America SCORES Bay Area 10-Year Newsletter


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America SCORES Bay Area 10-Year Newsletter

  1. 1. 10 YEARS Look what’s inside: • Brand New Jr. SCORES Curriculum • The Unveiling of the Book Zone • Our Vision for San Francisco Our Mission: America SCORES inspires urban youth to lead healthy lives, be engaged students, and have the confidence andNovember 2011 character to make a difference in the world.
  2. 2. To All of Our Friends and Supporters: In the 10 years since the founding of America SCORES Bay Area in 2001, we have increased our impact in the Bay Area from 150 third through fifth grade students to a predicted 1,300 first through fifth grade students in 2012. Thank you for all of the support that has carried us through our first decade of service to Bay Area youth. This sup- port has come in countless ways from hundreds of individuals like you. The past year in particular has been full of daunting challeng- es and new and exciting endeavors. Alongside a tumultuous economy that has impacted children, families, and schools, we have continued to push forward, imagining new ways to engage students in sports, literacy, and service-learning. In this newsletter, we highlight the ways that your support has helped us to deepen our impact and to innovate our pro- gram. On page 11, you’ll read about our evolving Jr. SCORES curriculum and meet Zoomba, the star of the “Legend of the Golden Boot.” On page 15, you’ll learn about how the Book Zone delivers excitement and the unexpected (a library on the soccer field?!). We start on page 5 by sharing our “Vision for San Francisco” and the change we want for children and Colin Schmidt at the Book Zone unveiling for our city. While our programs strive to be fun and engaging, there is nothing trivial or silly about the complex issues we tackle -- issues like poverty and disparities in public health and education. We do what we do because childhood has no second chances. Because the problems are preventable. Because we can change the status quo for a better reality for all children no matter their economic status. At America SCORES, we work hard to put the fun in learning. Six days a week, we push open the door for future success de- spite tremendous headwinds and risk factors faced daily by the children who wear the America SCORES uniform.It’s a Wonderful World, But They Made a Few Mistakes Students join an America SCORES team and feel a sense of belonging. They have a coach, a mentor, and a consistent role-model throughout elementary school. Through soccer we address health, physical fitness, and By Daniela B., 5th grade, J. Serra Elementary nutrition. Through poetry we teach children how to express themselves -- to their friends, family, teachers, and to the community at-large. At America SCORES, children get an audience and a community that will listen to them, It’s a wonderful world, but they made a few mistakes. applaud for them, and push them to achieve their goals. Like leaving out freedom, and putting in slavery. With your continued support, we can help the next generation of economically disadvantage youth. We can Like no school lunch, and mean teachers. continue to make our literacy program as fun and as exciting as a soccer game. I hope you will continue to Like needing to leave, especially when you’re having fun. help us this year -- and the next 10 years -- as we continue to discover new ways to inspire youth and bring about Like needing to pay the bills when you’re barely getting enough to eat. meaningful change. Like everyone caring way too much about prettiness. Like letting there be no help when a person is hurt. Sincerely, Like having one teacher when there are thousands of children. Like leaving out peace and happiness, and putting in wars and no jobs. Like leaving out a warm shelter for everyone and putting in homeless people all over the world. Colin Schmidt It’s a wonderful world, but they made a few mistakes. Executive Director 3
