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Albertina Kerr

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Albertina Kerr Powered By Docstoc
					           Stories from Grantee Programs, July 1, 2006 – June 30, 2007

Introduction
As part of their required quarterly narrative progress reporting, grantees have the option of
sharing stories about the children and families that participate in their programs. This collection
contains a total of 95 stories from 36 grantee programs.

The stories are grouped by program investment areas: early childhood, child abuse prevention &
intervention, after school and mentoring. Stories appear under the heading of the grantee that
submitted them and are listed in chronological order beginning with the most recently submitted.

      Early Childhood Program Stories…………………………………. page 2 – page 20
      Child Abuse Prevention & Intervention Program Stories…………. page 21 – page 30
      After School Program Stories……………………………………… page 31 – page 41
      Mentoring Program Stories………………………………………… page 42 – page 44
      Leverage Fund Program Stories…………………………………… page 45 – page 49

The names of children and families have been changed or removed to protect individual privacy.
Stories have been copied as submitted in quarterly progress reports and Children‘s Investment
Fund staff minimally edited stories.

Themes from All Stories
From the 95 stories submitted:
    66% discuss changes and improvements in the children’s behavior and attitudes.
    21% discuss families experiencing or coping with the impact of domestic violence.
    16% discuss children and families with language and cultural differences from the
       English language or mainstream/dominant culture.
    13% discuss changes and improvements in youth’s school engagement and performance,
       including attendance and academic achievement.
    13% discuss children in foster care, including care by a relative (as sanctioned by DHS).
    13% discuss children with developmental disabilities including physical disabilities and
       or diagnosed mental health issues.
    11% discuss families needing and procuring income assistance.
    10% discuss parents or caregivers seeking and finding employment or attending college.
    9% discuss families experiencing or coping with the impact of drug and alcohol abuse.
    7% discuss families coping with need for affordable housing.
    7% discuss parents and caregivers with developmental disabilities or diagnosed mental
       health issues.



                                                                       Portland Children‘s Investment Fund
                                                                                     Grantee Client Stories
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Early Childhood Grantee Program Stories…………………. page 2 – page 20
Albertina Kerr
Kerr Early Intervention Program (KEIP)
Story 1 (June 30, 2007)
Justin was referred to KEIP when he was 4 years old. He presented difficult behaviors which
were hard for his Mom to maintain or keep him in a daycare. He would hit her, other children,
and strangers regardless of the setting if upset. He once repeatedly hit a woman on the MAX
when she accidentally bumped him. He would tantrum violently and loudly with no apparent
antecedents which lasted for several minutes to an hour. There were also concerns about his
mood swings which were unpredictable and concerns about the incongruence of his emotions to
his facial expressions. He had sensory issues that were also difficult for Mom to deal with. For
example, he would wash his hands compulsively, be extremely uncomfortable if any cut hair was
left on him, eat foods that were salty, etc. Justin also was not able to share with peers or engage
with them in cooperative play. Justin would horde toys and items around the house and the
classroom. He would throw them in the trash rather than share with peers or adults. His social
skills and indiscriminate sociability skills were limited.

While enrolled in KEIP, he benefited from the small staff-client ratio. Staff was available to
intervene when Justin needed help sharing or communicating with peers. He learned age-
appropriate social skills from his peers and as directed by adults. He participated in feelings
identification groups (his favorite) where he learned how to appropriately identify feelings within
himself and others. He also participated in relaxation groups, where he learned how to use his
coping skills when angry, preventing tantrums. His mother benefited from family therapy,
parental psychoeducation, and consultation from their assigned therapist. She also benefited
from the skills training at home where Mom and the skills trainer worked on positive
reinforcement and on developing a predictable daily routine for Justin. Finally, Justin also
participated in animal-assisted therapy at KEIP and worked with a therapist and a therapy dog.

After 8 months enrolled in KEIP, Justin excelled in his social skills development. He learned
how to speak to or ignore peers if they were to bother him rather than hit them. He would take
deep breaths or a break away from the group if upset or disappointed in not getting his way. He
was able to comply with adults‘ directions. Justin was able to function with little support at
home and in the community. Because he had made so much gain, the team decided that he
should transition to a regular early childhood special education classroom so that he could be
with more typical peers and still receive special education support. Once at his new school, the
therapist and skills trainer offered support, skills training, and consultation to make sure that
Justin‘s transition was smooth and successful into the new environment.

Story 2 (March 31, 2007)
Another story about a client‘s success in our program entails a 4 year old boy named ―Ronny.‖
Ronny was in the Kerr Community Outpatient Services when referred to the Kerr Early
Intervention Program. He was living with his foster family and attending day care. At daycare,
Ronny demonstrated challenging behaviors which include biting, hitting, and kicking adults,

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screaming fits for prolonged periods of time, aggression toward peers, and difficulty following
directions and classroom routine. He was exhibiting these behaviors at home as well. At risk of
losing his day care placement, a referral was made to MECP for an evaluation. He was found to
be eligible for Special Education services in the areas of Adaptive and Social skills. During the
evaluation process, his foster mother decided to keep him home because she was asked on a
daily basis to pick him up from school due to his behaviors and the classroom not being to
maintain his behaviors or meet his needs. At the Individualized Family Service Plan meeting, it
was agreed that Ronny would be placed in KEIP due to our comprehensive support for the child
and family.

Ronny started to attend KEIP at the beginning of the new school year. Since many children had
transitioned out of the classroom, Ronny was in a classroom with fewer numbers of peers and a
lot of adult attention and support. Ronny was extremely shy but was able to feel safe in the
classroom due to the encouraging and patient staff. Ronny was able to follow the classroom
routine and interact with peers positively. He was open to learn about feelings identification,
self-regulation techniques, and so on from group activities. As new children started to fill the
classroom, Ronny did test the adults and peers in negative attention seeing behavior and some
little tantrums. However, he learned how to meet his needs in positive ways. These techniques
were also shown to the foster mother at home to provide consistent support.

Because Ronny was doing well in the classroom, he began a dual placement at Head Start to be
with typical peers and in a ―regular‖ classroom. The therapist was able to go to the school to
consult with the teachers to further expand continuity of support for Ronny. Because Ronny was
doing well in home, in the KEIP classroom, and at Head Start, the team decided to have him
transition out of the KEIP classroom after seven months of starting. During the transition, the
therapist continued to work with the family and Head Start teacher through skills training, family
therapy, parent skills training, and consultation. Ronny‘s skills trainer from the KEIP classroom
was also able to interact with Ronny at Head Start and services through consultation, individual
skills training, and case management. Ronny is currently doing well.

Story 3 (December 31, 2006)
An illustrative story about one client‘s success in our program involves a boy named ―Anthony‖.
Anthony entered the KEIP program when he was 4 and a half years old. He had been referred to
our program due to aggressive behaviors toward adults and his peers. He had extreme difficulties
in his Head Start program and was on the verge of losing this placement due to these behaviors.
He was highly impulsive and did not appear to understand the consequences for his behaviors.
When he first entered our program, Anthony had several food issues, including hording food,
overeating to the point of vomiting and inducing vomiting on his own after eating a meal.
Anthony was a young child who was very depressed.

Anthony grew up in his mother‘s home and has consistent contact with his biological father.
Both of his parents have a history of drug and alcohol abuse. When Anthony was a baby his
mother experienced domestic violence from Anthony‘s father. Anthony‘s parents have had a
less than amicable relationship since their break up.



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As the KEIP skills trainers, classroom teacher, and therapist worked with Anthony and his
family, he began to show positive social interactions with his peers including engaging in play
with peers appropriately and disengaging from conflicts with out aggression. Anthony learned
how to problem-solve safely, built positive relationships with the classroom staff, is able to
safely express his feelings and needs, and has been an active participant in the classroom.
Anthony has made several friends with his classmates.

Throughout Anthony‘s participating in the KEIP program, he continued to attend his Head Start
classroom. In spite of his progress, Anthony continued to have difficulties in his Head Start
classroom. KIEP staff stayed in close contact with his classroom teacher to help incorporate
interventions that were successful for Anthony in the KEIP classroom. These efforts provided
continuity between classroom environments. Anthony appeared to do better in his Head Start
classroom because of this collaboration.

Anthony‘s parents have been active participants in his treatment as well. Anthony‘s mother has
participated in family therapy and has used the KEIP staff for support in her efforts to maintain
Anthony in his Head Start program, as well as assist with behavioral issues occurring in the
home. Anthony‘s father regularly came to the classroom on a weekly basis and was very
involved in the collaboration between KEIP and Head Start. Both of his parents learned
interventions that were successful in the classroom, and used these in the home. Anthony‘s
parents reported a decrease in his aggressive behaviors, and mother reported a decrease in his
symptoms of depression.

Anthony transitioned into kindergarten this past fall. He is attending an elementary school in a
mainstream classroom with typical peers. He is attending the same school as his step brother and
is doing well. While he continues to receive special education services, he is not demonstrating
any behaviors in his school that are of concern. KEIP skills trainer has consulted with his school
and parents during this transition. Anthony‘s parents have reported satisfaction in his success in
this program.

Story 4 (September 30, 2006)
An illustrative story about one client‘s success in our program involves a boy named ―Ryan‖.
Ryan entered the KEIP program when he was 3 years old. He had been referred to our program
due to aggressive behaviors toward adults, peers and himself. He lives with his parents and older
sister, as well as his paternal aunt and uncle. Because of his parents‘ challenges with mental
illness and developmental delays, it was difficult for them to parent Ryan and provide for him
the nurturance he needed as well as safe living conditions. Ryan and family were periodically
homeless. He witnessed violence including seeing his sister dragged off by a stranger. When
Ryan first entered KEIP, he and his family were living in a roach-infested home.

Ryan would often come to school without being bathed and wearing the same dirty clothes. He
smelled extremely bad and would need to be washed upon his arrival. Ryan was not potty trained
when he started at KEIP and only became skilled in this area in the last year. Ryan had been
described as a ―wild child‖ or ―feral child‖ when he first entered the program. He was unable to
sit still, would run out of the classroom, engage in severely aggressive behaviors, put himself in
unsafe situations, made unintelligible sounds and appeared to have no understanding of
consequences. His family was unable to take him into the community because he would run

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away from them. Because of this behavior, Ryan‘s family did not give him many opportunities
for outside play thus he spent a great deal of time in his bedroom watching television.

As the KEIP therapist and classroom staff worked with Ryan and his family, he began to show
positive social interactions including engaging in play with peers appropriately, disengaging
from conflicts without aggression and ceasing self harm behaviors. Ryan has built positive
relationships with the classroom staff, is able to safely express his feelings and needs, and has
been an active participant in the classroom. Ryan‘s parents took a long time to trust the KEIP
program and eventually developed positive and trusting relationships with the therapist and staff.
They participated in weekly family home visits and were willing to implement interventions in
the home that appeared to be effective for Ryan. They reported a decrease in Ryan‘s aggression
and defiance in the home. Ryan is able to play outside without running away.

Ryan has made great progress in our program and is transitioning into kindergarten this fall. He
is attending an elementary school in a mainstream classroom with typical peers. While he
continues to receive special education services, he is not demonstrating any behaviors in his
school that are of concern. Ryan plays outside on the playground with his peers; he is making
friends, and is an active participant in his classroom and has not demonstrated any aggression at
school. Ryan‘s parents report satisfaction in his success in this program and his decrease in
aggression and defiance in the home. This family will be closely monitored and supported
through Ryan‘s transition into kindergarten. Ryan and his family will be followed further
through the Kerr Community Outpatient Program.

Albina Early Head Start
Story 1 (June 30, 2007)
TG started with Early Head Start in the fall of 2006. She came to orientation with her aunt who
had been raising her since birth. She had never been in a formal childcare setting and it was
apparent how attached she was to both her aunt and her cousins. Right away, the classroom staff
developed an open, communicative relationship with ―mom‖ that aided in implementing a verbal
transition plan for TG. Mom expressed that she was worried TG would have a hard time getting
dropped off as well as adjusting to routines that were different from those in the home for her
first two years. We agreed that it would be a good idea for mom to allow extra time in the
morning to volunteer in the classroom until TG felt more comfortable.

On TG‘s first day of school, and for many weeks following, she had a very difficult time when
her mom would leave the classroom. Often times she would scream loudly and throw herself on
the floor. Mom even felt that it was necessary to ―sneak out‖ on many occasions. This idea,
however, was thought to be an unhealthy way to get TG to feel comfortable without her mother.
Instead, we decided that it might make her feel tricked or even more ―abandoned.‖ We reasoned
that the best idea far was to keep going with mom as a volunteer and easing TG into classroom
routines until she would decide when it was okay to be left at school a happy girl.

TG also had a difficult time adjusting to routines at school as well as dealing with everyday
rules, such as taking off coats and sitting down for lunchtime. She would often become angry
when she was given an instruction or informed of a change in activity. TG has a very verbal
personality and loves to sit down and ―chat‖ with teachers and other students. We utilized this

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trait to help her with routines throughout the day. We started to talk a lot about what we were
going to do that day during breakfast and mentioned upcoming activity changes two to three
times before they would occur. Soon she was so adapted to the schedule that she began to know
it as well as the teachers did! She would often, just minutes before the usual time, encourage the
other children to sing the clean-up song and lead them to circle time. She loved being in this
―helper‖ position and her interest in this role helped her in the morning when being dropped off.

Over the course of the year, TG has grown to become one of the brightest and entertaining
children that I have taught. She comes in everyday with a huge smile and questions like ―what
are we doing today?‖ and ―where are my friends?‖ Her mom/aunt can barely believe she is the
same little girl that clung to her leg every morning and wouldn‘t let her leave! TG‘s high level of
interest in school has also encouraged her aunt to become involved in parent meetings and
evening workshops such as the June literacy event and the upcoming Safety Night. Her older
cousin has also expressed an increased interest in TG‘s school activities by chaperoning the zoo
field trip and agreeing to volunteer over the summer when she is out of school.

Overall, TG has grown to be a lively, enthusiastic, engaged child. She now helps other children
transition in the morning and is very compassionate when her classmates are distressed or sad.
She loves playing ―mommy‖ to the babies and ―teacher‖ to her peers. TG has even managed to
do what even teachers struggle with at times and inspire the adults in her life to participate with
her class! She is a perfect example of how children are their own greatest motivator and how
recognizing each child‘s individual strengths can help create their very own transition plan.

Story 2 (March 31, 2007)
Patrice entered our program in May of 2006 just after her first birthday. Patrice was new to
structured childcare and, aside from her older siblings, she had little opportunity to interact with
other children her age. In her first few days, it was apparent that she was having a difficult time
adjusting to the schedule and social construction of the classroom. She preferred to play alone
and could only occupy herself for short periods of time before she grew restless and aggressive
towards her classmates. She required a lot of feedback and attention from adults yet she wasn‘t
very affectionate or attached to any of the regular classroom staff. Within weeks of her start
date, the classroom team developed a plan to incorporate group activities and social emotional
goals into her lesson plans.

