HomeMy WebLinkAboutCA DEPT TRANSPORTATION (5) - 2004
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BOARD OF CORRECTIONS
GRANT AWARD FACE SHEET (BOC A301)
The Board of Corrections, hereafter designated BOC, hereby makes a grant award of funds to the following
Administrative Agency (1) City of Santa Ana
hereafter designated Grantee, in the amount and for the purpose and duration set forth in this grant award.
(2) Implementing Agency Name Parks. Recreation and Communitv Services
Contact Jennv Rios Address P.O. Box 1988 1M2)), Santa Ana. CA 92701
E-mail addressirios@ci.santa-ana.ca.us TeleDhone(714)571-4228
(3) Project Title (60 characters maximum) (6) Award No.
Leadership Development Strategy JJ03017948
(4) Project Director (Name. Title. Address. Telephone) (7) Grant Period
(four lines maximum) 1-1-04/12-31-04
City of Santa Ana (S! Federal Amount
P.O. Box 1988 (M31), Santa Ana, Ca. 92701 200,000
(714) 647-5200
(9) State Amount
N/A
(5) Financial Officer (Name, Title, Address, Telephone) (10) Cash Match
(four lines maximum) N/A
Rod Coloma, Director of Finance (11) In-Kind Match
P.O. Box 1988 (M17), Santa Ana Ca. 92701 N/A
(714) 647-5420 (12) Total Project Cost
$200,000
This grant award consists of this title page, the proposal for the grant which Is attached and made a part hereof, and the
Assurance of Compliance forms which are being submitted. I hereby certify that: (1) I am vested with authority to, and
have the approval of the Clty/County Financial Officer, City Manager, or Governing Board Chair, enter into this grant
award agreement; and (2) all funds received pursuant to this agreement will be spent exclusively on the purposes
specified. The grant recipient signifies acceptance of this grant award and agrees to administer the grant project in
accordance with the statute{s), the Program Guidelines, the OCJP Grantee Handbook, and the BOC audit requirements,
as stated In this RFP or RFA. The grant recipient furtheragrees to all legal conditions and terms incorporated by
reference in this RFP or RFA.
FOR BOC USE ONLY
Item: 5I.JòD-&08-089()
Chapter: 1'57/03
PCANo.: ~x)DO/r:;¡ldtf,. DP2L. .. Df3L
Components No.: 50, 3D. r¡ D
Project No.: 33D P I?--O;!" + 3:3 \)f']J,.-03
Amount: l\;;tOO) (X)O
Split Fund: n 10 9
Split Encumber:;1.0Þ1--'t,3,08'7 .¡. ;:¡.o03- \~ 13
Year: ')...()O:3
Fed. Cat. #: 1\0. 6'-1D
Match Requirement:
Fund: ~deKoJ
Program:T; tk If ])e.1; (I?i.XI'Cl{ 'H-e \JljI.j;<M. . ~ Vt'I1.J.ic
Region:
Or> e-ocl.ø: 761- 4
Title:
City Manaaer
Address: P.O. Box 1988 (M31\. Santa Ana. 92701
Telephone: (714) 647-5200
E-mail address:
3-3-°Y-
I hereby certify upon my own personal knowledge that
budgeted funds are available (or the period and purposes
this expenditure ated above.
Date:
PROJECT CONTACT INFORMATION
,
'?
Applicant:
City of Santa Ana
Grant Number
Provide the name, title, address, telephone number, and e-mail address for the project contact persons
named below. If a section does not apply to your project, enter uN/A."
1.
The person having day-to-day responsibility for the project:
Name: Virginia Adame
Address: P.O. Box 1988 (M23)
Telephone Number: (l14) 571-4262
E-Mail Address:vadalI!e2@ci.santa~ana.ca.us
Title: Sr. Recreation Supervisor
City: Santa Ana,CA Zip: 92701
Fax Number: (714) 571-4235
2.
The person to whom the person listed in #1 is accountable:
Name: Jenny Rios
Address: P.O. Box 1988 (M23)
Telephone Number: (714) 571-4228
E-Mail Address:jrios@ci.santa-ana.ca.us
Title: Recreation Superintendent
City:Santa Ana, CA Zip: 92701
Fax Number: (714) 571-4235
3.
The executive director of a nonprofit organization or the chief executive officer (e.g., chief of
police, superintendent of schools) of the implementing agency:
Name: Jon "Rip" Ribble
Address: P.O. Box 1988 (M23)
Telephone Number: ( 714) 571-4202
E-Mail AddresS:rribble@ci.santa-ana.ca.us
Title: Executive Director
City: Santa Ana, CA Zip: 92701
Fax Number: (14 ) 571-4235
4.
The financial officer for the project:
Name:Rod Coloma Title: Director, Finance
Address: P.O. Box 1988 (MIl) City: Santa Ana, CA Zip:
Telephone Number: (714) 647-5420 Fax Number: e14 ) 647-5414
E-Mail Address:rcoloma@ci.santa-ana.ca.us
92701
5.
The project director for the project:
Name:. David N. Ream.
Address: P.O. Box 1988
Telephone Number: (714 ) 647-5200
E-Mail Address:
Title:: City Manager
City: Santa Ana, CA ZiD:92701
Fax Number: (714 )' 647-6954
6.
The chair of the qoverninq body of the implementing agency: (Provide address and telephone
number other than that of the implementing agency.)
Name: Glen Stroud
Address: 1617 W. Santa Clara
Telephon~ Number: (714) 835-7691
E-Mail Address:grostroud@aol.com
Title: Retired
City: Santa Ana,
Fax Number: (
CA
) none
Zip: 92706
100f22
PROJECT SERVICE AREA INFORMATION
1.
COUNTY OR COUNTIES SERVED: Enter the name(s) of the county or counties served by the
project. Put an asterisk where the principal office of the project is located.
County of Orange
2.
U.S. CONGRESSIONAL DISTRICT(S): Enter the number(s) of the U.S. CongressiQnal District(s)
which the project serves. Put an asterisk for the district where the principal office of the project is
located. . .
*46 th
3.
STATE ASSEMBLY DISTRICT(S): Enter the number(s) of the State Assembly District(s) which the
project serves. Put an asterisk for the district where the principal office of the project is located.
*69th
4.
STATE SENATE DISTRICTlS): Enter the number(s) of the State Senate District(s) which the project
serves. Put an asterisk for the district where the principal office of the project is located.
*34th
5.
POPULATION OF SERVICE AREA: Enter the total population of the service area served by the
project.
43,299
8 of 22
A-2004-007
CERTIFICATION OF ASSURANCE OF COMPLIANCE
I,
David N. Ream , hereby certify that:
(official authorized to sign grant award; same person as line 13 on Grant Award Face Sheet)
GRANTEE: Citv of Santa Ana
IMPLEMENTING AGENCY: Parks. Recreation and Communitv Services Aoencv
PROJECT TITLE: Leadership Development Strateov
is responsible for reviewing the OCJP Grantee Handbook and adhering to all of the Grant Award
Agreement requirements (state and/or federal) as directed by the Board of Corrections including,
but not limited to, the following areas:
I.
Equal Employment Opportunity - (Grantee Handbook Section 2151)
It is the public policy of the State of California to promote equal employment opportunity by
prohibiting discrimination or harassment in employment because of Race, Religious Creed,
Color, National Origin, Ancestry, Disability (mental and physical) including HIV and AIDS,
Medical Condition (cancer and genetic characteristics), Marital Status, Sex, Sexual
Orientation, Denial of Family Medical Care Leave, Denial of Pregnancy Disability Leave, or
Age (over 40). BOC-funded projects certify that they will comply with all state and
federal requirements regarding equal employment opportunity, nondiscrimination
and civil rights.
Please provide the following information:
A.A. Officer:
Anita Campbell
Title:
Senior Personnel Analvst
Address: City of Santa Ana. 20 Civic Center P~M24. Santa Ana, CA 92701
Phone:
(714) 647-5157
Email:
acampbell(â)ci .santa-ana. ca. us
II. Drug-Free Workplace Act of 1990 - (Grantee Handbook Section 2152)
The State of California requires that every person or organization awarded a grant or
contract shall certify it will provide a drug free workplace.
III. California Environmental Quality Act (CEQA) - (Grantee Handbook Section 2153)
The State of California requires all BOC funded projects to obtain written certification that
the project is not impacting the environment negatively.
,
IV. Lobbying - (Grantee Handbook Section 2154)
BOC grant funds, grant property, or grant funded positions shall not be used for any
lobbying activities, including, but not limited to, being paid by or on behalf of the
undersigned, to any person for influencing or attempting to influence an officer or employee
of any agency, a Member of Congress, an officer or employee of Congress, or an employee
of a Member of Congress in connection with the making of any federal grant, the entering
into of any cooperative agreement, and the extension, continuation, renewal, amendment, or
modification of any federal grant or cooperative agreement.
V.
Debarment and Suspension - (Grantee Handbook Section 2155)
(This applies to federally funded grants only.)
BOC funded projects must certify that it and its principals are not presently debarred,
suspended, proposed for debarment, declared ineligible, sentenced to a denial of federal
benefits by a state or federal court, or voluntarily excluded from covered transactions by any
federal department of agency. .
VI.
Proof of Authority from City Council/Governing Board
The above-named organization (applicant) accepts responsibility for and will comply with the
requirement to obtain written authorization from the city council/governing board in support
of this program. The Applicant agrees to provide all matching funds required for said project
(including any amendment thereof) under the Program and the funding terms and conditions
of BOC, and that any cash match will be appropriated as required. It is agreed that any
liability arising out of the performance of this Grant Award Agreement, including civil court
actions for damages, shall be the responsibility of the grant recipient and the authorizing
agency. The State of California and BOC disclaim responsibility of any such liability.
Furthermore, it is also agreed that grant funds received frorn BOC shall not be used to
supplant expenditures controlled by the city council/governing board.
The Applicant is required to obtain written authorization from the city council/governing
board that the official executing this agreement is, in fact, authorized to do so. The
Applicant is also required to maintain said written authorization on file and readily available
upon demand.
,
All appropriate documentation must be maintained on file by the project and available for
BOC or public scrutiny upon request. Failure to comply with these requirements may
result in suspension of payments under the grant or termination of the grant or both and
the grantee may be ineligible for award of any future grants if the BOC determines that any
of the following has occurred: (1) the grantee has made false certification, or (2) violates
the certification by failing to carry out the requirements as noted above.
I
CERTIFICATION
I
I, the official named below, am the same individual authorized to sign the Grant Award Agreement [line
13 on Grant Award Face Sheet], and hereby swear that I am duly authorized legally to bind the
contractor or grant recipient to the above described certification. I am fully aware that this certification,
executed on the date and in the county below, is made under penalty of perjury under the laws of the
State of California. I '-.. ~
".// ..)
