Table of Contents

3 2020 Vision For Schools: Transforming Public Education Within

A Single Generation Of Students
Adults promise children that if they stay in school they will be equipped to succeed in life, but
we have failed to make good on that promise for generations -- with high school graduation
rates in some cities hovering at or below 30%. First-graders in Fall 2008 will graduate high
school in 2020. Come explore how urban ministries can transform public education within a
single generation of students by activating congregations, adopting schools, and becoming
answers to prayer.

11 Rev Up Your Bible Teaching: How To Counter A Culture that

Would Rather Watch TV Than Listen To You
Many youth leaders would agree with their peers who complain that the Bible teaching they’ve
experienced just isn’t meeting the real needs of their youth. “It doesn’t seem to be dealing with
the tough issues of violence, blended families, or divorce. They’re bored!” How do we bring
truth into their lives that integrate into their thought processes? How do we help them ask good
questions and find related answers in the Bible? How can God and His truth really make sense
in their life? This session will focus on answering those questions and help the youth worker
create learner-oriented environments where the Bible makes sense in the world of urban youth.

17 Jump Starting Your Youth Ministry: Planning For Success

If you’re new to youth ministry, or if you’ve been in the game for awhile and need to sharpen
your skills, this session is for you! You’ll walk away with 1) A conventional tool box of strategies
and tactics that will help you build a relational youth ministry, 2) Insights for organizing a
program that responds to the broad, yet specific youth-related issues that emerge from urban
communities, 3) A sense of urgency to get home and call your youth!

27 Discipleship: An Effective Method Of Mentoring Urban Youth

As urban youth continually endure the adversities of single-parent homes, unsafe neighborhoods
and failing municipal systems, the need for nurturing and consistent adult relationships is exceedingly
apparent. Discipleship is one form of mentoring that can transform the relationships you have
with your youth and subsequently transform their relationship with Jesus. Come and learn from
practitioners in the urban youth ministry field who will share stories of success as well as give
practical guidelines for discipleship.

35 Core Values Of A Youth Worker: Laying A Foundation For Ministry

You’ve heard it said that “Values are caught, not taught.” Is there a set of core values that every
urban youth worker should live through and live out? If so, what are they and how should we
integrate them into our life, ministry and youth ministry? This session will help you to find a
foundational theology on which to build values for ministry that will help you stand strong against the
tests and adversities of life.

43 Girls And Boys: Adjusting Your Ministry To Be More Gender-Sensitive

In An Urban Environment
It’s no secret that girls and boys are wired differently. Yet we don’t often adjust our ministry to be
gender-sensitive. Boys struggle with knowing what it means to be a man. Girls use their sexuality
as power. This workshop provides an overview of some of the traditional issues that are generally
associated with girls and boys as well as guide you through some of the current issues that urban
youth are facing. You’ll walk away with an eagerness to meet the challenges of being gender-specific
in your relational ministry.

1
20/20 Vision for Schools: Transforming Public
Education within a Single Generation of Students
Written for RELOAD by Jeremy Del Rio

The “Greatest Injustice”

“____________________ ___________________ is our nation’s greatest

__________________.” – Wendy Kopp, President of Teach for America
(US News calls Wendy one of “America’s 100 Best Leaders” [2006] and Time calls
her one of the “World’s 50 Greatest Influencers” [2008])

The Class of 2020

Students who begin first grade in Fall __________ are the high school graduating
class of _________. Can this be the ___________________ for whom we make
good on our ___________________?

The Paradigm Shift

What if churches began to view schools as ________________ for
_________________ students to become who God _________________ them
to ______?

What if every church __________________ one school within ____________

_______________ of the congregation for meaningful ______________,
______________, and even _______________________?

The Adoption Matrix: A Strategy for Engaging Public Schools

Leadership

Stewardship g
llin
Students

Ca
Average 20 /- 20 / 20
Passing al
on
cati
Vo
Underperforming

Troubled
-/- - / 20
No engagement

Prayer

Relational

Project

Presence

Policy

Schools
3
3
 The 20/20 elements:
1) ____________________ Calling
2) _______________ Engagement
3) ________________ Leadership

I. Vocational Calling
What moves a church along the strategy is an embracing of
____________________ _______________.

It’s the job of people in the ______________ to equip people in the __________
for the _____________ of ______________________.

Redefine Youth Minister

While our cities lack __________________, __________, full-time youth
ministers (but no shortage of _________ – “The harvest is plentiful, but the
workers are few”) why not, “Ask the Lord of the harvest, therefore, to send out
________________ into his harvest field” (Luke 10:2)?

Therefore, we must redefine ____________ ________________.

_______________ God trusts to have a meaningful ______________________

with a young person is a ____________ __________________.

Salt and Light

50-80% of every congregation is already directly connected to a school through:
• Students
• Parents
• Grandparents
• Aunts, uncles, cousins, siblings, etc
• Teachers
• Custodians
• Support staff
• Principals and administrators

God has already dispersed His body as salt and light throughout schools – if only
our churches would ____________________ the body!

4
II. Engaging The School
Phase 1: Intentional Prayer
As ___________ as your church _____________, commit to praying for one
school within _________________ ____________________

Why?
• We ____________ a God who answers prayer
• We grow to _____________ what we pray for
• If it’s ______________, we cannot ______________ it

Sample strategies:
• Corporate prayer (during Sunday service)
• Congregational prayer meetings
• Bulletin inserts
• Small groups
• Intercessory teams
• Prayer e-lists and bulletin boards
• Prayer walks

Phase 2: Resumé of Trust

The biggest ______________________: educators have _____ reason to
___________ us.

___________________ mistrust by cultivating __________________. Establish

what Pastor Ray Parrascondo calls a “______________ of _____________.”

