In order to run Hope Horizon EPA programs with the greatest impact, we look forward to collaborating with the city and its partners. A few of the metrics that will be used to gauge the success of our program include:
• Pre-program start survey
• Post-program end survey
• Pre & post academic evaluation
• Staff Debrief: Paid staff will debrief at the end of camp and assess the metrics and numbers to test them against pre-defined outcomes. Depending on the results, a plan will be devised for next year to improve program content and methodology.
Project management: We are happy to work with city staff as needed to have a kick-off meeting where we identify milestones, refine the scope of work, confirm our timeline, clarify specific roles and responsibilities and identify project resources. We are happy to join in City Council meetings as requested and other meetings with the city throughout the project to reflect on project milestones. We have ensured that internal protocols will be met according to our program plans, employee and volunteer trainings, metrics and documentation, reports and safety measures. Staff will help create a safe & caring environment for students.
Hope Horizon EPA academic program managers will oversee staff, students and implementation of programming. All staff undergo screening, interviews and a background check process. Staff also will go through a training to prepare them for their work with students.
Community Outreach and Engagement Strategy:
By applying for this grant, we agree to the City’s expectations including recruitment to reach a favorable participation rate. We are happy to work with the City to identify outreach and community involvement. We have a long history of relationships throughout the city. This depth of experience will help us engage students and families in our programs. We will leverage those existing relationships. Also, because we have been running this program for many years, we should not have any trouble recruiting students.
Firm & Personnel Experience: Staff are listed below and included in our organization chart. Names are linked to the biography section of our website. We have included a few resumes, attached as an addendum. More are available upon request:
• Co-Executive Director, Tiffany Hong
• Co-Executive Director, Josette Langevine
• Director of Operations, Jennifer Nicks
• Facilities Manager, Roberto Mendoza
• Director of Programs: Waniya Bryant and Leslie Tuakalau • Program Managers: Mona Tuitavake and Yazmin Vega
• Classroom Leaders: 6+ to be hired from the local community • Robotics Intern and coordinator: to be hired from the local community • Program Volunteers: we have a wide pool of volunteers from which to draw, from the community, students, churches, etc.
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Work Plan and Schedule:
It is our pleasure to present a proposal for 3 programs that happen over the time period of May-December 2024:
1) May is a special month at Hope Horizon East Palo Alto. Graduation Celebrations! Our annual graduation ceremony and party for students and families/friends will take place on May 24, 2024. Anyone from the city would be most welcome to join us! This event honors Elementary School students moving up to Middle School, Middle School students moving up to High School, and High School graduates. This year, for the first time, we will also be honoring College graduates to whom we provided scholarships. This afternoon celebration to honor and Celebrate accomplishments will include gifts for the youth and a meal for everyone present. We are already starting to plan this event, but we have held it for many years so have become quite good at it.
2) Summer 2024 Camps. We will be providing 3 weeks of camp this summer aimed at providing a new experience for our students, including nature, outdoors, like skills, teamwork and collaboration, bonding, and an away-from-home and away-from-electronics experience. All 3 camps will be held at offsite locations:
a. One week at Hume Lake in Hume, Calif. for elementary students (The Wagon Train Youth Camp, Sun-Sat, June 30-July 6)
b. one week at Gleanings for the Hungry Summer Peach Season for middle and high school students in Dinuba, Calif. (July 14-19), and
c. one week (July 22-26) at a cabin in a place filled with natural beauty, but as yet to be determined, for elementary and middle school students.
Our summer robotics programming for our high school robotics team will also be expanded through a partnership with Streetcode. Students will focus on coding & programming skills as well as grant writing and fundraising.
Also, since our summer program is focused on creativity and unique summer experiences rather than academics, we will be providing academic care packages to all of our students. These will include gradespecific Summer Bridge activities that will equip the students to be ready for their next school year as well as school supplies.
Finally, mental health check-ins will be available to students all summer long, for students needing interaction beyond the 3 weeks of summer camps.
3) Our Fall 2024 After School Academic Program for K-12 students will continue as it has for many years, with academic support, childcare and recreational activities being provided, along with snacks and dinner on some evenings.
Goals and Outcomes:
For the graduation celebration and summer camps, the metrics will largely have to do with participation, team work, willingness to try new things, getting over homesickness and having a delightful and refreshing time away from regular activities and responsibilities at home. 269
However, our Fall 2024 After School Academic Program for K-12 students will return to our regular rigorous and goal setting.
For Elementary School Students:
OBJECTIVES INDICATORS METHODS
90% of students to improve 2-4
reading levels
Reading level progress Pre and post assessments
All students will work on
homework everyday
Incompletion slip Tutor homework log
Students will improve writing
skills
Handwritten assignments Writing assessment
90% of students will be proficient
with math facts
Memorization of grade
appropriate math facts.
Pre and post assessments
Students will learn biblical values
and application
Observed practice and
understanding
Huddles and check-ins
For Middle School Students:
• Goals:
o Help every child progress to the next grade level.
o Focus on 100 % homework completion.
o Aid students in achieving grade level reading comprehension and spelling. o Provide interactive lessons about college, careers fields, and or life skills. • Outcomes:
o Students will improve their reading by 1 – 2 levels.
o 100% of students will have an academic tutor.
o 100% of students will regularly meet with PM & CL for academic support and needs. o Students will attend at least 2 training lessons to teach students how to advocate for themselves in academic settings.
For Robotics K-12 Program:
• Goals:
o The goal of the VEX 123 program is to introduce students to STEM related topics at a young age. The students will learn sequences, logic, and problem solving while they step into real programming. o The goal of the VEX Go program is to teach the fundamentals of STEM through fun, hands-on activities that help 3rd to 5th grade students perceive coding and engineering in a fun and positive way. o The goal of the VEX IQ program is challenge 6th to 8th grade students to develop their teamwork, critical thinking, project management, and communication skills required to prepare them to become the next generation of innovators and problem solvers.
• Outcomes:
o 100% of the students will have had STEM related topics presented to them during their time o 100% of students will regularly meet with a mentor to learn in a welcoming environment o 75% of students will be able to express understanding of programming.
Insurance:
Yes, we certify that we have and can provide proof of coverage. 270
“For I know the plans I have for you,” declares the
Lord, “plans to prosper you and not to harm you,
plans to give you hope and a future.”
Jeremiah 29:11
Hope Horizon EPA equips east-of-Bayshore youth to grow spiritually, gain life skills and develop as leaders so that they have hope and a future. These students are active Christ followers with hope, purpose and marketable skills who give back to their communities.
Outcome
Input
HH EPA students are employable leaders who have made a personal decision to follow Christ.
Students will have
the skills to succeed
in school and
careers.
Students exhibit
leadership skills and
responsibility for their
community.
Students demonstrate
moral integrity and
ownership of their faith.
Students will
demonstrate 21st
century skills.
Students value
others and their
community.
Students exhibit
Christian character and
devotion.
Students will possess a
strong academic
foundation including
literacy / math
competence, confidence
and a growth mindset.
Students value
themselves and their
peers.
Students understand
the basic foundations
of Christianity.
Hope Horizon EPA students face a wide variety of challenges related to poverty that affect their ability to achieve success. Many students are the children of immigrants, learning English as a second language and receiving minimal academic support at home. They experience financial pressure due to a lack of affordable housing and a significant number of single parent households. Almost all of our students come from groups under-represented in higher education and professional careers and many are the first in their family to graduate high school. Due to the history of violence in our community, many students have also been exposed to trauma, resulting in emotional and behavioral challenges.
Individualized academic
and college/career
guidance
Service leadership
experiences
One on one mentorship
utilizing Biblical principles
STEAM programming and
academic support
Leadership cohort and
service leadership
curriculum
Christian role models from
diverse backgrounds and
Biblical curriculum
Individualized academic
enrichment
Role models from diverse
backgrounds
Biblical curriculum focused
on foundational principles
Theory of Change
ELEMENTARY
MIDDLE
SCHOOL
HIGH
SCHOOL
COLLEGE
&
BEYOND
College and Post-College Internships
EDUCATION AND
CAREER
COMMUNITY
LEADERS
ACTIVE CHRIST
FOLLOWERS
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Waniya A.
Bryant
Waniya A. Bryant
San Mateo, CA 94402
ㅡ
Skills
-High Problem-Solving efficiency
-Effective communication skills
- Creativity in design
-High capacity for collaboration and building partnerships -Critical thinking that leads to ingenuity
ㅡ
Experience Bayshore Christian Ministries / Create Program Manager AUGUST 2017 - PRESENT, EAST PALO ALTO, CA
Develop and strategize high quality academic programs. Designed curriculum for middle school students based on research and individuality of students. Worked with community partners to develop relationships and a network of support to reach academic goals and outcomes. Support BCM in the development of STEM related programming including the start of the high school robotics. Lead and facilitate training for both academic school year and summer programming. Manage and develop curriculum, oversee seasonal staff and students for overall program development and provide a safe environment for all.
Assistant other staff members as needed.
Ravenswood City Schools District/ Afterschool Program Director AUGUST 2016 - AUGUST 2017, EAST PALO ALTO, CA
Oversee staff and students. Develop curriculum for the program based on Common Core State Standards (CCSS) and STEM, to provide three key components to the program:
Academics, Enrichment and Cultural Activities. Supervised academic advising and maintain direct support for staff and students.
Lewis & Joan Platt EPA YMCA / Summer Camp Co - Director MAY 2016 - AUGUST 2016, EAST PALO ALTO, CA
Partnered with the camp director. Contribute to and execute the programmatic vision.
Supervised campers and staff. Manage recruitment and retention activities, and support the operational performance of the camp. Ensure program development and evaluation.
Tackle risk management, and build relationships with camper families, staff, alumni and community leaders.
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Ravenswood City Schools District/ Afterschool Program Assistant Director
AUGUST 2015 - MAY 2016, EAST PALO ALTO, CA
Assist the program director with oversight of CCSS curriculum, instruction, student/family services, staff and data and outcomes for programs.
ALearn Math Program / Program Coordinator
AUGUST 2014 - JUNE 2015, EAST PALO ALTO, CA
Sought community partners. Serve as the assistant to the program director. Schedule first time orientations, student and parent engagement classes, special events and ensure a positive experience for students. Provided general support as needed.
Ravenswood City Schools District/ Co - teacher (Third Grade) AUGUST 2014 - JUNE 2015, EAST PALO ALTO, CA
Used CCSS to create rigorous, objective-driven and multimodal lessons. Dedicated close collaboration with other grade leveled teachers to ensure curriculum development. Used and encouraged critical thinking while teaching. Differentiate students based on their unique learning needs and developed classroom techniques to initiate and maintain connection with students and parents.
ㅡ
Education California State University, East Bay / BA, English MAY 2014 - SEPTEMBER 2016, HAYWARD, CA
Obtain a Bachelors of Arts in English with a focus in Adolescent Childhood Education.
Foothill College / AA- T , Elementary Teacher Education (T, TK-8th) JULY 2013 - DECEMBER 2014, LOS ALTOS, CA
Associate in Arts in Elementary Teacher Education for Transfer degree. By obtaining this degree, it shows an understanding of elementary education and teaching, and demonstrates knowledge of children's growth and development from utero through adolescence.
Foothill College / CA, Child Development
SEPTEMBER 2011 - JUNE 2013, LOS ALTOS, CA
Certificate of Achievement in the Child Development Program which is an academic and vocational training program that prepared me for the next steps into early childhood education.
273
LESLIE TUAKALAU
21844 Westfield Ave, Hayward, CA 94541
[email protected]
(650) 520-6364
SKILLS & ABILIITES|
Talented and well-informed instructor, skilled in all aspects of leading children and teaching them the Bible.
Bringing the Bible to life through age-appropriate skills, including drama, and play. Using Object lessons to engage kids and instilling the word of God in their daily lives. Leading praise and worship and guiding children through dance and music.
Experienced in training adults and volunteers in how to work with children and teach them Biblical principles.
Knowledge of applicable and relevant Biblical truths.
Experience in discipleship and mentorship, especially in leadership positions.
EXPERIENCE|
BAYSHORE CHRISTIAN MINISTRIES SOL KIDS PROGRAM MANAGER
2016-CURRENT
Lead, manage and grow the elementary school spiritual programs at BCM including “bible clubs” and summer camps with a vacation bible school element. Responsible for a clear plan to increase program impact, engage with students and families, maintain connections with local churches, spiritual programs and school clubs.
TONGAN FELLOWSHIP CHILDREN’ S MINISTRY DIRECTOR
2013- Present
EPA, Ca
Training Children’s leaders in the local churches
Organizing curriculum for church use
US TONGAN FELLOWHSIP CHILDREN’S MINISTRY DIRECTOR
2013-2015
Honolulu, HI
Communicate with Tongan Churches in the US in need of support in launching Children’s programming Train leaders in leading in Children’s Ministry
Curriculum Support
FIRST TONGAN ASSEMBLIES OF GOD CHILDREN’S MINISTRY LEADER 2011 – Present
San Carlos, CA
Organize and operate weekly children’s church service
Teach lessons and pray with students weekly
Communication with Parents and church leaders
Attend district training for Children’s Ministry
NCN (NOR-CAL/NEVADA) DISTRICT REGIONAL CHILDREN’S MINISTRY LEADER 2012-2017
Lead workshops
Support and communicate with churches within my region
Monthly phone calls, emails to partner churches within my region Support CM events in Nor-Cal Nevada district
274
CAREGIVER WINIFRED BUCKLEY
March 2015-Present
Responsible for daily care, medical distribution, food preparation and personal hygiene. Transported to and from doctor appointments and other daily activities.
ACTIVITY ASSISTANT SILVERADO
January 2014-February 2015
Instruct and lead activities with senior populations. Gather props and coordinate participation from all residents. Engage enthusiastically and interact with attendees during activity.
EDUCATION|
BEREAN SCHOOL OF THE BIBLE, Springfield Missouri
2012- 2013
CERTIFIED MINISTER
REFERENCES|
PASTOR NIKKI RODGERS, NCN CM DIRECTOR
Director
NCN Assembly of God
(916) 214-8909
Pastor Elina Vaka
Assistant Pastor
First Tongan Assembly of God
San Carlos, CA
(650)271-3500
275
Lupe Tuitavake
Energetic and emerging professional with several years experience in community development practices and Christian ministry work.
East Palo Alto, CA 94303
[email protected]
6507149491
Graduated with a B.S. in Urban Planning with a focus in Urban Design from Cal Poly Pomona.
Passionate about sustainable and environmental design, housing and social justice for marginalized communities. Skilled in graphic and database software. Trained in community engagement, team leadership, outreach, and conflict management. 4+ years of volunteer experience in Christian ministry services and programs.
Authorized to work in the US for any employer
Work Experience
Classroom Leader
Bayshore Christian Ministries - East Palo Alto, CA
June 2021 to August 2021
Taught rising 6th through 9th graders in STEAM related lessons/activities and in leadership and life skills.
Created weekly lesson plans, facilitated classroom conversations around interpersonal skills, managed conflicts, trained in discrimination, harassment and mandated reporting.
Managerial Assistant
Cal Poly Pomona Foundation - Pomona, CA
July 2019 to May 2020
Performed apartment work orders, health/safety inspections, trained in safety protocols and CPR, created community development events and programs for residents, helped maintain a clean and safe property and landscape.
Student Assistant
COLLEGE OF SAN MATEO - San Mateo, CA
2016 to 2018
Worked at the front desk. Performed bookkeeping, data entry in Microsoft Excel, handled supply rentals, answered phone calls and updated staff schedules according to manager.
Area Supervisor
Ross Dress For Less - Mountain View, CA
2014 to 2015
Accustomed to fast pace work environment. Facilitated safety meetings, adjusted store to seasonal business trends when needed, created work schedules for employees, ensured quality customer service and company standards were met.
Youth Mentor
Tongan Assembly of God - San Carlos, CA
276
2012 to 2015
Mentored and tutored Tongan youth ages 8-15. Assisted in youth church programs, Sunday school and occasional after school activities. Helped facilitate conversations around mental and physical health in Pacific Islander communities.
