Progress 09/01/19 to 08/31/23
Outputs
Target Audience:The project's primary audience is a diverse group of English Learners (EL) students in the Jefferson County Public Schools Accelerate to Graduate (A2G) program. At the start of the grant, that program was housed at Iroquois High School (IHS), one of JCPS' most challenged schools (ranking in the bottom 5% of high schools in the state) and then mid-way through the project transitioned to Newcomer High School, which exclusively educates immigrant students. Both schools are located in areas of the city with high populations of immirant families. The project also has broad impact throughout the school district as a whole, which serves nearly 100,000 students. Changes/Problems:The COVID pandemic was the first major challenge faced during this project, as classroom instruction was shifted to online platforms starting in March 2020.The population served by this project, EL students who are relatively new to the country, were among the most disconnected demographics of studentsin Jefferson County Public Schools. School staff worked hard to keep students engaged, but many had to work more hours to help support their families and face additional technological and language barriers that also foster the disconnection. The other significant challenge was the move of the Accelerate to Graduate program from Iroquois High School to Newcomer Academy, a transition we were informed about in March 2020 just days before the pandemic forced a shut down in KY. Fortunately, Newcomer administrators and faculty proved to be enthusiastic partners and, especially once the students returned to the classrooms, the project was able to thrive and we achieved our goals. What opportunities for training and professional development has the project provided?FLP and JCPS staff met for numerous trainings throughout the grant period, continually learning together about IDM development and implementation. 5 IDMs were developed in partnership with students and implemented in classrooms. JCPS continues to use these IDMs in the classroom and develop more with the training supported through this project. How have the results been disseminated to communities of interest?A final evaluation of the project was completed by the JCPS evaluation team and FLP staff in the Spring of 2023 and data has been shared with A2G teachers at Newcomer Academy. Ryan New is also working on incorporating and making more readily available the IDMs developed through this project and continue building curriculum in partnership with community-based organizations, including the Food Literacy Project, throughout the broad network of JCPS. What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
1. Increase underrepresented students' access to cross-curricular, project-based learning experiences to accelerate academic progress and promote food literacy, nutritional proficiency, and leadership and community/civic engagement skills, and increase students' knowledge and interest in FANH sciences educational and career pathways. This project provided access to cross-curricular project based learning experiences for a diverse group of 215 English Learners (EL) engaged in Jefferson County Public Schools' Accelerate to Graduate Program. The program used project-based, "deeper" learning to help immigrant and refugee students at risk of aging out of high school before they are able to graduate accelerate progress. Through FLP's partnership with A2G, these traditionally marginalized and underrepresented students used project-based learning, food and agriculture to advance progress in math, research skills, writing, and social studies. A2G students explored Iroquois Urban Farm, Oxmoor Farm, and the Shawnee People's Garden over the 4-year projectand also engaged through in-class lessons. The program addressed leadership, social skills, citizenship, confidence, innovation, and character - all critical to ensuring students' future success in school, career, and beyond. Hands-on cooking and gardening engagement helped students increase nutritional proficiency and exposed students to FANH sciences careers and educational pathways. FLP's work with A2G students was cut short during the 2019-2020 school year by the coronavirus pandemic, associated school closures, and other rapid changes. JCPS' decision to shift the A2G program from Iroquois High School to Newcomer Academy for the 2020-2021 school year also required significant project adjustments. The project has adapted and made adjustments to operate within the realities of Non-Traditional Instruction (NTI). While learning was virtual during most of the second program year due to the coronavirus pandemic, FLP staff and the A2G teachers worked together to develop at-home projects to spark student interest and engagement in FANH sciences, fostering student progress to prevent them from aging out of school. With a return to in-person learning, the FLP team was able to arrange some opportunities for safe, outdoor activities with students in their school garden in the Fall of 2021.With the return of consistent in-person learning in the third and final years, FLP staff foundroutine in visiting the classroom regularly again and leading activities around gardening, cooking, and food systems exploration. 2. Co-construct and pilot 5 cross-curricular Inquiry Design Models (IDM) that emphasize cultural competency, literacy and numeracy and prioritize hands-on exploration, project-based learning and leadership development via direct FANH sciences experience with food, farming, the land, and global and community food systems. During the grant period, multiple training opportunities were offered to FLP staff, A2G teachers, and other educators in JCPS around IDMs. Through collaboration among JCPS students, teachers, administrators, and FLP staff and youth participants, 5 IDMs were designedand implemented in the classroom. JCPS staff continue to work on incorporating the IDMs developed through this project across JCPS curriculum and plan to continue building curriculum in partnership with community-based organizations, including FLP. 3. Increase underrepresented students' access to connected out-of-school-time learning, leadership development, and work experiences to promote food literacy, nutritional proficiency, and community/civic engagement skills and increase students' knowledge and interest in FANH sciences educational and career pathways. Out of school time opportunities for youth continued throughout the 4-year project throughthe Youth Community Agriculture Program (YCAP). The program returned to a fully in-person model, employing 67youth as Community Food Leaders through the program. Young people continued to take active roles in their communities, advancing food justice, health, and equity, while also improving their own lives through employment and leadership opportunities. These 67 youth completed 5 Youth Participatory Action Research (YPAR) projects, driven by their own interest in exploring food systems and connecting with their communities.