/ //../ . -
A"~orized Offici"" Slgoaturn' Q,¥Ja.. (2;,. ,
Authorized Official's Typed Name: David N. Ream Patricia E. Healy
Authorized Official's Title:
City Manaqer
Clerk of the Council
Date Executed:
:J. -;:).7 ~o <I
FederallD Number:
95-60000785
Executed in the City/County of:
Oranqe
AUTHORIZED BY:
. City/County Financial Officer
. City Manager
Slg:,'":~~?I~'--
Typed Name: ~ Coloma
Title:
Financial Officer
Michae igliotta
Deputy City Attorney
1. PROJECT YEAR
ΠNew
0 Year 2
0 Year 3
0 Other
2. PROJECT TITLE
3. GRANT PERIOD
Leadership Development
Strategy
January I, 2004
December 31, 2004
to
4. APPLICANT
Name: City of Santa Ana
PRCSA
Address: P.O. Box 1988 (M23)
Santa Ana, CA 92701
5. FUNDS REQUESTED
Phone: r14) 571-4200
Fax#: (714) 571-4235
$ 200,000
6. IMPLEMENTING AGENCY
Name:Parks, Recreation and
Community Services Agency
Address: P.O. Box 1988 (M23)
Santa Ana, CA 92701
Phone: (714) 571-4200
Fax #: (71¡,) 571-4235
7. PROGRAM DESCRIPTION
The Leadership Development Strategy will increase the academic achievement of students and reduce the
number of suspensions/expulsions at the target schools through remedial tutoring, positive alternative
activities and support services that will encourage and enable studeñts to increase school attendance,
resolve the stress related issues that lead to problem behavior, and involve parents in their children's
education and social development. ~
8. PROBLEM STATEMENT
The target population is characterized by a high level of poverty, English language isolation, academic
failure, and suspensions/expulsions. An average of84% of elementary school and 72% of intermediate
school students receive free lunch based on poverty guidelines. The rate of Limited English Proficiency
is 8)% and students score in the lowest range on standardized testing in the District. In 1999-2000 there
were 217 suspensionsl7 expulsions and in 2000-2001 there were 407 suspensions/14 expulsions at the
target schools.
9. OBJECTIVES Serve a total of25 elementary school and )0 intermediate school students.
1. Reduce the number of suspensions/expulsions at the target schools by providing
positive alternative activities and supportive services.
2. Improve student academic achievement and attendance at the target schools by providing academic
remediation and enriclunent programs and services.
). Increase the ability of participants' parents to help their children succeed in school by providing
opportunities for families to participate in positive activities in school, at home and in the community,
and provide education to parents to enable them to help their children successfully complete their
homework.
OCJP-227 (Rev. 7/97)
16 of 22
1tJ'. ACTIVITIES Teen Club activities; leadership development 11. CATEGORY
opportunities and volunteer service training; Character Building
Traits Curriculum, which teaches students about respect,
responsibility and the importance of discipline as it relates to
education; and recognition activities. Peer mentoring and teen
mentoring by SAPD officers; academic activities designed to meet 12. PROGRAM AREA
individual academic achievement objectives; educational
excursions; Cultural Arts classes; citywide family recreation
activities; parent education workshops.
13: EVALUATION 14 NUMBER OF CLIENTS
Student school records, and student and parent surveys will be .
TO BE SERVED
used to detennine baseline data and improvements on problem
behaviors, suspensions, academic standing, and attendance, as well
as family stress and coping ability, parent jnvolvement, family
activities, and volunteerism.
55
15. PROJECTED BUDGET
Funds Requested....................
$134,298
$65,702
$200,000
Other Grant Funds ..................
Other Sources (list in-kind,
fees, etc.)............................
". -::~,~:roRESPON~~
Typed Name: DR"itJ N. Ream
Date:
(- '1-D,/
Title:
City Manager
.
)CJP-227 (Rev. 7/97)
17 of 22
ADDITIONAL SIGNATURE AUTHORIZATION
Applicant:
City of Santa Ana
Grant Award #:
Project Title:
Leadership Development Strateqv
Grant Period:
1-01-04
to
The following persons are authorized to sign for:
P"Joct~
Signatur
Jon "Rip" Ribble
Name
'-
ny Rios
N'~~
Signatu e
Ron Ono
Name
Signature
Name
Signature
Name
Approved By:
12-31-04
Robert Carroll
Name /
k~~.
Signature
Gerardo Mouet
Name
Signature
Name
Signature
Name
Signature
Name
Project Director:
/ - '1'0i
Date
/ ~/t?~
/ Date
Financial Officer:
Regional/Local
Planning Director:
Date
19 of 22
PROBLEM STATEMENT
The Leadership Development Strategy at McFadden Education and Technology Center
addresses the risk factors of academic failure, lack of commitment to school, and low
neighborhood attachment by providing activities and services that increase opportunities for
youths to succeed in school, in the community and within the family.
The City of Santa Ana has a population of)4),700 within 27.2 square miles. The Santa Ana
Unified School District (SAUSD) enrollment of 60,)28 is second only to San Francisco in density,
which is evident in the target schoo is, which operate on a year-round cycle to accommodate a
student population that is )0% over what the schools were designed to accommodate.
The following data, which demonstrates the risk factors specific to the target area, is taken from
public archives, including census and school data and crime statistics from Santa Ana P.D.
ACADEMIC FAILURE: The student population averages 94.5% Hispanic, ).2% Asian, 1.25%
Anglo and 1.05% African American (see Table 1). The ethnic breakdown cOITelates to the high
rate of Limited English Proficiency, which averages 8)%, mainly Spanish speaking (see Table 2).
Target area schools scored significantly lower in 2001 than other district and statewide schools on
the Stanford 9, which is part of the State's Standardized Testing and Reporting (STAR). For
example, the average score in reading for grade) was 14 compared to the district average of 20
and the statewide average of 46. Studies show that students who are not at grade level in reading
by the third grade are at risk for academic failure throughout their school career and often never
catch up. The average scores in reading, math and language for all grades tested, including grades
2 through 8 are similarly far below the district and statewide average (see Tables) and 4).
The Stanford 9 is administered in English and also is evaluated based on subgroups, including
English Learners. When comparing the scores of English Learners with Not-English Learners
who score an average of28 points higher in Reading, )4 points higher in Math and )6 points
I
higher in Language than English Learners, it becomes evident that a significant contributing factor
to academic failure in the target area schools is the language isolation of students (see Table 5).
LACK OF COMMITMENT TO SCHOOL: The target area has a total population of 4),299,
86.4% of which did not graduate ITom high school and only ).IO% hold a bachelor's degree. As a
result, children have no one at home to help with homework and parent involvement in the schools
is very low. Only ).2)% of preschoolers are enrolled in preschool, which limits their ability to
start school with skills needed to succeed. In 1999-2000 there were 217 suspensions/7 expulsions
at Spurgeon Intermediate School and in 2000-2001 there were 407 suspensions/14 expulsions (see
Table 6). School officials attribute the increase in part to a new policy on zero tolerance for
weapons, drugs, fighting, assaults, robbery, threats to teachers and students, which are the actions
that lead to suspension and expulsion. The high rate of weapons, drugs and violent behavior has
existed for many years and is only now being addressed thanks to a new administration.
LOW NEIGHBORHOOD ATTACHMENT: Through the City's Weed and Seed strategy, criminal
activity in the area has been reduced, however the area remains part of the City's central corridor,
which has been identified by SAPD as the City's highest crime area. Crime reporting rates have
increased as a reflection of increased public confidence in and improved relationships with SAPD,
however, drug trafficking, gang activity and public disorder have continued at the same levels. 7
police reporting grids are located in the target area for a total of 1.7 square miles or 6.3% of the
City's total land mass. In 2002, there were a total of 19,662 calls for service and 1,949 arrests in
the area, including 6 murders, 135 assaults/assaults with a deadly weapon, 258 stolen vehicles, and
108 residential/commercial burglaries. This translates to approximately 10% of the total calls for
service; 16% of total arrests; 25% of total murders; 13% of total assaults/assaults with a deadly
weapon; IO% of total stolen vehicles; and 7% of total residential/commercial burglaries in the city.
What is most striking is that in 2002, there were 694 arrests for narcotics offenders in the target
2
area, which equals )1 % of the 2,221 total narcotics offenders arrested in the city (see Table 7).
Although SAPD in collaboration with other city departments, residents, and community
stakeholders has made great strides in developing a partnership approach to crime, there is still a
significant level of crime that instills fear and hopelessness in residents.
INABILITY TO MEET THE NEEDS WITH CURRENT SERVICES: The schools offer after
school services, including homework assistance and recreation activities provided by school
district and city staff and volunteer tutors from local colleges. The programs have limited funding
and are unable to accommodate all students who need services. The activities focus on enrichment
activities rather than remedial services and they do not target at risk students, which makes up the
majority of the school's suspension/expulsion population, which has the highest rate of single
parent families with no male figure at home and the lowest rate of parent participation in school
activities. School officials note that this population has experienced so much failure they show
signs of depression and stress that they relieve through violence and substance abuse. The schools
lack the resources to provide positive role models, academic remediation, activities that help
relieve stress and provide positive reinforcement, and opportunities for success for this population.
McFadden Education and Technology Center will provide homework assistance, computer labs,
career services, and cultural arts through a combination of funds from the City's general fund and
the US Department of Education. The Center lacks resources to address the needs ofthe target
population, including support services to address suspensions and expulsions or remediation,
however, it will continue to serve the target population once students successfully achieve their
individual program goals and objectives and are transitioned into mainstream activities.
PLAN
TARGET AREA/POPULATION: The target area is the attendance boundaries for Spurgeon
Intennediate School and three elementary schools, including Lincoln, Monte Vista and Jackson.
)
The target area includes census tracts 748.02, 748.04, 748.05, and 748.06 and police reporting
grids 104, 105, 106,85, and 86, and 126, which intersect the Southcoast and Westend Police
Districts (see Area Map in Attachments).
There are 7,2)4 households in the area, )6.30% with 7+ persons and 40.1 % with 4 to 6 persons.
The median housing value is $161,624 compared to the county median of over $400,000. The
estimated median family income is $20,000 in spite of the fact that a significant number of
households have multiple wage earners. As a result, an average of 84% of elementary school and
72% of intermediate school students in the area receive ftee lunch based on poverty guidelines
compared to )8.2% countywide and 47.1 % statewide.
The target area is a diverse section of Santa Ana, with a mixture oflarge, high-density
apartment complexes, single-family homes, and mobile home parks. The apartment complexes
consume considerable community resources to deal with gang-related criminal activity, drug
dealing, violent crime, domestic violence, and infrastructure deterioration associated with
overcrowding, poor management practices and poor maintenance. Commercial development
consists primarily of strip malls concentrated along the area's major thoroughfares.
Over the past ten years, the city has formed 54 Neighborhood Associations, which are highly
organized and work effectively with city government. The City has faced extreme difficulty
organizing associations in the target area. One example is the Casa Bonita Neighborhood
Association in the area immediately surrounding Monte Vista Elementary School. This
association has held a Latino Heroes Street Fair for the past two years, but still can only utilize a
portion of the main neighborhood street because the residents fear gang and drug activity that
occurs two blocks ftom where the event is held.
