November 2013 Operations Committee Meeting


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  • I’d like to begin by getting a pulse of the group-so your name, one ongoing question, and one thing that is going well.Today is a little tight, so I am going to take notes on your questions and will circle back to each of you to chat and see if perhaps your question may help inform some of our future discussions or perhaps, future guest experts.
  • We are presently engaged in the planning process now, but as things look now, it seems that much of the application process, who can apply, the award structure and amounts, and the evaluation criteria will remain the same. Because nothing is set in stone, I will speak to what I know at the moment, but this may change some by the time things are released in January. My goal more than anything is to put this on your radars. When you get the materials in January, please review them and bring any and all questions to the meeting on February 6.Applicants: Any 501c3 charitable organization that serves children of San Mateo County may applyApplication: The application will look largely the same as the previous year. We are working on streamlining the goals, activity and requested service provider page as it seemed last year that you were asked to answer essentially the same question 2 times.Awards: We are looking at roughly $500,000 in funding. Schools or districts may apply, although we ask that if several schools from the same district apply, if possible, please lump the application into one application from the district-however we do understand if that is just not feasible. Applicants may ask for funding for small capital infrastructure, non-infrastructure, and/or walk audit funding, but the money available for audits will be less than in previous years as most schools have completed their audits. We understand that a few schools have not conducted audits, so we will leave some funding available in case there is interest.Evaluation Criteria: We will be looking at the need, experience, Evaluation Measures,Sustainability, Project Type. We will also be inquiring as to whether your district is part of a Healthcare District and the number of students who participate in the free and reduced lunch program to help ensure that we don’t marginalize our students of greatest need.
  • As I think everyone in this room is well aware, Safe Routes hinges on the support of a lot of parties-public works staff, school administration, law enforcement, councilmembers and parents are just a few of the groups that can help or greatly hinder student participation in walk and bike events. One party in this group, parents, have the ability to make Safe Routes a once a year occurrence, or an ongoing part of how students get to school.Most of you have also all figured out that food and free childcare helps bring parents in, but the question remains, how does one engage parents on a regular basis.I have invited Robin Galas of the Family Engagement Institute to shed some light on just how one keeps parents coming back.
  • Family Engagement is a shared responsibility among families, schools, and communities in which schools and community organizations are committed to reaching out to engage families in meaningful ways and families are committed to actively supporting their children’s learning and development. We value the influence of family on a child’s well-being and are committed to all families being informed and engaged as powerful advocates for their children.
  • FEI’s school readiness program is a tuition-free, 6+week spring-summer intensive, which cultivates strong, enduring partnerships among families, schools and the community that give children of low income – with no prior preschool experience – the skills and support to successfully transition into kindergarten.
  • Once parents are engaged, part of the trick to keeping them coming back is ensuring that they have something to do and leave feeling like their time was well spent. It was with this line of thinking that I decided to reach out to Cool the Earth, a free climate change program that is largely dependent upon engaged parent volunteers. Today we are joined by Chloe Martin of Cool the Earth.Chloe is a clinical psychologist by training and received her Ph.D. in Psychology in 1999. While taking time off to raise her young boys, she started learning more about global warming and decided to get involved. After changing her light bulbs and recycling like mad, the next thing she knew, she was a coordinator for the Cool The Earth program at her son’s school, Wade Thomas Elementary. As one of the first coordinators of Cool the Earth, she has been a tremendous resource and sounding board for the development of material. She and her two boys like to walk and bike to school because they know “Mr.Carbon would hate this!”
