Agenda Item: F.5. Page: 1 of 36 Board Meeting Date: 02/27/19 Consent: Yes

BOARD OF EDUCATION SUMMARY REPORT DIVISION: Student and Family Services Child Welfare and Attendance SUBMITTED BY: Chien Wu-Fernandez, Associate Superintendent Student and Family Services Andrew Kevy, Director Child Welfare and Attendance SUBJECT: Approval to accept Grant Funds for the California Newcomer Education & Wellbeing Project (CalNew Project) PRIORITY/GOAL: 2.0 Priority: Ensure ALL students graduate college and/or career ready. 4.0 Priority: Engage students, families, staff and community to support student achievement and success.

HISTORY/BACKGROUND Over the past 5 years, the HUSD has experienced an increase of newcomer students into the District both undocumented as well students with resident status. Frequently new immigrant students have significant needs in the areas of academics, physical and emotional health, and social adjustment, which impede their school success and integration into the community. Recently, the HUSD was awarded funding from the California Department of Social Services (CDSS) to expand our support system to students with resident status who qualify as refugees, students with asylum, students with special juvenile immigrant status, and other special identified resident status.

IMPLEMENTATION HUSD has developed a network of support at schools for students organized through Coordination of Services Teams (COST). The California Department of Social Services requires the Governing Board to have an action item accepting the grant, implement the CalNEW project, and authorize the staff to execute an agreement with CDSS.

FINANCIAL IMPACT The CalNEW Project is a three-year grant cycle in which HUSD receives $88,669 for the 2018-19 school year; the second and third-year funding will be subject to availability of funds.

RECOMMENDATION It is recommended the Governing Board accept the CalNEW Project and authorize staff to finalize the agreement with the California Department of Social Services (CDSS)

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CALIFORNIA DEPARTMENT OF SOCIAL SERVICES REFUGEE PROGRAMS BUREAU

CALIFORNIA NEWCOMER EDUCATION & WELL-BEING PROJECT EXHIBIT F.5. Page 4 of 36

Project Narrative Existing Capacity and Sustainable Project Plan

1. Describe your school district’s engagement practices and services for newcomers. a. Briefly describe engagement practices and services for newcomers. Move to the next line to type in your answer to the question. Engagement practices. Hayward Unified School District (HUSD) strives to provide a ​ safe, welcoming, and supportive environment to newcomers that empowers them to succeed in school, prepare for their futures, and find a place to belong. All staff who work with newcomers are trained in trauma-informed approaches and cultural sensitivity. We know that newcomers need more than language translation and a short orientation to the school; they need ongoing support from teachers, administrators, peers, and in some cases social service providers. As such, we offer programs and links to services for newcomers that help acculturate them into school and the community, encourage leadership and youth voice, and address their academic, socioemotional, and concrete needs (housing, food, transportation, etc) from the day they enroll to the day they graduate.

In order to serve students comprehensively, HUSD adopted a Full Service Community School resolution in 2013. This philosophy promotes student success and achievement holistically and recognizes that collaboration with family and community are central in this effort. To be the strong center in preparing students to become thriving community members, HUSD partners with a growing variety of agencies and organizations. Services, support, and opportunities are available at schools, a District-managed Family Resource HUB, and in the community. This is especially important for immigrant youth who need legal, health, mental health, acculturation, and concrete supports.

Services. Our existing services for newcomers include 1) a Newcomer Services (NS) ​ Coordinator, who provides enrollment support, program coordination, case management, and linkage services to students; 2) classroom learning settings and supports (during and after school) that are adapted to the needs of English Learners, those with major gaps in their foundational learning, and those with varied cultural backgrounds; and 3) training, collaboration, and coordination between internal HUSD programs and third-party services provided on-campus and in the community that support eligible newcomers and their families in receiving culturally-sensitive support at each touchpoint. With CDSS funding, we aim to bolster existing services and expand our services to include 4) career technical education (CTE)/employment and college readiness pathways that are accessible to non-native English speakers and those with variable legal status, and 5) outreach services that will incorporate case management roles, engage more closely with the whole family, and support newcomer students in need more consistently throughout the year. Go to the next question below. b. Briefly describe strategies, programs, and services for refugees.

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Move to the next line to type in your answer to the question. We are excited about the opportunity through CDSS to expand our existing newcomer program to serve refugees, asylees, and Special Immigrant Juvenile Status (SIJS) visa holders whom we have not as of yet been able to reach with our current resources.

Academic Services: We currently offer high school curriculum instruction for English ​ ​ Learners through our World House program at Tennyson High School1, allowing non-native English speakers to access not only remedial English classes, but also ​ ​ classes meeting UC and CSU entrance requirements (known as A-G courses) in science, math, and history. We aim to direct newcomer students to Tennyson; however, we also work with enrollment center staff, Coordination of Services Teams (COST), and educators at our other middle and high schools to help them identify, understand, and accommodate the academic needs of newcomers. Students enrolled in other schools can also receive some academic support through World House at Tennyson. Other academic services include after-school tutoring and academic enrichment activities led by World House staff as well as the Youth Enrichment Program (YEP), ​ ​ our district-wide extended learning program. Through strong relationships with local ​ academic enrichment service providers, such as Eden Youth and Family Center, ​ Eden Area ROP, the Hayward Libraries, and Lincoln, our students access tutors, STEAM activities, computer labs, CTE courses, and work-based learning opportunities in safe learning environments. Legal Services: Additionally, a major focus of our current newcomer services is linkage ​ ​ with legal services through Centro Legal de la Raza (Centro), which offers pro-bono ​ legal consultation on-campus. Refugees, asylees, and SIJS Visa holders have ​ unique legal needs and challenges related to their immigration status (such as housing or employment disputes), and we seek to connect all newcomer families with non-profit legal services as available. These referrals happen through on-campus clinics delivered by Centro, referrals through the resettlement agency Catholic Charities, and our Newcomer Services Coordinator and Family Engagement, Outreach, and Equity Specialists can connect families to additional services such as the Immigrant Family Defense Fund. Primary and Behavioral Health Services: Also located on Tennyson’s campus are a ​ ​ health clinic, run by Tiburcio Vasquez Health Center (TVHC), and a Care Team, run by La Familia. Both programs include clinicians who are leaders in delivering multicultural and trauma-informed care. HUSD and TVHC also offer school-based health centers at Hayward High and Cesar Chavez Middle School, for students and families elsewhere in the district. These services are accessible to all students, regardless of citizenship status. Acculturation, Civic Engagement, and Youth Development: Newcomers face ​ ​ enormous barriers not only in accessing basic services, but establishing a connection to their new communities. We directly provide or work closely with a broad swath of

1 Teachers deliver instruction in both English and Spanish, as that is our current highest-need language, with aides available for other primary languages.

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programs focused on teaching students self-sufficiency skills such as computer and financial literacy, and participation in healthy and social activities. Soccer Without Borders (SWB) is integrated into our after-school program at Tennyson and offers a way for refugees and other newcomers to feel welcome at school and in the community through healthy competition and camaraderie. This organization is specifically dedicated to serving immigrant students, and its program at Tennyson has been running for one school year with great success. At least 60 young men are participating in 2018-2019 and about 20 more are anticipated to join. This year, Soccer Without Borders plans to hold girls-only clinics and weekend events, to gauge interest for this activity among newcomer young women. Student-run groups, such as student theater (Teatro Urbano) and a school farm (Project EAT (Educate, Act, Thrive)) provide important ways for newcomers to build connections with the school and their peers. Community sites and programs such as Eden Youth and Family Center and La Familia’s Hijos del Sol program are dedicated to creating welcoming spaces and opportunities for leadership to Hayward’s most underserved youth. With CDSS funding, we aim to start an afterschool leadership club for newcomer students, empowering them to shape the services provided for newcomers and encouraging them to participate in civic activities in the community (see question 8). HUSD works to ensure that all newcomer students are aware of these opportunities, and that staff who interact with newcomers encourage them to participate. Go to the next question below. c. Include, current strategies, programs and services for youth age 14 and above. Move to the next line to type in your answer to the question. All of the programs mentioned above are available for high school students in HUSD. We aim to direct nearly all newcomers age 14 and above to Tennyson High School, a comprehensive 9-12 school, allowing us to reach the newcomer population effectively, foster community, and co-locate services. For the small handful of potentially-eligible students who attend one of HUSD’s three other high schools, we work with school leaders and school-day and after-school program staff to keep them informed of newcomer services and increase their capacity to serve newcomer students. Services specific to our Newcomer Program include: ● A Newcomer Services Coordinator (NS Coordinator), who provides case management and enrollment support to students, and who coordinates and tracks all on-campus services for newcomers, including promoting the following services: ● Student and parent orientation to the school and available services ● Academic resources in addition to core curriculum, including tutoring after school, remedial English classes, and bilingual instruction ● Coordination of Services Team (COST), whose members work across departments and schools to identify and support youth with health and behavioral health needs ● World House, where bilingual teachers deliver high-school level curriculum in multicultural settings, and which coordinates youth development activities and