Publications
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Progress 09/01/22 to 08/31/23
Outputs
Target Audience:The project's primary audience was a diverse group of English Learners (EL) students enrolled in the Accelerate to Graduate (A2G) program at Newcomer Academy - a unique program tailored to meet the needs of immigrant and refugee students who are new to the United States and to Louisville, and who previously experienced interrupted education. The A2G program offers project-based learning to aid students in catching up on credits and ensuring they graduate before aging out of high school. The project also has broad impact throughout the school district as a whole, which serves nearly 100,000 students. Students connected with fresh, healthful food while it's still growing in the ground, and have the opportunity to farm, cook, break bread, communicate and activate change together, directly impacting their experience of place and relationships within the food system - as well as their taste buds, health, sense of community and ability to succeed in school, career and beyond. The project built teachers' capacity, increasing their knowledge and use of effective hands-on learning and inquiry-driven FANH sciences education. Changes/Problems:JCPS schools and administration have been short-staffed and are facing increased workloads. JCPS partners also faced many challenges with spending the funds, though it didn't inhibit the progress of the project. With the FLP offering additional support and our partners prioritizing this collaboration, project goals were met during the final grant year. What opportunities for training and professional development has the project provided? Professional development opportunities for young people through YCAP are ongoing. Youth meet often with food system leaders, stakeholders, and policy makers; have opportunities to practice public speaking; and participate in regular leadership workshops, while also receiving constructive feedback from peers and supervisors. FLP and JCPS staff at Newcomer Academy met 11 times throughout the spring of 2023 to cultivate a shared understanding around the Inquiry Design Model, brainstorm and develop 5 IDMs, strategize for the implementation of the curriculum and discuss evaluation plans. Students shared that this project motivated them to participate in their communities, discuss the issues they see and to help others. Several students also shared that they are motivated to continue growing food in the future as a profession, while others noted their plans to start college after graduation, and keep growing a garden as a hobby. Many also noted that their participation in this project offered them the opportunity to get to know people that they otherwise might not have connected with and helped them feel an openness to other people's ideas. "Yes it motivates, it motivates someone to grow, to help others, to have an understanding about others who participate in growing their own food at home, harvesting their things, that is really important having that understanding." - A2G Participant "For me basically I can say that this program has motivated me and it makes me wish to become a farmer where I can employ a number of people to work on the farm as well so it has really empowered and motivated me" - A2G Participant How have the results been disseminated to communities of interest?A final evaluation of the project was completed by the JCPS evaluation team and FLP staff in the Spring of 2023 and data has been shared with A2G teachers at Newcomer Academy. Ryan New is also working on incorporating and making more readily available the IDMs developed through this project and continue building curriculum in partnership with community-based organizations, including the Food Literacy Project, throughout the broad network of JCPS. What do you plan to do during the next reporting period to accomplish the goals?While this project is wrapping up, the work and the partnerships will continue. The IDMs created will be shared with future A2G students and YCAP participants, and will also be offered to a wider network of teachers within JCPS for use within their classrooms. A new cohort of YCAP crew members will be starting work during the fall of 2023 and FLP will continue to engage Newcomer Academy students.
