Attachment 8 - RFCY 2025-2028 Strategic Investment Plan.pdf

1 | RFCY STRATEGIC INVESTMENT PLAN
RFCY 2025 -2028

STRATEGIC

INVESTMENT PLAN

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1. Executive Summary

2. Current State: Grants Awarded, Application & Allocation Process

3. Current State: Children and Youth Community Needs

4. Proposed Components of the RFCY Funding Applications Protocol I. Mental and Behavioral Health & Wellness
II. Physical Health & Wellness
III. Learning Needs
IV. Safety, Community, & Belonging
V. Connective Supportive Services

5. The RFP Application Process: Program Narrative Questions

6. The RFP Application Process: Grant Application Evaluation Criteria

7. Proposed Investment Allocation Percentages

8. Promising Practices to Consider Going Forward as a City Children and Youth Dedicated Fund

9. Overview and Methodology of Developing the SIP

10. Richmond Fund for Children and Youth
Appendix A: Pre and Post -Program Questions for Youth and Parents -Caregivers Appendix B: RFCY Priority Populations Checklist
Appendix C: The 5 Guiding Principles of 2Gen
Appendix D: Child Opportunity Index (COI)
Appendix E: Oakland Fund For Children & Youth (OFCY) Request for Proposal Equity Guidance TABLE OF CONTENTS | ORDER OF REPORT
03 05
10 16
19 23
27 33
38 42
47 52
54 61
63 65
71 72
73 75
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1. EXECUTIVE SUMMARY
In the three years following the 2020 Community Needs Assessment (CNA), the Richmond Fund for Children and Youth (RFCY) allocated $8,816,926 across 56 grants to community organizations addressing the identified needs of Richmond's children and youth.

In 2024, RFCY partnered with Public Works LLC to facilitate a second CNA and develop the 2025-2028 Strategic Investment Plan (SIP) to guide grantmaking. The 2024 CNA revealed that while the needs identified in 2020 remained consistent, several have intensified, particularly in mental health support, educational assistance, access to basic needs, and safe recreational spaces. As one community member noted, “We really like what’s being done for our children and youth, but we just need more of it.”
Five Core Needs Identified
The 2025-2028 SIP, informed by the 2024 CNA, outlines five core needs that serve as a framework for investment decisions. Insights from nearly 400 community members, youth, policymakers, and service providers informed these needs.

1. Mental & Behavioral Health: High levels of anxiety and depression among youth, exacerbated by poverty, bullying, and limited access to counseling.

2. Physical Health & Wellness: Need for safe parks, healthy food, and accessible healthcare in a medically underserved community.

3. Learning Needs: Addressing pandemic-induced learning loss, career and college preparation,
and school resources.

4. Safety, Community & Belonging: Creating safe spaces, reducing youth violence, and fostering inclusive
environments.

5. Connective Supportive Services: Ensuring transportation access, navigation support for services, and a two-
generation approach to
uplift both children and parents.

Community Visioning Event
A Visioning Event with over 70 community members,
including youth, parents, policymakers, and service
providers, generated nearly fifty ideas for addressing these needs. The event featured live illustration by
a graphic recorder, capturing the collective input in
a mural that's featured on the cover of this report.
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1. EXECUTIVE SUMMARY
2025-2028 SIP Enhancements
The new SIP includes several enhancements:
• Increased Funding Allocation: Prioritization of Mental & Behavioral Health and Learning Needs. • Enhanced Evaluation Criteria: Additional points for serving children and youth in high-poverty areas, transportation support, and 2Gen activities.
• Expanded Application Narrative: More detailed questions centered on the Five Core Needs. • Key Performance Indicators (KPIs) and Surveys: Examples of KPIs and pre-and-post participant surveys for youth and parents to help organizations measure success and outcomes of programs and activities offered.

Promising Practices and Innovations
The SIP incorporates promising practices, including:
• Live Resource Guide Development: Interactive online resource guide for up-to-date information on services and programs.
• Universal Social/Community-Based Services Application: Streamlined access tool for social and community services.
• Peer Navigator Training Program: Training for Peer Navigators to assist in accessing social services. • Children & Youth Grant Officer Position: Dedicated officer for securing additional funding. • Capacity-Building and Innovation Grants: Support for non-profits in grant writing and KPI development.
• Deepened Partnerships with School Districts: Strengthened collaboration for comprehensive after- school programming.

Moving Forward
Overall, the 2025-2028 Strategic Investment Plan aims to enhance and sustain all the good works and initiatives that the Richmond Fund for Children and Youth’s equitable, responsive, and effective funding framework addresses as they seek to fulfill their mission of ensuring bright futures of Richmond’s most treasured resource -- its children and youth.
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2. CURRENT STATE: GRANTS AWARDED, APPLICATION & ALLOCATION PROCESS I. Grants Awarded
Priority Area Percent
Behavioral Health, Mental Health and Wellness 20%
Education Support and Employment/Training Support 20%
Out of School Time, Afterschool, Sports and Enrichment 20% Youth Violence Prevention 20%
Access to Basic Needs 10%
Information, Guidance and Case Management 10%
In the three years following the 2020 Community Needs
Assessment and the development of the Strategic Investment Plan (SIP) FY2021- FY2024, the Richmond Fund for Children and Youth (RFCY) has awarded 56 grants to community organizations for a total of $8,816,926, addressing the needs of children and youth described in the 2020 Community Needs Assessment
(CNA).

Six Priority Areas were identified through an analysis of the Community Needs Assessment by the Department of Children and Youth in line with areas of needs identified in Article 15 derived from the Richmond Kids Initiative resulting from (Measures E and K, 2018).

The Strategic Investment Plan of (2021-2024) adopted six Priority Areas to guide funding that would address the most urgent needs of children and youth identified through the Community Needs Assessment. Percentages were assigned regarding the amount of funds to distribute withineach area for grant awards.

The six Priority Areasdesignated by the 2020 Community Needs Assessment and the Strategic Investment Plan’s suggested distribution of funds by percentages within each Priority Area is shown below:
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Organizational Categories

2. CURRENT STATE: GRANTS AWARDED, APPLICATION & ALLOCATION PROCESS The RFCY identified three categories of organizations
eligible to apply for grants: Single Agency,
Collaborative Applicants, and Small and Emerging
Applicants.

The largest number of collaboration and small and
emerging grants (13; 56.5%) were awarded in the
Priority Area of Out-of-School Time, After-School,
Sports & Enrichment, followed by the Education
Support & Employment/Training Support area (6;

26.1%), expanding the overall number of organizations
providing services to children and youth.

RFCY awarded
15 collaboration grants(26.8%)
9 grants (6.1%) to small & emerging
community organizations,
32 grants to a single
agency/organization (57.1%).

Table 1: RFCY Grants Awarded FY 2021 – FY 2024 by Organizational Category Priority Area Single Agency/
Organization Collaboration Small &
Emerging Totals
Behavioral Health: Mental Health &
Wellness 8 1 1 10
Education Support &
Employment/Training Support 6 4 2 12
Out-of-School Time, After-School,
Sports & Enrichment 6 8 6 20
Youth Violence Prevention 5 - - 5
Access to Basic Needs 3 1 - 4
Information, Guidance & Case
Management 4 1 - 5
Totals (n | percent) (32 | 57.1%) (15 | 26.8%) (9 | 16.1%) 56 7 | RFCY STRATEGIC INVESTMENT PLAN

2. CURRENT STATE: GRANTS AWARDED, APPLICATION & ALLOCATION PROCESS The illustration to the left shows that between
seventeen and twenty grants have been awarded
annually since the 2020 Community Needs
Assessment. The grants range from $15,000 to
$150,000.

The largest number of grants awarded is in the
Priority Areas: Out-of-School Time and After-School
Programs and Sports & Enrichment (19) amounting to
$2,927,657; Education Support and
Employment/Training Support (13) amounting to
$1,901,500; and Behavioral Health, Mental Health
and Wellness (10) amounting to $2,025,511.

The remaining three areas awarded four to five
grants over the past three years: Youth Violence
Prevention (5) amounting to $806,250; Information,
Guidance & Case Management (5) amounting to
$620,000 and Access to Basic Needs (4) amounting to
$536,008.

RFCY DISTRIBUTION OF GRANTS
2021-2024
Behavioral Health, Mental Health & Wellness:

Number Of Grants & Range: 10 Grants
Range: $41,000-$150,000 Total: $2,025,511
Education Support & Employment/Training Support: Number Of Grants & Range: 13 Grants
Range: $22,000-$150,000 Total: $1,901,500
Out-Of-School Time, After School, Sports & Enrichment:Number Of Grants & Range: 18 Grants Range: $15,000-$150,000 Total:
$2,927,657
Youth Violence Prevention:Number Of Grants & Range: 5 Grants Range: $35,000-$100,000 Total: $806,250
Basic Needs:Number Of Grants & Range: 4 Grants
Range: $25,000-$75,000 Total: $536,008
Info, Guidance, Case Management: Number Of Grants & Range: 5 Grants Range: $20,000-$110,000
Total: $620,000
Number Of Grants & Range: 56 Grants $15k – 150k
Total Amount: $8,816,926
Percent Of Total Funds Awarded: 100%

17.9%

23.2%

33.9%

8.9%

7.1%
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2. CURRENT STATE: GRANTS AWARDED, APPLICATION & ALLOCATION PROCESS The table below identifies organizations awarded funds to address the needs of children and youth by Priority Area and Year.

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2. CURRENT STATE: GRANTS AWARDED, APPLICATION & ALLOCATION PROCESS II. Application and Award Process
Since 2021, Richmond Fund for Children and Youth (RFCY) has annually released a Request for Proposal (RFP) for direct services among the six Priority Areas cited. The RFP provides an overview of RFCY, a description of the Fund’s goals and guiding principles, the roles of RFCY and a summary of the projected allocations made available for grant awards among the Priority Areas. Also included are the 2020 Community Needs Assessment’s guiding principles.

The RFP follows a standard RFP structure. It informs applicants about the application process, eligibility, funding amounts and pre-proposal meetings, training and technical assistance in applying. It includes, for each of the six funding Priority Areas, a summary of relevant findings from the 2020 Community Needs Assessment and three separate lists citing: “Options for Supported Programming, Priority Populations, and Desired Results.”
The RFP specifies a required five-part structure for the “Program Narrative grant proposal starting with (1) Program Summary section that is not scored followed by, (2) Agency History and Capacity, (3) Program Design, (4) Outcomes and Impact, and (5) Required Resources and Budget. Each section cites questions or directions for the applicant to answer as part of their Program Narrative. Overall, among all five sections, fifteen topics are queried. Applicants are aware of the potential points that may be awarded by evaluators for each section that can culminate into 100 points.

Applicants are also required to complete a proposal template, a demographic projections table, an activity and operations table and a budget template.

The RFP also specifies the required documents the applicants must submit, the process of submission, and the proposal evaluation process, including evaluation criteria, contract negotiations and contract award.

Evaluation Criteria
Evaluators apply an average of five criteria for each of the four Program Narrative Sections that cover the applicant’s: Agency History and Capacity (20 points), Program Design (35 points), Outcomes and Impact (25 points), and Required Resources and Budget (20 points). The Evaluator can award the maximum points specified in the RFP and Program Narrative for each specific section. Each of the Evaluator’s score sheets are tallied to determine an overall score and subsequent ranking for each applicant.

The Oversight Board reviews the overall rankings and, in addition, may consider service “location, services to priority populations, strategic alignment, past program performance and agency capacity and reasonableness of budget” to make their final decisions on awarding grants.1 1 chrome-extension://efaidnbmnnnibpcajpcglclef indmkaj/https://www . ci.richmond. ca.us/DocumentCenter/View/56732/RFCY-FY-2021-24-Request-for-Proposals-RFP 10 | RFCY STRATEGIC INVESTMENT PLAN

3. CURRENT STATE: CHILDREN AND YOUTH COMMUNITY NEEDS
Based on feedback from nearly 400 community
members, service providers, policymakers and
youth, and thorough research on the extent and
impact of children's and youth needs in the
Richmond community, five core needs form the
foundational basis for a categorical funding
framework. These core needs are described
more comprehensively in the 2024 Community
Needs Assessment and Secondary Data Analysis
Report.

I. Overview of Five Core Needs:
2024 Community Needs Assessment

PHYSICAL HEALTH, WELLNESS & ACCESS NEEDS
The need for safe parks, open spaces, and access to healthy foods, nutrition, and fitness programs is high. Concerns over healthcare access were repeatedly cited, with Richmond designated as a Medically Underserved Area, lacking the adequate number of primary care physicians, mental health professionals, and dentists. There is a high demand for drug awareness, prevention, and treatment programs.

MENTAL & BEHAVIORAL HEALTH NEEDS
Stressors from living in poverty, bullying, discrimination, and safety concerns were repetitive themes. Youth report high levels of anxiety and depression among their peers and a lack of access to counselingand therapy sessions. Parents/caregivers seek guidance on recognizing mental health issues and supporting their children. Social isolation from the pandemic remains a significant issue.

The core need areas are highlighted below
and will be further described and applied
to the proposed “Funding Allocations
Protocol” being presented in the next
section of this SIP.

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3. CURRENT STATE: CHILDREN AND YOUTH COMMUNITY NEEDS
These five core needs align closely with the “Priority Areas” identified in the previous Strategic Investment Plan and highlighted in the RFCY Request for Proposals as "priority areas for investment."2 We refer to them as categorical needs that form the foundation of an allocation framework. 1 Behavioral Health: Mental Health & Wellness
2 Out of School Time, After-School, and Enrichment
3 Access to Basic Needs
4 Education Support & Employment/Training Support
5 Youth Violence Prevention
6 Information, Guidance, and Case Management
For reference the Six Priority Areas cited in the previous Strategic Investment Plan are shown below:

SAFETY, COMMUNITY & BELONGING NEEDS
Fear of lack of safety is extremely high among youth, with violence becoming normalized. Priority populations report harmful stereotypes and isolation. Justice-impacted youth and LGBTQIA+ groups particularly report feeling othered along with black and brown populations. Community members report a need for more activities and initiatives that nurture safe and friendly neighborhoods.

