96-069 - Grant Award Agreement for the Santa Ana Community Action Network Program

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184 C. Carver Tutoring and Wilderness Challenges: This program will be a reduced version of the Willard program and will include activities that are age appropriate to elementary school students. The program will target 50 at risk Carver students preparing to make the transition to Willard. Students will complete two wilderness challenges plus a I0 week curriculum similar to the Willard curriculum. This program has the same foundation and is based on the same principles a the Willard program. PRIDEGROUNDS The target population for this program is the elementary school students from Carver school. The program will be conducted at two sites, Carver school playground, and Flower Street Park. Currently, Carver school operates a PRIDEGROUND 5 days per week and Flower Street Park 2 days per week. Activities include a variety of recreation activities that help develop interpersonal skills and teach participants to make positive use of their leisure time. Carver Site: The program at Carver will be expanded by adding a Track and Field Team that will help encourage team spirit and attachment to school. The team will target 100 Carver students. Students will participate a minimum of 3 days per week, 2 hours per day for 26 weeks. They will receive training in a variety of track and field and cross country events. Students will be trained by two teachers from the school with the assistance of bilingual staff who are hired from the community. They will set goals for improvement and will be tested during practice sessions and at actual city-wide and county-wide meets. Students who place in the qualifying levels of various events will also have an opportunity to participate in State-wide and national meets. The program will address the risk factors of academic failure and lack of commitment to school as a result of the positive contacts students will have with teachers and staff. They will represent their school at meets and work a team to bring recognition to their school. Team reward has been shown to be very important in producing a positive effect on academic achievement, mutual concern, and peer norms supportive of academic achievement. Students increase the level of bonding with peers involved in positive pursuits and have an opportunity to display their abilities before the peers to gain recognition. The use of staff and volunteers from the community provides and avenue for making significant contributions to the betterment of the community. These opportunities increase the level of neighborhood cohesiveness and attachment.