Rules & Legislation Committee
March 10, 2022

OAKLAND FUND FOR CHILDREN AND YOUTH
Final Evaluation Report
FY2020-2021
Prepared by: Social Policy Research Associates
Attachment A

Acknowledgements
Social Policy Research Associates (SPR) would like to thank the Oakland Fund for Children and Youth staff members who have worked with us on this evaluation project and the OFCY Planning and Oversight Committee for their ongoing feedback and support. We would also like to give a special thanks to the staff, participants, and volunteers for sharing their thoughts and experiences to inform this report.

Section A: Main Report Contents
EXECUTIVE SUMMARY ..................................................................................................................................... 1 INTRODUCTION ............................................................................................................................................... 3 OFCY PARTICIPANTS ........................................................................................................................................ 4 HOW MUCH DID PROGRAMS DO? .................................................................................................................... 8 HOW WELL DID PROGRAMS DO IT? ................................................................................................................ 12 IS ANYONE BETTER OFF? ................................................................................................................................ 15 FUNDED PROGRAMS ..................................................................................................................................... 17 CONCLUSION ................................................................................................................................................. 22

1 | FY2020-2021 OFCY Annual Report

Executive Summary
The Oakland Fund for Children and Youth (OFCY) funds community -based organizations and public agencies to support children and youth, from birth through twenty -one years of age, to lead safe, healthy, and productive lives. This report describes these programs and the experiences of the children and youth who participated in them during FY2020-2021, the first full year of programs operating during the pandemic. Major findings from the report are presented below.

Who Was Funded?
Who Was Served?
How Much Did We Do?

How Well Did We Do It?
92% of youth agree that they feel
safe in their program.
85% of youth agree that they are
interested in what they do in their program
94% of parents/caregivers agree that staff
work well with families of different
backgrounds
Is Anyone Better Off?
88% of parents/caregivers
agreed that their program
helped them identify their
child’s needs.*
84% of youth agreed that
they learned skills that help
with their schoolwork.*
80% of youth
participants who feel
more connected to their
community.*
94% of youth who
learned about jobs* they
can have in the future.
7,796 Hispanic/Latinx youth
4,067 Black youth
1,364 Asian/PI youth
2,053 Other Youth
$18,111,301
Awarded to
programs
149
Programs
15,289
Children and Youth Served
1,469
Youth Placed in
Internships and
Jobs
73 Community-Based
Organizations
4 Public
Agencies
2,213
Parents/Caregivers Served
1,045,470
Total hours of service (excluding
comprehensive afterschool programs)

$1,491,816
Wages/stipends
earned by youth

6%
22% 30% 29%
13%
< 5 5-8 9-12 13-16 17+
Age of Child/Youth Participants
Programs served the groups prioritized by OFCY.
51%
27%
9%
14%
* Among participants in relevant strategies.

2 | FY2020-2021 OFCY Annual Report

FY 2020-2021 Results-Based Accountability Score Card
How Much Did OFCY Programs Do?
Unduplicated Number of Youth Served 15,289
Unduplicated Number of Parents/Caregivers Served 2,216
Total Hours of Service Provided 1,055,9101
Average Hours of Service per Youth Participant 103
Number of Youth Placed in Jobs or Internships 1,496
Total Hours of Work Experience 132,279
Total Wages and Stipends Earned by Youth in Workforce Programs $1,491,816 Agencies Funded 77
Programs Funded 149
Early Childhood Sites Receiving Mental Health Consultation 54 Elementary and Middle Schools Receiving In-Person or Virtual Support 73 High Schools Receiving In-Person or Virtual Support 14
How Well Did OFCY Programs Do It?
Safety: Youth who report feeling safe in their program 92% Caring Adults: Youth who respond that there is an adult at their program who cares about them 85% Positive Engagement: Youth who respond that they are interested in their program 85% Supportive Environment: Parents/caregivers who say staff make them feel comfortable and supported 96% Diversity & Inclusion: Parents/caregivers who say staff work well with families of different backgrounds 94% Is Anyone Better Off? 2
Career Goals: Youth who learned about jobs they can have in the future 94% Employment Skills: Youth who learned what is expected of them in a work setting 92% Interpersonal Skills: Youth who learned how to get along with others in a work setting 88% Support with School: Youth who report that they learned skills that help with their schoolwork 84% Community Connectedness: Youth who feel more connected to their community 80% Motivated to Learn: Youth who report that they are more motivated to learn in school 78% Youth Leadership: Youth who view themselves as more of a leader 73% Connection to Resources: Parents/caregivers who report that staff refer them to other organizations 92% Knowledge of Development: Parents/caregivers who say their program helped them identify their child’s needs 88%
Skills to Manage Behavior: Parents/caregivers who say the program helped them to respond effectively when their child is upset 87%

1 Total Hours of Service does not include hours spent in Comprehensive Afterschool Programs. 2 Surveys were tailored to each strategy. Survey questions in this section were only answered by youth in relevant strategies.

3 | FY2020-2021 OFCY Annual Report

Introduction
The vision of OFCY is that all children and youth in Oakland will thrive and lead safe, healthy, and productive lives. To this end, OFCY funds programs that promote racial and social equity; create safe spaces for children, youth , and families ; and support youth’s h ealing, learning, enrichment, and leadership development. Grants are provided through nine funding strategies that align with the Fund’s four main goals (listed below).

OFCY’s Nine Funding Strategies
Since 2014, Social Policy Research Associates (SPR) has conducted OFCY’s independent evaluation. This report describes OFCY’s funded programs and the experiences of the children , youth, and parents/caregivers who participated in them during FY20-21, beginning with an overview of OFCY funding and cross -strategy findings and conclud ing with strategy -level summaries. SPR draws on a variety of data to inform the evaluation of OFCY programs, including:

Administrative Records: Programs tracked demographics and attendance for 17,502 participants in OFCY’s client management system, Cityspan.

Surveys: 5,147 youth, 690 parents/caregivers, and 101 educators completed surveys to share their perspectives on program quality and outcomes. Staff from 131 programs completed an online survey about program characteristics, staffing, and partnerships.

Interviews: SPR interviewed program managers and directors from 11 programs and held focus groups with youth and adult participants from 5 programs.

Student Success - $5,870,160 invested
Helps children and youth succeed in elementary and middle school:
• Engagement and Success for Elementary and Middle School Students • Comprehensive Afterschool Programs

Positive Youth Development - $5,184,146 invested
Promotes leadership and connection to community:
• Summer Programming • Youth Development and Leadership

Transitions to Adulthood – $3,623,836 invested
Helps youth transition to a productive adulthood:
• High School & Postsecondary Student Success
• Career Awareness & Employment Support
Early Childhood - $3,433,159 invested
Supports the healthy development of young children:
• Parent Engagement and Support • Family Resource Centers • Socioemotional Well-being in Preschool and Early Childhood Education

4 | FY2020-2021 OFCY Annual Report

OFCY Participants
In alignment with its strategic goals, OFCY supports programs that explicitly prioritize and serve Oakland’s African American/Black, Hispanic/Latinx, and Asian/Pacific Islander children and youth.

OFCY progr ams also specifically prioritize serving immigrant and refugee youth, LGBTQ youth, children with disabilities, foster youth, and opportunity youth. 3 During FY20 -21, 15,289 unduplicated children and youth participated in OFCY programs , with over 85% of them identifying as Hispanic/Latinx ( 51%), African American/Black ( 27%) or Asian/Pacific Islander ( 9%).

While this is a high number, it is about 6,000 fewer youth than last year, due to challenges caused by COVID-19.

3 Opportunity youth is defined as youth and young adults who are disconnected from school and employment.

Over 85% of youth identify as Latinx,
African American/Black, or Asian/Pacific
Islander.

Over 80% of participants were
between 5 and 16 years old.
6%
22%
30% 29%
13%
Under 5 5-8 9-12 13-16 17+
Male
49%
Female
51%
Programs served slightly more females
than males.

Non-binary <1%
Prefer not to say <1%

51%
27%
9%
3%
3%
3%
2%
1%
Hispanic/
Latinx
African American/
Black
Asian/
Pacific Islander
Caucasian/
White
Multiracial
or Biracial
Middle Eastern/
North African
Other
Native American/
Alaska Native
OFCY programs served about 20% of
Oakland’s African American/Black and
Hispanic/Latinx children and youth.

Race/Ethnicity of Children/Youth Served by OFCY
Prefer not to say
or Unknown <1%

Percent of Oakland population’s aged 0 -19
served by OFCY
20%
19%
14%
4%
3%
Hispanic/Latinx
African American/
Black
Asian/Pacific
Islander
Multiracial or
Biracial
Caucasian/White

5 | FY2020-2021 OFCY Annual Report

Moreover, as illustrated in the maps below, most participants live in neighborhoods with high unemployment, housing-cost burden, and percentage of children and youth enrolled in OUSD who qualify for free - and reduced -price meals.4 The composition of males and females varied across strategies.5 For example, 59% of participants in the Career Awareness and Employment Support identified as female, compared to 45% of High School and Post -Secondary Student Success participants. OFCY programs primarily work with school -aged youth, with 81% of participants being between the ages of 5 -16. Of the 4,070 youth in grades si x and up who submitted a survey, 9% identified as LGBTQ+.

4 Oakland Community Stressors Index (2019):
www.oaklandca.gov/resources/oakland-community-stressors-index 5 Less than one percent of children and youth identified as non-binary.

Zip Code of Children and Youth Served by OFCY
About one-quarter
of OFCY
participants live in
Fruitvale. Another
30% live in the
Webster
Tract/Coliseum or
Sobrante
Park/Elmhurst
neighborhoods.

24%
13%
10%
17%
3%
7%
7%
2% 3%
1%
1%
2%
1%
5%

52%
19%
11%
10%
3%
3%
2%
<1%
Hispanic/Latinx
African American/Black
Asian/Pacific Islander
Middle Eastern/North African
Caucasian/White
Other
Multiracial or Biracial
Native American/Alaska Native
92% of adult participants identified as
Hispanic/Latinx, African American/Black, Asian/Pacific
Islander, or North African/Middle Eastern.

Male
13%
Female
85%
Non-binary 1%
Prefer not to say 2%

Adult females were
more likely than males
to attend early
childhood programs.

Prefer not to say or
Unknown <1%

6 | FY2020-2021 OFCY Annual Report

Looking more closely at race and ethnicity across different age groups reveals that participation rates varied across age and race. As shown below, Latinx children were more represented among children 0-12 than youth 13 and up. In comparison, African American/Black and Asian/Pacific Islander participants comprised a higher proportion of children and youth over 5 years old than younger children . This mirrors larger city demographic trends showing a growing Latinx population among younger generations in the city.

Programs described how they strive to serve the population who could most benefit from their services and strive to reduce race -based disparities. For example, College Track staff regularly investigates the demographics of the students they are accepting into the program so that they can identify target groups that they are missing and strategize for future recruitment.

Race/Ethnicity by Age Groups

OFCY participants
under 5 were less likely
to be Asian/Pacific
Islander or African
American/Black than
older youth.

Some other race

7 | FY2020-2021 OFCY Annual Report

Results-Based Accountability Framework
Working closely with Oakland Unified School District (OUSD), city agencies, and community -based partners, OFCY aims to move the needle on key city -wide goals and measure progress toward population-level indicators of equity in health, education, safety and housing.6 The figure below highlights how OFCY strategies support relevant city-wide goals.

To assess its contribution toward the city -wide goals, OFCY has adopted a Results Based Accountability (RBA) framework. The RBA model is a comprehensive approach for assessing the quantit y of services provided by programs, the quality of those services, and the effect of those services on the lives of children, youth, and families. It does this by addressing three guiding questions: How much did OFCY programs do? How well did OFCY programs do it? Is anyone better off? The following section discusses the first group of RBA indicators, describing how many children and youth were served and the intensity of services provided.

6 See JPA Impact Tables: Update on Oakland Citywide Dashboard. September 13, 2018. 43%
of students ready for
kindergarten in OUSD
35%
of students at or above
grade level on SBAC
scores
70%
OUSD graduation
rate

9.8%
of Oakland youth
16-19 not in school
and not working
97 youth incarceration
(average daily
population)

City RBA Goal Indicator OFCY Impact
85% of parents attending Parent Engagement &
Support Programs and Family Resource Centers
agreed that their program taught them how to help
their child be ready for school.
84% ( 1,496) of Career Awareness and Employment
Support participants worked in an i nternship or
job placement during their program.
86% of High School and Postsecondary Success
participants agreed that their program helps them
feel more confident going to college.
80% of 3rd-5th graders in Comprehensive Afterschool
programs agreed that they learned how to do things
at their program that help with their school work.
86% of High School and Postsecondary Success
participants agreed that their program increased
their desire to stay in school.
74% of Youth Development and Leadership
participants agreed that they were better at saying
“no” to things they know are wrong since coming
to their program.

Children are
ready for
kindergarten
3rd grade
students read at
grade level
Students
graduate high
school
Older youth are
connected to
school or work

Youth are not
caught in the
justice system

8 | FY2020-2021 OFCY Annual Report

How Much Did Programs Do?
A total of 15,289 unduplicated children and youth and 2,216 unduplicated adults participated in OFCY programs in FY20 -21.

Many programs served fewer students than they have in previous years due to the COVID -19 pandemic. Some in-person programs limited enrollment to accommodate social distancing
requirements, some programs offering virtual activities reported that students were burnt out o n virtual platforms, and a few programs found it difficult to recruit youth because they were unable to access their traditional recruitment channels, such as in- person school or events. Compared to last year, programs were less likely to serve children ag es 5-8. On the other hands, some programs were able to enroll more students than last year because of their virtual format. The Summer Programming, Comprehensive Afterschool, and Youth Development and Leadership strategies experienced the largest drops in enrollment.

Number of Participants per Strategy (FY20-21 and FY19-20)

1,748
1,609
1,196
6,050
639
3,658
2,047
1,778
1,787
1,723
1,188
8,839
2,880
5,144
2,362
1,548
Parent Engagement and
Support
Family Resource Centers
Engagement and Success for
Elementary and Middle School
Students
Comprehensive Afterschool
Programs
Summer Programming
Youth Development and
Leadership
High School and Postsecondary
Student Success
Career Awareness and
Employment Support
FY20-21
FY19-20

We normaIly recruit
in schools. So it was a
huge challenge… We
recruit from wellness
centers and [school-
based] coordinators and
they didn't have access to
the students either…The
most effective strategy
was having those
relationships with the
people that we normally
recruit from. And then all
of us just sort of
brainstorming together,
trying to get our students
in.
- Staff, Bridges Inc.’s Bridges
from School to Work

2,216
parents and
caregivers served
15,289
children and youth
served

9 | FY2020-2021 OFCY Annual Report

Comparing enrollment patterns between FY19 -20 and FY20 -21 reveals that children ages 5 -8 had the largest drop in enrollment compared to other groups.

Despite the challenges posed by the pandemic, programs provided a total of 1,055,910 hours of service, an d youth spent an average 103 hours in OFCY programming. (Because Comprehensive
Aftreschool programs did not record program attendance in a uniform way due to the varied ways that they supported students during school closures, their hours of participation are not included in this year’s report.) Using a variety of new approaches, including Zoom, socially distanced in -person meetings, reduced group sizes in small cohorts, and independent at -home activities , programs identified ways to engage children , youth, and families in -person and virtually . For example, Music is eXtraordinary found that holding virtual parent meetings and engaging families helped them maintain enrollment. As their staff noted,
Because Oakland’s children and youth have diverse interests and needs, programs provided a broad range of services that varied in intensity and focus depending on the target population and the goals of the program. As shown in the graph below, 44% of youth attended programs for at least 40 hours. Over the year, 8% of youth attended more than one OFCY program.

Hours of Attendance (children and youth only, excluding Comprehensive Afterschool participants)

32%
11%
14%
15%
8%
21%
Less than 10 hrs
10 up to 20 hrs
20 up to 40 hrs
40 up to 80 hrs
80 up to 120 hrs
120+ hours

Almost half of youth
spent at least 40 hours
in each OFCY
programming.

Parents showed up
[for us]. That's why we
didn't lose many students,
they just shifted and
pivoted with us and are
doing the best that they
can.
-Staff, Music is eXtraordinary’s
Explorations in Music

1,055,910
hours of attendance
(excluding Comprehensive
Afterschool Programs)

10 | FY2020-2021 OFCY Annual Report

To meet the diverse needs of children and youth, s ome programs are designed to provide intensive services over the course of the year, while others have a shorter duration or provide drop-in services. Consequently, t otal hours of attendance in programming varied significantly by program. The chart below shows average hours of service for each program, organized by strategy. On average, participants in Engagement and Success for Elementary and Middle School Students spent the most time in programmin g, but this is primarily driven by intensive engagement in Safe Passages’ Elev8 Youth, a program that served half of all participants in that strategy. On average, Elev8 participants spent 696 hours in programming, compared to an average of 27 hours at other programs in the strategy. Overall, children enga ged in early childhood strategies (Parent Engagement and Support and Family Resource Centers) spent the least amount of time in their program. Most of these children joined their parents/caregivers in playgroups and other short learning activities appropriate for their developmental stage.

Average Hours of Attendance by Program
(each line represents one program; includes children and youth only)

Within strategies
serving children and
youth aged 5 and
above, hours of
attendance varied
widely by program.

Engagement and Success for Elementary
and Middle School Students
Career Awareness and
Employment Support
Summer Programming
Youth Development and
Leadership
High School and Post-Secondary
Student Success
Family Resource Centers
Parent Engagement and Support

11 | FY2020-2021 OFCY Annual Report

There was no discernable pattern in the levels of participation by age, as shown in the chart below.

Average Hours of Attendance by Age (children and youth
only, excluding Comprehensive Afterschool participants)

On the other hand, t here was some variation in the amount of time youth spent in programming across race and ethnicity .

Asian/Pacific Islander , multiracial/biracial, and African American/Black youth spent more time in programming than the average participant. Some of this difference is related to the ages of participants. For example, Middle Eastern/North African participants were most likely to participate in early childhood programs, where average hours of service tend to be lower.

Average Hours of Attendance by Race/Ethnicity (children and youth only, excluding Comprehensive Afterschool
participants)

27 71
196
65 141
204
63 86
77 128
97 0-2 years old
3-4 years old
5-6 years old
7-8 years old
9-10 years old
11-12 years old
13-14 years old
15-16 years old
17-18 years old
19-20 years old
Over 20 years old

On average, Asian/Pacific
Islander, multiracial or
biracial, and African
American/Black youth
spent more time in
programming than the
average OFCY participant.

195
154
144
120
102
88 83
79 50
n=338
n=847
n=384
n=2,675
n=199
n=321
n=4,735
n=359
Other
Asian/Pacific Islander
Multiracial or Biracial
African American/Black
Total
Native American/
Alaska Native
Caucasian/White
Hispanic/Latinx
Middle Eastern/
North African

12 | FY2020-2021 OFCY Annual Report

How Well Did Programs Do It?
OFCY tracks a series of indicators to assess
how well programs met their objectives and
supported youth . The first three indicators
include progress toward (1) projected number
of youth served, 2) projected total hours of
service, and (3) average hours of attendance
per participant. 7 As shown to the right,
program attendance was very high, with
participating students attending programs for
more hours than anticipated. On average,
programs also successfully served the number
of youth they projected serving. However,
there was a lot of variability in progress
toward the number of youth served : some
programs served more than double the
number of youth they projected enrolling,
while 15% of programs served less than half.

In addition to these indicators, the evaluation
investigates participant perceptions of critical
aspects of program quality that are tailored
for each strategy , as measured through
participant surveys. Research has shown that
these indicators are foundational positive
youth development pr actices that encourage
youth to thrive in programming. As shown to
the right, most participants felt safe, identified
adults who cared about them, and engaged in
activities that interest them at their programs.

All the teachers and mentors are able
to put you out of your comfort zone in the
right way. They know exactly what to say
to get you to the place where you need to
be to become better.
- Youth, Music is eXtraordinary’s Explorations in Music

7 At the start of the year, programs estimate the units of service they will provide and the number of participants they will enroll.

Program Performance: Average Progress
Toward Projected Enrollment and Attendance
Program Quality: Participant Survey Responses
Children and Youth (n=5,147)
Number of Youth
100%
152%
156%Average Hours of Attendance
Total Hours of Service
Safety
92%
Youth who agree that they feel safe
in their program
Positive Engagement
85% Youth who agree that they are
interested in what they do at
their program
Caring Adults
85%
Youth who agree that there is an
adult who cares about them at
their program

Supportive
Environment

96%
Parents/caregivers who say staff
make them feel comfortable and
supported
Diversity and Inclusion
94%
Parents/caregivers who say staff
work well with families of different
backgrounds

Number of Youth
Parents and Caregivers (n=690)

13 | FY2020-2021 OFCY Annual Report

These successes are particularly striking given the
challenges created by the pandemic and shelter -in-
place orders, which forced most programs to shift to all or mostly virtual programming.

Through interviews, p rogram staff discussed the ways in which they buil t a culture of safety, positive engagement, and caring relationships with staff:
• Programs start by creating a physically safe space for youth. This means having enough s taff, actively
supervise youth and monitor sign -in and sign -out
procedures, and for many programs, creating safety
plans in the case of neighborhood violence. To protect
participants and families during the pandemic,
programs have also created on-site protocols, provided
PPE, and educated children, youth, and adults about
prevention and the science of COVID-19.
• Assisting participants and families with basic needs
supports their wellbeing , builds trust, and allows
children and youth to fully participate. Programs like OUSD’s African American Male Achievement College
and Career Performance Program reached out directly
to families to make sure they had enough food and
access to computers for successful engagement. At the
Oakland LGBTQ Community Center, the LGBTQ Youth
Development program often builds trust with youth by
providing groceries and information about community
resources before youth ask for more personal support,
such as information and resources related to safe sex.
• All programs maintained a focus on supporting
diversity, equity, and inclusion by hiring staff that
represent the participa nts, celebrating and honoring a wide range of cultures through programming and
events, and integrating the cultures and backgrounds
of participants.
• Creating opportunities for staff and participants to
get to know each other was a priority at all programs
we interviewed. Safe Passages’ Elev8 Youth started the
year with team building games and interactive ice
breakers to build strong relationships before moving
into academics and enrichment. Hidden Genius’

The most important
thing is the emotional
safety of youth in our
program. It's a one-on-one
relationship that's built
between the counselor and
the young person. Building
that trust initially is really,
really important. If somebody
feels unwelcomed or not
listened to or misunderstood,
which is often the case for [the
students with special needs we
serve] they won't come back.
-Staff, Bridges Inc.’s Bridges from
School to Work

There's not much that
you can say or do where
we're not going to show up
the same way for you the
next day and still try to
offer you the same type of
support and sense that this
is your home away from
home.
-Staff, Hidden Genius’ Oakland
Programming Series

We made space for
and honor students of all
backgrounds, especially Black
students to be seen and be
heard and have opportunities
that are culturally relevant
and culturally sustaining so
they don't come and feel
othered or like an outsider.
-Staff, Music is eXtraordinary’s
Explorations in Music

14 | FY2020-2021 OFCY Annual Report

Our staff took time out the class
to just sit in a breakout room and
have a conversation. Some of our
students needed that.”
-Staff, Safe Passages afterschool program at
United for Success

[We spend] the first 10 to
15 minutes building community
through our mindful moment
and the icebreaker that are in
every single workshop at
College Track…That has not
only helped students in feeling
safe and that they can trust us,
but it also normalizes [taking
care of yourself.]
-Staff, College Track’s Empowering
Oakland Students to and Through
College

[During remote learning],
we were still able to replicate
some of the standards like
giving students choice in
their activities or the
curriculum that they learned…
[We offered] three or four
activities that might orbit the
same content, so that they
didn't feel like they were just
being talked to through a
screen or watching a PBS
show. Allowing them [to] make
decisions and move around or
just being asked about things
that weren't school related
[was important].
-Staff, Safe Passages’ Elev8 Youth

Oakland Programming Series and College Track build
opportunities for staff to engage youth in
conversations about their interests, goals, and needs in the application process.
• Focusing on emotional safety and wellbeing was
more important than ever given the stressors caused by
COVID-19. Programs d rew on trauma -informed
practices and offered opportunities for youth to express how they are doing in group activities and individual
conversations. For example, many programs, such as
Music is eXtraordinatory’s Explorations in Music and
College Tracks’ Em powering Oakland Students to and
Through College , used opening rituals, including
opening circles, mindfulness practices, and ice breakers, to build a sense of emotional safety , belonging, and
predictability. Some Comprehensive Afterschool
programs led war m welcomes during school -day
remote instruction. Bridges from School to Work and
Hidden Genius’ Oakland Programming Series holds
individual check-ins between staff and participants to create that sense of safety and foster a deeper
relationship between youth and staff.
• Some programs found that being available to youth
outside of program hours helped build trust between
staff and participants. At OUSD’s African American Male Achievement College and Career Performance
Program, staff often stayed on Zoom call s with
participants after program ended to discuss the day’s
curriculum or what’s going on in their lives. Participants are encouraged to text staff with academic or personal
questions.
• Allowing student interest to guide programming
allows programs to adapt programming to maximize
engagement. Programs solicited feedback through
surveys or conversations to inform enrichment
activities, offered a range of activity options to choose from, and created activities where youth could follow
their pa ssions. For example, Hidden Genius’ Oakland
Programming Series worked with students interested in
video games to create an online tournament with
participants and families.

15 | FY2020-2021 OFCY Annual Report

Is Anyone Better Off?
Participant s urvey results also demonstrate that
most participants met key outcomes aligned to the
strategy in which they participated. For example,
80% of survey respondents from Youth Development
and Leadership and Summer programs felt more
connected to their community because of their
program. The strategy summaries include m ore
information about how programs supported
strategy-specific outcomes, including outcomes for
parents/caregivers.

In addition to these key RBA indicators, participant
survey data tell a more comprehensive story about
the ways that programs support the mindsets,
competencies, values, and social skills that help
youth become successful adults. The following page
presents survey results related to four key youth
development goals. We observed some variation in
survey responses by participant demographics.
• Older youth reported the strongest outcomes in
several youth development areas, including
decision-making and goal setting, development
and mastery of skills, confidence, and sense of
belonging.
• African American/Black children and youth were
most likely to agree that an adult at their program
cared about them and have positive responses to
other questions related to connections to adults.
• Asian/Pacific Island were most likely to progress
in outcomes related to improved development
and mastery of skills.
• Latinx youth were most likely to report progress
in the area of improved decision making.
• There was no statistical difference in survey results between youth who identified as LGBTQ+ on the survey (9% or 377 youth) and those who did not, indicating that LGBTQ+ youth felt as safe and engaged in programs as their peers and were just as likely to reach key outcomes.

All findings were statistically significant at p<.01.

Career Goals
Youth who learned about
jobs they can have in the
future
Employment Skills
Youth learned what is
expected in a work setting
Interpersonal Skills
Youth who feel they know
how to get along with
others in a work setting
Support with School
Youth who report that they
learned skills that help with
their schoolwork
Community
Connectedness
Youth participants who
feel more connected to
their community
Motivated to Learn
Youth who report that
they are more motivated
to learn in school
Youth Leadership
Youth participants who
view themselves as more
of a leader
92%

Participant Outcomes: Youth Survey Responses
(n=5,147)
94%
84%

80%
88%

78%

73%

16 | FY2020-2021 OFCY Annual Report

Increased Confidence and Self-esteem
Since coming to this program, I feel I can
make more of a difference. 81%
Since coming to this program, I feel I have
more control over things that happen to me. 76%
Since coming to this program, I feel more
comfortable sharing my opinion. 80%
Development and Mastery of Skills
At this program, I get the opportunity to talk
about what I have learned. 89%
In this program, I learned new information
about a topic that interests me. 85%
In this program, I try new things. 92%
Increased Persistence and Resilience
Because of this program, I am better able
to handle problems and challenges when
they arise.
81%
In this program, I have a chance to learn
from my mistakes. 90%
Since coming to this program, I am better
at something that I used to think was hard. 82%
Improved Decision-Making and Goal Setting
In this program, I learned how to set goals and meet them. 84% This program helps me to think about the future. 89%
Since coming to this program, I am better at saying 'no' to things I know are wrong. 74% Since coming to this program, I am better at staying out of situations that make me feel uncomfortable. 74%

This is the first program where I
can really be as much myself as
possible because sometimes, I'll
go into a place and I'll mask part
of myself because I just feel like I
don't fit in, but this program, I
am around people who are
exactly like me. I've never been
able to connect with other
people like that before.
-Youth, Music is eXtraordinatry’s
Explorations in Music
College Track keeps me where I
need to go every step of the way,
especially right now with all the
applications I need to fill out and
everything I need to do. They let
us know what we need to do it
and how to do it, and all these
workshops really keep us on
track.
- Youth, College Track’s Empowering
Students To and Through College

17 | FY2020-2021 OFCY Annual Report

The average program
budget was $287,123.

Budgets ranged from
$48,424 to $1,835,731.

Funded Programs
Program capacity allows organizations and their leaders to develop competencies and skills that make them more effective in serving children, youth, and families and supporting the mission of OFCY.

This section describes four foundational components of program capacity, including a description of program budgets, staffing, training and professional development, and partnerships.

Budget
Programs combine OFCY grants with other resources to fund the services they offer. Pro gram budgets vary significantly in size, depending on the design and scale of the program. Half of programs operated on a budget under $250,000, while 20% had a budget of over $350,000.8
OFCY Program Budgets (FY20-21)

The average program budget was $287,123. Budgets ranged from $48,424 (Girls Incorporated’s Concordia Summer) to $1,835,731 (College Track ’s Empowering Oakland Students To and Through College).

OFCY requires that programs bring in additional funding to cover at least 20% of their total program budget. In FY 20-21, programs brought in $2 3,570,259 to fund services for children, youth , and families. As shown in the chart on the following page , nearly half of these matched funds came from government grants and
contracts, with $7,694,005 million coming from ASES/21 st Century

8 Budget information was missing for three programs: City of Oakland Parks Recreation & Youth Development’s Community Adventure Pre -K Playgroups; Friends of Peralta Hacienda’s Peralta Hacienda Youth Programs; and Motivating, Inspiring, Supporting and Service Sexually Exploited Youth’s STAR Leadership Collaborative.
12%
38%
30%
20%
Less than $150K
$150K-$250K
$250K-$350K
$350K+

18 | FY2020-2021 OFCY Annual Report

Government grants and
contracts made up about
half of the matched funding
that agencies contributed
to programs.

