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Home My WebLink About20020141.tiff RESOLUTION RE: APPROVE APPLICATION FOR TONY GRAMPSAS YOUTH SERVICES (TGYS) PROGRAM GRANT AND AUTHORIZE CHAIR TO SIGN WHEREAS, the Board of County Commissioners of Weld County, Colorado, pursuant to Colorado statute and the Weld County Home Rule Charter, is vested with the authority of administering the affairs of Weld County, Colorado, and WHEREAS, the Board has been presented with an Application for the Tony Grampsas Youth Services (TGYS) Program Grant between the County of Weld, State of Colorado, by and through the Board of County Commissioners of Weld County, on behalf of the Department of Human Services, Employment Services of Weld County, and the Colorado Department of Public Health and Environment, Prevention Partnerships for Children and Youth, commencing July 1, 2002, and ending June 30, 2004, with further terms and conditions being as stated in said application, and WHEREAS, after review, the Board deems it advisable to approve said application, a copy of which is attached hereto and incorporated herein by reference. NOW, THEREFORE, BE IT RESOLVED by the Board of County Commissioners of Weld County, Colorado, that the Application for the Tony Grampsas Youth Services (TGYS) Program Grant between the County of Weld, State of Colorado, by and through the Board of County Commissioners of Weld County, on behalf of the Department of Human Services, Employment Services of Weld County, and the Colorado Department of Public Health and Environment, Prevention Partnerships for Children and Youth, be, and hereby is, approved. BE IT FURTHER RESOLVED by the Board that the Chair be, and hereby is, authorized to sign said application. The above and foregoing Resolution was, on motion duly made and seconded, adopted by the following vote on the 14th day of January, A.D., 2002. BOARD OF COUNTY COMMISSIONERS r WELD COUNTY, OLORADO ATTEST: /� / o _ Jr +1F v �,Gle Vaad, Chair Weld County Clerk to the C .: .(t'.``. .^ �� r. ^,' _q (David E. L g, Proem/ BY: 'i. r, ,. cI%:l..�.�/ . . _ . .:`1'� Gl Deputy Clerk to the Boar Zj '.� jt Le„ M. J. Geile APPRO ED AS TO F M. EXCUSED �. / ,�'� Iliam H. Jer e � ounty Attorn-1-12—m--------\_ y L2— \YJI-1 . a-- Robert D. M sden / Date of signature: //7 2002-0141 Cc/. //Et3 HR0073 MEMORANDUM TO: Glenn Vaad, Chair ' FROM: Weld County Board of Commissioners Walter J. Speckman, Executive Director•\ �- e ro Department of Human Services COLORADO DATE: January 9, 2002 SUBJECT: Tony Grampsas Youth Services Program Grant Request Enclosed for Board approval is a proposal for a grant between the Colorado Department of Public Health and Environment, Prevention Partnerships for Children and Youth, and Employment Services of Weld County, for the operation of a Youth Workforce Skill Development Project funded under the Tony Grampsas Youth Services Program. The project is designed to assist young people who are dropouts, expelled youth, or youth on waiting lists for alternative schools in obtaining the needed remedial and basic skills development to either successfully return to school or obtain a GED and continue to post secondary education or employment. Funding requested for this project is for a total of $110,000.00 for a two year period. The period of performance for the first year is July 1, 2002 through June 30, 2003, and July 1, 2003 through June 30, 2004 for the second year. If you have any questions, please telephone me at 353-3800. 2002-0141 DEPARTMENT OF HUMAN SERVICES ‘te"CreEMPLOYMENT SERVICES OF WELD COUNTY 1551 NORTH 17TH AVENUE PO BOX 1805 GREELEY, CO 80632 O WEBSITE: www.co.weld.co.us (970) 353-3800 FAX(970)356-3975 COLORADO The attached proposal has been reviewed by the Board of County Commissioners and approved for submission for funding consideration. If selected for funding, the Board of Commissioners agree to accept those funds allowing Employment Services of Weld County to administer the program. This signature page, when duly signed, acknowledges, the submission of the proposal for the program/project identified herein. By: 01/14/02 Glenn Vaad Date Chair,Weld County Board of Commissioners SECTION A: APPLICANT AGENCY Uniform Application ❑ Attach required cover/transmittal letter,signed by the Executive Director of the Applicant Agency. 1. Name of Applicant Agency/Fiscal Agent: Name of Agency: Employment Services of Weld County/Board of Weld County Commissioners Executive Director: Linda Perez, Director Employment Services/Glenn Vaad,Chair, Board of County Commissioners First Middle Last Telephone: (970)353-3800 ext 3363 Fax: (970) 356-3975 Agency Contact Person: Ted A. Long First Middle Last Title: Special Programs Coordinator Telephone: (970) 353-3800 ext 3400 Fax: (970)356-3975 Email address: tlong(a,co.weld.co.us Mailing Address: P.O. Box 1805 Street Address: (if different than mailing address): 1551 North 17th Avenue City: Greeley State: Colorado Zip: 80632 Grant Author: Ted A. Long First Middle Last Telephone: (970) 353-3800 ext 3400 Fax: (970)356-3975 Mailing Address: P.O. Box 1805 City: Greeley State: Colorado Zip: 80632 2. Implementing Agency(if different from "1. Applicant Agency"above): Implementing Agency Name: Employment Services of Weld County Contact Person: Ted A. Long First Middle Last Title: Special Programs Coordinator Address: P.O. Box 1805 City: Greeley Zip: 80632 Telephone: (970) 353-3800 ext 3400 Fax: (970) 356-3975 Email address: tlong@co.wetd.co.us TGYS Grant Application,Section A 3 Type of Agency Applying(check one): O City/Town Government O Local School District ■ County Government/Agency O Faith-based Non-profit Organization O State Government/Agency El Judicial District El Higher Education El Private Non-profit O Tribal Government O Other: 4. Type of Application(check one): a. New: ❑ New project b. Previously funded: ❑ Continue a current TGYS funded project ❑ Expand an existing project ■ Fund expansion of a TGYS funded project 5. Total Amount of 2002-04 TGYS Funds Requested: 1 July 1, 2002 -June 30, 2003 $ 55,000.00 1 July 1, 2003 -June 30, 2004 $ 55,000.00 TOTAL $ 110,000.00 6. Has this program received funding from a state agency(ies)within the last three years? ❑ Yes ❑ No If yes, please provide a history of all funding from state agencies during the last three years: Funding Source/Grant Name State Agency Award Amt Dates: To and From YCPI/Youth Workforce Skill Development Project Department of Local Affairs $50,000.00 12-19-96-09-30-97 YCPI/Youth Workforce Skill Development Project Department of Local Affairs $57,673.00 10-27-97-09-30-98 YCPI/Youth Workforce Skill Development Project Department of Local Affairs $50,000.00 10-27-98-09-30-99 YCPI/Youth Workforce Skill Development Project Department of Local Affairs $50,000.00 08-30-99-07-31-00 Contract Extension TGYS/Youth Workforce Skill Development Project Department of Local Affairs $50,000.00 07-31-00-06-30-01 Contract Extension TGYS/Youth Workforce Skill Development Project Department of Health $50,000.00 06-30-01 -06-30-02 7. What is the Geographic Service Area and Population you Plan to Serve? a. Describe the target service area(s) such as communities,cities,school districts, reservations,or statewide area: This project is designed to serve youth in all of the communities of Weld County. The largest amount of youth will most likely be from the communities of Greeley, Evans, Eaton, Kersey, LaSalle,Johnstown, Milliken, Nunn, and Platteville. Youth from other communities will also be served when need is identified. b. County(ies) to be served: Weld c. U.S. Congressional District#(s) 4th d. State Judicial District#(s) 19th 8. PROJECT SUMMARY: Please complete the attached Project Summary Page. The Project Summary is located on the following page. TOYS Grant Application,Section A PROJECT SUMMARY PAGE Project Title: Youth Workforce Skill Development Project Organization Name: Employment Services of Weld County Geographic Service Area: Weld County Colorado Limited to one page or about 250 words,please provide the following information. I)Statement of the problem or need,2)Project goals and objectives,3)Services to be provided,and 4)Evaluation plan. In a Greeley Tribune article dated January 21, 1999, Barbara O'Brien, President of the Colorado Children's Campaign stated, "Weld County children fare worse than their peers across the Front Range. Weld County is getting worse in measures of child well being and every other county on the Front Range is getting better." "Weld's juvenile arrest rate is getting worse while the rest of the state is getting better," said O'Brien. The following trends were areas of concern for the County: high school graduation rate was 10th worst in the state at 74.1 percent down from 83.1 percent in 1991; 28.5 per 10,000 juveniles were arrested for violent crime (up from 21 per 10,000 in 1991 and 16 per 10,000 in 1994); school attendance decreased by 5%; and 50% of all Hispanic males who enter the 9`"grade drop out before graduation. Statistics from the 1996 Uniform Crime Report, complied by the Federal Bureau of Investigation, paint a similar picture. This report placed Greeley as the fifth worst city in an index of 28 Colorado communities with a population more than 10,000. The report looked at Part 1 crimes against individuals and property and established a Victimization Ratio. The