Progress 05/01/08 to 04/30/13
Outputs
Target Audience: K-8 School Age youth in the Burlington and Plainfield Tri-County School Districts in rural Wisconsin and their families with a particular focus on engaging Hispanic youth and families who are under-represented in positive out-of-school time activities. The Wisconsin Sustainable Community Project provided programs for K-8 School Age youth and their families designed to engage Hispanic youth and families in positive out-of-school time activities to support school success and positive youth development. University of Wisconsin-Extension facilitated these programs and complementary work to strengthen the community systems for Hispanic youth and families in the rural communities of Burlington and Plainfield/Tri-County School District. Program strategies included developing leadership opportunities for Hispanic youth and adults, creating new youth development opportunities that include both Hispanic and other youth populations, and providing family and parent education to strengthen ties to schools and other community institutions. Programs strengthened youth and family support systems and cultural identity while building bi-cultural programming capacity within the UW-Extension system and the two communities. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided? Walk One Hour in My Shoes training (15 participants from partner organizations) Youth and Community Participation in the Mexican Context, 9/27/12 (20 participants from Extension and partner organizations) How have the results been disseminated to communities of interest? Annual reports to the Tri-County and Burlington School Boards Lewis, J. L., Baker, B., Strother, T., Barker, B. (2010). Learning, Relationships and Burlington School Boards Monthly reports to the Waushara County Land, WaterReflections: Using Ethnographic Interviews for Program Development and Education CommitteeEvaluation. Children, Youth and Racine County Extension Committee Annual report to the Waushara and Racine County Boards of Supervisors Presentations to local service organizations in Waushara County SessionFamilies at Wisconsin Associated County Extension Committees Risk Annual Conference focusing on New Latino/Hispanic Immigrants, 2008 Joint Council of Extension Professionals – Wisconsin Informational Booth, San Francisco, CA, April 2010, Green Bay. All Colleague Conference, UW-Cooperative Extension, October 2010 , Madison Informational booth – Tri County School District Education Fair, 3/12 What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
Hispanic youth participation in extracurricular and out-of-school time activities and leadership roles approaches that of the majority community. Waushara County 4-H partnered with the Plainfield Tri-County School District to provide 5 years of summer programming bringing resident Hispanic and White children together with summer migrant programs and 4 years of afterschool programming which grew into a partnership with a 21st Century Learning Community grant received by the school. These weekly programs grew from 47 participants the first year to serve 114 elementary-aged children by 2012. 43% of after school and summer participants were Hispanic youth in a school district that increased from 18 to 29% Hispanic during the grant period. Racine County 4-H partnered with Burlington School District to offer afterschool programs for elementary youth for three years and after summer school programs for a targeted group at academic risk for four years. These programs reached an average of 69 youth per year, 76% of whom were Hispanic. After school programming continues to be oversubscribed at Waller Elementary and incorporates elements of the CYFAR model in connecting staff and families. Extension continues to provide resources via bilingual staff. Evaluation of youth participants and parents indicate a growing comfort with the out-of-school time program and an increased sense of belonging. Participation in after school and summer programming is routine and anticipated by families. Participants and their siblings continue to identify with 4-H, there is now a better chance that we will have growing numbers of Hispanic families participating in 4-H through afterschool and other programs. Observational records indicate Hispanic youth showed initiative in providing leadership and supporting one another in the after-school programs, making new friends, and easing the transition for migrant kids and others whose families were new to the community. Bilingual youth provided leadership in the form of translating for youth and younger children who did not speak English. Interviews with teachers who have observed students indicate that multi-year participants in the elementary 4-H program have broken new leadership ground as teenagers. As an example, one middle school volunteer youth leader is now the first Hispanic girl to lead an environmental field program in the high school. Prior to the initiation of the CYFAR project, there was minimal or no Hispanic participation in out-of-school time activities in Plainfield except in community-based soccer programs and significant under-representation in Burlington. In the past five years, in partnership with active school efforts