Seattle University Youth Initiative

2010-2013 Action Plan

January 2011

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Contents
I. Introduction ......................................................................................................................................... 3
II. Mission, Vision, Goals and Strategies ......................................................................................... 4
III. Community Partners ....................................................................................................................... 5
IV. Implementation Phase 1: 2010-2013 ....................................................................................... 6
1. Strategy #1: Academic Support. ........................................................................................... 7
2. Strategy #2: Wraparound Services. ................................................................................. 10
3. Strategy #3: Support for Community-based Organizations. .................................. 12
4. Strategy #4: University Engagement. ............................................................................. 13
X. SUYI Structure and Systems........................................................................................................ 16
XI. Conclusion ........................................................................................................................................ 18
Appendix 1: About the Neighborhood ......................................................................................... 19
Boundary Map .................................................................................................................................. 19
Demographics ................................................................................................................................... 19
Bailey Gatzert Elementary School ............................................................................................ 20
Achievement Gap in the Neighborhood.................................................................................. 20
Community Resources .................................................................................................................. 21
Appendix 2: History of SUYI Planning Process......................................................................... 21
Appendix 3: Initial Focus on Pre-K and Elementary Children............................................ 23
Appendix 4: Community Partners ................................................................................................. 24

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I. Introduction

Seattle University’s mission statement and core values speak to its service to society
and commitment to empowering leaders for a just and humane world. Beginning in
2010, the University will draw upon its mission and Jesuit Catholic inspiration to
implement the Seattle University Youth Initiative (SUYI). This innovative Initiative
will unite Seattle University and the wider community to create a pipeline of
support for low-income and vulnerable youth and families living in the Bailey
Gatzert neighborhood while significantly enhancing the University’s educational
programs.

Children and families living in the Bailey Gatzert neighborhood face significant
challenges. For example, the percentage of neighborhood children living in poverty
and the rates of youth violence and juvenile incarceration are among the highest in
Seattle. In addition, many neighborhood youth encounter major academic
challenges throughout their k-12 experience, barriers to graduating from high
school, and lack of access to higher education.1

With a desire to address these challenges while further pursuing its educational
mission, the University recently concluded a comprehensive multi-year Youth
Initiative planning process. In developing the SUYI Action Plan the University drew
upon exemplary practices of community engagement from other colleges and
universities as well as nationally recognized models of neighborhood development
such as the Harlem Children’s Zone. In addition, with the goal of promoting a shared
vision and collective ownership of the Initiative, during the 2009-2010 academic
year, the University engaged over 1,200 campus and community members in forums
and others events, including a day-long conference that brought together over 300
people to offer specific ideas and suggestions for the Initiative.2

As a result of this outreach effort, the University created a detailed and inclusive
action plan that will focus its local community engagement agenda for years to
come. The plan draws upon the University’s solid history of success in mobilizing
thousands of its students, faculty, staff and alumni to serve the community through
partnerships with dozens of community organizations.

Perhaps the hallmark feature of the Youth Initiative is how the University will
creatively engage community partners by drawing upon its resources in service-
learning, community-based research, clinical and internship experiences, facilities,
scholarships, and staff, faculty and alumni expertise. In this way, the Initiative offers
the University a powerful tool to exemplify its Jesuit Catholic values, enhance

1
The appendix includes a more comprehensive overview of the neighborhood including a map, geographic boundaries
and demographic data.
2
The appendix includes a more detailed overview of the planning process.

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student learning, become a national model for community engagement, and, most
importantly, make a significant positive impact in the lives of local youth.

We would like to offer a special thank you to all of the individuals and groups who
participated in the SUYI planning process. What follows is a presentation of a plan
that symbolizes the work of hundreds of community leaders, youth, parents,
funders, policy makers, school officials, college students, University faculty, staff and
alumni. We are much stronger working together than we are alone. Now we begin a
bold new chapter of collectively striving to further transform the University and the
wider community in pursuit of a more just and humane world.

II. Mission, Vision, Goals and Strategies

Mission
The SUYI will unite Seattle University and the wider community to improve the
academic achievement of low-income youth living in the Bailey Gatzert
neighborhood while strengthening the education of Seattle University students and
expanding professional development opportunities for faculty and staff.

Vision
The SUYI will significantly transform Seattle University and the Bailey Gatzert
neighborhood and become a national model of campus-community engagement.

Goals and Strategies

Goal #1: Create a Pipeline of Support. Create a pipeline of support for low-income
children and youth living in the Bailey Gatzert neighborhood in order to increase
learning at all levels and increase high school graduation rates and the pursuit of
higher education.

 Strategy #1: Academic Support. With a particular emphasis on the

transition points in students’ educational experiences, Seattle University
will form and/or expand upon partnerships with the public schools, pre-
K/Head Start programs, and community organizations within the Bailey
Gatzert neighborhood in order to create a seamless network of academic
support for neighborhood children.

 Strategy #2: Wraparound Services for Families. Seattle University will

strengthen existing partnerships and create new partnerships with
community organizations to support youth and their families with a
range of services in order to enhance student success, assist families in
meeting their basic needs, and support continued family involvement in
the academic process.

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  Strategy #3: Support for Community-based Organizations. Seattle
University will provide consultation and research support to community
organizations in order for them to become more effective and efficient in
the delivery of service to youth and families living in the Bailey Gatzert
neighborhood.

Goal #2: Enhance the University Mission by Deepening Student Learning. Enhance
Seattle University’s academic and co-curricular programs in order to further
animate the University’s mission of “educating the whole person, to professional
formation, and to empowering leaders for a just and humane world.”

 Strategy #4: Engage University. Develop a well-organized, inclusive and

effective structure for engaging faculty, staff, students and alumni in a
process of pursuing the Initiative’s ambitious community goals,
outcomes and indicators while enhancing learning opportunities for
Seattle University students.

Drawing upon the mission, vision, goals and key strategies, the following diagram
depicts the model of community engagement that the Initiative will pursue:

III. Community Partners

A number of community organizations (listed below) have expressed an interest in

partnering with the University to implement the Initiative. These organizations will
contribute significantly to the creation of a pipeline of support for neighborhood
youth and also offer powerful learning experiences for Seattle University students. A
detailed description of all community partners can be found in the Appendix. As the
Initiative grows it is anticipated that additional organizations will express an
interest in becoming partners.