lower the victimization ratio, the more dangerous it is to live in a given city. Greeley's ratio of 14.2 ranked four places worse than Denver at 15.0 and was only better than four communities in the entire index. Comparing this data to larger national cities, it is safer to live in New York(19.2), and even Los Angeles (14.9), than it is in Greeley. In an OMNI institute report for July-October, 2000, Weld County was second only to Denver County in number of juveniles committed to the Department of Youth Corrections. The U.S. Department of Justice, Office of Juvenile Justice and Delinquency Prevention Research Report"Desktop Guide to Good Juvenile Detention Practice," indicates that there are five categories that current research has identified as causes and correlates of delinquency. This project strongly addresses two of those categories by attaching youth to computerized assisted educational programs which provide them with the educational background required to obtain and retain employment, and by exposing them to the world of work through Limited Internships with private sector employers or through participation in the Weld County Youth Conservation Corps/AmeriCorps Program. The Youth Workforce Skill Development Project targets youth who are on waiting lists for alternative education services, those who have dropped out of school, and those who were not successful in the traditional educational system. This includes youth referred by the juvenile justice system including probation,juvenile courts, and Senate Bill 94. The goal is for youth who participate in this project to have less involvement in gangs, fewer incidences of crime, and less recidivism because of the positive alternatives they experience in their lives. The objective of the Youth Workforce Skill Development Project is to offer a range of workforce development options for youth who have been unsuccessful in the traditional school system by providing the following opportunities: alternative learning environments in which to work on their GED or which allow them to return to school; improvement of their essential skills in reading, writing, and math; assistance in passing entrance exams for post secondary education; assistance in obtaining the necessary workforce development skills to get a job; in-depth assessments including interest inventories, aptitude tests, and skill assessments; and entry into the workforce through placement activities, limited internships, or the opportunity to become a member of the Weld County Youth Conservation Corps/AmeriCorps Program. The primary service objectives of the Workforce Skill Development Project are to provide youth with intensive, comprehensive services through the combination of remedial education through classroom instruction and/or self-paced individualized computer aided instruction; workforce skill development activities; employment; and life skills acquisition. Youth case managers evaluate each individual upon entering the TGYS Program and a mutually agreed upon Individual Service Strategy (ISS) is developed which identifies any barriers and establishes appropriate educational and employment goals. Marketable work habit skills training is incorporated into the youth's activities and include such things as the ability to work effectively as a member of a team, taking the initiative, problem solving, and critical thinking skills. All services are designed to provide youth with vital skills that are needed to be effective workers and citizens. Services will be provided primarily at Employment Services of Weld County and its Learning Lab. Educational services may be purchased and delivered by other sources such as Aims Community College, Right-to-Read, etc, when it is in the best interest of the youth. Limited internships are placements at private sector employers and the location varies. Youth involved with the Weld County Youth Conservation Corps/AmeriCorps Program are based at Employment Services but work on a variety of projects throughout Weld County. The evaluation plan includes pre and post-tests to measure grade gains and includes ongoing progress reports and evaluations. Outcome project measurements include the number of youth who obtain a GED or return to school, the number who gain essential workforce skills, and the number who enter post secondary education or obtain employment. Change in the risk and protective factors are measured and tracked by evaluating the number of youth who receive their GED, return to school, continue to post secondary education, participate in workforce skill development activities/job training activities, or enter the workforce. SECTION B,PART II: PROGRAM and FUNDING CATEGORIES CHECK LIST Please complete and submit this page with your application. A. Outcomes for Children and Youth: the TGYS program and its grantees must demonstrate that the funded activities under this grant are aligned with the desired outcomes as stated in the State Plan for Prevention and Intervention Services for Children and Youth. Please select at least ONE outcome listed below that is best aligned with proposed TGYS project. If you select more than one outcome, please prioritize them using the number 1 as your highest priority. All infants and children thrive. 2 All youth avoid trouble/illegal behavior. All children are ready for school. _ All youth choose healthy behaviors. 1 All children and youth succeed in school _ All children live in caring and supportive families. All children and youth live in safe and supporting communities. B. Funding Category: The TGYS program provides funding in one of four categories. Referring to Part I: Application Information which defines each of the following four categories, please select ONLY ONE category form which you are requesting funds. ✓ TGYS Discretionary: For any community-based agencies to provide direct prevention and intervention services to children,youth and their families in an effort to reduce incidences of crime and violence. Early Childhood: For programs exclusively designed for children 0-8. Student Dropout Prevention: For programs designed for students in secondary grades only. Youth Mentoring: For programs designed to meet the eight(8)eligibility criteria. C. Target Population: Selecting all that apply, please complete the information for those to be served by the proposed project. Number of those to be served by Age: Percentage of those to be served by Ethnicity: birth to 4 years % Asian,Native Hawaiian and Other Pacific Islanders 5 to 8 years 1 % American Indian and Alaskan Native 9 to 13 years % Black or African American ✓ 14 to 18 years 60% Hispanic or Latino ✓ Other:(specify) 19 to 2lyears 39% White non-Hispanic • Two or more races • Other race 100% TOTAL D. New Applicants Serving Children and Youth in New Geographic Areas. Check if any apply. O Applicant has not previously received TGYS funding. O Applicant is serving youth in previously unnerved or under served community. O Applicant is expanding services to new groups of children and youth TGYS Grant Application,Section B SECTION B, PART III: APPLICATION NARRATIVE This is the most important part of your TGYS application. Please read this section carefully and respond to all questions. Keep in mind that incomplete applications will not be accepted. Your total written response may not exceed ten (10), 12 point,double-spaced,one-sided,8 '/z by 11 typed pages. Please number all pages consecutively. 1. NEEDS/PROBLEM STATEMENT "Graduating from high school" or obtaining a GED"is critical for both obtaining post secondary education and getting a good job. However, for far too many youth, graduating on time", or graduating at all, "is more the exception than the rule. Youth who drop out of high school find it difficult to achieve financial success. Data from the most recent Census Bureau's Survey of Income and Program Participation suggests that high school dropouts are about three times as likely to slip into poverty from one year to the next as those who have finished high school. A recent report from the U.S. Department of Education concludes, 'In terms of employment, earnings, and family formation, dropouts from high school face difficulties in making the transition to the adult world.'" Employment Services of Weld County agrees with this excerpt from the Kids Count Data Book, Summary and Findings and feels that this proposal provides services designed to assist youth in making the transition to work, post secondary education, and life. According to 1998 Census figures recently released, Weld County has a higher poverty rate (11.4% or 20,627 people) and a lower median household income ($37,659 compared to the statewide average of$43,402) than other Front Range counties. Although young people under the age of 18 years of age (which high end estimates show 19.1% or 9,358 live in poverty) represent only 28 percent of the population in Weld County, they represent 100 percent of the County's future. In a Greeley Tribune article dated January 21, 1999, Barbara O'Brien, President of the Colorado Children's Campaign stated, "Weld County children fare worse than their peers across the Front Range. Weld County is getting worse in measures of child well being and every other county on the Front Range is getting better." "Weld's juvenile arrest rate is getting worse while the rest of the state is getting better,"said O'Brien. The following 1997 trends were areas of concern for the County: high school graduation rate was 10th worst in the state at 74.1 percent down from 83.1 percent in 1991; 28.5 per 10,000 juveniles were arrested for violent crime (up from 21 per 10,000 in 1991 and 16 per 10,000 in 1994); school attendance decreased by 5%; and 50% of all Hispanic males who enter the 91h grade drop out before graduation. More current data for the 1999-2000 school year indicates that these trends are continuing for Weld County youth. Although graduation rates for the schools in the county averaged 81%, the communities primarily targeted in this project had a school graduation rate of only 72% and, although Hispanic students made up only 32% of the total student population in grades 7-12, they comprised 56% (264) of the total dropouts for the same grades for 2000. Despite the initiatives for dropout prevention, there is still a large amount of youth in need of alternative means of completing their education. 