Progress 06/01/14 to 05/31/19
Outputs
Target Audience:The CYFAR U Connect project at Kentucky State University operated two sites: the Promising Youth Center for Excellence (PYCE) and the "Please Call Me Mister" program located at Kentucky State University in Frankfort and the Community Inspired Solutions (CIS) site in Lexington, KY. Both programs serve as afterschool mentoring programs for middle school aged boys and girls and families at risk. The Promising Youth Center for Excellence (PYCE) enrolled 12 girls and 23 boys. There were thirteen 6th graders, fifteen 7th graders, and seven 8th graders. The racial/ethnic makeup of participants included 8 Hispanic youth, 26 African American youth, and 1 White youth. There were 6 staff members and 14 mentors. The racial and ethnic makeup of staff and volunteers included 3 African Americans, 2 White, and 1 Hispanic staff members and 9 African American and 1 White volunteers. Youth and adult volunteers contributed 400 hours each. The program content involved educational activities related to health and wellness; conflict resolution, goal setting; STEM programs; college readiness; career development; mental health counseling; and violence prevention. The Community Inspired solutions (CIS) site initially engaged 13 participants of whom 11 were female (10 African American and 1 White) and 2 were African American males; however, only 10 enrolled in the U Connect program. CIS has 2 staff members and 16 volunteer/mentors, 7 of whom are white and 9 are African American. There were a number of intended outcomes for the CIS program including engagement and persistence in school; improved classroom behavior; exploring careers in science, technology, the arts, community service, and hospitality; learning about food and nutrition; activities to increase self-esteem; learning basic cooking skills; increasing cultural awareness; development of healthy child/adult relationships; conflict resolution; stronger relationships with parents; and increased involvement in leadership roles in the community. Changes/Problems:The Imani Family Life Center, held at Imani Baptist Church in Lexington, did not remain involved as a site during the 2017-2018 cycle because the Imani Baptist Church was forced to move from its site in Lexington. As a result, another site CIS (Community Inspired Solutions) was engaged, and continued the program engaging schools, and a Boys and Girls Club. As a new site, CIS struggled with low enrollment and student retention due to conflicting extracurricular activities and varying ages of the youth. What opportunities for training and professional development has the project provided?All partners, including Kentucky State University, University of MN, and Tennessee State University, held bi-weekly conference to share common goals, best practices, and trainings and evaluations on check and connect. Twenty-five children, youth, and adults participated in an educational field trip to Birmingham, AL, to study the modern civil rights movement, engage in facilitated discussions, and apply historical knowledge to the present state of our communities. The educational trip began discussion and increased understanding of many of today's civil rights and social justice issues. A group of educators, community members, and volunteers participated in a Diversity and Inclusion Professional Development tour and facilitated workshops in Birmingham and Selma, Alabama. The participants explored the civil rights sites in Birmingham and Selma and engaged in workshops to help create awareness of how they might make changes and positive impact in their own communities. How have the results been disseminated to communities of interest?Information has been disseminated through KSU media. A recent national webinar discussed the CYFAR U Connect projects and the ability of several 1862, 1890, and 1994 universities to collaborate on this project. Information on the project and a discussion of the creative activities developed by each site was discussed and previewed by roundtable participants at the annual conference of the American Association of Family and Consumer Sciences. Mentors and youth participated in a culminating educational activity at the KSU farm that engaged KSU faculty and staff. Children, youth, family and community members participated in civil rights, diversity, and social justice tours and workshops that sparked a light for them to become catalysts for social change in their communities. Finally, videos were produced that show youth involved in the U Connect activities. What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
The Promising Youth Center at Kentucky State University in Frankfort, KY is run by Dr. Herman Walston, a Professor at KSU. Thirty-five youth were enrolled in the program and there were 6 staff members and 14 volunteers. Approximately 400 hours were contributed by adult volunteers and 400 hours by youth volunteers. The program content involved health and wellness, conflict resolution, goal setting, college readiness, career development, mental health counselling, and violence prevention. Some of the collaborations were with Verizon Initiative Learning program, which is a STEM program for middle school boys in Frankfort, KY, Bluegrass behavioral services, Kentucky State University fraternities and sororities, First Corinthian Missionary Baptist Church, as well as partnerships with Jamey's Barbershop and Bryant's Pic Pac, where children learn entrepreneurial skills and what it takes to run a business. Community projects included campus and cemetery clean up events and donating canned goods and socks to local families in need. Healthy eating and nutrition, self-control, conflict resolution, and hygiene were among many of the lessons. As a result of the educational intervention, mentoring, engagement, and creative activities, students improved their grades, behavior, participated in extracurricular activities, and had greater parent involvement in community service events and parent sessions. Daily communication/quotes sent through the Facebook page and/or email