Impacts
What was accomplished under these goals?
In its final year, this project continued providing access to cross-curricular, project-based learning experiences for 55 English Learners enrolled in Jefferson County Public Schools' (JCPS) Accelerate to Graduate (A2G) Program. Transitioning away from virtual learning, students were able to engage in the classroom and school garden to spark their interest in FANH sciences, fostering student progress to prevent them from aging out of school. They took on specific projects including collaborative participation in the design of their school garden and actively worked to expand their growing space. FLP staff visited the A2G classroom regularly to implement FANH curriculum and support student's gardening efforts during the fall of 2022 and spring of 2023. A2G?students also visited FLP's growing site, The Shawnee People's Garden, three times in the spring and helped to plant, cultivate, and harvest veggies, and prepared seasonal recipes together. FLP staff led the cooking activity during their first visit, and A2G students led a recipe during their next visit, offering an opportunity for participants to showcase their culinary skills and share parts of their culture with their peers and teachers. "My opinion is that we learned a lot during the farm activities and if we are able to learn about foods since all of us need foods and food production, there must be food production, and that means a lot to be able to know the types of foods we can name, so for me I've learned a lot." - A2G Participant
Publications
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Progress 09/01/21 to 08/31/22
Outputs
Target Audience:This project continued providing access to cross-curricular, project-based learning experiences for 39 English Learners enrolled in Jefferson County Public Schools' (JCPS) Accelerate to Graduate (A2G) program. A cross-curricular program engaging multiple instructors, A2G emphasizes project-based, "deeper" learning to help immigrant and refugee students at risk of aging out of high school before they are able to graduate progress, by promoting mastery of critical material across subject areas, and rapidly advancing English language acquisition. Changes/Problems:JCPS schools and administration have been short-staffed and are facing increased workloads. Our partners continue to prioritize this project and our FLP team is offering additional support to ensure continued progress toward our goals in the coming and final grant year. What opportunities for training and professional development has the project provided? Professional development opportunities for young people through YCAP are ongoing. Youth meet often with food system leaders, stakeholders, and policy makers; have opportunities to practice public speaking; and participate in regular leadership workshops, while also receiving constructive feedback from peers and supervisors. Four professional development sessions were held for A2G teachers at Newcomer Academy in the spring. Those trainings focused on introducing the IDM framework, the process of developing IDMs, and engaging students with compelling questions in the classroom. How have the results been disseminated to communities of interest?FLP is maintaining communication with the JCPS evaluation team and has plans in place to complete a final evaluation of the project in the Spring of 2023. What do you plan to do during the next reporting period to accomplish the goals?In the final grant year, we plan to continue our collaboration and partnership with Newcomer Academy, with goals of engaging students in the Youth Community Agriculture Program; developing 3 more IDMs and beginning classroom implementation; enhancing outdoor classroom and school garden with student input; and conducting student survey evaluations and focus groups. Additional field trips for A2G students will be scheduled in the coming year as well.
Impacts
What was accomplished under these goals?
