Successful Start-Ups: Structuring Your New Upward Bound Program Council for Opportunity in Education 27 th Annual Conference September 18, 2008

Presenters Elizabeth C. Retamozo, Executive Director Rita E. Cortez, Consultant Sonya Lopez, Training Director Director, TSU Upward Bound NOSOTROS Education Center 2

Session Overview Review of UB/UBMS Program Regulations  Participant Eligibility  Program Services & Delivery Structure Review of Objectives  Recruitment & Selection Process  Academic & Supportive Services 3

Presentation Materials PowerPoint Slide Handouts Additional documents & materials located at: –Go to Resources Page –Register –Click the Presentations & Links Tab –Click COE 2008 UB Conference Session 4

Upward Bound Program Regulations Eligibility & Program Design 5

6 Program Regulations Sec : Who is eligible to participate in an Upward Bound project? An individual is eligible to participate in a Regular, Veterans, or a Math and Science Upward Bound project if the individual meets all of the following requirements: (a)(1) Is a citizen or national of the United States. (2) Is a permanent resident of the United States.

7 Program Regulations Sec : Who is eligible to participate in an Upward Bound project? (3) Is in the United States for other than a temporary purpose and provides evidence from the Immigration and Naturalization Service of his or her intent to become a permanent resident.

8 Program Regulations Sec : Who is eligible to participate in an Upward Bound project? (b) Is– (1) A potential first-generation college student; or (2) A low-income individual. HEA – Academic Risk Student is allowed for 1/3

9 Program Regulations Sec : Who is eligible to participate in an Upward Bound project? (c) Has a need for academic support, as determined by the grantee, in order to pursue successfully a program of education beyond high school.

10 Program Regulations Sec : Who is eligible to participate in an Upward Bound project? (d) At the time of initial selection, has completed the eighth grade but has not entered the twelfth grade and is at least 13 years old but not older than 19, although the Secretary may waive the age requirement if the applicant demonstrates that the limitation would defeat the purposes of the Upward Bound program.

11 Program Regulations Sec What are the grantee requirements with respect to low income and first-generation participants? (a) At least two-thirds of the eligible participants a grantee serves must at the time of initial selection qualify as both low-income individuals and potential first-generation college students. The remaining participants must at the time of initial selection qualify as either low-income individuals or potential first generation college students. HEA – Academic Risk Student is allowed for 1/3

12 Sec What are the grantee requirements with respect to low income and first-generation participants? (b) For purposes of documenting a participant's low-income status the following applies: (1) In the case of a student who is not an independent student, an institution shall document that the student is a low-income individual by obtaining and maintaining– (i) A signed statement from the student's parent or legal guardian regarding family income; (ii) Verification of family income from another governmental source; (iii) A signed financial aid application; or (iv) A signed U.S. or Puerto Rican income tax return.

13 Sec What are the grantee requirements with respect to low income and first-generation participants? (c) For purposes of documenting potential first generation college student status, documentation consists of a signed statement from a dependent participant's parent, or a signed statement from an independent participant. (d) A grantee does not have to revalidate a participant's eligibility after the participant's initial selection.

14 Sec What definitions apply to the Upward Bound Program? Potential first-generation college student means-- (1) An individual neither of whose natural or adoptive parents received a baccalaureate degree; or (2) A student who, prior to the age of 18, regularly resided with and received support from only one natural or adoptive parent and whose supporting parent did not receive a baccalaureate degree.

15 Sec What definitions apply to the Upward Bound Program? Participant means an individual who-- (1) Is determined to be eligible to participate in the project under Sec ; (2) Resides in the target area, or is enrolled in a target school at the time of acceptance into the project; and

16 Sec What definitions apply to the Upward Bound Program? (3) Has been determined by the project director to be committed to the project, as evidenced by being allowed to continue in the project for at least-- (i) Ten days in a summer component if the individual first enrolled in an Upward Bound project's summer component; or (ii) Sixty days if the individual first enrolled in an Upward Bound project's academic year component.

17 Sec What definitions apply to the Upward Bound Program? Target area means a discrete local or regional geographical area designated by the applicant as the area to be served by an Upward Bound project. Target school means a school designated by the applicant as a focus of project services.

18 Recruitment  No more Absolute Priority  9 th & 10 th Graders – 11 th graders allowed but not recommended  Eligibility Does Not Mean Automatic Selection!  Redefine your project’s Academic Need Description - Display on all marketing materials  Review your IRS & DS plan in proposal & revise as needed – Plan of OperationPlan of Operation

Sample Forms Student/Parent Application Verification of Eligibility & Selection Form Student Info Flyer Teacher/Counselor Info Flyer Parent Info Flyer Parent & Student Interview FormsParentStudent Interview 19

20 Sec What services do all Upward Bound projects provide? (a) An Upward Bound project that has received funds under this part for at least two years shall include as part of its core curriculum, instruction in (1) Mathematics through pre-calculus; (2) Laboratory science; (3) Foreign language; (4) Composition; and (5) Literature.