LEARNING NEEDS
Learning loss from the pandemic continues to impact students, with third grade reading levels and other benchmarks negatively affected. There is a significant need for career and college preparation, one-on-one mentoring, and guidance. Schools are seen as under-resourced, with high demand for homework assistance, after-school programs, and quality early childhood education. 2 https://library . municode.com/ca/richmond/codes/code_of_ordinances?nodeI d=CH_A R TXVR IF UCHYO

CONNECTIVE SUPPORTIVE SERVICES NEEDS
Navigation of available services is challenging, and many families lack transportation to access after- school programs and other activities. Youth organizations would benefit from connecting with the whole family to support and uplift children and youth.

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3. CURRENT STATE: CHILDREN AND YOUTH COMMUNITY NEEDS
The following table gives a breakdown of the Five Core Needs with sub-headings of where the programs funded by RFCY over the past three years would fit going forward.

Five Core Needs of Children and Youth and Programmatic Strategies and Activities Core Need Category Program Subcategories Addressing Core Needs Mental & Behavioral
Health
• Individual & Group Counseling/Therapy Sessions
• Mindfulness & Emotional Wellness Programs
• Mental Health/Wellness Support Groups
• Behavioral Health/ Positive Behavior Intervention Programs • Violence and Trauma Recovery Programs
• Trauma Informed Training for staff, teachers, first-responders Physical Health
& Wellness
• Community Health Center & Clinic Services
• Drug Education & Prevention Programs
• Healthy Eating & Nutrition Programs
• Gardening, Sustainability & Food Justice Programs
• Outdoor & Youth Adventure Programs
• Environmental Health Awareness & Services
• Shelter & Food Services Addressing Basic Needs
• Sports Programs and Recreation Leagues
• Healthy Lifestyle Programs (e.g. yoga, walking clubs, aerobics) • Summer Camps
Learning Needs • Parent/Caring Adult “how-to” workshops on helping children learn • Early Childhood developmental programs for children 5 years & under • Literacy Programs on reading from birth through high school • STEM Education programs, activities and clubs
• Tutoring and Homework Assistance
• Access to high-speed broadband & technology (hardware/software) • Life-skills, Communication, Leadership Training & Workshops • Middle School Career Explorer/Awareness Programs
• College-prep and college-application mentoring & assistance • Career Tech Training, internships, jobs for High School Students • Employment & On the Job Training for youth 16 to 24 years • Youth entrepreneurship programs and activities
• Music, Performing Arts and Arts Programs
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3. CURRENT STATE: CHILDREN AND YOUTH COMMUNITY NEEDS
Core Need Category Program Subcategories Addressing Core Needs Safety, Community, &
Belonging
• Restorative Justice Programs focused on reconciliation • Programs mentoring, supporting Justice-Impacted Youth & families • Mentoring and Life-Coach Programs
• Prevention programs on domestic violence, child abuse, & sexual violence. • Police and Community Relations Activities & Programs
• Neighborhood-based safety initiatives by Police and/or Community Members • Cross-cultural activities and spaces that foster community • Youth Safe Spaces that provide a welcoming space to “chill,” socialize and enjoy activities to learn, grow, explore, create, and heal
Connective Supportive
Services
• Navigational and informational support to access services addressing the Five Core Needs.
• Transportation initiatives and services that ensure children and youth have access to programs addressing the Five Core Needs.
• 2Gen programs and initiatives that ensure parents/grandparents or caring adults have the resources & support required to help their children thrive.

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3. CURRENT STATE: CHILDREN AND YOUTH COMMUNITY NEEDS
Guiding Principles in Allocation Funds
II. Prioritizing Needs and Investment Decision-Making
The Goals of the Richmond Fund for Children & Youth serve as a guide for the types of programs, services and activities they have funded over the course of the past three years. The goals will continue to guide funding decisions during the next three years and serve as an integral part of this Strategic Investment Plan. The goals of RFCY are:3
• To ensure that Richmond’s children, youth, and young adults are physically, emotionally, mentally, and socially healthy, educated, successful in school, and live in stable, safe, and supported families and communities;
• To increase safety for children, youth, young adults, their parents/guardians, families and the communities in which they live by preventing problems and enhancing the strengths of children, youth, young adults and their families;
• To ensure young people are provided with gender responsive, trauma-informed, population specific and culturally competent services;
• To strengthen collaboration among public agencies and community-based organizations around shared outcomes
among all service providers for children, youth, young adults and their parents/guardians;
• To ensure an equitable distribution of resources to
all of Richmond’s young people in recognition of the importance of investment in their futures from birth through young adulthood; and
• To fill gaps in services and leverage other resources whenever feasible.

In response to these goals, the Richmond Fund for Children and Youth “aims to support that focus on community-based initiatives and interventions that improve the community institutions and environments that our children and young people interact with and navigate daily.”4 3Ibid p.11
4Ibid p.11
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3. CURRENT STATE: CHILDREN AND YOUTH COMMUNITY NEEDS
Children and Youth Priority Populations
As cited by the Article 15 charter amendment
creating the Richmond Fund for Children and Youth,
the Fund is to address the needs of priority
populations of children and youth among them (but
not limited to):
• Young people who themselves are homeless,
or whose families are homeless or threatened by homelessness; • Young people living in poverty; immigrant and undocumented children, youth, and families; • LGBTQIA+ children, youth, and families;
• Teen parents and families, including single mothers; young people with poor physical, mental, emotional, and behavioral health outcomes, and children with disabilities; • Families with children and youth who are impacted by the criminal justice system, and/ or who have family members who are incarcerated, and/or who are involved in or transitioning from the foster care, juvenile/ criminal justice, or special education systems.

As part of the Community Needs Assessment and to inform this Strategic Investment Plan, over 100 youth from these population groups attended focus groups. They identified the challenges they face in daily life and within the Richmond community and provided feedback on the types of services they consider most necessary and desired.

The Fund prioritizes Richmond
and North Richmond
Children (birth 0-12)
Youth (ages 13 to 17)
Transitional Age Youth (ages 18-24)
who are most impacted by harm, inequity and
lack of access to support services.

The priority populations include, but are not limited
to:
• Justice-impacted youth;
• Young people who have been
pushed out of school;

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4. PROPOSED COMPONENTS OF THE RFCY FUNDING APPLICATIONS PROTOCOL Making decisions to strategically invest funds that effectively address the needs of children and youth by providing grants to community organizations dedicated to rectifying those needs, requires collecting data that measures outcomes, and provides evaluative feedback from youth and parents receiving services that RFCY funds. We’re recommending that the following components constitute the infrastructure to support the Request for Proposal, Application Evaluation and Quarterly Progress Report grantmaking process of RFCY.

This process contains the following components:

A brief 500-word description of a Core Need Overview that organizations applying for funds would identify as the primary need their program would address.

A set of suggested Key Performance Indicators (KPIs) relevant to measuring the outcome and impact that the grantee program addressing the Core Need is intended to yield. The KPIs included were identified through research focused on progress, outcomes and impact measures associated with social service programs for children and youth. These key performance indicators will create a data collection and analysis infrastructure that all grantees will be asked to use throughout the grant period to assess the outcomes and impact of their respective grant. This data and analysis system will not only help individual grantees but also create a consistent framework for all grants.

It will allow RFCY to build a database to compare outcomes and impacts across different grants, including using Return on Investment (ROI) analyses.

Pre-and Post Evaluation Surveys of youth participants and their parents/caregivers. This enhanced process also includes sample questions that grantees would adapt and use as a deliverable to RFCY as part of their Quarterly Progress Reports to the Fund. One of the most valuable ways that community-based organizations can measure whether the programs and activities they provide are succeeding in addressing the needs of the children and youth they serve is by asking both them and their parents or caregivers, if the intended effect of the services rendered has been achieved.

A guide as to the type of questions to ask that can inform service providers as to their progress in achieving the goals, objectives and intended impact of their services and/or activities is shown in Appendix A. It will help organizations know how well they are succeeding and how to continually enhance their efforts. And it further provides insights for new programming to address previously unidentified needs that children, youth and their families face.

I. Strategic Investment Framework
for RFCY Funding Applications
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4. PROPOSED COMPONENTS OF THE RFCY FUNDING APPLICATIONS PROTOCOL Priority Populations Checklist among youth and children is also included as part of the Funding Application Protocol for the Grant Applicant to identify as being addressed by their proposed program. This is based on the premise that all population groups generally benefit from these programs and are affected by the Five Core Needs. The degree to which they are impacted, and the unique needs and programming designed to assist them in addressing and coping with those needs should be described by the Grant Applicant and tailored to the youth accordingly. This is provided in Appendix B.

A bulleted list of frequently cited “Visioning Ideas” resulting from the “Community Visioning Event,” Youth Focus Groups and survey respondents will replace the “Desired Results” used in the Strategic Investment Plan Fiscal Year 2021-2024 and will be addressed via measurable Key Performance Indicators.

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4. PROPOSED COMPONENTS OF THE RFCY FUNDING APPLICATIONS PROTOCOL I. Mental and Behavioral Health & Wellness
A. Core Need Overview
B. Key Performance Indicators
C. Visioning Ideas for Children and Youth Programs
II. Physical Health & Wellness
A. Core Need Overview
B. Key Performance Indicators
C. Visioning Ideas for Children and Youth Programs
III. Learning Needs
A. Core Need Overview
B. Key Performance Indicators
C. Visioning Ideas for Children and Youth Programs
IV. Safety, Community & Belonging
A. Core Need Overview
B. Key Performance Indicators
C. Visioning Ideas for Children and Youth Programs
V. Connective Supportive Services
A. Core Need Overview
B. Key Performance Indicators
C. Visioning Ideas for Children and Youth Programs
This section covers the Five Core Needs, providing snapshots of the needsexplained in further detail in the Community Needs Assessment (CNA). It also lists Key Performance Indicators for agencies to evaluate their programs for children and youth, and introduces Visioning Ideas unique to each core need developed from feedback by 72 community members who participated in the RFCY Visioning Session.

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4. PROPOSED COMPONENTS OF THE RFCY FUNDING APPLICATIONS PROTOCOL Mental and Behavioral Health & Wellness
A. Core Need Overview
Mental health encompasses our emotional, psychological, and social well- being, affecting how we think, feel, and act. It plays a role in managing stress, relating to others, and making decisions. Factors
like biology, environment, family history, and life experiences influence mental health. Behavioral health involves how our actions impact our overall well- being. Engaging in unhealthy behaviors such as smoking, vaping, drinking, substance abuse, or poor diet negatively affects mental health. Mental & behavioral health needs were a central focus throughout the community engagement process expressed by youth, parents, community members and service providers.

Mental and behavioral health rose as a top concern for Richmond's children and youth evidenced by their shared insights and stories told in focus groups involving nearly 100 youth participants. High levels of stress due to poverty, bullying, racial discrimination, safety concerns, and exposure to violence and trauma significantly impact their mental well-being. Depression and anxiety are prevalent, exacerbated by the pandemic’s impact on learning and social interactions. The pandemic intensified mental health issues, causing social isolation and increased screen time. Children missed opportunities to develop social skills, affecting their ability to interpret body language and facial expressions while teens lost out on socializing with their peers as schools shut down. Social Isolation was repeatedly echoed by focus group participants and 200 survey respondents, with three out of four rating the negative impact of COVID-19 as "Very High and High." Other key impacts revealed by survey results show “Very High and High” rates resulting from poverty (86%), bullying (80%), learning loss (79%), general anxiety (78%), and racial discrimination (76%).

The 2024 California Healthy Kids Survey (CHKS) validates the findings from the Community Needs Assessment. A notable trend is the increase in fifth graders feeling "sad most of the time," at 25%. Nearly 40% of 11th graders and one-third of 7th and 9th graders frequently feel sad, with 15% considering suicide.5 Two major challenges emerged: increased awareness and education about mental health, and lack of access to mental health resources. Despite insurance coverage through Medi-Cal; children and youth face long wait times to get an appointment with a provider fueled by the shortage of mental health providers in the Richmond area. Over half of the survey respondents feel that the mental health needs of Richmond’s children and youth are not being adequately met, most of which is influenced by lack of resources to meet the high demand. Survey respondents and Visioning Community Event attendees highlighted three priority services: (1) Affordable 1:1 Mental Health Counseling (In-person or Virtual), (2) Access to Behavioral Health Services (e.g., anger management), (3) Programs addressing youth trauma and exposure to violence. 52024 RFCY CommunityNeeds Assessment, p.17

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4. PROPOSED COMPONENTS OF THE RFCY FUNDING APPLICATIONS PROTOCOL B. Key Performance Indicators
The following Key Performance Indicators (KPIs) are related to measuring performance and impact among Mental/Behavioral Health & Wellness programs, services and activities. The suggested KPIs serve as a guide for Applicants and subsequent Grantees who would be asked to identify which KPI’s they’ll be using to measure progress, outcomes and impact of their program. Grant applicants will be asked to include in their application data from their current programs that render similar information as described by the KPIs below.

Mental and Behavioral Health & Wellness Key Performance Indicators Category Performance Measure Indicator Aim
Access to
Behavioral Health
Services
Average wait time for an initial
appointment;
Access to Insurance
Reduction in wait time from
referral to first
appointment; number of
families being served that
have insurance and number
of people assisted in
obtaining insurance
Fewer than # days specified
in indicator; ensure % of
families being served have
insurance and assist at least
# families annually in
obtaining insurance to
access services
Service Quality &
Effectiveness
Client satisfaction score;
Percentage reduction in
symptoms
Average satisfaction rating
from surveys;
Reduction in symptoms of
anxiety, depression, etc.

Rating of # or higher;
% of clients report reduction
in symptoms
Parental and
Caregiver
Support
Number of workshops offered Increase in workshop
attendance and
participation
# workshops annually with
% attendance
Service Efficiency Session attendance rate Percentage of scheduled sessions attended by youth
Maintain an attendance rate
of % or higher
Service Efficiency
and Community
Impact
Number of children and youth
enrolled from priority
populations & high poverty
neighborhoods
Percentage increase in
program enrollment
% annual increase in
enrollment
Community
Partnerships
Number of partnerships with
schools and community
organizations
Increase in collaborative
projects and referral
networks
Establish or strengthen at
least # partnerships annually

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4. PROPOSED COMPONENTS OF THE RFCY FUNDING APPLICATIONS PROTOCOL Category Performance Measure Indicator Aim
Engagement and
Retention
Engagement Rates;
Retention Rates
Percentage of youth actively
engaged over a period;
Percentage of youth who
remain for the intended
duration
Specific target to increase
engagement; Maintain or
increase retention rates
Addressing
Mental Health
Stressors (Cite
stressors the
service addresses
e.g. sadness,
depression,
anxiety).

