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Urban Sprouts 3-Year Retrospective
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Urban Sprouts 3-Year Retrospective

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Final presentation for our 3 years of funding from the Network for a Healthy California.

Final presentation for our 3 years of funding from the Network for a Healthy California.

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  • Abby: presenting parts 1 and 2 Adriani: parts 3 and 4 Lisa: parts 4 and 5
  • Abby: presenting parts 1 and 2 Adriani: parts 3 and 4 Lisa: parts 4 and 5
  • Urban Sprouts collects data from three groups in order to asses our program’s success and challenges. At the beginning and end of every year we have interviews, online surveys and focus groups with the students. We have ongoing check-ins with teachers and other school staff throughout the year. And finally we keep a log of how well we are able to implement our lesson plans.
  • This is a sample of the online survey our students take. It asks whether the student has recently consumed the pictured food, whether they like it and whether they eat it at home or in school. These results are compared with a control class that is not exposed to the garden.
  • Here is what our staff log looks like. The staff rates the lessons and activities they tried to implement on a scale of 1-3. 1 being successful, 2 successful with some challenges and 3 is unsuccessful.
  • Our evaluation result from our summer program show significant increases in student knowledge as well as positive attitudes and behavior towards nutrition.
  • Attitudes towards better nutrition showed that students were being exposed to new foods which lead to more vegetable consumption.
  • Other students’ responses: “ It has changed because I now try more things like vegetables that I wouldn't even bother trying to eat before. ” “ Yes. I found myself eating more suitable portions and delicious, but nutritious snackage. Often before, I would grab whatever was quick, oftentimes a slice of bread. Yuck. And I do plan to eat better. ” “ I definitely became more aware of what I was consuming during the course of this program and tried to pay attention to whether I was just eating ‘ easy ’ snacks (like chips). I started spending more time to prepare healthier snacks (like salad) and started counting to see if I was actually eating at least 5 fruits or vegetables a day. ”
  • Abby: presenting parts 1 and 2 Adriani: parts 3 and 4 Lisa: parts 4 and 5
  • NOTE: Please come and put your stickies up!