  3. 3. “I was a student at an inner-city school when I was a young kid and I know how important those early influences and opportunities are...The thing about America SCORES that is so wonderful is that it fosters both a team spirit and an individual voice plus a voice that speaks about the community.” - Amy Tan, author of the Joy Luck Club and many others OUR VISION FOR SAN FRANCISCO At America SCORES, we have a their community. These preventable vision for a better San Francisco problems persist disproportionately where all children, despite their for children from low-income families. economic situation, can read and As early as third grade, nearly 2 out write, play on a sports teams, and of 3 students from economically contribute to a better quality of life disadvantaged families are below for all. We work toward this vision proficient in reading and writing six days a week in San Francisco’s and an astonishing 2 out of 5 are most challenged public schools. We overweight or obese. help the poet-athletes of America This reality is unacceptable because SCORES stay on the pathway to we can change it. wellness, academic success, and meaningful work. We invite you to be part of the solution and help make San Francisco This is important In San Francisco better for all children -- regardless of because we have an unrelenting income. The pathway to success achievement gap, a mounting is paved with support from caring health crisis, and thousands of adults and opportunities for personal children who become detached growth like the ones provided by from school and the hope of America SCORES. making a positive contribution to4 5
  4. 4. America SCORES in San Francisco America SCORES Students* Our goal in San Francisco is to integrate ourselves into school communities and establish programs in 100% of schools where 50% or more of students qualify for Free or Reduced Price Lunch (FRPL). FRPL is the primary 42% Latino indicator to determine if a child or family is “economically disadvantaged” and is a function of income 23% African-American relative to the poverty level. 21% Asian/Pacific Islander 5% Multi-Racial 2011 School Sites 4% White 3,000 students qualify for Free or Reduced Price Lunch (FRPL) 5% Other 79 % of students qualify for Potential New School Sites free or reduced-price lunch (FRPL) 6,000 students qualify for Free or Reduced Price Lunch (FRPL) 45 % Schools where less than 50% of students qualify for FRPL of students are English Language Learners. 6,000 total students qualify for Free or Reduced Price Lunch (FRPL) in San Francisco 35 % of students scored proficient or higher in English Language Arts 52 % of students scored in the Healthy Fitness Zone for BMI 53 % of students scored in the Healthy Fitness Zone for aerobic capacity *in school sites where America SCORES is offered # of America SCORES Participants 2001 150 2007 720 SCALE 50% of students qualify for FRPL 2012 1,3706 7
  5. 5. COMMITMENT TO IMPACT America SCORES partners with urban public schools to provide a high-quality, team-based program that integrates soccer, creative expression, and service-learning. Each team has a writing coach and a soccer coach. We use the services of Quality Transformation Team -- an evaluation firm led by Rex Green PhD -- to manage program quality and impact at all school-sites. The reports provide analysis on best practices, cost-effectiveness, and impact of services at all program sites. Findings from Quality Transformation Team Spring 2011 evaluation are below. The evaluation report concluded that for $225 per season, 68.5 hours of service per program participant can be provided that will result in participants improving on 8 out of 10 targeted changes in their behavior and attitudes. Academic and Literacy Skill Development Health and Physical Activity 90% 77% 77% 64% 96% 92% 79% 92% of parents say that of parents say that of children say that of parents say that of parents say that of children say of parents say that of the students because of America because of America America SCORES make because of America. because of America America SCORES because of America improved their SCORES, their child’s SCORES, their them enjoy reading SCORES, their child SCORES, their child helps them enjoy SCORES, their child’s physical fitness during confidence in himself/ child does his/her and writing more. enjoys reading and enjoys playing playing sports more. health is better. the spring season. herself is better. homework better. writing more. sports more. Connection to School Emotional and Physical Safety Pro-Social Behavior 76% 85% 84% 93% 85% 81% 84% 74% of parents say that of children say that of children say that of parents say of parents say that of children say of children say that of children say that because of America America SCORES America SCORES that their child’s because of America America SCORES America SCORES America SCORES SCORES, their child makes them enjoy makes them feel relationship with his/ SCORES, their child makes them want to helps them get along helps them get along enjoys going to going to school more. good about her coach has been gets along better with help others more. better with their family. better with other kids. school more. themselves. positive. other children.8 9