After a few months had passed, Patrice began to adjust to her new setting. She would get
dropped off early in the morning and have some quality time with the teachers before the other
children arrived. This time was crucial to her daily routine because it allowed her some
transition time between leaving mom and entering into a large group. When Patrice first came to
school, mealtimes were a time of frustration and anxiety for her. She didn‘t like having to sit
down or eat with utensils so often times she refused by throwing her food on the floor. After a
few months of constant conversation and verbal preparation by staff, she began to enjoy
mealtimes with her friends, often helping them find their seats and throw away their food. She
maintained her independent personality but at the same time was developing the awareness and
ability to follow routines and directions. She thrived on music and movement time and enjoyed
expressing herself through physical activity. At the end of her first year in EHS, Patrice was still

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adjusting to engaging in positive interaction with her peers but she was enjoying school and had
created for herself a safe, secure environment in which she could develop these and many other
skills.

Patrice began the 2006-2007 school-year with a series of health problems. She has diagnosed
allergies and chronic upper respiratory infections. Often times it was very difficult for her to
make it through an entire school day without becoming overly tired or irritable. Her mom was
great at communicating Patrice‘s needs and was also very receptive to suggestions made by the
program nurse and family advocate. She took Patrice to a specialist, took her off dairy at the
suggestion of her doctor and the program nutritionist, and kept Patrice at home when she needed
extra rest. Overall these adjustments helped Patrice grow and learn even more.

Today Patrice is a very enthusiastic and energetic little girl. She loves music and exercise and
loves to be outdoors. Her allergies are still apparent but she doesn‘t let anything hold her back.
Patrice has developed basic sign language to help her communicate with her peers and she has an
easy time engaging in activities within small groups. Most of her joy at school comes with a
personal accomplishment, like going potty on the toilet for the first time or completing an art
project or puzzle. Where she used to have difficulty approaching others to play, she now loves
being in the center of everything and often wants to be a part of groups. We are still working on
positive interaction, using words and gestures to communicate feelings, and following directions.
The incorporation of positive reinforcement and maintenance of appropriate goal development
have helped Patrice become a more engaged, less frustrated little girl. Everyday is a new day for
Patrice and she has learned to channel her energy and eagerness to learn in positive ways. She
has also developed the sense to start fresh by making a choice about what kind of day she wants
to have and how she will deal with that.

Patrice is now closely approaching her second birthday and her 2-year anniversary at Albina
Early Head Start. Looking back, this last year has passed very quickly but in that short amount
of time Patrice has accomplished so much. She has such a unique, bright personality that shines
through in everything she does. It is wonderful to see a child be able to adjust to an unfamiliar
setting, pick up on routines, and still maintain individuality and an eagerness to learn. Patrice
has learned a vast amount of skills since she has attended school and I can honestly say that I
have learned just as much from her.

Story 3 (December 31, 2006)
When Lizeth began attending Albina Early Head Start in the fall of 2005, she was a little over 13
months old. She was very shy and cautious around the other children and for many months she
would be inconsolable for lengthy periods of time when her mother would drop her off. Since
Spanish was the primary language spoken at home, there was a language barrier between Lizeth
and her mother and classroom peers and staff. She was unable to communicate her needs in any
way and became easily upset by any type of confrontation whether from a child or an adult.
Even simple directions from a teacher on where to sit or what to do next would upset her to the
point of crying for many minutes. She would even tear up when she was positively encouraged
to complete tasks, explore materials, or approach other children.


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During Lizeth‘s first home visit, the family advocate and I spoke with Mom at length about goals
we could set for her to work on both at school and at home to help aid in her developmental
progress. Encouraging her use of verbal and nonverbal communication, as well as promoting
movement activities to increase her motor development were at the top of the list. Mom was
also enthusiastic about increasing Lizeth‘s confidence and independence in daily activities.

Over the course of the next year, Lizeth thrived in school. Once she learned how to walk at 16
months there wasn‘t an area of the classroom, let alone the building that she wouldn‘t explore.
Gone was the shy and passive girl that wouldn‘t leave her mother‘s side. Lizeth became more
like a little helper in the classroom by directing younger kids to activities and helping them
follow routines. She loved to read books and soon began pointing at objects and verbalizing
what they were. She also picked up on simple sign-language signs to communicate needs such
as stop, eat, more, please, and thank you. Mom was also using the sign language at home as well
as speaking more English. Thanks to the help of a classroom staff member who was fluent in
Spanish both Lizeth and her mother were able to communicate and be understood in their own
language while adapting to using English translations. Although by the end of the year Lizeth
was placed on an Individual Family Service Plan (IFSP), which would allow her to have a
personal service coordinator both at school and home, she had made a tremendous amount of
progress in all developmental areas.

Lizeth is currently in her second year at Albina Early Head Start. She turned two in August and
is right on track with her peers. She loves putting together puzzles, identifying animals, and
writing with crayons. Lizeth‘s mom is very open with the staff and Lizeth‘s service provider on
how she is able to communicate her needs in both Spanish and English and she knows the
classroom routine as well as the staff. With her mom‘s help at home and encouragement at
school she had no trouble beginning potty training and is now almost completely out of diapers.
Her mother is also very supportive of the curriculum and frequently requests information on
what she can do at home to help encourage what she is learning at school.

Overall, Lizeth has been a perfect example of how the right environment and support can
produce tremendous results in a child‘s development. She is always enthusiastic about new
activities and takes notice in changes to her environments that are reflective of new themes. She
has also grown more social and extroverted. There has been barely a day in the last few months
when she hasn‘t insisted on walking up the stairs herself, pushing open the door, and running in
to greet the class with smiles and hugs. In January she will begin transitioning into Head Start
and she couldn‘t be more ready to take on the challenge.

Cascade AIDS Project Kids’ Connection
Story 1 (December 31, 2006)
As stated by a parent in attendance:
“… my husband has been hesitant to open up to others about living with HIV, but at a recent
Kids’ Connection Halloween pumpkin carving party, he had a breakthrough with the group of
parents there. In a moving and honest outpouring of his feelings, he expressed how much he
cherishes the love of our children, and how he fears losing their love if they were to hold him


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responsible for HIV being part of our lives. It was a very emotional and moving moment, and it
gave me even more hope that we will come through this as a family, strong and united.”


Friendly House Preschool
Story 1 (September 30, 2006)
As we waited to go to Pre-service Training on September 8th, one of last year‘s parents
approached us outside the preschool and shared this quote, which was from her son, ―Mom,
everything just looks weird when I don‘t have my glasses on‖. We had mentioned that we were
unaware that he wore glasses and the mother replied that he had just received them. She then
thanked us, saying that it was due to our vision screening that she had started the process that led
to his glasses.

Insights Teen Parent Program
Supporting Early Emerging Developmental Skills (SEEDS)
Story 1 (June 30, 2007)
Months before ET‘s birth, his mother began participating in services at Insights‘ SEEDS. ET‘s
mom was excited to learn more about her son‘s development and especially enjoyed learning
exercises that promote attachment parenting.
Shortly after ET‘s birth, DHS/Child Welfare began voluntary services with his family. The
resulting issues left his young mom feeling depressed and distracted. The SEEDS Child
Advocate contacted the Child Welfare worker and enlisted help from other involved service
providers to discuss and coordinate appropriate services, in order to ensure that the needs of ET
and his young family were being met.

ET‘s mom now reports that the support she received from her SEEDS‘ Child Advocate helped
her to feel confident that she had the kind of support that she needed and the ability to provide
for ET‘s well being – his health and development. The home visits, and the parenting activities
that the SEEDS‘ Child Advocate modeled, helped this young mom to better focus her attention
on parenting ET. When asked, ET‘s young mom is now able to verbalize her understanding of
the importance of her role in ET‘s growth and development.

Because this household has many members including ET, his mother, her siblings and her
parents (ET‘s grandparents), and all at one time or another, care for ET, if they are present during
a SEEDS‘ home visit, they willingly participate. Home visits include following up on the
previous visit and the activity that the family members were given to work on with the child; and
this family loves to report back on how they used the parent-child activity and helped ET learn
something new!

ET is now six months old and his developmental screen shows no areas of concern. He is active
and happy and enjoys the affection of his family. ET‘s successes are especially important to this
family, because most family members have significant learning disabilities and few have
completed high school. The family strives to provide ET with an environment that supports his
ability to be successful in school.



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Because this family is poor, the Basic Needs Assistance Donations they received from SEEDS
this quarter, during home visits and at SEEDS‘ support groups have been a huge asset in
relieving the stressors of poverty. ET benefited from the donations by receiving a crib, safety
certified car seat, high chair, clothing, diapers and developmentally appropriate toys. The
donations and services supported the family and increased their ability to provide for ET‘s safety
and his healthy development.

ET and his mother participate in the SEEDS support groups, where they benefit from the
interaction with other young families. They also appreciated the opportunity to go on recreational
outings in the community, such as the Children‘s Museum, which helped to enrich ET‘s learning
experiences.

Story 2 (March 31, 2007)
17-month-old SM lives with her mother and maternal grandparents in a crowded and small, three
room home. SM‘s mother began services with Insights SEEDS program shortly before SM‘s
birth and both mom and grandma participate in the home visits.

While SM‘s family lovingly and consistently attended to her physical needs, they shared with
their SEEDS, Child Advocate that they had concerns about SM, and thought she might be ―slow‖
in developing. To address and overcome these concerns, the Child Advocate provided/modeled
parenting activities, child development screenings, along with education and information on
child development. With encouragement and support from the SEEDS Child Advocate, the
caregivers began to interact and play more with SM and they designed the home environment to
better support her developmental needs.

The SEEDS‘ Child Advocate discussed with both, the mother and grandmother, the need to give
SM more ―tummy time‖ and more opportunities for her to explore her surroundings. This would
support and encourage SM to explore and to meet developmental milestones. The caregivers
responded in a very positive way and even put new carpet in the living room so that SM would
have a better place to explore and play. Both caregivers felt great pride and relief when within
two weeks, SM learned to crawl, and then to walk!

SM‘s latest screening indicates she is within target range in all domains of development. To
further support SM‘s development her family has placed her on the waiting list for Early Head
Start.

Story 3 (December 31, 2006)
AS has been enrolled in the SEEDS program for the past three months. AS is a 22 year- old
parent of three children ages 1, 2, and 5. Despite having a long history of criminal activity, gang
involvement, drug use, and chronic mental health concerns, she strives to provide the best care
possible for her children. AS initially engaged in services due to concerns about her children‘s
development and her own mental health issues. AS has worked hard to engage in a variety of
community resources including the SEEDS program. Our initial visits have focused on assessing
all of her children‘s development with ASQ screenings.

Her oldest child is doing well and has received services through Head Start during this school
year. AS takes two busses every morning with all three children to ensure that her child is able
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to attend his Head Start classes. Her youngest child is on target developmentally and just began
walking. Her middle child has a history of chronic health issues that have left him with some
hearing loss and speech delays. Based on her child‘s history and an ASQ screening we decided
to refer him for Early Intervention Services. We have successfully completed the intake process,
and they are confident that he will qualify for services. We will continue to work with Early
Intervention in the coming months to determine the extent of the child‘s hearing concerns and
move forward from there.

AS also struggles with chronic mental health issues that have been greatly challenged since the
loss of her health insurance. She has enrolled with state health insurance programs but we have
hit many dead ends in accessing the ongoing services needed for the future. Despite these
frustrations and challenges she continues to advocate for herself to get these needs met. In
addition, AS was recently given notice to move from her housing. She has spent the past three
weeks working with Housing Authority and Section 8 to ensure she can continue receiving this
benefit in a new location. With combined efforts from her SEEDS advocate, AS has found an
apartment that meets her needs of being large enough for her family, has a washer and dryer in
the unit, and has a much needed play structure outside for her growing children.

AS was approved today to move in at the end of the month and this was much needed good
news. Despite the many obstacles in her life AS continues to meet every challenge head on and
has big plans for her life. She would like to work and plans on attending college. AS is
currently researching the criminal justice program at PCC and has started the process of applying
for financial aid. I expect that we will continue to see great accomplishments from this family.

IRCO
Parenting Program
Story 1 (June 30, 2007)
AJ is now a self-confident four year old girl who likes to draw. When the family was referred to
the program two years ago, AJ did not talk much and her mother was several months pregnant. I
would visit the family at least twice a month at the beginning. As my visits repeated we came to
know each other better and she would then actively participate in the activities proposed. AJ‘s
sister contrasted with her in her ability to speak both her native language and English fluently.
Both her parents and I noticed along the course that the child exhibited some delays in verbal
communication. I made a first referral to early intervention (EI). However, several unexpected
events happened and the referral was postponed. At the beginning of 2007, both AJ‘s parents and
I agreed to re-refer the child to the EI services. AJ‘s parents became truly involved in the process
and we were both amazed at how comfortable AJ was during both intakes/tests. AJ was accepted
in the program and attends EI session once a week. I remember conversations I have had with
her mother when AJ would pretend to gather school gear whenever she would see her older sister
ready to board the school bus. At her mothers‘ request we visited AJ in her classroom and met
with her teacher. On Monday we (AJ, her mother, her baby brother and I) boarded on the school
bus. It‘s a classroom of about five students where both the teacher and her assistant have created
a caring environment for each of the student to thrive. According to AJ‘s mother, AJ looks
forward to school everyday. This fall AJ would start a four-day head start program along with EI
sessions (EI specialist will meet with the child at her school). AJ‘s parents are still very involved
in their child‘s education and the child had made noticeable progress in verbal communication. I

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no longer need AJ‘s older sister to decipher the child‘s language. AJ‘s parents feel immensely
grateful to all the services which are involved in their child‘s education. They say: ―Thank you!‖

Morrison Child and Family Services
Early Childhood Mental Health Consultation
Story 1 (June 30, 2007)
A Mom who has participated in all of my parent groups (Incredible Years Parent Group and
Stress Management Group) and whose son participates in my Dinosaur School Prevention class
weekly at the childcare site, excitedly reported about how her child spontaneously role played
with his sister some of the social skills that he has learned. The two siblings took turns practicing
how to ―ignore‖ negative behavior from each other! I like this story because I think it illustrates
the importance of our goal of Prevention: we are teaching children necessary social skills to help
support their emotional regulation and behavior in the classroom and at home. When they can go
home ―practicing,‖ not only does it demonstrate the effectiveness of that goal, but I think there is
secondary learning on the part of the parents who say, ―Wow! Here‘s something I can support
my children doing!‖ In this case, the mom already knew about the Ignoring Skill from the IY
Parent Group, so it reinforced it nicely. In our roles as Consultants we are able to make a
multitude of interventions at several levels, and touch children‘s and families lives effectively.
It‘s one of the many reasons I love this job – it‘s so satisfying to see that what we are doing is
working!

