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Stafford_abcd

Page history last edited by Judi Moreillon 7 years, 1 month ago

Amy Stafford's Asset-based Community Development MOU Page

 

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Strong Minds, Strong Bodies for Early Childhood

 

Partner: Community Storehouse

 

Goals:

Goal 1:  Provide local families with very young children between the ages of 6 months to 5 years with a series of family literacy storytimes that help caregivers (meaning parents, grandparents, nannies, etc.) learn to model developmentally appropriate language and literacy skills for their growing children. For each age range, we will provide songs, fingerplays, Sign Language, stories, rhymes, and movement activities appropriate for each age group. Caregivers will receive handouts each week with the list of books, songs, fingerplays, and other activities shared during each session. The handouts will also include a list of recommended titles and suggested activities for caregivers to engage in with the children. 

 

Goal 2:  Provide baby, toddler, and preschool age yoga programs that will help provide parents and young children with an awareness of how important physical activity is to both the body and the mind. Yoga poses will be geared to movement abilities and needs for each age group. The programs will also include song and fingerplays as part of the movement activities in order to keep a balanced approach and make ties to literacy. Caregivers will receive folders with handouts that contain appropriate yoga poses for children, tips and guidelines on the types of movement children of each of the three age groups (baby, toddler, and preschooler) are physically capable of engaging in. The folder will also contain suggestions for related books, songs, and other activities. 

 

Objectives:

Objectives for Goal 1:  We will conduct a 6-week series of family literacy storytimes called Baby and Me, Toddler and Me, and Kiddo and Me. These will be for caregivers and baby age 6 months to 1 ½  years, caregivers and children ages 1  to 2 years, and caregivers and children ages 3 to 5 years old respectively. Due to limited staff at the library and limitations to Community Storehouse staff and volunteers, these programs will be conducted in pairs (myself and a Community Storehouse child educator) and will rotate for a new age group each 6 weeks with a 2 week break between each. Each program will be on a Saturday morning to allow for attendance by working parents who may be off on weekends. For example, we will begin with Baby and Me on Saturday, January 10 and will end on Saturday, February 14. Toddler and Me will begin Saturday, March 7 and will end on Saturday, April 11. Kiddo and Me will begin Saturday, May 2 and will end Saturday, June 6. The measurable objective for this goal is to have hosted at least 10 pairs of children/caregivers by the end of each 6 week series. The total goal is to reach 30 pairs of children/caregivers for the total 18 weeks of programming.  

 

Objectives for Goal 2:  In tandem with the family literacy storytimes, we will provide yoga programs for each age group on a similarly rotating schedule. Due to the library’s somewhat limited hours of operation and the need to serve working families, these programs will be held on Tuesday evenings from 6:30 p.m. to 6:50 p.m. The time may change according to availability of participants based on work schedules and the feeding and nap schedules of their children. The measurable objective for this goal is the same. We would like to reach 10 pairs of children/caregivers by the end of each 6 week series with a total of 30 pairs by the end of the total 18 weeks of programming.

 

ALSC Competencies: Stafford_MOU_Competencies.docx

 

Evidence-based Practice:

Research: Jalat, Caitlin J. 2014. “Use of Yoga to Alleviate Stress in Toddler Group Care Programs.” Master of Arts in Education Action Research Papers. Paper 46. St. Catherine University. http://sophia.stkate.edu/cgi/viewcontent.cgi?article=1045&

context=maed   

Annotation: In this study, Masters student Caitlin J. Jalat conducted and evaluated the effectiveness of a morning toddler yoga program for toddlers who were dropped off by parents and caregivers. Jalat observed the stress of toddlers being separated from parents and caregivers, experimented with yoga and recorded her results in terms of the reduction of stress levels, focusing abilities, behavior, and social interactions of all toddlers involved. Jalat’s findings include a stressed need for yoga as a transitional tool for children separating from loved ones for the day, the need for yoga or some other movement activity to help children focus and learn new information throughout the day, and the need for children to step away from screens (such as tablets, computers, and televisions) in order to develop gross motor skills as a vehicle for learning new activities. 

