ARCHIVED INFORMATION

**PROGRAM SUMMARY AND ABSTRACT**

[**Name and address of applicant**:]{.underline} [**Contact
information**:]{.underline}

Santa Fe Public Schools Name: Dr. Gloria Rendon

610 Alta Vista Title: Associate Superintendent for School Effectiveness

Santa Fe, NM 87505 Phone: (505) 954-2058 Fax: (505) 954-2072

e-mail: grendon@mail.sfps.k12.nm.us

**[District Common Core of Data Number:]{.underline}**

**[Program title]{.underline}**: ***Estudiantes, Amigos, y Familias***

**[This program will serve (insert number)]{.underline}**: rural public
schools [4]{.underline} inner city public schools

> Per the last US Census (1989-1990) the total number of children in the
> Santa Fe school district was established at 17,864 and the percentage
> of these who were identified as \"urban\" was 74.23%. Since this is a
> clear majority of our population, we, therefore, have identified our
> district as \"urban.\"

**[The applicant intends to provide services within the following
Empowerment Zone or Enterprise Community]{.underline} [(identify if
applicable]{.underline}):** Not Applicable

**[Please provide the name of each school that will have a Community
Learning Center:]{.underline}**

Alvord Elementary, Cesar Chavez Elementary, Nava Elementary, and Salazar
Elementary

[**In the schools to be served (please provide the totals for all
schools)**:]{.underline}

Number of students served [1264]{.underline} Community members served
[3790]{.underline} Grade levels served [K-6]{.underline}

Students who are: eligible for free or reduced-price lunch [82%, 80%,
62% , and 81% ; average = 76.25]{.underline} %

Limited English proficient [14.8%, 22.3%, 89.6%, and 26.3%; average =
34.9]{.underline} %

**[Program Abstract]{.underline}** (single-spaced on remainder of page)

The Santa Fe Public Schools will act as fiscal agent for a collaboration
of important community partners in the establishment of four Community
Learning Centers in Santa Fe. Collaborators include the distinguished
membership of the Executive Leadership Council for Youth and Education (
high ranking executives from the City of Santa Fe, Santa Fe County,
United Way of Santa Fe County, Presbyterian Medical Services, St.
Vincent\'s Hospital, Public Service Company of New Mexico, IBM, and the
Santa Fe Community College), the College of Santa Fe, Challenge NM, many
other community services providers, and dozens of individual community
volunteers and parents who have committed their time and hearts to this
project. Our objectives track with state/national Performance Standards
and the district Educational Plan for Student Success and specify
clearly articulated and measurable criteria for Literacy,
Technology-Science-Math, and Student and Community Wellness and Safety.
Each of our Centers will address the needs of a different constituency:
At Alvord we saw that in addition to providing academic support for the
school at-large, we needed to provide appropriate afterschool and summer
programs for students with disabilities. At Chavez, literacy scores are
so low that the State designated the school as "low-performing." We
realized that we must focus on literacy intensely and use special
diagnostic and prescriptive tools to zero-in on providing the help
students need. At Nava we recognized that the high number of LEP
students and their families needed programs in Spanish and English and
that students would benefit from a Dual-Language Immersion component.
Salazar also has a high LEP population (although our official
identification process will need to be improved to document them all)
and a problem with high mobility (32% for SY 98-99 and at the current
rate, nearly 50% for SY 99-2000) and absenteeism because students
sometimes leave the country for prolonged intervals among other factors.
In response to these needs, we instituted an evening ESL program for
families and a Saturday Learning Academy to help returning students
catch up. Finally, it is clear to us that at all of our sites we must
provide recreation and cultural enrichment afterschool and summers for
young people who have no where else to go. We have developed our
proposal entitled ***Estudiantes, Amigos, y Familias*** in direct and
purposeful response to these needs.

**Narrative**

###  Introduction

The Santa Fe Public School district is situated in North Central New
Mexico, employs approximately 1,550 teachers, administrators, and other
licensed personnel and provides for the educational needs of over 13,700
students K-12. We have 20 elementary schools, four mid schools, two high
schools, an at-risk Academy for grades 9-12, and an early childhood
center. Over 35% of our high school freshmen do not graduate with their
peers. Our Hispanic high school students dropout at rates consistently
higher than students in the "Anglo" population. We have 2,669 LEP
students and 1,230 other students currently receiving One-, Two-, and
Three-hour programs through our Bilingual Education Department.

In recent years NM has declined from 36^th^ in 1995 (to 45^th^ in 1996
to 47^th^ in 1997) to 50^th^ in 1998 in a ranking of states as a good
place to raise children. According to the Children\'s Rights Counsel
report (7/28/98), we were ranked as the worst state in the union to
raise a child. This ranking compares state rates for poverty (NM
50^th^), infant and child deaths (NM 18^th^ and 37^th^), teen pregnancy
(NM 47^th^), unwed births (NM 47^th^), single parent households (NM
44^th^), divorce (NM 47^th^), drug and alcohol induced deaths (NM 51^st^
and 49^th^ ranking includes DC), crime (47^th^), high school graduation
(NM 42^nd^), and other factors.

> **Need for the Project (30 points)**

## A. Addressing the Needs of Students at Risk of Educational Failure

The demographic research of Harold Hodgkinson, Betty Merchant, and
others has shown us that students are at risk of educational failure
when they come from low-income families, have limited proficiency in
English, have parents who are not high school graduates, have low
academic skills, speak English as a second language, are single-parent
children, have negative self-perceptions, are alienated or bored, and
have low self-esteem. These factors can be used as early as elementary
school to identify a student will dropout.

The four schools we are targeting in this proposal have populations with
increasingly larger proportions of students who fit this tragic profile.
Our ***Estudiantes, Amigos, y Familias*** project will establish the
foundation of community-based education that will provide the special
services this population needs. The charts below and on the following
page provide specific data on poverty, LEP and Title 1 populations, and
literacy factors that document the need for community schools in Santa
Fe. (Contextual information about the Santa Fe County area derived from
the 1990 Census is provided at Appendix E -- Demographics and Research).