Story2 (March 31, 2007)
Joyce started in our Incredible Years Parent Group two weeks ago. During introductions, she
disclosed to the group her feeling that she yelled too much at home. Joyce included this when
stating her goal for the 13-week parent series. At the midweek call, Joyce told me that her
daughter was reminding her about the "no yelling" policy at home. She did not like to be
reminded of her goal by her child! Joyce stated that the class really motivated her to follow
through with her plan and reported that she had completed one full day of no yelling. The
following Thursday at our second class, Jamie reported during check-in that she was in her third
consecutive day of no yelling at her children. She was very proud of herself and already
successful at a new parenting strategy!

Story 3 (September 30, 2006)
A Morrison Early Childhood Consultant at a local child care center, tells an account of
consulting about a 5 year old girl:
―Mindy had both an expressive and receptive language disorder that made several things difficult
for her. She was receiving speech and language support, but still had trouble in school. Her
peers had trouble understanding her, and she would frequently give up on tasks or disobey her
teacher out of frustration. She had frequent tantrums.

Her mom, her teacher and I sat down to discuss how we could help her. Together, we outlined
her strengths, her challenges, and what we thought we could do both at school and at home to
support her. I spent time on the playground observing her interactions with her peers, and
modeling for the teacher. We then encouraged her play with friends and then stepped back as
she and her friends became more connected. In the classroom, I did a circle time with Dina

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Dinosaur and taught all the children the Stop Sign skill of managing their frustration, and
repeating the mantra, ―I can do it, I can try again.‖ Dina asked Mindy to practice with Wally,
and promised to return with stickers for all children who practiced the skill the next week.

When she returned, Mindy was very proud of her ability to use the skill, and showed Dina in
circle time how she stopped her anger and tried again. She and the children showed Dina the
Stop Signs they had made in class together. Meanwhile, at home, her mom used sticker charts to
reinforce Mindy‘s stop sign skill with special Dina Dinosaur stickers. After about two or three
weeks, both her mother and her teacher reported that Mindy‘s tantrums had significantly
diminished, she was playing with friends regularly, and was more likely to follow through with
tasks her teacher assigned to her. Her mother also reported feeling much less anxiety about her
transition to Kindergarten in the fall.‖

Morrison Child and Family Services
LISTOS para Aprender
Story 1 (March 31, 2007)
―Maria‖ entered Listos Para Aprender in March 2005, when she was six months pregnant. Baby
girl ―Yoli‖ is now 22 months, and she is finally receiving mom‘s full attention. Maria has lived a
very sad and difficult life. In addition to Yoli, who is the result of a rape, Maria has two other
children in Honduras who only have her to provide monetary support. In her country she was a
victim of severe sexual and physical abuse.

Through out the months that we have been working with her, Maria was dealing with her past on
a day to day basis. There were times that she would say that she would space out for hours at a
time, or times when she would find herself awake in strange places that she did not remember
being, like the time she found herself in the bathtub, with no memory of getting into it. Luckily
Maria has had the courage to ask for help. Through Providence Medical Center she was given a
very supportive psychologist who has been with her since she was pregnant. She also had a DHS
caseworker who believed in her and managed to provide her with housing after she was kicked
out of her ex-boyfriend‘s house and was living in her car with her newborn baby.

While Maria was able to meet baby Yoli‘s physical needs, she was unable to connect with her
emotionally. During the home visits, Maria participated, but with a flat affect on her face. She
did not smile, or encourage the baby to laugh and play with the toys we made. Soon after she
moved into her new apartment she met a man. Though we did not think this was a good idea at
the time, this man has also played an important role in bringing positive change into Maria‘s and
Yoli‘s lives. Through this man, Maria was able to see that Yoli responded to smiles and
affection. When he was home he participated in the home visits and did the activities with Maria
and Yoli. He would ask for the parent handouts. He said they helped him understand Yoli more.
With time Maria started to see that Yoli would follow him more, and she expressed concern
about losing the baby‘s affections. Her parent educator told her that he put all the information
from the home visits into practice. He would get on the floor and play with Yoli, he would read
and sing to her, and most important, he would talk to her all the time. She told Maria to try it.
After only one week, Maria said she could see a difference in Yoli‘s interactions with her.


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Last month Maria asked her first question about Yoli‘s development. She asked her parent
educator if she thought Yoli was underweight. She also said that she was concerned because Yoli
no longer wanted to eat. For Maria this was a huge step. Previously all of the visits were centered
on her, but this visit was centered on the baby girl.

Story2 (December 31, 2006)
The father in this family has a history of alcohol abuse, domestic violence and controlling
behavior. The mother invited the Listos Para Aprender parent educator into the apartment for
weekly visits and kept her presence secret from the father. The children were not allowed to play
outside and the mother could not leave the apartment. The mother was afraid to discipline the
children and did not know how to set limits for them. She spent her days tense and worried that
she would do something to make the father angry. The parent educator gave the mom
information about DV shelters and worked out an emergency plan with her so she could keep the
children safe. The mother was aware of the negative impact of her husband‘s behavior but said
she did not want to deprive her children of their father and so she stayed in the relationship.

The parent educator‘s regular visits with the family were the high points of their week. The
children responded to the attention and the activities and mom began to learn how to discipline
her children and create a healthy environment for them to learn and grow.

Things came to a head one weekend when the mother was confronted by her husband‘s mistress
of three years. She called the parent educator and said she was ready to leave her husband and
go to a shelter. After several conversations, the parents decided to separate and the father agreed
to pay rent on the apartment for his family and to move out.

The mother now lives by herself with her kids and says she is so happy knowing she doesn‘t
have to stress about if her husband is coming home drunk or mad. The parent educator says,
―When I walk into the apartment to do my home visits the atmosphere is so different now. The
kids have limits and follow directions from mom. Mom has schedules of what they are doing
during the day. They play outside with mom and are able to do thing they were not able to do
before. She also told me to come and visit her any time that I wanted to, even at 7:00am in the
morning. Her relationship with her ex husband is courteous and respectful.‖ Mom said that
Listos has helped her develop into a new independent woman, with a strong will, and enthusiasm
towards her new life.

Neighborhood House, Inc.
CCIP - Early Oregon PreKindergarten Home Visit Program
Story 1 (June 30, 2007)
Miguelina has been in the CCIP Network for two years. She saw a flyer about the Network and
says her goal in joining was to enhance her daycare, get resources, better training and complete
her Child Development Associate. During the time she has been in the Network, in addition to
other classes offered, she has taken all the business classes offered by our business consultant,
the Public Relations Institute. In that process, she has decided the focus and signature of her
program is music. That is how she markets her program, and in order to enhance this area, is also
how some of her grant money has been spent.

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Miguelina has had two Family Day Care Rating Scale observations and increased her first score
by 1.02 points in the second year. As she finished up the second observation and put together
her work plan, she began to dream about owning her own home. She now rents a two bedroom
apartment with no back yard. While she makes good use of the space she has and a nearby park,
she is looking forward to having a yard where children can play. That dream has now become a
reality and she signs the papers today and moves in this next month. She is looking forward to
having her next observation in that new space.

Miguelina has been a faithful and active participant in the CCIP Network, missing only one
meeting in the last year. She brings a positive, upbeat attitude and is always willing to share
information with other providers. She also has made it a point to have her assistant involved in
trainings, and together, took eight hours of infant/toddler training. As with other Network
providers, Miguelina is always looking forward to improving curriculum, learning more about
serving children with special needs, and keeping her spaces full. Being a part of the Network has
meant for her, as well as for others, a way to share joys, concerns and questions. It also helps
providers know they are not alone in what they are doing, work together on what they need and
what changes are needed in the field as a whole. Miguelina would be the first to admit she is not
there yet but well on her way and enjoying the journey as she shares it with others.

Story 2 (March 31, 2007)
A member of the CCIP network has gone above and beyond the call of duty to help a young
mom who recently gave birth to a premature baby. This provider has been providing overnight
care for one of the children so that the mom could spend time in the hospital with her new baby
and the provider has also been instrumental in helping the mother identify resources in the
community. The provider is also receiving support for the mom through the Portland
Impact/CCIP subsidy program and was able to purchase a number of items to accommodate the
newborn child once the mother returns to work (side note – the mother had to return to work
before the child was 2 months old in order to earn an income and baby is currently in provider‘s
care). This CCIP member truly exemplifies what is so unique and special about quality family
child care by her commitment, compassion and kindhearted nature.

We have a husband and wife team in one of the networks that have a model program for caring
for children with special needs. These two providers are long time CCIP members and one of
them led the workshop on American Sign Language at the conference. They sat on the board of
the Inclusive Child Care Project and are always a resource for CCIP staff and providers when it
comes to caring for children with varying special needs. They encourage providers to examine
their strengths and abilities and be more open to caring for children with special needs. They
offer a very sensitive, caring and nurturing home that takes the child, the family and the child‘s
education program into consideration. They work in concert with the child‘s early intervention
program when necessary to ensure the child is getting the best possible care. They have accessed
the CCIP disabilities fund to enhance their materials and equipment with a sign language
program and are tireless advocates for their children and families.

Story 3 (December 31, 2006)


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Due to counseling received by the marketing consultant and with the coaching from the SW
network coordinator, a Latina provider from that network is going to provide training to the
Latina network (15+ members) in February about the business management practices she has
implemented and has found to be successful. This outcome is a result of the goal we have in
place for providers to become empowered and teach others with their acquired and learned
expertise. The training will be presented in Spanish and the provider will receive a $100 stipend.
This provider has been working towards becoming more knowledgeable about Montessori theory
and practice and plans to share this information with other Latina providers.

Story 4 (September 30, 2006)
Since joining the network, a Latina provider has accomplished getting registered through the
state and this past summer she had a total of 14 kids enrolled in her care, including her own. She
had been doing weekend care also but her coordinator talked with her about self care and stress
management and now she takes Sundays off. She is always eager to attend any trainings in
Spanish that are childcare related. She also purchased a mini van to be able to transport children
on field trips and to and from school. At this time she is very interested and has been saving to
buy a house so that she can expand her business and possibly become a group home. She has a
lot of long term dreams as far as continuing her childcare business. She has a true passion for this
kind of work and a compassion for single working mothers since she struggled with this her self.
She is a real asset to our group and she is a real leader, always willing to help the rest of the
providers in the group anyway she can.

Neighborhood House, Inc.
EOPK - Early Oregon PreKindergarten Family Child Care Program
Story 1 (June 30, 2007)
Hisham is a two and a half year old boy. He lives with his mother, father and younger sister.
This family has been in the EOPK Home Base option for four months. The primary language
spoken in the home is Arabic. The mother can speak some English, but is not proficient. On the
first home visit the mom stated that she would like Hisham to learn English. The Home Visitor
made this a goal for Hisham and developed strategies to support this goal. Some of the strategies
included: reading stories in English, singing songs in English, descriptive language, attending
group socializations, and having mom speak in English during the home visits. These strategies
were implemented, but the Home Visitor noticed that after two months Hisham was still not
speaking in English other than ―yes‖ or ―no.‖

The Home Visitor observed that Hisham had a very shy disposition and this made it hard to
establish a relationship with him. The Home Visitor met with the Education Coordinator to ask
for other strategies that may help to foster English fluency and help develop a stronger
relationship with the child. The Education Coordinator asked the Home Visitor to use the
relationship she had established with the mother to help with Hisham‘s shyness. This included
having mom interact more with the Home Visitor in front of him and modeling for him that the
Home Visitor is a safe person. During the next three home visits, Hisham started to interact with
the Home Visitor more. The Home Visitor was able to read him a story while his mother
answered the phone. Before this he usually would have stayed by his mother‘s side. Also, the
Home Visitor had mom sing songs with him in English before he went to bed.

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After about a month the Home Visitor noticed during group that Hisham said, ―Play with me.‖
The Home Visitor said, ―I would love to play with you, what would you like to do?‖ Hisham
replied, ―The fire truck.‖ The Home Visitor and Hisham played together and while they were
playing, the Home Visitor began to ask open ended questions to see how much English he had
developed. He was able to use about 20 words. During circle time for the first time he sang the
―ABC‖ song. Hisham is now participating more in group socializations and is forming peer
relationships because he is able to communicate more with other children. Everyday he
continues to build his English vocabulary.

Story 2 (March 31, 2007)
Alejandro, a 42 month-old boy, has been in the program for two years. He lives with his mother,
two sisters and two brothers. Spanish is the primary language in the home; however, Alejandro‘s
brothers and sisters sometimes speak to him in English.

His father has been involved with drugs, and because of this, his mother moved into a new
apartment in an attempt to try and keep her children away from that environment.

About five months ago the Home Visitor who works with this family completed an ASQ with
Alejandro. Alejandro scored very low on the communication domain of this screening tool.
This alerted the Home Visitor and led her to make a referral to MESD (Multnomah Education
Service District). Because Alejandro‘s mother doesn‘t speak English, the Home Visitor, who is
fluent in both English and Spanish, offered to translate at the appointment. After his evaluation
in January, Carlos was diagnosed with a speech delay.

During this time, Alejandro‘s father was fighting to see his children while Alejandro‘s mother
tried to prevent this contact. Because of this upset to their family life and all that was going on,
she was unable to keep appointments with the speech therapist.

The Home Visitor knew the importance of Alejandro getting help, so she helped Alejandro‘s
mom to take legal action to protect her children. In addition, she offered to go with Alejandro
and his mom to the speech therapist. With the support and assistance of the Home Visitor,
Alejandro‘s mom has been taking him to the speech therapist once a week for the last two
months. The mother and Home Visitor learned what types of activities the speech pathologist
was doing with Alejandro. The mom began to incorporate these activities into their everyday life
and his Home Visitor incorporated similar activities into Group Socializations. After almost
three months of therapy Alejandro‘s vocabulary has increased from 15 to 20 words in both
English and Spanish to 150 words in both English and Spanish. Also Alejandro can now
recognize his name and is learning to write it as well. Because of persistent intervention by the
Home Visitor, Alejandro is continuing his therapy and is preparing for a transition to the Oregon
Head Start Pre-kindergarten Program (OPK).

Story 3 (December 31, 2006)
Dayik is a three year-old boy. He lives with his mother, father, brother and sister. His brother is
fifteen years old and his sister is twelve. Dayik‘s family came to the United States in 1997. The
main language spoken at home is Kurdish; however, Dayik‘s bother and sister speak to him in

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English often. Dayik began the EOPK program in June of 2005. Within the first year in the
program Dayik was referred for speech and language services through Multnomah Educational
Service District.

In June of 2006, Dayik had a new Home Visitor. On several occasions this Home Visitor
observed that Dayik was unable to follow the routine during both home visits and in group
socializations and did not socialize with other children. Dayik would often run around his home
and the classroom frantically without a goal in mind. He also had issues with hitting, throwing,
and spitting. The Home Visitor did an assessment of the types of activities Dayik enjoyed. She
noticed he liked blocks, cars, books, and art. The Home Visitor began to take these types of
items on home visits.

Having knowledge in early childhood education, the Home Visitor understood Dayik‘s struggle
for autonomy and thus provided choices to him when she would arrive at his home. The Home
Visitor would say, ―We need to do these four activities, but you can tell me which one you would
like to do first.‖ Dayik happily would go and get the activity of his choice. The Home Visitor
noticed that he would then sit and actively participate in all four activities. The Home Visitor
was now able to work with Dayik on language skills because he was so attentive and able to
follow a routine.

