2. EXECUTIVE SUMMARY:
The YouthWORKS Academic Program combines academic support with community service
learning opportunities to provide our participants with a track record of academic success, work
experience and a tangible record of achievement and accomplishment.
The number of participants in the Academic Program that are economically challenged and “in
school” is smaller than previous service years in anticipation of the transition to WIOA’s new
priorities, but the outcomes are as good, or better, than any previous years.
Currently, we have 21 youth that are active in the program a minimum of three days a week. Of
those, 8 to 10 have scaffolded up to being regular weekend staff for the Community Works aspect
of the program.
This year’s attendance and GPA upon enrollment are about 65% and 1.7, respectively. The mid-
year report states that attendance at each participants home school exceeds 95% and the overall
GPA was 2.6 (C+). Summaries by grade are as follows:
Freshman (9th
grade): 2.92
Sophomores (10th
grade): 2.62
Juniors (11th
grade): 3.17
Seniors (12th
grade): 3.32
Providing CAHSEE pass rates at the mid-year is somewhat problematic as only the results for the
exam in October and November are available, and Sophomores do not take the exam for the first
time until February. However, to date for the Senior’s, 86% have passed the math and 83% have
passed the ELA (English) portion of the exam. Essentially, only one Senior still has to pass the
math and two still have to pass the English. For our Juniors, 67% have passed the math and 75%
have passed the ELA. The February and March exams results are not yet available and there is an
additional exam in May for seniors.
We are *extremely* pleased with these numbers and have dedicated ourselves to continuing our
individualized academic support for these participants and are looking forward to our fourth year of
100% high school diplomas for this year’s Class of 2015!
Sincerely,
Jay Leonhardy
Program Coordinator
Richmond YouthWORKS
3. INTRODUCTION:
The 2014/15 Mid-Year report has seen many new faces and changes in funding. This year, the
Richmond City Council has provided the yearly funding and this, along with new tutors and new
students have been transformative in ways we could never have predicted.
We are happy to still offer a Service Learning component, something that has evolved over the last
three years to be an effective tool for building both experience and self-esteem/confidence in our
participants. Once we embraced this component, we deepened our partnership with the National
Park Service, developed formal partnerships with community-based organizations such as Richmond
Trees, which has become the main service learning organization for our program, and became, over
the course of the last three years, the “go to” organization for reliable and enthusiastic youth labor.
The bedrock philosophy for implementing a Service Learning component was that Service Learning
is NOT Community Service. We engaged in very few litter and trash clean-ups. No graffiti
abatement, or any other similar activity that generally comprises court ordered, or volunteer based,
community service.
Rather, our priority was, and IS, activities that provide long term, tangible changes to the
neighborhoods where our participants reside; tree planting, bio-swale creation, assisting in the
creation of an edible forest, the design and creation of a mini-park that includes a 24-panel mural
depicting the history of Richmond. The desired outcome is always the creation of an improvement
that the participants will be able to see/touch/feel decades from now.
The impact of the development of our participants has been staggering. Academic outcomes aside,
and as you will see from the report they were some of the best in the history of the program, the
increased maturity, understanding of what a reliable “work ethic” comprises and the development of
the kind of self-confidence that only arises from achievement were the un-measurable outcomes we
experienced.
4. We have a new infusion of students, mostly sophomores, who took the CAHSEE for the first time
in February 2015. We are awaiting their results, but have little doubt that they have done well, due in
no small part to the CAHSEE prep classes we offered this year.
This mid-year report for the 2014/15 academic year discusses the program structure and provides a
list of measurable objectives within the evaluation process. The purpose of the after-school
Academic Tutoring Program is to gain an understanding of the factors that cause youth to be at-risk
for school failure, while also exploring models, methods, and techniques that are effective in
working with them to avoid negative outcomes. This report outlines the significance of studying
and providing an explanation of the methods, limitations, and related literature that includes a
number of conclusions and recommendations drawn from the program data.
As the Academic Program enters its ninth year, it continues to grow in popularity, participant level
and outcomes. Our successes keep us in perpetual, upward motion, and we are proud that as each
new year presents itself, we are able to adapt the program to the individualized needs of the
participants and continue to evolve our methods of analysis and delivery to meet these needs. We
have 21 enrolled, and anticipate more from Richmond High School.
