2008 Fortaleciendo la Familia Hispana: Approaches to Strengthening the Hispanic Family by UnidosUS

2 0 0 8 F ORTA L EC IEN D O L A F A M IL IA H ISPA N A : A PPROA C H ES TO STREN GTH EN IN G TH E H ISPA N IC F A M IL Y SUM M A RY OF B EST PRA C TIC ES

July 12, 2008 Dear NCLR Affiliates: It is with great pride that the National Council of La Raza (NCLR) presents its 2008 Family Strengthening Awards Best Practices Guide: Fortaleciendo la Familia Hispana. Now in its fifth year, the NCLR/Annie E. Casey Foundation Family Strengthening Awards (FSA) Program has become a benchmark of excellence for Affiliate-based programs that strengthen the Latino family. NCLR staff and Affiliates have embraced it as a unique opportunity not only to recognize such programs, but also to circulate these model practices throughout the NCLR Affiliate Network. One of the many opportunities for highlighting these model programs is through this publication, a compilation of FSA winners programs. Each year, NCLR expands its library of award winners best practices, which serves as a growing resource for Affiliate Network members when developing and enhancing their own programs. This year we are proud to highlight the three Affiliates selected to receive the NCLR/Annie E. Casey Foundation Family Strengthening Award: El Centro de la Raza, Instituto del Progreso Latino, and Valle del Sol, Inc. This guide marks the beginning of the documentation and distribution of the 2008 awardees best practices for the NCLR Affiliate Network. In addition to this publication, the award winners will share their program highlights at the workshop, Strengthening the Hispanic American Family, during the 2008 NCLR Annual Conference in San Diego, which will provide a glimpse into each of the programs and give Affiliates a greater understanding of the family strengthening philosophy. Affiliates will also have an opportunity to gain a deeper knowledge of how the winning programs were developed and implemented through technical assistance training sessions that will be offered at the end of the year. Both the Family Strengthening workshop and the training sessions will give Affiliates a forum for discussing potential solutions to the challenges they face in addressing problems in their communities and serving Latino families. NCLR s Family Strengthening Awards have been made possible through a valuable partnership with the Annie E. Casey Foundation (AECF). Since 1948, AECF has worked to build better futures for disadvantaged children and their families in the United States. The primary mission of the foundation is to foster public policies, human service reforms, and community supports that more effectively meet the needs of today's vulnerable children and families. AECF believes that for children to have the opportunities necessary to achieve and grow up in a healthy environment, their families must have access to services and social networks that strengthen their ability to provide for and nurture their children. The factors necessary for strengthening families include opportunities to work, earn a decent living, and build assets; social networks that help isolated families link with friends and neighbors, as well as social, civic, and faith institutions;

and accessible and responsive public services, such as good health care, decent schools, and fair and effective law enforcement. At NCLR, we are proud to know that our Affiliates provide these services and resources to the Latino community every day, offering support on multiple levels and strengthening families with a holistic approach. All of the winning programs have demonstrated effective strategies to successfully meet the needs and challenges of their communities. They have demonstrated their commitment to serving and supporting Latino families in a comprehensive fashion, ultimately providing children an opportunity for advancement and success. I sincerely hope that the family strengthening best practices outlined in this publication will serve as a resource for NCLR Affiliates to enhance the services they provide to Latino families. I also hope this guide serves as a reminder of the power of our Affiliates to create solutions that improve opportunities for Latinos and strengthen our community. Sincerely,

Janet MurguĂa President and CEO

Table of Contents

El Centro de La Raza Winning Program: JosĂŠ MartĂ Child Development Center Issue Area: Early Childhood Education

Instituto del Progreso Latino Winning Program: Carreras en Salud: A Chicago Bilingual Healthcare Partnership Issue Area: Adult Health Education and Family Support Services

Valle del Sol, Inc. Winning Program: Community Resource Centers Issue Area: Youth Education and Family Support Services

..8

This research was funded by The Annie E. Casey Foundation. We thank them for their support but acknowledge that the findings and conclusions presented in this report are those of the authors alone and do not necessarily reflect the opinions of the Foundation.

Family Strengthening Programs for Hispanic Communities Best Practices Guide El Centro de la Raza José Martí Child Development Center

Program Summary The José Martí Child Development Center (JMCDC) has been offering culturally relevant childcare for Latinos since the founding of El Centro de la Raza (ECLR) in 1972. Since then, its early learning program has grown to become the first accredited, bilingual/bicultural program to provide early childhood education on the west coast. For an average of ten hours per day, preschool-age students learn developmentally appropriate material so that they enter kindergarten ready to succeed in school and achieve healthy and successful careers. The educational philosophy at JMCDC is deeply rooted in the empowerment of children and a dedication to social justice. By showing children that each culture is valuable, JMCDC builds self-esteem and comfort in a cross-cultural environment. The JMCDC s early learning programs are outcome-based to ensure quantifiable evidence of student progress. Over the past two years, staff have been able to assist 183 children ages one to five, 92% of whom have successfully met age-appropriate developmental milestones in all of the areas established by the Creative Curriculum. One hundred percent of enrolled families received resources or increased involvement in their children s education, thereby increasing the chance of ongoing educational success. Background Need for the Program In the last 20 years, the number of Latinos enrolled in Washington State K-12 public schools has increased by 250%.1 However, Latinos have an on-time graduation rate of only 54%,

