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LOS ANGELES BROTHERHOOD CRUSADE/WEST LOS ANGELES COMMUNITY COLLEGE

\Çáà|àâàx Éy YÉvâáxw _xtÜÇ|Çz “EYES ON THE PRIZE” MIDDLE COLLEGE LITERACY PROGRAM PROPOSAL

Program Overview

200 East Slauson Avenue

Los Angeles, California 90011

(323) 846-1649

www.brotherhoodcrusade.org

Page | 1 Brotherhood Crusade Institute of Focused Learning “Eyes on the Prize” Literacy Program ‐ Overview

LOS ANGELES BROTHERHOOD CRUSADE/WEST LOS ANGELES COMMUNITY COLLEGE

Institute of Focused Learning Eyes on the Prize Middle College Literacy Program Proposal

INTRODUCTION

There is a strong relationship between the marginalization of South Los Angeles and the literacy of its

youth. Indeed, the Los Angeles County Department of Public Health reports that South Los Angeles

ranks worst in the County for 41 of the 44 adverse public health parameters measured1 and

unemployment rates in South Los Angeles exceed 60 percent for Angelenos between the ages of 17‐24 –

twice as high as the national youth unemployment rate.2 This correlates with the fact that South Los

Angeles has the highest rate of low literacy, with 84 percent of residents age 16 and over having limited

reading, writing, and computation skills. The community also has a much higher proportion of residents

at Literacy Level 1 (the lowest level on the five‐point scale of literacy skill) than other parts of Los

Angeles County. With respect to high school students who are on track to finish high school, only 64.7%

(1,296 of 2,002) of the students attending South Los Angeles high schools passed the California High

School Exit Exam (CASHEE) for English Language Arts (ELA) in 2014 (see Table 1 below) compared to 78%

of students in Los Angeles Unified School District, 82% of students countywide, and 83% of students

statewide.3 [Note: These figures do not include the significant number of students who are not on track

to graduate and, therefore, did not take the CASHEE]

TABLE 1: California High School Exit Exam Results for English‐Language Arts by Program (Combined 2014)

South Los Angeles High School Number of Students Administered ELA CASHEE

Number of Students Passing ELA CASHEE

Percentage Passing

Fremont 454 289 64%

Manual Arts 223 160 72%

Augustus Hawkins 164 108 66%

Washington Preparatory 301 190 63%

Dorsey 232 167 72%

Crenshaw 201 127 63%

Locke 427 255 57%

TOTALS 2,002 1,296 64.7%


Understanding the urgent need to provide effective remedial literacy programming to underperforming

South Los Angeles youth, Brotherhood Crusade launched its “Eyes on the Prize” Literacy Program in April

of 2014 as a specific enhancement to the after school literacy component of its Youth Development

Program. This was made possible in large part due to funding from the Los Angeles Times Family Fund, a

McCormick Foundation fund.

Ultimately, the goal of the Brotherhood Crusade Eyes on the Prize Literacy Program was to significantly

increase the number of youth successfully matriculating into and through post‐secondary school or

careers by building competent literary capacity. Accordingly, the objective was to design, introduce and

implement highly effective, engaging and culturally competent interventions that: (1) cause at least 75%

of the underperforming students and youth with whom the organization worked to realize language

improvement gains of 50% or higher within 12 months; (2) cause at least 75% of 17‐24 year old youth

and young adults to pass the California High School Exit Exam, earn their GED or HiSET certificate, or

realize similarly recognized accomplishments, as appropriate, within 12 months; and (3) cause at least

75% of underperforming students and disenfranchised young adults ages 16‐24 to secure gainful

employment or matriculate through the Brotherhood Crusade Stepwise Academic Experience and

Employment process within 24 months of program enrollment. Secondarily, the program sought to

improve language competence by 50% in 75% of the 10‐15 year old underperforming youth with whom

Brotherhood Crusade mentor advocates worked.

Initially, Brotherhood Crusade sought to serve 200 low income (within 200% of the federal poverty level

and qualified for the federal free or fee‐reduced federal lunch program) youth and young adults through

the Eyes on the Prize enhancement between May 1, 2014 and April 30, 2015. However, the

organization eclipsed its target of 200 youth served in September of 2014, when it added its second

college bridge class in partnership with West Los Angeles Community College. Working in concert,

Brotherhood Crusade and West Los Angeles developed an after school literacy program framework that

Brotherhood Crusade was able to adopt across its network of Eyes on the Prize literacy programs as a

means of strengthening its offerings and expanding its reach without compromising quality.

As a direct result of improving the after school literacy efforts, Brotherhood Crusade and West Los

Angeles discovered a more significant find – the magnitude of the need for quality remedial literacy

programming for South Los Angeles middle and high school students extends well beyond the purported

statistics. As such, a highly‐focused and coordinated effort is required if any level of a meaningful


impact is going to be achieved. This effort must jointly involve the affected middle and high schools, the

community college system, a coordinating entity and lead agency (Brotherhood Crusade), the young

people in whom literary improvement is desired and the families or champions of the young people.

