ASPIRA’s Regular Upward Bound Program 1999-2004 1 ABSTRACT ASPIRA, Inc. of Puerto Rico proposes to continue sponsoring its Upward Bound Program. ASPIRA, Inc. of Puerto Rico is a non-profit educational service organization created in 1969 to promote the educational and leadership development of Puerto Rican low-income youth. Associated with the ASPIRA Association, Inc., a national educational association, ASPIRA of Puerto Rico operates within broad guidelines to assist youth to increase self image, improve motivation and fulfill educational and career objectives. It is located in the Municipality of Carolina on the north-east side of the Island. The city is comprised of 177,806 inhabitants and is characterized by both rural and urban poverty sectors. About 4 % of the population receives nutritional assistance and food stamps from the Federal Government (GAO/RCED 92-114 Federal Food Assistance in Puerto Rico). ASPIRA of Puerto Rico's Upward Bound Project target area is comprised of three middle and three high schools located within two public high school districts in the Municipality of Carolina (Target Area Map #I) whose estimated 15-24 years old population is 47,400 (Puerto Rico Planning Board Population Report, 1990). The target schools are located in a contiguous and compact geographical area in the center of which the ASPIRA offices are located. The farthest school is only four miles away, and the average distance between the schools and ASPIRA's offices is 2.5 miles (See Target Area Map #2). These schools have been selected after a rigorous review process which analyzed all the schools in the area and identified the schools most in need. The high concentration of students with vast educational needs in the target area provides a large pool of potential Upward Bound participants. Furthermore, the 10th-12th grade population in these three high schools represents approximately 40% of all Carolina public school 10th - 12th students. ASPIRA’s Regular Upward Bound Program 1999-2004 2 ASPIRA’s Regular Upward Bound Program 1999-2004 3 ASPIRA’s Regular Upward Bound Program 1999-2004 4 The need for Upward Bound Program services is strong. The target area lacks the services and activities provided by Upward Bound. There is an extremely high percentage of low income and potential first generation college students in the area. Specifically, the target area shows a high enrollment in the high and middle schools and a continuing problem of high dropout rates. About 5 % do not reach the 12th grade (1994). In Puerto Rico, students take the CEEB exam instead of the SAT or ACT exam. Low academic performance, low scores on CEEB exams, low post-secondary enrollment rates, high counselor to student ratios (1:515) in target high schools and the lack of counseling and other supporting services are factors that make Upward Bound services urgent. We propose a pre-collegiate program designed to select 70 eligible participants annually and to generate academic skills and motivation necessary for successful completion of secondary and postsecondary education. The objectives of the program are designed to meet the specific needs of students in the target area population. Assistance to the participants is provided through integrated academic year and summer non-residential components. Classes in the Sciences, Mathematics, English and Spanish are offered to participants during the academic year. Participants will also receive: Supplemental instruction (peer tutoring); Monitoring of homework, and; Study skills and time management workshops. Based on ASPIRA's philosophy of whole development of the student, the Upward Bound program provides: Individual and group counseling (academic, vocational and personal); Career counseling/assessment; ASPIRA’s Regular Upward Bound Program 1999-2004 5 Cultural/social enrichment; Dissemination of educational and financial aid information, and; Assistance with admissions and financial aid applications. Likelihood of success is significantly enhanced through our extensive experience in operating this program since 1983 and the high quality of the staff and program activities. ASPIRA utilizes a comprehensive system for recording data and evaluation reports. The evaluation plan looks at the overall process of the program. The evaluation design provides feedback to program staff on the progress made towards meeting the goals of the program and assess the efectiveness of program activities. Institutional and community commitment strongly support all ASPIRA programs and components. Moreover, the quality of expertise and experience of both administrative and counseling personnel are insuumental in maintaining this support. The proposed budget is designed to continue providing the high level of services to the Upward Bound participants on a cost effective basis. The success of the Upward Bound Program at ASPIRA of Puerto Rico is well documented by the achievements of previous year participants. The high school graduation and postsecondary placement rates during the past three years period of the ASPIRA Upward Bound Program has reached an exceptional one hundred percent (100%). We aspire to attain these same accomplishments during the next grant period. ASPIRA’s Regular Upward Bound Program 1999-2004 6 I. INTRODUCTION This introduction presents an overview of the severe socioeconomic conditions of Puerto Rico. Following this brief overview, we discuss the specific needs for the program in the target area. As reflected in the 1990 census, its population was of 3,522,037 persons of which 59% have incomes under the poverty levels. Based on