Blocksof Hope is a comprehensive program that aims to break the cycle of generational poverty by aligning multiple community partnerships around Tennyson Knolls Elementary School. Currently, 84% of students receive free or reduced lunch and reading proficiency is well below state averages. The program will provide academic support, parenting classes, family support during crises, and assistance with basic needs. Growing Home will coordinate 20 partner organizations to implement the program, which will be funded through grants and donations. The primary goal is to improve academic performance and community engagement.
On Nov. 12, the Annie E. Casey Foundation released "Creating Opportunity for Families: A Two-Generation Approach," a KIDS COUNT policy report. In addition, the Foundation held a webinar to highlight data and recommendations from the report. Learn more at http://www.aecf.org/resources/creating-opportunity-for-families/.
Commitments in Support of the Global Strategy, September 2012EveryWomanEveryChild
The commitments outlined in this document represent the global community's promise to do more for women's and children's health, in line with the Every Woman Every Child movement spearheaded by UN Secretary-General Ban Ki-moon.
On Nov. 12, the Annie E. Casey Foundation released "Creating Opportunity for Families: A Two-Generation Approach," a KIDS COUNT policy report. In addition, the Foundation held a webinar to highlight data and recommendations from the report. Learn more at http://www.aecf.org/resources/creating-opportunity-for-families/.
Commitments in Support of the Global Strategy, September 2012EveryWomanEveryChild
The commitments outlined in this document represent the global community's promise to do more for women's and children's health, in line with the Every Woman Every Child movement spearheaded by UN Secretary-General Ban Ki-moon.
The handbook provides practical guidance on moving forward on the road to alternative care provision for children. It highlights implications for policy-making where national governments should provide leadership as well as provides links to what is already being effectively done on the ground.
Planbook for the GVSU Office of Sustainability Practices to raise awareness for sustainability on Grand Valley State University's campus and throughout the surrounding community.
This report represents the final evaluation of a four year project titled Reintegrating Nepalese child domestic workers with their families which focused on reintegrating Nepalese child domestic workers living with employers, strengthening families to prevent child separation through income generating support, and invigorating local child protection mechanisms to promote child protection in areas of operation. The project, which began in 2011, has been principally funded by Comic Relief through a grant of £642,302 to UK-based NGO EveryChild, and has been implemented by Nepalese NGO CWISH (Children and Women in Social Services and Human Rights) and three district partners: FOWEP (Kavre); MANK (Sindhupalchowk); SYS (Ramechhap). The evaluation was undertaken by a team of two independent consultants, supported by CWISH and EveryChild staff.
Karaoke party műsor rendelés. Céges rendezvényre vidám éneklős csapatépítő program. Korosztálytól függetlenül, széles nemzetközi dal repertoárral. Nálunk mindig hangosan szól az ének!
Realizamos un documento compartido y respondimos a preguntas en base al texto:“La imagen en la formación docente: ¿Por qué y para qué trabajar con imágenes?” (Capítulo 1 del “Aportes de la imagen en la formación docente”), de Inés Dussel.
This "Energy Saver" works with the smaller electrical motor in the same way as the IMOP. However, the motor or pump size maximum of around 15 Kw depending on the application and infrastructure.
State life Insurance Corp, Of Pakistan Gulf Zone offering Insurance Policies for all Nationals in USD Our Head Office is in Dubai UAE we are operating in Gulf from last 22 years.
The handbook provides practical guidance on moving forward on the road to alternative care provision for children. It highlights implications for policy-making where national governments should provide leadership as well as provides links to what is already being effectively done on the ground.
Planbook for the GVSU Office of Sustainability Practices to raise awareness for sustainability on Grand Valley State University's campus and throughout the surrounding community.
This report represents the final evaluation of a four year project titled Reintegrating Nepalese child domestic workers with their families which focused on reintegrating Nepalese child domestic workers living with employers, strengthening families to prevent child separation through income generating support, and invigorating local child protection mechanisms to promote child protection in areas of operation. The project, which began in 2011, has been principally funded by Comic Relief through a grant of £642,302 to UK-based NGO EveryChild, and has been implemented by Nepalese NGO CWISH (Children and Women in Social Services and Human Rights) and three district partners: FOWEP (Kavre); MANK (Sindhupalchowk); SYS (Ramechhap). The evaluation was undertaken by a team of two independent consultants, supported by CWISH and EveryChild staff.
Karaoke party műsor rendelés. Céges rendezvényre vidám éneklős csapatépítő program. Korosztálytól függetlenül, széles nemzetközi dal repertoárral. Nálunk mindig hangosan szól az ének!
Realizamos un documento compartido y respondimos a preguntas en base al texto:“La imagen en la formación docente: ¿Por qué y para qué trabajar con imágenes?” (Capítulo 1 del “Aportes de la imagen en la formación docente”), de Inés Dussel.
This "Energy Saver" works with the smaller electrical motor in the same way as the IMOP. However, the motor or pump size maximum of around 15 Kw depending on the application and infrastructure.
State life Insurance Corp, Of Pakistan Gulf Zone offering Insurance Policies for all Nationals in USD Our Head Office is in Dubai UAE we are operating in Gulf from last 22 years.
Las 7 leyes espirituales del éxito de deepak chopraAna Sek
Las siete leyes espirituales del éxito de Deepak Chopra fue escrito en el 1994. En este libro, Deepak propone el camino de la meditación en un concepto básico: todos somos parte de una energía infinitamente creativa universal que se puede acceder para conseguir todo lo que queremos.
In Spain, the cannabis movement has been demanding a review of prohibitionist policies for over thirty years. The movement has taken advantage of gaps in the legal framework to set out a formula for cannabis clubs, in order to supply cannabis collectively. Clubs, among other requirements, may not make a profit. This text analyses the influence of socio-cultural normalisation of cannabis, the current social context (economic crisis) and hegemonic discourse (neoliberalism, consumerism, etc.) as being responsible for the opening of hundreds of clubs since 2011, especially in Barcelona. This has led to the emergence of club management models which do not conform to jurisprudence. This situation, along with the undeniable reality of cannabis use, has offered the cannabis movement a political opportunity to regulate clubs, an opportunity in which synergies have emerged in Catalonia, Navarre and the Basque country. Finally, it reflects on how prohibition has hampered the activities of clubs despite social and legal advances that have occurred in recent years.
