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Home My WebLink AboutR-99-0063J-99-37 12/24/98 RESOLUTION NO. 9 J " 63 A RESOLUTION ACCEPTING A DONATION FROM MOLINA TOWING OF A 1983 OLDSMOBILE AUTOMOBILE, VALUED AT APPROXIMATELY $500.00, FOR USE BY THE EAST LITTLE HAVANA NEIGHBORHOOD ENHANCEMENT TEAM ("NET") SERVICE CENTER, ACCEPTANCE OF SAID DONATION SUBJECT TO THE EXECUTION OF APPROPRIATE RELEASE DOCUMENTS, IN A FORM ACCEPTABLE TO THE CITY ATTORNEY. WHEREAS, Molina Towing wishes to donate a 1983 Oldsmobile automobile, Identification No. 1G3AW69YBDM725035, to the City of Miami for use by the East Little Havana Neighborhood Enhancement Team ("NET") for surveillance by Code Enforcement Inspectors, or as otherwise deemed necessary the East Little Havana NET Commander; NOW, THEREFORE, BE IT RESOLVED BY THE COMMISSION OF THE CITY OF MIAMI, FLORIDA: Section 1. The recitals and findings contained in the Preamble to this Resolution are hereby adopted by reference thereto and incorporated herein as if fully set forth in this Section. Section 2. A donation of a 1983 Oldsmobile automobile, valued at approximately $500.00, is hereby accepted from Molina Towing for use by the East Little Havana Neighborhood Enhancement Team ("NET") Service Center, acceptance of said donation subject to the execution of appropriate release documents, in a form acceptable to the City Attorneyi/. Section 3. This Resolution shall become effective immediately upon its adoption and signature of the Mayor. PASSED AND ADOPTED this 26:Lh day of January 1999. kt JOE CAROLLO, MAYOR In accordance with Miami Code Sec. 2-26, since the t;flayni' did not ind;nelin a�lprovLl of this legislation by signing it in the designated becomes effective with the elapse of tr_.n (10) da horn f I 0, regarding same, without the Mayor . orci veto. ATTEST: baman, C ity Clork WALTER J. FOEMAN CITY CLERK : V The herein authorization is further subject to compliance with all requirements that may be imposed by the City Attorney, including but not limited to those prescribed by applicable City Charter and Code provisions. If the Mayor does not sign this Resolution, it shall become effective at the end of ten calendar days from the date it was passed and adopted. If the Mayor vetoes this Resolution, it shall become effective immediately upon override of the veto by the City Commission. 2 99- 63 CITY OF MIAMI. FLORIDA AM c INTER -OFFICE MEMORANDUM AV_ -In TO; Honorable Mavor and Members DATE : JAN 1 5 1999 FILE: of the City Conlrillcclon SUBJECT: ReSOILItlon Accepting A Donation FROM: �!onald ,a REFERENCES: Comnllssion Mtg. 1 i26/99 City Manager ENCLOSURES: Resolution RECOIlI�'IENDAT{ON: It is respectfully recommended that the City Commission adopt the attached Resolution formally accepting a donation of IcS3 Oldsmobile fi-om Molina Towing valued at approximately S500.00. BACKGROUND: Molina TmNina wishes to donate said vehicle identification NO. 1 G3AW69Y8DM725035 to the City of Miami for use by the East Little Havana Neighborhood Enhancement Team (N.E.T.) for Stm7,eillance by Code Enforcement hlspectors, or as otherwise deemed necessary by the East Little Havana N.E.T. Police Commander. DHW r1V D/Kwnev '�-^ "3�... .. .. j,�s sA� �„.',vV�'�ar �tld-'�'�•�� fi� 5�r z�� h�� i ru�.� �r a.�?'zQ 9t a�,.� 1. ... _.. `�.sKS+.� rtv`tn.� ,.a.�r,•(.txB ,., ..,.,m.�.w.,�aa,r�w7,'� �r+-.� '1r� iirt J;r �� 4 y d�ftt;� 1?'�ut'�►L1,lEi imia1,1I Youth training &Experience in Science & Technology A Proposal Submitted to ¢`41 M iami Police Department Law Enforcement Trust Fund By Miami Museum of Science 4 G y November 6, 1998 6 �' 1114amthAlivel Miami Youth Training Et Experience in Science & Technology _ors Abstract YouthALIVE! Miami is a program by the Miami Museum of Science that will engage more than 100 adolescents from Miami's inner cite and low income neighborhoods in ongoing after -school, Saturday and summer programs. Over the course of a year, YouthALIVE! Miami will provide students ages 12 to 18 will computer skills and practical, scientific knowlege; with role models and mentors; with experience and understanding of places previously un- known; with paid, meaningful work experience and with an opportunity to serve their com- munity while preparing for productive futures. The Museum has been successful in providing programs with these very outcomes for more than 875 kids over the past decade. With the assistance of Miami's Law Enforcement Trust Fund, the Museum will extend this approach to teens in Miami in the greatest need. The cost to implement all components of YouthALIVE! Miami is $120,638. Table of Contents 1. R u rpose............................................................. ►iB.....0• ■ 11. Need.............................................................................................1 111. Background ............................................................................. 2 IV. Program Description............................................................ 3 TheSaturday Academy...................................►............................................. 4 After -School Activities....................................................................................8 SummerActivities............................................................................................9 Timeline.....................OM.........................................................NN.................... 11 V. Target Audience....................................................................12 1l1. AnticipatedOutcomes ....................................................... 12 VI I. Staffing D Management Plan........................................14 Fndnotes......... N.W....... N................................................................................... 15 1/111. Budget..................................................................................16 Appendix A: organizational Capabilities .........................17 99- f? V ` Yo u t t v el M. 1 a ml Youth Training & Experience in Science & Technology L Purpose The Miami Museum of Science seeks funding for YouthALIVE! Miami to provide positive recreational, work and learning opportunities for young people ranging in ages from 1.2 to 18. YouthALIVE! Miami will engage 100+ youth from throughout the City of Miami in a range of multifaceted programs designed to increase their interest in pursuing study and careers in science and technolog}'-related fields as well as malting sure that they are on the right academic track to make college a reality. Additionall}, a summer youth outreach component will provide informal science education and entertainment for diverse audiences in Miami. 