1 The typical alternative school setting is not necessarily the answer as their drop out rate for the 1999-2000 school year was 24% and at last count there were over 500 youth on waiting lists for alternative schools. Statistics from the 1996 Uniform Crime Report, compiled by the Federal Bureau of Investigation, paint a similar bleak picture for youth in Greeley. This report placed Greeley as the fifth worst city in an index of 28 Colorado communities with a population more than 10,000. The report looked at Part 1 crimes against individuals, and Part 1 property crimes which establishes a crime index which is then divided by a city's population and results in a Victimization Ratio. The lower the victimization ratio, the more dangerous it is to live in a given city. Greeley's ratio of 14.2 ranked four places worse than Denver at 15.0 and was only better than four communities in the entire index. Comparing this data to larger national cities, it is safer to live in New York (19.2), and even Los Angeles (14.9), than it is in Greeley. According to officers within the Greeley Police Department gang unit, there are currently 510 active gang members in Greeley. This number is based on individuals who are or have been involved with gang crime, and have demonstrated a gang affiliation. (The police department predicts that there are approximately two to three times as many fringe gang members.) This affiliation is a growing problem in Greeley and there is agreement that without continued intervention, the number of gangsters will increase. In an OMNI Institute report for July-October 2000, Weld County was second only to Denver County in number of juveniles committed to the Department of Youth Corrections. This is based on the Average Daily Population per 10,000 juveniles (ADP rate) and holds true for districts with a juvenile population of more than 20,000. Denver County's ADP rate is 43.8 and Weld County's is 38.2. Even more alarming is the percentage of males that fit a delinquency profile and are pre-adjudicated and in secure detention. In this category measuring serious offenses, Weld County is second again with a percentage of 37.7 trailing only Garfield County, 45.5 percent, which has a much smaller population of juveniles (7,911 compared to 22,114 for Weld County). Right to Read and Aims Community College collaborate in this project and neither agency provides the level of training and services available through Employment Services of Weld County. Coordination will occur with school districts, Right to Read, and Aims Community College for educational activities. The services offered under this proposal do not duplicate the alternative education services within the community and Employment Services of Weld County is the local Workforce Center for employment related activities. 2. ANALYSIS OF CONTRIBUTING FACTORS: According to Ms. O'Brien, "Weld's juvenile arrest rate is getting worse while the rest of the state is getting better. I think it makes sense when you see that Weld's graduation rates are going down, too." Employment Services of Weld County believes that this is an accurate statement regarding youth who are at risk of committing acts of violent behavior, becoming 2 involved in gangs, or continuing with gang activity. This lack of commitment to school and the associated inability to find suitable employment which provides for self sufficiency does have a bearing on an individual's involvement in criminal behavior. One way to address this problem in the Greeley and Weld County area is to provide youth with positive options for their education and employment and training, as well as providing them with other opportunities designed to assist them in achieving positive outcomes in their lives. The U.S. Department of Justice, Office of Juvenile Justice and Delinquency Prevention Research Report"Desktop Guide to Good Juvenile Detention Practice," indicates that there are five categories that current research has identified as causes and correlates of delinquency and this project strongly addresses two of those categories. First, the project is designed to attach youth to computerized assisted educational programs which provide constant positive reinforcement and enables the youth to achieve academic success. Additionally, this academic success also provides the youth with the educational background required to obtain and retain employment. Secondly, by exposing the youth to the world of work through Limited Internships with private sector employers or through participation in the Weld County Youth Conservation Corps/AmeriCorps Program, they will be prepared to enter employment and work towards self-sufficiency. As indicated in the chart under Section 5 of this proposal, the past YCPI/TGYS funding of this project has proven that it promotes positive changes in the youth served. The perceptions held by the youth regarding the importance of education, their ability to achieve success, enter employment, and/or pursue post-secondary education have been dramatically and positively changed. The project has achieved tremendous results in the number of youth served, the number who obtain their GED's, and those who enter employment and/or pursue post-secondary education. 3. GOALS, OBJECTIVES and OUTCOMES: As stated above, the U.S. Department of Justice, Office of Juvenile Justice and Delinquency Prevention Research Report"Desktop Guide to Good Juvenile Detention Practice," indicates that there are five categories that current research has identified as causes and correlates of delinquency. This project strongly addresses two of those categories through the attachment of youth to computerized assisted educational programs which provide them with the educational background required to obtain and retain employment, and through exposure to the world of work through Limited Internships with private sector employers or through participation in the Weld County Youth Conservation Corps/AmeriCorps Program. The major goal of the Youth Workforce Skill Development Project is to offer a wide range of workforce development options for youth who have been unsuccessful in the traditional school system and to assist them in obtaining their GED, obtaining and retaining employment, and realizing their potential for continuing their education through post-secondary education. 3 Youth will be provided the following opportunities: • alternative learning environments in which to work on their GED or assistance in preparing them to return to school • improvement of essential skills in reading, writing, and math • assistance in passing entrance exams for post secondary education • to obtain necessary workforce development skills • in-depth assessments through the use of interest inventories, aptitude tests, and skill assessments • entry into the workforce through placement activities, limited internships, or the opportunity to become a member of the Weld County Youth Conservation Corps/AmeriCorps Program The primary service objectives of the Workforce Skill Development Project are to provide youth with intensive, comprehensive services through the combination of remedial education through classroom instruction and/or self-paced individualized computer aided instruction; workforce skill development activities; employment; and life skills acquisition. Marketable work habit skills training is incorporated into the youth's activities and includes such things as the ability to work effectively as a member of a team, taking the initiative, problem solving, and critical thinking skills. All services are designed to provide youth with vital skills that are needed to be effective workers and citizens. The measurable outcomes for this project will be that: • A minimum of twenty (25) youth will obtain their GED • A minimum of twenty (20) youth will enter employment • All 65 youth will receive workforce skill development activities geared towards: finding and obtaining employment; the acquisition of life skills which enable the youth to be successful at work; marketable work habit skills training including such things as the ability to work effectively as a member of a team, taking the initiative, problem solving, and critical thinking skills. 