Education
Bachelor of Science in Urban Planning
California Polytechnic State University, Pomona - Pomona, CA August 2018 to May 2021
Associate in Arts (AA) in Social Sciences
College of San Mateo - San Mateo, CA
August 2015 to June 2018
Associate in Science (AS) in Architecture
College of San Mateo - San Mateo, CA
August 2015 to May 2018
Skills
• Microsoft Office (5 years)
• Organizational Skills (7 years)
• Community Relations (2 years)
• Maintenance (2 years)
• Microsoft Word (7 years)
• Adobe Photoshop (3 years)
• Revit (2 years)
• Sketchup (4 years)
• AutoCAD (2 years)
• Adobe Illustrator (3 years)
• Leadership (4 years)
• Project / program management (3 years)
• Teaching (Less than 1 year)
• Conflict management (3 years)
• Time management
• Communication skills
• Customer service (3 years)
• Writing skills
Languages
• French - Beginner
277
• Tongan - Fluent
Links
http://linkedin.com/in/lupe-tuitavake-761b20a1
Certifications and Licenses
Food Handler
September 2020 to September 2023
CPR
July 2020 to July 2022
Preventing Discrimination & Harassment
Present
CA Employees V3.2 2021
California Child Abuse Mandated Reporter
Present
Completed Online Training for School Personnel and General Training California Poly Pomona - Rethinking Relationships
October 2019 to October 2021
California Poly Pomona - Not Anymore
September 2018 to September 2019
Groups
American Planning Association
Present
Publications
Climate Change - Policy Recommendations for Miami, Florida http://hdl.handle.net/20.500.12680/2227mw19k
May 2021
Internal migration caused from climate change-induced natural disasters is a phenomenon that the state of Florida experiences, specifically between the city of Miami’s low-lying coastal properties and the higher ground, inland community of Little Haiti.This is a pattern in Miami with news of Little Haiti negatively affected by the rise in demand of their safer, more inland properties. Such internal migration from affected coastal areas can create issues such as overcrowding or climate gentrification, which refers to the process of higher-income and white populations who move to locations that are safer from natural disasters where mostly low-income, communities of color originally lived. As Miami 278
is the leading city in rising sea levels and climate migration, the city is unprepared to tackle such issues because they lack the proper policies and have no current action plans addressing it. Thus, the purpose of this research is to investigate the best climate adaptation and return/settlement policies through analysis of examples practiced in the state of Louisiana and its’ Louisiana Strategic Adaptations for Future Environments Plan and the state of Alaska and its’ Alaska Climate Change Impact Migration Program. These states and their actions towards climate adaptation and return/ settlement policies are relevant choices for Miami because they share similar budgets for climate change effects and share similarities in geographics with coastal areas affected by climate changeinduced natural disasters. Both states currently implement actions that help their populations prepare for future disasters and protect current low-income communities from their effects. Miami should consider to adopt these states' options and create more resiliency policies and programs that protect not only their physical infrastructure but also their marginalized, economically vulnerable populations who become displaced in the after-effects of such disasters. 279
Yazmin Vega
Redwood City, CA 94061
Skills
● Computer Skills
● Time Management
● Communication
● Organization
Experience
2022-Present
Hope Horizon - Classroom Leader
● Oversee and instruct a classroom
● Responsible to more than 10 children
● organized set up activities
2020- 2021
Nordstrom Rack - Retail
● Organize clothing
● Responsible to do online orders and stock
● Customer service
2014- 2016
St Bede’s Episcpal Church, Menlo Park - Nursery/Teacher ● Take care of Infants
● Read stories and teach mass to children.
● Help set up dinners and mass performance
2014- 2016
Gymboree, San Carlos - Retail
● Organize clothing
● Customer service
Education
2024
Canada College, Redwood City - Medical Administrative Assistance 2015
Woodside Highschool -Highschool Diploma
Extracurricular Activities
Long Term Dedication, Foreign Language: Spanish
280
Hope Horizon East Palo Alto
Budget for May -December 2024 programming
from 1-May-24
to 31-Dec-24
Elementary Academics $ 102,659
Teen Academic $ 63,615
Robotics $ 56,877
Graduation Party $ 7,200
Summer: Camps, Robotics and Academic Care Packages
$ 39,133
Total $ 269,484
Diverse Funding Sources:
From individual donors (incl capital campaign) 41.30%
From foundations 6.50%
From grants 21.60%
From rents and other income 4.20%
From events 14.10%
From corporate or matching gifts 3.50%
From church partners, and 7.00%
From in-kind gifts, incl volunteer time 1.20%
From program fees 0.60%
100.00%
School Year Budget (5 out of our 9 academic months, May plus Sept-Dec) Please note that our fiscal year ends 9-30-24. As such, we have assumed the same budget for the fall 2024 as fall 2023.
We have projected 5 out of the 9 months of our 2023 academic budget to this proposal. This is subject to change when we complete our FY25 budget, starting Oct. 1, 2024. We are happy to share our revised budgets at that time. 281
Adrienne Taylor
Member
Juan Valencia
Member
HOPE HORIZON
EAST PALO ALTO
Waniya Bryant
Director of Programs
Rhonda Brewster
Treasurer
Arne Lim
Secretary
Tiffany Hong
Co-Executive Director
Dan Bradford
Board President
Kiwoba Allaire
Member
Isabel Jimenez
Member
Leslie Tuakalau
Director of Spiritual Development
Mona Tuitavake
Elementary Program
Manager
Yazmin Vega
Middle School Program
Manager
Josette Langevine
Co-Executive Director
E. Academics Classroom
Leader
E. Academics Classroom
Leader
E. Academics Classroom
Leader
E. Academics Classroom
Leader
M. Academics Classroom
Leader
Robotics Intern
Manager
Vex Classroom Leader
FRC Coordinator
282
Name, Address, Church
Board Position /
Years of Service Employment / Business Affiliation
Dan Bradford Chair Medical Devices Operations Executive Consultant Mountain View, CA 94040 4+ years Consultant after retiring as an Executive w/ Auris Health Spark Church
Rhonda Brewster Treasurer President
Los Gatos, CA 95030 3+ years Mosaic Global Transportation New Beginnings Community Church
Isabel Jimenez Board Member Office Manager
East Palo Alto, CA 94303 3+ years Beechwood School
St. Francis of Assisi
Arne Lim Board Member Retired & Serving on four Boards
East Palo Alto, CA 94303 1+ years Math Teacher & Academic Advisor, Palo Alto High School New Community Church
Juan Valencia Board Member Pastor, Sotware Engineer
East Palo Alto, CA 94303 <1 year Living Community Church, BloomBoard, Inc.
Living Community Church (EPA)
Kiwoba Allaire Board Member Non-Profit Founder and CEO, Executive Assistant Fremont, CA 94555 <1 year Girl STEM Stars, Terminal 49
Destiny Christian Fellowship
Adrienne Delgado Board member Customer Success
Milpitas, CA 95035 <1 year Modern Health
New Beginning Community Church
Tori Gorman Visiting Board Member Graduate Student
San Jose, CA <1 year UC Berkeley - Haas School of Business Desiree Caballero Visiting Board Member Graduate Student Mountain View, CA 94040 <1 year UC Berkeley - Haas School of Business Hope Horizon East Palo Alto
Board of Directors
as of January 2024
283
The Hope Horizon EPA Board meets 10 times a year on the third Monday of each month except for the months of August and December. Each committee also meets at least once a month. 284
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Fresh Approach
5060 Commercial Circle, Ste C, Concord, CA 94520
freshapproach.org
Andy Ollove
[email protected]
925-771-2991
$2,786,366.63
Costco Foundation, Packard Foundation, CDFA Specialty Crop Block Grant, Stanford Medicine Children's Health
X 2018, 2019, 2023
X
X
304
X X X X
X X X X X X X
7,600
7,600
April 2024 November 2024
Wednesday 8:30am - 12:30pm
X
X
X
3/5/24
Laura deTar Executive Director
305
Connecting underserved residents with nourishing food in East Palo Alto (EPA).
Mission: Fresh Approach’s mission is to connect communities with nourishing food from California farmers and expand knowledge about food and nutrition. This project connects low-income EPA households with locally grown, culturally appropriate food, enhancing health outcomes for entire families. It also creates resource-sharing, relationship-building through recreation, and educational opportunities on nutrition.
Organizational History: Fresh Approach's involvement in EPA is centered on managing the EPA Community Farmers’ Market since 2018, following a merger with Collective Roots, another EPA-based nonprofit. Additionally, we've partnered with the Ravenswood Family Health Center since 2017 to provide nutrition education and distribute "prescription vouchers" redeemable for fruits and vegetables. Furthermore, our Collective Roots Community Garden, established in 2008, offers EPA residents access to free garden and climate resilience resources. This initiative has expanded to include collaboration with Climate Resilient Communities in installing rain gardens, enhancing environmental sustainability in the region.
Service Category: This project serves all three project priorities (Children/Youth, Family Services, and Seniors) through a holistic approach to providing affordable access to healthy, culturally appropriate food and nutrition education for seniors and families.
Work Plan & Timeline:
Goal 1: Provide Easy Access to Healthy Food, Promote Stronger Local Economies, Vibrant Neighborhoods, and Healthy People
● Objective 1.1: Operate the EPA Community Farmers’ Market every week from April to November 2024, in alignment with Policy 6.2 of the Vista Plan 2035, which emphasizes retaining healthy food outlets in the city. ● Objective 1.2: Distribute $60,000 in Healthy Food Incentives to low-income families from April to November 2024, as recommended in Policy 6.4 of the Vista Plan 2035, which encourages providing financial incentives for farmers markets.
A portion of these incentives will be distributed through other community based organizations and the Ravenswood Family Health Network. ● Objective 1.3: Integrate Zumba classes into the market activities, held every other week, from May to November 2024. These classes will not only promote physical activity but also create a lively and engaging atmosphere at the market, contributing to the creation of vibrant neighborhoods and healthy communities as outlined in the Vista Plan 2035.
Goal 2: Increase Access to Nutrition Education and Complementary Community Resources
● Objective 2.1: Host monthly cooking demonstrations at the market from May to November 2024 to enhance awareness of culturally appropriate fruits and vegetables, as recommended in Policy 6.1 of the Vista Plan 2035, which 306
emphasizes improving the food environment and promoting healthy eating habits.
● Objective 2.2: Implement a multi-language nutrition education and food access campaign with materials distributed through schools, social media, and other outlets to raise awareness.
● Objective 2.2: Organize regular tabling for local organizations during the summer months, providing community engagement and resource-sharing opportunities.
Clients served: Through matching incentives programs and increased education around healthy food, we will serve 7,600 individuals; 5-10 volunteers and interns.
Improving Youth Academic Achievement: Recent research has underscored the correlation between increased consumption of fruits and vegetables and enhancements in cognitive function and mental well-being among young individuals (Carillo et al., 2019; Hayhoe et al., 2021). These findings align with the objectives in Goal HE-6 of the Vista Plan 2035, which aims to improve access to healthy food for all East Palo Alto residents, promoting healthier lifestyles and stronger academic outcomes for youth.
Supportive Community Environment: The EPA Community Farmers’ Market, in line with the Vista Plan 2035, serves as a hub for promoting healthy behaviors and community connections. Collaborating with local partners (including The Primary School, Nuestra Casa, Mannakin Theater & Dance, Boys and Girls Club, College Track, the Ravenswood Family Health Center, and the EPACENTER), we aim to enhance access to healthy food and nutrition education, fostering vibrant neighborhoods and stronger local economies. Additionally, Zumba classes will be integrated into market activities to promote physical activity and community engagement.
Lead staff: Isabel Medina, South Bay Food Access Program Manager, who has managed the EPA Farmers Market since 2018, coordinating with dozens of farmers and vendors to sell at the market, and organizing market promotion with community partners; Lizette Claderon, Food Access Program Specialist, who started with Fresh Approach in 2019 supporting the operations at the EPA Farmers Market and the Mobile Farmers’ Market.
Proposed Budget: The total budget requested for this healthy food access and community wellness project is $107,334, and $39,835 is requested from the TOT grant program. Matching funds are provided through grants and partnerships with Stanford Children’s Health, the California Department of Agriculture, and the Costco Foundation.
This budget will facilitate an expansion of programming and community impact goals in several key areas: Increasing the proportion of Healthy Food Incentives distributed to low-income residents via health clinics and community organizations, improving accessibility. Supporting operating costs for new offerings like biweekly Zumba classes which promote community vibrancy and wellness. Enabling pursuit of larger-scale grants to amplify the project's influence on nutrition, public health, and economic growth in EPA.
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BUDGET CHART Oranization Name(s): Fresh Approach EXHIBIT C Personnel (lead applicant staff)
Title / Item Justification Narrative TOT Funds % of Grant Request In-Kind Match Cash Match Total Budget
Isabel Medina, Food Access
Program Manager
1 person @ $40.24/h @
140 hours (8 months*4
h/week)
Oversee and manage project, lead data collection and
evaluation; cash match provided by Costco Foundation
$2,189 5.50% $2,962 $5,151
Lizette Calderon, Program
Specialist
1 person @ $34.99/h @
420 hours (8 months* 15
h/week)
Project development and management, coordinate outreach with market vendors and local partners; cash match provided by Stanford Medicine Children's Health $7,838 19.68% $0 $8,957 $16,795 Subtotal Personnel $10,027 25.17% $0 $11,919 $21,946
Benefits at 30% $3,008.04 7.55% 0% $3,575.73 $6,583.78
Total Personnel $13,035 32.72% $0 $15,495 $28,530
Materials and Supplies
Title / Item Justification Narrative TOT Funds % of Grant Request In-Kind Match Cash Match Total Budget
Matching Incentive Funds
Funds spent for Healthy Food Incentives to double the buying power of low-income market shoppers, cash match provided by Costco Foundation, and Stanford Medicine Children's
Health $25,000 62.76% $35,000 $60,000
Promotion/Outreach of the
EPA Community Farmers'
Market and its Matching
Incentives
Flyers, posters, banners, flags, ads, etc., cash match provided by CDFA Speciality Crop Block Grant
$0 0% $2,000 $2,000
Market and matching programs
operating expenses
Market Transaction equipment, including wifi service, and new tables, cash match provided by Stanford Children's Health $200 1% $4,700 $4,900 Community Wellness Offerings
at the EPA Community
Farmers' Market
Zumba/yoga classes offered bi-weekly at the EPA Community Farmers' Market ($100/class twice month*8 months) $1,600 4% $0 $1,600 Total Materials/Supplies $26,800 63% $0 $41,700 $68,500 Other
Title / Item Justification Narrative TOT Funds % of Grant Request In-Kind Match Cash Match Total Budget
Indirect Costs Rent, utilities, insurance, office supplies, IT support, legal & accounting, etc., cash match provided by Costco, and CDFA 0 0% $10,304.00 $10,304
Total Other $0 0% $0 $10,304 $10,304
SUBTOTAL PROJECT (personnel, materials, other) $39,835 100.00% $0 $67,499 $97,030 TOTAL PROJECT (direct plus indirect) $39,835 100.00% $0 $67,499 $107,334
ADDITIONAL BUDGET NOTES
308
BUDGET CHART Oranization Name(s): Fresh Approach EXHIBIT C
OTHER GRANT SOURCES FOR THE PROJECT
List grants that have already been awarded to support the project, if any.
Funder Amount Timeframe Additional Information
Stanford Medicine Children's
Health $40,445 9/1/23 - 8/1/24
EPA Market operation/matching programs, outreach campaign in San Mateo and Santa Clara counties, farmer technical assistance, and community wellness offerings CDFA Specialty Crop Block
Grant Program $12,054 2/1/22 - 1/31/25 Culturally relevant marketing campaign to promote local produce Costco Foundation $15,000 10/16/23 - 9/1/24 Support for matching incentives and community wellness offerings Total $67,499
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BUDGET CHART Oranization Name(s): Fresh Approach EXHIBIT C Agency That Will Receive
Funding
Budget Item Project Budget
Agency 1 total TOT Funds
Requested
Other Secured
Funds
Fresh Approach Complete Budget ($ 39,834.86) $67,498.84 Agency 3 total
Agency 4 total
ALL AGENCIES Grand Total ($ 39,834.86) ($ 67,498.84)
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ORGANIZATION Fresh Approach
Situation: East Palo Alto includes three census tracts that are designated as low income/low access according to the USDA Food Atlas Map. In the last 3 years, CalFresh participation has risen 27% in the County, indicating an overall increase in economic instability, particularly among limited-resource communities and households of color. Objective 1: Provide Easy Access to Healthy Food, Promote Stronger Local Economies, Vibrant Neighborhoods, and Healthy People. Outcomes: The market will operate for a minimum of 32 days between April and November 2024. Additionally, $60,000 worth of incentives for fruits and vegetables will be distributed for use at the market. We anticipate that 95% of survey respondents will report positive changes in their fruit and vegetable consumption. Zumba classes will be offered every other week at the market to encourage physical activity and community engagement.
Budget: ($ 34,324.00)
Matching Funds: ($ 52,546.00)
Timeline: April 2024 - November 2024
Inputs Outputs Outcomes
Activities Participation Short Medium Long
Fresh Approach Staff Operate the EPA
Community Farmers'
Market (Certified
Farmers' Market) weekly
from April - November
2024 (~32 market days)
Local businesses,
local/regional farmers
(primarily small,
historically underserved
farmers), local resourcesharing partner
organizations
Local, historically
underserved food
producers and
businesses increase
sales among a more
diverse customer base
Food assistance
ecosystems are more
nimble and resilient
during supply chain
disruptions
Sustainable local economies;
Stronger community cohesion and
empowerment;
Reduced diet-related diseases and
health disparities, with enhanced
overall community health and
wellbeing;
EPA families have a strong
connection with and influence over
the sourcing and access of
nutritious food
Healthy Food Incentive funds &
voucher materials
Healthy Food Incentives
are redeemed at a 95%
rate, consistent with
historical data
Distribute $60,000 in
Healthy Food Incentives
to be spent with local
vendors and farmers
Consistent consumption
of healthy, culturally
relevant fruits and
vegetables increases in
the EPA community;
buying behaviors show
consistent
change/improvement
EPA residents and
surrounding
communities. Families,
youth, and seniors
receiving federal
benefits (i.e., Calfresh,
WIC, SSI/SSDI,
MediCal) or who selfidentify as food
insecure.
Promotional and educational supplies At least 7,600 total individuals are impacted
through the EPA
Farmer's Market
Community Wellness
offerings (Zumba
classes) Volunteers, Community Ambassadors,
and community wellness instructors EPA residents increase physical and mental
well-being through
wellness offerings and
new relationships formed
at the market
Farmers' Markets are
recognized hubs for
community gathering
and connection beyond
access to nourishing
produce
Assumptions and External Factors: Assumptions include ability to operate in-person community events, ability for market vendors to accept Healthy Food Incentives, and reliable availability of volunteers. Potential challenges for this project include: low resident participation due to lack of time, transportation, or social stigmas; threats to the Market Match program in the CA state budget.