to provide support to students and families, participation in extra-curricular youth development and athletic activities has increased in both communities according to key informant interviews. Cultural connections and community bridges grow between Hispanic and White communities Anti-immigrant sentiment and the resulting fear in the Latino community worked against some aspects of building connections between the Hispanic and White communities, particularly with adults. Significant improvement was noted in the relationships among children in both communities, however. CYFAR staff and program participants organized regular cultural celebrations that provided opportunities for exchange between Hispanic and White residents. For example, 125 people attended a Mexican Independence Day Celebration that included donations from 20 businesses in Plainfield. Most of this has occurred as outreach from Hispanics to the Anglo community as Hispanics become more comfortable with English, have greater support within their communities, and are more knowledgeable about opportunities within their community. Parenting, conversation and cooking class participants reported that the classes played a significant role in reducing isolation of Hispanic adults and connecting them to one another. Participants have taken advantage of community and social service resources including college English classes. Parents participating in Raising a Thinking Child Program developed sufficient trust to ask technical college staff direct questions about sensitive issues like documentation. Hispanic youth worked with White students to build life skills and develop relationships across ages and ethnicities in a variety of creative environments. Staff have tracked and observed more voluntary and positive interactions between white and Hispanic children while doing projects. Participant surveys indicated that strong majorities of participants developed connections and friendships across ethnic groups. Older youth tutors and leaders reported having continued contact with younger students after the end of the program. Local community organizations have helped to create a stadium in Plainfield so the high school could offer soccer as an official school sport for the first time, creating a bridge between Hispanic and non-Hispanic team members. A CYFAR staff person served as a coach and observed strengthened cross-cultural relationships. The Plainfield Tri-County Migrant Education coordinator is well-placed to observe changes over a 25 year career and observed that high school students are interacting across cultures in a way they never would have a few years ago. Community systems, programs and organizations have built sustainable capacity to respond to the self-defined needs of Hispanic youth and families. Racine CYFAR project director established the Hispanic Outreach for Literacy Achievement (HOLA) in response to needs identified by families. Burlington now has 23 HOLA members, leading to increased collaboration of community agencies and the recognition of Extension as an important support for HOLA and as a resource for meeting the needs of the Hispanic community. The network has resulted in increased participation in literacy classes such that the Racine Literacy Council plans a second class. The Women’s Resource Center, Racine County Human Services Department , and Burlington library have expanded bilingual staffing and resources. Connections within CYFAR programs to these resources led to program outcomes such as 2 participants in a parenting program enrolling in English classes at Gateway Technical College. Bilingual Extension staff also bridged connections between families and school, in Burlington working to engage school staff with CYFAR programming and identify productive communication strategies that facilitated direct parent-school staff communication. In Waushara, Extension supported a Hispanic Coalition, which brought together law enforcement, human service, and educational resources. Extension programs supported Hispanic participation and relations with broader community resources. Women who participated in the English conversation group reported in a focus group two broad benefits: 1) increased English language ability, and 2) more connectedness with the other participants. Participants also reported the ability to use English in commerce transactions and at their children’s school and increased engagement in community activities. These outcomes with parents were matched by increased efforts on the part of school and Extension personnel to include families in school and after school activities with results such as 90% of Latino students’ families participated in Parent-Teacher Conferences. In both communities, educational activities for families (including parenting, English conversation and cooking classes) incorporated linkages to a wide range of community resources and also to opportunities to build social support within the Hispanic community. New programs and relationships are in place and continue to incorporate Extension educational resources: a 21st Century Learning Community afterschool program, a collaborative summer school and migrant education programs and the literacy coalition in Racine County.