4. PROJECT SERVICES/ACTIVITIES: Through participation in this project, youth acquire a commitment to school and the obtainment of the basic skills necessary to enter employment. Additionally, youth achieve a sense of attachment to their community through their participation in other employment focused activities such as job training and employment. The educational activities delivered through the Educational Learning Lab and the work activities are designed to be developmentally and culturally appropriate for the targeted youth of this project. Youth take a battery of tests which provide a diagnostic evaluation of their essential skill levels. The pre test will be used to indicate the functioning level of the youth and lessons will be assigned to provide instruction aimed at increasing the youths' skill levels critical to their educational or employment goals. Work skill development and work sites are designed to provide youth with an opportunity to obtain valuable work experience skills for 4 entry into the labor market, develop work maturity competencies, and/or gain specific job skill training. Work sites are selected based on youth's specified employment goals, functioning levels, and the potential for the employer to retain the youth after the paid internship is completed. This Youth Workforce Skill Development Project will serve 65 youth who are either on waiting lists for alternative education services, have dropped out of school, and /or were not successful in the traditional educational system. This will include youth referred by the juvenile justice system including probation,juvenile courts, and Senate Bill 94. The goal is for the youth who participate in this project to have less involvement in gangs, fewer incidences of crime, and less recidivism because of the positive alternatives they experience in their lives. Youth served will be between the ages of 16 and 21. Youth who receive services will reflect the demographics of the communities of Weld County and therefore, based upon past statistics, approximately 50%will be female and approximately 65% will be minorities (predominantly Hispanic). Although income is not a determining factor in the delivery of services, it is expected that the majority of the youth will be from low income families. Services and outcomes are also addressed in the work-plan portion of this proposal. The following services will be provided under this proposal: YOUTH ADvocATE/CASE MANAGER to assist the youth in participating in the various activities designed to increase their basic skills, obtain a GED, or enter employment. INDIVIDUAL SERVICES STRATEGY to develop an individualized plan for the youth which identifies the specific need for services and outlines the services to be delivered based upon those needs. BASIC SKILLS INSTRUCTION: Educational activities through a learning system that includes classroom instruction or a self- paced, individualized educational environment which capitalizes on each person's learning style. Individualized learning programs include the Invest Destinations Program, the Conover Math and English on the Job, as well as other programs available through the computerized network. Additionally, youth may also be enrolled in a GED class or access tutorial services through Right-to-Read. Tutorial services for youth at Right-to-Read can be paid from funds under the operating line item of this grant. Right-to-Read also provides in-kind services as a match requirement. The educational services provided by the Weld County Learning Lab are purchased services utilizing TGYS funds. The Learning Lab provides basic education skills and GED instruction in a self-paced, individualized, computerized learning environment. Youth who would benefit from a classroom setting are able to enroll into a GED class taught by an AIMS instructor in conjunction with the Learning Lab. SKILLS ASSESSMENT AND REMEDIATION OF EMPLOYER SPECIFIC BASIC SKILLS through utilization of the various assessments available in the Employment Services Learning Lab and at Aims Community College to determine whether youth possess the appropriate skills necessary for their job openings. Based on the results of these assessments, specific 5 training will be offered to raise the educational skill levels of participants to be able to compete for employment positions. ASSESSMENT AND TESTING which will provide a diagnostic evaluation of their essential skill levels (Test of Adult Basic Education (TABE) test will primarily be used for this purpose). The pre test will be used to indicate the functioning level of the youth and lessons will be assigned to provide instruction aimed at increasing the youths' skill levels critical to their educational or employment goals. This will be accomplished by using either the Learning Lab at Employment Services of Weld County or classes conducted by Aims Community College. The Vocational Preference Inventory or Abilities and Possibilities test will be used for career assessments and the development of an action plan which will include short and long term goal development. LIMITED INTERNSHIP to provide the youth an opportunity to obtain valuable work experience skills for entry into the labor market, develop work maturity competencies, and/or gain specific job skill training. Internship sites will be selected based on youth's specified employment goals and the potential for the employer to retain the youth after the paid internship is completed. WELD COUNTY YOUTH CONSERVATION CORPS/AMERICORPS PROGRAM as a positive option for youth who indicate an interest in post secondary education. The Weld County Youth Conservation Corps/AmeriCorps Program provides youth with the opportunity to obtain valuable work experience, team work and job specific skills, as well as connect them with their community by involving them in projects which directly improve low income neighborhoods, improve parks and the environment, and assist at risk elementary age students in academic and conflict resolution skills. Individuals are provided a modest living allowance, health insurance, and the opportunity to earn a $4,725.00 educational award through their completion of 1700 hours of service to the community. SUPPORTIVE SERVICES such as bus passes and gas vouchers to enable the youth to participate in their educational or employment activity. Assistance will be based upon identified need and not all youth will need receive this service. 5. EVALUATION: Services, the duration of services, and the planned number of hours a youth is expected to participate in those activities are input into the management information system used for all programs operated by Employment Services. The actual amount of time spent in educational (basic skills, remediation, GED etc.), and assessment activities are tracked through a time accounting program in the Learning Lab. Time in limited internship placements and AmeriCorps are tracked through timesheets. Youth case managers evaluate each individual upon entering the TGYS Program, and an Individual Service Strategy (ISS) is completed by the case manager and client to help determine youth barriers and to jointly establish appropriate educational and employment goals. Youth will be surveyed regarding their satisfaction of services during 6 participation in their activities, at the time they exit the Program, and 60 days after leaving the program The project includes pre and post-tests to measure grade gain and includes ongoing progress reports and evaluations. Outcome project measurements include the number of youth who obtain a GED or return to school, the number who gain essential workforce skills, and the number who enter post secondary education or obtain employment. Change in the risk and protective factors will be measured and tracked by evaluating the number of youth who receive their GED or return to school, continue to post secondary education, participate in workforce skill development activities/job training activities, enter the workforce, and/or who have less incidences of crime and lower recidivism rates due to their participation. 