Challenges will be mitigated by fostering strong partnerships with agencies offering community services, and curating a welcoming market environment with clear, multi-lingual messaging; and by engaging in advocacy efforts for more equitable access to healthy foods for all residents.
Evaluation: We will be collecting the following data: number, demographics and frequency of shoppers and match program participation; incentives distributed and redemption rate (proxy for consumption) at the EPA Community Farmers' Market. We also offer pre and post surveys to assess changes in shopping behaviours and eating habits, as well as gather information on food security status. We meet regularly with our Community Advisory Board, which includes EPA residents, to solicit input on program function. 311
Program: Fresh Approach Logic Model
Situation: Households that do receive SNAP benefits face resource and social constraints to finding local sources of fresh, nutritious foods, including accessing farmers’ markets. This is reflected in the fact that over 80% of SNAP benefits are used at superstores and supermarkets, yet less than 0.1% are spent at farmers’ markets. Objective 2: Expand awareness for culturally relevant fruits and vegetables, market healthy food incentives, and other benefit programs to families through a multi-language marketing and outreach campaign, including promotion to local schools and other community partners, and hosting monthly cooking demonstrations/recipe promotions at the EPA market. Outcomes: At least 5 cooking demonstrations are held, resulting in increased knowledge and consumption of fruits/vegetables; local tabling and multilingual community outreach reach new families, particularly those with children; food access resources become more regularly linked to broader efforts to address economic instability Budget: $5,510
Matching Funds: $4,648
Timeline: April 2024 - November 2024
Inputs Outputs Outcomes
Activities Participation Short Medium Long
Fresh Approach staff At least 5 coordinated
cooking demonstrations
at the EPA market
utilizing food from the
farmers’ market.
EPA residents and
surrounding
communities (Families,
youth, and seniors).
EPA residents learn how
to incorporate fruit and
vegetables into their diet
and prepare healthy
meals and report
positive changes in food
access
Active engagement of
EPA residents in
addressing community
health challenges across
generations.
Collaboration with other local agencies
(e.g. WIC Center) and local schools Implement a multilanguage campaign and distribute materials
through various outlets
(e.g., school flyers,
social media).
Consistent consumption of
healthy, culturally relevant
fruits and vegetables
increases in the EPA
community; buying
behaviors show consistent
change/improvement
Empowerment of EPA residents to
determine their own holistic wellbeing through community-driven, multi-sectoral, multilingual
approaches.
Primary and secondary
schools
Regular incorporation of
food access information into
school communications;
expanded reach of the EPA market to new families with
children.
Promotional and educational supplies
Establish regular weekly
tabling schedules for
local organizations to
distribute additional
information and
resources.
Through shopping at the
EPA market, a broader
community accesses
additional resources related
to economic stability and
family support
Volunteers/ Interns Shared resources and
collaboration between
organizations creates
increased linkages of
programs and activities
that support healthy
behavior among a
variety of ages and
ethnicity groups.
Local partner
organizations (e.g. Boys
and Girls Club, Nuestra
Casa, CalFresh office)
Farmers' market produce for cooking
demonstrations Language Justice
principles are regularly
incorporated into
community outreach
Assumptions and External Factors: Assumptions include conditions for in-person community events, ongoing existence for all community partners, and availability of volunteers. In any project that is collaborative, it will be important to maintain frequent communication to ensure partners are administering the project correctly and adhering to Fresh Approach principles of Language Justice.
Additionally, it is the hope that new partnerships will develop between the organizations beyond the scope of the incentive program. The strategy to address this challenge will be maintaining a monthly contact cadence and arrange in-person visits whenever possible.
Evaluation: We will be collecting the following data – promotional materials distributed, media posts created, number of project beneficiaries/stakeholders reached, incentives distributed and redeemed at the EPA Community Farmers' Market. Bar codes on the vouchers distributed through outreach will allow to track redemption rates. We also offer pre and post surveys to assess changes in shopping behaviours and eating habits. Finally, we will meet regularly with our Community Advisory Board, which includes EPA residents, to solicit additional input on program function
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Executive
Director
Development
Director
Food Access
Program
Director
Education &
Engagement
Program
Director
Finance
Manager
Development
Specialist
East Bay
Food Access
Program
Manager
South Bay
Food Access
Program
Manager
Marketing &
Communications
Manager
Community
Garden
Program
Manager Nutrition
Education
Program
Manager
Community
Engagement
Program
Manager
Marketing
Specialist
0.5 FTE
(Remote)
South Bay
Food Access
Marketing
Specialist
South Bay
Food Access
Specialist
East Bay
Food Access
Specialist
East Bay
Food Access
Specialist
0.5 FTE
South Bay
Food Access
Specialist
0.5 FTE
Community
Garden
Specialist
Community
Garden
Specialist
0.5 FTE
Outreach &
Engagement
Specialist
East Bay
Nutrition
Education
Specialist
0.5 FTE
Volunteers,
Interns,
Community
Ambassadors
Community
Engagement
Specialist
0.5 FTE
East Bay
Nutrition
Education
Specialist
South Bay
Nutrition
Education
Specialist
Nutrition
Education
Specialist
Finance &
Administration
Specialist
Finance
Consultant
Board of
Directors
Organizational
Chart
313
`
`
Fresh Approach Leadership Roster
Top Executive
Laura deTar - Executive Director
Board of Directors
McKinley Baker - Chair, Altman Solon
Petros Maskal - Vice Chair, US Dept of Agriculture
Kaitie Conrad - Secretary, Accenture Strategy
Allen Moy - Treasurer, Pacific Coast Farmer’s Markets Association Ed Chan - Board Member, Kaiser Permanente
Nicole Silva - Board Member, El Camino Health Medical Network Jeanne Yu - Board Member, Los Altos High School
1 314
CITY OF EAST PALO ALTO –TOT
GRANT APPLICATION
COVERSHEET
PLEASE READ AND ANSWER ALL QUESTIONS ON THIS APPLICATION FORM.
Organizational Information
Legal Name Organization: East Palo Alto Tennis and Tutoring (EPATT) Address of Organization: PO Box 60597, Palo Alto, CA 94306 Website: www.epatt.org
Collaborating Organization: NA
Website: NA
*Attach additional sheet(s) if necessary.
Contact Information
Grant Administrator Amy Kohrman
Email [email protected]
Phone 650.799.0446 Fax NA
Grant Request
Amount Requested: (Not to exceed $40,000) $ 40,000
Total Project Budget: (For this project) $ 80,025
Matching funds/in-kind donations? (Yes) Circle one. If yes, amount?
$ 40,000
What is your organization’s total annual operating budget? $ 1,876,800 Please list the names of matching funding or in-kind donation sources: City of Menlo Park, Meta Local Community Fund, Eucalyptus Foundation
Have you received TOT funding previously? Yes X No
Please indicate your service category:
X Summer Camp X Sports/Recreation X Other (College Readiness Bootcamp) 315
Target Demographic
Please check the appropriate box(es) indicating the target category and age group(s) (if appropriate) that will be served with the funds requested:
Check Target Category (categories):
X Children X Youth X Families Seniors
Check Age Group(s):
X 5-10 X 10-15 X 15-18 18 – 24, 25 – 64, 65 & up
Clients Served:
List the number of East Palo Alto Clients you intend to serve during this program: 70 List the total number of Clients you intend to serve during this program: 80 Summer Program Timeline
What are your dates of service for this program? START: 6/24 END: 7/26 What days/nights will you run your program? (Ex: M-F) Monday - Friday Hours? 8AM - 4PM (Kinder/1st Literacy) 9AM - 4PM (College Readiness Bootcamp for 6th-9th) Acknowledgment
X I have read the minimum compliance standards for the City of East Palo Alto TOT Grants Program and can demonstrate that my program meets all minimum standards.
X I agree to fully participate in the City of East Palo Alto’s spirit of partnership (see Section 1, Item F. Contractual Requirements and additional requirements as a funded organization.
X I certify that my agency is eligible to apply based on the criteria listed in the Request for Applications and agree to submit any follow-up documentation needed to verify eligibility (including but not limited to a 501(c)(3) tax letter). The signatory declares that: 1. they are authorized to sign on behalf of all entities in the partnership (if applicable); 2. the application accurately outlines the extent, objectives, and methods of the project; and 3. the grant funds, if awarded, will be used solely for the purposes outlined in this application.
Signature of Authorized Representative Date Signed
Printed Name Title
316
1 2024 COLLEGE READINESS
SUMMER PROGRAMS
EPATT is requesting funding for our College Readiness summer programs. We developed a Literacy Camp for rising kindergarteners and first graders to prepare students to be on a college track from an early age. Research supports that if students demonstrate academic mastery in the early grades, they are far less likely to fall behind in later grades and more likely to graduate and go to college. We first offered it in June 2022, and nearly all participants, non-readers at the start, learned to read in just four weeks. Our College Readiness Bootcamp for rising 6th to 9th graders is designed to help students achieve grade level in math and reading.
The five-week College Readiness summer programs are scheduled for June 24 - July
26. Literacy Camp will serve 25 students from the East Palo Alto community. Our goal is for at least 75% of students to read at or above grade level by the end of the program.
We anticipate serving 30 middle and 25 high school students from the EPA community in our College Readiness Bootcamp. The program aims to help students achieve grade level in math and reading. It features weekly career talks by EPATT alumni and board members. One objective is to introduce students to various industries and trades.
Two of our partners are Cesar Chavez Ravenswood Middle School (CCRMS), which will provide classrooms, and the Ravenswood City School District (RCSD), which is considering incorporating EPATT’s highly effective in-school tutoring program at district elementary schools. Other partners include the YMCA, Riekes Center, and Ecumenical Hunger Program.
The summer programs help us fulfill our broader organizational mission. We exist to equip youth to thrive in college and career pathways through academic one-on-one tutoring, parent empowerment, enrichment activities, mentorship, coaching, and tennis instruction. Even before the pandemic, many local students were not performing at grade level. We have observed that 6th - 9th graders are the most vulnerable. Without intervention, they will not likely catch up before graduating high school. There are few proven and effective interventions for middle school students struggling with reading and math. Tragically, “...the lowest-achieving students may further disengage from school, making it harder to graduate from high school and hold down even low-wage jobs…As the pandemic generation enters adulthood, they may face a lifetime of lost opportunities.” (New York Times, "Students Are Making a ‘Surprising’ Rebound from Pandemic Closures. But Some May Never Catch Up", January 31, 2024) We are working tirelessly to help students recover and rebound from the pandemic - and we’re making a difference.
317
2 For over 36 years, EPATT has used the unusual combination of tennis and tutoring to shrink the opportunity gap for local K-12 youth. Tutoring has been fundamental to our work; we are tutoring specialists. At EPATT, it entails academic skill-building, addressing the gaps in a student’s knowledge, and boosting performance by focusing on a student’s strengths with a tutor who knows them well. Our Executive Director, Kesha Weekes, co-authored and co-teaches a Stanford School of Education class on tutoring math. We offer students a safe, inclusive space where they feel welcomed.
EPATT coaches and teachers serve as positive role models who reflect their students' lived experiences.
EPATT provides opportunities to support parents and builds community through workshops, meetings, activities, and a bi-weekly Friday BBQ, where parents can meet with staff and teachers to discuss student progress.
EPATT was founded as a summer tennis program in 1988. We added an academic component and expanded to a year-long format. After 10 years based in EPA, we moved to Stanford University, where we were headquartered for 23 years. In 2020, when the pandemic forced schools to close, we operated safe, distance-learning hubs for over 200 local students. In August 2024, the $3.6 million EPATT Center, comprised of six tennis courts and four EPATT classrooms, will open on the CCRMS campus.
Our summer programs will be led by Kesha Weekes, Christina Erwin, Elementary School Group (ESG) Director, Carmen Chavez, Middle School Group (MSG) Director, and Yasary “Yaya” Villalobos, High School Group (HSG) Director, as well as EPATT tennis coaches. They’ll be joined by literacy specialists/reading teachers specializing in the Science of Reading methods, tutors, and high school interns. Kesha and Christina, both graduates of Stanford, have been at EPATT for 26 and 24 years, respectively.
Carmen has many years of experience managing after-school programs and collaborating with community members. An EPA native, she enjoys helping prepare the next generation for college and career. Yasary has over 14 years of experience working with youth, families, and community services. She is a compassionate teacher focused on helping students reach important milestones while maintaining a healthy work-life balance and a thoughtful advocate for students and parents.
A full-court press is required to achieve our ambitious goals for our summer programs.
Our proposed budget reflects the inputs required (qualified instructors, experienced tutors, field trips) to accomplish our objectives. In return, most of our youngest students will have learned to read, and most of our bootcamp students will have staved off the summer slide and reached or exceeded grade level in math and reading. 318
Logic Models_EPATT 2024 Summer Programs College Readiness Bootcamp Inputs Activities Outputs Outcomes Impact
Staff, literacy
specialists, tutors,
and interns One-on-one tutoring
Percentage of students
who show improvement
in reading and math
Increased confidence and
self-esteem related to
academic abilities
Closing the achievement gap: The program contributes to narrowing the disparity in academic performance between underresourced students and their peers, ultimately leading to greater equity in education.
Classrooms
Implementing reading
comprehension activities, literacy
interventions, and strategies to
improve students' reading
fluency, vocabulary, and
comprehension skills.
Number of students who
continue with EPATT in
the fall
Higher rates of school
engagement
Breaking the cycle of poverty: By improving academic outcomes and fostering a positive learning environment, the program helps empower under-resourced children to pursue higher education and future career opportunities, potentially breaking the cycle of poverty in their families.
Collaborations with
CCRMS, YMCA,
EHP, and Riekes
Implementing math-based
activities, interventions, and
strategies to help students
achieve grade level math
Total hours of tutoring
provided
Increased interest in
pursuing higher education
or career opportunities.
Strengthening communities: As students succeed academically and socially, they become more engaged and productive
members of their communities, contributing to positive social cohesion and collective well-being.
Tablets, WiFi,
headphones,
educational software
Providing mentorship and
emotional support to students,
fostering positive relationships,
and promoting socio-emotional
development and resilience.
Attendance rate of
students
Progress towards gradelevel proficiency in key
academic areas
Building human capital: The program invests in the development of human capital by equipping students with the skills, knowledge, and confidence they need to succeed academically and thrive in their future endeavors.
Funding
College tours to broaden
students' horizons, expose them
to new experiences, and inspire
them to attend college.
Number of assessments
administered to track
student progress
Development of study skills
and organizational
strategies.
Improving future life outcomes: Through enhanced academic performance, socio-emotional development, and access to resources, participants are better positioned to achieve their goals and lead fulfilling lives as productive members of society.
Tennis and fitness
Hosting parent workshops and 1:
1 parent meetings.
Number of
extracurricular
educational activities
organized for program
participants Averted summer slide
Promoting lifelong learning: By instilling a love for learning and providing support beyond the classroom, the program fosters a culture of lifelong learning and continuous personal growth among participants.
Evaluation and
assessment tools
Regularly assessing students'
academic progress to ensure
they're meet their evolving needs
and learning goals.
Number of tutoring
sessions conducted
Improved overall well-being
and socio-emotional
development.
Empowering individuals and families: Through increased
educational attainment and socio-economic mobility, participants and their families gain greater agency and empowerment to shape their own futures and advocate for their needs.
319
EPATT 2024 Summer Programs_Budget Includes Matching Funds and Requested Funding 2024 Summer Programs
# of
students Tutors
Literacy
specialists
HS
interns
Field
trips*
Weekly
Family
Picnics Materials Food Total
Kinder/1st grade Literacy Camp 25 $5,750 $3,300 $4,500 $6,000 $1,250 $1,000 $3,000 $24,800 College Readiness Bootcamp 55 $18,975 $11,000 $9,000 $7,000 $1,250 $2,000 $6,000 $55,225 80 $80,025
* includes transportation
Planned Kinder/1st grade Field Trips:
1) Monterey Aquarium
2) Hiking in the Baylands
3) Zoo
Planned Middle/High School Field Trips:
1) Career exploration and college tours
2) SkyZone
3) Community Service
We have secured or will request these
matching funds: Received Pending
City of Menlo Park $8,000
Meta Local Community Fund $5,000
Eucalyptus Foundation $27,000 Total
$8,000 $32,000 $40,000
We are requesting $40,000 from EPA TOT
for our summer programs.
320
Logic Models_EPATT 2024 Summer Programs Kinder/1st Literacy Camp Inputs Activities Outputs Outcomes Impact
Staff, literacy
specialists,
tutors, and
interns One-on-one tutoring
Number of
students who
learned to read
Increased confidence
and self-esteem related
to academic abilities
Closing the achievement gap: The program
contributes to narrowing the disparity in
academic performance between underresourced students and their peers, ultimately leading to greater equity in education.
Classrooms
Educational games and field
trips to reinforce learning
concepts and engage students
in interactive and hands-on
learning experiences.
Number of
students who
continue with
EPATT in the fall
Greater engagement
and enthusiasm for
learning
Breaking the cycle of poverty: By improving
academic outcomes and fostering a positive
learning environment, the program helps
empower under-resourced children to pursue
higher education and future career opportunities,
potentially breaking the cycle of poverty in their
families.
Tablets, WiFi,
headphones,
Zoom,
educational
software
Regularly assessing students'
academic progress, tracking
their performance, and
adjusting instructional
strategies as needed to meet
their evolving needs and
learning goals.
Number of
assessments
administered to
track student
progress
Decreased
absenteeism and
tardiness from school
Strengthening communities: As students
succeed academically and socially, they become
more engaged and productive members of their
communities, contributing to positive social
cohesion and collective well-being.
