Travis County Commssioners Court
September 16, 2003
The Closed Caption log for this Commissioners Court agenda item is provided by Travis County Internet Services. Since this file is derived from the Closed Captions created during live cablecasts, there are occasional spelling and grammatical errors. This Closed Caption log is not an official record the Commissioners Court Meeting and cannot be relied on for official purposes. For official records please contact the County Clerk at (512) 854-4722.
Item 30
Good afternoon.
>> good afternoon. I am deborah brit ton of community services division director with Travis County [indiscernible] and I'm here with members of the Travis County after-school network, and we are returning to the court with a proposal for after-school programming in Travis County. I believe a copy of which is in your backup information. On August 26th, the Travis County after-school network presented findings on an after-school survey that was conducted throughout Travis County. And based on those results, they presented to the court a request to fund or expand after-school programs in Travis County. Based on those zip code areas that were defined as having the most need. At the court's direction at that time, we were asked to come back with a more specific proposal. One that also provided some information or demonstrated leveraged resources as well as building on current county resources and community-based resources. I believe that the Travis County after-school network has accomplished that. We have a proposal before you that's focusing on two specific zip codes in the northeast area, 78732 and 52. These zip codes were also included in the after-school mapping survey that indicated where the most need existed. We estimate that about 30% of the children that are of middle school age that are reported in the survey are not receiving after-school services in that area. I might also note that this is considered a national weed and seed fight, which just by that virtue means that that area has been designated as one that has a high incidence of juvenile crime and other factors that tend to make it very difficult for children and their families to thrive and do well. Some of the other characteristics railroad some of the other things we included in the proposal was to provide a continuum of services that would actually link school-based and community-based activities. We were also planning to expand or increase our opportunities with capital 4-h. They do exist in quite a few elementary schools and middle schools. But they do not exist in the two targeted middle schools in these zip code areas which are pierce and webb. So we have an excellent opportunity to increase those services or add 4-h to those schools. The schools that we selected also are engaged in positive behavioral supports and wrap-around assistance and care. So that enables us to provide for individualized care and support to children that would participate in after-school programming. With the assistance of the Austin independent school district, we'll conduct preand post-surveys reviews. Some of the information we go into a little a more depth in discussing that information in the evaluation portion of the proposal, but this is a survey that's been developed by the boys and girls club of america, and the national organization. So it's been tested and used quite extensively throughout the country and it's an excellent way of determining and identifying those youth that are not receiving after school services. And then once we do implement a service, then we'll also be able to judge whether or not those services are actually of benefit to those youth. I believe that the mapping study and as well as the initial surveys of the children who would participate would also help us to avoid an incidence of duplicating services. This will have a very good idea of those children that are actually receiving services and those that aren't and exactly what those services are. We expect and have spoken to members of the weed and seed steering committee in that area. This, again, is a grant-funded program. They have historically provided funds for after-school programming and are interested in supporting us in this endeavor as well, which I think will go a long ways towards building also community connections with this process. We would expect at the court's direction to issue a nofa or r.f.p. For these services. Hopefully sometime during the first quarter of fiscal year 2004 with an expectation of actually beginning programming in January of 2004. The vendors will be selected based on their demonstrated ability to do the job. And also to meet the goals as set forth in the r.f.p. This includes their ability to commit to cash or in-kind contributions to match or offset the cost of food or transportation. Some of the out come measures of the [indiscernible] is an increase in school aattendance, an increase in positive attitudes and behaviors, and a decrease in juvenile delinquency. Our evaluation would be based on using a a preand post-test serving mechanism that is created by the boys and girls club of america, and this is a a survey designed and used specifically for middle school age use. And it is available both in english and in spanish. And again, the specifics are included in your proposal. I would like at this time to turn the discussion over to anna land. She is the chair of the Travis County after-school network and can speak more directly to the specifics in the proposal.
>> good morning. Thank you.
>> good afternoon.