Poverty-Related Stress;
Bullying and Discrimination
Number of families receiving
assistance;
Number of anti-bullying
programs implemented
Increase in financial aid
applications and approvals;
Reduction in reported
bullying incidents
Pre-and-Post Participant and Parent Evaluative Surveys
The Key Performance Indicators are informed and measured by the evaluations of youth who have participated in a program or activity and their parent or caregiver evaluation of the impact the program or activity has had on their child/youth. These evaluations include a pre-survey gathering information and expectations of the youth prior to participating in the program and a post-survey as to how helpful they found the program and the difference it has made. The same is asked of parents or caregivers. Examples of pre and post evaluative surveys for youth and parent or caregivers are presented in Appendix A.

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4. PROPOSED COMPONENTS OF THE RFCY FUNDING APPLICATIONS PROTOCOL C. Visioning Ideas for Children and Youth Programs
Ideas evolved from the “Community Visioning Session” with over 70 community members participating that included youth, parents, grandparents and caregivers along with service providers focusing on three major areas of: Mental/Behavioral Health, Learning Needs, Safety, Community & Belonging. Ideas were also gathered from survey respondents and Key Informant Interviews. The table below categorizes the kinds of services that community members feel are or would be helpful to address mental and behavioral health needs of children and youth.

Mental and Behavioral Health and Wellness Programs
Envisioned by Community Members
Category Service Description
Increased
Collaboration with
Schools
Collaboration with Schools Community members want increased collaboration between community organizations and schools to
provide mental health and supportive services,
particularly to increase support and improve
treatment of LGBTQIA+ students.

Therapy Services Individual, Group, and Virtual
Therapy;
Parent Education and
Behavioral Health Training
Community members would like access to individual
therapy, group therapy, and free virtual therapy
sessions to support their mental health needs inside
and outside of school;
Community members are interested in education,
classes, and training for parents on behavioral health
to better support their children.

Trauma-Informed and
Culturally Competent
Therapy
Trauma-Informed and
Culturally Competent Therapy
Community members would like therapy that is
trauma-informed and culturally competent,
addressing issues such as self-harm and the impact of
stereotypes, both inside and outside of school.

Incentives for Programs
and Services
Incentives for Participation Community members would like incentives to encourage participation in mental health programs
and services.

All Priority Populations who participated in the community engagement process highlighted the need for more programs promoting mental and behavioral health, especially access to 1:1 counseling or therapy sessions.

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4. PROPOSED COMPONENTS OF THE RFCY FUNDING APPLICATIONS PROTOCOL Physical Health & Wellness
A. Core Need Overview
The physical well-being of children and youth in Richmond is significantly influenced by sSocial Determinants of Health (SDOH). These determinants include the conditions in which people live, learn, work, and play, which impact a wide range of health outcomes. Access to quality healthcare, safe and healthy outdoors, safe neighborhoods, and healthy food is vital for maintaining good health. In Richmond, many children grow up in neighborhoods facing significant challenges such as exposure to gun violence, pollutants, and a lack of safe recreational spaces. These adverse conditions fuel constant stress that subsequently affects physical development and cognitive growth.

The Childhood Opportunities Index (COI) highlighted in the 2024 Community Needs Assessment reveals that 45% of children and youth live in areas of concentrated poverty, and 37% live at 200% below the federal poverty level. Poverty is a significant social determinant of health. The COI measures various factors affecting health, including pollution, healthy environment, safety-related resources, and healthcare access.

Neighborhoods with "Very Low and Low" COI ratings indicate poor opportunities for achieving physical well-being shown by high incidences of negative health outcomes.

Community engagement through the CNA process demonstrated a significant need for better access to healthcare services and resources. Richmond is designated by the state Department of Health as a Medically Underserved Area (MSU) with shortages in primary health, mental health, and dental health professions. It further validates why access to services that treat and foster physical health is identified as a high need among the 400 voices heard throughout the community needs assessment process.

Two major areas of need emerged in the community feedback.

Firstly, there is a strong interest within the Richmond community in finding ways to live more healthily. 90% of survey respondents rate the need for affordable healthy foods as very high, and 8% indicate a high need for food banks and vouchers. Additionally, 86% felt there was a very high need for fitness and nutrition programs for youth, and 84 % expressed a need for outdoor activities like hiking, gardening, and camping. Youth expressed a desire to be more active outside but often feel unsafe in their neighborhoods, a concern shared by parents, grandparents, caregivers and service providers.

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4. PROPOSED COMPONENTS OF THE RFCY FUNDING APPLICATIONS PROTOCOL B. Key Performance Indicators
The following Key Performance Indicators are related to measuring performance, outcomes and impact for Physical Health & Wellness programs, services and activities. These KPIs serve as a guide for Applicants and subsequent Grantees in identifying which KPI’s they’ll be using to measure progress, outcomes and impact for their program. If data from current programs render similar information as described by the KPIs below, applicants will be able to submit the data as part of their grant application.

Physical Health & Wellness Programs Key Performance Indicators Category Performance Measure Indicator Aim
Nutritional
Education and
Food Justice
Improvement in Eating Habits
and Food Security
Improvement in
participants' nutrition
knowledge and percentage
of households reporting
food security
% of participants
demonstrate improved
knowledge; Achieve % food
security in participating
households
Community
Health Access
Healthcare Access and
Reduction in Barriers;
Access to Insurance
Increase in healthcare
services accessed by target
populations in high poverty
neighborhoods; and
decrease in transportation,
language, and access
barriers;
Number of families being
served that have insurance
and number of people
assisted in obtaining
insurance
Increase the #of services
accessed by target
populations in high poverty
neighborhoods by % in three
years; Reduce barriers by %
within three years;
Ensure % of families being
served have insurance and
assist at least # families
annually in obtaining
insurance to access services
Secondly, access to clinics, urgent care, and drug awareness programs, especially those centered on the rise in vaping and the concerns over the fentanyl crisis, was of significant concern. Although most children and youth are insured through Medi-Cal, there are long waits to see specialists. Co-pays for urgent care are often unaffordable for low-income families. 86% of survey respondents expressed a very high need for accessible free clinics and walk-in centers without long wait times. Older youth favor the idea of being able to independently seek services and physical health-related activities on their own.

Overall, the Richmond community emphasized the importance of addressing physical health needs through improved access to resources and services. In addition, they hope to see the many physical health-oriented programs currently being offered by RFCY Grantees both continue and increase, especially at the neighborhood level.

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4. PROPOSED COMPONENTS OF THE RFCY FUNDING APPLICATIONS PROTOCOL Category Performance Measure Indicator Aim
Outdoor
Activities
Access outdoor activities in
healthy environments.

Number of programs
offered;
Number of participants in
outdoor activities;
Retention rates of
participants completing
programs requiring more
than one session
Increase in programs
offered by % annually.

Increase in participants by %
annually.

Increase in completion rates
by %
Sports,
Recreation,
Summer Camps
Physical Activity and
Participation Levels
Increase in physical activity
among participants &
number of participants in
programs;
Retention rates of
participants completing
programs requiring more
than one session
Increase physical activity by
% annually; Increase sports
participation by % annually
Increase in completion rates
by %
Basic Needs
Fulfillment
Fulfillment of Basic Needs Percentage of clients
reporting basic needs (e.g.,
shelter, food, rent, utilities)
& receiving Information &
Referrals
# of clients reporting basic
needs & % of clients
receiving Information &
Referral to address needs
# services provided to
address needs
Chronic Disease
Prevention
Enrollment in Chronic Disease
Prevention
Number of programs
offered;
Number of participants in
prevention programs
Increase enrollment by %
and retention by % annually
Healthy
Lifestyles: Food,
Nutrition, Drug
Prevention &
Awareness
Enrollment in Healthy Lifestyle
Programs.

Number of programs
offered;
Number of participants in
programs and activities;
Retention rates of
participants completing
programs requiring more
than one session
Increase in programs
offered by % annually
Increase in participants by %
annually.

Increase in completion rates
by %
Holistic Physical
Health and
Wellness
Overall Health Outcomes Improvement in key health
metrics (e.g., BMI, blood
pressure, weight loss)
Improve each health metric
by % annually

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4. PROPOSED COMPONENTS OF THE RFCY FUNDING APPLICATIONS PROTOCOL Pre-and-Post Participant and Parent Evaluative Surveys
The Key Performance Indicators are informed and measured by the evaluations of youth who have participated in a program or activity and their parent or caregiver evaluation of the impact the program or activity has had on their child/youth. These evaluations include a pre-survey gathering information and expectations of the youth prior to participating in the program and a post-survey as to how helpful they found the program and the difference it has made. The same is asked of parents or caregivers. Examples of pre and post evaluative surveys for youth and parent or caregivers are presented in Appendix A.

C. Visioning Ideas for Children and Youth Programs
Physical health and wellness ideas for suggested services and programs that emerged from the “Community Visioning Session” that had over 70 community members including youth, parents, grandparents and caregivers along with service providers are presented in the table below.

Physical Health and Wellness Programs Envisioned by Community Members Category Service Description
Drug Awareness,
Education, and
Prevention
Public Awareness Campaigns;
Reducing Drug Outlets
Warning labels and public awareness campaigns on
fentanyl and vaping;
Minimizing the number of tobacco/drug outlets in the
external environment
Parent Education and
Training
Support and Training Parent education, classes, and training on how to talk to their children about drugs and support children
who are using drugs
Sports and
Extracurricular Activities
Affordable Sports Leagues;
Social Clubs
Community members want to reduce costs for youth
to belong to sports leagues and pay for travel costs;
Community members desire promotion of hobby
clubs such as cooking, gardening, and knitting
Housing and Financial
Security
Housing Security;
Universal Basic Income (UBI)
Safe, accessible, and secure housing for families;
Provide Universal Basic Income (UBI)

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4. PROPOSED COMPONENTS OF THE RFCY FUNDING APPLICATIONS PROTOCOL Learning Needs
A. Core Need Overview
The scope of learning considered for the Community Needs Assessment spans from: early childhood, pre- kindergarten to post-secondary education and youth up to 24 years of age. Discussions about learning needs were prominent among focus group participants, survey respondents, key informants, and Community Visioning event attendees. Key learning benchmarks along this continuum were identified to assess whether children and youth are falling behind, indicating specific learning needs.

The West Contra Costa School District (WCCUSD) serves a diverse student population of 26,312 students across 54 schools. Families in the district speak more than 50 different languages, with 36% of students being English Language Learners (ELL). The district's minority enrollment is 90%, and 31% of students are economically disadvantaged.

Pandemic-related learning loss is a significant issue, with nearly 80% of CNA survey respondents indicating that COVID-19 has had a "Very High or High Impact" on children and youth in Richmond. Many youth attending focus groups shared their struggles with making up for lost time. Additionally, Richmond has the largest number of children in Contra Costa County, with more than half of preschool-aged children eligible for subsidized programs. However, childcare providers serve only 40% of eligible children, leaving 60% of needs for childcare being unmet.

A School Readiness Assessment by the West County First Five Center found that only 29% of WCCUSD kindergartners are prepared for school, with 44% partially ready and 27% not ready. This data, last updated in 2018, underscores the need for Universal Transitional Kindergarten (UTK) to prepare children for school.

Chronic absenteeism, defined as students missing more than 10% of instructional days, remains a challenge. In the 2022-2023 school year, WCCUSD had a chronic absenteeism rate of 32%, an improvement from the previous year's 42%, but still higher than the pre-pandemic rate of 17%.

English Language Learners (ELL) constitute 36% of WCCUSD students, with the majority speaking Spanish.

However, only about 40% made progress on the English Language Proficiency exam in 2023, down from 44% in 2022. Third-grade literacy and eighth-grade math proficiency are key benchmarks predicting future success, but both are below pre-pandemic levels. In 2023, less than a third (29%) of third graders met grade-level reading standards, and only 14% of eighth graders met grade-level math standards.

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4. PROPOSED COMPONENTS OF THE RFCY FUNDING APPLICATIONS PROTOCOL Significant disparities in academic achievement exist across racial/ethnic groups in WCCUSD. Only 20% of African American and 21% of Hispanic students met English Language Arts standards in 2022-2023, with just 9% and 12%, respectively meeting mathematics standards. Nearly half of the graduating class in 2023 was not considered prepared for college or a career, according to the College/Career Indicator (CCI).

In 2023, 65% of WCCUSD graduating seniors submitted a FAFSA, and 59% applied for Cal Grants, significantly lower than a decade ago. This highlights a lost opportunity for financial aid, particularly among the Priority Populations addressed by RFCY.

Graduation rates at WCCUSD have remained steady at 84-86% since 2018, except during the 2020-2021 pandemic year. However, groups at risk of not graduating with their peers include Foster Care Youth (40%), Youth Experiencing Homelessness (26%), Socioeconomically Disadvantaged Youth (19%), English Language Learners (29%), and Students with Disabilities (43%).

Overall, the learning needs of Richmond's children and youth are significant as demonstrated by the data and insights from over 400 individuals who participated in this needs assessment. Key areas of need emerged:
early childhood care and Pre-K programs, career and college preparation for high school students, the need for year-round programs with mentors, parental coaching, after and out-of-school programs, exposure to music, performing arts and art that advance learning, life-skills and provide homework support, summer jobs for youth and internships that expose youth to career opportunities. 90% of survey respondents cited educating parents on supporting children's learning needs as highly needed.

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4. PROPOSED COMPONENTS OF THE RFCY FUNDING APPLICATIONS PROTOCOL B. Key Performance Indicators
The following Key Performance Indicators are related to measuring performance and impact among programs, services and activities addressing Learning Needs. This serves as a guide for Applicants and subsequent Grantees that would be asked to identify which KPI’s they’ll be using to measure outcomes and progress with their program. If applicants have data from current programs that render similar information as described by the Key Performance Indicators below, they would be requested to share this information as part of their grant application.

Learning Needs Programs Key Performance Indicators
Category Performance Measure Indicator Aim
Cultural
Relevance &
Accessibility
Multilingual Programs &
Translation Services
Numbers of programs
serving multilingual families;
Access to translation at
events & programs
Launch or expand # new
programs annually;
# of translation services
provided
Educational
Outcomes
Academic Performance and
Engagement
Percentage of students
meeting grade-level
benchmarks and regular
school attendance
% annual improvement in
performance; increase
attendance by % among
educational programs &
activities.