Dayik‘s parents were very exciting about this. The Home Visitor worked with his parents on
ways to provide choices to Dayik and explained to them that he is striving to be more
independent. The Home Visitor also worked with the parents on how to set appropriate limits.
The parents began to implement the education they had been given. After about two months of
working with Dayik, the Home Visitor noticed that he was speaking more and initiating more
conversations then before, and because of this he was beginning to form peer relationships in the
group socializations. His parents also reported a decline in the hitting and spitting behaviors.

The Home Visitor continued with the individualized plan she had created for Dayik and also
continued to be a resource for his parents. At the end of November 2006, Multnomah
Educational Service District assessed Dayik again and determined that he no longer needed
speech and language services. Dayik continues to develop both his receptive and expressive
language skills. He is now able to follow the routines for both home visits as well as group
socializations. We will continue to encourage his development and support him and his family
through the EOPK program.

OCHA
Child Health NINOS
Story 1 (December 31, 2006)
Anna, a 33 year old mom of 4 young children (9 month old, 2 year old, 5 year old and an 11 year
old). Anna and her family drank approximately 2 liter of regular soda on a daily basis. She
would even give the baby soda in her bottle. Anna did not drink water nor did she teach her
children to drink water. Anna came to our classes and learned about the amount of sugar in the
soda, the need to drink water every day, the effects of soda on the baby‘s teeth through baby
bottle tooth decay and how it was not good for her other children either. In fact, her 5 year old
daughter needed major dental work and had a very painful procedure done last year.
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Anna has learned about the changes she can make to improve her family‘s health and is now
drinking less soda and more water. She stated the following: ―She tries to drink water every day
and has her kids do that too.‖ She is changing the way she cooks by reducing the oil in her
cooking, more vegetables and reducing the portion sizes to prevent obesity‖ ―She takes her
children on more walks -30 minutes every day‖

Anna is an example of the many women and their children we impact every day.

Peninsula Children’s Center
Story 1 (September 30, 2006)
We had 2 children leave the program this quarter because their parents graduated from their
college programs and moved on to good paying jobs. One child has stayed at the center on our
sliding fee scale and the other transitioned to kindergarten. Both families are very appreciative
of what the CHIF funds have helped them to accomplish over the last two years and talked
openly about ways they would like to give back to Peninsula and to the community as they move
on into the phase of their lives.

Portland Impact
Parent Child Development Services (PCDS)
Story 1 (December 31, 2006)
Jim, Sharon, and their one and a half year old son, Bobby, enrolled in our CHIF services in
March 2006. Both parents reported a history of abuse in their childhoods and wanted to make
different choices for their son. Jim reported a criminal history which plagued their efforts to
secure stable housing and as a result found themselves homeless living in their van. Due to Jim‘s
volatile verbal reaction to some members in the health and social service communities, he was
reported to Child Welfare. Our Parent Child Educator reported that both parents struggled with
their social skills, but they reported feeling respected and positive about the parent child groups
they were attending. Jim reported having taken anger management classes in the past, so the
Educator who had a good relationship with Jim and the Child Welfare worker used the
opportunity to facilitate constructive communication between both parties. As a result the family
was permitted to continue with the parent child coaching in our groups and home visits for
Bobby with ongoing monitoring from DHS. Additionally, with continued coaching and advocacy
from the Educator, Jim was able to secure an apartment with reduced rent for his family. Now,
Bobby bubbles with exuberance upon arrival at group and runs to each play area to see what is
available before he settles on an activity. Both parents remain receptive to their educators‘
coaching on parenting and child development and practice her recommendations daily. They are
diligent about attending groups. Bobby‘s developmental screening scores are on target or better
for his age. This is one of the first times this family has experienced a degree of success in a
social service/educational setting. We have hope that this progress will set the stage for their
baby‘s future health, well being and success.

Story 2 (September 30, 2006)
Sally, a very low income single parent with a 3 year old son and a 5 year old daughter attends
our groups at the Brentwood-Darlington site on a regular basis. Her son receives his
speech/language services from the early intervention teacher in our groups. Sally was diagnosed
with a learning disability as well and struggles to read and write, but it hasn‘t stopped her from

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reading to her children as best she can. She reports that sometimes she reads the pictures when
she doesn‘t recognize the words or she encourages the children to tell her the story. She doesn‘t
hesitate to ask for help when reading to her children in our groups.

Sally is a survivor of rape and grieves the loss of close family members. Her younger sister was
murdered. Her 2 month old niece and 2 year old niece are missing and feared dead. Sally‘s
mother, a strong support person in her life, died shortly before Sally‘s sister was murdered.
These are just a few of the challenges Sally has had to endure.

Recently, Sally was discovered crying in the community clothes closet which she often cleans
and organizes for us, her way of contributing to the community. When asked what had upset her
she reported that an intake worker at a medical facility had treated her rudely when she attempted
to get her son‘s ears checked for an ear infection. She stated the worker was annoyed that she
hadn‘t kept her appointments at other clinics even though she tried to explain that she didn‘t have
a car and transported herself and her children by bicycle everywhere and sometimes couldn‘t
make it on time and the worker didn‘t understand the challenge she had with children‘s father
with whom she had very little contact. She stated she didn‘t want to face the intake worker
anymore because of how she had been treated, but really needed to get her son‘s ears checked.
She spoke of how people didn‘t understand how hard it is to be poor and wondered how they
would feel if they walked a mile in her shoes. The Parent Child Educator provided hugs,
Kleenex, reassurance, and offered to go with Sally to get her son‘s ears checked. So, Sally,
despite her very hurt feelings and embarrassment, returned to the clinic with the educator
because she cared more about her son‘s health than her own discomfort. The doctor determined
that her son had fluid in his sinuses due to allergies and provided her with free sample
medication appropriate for his age.

Later, the educator had a dialogue with some of the medical staff including the intake worker to
explain the parents‘ situation and feelings of being disrespected. As a result, the intake worker is
getting some training on strength based practice and Sally received a letter from the LCSW at the
medical clinic to use as a letter of introduction about her particular situation when she returns to
the clinic for future appointments.




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Child Abuse Prevention and Intervention…………………page 21 – page 30
Catholic Charities
El Programa Hispano, Parent Child Involvement Project (PChIP)
Story 1 (December 31, 2006)
One of the women in the class had a seven-year-old boy who was very aggressive, especially
towards his mother. He was disobedient, bad tempered, and refused to go to school. He would
hit his mother and she couldn‘t control his behavior. We worked with this family, creating a plan
of action. The first step was to teach the mother how to recognize the symptoms of the effects of
domestic violence on children. She learned how to establish limits and how to discipline
appropriately. Now this child is regularly attending school and his aggressive behavior has been
reduce approximately 80%.

Children’s Relief Nursery (CRN)
Story 1 (June 30, 2007)
A single parent participant has been diagnosed with a terminal heart condition and a prognosis
that shortens the parent‘s life to a maximum of 10 years. The declining health of the parent has
led to CRN becoming involved with having a safety plan around our services and knowing how
staff will respond if there is no answer when transportation arrives for pick up or drop off. Also
through CRN a nursery volunteer has come to know the child in the wobbler classroom and has
since become the respite foster parent to this family. The classroom specialist/case manager has
worked with the volunteer and parent as a team around the needs of both the parent and the child
and how to best provide a sense of the parent having quality of life and feelings of competence
around parenting as the parent‘s energy levels and mobility decline. The child will be moving to
the two year old room in August and the new classroom specialist will become known to the
family and there will be much emphasis on bridging mom to this new person in their lives. All
those involved have been dedicated to creating consistency and stability for this family and to
allow for the child‘s becoming more active as she moves into her toddler development.

Story 2 (June 30, 2007)
A second case involves a mother of a newborn joining the Parent Infant Class and describing
feelings of depression and guilt around her disappointment of having a female child. Another
parent in the group shared that she had these same feelings when her daughter was born (now
nearly 5 months old) and was able to talk about the process and how much she loves her
daughter which could be observed in the group experience. The parent at the end of the group
shared with her home visitor and group facilitator how much this meant to her that other women
have had these feelings and how much better it felt to have talked about it. The power of this
group is dynamic and relevant and in its very existence it functions to lessen isolation and
normalize all of the aspects of motherhood and having a newborn/infant to care for.

Story 3 (March 31, 2007)
A mother involved with the program early on presented with mental health concerns involving
depression and anxiety. Mother was an African refugee having experienced complex conditions
in her homeland before coming to the United States. She has an individual harassing and
stalking her and when she arrived at CRN needed to get a restraining order and wanted to seek
other housing (safer and unknown to this person). There were financial needs as well as language

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difficulties and trying to link to services. The case manager immediately began addressing basic
safety and family needs. An older child was not attending school and mother periodically would
not answer the door due to fears. CRN staff worked to create trust and reliability. The younger
child was enrolled in the two year old therapeutic classroom and had consistent attendance.
Though efforts were made to safety net the family the grade school contacted DHS for
educational neglect of the older child and due to mother‘s mental health the children were
temporarily placed in foster care. CRN remained actively involved providing supervised visits
on site and having he younger child continue to attend class being picked up at foster care. Also
continued to support mother‘s going to her counseling appointments at OHSU, getting back on
her medication, getting to court and family decision making appointments, providing a monthly
bus pass to get to all her appointments, paying bills and acquiring housing at St. Johns Woods.
Though much of this case is still in process we have tried as a program to not let this mother slip
through the cracks or spiral down due to her immigrant status, English as a second language,
trauma related mental health and difficult life circumstances while having little to no support
network. We continue to walk each step of the process with mother and will provide CRN as the
setting for the safety planning meeting with DHS in April. Continued visitation of mother and
child on site has made it possible for the parent child relationship to be safeguarded and to
acknowledge the child‘s emotions around separation. On one of the visits the classroom staff
took pictures of mom and child so they could each have one while apart.

Story 4 (December 31, 2006)
When this family arrived at Children‘s Relief Nursery the mother was having a difficult
pregnancy that involved perinatal depression. The family consisted of mother, father, a pre-
adolescent daughter, a toddler and the child to be born. Mother‘s parenting was limited to trying
to control the children‘s behaviors and negative, punitive statements. The family was initially
home based and their case manager made frequent visits due to the need for support and the risk
factors around the conflicted marital relationship, mother‘s depression and extremely shut down
interactions with her children (no eye contact, no floor time play). The toddler was eventually
placed in the therapeutic classroom and the home based case manager remained involved along
with the classroom staff to provide enhanced program involvement. The toddler stayed on all
fours and behaved and barked like a dog for an extended period. Over time he began to
communicate using language and to thrive in a classroom setting with other children and staff.
Over the period of a few years that the family has been involved, mother‘s interactions with her
children increased and shifted to positive play and enjoyment. She gets out of the home using
the bus and walking and getting her now 4 year old to Head Start. She is looking for child care
options for the youngest to begin looking for work and her mental health as well as the marital
relationship has improved and stabilized. Mother talks of the program as having great
significance in her family‘s coming through a very hard time and she primarily credits the
consistent home visits and having someone who listened as helping tremendously to turn the
tide. The family is preparing for transition out of the program and staff are amazed at the
increasing English mom speaks as she becomes bilingual, and feels more competent in her
community.




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LifeWorks NW,
Youth Support Team
Story 1 (March 31, 2007)
One case the YST is quite proud of is the one mentioned last quarter. When YST first met this
family, the mother weighed about 500 lbs. and was barely moving. There was a great deal of
domestic violence being perpetrated in the home by various family members against one
another. The father was in jail for alcohol problems, one of the older sons was in jail for
domestic violence, and the two teen girls‘ school attendance was so bad that DHS had threatened
to remove them from their home.

Eight people were living in a small one bedroom house; the pipes leaked and there were slugs
under the sink due to holes in the walls (and we are not talking little slugs either). Garbage had
been stored in the garage for over five months and there were rats and roaches everywhere. On
one YST visit, the family dinner was being prepared, it consisted of boiled beans. Beans were all
that they had. YST stepped in and after a few unsuccessful calls; the Salvation Army provided
several very nice food boxes for the family.

When YST began, family members had little hope and then the team began to work with them.
Al took on the young men and Pat the mother, the young girls, and the baby. Al helped the
young men get employment and training. YST helped one son and his wife relocate and get a
job at Portland International Airport. They helped family members‘ access drug and alcohol
treatment services to help addiction issues. The two teen girls were referred to the Nickerson
Day Treatment Program to help deal all the issues they were experiencing. The oldest son is
beginning to address his mental health issues/needs and his drug issues. This fall, he will
continue the academic training which Al helped him obtain. The mother is beginning to work on
esteem issues and is in physical therapy. She is looking forward to losing weight and seeking
employment or volunteer work experience. She is much more in charge of her family than she
was when the team walked into her home.

Through the domestic violence education the mother received, she was able to identify that one
of her sons was most likely sexually assaulted. This realization set a foundation for her and her
son to begin healing their relationship. This son seemed to have a great deal of hostility towards
his mother, he was violent towards her and she never understood why. In addition, she is now in
a better position to protect her small son from the same horror. Mother is also beginning to look
at and be honest about her abuse as a child and its impact on her current family. Father has been
sober for about six months and counting. Mom has stopped cutting herself as a coping
mechanism. YST sees the progress this family making and are quite proud of the success of the
program.

Story 2 (March 31, 2007)
One success story is a thirty-four year old, African-American female, mother of four minor
children with one more on the way. DHS had removed the children because of abuse allegations
that were later founded. During the mother‘s assessment and initial therapy, the mental health
therapist determined that the mother was genuine in her desire to change her life and the lives of
her family members. Since then, one child -- the youngest -- has been returned to her care. The
twins -- school age boys – are to be returned home this June. The eldest daughter continues to
reside with her biological father and step-mother and plans are being formulated to allow the

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child and mother extensive contact with one another. The little new one that is scheduled to
arrive on May 26, 2007 will find a mother who has been violence free for two years!

Two years ago, this mother was fighting her attacker for her life while driving ninety miles an
hour down city streets. In her home there were holes where fists had gone through the walls and
windows; swollen lips, bumped and bruised heads; and most of all love betrayed by the pain of
physical violence. YST walked this mom through the maze of social services, dependency
hearings, and criminal justice hearings. Thanks to this grant, the tides are turned. No more child
abuse, just age appropriate re-direction, time-outs, and a lot of love. YST has also helped the
mother completed a Customer Training Service program through Portland Community College
Work Force Center. Ensuring no more need for prostitution, drugs, or wayward men. From here
on out the family is moving forward to accomplish academic, employment, treatment, and
personal goals.

Story 3 (December 31, 2006)
YST is very proud of the culmination of over a year of support and services provided to a family.
This mother had her children removed by the Department of Human Services for founded abuse
allegations; she was charged and began serving time. YST worked with the mother on a weekly
base providing training and education on parenting skills and provided family therapy for the
mother and daughter to improve their estranged relationship. At her last hearing, two of her four
children were returned to her care with DHS monitoring her parenting skills, the other two
children are living with their fathers. This mother has moved from daily domestic violence fights
to none in the past year. YST collaborated with the Bradley Angle House to provide serves and
support for this case. The family will be graduating from the YST program soon.

