learn tarasco

Final Report to Northwest Area Foundation Written by: Roxanne Hood Lyons Kendra Han Jennifer Rocili June 1, 2003 New Futures Final Report to Northwest Area Foundation New Futures utilized a community-centered approach, influenced by Participatory Action Research, to engage community members that are not typically involved in long-term community planning to learn about three unique communities. The focus of this project has been on process rather than outcome. New Futures strives to work in a way that empowers individuals to utilize their own voices and worldview and utilized this philosophy to develop outreach methods and collect information that would be useful in addressing poverty. Building on community leadership and the knowledge that each leader holds has been the focus throughout this process. This project has truly been in partnership with the community leaders that stepped up to the challenge. Methodology New Futures utilized an approach that centers on community leaderships. [See attachment A for model of process] Our process is not a step by step procedure for doing research on communities but rather a guide to working with communities. In all aspects of the work, New Futures relied on community leaders for wisdom and guidance in conducting culturally appropriate outreach. Overall Process  New Futures Staff used existing relationships to identify potential leaders that were representatives of three distinct cultural groups  New Futures made initial contact with potential community leaders to introduce the project and the Foundation  Community Leaders and Lead Community Leaders (LCL) were hired  Group meetings were held with each community group (each group consisted of five community leaders from the Latino, Tarascan, and Youth of Color communities)  New Futures conducted trainings with each community group  New Futures facilitated collaborative efforts between New Futures and each group to develop outreach plan, appropriate information gathering tools, and implementation of outreach plan  Community Leaders served as conduits to deliver and gather information from members of their communities  Results and learnings were compiled and incorporated into final report Group Selection/Target areas New Futures selected three groups: Latino Community, Tarasco Community, and Youth of Color Community. The focus area for New Futures’ work has been the cities of SeaTac and Burien. The results of our demographic review follow. 1) Latino/Hispanic Group Hispanics are the largest minority group in Washington State; Hispanic children alone have increased by 106 percent in the 1990s comprising 25-50 percent of children in some Washington counties (Washington Kids Count, 2002). Not surprisingly, the presence of the Latino community is undeniable in Burien and SeaTac. According to the US Census (2000), Latinos make up 11 2 New Futures Final Report to Northwest Area Foundation percent of the total population in Burien and 14 percent of that in SeaTac. Furthermore, of all foreign born individuals living in either city the largest numbers (63-64%) of people were born in Latin America or Central America— nearly one-fourth of these individuals whose birthplace is Mexico. Strikingly, of those Spanish-speaking households in SeaTac 40 percent are linguistically isolated households*. Despite their large representation in Burien and SeaTac, Latinos are among the lowest income populations. In 1999, one-fourth of the Latinos in SeaTac were living below the poverty level a slightly higher population than the 20 percent of those in Burien (US Census, 2000). Additionally, the per capita income in 1999 for Latinos in these areas was less than half that of Whites (US Census, 2000). Importantly, the Latino population is highly motivated to participate in strategies that improve their ability to support their families, and have demonstrated leadership in many areas. 2) Tarascan (Purépecha) Group The Tarascans are indigenous peoples of Mexico’s mountainous state of Michoacán. We do not know their exact population as the US Census does not detail their data this specifically. However, upon estimating this population in one apartment complex we know that there is at least 200 Tarascans in Burien. Although this is a small portion of the city’s population, their situation provides insight into challenges of an extremely socially isolated community. The Tarascans are distinct from other Hispanics, having their own language, Tarascan, which is a dialect unlike any other in Mexico. Illiteracy is a major obstacle for Tarascans, not unlike other Hispanics, preventing participation in and access to society’s major operations. Unlike Spanish speakers however, Tarascans do not have resources or supports readily available to increase their skills and knowledge (i.e. translation or interpretation services). This group’s particular experiences may lend insight into issues similar to those experienced by other Latino indigenous peoples. Importantly, the Tarascan people who have been oppressed both in their home country and in the US have demonstrated resilience and a willingness to participate in opportunities that will enhance their life situation. 3) Youth of Color Group Washington State has seen a consistent growth in racial “minority” populations, particularly in South King County where there has been an influx of immigrants and refugees in recent years. In 2001, the enrollment of students of color reached 27 percent in Washington’s public schools (OSPI, 2001). In Highline School District, students of color are no longer the “minority” but number the majority at 51 percent of the total enrolled (OSPI, 2001). The racial breakdown at Tyee High School illuminates these demographics where Asians (22 percent) are the largest minority group, followed by Black students (18 percent) and Hispanic students (11 percent) (OSPI, 2001). 