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Bay Area Community Resources
KNOWLEDGE OF AND EXPERIENCE WORKING WITHIN SCHOOL SITE(S),
COMMUNITY SCHOOL STRATEGY, AND SCHOOL PARTNERSHIPS
Over the last decade, Bay Area Community Resources (BACR) has established a close working relationship with San Pablo schools to develop and implement community schools. Since 2013, BACR has been the lead agency and coordinator for the Dover community school effort. We have also been the lead agency of the Helms community school partnership since 2015, the Riverside and Downer partnerships since 2017, and the Bayview and Lake partnerships since 2020. More recently, BACR has expanded its partnership with the West Contra Costa Unified School District (WCCUSD) and operates eight additional community schools in the District.
BACR also provides district-wide community schools coordination for the John Swett Unified School District. Further, BACR has managed the Richmond High School Wellness Center for the last four years, including violence prevention and intervention programming.
BACR’s current application to the City of San Pablo Team for Youth is for Lead Agency Grant Management of San Pablo Beacon Community Schools at Bayview, Dover, Downer, Helms, Lake, and Riverside schools, as well as Lead Agency Grant Management of Violence Prevention & Intervention Services at Richmond High School.
School demographics, characteristics, and needs. Student populations’ needs, strengths, and priorities.
The school communities at Bayview, Dover, Downer, Helms, Lake, Riverside, and Richmond reflect the overall demographics of the larger community of San Pablo and Richmond, which has some of the state’s highest rates of poverty, crime, violence, school failure, unemployment, gang activity, and alcohol/drug problems. Consequently, many of San Pablo’s (and Richmond’s) children and families are confronted with major life challenges concerning education, healthy activities, health, and mental health care. We understand that systemic and institutional racism as well as economic injustice have enormous negative impacts on the youth and families.
In 2014, the City of San Pablo released its San Pablo Community School Needs Assessment Report, which documented the highest needs in these areas, many of which remain prevalent today and are reflected in San Pablo’s more recent San Pablo Needs Assessment Report (June 2021). Key concerns reported were:
● Almost all of the youth who attend the San Pablo schools are socio-economically disadvantaged and qualify for the free and reduced price (FRPM) program at school; ● Chronic absenteeism is a major issue;
● A high rate (ranging from 37-65%) of each school’s students are English Language Learners. ● On average, 32% to 39% of middle and high school (Richmond HS) were chronically sad or experienced feelings of hopelessness. Eight percent to 14 percent of youth seriously considered committing suicide.
● Middle school students reported that they primarily worried about their future, school work issues, family issues, and problems with friends; and
● Both families and school staff expressed a need for more mental health supports for students.
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Over the last several years since the release of the above reports, all schools have made significant strides in partnership with Bay Area Community Resources (BACR) toward developing and coordinating on-campus community schools/Beacon Centers facilitating the CARE Team, and strengthening the schools’ infrastructures to improve youth voice and leadership, family/caregiver engagement, college and career readiness, violence prevention and intervention, and obesity prevention programming.
Depicted below is a more detailed overview of each school, including its demographics, characteristics, needs, and priorities. School demographics are based on information from School Accountability Report Cards (SARCs) and the California Department of Education, DataQuest.
School strengths, needs, and priorities were identified by each school’s principal, Beacon Director, as well as the FY2022-23 Final Evaluation Report.
BAYVIEW ELEMENTARY SCHOOL
Demographics: Bayview Elementary School is a K-6 school in the West Contra Costa Unified School District (WCCUSD), enrolling 325 students (2022-23). More than 96% of the school population are children of color, predominantly Latinx (58%) and African American (23%), 63% are socioeconomically disadvantaged, and 41% are English Language Learners. Academically, only 9% are proficient in English Language Arts (ELA) and 11% in Math.
Characteristics: According to the FY2022-23 Final Evaluation Report, 45 Bayview students were referred through CARE and 325 youth benefited from the San Pablo Beacon Community Schools Initiative (SPBCSI). 100% of youth reported they try harder in school, 95% said the program helped them stay away from fights, and 95% surveyed felt safe in their program.
Bayview has a strong, consistent leadership and CARE team. The Vice Principal is an essential ally in the Community School implementation. A parent has been hired with violence prevention funding to work with small groups of students, including to promote student academic achievement and engagement. Another San Pablo parent has been hired through the City Obesity Prevention grant as a recess coach. The school also filled a long-vacant School Community Outreach (SCOW) position with a strong parent leader. Further, Bayview hired a student support specialist (a WCCUSD alum and San Pablo resident) to promote violence prevention, SEL support, and newcomer support.
Bayview needs to hire a new Beacon Director for the 2024-25 school year. Teacher vacancies are a persistent problem, as is truancy and the need for academic interventions. Among other priorities, Bayview seeks to increase the focus on parent voice and engagement, and on academic support and truancy reduction.
DOVER ELEMENTARY SCHOOL
Demographics: Dover Elementary School is a K-6 school in the WCCUSD, enrolling 526 students in grades ranging from preschool-transitional kindergarten through 6th grade. Over 98% of the school population are children of color, predominantly Latinx (89%), 60% are socio- economically disadvantaged, and 63% are English Language Learners, over double the District average of 32%. Only 18% are proficient in English Language Arts (ELA) and 7% in Math.