This overview introduces the Institute of Focused Learning “Eyes on the Prize” Middle College Literacy

Program as a joint effort between Brotherhood Crusade and West Los Angeles Community College to

effectively address the above‐described challenges in a uniquely innovative and highly effective way.

AABBOOUUTT TTHHEE IINNSSTTIITTUUTTEE OOFF FFOOCCUUSSEEDD LLEEAARRNNIINNGG

The Institute of Focused Learning is planned as a self‐contained learning community for South Los

Angeles youth and young adults who require additional support to meet the literacy standards

associated with their middle or high school grade level. It is an after school model that organizes the

resources of the school and the community around student, family and community success. Five major

areas of focus: (1) Learning; 2) Thriving; 3) Leading/Contributing; 4) Connecting; and 5) Working, are

integrated to improve holistic youth development while building sufficiently stronger literacy skills.

Moreover, the Institute provides or facilitates the provision of case managed supportive services

(housing assistance, food and clothing assistance, public assistance, case management services, etc.) as

well as resource opportunities (physical fitness, nutrition and health education, health services,

accredited post‐secondary courses, vocational training, religious services, etc.) such that the Institute

becomes a resource hub of the community that is availed to everyone.

Uniquely innovative in its approach, the Institute offers strong, culturally competent and academic level

appropriate remedial instruction programs as well as expanded learning opportunities through

enrichment and services designed to remove barriers to students’ learning and healthy development.

Accordingly, South Los Angeles students are positioned to thrive academically and socially as a result of

this comprehensive, integrated after school approach to education.

Research has shown that similar approaches have resulted in higher quality services inside the schools

that cause students to arrive to classes ready to learn and teachers to better focus on instruction.

Consequently, the Institute is expected to produce better student and teacher attendance, increased

grade retention, more appropriate referrals to remedial services, improved literacy test scores and

higher parent involvement than similarly situated (by geography and demographics) schools.


IINNSSTTIITTUUTTEE OOFF FFOOCCUUSSEEDD LLEEAARRNNIINNGG ““EEYYEESS OONN TTHHEE PPRRIIZZEE”” DDEESSCCRRIIPPTTIIOONN,, PPUURRPPOOSSEE AANNDD DDEESSIIGGNN

Eyes on the Prize is a multi‐faceted, individually‐tailored literacy program. Brotherhood Crusade’s

instructional sessions are referred to as educational enrichment sessions to differentiate the

organization’s objectives from homework assistance. Each session focuses specifically on improving the

student’s proficiency in one identified instructional area (learning gap or content standard area where

improvement can be made). Once the student consistently demonstrates the desired level of acuity

(proficient or advanced) during exercises, on quizzes, and on assessments, follow‐on sessions will be

designed to address the next instructional area identified in the student’s individual youth development

plan (IYDP) with periodic refresher of the previous area of concern. [Note: the IYDP is a dynamic youth

development roadmap that uses baseline assessment data and initial evaluative feedback to develop a

plan of action and milestones for the student and then uses follow‐on assessments, evaluative feedback

and ongoing observations to inform continuous improvement and sustained growth to ultimately

effectuate the realization of desired outcomes]

Sessions may be scheduled as often as five times a week, Monday through Saturday, for periods not to

exceed two hours per session. Prior to the session, the mentor tutor typically prepares a lesson plan

based on the student’s IYDP objectives and progress made in the previous tutorial session. Each session

involves the appropriate use of direct improvement, skills improvement, and alternative curriculum and

methodologies. At the conclusion of the session, the mentor tutor prepares an Instructional Session

Summary Sheet that describes the session, identifies the curricula used, and lays the framework for the

next session.

Sessions are conducted one‐on‐one, in small group, and/or as computer‐assisted sessions. The

approach selected for a specific session is determined by the objectives outlined in the student’s IYDP

and the student’s current needs.

One‐on‐one sessions help the student develop confidence in their ability to master the subject matter.

They also allow the tutor to develop a rapport with the student, gain a feel for the types of instructional

techniques and styles of delivery with which the student is most receptive, and teach more effectively.

Computer‐assisted instruction is introduced as a means of providing a variety of instructional area‐

specific exercises to further develop the student’s skill sets through repetition. It encourages self‐

initiation and promotes parents as teacher opportunities.


As students improve their proficiency and become more confident in their abilities, we systematically

integrate them into small group sessions designed to improve their ability to learn while in groups,

develop performance while amongst peers and build their confidence.

Key to each session are the reading, journaling, letter writing, self‐reporting and self‐

improvement assignments issued by the instructors and mentor advocates outside of the

sessions. These exercises and tools serve a critical role in facilitating literary improvement.

Much like homework is designed to cause students to practice and develop skills outside of the

instructional setting, so too are these exercises and tools designed to build student capacity.

However, the real‐life practical application associated with these instruments has proven to

increase engagement significantly. As a result, desired improvements in literacy are achieved at

a greatly accelerated rate.