 

Research:Dail, Alanna and Payne, Rebecca. 2010. “Recasting the Role of Family Involvement in Early Literacy Development: A Response to the NELP Report.” Educational Researcher, Vol. 39, No. 4, The National Early Literacy Panel Report: Summary, Commentary, and Reflections on Policies and Practices to Improve Children's Early Literacy, pp. 330-333. http://ezproxy.twu.edu:2069

/stable/27764605.

Annotation: This research focuses on compiling multiple studies in the area of family involvement in early literacy and reached several outcomes. The first is that the focus should not be solely on the mother, but on parents and caregivers alike. Importance is placed on providing caregivers with knowledge and skills of early literacy acquisition, then allowing those caregivers to explore ways to incorporate those newly acquired skills in their daily routines. This study also stressed the importance of understanding that families are multifaceted and successful in a multitude of ways. From this, it is determined that instructors, such as teachers or librarians, talk with families instead of engaging in didactic training.                    

 

Measures for Success:

Data for Objectives for Goal #1:  Data will be gathered in multiple ways. Facebook views and comments will be recorded, website hits pertaining to the family literacy program will be recorded, and questions pertaining to the program in-house at the reference desk and on the phone will be recorded. Surveys will be available during individual sessions of each program. Surveys will include information pertaining to demographics of caregivers as well as reasons for caregiver participation, the method individuals discovered the existence of the program (website, social media, flyer, word-of-mouth, etc.), and the opinions of caregivers in relation to the program day, time, and location. The surveys will also ask open-ended questions pertaining to what the caregivers expected of the program(s) and any suggestions the caregivers may have to offer. The last session of each program will feature a final survey that requests participants to offer an overall opinion of the program. Questions will include the appropriateness of length of time of each session; satisfaction ratings of program materials, instructor, and of materials provided for at-home use; whether or not the caregiver would participate in a similar program in the future. The surveys will also ask caregivers to give examples of ways in which they have used the skills/techniques learned in the program(s) at home, whether or not and how their child(ren) have positively responded to the program(s), and whether or not the caregiver would be willing to give an interview or testimonial either on paper or on video for future marketing and advertising. All surveys will be provided on both paper and online for the convenience of all involved. Success will be determined if, as mentioned above, at least 10 caregiver/child pairs participate in an individual program series and if at least 50% of participants respond with positive outcomes to the surveys. 

 

Data for Objectives for Goal #2:  Data will be gathered in multiple ways. Facebook views and comments will be recorded, website hits pertaining to the family literacy program will be recorded, and questions pertaining to the program in-house at the reference desk and on the phone will be recorded. Surveys will be available during individual sessions of each program. Surveys will include information pertaining to demographics of caregivers as well as reasons for caregiver participation, the method individuals discovered the existence of the program (website, social media, flyer, word-of-mouth, etc.), and the opinions of caregivers in relation to the program day, time, and location. The surveys will also ask open-ended questions pertaining to what the caregivers expected of the program(s) and any suggestions the caregivers may have to offer. The last session of each program will feature a final survey that requests participants to offer an overall opinion of the program. Questions will include the appropriateness of length of time of each session; satisfaction ratings of program materials, instructor, and of materials provided for at-home use; whether or not the caregiver would participate in a similar program in the future. The surveys will also ask caregivers to give examples of ways in which they have used the skills/techniques learned in the program(s) at home, whether or not and how their child(ren) have positively responded to the program(s), and whether or not the caregiver would be willing to give an interview or testimonial either on paper or on video for future marketing and advertising. All surveys will be provided on both paper and online for the convenience of all involved. Success will be determined if, as mentioned above, at least 10 caregiver/child pairs participate in an individual program series and if at least 50% of participants respond with positive outcomes to the surveys.

 

Benefits:

Benefits for the non-profit agency:  This project will help Community Storehouse achieve its main goal, which is to nurture the well-being of local children in terms of education. It will allow Community Storehouse to provide infants, toddlers, and preschoolers with a solid educational foundation. It will also give Community Storehouse greater exposure in the community and surrounding areas through the use of advertisements, marketing, social media, and connections with the library, daycares, churches, school district, and City of Haslet.     