>> I just wanted to answer any specific questions you had about the proposal and maybe tell you after that a little more about anything I think we haven't covered. The basic thing that I agree with deborah, we were asked to do two things, which is build upon existing infrastructure to expand services, not duplicate, and specifically for the middle school child who was found to be lacking in service in Travis County; and then also to look at those zip codes that were in the greatest need. So when we came together over the last three weeks to look at the low-income part of town of the county and see what zip codes we wanted to target, it became really clear these two zip codes, which kind of function together, 23 and 52, have an existing infrastructure already. There's signs of potential in that they have a northeast council of neighborhood associations that meet regularly that are looking at that area as a whole. The weed and seed that deborah mentioned. There are a few after-school programs that have been showing signs that they are making a difference with the children in that area. And also we have strong school support. Also we were asked to look at schools that had -- in those zip codes that had the wrap-around services, had the 4-h programs in the elementary schools and the continuum to hand off middle school kids through the summer, the job presume that the county -- program that the county supports. To us, this area, those two zip codes, fit all of those criteria perfectly and that was why our recommendation.
>> I really appreciate what you guys have done. You have done exactly what we had asked you to do from a couple weeks ago is please narrow down the focus. Let's get a lot more specific. I just have a couple of other tweaker things because I think you are right on target and I'm very pleased with the reformulation of all of this. Out come measures are very, very important to me and we have to be very specific. And so for me to simply say we expect to be an increase in daily attendance of all classes, to me we need to set a goal of what that attendance ought to be. Because if somebody has 70% attendance, one could meet the measurement if it goes up to 75%. That's not my definition of what success is. And so to me it would be working with aisd as to what are the established norms for elementary, middle school, high schools. They've got averages, and to me we ought to aim as a goal that that's what that young person is is going to do in terms of increasing their attendance. Not just do better, we want a goal. And to me, I also would like to see demonstrated improvement in their report cards. You know, it's not just enough to be not being disruptive in class. I would like to see an improvement related to their grades they are taking home. To me that's a measurable kind of thing that we can see out of this. The other thing that was just -- would just be in terms of a process is that I want to make sure as we put out this rff, q, whichever left it is, is that the people that sit on this evaluation panel, it is absolutely essential for me that no one on the evaluation panel of the rss's serves in any kind of capacity on any of the folks who are bidding, et cetera, for being one of the providers. It's just we need to have a complete -- I appreciate the fact there are many people out there that serve on our boards, but there has to be a complete way clean in terms of --
>> [inaudible].
>> thank you, Margaret. Total objectivity in terms of nobody can have a position in terms of sitting on any of the boards that are wanting to be one of our providers. So I really appreciate. I think you all have done and I appreciate the fact you have figured out a way to get 4-h in here because it is part of the feeder schools, and my memory is pierce and webb feed into which high school?
>> reagan.
>> reagan and some of them go to lanier.
>> I was hoping you would say lanier because lanier still has a very strong program related to 4-h, ffa and our Travis County 4-h kids. They have a very strong animal program. To me it's filling a gap there that is already there at the high school. So thank you.
>> [indiscernible] lbj anywhere? When did that start?
>> some of the pierce kids do go to lbj.
>> so don't leave that out.
>> thank you.
>> listen, I have a couple of questions. And I guess from what i've heard and asked for, requested last time, of course I also think you've done a superb job. I notices that you did mention the weed and seed program which has been a program I think that's really been trying to weed out the bad and seed in the good in that area. Attended a few of those meetings. However, I'm still kind of concerned right now on the age groups that we're looking at between 10 and 14 years old which we're going to try to provide -- they are kind of vulnerable I guess, we definitely do not want to see them down in juvenile courts or getting in a lot of trouble. My question is of the 55 contracts mentioned directly that we have here currently with Travis County, does any of these particular contracts that we have now that we fund with city of Austin and whoever else, do they adjust the age group between 10 and 14 years old? -- do they address the age group between 10 and 14 years old.
>> yes.
>> all right. To what degree?
>> I said that because when I looked at the issue that this proposal was targeting, there are, I would say, about [indiscernible] contracts that actually deal with mentoring and [indiscernible] youth services. And in this specific category, I think the funding level from the county perspective is a little over $200,000.
>> okay.
>> for an example, big brothers, big sisters fall within that cat category. East side story falls within that. Those are current contracts that we have with different entities that -- where children in other age groups [indiscernible].
>> okay. And I guess secondly, can you possibly tell me if in our fee is the [indiscernible] move forward with this in r.f.p. Is recommended by the Commissioners court for persons to participate in this process, this tcan. Does that preclude any of our current service providers that we have on board now from participating in this r.f.q., Whatever the process?