1. Increase underrepresented students' access to cross-curricular, project-based learning experiences to accelerate academic progress and promote food literacy, nutritional proficiency, and leadership and community/civic engagement skills, and increase students' knowledge and interest in FANH sciences educational and career pathways. During the third project year, this partnership continued providing access to cross-curricular, project-based learning experiences for 39 English Learners enrolled in Jefferson County Public Schools' (JCPS) Accelerate to Graduate (A2G) program. With the return of consistent in-person learning, FLP staff began to find routine in visiting the classroom regularly again and leading activities around gardening, cooking, and food systems exploration. In one project, students practiced their writing skills by answering a series of prompts to describe meaningful memories about a particular dish or meal. Student responses included the following quotes, as they recalled the power and role of food in their lives: "My grandmother is the best cook." "... we were sharing with everyone." "Eating this dish makes me feel like I can cook a lot of different kind of food because it was delicious." Students also took a field trip to Iroquois Urban Farm in the fall. While on the farm, they baked bread, harvested vegetables, and made a healthy salad dressing. The lessons featured practical skills in measurements, as well as farm-focused vocabulary. The students used the cobb oven on site that was made by a previous A2G class. The cobb oven design was already familiar to some, who had used similar ovens in their countries of origin. Student reflections included: "The Field Trip was very nice and great, because I saw many things that remind me in my country. Honestly it was a special day for me, since I came in America I didn't go somewhere like there." "I think I really liked the outing because it was a place where we learned a lot and had new knowledge which could help us later on, we also met new people and ate a little of the same things that each of us helped to prepare." Another student made a video highlighting the trip and shared it on his YouTube channel: https://www.youtube.com/watch?v=NBpYIEgXZMI 2. Co-construct and pilot 5 cross-curricular Inquiry Design Models (IDM) that emphasize cultural competency, literacy and numeracy and prioritize hands-on exploration, project-based learning and leadership development via direct FANH sciences experience with food, farming, the land, and global and community food systems. A2G teachers and Food Literacy Project staff participated in a series of four professional development trainings centered around Inquiry Design Models. Through that process and since, two IDMs have been completed. Another is in the process of being collaboratively developed around the compelling question, "why is food important?" Plans are in place to develop two more action-oriented IDMs that will offer students opportunities to meaningfully act in response to further exploration of the FANH sciences, including issues around food, farming, land, and global and community food systems. Teachers are currently exploring ways to implement IDMs in classroom learning and will begin doing so during the final project year. 3. Increase underrepresented students' access to connected out-of-school-time learning, leadership development, and work experiences to promote food literacy, nutritional proficiency, and community/civic engagement skills and increase students' knowledge and interest in FANH sciences educational and career pathways. Out of school time opportunities for youth continued during this grant year through the Youth Community Agriculture Program (YCAP). The program returned to a fully in-person model, employing 18 youth as Community Food Leaders through the program. Young people continued to take active roles in their communities, advancing food justice, health, and equity, while also improving their own lives through employment and leadership opportunities. In the fall of 2021, we received notice from the Louisville Metro Housing Authority (LMHA), who owns the Iroquois Urban Farm property, that plans were being developed to return the property to housing in 2022. While we had always anticipated that possibility, the timeline was much faster than we had previously been told was possible. We quickly developed a plan to shift our YCAP programming for 2022 to the Shawnee People's Garden in west Louisville, in partnership with Louisville Metro Parks and Ag in the City. This challenge highlighted a need for a forever home for the Food Literacy Project, and our board has reignited the search for a piece of land on which to invest long-term in community roots that will grow our impact. The crew has settled in and found rhythm at the Shawnee People's Garden this year. We have strengthened partnerships with nearby schools and nonprofits to support recruitment, in addition to recruiting through Newcomer Academy. Youth also completed 2 Youth Participatory Action Research projects. One resulted in a podcast episode, "Exploring Harmful Farming Practices," which can be found here: https://open.spotify.com/episode/5wSbFLbsyCRhTMc0SutWkA?si=66PeLlOHREGVT5My3V3g7w. The other project culminated with the painting of a mural on the storage crate at the