Running head FUNDAMENTAL ASSESSMENT CHILD WELFARE UNIVERSAL ORGAN.docxwlynn1
Running head: FUNDAMENTAL ASSESSMENT CHILD WELFARE UNIVERSAL ORGANIZATION
Capstone Project Part I
Alexis Lowe
Professor Marnie Carroll
HUMN 6660: Social Change, Leadership, and Advocacy for Human Service Professionals
Walden University
June 16, 2019
Part 1
The Core Values of the Universal Child Care Organization
The universal child welfare value is the intervening ethical end aimed by the entire characteristics of the child welfare part of the practice. Also, it is a source integration of general basic values of social work because, for children, liberty comprises of the likelihood to grow as well as build up without harm as well as exploitation. The justice of children includes right to basic needs along with nurturance. Moreover, a child does not request to be produced, therefore it is children birthright. Additionally, these privileges are present for the reason that children, similar to adults, are also human beings having intrinsic as well as irreducible value. As a final point, if we do possess some selfless obligation to fellow individuals, it is particularly likely for children because we are the ones who create them to be, reliant on us, they are weak, as well as they lack power and influence.
Another important core value of the universal child welfare organization is known as transparency. through the Universal Child Welfare Organization is allowing the character of human service professionals to walk before them, and use their heart to speak boldly, clearly and with confidence on the societal issue of child welfare. Each year, more than thirty billion dollars is spent on a federal, state and local level in order to stimulate the well-being of vulnerable children and their families. However, with the core value of transparency involved in this nonprofit organization, we are able to promote ongoing quality improvement in child welfare. Even with the core value of transparency, there comes some sort of accountability within the child protection system; as the more we increase transparency in our child protection system the more aware the public is about what is taking place in a day-to-day child protection work, the less likely issues within the system will be overlooked until yet another tragedy takes place.
To contribute to the well-being of the people, groups, families, and global communities, the child welfare agency has formed numerous policy and norms to direct practiced activity, for instance, the application of change theory which will be applied by altering the performance of foster care as well as policies employed to foster care along with the community’s opinion of foster children. Also, it shall start with providing the problems to be transformed to the related parties as well as influencing them to create a way for a change in the manner foster children are treated.
What is its mission?
The mission of the Child welfare is to protect, promote, and improve the protection, wellbeing as well as the healt.
Running head JUVENILE DELINQUENCY POLICY .docxwlynn1
Running head: JUVENILE DELINQUENCY POLICY
JUVENILE DELINQUENCY POLICY
Juvenile Delinquency Policy
Student's Name
Institutional Affiliation
Often policies aimed at improving the situation of certain conditions in the society are formulated, passed and made ready for implementation. However, challenges face the implementation phase of the policies. There are a number of challenges that may hinder the implementation of a certain policy. These range from physical, social, economic, environmental and economic factors. this paper will seek to exploit the cost factors that affect the implementation of the juvenile delinquency policy. These fall under the economic factors of the above-named factors. These include a measure of the benefits that are to be realized upon switching to the new policy.
Training Costs.
Implementation of any policy involves capacity building of individuals who are going to disseminate the information to different part of the nation. This includes carrying out training in different places so as to ensure that the public is sensitized on the importance of this particular policy of juvenile delinquency for our case. This may include training in the institutions and also community-based training all of which will require funds for facilitation.
Incorporations Cost
The implementation of this policy will involve the provision of education to children in order to mold them to the desirable state of behavior. There will be a need of taking even the children who do not have access to education to institutions by ensuring that education is free of charge to all. To ensure these, the government of the day is obliged to sponsor these programs hence will need to source funds for the program.
Program Sustenance Cost
Once a program to support this policy is started, it important to ensure that the program is kept going on. There should be a consideration of the ways to sustain the program through the provision of necessities like learning materials among other education materials.
Administrative Costs.
These are the costs that are incurred to run the program in different places. This includes salaries for the officer responsible for overseeing the policy implementation in the different locations. This is also a great factor to put into consideration.
Ensuring The Participation of Different Groups in This Policy.
The involvement of the groups within the society is very important as it boosts this policy implementation. There are a number of ways that can be used to ensure the participation of these individual groups within society. The mass media being one of the groups can be involved through carrying out the campaigns via the media houses. The media houses can air any information that is supposed to pass across to the society. The media houses can also horst in.
Stocktake of Prevention, Education and Frontline responses to Child Abuse in ...WERDS_NZ
This stocktake report was commissioned by the Every Day Communities unit of Child Youth and Family and the Waitakere Anti-Violence Essential Services. The report identifies trends, issues and gaps in child abuse prevention and response services across the Waitakere area., and makes recommendations for improvemen
Running head PROGRAM DESIGN 1PROGRAM DESIGN 2.docxtodd581
Running head: PROGRAM DESIGN 1
PROGRAM DESIGN 2
Program Design to Promote Social Goals in American K12 Schools
January 15th,2018
Program Design to Promote Social Goals in American K12 Schools
Explanation of Each Initiative
The three main initiatives of promoting social goals in school will include: promoting moral and character education, improving children’s health and nutrition, and creating school communities through extracurricular activities, after school programs, and school spirits (Rissanen et al. 2018). Comment by Evelyn Young: The 3 initiatives are clearly stated. Although did Rissanen et al. propose these 3 initiatives to promote social goals in schools? If these are your arguments, take credit for them. No need to give credit to Rissanen et al. for formulating the thesis for your paper.
I think that your paper could have used an introduction followed by the thesis statement.
Explanation of Each Initiative
Moral education is meant to promote good conduct among school-going children, not just within their immediate social relationships, but also in their dealings with their fellow citizens. This initiative is premised on the need for students to possess clear ideals and judgments on what action are right and what are wrong, including the determination of students’ conduct through a constant reference to those ideals. Moral education will be offered as a social goal to enlighten students on a system of rules and norms that regulate the social interactions of people on concepts of welfare, such as harm, trust, justice, and rights. For some students, issues related to values, personal feelings, and societal norms are constructs for discussions and are as such viewed as being influenced by the manner in which morality taught or experienced in schools, churches, and social institution settings. Moral education will be meant to reduce criminal and deviant behaviors among students. Moral character is required in schools because many parents do not teach their children morality issues.
The health and nutrition initiative is meant to improve the physical and mental well being of students. This initiative has the potential to improve the quality of students’ urban life, strengthen the ability of poor children to excel in their studies, and to compensate them for the substandard home and school environments spawned by competitive, inequitable social order. Health and nutritional initiatives will be strengthened through planning and introducing curriculum on nutrition with educational activities. These will include physical activities, which are combined with the farm to school programs that motivate students to consume healthy diets. Indeed, the hybrid school-based nutritional programs have major influence on attitudes, beliefs, and behaviors associated with fruits and vegetable consumption diffused throughout a bigger urban community (Dudley Cotton & Peralta, 2015). This hybrid intervention includes combining district stra.