11. Need In a discussion of "School to Work Opportunities," a federal labor document best summarized the need for innovative, targeted approaches to engage youth in educational experiences to prepare them for the future workforce. "Too many of the roughly one million: teens who start high school every year begin with no concept of where all the assigninents, drills, and tests lead. About three out of ten students will quit school well before graduation. Of those that do graduate, many are not equipped with the skills they need to perf6nn the jobs our inodern, competitive economy is creating. The nature of work is changing. Advancing technology and global competition snake it imperative that youth develop snore analytical reasoning ability and a broader skill base Man was required in the past."' Natiesha Wray shows Deverick Sheftal how to find his way in cyberspace. The need for overall improved science and technology education is well documented, and the need for promoting science education among minorities and females is even greater. Figures from the National. Science Foundation report that African Americans and Hispanics hold only 6.77o of the jobs in science, engineering and computer fields. With a student population in Miami -Dade County Public Schools that is 89% minority, strong efforts are needed to prepare our city's youth for the competitive, global workforce of tomorrow. In addition to offering rich, hands-on curricular experiences, after -school science programs provide an attractive alternative to juvenile crime. "More programs in the lives of teenagers would be an enlightened approach to youth crime instead of more police and prisons,"'- said ' Miami Museum of science is YouthALIVE! Miami 1 99 63 S sn Henn? M. Thomas, Vice President of Youth Development for the National Urban League. Recent findings in juvenile crime research support his position, calling for even stronger relationships between law enforcement agencies and community -based organizations to provide after -school progranuning for youth. In a report to the U.S. Attorney General, Fox and Newman (1998) came to the following conclusion: "New data utake clear that the peak hours for violent juvenile crime are 3:00 p.in. to 8:0011.111. Thell tell us that When the school bell rings, leaving millions of young people without responsible adult super -vision or constructive activities, juvenile crime Suddenly triples and prince time for Juvenile crime begins. Nearly half of all violent juvenile crime takes place during the six -hour period between 2:00 p.m. and 8:00 p.in., and nearli/ two thirds of all violertt juvenile crime takes place during the trine hours between 2:00 pan. and 11.00 p.in. In contrast, just one -seventh occurs during the eiglttliours front 11:00 p.nt. to 7:00 a.in., the period for which curfew laws are often suggested." 3 This type of data led Miami -Dade County Mayor Alex Penelas to compare the cost of crime with the cost of after -school youth programs, quoting a cost range of $3,700 to $20,000 for juvenile crime.' By contrast, the average after -school program costs about $3,000 per child' Clearly, after -school programs need to be a major part of the city's investment in crime prevention, not to mention job preparation, which will be addressed by YouthALIVE! Miami at a cost of just $1,200 per child. 111. Bacl,-around In recognition of the national need to increase representation of minorities in the sciences, in 1989 the Board of Trustees of the Miami Museum of Science adopted an aggressive and proactive position to attract previously underrepresented groups to the Museum. As a result, educational outreach programs were expanded and new programming was implemented to increase the access of undeserved youth from Greater Miami's low income communities. Since that time, the Museum has developed an impressive track record in serving at -risk youth, and was identified by the DeWitt Wallace. -Reader's Digest Fund YouthALIVE! initiative as one of nine leadership museums in the United States for our work in minority youth development. The national YouthALWE! program was launched in partnerslup with the Association of Science -Technology Centers in 1991 to help develop programs in museum settings. David Beiiard uses seine net to conduct his group's marine science research project Miami Museum of Science i YouthAUVV Miami 2 9 9 - 63 .:�!. .. ,.. _ ,f..t :.,,..lv!`r7 't ;a�Ab�cbi�u'$`rx ,r"'s.'T*' '�"' ..,•^t,-attic. �1' r Museum zoologist Greta Parks measures a terrapin in Florida Bay with assistance from youth interns Christian Portillo and ivania Chavarria. IV. Program Description "A 1eVie711 of the acti_lities of the first three clears of the initiativc sliou's fliat the 1butil,4 1'U progroin is in umcing the lives o f Ili otisan(is of iloung people. Equally important, the initiative Itas made solid progress fouvard proving the premise that science and clrildrert's rnt(scrams are goon seffings for prograttts that fosterpositineadolescentdcveloltrnent. Exemplairyl.)irograms pro-i?ideyotitli ulith Positive, formative experiences that infegrate work and education, an interest in learning and an entranced sense of self esivein. Vic programs offer the opporhatity.for youth to develop long-term relatioiisliips Wii-lt the niuseuni and its staff." 6 Ironically, the success of the YouthALIVE! program has resulted in a decision by the DeWitt Wallace Foundation to "spread the wealth" and involve more museums in youth programming, resulting in a decreased level of funding for "more established" programs. The Foundation believes that once "seeding" success, museums should be able to raise local dollars to continue their programs. The Museum is seeking the assistance of the City of Miami Police Department Law Enforcement Trust Fund to enable us to continue to serve all the youth who are currently participating in Museum youth programminb174 kids this term alone. Over the past decade, more than 875 youth have participated in Museum programs with the typical involvement spaniung three to five years. The results are many success stories of youth who have gone on to impressive college programs in science -related fields. The Miami Museum of Science is committed to a continuation of these successful efforts. Funding from the City of Miami Police Department Law Enforcement Trust Fund will allow the Museum to expand existing after -school, weekend and summer programming for youth. Based on our experience in the national YouthALIVE! initiative, providing youth with meaningful and authentic work experience in a supportive environment that combines work, play and learning skills, is most successful for building self-esteem, communication skills and learning attitudes that influence performance in the formal school setting. Third -party evaluations such as the Inverness Research Associates' study, attest to the success of this approach.' Miami Museum of Science 0 YouthALNEI Miami 3 An important component of nearly all the Museum's youth programs is that participants record their activities, thoughts, processes and other notes relating to their program in a