+-------------+-------------+-------------+-------------+-------------+
| ## S        |             |             |             |             |
| tudent Char |             |             |             |             |
| acteristics |             |             |             |             |
+-------------+-------------+-------------+-------------+-------------+
| **School**  | **E         | **Poverty** | **LEP       | **Title 1   |
|             | nrollment** |             | P           | P           |
|             |             | \% of       | opulation** | opulation** |
|             | Per the     | Students    |             |             |
|             | 80^th^ day  | Enrolled in | Per IPT     |             |
|             | ADM counts  | the         | testing in  |             |
|             |             | Free-       | SY          |             |
|             | 01/24/00    | and-Reduced | 1999-2000   |             |
|             |             | Lunch       |             |             |
|             |             | Program     |             |             |
|             |             |             |             |             |
|             |             | as of the   |             |             |
|             |             | 80^th^ day  |             |             |
|             |             | 01/24/00    |             |             |
+-------------+-------------+-------------+-------------+-------------+
|             |             |             |             |             |
+-------------+-------------+-------------+-------------+-------------+
|             |             |             |             |             |
+-------------+-------------+-------------+-------------+-------------+
| Alvord      | 139         | 82%         | 20 = 14.8%  | School-wide |
+-------------+-------------+-------------+-------------+-------------+
| Cesar       | 494         | 80%         | 113 = 22.3% | School-wide |
| Chavez      |             |             |             |             |
+-------------+-------------+-------------+-------------+-------------+
| Nava        | 229         | 62%         | 206 = 89.6% | School-wide |
+-------------+-------------+-------------+-------------+-------------+
| Salazar     | 402         | 81%         | 108 = 26.3% | School-wide |
+-------------+-------------+-------------+-------------+-------------+
| totals      | 1264        | 76.25%      | 447 = 34.9% | School-wide |
|             |             | average     | average     |             |
+-------------+-------------+-------------+-------------+-------------+

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<tbody>
<tr class="odd">
<td rowspan="2"></td>
<td colspan="10"><h2 id="literacy-indicators">Literacy Indicators</h2>
<p>Per testing during SY 98-99</p></td>
</tr>
<tr class="even">
<td colspan="2"><strong>Over All Composite Average Total
Score</strong></td>
<td colspan="2"><p><strong>Reading</strong></p>
<p><strong>Average Total Score</strong></p></td>
<td colspan="2"><p><strong>Language</strong></p>
<p><strong>Average Total Score</strong></p></td>
<td colspan="2"><p><strong>Math</strong></p>
<p><strong>Average Total Score</strong></p></td>
<td colspan="2"><p><strong>Science</strong></p>
<p><strong>Average Total Score</strong></p></td>
</tr>
<tr class="odd">
<td><h3 id="school">School</h3></td>
<td>4<sup>th</sup> Grade</td>
<td>6<sup>th</sup> Grade</td>
<td>4<sup>th</sup> Grade</td>
<td>6<sup>th</sup> Grade</td>
<td>4<sup>th</sup> Grade</td>
<td>6<sup>th</sup> Grade</td>
<td>4<sup>th</sup> Grade</td>
<td>6<sup>th</sup> Grade</td>
<td>4<sup>th</sup> Grade</td>
<td>6<sup>th</sup> Grade</td>
</tr>
<tr class="even">
<td><p>Alvord</p>
<p>K-6</p></td>
<td>34.0</td>
<td>30.5</td>
<td>56.0</td>
<td>32.5</td>
<td>36.0</td>
<td>36.3</td>
<td>26.0</td>
<td>26.5</td>
<td>40.0</td>
<td>41.0</td>
</tr>
<tr class="odd">
<td><p>Cesar Chavez</p>
<p>K-5</p></td>
<td>26.3</td>
<td></td>
<td>29.0</td>
<td></td>
<td>27.7</td>
<td></td>
<td>18.3</td>
<td></td>
<td>26.5</td>
<td></td>
</tr>
<tr class="even">
<td><p>Nava</p>
<p>K-6</p></td>
<td>46.3</td>
<td>46.0</td>
<td>44.0</td>
<td>43.0</td>
<td>47.0</td>
<td>43.5</td>
<td>52.0</td>
<td>43.0</td>
<td>29.0</td>
<td>40.8</td>
</tr>
<tr class="odd">
<td><p>Salazar</p>
<p>K-6</p></td>
<td>39.0</td>
<td>37.6</td>
<td>47.5</td>
<td>34.7</td>
<td>37.8</td>
<td>32.3</td>
<td>28.0</td>
<td>27.0</td>
<td>35.0</td>
<td>45.3</td>
</tr>
<tr class="even">
<td>averages</td>
<td>36.4</td>
<td>38.0</td>
<td>44.1</td>
<td>36.7</td>
<td>37.1</td>
<td>37.4</td>
<td>31.1</td>
<td>32.2</td>
<td>32.6</td>
<td>42.4</td>
</tr>
</tbody>
</table>

The statistics provided above show the schoolwide poverty, the large
percentage of LEP students, and the low achievement of the students we
seek to serve with our ***Estudiantes, Amigos, y Familias*** project.
All but one of the 35 average literacy scores above are well below the
median 50th national percentile (one is as low as 18.3). They are also
well below the average for New Mexico. The State of New Mexico
Department of Education has identified Salazar and Cesar Chavez as "low
performing."

**Dropout Rates**

The high dropout rate in Santa Fe Public Schools has been the impetus
for a district-wide initiative to keep students interested in school and
to encourage them to achieve at high levels. We are improving, but per
the 97 -- 98 SFPS Accountability Report compiled by the SFPS Office of
Research and Accountability, the Santa Fe Public Schools still have an
alarming 7.9% average Annual Dropout Rate. 35.1% of students entering
ninth grade do not graduate. We have a large number of Hispanic students
who are dropping out and they dropping out at consistently higher rates
than the "Anglo" students in high school. And our Native American
students are dropping out at even higher rates. Without radical
intervention, especially in the early grades, we can expect that nearly
half of the elementary students targeted in this proposal may dropout
when they reach middle or high school. ***Estudiantes, Amigos, y
Familias*** will offer students in the targeted schools the language
support, tutoring, counseling, and mentoring they will need to stay in
school and succeed in our competitive local and world economies.

