Girl Scouts of Greater Chicago and Northwest Indiana

Program Information Form Un Lugar Para Las Nias

Fiscal Year 2010
Program Name: Un Lugar Para Las Nias (A Place for Girls)
Need for program:
A pilot program during the FY09-10 school year, Un Lugar Para Las Nias targets
Hispanic girls in the Cicero, Illinois area enrolled in 3 Cicero District #99 public schools
(Abe Lincoln Elementary, Cicero West Elementary, Sherlock Elementary) that have
been classified as underperforming or have a demonstrated need for after-school
programming focusing on academics and life skills development.
For the last two years, girls in the Cicero area have participated in a series of six-week
workshops that provide an introduction to building self-esteem, developing an
understanding of money management, and gaining a clear understanding of the
importance of making proper food choices and exercise. These experiences have been
facilitated through program activities offered through our core curriculum that includes
healthy living and financial literacy.
The implementation of Un Lugar Para Las Nias represents an expansion of our current
service offerings in Cicero from a series of introductory workshops to a comprehensive
nine-month program that encompasses the full scope of leadership development,
healthy living, financial literacy, and STEM (science, technology, engineering and math)
activities.
The need for the expansion of current offerings is demonstrated by recent data provided
by the Illinois Department of Education that indicates that the Cicero School District #99
in Cook County is currently on the Illinois Academic Warning list with ISAT scores falling
below the Illinois state standards by 19%. The average ACT score is only 16.4 at the
High School level. Children ages 5 17 are approximately 23% of the total population,
with 39% or more of those children living in poverty.

Target Audience:
Our goal is to reach approx. 500 girls residing in this community between the ages
of 5 and 17. In 2008 the school population was made up of 95.1% Hispanics, which is a
marked increase from the 77.4% in the 2000 census. 83% of the families residing in the
Cicero area are classified as low-income.
Service Areas (Targeted Communities):
The program will be delivered at three (3) Cicero District 99 public schools. The crime
rate in Cicero is 289.9 per 100,000 which is reflective of the US average of 320.9.

Program Schedule:
Although Un Lugar Para Las Nias will operate during the nine-month school year on a
schedule to be determined in partnership with individual schools, site schedules will
range from one-hour sessions one day each week to two-hour sessions four days per
week, depending on girls and schools schedules and needs, as well as on the
availability of other after-school programs offered in the area. Saturday workshops will
also be offered for more informal interactions with participants.
Girls will be recruited in a variety of ways including but not limited to flyers distributed at
their schools, parent-teacher meetings, and by teachers who may recommend girls to
participate in the program. At least one site advisor and site assistant will lead the
program at each site, with some sites having as many as four staff members.
Program Activities:
The overall goals of this program are to help participants develop a positive sense of
self, increase their self-esteem, learn comprehensive goal setting strategies, achieve
tangible school success and develop an understanding of true healthy living. These
activities will include focused interactive sessions that will allow girls an opportunity to
have input in developing the abovementioned life skills. This implementation model is
based upon the Girl Scouts Leadership philosophy of Discover, Connect and Take
Action teaching girls to communicate, solve problems, work as a team, achieve
success, and become of aware of their community.
Curriculum Description:
Un Lugar Para Las Nias is an expansion of Girl Scouts of Greater Chicago and
Northwest Indianas successful GirlSpace program currently delivered in 40 Chicago
Public Schools; the content utilized will be those materials offered through the Girl
Scouts Leadership Experience (Healthy Living, STEM, and Financial Literacy).
HEALTHY LIVING
To offer girls a well-rounded, age-appropriate Healthy Living experience, two curricula
will be use, Fit N Fun and 360 U.
The Fit N Fun curriculum, is designed to give girls an overall experience from a healthy
living standpoint. Girls will spend thirty minutes on physical activity followed by thirty
minutes on curriculum that covers the benefits of walking, the five food groups, how to
create a body building lunch, and self-esteem. Girls will gain a good starting point to
take control of their health from an early age.
During the Fit n Fun program girls will learn what a pedometer is, how to properly wear
it, and what it is used for. Girls will participate in different physical fitness exercises to
determine which exercise allows them to get the most steps and what factors can affect
that such as being lazy.

Program Information Form, FY 2010

The 360 U curriculum, aimed at girls ages 8-14, not only address issues of fitness and
nutrition, but also focus on topics appropriate for older girls such as self-esteem, healthy
relationships, positive body image, and the medias influence. Girls will find why it is
important to stay healthy in all realms of life and determine ways to improve their habits
from where they are at now.
During 360 U girls will learn determine what foods should be categorized as Go, Slow,
or Whoa based on the number of calories and grams of fat. The Go foods should be
eaten frequently, Slow foods should be eaten often and Whoa foods should only be
eaten on occasion. Once the foods have been put into the categories girls will then use
a key sheet to figure out which foods would need more exercise in order to burn off the
calories at a healthy level. Ultimately the girls come to realize that they need a lot less
exercise to stay at healthy level with Go foods than with Whoa foods.

FINANCIAL LITERACY AND ENTREPRENEURSHIP

The Girls Scouts of Greater Chicago and Northwest Indianas Financial Literacy
program will help girls set financial goals and gain the confidence they need to
ultimately take control of their own financial future. By developing money management
skills early in life, girls learn how to increase their income, become responsible
consumers, create a budget, build and manage credit, and save and invest for
whatever's next.
CentsAbility was developed to help girls ages 9-11 develop their financial literacy
muscles! The projects included in this kit offer opportunities for volunteers to help girls
learn, and put into action, key concepts and skills related to personal money
management. Girls learn to set a realistic goal, create a budget, and establish a savings
plan and so much more! The kit contains an Adult Guide, CD printable handouts, 2
posters and game cards.
In CentsAbility, there is a session entitled Dreamsicle which is designed to help girls
figure out what theyre best at, or most interested in, so they can earn money by doing
things they enjoy. It is a fun, lighthearted activity that allows them to think, write, and
illustrate who they are and what they like.

