2010 Green Jobs Youth Development POR

GREEN JOBS

YOUTH DEVELOPMENT Urban Forestry Module: Spring, Summer and Fall 2010

2010 Program Outcome Report

“I think it was fun because we learned a lot of stuff about trees and plants. I

didn’t know anything about trees and plants ‘till I got here.”

Jermaine Solomon, Apprentice

Green Job Youth Development Apprentices gather around Miss Pam Harris after they finished

re-creating a Memorial Garden for her deceased son.

Green Jobs Youth Development Program

Solar Youth, Inc. - Page 1

Apprentice Quintell Suggs takes in the view of Myers Pond at the

Yale Myers Forest.

Green Jobs Youth Development Program P R O G R A M O U T C O M E R E P O R T

I. PROGRAM SUMMARY

Program Goal:

Solar Youth's Green Jobs Youth Development Program (GJYD) is an Apprenticeship opportunity for

youth to:

1) develop employment skills, specifically relating to the green jobs industry,

2) develop a positive sense of self and a connection and commitment to others,

3) increase knowledge of local ecology and commitment to environmental stewardship, and

4) advance environmental sustainability through planning, implementation, and evaluation of urban

forestry projects in the Westville Manor neighborhood.

Within the general GJYD framework, youth take on leadership roles, learn problem-solving and goal-

setting skills, and work as a team to make their community a better place.

The GJYD Urban Forestry Module, conducted in the spring, summer and fall of 2010, has three specific

activities:

(1) Urban Forestry Projects: after a basic introduction to urban forestry and community organizing, youth identified areas of improvement around the Westville Manor neighborhood, then devised and implemented community-based landscape rehabilitation projects to address those problems;

(2) Personal, Social and Professional Competency Development Activities: youth participated in workshops, games, tests and writing exercises, and mentoring with staff; and

(3) Out-of-Neighborhood Outdoor and Career Explorations: youth explored environmental careers in off-site professional settings at locations both in state and out of state.

Each season of the program built on knowledge and

experience gained in previous seasons while allowing

new participants to join at junior levels.

In the spring, the youth completed an eight-week

Apprenticeship culminating in a community-wide

planting and stewardship activity. At the beginning of

the summer season, youth camped at the Yale Myers

Forest where they were introduced to the New England

forest. They then participated in two-weeks of intensive


Page 2

Yale School of Forestry student Meredith Cowart looks on as

Apprentice Xavier Taylor Long records the DBH of the red oak

tree being measured by Apprentice Norman Harrison.

training. Afterward, youth worked in pairs alongside community members to plan and later implement

self-designed planting projects. In the beginning of the Summer program, self-selected youth were

offered the opportunity to be on the Westville Manor Ecological Management Plan Drafting Crew. As

crew members, youth were involved in the inventory and monitoring of the trees in Westville Manor.

Their efforts contributed to a long-range plan for the Westville Manor landscape, completed February

of 2011. The Drafting Crew continued to meet throughout the fall season. Finally, during the last two

weeks of August, additional youth were accepted into the program, joining the summer Apprentices for

the fall season. A detailed description of each season follows.

Throughout the program, youth demonstrated an improvement in self-confidence, self-esteem and

specific environmental knowledge. As a result of urban forestry planting activities and inventory

activities for a tree census, youth sharpened their overall knowledge of trees. They developed an ability

to identify various trees and plants found in the nursery and in the woods surrounding the Manor.

Improvement in youth was observed by parents, community members, and of course Solar Youth staff.

Documentation of youth development through this program can be found in the Outcomes section of

this report.

II. SEASONS REVIEW

Spring

Starting in mid-April, program staff advertised the

program to Westville Manor youth ages fourteen to

eighteen. Youth were encouraged to apply for the two-

month Apprenticeship by filling out a written application,

submitting a reference form from a non-family member,

and attending both an individual interview and a group

interview held in the Manor. All six youth who applied

were offered an Apprenticeship.

These six youth successfully completed five training sessions held over the first two weeks of May. The

first two of these sessions were intended to inspire youth to become aware of the local ecology of

Westville Manor. First, a tree identification workshop was held in the West Rock Ridge State Park and

led by Yale University Forest Manager and certified forester, Richard Campbell. The youth were taught a

basic protocol for identifying the most common hardwood and softwood trees in the West Rock area.

