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HomeMy WebLinkAbout19C - CANNABIS FUND FOR YOUTH SERVICESREQUEST FOR COUNCIL ACTION CITY COUNCIL MEETING DATE: DECEMBER 17, 2019 TITLE: RECEIVE AND FILE CANNABIS PUBLIC BENEFIT FUND FOR YOUTH SERVICES INFORMATIONAL REPORT {STRATEGIC PLAN NO. 2,2) CLERK OF COUNCIL USE ONLY: APPROVED ❑ As Recommended ❑ As Amended ❑ Ordinance on I" Reading ❑ Ordinance on 2ntl Reading ❑ Implementing Resolution ❑ Set Public Hearing For CONTINUED TO /s/Kristine Ridge FILE NUMBER CITY MANAGER RECOMMENDED ACTION Receive and file Cannabis Public Fund for Youth Services informational report. DISCUSSION In December 2018, the City Council adopted Ordinance NS-2959, establishing a Cannabis Public Benefit Fund, requiring two-thirds of retail and commercial cannabis tax revenue to be set aside, of which one-third to be set aside for enforcement services and one-third to be set -aside for youth services. The approved Fiscal Year (FY) 2019-20 expenditure budget in the Cannabis Public Benefit Fund (Fund no. 12) appropriation for youth services is $3,076,650. On June 18, 2019, the City Council requested that City staff work with the Youth Commission to help program the funds appropriated for youth services. On September 17, 2019, the City Council approved the transfer of $1 million from the General Fund to the Cannabis Public Benefit Fund for youth services. Total FY 2019-20 funding for youth services is $4,076,650. However, the $1 million recently added is non- recurring money and should be programmed for non -recurring projects/programs. Youth Commission Input At the July 19, 2019 Youth Commission meeting, the commission discussed and provided input to help program the cannabis revenue appropriated for youth services. The commission listened to public comments regarding ideas to utilize the cannabis revenue that included the following youth services: • Cultural programs, housing for at -risk youth, and teen mom education • Counseling programs, rehabilitation programs and purchasing computers and laptops for college students • Mental health and medical programs • Book mobile program with Wi-Fi capabilities The commissioners' suggestions included paid youth internships and a college night for students. Although suggestions were made throughout the meeting, no formal action regarding the use of the funding was made. At the August 16, 2019 Youth Commission meeting, the commission created an Ad -Hoc Committee for Cannabis Funding, consisting of five commissioners to discuss recommendations for youth services. 19C-1 Receive and File: Cannabis Public Benefit Fund for Youth Services Informational Report December 17, 2019 Page 2 On November 15, 2019, the Ad -Hoc Committee reported it had not been able to meet and had no report to provide. The next Youth Commission meeting is December 20, 2019 and City staff is recommending the commission take official action to provide recommendations for youth services and/or agree with the recommendations below. Book/Tech Mobile • Provide mobile library services to meet the changing community needs by serving people where they live, learn, work and play. Mobile services will provide critical access to library material, programming and technology. • One-time funding needed to purchase vehicle, either a van or bookmobile (included in year one total). • Ongoing funding needed for staffing, materials, maintenance of vehicle, etc. YEAR FUNDING NEEDED TIMELINE 1 Van $350,000 FY 2020-21 Bookmobile $700,000 2 Van $200,000 FY 2021-22 Bookmobile $400,000 3 Van $200,000 FY 2022-23 Bookmobile $400,000 2. Santa Ana Community Connections: The Zoo & You • A new program at the zoo for Santa Ana youth of different age groups, including toddlers, elementary school, middle school and high school students, that will enhance the direct connections between the community and the zoo through programs introducing youths to nature (Exhibit 1). A cohesive series of sustainable programs creates a pathway for individuals in our diverse community towards lifelong learning and environmental awareness. • The zoo mobile will accommodate this program along with a volunteering component, field trip, zoo summer camp, and parent participation for the toddlers. • One-time funding needed for a "smart" board for the classroom, a dedicated outreach vehicle, and a permanent sound system for amphitheater (included in year one total). YEAR FUNDING NEEDED TIMELINE 1 $402,000 FY 2020-21 2 $572,656 FY 2021-22 3 $586,887 FY 2022-23 19C-2 Receive and File: Cannabis Public Benefit Fund for Youth Services Informational Report December 17, 2019 Page 3 3. Expand Newhope Branch Library Operations and Services Completed Items: • Purchase new books to refresh the youth collection area and accommodate multiple languages. • Purchase Wi-Fi hot spots for the community to utilize. In Progress: • Paint outside of building/sign. Refresh landscaping in front of building. • Renovate youth learning center area of the library. • Repurpose craft room storage to a useable space for youth and teen activities. • Provide consistent youth programming and events. . One-time funding needed for equipment, furniture and renovations (included in year one total). • Dedicate one full time library staff to operate the facility first quarter 2020. . Increase operating hours from 27 to 48 per week, open Monday through Saturday first quarter 2020. Ongoing funding needed for staffing and materials. YEAR FUNDING NEEDED TIMELINE 1 $376,000 FY 2019-20 2 $110,000 FY 2020-21 3 $110, 000 FY 2021-22 4. Installation of synthetic turf and sports lighting at Dan Young Soccer Complex (DYSC) • DYSC Complex Field #1 is a natural turf field without sports lighting. Play is limited to day light hours and only 20 hours per week to preserve the natural turf condition. Even with this limited usage, the turf shows signs of stress and wear. • One-time funding needed for the installation of the synthetic turf that has a warranty for 8 to 10 years and sports lighting. YEAR FUNDING NEEDED TIMELINE 1 $3,114,000 FY 2021-22 5. Year -Round Aquatic Programming at Memorial Pool — starting March 2020 • Year-round aquatics will provide additional opportunities for youth in our community to be safer in the water and stay physically active. • The enhanced hours of operation (9 a.m. to 9 p.m.) will expand and diversify aquatic recreational and instructional opportunities that include, but are not limited to water polo, mommy & me swim classes, lap swim, recreational swim, swim lessons and swim team. • One-time funding needed for pool covers and lane lines (including in year one total). 