Students in Higher Education

The Latino Initiative

2014

The Student Campaign

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© Youth Discovery Inc 2014, All Rights Reserved

License given at no charge, upon request, for local implementation

Rights reserved for nationwide fundraising

You might want to look at the following documents: Latino Initiative Description, Student Campaign Quick Summary

Table of Contents

Table of Contents………………………………………………………………………………………………………………… ii

Executive Summary…………………………………………………………………………………………………………….. 1

The Campaigns…………………………………………………………………………………………………………………….. 3

The Student Campaign…………………………………………………………………………………………………………… 3

Next Steps and Implementation…………………………………………………………………………………………….. 10

Executive Summary 

The Latino Initiative is a comprehensive campaign by Youth Discovery Inc, a Cache Valley non-profit, meant to serve minority and low-income students in the Cache Valley area so they may reach their highest potential.

Our Vision

It is Youth Discovery Inc’s vision to make use of local connections and resources to provide academic, financial, networking, engagement, guidance, and service opportunities to the minority and low-income populations of Cache Valley. Our vision includes engaging not only students, but parents, the community, and educators in a movement that empowers participants to envision and build inter-generational and inter-cultural chains of knowledge and support that will strengthen ties throughout Cache Valley and carry our community into a future where all students are achieving their highest potential. Once we have made the Latino Initiative successful in Cache Valley, we envision propagating the Initiative to all universities in Utah and in the United States.

The Challenge

Utah’s minority and low-income students are under-performing in education and career preparedness:

• Their test scores are an average of 25 percentage points lower than their peers[1]
• An average of 35% drop out before high school graduation[2]
• Of those who do enter post-secondary education, an average of only 10% graduate annually[3]
• Nationally, only 7% of all graduate degrees are earned by minority or low income students[4]
• Nationally, of all demographic groups, they are the least likely to obtain managerial or professional employment ⁴ 

The Goals

The primary aim of the Latino Initiative is to increase minority and low-income student post-secondary school graduation rates. To do this we need to:

• Close the academic achievement gap.
• Encourage student identity development and motivation.
• Educate students on the availability of financial aid and motivate them to apply.
• Provide post-secondary education information and opportunities.
• Provide life skills guidance.

The Solution

The Latino Initiative is a comprehensive program that will address multiple causes of minority and low-income student under-achievement with a set of four parallel campaigns:

• The Student Campaign
• The Parent Campaign
• The Community Campaign
• The Educator Campaign

The Strategy

The Latino Initiative is a long-term plan for the personal growth and success of minority and low-income populations within Cache Valley.  The partnering organizations behind the Latino Initiative recognize that not every program and goal listed in this proposal will be immediately realized.  Instead, the partnering organizations plan to begin implementation of the Latino Initiative by selecting a few of the highest-priority programs within each of the four campaigns listed below.  Various schools and departments of the university will be invited to lead out on campaign programs that fall within their interest and expertise. The short-term goal, to be achieved in the next one to three years, will be to create and/or perfect the selected high-priority programs.  Once those successful building blocks are in place, The Latino Initiative will have a foundation that will support its full growth and effectiveness.  Implementation is estimated to be a continuous on-going process, with nearly full implementation completed by 2027. Nevertheless, as soon as the concepts are proven, there will be assignments made to transmit the success of the Initiative to other schools in Utah, starting with the Wasatch Front.

The Campaigns

Youth Discovery Inc has developed four targeted campaigns:  the Student Campaign, the Parent Campaign, the Community Campaign, and the Educator Campaign.  Each campaign’s efforts are aimed at a unique Cache Valley population, and all are intended to run concurrently with one another.

The Student Campaign

An investment in students is an investment in our future.  The Student Campaign will connect, strengthen, and create programs that provide continual academic and social support to minority and low-income students.  Through participating programs, students will learn how to identify the resources available at every level and develop skills that will facilitate their continued success.  If an unmet need is identified, the Student Campaign will also facilitate the creation of a new program.

The Challenge

Minority and low-income students experience an achievement gap that begins with pre-school and widens as they approach high school graduation.  As they become discouraged, they decide to drop out; nationally, one student drops out every 26 seconds.  This, in turn, leads to an economic and social underclass of citizens who are less likely to enter post-secondary education or become involved in the community, and are more likely to engage in delinquency.