Our students are now sought after to attend national conferences, STEM Career days, and more
college tours thanever before. Organizations reach out to our Academic Coordinator, Pedro Lespier
of Straight Talk on Prison (STOP), for his expertise; our participants are sought after as reliable,
responsible young adults willing to take on any community improvement challenge and; thanks to
the STOP Program’s investment, more of our participants than ever before are entering post-
secondary studies with investment and support from STOP.
5. The Academic Program is designed to serve YouthWORKS enrolled youth and began eight years
ago supporting five students with their homework and the CAHSEE exam. In the 2013-14 past
academic year we had 35 actively engaged students and an additional fifteen to twenty that had
sought us out for assistance in specific short term academic challenges. The latter range from high
functioning secondary students needing assistance on specific projects or papers to post-secondary
students needing assistance with specific assignments to LEAP students looking for a little extra
tutoring and support as they work towards their GED. This Academic Year, our student
demographic has changed. We have 4 seniors, 4 juniors, 6 sophomores, 2 freshman and 3 in after-
care who attend adult school. We have 3 IEP students. While these students are not required to
take the CAHSEE, we always encourage them to do so.
For our enrolled participants, this year has been a very busy time as they address their academic
needs and continue to engage in the Community Works Service Learning Project (CW) and participate in
the pre-employment trainings for the tenth annual Summer Youth Employment Program (SYEP).
SYEP requires participation in a series of assessments and workshops prior to placement that
includes resume writing and production, money management, career assessment, and sexual
harassment in the work place.
Our dynamic program has taken the Community Works service learning curriculum to new heights,
energizing the Academic Program through the power of heightened civic responsibility coupled with
financial rewards. Community Works is a combination of crime prevention and service learning
6. information that provides practical advice and competency-building activities designed to help
students understand the civic problem of crime, potential solutions and their part in insuring that
engagements and outcomes have positive consequences.
The Community Works arm of the Academic Program engages students in service learning projects
through partnerships with community-based organizations (such as Groundwork Richmond), the
City of Richmond administration, and its citizens. These projects continue to help create a deeper
understanding and appreciation of the community for the participants and how they can better serve
the city in which they live. The content and strategies of Community Works sessions encourage
young people to analyze situations, exercise reason and critical thinking skills, effectively
communicate ideas, exhibit positive behaviors and develop positive alternatives that result in
tangible, long-term changes to their immediate communities.
This is not litter pick up, graffiti abatement or sidewalk cleaning. This is the creation of parks, the
planting of trees and the creation of public art, as well as sustainable urban orchards that will bring
permanent, positive change to their surroundings.
After-school programs help address dropout prevention
The high number of dropouts continues to be a problem for West Contra Costa Unified School
District. Although the numbers have declined in recent years, the current numbers indicate that
students of color are still more likely to drop out than white students. In the 2011-12 school year,
7. the Hispanic dropout rate was 21.9 percent and the African-American dropout rate was 20.8
percent. These rates translate into real numbers—54,379 Hispanic students dropped out, and
17,863 African American students dropped out (California Department of Education, 2014).
Education Week data for 2010 states that 44% of WCCUSD seniors dropped out of school in 2010.
There are conditions in the home and in a student’s personal life that have a direct effect on their
ability to complete high school. These challenges range from distractions that deter students from
focusing on their schoolwork to immediate priorities related to lack of secure housing, mental health
services or adequate nutrition and can play a direct role in their ability to attend, much less complete,
their secondary studies.
A recent report from the U.S. General Accounting Office (GAO) summarized the research into the
following factors that correlate with low completion rates: coming from low-income and/or single-
parent families, getting low grades in school, being absent frequently, and changing schools, but, in
some cases it could be something as simple as hunger. The GAO report did not address community
based health risks that also contribute to these outcomes, as well as contribute to a youth’s
involvement in crime and/or violence.
These factors vary considerably by state and locality, as do high school completion rates, but it is
the problem as it exists in our hometown of Richmond, CA that makes it all the more important to
have an after school program such as ours to address and overcome these challenges. In an article
by Paul E. Barton (2006), entitled “The Dropout Problem: Losing Ground,” the author computed
the correlation of completion rates with expectations based on three factors between the different
states:
1. State average socioeconomic characteristics (family income, education, and occupation)
2. The percentage of two-parent families
3. The rate at which students change schools.
The author concluded that these factors accounted for almost 60 percent of the variation in state
completion rates (Barton, 2006). Because these factors are present in our student demographics, it is
important to acknowledge that they are at risk for dropping out.