19C-3 Receive and File: Cannabis Public Benefit Fund for Youth Services Informational Report December 17, 2019 Page 4 Ongoing funding needed for contracted services, utilities, and maintenance and supplies. YEAR FUNDING NEEDED TIMELINE 1 $183,000 FY 2020-21 2 $95,000 FY 2021-22 3 $95,000 FY 2022-23 6. Youth and Teen Excursions — starting February 2020 Monthly excursions (12 total) free of charge for Santa Ana youth and teens (ages 10-14). Ongoing funding needed for staff, transportation (bus), t-shirts, admission, and supplies. YEAR FUNDING NEEDED TIMELINE 1 $184,000 FY 2020-21 2 $184,000 FY 2021-22 3 $184,000 FY 2022-23 7. Anti -Drug Education — starting Spring 2020 • Work with other agencies in partnership to offer anti -drug education programs to the community. • Ongoing funding needed for staffing, curriculum and supplies. YEAR FUNDING NEEDED TIMELINE 1 $60,000 FY 2020-21 2 $60,000 FY 2021-22 3 $60,000 FY 2022-23 STRATEGIC PLAN ALIGNMENT Approval of this item supports the City's efforts to meet Strategic Plan Goal #2 — Youth, Education, Recreation, Objective #2 (Expand youth programming). FISCAL IMPACT There is no fiscal impact associated with this action. City staff will return to the City Council to award agreements and purchase orders associated with the implementation of the above plan. Lisa Rudloff Executive Director Parks, Recreation and Community Services Agency Exhibit: 1. Community Connections: The Zoo & You 19C-4 Santa Ana O AT PRENTICE PARK PRESENTS ♦ #40 s go*- 0 oMMuMITY DONNE � THE ZOOvrji r Programming for early childhood learners, elementary -age students, middle school youth, and family groups. 19C-5 CONTACT US SANTA ANA ZOO 1801 E Chestnut Ave, Santa Ana, CA 92) Education department Phone: (714) 647-6573 Email: Lauren Bergh - Education Special LBergh@santa-ana.org www.santaanazoo.org 19C-6 EXECUTIVE SUMMARY Santa Ana Zoo at Prentice Park and the Parks, Recreation, and Community Services Agency (PRCSA) propose Community Connections: The Zoo & You as a means of providing science education for over 20,000 local youth on an annual basis. Today, the Zoo and its partners are limited in their reach, but the potential exists for a comprehensive environmental literacy network within the city that will increase academic success in science, advance connections to nature, and promote environmental stewardship. This project aims to make direct connections with youth at specific points in their development. Programming will be tailored for early childhood learners, elementary - age students at several levels, middle school youth, and family groups. Santa Ana Zoo and its partners will coordinate efforts around a complete scope and sequence of programming, designed using age -appropriate developmental best practices and based on pedagogical theory, which provide much -needed education in science content knowledge and skills. By integrating the Zoo's curricula into programs presented through the public schools and other community organizations, this project helps the informal science learning ecosystem in Santa Ana flourish. Through Community Connections: The Zoo & You, youth in Santa Ana will have many more opportunities to become part of the science learning ecosystem. This timeline for this proposal spans three years of partner formation, curriculum and program design, resource development, and capacity -building. A comprehensive evaluation strategy will accompany the program throughout development and implementation, with a summary report of key findings and recommendations. 19C-7 PURPOSE Santa Ana Zoo at Prentice Park and the Parks, Recreation, and Community Services Agency (PRCSA) propose this multi -year plan to improve the availability of science education for local youth in order to provide them with opportunities to make academic strides and to instill a love for the environment that will translate into civic -minded leadership as they develop into lifelong learners. The Zoo's mission reads: "The Santa Ana Zoo, through fun, adventure and learning, empowers the community to save wildlife and wild places.' The proposed project, titled Community Connections: The Zoo & You is aligned with that mission and extendsthe Zoo's resources to youth most in need of science learning experiences that inspire them to explore nature, build scientific inquiry skills, expand their knowledge around scientific principles, increase their confidence in understanding science content, and see themselves as environmental stewards. Building off of existing programmatic pieces, this project greatly expands the Zoo's reach and creates a cohesive series of learning experiences. In collaboration with like-minded community organizations, Santa Ana Zoo will create and deliver youth programming focused on science and environmental education. This comprehensive environmental literacy program will establish the Santa Ana Zoo as a municipal centerfor environmental education and provide much -needed education in science content knowledge and skills. Programs will target youth from early childhood through age fourteen, with a particular focus on families lacking easy access to informal science learning experiences. A complete scope and sequence of programm inglwil I present local youth with the potential for multiple opportunities for science touchpoints throughout their childhood. Funding of this projectwill allow Santa Ana Zoo to increase its reach from approximately 5,000 youth to over 20,000 annually. 