Taken together, these educational enrichment sessions are designed to most effectively meet the

specific achievement goals of the student as outlined in their IYDP.

Program Enrollment: Brotherhood Crusade serves more than 3,500 youth and young adults annually

through its Youth Development Program. An IYDP is prepared for each youth prior to enrollment.

Individuals whose IYDPs indicate a need to address literacy deficiencies are referred to the Eyes on the

Prize program. Students that have been identified by their school home as needing additional support

in literacy are also referred. Brotherhood Crusade then obtains critical student information including

student name; unique identification number; contact information; most recent academic assessment

scores; and school of attendance, and contacts the student’s parents/caregivers to schedule an

orientation.

Orientation and Three‐Party Contract: Brotherhood Crusade conducts an orientation for every student

and their parent prior to initiating services. At the orientation, the parent and student are provided a

detailed description of the program, Brotherhood Crusade contact and policy information (including

Complaint, Attendance, Child Abuse, and Missing Child policies), and an opportunity to have their

questions addressed. In addition:


1. Brotherhood Crusade, the parent, and the student sign an agreement to work together and with the

student’s regular school day teacher, school, and the local education agency (LEA) to improve the

student’s academic proficiency.

2. The parent certifies via Parent Contract that their child is eligible for services.

3. A Brotherhood Crusade counselor meets with the parent and student to ascertain knowledge of the

student’s character and any other unique traits that may assist the organization in developing a

highly effective IYDP.

Assessment: Prior to initiating services, each student is thoroughly assessed. We administer a series of

age‐ and grade‐appropriate California Standards Tests (CST) and similar academic proficiency

assessments with a proven history of effectively delineating a child’s academic acuity (questions

presented for each California Content Standard correlate to those offered on actual CST assessments).

Our purpose is to determine the student’s strengths, weaknesses, and learning gaps.

Individual Youth Development Plan (IYDP): The IYDP documents learning gaps, highlights barriers to

learning, and describes strengths that may be used to aid student instruction (strength‐based

instruction). Upon completion of a draft IYDP, Brotherhood Crusade typically contacts the parent and

student to discuss the IYDP goals and objectives, share Brotherhood Crusade’s strategic implementation

plan to realize those goals and objectives, and modify and amend the IYDP, as appropriate, based on

feedback received.

Program Sites and Classroom Environments: Traditional classroom settings; instructional laboratories;

and out‐of‐classroom settings that are conducive to learning and facilitate instruction of the subject

matter are offered. Classroom environments are selected based on the IYDP objectives established for

each instructional session. Program sites include the Brotherhood Crusade YouthSource Center at 4401

Crenshaw Boulevard, Los Angeles, California 90043; African American Unity Center, 944 West 53rd

Street, Los Angeles, California 90037; Washington High School; Duke Ellington High School; Augustus

Hawkins High School; West Los Angeles Community College; and the COS Learning Center on the corner

of Vermont and 81st Street.

Curriculum: Brotherhood Crusade uses three (3) types of curriculum to deliver its curriculum content:

1. Direct Improvement: Curricula that facilitates instructional assistance with mastering content

standards, in which the student’s lack of proficiency prevents him or her from demonstrating suffi‐


cient knowledge and skills to be regarded as performing at an achievement level of proficient or

advanced in their regular school day workload. Key standards requiring attention are collectively

determined by the tutor, regular school day instructor (through past tests and homework), LEA

(through assessment test results), parent, student, and Brotherhood Crusade’s CST‐aligned pre‐test

assessment.

2. Skills Improvement: Skills improvement is the identification and subsequent development of specific

skill sets (such as reading composition and grammar), the lack of which contributes most

significantly to the student’s inability to improve academic performance in English language arts.

Brotherhood Crusade employs practical application and alternative assessment (Table 2) in helping

students improve these skills.

3. Innovative/Engaging Alternative Curriculum: In addition to traditional educational enrichment,

Accuplacer, Shurley English, and similar curricula are used as alternative English language arts

curricula, respectively, to help students master specifically‐identified “learning gaps” and better

understand their regular school day curriculum.

Table 2: ALTERNATIVE ASSESSMENT VS. TRADITIONAL CLASSROOM INSTRUCTION Math Lesson Plan: Teach students to differentiate geometric shapes – California Key Content Standard 2MG2.1

Traditional Classroom Instruction Alternative Assessment Student reads from a textbook explaining that a triangle has three sides, a square has four sides, a pentagon has five sides, and a hexagon has six sides.

Students sit in the midst of a pile of geometric blocks and are asked to place all of the triangles in pile 1, squares in pile 2, pentagons in pile 3, and hexagons in pile 4.

IINNDDIICCAATTOORRSS OOFF SSUUCCCCEESSSS

This project specifically targets and provides holistically intensive literacy improvement and wraparound

services to young people of color in South Los Angeles. Prior to enrolling in the Institute of Focused

Learning, youth must complete a series of extensive assessments that are administered to determine

their academic, socio‐behavior, and social skills acumen.

