Youth Bilingual Interpretive Program-(YBIP)

Youth Bilingual Interpretive Program-(YBIP) Project Summary: Our Vision: It is projected that within the next 40 years, Latinos will be a majority in the state of California However, Informal Science Education has not yet adequately reached out to this population Our project will address this issue by providing environmental science education for Spanish speaking members of our community and allow our Partners to learn how to engage this audience Develop and deliver science education with Latino youth leaders and organizations Informal science educational products (beginning with bilingual interpretive signs) will be youth created, youth promoted, culturally diverse, and supported by a broad partnership Intellectual Merit: The intellectual merit of this program is in its simultaneous focus on youth education and in creating community resources By training youth leaders and science writers, the project builds intrinsic interest in and participation with science content within the Hispanic community Deliverables: •Train Hispanic youth in environmental science topics, literacy skills and leadership experiences during an intensive immersion course •Guide youth in creating bilingual/bicultural interpretive signs, websites, blogs and videos •Offer youth continuing internship opportunities by creating additional printed, digital and web based products, become docents, and organize community events around environmental education topics •Integrate this program into outreach and education programs at UC Berkeley’s Sagehen Creek Field Station, regional school districts and on public lands Project Design: This multi-tiered youth and science project will create authentic and inclusive community resources that: 1) offer bilingual/cultural informal education opportunities on public lands; 2) foster student leadership within the community- in a way that builds upon the outreach work- youth programs at Sagehen; 3) provide students the skills, interest and access to college and career choices; 4) influence the cultural integration of our community by learning from our own students how to meaningfully engage in minority environmental education 4) impact the overall environmental understanding and paradigm (including fears, behaviors and mindsets) of our immigrant population and 5) allow our Partners to learn how to make their programs more effective This process will lead to the development of a full project proposal for expansion to serve a much larger area Project Team: • Jim Kirchner, Sagehen Faculty Director/PI, Jeff Brown: Sagehen Manager and Team coordinator • Katie Zanto: Project Director • Emily Williams: Project Youth Coordinator and youth liaison Partners/Advisory Team• University of California, Berkeley - Sagehen Creek Field Station • The Adventure Risk Challenge (ARC) Program • Sierra Watershed Education Partners (SWEP),• Truckee River Watershed Council (TRWC) • California State Parks • US Forest Service, Tahoe National Forest • Truckee Family Resource Center • Kings Beach Family Resource Center • Boys and Girls Club • Creciendo Unidos-Creating Alternatives • UC Davis Environmental Research Center • Tahoe Truckee Unified School District, Lawrence Hall of Science Broader Impact: Reach the Spanish speaking community in the Tahoe- Truckee region with relevant science content Audience- Public: Target the Hispanic/ Latino in the Tahoe –Truckee region in California ISE products/outreach will be created by local teens from within this community with environmental science content determined in collaboration with our partners However, content will be displayed in both English and Spanish and, therefore, content will impact the English speaking community as well The Planning Grant Proposal and Impact Evaluation: Create a proof of concept, pilot program, the initial signs, train the first student interns, collect and evaluate data from community focus group, build technology partners, implement, test results and design a region wide project Evaluate the future relevance of our project, including the issues around community interest, placement and quality of signs/materials, and involvement of youth Create the evaluation plan to broaden the reach of the program Measure project success by determining community use, dissemination of knowledge to the Hispanic/ Latino community This project (as a full proposal) could become a model for informal science outreach into Hispanic communities and other diverse groups Strategic Impact: This proposal centers on our outreach method and design By building the educational effort and the ISE products from youth efforts, we expect to reach more community members, disseminate the science content further and deeper, influence who will be the future generation to deliver informal science and enable the partnership to further focus their efforts There is little or no research available on the impact of ISE products, like bilingual interpretive signs, on our growing Hispanic population Project Description: Overview: For the past four years, the Sagehen Adventure Risk Challenge summer program has been creating student generated bilingual signs for a future, publicly accessible interpretive trail at the reserve (See attachment More examples available on our website: http://sagehen.ucnrs.org/arc/index ) This planning grant would allow us to connect work already completed to an exciting future project ARC, the Truckee River Watershed Council, Sierra Watershed Education Partners, the Forest Service, and other groups, after recognizing this community need, have partnered with youth leaders and their families for both leadership and academic programming This project would enable these organizations to expand and improve on the groundwork already laid and to create bilingual environmental interpretive centers around the region, designed by youth Our students will create the bridge to a population currently not effectively engaged in our education system The bilingual environmental interpretive trail at Sagehen Creek Field Station, and subsequent sites on public land will become community and region wide resources, as well as a cornerstone for environmental education within our Hispanic communities Impact: The Issue/ Opportunity: 1) Informal Science Education opportunities, in particular -environmental education, are largely unavailable for the Latino community At the same time, Hispanic families are visiting state parks and recreational areas with increasing numbers We need culturally sensitive educational resources for these families, and think that student docents are the bridge into this community 2) Our English Language Learner youth (ARC graduates) have identified that education around bear safety, trash disposal, littering, fire precautions and other environmental issues are needed Many adults and children are afraid or uneducated about these issues, and are unable to access available information due to cultural, access and language barriers This project allows our students to identify educational needs, check their perceptions against real experiences and become the teachers within their own communities 3) This project addresses outreach to the Hispanic community with an inclusive method It is designed to enable our partners to learn from our students, to train them in science, to publish and broadcast their voices, and with their help, to involve the Spanish speaking minority community from within 4) Access to higher education is an important aspect of this program Hispanic youth in our community need programs that provide opportunities to gain the necessary background knowledge and skills in English fluency in order to demystify college requirements and evaluate career options This project involves Hispanic youth in creating informal science education products, and in the process gives them access and contacts to college and career choices in environmental and biological sciences This project helps students see science as an accessible career choice by giving them a chance to work one-on one with scientists This pilot internship will create a mentoring opportunity for both the students and the partnering agencies The Planning Grant: In our planning grant year, we have six main objectives: 1) to identify, recruit and engage our partnersstate, regional and federal agencies, local groups, technology team, marketing research and data analysis, and graphic design 2) to organize ourselves into teams for project implementation 3) to run a pilot internship/ bilingual sign program with 3-4 students 4) to collect both informal and formal focus group data centered around our core questions 5) to begin to engage the Hispanic community in this process 6) to determine effective use of technology/ media for this community 7) to evaluate the cultural relevancy and effectiveness of our pilot project and to seek additional resources to expand the project’s scope and reach We plan to write for a project grant Our interns will research nationally successful bilingual signage, organize a community event for informal data/ outreach to introduce groups to the past four years of ARC signs, create one or two new signs for a specific location, and help record data on interest/ participation levels of Hispanic community The impact of this planning activity alone will be significant: student empowerment, dialogue between youth, community and agencies, research into how to utilize bilingual interpretive sign content Our Core Questions: • What environmental education content is best suited to the Tahoe Truckee bilingual community? • What kind of environmental informal science educational resources would our Hispanic community utilize? • Where would the best placements be? • What kinds of signs, text, photos, content draw them in? • Do bilingual signs work effectively? • What are the most effective methods of technology to reach this audience? • Which other media sources and venues could help enhance the power of our ISE products? • How well can the students (with guidance) research the community need, learn the science content, create the text, design and layout, install the signs, and outreach to the community? • What is the importance of youth in engaging the audience and creating the final products? Target Population/ Audience: Our audience includes three sectors: 1) The Hispanic and Spanish speaking community of the Tahoe-Truckee Region, including the socio-economic range from affluent to economically disadvantaged This audience is targeted in order to include this population in ISE opportunities and to spread