy Youth, our after-school program for high school students provides a supportive

community to develop emotional awareness, resilience, and other life skills post-graduation. Our

unique curriculum combines trauma recovery with personal development, analyzing the impact of

racism on individuals and society. In weekly structured discussions, we explore topics like trauma,

racism, and personal power, using popular culture as a lens for analysis. Through creative

self-expression activities like journaling, art, and music, students can explore how these topics

manifest in their lives and discover their power to create reality.

We also incorporate trauma recovery practices, like somatic and breath work, to help students

connect with their bodies. Our program is flexible and responsive to student’s needs, with breaks

from structured learning for activities like field trips based on student input (some examples might

include going to Sky Zone or touring a local black-owned music production studio). Our program

aims to foster agency and responsibility in Black youth, creating a sense of belonging and deep

social connectedness.

We have experience offering this curriculum to Black adults, Black youth and their families, and

white adults. For each audience, we adapt the curriculum to be relevant to their experiences. In this

case, we will circularly operate the curriculum. Each time we return to topics we’ve already

introduced, we’ll dive deeper into them.

Our program is based on the framework of Dr. Joy DeGruy’s work on Post Traumatic Slave

Syndrome. Following the foundation set forth by Dr. DeGruy, the program will support Black youth

as they examine their adaptive behaviors as a result of living in a racist society, determine if these

behaviors serve them and add value to their lives, and replace any maladaptive behaviors with ones

that empower and inspire them to bring positive change to their lives, families, and communities.

Our methodology transforms and empowers participants to achieve breakthroughs by learning to

detach from Black inferiority narratives and replace existing negative thinking patterns that foster

empowerment, increased self-efficacy, and investment in themselves and their community.

Past program participants have consistently formed intense, emotional bonds with each other.

Participants describe the workgroups as a part class, part therapy, and part friend group;

participants regularly re-enroll in our programs, volunteer with us, or become employees of Urban

Triage.

Evidence-based models show that Black people thrive when they feel a strong sense of social

connectedness and interpersonal relationships at work and in their community. When they feel

connected, they show up differently, leading to employment stability, housing stability, and improved

interpersonal relationships. And research has found that social connectedness considerably

reduces violent crimes, including murders and motor vehicle thefts. Social connectedness

especially reduces murders of adolescents and young adults committed during gang and drug

activity (Nagin and Paternoster, 1991).

B. Program Schedule: If you are proposing to provide a program at more than one location and

the program schedule is the same for all locations, please list all of the locations in the

“Location(s)” cell in Table 1 below. If the program schedules vary amongst locations, please

complete Table 2 and the question following the tables.

Table 1

Location(s): Urban Triage Youth Drop-In Center, 306 E Wilson St, Madison

Day of the Week

Time of Year

Start Time

End Time

Monday

School Year

Summer

Tuesday

School Year

Summer

Wednesday

School Year

4:00 p.m.

6:30 p.m.

Summer

4:00 p.m.

6:30 p.m.

Thursday

School Year

Summer

Friday

School Year

4:00 p.m.

6:30 p.m.

Summer

4:00 p.m.

6:30 p.m.

Saturday

School Year

Summer

Sunday

School Year

Summer

Table 2

Location(s): Urban Triage office at 2312 S. Park St

Day of the Week

Time of Year

Start Time

End Time

Monday

School Year

Summer

Tuesday

School Year

Summer

Wednesday

School Year

Summer

Thursday

School Year

Summer

Friday

School Year

Summer

Saturday

School Year

Noon.

2:30 p.m.

Summer

Noon.

2:30 p.m.

Sunday

School Year

Summer

If applicable, please list the third location and any subsequent locations. Include the specific

program schedule(s) differences as compared to the programs included in the tables above.

The Saturday workgroup is designed for the parents of the students. Parents will engage in our

Supporting Healthy Black Families curriculum. It’ll be held 2x a month (every other Saturday),

year-round. Child care is provided for children ages 6 to 12.

C. Frequency, Duration, and Anticipated Attendance: Please complete the table below. If you

are proposing to provide a program at more than one location and the program structure is

the same for all locations, please list all of the locations in the “Location(s)” cell in the table

below. If the program structure varies amongst locations, please complete the rows for

“Location #2” and the question following the table for any additional program locations.

