North Bay Institute of Green TechnologyMonitoring of Contract Completion Status Report

Prepared & Presented August 24, 2009 For California Human Development Corporation

Academia Quinto-Sol (AQS) / Fifth Sun Academy for Young Visionaries 9-week Summer Vocational-Trade Prep flagship program of the North Bay Institute of

Green Technology-Youth Green Jobs Sonoma (NBIGT-YGJS)June 15th – August 13th 2009

TOPIC: 9-week Vocational-Trade Prep Program- According to a study conducted by Moody’s commissioned by the Sonoma County Innovation Council a conclusion was reached that today’s public education institutions are not sufficiently preparing young people, particularly the most troubled, to move into the workforce.

In direct response to this crisis on June 15th, 2009 Cris Oseguera and Evelina Molina established the Academia Quinto-Sol / The Fifth Sun Academy for Young Visionaries (AQS). Envisioned to be a 9-week flagship summer program of the North Bay Institute of Green Technology a program of California Human Development Corporation (CHD) funded by the American Recovery and Reinvestment Act (ARRA). Our goal was straightforward: to create and launch an innovative, unique summer vocational-trade tech prep program for 15-20 young men ages 16-18 who were identified as being in-crisis, under-served, court-involved, some gang-affiliated and experiencing multiple disciplinary and conduct issues. All participants attended the program Monday thru Thursday from 8am – 3pm totaling over a 280-hour commitment which was 100% voluntary. A nutritious breakfast and lunch was served daily and a varied assortment of healthy snacks (fruits, granola bars, cereals, and fresh juices) were provided continuously throughout the day.

Unlike many established traditional vocational training programs Cris and Evelina strove to develop and implement a culturally sensitive curriculum coupled with an strong environmental consciousness component that offered a safe haven, a “sacred space” designed to foster and rehabilitate young men who were displaying various levels of emotional and psychological depression resulting from multiple and continual incarcerations. This goal was accomplished above and beyond our expectation by providing a nurturing and welcoming environment where “critical thinking” was encouraged utilizing a “popular education model” where everyone has something to teach and learn from each other. Positive role modeling, mentorship, emotional and spiritual support and guidance was also a daily practice. Both paid and volunteer staff modeled and practiced compassion daily and incorporated a skill-building curriculum that was interweaved along with an introduction to green jobs and initiatory dialogs about the ‘true’ meaning of manhood necessary for the proper growth and tempering of our students.

Most, if not all of the young men had been expelled or suspended regularly from their schools. Surprisingly, a few of our participants who did manage to graduate, received a diploma and stayed away from gangs expressed varying levels of fear, confusion and insecurity due to the lack of promising employment resources. In addition they lacked basic life and jobs skills training and the coping mechanisms needed to navigate in this complex and difficult socio-economic reality currently facing the country.

AQS Core Principles:

Despite negative behavior ALL young people have intrinsic attributes that can allow them to succeed.

At AQS we teach by engaging the unique intelligence and creativity of all of our students collectively combined by employing the “inner” and “outer” awareness that requires strict attention and an ability to draw upon the energies and resources of each student.

We respect the basic humanity of all people and honor the dignity of each student and participant in every moment.

We integrate young people into the future by providing a basic easy to follow curriculum that balances the sobering environmental realities of global warming with the promise of an emerging green technologies industry that can provide pathways out of poverty to our students and their families.

Enrollment Goals: Our enrollment goal of 15-20 young men was met with a total number of students enrolled being seventeen. Of that number eleven would complete the program in its entirety. The following is an outcome status report detailing the 9 weeks in which the seventeen students participated in. Eleven (11) young men completed the program to its conclusion:

Four (4) students returned to their respective high schools and/or home schooling program

Due to elevated levels of self-esteem and confidence four (4) students decided to attend Santa Rosa Junior College (SRJC) (2) who were high school dropouts enrolled with the intention of acquiring their GED (General Education Diploma); One (1) student was selected to participate in the Health Careers Pipeline Program for the year 2009-2010 he wishes to become an Emergency Paramedic Technician his other choice would have been to join the military service. Two of the above students were also accepted into a one-year radio and Multi-Media Broadcasting Internship Project called the “Ruben Salazar Youth Journalist Project” of the Center for Critical Environmental and Global Literacy (CCEGL)

Four (4) students are employed part-time by a general contractor, another student worked part-time for our Cobb instructor and some will receive scholarships in the near future to attend various green certificate courses.

