US Presentation, CAFB Feb-10


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Overview of Urban Sprouts' programs, results and the Garden-based Education Program Model we use to guide all our work.

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US Presentation, CAFB Feb-10

  1. 1. Growing healthier schools and communities through garden-based education Lessons from our work: 2006 - 2009 February 9, 2010 CAFB Peer-to-Peer Networking Meeting Abby Jaramillo, Executive Director
  2. 2. Presentation Overview 1. Who We Are 2. Our Program Model 3. Program Results 4. Successes, Challenges & Lessons Learned 5. Future Plans & Sustainability
  3. 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. 4. Our Programs SUPPORTS LOW-INCOME SCHOOLS: • Over 700 students/year in 7 San Francisco middle and high schools: in-school sessions during science classes and electives • 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. 5. Our Community Of the students at our Network-funded School Sites… • 61% eligible for free or reduced-price lunch • 22% English Language Learners (ELL) • 90% failed to reach fitness standards in all 6 categories (2006)
  6. 6. Our Community Of the students at our Network-funded School Sites… Ida B Wells Continuation HS • 61% eligible for free or (Alamo Sq) reduced-price lunch • 22% English Language Learners (ELL) International Studies Acad. (Potrero Hill) • 90% failed to reach fitness standards in all 6 categories (2006) Aptos MS MLK MS (Ingleside) (Portola) SF Community (Excelsior) June Jordan HS (Excelsior)
  7. 7. Expenses FY 2009-2010 Expense Network Funds Non-Network Income Funds Salaries $53,842 $68,221 Taxes & Benefits $7,461 $5,834 Operating Expenses $1,376 $2,277 Program Supplies $2,196 $11,035 Travel & $3,021 $2,985 Conferences Expenses Evaluation $4,631 $880 Fiscal Sponsor Fee $8,690 $12,569 TOTAL $81,217 $103,801 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.
  8. 8. Presentation Overview 1. Who We Are 2. Our Program Model 3. Program Results 4. Successes, Challenges & Lessons Learned 5. Future Plans & Sustainability
  9. 9. Discussion In pairs, share your thoughts about the following question: Think of a time as a young person when you felt successful, like you were doing great things. Describe to your partner: – The people and places around you at that time. – One personal strength or skill that you learned. – One action that you were able to accomplish as a result.
  10. 10. Model for Garden-based Education (GBE) in K-12
  11. 11. 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.
  12. 12. Curricular Learning Environment Network-Approved Curricular Materials • The Growing Classroom: Garden-based Science. Life Lab Science Program. • Nutrition to Grow On. University of California, Davis & California Department of Education. • Linking Food and the Environment (LiFE) Series. Teachers College, Columbia University. • EatFit. UC Cooperative Extension. • Harvest of the Month.
  13. 13. 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
  14. 14. 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
  15. 15. 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.
  16. 16. Presentation Overview 1. Who We Are 2. Our Program Model 3. Program Results 4. Successes, Challenges & Lessons Learned 5. Future Plans & Sustainability
  17. 17. 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
  18. 18. Sample Question from Online Student Survey
  19. 19. Sample Staff Curriculum Success Log Curriculum Crops Garden Curriculum Curriculum Success Garden to Activity Cooking Food Topic Source Activity Rating Activities Plant Rating Activities Rating Tai Chi Tool Safety Freeze Bed Prep, Chard, Summer Game, Soil Planting, Beets, Make Soil Health Program Bins 2 Watering Lettuce 1 "humus" 2 Harvest Food Cup o' Potatoes, Labels, Summer Noodles Carrots, 5/20 Rule Program Activity 1 Celery. X 1 Stone Soup! 1
  20. 20. 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 Nutrition knowledge before summer program after summer program
  21. 21. 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
  22. 22. 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.‖
  23. 23. Presentation Overview 1. Who We Are 2. Our Program Model 3. Program Results 4. Successes, Challenges & Lessons Learned 5. Future Plans & Sustainability
  24. 24. Successes Where have we seen the most successes in our work? Program reach and • In-class instruction: 742 middle/high school students expansion • Additional after-school, summer, and family programs Positive youth outcomes • Reported healthier behaviors and attitudes • Academic and leadership development School- and community- • Garden curriculum tailored to schools: reinforces the learning environment level outcomes • Partnerships with community members and institutions
  25. 25. Challenges What has been the most challenging part of our work? Challenging school • Logistics & resources: staff turnover, inadequate funding environments • School culture: stressed teachers, classroom management Program sustainability • Helping schools take responsibility for school gardens • Making school gardens a standard part of education Wider food and social • Inadequate food access environment • Other factors: socioeconomic status, home conditions
  26. 26. 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
  27. 27. 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
  28. 28. Thank you for your Participation! ―The ultimate goal of farming is not the growing of crops, but the cultivation and perfection of human beings.‖ —Masanobu Fukuoka
  29. 29. 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.
  30. 30. Contact Information Urban Sprouts 451 Hayes St. 2nd Fl San Francisco, CA 94102 (415) 287-0722 Abby Jaramillo, Executive Director Adriani Leon, Nutrition Educator Lisa Chen, Board Member and former Nutrition Educator