Accordingly, the success of this project will be measured on three levels.

A. Youth Success: To measure the model’s impact on the youth we will track: 1) improvement of

program youth and their families in academic proficiency using California Standards Test‐aligned


assessments; 2) socio‐behavioral attitudes, behaviors and beliefs using validated assessments

(Measuring Violence‐Related Attitudes, Behaviors, and influences Among Youths and Behavioral and

Emotional Screening System); and 3) relationship‐related social skills using the Active Relationships

Among Adolescents and Youth Adult and Youth Assessments. A 50% improvement from baseline is

anticipated after the first year and a 100% improvement from baseline is anticipated after Year 2 for

each measured parameter.

B. Community Impact: Impact will be determined as a function of the number and percentage of

young people demonstrating literacy gains from baseline to the end of 12 months compared to

similarly‐situated students who did not participate in Eyes on the Prize literacy programming.

C. Community Transformation: The Institute of Focused Learning Eyes on the Prize Literacy Program is

being proposed as a series of accredited community college courses that focus specifically on middle

and high school youth and 18‐24 year old young adults of color with identified literacy gaps.

Therefore, a reasonable measure of community transformation is the number of individuals in the

target population who officially enroll in community college as a result of the Eyes on the Prize

Literacy Program and the percentage of individuals in the target population that experience literacy

gains as a result of their college enrollment.

TTRRAAIINNIINNGG AANNDD CCUURRRRIICCUULLUUMM

Youth and young adults of color in South Los Angeles present with unique challenges that require an

understanding of their thought processes, communication skills, coping skills, challenges at home,

community dynamics, cultural dynamics, peer affiliations, and motivational factors. It also requires

working knowledge of neighborhood dynamics and gang culture. This is not to describe this population

as excessively difficult with which to work, but to highlight the need for more intensive, specifically

structured interventions that adequately prepare staff members to be effective and successful, while

assuring that they will happily complete their term of service.

In addition to their requisite training as teachers and paraprofessionals, staff members receive 40 hours

of initial classroom training, 40 hours of practicum (supervised on‐the‐job training), and at least 8 hours

per month of professional development. Topics include post traumatic stress disorder, communication

skills, relationship building, dealing with cutters, substance abuse, the nature of gangs, child abuse,

domestic violence, kleptomania, attention deficits and disorders, and addressing learning disorders. Our


training combines various evidence‐based curricula, training guides, and lesson plans including Active

Relationships among Adolescents and Youth, Life Skills for Vocational Success, Working with Culturally

and Linguistically Diverse At‐Risk Students, Reflecting on the “How” as well as the “What” in Effective

Reading Instruction, Alternative Assessment Instruction Method, Ten‐Step Tutor Cycle, Elements of

Effective Charting, Helping Children Become Strong Citizens, Raising African American Student

Achievement, Seizing the Middle Ground: Why Middle School Creates the Pathway to College and the

Workforce, Building Relationships, Tools for Mentoring Adolescents, Mentoring Youth Who are

Delinquent or High Risk, Understanding the Limits of Confidentiality and the Boundaries of the

Mentoring Relationship; Skills for Recognizing and Dealing with Inappropriate or Abusive Behavior by

Adults; Obtaining assistance if there are Questions or Concerns, Addressing Community Gang Problems,

Child Delinquency Early Intervention and Prevention, Epidemiology of Serious Violence, Preventing

Adolescent Gang Involvement, and Preventing Violence the Problem Solving Way.

MMOONNIITTOORRIINNGG,, TTRRAACCKKIINNGG AANNDD EEVVAALLUUAATTIIOONN

The programming provided at the Institute is intensively assessed on three levels.

Youth Improvement (Level 1): Baseline and quarterly socio‐behavioral, academic, and social acuity

assessments gauge youth progress towards the realization of goals, objectives and desired outcomes. A

baseline (youth’s current performance measure status) is established for each youth entering the

program and serves as the basis for measuring the youth’s progress in moving toward the realization of

program goals, objectives, and outcomes. The baseline evaluation is comprised of stakeholder feedback

(parent, teacher, coach, pastor, tutor, peer, etc., data gathered as part of the application process), staff

observations (orientation, interview, and ongoing), and socio‐behavioral assessment data. Socio‐

behavioral data is collected using target behavior appropriate assessments, which include: BASC‐2

Behavioral and Emotional Screening System (BESS); Facets of Success (FOS); and Measuring Violence‐

Related Attitudes, Behavior, and Influences among Youths: A Compendium of Assessment Tools, Second

Edition (CDC). All socio‐behavioral assessments are quarterly administered, scored and evaluated by

appropriately certified personnel.

Program Quality (Level 2): Quarterly audits assess twelve measures of program quality (outcomes;

safety; participation in planning; connection; nutrition; equity in participation; relationships; continuous

improvement; skills, agency capacity, sustainability; and collaboration). Qualitative stakeholder surveys


(distributed to youth’s circle of influence ‐ parent, youth, teacher, pastor, etc.) also measure service

provision quality.