Parental Learning
& Support
Parent How-To Workshops and
Support Services.

Number and types of
programs offered;
Attendance rates in parent
workshops and events
Host # workshops per year
with % attendance;
Completion rates of multi-
session programs
College
Readiness
College Enrollment in prep programs
and rate of financial aid
application;
Number of programs
offered in career exploration
& readiness. Participation
and completion rates.
% increase in prep program
enrollment per year;
% of eligible students apply
for financial aid by (year);
Completion rates of multi-
session programs.

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4. PROPOSED COMPONENTS OF THE RFCY FUNDING APPLICATIONS PROTOCOL Category Performance Measure Indicator Aim
College
Readiness
College Enrollment in prep programs
and rate of financial aid
application;
Number of programs
offered in career exploration
& readiness. Participation
and completion rates
% increase in prep program
enrollment per year;
% of eligible students apply
for financial aid by (year);
Completion rates of multi-
session programs
Career Readiness
& Jobs
Youth Mentorship, Internships,
and Employment
Number of programs &
youth with mentors;
Number of programs &
youth in internships;
Number of programs &
youth who secure jobs
Increase #s of programs &
enrollment by % annually;
# of youth attending & %
completing internships;
# of youth acquiring jobs & #
months employed
Early Childhood
Development
Early Childhood Program
Enrollment
Number of children enrolled
in early childhood programs
and number of families
participating in Universal
PreK (UPK) or aware of
services
Increase enrollment by %
annually and ensure % of
families are aware of or
participating in UPK services
Literacy
Programs
Programs in Reading & Writing. Number and types of
programs offered across all
ages to 24 years;
Attendance rates among
programs
Increase #s of programs &
enrollment/ participation by
% annually;
% of youth completing
multi-session programs
Community
Partnerships &
Volunteers
Partnerships with schools and
community organizations
Increase in collaborative
projects, volunteer tutors,
mentors and referrals to
learning resources
Establish and/or strengthen
# of partnerships

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4. PROPOSED COMPONENTS OF THE RFCY FUNDING APPLICATIONS PROTOCOL Category Performance Measure Indicator Aim
STEM (Science,
Technology,
Engineering &
Math) &
Entrepreneur-
ship Programs
Programs, activities and clubs in
STEM & Entrepreneurship fields.

Number of programs
offered. Attendance,
participation and
completion rates
Increase #s of programs &
enrollment/participation by
% annually;
% of youth completing
multi-session programs
Music,
Performing Arts
& Arts Programs
Programs, activities and clubs in
music, performing arts and art
programs.

Number of programs
offered. Attendance,
participation and
completion rates;
Number of events
showcasing talent (concerts,
plays, art shows)
Increase #s of programs &
enrollment/participation by
% annually;
% of youth completing
multi-session programs
Pre-and-Post Participant and Parent Evaluative Surveys
The Key Performance Indicators are informed and
measured by the evaluations of youth who have
participated in a program or activity and their parent or caregiver evaluation of the impact the program or
activity has had on their child/youth. These evaluations include a pre-survey gathering information and
expectations of the youth prior to participating in the program and a post-survey as to how helpful they found
the program and the difference it has made. The same
is asked of parents or caregivers. Examples of pre and
post evaluative surveys for youth and parent or
caregivers are presented in Appendix A.

C. Visioning Ideas for Children and Youth Programs
Ideas for suggested services and programs associated with Learning that emerged from the “Community Visioning Session” that had over 70 community members, including youth, parents, grandparents and caregivers along with service providers are presented in the table below.

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4. PROPOSED COMPONENTS OF THE RFCY FUNDING APPLICATIONS PROTOCOL Learning Programs & Initiatives Envisioned by Community Members Category Service Description
Life Skills Workshops Financial Literacy,
Entrepreneurship, Legal Rights
Life skills workshops on financial literacy ,
entrepreneurship, and understanding rights and laws
Parenting Workshops Reading Support, Coping Skills,
Learning Needs
Workshops to teach parents how to help their
children read, learn, cope with bullying and screen
time, and address unique learning needs or special
support
After-School Programs Socialization, Snacks, Mentors,
Homework Help
After-school programs that offer socialization, snacks, mentorship, and homework assistance
Youth Employment and
Career Preparation
Internships, Job Opportunities,
Career Exposure
Create internships with City departments, job and
internship opportunities for justice-impacted youth,
career exposure for middle and high school students,
job shadowing, stipends for internships and job
training, and jobs for people experiencing
homelessness
Educational
Enhancement and
College Preparation
College Prep, STEM Programs,
Tutoring
College prep classes, guidance for career plans, more
STEM programs, academically centered
extracurricular activities, free tutoring, and promotion of the school pipeline
Community Schools and
Partnerships
Full-Service Community
Schools
Establish more full-service community schools
CBO and School
Collaboration
Partnerships with Schools More partnerships between community-based organizations and schools
Mentorship and
Leadership Development
Mentors, Leadership
Opportunities
Mentors for high school students and leadership
opportunities for youth
Environmental and
Nature Programs
Nature Engagement, Service
Learning
Programs to connect with nature and sponsor service
learning
Student Well-Being and
School Schedule
School Start Time, Internet
Access, Learning Styles
Later school start times for high school students,
availability of high-speed internet, and teaching to
different learning styles
Diversity and Inclusion in
Schools
Multi-Cultural Staff More multicultural staff at schools

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4. PROPOSED COMPONENTS OF THE RFCY FUNDING APPLICATIONS PROTOCOL Safety, Community & Belonging
A. Core Need Overview
Residents of Richmond express pride in their city, embracing its diversity and community spirit, while also recognizing its challenges. Safety is a significant concern, with 95% of survey respondents believing that youth worry about their safety in their neighborhoods. 75% think this fear has a high impact on their well- being, and 92% see a critical need for creating safe, quality spaces for youth aged 13 and older. Youth highlight varying safety levels across neighborhoods, the normalization of violence, a lack of safe public spaces, inadequate school safety, and the need for community policing without profiling.

In West Contra Costa County Unified School District, fewer than half of high school students feel safe at school. Despite a decrease in homicides to the lowest level in a generation, cumulative exposure to violence, particularly gun violence, remains high. Since 2013, 41% of the 2,300 gunshots fired in Richmond occurred within a half-mile of a school, mostly near elementary schools. Neighborhoods with lower median incomes experience more incidents, with some schools averaging six nearby shootings per year.

The 2021 National Community Survey indicates that while 73% of Richmond residents feel safe in their neighborhoods during the day, only 43% feel safe in commercial areas. This is lower than safety perceptions in 99% of communities surveyed nationwide. These perceptions are likely influenced by the fact that burglaries, vehicle thefts, robberies, and aggravated assaults have increased. Larceny theft and sexual assaults, however, have decreased.

Justice-impacted youth, defined as those at risk of or previously incarcerated, are a priority population for the Richmond Fund for Children and Youth. These youth, often from poor communities and disproportionately youth of color, report negative interactions with police, including concerns over the use of force. From 2018 to 2022, arrests by Richmond Police decreased by 58%, and use of force incidents fell by 23%. However, the use of force rate per 100 arrests has increased, particularly affecting Black and Hispanic males aged 18-39.

Belonging is crucial for children and youth, requiring appreciation for their identity without harmful stereotypes. Focus groups revealed that justice-impacted and LGBTQIA+ youth feel their needs are not adequately met. Disconnected youth (18-24 years old out of school and work) and youth experiencing homelessness face significant challenges. Richmond's unhoused population has increased from the past year of whom 14% are under 24 years of age. Students experiencing homelessness in WCCUSD are reported to have high rates of chronic absenteeism that hinder their academic performance.

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4. PROPOSED COMPONENTS OF THE RFCY FUNDING APPLICATIONS PROTOCOL Community centers offering enrichment programs and resources for parents are highly valued for fostering child and youth development. However, issues like waiting lists and transportation barriers limit participation. Affordable after-school programs, summer camps, and jobs for youth are also in high demand. At a Community Needs Assessment Visioning Event, participants expressed a desire for community events throughout the year to build a stronger sense of community across Richmond.

B. Key Performance Indicators
The following Key Performance Indicators are related to measuring performance and impact among programs, services & activities addressing Safety, Community, and Belonging. This serves as a guide for Applicants and subsequent Grantees that would be asked to identify which KPI’s they’ll be using to measure outcomes & progress with their program. If applicants have data from current programs that render similar information as described by the Key Performance Indicators below, they would be requested to share this information as part of their grant application.

Safety, Community, & Belonging Programs Key Performance Indicators Category Performance Measure Indicator Aim
Cross-Cultural
Relationships and
Community
Resilience
Community and Youth
Engagement
Number of initiatives
promoting cross-cultural
relationships within
neighborhoods or
community at-large;
Number of attendees
Implement # of initiatives
and achieve # attendance;
Create annual events that
draw % increase
Restorative
Justice & Justice
Impacted Youth
Programs
Justice Impacted Youth
Engagement
Number of Restorative
Justice programs offered;
Number of outreach efforts
& incentives to recruit
justice impacted youth &
families;
Number of attendees
# attending programs
% of completion rates of
multi-session programs
Creation &
Maintenance of
Safe Spaces for
Socializing
Safe Spaces for Youth to
Socialize
Number of safe spaces
created/maintained;
Number of hours & times
available
# of youth socializing at
center
# of youth among priority
populations attending (e.g.
multi-racial, cultural,
LGTBQ+AI, unhoused youth)
% of repeat visitors

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4. PROPOSED COMPONENTS OF THE RFCY FUNDING APPLICATIONS PROTOCOL Category Performance Measure Indicator Aim
Community
Policing and
Safety Programs
Safety and Community Policing Number of community
policing initiatives in
neighborhoods;
Number of police
relationship-building
activities;
Number of police initiatives
to make neighborhoods
safe;
Number of outdoor spaces
viewed as safe by
community members;
Number of community
member activities to
increase neighborhood
safety
# of initiatives in each area
and by neighborhoods;
# of attendees at
events/activities including
those sponsored by
Richmond Police
Department;
% change in perception of
youth feeling safe from
program evaluation surveys
and public surveys
Social Isolation
and Community
Engagement
Support Groups and Social
Activities
Number of activities &
support groups organized;
Number of attendees among
priority populations
# activities and participants
and % of priority populations
attending;
# of members of support
groups & % of retention
Bullying and
Violence
Prevention
Bullying Incidence Reduction
Activities & Support Groups
Number of reported bullying
and violence incidents in
schools and community
programs;
Number of programs and
activities to address bullying
including support groups;
Number of participants.
# activities and participants
and % of priority populations
attending;
# youth who report feeling
empowered as a result of
attending a support group;
Reduction of bullying and
violence incidents reported
by schools & youth
participants

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C. Visioning Ideas for Children and Youth Programs
Ideas for suggested services and programs associated with Safety, Community and Belonging that emerged from the “Community Visioning Session” that had over 70 community members including youth, parents, grandparents and caregivers along with service providers are presented in the table below.

Safety, Community, & Belonging Programs & Initiatives
Envisioned by Community Members
Category Service Description
Police and Community
Relationships
Conversations, Workshops, and
Relationship-Building Programs
Community members want to have conversations
with police, hold workshops, and participate in
programs for relationship-building with police
Peer and Community
Leadership
Peer Leader Groups;
Home-Owner Associations
(HOA)
Community members want to create peer leader
groups and/or youth neighborhood councils and
involve youth in decision-making;
Community members want to create Home-Owner
Associations to promote safe neighborhoods
Safety for Students and
Community
Safe Routes Community members seek to provide walking-to- school safety and safe routes to get to activities to
and from school
Community Events and
Gathering Spaces
Community Events Community members desire more community events like National Night Out and family gatherings and
seasonal events to foster family traditions

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4. PROPOSED COMPONENTS OF THE RFCY FUNDING APPLICATIONS PROTOCOL Category Service Description
Community Events and
Gathering Spaces
Community and Recreation
Centers;
Sports Facilities
Community members want to increase the number of
community and recreation centers in neighborhoods;
Community members desire more sports facilities
with a focus on providing activities specifically for
girls. Additionally, they want to create designated
areas for girls' sports.

Recreational and Green
Spaces
Safe Gathering and Green
Spaces;
Walking and Biking Promotion;
Youth Connection Spaces
Community members desire more green spaces. They
also want to establish safe areas where youth and
families can gather;
Community members want to promote walking,
biking, and safe sidewalks;
Community members desire more spaces specifically
for youth to connect throughout various
neighborhoods to hang out and enjoy events
together.

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4. PROPOSED COMPONENTS OF THE RFCY FUNDING APPLICATIONS PROTOCOL Connective Supportive Services
A. Core Need Overview
Throughout the community engagement process, involving over 400 individuals, 3 overarching needs emerged: transportation, navigation support, and a two-generation approach to services.

Transportation is a critical issue for moving beyond poverty in Richmond. Many low-income families cannot afford reliable transportation or the costly repairs that come with car ownership. Public transportation schedules are often not conducive to balancing the demands of childcare, jobs, and after-school programs.

This may explain why only 10% of workers in Richmond use public transportation, while 63% drive alone.

Youth frequently mentioned that there are neighborhood centers and programs they would like to attend, but without reliable transportation, they cannot access these valuable resources. As a result, their opportunities for enrichment and personal development are limited.

Navigation Support is essential for helping families and individuals access social services, housing, education, and healthcare. Parents and grandparents highlighted the complexity and overwhelming nature of the eligibility criteria and application processes required to receive services. Each organization has its own set of requirements, making it a time-consuming task to track down necessary resources, determine eligibility, and provide the required documents. Participants at the Community Needs Assessment Visioning event emphasized the need for a city-wide universal application for health and social services to simplify this process and make it more accessible.

Two-Generation Approach (2Gen) involves supporting both children and their parents simultaneously to build family well-being. This approach is based on the premise that uplifting parents also uplifts children.