In the second session, environmental educator and Yale School of Forestry and Environmental Studies

graduate Jacob Holzberg-Pill led a plant identification workshop on a walk through the woods near

Wintergreen Brook which runs along the edge of the Westville Manor community. Youth were then

encouraged to contextualize the history of West Rock within New Haven’s historical narrative during a

Saturday field trip on the New Haven Green, where they were taught the legacy of elm trees lining the

Green, which give New Haven its moniker ‘The Elm City.’ On the same day, youth visited the New

Haven Museum and Historical Society where they walked through museum exhibits and explored old

maps of the West Rock area. The last two training sessions centered on specific urban forestry and



community organizing skills. Two current Yale School of Forestry students led the Urban Tree Inventory

Techniques training session. Finally, Kevin G. Ewing, President of the West River Neighborhood Services

Corporation, led a community organizing training session. Youth practiced one-on-one interviews, and

community outreach techniques.

Youth applied these skills to program activities throughout the remainder of the program. Using digital

cameras and their urban tree inventory techniques and community organizing skills, youth conducted

biophysical assessments of six areas around the Manor. They also conducted social assessments of the

residential community of Westville Manor, which included one-on-one interviews with residents. Youth

specifically sought information on the attributes of the neighborhood that the community finds most

appealing. With this information, they were able to make recommendations for areas where future

landscape beautification and rehabilitation efforts should be made. By the end of the program, youth

recommended two areas to focus on: the planted area immediately outside of the Solar Youth office,

and a memorial garden planted in honor of a former Westville Manor resident, a young man who was

killed in 2005.

As an additional service component of the spring program, youth coordinated a community planting

and cleanup held on June 24th. This involved outreach to community members, the planning of specific

activities, and the designation of tasks for volunteers. Approximately 10 volunteers, ranging in age from

6 to 18, assisted program participants with the planting of perennials, mulching of existing plantings,

erosion control and trash pickup around the community. The Spring program ended on June 25th.

Summer

During the month of June, recruitment efforts were made to reach youth living in Westville Manor for

the summer season of the GJYD. Twelve talented youth were hired for the five-week, 25-hour per week

program. Apprentices ranged in age from 14 to 18.

The program began with two weeks of training, which included an overnight at the Yale Myers Forest in

Eastford, Connecticut. In addition to enjoying the outdoors and an impromptu dance party around a

On left, Yale Myers Forest manager Richard Campbell teaches youth about tree identification.

On right, Apprentice Jasmine Peterson explores tropical plants at the Greeley Greenhouse at Yale.


Page 4

Apprentice David Roman presents his front yard planting design to Westville Manor residents Miss

Liz Yarborough and Miss Janet Mabry.

campfire, youth learned about the New England Forest and visited a live logging demonstration in the

forest. Back at Westville Manor, participants completed an intensive two week training period where

they learned a variety of job, life and leadership skills in addition to urban forestry and community

organizing skills. Job and life skill training sessions included a financial management workshop led by

an FDIC licensed financial educator, as well as in-house workshops on the following: résumé and cover

letter writing, time management, work behavior and attire, and customer service. Urban forestry skill-

building workshops included tree identification, site-specific tree and plant species selection, landscape

design principles, tree health assessments, planting techniques and proper stewardship for new and

existing plantings.

Similar to the spring season, youth conducted biophysical assessments using digital cameras and tree

inventory techniques. They also conducted social assessments of their neighborhood using their newly-

acquired community organizing skills. With that information, youth prioritized areas of the landscape

where future restoration efforts should be made, particularly those areas in need of beautification or

erosion control. In pairs, youth developed small-scale landscape plans utilizing the design principles

they learned during training. They also created an outreach plan for their respective sites. Out of the

ten plans developed, seven were implemented. Not all were implemented due to restrictions of time

and resources.

Youth chose to focus on two front yards and four public spaces. They began the implementation phase of the program with their first planting project - the landscaping for the playground that was installed at the Westville Manor on July 9th (a collaboration between Solar Youth, Housing Authority of New Haven and KaBoom!). Working with Home Depot employees, they planted three trees, approximately 10 shrubs and several perennials all around the play space. Once they felt confident in their planting skills, the youth conducted a tree-planting workshop at the New Haven Holocaust Memorial on Whalley Avenue in New Haven. There the youth had the opportunity to teach international students from the Yale University Summer Bioethics Institute how to properly plant trees, shrubs and perennials. The other two public space planting projects were conducted at the Manor. One was the re-establishment and beautification of an

From left to right: At the Yale Myers Forest, youth explore the cab of a John Deere Harvester, go fishing, and enjoy hanging

out at the campfire they made as a team.



existing memorial garden. The other was a newly created 'garden' at the entrance to the neighborhood where the graffiti'd Westville Manor welcome sign once stood.