On average, 70% of staff
identified as African
American/ Black or
Hispanic/Latinx.

Almost 75% of OFCY
programs have at least 50
percent of staff who are
Oakland residents.

Compared to previous
years, a higher proportion
of program staff had
employed with their
agency for more than 18
months.

contracts in support of comprehensive afterschool. T he largest philanthropic and private donations c ame from the Sergey Brin Family Foundation ($500,000) and Kaiser Permanente ($495,000).

Origin and Amount of Matched Funds

Staffing
Strong, high -quality programming requires qualified and trained professionals. Through an annual survey completed in the winter of 2020, OFCY programs reported information on the staff that helps them to effectively serve Oakland communities.

Research suggests that employing staff who are representative of the community strengthens programming for children and youth and that relationships between adults and youth based on cultural - and interest -based con nections is foundational to positive youth development.9 On average, 70% of OFCY program staff identified as African American/Black or Hispanic/Latinx , reflecting the ethnic composition of participants. In addition, 43% of programs were led by Executive D irectors or CEOs who identified as African American/Black or Hispanic/Latinx. About 74% of programs have at least 50 percent of staff who are Oakland residents.

Over half of the programs were fully staffed throughout the year.

On average, 67% of staff from OFCY programs had been employed at their agency for more than 18 months at the time of the survey, compared to 45% in FY2019 -2020. Some of the barriers that programs faced included COVID-19, difficulty recruiting and hiring male and multilingual candidates, filling part -time positions, and

9 (https://www2.ed.gov/rschstat/eval/highered/racial-diversity/state-racial- diversity-workforce.pdf ) (https://doi.org/10.1177%2F0044118X10386077) . $39,640
$1,005,617
$1,109,994
$8,260,055
$13,154,953
Program Fees
Individual/Private
Donations
Corporate Donations
Philanthropic Grants
Government Grants and
Contracts

19 | FY2020-2021 OFCY Annual Report

Program staff identified 1)
program planning and
curriculum development;
2) youth development and
engagement; 3) coaching,
mentoring, and
counseling; and 4) social
justice and restorative
justice as the top four
most important areas for
professional development.

the high cost of living in the Bay Area. Like previous years, Comprehensive Afterschool programs were the most likely to report challenges recruiting (38%), hiring (34%), and retaining staff (31%) compared to other strategies.

Training and Professional Development
Maintaining a skilled workforce and high-quality services requires training and professional deve lopment to support the staff that serves Oakland’s children, youth, and families. These opportunities were particularly important in the last year when OFCY programs adjusted their participant recruitment practices and programming in response to COVID-19 and remote learning. In the annual staff survey, OFCY programs identified program planning and
curriculum development; youth development and engagement; coaching, mentoring, and counseling; social justice and restorative justice; and family engagement as the most important professional development content areas. Virtual training and meetings allowed staff to participate in professional development more easily.

Additional training topics that OFCY programs found helpful include technology, community care meetings, self-care supports, place-based learning strategies, and grant writing.

Partnerships
Oakland has a rich network of organizations that work toward improving outcomes for children, youth, and families. In addition to partnering with other community -based agencies, OFCY programs work closely with key public agencies. The table below presents the percent of programs that reported partnering with key public partners in the annual staff survey.

20 | FY2020-2021 OFCY Annual Report

Nine out of ten OFCY
programs reported
partnering with OUSD.

OFCY programs leverage
training and professional
opportunities led by key
public agencies in
Oakland.

Percent of Programs Partnering with Key Public Agencies

Oakland Unified School District is a partner for nine out of ten OFCY programs. For example, p rograms reported working with OUSD on recruitment and referrals to OFCY programs, providing push-in support during the school day, implementing in -person learning pods, and increasing school day and after school program alignment. Programs also participated in OUSD trainings and professional development opportunities. The City of Oakland’s Oakland Unite/ Department of Violence Prevention provided funding to some OF CY programs and partnership on participant recruitment and referrals. Early childhood programs collaborate d with Oakland Human Services Head Start on literacy programs, family events, parent education workshops, and programming for young children; programs also continued to leverage trainings led by First 5 Alameda County. Lastly, the Oakland Workforce Development Board co-funds summer jobs programs with OFCY, serves as a referral source for youth employment, and funds several programs in the Youth Developm ent and Leadership strategy, Career Awareness and Employment strategy, and OUSD after school programs.

91%
23%
16%
11%
10%
10%
OUSD
Oakland Department of
Parks, Recreation, and Youth
Development
First 5 Alameda County
Oakland Unite/Department of
Violence Prevention
City of Oakland Human
Services Head Start
Oakland Workforce
Development Board

21 | FY2020-2021 OFCY Annual Report

Support from OFCY
While OFCY’s mission is to provide strategic funding to support Oakland’s children and youth, it also provides opportunities and re sources to grantees to support their capacity and to strengthen their networks so that the ecosystem of diverse organizations working to support Oakland families can flourish. Specific examples include:
• Providing data to support continuous quality improvem ent. OFCY works with its evaluation partner, SPR, to ensure that evaluation efforts support grantees in program improvement efforts. To that end, SPR provides grantees with critical performance information, via grantee profiles, at the midway point and end of each year in the funding cycle. SPR works with grantees at each of these points to help them understand the data and how to use it to assess what is working well and identify areas of improvement.

OFCY staff also use this information in their work with grantees to support effective goal setting and reporting.
• Creating space for peer learning and networking. Recognizing that its grantees are the experts in how to best serve children and families in Oakland, OFCY dedicates time at each of its quarterly grantee convenings for peer learning and networking. These sessions typically focus on best practices as well as addressing common challenges identified by grantees. Examples of topics covered include trauma -informed care for participants and staff and effective recruitment and retention practices . OFCY supports peer learning outside of quarterly meetings by sharing grantee announcements and creating a resource guide with grantee contact information. • Sharing opportunities and resources from syste ms partners. OFCY leverages its unique vantage point within the ecosystem of partners working in service of Oakland youth and families to provide opportunities for grantee organizations and their participants to benefit from a broader array of resources an d capacity building opportunities afforded through these partners. These are shared through OFCY’s communications channels and grantee convenings.

22 | FY2020-2021 OFCY Annual Report

Conclusion
As a result of OFCY’s investment of $18,111,301 million, 149 programs delivered vital resources to support 15,289 of Oakland’s children and youth, particularly in neighborhoods facing the greatest stressors and serving populations most deeply affected by inequity .

Reflecting the City of Oakland’s commitment to racial equity, OFCY served a particularly high percentage of Oakland’s African American and Latinx youth (20%), the group that faces the highest levels of inequity in access to employment and educational opportunity.

COVID-19 and the shelter -in-place order created significant challenges for programs. Many programs and participants did not feel comfortable meeting in person; agencies faced staffing shortages, in-person meetings had to comply with strict public health regulations, often limiting cohort sizes; many families lacked access to technology for virtual engagement; and programs could not rely on many of the ir traditional recruitment practices, such as attending events and recruiting through schools. In response to these challenges, programs demonstrated creativity and adaptability as they shifted to engaging virtual enrichment experiences and safe, socially-distanced opportunities for in -person participation . In response to the stressors families faced during the shelter -in-place, programs offered more individualized services, including wellness checks and connections to resources. Notably, despite the limitations on how programs could recruit youth, on average, programs served 100% of the participants they projected to serve.

The experiences of programs, staff members, youth , and adult participants demonstrate the critical role that community-based programming plays in creating a city where all children and youth are safe, supported, and able to thrive, particularly given the increasing economic, social inequities, and racial injustices that disproportionately impact African Americans , Latinx communities, immigrants and refugees.

1 | OFCY Socioemotional Wellbeing in Preschool Report

The three programs funded under the
Socioemotional Well -Being in Preschool and
Early Childhood Education Strategy provide
support to early childhood educators , parents,
and caregivers to promote healthy emotional
and social development for the children they
care for at Head Start sites and Oakland Unified
School District’s Child Development Centers .

This report draws on interviews with a teacher
and coordi nator who work with mental health
and developmental consultants from the funded
agencies, program reports, administrative
records, and teacher surveys to summarize
strategy achievements and progress to date.

Strategy Results

FUNDED PROGRAMS
• Family Paths, Inc. - Early Childhood Mental
Health Consultation Collaborative
• Jewish Family & Community Services East Bay -
Integrated Early Childhood Consultation
Program
• Lincoln - Early Child Mental Health
Consultation (ECMHC)
I find [the consultants] invaluable. They're
an amazingly empathetic group. They're very
open to wondering and thinking about how to
be the voices for the families, for the children,
for the teachers.
-Head Start Coordinator
3 Programs
provided early childhood
mental health consultation
6,643 Hours
of service provided
857Children
Benefitted from consultation
at Head Start sites
54 Centers
received consultation
support
87% of Educators
agreed that their mental health
consultant helped them feel
more confident as a teacher.
$915,999
granted to programs

OAKLAND FUND FOR CHILDREN AND YOUTH
FY2020-2021 STRATEGY REPORT
Socioemotional Well-Being in Preschool
and Early Childhood Education Settings

2 | OFCY Socioemotional Wellbeing in Preschool Report

Strategy Results
OFCY uses a Results Based Accountabi lity (RBA) framework to assess its role in contributing toward city-wide goals. The RBA model is a comprehensive approach for assessing the quantity of services provided by programs, the quality of those services, and the effect of those services on the lives of children, youth, and families. It does this by addressing three guiding questions:

How much did we do? How well did we do it? Is anyone better off? The remainder of this report includes the following sections aligned with this RBA framework:
1) Overview of Funded Programs
2) How Well Did Programs Do It?
3) Is Anyone Better Off as a Result of the Strategy’s Work?

1 This does not include the number of children who benefited from consultation at Oakland Unified School District’s Child Development Centers.

How Much Did We Do?
Number of Programs Funded 3
Total Hours of Consultation Provided 6,643
Number of Children Served at Head Start Sites 8571
Number of Head Start and Child Development Centers Served 54 How Well Did We Do It?
Progress Toward Consultation Hours: Average progress toward projected total hours of consultation 126%
Supportive Environment: Educators who agree that the consultant works as a partner with them to meet children’s mental health needs. 99% Diversity and Inclusion: Educators who agree that the consultant has a good understanding of the diversity of the community 89%
Is Anyone Better Off?
Knowledge of Development: Educators who agree that working with the consultant has deepened their understanding of child behavior 88% Connection to Resources: Educators who agree that the consultant connects families to resources 88%
Educator Confidence: Educators who agree that their work with the consultant has made them more confident as a teacher 87%
3 | OFCY Socioemotional Wellbeing in Preschool Report

The strategy integrates child
development services and
direct therapeutic work to
support children's healthy
social-emotional development
and promote learning
readiness.

In FY20-21, consultants
provided virtual services,
including Zoom consultations,
virtual parent and educator
workshops, and a
combination of virtual and
outdoor classroom
observations.

This year has been a
challenging one since I have
had to do distance learning
with my moderate to severe
students. My mental health
consultant was a wonderful
resource for me and the
families.
-Educator, Lincoln’s Early Child
Mental Health Consultation

Overview of Programs
The three programs funded under this strategy partnered with 54 Head Start sites and Oakland Unified School District Child Development Centers (CDCs). Using a proven mental health consultation model, programs integrate child development services and direct therapeutic work to support social - emotional development and learning readiness. Licensed professionals consult with educators around the mental health and developmental needs of children in their c are, offer individualized mental health services and referrals to families, and deliver parent/caregiver workshops. A core component of the mental health consultation model is reflective meetings, where consultants engage educators individually or in small groups to discuss specif ic situation s, analyze feelings, understand experiences from a personal cultural context, and consider other options for responding in the future.2
In FY20-21, the pandemic forced programs to shift to virtual services. For most of the year, CDCs operated virtual -only programming. Although Head Start used a hybrid in-person and virtual model, consultants were not allowed on site due to public safety re gulations. Under these limitations, programs offered consultation over Zoom, attended at virtual Head Start and CDC staff meetings, observed virtual programming, and conducted outdoor observations , when possible. Programs continued to provide child-specific consultations and referrals for additional services. Programs also supported Head Start and CDC administrators with the design of virtual and/or hybrid early learning experiences.

As centers adapted to shifting public safety requirements, the focus of consultation also evolved . Compared to previous years, consultants spent more time supporting the emotional wellbeing of families and staff, who were coping with anxiety, frustration over virtual early learning, fear of contracting the virus, isolation, and uncertainty about the future . In addition, on-site educators at Head Start centers often felt overwhelmed by the lack of staff capacity because only educators and center

2 See the Center of Excellence for Infant and Early Childhood Mental Health Consultation for more information about reflective practices. https://www.iecmhc.org/tutorials/competence/mod4-20/

4 | OFCY Socioemotional Wellbeing in Preschool Report

The consultant’s role
shifted from concerns
about behavior
management to ensuring
caregivers and children are
physically and emotionally
safe. They also focused on
the anxiety teachers have
felt about the uncertainty
of schools opening and
expectations regarding
teaching remotely.
-Quarterly Report, Jewish and
Family Services of the East Bay’s
Integrated Early Childhood
Consultation Program

Consultants identified ways
to help center staff and
families adapt to new
challenges and stressors,
including training on new
technology, space to discuss
feelings of anxiety and
uncertainty, and parent
support groups.
directors were allowed on site. Supportive staff, such as family advocates and aides were required to work remotely. Staff capacity was further strained because Head Start centers prioritized children with special needs and challenges for in - person services . As a result, several centers served a large number of children with intensive needs and received no extra support.

In response to these needs, consultants provided the following:
• Grounding meditations and supportive spaces for
educators to talk about anxiety and support their
emotional wellbeing
• Consultations with educators on how to talk to
parents and caregivers about how they can best
support their children during remote learning activities • One-on-one phone calls, mini tech nology training,
virtual learning observations, and social emotional
lesson demonstrations to help educators hone their
virtual early learning instruction.
• Events to celebrate and honor educators, many of
whom felt underappreciated, through events like a
surprise educator appreciation party.
• Support for virtual parent/caregiver support groups
and individual consultation for families to
strengthen parental wellbeing during a stressful year.

In alignment with OFCY’s priorities, funded programs
supported Head Start sites and CDCs that predominantly serve Hispanic/Latinx, African American/Black, and Asian children of color, as shown below.

Race/Ethnicity of Children at Supported Head Start Sites 0%
1%
3%
4%
4%
19%
26%
44%
Multiracial
Indian/Alaskan
White
Some Other Race
Unspecified
Asian/Pacific Islander
African American/Black
Hispanic/Latinx
5 | OFCY Socioemotional Wellbeing in Preschool Report

How Well Did Programs Do It?
OFCY tracks a series of indicators to assess
how well grantees in each strategy have
implemented their programming.

The first indicator measures progress toward
projected hours of consultation.3 Despite the
challenges posed by virtual consultation,
programs provided more hours of
consultation than they expected, reaching on
average 126% of their projected consultation
hours.

Socioemotional Well-Being programs are also
assessed on indicators that signal program
quality in the areas of support and diversity
and inclusion. These indicators are measured
by an annual educator survey administered in
the spring that is completed by site-based
Head Start and CDC staff. As demonstrated to
the right, the 101 educators that completed a
survey generally gave high ratings in these
areas, with close to 100% of educators
agreeing or strongly agreeing that their
consultant works as a partner with them to
meet children’s mental health needs.

3 At the start of the fiscal year, programs estimate the units of service and enrollment they expect to meet.

Program Performance: Average Progress Toward
Projected Hours of Consultation
Program Quality: Educator Survey
Responses (n=101)
Supportive
Environment

99%
Educators who agree
that their consultant
works as a partner with
them to meet children’s
mental health needs.

Diversity and
Inclusion

89%
Educators who say the
consultant has a good
understanding of the
diversity of their
community and how to
support it.

Hours of Consultation 126%
[Our consultant is] a good
resource for me, too. She reminded me
that I [needed balance] and that
parents needed to do their part. [She
gave] me the okay to not feel
responsible for every single thing that
was going on because [some] things
were out of my control.
-Educator, Lincoln’s Early Child Mental
Health Consultation

[Our consultant] taught me it
was okay to create boundaries with
my families even though it was a
unique situation with the pandemic.

She also helped me to learn balance
with work and life.
-Educator, Lincoln’s Early Child Mental Health
Consultation

6 | OFCY Socioemotional Wellbeing in Preschool Report

Is Anyone Better Off?
Because this strategy supports young children
primarily by building the capacity of their
teachers and families , OFCY uses educator
surveys to assess program outcomes. The
evaluation focuses on the development of
educators’ confidence and understanding of
child behavior, as well as the extent to which
consultants connect families to resources.

In addition to these primary indicators,
educator survey data and program interviews
tell a more comprehensive story about the
ways that programs foster educators’ skills to
support child development, confidence in
managing children’s behavior, ability to
identify and refer children in need of additional
support, and increased access to resources,
including mental health and trauma -informed
care support ive services. Consultants also
helped educators manage the stress of the
pandemic, engage in their own self-care, and
recognize they are not resp onsible for things
outside their control. As programs transitioned
between virtual and physical spaces during the
year, consultants supported the wellbeing of
educators, as demonstrated in the quote
below.

Participant Outcomes: Educator Survey
Responses (n=101)
Knowledge of
Development

88%
Educators who agreed that
their work with their mental
health consultant has
deepened their
understanding of child
behavior
Connection to
Resources 88%
Educators who agreed
that consultants connect
families to resources
Educator Confidence
87%
Educators who agreed that
their mental health
consultant helped them
feel more confident as a
teacher

Our weekly reflective meetings provided teachers and center directors a space to discuss how vicarious trauma affects our work with families and each other. After noticing a sense of loneliness and isolation during the pandemic, I explained how the empathic hearts of helping professionals can carry and internalize the trauma and stress of others. By giving staff a dedicated space to discuss their challenges, many of the staff I work with felt that they were no longer carrying this stress alone.

They gained a better sense of each other’s strengths and collaborated with one another to support families and each other. Amidst the tears staff shed, there were also opportunities for staff to laugh with one another and celebrate the small but needed wins…They presented as more competent, confident, and open in speaking with families about children’s behaviors and needs. -Consultant, Family Paths, Inc.’s Early Childhood Mental Health Consultation Collaborative

7 | OFCY Socioemotional Wellbeing in Preschool Report

Knowledge and Skills to Support Child Development
Consultants build the knowledge and skills of educators to support child development in different ways across the participating sites. Pre -pandemic, educators benefited from in -person observation , modeling, and direct
feedback related to sensory and behavioral techniques to help them work with students . During the pandemic,
consultants advised educators on how to integrate more
sensory materials and activities into the virtual classroom and the homes of children . One collaborative launched
reflective practice groups for their family advocates and center directors, facilitated by mental health consultants, to provide space for teams to ask questions, review
frameworks, and reflect on their work together.

Confidence in Managing Children’s Behavior
During the pandemic, mental health consultants helped educators adjust and feel confident managing children’s behavior, particularly in the online environment. In addition to suggesting techniques and connecting educators to resources, mental health consultants also played the role of “cheerleader” and built the confidence of educators by identifying what they were doing well. Consultants helped educators manage their anxiety around engaging children and families online by modeling how to use technology, visuals, music, and mindfulness activities in remote learning. When sites re-opened and transitioned back to in -person learning in Spring 2021, mental health
consultants helped educators understand and respond to
changes in student behavior and dynamics as they
returned to a classroom setting.
83%
of educators agreed:

Since meeting with their
consultant, they felt
better able to handle
children’s challenging
behaviors.
[Our consultants’] example of care
and kindness improved my own
interaction with children when either
they or I feel challenged. They modeled
the "joy of reading and connection"
when I only felt the pressure of
academics. They are so creative with
their lesson presentations, that they
have reminded me of the "magic" of
teaching. It is appreciated.
-Educator, Jewish Family & Community
Services East Bay’s Integrated Early Childhood
Consultation Program

87%
of educators agreed:

Working with their
consultant helped them
ensure that more of the
children they work with
have the skills they need
to succeed in school.

[During distance learning] I felt uncomfortable,
not very confident. And I didn't feel like I was really helping [children] through Zoom either. But [my
consultant] was just such a good like cheerleader for
me, pointing out things that I was doing to give me
a little more confidence in my new role.
-Educator, Lincoln’s Early Child Mental Health Consultation

8 | OFCY Socioemotional Wellbeing in Preschool Report

Increased Access to Resources
Mental health consultants and Socioemotional Well-Being programs shared information about community
resources, caregiver education an d self -care, and
suggestions for caregiver-child connection activities
through one -on-one meetings , group sessions, and
newsletters. Jewish Family & Community Services East
Bay also directly provided food, rent, and other financial assistance and resources to families affected by COVID- related quarantine or job losses.

Socioemotional Well -Being programs also offered mental health and trauma-informed support services through online family support groups and individualized one -on-one
services with mental health consultants. Virtual platforms allowed consultants to connect with families and students in more ways, such as joining circle time to meet and build relationships with children and parents /caregivers and do child observations. Several sites and programs launched parent and caregiver support groups. At one site, the educator brought in a range of specialists to support families, including physical therapists, occupational therapists, and assistive technology assistants. Another program held an 8- week support group for Spanish -speaking parents and
caregivers. Moreover, mental health consultants continued to provide one-on-one services to families in need of more individualized and intensive support.

86%
of educators agreed:

Working with the
consultant increased their
knowledge of available
resources that support
children and families in
need.

86%
of educators agreed:

The consultant connected
them with useful resources
to help them strengthen
their work with children
and their families.

[Our consultant] increased
my knowledge of available
resources that can support
children and families in need.
-Educator, Family Paths’ Early
Childhood Mental Health Consultation
Collaborative

1 | OFCY Parent Engagemen and Support Report

Summer Programming Report

The programs funded under OFCY’s Parent
Engagement and Support (PES) strategy are
designed to strengthen the capacity of parents
and caregivers to support the healthy
development of their children through services
offered in community -based settings. Paren ts
and caregivers with young children (birth to
age 8) received linguistically and culturally
relevant family supports and participated in
family engagement activities that promoted
attachment and positive parent -child
interactions. This report draws on in terviews
with two programs (LifeLong Medical Care ’s
Project Pride and Prescot Joseph Center’s Pre-
Pre-School Program) , attendance records,
parent/caergiver surveys, and program reports
to summarize strategy achievements and
progress to date.

Strategy Results

FUNDED PROGRAMS
• Alameda County Health Care Services
Agency – Oakland WIC Father Cafes
• Family Paths, Inc. – Abriendo Puertas/
Opening Doors Parent Education
• LifeLong Medical Care – Project Pride
• Oakland Promise – Brilliant Baby
• Oakland Unified School District,
Kindergarten Readiness Summer Pre-K
• Our Family Coalition – Building Strong
Children in LGBTQ Families
• Prescott-Joseph Center for Community
Enhancement, Inc. – Fr. Charles D. Burns,
SVD Pre-Pre-School Program
• Refugee & Immigrant Transitions – Parent
& Tot Initiative (PTI)
• SAFE PASSAGES – Safe Passages Baby
Learning Communities Collaborative

10 Programs
engaged young children
and their families
24,290 Hours
of service provided
$1,403,499
granted to programs

OAKLAND FUND FOR CHILDREN AND YOUTH
FY2020-2021 STRATEGY REPORT
Parent Engagement and Support
1,207 Adults
participated in programming

86% Parents/Caregivers
agreed their taught them how to
identify what their child needs.
89% Parents/Caregivers
were connected to other
programs and resources that help
their family.
541 Children
participated in programming

2 | OFCY Parent Engagemen and Support Report

Strategy Results
OFCY uses a Results Based Accountability (RBA) framework to assess its role in contributing toward city-wide goals. The RBA model is a comprehensive approach for assessing the quantity of services provided by programs, the quality of those services, and the effect of those services on the lives of children, youth, and families. It does this by addressing three guiding questions:
(1) How much did we do? (2) How well did we do it? (3) Is anyone better off? The remainder of this report includes the following sections aligned with this RBA framework:
1) Overview of Programs and Participants
2) How much did the programs provide?
3) How well did programs do it?
4) Is anyone better off as a result of the strategy’s work?

1 At the start of the year, programs estimate their annual enrollment and the total number of hours of service they will provide for each quarter. Progress is calculated as the actual enrollment divided by the projected enrollment.

How Much Did We Do?
Number of Programs Funded 9
Number of Children Served 541
Number of Adults Served 1,207
Total Hours of Service Provided 24,290
Average Hours of Service per Child Participant 11
Average Hours of Service per Adult Participant 15
How Well Did We Do It?
Enrollment: Average progress toward projected number of youth served1 Average progress toward projected number of adults served 88%
125%
Total Hours of Service : Average progress toward projected total hours of service 140%
Average Hours of Service: Average progress toward projected average hours of service 131%
Supportive Environment: Parents and caregivers who say that program staff make them feel comfortable and supported 95%
Diversity and Inclusion : Parents and caregivers who say that program staff work well with families of different backgrounds 93%
Is Anyone Better Off?
Connection to Resources: Parents and caregivers that report that staff refer them to other programs and resources that help their family 89% Knowledge of Development: Parents and caregivers who say the program helps them to identify their child’s needs 86%
Skills to Manage Behavior: Parents and caregivers who say the program helps them to respond effectively when their child is upset 83%
3 | OFCY Parent Engagemen and Support Report

The Parent Engagement
and Support strategy
served a diverse target
population, including
low-income families
and newcomer parents
and caregivers.

Program Spotlights
To inform this report, SPR
conducted interviews with
staff from two PES programs:

Prescott Joseph Center's Pre-
Pre-School Program employs
a play-based approach to child
development where parents
and children grow and develop
together in walk-in “Play-learn”
Sessions. The program focuses
on parent engagement for
families with children 6 months
to 4 years old.

At its residential treatment
program for women and their
children five and under,
Lifelong Medical Care’s
Project Pride provides
developmental assessments,
parenting education three
times weekly, parent/child
observation sessions 1-2
times weekly, and case
management. The goal is to
reduce the children's risk for
adverse childhood events
while strengthening their
capacity for healthy
development.

Programs and Participants
During FY2019 -2021, 541 children and 1,207 adults
participated in Parent Engagement and Support programs.

These programs serve diverse populations of parents and caregivers with young children from birth to age 8 and
prioritize families most in need. Programs typically recruit families through word of mouth, flyers, social me dia (e.g., NextDoor), 211 Alameda County, and referrals from local partners such as Head Start and Alameda County Social
Services Agency . In addition, some programs provide
tailored services and activities to specific populations, such as low-income fathers enrolled in the Alameda County
Women, Infants, and Children Supplemental Nutrition
program (WIC), immigrant and refugees, women and
children in a residential treatment program, and LGBTQ+ families.

In line with the focus on strengthening the capacity of families to support the healthy development of their
young children, this strategy served parents and
caregivers, and their children ages 0-8. As shown in the graphs below, parents/caregivers represented over 60% of all participants, and children ages 0 to 4 represented over 50% of child participants served by this strategy.

Participant Types

Age of Children

Children
31%
Parents/
Caregivers
69%
33%
20%
20%
27%
0-2 years old
3-4 years old
5-6 years old
7 and older

4 | OFCY Parent Engagemen and Support Report

As illustrated below, most families lived in zip code s located along the 880 corridor and in West Oakland that experience the highest levels of community stress in the city . Among other stressors, these neighborhoods have a particularly high percentage of unemployment, unaffordable housing, and
unsheltered homelessness.

As shown in the graph below, 78% of child participants
identified as Hispanic/Latinx or African American/Black.2 Because 11% of children identified as Middle Eastern/North African, which is not a census-designated group, it is difficult to make a comparison to the demographics of the city.

Race/Ethnicity of OFCY Participants and Oakland Youth

2 City of Oakland data from American Community Survey (ACS) 2018 5-year Estimate.

Middle Eastern/North African is not represented in racial/ethnic categories collected by the ACS.

Consistently, [our
clients] have said the
most positive thing of
their experience has
been engaging with their
individual counselor.

They mentioned feeling
like the counselors were
really great, were really
on their team, were
really an advocate for
them. And that was one
of the motivations for
remaining in treatment,
and also one of the most
positive things about
their experience.
-Staff, Lifelong Medical’s Projet
Pride
1%
8%
21%
12%
n/a
19%
39%
1%
2%
3%
4%
11%
12%
66%
Some Other Race
Asian/Pacific Islander
Caucasian/White
Multiracial or Biracial
Middle Eastern/North
African
African American/Black
Hispanic/Latinx
Parent
Engagement &
Support
City of Oakland
(ages 0-6)
15%
27%
14%
12%
2%
7%
8%
3% 2%
2%
1%
5%
2%
Zip Code of Residence
94603: Sobrante Park,
Elmhurst
94601: Fruitvale
94607: West Oakland,
Chinatown
94621: Webster Tract,
Coliseum
94606: Highland Park,
East Lake
94605: Eastmont,
Havenscourt
94612: Downtown 5%
7%
8%
12%
14%
15%
27%

5 | OFCY Parent Engagemen and Support Report

During the year, programs provided 24,290 hours of service.

Parent Engagement and Support programs continued to adapt to provide a combination of virtual and in -person services, in accordance with county health guidelines and based on the needs of participating parents and caregivers. As a residential treatment center for women, LifeLong Medic al’s Project Pride continued to provide in -person 24/7 services (individual therapy, case management) for women in recovery while
shifting Child Protective Service (CPS) meetings and family programming to Zoom.

Another program, Prescott Joseph Center ’s Pre-Preschool Program shifted all programming online for the majority of the year, offering a range of English and Spanish language virtual activities like circle time and music and movement. Instead of in-person program activities like share d meals, the P re-Pre- School Program provided holiday giveaways at Thanksgiving, Christmas, and Valentine’s Day. In late spring 2021, the program returned to in-person, outdoor circle time so families could gather in the same physical space but safely distanced outside. After the circle times, the program gave families take- home lunches. In addition to food, PES programs were able to provide families with key essentials like diapers, wipes, rash cream, and PPE through their partners.