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Characteristics: According to the FY2022-23 Final Evaluation Report, 59 Dover students were referred through CARE and 530 youth benefited from the SPBCSI. 100% of youth reported they felt safe in their program, learned how to make goals, and that program adults care about them.
Dover has a strong Community Schools team led by the Beacon Director, School Community Outreach Worker (a district parent), case manager, and recess coach (a San Pablo parent hired with City Obesity grant funds). Each member of the Team serves on different school committees and participates in Community School strategy. There are a high number of parent volunteers, and the school recently opened a new parent room. The school’s CARE Team is strong. One of Dover’s main priorities is to sharpen its focus on creating a more welcoming environment for parents, including training office staff and revising visitation policies.
DOWNER ELEMENTARY SCHOOL
Demographics: Downer Elementary School is a K-6 school in the WCCUSD, enrolling 496 students. Over 97% of the school population are children of color, predominantly Latinx (90%), 92% are socioeconomically disadvantaged, and 64% are English Language Learners (double the District average). Only 13% are proficient in English Language Arts (ELA) and 16% in Math.
Characteristics: According to the FY2022-23 Final Evaluation Report, 24 Downer students were referred through CARE and 425 youth benefited from the SPBCSI. 100% of youth reported they felt safe in their program, learned how to make goals, and tried harder in school.
Downer has an experienced, long-standing Beacon Director, a strong CARE Team, and many well-established community partnerships. Downer’s new principal arrived with knowledge of Community Schools. The school also has a recess coach (a San Pablo resident). Family events are well-attended. The school seeks to increase mental health supports and academic interventions, and to reduce truancy rates. Another priority is to provide more community school messaging and integration of school staff with the strategy.
HELMS MIDDLE SCHOOL
Demographics: Helms Middle School enrolls 577 middle school students in grades 7-8 in the WCCUSD. 97% of the school population are children of color, predominantly Latinx (83%). 72% are socio-economically disadvantaged, and 51% are English Language Learners. Only 11% are proficient in English Language Arts (ELA) and 3% in Math.
Characteristics: According to the FY2022-23 Final Evaluation Report, 92 Helms students were referred through CARE and 591 youth benefited from the SPBCSI. 100% of youth reported they felt safe in their program and that program adults care about them. 83% reported they tried harder in school.
Helms has a new strong Beacon Director and well-established and effective community partnerships, CARE Team, student clubs, and leadership groups, as well as solid staff buy-in and positive student events. Among school needs, Helms struggles with truancy and persistent staff vacancies, staff wellness; parent engagement, academic support. School priorities are to address FORM B – NARRATIVE I – LEAD AGENCY GRANT MANAGEMENT
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these needs, invest in promoting family engagement and voice and building a positive school culture.
LAKE ELEMENTARY SCHOOL
Demographics: Lake Elementary School is a K-6 school in the WCCUSD, enrolling 362 students. 97% of the school population are children of color, predominantly Latinx (82%), 62% are socio-economically disadvantaged, and 58% are English Language Learners. Only 11% are proficient in English Language Arts (ELA) and 3% in Math.
Characteristics: According to the FY2022-23 Final Evaluation Report, 36 Lake students were referred through CARE and 362 youth benefited from the SPBCSI. 100% of youth reported they felt safe in their program, 93% reported they tried harder in school, and 92% said they learned how to make goals.
Among its major needs and priorities, Lake has needed to hire a new Beacon Director (March 2023), which it just did. The incoming Director is a Lake alumnus who will begin her role on April 22, 2024. Lake also needs to improve and/or increase mental health interventions, systems development (including Action Collaborative), staff climate/cohesion, family outreach and integration, and community partnerships, especially in academic and mental health.
RIVERSIDE ELEMENTARY SCHOOL
Demographics: Riverside Elementary School in San Pablo is a K-6 school in the WCCUSD, enrolling 310 students. 94% of the school population are children of color, predominantly Latinx (64%), as well as African American (14%), and Asian/Pacific Islander-Filipino (13%). 62% are socioeconomically disadvantaged, and 48% are English Language Learners. Only 24% are proficient in English Language Arts (ELA) and 18% in Math.
Characteristics: According to the FY2022-23 Final Evaluation Report, 11 Riverside students were referred through CARE and 310 youth benefited from the SPBCSI. “The Beacon Director provided numerous school-wide opportunities to build a positive school culture and climate with the help of student leaders.”
Among the school’s strengths, Riverside has a stable teaching staff, strong community partnerships and CARE Team, and an effective Action Collaborative Team. Among its needs and priorities, Riverside seeks to improve school messaging, integration and climate/culture, as well as trust-building with staff (Riverside’s principal and Beacon Director are both new this year).
The school also aims to increase parent engagement.