State of Washington Commission on Hispanic Affairs, 2006 Washington State Latino/Hispanic Assessment. Olympia, WA, 2006.

approximately 20% lower than the rate of their White counterparts.2 Many students are behind even before they enter school; research shows that Latinos enter kindergarten with significantly lower math and reading comprehension skills than their White peers, a gap that few bridge successfully on their own. However, as noted in a study produced by Princeton and Brookings, Ron Haskins and Cecilia Rouse approximate that if all Hispanic/Latino children were enrolled in high-quality early education programs, this gap could be closed by 36%. 3 Thrive by Five Washington, an organization dedicated to early childhood and parenting education, estimates that for every $1 invested in early childhood programs, the economy sees long-term returns of $4-8 and greater stability for future generations of families. Despite the benefits, there are only 2,107 total childcare centers in Washington State available to serve the 70% of all children under age five in need of regular daycare; a total of 144 centers are accredited, very few of these programs are bilingual, and only 26 are located in low-income communities.4 Compounding issues of physical and financial inaccessibility, most centers lack bilingual and bicultural early education for Latino children. Population Characteristics JMCDC serves low-income Latino children, ages one through five, whose caregivers reside in south Seattle, specifically in the Beacon Hill and Rainier Valley neighborhoods. Seventy-two percent of participants families possess an annual income that is 150% below the Federal Poverty Threshold; 43% are single-parent families. While most children must overcome language barriers and cultural misunderstandings to succeed, they possess limited resources to help them reach their goals. Key Elements Program Goals and Objectives General Goal: For children to meet age-appropriate developmental milestones and be fully prepared to enter kindergarten Objective 1: Ninety percent of the children achieve age-appropriate developmental milestones in four areas: social/emotional, physical, cognitive, and linguistic. Objective 2: Ninety percent of the children of the appropriate age are fully prepared to enter kindergarten. Objective 3: All of the children s families increase their parenting skills and educational involvement.

Ibid. Ibid. 4 Ibid. 3

Services Provided Individual Learning Plans developed with feedback from instructors, assessments, parentteacher conferences, and ongoing observations A daily average of ten hours of instruction in developmentally appropriate material to build foundations for healthy and successful lifestyles Instruction in Spanish and English that is nondiscriminatory and incorporates themes of social justice and cultural awareness Three parent-teacher conferences per year to keep parents up-to-date on the progress of their children Monthly parent meetings focusing on a different topic each month, such as child development and literacy. A family dinner is provided along with childcare while parents meet. At least six family workshops per year. One example includes Literacy Night, coordinated in conjunction with the local public library, during which parents learn to read to their children. Family case management and referrals for additional services both on-site at ECLR and around the community Translation services and family advocacy Program Design Daily lessons are guided by a centralized Theme of the Month and the Creative Curriculum, a research-based curriculum that provides 50 goals and objectives organized into four development areas: social/emotional, physical, cognitive, and linguistic. JMCDC s entirely bilingual staff assures that the customs and traditions of Latino communities are reflected in the curriculum. They also respect the diversity of their student population and incorporate various cultures into classroom environments and activities. Family involvement is imperative to the healthy development and education of children. In addition to attending three parent-teacher conferences per year, families are encouraged to become a significant part of their child s education. Parents are frequently invited to assist in classrooms, share their heritage, and attend JMCDC events. One hundred percent of parents are involved in some fashion. The Program Director coordinates at least six family workshops per year, during which caregivers participate in workshops that improve their familiarity with the center s Creative Curriculum, watch their children perform activities learned in class, and receive vital resources. Literacy Nights are coordinated in conjunction with the Seattle Public Library s Thrive by Five Program. This local program helps caregivers learn to read to their children, improves their access to libraries through the issuance of library cards, and offers free books to families in attendance. Classroom teachers conduct student assessments and are primarily responsible for developing Individual Learning Plans. JMCDC also provides a Family Support Case Worker who develops relationships with each family and helps determine goals for their involvement. She assists

classroom teachers with forming Individual Learning Plans, connects parents to vital resources, and helps gather the necessary documentation and paperwork required for payment subsidies. The Case Worker also advocates for the family and provides translation services when necessary. JMCDC works closely with teachers on their own professional development and continuing education. Teachers are on their own educational tracks based on specific circumstances and educational needs. ECLR has been proactive in securing scholarships and subsidies for teachers to enable them to pursue associate and bachelor degrees. This June, for example, two staff members will complete A.A. degrees and two will complete B.A. degrees. A great deal of hard work and personal sacrifice is required for teachers to be able to achieve a college degree, as they are often raising families of their own in addition to working full-time. Funding Major funding sources for the program include: Foundations 1.2% Local Government 43.4% o Seattle Human Services Department (HSD) o Seattle Office for Education State Government 23.3% o Washington State Department of Social and Health Services (DSHS) Federal Government 4.5% o United States Department of Agriculture (USDA) Other 27.6% o United Way of King County o Private Tuition The total direct annual operating cost for JMCDC is $1,084,855. The cost per client served is $8,370. Partnerships Some of the agencies with which the JosĂŠ MartĂ Child Development Center has developed relationships include Alliance for Education, Atlantic Street Center, Child Care Resources, Seattle DHHS, Consejo Counseling and Referral Services, Program for Early Parenting Support (PEPS), Public Health, Renton Community College, School s Out Washington, Seattle Central Community College, Seattle Early Reading First Program, Seattle Public Library, Seattle Public Schools, Secondary Bilingual Orientation Center, Shoreline Community College, Southwest Youth and Family Services, Washington State DSHS, and Thrive by Five Washington. Program Development Timeline The feasibility of replicating the JMCDC service model is very high, especially for an established community organization with evolved relationships already in place and/or an established Childhood Development Center program that can be enhanced and developed based