6. AGENCY CAPACITY, PAST RESULTS and SUSTAINABILITY: The various programs provided by Employment Services of Weld County are designed to prepare youth and adults for entry or re-entry into the workforce, and to provide employers with workers who possess the necessary skills for hire. Programs operated by Employment Services include the Workforce Investment Act(WIA) Programs for youth, adults, and Dislocated Workers, Weld County Youth Conservation Corps/AmeriCorps, Temporary Assistance for Needy Families (TANF), Employment First Food Stamp Job Search Program, and Welfare-to-Work. For youth to be eligible for the WIA program, youth and their family must meet established federal income guidelines in addition to having an additional barrier to employment. The Weld County TGYS Youth Workforce Skill Development Project provides youth who do not meet the income guidelines of WIA the opportunity to access the basic education, GED, and employment related services needed to obtain a job and/or enter into post secondary education. Employment Services of Weld County, a department of the Weld County Government, has been operating employment and training programs for more than 25 years and has extensive capabilities with financial management, program implementation and evaluation. There have been no audit exceptions with any programs operated under Employment Services and many of our programs have been recognized as models for program implementation and evaluation strategies across the state. Staff involved in the TGYS have a diverse and rich background in services to youth and in program design and implementation. The Learning Lab supervisor has an MA in Vocational Education and over thirty experience in vocational and adult education as a supervisor, coordinator, and instructor. In addition, this individual has nineteen years direct management including development, implementation, and supervision of educational programs and educational and work background in counseling and guidance. The Special Programs Coordinator is responsible for the management of the program and has over thirty years experience in management and human resource development, professional communications and motivation, training and program development and implementation. This person is also the supervisor for all employment and training programs under Employment Services of Weld County, a Colorado Workforce Center and the Director of the Weld County Youth Conservation Corps/AmeriCorps Program. Youth case management 7 staff working with the program have extensive experience in the identification of barriers and linking youth with the needed resources to overcome those barriers. Additionally, case managers are involved with and/or are on the boards of Habitant for Humanity and the Boys and Girls Club. Case managers also work in the Workforce Investment Act Youth Programs and are able to enroll/coordinate services to ensure non-duplication. As a community, we continue to look for resources to serve dropout youth. Weld County continues to pursue other funding sources which may include demonstration funds under the Workforce Investment Act, Senate Bill 94 Funds, revenue contributions from local school districts, or other funding targeted towards this population group. At this time, TGYS funds are the only funds which allow services described in this proposal to be provided to youth who do not meet the income guidelines of WIA. The Director of Employment Services, youth management staff and members from the Weld County Youth Council attended a three day workshop to discuss and develop a community approach for youth services. This combined approach will allow the Weld County community to identify additional resources to address the needs of at risk youth and further develop youth programs. Employment Services received funds under the YCPI program beginning in the 1996-97 funding year. The Program has consistently met and exceeded its objectives for providing at risk youth with educational and employment related services and activities to prepare them for the workforce. The following chart indicates the accomplishments of the Weld County Program. Year of Total Number of Number Receiving Number who Number of Youth who Funds Youth Served Employment Skills obtain a GED enter Employment/ Planned/Actual Training Planned/Actual post secondary Planned/Actual education 1996-97 50/103 50/103 20/14 63/3 1997-98 50/91 50/91 20/35 39/11 1998-99 50/111 50/111 20/32 40/21 1999-00 60/131 60/131 20/47 52/21 2000-01 60/133 60/133 20/53 54/31 The Weld County Youth Workforce Skill Development Program has consistently met the objectives of the program by assisting youth in obtaining their GED, entering post-secondary education, or entering employment. 7. COLLABORATION: Employment Services of Weld County, a Colorado Workforce Center, coordinates all of its workforce services with all 8 programs operated through the center so as not to duplicate any of the identified services. Coordination also occurs with school districts, and the following collaborative partners. Right to Read: a private non profit which provides ESL and remedial activity to individuals in need of one-on-one tutorial services. The Greeley Dream Team:works with at risk students in the Greeley-Evans School District. Collaboration efforts primarily include referral of youth who have dropped out or have been expelled to reattach them to educational activities as quickly as possible. Aims Community College: provides GED testing and one quarter of tuition for those youth who receive their GED. Weld Adolescent Resources and Weld County Juvenile Probation: provides a number of programs under the Senate Bill 94 Juvenile Commission and is associated with a gang intervention project. Collaboration efforts primarily include referring youth to the project. Educational Opportunity Center a project under the Colorado State University which provides career assessments and assistance for first generation individuals attending post secondary education. Weld County Youth Conservation Corps/AmeriCorps: provides selected youth with the opportunity to earn money for post secondary education, and provide valuable community services to Greeley and the surrounding areas. The AmeriCorps Program provides youth with a portion of their living stipend, health insurance, uniforms,journals, and required work tools. Additionally the Youth Workforce Skill Development Project receives referrals from Job Corps, Alternative Homes for Youth, Weld County Partners, City of Greeley, local school districts, Weld County Juvenile Probation and the Weld County Juvenile Court System. The University of Northern Colorado also provides GED testing services. 8. BUDGET: PERSONNEL: Youth Staff(.40 FTE) - Funds will provide for recruitment, development of individual service strategies, client orientation/enrollment activities and case management. Case managers will facilitate the enrollment of youth into the Weld County Employment Services Learning Lab and refer individuals to Right to Read when necessary. Staff will also arrange limited internships for youth in need of job specific and work experience training, do job development for youth who are enrolled in the project, and maintain records of participation for all youth enrolled into the program. Fiscal Staff(.03 FTE) - Funds will provide direct services regarding the processing and issuance of checks to those youth involved in Limited Internships and the Weld County Youth Conservation Corps/AmeriCorps Program. OPERATING: Assessments-All youth will be assessed with the Test of Adult Basic Education (TABE) to determine reading and math functioning levels, and the Vocational Preference Inventory (VPI) or Abilities and Possibilites to 9 determine interests and aptitudes for occupational areas. Youth will have the opportunity to explore careers and complete additional employment assessments. Learning Lab Costs - Funds will cover costs for youth to access the Invest Destinations learning system and other related educational programs to work on their GED, increase their basic skills, improve their reading and math skills for selected occupations, and improve their Marketing and Work Maturity Skills. Funds in this line item will also pay for the testing fees for youth taking for their GED test at Aims Community College or the University of Northern Colorado. Right to Read Costs-Funds will cover the cost of tutors for youth in need of additional one-on-one assistance with either ESL or basic skills components of the program. SUPPLIES: GED Books- Funds will pay for the purchase of GED books for additional assistance to individuals pursuing their GED. EQUIPMENT: N/A TRAVEL: Travel - Funds will cover the cost of staff travel for outreach, recruitment activities, follow-up, placement activities etc. OTHER: Supportive Services- Funds to cover the costs of bus passes or gas vouchers for those youth determined in need of such assistance to participate in identified services. Limited Internship Placements- Funds to pay for wages of youth in a Limited Internship placement with private sector employer to allow the youth to gain job specific and work maturity skills. AmeriCorps Member Costs- Funds will be used for partial funding of member costs for four youth to be incorporated into the Weld County Youth Conservation Corps/AmeriCorps Program. Funds will partially cover member living stipends and health insurance costs for a one year period. Youth who are successful in completing 1700 service hours through the AmeriCorps Program will be eligible for$4,725 in educational award through the AmeriCorps Program. MATCH FUNDING: Weld County Youth Conservation Corps/AmeriCorps: will provide $14,000 of in-kind to youth for uniforms, assistance in living stipends, in-kind staff and service costs, and health insurance costs to provide four youth with the opportunity to earn money for post secondary education, earn a modest living stipend and provide valuable community services to Greeley and the surrounding areas. The National AmeriCorps Program will provide youth with a portion of their living stipend and health insurance costs. 