>> no, it doesn't. Actually my preference is for you to designate a competitive process versus --
>> for sure.
>> what I would want, and I need to talk more specifically with deborah about this, is to have probably a notice of funding availability. Because what we're looking for is not an individual provider. We're looking for a system within a certain geographical area to ensure that certain gaps are actually built in within this geographical area. It's unlikely that an individual provider would be able to submit a single response to that notice in a way that I think would be acceptable. I would want to look at a cadre of providers that will ensure that a continuum of services will be ensured in response to any competitive process that we undertake.
>> when we started looking at this and I can remember many a conversation and settings that we've had here before the Commissioners court looking at the [indiscernible] program, of course looking at those schools that are with aisd that some would like to participate and then others did not want to participate, are the two schools that are on board here were a part of that program? In other words, the reason why I'm asking that question basically is because if we're looking at one of the goals to ensure that we increase attendance in our schools, of course I would like to know what the attitude of pierce is presently when we dealt with the program in the past and then the other school, webb, which [indiscernible] participants of that? Because there was really concern to the parents or to the adults in the community when see kids hanging out on the corner and we knew they should be in school. We can probably go out there now and see young kids hanging out where they shouldn't be hanging out. So I'm trying to bring all of this to some type of closure. If we're going to go in the direction, let's take care of the problem. The point is that I would like to know if those two schools at this point were actually strong participants in the asap program.
>> I don't know the level of participation with asap because that is pretty much attendance driven. But one of the reasons we want to undertake a different competitive process to ensure that every component that would actually lend value to this effort would be included in there. And certainly in order for us to involve, for instance, these two middle schools with the 4-h program, those folks are going to have to be in agreement with us coming on board. The thing that we're proposing here I any is more preventive in nature. With asap that is a response to a situation or condition that has already occurred. I think we're just seeing here and a number of you have seen, for instance, [indiscernible], we're trying to engage in an opportunity to involve kids in a positive experience to teach character and some sense of responsibility. I think this proposal gives us an opportunity to do that. And not just fill in gap time, but doing it in a a way that was really, I think, positive looking at the whole child.
>> okay. And I guess the challenge is -- and I'm assuming this, for these two particular middle schools, is there any particular number of participants that if every child would like to participate in the after-school program, the eligibility or how would that work? Because I haven't seen as far as eligibility, do you focus on a certain student versus another type of student? I mean how do you focus on eligibility to participate in the after-school program for these schools?
>> I think deborah mentioned earlier that we were going to do a survey to really look at where the specific needs are and the schools that are in that geographical area. And then we will build in certain eligibility criteria in the r.f.a., Nofa, whatever we end up doing, so that the vendors would be responsive to what we actually require. So my answer is that we need to get a little bit more specific information. In our other contracts, of course, a lot of the eligibility is usually under 200% of poverty from the income guideline standpoint, but in dealing with children, I'm not so sure that it would be that helpful when you are talking about after school to just limit access to those programs to children based on income eligibility because regardless of a child's income -- family's income, it's likely that they need to be involved in positive activities.
>> and I'm just looking at how you are going to focus in on the confines of a pilot project. There has to be certain criterion that you would like to look at to establish the policy and come back with --
>> the geographical area is going to pretty much drive the response to this. But I have to tell you, when we've had other situations where we've had -- particularly with children where we're talking about two blocks out of that catchment area when the issue is brought to me I would say say yes because nine times out of ten you have relationships that have been within families within that catchment area and you are only talking one or two blocks off. But for the main part, our focus is on these two zip codes. We want the activities to function around the school's feeder patterns and I think that that will give us an opportunity to really focus our efforts and to really set up a decent evaluation process.
>> final question, and that is I think someone did mention the wrap-around aspects of this as far as -- and I wanted to make sure that is still embraced as strongly as we've embraced it in the past that we don't lose focus on wrap-around services as we go through this endeavor here. That's my final comment. I guess --
>> you have our commitment to doing that.
>> okay. Thank you.
>> I have three or four questions. How strong is the academic training component? Or academic education?
>> are you talking about the children?
>> I guess what I have in mind is some of these kids will be making poor grades.