By the close of the summer, youth completed two front yard planting projects, four public

garden/greenspace planting projects, and created plans for three more front yard planting projects

(completed in the fall season). In addition to all the shrubs and perennials, youth planted a total of six

trees. In order to maintain all of these new plants, Apprentices coordinated the stewardship of existing

plantings throughout the season.

Fall

Before the fall season of the GJYD program began, program staff made a significant effort to reach out

to potential new Apprentices who would join current GJYD Apprentices. Similar to the previous two

applications processes, potential new Apprentices were asked to fill out an application and secure a

reference form from a non-family member. All fall applicants were granted an interview, and successful

interviewees were asked to participate in a group interview co-facilitated with summer Apprentices.

Additionally, new applicants assisted with a public meeting intended to provide information to

residents interested in front-yard beautification. At the end of the recruitment and hiring process,

At left: Before Apprentices began working on Miss Liz’s yard, it was mostly exposed soil.

At right: Apprentices Malaik Suggs, Jermaine Solomon (squatting), Kiera Kelley (pictured from left to right).

Youth lead a tree and perennial planting workshop for Yale graduate students, and planted two trees at the

New Haven Holocaust Memorial during the summer season.


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Apprentices planted liriope, hostas, euonymous and mountain laurel

shrubs in front of Miss Jacquie’s house.

Apprentices planted liriope, hostas, euonymous and mountain laurel shrubs

in front of Miss Jacquie’s house.

seven additional youth were offered an Apprenticeship for a total of 14 Apprentices in the GJYD

program fall season.

In order to accommodate the increase in program

participants, youth were divided into three cohorts:

Senior Apprentices (youth who returned from the

summer season who exhibited excellent leadership

qualities); Apprentices (older youth who exhibited

strong leadership potential); and Junior Apprentices

(youth who are younger in age, or needed tailored

guidance in leadership formation). Senior

Apprentices and Apprentices met three days a week,

and Junior Apprentices meet twice a week. Every

Saturday, all youth worked together to coordinate

community plantings in Westville Manor.

Training for new Apprentices in the fall followed the

same basic format and schedule as the summer,

with abbreviated workshops. Returning Apprentices

who previously completed training were offered the

opportunity to assist with individual skill-building

workshops, such as basic tree identification. Senior

Apprentices received continued assistance with

résumé-drafting while Apprentices and Junior

Apprentices were introduced to the basic forms of

employment correspondence. Time and stress

management workshops were held for all program

participants, in addition to workshops on work ethic, workplace safety, and appropriate work attire.

Around the Manor, youth designed and implemented three additional front-yard landscaping projects,

making a total of five between the summer and fall seasons. They also coordinated team-led

stewardship activities for all previous planting projects. Outside of Westville Manor, program

participants were offered a special invitation to return to the New Haven Holocaust Memorial and

assist with the fall cleanup and planting. Impressed with their expertise and professionalism,

memorial caretaker Marvin Cohen specifically requested that the youth help with the planting of

thirty hearty mum plants in and around the memorial. This proved an invaluable experience for the

youth as they develop a sense of community engagement. In fact, two of the youth elected to not

receive pay for their work at the Memorial since they saw their efforts as service to the community.



Apprentices Roy and Eddie take notes on areas of erosion around the

Manor property.

Program Coordinator Rachel shows Apprentice Roy how to identify

trees based on branching patterns.

Drafting Crew (August – December)

In addition to the basic landscape and social

assessments youth conducted prior to developing

individual neighborhood planting projects, more in-

depth data about the health of the landscape was being

collected by a subgroup of program participants called

the Westville Manor Management Plan Drafting Crew,

or ‘drafting crew’ for short. The data collected by the

crew was analyzed together with program staff. Crew

members and program staff then detailed

implementable recommendations to the Housing

Authority of New Haven, in the form of a long-range

management plan for Westville Manor. Youth

Apprentices were also invited to present their

analyses and recommendations to faculty and

students at the Yale School of Forestry and

Environmental Studies in mid-December.