### Student Behavior

Per the SFPS 1997-98 SFPS Accountability Report, the District\'s schools
reported 2,435 Code of Conduct violations. The rate of reported Code of
Conduct violations (per 100 students) was 18.2 in 1997-98. Simple
assault was the most common offense against persons, accounting for 54%
of all such offenses (another 30% were incidents of aggravated assault).
More than half of the property offenses were thefts. Intimidation and
threats comprised more than 80% of all conduct offenses. Nearly 60% of
the drug and alcohol violations were for possession of drugs, and
another 20% were for possession of drug paraphernalia. Disruptive
behavior accounted for nearly 40% of all school rule violations, and 18%
involved fighting. Excessive tardiness/absences accounted for one-fifth
of all school rule violations. At the schools we have targeted we will
record the baseline of Code of Conduct violations for this year and make
reducing it by 10% part of our Objective 3. Student Wellness and Safety.
***Estudiantes, Amigos, y Familias*** will provide the counseling,
mentoring, and rich alternative activities that will bring Code of
Conduct violations down and make our schools and neighborhoods safer for
everyone.

### Education Levels in the Community

The 1990 US Census shows that 24.9% of New Mexicans did not graduate
high school. Figures on the Santa Fe Metropolitan Service Area include
Los Alamos (the school district does not) which is home to the Los
Alamos National Laboratory and many very highly educated scientists and
engineers. So the relatively low level of educational attainment in our
area is skewed upwards. On average, the people who have lived in Santa
Fe for generations tend to have low levels of education.

### Gaps in Needed Services

Each Community Learning Center we propose to establish in Santa Fe has
surveyed teachers, students, parents, service providers, business
partners, and other community members to evaluate the existing needs,
resources, and gaps in services (including a comprehensive Community
Needs Assessment conducted by United Way). At Alvord we saw that in
addition to providing academic support for the school at-large, we
needed to provide appropriate afterschool and summer programs for
students with disabilities. At Chavez, literacy scores are so low that
the State designated the school as "low-performing." We realized that we
must focus on literacy intensely and use special diagnostic and
prescriptive tools to zero-in on providing the help students need. At
Nava we recognized that the high number of LEP students and their
families needed programs in Spanish and English and that students would
benefit from a Dual-Language Immersion component. Salazar also has a
high LEP population (although our official identification process will
need to be improved to document them all) and a problem with high
mobility (32% for SY 98-99 and at the current rate, nearly 50% for SY
99-2000) and absenteeism because students sometimes leave the country
for prolonged intervals among other factors. In response to these needs,
we instituted an evening ESL program for families and a Saturday
Learning Academy to help returning students catch up. Finally, it is
clear to us that at all of our sites we must provide recreation and
cultural enrichment afterschool and summers for young people who have no
where else to go. We have developed our proposal in direct response to
these needs.

**Project Design (30 points) (A) Goals, Objectives, and Outcomes**

## Vision

We are committed to this work in order to increase student academic
achievement; reduce vandalism, violence, and alcohol and drug abuse in
our neighborhoods; and provide needed services to the citizens of Santa
Fe at local school sites afterschool, evenings, weekends, and summers.

> **Goal of** ***Estudiantes, Amigos, y Familias***
>
> To collaborate with school communities, community organizations,
> businesses, and service providers to establish and maintain Community
> Learning Centers at Alvord, Cesar Chavez, Nava, and Salazar Elementary
> Schools which will address the needs of the children, youth, and
> families in each school service area.

Our Educational Plan for Student Success (EPSS) and our new districtwide
curriculum have been written in compliance with national and New Mexico
state standards and benchmarks. These documents have been developed
through a long and careful community process, and they shape the program
of education for the Santa Fe Public Schools. In order to integrate our
Community Schools Initiative with national and state standards, we have
taken the three Focus Areas of our EPSS - Literacy, Technology, and Safe
Schools / Student Wellness - as guidance for writing the objectives of
our ***Estudiantes, Amigos, y Familias*** project. The activities we
have proposed for the project can be grouped under the three objectives
defined below:

**Objective 1 Literacy --** After the third year of program operation,
70% of students will demonstrate mastery of the Performance Standards
for Literacy at or above their grade level (a percentile ranking of 50
or better) as established by the district curriculum and as measured by
the norm-based and performance-based sections of the Terra Nova or
Supera (Spanish version) state-mandated achievement tests. We will
measure the performance of students who have attended the target schools
for nine consecutive months or more.

**Objective 2 Technology, Science, and Math -** After the third year of
program operation, 70% of students will demonstrate mastery of the
Performance Standards for Technology, Math, and Science at or above
their grade level (a percentile ranking of 50 or better) as established
by the district curriculum and as measured by the norm-based and
performance-based sections of the Terra Nova or Supera standardized
tests. As above, we will measure the performance of students who have
attended the target schools for nine consecutive months or more.

**Objective 3 Student Wellness and Safety -** After the third year of
program operation, 80% of students will demonstrate mastery of the
Performance Standards for Wellness established by the district
curriculum. There will be a 10% reduction in violations of the Code of
Conduct, a 10% reduction in tardiness and absence, a 20% increase in
parental involvement in school activities, and a 10% improvement in the
at-risk factors index for students identified, referred for services,
and tracked by the Student Success Teams (behavioral health triage
teams) at each school.

The activities we are proposing to implement with ***Estudiantes,
Amigos, y Familias*** are presented in the Budget Narrative where
precise hours and costs are calculated and listed as part of our grant
request or as contributions from the Santa Fe Public Schools, the
Executive Leadership Council, the City of Santa Fe, Challenge New
Mexico, or other collaborators. We urge readers to study this part of
the proposal because it presents the differing configurations of
services offered at each of the four sites in detail we do not have
space to show here.

Under the name of each Learning Center site below, we will present brief
descriptions of the proposed activities marking each with the relevant
objective number(s) and including information regarding timeline, who is
responsible, and the community resources that will be involved. The four
Learning Centers will establish differing configurations of the various
program components including the **Afterschool Learning Academy** and
the **Summer Literacy Program** which will offer tutoring, assistance
with homework, and other academic enrichment activities for students.
The libraries and computer labs at each site will be open, staffed, and
available to all program participants during the afterschool schedule
and some evenings.

**Alvord Community Learning Center**

-   **3 O'Clock Club** - In collaboration with the College of Santa Fe,
    the Alvord Community Learning Center will provide a program of
    tutoring, academic enrichment, recreation, and nutrition afterschool
    for 75 students in grades 3--6 for 34 weeks per year from 3 until 6
    PM. Alvord has named their afterschool academy the **3 O'Clock
    Club**.

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-   **Challenge NM Afterschool** - To complement these activities,
    Alvord will provide developmentally appropriate, licensed,
    afterschool activities including reading support, recreation, arts
    and crafts, and supplemental food for disabled young children in
    grades K-2 AND their full-bodied peers. This activity will be
    conducted through a collaboration with Challenge NM, a non-profit
    service agency offering "quality of life programs and experiences
    for people with disabilities". Costs are offered by Challenge NM as
    a contribution to promote the project.