3 New Futures Final Report to Northwest Area Foundation It is not a secret that youth of color are doing worse than their White counterparts in Washington’s schools, with an unfailing academic achievement gap demonstrated by test scores such as the WASL. Statewide graduation and high school completion rates for racial minorities are 10-15 percent less than White students (OSPI, 2001). In addition, drop out rates for youth of color are far higher than the 4.4 percent rate of white students, with American Indians having the highest drop out rate (10 percent) and Hispanics (8 percent) and Blacks (7 percent) following close behind (OSPI, 2001). We need not make the argument here that education plays a large role in socio-economics. Furthermore, youth are an untapped resource with voices reflective of and connected to generations before them. They are future leaders and integral to the success of any long-term planning to eradicate social ills. *No one (older than 14 years of age) a) speaks English only or b) speaks a nonEnglish language and speaks English with little difficulty. Outcomes Each of the three Community Teams conducted outreach to 50 individuals in their respective communities. The following responses are from a total of 150 people. Community Leaders collected information from these individuals by asking them a series of questions (See outreach tools, attachments B, C, and D). The following is a synopsis of the responses broken down by group. Please note that each group modified the directing questions provided by NWAF or asked multiple questions as they felt appropriate; the actual questions appear in parenthesis following each group. Also, percentages are not equivalent to one hundred percent because answers were in narrative form and may have included several themes. What does poverty mean to your group? Latino Community (Why do you think there are too many poor people in our community?) Over 40% of the respondents felt that people are poor because they don’t earn enough to pay for their basic needs. 22% of the respondents said that part of the reason people cannot earn more is because they lack education, 26% percent said they have language barriers and 18% said that many may not be able to legally work in the U.S. Tarasco Community (Why do you think there are so many poor people in our community?) The majority of respondents (72%) stated that people in their community are poor because they are unable to find work. 54% of respondents said this is due to the language barriers and 26% said people lack legal status preventing them from obtaining employment. Many highlighted the fact that many individuals in their 4 New Futures Final Report to Northwest Area Foundation community have difficulty because they are illiterate and cannot speak English or Spanish. Furthermore, 17% of the respondents said that even those that find work do not make enough to make ends meet. Youth of Color Community (In your opinion, why do you think people are poor in your community? How is being poor and youth of color related?) Respondents in this community identified many different issues for why people are poor. Although 30% of respondents felt poverty is caused by a personal choice, the majority, 54%, felt that people of color are disadvantaged in society based on their skin color and discriminated in many arenas leaving many people of color in poverty. In addition, 26% felt that unemployment is a leading cause of poverty as well as 16% who think that not having enough education or job skills to advance in employment is a major reason. What are the most critical concerns for your community today? Latino Community (What are the needs in your community? What are the barriers to having a better life in your community?) A large majority (66%) of respondents identified language as a major barrier in their community and 30% desire having access to English Language Learning classes. Another major issue is the lack of access to affordable/free healthcare as identified by 50% of the respondents. Another concern according to 38% of the respondents is the inability to obtain employment; 40% said that a major barrier to obtaining employment is not having proper documentation to work. 38% respondents also identified not having access to affordable daycare as a barrier to becoming employed. Tarasco Community (What are the needs in your community? What are the problems we face to have a better life?) The issues identified by this community are similar to those identified by the Latino community. 66% of respondents stated that language and illiteracy is an extreme barrier for this population. 50% of respondents also stated that many cannot find work or earn a living wage. Many also stated that many people in their community do not have legal status in order to obtain employment (24%). Much like the Latino community, the Tarascan respondents were also concerned about access to healthcare (40%) and affordable daycare (30%). Youth of Color Community (What are the biggest issues facing your community today?) 34% of respondents identified the biggest concern to be that people of color are affected by racism and discriminated on many different levels. Another area of concern, identified by 30% of the respondents, is the violence taking place in their communities, specifically gang and criminal activity. Equally important are the effects of a poor educational system (20%), where many children are failing school and where schools do not have enough resources, and the effects on families that live in communities that are extremely impoverished (20%). 5 New Futures Final Report to Northwest Area Foundation What are your initial reactions to materials and information about the proposed work in Central South King County? Latino Community (Why do you think this organization is interested in helping your community?) 30% of the respondents expressed that the work the Foundation is proposing is aimed at the betterment of their community. 18% also stated that the Foundation is investing in the Latino community to create more opportunities and better lives, in a way improving this community improves the greater good. Many also felt that the Foundation recognizes the high needs of the community (20%) and that there is a large portion of the Latino community living in poverty (18%). Tarasco Community (Why do you think this organization is interested in helping us?) 34% of respondents stated that the Foundation recognizes that many Tarascans are poor and 24% thought that the Foundation is interested in supporting the community to improve lives. 