The drafting crew consisted of a core group of three

GJYD Senior and Junior Apprentices, with six

additional Senior Apprentices, Apprentices, and Junior

Apprentices assisting periodically. During the fall

season, the drafting crew met on the days in between

the regularly-scheduled GJYD program. These crew

meetings also provided an opportunity for the development of cooperative teamwork skills since all

cohorts of program participants worked collectively on the data collection. Furthermore, the usage of

Left: Miss Jacquie proudly shows off her Future Farmers of American jacket from high school.

Right: Apprentices Ardae Staggers, Jermaine Solomon and Randy Solomon spread mulch around the new front yard planting.


Page 8

Apprentices Eddie, Tray and Malaik look on as Dr. Greg Bugbee

prepares soil samples for analysis.

Apprentice Roy wears Dr. Bugbee’s lab coat and

gloves to add a reagent to Westville Manor soil

samples.

forestry inventory instruments (clinometers, measuring tapes, DBH tapes, Biltmore sticks, and

surveyors’ maps) afforded program staff the opportunity to assist youth in the development of their

respective math and problem-solving skills.

Biophysical analysis activities include a comprehensive

tree census of all the trees that line the streets of

Westville Manor, and those that are on the property.

By the end of October, approximately 300 trees had

been measured, recorded and mapped. Drafting crew

members also focused on soil health around the

Manor by making qualitative and quantitative

assessments of ground cover. For example, youth

documented areas where soil is either exposed or

eroded. Four drafting crew members were given the

opportunity to conduct a full analysis of the nutrient

content of soil samples at the Agricultural Experiment

Station in New Haven.

Social and community analysis activities included one-on-one

interviews with key Westville Manor residents, Housing

Authority staff, and youth who live and play in the Manor.

Crew members also facilitated a social assessment and

feedback survey for themselves, in order to represent the

voices of teen-aged youth. Finally, youth assisted with

preparation and outreach for a public meeting for Manor

residents where long-term goals were discussed and rated by

the residents themselves.

III. OUTCOMES Outcomes were determined based on data gathered from two

evaluation tools which were distributed at the end of the

summer and fall: pre/post surveys which consist of multiple

choice and open-ended questions; and feedback forms which

consist mostly of open-ended questions. For this program, we

measured two major types of outcomes: youth development

and environmental. Community outcomes include the results of the planting projects designed and

implemented by the youth as well as public education projects where they educated others on their

work and accomplishments.

Youth Development Outcomes

The youth development outcome group is comprised of personal and social competencies. Each of

these groups is broken down into subcategories of competencies and knowledge of concepts.



Personal Competencies

Self-esteem Sense of personal worth and value

Self-confidence General confidence in one's capacity to manifest one's goals in life

Social Competencies

Communication Skills Effectively communicates with other people in interpersonal and group settings

Cooperative Teamwork Ability to work and cooperative with others to achieve group tasks

Problem-solving Ability to recognize a problem and develop an implementable action plan

Job Skills Demonstrates job readiness and employability through appropriate work behavior

Job Knowledge Awareness of community resources available for career development

The post-surveys included open-ended questions such as ‘Have you noticed a difference in yourself since starting the program?’ Several youth indicated a positive change in both personal and social competencies.

Bernice: "I've noticed that I can work with a group of people without getting annoyed

and that I have better communication skills." (Communication skills)

Roy: "I am more mature." (Self-confidence)

Essence: "Yes, being on time for things that are important and taking responsibility for

your own actions." (Job skills)

Ardae: "Yes, I am a new man." (Self-confidence and self-esteem)

Xavier: "Yes. I'm starting to do more things I couldn't do before." (Self-confidence)

Feedback forms distributed to parents and Apprentices provided further evidence of program success.

One Apprentice’s mother expressed frustration that her son, sixteen year old Xavier Taylor, prior to this

program would not tear himself away from his video games. On her survey, she indicated that Xavier

has shown an increase in self-esteem, self-confidence and problem-solving skills. Indeed, according to

pre/post survey data for the fall program, Xavier demonstrated a 38% increase in self-esteem, nearly a

50% increase in communication skills, and an 80% increase in environmental knowledge. In his Fall

program feedback form, Xavier said he knew how to tell the difference between a black oak tree and a

red oak tree – a skill uncommonly possessed by the average teenager!


Page 10

Ardae Staggers, 14, poses with his flat rake in hand

after finishing Miss Jacquie’s front yard planting which

he helped design.

For some, having the chance to prove him/herself was what mattered most. Tray, who began the

program in the fall season said "There was no difference. I always knew I had it in me." Similarly,

Essence, a two-season Apprentice, wrote she was most proud of herself for “finding out what she is

capable of.”