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-   **Railyard Afterschool Arts Program -** Through a grant from the
    City of Santa Fe Arts Commission, Alvord will also offer an art
    program which will feature field trips to arts activities for 40
    Alvord afterschool program participants at various art making and
    viewing sites in the City including Site Santa Fe, the Georgia
    O'Keefe Museum, and Warehouse 21.

-   **Early Morning Readiness** - Alvord will provide a
    get-ready-for-school program each morning from 7 - 8 AM to welcome
    and help 25 students prepare for their school day. Students will be
    provided breakfast and assisted in completing unfinished work.

-   **Challenge NM School Breaks Program** - Alvord will contract with
    Challenge NM to provide one-on-one and small group education and
    recreation during the 20 days of school breaks, holidays, and
    teacher in-service days each school year when classes are not in
    session for 25 multiply-challenged, special-needs children and youth
    K-6 from schools across the district. 5 certified and licensed
    personnel will work 6 hours each day. Costs for these services will
    be part of our grant request.

-   **Summer Program for Special Needs Children** - Challenge NM also
    will collaborate with Alvord to provide educational and recreational
    services for 40 multiply-challenged, special-needs children from
    across the district for 6 weeks each summer. The program involves 8
    personnel. Challenge NM will conduct activities from 9AM - 5PM, 5
    days/week at a cost of approximately \$27,000. Much of these costs
    will be recovered through contributions from various service
    organizations and low fees to families. But 20% or \$5,400 will
    remain unrecovered; these costs are offered by Challenge NM as a
    contribution to support the project.

-   **Mentoring New Mexico - Wise Men and Women at Alvord -** Wise Men
    and Women will provide one-on-one and small-group mentoring for 20
    students at Alvord for a minimum of 40 minutes each week for 30
    weeks each school year. Additional mentors will be sought for other
    students and other schools. These services are offered as an in-kind
    contribution by Mentoring New Mexico to promote the project.

-   **Counseling for Students and Families** - Alvord will employ a 0.4
    FTE counselor who will meet with students and families in the
    project and provide the behavioral health counseling and referral
    services they need.

**Cesar Chavez Community Learning Center**

-   **Afterschool Learning Academy** - Chavez will employ 4 teachers in
    a K-5 tutoring and academic enrichment program from 3-6:00 PM
    Monday-Thursday, and Fridays 1-6:00 PM for 150 students. The Santa
    Fe Public Schools will contribute \$10,000 of Targeted Assistance
    toward these costs through a grant from the Los Alamos National
    Laboratory Foundation.

-   **HOSTS -- Spanish and English - Afterschool** - Chavez will also
    provide diagnostic and prescriptive software and materials that
    teachers will use in the afterschool program to address the specific
    literacy needs of each child. These reseat-based materials (in
    English and Spanish) are nationally recognized as effective tools
    for raising the literacy levels of students. They were developed by
    the HOSTS Corp. and are contributed to the project through a
    Comprehensive School Reform Demonstration (CSRD) project grant.

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-   **Early Morning School Readiness** - Like Alvord, Chavez will
    provide a special program each morning, from 7 -- 7:45 AM to welcome
    35 students and help them prepare for their school day. Students
    will be provided breakfast and assisted in completing unfinished
    work and organizing for the day.

-   **CAPA at Chavez** is a wonderful collaboration between Chavez
    Elementary and the Capital Academy for the Performing Arts at
    Capital High School. The lead teacher from CAPA and 20 high school
    students enrolled in the program will come to Chavez on Fridays for
    2 hours afterschool to teach dance, music, and drama to 150
    elementary students.

-   **Family Language Program** - At Chavez, families will be involved
    in a library/literacy/Adult HOSTS program for 2 hours one night/week
    each week of the school year. This program will enable whole
    families to work with a certified teacher and the HOSTS diagnostic
    and prescriptive software to improve their literacy skills and
    support each other in learning.

-   **Cooking with Kids**, a non-profit service organization, will
    provide a multicultural food and nutrition education program of
    education in the cultures and foods of the world through cooking
    projects with students which will work to improve child nutrition,
    actively involving students in cooking and learning about culturally
    diverse foods that are healthy and appealing. Parents will be
    invited to participate. Students will rotate 32 at-a-time each month
    during the school year through two two-hour classes per week.

-   **Catholic Social Services at Chavez** will provide counseling and
    support for children from divorced or divorcing households. Two
    counselors will come to Chavez for two hours 3-5 PM per week for
    eight weeks in each school year. This is offered by Catholic Social
    Services as an in-kind contribution to promote the project.

-   **School Break Program** -- At Chavez we will provide an academic
    and recreational Spring Camp for 100 students over their Spring
    Break. A rich agenda of games, sports, educational activities, and
    field trips will be offered. Breakfast, lunch, and snacks will be
    included.

-   **City of Santa Fe Summer Recreational Program** -- As an important
    collaborator and contributor in our ***Estudiantes, Amigos, y
    Familias*** project, the City of Santa Fe will provide a rich
    program of recreational activities for 150 participants at Chavez
    each summer including swimming, tennis, volleyball, other games and
    sports, field trips, and quiet time activities of all kinds from
    7:00 AM -- 5:30 PM. (Offered at Nava too.) Breakfast, lunch, and
    snacks are included.

-   **Bilingual Summer Literacy Program** - Chavez will employ four
    certified teachers and four assistants to provide a bilingual
    literacy program for 80 students (English- and Spanish-speakers)
    pre-K through second grade for 8 weeks from 8 AM to 12 PM during the
    summer. Costs for this program will be carried by the school's Title
    1 budget. A Bilingual Summer Literacy Program for 60 students grades
    3-5 will involve 3 teachers and 3 assistants over the same weeks and
    hours each summer. Costs for this component will be charged to the
    grant. Targeted students will attend the Summer Literacy Program in
    the mornings and join their fellows in the afternoons in the all-day
    City of Santa Fe Summer Recreational Program described above.

-   **Nurse on Duty** - Chavez will employ a 0.4 FTE Nurse to provide
    nursing services to ensure student wellness and to provide nutrition
    and mental health counseling to students and families during the
    afterschool program.