Frequency*

# of Program

Hours

Per Program

Day

Annual

Duration**

Adult to

Youth Ratio

Anticipated

Average

Attendance

per Program

Day

Location #1: Youth Drop-In Center (306 E Wilson St.)

School

Year

2x per week

2.5

7 months

1 to 7

Summer

2x per week

2.5

2 months

1 to 7

Location #2 (if applicable): Urban Triage’s Direct Hub Training Center (2312 S Park St)

School

Year

2x per month

2.5

7 months

Adults

workgroup

Summer

2x per month

2.5

2 months

Adults

workgroup

*Frequency=number of times per week, month, year (i.e. 5 days per week, 2x per month, 4x per year)

**Annual Duration=number of weeks or months annually (i.e. 10 weeks, 6 months)

If applicable, please list any other locations and note any differences in the program structure as

compared programs included in the table above.

N/A

4. ENGAGEMENT, COORDINATION AND COLLABORATION

A. Family Engagement: Describe how your program will engage parents/guardians and families

in the development of this proposal, and how they will be involved in the implementation and

assessment of the program activities.

We’ve found that our curriculum is the most effective when entire families are moving through it

together. That’s why we will offer our Supporting Healthy Black Families curriculum to all parents of

students enrolled in this program. Parents will attend our sessions at our 2312 S. Park St.

headquarters twice a month on Saturdays from 12 to 230. Childcare for ages 6 to 12 will be

provided.

Additionally, we will engage parents in assessing the program's impact on students’ emotional

development by having them complete assessments before, during, and while their child/ren

participates in the program. We will use the Social Emotional Learning Competency Assessment

(SEL-CA): a self-report measure of social-emotional competencies, including self-awareness,

self-management, social awareness, relationship skills, and responsible decision-making. As well

as the Sense of Belonging Instrument (SOBI), a 27-item, self-report instrument consisting of two

separately scored scales, SOBI-P (psychological state) and SOBI-A (antecedents). Our curriculum

ios designed to be flexible and responsive to the needs of the students and their families. In

addition--our methodology is based off our work in the community as advocates, organizers and

educators.

B. Neighborhood/Community Engagement: Describe how your program will engage

neighborhood residents or other relevant community stakeholders in the development of

this proposal, and how they will be involved in the implementation and assessment of the

program activities.

Our curriculum and methodology for the SHBF workgroup were created through community

engagement. Our earliest advocacy work was helping parents secure IEPs for their students.

Through this work with parents in our community, we heard them talking about the trauma and

stress of living in a society affected by white supremacy racism and the impact of not learning their

history and not understanding political processes. We developed our curriculum in direct response

to these conversations.

These workgroups are extremely valuable to our community. As soon as we open the application for

the next cohort, it fills up in two weeks. We consistently have a waitlist

We’re also in regular communication with Alder Persons and Dane County Supervisors about our

youth programs and have their full support. The implementation of our program is in partnership

with MMSD as well as Capitol High and Lafollette High School.

We’ll engage the community in the work by providing updates via social media and our newsletters,

assessments for parents and students, outreach and commuity engagment sessions.

C. Collaboration: Please complete the table below and respond to the narrative questions

regarding program collaboration with community partners.

Partner Organization

Role & Responsibilities

Contact Person

Signed MOU

(Yes/No)?

MMSD

Recruit participants, provide

support staff, provide

transportation, provide snacks.

Principal of Captiol High is and

will be hands on in the

implementation of the program. In

addtion to Restorative Justice

Coordinator at Lafollette High

School.

Laura Glaub,

MMSD Social Work

Support

Yes

Healing Our Hearts

As-needed grief counseling

services, by referral

Felica

Turner-Walton

Yes

Our Generations

Group Therapy, Individual

Counseling, and

Psychoeducation

Ruchita Ervin

No--MOU will

be signed in

the next week

or 2

weeks--draft

is included

List any additional partners, their role & responsibilities, contract person and MOU

information (if applicable):

Second Harvest Food Bank has an existing MOU with MMSD that outlines Second Harvest’s

commitment to providing food and snacks for many programs, including this after school program

with Capitol High and La Follette.

How do these partnerships enhance this proposal?

