Membership

The Rosa Parks SCPP Collaborative membership is broad based and includes representation from the following groups:

Education: Board of Education and San Diego Unified School District, Rosa Parks Elementary School, Monroe Clark Middle School, Hoover High School

Higher Education: San Diego State University’s School of Education , San Diego State University’s School of Social Work, University of California San Diego; Department of Sociology

Law Enforcement: San Diego Police Department, San Diego City School Police, The Regional Community Policing Institute San Diego, District Attorney’s Office

Health Care: University of California San Diego; Community Pediatrics, Mid City Clinic, Scripps Center for Community Health and Advocacy

Local government: City and Town Council

Parents and Community: Members of the City Heights Initiative (community-based organizations, residents, government, business), Parent Rooms and Parent Advisory Groups, School Governance.

Others: Price Charities, San Diego State Foundation, Cal Fed Bank, The Lightspan Partnership.

Representatives from all of the partner organizations take part in strategic planning activities and are invited to collaborative partner meetings and event. However, several partners have accepted specific roles and responsibilities that relate to either integration with other community efforts as well as to the implementation of the proposed activities.

Board of Education and San Diego Unified School District

• Provide approval to move forward with the SCCP
• Provide access to District services (i.e. fiscal, human resources, school support services, technology, school police, and comprehensive health and social service resources,
• Coordinate school based SCPP activities through District SCPP Coordinator — Patricia Fitzmorris.

Rosa Parks Elementary

• Serve as lead organization in the implementation and oversight of the SCPP
• Recruit and supervise SCPP Coordinator who will serve as co-chair of SCPP Working Group (Principal Emilee Watts)
• Assign staff to serve on SCPP Working Group
• Coordinate Rosa Parks Collaborative meetings and keep members involved in the SCPP
• Coordinate SCPP strategic planning and needs assessment at Rosa Parks Kindergarten
• Coordinate and participate in cross-agency and community leadership training
• Facilitate linkage with other district programs and training opportunities
• Commit personnel to assist in the implementation of proposed solutions such as mentoring programs and parent involvement — Loni Soderberg -Vice Principal, Colleen Crandall- Best Friends Mentor Coordinator, Marcus Greene-Best Men Mentor Coordinator.
• Coordinate with Evaluator to assure the collection of data and implementation of evaluation plan.

Hoover High

• Commit personnel to assist in the implementation of proposed solutions (Principal Doug Williams)
• Recruit, assign and supervise school lunch supervision staff
• Recruit at-risk students to take part in X-treme Team 2003 - 2005
• Coordinate and facilitate implementation of Canine Patrol
• Facilitate placement and operation of security cameras
• Participate in strategic planning and needs assessment activities
• Participate in cross agency and community leadership training
• Coordinate teen mentors (adult-teen and teen-elementary school) and leadership training and implementation activities-— Lois Chappell, Vice Principal
• Coordinate with Evaluator to assure the collection of data and implementation of evaluation plan.

Monroe Clarke Middle

• Assign staff to serve on SCPP Working Group (Mike George Vice Principal)
• Support coordination of Rosa Parks/Hoover SCPP Program with Monroe Clarke SCPP program
• Participate in strategic planning and needs assessment activities
• Participate in cross agency and community leadership training
• Participate in school community patrol, training and implementation.

San Diego State University’s School of Education and San Diego State University Foundation

• Ensure that SCPP activities are integrated with City Heights Educational Pilot mission, vision and goals.
• Assign Program Specialist, Kitty Gabriel to support the coordination of planning and program implementation.

University of California San Diego Department of Sociology

• Provide and present to SCPP and other community members additional census needs data

San Diego Police Department

• Serve as co-chair of SCPP Working Group: Sgt Rick Castro
• Commit personnel to assist in the implementation of proposed solutions (, School community patrol, traffic control)
• Provide opportunities for parents and community to learn student and school safety practices at Rosa Parks and Hoover High campus
• Increase community training resources and leadership opportunities
• Participate in needs assessment and planning
• Participate in COPPS and Regional Community Policing Institute training
• Facilitate linkage with other SDPD activities (Elementary School Safety Program) with Juvenile Service Team.
• Provide and participate in cross-agency training