>> uh-huh.
>> and others are making good grades, but probably need some other sort of opportunity to keep them busy between when school let's out and about 6:00. But for those who need academic enhancement, what's available?
>> I think --
>> well, I think that the you beauty of this kwhrab ra active this collaborative effort is teachers that can teach on site or even share their knowledge, for instance, if one of the providers is not a school-based program, the school district in collaboration can train, offer support, curriculum, those types of things to any organization that was trying to provide an academic component. I know that boys and girls club as tutoring and curriculum that is academic in both of their programs n the school district what we use is certified teachers to teach academic enrichment classes and also to offer tutoring.
>> okay. And your name again?
>> shirlene justice.
>> and you are with aisd.
>> yes.
>> just a quick comment. Part of the requirement that we recommended and the first one was that not only will be will a evaluating process, but that each organization that is involved in the collaborative has to have its own evaluation as well. So each of the organizations that are at this table do have some component in a measured either their academic performance or their behaviors towards academics as maybe -- white house, for instance, does a preand post-survey of parents towards children's attitudes toward learning which is almost as important as grades. If we are providing an environment they get homework assistance that's logged and attendance is logged. There's two examples [indiscernible] and each organization that participates has to have its own existing evaluation.
>> and being a collaborative, we all bring different things to the the table, but speaking for boys and girls club, each of the clubs have a computer lab, it is internet accessed, all kids go out the programs. We maintain a ratio of no fewer than one computer for every 15 children that attend the club to make sure they have access on a daily basis. Over the past two years, boys and girls clubs has recited a mba program, motivated by arithmetic. We've piloted a new literacy program at a our northeast club. So there are specific programs to go along with educational enhancements.
>> and it's strong.
>> I feel it's very strong and getting stronger all the time.
>> the last time we chatted about 10 possibilities. We're now down to two. Part of the reason for that, I'm sure, is available funding. But is the intention to start with two and try to pull in additional partners over time, additional resources?
>> these are referring to the two zip code areas that we selected.
>> two schools, right?
>> yeah, two schools.
>> two middle schools. Last time we had 10. Or did we have 12?
>> yeah, schools and zip code areas.
>> didn't we have 10 schools last time?
>> yes, sir.
>> a pilot is a pilot.
>> a pilot is a a pilot. But a specific pilot, the thinking is two schools are better than a much greater number.
>> absolutely.
>> we can figure out what we're doing right.
>> it gives us an opportunity to evaluate the process, determine what works and what doesn't. I mean this is -- this looks in some ways like business as usual, but it's not. It's very different in the sense that we're bringing to the table diverse groups of providers from the outside and really talking about what the minimum criteria we would expect from a quality after-school program. Rather than just simply asking for agencies to kind of admit what they do best, we're saying here's the standards and this is what we expect from a an after-school program. I just think this is a great opportunity for us to at least start in what we know to be two schools in particular that could really use an expansion of their after-school programming, both in the community and in the schools.
>> okay.
>> are we going to sit on it? No. We're fighting tooth and nail all the time trying to get more people in this, and we're interested in the business community. We've got some interest there. I was talking about the glimmer of hope the other day which is one of the very interesting [indiscernible] that came back into town after being all over the world, they found there's a a need too. They have [indiscernible] after-school programs. When all the budget smoke clears, people can sit down and think rationally, we're going to sit down and a talk about this whole thing because there's a critical need for these after-school programs and we have to figure out needs and methods as a community in determining what priorities you need to have. As we go after these kids early on, they were not going to get in as much trouble later on. If we don't, they are going to have problems and we're going to have to deal with those later on. This is one of the great things these after-school programs do.
>> okay. Every time I see a proposal, I wonder about the food and transportation. But you all have saying these are critical.
>> yes.
>> ability in those two zip codes is around 23% so it makes it difficult for a child to even walk to a school that to us may seem very close. We think that getting to and from the clubs is really important whether it's boys and girls club or a club that's located in the neighborhood. Bussing often doesn't let them go home later so they can't stay at the school site, and so that a is definitely -- transportation is like the number two issue when it comes to accessing after-school programs after afford built. And also I think with the snacks and the nutrition, most of the after-school providers believe that's necessary. It may be the only healthy snack they get in the evening.