1. Ascope and sequence is a list of all the ideas, concepts and topics that will be covered in the lesson plans within a cumiculunn. 19C-8 BENEFITS OF INFORMAL SCIENCE EDUCATION TO THE LOCAL COMMUNITY Research shows that the majority of science learning occurs outside of the formal classroom.2 Museums, parks, nature centers, zoos and aquariums, and science centers contribute significantly to teaching the public about scientific phenomena and involving people of all ages in activities that support science literacy. The city of Santa Ana lacks access to science -based activities and programs in the community and most families are not engaged in hands-on science activities at home. From a demographic standpoint, Santa Ana youth are disadvantaged in the area of education in general, and science in particular. According to July 2018 population estimates, the racial/ethnic make-up Santa Ana is approximately 44% white/non-Hispanic; 12% Asian; and 1% black/African American; with approximately 77% Latino or Hispanic. Around 20% of the population falls below the federal poverty line.3 Santa Ana racial/ethnic make-up 77% Latino or Hispanic IR_�qq 10% White 1% Black/African American During the 2017-2018 school year (most recent data available), over 80% of students enrolled in Santa Ana public schools came from socioeconomically disadvantaged homes.4 The percentage of students who dropout of school before graduating from high school is 44%, the highest drop -out rate in this region of California.s Besides the Santa Ana Zoo, there are few organizations in the area that provide opportunities for science education. While these organizations are excellent resources for the community, their reach is not wide enough to create the impact that the residents of Santa Ana deserve. Santa Ana Zoo proposes to involve these and other like-minded organizations in the development and delivery of programs included in this project, thereby increasing access to science education and environmental literacy for many more youth. USGS science for a changing world The Zoo already fosters a unique partnership with US Geological Survey (USGS), with the Zoo serving as one of the USGS's field stations. Senior scientists from USGS work in dedicated research labs located on the Zoo grounds, focusing on southern California wildlife such as the mountain yellow legged frog, western pond turtles, rubber boas, and golden eagles. Current research questions explore, for example, how habitat disturbance and roadways affect the distribution of wildlife. In return for access to space at the Zoo, USGS staff participate in Zoo events such as Party for the Planet. Zoo volunteers sometimes assist USGS staff with field work. 2.Falk, J.&L. Dierking(2010). The 95 Percent Solution, School is not where mostAmerican 4. Education Data Partnership. Retrieved 2019-10-07fmmhttp://wmw.ed-data.org/ learn most of their serene.Amencan Scientist (Vol 98)pp. 486-493. district/Orange/Santa-Ana-Unified 3. United States Census Bureau. Quick facts: Santa Ana, California. Retrieved 2019-17/� Santa Ana, California. Retrieved 2019-IP07from https://vv✓ua. from https://w.cemusZm/guickfads/santaanacityralifornia CToN/rGharts: MM// dRISSW,,Vt�arts.com/Califomia/Education/Santa-Ana-city-CA-Education-datodburl g SAM0. PNq PUBtl�4BRPBY The Santa Ana Public Library has two library locations that cater to children, youth, and their families, offering a range of services and resources such as computer access, storyti mes, and a Teen Center. The Santa Ana Unified School District (SAUSD) is the second largest school district in Orange County, with 57 total buildings serving approximately 53,000 students in its K through 12 schools.6 SAUSD is an important project partner, especially for the programs designed specifically for elementary -age students which will be delivered through the school system. With partnerships such as these, Santa Ana Zoo and its collaborators will contribute to the region's "learning ecosystem", a phrase used in education research to describe "the dynamic interaction among individual learners, diverse settings where learning occurs, and the community and culture in which they are embedded"7In a learning ecosystem, children are placed at the center of a model that considers many different educational o- One of three locations managed by the Discovery Science Foundation, Discovery Cube OC is a children's science museum that uses science -based programs and exhibits to inspire enthusiasm for science. The City of Santa Ana Parks, Recreation, and Community Services Agency offers a fami ly-friend ly commu nity garden program, as well as a variety of youth classes that could be potentially be expanded to include more science -focused content. The Santiago Park Nature Center, which includes access to a stream, could serve as an ideal location to host some of the programs. influences, such as schools, libraries, families, museums, and zoos. Connections between these centers of learning and the range of learning opportunities presented, along with a child's prior experiences, are all part of the learning ecosystem. By integrating the Zoo's curricula into programs presented through the public schools and other community organizations, this project helps the informal science learning ecosystem in Santa Ana flourish. 6. Santa Ana Unified School District- District Overview. Retrieved 2019-10-19 from 7. National Research council(2015). Identifying and Supporting Productive STEM https://w ..sausd.us/Pa&/5 Programs in Out -of -school Settings.Washington, DC: The National Academies Press. Retrieved 2019-10-01 from https:/M i.org/10. 17226/21740. 