The Regional Community Policing Institute San Diego

• Participate in needs assessment and planning (Virginia Van Meter)
• Coordinate member participation in trainings such as Community Policing and Problem Solving, Mediation Skills Building, Graffiti Abatement and Basic Facilitation Skills
• Coordinate X-treme Team Program

San Diego City Schools School Police

• Serve on SCPP Working Group (Officer Ricardo Garcia, Doris Devowe)
• Facilitate linkage with SDPD and School Police activities (Life Skills Education)
• Facilitate placement, operation and monitoring of security cameras at Hoover High including Rosa Parks Kindergarten campus. (Don Braun )
• Provide and participate in cross-agency training
• Share program design model of new District pilot for school community patrols (Tom Hall) with the collaborative.
• Coordinate with Evaluator to assure the collection of data and implementation of evaluation plan.

District Attorney’s Office

• Participate in needs assessment and planning
• Work with SCPP and parents in addressing attendance issues

Parent Rooms at Hoover and Rosa Parks and Monroe Clarke

• Participate on the SCPP Working Design Group

• Help facilitate needs assessment activities
• Facilitate parent involvement activities (including community/parent patrols, campus security, community training and leadership opportunities, and involvement in mentoring programs)

Rosa Parks Collaborative Partners

(City Heights Educational Pilot, San Diego State Foundation, SAY, City Heights Community Development Corporation, SDSU School of Social Work, UCSD Community Pediatrics, Mid City Clinic, Scripps Center for Community Health and Advocacy, Mid City for Youth; CAN, Union of Pan Asian Communities, Price Charities, San Diego Unified )

• Provide and participate in cross-agency training
• Participate in needs assessment and planning
• Integrate SCPP activities with other related initiatives

Rosa Parks Collaborative Consultants

(Nash & Associates/Hoffman Clark & Associates)

• Facilitate planning activities and assist the collaborative in the development of an implementation plan (Valerie Nash)
• Provide action plan assistance, acting as liaison with local/national foundations and potential corporate supporters (Valerie Nash
• Participate in planning and needs assessment activities ( HoffmanClark)
• Work with partners to develop evaluation plan with measurable outcomes, strategies and tools to collect, track and analyze data, facilitate collaboration with compatible data collection/sharing groups, produce evaluation report (HoffmanClark)

The SCPP Collaborative has expanded to include University of California San Diego Department of Sociology, and the San Diego Unified School District School Police..

There has also been further clarification of roles of the original members and identification of specific personnel who will support planning and implementation activities.

In the proposal, the following organizations were listed as members but their roles and responsibilities were not clarified: Board of Education and San Diego Unified School District; Monroe Clarke Middle School; San Diego State University’s School of Education and San Diego State Foundation. The responsibilities of these organizations are outlined above.

The SCPP Collaborative Program is managed and supervised by a core team that consists of:

• Principals and Vice Principals at Hoover and Rosa Parks
• Program Specialist from the City Heights Educational Pilot Kitty Gabriel
• President of the San Diego Regional Community Policing Institute Virginia Van Meter
• SDPD Community Relations Officer Sgt. Rick Garcia

During the start up period members of the team have been meeting bi-weekly (not all members have been able to attend all meetings. Parent Room Coordinators also take part in meetings and provide input. Parent Room Coordinators are supervised by the Principals and are tasked with managing any activities relating to parent involvement.

This management team is accountable to the SDPP Collaborative Partners and to parents at Rosa Parks Elementary and Hoover High Schools. The evaluator is directly responsible to and reports to this team

During the start-up period day-to-day operational decisions have mostly been made by the Program Specialist and the Parent Room Coordinators, in close consultation with Principals and Vice Principals at Hoover and Rosa Parks

Collaborative members were very involved in the development of the original proposal and served on working groups that assessed needs and produced a preliminary design. As the Rosa Parks/Hoover SCPP moves forward collaborative partners are involved in decision making on a variety of levels:

• Day-to-day decisions relating to respective roles/scope of work are made by individual collaborative member organizations — for example San Diego Regional Community Policing Institute will make decisions on who to select as appropriate facilitators for community training sessions and the parent room will recruit parents, staff and community members.

• Program decisions relating to changes and modifications in design are made by the collaborative membership through group consensus at monthly collaborative partner meetings — for example members of the partnership collectively made the decision to include Canine Patrol and campus security cameras as a safety intervention. LEA principal, Mrs. Watts, makes final approval for major program changes to Implementation Plan that was developed during the planning process.. In addition, the evaluator will report to the management team and and thecollaborative membership and as well as bring bringing evaluation items for action to this group for decision making.