the poverty guidelines issued by the Department of Health and Human Services, 69,211 families, 1,460,677 persons or, 41% percent of the population are recipients of the Nutritional Assistance Program (NAP). This population constitutes 8% of the recipients and funding amount nationwide (GAO-Report to Congressional Committees Food Assistance Nutritional conditions and Program Alternatives in Puerto Rico 1992). In addition to the Nutritional Assistance Program, other food assistance programs operating in Puerto Rico include: the Child and Adult Care Food Program; the Emergency Food Assistance Program; the National School Breakfast and Lunch Program; Nutrition Programs for the Elderly; the Special Supplemental Food Program for Women, Infants and Children; and the Summer Food Service Program for Children. TABLE I TOTAL FEDERAL FOOD ASSISTANCE PROGRAM PROVIDED TO PUERTO RICO DURING FISCAL YEAR 1990 FUNDING % OF TOTAL PROGRAM AMOUNT FUNDING Child and Adult Care Food Program 536,841 0.003 The Emergency Food Assistant Program 3,800,000 0.325 National School Breakfast Program 20,200,000 1.728 National School Lunch Program l12,900,000 9.657 Nutritional Program For The Elderly 1,400,000 0.120 Special Supplemental Food Program For Women Infants and Children 90,100.000 7.707 Summer Food Service Program For Children 3,200.000 0.273 Other Food Donations 674,000 0.058 Subtotal 232,310,841 19.871 Nutritional Assistance Programs 936,800,000 80.129 Total 1,169,110,841 100.000 Source: GAO/RCED 92-114 Federal Food Assistance in Puerto Rico. More recent data has not been published ASPIRA’s Regular Upward Bound Program 1999-2004 7 As Table # 2 demonstrates, the Puerto Rico overall unemployment rate for 1991-1993 ranges from 14.3% to 16.5%. Officially, there is a 40.2% unemployment rate for the 16 to 19 years old population, 29.9% for those 20 to 24 years, 17.9% for those 25 to 34 and 2.9% for those 35 to 44 years. (Puerto Rico Planning Board. Annual Report to the Governor, 1993). TABLE 2 UNEMPLOYMENT RATES BY GROUP OF AGE AND SEX (in percents years 1992, 1992, 1993) AGE MALES FEMALES BOTH SEXES 1991 1992 1993 1991 1992 1993 1991 1992 1993 16-19 36.5 41.4 40.0 32.5 37.5 40.2 35.2 40.2 40.2 20-24 26.9 28.7 32.6 23.7 24.4 25.1 25.8 27.2 29.9 25-34 18.4 19.6 20.6 11.2 12.5 13.9 15.5 16.8 17.9 35-44 l3.5 13.0 15.3 7.4 7.8 9.3 11.0 10.9 12.9 45-54 12.0 12.3 13.2 5.5 7.1 7.3 9.6 10.4 11.0 55-64 8.7 9.4 10.4 4.9 4.2 6.1 7.6 7.9 9.2 65- more 3.3 3.1 5.0 1.0 5.0 2.1 2.9 3.7 4.4 Total 16 . 4 17.3 18.7 10.7 11.7 12.7 14.3 15.2 16.5 The unemployment projections remain high, particularly for those who do not attain at least a high school education (Labor Department Employment Projection for years 1999-2004). This degree of poverty has far reaching social and educational effects on the population, especially the youth population. The Puerto Rico illiteracy rate for 1990 was 10.4% or 373,336 persons. There are 1.5 million of Puerto Ricans who are "functional illiterates:" i.e., that lack of reading comprehension and interpretation skills or lack of skills necessary for today jobs. (U.S. Department of Commerce: Economics and Statistics Administration: Bureau of the census, 1990). ASPIRA’s Regular Upward Bound Program 1999-2004 8 According to 1993 Puerto Rico Department of Education data, for every 100 students enrolled in first grade in 1981-82 approximately 51% dropped out before reaching the 12th grade (Table #3). Of those enrolled in seventh grade, only 50.6% reached the 12th grade. Statistics reflect cumulative dropout rates of 40.4% for grades 10th to 12th and 45.5% for grades 7th to 12th. Dropout cumulative rates for grades 7th to 12th for years 1989 to 1992 were 44.0%, 44% and 45% respectively. As Table #3 demonstrates, in 1992-93 the dropout rates grade by grade for Puerto Rico grades 7th to 12th, were as follows: TABLE 3 DROPOUTSRATESGRADEBYGRADEFORPUERTORICO GRADE 7TH TO 12TH GRADE DROPOUT RATE 1992-1993 7th 10.4 8th 6.8 9th 2.9 th 10 14.4 11th 14.9 12th 11.0 Source: Puerto Rico Department of Education Retention Rates Reports 1993. These startling statistics reflect great need for services to improve retention in grades 7th and 8th and 10th to 12th in Puerto Rico. In a study sponsored by the ASPIRA Association, Inc., Dr. Ronald Duncan found a high concentration of low income students enrolled in private institutions, even though tuition costs at these institutions are high. "By the end of the 1970 decade, the private universities enrolled 34% of all students in Puerto Rico with a financial base that almost totally depended on the federal Pell Grants Program. " ASPIRA’s Regular Upward Bound Program 1999-2004 9 Updated statistics from the Puerto Rico Postsecondary Education Council demonstrate a decreasing enrollment in public institutions from a 90.8% in 1950 to 36.9% in 1991. In 1950, public institutions enrolled 90.8% of the students; in 1960, they enrolled 74.3%, and in 1970, they enrolled 66%. In 1990, public institutions enrolled 41.4%, while in 1991 they enrolled only 36.9% and private institutions enrolled 63. l% of the postsecondary students. See Table #4. TABLE 4 ENROLLMENT AND PERCENTS IN PUBLIC AND PRIVATE POSTSECONDARY EDUCATION INSTITUTION IN PUERTO RICO YEAR 1950-1991 PUBLIC PRIVATE YEARS TOTAL PERCENT PERCENT INSTITUTIONS INSTITUTION 1950 12,497 11,348 90.8 1,149 9.2 1960 24,532 18,232 74.3 6,309 25.7 1970 57,332 37,839 66.0 19,499 34.0 1980 130,195 53,956 41.4 76,339 58.6 1990 156,147 58,940 37.7 97,207 62.3 1991 157,489 58,133 36.9 99,356 63.1 1992 158,316 56,044 35.4 102,272 64.6 1993 159,211 56,201 35.3 103,010 64.7 Source: Postsecondary