>> okay. Now, if -- so we think the survey, competition, competing, partners on board working with school officials. What sort of implementation timetable would you be looking at?
>> well, we're hopeful to issue the nofa first quarter. So within -- as early as possible in the first quarter so that we can get responses back and put something in place by January.
>> beginning of the spring semester.
>> beginning of the spring semester.
>> I have to [indiscernible] the last time the funding accountability looking at c.a.n. Contracts if the court is a a mind to proceed, which I strongly urge, and maybe looking at some other creative possibilities, even some upcoming corporation --
>> housing finance corporation may have a very interesting availability of dollars, yes.
>> which is in my mind doable. The other thing is I have seen a lot of after-school program grant possibilities, but they all seem to want programs up and running. I've not pursued any of them, but I guess on the juvenile, as a juvenile board member, I guess I get all the information. But I would think there are a a world of possibilities if you got a program up and going and you can show that it's successful.
>> two quick follow-up questions to what the judge raised there. Related to the transportation issues, are there some of these young people who might now be utilizing capital metro to get to school versus aisd simply because of a school bus -- a a school bus school because simply because of where they are living?
>> yes.
>> what I don't want to do is if they are taking a capital metro bus to get the school, it seems like it's also might be possible there is a capital metro bus route to get them to the after-school programming that they are going to. So there may or may not be transportation chances with these young people. I don't presume there is. There may be another creative solution as well there. Second thing, we have talked about 4-h being a part of this mix. It seems to me that's something that we could price easily and it seems like that's something that's like off the top. If we've set aside 300 and whatever thousand dollars to work on this particular thing, we've already priced that. There would not be my expectation that 4-h would be competing for something we've already said is something is filling in a a gap here. And therefore it might be a slightly lesser amount, but the combined total is exactly what we've been talking about. I'm just making sure that is -- and that is something that steven shaw can price ahead of time because we know how much it costs to run 4-h because of what they are doing in the other schools.
>> [inaudible] to see how capital metro can be a partner in -- in the route planning. And so that's a possibility.
>> yeah. Another partner.
>> I think you have to watch putting a 10-year-old on a a bus. I mean, you know --
>> these kids are very streetwise.
>> that's part of the problem.
>> there are a bunch of transfer stations. It's like kids are riding the bus all the time because that's the way they have to get around. Mom and dad don't have cars to be able to haul them around. Take a look at the bus stop. They are already on there.
>> and capital metro I think still does the magnate school program, don't they?
>> I don't think so.
>> they do, don't they?
>> [inaudible].
>> so they do the magnate school program. The question that I have -- I mean this is so overwhelming, I mean, to me because there's so many of those kids that are in need. What kind of future tracking do we have of participants that get involved in this, and what does it really yield? I mean, do you have any sort of way to follow kids, I mean like if you hand them off, I mean the only problem that I think that -- it's not a a problem with the actual programs a, it's just if you send them somewhere where they don't know when somebody is coming home to be with them and there's nobody there to help them study, when you really just don't have anybody that cares. The after-school programs, you know, do something, but I suppose I am as much concerned about at a some point in time you are slowing money at a deal and you are spinning your wheels. Are you affecting some? Absolutely. But if they are going to go on and after the school program if they don't even have to go home because known is there -- no one is there to make sure they are home or feed them, I mean how do we deal -- how do we really deal with this thing because it just seems like we just get so shotguned, I mean with trying to, you know, put programs in where it's great to affect, you know, as many as we do for as little as we do, but knowing that when we let loose of them after the after-school program, what happens to them.
>>
>> [one moment, please, for change in captioners]
>>
>> ... I'm saying that the majority of the money needs to go more to the parenting than to the kids, I mean because the parent is the one that has responsibility for these children, I mean and to put the money into the children only to send them to a parentless or a pitiful parent situation, I mean other than the fact that we've spent a couple of hours with them, and they've gotten some greatce and this and that, I mean how fast does a child's -- I mean that experience go away when you go home and there's no one there and there's no parent?
