Progress 07/01/09 to 06/30/14
Outputs
Target Audience: The Oregon Sustainable Community Project (SCP) delivers after school/summer programs at elementary schools known to have substantial numbers of at-risk, low income, and/or Latino students in Benton and Yamhill Counties. While the primary target audience is Latino youth, all youth in grades 3-5 are welcome. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided? Four project staff members attended the 2014 CYFAR Professional Development Event. How have the results been disseminated to communities of interest? The project presented a poster sessionat the Program Showcase and Networking Sessionfeatured at the 2014 CYFAR Professional Development Event. What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
A challenging SET curriculum was delivered in afterschool/summer programs organized as 4-H clubs for youth in grades 3-5. The number of participants ranged from 149 youth (35% Latino) in Year 1 to 186 youth (39% Latino) in Year 5 and collectively yielded a 5-year total of 857 youth (42% Latino). Partnering schools increased from four to nine. Groups usually met weekly for 1-2 hours; field trips and other outings were included. The number of contact hours averaged about 155 hours annually. Additional activities engaged parents and were well attended. Two counties, Yamhill and Benton, were primary—Lane County completed Year 1 with 28 youth (36% Latino), but when the Lane County Extension Service was shut down the following year due to lack of funding, SCP efforts were shifted to Benton County. Each county selected its own SET content and learning activities. Programs in Benton and Yamhill counties are continuing in 2014-2015. Benton County activities are being sustained through a 5-year 21st Century Learning Grant from the State Department of Education and OSU Extension funds have been provided to support a program assistant in Yamhill County. Yamhill County: Total youth = 536 (36% Latino). In Years 1-2, afterschool SET programs were provided in two McMinnville schools. Each offered the same mix of content relating to technology (videography, robotics) and science (natural/ biological) and included field trips to the Oregon Museum of Science and Industry and the Hatfield/OSU Marine Science Center. In Year 3, the focus was shifted to robotics, using the nationally recognized FIRST LEGO League (FLL) model. Two skill levels were offered. Beginners built simple robots and programmed them to perform basic tasks. Advanced youth worked in teams that created research projects designed to provide robotic solutions to issues relating to FLL “challenge” themes (food safety, natural disasters). Participants in both skill levels combined increased 86% from Year 3 to Year 4 and the number of schools grew to seven. Lego Robotics Showcases, where advanced teams shared their projects, were featured in Years 3-5; about 95 parents and children attended annually. Benton County: Total youth = 293 (52% Latino). Focusing on the question, “What do scientists do?”, youth from two Corvallis schools conducted experiments, investigated research questions, and explored various environments. Highlights included Science in the Neighborhood where youth made a series of field trips to explore and identify science and math in practice at near-by locations including gardens, restaurants, bike shops, and grocery stores. Physics on the Playground featured a series of activities that included investigating the properties of “swinging” from a physics point of view and determining how friction and other factors can affect the speed of (toy) cars. A Family Math and Science Night in Years 4-5 annually engaged about 40 parents and 60 children in participatory SET activities. A summer program, Super Science Snackers, drew about 40 youth annually in Years 3-5. In Years 4-5, about 60 preservice teachers (OSU students with STEM interests) planned and delivered six afterschool sessions, supported by the new FIESTAS model (Families Involved in Education, Sociocultural Teaching, and STEM) developed by Oregon 4-H and the OSU College of Education. The SCP coordinator was instrumental in originating the model and also partnered in its implementation with two College of Education faculty members (math and physics specialists) who trained and coached the students. FIESTAS features a framework for (a) providing underrepresented youth with exposure to higher education and SET careers and (b) engaging preservice teachers in culturally and linguistically diverse settings to better prepare them for teaching in a multicultural and multilingual context. Learning Outcomes. The young age of the participants, the wide variety of subject matter and activities, and the use of teamwork as a learning strategy led to a choice of outcome indicators that were mostly project-specific, as well as embedded into learning experiences. These factors are reflected below in 5-Year summary statements of primary achievements. 4-H Robotics Clubs: 277 youth (40% Latino) in the robotics beginners group, working in teams of three and guided by an adult, successfully built LEGO NXT Mindstorm robots and were able to perform five or more basic programming tasks. Acquired skills were documented using checksheets that youth could take home. 4-H Advanced Robotics Teams: 194 youth (34% Latino)completed FLL challenge activities. Thirty teams (up to 10 youth per team) presented their robotic solutions at Regional FLL Tournaments hosted by the Evergreen Aviation and Space Museum, where their efforts were evaluated by experienced FLL judges. Awards included two championships, five ACE Trophies for overall high scores, and three Core Value Awards for outstanding inspiration, teamwork, and professionalism. 