PROGRAM DESCRIPTION: The title ofthe program is the Leadership Development Strategy at
McFadden Education and Technology Center. Impact: The program will increase the academic
4
achievement of students and reduce the number of suspensions/expulsions at the target schools
through remedial tutoring, positive alternative activities and support services that will encourage
and enable students to increase school attendance, resolve the stress related issues that lead to
problem behavior, and involve parents in their children's education and social development.
Project Design: The Leadership Development Strategy will serve 25 elementary school and )0
intermediate school students from the target schools at the McFadden Center, which is located in
the Southwest portion of the City and is within walking distance ÍÌ'om the target schools. Although
the total number of youths served seems small, the program will address multiple risk factors
through a variety of intensive services provided to each youth and their families that are designed
to make a positive impact on students before damaging patterns are firmly established.
Registration and assessment of each participant will establish baseline data on suspensions and
problem behaviors that lead to suspension and on attendance and academic standing at the start of
the program. Individual achievement plans will be developed for each student, including
academic, attendance and behavioral goals and objectives and a transition plan to move to higher
levels of accomplishment, eventually transitioning out of prevention/remedial services and into
continued education and recreation services provided through the lead agency's core programs.
The proposed program follows the guidelines set forth by the U.S. Department of Justice in its
Guide for Implementing the Comprehensive Strategy for Serious, Violent and Chronic Juvenile
Offenders, which the lead agency has incorporated as its standard for program development and
implementation since 1994. The program interventions are designed to address the highest
priority risk factors in the target area and to address multiple risk factors early by identifYing the
behavior patterns in elementary school students that lead to problem behaviors upon entering
intermediate school. The program creates a continuum of prevention services over a long period
of time by starting with early problem behaviors in younger youths and planning services for each
5
participant in ways that help them transition to higher levels of achievement, and continuing with
supportive services after goals and objectives are reached in order to maintain achievement levels.
The Social Development Model is incorporated by providing opportunities for youths to form
pro-social relationships with peers, staff and SAPD officers in activities that encourage bonding
and a desire in students to behave positively so as not to jeopardize their relationships. Skill
development and opportunity to use the skills learned in ways that make a meaningful contribution
to the community are also integral to the strategy as is a high level of recognition and reward to
acknowledge accomplishments in ways that can help youth earn respect in fTont of their peers and
family members. Individual achievement plans are aimed at establishing high expectations of
participants resulting in a sense of competence at the completion of each benchmark.
The program will include academic assistance strategies that are utilized by the lead agency in
its past and current services. These strategies incorporate two categories of instructional methods
that have been demonstrated by research to be effective in working with youths who are at risk of
academic failure. The Continuous Progress and the Cooperative Learning methods address a
hierarchy of skills that are tested at each level to assess readiness to advance to the next skill level.
This allows students to receive specialized instruction in areas they have not yet mastered and to
move on in areas they succeed at. Cooperative Learning includes student teams that work in small
groups of similar skill levels at the start of instruction and in mixed skill levels as students make
progress and are able to help each other. Although students are tested individually, students
receive recognition based on learning of all team members.
Role of Participating Agencies: The lead agency will coordinate closely with partner agencies to
oversee the coordination, development and implementation of the program; hire qualified staff and
provide supervisory/administrative staff to manage the program. The lead agency will ensure
compliance with operational, administrative and fiscal requirements, will oversee all program and
6
fiscal data gathering, reporting, and record keeping and will provide full use of the McFadden
Education and Technology center. The lead agency will facilitate meetings with program staff and
partners to discuss progress and to make recommendations for improvement.
The schools will coordinate closely with the City to identify students who meet the definition of
"at risk" and will assist with progrant registration and assessment. Target schools will coordinate
with program staff to develop participants' individual achievement plans, including input on the
appropriate educational, remediation and enrichment activities. Target schools will maintain
academic/behavior records for participants and make records available for program evaluation
purposes. School representatives will meet with progrant staff and partners throughout the grant
period to discuss progress and to make recommendations for improvement.
The Casa Bonita Neighborhood Association (CBNA) will coordinate with the City to schedule
neighborhood events to provide opportunities for participants to get involved in the community.
CBNA will provide opportunities for participants to gain leadership skills through volunteer
assignments at the Association's community events, provide recognition opportunities for
participants and complete/submit reporting documentation as required.
The Project PRIDE Parent Commission will coordinate with the City to provide opportunities
for participants to get involved in family activities, encourage participant families to join their
local Family PRIDE and serve as family liaisons to help program participants have a rewarding
experience. The Commission will provide opportunities for participants to gain leadership skills
through volunteer assignments, provide recognition opportunities during Family Club activities
and complete/submit reporting documentation as required.
SAPD will assign officers to provide organized group mentoring activities, including a total of
24 overtime hours, divided antong officers in the Southcoast and the Westend Police Districts
and will complete/submit reporting documentation as required.
7
Source Documentation: Source documentation will be maintained throughout the program
period, including agendas and minutes of planning meetings with partners as the program is
further developed and defined in order to document all decisions made, next steps, and timelines.
Registration forms and assessment documents and surveys will be developed to collect baseline
data and progress data. Program descriptions, lesson plans, activity calendars, and meeting
agendas and minutes will be maintained to document the completion of each program activity.
Attendance records and sign- in sheets for all activities will be maintained to document level of
participation and completion of goals and objectives, compiled by school, including attendance by
youths and family members. All program related data will be maintained at the McFadden Center.
All fiscal data, including staff time sheets, purchase requisitions, invoices and other fiscal source
documentation will be maintained at the lead agency's headquarters, Accounting Division.
GOALS, OBJECTIVES, ACTIVITIES, PERFORMANCE MEASURES
Goal #1: Reduce the number of suspensions/expulsions at the target schools.
Objective #1: Provide positive alternative activities and supportive services.
Activities and Output:
.
12 Spurgeon students will join the City's Project PRIDE Teen Clubs and participate in 20
Teen Club activities, including production of six issues of a teen newsletter and other
activities, which allow teens to take a leadership role in organizing citywide activities, where
teens can interact with positive peers in fun, stress relieving environments.
.
10 Spurgeon students will participate in one Youth Leadership conference or other leadership
development opportunities, including serving on the planning committee for the City's Youth
Expo, volunteer service training and other activities in preparation for their inclusion in the
City's Youth Commission or other boards and commissions as part oftheir transition plan.
8
. 20 Spurgeon students will complete the school's Character Building Traits Curriculum, which
teaches students about respect, responsibility and the importance of discipline as it relates to
education. Upon completion of the curriculum, students will be recognized in front of their
peers and family in a culminating ceremony and rewarded with a recreational excursion.
.
15 elementary school students will meet twice a month in supervised activities with 9
"veteran" PRIDE Teen Club members, who will act as peer mentors as part of an expansion of
the City's Mentor Program, which will train experienced PRIDE Teen Club members to
participate on Peer Mentor Teams. This opportunity will be made available to Spurgeon
students as they achieve goals and objectives and transition to leadership positions. The
Mentor Program will also include SAPD officers who will participate in team mentoring of
Spurgeon students in organized recreation and leadership and social development activities.
SAPD officers will complete 6 sessions of group mentoring with 2 groups of 10 students each
(total of20 students) for a minimum of2 hours per session for a total of24 overtime hours,
divided among officers in the Southcoast and the Westend Police Districts.
. 5 recognition activities will be conducted during the program period, with a minimum of 20
program participants attending two activitie& with their families to recognize and reward
participants' improved school attendance and achievement in front of their families ami peers.
Outcome: The U.S. Department of Justice recognizes that most delinquency prevention efforts
have been unsuccessful because of their negative approach of attempting to prevent juveniles from
misbehaving. The proposed program uses a positive approach that emphasizes opportunities for
healthy social, physical and mental development which has been shown by research to have a
much greater likelihood of success. As a result of the positive interventions, program participants
will reduce the nÙInber of problem behaviors and resulting suspensions throughout the program
period. Students will report an increased positive outlook and improved feelings about themselves
9
resulting from successful experiences, recognition/rewards and decrease in failure. Students will
be better equipped to release stress and resolve problems in positive ways with peer support.
Goal #2: Improve student academic achievement and attendance at the target schools
Objective #2: Provide academic remediation and enrichment programs and services.
Activities and Output:
.
15 elementary and)O intermediate school students will complete a series of academic
activities designed to meet their individual academic achievement goals and objectives and
will participate a minimum of once a week for 20 weeks throughout the program period, with
at least two sessions comprised of 6 consecutive weeks. Lesson plans, tutoring schedules,
student groupings by grade and skill level, and other appropriate academic activities will be
developed and implemented throughout the program period incorporating Cooperative
Learning and Continuous Progress methods that are designed to move students to higher levels
of achievement once they master required learning objectives.
. 6 educational excursions with a minimum of)O students per excursion will be conducted for
program participants who reach academic achievement and attendance benchmarks by
established timelines as incentives for participation and rewards for achievement.
. The lead agency's Cultural Arts program will be expanded to provide 20 participants with)
eight-week art instruction classes each with a recognition event, such as a culminating
performance or exhibit in the visual and performing arts taught by an art professional.
Qutcome: The instructional methods used in the academic activities incorporate research-based
strategies that will result in academic achievement, with both shorHerm and long-term results.
Research on the benefits of arts education reveals that young people who regularly participate in
the arts are four times more likely to be recognized for academic achievement and three times
more likely to win an award for school attendance. Young artists, as compared with their peers,
10
are likely to participate in youth groups nearly four times as fi:equently and read for pleasure
nearly twice as often. Through this intervention, participants will exhibit improved academic
achievement and increased school attendance. Their achievement will enable students to be
transitioned to "mainstream" programs, including homework assistance, technology labs, career
preparation activities, and leadership positions. Research has also shown that monitoring school
attendance coupled with contingent reinforcement of attendance can reduce truancy in both
elementary and high school students. The excursions provided for improved school attendance
and academic achievement offer contingency rewards that provide opportunities to students and
their families that they would otherwise never have and will result in increased attendance and
reduced truancy which will lead to improved academic achievement.
Goal #3: Increase the ability of participants' parents to help their children succeed in school.
Objective #3: Provide opportunities for families to participate in positive activities in school, at
home and in the community, and provide education for parents to enable them to help their
children successfully complete their homework.
Activities and Output:
. A calendar of activities will be developed with Family PRIDE Club information, community
events, volunteer opportunities, school activities and events, and other family oriented
activities. 15 families of program participants will join their local Family PRIDE Club and
will complete 6 hours of volunteer service in one or more community events and participate in
6 family club activities, including citywide recreation activities that focus on teaching families
to use their leisure time in positive family recreation activities, where members interact with
positive peers in fun, stress relieving environments.