journal. Excerpts provide insight into die programs' success, such as this one from Maria after a 12- week internship as an exhibit explainer: "I would like to co;itinue With this great program because it has helped me in ntaiiy ways outside of school. Aud because I would miss not being a part of our big fantil y. Also 1 miss everyone and the Aluseuni. It's like my second home. It has taught the things that are not taught in school but they expect you to know. I believe programs like this are reallif helpful for us teenagers because we are involved in doing something special anti worthy. We actuallit do something constructive for our lives otliertitaii jtisthangittgaroiiitd rind irotdoingson;etlling Worthy of us." —Maria Campos, age 15 The proposed YouthALIVE! Miami grant will support three major program components: Saturday Acaderies, After -school Activities and Summer Activities. The Museum typically schedules youth Saturday Academies in two 12-week cycles during the school year. The YouthALIVE! Miami Saturday Academy experience will consist of internship training; family outreach and family days; camping and field trips; and college preparation, as described below. 0 Internship Training. Young people will be assigned to various Museum departments (Exhibits, Wildlife, Education, Museum Store) and introduced to a variety of work -related skills and career choices. Staff mentors will provide on-the-job coaching and feedback. Upon completion of the internship, youth will volunteer for 50 hours with the same department. This volunteer period will serve to assist them in fulfilling community volunteer hours (a requirement for high school graduation), while continuing to provide them with a safe, exciting and informal atmosphere for learning. They are then eligible for continued paid employment at the Museum after school, during holidays and breaks. Alfred explained the positive results from his internship as a teacher assistant in the Museum Education Department's camp program when he wrote in his journal: Lili Katono demonstrates a cow's eye dissection as an Interpreter for Museurn visitors. Miami Museum of Science ■ YouthALivEI Miami ti 9 9 -- 63 0 " 17le most menloraldc and rezvarding experiencc I havegotten out of this program was when I came into the classroom that I was wo rkinu ill and the little kids were so happy to sec me and they all ran around mc. Plat zvas such a zvorrderlid feeling, I will never forget it. No-w I'm thinking about having kids, going to college ... all because of this great program!" Alfred Durosca, age 16, Miami Edison High School Family Outreach, Fancily Days. Throughout the Saturday academies, telephone contact, home visits and written correspondence will be used regularly J to maintain communication between program staff ! and parents. At the end of each Academy, students will invite their families and friends to the Museum to participate in a Saturday of science fun, food and "> exploration. Family Day provides families Nvith an i1 , enjoyable experience (sometimes a new experience with a science museum) in an atmosphere that is non- judgmental and positive ("no one ever flunks a museum"). Again, based on prior experience with Head Start families and YouthALNE!, hosting Family Days has proven to be an effective strategy for involving low income families in celebrating the activities and achievements of youth. A Museum Family Night gave Lubens Bonhomme a chance to show off his webpage to his father who doesn't live with him. "It was a good feeling showing my grandmother around the Museum. It made me feed important" —Kevin James, age 13, Brownsville Middle School Camping Trips, Field Trips ft Camp -ins. Camping trips to natural parks and conseivation areas, science institutions and universities, and Camp -Ins (over night programs spent in the Museum's galleries) provide new experiences, build teamwork and enhance participants' appreciation of the natural diversity of their environment. The City of Miami Youth Grant would support two camping trips and one Camp -In for youth participating in the Academies. Field trips to local sites and cultural events promote youth awareness of the world around them and enhances their appreciation for cultural diversity. Camping trips provide youth, who often haven't had the chance to travel outside their neighborhood, with a greater understanding of the world around them and the opportunities Roger Casanova learned haw to canoe at Myyaka State Park when he was a new program participant He is now a senior, busy applying to colleges, and active as a Youth Advisory Board member. m N a —a] Miami Museum of Science ■ YouthALIVE! Miami 51 N that exist outside of N iami. The following journal entry expresses the highly positive impact of these trips, made by Adrian after a canoeing and camping trip at Myakka State Park. "There are no words to describe the trip we took. It was so incredible. We all bonded with such friendliness, such... well you had to be there to experience in the rnornent. I think that every if we car•efullrl planners another trip it will not come out as perfect as fire one we took. This was one of the most incredible experiences of nny life and I Zt7ill never forget it." --Adrian Fernandez, age 14, South Miami High School "Everything was great. I think that it gave us a chance to get to know each other a little better. I think that it was a prettygreat idea to go camping together because we talked a lot oil the bus about the way we felt about the program and the ones that dirt not feel too happy got advice front the ones that did. From there we talked about politics and society and about life and races and it was so wonderful because we were expressing ourselves and we got to know the way we really are and the things that we really feel and think. I just hope that we do a long trip again, but for it to be for a longer time because it was too much fun for too little time." —Brenda Brown, age 14, Northwestern High School College Preparation. When it comes to deciding one's direction in life and how to achieve it, every young person needs an advocate, a mentor or a coach. High school youth and their parents need information about their options; they need access to opportunities and support in exercising their options. Traditionally, youth from low income families have been underserved by our formal education system. Seeing themselves as college graduates has not been the norm. To address this concern, YouthALIVE! Mianu participants will attend bimonthly college preparation seminars during Saturday Academies. Participants will attend seminars which will address skills and techniques that will help them make college admission a reality. Seminars will also expose participants to the most reputable and accessible colleges that offer degrees in science and technology disciplines, and the high school course and SAT score requirements