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I I a V(I y � 2p� C N O E O Z C c i i11'Ij1 III m m H cci 3 � E U M cg E I� 1� k tli m ti c o `o C L.. .O co°I O y m N H A O Iltfi 16-'5 a s o = °' E 0 a '" i I ,� >I N N N p les° > J ; m (kkdlftiIE ud. - ` on 06EE wm U - . c_ O 1O O %o Attachment B: DIVISION OF PREVENTION and INTERVENTION SERVICES FOR CHILDREN and YOUTH APPLICATION BUDGET AND/OR EXPENDITURE REPORT FORM YEAR 1 APPLICANT: Employment Services of Weld County FOR THE PERIOD:July 1, 2002-June 30,2003 Annual #of Total SOURCE OF FUNDS Requested/ Salary Months Amount Received Rate Budget FTE Required OTHER' from CDPHE PERSONAL SERVICES: Youth Case Manager $28,160.65 12 40% $11,264.26 $11,264.26 Fiscal Staff $54,241.45 12 6% $3,254.48 $1,627.24 $1,627.24 Supervising Personnel Special Programs Coordinator $43,454.32 12 6% $2,607.26 $1,303.63 $1,303.63 Fringe Benefits: Rate=28% Youth Case Manager $7,884.98 12 40% $3,153.99 $3,153.99 Fiscal Staff $15187.61 12 6% $911.26 $455.63 $455.63 Special Programs Coordinator $12,167.21 12 6% $730.04 $365.02 $365.02 a. Total Personal Services $21,921.29 $3,751.52 $18,169.77 OPERATING, EQUIPMENT,SUPPLIES: OPERATING: Assessments Tests such as EA,Can I?Series,VPI,Abilities and Possibilities,El etc. Employment Services Lab costs&Right to Read Tutorial costs(GED, assessments, Basic skills training, marketing skills,work maturity skills,GED testing) $20,279.23 $20,279.23 EQUIPMENT: None $0 $0 SUPPLIES: GED Books,Calculators for GED test. $1,000.00 $1,000.00 b. Total Operating,Equipment,and Supplies $21,279.23 $0 $21,279.23 TRAVEL: For staff travel(outreach, recruitment,placement,follow-up) $500.00 $500.00 c. Total Travel $500.00 $0 $500.00 OTHER: Limited Internships(7) $11550.00 $2,999.00 $8,551.00 AmeriCorps Member stipend costs(4) $35,000.00 $30,000.00 $5,000.00 Supportive Services(bus passes,gas vouchers) $1,500.00 $1,500.00 d. Total Other $48,050.00 $32,999.00 $15,051.00 Consultant/Contractual Services $0 $0 $0 None e. Total Consultant/Contractual Services $0 $0 $0 TOTAL PROJECT COST(Total of a.through e.) $91,7500.52 $36,750.52 $55,000.00 *Source of funding for"Other"(Match or In-kind) Weld County Youth Conservation Corps/AmeriCorps-Living stipends, member health insurance, uniforms$30,000.00 Workforce Investment Act- Limited Internships costs youth wages,workers compensation$2,999.00. Staff costs for co-enrolled youth$3,751.52 Attachment B: DIVISION OF PREVENTION and INTERVENTION SERVICES FOR CHILDREN and YOUTH APPLICATION BUDGET AND/OR EXPENDITURE REPORT FORM YEAR 2 APPLICANT: Employment Services of Weld County FOR THE PERIOD:July 1,2002 -June 30,2003 Annual #of Total SOURCE OF FUNDS Requested/ Salary Months Amount Received Rate Budget FTE Required OTHER* from CDPHE PERSONAL SERVICES: Youth Case Manager $28,160.65 12 40% $11,264.26 $11,264.26 Fiscal Staff $54,241.45 12 6% $3,254.48 $1,627.24 $1,627.24 Supervising Personnel Special Programs Coordinator $43,454.32 12 6% $2,607.26 $1,303.63 $1,303.63 Fringe Benefits: Rate=28% Youth Case Manager $7,884.98 12 40% $3,153.99 $3,153.99 Fiscal Staff $15187.61 12 6% $911.26 $455.63 $455.63 Special Programs Coordinator $12,167.21 12 6% $730.04 $365.02 $365.02 a. Total Personal Services $21,921.29 $3,751.52 $18,169.77 OPERATING, EQUIPMENT, SUPPLIES: OPERATING: Assessments Tests such as EA,Can I?Series,VPI,Abilities and Possibilities, El etc. Employment Services Lab costs&Right to Read Tutorial costs(GED, assessments, Basic skills training,marketing skills,work maturity skills, GED testing) $20,279.23 $20,279.23 EQUIPMENT: None $0 $0 SUPPLIES:GED Books,Calculators for GED test. $1,000.00 $1,000.00 b. Total Operating,Equipment,and Supplies $21,279.23 $0 $21,279.23 TRAVEL: For staff travel(outreach, recruitment,placement,follow-up) $500.00 $500.00 c. Total Travel $500.00 $0 $500.00 OTHER: Limited Internships(7) $11550.00 $2,999.00 $8,551.00 AmeriCorps Member stipend costs(4) $35,000.00 $30,000.00 $5,000.00 Supportive Services(bus passes,gas vouchers) $1,500.00 $1,500.00 d. Total Other $48,050.00 $32,999.00 $15,051.00 Consultant/Contractual Services $0 $0 $0 None e. Total Consultant/Contractual Services $0 $0 $0 TOTAL PROJECT COST(Total of a.through e.) $91,7500.52 $36,750.52 $55,000.00 *Source of funding for"Other"(Match or In-kind) Weld County Youth Conservation Corps/AmeriCorps-Living stipends, member health insurance, uniforms$30,000.00 Workforce Investment Act- Limited Internships costs youth wages,workers compensation$2,999.00. Staff costs for co-enrolled youth$3,751.52 Attachment C pgl. k N IS en R v em v v en v en en O O O O O O O O O O O O W .. ., ., ., ., M in e\ Mw M en en en en en en .N, ^ - - ^ ^ N N N N N E u ? E s t d 'C e E us: 0 X .3 o d en [Q ° ` 3 Cl E O W h V 0.4 L N d /�\ Liii C 9 a ti ° L O E o v O v ° w v L. E 0 o E U y m c adi c v s W " v. m T. c@ c .. Ud M �1 (3� CO a v Cl v L m o) ° Y .�', o el w 'u °° may/ E 3 W w bp°\ 7D O it O 9 9 �] r^7 9 ,af 3 O I '3;E 0 O V O T U iai M 3 W `° c. � Q 3 2 Li V °° ° U '" " 3Q co C °° ° s. 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Ca ,'w el t6 0 LC 4C ; L , Y Y L L 0 0 u Y L U � > U o a w we a u r C 4 0. 4 w z m o N D g O w N a Q N 4 I w x g a c H °w a t z a x 0 o o W ° w z o z 'w z 3 Q w z aW z a u w a g > O e m z U a o m e y c Attachment o § §4. \ / o \ \/ \ / § | ) .§ ; § ; «` - m .iga ) k (7 § § me) / ) ) \k 0s { ! _ & ) ) ( ) ] Cl( 3X § | � d ` ) ) « @ / \ / @ ` ` ( q ` ` ft E ) § k ) q ) : 0 k E- ) / \ w § § [ ! j ) E [ ; ES ] 0 ) § y ) \ j n \ k d Cu ) O ! § 0 a 4 - u § % 2 8 z } \ \ 2 ; \ • APPENDIX A Revised Risk and Protective Factor List The following lists are a revision to the risk and protective factor lists that have been used on TGYS grant applications in the past. Two types of list are provided. First,there are simple lists of risk factors(RF)and protective factors(PF). Second,these lists are repeated,but with the addition of a brief explanation of the meaning of those risk and protective factors. New risk and protective factors are indicated with an asterisk(*)preceding the RF or PF number. All risk and protective factors from the original lists are included in the revised list,and additions were made from four other sources,cited below. These sources include a sourcebook funded by O.J.J.D.P.,a publication of CSPV,a guide to safe schools funded by the U.S. Departments of Education and Justice, and a widely-used book describing research on protective factors written by Emmy Werner. There are three extremely important considerations to keep in mind when reviewing this list. First, the risk factors and protective factors are listed within a context. That is,there are community risk and protective factors,family risk and protective factors, school risk and protective factors, and individual risk and protective factors. Risk and protective factors are listed in contexts based upon the research that was done that identified the factors as risk or protective factors. The second important consideration is that different contexts are more or less important for children and youth,depending on their age and developmental level,and so the risk and protective factors in those contexts will also be more strong or less strong, depending on the age and developmental stage of the youth that a program serves. For example,in early childhood,the family has the strongest influence on a child,because this is a context in which they often spend the most time. As they become older and go to school, school and friends become more important contexts, and in adolescence, they may even become more influential contexts than the family. It is important,then,to consider the age of the youth being served,in order to select risk or protective factors in contexts that may have the strongest relative influence. Finally, it is also important to consider that a youth being affected by any one of these risk factors alone is not enough to definitely state that the youth is at risk for criminal behavior. Further,if the youth is affected by several very related risk factors within one context(for example,family management problems and negative parental attitudes and poor involvement),this alone is not enough to definitely state that the youth is at risk for criminal behavior. It is when the youth is affected by multiple risk factors,particularly if the youth is affected by risk factors from different contexts(a family risk factor,a school risk factor,and an individual risk factor)that the youth is at heightened risk. References: 'Reference for these risk factors is the original Hawkins and Catalano list used in TGYS grant applications. 'Howell, J. C., Krisberg,B., Hawkins, J. D., &Wilson, J. J. (1995). A Sourcebook: Serious, Violent, and Chronic Juvenile Offenders. Thousand Oaks, CA: Sage Publications. 'Guerra, N. G., & Williams, K. R. (1996). A Program Planning Guide for Youth Violence Prevention: A Risk-Focused Approach. Center for the Study and Prevention of Violence. 'Verner, E. E., & Smith, R. S. (1992). Overcoming the Odds: High Risk Children from Birth to Adulthood. Ithaca, NY: Cornell University Press. 