Running head PROGRAM DESIGN 1PROGRAM DESIGN 2.docxglendar3
Running head: PROGRAM DESIGN 1
PROGRAM DESIGN 2
Program Design to Promote Social Goals in American K12 Schools
January 15th,2018
Program Design to Promote Social Goals in American K12 Schools
Explanation of Each Initiative
The three main initiatives of promoting social goals in school will include: promoting moral and character education, improving children’s health and nutrition, and creating school communities through extracurricular activities, after school programs, and school spirits (Rissanen et al. 2018). Comment by Evelyn Young: The 3 initiatives are clearly stated. Although did Rissanen et al. propose these 3 initiatives to promote social goals in schools? If these are your arguments, take credit for them. No need to give credit to Rissanen et al. for formulating the thesis for your paper.
I think that your paper could have used an introduction followed by the thesis statement.
Explanation of Each Initiative
Moral education is meant to promote good conduct among school-going children, not just within their immediate social relationships, but also in their dealings with their fellow citizens. This initiative is premised on the need for students to possess clear ideals and judgments on what action are right and what are wrong, including the determination of students’ conduct through a constant reference to those ideals. Moral education will be offered as a social goal to enlighten students on a system of rules and norms that regulate the social interactions of people on concepts of welfare, such as harm, trust, justice, and rights. For some students, issues related to values, personal feelings, and societal norms are constructs for discussions and are as such viewed as being influenced by the manner in which morality taught or experienced in schools, churches, and social institution settings. Moral education will be meant to reduce criminal and deviant behaviors among students. Moral character is required in schools because many parents do not teach their children morality issues.
The health and nutrition initiative is meant to improve the physical and mental well being of students. This initiative has the potential to improve the quality of students’ urban life, strengthen the ability of poor children to excel in their studies, and to compensate them for the substandard home and school environments spawned by competitive, inequitable social order. Health and nutritional initiatives will be strengthened through planning and introducing curriculum on nutrition with educational activities. These will include physical activities, which are combined with the farm to school programs that motivate students to consume healthy diets. Indeed, the hybrid school-based nutritional programs have major influence on attitudes, beliefs, and behaviors associated with fruits and vegetable consumption diffused throughout a bigger urban community (Dudley Cotton & Peralta, 2015). This hybrid intervention includes combining district stra.
A 'strategic foresight' assignment dossier made during my M.Des (strategic foresight and innovation) at OCAD University. This was a group project and was done with 3 other members. The project looks at the future of diet for schools in Canada and provides foresight strategies.
Running head: SOCIAL CHANGE 1
5
SOCIAL CHANGE
Social change – child welfare
Student’s name
Course title
Date
Social change – child welfare
Issues to encounter in the strategic plan
Foster children who depend on the society for their living are mostly not given the care that they deserve. Foster children mostly do not grow and develop normally like children who are raised by their biological parents. They face so many problems and that is what this strategic plan wishes to address. Some of the specific issues to encounter include; child abuse, being unwanted, and generally being neglected. Most of these children face poverty, unnecessary disconnections from family and also limited access to opportunities. These children face the above problems because they do not have anyone to represent them in the political world, they have no voice therefore no one can hear them, and they are minors in the society so no one really cares about them.
The change needed to address these issues
The change needed to address the above issues to eliminate the problems and challenges faced by foster children so that they can access opportunities and create policies that will help them transition in and from foster care effectively. Annie E. Casey Foundation is an effective foundation that has helped most foster children through practice, policy and evaluation tools that seek to improve their opportunities and assets as well as help to build their personal and financial assets by engaging them in self-advocacy and leadership opportunities.
Change theory and how to apply it
Kurt Lewin change theory is applicable in this strategic plan. It is a three-step model which include unfreeze, change, and freeze. Lewin’s model ensures that there is a radical change, minimized disruption of the structure’s operations, and permanent change (Cummings et al., 2016). Unfreezing means making people unlearn their bad ways and open to change their way of doing their activities for a positive change. The second step is change. This is the implementation phase. When people have opened up their minds for a change, transition begins and it might take some time. The last step is freeze. This is cementing the change. Once a change has been made, it should be made permanent. This theory will be applied by changing the activities of foster care, policies applied in foster care and the society’s perception of foster children. It will begin with presenting the issues to be changed to the concerned parties and persuading them to open up for a change in the way foster children are handled. Secondly, once every party is open-minded about the change, then change will be implemented. For example, it is important to create jobs for foster children as they exit foster care and live by their own. Lastly, the change will be made permanent by putting it to practice.
Ethical issues
Some of et.
Journal of Early Intervention, 2001 Vol. 24, No. 1, 1-14 C.docxcroysierkathey
Journal of Early Intervention, 2001
Vol. 24, No. 1, 1-14
Copyright 2001 by the Division of Early Childhood, Council for Exceptional Children
FEATURE ARTICLE
Evaluating Parent Involvement and Family
Support in Early Intervention and
Preschool Programs
DONALD B. BAILEY, JR.
University of North Carolina at Chapel Hill
Early intervention and preschool programs for children with disabilities are also accountable
for providing certain types of support for families. How should these efforts be evaluated? This
article describes three potential levels of accountability: (a) providing the legally required
services for familiesf (b) providing services that are considered recommended, and (c)
achieving certain outcomes as a result of working with families. Issues and considerations
related to each level of accountability are discussed and recommendations are made for
advancing policy and practice related to the evaluation of parent involvement and family
support efforts.
A combination of legislative initiatives, fam-
ily advocacy efforts, theory, and research has
led to wide acceptance of the assumption that
early intervention exists not just to support
young children with disabilities, but also to
support their families. Exactly what is meant
by parent involvement and family support
continues to be discussed, but at least three
themes have emerged around which there is
general consensus (Bailey et al., 1986; Bailey
et al., 1998; Brewer, McPherson, Magrab, &
Hutchins, 1989; Dunst, 1985; Shelton, Jepp-
son, & Johnson, 1987). First, parent involve-
ment and family support programs need to be
individualized, given the diversity of family
resources, priorities, concerns, and cultures.
Second, parents should be given every oppor-
tunity to participate as active partners in plan-
ning services for their child and for them-
selves, requiring professionals to engage in
practices that recognize, value, and support
this type of relationship. Third, since families
are the ultimate decision makers and long-
term care providers for their children, services
should be organized in ways that enable fam-
ilies to feel and be competent in advocating
for services and otherwise meeting the needs
of their young child with a disability.
As states and local programs strive to provide
a variety of family support initiatives, a funda-
mental question remains unanswered: How
should we evaluate whether parent involvement
and family support efforts have been successful?
In this paper I place this question in the context
of accountability and propose three potential
levels of accountability. Challenges associated
with each level are presented, and I conclude
with several potential recommendations for the
field.