Schools
 Bailey Gatzert Elementary School
 Garfield High School
 Washington Middle School
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 Community and Family Services
 Capitol Hill Housing
 Catholic Community Services
 City of Seattle
 The Food Bank at St. Mary’s
 Garfield Community Center
 Neighborhood House
 Northwest Harvest
 Odessa Brown Clinic (Seattle Children’s Hospital)
 Seattle Housing Authority
 Swedish Hosptial
 United Way of King County
 Yesler Community Center
 YMCA

Youth Serving Organizations

 4C Coalition
 Authentic I
 Big Brothers/Big Sisters
 Childhaven
 College Access Now
 College Success Foundation
 First Place School
 Invest in Youth
 King County Juvenile Detention Services
 MESA
 Northwest Educational Loan Association
 Rainier Scholars
 Rotary Boys and Girls Club
 Seattle SCORES
 Treehouse
 United Way
 Upward Bound
 Urban League Scholars Program
 Yesler Terrace Head Start Program (Neighborhood House)
 Youth Tutoring Program (Catholic Community Services)

IV. Implementation Phase 1: 2010-2013

The Initiative will have an initial emphasis on a specific, natural, and ongoing
population of neighborhood young people – the pre-school children who will attend
Bailey Gatzert Elementary School, and the children already attending Bailey Gatzert,

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who later feed into Washington Middle School and Garfield High School.3 This
focused approach prevents the Youth Initiative from being overly dispersed in its
efforts, and over-promising regarding measurable outcomes for neighborhood
youth and their families. By following students as they move up the educational
ladder, it is more likely that the Initiative will be able to grow organically in its
ability to contribute to these students’ academic, social and family needs, and
respond to a gradually increasing population.

While placing a major initial focus on pre-k and elementary-aged programs and
partnerships, the University and community partners will also begin a process to
expand and strengthen a pipeline of support for neighborhood middle and high
school students. This effort will increase the likelihood of the Initiative’s long-term
success, immediately support an additional group of neighborhood youth, and also
provide further opportunities for the University to engage in the Initiative.

The first phase of implementing the Youth Initiative (2010-2013) will involve a
combination of developing new structures and systems while simultaneously
significantly expanding the University’s engagement in the Bailey Gatzert
neighborhood. The following section explores specific outcomes, indicators of
success and specific activities. When possible, campus and community partners are
noted in the examples of specific activities. This roster is only a partial list of
partners and activities and will continue to grow as additional partners and
activities are confirmed.

In 2013, the University will complete a rigorous formal evaluation of the Initiative’s
first phase in order to expand or add new successful practices and discontinue
ineffective activities. This evaluation will also guide strategy and funding decisions
for the subsequent phases of the Initiative.

1. Strategy #1: Academic Support. Form and/or expand upon partnerships with
the public schools, pre-K/Head Start programs and community organizations
within the Bailey Gatzert neighborhood in order to create a pipeline of academic
support for neighborhood children.

1.1. Outcome #1. Neighborhood children enter kindergarten healthy and ready to
learn.

Indicators of Success: (1) Increase in the number and percentage of children

meeting kindergarten readiness standards. (2) Increase in the number and
percentage of children accessing comprehensive medical and dental care. (3)
Increase in the number and percentage of eligible children enrolled in
evidence-based early learning programs.

3
The Appendix provides a more thorough overview of this emphasis on pre-k and elementary children.

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 Specific Activities:
1.1.1. Partner with two Bailey Gatzert neighborhood pre-school classrooms
in 2010-11, four classrooms in 2011-12, and six classrooms in 2012-
13 to offer a high quality Jumpstart Program that mobilizes
undergraduates to serve as literacy assistants for pre-school students.
SU Participant: Jumpstart in CSCE.
1.1.2. Partner with Neighborhood House to conduct assessment of various
aspects of Neighborhood House’s Yesler Terrace Head Start
classrooms and develop support strategies and/or programs to assist
with the transition from Head Start to kindergarten. Upon completing
assessment, pursue strategies to address the findings. SU Participant:
Strong Start research collaborative (6 faculty from three colleges).
1.1.3. Provide additional health education and services to pre-school
children and their parents or legal guardians. SU Participant: College
of Nursing.
1.1.4. Identify additional pre-schools and childcare centers that enroll
children who will matriculate to Bailey Gatzert Elementary School.
Assess the potential for further involvement of the University in
supporting these schools. Upon completing assessment, draw upon
University resources to offer further support. SU Participant: CSCE in
collaboration with others.

1.2. Outcome #2. Neighborhood youth are supported and successful in school.

Indicators of Success: (1) Increase in the number and percentage of students

proficient in 3rd grade reading. (2) Increase in the number and percentage of
students proficient in 4th grade math. (3) Increase in the number and
percentage of 9th graders who pass end of course algebra exam. (4) Increase
in the number and percentage of students motivated and engaged to
succeed.4 (5) Increase in the number and percentage of students who are
not triggering all three Early Warning indicators.5 (6) Increase in the
number and percentage of parents who believe a college degree is important
and actively support their child’s education. (7) Increase in the number and
percentage of students who start and complete the year at the same school.
(8)Increase in the attendance rate of students in kindergarten to 12th
grades. (9) Increase in the number and percentage of ELL students who gain
one or more level of English profiency each year.

4
Combination of data on internal motivation, engagement (behavior, emotional, cognitive), and academic grit from
existing student climate surveys.
5
Triggering all three Early Warning Indicators would entail having ever had 5 absences in a school year, an F in a core
course, anda suspension/expulsion

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Specific Activities:
1.2.1. Place SUYI volunteers or service-learners at Bailey Gatzert
Elementary School, Washington Middle School and Garfield High
School to support the learning environment and offer general
academic assistance within classrooms and afterschool programs. SU
Participants: Children’s Literacy Project, College of Arts and Sciences,
CSCE, Matteo Ricci College.
1.2.2. Provide targeted tutoring and mentoring to youth at Bailey Gatzert
Elementary School, Washington Middle School and Garfield High
School to address specific instructional needs through organized SUYI
Academic Support Teams. SU Student team members receive
specialized training, make multi-quarter commitments, and spend a
minimum of 6 hours a week working with youth. Current teams
include: Treehouse Tutoring Corps, the First Generation Project, and
the Children’s Literacy Project Work Study Team. Additional teams in
development include: Math Tutoring Corps, Redhawk Academic
Mentors. SU Participants: Children’s Literacy Project, College of Science
and Engineering Endowed Professorship and CSCE.
1.2.3. Partner with Bailey Gatzert Elementary School administrators and
teachers and Seattle Public School district officials to design and
operate a University-led comprehensive after-school program at
Bailey Gatzert providing high quality academic instruction and
enrichment activities for 75 students. SU Participants: Children’s
Literacy Project, CSCE, Albers School of Business and Economics, and
College of Science and Engineering.
1.2.4. Extend and enhance learning opportunities of Bailey Gatzert
Elementary School and Washington Middle School students by
developing a coordinated plan among existing after-school service
providers to increase access, improve collaboration and data sharing.
SU Participant: CSCE.