. 20 parents of program participants will complete a total of) parent education workshops
focusing on the importance of parent involvement in student achievement, how to
11
communicate the importance of education to their children, how to help their children with
their homework and how to access needed resources. Parents will attend one school function
and report on their experience in a subsequent workshop as part of the workshop "homework".
Outcome: The interventions are designed to provide a link between parents and the greater
community, including other families who act as a positive peer support system. By gathering with
other supportive families, parents will improve their ability to access resources to resolve family
problems and needs. By getting involved in community volunteer service and community events,
parents will enable their families to become valued members of a constructive peer group and
develop a sense of worth. Parents will increase their involvement in their children's school, in
their family and in their community and will be able to help their children with their homework
and school assignments resulting in increased attendance and improved academic achievement.
PERFORMANCE MEASURES
Output Measure: Program descriptions, lesson plans, activity calendars, and meeting agendas will
be maintained to document the completion of each program activity. Attendance records and sign-
in sheets for all activities will be maintained throughout the program period to document level of
participation and completion of goals and objectives, compiled by school, including attendance by
program participants and their family members.
Outcome Measure: Student school records will be used to determine baseline data on problem
behaviors and resulting suspensions as well as academic standing and attendance and will be used
to track changes, improvement and need for program modification throughout the program period.
The student survey, "How I Feel About Myself', which measures interest and involvement in
school, depression, family stress and coping ability will be administered to establish baseline data
and improvement at 6 month intervals. A parent survey will be administered as part of the
participant registration and assessment process that will provide parent self-reports on their level
12
of involvement in their children's school activities, family activities, volunteer community service,
and ability to utilize resources. The survey will be re-administered at the end of the program
period to measure improvement.
IMPLEMENTATION
Organizational Description: The City of Santa Ana, Parks, Recreation and Community
Services Agency (PRCSA) has delivered services to the residents of Santa Ana since 1947. The
agency's annual general fund budget is $12,054,910 and includes 105 full time and over )00 part
time employees. The agency's mission is "to serve as a catalyst for community enrichment".
The Leadership Development Strategy will be part ofthe Youth and Community Services
Division (YCS) ofPRCSA, which is managed by the Recreation Superintendent who has a BA in
Psychology, a Juris Doctorate and over 25 years experience in developing, implementing and
evaluating recreational, educational and prevention programs for youths and their families. The
YCS provides a wide range of recreational, educàtional and prevention services at 7 recreation
centers, 12 school sites, 5 aquatics facilities, and the McFadden Education and Technology Center.
The mission of the YCS is "to provide a variety of recreational and educational programs that
stimulate mental, social, and physical development in a safe and protective environment ".
The YCS has for the past nine years incorporated a risk focused prevention approach in its youth
programming. This strategy began after a city team, including the Recreation Superintendent,
completed the Communities That Care training sponsored by the U.S. Department of Justice
(DOl) in 1994. In 1995, the Recreation Superintendent joined the City's Mayor, the SAUSD
Superintendent, and law enforcement representatives at the Youth Focused Community Policing
Key Leader Work Session, which provided hands-on training on implementation of the model.
The YCS took the lead in applying the risk-focussed prevention strategy to develop and
implement a three-year juvenile delinquency prevention program funded by OJJDP called Santa
13
Ana Community Action Network, which was successful at increasing the academic achievement
and reducing problem behavior in target area youths through a community-wide collaborative
approach. The program was successfully replicated with the Minnie Community Action Network,
which provided similar services to a different high-risk community.
For over 7 years the YCS has been the lead agency of the City's Weed and Seed (WS) Strategy,
which applies risk-focused prevention strategies in the City's two WS sites, one of which overlaps
with the target area for the proposed program. The Santa Ana WS Strategy has gained local and
national recognition for its successful approach to coordinated delivery of service toward the
reduction of crime and the improvement of the quality oflife forresidents.
As a result of its extensive work in applying risk-focussed prevention strategies, the City was
awarded a technical services grant to work with Fox Valley Technical College, the consultant to
DOJ on Youth Focused Community Policing to develop and implement a specialized training
conference for the local community in 1998. Over 100 participants from local schools/colleges,
the faith community, non-profits, County of Orange Health Care and Social Services Agencies and
law enforcement agencies, including the juvenile justice system attended this )-day training that
resulted in the formation of the Youth Services Strategic Alliance, which is comprised of the
CEO's of the major youth serving agencies in Santa Ana. Fox Valley consultants worked with the
Strategic Alliance, which has met regularly since its inaugural meeting in August of 1999, to
provide a two-day follow-up training in June of 200 1 to further define the Youth Services Plan
and to narrow the scope of concentration that the Alliance continues to focus on.
Additionally, the YCS has made systemic changes in the way it does business in the traditional
recreation field. Each of the city's recreation centers has an advisory board comprised oflocal
residents, churches, businesses, and youth. Advisory boards meet regularly to provide input and
make recommendations on programs and services. Project PRIDE, the City's gang prevention
14
program overseen by the YCS includes a Parent Commission comprised of20 parents and meets
with staff annually to establish priority goals and objectives and an activities calendar.
Organizational Chart: Included in Appendix
Operational Agreements: Included in Appendix
Plans For Future Funding: The YCS has had great success in securing funding to develop and
implement programs and services that enhance the agency's core business. The YCS has secured
and managed over $1.5 million in grant funding each year for the past ten years (see Table 9). In
FY 0)-04 grant funding will increase with a grant of $25,000 trom Mervyn's, Soroptimist Club,
and Friends of Santa Ana Parks for a reading program and $248,000 trom the U.S. Department of
Education to operate the McFadden Education and Technology Center. Through its partnerships
with a number of non-profit organizations and the schools, the lead agency is able to leverage
funding from other sources that it cannot access directly. This is evident in the funding received in
FY 0)-04 trom the SAUSD ($50,000) and the Orange County Department of Education ($)9,697)
both of which secured funding from sources unavailable to local government for after school
services. The lead agency has a full-time Resource Development Specialist who is responsible for
recruiting volunteers and for securing donations from foundations and other private sources for all
activities ofthe lead agency, including the Leadership Development Strategy. The Resource
Development Specialist will work closely with the Recreation Superintendent to continue to
secure funding and volunteers to sustain the Leadership Development Strategy. Additionally, the
Recreation Superintendent works with staff and partners to integrate grant funded activities into
the agency's core business by transitioning specific programs into the general fund, thus
transforming them into the agency's core business and making them a part of the regularly funded
strategy. This will be done with the Leadership Strategy and the general fund will absorb specific
activities in a progressive manner throughout the program period and beyond.
15
CITY OF SANTA ANA
LEADERSHIP DEVELOPMENT
STRATEGY
BUDGET NARRATIVE
Title II Delinquency Prevention and Intervention
2003
CITY OF SANTA ANA
PARKS, RECREATION AND COMMUNITY SERVICES AGENCY
LEADERSHIP DEVELOPMENT STRATEGY
BUDGET NARRATIVE
The project's proposed budget has been developed based on the past experience by the lead
agency in conducting similar activities. Each activity is detailed in terms of hours of service,
type of activity, and the appropriate program component it would fall under within the lead
agency's organizational structure. Existing staff support and needs for additional staff are
identified based on appropriate job classification and on activities that can be grouped together
appropriately and provided by each individual staff person.
Program staff is responsible for providing direct services and supervision of their specific
program component, accomplishing the goals and objectives of each activity, and completing
and submitting all required documentation to the Data Entry Clerk in a timely manner.
All program staff will be placed within the Youth and Community Services Division of the lead
agency, which is managed by the Recreation Superintendent who along with two full time
Program Coordinators, a Senior Office Assistant, and other support staff, each 100% funded by
the City's general fund will contribute a percentage of their time necessary to oversee the
accomplishments of the program goals and objectives. The lead agency's resources are also
utilized to cover general administrative functions such as processing time cards and paychecks,
purchase requisitions, and completing other financial tasks.
PERSONAL SERVICES
SALARIES
Senior Recreation Supervisor: Virginia Adame is the lead agency's Senior Recreation
Supervisor and has a B.A. in Humanities from UC Irvine and 12 years experience with juvenile
delinquency prevention programs. Her position is 100% funded by grants and her time is
allocated based on an estimated percentage of time she dedicates to each grant. Ms. Adame
oversees all staff providing prevention services, including Project PRlDE (50% CDBG), the
Weed and Seed Strategy (10% U. S. Department of Justice), and the McFadden Education and
Technology Center (25% U. S. Department of Education). Ms. Adame will dedicate 15% of her
time to overseeing the implementation of services for the Leadership Development Strategy,
including ensuring that all grant data is collected, analyzed and maintained and that all reports
are generated and submitted in a timely manner.
Data Entry Clerk: This is a vacant position that will be filled pending a grant award. This
person will be responsible for inputting data from all program activities, completing data analysis
in order to document improvements and/or completion of program goals and objectives, and
providing reports on the data in a user-friendly manner that will demonstrate accomplishments
and identify problem areas. This person will be required to have a minimum of two years of
relevant experience and to demonstrate that he/she has the education and/or experience to
complete the required job duties.
Community Center Aide: This is a vacant position that will be filled pending a grant award.
This person will act as the central liaison between all partners and the lead agency and will
facilitate a team of program staff, students, parents, teachers, and school officials to ensure that
the program serves the highest risk students, that the assessments are conducted appropriately
and that adequate and realistic goals and objectives are well defined and that the appropriate
interventions are designed for each student. This person will also coordinate with all program
staff and partners to schedule five recognition activities to recognize students as they achieve
benchmarks. It would be ideal to hire an existing school staff person, as school personnel
already are familiar with the school system and are generally authorized to access school data.
This person will be required to have a minimum of two years of relevant experience and to
demonstrate that he/she has the education and/or experience to complete the required job duties.
Program Coordinators: This is a general job classification that is used for staff, which is
responsible for developing, implementing and evaluating specific programs that require the
achievement of defined goals and objectives. All Program Coordinator positions identified are
vacant positions that will be filled pending a grant award. These positions require a minimum of
two years of relevant experience. Six Program Coordinators will be hired as follows:
1. Teen Services: This Program Coordinator will be responsible for providing direct services
required to accomplish the goals and objectives set forth for the teen club activities and the
leadership development activity that will be completed by Spurgeon Intermediate School
students. This will include coordinating with the lead agency's Project PRIDE staff to recruit
target area teens and to provide direct supervision of the teens during their club activities.
This Program Coordinator will also organize the leadership development activity for 10
Spurgeon students, including making necessary reservations, securing parent permission,
preparing the teens for the activity, and providing direct supervision during the activity.
2. Mentoring Services: This Program Coordinator will be responsible for providing direct
services and supervision to accomplish the goals and objectives set forth for the peer mentor
and SAPD mentor activities. This will include coordinating with Project PRIDE staff to
recruit and train "veteran" teen club members, placing teens into groups and identifying their
interests and capabilities, and matching target area elementary school students with the
appropriate teen mentor teams. This will also include working with the SAPD officers to
organize activities where officers can interact with groups of Spurgeon students in informal
ways that allow the officers to act as positive role models and to give advice and direction.
