Mon, 01/08/2018
Hot Springs Family YMCA
130 Werner Street
Hot Springs
Arkansas
71913
130 Werner Street
5016238803
710236925
Part II
Achievement Gap Program/ Social Emotional Literacy
The Hot Springs Family YMCA currently offers Achievement Gap Programming to over 500 students in Garland County. These programs take place on the Y campus, on Lakeside Primary School campus, on Langston campus and on the campus of Hot Springs Park, Intermediate and Middle school. Achievement Gap programs specifically target educational gaps and interventions for students falling below grade level in early literacy and mathematics skills. Because Achievement Gap programs often serve under resourced populations, research points to successful programs also having components building social emotional intelligence and community enrichment. We know, from empirical work, that adding these two components to already well modeled Achievement Gap programming create long term success for participants in the area of high school completion, job acquisition and healthy contributions within the community upon reaching adult status. This proposal is seeking monetary supports for the social emotional training and curriculum embedded in existing achievement gap programs offered by the Hot Springs Family YMCA.
19,000.00
7,000.00
Education
Mission Statement: to strengthen our community promoting youth development, healthy living and social responsibility.
YMCA Achievement Gap programs focus on strengthening our community affording young people opportunity to develop academic and social emotional skill sets leading to successful higher education, job market value and contribution to our overall community as healthy adults.
We as a community, and as partners in education, must begin to broaden the horizon of learning beyond the typical “reading, writing and arithmetic” approach to preparing young students for opportunities and challenges outside the classroom. While YMCA Achievement Gap Programs offer academic interventions for students falling behind in literacy, and in some cases mathematics, the program seeks to reach farther in skill set development offering learning pathways designed to increase social emotional intelligence. According to the founder of Center For Healthy Minds- University of Wisconsin- Madison; “We now know that emotional intelligence-what is referred to as EQ- is a greater predictor of life success than IQ, yet there is little (although more emerging daily) research and monetary dollars dedicated to how kids can actually learn social and emotional skills that build resilience and well-being in their lives leading to successful adulthood.” As an organization partnering with educational institutions in our community, the Hot Springs Family YMCA fully understands the importance of mindfully crafting opportunity for social emotional skill set expansion. We believe this can happen best, embedded in other Achievement Gap programs already being offered. This SEL (Social-Emotional Learning) curriculum covers mindfulness, caring, kindness, empathy, growth mindset and self-efficacy, leading to personal responsibility and resilience. Creating a “whole package” pathway for students to find success allows for emerging adults who recognize opportunity and challenge as stepping stones to personal and community success.
Research shows that SEL not only improves achievement by an average of 11 percentile points, but it also increases prosocial behaviors, improves student attitudes towards school (school attachment), and reduces depression and stress among students (Durlak et al.,2011) . Garland County is home to seven (7) school districts and 29 physical schools. All seven school districts receive Title One grant funds through allocations under the American Recovery and Reinvestment Act. Title One status is gained, in part, by students testing below proficiency (not on grade level) and/or in economic disparity (defined as receiving free/reduced lunch). Further, all schools in Garland County are increasingly multicultural and multilingual with students from diverse social and economic backgrounds, some with enormous gaps and barriers when it comes to increasing intelligence, be it academic or otherwise. The Y, as a community organization, in partnership with schools, serve students, through our achievement gap programs with different motivation for engaging in learning, behaving positively, improving EQ and performing academically. Social and emotional learning (SEL) provides a foundation for safe and positive learning, and enhances each students’ ability to succeed in school, careers and life.
According to Eleanor Wheeler, Senior Policy Analyst for Arkansas Advocates for Children and Families Childhood Poverty in Arkansas report; “27.66% of children in Arkansas reside in poverty, that number grows to an astonishing rate of 35.23% in Garland County. (Child Poverty in Arkansas; Policy Solutions to Change Lives, Build Stronger Communities. Eleanor Wheeler, Arkansas Advocates for Children and Families December 2016). The Y, along with our educational partners, fully understand that investment must be made in the whole child, garnering results of benefit that go beyond wrote academics, and which in fact, shape holistically, the well rounded student, who eventually becomes a contributing adult. The eye must remain on the long term prize. This comes when we give energies and resources to increasing skills in self awareness, self-management, social awareness, relationship skills and responsible decision making. This, in fact, is the backbone of SEL and will be delivered and embedded, in programs already addressing academic slide in our most at risk Garland County students.