• Planning decisions regarding strategic directions, vision and broad goals are made by the collaborative members during annual strategic planning meeting.

Parents and students meet to provide input on needs as part of the ongoing collaborative process. The SCPP Coordinator works with the Parent Room Coordinators, staff and volunteers workers to solicit parent involvement and input on program success and continuing needs. The SDPD City Heights East Officers meets with groups of parents and community members on a monthly basis at Rosa Parks to formally discuss school and student safety needs, including progress with SCPP strategies such as Safety Patrols, traffic control, graffiti and noise abatement.

One of the most practical steps taken by the SCPP has been the creation of a membership database that includes contact names and information and an E-mail list serve is used to facilitate timely and inclusive communication. The Rosa Parks website has been updated http://parks.sandi.net to include information about the SCPP and will serve as a medium for communicating with parents and community about the progress and activities of the SCPP.

A program brochure has been created and disseminated at school open houses and community meetings.

In addition the results of the initiative will be reported in both written and verbal form and will be disseminated ongoing. It is hoped that the successes and challenges of the program will enhance learning for the entire membership and opportunities for discussion of the results will be created at meetings as needed.

In developing the initial proposal, the SCPP collaborative built upon the work of the Healthy Start Needs Assessment Working Group to identify specific problems, which then guided the work of the School Community Policing Program Working Group (several individuals were members of both groups) in identifying desired outcomes.

Healthy Start Needs Assessment Working Group — In 1999-2001, one on one interviews were held with a small number of families. Focus groups were held targeted at a range of constituents (churches, parents, students). A survey was developed and implemented. Asset mapping conducted of formal and informal services. Obtain consensus from the Collaborative on the results of the survey and prioritization of community needs and strengths.

School Community Policing Program Working Group - Six working group meetings were held over a period of three months to coordinate gathering of materials and oversee writing of the proposal. One community planning meeting to discuss strategies was held and was attended by five parents and two teachers. One meeting was held with the District Healthy Start Coordinator to discuss internal coordination issues re. Board approval for the application. Two meetings were held with the Regional Community Policing Institute San Diego.

• Success measures
• By the end of each grant year 20 parents will have attended training for school community patrol and/or other safety, neighborhood training programs
• There will be a 0 % increase in Drug and alcohol-related offenses on the school campus in Year 1, 0 % in Year 2 and 3.
• There will be a 5% reduction in crimes against persons on the school campus.
• There will be a 5% reduction in crimes against property on the school campus.
• There will be a 0% increase. in possession of firearms on the school campus.
• There will be a 5% increase in attendance.
• There will be a 5% reduction 0 % increase in truancy (unexcused absences)
• By the end of each grant year 80 girls and 40 boys will have attended mentor-training programs on a regular basis.

• Success measures
• By the end of the second grant year 90 youth will have attended safety training programs (Extreme team, , COPPS training) with over 100 students during the third year.
• There will be an increase in number of safety resources as compared to baseline (supervision hours, camera and canine patrol hours).
• There will be a 5 % decrease in Drug and alcohol-related offenses on the school campus in Year 1, 5-10% in Year 2 and 3.
• There will be a 5% reduction in crimes against persons on the school campus.
• There will be a 5% reduction in crimes against property on the school campus.
• There will be a 5% reduction in possession of firearms on the school campus.
• There will be a 5% increase in attendance.
• There will be a 5% reduction in truancy (unexcused absences).

• Success measures
• By the end of each grant year there will be a reduction in duplication of services as measured by membership self-report.
• By the end of each grant year there will increase in perception of school safety resources as measured by membership self- report.
• By the end of each grant year there will increase in number of safety trainings provided.
• By the end of each grant year there will increased coordination of resources as measured by membership self- report.

All of the outcomes were reviewed by the membership. Ongoing review will be conducted in collaboration with the evaluator yearly to determine if outcomes need to be adjusted. Program adjustments will be made based upon evaluation findings and consensus of the membership. The percentage changes are lower during the first year to allow for the program start up and the set up of accurate and reliable data collection procedures and to establish both quantitative and qualitative systems to track changes.