We developed this proposal in direct collaboration with Laura Glaub, Lead Social Worker and

Attendance Administrator at MMSD, Toren Young, the restorative justice coordinator at La Follette,

and Capital High Principal Victor Chukwudebe, who have all shared the need for this program and

helped us shape it.

By identifying students who are a good fit for the program and filling out an application for them, our

partners at MMSD will ensure our programming reaches the students who are most vulnerable and

who would benefit most from the social-emotional learning and social bonds/connections provided

in this program. Additionally, by providing transportation from the schools to our Youth Drop-In

center, where our after-school program will be held, MMSD will ensure students can attend this

program regardless of their access to transportation. Our longstanding relationship with Healing Our

Hearts provides access to grief counseling for participants in our different programs at Urban

Triage. Healing Our Hearts is a community-based grief support organization with six certified grief

support specialists on staff who are skilled at meeting people where they’re at in their grief journey.

Because many of the youth we serve are surviving both poverty and racism, they’re at a high risk of

experiencing trauma and loss. Access to grief counseling can help them heal from these

experiences and prevent those experiences from becoming a barrier to their educational journey.

Our Generations, which offers Group Therapy, Individual Counseling, and Psychoeducation,

provides crisis training for Urban Triage staff and accepts referrals from Urban Triage for therapy.

What are the decision-making agreements with each partner?

Decision-making agreements are spelled out in each of our MOUs.

Decisions about necessary changes to the program model or each partner's support will be made

by consensus and will involve all stakeholders.

D. Resource Linkage and Coordination: What resources are provided to participants and their

families by your proposed program? How does the program coordinate and link families and

participants to these resources?

Our organization is modeled after revolutionary movements like the Black Panthers, whose aim was

to provide wraparound support services while also providing education. Those wraparound services

include financial support for unexpected or one-time expenses (like a new pair of shoes, a driver’s

permit, or varsity letter patches) and advocacy support to help participants and their families

navigate the health system, justice system, housing, and education systems in Dane County.

Parents who attend the Saturday sessions will also be eligible to receive a $50 stipend for each

week they attend (delivered via check or CashApp).

We can provide that kind of support because we’ve been advocating for and providing support

services to Black folks in Madison and Dane County for the last decade. During that time, we’ve

developed extensive social capital, earned the trust of our community, and built deep relationships

with institutions in Madison. We’re able to meet folks where they’re at, connect them to available

resources, and empower them to change their circumstances.

5. PROGRAM QUALITY, OUTPUTS, OUTCOMES AND MEASUREMENT

A. Madison Out-of-School Time (MOST) Effective Practices: Please describe how each of the

seven basic elements are addressed by your proposed program design. How will you

monitor the program during implementation to assess continued alignment with the MOST

Effective Practices? Are there any other program quality standards, tools or measurements

that you use with this program? If yes, please list and describe.

Intentional Program Design: Our Supporting Healthy Youth program’s design will draw from the

curriculum utilized in our workgroups. The 12-week curriculum is based on 6 hours of weekly adult

interactive workgroup work. However, we’ve learned when working with youth that 6 hours

translates into 12 hours for youth. Given that we only have 5 hours per week to work with these

youth (only 4 of these hours will be interactive), one week of adult workgroup work will be the

equivalent of 3 weeks of interactive workgroup work with the youth in this program and will be

stretched through the nine months.

This curriculum will allow us some impromptu field trips in response to students’ needs. Our

curriculum is designed to be repetitive as repetition fosters learning, strengthens the brain, builds

confidence, improves focus, etc. We reserve 2.5 hours for our after-school program because we

know that youth need plenty of time to transition from the school day — to chat and connect with

their friends, etc. — before bringing their attention and awareness to a new space. Our classroom

time ends with 15 minutes of debriefing after the self-expression activity. Then we have 30 to 45

minutes of unstructured hangout time that allows students who want to continue the conversation

the space to do so but also meets the need that Dane County youth have expressed for more

hangout time.

Supportive Relationships with Youth: Youth who apply to the program are expected to continue

attending until graduation. We will keep enrolling youth until we hit our cap, and if students leave for

any reason and new openings are available, we’ll enroll new students. By meeting twice a week,

year-round for up to two years, participants will have the chance to form authentic relationships.

Community & Family Engagement: Parents are engaged through the parents’ meeting on

Saturdays.