Through regular observation, program staff also observed the

growth in individual youth. For example, the Apprentices were

given the opportunity to present their front yard designs to

community members. Jermaine, a two-season participant and

core member of the Drafting Crew, requested that he not be

required to present his design and plan because he was self-

conscious about speaking in front of his peers and community

members. He was given permission to discuss his plan with the resident (Miss Crystal) in person at a

later date. When all other Apprentices completed their presentations, Jermaine jumped up

unexpectedly, proudly and eloquently presented his plan for Miss Crystal’s front yard illustrated on his

design sketch. Similarly, Essence, also a two-season participant, showed off her own design sketch

saying “I’m going to show you my drawing, because I’m pretty

proud of myself for it.” Speaking to a room full of people was no

small feat for Essence; in her post-program feedback survey,

she said speaking in front of her peers and others was the

biggest challenge for her. Malaik, who was an Apprentice for

the summer and fall as well as a member of the Drafting Crew,

proudly takes credit for his work on Eddie’s Memorial Garden

whenever the opportunity arises. Malaik selected the plants

for Eddie’s Memorial Garden, decided where they should be

planted, and coordinated other Apprentices and six community

volunteers before, during and after the planting.

Teamwork is an important part of urban forestry and thus this

program as well. Already confident in her ability to work with

others prior to coming to Solar Youth, Senior Apprentice

Bernice observed an improvement in her own ability to work in

a group and to communicate. Program staff observed this as

well. At the beginning of the Fall program, returning Apprentice Bernice was hesitant to work with a

new-hire since he was hostile toward her in the past. Unaware of this history, program staff assigned

the two to work together. After a frustrating interaction with this youth, Bernice left program early and

refused to come back. Program staff and her mother discussed the issue. Her mother agreed to talk to

Bernice about her commitment to the program. She returned the next day and agreed to try again. She

received guidance through individual conversations with staff and supervision during initial interactions

with this youth. She now says “That’s my buddy!” whenever her ‘new friend’ is mentioned in

conversation.

"I've noticed that I can work with

a group of people without

getting annoyed and that I have

better communication skills."

-Senior Apprentice



Members of the community also have commented on the social development of program participants.

Miss Crystal (one of the recipients of the front-yard projects) indicated a transformation in Jermaine,

specifically. In an interview conducted by drafting crew members she stated without solicitation:

“Jermaine has always had a big mouth in the neighborhood. He still has a big mouth, but now he uses it

for positive things.” One parent also said that she noticed a significant change in her son’s behavior at

home: “Tray is really changing. He’s starting to make his bed and

clean his room!” During the application process, Ardae told Solar

Youth staff he was unable to get a reference form signed from

anyone in the neighborhood because, according to Ardae himself,

he “made some bad choices.” Mrs. Solomon frequently observes

the youth at work in the neighborhood and one day remarked on

how hard she sees Ardae now working.

Community members expressed appreciation to the youth

directly. For example, Miss Pam Harris presented the youth with a

thank you card and fruit basket at their next public planting, and

others provided lunch and drinks for them on hot days. Public

recognition made a difference for the youth. Two-season

Apprentice Kiera, who started at community college in the Fall of 2010, remarked on her feedback

form: “My favorite part *of the program+ was the plantings. This was my favorite part because people

in the neighborhood commended us for what we were doing and that made me feel proud and

fortunate to have an opportunity like this.” Malaik, 16, said that one of the two most rewarding

aspects of this program was “how happy the people of Westville Manor were to see us beautify the

neighborhood” (The other most rewarding aspect of the work for Malaik was his paycheck!).

As a result of this program, Solar Youth is strengthening their partnership with the New Haven Public

School system. Truancy has been a problem for some of the youth in this and other Solar Youth

programs. In mid-October, the school social worker and Planning and Placement Team (PPT) chair

assigned to one of the participants made contact with program staff in order to address his school

attendance. In one-on-one meetings with this youth, school staff learned of his commitment to this

program. Solar Youth and school staff agreed to write an ‘attendance checklist’ which the youth would

have signed at school and at Solar Youth on program days. He was given the opportunity to list those

goals he found most important to his work with Solar Youth, and he assigns himself a rating based on

how well he thinks he did. Solar Youth staff members hope to continue collaborative approaches to

education with other organizations and institutions.