Story 4 (September 30, 2006)
Alfred Venegas, case manager, proudly shares a success story. Alfred was providing case
management and counseling services for a young man already entrenched in the gang mentality.
Alfred worked closely with the high risk youth to prevent him from joining a gang and engaging
in illegal activities and interpersonal violence. The youth had already garnered prior police
contact, wore gang colors and tattoos and operated as part of a gang. In mentoring and
counseling the youth, Alfred was able to befriend him and provide positive impact. The youth
was referred to counseling at OCHA for grief and loss issues stemming from his father‘s death
and the loss of his mother to the streets and a life of drugs and crime. The tattoos are now gone
thanks to a program through Outside In. This youth is now attending adult education classes,
and is working full time. In his spare time he spends it playing soccer, a game introduced to him
by his case manager. Gang life is now becoming a past experience and one more is saved!

LifeWorks NW
Family and Community Alliance
Story 1 (June 30, 2007)
To ensure the safety of herself and her baby, MA moved from a domestic violence Shelter in
another state to Portland. Upon arrival MA had no family or friends in the area and had no idea
where to turn for help. MA phoned the Child Abuse Hotline looking for help and was referred to
the FCA Program. In the two months she worked with a Family Advocate, she applied for the
PIVOT Program; as well as, researched and obtained child care for her 6 week old baby. By

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problem solving with her Family Advocate, MA sought and obtained employment at the same
child care center so she could work while remaining close to her baby and continue breast
feeding her. MA also started receiving Healthy Start Services and was connected to the WIC
Program. MA had a desire to enter into counseling to begin healing from the domestic violence
she endured and through the help of her Family Advocate was connected to counseling at
Lifeworks, NW. MA moved in with a family near the child care center so she could walk or ride
the bus to work and helps out with household needs to help make ends meets. Within two
months, MA was able to build a foundation for her and her child as they begin their new life here
in Oregon.

Story 2 (March 31, 2007)
Nicole, one of our Advocates, worked with a single mother of five children whose medical
conditions resulted in several surgeries and a total of four months of hospitalization over the past
year. Because of the amount of time required in the hospital and recovering from surgery, the
client could no longer maintain her home childcare business and had no income. The Advocate
helped the client apply for SSI, TANF and food stamps. Because of the severity of her situation,
the Self-Sufficiency worker accelerated the client‘s application process and the client was
approved for TANF and food stamps within a few weeks. During the interim, the client accessed
several community resources for assistance with utilities and worked with the hospital social
worker to develop a reasonable plan for payment of her medical expenses. It should be noted that
even with all of the financial and medical stress that the client was dealing with, she was able to
ensure that her children attended school daily and were involved in after-school activities. By the
end of services, the client had also enrolled in a literacy program through PCC after many years
wanting to learn how to read and write.

Story 3 (December 31, 2006)
One client, a single mother of four, had been separated from her children for several weeks due
to a domestic violence incident. The mother was staying in a shelter while the children stayed
with a friend who could provide them with stability by continuing to bring them to the same
school and child care until the mother found a place to live. The Advocate worked closely with
the client‘s Self-Sufficiency case worker in order to apply for the DV grant and locate housing.
The Advocate was able to use some flex funds to assist the client with bus fare for looking for
housing and visiting her children while she was in the shelter. The client has since moved into an
apartment and has been able to utilize community resources for assistance with clothing and
furniture.

Story 4 (September 30, 2006)
One family of four has been staying in a motel for over a month. The father is looking for
employment; however his search has been difficult due to the frequency of appointments each
week related to their housing search. His wife has a debilitating medical condition and is limited
in her ability to participate in making phone calls and attending appointments. The father has
been riding public transportation with his son more than 10 miles across town each morning and
afternoon so that his son can stay in the school that he has attended for the past few years. Nicole
has worked with this family to connect them to housing and financial resources. She identified a
private support organization that paid for the family to stay in the motel for an additional month
while they‘re looking for housing. This organization also paid for gas for the father to look for
work. Nicole advocated for the family with the Housing Authority in order to ensure that they
were completing everything they needed to in order to qualify for subsidized housing. The
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family has been approved for subsidized housing and is in the process of submitting applications
for apartments. Nicole has utilized some flex fund money in order to cover the cost of the
application fees.


Listen to Kids, Parent Child Involvement Project (PChIP)
Story 1 (June 30, 2007)
Liz, a parent-child specialist for Listen to Kids, has been working with a mom and her two kids,
a 2 yr old boy and a 5 yr old girl for the past several months now. The mom left her husband
about a year ago a few months after the abuse started. Since then, the kids have had sporadic
contact with their dad and the daughter seems to have a lot of conflicting feelings about him.
Since Liz and the family have been talking about how visitation with the dad affects the kids, the
mom has become more aware of how hurtful the father can be even though he may be physically
safe with them. As she was going through the process of leaving him, the mom at first
considered the dad a ―good father‖ and wanted him to be involved. But as she and Liz continued
discussing the emotional and behavioral consequences she sees when the dad is involved, she
made the decision that at least for now, the dad should not have visitation with the kids. Liz feels
that although the mom had an awareness of how witnessing domestic violence has affected her
kids, she was able to develop a greater understanding and create more emotional safety for her
kids.

Story 2 (March 31, 2007)
Lisa, a parent-child specialist for PChIP, is working with a family who had the recent arrival of a
new baby in early March - a sister for a 10 yr old girl and a 15 month old boy. Almost a year
ago, the older children were removed by DHS Child Welfare due to safety concerns involving
exposure to their dad/step dad‘s physical and emotional violence toward their mom. In addition
to being deeply affected by this separation from their mom (which lasted almost 3 months) the
10 yr old continues to experience difficult feelings about the abuse and towards her mother. The
relationship between this mom and her daughter is strained and they are often in conflict. Over
the past six months Lisa and this mom have been focusing on her developing more empathy and
understanding of her daughter‘s experience and they are improving the way they communicate.
Currently Lisa is helping the family adjust to the changes with a new baby in their home. This
mom is learning both personal and practical ways to manage the real stress of caring for three
children by herself. She is developing her resource network with church and friends who can
offer respite and social support. Practicing techniques to recognize and address stress signals in
the moment and testing new parenting skills with her active and exploring toddler are two
strategies that Lisa and the family are utilizing. This family is in the process of not only healing
their relationships but planning their future with limited resources. Recently the mom received
notice of a subsidized housing award and she can breathe a sigh of relief that she will not have to
return to work as quickly as she thought. She has goals of continuing her education and opening
her own business. She is a caring and resourceful person who is very motivated in taking the
steps she needs to help herself and her children. Through PChIP Lisa will continue to support
this mom in realizing her goals and in the family‘s continued healing.




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Story 3 (December 31, 2006)
A family Lisa has worked with since July 2006 has a history of moving continually and living
with constant abuse. They are now beginning to leave behind their memories of terror and pain.
The two children (boys, ages three and a half and eighteen months) were exposed to their
father‘s frequent alcoholic rages. Early on in the services, the oldest continued to play out
traumatic sequences and talked fearfully about his dad coming to get him. When angry, he would
also yell and curse at his mother the way he saw his dad do the same. The younger son anxiously
would not let his mother out of sight and is delayed in his speech development. Continued
support to the family helped the mom understand her children‘s traumatic behaviors and separate
those from normal developmental behaviors. She learned that it was okay to let her older son talk
about the scary events that he remembered, and to let him know he was safe and that she would
protect him. She started setting limits and not allowing him to disrespect her. The mother became
more aware of the impact of abusive family members whom they were living with and later
decided to move out. She is getting more support for her own depression and learning to parent
her children differently than she was parented. The children‘s more difficult behaviors are
diminishing as the family‘s life becomes more predictable and safe. The mother is feeling
optimistic and takes pride in the survivor poetry she wrote that won an online editor‘s award. She
is continuing studies to become a police officer and wishes to help other women in her situation.

Story 4 (September 30, 2006)
A mother and her six year-old daughter had been living with an abuser for years. In the first
sessions, the mother identified that one of the most challenging things about now living without
the abuser was that she felt she had no authority. She felt she should allow her daughter to ―get
away with things‖ because of the guilt she had, and when she did try to set limits, her daughter
frequently disregarded them. The parent-child specialist was able to help the mother understand
that it was okay to have these feelings toward authority, and suggested the mother start slowly
showing more authority and consistent limit-setting. After several weeks, the mother shared that
her daughter had been listening more and responding more positively toward limit-setting.

Salvation Army West Women’s and Children’s Shelter
PChIP
Story 1 (June 30, 2007)
The interface with all systems continues to be challenging. For instance, one family received
notice of an increase in child support but no notice of when that will take effect or if the father
will request a court date to contest it. However, the family‘s food stamps were immediately
reduced from over $300 per month to $100 per month. Being resourceful, this mother
immediately signed up for the gleaners program but reports that participants ―fight‖ over the
food and make it extremely uncomfortable to attend. She has two school aged children who eat
almost as much as an adult. Food, formula, and diaper insecurity is a prominent issue for these
families. Even with a network of food box locations, this continues to be an issue.

Story 2 (March 31, 2007)
One success is the pregnant mother who escaped severe domestic violence and survived a car
accident. She was extremely anxious that she would be homeless with a newborn. Her advocate
and I have worked together to gather the things for the new daughter. She has joined a faith
community who is also supporting her with friendship and concrete assistance in the form of a

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baby shower from which she received a crib and other necessary items. Within the last few
weeks, her clean, sober, and safe housing came through. She is receiving on site life skills
classes, advocacy, and other supports. Having given up for adoption several children in the past,
this mother is determined to meet all necessary requirements to remain in custody of her child.
She states that she is committed to working with PChIP in order to increase her skills and
confidence in parenting.


Story 3 (December 31, 2006)
Several of the Native American mothers in PChIP have had to attend to dying parents. The
children are also greatly affected by these sad events. This frequently requires long bus trips,
often for several days, back to reservations in Montana, South Dakota, Washington, or eastern
Oregon. One mother whose son who was in CPS custody was able to have him returned to her
and the state custody vacated within three months. The CPS worker said it was the fastest
resolution in favor of the mother that she had ever witnessed. This child at age 2 survived being
kidnapped by his father and for a year with no contact with his mother. He also witnessed severe
domestic violence from his father and mother‘s boyfriend and was consequently placed in foster
care about six months ago. Mother completed addiction treatment and began working with
advocates and PChIP to address the impact of domestic violence on her and her son and began to
put her life back together. She stated her intent to continue their treatment with the tribal
workers and requested that the specialist contact her nation and arrange for counseling for her
and her son. The tribal social worker stated that they could provide family counseling for
children exposed to domestic violence. This mother also worked part time and had several
chronic physical conditions that were difficult to manage. Even with all of these difficulties, she
was also returning to her nation because her father was dying, and she was the only clean and
sober adult child who could take care of him. Although her siblings are not in recovery, she
identified aunts who are in recovery who can help her and her son. This native woman juggled
court mandates addictions, domestic violence, work, and family and succeeded on all fronts.

Story 4 (September 30, 2006)
One mother who elected to work individually with the specialist has 6 children, four of whom
live at home with her. One of these is a newborn that arrived very recently. This mother has
extensive domestic violence and criminal history but is working with her probation officer and
maintaining her market rate housing with her four children. She is gaining life skills in areas
such as money management, advocacy within the criminal justice system and other providers,
problem solving issues with the public schools, and facilitating the father‘s visits through a third
party. This is a young woman with her own history of childhood abuse and trauma who is
progressing steadily in her ability to understand the effects of domestic violence on her children
and the need to protect them. The specialist not only helps this mother continue to develop life
and parenting skills but is also able to provide advocacy assistance such as meeting with her
probation officer and problem solving around a huge electric bill. The specialist has also
provided essential concrete assistance such as food, diapers, stroller, swing, pumping up a
bicycle tire, etc. These interactions appear to be increasing the level of trust, which will enhance
the complex work with this family.


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Volunteers of America (VOA)
Family Relief Nursery
Story 1 (June 30, 2007)
At the beginning of June a new child started in the infant room. His mom had a really hard time
leaving him and the child cried from the moment she walked out the door until she came back to
get him three hours later. He refused to eat, sleep, or be engaged in any activities in the
classroom. He screamed louder when anything was offered to him or someone was talking to
him. This continued for a couple weeks when he was not coming consistently, and would miss a
class every other time.

A few weeks ago his mom started making sure he was there every class period. He gradually
would stop crying to watch another child play or to listen to music. He started taking his bottle
and taking small naps while in our care. During his last week here, he played on the floor
moving all over the room smiling and laughing. He ate both breakfast and lunch while talking to
us. This week he cried for less than a minute and then became engaged in all classroom
activities throughout the morning. He laughs often and follows other children around to play
with them.

By working with this parent to ensure she brings her child to program consistently, she receives
respite from parenting on a regular basis, and her child is able to adapt to the new environment
with limited interruptions, and both the parent and her child are comfortable separating during
respite time.

Story 2 (March 31, 2007)
This January a new child enrolled in the Preschool Classroom. His younger sibling has a severe
medical condition that keeps the family at home frequently. The only outings this child had ever
experienced were to the hospital for his younger sibling. When this child first joined us, he cried
frequently and said that he wanted his mom. Initially he kept to himself and did not want to play
with others. However, within a week, he began to interact with his peers. He played games and
participated in classroom activities, like art. Now he plays with all his peers and does not hesitate
to share with his teachers what he needs. His teachers do their best to understand and meet his
needs. This child smiles often and seems to enjoy his time in the preschool classroom.

Story 3 (December 31, 2006)
A parent of a 3 years old girl enrolled in the Families Together parenting program. Upon starting
this program, she was very inconsistent with her expectations of her three-year-old daughter.
She frequently let her child get her way when a tantrum was thrown or she said ―no.‖
Throughout the class, this parent has gained the confidence to follow-through with her daughter.
For example, at a recent lab session, she helped her daughter focus on cleaning up her toys
before allowing her to move on to a different activity. In past encounters, she had just cleaned
up the toys for her. This parent has now completed the Families Together program in its entirety
and is interested in participating in another program to further her skills and continue bonding
with her daughter.




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Story 4 (September 30, 2006)
A three-year-old child in the Pre-School classroom has been enrolled in the program for
approximately 6 months. This child engaged in typical play activities for a child at his age and
stage of development. Through daily observations, interactions and the completion of the ASQ
assessment, it was revealed that the child has speech/communication difficulties, which have
proved to be a barrier in his daily interactions and with expressing his needs. Through planned
coordination with this child‘s Teacher Interventionist and the child‘s parent, this child has been
referred out for assessment and was accepted for speech and language therapy. With this added
intervention for the child, the Teacher Interventionist will continue to provide services for him
with the added support of language services.