Education Council Statistical Report 1990-1991. Financial aid is critical for low income students to enroll in postsecondary education program. Low income students graduated from public high school graduates must compete for public universities allocations with students from private schools who obtain higher GPA'S and College Entrance Test Scores. As a result, low income students enroll in private postsecondary institutions and pay higher educational costs. This condition contributes to the high postsecondary dropouts, low rates of bachelors and masters degrees obtained from universities in Puerto Rico. The 1990 census data demonstrated that in Puerto Rico only 14.3% of persons 25 years and over have a bachelors degree or higher (Report March 1988). ASPIRA’s Regular Upward Bound Program 1999-2004 10 A. STATEMENT OF NEED: TARGET AREA 1) The Number and Percentage of Low Income Families Residing in the Target Area The target area is characterized by low per capita income, high number and percent of families with incomes under the poverty level and high numbers and percent of persons with incomes under the poverty level. Table #5 Summarizes income data for the Municipafity of Carolina TABLE 5 TARGET AREA INCOME LEVEL STATUS Families with income Persons all ages under Target area Per capita income in under poverty level Poverty level 1989 number Percent number percent Carolina $5,525 17,822 38.8 73,952 41.8 Source: U.S. Departmento of Commerce 1990 Census of Population and Housing Summary Social, Economic and Housing Statistic Puerto Rico, Table 12. Pages 212 to 230. In the target high schools, the percentage of student from families with incomes under the poverty level range from 56% in Dr. Gilberto Concepción, to 75% in Lola Rodríguez. The total number of students under the poverty income level in grades 10th to 12th was 197 or 66% of these students. The percentage of students from families with incomes under poverty level, in target middle schools, range from 75% in Manuel Febres, to 98% in Petra Román Vigo. The total number of 9th grade students under poverty level is 906 or 85% for the three middle schools. Income information in target schools is contained in Table #6. ASPIRA’s Regular Upward Bound Program 1999-2004 11 TABLE 6 NUMBER AND PERCENT OF LOW INCOME STUDENTS BY TARGET SCHOOL 1994 Below the poverty level Target School Number Percent Dr. José M. Lázaro 653 66 Dr. Gilberto Concepción 412 56 Lola Rodríguez de Tió (High) 242 75 Petra Román Vigo 355 98 Manuel Febres 379 75 Lola Rodríguez de Tió (Middle) 172 82 Total 2,213 75 * Carolina(1990) 73.952 42 * Puerto Rico (1990) 2,057,377 59 Source: Department of Education Enrollment Report Year 1994 2) Education Attainment Levels of Adults in the Target Area Of the 60,317 adults over 25 that reside in the three barrios where the target schools are located, 86% have not completed a baccalaureate degree. This compares with 83% of individual over 25 in Carolina, and 86% in Puerto Rico who have no reached this level of educational attainment. Moreover, 22,317 adults over 25, fully 37% of all adults living in the barrios where the target schools are located, have not graduated from high school. Again, this compares closely with 36% of individuals over 25 in Carolina who have not graduated from high school (Table #7). TABLE 7 EDUCATIONAL ATTAINMENT OF TARGET AREA RESIDENTS Without High School Diploma Without College Degree number percent number percent Targe Area (Barrios) 22,317 37% 51,872 86% Carolina 37,192 36% 84,472 82% Puerto Rico 970,291 50.3% 279,178 85% Source: U.S. Department of Commerce: 1990 Census of Population and Housing. ASPIRA’s Regular Upward Bound Program 1999-2004 12 3) The High School Dropout Rates in the Target Areas Dropout rates for the high school level in the target school districts for 1993-94 (Table #8) range from 11 to 20 percent with comparative rates for years 1991-92. For the middle school level, the dropout rates for grades 7th to 9th range from 5 to 11 percent (Table #9). TABLE 8 ENROLLMENT AND DROPOUT RATES IN THE TARGET SCHOOLS DISTRICTS SCHOOL YEARS 1991-92, 1992-93 AND 1993-94 GRADES 10TH TO 12TH Enrollment Grades No of Enrollment Grades No of Enrollment Grades No of 10th – 12th Dropouts 10th – 12th Dropouts 10th – 12th Dropouts 1991 - 1992 10th-12th 1991 - 1992 th 10 -12 th 1991 - 1992 10th-12th 10 11 12 Total 91-92 % 10 11 12 Total 92-93 % 10 11 12 Total 93-94 % Carolina II 729 686 610 2,025 138 10 761 675 602 2,038 144 10 676 658 559 1,893 163 11 Carolina III 449 372 318 1,139 170 21 425 356 295 1,076 176 20 386 298 296 980 187 20 TABLE 9 ENROLLMENT AND DROPOUT RATES IN THE TARGET SCHOOL DISTRICTS SCHOOL YEARS 1991-92, 1992-93 AND 1993-94 GRADES 7TH TO 9TH Enrollment Grades No of Enrollment Grades No of Enrollment Grades No of 7th – 9th Dropouts 7th – 9th Dropouts 7th – 9th Dropouts 1991 - 1992 7th-9th 1991 – 1992 th th 7 -9 1991 - 1992 7th-9th 7 8 9 Total 91-92 % 7 8 9 Total 92-93 % 7 8 9 Total 93-94 % Carolina II 753 676 761 2,190 35 4 700 718 693 2,111 71 5 657 671 679 2,007 74 5 Carolina III 777 686 605 2,068 164 11 772 650 649 2,071 142 10 804 680 587 2,071 190 11 As a result of these dropout rates, during school year 1993-94, 614 middle and high school students, grades 7 to 12 dropped out of school from the two target school districts. From 1991 to 1993, 978 high school and 676 middle school students or a total 1,654 middle and high school students dropped out of school. Dropout rates in the target high schools remain high. School dropout rates for grades l0 to 12 range from 8% to 14% in school year 1991-92, from 10% to 23% for year 1992-93 and from 