**The Nava Community Learning Center**

-   **SFPS Afterschool Program at Nava -** The district will provide a
    rich program of educational and recreational activities and snacks
    for 65 students from 3-6 PM M-Thurs and 1-6 PM on Fridays for 35
    weeks of the school year. Through the SFPS Facilities and Activities
    Department, we will employ two qualified staff people assisted by
    two student aides to engage the children in a wide variety of games,
    sports, and educational support activities. Snacks are included.

-   **Bilingual Afterschool Program** - Nava will provide an academic
    bilingual enrichment program for 75 students K-6 afterschool
    involving 3 Bilingual teachers from 3-4:30 PM 4 days per week
    (Monday -- Thursday) during the school year. This program is
    conducted in conjunction with the SFPS Afterschool Program described
    above and will provide tutoring and academic enrichment in Spanish
    or English to address the needs of Nava's many Limited English
    Proficient students (90%).

-   **Community Technology Connections** - Nava will also conduct the
    **CTC** program by opening the computer lab and providing
    instructional support from 6-8:30 PM two nights per week to enable
    families to have access to computers, the Internet, and training.

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-   **Early Morning School Readiness** - Like Alvord and Chavez, Nava
    will provide a get-ready-for-school program each morning, from 7 --
    8:00 AM to welcome 25 students who arrive early and help them
    prepare for their school day. Students will be provided breakfast
    and assisted in completing unfinished work.

-   Bilingual **Family Language Program** - At Nava contracts will be
    let for outside presenters who will help whole families extend their
    literacy skills through storytelling, music, puppeteering, and
    drama. Program activities will be offered in the evenings for
    students and parents twice per month for eight months.

-   **Community Resource Room** - Nava will establish a Resource Room to
    make available a library of materials, tapes, videos, and other
    teaching and learning aides for parents on student academic
    subjects, parenting, and other issues important to them. These will
    be available for checkout. A teacher will assist parents and other
    interested community members for two hours a day each day of the
    school year in the Resource Room to show them how to help their
    children achieve at high levels and thrive in school.

-   **School Break Program** - Nava will provide academic enrichment and
    recreational activities 8AM-6PM for 30 students during Spring and
    Winter School breaks to complement the afterschool program offered
    by the Santa Fe Public Schools.

-   **Summer Literacy Programs** - For 8 weeks each summer, Nava will
    conduct a Title 1-funded summer program for 80 students K-6 from
    across the district for a half-day and another IDEA-funded summer
    program for 40 Special Ed students with multiple handicaps from
    across the district for a half-day involving a total of 10 teachers
    and 10 assistants. Through funding from this grant, Nava will also
    offer a **Dual-Language Immersion enrichment program** for 45
    students each summer for four half-days over the eight weeks.
    Students will participate in activities offered in Spanish and
    English according to the 50/50 immersion model. Targeted students
    will attend the Summer Literacy Programs in the mornings and join
    their fellows in the afternoons in the all-day **City of Santa Fe**
    **Summer Recreational Program** (described above at Chavez) offered
    for 120 students at Nava from 7:00 AM -- 5:30 PM.

-   **ARTreach at Nava** will offer a program of art lessons for 40
    children afterschool. Two Art Specialists will work with children
    from 3:00 to 6:00PM two each week for 34 weeks each year. They will
    also offer art workshops and free art curriculum materials to
    teachers for use in their classrooms one Friday every other month
    for 10-15 teachers. Costs are offer by ARTreach as a contribution to
    promote the project.

-   **Counseling for Students and Families** - Nava will employ a 0.2
    FTE counselor who will meet with students and families in the
    project and provide the behavioral health counseling and referral
    services they need.

**The Salazar Community Learning Center**

-   **Afterschool Learning Academy** - Salazar will employ 3 teachers in
    a literacy enrichment program for grades K-3 and a **Science and
    Technology program for grades 4 - 6** from 3 - 6:00 PM Monday -
    Thursday and Fridays 1-6 :00 PM. A City of Santa Fe Children and
    Youth Programs grant will provide \$16,000 of the annual costs
    associated with the Salazar Afterschool Learning Academy.

-   **Cooking with Kids** - Salazar's version of this program (ref.
    Chavez above), will enable 80 students to participate in the cooking
    fun 4 times each school year. Cooking with Kids will provide
    training for the afterschool staff at Salazar as a contribution to
    the project. The costs for food and staff time will be borne by
    Salazar's annual City Children and Youth Programs grant. \$1400 in
    cooking equipment has already been purchased. Parents will
    participate.

-   **The United Church of Santa Fe at Salazar** component will provide
    volunteers to keep the library open during lunch hours and provide
    on-going tutoring, reading programs, and computer assistance for
    students. 35 United Church volunteers will work at Salazar for two
    hours per week for the 36 weeks of the school year. The United
    Church offers these services as an in-kind contribution to promote
    the project.

-   **Saturday Learning Academy** - The Salazar Center will also conduct
    a Saturday program for up to 40 students who miss more than 20 days
    of regular classes to help them get back on track with their
    studies. Three teachers and two assistants will instruct students
    for 5.5 hours (includes prep) for 30 Saturdays each project year.
    This com- ponent addresses the needs of families who travel out of
    state to Mexico or elsewhere, sometimes at Christmas time, to visit
    family and often do not return for many days.

-   **Family Language Program** - Salazar will bring entire families
    into an English as a Second Language workshop for up to 40 people
    total (8 families) for two hours one evening per week each week
    throughout the school year.

-   **School Break Program** -- Salazar will provide academic enrichment
    and recreational activities 8AM-6PM for 30 students during Spring
    and Winter School breaks (15 days) each year.

-   **Amigos Summer Recreation Program at Salazar** - Three Santa Fe
    Foundations (Frost, Healy, and McCune) will work together with the
    Santa Fe Community Foundation to establish summer recreation
    programs at several Santa Fe public schools including Salazar. These
    programs will be well funded and provide a diverse, full-day array
    of educational, recreational, and health-related activities for the
    participants eight weeks each summer. (This program collaboration is
    still being negotiated. The letter of commitment will be provided
    when available.)

-   **Summer Literacy Program** - Five teachers and three assistants
    will provide a literacy program for 75 students for five weeks five
    hours per day at Salazar to increase their reading and comprehension
    skills and keep them on track between academic year programs.
    Students will play interactive educational games, participate in
    cooperative learning, take field trips to local museums, and enjoy
    wholesome lunches and snacks.