Promoting social and emotional development in school and community environments finds success when skills are modeled and delivered based upon proven, empirical principles of engagement, where students are provided growth mindset, safe environments to practice, fail and receive positive correction, and eventually to hone the skill, through use, in various organic situations. Monetary resources will go towards building a curricular approach which embeds SEL instruction into content areas already conducive to intervention achievement gap programming, and currently being offered in partnership with county schools and on Y campus programs. There are currently a number of research-based SEL models that enhance students’ competencies and behaviors in developmentally appropriate ways from preschool - high school. The Y would use the grant monies for curriculum, training and implementation.
According to Eleanor Wheeler, Senior Policy Analyst for Arkansas Advocates for Children and Families Childhood Poverty in Arkansas report; “27.66% of children in Arkansas reside in poverty, that number grows to an astonishing rate of 35.23% in Garland County. (Child Poverty in Arkansas; Policy Solutions to Change Lives, Build Stronger Communities. Eleanor Wheeler, Arkansas Advocates for Children and Families December 2016). The Y, along with our educational partners, fully understand that investment must be made in the whole child, garnering results of benefit that go beyond wrote academics, and which in fact, shape holistically, the well rounded student, who eventually becomes a contributing adult. The eye must remain on the long term prize. This comes when we give energies and resources to increasing skills in self awareness, self-management, social awareness, relationship skills and responsible decision making. This, in fact, is the backbone of SEL and will be delivered and embedded, in programs already addressing academic slide in our most at risk Garland County students.
Promoting social and emotional development in school and community environments finds success when skills are modeled and delivered based upon proven, empirical principles of engagement, where students are provided growth mindset, safe environments to practice, fail and receive positive correction, and eventually to hone the skill, through use, in various organic situations. Monetary resources will go towards building a curricular approach which embeds SEL instruction into content areas already conducive to intervention achievement gap programming, and currently being offered in partnership with county schools and on Y campus programs. There are currently a number of research-based SEL models that enhance students’ competencies and behaviors in developmentally appropriate ways from preschool - high school. The Y would use the grant monies for curriculum, training and implementation.
The Hot Springs Family YMCA is meeting the need for embedded social-emotional learning opportunities for marginalized and low performing students in Garland County. Currently, the Y serves over 500 students offering both on campus, and school based achievement gap programming using comprehensive emotional intelligence competency building components.
“Our world can be a scary place, we can’t always control what is happening outside us. But, what we are teaching kids is that they can control how they respond.” This, a statement by a Y administrative team member who sums up the need, and the importance, of teaching mindfulness and healthy social emotional response. In order for young people to become contributing, healthy adults in communities, they must have opportunity to garner a skill set of success in the emotional intelligence arena. Even well educated individuals often find success out of reach because they are not versed in conflict resolution, healthy communication and “working with other” skills. Thus, they fail in work environments or lack ability to see through team based project centered tasks. As stated earlier in this RFP, we know, through research, that EQ is more important than IQ when fostering environments of success. Assuming these skills will be taught in the home, or other organic environments is a luxury. We as a community can no longer afford this. If we want adults with social emotional intelligence we must apply resources and invest now. The Y is a proven leader in achievement gap intervention programming, already offering social emotional growth components with measurable results. These monies would allow expansion in services, with stronger empirical models and measured results.
“Our world can be a scary place, we can’t always control what is happening outside us. But, what we are teaching kids is that they can control how they respond.” This, a statement by a Y administrative team member who sums up the need, and the importance, of teaching mindfulness and healthy social emotional response. In order for young people to become contributing, healthy adults in communities, they must have opportunity to garner a skill set of success in the emotional intelligence arena. Even well educated individuals often find success out of reach because they are not versed in conflict resolution, healthy communication and “working with other” skills. Thus, they fail in work environments or lack ability to see through team based project centered tasks. As stated earlier in this RFP, we know, through research, that EQ is more important than IQ when fostering environments of success. Assuming these skills will be taught in the home, or other organic environments is a luxury. We as a community can no longer afford this. If we want adults with social emotional intelligence we must apply resources and invest now. The Y is a proven leader in achievement gap intervention programming, already offering social emotional growth components with measurable results. These monies would allow expansion in services, with stronger empirical models and measured results.