Environmental Outcomes

The environmental outcome grouping is comprised of environmental knowledge and environmental

stewardship. Educational workshops and trainings taught Apprentices a variety of abstract concepts

relating to environmental stewardship, and concrete environmental concepts related specifically to

forestry.

““I am really proud of

[Jermaine], because…since he’s

been working with you his

attitude has changed drastically.

I like it. He’s an outspoken

person, but now it’s a positive

speaking as opposed to negative

speaking. We need to get some

more of them.”

-Community Member


Page 12

Environmental/Forestry Knowledge Understanding of concepts of urban forestry specifically, and issues affecting the environment in general

Environmental Stewardship The extent to which a person believes that humans need to engage in understanding, preventing and solving environmental problems, and the skills to do it

Based on the results of the pre- and post-surveys,

40% of youth who completed both surveys showed

at least a 45% increase in environmental knowledge

and environmental stewardship. By the end of the

fall program, over half of the youth demonstrated

an understanding of the concepts relating to

stewardship of the urban forest specifically, and the

environment in general.

The open-ended questions on the pre/post-tests as

well as feedback forms showed even more

compelling results. Before beginning the program,

Summer Apprentices could, on average, name three

parts of a tree. By the end of the program, youth

were able to name all five. On the pre-test, only one

Apprentice could name a tree or plant in his or her community. On the post-test, all youth were able to

name three (or more!) plant species found in their neighborhood. Examples included native trees such

as ‘pignut hickory,’ ‘birch,’ ‘dogwood,’ ‘maple,’ ‘elm,’ and ‘red oak,’ as well as a variety of cultivated

perennials such as ‘Black-eyed Susans,’ ‘hostas’ and ‘coral bells,’ as well as shrubs such as ‘arbor vitae.’

There was a similarly sharp increase in environmental knowledge for those Apprentices who were hired

in the Fall: of the four pre/post surveys collected, three went from knowing zero tree/plant species in

their community to three or more!

“I enjoyed this because it taught me a lot about trees and plants.” – Kiera Kelley

“I can honestly say I’ve learned a lot in this program.” – Malaik Suggs

“They taught us the type of tools we would need in certain situations, and what we can and cannot plant in certain areas.” – Malaik Suggs

“I think it was fun because we learned about a lot of stuff about trees and plants. I didn’t know anything about trees and plants till I got here.” – Jermaine Solomon

“I think they prepared us very well with tree and plant identification, design method, and banking and saving tips.” – David Roman

Community Outcomes

Essence Dawson, 15, stands in front of rows of plants at East Haven

Landscape Products nursery, while Bernice surveys the area in the

background. Apprentice Xavier stated: “My favorite part of the

program was when we went to the nursery. It was my favorite part

because I [saw] more trees than I have ever seen before.



All of Solar Youth’s programs create opportunities for youth to make a positive impact on their

communities, and Green Jobs Youth Development is a stellar example of this. During the three seasons

of the program, youth successfully completed 10 landscape improvement projects, detailed below. In

addition, they educated 35 children about plants and trees during an Apprentice-led workshop as Solar

Youth’s Summer Camp, as well as 10 students from Yale’s Summer Bioethics Institute. Finally, youth of

the Drafting Crew presented the final outcome of their Westville Manor Management Plan to students

and faculty at the Yale School of Forestry and Environmental Studies.

Public Education Projects

PEP Title Project Type Description Outputs/Outcomes

Tree-Planting Workshop

GJYD Apprentice-led

technical workshop

Summer program participants taught approximately ten international students in

the Summer Bioethics Institute offered through the Yale Center for Interdisciplinary

Bioethics, as well as three community volunteers

1 Maple and 1 Dogwood tree were planted

2 perennial beds were created within the Memorial

Introduction to Urban Forestry

Children’s Games, and

lessons

GJYD Apprentices taught 35 Solar Youth Summer Camp participants about New England plants and trees through creative games and a

hands-on activity

Approximately 30 Solar Youth Summer Camp participants, and approximately six summer camp

interns participated in Apprentice-led activities

Landscape Stewardship Projects

Location Landscape Issue Addressed

Apprentice in Charge

Description of Landscape Rehabilitation

Outputs/ Outcomes

Partners

Front yard outside of

Solar Youth Office

Stewardship of previous planting project

General ‘sprucing up’

