Loading...
The URL can be used to link to this page
Your browser does not support the video tag.
Home
My WebLink
About
08/29/2022 03. Yakima Youth Leadership Program (YYLP) Report
1 -------;75?.,t'kkk, Akillik.1;\ .:„Iiki.0;1 , '�,�c.I:' :yes BUSINESS OF THE CITY COUNCIL YAKIMA, WASHINGTON AGENDA STATEMENT Item No. 3. For Meeting of:August 29, 2022 ITEM TITLE: Yakima Youth Leadership Program (YYLP) Report SUBMITTED BY: Sara Watkins, City Attorney SUMMARY EXPLANATION: In October of 2019, the City of Yakima was granted $230,000.00 to operate the Yakima Youth Leadership Program, a program that was created through Gang Reduction and Intervention Taskforce meetings, strategy sessions, and ultimately a pilot program run in two Yakima School District middle schools (all paid for through a proviso from Governor I nslee in 2018). The three- year grant provided funding for Education Advocates to work through evidence-based curriculum with at-risk youth at each of the four Yakima School District middle schools. COVI D required the program to start virtually, but with a return to in-person learning, the program also became face-to- face. A current Education Advocate will provide information on the curriculum and working with the students. The researchers, Juliana Van Olphen of San Francisco State University, and Nancy Carmona of the University of Washington, will present their findings after two full school years of programming and data collection. Emily Nelson of ESD 105 will also discuss where the program goes when the grant period ends on September 30, 2022, and Deniele Fleming, Education Advocate ESD 105, will discuss the curriculum. ITEM BUDGETED: NA STRATEGIC PRIORITY: Public Safety APPROVED FOR SUBMITTAL BY THE CITY MANAGER RECOMMENDATION: ATTACHMENTS: Description Upload Date Type ID Education Adwcate Program Brochure 8/23/2022 Backup Material ❑ Yakima Youth Leadership Manual 8/23/2022 Backup Material ID YYLP PP 8/26/2022 Corer Memo AMANDA RODRIGUEZ Education Advocate I 509-823-7648 amanda.rodriguez@esd105.org LEZLY QUINTANILLA EEDUCATION1 Education Advocate 509-504-3609 ADVOCATE lezlg.quintanilla@esd105.org JASMIN VARGAS P R 0 G RA 14 Education Advocate 509-504-3641 jasmin.vargas@esd105.org "The secret of getting FRANCISCO ARROYO ahead is getting started. Education Advocate! Referral Coordinator The secret of getting 509-504-4090 francisco.arroiyo@esd105.org started is breaking your complex, overwhelming [PATRICIA MORENO tasks into small, Education Advocate: Wilson MS 50manageable tasks, pat and 504-36atricia.moreno@esd105.org 4RL then starting on the first JOSE ANDRADE Education Advocate: Franklin MS one." 509-504-3612 Mark Twain jose.andrade@esd105.org DENIELE FLEMING Education Advocate: Lewis & Clark MS 509-314-0938 deniele.fleming@esd105.org BETINA SANCHEZ Education Advocate: Washington E S Di 0 5 MS 509-314-5470 betina.sanchez@esd105.org EDUCATIONAL SERVICE DISTRICT 105 EDUCATION ADVOCATE REGIONAL ADVOCATESSERVICES WE PROVIDE OVERVIEW • Provide transitional services Our Education Advocates (EAs) work to • Conduct home visits enroll and re-engage adjudicated youth C'kl:lum/RuNlyn • Assess student needs into school. Our goal is to ease the • Link youth to services in schools F.IkmburF • Support academic progress transition from justice institutions to • PP p g community and school based settings. We o. m.n """'�` •• Provide mentoring connect youth to necessary resources as NachcsV ky • Support post-secondary well as support them in creating and • inillir schooling opportunities Y�.�. Offer alternative learning AcEsfa achieving academic and life goals. This is all t1J•,MC�, • East Valle* possible with the cooperation andoptions • Refer youth to additional participation of school administrators, resources counselors, and other community ilvaiii,nas . • Teach Dialectical Behavioral members. Together we work to reduce ..ailLtil Therapy (DBT) skills recidivism among our youth and increase Golden. k ( la,tkk. their chance of academic and personal success. REFERRAL PROCESS : •:• •x•T:: Jasmin :••u••/. »;n•i;•W:•=•sr • Lezly/Francisco Referrals can by sent by parole EA •_ • _4. r••u;. • Amanda • •••••••• •••• .... officers, probation counselors, .19 WEBSITE •4•: : • 1x=4..1•4Y:„ school staff, community members, :'..::. : • •:f:Th. and family. All referrals are made :.:::;. ';:•_ "�'� MIDDLE SCHOOL ADVOCATES g throe hour electronic referral form. Upon completion, our WHO WE SERVE In addition to our 4 regional Advocates, our Referral Coordinator will assign an program provides services to four middle Education Advocate to each youth • Youth ages 13-21 schools in Yakima County. With one depending on residence location. • Youth with previous criminal justice Advocate stationed at each middle school, a 3xn • : :; .i a e : involvement we can provide more intensive services. REFERRAL F,94.,1;1'• Youth on active robationj arole Services can also extend to other middle� .P CODE ••� �•r �_ • Youth transitioning out of juvenile justice schools in the region as needed. •• facilities �' •�. x 0 I� I: : :fie' . 4 • a lma Youth Leadership Pro ram Manual SDo5Educational Service District BE TlE� �9 net Yakima Youth Leadership Program HD 105, December 2020 5 INDEX PAGE 1-3 PROGRAM OUTLINE PAGE 4 REQUIRED FORMS LIST/ PRE-POST SURVEY INFORMATION PAGE 5 SESSION 1: INTRODUCTION OF THE PROGRAM AND GETTING TO KNOW THE EDUCATION ADVOCATE PAGE 6 SESSION 2: RELATIONSHIP BUILDING WITH THE YOUTH PAGE 7-8 SESSION 3: SOCIAL MEDIA AWARENESS PAGE 9-10 SESSION 4: BULLYING, INTIMIDATION & HARRASSMENT PAGE 11 SESSION 5: CONFLICT RESOLUTION AND COMMUNICATION PAGE 12 SESSION 6: SUBSTANCE USE PREVENTION PAGE 13 PAGE SESSION 7: GANG PREVENTION 14 SESSION 8: COMMUNITY RESOURCES AND FAMILY INVOLVEMENT PAGE 15 SESSION 9 & BEYOND APPENDIX A-G PROGRAM FORMS APPENDIX H-J PROGRAM SURVEYS Yakima Youth Leadership Program ESD 105, December 2020 6 1 PROGRAM OUTLINE YAKIMA YOUTH LEADERSHIP PROGRAM The Yakima Youth Leadership Program is program developed under a grant from The Office of Juvenile Justice and Delinquency Prevention(OJJDP). The program is being developed and implemented through a partnership between The City of Yakima, Educational Service District 105 (ESD 105), and Yakima School District. An Education Advocate is placed at the four middle schools within the Yakima School District which include Lewis & Clark, Wilson, Franklin, Washington middle schools. Education Advocates are assigned to their school site for 10 hours per week, with the exception of Washington, which receives 18 hours of services per week. EDUCATION ADVOCATE An Education Advocate (EA) is a part or full time employee who works with students who have been identified as high risk and/or high need based on a variety of factors. These factors and program goals will be determined by the program funding source. Education Advocates work with students on a variety of issues that may negatively impact or interfere with the student's academic success and help connect students and families with community resources that will help the student achieve success. Education Advocates are case managers, mentors, community connectors, and advocates for the students they serve. The role of the Education Advocate is to work closely with the school building(s)assigned, students, families, and the Juvenile Justice System, as appropriate. STUDENT CASELOAD A full caseload for an Education Advocate is 10-12 students on the caseload per 10 hours a week of employment. If an EA works 10 hours a week, they should have an active caseload of 10-12 students. If they work 20 hours per week, they should have an active caseload of 20-24 students. An "active student" is one who is having at least monthly contact with the EA, all intake paperwork has been completed and there in youth and/or family investment in the services. REPORTING Education Advocates are expected to keep documentation of all interaction with youth and families served. They should also document meetings with school staff regarding students on their caseload in the student's case notes. Regular reporting to the ESD 105 and/or City of Yakima supervision team is required and will involve at least a quarterly report of progress on program implementation and number of students served. Student identifying information will not be collected or reported but basic demographics of the youth serve will be reported as required. 