Funding
Reading comprehension
activities and literacy
interventions to improve
students' reading fluency,
vocabulary, and
comprehension skills.
Percentage of
students who
show
improvement in
reading
Progress towards
grade-level proficiency
in key academic areas
Building human capital: The program invests in
the development of human capital by equipping
students with the skills, knowledge, and
confidence they need to succeed academically
and thrive in their future endeavors.
Training
Fostering positive relationships
and promoting socio-emotional
development and resilience.
Quantity of
feedback surveys Averted summer slide
Improving future life outcomes: Through
enhanced academic performance, socioemotional development, and access to resources, participants are better positioned to
achieve their goals and lead fulfilling lives as
productive members of society.
Evaluation and
assessment
tools
Hosting parent workshops and
1:1 parent meetings.
Number of
extracurricular
educational
activities
Improved behavior and
discipline within the
school environment
Promoting lifelong learning: By instilling a love
for learning and providing support beyond the
classroom, the program fosters a culture of
lifelong learning and continuous personal growth
among participants.
321
1 2023-24 Board of Directors
Dan Turbow, Chair
Attorney
Los Altos
Joined Board in 2010
Irene Guerra, Vice Chair
Clinical Psychologist, Santa Clara Cty
EPATT alumna
San Jose
Joined Board in 2016
Dick Gould, Secretary
Vice Chairman, TeachAids
EPATT Founder
Palo Alto
Joined Board in 2011
Nate Taylor, Treasurer
Co-Head of Global Private Equity, KKR & Co.
Atherton
Joined Board in 2013
Christine Alloo
Community Volunteer
Los Altos
Joined Board in 2009
Bill Dwight
Entrepreneur
Palo Alto
Joined Board in 2020
Dena Evans
Track Coach
Redwood City
Joined Board in 2021
Kurt Jaggers
Senior Advisor, TA Associates
Portola Valley
Joined Board in 2021
Mattias Johansson
Teacher, East Palo Alto Academy
EPATT tutor alumnus
East Palo Alto
Joined Board in 2021
David Lichtenger
Managing Partner, Intrepid Capital Investments
Palo Alto
Joined Board in 2017
Susan Lynch
Asst Tennis Coach, Sacred Heart HS
Menlo Park
Joined Board in 2016
Losaline Mafileo
Head Tennis Coach, Sacred Heart HS
EPATT alumna
East Palo Alto
Joined Board in 2022
Ann Mahowald
Community Volunteer
Atherton
Joined Board in 2020
Glenn Nash
Attorney, Sidley Austin
Palo Alto
Joined Board in 2022
322
2 Marcia Pade
Community Volunteer
Menlo Park
Joined Board in 2009
Nancy Paxton
Community Volunteer
Menlo Park
Joined Board in 2022
Verity Powell
Community Volunteer
Atherton
Joined Board in 2010
John Robinson
CEO, Group Robinson
Atherton
Joined Board in 2009
Ted Robinson
Sports Broadcaster
Atherton
Joined Board in 2013
323
p.o. box 60597 palo alto, ca 94306 650 835 7601
www.epatt.org tax ID# 26-3316879
BOARD OF DIRECTORS
Dan Turbow, Chair
Irene Guerra, Vice Chair
Dick Gould, Secretary
Nate Taylor, Treasurer
Christine Alloo
Bill Dwight
Dena Evans
Kurt Jaggers
Mattias Johansson
David Lichtenger
Susan Lynch
Losaline Mafileo
Ann Lazier Mahowald
Glenn Nash
Marcia Pade
Nancy Paxton
Verity Powell
John Robinson
Ted Robinson
PRESIDENT’S COUNCIL
Cameron Bianchi
Sue Diekman
Rick Fluegel
The Gifford Family
Jeff Pickard
Sven-Erik Simonsen
Tad Taube
EXECUTIVE DIRECTOR
Kesha Weekes
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326
327
328
329
330
331
332
333
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Logic Model
Senior Programming
335
Overview and Objectives
Inputs:
Funding
Staff
Facilities
Partnerships
Activities:
Pool Walking
Educational Workshops
Social Events/Cultural Experience
Preventive Health Resource Fair
336
Measurable Indicators and Objectives
Objective 1: Increase in Physical Activity
Measurable Indicator: Number of Seniors Participating in Pool Classes Target: 20% increase within the first year
Strategies:
Diverse exercise options
Attendance tracking
Incentivize regular attendance
Objective 2: Knowledge Enhancement on Health and Wellness Measurable Indicator: Pre and Post-Workshop Knowledge Assessments Target: 15% improvement in health literacy over the program's duration Strategies:
Engaging workshop content
Objective 3: Community Engagement
Measurable Indicator: Attendance Rates at Social Events Target: 25% increase in active participation within the community Strategies:
Diversify social events
Gather feedback through surveys
Targeted marketing for increased attendance
337
Evaluation and Impact
Evaluation and Assessment Strategies
Data Collection:
Regular assessment of measurable indicators
Participant surveys for qualitative feedback
Pre and post-program assessments
Expected Impact
Short-Term Outcomes:
Increased knowledge on health and wellness
Improved social connections
Enhanced physical well-being
Intermediate Outcomes:
Adoption of healthy behaviors
Increased engagement in community activities
Enhanced emotional well-being
Long-Term Impacts:
Improved quality of life for seniors
Reduced social isolation
Enhanced community well-being
338
CITY OF EAST PALO ALTO –TOT
GRANT APPLICATION
COVERSHEET
PLEASE READ AND ANSWER ALL QUESTIONS ON THIS APPLICATION FORM.
Organizational Information
Legal Name Organization: PAXTON SPORTS ACADEMY
Address of Organization: 2773 ILLINOIS STREET EAST PALO ALTO CA 94303 Website: WWW.PAXTONSPORTSACADEMY.ORG
Collaborating Organization:
Website:
*Attach additional sheet(s) if necessary.
Contact Information
Grant Administrator TOMETRIUS PAXTON
Email [email protected]
Phone 605-740-7055 Fax
Grant Request
Amount Requested: (Not to exceed $40,000) $ 4 0 , 0 0 0 Total Project Budget: (For this project) $ 4 0 , 0 0 0
Matching funds/in-kind donations? (Yes/No) Circle one. If yes, amount?
$ 0
What is your organization’s total annual operating budget? $ 199,900 + 40,000 +
$239,900.00
Please list the names of matching funding or in-kind donation sources: NA Have you received TOT funding previously? No Year(s)?
Is that grant still active? No
If not, have you submitted your Closeout forms? na
Please indicate your service category: Sports/Recreation 339
Target Demographic: Boy and girls of all races from ages 5 to 18 Please check the appropriate box(es) indicating the target category and age group(s) (if appropriate) that will be served with the funds requested:
Check Target Category (categories):
Childrenx
Check Age Group(s):
Youthx Families Seniors
under 5, 5-10, 10-15, 15-18, 18 – 24, 25 – 64, 65 & up
Clients Served:
List the number of East Palo Alto Clients you intend to serve during this program:
List the total number of Clients you intend to serve during this program: 14 Summer Program Timeline
What are your dates of service for this program? START: May 2024 END: Dec 2024 What days/nights will you run your program? (Ex: M-F) M, W, F Hours? 6:30 to 8:30 Acknowledgement
x I have read the minimum compliance standards for the City of East Palo Alto TOT Grants Program and can demonstrate that my program meets all minimum standards. x I agree to fully participate in the City of East Palo Alto’s spirit of partnership (see Section 1, Item F. Contractual Requirements and additional requirements as a funded organization. x I certify that my agency is eligible to apply based on the criteria listed in the Request for Applications and agree to submit any follow up documentation needed to verify eligibility (including but not limited to a 501(c)(3) tax letter). The signatory declares that: 1. they are authorized to sign on behalf of all entities in the partnership (if applicable); 2. the application accurately outlines the extent, objectives, and methods of the project; and 3. the grant funds, if awarded, will be used solely for the purposes outlined in this application.
Signature of Authorized Representative Date Signed
Printed Name Title
340
Attachment A: Paxton Sports Academy Narrative
Our mission at Paxton Sports Academy (PSA) is to serve our community by reaching and teaching our youth through basketball and academic assistance. We are dedicated to promoting a positive selfimage by creating an environment of caring coaches, mentors, and tutors who passionately believe in the potential of our youth. Our goal is to empower them through basketball to embrace the highest values and develop a keen sense of responsibility towards themselves, their families, peers, and communities.
The new "A Better Me" program is an extension of our existing initiatives. This program will welcome a diverse group of fourteen boys and girls from various backgrounds ranging from 5 to 18, who will form the inaugural team for our organization's new A Better Me Program, which will allow us to create a personalized development plan for each youth. We are committed to tracking the progress of each participant closely, while on the court, at home, and school, ensuring that they receive the personalized attention and support they need to thrive. By monitoring their development in various areas and providing constructive feedback and guidance along the way, we aim to empower them to become resilient, confident, and compassionate individuals who are equipped to face the challenges of life head-on. Our primary objective is to facilitate the personal growth and development of each youth from the moment they join the program until they graduate high school.
The success stories of past participants who have benefitted from our current programs testify to the transformative power of sports, mentorship, and community support. Drawing from our impressive track record of a 95% success rate where youth who have been part of PSA have gone on to college, technical school, the military, or the workforce, and with 98% of participants steering clear of juvenile records and teenage pregnancies while in the program, we are confident that the "A Better Me" initiative will elevate our impact further. This program will enable us to enhance our focus on nurturing the overall well-being of our members and fostering a more holistic approach towards their development.
Our current members are part of our developed traveling team, providing them with opportunities to participate in 4 to 5 out-of-state college-level tournaments where their talent can be displayed to coaches and recruiters. Additionally, they engage in 10 to 15 in-state advanced tournaments to enhance their skills and experience. The new group of youth in the "A Better Me" program will have the chance to connect with our more experienced members, fostering camaraderie and inspiration as they witness their peers excel.
Although the new youth will not be participating in travel team games, they will be actively engaged in development-level basketball tournaments throughout Northern California every other weekend, where they will compete against other youth in their age group. We believe that facing challenges head-on is the best way to overcome fear and build resilience, and these tournaments will provide valuable opportunities for growth and skill development. As the skills of the new group progress, they will eventually transition to the traveling teams, where they can showcase their talents on a broader stage.
Furthermore, we will place a stronger emphasis on family involvement in our program. Parents will be required to submit bi-monthly progress reports from teachers, along with utilizing a newly designed form to keep us informed about their child's behavior at home. This collaboration ensures 341
that we have a comprehensive understanding of each participant's academic progress and personal development off the court, allowing us to provide tailored support and guidance as needed.
In addition to their basketball, home life, and academic commitments, our youth will also be required to participate in at least one community service activity, either organized by PSA or in collaboration with another organization. By engaging in community service, they will learn the importance of giving back, develop empathy, and cultivate a sense of social responsibility. These experiences will not only shape them as individuals but also foster a deeper connection to their communities and instill the value of making a positive impact beyond the basketball court.
The "A Better Me" program is not just a basketball program; it is an opportunity for our youth to discover their full potential, develop essential life skills, and embrace a greater sense of purpose and responsibility. By engaging in a combination of athletic competition, personal development activities, and community service initiatives, the participants are embarking on a transformative journey that will shape them into well-rounded individuals ready to make a positive impact in their communities and beyond.
Our diverse team at PSA is led by Tometrius Paxton, affectionately known as Coach Tee, along with a dedicated group of coaches. Coach Tee's leadership has been instrumental in the success of PSA over the past 15 years. He has been recognized for his exceptional coaching skills and commitment to the well-being of all members, regardless of their background.
In the last three years, Coach Tee has been invited multiple times to conduct camps and clinics in East Palo Alto City, Redwood City, and Vallejo, demonstrating the impact and reputation of his coaching expertise. Beyond his role as a coach, Coach Tee brings a wealth of community involvement through his 17-year tenure as a Senior Program Manager at Second Harvest Food Bank. In this role, he collaborates closely with community organizations to provide assistance and support to those in need.
Coach Tee's passion for youth, basketball, and community engagement is evident in his dedication to offering an affordable sports program. Understanding the financial challenges many families face, he ensures that PSA remains the most affordable option in the area, allowing children to stay engaged in organized sports and away from potential risks on the streets. His commitment to keeping the program accessible has earned him praise from parents and city officials alike.
Currently, PSA relies solely on fundraising efforts by the team and parents and donations to sustain its operations. With the introduction of the new program model and additional administrative team members, the academy aims to expand its sponsorship reach. By engaging sponsors on a broader scale and implementing a job program that allows donors' employees to match their contributions, PSA is poised to secure the necessary funding to support the "A Better Me" initiative.
The funds raised through sponsorships and donations will enable PSA to offer scholarships to new youth participants. These scholarships will cover participation fees, tournament expenses, uniforms, and the assignment of dedicated coaches and mentors to guide and support the development of each participant.
342
ATTACHMENT B: PAXTON SPORTS ACADEMY LOGIC MODEL FOR A BETTER ME PROGRAM #1 Basketball Development
Inputs
• Qualified basketball coaches
• Age-appropriate basketball training resources
• Court time for practice sessions
• Access to basketball equipment and facilities
Activities
• Skill-specific drills and exercises during practice sessions • Game simulations and strategy discussions
• Development basketball tournament participation
• Progress tracking and skill assessments
Outputs
• Improved shooting accuracy and technique
• Enhanced dribbling skills and ball handling
• Better defensive positioning and tactics
• Increased knowledge of basketball rules and strategies Outcomes
• Short-Term Outcome: Demonstrable skill improvement in fundamental areas • Intermediate Outcome: Ability to apply learned techniques in game situations • Long-Term Outcome: Consistent performance and contributions during games Tracking Methods
• Skills assessments before and after practice sessions • Game statistics on shooting percentages, assists, and steals • Coach’s evaluations and feedback on skill progression 343
#2 Teamwork and Leadership Development
Inputs
• Team-building activities and exercises
• Leadership training workshops
• Assigning team roles and responsibilities
• Communication skills development resources
Activities
• Collaboration drills focusing on teamwork and trust
• Assigning rotating team captains to lead warm-ups and post-game reflections • Team discussions on shared goals and strategies
• Peer mentoring sessions to encourage leadership skills Outputs
• Enhanced communication and cooperation among team members • Improved understanding of individual roles within the team • Development of leadership qualities and accountability • Increased sportsmanship and respect for teammates
Outcomes
• Short-Term Outcome: Strengthened team unity and support • Intermediate Outcome: Clearer roles and responsibilities within the team • Long-Term Outcome: Emergence of confident leaders and cohesive teamwork Tracking Methods
• Observations of team dynamics during practice and gameplay • Peer evaluations on communication and cooperation
• Coach assessments of leadership development and team dynamics 344
#3 Holistic Development of The Whole Person Concept
Inputs
• Personal development workshops and resources
• Mental health and well-being support services
• Family involvement programs and resources
• Access to mentorship and counseling services
Activities
• Personal growth workshops on self-esteem and resilience • Mental wellness sessions focusing on stress management • Individualized support for youth facing challenges
• Family-led discussions on goal setting and progress tracking Outputs
• Improved self-confidence and emotional resilience
• Enhanced coping skills and stress management strategies • Strengthened familial support and involvement
• Positive growth mindset and attitude towards personal development Outcomes
• Short-Term Outcome: Boost in self-esteem and self-awareness • Intermediate Outcome: Development of coping mechanisms and healthy emotional regulation
• Long-Term Outcome: Empowered individuals equipped to navigate life challenges Tracking Methods
• Self-assessments and surveys on personal growth and well-being • Feedback from mentors and counselors on progress
• Parental involvement in tracking behavioral changes and emotional support These logic models above provide a structured framework for tracking the youth within the "A Better Me" program. The tracking methods are designed to monitor progress regularly during practices, games, and sessions, emphasizing the importance of parental involvement and comprehensive support for the participants' overall growth and development. 345
Expense Price Total
Youth Participation (Summer League)( May -
Aug) $800.00 14 $11,200.00
Youth Participation (Fall & Winter )(Sep - Dec) $800.00 14 $11,200.00 Uniform (one time fee) $150.00 14 $2,100.00
Insurance $1,000.00 1 $1,000.00
Gym Rental (per 6 months) $500.00 1 $500.00
Snacks For Tournments $1,000.00 1 $1,000.00
Sports Equipment $1,000.00 1 $1,000.00
Head Coach $4,500.00 1 $4,500.00
Coach #2 $2,000.00 1 $2,000.00
Admin Team/ Life Coach $3,000.00 1 $3,000.00
Marketing/Administrative Expenses $2,500.00 1 $2,500.00 Total $40,000.00
ATTACHMENT C: PAXTON SPORTS ACADEMY BUDGET FOR A Better Me Project Project 346
CITY OF EAST PALO ALTO
CONFLICT OF INTEREST CERTIFICATION
All Measure C or Transient Occupancy Tax grant agreements funded under the City of East Palo Alto’s Grants Program are governed by the conflict of interest laws of the State of California.
STATE CONFLICT OF INTEREST LAWS
Political Reform Act: Government Code Section 87100 prohibits a public official from using his/her official position to influence a decision in which he or she knows or has reason to know he or she has a financial interest and reads as follows:
No public official at any level of State or local government shall make, participate in making or in any way attempt to use his official position to influence a governmental decision in which he knows or has reason to know he has a financial interest.