-   **Counseling for Students and Families** -- Salazar will provide
    stipends to extend their counselor's hours so that she will be able
    to meet with students and families in the project and provide the
    behavioral health counseling and referral services they need during
    the summer.

-   **Nurse on Duty** -- Salazar will employ a 0.1 FTE Nurse to provide
    nursing services to ensure student wellness and to provide nutrition
    and mental health counseling to students and families during the
    afterschool program.

**Project Design** (continued)

**(B) Addressing the Needs of the Target Population**

As discussed above at Gaps in Needed Services (page 7), the long list of
activities we have presented address the specific needs of each
Community Learning Center. We have customized each Center to fit the
needs of the participating populations and the extended school
communities.

> **(C) Collaborations**

Each Community Learning Center in our project is being established
through the committed collaboration of several community organizations
and service providers. Letters of commitment precisely specifying the
roles, responsibilities, and contributions of all of them (the Amigos
Summer Recreation Program at Salazar is still in negotiation) are
included at Appendix B. In Year One contributions from collaborators
will equal more than \$400,000. A presentation of the collaborations in
full detail is offered in the Budget Narrative for each project year; a
list is provided below.

-   The Santa Fe Executive Leadership Council for Youth and Education
    (ELC) -- includes top ranking members from City and County
    government, the United Way, the Santa Fe Public Schools,
    Presbyterian Health Services, St. Vincent's Hospital, Public Service
    Co. of New Mexico, IBM, The College of Santa Fe, and the Santa Fe
    Community College. The ELC has committed to provide executive
    direction and community feedback regarding all aspects of policy and
    administration of the Project. The ELC will also provide \$25,000 or
    half of the Project Director's salary each project year.

-   The Santa Fe Public Schools (SFPS) will serve as a member of the ELC
    Steering Committee and will bring over \$80,000 in-kind to the
    project in year one. The SFPS Community Relations and Volunteer
    Coordinator and the four participating principals will be supported
    for the considerable time they will be involved in the
    implementation of **Estudiantes, Amigos, y Familias** (see
    Management Plan).

-   The City of Santa Fe, an ELC collaborator, contributes a summer
    recreation program at Chavez and Nava at a cost of \$80,000

-   The College of Santa Fe (CSF) also serves as a member of the ELC
    Steering Committee. CSF provides consultation and advocacy services
    to support the Alvord Site Coordinator and the Alvord Community
    Learning Center. These costs equal approximately \$40,000/year year
    in faculty, staff, and student time related to overhead are offered
    by the College as an in-kind contribution to support the project. In
    addition CSF supports the three 3 O'Clock Club assistants who work
    with the Coach at Alvord (\$7,344).

-   Challenge NM, a non-profit service agency offering "quality of life
    programs and experiences for people with disabilities" collaborates
    with the Alvord Community Learning Center to contribute special
    components of their afterschool and summer programs for both
    disabled and full-bodied children that costs them \$39,400.

-   Please reference the Budget Narrative for details about other
    collaborating partners in our ***Estudiantes, Amigos, y Familias***
    project including the Capital Academy for Performing Arts, ARTreach,
    Cooking with Kids, Catholic Social Services, Mentoring New Mexico,
    the US Dept of Agriculture, and grants from the Los Alamos National
    Laboratory Foundation, US Dept of Ed CSRD program, the Santa Fe Arts
    Commission, the City of Santa Fe Children and Youth Programs, and
    the dozens of individual community volunteers and parents who have
    committed their time and hearts to this project.

**Adequacy of Resources (15 points)**

(A) **Adequacy of Support From the Applicant and Partners**

The Budget Narrative lists the support offered from the Santa Fe Public
Schools (\$81,817) and our collaborating partners (\$442,507). Together
we will bring over one half million dollars in direct and in-kind
contributions to the project in Year One.

(B) **Cost Effectiveness**

***Estudiantes, Amigos, y Familias*** also leverages funds from the
Title 1, Bilingual, and Special Ed IDEA allocations to participating
schools. The Budget Narrative details how we will bring \$177,423 in
Other Federal dollars to the project in Year One.

(4) **Management Plan** (15 points)

(5) ![](media/image1.wmf){width="5.990277777777778in" height="4.4in"}The
    following organizational chart will provide an overview for
    ***Estudientes, Amigos, y Familias.***

**(4) Management Plan** (continued)

(A) **Roles, Responsibilities, and Timelines**

***Estudiantes, Amigos, y Familias*** has organized a management plan
that involves all aspects of our community.

**Executive Leadership Council -** An over-arching advisory role will be
taken by the Executive Leadership Council, leaders from the highest
levels of City and County government, the school administration,
businesses, important community organizations like the United Way, and
others. The ELC has been meeting monthly since September of 1997 to
address common concerns regarding the youth of Santa Fe. The first task
of the group, which now includes a Community Schools Steering Committee
of eight members and a full council of approximately 80 members, was to
agree on the most pressing issues the group wanted to focus on. Through
a series of facilitated meetings, three priorities were identified which
the group resolved to work on together. Those priorities included early
childhood intervention, violence prevention, and the development of our
schools as full-service community centers. The highest priority was the
community school initiative which is now being developed in earnest. The
Steering Committee members provided \$100,000 in seed money to conduct
research and lay the groundwork for a community school at Cesar Chavez
Elementary. A preliminary structure was set up and program elements were
initiated. Since then, the ELC has hired the Las Palomas educational
consulting firm to help us organize and fund community schools
throughout the district. Las Palomas has been important in working with
the various participants in the development of this proposal and of a
city-wide plan to provide community learning centers at all of our
schools. The ELC provides these services as an in-kind contribution to
promote the project. Please reference Appendix B -- Letters of
Commitment

**Steering Committee for Santa Fe 21^st^ Century Community Learning
Centers --** This group consists of representatives from all of the
organizations on the ELC and will be specifically charged with promoting
the Community Schools Initiative in Santa Fe. They will provide
recommendation and community feedback regarding all aspects of the
project and be concerned with long-range planning and support. These
services are also offered as an in-kind contribution to promote the
project.

### Project Director -- This person will be contracted from among the best candidates in our community to take the lead in overseeing our *Estudiantes, Amigos, y Familias* project. He or she will handle the administrative duties pertaining to program implementation on the district level, personnel management, project reporting, and communications with government and community organizations. This will be a full-time position funded at \$50,000 per year, a rate specified on the SFPS salaries and benefits schedule. Half of this amount will be will be supported by the Santa Fe Executive Leadership Council (= \$25,000) per year as an in-kind contribution to support the project. The other half will be charged to the grant. 