PROGRAM EVALUATION AND
ACCOUNTABILITY
The principles and processes underlying pro-
gram evaluation have been well described over
the past few decades (Fink, 1995; Popham,
1993; Walberg & Haertel, 1990; Worthen, Sand- ...
At the recent Place Matters conference in Washington, D.C., David Williams, PhD, the Norman Professor of Public Health at the Harvard School of Public Health and staff director of the reconvened Robert Wood Johnson Foundation Commission to Build a Healthier America, talked about the need for cooperation between the community development industry and health leaders.
“Community development and health are working side by side in the same neighborhoods and often with the same residents but often don’t know each other or coordinate efforts.”
CHAPTER 12Working with Families and CommunitiesNAEYC Administr.docxmccormicknadine86
CHAPTER 12
Working with Families and Communities
NAEYC Administrator Competencies Addressed in This Chapter:
Management Knowledge and Skills
6. Family Support
· Knowledge and application of family systems and different parenting styles
· The ability to implement program practices that support families of diverse cultural, ethnic, linguistic, and socio-economic backgrounds
· The ability to support families as valued partners in the educational process
3. Staff Management and Human Relations
· The ability to relate to staff and board members of diverse racial, cultural, and ethnic backgrounds
7. Marketing and Public Relations
· The ability to promote linkages with local schools
9. Oral and Written Communication
· Knowledge of oral communication techniques, including establishing rapport, preparing the environment, active listening, and voicecontrol
· The ability to communicate ideas effectively in a formal presentation
Early Childhood Knowledge and Skills
6. Family and Community Relationships
· Knowledge of the diversity of family systems, traditional, non-traditional and alternative family structures, family life styles, and thedynamics of family life on the development of young children
· Knowledge of socio-cultural factors influencing contemporary families including the impact of language, religion, poverty, race,technology, and the media
· Knowledge of different community resources, assistance, and support available to children and families
· Knowledge of different strategies to promote reciprocal partnerships between home and center
· Ability to communicate effectively with parents through written and oral communication
· Ability to demonstrate awareness and appreciation of different cultural and familial practices and customs
· Knowledge of child rearing patterns in other countries
10. Professionalism
· Ability to make professional judgments based on the NAEYC “Code of Ethical Conduct and Statement of Commitment”
Learning Outcomes
After studying this chapter, you will be able to:
1. Explain three approaches that programs of early care and education might take to working with families.
2. Identify some of the benefits enjoyed by children, families, and programs when families are engaged with the programs serving theiryoung children.
3. Describe some effective strategies for building trusting relationships with all families.
4. Identify the stakeholder groups and the kinds of expertise that should be represented on programs’ advisory committees and boardsof directors.
Grace’s Experience
The program that Grace directs has been an important part of the neighborhood for more than 20 years. She knows she is benefiting from thegoodwill it has earned over the years. It is respected because of its tradition of high-quality outreach projects, such as the sing-along the childrenpresent at the senior center in the spring. The program’s tradition of community involvement has meant that local businesses have always beenwilling to help out when asked fo ...
CHAPTER 12Working with Families and CommunitiesNAEYC Administr.docxtiffanyd4
CHAPTER 12
Working with Families and Communities
NAEYC Administrator Competencies Addressed in This Chapter:
Management Knowledge and Skills
6. Family Support
· Knowledge and application of family systems and different parenting styles
· The ability to implement program practices that support families of diverse cultural, ethnic, linguistic, and socio-economic backgrounds
· The ability to support families as valued partners in the educational process
3. Staff Management and Human Relations
· The ability to relate to staff and board members of diverse racial, cultural, and ethnic backgrounds
7. Marketing and Public Relations
· The ability to promote linkages with local schools
9. Oral and Written Communication
· Knowledge of oral communication techniques, including establishing rapport, preparing the environment, active listening, and voicecontrol
· The ability to communicate ideas effectively in a formal presentation
Early Childhood Knowledge and Skills
6. Family and Community Relationships
· Knowledge of the diversity of family systems, traditional, non-traditional and alternative family structures, family life styles, and thedynamics of family life on the development of young children
· Knowledge of socio-cultural factors influencing contemporary families including the impact of language, religion, poverty, race,technology, and the media
· Knowledge of different community resources, assistance, and support available to children and families
· Knowledge of different strategies to promote reciprocal partnerships between home and center
· Ability to communicate effectively with parents through written and oral communication
· Ability to demonstrate awareness and appreciation of different cultural and familial practices and customs
· Knowledge of child rearing patterns in other countries
10. Professionalism
· Ability to make professional judgments based on the NAEYC “Code of Ethical Conduct and Statement of Commitment”
Learning Outcomes
After studying this chapter, you will be able to:
1. Explain three approaches that programs of early care and education might take to working with families.
2. Identify some of the benefits enjoyed by children, families, and programs when families are engaged with the programs serving theiryoung children.
3. Describe some effective strategies for building trusting relationships with all families.
4. Identify the stakeholder groups and the kinds of expertise that should be represented on programs’ advisory committees and boardsof directors.
Grace’s Experience
The program that Grace directs has been an important part of the neighborhood for more than 20 years. She knows she is benefiting from thegoodwill it has earned over the years. It is respected because of its tradition of high-quality outreach projects, such as the sing-along the childrenpresent at the senior center in the spring. The program’s tradition of community involvement has meant that local businesses have always beenwilling to help out when asked fo.
Whatever It Takes: A White Paper on the Harlem Children's ZoneJeremy Willinger
The Harlem Children’s Zone has created a new paradigm for fighting poverty, intended to overcome the limits of traditional approaches. Our model focuses primarily and intensively on the social, health, and educational development of children. To help support that development, we also provide wrap-around programs that improve the children’s family and neighborhood environments.
The theory of change underlying the HCZ model requires the coordinated application of its five core principles. To create change it is necessary to:
• Serve an entire neighborhood comprehensively and at scale. Engaging an entire neighborhood helps to achieve three goals: it reaches children in numbers significant enough to affect the culture of a community; it transforms the physical and social environments that impact the children’s development; and it creates programs at a scale large enough to meet the local need.
• Create a pipeline of support. Develop excellent, accessible programs and schools and link them to one another so that they provide uninterrupted support for children’s healthy growth, starting with pre-natal programs for parents and finishing when young people graduate from college. Surround the pipeline with additional programs that support families and the larger community.
• Build community among residents, institutions, and stakeholders, who help to create the environment necessary for children’s healthy development.
• Evaluate program outcomes and create a feedback loop that cycles data back to management for use in improving and refining program offerings.
• Cultivate a culture of success rooted in passion, accountability, leadership, and teamwork.