Effectiveness of Staff (Level 3): Staff member performance is evaluated based on the observations of the

Directors, the improvement of the youth to whom they are assigned, self assessment, and qualitative

feedback from stakeholder surveys (distributed to the parents, youth, teachers, etc.).

Feedback from all three levels of program evaluation is used to inform correction.

IINNSSTTIITTUUTTEE OOFF FFOOCCUUSSEEDD LLEEAARRNNIINNGG HHIIGGHHLLIIGGHHTTSS

This project evolved out of an urgent need to provide holistically intensive literacy improvement training

and wraparound interventions and support services to low‐income youth and young adults of color in

South Los Angeles (those residing at the bottom of every major public health indicator measured).

Despite overwhelming evidence indicating that providing such intervention to this highest risk

population significantly decreases adverse public health conditions, these services were not historically

provided because they were deemed too resource intensive and cost‐prohibitive. Moreover, the long‐

term nature of this strategy was considered not to be conducive with annual performance‐based

funding cycles.

Innovative Elements: This project is unique in that it features: 1) place‐based wraparound youth and

family services that originate from the school (legal services, vocational training, emergency food and

clothing, health services, mental health, etc.); 2) an individual “outcome‐focused” campus that provides

individual needs‐based services to highly‐urbanized youth and young adults of color; 3) an ubuntu

foundation that incorporates restorative practices, transformative practices, Enterstruction and

discovery learning practices; 4) a coalition of community residents monitoring the program and

facilitating policy change; 5) a data‐driven, community‐informed design; and 6) specifically allocated and

directed public and private funds leveraged with community volunteers and in‐kind resources to

overcome resource intensive and cost‐prohibitive barriers.

Leveraging Community Strengths: The Institute of Focused Learning Eyes on the Prize Literacy Program

was developed by Brotherhood Crusade and West Los Angeles Community College to significantly

improve literacy among low‐income, highly urbanized youth and young adults in South Los Angeles. By

design, the project will be consistently monitored, informed and shaped by evaluative feedback.


Educational curricula and recreation & diversion (educational field trips, cultural events, etc.) activities

are similarly informed.


REFERENCES

1 Los Angeles County Department of Public Health, 2011 Los Angeles County Health Survey 2 Robert Gutierrez, director of the Archdiocesan’s Youth Employment Services (AYE) in Los Angeles, Tough Jobs

Climate Hits Los Angeles’ Inner City Neighborhoods Hardest, written by Benjamin Gottlieb, Senior News Editor December 21, 2011

3 California Department of Education Dataquest, California High School Exit Exam (CAHSEE) Results for English‐Language Arts (ELA) by Program (Combined 2013) – Fremont, Manual Arts, Augustus Hawkins, Washington, Dorsey, Crenshaw and Locke High Schools

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hip

Enroll in Brotherho

od Crusade

Programming for 1

4 ‐24 year

old youth and youn

g adults

Matriculate through and

complete Brothe

rhoo

d Crusade

Jr. Executiv

e Work Re

adiness

Prep

aratory Training

Program

‐Self Actualiza

tion Mod

ule 1

Earn Diploma or GED

/HiSET

Ce

rtificate

Basic

skills (literacy, num

eracy

and writing proficiency)

Graduatio

n from

Brotherho

od

Crusade Jr. Executiv

e Work

Readiness P

reparatory Training

Program

(Mod

ified

Mod

ules 1‐6)

Enrollm

ent in and continuo

us

supp

ort w

hile m

atriculating

through po

st‐secon

dary

education pu

rsuits

College Gradu

ation

Placem

ent in career position

or

initiation of entrepren

euria

l pu

rsuit

Course 1: B

y Ag

e 25...

Graduate of 4

‐year institution

and tw

o years o

f sustained

em

ploymen

t/bu

siness


complete Brothe

rhoo

d Crusade

Jr. Executiv

e Work Re

adiness

Prep

aratory Training

Program

‐Self Actualiza

tion Mod

ule 1

Earn Diploma or GED

/HiSET

Ce

rtificate

Basic


eracy


Graduatio

n from

Brotherho

od


e Work

Readiness P

reparatory Training

Program

(Mod

ified

Mod

ules 1‐6)

Enrollm

ent in and continuo

us

supp

ort w

hile m

atriculating

through trade/technical schoo

l

Trade/Technical Schoo

l Graduatio

n

Placem


or


euria

l pu

rsuit

Course 2: B

y Ag

e 25...

Graduate of 2

‐year

trade/technical schoo

l and

four

years o

f sustained

em

ploymen

t/bu

siness

Enrollm

ent in and continuo

us

supp

ort w

hile m

atriculating

through high

‐quality,

accred

ited trade/technical

certificate program

Graduatio

n from

high‐qu

ality

, accred

ited trade/technical

certificate program

Placem


or


euria

l pu

rsuit

Course 3: B

y Ag

e 25...