1.2.5. Partner with Big Brothers Big Sisters to expand the number of Bailey
Gatzert Elementary students who have consistent mentors. SU
Participant: CSCE.

1.2.6. Partner with YMCA, City of Seattle Upward Bound, Seattle Youth
Employment Program and other local and campus organizations to
expand the number of neighborhood students in summer camps and
summer programs and provide support to these camps by mobilizing
SU faculty, staff, students and alumni to assist and/or lead efforts and
offer SU facilities as needed. SU Participants: CSCE, Albers School of
Business and Economics, and Human Resources.

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 1.2.7. Partner with the YMCA’s after school program at Washington Middle
School to design and facilitate service activities and tutoring for
neighborhood youth and mobilize SU students to serve. SU
Participants: Children’s Literacy Project and CSCE.

1.3 Outcome #3. Neighborhood youth graduate from high school college and
career ready.

Indicators of Success: (1) Number and percentage of students graduating

high school meeting proposed Washington State graduation requirements.6
(2) Number and percentage of students who take SAT/ACT and/or take a
community college placement test in high school. (3) Number and
percentage of high school graduates who take development education
courses. (4) Number and percentage of students taking Advance Placement
courses in high school. (5) Number and percentage of students who enroll in
post secondary education.

Specific Activities:
1.3.1 Develop criteria and program for offering a concentrated portfolio of
activities and incentives (including scholarships to Seattle
University) to 5th graders at Bailey Gatzert Elementary School as they
proceed successfully in their schooling, graduate from high school
and are admitted to a two or four year institution of higher
education. SU Participants: CSCE, Admissions, Financial Aid, and
University Advancement.

1.3.2 Collaborate with school counselors to create tracking mechanism to

continue support of Bailey Gatzert Elementary students as they
matriculate to Washington Middle School and Garfield High School.
SU Participants: College of Education and CSCE.
1.3.3 Continue to strengthen University involvement in college access
programs (College Access Now, College Success Foundation,
Northwest Educational Loan Association (NELA), Rainier Scholars,
Upward Bound and the Urban League Scholars) to increase the
number and percentage of youth at Washington and Garfield who
receive services. SU Participant: CSCE.

2. Strategy #2: Wraparound Services. Strengthen existing partnerships and

create new partnerships with community organizations to support youth and
their families with a range of services in order to enhance student success, assist
families in meeting their basic needs, and support continued family involvement
in the academic process.

6
As per WA State Board of Education proposal.

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2.1. Outcome #1. Neighborhood families and youth are able to meet basic needs
and families are active supporters of student learning.

Indicators of Success: (1) Number and percentage of students who say they
have a caring adult in their home, school, and community. (2) Number and
percentage of family members who attend parent-teacher conferences
and/or family engagement nights. (3) Number and percentage of students
and families who have a consistent medical home. (4) Number and
percentage of students and families who have quality, affordable and stable
housing. (5) Number and percentage of students and families who have
consistent and high quality food source. (6) Number and percentage of
students and families who have access to high quality and affordable legal
assistance when needed. (7) Number and percentage of students and
families who have consistent source of income. (8) Number and percentage
of non-native English speaking families that have access to high quality and
affordable English as a Second Language training.

Specific Activities:
2.1.1. Partner with Neighborhood House to assess opportunities and
challenges of family involvement at the Yesler Terrace Head Start
Program and in other early learning activities. Based upon
assessment, pursue strategies to support additional family
involvement. SU Participants: Strong Start faculty research
collaborative.
2.1.2. Partner with St. Mary’s Food Bank, Northwest Harvest and other
neighborhood food banks to develop additional systems and
strategies that assist neighborhood youth and families to have access
to adequate amounts of quality and nutritious food. SU Participants:
College of Arts and Sciences, College of Nursing, and Matteo Ricci
College.
2.1.3. Partner with Bailey Gatzert Elementary School to expand the
provision of health services during the school day. SU Participants:
College of Nursing.
2.1.4. Partner with Bailey Gatzert Elementary School to offer “family
nights” for Gatzert students and parents to engage in educational
activities and also learn of university and community services such as
summer camps, legal and health education and entrepreneurship
training. SU Participants: CSCE, School of Law, Albers School of
Business and Economics and the College of Nursing.
2.1.5. Partner with numerous community partners to offer additional
counseling services through the placement of internship and practica
graduate students. SU Participant: College of Education.

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 2.1.6. Partner with the King County Juvenile Detention Center and the King
County Juvenile Court to offer support and assistance to incarcerated
youth and their families through legal representation, legal education
classes, counseling and academic tutoring. SU Participants: College of
Arts and Sciences, School of Law, and School of Theology and Ministry.
2.1.7. Partner with community organizations to provide citizenship
tutoring to Yesler Terrace residents who are in the process of
applying for naturalization and studying for the citizenship test. SU
Participants: College of Arts and Sciences, and School of Law.
2.1.8. Offer additional legal assistance such as juvenile records sealing
clinic and a legal clinic resource guide for neighborhood residents to
draw upon in determining what legal clinic to pursue to receive free
legal advice. SU Participant: School of Law.
2.1.9. Partner with the United Way to offer tax preparation assistance to
neighborhood residents. SU Participant: VITA Program at Albers
School of Business and Economics.
2.1.10. Explore additional systems, structures and direct service supports to
assist families with other basic needs such as legal services, job
training, adult education, financial literacy and English as a Second
Language education and implement these activities. SU Participants:
CSCE and others.
2.1.11. Conduct an assessment to explore additional opportunities to
partner with neighborhood faith communities to support
neighborhood youth. Based upon assessment, pursue specific
partnerships and activities. SU Participant: School of Theology and
Ministry.

3. Strategy #3: Support for Community-based Organizations. Seattle University

will provide consultation and research support to community organizations in
order for them to become more effective and efficient in the delivery of service
to youth and families living in the Bailey Gatzert neighborhood.

3.1. Outcome 1. SUYI community partner organizations embrace the overall

goals of the Initiative and are able to effectively and efficiently pursue their
missions of delivering services to neighborhood youth and families.