Ideas:
• __________ ________ before school (Best Practice: Crossroads Church)
• Principal ________ (your ________ )
• _______________ events for teachers, administration, and/or students
• __________ ____________ on Sunday and corporate response
• Schoolyard _____ (Best Practice: Abounding Grace)

Phase 3: Service
Become ____________________ to _________________ (yours and those
already prayed for and within the school) by responding to __________
___________.

5
3
 Discrete, well _______________ acts of _______________ that add real
_____________ (as defined by the _________________)

Examples:
• Sponsor events (Why not sponsor the defunded holiday production?)
• Gardening
• Painting (Best Practice: Paint the Town)
• Seasonal cleaning
• Sports camps
• Carnivals
• Backpack giveaways (Best Practice: Christ Tabernacle)

Phase 4: Presence
Develop an ongoing ________________ on campus, beyond the traditional Bible
club.

_________________ should flow ____________________ out of

______________________. What ___________ have the faculty, students, and
staff identified that your church can continually _______________?

Examples:
• Mentoring (Best Practice: Generation Xcel)
• Tutoring
• After-school programs (Best Practice: Generation Xcel)
• Safety monitors (halls, lunchroom, etc)
• Classroom volunteers
• Sports leagues and coaching
• Music and arts programs (Why can’t the worship pastor teach music for 12
weeks and celebrate with a recital?)
• Leadership clubs
• Character education (Best Practice: Heart of a Champion)
• Student organizing (Best Practice: Youth Ministries for Peace and Justice)
• Parent outreach / PTA

____________________ success the way the ________________ defines

success. (Church attendance and water baptisms don’t count!)

6
 Sample metrics:
• Student retention
• Attendance
• Graduation
• Test scores
• Extracurricular program offerings
• Mentor/mentee relationships

Phase 5: Policy
_____________ the right to be _____________.

Not every public policy or law is ____________. Leverage growing

__________________ to affect just ___________________ decisions.

Speak to ______________ issues and _____________ school decisions.

The _______________ of educational policy:

• _____________________ (personnel)
• _________________
• _________________

An _____________________ church acting alone can affect transformation at

the _______________ level. But coordinating __________________ can affect
change ______________-wide.

III. STUDENT LEADERSHIP

Every __________________ ____________ made was a ______________.

Jesus made _________________ before they were _______________. Why not

follow his example first with the students in our __________________ and also
with the ______________________ students in our _________________?

Students are ________________ to ______________.

“Don’t let anyone look down on you because you are young, but be an example…” (1 Tim 4:12)

7
3
 Move students from _________________ and chronically
under-___________________, beyond _______________ and
_______________, to ____________________ and _____________________.

The Challenge of 10%

“Mostly we found that to _____________ a block, we had to get between ____
and 20 percent of the people engaged.”- Geoffrey Canada, Harlem Children’s
Zone

The goal for each adopted school: Develop a __________________ of student

leaders that will include _____% of the ________________ ___________.

For example, in a school of 1,000 students:

Year 1: ___ students (freshmen)

Year 2: ___ students (keep first 12 sophomores and select 12 more freshmen)
Year 3: ___ students (keep previous 24 and select 24 freshmen)
Year 4: ___ students (keep previous 48 and select 48 freshmen)

Every developing leader helps develop a ________________ _____________ as

a ______________, except in Year 1.

Leadership within a high school

___________________ student leaders as salt and light throughout the school:

• Classrooms
• Student council
• Sports teams
• Extracurricular clubs
• Community service

8
ABOUT 20/20 VISION FOR SCHOOLS
20/20 Vision for Schools was conceived by the Coalition of Urban Youth
Workers (www.CoalitionNYC.com) in New York City and operates locally as a
partnership between the Coalition and the New York City Leadership Center (www.
NYCLeadership.com).

20/20 Vision remains committed to open-sourcing education reform. Join the

movement to transform public education nationwide, and feel free to adapt 20/20
Vision experiences and strategy to your city. All we ask is that you freely give to
others what you have received from us, and let us know if and how the strategy
unfolds for you. For more information, visit www.2020Schools.net.

All the material, including source material and audio, is downloadable for free at the
“Downloads” page on www.JeremyDelRio.com.

9
3
10
Rev Up Your Bible Teaching: How to Counter a Culture
that Would Rather Watch TV than Listen to You
Written for RELOAD by Joe Harrison

Part One – The Challenge/Problem

1. The average teen believes ________________________________________
and that their activity is ok. _________ _________________________________
______________. (statistic found on Josh McDowell’s web site)
Most youth truly believe this deep within their hearts.

2. The average teen also believes ________________________________, that it is

the Word of God, that it is also inspired by God and that it should be followed.

3. Here’s where the shift and the issue arises in their minds. Though they are
saved, filled with the Holy Spirit, baptized, believe in the Bible and go to youth
group and church, youth subconsciously think that ____________________
_________________ should be rewritten or “amended” to fit their situation. This
thought is supported by the following example. 2 Corinthians 6:14-15

a) Youth have shared with me that they are saved and walking with God and
that they also go to church and have Christian friends. So it is ok to just talk
(pre-dating) or even have as ______________________ those who are not
saved or of a __________________________________.
b) They would go on to say, “How will my friend get to know Jesus if I don’t
hang with them or date them. This is where they have an established
mindset of _________________________________________________ to
the Bible in order to justify or make ok what they are doing.
c) These youth do not physically want to make an amendment to the Bible
but they want ___________________________________________ and
support their lifestyle.
d) With this thought process in place they ___________________________
________________________________________. They say, “it’s ok as
long as we are just friends or just seeing each other. We aren’t going
together or dating, it’s not serious.”

11
3
 4. The second school of thought or second part to this mindset is that, “as long as I
am not emotionally attached, it’s ok.”

5. Because of many different events, teachings or manufactured religious beliefs

the ___________________________________________________________.

a. Meaning: their ___________________________________ and now

they have ____________________ them aside or suppressed them, or
they are not in complete _________________ with them. This is caused by
many different things: divorce, deaths, rejection, failure, emotional, verbal,
sexual abuse or even promiscuity. This is why a youth can _________, rape,
jump from one bed to the next, or hate a parent, without visual or conscious
_________________.