###  Santa Fe Public Schools Community Relations --Volunteer Coordinator -- This is a district administrator who is already working at district offices to promote community education and to coordinate parent and community volunteers in the schools. For 40% of her time ( = \$10,000 annually) she will assist the Project Director in managing and developing the community schools initiative throughout the district. These services are provided as an in-kind contribution by the Santa Fe Public Schools to promote the project. 

### Site Advisory Councils (SAC's) -- These are groups of people who represent the wide diversity of the school community at each Learning Center who will provide advisory oversight for program and policies. The Principal, parents, teachers, service providers, and other community members who are involved with the planning and implementation of community education at each school site will meet twice a month for two hours. The SAC at each center will meet twice a month to provide a forum for the development of the programs and activities conducted at the school. These services are provided as an in-kind contribution to promote the project.

**Program and Facilities Manager (Principal) --** This job will be taken
on by the Principal at each school site. In collaboration with the
Project Director, the SAC, and the Site Coordinator, the Program and
Facilities Manager will have the responsibility for scheduling project
elements, monitoring the quality of services, modifying program to fit
the needs of students and providers, allocating school resources and
facilities, coordinating security and janitorial services, approving and
tracking site expenditures, and collecting and reporting project
performance data to the Project Evaluator and the Project Director. The
Program and Facilities Manager will spend 20% of his or her time on
these duties ( = \$10,000). These services are provided as an in-kind
contribution by the Santa Fe Public Schools to promote the project.

**Site Coordinators (or co-Coordinators) --** These people (sites may
elect to employ one or more than one person for these duties) will be
certified personnel (teachers or counselors) charged with the day-to-day
implementation of project activities for all participants. The Santa Fe
Public Schools district has agreed to provide partial support for this
position through existing Los Alamos National Laboratory Foundation
funding for the Parent and Community Volunteer Site Coordinators, people
already designated as community liaisons at each school. At the targeted
schools, they will be the Site Coordinators. The grant will support the
remaining costs for these position.

**Project Evaluator -** This person will be charged with regular
formative and summative evaluations and reports of the programmatic and
educational effectiveness of the project based on the identified goals
and objectives and the established performance parameters. To maintain
objectivity, we will contract with a private, outside expert or agency.
These costs will be borne by the grant.

**Custodian** -- A Santa Fe Public Schools custodian will be on-site
daily to maintain the good order, security, and cleanliness of the
school. These costs will be borne by some the schools and by the grant.

(B) **Diversity of Perspectives in Project Operation**

The Management Plan we have outlined above will insure a diversity of
perspectives in the conduct of the activities at our four sites. The
Site Advisory Councils at each Community Learning Center includes
members from all participating service providers, teachers, students,
parents, and community groups; the SAC will meet twice a month to
consider issues pertaining to improving the operation of the Center.

We have also insured a diverse city-wide perspective by establishing the
Executive Leadership Council as the over-arching advisory body for the
Community Schools Initiative.

**Project Evaluation (10 points)**

***Estudiantes, Amigos, y Familias*** will contract with an expert,
outside evaluator to be sure to obtain the best and most objective
evaluation of our project. This person will be charged with the regular
formative and summative evaluations and reports of the programmatic and
educational effectiveness of the project based on the identified goals
and objectives and the established performance parameters. He or she
will work with all of the program constituencies and report to the
Project Director and the ELC. The evaluation protocol, *Measuring
Program Outcomes: A Practical Approach* developed by the national
organization of the United Way -- a collaborator in our project - will
be used. Since its publication in 1996, this logic model instrument has
been used to provide an objective and clear picture of the successes and
challenges of programs across the country in real and human terms.

(A) **Objective Performance Measures**

The following table illustrates that our Evaluation Plan takes a
stepwise approach to measuring how well we are progressing toward each
of the objectives presented in our Project Design.