Indicators of success: (1) Number and percentage of community partners,

families, youth/children, and University stakeholders who participate in
Youth Initiative meetings. (2) Level of collective ownership of the Youth
Initiative as measured by participation in meetings, the quantity and quality
of MOUs and an annual survey. (3) Organizations reporting an increase in
the effectiveness and efficiency of service delivery because of SUYI support
as measured by an annual survey.

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 Specific Activities:
3.1.1 Assist community partners with research questions that will
determine expansion or improvement in service delivery. SU
Participants: College of Arts and Sciences and College of Education.
3.1.2 Assist community partners in enhancing their organizational
capacity to deliver high quality services and programs by offering
consultation with organizational systems, structures and strategies.
SU Participants: Albers School of Business and Economics, College of
Arts and Sciences, and School of Law.
3.1.3 Convene working groups of stakeholders focusing on four distinct
portions of the educational pipeline (1) pre-k child development and
education, (2) elementary school programs, (3) middle school
programs, and (4) high school programs to create a more definitive
implementation plan and develop partnership agreements. SU
Participants: CSCE with campus and community leaders.

3.1.4 Collaborate with stakeholders to confirm and disseminate common

outcomes, indicators, and data to be monitored at each age/grade
level to measure progress. SU Participant: CSCE.

3.1.5 Engage stakeholders in an expanded and enhanced Spirit of

Community Celebration that highlights and celebrates the Youth
Initiative activities as well as other campus/community partnerships.
SU Participants: CSCE, Children’s Literacy Project, and other campus
partners.

4. Strategy #4: University Engagement. Develop a well-organized, inclusive and

effective structure for engaging faculty, staff, students and alumni in a process of
pursuing the Initiative’s ambitious community goals, outcomes and indicators
while enhancing learning opportunities for Seattle University students.

4.1. Outcome #1. Increase the quantity and quality of deep learning opportunities
arising from community engagement activities in academic programs.

Indicators of Success: (1) Increases in University students’ commitment to

justice. (2) Increases in University students’ appreciation for and respect of
diversity. (3) Increases in University students’ sense of integration of their
course work and its applicability to real world problems. (4) Increases in
University students’ ability to become leaders in the community. (5)
Increases in the percentage of students taking a course with a service-
learning component.

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 Specific Activities:
4.1.1. Various academic departments will develop additional strategies to
integrate service-learning into the undergraduate curriculum in such
a way that 100% of undergraduates take a course that includes a
service-learning component that, when possible, is tied directly to the
Youth Initiative.
4.1.2. Various academic departments will develop additional strategies to
increase the percentage of graduate programs that offer a service-
learning course from 29% in 2009-2010 to 50% in 2012-2013 that,
when possible, link to the Youth Initiative.
4.1.3. Various academic departments will develop additional strategies to
increase the number and percentage of students involved in
practicum, clinical and other intensive academic experiential learning
experiences that link to the Youth Initiative.
4.1.4. The Academic Service-Learning Faculty Fellows Program and CSCE
will offer a cohesive program for faculty development in academic
service-learning. This includes continuing to offer the Academic
Service-Learning Faculty Fellows Program, faculty workshops and
seminars and staff support in connecting with local organizations.
4.1.5. Academic Salons and CSCE will partner to host three major events to
educate the campus and community about the neighborhood and the
Initiative in 2010-2011.

4.2. Outcome #2. Increase the quantity and quality of deep learning opportunities
arising from community engagement activities in co-curricular programs.

Indicators of Success: (1) Increases in University students’ commitment to

justice in various forms and applications. (2) Increases in University
students’ appreciation for and respect of diversity. (3) Increases in
University students’ sense of integration of their course work and its
applicability to real world problems. (4) Increases in University students’
ability to become leaders in the community. (5) Increases in the number and
percentage of students involved work-study, internships, volunteer
activities, service immersions, student clubs/organizations, and/or
residential life experiences connected to the Youth Initiative.

Specific Activities:
4.2.1. CSCE will increase the number of undergraduates participating in
neighborhood focused student led pre-Welcome Week service
immersions from 15 students in 2009 to 45 students in 2010.
4.2.2. CSCE will engage 60 students in four student-led weekend
immersions to learn more about the neighborhood and specific Youth
Initiative volunteer opportunities in 2010-2011.

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 4.2.3. The Office of the Registrar and CSCE will explore the possibility of
prioritizing registration for undergraduates who commit to
consistently serving at a Youth Initiative partner organization for an
entire academic year.
4.2.4. CSCE, the Division of Student Development, Student Financial Services
and other departments will develop a plan to increase the number
and percentage of students connected to SUYI partner organizations
through work-study positions, internships, volunteer activities,
residential learning communities, student clubs, and service
immersions.
4.2.5. Student Development and CSCE will develop a plan to increase the
number and percentage of students from residential learning
communities and other campus residences that attend neighborhood
performances, cultural events, and activities and dine at restaurants
in the Bailey Gatzert neighborhood.

4.3. Outcome #3. Increase the quantity and quality of faculty and student research
activities that support the Initiative.

Indicators of Success: (1) Increase in the number of research projects and

publications linked to the Initiative. (2) The positive feedback from
community partners and faculty on the impact and quality of research as
reported by annual survey.

Specific Activities:
4.3.1. CSCE and other campus offices will offer a cohesive program for
faculty development of community-based research agendas,
particularly as they relate to the Youth Initiative. This endeavor will
include faculty workshops and seminars and staff support in
connecting with local organizations.
4.3.2. CSCE will work with OIT to refine the software program, SUYI
Connections, to be able to offer a clearinghouse of research questions
generated by community partners and community leaders involved in
the Youth Initiative.
4.3.3. CSCE, in partnership with experienced faculty, will draw upon the
successful model of the Academic Service Learning Faculty Fellows
Program, to develop a Community-Based Research Faculty Fellows
Program (with incentives that might include summer research
stipend, course release or student research assistance) in order to
engage faculty in the process and practice of community-based
research as it relates to questions arising from the Youth Initiative.

15
 4.3.4. Faculty and students can develop new or support existing research
efforts related to significant public policy issues that impact the Bailey
Gatzert neighborhood.

4.4. Outcome #4. Increase the quantity and quality of staff and alumni
involvement in the Initiative.

Indicators of Success: (1) Increase in the number and percentage of staff and
alumni participating in Youth Initiative activities. (2) The number and
percentage of these staff and alumni who report a deeper understanding and
engagement with Seattle University’s mission as reported by an annual
survey.

Specific Activities:
4.4.1. Human Resources and CSCE will use the Community Service Leave
Policy to actively recruit SU staff to serve at a prioritized list of
neighborhood organizations.
4.4.2. Magis and Alumni Relations will highlight specific opportunities for
Alumni to volunteer with neighborhood organizations.
4.4.3. CSCE will offer local immersion experiences for faculty, staff and
alumni to learn more about the neighborhood.