Publications
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Progress 05/01/11 to 04/30/12
Outputs
OUTPUTS: The Wisconsin Sustainable Communities Project focuses on the educational engagement of School Age (K-8) youth and their families, with a specific focus on Hispanic children in two rural school districts--Burlington (Racine County) and Tri-County (Waushara County). Wisconsin is implementing a process of community engagement that includes Hispanic youth and families as well as school and social service personnel. Racine and Waushara County sites developed and provided out-of-school-time educational enrichment and leadership development activities for Hispanic and non-Hispanic youth, focusing on those at academic risk. They also provided support to Hispanic adults on identified needs including English skills for supporting school success, and increasing social support. Both sites also co-sponsored and planned community events with program participants and community partners to build cultural understanding, identify needs, share resources and recruit program participants. The state leadership team met at least bimonthly with community staff in person and by teleconference to align program activities with expected outcomes, implement needs assessment and evaluation measures, and provide research background and learning opportunities for site staff. Project staff participated in Strengthening Families program training and Raising a Thinking Child training and delivered the programs locally. With literacy, culturally appropriate nutrition education, and parent involvement in schools identifies as issues at both sites, state specialists and other colleagues were engaged in providing technical assistance and research-based curriculum support. There is strong, ongoing support for all of these models within the Extension system. Project staff also presented at a statewide Extension conference to share models and lessons learned with Extension colleagues statewide. Both sites engaged program participants in planning community activities that provided opportunities for connection with one another and cultural sharing in the community. In Burlington, family programming focused on navigating the English-speaking community and connecting with resources to meet needs identified by participants. In Plainfield, a community-wide event celebrating Mexican Independence Day was one of many opportunities for youth and families to engage with community resources ranging from universities and libraries to fish hatcheries. Regular meetings with social service providers, school personnel, religious institutions, and local government officials yielded clearer identification of needs, secured program resources including physical space, and built shared ownership for the Sustainable Community Program. State staff participated in meetings with community partners to build local relationships with the university team and to gain insights for program improvement. PARTICIPANTS: Co-P.I. Matthew Calvert led reporting, coordinated staff meetings and professional development activities. Co-P.I. Mary Huser researched and shared model programs related to family living. Evaluator Jeffrey Lewis provided design, training, and implementation of evaluation processes. Barb Barker, Waushara County 4-H Youth Development Agent hired and supervised Waushara project staff, secured community partnerships. Jennifer Caravella, Waushara County Family Living Educator designed and conducted family interviews, developed community partnerships. Andrea Newby, Waushara County Educational Assistant, assisted in developing and implementing youth and family programs. Maria Alvarez, Waushara County Educational Assistant, assisted in developing and implementing youth and family programs. Tracy Strother, Racine County 4-H Youth Development Educator hired and supervised Waushara project staff, secured community partnerships, provided educational leadership to summer programming. Bev Baker, Racine County Family Living Educator/Department Head developed community partnerships. Nelly Martinez, Racine County Youth and Family Community Coordinator assisted in developing and implementing youth and family programs. Collaboration/Community Integration: Both communities are fostering connections to the ongoing 4-H program and developing 4-H clubs that engage Latino audiences for the first time. Both sites also have strong partnerships with out-of-school time programs, with Plainfield's 21st Century Learning Community and Burlington's summer school sharing material support, publicity, and planning resources. 4-H Youth Development and Family Living Programs have committed staff resources to technical assistance, coordination, evaluation, and communicating results across Wisconsin. Presenters from UW-Extension have shared research in communities and at state conferences and state team members have attended national training and utilized CYFERNet and other tools to provide a research base for county programs. Locally, partners have provided space for programs and staff offices and have assisted in recruiting program participants. AmeriCorps VISTA members have served in both projects. TARGET AUDIENCES: Wisconsin focuses on School Age (K-8): School age youth will demonstrate knowledge, skills, attitudes, and behavior necessary for fulfilling contributing lives, with a specific focus on Hispanic children in two rural school districts: Burlington (Racine County) and Tri-County (Waushara County). Educators continued efforts to strengthen connections between Hispanic families, schools and community resources. In October-November 2010, educators supported the continuation of a partnership between public and private schools to offer a dual-language reading program afterschool which partners teens learning to speak Spanish with Spanish-speaking elementary students who are learning to speak English. The 2011 Summer Afterschool program in Burlington celebrated its fifth year. Youth met 4 hours each day Monday-Thursday from July 12-August 11, which totaled 80 contact hours with each youth. This was an integrated program open only to students in grades 1-4 who were enrolled in summer school. The theme this year was to explore different nations and cultures around the world. Educators also provided two parenting workshops in Spanish: "Raising A Thinking Child" and "Thriving With Your Spirited Child." An additional workshop titled, "Nurture through Nature" was designed to bring together parents with their youth to practice the techniques learned in the parenting workshops in a supported environment. The Family Living Educator continued as facilitator of the Western Racine County Literacy Program Group, and expanded the participation to 21 members from 13 different agencies. The collaboration has clarified what barriers and opportunities exist for Spanish speaking individuals living in the Western portion of Racine County. In Waushara County, biweekly English conversation classes and monthly cooking classes were implemented to engage the parents of the youth. Waushara implemented three programs for elementary and middle school students during afterschool hours. The two programs for elementary students provided youth with the opportunity to develop life skills according to 4-H curriculum. The hands-on activities implemented followed a weekly/monthly theme. Youth were recruited through school classroom visits and individual contacts. Our bilingual educator visited with Hispanic families to increase their familiarity with this opportunity and to assure them their children would benefit from the experience. Locations for programming include the Tri-County school during the academic year and summer and the Hancock Community Center, a neighboring community, during the summer in order to overcome transportation barriers. The seven month (3 days/month) school year program reached 57 youth (12 Hispanic) and the six week (4 days/week) summer program reached an average of 37 youth, 22 of whom were Hispanic. The Youth in Action program brings 6 middle school and high school students (100% Hispanic) together weekly. PROJECT MODIFICATIONS: Nothing significant to report during this reporting period.