Government Code Section 87103 provides that a public official has a financial interest in a decision if it is reasonably foreseeable that the decision will have a material effect on the official or on a member of the official’s immediate family on:
(a) a business in which the public official has a direct or indirect investment worth $2,000 or more. (b) real property in which the public official has a direct or indirect interest worth $2,000 or more. (c) any source of income of $500 or more received within 12 months prior to the time when the decision is made.
(d) a business in which the public official is a director, officer, partner, trustee, employee, or has a management position.
(e) the donor of a gift to the public official of $250 within 12 months prior to the time when the decision is made.
Government Code Section 1090: This code section prohibits public officials or employees from being financially interested in any contract, which includes grant agreements, made by them in their official capacity, or by any body or board (e.g. city council) of which they are members. There are also a complex set of laws defining so-called “remote interests” and “noninterest.” The nature of the interests determine what actions a public official or employee may or may not take regarding the contract.
The following is the conflict of interest clause contained in the City’s grant agreement:
8.4 Conflict of Interest.
(a) Through the execution of this Agreement, Grantee acknowledges that it is familiar with the provision of Section 87100 et seq. and Section 1090 et seq. of the Government Code of the State of California, and certifies that it does not know of any facts which constitutes a violation of those provisions and agrees that it will immediately notify the City if it becomes aware of any such fact during the term of this Agreement. (b) Not more than one member of an immediate family serves or will serve as an officer, director or employee of Grantee, without the prior written consent of City. For purposes of this subsection, “immediate family” shall include husband, wife, domestic partners, brothers, sisters, children and parents (both legal parents and stepparents).
Applicant Certification
I have read the above conflict of interest clause and certify that the organization identified below will comply with it and identify instances where conflicts of interest may exist and immediately notify the City when it becomes aware of a conflict.
Organization Date Signed
Signature of Authorized Representative Title
Please Note: You are required to submit this certification as part of your grant application to the City. Failure to submit this certification will result in your application not being considered by the City. 347 348
349
Bay Area Urban Eagles, Inc.
No Limits!
City of East Palo Alto
Small Grants ProgramTransient Occupancy
Tax Fund Proposal
1148 MANDELA COURT
EAST PALO ALTO, CA 94303
https://bayareaurbaneagles.org/
350
Education and Training Services: Bay Area Urban Eagles, Inc. is a 501(c)(3) charitable educational organization focused on providing training programs, workshops, and professional development opportunities for East Palo Alto residents ages 8-22 years of age. Our programs aim to inspire a passion for STEM education, expose the array of opportunities and career paths afforded by the aviation industry, and strengthen communities through accessible education. We have adopted an experiential approach to support, train, and gain the necessary proficiency and experience for aviation careers. As a grantee, Bay Area Urban Eagles aim to reduce, or totally eliminate, costs associated with education for disadvantaged youth within the city of East Palo Alto.
Goals and Objectives – Work Plan:
1. Deliver engaging educational programs year-round that introduce participants to a variety of STEM topics specific to the aviation industry (AVSTEM).
2. Foster mentorship and guidance by pairing youth participants with experienced aviation professionals.
3. Provide hands-on training and experiential learning by collaborating with local aviation professionals to facilitate practical training and on-the-job experience.
Expected Outputs & Outcomes:
1. Provide aviation related programs on a continual basis for at least 25 children aged 8 to 14 (category A) and 25 youths aged 15 to 22 (category B). Aviation programming includes but is not limited to the following:
● Aviation Career Panelist Q&A sessions, STEM education programs, and three 12-week Private Pilot Ground School sessions.
2. Achieve at least 85% completion rate for training programs for all participants categories.
3. Serve at least 300 minority youth from East Palo Alto, aged 8 to 22, through one or multiple Bay Area Urban Eagles program offerings over the course of five years.
4. Improve the overall academic performance of participants in STEM and aviation-related academic programs by 40%.
Clients Served: A total of 50 beneficiaries will be enrolled in one or more of the various program offerings throughout the year– 25 children aged 8 to 14 (category A) and 25 youths aged 15 to 22 (category B).
Project Partners (if any): N/A
Project Timeline: Bay Area Urban Eagles (BAUE) has developed a comprehensive schedule that outlines the sequence of activities over the course of a year. This plan includes identifying potential participants, procuring necessary resources, organizing training, assigning mentors, monitoring progress, hosting a career panelist Q&A session, and collecting feedback from stakeholders. As a TOT grantee, BAUE can ensure that the array of associated program costs are adequately addressed so as to provide quality programs for youth participants. The timeline 351
ensures a systematic and efficient implementation of the project, with clear deadlines and roles for each activity.
Organizational Mission: BAUE aims to provide educational programs, mentorships, and resources that expose young minority individuals to the world of aviation and aerospace by inspiring, educating, and empowering those youth through aviation experiences, promoting STEM education, and career exploration.
Evidence-Based Impact of Proposed Programs: The aviation/STEM programs offered by BAUE are designed by NASA and the FAA. The programs are intended to develop critical thinking skills using practical applications of math and science. Participants develop leadership skills by working in teams and learn effective communication and decision making. A study published in the "Journal of Research in Science Teaching" found that students engaged in STEM activities performed better in mathematics and science assessments.
Community, Families, & Seniors: Aviation/STEM workshops are designed for youth and families to learn together. Participation is open to all East Palo Alto residents to provide opportunities for community members to explore new interests, career opportunities, and engage in lifelong learning.
Organizational History: Bay Area Urban Eagles, Inc. is a 501(c)(3) nonprofit educational organization founded in 2023 by an African American Informational Technology professional passionate about youth, community, and aviation. The organization started in the City of East Palo Alto but, as the name implies, aspires to serve minority youth in communities throughout the San Francisco Bay Area.
Management and Key Personnel
Michael Mashack - Founder/President: Over the past 20+ years, Michael has worked in the U.S. and Asia as an IT Program Manager with major consulting firms including Deloitte Consulting and Cognizant Technologies in various industries, most recently Healthcare and Pharma. He holds a Bachelor of Science Degree in Business Administration.
Amber Hicks - Vice President: Amber has spent 10 years working with Youth as a Coach, Mentor, and Therapist and, for the past 3 years, employed in the field of Aviation.
Dave Forter - Treasurer: Dave is a long-time resident of Menlo Park and a Commercial Pilot with an Instrument Rating for Single Engine Land and Seaplanes. He earned his first license in 1968 while still in the U.S. Marine Corps. Dave is currently retired but has spent most of his professional career in Silicon Valley.
Kristal Jordan - Secretary: Kristal has an MBA in Finance and Marketing, a passion for animals, and community service.
Curtis Robinson - Director of Operations
Neil Archibald, Oscar Martinez, and Asante Day - Certified Flight Instructors Jazmaya Reynolds - Managing Member
352
Proposed Budget Outline
The following is a proposed budget outline that details the allocation of funds that will be used to support the variety of programs offered by Bay Area Urban Eagles.
TOT Funds Requested: $40,000
Program Development and Administration: $3,400 (8.5%)
Curriculum Development: $500
- Research learning models and design a curriculum for the Private Pilot Ground School and AVSTEM programs
- Finalize curriculum: create and print instructional aids, lesson plans, and workbooks for participants
Staff Training: $900
- Quarterly training sessions for volunteers and staff on the AVSTEM program and youth engagement strategies
Administration: $2,000
- Insurance, legal fees, and other administrative costs for a year Marketing and Recruitment: $1,800 (4.5%)
Promotional Materials: $500
- Design and printing of brochures, business cards, and flyers.
Online Marketing: $300
- Website maintenance, participant registration add-on, feedback/survey ad-on Community Outreach: $1,000
- Open House Events and activities to promote the program within the EPA community and schools.
Instructional Costs for Category A students: $14,200 (35.5%) Lead Instructor Salary: $1,500
- Stipend for lead instructor to teach AVSTEM program three times a year Educational Materials: $4,500
- Craft supplies, workbooks, writing utensils, drones, laptops, etc. 353
Equipment for Aviation Demonstrations: $2,000
- Desktop windtunnel, model airplanes, and hot air balloon launcher Meeting room rental for four hours three times/year: $3,200 - Rental costs to conduct AVSTEM workshops
Guest Speakers: $3,000
- Fees for guest speakers from various aviation fields to inspire and educate students Instructional Costs for Category B students: $18,600 (46.5%) Instructor Salaries: $3,000
- Stipend for certified flight instructors to teach 12 week ground school sessions three times a year Educational Materials: $4,000
- FAA textbooks, software subscriptions (ATC Live, Foreflight, FlightAware), workbooks, navigation plotters, calculators, etc.
Equipment: $8,500
- Aviation headsets, flight bags, kneeboards, fuel testers, flashlights, logbooks, multitools, etc.
Classroom rental: $3,100
- Rental costs to conduct classroom instruction
Contingency Fund: $2,000 (5%)
Unexpected Expenses: $2,000
- Reserved for unforeseen costs or emergencies
354
·
Operational Budget
Our operational budget for our project at Bay Area Urban Eagles Inc. is approximately $200,000.
Below is the breakdown of the budget:
S/N DESCRIPTION AMOUNT ($)
1 Hangar and Classroom Lease (Palo Alto Airport) 53,500 2 Study Materials 30,000
3 Classroom and Office Furnishings 20,000
4 Flight Training Simulators and Software 80,500
5 Pilot Supplies 16,000
TOTAL 200000
BUDGET JUSTIFICATION
1. Lease for Hangar and Classroom at Palo Alto Airport: $53,500 - Ensuring a dedicated, safe, and equipped space for learning and training is vital. This cost covers the lease for a suitable location conducive to aviation education, providing a secure environment for practical training and theoretical classes.
2. Study Materials for Private Pilot Ground School & Aircraft Maintenance Courses:
$30,000 - Comprehensive educational resources are essential for quality education. This budget covers the purchase of up-to-date study materials and resources necessary for both Private Pilot Ground School and Aircraft Maintenance Courses, ensuring students have access to the latest information and materials for their studies.
3. Classroom and Office Furnishings: $20,000 - A conducive learning environment is crucial for effective education. This budget is allocated for purchasing desks, tables, chairs, and other necessary furnishings for the classroom and office spaces, fostering a comfortable and functional environment for both learning and administrative work.
4. Flight Training Simulators and Software: $80,500 - State-of-the-art technology significantly enhances hands-on learning. This expense covers the acquisition of advanced flight training simulators and accompanying software, providing students with realistic training experiences and exposure to various flight scenarios in a safe, controlled environment.
5. Pilot Supplies (Headsets, Kneeboards, Logbooks): $16,000 - Equipping students with essential tools is fundamental to their training. This budget is allocated for purchasing necessary pilot supplies such as headsets, kneeboards, and logbooks, ensuring students have the required equipment for their training sessions and future professional endeavors. 355
LOGIC MODEL for Bay Area Urban Eagles, Inc. AVSTEM and Private Pilot Ground School Inputs Outputs Outcomes
Budget:
$40,000 Activities Participation Short-Term Intermediate-Term Long-Term Equipment: Flight
simulators,
aircraft models,
headsets,
educational materials
Curriculum
Development &
Instructor
Training
Students
Enrolled:
Number of
students
participating in
the program.
Increased
Knowledge: Students
demonstrate increased
knowledge in
aviation science,
technology, and
careers.
Academic Improvement: Students
exhibit improved academic
performance in STEM subjects as a
result of program participation.
Workforce Development: Contribute
to the development of a skilled,
diverse workforce for the aviation
industry.
Staff: Program
coordinators,
instructors with aviation
experts, Certified Flight
Instructors
Instruction:
AVSTEM
Programs
& Private Pilot
Ground School
Sessions
Classes
Conducted:
Number of
instructional
sessions,
workshops, and
seminars held.
Skill Development:
Students develop
practical skills in
aviation, including
basic flight
simulation and
aircraft
maintenance.
Career Aspirations: Students express
a desire to pursue further education
or careers in aviation and related
fields.
Educational Pathways: Establish
clear pathways for students interested
in pursuing further education and
careers in aviation.
Facilities: Classroom
and meeting
rooms for practical
instruction.
Student
Recruitment and
Targeted
Outreach
Certificates of
Completion:
Number
of students
completing the
program and
receiving
certificates.
Enhanced Interest:
Students show
increased interest in
aviation and
STEM fields as
potential career
paths.
Community Engagement: Increased
awareness and interest in aviation
among the wider community,
including families and schools.
Program Sustainability: Secure
ongoing funding and support to make
the aviation youth program a
sustainable, long-term initiative.
356
357
5 CHECK LIST
1. Application (pp. 7-8)
• Narrative (2 pages max)
• Describe your organization briefly.
• Work Plan: For this project.
• Attachments (Submit as Word Documents – Use online forms) • Budget
• Logic Model
• Measure C/TOT Compliance Policies
a. Conflict of Interest (COI) Certification – (Use online form) b. Memorandum of Understanding (MOU)
• Where a partnering, collaborative, and or subcontracting relationship is proposed, the submission must include an MOU between the partnering organizations, which
documents the relationship and delineates tasks and or
compensation for each party.
• IRS documents
a. 501(c)(3) Determination Letter: Or Copy of fiscal agent’s 501(c)(3) determination letter
b. Form 990 or 990 Exemption: Last 2 years
• Financials
• Annual Budget: 2 years
• Financial Statements:
• Current YTD
• Previous Year
• Matching Funds: Commitment letter if applicable
• Other
• Organizational Chart:
• The chart should include the primary applicants’ Board of Directors, the entire project team (all partners), and
illustrate the relationship between the partners.
• Board Members List: Including titles and addresses.
• Executive Director Name: Or equivalent employee.
358
6 CITY OF EAST PALO ALTO –TOT
SMALL GRANT APPLICATION
COVERSHEET
PLEASE READ AND ANSWER ALL QUESTIONS ON THIS APPLICATION FORM.
Organizational Information
Foundation for a College Education
Address of Organization:
Website:
Collaborating Organization:
Website:
*Attach additional sheet(s) if necessary.
Contact Information
Grant Administrator
Email
Phone Fax
Grant Request
Amount Requested: (Not to exceed $40,000) $ 40,000
Total Project Budget: (For this project) $ 49,875
Matching funds/in-kind donations? (Yes/No) Circle one. If yes, amount?
$ 9,875+ other
indirect costs
What is your organization’s total annual operating budget? $ 1,450,609 Unrestricted Individual
& Foundation Contributions
Have you received TOT funding previously? Yes No Year(s)? 2014-2019 Is that grant still active? Yes No
If not, have you submitted your Closeout forms? Yes No
Please indicate your service category: Summer Camp Leadership Development After School/Academic Support Career/Employment/Entrepreneurship Crisis Intervention Sports & Recreation Re-Entry/Diversion STEAM PROGRAM at Cooley Landing Seniors
Legal Name Organization:
1950 Bay Road, East Palo Alto, CA 94303
www.collegefoundation.org
Donna Chandra
[email protected]
650-207-1396
Please list the names of matching funding or in-kind donation sources:
359
Target Demographic
Please check the appropriate box(es) indicating the target category and age group(s) (if appropriate) that will be served with the funds requested:
Check Target Category (categories):
Children D I Youth ■ I Families ■ I Seniors D
Check Age Group(s):
D under 5, D 5-10, D I0-15, ■ 15-18, ■ 18 - 24, ■ 25 - 64, D 65 & up Clients Served:
List the number of East Palo Alto Clients you intend to serve during this program: Approximately 110 students+ their parents
List the total number of Clients you intend to serve during this program: Approximately 200 students + their families
Summer Program Timeline
What are your dates of service for this program? START: june I st END: December 31st What days/nights will you run your program? (Ex: M-F) Generally Mon,Tue Thur (multiple programs) & Wed (Family Class Meetings)
Hours? Generally Mon, Tue, Thur (4pm-8pm) & Wed (6-8pm) Acknowledgement
■ I have read the minimum compliance standards for the City of East Palo Alto TOT Grants Program and can demonstrate that my program meets all minimum standards. ■ I agree to fully participate in the City of East Palo Alto's spirit of partnership (see Section I, Item F. Contractual Requirements and additional requirements as a funded organization. ■ I certify that my agency is eligible to apply based on the criteria listed in the R Applications and agree to submit any follow up documentation needed to verify (including but not limited to a 50 I (c)(3) tax letter). The signatory declares that: I. authorized to sign on behalf of all entities in the partnership (if applicable); 2. the accurately outlines the extent, objectives, and methods of the project; and 3. the awarded, will be used solely for the purposes outlined in this plication.
7 February 29th, 2024
Date Signed
Elizabeth Wells Executive Director
Printed Name Title
360
History and Mission
FCE’s connections within East Palo Alto run deep. FCE was founded in 1995 and has been serving students and families in East Palo Alto for 29 years. FCE’s mission is to increase the number of first-generation, low-income students of color from East Palo Alto and similar communities who graduate from a four-year college or university.
Program Successes
- 100% of our College Bound graduating seniors are admitted to a college or university - 89% of our college graduates earn their Bachelor’s Degrees within four to six years FCE has become a nationally recognized leader in college access and persistence and the recipient of many awards/recognitions, including those from the Lumina Foundation, the Educational Policy Institute, The Palo Alto Weekly, Excelencia in Education, and the Palo Alto Weekly & Chamber of Commerce.
Work Plan for This Project
FCE is requesting a grant to cover general operating expenses from June 1-Dec 31, 2024 for the 3 programs listed in more detail below for our high school students, our college students, and our families. We estimate we will serve approximately 200 students and their families during this time.
Programs
1. College Bound for high school students
- one-on-one and group tutoring
- college application instruction and support
- funds to pay for up to five college applications per student - college tours in Northern California
- financial aid (FAFSA) and scholarship application guidance - mental health awareness
FCE, as a community partner of Meta, assists in administering the Meta Summer Academy externship program for high school students from local under-resourced communities, where they gain hands-on experience at one of the world’s leading tech companies.