3. Academic Activities: Three Program Coordinators will be responsible for providing direct
services and supervision to accomplish the goals and objectives set forth for the academic
achievement activities. Two Program Coordinators will be assigned to Spurgeon School
with 15 students each and one will be assigned to the three elementary schools with a total of
15 students (5 from each school). They will work as part ofthe team facilitated by the
Community Center Aide to identify student participants, assist with academic and behavioral
assessments, and develop academic achievement plans. The Program Coordinators will
provide academic activities at the McFadden Education and Technology Center and/or at the
schools as necessary and will work together to organize and conduct 6 educational
excursions for students as they achieve their benchmarks.
4. Parent and Family Services: This Program Coordinator will be responsible for providing
direct services and supervision to accomplish the goals and objectives set forth for the Family
PRIDE Club and Parent Education Workshop activities. This will include working with
school personnel in recruiting parents to participate and coordinating with Project PRIDE
staff as well as the neighborhood associations and other partners working in the same target
area to schedule activities, identify parent community service projects, and other activities.
This Program Coordinator will also coordinate with McFadden Education and Technology
staff to develop and implement three parent workshops and work with the schools to ensure
parent participants attend school activities as part of their goals and objectives.
BENEFITS
Benefits for Full Time staff are based on 28.77% oftotal salaries and include Health Benefits,
Medicare, and Worker's Compensation. Benefits for Part Time staff are based on 7.52% of total
salaries and include Retirement, Medicare, and Worker's Compensation.
OVERTIME
Overtime for SAPD officers are based on the negotiated rate of $69 per hour.
OPERATING EXPENSES
CONTRACTUAL SERVICES
Margaret Zuliani is the Cultural Arts Program Coordinator who will be responsible for providing
direct services and supervision to accomplish the goals and objectives set forth for the cultural
arts activities, including providing arts instruction in the visual and performing arts. Ms. Zuliani
is a recipient ofthe Community Building Award, which was presented by the City Council in
2001. She has been a contracted Visual Arts Instructor for the City since 1999 and has been
highly successful in working with at risk youths, including youth placed in alternative education
programs, placed in group homes, incarcerated in local facilities, on probation, teen parents, and
the homeless. Ms. Zuliani will conduct three eight-week art classes made up of20 students each
class and will coordinate and organize a culmination activity appropriate to the specific art venue
taught. By contracting this service, the program is able to utilize the services of a professional
art instructor who has the flexibility to use her vast skills to tailor each class to the specific target
population she is working with at any given time.
BUSES
Buses are used to transport program participants in groups of 20 or more to educational
excursions, Family PRIDE Club excursions, and Teen Club excursions. Due to the high rate of
economic deprivation ofthe target population, families do not have the resources to provide
transportation. Buses are provided at no cost to program participants. In addition to buses
covered by grant funds, the lead agency has several 11 and 7 passenger vans that are covered
100% by the city's general fund that are available to transport smaller groups of program
participants to various program activities.
EXCURSION ADMISSION FEES
Admission fees are covered by grant funds because of the participants' lack of financial
resources and are based on the lead agency's experience in conducting excursions on a consistent
basis for all of its regular programs. Excursions are offered as incentives and as recognition and
reward for accomplishments. Educational excursions will complement the academic activities
and cultural arts instruction and are intended to enable students to further accomplish their goals
and objectives as well as to provide enjoyable activities with their peers and family in stress-fTee
and fun environments.
AWARDS
The U.S. Department of Justice (DOJ) in its Guide for Implementing the Comprehensive
Strategy For Serious, Violent and Chronic Juvenile Offenders recognizes that most prevention
efforts have been unsuccessful because oftheir negative approach. DOJ promotes strategies that
the lead agency has incorporated for many years, including providing positive opportunities for
health social, physical, and mental development and a high level of recognition in fTont of peers
and family members for participants' accomplishments. Awards are a big part of all lead agency
activities and are incorporated in the proposed program for the accomplishment of each
benchmark. The awards serve to give the students something tangible, which they can look at to
remind themselves oftheir abilities and achievement. Awards are purchased through the city's
approved vendor and may include trophies, plaques, framed certificates, medals, etc.
T-SHIRTS
T.shirts imprinted with the program logo or other identifying insignia is an inexpensive way to
give program participants a sense of belonging to a positive peer group. T-Shirts will be
provided at no cost to program participants again because of the low economic standing. They
will be used in the Mentor program and Family PRIDE Clubs. The SAPD Officers will also
wear program T-shirts when they meet with their teen groups to establish rapport, which will
lead to increased bonding and a strong, positive relationship.
EDUCATIONAL MATERIALS AND SUPPLIES
Although the McFadden Education and Technology Center currently has a large library of hard-
cover books and educational software programs, new materials that are suitable to accomplish
the individual goals and objectives of each program participant will need to be identified and
purchased. These items may include workbooks that are either photocopied or given to the
students to complete their work in, software, notebooks, school paper, magazines, newspapers,
and other academic oriented supplies as needed. Supplies will also include paint, brushes,
costume supplies, stage production supplies, and other materials for the cultural art classes, and
will depend on the art venue that is selected for each group of students. Also, parent workbooks
are provide to parents in the parent education workshops, including all ofthe workshop materials
and other resources that parents may need to reinforce the concepts taught in the workshops.
PROGRAM MATERIALS AND SUPPLIES
Program materials and supplies include sports equipment, arts and crafts supplies, poster board,
paints, and other supplies needed to conduct Teen Club and Family PRIDE Club activities and
community special events and volunteer clean-up projects based on the activities that the teens
and families choose. The amounts allocated to each activity are based on the lead agency's past
experience in budgeting for similar program activities. Materials and supplies are also used to
enable parents of progran1 participants to complete volunteer projects such as staffing
information tables and assisting with other activities at community events and clean-up projects
as part of meeting their goals and objectives.
REFRESHMENTS
Refreshments are used during recognition ceremonies and culmination events and are a specific
part of each program that helps to establish rapport and bonding with program staff, volunteers,
SAPD officers, and program participants. Snacks are provided for progran1 participants during
excursions that are scheduled for more than four hours each. Refreshments are kept to a
minimum but are needed as part of the socialization process for the ceremonies and events.
PROMOTIONAL MATERIALS
Promotional materials are used to make the public aware ofthe program and to highlight the
accomplishments of program participants. A quality brochure will be produced and used as a
tool to seek further resources, including local business contributions and support fÌ'om
foundations and other grant resources. In addition to a brochure, program participants will assist
staffto produce a newsletter for progran1 participants and target area residents to be kept
informed of activities, resources, and accomplishments. Flyers are used to promote and advertise
each activity and excursion and may incorporate a registration form for parent permission as
needed. Printed incentives may include pencils, magnets, mugs, book bags, or other items with
the program logo or insignia and will be provided as incentive gifts and awards for participants
as they achieve their goals and obj ectives.
OFFICE SUPPLIES
Office supplies are calculated based on the past experience of the lead agency in operating 7
recreation/community centers that house similar program activities. General supplies include
pencils, pens, paper, photocopies, and other general items needed to conduct regular business.
FACILITY RENTAL
The total annual facility rental for McFadden Education and Technology Center is $)9,060 and
includes all major repairs and maintenance to the building infÌ'astructure. The Leadership
Development Strategy staff and activities will occupy approximately 25% ofthe building and
will charge 25% of the cost of the facility rental to the proposed grant.
PHONES
The McFadden Education and Technology Center is equipped with phone services to
accommodate its current level of service. Additional phones and phone lines will need to be
added for the new staff that will be hired and placed at the center.
UTILITIES
The total annual cost for utilities for McFadden Education and Technology Center is $13,970
and includes all utilities needed to operate and maintain the building and grounds. The
Leadership Development Strategy staff and activities will occupy approximately 25% of the
building and will charge 25% ofthe cost of utilities to the proposed grant.
TRA VEL
Best estimates are made for travel for mandated training for two staff and to accomplish the
Youth Leadership Development excursion, which is generally a non-local activity. The rates are
established based on the lead agency's past experience with similar activities and on the
government rates for travel.
CITY OF SANTA ANA
LEADERSHIP DEVELOPMENT
STRATEGY
BUDGET
Title II Delinquency Prevention and Intervention
2003
BUDGET CATEGORY AND LINE ITEM DETAIL
A. Personal Services - Salaries/Employee Benefits
COST
Salaries:
Senior Recreation Supervisor
@$71,560peryearx 15%
$10,7)4
/
6 Program Coordinators (.48 FTE each)
@ $13.78 per hour x 1,000 hrs.
1 Data Entry Clerk (.48 FTE)
@ $11.44 per hour x 1,000 hrs.
1 Community Center Aide
@ $16.39 per hour x 1,000 hrs.
$82,680
$11,440
$16.)90
Total Salaries
$121,244
Benefits:
FT Benefits $10,7)4 x 28.77%
PT Benefits $110,510 x 7.52%
Total Benefits
$),088
$8.310
$11,)98
Overtime:
2 Officers x 12 hrs. each x $69 per hr.
$1,656
Total Personal Services
$134,298
TOTAL
$134,298
OCJP-A303a (Rev. 7/97)
Title II Delinquency Prevention & Intervention 2003
30
BUDGET CATEGORY AND LINE ITEM DETAIL
B. Operating Expenses COST
Contractual Services: $12,960
- Cultural Instructor: 4)2 ills @ $)0 per hour
- ) sessions of 5 days wk x ).5 ills day x 8 wks = 420 ills.
- ) culmination ceremonies @ 4 ills each == 12 ills.
