STREGTHENING CAMPUS, COMMUNITY & MIGRANT EDUCATION PROGRAM COLLABORATIONS

1. STREGTHENING CAMPUS, COMMUNITY & MIGRANT EDUCATION PROGRAM COLLABORATIONS By: Ms. Ofelia Gamez, CAMP Director <ofeliag@csufresno.edu) California State University, Fresno Ms. Vivian Barrera, CAMP Director <vbarrera@csulb.edu> California State University, Long Beach Dr. Steve Duncan, HEP Director <snduncan@waketech.edu> Wake Tech Community College Guest: Rosa E. Coronado, Migrant Education Program Region XVI, Monterey County Office of Education, Director II

2. CAMP CAMPUS & MIGRANT EDUCATION PROGRAM (MEP) COLLABORATIONS • Find ways to fulfill your program goals and objectives through creating new activities.

3. Examples ofCAMPUS COLLABORATIONS CAMP Classes • Backfill provided for each University 1 class (freshmen experience class) taught (3 classes fall semester x $2,500 per class = $7,500) Computer Training for CAMP Students • Professor offers Saturday training workshops for all CAMP students Facilities and Housing • Strong collaborations established to assure for facilities for student conferences and housing for summer programs

4. STRENGTHEN MEP Collaborations for CAMP Recruitment • Review your CAMP Recruitment Goals or Activities • Evaluate your recruitment plan How can you meet your recruitment goals with MEP collaboration? • Learn MEP Strategic Plan • Learn MEP Goals and Objectives • Meeting with regional migrant staff • Discuss possible activities

5. Migrant Education Program (MEP) by Rosa E. Coronado, Migrant Education Program Region XVI, Monterey County Office of Education, Director II • Migrant Education Purpose & Program Goals • Regional Application and District Service Agreements • Stakeholders • Parent Advisory Councils

6. MEP NEEDSby Rosa E. Coronado, Migrant Education Program Region XVI, Monterey County Office of Education, Director II • Student Guidance • Migrant Education Early Start (MEES)/School Readiness • Out-of-School Youth • Parent Education and Training • Intersession and Summer Programs • Other Needs

7. MEP NEEDS by Rosa E. Coronado, Migrant Education Program Region XVI, Monterey County Office of Education, Director II • Providing supplemental services and outreach to students and parents • Fulfilling MEP application and service agreement requirements • Assistance with identification and recruitment of migrant students • Advocacy, advocacy, advocacy!

8. CAMPRECRUITMENT COLLABORATIONS w/ MIGRANT EDUCATION PROGRAM • Conduct annual presentations to Migrant Regions • Participate in Identification & Recruitment (I & R) Trainings • Present in Migrant conferences • Attend monthly migrant meetings • Coordinate workshops, conferences, retreats, summer programs to help meet MEP goals

9. CAMP &MEP COLLABORATIVE EVENTS • Elementary Migrant College Day • Middle School Migrant College Day • Migrant Youth Day • Migrant Senior Day • Parent Advocacy Conference • Leadership Academies • Summer Programs (ie., ELD, Math, CAHSEE, Science, OSY) - There is a charge per participant to host events; any residual funds remaining are utilized for approved expenses and scholarships

10. CSU, LONG BEACHCOLLABORATIONSby Vivian Barrera, CAMP Director • Examples of collaborations on campus - MEP Programs in CA bring their students and their parents for campus tours. CAMP provides student panels to visitors and conducts tours on campus. - Example of MEP collaboration -MEP in Los Angeles hires CAMP students as interns and pays them $12 an hour to work with migrant children in the K-12 grades. -

11. CSU, Long Beach & Los Angeles MEP, Region 10Collaborative Model • The goal of the MEP at the Los Angeles County Office of Education (LACOE) is to provide supplementary, enrichment, and education based experiences for migrant student’s preschool-age through 12th grade. • To support these efforts, CAMP at CSU, Long Beach will enter into a collaborative teaching and mentoring project for student academic support. • The implementation of the project will involve 3 migrant college interns who will assist project coordinators with instruction, one-on-one tutorial, supervision and mentoring of students.

12. CSULB & Los Angeles MEP Academic Enrichment Projects • SCIENCE ACADEMY: • The Science Academy offers migrant students in grades 1st-6th the opportunity to experience hands-on math and science learning activities. The goal of the program is to develop positive attitudes about science and promote an active curiosity in natural phenomena, technical achievements as well as an interest in careers in the field of Science.