Two-generation strategies aim to build family well-being by intentionally working with children and the adults in their lives together. For instance, a center that offers socio-recreational activities and homework help for teens could also provide resume writing, job-hunting assistance, and financial literacy programs for parents. This holistic approach ensures the economic security of the entire family and promotes the well- being of every member. The 2Gen approach also includes support for grandparents raising grandchildren, recognizing the diverse family structures within the community. The “Five Guiding Principles of 2Gen” can be found in Appendix C.

When survey respondents were asked to rate how well Richmond is meeting the needs of its children and youth on a five-star scale, nearly 40% gave a one or two-star rating, while an equal number gave a three- star rating. 19% awarded four or five stars, resulting in an overall weighted average of three stars (2.7). This mixed response highlights the perception that while some progress has been made, significant gaps remain.

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4. PROPOSED COMPONENTS OF THE RFCY FUNDING APPLICATIONS PROTOCOL Community members emphasized the importance of
addressing these gaps through improved access to
transportation, simplified navigation of social services, and a holistic, multi-generational approach to programs and services. By focusing on these key areas, Richmond
can better support its children, youth, and families,
ensuring they have the resources and opportunities
needed to thrive.

B. Key Performance Indicators
The following Key Performance Indicators are related to measuring performance & impact among programs, services and activities addressing Connective Supportive Services. This serves as a guide for Applicants and subsequent Grantees that would be asked to identify which KPI’s they’ll be using to measure outcomes and progress with their program. If applicants have data from current programs that render similar information as described by the Key Performance Indicators below, they would be requested to share this information as part of their grant application.

Connective Supportive Services Programs Key Performance Indicators Category Performance Measure Indicator Aim
Navigation Service Utilization and
Navigation Success;
Accessibility of Services
Development of a live,
interactive Resource Guide
that CBO’s can populate.

Includes a dashboard and
apps for ease of use;
Number of Individuals
accessing services and
successful connections to
needed services;
Simplification of applications
for community based social
services;
Number of CBO volunteering
to offer the universal
application.

Number of individuals using
the application
Develop within 1 year.

Increase utilization rates &
successful connections by %
annually;
Create a task force of
Service Providers to identify
core application elements
among social services for a
“universal application” to
identify basic eligibility of
programs & services;
# of persons completing the
universal app;
# CBOs receiving
applications;
# and % of positive
outcomes;
Produce in 6 months

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4. PROPOSED COMPONENTS OF THE RFCY FUNDING APPLICATIONS PROTOCOL Category Performance Measure Indicator Aim
Transportation Transportation Support
Programs
Number of transportation
supports/programs available
for youth that enable them
to participate in youth
programs, services &
activities;
Number of youth &
parents/caregivers who
report transportation needs;
Number and type of barriers
to transportation to youth
activities, events, programs
Create a Transportation
Work Group; identify &
assess all transportation
available for youth;
Identify barriers & ways to
increase access. Consider
funding ride-share vouchers;
Develop plan within 6
months to rectify barriers &
increase access
2Gen
Services/ Programming
Family Engagement &
Support
Number of programs that
uplift & support
parents/caregivers
economically;
Number of programs that
promote the health & well-
being of parents/caregivers;
Number of inter-
generational programs.

Number of parenting and
life-coach programs
# of attendees & recipients
of services that are
parents/caregivers of youth
participants;
% of attendees reporting
positive feedback on
evaluative surveys
Pre-and-Post Participant and Parent Evaluative Surveys
The Key Performance Indicators are informed and measured by the evaluations of youth who have participated in a program or activity and their parent or caregiver evaluation of the impact the program or activity has had on their child/youth. These evaluations include a pre-survey gathering information and expectations of the youth prior to participating in the program and a post-survey as to how helpful they found the program and the difference it has made. The same is asked of parents or caregivers. Examples of pre and post evaluative surveys for youth and parent or caregivers are presented in Appendix A.

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4. PROPOSED COMPONENTS OF THE RFCY FUNDING APPLICATIONS PROTOCOL C. Visioning Ideas for Children and Youth Programs
Ideas for suggested services and programs associated with Connective Supportive Services that emerged from the “Community Visioning Session” that had over 70 community members including youth, parents, grandparents and caregivers along with service providers are presented in the table below.

Connective Supportive Services Envisioned by Community Members Category Service Description
Navigation Services Navigation Assistance More help with navigation, including dashboards and social service navigators, to better understand where
to get assistance
Transportation Transportation Support Identified high need for transporting youth to and from jobs, sports programs, activities, events;
especially after-school. Proposed the idea of free ride- share vouchers for after-school activities, and more
accessible public transit.
2Gen Approach Parent/Caregiver Support and
Intergenerational Programs
Grandparents expressed the need for more support in
either raising or assisting parents with raising
grandchildren.

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5. THE RFP APPLICATION PROCESS: PROGRAM NARRATIVE QUESTIONS Following the 2020 Community Needs Assessment and the Development of the Strategic Investment Plan Fiscal Years 2021-2024, the Richmond Fund for Children and Youth issued a Request for Proposal (RFP) on January 1, 2021 for Direct Services in six Priority Areas. The RFP included guidance for organizations/agencies seeking to submit a grant application in the form of 15 questions/statements, templates and appendices.

The application narrative, in the form of questions/statements included in the January 2021 RFP is listed in the left column of the following table by each application component. The right column presents a suggested updated version of the application narrative. The updated version includes added application questions/statements, changes to the FY 2021 questions/statements, or the deletion of a question/statement. Please note that some of the FY 2021 questions/statements continue to be used in FY 2025 and going forward without any changes or modifications.

The left column cites the current RFCY Request For Proposals (RFP) process and the right column of the table includes a proposed updated and expanded version of the 2021 evaluation criteria. The changes and updates include:
• Terminology changes, such as “Organization” instead of “Agency,” as most applicants are not agencies but organizations. Use of “population your program serves” instead of “target population.” • Expanded several FY 2021 guidelines by asking for additional information. For example, added requirement for a description of the staff and partner diversity and any cultural competency training they have taken.
• Added suggested appendices for the 2025 RFP.
• Changed order of questions. For example, moved question 7 to the Background section, as partnership issues are addressed also in earlier questions.
• Deleted Question 8 in the Program Narrative dealing with Covid-19 as it is no longer necessary. • Changed dates for the Required Resources and Budget section. • Renumbered the questions.

I. Grant Application Narrative
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5. THE RFP APPLICATION PROCESS: PROGRAM NARRATIVE QUESTIONS FY2021-24 RFP For Direct Services in Following Priority Areas January 1, 2021
Proposal Narrative
Strategic Investment Plan
FY 2025-28
Agency History and Capacity
Background 1a. Year Founded, Location, Annual Budget, Number of FTE Staff.
1b. Type of Grant: Single Organization, Collaboration,
Small & Emerging.

1. Briefly describe your agency. 2. Briefly describe your organization.

2. Describe your agency's experience providing the
services proposed in your application. Include
information on years of service in the community
being served, experience working with diverse
communities and youth, and any partnerships or
collaboration with other organizations or systems of
care.

3. Describe your organization's experience providing
the services proposed in your application. Include
information on years of service in the community
being served, experience working with diverse
communities and youth, and any partnerships or
collaboration with other organizations or systems of
care.

3. Describe the staffing plan for your proposed
program. Identify the person who will have primary
responsibility for managing the program and discuss
their experience managing similar projects and in
similar communities. Provide information on how
many people will be directly working on the project
and their qualifications to work effectively with your
target population.

4. Describe the staffing plan for your proposed
program. Identify the person who will have primary
responsibility for managing the program and discuss
their experience managing similar projects and in
similar communities. Provide information on how
many people will be directly working on the project
and their qualifications to work effectively with your
target population.

Consider Adding: Describe the diversity among the
staff assigned to the grant program and any cultural
competency training they have taken.

Consider Adding: Describe the diversity among your
partner(s) staff assigned to the grant program and
any cultural competency training they have taken.
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5. THE RFP APPLICATION PROCESS: PROGRAM NARRATIVE QUESTIONS Program Design

4. Identify the population that will be served in your
program. How do you plan to recruit, engage, and
retain children, youth, and/or caregivers in your
services to reach your program’s goals? a. In
addition to responding to the prompt(s), also
complete the Demographics Table found in Appendix
B.

5. Identify the population that will be served in your
program. How do you plan to recruit, engage, and
retain children, youth, and/or caregivers in your
services to reach your program’s goals?
a. In addition to responding to the prompt(s), also
complete the Demographics Table found in Appendix
B.

Consider adding an Appendix that asks applicants
to answer: What percent of the participants reside
in concentrated poverty neighborhoods? (Consider
using Appendix Dof the SIP Report as source
documents showing Very Low to High COI areas by
census tracts in Richmond and a GIS Map that shows
high poverty neighborhoods).

5. Describe the program and proposed services.

Provide information on the program design, type of
services, average length of participation, location of
services (include the defined boundaries for each
targeted neighborhood/geographical area), and how
services will be delivered.
a. In addition to responding to the prompt(s), also
complete the Activity and Operations Table found in
Appendix C.

6. Describe the program and proposed services.

6. What role will youth have in program design,
implementation and/or evaluation, if any? For
example, how will youth inform, consult, or
collaborate with staff?

7. What role will youth have in program design,
implementation and/or evaluation, if any? For
example, how will youth inform, consult, or
collaborate with staff?

7. Who are the other partners that will support the
program? Identify the roles, responsibilities and
functions of each partnership.

Moved question to the Background section, as
partnership issues are addressed also in earlier
questions (numbered as 1c).

8. Please discuss how your proposed program that you
are requesting funding for through this RFP has been
or will be impacted by COVID-19. What have been
the implications for the services you provide? How
has or will your organization address those issues so
that the program can continue to be offered?
Deleted. The question dealing with Covid-19 is not
relevant any longer.
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5. THE RFP APPLICATION PROCESS: PROGRAM NARRATIVE QUESTIONS Outcomes and Impact

9. What are the needs that your proposed program is
designed to address (provide data)?
How will your program’s target population directly
benefit from the proposed services?

8. What are the needs that your proposed program is
designed to address (provide data)?
How will the population your program serves directly
benefit from the proposed services?
Rephrased question listed above.

Consider adding another section to Appendix C that
asks applicants to identify the Core Need their
program primarily addresses—more than 50%—as
outlined in the Five Core Needs of the Community
Needs Assessment and the Strategic Investment Plan.

10. Describe how your program will measure its
performance impact and achievement of outcomes.

What are the short-term outcomes, and what do you
anticipate as the long-term impacts? What are the
performance targets that will be met? How will you
know that your program is successful?

9. Describe how your program will measure its
performance impact and achievement of outcomes.

What are the short-term outcomes, and what do you
anticipate as the long-term impacts? What are the
performance targets that will be met? How will you
know that your program is successful?
Consider adding an Appendix that combines all of the
Key Performance Indicators cited in the SIP among all
Five Core Needs as an example of KPIs that RFCY
suggests applicants consider and-or adapt to their
program.

11. List your program’s annual outcomes and performance for the past 1 to 3 years. Explain any fluctuations in
outcome and performance year-to-year .

10. List your program’s annual outcomes and performance for the past 1 to 3 years. Explain any fluctuations in
outcome and performance year-to-year .

Outcomes and Impact

12. What are the total proposed annual program expenses for the 2021-2022 fiscal year? What were the total
program expenses in the most recently completed
calendar or fiscal year? What is changing?

11. What are the total proposed annual program expenses for the 2025 fiscal year? What were the total program
expenses in the most recently completed calendar or
fiscal year? What is changing?

13. Describe the proposed program expenses and explain
how funds requested are reasonable to support the
proposed numbers of participants to be served, hours
of service to be provided, and overall program design.

12. Describe the proposed program expenses and explain
how funds requested are reasonable to support the
proposed numbers of participants to be served, hours
of service to be provided, and overall program design.
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5. THE RFP APPLICATION PROCESS: PROGRAM NARRATIVE QUESTIONS

14. Provide information on the other sources of revenue supporting the program. Include the name of the
funding entity , amount of funds, duration of funds,
and whether the funds have been received, are
committed, are pending, or will be requested. State
whether your program will collect fees for
participation or if it will be free of charge to all
participants. If collecting fees, describe your fee
structure, estimated annual revenue, and estimated
percent of students participating for free compared
to students paying a fee.

13. Provide information on the other sources of revenue supporting the program. Include the name of the
funding entity , amount of funds, duration of funds,
and whether the funds have been received, are
committed, are pending, or will be requested. State
whether your program will collect fees for
participation or if it will be free of charge to all
participants. If collecting fees, describe your fee
structure, estimated annual revenue, and estimated
percent of students participating for free compared
to students paying a fee.

15. In addition to responding to all the prompt(s), also complete the Budget T emplate as referenced in Step
3 found in Appendix D.

The program budget is an important component of
your proposal that should be clearly linked to
support the proposed program, with reasonable and
justifiable expenses for staffing and program costs.

The budget proposed should be an appropriate and
accurate projection of the program expenses for one
program year: FY 2021-2022 (July 1, 2021 to June
30, 2022).

This section also allows you to show the cost
effectiveness of your program and demonstrate how
you will leverage other funds for the programs you
are proposing. The proposed budget should be
reflective of what was written in the Proposal
Narrative section and your proposed Activities.

14. In addition to responding to all the prompt(s), also complete the Budget T emplate as referenced in Step
3 found in Appendix D.

The program budget is an important component of
your proposal that should be clearly linked to
support the proposed program, with reasonable and
justifiable expenses for staffing and program costs.

The budget proposed should be an appropriate and
accurate projection of the program expenses for one
program year: FY 2024-2025 (July 1, 2024 to June
30, 2025).

6. THE RFP APPLICATION PROCESS: GRANT APPLICATION EVALUATION CRITERIA Following the 2020 Community Needs Assessment and the Development of the Strategic Investment Plan Fiscal years 2021-2024, the Richmond Fund for Children and Youth issues on January 1, 2021, a Request for Proposal (RFP) for Direct Services in six Priority Areas. The RFP included guidance for organizations/agencies seeking a grant application and criteria for evaluating the applications (proposals) submitted. The evaluation criteria included in the January 2021 RFP are listed in the left column of the following table by each component of the application, along with the maximum points an applicant can receive for the respective component. The right column of the table includes an updated and expanded version of the 2021 evaluation criteria. The changes include:
• Terminology changes such as “Organization” instead of “Agency,” as most applicants are not agencies but organizations.
• Additional evaluation criteria providing context and important differentiation among the 3 types of grants, as listed in the Organization History and Capacity. • Adding information to evaluation criteria that is significant, such as whether the applicant has had an RFCY grant (which was not applicable when the 2021 RFP was issued) or the use of Key Performance Indicators (KPIs) to the Outcome and Impact evaluation criterion addressing the demonstration of the ability to reasonably account for/track outcomes.
• Adding a Program Design criterion to ensure that the Proposal specified which of the Programming Strategies listed under each Core Needs area are implemented by the applicant’s program. • More consistency in positioning the applicant; for example, using “application” instead of applicant, organization, etc.
• Inserting references to partner(s) where applicable.