RICHMOND HIGH SCHOOL
Demographics: Richmond High School in Richmond enrolls 1,431 students, grades 9-12, in the WCCUSD. 98% of the school population are children of color, predominantly Latinx (90%+), 74% are socioeconomically disadvantaged, and 46% are English Language Learners. 44% are proficient in ELA, and only 5% are proficient in Math. The suspension rate is 12%.
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Characteristics: As previously noted, BACR has managed the Wellness Center at Richmond High School for almost four years. The long-standing Wellness Center is a haven of safety for the multitudes of Richmond High School students who find support and community there. Numerous community agencies have been engaged to provide needed health and welfare services to the youth. The Wellness Center has recently been recognized as it has been invited to showcase its successes at several local and State site visits over the past few months. The Wellness Center Coordinator works closely with the Community School Manager to assess needs and provide services and opportunities to RHS students and community.
Describe your agency’s knowledge of the Community Schools strategy and how the agency will support the implementation of San Pablo’s Community Schools Initiative and the implementation of violence prevention, intervention, and/or mental health services:
BACR has been involved in the Community School work in the City of San Pablo from the beginning. BACR Beacon Directors from Bayview, Dover, Downer, Helms, Lake, and Riverside participate in the City of San Pablo Community Schools Collaborative, as well as several other WCCUSD Community Schools in Richmond. In other school districts, BACR coordinates the Beacon/ Community Schools programs at several sites in San Francisco, Marin, and Crockett (BACR provides district-wide coordination of Community Schools for the John Swett Unified School District). We are also the Manager of the High School Health Centers at Richmond, Hercules, Pinole Valley, and Greenwood Academy, whose schools are also part of WCCUSD’s community schools. BACR’s East Bay Director Stephanie Hochman is a member of WCCUSD’s Full Service Community Schools (FSCS) leadership group with the other Community School/ Beacon leads. BACR’s Community School Manager Joyce Synnott worked at Helms Middle School for eight years, knows the community well, and has participated in extensive training (National Education Association [NEA], national conferences, city retreats, coaching, etc.).
BACR is passionate about the community school strategy and has worked closely with the City of San Pablo and WCCUSD to transform our schools. We are committed to serving the whole child and engaging parents, school teachers, administrators and support staff, and the surrounding community including local service providers. An important element of being a lead agency, particularly in running a community school program, is the capacity and knowledge in creating infrastructure, coordinating programs, developing communication strategies, keeping all components organized, and identifying additional resources. To these ends, BACR will continue supporting the Initiative as follows:
● Hiring and training Beacon Directors;
● Providing regular, on-going support of Beacon Directors; ● Conducting monthly training and team meetings;
● Collaborating with school administrators;
● Connecting Beacon Directors with appropriate professional development and training opportunities;
● Attending all City Community Schools meetings;
● Serving as liaison to district Community School work via district meetings, representation on Support Collaborative, etc.; and
● Supporting and utilizing site categorical funds in alignment with City and school priorities.
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In addition to BACR’s Community Schools work in San Pablo and the WCCUSD, the agency is highly experienced with a proven track record in creating multi-service systems, building alliances, developing stakeholder groups, developing and evaluating programs, and coordinating partner agencies, as exemplified several of our agency’s other services in San Pablo and West Contra Costa highlighted on pages 9-10.
Overall, BACR delivers individual and group counseling, including use of trauma-informed strategies, prevention and treatment services, and case management to children and youth in more than 50 K-12 public schools in the Bay Area, including 30 in West Contra Costa and neighboring communities.
Agency’s knowledge and experience in delivering and managing programs with an approach that supports and/or implements core and focused strategies of the SPBCSI:
Bay Area Community Resources is a nonprofit community agency that delivers a range of school-based programs at more than 200 school- and other community-based sites in the Greater San Francisco Bay Area. A major strength is our ability to partner with schools to create programs that meet student and school needs. BACR has been a leading provider of school-based mental health and youth development services for high-risk children, youth, and their families since 1976 and specifically in San Pablo and Richmond since 1987. In San Pablo, BACR currently runs the Beacon programs at Bayview, Dover, Downer, Helms, Lake, and Riverside.
BACR also runs the Violence Prevention and Intervention program at Richmond High School.
BACR’s knowledge and experience in delivering and managing in the above programs is depicted in each school’s specific narrative section depicted earlier in this narrative. The agency’s knowledge and experience overall is depicted below.
Centering youth voice and leadership in program planning and implementation:
Youth voice and leadership is a primary goal in all BACR youth programming. For more than 30 years, BACR has delivered youth leadership and development programs in schools and community settings. BACR supports young people to make positive decisions about their health, education, and employment. Youth leadership programs are youth-led, foster civic engagement, and promote community improvement. BACR has operated numerous peer-driven programs for youth attending West Contra Costa high schools that promote nutrition/wellness advocacy, and alcohol, tobacco, and other drug (ATOD) prevention. The program focuses on making long-term systemic change in student and community attitudes and policy toward ATOD use/abuse and nutrition and wellness.