Two (2) students moved away and thus dropped out of the program. One (1) student decided to join a paid summer jobs program. One (1) student was not able to continue due to transportation challenges

related to parents work schedule and distance. One (1) student chose not to return after being disciplined for serious

misconduct.

ORIENTATION / TEAM BUILDING / LIFE SKILLS / JOB READINESS TRAINING:

SRJC Counselor Luz Navarrette facilitates Stanford University Course Orientation Model called “Conocimientos” and a 9-week “On-Course: Strategies for Creating Success in College and in Life” Curriculum

The “On Course” curriculum is intended for students of any age who want to create success both in college and in life. The curriculum included a pre and post Personal Self-Assessment Evaluation which was completed by AQS students (the self-assessment can be found on-line at: http://collegesurvival.college.hmco.com/students. The instructional course incorporated focused questions, guided journaling, case studies for critical thinking, out loud group reading of quotations during 2 hours every week of facilitated instruction that covered topics such as:

Taking the First Step: What is success? The Power of Choice

Discovering Self-Motivation / Discovering your Dreams/Committing to your Dreams

Designing a Compelling Life Plan / Why Goals are important

Mastering Self-Management / Acting on Purpose

Employing Self-Management Tools / Developing Self-Discipline / Staying Focused

Employing Interdependence / Strengthening Relationships with Active Listening

Gaining Self-Awareness / Identifying Your Scripts / Self-Defeating Patterns

XINACHTLI: YOUNG MEN’S EMPOWERMENT PROGRAM- GANG INTERVENTION CURRICULUM - weekly program and Topic Review

(NOTE: A more comprehensive explanation of Xinachtli curriculum is included as an attachment.)

Week One: Instructor, Participant & Program Introduction, Defining “manhood”, Male Responsibility, Assimilation, Activity.

Week Two: Cultural Awareness, Role Models, Gang Sub-culture, Activity.

Week Three: Empowerment, Self-Esteem, Positive Choices, Activity.

Week Four: Personal/Familial Stressors, Cultural Coping Mechanisms, Activity.

Week Five: Chemical substance use and abuse, Barriers and impact on self and family, Cultural Events, Activity.

Week Six: Fatherhood, Generational Imprisonment, Generational gang Association, Activity.

Week Seven: Relationships, Reproductive Health, Domestic Violence, Anger management, Activity.

Week Eight: Communication, Absent Parent/Single Mothers, Activity

Week Nine: Leadership Development, Career/ Employment exploration, Support Network, Address Questions/Concerns, Program Review, Ceremony.

TOPIC: Students received Work Readiness Certificate

Due to unavailability of internet services and challenges with document formatting / transference the portfolio required by the Work-Ready Certification we are still in the process of working towards completion the Portfolio Components Checklist. Only the items marked (pending) have yet to be completed:

TOP TEN SKILLS METHOD OF ASSESSMENT

1. Demonstrate willingness to work Observation

2. Demonstrate integrity Observation3. Communicate in spoken and written English Basic Writing and

spelling test (Pending)4. Demonstrate promptness AQS

attendance records5. Avoid absenteeism

Observation6. Avoid use of language or comments that stereotypes others

Critical Thinking

7. Read & Understand written information Basic Written Exercise & Journaling

8. Maintain appropriate grooming and hygiene

Observation9. Be respectful of the opinions & contributions of others

Problem Solving 10. Take responsibility of completing one’s own work accurately

Observation

PLUS SKILLS Method of Assessment

Demonstrate willingness & ability to learn ObservationHave and apply computer skills Computer literacy test (pending)Demonstrate customer service skills Observation (pending)Work well with others as part of a team ObservationUse and apply basic math Basic math test (results pending as of 8/25)