Impacts
17 participants participated in groups & participant observations to measure cultural understanding increases within and between Hispanic and White communities. Findings included: Program participants participated in planning a Mexican Independence Day celebration for the larger community and reported that without the class they would not have likely done either of these two activities. The participants also reported greater confidence in interacting with Anglos at work and in the community with their English and reported that they know more words and can understand English conversations better and better understand written documents they receive in the mail. Increased collaboration of community agencies resulted from the regular meetings of the Western Racine County Literacy Provider Program Group. Outreach from Hispanics to the Anglo community has expanded as Hispanics become more comfortable with English, have greater support within their communities, and are more knowledgeable about opportunities within their community. Post-program evaluation was conducted with 122 youth and 26 parents to determine if Hispanic youth and families are more supportive of and involved in school and out-of- school youth activities. Adults who participated in evidence-based parenting workshops offered in Spanish in Burlington have reported the value of the content and have expressed an interest in continued participation in future programming. Parents and youth report they value the program and are motivated to engage in additional opportunities. Participants are identifying as members of 4-H; older youth assumed new leadership opportunities as they aged through the program. This foundation of youth leadership fits with best practices of 4-H and proven outcomes of youth leadership. Conversation and cooking class participants reported that the classes played a significant role in reducing isolation and connecting them to one another. They also reported that prior to the class they only had casual knowledge of one another and that the class has helped them feel more connected and develop friendships. They met consistently twice weekly. Some have taken a dance exercise class together offered to the community at the local school. Racine: There are 8-12 Spanish-speaking adults who regularly attend literacy classes sponsored by the Racine Literacy Council at St. Charles Church, and the theme of the class has been restructured around improving communication with school, banks or businesses. Parents participating in Raising a Thinking Child Program developed sufficient trust to ask technical college staff direct questions about sensitive issues like documentation. Two parents (out of 12 participating) enrolled in college English classes after the workshop.
Publications
- No publications reported this period
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Progress 05/01/10 to 04/30/11
Outputs
OUTPUTS: The Wisconsin Sustainable Communities Project focuses on the educational engagement of School Age (K-8) youth and their families, with a specific focus on Hispanic children in two rural school districts--Burlington (Racine County) and Tri-County (Waushara County). Wisconsin is implementing a process of community engagement that includes Hispanic youth and families as well as school and social service personnel. This approach has three components-- 1. Participant Leadership- Parents of K-5 Hispanic youth are partners with program participants in program planning and community cultural development. 2. Youth Development- Summer and after-school programs for elementary-aged youth are based on best practices of positive youth development and 4-H Afterschool activities. 3. Family-Parent Education- Parent support and education based on defined family needs is provided in a context that builds relationships among participants and with schools and other community institutions. Racine and Waushara County sites developed and provided out-of-school-time educational enrichment and leadership development activities for Hispanic and non-Hispanic youth, focusing on those at academic risk. They also provided support to Hispanic adults on identified needs including mental health, English skills for supporting school success, and increasing social support. Both sites also co-sponsored and planned community events with program participants and community partners to build cultural understanding, identify needs, share resources and recruit program participants. The state leadership team met at least bimonthly with community staff in person and by teleconference to align program activities with expected outcomes, implement needs assessment and evaluation measures, and provide research background and learning opportunities for site staff. Both sites engaged program participants in planning community activities that provided opportunities for connection with one another and cultural sharing in the community. In Burlington, family nights focused on navigating the English-speaking community and on shaping future programming for students. In Plainfield, a community-wide event celebrating Mexican Independence Day brought support from over 20 businesses and was attended by 125 people. Families were also engaged at both sites throughout the year with community literacy resources and, in Plainfield, with a Mexican consular visit organized in partnership with the CYFAR program. Regular meetings with social service providers, school personnel, religious institutions, and local government officials yielded clearer identification of needs, secured program