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social events. World House hosts our English Language Development program for English Learners. ● Centro Legal de la Raza, a non-profit legal agency, which offers free legal clinics and consultations on-campus to families of newcomers. ● Soccer Without Borders, an inclusive soccer team targeted specifically to newcomers to help foster community, create healthy ways to release stress through sports, and form an attachment to the new school environment through a familiar setting -- soccer. ● La Familia Care Team, which includes registered mental health clinicians and a case manager. La Familia offers mental health services from a multidimensional perspective, using harm-reduction, strengths-based, and multicultural frameworks. For high school students, La Familia’s Care Team runs workshops related to healthy living, such as stress management and healthy relationships, integrated into English Language Development classes. ● The Tennyson High School Health Center is located on-campus, providing both primary and mental health care services to newcomers. We have recently started a peer health educator program, with opportunities for newcomers to be trained in health education, and to in turn become educators themselves. ● A college and career technician who works with World House staff to promote students’ access to college readiness and enrollment support, help with financial aid applications, work-based learning opportunities, and employment opportunities. This service also informs parents with varying legal status about how they can qualify for financial assistance for college and vocational training, ​ ​ and supports students and their parents in enrolling in Hayward Adult School, Chabot Community College, and California State University, East Bay classes. Through CDSS funding, we aim to expand this role’s capacity to understand and serve an eligible newcomer population.

Additionally, our NS Coordinator oversees case management services from community agencies (La Familia, Lincoln, Catholic Charities) to help fill service gaps by linking high school students and their families to a wide range of other services available in the community, including housing, employment, academic, legal, and health support. Go to the next question below. 2. How many newly arrived eligible students were enrolled during the 2016-17 school year? What data were used to identify this population? State the source of the data. Move to the next line to type in your answer to the question. During the 2018-19 school year, HUSD has 358 students who could potentially qualify for CalNEW services and require screening to determine eligibility (see question 3). At this time, we do not collect systematic data on students’ immigration status, so we cannot yet accurately separate those with refugee, asylee, or Special Immigrant Juvenile Status visa holders from recent migrants without such statuses. However, funding from CDSS will allow us to put in place a process to identify eligible students.

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We collect student data through our student information system, Infinite Campus, ​ ​ including country of birth and U.S. entry date. We identified these 358 students as those who have entered the country within the last five years and will be at least 14 years old this school year. The majority of these students come from Central American (89 from Guatemala and 66 from El Salvador), followed by students from the Philippines (61), Mexico (49), Afghanistan (17), Vietnam (10), and several other countries. See Appendices B and C for a further breakdown of these students’ country of origin and data collection methodology. If funded, our first major undertaking will be to conduct outreach and screen these students to determine eligibility for CalNEW services. Based on informal screenings of our existing students, conducted by the NS Coordinator and World House director, we anticipate approximately 100 students to qualify for services under the CalNEW ​ ​ program. Go to the next question below. 3. Explain the process for determining the eligibility of students who will participate in CalNEW project activities Move to the next line to type in your answer to the question. Students eligible to receive services under the California Newcomer Education and Wellbeing program will be integrated into our existing services available to newcomers, which are currently targeted at unaccompanied immigrant youth and children of migrant families. We will leverage existing resources for newcomers to maintain our existing service infrastructure while using funding from CDSS to expand the program to better suit the unique needs of refugees, asylees, and SIJS Visa holders ages 14+ who have arrived within the past five years. To determine eligibility for newcomers who qualify under this RFA, we will identify students during the enrollment process, then follow up with their families in a sensitive manner to confirm eligibility and engage them in programs. The NS Coordinator uses an Introduction Form and Consent for Information and Services form, available in multiple languages, to allow staff to process and identify newcomer students in a supportive manner during enrollment. As part of the standard enrollment process, all students submit their country of birth and date of entry to the United States. The enrollment process is a highly involved one, requiring documentation such as birth certificates, immunization records, and proof of address. The NS Coordinator sits down with each family and goes through the enrollment process in detail, answering questions and using the opportunity to highlight our newcomer services. At this time, the NS Coordinator screens for eligibility. Additionally, with CDSS funding, Catholic Charities of the East Bay will provide a case manager at Tennyson HS one half-day day per week, who will be able to direct newly-arrived students to HUSD, provide student and family orientations, connect students and families to community resources, and support screenings for eligibility. A new Family Engagement, Outreach, and Equity Specialist (FEOES) will assist with identification and screening for eligibility, as well as referral to services.

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We also identify potential newcomers when they take an English Language Assessment, which is a standard process for all migrant students. Every week, the NS Coordinator generates reports from the registrar’s office and English Language Assessment results, and students who arrived in the United States within the past five years will be followed up with using the contact information provided. We will review and store copies of eligibility documentation, such as documentation from ORR, certifying that the student is eligible to participate in CalNEW activities. Recognizing that immigration status is an extremely sensitive subject, and that many families without citizenship are highly weary of inquiries and receiving services, HUSD dedicates resources to sensitivity training for front-desk staff at the registrar’s office, and for the NS Coordinator, to be able to approach these families with warmth, knowledge, and sensitivity in order to engage and support them effectively. We would also like to use CDSS funding to conduct more assertive school outreach by training teachers, staff, and Coordination of Services Teams to identify and connect with eligible newcomer students who are already in HUSD but not yet identified. Go to the next question below. 4. Describe what plan or system method will be used to protect eligible students’ confidential information. Move to the next line to type in your answer to the question. HUSD is extremely cognizant of the fact that those who are going through the immigration process have sensitive information that should be kept confidential. We have in place practices to protect all students’ confidentiality related to their immigration status, families’ immigration status, and health and student records. All staff who may engage with sensitive information, including the NS Coordinator, COST members, FEOES, Catholic Charities of the East Bay case manager, school counselors, health staff from La Familia and Tiburcio Vasquez, and program staff from Soccer Without Borders and World House, must sign confidentiality agreements directly with HUSD or through a Letter of Agreement with the service providing agency. We utilize a Student Information System, Infinite Campus, in which students are ​ ​ “tagged” with identifiers of all types. Tags identifying immigration status are only accessible to those with “need to know” status, including select administrators, the NS Coordinator, and counselors. We also utilize an internal spreadsheet for the newcomer program, in which we track referrals and services delivered by the NS Coordinator, and will include services delivered by a new FEOES. This spreadsheet has password protection and limited access. Any information that is reported out on the program de-identifies students. Go to the next question below. 5. Provide a summary of your school district’s CalNEW project plan. Move to the next line to type in your answer to the question. Hayward Unified School District’s plan for the CalNEW program includes the following strategies:

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Co-locate services in highest-need locations. We will direct as many students as ​ possible to Tennyson High School, where we have dedicated office space for in-house services and service providers working with newcomers. Support students on-site, and link parents to other critical services. We will ​ provide academic instruction available through the English Language Development program at Tennyson and other high schools, making curricula such as math, science, and history more accessible to non-native English speakers. Additionally, we will strongly emphasize remedial English classes and tutoring to help students catch up to their peer sas quickly as possible, and offer tutoring and academic mentoring through our extended day program. Case management services will allow us to work directly with students to identify and address their specific learning and related needs in supportive environments. We will also offer mental health, primary health, civic engagement, and legal services on-campus through longstanding partnerships with service providers. In addition, we will also connect students and their families to outside community services not offered on-campus, ranging from benefits enrollment support, housing, transportation, and food assistance, and others. As a core partner of the Hayward Promise Neighborhood collective impact initiative, we are deeply connected with 20 partners all working toward addressing the needs of Hayward’s most vulnerable through a continuum of care. Tennyson High is one of the HPN initiative’s target schools. This collaborative infrastructure allows us to reach far and wide into locally available services for both students and their families. Develop new viable strategies so Tennyson High’s college and career pathways become accessible to CalNEW newcomers. One of the biggest risks for newcomers ​ who arrive as older youth is that they will drop out of school without the educational attainment or skills needed to find a living wage job. If students do not see a direct connection between their education in high school and possible career attainment, they will often see school as an opportunity cost, and opt to work instead. HUSD already has been working for years to develop stronger Career Technical Education pathways, work-based learning, vocational opportunities, and warm handoffs and clear transitions to local colleges. For example, Tennyson High offers career pathway programs in Biomedical Science and Multimedia, CTE programs in partnership with Eden Area Regional Occupational Program, AP classes, dual enrollment programs with Chabot College, and other college awareness and preparation supports in partnership with Chabot College and CSU East Bay. Puente and AVID are other ​ ​ ​ ​ existing HUSD college readiness programs at our high schools aimed at first-generation college students, in which students learn study skills, go on field trips to colleges, receive college search mentorship, and help with college applications and transitions to college. CDSS funding for Bilingual Classroom Aides and Family Engagement, Outreach, and Equity Specialists will enable HUSD to increase our capacity to help newcomer students access these existing college and career preparation programs. They will work with the