X. SUYI Structure and Systems

Drawing upon its current success in connecting the classroom, campus and
community, the Center for Service and Community Engagement (CSCE) provides a
natural hub for the overall organization and implementation of the Youth Initiative.
The centralized approach will make it easier to coordinate a rigorous assessment of
the Initiative’s and pursue a thoughtful and coordinated fund development plan.

In order to strengthen the University’s ability to facilitate and implement an

effective Initiative, the Children’s Literacy Project (CLP) has merged with CSCE.
Previously housed within the College of Education, CLP has a long history of
mobilizing undergraduates to serve as tutors and academic mentors in local
elementary and middle schools including Bailey Gatzert Elementary School and
Washington Middle School. CSCE also currently operates academic support
programs for pre-school and high school students. Merging CLP with CSCE
significantly enhances the University’s ability to efficiently and effectively offer high
quality academic assistance and mentoring to children in Pre-K through high school
providing a continuous pipeline of school based support.

In addition to pursuing centralized coordination, it is also important to offer faculty,

staff, students, alumni and members of the wider community with opportunities for

16
more formalized ownership of the Initiative and incentives to participate. With this
in mind, several activities for 2010-2011 include:
1. Creating a SUYI Advisory Board and Working Groups. The creation of a Youth
Initiative Advisory Board will provide one formal mechanism for continued
engagement of key stakeholders. This committee will consist of an equal number of
individuals from campus and community and offer guidance with SUYI strategy and
implementation. In addition, to foster more expansive ownership of the Initiative in
future years it may be important to develop working groups that engage specific
stakeholders such as (1) community partners and parents, (2) neighborhood youth,
(3) SU students, and (4) funders. One strategy would be for designated members of
the working groups to serve on the Advisory Board.
2. Designating Faculty/Staff Liaisons by College, School and Division. The
designation of Youth Initiative liaisons from each of the University’s Schools,
Colleges and Divisions will further empower the campus to engage in the Initiative.
These liaisons will work closely with CSCE staff to develop and implement Youth
Initiative activities that compliment the strategic direction of the given school,
college or division. In addition, these liaisons will meet periodically to communicate
plans and collaborate on joint ventures. A representative/s of this group could also
serve on the SUYI Advisory Board.
3. Implementing a Fund for Innovation. Another additional key feature of the
Initiative, particularly in the initial phase of implementation, is a Fund for
Innovation. Offering campus and community leaders the opportunity to jointly apply
for small grants and seed funding to develop specific activities related to the
Initiative will encourage innovation from many sectors of the campus and
community. In addition, since the long-term success of the Initiative depends on
how interwoven it becomes with various University academic and co-curricular
programs, a Fund for Innovation might offer various campus units with planning
grants to pursue major curriculum and programmatic links to the Initiative.
4. Developing an On-going Performance Management and Assessment System.
Evaluating the Initiative’s outcomes and activities will provide accountability for the
stated goals. Representatives of all key stakeholders will assist in the development
and implementation of a rigorous assessment plan.
5. Creating Fund Development Plan for Sustainability. To pursue the Initiative’s
ambitious mission and goals, the University will develop and implement a fund
development plan that draws upon University resources, individual gifts and grants
from foundations, corporations, and federal, state, local institutions.
6. Linking to University planning efforts. There are numerous connections between
the Youth Initiative and the University’s Strategic Plan, Academic Strategic Action
Plan and other planning activities. As much as possible, the Initiative leadership will
work with the University leadership to thoughtfully pursue mutual goals.

17
XI. Conclusion

After a comprehensive and inclusive planning process, Seattle University is now

prepared to engage in partnership with local organizations, community leaders and
members, youth and parents to implement an ambitious plan that will positively
impact neighborhood youth as well as the campus. In his speech at the Youth
Initiative Campus Community Conference in May 2010, Seattle University President
Stephen Sundborg S.J. reflected upon why the Initiative makes sense and has
captured the imagination of so many stating:

“If no one other than this community and this university knew what we are
planning and doing, it would be fine with me. We are not in this for our
reputation, to look good, for the news. I hope none of us are. We are in it for
infants, kids, youth, college students, families. We are in it because
opportunity calls, God calls, and it is right for all of us to respond together.”

And so, with a spirit of collaboration and a strong commitment to justice for all, we
begin.

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Appendix 1: About the Neighborhood
Boundary Map

Demographics
The Bailey Gatzert neighborhood is defined by the following geographic boundaries:

Northern Border: Cherry Street/James Way

Western Border: Alaskan Way
Southern Border: S. Dearborn Street
Eastern Border: 23rd Avenue S.

There are approximately 17,500 residents that live within the Bailey Gatzert
neighborhood. Of these residents, it is estimated that 35% live at or below the
poverty threshold as defined by the United States government, 55% are members of
racial-ethnic minority groups or mixed race, and 10%, or 1,750, are youth under the
age of 18 years (American Community Survey, 2007). In addition, a growing number
of Asian and African immigrants and refugees have recently settled in the
neighborhood. Many of these populations do not speak English as their primary
language.

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Also located in the neighborhood is Yesler Terrace, one of Seattle’s 26 low-income
public housing communities. Built in 1939, Yesler Terrace was Washington State’s
first public housing development and the first integrated public housing
development in the United States. Described as Seattle Housing Authority’s “most
urban family community,” it is a vibrant community rich with cultural and ethnic
diversity. All 1,200 residents of Yesler Terrace live at or below the poverty level. In
addition, nearly 90% of the residents of Yesler Terrace are members of racial-ethnic
minority groups or mixed race and 40% of the residents of Yesler Terrace are youth
under the age of 18 years (Seattle Housing Authority 2010).

Bailey Gatzert Elementary School

Bailey Gatzert has an enrollment of 324 students. With 94% of students qualifying
for free/reduced lunch, the number of children enrolled at Bailey Gatzert who are
from families living at or below the poverty level is one of the highest in the Seattle
school system (Seattle Public Schools). In 2009, 42% of Gatzert students were
African American, 25% Latino, 22% Asian, 9% Caucasian, and 2% American Indian.
Nearly 60% of the children attending Bailey Gatzert were English Language
Learners (Bailey Gatzert Annual Report, 2009).