2. College Success for college students
- College transition week
- Academic advising
- Online tutoring
- Mentorship program
- Internship and career advising
- Mental health awareness
- Scholarships including 4 scholarships of up to $10,000 per year for four years for STEM students to fill the gap between tuition and financial aid 361
3. Family Engagement for families
FCE’s parents are an integral part of our programs. College Bound families meet with other families in their grade once a month at Family Class Meetings, parents are invited to join our Parent Success Teams, and parents and their students meet with their Program Managers as often as needed to ensure a student’s needs are being met. We also host three events a year where all families are invited to attend: Welcome Back in the Fall, Holiday Faire in the Winter, and Achievement Reception in the Summer.
Diversity & Socio-Economic Status
Our demographics are currently as follows:
* We are still collecting/updating information from our current cohort of students, but with approximately 71% of our students from 9th grade through 3rd year of college reporting so far, based on San Mateo County’s Income Guidelines report.
Staff, Board and Advisory Board DEI
FCE’s diverse staff and Board have lived experiences similar to those of the students and families we serve. This guides us in creating highly effective programming. - Eight out of nine of FCE staff identify as POC, with our Executive Director identifying as Black/African-American. Moreover, eight out of nine of our staff were first-generation college students themselves. Two of our staff members live in East Palo Alto. - FCE’s Board is 43% POC; with our Board Chair being a woman of African and Chinese American descent. Two board members are former FCE employees (with one being a former FCE student herself who currently resides in East Palo Alto). - FCE just added three alumni to our Advisory Board:
• Alfonso Molina - FCE Alum - Medical Doctor and Fellow at Stanford • Ja’Net Lawrence - FCE Alum - Ambassador Team Coordinator, Behavioral Health Advisory Group Ambassador Team at One East Palo Alto
• Laura Martinez - FCE Alum - Assistant Director of Admission & Tuition Assistance at Castilleja School and former youngest female Latina mayor of East Palo Alto 362
Academic
Excellence
Cultural
Skills
Building
Family
Class
Meetings
Local
College
Tours
Parent
Success
Team
Student
Leadership
Program
Summer
OrientationCB
Total
College
Bound
Career
Exposure
and
Workshops
Professional
Mentoring
Summer
OrientationCS
Total
College
Success
Student
and
Family
Events
Total
Student
and
Family
Events TOTAL
Expenses
Total 5000 Personnel (Indirect) $ 500 $ 1,000 $ 1,000 $ 1,500 $ 500 $ 500 $ 2,500 $ 7,500 $ 2,000 $ 500 $ 2,000 $ 4,500 $ 0 $ 0 $ 12,000 Total 5500 Student Awards/grants/stipends
(Direct) $ 0 $ 0 $ 0 $ 1,200 $ 0 $ 1,250 $ 0 $ 2,450 $ 0 $ 5,000 $ 0 $ 5,000 $ 0 $ 0 $ 7,450 8000 Operations
8026 Snacks and Meals for
Students & Families 1,000 4,000 300 500 400 6,200 100 100 0 6,300 8065 Meetings/Conferences/Events for
Students & Families 3,000 3,000 0 0 3,000
8084 Food and Beverage Events for
Students & Families 400 1,500 250 3,000 5,150 750 1,875 2,625 4,100 4,100 11,875 Total 8000 Operations (Direct) $ 1,400 $ 3,000 $ 4,000 $ 1,800 $ 500 $ 250 $ 3,400 $ 14,350 $ 0 $ 750 $ 1,975 $ 2,725 $ 4,100 $ 4,100 $ 21,175 8200 Travel & Out of Town Meals for
Students & Families
8220 Local Transportation for
Students & Families 1,000 4,500 5,500 2,250 2,250 0 7,750 8240 Out of Town Meals for
Students & Families 1,500 1,500 0 0 1,500
Total 8200 Travel & Out of Town for
Students & Families (Direct) $ 0 $ 1,000 $ 0 $ 6,000 $ 0 $ 0 $ 0 $ 7,000 $ 2,250 $ 0 $ 0 $ 2,250 $ 0 $ 0 $ 9,250 Total Expenses $ 1,900 $ 5,000 $ 5,000 $ 10,500 $ 1,000 $ 2,000 $ 5,900 $ 31,300 $ 4,250 $ 6,250 $ 3,975 $ 14,475 $ 4,100 $ 4,100 $ 49,875 70% Direct student
program costs
Matching Funds
$9,875 plus addional amounts to cover other indirect
costs not included in this budget
Foundation for a College Education
Tots Grant Budget
June 2024 - Dec 2024
Total Requested TOTS Grant
30% Personnel costs/indirect
student program costs
$ 40,000
363
Budget: $40,000 grant Logic Model for Program: College Bound (9th-12th Grade) Matching Funds: $9,875 + other indirect costs
Timeline: June 2024 – December 2024
Situation Statement: In order to provide a smooth transition into College Success and higher education, FCE College Bound programming provides students with academic focused spaces with access to tutors, monthly family workshops that vary from self-management and self-advocacy skills, college prep and financial aid topics, college tours, summer orientations in preparation for the upcoming academic year, and cultural capital programming.
Inputs What we will invest
Outputs Outcomes - Impact
Activities -
What we will do
Participation –
Who we will reach Short Term Results Medium Term Results Long Term Results Staff, volunteers, space
(financial resources to
reserve additional
space if needed),
budget for supplies for
various activities,
prizes, and materials
Meals, transportation,
and tickets for local
events
Academic Excellence (AE) – A
quiet space dedicated for
homework with access to tutors &
senior advisors, snacks, and water
for 4 hours per day, 3 days/week.
Family Class Meetings (FCM) –
Monthly parent/student workshops
for all grades; dinner is provided.
Topics range from youth
development to college
preparedness.
College Tours – Happen in the
Summer and Fall. Summer and Fall
tours are one day long; FCE covers
meals and transportation.
Summer Orientation – FCE
students will attend week-long
programming to prepare them for
the following academic year. Food
provided.
Cultural Capital Programming
(CC) – Monthly opportunities for
students to attend events (plays,
musicals, dance performances,
etc.) with an emphasis on art and
culture.
9th – 12th grade FCE
students.
9th – 12th grade FCE
students and families.
9th – 12th grader FCE
students.
Rising 9th-12th grade FCE
students.
9th – 12th grader FCE
students & families.
AE - Students having an available
and quiet space to complete their
homework, college applications,
financial aid/scholarship forms,
and receive immediate
help/support with all of the above.
FCM – Family class meetings
provides students and families
with tools that are relevant for
them as they move forward in
high school.
College Tours – Students get the
opportunity to tour different
college campuses that could be
out of reach for them to visit
(more than 1 hr. away). There are
usually 15-20 spots on each tour.
Summer Orientation – In
preparation for the new academic
year, students will learn how to be
best prepared, what to expect,
and set goals for the new year.
CC Program – Students gain
exposure and experience with
different cultural events; often not
accessible until they begin
college.
AE – Students build a habit of coming
to AE in order to maintain high grades
in classes and complete their college
applications, and financial
aid/scholarship forms.
FCM – Parents and students gather
tools and knowledge from monthly
meetings which help them navigate
the various processes for high school
success and applying for college.
College Tours – This allows students
to see themselves on that campus
and decide if they feel like it’s a good
fit or not. They can also speak with
FCE college students who might be
attending the college we are visiting.
Summer Orientation – Students
attend orientation throughout FCE,
understanding that expectations grow
as they progress through school.
CC Program – Exposure from cultural
events increases knowledge on
culture which is a form of preparation
for when students go onto college.
100% of FCE graduating high school
seniors will be accepted to a college
or university
AE – High grades and/or GPA
improvement over time. Students build
long term study habits they will carry into
college.100% of FCE graduating high
school seniors will have fulfilled A-G
requirements for UC/CSU admissions
FCM – Parents and students have
gathered tools, resources, and
knowledge that will transfer into their
college, while students continue to
receive 1:1 support.
College Tours – When students apply
for college, they know which colleges to
apply to with confidence because they
have visited a strong number and variety
of schools.
Summer Orientation – Students are
prepared for orientation for FCE College
Success as well as their new college
orientations.
CC Program – Students who have
exposure to these events will experience
culture shock a little less; and will be able
to explore these opportunities with new
peers during college.
Assumptions External Factors
• Students will be receptive to the program and will actively engage in learning and practicing the skills taught. • Students will have access to the necessary resources (e.g. time, materials, technology) to participate fully in the program. • Program staff and mentors will have the necessary skills and experience to effectively facilitate the program and support student learning. • The school administration will be supportive of the program and will provide the necessary resources and support to ensure its success. • Students will feel comfortable and safe in the program environment and will be willing to share their thoughts and feelings with peers and mentors. • The program will be implemented as planned and will not face any unexpected barriers or challenges that could impact its effectiveness School, family plans, and community events
and activities may compete with student
attendance.
Access to getting to some of the cultural
events – transportation needs to SF or SJ in
particular.
Evaluation
• Data will be collected to assess the program's implementation, including the number of students who participated and post assessments to measure changes in student experiences for some programming. • Data will be collected to assess family participation numbers, content/material comprehension, understanding, and relevance for family class meetings. • Administrative data, such as school attendance, attrition rates, and academic performance will be analyzed to assess the program's impact on student outcomes over time. 364
Budget: $40,000 TOT grant Logic Model for Program: FCE’s College Success Program Matching Funds: $9,875 + other indirect costs
Timeline: June 2024 – December 2024
Situation Statement: At FCE, we serve a predominantly first-generation, low-income college student population, with over 84% of our students being the first in their immediate family to navigate the transition to higher education. We recognize that the transition to college and consistent support during their college education is important to the retention and persistence of our students, preventing “summer melt” factors that can impact their completion of college enrollment. To support our students during this transition, FCE hosts a week-long summer orientation designed to prepare our rising 1st-year college students for the next steps in their enrollment and transition. During the summer and school year, we host career panels, FCE’s Professional Mentorship Program, workshops, and other career development opportunities for our college students. Our program aims to equip students with the skills and knowledge necessary to successfully navigate their college experience. Our goal is for our students to feel more prepared and confident as they take the next step in their college journey.
Inputs
What we will invest
Outputs Outcomes - Impact
Activities -
What we will do
Participation –
Who we will reach Short Term Results Medium Term Results Long Term Results
1. EPACENTER facilities use
2. FCE Staff: Program Managers,
College Success
3. Materials and Supplies
4. Meals: Dinner will be provided for
summer orientations as it will be
during the evenings (5-8 pm)
Volunteers (mentors, tutors,
workshop facilitators, career
panelists)
5. Transportation costs for Career
Days
6. Student Stipends: for
professional development and
mentoring program
7. Workshop facilitator stipends
1. Conduct one-on-one
meetings between each
student and College
Success Program
Manager
2. Conduct a week-long
summer transition
program/orientation.
3. Facilitate communitybuilding activities to help
students bond with each
other
4. Hosts workshops
focused on career
readiness, life skills,
financial literacy, and
academic success.
1. 25 high school seniors
in Class of 2024 &
approximately 80
additional college
students.
2. Parents of 1st year
college students
3. Members of the
community (college
students) who are
invited to our workshops
Learning
1. Students will learn about the
programs, services, and
requirements of FCE’s College
Success Program.
2. Students will engage in
reflection activities to gain selfawareness around what support they will need to
navigate their college system
and transition to campus.
3. Students will be able to identify
2-3 college resources for firstgeneration, low-income, students of color on their
college campus.
4. Students will be able to
explore their professional
careers & majors.
Behavioral Action
1. Students will articulate
what is needed to maintain
their academic status and
identify key offices.
2. Students will develop soft
skills around time
management,
organization, asking for
help, and networking.
3. Students will learn financial
literacy skills such as
budgeting and money
management as young
adults.
4. Students will learn career
readiness and job seeking
skills.
Ultimate Impact
1. 89% of College Success
students will graduate
college within 4-6 years
2. Students will feel more
prepared as they take the
next step in their transition
to college.
3. FCE students will report an
increase in confidence in
navigating their college
campus in their first
semester of college.
4. FCE students will report
increased comfortability
with self-advocacy and
asking for help.
5. FCE students will report an
increased comfortability
with financial aid and
financial literacy.
Assumptions External Factors
1. Students will participate fully in the College Transition Week program and complete all required activities. We will provide dates/times/locations of the program in advance for our students to ensure their participation and require it as they join our College Success program.
2. Students will continue to engage throughout the Fall 2024 1:1 meetings, online workshops, and community building activities
3. Students will apply the knowledge and skills learned during the program in their college journey.
4. Students will participate in the opt-in Professional Mentorship Program.
5. FCE will provide adequate funding and resources to support the program, including staff support.
1. Student motivation and engagement
2. If a student has a summer job, internship, or college orientation date/summer program that conflicts with CTW
3. College policies and procedures may vary.
4. Economic and social conditions that may impact students' ability to succeed in college during the Fall of 2024
Evaluation
1. Post-Program Surveys: Administer surveys to participants after the program to gather information on their knowledge, attitudes, and behaviors related to college success. This can provide valuable data on how the program has impacted the participants.
2. Program Attendance and Participation Rates: Monitor attendance and participation rates for each session of the program to determine how engaged participants are in the program. This can help identify areas where more support or resources may be needed.
3. Academic Performance Data During Fall 2024: Collect data on the academic performance of program participants, such as GPA and retention rates, to assess the program's impact on academic success. 365
Budget: $40,000 TOT grant Logic Model for Program: Family Matching Funds: $9,875 + other indirect costs
Timeline: June 2024 – December 2024
Situation Statement: In order to increase parent support and echo FCE’s mission at home, FCE will provide extensive services for parents/guardians and events to celebrate the students throughout the school year.
Inputs
What we will invest
Outputs Outcomes - Impact
Activities -
What we will do
Participation
–
Who we will
reach
Short Term Results Medium Term Results Long Term Results Staff, volunteers,
space (financial
resources to
reserve
additional space
if needed),
budget for
supplies for
various activities,
prizes, and
materials
• Monthly Parent Success
Team meetings
• Seasonal Events:
a. Welcome Back
Celebration/
Holiday
Faire/Achievement
Reception/Student
retreat
Students and
their families
Learning
• Monthly Parent
Success Team:
Students and their
parents/guardians will
feel connected with
each other, learn from
one another, and
support each other
through sharing their
own experiences and
their best practices.
• Seasonal events:
fosters community,
celebrates our students,
and generates strong
relationships with our
partners.
Behavioral Action
• Parents and
guardians feel more
confident and
informed to support
their students and
advocate for them in
school.
• Families feel a
sense of
camaraderie and
belonging,
increasing
participation and
retention.
Ultimate Impact
• Parents feel more confident over
time to continue to advocate for
their students with the new
information and psychoeducation
they’ve received. This can impact
their other students and relatives.
• Feeling a part of the community,
the parents/guardians may feel a
responsibility to support other
parents/guardians even as their
own students might be finishing
up college. The more the
parents/guardians experience
and the more knowledge they
gain, the more they can support
newer families in FCE, creating
an exponential impact.
External Factors • Parents have extremely busy schedules and can struggle with keeping up with additional meetings, especially in the evening time
• Parents who work the night shift might struggle with attendance Assumptions
• Parents/guardians will be receptive to the Parent Success Team and program events and have the availability in their schedules.
• Parents/guardians will be open to providing support to one another • Values will always align for higher education (topics discussed during the parent success team meetings)
Evaluation • Open-door policy on feedback
• 2/year anonymous program evaluations to ensure efficacy and reevaluate need 366
CITY OF EAST PALO ALTO
CONFLICT OF INTEREST CERTIFICATION
All Measure C or Transient Occupancy Tax grant agreements funded under the City of East Palo Alto's Grants Program are governed by the conflict of interest laws of the State of California.
STATE CONFLICT OF INTEREST LAWS
Political Reform Act: Government Code Section 87100 prohibits a public official from using his/her official position to influence a decision in which he or she knows or has reason to know he or she has a financial interest and reads as follows:
No public official at any level of State or local government shall make, participate in making or in any way attempt to use his official position to influence a governmental decision in which he knows or has reason to know he has a financial interest.
Government Code Section 87103 provides that a public official has a financial interest in a decision if it is reasonably foreseeable that the decision will have a material effect on the official or on a member of the official's immediate family on:
(a) a business in which the public official has a direct or indirect investment worth $2,000 or more. (b) real property in which the public official has a direct or indirect interest worth $2,000 or more. (c) any source of income of $500 or more received within 12 months prior to the time when the decision is made.
(d) a business in which the public official is a director, officer, partner, trustee, employee, or has a management position.
(e) the donor of a gift to the public official of $250 within 12 months prior to the time when the decision is made.
Government Code Section 1090: This code section prohibits public officials or employees from being financially interested in any contract, which includes grant agreements, made by them in their official capacity, or by any body or board (e.g. city council) of which they are members. There are also a complex set of laws defining so-called "remote interests" and "noninterest." The nature of the interests determine what actions a public official or employee may or may not take regarding the contract.
The following is the conflict of interest clause contained in the City's grant agreement:
8.4 Conflict of Interest.
(a) Through the execution of this Agreement, Grantee acknowledges that it is familiar with the provision of Section 87100 et seq. and Section 1090 et seq. of the Government Code of the State of California, and certifies that it does not know of any facts which constitutes a violation of those provisions and agrees that it will immediately notify the City if it becomes aware of any such fact during the term of this Agreement. (b) Not more than one member of an immediate family serves or will serve as an officer, director or employee of Grantee, without the prior written consent of City. For purposes of this subsection, "immediate family" shall include husband, wife, domestic partners, brothers, sisters, children and parents (both legal parents and stepparents).