along with a text as-you-go group chat where parents could discuss concerns about the program were used to enhance parent engagement. Monthly parent meetings were planned in which student progress and expectations were discussed. A parent retreat was held to allow parents talk to other parents about parent self-care, the emotional strain of being a parent, and questions and answers. Community Inspired Solutions, Lexington, KY is facilitated by Mrs. Rebecca Webb and Ms. Misty Sullivan. The mission is to help decrease violence in the Lexington community and support families to help them become productive members of society. The partnership with KSU has focused on working with students, particularly those in grades 6-8, to enhance student engagement with learning at school through relationship building, problem solving, capacity building, and persistence. Students learned techniques to improve their self-esteem and self-worth as well as to make healthy choices There were 10 middle school students enrolled in the U Connect program. ( of whom 8 were female and 2 were African American males). Approximately 8 hours per week were contributed by adult volunteers. Some outcomes include engagement and persistence in school; exploring careers in science, technology, arts, community service and hospitality; learning about food and nutrition; activities to increase self-esteem; learning basic cooking skills; increasing cultural awareness; development of healthy child/adult relationships; development of leadership skills; increased leadership roles in the community; improved attendance and grades in school; reduced negative behaviors related to the cycle of violence; increased interpersonal skills and conflict resolution skills; stronger relationships with parents, teachers and peers; and improved classroom behavior. A summer camp program was established that had a total enrollment of 100 kids. Average daily attendance was 41-45. 96 were African Americans, 1 was Caucasian, and 3 were Hispanic. The four-week summer camp included food and nutrition lessons; a financial literacy class; a journaling class; a forestry tree talk and nature walk with the University of Kentucky; learning about photography; visiting the National Underground Railroad Freedom Museum; hosting a pampering party for teen girls to learn about self-care and personal hygiene; learning about Native Americans; participating in cultural diversity sessions; and honoring veterans on Veteran's day. Major Goals and Accomplishments 1. To help close educational disparities and promote academic success among minority and underserved young people. A diverse population of disengaged elementary, middle school, and high school students was engaged in the Check & Connect comprehensive intervention that engages mentors, performs regular checks on student progress and behavior, connects through timely interventions, and engages parents in their child's education. Youth, families, and community members participated in planned activities that kept them connected and positively impacted student progress and academic achievement. A wide variety of creative and culturally sensitive activities further enhanced student learning and promoted self-confidence. 2. To increase empowerment practices that allow young people to take control of their own behavior and learn needed skills to achieve success and a healthy lifestyle. The Community Inspired Solutions site participated in the 4-H Nation Science Day and STEM lessons to produce a Fitbit type of device. They partnered with KSU 4-H for a STEM lesson on pollution; engaged in weekly discussions on compassion, persistence, obedience, discipline, love, and punctuality; and provided activities on food and nutrition, cultural trips, and a photography club. The program content of the Promising Youth Center for Excellence at Kentucky State University has focused on health and wellness, conflict resolution, goal setting, college readiness, career development, and violence prevention. The Promising Youth Center provided numerous activities and community projects, including a literacy and art showcase, cemetery clean-up events, and donation of canned foods and socks to local families in need to empower youth to contribute to the community. Lessons learned through education and activities included healthy eating, self-control, conflict resolution, and hygiene. 3. Encourage child-adult partnerships that provide young people the support they need to develop life skills and achieve success in all areas of their lives. Mentors and staff at both sites promoted and developed activities including STEM and technology, the 4-H National Youth Science Day, building drones, and Verizon Innovative Learning STEM program sessions. The CIS site provided a safe environment and unique opportunities and experiences. Interactions with adults was achieved through guest speakers providing guidance on avoiding gangs and gang violence, reporting crimes, being safe and legal rights for teens, interactions with the Lexington Police Department and Lexington Fire Department, bullying, personal hygiene, and sexually transmitted diseases. Recreational activities, such as games, sporting activities, and arts and crafts, also encourage youth adult partnerships. The Promising Youth Center for Excellence encourages child-adult partnerships through their many activities with mentors and adult volunteers who presented programs and engage in youth activities. 4. Enhance parent-child relationships and sibling relationships. The CIS site in Lexington requires parents to drop off, pick up, and sign their kids in and out each day. Parents are invited to volunteer and help, if possible, and discuss any problems or issues that may arise while the child is in the care of CIS. The Promising Youth Center for Excellence utilizes several methods for engaging parents and siblings including: a Thanksgiving dinner for families and daily communication and quotes sent through Facebook via email. They also incorporated monthly parent meetings where the student progress and expectations were discussed.