4-H SET Clubs: 169 youth (56% Latino), role-playing as “scientists”, completed an average of 50 hours of experiential learning activities each year. Highlights included youth (a) taking field trips to identify science and math in practice in nearby neighborhoods and working in teams to document their observations in short videos and (b) using “research questions” to investigate such activities as swinging and other playground activities from a physics point of view, logging their findings, and orally reporting the results in small group sessions. Super Science Snackers: 124 youth (58% Latino) completed the 8-hour, 4-week summer program where they experienced learning activities creatively linking food production, food science, and nutrition as they learned to make healthy and affordable snacks. Videography: 202 youth (49% Latino), in teams of two or three, learned to produce short videos with Flip cameras by scripting a theme, shooting appropriate images, and editing the results. Community Impact. The origin of the FIESTAS model was linked to local (Benton County) efforts to build program sustainability by engaging more community partners. Resulting collaborations led to a 5-year grant that is sustaining the 4-H SET Clubs. The model was also featured in a recent proposal for new CYFAR funding to develop a “Food, Fitness, and Fun” afterschool program at Callapooia Middle School in Albany, Linn County. A 5-year grant was awarded in June 2014.
Publications
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Progress 07/01/12 to 06/30/13
Outputs
Target Audience: The Oregon Sustainable Community Project reached the following target audience for this reporting period: at risk, low income and/or Latino youth who are in grades 3-5. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided? Professional development for project staff includes participating in the CYFERnet Evaluation Professional Development Workshop in Crystal City, VA, in May, 2013. How have the results been disseminated to communities of interest? We've shared the report at CYFAR's professional development grantee's conference in Crystal City, VA, at the poster sharing session. What do you plan to do during the next reporting period to accomplish the goals? We'd like to be able to share our results again at next year's grantee's professional development conference.
Impacts
What was accomplished under these goals?
Oregon SCP provided after school/summer programs at eight elementary schools in Benton and Yamhill counties. During the current reporting year a total of 265 youth (no duplicates, 107 Latino) regularly participated in these programs, which were delivered in school facilities and featured a core curriculum of SET (Science, Engineering and Technology) content, with teamwork as a learning strategy. After school programs in both counties were organized during the school year as 4-H clubs that typically met once or twice a week for 1 or 2 hour sessions. Benton County also offered Super Science Snackers, a 5 hour program, in the summer. In Benton County, a total of 108 youth (no duplicates; 53 Latino) regularly participated in the summer and afterschool programs combined. Super Science Snackers was delivered at Garfield Elementary School in Corvallis. Two groups of youth (59 total; 26 Latino) regularly attended sessions over a 4-week period. They participated in science experiments and other hands-on learning activities creatively linking food science, nutrition, gardening, and healthy affordable snacks. Included was a field trip to Calvinistic Community Garden in Corvallis for activities and a guided tour. After school programs began in the fall at Garfield and Lincoln schools and continued through spring; 83 youth (no duplicates; 32 Latino) regularly attended the three terms. Focusing on the question, “What do scientists do?”, youth examined a variety of scientific topics such as the nature of matter, forms of energy, and stages in the life cycle of a tree. Science in the Neighborhood was the winter theme as youth at each school made three field trips to explore and identify science and math in practice at near-by locations including gardens, restaurants, bike shops, bakeries, and grocery stores. Youth worked in teams to produce nine short videos to document the results of their “mission” (and practice Flip video production skills in the process). Physics on the Playground was featured during the spring term and included such activities as investigating the properties of “swinging” (on the playground) from a physics point of view and determining how friction and other factors can affect the speed of (toy) cars. Working in teams, 62 OSU students were actively involved in planning and delivering three class sessions in winter and spring term through their participation in the new FIESTAS project (Families Involved in Education, Sociocultural Teaching, and STEM). Project collaborators are the OSU College of Education, the Oregon 4-H Youth Development Program at OSU, and the SMILE program (Science & Math Investigative Learning Experiences) affiliated with OSU. The SCP coordinator in Benton County was instrumental in initiating and developing FIESTAS, which has two goals: (a) to provide youth with exposure to higher education and STEM related programs and (b) to engage pre-service teachers (OSU students) in culturally and linguistically diverse settings. In Yamhill County, the after school curriculum focused on engineering/robots, utilizing the FIRST LEGO League (FLL) tournament system as a framework for learning. With the help of coaches and