upon the JMCDC model. The following factors have all contributed to the success of the program and can be duplicated within a year or two: implementing the Creative Curriculum in Spanish and English, networking with local agencies, developing and implementing high agency standards, incorporating technology, developing Family Literacy Nights, involving parents in class as much as possible, and, most importantly, incorporating the theme of social justice through instruction and events. Outcomes Client Flow JMCDC enrolls 98 children per year. One hundred percent of parents participate in class at least once during the school year, and 50% of parents participate in the Family Literacy Nights. Nine out of ten students go on to participate in other aspects of JMCDC. Specific Results over Time JMCDC s outcomes include: 90% of the children achieve age-appropriate developmental milestones established in their Individual Learning Plans in four domain areas: social/emotional, physical, cognitive, and language development. 90% of the children of the appropriate age are fully prepared to enter Kindergarten. 100% of the children s families increase their parenting skills and educational involvement. Unanticipated Results JMCDC has experienced a few sudden, mid-year dropouts from the program due to domestic violence, immigration issues, or other legal problems. These types of traumatic experiences will often lead to a child and family simply disappearing from the program. In these unfortunate cases, the ability to continue working with the child and family is lost. Lessons Learned Challenges When JMCDC first began, the program specifically met the childcare needs of Latino families by offering instruction in Spanish only. Children were taught to improve their primary language in a cultural environment with which they were familiar. Although students graduating from this program exhibited strong development and capability, JMCDC staff noted that upon entering public school they quickly fell behind their peers. Further evaluations showed that despite achieving strong Spanish comprehension, their English comprehension was low, which proved problematic in a monolingual school system.

In 1997, JMCDC staff chose to shift their focus and curriculum to a bilingual/bicultural format, helping students improve their English alongside their Spanish. This move was supported by research showing that bilingual children often have higher levels of cognitive achievement than monolingual children. 5 Since then, JMCDC students have shown strong, ongoing developmental success in both Spanish and English. JMCDC primarily operates as a child development center for low-income children. However, due to its identity as the only accredited, bilingual early learning center in Washington, the program has experienced high demand from all populations, including moderate- to high-income families. Caregivers especially wish to enroll their infants and small children, for whom JMCDC has a capacity limited to 38 spots. To mitigate the demand, JMCDC networks with other quality child development centers, such as Seattle Child Development Center , Sea Mar, Family Care, and Northwest Center. The centers exchange resources and ideas to continually improve their programs and effectively meet each child s needs. Keeping pace with the use of technology in the workplace and classroom has also been a challenge. Initially, all intakes, tracking systems, education plans, and case notes were done by hand, and as a result, were time consuming. With current computer software and databases, the reporting system is more efficient and accurate. Establishing case consultation meetings, staff meetings, an open-door case consultation policy, and co-enrollment of participants in eligible programs are best practices developed to meet challenges and maximize each child s experience. JMCDC takes advantage of ECLR s many other programs and services to meet as many of a particular family s needs as possible. These programs include: After-school mentor/tutoring Basic health care enrollment ESL/citizenship classes Financial literacy Financial literacy for survivors of domestic violence Food bank Homeless assistance case management Homeownership center Hope For Youth Poetry and Latino Civil Rights History Classes Infant mortality prevention Latino homeless hot meal Parent involvement program Seattle Team For Youth Academic Achievement Program Senior home-delivered meal Senior wellness

K. Hakuta and E. E. Garcia, Bilingualism and Education, American Psychologist 44 (1989): 374-379.

What conditions must be met in order for the program to be successful? An existing program with potentially stable and long-term funding available to the program/agency A location and facility that are appropriate to meet identified and documented needs and allow for some expansion A collective desire for and commitment to excellence, personal development, and growth among staff A close, trusting relationship between the community and the agency Full community participation in program development and maintenance Replication The following criteria are necessary to replicate this program: Accreditation challenging the program to excellence Bilingualism embracing a bicultural community Cultural sensitivity addressing the community s cultural mosaic, which is often unique Community reflecting community values and working in close partnership with others Contact Information Hilda MagaĂąa JosĂŠ MartĂ Child Development Center (JMCDC) Director El Centro de la Raza 2524 16th Avenue South Seattle, WA 98144 (206) 957-4627 hmagana@elcentrodelaraza.org

Family Strengthening Programs for Hispanic Communities Best Practices Guide Instituto del Progreso Latino Carreras en Salud: A Chicago Bilingual Healthcare Partnership