BACR’s Discovering the Reality of Our Community (DROC), Urban Nutrition Initiative (UNI), and Youth Tobacco Advocacy and Policy Project (YTAPP) train students from five WCCUSD high schools to organize and advocate for social change on community alcohol/ drug, food security, and nutrition and advocacy and tobacco issues. DROC also organizes youth at Gompers and Helms and supports BACR efforts in managing a federally-funded (SAMHSA) Drug-Free Communities program in Richmond.
In San Pablo, BACR’s Beacon Directors coordinate efforts to promote youth leadership activities in several schools. All schools have student leadership activities focused on planning and conducting school events and activities while also learning leadership skills and advocating for the needs of other students. In addition to these leadership groups (or clubs), Helms has a Black FORM B – NARRATIVE I – LEAD AGENCY GRANT MANAGEMENT
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Student Union and Dover has a Dover Girls group as well as a Junior Coaches group that supports the Recess Coordinator in leading activities.
Family/caregiver engagement
BACR promotes family engagement as an integral component at our 125+ after school (aka expanded learning) programs for K-12 public schools, 50 school-based mental health programs, and 19 Community Schools, including four high school health centers, as well as three First 5 Centers, including one based in San Pablo. Services vary from school to school or community site and are geared to providing families the skills needed to support the emotional development and academic performance of their children. Services include family therapy, case management, parent education workshops, and parent support groups. Families are also encouraged to volunteer in their children’s classrooms.
All of the San Pablo Beacon/Community Schools have parent groups or clubs that meet regularly on campus and give family members opportunities to ask for support and share ideas for increasing participation among parents, caregivers, and community members. Many participate on school leadership groups such as the School Site Council and English Learner Advisory Council. Parents help organize school events and family nights in math, literacy, and read-ins.
Many parents also volunteer to greet and check-in with other parents and caregivers during drop- off times and share information about upcoming family–focused activities. Additionally, activities such as 18 Reasons Parent Cooking Classes and Resource Fairs (notably at Bayview and Dover) encourage parent engagement. Many parents at Lake have volunteered to serve on their Community School Leadership team (Action Collaborative) and to help with school-wide events such as their annual Field Day.
College & career readiness
In addition to family/caregiver engagement, BACR also promotes college and career readiness as an integral component at our 125+ expanded learning programs. BACR further runs several youth workforce programs around the Bay Area, including in Contra Costa County (with offices in San Antioch), providing youth with soft employment skills as well as paid training and work placement opportunities for thousands of youth and young adults.
In all San Pablo Beacon/Community schools, BACR’s Beacon Director helps promote various activities to promote college and career readiness. At Helms, BACR is partnering with Trio and Bridge to offer two college readiness programs. We are also starting a new partnership with Contra Costa College in Spring 2024 to promote college readiness. And further, Helm’s Leadership Club is planning and organizing a school-wide College and Career event (Spring 2024). At the elementary school level, the San Pablo Beacons each hold 6th Grade Information Nights that prepare students for middle school and also introduce them to colleges, universities, and careers (including fun facts). In the future, many schools would like to provide study trips to institutions such as Contra Contra College or UC Berkeley. With additional categorical funds from the City of San Pablo, each elementary school will have the capacity to build programming similar to Helms, including a college and career day, parent workshops, field trips, etc.
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Violence prevention & intervention/mental health
As noted above, BACR delivers individual and group counseling, including use of trauma- informed strategies, prevention and treatment services, and case management to children and youth in more than 50 K-12 public schools in the Bay Area, including 30 in West Contra Costa and neighboring communities. Youth are referred for many reasons, including exposure to violence and trauma. At two schools, BACR has managed the Young Men’s Empowerment Collaborative (YMEC), which focused on young males of color who have been victims of violence. The project screened students for exposure to violence and engaged targeted students in various trauma-informed evidence-based practices. In West Contra Costa, BACR has implemented restorative justice violence programs in several schools. The program has provided extensive teacher, student, and other stakeholder training on restorative justice and facilitated restorative justice activities for hundreds of students. More recently, as the coordinating agency of Richmond High School’s Wellness Center, BACR has provided violence prevention and intervention services, including a full-time Medi-Cal Therapist and an 80% FTE Bilingual Crisis Counselor as well as a part-time Clinician this year through the City of San Pablo funding.
At all San Pablo Beacon/Community Schools, BACR’s Beacon Directors facilitate the CARE Teams. At each school, there are BACR clinical and/or case management staff who participate on the Team to pick up referrals for their services. Schools such as Bayview conduct restorative justice circles. Also at Bayview, a parent has been hired to work with small groups of students, including to promote student academic achievement and engagement.
Obesity prevention programs
Over the last several years and with the support of the City of San Pablo, BACR has been integrating health and wellness activities as an integral component of the community schools/Beacon programming we manage at all San Pablo schools. The Health and Wellness Programs have served more than 1,500 students, family members, and staff a year. In addition, BACR promotes health and wellness at all of its 125+ expanded learning programs throughout the Bay Area. Core activities in San Pablo Beacons and BACR’s above expanded learning programs have included recreation and physical activities, school-wide health and wellness messaging, school wellness days, sports teams, field days and other school-wide activities. Other activities have included after school dance, yoga, other movement exercises, mindfulness, and cooking and nutrition classes. At all five San Pablo elementary schools, there are currently Recess Coaches who provide organized games and sports daily and lead schoolwide field days. Last year, Downer and Riverside organized a Cupid Shuffle Walk/Run (a Valentine’s Day Event) for students and their families to participate in. The event encouraged exercise, relationship-building, and healthy eating.