Part One – Wrap Up

• So as we can see the _______________ is in the ___________________
of “bending or amending the Bible” and “that they are not emotionally
___________________”.

• Then our solution to ______________________ (not teaching) our youth

must start with first addressing these two issues.

• We as youth leaders must _____________________ a mindset that says,

“I’m a Christian and it’s ok to have _______ with another as long as there is no
_____________________, it’s ok to ___________ the father that left me, it’s
ok to __________ with those who think _____________________________
than I and that it is ok to view ___________, as long as I have accepted
Jesus as my savior, believe that the _____________ is true and go
to _____________.”

So what is the solution to this spirit that walks into our youth meetings? One solution
is to _______________ your youth through a process that shines the light on what
the culture says and its _____________________________ along what the Bible
says and its results.

12
Part Two - A Solution
1. First, we have to bring them to the realization that _________________________
___________________________________________________, pain or situation.

Our youth think that because this is a personal thing to them, they should have
personal attention and a word or scripture that is designed or set aside just for them
and their situation.

We must bring them to the _________________________ that we have all

faced misfortune and though we all handle it differently we can on some level
_____________________ their pain.

Gently explain that the Bible even shares that there is nothing new under the sun,
keeping in mind that their situation is dear to their heart.

Ecclesiastes 1:10 says, “Is there anything of which one might say, ‘See
this, it is new?’ Already it has existed for ages which were before us.”

2. Next, they must understand that Hebrews 13:8, states that, “Jesus is the same
____________________________________________.” Unlike the constitution
that can be amended and changed because of different events or peoples
opinions, the Bible ____________ changes.

3. The third point to bring home is the realization that _____________________ isn’t
the end of the walk. Our youth have come to believe that accepting Jesus and
growing in our faith is what _____________________ is all about.

Salvation must be _________________________. Teach them that the longest walk

is 12 inches, from the _________________________________. From the heart is
where the lifestyle of Christianity is birthed and lived.

4. Example: Your youth asked you the following question;

“Is it bad to hate your father because he’s never been there for you
as much as you would like him to be?”

13
3
 a. First ask what it is that he or she thinks they should do? In doing this you allow
them to be part of the _______________ and __________________ process.

b. More than likely what they share is what the culture would say. Take what they
have shared and add to and point out what the results of this action
would yield.

c. In sharing the ________________ of the actions, we must bring in the

progression of ____________________________________. Sharing with the
youth that God’s grace is as simple as this, “a temporary
_________________________.”

d. In sharing this with the youth they will then come to the realization that
____________________________________________. A lot of times
they say, “it hasn’t hurt anyone”, or “nothing has happened”. This is the
_____________ before the storm.

e. ________________ is next in the progression and it comes into

play when we don’t yield to God’s grace. Mercy is that last step before
____________________.

f. In dealing with the above example, the youth culture must understand that the
culture screams _______________________, but God says honor.

g. God’s ______________________ is found in Ephesians 6:3, “that it may be

well with you, and that you may live long on the earth.”

h. Most youth think that they can escape the ______________________ of their
actions. Others have no idea of the consequences that may arise because
man’s consequences are never as severe as God’s.

i. Once you’ve shared what the culture would say and the results of following
the advice of the culture, then you _______________________________ and
those results.

14
 j. Ephesians 6:1-2 says, “Children, obey your parents in the Lord, for this is right.
___________ your father and mother (which is a commandment with a
promise)”. This is what the Bible says we should do and this is the end result.

k. We believe that when the gospel is broken down to this level and the
___________________ is revealed the results of youth changing direction are
greater than just __________________ at them. This process can be shared
by a one-on-one level or to the masses.

Activities that could supplement the teaching;

1. Panel discussion with the youth
a. Have a panel made up of adults who are answering questions.
b. An alternate would be to have a panel made up of some of your college or
stronger youth. The format would be the same as (a) in letting the panel
answer the questions.

2. Game show formats are also a great starting place. Example: family feud is one
we use to not only show stats but also bring up youth topics. Two teams of 5
youth, questions are asked about specific topics and ranked on screen by their
percentages, youth pastor or college leader is the MC and played just like the
game show.

15
3
Jump Starting Your Youth Ministry:
Planning for Success
Written for RELOAD by Tommy Carrington

Introduction
Beginners to veterans….

Essential Ingredients for An Effective Urban Youth Ministry

1. Developing a __________ and a __________ for Reaching “New-Hearers”

with the Gospel (2 Cor. 5:14)

“Either way, Christ’s love controls us. Since we believe that Christ died for all,
we also believe that we have all died to our old life.” 2 Corinthians 5:14 (NLT)

Levels of Programming

ATTRACTION LEVEL (Community)

• An exciting, creative program
• Attracts new, unchurched youth to ministry
• Encourages new relationships

INTEREST LEVEL (Committed)

• Builds relationships with youth
• Nurtures their faith
• Topics and format geared for Christian youth

DISCIPLESHIP LEVEL (Core)

• Deep worship
• More intense teaching
• Encouraging a deeper walk with God

17
3
 The average youth ministry is mostly conducting which level of programming?
__________________ ________________ ( )

Which level of programming do you think you are doing in your ministry?
__________________ ________________ ( )

The second essential for an effective youth ministry:

2. It’s all about ____________________ -- Placing an emphasis on People

over Programs

1 Thessalonians 2:7-8 (New Living Translation)

As apostles of Christ we certainly had a right to make some demands of you, but
instead we were like children among you. Or we were like a mother feeding and
caring for her own children. We loved you so much that we shared with you not only
God’s Good News but our own lives, too.

Doug Fields in: “Help I’m a volunteer Youth Worker!” He says:

“Quality youth ministry is built on the foundation of meaningful relationships.