Litter

Overgrown weeds

Spring Program participants/ Program Staff

Weeds were pulled

Trash was removed

Existing beds were re-edged and mulched

New plants were planted

Daylilies and hostas were planted

4 bags of mulch were applied

Solar Youth staff

Corner of Whalley and

West Park Avenues

Stewardship of memorial

Opportunity for tree-planting

Program staff

Trees planted

Beds created and planted with perennials

Litter removed from memorial

Existing dead plants removed

1 Maple tree planted

1 Dogwood tree planted

Daylilies, Cardinal flower, astilbe, bleeding hearts, and hydrangea bushes planted

Mr. Marvin Cohen, former nurseryman and caretaker of the Memorial; Doris Zalinsky, fund-raiser for the Memorial


Page 14

Corner of Wayfarer and Level

Streets

Memorial Garden in need of stewardship

General ‘sprucing up’

Malaik Suggs

Suckers removed from Hedge Maple tree near garden

New plants planted

Old plants ‘cleaned up’ and re-planted

Existing bed re-defined and mulched

Hedge Maple free of ‘suckers’

i

Knockout roses, winterberry holly, daylilies, and euonymous plants planted

Miss Pam Harris, long-time Manor resident and mother of Eddie for whom the garden had been planted originally

Westville Manor

Welcome Sign

Graffiti’d Welcome sign

Existing bed in need of stewardship and definition

Bernice Council

Welcome sign removed by HANH staff

Existing bed re-defined and expanded

New plants planted

Old plants ‘cleaned up’ and replanted whenever possible

Tree planted

1 Dogwood tree planted

ii

Heukera, coneflower, black-eyed susans, and lambs’ ear all planted on site

Housing Authority of New Haven

82 Wayfarer St

Exposed soil

Need for front yard beautification

David Roman/ Malaik Suggs

Aerated existing soil

Applied a graded, two-inch layer of fresh top soil

Created a bed near building, but at least three feet from building

Spread mulch on remaining unplanted section of the yard

1 Arbor Vitae evergreen tree planted

Knockout roses, hostas, and pieris shrubs were planted

Miss Liz Yarborough, Manor resident and mother of Apprentice Roy Ferguson

80 Wayfarer St.

Exposed soil


Kiera Kelley, Program Staff


Applied a graded, two-inch layer of fresh top soil



1 Arbor Vitae evergreen tree planted

Knockout roses, hostas, coneflowers, and junipers were planted

Miss Janet Mabry, Manor resident

57 Lodge St.

Desire path through front yard area,

Extreme slope on property causing erosion,

Need for beautification

Jermaine Solomon


Two inch layer of topsoil applied, with a slight grade toward building

New bed defined

New plants planted

1 Arbor vitae evergreen tree planted

Euonymous, hostas, and knockout roses planted

Miss Crystal Moore, Manor resident and community leader

57 Level St.

Ailing Ash tree with excessive dead branches and bittersweet vines

Essence Dawson/ Program Staff

Dead tree limbs were pruned

Bittersweet vines were untangled from tree branches

Litter picked up near building

Improved visibility out of windows and doors for residents and passersby.

Miss Jean Melton, Manor resident and mother of Apprentice Greg McLaurin

49 Level St. Exposed soil Tray Mims/ Aerated existing soil Azaleas and James, Manor




Ardae Staggers/ Program Staff

Applied a graded, two-in. layer of fresh top soil



hostas planted resident

84 Wayfarer St.

Exposed soil

Need for front and side yard beautification

Desire path across front yard

Essence Dawson/ Randy Solomon Program Staff


Applied a graded, two-in. layer of fresh top soil

Created a bed near front window of building

Spread mulch on remaining unplanted section of the yard in order to prevent front-yard foot traffic

Covered exposed soil on desire path on side of building with mulch

2 Mountain laurel shrubs planted

Hostas, daylilies, planted

Liriope planted as ground cover

Miss Jacquie Campagnuolo, Manor resident and Future Farmers of America member

IV. ENROLLMENT/DEMOGRAPHIC DATA A total of 32 youth were enrolled in the GJYD program through

the spring to fall 2010 seasons. In the spring, all six youth

successfully completed the program. Eight of the twelve youth

involved in the summer season completed the program. Of the

fourteen who began the Fall GJYD program, twelve completed

the season. All but one of the youth are African American (the

other is Latino). With the exception of two individuals, all youth

live in Westville Manor for all or part of the week depending on

their respective family situations.

V. WORKSHOPS AND FIELD TRIPS

Out-of-neighborhood Workshops and Field Trips

Season Trip Highlights

Spring

West Rock Ridge State Park

Workshop on Tree Identification with Yale Forest Manager and certified forester, Richard Campbell, MF, C.F.