environmental science content and stewardship within this community We will target public places where families and individuals frequent Our planning grant will help us identify and target these places and the community best positioned to utilize the bilingual interpretive youth created signs We intend to impact the dissemination of environmental science knowledge and stewardship within the Spanish speaking community 2) The youth leaders In our region, ELL (English Language Learner) students are primarily Spanish speaking Hispanic students Nationally, this population’s high school graduation rates are at a mere 52% and their college graduation rates are only 14.7% In our region, a huge percentage of ELL and re-designated students are not passing the Language Arts portion of the California High School Exit Exam In our district, the passing rates are 22% (ELL) and 54% (Re-designated) The rates for socio-economically disadvantaged students are 45% (Tahoe Truckee Unified District Report, 2006) Our target students represent a mixture of these categories, but our ARC graduates have a passing rate of 93% Over the next few years, we will be tracking their college and career progress Typically, this population is not targeted or actively recruited for environmental, service learning or leadership programs in our area Therefore, these youth are absent from many critical community events, organizations, and opportunities By actively recruiting youth who are classified by the school district as ELL (or re-designated), we can start our program with high participation from a traditionally underserved sector of our community Our ultimate goal is to integrate our youth into the community and help them begin to eradicate inequities and educate their family, friends and neighborhoods We start with 9th graders for Tier (the ARC program) because they are still young enough to be dreamers, still young enough that they might not yet have a job, young enough to take a risk Each tier offers support and recognition for these students as they navigate their high school communities The youth part of this project focuses on depth rather than breadth Each summer, we will accept a new cohort of ten students to Tier and twelve or more interns to Tier (numbers to be assessed during planning grant) As we grow this project, we anticipate serving upwards of more than 40 students a year But we aim, through our leadership and service learning training, to serve countless more As audiences for our students’ projects, our youth will target hundreds of other youth and adults through public events, school groups, Boys and Girls Clubs, and family outings in public spaces But perhaps even more importantly, our students, as role models, will serve the entire community 3) The general public These signs will be new resources, new ISE content to disseminate throughout the community in both English and Spanish A Youth Profile: This ISE multi-tiered project will allow multiple cohorts of ARC graduates (as identified leaders) opportunities for meaningful participation as a continuation of the projects of the ARC program while creating youth and community science interpretive centers The impact of providing the initial leadership, literacy and science experience coupled with continued internship opportunities is best told in the story of Tania Cabrera, a 16 year-old incoming Senior at Truckee High School Tania has progressed and grown through the groundwork we have laid for this project This motivated young woman has progressed from beginning levels of English proficiency to an AP History class, straight A’s in school, and a leader in her community In 2005, Tania and her family were looking for additional academic opportunities for the summer She was in th grade, full of ambition and energy, but lacking any interesting options for educational advancement in the summer She had never camped or hiked or spent much time outdoors When she heard about the ARC program opportunity, she applied and her parents allowed her the opportunity to participate During her 6-week immersion summer, her reading and writing skills increased significantly; she improved notably in her pre-post data; but most remarkably her confidence and ability to speak in public blossomed After her ARC graduation, as part of our community service requirement, she volunteered for the next school year in an after school tutoring program helping younger ELL students, involving her younger brother and sister She also volunteered time to talk to local audiences about her experience in the ARC program In one presentation with an audience of 150 people, she received a standing ovation for her speech After this talk, a community member sponsored her for $1,000 to become a founding member of the Queen of Hearts Foundation, a local initiative to raise a million dollars for 1,000 women She became the first teenager to have a voice on this important community resource Additionally, she organized a community fundraiser for the incoming ARC student scholarships She applied for a special internship with Sierra Watershed Education Partners (SWEP) for the summer of 2006, participated in job shadowing, taught at educational events and participated in and lead restoration projects Through this experience, she visited the 2006 ARC