19C-10 `x V OVERVIEW OF RESEARCH ON INFORMAL SCIENCE LEARNING AS IT APPLIES TO THE PRACTICE OF ZOO EDUCATION Studies bythe National Research Counci I show that science science education is gained when young people experience education outside of schools is most productive when it: • Provides intellectually and socio-emotionally rich first- hand experiences with STEM (Science, Technology, Engineering, and Math) • Leverages audience interests, experiences, and cultural resources • Makes explicit connections across settings8 This project will incorporate each of these recommendations in the development of curricula to ensure that youth receive the greatest benefit from the programming offered. The National Research Council report also emphasizes that science learning develops "over time and across settings.' In other words, a single science education program - no matter howwell crafted and delivered - is unlikelyto have a significant impact on a child's general science knowledge or environmental literacy skills. Rather, the true value of multiple touchpoints, in various settings and over a long period of time, which accumulate into meaningful science learning. When children are exposed to dynamic science education opportunities overtime, however, the result is: • Increased interest in and understanding of science • Strengthened connections to adult role models in science fields • Reduction in the achievement gap between low- and high -income families9 Given the need for multiple learning opportunities in order to achieve the intended impact, this program is intentionally designed to provide touchpoints across time and place. A complete scope and sequence of programming will be outlined, with overlapping goals and objectives that scaffold together i nto a comprehensive science education. 8. National Research Coumi 1(2015). Identifying and Supporting Productive STEM 9. National Reseamh Cound 1(2015). Identifying and Supporting Productive STEM Programs in Out -of -School settings.Washington, DC: The National Academies Press. Programs in Out -of -School settings. Washington, DC: The National Academies Press. Rettleved2019-10-01fmmhttps://doi.org/10.17226/21740. 9 J11n*1�19-1001fmmhdp://doi.org/10.17226/21740. TARGET AUDIENCES This project aims to make direct connections with youth at specific points in their development. Programming will be tailored for early childhood learners, elementary -age students at several levels, middle school youth, and family groups. Childhood Elementary- 19C-12 EARLY CHILDHOOD LEARNERS (INFANTS, TODDLERS, PRESCHOOLERS) Early Childhood Learners (infants, toddlers, preschoolers) Early childhood learners (infants, toddlers, and preschoolers) are targeted - along with their caregivers - as the ideal audience for positive nature experiences. Research shows that time in nature during childhood and role models who care for nature are the two biggest factors that contribute to environmental stewardship in adulthood.bo Programming for early childhood will therefore focus on unstructured nature play where families are invited to engage together in basic scientific exploration. Infanthood is not too early to begin developing these skills. From birth to eighteen months of age, children experience significant developmental milestones that form the basis for later cognitive abilities. Executive functions related to attention, memory, self-control, and mental flexibility all begin to develop between six and eighteen months, as infants actively explore the world with all of their senses." Sense -based exploration continues during toddlerhood (18-36 months), as children experiment with the natural world to discover how things work. During this period of growth and development, nature -based activities lend themselves perfectly to practicing executive functions that ultimately lead to scientific inquiry skills. Without a lot of unstructured nature play opportunities available in traditional preschools, this is an area where the Zoo and its partners could provide important experiences for toddlers and teach caregivers how to facilitate more of such opportunities. In early childhood (ages 3-6 years), a key ingredient for teaching environmental literacy is the development of empathy for others. With a natural affinity for animals, children at this stage can be encouraged to show empathy for the biological world. Cultivating a sense of connectedness with nature in childhood forms the foundation for environmental behaviors later in life.1z Programs presented to this audience will incorporate best practices for fostering empathy using animals, providing youngsters with opportunities to directly interact with animals, recognize the needs of animals, compare and contrast animal experiences with their own, and engage in other empathy -building skills that underpin an interest in wildlife conservation.13 By providing families with touchpoints throughout this early phase of children's lives, Community Connections establishes the necessary groundwork for later science knowledge and environmental literacy skills. 10. Chawla,L.;&Derr,V(2012). The development of conservation behaviors in childhood and 12 Sobel, D. (2008). Childhood and nature Design principles for educators. Portland, ME: youth. In Clayton, C. (Ed) The Oxford Hardbookof Ewimnmental and Conservation Stenhouse Publishers. Psychology; and, Chawla,L.;&Cushing,D.F.(2007). Education for strategicenvironmental 13. Seattle Aquarium. Best Practices for Developing Empathy toward Wildlife. behaviour.Envimnmental Education Research,13;4,437-45. ``` ��. J 11D'Amore, Chi am, Wth C. Charles and R.Low (2015). Thrivingthrough Nature rostti���� �± Children's Executive Funation Skills Children and Nature Netvmric 1 PROGRAMS FOR EARLY CHILDHOOD LEARNERS "Parent and Me" Nature Play REACH POTENTIAL : 900 PEOPLE Early -childhood programs will include a "Parent and Me" Nature Play class that incorporates unstructured nature play and is based on the existing Growing Up Wild curriculum. Designed for young children ages birth to 5 years old, this program will use First 5 and early learning principles to build skills and comfort with the natural environment for our littlest residents and their guardians. Young children will have their first experiences in nature at the zoo with guided free play and introductions to animal friends. Parents and guardians will learn strategies and activities to get their children outside in a safe and educational setting. 