Publications
- Type:
Conference Papers and Presentations
Status:
Other
Year Published:
2019
Citation:
Bankston, J. & Calix, N., (2019, June 25). Roundtable Discussion: CYFAR-- Check & Connect: Kentucky State University Successfully Engages At Risk Youth in After School Programs, Mentoring, and Parent and Community Partnerships. 2019 Annual Conference of the American Association of Family and Consumer Sciences, St. Louis, MO.
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Progress 06/01/17 to 05/31/18
Outputs
Target Audience:Kentucky State University planned three sites for at risk students, however only two were operational. The first program, the Imani After School Program in Lexington, KY had operated during the previous school year although the sponsoring church, Imani Baptist Church, moved from its facility and no longer conducted the program. Therefore, another group in Lexington, CIS (Community Inspired Solutions) was recruited and conducted the program throughout the year. The third program is the Promising Youth After School Program located on the campus of Kentucky State University in Frankfort, KY. Community Inspired Solutions engaged 7 students in grades 7-12 at St. Peter and St. Paul School. The students included 5 African American females and 2 African American males. The Promising Youth Center for Excellence After School Program at Kentucky State University was very successful and involved 36 youth, 14 sixth graders, 12 seventh graders, and 10 eighth graders. The racial makeup of the youth was: 2 Hispanic and 14 reported being non-Hispanic; 2 white students, 16 African American students, and 2 of more than one race. Changes/Problems:• The Imani Family Life Center at Imani Baptist Church in Lexington did not remain as a site in 2017-2018 because the Imani Baptist Church was forced to move from its site in Lexington. As a result, another site, CIS (Community Inspired Solutions), was engaged and continued the program engaging schools and a Boys and Girls Club. • As a new site, CIS struggled with low enrollment, student retention, and parent engagement. What opportunities for training and professional development has the project provided?Eight staff members, mentors, and Extension professionals attended the Children, Youth, and Families at Risk (CYFAR) National Professional Development Conference in the Washington, DC area in 2017. Personnel have also participated in webinars. Twenty-five children, youth, and adults participated in an experiential, educational field trip to Birmingham, AL to study the modern civil rights movement and engage in facilitated discussions and apply historical knowledge to the present state of our communities. The educational trip was planned by Nancy Calix, the Co-PI on the CYFAR project, and began discussion and understanding about many of today's civil rights and social justice issues. How have the results been disseminated to communities of interest?Some information has been disseminated through KSU websites. Two staff members, Carla Jordan and Kennedy Hannah, presented an Ignite session highlighting KSU's program at the CYFAR Annual Professional Development conference in the Washington, DC area in 2017. Results of the most recent Civil Rights Conference in Birmingham, AL will be shared at several upcoming meetings. What do you plan to do during the next reporting period to accomplish the goals?The KSU program will continue to work on the objectives above.
Impacts
What was accomplished under these goals?
Kentucky State University has provided programs at two sites: CIS (Community Inspired Solutions) in Lexington, KY, which engages 7 youth at St Peter and St. Paul School and a tutoring program with 1 student at the Boys and Girls Club; and the Promising Youth Center for Excellence After School Program at Kentucky State University in Frankfort, KY, which involves 36 youth, 9 girls and 27 boys, including 5 Hispanics and 31 African Americans. The CIS sites are facilitated by Mrs. Rebecca Webb and Ms. Misty Sullivan. Adult volunteers contribute approximately 8 hours per week. CIS started the year by hosting a parent engagement session with Trooper Robert Purdy of the Kentucky State Police who presented a substance abuse prevention program. Students participated in the 4-H Nation Science Day at which they made incredible wearables and Fitbit-type devices that measured heartrate and oxygen levels. Other programs included: a STEM lesson on pollution; weekly discussions on compassion, persistence, obedience, discipline, love, and punctuality; nutrition lessons; and Water Olympics. CIS also enrolled 164 participants in educational camps at four parks in Lexington. Two youth volunteers averaged 40 hours a week and involved 138 African Americans, 2 Asians, 8 Caucasians, 6 Hispanics, and 10 Africans. 87 were males and 73 were females. The Promising Youth Center at Kentucky State University is an afterschool mentoring program for minority middle school youth and families at risk. It is facilitated by Kennedy Hannah, Ashlie Smoot Baker, Timothy Latham, and Warith Majid. Approximately 400 hours have been contributed by adult volunteers and 400 hours by youth volunteers. Program content included: health and wellness, conflict resolution, goal setting, college readiness, career development, and violence prevention. Parents are engaged through daily communication, Facebook posts, and monthly parent meetings. Structured student activities and parent activities have been conducted throughout the program. Improvement in grades and behavior have been noted among the many accomplishments. Major Goals and Accomplishments 1. To help close educational disparities and promote academic success among minority and underserved young people. A diverse population of disengaged elementary, middle school, and high school students has been exposed to the comprehensive intervention that engages mentors, performs regular checks on student progress and behavior, connects through timely interventions, and engages parents in their child's education. Mentors are have worked with students and families. Youth, families, and community members participated in planned activities that kept them connected and positively impacted student progress and academic achievement. A wide variety of activities has further enhanced student learning, exposure, and promoted self-confidence. 