In 2008 the Hot Springs Family YMCA began to partner with local school districts, specifically Hot Springs and Lakeside, providing intervention and achievement gap programming. Being part of a larger nationwide organization, the YMCA of the USA, our local Y had opportunity to engage in cross country trainings, learning, curriculum design and the testing of models for proficiency and outcomes. Each year our Y would apply assessment measures and track student academic progress, with promising results. In 2015, our Y was awarded scaling funds, through a national competitive grant process, to offer an achievement gap program at Langston Elementary, with a social emotional teaching component, and a emotional intelligence and school attachment empirical measure. SEL growth was an expected outcome of the funding and success was aggregated comparatively, with an across the board empirical tool. (the DESSA Assessment) As the program rolled out, three things became apparent: 1) Prosocial Skill Sets: Students lacked ability to find success, sometimes even in the most basic SE skills, such as simple conflict resolution with teachers and peers, ability to be mindful of cause and effect results from actions/choices, interest or intent for being kind/empathetic to others and basic appropriate conduct boundaries. 2) Students lacked ability to apply growth mindset strategies allowing for learning curve, mistakes in process and finding value in ideology framing error as a pathway to later learning and growth. And, 3) Students’ lack of feeling for school and community attachment. This was measured by the DESSA Assessment, anecdotal observation and task pass/failure management models. (ie. students ability to apply emotional maturity to daily program activity). The findings at Langston led to deeper conversations both inside Y youth programs, and with other school partners and leaders. This led to the identification of a strong need in Garland County for SEL opportunities, but a funding gap remained; leading to almost no resources being allocated by educational partners. Through this conversation, brainstorming sessions have led to embedded learning in existing curriculum models to offset expense and allow for the longest resource reach. In 2017, the Hot Springs Family YMCA was again awarded scaling grant monies to duplicate the Langston Program at Lakeside Primary campus. The duplication is the exact model of social emotional learning opportunities embedded in achievement gap offerings, with a SEL measure and outcome expectation. Keep in mind, while the Langston and Lakeside Programs offer funding for SEL promotion and empirical measurement tools, this only involved 120 students, collectively from both campuses. It is fair to assume the data applies in regards to many/most students in Garland County falling short in SEL skill acquisition/application ability. Therefore, the findings from these two programs should be grounds for assessment of need, and provide the case for expanded funding for SEL components in other youth based achievement gap programs.
$38.00 per student, per academic school year, provides 500 plus Garland County school aged youth opportunity to garner increased capacity, and competencies in social growth and emotional intelligence. These monies allow for empirical, embedded instruction within all YMCA achievement gap programs offered both on the Y campus, and at our partner school campuses across Garland County.
The Hot Springs Family YMCA is seeking funding, through this RFP, allowing for the purchase of resources, training and curriculums for Social Emotional Skill Building to be embedded in existing Achievement Gap Programs. Curriculums would cover: 1) CASEL (Collaborative For Academic, Social and Emotional Learning) Competencies: Self Awareness, Social Awareness, Responsible Decision Making, Self Management and Relationship Skills 2) Growth Mindset Strategies 3) Community/School Attachment. It is known that students who display social emotional maturity and proficiencies score better academically, have higher success in school promotion and are more likely to become contributing, healthy adults.
Direct cost for curriculum purchase and staff training is $19,000.00 covering training, curriculum and implementation. Every Achievement Gap program offered by the Hot Springs Family YMCA, both on and off campus, would offer embedded SEL components.
Direct cost for curriculum purchase and staff training is $19,000.00 covering training, curriculum and implementation. Every Achievement Gap program offered by the Hot Springs Family YMCA, both on and off campus, would offer embedded SEL components.
Currently the Hot Springs Family YMCA offers Achievement Gap programming, with reading and math interventions and SEL integration. The purpose of this funding proposal is to expand the SEL portion of the program into intentional programming investing in skills and tools allowing young people in Garland County opportunity to grow into full, contributing mentally healthy adults. Without this funding, theY will continue to offer SEL as an integration component, but may lack the ability to offer intentional curriculum with highly trained staffs.
The Hot Springs Family YMCA, through this RFP, is making an expansion request for embedding SEL learning into existing Achievement Gap programs offered both on and off campus by the Y. Credibility and program structure are already solid and in place. Sustainability is written into the greater project model, and has been proven, as the larger AG program has moved from digressive funding over a three year period to partner funding. In other words, the overall Achievement Gap work at the Y began with start up grant funds and has sustained well past the original funding cycle due to data driven decision making, strong partnerships and responsible stewarding of monetary and human resources. In fact, we have gone beyond sustaining, to program scaling.