22% also felt that the Foundation recognizes that the Tarasco community is one of the neediest communities. It is also important to note that many individuals really didn’t know what to think about this particular plan (20%). Youth of Color Community (What are your first thoughts about the work NWAF is doing?) 34% of respondents felt that the Foundation is doing positive work and has good intentions to invest in the community in ways that will benefit and improve their communities. Many also felt the purpose of poverty reduction is important and will really help people that are poor (20%). There was also a smaller portion (12%) of individuals that are skeptical about the Foundation, stating they haven’t really heard of the Foundation or they haven’t really seen any changes or action so far. How do you think the community and the Foundation should proceed in order to be effective with your community and with Central South King County as a whole? Latino Community (In your opinion, what would be the best way for the community and Foundation to work together to make this project more effective?) 52% of respondents felt it was important to be united in the efforts to create work plans and achieve the goals of the community and to mutually support one another. 26% felt there is also a need for more contact and communication between the two entities. Several respondents also felt it was important for there to be more meetings (14%) and opportunities for community members to be directly involved in the process (14%). 6 New Futures Final Report to Northwest Area Foundation Tarasco Community (In your opinion, what would be the best way to work between the community and the mission to make this project more effective?) Responses were similar to the Latino community where 38% felt it was important to become united and support each other. 16% stated that it was necessary to hold more group discussions and meetings to improve communication. Several (22%) individuals however found it difficult to express what this relationship should look like while others expressed it was necessary for the Foundation to help organize the community (18%). Youth of Color Community (What do you think should be done for youth of color to be heard?) 46% of respondents felt it was important to create more spaces for youth of color to be heard. These spaces are important to share ideas, discuss problems, take action, and develop leadership. 12% of respondents also identified the need for society to take youth of color more seriously by listening to them and valuing their opinions. Some respondents also felt it was important for youth of color to step up and take initiative to build awareness of the issues that are important to them (10%). What conditions would be desirable in order for you, the community, and the Foundation to be able to work closely together on reducing poverty over the next decade? Latino Community (What do you think is the best way for the community to work together with the Foundation to reduce poverty? In your opinion, what ways can poverty be reduced?) 40% of respondents felt it was important to unite the community in order to build supportive networks, encourage community members to be involved and increase activity and advocacy around key issues. Over 60% of respondents expressed that it was necessary to improve education and 40% said there is a need to increase employment opportunities in order for poverty to be reduced in their community. 36% of respondents state there needs to be more training and educational courses, especially improving language skills, and assistance with finding employment. It was also significant that 22% of respondents stated that the issue of accessing daycare is important in order for people to be able to contribute more in their communities. Tarasco Community (How do you think the community and the mission could work together to reduce the poorness in our community? In your opinion, what would be the best way to reduce the poorness in our community?) Unlike the other groups, most respondents in this community place a large emphasis on themselves to improve their status. 58% stated that they needed to work harder and save their money to better their situation. Similar to the Latino community, many respondents also felt it was necessary to work together with the Foundation to increase educational and job training opportunities (30%) as well as providing greater access to employment and living wages (32%). 7 New Futures Final Report to Northwest Area Foundation Youth of Color Community (What can the NWAF do to work with youth of color to reduce poverty?) 32% of respondents felt it was necessary for the Foundation to work with the community to increase educational and work opportunities for youth of color. This included ideas such as scholarship programs, internships, career training programs, and mentorship. Nearly 25% of respondents also think that it would be beneficial for their communities if the Foundation funded projects and/or existing programs that would make positive impacts such as after school programs, computer education, ESL classes, clubs, youth programs, and multilingual newspapers. Also, 25% stated the Foundation should provide funding for resources to communities such as basic needs assistance, dental care, shelters, computers and resources for school districts and school materials. What is the best way for sharing information with your community? Latino Community (What is the best way to share information with the community?) The majority (58%) of respondents stated that information sharing is most effective via telephone. 38% of respondents also felt that meetings are also effective as well as utilizing local ethnic radio stations (38%) and newsprint (26%). Other methods that were mentioned to share information are through the mail (22%), TV (20%), posting flyers/announcements (20%), word of mouth (16%) and by using the internet/email (20%). Tarasco Community (What is the best way to share information in our community?) 