2. To increase empowerment practices that allow young people to take control of their own behavior and learn needed skills to achieve success and a healthy lifestyle. The CIS site participated in the 4-H Nation Science Day and STEM lessons, including producing a Fitbit-type of device; they partnered with KSU 4-H for a STEM lesson on pollution; engaged in weekly discussions on compassion, persistence, obedience, discipline, love, and punctuality; activities on food and nutrition with the Expanded Food and Nutrition Education Program (EFNEP) assistant; and 4-H Water Olympics. The program content of the Promising Youth Center for Excellence at Kentucky State University has been health and wellness, conflict resolution, goal setting, college readiness, career development, and violence prevention. The Promising Youth Center provided numerous activities and community projects, including cemetery clean-ups, and donation of canned foods and socks to local families in need to empower youth further to contribute to the community. Lessons learned through education and activities included healthy eating and nutrition, self-control, conflict resolution, and hygiene. 3. Encourage child-adult partnerships that provide young people the support they need to develop life skills and achieve success in all areas of their lives. Mentors and staff at both sites promoted and developed activities, including STEM and technology, the 4-H National Youth Science Day, building drones, and Verizon Innovative Learning STEM program sessions. The CIS site provided a safe environment and unique opportunities and experiences. Interaction with adults has been achieved through guest speakers on avoiding gangs and gang violence, reporting crimes, being safe and legal rights for teens, Lexington Police Department and Lexington Fire Department, and presentations on bullying, personal hygiene, and sexually transmitted diseases. Recreational activities, such as games, sporting activities, and arts and crafts, also encourage youth-adult partnerships. The Promising Youth Center for Excellence encourages child-adult partnerships through their many activities with mentors and adult volunteers who present programs and engage in youth activities. 4. Enhance parent-child relationships and sibling relationships. The CIS site in Lexington requires parents to drop off, pick up, and sign their kids in and out each day. Parents are invited to volunteer, help if possible, and discuss any problems or issues that may arise while the child is in the care of CIS. The Promising Youth Center for Excellence utilizes several methods for engaging parents and siblings including: the Thanksgiving dinner for families and daily communication and quotes through Facebook via email. They also incorporated monthly parent meetings where the students' progress and expectations can be discussed.
Publications
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Progress 06/01/16 to 05/31/17
Outputs
Target Audience:Target Audience Kentucky State University has two community sites for at risk students. They are the Imani After School program in Lexington, KY, and The Rosenwald Center for Families and Children and the Promising Youth After School Program at Kentucky State University in Frankfort, KY. The target audience for the Imani site is youth grades K-6 and 7-12 and their parents. The Imani site in Lexington, KY, started with approximately 21 youth at two locations, the Imani Family Life Center and Tates Creek Middle School. While student retention has been an issue, the group successfully engaged 15 students including 5 males (3 Whites and 2 African Americans) and 10 females (2 Whites, 1 Asian, and 7 African Americans) during this school year. Imani programs involved four mentors. The target audience for the Rosenwald Center for Families and Children and the Promising Youth After School Program at Kentucky State University is middle school males and females in grades 6, 7, & 8. The program engaged 36 students including 11 females and 25 males. Changes/Problems:• Student retention and parent engagement continue to pose problems. • Staff turnover has also been a problem at Imani. The Imani site had to replace three key mentors who were unable to participate in the program due to pursuing educational endeavors of their own. What opportunities for training and professional development has the project provided?• Six staff and mentors attended the Children, Youth, and Families at Risk (CYFAR) National Professional Development conference at National Harbor, MD in 2016. • Ms. Nancy Calix, Ms. Carla Jordan, and Mr. Kennedy Hannah attended the Refresher Workshopat the University of MN, Fall, 2016. • Several personnel have participated in Webinars. How have the results been disseminated to communities of interest?Some information has been disseminated through KSU websites. The project staff is preparing an Ignite workshop session for the CYFAR Annual Professional Development meeting and some staff members are planning to present papers at other conferences. What do you plan to do during the next reporting period to accomplish the goals?• Continue ongoing training and activities in the areas of promoting school achievement, mentoring, and innovative strategies for engaging youth in education. • Continue weekly U Connect programs with small group mentoring, active learning opportunities, and engaging students in new and exciting activities. • Project staff will attend the CYFAR Grantees' Professional Development Workshop to learn new ideas to implement with students. • Project staff will present papers on results of the program.