Spring Wintergreen Brook

(1st trip) Workshop on Plant Identification with Yale School of Forestry graduate

and environmental educator, Jacob Holzberg-Pill, MF

Spring

New Haven Green/ New Haven Museum and Historical Society

Workshop on Researching Historical Documents with New Haven Historical Society Library staff

Spring Yale School of Forestry Workshop on Plant Physiology and Native Plants with Yale School of

TOTAL

Enrollment 32

Female 13%

Male 87%

African-American 97%

Caucasian 0%

Hispanic 3%


Page 16

and Environmental Studies: Greeley

Greenhouse and Marsh Gardens

Forestry graduate and arborist, Nancy Marek, MFS

Summer Yale Myers Forest in

Eastford, CT

Introduction to New England Forest Ecology and Timber Management with Richard Campbell and the independent logging contractor for the

Yale Forest

Summer Wintergreen Brook

(2nd trip) Workshop on Proper Planting Techniques with program staff

Summer New Haven Holocaust

Memorial (1st trip)

GJYD youth-led tree-planting workshop for international Yale students in the Interdisciplinary Summer Bioethics Institute; Stewardship of

Memorial led by caretaker and former nurseryman, Mr. Marvin Cohen

Summer East Haven Landscape

Products Introduction to Nursery Operations; Workshop on Plant Species

Selection with nursery and program staff

Summer

East Rock Park (1st trip)

Workshop on Urban Forestry Measurement Techniques; Discussion of New Haven’s Urban Forest with CT Department of Environmental

Protection State Urban Forestry Coordinator, Chris Donnelly

Summer

Pardee Rose Garden and Greenhouses

Workshop on Plant Propagation led by New Haven Parks Department staff and faculty from the Sound School in New Haven

Summer

General Electric Cogeneration Plant in

Linden, New Jersey

Renewable Energy, and cogeneration of energy for residential and commercial usage, led by General Electric engineers and cogeneration

plant staff

Fall New Haven Holocaust

Memorial (2nd trip)

Fall Planting and Stewardship of the Memorial, by special invitation of caretaker Marvin Cohen

Fall East Haven Landscape

Products (2nd trip)

Two Junior Apprentices earned the opportunity to hand-select plants for future projects with the help of nursery and program staff

Fall East Rock Park

(2nd trip) Fall Foliage field trip for program participants who had shown improvement in social development throughout the season

Fall Connecticut Agricultural

Experiment Station Soil Lab Tour and Soil Sample Analysis led by Dr. Greg Bugbee, head

soil scientist for the CT Agricultural Experiment Station

Fall GreenFaith Awards

Dinner in New Jersey

Based on their commitment to the program and expressed interest, five outstanding youth were invited to attend an awards celebration honoring the environmental commitment of the NJ Black Ministers

Council and Laborer’s Local# 55



In-house workshops

Season Workshop Title Facilitators

Spring Urban Forestry Tree

Measurement Techniques Program staff and masters students from the Yale School of Forestry

Spring Tree Identification Program staff

Spring Community Organizing Kevin G. Ewing, president of the West River Neighborhood Services

Corporation

Spring Basic Stewardship Program Staff

Summer Financial Management

Workshop FDIC-certified financial educator from the Community Action Agency

Summer Community Organizing

Kevin G. Ewing, president of the West River Neighborhood Services

Corporation

Summer Proper Perennial Planting

Techniques Program Staff

Summer Proper Tree-planting

Techniques Program Staff

Summer Basic Landscape Design Program Staff

Summer Work Ethic Program Staff

Summer Resume-writing and Job

Correspondence Program Staff

Summer Renewable Energy and

Cogeneration of Electricity Joseph DeNicola, financial analyst for General Electric and Solar Youth

Board Member

Summer Customer Service Workshop Mansfield J. Holmes, Jr., Director of Operations for the Boys and Girls Club

of Clifton, New Jersey

Fall Tree Identification Program Staff, with assistance from Senior Apprentices

Fall Basic Landscape Design Program staff, with assistance from Senior Apprentices

Fall Work Ethic Program staff

Fall Time and Stress Management Program staff

i Suckers are more aptly called epicormic sprouts. These are sub-crown branches that jeopardize the overall health of the tree by preventing

valuable nutrients and water from reaching the crown. ii Dogwood tree did not survive due to a lack of stewardship by residents, and the draught-like conditions of the summer.