Numerous research studies show that GED recipients tend to fare better than dropouts, but not as
well as graduates with diplomas (Boesel, Alsalam, & Smith, 1998). Based on this conclusion, it is
essential that the problems that lead to such high dropout rates be addressed by the entire
community and after-school programs such as ours.
Studies show that the issue of dropout prevention requires the intervention of family, community
and the schools to remove the challenges facing these students so they can have fewer distractions
from their learning process, pass their classes and graduate. By doing so, the student can enjoy the
experience of mastering the material and instilling in them confidence and self-esteem. The
effectiveness of the Richmond YouthWORKS after-school Academic Program is based in far more
than simple tutoring and mentoring. It is the organizations ability to act as a facilitator between these
community elements, and when the occasion demands, to act in lieu of them to the extent possible.
ATTENDANCE:
Being academically challenged at the time of their enrollment, all of the participants have had
significant exposure to risk factors that often lead them to being either the victim or perpetrator of
crime and violence. Some of these factors include exposure to domestic violence, homicide, and
8. drug & alcohol abuse, etc. As a result, many arrive at the program with chronic attendance issues
that translate to poor overall academic performance.
By the middle of the 2015 academic year, the average monthly high school absence rate was 5
percent.
Despite coming to the program with poor grades and being at risk for gang or criminal activity,
many of these students raised their grades from D's and F’s (in general, a 1.7 GPA average upon
enrollment) and a dismal attendance record, to A’s and B’s and improved attendance in the both
their home school and the Academic Program.
Early in the academic year, program attendance initially presented us with certain challenges, but we
met with the participants, conducted an orientation that explained our expectations, elicited their
expectations and outlined an incentive and reward structure that increased their willingness to
participate. In addition, we were final able to achieve near real time review of academic achievement
and challenges for each participant, thanks to the commitment of the School District to allow us
access to the Power School tracking program. This has enabled us to work closely with the
individual schools, the district, teachers, parents, and counselors. This access to data and the
network of individuals that have some role in the outcomes for each student has proven to be an
invaluable asset enabling us to track, monitor and evaluate the individual needs of the students and
their families.
The students’ attendance in the Academic Program has been growing steadily with the exception of
some students who have experienced a death in the family, moved away or simply have maintained a
spotty attendance. However, part of the existing incentive structure is personal goals and
9. expectations that must be met before being allowed to participate in the weekend, Community
Works activities. That being said, overall we have had steady, consistent active participation with
our students in the Community Works Service Learning Project and our community partners, as well as
the academic tutoring they receive.
GRADES:
West Contra Costa Unified School District uses a 4-point grading system: 4 points is an A; 3 points
is a B; 2 points is a C; 1 point is a D, with no points given for a grade of F. In this academic year,
the overall program GPA (mid-year) was 3.01. The overall GPA for seniors as of the end of March
2015 is 3.32. Concerning the juniors, the overall GPA came in at 3.17. The final tally for the overall
sophomore's GPA was 2.62. Finally, the overall Freshman GPA was 2.92.
Grade Points
A+ 4.25
A 4.0
A- 3.75
B+ 3.25
B 3.0
B- 2.75
C+ 2.5
C 2.0
C- 1.75
D+ 1.5
D 1.0
D- .75
F 0
CAHSEE:
Typically, CAHSEE exams are not offered to students until their sophomore year, so there are no
numbers in the averages that include freshman. In addition, SOPphomores do not take the exam
until February, and those numbers were not available at the time of this report as it takes nine weeks
for the results to be posted.
Of the total number of program participants who are seniors, 25 percent have IEP's (Individual
Education Plans) and are not required to pass the CAHSEE in order to graduate; however, we
encourage the students with IEP's to study hard for the CAHSEE and to do the best they can,
particularly if they are on track for college.
Out of the entire senior graduating class, 86 percent passed the CAHSEE Math portion and 83
percent passed the ELA portion. Of the participants who are juniors, 67% have passed the math
portion of the exam and 75% have passed the ELA portion.
As these numbers do not include the outcomes for those participants who took the exam in
February and March of this year, we are very pleased with these outcomes.