Your relationship with kids will last years longer than the faint memory of
your best message. Messages are important, but relationships impact kids
more than speeches do. I really wish kids remembered my messages… but
they don’t. They remember the time we spent together. When your kids feel
the love you have for them, they will understand your spoken messages
about God’s love much better. Build relationships that will continue beyond
graduation. It is exciting to watch kids grow and develop, understanding that
part of their maturity came from a relationship that a classroom couldn’t offer.”

18
Here are some ideas for making that happen:

A. ____________________________________________________.

B. ____________________________________________________.

C. ____________________________________________________.

D. ____________________________________________________.

E. ____________________________________________________.

F. __________________:

> _________ Calling

> _________ / Texting / _____________

•
•
•
•
> Go out for a soda together – _______________________
_________________________________________________.

3. A Commitment to __________-____ and ________________ for every young

person that makes a decision for Christ (Matthew 28:18-20)

• It is sad to note that current statistics show that ____% - _____% of people who
make professions of faith are not in the church ______ _________ later.

19
3
 • There are many who believe that we can change this with a stronger
commitment to discipling kids __________ graduation.

• Youth Evangelist Ron Hutchcraft says: “In Christianity, we tend to have great
obstetrics, but lousy pediatrics.”

Our Biblical Mandate – given in Matthew 28:18-20 – is not to make

“___________,” but to make “______________.” And sadly, too many
churches / ministries are neglecting to do that.

Matthew 28:18-20 (New Living Translation)

Jesus came and told his disciples, “I have been given all authority in heaven and on
earth. Therefore, go and make disciples of all the nations, baptizing them in the name
of the Father and the Son and the Holy Spirit. Teach these new disciples to obey all
the commands I have given you. And be sure of this: I am with you always, even to
the end of the age.

4. A focus on ___________________ student leaders and ___________________

more students in ministry (Ephesians 4:11-12)

Ephesians 4:11-12 tells us that “it is He (God), who has called some to be prophets,
pastors, teachers, etc…” For what purpose?

_________________ the ___________________.

In other words, if you have the gift of evangelism – don’t just evangelize …
_________ evangelizers.

If you have the gift of teaching, don’t just teach …___________ teachers to teach.
That way you reproduce yourself in others.

It provides for a “______________________ _______________.”

20
5. Establishing a ___________ _________________ _______ (Exodus 18:17-25)

Moses in Exodus 18:17-25

A good ratio of adult-to-kids: ____:____

Training your leaders:

Volunteer Ministry Opportunities Survey: (included)

Basic Volunteer Application Form: (included)

Create a Master List:

21
3
 Volunteer Ministry Opportunities Survey (Check the one/s that interest you)
___ Speak / Teach
___ Lead a Bible Study / Lead a Small Group
___ Help with set-up and clean-up at meetings and events
___ Operate sound system
___ Operate video equipment / PowerPoint / Overheads, etc.
___ Worship Team
___ Choir
___ Drama
___ Dance
___ Sing solos/duets
___ Help do games / crowd breakers
___ Help with refreshments
___ Assist with sports/athletics
___ Take attendance / keep score of points
___ Phone calling
___ Greeters
___ One-to-one contacting / Follow-up / Discipleship
___ Follow-up kids who made decisions
___ Distribute materials (Bibles, etc.)
___ Help with transportation
___ Help mail letters
___ Share your testimony
___ Invite friends to youth group
___ Prayer team -- pray regularly for group / kids
___ Be involved in special events: Annual Retreat, Outreach Event, etc.
___ Planning and involvement at fund-raising events
___ Help at High School Bible Clubs
___ Help with errands
___ Remember kids’ birthdays
___ Computer data entry / Computer graphics
Name: ____________________________________

Phone#: ______________ Email: ________________________________________

22
 Volunteer Application

Name: ___________________________________ Date:______________

Address: ____________________________________________________________
City: __________________ Zip: ________ State: _______
Birthdate: __________ SS#: ____________________ CDL#: __________________

References:
Current Employment
Employer: ___________________________________________________________
Address: ____________________________________________________________
Phone: _________________ Position: _____________________________

Personal References (Not a relative)

1. Name: _________________________ Address: ___________________________
Phone: __________________ Relationship: ______________________________
Known how long? _________________

2. Name: _________________________ Address:____________________________

Phone: __________________ Relationship: ______________________________
Known how long? _________________

Church Attendance
Church: ______________________________________ Phone: ________________
Address: ____________________________________________________________

Involvement in Ministry
Description of position: _________________________________________________
____________________________________________________________________
Length of service: ____________
Name of person you reported to: ________________________
List any previous experience you have had that would help to qualify you to be
involved in our program: ________________________________________________
____________________________________________________________________
____________________________________________________________________

23
3
 Personal Statement
Briefly describe how you entered into a relationship with Christ:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Write a brief paragraph stating why you would like to be a part of our staff:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

List your gifts/talents/abilities:

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Have you ever been convicted of a crime related to sexual misconduct or

child abuse? _____
Explain: _____________________________________________________________
____________________________________________________________________

I authorize you to verify all statements contained on this form. I understand that
misrepresentation or omission of facts is cause for dismissal.

Signature: ________________________________________ Date: ____________

24
6. A ________________ of _______, Biblical Teaching (2 Timothy 3:16)
“All Scripture is God-breathed, and is useful for teaching, rebuking, correcting, and
training in righteousness, so that the Man of God may be thoroughly equipped for
every good work.”

“We do not have to _______________ for using _______________ in our youth

ministries!”

As Pastor Buster Soaries used to say: “The most essential ingredient in youth
ministry is … do ministry!”

He is referring to the fact that some ministries have become a __________

_______ for kids; or a _______-_____ spot for teens. There needs to be a
____________ ____________ of good, solid, _____________ ____ ______
_________ ____ ______.

Be careful to not spend so much time on the “___________________” aspect of

the ministry….

7. A commitment to ________________ a first-class, _________- ___________,

exciting _____________.

This is the “________ - ________,” where kids get introduced to what you are
doing. And it’s all about _______________.