necessary for college admittance. Students will have their academic needs assessed and their progress monitored throughout their involvement in YouthALIVE! Miami YouthALAVD participants at Youth summit in Tampa, where they also toured the University of South Florida campus. A Miami Museum of Science ■ YouthALIVEI Miami 6 9 9 -- 63 Juniors and Seniors will have the added benefit of attending a four -day camping trip during the Miami -Dade Public School spring break. During this camping trip, students will visit five of Florida's state universities, including the'Universih, of Central Florida, University of Florida, Florida State University, Florida A & M University and the University of South Florida. At each institution, students will receive a standard admissions orientation and campus tour, as well as a behind -the -scenes tour of a key science or technology department. Each night, students will camp at a Florida State Park where the) �� fill be exposed to the variety of environments and habitats existing in Florida that are different than the subtropical environment of Miami. Traditionally, students have found that site visits can help form a more realistic picture of campus life and ease some of the anxieties associated with the college application process. A comprehensive tour such as this will allow students to compare and contrast the options they have in choosing a local or state school. Girls in the Museum's Girls RISE program tour a biomedical lab in the College of Engineering at the University of Miami. "I thought the trip to Chicago [where she attended a "YouthALIVE! in the Workplace" Competency Institute] was such a great experience because I was given the opportunity to interact with people from different parts of the country. At Chicago, zve visited NorthN.=estern University. I think that Frito, This and myself got the opportunity to get a better overview of college and a better perspective of where we want to go after high school. I personally would like to go to Duke University and inajor in pre -fined and become a cardiovascular surgeon. All of my goals have been hyped up thanks to programs like YouthALIVE!" —Mayra Cruz,16 years old, Coral Gables High School Finally, rising seniors will attend a four -day intensive college preparation experience facilitated by College Summit, a non-profit organization dedicated to increasing college enrollment for low-income, potential first generation college students. The summit takes place on a local college campus, and simulates the college experience by having participants stay in dormitories and eat in the school cafeteria as they complete the tools necessary for college application: a universal computerized application, financial aid forms, personal essays, and individualized plans of action devised with the help of college advisors. Miami Museum of Science ■ YouthAUVE! Miami —� 99- 63 1 l ' 1wl�1¢QI�'1lIa All active YouthALIVE! students will be invited to participate in Youd-LALIVE! Miami after -school activities including the following: 0 Computer Clubhouse. Access to the Museum's state- of-the-art computer laboratory will be available to youth weekday afternoons and Saturdays for school work, academic enrichment and recreation. Two youth program mentors (high school and college level �'oufh Program Coordinator Jennifer Schooley looks on as youth participants practice their computerskills. students who have previously participated in the Museum's Youth Programs) will be hired through YouthALIVE! Miami to provide support to younger students, Historically, very few youth participating in our programs have access to computers at home, often making it difficult for them to compete with the more affluent students that do. Access to the technological tools and support from Museum staff have "leveled the playing field," as is proven by the fact that several Museum youth placed as finalists in their school Science Fairs. Many of our participating youth continue with programming throughout their high school years. The following quote describes the experiences of one young man who first entered the YouthALNE! program during the summer of 1992, is now a freshman at Miami -Dade Community College studying computer science, and is employed by the Museum part-time as the Computer Clubhouse After -School Supervisor: "The most rewarding experience I've had at the Museum is the fact that I've gained so many computer skills, When I came to the Museum for the first time in 19921 I didn't know anything about computers. I remember the first time I walked into the Mac Lab, all the computers. I was just clicking buttons, now I have a web page." —Jerry St. Charles, 3.8 years old "'Being a part of the program gives me an opportunity to show what I know. It is also something positive to spend my time on. Besides all that, I learn about computers and understanding how to use them plays a big role in life." —Levan Joseph, age 15, Miami Edison Middle Forma! Tutoring. Two afternoons per week, pre -service teachers will be available to youth program participants. Tutoring can often cost upwards of 20 dollars per hour, a figure that is out of the reach of many low income families, thus furthering the gap between lower income students and their affluent peers who can afford such tutoring. - .. . _ 'AtWer7'.:,-;i`ci:,, � wT.aW:, ,...,r1:a-;Mirfi .h4N+;?eaw aw. '" w....t..,w •.>:.,..,,., , . .. . ? .., a ., r. _..., 1, , , .. s As our students encounter challenges in their coursework, they will know that they have help at the Museum, whether it is in AP Physics, Foreign Language or English. F" "'77te program has helped me academically by helping rite with im math skills. For example, there was a period of time I wasn't doing too well in 9th grade, when I was in geometry. My nientor at that point of time offered to help rite. And he offered to take his time on the weekday afternoons to tutor nte. Vianks to Ted, I passed Geornetri/." —Roslie Laurent, age 17, Miami Edison High School N Math Seminars. Math seems to pose the greatest challenge to our youth participants, and is the school subject that our teens cite as the most troubling. Often, parents feel incapable of assisting their teenagers in math when it has been years since they have tackled the subject themselves. To help our teens overcome their difficulties with math, we plan to provide after -school workshops and tutoring. Math tutoring will be offered by youth mentors from the International Baccalaureate program at Coral Gables Senior High School, and led by the Museum's Math Program. Specialist, Dr. Suzanne Austin. In addition, Dr. Austin will create a series of hands-on math workshops to address specific issues which represent the largest hurdles to the long-term development of individual math skills, from fractions and decimals to variables and geometric proofs. SWrraimer Acjt!vitEes `I N Outreach. Under the