Transcript

  • 1. Growing healthier schools and communities through garden-based education September 18, 2009 Abby Jaramillo, Executive Director Adriani Leon, Nutrition Educator Lisa Chen, Advisory Board member Lessons from our work: 2006 - 2009
  • 2. Presentation Overview
    • Who We Are
    • Our Program Model
    • Program Results
    • Successes, Challenges & Lessons Learned
    • Future Plans & Sustainability
  • 3. Who We Are OUR MISSION By cultivating school gardens in San Francisco’s under-served neighborhoods, Urban Sprouts partners with youth and their families to build eco-literacy, equity, wellness, and community.
  • 4. Our Programs
    • SUPPORTS LOW-INCOME SCHOOLS:
    • Over 700 students/year in 7 San Francisco middle and high schools
    • 60% low-income students; 95% students of color.
    • SUPPORTS WIDER COMMUNITY:
    • ‘ Farmers-in-Residence’ program allows parents to grow vegetables and swap cooking knowledge
    • ‘ Summer Program’ provides youth employment and leadership training
    • PROVIDES RESEARCH & TOOLS:
    • Share our research results and program model through trainings and our website.
  • 5. Our Community
    • 61% eligible for free or reduced-price lunch
    • 22% English Language Learners (ELL)
    • 90% failed to reach fitness standards in all 6 categories (2006)
    Of the students at our Network -funded School Sites…
  • 6. Our Community
    • 61% eligible for free or reduced-price lunch
    • 22% English Language Learners (ELL)
    • 90% failed to reach fitness standards in all 6 categories (2006)
    Aptos MS (Ingleside) MLK MS (Portola) June Jordan HS (Excelsior) SF Community (Excelsior) International Studies Acad. (Potrero Hill) Ida B Wells Continuation HS (Alamo Sq) Of the students at our Network -funded School Sites…
  • 7. Expenses FY 2009-2010 Non-Network Income Sources: 30% private foundations, 43% local government (Dept of Environment, Dept of Children, Youth and Families), 12% individual donations, 15% fees from partner schools. Expenses Income $103,801 $81,217 TOTAL $12,569 $8,690 Fiscal Sponsor Fee $880 $4,631 Evaluation $2,985 $3,021 Travel & Conferences $11,035 $2,196 Program Supplies $2,277 $1,376 Operating Expenses $5,834 $7,461 Taxes & Benefits $68,221 $53,842 Salaries Non-Network Funds Network Funds Expense
  • 8. Presentation Overview
    • Who We Are
    • Our Program Model
    • Program Results
    • Successes, Challenges & Lessons Learned
    • Future Plans & Sustainability
  • 9. Model for Garden-based Education (GBE) in K-12
  • 10. Curricular Learning Environment
    • Taste Tests
    • Reading Nutrition Facts Food Labels
    • Skits and Poster-making
    • 24-hour Food Diaries
    Urban Sprouts students present a skit on reading food labels.
  • 11. Physical Learning Environment
    • Exploring the garden
    • Diverse food crops and perennials
    • Harvesting, preparing and eating food crops
    • Appealing and interactive natural environment
    Garden signs reinforce learning at Life Lab Garden, Santa Cruz, CA
  • 12. Social Learning Environment
    • Cooperation with peers
    • Responsibility for the garden
    • Sharing your cultural identity
    • Relationship-building with peers and adults
    • Safe space
    • Peer teaching
    • Meaningful work and learning
    • Making school a better place
    • Role models for healthy eating
    A parent mentors a student at a family Garden Work Day, Burbank MS, San Francisco
  • 13. Health Behaviors
    • Fruit & Vegetable Consumption
    • Fruit & Vegetable Preferences
    • Physical Activity
    Students harvest, cook, and eat collards, kale and other greens from the garden at MLK MS, San Francisco.
  • 14. Presentation Overview
    • Who We Are
    • Our Program Model
    • Program Results
    • Successes, Challenges & Lessons Learned
    • Future Plans & Sustainability
  • 15. Program Evaluation: Data Collection
    • School staff: personal interviews
    • Students: focus group interviews and computer pre/post-test surveys
    • Urban Sprouts staff: staff member assessment and program observation
  • 16. Sample Question from Online Student Survey
  • 17. Sample Staff Curriculum Success Log 1 Stone Soup! 1 X Harvest Potatoes, Carrots, Celery. 1 Cup o' Noodles Activity Summer Program Food Labels, 5/20 Rule 2 Make "humus" 1 Chard, Beets, Lettuce Bed Prep, Planting, Watering 2 Tai Chi Tool Safety Freeze Game, Soil Bins Summer Program Soil Health Food Rating Cooking Activities Garden Activity Rating Crops to Plant Garden Activities Curriculum Success Rating Curriculum Activity Curriculum Source Topic
  • 18. Evaluation Results: Summer Program, 2007-2009
    • NUTRITION KNOWLEDGE: Student post-test survey, 3 years combined:
    • 72% reported an increase in knowledge of nutrition
    • 60% reported their knowledge of nutrition as high or somewhat high (reached 92% in 2009)
    Nutrition knowledge before summer program Nutrition knowledge after summer program
  • 19. Evaluation Results: Summer & School Programs, 2007-2009
    • ATTITUDES TOWARDS HEALTHY FOOD:
    • 97% reported trying new foods during the program
    • 57% said they ended up liking foods they thought they wouldn’t like
    Students’ preferences & willingness to try new foods
  • 20. Evaluation Results: Summer & School Programs, 2007-2009
    • HEALTHY EATING BEHAVIORS:
    • 74% of students said that their eating habits improved during the program (2008, 2009)
    One youth’s response to the question, “Have your eating habits changed? “ Yes, yes, yes! I don't eat so much candy, chips and soda. I try to eat more fruits. I told my mom about a lot of things I learned here and now she goes to the grocery store and buys more fruits and veggies.”
  • 21. Discussion
    • In pairs, share your thoughts about the following question :
    • Think of a time in your work history when you engaged with a new community. Describe a success and a challenge you experienced in this work.
  • 22. Presentation Overview
    • Who We Are
    • Our Program Model
    • Program Results
    • Successes, Challenges & Lessons Learned
    • Future Plans & Sustainability
  • 23. Successes Where have we seen the most successes in our work?
    • Garden curriculum tailored to schools: reinforces the learning environment
    • Partnerships with community members and institutions
    School- and community-level outcomes
    • Reported healthier behaviors and attitudes
    • Academic and leadership development
    Positive youth outcomes
    • In-class instruction: 742 middle/high school students
    • Additional after-school, summer, and family programs
    Program reach and expansion
  • 24. Challenges What has been the most challenging part of our work?
    • Inadequate food access
    • Other factors: socioeconomic status, home conditions
    Wider food and social environment
    • Helping schools take responsibility for school gardens
    • Making school gardens a standard part of education
    Program sustainability
    • Logistics & resources: staff turnover, inadequate funding
    • School culture: stressed teachers, classroom management
    Challenging school environments
  • 25. Lessons
    • What have we learned from these experiences?
    • Collaboration has been key to our success
    • Growth helps us realize our strengths and areas for improvement
    • Youth and family leadership are required for program success
    • Demand for sharing our work
  • 26. Future Plans & Sustainability
    • How will we attract new funding & sustain our success?
    • Strengthen our parent program with a food access focus
    • Board-directed strategic planning for new funding sources
    • Focus on visibility and take advantage of current publicity
    • New training program to expand our reach
  • 27.
    • Thank you for your Participation!
    • (Please share your sticky notes on the white board!)
    “ The ultimate goal of farming is not the growing of crops, but the cultivation and perfection of human beings.” — Masanobu Fukuoka
  • 28. References
    • Bandura, A. (1986). Social foundations of thought and action: a social cognitive theory. Englewood Cliffs, N.J.: Prentice-Hall.
    • Benard, B. (2004). Resiliency: What we have learned. San Francisco, CA: WestED.
    • Desmond, D., Grieshop, J., & Subramaniam, A. (2002) Revisiting garden based learning in basic education: Philosophical roots, historical foundations, best practices and products, impacts, outcomes, and future directions. Davis, CA: University of California, Davis.
    • Lytle, L., & Achterberg, C. (1995). Changing the diet of America's children: What works and why . J Nutr Educ , 27, 250-260.
    • Ratcliffe, M. M. (2007) Garden-based education in school settings: The effects on children’s vegetable consumption, vegetable preferences and ecoliteracy. Ph.D. Dissertation, Tufts University.
  • 29. Contact Information
    • Urban Sprouts
    • 451 Hayes St. 2nd Fl
    • San Francisco, CA 94102
    • (415) 648-4596
    • www. urbansprouts .org
    • Abby Jaramillo, Executive Director
    • [email_address]
    • Adriani Leon, Nutrition Educator
    • [email_address]
    • Lisa Chen, Board Member and former Nutrition Educator
    • [email_address]