The Goals

At each grade level (elementary, middle, and high school) and into post-secondary education, the Latino Initiative partners and programs will facilitate the implementation and inter-connection of a series of programs that will target the specific academic and social needs of minority and low-income students, encouraging them to stay in school, enter careers, and serve their communities.  The specific aims of the Student Campaign are to:

• Raise student grades;
• Raise student self-expectations and motivation to study and succeed;
• Inform students about financial aid opportunities, including FAFSA and private scholarships;
• Encourage students to enroll in post-secondary education in greater numbers;
• Provide students with support to finish their post-secondary education in a timely manner;
• Encourage students to develop life skills that will deter them from crime, substance abuse, and teen pregnancy.

The Solution

The Latino Initiative partners have identified existing programs and created frameworks for new programs that target the specific needs of students at each level in their educational careers.

A.  Elementary School

Minority and low-income elementary school students primarily need help overcoming the achievement gap, as well as obtaining the support of older mentors and parents.

1.  Expansions of Existing Programs

(a)  Latinos in Action Tutoring/Mentoring (High-Priority Program)

Latinos in Action (LIA) is a high school college preparatory, service learning, and cultural exploration class.  As part of LIA, students are expected to tutor struggling elementary school students of all backgrounds.  They are also required to learn and perform a cultural dance.  LIA is offered in approximately 60 Utah and Idaho high schools.  It currently has a 99% high school graduation rate and an 85% university/college matriculation rate.  As the number of middle and high school students participating in LIA increases (see Sections B. and C., infra), more elementary schools and their students can be served by LIA tutor-mentors.  LIA tutor-mentors help to close the achievement gap of students early in their academic careers and provide them with positive role models, motivation, and life choice guidance.

(b)  Together Everyone Achieves More (T.E.A.M.) After School Program

The 4-H youth development organization has partnered with a number of Utah State University programs, including the Society for Hispanic Professional Engineers (SPHE), Spanish Ambassadors, Aggie Mentoring Program:  Leading and Inspiring the Future You (AMPLIFY), Math Engineering Science Achievement (MESA), and other groups in order to provide a comprehensive after school program offering:

• Academic tutoring;
• Financial aid assistance;
• Career exploration (STEM and other areas);
• Leadership and resiliency training;
• Mentorship opportunities;
• Outdoor and/or hands on service learning projects;
• Inter-generational and family events; and
• Life choice guidance.

Each day will be dedicated to a specific theme with a service component and career exploration inserted every day. Monthly activities will bond mentors, students and families to best serve the high school student population.

The Latino Initiative partners will assist T.E.A.M. in finding volunteers and training workshops including mentorship, career readiness, scholarship acquisition and diversity.

In the future, with proper funding, a similar structure in the elementary schools should be incorporated. Afterschool programs extend opportunities for tutoring and mentorship/guidance beyond the classroom.  The modified T.E.A.M. Program will be encouraged to look to the Discovery Programs (see Section B, infra) as a model and resource for modifications to the elementary school level.

(c)  Parent-Teacher Conferences and Parent Nights

The Latino Initiative partners will identify schools that are having difficulties in putting on well-attended parent-teacher conferences and parent nights, and will help them to model their programs after more successful schools.  A corps of volunteers (including high school and Utah State University students and faculty) will be recruited to provide child care and translation services at these events.  They can also provide written and verbal event reminders to parents in their native languages.  By helping parents to overcome logistical concerns and to feel more welcomed at school, schools can provide parents with the information and encouragement they need to become more involved in their students’ education.

2.  Potential New Campaign Programs

(a)  Dual-Language Immersion Elementary School Programs

Dual-language immersion programs provide instruction in both English and a target language.  In Utah, target languages include Chinese, French, Portuguese, and Spanish.  Nationally, research has shown that dual-language immersion programs lead to English mastery, target language mastery, and mastery of other subjects.  They have been shown to be particularly effective in helping English Language Learning (ELL) students to truly master the language to the level of a standard native speaker.  Based on this data, the Latino Initiative will support the implementation and evaluation of additional dual-language immersion programs in areas that approve them.  Dual-language immersion programs will be encouraged to look to the Discovery Programs (Section B., infra) as a model and resource.  There are two formats for dual-language immersion programs, and they will be target to meet the needs of the students at each particular school:

(i) One Way Dual-Language Immersion Programs target students who use English as their primary language or who demonstrate a high level of English mastery and little to no knowledge of the target language. It provides standard English training and a class period dedicated to mastering the target language. As students gain mastery in the target language, their other subjects (mathematics, science, social studies, etc.) are increasingly taught in the target language.