With future categorical funding in this area, schools will continue the tradition of organizing field days, will be able to purchase recess equipment and supplies, and may choose to blend City and site funds to maintain the coaching positions.
AGENCY & STAFF EXPERIENCE
Experience working with students and families in public schools and the resources and activities that qualify BACR for this RFP.
Bay Area Community Resources (BACR) is a nonprofit community agency that delivers a range of services at more than 200 public schools and community sites in the Bay Area. Founded in 1976, BACR’s mission is to promote healthy development among youth and families, encourage FORM B – NARRATIVE I – LEAD AGENCY GRANT MANAGEMENT
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service and volunteerism, and build communities. Toward these ends, BACR delivers five types of direct services in seven Bay Area Counties: expanded learning, behavioral and mental health services, healthy communities, workforce and reentry, and AmeriCorps national service. With a $95 million annual budget, more than 2,000 staff, 50 mental health interns, and 13,000 volunteers, BACR has the infrastructure capacity to deliver resources to communities that otherwise wouldn’t have the capacity to provide them.
As previously noted, a major organizational strength of BACR is our ability to partner with schools to create programs that meet student and school needs. BACR has been a leading provider of school-based mental health and youth development services for high-risk children, youth, and their families for over four decades and specifically in San Pablo and Richmond since 1987.
BACR’s services operate in the most economically disadvantaged communities and neighborhoods in the Bay Area and focus on high-risk youth who have low academic performance, and exposure to community violence and gangs, particularly in San Pablo and Richmond.
BACR consciously builds youth development principles and practices into all our programs to meet the needs of high-risk youth. This includes our mental health counseling, youth leadership and development programs, after school programs, and ATOD services. Our AmeriCorps program has placed AmeriCorps members in schools—including in West County—for almost 30 years, and most members are from the neighborhoods where they serve. We train our staff to be caring adults who build positive relationships with youth, to expect success from the youth, to provide a youth voice, and to provide activities that are meaningful and offer challenging learning experiences. Our services are resiliency-focused and trauma-informed, including utilizing and training schools and youth in restorative practices and mindfulness strategies.
Current BACR services in San Pablo are highlighted below:
⮚ School-Based Counseling at Bayview, Lake, Helms, Dover, Downer, Richmond High and Riverside. We have provided counseling at Dover and Helms continuously for over 30 years.
We also currently provide mental health counseling therapy and support at Bayview, Lake, Downer, Richmond High and Riverside, as well as family advocacy/case management at Dover and Helms.
⮚ Out-of-School-Time Programs at Dover, Bayview, Riverside, and Helms. BACR is the lead agency delivering after school programs that offer structured academic support and enrichment.
⮚ Health & Wellness Program. Funded by the City of San Pablo, BACR leads a range of health and wellness events and classes for students and families at six Beacon Centers in San Pablo. ⮚ First 5 Center. The Center provides family and community services for parents and small children at our center in San Pablo.
⮚ Beacon Community Schools. BACR has operated six Beacon Community Schools in San Pablo for several years.
Current BACR services in other West Contra Costa schools include the following:
⮚ Community Schools and Wellness Centers. In addition to six San Pablo schools, BACR serves as lead agency for eight other Community Schools in Richmond and for the High School Wellness Centers at Richmond, Hercules, Pinole Valley, and Greenwood Academy.
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⮚ School-Based Counseling. We deliver individual and group counseling at 30 schools (mostly in WCC), grades K-12. Services include trauma-informed strategies and restorative practices. ⮚ Youth Leadership. See earlier description (page 6) of BACR’s DROC, UNI, TYAPP, and SAMHSA Drug-Free Communities projects, all largely youth-led. ⮚ Out-of-School-Time Programs. BACR is the lead agency for 13 WCCUSD schools.
Working relationship with the school sites, including the principal, faculty, mental health service providers, and other staff.
As previously noted, BACR has established a close working relationship over the last decade with San Pablo schools to develop and implement community schools. In their letters of support for this SPBCSI application, all San Pablo Beacon school principals share the common endorsement of BACR’s community school partnership, stating, “BACR has served as a steady, reliable, and highly experienced source of support for students….BACR has worked closely with the school’s administration, teachers, parents, students, and community providers to support our school goals….BACR programs and services have inspired youth to build youth assets and increase school bonding, exploration, and learning, ultimately helping to improve academic skills and performance as well as meet many needs of our families.”
Bayview—The Beacon Director has a good working relationship with Bayview’s principal, faculty, staff, and community partners. Both the principal and vice principal have attended a national Community Schools conference and understand the strategy. The Beacon Director is included in all leadership efforts and meetings. The school administration has also worked well with BACR’s Community Schools Manager. BACR also staffs two part-time support specialists and a recess coach at Bayview.