mentors, teams of youth followed basic engineering principles to construct and program LEGO robots to solve specific “challenges”. Two skill levels—beginners and advanced—were offered and drew a total of 157 youth (54 Latino) who regularly participated in project activities. The advanced group consisted of ten competition teams (including two middle school teams) who had previously acquired basic robotics skills in the county’s 4-H after school programs. Participants (74 total; 26 Latino) were from Grandhaven, Sue Buel, Memorial, Newby and Wascher elementary schools in McMinnville. All teams created a research project addressing this year’s FLL theme related to challenges faced by senior citizens. All teams also participated in a qualifying FLL Tournament hosted by the Evergreen Space Museum in McMinnville. Both middle school teams and four elementary school teams qualified for advancement to the state tournament. In addition, one of the middle school teams (Wascher’s Yellow Rubber Duckie Engineers) earned the Champion title and three other teams (from Sue Buel and Wascher) received Ace Awards for overall high scores. Wascher’s third grade team was presented the Project Award for demonstrating overall outstanding achievement in research, innovative solution, and presentation, while the Newby team was recognized with the Rising Stars Award for having the top performance for a rookie team. In the fall, parents were invited to a 4-H LEGO Robotics Showcase where teams from seven schools ran their robots on the competition table and shared their research experiences in addressing the theme challenge. About 90 youth and family members attended. A second Showcase took place in January for those teams that advanced to state to get additional practice; 55 youth and family members were present. The beginners group (83 youth; 28 Latino) met in the spring at Sue Buel, Grandhaven, and Columbus schools where they learned basic robotics skills, practiced teamwork, and programmed their robots to accomplish specified tasks. Eight youth from the advanced program were involved in assisting the beginners. Last year, 100% of the beginners group, working in teams of three, successfully built and programmed LEGO NXT Mindstorm robots that were able to perform an average of five designated tasks. (Data from the current year’s checklists are now being collated and will be reported next year.)
Publications
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Progress 07/01/11 to 06/30/12
Outputs
OUTPUTS: The Oregon Sustainable Communities Project offered weekly after school Latino outreach programs at four elementary schools (in two counties) known to have substantial numbers of at risk, low income, and/or Latino students. The programs featured a core curriculum in science, engineering, and technology, with teamwork as a learning strategy. Youth participated in experiential learning activities relating to food science (healthy and affordable snacks, characteristics of acids and bases in food production, the science of making ice cream), energy sources (solar, thermal, wind, water), LEGO robotics (beginning and advanced), and video production (using a flip camera, making a storyboard, shooting and editing). The program was delivered through club-like sessions in school facilities, supplemented by field trips and other outings (the Willamette Fruit Processing Company, the Evergreen Aviation and Space Museum, FIRST LEGO tournaments, and summer camps). Additionally, one county offered the ParentShop program, which addresses a secondary component of the project, engaging parents in activities designed to increase their ability to support the academic achievement of their children. Overall, about 140 youth (60% Latino) attended the after school programs and about 35 Latino parents participated in ParentShop. Two site coordinators (one per county) made arrangements for school facilities, planned and organized specific activities, and had primary teaching and facilitating responsibilities. Partnering schools assisted in recruiting youth and provided facilities, computers, and sometimes materials and snacks. PARTICIPANTS: Individuals who are involved in the Oregon Sustainable Community Project are as follows: - Carolyn Ashton, Principal Investigator. Carolyn is an Associate Professor in the Department of Human Development and Family Sciences in the College of Public Health and Human Sciences at Oregon State University. Mike Knutz, Site Coordinator. Mike is an Associate Professor in the Department of Human Development and Family Sciences in the College of Public Health and Human Sciences at Oregon State University. Ana Lu Fonseca, Site Coordinator. Ana Lu is an Instructor in the Department of Human Development and Family Sciences in the College of Public Health and Human Sciences at Oregon State University. Barbara Sawer, Project Evaluator. Barbara is a Professor Emeritus affiliated with the Oregon State University Extension Service, formerly on the faculty of the Department of 4-H Youth Development, and president of On-Task Consulting. Partner Organizations include the following schools: Garfield Elementary and Lincoln Elementary in Corvallis, OR, and Grandhaven Elementary and Sue Buel Elementary in McMinnville, OR. Professional development for project staff includes participating in the CYFERnet Evaluation Professional Development Workshop in Crystal City, VA, June 7-8. TARGET AUDIENCES: The Oregon Sustainable Community Project serves at risk, low income and/or Latino youth who are in grades 3-5, with a specific focus on outreach to Latino youth. PROJECT MODIFICATIONS: Nothing significant to report during this reporting period.