2. 2
Executive Summary
Blocksof Hope isa comprehensiveprogramthatseekstobreakthe cycle of generational
poverty. The primarygoal of Blocksof Hope is to alignmultiple community partnershipsaroundasingle
Adams50 school (TennysonKnollsElementarySchool) inordertobolsterthe school’sexistinginitiatives
aroundschool readiness,parental involvement,studentachievement,studentattendance,andfamily
stability. Currently84%of the studentsare onfree andreducedlunch. In2014, TennysonKnolls’
3rd
grade class scored37% proficientinreading,well below the state average of 73%.
Blocksof Hope recognizesthatstrongcommunitiesprovidethe supportneededtoenable
healthyfamiliesandchildren. The programleveragesstrongcommunitypartnershipsinordertoprovide
multiple earlychildhoodsupportprogramsincluding:academicsupportandtutoring,parentingsupport
withclassesandone-on-oneguidance,familysupportduringtimesof crisiswithalicensedcase
manager,and assistance withbasicnecessitieslike food,clothingandmedical care.
GrowingHome,an anti-povertynonprofitlocatedinWestminster,CO,isthe primaryorganizer
and coordinatoramong20 organizations tobringBlocksof Hope to fruition. Othercommunitypartners
include HeadStart,A PreciousChild,Walgreensandthe AdamsCountyHousingAuthority. Each
communitypartnerbringsastrategicservice toBlocksof Hope.
Currentlythere are 1490 households withchildrenunderthe age of 5 and 1365 householdswith
childrenaged5-9 livingwithinthe TennysonKnollsElementarySchool boundaries. The primarygoal of
Blocksof Hope isto reach 10% of these familieswithsupportive serviceswithinthe firstyear.Research
has shownthatwhen60% of a populationisempoweredtowardstudentsuccess,positivechangesbegin
to take place in the communityatlarge. (Tough,2008) Therefore,everyyearafterthe firstyearthat
numberwill be increaseduntil 60%of familiesare receivingsupport.
4. 4
Definitionof Plan
Background: Blocksof Hope is a comprehensive programthatseekstounifyandmobilizemultiple
communitypartnershipsunderone roof.Once unified,these resourceswill provide childrenwithbetter
qualitylearningopportunitiesandsetthemupfor future academicsuccess.Modeledafterthe highly
successful HarlemChildren’sZone (HCZ),Blocksof Hope takesaspecificgeographicareaandtargetsit
withprogramsto helpstrengthenchildrenandtheirfamilies.The Children’sZone Model requiresa
coordinatedapplicationof five mainprinciples.Whenputintopractice these principleswill create
change (“Cradle throughCollege”,2010). Asmentionedabove,the firstprinciple istoserve anentire
neighborhoodcomprehensively.Next,a“pipeline of support”(See Fig1) isdeveloped,inwhich,
accessible communityprogramsare linkedwithschoolssothatchildrenare provideduninterrupted
support(“Cradle throughCollege”,2010).Third, a sense of communityisestablished,thisensuresthat
childrenare subjectedtoahealthylearningenvironment.Fourth,existingprogramsare constantly
evaluatedinordertoimprove processesandoutcomes.Finally,fifth,acultivationof successis
permeatedthroughoutthe program.Byimplementingthe assuredmethodsof HCZ,Blocksof Hope is
betterpositionedtobringaboutchange inits community.
Market: Applyingthe principlesabove,Blocksof Hope istargetingthe areasurroundingTennysonKnolls
ElementarySchool inWestminster,CO(see AppendixB).LedbyGrowingHome,programs and services
5. 5
will be offeredtochildren9yearsand youngerandtheirfamilies.Byworkingcloselywithschool
administration,goalsandobjectivescanbe alignedtoprovide the bestavenueforgrowth.While HCZ
targetedchildrenthroughhighschool,Blocksof Hope will onlyfocusonearlychildhoodmeasures.This
will ensure betteralignmentof communityresources.
Accordingto 2010 CensusData,The areais relativelypoorwithmosthouseholdsholdingonlya
HighSchool Diploma.Around25% of the citizensidentifythemselvesasLatinoor Hispanicand,insome
areas,nearly22% of residentsare livinginpoverty(formore informationseeAppendix A).
Financial Breakdown: Blocksof Hope will be fundedthroughadiverse sources.Mostof GrowingHome’s
programsare fundedthroughgrantsand private donations.Anappropriateamountof fundingwill be
integratedfromGrowingHome tosupportBlocksof Hope.Inan addition,fundinghasbeensecured
fromthe DenverFoundation forthe conductingof acommunityneedsassessment.GrowingHome has
contractedwiththe ColoradoCenteron Law and Policytodesignandconductthe survey.Other
communitypartnershave pledged“inkind”donationstowardBlocksof Hope.The donationswill help
funddailyprogramswhichare essential tothe innerworkingsof thisprogram.Itshouldbe notedthat,
Blocksof Hope will dependonvolunteersfromthe appropriate communitypartnerorganizationsin
orderto function.These volunteerswillbe responsible forthe dailymaintenanceof Blocksof Hope’s
programs.
Objectives:Blocksof Hope’sprimaryobjectiveistoimprove the academicperformance of children
livinginpoverty.Studentswhodropoutof school are more likelytoremaininpoverty.Accordingtoa
studyby the American Psychological Associationin2012, the medianincome of personsaged18-67 who
had notcompletedhighschool wasroughly$25,000 (“DropoutDilemma”,2012). Thus the primaryform
of evaluationwill be goalsthatdecrease unexcusedabsencesandstudentdropoutratesby5% each
6. 6
year.Aftereachyear these goalswill be evaluatedandchangedif necessaryforthe followingyear.
Objectivelystated,these goalswill readas:
1. By June 2015 unexcusedabsencesatTennysonKnollsElementarySchool willbe decreasedby
5% as comparedto the previousschool year.
2. By June 2015 TennysonKnollsElementarySchool’sdropoutrate will decrease by5%.
Additionally,communityengagementisessential forthe successof Blocksof Hope.Therefore,
Blocksof Hope’ssecondaryobjective istoincrease the level of communityengagement.Inorderfor
academicsuccessand healthylivingtobecome the statusquo,60% of communitymembersmustbe
engagedincommunitybuildingbehaviors.Thishasbeencoined“The TippingPoint”(Tough,2008).
Therefore eachyear,a surveywill be administeredbyGrowingHome assessingcommunitymember’s
engagementinprogramsandservicesofferedbyBlocksof Hope.