It is interesting to point out that in a report summarizing projects funded by W.K. Kellogg Foundations in the 1990s, an “insightful lesson” was indicated as to what sustainability really means. According to their report on lessons learned from these projects; “ coalitions and projects most likely to be sustained after the initial life of the the project were ones that created project materials and developed new “organizational legacies” (i.e. changes in organizational structure, changes in how the work is done and changes in prioritization of program implementation. (Hahn, Greene and Waterman, 1194 as cited in JOE, Feb 2002). This is exactly what this RFP is proposing to implement regarding embedding SEL into existing Y AG programs. And, the Y has proven capacity and track records to do so. Further, it is understood that programs that do not address the local realities of the community will not sustain. SEL work is relevant! Achievement Gap work is relevant! And, most importantly, the Y is relevant in Garland County and has strong credibility in the out of school time education arena. Our school partners are requesting we deepen our understanding of SEL and its intentional model deliveries, and bring a compelling program to the table. The Y is consistently working to do so, and this funding allows us to move into the evidence based arenas with highly trained and skilled staff. So what we know is; “if we want SEL to become truly embedded, it must become part of the culture through complete leadership buy-in, consistent implementation, highly trained staff and engaging curriculum. Expense to lay the foundation for this work bends towards overall program cultural change, which is sustainable as a paradigm shift, rather than temporary consumable program designs. This funding, albeit, applies directly to some start up costs, truly is paying for sustainable relevant culture change. As leaders are trained they will come back and pass that training onto other team members, parent training will also be part of the work along with structured standing curriculum models supported by outside research based organizations. (Yale School of Emotional Intelligence; Edutopia).
It is interesting to point out that in a report summarizing projects funded by W.K. Kellogg Foundations in the 1990s, an “insightful lesson” was indicated as to what sustainability really means. According to their report on lessons learned from these projects; “ coalitions and projects most likely to be sustained after the initial life of the the project were ones that created project materials and developed new “organizational legacies” (i.e. changes in organizational structure, changes in how the work is done and changes in prioritization of program implementation. (Hahn, Greene and Waterman, 1194 as cited in JOE, Feb 2002). This is exactly what this RFP is proposing to implement regarding embedding SEL into existing Y AG programs. And, the Y has proven capacity and track records to do so. Further, it is understood that programs that do not address the local realities of the community will not sustain. SEL work is relevant! Achievement Gap work is relevant! And, most importantly, the Y is relevant in Garland County and has strong credibility in the out of school time education arena. Our school partners are requesting we deepen our understanding of SEL and its intentional model deliveries, and bring a compelling program to the table. The Y is consistently working to do so, and this funding allows us to move into the evidence based arenas with highly trained and skilled staff. So what we know is; “if we want SEL to become truly embedded, it must become part of the culture through complete leadership buy-in, consistent implementation, highly trained staff and engaging curriculum. Expense to lay the foundation for this work bends towards overall program cultural change, which is sustainable as a paradigm shift, rather than temporary consumable program designs. This funding, albeit, applies directly to some start up costs, truly is paying for sustainable relevant culture change. As leaders are trained they will come back and pass that training onto other team members, parent training will also be part of the work along with structured standing curriculum models supported by outside research based organizations. (Yale School of Emotional Intelligence; Edutopia).
Early childhood is a period of both great opportunity and vulnerability. Early childhood experiences set the stage for later health, well-being and learning. Up to this time, focus has been on building academic proficiencies for students in our community, with varying degrees of measurable success. In recent years a growing body of research has demonstrated the strong link between young children's social-emotional competence and their cognitive development, language skills, mental health and school success. (Center for the Study of Social Policy: CSSP’S Protective and Promotive Factors)
Dimensions of social-emotional competence do not evolve naturally. The course of social-emotional development- whether prosocial or antisocial, depends on the quality of nurturing attachment and stimulation that a child experiences in the home, school and community environment. Research lays out a compelling case showing that relationship with a consistent, caring and attuned adult who actively promotes the development of these dimensions is essential for SEL skills in young children. Basically, if we want a healthy community, there is causality for promoting and training our youngest community members, ensuring gained competencies around social, emotional, mental and physical health.