Shawnee People's Garden, representing the cultivation of fresh produce across west Louisville neighborhoods. Over the summer, the youth hosted 34 family members, friends, stakeholders, neighbors, and Field to Fork Club participants for a successful community meal. The crew presented on a panel, sharing about their work on the farm and what they've learned about our local food system through field studies, workshops, and research. The crew was also integral to leading our summer Field to Fork Club in partnership with the Backside Learning Center, which took place at the Shawnee People's Garden. The youth crew also hosted over 90 community members at the Shawnee People's Garden through the summer months as part of the local "Cultural Pass" program. Through all these efforts, youth led participants in educational activities, farm tours, growing, harvesting, and cooking together. By the end of the reporting period, youth had grown, harvested, and distributed over 1,000 pounds of food from the new site to neighbors across west and south Louisville. On Thursday afternoons this season, the crew hosted a no-cost farm stand on site at the Shawnee People's Garden, sharing freshly harvested produce with neighbors. Produce is also being distributed through food pantry partners and the Shively Farmers Market. "I feel I've gotten more knowledgeable on not only regenerative farming practices but food issues surrounding our community and country. The YPAR project allowed me to dive deeper in my interests and be able to verbalize the issues and changes that can be made." - Nick "Newgrass," Community Food Leader
Publications
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Progress 09/01/20 to 08/31/21
Outputs
Target Audience:In its second year, this project continued providing access to cross-curricular, project-based learning experiences for 55 English Learners enrolled in Jefferson County Public Schools' (JCPS) Accelerate to Graduate (A2G) Program. A cross-curricular program engaging multiple instructors, A2G emphasizes project-based, "deeper" learning to help immigrant and refugee students at risk of aging out of high school before they are able to graduate accelerate progress, by promoting mastery of critical material across subject areas, and rapidly advancing English language acquisition. A2G has been based at Newcomer Academy since the start of the second project year. Changes/Problems:The project continued to face challenges during the past year, as NTI continued into the Spring of 2021. Teachers and administrators within JCPS have been stretched as they continue to innovate within the circumstances and implement emerging safety protocols. We continue to work together with the school to move the project forward and are beginning to be able to return to some in-person activities with students on-site. Also, as explained above, the JCPS IRB process being paused due to the pandemic is causing a challenge for evaluation of the project. We are maintaining communication with the JCPS evaluation team and shifting evaluation timelines to ensure future opportunities for data collection and analysis for reporting. FLP was notified in September that the Iroquois Urban Farm property is expected to be returned to public housing starting in early 2022, making 2021 the final growing season there. Our team is making plans to partner with another urban garden to host YCAP next year and expects A2G field trips will still be possible in the new location. What opportunities for training and professional development has the project provided?Professional development opportunities for young people through YCAP are ongoing. Youth meet often with food system leaders, stakeholders, and policy makers; have opportunities to practice public speaking; and participate in regular leadership workshops, while also receiving constructive feedback from peers and supervisors. Professional development plans for A2G teachers at Newcomer Academy are in progress in collaboration with the project's Co-Director, the Jefferson County Public Schools Social Studies Instructional Lead. Trainings during the 3rd year will explore the IDM framework, with focus on development practice and implementation. How have the results been disseminated to communities of interest?This project's evaluation and results dissemination plan continues to be set back due to the pandemic. JCPS' IRB approvals are in pause; however, FLP is maintaining communication with the JCPS evaluation team and remains optimistic about being able to proceed with evaluations in the Spring of 2022. What do you plan to do during the next reporting period to accomplish the goals?In the third grant year, we plan to continue strengthening collaboration and partnership with Newcomer Academy, with goals of engaging some students in the Youth Community Agriculture Program; training A2G teachers and integrating IDMs into curriculum plans; enhancing outdoor classroom and school garden with student input; and conducting pre- and post-survey evaluations, as well as planning for student focus groups in the final year of the project. We look forward to scheduling additional field trips to FLP's urban farms in the coming year and being able to further engage students in-person in the joy of learning by discovery.
Impacts
What was accomplished under these goals?