21 Sec What services do all Upward Bound projects provide? (b) All Upward Bound projects may provide such services as-- (1) Instruction in subjects other than those listed in Sec (a) that are necessary for success in education beyond high school; (2) Personal counseling; (3) Academic advice and assistance in secondary school course selection; (4) Tutorial services;

22 Sec What services do all Upward Bound projects provide? (5) Exposure to cultural events, academic programs, and other educational activities not usually available to disadvantaged youths; (6) Activities designed to acquaint youths participating in the project with the range of career options available to them; (7) Instruction designed to prepare youths participating in the project for careers in which persons from disadvantaged backgrounds are particularly underrepresented;

23 Sec What services do all Upward Bound projects provide? (8) Mentoring programs involving elementary or secondary school teachers, faculty members at institutions of higher education, students, or any combination of these persons and other professional individuals; and (9) Programs and activities such as those described in paragraphs (b)(1) through (b)(8) of this section that are specifically designed for individuals with limited proficiency in English.

24 Sec How are regular Upward Bound projects organized? (a) Regular Upward Bound projects-- (1) Must provide participants with a summer instructional component that is designed to simulate a college-going experience for participants, and an academic year component; and

25 (2) May provide a summer bridge component to those Upward Bound participants who have graduated from secondary school and intend to enroll in an institution of higher education in the following fall term. A summer bridge component provides participants with services and activities, including college courses, that aid in the transition from secondary education to postsecondary education. Sec How are regular Upward Bound projects organized?

26 Sec How are regular Upward Bound projects organized? (b) A summer instructional component shall-- (1) Be six weeks in length unless the grantee can demonstrate to the Secretary that a shorter period will not hinder the effectiveness of the project nor prevent the project from achieving its goals and objectives, and the Secretary approves that shorter period; and (2) Provide participants with one or more of the services described in Sec at least five days per week.

27 Sec How are regular Upward Bound projects organized? (c)(1) Except as provided in paragraph (c)(2) of this section, an academic year component shall provide program participants with one or more of the services described in Sec on a weekly basis throughout the academic year and, to the extent possible, shall not prevent participants from fully participating in academic and nonacademic activities at the participants' secondary school.

28 Sec What additional services do Upward Bound Math and Science Centers provide and how are they organized? (a) In addition to the services that must be provided under Sec (a) and may be provided under Sec (b), an Upward Bound Math and Science Center must provide– (1) Intensive instruction in mathematics and science, including hands-on experience in laboratories, in computer facilities, and at field-sites;

29 Sec What additional services do Upward Bound Math and Science Centers provide and how are they organized? 2) Activities that will provide participants with opportunities to learn from mathematicians and scientists who are engaged in research and teaching at the applicant institution, or who are engaged in research or applied science at hospitals, governmental laboratories, or other public and private agencies; 3) Activities that will involve participants with graduate and undergraduate science and mathematics majors who may serve as tutors and counselors for participants; and

30 Sec What additional services do Upward Bound Math and Science Centers provide and how are they organized? (4) A summer instructional component that is designed to simulate a college-going experience that is at least six weeks in length and includes daily coursework and other activities as described in this section as well as in Sec

Mandatory Objectives 31

Mandatory 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. 32

Curriculum & Supportive Services 1.Academic Improvement (9 th & 10 th 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 33

Mandatory Objectives 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. 34

Curriculum & Supportive Services 3.Postsecondary Enrollment (11 th & 12 th ): 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 12 th Grader College Trip 35

Mandatory Objectives 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. 36

Objective #4 – Postsecondary Persistence 9th Grade: Plan for Concurrent/Dual Enrollment by 12 th Grade Check of HS Diploma Plan Emphasis on Basic Skills first 2 years via AY Tutoring & SC Instruction 10th Grade: GPA Increase via AY Tutoring Master NCLB via SC Instruction 37

Objective #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 or AP HS Courses Dual Enrollment in HS & College by Spring No Bridge – AP & CLEP Preparation via SC instruction Referral to Student Support Services asap 38

Objective #4 – Postsecondary Persistence Benefits Set firm goals with parents & students during Recruitment & Selection Academic strength-test readiness Graduating with college credit Savings on tuition & time More attractive to colleges Psychological boost—ahead of the game 39

Mandatory Objectives 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. 40

41 RETENTION CONCERNS Objective #2: Retention

Staff Philosophy Staff Training Student Activities Parental Involvement RELATIONSHIPS….RELATIONSHIPS 42

Objective #2: Retention Staff Philosophy: - How to Work with Youth & Families - How to Lead Groups - How to Build Lasting Relationships 43

Objective #2: Retention Staff Training: –Leading During Times of Change –Team Building –Working Effectively with Staff 44

Experience Self Cognitive Affective Self-Esteem Behavior Self Concept How Do We Change Behavior?

Objective #2 - Retention Retention starts during recruitment - 9 th Graders Only Parents are very Involved Parent/student Mixer Recruitment Two month Probation Period –Students participate in ALL activities –Parent/Student interview 46

Objective #2: Retention October Team Building – Low Ropes Two Staff Telephone Contact Weekly Staff Meetings to Share Student Info Parent Fundraising Group – Automatic Enrollment Staff Attend Students’ Church/Games etc… TRIO HS Student Organization Unpaid Interns (SW & Psychology) 47

Objective #2: Retention 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 Youth Eco-map 48

Objective #2: Retention Use of Technology  Myspace  Facebook  Text Messages Staff Contact Parents - Positives & Concerns Parent Potluck 49

Objective #2: Retention Empower Parents in Community Events Use of Alumni  FGSO  Panelist  Banquet Stipends - Parent Pick-Up Only –Advisor discretion 50

Questions & Answers 51