Youth Voice & Leadership: While we have a set curriculum, we let the youth decide how quickly

we move through the topics. If the youth wants to keep discussing a topic we introduced in the

previous session, we dive in deeper. If they’re ready to move on, we move on. If they aren’t in the

headspace to talk about anything that day, we’ll take a break.

As our facilitators get to know the students in the cohort, we will begin to identify youth with natural

leadership skills. We’ll begin to assign more responsibilities to those youth. Responsibilities may

include preparing folders of take-home assignments, summarizing a discussion, or following up with

students in one-on-one check-ins.

Racial & Cultural Inclusion: We’re a Black-led organization serving primarily Black youth. Our

program directly and thoroughly unpacks trauma and suffering created by racism, poverty, and lack

of opportunities and resources. In addition, our program is facilitated by Black people who have

shared lived experiences. Because facilitators and participants are from the same communities, this

common ground and similar lived experiences create connection and community.

Organizational Management & Staff Support: At Urban Triage, we’re cultivating a revolutionary

workplace. We put a premium value on the lived experience of surviving poverty. Each employee

goes through the same personal transformation curriculum outlined in this proposal, which means

we are all actively modeling what it looks like to engage with these topics on a personal level.

As an organization, we’re constantly working to identify the policies, assumptions, expectations, and

norms rooted in white supremacy and redefine them in ways that center our humanity instead of our

productivity.

We’re also working with Dr. Tenah Hunt and Dr. Annalee Good to design and conduct evaluations of

our programming that will provide hard data for us to use to improve our internal practices, policies,

and programs constantly.

Environment & Safety: Our drop-in center is designed to feel comfortable and welcoming to Black

youth and other populations, from the decorations to the games available and the furniture. In

addition to the inherent emotional safety that comes from our staff’s shared identities with our

participants, our staff also receive training on de-escalation methods and how to notice and report

signs of physical or sexual abuse.

Our company policies require that two adults are always present when youth are present. We don’t

allow any touching or physical restraining of youth.

The topics we discuss in our Supporting Healthy Youth curriculum can be very heavy. That’s why

we spend a lot of time together building trust and creating ground rules to create a safe space for

each participant.

We ask each participant to identify the triggers that make them upset, emotional, or uncomfortable

and to name what they need to feel safe again in those situations. For example, some students

need to be alone when they get upset, so we designate a space for them to go spend some time

alone. Other students need to be able to call a family member. Others just need to release some

energy by screaming or crying, so we create a space for that.

Finally, because our programming encroaches on dinner time, we also provide snacks and hot food

to participants so that hunger doesn’t detract from their ability to participate and engage fully.

B. Program Outputs - Unduplicated School-Age Children or Youth and Program Hours

Total Annual Unduplicated Children or Youth participating in proposed program:

We will have 20 students with two adult staff members and one adult MMSD staff member (roughly

7:1 ratio of youth to adults), and it is anticipated that the same 20 students will be served throughout

this program unless there is youth that leaves the class in which other students will be brought into

the class. There will be 20 youths registered as program participants throughout the entire nine

months.

TOTAL ANNUAL UNDUPLICATED YOUTH: 20

In addition to the youth, we will also be supporting their families. Therefore, we will also support

approximately 22 adults through this program annually.

TOTAL ANNUAL UNDUPLICATED ADULTS: 22

TOTAL ANNUAL UNDUPLICATED YOUTH AND ADULTS: 42

Total program hours annually:

The youth will attend the program for 2.5 hours per week, two times per week, so a total of 5 hours

per week. The program will run for nine months, or 38 weeks, for a total of 190 hours for the youth.

We will also support the parents of the youth in our program for 2.5 hours once per month for 9

months or 47.5 hours annually.

Youth Hours: 190 hours

Family Hours: 22.5 hours

TOTAL PROGRAM HOURS ANNUALLY: 212.5 HOURS

C. Program Outcomes

Please describe the data and the data source used to choose your outcome objectives?

We will use assessment surveys: 1. self-assessments (pre-, mid-, and post-program), 2. facilitator

assessments (pre-, mid-, and post-program), and 3. parent/family assessments (pre- and

post-program).

Please identify at least one Program Outcome for your proposed program(s), from the RFP

Guidelines 1.4, that you will track and measure. Complete the table(s) below.