As shown below, the amount of time ch ildren and families engaged in Parent Engagement and Support services varied significantly. Average hours of participation by program ranged from 48 in Project Pride to five at Our Family Coalition’s Building Strong Families in LGBTQ families.

Hours of Participation

Programs continued to
adapt to the pandemic
and provided a
combination of virtual
and in-person services.

Our family group that's
being held via Zoom has
been really successful in
keeping people engaged, I
think, especially because
it's on Zoom and it's so
much easier [for families
to connect]. We actually
had a lot of families join,
which then inspire
residents who are
transitioning out to come
back and join our group
too.
-Staff, LifeLong Medical Care’s
Project Pride

Over 66% of children
and 60% of parents
and caregivers spent
less than 10 hours in
programs.

66%
22%
7%
3%
1%
1%
Less than 10 hrs
10 up to 20 hrs
20 up to 40 hrs
40 up to 80 hrs
80 up to 120 hrs
120+ hours
61%
14%
17%
5%
1%
2%
Parents/Caregivers Children

6 | OFCY Parent Engagemen and Support Report

The level of engagement was generally determined by the design of the program. Programs fell into one of the following categories:
• Six programs facilitated ongoing playgroups, early
learning activities, and parent support groups that
families could attend all year. Two programs also offered supportive services.
• Oakland Promise: Brilliant Baby helped low -income
families open a college savings account and provided
financial coaching to over three hundred parents and
caregivers.
• Two programs offered limited workshop and/or
playgroup series with six to eight sessions. One of these programs also provided case management to some
participating families.
• Oakland Unified School District’s Kindergarten
Readiness Summer PreK offered a 4 -week transitional
kindergarten program over the summer with a parent
engagement component.

Average Hours by Type of Program

24 12
9 7
Ongoing Programming
Oakland Promise: Brilliant
Baby
Limited Workshop and/or
Playgroup Series
Kindergarten Readiness-
Summer PreK

Participants engaged
in ongoing playgroups
and parent support
groups generally spent
more time in
programming than
participants in other
types of programming.

The reason I started
coming originally was
because I had a real
awkward toddler. And I was
like, "You need to be
around some other kids."
She didn't know what to do
with other children. And I
had just moved here, and I
didn't have any other
children to let her play
with.
– Staff and former participant,
Prescott-Joseph Center’s Pre-Pre-
School Program

7 | OFCY Parent Engagemen and Support Report

How participants spent their time in programs varied by age, as shown in the graph below . Children ages five and under spent half their time engaged in early learning activities, while older children (ages six and older) and parents/caregivers spent around half of their time participating in family engagement and parent education activities. Families also spent a significant amount of time receiving supportive services.

Average Hours of Participation by Age

Children five and under
spent the most time
engaged in early learning,
while parents/caregivers
spent the most time in
family engagement and
parent education.
17 17
7 5
15 0-2 years old
3-4 years old
5-6 years old
7-8 years old
Parents/caregivers

8 | OFCY Parent Engagemen and Support Report

Program Performance and Quality
OFCY tracks a series of indicators to assess how
well grantees in each strategy have implemented
their programming. The first three indicators
include progress toward projected program
enrollment, total hours of service, and average
hours of service per participant.3
In addition to these performance measures, the
Parent Education and Support strategy has
indicators based on parent/caregiver surveys that
assess key dimensions of program quality . As
demonstrated on the right, the 4 74 parents and
caregivers that completed a survey gave high
ratings in these areas, with more than nine out of
ten adult participants reporting that program
staff made them feel comfortable and supported
and that they staff work well with families of
different backgrounds.

To create a supportive environment for parents
and caregivers, programs focus on creating a
sense of physical and emotional safety, building
community, and maintaining a “no judgment”
policy that meets families where they are.

To promote respect for diversity, equity, and
inclusion, progr ams are run by diverse staff,
including staff from the communities the
programs serve, and ensure their program staff
complete diversity trainings and are comfortable
having difficult conversations related to inclusion
and equity. Some programs incorporated a focus
on incorporating works from authors of color
(e.g., Native American, Indigenous, and Black) in
their lessons and curriculum, as well as a re -
evaluation of the holidays that are celebrated
(e.g., shifting from the Fourth of July to
Juneteenth).

3 At the start of the fiscal year, programs estimate the units of service and enrollment they expect to meet. 88%
125%
140%
131%Average Hours of
Attendance
Total Hours of
Service
Number of
Youth Served
Program Performance: Average Progress
Toward Projected Enrollment and Attendance
Program Quality: Parent/Caregiver Survey
Responses (n=474)
Supportive
Environment 95%
Parents/caregivers who say
that program staff make them
feel comfortable and
supported
Diversity and
Inclusion 93%
Parents/caregivers who say that
program staff work well with
families of different
backgrounds

Number of Adults
Served

9 | OFCY Parent Engagemen and Support Report

Participant Outcomes
To assess if Parent Engagement and
Support participants are better off because
of their involvement in programming,
OFCY uses parent /caregiver surveys to
assess knowledge of child development
and skills to manage child behavior.

In addition to these primary indicators,
participant survey data and program
interviews tell a more comprehensive story
about the ways that programs support
increased family involvement, confidence
in managing children’s behavior, parental
leadership, and increased access to
resources, including mental health and
trauma-informed care support services.

Survey responses revealed that in
comparison to other families, Latinx parents
and caregivers were more likely to report progress
in all outcome areas and were also more likely to report that program staff helped them feel supported and
worked well with families from different backgrounds.

Knowledge and Skills to Support Child
Development
PES programs engaged families in learning through play, provided opportunities for socialization, and laid the
foundation for formal education. In playgroups, c hildren practiced basic routines (washing hands, sitting down for meals, cleaning up) , interacted with other children, and learned early numeracy and literacy skills, such as the alphabet. Parents and caregivers had the opportunity to watch teachers and facilitators model play -based activities and learn from other families with children going through the same developmental stages.

At our breakfast time we talk about childhood development and parent support. A lot of talk is like, ‘How are you potty training? How are you sleep training?’ And so we're just sharing our stories. - Staff, Prescott-Joseph Center’s Pre-Pre-School Program 85%
of Parents/Caregivers
Agreed: Because of this
program, I have a better
understanding of how my
child is growing and
developing.
.

Participant Outcomes: Parent/Caregiver Survey
Responses (n=474)

Connection to
Resources 89%
Parents/caregivers who agree that
staff refer them to other
organizations
Knowledge of
Development 86%
Parents and caregivers who say the
program helped them identify their
child’s needs
Skills to Manage
Behavior 83%
Parents and caregivers who say the
program helped them to respond
effectively when their child is upset

10 | OFCY Parent Engagemen and Support Report

Family Involvement
Parent Engagement and Support programs incorporate
opportunities for families to be involved in their child ren’s learning. Abriendo Puertas/Opening Doors Parent
Education teaches activities through their online program that parents and caregivers can do at home to help
prepare children for kindergarten . For example, parents and their children participate in a scavenger hunt to search for items at home that relate to math. The instructor then discusses how simple and fun activities like this can help adults introduce numbers, patterns, colors, shapes, sizes, and weights to their children. Similarly, Safe Passages Baby Learning Communities Collaborative’s SeeSaw prog ram helps bring parents , caregivers, and children together to complete fun learning activities.

Increased Access to Resources
Many PES programs connect families to resources beyond their programming, particularly through their partners.

Resources include food support (food giveaways, mini
food banks) , baby supplies (diapers and wipes) , and
COVID-specific resources (PPE, stipends for
emergency funds). Project Pride’s case managers
complete needs assessments with all program
participants and connect them with partners like
Child Protective Services to support family
reunification, Children’s Hospital for early intervention services, a nd medical services to support physical and psychiatric health. In addition, programs stressed the importance of the connections parents and caregivers make with each other and how they begin to think of each other as a resource.

There's this community of people that comes together. There's a real solitude in parenting that happens in our society where we're with this kid 24 hours a day in our homes, and we're expected to do that plus all over the other things that life presents us. And we don't have an y help with that. And so this program has turned into a support system for a lot of the people who show up.
- Staff, Prescott-Joseph Center’s Pre-Pre-School Program

82%
of parents/caregivers
agreed: This program
taught me how to help
my child be ready for
school.

88%
of parents/caregivers
agreed: Program staff
refer me to other
organizations or
programs when they
can’t help me with certain
issues.

1 | OFCY Family Resource Center Report

Summer Programming Report

The six Family Resource Centers (FRCs) funded
by O FCY serve as welcoming centers in the
community that meet the holistic needs of
families where they live and support the
development and learning of young children to
ensure that they are happy, healthy, and better
prepared for success in kindergarten and
elementary school. These families benefit not
only from FRCs’ early childhood programming
and public benefits enrollment support, but
also from ESL classes and systems navigation
supports to give them the knowledge, tools
and confidence to self -advocate an d
strengthen their foundation for resiliency. To
summarize strategy achievements , this report
draws on attendance records, program reports,
interviews with two programs (BANANAS’
Healthy Havenscourt Early Care & Kinder
Readiness Hub, a focus group with parents.

Strategy Results

FUNDED PROGRAMS
• BANANAS, Inc - Healthy Havenscourt Early
Care & Kinder Readiness Hub
• East Bay Agency for Children - Central Family
Resource Center
• East Bay Agency for Children - Hawthorne
Family Resource Center
• Lincoln - New Highland Academy and Rise
Community School (NH/R)
• Lotus Bloom - Multicultural Family Resource
Centers
• Lotus Bloom - School Readiness Playgroups
6 Programs
supported families with
young children
27,187 Hours
of service provided
573 Children
participated in programming
95% Parents/Caregivers
were referred to other
programs and resources that
help their family
$1,113,661
granted to programs

OAKLAND FUND FOR CHILDREN AND YOUTH
FY2020-2021 STRATEGY REPORT
Family Resource Centers
1,036 Adults
participated in programming
92% Parents/Caregivers
agreed that the program helped
them to respond effectively
when their child is upset

2 | OFCY Family Resource Center Report

Strategy Results
OFCY uses a Results Based Accountability (RBA) framework to assess its role in contributing toward city-wide goals. The RBA model is a comprehensive approach for assessing the quantity of services provided by programs, the quality of those services, and the effect of those services on the lives of children, youth, and families. It does this by addressing three guiding questions:
(1) How much did we do? (2) How well did we do it? (3) Is anyone better off? The remainder of this report includes the following sections aligned with this RBA framework:
1) Overview of Programs and Participants
2) How much did the programs provide?
3) How well did programs do it?
4) Is anyone better off as a result of the strategy’s work?

1 At the start of the year, programs estimate their annual enrollment and the total number of hours of service they will provide for each quarter. Progress is calculated as the actual enrollment divided by the projected enrollment.

How much did we do?
Number of Programs Funded 6
Number of Children Served 573
Number of Adults Served 1,036
Total Hours of Service Provided 27,187
Average Hours per Child Participant 20
Average Hours per Adult Participant 15
How well did we do it?
Enrollment: Average progress toward projected number of children served1 70% Average progress toward projected number of adults served 117% Total Hours of Service: Avg. progress toward projected total hours of service 200% Average Hours of Service: Avg. progress toward projected avg. hours of service 247% Supportive Environment : Parents and caregivers who say that program staff make them feel comfortable and supported 97%
Diversity and Inclusion : Parents and caregivers who say that program staff work well with families of different backgrounds 94%
Is Anyone Better Off?
Connection to resources: Parents and caregivers who agree that staff refer them to other programs and resources that help their family 95% Skills to manage behavior: Parents and caregivers who agree that the program helps them to respond effectively when their child is upset 92% Knowledge of development: Parents and caregivers who agree that the program helps them to identify their child’s needs 90%
3 | OFCY Family Resource Center Report

Programs and Participants
During FY2020-2021, 573 children and 1,036 adults were
served by FRCs located in under-resourced neighborhoods.

FRCs are designed to serve Oakland’s families with the
highest needs, including low-income families and
immigrant and newcomer populations that speak a range
of languages, including Spanish, Hmong, Mam, and Arabic.

Programs typically recruit families through word of mouth and referral relationships with local partners. For example, the Healthy Havenscourt Early Care & Kinder Readiness
Hub recruits through its diverse partners in the
Havenscourt neighborhood of East Oakland, including
SparkPoint Oakland (financial stability and work force
development), Bay Area PLAN (resident leadership), Lion Creek Crossing (affordable housing), OUSD, and Lockwood Childcare Development Center. During the pandemic, word of mouth about FRC’s ability to meet increased community needs through their partnerships (e.g., diapers, food, rental and utility assistance) brought new families to FRCs.

Early childhood support provided through FRCs serve
both children and parents, affording young children with opportunities for learning and positive social interaction, and providing parents and caregivers with knowledge,
resources, and skills to support the healthy development of their children and the overall wellbeing of their families.

As shown in the graphs below, close to two-thirds of
participants in FRC programs were parents or caregivers, and over half of the children served were under 3 years old.

The Family Resource
Center strategy served a
diverse target
population, including
low-income families and
newcomer parents and
caregivers.

Programs typically
recruit families through
word of mouth and
referral relationships
with local partners.

Even before the
pandemic, most of our new
families that would come,
they would say that we
were referred by another
family or my friend, or so-
and-so told me about this
program. A lot of it was just
the work that we're doing
and having that track
record in the community.
- Lotus Bloom’s Multicultural
Family Resource Centers and
School Readiness Playgroups

Participant Types
Children
36%
Parents/
Caregivers
64%
45%
22%
9%
24%
0-2 years old
3-4 years old
5-6 years old
7 and older
Age of Child Participants

4 | OFCY Family Resource Center Report

As illustrated below, most families lived in zip codes located along the 880 corridor and in West Oakland , including neighborhoods with a high percentage of unemployment,
unaffordable housing, and unsheltered homelessness.

As shown in the graph below, over 80% of child participants identified as Hispanic/Latinx or Middle Eastern/North African .2 Because 18% of children identified as Middle East ern/North African , which is not a census-designated group, it is difficult to make a direct comparison to the demographics of the city.

Race/Ethnicity of OFCY Participants and Oakland Children

2 City of Oakland data from American Community Survey (ACS) 2018 5-year Estimate.

Most families come
from West Oakland and
East Oakland along the
880 corridor.

Our families are
resilient…Going into
shelter-in-place, not
being able to work,
dealing with housing
insecurities…Most of our
families have already
gone through [that] and
they know how to hustle
and make things work or
who to ask for
support…Also, we've
noticed that when there's
a resource that's
available, the families will
share it with the other
families in the program as
well.
-Lotus Bloom’s Multicultural
Family Resource Centers and
School Readiness Playgroups

79% of children
identified as
Hispanic/Latinx or
African
American/Black.
<1%
21%
1%
12%
8%
n/a
19%
39%
<1%
2%
2%
4%
4%
8%
16%
63%
Native American/
Alaska Native
Caucasian/White
Some Other Race
Multiracial or Biracial
Asian/Pacific Islander
Middle Eastern/North
African
African American/Black
Hispanic/Latinx
FRCs
City of Oakland
(ages 0-6)
19%
15% 29%
2%
9%
9%
4%
1% 1%
2% 4%
Zip Code of Residence
94621: Webster
Tract, Coliseum
94601: Fruitvale
94603: Sobrante
Park, Elmhurst
94606: Highland
Park, East Lake
94605: Eastmont,
Havenscourt 9%
9%
15%
19%
29%
5 | OFCY Family Resource Center Report

How Much Did Programs Do?
In FY20-22, programs provided 27,187 hours of service. Due to COVID-19 and shelter -in-place, most FRC programs
remained virtual with limited in-person services and programs by appointment or in small groups. For example, BANANAS Inc.’s Healthy Havenscourt Early Care & Kinder Readiness Hub held virtual playgroups over Zoom , enrolled families for childcare subsidies, provided financial coaching, and helped with resource navigation over the phone , with supplies and other distributions by appointment only. Lotus Bloom adapted their drop -in playgroups to small stable pods of families, supplemented by virtual circle times on YouTube and
Facebook. In addition, many FRCs expanded their food and diaper distribution and began to provide rental and u tility assistance and direct cash payments.

Programs tailored their services to meet the needs and desires of families. As shown below, while most participants received light touch services and spent less than 10 hours in
programming, 7% of children and adults spent more than 80 hours in programming. Families who received primarily
referrals spent l ess time in FRC programming than those enrolled in playgroups. Average participation also varied significantly by program . For example, participants from East Bay Agency for Children ’s Central Family Resource Center received an average of 7 6 hours of service. In comparison , BANANAS Inc.’s Healthy Havenscourt Early Care & Kinder
Readiness Hub served more participants (532 versus 138), but those participants spent an average of 12 hours in
programming.

Hours of Participation

Programs tailored their
services to meet the
needs and desires of
families. Most
participants received
light touch services,
such as resource
referrals, while 7% of
children and adults
spent more than 80
hours in programming.

COVID spotlighted all the
insecurities and disparities that
our communities have been
going through for a decade.

We’ve started to support basic
needs like diapers and food and
especially cash assistance...And
then we have the family
navigation that also taps into
different resources. A family
might call looking for an
immigration lawyer or rental
assistance, or they might
suspect their child is on the
spectrum. So we refer them to
other partners so that they get
an all-encompassed treatment
along the process. We help fill
out the forms if they need that,
and we'll do the followup.
- Lotus Bloom’s Multicultural
Family Resource Center and
School Readiness Playgroups 62%
9%
10%
12%
6%
1%
Less than 10 hrs
10 up to 20 hrs
20 up to 40 hrs
40 up to 80 hrs
80 up to 120 hrs
120+ hours
79%
7%
4%
4%
3%
4%
Parents/Caregivers Children

6 | OFCY Family Resource Center Report

In line with FRCs’ early childhood focus, children under 5 years old spent the most time in programming, followed by children ages 3 -5. While the grant was focused on early childhood support, older siblings also benefitted from FRC s’
programming and comprehensive support.

Average Hours of Participation by Age

As shown in the graph below, the level of attendance varied by race/ethnicity. Specifically, White, Middle Eastern/North African families and Hispanic/Latinx children had the
highest average hours of service overal l. Among adults, Hispanic/Latinx participants spent the most time in
programs.

Average Hours by Race3

3 Average hours by race does not include racial o r ethnic groups that had less than five participants.

In line with FRCs’
early childhood focus,
children under 5 years
old spent the most
time in programming.

The level of
attendance varied by
race/ethnicity.
27 27
8 7
4 2
15 0-2 years old
3-4 years old
5-6 years old
7-8 years old
9-10 years old
11-12 years old
Parents/caregivers
29 24
22 20
17 12
10 9
Caucasian/White (n=39)
Middle Eastern/North African
(n=136)
Hispanic/Latinx (n=951)
Total (n=1,607)
Asian/Pacific Islander
(n=132)
African American/Black
(n=257)
Multiracial or Biracial (n=38)
Other (n=52)
7 13
22 15
6 6
6 3
Children Adults
7 | OFCY Family Resource Center Report

Program Performance and Quality
OFCY tracks a series of indicators to assess how
well grantees in each strategy have
implemented their programming.

The first three indicators include progress
toward projected program enrollment, total
hours of service, and average hours of service
per participant. 4 Although programs did not
serve as many children as they projected, the
families who participated spent more time in
programming than prog rams anticipated. In
fact, programs provided twice as many hours of
service as they had projected.

In addition to these performance measures, the
Family Resource Center strategy has indicators
based on parent surveys that assess key
dimensions of program quality , including the
creation of a supportive environment, respect for
diversity and inclusion , and connection to
resources. As demonstrated on the right, the 216
parents and caregivers that completed a survey
gave high ratings in these areas, with 97% of
parents and caregivers reporting that program
staff made them feel comfortable and
supported.

To create a supportive environment for
parents and caregivers , programs offer
language support and make themselves
available to families at any time by text or
phone. Staff also adapt their approach to the
needs of individual families in terms of when to meet and what they want to cover. Finally, some FRCs hire former part icipants so that staff members and families can relate to each other. This practice also fosters respect for diversity and a sense of inclusion, as staff reflect the community. FRCs also ensure that they have multilingual staff and offer diverse content an d materials.

4 At the start of the fiscal year, programs estimate the units of service and enrollment they expect to meet.

Program Quality: Parent/Caregiver Survey
Responses (n=216)
Supportive
Environment 97%
Parents/caregivers who say
that program staff make them
feel comfortable and
supported
Diversity and
Inclusion 94%
Parents/caregivers who say that
program staff work well with
families of different
backgrounds

70%
117%
200%
247%Average Hours of Attendance
Total Hours of Service
No. of
Children
Program Performance: Average Progress Toward
Projected Enrollment and Attendance
No. of Adults

8 | OFCY Family Resource Center Report

Is Anyone Better Off?
To assess if families served by FRCs are
better off because of their involvement,
OFCY uses parent /caregiver surveys to
assess knowledge of child development ,
skills to manage child behavior, and
connections to other resources. As shown
on the right, at least 90% of parents and
caregivers agreed that the FRCs
supported them in these areas.

In addition to these primary indicators,
participant survey data and program
interviews tell a more comprehensive
story about the ways that programs’
support increased family involvement,
confidence in managing children’s
behavior, parental leadership, and access
to resources, including mental health and
trauma-informed care support services.

Knowledge and skills to support
child development
FRCs use a strengths -based approach to build on the assets parents bring to their programs and further develop their knowledge, skills, and confidence to empower them to be advocates for their children. FRCs ’ early childhood programs provide children up to age five with socialization opportunities and equip parents to feel like they are their child’s best teacher.

For example, playgroups might focus on teaching parents how play can support learning, the importance of schedules and routines, and how to incorporate practicing counting and using colors into everyday activities.

Participant Outcomes: Parent/Caregiver Survey
Responses (n=216)
Connection to
Resources
95%
Parents and caregivers who agree
that staff refer them to other
programs and resources that help
their family
Skills to Manage
Behavior 92%
Parents and caregivers who agree
that the program helped them to
respond effectively when their child
is upset
Knowledge of
Development 90%
Parents and caregivers who agree
that the program helped them to
identify their child’s needs

I just learned that kids learn by playing. And in the play group, everything is playing – it looks like it's playing, but I just learned that they are learning. Like, socializing with others, using their hands or being able to move, being able to express what they feel. That's the biggest part.
-Parent, BANANAS Inc’s Healthy Havenscourt Early Care & Kinder Readiness Hub

96%
of parents and
caregivers agreed:

Because of this program, I
have a better
understanding of how my
child is growing and
developing.

9 | OFCY Family Resource Center Report

Confidence in managing children’s behavior
FRCs provide coaching and resources to help
parents and caregivers e xpand their toolkits for
responding to children’s behavior through
playgroups, workshops, and one-on-one support.

Parents and caregivers reflected on how FRC
playgroups have helped them learn patience and
how to respond to toddler tantrums.

Increased Access to Resources
To support parents and caregivers, FRC program staff provide resources and tools for navigating parenting challenges and offer referrals to internal and external partners. Resources can range from developmental check lists like Alameda County’s Help Me Grow to trainings and workshops and support groups for new parents, fathers, and BIPOC parents. Internal referrals include connecting families to other FRC programs and services like childcare referrals, childcare subsidies, and financial coaching.

Referrals to external partners meet many family needs, from mental health consultations and food banks to
immigration lawyers and rental assistance. As part of the Oakland Family Resource Center Network and Oakland
Starting Smart and Strong , many programs collaborate
with each other and cross-refer to other FRCs when they cannot meet family needs within their partner networks.

92%
of parents/caregivers
were referred to other
organizations or
programs when staff
couldn’t help them
with certain issues.
[The program staff] is more
than a teacher for us. She’s like a
friend. When you have these
situations with the kids where you
don't know what to do, she has the
tools or resources that we can benefit
them. My little one wants everything,
and then he cries and he has a big
tantrum. So I ask her, "How can I
deal with this?" And then, she gives
me tips and ideas that I can apply to
work on that. Having her as a
resource provider, I've been learning
about how to deal with those ups
and downs with my little one.
-Parent, BANANAS Inc’s Healthy Havenscourt
Early Care & Kinder Readiness Hub

91%
of parents and
caregivers agreed:

Because of this
program, I have a
better understanding of
what behavior is typical
at my child’s age.

10 | OFCY Family Resource Center Report

95%
of parents/caregivers
agreed that they have
sing, read or tell
stories to their child
more often because of
their program.

93%
of parents/caregivers
agreed that their
program taught them
how to help their child
be ready for school.
1 | OFCY Eng. and Success for Elem. and Mid. School Report

Strategy Results
377Average Hours
per youth participant
451,346 Hours
of service provided
1,196 Youth
participated in
programming
5 Programs
received funding
79% of Youth
agreed that the program
helped them feel more
motivated to learn in school
Summer Career Awareness &
Employment Support Report

The five programs funded under OFCY’s Engagement
and Success for Elementary and Middle School
Students (ESEMSS) strategy are designed to help
improve attendance, school connectedness, and
academic performance (literacy and numeracy).

Services included tutoring, writing workshops, dance
and drumming classes, parent support groups, and
one-on-one meetings to support socioemotional
wellbeing. Due to the COVID -19 pandemic, t he
majority of programming in FY20 -21 was delivered
online in one -on-one and small group sessions. To
summarize strategy achievements an d progress to
date, this report draws on attendance records, program
reports, youth surveys, and an interview with one
program (Safe Passages’ Elev8 Youth).

OAKLAND FUND FOR CHILDREN AND YOUTH
FY2020-2021 STRATEGY REPORT
Engagement and Success for
Elementary and Middle School Students
$562,647
granted to programs

FUNDED PROGRAMS
• Chapter 510 Ink - Writing to Readiness
• Destiny Arts Center - Arts in Oakland
Schools
• Lincoln - West Oakland Initiative (WOI)
• S.P.A.A.T. (Student Program for
Academic And Athletic Transitioning) -
Athletes CODE (TAC) MS Engagement
• SAFE PASSAGES - Elev8 Youth

2 | OFCY Eng. and Success for Elem. and Mid. School Report

Strategy Results
Beginning in the 2019 -2022 funding cycle, OFCY adopted a Results Based Accountability (RBA) framework to assess its role in contributing toward city -wide goals. The RBA model is a comprehensive approach for assessing the quantity of services provided by programs, the quality of those services, and the effect of those services on the lives of children, youth, and families. It does this by addressing three guiding questions: (1) How much did we do? (2) How well did we do it? (3) Is anyone better off?
The remainder of this report includes the following sections aligned with this RBA framework:
1) Overview of Programs and Participants
2) How much did the programs provide?
3) How well did programs do it?
4) Is anyone better off as a result of the strategy’s work?

1 At the start of the fiscal year, programs estimate their annual enrollment and the total number of hours of service they will provide. Progress is calculated as the actual enrollment divided by the projected enrollment.

How much did we do?
Number of Programs Funded 5
Number of Youth Served 1,196
Total Hours of Service Provided 451,346
Average Hours of Service per Youth 377
How well did we do it?
Enrollment: Average progress toward projected number of youth served1 114% Total Service Hours: Average progress toward projected total hours of service 100% Average Hours of Service: Average progress toward projected average hours of service 84%
Safety: Youth who agreed that they felt safe in their program 86% Caring Adults: Youth who agreed that there is an adult at the ir program who really cares about them 84%
Positive Engagement: Youth who agreed that they are interested in what they do at their program 83%
Is Anyone Better Off?
Motivated to Learn: Youth who agreed that they are more motivated to learn in school 79%
Academic Skills: Youth who agreed that they learned skills that help with their schoolwork 77%
3 | OFCY Eng. and Success for Elem. and Mid. School Report

ESEMSS programs offered
virtual academic support
and enrichment activities
that encourage school
connection to elementary
and middle school students
at schools with high levels of
environmental stress.

Program Spotlight
Elev8 Youth serves diverse
students and communities
at four Oakland schools. In
partnership with school
staff, Elev8 provided
supplemental services to at
risk students, including
supporting students with
IEPs, participating in grade-
level meetings, providing
individualized literacy and
math instruction, and
engaging youth during
asynchronous learning in
the afternoon.

Programs and Participants
During FY20-21, 1,196 unduplicated youth participated in Engagement and Success for Elementary and Middle
School Students (ESEMSS) programs at elementary and
middle schools with high levels of environmental stress, such as high unemployment, housing cost burden, and numbers of children and youth who qualify for free and reduced-price meals.2 Designed to support academic success and school connection, services include school-based creative writing workshops, school-based dance programming, literacy
interventions, and college and career readiness programs.

Since the onset of COVID, many programs also deepened their wraparound support offerings. Programs identif ied
participants through their partnerships with school sites and prioritized enrolling low-income youth, as well as y outh who were not yet meeting grade level literacy standards.

In line with the strategy’s focus on elementary and middle school engagement and success, 89% of participants served by programs in this strategy were between the ages of five and twelve, as shown in the graph below.

Age of Participants

2 Oakland Community Stressors Index (2019):
https://www.oaklandca.gov/resources/oakland-community-stressors- index
4%
38%
24%
27%
7%
Less than 5
5-8 years old
9-10 years old
11-12 years old
13-14 years old

4 | OFCY Eng. and Success for Elem. and Mid. School Report

In line with OFCY’s focus on BIPOC children and youth, about 83% of participants identified as Hispanic/Latinx, African American/Black, or Asian/Pacific Islander, compared to 72% of Oakland children and youth aged 4-14.3
Race/Ethnicity of OFCY Participants and Oakland Children and Youth

As illustrated below, most participants lived in East Oakland. Close to 40% of the youth served by the strategy lived in or around Fruitvale.

3 City of Oakland youth data comes from American Community Survey (ACS) 2018 5-year Estimate. For this graph, Middle Eastern/North African OFCY participants are included in the “Other” category.
<1%
1%
17%
10%
10%
22%
41%
<1%
9%
<1%
4%
3%
10%
24%
49%
Native American/
Alaska Native
Some Other Race
Middle East/North Africa
Caucasian/White
Multiracial or Biracial
Asian/Pacific Islander
African American/Black
Hispanic/Latinx
ESEMSS
participants
City of Oakland
(ages 4-14)

Hispanic/Latinx
youth comprised
the largest group
of youth served.

