Project Structure/Oversight

Project Structure/Oversight

Advisory Committee comprised of:

NSCC Recruiting Washington Teachers Project Director-Paul Kurose

WWU Elementary Education Program Director – Dina Benedetti

Representation from Homewaters Project staff?

SPSElementary school representation – MS/ES principal?

SPSHigh School representation – HS counselor?

CBO reps from groups serving students from communities of color (+/- 3 people). Enlist advisory committee participation from at least 2 CBOs participating in our project’s student recruitment and tutoring opportunities. Current list of possibilities: MESA, Campana Quetzal, TAF, Upward Bound, Powerful Schools, and Rainier Scholars (ideally representation from at least one group that supports HS students in college readiness programs and one group that has an elementary student education component)

Other community reps – an Association of Black Educators Board Member?

Paul to work on outreach/recruitment of participants

Advisory Committee’s Role and Responsibilities:

Submit letter of support/commitment to accompany our proposal to the state

Assist in overall project planning in one of the following key areas:

Curriculum development for summer institute courses/experiences

Facilitating school-year “tutoring” experiences for HS students

Assisting with college-readiness advising/counseling of HS students.

HS student recruitment/overall program promotion

Engage in project implementation through:

Attending planning meetings during winter and spring quarters 2008 to finalize summer institute content & plan academic year experiences.

Attending project progress meetings held post summer institute and at least twice during the academic year.

Participating in program delivery by: facilitating tutoring placements, serving as a guest speaker at the summer institute, assisting with assessment and academic counseling for HS students, serving on the application review committee to select program participants.

Helping assess and ensure project success through close review of first-year activities and outcomes. Make suggestions for mid-course corrections if necessary and plan for improvements for year-two summer institute and program.

DRAFTBUDGET
Project Director / 27000
Academic Advisor / 21000
Admin Coordinator / 15000
Student Transportation / 5500
Food For Institute And Quarterly Meetings / 5000
Conference Reg Fees / 6600
Other CC Faculty/CBO Staff Time / 15000
Guest Speakers / 6000
Student Perk T-Shirts Or Other ? / 700
total / 100700

We need a name for this program! Hmmmmm…..

Empowering Young Educators

T3- Today’s Students Tomorrow’s Teachers

We need a recruitment plan and selection criteria – maybe our answer is we refrain from selection criteria finalization until we get our full advisory committee together to determine collaboratively?

Define specific goals and outcomes for the institute as a whole. Plug-in identified activities and look for overlap/gaps to address. Determine time line and possible calendar. Determine what can/should be transferred to academic year experience instead of summer institute.

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SUMMER INSTITUTE -- Assessment and College-Readiness Activities

Administer the COMPASS test (reading, writing, math)

WHO / NSCC testing center provides access to COMPASS on computers
How / Use NSCC testing center facilities
When / Beginning of institute – afternoon of day 1?
Budget ? / Maybe, work with testing center to determine
To-Dos / Contact NSCC testing center and arrange partnership – identify time required and any logistics to address