The scores for the sophomores will not be available until late April
CommunityWORKS:
The Academic Program introduced the students to the world of service learning four years ago and
our partnerships with the National Park Service, Groundwork Richmond, the Community Works
Curriculum, Urban Tilth, and our own "Garden Curriculum Through Environmental Stewardship;
10. A Year-Round Urban Garden Curriculum” this past academic year. This curriculum offers a school-
based program that combines outdoor urban gardening with practical classroom lessons that adhere
to the National Content Standards. It is the responsibility of the Academic Coordinator to provide a
tri-track, year round program that has the best of all three curricula:
1. The academic tutoring (CAHSEE Prep, College career track, technical career track, etc.)
2. Community Works
3. The new Urban Gardening and Environmental Stewardship curriculum.
(NOTE: After a participant receives school credit for the 20 hour service learning requirement
needed to graduate they qualify for stipend based community service activities)
The Academic Program offers unique opportunities in a safe, adult-supervised environment to
expand the world of possibilities for each participant through academic enrichment, field trips,
college tours, career exploration and various workshops.
Much has been written on the need for dedicated teaching space in elementary schools; however,
there is a scarcity of peer-reviewed information on the need for dedicated teaching space for high
school students, and the need and effectiveness of dedicated space for off campus after-school
tutoring programs as it relates to dropout prevention. An immediate goal in planning the afterschool
space is to offer students a sense of place, safety and an understanding of the values, customs, and
traditions in the program. The environment can exert a powerful influence on their experience and
attitudes.
The academic year 2014-15 has brought together the YouthWORKS after-school Academic
Program and the Community Works Service Learning Project to create learning experiences that bridge
the needs of the community with the learning objectives of its at-risk youth. To achieve this goal, a
series of community service projects were designed to demonstrate to our youth that engaged
communities are safe communities; that good choices are informed choices; and ultimately, that
opportunity is the antidote to the at-risk category. Moreover, our projects imbue our youth with
practical, applicable knowledge regarding the importance of participating in sustainable
communities, selecting healthy food, and maintaining a wise diet for lifelong health and wellness.
To achieve the Community Works service objectives of the academic program, we continue to
collaborate with Urban Tilth, Groundwork Richmond, The Watershed Project, Sunnyside Organics
and the National Park Service. These partnerships helped to coordinate the projects and to provide a
historical framework for community engagement. Each of these organizations has contributed
something unique to our effort; however, the service model used by Groundwork Richmond, with
its emphasis on peer-to-peer training, and their increasing scope in community engagement forms
the core of our community service efforts. Groundwork Richmond provides our youth with the
projects, the necessary training, paid stipends and role models for their personal and professional
development, all under the tutelage of people with whom they have much in common.
The contributions of Ranger Matt Holmes, Education Specialist for the National Park Service, have
brought us into a variety of partnerships that have played a significant role since the beginning of
our outreach efforts. We first engaged with him as the Community Works Resource person four
years ago and his passion and commitment for the youth enrolled in our program is unparalleled.
He initiated and nurtured the transition from classroom to worksite, all in the spirit of service
learning, and has succeeded in creating the kind of relationship that is needed to bridge program and
community.
This year has also allowed our work in the community to continue with Groundwork Richmond,
under Executive Director Sarah Calderon, and to explore a new opportunity with Richmond Trees.
Our plans for the upcoming school year include excursions for the students in the form of overnight
camping trips;the creation of a new school-based curriculum for organizing and constructing urban
gardens full of seasonal gardening activities (tied to classroom academics); project ideas designed to
11. cultivate high academic performance across all subject areas, and; finally, the inclusion of family
involvement will bring the life experience full circle.
By focusing on The Edible Forest, (Urban Tilth’s centerpiece for Community Revitalization on the
Richmond Greenway) our students have gained real experience participating in the substantial
community revitalization efforts and contributing to the shining jewel of the Richmond Greenway.
This project offered our budding partnerships some much-needed visibility and showed our youth
the broad spectrum of people working to improve their community.
We cannot overstate the importance of showing teens the participatory elements within their
community to counteract the perception that no one cares, so why should I? Operations at the Edible
Forest continue and auxiliary exposures to The Watershed Project’s Bioswale(which captures local
contaminated rainwater runoff and channels it through a natural ‘filtering’ system which purifies the
water before returning it to the bay), Common Vision’s Community Tree Planting Tour, and Sunnyside
Organic Seedlings Urban Agricultureprovided students with science-based field lessons geared toward
raising their awareness around issue of water protection/water pollution, sustainable food
production/horticulture and new farming strategies, respectively. All this is possible through our
participation in the "America's Best Idea" (ABI) grant, sponsored by the National Park Service
Foundation.