19C-14 ELEMENTARY -AGE STUDENTS (KINDERGARTEN THROUGH 5TH GRADE) Elementary -age Students (Kindergarten through 5th grade) At the elementary -age level, this program supports science education at three distinct points: Kindergarten, 3rd grade, and 5th grade. By partnering with Santa Ana public schools, this program brings quality science programming to students as part oftheirformal classroom learning. Targeting Kindergartners sets a solid foundation on which to build science inquiry skills.The Next Generation Science Standards for Kindergarten include cross -cutting concepts of patterns; cause and effect; systems and system models; and the interdependence of science, engineering, and technology. The influence of science and technology on society and the natural world are called out as organizing concepts for these disciplinary core ideas. By presenting Kindergartners with programming at the Zoo that supports learning in these areas, this project connects classroom learning with out -of -school learning in ways that promote science knowledge and environmental literacy skills. During the 3rd grade, students are expected to continue with the same cross -cutting concepts but at a higher cognitive level. At this stage, the Next Generation Science Standards focus on asking questions and defining problems; developing and using models, planning and carrying out investigations, analyzing and interpreting data, constructing explanations and designing solutions, 14. National Research council(2015). IdentifyiWand SWPortrM Productive STEM Programs in Outof-Sohool Settings Washington, a: The National Aea&rnies Press. Retrieved 2019-10 01 from hftps.//doi.org/10.17226/21740. engaging in argument from evidence, and obtaining, evaluating, and communicating information. Programming for this grade will be presented in the classroom, bringing educators from the Zoo and partner organizations to the schools to engage students in applyingthese skills towards real -world examples. Research on youth in science shows that girls at this age are frequently treated as less capable than boys14;therefore,an importantfocus for programming at this stage will be fostering confidence among girls in their abilityto master science content and skills. Finally, in their 5th grade year, students will return to the Zoo for a culminating experience that addresses the Next Generation Science Standards for this level, including the cross -cutting concepts of patterns; cause and effect; scale, proportion, and quantity; energy and matter; and systems and systems models. Programming may include the NGSS 5th grade performance expectations of developing and using models, planning and carrying out investigations, analyzing and interpreting data, using mathematics and computational thinking, engaging in argument from evidence, and obtaining, evaluating, and communicating information. By involving students at each of these touchpoints throughout their elementary school years, Community Connections program addresses an important gap in science knowledge and environmental literacyskills. 19C-15 PROGRAMS FOR ELEMENTARY -AGE STUDENTS Zoo Explorer and Junior Explorer Programs REACH POTENTIAL 12,000+ STUDENTS Through the Zoo Explorer and Junior Explorer Programs students in pre-K through 2nd grades will visit the Zoo for a Common Core and Next Generation Science Standards based program centered around a story and animal adaptations. Ambassador animals and exhibit animals are living subjects for students to observe and learn about animal adaptations, habitats and interrelationships between animals and people. Current programs book to near capacity; additional capacity specifically for SAUSD schools can be created with additional staffing. This program hasthe potential to reach over 12,000 students. Summer Camp REACH POTENTIAL 1,000+ STUDENTS A Summer Camp (day camp) that builds on an existing program in partnership with Discovery Cube will guarantee spots and scholarships for Santa Ana youth in Kindergarten through 5th grades with optional before and after program care, making the program more accessible to our community. The exploration of partnerships for transportation, such as with OCTA for free/discounted bus passes would greatly increase accessibility. This program could support approximately 1,000 students. EVERY INDIVIDUAL MATTERS. EVERY INDIVIDUAL HAS A ROLE TO PLAY. EVERY INDIVIDUAL MAKES A DIFFERENCE. - JANE GOODALL 19C-16 PROGRAMS FOR ELEMENTARY -AGE STUDENTS 1*- The Zoomobile REACH POTENTIAL 3,575 STUDENTS The Zoomobile program will be specifically designed for SAUSD 3rd grade students, directly connecting to Next Generation Science Standards and STEM principles. Through Zoomobile, the Zoo brings live animals from the Zoo into Santa Ana classrooms. Students learn about life cycles, evolution and genetics from observing and interacting with live subjects. This program alone will reach 3,575 students. Lab Program REACH POTENTIAL d 4,000 STUDENTS In this on -site Lab Program, 5th grade students visit the zoo for a lab -style program focused on conservation and actions they can take as individuals and a community. Labs provide opportunities for in-depth study of animal habitats, physical characteristics, and the interrelationships between animals, humans and the environment. Direct connections to Next Generation Science Standards and STEM principles complement what students are learning from their classroom teachers. This program could reach approximately4,000 students. MIDDLE SCHOOL YOUTH (PRE -TEEN AND TEENS IN 6TH THROUGH 8TH GRADE) Effective science education for pre -teens and teens must focus on real -world application and offer opportunities for critical thinking and decision -making activities. Programming for this level will follow the National Science Teachers Association (NSTA) recommendationsts, including. 