program, mentoring students She applied to be a junior leader on an outdoor program in Yosemite and received a scholarship for her and her sister to attend Recently she has participated in other youth leadership opportunities including RYLA (Rotary Youth Leadership Awards) and an internship with a KVMR Youth Radio project Tania is currently setting her sites on college opportunities In the past few years, Tania has raised awareness both within the Hispanic community and within our general community about what motivated immigrant teens can She maintains her interest in science and is focused on her dream of becoming an engineer Our proposed project would have given her a focused program to channel her interests and her skills between her ARC graduation and her college acceptance, potentially reaching many more young scientists in the process Our proposed project would have also given us the opportunity to learn more from Tania about her ideas to spread environmental science concepts to her community of friends, family and neighbors This type of learning from our students has the potential to improve, not only the ARC program, this internship pilot, and all the outreach programs at Sagehen Creek Field station, but also youth projects on a state-wide and national level It can serve as a model for engaging youth in meaningful projects Tania’s story is extraordinary, but not exceptional to our ARC graduates We have inspired students each year; this project will improve the opportunities and connections we can offer teens They will have the chance to use their skills and interests to spread environmental awareness and education throughout our community Innovation: Main Deliverables of YBIP Building Connections: Tiers of Youth Training and Involvement: In our proposed YBIS project, we will use a multi-tiered approach to increase academic achievement, leadership and student initiative among ELL youth and expanded environmental science awareness in our community The products will be both the informal science resource (the bilingual interpretive signs) as well as the students’ environmental leaders and stewards we help create Each year, the tiers build upon each other First tier: The Preparation: Building Foundations: The Adventure, Risk, Challenge (ARC) program provides the foundational learning that ELL students often need to increase their English language skills, learn and practice leadership skills and to understand the nature of service learning, environmental stewardship and community leadership Specifically, the academic focus is English language development, including reading fluency, vocabulary building, writing proficiency, grammar skills, research, public speaking and science instruction Students receive 10 high school credits for participation in this initial tier For our 6-week summer residential course, we recruit in local high schools with the help of counselors, teachers, principals, community groups and the families of our graduates During this tier, outdoor adventure activities and structured academic work help to transform students’ ideas about themselves, about their abilities, and about their potential During this phase, students also create a set of bilingual interpretive signs and teach their individual research topics to a community group Who: 8-10 English Language Learner students When: Each year, week summer literacy and environmental studies residential course Key: This tier creates the initial training and focus for our Hispanic student leaders and the foundation for the subsequent tiers, as well as the initial bilingual interpretive signs at Sagehen Creek Field Station Planning Grant: The planning grant would allow for us to recruit our first few interns from our 2007 and 2008 ARC graduates It would allow us to coordinate the work of the interns with current ARC students Current funding for this program comes from local sponsors, school district and county grants and foundations Second Tier: Action Orientation: Environmental Science/ Interpretive Internships We create school year (unpaid) and summer (paid- 2-3 days a week) internships to identify community needs, spaces for additional interpretive signs, research the topics and create the bilingual signs This internship program will target ARC graduates (who have experience and interest developed in this area) as well as their peers This is an opportunity to diversify the program and include interested students that represent all sectors of our community We will provide future opportunities in public speaking, research, writing and career development through this project Additionally, students will be trained as docents/ community guides for their interpretive trails, and they will begin brainstorming ways to bring community exposure to their interpretive work Who: Teams of 3-to-6 students working on a new site (Year 1: start with two teams Year 2: three teams Year four teams.) Students who return have the opportunity to become team leaders or to create new projects When: Each summer- 6-to week program Key: This tier generates the bulk of the bilingual interpretive signs, the community outreach beginnings and the on-going student mentoring piece Students are able to plan and execute their projects with help from professionals in the field Planning Grant: The planning grant would fund us to implement a pilot version of this program, and to have -4 interns outreach into the community, research what local families are interested in, where signs would be useful, create a sign based on data collected, and organize an initial community event Third Tier: Celebration and Demonstration: Community Outreach Signs are created and installed Students host and plan several events in public spaces (State Park, Regional Parks, Forest Land) Students will invite family, friends and peers from their community to experience the interpretive trails They will also conduct additional community outreach with various media sources and would help survey public usage of their creations In the second and subsequent years, we will develop a core of students primarily engaged in spreading awareness and community outreach for these informal science education products As docents and student leaders, they will mentor students engaged in the second tier Who: Interns who have completed at least one summer internship When: Throughout the year Key: This tier serves the community outreach and publicity/ marketing within communities It connects the signs to community needs and keeps the entire program culturally relevant Planning Grant: The planning grant would help create a pilot version of this tier The on-going growth and coordination of youth docent/ media promoters would be developed during the Youth Bilingual Interpretive Signs Project The Curriculum/ STEM content: For each of these tiers, the curricular focus will be on developing the science background and environmental ethics, knowledge, as well as writing, public speaking, research and leadership skills We will also focus on reflection elements in each program and internships to keep students aware of their individual growth and the impact they are making in the community Examples of the science content can be found on our website including water ecology topics around stream health, native fish, macro invertebrates; forest fire ecology topics around history of fire, fire behavior, and plant/ animal adaptations to fire; animal/ forest topics around bark beetles, slave raiding ants, native birds and black bears; and in 2007, watershed topics around fens, springs/ groundwater, and carnivorous plants The content for future signs in the community will be determined based on public interest, relevant environmental science topics and site location Our Message: Our message to youth is hope and activism We want them to know that they can set their dreams high; a college education, community leadership, activism and philanthropy, or the career of their choice is possible We plan to infuse our English Language Learner (ELL) students and our interns with a sense of responsibility for our planet and our environmental resources and to inspire them to educate and serve others We want them to truly understand that science is interesting and accessible, and that they can and must affect change and growth in their communities We want them to be able to see and imagine themselves as researchers, as scientists, as graduate students And we want them to realize that every opportunity they take advantage of and accept represents a new possibility for their future This message is the opposite of the apathy so often observed in our second-generation immigrant youth Service learning, leadership experiences, science content and literacy skill development are the critical tools for transformation To the Hispanic and ELL community, our message is pride We want to help their students shine and to make them proud We want their children to be a part of answering their needs, questions and fears for the future We want their children to choose to pursue opportunities many others in their families did not have and to become successful members of this country We want to find out what their interests and needs are in terms of environmental education and we want our students to serve them We want to create authentic and culturally relevant resources for this community To all of our community: service organizations, , academics, scientists, researchers, school teachers and administrators, the media, government officials, professionals and business owners among others, our message is opportunity Youth are our future; we must listen, include and empower them or none of us will be relevant to the next generation In particular, minority youth are the windows into affecting change within our communities We need to learn from our students about how to cross cultural boundaries and bind communities together They are the key to addressing issues of poverty, education and health However, we can not just expect them to know what to We hope to model how to guide, support, and inspire true community youth leaders Our Outcome Goals: Our project goals are innovative in three main ways 1) Our Youth Piece: By using the multi –tier approach, we can more effectively recruit student interns and leaders who are truly ready to make a responsible commitment to the project Their internal motivation to impact their community and spread environmental science education is developed over time 2) Our ISE piece: We project that our interpretive signs and other media, made by youth, with youth names proudly displayed, will