Here’s another interesting article found on The University of Texas at Austin website: http://www.utexas.edu/features/2010/04/12/teacher_incentive/

Interesting article on BBC today about the Finnish education system:

http://news.bbc.co.uk/2/hi/programmes/world_news_america/8601207.stm

Last night, members from the COBRAS and VOICES chapters at LBJ High School and McCallum High School as well as the Young COBRAS from Kealing Middle School  spoke in front of the Austin Independent School District Board of Trustees.  Mercedes Perry from the McCallum VOICES chapter and Kenny Crockett from the McCallum COBRA chapter spoke about the successes of these programs and how it has influenced their lives.  Each high school student then proceeded to say their name and what college they will be attending in the fall while the middle school students replied with their name and what ICUSP has meant to them.

After the students finished their presentation, the entire audience stood up gave a rounding applause.  Once again, these students demonstrated their leadership skills they acquired through their participation in ICUSP.  Before the presentation to the board, all of the students participated in a focus group to reflect on different aspects of ICUSP.  Each student stressed similar sentiments about different barriers found with their peers, schools, and administration.  Although faced with the task of promoting the acceptance of ICUSP in their schools, the students are very passionate about championing this organization and its endeavors.

Written by Joanna Dela Cruz- Elementary Education Coordinator

Do you want to be a Field Instructor for a social work intern?
Hannah Gibson, University of Texas at Austin School of Social Work – Field Education
Website: http://www.utexas.edu/ssw/aa/field/

The following information and guidelines are taken from the Field Education workshop packet provided by the office of Field Education on how to host an intern as a Field Instructor:

“The intent of field education is to connect the theoretical and conceptual contribution of the classroom with the practical world of the practice setting. It is a basic precept of social work education that the two interrelated components of curriculum—classroom and field—are of equal importance within the curriculum, and each contributes to the development of the requisite competencies of professional practice.”
-Take from Council on Social Work Education, Educational Policy and Accreditation Standards.

“Clinical supervision is an interactional process in which a supervisor has been assigned or designated to assist in and direct the practice of supervisees in the areas of teaching, administration, and helping.”
-Munson, Carlton (1993) Clinical Social Work Supervision, 2^nd ed. The Haworth Press: New York.

Responsibilities of Supervisor

-welcoming and orienting the student intern to the agency
-assess student’s learning style, needs and interests in the context of field
-help student to develop strategies and skills for dealing with demands and expectations
-providing weekly individualized educational supervision as well as formal evaluation
-provide challenge and support for student

Responsibilities of Student Intern

-make use of the structure for supervision in a non-defensive and open manner
-share with supervisor details of work
-provide feedback to the supervisor about needs and identifying learning goals and about the natur of the working relationship

Responsibilities of Office of Field Education

-designing and implementing field placement processes and policies
-developing and evaluating field instructor training
-representing the field program on school committees, university functions, and the professional community

Hello everyone!

I found out about some cool resources for K-12 students.

The Financial Literacy Coalition is offering free trainings for youth groups! For more information go to their website at http://www.flcct.org/programs.php .

The Go to College Guidebook is available for download on the Ready by 21 Coalition website at http://www.readyby21austin.org/.

The College Persistence Forum- “The Completion Challenge: Helping Students Succeed in Higher Education” is taking place on April 7th from 1:00 to 5:00 pm at the AT&T Conference Center on the UT campus. http://www.tgslc.org/publicbenefit/events/forum-040710.cfm

The National College Fair featuring different college information booths is taking place on April 13th from 9:00 am to noon at the Austin Convention Center.

Goodwill GoodGuides Youth Mentoring Program- Austin, TX

http://www.austingoodwill.org/wds/goodguides.html

Chris Jacobi: GoodGuides Youth Mentoring Project Manager- Chris.Jacobi@austingoodwill.org

What is Goodwill GoodGuides?

The new Goodwill GoodGuides Youth Mentoring Program is part of a national Goodwill Industries initiative designed to promote opportunity and positive, healthy choices for youth ages 12-17.  Goodwill is currently in the stage of recruiting responsible adults who can sustain a mentoring relationship for at least one year.  Free to choose different activities, mentors and their mentee can participate in anything from Austin museums to outdoor activities to career exploration.