Gatzert has a number of academic and enrichment programs for its students.
Academic programs include Readers Workshop, Writers Workshop, Write from the
Beginning, Inquiry Based Science, Everyday Math, and 90 Minute Reading Blocks.
Enrichment activities explore sports, music, culinary arts and environmental
awareness. In addition to its many academic, enrichment, and other support
programs, Bailey Gatzert has several community partnerships with other
organizations, businesses, and non-profits in the community (Bailey Gatzert Annual
Report, 2009).

Washington Assessment of Student Learning (WASL) scores for Bailey Gatzert

illustrate the school’s academic challenges. At the close of the 2008-2009 academic
year, students at Gatzert were performing far below state and district levels in
reading, math and science. Greg Imel, Principal of Bailey Gatzert, believes his
students academic performance can improve by focusing on reading, writing, math,
and family involvement (Imel, 2009).

Achievement Gap in the Neighborhood

In addition to Bailey Gatzert’s WASL data detailed above, low-income youth
attending Washington Middle School (WMS) and Garfield High School (GHS)
perform at alarmingly lower levels compared with their non low-income peers. For
example, 95% of sixth grade students at WMS who are considered non low-income
were reading at grade level compared to 57% of low-income students. Similarly,
93% of sixth graders who were not considered low-income were performing at
grade level in math compared to 49% of their low-income peers. The significant and
troubling gap in academic achievement between low-income and non low-income
students is also present at Garfield High School, particularly in areas of math and

20
science (Washington State OSPI, 2009).

Community Resources
Amidst the academic challenges facing low-income youth of the Bailey Gatzert
neighborhood, the neighborhood also has a number of resources available. There
are 16 parks located within the neighborhood, five sports recreation sites, four
community centers, two Neighborhood Service Centers, three community gardens,
two libraries, five public health centers, seven food banks, several arts and
enrichment organizations, and a host of other community partners providing
support to youth and families in the neighborhood (City of Seattle 2010). In addition
to these structures and programs, perhaps the neighborhood’s greatest asset is the
richly diverse group of residents who continuously work to make their community
one that is a vibrant, safe, and welcoming place for all.

Appendix 2: History of SUYI Planning Process

During the 2007-2008 academic year, representatives from Seattle University’s

divisions and colleges formed a “think tank” to determine the feasibility of a
community engagement initiative. This group unanimously agreed that engaging in
such an initiative fit with the University’s mission, core values, and assets, and
further determined that the Initiative should focus on low-income youth living
within the University’s neighborhood. The group also recommended the
development of a planning committee to further research campus and community
needs and assets, to examine best practices, and to explore important next steps in
order to advance the development of the Initiative.

In 2008-2009, a formal planning committee led by John McKay, Professor from

Practice, School of Law, conducted research and outreach efforts to develop a vision
and focus for the Initiative. The committee conducted research of exemplary models
of community engagement at other institutions of higher education including the
development of 16 profiles of other models. The committee also offered the
following recommendations to guide the development of the Initiative:

1. Pursue justice for low-income youth living in the neighborhood.

2. Engage comprehensively in the lives of youth, pre-k through college.
3. Enhance Seattle University’s academic programs.
4. Respond to what the community has defined as its greatest needs.
5. Draw upon the University’s current partnerships and strengths.
6. Animate the University’s mission of “educating the whole person, to
professional formation, and to empowering leaders for a just and humane
world,”

Drawing upon these recommendations, during the 2009-2010 academic year, staff
for the Seattle University Youth Initiative began an ambitious and extensive campus
and community outreach strategy. Led by Kent Koth, Director of the Center for

21
Service and Community Engagement and Special Assistant to the Provost for the
Youth Initiative, SUYI staff hosted multiple open fora and outreach meetings to
inform campus and community members about the Youth Initiative and solicit
feedback. These events included:

 Bailey Gatzert Elementary School teachers and staff

 Campus Ministry staff
 Campus Open Fora for University faculty and staff
 College of Arts and Sciences graduate program faculty directors
 College of Education faculty
 College of Nursing faculty
 Community Fora for neighborhood community organizations
 Division of Mission and Ministry leadership team
 Division of Student Development directors
 Garfield High School teachers and staff
 Guiding Lights Weekend participants
 Magis: Alumni Committee for Mission Advisory Board
 Non-Profit Leadership program faculty
 Office of Human Resources staff
 School of Law faculty, staff and students
 Seattle University Board of Trustees
 Seattle University Regents
 Student Open Fora for undergraduate and graduate students
 Washington Middle School teachers and staff
 Yesler Terrace Residents Council

Additional major Youth Initiative outreach events included Seattle University’s

Mission Day, two day-long Community Based Research workshops for faculty, staff,
and community partners, and the SUYI Campus-Community Conference held on May
8, 2010. The Campus-Community Conference brought together over 300 members
of the Seattle University community and the wider community. Attendees
participated in the day-long event to learn about the needs and assets of the
neighborhood, to understand the complex strengths and challenges of youth and
their families, and to plan what the SUYI should entail.

All of the outreach events described above followed an overall strategy of mobilizing
stakeholders to learn about and participate in the many phases of the Youth
Initiative’s development. As a result, hundreds of individuals and dozens of campus
and community programs have a strong commitment to the success of the Initiative.
In addition, all events yielded valuable information to help determine the strategic
direction of the Initiative. The SUYI Campus-Community Conference was especially
useful, providing concrete and specific ideas for the Initiative’s potential short-term,
intermediate, and long-term goals and activities.

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Appendix 3: Initial Focus on Pre-K and Elementary Children

As described previously, the Initiative will initially focus on a specific, natural, and
ongoing population of neighborhood young people – the pre-school children who
will attend Bailey Gatzert Elementary School and the children already attending
Bailey Gatzert, who later feed into Washington Middle School and Garfield High
School. Over a nine-year period the pool of youth being served is demonstrated as
follows (note, approximately 50 children graduate from 5th grade each year from
Gatzert):

2010-11 – 400 total (100 pre-school, 300 children in Gatzert Elementary School)
2011-12 – 450 total (100 pre-school, 300 Gatzert, 50 Washington)
2012-13 – 500 total (100 pre-school, 300 Gatzert, 100 Washington)
2013-14 – 550 total (100 pre-school, 300 Gatzert, 150 Washington)
2014-15 – 600 total (100 pre-school, 300 Gatzert, 150 Washington, 50 Garfield)
2015-16 – 650 total (100 pre-school, 300 Gatzert, 150 Washington, 100 Garfield)
2016-17 – 700 total (100 pre-school, 300 Gatzert, 150 Washington, 150 Garfield)
2017-18 – 750 total (100 pre-school, 300 Gatzert, 150 Washington, 200 Garfield)
2018-19 – 800 total with 50 students enrolled in higher education

23
Appendix 4: Community Partners

4C Coalition
The 4C Coalition is a community-based organization committed to providing the
very best mentoring support to vulnerable youth by enabling them to live and work
at their highest possible potential. The Coalition pursues its mission by focusing on
spiritual leadership, community support and youth development.