+--------------------+--------------+---------------+-----------------+
|                    | **Interval** |               |                 |
+--------------------+--------------+---------------+-----------------+
| **Objective**      | **Baseline** | *             | **Project       |
|                    |              | *Intermediate | Outcomes**      |
|                    | Where do we  | D             |                 |
|                    | start from?  | eterminants** | Did hoped for   |
|                    |              |               | changes occur?  |
|                    |              | How are we    |                 |
|                    |              | progressing?  |                 |
+--------------------+--------------+---------------+-----------------+
| **Literacy** - 70% | Record \#    | Record        | Record \# and % |
| of students will   | and % of     | student       | of students     |
| demonstrate        | students     | progress as   | performing at   |
| mastery of the     | with         | measured by   | or above grade  |
| Performance        | identified   | rubrics       | level as        |
| Standards for      | literacy     | provided with | measured by     |
| Literacy at or     | needs        | diagnostic    | norm-based and  |
| above their grade  | enrolled in  | materials     | pe              |
| level (a           | the center   | and/or        | rformance-based |
| percentile ranking | programs and | co            | standardized    |
| of 50 or better)   | \# and % of  | llaboratively | tests and       |
|                    | students     | developed     | compare with    |
|                    | with         | with teachers | targets set in  |
|                    | developed    | e.g. points   | the objective.  |
|                    | goals and    | accumulated   |                 |
|                    | activity     | in literacy   |                 |
|                    | plans.       | games, books  |                 |
|                    |              | read,         |                 |
|                    |              | checklists,   |                 |
|                    |              | tests tied to |                 |
|                    |              | texts.        |                 |
+--------------------+--------------+---------------+-----------------+
| **Technology,      | Record \#    | Record        | Record \# and % |
| Science, Math      | and % of     | student       | of students     |
| (TSM)**            | students     | progress as   | performing at   |
|                    | with         | measured by   | or above grade  |
| 70% of students    | identified   | rubrics       | level as        |
| will demonstrate   | needs in TSM | provided with | measured by     |
| mastery of the     | enrolled in  | diagnostic    | norm-based and  |
| Performance        | center       | materials     | pe              |
| Standards for TSM  | programs and | and/or        | rformance-based |
| at or above their  | \# and % of  | co            | standardized    |
| grade level (a     | students     | llaboratively | tests and       |
| percentile ranking | with TSM     | developed     | compare with    |
| of 50 or better)   | activity     | with teachers | targets set in  |
|                    | plans.       | e.g. points   | the objective.  |
|                    |              | accumulated   |                 |
|                    |              | in TSM games, |                 |
|                    |              | computer      |                 |
|                    |              | skills tests  |                 |
|                    |              | and games,    |                 |
|                    |              | experiments,  |                 |
|                    |              | checklists,   |                 |
|                    |              | tests tied to |                 |
|                    |              | texts.        |                 |
+--------------------+--------------+---------------+-----------------+
| **Student Wellness | Record \#    | Record        | Record \# and % |
| and Safety**       | and % of     | improvements  | of students who |
|                    | students     | in student    | self-report an  |
| 80% of students    | aware and    | wellness as   | improved sense  |
| will demonstrate   | committed to | measured by   | of health and   |
| mastery of the     | the Code of  | surveys of    | wellbeing; \#   |
| Performance        | Conduct;     | participants, | and % of        |
| Standards for      | survey of    | teachers, and | improvements    |
| Wellness           | s            | a review of   | noted by        |
| established by the | elf-reported | the SST       | teachers;       |
| district           | well-being;  | reports on    | record          |
| curriculum. There  | obtain       | identified    | reduction of    |
| will be a 10%      | teacher's    | students.     | Code of Conduct |
| reduction in       | reports;     |               | violations,     |
| violations of the  | record past  |               | absence, and    |
| Code of Conduct, a | absence and  |               | tardiness, \#   |
| 10% reduction in   | tardiness    |               | and %; note     |
| tardiness and      | data if      |               | increase in     |
| absence, a 20%     | available as |               | parental        |
| increase in        | reference;   |               | involvement \#  |
| parental           | record \#    |               | and %; record   |
| involvement in     | and % of     |               | improvements in |
| school activities, | parents      |               | at-risk factors |
| and a 10%          | involved;    |               | for identified  |
| improvement in the | note         |               | students shown  |
| at-risk factors    | academic     |               | in the SST      |
| index for students | achievement  |               | report. Compare |
| identified,        | indicators;  |               | with            |
| referred for       | record       |               | improvements in |
| services, and      | identified   |               | academic        |
| tracked by the     | at-risk      |               | achievement and |
| Student Success    | factors and  |               | targets set in  |
| Teams (behavioral  | behavioral   |               | the objective.  |
| health triage      | /emotional   |               |                 |
| teams) at each     | health       |               | Review the      |
| school.            | referrals by |               | Quality of      |
|                    | Student      |               | Education       |
|                    | Success      |               | Survey each     |
|                    | Teams        |               | year to measure |
|                    | (counselors  |               | increases in    |
|                    | et al); use  |               | community       |
|                    | the annual   |               | satisfaction.   |
|                    | st           |               |                 |
|                    | ate-required |               |                 |
|                    | Quality of   |               |                 |
|                    | Education    |               |                 |
|                    | survey       |               |                 |
|                    | results as   |               |                 |
|                    | baseline     |               |                 |
|                    | indicator    |               |                 |
|                    | for          |               |                 |
|                    | community    |               |                 |
|                    | perception   |               |                 |
|                    | of school    |               |                 |
|                    | safety.      |               |                 |
+--------------------+--------------+---------------+-----------------+

(5) **Competitive Priority 1.**

**Meeting State and Local Standards** (5 points)

By explicitly aligning our project objectives to the Focus Areas of our
district Educational Plan for Student Success (Literacy, Technology, and
Student Wellness and Safety), we have determined, by design, that
***Estudiantes, Amigos, y Familias*** will incorporate the national and
state standards for student academic performance, safety, and health.
and a powerful agent for growing healthy kids and a healthy community.
The Bilingual, ESL, and Spanish language immersion activities we have
proposed will insure that students and families who are Limited English
Proficient will be supported, included, and given the tools they need to
succeed. And since all four sites are designated schoolwide Title 1
schools we are meeting our responsibility to provide services to
low-income families.

**Additional Requirements of Section § 8244**

We will provide brief answers to each item specified in this section of
the Act.

Each \[such\] application shall include-

(1) **a comprehensive local plan** that enables the school or consortium
    to serve as a center for the delivery of education and human
    resources for members of a community;

The program design we have described above for ***Estudiantes, Amigos, y
Familias*** lists a wide array of

education and social services for the members of each Learning Center
community.

(2) an **evaluation of the needs, available resources**, and goals and
    objectives for the proposed project in order to determine which
    activities will be undertaken to address such needs; and

Section (1) Need for the Project at the beginning of the Narrative
details the needs of our community.

Section (2) Project Design lists the goals, objectives, and activities
for our project.

(3) a description of the proposed project, including---

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(A) a description of **the mechanism that will be used to disseminate
    information** in a manner that is understandable and accessible to
    the community;

The Executive Leadership Council which consists of high ranking members
of City and County government, important corporations and businesses,
the school district administration, the United Way, and other community
entities is charged with promoting the expansion of our Community
Schools Initiative. This group conducts an open community forum twice a
month to bring information, strategies, and practical know-how about
building Community Learning Centers to the people of Santa Fe. These
meetings will also function as advisory forums for improving existing
Centers.

(B) **identification of Federal, State, and local programs to be merged
    or coordinated** so that public resources may be maximized;

Existing incipient Community Centers at the proposed sites will be
developed and expanded through this grant. Title 1, IDEA, and Bilingual
programs and allocations at each school will be extended into the
afterschool and summer programs we are proposing.

(C) **description of the collaborative efforts** to be undertaken by
    community-based organizations, related public agencies, businesses,
    or other appropriate organizations;

Collaborations are described in detail under (2) Project Design

(D) a description of how the school or consortium will serve as a
    delivery center for existing and new services, especially for
    **interactive telecommunication** used for education and
    professional training; and

At the Nava Community Learning Center, families will be invited into the
computer lab twice a week to

learn about computers, the Internet, and how to use them to work and
communicate.

(E) an assurance that the school or consortium will establish **a
    facility utilization policy** that specifically states-

Each site has a facility utilization policy that pertains to any
extended uses of the buildings. And the

SFPS Code of Conduct will pertain regarding appropriate behaviors.

(i) the **rules and regulations** applicable to building and equipment
    use; and

(ii) **supervision guidelines**.

\(b\) Priority

The Secretary shall give priority to applications describing projects
that offer a broad selection of services which address the needs of the
community.

We believe ***Estudiantes, Amigos, y Familias*** will meet the very
specific needs of four very different school communities.