42% of respondents felt the most effective way to share information is through personal direct communications (word of mouth, home visits, etc.) and 42% said “reunions” where community members can come together and have discussions about community issues in their own language. Respondents also commented on other methods such as via telephone (10%), flyers (8%) and through New Futures (6%). Youth of Color Community (What can people do to communicate better with youth of color?) Over 50% of respondents expressed that it was primarily important that their community is approached in a way that builds relationships where they feel valued and respected. Many expressed that they don’t always feel that they are treated equally or listened to in non-judgmental way. Respondents identified several ways to share information: through discussion groups or meetings where youth are brought together (12%), through flyers/posters that are attractive to young people (6%), through multimedia like radio, TV, Internet (8%), and through community centers or youth programs (4%). 8 New Futures Final Report to Northwest Area Foundation Lessons Learned New Futures learns a great deal from community members on a daily basis. Throughout this process we have been reminded that these communities are rich with knowledge and insight and untapped potential. We are also reminded that we need to be flexible and open to the process permitting real people’s lives to affect our work and progress. Overall: Successes  Building stronger relationships with community leaders that are passionate about bettering the lives of people in their communities  Bringing together a group of diverse youth of color that care about their communities  Gathered rich information from and informed 150 community members in South King County Overall: Challenges  Communication with diverse language groups  Time management with 15 individuals that lead lives with many pressing commitments  Scheduling multiple meetings  Communicating about the work the Foundation is proposing which is abstract and trying to translate into real life experiences Latino Community Successes  Ambitious group of strong leaders that are anxious to engage others in this community in this initiative  Conducted outreach to a broad spectrum of the Latino community in Burien and SeaTac Challenges  Communicating through interpreters loses some of the direct contact with leaders  Facing skepticism of the Foundation’s commitment and ability to create change Tarasco Community Successes  Created an effective team approach to entering and approaching a closed community  Learning details about a community we know very little about (ex. Language capacity of many community members who are multilingual) Challenges  Working with a community that we did not have the language capacity to work closely with (did not have staff or community leader that was truly bilingual in Spanish and Tarascan) 9 New Futures Final Report to Northwest Area Foundation   Illiteracy—language & vocabulary is very limited Illegal status of many community members creates distrust Youth of Color Community Successes  Bridging diverse perspectives  In-depth discussions on key community issues and heightened awareness of racism and inequality Challenges  Scheduling around time commitments and school schedules  Connecting with average teenagers who are not necessarily interested in these issues  Gathering contact information from respondents Recommendations Each community group created a set of recommendations for conducting further outreach to their community and for important priorities to be addressed. Latino Community: Outreach  The community group feels strongly that the radio reaches many people in their community. Two radio stations that have a lot of Latino listeners are AM 1540 and 1360 (Radio Sol). One of these has a radio program with Sea Mar that may be a good place to start if there were information to be shared.  This group also stated that whatever strategy is used it will be more effective if it is in Spanish (phone calling, newsletters, etc.). Issues to address Priorities for this group are finding ways to improve access to healthcare and affordable daycare.  Working class people need to become self-sufficient but decent healthcare is out of this range. They suggested building health clinics that are accessible to anyone. They said that even those places that currently have low income sliding scales are unaffordable and many people do not meet the eligibility requirements for many other programs.  This group also suggests improving access to good daycares without extensive requirements.  Other recommendations: provide scholarships for job training; provide work opportunities that may start as volunteer positions but progress to salaried positions; create or enhance programs for youth (ex. After school programs, job training, etc.) Tarasco Community: Outreach 10 New Futures Final Report to Northwest Area Foundation  The group thought it was a good idea to identify more leaders that could serve as liaisons between NWAF and the Tarascan community. We discussed the upcoming IPG and trying to get community members to participate. They stressed that this direct contact is a necessity and that it was important to have a leader who was bilingual in Spanish and Tarasco and if possible someone who speaks a little bit of English. Issues to Address  The primary issue this group felt was important to address is the language barrier. One person commented that this is a fundamental need that prevents them from obtaining work and all the other things they need and that this is an issue that can be realistically addressed unlike finding people legal documentation.  This community also needs to have better access to nearby healthcare and daycare that is affordable and possibly located in their apartment complex. Youth of Color Community: Outreach  Have an outreach worker that is familiar with youth of color’s perspective (possibly someone that is younger) to be more approachable and informal with youth.  Do outreach to organizations that have large groups of youth of color (Ethnic clubs, school associations, community-based programs eg. Zero hour leadership group at Tyee HS).  Hold events/get-togethers to build relationships and share information with youth of color (parties, dances, block parties, field trips)  Utilize other teenagers to do outreach (this group is very interested in continuing this work).  