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College and Career Technician, who will support students, and their parents, to access Puente, AVID, financial aid, and enrolling in CTE, GED, community college, or university programs. Go to the next question below. 6. Propose a project plan that outlines capacity. a. Describe how the school district will meet service goals outlined in the application and within the Standard Agreement term. Move to the next line to type in your answer to the question. HUSD’s Multi-Tiered System of Supports (MTSS) consists of a comprehensive set of tiered strategies in the academic, attendance, and behavioral realms to create a positive, safe, and support school culture conducive to student’s learning and development, along with non-punitive interventions for individual students that address obstacles to their full engagement in school and success. HUSD has progressively developed our MTSS over the past five years, and the MTSS framework is a key part of how HUSD plans to meet the service goals outlined in the CDSS Standard Agreement for this RFQ. MTSS strategies are referenced in our LCAP and illustrated in the accompanying chart. EXHIBIT F.5. Page 12 of 36

Tier 1—Universal Supports. Tier One strategies, for all students, include efforts to ​ create a safe and supportive classroom and school climate; enhance communication with parents about our instructional programs, school climate efforts, and the importance of school attendance for their children’s success; and make classroom instruction accessible, relevant, and effective for all students. All documents are currently available in English and Spanish, and can be made available to newcomers with a different primary language. Tier 1 strategies to reduce and prevent student behavioral problems in our schools most pertinent to newcomers include the following: Ongoing staff capacity building. HUSD has a district-wide multi-year professional ​ development calendar in which we engage teachers and other school staff in areas to help create a welcoming, supportive classroom and school culture that promotes students’ development—including inclusivity and diversity awareness, bullying prevention and intervention, and promoting students’ social-emotional learning. This is especially relevant for the wellbeing and acculturation of newcomer students, who face compounding layers of challenging interactions with peers, teachers, and staff. We build staff capacity for World House teachers to engage with newcomer students in a safe and supportive manner by offering trauma-informed trainings and professional development opportunities. These trainings have been well-received and we aim to expand these opportunities. We also employ bilingual Psy.D. and Psychiatric Nurse interns who are able to offer counseling services. Restorative practices. HUSD has been working to develop a restorative culture at our ​ middle and high schools, including schools where eligible newcomers attend. The district Restorative Practice Coordinator assists sites to develop site teams to hold the work of creating a restorative culture. She has provided group training and coaching to help staffs develop action plans for training, capacity building, and implementation of restorative practices, to assess their implementation, and plan next steps.

Tier 2—Targeted Supports. The Coordination of Services Team (COST) at each ​ school and case managers for newcomer students will leverage Tier 2 interventions to address the needs of students referred for attendance, behavioral, or/and academic problems. Schools and HUSD’s Child Welfare & Attendance (CWA) Office use a series of steps when students have unexcused or frequent tardies or absences, assisted by the Attention to Attendance (A2A) web-based attendance tracking and notification system. Our efforts recognize the central role parents play in improving attendance. District staff are trained to communicate with parents about the importance of attendance in a supportive way and to give clear reasons why absences matter, with interpreters available for families who are non-native English speakers.

Tier 2 strategies to offer targeted interventions to increase attendance and literacy/academic support which are most pertinent to newcomers include the following: ● Parents of newcomer students receive extra support when they enroll their students at Tennyson High. Whenever viable, the NS Coordinator walks eligible families through the enrollment packet one-on-one, helping these families understand what forms and requirements they need to enroll their student in school. This support is provided in the primary language of the family, most often

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Spanish or Quiche (an indigenous language spoken Guatemala), but available through interpreters in nearly any language. At this touchpoint with families, the NS Coordinator also informs parents about other services they might be interested in, including support enrolling in MediCal and other benefits. ● Placement in remedial English and ELD classes during the school day ● Referrals to HUSD’s district-wide extended-day Youth Enrichment Program (YEP) for before or after-school homework help and tutoring targeted at academic skills students need help with. ● Referrals to high-interest activities in the YEP will be prioritized for students who may be skipping school because they are poorly engaged during the regular school day. These may include, for example, hands-on arts or STEM programs, interest clubs, and sports, including Soccer Without Borders. In addition to supporting student learning, YEP is an important venue for promoting friendships and positive relationships with caring, supportive adults, and for engaging students in leadership activities, thereby strengthening students’ sense of connection to and meaningful participation in their school and overall school engagement. ● For health-related attendance problems, students can be referred to the district’s School Nursing program, the school health centers on-campus at Tennyson, Hayward High, Chavez Middle School, and Alameda County Public Health nursing. ● For students experiencing behavioral and social-emotional problems, such as difficulty focusing on learning, disrupting class, defiant behavior, fighting, and being suspended, non-punitive Tier 2 interventions will help students have the supports and develop the skills to meet school behavioral expectations and better engage in learning. ● COST teams can require a student to have daily check-ins and check outs with a teacher, Assistant Principal, or other staff member at their school. This intervention is a form of mentoring. Its purpose is to connect students with a supportive adult at school with whom they can discuss issues that arise and receive guidance, and to help make students accountable for their behavior. ● HUSD students can be referred to psychoeducational support groups as well as clinical support groups specifically for newcomers led by on-site clinicians and counselors from La Familia’s Care Team, Tiburcio Vasquez Health Center, and HUSD, addressing topics such as effective communication skills, anger/stress management, grief support, peaceful conflict resolution, strengthening decision-making skills, healthy relationships, bullying prevention, and the importance of high school graduation. These groups provide students an opportunity to talk about their personal concerns and express their feelings, to develop a support network as well as an avenue for connections to additional community resources. TVHC hosts a Latino young men’s support group, Joven Noble, which is open to all newcomers, the majority of whom come from Spanish-speaking countries in Central America and Mexico.

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● The district provides specialists to consult with and coach teachers on ways to more effectively engage particular special need students in classroom learning, such as English Learners and Special Education students.

Tier 3—Intensive Supports. Social, emotional, and behavioral interventions for ​ students whose referring problems are not resolved by Tier 2 strategies include referrals for school-based behavioral health services.

Students whose truancy has not improved despite repeated Tier 2 interventions are referred to the district’s School Attendance & Review Board (SARB) process.

The Alameda County Center for Healthy Schools and Communities’ (CHSC) Our Kids Our Families Program pairs clinical case managers from CHSC or Hayward Youth & Family Services Bureau (YFSB) with non-profit service providers who use MediCal funding to provide a continuum of mental health prevention, early intervention, and treatment services for any student and their family who needs it, at 13 HUSD schools, including Tennyson High. CHSC also funds community agencies that provide behavioral health services to students on full-scope MediCal and their families at nine other HUSD schools. In addition, HUSD contracts with YFSB to provide behavioral health services at four other schools. On-site clinicians will work with students needing services via one or more of the following, as appropriate: development of student behavior plans, individual counseling, family counseling, and clinical case management.

Students whose behavioral problems rise to the level of minor crimes (as determined by the SRO at their school) may be referred to the Hayward PD’s Youth Diversion Program. This intervention provides an alternative to formal processing in the juvenile justice system. Eligible youth and their families have a minimum of at least five sessions of Diversion Counseling, along with, for some youth and families, Petty Theft Workshops, and community service assignments and other learning tasks for the youth. Utilizing principles of restorative of justice, its focus is to help youth repair the harm caused by criminal behavior and create opportunities for them to take responsibility for their actions, learn from their mistakes, and make better decisions in the future.

In the academic realm, referral to credit recovery classes, provided through the YEP, is a Tier 3 intervention for students who have failed their classes. IEP and 504 Plan services can also be used as Tier 3 interventions. Go to the next question below. b. Describe how the school district will manage administrative requirements of the Standard Agreement, including but not limited to providing ad hoc reports, timely reporting on service data and deliverables, and responsive communication with CDSS. Move to the next line to type in your answer to the question.