  6. 6. The Legend of the Golden Boot The Legend of the Golden Boot is a Jr. SCORES curricu- lum that takes first and second grade America SCORES teams on a mysterious adventure to find the magic Golden Boot. Teams must work together, solve prob- lems, use their imaginations, and reflect on experiences in order to publish a team book and earn the Boot back. The Legend of the Golden Boot is a unique, story-based curriculum that motivates and inspires young students to discover America SCORES values, work as a team, and share their own stories with fun, fictional characters and the America SCORES community.10 11
  7. 7. Jr. SCORES members from Bryant Elementary holding on to the Golden Boot. Who is Why story-based learning? Zoomba? tions. In the Legend of the Golden Boot, the narrative Sitting through another hour-long class after a sev- inspires students to choose to write in order to help the en- hour school day can be a challenge for a new characters they relate to in the story. The narrative first grader. The narrative of the Golden Boot helps provides a new, fun and interactive audience, which students approach their after-school time as any- leads to opportunities for authentic and engaging thing but “more school,” while providing motivation writing workshops. to complete academic assignments. Props, cartoon Emotional Intelligence: Students must learn how Zoomba, an America SCORES Bay Area original char- players to become a soccer team. They need team characters, illustrations, stories and clues invite stu- 3 to perceive and respond to emotions of char- dents’ imaginations to “leave” the classroom and all acters in the narrative in order to successfully help these acter, is an eight-year-old monkey who was born at rules, information about being a kid on a team, and help of its stresses behind and embark on an exciting ad- characters to make decisions. The narrative provides the zoo. Unlike the other animals, he is not content using their new found ability to speak and play together. venture when the bell rings. room for a type of imaginative play, in which students with life in the cage. He peers enviously through the They also need extra help when, in week four, the boot can explore emotions in a safe environment, as they bars, watching the humans laugh and play. The other is stolen. It is up to the Jr. SCORES team to solve the mys- Four advantages to story-based learning would when they play “house” or “school.” Students animals mock him. tery of the Golden Boot, and convince Zoomba that Contextualized Learning: Students are more 1 who have meaningful interactions with “ball hogs” or One day a little girl walked up to his cage, laughed at their team is worthy of keeping it. likely to remember what they learn when they “bullies” in the story are more prepared to deal with him, and threw her golden soccer shoe into the cage. can connect it to a larger context in which it is rela- similar situations when they arise during the season. What is story-based learning? “A gift from a human!” thought Zoomba, and he put it tive to their lives. The narrative provides frame of ref- Creativity and Imagination: The process of bring- on. His toes tingled, and all of a sudden he could say Story-based learning is an exciting new pedagogy that uses a narrative to engage students in educa- erence in which students learn to communicate and 4 ing students into the story as characters provides work together to solve meaningful problems in a fun, some words! The boot gave the young monkey the tional activities. To develop the program, America participants the tools to use imagination to transform safe and playful environment. Students’ emotional gift of language and soccer. Reluctantly, he decided SCORES Bay Area worked closely with Suzanne Pop- their vision of the world and its possibilities. The change and intellectual engagement with the story and the to share it with the other animals so he could have kin, Ph.D, a literature professor at Stanford University in perspective will help students to generate and com- characters enriches their learning experiences. someone to play with, but that did not work out. The and U.C. Berkeley, and founder of Bookboing, a com- municate new ideas in their writing, art, and discussion. Intrinsic Motivation: Students learn to read and Einstein once said, “Imagination is more important than animals began fighting over the ball, the score of the game and the boot. pany that develops educational, interactive story- based software. 2 write better when they choose to engage in knowledge” and story-based learning is the ultimate these activities, as opposed to when they are simply exercise in sustained imagination. Zoomba and the animals need the help of Jr. SCORES trying to earn a grade or follow a teacher’s instruc-12 13