Outcome Objective #1: Social-emotional competency and enhanced life skills

Performance Standard

Targeted Percent

Targeted

Number

Measurement Tool(s) and Comments:

To measure this outcome objective, we will use self-assessment surveys and facilitator

assessment surveys (pre, during, and post). In addition, we will provide family assessments (pre

and post).

Some of the measurements will be as follows:

● Self-Awareness: the youth and parent’s ability to understand their strengths and

limitations.

● Self-Management: the youth and parent’s ability to control their emotions, actions and

complete tasks in new or challenging situations.

● Social-Awareness: the youth and parent’s ability to empathize with those around them.

● Relationship Skills: the youth and parent’s ability to consistently make socially acceptable

decisions that build positive connections with others.

● Goal-Directed Behavior: the youth and parent’s ability to complete tasks of varying

difficulty.

● Personal Responsibility: the youth and parent’s ability to be careful about their actions and

contribute to group activities.

● Decision Making: how the youth and parents solve a problem that involves learning from

various sources and accepting responsibility for their actions.

● Optimistic Thinking: the youth and parents' attitude of confidence and positive thinking

regarding themselves and others.

Our goal is for 80 percent of our program participants to score higher on their self-assessments

at the end of the program than when they started.

Outcome Objective #2: Sense of belonging to community and/or school

Performance Standard

Targeted Percent

Targeted

Number

Measurement Tool(s) and Comments:

To measure sense of belonging, we will use the Sense of Belonging Instrument (SOBI), which is

a 27-item, self-report instrument consisting of two separately scored scales, SOBI-P

(psychological state) and SOBI-A (antecedents). We will use this instrument to develop the pre-,

mid-, and post-program assessment surveys for the youth and facilitators and pre and

post-program for the families.

Some of the measurements will include questions related to these 27 items:

● wonder if I fit

● not sure if I fit with friends

● describe myself as a misfit

● people accept me

● piece of a jigsaw puzzle

● what I offer is valued

● feel like an outsider

● have no place in this world

● I could disappear for days

● mainstream of society

● observe life rather than participate

● few people would come to my funeral

● feel like a square peg

● I don't fit

● background and experiences are different

● not see or call friends

● feel left out

● not valued or important

● important to be valued by others

● have felt valued in the past

● important that I fit

● I have qualities

● working on fitting in

● want to be part of things

● important that my opinions are valued

● others recognize strengths

● make myself fit

Our goal is for 80 percent of our program participants to score higher on their self-assessments

at the end of the program than when they started.

Outcome Objective #3:

Performance Standard

Targeted Percent

Targeted

Number

Measurement Tool(s) and Comments:

If necessary, add additional outcome objectives, performance standards, targeted percent,

targeted number, and measurement tools:

N/A

D. Data Tracking: What data tracking systems are in place or will be in place to capture the

information needed to document demographics, program activities, outcome measures, and

expenses?

We use a couple of different software programs to track different data. Below is the list of software

programs to capture and report the data for this program:

Keela: This is the database that we use for our program applications. We will use this program to

create pre-/mid/post assessments forms. We will be able to run reports to document demographics

and outcome measures.

SAGE: Wegner CPAs handle our accounting and serve as the organization’s Chief Financial

Officer. They use SAGE as their accounting software to track all of our expenses. Therefore, SAGE

will be used to track and report expense data.

Basecamp: This project management software we use for all of our Supporting Healthy Black

Families workgroups. This will also be the software we use to track program activities for the

Supporting Healthy Youth program proposed here. Basecamp allows us to track and measure youth

engagement with the take-home assignments that are part of our curriculum. Youth are expected to

journal for 10 minutes daily, and we also ask questions for discussion on Basecamp.

6. PROGRAM LOCATION

A. Address(es) of the site where programs will occur:

The program will operate at Urban Triage’s Youth Drop-In Center at 306 E Wilson St., Madison, WI

53703 and 2312 S Park St, Madison WI 53713 at Urban Triage’s Direct Service Hub.

7. PROGRAM STAFFING AND RESOURCES:

A. Program Staffing: Full-Time Equivalent (FTE) – Include employees, AmeriCorps members,

and Adult Interns with direct program implementation responsibilities. FTE = % of 40 hours

per week.