This program aims to encourage youth to foster positive values, interpersonal competence, cultural competence, resistance skills, peaceful conflict resolution, and make a commitment to learning.

Ultimate Goal

The purpose of this Goodwill GoodGuides is to keep at risk youth in Austin and Central Texas out of the justice system and promote post-secondary opportunities.  They would also like to recruit 100 youth and 25 mentors by the end of 2010.

Needs and Opportunities

This program would like to recruit more university students to work with youth and become more visible in the community.

How Does It Work?

Goodwill GoodGuides matches youth with volunteer mentors in order to build career plans and skills as well as prepare youth for school completion and post secondary opportunities.  Mentors commit one year (4 hours per month to their mentee) and serve as a positive role model and friend in either a one-on-one, group, or peer setting.  Mentors work on building self-esteem, motivation, social responsibility, setting goals, and establishing appropriate boundaries. Youth must be between ages 12-17, show a desire to learn about careers, may have a disadvantaging condition (not a requirement), and show that they could benefit from the guidance of a role model.  Mentees are mainly chosen through referrals from organizations like the Boys and Girls Club and Communities in Schools.

Highlights

Chris has been inspired by the mentors who have come in and expressed how important this position is to them.

Out Youth- (Nonprofit)

http://www.outyouth.org/index.html

Lisa Rogers: Program Director- Lisa@outyouth.org

What is Out Youth?

Founded in 1990 by students in the School of Social Work, Out Youth provides a support network for queer youth in crisis and exists as the only organization in Central Texas that specifically serves gay, lesbian, bisexual, transgender, and questioning youth.  Out Youth has several programs for youth ages 12-19 including a drop-in center, counseling program and off-site, school-based support groups.  Out Youth began the Texas Gay Straight Alliance (GSA) Network in 2007 in order to support the formation and maintenance of organizations statewide dedicated to the prevention of bullying and discrimination against LGBTQ youth in Texas schools.  The struggle for LGBTQ youth to develop positive self-images and feeling secure in their environment are problems addressed by Out Youth.

Out Youth has 7 core values:

Sanctuary- All individuals have the right to be themselves

Empowerment- Young people have the knowledge, skills, and experience to make decisions for themselves

Justice- All people have the right to live their lives with dignity

Diversity- Honor our similarities and differences as individuals as well as members of our larger society

Community-Individuals gain strength by engaging with and contributing to others

Integrity- Living with honesty and respect for ourselves and for others

Creativity- The key to self-discovery, self-expression, empowerment, problem-solving, community building, and fun

Ultimate Goal

Out Youth’s mission is to champion the physical, mental, spiritual, emotional, and social well being of a LGBTQ youth in order to promote the safe exploring of their identities.

Opportunities and Needs

Out Youth would like to create a LBGTQ community center that focuses on youth.  They would love to work with UT students to develop a marketing plan and a sophisticated evaluation plan.

Numbers and Statistics

Thus far, Out Youth has served over 1000 youth in Austin/ Central Texas, Dallas, Edinburg, Houston, and San Antonio.  With only five staff members and more than 50 regular volunteers, these people provide services to nearly 300 LGBTQ youth each year in Travis County and the surrounding counties.

Demographic data shows that in March 2009, Out Youth served 38% Anglo, 35% Hispanic, 20% African American, 4% Asian American, 2% American Indian, and 1% Pacific Islander youth with services evenly divided between males and females in addition to 4 transgender youth.

Out Youth’s statewide Texas GSA network currently serves five Texas communities including Austin, Houston, San Antonio, Edinburg, and Dallas.

On March 9th, 2010 the COBRA and VOICES chapters at McCallum High School in Austin, Texas put on a performance and celebration for the conclusion of black history month.  Entitled Then and Now, the program featured a rap from three VOICES members, a presentation about past and present African American leaders, a step crew performance, current VOICES and COBRA students’ future plans, and a rousing rendition of the Black National Anthem.