resources including physical space, and built shared ownership for the Sustainable Community Program. State staff participated in meetings to build local relationships with the university team. PARTICIPANTS: Co-P.I. Matthew Calvert led reporting, coordinated staff meetings and professional development activities. Co-P.I. Mary Huser researched and shared model programs related to family living. Evaluator Jeffrey Lewis provided design, training, and implementation of evaluation processes. Barb Barker, Waushara County 4-H Youth Development Agent hired and supervised Waushara project staff, secured community partnerships. Jennifer Caravella, Waushara County Family Living Educator designed and conducted family interviews, developed community partnerships. Andrea Newby, Waushara County Educational Assistant, assisted in developing and implementing youth and family programs. Maria Alvarez, Waushara County Educational Assistant, assisted in developing and implementing youth and family programs. Tracy Strother, Racine County 4-H Youth Development Educator hired and supervised Waushara project staff, secured community partnerships, provided educational leadership to summer programming. Bev Baker, Racine County Family Living Educator/Department Head developed community partnerships. Maria Gonzalez, Racine County Youth and Family Community Coordinator assisted in developing and implementing youth and family programs. Collaboration/Community Integration: Both communities are fostering connections to the ongoing 4-H program and developing 4-H clubs that engage Latino audiences for the first time. Both sites also have strong partnerships with out-of-school time programs, with Plainfield's 21st Century Learning Community and Burlington's summer school sharing material support, publicity, and planning resources. 4-H Youth Development and Family Living Programs have committed staff resources to technical assistance, coordination, evaluation, and communicating results across Wisconsin. Presenters from UW-Extension have shared research in communities and at state conferences and state team members have attended national training and utilized CYFERNet and other tools to provide a research base for county programs. Locally, partners have provided space for programs and staff offices and have assisted in recruiting program participants. AmeriCorps VISTA members have served in both projects. TARGET AUDIENCES: Wisconsin focuses on School Age (K-8): School age youth will demonstrate knowledge, skills, attitudes, and behavior necessary for fulfilling contributing lives, with a specific focus on Hispanic children in two rural school districts: Burlington (Racine County) and Tri-County (Waushara County). The first cohort of families has students in grades 3-7 in 2010-11. Each site engages 25 youth in out of school and summer programs each year and provides educational and cultural events to at least 10 families. Educators continued the efforts in summer afterschool programming and initiated a partnership to develop a dual-language reading program that connects teen mentors with elementary youth. Educators also hosted two community gatherings that provided Latino families an opportunity to connect with one another, as well as reassess community needs and school-related needs. Working in small groups of family members and school staff, participants identified specific concerns and challenges. They also identified some strategies and resources to help Latinos successfully navigate the English-speaking community, and resources to increase capacity. Racine County efforts: 20 participants representing 11 community organizations and UW-Extension participated in "Walk One Hour in My Shoes," a program designed to increase understanding of Hispanic community members. Summer afterschool curriculum was focused around a theme of science, technology, engineering and mathematics -- with an emphasis on learning about energy. Educators also used still photography and video interviews of participants to document efforts and for evaluative purposes. Waushara County efforts: Waushara implemented three programs for elementary and middle school students during afterschool hours. The two programs for elementary students provided youth with the opportunity to develop life skills according to 4-H curriculum. Youth were recruited through school classroom visits and individual contacts. Our bilingual educator visited with Hispanic families to increase their familiarity with this opportunity and to assure them their children would benefit from the experience. Locations for programming include the Tri-County school during the academic year and the Hancock Community Center, a neighboring community, during the summer in order to overcome transportation barriers. The six month (3 days/month) school year program reached 15 youth (5 Hispanic) and the six week (4 days/week) summer program reached an average of 22 youth, 15 of whom were Hispanic. Waushara also responded to a request for educational opportunities for middle school youth. Therefore, Youth In Action, a youth leadership program was offered for three months during the summer and continues into the school year. Program sites include the school, public library and varied locations in the community. The Youth in Action program brings 10 middle school and high school students (80% Hispanic) together weekly. To date the team has practiced leadership and problem solving through discussions about community perceptions and involvement. PROJECT MODIFICATIONS: Nothing significant to report during this reporting period.