Utilize the radio to spread messages.  Make sure that correspondence is appealing to youth (language, graphics, etc.). Issues to Address  Improving education is the number one priority to help reduce poverty among youth of color. If it were possible, funding is needed for the Highline School District to be able to hire teachers at higher salaries with more experience, provide more teacher training and increase positive attitudes, create more hands on learning and 1:1 interaction.  It is also important to have community centers or places for youth of color to go. Provide recreation/activities, spaces to hang out and stay out of trouble, fieldtrips to broaden horizons, places to express their opinions, offer prevention programs, and job training/skills building programs that push youth of color towards success and build confidence. 11 New Futures Final Report to Northwest Area Foundation New Futures Recommendations for Future Work New Futures utilized a community-centered approach with this research, because the communities who were engaged are not usually involved in longterm community planning, but have the wisdom and guidance that were instrumental in making our work so successful. We were able to learn about three unique communities, as well as engage community leaders who are interested in continuing to participate in the Northwest Area Foundation’s work in Central South King County. In all aspects of the work, New Futures relied on community leaders to develop methodologies for conducting culturally appropriate outreach. Communities who are often difficult to reach were engaged fully. They participated vibrantly, and want to remain involved. All of the people involved with this process were community members, not agency personnel. When true community voice can be heard, the community grows in strength. Community leaders must be trained in strategies and respected for their wisdom. For these reasons, recommendations from our work include both process and programs. Process: Building Leaders Through Action The focus of this project has been on the process, and we believe that this very successful method should be a model for community engagement. The method combines New Futures Capacity-Builders program (a method of co-production where community leaders are identified and trained to work as a team with professionals) with Participatory Action Research (a collaborative approach to conducting research with a community with an aim towards acting on the learnings). The essence of this approach is to identify people who are already leaders in their community, and train them to conduct outreach into their own community, to mobilize people towards an end that they have identified. The Capacity Builders program is powerful in this work because it connects the formal support systems with the informal. The natural leaders in the community are trained to work with professionals. The professionals are trained to work with the natural leaders. Thus the power of a naturally-occurring support system is combined with the resources of the formal support system. In addition, people can use their strengths to inform the process where they feel they would be most powerful. In our work every day in the community, we find that it is when people give back to their communities that their lives are transformed. This process is critical. The process has been powerful in empowering individuals to bring out their own perspectives and voices, and in developing ways of connecting with their communities. A picture of poverty was developed that will be instrumental in developing strategies to alleviate that poverty. Building on community leadership 12 New Futures Final Report to Northwest Area Foundation and on the knowledge that each leader holds has been the focus throughout this process; this project has truly been in partnership with the community. Throughout the Northwest Area Foundation’s involvement in Central South King County, this approach of identifying key community members who will then engage with their community to conduct research, or develop programs, or participate in broader efforts, should be used. Specifically, one recommendation is to train people, both organizations and community members, in the approach used by New Futures. Page two of this report outlines the steps we took in accomplishing the project goals. We must identify more community leaders to be that critical bridge between community members and professionals, including people who are bilingual in Spanish and Tarasco, youth, and other communities not yet engaged. Training is a critical piece for these leaders, in areas that they identify are important for their work. Conversations should continue to not only examine poverty, but to develop the strategies for alleviating it. The recommendations below for specific programs come from the community members interviewed, the community leaders who conducted the interviews, and staff of New Futures. Access to Culturally Responsive Care and Education We need childcare that respects our different cultures, which teach our children what they need to succeed in early elementary school, and teach us how to be more effective parents.  Leverage a large increase in Early Head Start and Head Start programs to meet the demand of all four and five year olds in the area. Locate the programs throughout the community in neighborhood and community centers. Invest in the expansion of culturally relevant early childhood and parenting programs. One example is New Futures “Leamos” program, a family literacy program that combines early literacy for 0-5 year olds, ESL and parenting class for parents, and a group together-time when parents learn from each other and practice the literacy skills they have learned with their children. Train community members as childcare providers and license them to provide in-home care to increase the available childcare in low-income neighborhoods. An example is the training and support that Child Care Resources provides to potential providers, ranging from classes to assistance with licensing.   