About the National Park Foundation and the America’s Best Idea Program
The National Park Foundation (“NPF”) is the Congressionally-appointed charity for the National
Park Service. The NPF, in partnership with the National Park Service, enriches America’s national
parks and programs through private support, safeguarding our heritage and inspiring generations of
national park enthusiasts. By raising private donations – whether individual, foundation, or
corporate – the NPF is able to offer programs in three signature focus areas: Education,
Conservation and Community Engagement.
It is because of the ABI grant that we have been able to have another summer of exciting, learning
experiences at Sunnyside Farm.
THANK YOU!
APPENDIX -YouthWORKS/CommunityWORKS ACTIVITY CALENDAR (Coordinated
by S.T.O.P.):
12. Theprogramparticipatedin33 communityservicelearningeventsinthelastacademicyear.Each
eventaverages 5to 14 participantsworkingforanaverageof4-6hoursofvolunteerlaborper
participantaimedatinvestingandimprovingtheircommunity. Belowisthetablecreated togivea breakdown
of the date, number of students attending on each date, the number of hours
eachstudenthasworkedandthetotal(aggregate)ofhoursof laborworkedtodate.
DATE EVENT NO. OF
PARTICIPANTS
HOURS TOTAL
PARTICIPANT
HOURS
9/20/14 Baxter Creek 10 5 50
10/4/14 North Shore 10 11 110
10/25/14 Arbor Day 4 4 16
11/8/14 San Quentin 7 6 42
11/22/14 Craneway 16 9 144
12/14/14 Richmond Trees 5 5 25
1/11/15 Richmond Trees 6 5.5 33
1/17/15 College Tour 18 3 54
2/15/15 Richmond Trees 6 2.5 15
2/20/15 College Tour 14 4 56
3/15/15 Richmond Trees 5 4 20
3/20/15 College Tour 15 2 30
4/8/15 College Tour 15 5 75
TOTAL 670
The following event summaries are being made available for the reader to delve into detail the actual
series of Community Works service learning activities that have taken place over the course of the 2014-
15 academic year. These summaries are designed to put a lens on the time, place, activity, and
accumulated hours of labor the students contribute to the beautification of our beloved city along with
all the partner organizations with whom the Academic Program collaborates. By reading about the
hands on work the youth are doing and seeing the images that correspond with the event, you can get a
glimpse into the growing sense of civic pride our students are taking in the community.
13. Academic Program
Community Event Report
DATE: September 20, 2014 Location: Baxter Creek
TOTAL PARTICIPANTS: 10 HOURS ON SITE: 5 hrs
STAFF NAMES: PARTNER
ORGANIZATIONS:
Eric Carter
Pedro Lespier Sarah Calderon Director
Groundwork
Multiple organizations/Statewide
event
SUMMARY OF ACTIVITIES:
My name is Eric Carter, and this weekend I served in lead tutor capacity for the Groundwork
Richmond Coastal Cleanup event. The participants are Elizabeth Cervantes, Edwin Cervantes,
Moises Cortes, Alejandro Espinaoza, Alvin Vilaingeun, Clarence Hildreth, Rashon Hamilton,
MoisesMariezagos, Jehiel Delgado, and Holly Keuth. Prior to the actual start of the Coastal Clean-
up, we had discussed and learned a great deal about the issues around maintaining our environment.
We discovered that not all of the participants knew where Baxter Creek was located and all along
were standing right next to it. It was just simply amazing that we took time in the beginning to
expound on the environment and not some distant place for which organizations are in need of
funds. We were speaking of the environment as something that we can feel, touch, and smell. The
educational purpose that this event held within itself was far beyond the purpose of our own
concept of our needs and wants.
As the day moved forward from the open forum, we split up into teams and proceeded to the
littered sides of the trail. There were voices being lifted high to call out the name and type of trash
the students were finding. Some groups, from the start had already been eager to find a very rare/
unique item of discarded “trash”. All the teams, whether they took note of it themselves or not,
were very keen and effective in the collective nature of the clean-up in that area. They came to a
conclusion that this isn’t just picking up trash, but an obligation to be in harmony with their
environment and posed a united force to make an impact in this particular area. They did such
things as trailing a team for trash providing a fresh set of eyes in the event they may have glanced
over something. The experience is a teambuilding effort that succeeded only because they were
backed up by team leaders that had the vision that helped push this pass the perception of a normal
event day. The team concluded with Jose Padilla winning the “most unique” item found. We
gathered at 12 and met at the Marina and had lunch and met with others who participated in the
event and after about an hour were driven back to YouthWORKS to meet their rides and go home.