supervision of a Museum science educator, youth will be selected as members of the museum's community outreach team and will develop and deliver hands-on science in a variety of Miami settings such as local parks, hospitals, Head Start and community centers. During their eight -week involvement, the first four weeks will focus on the development of hands-on activities, while in the second four weeks these outreach teens will bring science to Miami-Dade's low income communities. Modeled after the Museum's successful, previously funded Science. SHOP (Science Students Hands-on Outreach Program), participants gain science knowledge, increased self esteem and communication skills. "I went on a science outreach to Jackson Nfentorial Hospital to do a snail presentation. I was the only Spanish-speaking student there and had to translate the project for one of the kids. Later I thought. `6Vhat if I wasn't there? Manuel from Peru would not have understood.' Being able to help just one kid like that was an experience that I want to re-experience." —Emilio Travieso, age 12, Carver Middle School jasmine Pugh and Betty Augusfepresent outreach programs to children at African Square Park, Miami Museum of Science ® YbutML VF.! Miami 9 9 - 63 ... .,... � . ;;:� • . .: �:: ,�::,\` ,4c .:, �;'';l f:3. :.,1 ,..sro.:,.'vn�i "k,.,..,� . o f r+n�'•,�.5�"•s � F �`" ��v''y'�� K "" _ Community outreach expands the overall potential positive impact of YouthALIVE! Miami for both the teen participants and audience -participants comprised of younger kids and families. ■ Marine Science Stammer Lamp. Four teams of six Mouth researchers will meet Monday through Friday from R a.m. to 3 p.m. for four weeks, followed by a second section who will also attend daily for four weeks. Each team will be mentored b}T a graduate student studying a marine science discipline or a senior staff mentor, for a six -to -one youth -to -scientist ratio in the field. Teams will work cooperatively as they conduct their research, with mentors Mentor James Abdullah (right) shows students how to sample shoreline species during marine science summer camp. acting as facilitators as they guide the youths in the development of their research design. Each morning will begin with a 30- to 60-minute interactive science seminar on subjects from The Scientific Method to Human Impact on the Occans. Instructors will address such issues as destruction of habitats, overfishing, sewage and trash dumping, tidal patterns, intelligence and social structure of marine animals and degradation of the coral reefs. Youth will be instructed on how to structure a research project, preparation for field trip explorations (such as deep water snorkeling in John Pennekamp State Park) and oral presentation skills training, to prepare them for their oral presentation on Family Night at the Museum at the program's conclusion. "My first day of the [Marine Science Summer Camp] program was really interesting. I learned a lot of new things. God knows how much I want to make it through life and this is my big chance. I'm so into this program, and the da y forme was fiill of encouragement. I know I'm going to make it far." —Naleen Rosario, age 12, ASPIRA Middle School "Everyday I love this pirograin more and more. This program is giving ine so much knowledge to my brain. I love the Museum. I can't wait until 1 come tomol7•ow." --Cynthia Cruz, age 12, ASPIRA Middle School The page that follows shows the 12-month. timeline for carrying out YouthALIVE! Miami. I Miami Museum of Science n YouthALIVEI Miami 7 0 99 -- 63 Marine Summer Camp participants show their find. Timeline Activity � -_ __.T_1999 Jan Feb Mar j Apr ;May, Jun Jul I Au -.Sept] Oct i Nov: Dec Saturdav Academics I_ Select Participants, Hire Mentor , Acquire Supplies -- — i — -- — Conducthiterrnship -- --` Family Outreach �— -- -- — Family Day-- Carnping Field 'trips ! — i I ! I j College Summit After -School Activities _ I ! Computer Clubhouse _ Tutoring Math Seminars ! Summer Outreach Program Identify Outreach Sites Select Participants, Hire Mentors, Acquire Supplies — ® I ! Train Participants I Conduct Outreach Program I ® ®I j Summer Marine Science Camp Recruit Participants Finalize Summer Curriculum Select Participants, Hire Mentors, Acquire Supplies I ! j Summer Staff Training Science Camp Family Days Develop Web Site j ® j Administer Pre- and Post - Evaluations Evaluation and Report — i I j i n V. `target Audience Participants in You thALIVE! Miami will be drawn from a pool of youth who have been involved with other Museum youth programs or will be recruited from area middle schools. More than 100 youth will be served throu;h Saturdav Academies, After -school Activities, and Summer Outreach and Camp. To assist with youth recruitment and to ensure continuity and support, the Museum has established partnerships with many schools in the Miami -Dade County Public School system. For YouthALNE! Miami, to help identify and recntit participants, we will work primarily with schools that serve students living within the City of Miami. Target schools include Miami Edison, Charles R. Drew, Horace Mann, Ponce de Leon, G.W. Carver, Brownsville and Shenandoah Middle Schools. Museum youth help serve the Miami community by participating in an annual beach clean up on Virginia Key. Each of these target schools are characterized as serving large numbers of students from low income families and all except three are located in "Life Zone 5," a 20-square-nine area identified by the Florida Department of Children & Families as having the highest concentration of welfare families in the entire county.` Students will be identified by teachers, counselors and community agency representatives as those who have demonstrated an interest in computers and / or science or who they believe would benefit from program participation. There are no grade requirements, although students are asked to complete a short essay outlining their personal goals and why they want to participate in the program. Because a major goal is to increase access to resources by low income female and minority students, sex, ethnicity and economic status have been major filters used by the Museum in its youth selection process with more than 50 new participants entering the program each summer. Over the past nine years of Museum youth programs, 587o of participating youth were female and 42% male. Of that, 43% were African American, 437o Hispanic, 817o White, 5% Multiracial and 11/o Other. Further, more than 85% of participants were from low income families, as evidenced by their participation in the Miami -Dade County School free and reduced lunch program. More than 80% of the Museum's youth participants active for a year or more have graduated high school and gone on to college or further training programs. V1. Anticipated Outcomes YouthALIVE! Miami will provide a variety of activities