be more culturally relevant to our target population The time to test this idea is built into our planning grant 3) The Community Piece: We plan to make bridges between State Park, Forest Service and other agency specialists with the Hispanic community, thus linking science, education and culture in an unique way and offering more exposure to science to our future youth Latino leaders and their communities Evaluation: Scope of Work- Laurence Hall of Science Our evaluation efforts will examine the extent to which this project meets its objectives In keeping with the premise of the project development efforts, we will engage the Latino interns in evaluation efforts work with them to help us develop effective data collection methods for gathering relevant information from their community Evaluation at this planning project phase will focus on front-end and formative evaluation efforts that project staff will find most useful during this planning phase of the work The evaluation timeline will be constructed to correspond with program activities Front-end evaluation efforts will include the design, administration, and analysis of two survey instruments The first will be administered to the general public in the area Evaluators will design the survey to collect information about the public’s current participation and engagement in informal STEM educational opportunities and visiting patterns and experiences at State Parks and National Forests We will draw on current project staff, ARC program participants, agency specialists, and key community members to administer this survey Attention will be given to ensuring a significant number of respondents from the Hispanic population Analysis efforts will include disagregation by ethnic background to identify similarities and differences between the Hispanic respondents and others A second survey will be designed and administered to partner agencies to determine current attention and programmatic efforts directed at Hispanic visitors Program staff will take responsibility for administering and analyzing these data for use by project staff for planning purposes Evaluators will support these efforts with advice and consultation Formative evaluation efforts will focus specific attention on the expected outcomes in each of the three project tiers while, at the same time, looking across the three tiers in order to evaluate the cross-project outcomes as a whole First tier: The Preparation: Building Foundations Program Plan: The planning grant would allows for recruitment of the first few interns from our 2007 and 2008 ARC (Adventure, Risk, Challenge) program graduates and coordinate the work of the interns with current ARC students Evaluation Efforts: Evaluators will conduct: (1) two focus groups of a subset of ARC graduates will be conducted to determine effective recruitment strategies, and (2) Pre- and post- interviews with selected interns that include questions about recruitment Second Tier: Action Orientation: Environmental Science/ Interpretive Internships The planning grant would allow implementation a pilot version of our intern program, during which 3to-4 interns outreach into the community, research what local families are interested in, where signs would be useful, create a sign based on data collected, and organize an initial community event Evaluation Efforts: Evaluators will support interns and program staff in: (1) developing a research design and instruments for their investigation of what local families are interested in and where the signs would be useful and (2) designing, conducting, and interpreting data analysis in support of sign development and placement as well as community event planning Third Tier: Celebration and Demonstration: Community Outreach The planning grant would help create a pilot version of this tier in which signs are created and installed Students host and plan several events in the public spaces (State Park, Regional Parks, Forest Land) Evaluation Efforts: Evaluators will collaborate with interns to create survey and brief interview instruments for use with visitors in public spaces and train interns to collect data using these instruments Evaluators will collaborate with interns and program staff to analyze and interpret results Cross Project: Cross project goals focus simultaneously on three inter-related outcomes Cross project evaluation efforts will allow us to evaluate success at meeting these outcomes: Project Outcome Evaluation Activities Hispanic youth engagement and leadership development Conduct pre- and post-interviews with the selected interns to learn about recruitment to, engagement in, and impact of the program on these youth Support design and conduct analysis of survey and interview data collected by interns to understand impact of second and third tier activities on the Hispanic public who visits Hispanic public engagement in STEM content through development and implementation of culturally relevant interpretive signs Bridging between State Park, Forest Service and other agency specialists and the Hispanic community them Conduct exit interviews with key participants from agencies and Hispanic community to learn about the process and outcomes of project efforts Relevant Expertise The Lawrence Hall of Science (LHS) has a long