Impacts
What was accomplished under these goals?
Kentucky State University provides U Connect programs and support at two sites, the Imani After School program in Lexington, KY and the Rosenwald Center for Families and Children/Promising Youth Center for Excellence After School and Mentoring Program in Frankfort, KY. Imani locations are the Imani Family Life Center and Tates Creek Middle School. The Imani After School program is facilitated by Ms. Carla Jordan, site co-leader, with Mrs. Yolanda Costner. Four mentors provide support for youth and parents. The Kentucky State University Imani site solicited the help of community partners, as well as Cooperative Extension System Personnel from both Kentucky State University and the University of Kentucky to capitalize on utilizing existing 4-H curriculum resources to aid in youth development such as Health Rocks!, Step Up to Leadership, Steps to a Healthy Teen, My Financial Future, Build a Million, and Experiential Learning to facilitate hands-on learning and educational experiences. Students were engaged in fun and innovative ways that fostered creativity, sustainability, and self-actualization. Mentors worked with students to help develop character, teach life skills, and model strong work ethics. Students participated in hands-on activities that allowed them to learn about project management, strategic planning, conflict resolution, effective communication, and many additional soft and hard skills. Programming at the Rosenwald Center/Promising Youth site is facilitated by Ms. Nancy Calix, State Extension Specialist, and Mr. Kennedy Hannah, who operates the program. KSU Professor Herman Walston has considerable experience in operating child and youth development and after school programs and serves as a consultant (in kind) to the project. The center engaged youth in required and enrichment activities that helped to develop healthy minds, bodies, and attitudes, as well as enhance academic achievement. The program promoted improvement in academics, behavior, and in-school attendance. Participants also learned conflict resolution skills in order to take control of their own behavior. Many other enrichment sessions were held, including sessions on self-worth, life skills, and health and wellness. Activities included Thanksgiving baskets for Frankfort families; a family volunteer day; physical activities; a trip to Muhammad Ali's gravesite and childhood home; Verizon Innovative Learning STEM education sessions; a sock drive for men's and women's shelters; the Alpha Phi Alpha Fraternity Male Empowerment session; the holiday family engagement event; a visit to KSU's Office of Admissions; a trip to the Newport Aquarium; a Rosenwald Learning Experience in entomology; a KSU Men's Basketball clinic; a boat ride and tour of the Kentucky River on KSU's Kentucky River Thorobred; and a trip to the National Underground Railroad Museum in Maysville, KY. Major Goals and Accomplishments 1. To help close educational disparities and promote academic success among minority and underserved young people. A diverse population of disengaged elementary, middle school, and high school students is being exposed to the Check & Connect comprehensive intervention that engages mentors, performs regular checks on student progress and behavior, connects through timely interventions, and engages parents in their child's education. Mentors are currently working with students and families. Youth, families, and community members participated in planned activities that kept them connected and positivelyimpacted student progress and academic achievement. A wide variety of activities has further enhanced student learning, exposure, and promoted self-confidence. 2. To increase empowerment practices that allow young people to take control of their own behavior and learn needed skills to achieve success and a healthy lifestyle. The Imani site collaborated with colleagues from Cooperative Extension to lead discussions on youth development, food and nutrition, and preparing healthy recipes. Other discussions were held on health and fitness. The former Miss Kentucky, Clark Davis, taught a program on achievement and positive self-esteem. Mentors also taught sessions on identifying strengths and weaknesses; practicing forgiveness; acceptance and tolerance; setting boundaries; and taking personal responsibility. The Rosenwald site focused on college readiness; goal setting; time management; STEM programs in math; science; and technology; and programs to enhance literacy. 3. Encourage child-adult partnerships that provide young people the support they need to develop life skills and achieve success in all areas of their lives. Mentors and staff at both sites promoted and developed activities including STEM and technology, the 4-H National Youth Science Day, building drones, Verizon Innovative Learning STEM program sessions, the Alpha Phi Alpha Male Empowerment session, and a visit to KSU's Office of Admissions. 4. Enhance parent-child relationships and sibling relationships. Parent-child relationships were promoted and enhanced through a family involvement night, family volunteer days, and a holiday family engagement event.