13 New Futures Final Report to Northwest Area Foundation School Readiness Help us talk to the schools. These contacts must be intentional and orchestrated as there is great distrust between schools and families whose children are not succeeding, or whose families do not participate in school events and meetings. Examples of efforts that are making significant progress in this arena that can be built upon include:  Highline School District invites parents to serve as speakers to describe to senior management their home countries and cultural expectations in schools. Seahurst Elementary School and New Futures partner to hold “Coffee with Vicki”, a monthly conversation between the Principal and Latino community members. Key to this process has been the willingness of the principal, Vicki Fisher, to have conversations in first language with parents. Using an interpreter, she listens to the community voices by taking suggestions from the community (such as the idea to hold such a meeting in the first place), and has the willingness to hold these meetings where people live, in the New Futures apartment site. This has led to deep conversations that expand understanding, mutual respect, and participation between school staff and people who were fearful and uninvolved in the schools. Home, Safe has facilitated a round table discussion with parents of school children about their child’s education in the Kent School District. White Center Heights Elementary School’s Principal, Greta Salmi, has hosted first language discussions with people of many cultures for her staff. Teachers are invited, not required, to attend.    In these examples school staff have made real changes to their expectations, school environment, and in some classrooms as a result of these dialogues. Highline School District senior management observes that no teacher training programs bring about such changes--only through dialog and understanding does real change occur. Train schools how to work with our interpreters. Interpreters are available in many schools, though not utilized well.  Translation and Interpretation Institute offers training for teams--the interpreter and the English speaker who is working with the interpreter. Specific skills are taught including speaking in short thoughts, then pausing and waiting for the interpreter, and then looking at the person being spoken to rather than the interpreter. All school staff that use interpreters could benefit from this training. 14 New Futures Final Report to Northwest Area Foundation Hire more of us to work in the schools—at ALL levels. The long term goal would be to include senior management, administrators, principals, and teachers. The immediate goal is to hire custodians, tutors, interpreters, and playground monitors from the community. To accomplish this, area school districts would work with the family advocates/leaders who are trained in workforce development skills (see workforce development in this section) to increase the number of local people that apply for district jobs. Because their children attend the schools, local community members would be powerful, dedicated employees who would serve as role models to the children. With access to the system, community members would have the opportunity to increase their roles and authority within the schools. The long term goal is to hire community members as teachers and senior management. Increase the opportunities for our youth to learn to demonstrate leadership. For example, New Futures recruits and trains youth in tutoring elementary aged students in their after-school program. Those youth are encouraged to attend college, assisted in completing applications, and provided with recommendations by our supervising staff. Several of those tutors have studied education in college and are training to become teachers. Language Learning Opportunities We need to learn English. Increase access to English language classes. Offer childcare free of charge. Several levels of English language classes in neighborhood-based settings are needed. Early English learners require basic English language classes that teach sounds and speech patterns, while others are ready to participate in classes offered by Highline Community College. Help us learn our neighbors’ languages. Increase access to other language classes, such as first languages for immigrant groups, and the language spoken in immigrant’s home countries for indigenous people. For example, Evergreen High School offers Khmer classes for Cambodian students that improves communication between parents and their children and increases youths’ pride in their culture. New Futures offers Spanish language classes for indigenous people from Mexico who speak Tarasco, an indigenous language, so that they can communicate within the Latino community to meet other people, and can access basic services where Spanish is spoken. Workforce Development All of these things work together to help us get jobs. Many of those interviewed hold job skills but lack proper documentation, language skills and childcare to access the jobs they are skilled to accomplish. Therefore, the first job training component is making it easier to access language learning opportunities, work 15 New Futures Final Report to Northwest Area Foundation with a family advocate who can describe documentation options, and then find culturally relevant childcare. It requires a holistic view of families’ situations to achieve workforce success. A job counselor alone will be minimally useful to a family with no childcare, or ability to complete forms. Also, if a trusted relationship does not exist, the counselor may not know that the person lacks documentation that would preclude them from accessing some jobs. Train family advocates and community leaders to help us get jobs. Organizations with family advocates who have relationships to community members include, Renton Black Parents’ Association, Home,Safe, New Futures, Refugee Federation, Refugee Women’s Alliance and Somali Community Services. With job counseling skills added to their skills in working with families, and with relationships already established, these family advocates and community leaders would assist people in identifying their job and language readiness, introduce them to possible job training programs, and provide the critical