Buses: (8 hours per excursion) $4,620
- Educational Excursion
6 excursions x 1 bus each x $)85 each = $2,)10
- Fan1Ïly PRIDE Club Excursions
) excursions x 1 bus each x $)85 each = $1,155
- Teen Club Excursions
) excursions x 1 bus each x $ $)85 each = $1,155
Excursion Admission Fees: $7,200
- Education Excursions
) excursions @ $)0 each x)O participants = $2,700
) excursions @ $15 each x)O participants = $1,)50
- Family PRlDE Club Excursions
) excursions x $15 each x)O participants = $1,)50
- Teen Club Excursions
) excursions x $)0 each x 20 participants = $1,800
Awards:
- Character Building Curriculum Culmination $2,450
2 ceremonies x 10 students x $10 each = $200
10 awards x $15 each = $150
- Recognition Activities
20 awards x 5 events x $10 each = $1,000
- Cultural Arts
) events x 20 participants x $10 each = $600
- Parent Education
1 event x 20 parents x $10 each = $200
- Community Event
20 awards @ $15 each = $)00
T-Shirts: $1,)68
- Peer Mentors: 24 x $12 each = $288
- SAPD Mentors: )0 x $12 each = $)60
- Family PRlDE Clubs: 60 x 12 each = $720
TOTAL continued
OCJP-A303b (Rev. 7/97)
Title II Delinquency Prevention & Intervention 2003
31
BUDGET CATEGORY AND LINE ITEM DETAIL
B. Operating Expenses
Educational Materials & Supplies:
Academic Activities
45 students x $25 each = $1,125
Art Instruction: ) classes x $)00 per class = $900
Parent Education Workshops: )0 education notebooks
w/materials x $5 each = $150
COST
$2,175
Program Materials and Supplies:
Teen Club Activities
20 club activities @ $100 each = $2,000
Sports equipment @ $)00
Family PRIDE Club Activities
6 family activities @ $275 each = $1,650
Community Events
Misc. clean-up supplies @ $550
Information table, banners, etc. @ $500
$5,000
RefÌ'eslunents:
Character Building Curriculum Awards Ceremony
$150 per event x 2 events = $)00
SAPD Mentors
Pizza for 25 participants x $) each x ) sessions = $225
Recognition Events
5 events x $150 each = $750
Cultural Arts Culmination Events
) events x $25 each = $75
: Snacks for excursions
6 excursions @ $50 each = $)00
$1,650
Promotional Materials:
Brochures: 1,000 brochures @ $1.50 each = $1,500
Flyers: 10,000 flyers @ $.10 each = $1,000
Printed Incentives: ),000 items @ $.50 each = $1,500
Newsletter: 6 issues with 1,000 copies @ $250 per issue = $1,500
$5,500
Office Supplies:
General supplies @ $150 per mo. x 12 mos. = $1,800
$1,800
TOTAL
continued
.
OCJP-A303b (Rev. 7197)
Title II Delinquency Prevention & Intervention 2003
31
BUDGET CATEGORY AND LINE-ITEM DETAIL
B. Operating Expenses COST
Facility Rental: $9,765
-$)9,060 total annual cost x 25%
Phones - :3 SBC phone lines @ $15.25 per month each x 12 mons.=$569 $4,691
-2 OPX lines @ $ 44.08 per month each x 12 mons. = $1,020
-1 T-l Data Circuit @ $172 permo. X 12 mons. $2,064
-2 phone extensions @ 42.50 per mo. Each x 12 mons. =$1,020
Utilities
-25% of$13,970 total utilities for facility $),49)
Travel: $),0)0
-Mandated training
- Registration fees @ 200 each x 2 staff =$400
- Lodging: 2 staff@ 8).50 per night x 2 nights =))4
- Per Deim: 2 staff@ 40 per day x 2 days = $160
- Youth Leadership Development
- Lodging: 7 rooms @ 84 per night x 2 nights = $1,176
- Per Deim: 12 participants @ $40 per day x 2 days = $960
65,70)
TOTAL
BUDGET CATEGORY AND LINE ITEM DETAIL
C. Equipment
COST
CATEGORY TOTAL
PROJECT TOTAL
$200,000
FUND DISlRlBUTION
FEDERAL
STATE
CASH
MATCH
IN-KIND MATCH
1.
Amount of Funds
$200,000
2. Percentage of Funds
OCJP-A303c (Rev. 7/97)
100%
0
0
0
0
0
0
Title II Delinquency Prevention & Intervention 2003
32
CITY OF SANTA ANA
LEADERSHIP DEVELOPMENT
STRATEGY
PROPOSAL APPENDIX
Title II Delinquency Prevention and Intervention
2003
I
CITY OF SANTA ANA
LEADERSHIP DEVELOPMENT
STRATEGY
ORGANIZATIONAL CHARTS
Title II Delinquency Prevention and Intervention
2003
YOUTH & COMMUNI1Y
SERVICES DIVISION
YOUTH & COMMUNITY SERVICES MANAGER
Jenny Rios, Recreation Superintendent
Senior OfflCe AssIstant
Carol Hinkle
Virginia Adame
Sr. Rec Superv:isor
Project PRIDE
Parent Commission Project
Program Coordinator
ndrea Rico
'McFadden Edue. & Tech Ctr.
CitlturaIAtls
Safe Havens
'Seed Tech
Reading Readiness
Mentor Program
'utorin;;/Acad. Assistance
Burnie Hayes
Recreation Supervisor
Program Coordinator
Erendira Moreno
Project PRIDE
Parent Education
Parent Commission
Family PRIDE Clubs
. Teen Clubs
Teen Newsletter
Recreation Centers
Salgado
Sandpointe
Afferschool Adventures
Vac Recreation
Special Events,
Center Reserv/ltions
Leisure Classes
After School Services
Nutrition Program
Driver Training/Staff Trg.
Diversity Forum
WorkAbility
Recreation Center;
El Salvador
Santa Anita
Logan
AfterschooJ Adventures
Vac Recreation
Excursions
Special Events
Center Reservations
Leisure Classes
Lany Chavez
Recreation Supervisor
Recreation Center
Jerome
AfterschooJ Adventures
Vac Recreation
Special Events
Center Keservahons
Leisure Classes
Aquatics
Adult Sports
Skate Park
Tennis
DYSC Facility Attend.
Off-Site Leisure Ciasses
Leadership Developm~nt Strategy Components
c:carollJenny/orgchrs
~~
~
CITY OF SANTA ANA
Parks, Recreation & Community
Services Agency
Anthony Novella
Recreation Supervisor
Recreation Center
Memorial
Afterschoof Adventures
Vsc Recreation
Special Events
Center Reservations
Leisure Classes
Youth Sports
Sports In The Streets
Camping Alternatives
Kayaking
-
LEADERSHIP DEVELOPMENT STRATEGY
Recreation Superintendent
Jenny Rios
Grant Funded Positions
Senior Office Assistant
Carol Hinkle
Sr. Recreation Supervisor (15%) I
Virginia Adame Data Entry Clerk
Vacant
Comm. CII'. Aide
Project PRIDE Vacant
Parent Commission Registration Assessment
Coord. of Recognition Activ.
Liaison w /Partner Agencies
. SAUSD
Casa Bonita Neigh. Assoc.
Program Coordinator Program Coordinator
Erendira Moreno Andrea Rico
Project PRIDE McFadden Educ. & Tech CII'.
I
I I
Parent & Fanlily Services Teell Services Mentor Program Academic Activities CultuJoalArts
Program Coordillator Program Coordinator Coordinator 3 Prog. Coords. IIIstr¡¡Ctor
Vacant Våcant Vacant Vacant MariifZulìalli
Family PRiDE CluÞ Activities Teen CluÞ Activities Peer Mentor Teams Character Build. Curro Cultural Arts Instruction
Volunteer Comm. Svc. Proj. Youth Leadership Conference SADP Mentor Groups Cuimination Activities Culumination Activities
Parent Educ. Workshops Teen Newsletter SAPD Officers Edue. Excursions
Acad. Activities
CITY OF SANTA ANA
LEADERSHIP DEVELOPMENT
STRATEGY
OPERATIONAL AGREEMENTS
Title II Delinquency Prevention and Intervention
2003
CITY OF SANTA ANA
PARKS, RECREATION AND COMMUNITY SERVICES AGENCY
LEADERSHIP DEVELOPMENT STRATEGY
MC FADDEN EDUCATION AND TECHNOLOGY CENTER
OPERATIONAL AGREEMENT
This Operational Agreement stands as evidence that the City of Santa Ana Police Department,
South Coast and West End Districts and the City of Santa Ana, Parks, Recreation and
Community Services Agency (PRCSA) intend to work together toward the mutual goal of.
providing prevention services and activities for youth who exhibit known risk factors for future
adolescent problem behaviors.
Both agencies believe that implementation of the Leadership Development Strategy at
McFadden Education and Technology Center proposal as described herein will further this goal.
To this end, each agency agrees to participate in the program beginning July 1, 200) and ending
June )0, 2004, if selected for funding, by coordinating/providing the services listed below.
The City of Santa Ana, Parks, Recreation and Community Services Agency is the lead fiscal
agency for the proposed program.
The proposed program will serve the attendance boundaries for Spurgeon Intennediate School
and three of the feeder elementary schools, including Lincoln, Jackson, and Monte Vista
Elementary Schools, which includes Police Reporting Grids 85, 86, 104, 105, 106 and 126,
which are in the Westend and Southcoast Police Districts.
The City of Santa Ana PRCSA will coordinate closely with the SAPD to provide the following
servICes:
. Oversee the coordination of program development and implementation.
. Hire trained and qualified staff to implement program activities and services and will provide
the appropriate of supervisory and administrative staff to manage the program and oversee
the delivery of direct services. .
. Ensure compliance with operational, administrative and fiscal requirements, including liaison
with all partners and grant funding source as needed to maintain compliance.
. IdentifY and leverage resources to enhance the program strategy.
. Oversee all program and fiscal data gathering, reporting, record keeping.
. Provide leadership in developing goals and objectives for program participants and defining
the role of each partner.
. Provide the McFadden Technology facility, including computer hardware and appropriate
software, building operations and maintenance, etc.
. Facilitate meetings with program staff and partners on a quarterly basis throughout the grant
period to discuss progress and to make recommendations for improvement.
. Provide organized mentoring opportunities for SAPD officers utilizing overtime funds
allocated in the proposed program budget.
1
The SAPD will coordinate closely with the City of Santa Ana to provide the following services:
. Assign officers to utilize overtime hours to provide organized group mentoring activities,
including 2 groups meeting for 6 sessions each in a minimum of2 hours each for a total of24
overtime hours, divided among officers in the South Coast and the West End Police Districts.
. Complete and submit to the lead agency reporting documentation as required, including
attendance records, and other documentation as required.
We, the undersigned, as authorized representatives of the City of Santa, Parks, Recreation and
Com ity Service Agency and SAPD, do hereby approve this document.
Pa Walters, Chief of Police
City of Santa Ana
olice Department
;; 7f-ò 3
Date
j~;;g -03
Rip Ribble, Executive Director
City of Santa Ana
Parks, Recreation and Community
Services Agency
Date
2
,.Ý
CITY OF SANTA ANA
PARKS, RECREATION AND COMMUNITY SERVICES AGENCY
LEADERSHIP DEVELOPMENT STRATEGY
MCFADDEN EDUCATION AND TECHNOLOGY CENTER
OPERATIONAL AGREEMENT
This Operational Agreement stands as evidence that the Project PRIDE Parent Commission and
the City of Santa Ana, Parks, Recreation and Community Services Agency (PRCSA) intend to
work together toward the mutual goal of providing prevention services and activities for youth
who exhibit known risk factors for future adolescent problem behaviors.
Both agencies believe that implementation of the Leadership Development Strategy at
McFadden Education and Technology Center proposal as described herein will further this goal.
To this end, each agency agrees to participate in the progran1 beginning July 1,200) and ending
June )0, 2004, if selected for funding, by coordinating/providing the services listed below.
The City of Santa Ana, Parks, Recreation and Community Services Agency is the lead fiscal
agency for the proposed program.