Participating
youth were most
likely to live in
East Oakland,
particularly in or
around Fruitvale.

39%
19%
13%
1%
4%
3%
1%
4%
1% 2% 2%
1%
Zip Code of Residence
94601: Fruitvale
94619: Maxwell Park,
Leona Heights,
Redwood Heights
94621: Webster Tract,
Coliseum
Associates with
Multiple Zip Codes
11%
13%
19%
39%
5 | OFCY Eng. and Success for Elem. and Mid. School Report

ESEMSS programs offered
virtual academic support
and enrichment activities
that encourage school
connection to elementary
and middle school students
at schools with high levels of
environmental stress.

Program Spotlight
Elev8 Youth serves diverse
students and communities
at four Oakland schools. In
partnership with school
staff, Elev8 provided
supplemental services to at
risk students, including
supporting students with
IEPs, participating in grade-
level meetings, providing
individualized literacy and
math instruction, and
engaging youth during
asynchronous learning in
the afternoon.

How Much Did Programs Do?
Programs provided 451,346 hours of service. Following
county health guidelines and taking their lead from OUSD, programs continually adapted and evolved in response to COVID-19. When schools transitioned to remote learning environments, programs shifted to virtual learning. As schools opened their campus to in-person learning hubs for the highest need students, some programs also shifted to provide in- person support at hubs while continuing to offer virtual programming to students who were still at home. In the virtual environment, some programs adapt ed services in response to teachers’ needs, such as shifting focus from small reading groups to math, which students struggled with online. As shown below, students spent the most time in academic activities, followed youth leadership, civic engagement, and community building.

Hours Spent in Most Common Activities
Working in the virtual space allowed some programs to be more flexible with content, scheduling, and the number of youth served. For example, Elev8 staff were able to meet with students outside their scheduled times, increasing accessibility. Because the level of support provided depended on student needs, the time students spent in programming varied, as shown below.

Hours of Attendance in ESEMSS Programs

15%
12%
14%
4%
<1%
54%
Less than 10 hrs
10 up to 20 hrs
20 up to 40 hrs
40 up to 80 hrs
80 up to 120 hrs
120+ hours

Programs provided virtual
and modified in-person
programming that
supported student success,
from helping families set up
internet to providing
individualized math
instruction.

In the beginning of the
school year, we spend time
doing team building games
that break the ice for the
students. We get to know the
students as individuals before
we move into the academics
and the enrichment
activities...We use social-
emotional learning strategies
not only to improve
engagement and interactions,
but also for them to take
those skills and utilize them in
other areas of their lives, like
breathing techniques and
grounding techniques.
– Staff, Safe Passages’ Elev8
Youth

Youth spent an average of
377 hours in ESEMSS
programming.
7,486
155,473
281,637
Arts, Dance, Music and Culture
Youth Leadership, Civic Engagement,
and Community Building
Academics

6 | OFCY Eng. and Success for Elem. and Mid. School Report

On average, youth spent 377 hours in programming. Notably, 96% of the participants who spent at least 120 hours in programming were from the same program that supported
students during the school day at four elementary and middle schools (Safe Passages’ El ev8 yo uth). Elev8 staff supported school-day instruction and therefore engaged participants every school day for multiple hours. As shown on the following page, t he average time that participants spent in the other programs ranged from 10 to 83.

Average Hours of Attendance by Program

The number of hours spent in programming varied somewhat by race/ethnicity. As shown b elow, multiracial/biracial youth and Asian/Pacific Islander youth had the highest average hours of participation.4
Average Hours of Participation by Race/Ethnicity

4 The chart only includes racial/ethnic groups with at least five members. 682
586
561
377
350
306
277
Multiracial or Biracial
Other
Asian/Pacific Islander
Total
African American/Black
Hispanic/Latinx
Caucasian/White

Asian/Pacific Islander
youth spent the most
time in programming.

Many of our young people
were barely in school when they
started. Transitioning them solidly
back to school with having better
self-esteem, having met other
people, having had a whole
different type of contextual
learning happening in the summer
… that’s the summer job program.

It’s an early intervention program.”
- Staff, YEP’s Summer Jobs

10 17
29 83
696
Chapter 510 Ink - Writing to Readiness
Destiny Arts Center - Arts in Oakland
Schools
Lincoln - West Oakland Initiative (WOI)
S.P.A.A.T. - Athletes CODE
SAFE PASSAGES - Elev8 Youth

Average hours of
attendance varied
significantly across
programs, with students in
a program that supported
school day instruction
every day receiving the
most hours of service.

7 | OFCY Eng. and Success for Elem. and Mid. School Report

How Well Did Programs Do It?
OFCY tracks a series of indicators to assess how
well grantees implemented their programming.

The first three indicators include progress
toward projected program enrollment, total
hours of service, and average hours of service
per participant. 5 As shown on the right,
program attendance and enrollment were
strong, with programs enrolling 114% of the
youth they anticipated.

In addition to these performance measures,
OFCY uses youth surveys to assess program
quality. Surveys reveal that participants generally
felt safe, connected to adults that cared about
them, and engaged in their programs.

With the transition to virtual spaces, programs
focused on emotional safety through
structured socioemotional learning activities and
monitoring what was going on in youths’
environments and home lives.

To promote positive engagement, programs
developed interactive community activities to
provide breaks from academics (e.g., Fun Fridays,
dance parties, quiz games) , provided students
with choices among different activities related to
the same content, and offered opportunities for
youth to celebrate their cultures.

Programs buil t strong connections to caring
adults through ice breakers and team builders
that allowed staff to get to know participants as
individuals. To help youth relate to adults in the
program, agencies hired diverse staff that reflect
participants’ communities.

5 At the start of the fiscal year, programs estimate the units of service enrollment they expect to meet. By the end of the year, programs are expected to reach at least 80% of their projected enrollment and units of service.

Percent Placed in Job or
Internship
Percent Receiving 10+
Hours of Work Experience
Program Quality: Youth Survey Responses
(n=102)
Program Performance: Average Progress
Toward Projected Enrollment and Attendance
Safety
86%
Youth who agree that
they feel safe in their
program
Caring Adults
84%
Youth who agree that
there is an adult who
cares about them at
their program
Positive
Engagement 83%
Youth who agree that
they are interested in
what they do at the
program

114%
100%
84%Average Hours of
Attendance
Total Hours of Service
Number of Youth Served
8 | OFCY Eng. and Success for Elem. and Mid. School Report

Is Anyone Better Off?
As part of the RBA framework, OFCY tracks
indicators of youth leadership and community
connectedness to assess if career awareness
program participants are better off because of
their participation. As shown below, most
youth reported gaining the experience and
skills that the strategy aims to provide.

In addition to these RBA indicators, participant
survey data and program interviews tell a more
comprehensive story about the ways that
EMSSS programs foster positive youth
development and academic success.

Increased Academic Preparedness and Engagement
EMSSS programs have an explicit focus on increasing academic preparedness and engagement with schools. Gains in
literacy and math have long been a focus of these
programs, and programs place d an even greater
emphasis in these areas to combat learning loss
during COVID -19. Strategies included working with
students via phone calls, offering virtual 1:1 mentoring and group discussions during class and after school,
and incorporating wellness check-ins prior to academic
sessions. To increase attendance and engagement in the
online environment, programs developed interactive
activities and collaborated with school staff to build stronger linkages to the school day. For example, at Safe Passages sta ff from Elev8 participated in synchronous morning sessions with classroom teachers to create a sense of continuity with their afterschool programming.

Motivated to Learn
79%
Youth who agree that they
are more motivated to
learn in school
Academic Skills
77%
Youth who agree that they
learned skills that help with
their schoolwork

76%
of youth agreed:

Because of this program,
I participate in more
class discussions and
activities at school.

[We do] fun and engaging activities so that the students are showing up for session. Maybe they're not too thrilled about the math lesson, but they're going to be thrilled for Fun Friday. They're going to be thrilled for the art activity. So that sometimes you do need that extrinsic, additional motivation to get them there, because then once they're there, they're going to enjoy the [academic] lesson that was prepared for them, we just need to get them there first. - Staff, Safe Passages’ Elev8 Youth

Participant Outcomes: Youth Survey Responses
(n=102)
9 | OFCY Eng. and Success for Elem. and Mid. School Report

Increased sense of belonging and mental wellness
Fostering a sense of belonging and supporting youths’ mental wellness fall within these programs’ broader focus on s ocio- emotional learning and well -being. During the pandemic, Elementary and Middle School Student Success programs built in extra time and space for program staff and youth to get to know each other through icebreakers, check -ins, and team -building activities. Programs also incorporated self -care strategies to promote mental health, such as breathing and grounding techniques to improve engagement and interactions and help students cope with stress. For example, Elev8 incorporated activities to help students build and practice self -awareness and self -regulation skills like identifying positive and negative emotions and managing those feelings through journaling, meditation, and yoga.

Increased sense of school connectedness
Elementary and Middle School Student Success programs adapted their approach to supporting school connectedness in a virtual environment by develop ing group games and virtual activities to promote engagement. Safe Passages Elev8 offered engaging afternoon extra -curricular activities, called specials, like physical education, leadership and junior coach classes, dance classes, and guided art projects. Staff also joined synchronous time in morning with teachers to work with students, which built relationships with students and connected afterschool activities to the school day. To foster a sense of connection to school, Elev8 created large scale group projects like dance parties and guided art projects so that students who had been isolated for so long could feel like they were still part of a school community.

It was a tremendous feeling to be to be a part of a hundred kindergartners doing a dance party for Fun Fridays or 50 kids doing guided art. All these kids who were isolated for so long were now continuing to feel like they were still part of a school community. - Staff, Safe Passages’ Elev8 Youth
[Our program] supports the students in getting to know their instructor and their peers, supports students with social emotional learning, and helps youth make a smoother transition into academics. [We teach] students about self-awareness and identifying positive and negative emotions. When students are comfortable and know what they are feeling, we can teach them how to manage those feelings through activities such as journaling, meditating and yoga.
- Safe Passages’ Elev8 Youth Quarterly Report

80%
of youth agreed:

This program helps
me feel happy to be
at this school.

94%
of youth agreed:

I felt supported
and respected at
this program.

73%
of youth agreed:

This program
increased my desire
to stay in school.

10 | OFCY Eng. and Success for Elem. and Mid. School Report

Survey Responses by Subgroups
An analysis of survey responses by subgroup revealed some differences in outcomes across race, gender, and age:
• African American/Black and middle school students were less likely to report that they were interested in their program than their peers were. • Females reported lower progress than males in the areas of Sense of Belonging, Connections to Adults , Development and Mastery of Skill s, and Improved Decision Making. They were also more likely than their peers to report feeling safe.

1 | Comprehensive Afterschool Programming Report

Strategy Results
6,050 Youth
participated in
programming
59 Schools
received school-day and
afterschool support
79% of Students
report that they learned
skills that help with their
schoolwork
76% of Students
report that they are more
motivated to learn in school
Summer Career Awareness &
Employment Support Report

The 59 programs funded under OFCY’s
Comprehensive Afterschool Program (CASP) strategy
are designed to increase positive youth development
and educational outcomes by providing safe and high-
quality afterschool academic and enrichment activities
at low - or no -cost. Funded programs coordinate
afterschool academic and enrichment activities for
youth by working with subcontractors, the school site,
Oakland Unified School District (OUSD) and OFCY.

Programs in this strategy serve students in grades K-8
at Oakland public school sites, targeting schools where more than half of students qualify for free or reduced
lunch rates. To summarize strategy achievements and
progress to date , this report draws on participant
surveys, administrative data, interviews with program
staff at nine schools and a focu s group with parents
from one program ( Girls, Inc. at La Escuelita
Elementary).1

1 Afterschool s taff from the following partner agencies were interviewed: Bay Area Community Resources, Citizen
Schools, Inc., East Bay Asian Youth Center, Girls Incorporated of Alameda County, and Safe Passages

OAKLAND FUND FOR CHILDREN AND YOUTH
FY2020-2021 STRATEGY REPORT
Comprehensive Afterschool
Programming
$5,307,513
granted to programs
[Our afterschool program]
teaches my girls to lead. You know,
to be a part of something bigger. … It
enoucrages the particiapnts to be a
better person. And that’s amazing.
-Parent, Girls Inc’s La Escuelita Afterschool
Program

2 | Comprehensive Afterschool Programming Report

FUNDED PROGRAMS
Elementary
• Achieve Academy - East Bay Agency for
Children (EBAC)
• Acorn Woodland Elementary - Girls
Incorporated of Alameda County (Girls Inc.)
• Allendale Elementary School – Girls Inc.
• Bella Vista Elementary School - East Bay
Asian Youth Center (EBAYC)
• Bridges Academy - Girls Inc.
• Brookfield Elementary - Bay Area
Community Resources (BACR)
• Burckhalter Elementary - Ujimaa
Foundation (Ujimma)
• Carl B. Munck Elementary – Ujimma
• Community United Elementary – BACR
• East Oakland Pride Elementary - Higher
Ground Neighborhood Development
Corp. (Higher Ground)
• Emerson Elementary – BACR
• EnCompass Academy – OLF
• Esperanza Elementary – BACR
• Franklin Elementary School – EBAYC
• Fred T. Korematsu Discovery Academy –
BACR
• Fruitvale Elementary – BACR
• Futures Elementary – BACR
• Garfield Elementary School – EBAYC
• Global Family – BACR
• Grass Valley Elementary – BACR
• Greenleaf Elementary – BACR
• Hoover Elementary – BACR
• Horace Mann Elementary – Girls Inc.
• Howard Elementary – BACR
• International Community School – OLF
• Laurel Elementary – SP
• Learning Without Limits – OLF
• Lincoln Elementary School – EBAYC
• Madison Park Academy TK-5 – BACR
• Manzanita Community School – EBAYC
• Manzanita SEED – EBAYC
• Markham Elementary – BACR
• Martin Luther King, Jr. Elementary – BACR
• New Highland Academy - Higher Ground
• Piedmont Avenue Elementary School -
Young Men's Christian Association of The
East Bay (YMCA)
• Prescott – BACR
• REACH Academy – YMCA
• Rise Community School – EBAC
• Sankofa Academy – BACR
• Think College Now – OLF
• Vincent Academy – BACR
K-8
• ASCEND - Oakland Leaf Foundation (OLF)
• Community School for Creative Education
- Attitudinal Healing Connection (AHC)
• La Escuelita Elementary - Girls Inc.
• Lazear Charter Academy – EBAYC
• Lighthouse Community Charter School -
Lighthouse Community Public Schools
(LCPS)
• Parker Elementary - Higher Ground
Middle
• Bret Harte Middle School – OLF
• Coliseum College Prep Academy – Safe
Passages
• Edna Brewer Middle School – EBAYC
• Elmhurst United – BACR
• Frick Middle School – EBAYC
• LIFE Academy – BACR
• Madison Park Academy 6-12 – BACR
• Roosevelt Middle School – EBAYC
• United for Success Academy – Safe
Passages
• Urban Promise Academy – EBAYC
• West Oakland Middle School – YMCA
• Westlake Middle School - Citizen Schools,
Inc.

3 | Comprehensive Afterschool Programming Report

Strategy Results
OFCY uses a Results Based Accountability (RBA) framework to assess its role in contributing toward city-wide goals. The RBA model is a comprehensive approach for assessing the quantity of services provided b y programs, the quality of those services, and the effect of those services on the lives of children, youth, and families. It does this by addressing three guiding questions:
1) How much did we do? 2) How well did we do it? 3) Is anyone better off? The remainder of this report includes the following sections aligned with this RBA framework:
1) Overview of Programs and Participants
2) How much did the programs provide?
3) How well did programs do it?
4) Is anyone better off as a result of the strategy’s work?

2 Programs served additional students when pushing into school-day remote learning instruction. Not all of these students were officially enrolled as afterschool participants. 3 At the start of the fiscal year, programs estimate their annual enrollment and the total number of hours of service they will provide. Progress is calculated as the actual enrollment divided by the projected enrollment.

How Much Did We Do?
Youth Served 6,0502
Elementary and K-8 Schools Served 47
Middle Schools Served 12
Percent of Students from Host Schools Served 25%
How Well Did We Do It?
Enrollment: Average progress toward projected number of youth served3 102% Safety: Percent of youth who report feeling safe in their program 87% Caring Adults: Youth who agree that there is an adult at their program who really cares about them 81%
Positive Engagement: Youth who agree that they are interested in their program 78% Is Anyone Better Off?
Academic Skills : Youth who agree that they learned skills that help with their schoolwork 79%
Principals who agree that the program supported student academic growth. 94% Remote Learning Attendance: Principals who agree that students attend ed distance learning more often as a result of the program. 79% Motivation to Learn: Youth who agree that they are more motivated to learn in school 76%
4 | Comprehensive Afterschool Programming Report

Programs prioritize English
Learners, newcomers,
foster youth, and students
from low-income or single
parent households.

While some programs
offered virtual afterschool
programming, most
programs shifted to
supporting remote
instruction during the
school day.

With the principal and
myself and administration,
when decisions were made, it
was in collaboration. It was
never like, ‘Oh, you guys are
just afterschool. You guys are
just a nonprofit.’ No, it was
always like, ‘Let's make these
choices together. How should
your team support? Where
will they benefit or students
and families benefit more
from having these extra
hands?’
-Staff, EBAYC at Roosevelt Middle
School

Programs and Participants
During 2020-2021, 6,050 unduplicated youth participated in OFCY-funded Comprehensive Afterschool programs
(CASP). All programs are committed to serving communities most in need. Programs prioritize serving youth from low - income, newcomer, English learner, unsheltered, single-parent and foster households. In interviews, program staff described that the pressures youth face can lead to trauma and mental health issues for the students that manifest in academic and behavioral struggles. Comprehensive Afterschool programs recognize the unique challenges of each community they work in and are poised to implement whole -child approaches that focus on the strength and resilience of youth.

While OFCY-funded afterschool programs traditionally engage students in person during afterschool hours, in response to COVID-19 and school closure s, programs made fundamental shifts to their program model and supported schools in many ways, as shown in the chart below.4
Activities Provided by CASP Programs
(Percent of Programs)
Conducted wellness checks for
students

Pushed in to support school-day
instruction

Provided virtual enrichment
programming during afterschool hours

Supported communication between the
school and families

Supported the distribution of food
and/or technology to families

Connected families to other community
resources

Provided virtual enrichment
programming during the school day

Oversaw student learning pods

4 The chart includes the 55 programs that responded to the evaluation’s annual program survey (93% of all programs). 26%
53%
75%
75%
78%
86%
93%
95%

5 | Comprehensive Afterschool Programming Report

Almost all programs (93%) supported remote learning during the school day and most continued to provide enrichment after school, albeit virtually. School day support took many different forms:

Many afterschool program staff pushed into the virtual classroo ms and supported school-day teachers with social emotional learning, community-building activities, and small group instruction; about half of programs offered enrichment classes during the day; and at least 14 programs led in-person learning pods for students who faced challenges with remote instruction.

Additionally, recognizing the growing needs of families at their school sites, many programs also conducted wellness checks, distributed food , and connected families to financial support and mental health resources.

Program Spotlights
At Westlake Middle School , Citizens Schools offered virtual afterschool programming and supported school -day instruction. In the afterschool hours, students engaged in community - building activities, staff checked in individually with students about their homework completion, and students rotated through a series of apprenticeships that are led by partner organizations, community members, and career professionals. For example, this fall, Citizens School partnered with Women’s Audio Mission in San Francisco to offer a girls -only audio production engineer class. Other classes included cooking, coding, and violence prevention/community organizing.

Staff reached out to the teachers of their regular participants to discuss their academic support and identify additional support they might need.

During the school day, each staff member partnered with a school-day teacher to support remote learning activities. Staff monitored the chat, responded to questions, and led small break out room sessions. In addition, the program provided supplement al math instruction to 30 students who were identified in collaboration with school administration, the instructional leadership team, and math teachers. The math instruction takes place for one hour in the morning before synchronous learning begins. To fa cilitate collaboration between school -day teachers and afterschool instructors, Westlake gave Citizens School access to Google classrooms and other systems utilized for remote instruction.

At Roosevelt Middle School, East Bay Asian Youth Center (EBAYC) decided to focus their services on school -day support and not offer virtual afterschool programming. Each afterschool staff member partnered with one to two teachers to support advisory classes and core academic classes and led virtual social groups during lunch time. During core classes, afterschool staff led a ten- minute warm welcome activity and supported a small group of students who wanted additional instruction or were having trouble grasping the content in a breakout room after teachers finished their instruction. In early spring, EBAYC began to lead two in-person learning pods to create a safe environment for 24 students who had previously been disengaged in remote learning.

6 | Comprehensive Afterschool Programming Report

As far as assets are
concerned, [our students] are
super willing to do and try
new things. They are super
engaged and respectful and
friendly and just excited
about everything…[A
challenge] has been more
the academic side of things,
it has been difficult for them
to retain a lot of the content
that's being instructed [in
remote learning]. When
we're doing our academic
tutoring, they've been in
class and it's been explained
to them, but there's still a
disconnect. There's going to
have to be a lot of
intentionality around
bringing them back to speed.
-Staff, Citizens School at Westlake
Middle School

Reflecting OFYC’s target population, 8 6% of participants identified as Hispanic/Latinx or African American/Black , as shown on the following page.5
Race/Ethnicity of OFCY Participants and Oakland Youth

In line with the focus on youth development and educational outcomes, this strategy served youth across the elementary and middle school spectrum. As shown in the graph below, 90% of participants were between the ages of five and 12.

Age of Participants

5 City of Oakland youth data from American Community Survey (ACS) 2018 5-year Estimate Middle Easter n/North African is not represented in racial/ethnic categories collected by the ACS.
2%
15%
24%
26%
26%
8%
Under 5 years old
5-6 years old
7-8 years old
9-10 years old
11-12 years old
13 and older
<1%
n/a
<1
10%
17%
10%
22%
41%
<1%
<1%
1%
1%
3%
10%
27%
59%
Native American/Alaska Native
Middle Eastern/North African
Other
Multiracial or Biracial
Caucasian/White
Asian/Pacific Islander
African American/Black
Hispanic/Latinx
CASP
participants
City of Oakland
(ages 4-14)
7 | Comprehensive Afterschool Programming Report

How Much Did Programs Do?
As stated previously, 6,050 students officially attended CASP programming, comprising 25% of students who
attended the programs’ host schools. 6 However,
programs actually served a larger number. Programs
generally did not track every student they engaged with when they pushed into school -day instruction ,
including many of the students who participated in
Zoom breakout sessions with program staff for
additional academic support. Generally, programs
tracked enrollment of the students who attended
afterschool programming or those who attended
classes taught and led exclusively by afterschool staff, such as enrichment classes. Moreover, programs did
not consistently track the attendance of students who
were officially enrolled in programming. As a result, it is difficult to quantify the true reach of OFCY -funded
afterschool programs in FY20-21.

Programs that offered enrichment after school
generally found it more difficult to engage students for numerous reasons. First, man y students experienced
“Zoom fatigue” and were reluctant to join virtual
enrichment activities after a day of distance learning.

Second, programs reported that many students were
less engaged and motivated to participate in school in
general. Finally, programs found that students were
distracted at home with household responsibilities like caring for younger siblings, video games, opportunities to nap, etc. To overcome these challenges, programs
made targeted efforts to engage students, including
offering fun incentives, like monthly raffle prizes for participants, reach ing out to students individually via phone or te xt to check in on them and connect on a
personal level , and striving to make virtual
programming as interactive and hands-on as possible.

6 We estimated enrollment at host schools using Census Day Enrollment information from the California Department of Education, which reports the number of students enrolled at each school on the first Wednesday in October.

25% of students at host
schools attended CASP
programming during the
school day or after school.

I'm going to be really honest
with you, Cityspan is not an
accurate representation of the
amount of students we are
serving given that this whole
distance learning is difficult as it
is, to capture attendance was
also difficult… We did not
capture the attendance of the
students we supported in the
academic classes because the
students changed every nine
weeks and we didn't want to
hassle with having to enroll,
unenroll, enroll, enroll.
-Staff, EBAYC at Roosevelt Middle School

Enrollment by Grade
224
484
560
685
611
599
590
561
493
26 Pre-K or K
1st
2nd
3rd
4th
5th
6th
7th
8th
9th and above
Grade was missing for 1,221 students. Most of
these students (79%) attended programs at
charter schools.
8 | Comprehensive Afterschool Programming Report

How Well Did Programs Do It?
OFCY tracks a series of indicators to assess how
well grantees implemented programming. The
first indicator looks at progress toward projected
program enrollment .7 Despite COVID-related
challenges enrollment was strong. Programs
enrolled 102% of the youth they anticipated.

OFCY also looks at youth perceptions of critical
aspects of programming as indicators of quality.

Despite the challenges of delivering online
enrichment and support, the 1,934 youth who
completed a survey generally felt safe ,
connected to caring adults, and interested in
their programs, as shown on the right.

To strengthen the sense of safety and trust in
staff, programs helped meet basic needs by
conducting wellness checks, food distribution,
and tech distribution . Programs utilize d social
emotional learning practices , such as building
community through warm welcome activities at
the start of progra m sessions , providing brain
breaks and time for reflection, and incorporating
restorative practices. Bay Area Community
Resource staff reported that they also gave space
for families and students to have a voice in what
programming looked like.

To make sure programing w as interesting and
engaging in a virtual setti ng, programs used
strategies they had in the past . Strategies
included checking how things were landing for
their students, reflecting with fellow staff about
challenges with engagement, engaging partners,
and retaining experienced staff. Several
programs also distributed activity packets to
engage students in tactile, hands-on activities.

7 At the start of the fiscal year, programs estimated the number of students they expected to enroll. By the end of the year, programs are expected to reach at least 80% of their projected enrollment. 102%Number of Youth Served
Program Performance: Average Progress
Toward Projected Enrollment and Attendance
Percent Placed in Job or
Internship
Percent Receiving 10+
Hours of Work Experience
Safety
87%
Youth agree that they
feel safe in their
program
Caring Adults
81%
Youth agree that there is
an adult who cares
about them at their
program
Positive
Engagement
78%
Youth agree that they are
interested in what they do
at the program

I just love the instructors and
the support. Especially when we went
into the Zoom world, they were very
there with us…. Communication was
very strong with the parents. If I had
questions or just anything, I was
comfortable to just reach out.
-Parent, Girls Inc. La Escuelita Afterschool
Program
Program Quality: Student Survey Responses
(n=1,934)
9 | Comprehensive Afterschool Programming Report

Participant Outcomes
As part of the RBA framework, OFCY uses
youth surveys to assess if CASP participants are
better off because of their participation. As
shown below, the vast majority of youth
reported learning academic skills and
becoming more motivated to learn as a result
of their program. In addition to these RBA
indicators, participant survey data and
program interviews tell a more comprehensive
story about the ways that afterschool
programs support positive youth
development, social emotional wellbeing, and
academic preparedness.

Increased School Attendance and Connectedness
Staff and principals generally reported that
the support of afterschool staff during
the school day encouraged student
attendance. At United for Success,
for example, remote learning
attendance increased after
afterschool instructors started
pushing into school-day instruction.

To encourage attendance, p rograms
provided important opportunities for
peer interaction and connections to
caring adults through community building
activities during and after school . These connections were particularly important during remote learning, when
students felt isolated and disconnected from each
other.

82%
of students agreed:

This program helps
me feel like a part of
this school.

Academic Skills
79%
Youth agree that they
learned skills that help with
their schoolwork
Motivation to Learn
76%
Youth agree that they are
more motivated to learn in
school

79%*
of principals agreed:

As a result of the
program, students
attend distance
learning more often.

The ability for support staff to be in classes
with teachers during the day and then run
support sessions for students has been going
really well. This alignment makes it easier for all
and makes it feel more meaningful for students.
-Teacher on special assignment, Coliseum College
Prep Academy
If students are not feeling a sense of
belonging, a sense of feeling safe, then
unfortunately, they're just not going to
want to be there..”
-Staff, EBAYC at Roosevelt Middle School
*12% of principals
answered N/A or I don’t know
88%
of principals agreed:

The program helps
students feel
connected to our
school.

Participant Outcomes: Youth Survey Responses
(n=1,934)
10 | Comprehensive Afterschool Programming Report

Increased Academic Preparedness and Engagement
In typical years, afterschool p rograms support academic progress by providing daily homework support,
communicating with school -day staff about the needs of individual students, and infusing activities that
complement school -day learning in the afterschool
setting. Programs offering afterschool activities continued these practices in a virtual setting , and most expanded their support of school -day instruction by leading Zoom break-out meetings and offering virtual tutoring. In addition to the direct support of students, the presence of afterschool staff meant that teachers did not have to stop instruction to redirect students’ attention as often and had more time to focus on instruction. Programs tracked how their services supported academic growth of students they directly supported through assessments, grades, and conversations with teachers. East Bay Asian Youth Center staff reported that all the students who attended their learning pod at Roosevelt Middle school increased their GPA from below a 1.0 to at least a 2.5 during the course of their participation. At Westlake Middle School, 27 students who had been identified by the school as at risk of falling behind received supplemental math instruction from Citizen School’s afterschool staff; 18 of these students demonstrated growth on math assessments between fall and spring.

72%
of students agreed:

Because of this
program, I participate in
more class discussions
and activities.

94%
of principals agreed:

The afterschool
program supports
student academic
growth.

I appreciate the collaboration and
communication between day staff and the ASP.

The ASP supports students with individual goals
and supports core content instruction taught
during the school day.
- Principal, Garfield Elementary

11 | Comprehensive Afterschool Programming Report

Increased Social Emotional Wellness
Considering the isolation and trauma that the pandemic caused for many students, social emotional wellbeing became a primary focus of afterschool programs in FY20-21. Several programs noted that the number of students disengaged from school and/or needing social emotional support increased during remote learning. To
support wellbeing, staff conducted w ellness checks
with students and families over the phone or online
platforms and led social emotional learning
activities with students . Having extra adults
during remote learning sessions allowed for
more small group activities to provide
opportunities for interaction and more one-on-
one interaction to check with students who seem
to be struggling. Nine out of ten principals agreed
that their afterschool program contributed to a
positive school climate and culture , and 92% of
principles agreed that the pro gram helped students get along with others.