7 2 PROGRAM OUTLINE The Office of Juvenile Justice and Delinquency Prevention (OJJDP) City of Yakima Yakima School District ES D 10 • Lewis & Wilson Franklin Washington Clark Education Middle Middle Middle Mihool School F School School Advocates 8 3 PROGRAM OUTLINE STUDENT IDENTIFIED THROUGH SCHOOL: • POTENTIAL RISK FACTORS INCLUDE: •MISSING CLASSES •POOR ACADEMIC PERFORMANCE •LACK OF SCHOOL ENGAGEMENT •ASSOCIATION WITH HIGH RISK PEERS •FAMILY GANG INVOLVEMENT COUNSELOR/VICE PRINCIPAL/EDUCATION ADVOCATE CONTACTS PARENT/GUARDIAN: •PLEASE IDENTIFY WHO IS THE CONTACT POINT FOR THE EDUCATION ADVOCATE FOR THIS PROGRAM •PLEASE IDENITFY WHO WILL BE CONTACTING THE FAMILYABOUT THE PROGRAM EDUCATION ADVOCATE MAKES CONTACT WITH PARENT/GUARDIAN&STUDENT •EDUCATION ADVOCATES HAVE BEEN PROVIDED WITH TALKING POINTS FOR CONNECTING WITH FAMILIES ABOUT THE PROGRAM •INITIAL MEETING TO INITATE SERVICES WILL BE SCHEDULED AT THIS TIME INTAKE COMPLETED WITH STUDENT&PERMISSION SLIPS& RELEASES SIGNED WITH PARENT/GUARDIAN •STUDENT RECORDS WILL BE STORED IN HIPPA SECURED ONLINE SYSTEM(BOX.COM) •STUDENT RECORDS WILL ONLY BE ACCESSIBLE TO EDUCATION ADVOCATE FOR THAT BUILDING AND THE PROGRAM MANAGER •PARENT PRESTEST COMPLETED AT THE TIME OF INTAKE PAPERWORK COMPLETION •PRETEST COMPLETED WITHIN THE FIRSTTHREE CONTACTS WITH THE STUDENT EDUCATION ADVOCATE SCHEDULES REGULAR WEEKLY MEETINGS WITH STUDENT TO COVER THE FOLLOWING CONTENT AREAS: •WEEKS:INTRODUCTION OF THE PROGRAM AND GETTI NG TO KNOW THE EDUCATION ADVOCATE •WEEK 2:RELATIONSHIP BUILDING WITH THE YOUTH •WEEK3:SOCIAL MEDIA AWARENESS •WEEK4:BULLY ING/INTIMIDATI ON AND HARASSMENT •WEEKS:CONFLICT RESOLUTION(AC TIVE LISTENING&VERBAL/NON-VERBAL COMMUNICATIONL) •WEEK :SUBSTANCE USE PREVENTION •WEEK 7:GANG PREVENTION •WEEK 8:COMMUNITY RESOURCES&FAMILY INVOLVEMENT(AS APPROPRIATE)-COMPLETION OF SERVICES •POSTTESTS(STUDENT&PARENT)WILL EITHER BE COMPLETED AT THE END OF THE EIGHTWEEK PROGRAM OR DURING THE LAST TWO WEEKS OF THE ACADEMIC YEAR,WHI CH EVER IS MOST APPROPRIATE •STUDENT MAY CONTINUE TO MEET WITH EDUCATION ADVOCATES PERIODICALLY FOR SUPPORT THIS WILL BE DOCUMENTED IN THE CASE NOTES Yakima Youth Leadership Program ESD 105, December 2020 9 4 PROGRAM FORMS REQUIRED FORMS APPENDIX A: STUDENT INTERVIEW AND INTAKE FORM APPENDIX B: FEDERAL DISCLOSURE/NOTICE OF CONFIDENTIALITY APPENDIX C: PARENT PERMISSION SLIP (ENGLISH) APPENDIX D: PARENT PERMISSION SLIP (SPANISH) APPENDIX E: RELEASE OF INFORMATION PRE/POST SURVEY Students and parents will be assigned a unique code that they will use to complete their pre and post survey. The post survey will use the SAME CODE on the post survey. Education Advocate should make note of these codes for their own records in case a student or parents forgets their code. Each student will be assigned a four digits code within the numeric region listed below: 2001 —Lewis & Clark 3001 —Wilson 4001 —Franklin 5001 —Washington The student's four digit code should be followed by the letter "Y"to represent"Youth. The adult will use the same four digit code as their student ut with an "A"to the end to represent"Adult". If there is a second parent taking it(co-parenting situation)please add a A2 to the end. For example: 1234A(Adult) 1234A2 (If necessary) 1234Y (Youth) STUDENT SURVEY LINK: https://sfsu.col.qualtrics.com/jfe/form/SV 26x4vRLyYAk3b05 PARENT/GUARDIAN SURVEY LINK—ENGLISH: https://sfsu.col.qualtrics.com/jfe/form/SV bILrksMR5UdNsLr PARENT/GUARDIAN SURVEY LINK—SPANISH: https://sfsu.co 1.qualtrics.com/jfe/form/S V_bQ1PIG6 V TKC 1 OXs Yakima Youth Leadership Program ESD 105, December 2020 10 5 SESSION ONE INTRODUCTION OF THE PROGRAM AND GETTING TO KNOW THE EDUCATION ADVOCATE 1. What is an education advocate? 2. What is the Yakima youth leadership program? 3. Education advocate shares background including their: a. educational background b. work history, if related c. why they are doing their current job d. hobbies/interests 4. Remind youth about confidentiality but also the limits of it(mandated reporting). 5. Complete any forms that may have been overlooked at the time of intake. 6. Allow time for the youth to ask questions about the program. 7. Encourage the youth that during the time you are working together, if they do have questions, to please ask! Yakima Youth Leadership Program ESD 105, December 2020 11 6 SESSION TWO RELATIONSHIP BUILDING WITH THE YOUTH 1. Goals of this session: a. Get to know the student b. learn about the students life and family c. learn about the students goals d. open communication lines with the student e. build trust and report Here are some discussion questions to help guide conversations if the youth is reserved: 1. What are your favorite ways to spend your time? 2. Describe one thing that makes you feel a sense of accomplishment. Explain why. 3. What was your first impression of this school? 4. What's your least favorite part of school? Why? 5. Share a favorite memory you made with a family member. 6. What's one thing you wish I knew about you? 7. What's your biggest dream in life? 8. What's one thing you wish you could change about our school? Why? 9. What's one thing that you worry about? 10. What's the best book you've ever read? Why did you like it? 11. What's your family's cultural background? 12. If you could pick one person (dead or alive)to have lunch with, who would it be? Why? 13. Describe your relationship with your parents/guardians. 14. Describe a lesson you learned when you faced something difficult. 15. What's one thing that makes you feel happy? 16. Describe something that annoys you. 17. Who is someone you consider a hero in your life? Why? 18. If you could live anywhere, where would you live? Why? 19. Who is someone you consider a friend? What do you like most about him/her? 20. Describe one of your favorite holiday traditions. Adapted from Teach4theHeatt.com Yakima Youth Leadership Program ESD 105, December 2020 12 7 SESSION THREE SOCIAL MEDIA AWARENESS 1. Ask about specific socials they use/ socials that they're aware of. 2. What do you like about social media? a. Build off of their comments b. Add to the benefits of social media(learning tool, communication, stay connected) c. Transition into the negative side of social media 3. What don't you like about social media? What are the downsides? Have you ever considered social media to be dangerous? a. Stern off of their concerns - elaborate on their comments 4. https://www.youtube.com/watch?v=ottnH427Fr8 : Intro into the following topics (catfishing, cyberbullying, consequences) 5. Talk about the dangers of social media a. Catfishing i. Warning signs • Someone that wants you to keep secrets • Someone that only wants to meet in person • Not wanting to meet at all • "Too good to be true" • Too much in common ii. How to stay safe • Never give too much personal information(address, schedule, school name) • Don't accept requests from people that you don't know • Don't agree to meet with anyone without a trusted adult present iii. Who to notify • An adult you trust • If in immediate danger, the police b. Cyberbullying i. What that looks like • Unwanted/mean comments that can be sent through text, apps, AND social media • Rumor spreading or the spread of false information • Sharing personal information that causes embarrassment • Can also include the spread of embarrassing or private photos 6. Steps to take a. Ask the person or people to politely stop Yakima Youth Leadership Program ESD 105, December 2020 13 8 b. If cyberbullying continues, keep a record c. Unfriend, unadd, or block them d. Notify a trusted adult i. Who to contact • A trusted adult, a school official (if applicable) 7. Consequences of what you post/ share a. Inappropriate vs. appropriate content i. Engage with the student- ask what they think is appropriate and inappropriate content ii. Examples of inappropriate content: profanity, drinking, smoking, cyberbullying, bullying iii. Elaborate on their answers b. What effect can it have on your future? i. Create a conversation. Examples:job opportunities, scholarship eligibility, college acceptance 8. Conclusion a. Review previous information b. Be aware of the cons: cyberbullying, potential to damage your future c. Multiple pros: learning new information, staying informed, building relationships, communicating with peers d. Social media will always be a part of your life Yakima Youth Leadership Program ESD 105, December 2020 14 9 SESSION FOUR BULLYING, INTIMIDATION AND HARASSMENT 1. https://youtu.be/AIp9JC8nt1w 2. What do you know about bullying? What does it look like? 3. What is bullying? a. Bullying is when kids show unwanted, aggressive behavior to others in order to feel in power. This bad behavior is often repeated over time. Kids who bully others, as well as kids who are bullied, can have problems that last their whole life. 4. Types: ask them to give examples of what they think the types are a. Verbal: when you say(or write)mean things i. teasing, name-calling, inappropriate sexual comments,threats to cause home b. Social: sometimes referred to as relational bullying, involves hurting someone's reputation or relationships i. Cyberbullying, rumor spreading, embarrassing someone in public,telling other kids not to be friends