The SCPP partners have mobilized a wide range of existing school and community resources that are being leveraged to ensure the success of the program. These resources include:

• School and District Resources

Principals and Vice Principals at Rosa Parks and Hoover are extensively involved in the planning and ongoing implementation of SCPP activities. Principal and Vice Principals at Monroe Clarke are involved in ensuring integration between their SCPP activities and those of Rosa Parks and Hoover. Teachers at both schools are involved in SCPP activities including the mentoring program and X-treme Team retreats.

The San Diego Unified School District is providing administrative and technical support through the Student Support Services Department. The District’s SCPP Coordinator, Patricia Fitzmorris will be involved with the Rosa Parks/Hoover SCPP Collaboration on an ongoing basis.

The proposed interventions will make use of a wide range of school facilities and equipment, including meeting and office space, computers, communication equipment, meeting and office supplies.

• Community Resources

All collaborative partners are leveraging staff time (that is not funded through the grant) to participate in planning training and implementation activities. In addition several partners are committing specific resources:

San Diego Police Department is providing safety patrol equipment and educational materials for parent, community and student training.

San Diego Regional Policing Institute is providing X-treme Team Curriculum and materials as well as facilitators and training materials for community workshops.

Rosa Parks is providing a mentor coordinator (Colleen Crandall) for the Best Friends and (Marcus Greene) Best Men programs at all three schools.

The San Diego State Foundation, through the City Heights Educational Pilot, is funding the services of the Program Specialist (Kitty Gabriel) during the start-up period of the project and is also funding an additional two months (the start-up budget paid for 2 month) of the Parent Room/SCPP Coordinators salaries. These leveraged resources have significantly enhanced the capacity of the collaborative to move forward with project activities and planning.

Initially, Price Charities provided funds for the purchase and installation of surveillance cameras at Hoover High School. With the SCPP grant, SDCS School Police will take over the now discontinued responsibility for monitoring and dispatch activities —eliminating (Previously, there was a monthly surveillance fee, by a private vendor who is now no longer in business) from private organization. The SCPP grant will pay for security cameras to be located at Rosa Parks kindergarten school on the Hoover Campus, SDCS School Police will include camera monitoring and dispatch activities with Hoover commitment.

Collaborative members have been assigned tasks that are aligned with their roles and responsibilities. Typically tasks are assigned as part of the planning process, either at coordination/planning meetings around a specific program activity or as part of the more board strategic planning process.

Information is shared through use of an E-mail list serve as well as by phone and mailed meeting notices and website.

Decisions relating to program design are made via consensus at collaborative partner meetings; decisions relating to day-to-day operations are made independently by the responsible members.

Budget and resource commitments are tracked and processed by Program Specialist, Kitty Gabriel during the start up period. Initial funds set up with SDCS budget department and each school office manager.

Communication between partners is facilitated through use of the E-mail list serve as well as through monthly collaborative partner meetings. and Iin the case of many parents (who do not have email or fax) communication is made through postings on the Parent Room notice boards or distribution of notices/ materials by the Parent Room Coordinators. Specific products such as the Kindergarten Needs Assessment, Evaluation Plan, SCPP Action Plan and Implementation Report will distributed to the Rosa Parks Collaborative for review and approval prior to general distribution among SCPP community partners.

The participation and support of partners is ensured through ongoing communication, meaningful roles, clear outcomes that are aligned to community needs and through a process that fully respects and utilizes the strengths of all participants.

The SCPP Collaborative has divided the workload based upon organizational and staff capacity and interests. Different member organizations have been assigned leadership responsibility for different aspects of the program:

Rosa Parks — Overall Program Administration and Coordination, Planning and Needs Assessment Activities, Parent and Community Involvement, Training, Mentoring programs

Hoover High — School Security, X-treme Team Leadership Program, Lunch Supervision, high school student mentor training.

San Diego Police Department — School Community Patrol, parent and community training, mentor participation and training.

The roles and responsibilities information on pages 1 and 2 of this report, the strategic design plans, and the work plan further details how the workload has been distributed.

A team of exceptionally qualified and committed individuals supports the Rosa Parks/Hoover SCPP. At Rosa Parks and Hoover, all of the staff assigned to the SCPP Collaborative have past experience working together and with other community partners through Healthy Start or as part of the SCPP design process. Similarly, the law enforcement personnel who are part of the team have worked with the City Heights Educational Pilot since its inception in 1998.