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After School Grantee Program Stories………………………page 31 – page 41
The Boys & Girls Aid Society of Oregon
Girls Leadership and Development (GLAD)
Story 1 (June 30, 2007)
10 GLAD girls traveled to Camp Collins near Oxbow Park to participate in a Ropes Challenge
course. ―I got to face my fear of heights dead on; when I was done I was so happy that I wanted
to cry‖, said one girl. The challenge course brought out a lot of different emotions in a very
positive way. ―We were able to get a feel for the elements on a low ropes course. Next we
moved to the main event, a high ropes challenge course. I was relieved to be done, but was
really happy to have done it, that high in the air. It made me feel like I can do anything!‖

Story 2 (March 31, 2007)
GLAD returned to Courtyard Senior Living to deliver Valentines Day cookies and candy to
residents. When asked about a favorite experience, one girl said, ―Working as a team to put
together bags made us get to know each other. I enjoyed it.‖ Another girl said, ―I like to see
how happy the elderly people were. I like them telling their stories to us.‖ Overall, the girls felt
tremendous about bringing joy to folks who ―nobody visits‖ and they ―like talking with elders,
who share their wisdom and stories.‖

Story 3 (December 31, 2006)
Tracy, a GLAD Youth, had a friend who told her she was being abused by her step-father. Tracy
explained to her friend that the GLAD Advocate could help them by being supportive and
encouraging them to report the abuse. She told her friend that GLAD was there to help girls in
her situation and that the Advocate would be a safe person to tell. Tracy‘s friend was reluctant to
talk with the GLAD Advocate or provide enough information to make a report. Tracy talked to
her friend for a long time about why it was important to report it the abuse to an adult. She
remained very supportive and understanding of her friends fears and concerns, while at the same
time strongly encouraging her to be brave and help make the report.

Tracy was able to convince her friend to report the emotional, physical and sexual abuse that had
occurred in her home. She later told her GLAD Advocate that she felt strong because she knew
that she could trust her Advocate to help her friend.

Campfire USA
Camp Fire PALS
Story 1 (March 31, 2007)
The Camp Fire Spring Break overnight trip to Camp Namanu was a huge hit with students and
staff alike. Some student verbal quotes from the trip:

―I could get used to this!‖ (a student comment while enjoying a meal in the dining hall.)

―I think the adults at Camp Namanu have a little more kid in them than most adults do.‖

―I feel like the adults at Camp Fire really listen to me.‖



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Story 2 (December 31, 2006)
This year when we started out with my 6th grade group, I had girls who were obviously friends
during the school day and some quieter kids who didn‘t hang out with anyone in our class.

Over the school year, the quiet and withdrawn kids have really blossomed and made great
friendships with the more outgoing children. When the class made personal goals, one of my
female students wrote that she wanted to make more friends and be friendlier to make herself,
her mom happy and make ME happy. I thought that was really sweet of her to include me in who
she wanted to please.

She‘s done a great job in making new friends and being way more social while still holding on to
things that she enjoys. She talks to me all the time about what she does on the weekends and
boys she likes. She‘s a super sweet kid with a much more social attitude now.

Chess for Success
Story 1 (March 31, 2007)
Juan is a plain, very shy, never a problem third grader. He can neither read nor write in English
or Spanish. His abilities seemed so low, and he was so shy his teachers decided not to have him
even try to take the state benchmark tests. Juan is a member of the chess club.

In January the chess coach decided to have her own round-robin chess tournament to help her
decide which players to take the CFS regional tournament. As she began looking over the results
she noticed that Juan had beaten every third grader, every fourth grader, and several fifth graders.
She discussed this with Juan‘s teacher and it was decided that Juan should be given the state
benchmark test for math and it should be read to him. Juan scored at the 92nd percentile! His
teachers, parents, and his own self perceptions will never see him the same way again. Chess
created the opportunity for Juan to be ―discovered.‖

Community Cycling Center
Story 1 (June 30, 2007)
Nina and Alex were step-sisters and best friends. I noticed very quickly that they both had a
difficult time in the group, choosing to talk over everyone around them, causing friction with
other girls who felt bullied. One of their teachers told me that they had both been struggling with
academic and behavior issues since transferring to Woodmere that year. Some days they were
open to chatting with me during our rides, but other days were very difficult. About halfway
through the program, I sat down with both of them and we made an addendum to the goals and
expectations ‗contract‘ the whole group wrote together on the first day of the program. Alex
proposed some new consequences for her behavior issues and seemed to view our discussion as
an opportunity. Later that day I gave her a special recognition for helping Nina when we were
working on flat tire repair the week before. Her face lit up—she was amazed that the group was
recognizing her for something positive that she had done on a day when she had otherwise been
very disruptive. For the rest of the Club she tried very hard to be respectful of the other
participants.

Nina, on the other hand, still had difficulties working with the group after this. She and a few
other girls led a helmet safety ‗squad‘ on our neighborhood rides, telling all of the unsafe kids
(and adults) we saw riding that they need to wear helmets, but otherwise she seemed to balk at

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the rules of the road we were learning. By the end of the Club, every student had had the
opportunity to lead the group for part of a ride, but Nina had always insisted on riding in the back
of the line. Then, on the last day of Bike Club we rode as a group to each participant‘s house to
drop them off. Nina suddenly wanted to lead the group. And she was one of the most
sophisticated cyclists that I have ever seen in Bike Safety Club! Most adolescents have a difficult
time with the concept of right-of-way, but she demonstrated that she fully understood it. She
slowed before all intersections without stop signs to check for cars and made eye contact with
drivers stopped at stop signs before she would pass them. When we dropped her off at her house
I told her what an amazing ride leader she is and the whole class clapped as her mother and
siblings watched.

Alex and Nina come from large families with refugee backgrounds. The individualized attention
they received through Bike Safety Club and the recognition they received for their mechanical
and riding abilities seemed to affect them in a positive way.

Story 2 (December 31, 2006)
One student has a mild form of autism and struggled quite a bit with the social aspects of the
class. He was very articulate, however, when explaining anything that could be broken down into
steps. One day, I had just finished showing the group how to remove an inner tube from a tire
when Tim asked to hold the materials so he could explain something. Once he had the wheel,
tire, and inner tube in hand, he demonstrated for the other students the best way to inspect the tire
for glass, checking both sides of the tire where the inner tube might have been positioned against
the punctured inner tube—something many adults wouldn‘t think of. When his guardian told me
Bike Safety Club was his and his brother‘s favorite part of school I understood that it wasn‘t just
the prospect of earning a bike that they liked. Bike Safety Club also gave them the tools and
opportunities they needed to feel successful.

Girls Inc.
Story 1 (December 31, 2006)
Selena is ten and in the fourth grade. She frequently feels left out at school, she rarely gets
invited to play with other kids and her school counselor has been very concerned about her. Last
year, she was absent frequently and her grades were suffering. Selena was referred to the
Markham elementary girls group. Within two weeks of Markham group meetings, Selena was
spending time at lunch and on the weekends with her new friends in her girls group. Initially,
Selena was loud and inappropriate and while she participated she was often inappropriate.
Markham facilitators proudly boast- ―you would never believe Selena was once loud and
inappropriate she is now among the most focused Girls Inc. girl and a tremendous ally to other
girls in the group.‖ Selena‘s teacher is thrilled; her attendance has increased, as has her
appropriate participation in class. Her grades are up and she is thriving. No doubt, a small
investment is going a long way with Selena.

IRCO
ASPIRE
Story 1 (June 30, 2007)
This year, Pedro started the year in the ASPIRE program with a goal of getting all 4s in his
classes, and getting up to 5s in science and math by the end of the year. He has attended after-

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school and home-based tutoring all year, and has come very close to meeting that goal. For
example, Pedro went from getting 1s and 2s in Reading/Language Arts last year to getting all 4s
in Language Arts this year. ―This has been a real breakthrough year for Pedro,‖ says Joe Walker,
Pedro‘s Language Arts and Social Studies teacher.

While Pedro still has difficulty in math and science, he has raised his grades in both areas from
2s to 3s, and he has a much clearer grasp of scientific concepts than he did last year or at the
beginning of this year. He has 92% attendance, and his TESA Reading scores showed a gain of
10 points this year. As his home life has stabilized, the ASPIRE program has acted as a
continuous stable presence in his life. ―We‘ve challenged Pedro this year, and he has responded
incredibly well,‖ says Andrew Baron, who works as the academic achievement specialist for
Latino ASPIRE Students.

Story 2 (March 31, 2007)
When Ivan arrived to Binnsmead Middle School he couldn‘t speak any English. Since he
couldn‘t communicate with anyone, he was very quiet and shy. In October 2005, Ivan was
signed up to the ASPIRE program to receive academic support. After working with him for a
short time, ASPIRE‘s Slavic academic achievement specialist, Svetlana Selivanova, noticed
Ivan‘s tremendous motivation and potential, so she helped him enroll in several after-school
activities.

As a 7th grader, Ivan participated in ASPIRE‘s reading class, boys‘ leadership group, and the
winter and spring soccer teams. Although Ivan always stayed after-school and was engaged in
all his activities, his lack of English skills prevented his true personality from coming out.

This year, Ivan has really become a leader, said Pedro Arana, ASPIRE‘s instructor, who has been
working with Ivan for two years. ―Now that he speaks English better, he volunteers to read
aloud, answers questions, helps others, and is often the first one to figure out challenging
activities,‖ said Arana. Ivan continues participating in ASPIRE‘s boys‘ leadership group and
soccer teams. He also attends tutoring twice a week at Binnsmead, a service referred by his
academic achievement specialist.

―Ivan takes everything he does very seriously,‖ said Selivanova. ―He always works very hard
and everyone can see how much he has improved over the last two years.‖

Ivan‘s Language Arts and Social Studies teacher, Frances Lancefield, said his reading and
writing skills have improved. Ivan‘s English skills have surpassed those of students who have
been in the States longer than he has, said Lancefield. He is asking more questions and writing
longer sentences. ―Last year, he needed students to translate to him. This year, he is translating
for other students,‖ she added.

Selivanova said that Ivan‘s academic success is more remarkable when you consider that he has
eight siblings and two working parents. ―He doesn‘t get a lot of attention at home,‖ said
Selivanova. Everything he does and accomplishes is through his own will and motivation.


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Most recently, Ivan became the co-captain of the ASPIRE Spring soccer team. Four students
were competing for the spot, but Ivan‘s attitude, passion, skills and commitment set him apart
from the rest. As a captain, Ivan is responsible for leading the team during their warm-up,
stretching, and some drills.

―Ivan is definitely standing out now,‖ said Arana. ―The quiet and shy kid that I knew last year is
now extremely popular and respected within our groups.‖

Story 3 (December 31, 2006)
Mei came to the U.S. from China in June of 2005 and started 7th grade at Binnsmead that fall.
Upon arrival to Portland, Mei‘s English skills were very low and learning was especially difficult
for her. According to her mother, she had also struggled as a student in China and now faced the
daunting task of being a junior high school student in America with very low English skills. Mei
not only struggled academically, but socially as well, as she outwardly displayed an extremely
timid personality.

This school year, Mei was again placed in the school‘s newcomer ESL class, unlike most other
newcomers who move on to advanced ESL classes after their first year. This Fall also brought
social difficulties for Mei. Confrontations between her and a group of Latina girls in her class
escalated. According to Mei, she was uncomfortable speaking to the teacher about the conflict
due to her unease speaking English. The confrontation resulted in a mediation between Mei and
the other girls (facilitated by ASPIRE staff and the school counselor). With their support, the
girls reconciled. Since the mediation, Mei has successfully communicated with the other students
and teachers in English when a problem does arise.

During the fall term, ASPIRE staff enrolled Mei in Club Z, the ESL focused tutoring offered
through Binnsmead. ASPIRE and Club Z worked together to match Mei with a tutor who seemed
to have the right fit for Mei‘s shy and quiet personality. Mei and her tutor now work together
three sessions a week, which Mei attends consistently. Based on the tutor‘s feedback, Mei has
made great progress in her speaking and spelling.

Mei‘s progress the last term has been reiterated by her ESL teachers. According to one, ―…six
months ago, Mei could only pronounce a few words, but now she can read with much more
fluency.‖ Mei is much more outgoing in class, and, raising her hand and speaking up when
necessary. Mei‘s mother is also noticing her progress in speaking English. She said Mei has been
talking to her tutor and her friends on the phone in English. They have all been amazed at the
noticeable corner that Mei seems to have turned in the last term, especially since meeting
regularly with her tutor.

Throughout the year, Mei has also been faced with a variety of minor health concerns. She and
May have spent many hours in the school nurse‘s office together, always with May‘s help for
language interpretation/translation. A few weeks ago, they were in the nurse‘s office again
together. As it turned out, May didn‘t even need to be there. Both the nurse and May were
stunned when Mei articulately told the nurse exactly what was ailing her. With the combined
efforts of the ASPIRE program, her family and the school, Mei is getting closer and closer to

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becoming a confident young woman. She is quickly learning how to assert herself and take care
of her own needs here in her new country.


Story 4 (September 30, 2006)
Working with Miguel has become something I look forward to every week. The sixth-grade boy
who hated staying after school is now a seventh-grade student who enjoys his tutoring sessions.
Miguel‘s previous negativity towards school and his academic skills made it nearly impossible to
work with him. Now, Miguel gets excited about tutoring and even asked me to extend his
sessions by 30 minutes.

Miguel has made great strides in his educational development. He went from having a 209
reading score on his standardized test in November 2005 to scoring 219 in May 2006.

When school began in September, Miguel asked me to be his tutor again. I was flattered by his
request and surprised when he said he wanted his tutoring session to last 90 minutes instead of
the usual 60. I gladly agreed to his request. Miguel began tutoring the second week of school
with a great attitude.

The next day, Miguel‘s language arts and social studies teacher, Mrs. Jackson, asked me to come
to her room. Mrs. Jackson and Miguel have a long history of not getting along. In fact, Mrs.
Jackson often complained about Miguel‘s behavior last year and she had mentioned his
misbehavior a couple of times this year.

―I wanted to talk to you about Miguel,‖ Mrs. Jackson said.

―Oh,‖ I said, expecting to hear Miguel had done something wrong.

―Well, he came into my room this morning,‖ Mrs. Jackson said, ―He was very serious and came
up to me and said, ‗Mrs. Jackson is there anything I can do to get extra help on my homework?‘‖

She said she had never seen Miguel act so serious. She told Miguel he could stay after school or
during lunch and get help from her whenever he needed it. Mrs. Jackson told me Miguel had
matured immensely in the last year and that she was happy he was working with me. I told her I
was also very pleased with Miguel‘s progress and that I would continue working with him this
year.

Miguel‘s educational progress has increased his self-esteem and given him the courage to try
new activities. Two weeks ago Miguel decided to attend the boys‘ leadership group that I run
Thursdays after school. I never imagined Miguel would be interested in staying for the group.
He has always innocently mocked the group. The day he stayed, the boys were working on ―I
am‖ poems. I was concerned about Miguel‘s participation because I didn‘t think he would want
to write a poem about himself and present it to the group. Miguel has always had a difficult time
writing because of his skills and because he feels embarrassed about his handwriting.