Industry Analysis
Industry Background: InAmerica,earlychildhoodeducationwasborninthe 1960’s withthe foundingof
HeadStart. Initiallyfoundedtoreadylow-income childrenforkindergarten,HeadStarthasevolvedto
encompasschildrenfromdiverse backgrounds. Now,numerousprogramsacrossthe countryoperate to
improve earlychildhoodoutcomes.
Key SuccessFactors: Harvard’sCenteronthe DevelopingChildhasidentifiedfourkeysuccessfactorsfor
earlychildhoodprograms. First,theymustbuildsupportiverelationshipsandstimulatingenvironments.
Thismeansthat children“needdependableinteractionwithnurturingadults”. Second,effective
interventionsaddressspecificdevelopmentalchallenges. Third,evaluationhelpsidentifycharacteristics
of a successful program. Essentiallyeffectivenessfactorsshouldbe utilizedinordertoproduce effective
programs. Finally,fourth,earlychildhoodprogramsshouldgeneratebenefitstosocietythatfarexceed
7. 7
program costs.The Federal Reserve inMinnesotaconductedastudythat seemstosupportthis
statement,theyfoundthatforevery $1 spentbythe publiconearlychildhoodprograms the rate of
returnis nearly$7 (Rolnick&Grunewald,2003).
Threat to Success:The greatestthreatto successiscommunityinactionorhostility.Community
membersmustcome togethertoenactchange in theircommunities. If communitymembersfailtoact,
the “tippingpoint”will neverbe reached,andwidespreadchange will neverbe achieved. Itwill be
importantforthe viabilityof Blocksof Hope tokeepcommunitymembersengaged.
Needs andTarget Market
Demographics: Blocksof Hope will focuson20 blocksbetween72nd
to the north, and52nd
to the south,
withSheridanBlvd.asthe westernborderandLowell Blvd.asthe easternborder. These blocks
encompassTennysonKnollsElementarySchool,which will be the site of mostprogramsofferedby
Blocksof Hope.A keystatisticto note isthat nearly20% of the populationin thisareaislivingbelowthe
Federal PovertyLine. See AppendixA fora furtherbreakdownof demographicsinthatarea.
Risk Groups: Povertyratesare substantiallyhigherforchildrenthanadults,andforminoritiesthantheir
white counterparts. Personslivinginpovertyare generallysickerthanthose thatare not (Meyer&
Wallace,2009). Impoverishfamiliesface more daily difficultiessuchastransportationissues,untreated
mental or chronicdiseases,andstarvation. These canbe significantbarrierstoreachingsupport
services.
NeedsAssessment:Underthe directionof GrowingHome,Blocksof Hope will conductadoor-to-door
communityneedsassessment. UtilizingvolunteersfromGrowingHome andotherpartnerorganizations
a surveywill be designedforcommunitymemberstovoice theiropinionsonavarietyof topics. Using
fundingfromthe DenverFoundation,the ColoradoCenterforLaw and Policywill be contractedto
provide dataanalysisand“nextstep”recommendations.
8. 8
Partners
The followingisalistof potential partnerorganizations:
Bright Beginnings
BrightBeginningswasfoundedin1995 by former GovernorRoyRomerand P&G chairmanBrad Butler.
Theirmissionistoprovide abrightbeginningforall ColoradoChildrenbyhelpingfamiliessupporttheir
children’sphysical,emotional,andintellectualdevelopmentduringthe critical firstthree yearsof life. A
partnershipwiththemwillhelpBlocksof Hope providemore wraparoundservicesforyoungchildren.
Adams County Head Start
HeadStart programsprovide comprehensive earlychildhoodeducation,health,andparentinvolvement
servicestolowincome families. SecuringaccesstoHeadStart’sresourceswouldhelpensure thatthe
mostimpoverishmembersof the communityare receivingaccesstoservices.
A PreciousChild
A PreciousChildprovidesbasicsuppliestochildreninordertohelpthemsucceed,thesesupplies
include thingslike,backpacks,shoes,coats,clothing,etc. Theytargetchildrenlivingbelowthe poverty
line andcollaborate withlocal agenciestolocate andserve familiesthatare mostin need.
SeniorHub SWATMentoring
SeniorHubfocusesonprovidingelderlyadultswithservicesthatare available intheircommunity. They
alsoprovide waysforthe elderlytointeractwithmembersof theircommunity.SWATmentoringisway
for the elderlytohelpa2nd
grader learnhow to read. They wouldbe able to provide mentorsforour
students.
Adams County Housing Authority(ACHA)
9. 9
ServesresidentswithinAdamsCountybylinkingthemwithhousingthatisaffordable. Instabilityinthe
home isa negative influenceona child’sdevelopment(Sandstrom&Huerta,2013). AccessingACHA’s
resourceswe can linkunstable familieswithstable home environmentoptions.
Adams County School District 50
Partneringwiththe local schoolsisessential forthe efficacyof Blocksof Hope. Formulatingthis
partnershipwill be atopprioritywhile planningthe developmentof Blocksof Hope.
Asian PacificDevelopmentCenter
It will be necessarytoconnectwithcommunitymembersfromvaryingracial andcultural backgrounds.
Westminsterishome tothe largestHmongpopulationinColorado(Census,2010). The AsianPacific
DevelopmentCentercanhelpuswithtranslationandoutreachtothis oftenmisseddemographic.
Colorado Centerfor Law and Policy(CCLP)
CCLP providesnonprofitorganizationswithresearchandeducationaboutissuespertainingtolower
income Coloradans. Theywill be contractedtoanalyze the datareceivedfromthe communityneeds
assessment.
DenverFoundation
The DenverFoundationisconcernedwithinspiringpeople andorganizationstoutilizeresourcesto
strengthenthe community.The DenverFoundationhasalreadygrantedGrowingHome withagrant to
fundthe developmentof acommunityneedsassessmentsurvey. Withthatfunding,Blocksof Hope can
assesswhatthe current issuesare withinitstargetedregion.Andthendesignprogramstocombatthose
issues.
Early ChildhoodPartnershipof Adams County (ECPAC)
10. 10
ECPACexiststohelpensure everychildresidingwithinAdamsCountyisreadyforschool andcan ready
well bythe 3rd
grade. Theyare essential tolinkingmultiple communitypartnerstogetherwithinthe
community. Theyfundinearlychildhoodeducationprogramsandare interestedinformulatingstrong
community partnershipengagement.
*For a listfurtherdetailingalreadyformedpartnership,whatandinwhichstage of developmenteach
partnerorganizationcancontribute resources,refertoAppendixC
Marketing Strategy
Messaging:The marketingcampaignwill primarilybe targetedtowardparentsandcaretakersof
childrenattendingTennysonKnollsElementarySchool (TKE). The parentswillbe raciallydiverse and
thusit will be necessarytomarkettothemin a culturallysensitivemanner. Parentsandcaretakersare
the primarydecisionmakersfortheirchildren. Bytargetingthem, the greatestnumberof childrenwill
be reached.
