2018-416-E Finance - Marian Cheek Jackson Center outside agency agreement

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DocuSign Envelope ID: 7A9252AF- OE3A- 47EE- A4F6- 2A3D9DF527FF EXHIBIT A: PROVIDER'S OUTSIDE AGENCY APPLICATION • Our Executive Director is a professor in UNC's Department of Communication and former interim director of the Southern Oral History Program. • Our Community Mentor Team is composed of over 20 lifetime residents of Northside and community activists within the Civil Rights Movement here. This group, made up of the history makers by which our curriculum is based, meets regularly to help plan workshops. h) Describe the specific period over which the activities will be carried out and include an implementation timeline. In Summer 2018, we will use 2017 -2018 feedback to refine the curriculum of all initiatives, utilize a summer fellow to begin Oral History Trust syllabi curation, and begin scheduling tentative 2018- 2019 workshop dates. Throughout the academic year, we will facilitate Learning Across Generations workshops and host UNC student groups for weekly neighborhood tours via our Soundwalk. Our civil rights and oral history services see a spring surge as course schedules traditionally teach civil rights and Black history during February- March. Thus, Fall 2018 will primarily focus on TYS weekly implementation and Spring 2019 will primarily focus on history-based workshops. Summer 2019 will conclude with us conducting end -of -year evaluations to assess impact and areas for refinement. i) Why is funding this program a good investment for the community? How does funding this program add value to the community? (250 words OR LESS) All of these programs aim to preserve and empower local communities: we sustain the historically African American community of Northside through oral history preservation and a neighborhood Soundwalk; we empower elderly neighbors to share their history with younger generations and intentionally engage with the community; and we also empower our next generation of leaders to develop and share their own stories and perspectives with communities, both local and national. We believe that our Youth & Education programs address a variety of chosen Town /County priorities. Additionally, our education initiatives align with both the CHCCS Equity Plan and the vision for equity and excellence expressed in each individual School Improvement Plan within our district. Our programs foster creative engagement and civic participation across race, class, and age barriers by intentionally focusing on innovative, intergenerational education practices that address a variety of social justice issues, including the Civil Rights Movement of the 1960's and its connections to our current soiciopolitical climate. We offer nuanced Civil Rights curricula to empower and engage students (especially youth of color and low- income), and directly connect them with older mentors. This interchange fosters intergenerational communication and listening because older residents are then empowered to share their histories with youth. We create safe spaces and community forums, honor cultural practices, and revitalize our community while connecting across difference. j) Describe what would happen if requested funding is not awarded at all or if a reduced allocation is recommended. If funding was not awarded or was reduced, we would ultimately be faced with reducing the number of workshops offered to our school partners. We would struggle to sustain the full staff support that we offer to our programs and to keep our programs free of cost to student participants, which is a key way in ensuring true diversity and equitable access. Having said this, we would be determined to find a way to continue at capacity because we recognize the value and importance these projects have to our collective community. k) What percentage of your target population is low- moderate income? We do not have a way to track this, as our workshops are delivered in a variety of school classrooms and alternative school sites like Boomerang, Phoenix, and the UNC Hospital School. 1) What efforts do you make to seek feedback about your program from your target population? For our civil rights and oral history workshops, we use program evaluation surveys for teachers and students to provide feedback and quantitatively assess workshop engagement and learning. Additionally, we have acquired handwritten cards from students who further expressed the impact of our work. We conclude our audio immersion semester by debriefing the audio production process in its entirety. Additionally, we are creating community -based listening parties to showcase student work; this environment will garner additional feedback from students, faculty, and community members.