91%
of principals agreed:

The program supports
the social emotional
health of students.

My daughter used to be very shy. But
she has been able to develop personally,
especially through the [program’s] read-
alouds…Seeing that development made
me really happy… That speaks to the level
of trust that children have in the
program.
– Parent, Girls Inc at La Escuelita Elementary
89%
of principals agreed:

The program
contributed to a
positive school culture
and climate.
83%
of youth agreed:

I feel supported and
respected at this
program.

12 | Comprehensive Afterschool Programming Report

Survey Responses by Subgroups
An analysis of survey responses by subgroup revealed some differences in students’ perceptions of quality across race, gender, and age:8
• Black/African American students were more likely to agree that they feel safe in their program and agree to questions related to connections to caring adults. • Elementary students reported higher scores in all areas of quality , including safety, connections to caring adults, and positive engagement. We have consistently observed this pattern in previous years.
• Females were more likely to agree to questions related to connections to caring adults.

8 Differences are statistically significant at p<.01.

OFCY

| 2020 Summer Report

Summer Programming Report

The programs funded under OFCY’s
Summer
Programming

strategy are designed to
promote
learning and social connection through services
offered in school
-
based and community
-
bas
ed
settings during summer months. Children and
youth
,

ages 5
-
14 ,

participate in programs that
provide opportunities for enrichment, e
xploration,
and new experiences that foster confidence, self
-
esteem, and other important life skills in a safe and
supporti
ve environment.

Many programs
prioritized services for low
-
income African
American
,
Latin
x,
and
Asian/Pacific Islander

youth
,

especia
lly in East Oakland, Fruitvale, and West
Oakland. Due to the Bay Area shelter
-
in
-
place
order this year, OFCY summer program
s shifted to
virtual programming and modified in
-
person
services
to

continue engaging and supporting
children and youth in a safe man
ner during this
challenging time.

Strategy R
e
sults

FUNDED PROGRAMS



Aim High for High School
—
Aim High
Oakland



Boys & Girls Clubs of Oakland
—
Summer
Gains



East Bay Consortium of Educational
Institutions
—
Pre
-
Collegiate
Academy



East Oakland Youth Development Center
(EOYDC)
—
Summer Cultural
Enrichment
Program



Family Support Services
—
Kinship Summer
Youth Program



Girls Incorporated of Alameda County
(Girls Inc.)
—
Concordia Summer



Lincoln
—
Oakland Freedom Schools (OFS)



Prescott
Circus Theatre
—
Summer Program

8 programs

provided enrichment
and summer learning

69 average hours

per youth participant

44,096

hours

of service provided

6 39

youth

participated in programming

9 1
%

youth

feel supported and
respected at their program

7 9
%

youth

feel more connected to their
community since goi
ng to
their program

$952,424

granted to programs

OAKLAND FUND FOR CHILDREN AND YOUTH

2020

Summer Programming Report

1 OFCY

| 2020 Summer Report

Strategy Results

Beginning in the 2019
-
2022 funding cycle, OFCY has adopted a

Results Based Accountability
(RBA) framework to assess its role in contributing toward city -
wide goals. The RBA model is a
comprehensive approach for assessing the quantity of services provided b y programs, the
quality of those services, and the effect of

those services on the lives of children, youth, and
families.

It does this by addressing three guiding questions: How much did we do? How well did we do it? Is anyone better off?

The remainder of this report includes the
following sections aligned with this RBA framework:

1)

Achievements:

H
ow much

did the programs provide?

2)

Performance and Program Quality:

How well

did programs do it?

3)

Outcomes:

Is anyone better off

as a result of the strategy’s work
?

8 At the start of the year, programs estimate their
annu
al enrollment and the total number of hours

of service

they will provide for each quarter. Progress is calculated as the actual enrollment divided by the projected
enrollment.

Program Achieve
ments
–

How much did we do?

Number of
Y
outh
S
erved

6 39

To
tal
H
ours of
S
ervice
P
rovided

44,09
6 Program Performance and Quality
-

How well did we do it?

Enrollment:

Average

progress
toward projected number

of youth served
8 74
%

Total Hours of
Service:

Average progress toward
projected total hours of
service

88 %

Average Hours of Service:

Average progress toward

projected average hours
of service

135
%

Safety:

Percent of participants who report feeling safe in program

91 %

Caring Adults
: Percent of participants who respond that there is an adult at the program who

really cares about them

80 %

Positive
E
ngagement:

Percent of
participants

who respond that they are
interested in
what they do at the
program

87 %

Participant Outcomes
–

Is Anyone Better Off?

Youth Leadership
: Percent of
participants

who report that the
y
view
themselves as more of a leader since coming to the program

70 %

Community Connectedness
:

Percent of participants

who report that they
feel
more connected to their community since coming to the program

7 9
%

2 OFCY

| 2020 Summer Report

Program
Achievements

D
uring the
summer of 2020
,
6 39

children and youth

participated in
summer programs
.

These OFCY funded
programs serve children and youth, ages 5
-
14, in Oakland.

Due to shelter
-
in
-
place, programs adjusted their recruitment
strategy to enroll participants thro
ugh calling, texting, and
email
ing families; word of mouth, OUSD, and schools.

Programs prioritized low
-
income children and youth who
were returning participants and have parents who are
essential workers.

As shown in the chart below, over
70 % of
participa
nts were between
9 -
1 4

years old
.

Older youth were often engaged as program leaders in a
cascading mentorship model. E
OYDC’s
Summer Cultural
Enrichment Program, for example,
hired
older youth
,

many of
whom
we
re former program participants,
as
leaders

and

engaged them in leadership training
and mentorship.

<1%
3%
12%
20%
28%
24%
13%
0-4years
5-6years
7-8years
9-10 years old
11-12 years old
13-14 years old
15+
Age of Participants
In response to shelter
-
in
-
place, OFCY summer
programs offered virtual
an
d modified in
-
person
enrichment
opportunities,
particularly focusing on
underserved children
and youth
in

high
-
need
s

neighborhoods.

Over 70% of participants
were between 9
-
14 years
old.

Photo courtesy of EOYDC’s Summer
Cultural Enrichment Program

3 OFCY

| 2020 Summer Report

By primarily serving children and youth who live in West Oakland and along the 880
C
orridor in East Oakland, the
S
ummer
Programming
strategy aligned with OFCY’s

commitment to serve
neighborhoods kno
wn to experience the highest levels of stress.

Reflecting OFCY’s priority focus on African American/Black children and youth, over half of participants in
s
ummer programs
identified as African American/Black, compared to 22% of Oakland’s you
th aged
4 -
14 .
9 Race/Ethnicity of OFCY Participants and O
akland Youth

9 City of Oakland youth data

comes

from American Community Survey (ACS) 2018 5
-
year Estimate
. For this
graph,
Middle Easter
n
/North African
OFCY participants were included in the “Other category, sinc e they are

not represented in racial/ethnic categories collected by the ACS.

Most participants reside
in neighborhoods that
experience the h
ighest
levels of community
stress in Oakland.

[We serve]
kids that
grow up in East Oaklan
d.

I
n the summer, when
things are really uncertain
for a lot of students as far
as their meals or
[exposure] to violence
,

c
oming back to the
[program] allow
s

them to

take
a

relaxing breath
,

knowing there is
someth
ing normal that
they can still hold on

to.”

-

Staff, EOYDC’s Summer
Cultural Enrichment
Program

The city’s African
American/Black youth
were the most likely to
be served by summer
programs.

t,

<1%
17%
1%
10%
9%
41%
22%
<1%
1%
1%
2%
3%
4%
30%
58%
Native American/Alaskan Native
Caucasian/White
Middle Eastern/North African
Other
Multiracial
Asian/Pacific Islander
Hispanic/Latinx
African American/Black
OFCY
Participants
Oakland Youth
Ages 4-14
25%
12%

17%

15%
3%

8%

4%

3%
2%
2%

2%

1%

1%

6%

Zip Code of Residence
94601: Fruitvale
94607: West,

Oakland, Chinatown

94621:

Coliseum,
Webster Tract,
94605: Eastmont,
Havenscourt

94603: Sobrante
Park,

Elmhurst

94619: Maxwell Park,

Leona Heights
6%

8%

12%

15%
17%

25%

List includes zip codes
where at least 5% of
participants live.

4 18

OFCY

| 2020 Summer Report

Over the summer,
programs provided 44,096 hours of
service
.

Despite

challenges

that arose from

the
shetler
-
in
-
place, programs continued to

promot
e
summer

learning

through virtual pr
ogram
s
, modified in
-
person programming

that allowed for social distancing
,

or a hybrid in
-
person/virtual
model.

Many
summer programs offer
ed

learning and
enrichment activities ranging from STEM, sports,
performance
arts
,
and
college and career workshops th
at support positive
youth development and academic success.

S
ome programs
also incorporated

independent work

that allowed students to
work o
n assignments
on their own time.

Youth spent an average of 6
9 hours in programming, which,
although high, is somewh
at lower than last year.

Program staff
underscored this point in interviews and surveys, describing the challenges of keeping youth engaged
in a virtual format.

Furthermore,
some programs intentionally reduced the
number of hours
. Some

v
irtual programs
wan
ted
to give
students a break from their screens
, while some in
-
person
programs shifted to half
-
day cohorts to maintain smaller pods
of stude
nts as directed by public health guidelines.
10 Among the target age range of 5 to 14 years,
and across
race and et
hnicity,
the time spent in programming did not
vary significantly.

Average Hours of Participation
per
P
rogram

by Age

10 The charts on this page reflect the hours youth spent i n each program. Youth
who participated in two programs are represented twice in each chart.

14%
25%
32%
18%
3%
7%
120+ hours
80 up to 120 hrs
40 up to 80 hrs
20 up to 40 hrs
10 up to 20 hrs
Less than 10 hrs
Hours of Participation per Program

Operating during the
summer months,
programs were able to
provide intensive
enrichment and
learning opportunities
to participants, as well
as case mana
gement,
connections to
basic
needs
,
and social
support
.

Youth consistently
spent many hours in
summer
programming,
although hours of
service was lower than
last year for various
reasons related to the
pandemic.

28 66
68 72
67 72
69 Less than 5 years old
5-8 years old
9-10 years old
11-12 years old
13-14 years old
15+
Total

OFCY

| 2020 Summer Report

Program
Performance and Quality

OFCY
tracks a series of indicators to assess
how
well

grantees in each strategy have implemented
their programming.

The first three indicators include
progress toward
projected program enrollment,
total hours
of

service, and average hours of service per
parti
cipant.
11 As shown to the right,
program attendance was
very
high
, with participating stude
nts attending
programs for more hours than anticipated.

Programs were somewhat less successful in
enrolling the number of youth they anticipated,
with programs
on average
reaching
74 % of their
enrollment targets.

In addition to
these
performance measur
es, the
Summer Programming s
trategy has indicators
that are signs of program quality
, including

p
articipant
perceptions of safety, the presence of
caring staff, and positive engagement
.

As
demonstrated
to the right
,
Summer Programming
participants
general
ly
gave high ratings in these
areas
, with more than nine out of ten participants
reporting that they feel sa
fe in their program.

11 At the start of the
fisca
l
year, programs estimate the units of service

and
enrollment

they expect to meet
.

74%
88%
135%
Average Hours of
Attendance

Total

Hours of
Service

Number of
Youth Served

Program Performance: Average Progress T
oward
Projected Enrollment and Attendance

Safety

9 1
%

Percent of youth who
agree that they feel
safe in

their program

Positive
Engagement

87 %

Percent of youth who
agree that
they are
interested in what they
do at the

program

Caring Adults

80 %

Percent of youth who
agree that
there is an
adult who cares about
them at their program

Program Quality: Youth Survey
Responses

T
hey made
[l
earning]
interactive
and fun
.

Y
ou never feel like your voice
isn't heard. The way t
hey taught the
class was so fun and
I

always felt like
I

was having fun yet learning at the same
time.
”

–

Participant, East Bay Consortium of
Educational Institutions’ Pre
-
Collegiate Academy

6 OFCY

| 2020 Summer Report

Participant
Outcomes

In addition to the general youth
development outcomes highlighted in
the main Summer 2020 report,
OFC
Y
tracks
indicators of youth leadership and
community connectedness to
assess

if
summer program participants are
better
off

because

of their participation.

In addition to these primary indicators,
participant survey data and program
interviews tell a mo
re comprehensive
story about the ways that
the S
ummer
P
rogram
ming

strategy
support
s

the
development of skills, leadership,
physical health, and social
-
emot
ional
skills over the summer months.

Increased sense of belonging and mental wellness

P
rograms us
e an asset
-
based approach to promote peer and social connection and incorporate activities that tend to the mental
wellness of children and youth. Lincoln

Families’ Oakland
Freedom Schools start their programming each day with Harambe Circle, an activity t hat aims
to create a sense of belonging among participants in the program. Participants refer to one another as “si
ster” or “brother,” which helps create a sense of family within the program and inspires participants to support each other. Furthermore, the

motivational song, cheers, and chants
help to affirm and highlight participants’ assets and strengths and where th
ey come from and the meditation component
helps youth feel grounded through breathing exercises
which supports mental wellness. At Prescott C
ircus Theatre,
the summer program includes a mindfulness activity and
engage
s

youth in discussions about the import
ance of
wellness and self
-
care, especially during shelter
-
in
-
place.

Notably, youth survey results were the strongest in this area, demonstra
ting the importance that summer
programming played in supporting emotional health
and wellness
.

This
was a
high
pri
ority for summer
programming that took place
in the midst of

a pandemic
that has caused trauma, isolation, and stress for many
youth in Oakla
nd.

9 1
%

agreed:

I feel supported
and respected at
this program.

My favorite part about this
program is that people are so nice
and I think I fit in and belong here.

–

Participant, EOYDC’s Summer Cultural
Enrichment Program

Participant Outcomes: Youth Survey Responses

Leadership

7 0
%

Percent of youth who agree
that they are more of a
leader since coming to their
program

Community
Connection

79 %

Percent of youth who agree
that
there is an adult who
cares about them at
their
program

7 OFCY

| 2020 Summer Report

High Retention of Skills and Knowledge from School Year

To help off
-
set summer learning loss, summer programs offer
enrichment opportunities that are intended to engage students in year
-
round learning in fun and interactive ways.

For
example, Aim

High Oakland offers project
-
based learning
opportunities to eng
age students in applying and retaining
skills and knowledge learned throughout the year.

Furthermore, the program intentionally identifies 1
-
2 skills o
r

topic areas that students will be encou
ntering the following
school year to give students a head start
on
academic content and prepare them for success.

The Boys & Girls Club also provides remedial
support and academic enrichment opportunities
through their Summer Gains program. Children
and yo
uth participate in daily reading and math
activities that suppor
t the retention of skills and
knowledge gained from the school year that are
interspersed with fun games and activities to
promote engagement.

Increased leadership and connection to commun
ity

Summer programs typically incorporate different
opportunities within their program model to support
children and youth in developing their leadership
capacity and foster their connection to community. For
example, the Summe
r Cultural Enrichment Prog
ram at
East Oakland Youth Development Center
(EOYDC)
includes an internship component that promotes
leadership and connection to community by employing
high
-
school and college
-
aged youth interns to help lead
enrichment activities
and serve as mentors to
ch
ildren and younger youth in the program.

Additionally, the Boys & Girls Club’s Summer
Gains program offers leadership and community
service opportunities through group club
activities and holds annual scholarship and
achievement a
wards to recognize partici
pants
who “have served and excelled in a leadership
capacity.”

72 %

agreed:

This program has
taught me how to
stand up for myself.

72 %

agreed:

This program he
lped
me feel more
confident about
reading.

6 7
%

agreed:

This program helped
me feel more
confident about
math.

When I first started here, I was a
super shy person… Now, I'm rea
lly super
good at talking to other people. My
leadership skills just (got better) because
I had to step up in uncomfortable
situations and learn how to adapt to it.

-
Participant, EOYDC’s Su
mmer Cultural
Enrichment Program

8 OFCY

| 2020 Summer Report

Survey Responses by Subgroups

An analysis of survey
responses by subgroup revealed some differences in outcomes across race, gender, and age
:



Latinx/Hispanic youth

reported, on average,
highe
r rates of
P
ositive
E
ngagement

than their peers. Conversely, African American
/Black

youth reported lower
average
rating
s

in the areas of
M
astery and
D
evelopment of
S
kills

and
P
ositive
E
ngagement
.
12 African American
/Black

youth
were also less likely to repo
rt feeling safe in their
program

(
86% versus 90% of their peers)
.



Females
were more likely to report
strong
L
eadership

outcomes

than their male
peers.
13 

Middle school youth
(rising 7
th
, 8
th
, and 9
th

graders)
tended to have
lower outcome
scores
across all
outcome domains

and gave lower average ratings on measures of
program quality
.
14 These differences have been consistent across multiple strategies over multiple years and may be a
result of the
ir

developmental

stage
.

12 These differences were statistically significant

at p<.05.

13 These differences were statistically significant at p<.05.

14 These findings were statistically significa
nt at p<.05 in all outcome domains except
Persistence and Resilience

and
Connections to
Caring
Adults
.

Photo courtesy of
Family Support
Service
’s
Kinship Summer Youth

Program

9 1 | OFCY Youth Development and Leadership Report

Strategy Results
66 Average Hours
per youth participant
241,885 Hours
of service provided
3,658 Youth
participated in programming
35 Programs
provided enrichment
activities
94% of Youth
are interested in what they
do at their program
Summer Career Awareness &
Employment Support Report

Programs funded under OFCY’s Youth Development
and Leadership (YDL) strategy are designed to help
youth develop leadership skills, contribute to their
community, participate in arts programming, develop
their personal and cultural identities, and engage in
enrichment activities including sports, technology,
and nature exploration that build on youth’s
strengths to build positive peer and adult
relationships. To sum marize strategy achievements
and progress to date, this report draws on participant
surveys, administrative data , interviews with three
programs (Music is eXtraordinary ’s Explorations in
Music, Oakland LGBTQ Community Center ’ LGBTQ
Youth Development Program, and The Hidden Genius
Project’s Oakland Programming Series) , and a focus
group with youth from one program ( Music is
eXtraordinary’s Explorations in Music).

Building leadership and entrepreneurship
is having the young folks understand that
they can knock down any barriers that come
their way by understanding the power of what
they can create right at home… Navigating in
this [entrepreneurial] space means that you
don't have to ac cept certain barriers . T hat
doesn't have to be the end of the story if our
guys really understand where their power is
and if they're really tapped into their own
creativity.
- Staff, The Hidden Genius Project’s Oakland
Programming Series

$4,231,722
awarded to programs

OAKLAND FUND FOR CHILDREN AND YOUTH
FY2020-2021 STRATEGY REPORT
Youth Development and
Leadership Report

2 | OFCY Youth Development and Leadership Report

FUNDED PROGRAMS
• Alameda County Health Care Services Agency - ACCASA Mentors for Oakland Youth in Foster Care • American Indian Child Resource Center - Culture Keepers • Asian Pacific Environmental Network - AYPAL: Building API Community Power Youth Development and Leadership
• Attitudinal Healing Connection - West Oakland Legacy Project • Bay Area Girls Rock Camp - Girls Rock Summer Camp & Girls Rock After School Program • Bay Area Outreach & Recreation Program - Sports & Recreation for Youth with Disabilities • Bay Area SCORES - Oakland SCORES
• Brothers on the Rise - Brothers, UNITE!
• Communities United for Restorative Youth Justice - CURYJ Leadership Development • Community Works West - Project WHAT!
• Covenant House California - DreamCatcher Youth Program • Dimensions Dance Theater - Rites of Passage
• East Bay Asian Local Development Corporation - Lion's Pride • East Oakland Youth Development Center - K-8 Year-Round Youth Development • EastSide Arts Alliance - Youth Community Culture Builders • First Place for Youth - Young Adult Leadership Program (YALP) • Fresh Lifelines for Youth, Inc. - FLY Mentoring and Leadership Services • Friends of Peralta Hacienda Historical Park - Peralta Hacienda Youth Programs • Health Initiatives for Youth - Leadership in Diversity • La Clinica de La Raza, Inc. - Youth Brigade
• Motivating, Inspiring, Supporting and Serving Sexually Exploited Youth - STAR Leadership Collaborative
• Music is eXtraordinary, Inc - Explorations in Music
• Native American Health Center, Inc. - Indigenous Youth Leadership Development Program • Oakland Kids First - REAL HARD- Youth Leadership Program • Oakland Leaf Foundation - Oakland Leaf Internship Program • Oakland LGBTQ Community Center - LGBTQ Youth Development Program • Oakland Public Education Fund - Youth Beat
• Project Avary - Leadership Program for Children with Incarcerated Parents • Refugee Transitions - Newcomer Community Engagement Program (NCEP) • SAFE PASSAGES - Get Active
• Spanish Speaking Unity Council of Alameda County, Inc. - The Latinx Mentoring & Achievement (LMA)
• The East Bay Spanish Speaking Citizen's Foundation - LIBRE (Leading the Independence of our Barrios for Raza Empowerment)
• The Hidden Genius Project - Oakland Programming Series • Youth Alive - Teens on Target Youth Leadership
• Youth Together - Youth Leadership Development Program

3 | OFCY Youth Development and Leadership Report

Strategy Results
OFCY uses a Results Based Accountability (RBA) framework to assess its role in contributing toward city-wide goals. The RBA model is a comprehensive approach for assessing the quantity of services provided by programs, the quality of those services, and the effect of those services on the lives of children, yout h, and families. It does this by addressing three guiding questions:

How much did we do? How well did we do it? Is anyone better off? The remainder of this report includes the following sections aligned with this RBA framework:
1) Overview of Programs and Participants
2) How much did the programs provide?
3) How well did programs do it?
4) Is anyone better off as a result of the programs’ work?

1 At the start of the fiscal year, programs estimate their annual enrollment and the total number of hours of service they will provide. Progress is calculated as the actual enrollment divided by the projected enrollment.

How Much Did We Do?
Number of Programs Funded 35
Number of Youth Served 3,658
Total Hours of Service Provided 241,885
Average Hours per Youth 66
How Well Did We Do It?
Enrollment: Average progress toward projected number of youth served1 106% Total Hours of Service : Average progress toward projected total hours of service 141%
Average Hours of Service: Average progress toward projected average hours of service 180%
Safety: Youth who agreed that they feel safe in their program 96% Positive Engagement : Youth who agreed that they are interested in their program 94%
Caring Adults: Youth who agreed that there is an adult at the ir program who really cares about them 91%
Is Anyone Better Off?
Community Connectedness: Youth who agreed that they feel more connected to their community 80%
Youth Leadership: Youth who agreed that they view themselves as more of a leader 74% 4 | OFCY Youth Development and Leadership Report

YDL programs offer social
emotional development and
leadership opportunities that
meet the diverse needs of
Oakland’s youth.

Program Spotlights
To inform this report, SPR
conducted interviews with staff
from three programs:

The Hidden Genius Project’s
Oakland Programming Series
provides Black male youth with
technology training and holistic
supports to encourage and
advance their interests in
technology and entrepreneurship
while broadening their skills and
wellbeing.

The Oakland LGBTQ Community
Center’s LGBTQ Youth
Development Program provides
a safe space for queer youth to
engage with each other and
access recourses, including peer
support; care management;
medical services; and emergency
support including nutritional and
housing assistance.

Music is eXtraordinary, Inc’s
Explorations in Music offers
culturally-relevant music training
rooted in African
American/African Diasporic
traditions through curricula
designed to help students learn,
connect, and feel empowered in
their communities.

Programs and Participants
During 2020-2021, 3,658 unduplicated youth participated in the Youth Development and Leadership (YDL) programs.

YDL p rograms offer enriching experiences, social emotional development, and leadership opportunities that meet the diverse needs of Oakland’s youth. Many programs are
population-specific, offering services and activities tailored to specific groups such as boys and men of color, system - involved youth, LGBTQ+ yout h, and foster you th.

Programs offer additional resources that align with the needs of their target youth. For example, the Oakland LGBTQ
Community Center’ s LGBTQ Youth Development Program
provide youth with bus tickets and vouchers, hygiene bags and safe sex packets, and food from the center’s pantry. During COVID-19, the LGBTQ Youth Development Center also
provided rental assistance to youth and young adults.

Recruitment practices var ied and included word of mouth, partner referral, social media, outreach at community concerts , and in -person meetings at school. Programs often relied on their strong reputation in the community. Shelter -in-place restrictions affected recruitment in different ways —some programs focused on reta ining existing students while other programs had more interest and applicants than usual.

In line with the focus on enrichment and youth development, this strategy served youth across the age spectrum. As shown in the graph below, youth between 13 and 18 y ears old
represented 52% of participants served by this strategy.

Age of Participants

3%
5%
7%
12%
13%
17%
21%
14%
5%
3%
Under 5
5-6 years old
7-8 years old
9-10 years old
11-12 years old
13-14 years old
15-16 years old
17-18 years old
19-20 years old
Over 20 years old

5 | OFCY Youth Development and Leadership Report

Hispanic/Latinx comprised the
largest group of youth served.

Relative to the city’s
population, youth who
identify as African
American/Black,
Hispanic/Latinx, or Native
American were most likely to
be served.

Youth were most likely to live
in East Oakland.

As shown in the graph below, over 70% of participants identified as African American/Black or Hispanic/Latinx, reflecting OFCY’s target population. A comparison to the population of Oakland shows that youth who identify as African American/Black, Hispanic/Latinx, or Native American were m ost likely to be served by YDL programs.2
Race/Ethnicity of OFCY YDL Participants and Oakland Youth As illustrated below, most YDL participants lived in zip codes that experience high levels of community stress, including Fruitvale, Webster Tract, Sobrante Park, and Eastmont.

2 City of Oakland youth data comes from American Community Survey (ACS) 2018 5-year Estimate.
18%
n/a
<1
<1%
9%
10%
22%
40%
2%
5%
5%
5%
5%
7%
26%
45%
Caucasian/White
Middle Eastern/North
African
Other
Native American/Alaska
Native
Multiracial or Biracial
Asian/Pacific Islander
African American/Black
Hispanic/Latinx
YDL participants
City of Oakland
(ages 0-19)
29%
12%
4%
6%
8%
7%
9%
3% 3%
2%
1%
1%
Zip Code of Residence
94601: Fruitvale
94621: Webster
Tract, Coliseum
94607: West
Oakland, Chinatown
94605: Eastmont,
Havenscourt
94606: Highland
Park, East Lake
94603: Sobrante
Park, Elmhurst
Unhoused/
Transitioning 5%
6%
7%
8%
9%
12%
29%
6 | OFCY Youth Development and Leadership Report

Programs provided virtual
and modified in-person
programming that focused
on a wide variety of goals
and activities to meet the
needs and interests of
Oakland’s diverse youth.

We try to ensure that
youth can relate to the music
and the ways that we teach.

We infuse culturally sustaining
practices into the curriculum.

Students learn music from
their own cultures and
backgrounds, and from youth
culture as well. That's a big
part of why students
continued to return after the
shelter in place. They were
interested.
- Staff, Music is eXtraordinary’s
Explorations in Music

Overall, YDL participants spent
almost 80,000 hours engaged in
youth leadership, civic
engagement, and community
building activities.

How Much Did Programs Do?
Programs provided 241,885 hours of service. In response to COVID-19, YDL programs predominantly shifted their programs online, although some programs offered some outdoors and distanced learning when county health guidelines allowed . All programs faced the same challenges connecting with youth online due to access (devices, internet bandwidth) and
familiarity and comfort with technology , but some programs were better positioned to adapt to the virtual environment. For example, The Hidden Genius Project focuses on technology so staff and youth smoothly pivoted to operating online. In contrast, Music is eXtraordinary, Inc’s Explorations in Music had to transition their band and instrumental music classes online, which posed huge challenges, especially for beginning
musicians who benefit from teachers’ manual corrections.

Similarly, when the LGBTQ Youth Development Program’s
groups shifted to Zoom, youth who were not out to their family members had trouble participating in the program
confidentially.

YDL programs engaged youth in a diverse array of activities to promote positive youth development and leadership. As shown below, programs provided the most hours in youth leadership, civic engagement, and community building.

Total Hours of Service Provided, by Type of Activity

79,012
41,780
38,691
26,508
19,299
10,597
3,530
Youth Leadership, Civic Engagement,
and Community Building
Academics
Arts, Dance, Music and Culture
College and Career Readiness
Supportive Services
Sports & Recreation
Health Education & Wellness

7 | OFCY Youth Development and Leadership Report

In light of the diverse needs and interests of youth served by this strategy, the amount of time youth spent in programming varied. Over half (54%) of youth participants received 40 or more hours of service in each program they participated in. On average, youth spent 66 hours in programming. High school- aged youth spent the most time in programming.

Hours of Attendance

Average Hours of Participation by Age
The number of hours spent in programming varied somewhat by race/ethnicity. As shown below, African American/Black and Asian/Pacific Islander youth had the highest average hours of participation.

Average Hours of Participation by Race/Ethnicity
11 42
43 66
66 82
88 92
107
Other (n=176)
Hispanic/Latinx (n=1,633)
Caucasian/White (n=84)
Total (n=3,658)
Middle Eastern/North African
(n=166)
Multiracial or Biracial (n=192)
Native American/Alaska Native
(n=179)
Asian/Pacific Islander (n=238)
African American/Black (n=934)

Youth spent an average of 66
hours in YDL programming.

High-school aged youth spent
longer in programming than
other participants.

African American/Black and
Asian/Pacific Islander youth
spent longer in programming
than youth of other
races/ethnicities.

46 52
55 86
54 Less than 5
5-10 (K-5)
11-13 (MS)
14-17 (HS)
18+
27%
7%
12%
29%
20%
5%
Less than 10 hrs
10 up to 20 hrs
20 up to 40 hrs
40 up to 80 hrs
80 up to 120 hrs
120+ hours
8 | OFCY Youth Development and Leadership Report

Participants spent their time in programs engaged in
different types of activities depending on the developmental needs of participants at different ages. Compared to older youth, participants 12 years and younger spent more time engaged in academic activities, while older youth spent more hours in leadership, community building, and civic
engagement programming.