OTHER PORTOLIO COMPONENTS List the Items Included

Work-Ready Certification application & checklist Application completed/Checklist (Pending)Sample Job application (with 3 references) CompletedCover Letter and Resume Completed 8/25Letters of reference Some are still (Pending)School transcripts and attendance records (Pending)

TOPIC: Conducted a series of comprehensive math and reading skill assessment to determine the students academic needs specifically for those who chose to complete the General Education Diploma (GED) Program

Four (4) students expressed interest in obtaining their GED certificate they were given a series of California State approved tests that were administered by a team of very experienced volunteer teachers each of whom fully support the work and vision of NBIGT-AQS and generously donated their time and expertise. The tests are as follows:

Test of Written Language (TOWL) Comprehensive Test of Phonological Processing (CTOPP) Overview

& Purpose- -To identify needs in developing phonological skills: -Identifies individuals who are significantly below their peers in important phonological abilities.-Determine strengths and weaknesses among developed phonological processes. -Document progress in phonological processing as a consequence of special intervention programs. -Obtain three indicators of phonological abilities: Phonological Awareness

Quotient (PAQ) measures an individual's awareness and access to the phonological structure of oral language; Phonological Memory Quotient (PMQ) measures an individual's ability to code information phonologically for temporary storage in working or short-term memory; and Rapid Naming Quotient (RNQ) measures the individual's efficient retrieval of phonological information from long-term or permanent memory, as well as the ability to execute a sequence of operations quickly and repeatedly.

Second Essay (Expository/Explanatory/Persuasive/Compare/Contrast) or Sentences

Peabody Picture Vocabulary Test (PPVT) Gray Oral Reading Test (GORT) Criterion Based Skills Assessments: Word Attack & Math

Computation Woodcock-Johnson Tests of Achievement Developmental Reading Assessment

TOPIC: Energy Auditor (Residential) Training – Online Lab & Field: Due to challenges with provider of on-line training and lack of internet service at AQS the Energy training was presented as an introduction via a recorded video production and additional hands-on training was presented directly by a General Electrical Contractor. The curriculum included the following:

Basic Electrical Theory Product Identification Site Recognition of Electrical Communications Testing Procedures Open/Close Circuits Basic introduction to Volts, Amps, Watts formula

TOPIC: Hands-On Building Experience: Due to our inability to acquire the needed materials and enough volunteer instructors the Tiny Tumbleweed House project was replaced with a hands-on building project of four (4) wooden planter boxes. Those students that were able to demonstrate a basic understanding of electrical concepts as stated above, and those who expressed an interest in green construction related employment opportunities were offered a 16-hour on-the-job training. They worked on a wood frame remodel, seismic retrofit project utilizing energy efficient technologies, and skills training which included:

Installing seismic anchors and environmentally friendly sheer wall Experience working with a pneumatic framing hammer Working and understanding tape measurements and other sophisticated

measurement techniques Installation of environmentally safe–green insulation Pulled electrical wires and installed residential “rough-in” electrical wiring Installation of switch boxes Learned efficient and effective use of a caulking gun Installation of energy efficient light fixtures Wall Framing

TOPIC: All students were able to have hands-on experience building with Cobb

PROJECT DESCRIPTION: Building an all-natural material (green) pizza oven. This structure was built with adobe bricks made from earth that was excavated earth directly from the AQS school site. With the skills acquired from being involved in this project, the youth will understand how to build a pizza oven and other like structures utilizing all natural materials. During the natural building course, all youth have benefited in the following areas.

1. Students have learned various skills with which they can apply towards a career in natural building, being contracted to construct a small structure with adobe bricks.

2. Working with natural earthen materials allows the youth to establish a relationship and an appreciation for the earth. All participants now know it is a valuable building material.

3. In the process of building adobe bricks and making the foundation, the youth worked together as a team, which required communication with each other, in order to coordinate their efforts.

4. All the youth worked outside in the fresh air, had their hands and feet in direct contact with the earth, and exerting themselves physically, which all contribute towards healthy living.