Given the strong evidence that social and emotional learning can contribute to academic and personal success, it is fair to reason that children afforded opportunity to hone prosocial skills at a younger age create self perpetuating pathways to adult success. Successful adults are adults who can contribute to communal success by being highly skilled wage earners, create healthy family units of their own, become leaders and ultimately world changers.
Dimensions of social-emotional competence do not evolve naturally. The course of social-emotional development- whether prosocial or antisocial, depends on the quality of nurturing attachment and stimulation that a child experiences in the home, school and community environment. Research lays out a compelling case showing that relationship with a consistent, caring and attuned adult who actively promotes the development of these dimensions is essential for SEL skills in young children. Basically, if we want a healthy community, there is causality for promoting and training our youngest community members, ensuring gained competencies around social, emotional, mental and physical health.
Given the strong evidence that social and emotional learning can contribute to academic and personal success, it is fair to reason that children afforded opportunity to hone prosocial skills at a younger age create self perpetuating pathways to adult success. Successful adults are adults who can contribute to communal success by being highly skilled wage earners, create healthy family units of their own, become leaders and ultimately world changers.
The funds requested herein are for an embedded SEL program within a larger funded Achievement Gap programs. AG programs at the Y are funded through fee based structures, private and public grant monies, personal donations and partnership funding. Currently the Y has a budget exceeding $500,000.00 designated to AG programs.
The Y has been the leader in out of school time achievement gap programs in Garland County since prior to 2010. Past work has provided much knowledge in piecing together resources, mitigating duplication. Because success is driven by clearly defined divisions of roles and labor, the Y has steered towards development models proven to find success in strong collaborative relationships. The most important piece to this work is the collaboration with the local schools. The Y works with all seven schools in the district, both formally and informally, but works directly as a service provider partner with Hot Springs School District and Lakeside School Districts. Currently the Y is offering 4 AG programs on HSSD campuses and Two on Lakeside Primary Campus. The Y campus program serves students from all seven school districts in Garland County. In AG collaborations, the Y is the program provider, bringing both program and administrative leadership to the work. Partners are depended upon for space, transportation, monetary inputs, enrichments, student selection, measurement analysts and credentialed faculty. Other partners essential to AG programs are: The Garland County Library, The Department of Human Services, The Arkansas Community Foundation, The Oaklawn Foundation, Arkansas Committee for Grade Level Reading, The Y USA, The Bell Foundation, Henderson State University, USDA, Project Hope Food Bank, The Yoga Place/ Karen Reeves, YMCA Reach and Rise, Ouachita Behavioral Health and the Arkansas Parks Systems.
The Hot Springs Family YMCA provides services in Garland County in the areas of Youth Development, Healthy Living and Social Responsibly. Specifically, related to this proposal, the Y is the leading provider of out of school time programs, both in licensed child care and achievement gap. Schools in Garland County see the Y as able to provide intervention programming in the AG arena less expensively and with trending innovation. By partnering together, and pooling resources, services are enriched and broadened. Currently in Garland County, the Y is serving over 500 students in Achievement Gap programmings on a year around bases. We are currently in talks with other partners to expand this number.
A critical differentiator of the Hot Springs Family YMCA Achievement Gap models is the emphasis on deep and international integration with schools, collecting and sharing of academic, SEL and program attendance data, strong emphasis on using evidence based assessment tools for assessing and improving program quality and in developing social and emotional skills for youth participants. This alignment and partnership, in working with Garland County school administrators and faculty, is unique in its ability to buttress and reinforce the social emotional and academic teaching and learning that occurs throughout the regular school day. The integration happens as, often, programs are physically located at a school that has been identified as serving high-need students, and is staffed by both Y team members and school employees.
A critical differentiator of the Hot Springs Family YMCA Achievement Gap models is the emphasis on deep and international integration with schools, collecting and sharing of academic, SEL and program attendance data, strong emphasis on using evidence based assessment tools for assessing and improving program quality and in developing social and emotional skills for youth participants. This alignment and partnership, in working with Garland County school administrators and faculty, is unique in its ability to buttress and reinforce the social emotional and academic teaching and learning that occurs throughout the regular school day. The integration happens as, often, programs are physically located at a school that has been identified as serving high-need students, and is staffed by both Y team members and school employees.
