Project Proposal for Reach for the
Sky July
Supported by the Issaquah Network of the Family Policy Council
Directed by Kathi
Marin-Bemm
I. Introduction
Why is there a need for a program like Reach for the Sky July?
How can a summer theatre arts program contribute to prevention efforts designed for at-risk youth?
Greater Issaquah is located in the state’s most populous county, King County. Nestled in the foothills of the Cascade Mountains, the Issaquah School District is an economically sound and pleasant community in which to live and to raise families. Despite the overall affluence of the area, however, pockets of poverty exist, resulting in wide income disparities. This lack of homogeneity often makes it more difficult to establish clear community health goals and provides a significant challenge to creating community attachment among minority or under-served populations. While only three percent of children in the area live below the poverty level, as compared to eleven percent countywide, this population of children receives far fewer services than in urban centers. In the summer months this disparity is even more evident as youth recreational programs for middle to high-income families are widely available, while programs for low-income families are not. In addition to the relative invisibility of poverty, problems of child abuse, neglect, substance abuse and violence among youth are often not recognized in the wider Issaquah community. [insert data regarding increasing levels of abuse/rates of violence or increased client base of Friends of Youth etc…] The Issaquah Network’s goal is to increase the visibility of under-served populations, to engage the community in on-going discussions about the needs of children and to design prevention strategies. Recognizing that 1) at-risk youth are more likely to be unsupervised by adults in the summer, 2) that unsupervised youth are more likely to be exposed to risk and to associate with peers who engage in problem behavior, and 3) that unsupervised youth are also exposed to increased risks of abuse and neglect, there is a critical need to create summer programs to provide a more desirable alternative for youth with “nothing else to do”.
Supported by the Issaquah network’s desire to provide supervised summer activities for at-risk youth, Reach for the Sky July has provided a three-week dance and theatre arts program for more than thirty youth every summer since 1996. Based on research demonstrating that reducing risk factors and increasing protective factors can help shield youth from problems, Reach for the Sky July promotes healthy, pro-social summer activities.
Reach for the Sky July reduces risks associated with lack of supervision including abuse, neglect, and exposure to substance abuse and violence. The program also increases protective factors by enhancing participant’s ability to respond to risk by increasing participant’s self-esteem and pro-social behaviors. This unique program provides youth with meaningful opportunities that help them to feel like successful and responsible members of their community. The mentoring component in which older youth participate as counselors for younger participants also nurtures bonding and provides positive role models for students at risk as they transition from elementary to middle school, or from middle school to high school.
The growth in popularity of the program since 1996, and the increased need for programs for older youth point to the need to expand the existing program. The need for free or low cost recreational programs for at-risk youth is also present during the school year. A “Freaky Friday” program would provide much needed supervision for at-risk youth on Friday afternoons/early evenings and will further increase the number of youth served. The benefits of bonding, community attachment and peer mentoring would be increased significantly through the increased and consistent involvement with youth year-round. In addition, a second summer program aimed specifically at older youth would fill the gap in summer recreational opportunities for adolescents in the Issaquah area.
If
the program invests time and money to develop summer activities for at-risk
youth, then youth’s participation in a supervised program will reduce their
exposure to risk to abuse, neglect, substance abuse and violence.
If youth participate in a supervised program they will have increased opportunities to develop self-esteem, self-expression, to make friends and to bond with youth mentors .
If youth increase self-esteem, pro-social behaviors and attachment they will be less likely to get into trouble and more likely to resist or to cope with risk.
The pathway to decreased risk is sometimes indirect, that is increased commitment to school, pro-social behaviors and community attachment as well as enhanced self-esteem is expected to lead to decreased risk of developing health and behavior problems.
Participation in the program will:
· Buffer youth-participants from family risk by providing a safe and stable care environment during the day. (short-term)
· Increase youth-participant self-esteem and pro-social behaviors through building friendships and experiencing success in program.
· Increase youth-participants association with positive peer models (not engaged in problem behavior) and decrease association with peers engaged in problem behaviors. (short-term)
· Buffer youth-participants from risks associated with critical transition from elementary to middle school and middle school to high school.