Impacts
Evaluation techniques included activity logs for each session to document attendance, accomplishments, completions, and products for each program component. Small group interviews provided youth feedback. Data have been collected throughout the year and will be collated and analyzed over the summer. Evaluation findings from last year, using similar techniques, were reported in the fall of 2011 and are summarized below. These figures reflect the activities and accomplishments of the 132 youth (62% Latino) who attended at least 80% of the 160 hours of on-site programming, more than 95% of which was team-based: 52 youth (21 Latino) completed 10 sessions (15 hours) of digital photography and videography where they learned to operate a digital camera, compose, edit, and enhance photos with computer software, apply a storyboard technique, and use software for combining the slides to make an animated stop-motion picture. 47 youth (38 Latino) learned about the integrated life cycles of plants, insects, and water in a horticultural context (33 youth completed 10 hours; 14 completed 18 hours). Concepts and activities were drawn from National Science Education Standards A,B,C and F for grades 3-5. 31 youth (23 Latino) completed 10 LEGO Robotics sessions (15 hours) where they learned and applied physics and math concepts while engaged in challenging design activities. 17 of those youth (8 Latino) logged 15 additional hours, forming two FIRST LEGO League Robotics teams and competing in a tournament sponsored by the Evergreen Aviation and Space Museum. One team received an award for the Highest Scoring First Year Robot. 28 youth (20 Latino) took part in Super Science Snackers (8 sessions; 8 hours) where they made healthy and affordable snacks, conducted experiments relating to the characteristics of acids and bases in food production, and explored the science involved in making ice cream. 25 youth (10 Latino) learned and applied MS PowerPoint by creating and delivering 23 brief presentations focusing on Internet safety, what they had learned about computers, or self-introductions (8 sessions, 12 hours). 45 youth (22 Latino) took a field trip to the Evergreen Space Museum in McMinnville (3.5 hours) and/or the Hatfield Marine Science Center in Newport (31 youth, 20 Latino; 5.5 hours). Both trips included guided and self-guided tours as well as hands-on activities. 43 participants (33%) took part in group interviews, successfully recalling substantial content and major concepts relating to topics covered. Responses to "what did you like best" tended to cluster in three areas: trying new things, doing science experiments, and going on field trips. The most common open-ended responses referred to fun: It was fun, Everything was fun, The games were really fun, and It was fun to be with my friends).
Publications
- No publications reported this period
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Progress 07/01/10 to 06/30/11
Outputs
OUTPUTS: The Oregon Sustainable Communities Project offered weekly after school Latino outreach programs at five elementary schools (in two counties) known to have substantial numbers of at-risk, low income, and/or Latino students. The programs featured a core curriculum in science, engineering, and technology, with teamwork as a learning strategy. Youth participated in experiential learning activities relating to LEGO robotics, digital photography, PowerPoint presentations, plant science, water cycles, entomology, and chemistry. The program was delivered through after school club-like sessions in school facilities, supplemented by field trips and other outings (the OSU Hatfield Marine Science Center, the Evergreen Aviation and Space Museum, FIRST LEGO tournaments, and summer camp). Two site coordinators (one per county) made local arrangements for school facilities and other resources, planned and organized specific activities, and had primary teaching/facilitating responsibilities for the SET-related curriculum. Partnering schools assisted in recruiting youth and provided facilities, computers, and some materials. The coordinators also worked with the project evaluator to document the desired results identified in the project logic model. Data were collected at the end of the school year and will be collated and analyzed during the summer. Findings from last year's evaluation were collated and analyzed during this program year. In April, one of the site coordinators presented a break-out session at the national 2011 Department of Defense/United States Department of Agriculture Family Resilience Conference in Chicago, IL. She shared aspects of her experience in working with teen/adult volunteers and at-risk audiences in SCP and other projects. PARTICIPANTS: Individuals who are involved in the Oregon Sustainable Community Project are as follows: - Carolyn Ashton, Principal Investigator. Carolyn is an Associate Professor in the Department of Human Development and Family