The proposed progran1 will serve the attendance boundaries for Spurgeon Intennediate School
and three of the feeder elementary schools, including Lincoln, Jackson, and Monte Vista
Elementary Schools. The Parent Commission includes members ITom the Family PRIDE Clubs
at El Salvador, Jerome, and Santa Anita Recreation Centers, which are located in the target area.
The City of Santa Ana PRCSA will coordinate closely with the Project PRIDE Parent
Commission to provide the following services:
.
Oversee the coordination ofprogran1 development and implementation.
Hire trained and qualified staff to implement program activities and services and will provide
the appropriate of supervisory and administrative staff to manage the progran1 and oversee
the delivery of direct services.
Ensure compliance with operational, administrative and fiscal requirements, including liaison
with all partners and grant funding source as needed to maintain compliance.
Identify and leverage resources to enhance the program strategy.
Oversee all progran1 and fiscal data gathering, reporting, record keeping.
Provide leadership in developing goals and objectives for progran1 participants and defining
the role of each partner.
Provide the McFadden Technology facility, including computer hardware and appropriate
software, building operations and maintenance, etc.
Facilitate meetings with progran1 staff and partners on a quarterly basis throughout the grant
period to discuss progress and to make recommendations for improvement.
Utilize grant funds to purchase supplies and materials to support Family PRIDE Club
activities as described in the proposed progran1.
.
.
.
.
.
.
.
.
The Project PRIDE Parent Commission will coordinate closely with the City of Santa Ana to
provide the following services:
I
.,
. Coordinate with the City of Santa Ana to schedule Family PRIDE Club events and activities
to prevent scheduling conflicts and to enhance the opportunities for prograll1 participants and
their fall1ilies to get involved in family oriented activities and events scheduled throughout
the prograll1 period.
. Encourage and support prograll1 participant families to join their local Family PRIDE Club,
including making phone calls to provide information to parents and serving as family liaisons
to help pn;>grall1 participants have a rewarding experience at each activity.
. Provide opportunities for prograll1 participants to gain leadership skills through volunteer
assignments at Family PRIDE Club events.
. Provide recognition opportunities for prograll1 participants and their families during Family
PRIDE Club special events and activities. .
. Coordinate with the City of Santa Ana to define the materials and supplies that will be
needed to accomplish the goals and objectives for each Family PRIDE Club eventJactivity.
. Complete and submit to the lead agency reporting documentation as required, including
attendance records, and other documentation as required.
We, the undersigned, as authorized representatives of the City of Santa, Parks, Recreation and
Community Services Agency and the Project PRIDE Parent Commission do hereby approve this
document: '
12? :#" C-.-/l4j '~
Ramo Urias, President
Project P E Parent Commission
5>'2. 2..-°.3
Date
6rZ-8"r05
Date
Rip bble, Executive Director
City of Santa Ana
Parks, Recreation and Community
Services Agency
2
CITY OF SANTA ANA
PARKS, RECREATION AND COMMUNITY SERVICES AGENCY
LEADERSHIP DEVELOPMENT STRATEGY
MC FADDEN EDUCATION AND TECHNOLOGY CENTER
OPERATIONAL AGREEMENT
This Operational Agreement stands as evidence that the Casa Bonita Neighborhood Association
and the City of Santa Ana, Parks, Recreation and Community Services Agency (PRCSA) intend
to work together toward the mutual goal of providing prevention services and activities for youth
who exhibit known risk factors for future adolescent problem behaviors.
Both agencies believe that implementation of the Leadership Development Strategy at
McFadden Education and Technology Center proposal as described herein will further this goal.
To this end, each agency agrees to participate in the program beginning July 1,200) and ending
June )0, 2004, if selected for funding, by coordinating/providing the services listed below.
The City of Santa Ana, Parks, Recreation and Community Services Agency is the lead fiscal
agency for the proposed program.
The proposed program will serve the attendance boundaries for Spurgeon Intermediate School
and three of the feeder elementary schools, including Lincoln, Jackson, and Monte Vista
Elementary Schools. The Casa Bonita is included in the target area, specifically, in the
residential area immediately surrounding Monte Vista Elementary School.
The City of Santa Ana PRCSA will coordinate closely with the Casa Bonita Neighborhood
Association to provide the following services:
.
Oversee the coordination of program development and implementation.
Hire trained and qualified staff to implement program activities and services and will provide
the appropriate of supervisory and administrative staff to manage the program and oversee
the delivery of direct services.
Ensure compliance with operational, administrative and fiscal requirements, including liaison
with all partners and grant funding source as needed to maintain compliance.
Identify and leverage resources to enhance the program strategy.
Oversee all program and fiscal data gathering, reporting, record keeping.
Provide leadership in developing goals and objectives for program participants and defining
the role of each partner.
Provide the McFadden Technology facility, including computer hardware and appropriate
software, building operations and maintenance, etc.
Facilitate meetings with program staff and partners on a quarterly basis throughout the grant
period to discuss progress and to make recommendations for improvement.
Utilize grant funds to purchase supplies and materials to support the Casa Bonita
Neighborhood Association activities as described in the proposed program.
.
.
.
.
.
.
.
.
The Casa Bonita Neighborhood Association will coordinate closely with the City of Santa Ana to
provide the following services:
1
. Coordinate with the City of Santa Ana to schedule neighborhood events and activities to
prevent scheduling conflicts and to enhance the opportunities for program participants and
their famìlìes to get involved in the Association's community events, including the Latino
Heroes Awards Community Fair and other events scheduled throughout the program period.
. Provide opportunities for program participànts to gain leadership skills through volunteer
assignments at the Association's community events.
. Provide recognition opportunities for program participants and their families during the
Association's community special events.
. Coordinate with the City of Santa Ana to define the materials and supplies that will be
needed to accomplish the goals and objectives for each community event.
. Complete and submit to the lead agency reporting documentation as required, including
attendance records, and other documentation as required. .
We, the undersigned, as authorized representatives of the City of Santa, Parks, Recreation and
Community Services Agency and the Casa Bonita Neighborhood Association do hereby approve
this do ent.
5- '2--'1"",:5
Date
Roman Re a, President
Casa Bonita Neighborhood Association
cht~
Rip Ribble, Executive Director
City of Santa Ana
Parks, Recreation and Community
Services Agency
s:-. (J-<j - ð 3
Date
2
CITY OF SANTA ANA
PARKS, RECREATION AND COMMUNITY SERVICES AGENCY
LEADERSHIP DEVELOPMENT STRATEGY
MC FADDEN EDUCATION AND TECHNOLOGY CENTER
OPERATIONAL AGREEMENT
This Operational Agreement stands as evidence that Spurgeon Intermediate School and Lincoln,
Monte Vista and Jackson Elementary Schools and the City of Santa Ana, Parks, Recreation and
Community Services Agency (PRCSA) intend to work together toward the mutual goal of
providing prevention services and activities for youth who exhibit known risk factors for future
adolescent problem behaviors, pending approval and authorization from the Santa Ana Unified
School District (SAUSD).
The target area schools and the City of Santa Ana believe that implementation of the Leadership
Development Strategy at McFadden Education and Technology Center proposal as described
herein wm further this goal. To this end, each agency agrees to participate in the program
beginning July I, 200) and ending June )0, 2004, if selected for funding and pending approval
and authorization by the SAUSD, by coordinating/providing the services listed below.
The City of Santa Ana, Parks, Recreation and Community Services Agency is the lead fiscal
agency for the proposed program.
The proposed program will serve the attendance boundaries for Spurgeon Intermediate School
and three of the feeder elementary schools, including Lincoln, Jackson, and Monte Vista
Elementary Schools.
The City of Santa Ana PRCSA wíll coordinate closely with the target schools of Spurgeon
Intermediate School and Lincoln, Monte Vista and Jackson Elementary Schools to provide the
following services:
. Oversee the coordination of program development and implementation.
. Hire trained and qualified staff to implement program activities and services and wíll provide
the appropriate of supervisory and administrative staffto manage the program and oversee
the delivery of direct services.
. Ensure compliance with operational, administrative and fiscal requirements, including liaison
with all partners and grant funding source as needed to maintain compliance.
. IdentifY and leverage resources to enhance the program strategy.
. Oversee all program and fiscal data gathering, reporting, record keeping.
. Provide leadership in developing goals and objectives for program participants and defining
the role of each partner.
. Provide the McFadden Technology facility, including computer hardware and appropriate
software, building operations and maintenance, etc.
. Facilitate meetings with program staff and partners on a quarterly basis throughout the grant
period to discuss progress and to make recommendations for improvement.
I
The target area schools of Spurgeon Intennediate School and Lincoln, Monte Vista and Jackson
Elementary Schools will coordinate closely with the City of Santa Ana, pending authorization
and approval by the SAUSD to provide the following services:
.
Lincoln, Monte Vista and Jackson Elementary Schools will identifY a total of25 fourth
and/or fifth grade students who meet the definition of "at risk" based on academic and
behavior records as defined in the proposed program, including 5 to 1 0 students fi"om each
school to participate in the program.
Spurgeon Intennediate School will identifY a total of30 sixth, seventh, and/or eighth grade
students who meet the definition of "at risk" based on academic and behavior records as
defined in the proposed program to participate in the program.
All target schools will assist with program registration, assessment and program planning for
participants and encourage participation of the students and their families in the program.
All target schools will assist with the recruitment process for hiring program staff, including
promoting the job openings and participating on the interview panels.
All target schools will coordinate with the lead agency program staffto develop academic
and behavioral goals and objectives for program participants and to provide input on the
development and implementation of appropriate educational, remediation and enrichment
activities that will achieve those goals and objectives.
All target schools will maintain academic and behavior records for program participants and
make records available for program evaluation purposes, while maintaining confidentiality of
students and their families.
All target schools will meet with program staff and partners on a quarterly basis throughout
the grant period to discuss progress and to make recommendations for improvement.
All target schools will designate representatives to participate in program related special
events, parent meetings, and other activities as needed.
.
.
.
.
.
.
.
We, the undersigned, as authorized representatives ofthe City of Santa, Parks, Recreation and
Community Services Agency and the Santa Ana Unified School District, including Spurgeon
Intennediate School and Lincoln, Monte Vista and Jackson Elementary Schools, do hereby
approve this document.
:t~~~
Lillian Soto, Assistant Principal
Spurgeon Intennediate School
~~~4J-
anuel R. Fuentes, Pnnclpal, Ed.D.
Lincoln Elementary School
tÎ!q~m} 3Þtm
Anita Ford, Principal
Monte Vista Elementary School
5/~0~
Dat
5-;; 7-D3
Date
5/6'(£(/03
"'"Ifate .
2
M
5 ~r(;/ /) 3
Date
Maricela Longacre, PriI~i al
Jacks n Elementary ScH 01
~
5h 'l/IJ3
/Dati
Rip Ribble, Executive Director
City of Santa Ana
Parks, Recreation and Community
Services Agency
)
CITY OF SANTA ANA
LEADERSHIP DEVELOPMENT
STRATEGY
TABLES
Title II Delinquency Prevention and Intervention
2003
. '
CITY OF SANTA ANA
LEADERSHIP DEVELOPMENT STRATEGY
TABLES
TABLE!