The students spent weeks putting together this program.  When I went to the first planning meeting on February 17th, the students had already divided into different break out groups that focused on different areas of the program such as marketing, music, and research on past and present black leaders.

The organization, dedication, and work ethic of these students was impressive.  True leaders in their school, these students not only know how to pull together a program of this proportion but also inspire their fellow peers.  Throughout their performance, each student who spoke, danced, or sang was cheered on by their peers in the audience and applauded with much enthusiasm at the end of their performance. For these students, being involved in COBRA and VOICES is not just something they do, its truly a brotherhood and sisterhood that motivates them to be leaders in their school and someday, in their career and community.

Next year, 2011, be sure to pay attention to McCallum High School during the month of February and attend 2011′s performance dedicated to celebrating black history month.

Nonprofit- Con Mi Madre- Austin

http://www.conmimadre.org/

Sonia B Castellanos- spbriseno@mail.utexas.edu

What is Con Mi Madre?

Starting in 1992 as the Hispanic-Mother Daughter Program, Con Mi MADRE aims to provide the educational and social support to Hispanic female students and their mothers using a holistic family approach model.  Con Mi MADRE serves 6^th-12^th grade girls at several schools throughout Austin Independent School District including the following: Ann Richard, Bailey, Bedichek, Covington, Fulmore, Martin, Mendez, O.Henry, Paredes, Small and Webb middle schools; Akins, Austin, Bowie, Crockett, LASA, LBJ, Reagan, and Travis high schools.

Con Mi Madre provides several educational and social services to the students and their mothers:

• Fall/Spring College and Career Readiness Workshops for Mothers and Daughters
• School-Based Campus Meetings
• Individual and Family Case Management Services
• Parent/Family Engagement Evening Series
• Mentoring
• Academic Support
• College Exploration
• Leadership Training Conference
• Healthy Living Program
• Service Learning Opportunities
• Financial Assistance

All services provided by Con Mi MADRE are at no cost to participants. Hispanic girls are greatly underrepresented in higher education.  The National Council of La Raza, an umbrella organization for Hispanic groups, states that only 10% of Hispanic women complete four or more years of college and have higher high school dropout rates than girls in other racial groups.  By providing pre-collegiate outreach services and improving the pathway to higher education, Con Mi MADRE is directly impacting the dropout rate of Hispanic female students in middle and high school.

Ultimate Goal

The mission of Con Mi MADRE is to increase the representation of Hispanic women in higher education by supporting Hispanic girls who have the potential to succeed in college before they make educational and social choices that may jeopardize their future.

Opportunities and Needs

Con Mi MADRE would like to serve every middle and high school in AISD and surrounding school districts at schools where they have high numbers of Hispanic enrollment.  They would also like to start tracking their alumni.  In addition, Con Mi MADRE would like to see the university open up parking on campus for their conferences and workshops.

How Does Con Mi MADRE Work?

Con Mi MADRE seeks to provide access to college to 6^th-12^th grade Hispanic girls in Central Texas by supporting middle and high school success, and helping girls to make life decisions that keep the path to college clear, and by creating a supportive and college-focused home environment.  Both the student and her mother must commit to the program.  Staff work with school counselors to identify and recruit girls who show academic promise and hold a recruitment meeting in the spring of the student’s 5^th grade year.  Most girls enter in the 6^th grade, but Con MI MADRE now accepts new participants throughout their junior year.  Priority admissions are given to those students whose parents have not graduated from a two-year or four-year college.

The programming works specifically to keep girls in school and graduate from high school, maintain high grade point averages, and help them apply for college.  An induction ceremony is held at the beginning of the year for new members and at the end of the year, a graduation ceremony is held for seniors.

Assessment Plan

To measure a students’ progress and success, staff and interns collect data regarding students’ academic progress and information from mothers and daughters through written and telephone surveys.  Each six-week grading period, staff and interns collect students’ report cards through the schools as well as information concerning attendance and the types of classes for which the students enroll.  Information regarding the attitudes of mothers and daughters toward college, parental support, and satisfaction with various agency activities are collected from the surveys completed at campus meetings and through telephone surveys.  Students also complete a semi-annual needs assessments at their campus meetings.