The staffing pattern assures cultural appropriateness through the following practices:

Selection of individuals who are reflective of the community being served

Selection of individuals who have experience and success in working with diverse populations

Selection of individuals who are bilingual/bicultural

Provision of training and supervision that addresses cultural competency

Principals and Vice Principals

The Principals at Rosa Parks, Emilee Watts (LEA), and at Hoover, Doug Williams are highly qualified administrators and have committed to providing program oversight and school resources, including the support of Vice Principals (Loni Soderberg from Rosa Parks and Lois Chappell from Hoover) and teaching staff.

The Program Specialist, Kitty Gabriel, was formerly the Healthy Start Coordinator for Rosa Parks and has an extensive experience in coordinating collaborative efforts and working effectively with parents and community. Ms. Gabriel has worked for San Diego Unified School District and began working at Rosa Parks Elementary and the City Heights Educational Pilot when the community school opened in 1997. Although Ms. Gabriel is facilitating the SCPP grant, she is currently funded through The San Diego State Foundation. She is committed to working closely with the SCPP Coordinator to ensure that efforts are integrated and SCPP desired outcomes are met throughout the startup phase.

The SCPP Coordinator, Irma Alvarado. Ms. Alvarado came to Rosa Parks as a Parent Room volunteer in 1997 and 1998. She participated in all activities in parent room. In 1999, when Rosa Parks Kindergarten School expanded to the Hoover High School campus, Ms. Alvarado became the Kindergarten Parent Coordinator where her job includes supervising parent volunteer tasks and informing kindergarten parents about the different activities that are scheduled at the kinder school. Ms. Alvarado has four children who attend either Rosa Parks, Monroe Clark or Hoover High.

Parent Room Coordinators at the two schools and at Monroe Clarke (Rosa Parks — Barbara Gutierrez, Hoover — Rafael Monroy, Monroe Clarke — Laura Angel-Zalava) all have strong connections to the community. Parent Room Coordinators receive training and supervision from site administrators as well as through involvement with community partners. All of the Parent Room Coordinators are committed to mobilizing parents and parent volunteers to be involved in the program through a variety of activities including needs assessment and planning and delivery of volunteer services.

SECTION 3. The Project Plan

See attachment A with description overall program outcomes.

The proposed SCPP plan is designed to be congruent with existing efforts at both the regional (County) and local levels.

In January 2001 the County of San Diego adopted a comprehensive multiagency juvenile justice plan that outlines a continuum of responses to juvenile crime and violence. This continuum consists of several domains —

• Prevention
• Intervention
• Supervision
• Treatment
• Suppression
• Incapacitation
• Aftercare

The strategies that will be implemented by the Rosa Parks/Hoover SCPP fall in the prevention domain as defined as "programs and interventions that address community, family and individual risk factors and enhance protective factors."

Existing community-based prevention strategies that are outlined in the county plan that are currently being implemented in the target area (zip 92105) are:

Community Assessment Teams — Collaborative prevention program designed to assess and link families to neighborhood prevention services (including school-based services and programs)

Family and Community Partnership — Probation Officer is assigned to juvenile delinquency prevention in the Mid City for Youth collaboration (zip code 92105). Work with community based organizations to provide home-based interventions services for families.

STAR/PAL — Recreational activities and literacy services for youth and families during non-school hours. Collaboration with San Diego Police Department.

The following table illustrates the continuum of strategies and capacity-building approaches that are part of the Rosa Parks Collaborative’s comprehensive school and community violence prevention strategy. The table includes existing strategies that will be built upon and supported by the Rosa Parks/Hoover SCPP and include school-based strategies coordinated by School Police Department, Healthy Start Programs, Student Support Services and Parent Involvement Departments.

Community Oriented Policing and Problem Solving practices form the basis of the SCPP Program. The following best practices will be implemented:

• Identifying problems and priorities through coordinated community/police needs assessments
• Collecting and analyzing information concerning the problem
• Developing or facilitating responses that are innovative or tailor-made with the best potential for eliminating or reducing the problem
• Evaluating the response to determine effectiveness and modifying as necessary

Two separate line-item budgets are provided — one for start up funds, and one for the three-years of operational funds. There is a separate budget for matching funds equal to 50% of the operational grant. The matching funds show the source of funds, the collaborative member providing the funds, and the amount provided.