The marketingmessageswillbe keptsimple andsuccinct.Theywill provide parentswith
informationof upcomingeventsincludinglocationsandtimes. Forconvenience,mostprogramswillbe
offeredonsite atTKE. Nearlyall programsofferedthroughBlocksof Hope will be free,communicating
thisinformationwill be essentialtoengagingthe target audience.
Medium:Each weekTennysonKnollsElementarysendsapacketof informationhome witheachchild.
Each packet containsa statusreportof theirchild’sprogress,upcomingevents,andresourcesavailable
to the parents.Utilizingthese packetswillbe essentialto marketingBlocksof Hope tothe target
audience. Messageswillbe craftedinbothSpanishandEnglish,withHmongasnecessary.
Blocksof Hope will alsoutilize social media.Includedinthe flyerssenthome will be the social
mediacontactinformation forBlocksof Hope (Facebook,Twitter,etc.). Social mediamediumsare more
11. 11
popularamongyoungerage groups(Pew ResearchPoll,2014),thus messageswillbe targetedtoward
the youth. By informingboththe childandthe parent,maximumawarenesswillbe raised.
Market Penetration: Initially,flyerswill be placedbyvolunteersleadinguptothe start of the school
year. The lasttwo SaturdaysinAugustand the firsttwoFridaysinSeptemberwillbe the setdatesfor
canvassing. BasedonGrowingHome’spastsuccesswithmobilizingvolunteers,approximately20
volunteerswill be availableeachdayandwill distribute2000 flyers. Flyerswill alsobe placedinthe
weeklypacketsensuringthe best,mostaccurate informationisreachingparentsandcaretakers.
Operations andManagement
Projected1st
Year Staff Needs
3 Parents as Teachers Educators (PAT) (3.0 FTE) will provide daily,inhome,classesforqualifying
families. Theywill provide educational servicesandmaterialsforparentsinorderto maximize their
child’sfuture success. PAT’sare the groundlevel workerwithinBlocksof Hope. Theymeetface toface
withparentsona weeklybasisandhave the bestknowledgeof the needsof the familiestheyteach.
Theyuse data driventechniquesto promote successfullearningenvironmentsforchildren.
GrowingHome alreadyhasa teamof 12 PAT’s,itisanticipatedwiththe integrationof Blocksof
Hope that three more PAT’swill be hiredinyear1. Afteryear1, the PATprogram will be evaluated. The
evaluationinpartwill helpdetermine how manymore PAT’swillneedtobe hiredinsubsequentyears.
GrowingHome Early ChildhoodInitiative Coordinator (.25 FTE) alreadycoordinatesGrowingHome’s
earlychildhoodprograms. Itisanticipatedthata quarterof theirtime will be overseeingBlocksof
Hope’sprogramsinthe firstyear.
The FamilySupport Specialist(FSS) (.25 FTE) will be responsible fororganizing,connecting,and
maintainingreferralsforawide varietyof programsandservices. Blocksof Hope seekstoconnect
12. 12
multiple communitypartnerswithvaryingbackgroundsandmissionsinone place. Itwill be necessary
for the FamilySupportSpecialisttoprovide familieswiththe supportservicesthattheyneed. Growing
Home alreadyhas a FSSin theiremploy,itisanticipatedthatthispersonwill spendaquarterof their
time onnewBlocksof Hope servicesandprograms.
GrowingHome Program Director (.1 FTE) GrowingHome CEO (.1 FTE) GrowingHome COO/CFO (.1
FTE) and GrowingHome VolunteerCoordinator(.05 FTE) are administrativestaff memberswithin
GrowingHome. Most of theirtime spentonBlocksof Hope will be highlevel administration. Theywill
connectfunderswithpartners,andhelpkeepthe channelsof communicationopenamongthe myriad
of partners.
On a day to daybasis,GrowingHome administrativestaff willhelpcoordinate Blocksof Hope’s
programs. They will communicatewithpartnerstoensure accurate informationanddatais sharedona
dailybasis. Boththe FSS and the EarlyChildhoodInitiativeCoordinatorwilltrainprospective PAT’sand
meetwithschool officialstodiscussthe statusof Blocksof Hope. Theywill create goalsthatwill be
measuresof the efficacyof Blocksof Hope. On a dailybasisPAT’swill be meetingwithand
strengtheningfamilies. Theywillprimarilybe creatinglessonplansinthe morningandteachinginthe
afternoonsandevenings. Theywill meetonce eachweekasagroup to discussgoalsandways to
achieve saidgoals. Once a monthcommunitypartnerswill meettodiscussprogramsandgive status
updates. Inaddition,partnerswill communicate viaemail,weekly-dailyif possible.
ImplementationandTimeline
Timeline throughLaunch
The firststeptoward implementationwill take place in January2014, GrowingHome will
presentitsfirstproposal of Blocksof Hope to the administrative staff atTennysonKnollsElementary
13. 13
School (TKE). FollowingGrowingHome’spresentation,TKEwill meetwithGrowingHome
administrationinFebruary2014. Logistical conversationswithtake place andTKEwill share data
concerningthe needsof theirschool.
March 2014 will see afinal Blocksof Hope proposal submittedtovariouscommunitypartners.
Once partnershave beenfound,aninitial planningmeeting will commence. Bythe endof March 2014,
all committedpartnerswill signadatasharingagreement,signifyingcollaborationandcommitmentto
Blocksof Hope.
In April 2014, GrowingHome will collaborate withTKEto create a few summerinitiativesaimed
at helpingfamiliesprepare forthe school year. The school will provideareportoutliningtheirproposed
goalsand objectivesare forthe 2014-2015 school year. GrowingHome will implementthisplanintothe
goalsand objectivesforthe 1st
yearof Blocksof Hope. GrowingHome will alsocoordinate upcoming
activitiessothatthe school can implementthemintotheiracademiccalendar.
In late July,earlyAugust2014, GrowingHome will introduce the FamilySupportServices
Specialistandthe EarlyChildhoodInitiativescoordinatortotheirrespective liaisonsatTKE. A schedule
will be setbetweenthe twoparties. Further,GrowingHome willhave aboothat school registration
nightsinAugust2014, readywithinformationaboutBlocksof Hope andservicesrendered.
Finally,September2014 will see the launchof Blocksof Hope. Simultaneously,GrowingHome
will conductthe communityneedsassessment,collectitsdata,andsenditto the ColoradoCenterfor
Law and Policyforanalysis. AlsoduringSeptember2014, the Parentsas Teachersprogram will integrate
withfamiliesof childrenwhoattendTennysonKnollsElementarySchool.