Program Summary Carreras en Salud is a partnership unique to Chicago that provides a tangible solution to the ongoing nursing shortage and need for bilingual health care professionals. Carreras en Salud takes an innovative approach to career pathway programming in that it provides training and support to individuals on multiple levels: English as a second language (ESL) education for potential health care professionals, Vocational English-as-a-Second Language (VESL) education in a certified nurse assistant (CNA) context, and two levels of pre licensed practical nurse (LPN) courses that bridge into Wilbur Wright College s LPN program. As students progress through the program, they increase their English proficiency and wages significantly, allowing the entire family to develop assets over time and promoting a stronger investment in education and preventative health practices within the Latino community. By doing so, Carreras en Salud is transforming the life directions of families and their potential as they achieve economic selfsufficiency. Background Need for the Program In Chicago, there exists a dire and urgent need for licensed practical nurses (LPN) and registered nurses (RN). Research proves that the demand for bilingual health care practitioners is even greater. The shortage is a paradoxical and complex issue the supply of workers is matched by the demand from employers. Yet the problem persists because of the limited number of LPNgranting education and career pathway programs, creating fierce competition for a relatively small number of seats. Immigrants who are not fluent in English therefore face additional challenges in making their way through these programs. Carreras en Salud is the only bilingual LPN career pathways program in the region.

Population Characteristics Nearly 25% of the lowest paid health care workers in Chicago are Hispanic. Less than 1% is at the LPN or RN level and only a prized few are preparing for professional health care careers. Two primary barriers for career advancement for Latinos are low education levels and limited English proficiency. In Instituto del Progreso Latino s (Instituto) heavily Latino service areas Pilsen, Little Village, and Back of the Yards 56% of adults over 25 attained less than an eighth grade education in their native country and 51% do not speak English well or at all. Too many workers become trapped in low-skill, low-wage temporary or seasonal work. Hispanics constitute 20% of the total Chicago metropolitan population, having become the largest ethnic group in the area. Alarmingly, Latino adults and children also represent a growing number of medical patients because of increasing chronic health problems such as diabetes, asthma, depression, and obesity, suggesting a need to convey better health practices to the community. Key Elements Program Goals and Objectives General Goal: To enroll participants in different levels of the career pathway program Carreras en Salud, steadily increasing their wages as they progress and graduate from the program 2008 Objectives: Advance 80% of pre-CNAs into CNA review courses; admit two new pre-CNA and LPN cohort groups; initiate recruitment of a pre-LPN cohort group Maintain a student retention rate of 90% across all levels Increase student salaries by $20,000 upon completion of LPN Services Provided In order to achieve these objectives, Instituto administers a comprehensive set of career pathway bridges: The Pre-CNA Bridge offers participants with low levels of educational skills the opportunity to improve them to a point where they are able to pass the state certification exam to become a CNA in Illinois. This bridge has two modules: the first one, the ESLHealth module, helps participants improve their English and math skills to a 7th 8th grade level through a curriculum set in a health care context; the second module, the VESLCNA module, advances students to a 9th 10th grade level and helps them meet the entrance test scores required by community colleges to enter CNA review classes for the Illinois Nurse Assistant Certification exam. The Pre-LPN Bridge offers opportunities for CNAs to reach the skill level needed to enter a college level class toward the LPN program. This bridge also admits students who are not CNAs but want to become LPNs. The pre-LPN bridge has two modules: the first one accepts students with 8th 9th grade skills and improves them to the 10th 12th grade level; the second accepts students with 10th 12th grade skills and transitions the

participants to college English and math courses as per the community college entrance exam. Both modules have contextualized curriculums that prepare participants for courses offered at the college level (biology, physiology, anatomy, applied math) and includes medical terminology. The College Prerequisite Level admits students who have met the appropriate scores in introductory English and math as per the community college entrance exam. In order to enter the LPN program at Wright College, students take the following courses: ENG 101, College MATH, one course in physiology, and three courses in biology. The LPN Program consists of a one-year period of courses divided into five terms: Fundamentals I, Fundamentals II, Life Span I (obstetrics and pediatrics), Life Span II (Med Search), and Life Span III (advanced medical research and mental health). Reviews and test fees for the CNA and LPN State Licensure exams are paid for by the program. Partnerships Carreras en Salud is a testament to the collective efficacy of community-based organizations, local colleges, policy advocates, and expert researchers. Instituto works in partnership with the Association House of Chicago, Humboldt Park Vocational Education Center (HPVEC) of Wilbur Wright College, and the National Council of La Raza (NCLR) to administer this program. In 2007, Instituto also welcomed the Aspen Institute and the U.S. Department of Education, Office of Vocational and Adult Education as data collection and assessment partners. Program Design The contextualized curriculum offered in Carreras en Salud was created to effectively advance the adult learner. In addition to helping individuals obtain the basic skills necessary for passing the CNA exam, two levels of pre-LPN courses that bridge into Wilbur Wright College s LPN program are offered. Pre-LPN Level A focuses on preparation for certification in electrocardiogram (EKG) and phlebotomy. Pre-LPN Level B offers prerequisites needed for bridging into the LPN program, including biology, math, and chemistry. The transition into Wilbur Wright College ultimately leads to the bridge into the college s RN program. Carreras en Salud offers participants seven levels of enrollment, with each level designed to be completed in 16 weeks. Each level contains a curriculum manual developed by the program partners and includes comprehensive peer and individual support components. Each partner is responsible for programmatic outcomes for a different level. Levels are divided as follows: Instituto and Humboldt Park Vocational Education Center administer the lowest level of the program: ESL in a health context. Instituto administers the VESL program in a CNA context. Instituto administers the two levels of pre-LPN courses in its satellite location at Association House of Chicago. Association House provides intensive case management during the entire program.