HUSD has the capacity and experience to manage all administrative requirements outlined in the Standard Agreement, including reporting to CDSS on outcome measures outlined in Question 18, eligibility documentation, records of program activities and

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expenditures, documentation of provision of services, and evidence of collaboration, plus other ad hoc reports required by CDSS. HUSD’s Student & Family Services Department, which will administer the CalNEW grant if awarded, has an extensive, ongoing track record applying successfully for, managing, collecting relevant data for, and reporting on state and federal grants in compliance with grant requirements, such as 21st Century Community Learning Centers, After School Education & Safety, AmeriCorps, and others. The Newcomer Services Coordinator (1.2 FTE) will facilitate regular meetings with CWA and COST staff for debriefing, problem solving, data reviews, and to inform project improvements; monitor expenditures of grant funds to ensure they reflect the approved budget; coordinate data collection for project monitoring, evaluation, and reporting purposes; and maintain required documentation of project services, activities, accomplishments, and program records. A Data Analyst (.1 FTE) will monitor the completeness of data records, develop reports that track all indicators outlined in Question 18, and compile and submit reports to CDSS as required. The Child Welfare and Attendance Director will be responsible for communicating regularly with CDSS to ensure all administrative requirements are being met. Go to the next question below. c. Describe how the school district will ensure quality control of practices and procedures to manage the project and services provided by subcontractors (if any). Move to the next line to type in your answer to the question. We will subcontract with Catholic Charities of the East Bay, utilizing our standard Independent Contractor Agreement. As part of this agreement, we outline several quality control mechanisms for all subcontractors, including the following: 1. Requiring all contractor staff providing services for HUSD to be fingerprinted and undergo a criminal records check through the California Department of Justice; 2. Requiring insurance, including liability insurance, for limits of one million dollars per occurrence for bodily injury and property damage; 3. Requiring applicable licenses and permits to conduct the work outlined in the contract, as well as proof of eligibility to work; 4. Including provisions stating that HUSD may terminate a contract at any time if the district is unsatisfied with work being conducted through it. Additionally, before selecting subcontractors, HUSD undergoes a multi-step vetting process to ensure the contractor is the best fit. Subcontractors must demonstrate qualifications to HUSD and be approved by the board. In this case, the resettlement case manager subcontracted through Catholic Charities of the East Bay will work four hours per week, directly with HUSD staff including the NS Coordinator, FEOES, World House program staff, the office of Child Welfare and Attendance, and Coordination of Services Team members. As such, this position will collaborate with, learn from, and be monitored by HUSD staff on an ongoing basis. We

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will conduct regular reviews to ensure their services are being delivered to the standards required, and approach any issues through the appropriate HUSD channels. Go to the next question below. 7. Describe how eligible students’ needs will be assessed and the culturally sensitive and trauma informed services and activities that will be implemented. a. What assessment tools will be used to identify and assess the needs of eligible students. Move to the next line to type in your answer to the question. After a student’s eligibility is determined, the NS Coordinator uses an intake form to determine services and interventions the newcomer student may need. The screening checklist asks for a student’s basic biographic information, information about the student’s living situation, educational background, reason for migration, and legal service needs, and includes a basic assessment of the student’s physical, social, and emotional needs. All responses are voluntary, and students are informed that this intake is simply to help assess how HUSD can best serve them. Screened students are referred to appropriate services based on need, and all referrals are tracked using an internal spreadsheet, which houses relevant detailed information on each identified student. The NS Coordinator uses this information when collaborating with the school Coordination of Services Team and FEOES, to stay up to date on the multi-dimensional needs of newcomer students and continuously provide appropriate case management as new developments occur in the students’ lives. We use English language assessment placement exams, given to all students new to the country or to California, to determine what intensity of English language support newcomers might need. Go to the next question below. b. What are the academic and mental health needs of eligible students? Move to the next line to type in your answer to the question. Teenage newcomers with refugee, asylum, or SIJS visas have varied and frequently serious barriers to positive mental health and academic success. In addition to traumatic experiences in their native countries and the acute trauma faced in the previous weeks, months, or even years just through the process of arriving in this country, many have not had their socio-emotional needs met for years previously in their country of origin. The same is true for their immediate family, and so newcomer students can find themselves in a home environment steeped in PTSD while they try to heal. Because many cultures do not place value on counseling or mental health services from professionals, many students or their parents may be averse to seeking or receiving therapy from a clinician. We create multiple opportunities that may be more approachable, such as through the COST team, case management, and support groups, in addition to 1:1 counseling. EXHIBIT F.5. Page 17 of 36

Additionally, the newcomers face the huge challenge of navigating a completely new environment, often with limited English skills, and with very few familiar settings. Students can find themselves feeling lonely and isolated, especially when they are surrounded by other students who already have established friend groups in which they do not feel included. The stress of this can be enough to make every interaction a stressful one, which hinders their ability to learn. Additionally, their family unit is often new to them as well. Many will stay with a sponsor or family member they did not actually grow up with, or family members they have not seen in years, who have gone through their own struggle and may feel like strangers at first. Unlike many of their peers, newcomer students usually have many high pressure obligations outside of school, including work, legal cases, and caring for siblings. There is often insurmountable pressure from family, community, and the students themselves to earn money immediately, both to contribute to their household in Hayward and to ​ ​ send money back home to their family in their country of origin. This means that students are spending any time they have outside of school working. While we can offer as many after-school supportive programs and engagement activities as possible, if students rush off to work, they will not utilize these services. This obligation also causes high rates of dropouts for older students, who opt to work full time rather than struggle to finish a high school degree. In 2016-2017 (the most recent year for which data is available), English Learners (EL) at Tennyson dropped ​ out at more than twice the rate of non-EL students, with 7.3% of ELs dropping out ​ compared to 3.6% school-wide. Of the 50 students who dropped out that year, 60% were ELs2 . Many older newcomer students have gone through an enormous struggle for survival, making them incredibly resilient and independent. However, this also means they are not used to the traditional rituals and structure of a daily school system, and may struggle to adapt to the routines, or may be averse to having adults give them direction. Academically, students arrive at HUSD with any number of educational deficits. Some have had interrupted education, while many have had very little formal education. This poses a challenge especially for teenagers, who have less time than their younger peers to catch up. It also poses a challenge for teachers, who face classrooms with such a wide range of learning needs and must try to help all students move forward. While we offer remediation classes, these classes do not count toward the credits needed to receive a diploma. When a student needs to take both a remedial and a grade-level English class, they have no room in their schedule for electives that might help them integrate more into the school or feel more at ease. Additionally, Hayward itself is a working class community, with many families struggling economically. Even if a newcomer student moves in with trusted family members, they usually start with very little means, and have to navigate one of the highest-priced housing markets in the nation. Families end up doubled up in apartments, often leading

2 Source: California Department of Education, DataQuest query. Dropouts by Ethnic Designation by Grade; 2016-17 Tennyson High: For English Learners Students. Accessed September 19, 2018.

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to tensions from living in crowded and tight quarters and with insecure economic circumstances. This can prevent students from having a quiet place to do schoolwork. It can also affect students’ nutrition. Food budgets are generally one of the first in the household to be cut when families are trying to make ends meet. While we offer meals at HUSD, newcomer students may face completely new diets at school and food insecurity at home. HUSD recognizes that even with as much support as we can offer, daily functioning for newcomer students can be a mental health, economic, and academic struggle. We offer a range of supports to ease this burden, including services from mental health professionals, remedial and multilingual instruction, and linkage to concrete supports, as outlined in multiple sections of this proposal. A major focus of our newcomer program at all levels is to create a safe and welcoming environment in which students feel ​ comfortable, to help them adjust to their new environment as well as possible. ​ Go to the next question below. c. Describe the services and activities that will improve eligible children’s English-language development. Move to the next line to type in your answer to the question. Learning English is one of the biggest challenges for newcomer students, and HUSD prioritizes a comprehensive English Language Development (ELD) program, offering students additional one-on-one English support, and encouraging students to learn English by engaging with their peers. For all non-native English speakers, students take an English assessment at our Student Information and Assessment Center prior to enrolling. This placement exam is used to determine how much extra support a student is likely to need, and which level of English they should be enrolled in. ELD classes are offered through our World House program -- housed in a building at Tennyson High that celebrates cultural diversity through multilingual and multicultural decorations and through cultural special events. English Language Specialists provide ELD classes and remedial English tutoring. These classes focus on building foundational English skills, including vocabulary, pronunciation, and comprehension. In these settings, we use multimedia tools including free language learning phone and computer apps to help students listen to how the language sounds and practice at their own pace. ELD classes also provide an excellent opportunity for the NS Coordinator to continually engage with and present to CalNEW-eligible students, informing them about services they may be eligible for, and how to follow up on them. Students enrolled in World House take their core curriculum classes in Spanish and English, with Bilingual Classroom Aides offering primary language assistance to students with other linguistic backgrounds. World House students join other students through elective classes, including art, computer science, etc. where they interact with native English speaking peers. As part of our World House program expansion with CDSS support, we hope to establish a peer buddy program, in which CalNEW students are paired with