Earn high‐qu

ality

, accredited

trade/technical certificate and

four years of sustained

em

ploymen

t/bu

siness


complete Brothe

rhoo

d Crusade

Jr. Executiv

e Work Re

adiness

Prep

aratory Training

Program

‐Self Actualiza

tion Mod

ule 1

Earn Diploma or GED

/HiSET

Ce

rtificate

Basic


eracy


Graduatio

n from

Brotherho

od


e Work

Readiness P

reparatory Training

Program

(Mod

ules 1‐6)

Placem


or


euria

l pu

rsuit

Course 4 By Ag

e 25...

Earn Diploma or GED

/HiSET

certificate and

six y

ears of

sustaine

d em

ploymen

t/bu

siness

Weaver C

ontin

uum of Y

outh Develop

men

t LIF

E CO

URS

E FR

AMEW

ORK

14‐24 year Old High‐Risk You

th and

You

ng Adu

lts

Weaver C

ontin

uum of Y

outh Develop

men

t NAR

RATIVE

CHA

NGE

CHA

RT

Mindset

Scho

ol

010203040506070

Mindset

Relatio

nships

Scho

ol

Work

Step

‐Wise Ac

adem

ic Achievemen

t Diagram

Ubu

ntu

Expe

rience

Self Actualiza

tion

Discovery Learning

Re

storative Justice

Dreams a

nd

Goals

My De

sires

My Success

My Co

mmitm

ent

My Ro

le in

Society

Iden

tity

Purpose

Belonging

Learning

Gap

Assessmen

t Math

English

Language Arts

Science

History

Specific Learning

Gaps

Assessmen

t of G

rit

Learning

Gap

‐Specific

Remed

ial

Programming

Attainable M

ileston

es

Singular Focus

Conten

t Stand

ard Mastery

Revisit M

astered Standards

Educationa

l En

richm

ent

Expe

iential Learning

Purposed

Field Trip

s Pu

zzles

Brain Teasers

Learning

Gam

es

Que

st

Challenge

Extra‐Cu

rricular W

ork

Team

Assignm

ent

Logistics P

lann

ing

Critical Thinking

Sense of Purpo

se

Accomplish

men

t De

sire to Perform

Well

Value Prop

osition

De

layed Gratificatio

n Expo

sure

Thinkfinity

Bo

wl

Programming

Sense of Belon

ging

Re

spon

sibility

Commitm

ent to Others

Extra‐Cu

rricular W

ork

Team

Assignm

ent

Logistics P

lann

ing

Critical Thinking

Sense of Purpo

se

Accomplish

men

t De

sire to Perform

Well

Value Prop

osition

De

layed Gratificatio

n Expo

sure

Peer Tutor

Respon

sible

Timely

Full Effort

Empathy

Sympathy

Compassion

Follow Instructions

Perform

Accuracy of W

ork

Sense of Purpo

se

Accomplish

men

t Und

erstanding

De

sire to Perform

Well

Value Prop

osition

De

layed Gratificatio

n Expo

sure

Pride

Time Managem

ent

Establish

Prio

rities

Sacrifice

Represen

ting Others

Branding: Self &

Others

Taking

Care of Others

TRAN

SITION

FROM SELF TO

CO

MMUNITY

UBU

NTU

Step

‐Wise Em

ploymen

t Experience Diagram

Ubu

ntu

Expe

rience

Self Actualiza

tion

Discovery Learning

Re

storative Justice

Dreams a

nd

Goals

My De

sires

My Success

My Co

mmitm

ent

My Ro

le in

Society

Iden

tity

Purpose

Belonging

Volunteerism

Respon

sible

Timely

Full Da

ys Effo

rt

Empathy

Sympathy

Compassion

Follow Instructions

Perform

Accuracy of W

ork

Sense of Purpo

se

Accomplish

men

t Und

erstanding

De

sire to Perform

Well

One

‐Day

Employmen

t Expe

rience

Respon

sible

Timely

Full Da

ys Effo

rt

Empathy

Sympathy

Compassion

Follow Instructions

Perform

Accuracy of W

ork

Sense of Purpo

se

Accomplish

men

t Und

erstanding

De

sire to Perform

Well

Pride in Earning

Non

‐Paid

Internship

Respon

sible

Timely

Full Da

ys Effo

rt

Empathy

Sympathy

Compassion

Follow Instructions

Perform

Accuracy of W

ork

Sense of Purpo

se

Accomplish

men

t Und

erstanding

De

sire to Perform

Well

Value Prop

osition

De

layed Gratificatio

n Expo

sure

Stipen

d‐Be

aring

Internship

Respon

sible

Timely

Full Da

ys Effo

rt

Empathy

Sympathy

Compassion

Follow Instructions

Perform

Accuracy of W

ork

Sense of Purpo

se

Accomplish

men

t Und

erstanding

De

sire to Perform

Well

Value Prop

osition

De

layed Gratificatio

n Expo

sure

Pride in Earning

Paid

Internship /

Part‐Tim

e Job

Respon

sible

Timely

Full Da

ys Effo

rt

Empathy

Sympathy

Compassion

Follow Instructions

Perform

Accuracy of W

ork

Sense of Purpo

se

Accomplish

men

t Und

erstanding

De

sire to Perform

Well

Value Prop

osition

De

layed Gratificatio

n Expo

sure

Pride in Earning

Time Managem

ent

Financial M

anagem

ent

Establish

Prio

rities

Sacrifice

Represen

ting Others

Branding: Self &

Others

Full‐Time Job

Respon

sible

Timely

Full Da

ys Effo

rt

Empathy

Sympathy

Compassion

Follow Instructions

Perform

Accuracy of W

ork

Sense of Purpo

se

Accomplish

men

t Und