14. Academic Program
Community Event Report
Event:North Richmond Shoreline Festival DATE: October 4, 2014 Location: Point Pinole/ Point
Richmond
TOTAL PARTICIPANTS: 11 students HOURS ON SITE: 8am- 6pm
STAFF NAMES: Dante Romero PARTNER ORGANIZATIONS: Groundwork Richmond
SUMMARY OF ACTIVITIES
On October 4, 2014, the Richmond YouthWORKS students, in partnership with
Groundwork Richmond, participated in the yearly North Richmond Shoreline Festival event. The
Festival started at 11 am and ended at 6pm. Our students started working at 8 am setting up, and
since the event was so long, we decided to work in two shifts. The morning group included
Elizabeth Cervantes, Angelica Rocha, Holly Keuth, Katrina Khoonsirivong, Darrylisha Denson, and
MikaylaSaulsbury. The girls, under the supervision of Dante Romero, helped set up the event and
distribute the food and the water.
The afternoon group was composed of Giovanni Levy, Danny Vilaikham, Clarence
Hildreth, MoisesMazariegos, and Jehiel Delgado. Again, under the supervision of Dante Romero,
they were the people in charge of the food and water, and they were the ones to do clean up after
the event. In conclusion, the North Richmond Shoreline Festival was a fun and successful outing.
15. Academic Program
Community Event Report
Event:Arbor Day DATE: October 25, 2014 Location: 900
Williams Drive
TOTAL PARTICIPANTS: 4 students HOURS ON SITE: 9am-
1pm
STAFF NAMES: Dante Romero & Pedro Lespier PARTNER ORGANIZATIONS:
Groundwork Richmond
SUMMARY OF ACTIVITIES
On October 25, 2014, Richmond YouthWORKS students, in partnership with Groundwork
Richmond, participated in the annual Arbor Day event. The event started at 9 am and ended at 1
pm. Our students started planting trees and doing mulching. The group of students--Elizabeth
Cervantes, Holly Keuth, Katrina Khoonsirivong, and Clarence Hildreth, under the supervision of
Dante Romero and Pedro Lespier, helped to plant trees and spread the mulch. After a great lunch,
we prepared to go home. In conclusion, the Arbor Day Event was both fun and instructional.
16. Academic Program
Community Event Report
DATE: November 8, 2014 Location: San Quentin Prison
HOURS ON SITE: 6 hrs
TOTAL PARTICIPANTS: 7
Jehiel Delgado PARTNER ORGANIZATIONS:
MoisesMantegrios
Alvin Vilaguien
Jose Padilla
Jose Zamora
Brian Sanchez
Clarence Hildreth
STAFF NAMES:
Pedro Lespier
Dante Romero
Celia Mendez
Daniela Zamora
SUMMARY OF ACTIVITIES:
Today begins what is hopefully the first of many trips to the S.Q.U.I.R.E.S. Program at San
Quentin Prison. We have had a two year hiatus from the program due to federal shutdowns and
budget restrictions on behalf of the federal prison system. Gladly, we are not facing such problems
this year and were welcomed by the S.Q.U.I.R.E.S. point person, Mrs. RomanaJuandoo on
November 8th
, 2014. We met at the gate of San Quentin Prison by Mrs. Juandoo and volunteer staff
and the youth were separated and asked to go through the processing line where they were searched,
passed through metal detectors, questioned about gang affiliation, and relatives who may be
incarcerated. The purpose for this is to bring realism to the prison experience. The adults had their
ID’s checked and were escorted by the guards through several checkpoints before we arrived at the
prison classrooms where S.Q.U.I.R.E.S initiates its program. The youth were spread out among
three classrooms where they were introduced to the inmates who make up the S.Q.U.I.R.E.S.