Part III
The Hot Springs Family YMCA currently serves over 500 students in Garland County providing Achievement Gap academic intervention programs, in partnership with county schools. The Y is seeking avenues to expand the program to offer intentional SEL curriculum and skill expansion to the same constituents, as well as others served through expanded AG programs in 2018. AG programs offered by the Y are year round programs, with un-duplicated audiences being served through various programs. School year programs operate nine months out of the year, and summer programs run six weeks for school campus programs, and 11 weeks for the Y campus program. The staff team is a collaborative between the school being served and the Y. Administrative and program leadership is provided by the Y, with a school liaison being part of the leadership team and state certified teachers making up academic staffs.
The Hot Springs Family YMCA is one of Central Arkansas’s leading nonprofit committed to strengthening intervention educational opportunities for youth. Y out of school time programs have a proven positive, lasting effect on youth academic, and prosocial skill success through implementation of best practices and strategies that reduce persistent achievement gap and social emotional disparities. By funding this program, the United Way will be greatly expanding their commitment to building prosocial skills in the youth of central Arkansas. Over 500 students will have access to increased, intentional social emotional skill building curriculum and trained staff under which to increase learning. SEL currently being integrated into Y AG programs, will become embedded and intentional leading to every student enrolled in programming (500+) being engaged with social emotional practice and competencies.
Funding requested in this RFP will allow 500 plus youth in Garland County to engage in CASEL curriculum, with highly trained staffs providing opportunity to increase skills in self awareness, social awareness, responsible decision making, self management, and relationship skills. Further students will explore successful attitudes and behaviors surrounding growth mindset and community/ school attachment. Staff will benefit from this funding by receiving certification training in SEL curriculum, classroom management and skill dissemination. Achievement Gap students and faculty will engage in intentional SEL learning each day of program for a minimum of 20 minutes. Further, students will be introduced to democratic problem solving engagement providing opportunity to practice SEL skills in a positive, facilitated group environment.
Achievement Gap program is divided up into several specific programs serving youth for all seven school in Garland County. Overall, AG programs serve over 500 youth. Specifically the programs break out as follows: HSSD Summer Power Scholars (six week program, 6-8 grade, 125 students) Langston ASP Afterschool (nine month program, K- 3 grade, 60 students), Lakeside Primary ASP Afterschool SCORE (nine month program, PK4-4 grade, 85 students), HSSD Summer Learning Loss Prevention (1-2 grade, six weeks, 32 students), Lakeside Primary Summer Learning Loss Prevention (1-2 grade, six weeks, 32 students) HSSD Summer Learning Academy (3-5 grades, six weeks, 200 students), Y Campus Program 12 month program, K-8 grade, 200 students)
All YMCA Achievement Gap programming is measured for outcome performance. The academic measured used is the STAR Assessment and the primary Social Emotional Measure is the Devereux Student Strength Assessment (DESSA).
The Y Achievement Gap SEL Curriculum seeks outcomes in the following areas:
Prosocial Skill Development (SEL)
Growth Mindset Expansion
Community School Attachment
Measurement Tool: Devereux Student Strength Assessment (DESSA)
· The DESSA Assessment is delivered by program staffs. Youth development is a broad term, and for this program, we care about measuring several aspects of youth engagement and growth. Importantly, the focus is on the presence of positive behaviors, not negative ones. Since this program also has an intentional academic component, and since it can take several years to see effects of typical school measures such as standardized test scores, we also care about youth behaviors that indicate academic proficiency, such as growth mindset and social emotional achievements. So, we will be measuring what are known as interim/progressive indicators.
SEL Skills (CASEL: Collaborative for Academic, Social and Emotional Learning Standards)
Self Awareness
Self Management
Responsibility and Decision Making
Relationship Skills
Social Awareness
Growth Mindset
Integrated scale for turning mistakes into learning
Seeing failure as opportunity for Growth
Community/School Attachment
The Y Achievement Gap SEL Curriculum seeks outcomes in the following areas:
Prosocial Skill Development (SEL)
Growth Mindset Expansion
Community School Attachment
Measurement Tool: Devereux Student Strength Assessment (DESSA)
· The DESSA Assessment is delivered by program staffs. Youth development is a broad term, and for this program, we care about measuring several aspects of youth engagement and growth. Importantly, the focus is on the presence of positive behaviors, not negative ones. Since this program also has an intentional academic component, and since it can take several years to see effects of typical school measures such as standardized test scores, we also care about youth behaviors that indicate academic proficiency, such as growth mindset and social emotional achievements. So, we will be measuring what are known as interim/progressive indicators.