 

Benefits for the library:  The Haslet Public Library is extremely small, but growing at a rapid pace. The number of card users continues to rise and the request for more programming also continues to rise. The staff is limited to two full-time employees (Library Director, Youth Services Librarian, and a part-time Library Assistant). This means the time, resources, and funding for additional programming is extremely limited. This project will allow the library to serve the community in a larger capacity than it is currently able to serve. It means a stronger connection to outside organizations, including Community Storehouse, This project will show the City Administrator, the Mayor, City Council, and the citizens of Haslet the importance of the library, the creative and worthy programming the library can offer, and the need for more staff and resources to satisfy the needs of the community.      

 

Benefits for the community:  The community in and around Haslet has repeatedly requested more programming, more storytimes, and more family activities. This project will satisfy all of those needs and more. The community will reap the benefits of free, educational, and family-focused programming that is designed to educate while also remaining fun and playful. Parents and caregivers will acquire the skills necessary to help infants, toddlers, and preschoolers in the areas of language and literacy acquisition, as well as in learning the importance of physical activity in terms of overall health, happiness, and the benefits physical activity offers the brain to acquiring new knowledge and learning new skills. 

 

Responsibilities of the Partners:

Non-profit Agency Responsibilities:  Community Storehouse will be responsible for reviewing the grant before submission and providing the library with suggestions for edits. Community Storehouse will market and advertise the programs by utilizing their vast network of resources, their well-established Facebook page, and their creative use of print advertising. Community Storehouse will work to identify families who are in need of assistance and would benefit the most from these programs.  

 

Library Responsibilities:  The library will provide the meeting space for each program session, will set up the room, and will keep contact information for parents as necessary. The library will write the first version of the grant to acquire funding for the project and will submit the final grant application. The library will purchase and receive the items to be used in each program.   

 

Shared Responsibilities:  Both Community Storehouse and the library will plan the specifics of both programs for each age group. This will occur through bi-monthly meetings, via email, and via telephone communication. The library and Community Storehouse will conduct the programs together. The Youth Services Librarian will be the primary instructor in the infant and toddler storytimes while an assistant from Community Storehouse will be present to help. A Community Storehouse instructor will be primary for the preschool groups while a library staff member will be present to help.  Both the Youth Services Librarian and a Community Storehouse instructor will be present for the yoga programs.       

 

Budget:

Budget Detail:  The library will write the grant and fill out any necessary applications. Community Storehouse will edit the grant and provide suggestions. The library will submit the final grant application. From there, the library will purchase necessary materials and provide Community Storehouse with an itemized list and copies of all grant applications, letters, packing slips, and purchase orders related to the project so that there is transparency among the two entities. Below is a table that lists items, prices, and total costs, including shipping:

 

 

Item Store Product # Price Number TOTAL
Pocket folders with brads, 25 per pack Staples.com 962264 $9.19 4 $36.76
Staples Copy Paper, 8 ½” x 11”, 5,000/case Staples.com 135848 $45.99 1 $45.99
Shapes Discovery Boxes, vinyl, 16 shapes Lakeshore Learning GG487 $49.99 1 $49.99
What’s Inside? Soft Feely Box, 10 objects Lakeshore Learning JJ909 $39.99 1 $39.99
Giant Magnetic Letters - Uppercase Lakeshore Learning KU597 $9.99 1 $9.99

Colors Beanbag Set, 8 beanbags

Lakeshore Learning

WF8

$16.99

1

$16.99

Gaiam Kids: Yogakids Fun Collection, DVD

Amazon.com

ASIN: B000AYELBK

$13.26

1

$13.26

Itsy Bitsy Yoga's Play n' Flourish DVD: Yoga for Your Baby from Birth to 10 Months with Helen Garabedian

 

Amazon.com

ASIN: B000V4YECU

$33.62

1

$33.62

Sunny Health & Fitness Yoga Mat

Amazon.com

ASIN: B0016BWUGE

$9.67

20

$9.67

 

Shipping

$17.54

TOTAL

$273.80

 

Source(s) of Funding:  

Organization: Dollar General Literacy Foundation    

Type of Grant: Family Literacy Grant    

Specific Program Type: Parent and Child Together Time (PACT)   

Website: http://www2.dollargeneral.com/dgliteracy/Pages/grant_programs

.aspx#flg    

Submissons Open: January 2015   

Deadline for submissons: May 2015   

Grant Announcement: August 2015   

Maximum Amount: $4,000   

 

Timeline:

Grant submission:  The grant submission deadline is May 2015. The library will have the first submission completed for Community Storehouse to review by February 1, 2015. Community Storehouse will have all edits and suggestions sent to the library by March 1, 2015. The library will make any necessary edits and will submit the final paperwork by April 1, 2015.   