Looking back at our diagram on “Levels of Programming” (under point number 1); and
we are talking here about “Attraction-level” programming:

Here are some guidelines for ensuring a quality program.

• Make sure you have a ________________ and____________ Youth
Ministry Program.

25
3
 Some examples of Program elements:
i) Exciting ____________________ _____________ music as kids enter
the room, during games, and when the program is over.
ii) Activities and/or ___________-_____________ that young people will enjoy.
iii) Utilize ________ ________ and other __________ sources for creativity and
to ________________your talk.
iv) _________________ discussions. Someone has said that “kids have been
lectured to death.”
v) Create the element of _______________ as often as possible.
vi) Use the ______________ _______ when possible:
vii) _______ and ____________. Kids love to go places together.

RELOADTOUR.org

26
Discipleship: An Effective Method of
Mentoring Urban Youth
Written for RELOAD by Marcus Walker

Merriam Webster defines Disciple

Disciple 1: one who _______________ and ________________ in
___________________ the doctrines of another: as a: one of the twelve in the
____________ circle of _______________ _______________ according to the
Gospel accounts b: a convinced adherent of a school or individual.

Literally: learner, pupil, disciple in Matthew 10:24

One way of explaining discipleship is the act of ______________________

________________ to the beliefs and doctrines of another. (In this case of
Christianity, Jesus)

Matthew 28:19-20
19 Go ye therefore, and teach all nations, baptizing them in the name of the
Father, and of the Son, and of the Holy Ghost:
20 Teaching them to _________________________________ whatsoever I
have ________________________________ you: and, lo, I am with you always,
even unto the end of the world. Amen.

The purpose of discipleship is to ____________ ________________how to

_______________ ________________ in a position to experience the grace of God.

• The average “evangelical” church in America wins 1.67 persons (less than 2) to
Christ and their church each year for every 100 persons who attend that church.
• _________________ of church members state their greatest individual needs
are not being met by their church.
• Less than 50% of church members pray for 5 minutes at least twice a week.
• Only ______% of church members have ______________ _________
______________________ even once in the last year and 33% have never
shared the gospel with anyone.
• Most church leaders, when asked, cannot ___________ “Disciple”, and hardly
any have been _________________ to “Make disciples”.
Bob Gilliam, President, T-Net International - Discipleship Network.com

27
3
 Although most Christians will agree that ____________________________________
God, they struggle with an accurate picture of what “__________________________
__________” looks like.

Common Mistakes in Discipleship

• Unfit Teacher: This person is _________________ to disciple someone
because they are unwilling, unable, or too ___________________ to open
their life up to another. They may be _________________ and skilled in
spiritual matters, however they __________________________ the necessary
tools to mentor someone into a healthy Christian walk. (i.e. they are carnal,
have selfish motives, undisciplined themselves)

• Uncommitted Student: This tends to occur when the call to be a disciple

is __________________ or _______________________________ of
a particular program usually to obtain large numbers of participants and the
decision is ____________________ . By allowing the ________________
the opportunity to make an inward decision to become a disciple, you improve
the chances of strong commitment. “When the student is ready, the teacher
will appear.” (Anthony Hopkins, Zorro)

• Attempting to disciple the masses: Large numbers can make it difficult to

__________________________________ the truth openly.

• Using the wrong model: This can mean doing all of the above because you
_______________________________________ do it, or it could refer to the
fact that you are not using ______________________________________ for
the discipleship.

Matthew 28:20
20 Teaching them to observe all things whatsoever I have commanded you:

Don’t make .

28
Four Things Discipleship Is:

1. Intentional: Both the disciple and the teacher must ___________________

________________________to this process. A person can not disciple someone
without a ________________________________ knowledge ________________
(Matthew 10:8, James 1:5). Likewise, a student who does not truly desire to obtain
a deeper knowledge will not truly be a disciple (Matthew 7:6).

Examples:

Without the ___________________________________________, the

true nature of discipleship is lost. In each of these situations there was
_____________ ________________________________ and learned, however
without both parties ____________________________________________ it
would not happen.

Many discipleship classes are divided by age or gender as ways of __________

_____________________________________. This does not always effectively
address the idea of enrolling only those who ______________ to be a disciple.
That is to say a typical “Discipleship Class” may recruit all students age 14 to
16 within in a church or youth program without intentionally focusing only on the
students within this age group who want to be enrolled.

2. Relational: Although it may be ________________________ within a formal

educational setting, simply teaching in a classroom hardly equals discipleship.
The process of true discipleship involves ____________________________.

29
3
 Jesus ______________________________ to His disciples as well as became
________________________________ win their personal affairs.

Examples:

3. Personal: Discipleship is taught through ____________________. It is opening

up ones life to show how to navigate with “__________________” through life’s
challenges by using God’s word. ________________, __________________, and
the ability to address your own faults responsibly all provide quality examples of
how to address challenges of Christian living.

In one of the previous examples we see Jesus opened His life to his disciples. By
doing so He was ________________________________________ how He used the
Word of God to effectively face life’s challenges.

Examples:

30
4. Supportive: The teacher in this type of relationship has the distinct responsibility
of ____________________________________________ the student through
their development. Learning to live a new lifestyle often involves “____________“
in the road that can appear as mountains to someone who is just beginning to
grow in their spiritual walk.

Examples:

Part 2: How Is Discipleship Effective Mentoring For Urban Youth?

Merriam Webster defines
Mentor 2 a: a trusted counselor or guide b: ___________, ___________

Urban youth face many challenges that _____________________ everyday life.

Some of these challenges are issues that teens were not yet meant to encounter.
A coach has seen the game of life _________________________ many different
ways. Instruction from a trustworthy mentor is capable of __________________
____________________________ to be successful when otherwise they would fail.

What can discipleship do for urban youth?