Dover—Similar to Bayview, the Beacon Director at Dover has a good working relationship with the school principal, faculty, staff, and community partners. The Beacon Director has worked at Dover for several years and has children who attended Dover. When she returned last year as the Director, she was welcomed and integrated into the leadership of the school. BACR also staffs a therapist, case manager, and recess coach at Dover.
Downer—The Beacon Director and principal at Downer are developing a positive working relationship, as this was the principal’s first year. The Director has close working relationships on site including with the School Community Outreach Worker, community partners, school psychologist, and many veteran teachers. Her relationships with some teachers are still needing to develop further, as the Community School Teacher Lead has not been trained or integrated into the work yet. The principal and Community School Manager previously worked together at Helms Middle School and have a good working relationship. BACR also staffs a therapist and recess coach at Downer.
Helms—The school overcame a few staff challenges last year, as the Beacon Director position was vacant for several months and the person hired in the second half of the school year struggled in the role. The new Beacon Director this year has developed a strong working relationship with Helms and has become a trusted confidant of the administrative team and a leader at the school.
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collaboration between BACR and the school. BACR also staffs a therapist, two interns, and a case manager at Helms.
Lake—Lake has recently experienced staff climate challenges that make community school implementation challenging. The out-going Beacon Director has been very involved with school operations but has struggled to strengthen some of the systems there, including with the CARE Team and the Action Collaborative. Lake’s principal and vice principal will be involved in the selection of the next Beacon Director, and the BACR Community Schools Manager will assist with the transition to build the conditions for successful collaboration. Lake’s administrative team has collaborated with the Community School Manager multiple times during the school year and developed a good working relationship. BACR also staffs two therapy interns and a recess coach at Lake. [Note: Lake has recently hired a new Beacon Director, who will begin April 22. 2024.]
Riverside—The working relationship at Riverside is gradually developing, with the teaching staff and Beacon Director searching for common ground in balancing the priorities of systems development and direct service. Because the principal and Beacon Director are both new this year, a significant amount of time has been spent on observations and trust-building. There is a growing collaboration between them. The Beacon Director works well with the community partners and with the School Community Outreach Worker. She has created a strong Action Collaborative.
BACR also staffs a therapist, interns, and recess coach at Riverside.
Richmond HS–In BACR’s role as the coordinating agency of Richmond High School’s Wellness Center, BACR has provided violence prevention and intervention services, including a full-time Medi-Cal therapist and an 80% FTE Bilingual Crisis Counselor as well as a part-time Clinician this year through the City of San Pablo funding.
For all Beacon Community Schools, as another step to strengthen the working relationship between BACR and each school, BACR’s East Bay Director Stephanie Hochman has provided facilitation training for all Community School Directors in the WCCUSD, including the six San Pablo Beacon Directors. This process strongly supports the management of the Community School and is an important and effective process for identifying the school’s current challenges and successes, and exciting initiatives for the upcoming school year. The Richmond High School Wellness Coordinator and the school’s Community Schools Director (a BACR employee) have also participated in the facilitation training.
Formal and informal partnerships with schools, community-based organizations, faith- based organizations, businesses, city agencies, parent organizations, post-secondary institutions, or other entities. Using these partnerships to effectively meet student, family, and school needs
Each of the BACR Beacon Directors works closely with school staff on the CARE Team, the County Health Department, and WCCUSD staff. These partnerships help to effectively meet a wide range of student, family, and school needs, including promoting youth voice and leadership, family/caregiver engagement, college and career readiness, violence prevention intervention/mental health, and obesity prevention. As the Community Schools Initiative grows, the number of partners will expand further.
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Many Beacon Directors support and manage the work of more than 30 community-based organizations (CBOs) on their campuses, such as completing district budget and vetting forms, providing referrals, monitoring caseloads and outcomes, etc. The CBOs that our Beacon Directors are currently supporting include Studio 510, the James Morehouse Project, Playworks, 18 Reasons, Heroes, Community Violence Solutions, Project Success, The Bridge Program, Live Love Grow, West County Reads, and Contra Costa Food Bank. Over the years, our Beacon Directors have also collaborated with several other community partners, such as SparkPoint, Parent University, Project Yes, Kid Power, Peacekeepers, Familias Unidas, San Pablo Library, San Pablo Police Department, San Pablo Parks and Recreation Department, Contra Costa Health (+ Dental + TUPE), Kaiser Educational Theatre, and Destiny Arts.
These partnerships have contributed to the multi-tiered systems of support at each school. There are agencies that support the Tier 1 climate needs to promote a sense of safety, joy, and belonging; there are others that provide more focused, individualized support of student and families’ mental health and other needs (Tiers 2 and 3).
Among other informal partnerships, Helms Middle School hosts visits for elementary feeder schools, provides continuity in CARE (through referrals from 6th-7th and 8th-high school), and collaborates with Greenwood Academy for read-ins, sports clinics, and enrichment activities.
AGENCY APPROACH, MANAGEMENT, AND FISCAL CAPACITY
Internal capacity to implement, manage, monitor and support proposed program.