erstanding

De

sire to Perform

Well

Value Prop

osition

De

layed Gratificatio

n Expo

sure

Pride in Earning

Time Managem

ent

Financial M

anagem

ent

Establish

Prio

rities

Sacrifice

Represen

ting Others

Branding: Self &

Others

Taking

Care of Others

TRAN

SITION

FROM SELF TO

CO

MMUNITY

UBU

NTU

WeaverC

ontinuumofY

outhDevelopment

YOUTH

PRO

GRESSIO

NCHART

Asayoung

personmatriculates

throughthe

ContinuumofYouth

Developm

ent,thelevelofresponsibility

theyouth

isprepared

toassum

ealso

increases.Too

oftenyouth

areplaced

insituations

orgiven

opportunitiesfor

which

theyare

ill-prepared.This

practicefrequently

resultsin

anunfavorable

situation.

Itisim

portanttorecognize

thatasignificantchallenge

facingurban

youthinunderserved

communities

isa“m

indsetofentitlement”.

Iftheissue

ofentitlementis

notproperlyaddressed,a

youth’sdevelopm

entcanbe

seriouslyretarded.

TheYouth

ProgressionChartserves

torem

indyouth

developmentprofessionals

thatthereisanaturalprogression

ofgrowth

towhich

theyshould

adhereinorder

toensure

andmaxim

izethe

youth’sdevelopm

ent.

January2009–AllRightsReserved

Stage7:

Stage6:

OvernightExperiences

Stage5:

LeadershipProgram

s,FieldTrips

andSpecialEvents

Stage4:

LargeGroup

Settings

Stage3:

SmallG

roupSettings

Stage2:

Intimate

Group

Settings

Stage1:

Individual

ExtendedTravel

TheWeaverModel of Self Actualization

Something to do, someone to love and someone who loves you – that is what everyone wants. All of our actions, good and bad, are in pursuitof these fundamental needs. Our actions are determined by our attitudes, behaviors and beliefs. These are shaped by our ethics, morals andvalues. Ethics, morals and values are informed by our character civility and sense of community, which are developed as a consequence of ourcircle of influence and the environment with which we identify. - George Weaver. All Rights Reserved.

Something to DoSomeone to Love

Someone that loves you

Actions

Attitudes Behaviors Beliefs

Ethics Morals Values

Character Civility Community

Circle of Influence(acceptance)

Environment

January 2009 – All Rights Reserved

jxtäxÜ `ÉwxÄ Éy lÉâà{ WxäxÄÉÑÅxÇà CAREER‐BASED MENTORING PYRAMID

There is a natural progression that each person must go through as they matriculate the workforce readiness pathway. The Career‐Based Mentoring Pyramid was developed by Charisse Bremond and George Weaver as a critical aspect of the Stepwise Employment Experience component of the Youth Development Continuum. The pyramid presents three levels of growth.

Level 1: • dream & set goals • develop basic academic skills • develop social & life skills • acquire vocational skills • engage in community & civic activities Level 2: • volunteerism & internship • summer job • part-time job Level 3: • full-time job & entrepreneurship

Dream & Set Goals

Basic Academic

Skills

Life & Social Skills

Vocational Skills

Community & Civic Activities

Volunteer & Internship

Part-Time Job

Summer Job

Full-Time Job & Entrepreneurship

Brotherhood CrusadeWHY Program Overview – All Rights Reserved

Winning theHealth of ourYouth

It is well documented that the majority of youth in South Los Angeles are on a trajectory to failure.Whether the blame is placed on underperforming schools, a strong acceptance of gang culture, lack ofadequate adult supervision, a sense of entitlement among youth or any other excuse, the fact remainsthat without intentional and effective intervention, our youth will not succeed in school or in life.

WHY is a transitional program that expands a youth’s experiential pool of exposure and knowledge sothat he or she can make a more informed decision about his or her life. The transition is called theUbuntu Migration.

Ubuntu is a philosophy present in African spirituality that says "I am because we are", or we are allconnected, we cannot be ourselves without community. Health and faith are always lived out amongothers. Moreover, an individual's well being is caught up in the well being of others.

The Ubuntu Migration seeks to transition youth from “self” to “community” using the Weaver Model ofSelf Actuation and the Weaver Youth Development Continuum as theory of change basis. A series ofactivities and events are implemented in parallel and in sequence with an intended purpose to transitionyouth from their reality (perceived social norm) to a more socially accepted norm. Some of theexperiences youth will undergo in the WHY program include the following.