Program. The adults were escorted to a separate room to be introduced to the S.Q.U.I.R.E.S.
curriculum. The curriculum was explained to the adults by three of the S.Q.U.I.R.E.S. inmates for
two hours. The youth were then brought into the discussion group portion of the program and
after introductions were made, the inmates dove right into the issues impacting the youth. By 11:00
a.m. everyone was gathered together to begin the prison tour which involved a trip through the
intake section, where it was described how an inmate is processed through intake, receiving their
uniforms and toiletries and remanded to a cell. The group then was brought through the actual
cellblock where a number of cells were empty allowing the prison staff the opportunity to enter the
cell and experience exactly what it feels like to be confined in an 8 X 12 cell built for two. We then
were brought to the dining hall where we ate prison cuisine and the youth had more of an
opportunity to speak to the inmates one-on-one. After lunch we went back to the classrooms via
17. the yard where the students saw hundreds of inmates exercising and playing cards, etc. At this point
everyone returned to the classrooms and completed the day addressing the issues and challenges the
students are facing. Parents were engaged in working out their problems with their sons and the
others addressed their own issues. Overall, the youth opened up and shared parts of their lives that
were very therapeutic for both them and the inmates. We rounded up the sessions by 3 p.m. and
were escorted through the checkpoints and regrouped in the prison parking lot. We then returned
to Richmond and the ride back was alive with discussion about their experience.
The following are some of several write-ups the participants submitted:
San Quentin Jail Trip
By Jose Padilla
My experience at the prison was great. I came in judging many things about prison before seeing
the truth. I have seen the TV show called “Beyond Scared Straight” on A&E where children will go
to the jails and get yelled at by prisoners and what could only be perceived as drill sergeants.
However, after seeing it first hand, it was completely different. First, the prisoners didn’t yell at the
students, but, got to know us first hand getting us comfortable and allowing us to let our defenses
down. Then we walked around seeing the yard and were put inside the jail cell. I experienced
firsthand how it would be like to live and shower at the prison. After we ate just like a prisoner
would, they talked and addressed the problems we had, like smoking, drugs, drinking and disobeying
their parents. At the end of the day, we didn’t see ourselves as quitting our bad habits immediately
but seen it as a work in progress. Hopefully, we’ve learned a valuable lesson on how to quit these
habits and get our lives and grades back on track.
Daniela Zamora
Being in San Quentin prison was an awesome experience and I learned a lot from the S.Q.U.I.R.E.S
team. Prisoners who are in this program are nice people who try to give advices to teenagers, so they
can make better choices in life. These people shared their stories with teenagers because they want a
better future for those students. They do not want them to be where they are now. Usually when we
are teenagers, we do not think about the consequences of doing something wrong. S.Q.U.I.R.E.S
team tries to show students the consequences of making a wrong decision by sharing how their life
is in prison and how bad they are treated by guardians. Making a wrong decision can change our life
completely as they said “when we committed our crime, we never thought about the consequences.”
Doing something wrong not only can it affect us, it also affects our family in so many different ways.
We need to think twice before doing something inappropriate because that can be the end of our
freedom.
Usually we do not value what we have in life until something negative happens. After being
in San Quentin prison, I learned that I need to appreciate and value more what I have in life. Also, if
I want to succeed in life, I need overcome the obstacles that are on my way in order to be a better
person. As the one of the S.Q.U.I.R.E.S member said, “Nothing in life is easy, and you need to work
harder in order to complete your goals, easy things can be the end of your life.”
A letter to S.Q.U.I.R.E.S. member Miguel
18. By Jehiel Delgado
Sorry for writing to you after so much time has passed. I hope I hope you had a blessed
Thanksgiving with the guys you know and hang around with in the S.Q.U.I.R.E.S program. Thank
you and the other guys at the circle for giving me such good advice on life. The advice has
benefitted me, first as a human being, and also with other people that surround me, but mostly for
getting a better relationship with my mother. It will also help me with tough life decisions. I learned
how to control my emotions and not get into the fights I do because it is not worth it. This is
especially after the Seahawks and Niner’s game. Tell the guys to take care and hope to see you again
soon. Tell the other guys I said what’s up and I hope to see you.
19. Academic Program
Community Event Report
Event:Craneway Pavilion Festival DATE: November 22, 2014 Location: 1414
Harbour Way S.