Applicant Certification
I have read the above conflict of interest clause and certify that the organization identified below will comply with it and identify instances where conflicts of interest may exist and immediately notify the City when it becomes aware of a conflict.
Foundation for a College Education February 27th, 2024
Date Signed
7-__,,,,c----,,....-.,..,...--e-·-....,,...--__,,.......,..,.----- �--, � Executive Director
m
Please Note: You are required to submit this certification as part of your grant application to the City. Failure to submit this certification will result in your application not being considered by the City. 367
FCE 990 COVER SHEET
Attached are the 990s for FY '21 and '22. Our FY '23 990 is almost complete, at which time we file the 990 for FY '23 and will forward it to the City of East Palo Alto at that time.
368
Matching Funds Statement
Foundation for a College Education intends to use $9,875 plus additional amounts to cover other indirect costs not included in this budget in addition to a TOT grant if awarded ($40k).
369
2022-2023
Organizational Chart
Board of Directors
Executive Director
PROGRAM
MANAGERs,
College Success
Program
Volunteers
SR Development &
SYSTEMS ASSOCIATE
Development
& Event volunteers
Director of
Development
PROGRAM
MANAGERs,
College bound
Director of
programs
office
manager
370
BOARD OFDIRECTORS
AFFILIATION AND
COMMITTEES
FISCAL YEAR 2024
NAME & CITY AFFILIATION POSITION FCE COMMITTEE(S) YEARS OF
SERVICE
Leila Jere SMB Strategy Director, Customer
Success Group, Salesforce
Board Chair Executive;
Nominations & Governance
5 Devin Gaines, MBA SaaS Account Executive,
Salesforce
Vice-Chair Executive; Finance; Marketing
Ad Hoc
5 Paul Resnick Community Volunteer, Retired
Investment Advisor
Treasurer Executive; Chair, Finance;
Fund Development;
Nominations & Governance
4 Nadia Johnson, PhD Educational Consultant
Secretary Executive; Marketing
Ad Hoc
2 Chris Andrews Wealth Management Advisor,
Northwestern Mutual
Finance 3
Rachel Boyce, JD Associate,
Cooley LLP Marketing Ad Hoc 2
Janice Brody, PhD Community Volunteer,
Former Director of
Development at FCE
Executive; Chair, Fund
Development;
Marketing Ad Hoc
10 Paul Collins, JD Community Volunteer,
Former Partner,
Gibson, Dunn, & Crutcher LLP
Nominations &
Governance
2 Joyce Latu-Fahamokioa Senior Manager of Parent Program & Birth to Three Program,
The Primary School
FCE Alumna &
Former FCE Staff Member
Nominations &
Governance
2 Marissa McGee, MA DEI Coordinator, Menlo Park &
Ravenswood City School Districts
Lecturer, Stanford University
Marketing Ad Hoc 2
Mary Pishny, MEd Product Manager,
Google
Fund Development 4
Nicole Rubin, MHSA Founder & Principal,
Impact Solutions, LLC
Executive; Chair,
Nominations &
Governance;
Fund Development
3 Shelley Willig College Advisor,
Mid Peninsula High School
Fund Development
5 Leigh Winter Martin,
MBA
Head of Sales & Marketing,
Verdigris Technologies
Executive; Chair,
Marketing Ad
Hoc
2 The full Board of Directors meets in February, April, June, October and December, in addition to a retreat in the Summer. Years of service includes FY2024. 371
Executive Director
Elizabeth Wells is the Executive Director for Foundation for a College Education.
Elizabeth Wells is a fierce and passionate education advocate whose career has been dedicated to educational advocacy for at-risk youth. She is a firstgeneration African-American college graduate with a BA from U.C. Berkeley and a JD from Georgetown University Law Center. FCE's mission is personal to her because, as she tells FCE's students, she could have been an FCE student herself.
As a Senior Attorney at the Law Foundation of Silicon Valley, she had a demonstrated history of improving educational outcomes for disadvantaged youth. Elizabeth developed expertise in education law and foster youth policy initiatives that leveled the playing field for at-risk youth. She has a proven track record in project development and management, evaluating systems, streamlining procedures and processes with the end goal of improving outcomes. She has contributed to state and national policy initiatives for foster youth financial stability, and has been published nationally.
Elizabeth is a community leader with an ability to collaborate and foster partnerships that advance ESG goals. She has experience managing and training teams of diverse backgrounds and skill sets, as well as being proficient in Spanish.
Her commitment to educational equity for disadvantaged youth included volunteer roles at the Center for Social Justice and Public Service at Santa Clara Law and the Silicon Valley Urban Debate League.
Please see Elizabeth's full LinkedIn profile at: https://www.linkedin.com/in/ elizabeth-wells-37ab9923/
372
CITY OF EAST PALO ALTO –TOT
GRANT APPLICATION
COVERSHEET
PLEASE READ AND ANSWER ALL QUESTIONS ON THIS APPLICATION FORM.
Organizational Information
Legal Name Organization:
Address of Organization:
Website:
Collaborating Organization:
Website:
*Attach additional sheet(s) if necessary.
Contact Information
Grant Administrator
Email
Phone Fax
Grant Request
Amount Requested: (Not to exceed $40,000) $ ______________ Total Project Budget: (For this project) $ ______________ Matching funds/in-kind donations? (Yes/No) Circle one. If yes, amount?
$ ______________
What is your organization’s total annual operating budget? $ ______________ Please list the names of matching funding or in-kind donation sources:
Have you received TOT funding previously? Yes No Year(s)? ___________ Is that grant still active? Yes No
If not, have you submitted your Closeout forms? Yes No
Please indicate your service category: Summer Camp Leadership Development Career/Employment/Entrepreneurship Crisis Intervention
Sports/Recreation Re-Entry/Diversion Other
Live In Peace, Inc.
321 Bell Street, East Palo Alto, CA 94303
liveinpeace.org
Laura Gross
[email protected]
303-667-6154
40,000
797,182
498,747
2,656,544
Matching funds include secured funding by 100 Women Charitable Foundation, PACF, Sereno Group, CZI, Individual Donors and Private Foundations, City of Menlo Park, and outstanding funding requests to Sobrato, Palo Alto Weekly Holiday Fund, San Mateo Credit Union, Menlo Park Rotary, Silicon Valley Community Foundation, and San Mateo County. 2023
373
Target Demographic
Please check the appropriate box(es) indicating the target category and age group(s) (if appropriate) that will be served with the funds requested:
Check Target Category (categories):
Children Youth Families Seniors
Check Age Group(s):
under 5, 5-10, 10-15, 15-18, 18 – 24, 25 – 64, 65 & up
Clients Served:
List the number of East Palo Alto Clients you intend to serve during this program: ________ List the total number of Clients you intend to serve during this program: ________ Summer Program Timeline
What are your dates of service for this program? START: __________ END: ____________ What days/nights will you run your program? (Ex: M-F) __________ Hours? ____________ Acknowledgement
I have read the minimum compliance standards for the City of East Palo Alto TOT Grants Program and can demonstrate that my program meets all minimum standards.
I agree to fully participate in the City of East Palo Alto’s spirit of partnership (see Section 1, Item F. Contractual Requirements and additional requirements as a funded organization.
I certify that my agency is eligible to apply based on the criteria listed in the Request for Applications and agree to submit any follow up documentation needed to verify eligibility (including but not limited to a 501(c)(3) tax letter). The signatory declares that: 1. they are authorized to sign on behalf of all entities in the partnership (if applicable); 2. the application accurately outlines the extent, objectives, and methods of the project; and 3. the grant funds, if awarded, will be used solely for the purposes outlined in this application. ________________________________ ______________________ Signature of Authorized Representative Date Signed
________________________________ ______________________ Printed Name Title
x x
80 250
ongoing
M-F 3-9pm
we follow the academic
calendar for data tracking
purposes but our programs are
year-round
Laura Gross
3/6/2024
Development Manager
374
City of East Palo Alto TOT Grant Application Narrative
Project Name: Live In Peace
SWAG High School Program
Service Categories: After School/Academic Support,
Crisis Intervention, and Re-entry/Diversion
Proposed Number of
Clients: 80
Project Timeline: Program runs year-round but follows
academic schedule for data tracking purposes
Live In Peace is a non-profit organization located in East Palo Alto that seeks to advance the power and beauty we know in our community by empowering our youth and young adults. Our mission is to empower our youth and young adults to reclaim the vision for their future. We have wrap-around services for our youth to ensure they have access to a healthy and peaceful future for themselves, their families, and their community.
We provide opportunities for youth and young adults to get back and stay on track.
Collectively, with families, schools, probation, and police, we work to remove barriers and mindsets that usurp a long, productive, successful, and happy life. We use relationships and experiences to reengage young people by helping them connect their gifts to personal goals, providing ongoing professional and social-emotional support, and serving as a home base with ongoing support and guidance as the reclaim the vision for their future.
The SWAG program, born from the collaboration between the County of San Mateo and SUHSD, stands as a groundbreaking initiative in juvenile diversion and education. Over six years, SWAG has evolved into the only program in the region focusing on students at the highest risk of not graduating high school.
East Palo Alto and Belle Haven youth face formidable challenges to high school completion, marked by low grades, poor attendance, disciplinary issues, and credit deficiencies. Despite San Mateo County's graduation rate exceeding the state average, students in EPA/Belle Haven encounter persistent disparities in graduation rates and school discipline. The consequences of not graduating are profound, limiting opportunities such as college financial aid, union membership, and military acceptance. This not only affects the student but also reverberates through their families and communities, increasing the likelihood of underemployment or incarceration.
SWAG intervenes, targeting students significantly off track in the 10th grade, providing comprehensive support and strategic partnerships. Offering tutoring, 1-on-1 mentoring, life coaching, and more, SWAG guides students back on the path to graduation through a culturally relevant, academically rigorous, and pro-social environment for at-risk youth. The ultimate goal is for SWAG students to secure long-term employment at a livable wage. 375
SWAG sets and obtains ambitious goals: 90% graduation rate, 80% increase in attendance, 100% creation of Life Plans, 100% high school graduation or GED attainment, and 90% pursuing further education or employment. To date, 263 high school students, once off track, have successfully graduated through SWAG. The GAP program, focusing on SWAG graduates, has achieved an impressive 80% placement in trades or colleges, exemplified by the recent graduation of the first SWAG student from Chico State. Additionally, our SWAG program has seen 263 students have graduated high school that would have otherwise failed to graduate on time. Currently, we are serving East Palo Alto 80 high school students within our SWAG program.
This comprehensive program addresses a spectrum of needs:
- School Support: Meeting students, teachers, and administration on campus to ensure academic success.
- Independent Studies: Tailoring education for students requiring a more flexible academic approach.
- Credit Recovery: Collaborating with partners to assist students in regaining lost credits.
- Suspension Support: Providing a structured environment during suspension to minimize re-offending or further trouble.
- Skill building through supplemental programs (i.e., Bike Shop and Tech Style Labz) aimed at job creation and life-long learning
In addition to after-school support, tutoring, and a safe place every day of the week, we host a family night each Wednesday night. We talk about issues that pertain to real life in the context of our community and lived experiences. Coupled with high school graduation and accessible pathways to living wages, the SWAG Program transforms the lives of young people and positively impacts their families and communities. It exemplifies a commitment to lifelong success through holistic support and strategic investment.
LIP/SWAG, transcends mere physicality. While it offers crucial resources like tutoring facilities, a maker space, a bike shop, and a family night, its fundamental philosophy revolves around partnership. The success of the SWAG program is credited to its innovative co-creation through partnerships. Partnerships also extend to law enforcement agencies. SWAG collaborates with EPA and MP Police, offering support for first-time offenses or instances where potential negative influences are a concern. Notably, staff with significant street backgrounds contribute to defusing situations before they escalate. These and other partnerships illuminate the holistic approach that epitomizes the commitment of Live in Peace to address diverse needs, creating a lasting impact through strategic partnerships and innovative programs, ultimately transforming the lives of students in the region. 376
Program: Live In Peace SWAG Logic Model
Budget: $797,182
Matching Funds: $498,747
Timeline: Program runs year-round & follows
school schedule for data tracking purposes
Situation: Significant numbers of young people from East Palo Alto and the Belle Haven neighborhood of Menlo Park are at risk of not completing high school as indicated by low grades, low attendance, school suspensions, and being under-credited. SWAG targets high school-age youth with these risk indicators.
Inputs Outputs
Activities Participation
Outcomes
Short Medium Long
Youth Assets
- Student connection
to caring adult
- School belonging
- Positive
self-identify
- Positive attitudes
about education Students earn a GED
or high school
diploma
Students find
long-term
employment at a
livable wage
Academics
Increased:
- Attendance
- Credit completion
- Grades & test
scores
- Participation in
academic-related
supports &
activities
Students pursue
college or vocational
training
Behaviors
- Reduced school
disciplinary issues
- Reduced gang
involvement and
arrest
- Successful
completion of
probation
- Reduced recidivism
- Prosocial behaviors
& habits of mind
80 least likely to graduate,
academically disengaged
students in grades 9-12,
ages 14-19 from East Palo
Alto.
Recognition that young people in
East Palo Alto innately want and
can have the capacity to live into
their dreams, graduate high school,
and follow pathways that bring
meaningful living wage jobs.
Core values of youth development
and violence prevention, utilizing
the Alive and Free Initiative and
best practices for case
management and life coaching
throughout all program activities
Assumptions and External Factors: The success of this program requires: 1) sufficient resources; 2) a clear system to identify, refer, and enroll youth; 3) active student participation and adult record-keeping; and 4) clear roles, structures, and processes.
Evaluation: Program participants’ progress will be tracked in multiple ways. We utilize the UpMetrics platform to document participants’ attendance, referral information, intake, functional assessment, service use data, referral tracking at the student level allowing program staff to monitor individual needs, analyze assessment results, and manage referrals.
Every student
assigned life coach,
meet weekly to
check-in to review
progress and goals,
and provide ongoing
support and advocacy
as needed.
Culturally
Responsive
Programming
- Positive
Racial
Identity
- Community
Belonging
- Culturally
Competent
Staff
-Skill building
aimed at Job
Creation and
life-long learning
Goal-Setting &
Plan
Development
- Goal
Development
- Mapping
Out a Plan
Relationship
Building
- Caring
relationship
with an adult
- High
expectations
and holding
youth
accountable
- Positive
peer support
- academic tutoring
- credit recovery
- college/career
planning to participants
- college counseling
- support identifying &
visiting college &
vocational schools
- navigating the
application & financial
aid process
- all activities have an
emphasis on helping
develop meaningful
goals for themselves &
their future.
Pro-social activities
occurring through
programming, i.e.
enrichment activities
& exposure trips as
well as built in social
time, i.e. meals,
games, places to
relax. All provided with
a cultural
responsiveness
essential to
addressing barriers to
student success.
Academic resources including
teachers, tutors, and software
provided by Sequoia School
District
Students graduate
from college or
trade programs
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Live In Peace SWAG Program Budget Matching Funds* Requested TOT Program Manager $90,000.00 $90,000.00 $0.00
5 Life Coaches
($65-70K, mean $67.5K) $337,500.00 $200,000.00 $5,000.00 Community Liaison $70,000.00 $70,000.00 $0.00
Benefits
Estimate of 25% $124,375.00 $100,000.00 $0.00
Tutors
4 @ $20/hour x 12 hours x 36 weeks
includes local teachers and college
students who specialize in subjects
needed $34,560.00 $20,000.00 $10,000.00
Supplies/Outings
i.e. college/career trips, retreats, events,
family night supplies and meals, food,
athletics, academic supplies, vans upkeep,
gas, and general supplies $82,000.00 $0.00 $20,000.00
Mental Heatlh
Part-time MFT who is culturally-competent
and trauma-informed $40,000.00 $0.00 $5,000.00
Indirect Expenses $18,747.20 $18,747.20 $0.00
$797,182.20 $498,747.20 $40,000.00
*Matching funds include secured funding by 100 Women Charitable Foundation, PACF, Sereno Group, CZI, Individual Donors and Private Foundations, City of Menlo Park, and outstanding funding requests to Sobrato, Palo Alto Weekly Holiday Fund, San Mateo Credit Union, Menlo Park Rotary, Silicon Valley Community Foundation and San Mateo County 378
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CoolineKids Youth Leadership and Summer Camp Program
Project Overview:
CoolineKids presents a comprehensive Youth Leadership and Summer Camp Program designed to empower and equip young leaders of color in East Palo Alto. Aligned with our mission to provide innovative, skill-based programming, this initiative focuses on Youth Leadership Development and Summer Camp experiences for K-8 students.
Goals and Objectives:
Goal 1: Empower Youth Leaders
Through professional development and leadership training, CoolineKids aims to empower over 20 youth volunteers from partnering institutions, such as Peninsula Bridge, Tide Academy, Redwood High School, East Palo Academy, Eastside High School, and others from the community. Weekly decision-making meetings will involve youth in organizational matters, partner identification, curriculum development, registration design, and the creation of camp themes. Additionally, the project plans to conduct CrewCamp training for youth leaders from June 10-15, develop a curriculum for Jr. Leaders (Grades 6-8), and implement innovative training sessions like "Breaking Barriers & Building Walls" to equip youth leaders with anti-racism practices.