0 V CURIOSITY Nurture curiosity about the natural world and including opportunities to engage in science and engineering practices. GROUP LEARNING Incorporate independent and cooperative group learning experiences during the study of science, and integrate science with other curriculum subjects in a multidisciplinary approach, such as through theme -based learning. UNDERSTANDING Foster the development of a scientific mindset and an understanding of the nature of science. CRITICAL THINKING Encourage the development of critical thinking and communication skills and the sharing of ideas and results with peers. 15. NSTA Position Statement: Science Education for Middle Level Students. Retrieved 2019,08-01 fmm hftps://v..nAa.oT/abouf/positions/middicie l.mp 19C-18 @ ENGAGEMENT Engage students in laboratory investigations. 41 REAL WORLD APPLICATION Provide opportunities for application to real world problems and authentic situations. PRE -TEENS AND TEENS DEVELOPMENTAL BEST PRACTICES Targeting pre -teens and teens is important because these youth are seeking involvement in their community, looking for relevance in their education, and formulating their career paths. Most pre -teens and teens in Santa Ana do not come from families where science is emphasized or have role models at home who can guide them to study a science field. Community Connections programs can provide these youth with mentors and real -life experiences that enable them to develop an awareness of science - based careers and an understanding of how science is relevant to their lives. Place -based learning opportunities such as inspiring speakers, analysis of authentic data, and involvement in community -based issues offer ways for them to apply content and skills learned in science class to explain phenomena, create models, and design solutions to real -world problems. 19C-19 PROGRAMS FOR MIDDLE SCHOOL YOUTH Teen Program REACH POTENTIAL SEVERAL HUNDRED STUDENTS ANNUALLY A regularly occurring Teen Program for pre -teens and teens in 6th through 8th grades will introduce participants to conservation projects and career opportunities. Through monthly meetings, this cohort will investigate specific conservation projects (such as anteater or tamarin conservation), meet professionals in the field (building on new and existing partnerships such as with USGS) and build individual skills. Participants would also be able to apply for positions as zoo camp assistants and leaders, passing their knowledge on to youngerguests. This program could involve several hundred teens annually. Volunteer Opportunities REACH POTENTIAL SEVERAL HUNDRED TEENS ANNUALLY A number of existing and new volunteer opportunities will be offered for teens and young adults ages 14 and up, ranging from visitor services to exhibit interpretation and facilitating animal interactions. Participants complete City of Santa Ana Volunteer requirements, develop skills appropriate for listing on a resume (such as customer service) and develop their own passion for communication about animal and conservation to the general public. This program could involve several hundred teens and young adults annually. PROGRAMS FOR FAMILIES Night-time Expeditions REACH POTENTIAL HUNDREDS OF FAMILIES ANNUALLY A new Night-time Expeditions program featuring after- hours exploration of zoo animals will be offered for families. Flashlight tours will showcase nocturnal animals and their adaptations while raising awareness of local wildlife. Early morning programs will feature animal care and welfare. Programs would be subsidized for Santa Ana residents. This program could support hundreds of families each year. it Community Outreach Programs REACH POTENTIAL THOUSANDS OF RESIDENTS New Community Outreach Programs will raise community awareness of local and exotic wildlife through a variety of interactions with the Zoo at community based events. A dedicated outreach vehicle with supplies for interactive activities, audiovisual capabilities and safe animal transportation/exhibition will provide flexibility for presenting programs toyouth and thegeneral public where they are and at their level. A truly "mobile zoo', one vehicle and dedicated staff will bring the Zoo to the community, increasing accessibility to information about wildlife, habitats, and building environmental awareness. This program hasthe potential to reach thousands of residents. CRUCIAL TO SCIENCE EDUCATION IS HANDS-ON INVOLVEMENT: SHOWING, NOT JUST TELLING; REAL EXPERIMENTS AND FIELD TRIPS AND NOT JUST "VIRTUAL REALITY". vo - MARTIN REES 19C-21 Parent & Me Nature Play Early Childhood Learners Teen Program Middle School Youth CURRENT REACH: = 5,000 POTENTIAL REACH: > 20,000 :mn:mo�m_.m.'h Zoomobile Summer Camp Volunteer Program Community Outreach Programs Elementary - age Students Families Lab Program Zoo Explorer & JR Explorer Night-time Expeditions Santiago Park Nature Reserve g SANW ANA PUBpC4BRARY POSSIBLE PARTNER ORGANIZATIONS Early Childhood Learners DiscoveryCube ORANGE COUNTY aQUSGS science for a changing world Families Elementary - age Students Middle School Youth 19C-23 DEVELOPMENTAL APPROPRIATENESS THEORY The concept for this project is to present Santa Ana youth with multiple entry points into science education. At each level, programming will be developed around three criteria known to produce positive outcomes for learners: they are engaging, responsive, and make connections.16 In developing