Sciences in the College of Public Health and Human Sciences at Oregon State University. Mike Knutz, Site Coordinator. Mike is an Associate Professor in the Department of Human Development and Family Sciences in the College of Public Health and Human Sciences at Oregon State University. Ana Lu Fonseca, Site Coordinator. Ana Lu is an Instructor in the Department of Human Development and Family Sciences in the College of Public Health and Human Sciences at Oregon State University. Barbara Sawer, Project Evaluator. Barbara is a Professor Emeritus affiliated with the Oregon State University Extension Service, formerly on the faculty of the Department of 4-H Youth Development, and president of On-Task Consulting. Partner Organizations include the following schools: - Garfield Elementary, Corvallis, OR; Lincoln Elementary, Corvallis, OR; Grandhaven Elementary, McMinnville, OR; Sue Buel Elementary, McMinnville, OR, and Patton Middle School, McMinnville, OR. Professional development that was provided by the project includes participating and presenting at the 2011 Department of Defense/United States Department of Agriculture Family Resilience Conference in Chicago, IL. TARGET AUDIENCES: The Oregon Sustainable Community Project serves at risk, low income and/or Latino youth who are in grades 3-5, with a specific focus on outreach to Latino youth. PROJECT MODIFICATIONS: Unfortunately, on September 30, 2010 the Lane County Extension Office, located in Eugene, Oregon, closed its office as a result of lack of financial support. With the closure of that office, the SCP program in Lane County was terminated. The new site, Benton County, is positioned to continue the original scope of work as a community site in the Oregon SCP project. Carolyn Ashton, the Project Director for the Oregon SCP, as well as one of the Community Site Coordinators, has been transferred to Benton County in Corvallis, Oregon, and has assumed the 4-H Agent position in that county. Two Benton County sites, elementary schools located in Corvallis, Oregon have been chosen because of their high Latino student population. Lincoln Elementary has a 31% Latino student population, and Garfield Elementary has a 45% Latino student population. A bilingual/bicultural faculty member, Ana Lu Fonseco, was hired to carry out the Latino Outreach work, and our goal is to include CYFAR in that outreach work. Carolyn Ashton, the OSCP Project Director, and former CYFAR site Coordinator is working closely with Ana Lu to ensure the integration of Latino students into the overall 4-H program. As Carolyn has directly delivered outreach programming, she has a deep understanding of how to integrate Latino outreach into the traditional 4-H program, and will mentor Ana Lu in this way. The goals of the grant will remain the same: to continue the Science, Engineering and Technology Project emphasis, offering the programs to grades 3-5, and using the afterschool setting for program delivery.
Impacts
Approximately 80 youth(65 Latino/80%), designated at-risk/low-income participated in 2nd year of SET-focused SCP after school programs. Evaluation data relating to participation patterns and SET knowledge gained/ applied were collected at end of school year. Evaluation techniques included logging session content-activities, and documenting accomplishments, completions, and products for each unit. Small group activities and interviews provided youth feedback. Data will be analyzed over summer. Since this is same process implemented last year - evaluation data for 09-10 were analyzed and reported during current reporting year 10-11. Major findings are listed below.149 youth total (52 Latino/35%) deemed at-risk, participated in 4-H after school programs in two counties and five schools. Nearly half (49%)in Grade 4, 21% in Grade 3 and 30% in Grade 5. The boy-girl ratio was 55-45%.Activities were individual and team based. 80 youth(29 Latino)participated in a 10-hour robotics series to construct and program eleven LEGO NXR Mindstorm Robot to demonstrate successful completion of simple tasks. 44 youth(17 Latino) participated in a 9-hour series combining digital photography and videograph, learning to operate a digital camera, compose photos, edit and enhance photos with computer software, apply a storyboard technique to plan and shoot stop motion and claymation slides,and use a video flip camera/software for combining slides to make an animated stop-motion picture. 28 youth(10 Latino) learned to operate video flip cameras and practiced interview skills - completing a total of 14 short videos (3 minutes) about their program experiences; they produced 14 more videos (12 minutes) developed an original concept and storyboard, and shot and edited film using computer software. 85 youth(33 Latino) successfully conducted 10 science experiments per group while completing the four units of the Chemicals Are Us curriculum (discovering chemicals, chemical changes, and testing for acids and bases,).28 youth(10 Latino), completed a 16-hour series of natural science experiential activities, 6 hours of forestry science. 