Percent Time Participating in the Common Activities by Age

12%
42%
37%
8%
19%
15%
8%
16%
12 years
old and
younger
13 and
older
Leadership
Leadership
Academics
Academics
Arts, Dance, Culture
Arts, Dance, Culture
Sports &
Recreation
College and Career

Younger participants spent the
most time engaged in
academics, while older
participants spent the most
time engaged in youth
leadership, civic engagement,
and community building.

African American/Black and
Asian/Pacific Islander youth
spent longer in programming
than youth of other races.

As a teen mentor in the guitar class, I help come up
with different songs that we want to play. If the teacher is busy, then [I] help take over. It’s actually pretty cool because there's also other things that go with that. We get a lot of hands-on learning. We play events and help set up and learn what it's like to actually put on a show... So while we're mentors [to younger participants], we're also getting mentored [by staff]. That's the most fun.
- Youth, Music is eXtraordinary’s Explorations in Music

9 | OFCY Youth Development and Leadership Report

How Well Did Programs Do It?
OFCY tracks a series of indicators to assess how well
grantees implemented their programming. The first
three indicators include progress toward projected
program enrollment, total hours of service, and
average hours of service per participant. 3
Attendance and enrollment were strong— on
average, programs enrolled over 100% of the youth
they anticipated and youth receiv ed more hours of
service than programs projected.

In addition to these performance measures, OFCY
uses youth survey results as indicators of program
quality. As shown on the right, the 1,554 youth who
completed the survey generally felt safe, interested
in their program (s), and connected to adults that
cared about them in their program.

YDL programs foster a sense of safety and
connections to caring staff by meeting youth
where they are, providing time for staff and youth to
get to know each other , and creating judgement-
free environments where youth can be themselves.

Programs support positive engagement by
ensuring that the content is relevant to youth,
activities are hands on and interactive, and youth are
challenged to push their boundaries and grow.

It's always been a safe space and they
make you feel that as soon as you start the
program. The most significant thing there is
probably the [community] circles where
everybody's just speaking their mind,
everyone's listening, those are just some of the
most important times. You're just in this warm
energy space.
- Youth, Music is eXtraordinary, Inc’s Explorations in Music

3 At the start of the fiscal year, programs estimate the units of service enrollment they expect to meet. By the end of the year, programs are expected to reach at least 80% of their projected enrollment and units of service. 106%
141%
180%Average Hours of
Attendance
Total Hours of
Service
Number of
Youth Served
Program Performance: Average Progress
Toward Projected Enrollment and Attendance
Program Quality: Youth Survey Responses
(n=1,554)
Safety
96%
Youth who agree that
they feel safe in their
program.

Positive
Engagement

94%
Youth who agree that
they are interested in
what they do at their
program.

Caring Adults
91%
Youth who agree that
there is an adult who
cares about them at
their program.

10 | OFCY Youth Development and Leadership Report

Participant Outcomes
As part of the RBA framework, OFCY tracks
indicators of youth leadership and community
connectedness to assess if YDL program
participants are better off because of their
participation. As shown below, most youth
reported gaining the experience and skills that
the strategy aims to provide.

In addition to the se RBA indicators, participant
survey data and program interviews tell a more
comprehensive story about the ways that YDL
programs prepare youth to be leaders in their
community.

Increased Leadership and Connection
to Community
YDL programs typically incorporate different
opportunities within their program model to
support children and youth in developing their
leadership capacity and fostering their connection
to community. For example, youth in the paid
mentoring program in Music is eXtraordinary’s
Explorations in Music serve as teachers’ assistants
for classes, including taking attendance, helping
develop the curriculum by selecting songs , and
teaching when instructors need additional
support. Mentors also learn how to set up and put
on shows and perform. Other programs help
young people find their voices as leaders, examine
their roles and responsibility in what is going on in
their communities, and think about how they can
be a catalyst for change. For example, The Hidden
Genius Project focuses on both technology and
entrepreneurship to help young Black men
leverage technology to tackle unemployment and
provide job opportunities in their communities.

Community
Connection
80%
Youth who agree that they
feel more connected to
their community since
coming to their program.

Leadership
74%
Youth who agree that they
are more of a leader since
coming to their program.

Program Outcomes: Youth Survey Results
(n=1,554)
78%
of youth agreed:

This program has
taught me how to
stand up for myself.

When I first started here, I was
a super shy person… Now, I'm
really super good at talking to
other people. My leadership skills
just [got better] because I had to
step up in uncomfortable situations
and learn how to adapt to it.
-Youth, EOYDC’s Summer Cultural
Enrichment Program

11 | OFCY Youth Development and Leadership Report

Sense of Belonging and Mental Wellness
YDL programs leverage their practices that support
safety and connections to caring adults to build
youths’ sense of belonging and support their
mental well -being. For example, Music is
eXtraordinary cultivates a sense of belonging by
opening and closing every meeting with a
community circle. Both staff and students reflected
on the power of these circles for establishing a
supportive environment, building relationships,
and providing opportunities for youth to express
themselves. YDL programs build connections to
caring adults through individual check -ins and
taking the time to get to know youth . To support
youths’ mental wellness, YDL programs check in
individually with participants, draw on their extensive partnership and referral networks , and provide opportunities for youth to practice social emotional skills.

Confidence
YDL programs build youths’ confidence and self -esteem by providing opportunities to express themselves, learning about their dreams and goals through individual and group conversations, believing in their abilities, and encouraging them to take the steps they need to reach their goals. For example, program staff from the LGBTQ Youth Development Program provided encouragement and support to a transgender youth who was building their confidence to try out for a cheerleading dance team (see quote below).

I try to hype up [our youth] and make them feel better
about themselves. One youth who's trans from male to female told me, "I want to try out for cheerleading, but I'm scared." I'm like, "You love to dance.

Why not try out for cheerleading?" She's like, "I don't know, I'm just scared," and I said, "You go to that cheerleading tryout, do your best. You give them your all until you can't even dance anymore. You don't have want to have any regrets.” When they came back next week, they were a whole different person. They were like, "Oh my God, I took your advice and guess what, I'm part of the dance team!" I was so happy.

She got on the dance squad and has had dancing fever ever since. -Staff, Oakland LGBTQ Community Center’s LGBTQ Youth Development Program The [program] space feels so
inviting that you end up talking about
your whole life story…It just happens
because of how comfortable you feel
and how much love they have for us.

It's so cool to be able to have adults
that actually care about what's going
on in our lives. I feel super comfortable
and I can just be my complete self.
– Youth, Music is eXtraordinary, Inc’s
Explorations in Music

85%
of youth agreed:

Since coming to this
program, I feel more
comfortable sharing
my opinion.

91%
of youth agreed:

This program is a place
where people care
about each other.

12 | OFCY Youth Development and Leadership Report

Survey Responses by Subgroups
An analysis of survey responses by subgroup revealed some differences in outcomes across race, gender, and age4:
• Asian/Pacific Islander youth reported stronger progress than their peers in several outcome areas tied to this strategy, including for Connection to Community, Goal Setting, Development and Mastery of Skills, Confidence and Self -Esteem, Improved Decision - Making, and Persistence and Resilience. They were also more likely to respond positively to program quality bellwether questions related to a sense of safety, connections to caring adults, and positive engagement.
• Older youth also reported stronger outcome scores and were more likely to agree that they felt safe in their program and that they had connections to caring adults than younger participants were.
• Females were more likely to agree that they were interested in what they do in their program than males were.
• There was no statistical difference in survey results between youth who identified as LGBTQ+ on the survey (15% or 230 youth) and those who did not, indicating that LGBTQ+ youth felt as safe and engaged in programs as their peers and were just as likely to reach key outcomes.

4 All findings were statistically significant at p<.01.

1 | High School and Post-Secondary Student Success Report

94 average hours
per youth participant
93,313 hours
of service provided
2,047youth
participated in
programming
4 programs
provided jobs and
career exploration

Strategy Results
46 Average Hours
per youth participant
93,313 Total Hours
of academic services and college
access/persistence support
provided
2,047 Youth
participated in programming
8 Programs
received funding
89% of Youth
agreed that the program
helped them feel more
motivated to learn in school
Summer Career Awareness &
Employment Support Report

The eight programs funded under OFCY’s High
School and Postsecondary Success (HSP SS) strategy
are designed to support student success and
persistence through school and community -based
programming that aims to support achievements in
learning, increase youth attachment to school, and
facilitate older youth transitions into high school and postsecondary education. To summarize strategy
achievements and progress to date, this report draws
on participant surveys, administrative data, interviews with two programs (College Track’s Empowering
Oakland Students To and Through College and
Oakland Unified School District’s African American
Male Achievement), and a focus group with youth
from one program (College Track’s Empowering
Oakland Students To and Through College).

FUNDED PROGRAMS
• Catholic Charities of the East Bay - Experience Hope
• Centro Legal de la Raza, Inc. - Youth Law Academy
• College Track - Empowering Oakland Students To and
Through College
• Oakland Kids First - Knight Success: College Ready,
Career Ready and Community Ready
• Oakland Unified School District - African American
Male Achievement: College and Career Performance
Program
• Oakland Unified School District - OIHS: Refugee &
Immigrant Wellness, Leadership and Restorative
Justice Initiative
• Oakland Unified School District - Student
Engagement in Restorative Justice
• The Mentoring Center – EMERGE
$1,200,027
granted to programs

OAKLAND FUND FOR CHILDREN AND YOUTH
FY2020-2021 STRATEGY REPORT
High School and Postsecondary
Student Success

2 | High School and Post-Secondary Student Success Report

Strategy Results
OFCY uses a Results Based Accountability (RBA) framework to assess its role in contributing toward city-wide goals. The RBA model is a comprehensive approach for assessing the quantity of services provided by programs, the quality of those services, and the effect of those services on the lives of children, youth, and families . It does this by addressing three guiding questions:
(1) How much did we do? (2) How well did we do it? (3) Is anyone better off? The remainder of this report includes the following sections aligned with this RBA framework:
1) Programs and Participants
2) How much did the programs provide?
3) How well did programs do it?
4) Is anyone better off as a result of the strategy’s work?

1 At the start of the fiscal year, programs estimate their annual enrollment and the total number of hours of service they will provide. Progress is calculated as the actual enrollment divided by the projected enrollment.

How Much Did We Do?
Number of Programs Funded 8
Number of Youth Served 2,047
Total Hours of Service Provided 93,313
Average Hours of Service per Youth 46
Number of High Schools Served 8
How Well Did We Do It?
Enrollment: Average progress toward projected number of youth served1 105% Total Hours of Service: Average progress toward projected total hours of service 167% Average Hours of Service: Average progress toward projected average hours of service 200%
Safety: Youth who report feeling safe in their program 96% Caring Adults: Youth who agreed that there is an adult at their program who really cares about them 92%
Positive Engagement: Youth who agreed that they are interested in their program 88% Is Anyone Better Off?
Motivated to Learn: Youth who report that they are more motivated to learn in school 89%
Academic Skills: Youth who report that they learned skills that help with their schoolwork 86%
3 | High School and Post-Secondary Student Success Report

HSPSS programs provide
support for high school students
and those transitioning into and
out of high school, prioritizing
youth who face barriers in the
traditional education system.

Program Spotlights
To inform this report, SPR held
interviews with staff from two
HSPSS programs:

College Track’s Empowering
Oakland Students To and
Through College empowers low-
income and first generation
students to persist to and through
college. From enrollment in ninth
grade through their graduation
from college, students receive
services including academic
advising and tutoring, social
emotional wellness programming,
college exploration/application
support, scholarships, and career
exploration opportunities.

Oakland Unified School District’s
African American Male
Achievement Program provides
culturally responsive academic care
management, transcript review,
course planning, study strategies,
study hall tutors, mentorships,
mindfulness, life skills, college
application and enrollment, career
exploration and internships to
students who play on their school’s
competitive sports teams.

Programs and Participants
During FY20-21, 2,047 unduplicated youth participated in High School and Post -Secondary Success (HSPSS )
programs, generally at high schools and alternative schools where students experience high levels of environmental stress.

With a focus on students facing barriers in the traditional education system, programs offered support in high school academics and college a ccess and persistence , as well as internship placements, socio-emotional wellness support, and access to financial aid and scholarship opportunities.

Although HSPSS programs share a commitment to serving
youth who face barriers in traditional schools, they support different groups of young people and have diverse
intervention models. For example, College Track supports and empowers youth from low -income backgrounds who are
historically underrepresented in higher education and would be the first in their fa mily to go to college . OUSD’s African American Male Achievement Program provides predominantly African American and Latinx high school athletes with an array of academic, enrichment, and college-readiness supports.

Most participants are in high school or will soon transition into high school. As shown below, youth ages 15 to 18 represented close to 60% of participants served by this strategy in FY20-21.

Age of Participants

37%
35%
23%
5%
1%
13-14 years old
15-16 years old
17-18 years old
19-20 years old
Over 20 years
old

4 | High School and Post-Secondary Student Success Report

Relative to the city’s
population, youth who
identify as Hispanic/Latinx or
African American/Black were
most likely to be served.

[Our students bring]
maturity. Their confidence and
their maturity to get on a bus
and to travel between school
and us and home is something
that kids outside a city just don't
do…I also think that about their
persistence and resilience.

They face all kinds of things…
They also bring a sense of
community and family
inspiration and aspirations
because they're setting out on
[this college path] for themselves
and for their family potentially
for the first time.
- Staff, College Track’s Empowering
Oakland’s Students To and Through
College
• T
o
a
n
d
T
h
r
o
u
g
h
C
o
l
l
e
g
e

In alignment with OFCY’s goal of reducing race-based disparities in employment, over three-quarters of participants identified as Hispanic/Latinx or African American/Black.

Race/Ethnicity of OFCY Participants and Oakland Youth

As illustrated below, most participants lived in zip codes that experience high levels of community stress, including Fruitvale, Webster Tract, Sobrante Park, and Eastmont.

<1%
<1
7%
n/a%
16%
12%
24%
41%
<1%
1%
2%
3%
5%
11%
31%
47%
Native American/
Alaska Native
Other
Multiracial or Biracial
Middle East/North Africa
Caucasian/White
Asian/Pacific Islander
African American/Black
Hispanic/Latinx
HSPSSS
City of Oakland
(ages 11-19)
23%
10% 10%
15%
4%
8%
5%
4%
5%
2%
2%
2%
2%
Zip Code of Residence
94601: Fruitvale
94621: Webster
Tract, Coliseum
94605: Eastmont,
Havenscourt
94603: Sobrante
Park, Elmhurst
94606: Highland
Park, East Lake
94607: West
Oakland, Chinatown
94609: Temescal,
Pill Hill, Bushrod
Park
5%
5%
8%
10%
10%
15%
23%
5 | High School and Post-Secondary Student Success Report

Programs provided virtual
and modified in-person
programming that focused
on academic support,
emotional wellbeing, and
college access.

Youth spent an average of
46 hours in High School
and Post-Secondary
Success programming.

How Much Did Programs Do?
Programs provided 93,313 hours of service . In response to the COVID-19 pandemic , programs offered many of their
services online. In this virtual program environment, disparities in technological literacy and access to technology posed challenges, including unstable connections to Zoom meetings and difficulties gathering online registration forms and other materials from families. Despite the challenges of the virtual environment, College Track launched its largest ever cohort of students in January 2021 , reflecting how well the program is known in the community and the strong desire for college access and support for students in Oakland.

HSPSS programs var ied in duration and intensity of services offered. For example, participants at Co llege Track’s
Empowering Oakland’s Students To and Through College spent 107 hours in program on average. In comparison, at Oakland Unified School District ’s Student Engagement in Restorative Justice Student, students spent an average of 9 hours engaged in restorative justice circles that were organized and facilitated by 4 5 student leaders . A shown below, 63% of youth
participants attended programs for 40 hours or less. On average, youth spent 46 hours in programming.

Average Hours of Attendance

40%
11%
12%
16%
8%
14%
Less than 10 hrs
10 up to 20 hrs
20 up to 40 hrs
40 up to 80 hrs
80 up to 120 hrs
120+ hours
6 | High School and Post-Secondary Student Success Report

High-school aged youth
spent the most time in
programming.

Youth who identified as
African American/Black,
multiracial or biracial, or
Asian/Pacific Islander youth
spent the most time in
programming.

In line with the strategy’s focus on older youth transitioning to adulthood, youth in the target age range (15 -18) had the highest hours of service.

Average Hours of Attendance by Age
The number of hours spent in programming varied somewhat by race/ethni city. As shown below, African American/Black, multiracial or biracial, or Asian/Pacific Islander youth had the highest average hours of participation.2

2 The chart only includes racial/ethnic groups with at least three members.

Average Hours of Participation by Race/Ethnicity

46 16
47 63
33 All youth
19+
17-18 years old
15-16 years old
13-14 years old
14 26
33 40
46 51
55 56
57 Caucasian/White
(n=103)
Middle Eastern/
North African (n=57)
Other
(n=16)
Hispanic/Latinx
(n=953)
Total
Native American/
Alaska Native (n=11)
Asian/Pacific Islander
(n=215)
Multiracial or Biracial
(n=41)
African American/Black
(n=618)
7 | High School and Post-Secondary Student Success Report

How Well Did Programs Do It?
OFCY tracks a series of indicators to assess how
well grantees implemented their programming.

The first three indicators include progress toward
projected enrollment, total hours of service, and
average hours of service per participant.3 Program
attendance and enrollment were strong: On
average, programs enrolled over 100% of the
youth they anticipated.

In addition to these measures, OFCY uses youth
survey results as indicators of program quality. As
shown on the right, the 370 participants who
completed surveys generally felt safe , interested
in their program, and connected to adults that
cared about them in their programs.

To create a safe environment, programs fostered
community through ice-breakers, engaged youth
through multiple contact points, and supported
families with basic needs. In addition to hiring
diverse staff and providing diversity training,
programs encouraged inclusivity by translating
materials and m eetings, displaying signage to
show solidarity with diverse community groups ,
and celebrating multicultural and identity -based
holidays and celebrations, such as Lunar New Year
and Pride Month.

To encourage positive engagement , programs
prioritized student-led activities and drew on
student interest when developing curriculum and
activities. Finally, programs assigned coaches to
students for regular check-ins and mentoring and
were available to youth outside of traditional
hours, which encouraged strong connections
between adults and participants.

3 At the start of the fiscal year, programs estimate the units of service enrollment they expect to meet. By the end of the year, programs are expected to reach at least 80% of their projected enrollment and units of service.

We got to be student-led. We can't be
adult-led. That's part of the problem with
our educational system. Nobody wants to
hear me go on and on. It's more powerful if
there's a student voice involved. That's one
of the things that we are doing differently.
-Staff, OUSD’s African American Male Achievement:

College and Career Performance Program

Average Progress Toward Projected
Enrollment and Attendance
Safety
96%
Youth who agree that they
feel safe in their program
Caring Adults
92%
Youth who agree that
there is an adult who cares
about them at their
program
Positive
Engagement
88%
Youth who agree that they
are interested in what they
do at the program

105%
167%
200%Average Hours of
Attendance
Total Hours of Service
Number of
Youth Served
Program Quality: Youth Survey Responses
(n=370)

8 | High School and Post-Secondary Student Success Report

Participant Outcomes
To assess if HSPSS participants are better off
because of their participation , OFCY uses
surveys related to youth leadership and
community connectedness. As shown below,
most youth reported gaining the experience
and skills that the strategy aims to provide.

In addition to these outcome indicators,
participant survey data and program
interviews tell a more comprehensive story
about the ways that career awareness
programs prepare youth for succ ess in youth
employment and their future careers.

Increased Academic Preparedness and Engagement
HSPSS programs explicitly focus on academic preparedness and engagement. For example, College Track’s supports students in achieving a C or better in their A -G requirements, an ACT score of 18 or higher, and an average GPA of 3.0 or better to avoid remedial classes at C alifornia State Universities and to be eligible for the University of California system. The program supports college application, matriculation, persistence, and completion with a goal of 100% of students accepted into 4 -year colleges, 95% or more matriculating, a 90 % persistence rate from the first to second year, and graduation with 6 years. To support these outcomes, 11th and 12 th graders receive weekly support with college search and application, and college completion advisors ensure enrolled students g et what they need to be successful in higher education. The African American Male
Achievement program also focuses on A -G
completion as well as increased graduation,
college acceptance, and college attendance rates.

The program holds Breakfast Club meetings every
Monday through Friday to bring together
members of the Fremont football team and covers
topics like jobs, internships, A -G requirements,
college readiness, and other topics in a community
setting.

Program Outcomes: Youth Survey Results (n = 370)

Motivated to Learn
89%
Youth who agreed that the
program helped them feel
more motivated to learn in
school
Academic Skills
86%
Youth who report that they
learned skills that help with
their schoolwork in their
program

86%
of youth agreed:

This program helped me
feel more confident
about going to college.

74%
of youth agreed:

Because of this program,
I participate in more
class discussions and
activities at school.

College Track keeps me where I need to go
every step of the way, especially right now
with all the applications I need to fill out and
everything I need to do. They let us know what
we need to do it and how to do it, and all
these workshops really keep us on track.”
- Participant, College Track’s Empowering Students To
and Through College

9 | High School and Post-Secondary Student Success Report

Increased sense of belonging and mental wellness
High School and Post-Secondary Success programs embed a focus on belonging and mental wellness into their programming. In response to COVID -19 and the impact of the pand emic on students’ mental health, programs noted they have taken more of a social -emotional wellness approach. To support
engagement and meet young people where they are, College Track opens meetings and activities with meditation and mindfulness exercises to normalize self -care and wellness.

College Track’s Student Life Department provides social - emotional wellness support to students and helps them identify and declare a purpose, dream, or passion that serves as the anchor for their work in the program.

[Staff] talked to us like all the time. We'll just be talking out in the open and then they may join in and all that stuff and the kids talk to them all the time. They're very involved with like everyone, very intermingled. Kids just walk up and talk to them…I guess they just try to get to know you, like make an active effort. - Participant, College Track’s Empowering Students To and Through College

Decision-making and Goal Setting
Programs support youth on decision-making and goal sett ing in different ways. For example, Knight Success supported students in reaching their academic goals through offering evening study hall sessions. African American Male Achievement helped student athletes work towards completing their college
applications and securing scholarship awards.

98%
of youth agreed:

I feel supported and
respected at this
program.
87%
of youth agreed:

I learned how to
set goals and meet
them.
88%
of youth agreed:

This program
helps me think
about the future.

I think that this program is
like putting all of us on the right
track, like to our desired careers. I
think if I wasn't in the program, I'd
just be making a lot of mistakes, like
the classes I choose, stuff like that.
- Participant, College Track’s Empowering
Students To and Through College

10 | High School and Post-Secondary Student Success Report

Survey Responses by Subgroups
An analysis of survey responses by subgroup revealed some differences in outcomes across race and age: 4
• Youth who have already left high school reporte d higher connections to caring adults and stronger progress in the area of Development and Mastery of Skills than high school students did.
• Asian/Pacific Islander youth reported lower progress in some areas , including Connections to Adults, Positive Engagement, S chool Connectedness, and A cademic Engagement than other students.
• African American/ Black youth reported lower progress in the areas of academic preparedness and school connections.

4 All findings were statistically significant at p<.01. 1 | OFCY Career Awareness and Employment Report

Strategy Results
98 Average Hours
per youth participant
1,778 Youth
participated in
programming
15 Programs
provided jobs and
career exploration
84%
participated in a job or
internship
94%
learned about jobs they
can have in the future.

FUNDED PROGRAMS
• Alameda County Health Care Services Agency - Career
Exploration Program
• Alameda Health System - Oakland Health Careers
Collaborative
• Biotech Partners - Biotech Partners' Biotech Academy at Oakland Technical High School
• Center for Young Women's Development - Sisters on The Rise
• Civicorps - Civicorps Academic and Professional Pathway • East Bay Asian Local Development Corporation -
Havenscourt Youth Jobs Initiative
• Lao Family Community Development, Inc. - Oakland Youth Industries Exploration (YIE) Program
• Lao Family Community Development, Inc. - The Oakland
Youth on the Move (YOM) Summer Employment Program
• Bridges, Inc. - Bridges from School to Work
• New Door Ventures - New Door Ventures Employment
Program for Oakland Opportunity Youth 16-21
• Oakland Unified School District - Exploring College and Career Options (ECCO)
• The Youth Employment Partnership, Inc. - Level Up -
Options for Real Careers
• The Youth Employment Partnership, Inc. - Summer Jobs
• Youth Radio dba YR Media - Digital Media Pathways
• Youth UpRising - YU Achieve (Summer Youth Employment)

Summer Career Awareness &
Employment Support Report

OFCY’s Career Awareness and Employment Support
strategy supports career exploration, work -readiness
training, on -the-job experience, skill-building
supports, exposure to career options , and
employment. This report draws on interviews with two
programs (Bridges from School to Work and East Bay
Asian Local Development Corporation ’s Havenscourt
Youth Jobs Initiative), attendance and wage records, a
participant survey, and program reports to summarize
strategy achievements and progress to date.

$2,423,809
granted to programs

OAKLAND FUND FOR CHILDREN AND YOUTH
FY2020-2021 STRATEGY REPORT
Career Awareness and
Employment Support
$1,491,816
Wages/stipends earned by
youth

2 | OFCY Career Awareness and Employment Report

Strategy Results
OFCY uses a Results Based Accountability (RBA) framework to assess its role in contributing toward city-wide goals. The RBA model is a comprehensive approach for assessing the quantity of services provided by programs, the quality of those s ervices, and the effect of those services on the lives of children, youth, and families. It does this by addressing three guiding questions: (1) How much did we do? (2) How well did we do it? (3) Is anyone better off? The remainder of this report includes an overview of program participants followed by sections aligned with this RBA framework:
1) Overview of Programs and Participants
2) How much did the programs provide?

1 At the start of the fiscal year, programs estimate their annual enrollment and the total number of hours of service they will provide. Progress is calculated as the actual enrollment divided by the projected enrollment.

How Much Did We Do?
Number of Programs Funded 15
Number of Youth Served 1,778
Total Hours of Service Provided 173,794
Average Hours of Service per Youth 98
Number of Youth Placed in Internships and Jobs 1,496
Total Hours Youth Spent in Jobs or Internships 132,279
Total Wages and Stipend Earned by Youth $1,491,816
How Well Did We Do It?
Enrollment: Average progress toward projected number of youth served1 102% Total Hours of Service: Average progress toward projected total hours of service 90% Average Hours of Service: Average progress toward projected average hours of service 88% Job Placement: Youth placed in a job or internship 84%
Work Experience: Youth receiving at least 10 hours of work experience 71% Safety: Youth who agreed that they felt safe in their program 94% Caring Adults: Youth who agreed that there is an adult at their program who really cares about them 83%
Is Anyone Better Off?
Career Goals: Youth who agreed that they learned about jobs they can have in the future 94% Employment Skills: Youth who agreed that they learned what is expected of them in a work setting 92%
Interpersonal Skills: Youth who agreed that they learned how to get along with others in a work setting 88%
3) How well did programs do It?
4) Is anyone better off because of the strategy’s work?

3 | OFCY Career Awareness and Employment Report

Career Awareness programs
offer work experience and career
exploration to youth from across
Oakland, including opportunity
youth and others who face
barriers to self-sufficiency.

Program Spotlights
To inform this report, SPR conducted
interviews with staff from two Career
Awareness and Employment Support
programs:

Bridges, Inc.’s Bridges from School
to Work provides comprehensive
job-readiness skills training, job
development, placement, and
retention services to opportunity
youth and youth with special needs
for up to 2 years. The program places
youth in competitive, unsubsidized
jobs in their community and
encourage a successful transition to
adult employment.

The East Bay Asian Local
Development Corporation’s
Havenscourt Youth Jobs Initiative
develops career readiness skills in
high school age youth and provides
direct employment to opportunity
youth. Young adults participate in
career exploration programs, job
readiness trainings, paid internship,
hiring fairs, and financial coaching.

Participants and Programs
During FY20-21, 1,778 unduplicated youth
participated in the Career Awareness and
Employment programs . These programs provide d
career exploration, supportive services, skill-building opportunities, and placements in jobs and internships.

Participants included high school students interested in high-demand career pathways (such as health),
opportunity youth, and youth who face high barriers to
self-sufficiency. While shelter-in-place continued to pose recruitment challenges, programs used a range of
strategies to connect with young people in virtual and
physical spaces: group presentations in online
classrooms, one -on-one communication with teachers,
social media, door -to-door canvassing, and holding
public events and projects in the community . Creative and persistent follow-up—drawing on multiple
communication channels, including in-person check-ins,
calling, texting, emails, and calendar invites—was key to recruitment during a pandemic.

In line with the focus on preparing youth for productive adulthood, most youth served by the career awareness
programs were age 15 or older. Programs were most
likely to serve high-school aged youth, but 11% of youth served were age 19 or above.

Age of Participants

1%
14%
49%
25%
11%
12 years old
13-14 years old
15-16 years old
17-18 years old
Greater than 19 years old

4 | OFCY Career Awareness and Employment Report

Aligned with the goal of reducing race -based disparities in employment, programs served predominantly BIPOC youth
residing in under-resourced communities. As shown in the graph below, over 85% of participants identified as Hispanic/Latinx, African American/Black, or Asian/Pacific Islander.2
Race/Ethnicity of OFCY Participants and Oakland Youth

As illustrated below, most participants lived in zip codes that experience high levels of community stress, including Fruitvale, Webster Tract, Sobrante Park, and Eastmont.

2 City of Oakland youth data comes from American Community Survey (ACS) 2018 5-year Estimate. Middle Eastern/North African is not represented in racial/ethnic categories collected by the ACS.
<1%
<1
n/a
16%
7%
12%
24%
41%
<1%
1%
2%
3%
5%
16%
26%
47%
Native American/
Alaska Native
Other
Middle East/North Africa
Caucasian/White
Multiracial or Biracial
Asian/Pacific Islander
African American/Black
Hispanic/Latinx
CAES
participants
City of Oakland
(ages 11-19)

The largest group of
youth identified as
Hispanic/Latinx.

Relative to the city’s
population, youth who
identify as African
American/Black,
Asian/Pacific Islander and
Hispanic/Latinx were
most likely to be served.