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native-English-speaking peers their age for English language conversation and school social activities. Additionally, many newcomer students participate in the YEP at Tennyson High after school. Here they can receive additional tutoring, as well as interact with English-speaking peers, play sports, and participate in fun activities that help build and broaden their colloquial English skills. Supplemental English instruction and EL computer literacy support will be offered by Catholic Charities of the East Bay. Go to the next question below. d. Describe the academic support activities that will be provided to eligible students. Move to the next line to type in your answer to the question. As discussed above, newcomer students will receive their core curriculum instruction in their primary language, as much as possible, through World House staff and instructional aides. We have found that many newcomer students struggle with certain class curricula, including U.S. government, economics, and history, even when they are taught in their primary language. We regularly bring in multilingual tutors to these classes to help bridge the divide between colloquial language and academic language. Additionally, we offer a robust after-school program where students can receive one-on-one tutoring in all academic subjects in the World House building. With the support of World House staff, 78 EL students currently utilize a “Cyber High” credit recovery program in which students can go at their own pace to catch up with courses and receive credits for them. This enables newcomer students to fill in gaps in knowledge and credits and graduate on time. Newcomer students under this CalNEW will be able to take Cyber High courses in English, with some courses available in Spanish, while also bolstering computer literacy learning. We also have relationships with other programs that provide additional academic support, including Lincoln and Eden Youth and Family Center, two community-based organizations that provide services to youth and their families on and near campus. Go to the next question below. e. Describe mental health support services to meet the needs of the eligible students. Move to the next line to type in your answer to the question. Teachers and counselors are trained in recognizing mental health needs and referring students to the Coordination of Services Team, which can assess and refer students to appropriate mental health and other supports. At HUSD schools, students can receive on-site behavioral health services from a county collaboration known as Our Kids Our Families. This major initiative from the Alameda County Health Care Services Agency (AC HCSA) pairs clinicians from La Familia and other community-based counseling agencies with county or City of Hayward clinicians to provide counseling and other behavioral health care services to any HUSD student with need.

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La Familia’s Care Team is part of this initiative, and works with the COST and NS Coordinator to identify and engage with students about their mental health needs. They staff the Team with clinicians and case managers, as well as a parent promoter who works with the whole family, as student and family needs are often interlinked. La Familia also holds a separate contract with AC HCSA to provide additional mental health clinicians and hold support groups. Tiburcio Vasquez Health Center also holds ​ ​ support groups specifically for Latino young men, which offers newcomers who identify as Latino a safe space to have their socio-emotional needs met and begin to deal with some of their traumas. HUSD has also established a partnership to refer students and their caregivers to Lincoln, a community-based organization, for kinship support services. Lincoln offers students and their caregivers case management, support groups for caregivers in Spanish, tutoring after school, and weekend activities. We also hold special events for newcomer students at Tennyson High focused on mental health, including, for example, a Mindfulness and Self-Care workshop, offered through an ELD 1 class, with support from AC HCSA. Go to the next question below. 8. Describe project plan activities that will assist eligible students achieve self- sufficiency (e.g. intensive English-language development, mentorships, high risk behavior intervention, vocational training, civic engagement, financial and computer literacy). Move to the next line to type in your answer to the question. The Newcomer Services program will employ several strategies to support eligible students to gain the skills and resources needed to become self-sufficient. English Language Development: The World House program offers newcomers ​ immersive ELD classes and after-school English-language tutoring with bicultural and biliterate certificated teachers. See question 7d. Vocational Training: Creating viable pathways to living-wage employment is absolutely ​ critical during newcomers’ short years at HUSD high schools. Although we have been developing our Career Technical Education pathways in partnership with the Eden Area Regional Occupational Program for Tennyson High students, these programs have barriers to access for newcomer students. We will use CDSS funding to reduce these barriers by integrating select career pathways into World House schedules and offering them for bilingual students. For example, Tennyson High offers a Biomedical Pathway, where students can train to be medical assistants, ideal for the growing healthcare industry in the region, and offering living wage employment. Our Community Multimedia Academy offers project-based learning and internships in arts, entertainment, and media careers, such as film, graphic design, and visual media. This field is expected to grow by 6.1% nationally between 2016 and 20263 and will offer high-paying jobs that value diverse

3 Source: Bureau of Labor Statistics, Employment Projections. “Employment by major occupational group”, Arts, design, entertainment, sports, and media occupations.

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employees. By increasing our capacity to utilize bilingual paraeducators for eligible newcomer students, we will be able to increase students’ access to these CTE programs and work-based learning opportunities. Additionally, La Familia’s broad range of programs include Hijos del Sol and youth workforce development programs, with strong competencies in working with multicultural youth, high-risk youth, and youth with language barriers. All newcomers are introduced to La Familia’s programs, and those that are interested are connected with the agency’s range of employment programs. Mental health and behavioral interventions: Newcomer students face immense ​ social and emotional challenges, and we recognize that behavioral issues are usually a result of these needs not being met. HUSD’s Multi-tiered Systems of Support aim to meet students’ needs every step of the way (see question 6a). Our Coordination of Services Team at each high school will help newcomer students link with services and mental health supports that enable stability and positive, safe environments. See question 7e. Civic engagement and youth empowerment. HUSD has built a myriad of ​ opportunities for high school students. Our NS Coordinator, YEP staff, and World House instructors will assertively encourage newcomer students to participate, as well as identify potential barriers to participation that we can address. These programs include a school garden, after-school clubs, volunteer opportunities, student ambassadors and student council, and Teatro Urbano, which hosts educational events related to immigrants’ rights. Additionally, with CDSS funding, we will work to increase student leadership and youth voice opportunities specifically for newcomer and multicultural students through a new “Voice and Choice” club, held after school during YEP, in which newcomer students engage in facilitated discussion related to issues they experience at school and in the community, provide input to inform the continuous improvement of the Newcomer Services Program, and organize activities to support the wider migrant community. Students who will participate in this club will be recruited through World House, YEP, and through flyers and other communication around school buildings. This forum will meet weekly and students will have the opportunity to use these discussions to inform program practices and service offerings by speaking as a group with the NS Coordinator and other staff. Possible activities include organizing anti-bullying and other awareness campaigns, collaborating with other student groups, organizing peer mentor activities, and informing the school about issues related to refugees and asylees. Our aim is to work toward fostering student leadership among refugee, asylee, and SIJV students, and continue to find new ways for them to shape their experiences within HUSD and the Hayward community. These students will have the opportunity to participate in a statewide Newcomer Leadership Council organized by CDSS. If appropriate, we will invite several interested participants to attend select local refugee and migrant forums with the NS Coordinator. We believe these kinds of civic

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engagement and youth empowerment opportunities will support student self-sufficiency through building critical soft skills and networks within the community. Financial and Computer Literacy: See question 9 below. ​ Go to the next question below. 9. Describe project plan activities that will improve eligible students’ consumer education (e.g. financial and computer literacy, and nutrition). Move to the next line to type in your answer to the question. Our Newcomer Services Program has been working to improve students’ financial and media literacy, nutrition, and other consumer education. World House has been offering a computer literacy course and will continue bringing computer and media literacy into the classroom. In the 2018-2019 school year, we will offer a financial literacy workshop through World House, offered by the La Familia Care Team. We are also developing a relationship with Wells Fargo Bank, which we aim to engage for financial and consumer education support -- essential skills especially for working newcomer students. Additionally, Soccer Without Borders plans to hold fitness and nutrition workshops open to all newcomers at Tennyson High School.

As many of our newcomer students are already part of the local workforce, the NS Coordinator is working with Centro Legal de la Raza to offer a workers’ rights workshop, taught within World House. This will support many working newcomers in understanding and preventing exploitation by employers, as well as understanding the work limitations of their visas. We are starting to build a relationship with Tech Exchange, a non-profit that provides free phones, computers, and data plans to low-income families in need. Several newcomer families in HUSD have already received support from Tech Exchange, placing computers in their homes and teaching basic computer and internet functions to newcomer students and their families. As an anchor institution in Hayward, HUSD offers many opportunities for learning within the community. For example, Tennyson High has a community farm, and a food pantry run by the Alameda County Food Bank is available at our Family Resource HUB, offering opportunities to learn about nutrition and healthy eating, while also offering additional sources of nutritious food to students in need. We connect with Eden Youth and Family Center, located just one mile from the Tennyson campus, which offers an open computer lab and safe environment that students can spend time in after school, including informal computer literacy and mentorship opportunities. Go to the next question below. 10.Describe project plan activities that will meet the needs of the parents/guardians of eligible students. Describe the services and activities and how they will be made accessible to families (e.g. civic engagement, community garden, sports camps, etc). Move to the next line to type in your answer to the question. HUSD’s Family Resource HUB is a welcoming and supportive program directed at all HUSD parents/guardians. HUSD’s Central Enrollment Office is located at the HUB,

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which will facilitate access for families of eligible students to a broad range of support services available there. At the HUB, families can access information and linkages to supports including as MediCal and Refugee Cash Assistance enrollment, legal services, financial aid information for college and vocational programs, health services including primary care, mobile health clinics and in-home nurse services, family success coaching and parenting classes, a community counseling clinic offered by CSU East Bay, family enrichment and activities such as art, dance, and computer literacy classes, a fresh food pantry, and Know-Your-Rights materials. The Family Engagement, Outreach, and Equity Specialist (FEOES) will directly provide or coordinate parents support groups, to support guardians of newcomers in managing their own mental health needs, teach positive parenting skills, and help build a parent community. They will use this opportunity to educate parents about available school and community resources for newcomer families. The NS Coordinator occasionally makes home visits and attends appointments with immigration agencies or attorneys with students and parents. These services are provided for high-need students on a case-by-case basis. HUSD is requesting funding under this RFP for a FEOES position, which would be able to take over and bolster these opportunities to engage more closely with parents in and out of school. The NS Coordinator also collaborates with other parent engagement entities in HUSD, such as the school-based Family Engagement Specialists and COSTs, sharing broad-based information about available services for immigrant parents and caregivers of immigrant students. With dedicated outreach specialists, we would be able to reach out more directly to eligible parents throughout the year. The Parent Promoter of La Familia’s Care Team engages parents, sponsors, and caregivers of HUSD newcomer students, providing them with emotional support, connection to counseling services at La Familia, and emergency support services, such as food pantries and clothing drives. The district-wide Parent Ambassador program helps increase the district’s capacity to build a community of leaders who support outreach to parents and families, and refer and link youth and their families in HUSD to health services and other school site and community programs and resources. The Ambassadors are a representative body that act as a liaison between the district and the parent community with an overall goal of supporting the educational success of all students and promoting parent voice. This program hosts events meant to engage parents and amplify parent voice, though more outreach is needed to reach families that are disconnected from the school. Many services offered on-campus at Tennyson High are available for parents as well as students, including the health center and bilingual community health promotion (promotoras de salud) program. We inform all students and parents of this when they enroll their student in school and throughout the year. Go to the next question below.

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Staff Qualifications and Engagement

11.List the qualifications of the school district staff that will provide services to eligible students, including those designated to administer or deliver CalNEW services and cultural brokers. a. Include position requirements and duties. Move to the next line to type in your answer to the question. Newcomer Services Coordinator: The NS Coordinator (1.2 FTE) is responsible for the ​ overall coordination and implementation of newcomer services. This position includes one full time (1 FTE) staff, who will dedicate 0.2 FTE to serving CalNEW-eligible students, as well as one 0.2 FTE staff providing overall guidance and support.This position is leveraged, supported by the Refugee School Impact program and District funds. Requirements Knowledge of: community and school resources, issues faced by families of immigrant ​ students and their families affecting attendance, behavior and attitudes; concerns and sensibility of immigrant communities and individuals that interfere with eligible individuals and family members receiving services. Knowledge of: principles and practices of supervision; principles and practices for ​ developing effective training programs and materials for various audiences. Ability to: motivate and encourage program participants and their families to take a ​ constructive course of action; collaborate and work effectively with students, school personnel, parents, community groups and public agencies; interact positively and effectively with members of various ethnic and socio-economic groups. Ability to: maintain accurate and complete records and develop and maintain project ​ files and contact databases; prepare written reports with recommendations; establish and maintain cooperative and effective working relationships with others; be flexible to perform work within changing priorities and possess sufficient interpersonal skill to work harmoniously with staff, students, administrators, parents and others. Any combination of formal and informal training, experience and education which demonstrates an ability to perform the duties of this position. A typical qualifying experience is a Bachelor’s Degree in a social science or directly related field and three years’ experience providing community resource referrals and implementing community outreach activities. Bilingual and/or bicultural candidates preferred. Qualifying exam required. Duties ● Designs and conducts outreach activities for identifying and connecting with HUSD students that qualify for unaccompanied minor services.

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● Develops and implements guidelines, procedures, and strategies for meeting the social and educational needs of unaccompanied minor students. ● Refers students, family members, and guardians to school and community-based services and resources. ● Collaborates with family members, community service providers, school administrators, and teachers regarding strategies for meeting the social and educational needs of newcomer program participants. ● Serves as a liaison between unaccompanied minor students and their families and providers of community resources and support services. ● Provides assistance to students, family members, and guardians in completing school and community enrollment applications. ● Develops and provides training on how to identify students who qualify for unaccompanied minor program services and conducts in-service training programs related to community outreach activities. ● Manages a caseload of unaccompanied minor program participants. ● Tracks and monitors the educational progress of unaccompanied minor program participants. ● Develops and distributes informational materials related to the unaccompanied minor program services and schedules, coordinates and attends school and community outreach activities. ● Recommends community outreach policy and procedural changes, programs, and activities. Family Engagement, Outreach and Equity Specialist (0.8 FTE): The Family ​ Engagement, Outreach, and Equity Specialists (0.8 FTE split among specialists with cultural backgrounds most relevant to CalNEW students).will provide case management and assertive outreach for families of students meeting CalNEW eligibility criteria, and encourage their participation in school-related activities. We are requesting funding for this position from the CalNEW grant. Requirements: ​ Graduation from high school (or equivalent) and three years’ experience working with community service, public relations, or related activities. Ability to speak, read, and write in a designated second language. Knowledge of: community resource organizations including various federal, state and ​ local agencies; policies and objectives of school programs/activities. Ability to: perform liaison duties among staff, community resources, agencies and ​ parents; plan, organize and implement parent education and involvement activities and programs; communicate effectively both orally and in writing; learn, interpret, apply and explain policies, procedures, rules and regulations relative to work scope; analyze situations accurately and adopt effective course of action; prepare and present oral presentations using a variety of media and to varied audiences; maintain accurate records and prepare reports; ne flexible to perform work within changing priorities and

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flexible schedule, including nights and weekends; work independently with little direction. Duties: ​ ● Promote parent education and involvement in various District and school programs and other activities; provide information and materials to parents to assist them in utilizing community services and resources; refer families to local agencies or school services as appropriate. ● Ensure that equity of opportunity and access to programs and services are attainable by all students and families. ● Perform liaison duties among staff, community resources, agencies, and parents; communicate with parents regarding student performance including attendance, behavior, academic achievement, health and medical problems as directed by supervisor(s). ● Collaborate as a member of a team composed of peers, other staff, and community members. ● Utilize and update designated District communication and outreach portals and protocols, such as websites, social media, telephone communications, to ensure accurate, timely, and consistent communication among all stakeholders and enhance opportunities for students and families. ● Accompanied by an appropriate staff member, make home visits to engage or re-engage students and families to enhance student achievement; as appropriate, provide service to families in the form of guidance, advocacy, crisis intervention, and resource facilitation. ● Unite outside organizations, schools and families; participate in community outreach such as community walks; contact community businesses to obtain donations and plan activities to enhance services for families. ● Facilitate family participation in various activities that result in family empowerment and advocacy; identify and encourage recruitment of parent volunteers. ● Conduct and/or coordinate parent training, activities and associated committees, including arranging training schedule, speakers, meeting sites and presentations; prepare and distribute related materials. ● Assist in the formulation of educational goals and objectives utilizing the participation of parents, community members and school personnel. ● Assist in compiling data for program evaluation, program design, and continuous program improvement. ● Track and record services provided Bilingual/Biliterate Classroom Aide (0.5 FTE): The Paraeducator Specialists will be ​ classroom and program aides who can provide translation and academic support to CalNEW-qualifying students in World House and career pathway programs, under the supervision of a certificated teacher. We will use this funding to offer extra hours to existing paraeducators who speak languages most needed by newcomers under this

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CalNEW, depending on the language needs of those who meet eligibility requirements. This position is leveraged through Refugee School Impact funds. Requirements: ● Any combination equivalent to 48 semester units of college study or an AA Degree. ● At least one year experience working with children in an instructional setting using oral and written bilingual skills. ● Experience working in multicultural settings. Knowledge of: correct oral and written usage of English and a designated second ​ language; child guidance principles and practices; positive behavior reinforcement techniques; basic subjects taught in HUSD schools including math, grammar, spelling, language, and reading; interpersonal skills using tact, patience, and courtesy; classroom procedures and appropriate student conduct. Ability to: assist a certificated teacher with instructional and related activities; ​ reinforcing instruction to individual or small groups of students in a classroom or other assigned learning environment; assist in the preparation of instructional materials. Ability to: establish and maintain cooperative and effective working relationships with ​ students, parents, staff and the public including members of ethnic communities and foreign countries; demonstrate an understanding, patient and receptive attitude toward individuals from foreign cultures and ethnic communities; monitor, observe and report student behavior and progress according to approved policies and procedures. Duties: ● Tutor individual or small groups of students, assist in the presentation of instructional materials as directed by the teacher, monitor and oversee student assignments in various subjects. ● Provide classroom support to the teacher by setting up work areas and displays. ● Prepare, administer, score, and record tests and assignments. ● Assist with instructing and developing course of study and lesson plans in English and a second designated language; translate lessons from English to the designated language. ● Assist students in completing and reviewing classroom assignments, homework projects, and test results; guide and reinforce student understanding of classroom rules and procedures; assist students by answering questions, providing proper examples, emotional support, friendly attitude, and general guidance. ● Assist and guide students to, on, off, and from the bus; assist students to negotiate the school campus including traveling from class to class. ● Attend meetings and in-service training related to bilingual curriculum or student-related issues. ● Assist students with enhancing reading skills and pronouncing words and sounds as assigned; read age-appropriate stories to students.

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● Provide instructional assistance to non-English speaking students and translate oral and written information between the teacher and students during classroom activities; provide oral translation at meetings and conferences; translate oral and written information between parents, teachers, administrators and others as assigned. Data Assessment/Analyst Technician (0.1FTE). A technician will support data ​ collection and reporting, integrating indicators being measured across several departments, such as academic outcomes, attendance and behavior outcomes, and referrals and supportive program participation. This position will be leveraged through the Hayward Promise Neighborhood initiative, which currently funds data analysis of HUSD programs. Requirements: Any combination of formal and informal training, experience, and education which demonstrates an ability to perform the duties of the position. A typical qualifying entrance background is two years of college level courses in computer and data analyses and three years experience in statistical analysis of student assessment data. Knowledge of: district policies and procedures as they apply to student record keeping ​ and reporting; methods and practice of statistical record keeping work involving data processing; statistical analysis methods. Ability to: read and interpret federal regulations, state guidelines and district policies, ​ rules, and regulations, including confidentiality and data integrity requirements; analyze and evaluate data according to established guidelines; compile, maintain, and submit accurate and complete records and reports. Duties: ● Assists in analyzing and disseminating student testing information; assists in the placement and completion of grading information. ● Analyzes newcomer test and grade information with attendance records and received services, such as referrals and NS program participation. ● Assists in coordinating the District’s testing program for standardized tests and proficiency tests, including for English Learners. ● Prepares statistical data for the schools, administration and Board of Education. ● Meets regularly with Child Welfare and Attendance and/or Newcomer Services staff to share data and trends for the purposes of program improvement. Go to the next question below. b. Describe how staff meet the academic, linguistic, and cultural needs of eligible students and their families the school district intends to serve. Move to the next line to type in your answer to the question. HUSD undertakes a rigorous hiring, onboarding, and continuous professional development approach for all administrators, staff, and teachers.

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We preference bilingual and bicultural staff for roles directly related to newcomers, including the NS Coordinator and World House staff. We also look for teaching staff who have experience working with at-risk youth, and exhibit high levels of empathy and compassion, to align with HUSD’s vision and core principles. As all World House instruction is provided as part of the English Language Development program, we hire teachers who have experience working with students with limited English proficiency and who can identify with students’ cultural backgrounds. Additionally, HUSD is able to contract with language aides for students whose primary language is not represented by World House teachers. Go to the next question below. c. Describe training provided to staff to create capacity to deliver culturally sensitive services. Move to the next line to type in your answer to the question. HUSD utilizes “professional learning communities” in which teachers and program staff can exchange information and ideas, find solutions to common problems, and learn best practices for needs within the student body. We use these opportunities to train educators on how to incorporate culturally relevant themes into teaching, ​ ​ trauma-informed approaches to interacting with students, and creating safe spaces ​ ​ in and out of the classroom. These are also opportunities for exchanges between case managers, clinicians, and teachers, so that all staff can be working toward shared goals for our students. As part of our onboarding process, we also train educators and staff on confidentiality practices. ​ ​ The NS Coordinator plays a central role in training HUSD teachers, administrators, and other staff in cultural sensitivity needed by newcomer students. Annually, the NS Coordinator provides multiple trainings to Student Information and Assessment Center front office staff, Student Information and Assessment Center English Language Learner Specialists, Child Welfare and Attendance, HUSD nurses, program staff from organizations working on-site (including La Familia, TVHC, and Centro Legal de la Raza), and Central Enrollment staff, all HUSD school counselors, Parent Outreach Workers, and COST Coordinators. The NS Coordinator also organizes trainings led by partner organizations working with newcomers, including Catholic Charities, Soccer Without Borders, and La Familia. Training includes what services/support are available to qualifying students, legal ​ ​ ​ information and considerations regarding the unique conditions of refugee, asylee, ​ and SIJV status, how legal status impacts mental health, and the processes for ​ ​ student identification and referral to resources. ​ If funded by CDSS, we will train the Family Engagement, Outreach, and Equity Specialist and the College and Career Technician on the employment and college ​ support for which refugees, asylees, and SIJS visa holders may qualify, including ​ ​ ​ financial aid and other concrete supports for entering college and vocational programs. Not only does the NS Coordinator train staff within HUSD and on-campus programs about the needs of and opportunities for newcomer students, but HUSD sees value in providing training within the community. The NS Coordinator has recently provided

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trainings to Alameda County ACCESS referral system staff (a county-wide triage system for social services), as well as trainings to resettlement agencies on the school system and enrollment process for newcomer youth. Go tothe next question below. 12.How will the school district recruit and engage eligible students; and how will the school district engage parents/sponsors/legal guardians to increase attendance and participation in the CalNEW project? How will the school district engage eligible students age 14 and above? Indicate approximately what percentage of funding will be used for outreach and engagement. Move to the next line to type in your answer to the question. For many years, HUSD has put dedicated resources into engaging students in new ways, increasing attendance and completion rates, and encouraging program participation through our Multi-Tiered System of Support (see section 6a). We are sensitive to the fears that many newcomers and their families have about sharing their immigration status or registering for services. HUSD has a policy not to ask permanency status as part of the enrollment process. Staff from the Child Welfare and Attendance office work closely with the Registrar and other staff to ensure all registration front-desk staff offer warm and culturally-sensitive welcomes to any family who may have insecure immigration status. We aim to deepen our relationships with resettlement agencies, such as Catholic Charities of the East Bay (Catholic Charities) and International Rescue Committee, which direct newcomer families to HUSD. With CDSS funding, we will subcontract with a case manager from Catholic Charities who will work at Tennyson High and in the HUSD Family Resource HUB (which houses our Centralized Enrollment Center, and linkages to many other supports) to help identify and serve eligible newcomers. This Catholic Charities resettlement case manager will engage students and parents through social adjustment support presentations, Know-Your Rights and other civic engagement activities, immigration legal services, workforce development activities, and linkages to community resources. See Leveraging Community Resources. Once we identify potentially-eligible students, the Family Engagement, Outreach and Equity Specialists will work with the NS Coordinator to reach out directly to families and inform them about available services for newcomers, as well as the importance of staying in school and receiving a quality education. Recognizing that many families may be hesitant to enroll in programs at first, newcomers placed in ELD classes will continue to be informed through their classes about programs they can participate in throughout the year, and assured that their permanency status will not be at risk through participation. Between the sub-contracted case manager from Catholic Charities and the hours allocated to the FEOES, 82% of the requested project funds under this grant will be spent on outreach, engagement, and case management activities combined. Go to the next question below

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Leveraging Community Resources 13.What service providers will your school district collaborate with to address gaps in services for eligible students? These services may include, but are not limited to, services to address high risk behaviors and trauma, legal representation, case management, and mentorship. List a minimum of three providers, describing how this collaboration will improve outcomes for eligible students. Please submit support letters from each of these service providers.

Service Provider: La Familia ​ Contact Name: Aaron Ortiz ​ Address: 24301 Southland Drive, Suite 300, Hayward, CA 94545 ​ ​ Phone: (510) 300-3500 ​ ​ E-mail: [email protected] ​ ​ Type of service provided: Mental health, family engagement, employment ​ ​ services, youth development, consumer education Describe Collaboration: La Familia will continue to run the Care Team ​ ​ on-campus at Tennyson High School, offering support to newcomers through mental health clinicians, youth case managers, and parent engagement specialist. They will also provide direct links to some of the agency’s other programs most relevant to newcomer youth, including Hijos del Sol (youth development), employment services, FESCO (emergency housing), and adolescent substance use disorder outpatient treatment. These multicultural and multilingual services will connect eligible newcomers and their families with social, emotional, and concrete supports.

Service Provider: Tiburcio Vasquez Health Center (TVHC) ​ ​ Contact Name: Whitley Lucas ​ ​ Address: 22331 Mission Boulevard, Hayward, CA 94541 ​ ​ Phone: (510) 690-6048 ​ ​ E-mail: [email protected] ​ ​ Type of service provided: Primary health, health education, mental health ​ Describe Collaboration: TVHC will continue to operate a community health ​ ​ center on-campus at Tennyson High School, offering primary care, wellness, mental health clinicians, support groups, and health education to newcomer students. Through this grant, we will be able to ensure access to peer health education programs, mental health services, and primary care for newcomers.

Service Provider: Soccer Without Borders ​ ​ Contact Name: Ben Gucciardi ​ ​ Address: 4521 Webster Street, Oakland, CA 94609 ​ ​ Phone: (510) 879-2142 ​ ​ E-mail: [email protected] ​ ​

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Type of service provided: Soccer, tutoring, service-learning program ​ Describe Collaboration: Soccer Without Borders will provide free year-round ​ ​ soccer and educational programming for CalNEW and other newcomer students. Through this collaboration, they will provide soccer instruction and training which builds students’ confidence, social skills, sense of community, and personal development. They will also provide after-school tutoring and summer programs, monitor academic achievement and offer intervention and support to newcomer students struggling to learn. SWB will orient students and families to resources in the community, and offer field trips, service learning projects, and friendly soccer games and tournaments in locations around the Bay Area. They will also participate in and support staff training for CalNEW-eligible students’ cultures.

14.Provide the name of the local County Refugee Coordinator and Resettlement Agency(ies) with whom the school district will coordinate services, and describe how this collaboration will improve outcomes for eligible students. Please submit a support letter from each one; in addition, provide a letter of support from your school district board (attach all letters with this RFA).

County Refugee Coordinator: Rahman Zamani ​ ​ County: Alameda ​ ​ Address: 24100 Amador Street, Hayward CA, 94544 ​ ​ Phone: (510) 259-3865 ​ ​ Email: [email protected] ​ ​ Describe Collaboration: We plan to coordinate with the County Refugee ​ ​ Coordinator by engaging her in collaboration and strategic planning for the CalNEW program before and during the school year. We also expect to share this resource for parents of newcomers, who will be able to apply for refugee cash assistance and employment opportunities through the CRC.

Resettlement Agency: Catholic Charities of the East Bay ​ ​ Contact Name: Elisabeth Lang ​ ​ Address: 440 Grand Avenue #500, Oakland, CA 94601 ​ ​ Phone: 510-768-3106 ​ ​ Email: [email protected] ​ ​ Describe Collaboration: We expect to work with the resettlement agency to 1) ​ ​ Have newcomers who are ages 14+ referred to HUSD for enrollment, 2) Learn strategies of engagement and better understand the unique and changing needs of refugees, asylees, and SIV holders, and 3) Provide a case manager from CCEB on-site once per week to conduct outreach and meet with students and their families, 4) Provide supplemental English language instruction and EL computer literacy, 5) Offer civic engagement, legal, and Know Your Rights resources to students and families 6) Orient students and families to the area

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and school, including through social adjustment support 7) Provide workforce development activities and employment support for newcomers and 8) Provide linkages to HUSD newcomer families with other community resources in order to support their housing, employment, benefits enrollment, and other concrete supports.

Measuring Outcomes

15.What method will the school district use to document the effectiveness and outcomes of the CalNEW project; how will the school district measure progress toward achieving: (1) Improved student well-being and mental health, (2) Increase in the number of eligible students who meet grade level requirements,(3) Improved English-language proficiency, (4) Improved academic performance,(5) Improved school attendance rates (6) Increase in high school diploma or CHSEC attainment, (7) Improved newcomer student participation in activities that foster community building, (8) Improved newcomer family participation in activities that foster community building, (9) Improved participation in consumer education activities, (10) Improved coordination between the school district and local service provider networks, (11) Increase in student and family involvement, and/or (12) Increase in referrals to providers that address gaps in services.

Outcomes Indicators 1. Improved student ● Number of case management hours well-being and mental ● Number of referrals to COST health ● Tracked participation in socio-emotional support including mental health clinicians’ hours and TVHC/La Familia/Soccer Without Border support groups ● School records on disciplinary referrals, suspensions, expulsions; monitoring of goals in student behavioral plans 2. Increase in the ● Number of students who complete classes with number of eligible passing marks (quarter, semester grades and students who meet midterm progress reports) grade level ● Number of students earning appropriate requirements number of credits every year ● Grade level promotions (individual level) 3. Improved ● Number of students passing ELD classes English-language ● English Proficiency as measured by the proficiency English Language Proficiency Assessments for California (ELPAC) annual summative

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assessments.

4. Improved academic ● Class grade increases at the individual level, performance as measured through academic records (quarter and semester class grades and midterm progress reports)

5. Improved school ● Increased attendance and reduced chronic attendance rates absenteeism for newcomer students, as measured through attendance records from SIS, Infinite CAMPUS, and Attention2Attendance absence notification software ● Decreased number of students with unexcused absences or other truancy, tardies, suspensions

6. Increase in high ● Number of students earning sufficient credits school diploma or each year to stay on track to graduate. CHSEC attainment ● Number of students referred to Hayward Adult School GED program 7. Improved newcomer ● Number of students participating in after-school student participation in activities other than tutoring and/or consumer activities that foster education community building ● Number of students participating in Soccer Without Borders ● Number of students participating in Voice and Choice club

8. Improved newcomer ● Number of parents/caregivers attending family participation in family-oriented school events (Back to School activities that foster night, enrollment orientations, parent-teacher community building meetings, HUB events) ● Number of parent support groups held ● Number of parent/guardian attendees at support groups

9. Improved participation ● Number of students attending World House in consumer education computer literacy workshop activities ● Number of students attending La Familia financial literacy workshop ● Number of students participating in school farm activities ● Number of students participating in Soccer Without Borders’ fitness and nutrition workshop

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10. Improved coordination ● Documented referral processes, procedures, between the school and letters of agreement district and local ● Integration of new local service providers into services providers school-based Coordination of Services Teams network ● Number of community partner meetings held, with meeting logs/minutes ● Number of community partners participating in collaboration meetings ● Number of South County Collaborative of Unaccompanied Minors and Migrant Families meetings attended by HUSD representative ● Number of Hayward Promise Neighborhood meetings attended by HUSD 11. Increase in student ● Number of parents/caregivers attending and family family-oriented school events (Back to School involvement night, enrollment orientations, parent-teacher meetings) ● Number of parents/caregivers receiving services through the Family Resource HUB ● Number of families participating in Know-Your-Rights events ● Number of families engaging with Coordination of Services Team ● Number of off-site meetings with families from Family Engagement, Outreach, and Equity Specialists ● Number of families attending Parent Ambassador events 12. Increase in referrals to ● Number of legal clinics held in HUSD providers that address ● Number of students/families obtaining referrals gaps in services to legal services, including Centro Legal de la Raza ● Number of students/families referred to primary health services including on-campus health clinics ● Number of families referred to concrete supports such as food banks, benefits enrollment, housing providers, and employment providers ● Number of students/families referred to resettlement agencies

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Budgets

16.How much funding are you requesting? Final award amounts shall be awarded at CDSS’ sole discretion and subject to the availability of funds. Move to the next line to type in your answer to the question. We are requesting $88,670 from CDSS for FFY 2019 to provide services to eligible newcomers who are age 14 years or older, have arrived within the last five years to the United States, and hold refugee, asylee, Special Immigrant Juvenile, or other eligible visa statuses. HUSD will leverage $182,544 in staffing and other resources, which includes funds currently spent from the HUSD General Fund on our existing newcomer services program, and funds recently awarded from the CDSS Refugee School Impact grant. This funds salaries and benefits for 1.2 FTE Newcomer Services Coordinators, 0.5 Bilingual Classroom Aides, a 0.1 FTE Data Technician, program supplies, and administrative functions. This leveraged funding will help continue the existing infrastructure of our program, while CDSS funds will expand our services to meet the unique needs of eligible refugees, asylees, and Special Immigrant Juvenile Status visa holders under the CalNEW program. Please see the itemized budget and budget narrative below. Go to the next question below. 17.How many eligible students do you plan to serve? This figure should be the same as the anticipated caseload noted on the cover page of this application. Move to the next line to type in your answer to the question. There are 358 students who were identified as potentially eligible based on our existing capacity to identify students as newcomers, which currently allows us to identify students who meet age and date of entry requirements, but does not separate based on specific immigration status. Based on informal conversations with students, our NS Coordinator and World House program staff anticipate approximately 80-100 of these students would qualify for services under this RFP. If funded, we will screen students based on their visa status, and require students who receive services from this funding to submit documentation that confirms eligibility, such as a letter from ORR or proof of their visa status. Our program budget total is $88,670. With a caseload of 100 qualifying students, the ​ ​ anticipated cost per case is $887. ​ Go to the next question below.