Administer the new TMP college readiness math assessment

WHO / Project Director and TMP project participants (HS and CC math faculty)
How / Access test thru project director. Administer in classroom at NSCC
When / Beginning of institute – afternoon of day 2?
Budget ? / Maybe, Stipends for TMP instructors to grade/assess results for each student?
To-Dos / Work with TMP to recruit test proctors and ‘graders’ who can ensure quick turn-around
Develop IEP for each student’s Senior year of HS.
WHO / Enlist project student advisor thru CBO partnership
How / Review HS transcript of each student; Review summer institute assessment results; Create senior year plan to ensure college readiness – especially in math;
Identify in-school and out-of-school supports to reach plan goals
When / Final two days of institute – one on one meetings with advisors for each student??? What can be happening in the overall schedule so students are out of the group on a rotating basis and not miss critical info? Other thoughts about how this is done???
Budget ? / Yes, hiring an advisor thru partner CBO to work with cohort students.
To-Dos / Maybe this is something that culminates AFTER the institute? Maybe just a ‘get to know each student’ meeting during the institute followed by a full plan post institute? Thoughts?
Maybe IEPs are discussed with each student outside of the institute at their homes with their parents present….kind of like a home visit model. This is when any guaranteed scholarship information could be presented to students as well?
Higher Ed 101 Workshop
Who / CBO advisor, NSCC and WWU admissions folks ? Current NSCC and WWU students. INVITE students parents
HOW / Many CBOs already do this for their population….how can we leverage existing work and expertise?
Have students complete financial aid forms with help from staff/parents. Qualification info will be shared as part of IEP post institute.
Current CC/WWU students give brief introductions to the group about their own stories leading them to college. Join the group for lunch?
INVITE Parents
When / In order to include parents maybe this needs to be on a SATURDAY? If so, does that mean we can’t include a campus tour as part of this experience.
Budget? / Yes, hire project advisor for ongoing work. Staff pay for Saturday sessions? Lunch. Transportation for parents?
To-Dos / Refine this concept. Secure participation from WWU and NSCC staff. Work on connection with project specific student advisor and regular college staffers.
SUMMER INSTITUTE - Experiences To Inspire Students
“High-Profile” Guest Speaker/S
Who / SPS superintendent M.G.J. and/or NYU urban education guru or other national-level speaker?`
HOW / Present speakers to students and allow reflection on topics through student writing assignments.Encourage speakers to do small group active participation as part of presentations if possible
When / ? Morning sessions for 2 days?
Budget Implications / Yes, cost for national speaker and travel +/- $5,000?
To-Dos / Contact speakers to get commitments and costs. Better define how speakers specifically tie-in with institute outcomes and student experience as a whole. For example, maybe students will keep a journal during the week and responses to each speaker are recorded in the journals and then shared in small groups the next day…?
Workshop With Current Teachers In Sps
Who / Recruit participation of up to 4 (?) currently employed Elem or MS teachers from underrepresented communities who work in diverse classroom settings
HOW / Small groups? “speed dating” style group time with each teacher? Opportunity for HS students to ask questions, hear from someone in the field, etc. Is there a specific product or outcome for this part?
When / ? Morning session for 1 day?
Budget Implications / Yes, stipend for teachers as appropriate
To-Dos / Establish schedule and recruit teachers to participate. Create additional structure/lesson plan around teacher visits to ensure a quality experience
Workshop With Current CBO Educators That Serve “High-Need Students”
Who / Possibilities:
MESA staff, Upward Bound staff, Rainier Scholars staff, TAF staff, Other?
HOW / Ask for a speaker to come and talk about their organization’s educational programs and the difference it makes in student’s lives. Explore how and why CBOs play a critical role in educating students from diverse backgrounds.Need to decide if this is multiple speakers in small groups (like above idea for classroom teachers) or if this is one speaker and large group work
When / ? Morning session for 1 day?
Budget Implications / Yes, stipend for teachers as appropriate
To-Dos / Make contacts and decide about specific CBO involvement. Further develop curriculum around this experience
Opportunities to Engage with K-12 students in an educational setting
Actual Teaching Experience Thru Homewaters Module: Science Day
Who / WWU teacher education program faculty and Homewaters Staff
HOW / Collaborate to modify current unit curriculum to ‘teach’ the science stations in a Homewaters module. Include broad preparation like intro to the professional code of conduct and discussion of specific culturally responsive teaching strategies.Include specific content/technique preparation to empower institute students to work with visiting kids during science activity day and manage stations
When / Collaboration time is pre summer institute. I have no idea how much time this activity could take during the institute….need to discuss. Actual Science Day with visiting kids would be the last day of the institute in the AM? It would be good to have a de-brief afterwards…
Budget Implications / Yes. Curriculum development stipends to WWU and Homewaters faculty/staff. Summer institute instruction time stipends. Science day coordination time for Homweaters staff? Science day equipment and supply costs. Student transportation to science day from local CBO (N. Seattle Boys and Girls club?)
To-Dos / Recruit Homewaters project staff & WWU faculty for project. Determine budget and scope of activity. Recruit visiting students to participate in science day. Ensure buy-in from stakeholders that the curriculum developed for science day preparation includes a cultural competence discussion as well as the intro to professional code of conduct (it will be important for the strength of our grant to demonstrate we will actually DO this through the science day preparation work)
Field-Trip To MESA Class Or Rainier Scholars Class Or Other CBO Summer Course
Who / CBO partners, project staff. Preparation prior to field trip through seminar curriculum – who teaches/leads this piece?
HOW / Rent two vans…visit summer education programs serving SPS students in math and science. Discuss observations in relation to student’s own experiences, and info learned during institute?
When / Half day of institute for field trips. Additional time for preparation and follow-up activities
Budget Implications / Yes, transportation. Any prep time for CBO staff should be compensated.
To-Dos / Further refine how field experiences relate to the goals of the institute and specific outcomes.
Academic year experiences
Tutoring Elementary Age Students.
Who / CBO partners; Project Director; SPS school principals
Administrative coordinator person may be needed to manage tutoring logistics. Would a CBO partner be willing to take this on for compensation?
HOW / 1 - CBO partners agree to place HS student tutors within their existing programs to work with youth. Ideally with some sort of after school, project-based, hands-on learning experience for the kids
2 - Project Director facilitates placements of HS student tutors at elementary schools by working with SPS principals
CBO partners and Project Director take lead on training
Need to flesh out what the training component would look like. Obviously, some training is accomplished during summer institute but what else needs to be done to make the program effective for ongoing tutoring?
WHEN / Starting in Mid-October, facilitate once per week placements for the HS studentsPrior to mid-october, hold at least two training/group sessions to orient students to their assignments and do some additional training (for some HS students this could take place with their assigned CBOs rather than w/ project director?)
Budget? / Yes, transportation costs, staff costs to CBOs for facilitating tutor placement and tutor training, possible materials costs for tutoring activities?
To Dos / Work w/ CBOs to pin down their level of involvement w/ this aspect of the project;
Determine scope of tutoring component (once per week for the whole year or what??)
Attend One Professional Educators Conference
Who / All HS students and Project Director (would we need additional adults as chaperones? Not sure of rules about this…)
HOW / Identify high-quality regional conference scheduled for 08-09 academic year and register cohort to attend.
Provide transportation
WHEN / TBD
Budget? / Yes, transportation costs, staff costs to CBOs for facilitating tutor placement and tutor training, possible materials costs for tutoring activities? Yes. Registration costs, transportation costs, food costs
To Dos / Look at conference schedules
Project budget
Academic Year Experiences Cont.
Shadow A Current WWU Education Student During Practicum
WHO / WWU faculty and students
Project Director
Admin coordinator for this activity (could this piece be done by someone at WWU??)
HOW / Each HS student will attend at least one class each semester (2 for the year?) with a WWU teacher in training.Need to coordinate each student’s placement and logistics of participating. Need to structure some sort of curriculum around the classroom visits. Could the WWU faculty help with any sort of assignment suggestions? Need to develop this more…..
WHEN / 2 x during the school year ; one in fall/winter and one in winter/spring
Budget? / Yes….possible transportation costsPossible coordination costs
Possible small curriculum development costs to create meaningful structure around the experience?
To Dos / Talk to WWU
Quarterly Cohort Meetings (These Could combine With Some Of The Above Listed Activities….Not Necessarily 4 Additional Meetings)
WHO / All HS students in cohort ; Project Director; Academic student advisor; CBO reps who are hosting student tutors
HOW / Develop a structured set of goals and outcomes for continued contact with cohort during academic year;
Completing college applications, for example? Financial aid applications if they need to be redone?
What about some reflection on tutoring experiences…do students have to write a paper on their experiences, or what?
WHEN / Saturdays?
Budget? / Yes, staff time;Transportation;Meal costs
To Dos / Determine specific goals and outcome
Ongoing Contact With Project Advisor To Ensure Progress During Senior Year –
WHO / Project academic advisor; Project Director
HOW / Project academic advisor checks-in with cohort students to ensure class schedules are meeting student needs. Advocates for changes as needed with HS
Monitors progress through monthly meetings at HS to talk with each student? Refers to CBO services as necessary to help student stay on course to meet goals of their IEPs
WHEN / Monthly meetings with each student at their HS?
Budget? / Staff time for academic advisor
To Dos / Determine time and effort involved; Determine costs for above