that challenge, educate, entertain and inspire youth. As a result of this program, participating Miami youth will gain... Miami Museum of science a YouthAL/VE!Miami 12 9 9 -- 63 t ■ Computer skills and other practical, scientific knowledge. The use of interactive computer technolo v has been a successful motivator in capturing the attention and V. inierest of youth who have f;ro�%'n up larl;cly on arcade games, television and electronics. A gradual process of exposure to interesting; problems aided by technological tools, together with caring mentors in a nonthreatening environment, promotes success and achievement as youth discover and affirm their capabilities to compete in today's ■ information age. Positive role models through mentors and adult involvement. Mentoring is a fundamental component of the Museurn's youth development program. Personalized attention by mentors includes informal tutoring and guidance in subjects that a youth find difficult or in which remedial intervention is required. It also promotes the participation of youth in positive activities, both physical and intellectual, providing alternatives often unknown to them. The discovery by a - - teen of his or her ability to write, or to produce art of his/ her own creation may be a turning point in his/her life. ® Experience and understanding of places previously unknown. Exposure to new environments through the study of Dade's urban, natural and cultural environs through camping trips attendance at festivals, fairs, rodeos ' Carlos Hernandez (left) and friends learn and concerts, increase self esteem and confidence as youth about the coastal environment on a sailing acquire a sense of place and of civic pride. These trips open excursion in the Florida Keys. up the world of possibilities for youth who often do not have the opportunity to venture out beyond their unmediate community. ■ Paid training and meaningful work experience. An obstacle for low income youth to participating in Museum programs centers on resources. As the Museum is a nonprofit organization responsible for generating income to operate programs, the majority of programming is fee based. Fee -based programs are inaccessible for low income people, and older teenagers cannot afford Kerro Nottage, West Lamy and Ezequiel Bugallo: all youth program participants, now employed part time at the Aluseum. even a free program that takes up their evenings and weekends when they might be working to earn money. The Miami Museum of Science has used paid internships and part-time employment opportunities as a vehicle for keeping youth involved over long periods of time (three to five years is Miami Museum of science a YouthALIVE!Miami 13 99-- 63 common), at the same time providing skills that will help them support their college education or obtain meaningful work after high school. 0 Service to the institution and community and preparation for the future. In addition to helping shape the Iives of man), underserved youth, the young participants provide many benefits to the Museum. Youth carrying out authentic, meaningful work are wonderful role models for younger minority students who visit the Museum, who are delighted to see "someone like themselves" working in the Museum exhibit galleries. Visitors comment on the pleasure they, derive from meeting young exhibit "explainers" who can answer questions in their native language. For the staff, there is something special about our young colleagues ... their exuberance and energy; and the fact that we are shaping young lives and making our community stronger. V11. Staffing & Management Plan YouthALIVE! Miami will be implemented under the supervision of Dr. Judy Brown, the Museum's Director of Education, who will serve as the administrator of the proposed project. Day-to-day operations will be carried out by Jennifer Schooley, currently serving as the Museum's Youth Programs Coordinator. She will be assisted by program specialist James Abdullah, who will serve as Mentor Coordinator. Jerry St. Charles, a Museum Computer Lab Supervisor, will be responsible for overseeing after -school activities in the computer lab. Project Administrator: Dr. Judy Brown. Dr. Brown will serve as the Project Administrator for YouthALIVE! Miami. In this capacity she will manage budgetary resources and provide program guidance and direction for the project. Judy has had more than 25 years of experience in the management of a. multitude of private, state and federally funded projects. Prior to joining the staff of the Miami Museum of Science, Judy was a Principal Investigator at Far West Laboratory in San Francisco, California, where she directed a number of teacher enhancement, technology and dissemination projects. Since joining the Museum of Science, as Director of Education in 1988 she has played a leadership role in helping to bring the resources of the informal science education community to the educational reform movement and underserved audiences, and was awarded in 1995, the Informal Science Educator of the Year Award from the National Science Teachers Association for her work in this area. Project Director: Jennifer Schooley. Ms. Schooley holds a Masters in Marine Affairs and Policy and coordinates all curriculum and activities for the Museum's marine science and technology programs. As coordinator of the Museum's youth programs, she has served as project director for several exemplary, youth programs and has played a leadership role nationally in the YouthALIVE! network helping museums integrate programming for low Miami Museum of Science a YouthAL/VE? Miami 14 99 - 63 1 income youth into their ongoing operations. Prior to corning to Miami, Ms. Schooley developed programming, on marine ecology for both elementary, and secondary schools in the Tucson. 1. ~ Arizona area, and was responsible for planning and teaching marine ecology for summer youth at the University of Arizona. Program Specialist/Mentor Coordinator: James Abdullah. Mr. Abdullah will serve as a Program Specialist;' Mentor of YouthALIVE! Miami. He recently completed his undergraduate studies in marine science at tile University of Miami and brings a variety of work and related experience to this position. He has served as a mentor for the Museum's Sununer Science Camv and is currently Peer Counselor Coordinator at the University. He has participated in marine research at San Diego's SeaCamp and in Miami for The Nature Conservancy. He is a certified scuba diver and a mernber of mane community organizations, including the Organization for Jamaican Unity and African Student Union. Math Specialist: Dr. Suzanne Austin. Dr. Austin will serve as mathematics specialist for YouthALIVE! Miami. Dr. Austin will design and implement the weekly mathematics activities which will be held one weekday during the academic year sessions. She will also coordinate the integration of mathematics into the science summer camp and outreach activities. Suzanne recently was recognized by Miami Today as a "Best of Miami -Best Educator." She holds a M.S. in Mathematics Education and a Ph.D. in Teaching and Learnining (Math). Computer Lab Supervisor: Jerry St. Charles. Jerry St. Charles will serve as the Computer Lab Supervisor. Mr. St. Charles has been involved with the Museum's youth programs since 1992 when he began as an eighth grader in the Marine Science Summer Camp. He is now a freshman at Miami -Dade Community College studying Computer Science and is employed part time by the Museum as the after -school computer lab supervisor and as a teacher for the Museum's computer summer camp classes. Endnotes 1. School to Work Opportunities, U.S. Dept, of Education & U.S. Department of Labor Bulletin,1995. 