Impacts
Hispanic youth participate in more high quality inschool and out-of-school time activities. 30 participants completed questionnaires, interviews, and had programs observed. Waushara youth reported increased communication skills in 4 out of 5 items. They reported a significant increase in being inclusive, respectful and appreciating diversity in their groups. Participants also reported that the program had a very significant impact on their leadership skills and willingness to assume leadership, and making positive life choices. In addition, staff observed participants' growth in assuming leadership in the implementation of the program. Ten Racine tutors and Hispanic children completed surveys and the most common benefit indicated by youth was getting to know the children and "connecting" and "bonding" with them. Many of the elements of high quality positive youth development activities were documented in the evaluation data: supportive relationships, inclusive programming, youth leadership and voice. Prior to the program, youth were not engaged in positive youth development activities of this scope. Families of Hispanic youth are more supportive of and involved in school and out-of- school youth activities. Evaluation--participant observation, group interview, and a survey of 15 participants--concluded that participants with school-age children report feeling more comfortable communicating with school staff in English, especially when interpreters are not available. Participants also had the opportunity to have a direct discussion with the school principal and school staff about their needs (e.g., who to contact if they don't speak English). They also shared their ideas about what is needed for a successful school year, which helped identify activities and programs suggestions for the school: 1) how to help their children achieve success at school, 2) helping children develop problem solving skills, 3) having more out-of-school time opportunities for their children, and 4) having computer classes for themselves. Implications: Strong social networks among Latino families in the program, particularly in Plainfield, provides capacity to increase involvement in out-of-school youth, family, and community activities. Cultural understanding increased within and between Hispanic and White communities. 80 % (12) of the Walk One Hour in my Shoes" training participants reported that the training helped increase their understanding of Latinos in their community. 60% (9) indicated that the information would be useful in providing services to their Hispanic clients. 67% (10) indicated that the training would be useful in their future interactions with Hispanics. In Waushara, the conversation class participants reported that the classes played a significant role in reducing isolation and connecting them to one another. They also planned a Mexican Independence Day celebration for the larger community (Hispanic and Anglo) and reported that without the class they would not have likely done either of these two activities. The participants also report greater confidence in interacting with Anglos at work and in the community with their English.
Publications
- No publications reported this period
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Progress 05/01/09 to 04/30/10
Outputs
OUTPUTS: Program Implementation: Racine and Waushara County sites developed and provided out-of-school-time educational enrichment activities for Hispanic and non-Hispanic youth, focusing on those at academic risk. They also provided support to Hispanic adults on identified needs including mental health, English skills for supporting school success, and increasing social support. Both sites also met regularly with community partners to identify needs, share resources and recruit program participants. The state leadership team met at least bimonthly with community staff in person and by teleconference to align program activities with expected outcomes, implement needs assessment and evaluation measures, and provide research background and learning opportunities for site staff. Community Integration: Regular meetings with social service providers, school personnel, religious institutions, and local government officials yielded clearer identification of needs, secured program resources including physical space, and built shared ownership for the Sustainable Community Program. A structured family interview process led by the project evaluator built understanding and relationships between Extension staff and Hispanic parents. State staff participated in meetings to build local relationships with the university team. Technology Integration: Program staff, as hired, have been provided with computer and internet access through the university. Statewide teleconferences have been scheduled monthly to facilitate communication among sites without travel. One site has conducted GIS mapping to assess youth programming availability. Sustaining: 4-H Youth Development and Family Living Programs have committed staff resources to technical assistance, coordination, evaluation, and communicating results across Wisconsin. Presenters from UW-Madison have shared research and state team members have attended national training and utilized CYFERNet and other tools to provide a research base for county programs. Locally, partners have provided space for programs and staff offices and have assisted in recruiting program participants. AmeriCorps VISTA members have served in both projects. PARTICIPANTS: Matt Calvert and Mary Huser, State Project Directors provided relevant research and technical assistance to youth development and family programs, respectively. Jeffrey Lewis, State Project Evaluator, provided program development and quality improvement support and evaluation design. Tracy Strother and Bev Baker, Racine Community Project Directors, designed and led programs focusing on youth development in out of school time and parent education. Maria Alvarez, Racine Community Project Coordinator, worked directly with youth, parents, volunteers, and school partners to deliver educational programs. Barb Barker and Jennifer Caravella, Waushara Community Project Directors, designed and led programs focusing on youth development in out of school time, parent education, and