Position Title

Qualifications or

Required Training

Location(s)

Indicate School Year

(SY)), Summer (SU) or

Year-Round (YR)

SY or YR

FTE

Summer

Only FTE

SHY Program

Coordinator

5 years of

experience working

with youth

De-escalation

training

Youth Drop-In

Center,306

Wilson St and

(Admin)147

Butler St,

Madison WI

☐ SY, ☐ SU or ☑YR

50%

CEO

20 years of

experience working

with youth

De-escalation

training and building

life training

Youth Drop-In

Center, 306

Wilson Stt and

(admin building)

147 Butler St,

Madison WI

☐ SY, ☐ SU or ☑YR

25%

programming and

curriculum

Co-Facilitator

2 years experience

working with youth

De-escalation

training

Youth Drop-In

Center, 306

Wilson St

☐ SY, ☐ SU or ☑ YR

25%

CFO (Wegner)

50 years experience

as a CPA

2921 Landmark

Pl Suite 300,

Madison, WI

53713

☐ SY, ☐ SU or ☑ YR

10%

Marketing

Coordinator

Ten years of

experience working

as a Marketing

Coordinator and 7

years working with

vulnerable youth

Youth Drop-In

Center, Admin

building 147

Butler St,

Madison WI

☐ SY, ☐ SU or ☑ YR

10%

Outreach

Specialist

5 years of

experience working

with vulnerable

youth and other

populations

Youth Drop-In

Center 306

Wilson St

☐ SY, ☐ SU or ☑ YR

10%

Restorative

Justice

Coordinator with

Lafollette

8 years working with

vulnerable youth

within the school

district

Lafollette

High School

☐ SY, ☐ SU or ☑ YR

15%

Principal of

Capitol High

20 years working in

public education

Capitol High

☐ SY, ☐ SU or ☑ YR

15%

Please complete the total FTE for the

applicable time period

School Year:

Year-Round

1.6

Summer

*Use one line per individual employee

Volunteers: If volunteers will have direct contact with program participants, how are they vetted,

trained, and supervised?

No volunteers will be used to support this program.

However, we will require one person from each high school (LaFollette High School and City High

School) to assist each week. Each person will alternate weeks with the youth. MMSD and both high

schools have agreed to fund these positions for their work outside of school time, represented in the

MOU provided with this proposal.

B. Other program Resources/Inputs (such as program space, transportation or other resources

necessary for the success of your program:

Transportation: Transportation will be necessary to bring the youth from the high schools to our

Youth Drop-In location. As part of our Memorandum of Understanding (MOU) with Madison

Metropolitan School District (MMSD), MMSD will provide us with funding for transporting the youth

from LaFollette High School and City High School to our drop-in center. MMSD has already

discussed this with the transportation company at MMSD.

Wrap-Around Support: Our strong partnerships within systems, including mental health in Dane

County, provide us with direct access points and in-kind services, granting youth and their families

access to wraparound support and mental health resources through this program.

Methodologies: We incorporate different methodologies into our program based on the youth in the

room. We may use poetry, spoken word, hip-hop, graphic design, visual design, etc., to support

students in developing social-emotional intelligence and self-expression. For instance, we may

incorporate hip-hop into the curriculum. “Hip Hop culture, at its core, represents the values of social

justice, peace, respect, self-worth, community, and having fun” (Crooke, 2017). For these reasons,

hip-hop is increasingly being relied on by teachers, social workers, psychologists, and school

counselors as a therapeutic tool for working with youth and adolescents. It increases self-resilience,

decreases stress, and inspires youth to feel hopeful about their future by increasing their sense of

agency around themselves and their ability to create political and social change (Crooke, 2017).

The use of hip hop, a tradition grounded in Black culture, in this transformative workgroup promotes

important cultural relevance for non-white children, which ultimately decreases stress from living in

an oppressive society and builds communities. This is why we apply different methodologies crafted

specifically for the youth audience in the room.

8. BUDGET

A. The budget should be submitted with the proposal using the template provided in an Excel

document or a PDF. There are five tabs within the Excel spreadsheet: Cover Page,

Organization Overview and one sheet for the Program Budget for each age group. The

Cover Page, Organizations Overview, and relevant Program Budgets must be submitted with

this document for a proposal to be complete.

The budget template can be found on the CDD Funding Opportunities website.