HPVEC administers the prerequisite college courses, transitioning students into the LPN program at Wilbur Wright College. Funding Major funders of Carreras en Salud are: Lloyd A. Fry Foundation Workforce Investment Act ITA Illinois Community College Board Healthcare Online Aspen Institute Polk Bros. Foundation Joyce Foundation Shifting Gears Initiative U.S. Department of Education ABE Career Connections Foundations: State government : Federal government:

$75,000 $70,000 $63,404 $50,000 $40,000 $38,888 $35,000

44% 47% 9%

Cost Per Person Served There are two costs to consider with regard to participants enrolled in Carreras en Salud. For the pre-college curriculum, cost per student is $1,230. For the college LPN component, cost per student in $3,600. Program Development Timeline Assuming similar resources are in place (institutional structure, human capital, partnership with community colleges and other community-based organizations, and sustained funding) the program could be fully established in three years. Year One: Development This year should focus on developing partnerships, the program curriculum, and a three-year business plan. Year Two: Implementation This year should focus on pilot implementation and leveraging funds from the private sector to sustain the program (assuming a base grant was awarded to cover the development and implementation phases). Year Three: Review, Expansion, and Replication This year should focus on program review in order facilitate adjustments where necessary. Assuming efficiency and successful outcomes, the year should also focus on expansion and replication.

Outcomes Client Flow Carreras en Salud works with 300 participants annually, 150 per semester. Ninety percent (270) of these participants go on to complete additional components of the program. Specific Results over Time Carreras en Salud

Three-Year Success Indications as of winter 2007

# of clients who entered program # of clients who completed program % of clients who completed program placed in employment

Average starting wage per hour

623 565 93% of the individuals who graduate as CNAs or LPNs achieve state certification. Of those graduates, 100% become employed. $10-12 (CNA) / $22-27 (LPN)

Unanticipated Results Instituto did not anticipate that Carreras en Salud would become a national model for replication. Think tanks such as the Aspen Institute and federal governmental institutions such as the U.S Department of Education have invested in full demonstrations of Carreras en Salud to provide research and assessment leverage that will aid its replication among community-based organizations and colleges throughout the nation. Lessons Learned Challenges When developing Carreras en Salud, one major challenge was securing funding to allow for a successful pilot and implementation phase. While Instituto and its partners identified a clear need to transition participants into health care careers, the initial investment in the program required some risk. Instituto thus leveraged its expertise in adult education and workforce development to clearly articulate the value this new, innovative program would bring to Chicago s economy and the Latino community. Ultimately, by institutionalizing funding streams for career pathway programs in academic systems, the dependency on private funding will be eliminated and long-term sustainability will be achieved. An additional challenge involved maintaining active partnerships with city colleges, communitybased organizations, and policy advocates. As a community-based organization, Instituto had to deal with the rigid post-secondary education system in Chicago. This presented a challenge, given that Carreras en Salud initially depended on recruitment efforts into city colleges and academic advisors who could guide students entering the LPN programs. As students progressed through the program, Carreras en Salud s potential to impact long-term community change was

acknowledged. In part, participant outcomes helped inform excitement for institutional investment and sustained partnership. What conditions must be met in order for the program to be successful? Instituto believes that Carreras en Salud s success can be attributed to the effectiveness of its partnerships, the development of a clearly defined academic career and social pathway, the implementation of a pre-college contextualized curriculum, and strong, constant academic and non-academic support services. Considering this, Instituto believes the following conditions must be met in order for the program to be successful: Effective Partnerships developed with all academic and industry stakeholders Clearly Defined Pathway including academic, career, and social community ladders to ensure participants ability to move forward in the program Pre-College Contextualized Curriculum focused to the specific needs of the target population (math, science, VESL) Strong and Constant Academic and Non-Academic Support Services aiding in the retention of participants over the span of the program Replication Similarly, replication is only possible if the above mentioned conditions are satisfied, including long-term funding opportunities ensure the program s ability to mature. Contact Information Dr. Ricardo A. Estrada Vice President of Educational Programs Instituto del Progreso Latino 2570 S. Blue Island Avenue Chicago, IL 60608 (773) 890-0055 ricardo@idpl.org

Family Strengthening Programs for Hispanic Communities Best Practices Guide Valle del Sol, Inc. Community Resource Centers

Program Summary Valle del Sol s Community Resource Centers (CRC) empower Hispanic families to make positive changes in their behaviors by becoming self-sufficient, preserving their families, and developing healthy lifestyles to improve their quality of life. Participants learn skills to handle issues like abuse, violence, peer-pressure, decision-making, and family relations. Caregivers are empowered to help their families through English-language education, instruction toward high school completion, computer skills training, and parenting classes. Youth learn healthy decisionmaking and leadership skills through life skills classes and Valle s Adolescent Media Outreach (VAMOs) program. Background Need for the Program A needs assessment showed that the target population is underserved. Participants of a focus group revealed that they: Face barriers in communicating with school, housing, and/or government staff and accessing medical and behavioral health resources Feel isolated and disenfranchised due to a perception of discrimination Agree that they lack the appropriate knowledge to initiate change because of an unfamiliarity with the appropriate social mechanisms necessary to advancing their professional and personal lives Claim there is a lack of opportunity for education and that services and programs are not available in their neighborhoods

