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Establishing Partnerships: Leveraging Campus & Community Resources (CAMP) Miriam Bocchetti, CAMP Director, Central Washington University Jaime Miranda,

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Presentation on theme: "Establishing Partnerships: Leveraging Campus & Community Resources (CAMP) Miriam Bocchetti, CAMP Director, Central Washington University Jaime Miranda,"— Presentation transcript:

1 Establishing Partnerships: Leveraging Campus & Community Resources (CAMP) Miriam Bocchetti, CAMP Director, Central Washington University Jaime Miranda, CAMP Director, The Univ. of Texas Pan American

2 RFP: Adequacy of Resources 10 points. This section of your grant can be your starting point for the 5 year plan. Can we look at what the school said they could do if funding ended? v. Potential incorporation of project at the end of Federal funding (2 pts.)

3 Migrant Education Program (MEP) Invite him/her for a tour of your CAMP center Invite him/her to be a speaker at one of your events? Have him/her join your advisor council (if you have one) Invite him/her to use your campus for meeting space or vice versa. Have you made contact with your local/state MEP Director? Is he/she on speed dial? Are there opportunities for collaboration?

4 UTPA Collaboration with MEP Our local MEP has access to all migrant staff (director, counselors) from the target area. They send out s on our behalf We co-host yearly “Annual Migrant CAMP Fair.” where over 1200 migrant seniors are seen. COE’s and migrant history easily accessed. CAMP presentation at annual state MEP conference Pre-college summer residential program for migrant students coordinated by MEP at our campus.

5 UTPA CAMP Supplemental Funding In 2012 our school received a Bill & Melinda Gates grant to implement AVID in our school. In 2013 CAMP cohort model was identified as a good model for tracking/implementation Over $24, in wages to CAMP to implement program. Advancement Via Individual Determination (AVID) National Tutoring program awarded to our state higher education coordinating board Sub-awarded to our school Cohort style set up Wages for tutors to implement AVID tutor ology

6 The English Department On September 2013, CAMP was approached by a faculty member from the English Dept. for help with Service Learning 3 groups of freshmen English students to help CAMP Low cost newsletter, Social Media and Learning A chance meeting A win/win for all School buy- in Low cost/high impact

7 The English Department Part II CAMP cohort in English 1301 Fall Department chair offered 24 slots for CAMP students in 2 English classes with a former migrant faculty member CAMP provided students Supplemental Instruction Program Once English class was set-up, the university tutoring center offered an SI leader at no cost to CAMP to help our students. They had not been able to get into English Dept. until we came along.

8 Other ideas In the past our school paid 20% of admissions counselor salary. In the past another state grant paid for 4 CAMP mentors In the past the school invited CAMP students to present to new faculty members at new faculty orientation CAMP students had a student forum once a year to inform faculty about their first year experience at the school. Very well attended by administrators Our CAMP Internship component opens many doors on campus. What are your other ideas???

9 Dare to Dream Academy: Exploring Your Future: A Partnership with Washington State MEP & Central Washington University

10 THE PLANNING PROCESS Began meeting with OSPI staff in Fall 2011 Set Dare to Dream (DTD) Outcomes Drafted a tentative schedule for the week as well as budget Collaborated on DTD Student Handbook for participants Discussed logistics-registration, transportation and waiver forms Created training module for a two day mentor training with all schools

11 GOALS AND OUTCOMES Students will leave with an updated High School and Beyond Plan that has been reviewed and aligned to their career path. Students will explore a variety of career paths. Students will have completed a written Personal Statement to be used for applying to post- secondary institutions and to use on a résumé. Students will visit university departments for potential areas of study. Students will leave with a list of resources to help pay the cost of attending a post-secondary institution. Students will have completed a ‘Letter to Self’ noting long-term and short-term goals for school year. Students will leave with a journal detailing their experiences at the Dare to Dream Academy.

12 DARE TO DREAM MENTOR TRAINING FRIDAY, April 25, :00 – 4:30 PMARRIVAL & ROOM CHECK INMUNSON HALL 4:30 – 5:00 PMMEET & GREETWEC 5:00 – 5:30 PMWELCOME ICEBREAKERSWEC-WSU 5:30 – 5:50 PMOVERVIEW OF GOALS/OBJECTIVESWEC-OSPI 6:00 – 6:30 PMDINNERTUNSTALL 6:30 – 7:30 PM Washington Occupational Interest Survey (WOIS) WEC-Tami Palmer 7:30 – 7:45 PMBREAKWEC 7:45 – 8:30 PMMENTOR ROLES & EXPECTATIONSWEC-OSPI 8:30 – 9:00 PMMENTOR PANEL-RETURNING MENTORSWEC-All staff 9:00 – 9:30 PMREVIEW SAT. AGENDA & QUESTIONSWEC-All staff SATURDAY, April 26, :30 – 7:30 AMRISE AND PACKMUNSON HALL 7:30 – 8:00 AMBREAKFASTTUNSTALL 8:00 – 9:00 AMA LOOK AT ACADEMY SCHEDULESWEC-ALL STAFF 9:00 – 9:30 AMWHO IS A MIGRANT STUDENT?WEC-OSPI 9:30 – 9:45 AMBREAKWEC 9:45- 10:30 AMMENTOR SCENARIOSWEC-CWU 10:30 – 11:45 AMRISK MANAGEMENTWEC-AWSP 12:00 – 12:40 PMLUNCHTUNSTALL 12:45 – 2:00 PMHIGH SCHOOL AND BEYONDWEC-OSPI 2:15 – 3:00 PMCLOSING: EVALUATIONWEC-ALL STAFF

13 WHY DARE TO DREAM? The student population would benefit from the experience The academy would engage and interest students in a way they hadn’t experienced before They would interact with their peer group in a meaningful and fun way Students would learn how to prepare and fund their future academic pursuits Students would grasp various admissions requirements Students would set academic and personal goals for their future

14 WHAT WE LEARNED… Teamwork is essential to the planning, preparation and facilitation of this event! Students worked great together, regardless of what school they were from Timing is everything and institutions should be knowledgeable of the high school academic year schedule for DTD planning purposes Student mentors were invaluable; they helped students gain perspective

15 CHANGES FOR THE NEXT YEAR Science and/or Math component was introduced in 2013 & 2014 Coordinator for Dare to Dream was hired and trained Science/math instructors and various faculty were identified as partners Budgets were revised to include medical personnel who would be on site for the week Contract process was started earlier as was registration and contact with schools

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17 “I did talk to Yanet Flores Martinez, student, and she is a changed girl because of D2D. She is glowing, she has a glint in her eyes and she is standing tall and proud. I can actually see a visible difference in her. She couldn’t express how wonderful this opportunity was.” -America Smith, Migrant/Bilingual Director, Centralia School District

18 https://www.facebook.com/video.php?v= https://www.facebook.com/video.php?v= https://www.facebook.com/video.php?v= DARE TO DREAM VIDEOS


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