  • November 2013 Operations Committee Meeting

    1. 1. Safe Routes to School Operations Committee Meeting Daina Lujan, Coordinator, Safe Routes to School
    2. 2. Agenda Item Time Outcome Introductions 5 Minutes Warm Up 14-15 Grant Application 10 Minutes Awareness of the 14-15 Grant Application Timeline Parent Engagement, Robin Galas 45 Minutes Understanding of ways to deeply engage parents Cool the Earth, Sarah Starbird 30 Minutes Awareness of the Cool the Earth Program and its features Meeting Feedback 5 Minutes Input on future topics and the format for future meetings
    3. 3. Introductions/Warm Up Name One Ongoing Question One Thing that is Going Well
    4. 4. 14-15 Grant Application Timeline January 13, 2014 Release Call for Proposals February 6, 2014 Grant Application Orientation March 28, 2014 Proposal Due March 31, 2014 – April 11, 2014 Review Proposals April 21, 2014 Applicants Notified via e-mail Regarding Grant Awards April 28, 2014 Notification of Award Letters Sent Second Call for Additional Projects (if funds remain after awarding grants; funds will be awarded on a first come, first served basis) June 20, 2014 Final Notification to all Applicants regarding Award Status
    5. 5. 14-15 Grant Application Applicants Application Awards Evaluation Criteria
    6. 6. Parent Engagement Robin Galas, Assistant Director, Family Engagement Institute Foothill College
    7. 7. FAMILY ENGAGEMENT INSTITUTE SAFE ROUTES TO SCHOOL NOVEMBER 2013 Brentwood Academy families with their Certificates of Participation from the Family Engagement Institute, Foothill College
    8. 8. Need Defined School Readiness – Learning begins at birth. Early experiences shape a child’s brain development for future learning, behavior and success. Without that strong foundation, children – especially low-income children- will be behind from the start.  60 % of three- and four-year-olds of low income families have not attended preschool  Latino three- and four-year-olds comprise the largest percentage (57% - nearly three out five) of children without preschool in California  Latino Children account for more than half of all children under age five. Third Grade Reading- 74% of students who fail to read proficiently by the end of third grade falter in later grades and often drop out before earning a high school diploma.  More than half of California’s 2nd and 3rd graders are not proficient in English Language  Only one out of three California Latino 3rd graders read at grade level Latino Children account for more than half of all children under age five. Our state’s future depends on ensuring young Latino children are ready to excel in school and obtain the skills they need to succeed in college and careers. 8
    9. 9. Need Defined Middle School According to the 2013 report, ―Broken Promises: The Children Left Behind in Silicon Valley Schools‖ published by Innovate Public Schools, ―The level of academic achievement that students attain by 8th grade has a larger impact on their college and career readiness by the time they graduate high school than anything that happens academically in high school…Algebra proficiency in middle school is a marker for college bound students as it provides the opportunity for higher-level math in high school and is essential for the STEM university track."  In San Mateo and Santa Clara Counties, only 22% of Latinos, 24% of African Americans, and 26% of Pacific Islanders have algebra proficiency by the 8th grade Post Secondary Success Workers with no postsecondary education have continued to lose jobs—approximately 230,000 during 2010 and 2011—while workers with some college or a bachelor's degree gained about 3.6 million jobs over the same period. California is projected to fall desperately short of the number of college graduates needed to maintain its productivity.  In California in 2012, 27% of Latino students and 34% of African American students did not graduate from high school as compared to 14% of their white counterparts  60% of low-income working families in California have no postsecondary education, the lowest percentage among the 50 states Latino Children account for more than half of all children under age five. Our state’s future depends on ensuring young Latino children are ready to excel in school and obtain the skills they need to succeed in college and careers. 9
    10. 10. Current Landscape    10 In our nation’s attempts to close the achievement gap, or more accurately the opportunity gap, the interventions have been minimally effective and in fact the divide has widened There is a plethora of high quality programs serving children and youth focused on improving their success yet these programs often neglect families and the critical role they play Two of the highest factors impacting quality of child’s education: teacher quality and family engagement
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    12. 12. The Family Engagement Institute’s (FEI) Vision All children and families realize their full life potential because they have equal access and leverage the opportunities and systems of support critical to their success and well being. Mission The Family Engagement Institute bridges educational inequalities by providing opportunities that strengthen the capacity of families, schools and communities, working together to ensure the success of all students from early childhood through college.
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    14. 14. Family Engagement is a shared responsibility Family/Familia Child Niño/a School/Escuela Community/Comunidad Family Is A Child’s Most Important Teacher When family engagement is implemented effectively, families, educators, and communities work together to support families to effectively impact children.