1. Creates an opportunity to be real:

“Faking it” is a _________________________________________________,
when people are __________________ about themselves. Thoughts like,
“am I the only one struggling with lust?” or “can people tell that I don’t read
well?” will cause a young person to _________________ the real
them by pretending to be someone they are not. This habit will cost them
greatly in the long run.

31
3
 The _________________________________________ shared by a “true
discipleship” mentor can help encourage a student to be real with their personal
challenges. As a teacher shares the truth about their struggles it allows the
youth to see ____________________________________ in their challenges.

2. Fills a need: Teenagers want to feel they are _________________. In fact,

many of the wrong decisions youth make are the result of _____________
_____________________ from their peers and others. In the relationship
between a disciple and their teacher, the student receives attention that
_________________ their significance.

3. Provides accountability: The average teen in the United States is

home alone after school at least ____________ per week. (U.S. Department
of Justice 2001) Discipleship creates a system in which youth have someone
to help monitor their development (__________________) and holds them to
a _____________________ that encourages growth.

Part 3. What Is Covered In Discipleship And How Can It Be Implemented With

Urban Youth?
Four main elements:
• Prayer/Quiet Time: ________________________with God
• Study: Knowing God’s word and how it ____________________________
• Fellowship: Be a part of and ____________________ the Community
of Believers
• Service: Spreading the Gospel/Adding to the _____________________
___________________

1. Prayer: Showing youth how to ________________________ their quiet time into

_____________________________________ helps make developing the
habit easier.

Quiet time:
• 3mins of ____________________
• 3mins of ___________________ the Bible
• 3mins of __________________ concerning what you studied
• 3mins of ___________________ concerning what you prayed

32
2. Study: Getting _____________________ too early will likely be confusing. Look
at recommending these books of the Bible to start the growth process.

Study Time:
• First find a ______________________ that makes sense to the reader.
____________________________ of the ____________ early is very
important. It will ______________________________________ for
studying other subjects later.
• Have the student to study __________________ by reading the chapter
that corresponds with the day of the month. Encourage them to focus on
the part that ____________________________________.
• Also suggest reading the______________________, paying very close
attention to the ___________________________.
• During the study these are good questions to have the student
ask themselves…
o Who is _______________?
o Who are they talking to ________________?
o What is going on during this time?
o How can this help me now?

3. Fellowship: ________________________, ____________________, and new

friendships all play a role in strong Christian development. Look to help the young
person find people ________________________________ so that navigating life
does not have to be a solo mission.

Being a part of Community:

• A good ________________________ is important to Christian
discipleship. By doing this, the student will likely hear messages,
_____ __________________ and programs that ________________
their situations.
• Fellowship does not always have to _________________________.
Remember, navigating life has to do with dealing with what happens in
life. Good mentoring should __________________________ outings like
ballgames, parties, and even going to the movies.

33
3
 4. Service: Serving the Kingdom of God is ________________________ in
discipleship. Remember…

Matthew 28:19-20
19 Go ye therefore, and teach all nations, baptizing them in the name of the
Father, and of the Son, and of the Holy Ghost:

20 Teaching them to observe all things whatsoever I have commanded you:

and, lo, I am with you always, even unto the end of the world. Amen.

34
Core Values of a Youth Worker: Laying a
Foundation for Ministry
Written for RELOAD by Virginia Ward

Biblical Foundation
Matthew 22:37-39
Our way of thinking about core values is shaped by scripture. Christ summed it up in
Matthew 22:37-39.

“Thou shalt _________ the Lord thy God with all thy __________, and with all
thy _________, and with all thy ____________. This is the first and greatest
commandment. And the second is like unto it, Thou shalt love thy neighbor as
thyself.” Matthew 22: 37-39

Psalm 15
David outlines value-driven behavior by providing a profile of a man’s value system
that is dwelling with God.
1. His walk is __________________ – the way he lives his life daily is without
blame – he cannot be accused of being at fault
2. He does what is __________ – actions and behaviors are right
3. He ___________ the truth from his _____________ – the inward place
is pure
4. Has no ___________ on his tongue – he does not utter words about others in
the presence of people that are false or damaging
5. Who does his ________________ no wrong – he is following Matthew 22:39
by loving his neighbor as he does himself
6. __________ no slur on his fellowman – does not discredit anyone
7. Who _____________ a vile man – does not like evil men
8. He ____________ and fears the Lord
9. Keeps his _________ even when it ____________ (talk about the difficulty of
having this value)
10. He lends his ______________ without usury – expects no interest on
his money
11. Does not accept a ____________ against the _______________

35
3
 What is a value?
• Uncompromisable, undebatable, _____________ that ___________ and
direct behavior (Leadership Bible)
• A person’s principles or standards of ____________
• One’s __________________ of what is important in ____________

Quote by Gordon MacDonald-

“It’s the private part of life where we know ourselves best of all: this
is where self-esteem is forged, where basic decisions about motives,
values, and commitments are made, where we commune with our God.”

Value Check List

Description of Value High Med. Low
Accountability - Taking responsibility for both actions and
outcomes by regularly seeking feedback and guidance
from trusted sources
Autonomy – The ability to be a self-determining individual
Balance - An even distribution of weight enabling someone
or something to remain upright and steady
Change – Doing things differently
Commitment – Being bound emotionally or intellectually
to a course of action, dedication
Creative - Relating to or involving the imagination or
original ideas, especially in the production of an artistic work
Faith - Complete trust or confidence in someone or
something, strong belief in God
Family - All the descendants of a common ancestor
Fitness - The condition of being physically fit and healthy
Honesty – Being truthful, sincere
Independence – Free from the influence, guidance, or
control of others

36
 Description of Value High Med. Low
Integrity - The quality of being honest and having strong
moral principles, moral uprightness
Justice – Fairness, rightness, lawfulness, equity, the
right thing
Knowledge - Facts, information, and skills acquired by a
person through experience or education
Love – Affection based on admiration, warm attachment
or devotion, unselfish devotion
Loyalty – Faithful to a person, ideal or cause
Passion – Intense emotional excitement,
boundless enthusiasm
Recognition – Giving and receiving acknowledgement
for achievements
Teamwork – Cooperative effort by a group or team
Trust – Firm reliance on the integrity, ability, or character
of a person or thing
Wealth – An abundance of valuable material,
possessions, riches
Wisdom – Having deep understanding, insight, and
knowledge, the ability to make good judgments

Quote by Gordon MacDonald -
“If my private world is in order, it will be because I have made a daily
determination to see time as God’s gift and worthy of careful investment.”