1. Social justice (civil rights movement; immigrant rights movement)

2. Cultural relevance (Afro-Latino; Afro-Mexican; African tribes; Native American)

3. Arts in culture (expression; communication; story-telling; tradition)

4. History of oppression and suppression

5. Community organizing and the labor movement

6. Volunteerism and Internships

7. Youth in Government

8. Structural and institutional racism

These experiences will be delivered through a combination of classroom instruction, electronic media,experiential learning, community and civic engagement, and field trip activities.

Developmental Needs of Children and the Role of the Coachi

1. Physical Activity: Children need to exercise and develop their growing bodies through physical activities that develop both large and small muscles. Indeed, Maslow’s Law predicates that our physical needs are our most basic ones.

2. Positive Social Interaction: Children need increasing opportunities to experience positive relationships with peers outside of their family. These relationships can provide comfort, support and security as they are confronted with and experience new ideas, views, values and feelings.

3. Strong Attachment with Positive Adults: Children need the skills to establish a strong attachment to at least one positive adult in their life. Resilient children – those who bounce back despite difficulties, tend to have strong attachments to at least one positive, caring adult in their lives.

4. Structure and Clear Limits: As children grow in their need for independence and freedom, they also need the security of structure and clear limits to help them develop skills such as responsibility, resourcefulness and reliability.

5. Meaningful Participation. Children need opportunities to develop and use new talents, skills and interests in the context of the real world. Participating in such activities helps to shape their lives.

6. Competence and Achievement: Most children, especially young adolescents, feel self conscious and unsure of their abilities. They need lots of opportunities to explore a wide variety of experiences, careers and interests to acquire some level of mastery and success as well as opportunities to demonstrate to themselves and others that they can do things well. Researchers believe that the achievement of mastery is the primary developmental task for 6‐12 year old children and youth.

7. Self‐Definition: Children need opportunities to explore who and what they are becoming and how they relate to the world around them as a member of their sex, race, family culture, community, etc. Self‐definition or identity is the primary challenge of adolescence.

8. Creative Expression: As children’s bodies and minds rapidly grow and change, and as they become more involved in the world beyond home and family, opportunities for creative expression are essential to their development. These opportunities help children develop an understanding and acceptance of themselves as they use speaking, writing, singing, dancing, drama and the visual arts to express their emerging feelings, interests, thoughts, talents and abilities.

i From the Children’s Aid Society and the Weaver Continuum of Youth Development

Created for Brotherhood Crusade by Bruce Rhodes and George Weaver as a supplement to the Continuum of Youth Development. All Rights Reserved

Youth and Leadership Development

CURRICULAR OUTLINE

1. Who Am I? [Self Actualization]

a. Connectedness to my Past

i. Civil Rights Movement

ii. Moving to the Center

iii. The Cave

iv. Ubuntu

b. Connectedness to my Culture

i. History of Social Movements

ii. Structural and Institutional Racism

iii. Roots of Violence

iv. Ubuntu

c. Understanding of Likes & Dislikes [Personal]

d. Understanding of Strengths & Weaknesses

2. What are My Dreams, Goals and Desires?

a. Personal

i. Thriving

ii. Connecting

b. Education

i. Learning

c. Career

i. Leading

ii. Working

3. What’s in my Toolbox [Assessment]

a. Character

b. Sense of Community

c. Sense of Civility

d. Vocational Skill Sets

e. Academic Foundation

f. Self Confidence/Self Esteem

4. How to I Progress Further Down the Continuum? [Developmental]

a. Character

b. Sense of Community

c. Sense of Civility

d. Vocational Skill Sets

e. Academic Foundation

f. Self Confidence/Self Esteem

5. What is my Motivation or Incentive?

a. Self Desire

b. Intentional Guidance

6. What is My Plan?

WE SHOULD TALK ABOUT THIS PROBLEM

There is a Beautiful CreatureLiving in a hole you have dug.

So at nightI set fruit and grains

And little pots of wine and milkBeside your soft earthen mounds,

And I often sing.

But still, my dear,You do not come out.

I have fallen in love with SomeoneWho hides inside you.

We should talk about this problem-

Otherwise,I will never leave you alone.

Hafiz

This poem represents Brotherhood Crusade's theory of change with respect to youth development. All of ourefforts are focused on helping our youth discover the greatness that already resides within them andsubsequently manifest that greatness. This work requires an unwavering commitment and a relentlesspursuit to break through the self destructive shell that youth have created as a result of their environmentalexposures and their acceptance of a bevel of lies that continue to prove detrimental to their success in life.

BROTHERHOD CRUSADE YOUTH DEVELOPMENT PROGRAMS

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Transcript of Çáà|àâàx Éy YÉvâáxw xtÜÇ|Çzboe.lausd.net/sites/default/files/04-21-15cow... · of 2014...