(ii)  Two Way Dual-Language Immersion Programs target students who already have some knowledge of the target language and have not yet mastered English fully.  It provides intensive work in mastering both languages, and other subjects rotate which language they provide instruction in.

B.  Middle/Junior High School

In addition to a need for academic and mentor support, middle school students need targeted guidance to continue on to high school and to avoid substance abuse and pregnancy.

1.  Expansions of Existing Programs

(a)  The Discovery Programs

The Discovery Programs were created by a group of teachers, parents, and concerned citizens.  It is a set of three middle school programs, which include:

(i)                Discovery, in which minority and low-income sixth graders that are performing below their grade level read a book featuring minority and low-income protagonists engaging in outdoor activities.  The students then engage in outdoor activities that parallel those of the book’s protagonists.  During these activities, students are taught scientific concepts and maintain a journal about their experiences.

(ii)              ESL Discovery is a version of the Discovery class that has been modified to address the specific needs of English language learning students.

(iii)            Summer Discovery is a version of the Discovery class that can be used in place of traditional summer school.  Both English-speaking and ESL students can be placed in Summer Discovery.

Following its first year of implementation at Mt. Logan Middle School, participating students gained an average of two grade levels in reading and writing proficiency.  The Latino Initiative partners will work to expand the Discovery Programs to other middle/junior high schools that have an identified need for such programs.  These programs allow students to better connect with their school texts and to experience literacy and hands-on science in the outdoors.  This program allows students to gain background knowledge, identity, and motivation that otherwise would have gone unrealized.

(b)  Junior Latinos in Action

A Junior Latinos in Action will be developed to fit the needs of low-income and minority middle/junior high school students.  Middle school aged students will participate in service learning and cultural exploration activities during their time in the class.  Non-Latino students who are identified by teachers and administrators as in need of additional academic and/or social support will also have the option of enrolling in Junior Latinos in Action (JLIA).  JLIA will build students study skills, identity, and motivation to continue in school. This program also serves as a feeder program to the Latinos in Action Program in the High Schools, giving students a familiar structured program they can turn to once in secondary school.

(c)  Parent-Teacher Conferences and Parent Nights

Please refer to Section A. 1. (c), supra.

(d)  After School Activities

In addition to the Latino Initiative program referred to above (Section A. 1. (b)), the Latino Initiative partners will encourage existing Boy and Girl Scout Troops to expand their programs to minority and low-income students that they may not currently reach.

2.  Potential New Campaign Programs

(a)  Dual-Language Immersion Middle School Programs

Please refer to Section A. 2. (a), supra.

C.  High School

In addition to a need for academic support, mentor support, and life choice guidance, high school students need information on financial aid and post-secondary education and career pathways.

1.  Expansions of Existing Programs

(a)  High School Discovery

A version of the Discovery Programs will be developed for minority and low-income high school students who are performing below their grade-level, learning English, and/or in need of summer remediation. It will be expanded to high schools that have an identified need for such programs. As applicable, the Latino Initiative partners will facilitate collaborations between the Summer Discovery Program and other summer camp programs such as Stokes Nature Center and The American West Heritage Center in order to provide the most enriching program possible. Additionally, the Summer Discovery Program may be combined with an ACT-prep and summer bridge program (please see Section C. 2. (b), infra).  The Discovery Programs allow students to better connect with their school texts and to experience literacy and hands-on science in the outdoors.  Students gain background knowledge, experiences, identity, and motivation that they otherwise would not have had.

(b)  Latinos in Action (LIA) (High-Priority Program)

LIA is a high school college-prep, service-learning, and cultural exploration class. As part of LIA, students are expected to tutor struggling elementary school students of all backgrounds and to learn and perform a cultural dance. As part of the Latino Initiative, LIA will:

1. Provide opportunities for students to improve their academic skills and to prepare for the ACT
2. Explore various post-secondary education and career pathways
3. Educate students on financial aid and motivate them to apply
4. Provide opportunities for students to both receive mentoring and to act as mentors
5. Explore various facets of various cultures
6. Each LIA class should be composed of about 30% high achieving students, 40% drifting students, and 30% struggling students. Thus there is a place for almost all Latino students in LIA, and each tier of students have an impact for good on the other tiers.

It is hoped that high schools can be induced to provide enough periods of LIA that at least half of the Latino students have an opportunity to be part of LIA>

LIA is offered in approximately 60 Utah and Idaho high schools. It currently has a 99% high school graduation rate and 85% university/college matriculation rate.

(c)  Parent-Teacher Conferences and Parent Nights

Please refer to Section A. 1. (c), supra.