STEM
Courtney Feuquay, STEM Program Manager, has developed this curriculum over the
years through various resources; include the Exploratorium, PBS Kids website, Steve
Spangler Science, and Engineeringyourlife.org. The curriculum was not developed by
GSUSA.
From edible animal cells, to volcanoes and lava lamps to the wonderful world of
recycling, Daisy and Brownie Girl Scouts will get an opportunity to explore many
different types of science activities in the fun and hands on program.

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Sample activities:
1. Girls will learn about comets while making an edible comet with ice cream,
chocolate sauce, cookie crumb pieces and whipped cream.
2. Girls will learn about optical illusions as they create a picture mixer and trick
their brains with optical illusions.
By the 6th grade, many girls have lost interest in science. This program was developed
to engage girls 4th grade and up in hands on, fun, and exciting Science, Technology,
Engineering and Math topics. Activities may include: launching ping pong balls into the
air, tye dying, making edible animal cells, looking at real pig lungs, erupting volcanoes,
investigating the scene of a crime, making homemade ice cream and playing with their
own dance pad mania.
Sample activities:
1. Girls will learn about the cellular structure of a animal cell by decorating a sugar
cookie with candy pieces. Each part of the cookie and candy will represent a
different structure that can be found in an animal cell.
2. Girls will learn about Forensics while dusting for fingerprints and learning about
handwriting analysis.

Measurable Outcomes and Indicators of Success:

Curricular Outcomes
Healthy Living
Outcome: Develop a Strong Sense of Self
Indicator - 70% of girls will be able to identify 2 ways that external factors
(advertising, the media and peer pressure etc.) influence their sense of self.
Outcome: Gain Practical Life Skills
Indicator - 70% of girls are able to identify 3 choices that are healthy for their
bodies and their minds.
Outcome: Develop Healthy Relationships
Indicator - 70% of girls can identify 2 specific positive behaviors that characterize
healthy relationships.
Financial Literacy
Outcome: Gain Practical Life Skills
Indicator - 60% of girls learn what a budget is and how to make one.
Outcome: Develop Critical Thinking
Indicator - 70% of girls demonstrate an understanding of the value and function
of money.
Outcome: Develop Positive Values
Indicator: 70% of girls identify two (2) benefits of saving money.

Program Information Form, FY 2010

Science, Technology, Engineering and Math

Outcome: Gain Practical Life Skills.
Indicator: 70% of girls will be able to complete the steps of an experiment
(1. Set up experiment; 2. Determine hypothesis; 3. Conduct procedure; 4.
Analyze results; 5. Draw conclusions).
Outcome: Be Resourceful Problem Solvers.
Indicator: 65% of girls can articulate an alternative/solution to an unsuccessful
experiment.
Outcome: Develop Critical Thinking.
Indicator: 70% of girls will be able to formulate and test their hypothesis during
an activity.
Evaluation Plan:
Evaluation Overview and Goals
Un Lugar Para Las Nias is a pilot program. As a pilot, a focused evaluation will be
conducted to help GSGCNWI increase organizational knowledge on how to best
provide relevant programming to the target population and to develop recommendations
for expanding the program going forward. While the evaluation seeks to gather initial
information on the identified outcomes/indicators, the emphasis of the pilot phase will be
on evaluating and improving the implementation/program model.
Specifically, the following pilot evaluation goals have been established for Un Lugar
Para Las Nias:
Gauge girl interest in and satisfaction with the program activities and gather
suggestions for improvement.
Assess girls motivations for attending the program and their intent to continue in
it.
Initially assess for the outcomes/indicators identified for the program.
Assess what parents think of the program and what they want the program to
provide.
Determine possible barriers to girls participation in the program.
Evaluation Methodology
In order to accomplish the established evaluation goals, a variety of methods will be
used to gather data. These methods include:
Method One: Outcomes Assessments per Curricular Area
After each curricular unit, participants will complete an established assessment focusing
on the three identified outcomes and indicators. In addition to assessing for the
indicators to gauge program success, girl feedback will be gathered to help program
staff better understand the implementation of the various components of each
curriculum. This feedback will assist staff in making changes to the curricula and will

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inform future new program development. Assessments will be administered by program

staff via paper-based survey.
Method Two: Post-Intervention Participant Surveys
At the end of the program year, girls will complete a survey that will assess what their
satisfaction with the program, what they feel they have gained from their involvement,
what has motivated them to continue in the program, and what feedback they have on
how to improve the program going forward.
Method Three: Parent/Caregiver Survey
At the end of the program year, parents/caregivers will be solicited to complete a paperbased survey regarding their conceptions of the program, their intent to continue their
childs participation, and their suggestions for improving the program. The focus of this
survey will be on gauging perceived barriers to girls participation and gathering what
parents would like to see future programs provide the participants. The parent/caregiver
survey will be offered in both English and Spanish.
Method Four: Staff Debrief
At the end of the program year, program staff will participate in an interview or group
debrief to discuss the opportunities and challenges presented by the program pilot. Staff
will also be solicited for recommendations to improve and/or expand the program
beyond the pilot phase.
Evaluation Timeframe
Data Collection: December 2009 June 2010
Data Analysis and Reporting: June 2010 July 2010

Program Timeline:
The anticipated start date of this pilot program November, 2009, continuing through the
school year ending June 2010; using 6-8 week intervals for each program listed above.