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Miguel ended up writing and acting out his poem in front of the group. He didn‘t care about
misspellings or his messy handwriting. He over-compensated those deficiencies by his funny
and energetic delivery. The boys voted on their favorite poem that day and Miguel‘s received
second place. He got one less vote than the student who got first place.

Last week Miguel came up to me and said he wanted to be in an after-school drama class. I told
him that was a great idea, ―I‘ve been trying to get you to do it for awhile.‖

I told him he would have to do tutoring another day since the class takes place on Wednesdays,
the day we meet. I also told him he would have to work with a volunteer because I worked with
other students the rest of the week. Miguel grudgingly accepted.

Miguel went to his drama class and returned a few minutes later.

―What are you doing here,‖ I asked.

―Today is the last day they‘re going to do it on Wednesdays,‖ he said. ―Now I can keep working
with you.‖

Miguel could not hide his excitement about the fact that we would continue working with each
other, which I found personally rewarding. I told him I was glad we would get to keep working
with each other.

Miguel has set high goals for himself this year. He wants to get fours and fives in all of his
classes. Last year, he received mostly ones and twos for the last academic quarter. While he
may not accomplish his new goal this first quarter, I definitely think he can achieve it by the end
of the year if he continues working as hard and acting as mature as he has been doing so far.

Native American Youth Association
Story 1 (December 31, 2006)
This year we have a twelve year old girl who is brand new to our program and to the NAYA
Family Center. She is an only child and her whole life her exposure to Native American culture
had been her family and what they had interpreted to her. She learned about the dance and
regalia class through a Parent Family Night. She and her mother began attending and she was
extremely enthusiastic about dance. For one upcoming dance class performance, she expressed
an interest in dancing but stated that she did not have any regalia. I told her about the Regalia
Library and that we had a few things we could loan to her if she was interested. I was surprised
at the response from the girl and her mother; they had not thought it was possible for the girl to
dance until they could buy material to make regalia, and the mother is suffering from major
health issues and is unable to work. They borrowed regalia, and I helped her make a pair of
moccasins that fit her. The mother and daughter attended the dance class performance and they
also invited several family members to attend. Of all the performances we had last fall that one
in particular stands out because it was the first time the girl had danced in public all her life, and
she had more family members there than all the other kids. The family enjoyed the whole


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performance and took lots of pictures. They all joked that I had become the girl‘s Fairy
Godmother, coming up with enough regalia that she could dance at that performance.
Since then the girl‘s family has pulled together a dress, belt, and some jewelry. The girl made
some beaded barrettes at Beading and Regalia making class, and still wears the pair of moccasins
she made in our class and continues to dance at our performances when her mother‘s health
allows. Another interesting part of this story is that this student came to find out that she is
biologically related to one of the very active students in our program. I had never seen an
instance where two students who did not know each other sat and told each other who their
parents and grandparents were only to discover that they had the same family on their father‘s
side. I am not certain of the circumstances that kept the two girls apart, but they are close in age
and have become great friends often joking and laughing about the same things. Even the
mothers of the two girls will sit during class often talking about the family and the last time they
saw so and so.

Story 2 (December 31, 2006)
One of the many success stories of the NAYA Family Center soccer team was a player‘s return
to the team after spending the summer in South Dakota with his father. This youth played
basketball for NAYA Family Center two years ago, but was struggling with his grades and some
social issues, so his grandmother sent him back to the reservation to live with his father. After a
year in South Dakota, he was still struggling to reach his potential, so he returned to the Portland
area this fall to live with his grandmother and cousin, who was already playing on our soccer
team at the time. His grandmother believes that the best way for her grandsons to stay out of
trouble is by keeping them involved in NAYA Family Center activities and she is a fixture at
games and practices, always providing rides and support for the team. For the first half of the
year, the youth and his cousin would arrive at practice with their grandmother, but only the
cousin would go out on the field and play. The youth refused to participate, preferring to sit in
the van with grandma until practice was over. One game day, about halfway through the soccer
season, there were only 10 kids at kickoff time and the team was worried that we would have to
forfeit. The cousin suggested we plead with his cousin to play just the beginning of the game
until their late teammates arrived. So he, his grandmother, the soccer coach, and the sports
coordinator all convinced this youth, with some effort, to play the beginning of the game. He
was to be the goalie, and so he put on the special goalie uniform and gloves, and we even found a
pair of extra cleats for him. He reluctantly took the field. As a natural athlete, yet despite his
―disdain‖ for soccer, he saved the first few balls that were kicked toward his goal. Then he saved
a few more. Pretty soon he was hopping around inside the goal and giving his teammates high-
fives. After that game, he never again sat with his grandmother in the van for practices. He was
always on the field and attended every game and nearly every practice for the remainder of the
season. Despite the challenges he was facing, he got himself involved and found his place.
Now he is one of our better basketball players on the middle school team and seems much more
happy and comfortable with his situation. His grandmother has expressed to us more than once
how important NAYA Family Center has been in helping him return to Portland and we are
proud that we were able to provide that support.




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Portland Impact
Whitman SUN School
Story 1 (December 31, 2006)
My name is Maria; I am from Navojoa, Sonora Mexico. I speak Spanish, English, and
understand Mixteco, native language of Oaxaca, Mexico. I enjoy learning about different
cultures, volunteering in my community, reading, dancing, and spending time with my family
and friends. I believe in education and success. Because of my family and my life, I work hard to
have a better future. I came to Portland seven years ago and I can say that my first months in
Portland were the most difficult months of my life. I did not know a word of English and I found
myself in a total new world. It was hard for me to realize that I was no longer in Mexico and to
accept my parent reason for staying in Portland. They brought their kids to Portland for a better
future. At this point, I knew that in order for my life to easier in Portland, I had to learn English.
After three months, my parents gave me the opportunity to go to school and believe me, my first
days of school were as hard as my first months in Portland. I felt lost and frustrated because I
was not able to communicate with my teachers and classmates. I never thought that it was going
to take me two years to learn to speak English and being able to socialize with my teachers and
classmates. My feeling of frustrations encouraged me to put more effort and dedication into my
education and get better in my English. Once I learned English, I started participating in school
programs such as The Ballet Folkloric, Latino Club, and I became a member for the Link Crew
Program. Also, I was a volunteer for school events as interpreter and as a Cultural Event
Coordinator. Now as a college student, I am part of the Oregon Leadership Institute Program at
Mt. Hood Community College as a mentor for Latino and Hispanic students. Participating in
these programs made me become conscious of the importance of being a bilingual person. I have
the privilege to offer my community an interpreter, a mentor, a friend, and a person who for the
same reason is in Portland. That is why, my desire to continue contributing to my community is
each day stronger. If the future brings me a better economic situation, I want to build an Art
Institute for low-income students in my country and promote education in rural cities of Mexico.
I want to give my sincere thanks to Whitman Elementary School and Portland Impact for
allowing me to span my belief in education and the privilege to work with Whitman Families as
the Parent Engagement Coordinator. I hope to do the best of me and look for better ways to
serve our community.‖

Portland Opportunities Industrialization Council
Story 1 (June 30, 2007)
D. came into tutoring not really willing to work and struggling with her Algebra work. By the
time she had left, her attitude had greatly improved and she was beginning to grasp her math
work at a quicker pace. She improved on her assessment by 20%

Story 2 (March 31, 2007)
N. has been working steadily through the Number Power series. He is now on page 56 and doing
well. N. has spent a lot of time making up missed classes, so he can earn an incentive prize. He
is short just 10 points! Also, N. was nominated for a Best Attendance award. We are proud of
him!




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Story 3 (December 31, 2006)
Two of my students at Ockley Green shared some good news with me yesterday, which you may
want to use in your newsletter. J., 6th grader, passed the state Math test last week. His score
was above average! Also, K., 7th grade, scored 100% on her recent math exam. Both students
said that the tutoring and homework help they received helped them a lot.

Self Enhancement, Inc.
Story 1 (June 30, 2007)
TC, an 8th grader at Tubman, was new to SEI this year. While she was doing acceptable
academic work, she had many social and behavioral issues. Through focusing on her musical
gifts, SEI exposed TC to activities and individuals to encourage and motivate her. TC‘s self
esteem has greatly increased and she is building positive relationships with her peers and the
adults in her world. At the end of the year, TC received the most improved student award from
the Tubman staff, the ―Ms. Ambitious‖ award from her girl‘s group teacher, and ―most talented
female‖ from her classmates. She auditioned and was chosen to be on the Junior Varsity Rally
Squad at Jefferson High School beginning in the fall.

Story 2 (March 31, 2007)
SG, a middle school aged student is in his first year at SEI. He faces many challenges at home
and school. SG struggles with depression and receives counseling services through one of SEI‘s
Family Services programs. On Prevention Days - days when PPS is closed either for breaks or
in-service and SEI is open to provide a safe and fun place for students - SG‘s Coordinator
dedicated one-on-one time to him. They talked about his personal life and SG shared
information both shocking and heart wrenching. These conversations led to a strengthening of
their relationship. It provided SG‘s Coordinator with a better understanding of how to address
SG‘s needs. SEI has played a vital role in SG‘s life. He enjoys attending the After-School
Program, participating in many constructive educational classes such as computers and organized
recreation. Strengthening the relationship between SG and his Coordinator was critical in the
development of solutions tailored to his needs. Now knowing what SG goes through and the
struggles he faces, SEI can better serve him with the broad array of services available at SEI.

Story 3 (March 31, 2007)
In the fall of 2006 TH exhibited negative behaviors and always called out for attention. TH‘s
Coordinator developed a relationship with the young man so he would feel comfortable talking
and sharing. TH‘s Coordinator participated in activities along-side him to build an effective and
open coordinator/student relationship. Through the relationship, TH‘s Coordinator learned more
about his interests and discovered a really strong interest in the After-School Program. TH took
a strong liking to Studio Production and Organized Recreation. These classes gave him the spark
and confidence needed to boost not only his self-esteem but his academic performance as well.
TH had a 1.4 GPA at the end of the first quarter and continued to have behavior problems.
Through the relationship built and his consistent participation in the After-School Program TH
began to grow in all areas. By demonstrating positive behaviors and strong attendance, he was
able to participate in several field trips. TH increased his third quarter GPA to a 3.75, what a
change!



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Tears of Joy
Higher Stages
Story 1 (March 31, 2007)
One student in particular, who stands out, as a successful circus performer is Darren. He is
talented, excited, determined, and positive when it comes to trying out new and challenging
things. One day I asked Darren what he wanted to be when he grew up. He said, ―I want to
design shoes.‖ Darren is a student who sees a challenge and goes for it without complaint. He is
determined and creative. One afternoon, Paul, our Circus Instructor, asked every one to practice
unicycling. The unicycles are very difficult to ride, and they take a lot of practice and patience.
A number of the students complained about the activity. Two students really wanted to try.
Darren was one of them. He listens to Paul‘s advice and goes for it. He is confident and has
little fear of failing, falling, or getting hurt. I have found that having Darren in the class
motivates other students to take a risk and not be afraid to try over and over again.




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Mentoring Grantee Program Stories………………………… page 42 – page 44
Friends of the Children
Story 1 (June 30, 2007)
Michelle was hired as a Friend this past March in preparation for new child selection and she
began meeting with Jessica two months ago. Jessica just completed her kindergarten year at a
SE Portland elementary school. Her mother had long suffered from mental health issues and
committed suicide in February of this past year. Since that time, she has been holding her
feelings in and becoming angry and frustrated. Jessica‘s father works long hours and has been
overwhelmed since her mother‘s death. When he learned that Jessica had been selected to
participate in Friends of the Children, he expressed an enormous amount of relief that she would
have someone else in her life to support her. Michelle says that Jessica is ―bright and has a
voracious appetite for learning. At the same time, she had not able to share her feelings about
her mother‘s death and is afraid to try new things.‖ Michelle has observed important signs that
she and Jessica have begun to form a strong, trusting bond. Over the past couple of weeks,
Jessica began to talk about her mother as a butterfly. Then, on a recent trip to the beach,
accompanied by another young child mentored by Michelle, the group saw a butterfly. Jessica
told Michelle and their companion that her mother was ―with us on the trip.‖ She was then able
to tell both of them that her mother had died and that it made her sad, the first time she had
shared these feelings with another person. The other little girl then replied, ―When I am sad, I
like to hold hands.‖ Jessica grabbed on to the outstretched hand that was offered and the two
walked back to the car while their Friend, Michelle, followed quietly….wiping away the tears.

Story 2 (March 31, 2007)
Our Friends are really there for their children, both to celebrate successes and to lend support
during challenging events in a child‘s life. Often a Friend’s consistent presence during a
difficult time can take a relationship to a new level of trust. A recent example is Lucy and her
Friend, Sally. Lucy is currently a 4th grader who, like many of our youth, lacked stability in her
life before her involvement with Friends of the Children – Portland. Lucy experienced the death
of her grandmother recently and has relied upon Sally as a confidante and support system to help
her process this loss. When Lucy‘s grandmother was in the hospital, Sally let Lucy know that
she could call her at any time if she needed to talk. Lucy took her up on this offer, calling Sally
immediately when her grandmother passed away. Since that time, Lucy also has taken to an
activity known as ―car journaling.‖ When she and Sally are traveling to and from activities
together, Lucy writes and draws in a journal, sharing with Sally the thoughts that she is able to
express through this creative activity. ―Lucy tells me she doesn‘t like to talk about her
grandmother at home,‖ Sally says, ―because she doesn‘t want to make her mom sad.‖ Time for
Lucy to talk openly about her grandmother in a trusting, safe environment is an important
healing process for her and Sally has played that pivotal role at this time in Lucy‘s life.

Story 3 (December 31, 2006)
When Asia met Allison, Allison was a sad, quiet and reserved child. She would hide behind
Asia and was very clingy in social situations. Since getting to know Asia, she has brightened:
She loves to chat, is much more self confident, is loving and affectionate, and has learned how to
define her boundaries without hiding. Allison loves the outdoors and Asia encourages this

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interest by taking her fishing, planting trees, visiting the zoo, riding horses, and reading and
writing about her experiences.

In the past year Allison has needed Friends of the Children more than ever: She has been
removed from three foster homes and has been separated from her two biological sisters. Now in
her fourth family, who plans to adopt her, she is with her biological brother, as well as a foster
mom, dad, sister and brother and doing great.

According to Asia, Allison is bright, creative (a good writer), and impressionable. She tries hard
not to stand out with her peers, because she really just wants to fit in. As she grows older, the
one-one-one relationship she has developed with Asia and the consistent and strength-based
programs offered through Friends of the Children will most certainly be fundamental to her
success in school and life.