  8. 8. THE AMERICA SCORES BOOk ZONE This fall, America SCORES Bay Area announced the at an America SCORES Community Saturday Game kick-off of an on-field library dubbed The Book Zone Day and exchange it for free for another book of to help improve childhood literacy in the Bay Area. their choice. Researchers have found that the number of books a child owns strongly predicts reading achievement The Book Zone promotes reading by providing chil- — even after controlling for the parents’ educa- dren with access to books and with support and in- tion levels and income. 1 America SCORES is in the centives linked to reading. unique position to leverage the excitement around the soccer field to help students access books and America SCORES is resolved to help children find their become life-long readers. voice. Our goal is to provide children with the oppor- tunity to love reading as much as they love playing “One study found that in middle income neigh- soccer. Yet when students do not have the opportu- borhoods the ratio is 13 books per child; in low- nity to read independently and own great books, it is income neighborhoods, the ratio is one book for unlikely they will become authors themselves.3 every 300 children.”2 In San Francisco, nearly two out of three economi- As The Book Zone continues to grow, we hope to cally disadvantaged students in third grade are be- provide each poet-athlete in our program with 10 low proficient in their reading and writing skills. Of books to take home and read at their leisure. When children who do not read at grade level by third the students finish reading any book, they return it grade, 74% never catch up.4 This is unacceptable Continued on next page... 1 David Bornstein, “A Book in Every Home, And Then Some,” The New York Times 16 May 2011, <http://opinionator.blogs. 3 Literacy Crisis, 2004, Reading Tree, 3 Nov. 2011 <http://>.Parents, students, coaches and community members explore ref=opinion&nl=opinion&emc=tya1>. 4 ”Opening the Reading Door,” Children’s Reading Foun-the Book Zone on opening day. The new field-side library 2 David K. Dickinson and Susan B. Neuman, Handbook of dation, 2010, Children’s Reading Foundation, 2 Nov. 2011 <http:// Early Literacy Research (Volume 2. New York, NY 2006).>.brings new excitement to reading.14 15
  9. 9. What are Cleveland Girls… by Cleveland Elementary School Girls’ Select Team I’m not a scared of boys girl a cry baby girl a mean or angry or rude girl a dramatic cheater want to beat her girl I’m a pretty hot girl when we know something as simple as book-owner- America SCORES brings play to language and to a lightning fast down the field ship can make a difference.5 sport and now we bring books to children’s homes girl and a library to their soccer fields. With the help of a reading books If these students fall behind, their motivation to suc- our partners and supporters, together we can give killer looks ceed in school will evaporate. When it comes to each child a team, a soccer coach, a writing coach, a smarty pants reading, childhood has no second chances. a jersey, a soccer ball, and writing supplies. And now loves to dance girl we plan to give them books to call their own. pony tails The implications of illiteracy on individuals can and painted nails be tragic and the costs to society are enormous. We believe children succeed when given support, soccer cleats Among adults at the lowest level of literacy profi- opportunity, and inspiration. The Book Zone has be- and San Francisco streets ciency, 43 percent live in poverty, and 85 percent come one of the important ways America SCORES that’s what of juvenile offenders have reading problems. Near- helps children turn the page toward a better future. a Cleveland girl’s ly 50 percent of all adults in U.S. Federal and State As students learn to read and to express themselves …Made of. correctional institutions cannot read or write at all.3 and to articulate their goals, they will become the Suffice to say that illiteracy and low literacy can be authors of their future. linked to almost every socio-economic problem in the United States and abroad. In October, through a partnership with ASCAP, the Cleveland Girls collaborated with Chicago-based hip-hop artist Psalm One, a former 5 “Statistics on Literacy,” First Book, First Book, 2 Nov. 2011 America SCORES Bay Area coach, to write and record an original song. <>. The girls recorded at Different Fur Studios in San Francisco.16 17