Population Characteristics The community served by the Community Resource Centers faces many stressful social conditions that act as risk factors contributing to the development of behavioral health problems among its families. These risk factors include unemployment, lack of English-language skills, poverty, inadequate housing, crime, mental health issues, substance abuse, and violence in and out of the home. The consequences of these social conditions are that adults and youth lack coping mechanisms and engage in risky behaviors such as substance abuse, which cause a decline in family stability. Eighty-five percent of participants are Hispanic. Almost all of the consumers fall below the federal poverty level. Half of those served are caregivers while the other half are under the age of eighteen. The following table details the pertinent demographic information for the community in which the Resource Centers operate:

Bell Rd. south to Bethany Home Rd. and 51st Ave. east to 16th St. 395,740 50.2% 49.8%

Community

Population Male Female Race 42% White 7% Black/African American 3.7% American Indian 3.1% Asian 44.2% Hispanic 22.9% English as a Second Language (ESL) Economically Disadvantaged* 71.8% *200% of the federal poverty level or less Source: U.S. Census Bureau6

Zip Code Tabulation Area 85103 (Washington, DC: U.S. Census Bureau, 2000), http://factfinder.census.gov/servlet/SAFFFacts?_event=Search&geo_id=86000US85015&_geoContext=01000US% 7C86000US85015&_street=&_county=&_cityTown=&_state=&_zip=85013&_lang=en&_sse=on&ActiveGeoDiv= geoSelect&_useEV=&pctxt=fph&pgsl=860&_submenuId=factsheet_1&ds_name=DEC_2000_SAFF&_ci_nbr=null &qr_name=null速=null%3Anull&_keyword=&_industry= (accessed February 16, 2008).

Key Elements Program Goals and Objectives General Goal: To strengthen Hispanic families through culturally adaptive, bilingual services to caregivers and youth Objective 1: Promote positive parenting skills. Activities: Parenting/family classes are provided to caregivers. Classes meet weekly for 14 weeks. Measure: Classes are provided to at least 80 individuals per year. Measure: Participants demonstrate at least a 10% increase in positive parenting skills. Objective 2: Provide caregivers with skills needed to help their children succeed in school. Activities: ESL classes are offered to caregivers. Classes are one hour long and meet three times a week throughout the school year. Measure: Classes are provided to at least 80 individuals per year. Measure: Participants demonstrate at least a 10% increase in knowledge and skills on gains made in English. Computer classes are offered to caregivers. Classes are one hour long and meet three times a week throughout the school year. Measure: Classes are provided to at least 60 individuals per year. Measure: Participants demonstrate at least a 10% increase in computer-related knowledge and skills. Objective 3: Increase youth knowledge about substance abuse, peer pressure, and violence. Activities: Youth Life Skills classes are provided to youth weekly for 14 weeks. Measure: Classes are provided to at least 175 individuals per year. Measure: Participants demonstrate at least a 10% increase in knowledge about risk factors associated with substance abuse and corresponding prevention methods and at least a 10% increase in knowledge about how to respond to peer pressure and avoid crime and violence. Objective 4: Increase protective factors and resiliency to risk factors in youth. Protective factors address social competence, healthy beliefs, and established norms opposing alcohol, tobacco, and other drugs abuse. Activities: VAMOS youth participate in weekly workshops on self-esteem, leadership, and building positive relationships. VAMOS meets three times a week for the duration of the school year. Measure: Participants demonstrate a 10% increase in protective behavior.

Objective 5: Increase youth leadership skills. Activities: VAMOS youth present knowledge regarding substance abuse, peer pressure, and violence to students at Royal Palm Middle School in news segments broadcasted in the school. Measure: At least ten news segments are broadcasted throughout the school year. VAMOS youth perform community presentations to impart information regarding substance abuse, peer pressure, and violence in settings outside of the school. Measure: At least five performances are given throughout the school year. Services Provided: The Referral and Resource program to increase families awareness of community resources English as Second Language (ESL) classes for caregivers so they can better communicate with schools and outside resources to ensure the academic success of their children and meet the needs of their families Culturally relevant computer classes in a bilingual setting to increase caregivers employment skills Culturally relevant domestic violence and parenting classes to prevent youth and adult substance abuse and violence Youth life skills classes to prevent youth substance abuse, violence, and peer pressure A youth leadership program, VAMOS, to promote anti-drug community norms A parent volunteer program that provides the training, supervision, and recognition of parent volunteering within the school and community Program Design The CRCs are strategically located on two school grounds: Royal Palm Middle School and Washington Elementary School in Arizona s Washington school district. Services are delivered in this convenient community setting with free childcare so that they are accessible and encourage caregiver involvement in their children s school activities and performance. Due to the mobility of many Hispanic families, school locations provide a safe initial point of contact. Services are inclusive to all family members to reflect the cultural principle of entre familia, the idea that family is central to life and influences decisions. Adults at the CRCs develop the skills necessary for family stability through English-language education (ESL classes), instruction toward high school completion (GED classes), computer skills training, and parenting classes. The Domestic Violence Prevention and Parenting classes teach parents how to better communicate with their children/teens and prevent gang violence and substance abuse. Caregivers learn skills to handle real-life issues like domestic abuse, violence, peer pressure, low self-esteem, decision-making, and relations that threaten family stability. The GED, ESL, and computer skills classes for adults enable them to enhance their employment opportunities, thus empowering them with the self-reliance to support their families. Also, by participating in the programs offered by the CRCs, parents become more involved in their children s education, an important factor in improving academic achievement.