Story 4 (September 30, 2006)
When Ben Graves began working with Lukas, now a junior at Madison High School, he had
already been at two high schools and was looking to transfer again. Lukas was a student in
Madison‘s alternative school, FOCUS, and was bored and frustrated. He had joined FOCUS
because he was performing low academically and because he knew it would be an easy ride; he
could do just enough work to pass, the bare minimum really, but not too much to get in the way
of his social life. As Ben says, ―Lukas has never struggled socially.‖

Lukas had told Ben that he would like to transfer once again; that Madison was just not working
out for him. He hated the label that being in an alternative program came with, but was not yet
willing to venture out into mainstream classrooms, and so he thought transferring was the
solution. In Ben‘s opinion, Lukas just needed to be challenged to find something about school
that truly engaged him: he had skills, but lacked motivation. So Ben, Lukas and his academic
counselor met and mapped out a plan. Lukas would join mainstream classrooms, and stay at
Madison where he had already developed positive connections and friendships.

By the end of last year, Lukas had worked hard enough to transfer out of FOCUS and into
Madison proper. And although this is what Lukas wanted, he had some reservations. He told
Ben that he wanted help, particularly in math, and that he wanted to go to college, but he need
support getting through high school first. This year, Lukas‘s workload is much heavier, but he is
succeeding. He has a math tutor, and he is passing all of his classes. Most importantly, Lukas is
feeling good about himself because his academic skills are growing to reach his social skills, and
he is on track for a regular diploma.

Without fail though, Ben is still there every Thursday to check in, and support Lukas. This last
time Ben and Lukas met, he thanked Ben for being an advocate. Just the use of the word made
Ben smile. ―He gets that is what it is all about,‖ said Ben, ―advocacy‖.




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Portland Impact
Mentoring to Achieve Potential (MAP)
Story 1 (September 30, 2006)
We have many mentees going through challenges in their lives. In particular, Molly, a 4th grader
and older sister to a terminally ill sibling, has been in the program for more than 2 years. Her
mentor Abi, who is in high school, let Molly know that she was there for her to talk to about her
sister. Molly let Abi know that her job as mentor was to play with her and have fun. Now that is
a youth-driven relationship! We know that just making the offer to listen when needed was also
important.

REAP
Story 1 (March 31, 2007)
A success for this quarter involves a student at Fir Ridge Alternative High School. The student
began the school year spending quite a bit of time in in-school suspension. Upon enrolling in
REAP, the student struggled with behavior and family issues. With the assistance of staff this
student has established an action plan to improve behaviorally. With the support of REAP staff
the student not only improved behaviorally, but the student‘s academics improved as well. The
student has not spent anytime in in-suspension the last two grading periods.




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Leverage Fund Grantee Program Stories…………………… page 45 – page 49
Juvenile Rights Project
Story 1 (June 30, 2007)
JT is a Caucasian middle school student. He is blind and autistic and attends a special program
run by the Education Service District. He started in a new school and new classroom in the fall
of 2006, which means there are new teachers and support staff working with JT. He has
difficulties feeling safe with new people and in new settings, and the school saw an increase in
aggression and other acting out, compared to previous years. The school wanted to use physical
restraint to manage his behavior, but JT‘s foster parent was opposed because he had not been
restrained in the past, nor does he need to be physically restrained at home. His foster mother
believed that JT would respond negatively to being held and that his behavior at school and
home would deteriorate. The school district told the foster mother that she would either have to
agree that JT could be restrained or they would put him on home instruction. JT‘s SchoolWorks
attorney worked with JT‘s developmental disabilities case worker to contract with a behavior
specialist who had worked with JT before. The behavior specialist worked with a consultant
from the school district. Together, they were able to craft a plan to support JT that does not
include physical restraints. Instead, the plan included using classical music and a towel scented
with lavender, and this plan was successful in substantially decreasing JT‘s aggressive behavior
from the time it was implemented in February through the end of the school year .

Story 2 (June 30, 2007)
GS is another African-American high school student. After spending an extended period of time
in the county detention facility, he was placed in a foster home for developmentally disabled
youth and young adults. At age 17, GS had never been identified for special education services,
despite a long history of academic failure and behavior problems. As part of the evaluation
requested by GS‘s attorney, it was determined that GS has an IQ in the one-tenth percentile,
meaning that his cognitive abilities are below 99.8% of peers his age, according to standardized
tests. As soon as GS was released from detention, GS‘s SchoolWorks social worker contacted
the local school district to ensure that GS could be placed in an appropriate setting and have an
evaluation for special education services. After a brief delay, GS was placed in a special school.
Because the school psychologist who would typically be assigned to do the evaluations would
not be able to complete the evaluation of GS until the fall, SchoolWorks worked with the
district‘s special education supervisor to assign another school psychologist. The evaluation was
completed and GS was found eligible for special education during the last week of the regular
school year. He was referred to a program which will have classes through much of the summer.
GS, his foster parent, a SchoolWorks social worker and several school district staff met to create
an IEP for GS that has appropriate goals and supports for his needs.

Story 3 (March 31, 2007)
KN is an African-American high school student. He has had a very tumultuous life in foster
care, including 17 different placements in the first six months. He spent one year in a group
home in another county before returning to Portland last December. He entered foster care
originally due to his parents‘ mental illness and domestic violence in their home. He is diagnosed
with mental retardation, and doctors suspect that he was exposed to alcohol in utero. He goes to
the local high school, which has implemented more strict ―zero tolerance‖ discipline policies this
school year. One day, when the students were dismissed from a school assembly at the end of

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the day, they were told they had to leave the building without going to their lockers. Because
KN‘s routine is to go to his locker and get his belongings at the end of the day, he tried going to
his locker. He was stopped by a teacher who ordered him to leave the building. This resulted in
a verbal altercation with the teacher, and then KN left the building. The school suspended KN
pending expulsion. KN‘s SchoolWorks attorney represented him at the hearing. The school
decided that they also had to determine whether the behavior was a manifestation of his
identified disabilities. Evaluations clearly showed that KN has difficulty processing verbal
information and often perseverates. Ultimately, KN was not expelled, and his attorney worked
with the school to allow him to re-enter and develop strategies that are more appropriate for his
cognitive abilities regarding following school rules and staff directions.

Story 4 (March 31, 2007)
MC is a 4th grader. MC is bright and had referred herself for special education services at school
due to speech articulation issues she had. She was put on an IEP for speech communication.
She was removed from her father‘s home in December due to allegations of abuse. She was
placed by DHS with her mother, but she had not lived with her for a long time. MC ended up in
the hospital in January due to a mental health crisis. After leaving the hospital, she went to one
foster home and then a second foster home. Her SchoolWorks attorney was able to get a best
interests finding from the juvenile court that allowed MC to remain in the same school she
attended originally even after moving in with her mother and then two subsequent foster homes.
MC‘s teacher happens to be a former child therapist, and MC meets with her school counselor
every week. She continues to do so well academically that the school did not find her eligible
for special education based upon her mental health condition. What the school did agree to do at
her attorney‘s urging is to update her IEP to reflect MC‘s current needs and to document all of
the strategies the school uses which have helped her to be so successful. This will be important
as MC will likely return to her mother‘s home over the summer and attend a new school in the
fall. The school is also working closely with DHS to know what the visitation schedule between
MC and her mother is so that they can be supportive and help MC know what is happening.

Story 5 (December 31, 2006)
RJ is a 14 year-old girl in middle school. RJ had recently been in a short-term residential
treatment center because she expressed suicidal thoughts. She was given a diagnosis of post-
traumatic stress disorder and major depressive disorder, as well as borderline intellectual
functioning. The program recommended that RJ be assessed for special education services.
After her discharge, RJ‘s grades were good, but she was doing 4-5 hours of homework a night,
requiring the help of her foster mother. SchoolWorks staff followed up with the school to see
that the recommended special education assessments were completed. SchoolWorks then
participated in a meeting which determined that RJ is eligible for special education services. A
plan was put in place to provide her extra support in reading and math, a study skills period so
she could work on homework in school, and behavioral goals to promote more emotional
progress for RJ. SchoolWorks continued for several months to facilitate communication between
the school and foster home. School and foster home now report that RJ is doing well.

Story 6 (December 31, 2006)
CW is a third grader in Portland. He has been in foster care for a year and a half. SchoolWorks
provided to the school evaluations done by a psychologist so that they could better identify his
academic and emotional needs. CW can be hyperactive and oppositional in class, and he has a

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learning disability related to writing. His behavioral difficulties often coincide with writing
assignments he feels incapable of completing. DHS is preparing to return CW home to his
mother, who has completed treatment for substance abuse, in February. SchoolWorks is working
with the school to plan for this transition so that they identify and document strategies that are
effective with CW. SchoolWorks requested from his school further evaluation by an
occupational therapist for CW and a formal Functional Behavioral Assessment and Behavior
Intervention Plan. The district agreed, but the district‘s team for completing these FBAs will not
be able to begin assessing CW until March.


Story 7 (September 30, 2006)
FH is a 5th grade girl living in foster care in Portland who has significant developmental
disabilities. She attended a functional living skills (FLS) classroom run by the Multnomah ESD
through the 4th grade. The school placement worked well for her because it was located at a
mainstream elementary school, where she could interact with non-disabled students at lunch,
recess and during other times of the day. She also received substantial special education support
in that program. At the end of the school year, however, the district decided that it would not
place students in the MESD program any further. She would be moved to a new FLS classroom
located at the district‘s behavior school program, meaning she would no longer have contact with
non-disabled students at school. Instead, she would attend school with students who have
significant emotional and behavioral challenges. FH‘s SchoolWorks attorney told the district
that she would file a due process hearing request with the state on behalf of the girl and her
educational surrogate parent if they did not provide a more appropriate and less restrictive school
placement. The district agreed to place FH in another FLS classroom located in a mainstream
neighborhood school building, which is similar to the MESD classroom she attended previously.

Story 8 (September 30, 2006)
EM is a high school student in Portland. He had done well at the district behavior program, and
his team began discussing the potential to transition EM to a less restrictive program in May
2006. The team met again in September 2006, but EM‘s foster parent, who is also his
educational surrogate parent, did not attend. Further, the foster parent went on a trip out of state
for two weeks, leaving EM with a respite foster parent. During that time, EM did not have the
medication he takes to treat his bi-polar disorder, nor did the respite parent know about the
medication. The school called EM‘s SchoolWorks attorney when they saw his symptoms
worsening. EM began skipping school because he knew he would get in trouble at school
without his medication. SchoolWorks contacted the Department of Human Services (DHS) case
worker and supervisor, who arranged to get an emergency supply of medication. Back on his
medication, EM was able to successfully transition from the special behavior school program to
a behavior classroom at his neighborhood high school.

SMART – Start Making a Reader Today
Story 1 (March 31, 2007)
The coordinator at Lent Elementary reports that a first-grade student selected for SMART has
made outstanding improvement since starting SMART in the fall. The student‘s attendance has
increased, and she is outgoing and enthusiastic about reading. After discussing the student with
the teacher, the coordinator discovered that this student‘s older sister was in SMART three years
ago and that it was an incredibly positive experience for her as well—for the one-on-one

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attention and the books it brought into their home. It is wonderful to see the impact SMART can
have on entire families.

Story 2 (December 31, 2006)
The coordinator at Rigler Elementary reports that a first grader with a very unstable home life
was initially very shy and did not want to come to SMART. After a couple of months in
SMART, he has bonded with his veteran volunteer and is excited to come to SMART every
week. He is even reading regularly to his volunteer!


Peninsula Children’s Center
North Portland Children and Families Project
Story 1 (June 30, 2007)
Rhonda is a single parent of Katelyn, an overly active six year old who had daily behavioral
incidents at home and in the Before and After School Program. Rhonda was overwhelmed and in
daily conflict with Katelyn. She told the Shannon, one of Morrison‘s Mental Health Specialists,
that she was ―at her wits end.‖ Shannon encouraged Rhonda to enroll in the Incredible Years
Parent Group, and the group leaders engaged Rhonda frequently over the phone between group
sessions. Simultaneously, Katelyn began individual, weekly skills training with Shannon.

Shannon also recommended a referral for Katelyn for evaluation of what appeared to be
Attention-Deficit / Hyperactivity Disorder (ADHD) symptoms. The family is now receiving
additional mental health services.

Rhonda recently reported to Shannon that things are going ―much better.‖ Shannon was struck
by the shift in affect that she noticed with Rhonda and Katelyn: both appeared much happier and
to be enjoying one another.

In the case of Rhonda and Katelyn, Morrison‘s Mental Health Specialists were able to offer on-
site services, but also to realize that more services may be needed. They were able to facilitate
the referral and support Rhonda in obtaining the additional services Katelyn needed.

Story 2 (March 31, 2007)
―Alex‖ was exhibiting extremely unruly behavior in Peninsula‘s before and after school
program. ―Erin‘s‖ behaviors were causing a lot of stress in her home and school environment.
The parents of both of these children were near tears when talking about their children and
feeling overwhelmed and hopeless. Both parents asked for support and signed up for the
Incredible Years Parenting Class held at Peninsula Elementary School (one of Peninsula
Children‘s Center‘s before and after school program sites).

Both parents attended nearly every session. During weekly ―check-in calls‖ and in group
sessions, they talked about using many of the strategies they learned in the Incredible Years
Parenting Group.

Alex‘s mom proudly reported how well he was responding to Incredible Years techniques of
praise and time out. She said, ―My son isn‘t having as many problems in school, and we have
noticed a significant improvement in his social skills, stress management abilities and problem

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solving.‖ As consultants we noticed that the parent herself looked brighter and has a more
positive outlook about her children.

Erin‘s Mom said ―I am starting to rethink my approach about how to work with my daughter‘s
high impulsivity and distractibility at school and home.‖ At first, this mother was reluctant to
seek any mental health service for herself or her daughter. Now she is asking for referrals and
support to find appropriate mental health treatment.

Story 3 (December 31, 2007)
―Angela‖ was in crisis. Currently a senior at Portland State University, she wanted to continue to
pursue her degree exclusively and build a career that could sustain her and her family into the
future. Unfortunately her case manager did not support her decision to complete her degree and
instead encouraged her to start the JOBS program, which both she and Sabina felt would
ultimately leave her with fewer resources and less able to care for her children and become self-
sufficient. Prior to meeting with Sabina, Angela thought she would have to quit school. Sabina
talked with her case manager, got her excluded from the JOBS program, and assisted her with
completing the application process for a degree completion incentive at PSU. Once the degree
completion incentive comes through Angela will qualify for services from the Department of
Human Services to support her in completing her degree. Other assistance secured by Sabina for
Angela included energy assistance from the YWCA and funds for a car repair via Peninsula‘s
Adopt-A-Family holiday program.


Story 4 (December 31, 2007)
 ―Sarah‖ is a junior at Portland State University. She made the brave decision to leave a domestic
violence relationship and was faced with the reality of paying for childcare on her own in order
to continue her education. Because she needed an immediate relocation, she entered into a lease
agreement for an apartment that is drastically above her means. Peninsula extended the
opportunity of a scholarship through CHIF in order to support her during her final year of college
and this tremendous life adjustment. Sabina worked with Sarah on other basic needs including
energy assistance via Portland Impact (to restore her gas heat), and Sabina was also instrumental
in arranging a necessary and overdue car repair at a dramatically reduced rate.




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