support along the way. Lutheran Refugee Services is an example. Trained family advocates and community leaders could help address critical issues that affect employment such as documentation, skills that apply in the job market, language match for job, culturally relevant childcare options, substance abuse issues that may impede job performance, and job training programs available. Bring employers to our neighborhood. Coordinate employment fairs in neighborhood centers where those with jobs can meet those looking for jobs. An example is job fairs hosted by New Futures and SeaTac Rotary where employers from Office of Port Jobs, local restaurants and other local employers come to the New Futures site and discuss their jobs, training necessary, and application process to families. The family advocate/community leader would then assist people in completing job applications, accompany them to the clothing bank to find appropriate interview clothing, navigate the directions and bus to the job site, and whatever other hurtles to success the people see. The family advocate/leader then will follow up with support and troubleshooting as the job hunt ensues. The foundation can support this program by providing scholarships for job training to low income participants, paying for the training of family advocates and community leaders in workforce development, and leveraging employers to participate. Improve Access to Healthcare Visit us in our homes.  Community members verified what research has calculated: Families are honored by home visits and retain greater dignity. They will be more likely to trust the visitor and be more open in their communications. Independent research, common sense and New Futures experience of more than decade 16 New Futures Final Report to Northwest Area Foundation all agree that with home visits families are more likely to thrive; less likely to abuse and neglect their children, and less likely to use drugs and alcohol Bring health care to our neighborhoods.  Small triage clinics in neighborhood centers will provide assistance in providing urgent care and deciding when to use emergency rooms. A roving medical and dental unit that visits neighborhood centers is one way to address the myriad health care concerns faced by community members living in poverty. Poverty restricts access. For example, New Futures has coordinated mini-mobile health care clinics in partnership with King County Public Health, Highline Hospital, Veteran’s Hospital, and local dentists and physicians to bring health care and education to families living in the lowincome apartment complexes where we have sites.  Help us learn how to live healthier lifestyles.  Classes that teach nutritional cooking on limited budgets, and that train community members to offer these classes to their neighbors, improves both the health and community connectedness of poor neighborhoods. Washington State University’s Food $ense Program is an example. Community gardens would augment these nutrition/economic self-sufficiency classes. Make it easier for us to get services from the County Department of Public Health.  Support the growth and services of the Seattle King County Department of Public Health in Burien. In recent years, the department has suffered a declining budget, and has progressively cut vital services. Strategic partnerships between public and private nonprofit groups could leverage funds and resurrect many services. Youth Programs and Places Support our teens so they have the chance to succeed. Expand relevant youthdriven programs that include recreation, field trips, opportunities to learn skills, recreation, activities, field trips, opportunities to learn leadership and adult skills, prevention programs and programs that offer a safe way to express their opinions. Youth can conduct outreach and direct their activities with the support of a coordinator who is familiar with the perspective of youth of color. Expand the number of places where our youth can get together. Increase safe and nurturing places where youth can congregate and house the above 17 New Futures Final Report to Northwest Area Foundation programs in schools, community centers, neighborhood based centers, and clubs. Provide youth development coordinators who are trained in approaches that empower youth to define programs and organize the efforts such as Participatory Action Research. For example, in the youth development programs at New Futures youth have chosen community stewardship and service as their areas of interest. They have coordinated apartment complex clean ups, painted a mural, and are speaking to legislators about issues that are important to them. The process that New Futures used to complete this project has proved to be very powerful. Through partnering with communities, and using their leadership, people have been engaged in a lasting way. By continuing with these conversations, and by further developing the power within the communities, a strategy for alleviating poverty will be effective not only because of the product but because of the process. 18 New Futures Final Report to Northwest Area Foundation ATTACHMENTS Attachment A New Futures Community Outreach Process PROCESS 19 New Futures Final Report to Northwest Area Foundation Attachment B Youth of Color Community Outreach Tool Date ______________ 1. What are your first thoughts about the work Northwest Area Foundation is doing? 2. What are the biggest issues facing your community today? 3. How do youth of color get involved in improving their community? 4. How can you better your community? 5. In your opinion, why do you think people are poor in your community? 6. How is being poor and being youth of color related? 7. What can the Northwest Area Foundation do to work with youth of color to decrease poverty? 8. What can people do to communicate better with youth of color? 9. What do you think should be done for youth of color to be heard? OPTIONAL QUESTIONS: 10. What is your age? _____________ 11. What is your race/ethnicity? ________________________ 12. What is your nationality? ___________________________ 13. Would you like to receive information from the Foundation about how to participate in reducing poverty in your community? Yes/No If yes: Name____________________________________ Address _________________________________ __________________________________ Telephone _________________________________ Email ______________________________ 20 New Futures Final Report to Northwest Area Foundation Attachment C Tarasco Community Outreach Tool 1.