Authentic-i
Authentic-i is an organization that focuses on providing programs, support and
resources for youth 7 - 12 years old (2nd – 7th grade) in order to help them
formulate and identify their interests and passions, learn how to execute and follow
them, understand why it is important to complete school to achieve their dreams,
and gain the tools needed to comfortably compete and be happy contributors in our
increasingly complex world.

Bailey Gatzert Elementary School

One of 52 elementary schools in Seattle, Bailey Gatzert strongly believes in building
strong school-family relationships to collaboratively develop academic plans that
are built on the assets of students. Gatzert aims to provide each student a learning
experience that results in rigorous academic teaching and learning and positive
social skills that will contribute to their success in school and in society (Gatzert
Annual Report, 2009). Gatzert Motto: “I am smart. I will get smarter. The harder I
work, the smarter I get!”

Big Brothers Big Sisters

Big Brothers Big Sisters of Puget Sound is the largest mentoring organization in
Washington State, serving over 2,600 children annually in King, Pierce, Kitsap,
Jefferson and Clallam counties. Big Brothers Big Sisters strives to provide an adult
mentor for every child who needs or wants one. By being matched with a mentor
children build the attitudes and behaviors needed to stay in school, succeed
academically, make healthy choices, and create promising futures.

Capitol Hill Housing

Capitol Hill Housing is an affordable housing provider that has been in existence for
33 years. Capitol Hill Housing is dedicated to providing clean and affordable
apartments where individuals and families can comfortably exist in an increasingly
cost prohibitive urban environment.

Catholic Community Services (CCS)

Catholic Community Services and Catholic Housing Services (formerly known as the
Archdiocesan Housing Authority) of Western Washington are prophetic voices for
justice, recognizing the sacredness and dignity of every human person. Rooted in
the Gospel message of hope, [CCS] will continue to be leaders, advocates, providers

24
and partners serving poor and vulnerable people.

Childhaven
Childhaven is the only nonprofit organization in King County dedicated to the
mission of healing young and vulnerable victims of abuse while breaking the cycle
that leads to more hurt, more trauma. For many of its children, Childhaven is the
one constant in a young life marked by unpredictability and turmoil. For many of its
families, Childhaven is their first real chance to stay together. Children and families
come to Childhaven from lives marked by abuse and neglect and leave with
enduring relationships and hope for the future.

City of Seattle
The City of Seattle has a number of different offices with which Seattle University
has partnered including the Department of Neighborhoods, the Office of Economic
Development, and the Seattle Youth Employment Program. With a multitude of
offices, strategies, programs, and services provided to children, youth, and families,
the City of Seattle plays a significant role in the Seattle community.

College Access Now

College Access Now (CAN) is dedicated to making college admission possible for
talented, motivated and economically disadvantaged students who are in the first
generation of their families to attend college. Founded in 2005, CAN actively recruits
economically disadvantaged, college-qualified youth—many of whom do not seek
help on their own—and provides them with a proven-effective combination of
college access curriculum and intensive individual support.

College Success Foundation (CSF)

The College Success Foundation has over 10 years of proven experience, inspiring
underserved, low-income students to finish high school, and providing the unique
integrated system of supports and scholarships they need to graduate college and
succeed in life. CSF focuses its work in five major areas: Early College Readiness
Programs; College Advising & Mentoring Programs; Scholarship and College
Programs; Alumni Services; and Policy, Advocacy and Coalition Building.

First Place
First Place is a service agency devoted to educating and nurturing children whose
families struggle with the risk or reality of homelessness. First Place offers housing,
culturally relevant education and support services enabling families to achieve
permanent stability. First Place provides the following services to families at no
cost: quality education; counseling, case management, and social services; basic
services such as meals, clothing, school supplies, and transportation; and services to
facilitate student placement and transition to the most appropriate school setting.

The Food Bank at St. Mary’s

The Food Bank at St. Mary’s is a supplemental food program committed to the fight
against hunger. For over 50 years, the Food Bank at St. Mary’s has been serving
25
Seattle families with free nutritious food. In addition to a walk-in program, the Food
Bank has a home delivery service, no-cook bags of food for people without access to
cooking facilities, hygiene supplies for both the walk-in and home delivery
customers, and a baby corner that provides food, diapers, formula, and referrals to
other services.

Garfield Community Center

Located in Seattle’s Central Area, Garfield Community Center offers a host of
services including a Teen Life Center, the Medgar Evers Pool, and other resources
for the Central Area community.

Garfield High School

Garfield High School educates all students as they build confidence, become active
citizens and achieve academic excellence. To accomplish this goal, Garfield commits
itself to involving school personnel, community members, students, and families as
partners in an ongoing process of educational improvement. Students, faculty and
staff continuously work to learn and grow. Garfield is one of 12 public high schools
in Seattle and is located in Seattle’s Central Area.

Invest in Youth
Invest in Youth is a business-to-youth tutoring program created in 1997 by financial
advisor Harriett Morton and sponsored by her firm, Morton Clarke Fu & Metcalf.
Harriett created a tutoring program specifically for financial professionals who
could choose to be available after 3:00 p.m. because of the early market closing on
the West Coast. The program has since expanded to include tutors from other
professions. Invest in Youth has a significant program at Bailey Gatzert Elementary
School.

King County Juvenile Detention

The King County Department of Adult and Juvenile Detention - Juvenile Division is
responsible for the care and custody of youth who are detained in the Juvenile
Detention Facility. While detained, youth receive medical and mental health
services, and are provided education through Seattle Public Schools, which
maintains two school programs at the Youth Service Center. There is also a library
on site that is maintained and staff through contracts with the King County Library
System. Youth also have the option of participating in other regularly scheduled
programs such as AA and NA meetings, Powerful Voices, and other programs.

MESA (Math Engineering Science Achievement)

Based at the University of Washington, Washington MESA provides enriching
opportunities in mathematics, engineering and science for underrepresented
students in grades K-12 using exemplary materials and instructional approaches.
MESA pursues its mission through partnerships with higher education, school
districts, industry and business, government, community organizations, families,
and alumni (MESA, 2010).

26
Neighborhood House
The mission of Neighborhood House is “to help diverse communities of people with
limited resources attain their goals for self-sufficiency, financial independence,
health, and community building.” Since 1906, Neighborhood House has helped
immigrants, refugees and low-income people overcome economic, educational and
employment challenges.