2. Henry M. Thomas, Vice President of Youth Development, National Urban League. Cited November 4,1998; URL: http:/ /www.nul.org/appeal.htTd 3. After -School Programs: Tuning in to the Prime Time for Violent Juvenile Crime and Implications for National Policy, AReport to the United States Attorney General. James Alan Fox, Ph.D., Dean, College of Criminal Justice, Northeastern University and Sanford A. Newman, J.D., President, Fight Crime: Invest in Kids. Cited November 4, 1998; URL: http:/ /www.fightcrime.org/CrimeReportFI3.html 4. Penelas, A. Mayor's Youth Crime Prevention Pilot Program Press Conference: April 15, 1998. Cited November 4, 1998; URL: http:/ /wivw.co.miami-dade.fl.us/mayor/juvspe.htm 5. Colorado Children's Campaign. Cited November 4,1998; URL: http:/ /-.v%inv.coloradokids.org/preventfact.htm 6. St. John, Mark. Y014thALIVE!: A Reviry of the First Three Years. Inverness Research Associates:1995. 7. Ramage, Katherine and Carroll, Becky. Positive Dimensions of Youth Experiences in Museum Programs: The Miami Museum of Science MUST and MUST+ Programs. Inverness Research Associates:1995. 8. Whitefield, Mimi and Fields, Gregg. In the Steets of Inner City, Welfare Kept Economy Afloat. The Miami Herald, October 4, 1998, 1F & 8F. 871 Miami Museum of Science N YouthALIVFf Miami 15 1 9 63 ME AL VEIIWiafit., Staff Project Director C4100`, o r r rr r 1 • r $40,000 26,700 $10,000 7,800 $10,000 $10,000 $12,600 10,000 6,300 Project Mentors @$10/hr. Computer Lab Supervisor 4,500 � 4,500 Tutors 3,600 3,600 Math Specialist @20 n 10,400 10,400 Fringe a 20% (Full -Time) 8,000 2,000 2,000 2,000 2,000 Fringe @ 7.65 (Part -Time) 3,458 597 1,415 964 482 Supplies 10,700 3,500 1,000 5,000 1,200 Travel Summer Camp Daily Bus 6,000 6,000 College Tour/ Camping Trip 1,000 1,000 Per diem @$21. / day (all meals) 1,260 1,260 Local Field Trips (4) 600 600 Per diem @$6 / day (lunch) 1,200 1,200 Admissions Boat Excursions @$450 (4 trips) 1,800 1,800 Kavak Rentals @$150/day 300 300 College Summit @$80/student 1,120 1,120 t e h i Miami Museum of Science Organizational Capabilities ith education at the core of the Museum's mission since its founding nearly 50 years ago, the Miami Museum of Science is well positioned to undertake the YouthALIVE Miami program proposed here to address critical needs of Miami's low income,; �a youth population. The Museum has established a na- tional reputation for educational excellence and in.no- r. _ vation, particularly over the past decade in the areas / of underserved youth development programs, sci- ence and math education reform and technology training._ History of Commitment to 'Youth As the deluge of studies reporting the dismal state of science among American students be- came common in the late 1980s, reports also revealed a disturbing under -representation of working women and minorities in the sciences. Cognizant of these needs and the community's large minority student population, in 1988 the Museum's Board of Trustees made addressing these deficits a priority for the institution. Named one of nine leadership museums in the country for youth programming, over the past decade the Museum has provided infrastruc- ture, training opportunities, college and work preparation, mentoring and guidance for hun- dreds of low income youth. The resources of the Museum's current 53,000 square foot facility including six classrooms encompassing 3,150 square feet, a 2,400 square foot wildlife research center, a 4,950 square foot veterinary hospital and x-ray lab, access to more than 3,000 volumes in our general science library and a state-of-the-art computer lab with 30 computers and sev- eral printers, scanners and digital cameras are used by youth participants involved with the Museum in a variety of capacities. Professional staff in all departments —Exhibits, Zoological Sciences, Administration, Develop- ment, Planetarium, Education —regularly men- tor youth as interns, providing on -the -job -train- ing and skills development across a huge range of subjects. Youth are hired for part-time em- ployment throughout the Museum, providing a way for youth to continue academic progress under the guidance of role models and mentors Miami Museum of Science ■ IMPACT: Integrated Marine Program and Computer Training171 9 9 - 63 in the positive, dynamic environment of the Museuan. Since 19SS, more than 575 low income, at -risk students have been involved with the Museum, with the average retention spas-ming three to five years. While the various programs' objectives vary,, all are designed to provide youth xvith training, mentoring, work experience, aca- demic enrichment and skills in the use of technology, while improving their communication and interpersonal skills, and self confidence to be successful in school and continue their education through college. Third -party program evaluations have found the Museum's approach to be profoundly effec- tive, while the college and employment success stories attest to their positive impact. During the past year, for example,174 youth were involved in Museum programs supported through a variety of partnerships, collaborations and funding including federal, state, local and pri- vate sources. Eighty percent of these students (50`io African American, 45 o Hispanic, 5% White and 75 o low income) are first -generation college. Over the years, 8557o have gone on to college or postsecondary study. A brief description of current youth programming follows. • Tripod Parent involvement. Awarded three-year funding in June 1998 by the Na- tional Science Foundation, Tripod seeks to develop an alternative parent involve- ment model that recognizes the needs of single parent households and the influence other significant adults can have on the future plans of young people. A collabora- tion with the Greater Miami federation of Big Brothers Big Sisters and the Museum, the project is developing training processes and materials that will help big broth- ers and sisters effectively engage their "Littles" in new and exciting science, math- ematics and technology learning experiences and