Publications
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Progress 06/01/15 to 05/31/16
Outputs
Target Audience:Kentucky State University has twocommunity sites for at risk students. They are the Imani After School Program in Lexington, KY, and The Rosenwald Center for Families and Children and thePromising Youth After School Program at Kentucky State University in Frankfort, KY. The ImaniAfter School Programsite in Lexington, KY served as a pilot programfrom June, 2014through May, 2015. This site completed the pilot project, has recruited students for this school year, and is again operating the program since the beginning of theschool year,September, 2015. The target audience for Imani is middle school age males and their parents.16 students were recruited and 14 were retained through November.Dr. Jonathan Blackburn served as program manager, andDarissa Maupin, a recent University of Louisville graduate with a degree in psychology serves as a program mentor.April Brown, a current Kentucky State University student and intern with Cooperative Extension also provides support. The Rosenwald Center for Families and Children and the Promising Youth After School Programat Kentucky State University in Frankfort, KYbegan operation in September, 2015. The target audience for Rosenwald/ Promising Youth programis middle school children -- grades 6, 7, and 8 and their parents.The program co-managers are: Mr. Kennedy Hannah who is.5 FTEand Dr. Herman Walston, Professor whose services are in-kind.The program has enrolled 34 students -- 16 girls and 18 boys. The racial makeup of the students include: 5 Hispanic, 28 African Americans, and 1 Asian.In addition 14 mentors are involved. Changes/Problems:Changes in personnel have an effect on the program. Mrs. Marion Gibson at the Imani After School program retired at the end of October. KSU has interviewed candidates and is replacing her position. Dr. Jonathan Blackburn at Imani took a job in another state in December, and he has been replaced. All new hires andreplacements will need to attend the CYFAR trainings, and also receive training by current staff. What opportunities for training and professional development has the project provided? Dr. Joanne Bankston, Current Grant P.I. and Dr. Jonathan Blackburn attended a Check and Connect Refresher Workshop at the University of Minnesota on September 14, 2015 to become more familiar with the program.Dr. Blackburn was managing the program at Imani. Dr. Bankston, Dr. Jonathan Blackburn, and Mrs. Marion Gibson provided an update and Program information about the project to Dr. Herman Walston (Co- site director), Ms. Nancy Calix (Rosenwald Center Interim Director & Co- P.I.), and Dr. Mary Spor (Vice President for Grants) to assist with getting the Rosenwald site on board. Dr. Walston hired Mr. Kennedy Hannah to operate the program, and Dr. Bankston and Ms. Calix met with Mr. Hannah to provide information for operating the program. How have the results been disseminated to communities of interest?
Nothing Reported
What do you plan to do during the next reporting period to accomplish the goals? Ongoing training on research in the areas of promoting school achievement, mentoring, and innovative strategies for evaluating education First cohort - youth continue in afterschool program where they participate in U Connect for 2 hrs. twice a week.This will include small group mentoring and active learning opportunities First cohort - Parents participate in 7PSS sessions throughout 2016-2017 SCP project staff attend CYFAR Grantee workshop
Impacts
What was accomplished under these goals?
The Imani After School program (Lexington, KY) piloted the Check and Connect curriculumlast year, and began September, 2015 with the project director, Dr. Jonathan Blackburn, who had worked with the program previously. Dr. Blackburn had knowledge of the program, and was able to begin implementation with some experience related to the activities, facility, local schools, parents and the community. While the Rosenwald Center for Families and Children/ Promising Youth After School program just began operation September, 2015, its co-manager, Dr. Herman Walston was able to hire a program co-manager (Mr. Kennedy Hannah) quicklyto operate the program in Frankfort, KY. Dr. Walston has years of experience in operating youth development and after school programs. As a result, he and Mr. Hannah were seamlessly able to start the program and conduct the activities specified by the grant. Both sites have embraced the activities specified by the University of Minnesota such as student engagement plans, parent consent forms, dialogue between parents and students, developing mentors, etc. Even in its early stages activities have been conducted that have brought benefits to youth, parents and communities. It is anticipated that greater impact will occur as the program gets into full swing. Some activities will be highlighted that support the prescribed activities of the check and connect curriculum. The Imani site began recording student progress through the check and connect forms in October and Novenber. They also supplemented their program with a career exploration curriculum and high school preparation exposure. Imani found that they are able to track students who are currently