Further thoughts

What are our success benchmarks for individual students – a GPA threshold during senior year? Successful completion of project-specific assignments? a combo of the two, or what?

What are our project-level success benchmarks – overall retention goal? quantifying student attitudes about teaching? specific targeted courses taken by students during their senior year (math, for example) ?

What are individual student products and outcomes that demonstrate above success?

What are project-level products and outcomes that demonstrate above success

Awarding of guaranteed scholarships as incentive to students during their IEP meetings in August?

Institute during July makes most sense? Maybe using the integrated studies classroom?

Significant coordination factor for academic year program as designed…dispersed students mean lots of coordination.

Need someone to get students registered for running start credit for their tutoring. Facilitate tutoring placements; facilitate WWU shadowing experiences, plan quarterly meetings of cohort, register group for professional conference, etc….

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Sample Day of Institute Schedule

Day Two of Institute:

Time / What / Led by / Supports needed? / Follow-up needed?
9:00 – 10:00 / Morning reflection – “team building”, overview of the day
review of previous day / WWU faculty person? Paul?
Who? / curriculum development prior to institute
arrange for classroom space. Coordinated studies room?
10:00 – 10:10 / Morning Break
10:10 – 12:00 / Morning Module- guest speakers from local elementary and middle schools. Current classroom teachers working in diverse school communities. Panel discussions and small group work / Paul to introduce speakers and set the stage. Speakers leads sessions with students / Framework for activities developed. Stipends for teachers / Yes, some framework for the ideas discussed to be revisited as themes throughout….especially during the hands on work students will do thru homewaters
12:00 – 1:00 / Lunch Break / Paul and admin support staff / Daily lunch provided or a combo of some days provided and some days students purchase on their own at the cafeteria? Maybe some ‘daily assignments’ during lunch to get students out around campus…. “scavenger hunt” kind of thing? / If any lunch campus assignments are done students need the chance to go over their work. Earning prizes or something?
1:10 – 3:00 / Afternoon Module - Student assessment day 2 / Paul and testing center staff / Arrange for payment ahead of time. / Yes. Student results and their implications need to be discussed during the institute with academic advisor
3:00-3:10 / Afternoon Break
3:10-4:00 / Introduction to Homewaters Science Day work. – focus on preparation activities for working with students in the field / WWU instructor and Homewaters staff / Possible supplies from homewaters / Yes. The prep work will build on itself each day to prepare for Science Friday w/ visiting students
4:00-4:30 / Afternoon wrap-up
Review of the day…tying it all together
Review any assignments due (writing piece about the guest speaker?)
Answer questions
Introduce tomorrow’s schedule / Paul? WWU faculty?

Sample Institute Schedule