1. Increase underrepresented students' access to cross-curricular, project-based learning experiences to accelerate academic progress and promote food literacy, nutritional proficiency, and leadership and community/civic engagement skills, and increase students' knowledge and interest in FANH sciences educational and career pathways. In its second year, this project continued providing access to cross-curricular, project-based learning experiences for 55 English Learners enrolled in Jefferson County Public Schools' (JCPS) Accelerate to Graduate (A2G) Program. While learning was virtual during most of the program year due to the coronavirus pandemic, FLP staff and the A2G teachers worked together to develop at-home projects to spark student interest and engagement in FANH sciences, fostering student progress to prevent them from aging out of school. Specific projects included the creation of a garlic garden in students' homes or gardens and collaborative participation in the design and development of their own school garden. Supplies and materials were provided to students, and they shared progress and worked together through virtual class meetings. With a return to in-person learning, the FLP team was able to arrange some opportunities for safe, outdoor activities with students in their school garden in the Fall of 2021. 2. Co-construct and pilot 5 cross-curricular Inquiry Design Models (IDM) that emphasize cultural competency, literacy and numeracy and prioritize hands-on exploration, project-based learning and leadership development via direct FANH sciences experience with food, farming, the land, and global and community food systems. Many JCPS teachers at other schools have been trained on developing and implementing Inquiry Design Models in the classroom setting, increasing future opportunities for successful implementation of new curriculum at other schools. Plans are being developed to more formally train A2G teachers on implementing IDMs in the classroom. Meanwhile the FLP team is beginning to work through ideas of possible compelling questions and relevant sources that will honor student and teacher experience and prioritize inquiry around the FANH sciences, prompting students to explore deeply issues around food, farming, the land, and global and community food systems. 3. Increase underrepresented students' access to connected out-of-school-time learning, leadership development, and work experiences to promote food literacy, nutritional proficiency, and community/civic engagement skills and increase students' knowledge and interest in FANH sciences educational and career pathways. Out of school time opportunities for youth continued to be a primary focus during the second program year, with 19 young people taking on roles as Community Food Leaders through FLP's Youth Community Agriculture Program (YCAP). YCAP was implemented mostly in-person, with some workshops taking place virtually during the program year. Young people continued to take on active roles in their communities, advancing food justice, health, and equity through the ongoing pandemic, while also improving their own lives through employment and leadership opportunities. YCAP participants were key drivers of their own farming and food distribution effort, based at Iroquois Urban Farm. The youth spent part of their time planting, cultivating, harvesting, and marketing fresh vegetables, creating and cooking recipes, and exploring their food system. They distributed produce through food pantries, SNAP groceries, and community organizations, prepared community meals, presentations, and social media "take-overs," and sparked conversations around food access. In this second program year, youth grew and distributed over 1,800 pounds of produce back to their communities. During the summer months, they completed a successful Youth Participatory Action Research Project, conducting a community survey to identify community members' barriers to healthy lifestyles and achieving their health goals, meeting with food system leaders and stakeholders, and disseminating their results through a digital "zine," which was shared through email newsletters and social media channels. Additionally, youth continued to support FLP's Field to Fork activities and clubs, engaging 57 children and their families in learning by discovery about gardening and cooking. "I really pushed my limits and learned how to do a lot of things that I wouldn't have been able to do/won't have felt comfortable trying on my own. I learned a lot and I feel like I helped a lot of people, too, which is exactly how I wanted to spend my summer. Pushing my limits, being outside/active, and making new connections was very impactful and made me realize I'm more capable than I thought." - Madi "Mango"
Publications
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Progress 09/01/19 to 08/31/20
Outputs
Target Audience:During its first year, the project reached a diverse group of 66 English Learners (EL) from Jefferson County Public Schools' (JCPS') Accelerate to Graduate Program (A2G). A cross-curricular program engaging multiple instructors, A2G emphasizes project-based, "deeper" learning to help immigrant and refugee students at risk of aging out of high school before they are able to graduate accelerate progress, by promoting mastery of critical material across subject areas, and rapidly advancing English language acquisition. A2G was based at Iroquois High School until its transition to Newcomer Academy in summer 2020. Ten (10) additional JCPS students engaged in out-of-school time learning and leadership development opportunities through the Food Literacy Project's Youth Community Agriculture Program (YCAP). 60% of these student YCAP participants also attended Iroquois High School. FLP's YCAP Crew members and Community Food Leaders amplified the impact of this project, bringing hands on education opportunities and fresh healthy foods to over thousands more west and south Louisville youth, families and neighbors. 