5U.S. Department of Education & U.S. Department of Justice (1998). Early Warning, Timely Response: A Guide to Safe Schools. Washington, DC: U.S. Department of Education. • RISK FACTORS: Conditions in the individual or the environment that predict an increased likelihood of developing a problem such as violent behavior Community 1 Availability of Firearms&Drugs-Increased availability of firearms and drugs is also a risk factor for delinquency and violence. Interpersonal conflicts are more likely to escalate into a homicide if a firearm is present on the scene.''z3 2 Community Laws and Norms Favorable Toward Drug Use,Firearms,&Crime-Living in a community that has laws favorable toward problem behavior(such as a relatively high number of liquor licenses),relatively high overall levels of engagement in problem behavior in the community,as well as general normative acceptance of problem behavior in the community puts youth at greater risk for involvement in delinquent behavior.l'2 3 Transitions and Mobility-Communities with high rates of mobility are at greater risk for crime problems than are more stable communities. Frequent moves can strain families including psychological, social, and financial resources and tend to weaken social connections to the community,resulting in increased likelihood of delinquency problems. School transitions (from elementary school to middle school,and from middle to high school)also predict increases in delinquent behavior.i'z OLow Neighborhood Attachment,Community Disorganization-Youth who live in disorganized neighborhoods with high rates of crime and violence,high population density,physical deterioration,lack of natural supervision of public places, and low levels of attachment to the neighborhood are at higher risk for criminal and violent behavior.'.2.3 5 Extreme Economic and Social Deprivation-Youth who live in economically deprived areas characterized by extreme poverty,poor living conditions, and high unemployment are more likely to become involved in crime and violence than are youth people who live in less deprived areas.x.3.3 6 Few Opportunities for Recreation-Youth who have few opportunities for engaging in prosocial,drug-free recreation activities are more likely to become involved in crime and delinquency.3 7 Lack of Social Support-Youth are more likely to become involved in crime and delinquency if they and/or their parents lack social support networks in their communities. Social support networks may provide tangible assistance such as rides to work, financial assistance,advice, and psychological support.3 Family 8 Family Engagement in High Risk Behavior-Favorable parental attitudes toward and involvement in crime and violence affect the attitudes and behavior of children. Children whose parents engage in crime are more likely to engage in crime themselves. Children whose parents are aggressive and who witness or are victims of violence in the home are more likely to become aggressive and violent themselves in adolescence and young adulthood.l'z3 9 Family Management Problems-Family management problems increase children's risk for heath and behavior problems. Poor family management practices include parents' failure to set clear expectations for children's behavior,failure to supervise and monitor children,and excessively severe,harsh, coercive,or inconsistent punishment(including child maltreatment or neglect). Children exposed to these are at increased risk for crime and violence.'•z.3,e 10 Family Conflict-Family conflict also increases risk for crime and violence. Children who grow up in an environment of conflict among family members,regardless of family structure,are more likely to exhibit problem behaviors than are children raised in families without significant conflict. Some degree of conflict is natural in relationships,but it is frequent, intense, poorly resolved conflict that places children at risk. 11 Negative Parental Attitudes and Poor Involvement-Children whose parents feel positively toward engaging in problem behavior and are not involved with their children are more likely to become involved in delinquent behavior.' 12 Insecure Attachments-Youth who are poorly bonded with their parents are more likely to become involved in crime and delinquency than are youth who have positive, secure,warm relationships with their parents.3 13 Defensive Communication-Youth from families in which communication is defensive and inflammatory,rather than clear and open,are more likely to become involved in crime and delinquency.' School 14 Early and Persistent Antisocial Behavior-Early and persistent antisocial behavior in the early elementary school grades predicts later criminal behavior and violence. Children who display antisocial behavior(such as aggression,negative moods,and temper tantrums)during this period are more likely to engage in crime and violence in adolescence and adulthood than are children who do not display these behaviors.?.2 15 Academic Failure in Elementary School-Academic failure is a risk factor for delinquency and violence that stabilizes as a predictor is the late elementary school years. Children who experience academic failure are at increased risk for delinquency and violence.1'2'3 16 Lack of Commitment to School-Students with a lack of commitment to school and educational pursuits are more prone to engage in delinquent behavior than are youth who perceive the student role as a viable and desirable one.x.2.3 Individual/Peer 17 Alienation and Rebelliousness-Youth who do not feel part of society or bound by its rules, who don't believe in trying to be successful or responsible,and who take an active,rebellious stance toward society,are at increased risk of delinquent behavior.1,2 18 Friends Who Engage in Problem Behavior-Association with friends who engage in delinquency and violence(including, but not limited to,gangs)is one of the strongest and most consistent predictors of delinquent and violent behavior, especially when the youth share the beliefs of their peers that these behaviors are typical and positive.'.2.3 19 Favorable Attitudes Toward Problem Behavior-Youth who hold favorable attitudes toward delinquency(that is, they believe delinquency and violence are positive behaviors)are at increased risk for delinquency.1'2'3 20 Early Initiation of Problem Behavior-Early initiation of delinquency and violence strongly predicts later delinquent and violent behavior.1'2 21 Substance Use-Being under the influence of alcohol or illicit drugs heightens the probability of engaging in aggressive and violent behavior.2'3 22 Low Social Status and Rejection by Peers-Youth who are disliked by most of their(prosocial)peers are at a greater risk of involvement in criminal and delinquent behavior.Those youth who then withdraw from others and become lonely and anxious may also be at heightened risk for engagement in aggressive behavior.However,there is some evidence that even if youth are disliked by most of their peers, if they are able to maintain a positive friendship with one prosocial friend,they may be better adjusted.3's 23 Poor Conflict Resolution Skills-Youth who cannot resolve conflicts peacefully,without fighting,are at increased risk for engagement in future criminal and delinquent behaviors.3 24 Poor Social Cognitive Skills-Youth who have difficulty thinking appropriately about social situations(for example,youth who cannot understand the perspective of others,who have difficulties in understanding the moral consequences of their actions, and who have poor social problem solving skills)are at increased risk for engagement in aggressive and delinquent behavior.' 25 Victimization-Youth who have been victimized(including physical, sexual,or psychological abuse)in the community,at school, or at home can be at risk for becoming violent toward themselves or others.' 26 Intolerance for differences and prejudicial attitudes-An intense prejudice toward others based on racial, ethnic, religious,language,gender, sexual orientation, ability,and physical appearance,when coupled with other factors,may lead to violent assaults against those who are perceived to be different.' • PROTECTIVE FACTORS Conditions in the individual or environment that offset risk factors or increase resistance to them and so they prevent the development of problems even in the face of risk. Community 1 Norms and Public Policies Support Non-use among Youth-When it is normative within a community for youth to not use drugs,and when public policies support youth non-use of drugs,a youth is less likely to use drugs and to become involved in other delinquent and criminal behavior." OProvides Access to Resources(Housing,Healthcare,Childcare,Job Training,Employment,Recreation)-When youth and their families are aware of community resources,such as adequate,affordable housing and healthcare,job training and employment programs, and recreation opportunities,the youth are less likely to become involved in delinquent and criminal behavior. OProvides Supportive Networks and Social Bonds-Youth are less likely to become involved in delinquent behavior when they and their parents have strong social support networks and feel warm bonds with others in their community.''" 4 Involves Youth in Community Service-Youth who become involved in community service may develop positive self images and strengthen their bond to their community, and in turn will be less likely to become involved in delinquency and criminal behavior.' Family 5 Seeks Prenatal Care-Expectant parents who seek prenatal care are more likely to be less delinquent and to raise children who are less involved in delinquent behavior.' 6 Develops Close Bonding with Child-When infants develop warm, secure,bonds with their parents,they are less likely to become involved in problem behaviors when they are older." 7 Values and Encourages Education-When families value and encourage education,youth are more likely to value education,and are more likely to remain in school and to refrain from engagement in delinquent behavior.l'4 8 Manages Stress Well-When families manage stress appropriately,youth are less likely to become involved in delinquent behavior.' 