participating in after school sports, but unable to attend regular weekly programs. The Imani site also provides a light meal or healthy snacks that further enhances participation, communication, and relationship building as a part of the program. The Rosenwald/ Promising Youth site has engaged students in a number of activities prescribed and ongoing thatpromoteskill development for academic success, sense of connection, and parental involvement. Some of the activities include:interactionswith counselors and teachers regarding participants; completion of pre-surveys; academic homework sessions; and parent connected activities. Snacks and light meals are also provided through other funds at Rosenwald. Additional activities have also been added that substantially enhance the program. A meet and greet Thanksgiving dinner (supported by other funds)event was held at the Rosenwald Center on November 12 that engaged approximately 150 children, youth, parents and community members who fellowshipped, learned more about the program, the Rosenwald Center, and ongoing activities. A giving back activity was hosted whereby families and children contributed canned foods for Thanksgiving baskets. Reading activities to enhance literacy and academic skills and health and wellness activities are a part of the ongoing programs.The center also hosted a holiday youth activity to encourage the joy of giving and appreciation for receiving. The prescribed and additional activities have encouraged student engagement, mentor and role model support, parent involvement, community involvement, a sense of connectedness, and relationship building.It is anticipated that other outcomes will be reported as the program moves forward. Goal Accomplishments 1. Help close educational disparities and promote academic success among minority and underserved young people. A diverse population of middle school disengaged students is being exposed to the Check and Connect comprehensive intervention that engages mentors, regular checks on student progress and behavior, connects timely interventions, and engages parents in their child's education. Mentors are currently working with students and families. Youth and families and community membershave participated in several planned activities that keep them connected. 2. Increase empowerment practices that allow young people to take control of their own behavior and learn needed skills to achieve success and a healthy lifestyle. Students are currently being exposed to educational programs, small group mentoring, practices and characteristics need for success, relationship building, healthy lifestyle programs, etc. Knowledge and behavior change will be tracked. 3. Encourage child-adult partnerships that provide young people the support they need to develop life skills and achieve success in all areas of their lives. Youth and adults have currently participated in several activities that promoted their connectedness,owever prescribed exercises and activities are ongoing. 4. Enhance parent-child relationships and sibling relationships. Prescribed activities and exercises ar ongoing, and assessment will be made as the program continues.
Publications
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Progress 06/01/14 to 05/31/15
Outputs
Target Audience: The target audience reached during this reporting periodwas middle school age males and their parents. This is the pilot phase of the project. Changes/Problems: Important Lessons Learned: 1. Middle school students are required to be separate from the other students (K-5) enrolled in the Imani after-school program. This presented a need to recruit an individual who is dedicated entirely to the middle school aged students. 2. Middle school students are dismissed from school at 3:55 p.m. As of April 20, 2015 an additional 30 minutes were added to the school day through the end of the semester in an effort to make-up school days missed due to snow. The Imani volunteer who drives the van committed to picking up the students at 5:00 from two different schools. Students arrived at the Imani site between 4:45 and 5:00 p.m., and parents pick their students up at 6:30 p.m., which is 30 minutes later than the regular schedule for other after-school students. 3. In the fall, students will be recruited from the Winburn Middle School (WMS). Imani is on the bus route for this particular school. A goal is to meet with WMS principal and counselors as we prepare to recruit students for the next cohort. What opportunities for training and professional development has the project provided? 1. 2014- CYFAR Annual Meeting 2. 2014- University of Minnesota face-to-face meeting 3.2015 -Institutional Review Board training 4. 2015-Consultant Bill Woodrum provided a session on volunteers 5. 2014-2015- Participated in bi-weekly conference calls with all partners--University of Minnesota and Tennessee State University to share common goals, best practices, and training on Check & Connect, 4-H Tech Wizards, and Youth and Media Savvy, etc. How have the results been disseminated to communities of interest?
Nothing Reported
What do you plan to do during the next reporting period to accomplish the goals? Transition from pilot program toprogram implementation.
Impacts
What was accomplished under these goals?