enhance each "Bid s" role as a broker who can bring information and resources that will assist their match family in suppo Hng their child's SMT edu- cation. • M.U.S.T. Summer Science Camp. (Microcomputer -Using Science Teams) is the entry point and foun- dation of the Museum's middle school youth programs. For ten years, this intensive, four -week summer sci- ence camp and technology program has engaged 50 middle school minor - Miami Museum of Science E IMPACT: Integrated Marine Program and Computer Training 18 9 9 63 • ity youth in an in-depth, cooperative investigation of human impact on the marine environment. Youth divide into small research teams, collect data during field ex- peditions and use the Museum's com- puter laboraton, to process, analyze and present their findings. Recognized 1_iy the Association of Science-Ted-mology Cen- ters as an exernplan, program, AJ.U.S.T. was launched with the support of the Florida State Department of Education, was funded from 1994 through 1997 by the National Science Foundation and this past year by Toyota. USA Foundatioi Girls at the Center. This five-year nation Franklin Institute and supported by th( tion reaches out to girls ages E to 14 in lov lack organized troops. In collaboration i,� South Florida, the Miami Museum of Science provides programs for girls, primarily of Hispanic background, parents and mentors on. a monthly basis focusing on development of communication, self esteem and life skills. • Girls R.I.S.E. (Raising Interest in Science & Engineering). Funded by National Sci- ence Foundation as an experimental model, the program provides positive role models and advanced science and computer instruction for 48 middle school girls. Designed to promote and encourage girls to pursue high skill/high wage careers in various engineering disciplines, girls work closely with mentors from local univer- sities, visit post secondary engineering oriented colleges and businesses and inter- act with female engineers. They are provided real world experiences through internships in the Museum and private sector. • SECME RISE (Raising Interest In Science and Engineering) an expansion of the successful Girls R.I.S.E. is a collaboration with Miami -Dade County Public Schools Urban Systemic Initiative (USI), and SECME, Inc. (formerly the Southeast- - t 'T ern Consortia for Minority Engi- neers). Recently awarded by_ .. the National Science Foun- dation, the project's goal is � to reduce the attrition in ad-}`�- vanced level mathematics and science course work'' <., t,• Miami Museum of science Q IMPACT: Integrated Marine Program and Computer Training 19 9 9 -. 63 `. : ,\ t � _ txa��+rr nW�i � ..�.x .. .,/.. ,y,�.... ., � tN.�fnr,. t _ .. - i .. , .. ... .... ..� �' ,., ., ..t., .� . �N�}1•-^ 0 (___1' that occurs as girls move from middle school to high school. The new collaborative will replicate the Girls RISE model in Miami -Dade County Public Schools through integrated program strategies including career exploration seminars, technology workshops, an engineering design studio, peer leadership training, a lead teacher institute, parent involvement activities and technology access. Broad program dis- semination will be achieved through the national SECME, Inc. Teacher Summer Institute covering 15 states and 100 school systems. n� Summer Youth Employment Training Program. Thirtv low income youth participate during the summers in this program that provides work -based Museum department internships with intensive job shadowing; work skills competency acqui- sition through daily training programs, on-line research and multimedia portfolio production; and academic .remediation training. Practical, critical skills and preparation for the work- force are emphasized in this program funded through the Train- ing and Employment Council of South Florida/jobs and Education Partnership operating under the federal Job Train- ing Partnership Act. UniTY (Unisys Technology Youth) is a 24-week technology - immersion experience in which youth work in design teams to develop multimedia computer skills as they create Web pages on science, math and technology; as well as serve as docents in the Museum's CyberCity gallery. The Museum is one of six science museums in the United States represented on the World Wide Web through the Science Learning Network (SLN), funded for three years by the National Science Foundation and Unisys Corp. The UniTY youth program is an extension of the SLN and--M--��•-�-� Museum's relationship with Unisys. (Please see http: % /www.miamisci.org) 'ac-eas ®f YouthALIVE! DeWitt Wallace -Reader's Digest Fund Leadership .Museum. Chosen in 1992 as one of nine leadership Museums for minority youth development, the Museum has provided internships and training for underserved middle and high school youth in this suc- cessful program for six years, while at the same time helping to bring more than 60 more science centers on board with the program. YouthALIVE! has proven es- pecially effective for students' social development and self esteem, making them better communicators, more Miami Museum of Science ■ IMPACT: Integrated Marine Program and Computer Training 20 r „ -,,s �+tu.�•*jraw 4w+rati-.9�rl.w.rF,+..44. comfortable in a professional environment, and more confident of what they can achieve. South Florida Environmental Club. Funded by the South Florida Water Manage- ment District, this program offered participants the opportunity to assist in real biological fieldi\lork under the mentorship of the Museum's wildlife biologist. The research involves the use of indicator species which help determine the health of Florida Bay and gives youth a chance to see real scientists at work. Partici- pants used research data, pictures and other infor- mation they found in the field to produce multimedia educational products on water quality. Several off -site trips gave participants the chance to explore nature in the Florida Bay and Everglades, systems unique in the world but often unseen by Miami's inner-city kids. Science S.H.O.P. (Science Students Hands-on Outreach Program) is an innova- tive outreach program that brought hands-on science activities to low income Mi- ami -Dade County children during the summer and academic year for three years. Teams of 15 minority adolescents delved into such topics as geoloo, paleontology, physics, health and the environment to develop materials, prepare activity kits and write all the procedural steps. S n as exemplary role models for younger chil- dren, Science S.H.O.P. youth brought 3� r ~ their own brand of science to their communities, and improved their .,� . interpersonal, communica- tion and sci-ence skills. Toyota r h tY�AS� Founda- spon- }�� orship r, r made this wi L successful pro- .. #i� t gram possible V . j L� for three years. Miami Museum of Science a IMPACT: Integrated Marine Program and Computer Training 21 59- 63 i