- ¿Cuales son las necesidades de nuestra comunidad? (What are the needings in our community?) 2.- ¿Por qué piensas que habemos tanta gente pobre en esta comundad? (Why do you think there are so many poor people in our community?) 3.- ¿Qué problemas tenemos para tener una mejor vida? (What problems do we face to have a better life?) 4.- ¿Por qué crees que esta organización esta interesada en ayudarnos? (Why do you think this organization is interested in helping us?) 5.- En tu opinion ¿cuál seria la mejor manera de trabajar la comunidad y la mision unidas para hacer este proyecto mas efectivo? (In your opinion, what would be the best way to work between the community and the mission* to make this project more effective?) 6.- En tu opinión ¿cual seria la mejor manera de reducir la pobreza en nuestra comunidad? (In your opinion, what would be the best way to reduce the poorness in our community?) 7.- ¿Cómo cree usted que la comunidad y la mision podrian trabajar para reducir la pobreza? (How do you think the community and the mission could work together to reduce the poorness in our community?) 8.- ¿Cuál es la mejor forma de intercambiar informacion en nuestra comunidad? (What is the best way to share the information in our community?) Opcionales: 9. ¿Cuantas personas purepechas** viven en este apartamento? (How many Purepechas live in your apartment?) 10. ¿Hablas otro idíoma aparte de Purepecha? (Do you speak a language other than purepecha?) 11. ¿Cuánta jente trabaja en tu casa? (How many people work in your house?) 12. ¿Le gustaría recibir información de la fundación acerca de cómo participar en la reducción de la pobreza? (Would you like to receive information from the foundation about how to participate in reducing poverty in your community?) Si/no (yes/no) Si le gustaría escriba: (if yes) Nombre (name) ______________________________________ Dirección (address)____________________________________ ____________________________________ Teléfono (telephone) _____________________________ ¿En que idíoma le gustaria recibir la informacion? (In which language would you like to receive information?) ______________________________________________________ *”Misión” is the closest term that relates to the concept of foundation or organization 21 New Futures Final Report to Northwest Area Foundation **Purepecha is the true name of the Tarascan people 22 New Futures Final Report to Northwest Area Foundation Attachment D Latino Community Outreach Tool Fecha/Date ______________ 1. ¿Cuales son las necesidades de la comunidad? (What are the needs in your community?) 2. ¿Por que piensas que habemos tanta gente pobre en la comunidad? (Why do you think there are too many poor people in our community?) 3. ¿Cuales son las barreras que hay en tu comunidad para poder tener una mejor vida? (What are the barriers to having a better life in your community?) 4. ¿Por que crees que esta organización esta interesada en ayudar a nuestra comunidad? (Why do you think this organization is interested in helping your community?) 5. ¿En su opinión cual seria la mejor manera de trabajar la comunidad y la fundación junta para hacer este proyecto más efectivo? (In your opinion, what would be the best way for the community and the foundation to work together to make this project more effective?) 6. ¿En su opinión cual seria la mejor manara de reducir la pobreza en nuestra comunidad? (In your opinion, what ways can poverty be reduced?) 7. ¿Como cree usted podrían trabajar la comunidad y la fundación juntas para reducir la pobreza? (What do you think is the best way for the community to work together with the foundation to reduce poverty?) 8. ¿Cual es la mejor forma de intercambiar información en nuestra comunidad? (What is the best way to share information with the community?) Estas preguntas son opcionales: (These questions are optional) 9. A. ¿Es usted casado o soltero? (Are you single or married?) B. ¿Cuantos hijos tiene? (How many children do you have?) C. ¿Cuanto tiempo tiene viviendo en los Estados Unidos? (How long have you been living in the United States?) 10. ¿Le gustaría recibir información de la fundación acerca de como participar en la reducción de la pobreza? (Would you like to receive information from the Foundation about how to participate in reducing poverty in your community?) Si/No (Yes/No) Si le gustaría escriba: (If yes) Nombre/Name____________________________________ Dirección/Address _________________________________ __________________________________ Teléfono/Telephone _________________________________ Correo Electronico/Email ______________________________ Idíoma/Language ________________________________ 23 New Futures Final Report to Northwest Area Foundation ¿En que idíoma le gustaría recibir la informacion? (In which language would you like to receive information?) ________________________ 24 New Futures Final Report to Northwest Area Foundation Attachment D Mapping of Key Locations in Each Community Key locations in Latino Community Vintage Park Apartments Windsor Heights Apartments New Futures Bus stops Laundromats Churches Marketplaces (Latino Stores) Clinics (Ex. SeaMar, Consejo) Clubs Schools Workplaces WIC offices Mexican restaurants Cities of Burien, Renton, Des Moines, and West Seattle Key locations in Tarasco Community Vintage Park Apartments New Futures Parks (Ex. Des Moines Park) South Park area *Personal networks (Ex. Family members, Parties/Salons, Homes) *Personal relationships are emphasized with this community Key locations in Youth of Color Community Vintage Park Apartments Windsor Heights Apartments New Futures Teen Programs “Streets”—neighborhoods, apartments, parking lots Recreational areas (Ex. Skate parks, basketball courts) Community Centers Teen Programs/Youth Groups (Ex. Catch 21 at Tyee) Malls Dance Halls Schools Ethnic Clubs/Organizations Theaters Libraries Community Colleges Transit Centers Family members/Kinship networks 25