(d)  Together Everyone Achieves More (T.E.A.M.) After School Program

The 4-H youth development organization has partnered with a number of Utah State University programs, including the Society for Hispanic Professional Engineers (SPHE), Spanish Ambassadors, Aggie Mentoring Program:  Leading and Inspiring the Future You (AMPLIFY), Math Engineering Science Achievement (MESA), and other groups in order to provide a comprehensive afterschool program offering:

• Academic tutoring;
• Financial aid assistance;
• Career exploration (STEM and other areas);
• Leadership and resiliency training;
• Mentorship opportunities;
• Outdoor and/or hands on service learning projects;
• Inter-generational and family events; and
• Life choice guidance.

The Afterschool Coalition (T.E.A.M.) will be offered at Sky View High School, Logan High School, and Mt. Crest High School beginning in August 2014.  Cache Valley 4-H itself has 100 years of demonstrated success in providing students with motivation and life choice guidance.  Utah State University and its programs have 125 years of demonstrated success in improving the lives of students and families through education.  A long-term goal of the Latino Initiative partners is to expand this program to other high schools that have an identified need for such a program.  Additionally, The Latino Initiative partners will encourage existing Boy and Girl Scout Troops to expand their programs to low-income and minority students that they may not currently reach.

(e)  Summer Career Exploration – Bilingual Youth Corps

The Bilingual Youth Corps, a division of the Utah Conservation Corps, employs bilingual college and high school students to work during the summer on conservation projects at Golden Spike National Monument, the Wellsville Mountains, and other locations across Utah. The college students (crew leaders) also provide the high school students (crew members) with literacy, science, and career information in both English and Spanish throughout the summer. The majority of participants continue/enter post-secondary education, and every summer one student earns a permanent position with a federal agency.

The Latino Initiative partners will help the Bilingual Youth Corps to find funding for additional student participants.  It will also explore the addition of new programs that provide emphases on other career fields and that target students with misdemeanor criminal offenses to create a first-time offenders program in conjunction with the police department.

2.  Potential New Campaign Programs

(a)  Dual-Language Immersion High School Programs

Please refer to Section A. 2. (a), supra.

(b)  Utah State University Connections Program

Utah State University offers a one-week summer course to incoming freshmen entitled Connections.  The Connections course focuses on helping new college students in developing critical college study skills, time-management techniques, and test-taking strategies, as well as promoting an awareness of the campus and community.  Connections also allows students to develop a support network of classmates, faculty, and staff to help ensure a successful start to an academic career.  Students receive two credit hours upon successful completion of the Connections course.

Utah State University could offer free or discounted enrollment to Cache Valley students who are or would be financially eligible for the Federal Pell Grant.

(c)  Financial Aid Counseling and Volunteer Corps (High-Priority Program)

Utah State University’s Financial Aid Office sponsors workshops and provides financial aid guidance for matriculating high school students in the Cache Valley community and beyond.  Utah State University could expand these programs to train a dedicated group of student volunteers to go into the community and provide individual or small group financial aid counseling and assistance to minority and low-income students.  The student volunteer corps would be housed within the Val R. Christensen Service Center, and new students would be continuously trained so that the corps is always serving high school students in need. 

D.  Post-Secondary Education

In addition to the needs typical of high school students, post-secondary students need more intensive resiliency and professionalism training, as well as financial aid counseling, in order to complete their programs of study and to enter careers successfully.

1.  Expansions of Existing Programs

The Latino Initiative partner organizations will:

• Identify more post-secondary education programs at USU and other institutions;
• Facilitate collaborations between existing post-secondary education programs;
• Facilitate collaborations between post-secondary institutions and programs and K-12 institutions and programs, including a proposed program to place a post-secondary student as an intern fundraiser/grant writer in a K-12 institution or program;
• Increase student awareness of existing K-16 programs.

2.  Potential New Campaign Programs

The Latino Initiative partner organizations will:

• Encourage higher education institutions and programs to provide more information directed specifically at minority and low-income parents;
• Initiate the offering of a GRE preparation course to upper-division university students;
• Identify unmet needs and encourage the creation of programs to address those needs.

(d) Utah State University Summer Bridge Program

Utah Valley University has a highly successful Summer Bridge Program that could be a model for USU. USU could offer free summer semester courses to prospective and incoming freshmen. These courses would provide students with strategies for success in college and university credit. They could be incorporate into existing USU resources such as Student Services, Access and Diversity Center, Academic Resource Center, SOAR, Career Services, Advising Department, A-team, ASUSU and other programs and resources. The summer bridge program serves as a recruitment tool as well as an opportunity for minority and low-income students to get ahead in their education that they might otherwise not be able to afford.