10 hours of world water supplies, quality, and conservation (6 lesson plans - World Water Education curriculum). 55 youth(23 Latino)took field trips to Oregon Museum of Science of Industry in Portland-27 youth; 11 Latino or Hatfield Marine Science Center,28 youth; 12 Latino; 4.5 hours at OMSI; 5.5 hours at HMSC. 73 youth,24 Latino, attended Outdoor Natural Science Day Camp,4 days, 6 hours, learning about plant life, wildlife, habitats,and watersheds. 41 youth(15 Latino)were interviewed and asked what they liked most about SCP. Majority of comments clustered in 3 areas: trying new things (building robots, shooting photos, and making videos), doing science experiments (chemistry and physics), and going on field trips. Common responses overall referred to having fun. A sample of 8 youth in grade 5 participated in a pilot survey relating to their program experiences-all responded with a definite "yes" when asked if they got to(a) work on interesting projects,(b) use tools and materials they don't have at home, and (c)learn about science in a fun way.
Publications
- No publications reported this period
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Progress 07/01/09 to 06/30/10
Outputs
OUTPUTS: Beginning in the fall of 2009, the Oregon Sustainable Communities Project offered weekly after school outreach programs at four elementary schools (in two counties) known to have substantial numbers of at-risk, low income, and/or Latino students. Two site coordinators (one per county) made local arrangements for school facilities and other resources, planned and organized specific activities including two field trips, and had primary teaching/facilitating responsibilities for a SET (Science, Engineering and Technology)related curriculum. The coordinators also worked with the project evaluator to develop an evaluation plan to measure the desired results identified in the project logic model. Evaluation data collection is scheduled for late May, with analysis to follow in June. Findings will be summarized and disseminated to contacts in participating schools, as well as added to the project's new/updated outreach website [http://oregon.4h.oregonstate.edu/oregon-4h-latino-outreach]. In May, the two site coordinators will present three different break out sessions at the national CYFAR conference in San Francisco, sharing aspects of their experience in working with teen/adult volunteers and at-risk audiences in SCP and other projects. PARTICIPANTS: Individuals who are involved in the Oregon Sustainable Community Project are as follows: - Carolyn Ashton, Principal Investigator and one of two Site Coordinators. Carolyn is an Assistant Professor in the Department of Youth Development Education at Oregon State University - Mike Knutz, Site Coordinator. Mike is an Associate Professor in the Department of Youth Development Education at Oregon State University. - Barbara Sawer, Project Evaluator. Barbara is a professor emeritus affiliated with the Department of Youth Development Education at Oregon State University and president of On-Task Consulting. Partner Organizations include the following schools: - Cesar Chavez Elementary, Eugene, OR - Moffitt Elementary, Springfield, OR - Grandhaven Elementary, McMinnville, OR - Patton Middle School, McMinnville, OR. Professional Development that was provided by the project includes participating and presenting at the 2010 Children, Youth and Families at Risk Conference in San Francisco, CA. TARGET AUDIENCES: The Oregon Sustainable Community Project serves at risk, low income and/or Latino youth who are in grades 3-5, with a specific focus on outreach to Latino youth. Youth participate in experiential learning activities related to SET content, including LEGO robotics, digital photography, forestry science, chemistry, horticulture and nutrition. The program is delivered through weekly afterschool club-like sessions in school facilities supplemented by field trips and other outings (the Oregon Museum of Science and Industry, the Hatfield Marine Science Center, and summer camps). PROJECT MODIFICATIONS: Nothing significant to report during this reporting period.
Impacts
Approximately 90 at-risk, low income and/or Latino youth in grades 3-5 regularly participated in the first year of SET-focused after school programs offered at four elementary schools in two counties. About 45% of participants were Latinos. Data relating to participation patterns and contact hours, SET knowledge gained and applied, increased confidence related to SET content, and improved ability to work effectively as team members will be collected, analyzed, and reported in late May and June. Tools and techniques include a facilitator-led group exercise embedded in curriculum activities.
Publications
- No publications reported this period
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