building community support for parents. Maria Gonzalez, Waushara Community Project Coordinator, supported recruitment of youth and conducted parent education programs. Andrea Newby, Waushara Community Project Coordinator, led out-of-school time programs for youth. Partner organizations in Racine County include Burlington School District, which provides space for programs and assists with program management and planning. A local Catholic Priest is in regular contact with Hispanic families through the church, and serves as a community resource. The church staff and an adult parish member recently attended a day-long CYFAR planning and reporting session we sponsored in the community. A youth librarian at the local community library has also become an active and supportive partner in programming and planning. Future programming will be held at the church and the library. Partner organizations in Waushara County include Tri County School, where much of the youth programming takes place. Partnerships with the local library and church will also be critical for addressing sustainability in regards to finding individual conversation mentors to allow Spanish speakers more opportunities to develop conversational English skills. TARGET AUDIENCES: The Waushara County Sustainable Community Project includes after school and summer programming targeted at youth in grades 3 through 6. Program sites are the Hancock Community Center and the TriCounty School district. Youth programming topics include Relating to Others, Leadership of Self and Others, Decision making, Applying Science and Technology, and Communicating with Others. Approximately half of the participating youth are Hispanic and summer program participants are identified by the school as having academic risk factors. Family centered programming includes Monthly Family Fun Nights for parents and children together, a Mothers Night of Sharing, a Parents Only Night, regular home visits conducted by bilingual CYFAR staff, ongoing twice a week conversation classes, a family celebration for Cinco De Mayo, and a community wide celebration for Mexican Independence Day. All of the participants in the family programs are Hispanic. About 10 percent of the participants in the community celebration for Mexican Independence Day, were Anglo and the rest were Hispanic. Racine County UW-Extension staff conducted and recorded family interviews of a stratified sample of the local Hispanic community. Questions were focused on hopes and dreams of the people being interviewed. We identified barriers that families face in becoming engaged in their children's education; and we initiated problem solving discussions with the school district and community agencies. Out-of-school time opportunities for youth were developed to support working families and to help strengthen family communication with the schools. The two primary programs for youth were: an afterschool multicultural art club, and a summer 4-H Afterschool program. Summer program participants are identified by the school as having academic risk factors. PROJECT MODIFICATIONS: Nothing significant to report during this reporting period.
Impacts
Hispanic youth participate in more high quality inschool and out-of-school time activities. Number of participants: 86 Evaluation type: post-program survey, observation, year-to-year comparisons of individual participation Analysis: Descriptive statistics and content analysis Findings: Life skills surveys indicate growth in communication skills, accepting differences, making healthy living choices and performing community service. Participants and parents value the program and are motivated to continue. Burlington parents valued safe place for children (40%) and valued educational enrichment (100%). Cohort of 10 families had youth enrolled in subsequent programs in Plainfield (e.g. school-year to summer enrollment). Implications: Youth provided leadership in repeating program experiences with other youth and new leadership opportunities were created for older youth. This supports sustainability through increased capacity within individuals and because of the fit with 4-H leadership best practices. Result: Families of Hispanic youth are more supportive of and involved in school and outof- school youth activities. Number of participants: 23 Evaluation type: Family Funds of Knowledge Interviews, parent program observation Analysis: Content analysis Findings: Isolation from both Hispanic and White families identified as an issue in both families: began to mitigate with conversation classes and family fun nights in Plainfield, hopes and dreams and educational groups in Burlington and new community cultural activities led by CYFAR staff and parents. Comfort in communicating with schools and Extension staff in English and Spanish facilitated by English conversation classes and availability of staff to translate at school and community activities. Implications: Trust, language skills, and relationships are needed before results will be seen in involving family in school and out-of-school activities. Program and evaluation activities will focus on the building blocks of this involvement, in particular building trust and social support. Result: Cultural understanding increases within and between Hispanic and White communities. Number of participants: 86 Evaluation type: post-program survey, observation, content analysis of art, interviews with participants Analysis: Descriptive statistics and content analysis Findings: Increased sense of community in the afterschool and summer groups, improved acceptance of differences and appreciation of diversity in Plainfield. Initiation of community events such as Plainfield's Cinco de Mayo celebration received positive media attention and pride from adults in the CYFAR project. Hispanic teens and elementary students built valued relationships and developed interests in exploring and sharing their ethnic heritage in Burlington. Implications: Hispanic youth may be more willing to volunteer for opportunities that help their ethnic community (six Hispanic teens assisted regularly with afterschool cultural arts programs in Burlington.) Hispanic youth are more outgoing in a homogeneous environment, but participants also enjoyed working as teams in racially diverse groups.