the curriculum for these programs, Santa Ana Zoo will follow the recommended criteria for engaging, responding, and connecting with young people. This includes allowing for first-hand experiences with science phenomena and materials (e.g., caring for animals at the zoo; data collection activities; tabletop investigations; visits to parts of the zoo where they can make observations). As well, it means engaging in the practices of doing science (e.g, asking questions, defining problems, using models, carrying out investigations, analyzing and interpreting data; using mathematics and computational thinking; constructing explanations and designing solutions; engaging in argument from evidence; and obtaining, evaluating, and communicating information.1J) This trifecta of STEM education is further described with the following specifics: Programs engage young people intellectually, academically, socially, and emotionally. • provides first-hand experiences with phenomena and materials • engages young people in sustained STEM practices • establishes a supportive learning community • programs respond to young people's interests, experiences, and cultural practices • positions STEM as socially meaningful and culturally relevant • supportsyoung people to collaborate and to take on leadership roles in STEM learning activities • positions staff as co -investigators and learners alongside young people • programs connect STEM learning in out -of -school, school, home, and other settings • connects learning experiences across settings • leverages community resources and partnerships • actively brokers additional STEM learning opportunities 16. National Research Council(2015). Identifying and Supporting Productive STEM 17. National Research Council(2015). Identifyi ng and Supporting Productive STEM Programs in Out -of -School Settings.Washington, DC: The National Academies Press. Programs in Out -of -School Settings. Washington, DC: The National Academies Press. RHrieved 2019-1"1 from https://doi.org/10. 17226/21740. RMne d2019-10-0I from https9/doi.org/10.17226/21740. 19C-24 CURRICULUM FOR PROGRAMS Curriculum for programs targeting earlychildhood learners (infants /toddlers / preschoolers with their caregivers) will be designed using the NAAEE Guidelines for Excellence in Early Childhood Education and other best practices resources available through the Nature StartAlliance and the Children and Nature Network. These include: • a focus on nature and the environment • authentic experiences • child -directed and inquiry -based experiences • curiosityand questioning • opportunities to observe and understand earth systems • opportunities to observe and understand the living environment • an emphasis on children's sense of place • skills for understanding the environment • opportunitiesto observe, investigate, and analyze • opportunities that help children develop abilities to collect, describe, and record information • a personal sense of responsibility and caring • opportunities for extensive positive interactions with nature • modeling environmental sustainability and providing positive examples Curriculum for programs targeting elementary school age learners (Kindergarten, 3rd graders, and 5th graders, with their teachers) will be designed in partnership with public school partners. Programming will begin with bringing students to the Zoo during their Kindergarten year, continue by connecting with students in their classrooms as partof their 3rd grade curriculum, and extend by inviting students back to the Zoo for a culminating experience du ring thei r 5th grade year. 19C-25 CURRICULUM ELEMENTS Curriculum elements will be developed using the NAAEE K-12 Environmental Education Guidelines for Excellence and other best practices resources available through Project WILD, Project WET, and Next Generation Science Standards. These include: • Questioning,Analysis, and Interpretation Skills o Questioning o Designing investigations o Collecting information o Evaluating accuracy and reliability o Organizing and analyzing information o Working with models and simulations o Drawing conclusions and developing explanations • Earth's physical and living systems • Environment and society o Human -environment interactions o Resource distribution and consumption o Places o Change and conflict • Skills for understanding and addressing environmental issues o Identifying and investigating issues o Sorting out the consequences of issues o Identifying and critiquing alternative solutions and courses of action o Workingwith flexibility, creativity, and openness • Decision-makingandactionskills o Formingand evaluating personal views o Evaluating the need foraction o Planning andtakingaction o Evaluatingthe results of actions • Personal and Civic Responsibility o Recognizing rights and responsibilities o Recognizing efficacy and developing agency o Accepting personal responsibility Curriculum for programs targeting middle school age learners (pre -teens / teens in 6th through 8th grades) will involve youth in a variety of on -site opportunities designed to bridge their earlier school -based experiences with the Zoo's animal collection and science content with real -world conservation actions. This could include an in- depth animal behavior and wildlife observation course; assisting USGS with head -starting mountain yellow legged frogs; and investigating urban wildlife such as coyotes, raccoons, and opossums. A lab -based program focusing on different animals each session is another possibility. As students graduate out of this series of programs, they will be well-equipped to enterthe Zoo's existingteen volunteer program, available for ages 14 and up in the areas of education and animal care. Individually and collectively, all of these touchpoints will contribute to chi Id ren's lifelong learning in science, inspiring curiosity about the world, fostering creative thinking and problem solving, and encouraging collaborative learning. 