SEL Skills (CASEL: Collaborative for Academic, Social and Emotional Learning Standards)
Self Awareness
Self Management
Responsibility and Decision Making
Relationship Skills
Social Awareness
Growth Mindset
Integrated scale for turning mistakes into learning
Seeing failure as opportunity for Growth
Community/School Attachment
Why do we measure this?
· To understand how the program is supporting youth holistic well-being
· To explore the impact of the program on aspects of youth prosocial development
· Discern where youth in our program need extra resources and additional supports
· Assure short term outcomes are leading to long term impact
· Improved Quality Youth Programming
· Improved Academic Outcomes
Improved Quality Youth Programming
The Y AG program seeks to adhere to quality program guidelines, fidelities and model adhesion ensuring program learning and duplicity. This would apply to all added SEL programming as well.
o Program Model Fidelity (adhesion)
o Procedural Fidelity
o Administrative Fidelity
Measurement Tools: Y- USA Site Visit, S-PQA, Checklist
· S-PQA: We will be using the School Aged Program Quality Assessment tool. The School age PQA is a validated tool which uses a continuous program quality improvement model and is designed to evaluate the quality of program components, including SEL. It is based on observations of the program and contains items that focus on specific elements of best practice when working with children and youth. It consists of four domains:
o Safe Environments
o Supportive Environments
o Interaction
o Engagement
Why do we measure this?
· To ensure consistent learning environment
· Model Adhesion
· Quality Staff Directives/ Evaluations
Also under the Improved Quality Youth Programming Participant Demographic, attendance and caregiver satisfaction are measure.
Measurement Tools: Enrollment/ Registration Data Capture, School and Program Attendance, Caregiver Feedback (surveys)
· Registration/ Enrollment forms ask for specific demographic information regarding gender, race, age, family income level, grade advancement status and so forth. Data is then “held” in a blind portal for appropriate data analysis. Blind portal is provided by the Y USA, is referred to as PDM and is consistent with ethical and acceptable blind data collection.
Attachment is captured by the school liaison using appropriate school records
Program Attendance is captured by YMCA program staffs
Caregiver surveys are conducted a minimum of twice per program year
Improved Youth Academic Outcomes:
Y Afterschool Signature Program assesses changes in academic outcomes
Movement in ability to demonstrate standard based skills
Grade Improvement
School Attachment/ Ability to belong
School Conduct
Self-Efficacy
Measurement Tool: Standardized Test (Pre/Post), Report Cards, DESSA, ACE Scale
DESSA See Above
ACE Scale See Above
Standardized Test as reported by school liaison
Nine Week (quarterly report card grade assessments)
Why do we measure this?
YMCA Achievement Gap programs seeks to support participants in their academic achievement, so we will obviously evaluate standard based movement and grade reporting. Because we know the social-emotional direction of the program results in higher academic performance, measurement focus is also placed on the social-emotional outcomes weighed by the DESSA and the ACE Scale.
Recap
The Y AG programs use the site director, program staff, the school liaison and a Y USA Technical Advisor to ensure measurement tools are appropriately applied in a timely manner adhering to the program fidelity administration checklist. Tools used are the DESSA Assessment, S-PQA, Attendance Records, Report Cards, Caregiver Feedback and Pre/Post Standardized Test Results. Depending on the tool used and unit being targeted for measure, data are collected pre-program, mid program, ongoing and end of program.
Tools used to test/ measure program outcomes will be the Devereux Student Strength Assessment (DESSA), S-PQA (industry professional/ expert observation), Site Visits, STAR Assessment (academic growth due to improvement in SEL skills), School Records, Parent/Teacher Survey and faculty/administration observation.
Story Provided by Amy Westmoreland: Site Director for the Y’s Afterschool Signature Program on Langston Campus.