NELA Center for Student Success

The goal of the NELA Center for Student Success in Seattle is to improve access to
higher education for any person in the Seattle Metro area community who wants to
pursue higher education after high school, particularly within underserved groups and for
first-generation college students. The Center offers workshops and one-on-one advising
to all types of students, from high school seniors to people going back to school later in
life.

Northwest Harvest
Northwest Harvest, a statewide hunger relief agency, provides a proven, successful,
and cost-effective model for getting nutritious food to those who need it.
Northwest
Harvest strives to be the most efficient hunger response program in the state of
Washington, with more than 93% of its budget going directly to food distribution.
Knowing that good nutrition is key to health, Northwest Harvest is committed to
providing the freshest, most nutritious food possible to its clients. Fruits and
vegetables account for over 65% of the food it distributes.

Odessa Brown Children’s Clinic (Seattle Children’s Hospital)

Odessa Brown Children's Clinic, located in Seattle's Central District, provides
medical, dental and mental health care under one roof to all families regardless of
their ability to pay. Since 1970, Odessa Brown has been the health care home for
families who seek the highest quality care in an atmosphere of warmth, acceptance
and respect. From generation to generation, Odessa Brown has helped kids grow
into adulthood with healthy minds and bodies.

Rainier Scholars
Each spring, Rainier Scholars invites 60 promising students of color to embark on an
11-year, life-changing journey. Rainier Scholars demands hard work and
commitment. In exchange, Rainier Scholars offers invaluable opportunity. In four
phases—from an intensive 14-month academic phase to placement into the area’s
top independent and public schools to ongoing leadership development and support
which lasts through the final day of college—students learn the skills, make the
connections and accumulate the knowledge and experience that will enable them to
excel in college and assume positions of leadership as adults.

Rotary Boys and Girls Club

The Rotary Branch of the Boys and Girls Club serves more than 700 children and
teenagers in the Central Area of Seattle. Over 90% of Club members are from ethnic
27
minority backgrounds and more than 50% live in single parent homes, extended
family situations, or foster care. The Rotary Branch gives youth the opportunity to
have a safe place to call “my club,” where quality programs help them make “today’s
dreams tomorrow’s reality.”

Seattle Housing Authority

Seattle Housing Authority is a public corporation, providing affordable housing to
more than 26,500 people. Of these, approximately 20,500 have incomes below 30
percent of the area median income and the remainder have incomes between 30
and 80 percent of the area median. Nearly 10,000 Seattle Housing residents are
elderly or disabled and more than 8,500 are children. In keeping with [its] mission,
the agency supports a wide range of community services for residents, including
employment services, case management and youth activities.

Seattle SCORES
Seattle Scores, an affiliate of America Scores, has one mission: to empower students
in urban communities using soccer, writing, creative expression, and service-
learning. With teamwork as the unifying value, Seattle SCORES inspires youth to
lead healthy lifestyles, be engaged students, and become agents of change in their
communities.

Swedish Medical Center

As the largest nonprofit medical provider in the Puget Sound region, Swedish
Medical Center serves both the health of its patients and its communities. From
nurses and physicians to social workers and dietitians, the dedicated teams of
Swedish Medical Center are defining on a personal level what excellence really
means.

Treehouse
Since 1988, Treehouse has filled the gaps for kids in foster care, providing services
that no other agency addresses: money for extra-curricular activities and summer
camp, professional educational support services, resources to fully participate in the
everyday activities of growing up, clothing and supplies to help them fit in at school.

United Way of King County

The United Way of King County brings caring people together to give, volunteer, and
take action to help people in need and solve our community's toughest challenges.
The United Way of King County has a particular focus on giving children and equal
chance through support of high quality early childhood education programs.

Upward Bound, City of Seattle

Upward Bound gives low-income students the knowledge, skills and motivation
necessary to earn a two- or four-year college or technical degree by supporting
academic achievement, goal setting, career exploration, and helping students choose
what they want to study and what college to attend. Each year, eighty-five 9th
through 12th graders from five Seattle public schools participate in the Upward
28
Bound program run by the City of Seattle Human Services Department.

Urban League Scholars Program at Garfield High School

Each spring, the Urban League Scholars Program at Garfield High School recruits 30
incoming freshmen of African or African American descent who have the desire to
accelerate their learning potential and prepare for post-secondary education. The
program offers a cohort experience freshman and sophomore years, preparing
students for Advanced Placement classes (AP) during their junior and senior years,
which, in turn, prepares them for future success at a four-year university. In
addition, students receive academic and social support and incentives during all
four years of their high school experience. The program is a cooperative venture
sponsored by the Urban League of Metropolitan Seattle and Garfield High School.

Washington Middle School

Washington Middle School, located in Seattle’s Central Area, seeks to serve students’
academic needs and also support their family and community relationships. Parents,
guardians, and community organizations support the school community.
Washington’s motto is “We find strength in our unity, while honoring our diversity.”

29
Yesler Community Center
Located in Seattle's Central Area and within the Yesler Terrace Public Housing
community, Yesler Community Center offers a wide array of programs and special
events including youth fitness and enrichment programs, adult dance and fitness
classes, and senior social activities.

Yesler Terrace Head Start Program (Neighborhood House)

For over 35 years, Neighborhood House has provided high-quality preschool
education to children ages three to five. Head Start classrooms help children achieve
success by combining excellent teaching with cultural sensitivity. Children
participate in a well-rounded preschool program that includes literacy activities and
social and emotional experiences to foster healthy development. One of the four
Neighborhood House Head Start Programs is located in the Yesler Terrace public
housing community.

YMCA of Greater Seattle

The YMCA of Greater Seattle is a charitable, non-profit organization serving King
and south Snohomish counties. For more than 134 years, the YMCA of Greater
Seattle has provided safe and caring environments, positive role models, creative
activities and opportunities to serve the needs of others. YMCA’s mission is
“building a community where all people, especially the young, are encouraged to
develop their fullest potential in spirit, mind and body.”

Youth Tutoring Program (Catholic Community Services)

The Youth Tutoring Program is an after-school educational enrichment program for
at-risk first through twelfth grade students who live in five low- and mixed-income
public housing communities in Seattle. Started in 1991 as a partnership with the
Seattle Housing Authority, the tutoring centers provide youth with a safe, positive,
and stimulating environment to explore learning and experience academic and
personal success. There are five YTP tutoring centers located in Seattle including
one in the Yesler Terrace community.

30