Numbers and Statistics

Since the beginning of Con Mi MADRE:

• 1958 mother and daughter teams have participated in the program since it began
• 547 girls have graduated from Austin-area high schools
• 391 girls have confirmed that they have gone on to pursue higher education
• 125 students have received college scholarships totaling  $97,875

During fiscal year 2009, Con Mi MADRE served 1351 students and parents with the following results:

• 96% percent of students considered staying in school very important
• 98% percent of students considered attending college a top priority
• 77% percent of students achieved a 2.5 GPA or better
• 90% percent of students enrolled in college preparatory coursework
• 100% percent of parent participants consider their daughter attending college a top priority

Highlights

Sonia Castellanos remembers an undocumented student who first became involved in middle school. During her freshman year of high school, she came to a conference about pursuing higher education; she asked if she could still attend even though she was undocumented.  When she learned she could attend college, her whole demeanor and life goals changed.  She began to find out more information about college and financial aid in order to achieve her goals.

Nonprofit- College Forward- Austin

http://www.collegeforward.org/

Emily Steinberg- esteinberg@collegeforward.org

What is College Forward?

Since 2003, College Forward has been helping economically disadvantaged high school students get into college and equalizing their access to higher education.  College Forward uses College Coaches, curriculum, virtual networking, and collaborations between state agencies, school districts, and community based organizations to prepare students for college.  College Forward offers high school programs for students that are voluntary and held after school. The students begin the program the fall semester of their junior year and learn how to apply to college, apply for financial aid, prepare for college entrance exams as well as explore different career opportunities.  The summer before senior year students also visit several college campuses to gain a sense of what campus life is like and which type of college best fits their needs.

After students matriculate into college, College Forward continues to work with these students to help them attain their bachelor degrees.  Through their College Persistence Program, College Forward offers multiple services for students such as checking in with students twice a month, sending care packages, hosting two yearly reunions as well as helping with scholarship and financial aid applications.  College Forward also offers parent education workshops in order to explain how the college process works and how their children will be successful in the College Forward program.

Ultimate Goal

The mission of College Forward is to provide college access and persistence services to motivated economically disadvantaged and first generation students.  They also aim to equalize access to higher education through effective practices and programs.

Opportunities and Needs

When College Forward began, they started with 30 students; they currently serve 1, 423 students and expect to serve 1900 students next year.  Since College Forward does not want to turn qualified students away, they need to expand.  Their College Persistence Program will soon outweigh the high school program and need to find a way to balance the needs of both programs.  They would also like to see The University of Texas (UT) at Austin host college visits as well as find service opportunities with UT Austin.

How Does College Forward Work?

College Forward works with seven districts including Manor, Austin, Del Valle, Hays, Georgetown, Round Rock, and Pflugerville ISD’s.  Students at the partner high schools who want to earn a bachelors degree can apply for College Forward if they are in the top 60% of their class and either qualify for the National School Lunch Program or would be the first in their family to graduate from college.  Accepted students meet twice-weekly after school, participate in occasional workshops, and perform 20 hours of community service each year.   Students begin the College Forward program the fall semester of their junior year in high school and continue until graduation.  The high school curriculum is divided in four phases and teaches the students about the aspects of college selection and preparation. With the College Persistence program, College Forward AmeriCorps VISTA and Texas AmeriCorps coaches use every mode of communication from calling, texting, facebooking, to hanging out with the students in order to provide support for students.

Assessment Plan

College Forward utilizes pre and post tests to determine how much of the curriculum the high school students have learned.

Numbers and Statistics

100% of students who applied were admitted to college.  85% of students were admitted to four year colleges and 90% of students go to college within 12 months of graduating high school.  73% of students who enter college graduate from college.  Students enrolled in the College Forward program also improved their SAT scores an average of 104 points.

Highlights

Emily Steinberg, Associate Director, began as an AmeriCorps VISTA coach and had a class or seniors and juniors.  One of her seniors just graduated from St. Edwards in 2010.  She felt like she had a direct influence on this student’s success.  She also likes how many of the College Forward students come back and become coaches.