Goal 2: Provide High-Quality Summer Camp Experiences
CoolineKids aims to offer high-quality summer camp experiences to 80 K-8th grade students in East Palo Alto. This includes the successful implementation of CrewCamp training for youth leaders from June 10-15 and the execution of KidsCamp from June 17-28, with a focus on collaboration, creativity, communication, and compassion skills.
Goal 3: Foster Community Engagement and Collaboration
To foster community engagement, the project plans to gather feedback through end-of-camp surveys, informational meetings, surveys, and conversations with families. Collaborations with EPACENTER, Samaritan House, East Palo Alto Library, Onyx, The Little Blue House, and other local organizations aim to attract students and provide enriching opportunities.
Number of Clients Intended to Serve:
The project aspires to serve 80 K-8th grade students in East Palo Alto through KidsCamp and provide professional development opportunities for 25 high school-aged youth in the Leadership Program.
Project Partners:
CoolineKids proudly collaborates with EPACENTER, Samaritan House, East Palo Alto Library, Onyx, The Little Blue House, Peninsula Bridge, Tide Academy, Redwood High School, East Palo Academy, Eastside High School, The Primary School, Los Robles, and Costano.
Mission Statement:
"To empower and equip young leaders of color through innovative, skill-based programming." 381
CoolineKids Youth Leadership and Summer Camp Program
Project Timeline:
Summer Leadership Program: January-June
CrewCamp: June 10-15
KidsCamp: June 17-28
CrewCamp Clean Up: July 1-3
How the Project Helps Fulfill the Organizational Mission:
This project perfectly aligns with CoolineKids' mission of empowering the youth of East Palo Alto through innovative programming, focusing on leadership development and summer camp experiences. Tailored for age-appropriateness, the program offers every age group the chance to serve and lead, enhancing their abilities to collaborate, communicate, and demonstrate compassion.
How Proposed Program Activities Support Academic Achievement and Social Skills:
The curriculum centers on the Four Foundational Principles of Service Leadership:
Communication, Collaboration, Creativity, and Compassion. Youth leaders actively participate in creating and teaching the curriculum, fostering leadership, communication, and collaboration skills in both older and younger participants. Children will engage in similar age-appropriate curriculum that
Supportive Community Environment for Families:
Family engagement initiatives include informative sessions, family festivals, and surveys to obtain feedback. Collaborations with local organizations contribute to a vibrant and inclusive community.
Organizational History and Qualifications:
Founded in 2014, CoolineKids boasts a successful track record in teaching creativity, compassion, communication, and collaboration to K-8 students. In 2023, we served 136 students, with 100% BIPOC participation, focusing on low-income communities.
Lead Staff and Qualifications:
Nicole Sbragia: Special Education Teacher, Mom of the late Christian Sbragia Vida Amanat: Special Projects and Partnership Manager, Program manager Joseph Finke: Educator, Curriculum Writer, Researcher, Program manager Proposed Budget and Leverage Efforts:
CoolineKids requests $20,000 for stipends, programming supplies, wellness service supplies, operations supplies, and program insurance. We plan to leverage community partnerships for meal donations and space rental, collaborate with local organizations for additional support, and develop partnerships with potential funders for future sustainability. 382
Coolinekids Youth Leadership Development Program Logic Model Objective 1: Enhance Leadership Skills in Youth Leaders Outputs:
● Number of youth leaders trained through CrewCamp.
● Number of innovative training sessions conducted, such as "Breaking Barriers & Building Walls."
● Number of leadership roles assigned to youth leaders in the Summer Leadership Program.
Outcomes
● Short-Term Outcome: Increased self-efficacy and confidence among youth leaders as measured through pre and post-training assessments.
● Long-Term Outcome: Graduates of the program assuming leadership roles in their communities, this organization, or pursuing higher education.
Evaluation Metrics:
Quantitative Metrics:
● Number of youth leaders trained.
● Survey results on self-efficacy and confidence levels among youth leaders.
Qualitative Metrics:
● Feedback on innovative training sessions.
● Success stories of youth leaders assuming leadership roles post-program.
Assumptions and Risks:
Assumption:
● Adequate funding and resources will be available to conduct the planned training sessions and summer camp activities.
● There is a growing interest in the community for youth leadership development programs and summer camps.
● Continued support and collaboration from schools for student recruitment and program promotion.
● Youth volunteers will maintain their commitment throughout the training and camp period.
Risk:
● Youth volunteers may face competing priorities or lose interest, affecting the consistency of leadership support.
● Urgency may not provide enough time to gather necessary resources. ● Challenges in engaging families may lead to decreased participation and support. 383
Coolinekids Youth Leadership Development Program Logic Model Objective 2: Provide High-Quality Summer Camp Experiences for K-8 Students Outputs:
● Number of KidsCamp sessions conducted.
● Number of students participating in KidsCamp.
● Number of classes developed by youth leaders.
Outcomes:
● Short-Term Outcome: Improved collaboration, creativity, communication, and compassion skills among K-8 students, measured through daily observations and postcamp surveys. ● Long-Term Outcome: Increased academic engagement and social skills as reflected in improved school performance and positive behavior in the community. Like the older youth, students have an increased interest in leadership and serving their community.
Evaluation Metrics:
Quantitative Metrics:
● Number of KidsCamp participants.
● Number of curriculum topics developed by youth leaders.
Qualitative Metrics:
● Observations on collaboration, creativity, communication, and compassion skills. ● Post-camp surveys measuring the impact on academic engagement and social skills.
Assumptions and Risks:
Assumption:
● Adequate resources and support will be available for KidsCamp sessions. ● Youth leaders will effectively develop and implement age-appropriate curriculum topics. ● There is a continued need for a summer camp in the community.
Risk:
● Challenges in maintaining the interest and participation of K-8 students. ● Unforeseen difficulties in the implementation of planned curriculum topics. ● Public health concerns, including potential outbreaks or restrictions, may impact the feasibility of in-person activities.
384
Coolinekids Youth Leadership Development Program Logic Model Objective 3: Foster Community Engagement and Partnerships Outputs:
● Number of community partnerships established.
● Number of youth volunteers recruited.
● Number of family and community engagement events organized.
Outcomes:
● Short-Term Outcome: Enhanced community awareness and involvement as measured through attendance and feedback at family events and after camp. ● Long-Term Outcome: Increased community support, measured by sustained partnerships, increased volunteer participation, and positive community testimonials.
Evaluation Metrics:
Quantitative Metrics:
● Number of community partnerships established.
● Number of high school volunteers recruited.
Qualitative Metrics:
● Feedback from family events and after camp.
● Positive community testimonials.
Assumptions and Risks:
Assumption:
● There is a genuine interest from the community in engaging with the program. ● Schools and local organizations will continue to support recruitment efforts.
Risk:
● Challenges in sustaining community partnerships.
● Difficulties in recruiting and retaining high school volunteers. ● Potential obstacles in organizing successful family engagement events.
Conclusion:
This logic model provides a visual representation of the CoolineKids Program, outlining specific objectives, associated outputs, and measurable short-term and long-term outcomes. The focus on leadership skills, high-quality summer camp experiences, and community engagement reflects the organization's commitment to empowering young leaders of East Palo Alto. Evaluation metrics will help track progress and assess the program's impact on both youth leaders and K-8 students in the community.
385
2024 CoolineKids Budget
2024 Budget Proposal Goal Expenses
KidsCamp Program
Stipends (25 staff @ apx. $1,000) $25,000.00
Programming Supplies (4 classrooms @ $500) $2,000.00
Wellness Services & Supports $400.00
Junior Leaders Projects $300.00
Extended Care Supplies & Equipment $200.00
Food (Snacks, Emergency Supplies) $200.00
Operations Supplies $450.00
Leadership Team Planning Retreat (15 members @ $50) $750.00 Hiring Day Lunch & Gifts $150.00
Staff Swag & T-shirts $600.00
Student T-Shirts & Swag $1,700.00
General Operating
Recruitment Expenses $100.00
Design Expenses $500.00
Financial Advisor $1,000.00
Platform Costs $30.00
Business License $55.00
Technology $200.00
Program Curriculum $200.00
Program Insurance $4,000.00
TOTAL $37,835.00
* Grant funds will primarily be allocated to line items highlighted in yellow 386
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POLICY AND ACTION 9.3
EAST PALO ALTO
CITY COUNCIL
STAFF REPORT
DATE: April 2, 2024
TO: Honorable Mayor and Members of the City Council
VIA: Melvin E. Gaines, City Manager
BY: Maurice Baker, Community Services Manager
SUBJECT: Partnership with Wender Weis Foundation for Children Recommendation
Adopt a resolution authorizing the City Manager to negotiate and execute an exclusive agreement with Wender Weis Foundation for Children authorizing them to pursue a fundraising campaign on behalf of the City to raise $1.3 million dollars to benefit East Palo Alto youth sports and parks.
Alignment with City Council Strategic Plan
This recommendation is primarily aligned with:
Priority: Enhance Community Services and Parks for Residents 395
POLICY AND ACTION 9.3
Background
There is a rich history of success that has existed and continues to in East Palo Alto. Whether that be award winning musicians to successful business executives or Olympic athletes, there is much to be proud of when it comes to our community. Many times these achievements are reached without access to resources that might level the proverbial playing field. Youth oftentimes have to travel outside of the City limits to find facilities or programming that allows them to compete at a higher level. This is the current outlook for young people above the ages of 12 interested in baseball/softball. The City maintains two baseball fields in its inventory at Martin Luther King Junior and Jack Farrell parks, however neither field currently meet the standard for Babe Ruth League competitive baseball (for children ages 13-15). This is a significant parity issue that leaves our youth having to compete in communities that might be unknown to them for a chance to continue playing the game. In fact, whether public or private, there is no field in our community that can currently accommodate Babe Ruth League baseball.
In our City, residents have access to less than 1 acre of active park space per 1,000 residents (note: this does not include 223 acres of Open Space thanks to our Bay Shore & Marsh Preserve that is not considered active). Our General Plan recommends that we increase that level to a 3 acre per 1,000 residents minimum. With approximately 30,000 residents, that leaves a deficit of more than 60 acres needed to meet the current population. This delta will only grow as our city sees expected growth. With our geographically limited location, there is a cap on how much land we can acquire, so there must be creativity and innovation used to meet these goals.
Over the past 30 years, the Wender Weis Foundation for Children has been a part of advocating and investing millions or dollars that has gone towards enhancing the lives of youth for a brighter tomorrow. Some of those projects include our very own Joel Davis Park outdoor fitness improvements through partnership with the San Francisco 49ers. The stated mission on their website is to “Create moments of wonder that spark a lifetime of joy and possibilities”. For its 30th year anniversary, this impactful foundation wants to focus on increasing equity and accessibility for youth in East Palo Alto. Amy Wender has been a part of refurbishing outdated sports facilities to providing much needed quality activities and space for youth struggling through severe medical ailments. Her experiences have provided her with a significant network of like-minded and supportive individuals and organizations that can bring new opportunities to the future of our City.
396
POLICY AND ACTION 9.3
Analysis
In its current state, Jack Farrell Park is home to a basketball court, outdoor fitness equipment donated by our very own Davante Adams, a children’s playground, and a baseball diamond once restored by the San Francisco Giants Community Fund, along with a few other amenities.
Following the completion of the City’s first Parks Master Plan, two of the recommended improvements to the park included looking at retrofitting the playing fields with turf to reduce maintenance and water usage while also replacing the outfield permanent fence surrounding the baseball field with a temporary fencing system that allows for other activities outside the traditional baseball seasons. With these two adjustments, Jack Farrell Park can provide home to youth looking to continue their passion for baseball or softball and provide options for other sports to benefit from the space. It would not only fill the gap needed for organizations like the long running Ravenswood Little League, but it would also allow our neighborhood high schools to create baseball/softball programs for competitive play.
To make this happen in what can be considered challenging economic times, it is going to take a team of dedicated and experienced individuals of varying backgrounds. With the Wender Weis Foundation, the City has found that partner and seeks to begin the work of making this project a reality. A small group of experienced individuals has been formed by the Foundation to explore this opportunity:
1. Amy Wender
2. Paige Arata
3. Brandee Barker
4. Shane Goudey
5. Nicole Taylor
6. David Trujillo
7. David Rages II
8. Mike Kramer (Managing Director of Sand Hill Properties)
9. Christopher Zao (East Palo Alto resident and Public Works Commissioner) To do so, a compelling fundraising campaign must be initiated. It is estimated that $1.5 million dollars is needed to complete these improvements. The sources of these funds could be private donations, sponsorships, and some public support. Wender Weis Foundation for Children is seeking the authority to begin exploring these options on the City’s behalf with the intention of not having to impact our General Fund.
397
POLICY AND ACTION 9.3
To ensure that this project receives the proper focus that it needs, Staff is requesting that this partnership have an exclusive agreement for a period of no less than two (2) years with all fundraising efforts remaining with the Wender Weis Foundation for Children to complete the proposed project or provide support to East Palo Alto youth sports if full fundraising efforts aren’t achieved. Some of the roles and responsibilities of each party are listed below.
WWFC will be responsible for, but not limited to:
i. Leverage their business network to solicit and receive support for the Jack Farrell Park field renovation project to support youth sports in East Palo Alto.
ii. Organize and conduct fundraising events to promote and provide opportunities for interested parties to learn more about involvement in the projects efforts.
iii. Draft and design marketing materials needed to announce the partnership and solicit interest.
City of East Palo Alto will be responsible for; but not limited to:
i. Grant “WWFC” rights to market and promote collaboration solely for the purpose of fundraising efforts.
ii. Provide written and detailed information regarding the park/facility details to “WWFC” in a timely manner.
iii. Partner with “WWFC” to complete marketing and communication efforts that will include, but not limited to; narrative planning, document preparation, marketing design, etc.
Fiscal Impact
There is no fiscal impact for this item.
Public Notice
The public was provided notice by making the agenda and report available on the City’s website and on a bulletin board located at City Hall: 2415 University Avenue, East Palo Alto.
Environmental
The action being considered does not constitute a “Project” within the meaning of the California Environmental Quality Act (CEQA), pursuant to CEQA Guideline section 15378 (b)(5), in that it is a government administrative activity that will not result in direct or indirect changes in the environment.
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POLICY AND ACTION 9.3
Government Code § 84308
Applicability of Levine Act: Yes.
Analysis of Levine Act Compliance: The signatories are listed below. City staff is unaware of any participants for this item.
Parties: Amy Wender, Executive Director, Wender Weis Foundation for Children.
Participant(s):
Attachments
1. Resolution
399
Resolution No. XX-2024 1 of 2
RESOLUTION NO. XX – 2024
A RESOLUTION OF THE CITY COUNCIL
OF THE CITY OF EAST PALO ALTO
AUTHORIZING THE CITY MANAGER TO NEGOTIATE AND EXECUTE AN EXCLUSIVE
AGREEMENT WITH WENDER WEIS FOUNDATION FOR CHILDREN AUTHORIZING THEM TO
PURSUE A FUNDRAISING CAMPAIGN ON BEHALF OF THE CITY OF EAST PALO ALTO TO RAISE $1.3 MILLION TO BENEFIT EAST PALO ALTO YOUTH SPORTS AND PARKS WHEREAS, the current landscape for East Palo Alto parks does not allow for youth ages 12-14 to participate in baseball due to lack of adequate field space. It is the goal of the Wender Weis Foundation for Children to begin a fundraising campaign to increase accessibility and equity at Jack Farrell Park; and
WHEREAS, in East Palo Alto, residents have access to less than 1 acre of active park space per 1,000 residents (note: this does not include 223 acres of Open Space thanks to our Bayshore & Marsh Preserve that is not considered active). Over the past 30 years, the Wender Weis Foundation for Children has been a part of advocating and investing millions of dollars that has gone towards enhancing the lives of youth for a brighter tomorrow; and WHEREAS, in its current state, Jack Farrell Park is home to a basketball court, outdoor fitness equipment donated by our very own Davante Adams, children’s playground, and a little league sized baseball diamond restored by the San Francisco Giants Community Fund, along with a few other amenities. To bring about the desired goal of the project, the Wender Weis Foundation for Children is seeking the authority to explore a fundraising campaign to renovate the little league to the high school standard 90’ feet and open up the field to other sports during off season; and WHEREAS, to effectively execute this task, Wender Weis is requesting an exclusive partnership that will allow them to focus on the work of fundraising the amount needed to execute the Jack Farrell Park field renovation project. To ensure that this project receives proper focus, an exclusive agreement for a period of no less than two (2) years is being sought with all fundraising efforts remaining with the Wender Weis Foundation for Children until the time of project completion or term expiration.
NOW, THEREFORE, BE IT RESOLVED THAT THE CITY COUNCIL OF THE CITY OF EAST PALO ALTO HEREBY:
1. Finds the foregoing recitals are true and correct, and are incorporated by this reference into this action;
2. Authorizes the City Manager to negotiate and execute a Memorandum of Understanding exclusively with Wender Weis Foundation for Children authorizing them to pursue a fundraising campaign on behalf of the City of East Palo Alto to raise $1.3 million to benefit East Palo Alto youth sports and parks; and
3. Finds that the proposed action does not constitute a “Project” within the meaning of the California Environmental Quality Act (CEQA), pursuant to CEQA Guideline section 15378 (b)(5), in that it 400
Resolution No. XX-2024 2 of 2
is a government administrative activity that will not result in direct or indirect changes in the environment.
PASSED AND ADOPTED this 2nd day of April 2024, by the following vote:
AYES:
NOES:
ABSENT:
ABSTAIN:
Antonio Lopez, Mayor
ATTEST: APPROVED AS TO FORM:
James Colin, City Clerk John D. Lê, City Attorney
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