Balance: Personal vs. Ministry

Personally:
a. Socially – ____________ friends outside of youth ministry; _____________
outside of youth ministry
b. Physically – ensure your body is ___________ (________, vacations,
Sabbath)
c. Intellectually – commit to ______________ (expanding) your mind (Ensure
that your “______________ reading” stretches your _______________ for
the work of the ministry.)

37
3
 Ministry Balance:
a. Office (do you have them)
b. Out of office (meetings et. all)
c. Thinking and talking
d.

Measure Your Balance

• Personal - Scale of 1 to 5
1 2 3 4 5

poor fair excellent

• Ministry - Scale of 1 - 5
1 2 3 4 5

poor fair excellent

Personal Spiritual Integrity

“Staying spiritually healthy in youth ministry is ____________ because it is full of
many people with ______________ expectations that ___________ possibly be
________________ in the time we have.”
Paul Borthwick
Feeding Your Forgotten Soul

• Personal - of or ________________ to a certain person rather than

someone else
• Spiritual - relating to, or affecting the human ____________ or soul as
opposed to _________________ or physical things.
• Integrity - the quality or state of being ____________; ______________
condition; wholeness

Personal Spiritual Integrity is……

the quality or state of being (unbroken condition; wholeness) in
a certain person’s (you) human spirit as opposed to material or physical things.

38
Getting and Keeping your P.S.I.
Have a spiritual life that demands:
• Time with God _____ ____- the Master is Calling ______ first
(p.p. - personal ____________ and p.b.s. - personal__________ study)
• A commitment towards a ________________ of worship - one who loves God
and shows it daily
• Growing in your Faith - what are you believing God for that is currently
_____________?

P.S.I. Checklist:

Personal Spiritual Integrity

1. Do you have a spiritual life?

Always Usually Sometimes Occasionally Never

2. How often do you live it out?

Daily Weekly Monthly ______________

3. What does your P.S.I. include? (circle all that apply)

Prayer Personal Bible Study Worship

__________________ ________________________ _____________________

4. Does your lifestyle exhibit P.S.I.?

Always Usually Sometimes Occasionally Never

5. Have you grown spiritually over the last 30 days? (circle one)

Yes No Not Sure

39
3
 Please explain your answer: ________________________________________
_______________________________________________________________

Community Definition

Fellowship with others, as a result of sharing ______________ attitudes,

interests, and _________.

Write the names of community relationships you have in each of these categories:
• Peers ________________________________________________
• Churches/organizations__________________________________
• Leaders
• Youth leaders ____________________________________
• Older adult leaders ________________________________
• Senior leaders _____________________

Community Circles

People who
People who
need others
can touch you
to touch you

You

40
Making a change….
• Requires a dose of core values
• Requires -
• Demands
• it to the youth we serve
• other leaders

Definition of Self-Discipline:

“Self discipline is that ____________ that allows a person to do what needs to be

__________ when he/she ____________ feel like doing it.”
- Leadership Bible

Quote from Dean Borgman concerning burnout:

“ Burnout comes from __________________ and unfruitful labor. Youth

leaders need network support, ongoing training, and opportunities to expand
professionally and _________ ___________ as antidotes to burnout. As
youth leaders grow professionally, it is critical that they reflect
______________ about themselves and their task.”

41
3
42
Girls and Boys: Adjusting Your Ministry to Be More
Gender-Sensitive in an Urban Environment
Written for RELOAD by Dr. Rene Rochester

God made male AND female, boys and girls with:

• An ________________ in Himself (Spiritual)
• A _____________ (what are they gifted to do on the earth)
• The _________________ to be productive citizens of His Kingdom while here
on earth

God created mankind but He made them male and female

• Mankind is the ______________________ species.

• Male and female are two different ______________.

• They were created in the _____________ of God (Who is Spirit) and this is
what makes male and female ____________.

• They each have a _______________ design as well as a

__________________ to be productive while on earth.

The Physical Design

• When we distinguish a sex or gender, we are recognizing that there are two
major forms of individuals in the human species and that they are distinguished
respectively as female or male. Their organisms are identified as _____ or
____ chromosomes, a _______________________ phenomenon.

• When we speak of gender, we are speaking of a subclass, and highlighting

the distinguishable characteristics that state the behaviors and/or
______________ ______________________ that go along with “_______.”

Is it a boy or girl thing?

“Gender Schema Theory”
Definition: Refers to the theory that children learn about what it means to be male
and female from the culture in which they live. According to this theory, children adjust
their behavior to fit in with the gender norms and expectations of their culture.

43
3
 • Do children _________ selves as “boys” or “girls”
• Do children discover that ______________ are labeled, too
• Do children pay attention to those things whose _________ match their own.
• Do children act in ______________ or _______________ ways

Examples:
As leaders of youth, we must always be careful about “suggesting” or illustrating
direct thought patterns which may prevent liberality in a boy or girl.
• Girls who are _______________ who play sports
o When does that go outside of a boy or girl thing?
• Girls play with ____________; boys play with __________ (__________)
• What does it mean when they play with these things?
• Girls wear _________; boys wear __________
• Girl wear ____________; boys wear ________ (_________)
• Girls ___________ their legs; boys can sit with legs ________
( _____________)

Societal Influences
• As we all know, society can play a major part in influencing what our roles
should be and/or look like.
• Society ________________ which ____________________ are rewarded
or punished.
• Boy hits a girl → He is suspended from school
• Girl hits a boy → She gets warned
• Bill Clinton is applauded → Monica Lewinsky is shamed
• 14 year girl who gets pregnant → shamed; backlash
• 14 year old boy (who impregnated the girl) → doesn’t get the same backlash
• Societal influences provide __________________ in gender
_________________ behaviors.
• Societal influences provide _______________ models (e.g. Kobe, Beyonce,
Lil Wayne)

44
Gender Beliefs and Gender Roles
Here is one of the first access points where we can begin to influence the behaviors
of boys and girls within our programs – by helping them with their belief systems.
There are clearly some established and non-established behaviors whereby boys and
girls may learn some “shifts” because of their relationship with us and others within
our ministries.