19C-26 CASE STUDIES Several case studies of similar award -winning programs conducted at AZA-accredited zoos and aquariums The model of community -based outreach to deliver science education has been successfully implemented at other zoos around the country, with award -winning results. For example, the Western North Carolina Nature Center received the Association of Zoos and Aquariums' (AZA) 2018 Top Honors in Education Award for their education program targeting low income audiences. The WNC Nature Center developed the Targeted Low Income Outreach Education program in response to growing demand from the community. Low-income schools, Head Start locations, retirement centers, after - school programs, libraries, and others stated admissions fees and travel logistics/costs were too high to make a WNC Nature Center visit possible. "We do outreach as a service to our community. It's a way to share our mission and educational goals with people who can't come to us;' said WNC Nature Center Director Chris Gentile. "Over the last two years, we've learned the number of people who can't visit our site is greater than we originally thought. This year, were looking to reach around 10,000 students, preschools, retirees, and other community members"" 18. McDaniel, Polly. (@tober 16,2019) WNC Nature Center's Education Program rxogniwdwithnationalaward.Retrieed IP21-19 from https://w ashevillenrgoy 19. AZA News Release (September 18,2019) AsoriationofZoos&Aquariums Announms 2019 Ebnors and Awards Recipients. The Houston Zoo was awarded the AZA's 2019 Top Honors in Education Award forthei r education program connecting the Zoo with Houston area schools. In the Houston Zoo School Partnership Program, the Zoo interacts with each school partner mu Itiple times a year, over many years. This model of allowing multiple touchpoints has been proven effective in helping students feel connected to nature and feel confident and motivated to take action to help reduce threats to wildlife.19 Vancouver Aquarium created the AquaVan, a mobile unit that delivers science programs to schools and community centers, offering up -close experiences with aquatic animals and opportunities to learn about the natural environment. The AquaVan 150: Connecting Communities to Coastlines project received the AZA 2018 Innovation in Education Award, demonstrating that a 32-foot truck housing marine invertebrates and stopping at 150+ schools, camps, and community events each year can help students gai n a better understanding of ecosystems, regional environmental issues, and STEM concepts. 19C-27 EVALUATION STRATEGY A comprehensive evaluation strategy will accompany the program throughout development and implementation. In the first phase, front-end evaluation methods such as gap analysis and community surveys wil I identify specific areas of content for the curriculum components. As curriculum components are rolled out, pilot testing during the formative evaluation stage will help staff gauge whether the delivery methods are working and inform modifications to content. Formative evaluation methods may include observation rubrics and interviews. After full implementation, a summative evaluation will be conducted to measure the impact of the program, assessing the extent to which specific goals and outcomes were met. Summative evaluation methods may include participant surveys (pre and post) and partner questionnaires. Data from each stage of evaluation will be aggregated and analyzed, with a summary report of key findings and recommendations. 19C-28 STAFF Zoo Staff Currently the Zoo employs a single full-time educator and two part-time education staff. In order to launch and maintain additional programs, hiring multiple additional employees in the Education Department will be necessary. Project Advisors In order to ensure that the community's needs are addressed in ways that provide accessible and'appealing solutions to real gaps in science education, the Zoo and its partners could workjointlywith a team of Project Advisors. The Project Advisors would be established as an extension of an existing Advisory Council with whom the Zoo already communicates. The Project Advisor Team would be populated by residents from all the different wards within the City of Santa Ana and include representatives from formal education, parent groups, and local teens. Ward representatives would be recruited through PRCSA. did Education & Evaluation Consultant Designing the curriculum components, including scope and sequence of programs, will involve the expertise of an education consultant. Program evaluation will be conducted by an external evaluation consultant. 19C-29 TIMELINE FOR DEVELOPING AND DELIVERING PROGRAMS Note: This proposed timeline can be compressed or expanded depending on funding availability. A detailed timeline can be found on the following pages. YEAR 1 Year 1 wil I involve hiring and training staff, establishing clear goals and objectives for each program element, collecting resources to support program development, coordinating partnerships with community organizations and local public schools, preparing a comprehensive scope and sequenceof learninggoals and outcomes, and rolling out the first set of programs. YEAR 2 Year 2 will focus on the creation of curriculum components for school programs, pilot testing learning activities, and modifying materials, and acquiring materials to support learning activities, as well as rolling out the ZooMobile program. YEAR 3 Year 3 will continue hiring and training staff, designing cart - based activities, expanding family programs, rolling out the middle school citizen science/volunteer programs, and establishing evaluation practices. 19C-30 \E {) to to kf 51 Za Zo � � }) 49 » : ! § � w 19C- 1 �) - : 76 ) /\ E tw /}E \ \\ \\ \ /§\ ) /§\ E � * - 99C- � \ \ � )\ \ \ ( 1§C- 2 19C-34