· Increase youth-participants’ commitment to school through reinforcement/development of performing arts skills, under-emphasized in regular academic programs (short and long-term)
· Reduce antisocial behavior among youth-participants (during the course of the program and/or over the course of the following school year) (long-term)
· Increase youth-participants’ healthy beliefs and standards through reinforcement of behavioral norms and through communicated value of drug-free lifestyles. (long-term, indirect)
· Increase youth-participants attachment to school and community through involvement with community program (and through a final performance attended by community members) (considering adding as a goal to give a more “public” performance).
· Increase community awareness of substance abuse and risk and protective factors for youth. (consider adding as a goal)
IV. Program Evaluation
Guidelines
These guidelines correspond with the short-term outcomes expected from the program (listed on the Logic worksheet). In addition to answering these questions in paragraph form, a final report will also include anecdotal reports (from staff, youth counselors and community members), and program data (see excel worksheet).
How many students participated last year? How many students participated this year?
Did recruitment efforts ensure that participants recruited would be youth otherwise unsupervised or exposed to risk? Did referring individuals/agencies use referral forms?
How many youths were identified as at-risk for abuse, neglect, substance abuse or violence? How many students had one other or no other classes or camps to go to during the summer?
Did youth regularly attend the program? How many students attended more than 18 out of 21 days of the program? How many students attended more than 15 days of the program?
In three weeks, did youth increase their score on the survey measuring self-esteem, bonding and attachment? What was the average difference in scores before/after the program? How many students decreased their scores (the lower score the more positive)?
How many students reported that Reach for the Sky was an exciting/fun program (both a lot of fun and a little fun)? How many students said they’d like to come back next time?
What were some of the anecdotal reports about the program this year from staff and counselors?
Did peer counselors receive adequate training in behavior management skills and arts instruction in the week prior to the start of camp?
Did daily evaluation sessions occur? To what degree was staff able to monitor and to coordinate the progress of individual participants?
Will youth return to the program the next year and/or attend additional school or community programs during the school year?
Methodology: [KVE1]The program draws from a variety of educational, recreational and therapeutic strategies including research by Marion Diamond who emphasizes the importance of a child’s middle years as a key opportunity to for the development of physical, academic and artistic talents. Through the avenues of art, dance, and theatre, communication, team building and problem-solving skills are reinforced. Daily sessions include tactile, visual and auditory activities.
Peer counselors receive one week of training in positive behavior management skills and arts instruction prior to the start of the camp.
Director: Kathi Marin-Bemm, Kathi started The Center for Dance 15 years ago. She finished her dance training at Cornish College of the Arts in Seattle where she specialized in age appropriate dance instruction for children.
Center for Dance Staff: Cris Coffing
Brin Hamilton
Laura Peterson
Weeks One and Two: Students assigned peer counselor and small group
Small group and whole group introductory activities
Dance, acting and music instruction: Three daily sessions of forty minutes each
Daily on-going program evaluation meetings follow camp activities in order to monitor each participant’s progress.
Week Two: Written and oral component added to acting sessions in which students develop characters
Week Three: Set and costume design
Rehearsal for final performance
Addition Program Components: Transportation of participants to Preston Industrial Park
Daily brown bag lunches, drinks and snacks
VI. Projected Budget 2003
Salary for Program Administrator for __ weeks, $____.00 $____.00
Staff salary for four weeks, $____.00 X 4 $____.00
Salary for Issaquah School District or Friends of Youth Staff Instructor
to lead Peer Counselor Training for one week and to attend at least one
weekly evaluation session $____.00 X 10 days $____.00
Minimum wage salary for six peer counselors, age 16 and up
$____.00 X 6 $____.00
Instructional Materials (arts supplies, misc) $____.00
Transportation $____.00
Food Costs $____.00 per child per day X __ participants X __ days $____.00
Page: 4
[KVE1]
I have just taken a stab at this. Kathi should be able to provide more
specific information here.