Classes for youth include the Youth Life Skills class and the VAMOS youth leadership and theater program. These classes create a place to foster positive attitudes and behaviors and to help counter the risk factors faced by youth, including substance abuse, violence, and stress resulting from poverty. VAMOS also provides youth with an opportunity to become leaders within their community through theater activities dealing with issues of substance abuse and violence, which are performed in front of youth audiences or broadcasted over radio or television. Hispanic families receiving services at the CRCs are generally unaware of resources in the community that can help them in times of need. To this end, referrals are provided to assist families with rent, housing, medical needs, behavioral health, and other social service needs. In order to provide for the immediate needs of the families, the CRCs provide families with donations of food baskets, school uniforms, school supplies, clothing, and holiday gifts. These referrals and donations enable families to have access to the basics, which provide children with an increased chance of academic success and caregivers with the necessary knowledge to help them provide for their families. In the end, the CRCs allow Hispanic families to come full circle, from walking through the doors for the first time to becoming empowered to take on roles as community leaders and parent volunteers. This year, more than twenty parent volunteers were honored for their extraordinary participation in volunteering their time and talents. Their families, along with many others, are capable of influencing the success and family health of other Hispanics through volunteer work and peer-leadership. By providing youth and caregivers with the skills, resources, and aid listed above, the Community Resource Centers directly strengthen Hispanic families, enabling caregivers to provide for their children and take an active, healthy role in their children s lives and allowing youth to succeed as students and young leaders. In the end, these families are able to influence the success and family health of other Hispanics through volunteer work and peer leadership. Funding Major Sources of Funding Primary funding for the CRCs is provided by a multiyear, ongoing grant from Valley of the Sun United Way. The centers also receive funding from the Valle del Sol Capital Campaign and from corporate and individual contributions. Valley of the Sun United Way Foundations/contributions: o Seasons for Sharing o Qwest Foundation o Individual contributions

80% 10% 5% 5%

Cost Per Person Served The total direct cost of running the two CRCs each year is $246,976. The cost per client served is $274. Partnerships Community partnerships are at the heart of Valle del Sol s Community Resource Centers. Space is provided by the school district as an in-kind donation. Local nonprofit grassroots organizations and corporate sponsors provide donations for the referral and resource program. Nonprofit organizations that provide educational services and/or free-of-cost services are invited to use the CRCs to deliver classes and services. Through participation in a community coalition, relationships are established to increase referral sources and decrease duplicative services. Community representatives from faith-based organizations, law enforcement, local businesses, and health care providers participate in this coalition. In addition, parent volunteers are encouraged to participate in community coalitions and civic organizations to promote and advocate for long-term, sustainable change. Currently, a parent volunteer sits on the Regional Behavioral Health Care s Prevention Advisory Board. Program Development Timeline Based on past experience, Valle del Sol s CRCs require a minimum of one year of start-up time before reaching full capacity. The following timeline was developed in partnership with CRC coordinators: 1-12 months: The Resource Center Coordinator (RC) seeks partnerships with community organizations and businesses to secure donations for families. Items include school supplies, food boxes, uniforms, and hygiene products. In addition, partnerships are secured with local referral and resource organizations in order to provide seamless customer service to clients referred outside of the CRC. 1-3 months: The RC establishes a relationship with the school district, school principal, nurse, guidance counselor, and school resources officer. The RC is encouraged to attend all meetings that relate to parent involvement, youth academic success, behavioral health service, and other related services on campus. The RC attends in-service training and parent-teacher night. The focus of outreach is on school personnel. 3-6 months: An informal needs assessment is completed to focus community outreach efforts. The RC walks door to door getting to know families, local businesses, and other organizations. 6-8 months: Based on the informal needs assessment, the RC begins offering classes in high demand (ESL, aerobic classes, etc.). Outreach continues both internally within the school and externally within the community. Program collateral is developed to begin branding the CRC. 8-12 months: The RC continues further evaluation of community needs and development of long-term programming, including the establishment of behavioral health care prevention classes