I. Application Evaluation Criteria

5. 48 | RFCY STRATEGIC INVESTMENT PLAN
FY 2021-24 RFP For Direct Services in Following Priority Areas
January 1, 2021
Strategic Investment Plan FY 2025-28
Grant Application Evaluation Criteria Grant Application Suggested Updated Criteria Agency History and Capacity (20 points) Organization History and Capacity (20 Points unless a Small & Emerging applicant)
Year Founded, Location, Annual Budget, Number of FTE
Staff.

Type of Grant: Single Organization, Collaboration, Small & Emerging.

If the application is for a collaboration grant, describe role, responsibilities and functions of each partner.

If the application is from a Small & Emerging
organization, points for this section of the application should be 5, and the total for such organizations should be 85 (instead of 100).

Past, recently completed, or on-going projects to
substantiate experience.

Past, recently completed, or on-going projects to
substantiate experience. Include any RFCY grants.

Demonstration of ability and experience in working with diverse communities & youth.

Application demonstrates ability and experience in
working with diverse communities & youth.

Agency has achieved success and accomplishments
demonstrate capacity for effective delivery of proposed services.

Organization’s accomplishments demonstrate capacity
for effective delivery of proposed services.

Professional background and qualifications of team
members proposed to deliver direct services and
manage the program are included and relevant and
show that members are qualified.

Application identifies and describes proposed project
manager and staff professional background and relevant
experience, includes resumes, demonstrating
qualifications.

If application is for a collaboration grant, application includes a description of each partner’s role and staff qualifications.

Racial, ethnic, cultural, linguistic characteristics and or lived experience of staff reflect communities proposed
to be served.

Racial, ethnic, cultural, linguistic characteristics and or lived experience of staff (of organization and partner, if applicable) reflect communities proposed to be served.

6. THE RFP APPLICATION PROCESS: GRANT APPLICATION EVALUATION CRITERIA 49 | RFCY STRATEGIC INVESTMENT PLAN
Program Design (35 points) Program Design (35 points)
A clear and specific outline of the proposed services,
including frequency of programming, average number of
clients to be served daily and over the course of the
year, location of services, and extent of proposed
services to be delivered.

A clear and detailed description of the proposed
services, including frequency of programming, average
number of clients to be served daily and over the course of the year, location of services, and extent of proposed services to be delivered.

The proposed program, strategy or initiative is included in the Core Needs and Programming Strategies table.

Outreach and engagement strategies that are effective
and culturally relevant.

Application demonstrates the use of outreach,
recruitment and engagement strategies that are
effective and culturally relevant.

Clearly demonstrated how youth voice, perspective, and
input is included in the program development, design,
outreach, and/or implementation.

Application clearly demonstrates how youth voice,
perspective, and input is included in the program
development, design, outreach, recruitment and/or
implementation.

Responses show an awareness of the community and
target population.

Application includes information showing an awareness
of the community and target population.

Special resources and capacities the team offers that are relevant to the successful completion of the project,
including partnerships and subgrantees.

Outcomes and Impact (25 Points) Outcomes and Impact (25 Points) Applicant describes how program will contribute to
equity among children, youth and their families in
Richmond and North Richmond.

Application describes how the program will contribute to equity among children, youth and their families in
Richmond.

Applicant clearly describes the intended participants
that the program is designed to address and their needs, providing accurate, current, and specific data where
possible to demonstrate need.

Application clearly describes the intended participants that the program is designed to address and their needs, providing accurate, current, and specific data where
possible to demonstrate need.

6. THE RFP APPLICATION PROCESS: GRANT APPLICATION EVALUATION CRITERIA 50 | RFCY STRATEGIC INVESTMENT PLAN
Outcomes and Impact (25 Points) Outcomes and Impact (25 Points) Applicant identifies outcomes that have been achieved
through the proposed services before and is able to link projected outcomes to intended impacts identified in
the Priority Areas/funding strategies.

Application identifies outcomes that have been achieved through the proposed services before and is able to link projected outcomes to intended impacts identified in
the core need areas/funding strategies.

Applicant demonstrates the ability to reasonably
account for/track outcomes.

Application demonstrates ability to reasonably account
for/track outcomes and to use the Key Performance
Indicators (KPIs) suggested by RFCY.

Required Resources and Budget Request
(20 Points)
Required Resources and Budget Request
(20 Points)
Program provides a clear budget that describes staffing and associated direct costs required for successful
program implementation.

Application provides a clear budget that describes
staffing and associated direct costs required for
successful program implementation.

Expenses are reasonable and commensurate with the
scale of services proposed.

Additional resources are identified to support the
program, with reasonable plan for securing matching
funds.

Application identifies additional resources to support the program and includes a reasonable plan for securing
matching funds.

Total program budget of RFCY funding and additional
matching funding is realistic and reasonable for
proposed level of services.

The ratio between the organization’ s total grant requests and their organization’s overall current year budget is appropriate based on program design and other factors.

6. THE RFP APPLICATION PROCESS: GRANT APPLICATION EVALUATION CRITERIA 51 | RFCY STRATEGIC INVESTMENT PLAN

6. THE RFP APPLICATION PROCESS: GRANT APPLICATION EVALUATION CRITERIA The 2021 RFP for Direct Services specified maximum points for each part of the grant application, adding to 100 points.

As shown in the table below, the following points were
allocated to:
• Agency History and Capacity: 20 points
• Program Design: 35 points
• Outcomes and Impact: 25 points
• Required Resources and Budget Request: 20 points
The analysis conducted as part of the 2024 Community
Needs Assessment and the review- and updating of- the
2021 evaluation criteria pointed to the need to revise the scoring system by adding criteria and allocating a specific number of points to each added criterion.

This can be accommodated by increasing the total number of points to more than 100. Each of the added criteria will get a maximum of 5 points.

Suggested added evaluation criteria include:
• Applicant provides services in Low and Very Low COI
census tracts
• Applicant provides transportation services to program participants
• Applicant offers 2Gen activities and services as part of the grant program
• Adding these evaluation criteria will increase the
maximum number of points to 115
II. Application Scoring

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7. PROPOSED INVESTMENT ALLOCATION PERCENTAGES
One of the key components of the Strategic Investment Plan is the specification of the funding allocation across the areas identified in the 2020 Community Needs Assessment Report and in the Strategic Investment Plan Fiscal Years 20021-2024 as Priority Areas (based on Article XV) and in the 2024 Community Needs Assessment as Core Need areas.

I. Current Allocation Process
The 2020 Community Needs Assessment Report and the Strategic Investment Plan Fiscal Years 20021 -2024 identified six Priority Areas. The funding allocation across these six Priority Areas is shown below.

Priority Area Percent
Behavioral Health, Mental Health and Wellness 20%
Education Support and Employment/Training Support 20%
Out of School Time, Afterschool, Sports and Enrichment 20% Youth Violence Prevention 20%
Access to Basic Needs 10%
Information, Guidance and Case Management 10%
According to the Strategic Investment Plan Fiscal Years 20021-2024, the percent allocation was based on “considerations of the urgency of the need and potential for equity impact.” 6 6 chrome-extension://efaidnbmnnnibpcajpcglclef indmkaj/https://www . ci.richmond. ca.us/DocumentCenter/View/56807/RFCY-2021-2024-Strategic-Investment-Plan 53 | RFCY STRATEGIC INVESTMENT PLAN

7. PROPOSED INVESTMENT ALLOCATION PERCENTAGES
The 2024 Community Needs Assessment identified Five Core Need Areas based on feedback from nearly 400 community members, service providers, policymakers and youth. Feedback was provided through interviews, surveys, focus groups, a Visioning Event and a Strategic Investment Plan Insight session. It supported thorough research on the extent- and impact of- the needs of children and youth in the Richmond community.

While all five areas were considered of high need, the Learning Needs area and the Mental & Behavioral Health Needs areas stood out in the urgency, scope and depth of the need. The following table allocates the highest shares to these two areas.

II. Proposed Allocation Process
Core Need Area Percent allocation
Mental & Behavioral Health Needs 25%
Physical Health, Wellness & Access 20%
Learning Needs 25%
Safety, Community & Belonging Needs 20%
Connective Supportive Services: Navigation, Transportation, 2Gen 10%

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1. Live Resource Guide Development
I. Enhancing Access to Resources
Fund the creation of a dynamic resource guide, dashboard, and apps to provide up-to-date information on services like pop-up food pantries, schedules of community events, and other resources. This will ensure community members have easy access to essential services and events in their area. Additionally, it enhances community engagement and resource utilization, reduces the time and effort needed to find help, and ensures that those in need can quickly locate and benefit from available services. The platform of this live guide would enable RFCY grantees to populate the content of the guide in real time.

2. Universal Social/Community-Based Services Application Develop an application similar to BenefitsCheckUp , where community members can enter eligibility related data to identify services they qualify for, with direct links to application websites and resources. This tool reduces barriers for those searching and applying for various social and community services, making it easier for individuals and families to access the help they need. It also reduces the complexity of navigating multiple systems, increases service utilization, and ensures that more people receive the support they are eligible for.

3. Peer Navigator Training Program
II. Building Capacity and Providing Training
Allocate funds to create a training program for
Peer Navigators who can assist community
members in accessing services. This includes
guiding individuals through processes such as
obtaining mental health services via Medi-Cal,
ensuring that those in need can navigate complex
systems and access necessary services. This
support can lead to better mental health
outcomes, increased service utilization, and a
stronger sense of community support. Trained
navigators can also help reduce the stigma
associated with seeking help and ensure that
individuals receive timely and appropriate care.

8. PROMISING PRACTICES TO CONSIDER GOING FORWARD

AS A CITY CHILDREN AND YOUTH DEDICATED FUND
55 | RFCY STRATEGIC INVESTMENT PLAN

8. PROMISING PRACTICES TO CONSIDER GOING FORWARD

AS A CITY CHILDREN AND YOUTH DEDICATED FUND

4. Children & Youth Grant Officer Position
Establish a position for a Grant Officer to identify Request for Proposals from federal, state, and foundation grants that non-profits and collaboratives within Richmond qualify for and apply to draw down more funding to address children and youth needs. This officer would assist in notifying non-profits of available grants, provide support and city data to substantiate needs in their proposals. The Officer could also offer workshops to build internal capacity among RFCY Grantees and non-profits on writing and applying for grants. The Officer would also be responsible for identifying federal and state funds that the City itself could apply for to augment the Richmond Fund for Children & Youth and/or relevant City Departments. Potential grants to highlight include:

SAMHSA's Children's Mental Health Initiative:7
The Substance Abuse and Mental Health Services Administration (SAMHSA) provides grants to expand and sustain comprehensive community mental health services for children with serious emotional disturbances (SED). This program aims to improve mental health outcomes for children and youth at risk for or with SED by supporting the implementation and integration of the System of Care (SOC) approach, creating sustainable infrastructure and services.

Department of Labor Grants:8
The U.S. Department of Labor provides several funding opportunities aimed at supporting youth through different programs. The YouthBuild grants offer financial support to organizations that provide pre- apprenticeship services, including education, skills training, and employment assistance, for young people aged 16 to 24. These grants help youth engage in meaningful community service while preparing for careers in various sectors, especially in infrastructure. YouthBuild grants also fund additional support services like mentoring, trauma-informed care, personal counseling, transportation assistance, and employment preparation, which are essential for addressing community violence. Furthermore, the Workforce Pathways for Youth demonstration grants are designed for national out-of-school time organizations that serve historically underserved and marginalized youth between the ages of 14 and 21. These grants focus on enhancing workforce readiness by offering programs that develop soft skills, provide career exploration, job readiness training, certification, and work-based learning opportunities such as summer jobs, year-round employment, and apprenticeships.

Youth Community Access Grant Program:9
The program was recently launched by the California Natural Resources Agency (CNRA) through the Resources Agency Project Tracking and Reporting (RAPTR) System. Funded by the Youth Education, Prevention, Early Intervention and Treatment Account (YEPEITA), this program aims to enhance youth access to natural and cultural resources, focusing on low-income and disadvantaged communities. 7 https://www.samhsa.gov/sites/default/files/grants/pdf/fy-2024-cmhi- nofo.pdf#:~:text=URL%3A%20https%3A%2F%2Fwww.samhsa.gov%2Fsites%2Fdefault%2Ffiles%2Fgrants%2Fpdf%2Ffy 8 https://www.dol.gov/agencies/eta/grants/apply/find -opportunities 9 https://resources.ca.gov/grants/youth
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5. Capacity-Building Grants
Provide grants to strengthen the non-profit sector by supporting activities such as grant-writing, creation of dashboards, navigation of community services, training for Board Members, and designing Key Performance Indicators. These grants will enhance the ability of non-profits to serve the community effectively.

6. Innovation & Community-Building Grants
Support rapid-response funding opportunities for urgent issues and provide mini-grants to neighborhood groups to hold family and community multicultural events that enhance safety, belonging, and community within neighborhoods.

7. Deepen Partnerships with School Districts
III. Strengthening Education and School Support
Strengthen collaborations at the ground level between school counselors, teachers, McKinney-Vento Liaisons, who provide support for students who are experiencing homelessness, and after-school programs.

For example, school home liaisons working directly with volunteer tutors at a local center who, in turn, coordinates with teachers of the student to provide feedback on homework assignments. Focus on supporting learning, college preparation, and scholarship applications to provide comprehensive support to students. Enhanced partnerships with school districts ensure that students receive comprehensive support for their academic and personal development. This can lead to improved educational outcomes, higher graduation rates, and increased access to higher education opportunities. By providing a network of support, students are more likely to succeed academically and develop the skills necessary for future success.