Hiring and Supporting Staff—BACR intends to retain the current Beacon Directors at all six Beacon sites (and the Wellness Coordinator at Richmond High School) except for at Bayview. At these sites, or in the event of any other staff transitions, recruitment for Beacon Directors will be through applicant-search strategies such as Indeed, Craigslist, Linked In, professional list serves, and local graduate programs as well as professional networks. BACR will conduct the initial screening of applicants and first round interviews of the best candidates. The site administrator and a City of San Pablo representative will be involved in the second round interviews to ensure the best match for the site and Community Schools’ Initiative. BACR, the City of San Pablo Community Schools’ staff, and the WCCUSD Community Engagement office will all provide orientation and training for the new Director. Some of this beginning phase of training will include site visits of other well-operating community school sites and mentorship from experienced BACR and other Beacon Directors.
Stephanie Hochman, BACR Program Director, leads the agency’s Healthy Communities and Schools industry and supports all community school work for the WCCUSD. BACR has two full-time Community Schools Managers, Joyce Synnott and Adnan Clegg. Ms. Synnott has been working in San Pablo schools since 2014 and currently supports all six San Pablo Beacon sites; Mr. Clegg supervises the RHS Wellness Center Coordinator. The Beacon Directors for each site (and Wellness Coordinator at Richmond High) are as follows:
● Bayview: Omar Williams
● Dover: Sheila Ramirez
● Downer: Natasha Hancock
● Helms: Tana Monteiro
● Lake: Jacqueline Alejandre
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● Riverside: Sam Topacio
● Richmond High School: Terry Mitchell
The Beacon Directors and Wellness Coordinator all have several years of experience working with children, youth, and families, including in school settings, and come from a variety of backgrounds (case management, expanded learning, teaching, and other nonprofit work).
Attached are resumes of the above staff positions.
When hiring a new Beacon Director, Ms. Synnott first consults with the school site administration to assess the specific needs of the school site. She conducts initial interviews at the BACR office and brings qualified candidates to the school sites for second interviews with administrators and other appropriate staff. Once the Beacon Director is hired, Ms. Synnott spends significant time with them to provide orientation, training, and coaching on all aspects of coordinating Beacons. Learning is ongoing, continuing with weekly 1:1 supervision meetings, monthly BACR team meetings, regular city and district meetings, and outside professional development opportunities including with the National Education Association and Technologies of Participation. Ms. Synnott also maintains on-going communication with principals through site meetings as needed.
Beacon Directors engage students, families, school staff, and city staff to seek input in the following ways:
● Convene an Action Collaborative at each site (as a best practice and in accordance with state and district mandates), which serves as the leadership team that guides community school implementation. This team is composed of administrators, teachers, parents, students, and community partners. The Action Collaborative plans engagement to understand the needs and assets of the community, assesses data, aligns funding, and monitors progress toward improvement.
● Convene and support a group of student leaders to promote student voice and agency in all activities.
● Partner with the School Community Outreach Worker to plan or assist with parent outreach and engagement efforts including coffee hours, focus groups, workshops, family events, etc. ● Conduct on-going needs and asset assessment work through surveys, conversations, interviews, etc., with parents, staff, and students in order to understand the root causes of the change they seek to make, to set priorities, to align spending, and to monitor change. As an example, they decide how to use the funds focused on obesity prevention strategies. The Beacon Director might help the leadership students to survey their peers about healthy snacks or preferred physical activities. The Director might ask parents about their children’s health needs and teachers about their observations of students’ activity levels. Once this data is collected, it can be shared with the Action Collaborative to decide how to align city funds with strategies that match the needs and goals of the community.
BACR continues to develop our agency and staff capacity through formal community school trainings, including City of San Pablo and WCCUSD professional development opportunities and other program development and management trainings for the Beacon Directors (such as Facilitative Leadership or other program and management courses from Interaction Institute for Social Change and/or CompassPoint). Staff capacity is also developed and enhanced through FORM B – NARRATIVE I – LEAD AGENCY GRANT MANAGEMENT
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individual and group supervision and collegial support. BACR’s Joyce Synnott provides one-on- one supervision to each Beacon Director to help them think through program and personnel issues, as well as convenes (with Adnan Clegg) a monthly agency group consultation for all the Beacon Directors and other integrated program managers across BACR. Stephanie Hochman provides weekly supervision/consultation for Ms. Synnott and Mr. Clegg and supports/facilitates the collaboration with other program managers across BACR.
How Beacon Directors will engage students, families, school staff, and City staff in providing input to the strategy and programming areas specific to this RFP’s core and focused strategy areas.
Through the Action Collaborative facilitated by the Beacon Director, school stakeholders including students, families, school teachers and administrators, and partners meet to analyze, collaborate, and share ideas and strategies in relation to the implementation of Community Schools. The Collaborative focuses on family engagement, climate and culture, and health and wellness. Meetings are usually held weekly. The Beacon Director will also engage with all school stakeholders in providing input to the Community School Strategy and programming through a number of activities including the following: continuing to collaborate with the School Community Outreach Workers; providing opportunities to promote student leadership; sharing data with stakeholders such as on literacy goals; and through supporting the Single Plan for Student Achievement. The Beacon Director will continue to use needs assessments and stakeholder surveys as needed to gather input about what programs, services, and opportunities are needed to support and enhance the school community and to evaluate our programs’ impact.