  10. 10. TH ANk Y OU! David Agger Hanson Bridgett LLP John Rooke Eric Ashbridge Andrew Hartman Royal Netherlands Embassy Bain & Company Peter Hillenbrand Lorae Russo The Bank of America Foundation Joan and John Hillenbrand The SAK Kim and Jonathan Barry John Hillman Salesforce Foundation Bay Area Community Resources The Horace W. Goldsmith Foundation San Francisco Department of Children, Bay Area Women’s Soccer LLC Hurvis Charitable Foundation Youth and Their Families Bay Area Youth Sports Foundation Suzanne and Joe Jachinowski San Francisco Unified School District Ellen and Patrick Becherer Erin Kaiser Sand Fair Foundation Bingham McCutchen LLP Sandra Cohn and Mark Kannett Holly and Ned Scheetz Dale and Stephen Block Bonnie and Glenn Keet William Schlough Beth Bodenheimer Nicolas Kenig Anna Schocket Lydia and John Boesch Martha and Raoul Kennedy Michael Schoenholz Ron Burks Mathilda Khabbaz Lori Schweitzer Denise Burley Shoukry Khabbaz Mark Setzen Carla Camarena Ibinabo Krukrubo Silver Lake Technology Management, LLC Fred Caven Lisa Lacayo Eva and Ken Sippola City and County of San Francisco Sylvie Blumstein and Uri Ladabaum Molly and Charles Slaughter Community Youth Center of San Francisco John Lockhart SoccerFours Justin Conway Richard and Natalie Loggins Christina Spence Ron Conway Amy Lyman Sports Basement, Inc. Thomas Cosgrove Sandra and Shep Maher The Starbucks Foundation The Crescent Porter Hale Foundation Marketing Werks Brian Stevens Lauren and Alan Dachs Mary A. Crocker Trust Elizabeth Stone Melinda and Peter Darbee Karen McGuinn Stubhub Deloitte McKinsey & Company Keri and Mark Talucci Sorel and Jonathan Denholtz Joy and Thomas Mistele Conor Taniguchi Michael Dixon Harriet Heyman and Michael Moritz Thomson Reuters Ernst and Young Daniel Myers TPG Capital Fidelity Charitable Gift Fund Network For Good UCSF Community Partnerships Program Laura and John Fisher Nextag Union Bank General Mills Foundation Erin and Tim O’Donovan James Volpentest GGS Foundation Eamon O’Gorman Priscilla Wallack Giants Community Fund Eric Obeng Wells Fargo Stephen Gillette Frank Patitucci West Contra Costa County Unified School Peter Glikshtern Laura Puccinelli District Goldman Sachs Nonie Ramsay Amy and James Weyhrauch Gale and Dusty Griffin Barbara and Jack Reding WLS Spencer Foundation Hahn Family Wines Lily and Andrew Riesenfeld Anne and Lawrence Hambly Fred Rodoni Xitlaly M. performing at the New York National Poetry SLAM! We are grateful for all of our generous supporters. The above list reflects all gifts of $500 and up received between April 1, 2010 and November 1, 2011.18 19
  11. 11. 400 Alabama St. San Francisco, CA 94110 Why is Zoomba wearing one shoe? Leadership Operating Board Mark Talucci, Chair Muhammad A. Nadhiri Ibi Krukrubo Lally Weyhrauch The SAK UrbanCore, LLC Ernst & Young Jonathan Denholtz,Vice Chair Sam Fort Richard Loggins Digital Media Consultant Draper Fisher Jurvetson Goldman Sachs Christina Spence, Treasurer Andrew Hartman Shep Maher Becherer Kannett & Schweitzer Morgan Stanley Thomson Reuters Development Board Andrew Hartman, Chair Carlos Almanderez Nayeli Cerpas Kim Klinedinst Morgan Stanley BACR Independent Research Consultant Education Director at TRX Training Doug Clark Stuart Berman Paul Glover Bret Wallace Goldman Sachs Bain & Co. Traveler’s Insurance TPG Advisory Board Steve Gillette Mathilda Khabbaz Conor Taniguchi Jones Day citibank Bank of America Merrill Lynch Honorary Board Ellen Becherer Lori Schweitzer Woodminster Realty Becherer Kannett & Schweitzer Staff and Volunteers Staff Volunteers Colin Schmidt, Executive Director Angela Bailey, Legacy Awards Director Mickey Agoglia Justin Gamm Kristen Merlone Dimi Barton Jennifer Gilbert Emmanuel Pavia Emily Queliza, Associate Director Shannon Burns, Program & Volunteer Manager Mackenzie Beaschler Valerie Guardardo Danielle Pawling Othmane Belcaid Shawna Gubera Martha Petrucha Eva Gabel Sippola, Dir. of Development & Roberto Gil, West Contra Costa Program Dir. Paul Boudet Daniela Gulam Dameon Philpotts Health Initiatives Abby Loomis, Education Program Manager, CAA Maxwell Breen Madeline Hernandez Dayle Picerne Dan Schwer, Communications Director Sean Burns Tannia Hernandez Brooke Rogers Genaro Jr. Arana, Program Manager, CAA Cory Comer Mark LaVine Karina Soto Yuri Morales, Program Director Jonah Cruz Sarah Markus Nina Vasques Sean Dolan Hector Mathes Genki Watanabe Marty Mannion, Education Director Christina Fregoso Antaisha McClary20