10% to 20% for year 1993-94 (Table #10). ASPIRA’s Regular Upward Bound Program 1999-2004 13 TABLE 10 DROPOUT ARTES IN THE TARGET IiIGH SCHOOLS GRADES 10TH - 12TH YEAR 1991-92, 1992-93 ANO 1993-94 School Years 199 –9 199 –9 199 –9 o o o Target High Schools N % N % N % Dr. José M. Lázaro 102 14 75 10 140 20 Dr. Gilberto Concepción de Gracia 48 8 70 12 29 10 Lola Rodríguez de Tió 22 13 59 23 48 20 Dropout rates of the three target middle schools, grades 7th and 9th, ranged from 5% to 12% in school year 1992, from 5% to 31% in 1993, and from 8% to 12% in 1994 (see Table #11). TABLE 11 DROPOUT RATES IN THE TARGET MIDDLE SCHOOLS GRADES 7th. - 9th. YEAR 1992-93 AND 1993-94 School Years 199 –9 199 –9 199 –9 Target Middle Schools No % No % No % Petra Román Vigo 34 15 71 31 28 10 Manuel Febres 20 5 18 5 28 8 Lola Rodríguez de Tió 13 12 13 13 11 12 4) College-going Rates in Target High Schools In Pueno Rico, a high performance on the College Board Entrance Examination and high GPA (3.5) are necessary in order to gain admission to the University of Puerto Rico system, the Commonwealth's only state-supported postsecondary institution. Post-secondary enrollment rates of 12th grade graduates from target high schools range from 60% to 705 in school year 1991-1992, from 57% to 72% for year 1992-1993, and from 60% to 81% for year 1993-1994 (Table #12). ASPIRA’s Regular Upward Bound Program 1999-2004 14 TABLE 12 PERCENT OF TARGET HIGH SCHOOLS WHO ENROLLED IN POST-SECONDARY INSTITUTIONS School Years 1995-96 1996-97 1997-98 Target High Schools No % No % No % Dr. José M. Lázaro Dr. Gilberto Concepcion Lola Rodríguez de Tió Source: School Annual Performance Report: Schools Counselors; Post-secondary Placement Report. Most of the students placed on postsecondary education programs were enrolled in two and four year private non profit institutions. The limited capacity of the public university system for new admissions and their requirements for high GPA and College Board Exam scores hinder the enrollment opportunities for those with GPA as high as 3.70 or more in some instances. As a result, low-income students with high potential enroll in private institutions with lower requirements but higher cost increasing the dropout possibilities due to economic difficulties. 5) The Ratio of Students to Counselor One of the greatest limitations of the target area schools is the extremely high counselor/student ratio. The average ratio for the target schools is 515 pupils for every counselor. ―Both the National Association of College Admission Counselors and the American School Counselor Association recommended that the counselor to student ratio be between 1 to 100 (ideal) and 1 to 300 (maximum).‖ ―Schools must also provide adequate clerical and support staff to ensure that the counselor’s full attention is devoted tos student service‖ (Frank Burhnett, Education Week, April 28, 1993 Page 33). ASPIRA’s Regular Upward Bound Program 1999-2004 15 Table #13 demonstrates that in all the target schools, counselor to student ratios are over the recommended levels. TABLE 13 TARGET SCHOOLS COUNSELORS TO STUDENT RATIO ACADEMIC YEARS 1991-92, 1992-93 AND 1993-94 Target High Schools Counselor Student Ratio Counselor Student Ratio Counselor Student Ratio 199 –9 199 –9 199 –9 Dr. José M. Lázaro Lola Rodríguez de Tió Dr. Gilberto Concepción Petra Román Vigo Manuel Febres Lola Rodríguez(Middle) Average Source: School Performance Annual Report, 1994 The counselor-to-student ratio ranges from 1 to 30 in Lola Rodríguez de Tió (High School), and to 1 to 980 in Dr. José M. Lázaro High School, for a men counselor to student ratio of to 682. The counselor to student ratios ranges from 1 to 155 in Lola Rodríguez de Tió Middle School, and to 1 to 526 in Dr. Manuel Febres Middle School, for mean ratio of 1 – 348 (See Table #11). These ratios, among others, contribute to the inadequate counseling services in the middle and high shool levels. In the target high schools, in most instances the sseniors’ requirements for services are beyond the counselor capability. This counseling services deficiency undermines the amount and quality of personal, academic and career counseling services and activities delivered to tenth, eleventh, and twelfth graders. 6) Unaddressed Conditions a. Academic ASPIRA’s Regular Upward Bound Program 1999-2004 16 To assess the academic achievement of students the Department of Education administer the Puerto Rican School Competency Test. According to the published reports, the performance of our target school is poor. Table 1 shows the percentage changes of competent students in target schools by subject matters for years 1995—96 and 1996-97. In most target schools increases have been low, fluctuation from 4 to 53. There are three schools with negative increases in several subject matters. For example, the percentage changes of competent students in English for the middle schools Petra Román Vigo, Lola Rodríguez de Tió, Georgina Baquero and Manuel Febres are –10%, -9%, 1 and –11% respectively. TABLE 1 PERCENTAGE CHANGES OF COMPETENT STUDENTS IN TARGET SCHOOLS Subject Matters Middle Schools Spanish English Math Science Social Studies Petra Román Vigo Lola Rodríguez de Tió Dr. Manuel Febres Source: Department of Education: Report 3A: Percentage Changes of Competent Students By Subject Matters 1995-96 and 1996-97. Based on the general index of school competency (Table II) the target schools are below the average when compared with the indexes of their school districts. Differences between target schools and its school districts range from seven in Georgina Baquero to 25 