Next Steps and Implementation 

Youth Discovery Inc’s Latino Initiative is among the most comprehensive plans in Utah – and possibly the nation – to increase minority, low-income and whole community achievement.  However, planning is only the first phase.  Youth Discovery Inc will begin implementation of the Latino Initiative in June 2014.

With a comprehensive plan in place, Youth Discovery Inc has determined the next steps, which will eventually lead to full implementation of The Latino Initiative.

1. Present the Latino Initiative Business Plan to the Utah State University Division of Student Services.
   1. It is hoped that USU will formally commit to becoming the Latino Initiative’s first university partner, working to expand, improve, and create post-secondary resources as well as partnering with K-12 resources.
   2. It is hoped that USU will formally commit to aiding the Latino Initiative to gather partners, volunteers, and funding.
   3. USU will be provided with the opportunity to suggest revisions and additions to this document before providing formal commitments.
   4. It is hoped that USU will finalize all formal commitments by August 5, 2014.
   5. It is hoped that upon confirmation of formal commitments, a group of USU staff and/or faculty will formally collaborate with a group of Youth Discovery Inc staff to create a detailed list of actions with specific deadlines necessary to begin implementation of the Latino Initiative in August 2014.  These groups shall hereafter be referred to as The Implementation Committee.
   6. It is hoped that The Implementation Committee will meet and begin to work on implementation of the Latino Initiative by the beginning of August 2014.
   7. It is hoped that one of the specific actions decided upon by The Implementation Committee will be a goal to raise $250,000 or more from local business for the Latino Initiative within six months of implementation.
2. Identify and approach other potential K-12, non-profit, faith-based, governmental, and for-profit partners.
   1. It is hoped that these entities will formally commit to providing specific resources (e.g. classes, workshops or funding) as outlined in the Latino Initiative Business Plan.
   2. Information on each partner shall be incorporated in a revised version of the Latino Initiative Business Plan and collected in a new resource book that will be distributed throughout Cache Valley (see Section 2(b) of the Community Campaign, supra).
   3. It is hoped that the details and timelines for each of these activities will be decided upon and implemented by The Implementation Committee.
3. Work with all partners to facilitate the expansion or creation of programs starting in August 2014.
   1. Logistical and fundraising support will be offered to all K-16 educational institutions wishing to expand or begin The Latino Initiative programs.
   2. Workshop and professional development resources will be developed.
   3. Recruitment for The Latino Initiative participants and volunteers will take place.
   4. A system for The Latino Initiative data and analyses will be developed and implemented.  This system will include a community council representative of Cache Valley’s population that will provide guidance on Latino Initiative implementation and continual improvement.
   5. It is hoped that the details and timelines for these activities will be decided upon and implemented by The Implementation Committee
4. Summary
   1. Utah State University will review, offer suggested revisions for, and formally commit to the Latino Initiative.
   2. The Implementation Committee will be fully operational by the end of August 2014.
   3. The Implementation Committee will develop a list of potential partners and a protocol/schedule for approaching these potential partners.
   4. The Implementation Committee will develop a list of other immediate steps necessary for implementation (for example, fundraising) and a protocol/schedule for successfully completing these steps.
   5. The Implementation Committee will help form a permanent structure to administer the Latino Initiative once it has been established and codified.
   6. The Implementation Committee will help form a community council representative of Cache Valley’s population to provide continual guidance on the Latino Initiative’s implementation and improvement.

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Together, we can ensure that Cache Valley remains a great place for all of its residents to live, and serve as an example to the rest of the United States.

[1] Lambert, J. Utah State Office of Education, (2009).Achievement gap. Retrieved from website: http://www.schools.utah.gov/data/Educational-Data/Assessments-Student-Achievement/ScienceGapData.aspx

[2] Utah State Office of Education, (2011). Cohort graduation and dropout rate by district and school: Class of 2011. Retrieved from website: http://www.schools.utah.gov/data/Educational-Data/Graduation-Dropout-Rates/FinalCohortGrad2011b.aspx

[3] Complete College America. (2011). Utah 2011- complete college America report. Retrieved from http://www.completecollege.org/docs/Utah.pdf

[4] Bureau of Labor Statistics. (2010). Labor force statistics from the current population survey. Retrieved from website: http://www.bls.gov/cps/demographics.htm