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Calnew Project) PRIORITY/GOAL: 2.0 Priority: Ensure ALL Students Graduate College And/Or Career Ready

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Calnew Project) PRIORITY/GOAL: 2.0 Priority: Ensure ALL Students Graduate College And/Or Career Ready 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) EXHIBIT F.5. Page 2 of 36 EXHIBIT F.5. Page 3 of 36 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. EXHIBIT F.5. Page 5 of 36 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. EXHIBIT F.5. Page 6 of 36 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
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