Youth participants were
most likely to live in East
Oakland.

We are very conscious
that we're working toward
the positive outcomes of
young people of color who
have [received the message]
that they're not going to be
able to achieve adult
positive outcomes.
- Staff, Bridges from School to
Work

25%
11%
10%
15%
5%
9%
5%
2% 2%
2%
2%
2%
2%
Zip Code of Residence 94601: Fruitvale
94621: Webster
Tract, Coliseum
94603: Sobrante
Park, Elmhurst
94606: Highland
Park, East Lake
94605: Eastmont,
Havenscourt
94607: West
Oakland, Chinatown
94602: Glenview,
Lincoln, Oakmore 5%
5%
9%
10%
11%
15%
25%
5 | OFCY Career Awareness and Employment Report

How Much Did Programs Do?
Programs provided 173,794 hours of service. During the on- going shelter -in-place order, programs adapted to provide services safely to youth from across Oakland. Programs identified job training opportunities that supported the community during COVID-19, such as food distribution for seniors, and b uilt their leadership and facilitation skills through activities like restorative justice trainings. Close to two-thirds of youth (62%) received 40 or more hours of career awareness and employment support services. Compared to previous years, hours of attendance were somewhat lower. About 5% of participants attended more than one career program.

Hours of Attendance in Career Programs

On average, youth spent 9 8 hours in programming. As shown below, older youth spen t more time in career programing and work experience opportunities than their younger peers, consistent with the needs of youth as they transition to adulthood.

Average Hours of Attendance by Age

19%
7%
16%
21%
8%
30%
Less than 10 hrs
10 up to 20 hrs
20 up to 40 hrs
40 up to 80 hrs
80 up to 120 hrs
120+ hours
19 33
77 103
271
98 12 years old
13-14 years old
15-16 years old
17-18 years old
19+ years old
Total

Programs provided virtual
and in-person
programming that focused
on career preparation and
work experience
opportunities that met the
needs and safety concerns
of youth during the
pandemic.

Youth spent an average of
98 hours in career
awareness programming
and work experience
opportunities. Transitional-
aged youth spent the most
time in programming.
6 | OFCY Career Awareness and Employment Report

The number of hours spent in programming varied somewhat by race/ethnicity. As shown below, African American/Black youth and multiracial or biracial youth had the highest average hours of participation.

Average Hours of Participation by Race/Ethnicity

147
131
118
98 97
96 77
74 63
Multiracial or Biracial (n=86)
African American/Black
(n=457)
Other (n=15)
Total
Caucasian/White (n=59)
Asian/Pacific Islander (n=273)
Hispanic/Latinx (n=824)
Native American/
Alaska Native (n=5)
Middle Eastern/North African
(n=39)

African American/Black youth
and multiracial youth spent the
most time in programming.

7 | OFCY Career Awareness and Employment Report

Through their programs, 1,496 unduplicated youth
participated in jobs and internship opportunities, comprising 84% of all participants. Programs creatively modified placements to provide valuable career exploration and work experiences despite the shelter -in-place order, as described below in the Participant Outcomes section. About half of participants who were placed in jobs or internships spent between 15 and 100 hours in work settings.

Hours Spent in Placements

In addition to gaining experience, about three-quarters of youth and young people participating in placements received a wage that ranged from less than $100 to over $30,000. On average, these participants earned about $1,355 for their time and effort.

Overall, programs distributed $1,491,816 in stipends and wages youth.

Stipends and Wages Earned

18%
25%
27%
22%
6%
2%
Less than 15 hours
15-49 hours
50-99 hours
100-199 hours
200-499 hours
500+ hours
26%
19%
20%
31%
3%
No stipend or wages
Up to $500
$500-$999
$1,000-$4,999
$5,000+

Despite the shelter-in-place
order, 84% of participants
received work experience
through a virtual internship
or modified in-person job
placement.

The majority of jobs that
our students get are front-
facing customer service
jobs…We had to be very clear
that the decision was theirs to
make and that it was made
thoughtfully.
- Staff, Bridges from School
to Work

About three-quarters of
youth and young adults
participating in work
experience received a wage,
ranging from less than $100
to over $30,000.

→ 1,101 youth received wages
→ $1,491,816 total wages
→ $1,355 average wages earned

8 | OFCY Career Awareness and Employment Report

The amount earned depended on the time youth spent in
placements and the type of work experience they participated in.

Programs designed to prepare older youth to transition into unsubsidized generally offered hourly wages, while programs focused more on career exploration generally provided a flat stipend for participation and served younger participants.

For example, participants received an average of $332 at Alameda Health System’s Oakland Health Careers Collaborative , where middle and high school students shadowed medical
professionals, attended seminars, and learned about a range of medical processions. In contrast, at Civicorps, where young adults received $14.36 per hour for paid job training in environmental management and recycling, the average payment was $11,380. As shown below, older youth earned more than their younger peers.

They generally spent more time in their placements and were more likely to receive hourly wages.

Total Stipends and Wages by Age

The total payment that participants received varied by race.

African American youth received the highest average payment.

Total Stipends and Wages by Race/Ethnicity

$175
$234
$623
$947
$4,407
11-12 years
13-14 years
15-16 years
17-18 years
19+
$1,844
$1,388
$1,251
$1,231
$1,163
$986
$639
African American/
Black (n=327)
Multiracial/Biracial
(n=64)
Other (n=9)
Hispanic/Latinx
(n=416)
Caucasian (n=38)
Asian/Pacific Islander
(n=210)
Middle Eastern/
North African (n=18)

Depending on the type of
placement, participants
received a flat stipend or an
hourly wage.

Older youth generally
earned more during their
placements.

African American/Black
youth received the highest
average payment.

9 | OFCY Career Awareness and Employment Report

How Well Did Programs Do It?
OFCY tracks a series of indicators to assess how
well grantees have implemented their
programming.

The first three indicators include progress
toward projected program enrollment, total
hours of service, and average hours of service
per participant.3 As shown to the right, program
attendance and enrollment were strong. On
average, programs enroll ed over 100% of the
youth they anticipated.

In addition to these performance measures, the
Career Awareness and Employment Support
strategy has indicators of program quality ,
including the percentage of youth who received
work experience, and youth perceptions of critical
aspects of programming. In the FY2020-2021,
84% of participants were placed in a job or
internship and 71% spent at least ten hours in a
job or internship.

Also shown to the right, the 764 participants who
completed a survey generally felt safe and
connected to adults that cared about them in
their programs. Programs emphasized that
having staff that are reflective of youth
demographics and are from their neighborhoods
play a key role in establishing a welcoming
environment and building trusting relationships .

These ratings are similar to how youth assessed
program quality in FY19 -20. In addition to
focusing on physical and psychological safety,
programs employed COVID-19 safety measures ,
including access to personal protective
equipment, trainings, and on -site protocols for
internships and jobs.

3 At the start of the fiscal year, programs estimate the units of service enrollment they expect to meet. By the end of the year, programs are expected to reach at least 80% of their projected enrollment and units of service. 84%
71%
102%
90%
88%Average Hours of
Attendance
Total Hours of Service
Number of Youth Served
Program Performance: Average Progress
Toward Projected Enrollment and Attendance
Program Performance: Rate of Job Placement
and Work Experience
Percent Placed in Job or
Internship
Percent Receiving 10+
Hours of Work Experience
Program Quality: Youth Survey Responses
(n=764)
Safety
94%
Youth who agree that
they feel safe in their
program
Caring Adults
83%
Youth who agree that
there is an adult who
cares about them at
their program.
10+
10 | OFCY Career Awareness and Employment Report

Is Anyone Better Off?
As part of the RBA framework, OFCY tracks indicators of job and career readiness to assess if program participants are better off because they participated. As shown below, the vast majority of youth reported gaining the experience and skills that the Career Awareness and Employment Support strategy aims to provide.

In addition to these RBA indicators, participant survey data and program interviews tell a more comprehensive story about the ways that career awareness programs prepare youth for
success in youth employment and their future careers. 4 Awareness of Job and Career Options
Many programs provide opportunities for participants to explore different careers. Pre -COVID, programs often
organized field trips and hosted job fairs and in -person panels with professionals from different fie lds. In the second year of the pandemic, programs continued to
modify these opportunities to protect the health, safety, and wellbeing of participants. For example, Havenscourt Youth Job Initiative transformed their career explorations into immersive onli ne experiences where youth received boxes of supplies and learned how to make homemade

4 Program participants also report on their progress toward youth development outcomes, which are reported in the OFCY FY20-21 Final Report.

Career Goals
94%
Youth who agree that they learned about jobs they can have in the future
Employment Skills
92%
Youth who agree that they learned what is expected in a work setting
Interpersonal Skills
88%
Youth who agree that the program taught them how to get along with others in a work setting

Program Outcomes: Youth Survey Results (n=764)
[Because of COVID-19], we
changed our hiring fairs to virtual
career explorations or demonstrations.
[It was] very engaging. The hands-on
approach that we tried to capture even
[during COVID] is extra work, but it's
worth it. It really keeps them coming
back.
- Havenscourt Youth Job Initiative, Staff

89%
of youth agreed:

This program helps
me understand how
to get the kind of
job I want.

11 | OFCY Career Awareness and Employment Report

pasta and cold brew coffee while gaining insight into
careers in the food industry and customer service skills from employers like Starbucks.

Interpersonal Skills and Professionalism
Programs supported professional and soft skills through training and on-the-job experience . This year, programs offered these activities virtually or through a hybrid in - person/virtual format to meet the needs and safety concerns of youth. For example, the Havenscourt Youth Job Initiative at EBALDC transitioned to holding their professionalism trainings and internship interviews online. At Bridges from School to Work, program staff offered one-on-one, In addition to traditional interpersonal like communication, career awareness programs provided individualized support in person, over the phone, or online because youth were burnt out from virtual group
meetings. youth with COVID safety training as part of
professionalism training to prepare them for their internships and placements . Topics included understanding the science behind COVID-19, PPE and masks, sanitation and handwashing, access to vaccination opportunities, and best practices when engaging with community members in-person.

Increased Participation in Internships and
Other Work Opportunities
Internship and work experience opportunities are typically a core component of OFCY career awareness programs as it
provides youth a positive, productive activity during out -of- school time and important monetary incentives in the form of wages and stipends. During 2020-2021, COVID-19 and shelter -in- place orders continued to force programs to adjust the
scope of their internship and employment opportunities.

Throughout the year, Bridges from School to Work placed youth in unsubsidized essential worker jobs like cour tesy clerks at Safeway. Bridges offered all their pre -readiness skills trainings to youth and families who were not
comfortable with front-facing, customer service jobs, and all youth and guardians had to sign COVID -19
acknowledgement forms. EBALDC’s Havenscourt Youth
Job Initiative continued to run it s year-round afterschool

91%
of youth agreed:

Because of this program,
I have learned new skills
that will help me get a
job.

61%
of youth agreed:

Because of this program,
I have an internship,
volunteer position, or
paid job now or lined up
for the future.
[Because of COVID-19], we
changed our hiring fairs to virtual
career explorations or demonstrations.
[It was] very engaging. The hands-on
approach that we tried to capture
even [during COVID] is extra work,
but it's worth it. It really keeps them
coming back.
- Staff, Havenscourt Youth Job Initiative
Communication is the key.

If something is happening in your
life, please let your counselor
know.
- Staff, Bridges from School to Work

12 | OFCY Career Awareness and Employment Report

internship program an d implemented a smaller, pilot version of the summer internship program that they were unable to launch in Summer 2020 due to shelter-in-place. This included placements as a creative intern at the San Francisco Symphony, a program intern at United Way Bay Area, and a social media and marketing intern at Bay Cities Realty & Home Loan, a local real estate company.

Survey Responses by Subgroups
An analysis of survey responses by subgroup revealed some differences in outcomes across race, gender, and age:
• Latinx/Hispanic youth reported higher scores than their peers in several general youth development outcomes, including Goal Setting, Development and Mastery of Skills, Confidence and Self-Esteem, and Sense of Belonging.
• Females were more likely than m ales to report feeling safe in their program and reported higher scores than males around in questions related to Sense of Belonging. • African Ameri can youth were more like to report that there is an adult in the program who cares for them.
• There was no s tatistical difference in survey results between youth who identified as LGBTQ+ on the survey (12%, or 89 youth) and those who did not, indicating that LGBTQ+ youth felt as safe and engaged in programs as other youth and were just as likely to reach key youth outcomes.

Strategy:

Socioem otional W ell-being in Preschool and Early Childhood Education Settings Annual Grant Funding:
$364,000
The Early Childhood M ental Health Collaborative consists of Fam ily Paths, Through the Looking Glass and Jewish Fam ily and Com m unity Services. W e will provide M ental Health and Developm ental Consultation to 14 City of Oakland Head Start sites, and 5 OUSD Child Developm ent Centers in high stress neighborhoods in Oakland where 671 infants, toddlers and preschool age children will be enrolled. Our goal is to support early childhood educators and parents to better understand and address developm ental and social-em otional growth of young children in order to increase kindergarten readiness.

Early Childhood M ental Health Consultation
Collaborative
Fam ily Paths, Inc.

These select perform ance m easures were identified by program staff, OFCY and the evaluation team as indicative of program s' quality and success in working towards the strategic objectives for the Socioem otional W ell-Being in Preschool and Early Childhood Education Settings.

Projected Num ber of Children Enrolled at Participating ECE Sites:

Total Hours of Consultation Provided:
2,272
725
Program Achievem ents: How m uch did we do?
Program Score Card
Progress towards projected hours of consultation
100%
Program Perform ance and Quality: How well did we do it?

Progress Toward Projected Enrollm ent and Attendance
126%
d
d
Agency
Program
The m ental health consultant has a good understanding of the diversity of our com m unity and how to effectively and appropriately support them .

The m ental health consultant works as a partner with m e to m eet children's m ental health needs.
80%
98%
Percent of Educators in Agreem ent
The m ental health consultant works closely with parents to find resources that m eet their children's needs.

M y work with the m ental health consultant has helped m e to feel m ore confident as a teacher.

Since m eeting with the m ental health consultant, I have a better understanding of why children behave the way they do.
80%
78%
78%
Program Outcom es: Is anyone better off?
Percent of Educators in Agreem ent
99%
89%
88%
87%
88%
End of Year Profile
FY2020-2021
Strategy Average
Early Childhood M ental Health Consultation Collaborative Strategy
Program
Ability to identify and refer children in need of additional support and intervention
Access to resources, including m ental health and
traum a-inform ed care and support services
Confidence and know ledge in schools to support
academ ic and socioem otional developm ent
Confidence in m anaging children's behavior
Fam ily involvem ent
69%
76%
73%
71%
67%
Outcom e
Question Text
Strongly
Disagr..

Disagr..

Not Sure
Agree
Strongly
Agree
Ability to identify
and refer children
in need of support
& intervention
Since I began w orking w ith the
consultant, I have been better able to
identify and refer children in need of
extra support and interventions.

Access to
resources,
including m ental
health and
traum a-inform ed
care and support
services
The m ental health consultant has
connected m e w ith useful resources to
help m e strengthen m y w ork w ith
children and their fam ilies.

The m ental health consultant w orks
closely w ith parents to find resources
that m eet their children's needs.

W orking w ith the consultant has
increased m y know ledge of available
resources that can support children and
fam ilies in need.

Confidence and
know ledge to
support child
developm ent
W orking w ith the consultant has helped
m e to ensure that m ore of the children I
w ork w ith have the skills they need to
succeed in school.

Confidence in
m anaging
children's behavior
Since m eeting w ith the m ental health
consultant, I feel better able to handle
children's challenging behaviors.

Since m eeting w ith the m ental health
consultant, I have a better
understanding of w hy children behave
the w ay they do.

Fam ily
involvem ent
The m ental health consultant has good
relationships w ith parents.

The m ental health consultant has
helped m e to strengthen m y
relationship w ith parents and
caregivers.
24%
44%
24%
2%
4%
31%
36%
29%
42%
44%
47%
18%
16%
16%
4%
2%
4%
4%
2%
4%
27%
47%
13%
7%
7%
24%
24%
53%
40%
13%
20%
4%
13%
4%
2%
20%
20%
47%
47%
18%
29%
11%
2%
4%
2%
Survey Questions
80%
86%
87%
87%
82%
Strongly
Disagree
Disagr..

Not Sure
Agree
Strongly
Agree
44%
39%
15%
1%
2%
52%
52%
50%
34%
36%
37%
10%
10%
10%
2%
1%
2%
2%
1%
2%
51%
36%
7%
3%
3%
44%
40%
45%
44%
8%
10%
2%
6%
2%
1%
40%
40%
40%
41%
13%
18%
6%
1%
2%
1%
Outcom e scores represent the percentage of questions m apped to each outcom e w ith w hich educators agreed or strongly agreed.

The strategy-level scores reflects all educators w ho com pleted surveys at 3 Socioem otional W ell-being in Preschool and Early Childhood Education Settings program s (101).

Educator Survey Results
(Num ber of surveys collected: 45)
M ental Health Consultation Outcom es
Program
Strategy
* w ork and play w ith children to engage them .
* w hen the child is not paying attention, I engage him w ith things that he is interested in. * To include Sensory m aterials and activities in our daily activities considering the stress in Fam ilies due to COVID 19. * To be able to engage the children in activities.
* They give m ore ideas how to w ork w ith child w ith different behavior challenging * Since i bagan w orking w ith the m ental health consultant, I have been better able to Identify and refer children in need of extra support and interactions
* She provides resources and strategies for children w ith different social/ em otional issues. She provides us tools to w ork w ith them and also she talks w ith parents
* She gives the staff, parents and child any support as needed. * Our consultant is alw ays given us im m ediately supported w hen w e in need. since I w ork w ith her, her positive and passions attitudes has a great influence on m e.
* Not to judge the children by face value, look a little deeper at the fam ily life and the surrounding com m unity. * N/A
* m ore resources has been shared by M H consultant (e.g. self care training (Yoga) for both staff and fam ily, parenting training and etc.). M .H is able to support individual fam ily as needed. * Learn w hat the fam ily dynam ics are and you sure to find the cause of the child's behavior. * I learned that children w ho have a developm ental delay can be assisted w ith developing skills by practicing w ith them daily routines.
* I learned how to use the solve problem s chart to help children w ho has challenging behaviors. * I learned about the children different betw een autism and ADHD. * I learned about how to engage children in activities by m aking them a leader, using positive reinforcem ent or positive descriptive acknow ledgem ent (PDA).
* I just m et her a few m onths ago
* I have used m ore Em otional Literacy, Sensory activities. Em phasis on how to m anage feeling an how to support fam ilies through Virtual classes. Great experience.
* I am beginning to develop a sense of aw areness w hen teaching children based on their needs * How to speak to children for the children needs and how to interact and play * Having the right tone of voice around children.
* Extended play w ith children and w ords to help children w ith language developm ent skill. * Be patient listen as the child talking, sharing. Fully respect to the parents Com m ents from educators:

Since you started w orking w ith the m ental health consultant, did you learn anything new about your teaching style, your relationship w ith the children, or how to engage children in activities?
Educator Survey Results
(Num ber of surveys collected: 45)
Addtional Survey Questions
68%
Yes
32%
No
* Yeas treat them that they m atter and introduce change a little at a tim e. * W hen w e had the Parent Conference tim e w e w ere able to recognize the child capabilities and how to im prove his learning and developm ent. Fam ilies are learners and I alw ays recognized their cooperation w ith the program . The m ain goal w as to w ork on fam ily engagem ent and build an effective partnership.
* To m eet the parents w here they are.
* The relationship w ith parents is closer.
* The m ental health consultant helps m e to build good relationships w ith parents by m aking zoom m eeting. * sustain positive relationship
* Since com m unicating w ith fam ilies on the phone or via zoom it is very different from the fast paced in person interactions. I have com e to be a m ore intense listener and
* she gave m e ideas how to talk to parents.
* Now m e and the parents hove positive relationship
* N/A
* Increase m y know ledge of available resources that can support children and fam ilies in need * I'm able to talk to the parents m ore and share m y concerns in a positive w ay. * I feel m ore com fortable talking w ith the parents.
* I alw ays try to provide good services for all fam ilies and children regardless any kind of problem or situation. I like to support all people.

Com m ents from educators:

Since you started w orking w ith the m ental health consultant, has your relationship w ith parents changed?
Educator Survey Results
(Num ber of surveys collected: 45)
Addtional Survey Questions
Yes
45%
No
55%
Since you started w orking w ith the m ental health consultant, have you noticed any changes in children's behavior?
* They're listen to m e during 11 learning.
* They participated m ore in the classroom activities. * They calm them selves a little m ore because I am calm m ore. * They are not running they say m ore w ords they interact together very good relationship w ith teachers * They are m ore clam and they listen m ore. The m ental health consultant is very supportive of the staff, children and parents. * Teachers providing activities for children that are of their interest and allow the children to have choices. * Som e children som etim es m ight not w ant to do w hat w as directed by the teacher just to get attention. * Since M . H w asn't able to be in-person due to pandem ic, children have less opportunities to interact w ith M H via zoom . It w ill be m ore benefit for children to have M .H in person interaction. * She provides ideas and strategies to w ork w ith different kind of behaviors. * She has given m e strategies and suggested techniques to use w ith children * N/A
* M ore calm Consistency w ith parent and teacher about strategies to use w ith the child. * I have not been in the classroom due to m y position as a Fam ily Advocate. * I feel better able to handle children's challenging behaviors * children listen to directions and follow routine.
* Children are getting less m isbehaviors.
* Because w ith w orking together
* Because I have changed they also change.
* Alw ays w as there.

Com m ents from educators:

Educator Survey Results
(Num ber of surveys collected: 45)
Addtional Survey Questions
Yes
57%
No
43%
Strategy:

Socioem otional W ell-being in Preschool and Early Childhood Education Settings Annual Grant Funding:
$364,000
The Integrated Early Childhood Consultation Program (IECCP) is a collaboration between JFCS East Bay, Lincoln, and Oakland Unified School District Early Childhood Departm ent to provide com prehensive, traum a-inform ed early childhood m ental health services at 18 preschools and 9 transitional kindergartens in Oakland. The program will serve 1,144 children, 120 educators, and 700 parents. IECCP integrates child developm ent services and direct therapeutic work into a proven m ental health consultation m odel to support children's healthy social-em otional developm ent and prom ote learning readiness.

Integrated Early Childhood Consultation Program
Jewish Fam ily & Com m unity Services East Bay
These select perform ance m easures were identified by program staff, OFCY and the evaluation team as indicative of program s' quality and success in working towards the strategic objectives for the Socioem otional W ell-Being in Preschool and Early Childhood Education Settings.

Projected Num ber of Children Enrolled at Participating ECE Sites:

Total Hours of Consultation Provided:
3,002
1,115
Program Achievem ents: How m uch did we do?
Program Score Card
Progress towards projected hours of consultation
173%
Program Perform ance and Quality: How well did we do it?

Progress Toward Projected Enrollm ent and Attendance
126%
d
d
Agency
Program
The m ental health consultant has a good understanding of the diversity of our com m unity and how to effectively and appropriately support them .

The m ental health consultant works as a partner with m e to m eet children's m ental health needs.
100%
94%
Percent of Educators in Agreem ent
The m ental health consultant works closely with parents to find resources that m eet their children's needs.

M y work with the m ental health consultant has helped m e to feel m ore confident as a teacher.

Since m eeting with the m ental health consultant, I have a better understanding of why children behave the way they do.
92%
94%
97%
Program Outcom es: Is anyone better off?
Percent of Educators in Agreem ent
99%
89%
88%
87%
88%
End of Year Profile
FY2020-2021
Strategy Average
Integrated Early Childhood Consultation Program
Strategy
Program
Ability to identify and refer children in need of additional support and intervention
Access to resources, including m ental health and
traum a-inform ed care and support services
Confidence and know ledge in schools to support
academ ic and socioem otional developm ent
Confidence in m anaging children's behavior
Fam ily involvem ent
92%
93%
97%
97%
86%
Outcom e
Question Text
Strongly
Disagr..

Disagr..

Not Sure
Agree
Strongly
Agree
Ability to identify
and refer children
in need of support
& intervention
Since I began w orking w ith the
consultant, I have been better able to
identify and refer children in need of
extra support and interventions.

Access to
resources,
including m ental
health and
traum a-inform ed
care and support
services
The m ental health consultant has
connected m e w ith useful resources to
help m e strengthen m y w ork w ith
children and their fam ilies.

The m ental health consultant w orks
closely w ith parents to find resources
that m eet their children's needs.

W orking w ith the consultant has
increased m y know ledge of available
resources that can support children and
fam ilies in need.

Confidence and
know ledge to
support child
developm ent
W orking w ith the consultant has helped
m e to ensure that m ore of the children I
w ork w ith have the skills they need to
succeed in school.

Confidence in
m anaging
children's behavior
Since m eeting w ith the m ental health
consultant, I feel better able to handle
children's challenging behaviors.

Since m eeting w ith the m ental health
consultant, I have a better
understanding of w hy children behave
the w ay they do.

Fam ily
involvem ent
The m ental health consultant has good
relationships w ith parents.

The m ental health consultant has
helped m e to strengthen m y
relationship w ith parents and
caregivers.
58%
33%
8%
0%
0%
72%
64%
69%
22%
28%
22%
6%
8%
8%
0%
0%
0%
0%
0%
0%
75%
22%
3%
0%
0%
64%
56%
33%
42%
3%
3%
0%
0%
0%
0%
61%
56%
25%
31%
11%
14%
3%
0%
0%
0%
Survey Questions
80%
86%
87%
87%
82%
Strongly
Disagree
Disagr..

Not Sure
Agree
Strongly
Agree
44%
39%
15%
1%
2%
52%
52%
50%
34%
36%
37%
10%
10%
10%
2%
1%
2%
2%
1%
2%
51%
36%
7%
3%
3%
44%
40%
45%
44%
8%
10%
2%
6%
2%
1%
40%
40%
40%
41%
13%
18%
6%
1%
2%
1%
Outcom e scores represent the percentage of questions m apped to each outcom e w ith w hich educators agreed or strongly agreed.

The strategy-level scores reflects all educators w ho com pleted surveys at 3 Socioem otional W ell-being in Preschool and Early Childhood Education Settings program s (101).

Educator Survey Results
(Num ber of surveys collected: 36)
M ental Health Consultation Outcom es
Program
Strategy
* Yes, She has given us ideas and resources to help w ith fam ily needs during the pandem ic,.. for teachers and fam ilies * Yes I have learned that som e children Can benefit from sim ple sensory play activities for exam ple w ater play , sand play * W orking w ith the m ental health consultant has helped m e learn to be patient w ith the children. And allow the developm ent process happen naturally.
* Very helpful w ith strategies on how to w ork w ith children and do w ork during a pandem ic * Understanding w hy the children do w hat they do.
* Through conversations and presentations.
* That m y teaching style and how I teach is in the positive areas of the w ay children interact w ith m e and their learning. * She m ake realize that i have a good relationship w ith the children * She helped m e to understand how really im portant to recognize and respond w hat the kids need w hen they at school every day. * She has taught m e how to w ork m ore w ith children w ho has special needs and need m ore 101 attention and how to support them and their fam ilies and also she supports the teachers in m y classroom w hen w e need her * She appreciates the relationships I have w ith the children. * Positive support Lots of praise
* M y consultant helps to think differently about m y teaching. * M s.Am y has encouraged m editation w ith the children; she also introduced resources and tips to em phasize m editation and listening to children w hen there is diffi cult behavior.
* M s M ichelle is new to the program and w e havent had the opportunity to w ork on that area. * M eet the child w here they are at!!!!!!!
* Learn to be patient and understanding to there needs
* Interaction com m unication
* I learned how to prevent the problem behavior
* How to handle children
* Have a fully picture of children in general.
* Has helped m e identify w ith the children
* Gabby has been incredibly helpful as a liaison w ith fam ilies during this diffi cult tim e. * children not focused or engaged in large group activities the M HC gave alternative suggestions to engage that child * Building trust
* of teaching. I feel surrounded by artists of spirit and soul. It is appreciated.

Com m ents from educators:

Since you started w orking w ith the m ental health consultant, did you learn anything new about your teaching style, your relationship w ith the children, or how to engage children in activities?
Educator Survey Results
(Num ber of surveys collected: 36)
Addtional Survey Questions
75%
Yes
25%
No
* Yes better com m unication w ith parent and caregivers, got m ore confident speaking to parents * W e havent has the chance to w ork on the relationship w ith parents. * W e discussed about a child and find a w ay to help their child * Understanding their life changes too!!
* Trust
* They have m ore respected and open m ind.
* Strong and im proved relationships
* She's taught us how to ask certain questions to m ake them feel m ore com fortable and open up so w e can be able to understand the situation they're going through and give them the support that they need * Relationship w ith m y parents have im proved greatful due to helpful stragtegies * Positive feedbacks
* parents seeking and w illing to accept help from teachers at the suggestion of the M HC * M s.Am y offered advice to deal w ith diffi cult parents and it has helped m e com m unicate w ith parents better. * M s M ason is new to the program and she hasnt have a chance to w ork w ith the parents yet. * m ore know ledgable about fam ilies
* M ore engagem ent.
* It's easier for m e to have a relationship w ith the w hole fam ily. * It has helped com m unicating w ith parents easier.
* I feel m ore confident in approaching certain subjects w hen w orking w ith parents as I feel I have the m ental health consultant to support m e
* I am able to have tough conversations w ith the support of Gabby.