ETHNIC BREAKDOWN
SCHOOL ANGLO HISPANIC ASIAN AFRICAN
OTHER AMER
SDUrgeOn Intennediate 2.6% 93.5% 30.0% 0.9%
Lincoln Elementary 1.4% 95.9% 1.1% 1.6%
Monte Vista E1ementarv 0.6% 97.6% 0.8% 1.0%
Jackson Elementary 0.4% 91.0% 7.9% 0.7%
AVERAGE 1.25% 94.5% 9.95% 1.05%
TABLE 2
BREAKDOWN OF ENGLISH LEARNERS (EL)
EL Totals Total Student POD. EL as % of Total Student POD.
SDUrgeOn 1,305 1,640 80%
Lincoln 1,125 1,351 83%
Monte Vista 779 933 83%
Jackson 1,100 1,310 84%
SAUSD 41,278 64,182 64%
Orange County 156,725 499,945 31%
State 1,559,248 6,181,749 25%
TABLE 3
Stanford 9 - Part of new statewide STAR (Standardized Testing and Reportin ~) Grades 2-5
Reading: Grade 2 Grade 3 Grade 4 Grade 5
1999 2000 2001 1999 2000 2001 1999 2000 2001 1999 2000 2001
Lincoln 7 13 8 II 16 18 12 13 11 14 14 13
Monte Vista 16 12 10 6 8 9 9 8 4 8 11 14
Jackson 12 19 18 13 10 15 16 13 14 15 16 10
SAUSD 21 24 26 16 18 20 18 20 21 18 22 21
State 44 49 51 41 44 46 41 45 47 42 44 45
Math: Grade 2 Grade 3 Grade 4 Grade 5
1999 2000 2001 1999 2000 2001 1999 2000 2001 1999 2000 2001
Lincoln 27 24 26 32 32 34 21 26 28 28 31 29
Monte Vista 23 18 27 30 29 27 25 24 25 20 22 26
Jackson 29 31 34 29 40 38 20 36 38 28 27 28
SAUSD 37 43 46 32 41 43 31 35 39 32 38 40
State 49 57 58 48 56 59 44 51 54 45 50 54
Language: Grade 2 Grade 3 Grade 4 Grade 5
1999 2000 2001 1999 2000 2001 1999 2000 2001 1999 2000 2001
Lincoln 1] 15 14 16 18 22 19 20 25 25 22 22
Monte Visa 16 23 i9 13 19 13 17 21 30 18 23 29
Jackson 14 21 2t 15 16 24 20 24 33 22 21 27
SAUSD 25 30 32 21 25 28 27' 31 34 30 34 35
State 47 52 53 43 48 51 47 5] 54 47 50 53
TABLE 4
Stanford 9 - Grades 6-8
READING
Grade School District State
Level 1999 2000 2001 1999 2000 2001 1999 2000 2001
6 14 10 11 15 18 22 44 46 47
7 15 14 13 19 21 22 44 46 48
8 13 20 17 21 26 25 47 49 50
MATH
Grade School District State
Level 1999 2000 2001 1999 2000 2001 1999 2000 2001
6 22 25 28 28 34 40 50 55 57
7 17 19 28 23 29 34 45 48. 50
8 14 15 24 23 26 29 45 48 49
LANGUAGE
Grade School District State
Level 1999 2000 2001 1999 2000 2001 1999 2000 2001
6 25 20 3i 28 28 37 49 52 54
7 32 24 33 33 34 37 51 54 56
8 23 22 27 29 32 32 49 51 52
TABLE 5
Stanford 9: Sub Groups - English Learners
EL: English Learner
NEL: Not English Learner
Reading Grade 2 Grade 3 Grade 4 Grade 5
EL NEL E NEL E NEL E NEL
Lincoln 6 24 10 59 1 40 2 38
Monte Vista 7 36 4 39 7 39 5 41
Jackson 14 45 10 41 9 33 1 40
Math Grade 2 Grade 3 Grade 4 Grade 5
Lincoln 25 35 27 70 21 51 19 53
Monte Vista 26 50 21 67 17 57 18 52
Jackson 30 58 31 70 30 66 16 63
Language Grade 2 Grade 3 Grade 4 Grade 5
Lincoln 11 44 14 66 14 60 11 46
Monte Vista 16 50 11 28 24 54 18 65
Jackson 17 49 16 61 26 56 16 61
TABLE 6
SUSPENSIONS AND EXPULSIONS
SUSPENSIONS EXPULSIONS
SCHOOL 1999-2000 2000-2001 1999-2000 2000-2001
Spurgeon Intennediate 217 407 7 14
Lincoln Elementarv 4 14 0 0
Monte Vista Elementarv 29 18 0 0
Jackson Elementarv 30 61 0 0
TABLE 7
CRIME DATA BY POLICE REPORTING GRID
GRlD
TYPE OF CALLS W-85 S - 86 S - 87 W-I04 W-I05 S -106 S - 126 TOTALS CITYWIDE %
Calls for service 955 3,098 1,120 2,539 2,459 5,174 4,317 19,662 187,965 10%
Arrests by Grid 91 215 50 t74 212 684 523 1,949 11,967 16%
Arrests for Narcotics Offenders 14 37 7 27 66 320 223 694 2,221 31%
Murders Criminal Homicide 0 0 0 1 0 2 3 6 24 25%
Robberies includino Cariacking 2 5 1 4 6 3 23 44 857 5%
Assaultsl Assault wlDeadly Weapon 9 28 7 12 15 34 30 135 1,067 13%
Residential & Commercial Burglaries 8 34 7 15 19 18 7 108 1,468 7%
Auto Bumlaries 24 40 . 17 47 17 17 21 183 2,927 6%
Stolen Vehicles GTA 14 70 17 38 30 51 38 258 2,471 10%
29,089 268,174 12%
, ,
-'
TABLE 8
ECONOMIC DEPRIVATION
SCHOOL % STUDENTS CalWORKS (formerlv AFDC)
Spurgeon Intermediate 72% 10415.4%)
Lincoln Elementary 83.7% 77 15.4%)
Monte Vista Elementarv 83% 16:5116.3%)
Jackson Elementarv 84.6% 6414.6%)
SAUSD 70.8% 4,78017.4%)
County 38.2% 27,747 (5.5%)
State 47.1% 682,879 111.0%)
YOUTH AND COMMUNITY SERVIC
GRANT SUMMARY
TABLE 9
GRANT CONTRACT PERIOD AMOUNT FUNDING SOUR
Weed and Seed Site I (SAINT) July I, 2002 to June 30, 2003 $225,000 Federal Dept. of Justice, Ex,
for Weed and Seed
Weed and Seed Site II (SPIRIT) July I, 2002 to June 30, 2003 $225,000 Federal Dept. of Justice, Exec
for Weed and Seed
CDBG July I, 2002 to Juue 30, 2003 $330,000 HOD
Nutritiou Program Oct. I, 2002 to Sept. 30, 2002 $219,750 State Dept. of Educatiou
ACCESS July I, 2002 to Juue 30, 2003 $39,697 O.C. Dept. of Education
$14,400 arts
$25,297 snorts
ACEE July 1,2002 to June 30, 2003 $50,000 Santa Ana Unified School Di
(Afterschool Collaborative fc
Educational Enrichment)
Tobacco Program July 1,2002 to June 30, 2005 $10,000 Orange County On Track (Pro
per yr/3 yrs funding:)
School Readiness Center July 1, 2002 to June 30, 2003 $30,000 Santa Ana Unified School Dist
ProQTams (ProDosition 10 funding:)
Logan Center July I, 2001 to Nov. 30, 2003 $6,000 Empowerment Zone
21" Century Grant July I, 2002 to June 30, 2003 $36,512 Santa Ana Unified School Dist
CDBG July 1,2002 to June 30, 2003 $10,000 HOD
FacT (Families and Children July I, 2002 to June 30, 2003 $229,199 County of Orange
Together)
Project Connections July I, 2002 to June 30, 2003 $140,000 Children & Families Commi"
Senior Transportation Program July I, 2002 to June 30, 2003 $97,636 OCTA
TOTAL $1,648 794
-
ES
CE
utive Office
:utive Office
strict
,r
oposition 10
strict
strict
SlOn
~
J
PURPOSE
Law enforcement, community policing,
neighborhood restoration, prevention, intervention
and treatment services through a collaborative
partnership in the South Coast District
Law enforcement, community policing,
neighborhood restoration, prevention, intervention
and treatment services through a collaborative
partnership in the Southeast District
Project PRIDE Gang Prevention, including Family
PRIDE Clubs, Mentor Program, Kayaking, and after
school cultural arts programs at 4 intermediate
schools
Free sununer lunch program at 9 sites and year-
round lunch program at I t sites (20 sites total)
Sports In The Streets and Cultural Arts provided to
continuation school sites
After School Enrichment Activities, including
cultural arts and sports
Tobacco Prevention and Educational Activities at El
Salvador, Jerome, Salgado, and Santa Anita
Reading Readiness - Lyon Street neighborhood
Staff costs to coordinate, develop and implement
services at Logan Center
After school cultural art program at Lowell
Elementary School
After school cultural art program
Corbin Family Resource Center: prevention,
intervention and treatment services of child abuse &
domestic violence (families w/children ages 0-5
Linkage to health care services for clients of the
Corbin Family Resource Center
Staff and operating costs, plus the donation of two
17 passenger vans to improve and increase
transDortation services for seniors
CITY OF SANTA ANA
LEADERSHIP DEVELOPMENT
STRATEGY
TARGET AREA MAP
Title II Delinquency Prevention and Intervention
2003
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2. CARVER
3. DAVIS
4. DIAMOND
5. EDISON
6. FRANKLIN
7. FREMONT
8. GARFIELD
9. GREENVILLE FUNOAMENTAL
10. HARVEY
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SANTA ANA SCHOOLS
Parks, Recreation & Community Service Agency
11. HENINGER
12. HOOVER
13. JACKSON
14. JEFFERSON
15. KENNEDY
16. KING
17. LINCOLN
18. LOWELL
19. MADISON
20. MARTIN
21. MONROE
22. MONTE VISTA
23. MUIR FUNDAMENTAL
24. PIO PICO
25. REMINGTON
26. ROOSEVELT
27. ROMERO -CRUZ
28. SANTIAGO
29. SEPULVEDA
30. TAFT
31. THORPE FUNDAMENTAL
32. WALKER
33. WASHINGTON
34. WILSON
Intermediate Schools
35. CARR
36. LATHROP
37. MACARTHUR FUNDAMENTAL
38. MCFAODEN
39. SIERRA
40. SPURGEON
41. VILLA FUNDAMENTAL
42. WILLARD
High Schools
43. CENTURY
44. CHAVEZ
45. MOUNTAIN VIEW
46. SADDLEBACK
47. SANTA ANA
48. VALLEY