Transcript SPECIAL EDUCATIONAL ART PROGRAM FOR YOUTH IN FOSTER CARE: A GRANT PROPOSAL Heidi Wood California State University, Long Beach School of Social Work May 2013

SPECIAL EDUCATIONAL ART PROGRAM FOR YOUTH
IN FOSTER CARE: A GRANT PROPOSAL
Heidi Wood
California State University, Long Beach School of
Social Work
May 2013
Introduction
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By the end of 2010, there were 57,708 children living with foster families in California
(Adoption and Foster Care Analysis Reporting System, 2010)
In California, 32.9% of children experienced one family placement, 24.9% of children
experienced two family placements, 15.5% experienced three, and 26.7% experienced
four or more (Adoption and Foster Care Analysis Reporting System, 2010).
Each time a child moves families the child will most likely also have to move school
which can put the child at a high risk for not having his or her educational needs met
(Weinberg, Zetlin, & Shea, 2009).
Chambers and Palmer (2011) report that on average with each school change a child
loses 4 to 6 months of educational growth.
The overall goal of this grant project was to provide funding for an art program at
ChildNet Youth and Family Services specialized educational school, Zinsmeyer Academy.
– Through the art program at risk youth will be able to develop essential life, social and
communication skills, improve cognitive capabilities, self-confidence, and self-discipline
(Gullatt, 2008; John et al., 2009; Krajewski, Wiencek, Brady, Trapp, & Rice, 2010).
Social Work Relevance
• Through this grant, social workers will be able to gain knowledge of
additional ways to engage students in school and help students expand
their learning
• Art programs allow social workers to focus on client’s strengths instead of
deficits and help youth build confidence, self-esteem, and necessary skills
to help them into adult life and break the cycle of abuse and poverty.
• Child Social Workers (CSWs) are often faced with the challenge of helping
youth figure out ways in which to be successful in school.
• CSWs will be able to gain new creative and innovative strategies in order
to help youth remain engaged in school, understand the potential
consequences of school failure, and utilize resources in order to best serve
youth on their caseloads.
Cross Cultural Relevance
• Gullatt (2008) points out that research has identified arts as a way to
promote and encourage acceptance of diversity and multicultural
understanding in schools.
• Students often develop stereotypes and are influenced by the community
about cultures that differ from their own.
• These stereotypes can be challenged and changed by art-based programs
that have a cultural element (Gullatt, 2008).
• Researchers have also demonstrated that youth in the United States and
from other countries have similar risk and protective factors and benefit
similarly from after school programs (John et al., 2009).
Method
Target Population
The population being targeted in this grant is at risk youth attending
grades 4th through 12th at Zinsmeyer Academy in Long Beach, California.
Strategies used to identify and select a funding source
Potential funding sources were identified through Internet research of
grant funding sources available and the eligibility requirements
Funding source selected
The Eisner Foundation
- Fund grants for after school programs in communities that do not have
access to a multitude of resources (The Eisner Foundation, n.d).
- These funds aim to help give children and youth access to educational
and enhancement programs that will help get them ready for college
(The Eisner Foundation, n.d)
Method
Sources used for the needs assessment
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ChildNet Staff - Peer reviewed journal articles - Internet Research
Projected budget range and categories
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Salary: Art Instructor Salary- $52,000
Direct Cost:
Professional Development- $1,000
Recruitment New Students- $500
Art Supplies for Art Club- $6,000
Art Supplies for In class Instruction- $10,600
Art Show Production - $250
Encouragement Trips- $1,000
Miscellaneous- $150
Indirect Cost: Administrative Overhead- $7,150
Total Program Cost: $78,650
Grant Proposal
Program Summary and Description
- The art program will include classroom instruction two times a week as well as an
art club that is held every Friday after school.
- The art will include drawing, painting, and other visual art media
Population Served
- The population being targeted in this grant is at risk students who attend
Zinsmeyer Academy in Long Beach, CA.
- All students who attend Zinsmeyer Academy will have an opportunity to
participate in the art program.
Sustainability
- Students will be able to participate in the art program through graduation which
means that students who are engaged one year will continue the next.
- ChildNet Staff were provided with this writers research and grant work in order
to utilize the information for future grant funding.
Grant Proposal
Program Objectives
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Assist students with engagement in academics through the use of the positive behavioral reward of attending the
art club. This will be measured by student attendance in class.
Assist students with building self-esteem, confidence, and expression of feelings. This will be measured by the
amount of student behavioral incidents.
Encourage and assist students to complete a high school education. Student attendance rates and the number of
students of graduate high school will measure this objective.
Assist students in learning art skills that will help them become productive members of society. This will be
measured by the rate of student delinquency and the rate of student employment.
Program Evaluation
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Criteria for a successful program include increased attendance rate by 70%, increased rates of
graduation by 70%, and decreased rates of behavioral problems by 80%
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This will be measured by attendance in both class and during art club.
Also, rates of graduation and behavioral incidents before and after the implementation of the arts program
will be compared.
The program will also be considered successful if students increase levels of confidence and self-esteem
which will be measured by a pre and posttest evaluation for students who actively participate in the art club.
Lessons Learned/Implications for Social
Work
• This writer now has a more comprehensive understanding of the research
surrounding why foster youth may struggle with academics including
placement instability, lack of identified needs, and lack of interagency
collaboration.
• This writer learned the importance of saving back up copies of important
documents and projects because technology can easily fail.
• This grant writer also learned the importance of setting a working
schedule in order to remain on track with school and personal obligations
• More attention should be given to the academic needs of foster youth, it
is essential that social workers identify and assess for academic deficits,
keep updated records, and provide youth with resources in order to
overcome academic struggles.
References
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Adoption and Foster Care Analysis Reporting System (2010). Foster care facts: California.
Retrieved from http://www.childwelfarepolicy.org/tools/assets/files/California-1.pdf
Chambers, C., & Palmer, E. (2011). Educational stability for children in foster care. Touro Law
Review, 26(4), 1103-1130.
The Eisner Foundation. (n.d). What we do. Retrieved from http://www.eisnerfoundation
.org/?page_id=13
Gullatt, D. E. (2008). Enhancing student learning through arts integration: Implications for the
profession. High School Journal, 91(4), 12-25.
John, L., Wright, R., Rowe, W. S., & Duku, E. (2009). Effects of an after-school arts program on
youths in low-income communities: A comparative study of Canadian and
American youths. Best Practice in Mental Health, 5(1), 74-88.
Krajewski, E. R., Wiencek, Brady, S., Trapp, E., & Rice Jr., P. (2010). Teaching employable skills
to special education youth: An empowerment approach. International Journal of
Interdisciplinary Social Sciences, 5(1), 167-176.
Weinberg, L. A., Zetlin, A., & Shea, N. M. (2009). Removing barriers to educating children in
foster care through interagency collaboration: A seven county multiple-case study.
Child Welfare, 88(4), 77-111.