in Petra Román Vigo. The index for Petra Román Vigo was 13 in 1995-96 and 21 in 1996-97 meanwhile for its district (Carolina III) was 31 in 1995-96 and 46 in 1996-97. In terms of range order, our target schools are placed in very high positions. By school districts, range order goes from seven to José M. Lázaro to 16 for Petra Román Vigo. By region (includes several contiguous towns) ranges goes from 72.5 to 172.5. At state level, high positions ASPIRA’s Regular Upward Bound Program 1999-2004 17 evidence the disadvantageous conditions of the proposed target schools. At this level, ranges are from 755 for the José M. Lázaro to 1416.5 for Petra Román Vigo. TABLE 2 GENERAL INDEX OF SCHOOL COMPETENCY FOR TARGET SCHOOLS SCHOOL IGCE RANGE 1996-97 1995-96 Difference 1996-97 Difference District Region State with District with District Petra Román Vigo 13 18 21 25 16 172.5 1416.5 Dr. José M. Lázaro 26 5 44 2 7 72.5 755 Carolina III District 31 - 46 - Gilberto Concepción de Gracia N/A N/A N/A N/A N/A Dr. Manuel Febres 21 10 29 17 10 151 1334 Lola Rodríguez de Tió 17 14 30 16 9 146 1315 Carolina II District 31 - 46 - Georgina Baquero 18 16 40 7 11 117 1041 Canóvanas District 34 47 Source: Department of Education: Report 4A: General Index of School Competency 1995-96 and 1996-97. b. Social In Puerto Rico, there is an increasing tendency in legal transgressions committed by minors. In 1993, the total police interventions with minors increased 20% from 14,535 in 1992 to 18,274. The Ana G. Méndez Foundation conducted a research in 1992 studying the factors and consequences of the school dropouts. It was evident that most legal offenders are school dropouts. 40.6% of the minors that conmmitted law transgressions were not enrolled in school. Table #17 shows the range and percent of legal offenses committed by minors in the Carolina Police Region. TABLE 17 RANGE AND PERCENT OF LEGAL OFFENSES COMMITTED BY MINORS AS REPORTED BY THE CAROLINA POLICE REGION Fault Incidents in Incidents in Rank Percent PR Target Area Violent Crimes Assassinations ASPIRA’s Regular Upward Bound Program 1999-2004 18 Rapes Drugs Source: Police Department Annual Report, 1993 c. Economic The target area has a high unemployment rate. The average official unemployment rate in Carolina for 1994 was 10.5. There is a large population of economically disadvantaged persons. Many youth face high unemployment among their families and are in great need of assistance to improve academic performance and motivation level leading to high school completion and access to post- secondary programs. Addressing these needs can have a profound impact on their future employability and economic stability. Census data indicates that the median number of years of schooling for Puerto Rico was 9.4, with about 50.3% of the population over 25 years of age having less than a high education. Furthermore employment data for 1992 indicate that approximately 64% of the Island's labor force had only the 12th grade or less of education (Department of Labor and Human Resources). There are no schools, governmental agencies, or community organizations providing the type of services offered by the Upward Bound Program at ASPIRA of Puerto Rico. A survey conducted by ASPIRA of Puerto Rico in November, 1994 (See Table 19), demonstrated that the target area high schools lacked programs to provide assistance to low income and first generation secondary students to develop their academic skills and provide motivation necessary to succeed at postsecondary education level. These services were: Pre-collegiate academic preparation program, Summer programs to develop academic and motivational skills, ASPIRA’s Regular Upward Bound Program 1999-2004 19 Academic skills development programs for disadvantage students during the school year, Enrichment activities/classes in Mathematics, Sciences, Spanish and English for postsecondary preparation, Individualized counseling contacts for assessments and academic development, Recruitment and identification of disadvantaged students, Peer tutoring in academic matters, Study skills instructions, Preparation classes for college admission test (CEEB), Career assessment and guidance, Socialization skills development, Individualized educational plan, and Scholarship search. The only program in the target schools that provides these services was the Upward Bound Program at ASPIRA. This survey dramatically emphasizes our continued need for the Upward Bound Program. ASPIRA’s Regular Upward Bound Program 1999-2004 20 TABLE 18 SURVEY OF EDUCATIONAL SERVICES AND ACTIVITIES AVAILABLE IN THE TARGET SCHOOLS Dr. Gilberto Concepción Lola Rodríguez de Tió, José M. Lázaro, H.S. Petra Román Vigo Upward Bound Target Schools/Services Manuel Febres M.S./H.S. Specialized Academic Enrichment for Low Income Summer Program Supplemental Instruction in Spanish Academic Supplemental Instruction in English Services Supplemental Instruction in Math Supplemental Instruction in Science Peer-tutoring Study Skills Instructions CEEB Preparation Classes Tutoring Academic Counseling Career Counseling Counseling Personal Counseling 25 or more contacts with students Career Assessment Individualized Postsecondary Admission Assistance College Admissions Workshops Financial Aid Workshops Postsecondary Individualized Postsecondary Admission Financial Aid Assistance College Admission Workshops Financial Aid Workshops Individualized Assistance with Financial Aid Applications Scholarship Search Educational Academic Needs Assessment Assessment Individualized Educational Plan Evaluation of Individual Progress Cultural Trips Culture