Overview: We began the pilot program with middle school age males and their parents in 2015. Participants and their families attended orientation and young people began the program. Participants attended the afterschool program on Tuesday, Wednesday and Thursday of each week that public schools were in session. Recruitment of a Mentor: A student intern was recruited from the University of Kentucky to serve as a mentor to the U-Connect Project students.She is a senior social work major. She familiarized herself with the project and participated in the recruitment of middle-school students. Imani Hiring of New U-Connect After School Director: Upon implementation of the U-Connect Pilot Project, Ms. Pashia Williams Spalding, the Imani After School Program Director, was scheduled to go on maternity leave. Dr. Jonathan Blackburn, who had recently completed his doctorate at Asbury College, led the U-Connect program, for three days a week. Imani shifted funding that was earmarked for a Smart Board to pay salary for the U-Connect director. Dr. Blackburn is an African-American male that is the father of a middle-school aged son. He has substituted in the Wilmore Public Schools, and he and his wife home school their three younger children. He developed the lesson plan that introduced the concept of blogging. The students are very responsive to him, and he is a constant presence in the classroom with the students. Student Recruitment Efforts: Meetings were scheduled with counselors from both Leestown Middle School and the Lexington Traditional Magnet School (LTMS) to provide an overview of the project and enlist the help of counselors in identifying students for the pilot project. School counselors were invited to tour the Imani Family Life Center and to learn more about the U-Connect project. Implementation: Dr. Javiette Samuel, Principal Investigator/Project Director met with the Imani U-Connect team on January 27, 2015. An implementation timeline was shared with the team, which included Ms. Pashia Williams Spalding, Imani After-School Program Director, Camille Haygood, Student Intern/Mentor, Rev. Willis Polk, Imani Family Life Center Executive Director and Ms. Marion Gibson, KSU Extension Educator. The proposed timeline was as follows: January 27 - Final draft of application packet January 28 - Distribution of application packets to middle schools (LTMS and Leestown Middle School) February 9 - Deadline for applications to be submitted February 17 - Parent/family Orientation February 23 - Pilot began On February 17, Lexington experienced a significant amount of snow, causing the parent orientation session to be rescheduled. The program implementation was rescheduled. On March 3 - Parents attended orientation. There were six parents present with their families. The Imani Family Life Center provided families with a light dinner consisting of pizza and salad. On March 10th, the students arrived at the Imani site to begin the U-Connect Pilot Project. Topics/Activities Included: Nutrition: A KSU food and nutrition program staff member, Ms. Turquoise Brown Patterson, presented a nutrition lesson each Tuesday to U-Connect students. They engaged in discussions on basic food and nutrition concepts, food safety, and meal planning. Cooking demonstrations were scheduled during some sessions, and students were given educational tools, such as pedometers to help educate and facilitate physical activity. Cooking utensils were also provided to encourage healthy lifestyles and promote food safety. At the conclusion of the program, the students will be able to demonstrate an increased ability to select foods that meet their nutritional needs and they will have gained new skills in the areas of food preparation and food safety. Internet Safety: The 'Technology Resources Acceptable Use Agreement For the Student" was reviewed with students, and students signed their 'promise to follow the rules.' Parents also signed the form. The U-Connect students were provided with iPads for use when logging into their school portals to review such things as attendance, tardiness, absenteeism, etc. They each participated in unpacking their tablets, witnessed the U-Connect After-School program director's call, which was on speaker-phone, as he called Apple to inquire about setting up password controls. Blogging: The "STR8GHT SPORTS" blog was developed. The UConnect group brainstormed to identify their audience's interests - What do middle-schoolers talk about? What do middle-schoolers care about? What might be some alternative blogs other than sports? As a result, the students were assigned tasks/topics as follows: Student 1- Story of the week Student 2 - Player of the week Student 3- Shoes of the week Student 4 - Scores Student 5- Team of the week Student 6 - Predictions School Portals: Students have passwords and user ID's which enabled them to log in to their school portals. Each week, they visited the portals, and discussed with program staff if there were challenges, or goals to improve their school performance, review attendance etc. Physical Activity: The Imani Family Life Center has two college-size basketball courts. After the students completed their light dinner, they played on the basketball courts for 30 minutes each day. The students at this time have been in their school classrooms since 8:55 a.m. They indicated that they look forward to the physical activity and gym time. Technology Expertise:A mentor with expertise with Apple technology has been identified who will support the delivery of Tech Wizards and iTunes University lesson plans. She will also provide support that will allow the iPads to be networked through the use of Bluetooth technology, allowing instructors to control the devices. Team Building/Anti-Bullying Resources: Lessons addressed team-building and anti-bullying. The KSU youth development staff provided lesson plans for the U-Connect staff to deliver. In addition, Lexington United has an anti-bullying curriculum that is evidence based, and available to facilitate lessons with the youth. Parenting Sessions: Parenting session for the parents of the U-Connectisscheduled to bedelivered. Parents will besurveyed to ascertain their availability. A strategy is to offer the parenting session with the Salvation Army parents, and invite U-Connect parents to join the session. This will enable the county educator to walk-through the delivery of the lessons as part of the pilot. Family Camp: A goal is for the families of the U-Connect project to participate in a Family Camp on the campus of Kentucky State University during the summer. A meeting will be scheduled with team members to set a date and plan for the event in the summer of 2015.
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