Structuring a Successful UB & UBMS Program

Structuring a Successful Structuring a Successful UB & UBMS ProgramUB & UBMS Program

Southwest Association of Student Assistance Programs

37th Annual Conference

November 16-19, 2008

PresentersPresenters

Elizabeth C. Retamozo, Executive Director

Sonya Lopez, Training Director

Upward Bound Director, Texas State University

NOSOTROS Education Center NOSOTROS Education Center

www.nosotrosedu.org

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Session Overview Session Overview

• Higher Education Opportunity Act (HEOA) Impact on TRIO & UB/UBMS Program

• Review of Program Standard Objectives Academic & Supportive Services

• Student Retention & Parental Involvement

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Presentation MaterialsPresentation Materials

• PowerPoint Slide Handouts• Additional Documents & Materials located at:

• www.nosotrosedu.org– Go to Resources Page– Register Your Email Address– Click the Presentations & Links Tab– Click SWASAP 2008 UB/UBMS Conference Session

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PART IPART I

Impact of Higher Education Impact of Higher Education Opportunity ActOpportunity Act

on UB & UB Math/Science on UB & UB Math/Science

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HEOA Impact on TRIOHEOA Impact on TRIO

• Moves Prior Experience from being regulatory (i.e., defined by ED) to legislative (i.e., defined by Congress).

• Extends all grant terms to five years.

• Increases minimum program grant to $200,000

• Removes the “in exceptional circumstances” limitation on grant applications from secondary schools.

• Creates an appeals process for TRIO applicants involving a re-reading by a second peer review panel.

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HEOA Impact on TRIOHEOA Impact on TRIO

• Instructs the Secretary to “rigorously evaluate the effectiveness” of TRIO programs (including Upward Bound), but mandates that in doing so the Secretary shall not (A) require programs to recruit more students than normal or (B) deny services to eligible students.

• Additionally, in designing an evaluation, the Secretary must consider (A) the burden placed on program participants and institutions and; (B) whether the evaluation meets the standards of institutional review boards.

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HEOA Impact on UB/UBMSHEOA Impact on UB/UBMS

• Allows grantees to target “students who are limited English proficient, students from groups that are traditionally underrepresented in postsecondary education, students with disabilities, students who are homeless children and youths, students who are in foster care or aging out of the foster care system, or other disconnected students.”

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HEOA Impact on UB & UBMSHEOA Impact on UB & UBMS

• Kills the entire Absolute Priority including the evaluation.

• Requires that 1/3 of participating students be low-income individuals, first generation college students, or students who are at a high risk for academic failure.

• Instructs the Secretary to implement an evaluation of UB by 06/30/10 (See parameters of evaluation methodology on previous slide.)

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Recap of HEOA on UB/UBMSRecap of HEOA on UB/UBMS

No more Absolute Priority! Allowed to Recruit New 11th Grader Students - Not

Recommended Eligibility Does Not Mean Automatic Selection! Define Academic Need & High Risk for Academic Failure

(part of 1/3 now) – Verification of Eligibility & Selection Form Review IRS/DS Plan & Change as Needed – Plan of

Operation

Review of UB/UBMS Program Review of UB/UBMS Program

Standard ObjectivesStandard Objectives

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PART IIPART II

Mandatory ObjectivesMandatory Objectives

1. Academic Improvement:

___% of all UB participants, who at the time of entrance into the project had an expected high school graduation date during the school year, will have achieved at the proficient level during high school on state assessments in reading/language arts and math.

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Academic & Supportive ServicesAcademic & Supportive Services

1. Academic Improvement (9th & 10th Grade):

AC – Tutoring in math, science, English, Reading & Foreign Language AC – Monthly Saturdays for College & Cultural Activities/Field Trips AC – Academic Advising via CollegeED Booklets SC – Course Content Based on NCLB Test Objectives. Instructors

Develop Lesson Plan with Pre & Post Tests SC – Electives, College Exploration & Leadership Building Activities

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3. Postsecondary Enrollment:

__% of all UB participants, who at the time of entrance into the project had an expected graduation date during the school year, will enroll in a program of postsecondary education by the fall term immediately following the expected graduation date from high school.

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3. Postsecondary Enrollment (11th & 12th):

AC – Tutoring in math, science, English, Reading & Foreign Language AC – Monthly Saturdays for ACT/PSAT/SAT Preparation AC – Academic Advising via CollegeED Booklets SC – Course Content Based on College Entrance Exam Objectives.

Instructors Develop Lesson Plan with Pre & Post Tests SC – Electives, College Exploration & Leadership Building Activities.

Rising 12th Grader College Trip

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4. Postsecondary Persistence:

___% of all UB participants who enrolled in a program of postsecondary education during the fall term immediately following high school graduation will be enrolled for the fall term of the second academic year.

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4. Postsecondary Persistence: 9th Grade:

• Plan for Concurrent/Dual Enrollment by 12th Grade• Check of HS Diploma Plan for College Enrollment• Begin Working on NCLB (Objective #1) via AY

Tutoring & SC Instruction

10th Grade: • GPA Increase via AY Tutoring • Master NCLB (Objective #1) via SC Instruction

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4. Postsecondary Persistence: 11th Grade: • Increase GPA via AY Tutoring• PSAT/SAT/ACT Preparation via SC Instruction from

College Professors 12th Grade: • Enrollment in Honor & AP Courses• Dual Enrollment in HS & College by Spring Semester• Bridge or AP & CLEP Preparation via SC instruction • Referral to SSS asap

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Student Retention & Parental Student Retention & Parental Involvement Involvement

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PART PART IIIIII


2. Project Retention:

___% of 9th, 10th, and 11th grade project participants served during each school year will continue to participate in the project during the next school year.

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RETENTION CONCERNSRETENTION CONCERNS

Objective #2: Retention Objective #2: Retention


• Staff Philosophy

• Staff Training

• Student Activities

• Parental Involvement

RELATIONSHIPS….RELATIONSHIPS

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• Staff Philosophy:

- How to Work with Students & Families

- How to Lead Groups

- How to Build Lasting Relationships

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• Staff Training:

– Leading During Times of Change– Team Building– Working Effectively with Staff

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Experience Self

Cognitive

Affective

Self-Esteem

Behavior

Self Concept

How Do We Change Behavior?How Do We Change Behavior?

Objective #2 - RetentionObjective #2 - Retention

• Starts During Recruitment of 9th Graders Only

• Parents are Very Involved

• Parent/Student Recruitment Mixer

• Two Month Probation Period– Students participate in ALL activities – Unpaid Interns (SW & Psychology)– Parent/Student Interview

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• October Team Building – Low Ropes • Two Staff Telephone Contact • Weekly Staff Meetings to Share Student Info• Parent Fundraising Group – Automatic

Enrollment• Staff Attends Students’ Church/Games etc…• TRIO HS Student Organization

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• Staff Meets with Each Student Weekly• Staff Involved in School Activities• Student Community Involvement• Saturday College Involvement• College for a Day• Parent & Student School Board Presentations• Student Eco-map

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• Use of Technology Myspace Facebook Text Messages

• Staff Contact Parents with Positives & Concerns• Parent Spring Potluck

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• Empower Parents in Community Events• Use of Alumni

FGSO Panelist Banquet Held in November not Summer

• 1st Stipend – Only Parents Allowed to Pick-Up – Advisor Discretion

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Questions & AnswersQuestions & Answers

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Structuring a Successful UB & UBMS Program

Documents

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