>> actually, I do think spending that hour or couple of hour, because you know I'm a mentor and have been for years. I do believe that you're spending that hour or two hours a week with that child, regardless of that familiar environment, makes a difference. One of the things that we've learn and the research shows is that having a positive relationship with an adult makes a difference in kids' lives. It doesn't say that adult has to be a mother or a father, a biological mother or father. It says a positive relationship with an adult. I think what the school provides is an opportunity for that to happen. I think what we are doing as a result of your telling us to make this more holistic is ensuring if there are other things that are really preventing that child to thriving that is related to that family, that we have access to services and support through our wrap around process here, and you know, I could go on for hours but I won't. Even with ensuring that -- and I won't stand up. Even ensuring that positive behavioral supports is going to be on those campuses is another way of influencing the culture and the environment that that child is existing in throughout that day.
>> well, the wrap around, is that going to include the parent from now ... Yes.
>> ... And the child's activity?
>> it does. It's the same services that you approved before, but what we're saying is we're going to make sure that children that involve in this effort also have access to those services and actually, that's what we've been trying to do. We want to make sure that rather than introduce a real individual specific service to a dpoa graphic call area or through an agency or whatever, that we're more holistic in our approach and I think that your direction was actually a direction that I whole heartedly support in that making sure they're of the support and also there's a level of commitment on the part of the agencies and the community when we're going to go through this.
>> I think that's the point that Commissioner Sonleitner had about if it were a fresh approach to this and we had people who were not involved with other agencies and that way they can have a fresh approach to the educational and the after school and the positive attitude and the increased attendance, or the -- the increase in grades, actually, grades and their home work, but I think, you know, I understand your point, and I think, you know, there's some value to it. The only thing is there are study has have been made that mentor spending an hour a week with a child has -- makes a great impact, and -- and I think the mentorship that leroy has gotten us involved with is a really good experience and we would invite more county employees and more citizens from Travis County to participate in that mentorship program. But I think it would be a good start, but I would really want to see the evaluation of it, and within 90 days, maybe, is that what we're saying?
>> no.
>> the evaluation after the program?
>> after the program starts? Okay. And I think they would really be interested in seeing the outcomes of that evaluations. I would really be interested in seeing some real changes in the kids, and of course their parents. I mean, because I think Commissioner Daugherty is right, the parents play a huge role.
>> very huge.
>> but so do mentors, but so -- and I understand your point.
>> remembering what we did with the neighborhood conferencing committees. We actually wound up having kids signing contracts about making sure they clearly understood what the expectations were. My parents never used language with me like karin, I expect an increase in your daily attendance, that you would have an increase in positive role models, an increase in the sense of well-being and a decrease in behavioral referrals. They were quite specific with me in terms of things like you will go to school, you will not act up in class, and it's not -- there are no violations of curfew, it's not a matter you make it to juvy court, your grades will improve, we had no pass, no play, long before ross perot came on the scene. This is a big one. You will not get pregnant nor will you get somebody pregnant. We need to have very clear expectations of these kids and in language that they clearly understand that they sign off on.
>> okay.
>> child in montessori have contract, so make contracts will be something to work out with them.
>> this is the vulnerable period for kids, when bad habits are picked up and kids end up doing things that get them sent to juvenile justice. The other thing I think judge should know if this is implemented. So if kids come from these schools and whatever they did was done during this time...
>> there are a lot of kids violating curfew, it never makes it through juvenile court. It's something through municipal court. That is a much lower level, and the number of kids who blow off getting a ticket related to curfew is frightening, and so me, I don't want it to essential it escalate to juvenile court. If it gets to juvenile court. It's far beyond simply a curfew issue.
>> but approximate we approve the pilot that Commissioner Sonleitner and I work together to try and decree tvly generate the require -- creatively generate the required funding, from my perspective the only general fund money used would be whatever we can pull from can contracts, that requires some brain storming, some additional evaluating ourselves and coming up with other creative possibilities that would enable us to provide the necessary resources in a timely manner. And basically this includes your continuing to work.
>> yes, we need to develop a rfs.
>> happy to second it, judge.
>> anymore discussion of that motion? All in favor? That passes by unanimous vote. We appreciate your hard work and dedication.
>> y'all are doing a wonderful job.
>> I wanted to thank this court for sponsoring me in leadership Austin.
>> yeah, congratulations, debra, that's great.
>> thank you.
Last Modified: Wednesday, September 16, 2003 7:52 AM