    15. 15. What is unique about our approach? We focus on a systemic and integrated model: To engage all three stakeholder groups in a mutually supportive manner  To utilize a best practices model that works along an educational continuum (early childhood – college) and serves children, parents/caregivers, and the educators/providers who serve those students  To work in partnership with higher education in a dual generational model that simultaneously promotes child and family learning and well being  15
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    17. 17. FEI Programs: Stretch to Kindergarten STK provides an educational experience that helps prepare families for kindergarten and beyond! 17
    18. 18. FEI Programs: Families • Strong Start- Parenting • Leadership FEI offers families with children in preschool through high school, affordable • Family Literacy • Fatherhood/Male Involvement and accessible continued educational • Healthy Choices opportunities that are developmentally, • Computer/Digital Literacy culturally and linguistically responsive • Pathways to College in seven content areas: 18
    19. 19. FEI Programs: Educators The FEI model of Family Engagement FEI provides professional development in promotes a commitment on behalf of Family Engagement in the following areas: educators/providers to build strong partnerships with families in realizing • Strategic Planning and Implementation the influence of family on children and youths’ • Cultural Competency learning and development. • Dual Language Learners • Early Math 19
    20. 20. By the Numbers/Partners In the 2012-2013 academic year, FEI: • Enrolled 1,528 parents/caregivers in Non-Credit Parenting classes, serving 869 unique individuals • Provided professional development to 407 educators • Served 80 children through its Stretch to Kindergarten (STK) program • Provided 60 Child Development Academy students hands-on experience through STK Demographics: • 91% Latinos; 2 % Asian and Pacific Islanders, 1% African Americans 2% White, 4% unknown Partners: • East Side Union High School District • Mountain View Whisman School District • Ravenswood City School District • Santa Clara County Office of Education – Head Start and State Preschool • Sunnyvale School District 20
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    22. 22. Project Details and Description   Partnership with Brentwood Academy Workshop series featuring California Project Lean curriculum    Ten families learned about Health & Wellness Policy and explored their District’s policy Families self-determined a personal goal and a group goal to pursue Group Goal: Eliminate chocolate milk and juice from Brentwood and promote water Families utilized Project Lean process to implement goal
    23. 23. Project Accomplishments    Obtained support from the principal, Tami Espinosa Hosted a Water Day event where families promoted and distributed water and water promotion materials to students, other parents, and school staff Staffed an informational table at Brentwood’s Carnival Celebration promoting water
    24. 24. Project Accomplishments, cont.  Distributed Rethink Your Drink Posters to Brentwood teachers  Drafted and distributed a support letter to other families  Met with the Ravenswood Food Service Director, Karen Luna  Successfully eliminated chocolate milk from school food program at Brentwood, effective this school year!  Helped to launch water dispensers at Brentwood and other Ravenswood schools
    25. 25. Engagement Strategies Educational Opportunities - Eliminate barriers to participation - Linguistically appropriate - Educational attainment - No cost - Child Care - When/where -Buy-in and Support from Schools -- Superintendent -- Principal -- Teachers -- Parent leadership: ELAC, Site Councils, PTO’s -- Links to Academic performance, i.e increased concentration
    26. 26. Engagement Strategies, Cont. Approach families as assets -- ―Sometimes it’s just rats!‖ -Relationship building -Takes time - 26
    27. 27. For more information, please visit: Presented By: Robin Galas, Assistant Director
    28. 28. Cool the Earth Chloe Marin, Program Director Cool the Earth
    29. 29. Cool the Earth A free educational program that inspires climate action
    30. 30. Overview  8 week program  Fully funded  Run by parent or teacher volunteer or team – Student involvement  Outside of class time  Program support and materials through
    31. 31. Core Program Elements      Kick-off assembly Action Coupon book Measuring success Tracking success on banner Club Koda
    32. 32. Assembly  Introduces concepts of carbon emissions and climate change  Performed by teachers, parents or older students  Script, costumes and music provided  About 20 minutes long  Connects to Action Coupons  Empowers students to take action  Appropriate for k-8
    33. 33. Action Coupons  Each child gets one coupon book  20 energy actions to take at home – re: home energy, transportation, waste, food – Some specifically for kids, some for parents  Encouraged to take at least 5 actions
    34. 34. Measuring Success  Weekly Coupon Collection  Receive CTE Trading Cards & prizes  Update banner monthly
    35. 35. Action Spotlights  Optional program element  Focus on one Action Coupon  On-campus activity for subgroup of students during recess  Provides more info and tools for taking action  Some green fund-raising possibilities
    36. 36. What you get     Box of program materials Downloadable Program Materials Instructions, Training & Support Program materials available in Spanish and Chinese
    37. 37. What it takes  Volunteer time – Launching assembly and distributing materials=8-10 hours – Coupon collection, data entry, updating banner=6 hours over 8 weeks – Additional time if you choose Action Spotlight activities
    38. 38. Who is Cool the Earth  Non-profit organization started by parents  Funded by private foundations, utilities, and EPA  Over 400 schools nationwide have run program  Evaluated by Stanford team with positive results  Over 250 million lbs of carbon reduced so far
    39. 39. Meeting Feedback • What information was most useful to you? • What topics would you like to know more about? • What challenges are you currently managing or would like support with? • Do you have any upcoming events that you would like Daina to be aware of? If so, please note them.
    40. 40. Daina Lujan 650-802-5306 Marilyn Canadas 650-802-5338