Com m ents from educators:

Since you started w orking w ith the m ental health consultant, has your relationship w ith parents changed?
Educator Survey Results
(Num ber of surveys collected: 36)
Addtional Survey Questions
Yes
58%
No
42%
Since you started w orking w ith the m ental health consultant, have you noticed any changes in children's behavior?
* yes the children are able to utilize m ore skills of w orking w ith their peers * Through new routines and em otion charts that helped children to express them selves. * They calm ed and engaged w ith the teachers.
* They are responsive to being seen m ore fully
* They are m ore expressive because of the use of Positive Descriptive Acknow ledgm ents * They are listening and follow ing directions
* The resources that parents get from the consultant help the fam ilies and the teachers to better understand the needs of the child. * She hasnt w ork w ith indivual students yet but she is going to start doing second step next w eek. * opening up to staff and com m unicating w ith staff m ore * N/A
* M s.Am y consistently observed children that m isbehaved in our classroom but w ith her help and advice, their behavior have im proved overtim e.
* M rs. M arla has been by our side since w e have started our on line zoom class and given us good feedback about the flow of our class w hich has been very helpful.
* M ore calm
* Listening abilities im proved
* Im provem ents
* I see Children calm dow n than before . They listen, follow direct teachers. * I havent observe that area yet. W e just started w orking w ith second step. * children interact w ith teachers during he day
* Calm ness
* because w e have identified certain behaviors and the M HC has provided w ays to address these behaviors, certain behaviors have dim enished and self m anagem ent has increased
* Along w ith m y partner in the classroom . W e use the strategies that the m ental health consultant com e up w ith. And w e im plem ented
Com m ents from educators:

Educator Survey Results
(Num ber of surveys collected: 36)
Addtional Survey Questions
Yes
63%
No
37%
Strategy:

Socioem otional W ell-being in Preschool and Early Childhood Education Settings Annual Grant Funding:
$187,999
Lincoln's Early Child M ental Health Consultation (ECM HC) program will provide services to educators and parents/caregivers at 9 OUSD Child Developm ent Centers/Pre-K's, which serve 672 low-incom e, at-risk children ages 2-5 annually. Services--including ASQ screenings, child specific consultations with teachers and parents, teacher and parent workshops, resource linkages and referrals--build educators' and parents' capacity to prom ote the social and em otional well-being of children in their care, and assist in the early identification and treatm ent of developm ental delays and behavior concerns.

Early Child M ental Health Consultation (ECM HC)
Lincoln
These select perform ance m easures were identified by program staff, OFCY and the evaluation team as indicative of program s' quality and success in working towards the strategic objectives for the Socioem otional W ell-Being in Preschool and Early Childhood Education Settings.

Projected Num ber of Children Enrolled at Participating ECE Sites:

Total Hours of Consultation Provided:
1,369
672
Program Achievem ents: How m uch did we do?
Program Score Card
Progress towards projected hours of consultation
106%
Program Perform ance and Quality: How well did we do it?

Progress Toward Projected Enrollm ent and Attendance
126%
d
d
Agency
Program
The m ental health consultant has a good understanding of the diversity of our com m unity and how to effectively and appropriately support them .

The m ental health consultant works as a partner with m e to m eet children's m ental health needs.
100%
100%
Percent of Educators in Agreem ent
The m ental health consultant works closely with parents to find resources that m eet their children's needs.

M y work with the m ental health consultant has helped m e to feel m ore confident as a teacher.

Since m eeting with the m ental health consultant, I have a better understanding of why children behave the way they do.
100%
95%
95%
Program Outcom es: Is anyone better off?
Percent of Educators in Agreem ent
99%
89%
88%
87%
88%
End of Year Profile
FY2020-2021
Strategy Average
Early Child M ental Health Consultation (ECM HC)
Strategy
Program
Ability to identify and refer children in need of additional support and intervention
Access to resources, including m ental health and
traum a-inform ed care and support services
Confidence and know ledge in schools to support
academ ic and socioem otional developm ent
Confidence in m anaging children's behavior
Fam ily involvem ent
100%
100%
95%
98%
98%
Outcom e
Question Text
Strongly
Disagr..

Disagr..

Not Sure
Agree
Strongly
Agree
Ability to identify
and refer children
in need of support
& intervention
Since I began w orking w ith the
consultant, I have been better able to
identify and refer children in need of
extra support and interventions.

Access to
resources,
including m ental
health and
traum a-inform ed
care and support
services
The m ental health consultant has
connected m e w ith useful resources to
help m e strengthen m y w ork w ith
children and their fam ilies.

The m ental health consultant w orks
closely w ith parents to find resources
that m eet their children's needs.

W orking w ith the consultant has
increased m y know ledge of available
resources that can support children and
fam ilies in need.

Confidence and
know ledge to
support child
developm ent
W orking w ith the consultant has helped
m e to ensure that m ore of the children I
w ork w ith have the skills they need to
succeed in school.

Confidence in
m anaging
children's behavior
Since m eeting w ith the m ental health
consultant, I feel better able to handle
children's challenging behaviors.

Since m eeting w ith the m ental health
consultant, I have a better
understanding of w hy children behave
the w ay they do.

Fam ily
involvem ent
The m ental health consultant has good
relationships w ith parents.

The m ental health consultant has
helped m e to strengthen m y
relationship w ith parents and
caregivers.
60%
35%
5%
0%
0%
65%
70%
60%
35%
30%
40%
0%
0%
0%
0%
0%
0%
0%
0%
0%
65%
35%
0%
0%
0%
50%
45%
45%
55%
5%
0%
0%
0%
0%
0%
45%
55%
50%
45%
5%
0%
0%
0%
0%
0%
Survey Questions
80%
86%
87%
87%
82%
Strongly
Disagree
Disagr..

Not Sure
Agree
Strongly
Agree
44%
39%
15%
1%
2%
52%
52%
50%
34%
36%
37%
10%
10%
10%
2%
1%
2%
2%
1%
2%
51%
36%
7%
3%
3%
44%
40%
45%
44%
8%
10%
2%
6%
2%
1%
40%
40%
40%
41%
13%
18%
6%
1%
2%
1%
Outcom e scores represent the percentage of questions m apped to each outcom e w ith w hich educators agreed or strongly agreed.

The strategy-level scores reflects all educators w ho com pleted surveys at 3 Socioem otional W ell-being in Preschool and Early Childhood Education Settings program s (101).

Educator Survey Results
(Num ber of surveys collected: 20)
M ental Health Consultation Outcom es
Program
Strategy
* W orking w ith Rachel has been an excellent experience for m e as a teacher and as a voice for the fam ilies I serve. I have seen Rachel in action interacting w ith our students during our zoom classes. I have learned so m uch from her from the very beginning of our school year she has provided great guidance on how to relate to our students and fam ilies during this pandem ic. Furtherm ore, she has being part of our classroom as a guest speaker several tim es and she has provided w ritten guidance to our w eekly classroom new sletter.
* W e w orked on creating social em otional cards
* W e often have conversations that support m y reflection and looking closely at m y beliefs. * This year has been particularly challenging for m any of m y students and their fam ilies-Linda has helped m e prioritize m y support and know w hen to step back
* This year has been a challenging one since I have had to do distance learning w ith m y m oderate to severe students. M y m ental health consultant w as a w onderful resource for m e and the fam ilies...and she also taught m e it w as okay to create boundaries w ith m y fam ilies even though it w as a unique situation w ith the pandem ic. She also helped m e to learn balance w ith w ork and life. * The m ental health Consulting has guided m e and helped m e gain stronger relationship w ith parents * Take tim e to observe and not to jum p into the conclusion. * She gives lots of positive feedback w hich served as a m irror to m e and m ade m e realize a lot about w hat I'm like as a teacher from an outsider's perspective
* Sam e.
* Jessica has prom pted m e to take a closer look at how I can incorporate m ore socioem otional activities in m y class. * I learned how to approach each child's needs individually. * I learned about additional resources that I can use during class. * I have gained m ore patient to observe the students, new strategies, resources, take notes, and discuss w ith m ental health consultant.
* I have becom e m ore observant of behaviors and antecents and triggers. * Ella tiene m uy buena com unicación con todo el personal, aprendí a com unicarm e m ás con los niños.

Com m ents from educators:

Since you started w orking w ith the m ental health consultant, did you learn anything new about your teaching style, your relationship w ith the children, or how to engage children in activities?
Educator Survey Results
(Num ber of surveys collected: 20)
Addtional Survey Questions
89%
Yes
11%
No
* Yes, I've w orked m uch m ore closely w ith fam ilies this year and Linda has helped m e navigate som e of the trickier relationships w ith fam ilies that have been struggling quite a lot in the pandem ic * W e have tried to connect w ith parents to build stronger relationship to support their children needs * Understanding parents' needs
* The M H helped parents understand the support available to parents. * The m ental health consultant has express interest in m y relationship w ith parents * Sam e. Good relationships.
* M uch stronger. I've becom e a better listener.
* It brings fam ilies have closer relationship to us,
* In a w ay has changed to the benefit of our fam ilies. I know that I can alw ays had a very resourceful colleague in Rachel. It has been several tim es that I had consulted her situation that I knew I could handle it better if I consulted the situation w ith her. * I have com m unicated w ith parents m ore.
* I feel like I have a good resource to send m y fam ilies to now w hich helps m e keep m y tim e w ith fam ilies student focused. * I am learning m ore about the fam ilies at the site and understanding their priorities (e.g., expressed needs, socio-econom ic concerns) through discussing issues w ith the m ental health consultant and brainstorm ing w ays to partner w ith fam ilies.

Com m ents from educators:

Since you started w orking w ith the m ental health consultant, has your relationship w ith parents changed?
Educator Survey Results
(Num ber of surveys collected: 20)
Addtional Survey Questions
Yes
78%
No
22%
Since you started w orking w ith the m ental health consultant, have you noticed any changes in children's behavior?
* Yes definitely one child particular seem s to be m ore relaxed calm ready for school * W ith the help of the parents w e are able to give support * They have engaged in m ost activities and have im proved their expressive languages. * Students open up about their em otions m ore often.
* Sam e. Virtual learning has changed m any dynam ics in the sense that, physical/social interaction is lim ited. * M ore engagem ent.
* I have noticed increasing focus in Zoom classes for students in SEL-related activities, m ore self-expression, w illingness to interact w ith peers.
* I have not noticed changes in children's behaviors because w e have been proactive in talking about em otions and w e have been using tools such as picture cards, books and videos to relate to the children and fam ilies on how im portant is to have a healthy em otional intelligence. W e have noticed how children feel com fortable to express them selves because of the techniques w e have learned from Rachel.
* Children w ho need m ore attention during specific activities or tim es have been able to participate m ore w ith the help of social stories and visuals
* Behavior hasn't really been an issue this year during school, but I have seen increased attendance or connection w ith som e fam ilies * Behavior has been under control, m y consultant has helped m e m ostly w ith fam ily relationships Com m ents from educators:

Educator Survey Results
(Num ber of surveys collected: 20)
Addtional Survey Questions
Yes
50%
No
50%
Strategy:

Parent Engagem ent and Support
Annual Grant Funding:
$117,500
The Oakland W IC Father Cafes Program w ill serve ~300 low -incom e fathers of children, ages 0-5, w ho are enrolled in the Alam eda County W om en, Infants, and Children Supplem ental Nutrition program (W IC). Participants in bi-w eekly Father Cafes--facilitated peer-to-peer support groups at W IC sites at Telegraph and Eastm ont M all--w ill develop parenting skills and know ledge to support their child's developm ent and the co-parenting relationship w ith their partners. The program prom otes fatherhood responsibility, resulting in healthy developm ent for young children and im proved kindergarten readiness.

Oakland W IC Father Cafes
Alam eda County Health Care Services Agency Agency
Program
Progress tow ards projected num ber of children served
Progress tow ards projected num ber of adults served
Progress tow ards average hours of service per participant Progress tow ards projected hours of service
228%
44%
84%
0%

Progress Tow ard Projected Enrollm ent and Attendance

These select perform ance m easures w ere identified by program staff, OFCY and the evaluation team as indicative of program s' quality and success in w orking tow ards the strategic objectives for the Parent Engagem ent and Support strategy.

Total Hours of Service Provided:

Average Hours of per Participant:
42 1,376
140%
131%
125%
88%
Progre

Program Achievem ents: How m uch did w e do?
Program Perform ance and Quality: How w ell did w e do it? Num ber of Children Served:

Num ber of Adults Served:
33 0
Program Score Card
Program staff help to m ake m e feel com fortable and supported.

Program staff w ork w ell w ith fam ilies from different backgrounds. 100%
100%

Percent of Parents/Caregivers in Agreem ent
This program connected m e w ith other program s and resources that can help m y fam ily.

This program helped m e to understand how to respond effectively w hen m y child is upset.

This program taught m e how to identify w hat m y child needs. 100%
100%
100%

Percent of Parents/Caregivers in Agreem ent
93%
95%
P
86%
83%
89%
Pa
Participant Outcom es: Is anyone better off?
End-of-Year Profile
FY2020-2021
Oakland W IC Fa..

Strategy Average
Strategy
Parent Engagem e..

Child Participants
Total Enrollm ent: 0
Race/Ethnicity
Gender
Age
(as of first day of grant)
African Am erican/Black
Hispanic/Latinx
Asian/Pacific Islander
Caucasian/W hite
Other
48%
42%
3%
3%
3%
Race/Ethnicity
Adult Participants
Total Enrollm ent: 33
Hours of Attendance
Less than 10 hrs
10 up to 20 hrs
20 up to 40 hrs
40 up to 80 hrs
120+ hours
12%
30%
48%
6%
3%
Level of service per participant
94601
94603
94605
94606
94607
94608
94610
94621
© 2021 Mapbox © OpenStreetMap
94603
94605
94601
94607
94621
94606
94608
94610
Outside of Oakland
33%
15%
12%
12%
9%
6%
6%
3%
3%
Distribution of Participants by Zip Code
Under 20
20 to 30
30 to 40
40 and older
24%
48%
24%
3%
Age
)
M ale
100%
Gender
1 11
Num ber of Participants
100%
100%
100%
98%
97%
Outcom e 2: Confidence and skills to support child developm ent Outcom e 3: Confidence in m anaging children's behavior
Outcom e 1: Access to Resources
Outcom e 4: Fam ily involvem ent
Outcom e 5: Parent Leadership
Program Outcom e Scores
Strongly
Disagree
Disagree
Not
Sure
Agree
Strongly
Agree
Access to
resources
Program staff refer m e to other organizations
or program s w hen they can't help m e w ith
certain issues.

This program connected m e w ith other
program s and resources that can help m y
fam ily.

Confidence
and skills to
support child
developm ent
Because of this program , I have a better
understanding of how m y child is grow ing and
developing.

Because of this program , I know m ore about
how to keep m y child safe and healthy.

This program taught m e how to help m y child
be ready for school.

This program taught m e how to identify w hat
m y child needs.

Confidence in
m anaging
children's
behavior
Because of this program , I have a better
understanding of w hat behavior is typical at
m y child's age.

This program helped m e to understand how to
respond effectively w hen m y child is upset.

Fam ily
involvem ent
Because of this program , I sing, read, or tell
stories to m y child m ore often.

Because of this program , I spend m ore tim e
playing, listening to, or talking w ith m y child.

Parent
leadership
As a result of this program , I feel better
prepared to stand up for or be an advocate for
m y child.

Because of this program , I have m ore
leadership skills.
61%
68%
39%
32%
0%
0%
0%
0%
0%
0%
80%
56%
74%
79%
20%
33%
26%
21%
0%
6%
0%
0%
0%
6%
0%
0%
0%
0%
0%
0%
74%
75%
26%
25%
0%
0%
0%
0%
0%
0%
67%
74%
33%
26%
0%
0%
0%
0%
0%
0%
61%
79%
33%
21%
6%
0%
0%
0%
0%
0%
Outcom e scores reflect how often parents/caregivers agreed or strongly agreed w ith the questions m apped to each outcom e. The strategy-level scores reflects all parents/caregivers w ho com pleted surveys at 10 Parent Engagem ent and Support program s (465).

Strongly
Disagree
Disagree
Not Sure
Agree
Strongly
Agree
49%
47%
40%
41%
7%
8%
2%
2%
3%
3%
50%
45%
48%
47%
35%
37%
37%
38%
11%
13%
10%
11%
1%
3%
2%
3%
2%
3%
2%
2%
47%
48%
36%
34%
13%
13%
2%
2%
3%
2%
45%
44%
39%
37%
11%
13%
2%
3%
2%
3%
35%
46%
42%
38%
20%
12%
2%
2%
2%
1%
88%
84%
82%
83%
81%
Strategy Outcom e Scores
Parent and Caregiver Survey Results (
Num ber of Surveys Collected: 21)
Parent and Caregiver Outcom es
Strongly
Disagree
Disagree
Not Sure
Agree
Strongly
Agree
In this program , I feel com fortable asking
questions and sharing concerns about m y
children and about parenting.

M y child and I have m ade new friends as a result
of this program .

Program staff do a good job of responding to m y
questions and concerns.

Program staff help to m ake m e feel com fortable
and supported.

Program staff w ork w ell w ith fam ilies from
different backgrounds.

The program environm ent is clean, child
friendly, and safe.
68%
85%
85%
85%
79%
89%
21%
15%
15%
15%
21%
11%
11%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
Program Scores
Strongly
Disagree
Disagree
Not Sure
Agree
Strongly
Agree
51%
61%
57%
61%
43%
54%
34%
32%
38%
32%
37%
35%
12%
4%
2%
3%
14%
7%
0%
0%
1%
1%
3%
1%
3%
2%
2%
3%
2%
2%
Strategy Scores
Not reported
2-3 m onths
3-6 m onths
<1 m onth
>6 m onths
14%
24%
52%
5%
5%
How long have you been attending this program ?
Not reported
Parent
14%
86%
W hat is your relationship w ith the child(ren) in this program ? Parent and Caregiver Survey Results (
Num ber of Surveys Collected: 21)
Other Survey Questions
Strategy:

Parent Engagem ent and Support
Annual Grant Funding:
$50,000
Abriendo Puertas/Opening Doors is an evidence-based 10 session parenting program for Latinos, and all other racial/ethnic groups, w ith children ages 0-5. In partnership w ith Oakland Head Start w e w ill serve 60 parents living in East & W est Oakland. W e w ill provide four 10-w eek sessions at centralized locations per funding year. This unique curriculum focuses on fam ily strengths, builds parent leadership & advocacy and prom otes best practices in brain, language, m ath & child developm ent to transform the achievem ent gap & increase the percentage of young children w ho are ready for kindergarten.

Abriendo Puertas/Opening Doors Parent
Education
Fam ily Paths, Inc. Agency
Program
Progress tow ards projected num ber of children served
Progress tow ards projected num ber of adults served
Progress tow ards average hours of service per participant Progress tow ards projected hours of service
72%
93%
67%
%

Progress Tow ard Projected Enrollm ent and Attendance

These select perform ance m easures w ere identified by program staff, OFCY and the evaluation team as indicative of program s' quality and success in w orking tow ards the strategic objectives for the Parent Engagem ent and Support strategy.

Total Hours of Service Provided:

Average Hours of per Participant:
15 534
140%
131%
125%
88%
Progre

Program Achievem ents: How m uch did w e do?
Program Perform ance and Quality: How w ell did w e do it? Num ber of Children Served:

Num ber of Adults Served:
36 0
Program Score Card
Program staff help to m ake m e feel com fortable and supported.

Program staff w ork w ell w ith fam ilies from different backgrounds. 100%
100%

Percent of Parents/Caregivers in Agreem ent
This program connected m e w ith other program s and resources that can help m y fam ily.

This program helped m e to understand how to respond effectively w hen m y child is upset.

This program taught m e how to identify w hat m y child needs. 100%
100%
100%

Percent of Parents/Caregivers in Agreem ent
93%
95%
P
86%
83%
89%
Pa
Participant Outcom es: Is anyone better off?
End-of-Year Profile
FY2020-2021
Abriendo Puert..

Strategy Average
Strategy
Parent Engagem e..

Child Participants
Total Enrollm ent: 0
Race/Ethnicity
Gender
Age
(as of first day of grant)
Asian/Pacific Islander
Hispanic/Latinx
African Am erican/Black
78%
17%
6%
Race/Ethnicity
Adult Participants
Total Enrollm ent: 36
Hours of Attendance
Less than 10 hrs
10 up to 20 hrs
20 up to 40 hrs
22%
47%
31%
Level of service per participant
94601
94602
94605
94606
94607
94608
94610
94612
94619
94621
© 2021 Mapbox © OpenStreetMap
94606
94601
94607
94610
94605
94619
94621
94602
94608
94612
22%
19%
17%
11%
8%
8%
6%
3%
3%
3%
Distribution of Participants by Zip Code
20 to 30
30 to 40
40 and older
11%
72%
17%
Age
)
Fem ale
M ale
Prefer not to say
94%
3%
3%
Gender
1 8
Num ber of Participants
100%
100%
100%
100%
100%
Outcom e 2: Confidence and skills to support child developm ent Outcom e 3: Confidence in m anaging children's behavior
Outcom e 1: Access to Resources
Outcom e 4: Fam ily involvem ent
Outcom e 5: Parent Leadership
Program Outcom e Scores
Strongly
Disagree
Disagree
Not
Sure
Agree
Strongly
Agree
Access to
resources
Program staff refer m e to other organizations
or program s w hen they can't help m e w ith
certain issues.

This program connected m e w ith other
program s and resources that can help m y
fam ily.

Confidence
and skills to
support child
developm ent
Because of this program , I have a better
understanding of how m y child is grow ing and
developing.

Because of this program , I know m ore about
how to keep m y child safe and healthy.

This program taught m e how to help m y child
be ready for school.

This program taught m e how to identify w hat
m y child needs.

Confidence in
m anaging
children's
behavior
Because of this program , I have a better
understanding of w hat behavior is typical at
m y child's age.

This program helped m e to understand how to
respond effectively w hen m y child is upset.

Fam ily
involvem ent
Because of this program , I sing, read, or tell
stories to m y child m ore often.

Because of this program , I spend m ore tim e
playing, listening to, or talking w ith m y child.

Parent
leadership
As a result of this program , I feel better
prepared to stand up for or be an advocate for
m y child.

Because of this program , I have m ore
leadership skills.
60%
50%
40%
50%
0%
0%
0%
0%
0%
0%
50%
70%
60%
60%
50%
30%
40%
40%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
60%
70%
40%
30%
0%
0%
0%
0%
0%
0%
70%
50%
30%
50%
0%
0%
0%
0%
0%
0%
50%
60%
50%
40%
0%
0%
0%
0%
0%
0%
Outcom e scores reflect how often parents/caregivers agreed or strongly agreed w ith the questions m apped to each outcom e. The strategy-level scores reflects all parents/caregivers w ho com pleted surveys at 10 Parent Engagem ent and Support program s (465).

Strongly
Disagree
Disagree
Not Sure
Agree
Strongly
Agree
49%
47%
40%
41%
7%
8%
2%
2%
3%
3%
50%
45%
48%
47%
35%
37%
37%
38%
11%
13%
10%
11%
1%
3%
2%
3%
2%
3%
2%
2%
47%
48%
36%
34%
13%
13%
2%
2%
3%
2%
45%
44%
39%
37%
11%
13%
2%
3%
2%
3%
35%
46%
42%
38%
20%
12%
2%
2%
2%
1%
88%
84%
82%
83%
81%
Strategy Outcom e Scores
Parent and Caregiver Survey Results (
Num ber of Surveys Collected: 10)
Parent and Caregiver Outcom es
Strongly
Disagree
Disagree
Not Sure
Agree
Strongly
Agree
In this program , I feel com fortable asking
questions and sharing concerns about m y
children and about parenting.

M y child and I have m ade new friends as a result
of this program .

Program staff do a good job of responding to m y
questions and concerns.

Program staff help to m ake m e feel com fortable
and supported.

Program staff w ork w ell w ith fam ilies from
different backgrounds.

The program environm ent is clean, child
friendly, and safe.
70%
70%
60%
60%
50%
50%
20%
30%
40%
40%
40%
50%
10%
0%
0%
0%
10%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
Program Scores
Strongly
Disagree
Disagree
Not Sure
Agree
Strongly
Agree
51%
61%
57%
61%
43%
54%
34%
32%
38%
32%
37%
35%
12%
4%
2%
3%
14%
7%
0%
0%
1%
1%
3%
1%
3%
2%
2%
3%
2%
2%
Strategy Scores
2-3 m onths
3-6 m onths
>6 m onths
70%
10%
20%
How long have you been attending this program ?
Parent
100%
W hat is your relationship w ith the child(ren) in this program ? Parent and Caregiver Survey Results (
Num ber of Surveys Collected: 10)
Other Survey Questions
Strategy:

Parent Engagem ent and Support
Annual Grant Funding:
$81,568
LifeLong M edical Care proposes to continue the Children's Services Program at Project Pride, located at 2545 San Pablo Ave., its residential treatm ent program for w om en and their children aged 5 and under. The program w ill serve a m inim um of 20 children annually w ho are am ong the m ost at-risk in Oakland. It provides developm ental assessm ents, parenting education three tim es w eekly, parent/child observation sessions 1-2 tim es w eekly, and case m anagem ent. The goal is to reduce the children's risk for adverse childhood events w hile strengthening their capacity for healthy developm ent.

Project Pride
LifeLong M edical Care Agency
Program
Progress tow ards projected num ber of children served
Progress tow ards projected num ber of adults served
Progress tow ards average hours of service per participant Progress tow ards projected hours of service
155%
80%
86%
90%

Progress Tow ard Projected Enrollm ent and Attendance

These select perform ance m easures w ere identified by program staff, OFCY and the evaluation team as indicative of program s' quality and success in w orking tow ards the strategic objectives for the Parent Engagem ent and Support strategy.

Total Hours of Service Provided:

Average Hours of per Participant:
48 2,994
140%
131%
125%
88%
Progre

Program Achievem ents: How m uch did w e do?
Program Perform ance and Quality: How w ell did w e do it? Num ber of Children Served:

Num ber of Adults Served:
32 31
Program Score Card
Program staff help to m ake m e feel com fortable and supported.

Program staff w ork w ell w ith fam ilies from different backgrounds. 89%
70%

Percent of Parents/Caregivers in Agreem ent
This program connected m e w ith other program s and resources that can help m y fam ily.

This program helped m e to understand how to respond effectively w hen m y child is upset.

This program taught m e how to identify w hat m y child needs. 44%
40%
40%

Percent of Parents/Caregivers in Agreem ent
93%
95%
P
86%
83%
89%
Pa
Participant Outcom es: Is anyone better off?
End-of-Year Profile
FY2020-2021
Project Pride
Strategy Average
Strategy
Parent Engagem e..

Child Participants
Total Enrollm ent: 31
African Am erican/Black
Hispanic/Latinx
M ultiracial or Biracial
Caucasian/W hite
55%
23%
16%
6%
Race/Ethnicity
M ale
Fem ale
Prefer not to say
55%
42%
3%
Gender
Null
100%
Age
(as of first day of grant)
African Am erican/Black
Caucasian/W hite
Hispanic/Latinx
M ultiracial or Biracial
Native Am erican/Alaska Native
56%
19%
13%
6%
6%
Race/Ethnicity
Adult Participants
Total Enrollm ent: 32
Less than 10 hrs
10 up to 20 hrs
20 up to 40 hrs
40 up to 80 hrs
80 up to 120 hrs
120+ hours
32%
35%
10%
10%
6%
6%
Hours of Attendance
Less than 10 hrs
10 up to 20 hrs
20 up to 40 hrs
40 up to 80 hrs
80 up to 120 hrs
120+ hours
16%
19%
13%
25%
13%
16%
Level of service per participant
94612
© 2021 Mapbox © OpenStreetMap
94612
100%
Distribution of Participants by Zip Code
20 to 30
30 to 40
40 and older
31%
31%
38%
Age
)
Fem ale
Prefer not to say
97%
3%
Gender
63 Num ber of Participants
40%
38%
40%
35%
70%
Outcom e 2: Confidence and skills to support child developm ent Outcom e 3: Confidence in m anaging children's behavior
Outcom e 1: Access to Resources
Outcom e 4: Fam ily involvem ent
Outcom e 5: Parent Leadership
Program Outcom e Scores
Strongly
Disagree
Disagree
Not
Sure
Agree
Strongly
Agree
Access to
resources
Program staff refer m e to other organizations
or program s w hen they can't help m e w ith
certain issues.

This program connected m e w ith other
program s and resources that can help m y
fam ily.

Confidence
and skills to
support child
developm ent
Because of this program , I have a better
understanding of how m y child is grow ing and
developing.

Because of this program , I know m ore about
how to keep m y child safe and healthy.

This program taught m e how to help m y child
be ready for school.

This program taught m e how to identify w hat
m y child needs.

Confidence in
m anaging
children's
behavior
Because of this program , I have a better
understanding of w hat behavior is typical at
m y child's age.

This program helped m e to understand how to
respond effectively w hen m y child is upset.

Fam ily
involvem ent
Because of this program , I sing, read, or tell
stories to m y child m ore often.

Because of this program , I spend m ore tim e
playing, listening to, or talking w ith m y child.

Parent
leadership
As a result of this program , I feel better
prepared to stand up for or be an advocate for
m y child.

Because of this program , I have m ore
leadership skills.
11%
20%
33%
10%
22%
10%
11%
30%
22%
30%
20%
10%
20%
20%
20%
10%
30%
20%
30%
30%
20%
40%
20%
40%
30%
20%
10%
10%
0%
0%
20%
22%
20%
22%
40%
33%
20%
22%
0%
0%
10%
20%
30%
10%
30%
30%
30%
30%
0%
10%
50%
20%
40%
30%
10%
30%
0%
20%
0%
0%
Outcom e scores reflect how often parents/caregivers agreed or strongly agreed w ith the questions m apped to each outcom e. The strategy-level scores reflects all parents/caregivers w ho com pleted surveys at 10 Parent Engagem ent and Support program s (465).

Strongly
Disagree
Disagree
Not Sure
Agree
Strongly
Agree
49%
47%
40%
41%
7%
8%
2%
2%
3%
3%
50%
45%
48%
47%
35%
37%
37%
38%
11%
13%
10%
11%
1%
3%
2%
3%
2%
3%
2%
2%
47%
48%
36%
34%
13%
13%
2%
2%
3%
2%
45%
44%
39%
37%
11%
13%
2%
3%
2%
3%
35%
46%
42%
38%
20%
12%
2%
2%
2%
1%
88%
84%
82%
83%
81%
Strategy Outcom e Scores
Parent and Caregiver Survey Results (
Num ber of Surveys Collected: 10)
Parent and Caregiver Outcom es
Strongly
Disagree
Disagree
Not Sure
Agree
Strongly
Agree
In this program , I feel com fortable asking
questions and sharing concerns about m y
children and about parenting.