with someone, leaving someone out on purpose c. Physical: involves hurting a person's body or possessions i. hitting/kicking/punching, spitting,tripping/pushing, taking or breaking someone's things, making mean or rude hand gestures 5. Recognizing Signs of Bullying a. Not everyone asks for help. Here is how we can recognize when someone is being bullied. b. Signs: i. Unexplained injuries ii. Clear avoidance from others (eating alone, skipping lunch, not talking or playing with others) iii. Changes in behavior(especially when around particular classmates) • Withdrawn, sad, scared, hiding 6. Effects of Bullying a. Kids who bully: bad behavior at a young age often escalates and carries into adulthood i. Getting into fights ii. Alcohol and drug abuse/dependency iii. Criminal convictions iv. Can lead to abusive behavior in relationships b. Kids who get bullied: often develop physical, social, emotional, and mental issues i. Depression/anxiety ii. Lack of motivation iii. Health issues iv. Irregular eating and sleeping patterns 7. What to do a. If you are being bullied... i. Tell the bully to stop Yakima Youth Leadership Program ESD 105, December 2020 15 10 ii. Avoid areas where bullying may occur iii. Talk to a friend iv. Tell a trusted adult v. Report the bully to a school official (and law enforcement if necessary) b. If someone you know is being bullied... i. Include them in activities ii. Keep an open line of communication with them iii. Be their friend iv. Urge them to get help v. Tell a trusted adult Saying something is ALWAYS better than staying quiet. Yakima Youth Leadership Program ESD 105, December 2020 16 11 SESSION FIVE CONFLICT RESOLUTION AND COMMUNICATION 1. Methods of Communication-What is healthy communication a. Verbal i. Word choice ii. Information - how it's heard and interpreted iii. Tone of voice - the way things are said (sarcasm etc.) b. Nonverbal communication https://www.youtube.com/watch?v=nYTrIcn4rjg i. Body language (face the speaker, respect personal space) ii. Facial expression (eye contact) Hi. Gestures - How do your actions match your communication? iv. Attire - (colors) v. Written communication through technology(texts, social media, emails, online chat, emojis, cell phones, and video game chat) 2. How to listen non-judgmentally? a. allowing one another to talk uninterrupted b. asking respectful questions c. using"I" statements (I understand where you are coming from) d. Listening to understand not to respond 3. Cultural Considerations in Communication a. Be mindful of differences in language (word meaning/usage/accents in speech) b. Body language differences 4. Compromising a. What does it mean to you? (response can help guide the conversation) b. Compromising can: i. Help find a solution ii. Sometimes it's important to just agree to disagree - How do you use compromise to help you? Hi. An agreement that makes you both happy(choosing what game to play) • Times in which they have compromised iv. Outcomes v. Solutions vi. Reactions c. Sometimes it's ok not to compromise i. In dangerous/uncomfortable/risky/forced situations • In any of these situations it's important to avoid compromising • Trust yourself • Turn to someone you know (if possible) Yakima Youth Leadership Program ESD 105, December 2020 17 12 SESSION SIX SUBSTANCE USE PREVENTION All Yakima Youth Leadership Program Education Advocates will be trained to provide: SPORT—Prevention Plus Wellness Middle School Level One Hour Evidence Based Curriculum More information on this content can be found at: https://preventionpluswellness.com/products/sport-prevention-plus- wellness?variant=8155913158758 Yakima Youth Leadership Program ESD 105, December 2020 18 13 SESSION SEVEN GANG PREVENTION Video: https://www.youtube.com/watch?v=12FQ2YmPJnE&feature=youtu.be 1. Revisit goals - You mentioned you wanted to be..... a. School b. Career c. Personal 2. What are your views on gangs/involvement? a. Why do you think others join? b. Friends c. Family d. Community 3. Are gangs a problem in your school? a. What kind of activities? b. What have you seen/heard? 4. Why should you avoid joining a gang? a. Risk factors -juvenile detention/prison, death, dangerous cycle b. Consequences 5. Options a. Sports b. Clubs (school, community, church) c. Volunteer 6. How would gang involvement affect your goals? Yakima Youth Leadership Program ESD 105, December 2020 19 14 SESSION EIGHT COMMUNITY RESOURCES AND FAMILY INVOLVEMENT 1. Education Advocate will community resource access points to the youth and family as appropriate, including: a. School resources for academic success (Counseling, tutoring, after school programs, etc.) b. People for People c. Food banks or resources for other basic necessities d. Behavioral health treatment providers e. Division of social and health services (DSHS) f. Dispute Resolution center g. Walk-About Yakima(WAY Program) h. Other resources including health, legal, basic needs and academic supports 2. Education advocate will discuss with student the importance of environmental supports and protective factors. a. Encourage family connection,time and conversation if this is a safe space for the youth. b. Encourage school connection and bonding: i. Clubs ii. Sports iii. programming iv. Trusted Adult connection v. Involvement in Activities that build confidence c. Encourage positive peer supports i. What peers are positive influences? ii. Are there peers that you should avoid? Why? iii. How can you build new bonds with peers who are positive influences? d. Other environmental supports I. What does the youth see ace PROTECTIVE FACTORS AND SUPPORTS FOR THEMSELVES? POST TEST MAY BE COMPLETED AT THIS TIME IF THE STUDENT IS EXITING SERVICES (SEE PAGE THREE FOR INSTRUCTIONS) Yakima Youth Leadership Program ESD 105, December 2020 20 15 SESSION NINE & BEYOND 1. Education Advocates may continue to see students on a case by case basis to check in on progress towards goals and overall student wellbeing. 2. These sessions will be less structured and content driven and more about relationship and support. 3. All continued contact will be made mote of in the case notes. 4. If a student continued to see the education advocate for more than the eight sessions, students and parents should complete the posttest at least two weeks prior to the closing of the academic year. Yakima Youth Leadership Program ESD 105, December 2020 STUDENT INTERVIEW/INTAKE AppendgiA I. DEMOGRAPHIC INFORMATION Student Name(Last,First, MI): Date Enrolled in Services: Gender: Date of Birth Age Grade Female Male❑ Other❑ Reason for Referral: Circle All That Apply: Discipline: YOKO ❑.ATOD Related ['School Success ❑Substance Abuse by Others Described'' ❑Behavior/Peer ❑Mental Health OSubstance Abuse by Family Race: ❑Nhite/Caucasian ❑American Indian or Alaska Native DAsian black/African American �NativeHawaiiart/Pacific Islander Hispanic, Latino or Chicano ❑Other(specify): ❑�rlulti-racial (specify): Living Arrangement: Both Parents ❑Father and Stepparent Foster care Mother Only Mother and Stepparent Friend Father Only Mother and Partner ❑Homeless Grandparent(s) Father and Partner Zip Code: Parent(s)Name: Employment: Contact Numbers: • H. SO-IOOL/EDUCATION HISTORY Review grades, attendance, and discipline in Skyward and document relevant info: There are good things and bad things about school. What school is like for you? How has it changed over the years? Tell me about the teachers you get along with.Why do you think you get along so well with them? Suspension/Expulsion History: Previous School(s)Attended: ❑1 time suspendeci/expelled ❑2-3 times R4-5 times B6-7times 7 or moretimes Never suspended/expelled Parental Use History: Do you ever worry about your parent(s)drinking, use of medication,or use of drugs? YOV 0 Do you wish your parent(s)drank less, or used less medication, or used fewer drugs? CND Do you wish your parent didn't drink or us medication at all,or didn't use any drugs? Val❑ Notes: 22 ACEs: Experienced parental abandonment? Y❑ EI Parent or guardian deceased? YOND Have/had incarcerated parent or guardian? YOND Family history of domestic violence? Y❑N❑ Parent or guardian with mental health concerns? YDJO Additional Information: III. PEER and LEISURE 11= What do you enjoy doing-what makes you happy?With friends?With family? (school related and non): Tell me about your closest friends? How do your friends support you in making positive choices (staying out of trouble)? IV. FAMILY How do you rate your family relationships(list all)from 1 (poor) to 10 (excellent)? For each, explore what it would take to improve the relationship from a to a Current/Past Substance Use/Abuse a.Name: Age: Relation: Rating: nYes ONo b.Name: Age: Relation: Rating: Yes❑No c.Name: Age: Relation: Rating: ❑YesENo d.Name: Age: Relation: Rating: uYes EINo Notes: Have you ever been abused in any way (physically, emotionally, sexually)? Have you ever had CPS involved with your family? Have you ever been involved in the foster care system? 