and health care services. Staff must be trained to deliver courses and at least one month of outreach time is suggested before implementing a new course. While an effective CRC can be set up using this timeline, it typically reaches its peak capacity of services provided within two to three years due to the length of time it takes to establish critical relationships with partners, allowing the RC to advocate for new services and limit duplication of services within the community. Coalition development/involvement is highly suggested for all institutions planning to use this CRC model. Outcomes Client Flow The success of Valle del Sol s CRCs is evidenced by the increased need for services. In the last year alone: 143 community members completed ESL, GED, and computer classes. 117 parents received parenting classes. 198 youth participated in life skills training. 475 families were provided with information about Valle del Sol s services at health fairs and community events. Staff provided more than 1,200 referrals for assistance with rent, housing, medical needs, behavioral health, and other social service needs. Staff secured more than 1,700 donations, including backpacks, school supplies, clothing, food, holiday gifts, and uniforms, which were provided to families and children in need. Specific Results over Time The success of the CRCs is also evidenced by the gains in knowledge and outlook reported by caregivers and youth: Participants in parenting classes demonstrated a more than 25% increase in knowledge regarding positive parenting skills. Participants in ESL and computer classes demonstrated a more than 15% increase in language and computer skills. Youth participants demonstrated a more than 60% increase in leadership skills and knowledge of the signs of substance abuse. In order to collect this data, CRC staff track referrals and donations and conduct focus groups and consumer satisfaction surveys. They also have participants in both adult and youth classes complete pre-tests and post-tests to evaluate knowledge gained over the course of the classes.

Unanticipated Results The Community Resource Center is an ever-evolving program dependent upon community needs. Unanticipated results are not experienced so much as unanticipated needs. The history of the CRCs began more as a case management model; for example, as visitors continued to frequent the centers and the staff completed an informal needs assessment, the need for a behavioral health prevention component became apparent. Today the CRCs provide as many prevention-based classes as they do referrals and resources for the community. Another unanticipated need that has involved much time and effort is mediation between the school and the community. Many schools lack Latino parent involvement due to English monolingual staff, a lack of culturally competent teachers, and a school policy that does not address the needs of a diverse student population. RCs have acted as mediators, translators, and advocates for change in the Washington Elementary School District. This past year, Royal Palms implemented a parent-friendly visitor policy by providing CRC parent volunteers with school badges. This policy eliminated much of the tension between parents and the school administration by recognizing Latino parents volunteerism and involvement in school activities. RCs are also called into meetings between families and principals, counselors, and nurses not only to translate for the client, but to also act as a cultural mediator. In sum, CRCs have not only effected individual change, but also community-wide change with the families served. Lessons Learned Challenges Hiring bilingual, culturally competent staff and continually developing programs are some of the best practices used to meet the needs of Hispanic families. Initially, the biggest challenge faced was gaining community trust, as the some members of the community were apprehensive about a new agency bringing new programs into the area. It can take a year or longer of consistent, culturally competent, tireless work from bilingual staff members to build the trust of the families in the community. Valle del Sol s RCs have now gained the confidence of the communities, and there are always several mothers waiting to speak with them about their challenges and successes. The second greatest challenge faced was balancing the interests of the school, the community, and funding sources. As with all partnerships, all parties have a desire to see their investment returned. As the community evolves and changes annually, the CRCs must adapt and realign services with the investments of their partners. The key to resolving this challenge is ongoing dialogue and communication. To this end, CRC staff coordinate weekly meetings to discuss their partnerships and address issues proactively as they rise. In addition, clear boundaries are defined at the onset of services with partners, establishing the limits of services. Furthermore, it is important for providers to know their scope of work and what services are outside of the agency s mission and vision. In the event that these services are still needed, further partnerships should be established.

What conditions must be met in order for the program to be successful? The Community Resource Center model is a combination of the Gatekeeper and Promotora programs and can be replicated in any school or community center. The Promotora program is a peer based educational model in which community members are the disseminators of information and act as the bridge between organizations and community members. The Gatekeeper case-finding model relies on community members such as mailmen, cashiers, and bank tellers to help identify and refer services to those in need. Thus, the Community Resource Center model supports the independence of the program while connecting CRC staff, children, caregivers, and teachers in order to strengthen their relationships. CRCs have enjoyed great success because: All programs are offered in Spanish. All CRC staff are bilingual and aware of the cultural considerations that are key when serving Hispanic families. Free child-care is offered to provide caregivers with undistracted time to take classes and speak with staff about referrals and other issues. The CRCs are community-based so that transportation is not a barrier to receiving services. Satisfaction surveys are completed by families to assess whether there are needs or services that are not being addressed by current programs. Changes and additions to the programs are then made on an as-needed basis. The volunteers are parents who have previously benefited from the services provided. The ability of volunteers to empathize, having gone through similar experiences, helps newcomers feel more comfortable. Replication The following criteria are necessary in order to replicate this program: At least one full-time RC and one part-time assistant/babysitter. Since parents will not attend services without free childcare, it is essential to provide this service free of cost. The RC must be carefully selected, as this individual is responsible for the success of each center. This individual must be self-motivated and require little supervision. Experience in coalition building or establishing partnerships is a plus. The RC must also be willing to adapt to differing roles required by the position. For example, one day the RC must act as a program developer and another day, an ESL teacher. The RC must also enjoy working with adults and youth alike, since the program holistically serves all members of the family. Bilingual and bicultural staff. Staff must reflect the community. It is important to recognize cultural identification and cultural acclimation as equally important to bilingual skills when hiring for these positions. It is a plus to hire someone directly from the community. Established relationships with informal and formal community members. Equal attention must be paid to informal community members, such as the local tamale vendor who gives advice to mothers in the community, and formal leaders, such as the PTA

president. The informal leaders will provide unique access to the community and ensure the program s success. Never underestimate the power of word-of-mouth advertising. Contact Information Cara Chaney Director of Community Service Valle del Sol, Inc. (602) 258-6797 CaraC@valledelsol.com