9. IF APPLICABLE, PLEASE COMPLETE THE FOLLOWING:

A. Disclosure of Conflict of Interest

Disclose any potential conflict of interest due to any other clients, contracts, or property

interests, e.g. direct connections to other funders, City funders, or potentially funded

organizations, or with the City of Madison.

Not applicable.

B. Disclosure of Contract Failures, Litigations

Disclose any alleged significant prior or ongoing contract failures, contract breaches, any

civil or criminal litigation.

Not applicable.

COMMUNITY DEVELOPMENT DIVISION COVER PAGE CITY OF MADISON

APPLICATION FOR 2023 SCHOOL-AGE CHILD AND YOUTH PROGRAMS

1. ORGANIZATION CONTACT INFORMATION

Legal Name of Organization

Mailing Address

Telephone

FAX

Director

Email Address

Additional Contact

Email Address

Legal Status

Federal EIN:

2. PROPOSED PROGRAMS If currently City funded

Program Name:

Letter Amount Requested

2023 Allocation

A $150,000

Contact:

TOTAL REQUEST $150,000

DEFINITION OF ACCOUNT CATEGORIES:

Personnel: Amount reported should include salary, taxes and benefits. Salary includes all permanent, hourly and seasonal staff costs.

Taxes/benefits include all payroll taxes, unemployment compensation, health insurance, life insurance, retirement benefits, etc.

Operating: Amount reported for operating costs should include all of the following items: insurance, professional fees and audit,

postage, office and program supplies, utilities, maintenance, equipment and furnishings depreciation, telephone,

training and conferences, food and household supplies, travel, vehicle costs and depreciation, and other operating related costs.

Space: Amount reported for space costs should include all of the following items: Rent/Utilities/Maintenance: Rental costs for

office space; costs of utilities and maintenance for owned or rented space. Mortgage Principal/Interest/Depreciation/Taxes:

Costs with owning a building (excluding utilities and maintenance).

Special Costs: Assistance to Individuals - subsidies, allowances, vouchers, and other payments provided to clients.

Payment to Affiliate Organizations - required payments to a parent organization. Subcontracts - the organization subcontracts

for service being purchased by a funder to another agency or individual. Examples: agency subcontracts a specialized counseling

service to an individual practitioner; the agency is a fiscal agent for a collaborative project and provides payment to other agencies.

2024

Supporting Healthy Youth

bgrayson@urbantriage.org

Private: Non-Profit

Urban Triage Inc.

2312 S Park St.; Madison, WI 53703

608-299-4128

Brandi Grayson

COMMUNITY DEVELOPMENT DIVISION COVER PAGE CITY OF MADISON

3. SIGNATURE PAGE

AFFIRMATIVE ACTION

If funded, applicant hereby agrees to comply with City of Madison Ordinance 39.02 and file either

an exemption or an affirmative action plan with the Department of Civil Rights. A Model

Affirmative Action Plan and instructions are available at cityofmadison.com/civil-rights/contract-compliance.

CITY OF MADISON CONTRACTS

If funded, applicant agrees to comply with all applicable local, State and Federal provisions. A sample contract that

includes standard provisions may be obtained by contacting the Community Development Division at 266-6520.

If funded, the City of Madison reserves the right to negotiate the final terms of a contract with the selected agency.

INSURANCE

If funded, applicant agrees to secure insurance coverage in the following areas to the extent required by the City Office

of Risk Management: Commercial General Liability, Automobile Liability, Worker's Compensation, and Professional Liability.

The cost of this coverage can be considered in the request for funding.

4. SIGNATURE

Enter name:

By entering your initials in the box you are electronically signing your name and agreeing to the terms listed above.

DATE 5 15 23 INITIALS: BG

COMMUNITY DEVELOPMENT DIVISION ORGANIZATION OVERVIEW CITY OF MADISON

6. BOARD-STAFF DEMOGRAPHICS

Indicate by number the following characteristics for your agency's current board and staff. Refer to application instructions

for definitions. You will receive an "ERROR" until you finish completing the demographic information.