23 V. PERSONAL HISTORY Have you ever worked with a counselor before? Y❑N❑ If yes,tell me about that experience? Mental Health Diagnosis? ❑Y N ❑ Describe: Prescribed Medications? ❑Y N ❑ Describe: Past AOD Assessment or Treatment?❑{ No Describe: Criminal History (check all that apply): Yn No riAgainst person offenses/arrests(specify): ElProperty offenses/arrests(specify): ❑ Drug and alcohol offenses/arrests(specify): ❑ Other offenses/arrests(specify): Additional Information: Have you ever been involvement with the juvenile justice system (gotten in trouble for breaking the law?)❑Y ❑ N Please describe: Juvenile Justice Status (circle all that apply): On Probation: On Diversion: Reports to: What is the one thing that worries you the most right now? Imagine that while you sleep tonight, a miracle happens and you wake up to find all of your problems are gone. What would be different? _ii24 VI. RECOMMENDATIONS& FOLLOW-UP Services Recommended: _ AOD Assessment _ Mental Health Counseling AOD Treatment(inpatient or outpatient) School-based Support Group nOthe r: Parent Contact: EY ❑N Flailed Meeting Information provided nStudent declined release Notes: Additional Notes: 25 Appendix B EDUCATION ADVOCATE SCHOOL-BASED NOTICE OF CONFIDENTIALITY A. NOTICE OF CONFIDENTIALITY OF PROGRAM PARTICIPANT RECORDS Federal and State law protects the confidentiality of participant records maintained by this Education Advocate Program (the Program). Generally, this means that the Program may not disclose to anyone outside the Program that a participant attends the Program or disclose communications between staff and participants. Under Federal and State law, confidentiality protections do not apply in these circumstances: Exceptions applicable to all Program participants: • A participant gives written consent to release information to a specific person or agency(Probation officers will receive only a summary of work done toward goals); • A court order which includes special findings requires disclosure; • The disclosure is made in the course of reporting suspected child abuse or neglect as required by State law; • When a person is in danger of harming themselves or others the Program may notify school administrators, counselor, parents/guardian, a Mental Health Professional, or law enforcement, as may be appropriate and necessary. This includes suicidal intent or late stage addiction constituting "imminent harm." Program staff will not disclose that a participant is being seen for substance abuse without written consent; • Disclosures to other staff in the Program (including school personnel on the school's resource management team) if it is needed for the purpose of providing alcohol and drug abuse services; • The disclosure is made to medical personnel in a medical emergency where disclosure of the diagnosis is necessary to treat the emergency; • The disclosure is made to qualified personnel for research, audit or program evaluation; and • The disclosure is made in the course of reporting to law enforcement any crime committed by a participant at the Program or against any Program staff, or any threat of such a crime. For substance abuse programs, federal law prohibits disclosure outside the Program that a participant is being seen in the Program for a substance abuse or disclosure of any information that identifies a participant as a person who has a substance abuse issue, except for the circumstances described above. Violation of this Federal law and regulation by the Program is a crime. You may report suspected violations to the appropriate authorities in accordance with Federal regulations. (See Federal laws 42 U.S.C. 290dd-3 and 42 U.S. C. 290ee-3 and Federal regulations 42 CFR, Part 2.) In all cases described above, except when written consent is given,the Program Director will be consulted before any disclosure is made.In all cases, the recipient of the disclosure will be informed that disclosure is not permitted without your written consent. Uscesdnet\esd105 organizationAprofilesAemilynADesktopAEA Electronic Fomis\Federal Disclosure Consent School.down 1 26 B. CONSENT FOR RELEASE OF CONFIDENTIAL INFORMATION Because this is a school-based program offered in cooperation with your school district, you are asked to consent to additional disclosures of limited information to school administrators and your parent or guardian under the following circumstances: • The fact that you have complied with a referral to the Program(including completing or dropping out of the Program) may be disclosed to school personnel for the purpose of informing them how your needs are being served. • The dates and times of your attendance at the Program may be disclosed to a school principal or attendance officer for the purpose of verifying that you complied with the State school attendance laws and were not absent from class without authorization. • The fact that you are a participant in the Program may be disclosed to school administrators and your parents or guardians if Program staff is obligated to report a medical emergency in accordance with school district policy and procedures concerning notification of medical emergencies involving students. • The fact that you are a participant in the Program may be disclosed to school administrators and your parents or guardians if Program staff are obligated to report any violations by you of school rules and policies, including those concerning the commission of a crime, or threat to commit a crime, on school premises or being on school premises or at school functions under the influence of alcohol or drugs. Anyone receiving information allowed by this Consent will also be given notice that they may not further disclose the information unless you give written consent. You may revoke this Consent at any time except to the extent that action has been taken in reliance on it and,in any event,this Consent expires automatically when you are no longer a student in the School District in which you are currently enrolled. C. SIGNATURE I have read the Notice of Confidentiality for Participant Records and the Consent for Release of Confidential Information and had them explained to me. Signature of participant/student Date Signature of Education Advocate Date *Required for students under the age of thirteen Uscesdnet\esd105 organizationAprofilesAemilynADesktopAEA Electronic Fomis\Federal Disclosure Consent School.down 2 27 Apendice C Defensor de la Educacion Situado en la Escuela - Aviso de Confidencialidad A. AVISO DE CONFIDENCIALIDAD PARA EL EXPEDIENTE EDUCATIVO DE PARTICIPANTES La ley Federal y Estatal protege la confidencialidad del expediente educativo del participante mantenido por este Defensor de la Educacion para el Programa, Yakima Youth Leadership. Generalmente, esto significa que el Programa no puede divulgar que un participante asiste al Programa ni revelar comunicaciones entre el personal y los participantes. Bajo ley federal y estatal, las protecciones de confidencialidad no aplican bajo las siguientes circunstancias: Excepciones aplicables a todos los participantes del programa: • Un participante da su consentimiento por escrito para compartir informacion con una persona o agencia especifica (los oficiales de libertad condicional recibiran solo un resumen del trabajo realizado para alcanzar las metas); • Una orden judicial que incluye determinaciones especiales que requiere revelacion; • La divulgacion se realiza en el curso de la denuncia de sospecha de abuso infantil o negligencia seghn to exige la ley estatal; • Cuando una persona esta en peligro de hacerse dano a si misma o a otros, el Programa puede notificar a los administradores escolares, consejeros, padres/tutores, un Profesional de Salud Mental o la policia, segun sea apropiado y necesario. Esto incluye la intencion de suicidio o la adiccion en etapa avanzada que constituyen un "dano inminente". El personal del programa no revelara que un participante esti siendo atendido por abuso de sustancias sin el consentimiento por escrito; • Divulgaciones a otro personal del Programa (incluido el personal de la escuela en el equipo de administracion de recursos escolares) si es necesario con el fin de proporcionar servicios para abuso de alcohol y drogas; • La divulgacion se hace al personal medico en una emergencia medica donde el diagnostico es necesario para tratar la emergencia; • La divulgacion se hace a personal calificado para investigacion, auditoria o evaluacion del programa;y • La divulgacion se realiza en el transcurso de informar a la policia sobre cualquier delito cometido por un participante del Programa o contra cualquier personal del Programa, o cualquier amenaza de tal delito. Para los programas de abuso de sustancias, la ley federal prohibe la divulgacion fuera del Programa del cual un participante esta siendo atendido por abuso de sustancias o la divulgacion de cualquier informacion que identifique a un participante como una persona que tiene un problema de abuso de sustancias, excepto en las circunstancias descritas anteriormente. La violacion de esta ley federal y regulacion por parte del Programa es un delito. Puede denunciar presuntas violaciones a las autoridades correspondientes de acuerdo con las regulaciones federates. (Consulte las leyes federates 42 USC 290dd-3 y 42 USC 290ee-3 y las regulaciones federates 42 CFR, Parte 2). En todos los casos descritos anteriormente, excepto cuando se otorgue el consentimiento por escrito, se consultara al Director del Programa antes de realizar cualquier divulgacion. En todos los casos, al receptor se le informara que la divulgacion no esta permitida sin su consentimiento por escrito. 