On the first day of school after winter break, a third grade student, Josh, approached me with a problem as we entered the cafeteria. His face was downcast as he mumbled something unintelligible about not wanting to ride the bus. I asked for more information so that I could help him work through his problem, but he was never able to articulate more than he did in those first brief moments. His big emotions took over; Josh spent the next twenty minutes crying and wailing. I first pulled him to the side of the group, offered a hug, and reassured him that I would listen when he was ready to talk. I gave him a tissue to wipe his tears. I pulled him further away from his peers as he continued to cry and wail. I finally helped him to the office to give him more privacy from the other children as he expressed his emotions. After crying and wailing for the better part of an hour, unable to express his pain in any other way, Josh was able to regulate his emotions and rejoin the group. That was Monday.
On Wednesday of the same week, Josh got kudos from his group leader for being a great helper and peer in his after school group. He participated in the group activities, offered to help other children, and stayed calm even when things didn't go the way he wanted. Over the course of three days, Josh was able to better regulate his emotions, engage with the after school program, and have a smile on his face. Josh still rides the same bus with the same kids every day; the basis for the problem that so distressed him on Monday was still the same on Wednesday. What was different was Josh. Over those days, our staff worked with him to help him feel secure in expressing his emotions safely, but we also offered him the space and time to regulate his own feelings. We offered support within a rubric of rules designed to keep the children safe and respectful of one another. We offered him the opportunity to engage when he was ready, and as soon as he was ready, we gave him lots of praise to reinforce his success. Josh will surely have more bad days in the future--that's only human--but with the social and emotional learning that he is gaining, he will be able to move through them faster and with a positive outcome.
On the first day of school after winter break, a third grade student, Josh, approached me with a problem as we entered the cafeteria. His face was downcast as he mumbled something unintelligible about not wanting to ride the bus. I asked for more information so that I could help him work through his problem, but he was never able to articulate more than he did in those first brief moments. His big emotions took over; Josh spent the next twenty minutes crying and wailing. I first pulled him to the side of the group, offered a hug, and reassured him that I would listen when he was ready to talk. I gave him a tissue to wipe his tears. I pulled him further away from his peers as he continued to cry and wail. I finally helped him to the office to give him more privacy from the other children as he expressed his emotions. After crying and wailing for the better part of an hour, unable to express his pain in any other way, Josh was able to regulate his emotions and rejoin the group. That was Monday.
On Wednesday of the same week, Josh got kudos from his group leader for being a great helper and peer in his after school group. He participated in the group activities, offered to help other children, and stayed calm even when things didn't go the way he wanted. Over the course of three days, Josh was able to better regulate his emotions, engage with the after school program, and have a smile on his face. Josh still rides the same bus with the same kids every day; the basis for the problem that so distressed him on Monday was still the same on Wednesday. What was different was Josh. Over those days, our staff worked with him to help him feel secure in expressing his emotions safely, but we also offered him the space and time to regulate his own feelings. We offered support within a rubric of rules designed to keep the children safe and respectful of one another. We offered him the opportunity to engage when he was ready, and as soon as he was ready, we gave him lots of praise to reinforce his success. Josh will surely have more bad days in the future--that's only human--but with the social and emotional learning that he is gaining, he will be able to move through them faster and with a positive outcome.
Part IV
This RFP Funding Request is making an ask for start up funds to enhance existing YMCA Achievement Gap Programs, serving 500 plus students in Garland County, with an embedded Social Emotional Model. The funding request will cover curriculum for implementation and direct staff training cost. It is not asking for travel, food or lodging.
The YMCA Board of Directors is a governing and fiduciary board.The Y CEO reports to the board president. Operation decisions are made by the CEO with guidance from the board. The board meets once a month, and must meet a minimum of 10 months per year.
The board finance committee reviews a yearly budget in November of each year. Once approved by the finance committee, the Chairperson of the Finance Committee makes a presentation and recommendation to the entire board on approval of the fiscal budget. That is done each December. Once the budget is approved it is operational during the next calendar year. January to December.
The board finance committee reviews a yearly budget in November of each year. Once approved by the finance committee, the Chairperson of the Finance Committee makes a presentation and recommendation to the entire board on approval of the fiscal budget. That is done each December. Once the budget is approved it is operational during the next calendar year. January to December.
11 Months (One meeting was cancelled due to excessive illness of board members.
- Were you able to pay all regular operational expenses within 60 days of the due date?
- Have you been able to maintain your 501 (c) 3 Tax Exempt Status?
Annmarie Kaylo
Part V
Part VI
None
Part VII
Creative supplies, such as paints, markers, paper, clay and so forth are always welcome and in short supply at the Y.