GENERAL POVERTY R/POV**

Number Percent Number Percent Percent Percent Percent

TOTAL 9

100%

GENDER

MAN 2

22%

12%

WOMAN 7

78%

88%

NON-BINARY/GENDERQUEER 0

0% 0%

PREFER NOT TO SAY 0

0% 0%

TOTAL GENDER 9

100%

AGE

LESS THAN 18 YRS

0% 0%

18-59 YRS 9

100%

60 AND OLDER

0% 0%

TOTAL AGE 9

100%

RACE

WHITE/CAUCASIAN 4

44%

8% 80% 67% 16%

BLACK/AFRICAN AMERICAN 2

22%

92% 7% 15% 39%

ASIAN

0% 0% 8% 11% 28%

AMERICAN INDIAN/ALASKAN NATIVE

0% 0% <1% <1% 32%

NATIVE HAWAIIAN/OTHER PACIFIC ISLANDER

0% 0% 0% 0% 0%

MULTI-RACIAL 3

33% 0% 3% 4% 26%

BALANCE/OTHER

0% 0% 1% 2% 28%

TOTAL RACE 9

100%

ETHNICITY

HISPANIC OR LATINO 1

11%

0% 7% 9% 26%

NOT HISPANIC OR LATINO 8

89%

100% 93% 81% 74%

TOTAL ETHNICITY 9

100%

PERSONS WITH DISABILITIES 0

0% 0%

*REPORTED MADISON RACE AND ETHNICITY PERCENTAGES ARE BASED ON 2009-2013 AMERICAN COMMUNITY SURVEY FIGURES.

AS SUCH, PERCENTAGES REPORTED ARE ESTIMATES. See Instructions for explanations of these categories.

**R/POV=Percent of racial group living below the poverty line.

7. Does the board composition and staff of your agency represent the racial and cultural diversity of the residents

you serve? If not, what is your plan to address this? (to start a new paragraph, hit ALT+ENTER)

Yes, the board composition and staff directly reflect and represent the racial and cultural diversity of the residents we serve.

MADISON*

DESCRIPTOR

BOARD STAFF

COMMUNITY DEVELOPMENT DIVISION ORGANIZATION OVERVIEW CITY OF MADISON

8. AGENCY GOVERNING BODY

How many Board meetings were held in 2022 10

How many Board meetings has your governing body or Board of Directors scheduled for 2023? 12

How many Board seats are indicated in your agency by-laws? 10

List your current Board of Directors or your agency's governing body.

Name

Home Address

Occupation

Representing

Term of Office Founder From: 01/2020 To: Current

Name

Home Address

Occupation

Representing

Term of Office 2 years From: 01/2023 To: 01/2025

Name

Home Address

Occupation

Representing

Term of Office 2 years From: 10/2022 To: 10/2024

Name

Home Address

Occupation

Representing

Term of Office 2 years From: 06/2022 To: 06/2024

Name

Home Address

Occupation

Representing

Term of Office 2 years From: 01/2020 To: 01/2024

Name

Home Address

Occupation

Representing

Term of Office 2 years From: 01/2022 To: 01/2024

Name

Home Address 132 E. Wilson St. # 807, Madison, WI 53703

Occupation Self Employed

Representing

Term of Office 2 years From: 01/2022 To: 03/2022

Name

Home Address

Occupation

Representing

Term of Office 2 years From: 06/2022 To: 06/2024

Jessica Snyder

6005 Mayhill Drive, Madison, WI 53711

Manager - Medical Coding at UW

Member

2764 Osmundsen Rd; Fitchburg, WI 53711

Executive Director of Nonprofit

Member

Kayla Conklin

615 Spring Street, Apt 203; Sun Prairie, WI 53590

Catherine Orr

4607 Tonyawatha Trail; Monona, WI 53716

Professor

Secretary

Dana Pellebond

Co-Owner of Short Stack Eatery

Brandi Grayson

2210 N Rusk Ave; Madison, WI 53713

CEO of Urban Triage

President

Member

Treasurer

Sage Weil

3524 Blackhawk Dr, Madison, WI 53705

Self Employed - IT Company and Radio Stations

Member

Juan José Fonseca Angel

HR Coordinator with Park Bank

Member

Alex Lindenmeyer

301 W Johnson St Madison 53703

COMMUNITY DEVELOPMENT DIVISION ORGANIZATION OVERVIEW CITY OF MADISON

AGENCY GOVERNING BODY cont.

Name

Home Address

Occupation

Representing

Term of Office 2 years From: 06/2022 To: 06/2024

Name

Home Address

Occupation

Representing