1 28 B. CONSENTIMIENTO PARA REVELAR INFORMACION CONFIDENCIAL Debido a que este es un programa basado en la escuela ofrecido en colaboracion con su distrito escolar, se solicita su consentimiento para divulgaciones adicionales de informacion limitada a los administradores escolares y sus padres/tutores en las siguientes circunstancias: • El hecho de que haya cumplido con una referencia al Programa (incluyendo la finalizacion o separacion del Programa) puede ser divulgado al personal escolar con el fin de informarles como se satisfacen sus necesidades. • Las fechas y horas de su asistencia al Programa pueden ser reveladas al director de la escuela o al oficial de asistencia con el proposito de verificar que cumplio con las leyes estatales de asistencia escolares y que no estuvo ausente de la clase sin autorizacion. • El hecho de que usted es un participante en el Programa puede ser revelado a los administradores escolares y sus padres/tutores si el personal del Programa esta obligado a informar una emergencia media de acuerdo con la politica y los procedimientos del distrito escolar relacionados con la notificacion de emergencias medicas que involucren a los estudiantes. • El hecho que usted es un participante en el Programa puede ser divulgado a los administradores escolares y a sus padres/tutores si el personal del Programa esta obligado a informar cualquier violacion de las reglas y politicas escolares, incluidas las relativas a la comision de un delito o amenaza de cometer un delito, en las instalaciones de la escuela o estando en las instalaciones de la escuela o en funciones escolares bajo la influencia del alcohol o drogas. Cualquier persona que reciba informacion permitida por este Consentimiento tambien recibira un aviso que no puede divulgar la informacion a menos que usted de su consentimiento por escrito. Puede revocar este Consentimiento en cualquier momento, excepto en la medida en que se hayan tornado medidas basandose en el y, en cualquier caso, este Consentimiento vence automaticamente cuando ya no es un estudiante en el Distrito Escolar en el que esta inscrito actualmente. C. FIRMA He leido el Aviso de confidencialidad del Expediente Educativo del Participante y el Consentimiento para la Divulgacion de Informacion Confidencial y me to han explicado. Firma del participante/estudiante Fecha Firma del defensor de la educacion Fecha *Requerido para estudiantes menores de trece anos 2 29 Appendix D Education Advocate Parent Permission Dear Parent/Guardian, This is to inform you that your son/daughter has been referred to the Educational Advocate. The services that are provided through the Educational Advocate are as follows: 1. A Substance Abuse Social and Behavioral screening to assist in identifying the specific needs for one or more of the following areas - academic support, career and job guidance, GED, skill building, coping skills, communication, anger management, or alcohol and drug counseling services. 2. Case management and guidance counseling to support your son/daughter in one or more of the following areas: • Obtaining a high school diploma or completion of a GED. . Assistance and support in enrolling and monitoring progress in school program etc. • Assistance and support in enrolling and staying in post-secondary school. • Assistance and support in finding a job and staying employed. 3. Communication with school, community and juvenile justice staff as needed and appropriate to assist your son/daughter in transitioning from the detention facility into the school and community. 4. Information and Referral Resources 5. Individual and group support in the following areas study skills, career and job guidance, coping skills, communication, anger management, or alcohol and drug counseling services. Below is a consent form, which I will need to verify your consent or non-consent. Please return this in the attached self-addressed, stamped envelope. If you have any further questions, please feel free to contact me. I can be reached at 509-426-1913. I am looking forward to working with you and your student Sincerely, Educational Advocate I give permission for my son/daughter to be seen by the Educational Advocate to provide the above indicated services. Parent/Guardian Signature Date I do not give permission for my son/daughter to be seen by Educational Advocate. Parent/Guardian Signature Date According to the Protection of Pupil Rights Amendment(PPRA)(20 U.S.C. §1232h; 34 CFR Part 98)we are required to obtain written parental consent before minor students receives service. w!my docs/forms/bis manuallparent permission 30 Appendix E Defensor de Ia Educacion Permiso del padre de familia Estimado padre de familia/guardian, Por la presente le informamos que se le recomend6 a su hijo o hija al Defensor de la Educaci6n. Los servicios que se proveen mediante el Defensor de la Educaci6n son los siguientes: 1. Una entrevista para saber de asuntos sociales, de conducta y abuso de sustancias con el fin de identificar las necesidades especificas en una o mas de las siguientes areas—apoyo academico, orientacion para una carrera y trabajo, GED, formaci6n de destrezas, tecnicas para solucionar los problemas, comunicaci6n, control de la ira, o servicios de asesoramiento en cuanto a las drogas y bebidas alcoh6licas. 2. Administraci6n del caso y asesoramiento para guiar y apoyar a su hijo o hija en una o mas de las siguientes areas: • Obtener un diploma de la high school o completar el GED. . Ayudar y apoyarle a matricularse en un programa escolar y monitorear el progreso etc. . Ayudar y apoyarle a matricularse y permanecer en una escuela pos secundaria. . Ayudar y apoyarle a encontrar trabajo y conservar un empleo. 3. Comunicar con la escuela, la comunidad y el personal del tribunal para menores, segun sea necesario y apropiado, para ayudar a su hijo o hija mientras hace la transici6n de las instalaciones de detencion a la escuela y la comunidad. 4. Proveer informaci6n y recursos en forma de referencias. 5. Dar apoyo individual y en grupo en las siguientes areas: aptitudes para el estudio, guia para una carrera y trabajo, tecnicas para solucionar los problemas, la comunicaci6n, controlar la ira, o servicios de asesoramiento en cuanto a las drogas y bebidas alcoh6licas. Se encuentra abajo un formulario de consentimiento, el cual necesita entregar para que yo pueda verificar si usted esta de acuerdo en dar consentimiento o no. Favor de regresarlo en el sobre autodirigido con timbre puesto. Si tiene otras preguntas, tenga la confianza de Ilamarme. Se podra comunicar conmigo en . Espero poder trabajar con usted y con Atentamente, Defensor de la Educaci6n Si doy permiso para que mi hijo o hija reciba los servicios del Defensor de la Educaci6n que se mencionan arriba. Firma del padre de familia/guardian Fecha No doy permiso para que mi hijo o hija reciba los servicios del Defensor de la Educaci6n. Firma del padre de familia/guardian Fecha De acuerdo con Ia Enmienda sobre Proteccion de los Derechos del Alumno (PPRA, por sus sigias en ingles) (20 U.S.C.