• Gender Beliefs: Boys and girls have ________________ and psychological

__________ differences.
• Our _____________ about what we think it means to be a boy or a girl
influence our behavior.
• Gender Role: the set of __________________ that society considers
_____________________ for each sex.

It is imperative that we create environments that are neutral enough to support either
gender’s involvement.

What are some other activities that you have used that either have worked well or not
so well?

When we plan our activities, it is important to remember that as society changes, so

does the enticement of issues and attractions.

How Can We Create “New” Environments

• As youth leaders, we should be intentional about creating environments where

boys and girls encounter new experiences. It’s okay to continue to duplicate
familiar settings for students, but it’s Kingdom when we allow ourselves to be
instruments of change in the life of a child.

• New environments are not necessarily taking boys and girls to a “physical
place” rather, can you take boys and girls within your program on a journey that
leads a boy towards manhood and a girl towards womanhood?

45
3
 List your ideas and notes for creating “new” environments within your youth ministry
NOTES:

46
 Tommy Carrington
Urban Training Network
Miami, FL
UrbanMinistry@bellsouth.net
Tommy served as a Youth Evangelist and
Urban Ministries Director with Miami Youth
for Christ for 12 years. In 1989 he began
training youth leaders in Miami, and in 2002
he established the Urban Training Network, a
national ministry designed to train and equip
student leaders and youth workers. Tommy earned his Master’s
degree in Counseling Psychology from Trinity International University,
and his Doctorate of Ministry from Gordon-Conwell Theological
Seminary. He also serves as a visiting lecturer at Trinity International
University in Miami and at Palm Beach Atlantic University.
• Jump Starting Your Youth Ministry: Planning For Success
Rene Rochester
Franklin, TN
rene@drrene.net
http://www.drrene.net
Rene is the founder and president of Urban
S.E.T. Inc. and is the designer of the patent
PHAT “STAR” Preventive Holistic Adolescent
Training: Serving Teens At Risk Model.
With over 15 years of experience as an
educator, coach, and athletic director she
brings authenticity and relevance to her work. Dr. Rene has served
public and private inner-city schools, juvenile justice systems, and
churches, organizing and designing curriculum and intervention
programs for youth workers and educators across the nation. She
earned her Masters and Doctoral degrees of education in 1993 and
1999 from the University of Texas at Austin.
• Girls And Boys: Adjusting Your Ministry To Be More
reload tour curriculum authors
Gender-Sensitive In An Urban Environment
3
47
Jeremy Del Rio
Community Solutions, Inc./Generation XCEL
New York, NY
jeremy.delrio@gmail.com www.generationxcel.com
Jeremy co-founded Community Solutions,
Inc. and Generation Xcel. Law School
graduate, and co-founder of the Ground Zero
Clergy Task Force/Northeast Clergy Group
following the terrorist attacks of September
11, 2001. Jeremy defines his life mission as
“empowering people to achieve their dreams and transform their
culture and communities,” and has translated that calling into a
career that is uniquely suited as a spiritual, cultural, and civic leader
in a postmodern world.
• 2020 Vision For Schools: Transforming Public Education Within
A Single Generation Of Students
Marcus Walker
Memphis, TN
areyouinmail@yahoo.com
For over 17 years Marcus Walker has
dedicated his life to communicating God’s
Word to both the young and young at heart.
Whether in the urban mission fields of
inner-city outreach or within the structured
walls of the church community his passion
has always been to see people “get it” in their relationship with God.
Recently, he and his wife, Karen, have founded R.U.N. Ministry
Resources, whose purpose is to provide ministries demographics
of all ages with the tools they need to communicate the gospel
effectively. Marcus also serves as the Middle School Coordinator of
Repairing the Breach Outreach Ministry in Memphis, TN.
• Discipleship: An Effective Method Of Mentoring Urban Youth
Joe Harrison
Joe Harrison is no stranger to youth ministry
with a background of 28 years he has mixed
humor, theater mime, graphics and poetry
to communicate the gospel. In the past,
Joe has lead teams to nine Mardi Gras
outreaches, two Chicago, Spain Olympic
Outreach, Germany, Holland and show cased at the Dove Awards
with twelve years of concerts and ministry touring with the creative
arts team White Gloves. His latest released book, “Daddy I’m Cold!”
the effects of the absentee father on today’s youth culture, is an
eye-opening read into the pain of our youth culture. This book and
the four to follow have become the basis of Storm Culture and its
mentoring/apprentice program.
• Rev Up Your Bible Teaching: How To Counter A Culture That
Would Rather Watch TV Than Listen To You
Virginia Ward
Abundant Life Church
Cambridge, MA
Vdw25@aol.com www.alccambridge.org
Virginia Ward has earned the respect of
urban youth workers nationwide from her
“home base” as Youth Pastor of Abundant Life
Church in Cambridge, Massachusetts where
her husband, Lawrence, serves as pastor.
She serves regionally on the Council of the
New England Network of Youth Ministries. Her national involvement
includes her membership in the Ministry Council of the National
Network and is a trainer with the DeVos Urban Leadership Initiative.
Virginia and her husband reside in Boston with their two sons.
• Core Values Of A Youth Worker: Laying A Foundation For Ministry