8 teachers, administrators and support staff from Iroquois High School and Newcomer Academy were also engaged during this reporting period. Changes/Problems:The project faced significant challenges during the past year due to the coronavirus pandemic, which shifted all classroom instruction to online platforms beginning in March 2020. The population served by this project, EL students who are relatively new to the country, have become among the most disconnected demographics in Jefferson County Public Schools. School staff have worked hard to keep students engaged, but many are having to work more hours to help support their families and face additional technological and language barriers that also foster the disconnection. An added challenge was the move of the Accelerate to Graduate program from Iroquois High School to Newcomer Academy, a transition we were informed about in March 2020 just days before the pandemic forced a shut down in KY. While Newcomer administrators and faculty have been enthusiastic partners, this shift required a re-configuration of project activities and supplies in the context of NTI. We are moving forward together with implementation during the current school year, and will continue to adapt according to student needs and return to in-person classes. What opportunities for training and professional development has the project provided?The Jefferson County Public Schools Social Studies Instructional Lead and co-director of this project led the A2G teachers through an exploration of the IDM and engaged FLP's Community Food Leaders in an introduction and exploration of compelling questions during this project period. Further opportunities for professional development and training of Newcomer teachers and FLP's staff will take place in upcoming project years. Professional development opportunities for youth are ongoing through FLP's Youth Community Agriculture Program (YCAP). How have the results been disseminated to communities of interest?Set back by the pandemic and ensuing challenges, this project's evaluation and result dissemination plan is being re-evaluated. Project partners aim to remain on-track with plans to disseminate project results as planned in year 3. What do you plan to do during the next reporting period to accomplish the goals?FLP and Newcomer Academy will continue to strengthen their existing partnership through regular communication and collaboration. In the coming months, Newcomer's Accelerate to Graduate students will work on individual gardening projects in which they will grow garlic in container gardens in their homes, documenting growth and noting what conditions foster the health of their plants. Additionally, they will be collaboratively developing plans for a school garden, which will be a resource to this project when schools return to in-person classes. We are scheduling opportunities for Newcomer students to connect with FLP's Community Food Leaders in the coming months for virtual conversations around the local food system, how food connects people in a community, and offer troubleshooting with their garlic growing and school garden plans. FLP will also be recruiting some new Community Food Leaders who will start in Spring 2021. Newcomer Academy is an important and active recruitment partner in that effort and we expect to engage at least 2-3 Newcomer students through YCAP in the upcoming program year. When school returns to in-person classes, we look forward to scheduling project-based learning activities at both Iroquois Urban Farm and Oxmoor Farm enabling students to learn by discovery together about as they grow on a broader scale, cook together in the cob oven, continue meaningful conversations about the role of urban agriculture in our local food system, and experience and explore career opportunities within the FANH sciences. Also at that time, students will be able to engage in the hands-on work of constructing and caring for their very own school garden. Teachers at Newcomer Academy will continue to develop new curriculum, teaching FANH sciences through hands-on projects integrated with ESL instruction. They are working on a project around the compelling question, "How can a grain of rice transform a community? Across disciplines, students are being challenged to learn and think critically about the influence and value of rice around the world. YCAP will continue to provide out of school time opportunities, engaging students throughout the school year and summer months. The project will continue to adapt in order to provide meaningful and effective food and agriculture learning opportunities for underrepresented JCPS students as decisions about return to in-person school are revisited by the JCPS School Board in 2021.
Impacts
What was accomplished under these goals?
1. Increase underrepresented students' access to cross-curricular, project-based learning experiences to accelerate academic progress and promote food literacy, nutritional proficiency, and leadership and community/civic engagement skills, and increase students' knowledge and interest in FANH sciences educational and career pathways. During the first year, this project provided access to cross-curricular project based learning experiences for a diverse group of 66 English Learners (EL) engaged in Jefferson County Public Schools' Accelerate to Graduate Program. The program used project-based, "deeper" learning to help immigrant and refugee students at risk of aging out of high school before they are able to graduate accelerate progress. Through FLP's partnership with A2G, these traditionally marginalized and underrepresented students used project-based learning, food and agriculture to advance progress in math, research skills, writing, and social studies. A2G students explored Iroquois Urban Farm and Oxmoor Farm during the fall, and also engaged through in-class lessons during the fall and winter. The program addressed leadership, social skills, citizenship, confidence, innovation, and character - all critical to ensuring students' future success in school, career, and beyond. Hands-on cooking and gardening engagement helped students increase nutritional proficiency and exposed students to FANH sciences careers and educational pathways. FLP's work with A2G students was cut short during the 2019-2020 school year by the coronavirus pandemic, associated school closures, and other rapid changes. JCPS' decision to shift the A2G program from Iroquois High School to Newcomer Academy for the 2020-2021 school year also required significant project adjustments. The project has adapted and made adjustments to operate within the realities of Non-Traditional Instruction (NTI). 