13. Academic Enrichment Projectscontinued • MIGRANT EDUCATION EVEN START (MEES)/FIRST 5: • The MEES/First 5 Program is designed to help improve the literacy skills of participating migrant preschool-age children and their parents by integrating early childhood education and parenting education into a unified family literacy program. Through literacy activities parents are better able to involve themselves in the education of their children and provide the necessary support and encouragement that their preschool-age children need to prepare for school.

14. Academic Enrichment Projectscontinued • CLOSE-UP: • Close-Up is a civics education program that provides middle and high school students with experiential learning about democracy and government in action. The instruction encourages students to become well-informed active citizens and increases their knowledge on how individuals can make a difference in their community through service. There are 3 components to the program, all of which require journal writing of the following experiences: (1) Instruction in civics education, (2) Weeklong visit to Washington, D.C., and (3) Forty hours of community service work.

15. Academic Enrichment Projectscontinued • COLLEGE ACCESS PROGRAM • College Access Program (CAP) provides supplemental support to migrant students in grades 6th-12th to prepare them to be eligible for admissions to any of the four college strands upon high school graduation. Students and their parents visit local colleges and universities and participate in planning workshops for postsecondary education.

16. Wake Tech HEP Advisory Board Members and Partners WAKE TECH COMMUNITY COLLEGE

17. Mexican Consulate WAKE TECH COMMUNITY COLLEGE

18. Corporate Collaboration WAKE TECH COMMUNITY COLLEGE

19. Collaboration Assurance Requirement “The grantee will develop and implement a plan for identifying and using the resources of the participating IHE and the community to supplement and enhance the services provided by the project” Source: Edgar Section 34CFR, 206.20 (d) (2) WAKE TECH COMMUNITY COLLEGE

20. Finding 1:Resources in partnership with the community • Finding: The grantee’s application included an objective to use an on-campus advisory group to increase the university’s capacity to serve CAMP students.  Further, the IHE commitment to retain first-generation college students through their full undergraduate program is well understood and supported by CAMP and related programs.  Nonetheless, with the exception of local and State MEP programs, the reviewers found few partnerships outside the campus that worked directly with the CAMP students.  Given the commitment the university has demonstrated to supporting the retention of its CAMP students beyond the freshman year, the reviewers also believe that not including community organizations and leaders as members of the advisory network is a critical oversight. WAKE TECH COMMUNITY COLLEGE

21. Partnering Requires Leadership • Identify an organization with whom you wish to partner • Make contact with the organization and identify a member who truly believes in your program’s mission • Utilize your Advisory Board members to maximize the program’s effectiveness • Ensure your Board members feel their contributions are valued and appreciated WAKE TECH COMMUNITY COLLEGE

22. Networking Vs Collaboration • Networking is simply sharing information for the benefit of both parties. • Collaboration includes a willingness to alter activities to achieve a • common purpose. A HEP/CAMP grant chooses to work with a community organization by sharing relevant information about its program. • Participating at MEP regional meetings • Obtaining COEs from state MEP Recruiter • Attending NC Hispanic Educational Summit to network with agencies • Mexican Consulate invites HEP to “JornadaSabatina” • Wake Tech Director of Counseling services serves on HEP Advisory Board Networking Collaboration • A HEP/CAMP grant collaborates with a community organization by sharing resources. • East Coast Migrant Head Start Project adjusts its calendar to offer classroom space to the Wake Tech HEP program • BB&T creates GED category in Writing Contest to include HEP students • Mexican Consulate assists in setting up a booth at their facility • Wake Tech provides mail service and no cost to the HEP grant WAKE TECH COMMUNITY COLLEGE

23. Benefits of Collaborative Partnerships and Advisory Boards • Accelerate effectiveness • Increase profitability • Reduce costs “Partnerships built on these principles have a much greater likelihood of succeeding. In an effective partnership, 2 + 2 should equal 5, not 3.” Guy Kawasaki (2004) “The Art of Partnering” in The Art of the Start WAKE TECH COMMUNITY COLLEGE

24. Arizona Western College Community Partners WAKE TECH COMMUNITY COLLEGE

25. What matters the most: