Introduction

1. SPECIAL EDUCATIONAL ART PROGRAM FOR YOUTH IN FOSTER CARE: A GRANT PROPOSALHeidi WoodCalifornia State University, Long Beach School of Social WorkMay 2013

2. Introduction • By the end of 2010, there were 57,708 children living with foster families in California (Adoption and Foster Care Analysis Reporting System, 2010) • In California, 32.9% of children experienced one family placement, 24.9% of children experienced two family placements, 15.5% experienced three, and 26.7% experienced four or more (Adoption and Foster Care Analysis Reporting System, 2010). • Each time a child moves families the child will most likely also have to move school which can put the child at a high risk for not having his or her educational needs met (Weinberg, Zetlin, & Shea, 2009). • Chambers and Palmer (2011) report that on average with each school change a child loses 4 to 6 months of educational growth. • The overall goal of this grant project was to provide funding for an art program at ChildNet Youth and Family Services specialized educational school, Zinsmeyer Academy. • Through the art program at risk youth will be able to develop essential life, social and communication skills, improve cognitive capabilities, self-confidence, and self-discipline (Gullatt, 2008; John et al., 2009; Krajewski, Wiencek, Brady, Trapp, & Rice, 2010).

3. Social Work Relevance • Through this grant, social workers will be able to gain knowledge of additional ways to engage students in school and help students expand their learning • Art programs allow social workers to focus on client’s strengths instead of deficits and help youth build confidence, self-esteem, and necessary skills to help them into adult life and break the cycle of abuse and poverty. • Child Social Workers (CSWs) are often faced with the challenge of helping youth figure out ways in which to be successful in school. • CSWs will be able to gain new creative and innovative strategies in order to help youth remain engaged in school, understand the potential consequences of school failure, and utilize resources in order to best serve youth on their caseloads.

4. Cross Cultural Relevance • Gullatt (2008) points out that research has identified arts as a way to promote and encourage acceptance of diversity and multicultural understanding in schools. • Students often develop stereotypes and are influenced by the community about cultures that differ from their own. • These stereotypes can be challenged and changed by art-based programs that have a cultural element (Gullatt, 2008). • Researchers have also demonstrated that youth in the United States and from other countries have similar risk and protective factors and benefit similarly from after school programs (John et al., 2009).

5. Method Target Population The population being targeted in this grant is at risk youth attending grades 4th through 12th at Zinsmeyer Academy in Long Beach, California. Strategies used to identify and select a funding source Potential funding sources were identified through Internet research of grant funding sources available and the eligibility requirements Funding source selected The Eisner Foundation - Fund grants for after school programs in communities that do not have access to a multitude of resources (The Eisner Foundation, n.d). - These funds aim to help give children and youth access to educational and enhancement programs that will help get them ready for college (The Eisner Foundation, n.d)

6. Method Sources used for the needs assessment • ChildNet Staff - Peer reviewed journal articles - Internet Research Projected budget range and categories • Salary:  Art Instructor Salary- $52,000   • Direct Cost: • Professional Development- $1,000 • Recruitment New Students- $500 • Art Supplies for Art Club- $6,000 • Art Supplies for In class Instruction- $10,600 • Art Show Production - $250 • Encouragement Trips- $1,000 • Miscellaneous- $150  • Indirect Cost: Administrative Overhead- $7,150 • Total Program Cost: $78,650

7. Grant Proposal Program Summary and Description - The art program will include classroom instruction two times a week as well as an art club that is held every Friday after school. - The art will include drawing, painting, and other visual art media Population Served - The population being targeted in this grant is at risk students who attend Zinsmeyer Academy in Long Beach, CA. - All students who attend Zinsmeyer Academy will have an opportunity to participate in the art program. Sustainability - Students will be able to participate in the art program through graduation which means that students who are engaged one year will continue the next. - ChildNet Staff were provided with this writers research and grant work in order to utilize the information for future grant funding.

8. Grant Proposal Program Objectives • Assist students with engagement in academics through the use of the positive behavioral reward of attending the art club. This will be measured by student attendance in class. • Assist students with building self-esteem, confidence, and expression of feelings. This will be measured by the amount of student behavioral incidents. • Encourage and assist students to complete a high school education. Student attendance rates and the number of students of graduate high school will measure this objective. • Assist students in learning art skills that will help them become productive members of society. This will be measured by the rate of student delinquency and the rate of student employment. Program Evaluation • Criteria for a successful program include increased attendance rate by 70%, increased rates of graduation by 70%, and decreased rates of behavioral problems by 80% • This will be measured by attendance in both class and during art club. • Also, rates of graduation and behavioral incidents before and after the implementation of the arts program will be compared. • The program will also be considered successful if students increase levels of confidence and self-esteem which will be measured by a pre and posttest evaluation for students who actively participate in the art club.

9. Lessons Learned/Implications for Social Work • This writer now has a more comprehensive understanding of the research surrounding why foster youth may struggle with academics including placement instability, lack of identified needs, and lack of interagency collaboration. • This writer learned the importance of saving back up copies of important documents and projects because technology can easily fail. • This grant writer also learned the importance of setting a working schedule in order to remain on track with school and personal obligations • More attention should be given to the academic needs of foster youth, it is essential that social workers identify and assess for academic deficits, keep updated records, and provide youth with resources in order to overcome academic struggles.

10. References • Adoption and Foster Care Analysis Reporting System (2010). Foster care facts: California. Retrieved from http://www.childwelfarepolicy.org/tools/assets/files/California-1.pdf • Chambers, C., & Palmer, E. (2011). Educational stability for children in foster care. Touro Law Review, 26(4), 1103-1130. • The Eisner Foundation. (n.d). What we do. Retrieved from http://www.eisnerfoundation .org/?page_id=13 • Gullatt, D. E. (2008). Enhancing student learning through arts integration: Implications for the profession. High School Journal, 91(4), 12-25. • John, L., Wright, R., Rowe, W. S., & Duku, E. (2009). Effects of an after-school arts program on youths in low-income communities: A comparative study of Canadian and American youths. Best Practice in Mental Health, 5(1), 74-88. • Krajewski, E. R., Wiencek, Brady, S., Trapp, E., & Rice Jr., P. (2010). Teaching employable skills to special education youth: An empowerment approach. International Journal of Interdisciplinary Social Sciences, 5(1), 167-176. • Weinberg, L. A., Zetlin, A., & Shea, N. M. (2009). Removing barriers to educating children in foster care through interagency collaboration: A seven county multiple-case study. Child Welfare, 88(4), 77-111.