2. Co-construct and pilot 5 cross-curricular Inquiry Design Models (IDM) that emphasize cultural competency, literacy and numeracy and prioritize hands-on exploration, project-based learning and leadership development via direct FANH sciences experience with food, farming, the land, and global and community food systems. Although this aspect of the project saw setbacks due to the coronavirus, partners did make progress towards the goal of co-developing 5 Inquiry Design Models. Students and teachers were engaged in developing compelling questions and leveraged the power of inquiry, even in the context of NTI. A2G faculty changed when the project moved to Newcomer Academy and project partners have successfully begun a new partnership. Several collaborative meetings have taken place to introduce the Newcomer A2G team to the Inquiry Design Model and to identify opportunities for Newcomer students. Student YCAP participants have also engaged with the Inquiry Design Model, developing questions and using youth participatory action research approaches as part of their inquiry process. The timeline and context for IDM development will continue to be revisited based on JCPS' decision about a return to in-person classes. For now, the project must emphasize student engagement and support in the context of NTI. 3. Increase underrepresented students' access to connected out-of-school-time learning, leadership development, and work experiences to promote food literacy, nutritional proficiency, and community/civic engagement skills and increase students' knowledge and interest in FANH sciences educational and career pathways. With significant challenges to planned in-person school programs posed by the coronavirus pandemic, the project emphasized out-of-school-time opportunities for underrepresented students in spring and summer 2020. FLP implemented YCAP with virtual and in-person components and a more-limited enrollment capacity to adhere to social distancing and other public health guidance, ensuring the safety of project participants and staff. YCAP positioned 10 traditionally marginalized young people to take active roles in their communities, and to advance food justice, health and equity while deepening their connection with the land, engaging in meaningful work, and earning much-needed income. Youth participants worked to improvetheir own lives, and to cultivate change within their community at a critical time. Students improved nutritional proficiency and became active participants in their local food system and communities. Participants in the YCAP summer and school year employment tracks were key drivers of FLP's farming and food distribution effort based at Iroquois Urban Farm. The youth spent part of their time planting, cultivating, harvesting, and marketing fresh vegetables, creating recipes, and exploring their local food system. They distributed produce through local farmers' markets, food pantries, schools and community organizations, prepared community meals, presentations and social media "take-overs," shared pictures and narratives, and sparked conversations around food access. They used participatory research methods like PhotoVoice to examine their local food system and communities, and to engage as healthy food access advocates and community food system ambassadors. They also offered support to FLP's Field to Fork clubs, serving as teaching assistants and role models to younger youth who were learning about gardening and seasonal eating for the first time. YCAP participants examined policy, systems and environmental issues and change efforts and took ownership of projects, initiating ideas, carrying out planning, and goal setting, and making decisions about how they could best use food, farming, and the land as catalysts for community transformation. While the coronavirus pandemic forced school closures and a pause on in-person, farm-based programs, students engaged in virtual study and projects, gardened and cooked at home, and used social media to share messages about the power of down-to-earth activities. FLP learned to support our young leaders to "farm on" in new physically distant ways, and resumed in-person YCAP programming. YCAP has grown and shared farm fresh produce to bolster community food security at a critical time. Since the pandemic began, they have donated over 2,000 pounds of fresh vegetables including salad mix, kale, chard, cucumbers, summer squash, okra, watermelons and more to neighbors in need through local food pantries and food assistance programs, collaborating with partners at South Louisville Community Ministries, Southwest Community Ministries and the Feed the West initiative. These produce donations have been the only green vegetables our food pantry partners have been able to share with clients and have impacted thousands of south and west Louisville families and neighbors. YCAP Community Food Leaders have also grappled to understand the full scope of the food and equity challenges their community faces, and how they have been exposed by the pandemic. They have strategized about how they can leverage their agriculture, leadership and advocacy skills to re-imagine and advance their community's healing and recovery, and long-term resilience, vitality and prosperity. "This job isn't like any other job. You get to interact with other people. You get to interact with the community. You get to talk about food justice. Every day on the job is educational and fun." - Marissa "Mango," YCAP "I didn't have Field-to-Fork Club in school, so to see elementary school kids try new vegetables and learn about being healthy is amazing."- Fathma "Fruit," YCAP
Publications
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