Through the CARE Team, students are connected to the resources they need (behavioral, academic, social emotional). It’s facilitated by the Beacon Director and includes teachers, school psychologist, administration, expanded learning and other staff, and community partners.
BACR’s system for working with subcontractors.
With the Community Schools implementation, as with all BACR programs, BACR believes that the first step in setting appropriate and meaningful program goals and objectives—prior to working with subcontractors—is to establish a strong partnership with the school principal and school site leadership to develop a clear understanding of their overall vision for the school and its specific needs. It is likewise essential to establish a strong partnership with the school’s Lead Teacher, counselors, department heads, and other classroom teachers to receive feedback on which students are struggling during the school day based on student grades, homework completion, attendance, behavior reports, and other assessment data. Together, through the CARE Team, we identify students doing poorly in school academically, emotionally, and/or behaviorally. Optimally, those students might be referred to specific intervention programs or offered other classroom or school-site strategies. Each intervention program, e.g. counseling, tutoring, caregiver support, and case management has a set of measurable outcomes and a plan for collecting data to show progress towards achieving those outcomes. This data is used to evaluate the effectiveness of each program and the individual student’s progress and/or motivation. We also use City of San Pablo-commissioned reports as well as WCCUSD- commissioned reports from Public Profit, and BACR internal evaluations to reflect on progress of the program, our ability to meet the city and district goals, and our adherence to quality standards.
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In working as a team towards student success, it is vital that information is shared seamlessly between the school and its subcontractors and other Community School partners. We conduct regularly scheduled meetings with key school personnel and partners to inform them of our data results, observations, and concerns. It is crucial that we are all honest and transparent and open to change with the best interests of the program at the forefront of all discussions. Parents are contacted by school subcontractors or partners when a child’s performance is of concern. We celebrate our individual and programmatic successes and achievements through newsletters, family nights, and project-based showcases.
BACR’s accounting system and internal controls. Include the following as appropriate:
i. Overall system: BACR has an annual budget of $95 million and is responsible for more than 200 federal, state, and local grants and contracts. Our fiscal department includes a Chief Financial Officer (CFO) who is a certified public accountant, and 13 Project Accountants— including an Accountant specifically assigned to oversee the City of San Pablo contract—and a Contracts Manager. We have well-developed systems for accurate budgets, monthly profit/loss statements, and budget variance reports utilizing the MIP fund accounting system. BACR has efficient invoicing and accounts payable systems, and an annual GAAP and Federal Uniform Guidance (formerly called OMB A-133) audits. These processes are documented in a fiscal procedures manual. BACR engages in an annual planning process that includes analysis of current fiscal reality and continuous improvement processes.
ii. Timekeeping system: BACR utilizes a sophisticated Human Resources (HR) and Payroll system which includes on-line time tracking. Contracts and other agreements are maintained in a SalesForce record keeping system. All BACR employees record their time on-line, and hours are monitored for accuracy and approved by their direct supervisors.
iii. Payroll system: Payroll for 2,000 employees is managed through the Paycom online payroll and human resources system.
iv. Inventory system: As a service organization, inventory is primarily equipment for BACR offices, plus program supplies maintained by direct service staff for their programs.
v. Cost allocation plan and methodology: Cost allocation procedures follow OMB circular A- 122. Indirect costs incurred for the common or joint objectives of BACR programs and not readily identified with a particular program or activity include facilities and administration.
BACR allocates indirect costs using a simplified allocation method as follows: separate cost centers are kept between direct and indirect costs. An indirect cost rate is determined by dividing allowable indirect costs by total direct costs.
vi. Ledger system for receivables, payables, expenses, disbursements, petty cash: BACR uses the MIP fund accounting system that maintains effective control and accountability over all funds, property, and assets. The system generates all financial information for required contract reports. Accounting records that support an audit trail are supported by source documentation for each transaction. All persons authorized to receive or deposit contract funds, or to issue financial documents are bonded for protection against loss. All financial and program records, including supporting documents, are retained for at least three years from the date of close-out reports.
Actual and accrued expenditures as reported on invoices are reconciled between actual and accrued expenditures on a monthly basis. BACR uses generally accepted accounting principles to account for and control all funds.
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Compliance with the San Pablo Local Economic Opportunity Policy In accordance with the Local Economic Opportunity Policy, BACR will contact the San Pablo Economic Development Corporation for notice of any job openings or subcontracting opportunities in these programs and will screen and interview, if appropriate, for the position.
However, because re-hiring the previous Beacon Directors back into their positions is a priority, we will consider them first and then open up the recruitment process if necessary. For the new opening at Lake Elementary School (March 2024), BACR contacted the San Pablo Economic Development Corporation for this notice, to which the incoming Beacon Director responded.
BACR seeks to hire community school staff who reside in the communities they serve. The Beacon Director from Dover resides in San Pablo, as do three recess coaches, two support specialists, and two family advocates.