 

Marketing/Advertising:  Creation of all marketing and advertising will be conducted upon the announcement that the project was a recipient of a Dollar General Foundation grant. Flyers and graphics to promote the programs will be created and completed by October 1, 2015. Information will be distributed to schools, daycares, local churches, and other area non-profits throughout the month of October. A Facebook and Twitter campaign will run through the months of November and December. These online campaigns will feature program information, tips for parents and caregivers, book suggestions, activity ideas, links to online resources, pictures from current programs offered at both the library and Community Storehouse, and testimonials from parents and caregivers who have or currently attend family programs for young children.    

 

Project Implementation:  The first program, Baby and Me for caregivers and infants age 6 months to 1 1/1 years, will begin on Saturday, January 9, 2016 from 10:30 a.m. to 11:00 a.m. It will run each Saturday until February 13, 2016. Toddler and Me will begin Saturday, March 7, 2016 from 10:30 a.m. to 11:00 a.m. and will end on Saturday, April 11. Kiddo and Me will begin Saturday, May 2, 2016 from 10:30 a.m. to 11;00 a.m. and will end Saturday, June 6, 2016.      

Baby and Me Yoga will begin Tuesday, January 6, 2016 from 6:30 p.m. to 6:50 p.m and will end Tuesday, February 10, 2016. Toddler and Me Yoga will begin Tuesday, March 3, 2016 from 6:30 p.m. to 6:50 pm. and will end Tuesday, April 7, 2016. Kiddo and Me Yoga will begin Tuesday, April 28, 2016 from 6:30 p.m. to 6:50 p.m. and will end Tuesday, June 2, 2016.      

 

Ending the Partnership:

Deal breaker(s):  If one entity fails to live up to more than one obligation without good reason (example: if the the library fails to make the purchase of materials in time for the start of the first program session and also fails to have the first draft of the grant written in time for Community Storehouse to review it), the partner entity may freely exit the partnership. If there is a failure in consistent participation of program sessions, such as failure of a staff member from a particular entity to show up to three sessions without an emergency reason (such as an illness or family emergency), the partnership may freely end.    

 

Bless and release (exit strategy):  The partnership will end after the last session in June if at least one entity determines that ending the partnership is beneficial to one or both entities. Reasons may include lack of staff or time, lack of additional funding, or lack of success in terms of caregiver participation. If both entities determine that the overall project or portions of the project were successful, they may choose to continue the project as a regular program with or without grant funding. Additional funding may be sought within the community from the Library Board, the Friends of the Library, the Haslet Lion’s Club, or other grant opportunities.     

 

References

 

ALSC (Association for Library Service to Children). 2009. Competencies for Librarians Serving Children in Public Libraries. http://www.ala.org/alsc/edcareeers/alsccorecomps (accessed November 26, 2014).

 

Dail, Alanna and Payne, Rebecca. 2010. “Recasting the Role of Family Involvement in Early Literacy Development: A Response to the NELP Report.” Educational Researcher, Vol. 39, No. 4, The National Early Literacy Panel Report: Summary, Commentary, and Reflections on Policies and Practices to Improve Children's Early Literacy, pp. 330-333. http://ezproxy.twu.edu:2069

 

Harrington, Mary Beth. 2014. “Identifying Community Assets to Build Strategic Partnerships.” (Blackboard Collaborate lecture, Texas Woman’s University, Denton, TX, July 3). 

 

Jalat, Caitlin J. 2014. “Use of Yoga to Alleviate Stress in Toddler Group Care Programs.” Master of Arts in Education Action Research Papers. Paper 46. St. Catherine University. http://sophia.stkate.edu/cgi/viewcontent.cgi?article=1045&

context=maed 

 

Jeng, Ling Hwey. 2014. “Asset-Based Community Development (ABCD).” (Blackboard Collaborate lecture, Texas Woman’s University, Denton, TX, October 20). 

 

 

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