Publications
- No publications reported this period
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Progress 05/01/08 to 04/30/09
Outputs
OUTPUTS: Racine County Program Implementation: The 4-H Summer Fun Club program clustered youth by age level in grades K-5, and was supervised by the 4-H Youth Development Educator with support from a part-time Summer UW-Extension employee who was also a bilingual summer school teacher. Direct instruction using experiential learning models was provided by five summer VISTA volunteers using 4-H Afterschool Curriculum that exposed students to different types of 4-H related themes and activities. An overwhelming response from families filled the original 24 spots with a waiting list of over 10 additional families. After securing additional staff, we were able to expand the program to serve a total of 35 youth. The racial mix of the participants was more diverse than the general school-age population in the school district. School-year programming includes a Multicultural Art Club meeting after school for elementary school youth. Hispanic parent support for students has been promoted through translation support at parent-teacher conferences and a math workshop. Family workshops involving 27 families have also been held at a Catholic church and for a group of parents of at-risk high school students. Waushara County Program Implementation: A four session day camp was held in July and August, 2008 in the Village of Plainfield. It was targeted for youth in grades 4 to 6. Our Wisconsin Nutrition Education Program Educator provided outreach to Hispanic families in addition to distribution of flyers through local businesses and the public library. Participants increased their knowledge of the my food pyramid recommendations, the importance of breakfast, healthy snacks, food safety and basic food preparation. A parent information sheet was distributed. Many of the activities involved active participation and team work to complete resulting in the participants utilizing communication and cooperation skills. Family Funds of Knowledge interviews have been conducted with five families to build staff knowledge of needs of Hispanic youth and families and to begin building relationships with families new to Extension programming. PARTICIPANTS: Co-P.I. Matthew Calvert led reporting, coordinated staff meetings and professional development activities. Co-P.I. Mary Huser researched and shared model programs related to family living. Evaluator Jeffrey Lewis provided design, training, and implementation of evaluation processes. Barb Barker, Waushara County 4-H Youth Development Agent hired and supervised Waushara project staff, secured community partnerships. Jennifer Caravella, Waushara County Family Living Educator designed and conducted family interviews, developed community partnerships. Andrea Newby, Waushara County Educational Assistant, assisted in developing and implementing youth and family programs. Maria Alvarez, Waushara County Educational Assistant, assisted in developing and implementing youth and family programs. Tracy Strother, Racine County 4-H Youth Development Educator hired and supervised Waushara project staff, secured community partnerships, provided educational leadership to summer programming. Bev Baker, Racine County Family Living Educator/Department Head developed community partnerships. Maria Gonzalez, Racine County Youth and Family Community Coordinator assisted in developing and implementing youth and family programs. Collaboration/Community Integration: Three meetings have taken place with representatives from community partners, which include the school district, local social service agencies and a local church. Sustaining: The partnership with the Burlington Area School District was strengthened and opened the door to additional programming possibilities in the summer of 2009. The school district has also provided office space and support in a school for the UW-Extension Youth and Family Community Coordinator during the school year. Professional development was provided to project staff on the diversity of immigrant families and on implementing funds of knowledge interviews. TARGET AUDIENCES: Wisconsin focuses on School Age (K-8): School age youth will demonstrate knowledge, skills, attitudes, and behavior necessary for fulfilling contributing lives, with a specific focus on Hispanic children in two rural school districts: Burlington (Racine County) and Tri-County (Waushara County). The first cohort of families has students in grades 1-5 in the 2008-9 school year. Each site engages 25 youth in out of school and summer programs each year. Each site provides educational and cultural events to at least 10 families. PROJECT MODIFICATIONS: Nothing significant to report during this reporting period.
Impacts
Evaluation is in the early stages of implementation so impact findings are not yet available.
Publications
- No publications reported this period
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