5. The youth learned about ancient indigenous building techniques, which connects them to their own cultural heritage while at the same time, promoting and reinforcing a positive identity.

6. The youth learned how to make a secure foundation for constructing a structure. They learned about proper drainage, proper proportions of adobe brick making, along with basic design of small structures, and just as important making sure to clean up after themselves.

7. Youth received & took guidance from the instructor, which is an important skill to develop and posses especially when going into any work situation. All youth were taught about proper composition of earth, sand and straw to make strong adobe bricks.

8. The students learned about the instructor’s natural building business, how it is run, while at the same time inspiring them to possibly start their own natural building business to construct ovens, garden walls, saunas, benches.

9. Youth experienced emotional satisfaction from the accomplishment of making over 200 adobe bricks, and seeing them set up firmly in the sun. They all directly experienced the fruits of their labor.

10.All youth motivated each other to exert themselves and to develop strong work morals.

North Bay Institute of Green Technology-Academia Quinto-Sol Students at North Coast Builders Exchange (NCBE)

TOPIC: Students received training in building Solar ovens & Solar Fountain: Due to the unforeseen cancellation of the Solar instructor the “solar oven” project was replaced with an “adobe oven” and the solar fountain project was replaced with the “Ruben Salazar Radio Project” which was taught by a collective of professionals and instructors from The Center for Critical

TOPIC: Students received the Cal OSHA 10 Comprehensive Training Certification: A copy of each students certification card will be submitted to CHD and while a copy of the card will be placed in each students file. A copy of the curriculum has also been submitted to CHD earlier this summer, immediately after successful completion of the training.

TOPIC: Students received and completed the Qualified Water-Efficient Landscaper (QWEL) Program - Due to the complexity of the materials being taught and because some of the students arrived too far into the program and missed many days of training, we experienced the following outcome: only six (6) students chose to complete the entire 24-hour training, and have received a Certificate of Completion of QWEL Course Instruction. Given the difficulty of the material, additional tutoring will be needed before the six students are ready to take the 3-hour examination and be certified. An outline of the curriculum is being submitted along with the supporting documents.

TOPIC: AQS Students became CPR/First Aid Certified- YES, a copy of each card is being submitted to CHD and a copy is being kept in the student file.

TOPIC: AQS Students conducted a “Water” audit of the school site & converted a sprayer irrigation system located in school garden to drip system. Students received a certificate from the course instructor Phil Wyatt, President of Wyatt Irrigation Supply Company. Documentation of the water audit is part of the students file.

TOPIC: AQS Students participated in the Home Energy "Leave Your Mark" pledge drive as part of the Flex Your Power campaign. A representative with the Climate Protection Campaign enrolled the students into the “Leave Your Mark Teen Challenge” that ran from July 13th until August 15th. All students took the pledge, went home, and replaced old light bulbs with CFL bulbs.

Environmental and Global Literacy (CCEGL) and Pacifica Public Radio (KPFA 94.1FM.)

The students wrote and will produce and record their own Public Service Announcement (PSA) about their experience at Academia Quinto-Sol and what it meant to them to participate in the summer program (all PSA’s are stored in the student file). The students will also produce bilingual PSA’s for local radio stations addressing the current crisis around Climate Change, and Energy & Water Conservation. Upon completion of final, workshop students will receive a certificate of completion for their broadcast radio production from the (CCEGL).

The Ruben Salazar Radio Project Curriculum consists of:

Week 1-Orientation and Cultural Awareness -Welcome & Introductions, review of course materials, Radio HistoryWeek 2-Technical Workshop- Basic sound theory, microphone use, recording, tape and digital Week 3- Radio Announcing- Concepts of radio announcing, use of voice, reading and developing a script. Week 4- Audio Art-Creative planning of program elements, and alternative media technology concepts ie. Skype and on-line video streaming.Week 5- Radio Journalism/Investigative Reporting-Writing for radio, sources, research, choosing & planning topic. (This last workshop is scheduled for September 5th, 2009)