9 Spends Quality Time with Children-When adults and children in a family spend quality time talking and working together,youth are less likely to become involved in delinquent behavior.' 10 Uses a High Warmth/Low Criticism Parenting Style-When parents are more warm and less critical in their parenting styles,while still remaining firm and consistent in enforcing family rules,youth are less likely to become involved in delinquent behavior.' 11 Is Nurturing and Protective-When parents are nurturing and protective of their children, youth are less likely to become involved in crime and delinquency.I.4 12 Has Clear Expectations-When parents clearly express their reasonable expectations to their children,youth are less likely to become involved in crime and delinquency.' 13 Encourages Supportive Relationships with Caring Adults Beyond the Immediate Family-When families encourage youth to develop close relationships with caring adults beyond the immediate family, such as family friends,mentors,or teachers at school,the youth are less likely to become involved in problem behaviors.IA 14 Shares Family Responsibilities-When families share responsibilities,and thus do not place undue burden on one or two family members,the family functions more positively, and the youth are less likely to become involved in problem behavior. School © Expresses High Expectations-Youth are more likely to accomplish more when expectations of them are high, than when expectations of them are low. When schools express high expectations for youth,the youth are more likely to meet those higher expectations,and to avoid dropping out of school and becoming involved in problem behavior.' 16 Encourages Goal Setting and Mastery-Schools that encourage goal setting and mastery are more likely to cultivate students who will remain in school and avoid becoming involved in problem behaviors.' 17 Staff Views Itself as Nurturing Caretakers-When school staff view themselves as nurturing caretakers,students are more likely to remain in school and avoid becoming involved in problem behaviors.' 18 Encourages Prosocial Development-Schools that encourage prosocial development are more likely to foster students who behave prosocially and avoid delinquent behavior than schools that do not encourage such development and focus exclusively on reducing problem behavior.' 19 Provides Leadership and Decision-making Opportunities-Schools that provide leadership and decision-making opportunities are more likely to cultivate students who avoid problem behaviors than schools that do not provide these opportunities. 20 Fosters Active Involvement of Students-Schools that foster active involvement of students rather than passive lecture styles are more likely to produce students who are excited about learning and who will remain in school and avoid problem behavior. 21 Trains Teachers in Social Development and Cooperative Learning-Schools that train teachers in social development (such as social tasks that are appropriate for different age levels)and in theories of cooperative learning,which may not have been addressed adequately m their original teacher training programs,provide teachers with the resources to update their teaching styles. This may result ultimately in reductions of youth engagement in problem behavior.' 22 Involves Parents-When schools involve parents in planning and activities,two crucial contexts in which youth operate become linked,youth are less likely to become involved in problem behaviors.' 23 Provides Alcohol/drug-free Alternative Activities-When schools provide alcohol and drug-free alternative activities, youth are less likely to seek out delinquent and criminal activities.' Individual/Peer 24 Involved in Drug-free Activities-Youth who are involved in truly drug-free activities are less likely to have time to seek out delinquent and criminal activities.' 25 Respect Authority-Youth that respect prosocial adult authority are less likely to become involved in delinquent and criminal behavior.' 26 Bonded to Conventional Groups-Youth who are bonded to conventional groups,such as clubs,religious groups, or prosocial friends,and who adopt the norms of these conventional groups,are more likely to avoid delinquent behavior than are their peers who are bonded to delinquent peer groups.1.2,4 27 Appreciate the Unique Talent That Each Person Brings to the Group-Youth who appreciate diversity and appreciate others'unique talents are less likely to negatively prejudge other youth and are less likely to become involved in problem behavior."a 28 Social Competence-Youth who have competent social skills,including the ability to enter a new group,to take others' perspective,and to maintain relationships with peers, including and in particular, friendships, are less likely to become involved in problem behavior. Criteria for Review of Tony Grampsas Youth Services Applications (10 points) Needs Statement • provides data on number of youth experiencing particular problem or needing service • provides descriptive information on youth impacted by problem or needing service • describes impact of not providing service or addressing problem • provides evidence that community considers this a priority • provides evidence that this service does not duplicate others offered in the community • (10 points) Analysis of Contributing Factors • includes analysis of factors which contribute to problem or needed to achieve outcome • substantiates analysis by reference to research literature and/or documented prior experience • presents rationale for focusing program in selected way (10 points) Goals and Program Objectives • goal selected is one of the seven outcome areas as specified in the RFP • objectives are clearly written,outcome-oriented,and measureable • objectives are related to analysis of contributing factors and achieving overall goal (20 points) Strategies, Services and Activities • program activities and services are clearly described(who will provide how many of what to how many of whom) • provides evidence that services proposed are evidence-based in research,articles or have a proven track record • provides evidence that proposed services are culturally and age-appropriate for the population to be served • includes specific timelines and workplan • addresses recruitment and retention of youth and other issues related to successful program implementation • describes unique program characteristics and features which will ensure program success (10 points) Evaluation • has specific process evaluation plan to keep records of services provided and clients served • has specific outcome evaluation plan to measure extent to which program objectives were met and specified outcomes were achieved • evaluation plan describes both quantitative and qualitative evaluation processes • timelines,methods,and responsibilities for collecting data,data analysis,and reporting are clearly defined (15 points) Agency Capacity • personnel providing services have adequate training and experience • personnel have prior experience working with youth and families to be served • agency has prior experience in providing related services and is recognized in the community • agency has strong fiscal system for managing and accounting for grant funds C:\WINDOWS\TEMP\TGYS Review Criteria.doc (10 points) Collaboration • program actively collaborates with other agencies and groups in the communities • letters of support specifically state what other agencies and groups will contribute to project • evidence of past collaborative projects with other groups and agencies (05 points) Sustainability • proposal contains plan to continue services past grant period • letters of support contain specific commitment to carry on project beyond grant period (10 points) Budget • budget expenses are clearly related to carrying out proposed program • budget document is completed with accuracy • budget narrative contains specific explanation as to how specific costs were determined • budget show substantial match(either in-kind or hard match) (10 points) New Applicants Serving Children and Youth in New Geographic Areas • applicant has not previously received TGYS funding • applicant is serving youth in previously unserved community • applicant is expanding services to new groups of children and youth CA WINDOWS W M DO W S\TEMP\TGYS Review Cri teri a.doc PART IV. REQUIRED ATTACHMENTS As part of your TGYS application,please provide only the following attachments. These required attachments must be included in your original application and each of the seven (7)copies. No other appendices such as pictures,brochures, flyers, or general letters of support are allowed. Attachment A: Workplan Attachment B: Budget Attachment C: Board List. Provide a current complete list of the agency's board of directors including names, addresses, and phone numbers. Attachment D: Letter(s)of Commitment. For those applicants that include two (2) or more agencies applying together,please provide a separate letter from each participating agency stating their specific involvement and committed resources to the proposed project. The letter(s) should be on the participating agency's letterhead and signed by the executive director. TGYS Grant Application,Section 6 9 Hello