Risks and Exit Plan
14. 14
Risks: The largestriskto thisprojectwouldbe the lossof keystaff membersatGrowingHome. Growing
Home has been the primaryorganizerof Blocksof Hope. A visionof CEO TevaSienicki,Blocksof Hope
wouldbe severelycrippledwithherdeparture fromthe organization. Further,keymembersof Growing
Home’sadministrative staff are the primary coordinatorsamongall communitypartners,withoutthem,
communicationwouldbreakdownandBlocksof Hope’sefficacywouldbe severelydiminished.
It isalso possible thatBlocksof Hope maylose itsfundingstreamsand“inkind”workforce from
otherorganizations. InorderforBlocksof Hope to function,itneedsfundingfromfederalandlocal
grants. If these fundingsourceswere toend,thenthere wouldbe nootherfundstocommitto the
program. Furthermore,Blocksof Hope dependsonin-kindtime andvolunteersfromother
organizations. These donationsare necessarytoprovidingthe completewraparoundservicesoffered
by Blocksof Hope.
Exit Plan: Since Blocksof Hope primarilybringstogethermultiplepartnerships,itforeseeable thatthese
communitypartnerscouldstill exist,evenwiththe dissolutionof Blocksof Hope. Albeit,the primary
goal of offeringcomprehensivewraparoundserviceswouldbe diminished. If lossof staff ledtoGrowing
Home beingunable toofferadministrativesupport,thenthose dutiescouldfalltoone of the other
partners. Since Blocksof Hope doesnot ownany capital,there wouldbe noneedfora transferof
goods. Essentiallythe unifiednature of Blocksof Hope wouldbe gone,butindividual programsand
servicescouldsurvive ontheirownif Blocksof Hope were tofail.
Financials
1st
YearBudget
See AppendixD
All otherbudget informationrefertoattachedExcel file
15. 15
Budget Narrative
Blocksof Hope BudgetNarrative
A. Salary
CEO currentlyoverseesall programsandwill spend10% of theirannual salarycoordinatingpartner
meetingsandorganizingcommunityevents.10% of theirtime isvaluedat$10,000.
CFO/COO currentlycoordinatesall HRrelatedactivitiesandkeepsthe booksforGrowingHome.10%
of theirannual salaryisvaluedat$8,125.
Program Director currentlydirectlyoverseesBlocksof Hope andcoordinatesbetweenall partner
companies.Theywill spend10%of theirtime hiring,supervising,andtrainingstaff.10% of their
annual salaryis valuedat$6,375.
VolunteerCoordinatorcurrentlycoordinatesschedulingandhiringof new andexistingvolunteers.
Thisindividual willspend5%of theirtime coordinatingsufficientnumbersof volunteersforvarious
activitiesrelatedtoBlocksof Hope. 5% of theirannual salaryis valuedat$2,312.50.
Mgr. of Early ChildhoodInitiatives currentlyoverseesall programsrelatedtoearlychildhood
initiatives.Thisindividualwillspend25% of theirtime supervisingandtrainingstaff,coordinating
amongthe childhoodinitiativesprogramsandprovidingdirectservicestoparticipants.25% of their
annual salaryis valuedat$12,968.75
FamilySupport SpecialistOrganizesandsupportsprogramsthat focuson familyservices.25% of
theirannual salaryisvaluedat $11,587.50.
Parent Educators will spend100%of theirtime providingdirectservicestoparticipantsby
conductingParent’sasTeacherscourseswitheligiblefamiliesresidingwithinthe Blocksof Hope
geographictargetlocation.100% of theirannual salaryisvaluedat$46,250.
B. Fringes
16. 16
All Fringe benefitshave alreadybeencalculatedintoannual salaryrangesforappropriate full time
staff.
FICA 6.2% match rate and HealthInsurance atapx.$10,000 per full time employee.
C. Staff Development
Trainings- 1 peryear x $1,000 per training
D. Travel
The PAT staff membersare expectedtotravel aroundthe local communitytovisitsites,attend
meetingsandconferences,meetwithpartnerorganizations,visitfamiliesetc.The reimbursable rate
is$.56/mile.
Parentsas TeachersEducator 500 miles/monthX.56/mile reimbursementrate.$280 per PATper
month
E. EquipmentPurchases
One tabletcomputervaluedat$700 will be purchasedinadditionto10 surveycomputerlicenses.
The table and licenseswill be usedtoconducta communityneedsassessmenttogauge community
engagementandinterestinBlocksof Hope.
F. In-KindDonations
DonatedrentfromAdams50 valuedat$4,600. Volunteertime,school supplies,children’sclothing
froma PreciousBoutique valuedat$22,500. SeniorHubSWAT tutoringlessonsvaluedat
$56,036/year. BrightBeginningswillprovidereadingmaterialsandGrowingHome Staff trainings
valuedat$2,500. FinallyAdamsCountyHeadStartwill donate 1 headstart classroomvaluedat
$645,276.66.
G. Other
MeetingSuppliestoprovide suppliesforadministrative meetings,workshops,etc. $500/quarter
18. 18
Appendix A Demographic Information
Family and
Household
80030 80003 80002 80212
Total # of Family
Households
3,534 9,095 4,490 4,114
Children under 18 1,666 3,980 2,069 1,660
2 Parent
Household
2,303 6,501 3,085 2,883
Average
HouseholdFamily
Size
3.24 3.11 2.974 2.81
Youth Population 80030 80003 80002 80212
Under 5 Years 1,207 2,379 1,215 1,159
5 to 9 Years 1,033 2,356 1,205 864
Ethnicity and
Race
80030 80003 80002 80212
Total Population 35,348 15,329 18,020 18,051
White 24,602 7,600 13,035 12,225
Hispanic or Latino 8,064 6,450 4,158 4,766
African American 476 179 119 286
American Indian
or Alaska Native
197 71 104 120
Asian 1,362 774 282 366
Native Hawaiian
or Pacific Islander
17 12 16 7
Other Race 46 28 1,343 20
Two or More
Races
620 215 276 366
Education and
Employment
80030 80003 80002 80212
High School or
Higher
74.4% 87.1% 88.1% 89.6%
Bachelor’s Degree
or Higher
14.6% 22.2% 25.0% 42.3%
Graduate or
Professional
Degree
3.5% 5.9% 7.3% 16.1%
Unemployed 14.4% 8.9% 7.2% 6.5%
Income
Information
80030 80003 80002 80212
Median
Household
Income
$38,245 $57,286 $47,814 $56,509
Residents below
the Poverty Level
(PL) in 2011
22.1% 11.4% 12.5% 10.0%