8. Support for Comprehensive After-School Programming
RFCY should consider a partnership with specific school districts to provide comprehensive after-school programming for elementary and middle school students. For example, the Oakland Fund for Children and Youth (OFCY) leverages matching funds from federal and state sources to maximize impact. OFCY collaborates with the Oakland Unified School District (OUSD) to provide thousands of low-income students with free, high-quality after-school programs. Each year, OFCY and OUSD co-fund community-based organizations that act as lead agencies at school sites, offering direct services and enriching after-school activities. This partnership model not only maximizes resources but also ensures the programs are well- integrated into the community, providing consistent support and opportunities for students.

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AS A CITY CHILDREN AND YOUTH DEDICATED FUND
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9. Reinstitute Service Provider Network
IV. Improving Network and Coordination
Facilitate the reinstatement of the Service Provider Network and create a Youth Engagement Council of youth leaders to advise on needs and services. Consider funding a part-time manager for the network to ensure effective coordination and communication among service providers. Reinstating the Service Provider Network and establishing a Youth Engagement Council ensures that services are well-coordinated and responsive to the community's needs. This leads to more effective and efficient service delivery, reduced duplication of efforts, and a better understanding of the community's needs. A part-time manager would help maintain communication and collaboration among providers, ensuring that services are aligned and addressing the most pressing issues facing youth and families.

10. Cross-Departmental Coordination
Enhance coordination of youth services across departments such as Police, Fire, and Youth, Parks and Community Enrichment. Richmond can draw inspiration from Sacramento’s approach to fostering cross- departmental collaboration. Sacramento’s Citywide Youth Development Campaign Plan, implemented in December 2017, exemplifies how coordinated efforts across multiple departments can create a safer & more supportive environment for youth. By promoting preventive programs that address stable housing, early childhood supports, quality education, and community spaces, Sacramento has successfully reduced youth-related violence and enhanced community well-being. This comprehensive approach not only improves public safety but also reduces the need for reactive services from police and fire departments.

Implementing similar strategies in Richmond can ensure a holistic approach to youth well-being, leveraging the strengths of various departments to address the multifaceted needs of young people.

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11. Transportation Work Group
Create a group to identify transportation barriers and opportunities for children and youth to access and participate in out-of-school activities. This includes initiatives like Richmond Rides Share and transportation services for youth experiencing homelessness or unstable housing, ensuring that all youth can participate in beneficial programs.

VI. Securing and Managing Funding

12. Exploring Additional Funding Opportunities
Explore other ways for the city to increase funding for the Richmond Fund for Children and Youth (RFCY) beyond the current 3% of general funds. Look into successful models from other programs to identify new funding streams and sustainable financial practices.

13. Funding Source and Eligibility Expansion
Similar to the City of Santa Cruz’s Children’s Fund and the Sacramento Children’s fund, Richmond could allocate a percentage of the city’s marijuana business tax revenue to fund youth and early childhood development programs and services. Richmond could focus on programs that prevent youth-related violence and support comprehensive youth development plans, addressing the root causes of youth violence and providing holistic support. In Santa Cruz, the funding is available to 501(c)3 and 501(c)6 organizations, childcare providers, and governmental bodies. Childcare providers with current licenses in good standing with the Community Care Licensing Division of the California Department of Social Services are eligible.

14. Funding Cycles and Investment
Implement a two-year funding cycle to enable larger and more impactful investments. All grants should have a minimum $50,000 award with no set limits on the amount requested, like the City of Santa Cruz’s Children’s Fund. This approach encourages substantial investments and allows for the strategic planning and execution of long-term projects. The stability provided by a two-year funding cycle ensures sustained support for critical initiatives, enabling organizations to plan effectively and implement comprehensive programs that can significantly benefit the community. By setting a minimum award of $50,000, Richmond can attract high-quality proposals and support impactful projects that address the diverse needs of its youth population.

8. PROMISING PRACTICES TO CONSIDER GOING FORWARD

AS A CITY CHILDREN AND YOUTH DEDICATED FUND
V. Transportation Needs
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15. Equity Guidance
VII. Fostering Equity and Effective Evaluation
Assuring that funds and resources are equitably distributed, an Equity Lens is a valuable tool to adopt. For example, The Oakland Fund for Children and Youth (OFCY) offers a good example of such a lens that would be helpful in the evaluation process of the RFP (Appendix E). RFCY can adopt a similar Equity Lens to address place-based neighborhood disparities, racial disparities, and socio-economic inequities by directing resources to areas identified by the Child Opportunity Index (COI). According to the COI data for Richmond, nearly half (45%) of the neighborhoods show “Very Low” and “Low” opportunities for children and youth to thrive, with significant disparities in child poverty rates and COI scores across different census tracts. The COI incorporates both income and non-income-based factors, highlighting that neighborhoods with higher levels of child poverty tend to have lower COI scores. This is particularly true for Black and Hispanic children, who are disproportionately represented in low COI neighborhoods.

By using the COI as a guiding tool, RFCY can strategically target funding to neighborhoods that fall within the "Very Low" and "Low" opportunity levels. This approach will ensure that resources are allocated to the most underserved and high-need areas, promoting equity and addressing the root causes of disparities. For instance, programs aimed at early childhood development, mental health support, and youth employment can be prioritized in these low-opportunity neighborhoods to uplift and provide critical support to the children and youth who need it most.

In practice, RFCY can map out the census tracts with the lowest COI scores and support specific initiatives to support these areas. This could include partnerships with local organizations to provide comprehensive services such as after-school programs, mentoring, health services, and community engagement activities.

Additionally, by regularly reviewing COI data, RFCY can adapt its strategies to evolving community needs, ensuring that funding continues to address the most pressing issues and supports the long-term well-being of Richmond's youth.

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16. Partnership with Violence Prevention and Workforce Development VIII. Promoting Youth Development and Safety
Support initiatives that re-engage disconnected youth into supportive programs in collaboration with the City’s Department of Violence Prevention and Workforce Development Board. For example, the Oakland Fund for Children and Youth (OFCY) and the Oakland Workforce Development Board (OWDB) issued a joint Request for Proposals (RFP) for a cohesive program model to expand summer job opportunities for youth.

This initiative reduced administrative burdens, strengthened system-wide collaboration, and increased participation in subsidized summer jobs programs, providing meaningful employment and skill-building opportunities for disconnected youth.

17. Youth Development Campaign Plan
Develop and implement a citywide Youth Development Campaign Plan that emphasizes safety, equity, justice, and accountability. This plan should aim to create a safe environment for youth both physically and emotionally, reflecting the needs and perspectives of young people in all policies and programs. Inspired by Sacramento’s Citywide Youth Development Campaign Plan, Richmond can promote equity and justice through coordinated prevention services. Sacramento’s plan involves active participation from youth, under the guiding principle “Nothing about us without us,” ensuring that youth voices are central in the planning and decision-making processes.10 The plan’s initiatives, such as stable housing, early childhood supports, quality education, and community spaces, help foster safer and healthier communities. By adopting a similar plan, Richmond can provide comprehensive support to its youth, creating an environment where they feel safe and valued, thereby improving overall community well-being. 10https://www.fundingthenextgeneration.org/nextgenwp/wp-content/uploads/2020/09/Sacramento-_Resolution_to_Redefine_Public_Safety_PDF-955_KB- 002.pdf

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9. OVERVIEW AND METHODOLOGY OF DEVELOPING THE SIP
The foundation of the Strategic Investment Plan is the 2024 Community Needs Assessment that identified Five Core Needs of Richmond’s Children and Youth. The needs assessment involved four major components:

Community Engagement listening to almost 400 voices among youth, community members, service providers and policy makers through Key Informant Interviews, Focus Groups of over 100 youth, a survey of over 200 respondents and a Visioning Event generating ideas of community members going forward to address the needs. Their voices were validated through comprehensive study and analysis of secondary data acquired from reports, U.S. Census data, and GIS mapping on poverty, food access and a Child Opportunity Index measuring degrees of access to 44 indicators of opportunity that enable children to thrive among Richmond neighborhoods.

The public visioning event was a core component of the Strategic Investment Plan of engaging the community as to their ideas on what RFCY would do well to consider in addressing the Five Core Needs.

Held at the Richmond Auditorium, the event provided dinner and featured break-out discussions at round tables. Participants engaged in these discussions after listening to 5-minute "Ted-Talk" style briefings covering three main topics: Mental & Behavioral Health Needs, Learning Needs, and Safety, and Community and Belonging.

During the two-hour event, participants generated ideas on addressing each topic in their break-out sessions and then shared their ideas with the entire group. This interactive event allowed Richmond community members to share their experiences, insights, and perspectives on the needs of children and youth, offering innovative solutions. Nearly fifty ideas were generated and are presented in this plan.

The visioning event drew over 70 community members, including adults and youth, with representatives from 17 organizations. A unique feature of the evening was the live illustration of participants' ideas by a graphic recorder. This artist created an eight-foot mural in real-time, capturing the collective input of the attendees. This visual representation proved particularly engaging, especially for younger participants who were seen taking selfies and pictures in front of the mural at the event's conclusion. 62 | RFCY STRATEGIC INVESTMENT PLAN

9. OVERVIEW AND METHODOLOGY OF DEVELOPING THE SIP
The mural is presented below:

Beyond community engagement and the development of the Community Needs Assessment (CNA), the consulting group then reviewed RFCY’s current protocol on how decisions are made to strategically invest in the wide array of worthy community-based organizations that are dedicated to addressing the needs of children and youth cited in the CNA. The Request for Proposal (RFP) process serves as a comprehensive guide on making those strategic decisions on who, what and how to invest the Funds of RFCY. As a result, the Application, Evaluation, Scoring and Allocation of Funds processes were analyzed and reviewed in light of the Five Core Needs identified. The consulting team researched similar city-funded Children and Youth Funds for promising practices in their decision-making and grant award processes as well as a review of the literature and standards of practice in developing Key Performance Indicators and Pre-and-Post Youth Participant and Parent/Caregiver Evaluation Surveys.

As a result, this Strategic Investment Plan serves to provide RFCY with the infrastructure to guide their decision-making for the years to come and yield the return on investment they and the youth and children they serve seek and deserve.

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10. RICHMOND FUND FOR CHILDREN AND YOUTH
A. History
The Richmond Fund for Children and Youth (RFCY) was established following the approval of Measure E and Measure K by Richmond voters on June 5, 2018. This initiative, known as the Richmond Kids First Initiative, led to the amendment of the City of Richmond Charter (Article XV) and authorized the creation of the Richmond Department and Fund for Children and Youth. The primary aim of RFCY is to provide increased and dedicated funding for services benefiting children, youth, and young adults under 24 years of age in Richmond. This move was driven by the city’s commitment to addressing the substantial and persistent needs of its young population.

B. Article XV
Article XV of the City of Richmond Charter mandates the allocation of 3% of the City’s General Fund to the Richmond Fund for Children and Youth each fiscal year, starting from FY 2023-24 through FY 2027-28. This dedicated funding supports the ongoing needs of the department and the fund, ensuring a consistent financial commitment to youth services. The article also established a 15-member Oversight Board and required the department to conduct a Community Needs Assessment (CNA) every three years to guide the development of a Strategic Investment Plan. The CNA engages community members, including youth, agencies, and organizations, to identify and prioritize the needs of Richmond’s children and youth.

C. Vision
The vision of the Richmond Fund for Children and Youth is to create a community where every child, youth, and young adult in Richmond can thrive. This involves ensuring that they are physically, emotionally, mentally, and socially healthy, successful in school, and live in stable, safe, and supportive families and communities. The vision reflects the community’s aspirations for its young population and underscores the city’s commitment to investing in their futures.

D. Mission
The mission of the Richmond Fund for Children and Youth is to enhance the quality of life for Richmond’s children, youth, and young adults by providing equitable and sustainable funding for programs and services that address their needs. The mission focuses on promoting safety, health, education, and well-being through a collaborative approach that involves public agencies, community-based organizations, and other stakeholders. By leveraging resources and fostering partnerships, RFCY aims to create an environment where young people can achieve their full potential.
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10. RICHMOND FUND FOR CHILDREN AND YOUTH
E. Guiding Principles
The Richmond Fund for Children and Youth operates under a set of guiding principles that reflect its core values and commitment to the community:

1. Community-Centered:

Richmond residents are considered experts in their lived experiences. Their insights and needs are central to the planning and decision-making processes.

2. Equity and Inclusion:

RFCY emphasizes the importance of addressing racial and economic disparities. Programs and services are designed to be inclusive of all ages, races, ethnicities, gender expressions, languages, and abilities/disabilities.

3. Collaboration and Shared Ownership:

RFCY values collaboration among public agencies, community-based organizations, and other stakeholders. Shared outcomes and collective efforts are key to achieving the fund’s goals.

4. Transparency and Accountability:

RFCY is committed to being transparent in its operations and accountable to the community it serves.

Open communication and regular reporting on progress are integral to maintaining trust and credibility.

5. Innovation and Flexibility:

RFCY encourages innovative approaches to address the evolving needs of children and youth. Flexibility in program design and implementation is essential to responding effectively to emerging challenges.

6. Youth Engagement:

The principle of “Nothing About Me, Without Me” emphasizes the importance of youth voice and engagement. Young people are actively involved in the planning, decision-making, and evaluation processes to ensure their needs and perspectives are reflected.