history of engaging in work with similar goals The Center for Research, Evaluation, and Assessment (REA) at the LHS also has a track record of working on evaluating projects with similar goals and multi-tiered structures REA provides leadership and services for the Lawrence Hall of Science community as well as for external organizations who contract with the REA Center While Center staff work at the University of California, Berkeley’s Lawrence Hall of Science, they are an independent Center within the organization, thus maintaining their objectivity as they not work for or report to any individual program REA currently manages numerous research and evaluation projects including multiple related projects David Goldstein and Rena Dorp are qualified to lead REA’s instrument development and evaluation efforts As the Director of REA, Rena provides leadership and direction to multiple related science education research, evaluation, and assessment projects (see description of REA) She has been working in research and evaluation of educational programs for 15 years Rena received her Ph.D from the University of California, Berkeley in Educational Policy, Organization, Measurement, and Evaluation and my M.A in the Sociology of Education from Columbia University/Teachers College David Goldstein is Evaluation Specialist for the Center for Research, Evaluation, and Assessment at LHS/UCB Mr Goldstein, who is bilingual in Spanish and English, focuses his evaluation work on STEM educational programs in out-of-school settings He received his Masters in Public Policy from the University of California Collaboration: The advisory team is comprised of a broad group of organizations with a strong interest in working together to develop new ways to involve our entire community, including the Spanish speaking population in our region, in resource management and education The Advisory Team is comprised of: UC Berkeley, James Kirchner – Professor and Director of Central Sierra Field Research Stations UC Berkeley – Sagehen Creek Field Station, Jeff Brown – Station Manager The Adventure, Risk, Challenge Program (ARC), Katie Zanto - ARC Director Sierra Watershed Education Partnerships (SWEP), Christine McMorrow- Executive Director Truckee River Watershed Council (TRWC), Lisa Wallace – Executive Director USDA Forest Service, Tahoe National Forest, Joanne Roubique – Truckee Ranger District Ranger Truckee Family Resource Center Adela M González del Valle – Executive Director Boys and Girls Club of North Lake Tahoe- Isabelle Rodriguez- Executive Director Creciendo Unidos-Creating Alternatives: Emilio Vaca and Silvia Doignon UC Davis – Tahoe Research Education Center: Heather Segale – Education and Outreach Coordinator Tahoe/Truckee Unified School District: Laurie Martin- Director of Community Youth Development UC Berkeley – Lawrence Hall of Science: Rena Dorp- Director and David Goldstein- Evaluation Specialist ARC student interviewing community leader ARC students MC’ing graduation ceremony ARC students presenting their bi-lingual interpretive signs to Boys and Girls club students NSF Informal Education Planning Grant Budget Details for 12 months (Direct Costs) Internships – students paid during the summer 16 hours per week for weeks Internships – students unpaid during academic school year *Salary ½ time outreach coordinator year *Salary ½ time project director year Supplies, equipment, phone, etc Transportation (students, staff) Community event Spanish translation services **Survey design Graphic design $3,456.00 $0.00 $23,296.00 $32,248.00 $5,000.00 $1,500.00 $3,748.00 $500.00 $4,752.00 $1,000.00 Total $75,000.00 Budget Details: Students $7.50 per hour 16 hours per week for weeks = $2,880.00 plus 20% payroll costs = $3,456.00 * Increase existing staff from ½ to full –time for the duration of this grant ½ time outreach coordinator $23,296.00 (salary + benefits) ½ time project director $32,248.00 (salary + benefits) Transportation using UCB vehicles, fuel costs Supplies – postage, printing, etc using UCB hardware Community event – food, materials, posters, etc Spanish translation for interpretative signs – discounted/in-kind support from community partners Survey design – discounted/in-kind support from community partners Graphic design – discounted/in-kind support from community partners **Survey Design: The budget for this scope of work includes the following: Rena Dorph 1% $1,225 (salary + benefits) David Goldstein 3% $2,927 (salary + benefits) Travel (2 rt+2 nt lodging) $ 600 Subtotal $4,752 Sagehen ARC Summer Program Annual Budget (Funded through other sources) Total Partner staff salaries, transportation, etc funded through existing separate budgets $65,000.00 ... utilize the bilingual interpretive youth created signs We intend to impact the dissemination of environmental science knowledge and stewardship within the Spanish speaking community 2) The youth leaders... version of this tier The on-going growth and coordination of youth docent/ media promoters would be developed during the Youth Bilingual Interpretive Signs Project The Curriculum/ STEM content: For... and improve on the groundwork already laid and to create bilingual environmental interpretive centers around the region, designed by youth Our students will create the bridge to a population