TOTAL PARTICIPANTS: 16 students HOURS ON SITE: 11am-
8pm
STAFF NAMES:
PARTNER ORGANIZATIONS:
Groundwork Richmond
SUMMARY OF ACTIVITIES
On November 22, 2014, The Richmond YouthWORKS students, in partnership with
Groundwork Richmond, participated in the Craneway Pavilion Greening Richmond Together
Festival. The event started at 11 am and ended at 8 pm. Our students’ started working at 11 am by
setting up the stage, tables, and the snacks for the people. Since the event was long, we created 2
shifts to work on the event; the first shift was from 11am-3:30pm and from 3:30pm-8pm. The
morning shift group was Elizabeth Cervantes, Holly Keuth, Katrina Khoonsirivong, Darrylisha
Denson, Justine Denson, and AdaleydaCanizales. This group of students, under the supervision of
Dante Romero and Daniela Zamora, helped to coordinate the event by signing people in and setting
up the tables.
The afternoon shift was Diamond Stitt, Jonathan Santizo, Brian Sanchez, Jose Padilla, Jose
Zamora, Briana Robinson, Tamia Robinson, Nylah Moore, and Gloria Santizo. This group of
students, under the supervision of Dante Romero and Eric Carter, helped to coordinate the event by
taking down the tables, stage, and cleanup. Over all, the groups of students were happy to
participate in this event do to all the activities that were happening; for example, they enjoyed the
Pacific Mambo Orchestra and view what vendors had for sale. All of our participants liked the
experience and expressed an interest in additional activities at Craneway.
Pedro Lespier
Dante Romero
Daniela Zamora
Eric Carter
Mary Lespier
20. AcademicProgram
CommunityEventReport
EVENT:Richmond Trees Planting DATE: December14, 2014
TOTALPARTICIPANTS: 5
HOURS: 5.5
Mary K. Lespier, Katrina Khoonsirivong, Jose Zamora, Holly Keuth, Pablo Servin
SUMMARY: The students were met by staff person Mary Lespier at YouthWORKS at 8 a.m. and
were driven to38th
Street to meet with Liz Bitner and other Richmond Trees volunteers. We planted
a total of 12 trees, many as replacements for trees that had not survived. We enjoyed sack lunches
and getting to know the other volunteers. After lunch, I drove the students back to YouthWORKS
and dismissed them at 1:30 p.m.
21. AcademicProgram
CommunityEventReport
EVENT:Richmond Trees PlantingDATE:January 11, 2015
LOCATION: Esmond Street, Richmond, CA
HOURS: 5.5
TOTALPARTICIPANTS: 6
CristopherPanigua, Mary K. Lespier, Katrina Khoonsirivong, Jose Zamora, Holly Keuth, Pablo
Servin, Sebastian Servin
SUMMARY: The students were met by staff person Mary Lespier at YouthWORKS at 8 a.m. and
were driven to Esmond Street to meet with Liz Bitner and other Richmond Trees volunteers. We
planted a total of 12small magnolia trees. We enjoyed Subway sandwiches for lunch. Since we have
been getting to know some of the volunteers, it was good to see them again and work with them to
meet a common goal. After lunch, I drove the students back to YouthWORKS and dismissed them
at 1:30 p.m.
22. AcademicProgram
CommunityEventReport
EVENT:College Tour—Argosy University DATE:January 17, 2015
LOCATION: Alameda, CA
HOURS: 2.5
TOTALPARTICIPANTS:16
SUMMARY: In conjunction with Girls, Inc. and Kinship, 16 participants went by city van to the
Alameda campus of Argosy University. At 9 a.m., we were met by Megan, an Admissions
representative, and she led us on a tour of the school. We stopped at a classroom where everyone
sat and introduced ourselves and what we wanted to do in life. Then we continued with the tour,
finishing at 11:30 a.m. We drove back and had lunch at Girls, Inc.
23. AcademicProgram
CommunityEventReport
EVENT:Richmond TreesDATE:February 15, 2015
LOCATION: 29th
Street
HOURS: 4
TOTALPARTICIPANTS:5
Mary K. Lespier, Katrina Khoonsirivong, Jose Zamora, Holly Keuth, Pablo Servin,
SUMMARY: The participants met at 8 a.m. at YouthWORKS and went to the site at 8:30 a.m. We
had lots of volunteers from Richmond Rotary and Groundwork Richmond, so the tree planting we
fairly quickly. Jan, from Richmond Trees, had snacks for us, and Liz got ice cream for everyone.
After that, we returned to YouthWORKS and the students were dismissed AT 12:30 P.M.