By adhering to these guiding principles, RFCY aims to create a supportive, equitable, and thriving environment for Richmond’s children and youth, paving the way for a brighter and more inclusive future. 65 | RFCY STRATEGIC INVESTMENT PLAN
Appendix A: Pre and Post-Program Questions for
Youth and Parents-Caregivers
Pre and Post-Program Questions for Parents -Caregivers
Category Pre-Program Questions Post-Program Questions
Child's Information What is your child's age and grade level? What is your child's age and grade level? What zip code do you reside in? What zip code do you reside in? Which school does your child attend? Which school does your child attend? What is your race/ethnicity? (e.g., Black,
Latinx, White/Caucasian, Asian,
Multiracial, etc.)?
Household Information What is your current housing situation? (Stable housing, temporary housing,
experiencing homelessness)
If you do not have stable housing, where
do you live? (e.g., homeless shelter, with
relatives, etc.)
Has your housing situation changed since
the beginning of the program? (Stable
housing, temporary housing, experiencing
homelessness)
How many people live in your household?
Do you live with parents, legal guardian,
grandparents, or other relatives?
Has the program provided any resources
or support that has positively impacted
your household's stability? (Yes/No, and
please explain)
Mental and Behavioral
Health
Has your child been diagnosed with any
mental health conditions? (Yes/No)
Did you notice any improvement in your
child's mental health and well-being?
(Yes/No)
Does your child currently receive any
mental health services? (Yes/No)
Did the program help your child develop
coping skills and manage stress better?
(Yes/No)
Learning Needs Does your child struggle with reading,
math, or other academic subjects?
(Yes/No)
Did you see an improvement in your child's
academic performance? (Yes/No)
Does your child need help completing
homework regularly? (Yes/No)
Has your child become more confident in
completing homework assignments?
(Yes/No)

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Category Pre-Program Questions Post-Program Questions
Program Participation How did you hear about our program? How many hours per week did your child participate in the program?
Has your child participated in any after-
school programs or extracurricular
activities in the past year? (Yes/No)
Are you interested in enrolling your child in
programs related to mental health, arts,
music, science, or sports? (Yes/No)
Were there any barriers that affected your
child's regular attendance? (Yes/No)
Engagement and
Retention
How many hours per week can your child
commit to participating in the program?
How would you rate your overall
satisfaction with the program? (Scale of 1-
10)
Are there any barriers that might prevent
your child from regularly attending the
program? (Transportation, scheduling
conflicts, etc.)
Would you recommend this program to
other parents? (Yes/No)
Parental Involvement Are you interested in attending workshops or meetings related to your child's
education and well-being? (Yes/No)
Did you attend any workshops or meetings
related to the program? (Yes/No)
How often can you commit to participating
in program-related events or workshops?
(Monthly, quarterly , etc.)
How often did you participate in program-
related events or workshops? (Monthly,
quarterly, etc.)
Transportation Does your child have reliable
transportation to and from the program?
(Yes/No)
Did your child have reliable transportation
to and from the program? (Yes/No)
Do you need assistance with
transportation for your child to attend the
program? (Yes/No)
Did you receive any assistance with
transportation for your child to attend the
program? (Yes/No)
Resource Utilization Are you aware of any community
resources or services available to support
your child's education and well-being?
(Yes/No)
Were you able to access community
resources or services through the
program? (Yes/No)

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Category Pre-Program Questions Post-Program Questions
Resource Utilization Have you used any community resources or services in the past year? (Yes/No)
Did you find the community resources or
services provided helpful? (Yes/No)
Safety and Community
Spaces
Does your child feel safe in your
neighborhood and at school? (Yes/No)
Did your child feel safe in the program
environment? (Yes/No)
Are there safe spaces in your community
where your child can spend time and
engage in activities? (Yes/No)
Did the program provide safe spaces for
your child to engage in activities? (Yes/No)
Cultural Competency Does your child have access to culturally relevant programs and activities? (Yes/No)
Was the program culturally relevant and
sensitive to your child's needs? (Yes/No)
Are there specific cultural or linguistic
needs your family has that we should be
aware of? (Yes/No)
Did the program meet your family's
specific cultural or linguistic needs?
(Yes/No)
Employment and
Financial Support
Do you need assistance with finding
employment or financial support for your
family? (Yes/No)
Did you receive any assistance with finding
employment or financial support through
the program? (Yes/No)
Are you interested in learning about
programs that offer financial aid or other
types of economic support? (Yes/No)
Did you learn about programs that offer
financial aid or other types of economic
support? (Yes/No)
Digital Accessibility Does your child have access to a computer and high-speed internet at home?
(Yes/No)
Did your child have access to a computer
and high-speed internet to participate in
the program? (Yes/No)
Would you prefer to receive program
information and updates online or in
person? (Online/In person)
How did you prefer to receive program
information and updates? (Online/In
person)
Feedback and
Suggestions
What are your primary goals for your child
participating in this program? (Open-
ended)
Did the program meet your primary goals
for your child? (Yes/No)
How would you rate your overall
satisfaction with the program? (Scale of 1-
10)

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Pre and Post-Program Questions for Youth Participants
Category Pre-Program Questions Post-Program Questions
Demographic
Information
How old are you? How old are you now?
What grade are you in at school? What grade are you in now? What is your home zip code? Has your home zip code changed since you started the program? (Yes/No)
What is your race/ethnicity? (e.g., Black,
Latinx, White/Caucasian, Asian,
Multiracial, etc.)
Housing Status Do you have a stable place to live?
(Options: Yes, temporary housing,
homeless)
If you don't have a stable home, where do
you live? (Examples: with relatives, in a
homeless shelter, etc.)
Has your housing situation changed since
you started the program? (Yes/No)
If your housing situation was unstable
before, has it improved after participating
in the program? (Yes/No)
How many people live with you at home?
Do you live with your parents, a legal
guardian, grandparents, or other relatives?
Has the number of people living in your
home changed since you started the
program? (Yes/No)
Have there been any changes in who you
live with? (Yes/No)
Mental and Behavioral
Health
Are you experiencing anxiety or
depression? (Yes/No)
Did you notice any improvement in your
mental health and well-being? (Yes/No)
Have you sought treatment for these
issues? (Yes/No)
Did the program help you develop coping
skills and manage stress better? (Yes/No)
Would you like to receive resources or
services on how to address these issues?
(Yes/No)
Did you receive resources or services on
how to address your mental health issues?
(Yes/No)

APPENDICES
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Category Pre-Program Questions Post-Program Questions
Learning Needs Do you feel you need additional support in reading or math? (Yes/No)
How have your reading and math skills
improved since participating in the
program? (Much improved, improved, no
change, worsened)
Do you need support in developing skills
such as teamwork, communication, and
problem-solving? (Yes/No)
How have your teamwork, communication,
and problem-solving skills improved?
(Much improved, improved, no change,
worsened)
Career and College
Preparation
Are you interested in college prep or
career training programs? (Yes/No)
Did you participate in college prep or
career training programs during the
program? (Yes/No)
Transportation Needs Will access to transportation affect your participation in this program? (Yes/No)
Was transportation a barrier to your
attendance? (Yes/No)
What type of transportation did you use to
come to this program? (Parent drop-off,
public transport, etc.)
Did the program assist you with
transportation needs? (Yes/No)
Food Insecurity Do you experience hunger? If so, how
often are you hungry? (some days, most
days, etc.)
Did the program help you with food
security? (Yes/No)
Safety Do you feel safe in your neighborhood?
(Yes/No)
Do you feel safe at school? (Yes/No)
Do you feel safer in your neighborhood
after participating in the program?
(Yes/No)
Do you feel safer at school after
participating in the program? (Yes/No)
How often do you spend time in
community spaces like parks, marinas, or
friends' houses? (Rarely , Sometimes,
Often)
Did your time spent in community spaces
like parks, marinas, or friends' houses
increase? (Yes/No)
Social Activities Are you interested in participating in after- school programs or clubs? (Yes/No)
How have your social interactions and
relationships with peers and mentors
improved? (Much improved, improved, no
change, worsened)
Are you interested in participating in
support groups or social activities?
(Yes/No)
How has your self-esteem & emotional
resilience improved? (Much improved,
improved, no change, worsened).

APPENDICES
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Category Pre-Program Questions Post-Program Questions
Health and Nutrition Would you like to participate in health and nutrition programs? (Yes/No)
How have your eating habits and nutrition
knowledge improved? (Much improved,
improved, no change, worsened)
Engagement and
Retention
How many hours per week can you
commit to participating in the program?
How often did you attend the program
sessions? (All sessions, most sessions,
some sessions, few sessions)
Have you had trouble attending programs
regularly in the past? (Yes/No)
What kept you motivated to continue
attending the program?
Program Satisfaction How did you find out about this program? (Community event, word of mouth, social
media, etc.)
How satisfied are you with the program
you attended? (Scale of 1-10)
What did you like most about the
program?
What did you like least about the
program?
Community Impact Are you aware of any community
resources or services available to support
your education and well-being? (Yes/No)
Did the program help you become more
aware of community resources and
services? (Yes/No)
Parental and Family
Support
Do your parents or guardians participate in
your school or extracurricular activities?
(Yes/No)
Did your parents or guardians become
more involved in your education and
activities? (Yes/No)
How did the program help your family?
Future Participation Would you recommend this program to others? (Yes/No)
What additional programs or services
would you like to see offered?

APPENDICES
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AppendixB: RFCY PriorityPopulations Checklist
RFCY Priority Populations
The Fund prioritizes Richmond and North Richmond
children, youth, and transitional age youth who are
most impacted by harm, inequity, and lack of access
to support services.
• Children (birth-12)
• Youth (ages 13 to 17)
• Transitional age youth (ages 18-24)
The priority populations include, but are not limited to:
• Justice-impacted youth;
• Young people who have been pushed out of school;
• Young people who themselves are experiencing homeless, or whose families are unhoused or threatened by homelessness;
• Young people living in poverty; immigrant and undocumented children, youth, and families; • LGBTQIA+ children, youth, and families;
• Teen parents and families, including single mothers; young people with poor physical, mental, emotional, and behavioral health outcomes, and children with disabilities; • Families with children and youth who are impacted by the criminal justice system, and/ or who have family members who are incarcerated, and/or who are involved in or transitioning from the foster care, juvenile/ criminal justice, or special education systems.

APPENDICES
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AppendixC: The 5 Guiding Principles of 2Gen
These principles are foundational values embedded in
two-generation (2Gen) approaches
Measure and account for outcomes for both children and the adults in their lives. While subsequent principles are important for all strategies, the distinguishing factor of the 2Gen approach is the focus on whole families. Programs and policies should measure outcomes at multiple levels – for individuals, key family relationships (parent-child, co-parents), and families as a whole – to yield a complete picture of how families are faring and the effectiveness of 2Gen approaches. It’s important we learn more about interim outcomes (like client trust and hope) and the effects of interim outcomes on long-term outcomes (like a child’s education progress or a family’s income).

Engage and listen to the voices of families
Parents/adult caregivers are the experts when it comes to what their families need to thrive and the ways in which 2Gen approaches may or may not be meeting those needs. Their perspectives and experiential wisdom should be embedded in the design of 2Gen approaches, in their implementation, and in the generation of evidence for those approaches.

Ensure racial, gender, and economic equity
2Gen approaches prioritize equity so that all children and all families can thrive and have the same opportunity to reach their potential. These strategies should evaluate and fix structural problems that create gender and/or racial and ethnic disparities in all aspects – from programs and services to day-to- day operations to relationships with families.

Foster innovation and evidence together
Tap insights from prior evidence-based research and build a deliberate pipeline to ensure innovation.

Policies and organizational cultures should encourage the integration of innovation into emerging evidence and evaluations of effectiveness.

Align and link systems and funding streams
Rarely will single funding streams fully address all the needs of children, parents, and families. Programs will need to blend and coordinate funds to deliver two-generation services. Aligning and linking systems at the state and community level — eligibility standards, performance benchmarks, and coordinated administrative structures — while simultaneously pursuing improved outcomes for both parents and children will lead to 2Gen success.

Source: https://ascend.aspeninstitute.org/two-generation/the-5-guiding-principles-of-2gen/

APPENDICES
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Appendix D: Child Opportunity Index (COI)
The graphic chart above shows the percentage of census tracts distributed among the five Child Opportunity Index levels and cites the census tracts below each level. This illustrates that nearly half (45%) of Richmond’s neighborhoods show “Very Low” and “Low” opportunities for children and youth to thrive. In contrast, thirty -eight percent experience High and Very High Opportunities while seventeen percent fall between them.

While the COI incorporates income and non -income based factors, a correlation can be seen between Richmond census tracts with higher levels of child poverty and lower COI scores. Like poverty rates, there is a wide disparity in COI across the different census tracts in Richmond, ranging from Very Low to Very High Opportunity. And like national trends, there is a stark disproportionate number of Black and Hispanic children living in the low COI Neighborhoods.

If you are interested in learning more about the Child Opportunity Index and using their dashboard, go to Diversity Data Kids by going to https://www.diversitydatakids.org/child -opportunity -index Percentage of COI Ratings Among Richmond Census Tracts on Education, Health & Environment, Social and Economic Indicators

APPENDICES
74 | RFCY STRATEGIC INVESTMENT PLAN
Child Opportunity Index (COI) Levels
And Child/Youth Population Distribution in
Richmond Census Tracts
The following map shows the Child Opportunity Index (COI) level and the number of children and youth residing within each of the twenty six census tracts and their corresponding neighborhoods as they geographically appear on a census map of Richmond.

APPENDICES
75 | RFCY STRATEGIC INVESTMENT PLAN

APPENDICES
Appendix E: Oakland Fund for Children and Youth (OFCY) Request for Proposal Equity Guidance
OFCY’s funding allocation decisions reflect its focus on equity. Its most recent Request for Proposals details these priorities for prospective grantees:
“The OFCY prioritizes services and programs for those with the most need and least access. OFCY works toward an equitable city by funding strategies designed to support more equitable outcomes.

Equity Guidance

1. OFCY will focus funding to address the needs of Black and Latinx youth and families who bear the most disproportionate burdens and face the most compounding stressors.

2. Funding will serve low-income children and youth, ensuring that investments reach specific communities of color, including Pacific Islanders, and Native Americans. OFCY will support culturally responsive approaches to services.

3. OFCY will target funding by place. Given the dramatic disparities that exist between different neighborhoods, a place-based approach is crucial to ensure that resources are reaching the target populations. Investments should be directed into the neighborhoods and schools where these youth live and attend. The Human Services Department (HSD) stressor map is used to identify gaps and needs in a graphic manner which helps communities prioritize funding for direct services to communities in East, Central, and West Oakland.

4. OFCY recognizes the need to channel funds to youth facing multiple barriers that often intersect and heighten risk and drive inequitable outcomes. Funding approaches should support the specific needs and experiences of youth – especially those facing the most egregious challenges.

These include:
• Transition-Age Youth disconnected from both school and work. • Foster Youth
• Children and Youth Experiencing Homelessness
• Newcomer and Immigrant Children, Youth, and Their Families. • LGBTQ+ Children and Youth.
• Children and Youth with Disabilities.
• Commercially-Sexually Exploited Children and Youth (CSEC).” Source: https://www.ofcy.org/assets/Uploads/OFCY-RFP-FY2022-2025-Combined.pdf

Richmond City CouncilApril 7, 2026

Richmond City Council
April 7, 2026