Socialization Skills Source: School Survey, November 1991. Key: A = Always Provided (100% of need met) O = Occasionally Provided (50% of need met) S = Seldom Provided (25% of need met) N = Never Available as Needed at No Cost ASPIRA’s Regular Upward Bound Program 1999-2004 21 B. GOALS AND OBJECTIVES ASPIRA began the Regular Upward Bound Program as a response to the critical need within the target community for comprehensive educational services to encourage youth to continue and graduate from secondary school and enroll in postsecondary education programs. Table 20, ASPIRA Upward Bound Program Comprehensive Plan, shows how the following goals and objectives and related to the target area population. The following goals form the program has been established: GOALS 1. To generate in participants the skills and motivation necessary for success in education beyond high school. 2. To encourage participants to develop positive self esteem, and leadership skills. Specific Program Objectives 1. To identify, recruit and select 70 eligible youths with potential for education at the postsecondary level and to encourage them to complete secondary school and to undertake a program of post-secondary education. The selection process will be accomplished by December of each year. Not less than two-thirds of the participants enrolled in the project will be low-income individuals who are also potential first generation college students. The remaining will be either low income individuals or potential first generation college students. 2. 100% of the newly admitted participants will have their needs assessed, and have an Educational Plan developed by February of each year. 3. 95% of ninth to twelfth grade participants will be retained in school each program year. 4. 95% of the seniors will complete high school each program year. 5. 90% of the high school graduates will receive academic vocational and/or personal services, as needed, during the summer component each year. 6. 95% of high school seniors will enter to postsecondary education programs each program year. 7. 90% of ninth to eleventh graders will continue in Upward Bound each year. ASPIRA’s Regular Upward Bound Program 1999-2004 22 8. 65% of participants will increase at least .40 points of grade average in those school courses with grade average below 2.49 each year as reflected by school reports. The Puerto Rico Department of Education uses a 4.0 points scale. 9. Over each program year at least 75% of the participants will complete the Upward Bound Classes with at least 60% of proficiency on each of the skills performed. 10. Over each program year, ASPIRA Upward Bound Program will provide a range of educational and motivational services and activities to program participants. PROCESS OBJECTIVES 1. One hundred percent (100%) of the participants will receive classes on at least one of the basic subjects: English, Spanish, Math and Science. 2. At least 15 participants most in need will receive supplemental tutoring in subject matters. 3. One hundred percent (100%) of participants will receive meaningful counseling services. 4. To provide academic advice to one hundred percent (100%) of participants. 5. To improve the participants career awareness and selection process skills providing career counseling activities. 6. One hundred percent (100%) of seniors will receive assistance to complete the College Admission Test Application. 7. Ninety percent (90%) of seniors will receive information on careers, postsecondary education opportunities, and financial aid. 8. To provide participants with information about careers, colleges and universities, fees, supporting services and financial aid available at different postsecondary institutions. 9. To expose , at least twenty participants, each program year to careers, facilities and work environment. 10. To assist participants in developing effective time management and study skills. 11. Approximately thirty five (35) of the participants will be exposed to at least two (2) post- secondary institutions facilities, programs, services, admission and acquire knowledge of process and financial aid available. 12. To assist participants in applying for admission to secondary or postsecondary institutions. 13. Ninety percent (90%) of participants will be provided with cultural enrichment activities. 14. To assist participants in contacting agencies and professionals that provide services as needed. 15. To provide computerized instruction to participants. ASPIRA’s Regular Upward Bound Program 1999-2004 23 ASPIRA UPWARD BOUND COMPREHENSIVE PLAN OBJECTIVE ACTIVITIES RELATES TO NEED DEADLINE PERSONNEL 1. To identify, recruit and Publicize program services by Recruitment and selection based September to December Supervision select 70 eligible youth with public service announcements on the increasing number of potential for education at the (TV, radio and/or newspaper) persons 16-19 years not enrolled Counselor postsecondary level. in high school and high school Meet with all appropriate graduated in the target area. Supplemental Instruction Not less than two-thirds of agencies and organizations in Coordinator the participants will be low- target to inform them about Recruitment and selection based income individuals who are Upward Bound (UB) services and on high number and percentages School Directors, also potential first genera- eligibility criteria. of students from families with Counselors and Teachers tion college students. The incomes under poverty level. Meet with schools directors and remaining will be either low From 56% to 98% in target counselors at the five