§ 1232h; 34 CFR Parte 98) se nos requiere obtener consentimiento escrito del padre de familia antes de que un alumno menor de edad reciba servicios. w!my docs/forms/bis manuallparent permission 31 Appendix F ESD 105 Educational Advocate Program RELEASE OF INFORMATION FOR CONFIDENTIAL SCHOOL,SUBSTANCE USE DISORDER,MENTAL HEALTH,AND MEDICAL TREATMENT RECORDS I, , (Name of Student) Date of Birth: Authorize: (Name of Education Advocate) From: Educational Service District 105 To exchange information and records with the parties listed below including the following information: Medical records and educational records, including substance use disorder and mental health disorder treatment records.This includes student's/patient's identity,dates and types of services rendered, assessments/admissions and summaries of assessments/admissions,diagnosis, recommendations, progress to include treatment status and prognosis, progress notes,summaries of treatment coordination efforts, and urine drug testing records and results. Check All Name of School or Contact Name: Address: Phone: That Apply Treatment Provider: Please Note:Any non-treating provider entities MUST include a contact name. Records are being disclosed for the purpose of care coordination and to help meet the student/patient needs through collaboration of involved providers. I also give permission from my school records to be re-disclosed by Educational Advocate to a school district for the purpose of said district gathering my completed credits and for my educational planning.I understand that my credits or transcripts being disclosed or re-disclosed from a treatment program would also disclose my attendance of said treatment center. Information may be exchanged through the following methods: Phone, Fax, Mail, Secured e-mail,video call and secure web based data management systems. Unless otherwise stated,this release expires one year from the date signed. I also know that I may revoke this release through a written request at any time prior to this date if I choose. Signature of student/patient Date Signature of Parent Date (Required if the student/patient is under the age of 13) This information has been disclosed to you from records protected by federal confidentiality rules(42 CFR part 2).The federal rules prohibit you from making any further disclosure of information in this record that identifies a patient as having or having had a substance use disorder either directly,by reference to publicly available information,or through verification of such identification by another person unless further disclosure is expressly permitted by the written consent of the individual whose information is being disclosed or as otherwise permitted by 42 CFR part 2.A general authorization for the release of medical or other information is NOT sufficient for this purpose(see§2.31). The federal rules restrict any use of the information to investigate or prosecute with regard to a crime any patient with a substance use disorder, except as provided at§§2.12(c)(5)and 2.65 32 Apendice G ESD 105 Programa de Defensores Educativos DIVULGACION DE INFORMACION PARA REGISTROS ESCOLARES CONFIDENCIALES,TRASTORNOS POR USO DE SUSTANCIAS, SALUD MENTAL Y TRATAMIENTOS MEDICOS Yo, (Nombre del estudiante) Fecha de nacimiento: Autorizo: (Nombre del Defensor deEducacibn) De: Distrito de Servicios Educativos 105 Para intercambiar informacion y registros con las partes indicadas a continuacion, incluyendo la siguiente informacion: Expedientes medicos y educativos, incluyendo registros de tratamiento por uso de sustancias y trastornos de salud mental. Esto incluye la identidad del estudiante/paciente, fechas y tipos de servicios, evaluaciones/admisiones y resdmenes de evaluaciones/admisiones, diagnostico, recomendaciones, incluyendo el progreso y pronostico del tratamiento, notas de progreso,resdmenes de los esfuerzos de coordinacion del tratamiento y registros de pruebas de drogas en Drina y resultados. Marque todo to que Nombre de la escuela o del Nombre del Direccion Telefono corresponda proveedor de tratamiento contacto Tenga en cuenta:Cualquier entidad proveedora que no brinde tratamiento DEBE incluir un nombre de contacto. Los registros se divulgan con el proposito de coordinar la atencion y satisfacer las necesidades del estudiante/paciente mediante la colaboracion de los proveedores involucrados. Tambien doy permiso que el Defensor Educativo divulgue mis expedientes educativos a un distrito escolar con el proposito de que dicho distrito rednan mis creditos completados y para mi planificacion educativa.Entiendo que divulgando mis creditos o transcripciones de un programa de tratamiento tambien revelarlan mi asistencia a dicho centro de tratamiento. La informacion se puede intercambiar a traves de los siguientes metodos:telefono,fax,correo,correo electronico seguro, videollamada y sistemas seguros de datos basados en el Internet. A menos que se indique to contrario,este documento se vence un ano despues de Ia fecha de ser firmado.Tambien se que puedo revocar esta divulgacion por escrito en cualqu ier momento antes de Ia fecha si asi to deseo. Firma del estudiante/paciente Fecha Firma del padre Fecha (Obligatorio si el estudiante/paciente es menor de 13 alios) Esta informacion le ha sido divulgada de registros protegidos por las reglas federales de confidencialidad(42 CFR parte 2).Las reglas federales le prohiben hacer cualquier divulgacion adicional de informacion en este registro que identifique que un paciente tiene o ha tenido un trastomo por use de sustancias,ya sea directamente,por referenda a informacion disponible publicamente,o mediante la verificacion de dicha identificacion por otra persona,a menos que se divulgue mas informacion.Este expresamente permitido por el consentimiento por escrito de Ia persona cuya informacion se divulge o segun to permita el 42 CFR parte 2.Una autorizacion general para la divulgacion de informacion medica o de otro tipo NO es suficiente para este proposito(ver§2.31).Las reglas federales restringen cualquier uso de Ia informacion para investigar o enjuiciar con respecto a un delito a cualquier paciente con un trastomo por uso de sustancias,excepto segun to dispuesto en§§2.12(c)(5)y 2.65 GRIT Gang Reduction & Intervention Task Force' City of Yakima K Agenda 1 . Welcome and Introductions 2. History of GRIT and the Yakima Youth Leadership Program 3. Overview of YYLP Curriculum 4. Evaluation of the YYLP 5. The future of the YYLP 6. Questions History of GRIT The GRIT program was originally Purpose of the program, per the proviso, was to funded through a it develop a sustainable organized response to gangill Governor's Proviso activity and youth violence utilizing evidence-based which was resources. provided to the City of Yakima from After convening focus groups it was decided to focus July 1 2018 efforts on intervening with 6th graders attracted to through June 30, gangs. 2019. Strategic oversight is provided by the Steering Committee with help from a paid Coordinator, Dispute Resolution Center of Yakima and Kittitas Counties (DRC), and City staff. Steering Committee • Provides strategic oversight and meets monthly • Bylaws allow for members from stakeholder sectors: Yakima School District, Yakima County (Prosecutor), Health Care, Juvenile Justice -- (Probation Department), YPD, a community member familiar with gang activity and City Council members. !► • Passed a Charter and Bylaws which provides the permanent structure to GRIT and its governing body—the Steering Committee • Oversaw completion, with the help of an ad hoc committee with interested community members, of a five year strategic plan to address gang and gun violence. . . di The Village • A coalition of stakeholders that want to provide youth 'VA . - ., in Yakima opportunities, encourage them to make good decisions, and work to decrease gang membership, 1 ' affiliation and violence. • Meetings were held every other month during the proviso period. Agenda items were determined by the group and included time for networking among attendees. . ® 6 © • Goal was to help build capacity and collaboration • ;* among service providers and stakeholders and create r 0 0 % : community based solutions for this community issue. • ti i I L 7 • Meetings are currently held every other month, generally the second Wednesday of each month from 12:00-1 :00pm. They include an educational portion -.v"- - 1_ ft and sometimes time for networking. They are also working through the strategic plan. THE YAKIMA YOUTH LEADERSHIP PROGRAM (YYLP) OVERVIEW OF PROGRAM OVERVIEW OF CURRICULUM DENIELE FLEMING, EDUCATION ADVOCATE The YYLP is a program for 6th graders in the YSD middle schools 1111111� - _ : ` le- • Evidence-based curriculum on -- j j relevant topics for 6th graders, — _ t _ including goal-setting, harms - __ _ in being involved in gangs, •�_ ®' r e_ conflict resolution, `communications skills and One-on-one mentoring ��T and support for students social media use. provided by trained Students stay in Education Advocates. the program as 4, r long as they Training and .� * r,t, • `: _ - _ ..�.-, - need. Many coordination provided by T fiil;i I continued working ESD 105. - with their EA after ton completion. EVALUATION OF THE YAKIMA YOUTH LEADERSHIP PROGRAM : WHAT DO THE DATA TELL US? PRESENTED BY: NANCY CARMONA, UNIVERSITY OF WASHINGTON SCHOOL OF PUBLIC HEALTH & JULIANA VAN OLPHEN, SAN FRANCISCO STATE UNIVERSITY DEPARTMENT OF PUBLIC HEALTH r Evaluation Objectives • Reduce the number of Yakima Youth Leadership Program (YYLP) youth at risk of joining gangs • Reduce disciplinary issues experienced by YYLP youth • Increase YYLP youth's school engagement and desire to learn • Increase resilience of YYLP youth Methods • Reviewed baseline demographic data for students and parents/guardians • Reviewed baseline data corresponding to objectives of the Yakima Youth Leadership Program (YYLP) • Conducted statistical tests to determine whether the YYLP had any notable impact on risk of joining a gang, school outcomes, school engagement and resilience Youth Demographics at Baseline Youth Middle School Franklin 16 % (n=10) Lewis and Clark 31% (n=19) Washington 21 % (n=13) Wilson 31 % (n=19) Youth Age 11 .5 Mean (.664 SD) Youth Gender Female 28% (n=17) Male 71% (n=43) Non-Binary 2% (n=1) Youth Race Hispanic 57% (n=35) Other 15% (n=9 White 10% (n=6) Multiracial 12% (n=7) Black 2% (n=1 ) American Indian/Native American 2% (n=1 ) Native Hawaiian/Pacific Islander 2% (n=1 ) Impact of pandemic on youth and their families Impact of COVID on Youth Family member/close family friend diagnosed with COVID-19 34% (n=21) Family member/close family friend suffered severe health 21% (n=13) impacts as a result of COVID-19 Family member/close family friend died due to COVID-19 23% (n=14) Friend diagnosed with COVID 28% (n=17) Parent/guardian lost job due to COVID 8% (n=5) Family had trouble paying rent due to COVID 15% (n=9) Family had to move in with others as a result of COVID-19 15% (n=9) Youth didn't have enough to eat 2% (n=1) Youth had trouble sleeping due to worry 15% (n=9) Parent Race Hispanic 64% (n=14) Not Hispanic (Latino) 27% (n=6) Parent Education Parent/guardian College 9% (n=2) demographics Some college 5% (n=1) High school degree or GED 23% (n=5) Some high school 14% (n=3) Less than 8th grade 36% (n=8) Parent Employment Employed 64% (n=14) Unemployed (not looking) _ 14% (n=3) Unemployed (looking) _ 9% (n=2) Disabled 5% (n=1) Impact of COVID on families of youth Impact of COVID on Parents/Guardians Parent/guardian lost a job 34%(n=21) Parent/guardian had hours reduced at a job 21%(n=13) Parent/guardian or someone in household had trouble paying 23%(n=14) bills Parent/guardian or someone in household used money from 28%(n=17) savings or retirement to pay bills Parent/guardian or someone in household borrowed money 8%(n=5) from family or friends to pay bills Parent/guardian or someone in household got food from a 15%(n=9) food bank or organization Parent/guardian or someone in household was diagnosed with 15%(n=9) COVID-19 Frequency of worry or stress in past 12 months about having 2% (n=1) enough money to pay rent/mortgage Frequency of worry or stress in past 12 months about having 15%(n=9) enough money to buy nutritious meals Financial and Food Insecurity among families of participating youth Percent of Parents/Guardians who reported 'always' or 'sometimes' to the following statements How often in the past 12 months were you worried or stressed about 59% (n=13) having enough money to pay rent/mortgage? How often in the past 12 months were you worried or stressed about 32% (n=7) having enough money to buy nutritious meals? Percent of students who responded 'not at all true' or 'not very true' to the following statements 74% 72% 70% 68% 66% 64% 62% 60% 58% There are gangs in my school Most kids join gangs There are gangs in my neighborhood ■ Baseline ■ Exit Percent of students who responded 'very true' or 'sort of true' to these statements 100% 80% 60% 40% 20% 0% - Kids join gangs to feel they Joining a gang could be Kids join gangs because belong to something dangerous their friends pressure them ■ Baseline Exit Few students reported doing favors for gang members or having been in a gang fight at baseline Percent of students responding 'yes' to the following questions 10% 9% 8% 7% 6% 5% 4% 3% 2% 1% 0% Have you ever helped out or Have you ever been in a done a favor for someone gang fight? you know is in a gang? Change in reported disciplinary issues from baseline to exit How many disciplinary events in one term? � stage n _ ■ Baseline m ■ Exit 0- Franklin Lewis Clark Washington Wilson school Academic engagement Percent of students who responded 'very true' or 'sort of true' to the following statements 100% 60% 40% 20% 0% In general, I like I try hard to do In class, I work as Grades are very When I'm in the I pay attention in When I'm in class, school well in school hard as I can important to me class, I participate class I listen very in class discussions carefully ■Baseline ❑ Exit Percent of students who responded 'very true' or 'sort of true' to the following statements 92% 90% 88% 86% 84% Eld 82% 80% 78% 76% 74% 72% I am careful to make sure that My favorite places to be online I like to present myself as the pictures I post or send to are where people are nice someone making positive other people will not embarrass toward each other choices them or get them into trouble ■ Baseline Exit Percent of students who responded 'very true' or 'sort of true' to the following statements 86% 84% 82% 80% 78% 76% 74% 72% 70% 6 68% 66% If I disagree with people I think about making sure I do not add to arguments I am careful about how I say online, I watch my language that things I say and post and insultinng interactions things online so they don't so it doesn't come across as online will not be something that happen on the internet come across the wrong way. mean that I am later sorry about • Baseline • Exit Percent of Students who responded 'very true' or 'sort of true' to the following statements 90% 80% - - 70%60% 50% ;40% 30% 1 20% - 1 10% 0% I wait my turn in I keep my I follow the rules I ignore other I can talk to an line patiently temper when I even when children whey adult when I have an nobody is they leave me or have a problem argument with watching call me bad other kids names ■ Baseline Exit Challenges in the implementation and evaluation of the YYLP • Many of the families and youth involved experienced significant traumas as a result of the COVID-19 pandemic • The program was difficult to implement remotely because of access issues • Building relationships with the youth was more difficult online • Challenging to engage families and encourage youth to complete surveys • Transitioning back to in-person school and in-person programming was challenging for youth Key takeaways • No statistically significant change in key outcomes between baseline and exit, however youth had negative perceptions of gangs and positive social behaviors at baseline • Decrease in number of youth who perceived that 'most kids join gangs' • No significant changes in academic outcomes Lessons learned • Youth involved may need more time with education advocates than anticipated • In order to show strong effects, these types of programs need to be sustained over time • The challenges brought about by the pandemic may have masked the true effectiveness of the program THE FUTURE OF THE YAKIMA YOUTH LEADERSHIP PROGRAM EMILY NELSON, M .S. ED., SUDP STUDENT SUPPORT DIRECTOR ESD 105 K QUESTIONS? K Distributed at the Meeting. f2 //a 4:6 GRIT Gang Reduction & Intervention Task Force' City of Yakima Agenda 1 . Welcome and Introductions 2. History of GRIT and the Yakima Youth Leadership Program 3. Overview of YYLP Curriculum 4. Evaluation of the YYLP 5. The future of the YYLP 6. Questions History of GRIT The GRIT program w was originally R, Purpose of the program, per the proviso, was to funded through a develop a sustainable organized response to gang Governor's Proviso activity and youth violence utilizing evidence-based which was resources. provided to the City y- fly of Yakima from After convening focus groups it was decided to focu July 1 , 2018 efforts on intervening with 6th graders attracted to through June 30, � gangs. 2019. t; j Strategic oversight is provided by the Steering Committee with help from a paid Coordinator, Dispute Resolution Center of Yakima and Kittitas Counties (DRC), and City staff. Steering Committee • Provides strategic oversight and meets monthly • Bylaws allow for members from stakeholder sectors: Yakima School District, Yakima County (Prosecutor), Health Care, Juvenile Justice (Probation Department), YPD, a community member familiar with gang activity and City Council members. • Passed a Charter and Bylaws which provides D the permanent structure to GRIT and its governing body—the Steering Committee • Oversaw completion, with the help of an ad hoc r committee with interested community members, of a five year strategic plan to address gang and gun violence. The Village • A coalition of stakeholders that want to provide youth in Yakima opportunities, encourage them to make good decisions, and work to decrease gang membership, �. -�, ` affiliation and violence. '°£ • Meetings were held every other month during the proviso period. Agenda items were determined by the group and included time for networking among attendees. O ! • Goal was to help build capacity and collaboration .. u among service providers and stakeholders and create - . community based solutions for this community issue. • • v ; •• Meetings are currently held every other month, " 1 _ generally the second Wednesday of each month from hi" - „ ' - ' NI..r..� 12:00-1 :00pm. They include an educational portion 1 " " I` — " I OM and sometimes time for networking. They are also working through the strategic plan. THE YAKIMA YOUTH LEADERSHIP PROGRAM (YYLP) OVERVIEW OF PROGRAM OVERVIEW OF CURRICULUM DENIELE FLEMING, EDUCATION ADVOCATE The YYLP is a program for 6th graders in the YSD middle schools I.i:1� _ - Evidence-based curriculum on _,_,i_LA relevant topics for 6th graders, - MS �rxtsci� -# t - including goal-setting, harms ''�' � 4`"° `G in being involved in gangs, conflict resolution, One-on-one mentoring communications skills and minimmisiii... and support for students social media use. provided by trained ,, Students stay in Education Advocates. the program as Training and s. long as they . need. Many coordination provided by 5, - 1 ; I n4" r, i���. continued working ESD 105. with their EA after completion. EVALUATION OF THE YAKIMA YOUTH LEADERSHIP PROGRAM : WHAT DO THE DATA TELL US? PRESENTED BY: NANCY CARMONA, UNIVERSITY OF WASHINGTON SCHOOL OF PUBLIC HEALTH & JULIANA VAN OLPHEN, SAN FRANCISCO STATE UNIVERSITY DEPARTMENT OF PUBLIC HEALTH Evaluation Objectives • Reduce the number of Yakima Youth Leadership Program (YYLP) youth at risk of joining gangs • Reduce disciplinary issues experienced by YYLP youth • Increase YYLP youth's school engagement and desire to learn • Increase resilience of YYLP youth Methods • Reviewed baseline demographic data for students and parents/guardians • Reviewed baseline data corresponding to objectives of the Yakima Youth Leadership Program (YYLP) • Conducted statistical tests to determine whether the YYLP had any notable impact on risk of joining a gang, school outcomes, school engagement and resilience Youth Demographics at Baseline Youth Middle School Franklin 16 % (n=10) Lewis and Clark 31% (n=19) Washington 21% (n=13) Wilson 31% (n=19) Youth Age 11 .5 Mean (.664 SD) Youth Gender Female 28% (n=17) Male 71% (n=43) Non-Binary 2% (n=1 ) Youth Race Hispanic 57% (n=35) Other 15% (n=9 White 10% (n=6) Multiracial 12% (n=7) Black 2% (n=1) American Indian/Native American 2% (n=1) Native Hawaiian/Pacific Islander 2% (n=1) Impact of pandemic on youth and their families Impact of COVID on Youth _ Family member/close family friend diagnosed with COVID-19 34% (n=21) Family member/close family friend suffered severe health 21% (n=13) impacts as a result of COVID-19 Family member/close family friend died due to COVID-19 23% (n=14) Friend diagnosed with COVID 28% (n=17) Parent/guardian lost job due to COVID 8% (n=5) Family had trouble paying rent due to COVID 15% (n=9) Family had to move in with others as a result of COVID-19 15% (n=9) Youth didn't have enough to eat 2% (n=1) Youth had trouble sleeping due to worry 15% (n=9) Parent Race Hispanic 64% (n=14) Not Hispanic (Latino) 27% (n=6) Parent Education College 9% (n=2) Parent/guardian Some college 5% (n=1) High school degree or GED 23% (n=5) demographics Some high school 14% (n=3) Less than 8th grade 36% (n=8) Parent Employment Employed 64% (n=14) Unemployed (not looking) 14% (n=3) Unemployed (looking) 9% (n=2) Disabled 5% (n=1) Parent Income 0 - $25,000 23% (n=5) $25,001 - $50,000 36% (n=8) $50,001 - $75,000 ` 14% (n=3) $75,001 - $100,000 14% (n=3) Over $100,000 5% (n=1) Impact of COVID on families of youth Impact of COVID on Parents/Guardians Parent/guardian lost a job 34%(n=21) Parent/guardian had hours reduced at a job 21%(n=13) Parent/guardian or someone in household had trouble paying 23%(n=14) bills Parent/guardian or someone in household used money from 28%(n=17) savings or retirement to pay bills Parent/guardian or someone in household borrowed money 8%(n=5) from family or friends to pay bills Parent/guardian or someone in household got food from a 15%(n=9) food bank or organization Parent/guardian or someone in household was diagnosed with 15%(n=9) COVID-19 Frequency of worry or stress in past 12 months about having 2%(n=1) enough money to pay rent/mortgage Frequency of worry or stress in past 12 months about having 15%(n=9) enough money to buy nutritious meals Financial and Food Insecurity among families of participating youth Percent of Parents/Guardians who reported 'always' or 'sometimes' to the following statements How often in the past 12 months were you worried or stressed about 59% (n=13) having enough money to pay rent/mortgage? How often in the past 12 months were you worried or stressed about 32% (n=7) having enough money to buy nutritious meals? Gang perceptions Percent of students who responded 'not at all true' or 'not very true' to the following statements 74% 72% 70% 68% 66% 64% 62% 60% 58% There are gangs in my school Most kids join gangs There are gangs in my neighborhood ■ Baseline • Exit Youth perceptions of why kids join gangs Percent of students who responded 'very true' or 'sort of true' to these statements 100% 80% 60% 40% 20% 0% Kids join gangs to feel they Joining a gang could be Kids join gangs because belong to something dangerous their friends pressure them ■ Baseline ■ Exit Few students reported doing favors for gang members or having been in a gang fight at baseline Percent of students responding 'yes' to the following questions 10% 9% 8% 7% 6% 5% 4% 3% 2% 1% 0% Have you ever helped out or Have you ever been in a done a favor for someone gang fight? you know is in a gang? Reported Disciplinary Event among YYLP Youth How many disciplinary events in one term? 15 442 09 W tit��ge m1{1 ,,. U 5 • Franklin Lewis Clark Washington Wilson School Youth Academic Engagement Percent of students who responded 'very true' or 'sort of true' to the following statements 100% 80% 60% II I I II II 40% 20% 0% In general, I like I try hard to do In class, I work as Grades are very When I'm in the I pay attention in When I'm in class, school well in school hard as I can important to me class, I participate class I listen very in class discussions carefully ■Baseline •Exit How youth present themselves online Percent of students who responded 'very true' or 'sort of true' to the following statements 92% 90% 88% 86% 84% 82% 80% 78% 76% 11.1 74% 72% I am careful to make sure that My favorite places to be online I like to present myself as the pictures I post or send to are where people are nice someone making positive other people will not embarrass toward each other choices them or get them into trouble ■ Baseline ■ Exit Online Behavior among Youth Percent of students who responded 'very true' or 'sort of true' to the following statements 86% 84% 82% 80% 78% 76% 74% 72% 70% 68% 66% If I disagree with people I think about making sure I do not add to arguments I am careful about how I say online, I watch my language that things I say and post and insultinng interactions things online so they don't so it doesn't come across as online will not be something that happen on the internet come across the wrong way. mean that I am later sorry about ■ Baseline c4 Exit Self-regulation skills among youth participants Percent of Students who responded 'very true' or 'sort of true' to the following statements 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% I wait my turn in I keep my I follow the rules I ignore other I can talk to an line patiently temper when I even when children whey adult when I have an nobody is they leave me or have a problem argument with watching call me bad other kids names ■ Baseline ■ Exit Challenges in the implementation and evaluation of the YYLP • COVID Trauma experienced by youth and their families • Challenges with remote implementation • Transition back to in-person school and in-person programming was challenging for all involved Key takeaways • No statistically significant change in key outcomes between baseline and exit, however youth had negative perceptions of gangs and positive social behaviors at baseline • Some notable improvements in gang perceptions and online behavior • Little change in many indicators may indicate a protective effect of program against negative impact of pandemic on their lives Lessons learned • Youth involved may need more time with education advocates than anticipated • In order to show strong effects, these types of programs need to be sustained over time • The challenges brought about by the pandemic may have masked the true effectiveness of the program THE FUTURE OF THE YAKIMA YOUTH LEADERSHIP PROGRAM EMILY NELSON, M.S.ED., SUDP STUDENT SUPPORT DIRECTOR ESD 105 0 C m cn z cn .,)