target income individuals or schools. schools to inform them about UB potential first generation services and eligibility criteria. Recruitment and selection based college students. on law percentage of individuals Gain commitment from agencies residing in target area with and organizations to inform education completion level clients and make referrals to UB. below the baccalaureate degree Hold conferences at target (86%). schools to inform students about 100% of postsecondary the program objectives, institutions placements of requirements, services and seniors evidences the availability activities. in target area of youth with Revise the Pre-intake forms and potential for education at the follow up. postsecondary level. Provide the Intake Form to candidates. Revise eligibility documents: Intake Forms Transcripts Low Income verification Citizenship status, etc. Interview Candidates Select the participants ASPIRA’s Regular Upward Bound Program 1999-2004 24 OBJECTIVE ACTIVITIES RELATES TO NEED DEADLINE PERSONNEL September to February Supevisor 2. 100% of the newly admitted Revised the school transcripts, The high counselor to student participants will have their students performance in ratio in target schools contributes Counselor needs assessed and an standardized test and other to the inadequate counseling Educational Plan developed. documentation. services and lack of personalized Supplemental Instruction attention to individual counseling Administer the ASPIRA Basic Coordinator needs. Skills Diagnostic Test. The high teacher to student ratio Program Teachers Evaluate the participant’s do not allow the developing of motivational level through individualized plans of academic School Teachers, interviews and recommendations. services. Counselor or other. Assess the participants knowledge of the career decision making process. Create a personal portfolio with all the documents needed. Develop an individual plan for academic development. 3. 95% of ninth to twelfth Over each program 100% of the The high dropouts rates in the September to July Supervisor grade participants will be participants will receive a range target area reflects great need for Counselor retained in school. educational and motivational service that improve retention. services and activities. It Dropout rates in target high Supplemental Instruction includes: schools rage from 10% to 20%. Coordinator Personal motivational counseling Low achievement, low-income Teachers Academic advice and un-motivated students don’t Career counseling have alternatives to overcome Tutors Cultural enrichment activities their lags. In the target area no school is trying to provide Volunteers from community See plan to provide services for academic enrichment services to Consultants detailed activities (page 45) low-income and first generation students. High dropout rates have been correlated with the high violence and crime rates committed by youngsters in the target area. ASPIRA’s Regular Upward Bound Program 1999-2004 25 OBJECTIVE ACTIVITIES RELATES TO NEED DEADLINE PERSONNEL 4. 95% of the seniors will Determine the specific program The high dropout rates in the September to June complete high school. services needed by each target area reflects great need for participant. service that improve retention. Dropout rates in target high Develop an academic plan which schools rage from 10% to 20%. ensures that the student satisfactory complete all Low achievement, low income requisites. and un-motivate students don’t have alternatives to overcome Provide academic advice, career their lags. In the target area no guidance, personal counseling school is trying to provide and cultural enrichment activities academic enrichment services to (For detailed activities see Plan to low-income and first generation Provide Services on page 45). students. High dropout rates have been correlated with the high violence and crime rates committed by youngsters in the target area. 5. 95% of the high school Develop an accurate academic Low income students graduated May to August Supervisor seniors will enter to plan which ensure that the student from public high school must Counselors postsecondary education complete high school and gain compete for inexpensive public programs. admission to college. universities allocation with Coordinator students from private schools Teachers who get higher GPA and College Entrance Test Scores. As a Tutors result low-income students enroll in private postsecondary institutions and pay higher educational costs. The following activities will be This conditions contributes to included in the plan: the high postsecondary dropouts and low rate of Bachelors and -Collect information on post- Masters degrees in Puerto Rico. secondary institutions The 1990 census data demonstrated -Visit industries that in PR only 14.3% of -Provide individual and group persons, 25 years and over have counseling sessions bachelors degree or higher. -Conduct Career days ASPIRA’s Regular Upward Bound Program 1999-2004 26 OBJECTIVE ACTIVITIES RELATES TO NEED DEADLINE PERSONNEL -Interview professionals -Provide classes in preparation for College Entrance Exam -Provide assistance to apply for admission of postsecondary institutions -Disseminate financial aid information and assist to fill application -See Plan to Provide Services for detailed activities, (page 45) 6. 85% of ninth to eleventh Over each program year and The ASPIRA’s Upward Bound July to October Supervisor graders will continue in summer component ASPIRA will target area face social and Counselors Upward Bound each year. provide a range of educational educational problems which and motivational activities to 70 include: Coordinator program participants. Those -High rates of school dropouts Teachers activities will generate in participants the skills and -Low rates of enrollment in Tutors motivation necessary to keep program of postsecondary enrolled in ASPIRA’s Upward education. Bound. -High ratios of student to counselor -High level of poverty -Others (See Need Section) There are no schools, governmental agencies or community organizations providing the services provided by ASPIRA’s Upward Bound. ASPIRA’s Regular Upward Bound Program 1999-2004 27 OBJECTIVE ACTIVITIES RELATES TO NEED DEADLINE PERSONNEL 7. 65% of participants will Prepare an individualized Based on low academic July to November Supplemental instruction increase at least 40 points academic plan for each achievement attained by students coordinators of grade average in those participant. in target schools. Teachers school courses with grade Provide classes on basic subjects: Target schools are in need of average below 2.49. Tutors Spanish, English, Mathematics services such as study skills and and Science. time management workshops, Counselors tutoring and adequate Supervisors monitoring of academic progress. 8. 75% of the participants will Provide time management and Most of the target school’s July to November Supervisor complete the UB classes study skills workshops. students present great difficulty Program teachers with at least 60% of to meet the scores required by Provide academic advice. proficiency. postsecondary institutions. Coordinator Conduct participants follow-up. A high performance on the Tutors Provide computerized academic College Entrance Examination instruction. Board Exam and high GPA are necessary to gain admissions to the only state supported postsecondary institutions. 9. Over each program year 70 or 100 of the participants will receive at least one of the following counseling services and activities. ASPIRA’s Regular Upward Bound Program 1999-2004 28 OBJECTIVE ACTIVITIES RELATES TO NEED DEADLINE PERSONNEL a. Personal Motivational Conduct need assessment The high counselor to student September to August Counselors Counseling ratio, among others, contribute Interviews Consultants to inadequate counseling Provide individualized counseling services. Supervision Provide group counseling In the target area the lack of effective counseling services Provide group dynamic sessions have the following Provide workshops or topics such consequences: as: -Constitutes a barrier for youth -self-esteem to identify careers -motivation -goal setting -Hinder the effective transition -leadership to postsecondary educational -others programs -The long range results are unemployment and under employment -Don’t pay attention to individual needs such ass lack of motivation b. Academic Counseling Conduct need assessment There are lack of personal and September to August Counselors interviews budget to provide counseling Consultants services in target schools. This Provide workshops situation lead to inadequate Supervisors Provide individual and group academic services such as counseling sessions academic advice, information dissemination on postsecondary Visit postsecondary institutions education opportunities and Collect information on secondary financial aid available. and postsecondary institutions The lack of these services Visit industries promotes high school dropouts rates, low academic performance Conduct role playing exercises and low motivational levels. ASPIRA’s Regular Upward Bound Program 1999-2004 29 OBJECTIVE ACTIVITIES RELATES TO NEED DEADLINE PERSONNEL c. Career guidance Visit industries The high counselor to student September to August Counselors ratio lead to inadequate career Visit universities Consultants guidance services. The schools Conduct career days don’t have a budget for meals Supervisor and transportation for field trips Interview professionals to universities and industries. Organize conferences Most students made a selection Collect and disseminate of career and institution without information on: adequate professional assistance -job market increasing the risk for dropping -intellectual, physical and out due to an inadequate academic requirements for selection. different careers ASPIRA’s Regular Upward Bound Program 1999-2004 30 C. OPERATIONAL PLAN I. Plan to Inform Institutions and Community Organizations ASPIRA will utilize a structured plan for publicizing the goals of the Upward Bound Program within its staff target schools, community agencies, organizations, residents, and applicants. All staff member will participate in this process, which includes: Participation of the Program Supervisor at the ASPIRA staff meetings. It is ASPIRA policy to have monthly staff meetings to discuss issues related to programs. Goals, objectives and services are discussed and evaluated. At the beginning of each semester program paraphernalia are distributed to other Program Supervisors and/or staff to encourage them to publicize and identify candidates. The Program Director and/or Supervisor participate regularly in other ASPIRA program meetings. Information dissemination concerning the program goals, objectives, services and eligibility requirements to target schools, community organizations, governmental agencies and other ASPIRA programs. Key personnel in the above organizations will be identified and informed about the program. Principals, counselors and teachers of the target school will be in continuous contact with program staff. Brochures, flyers, application forms and newsletters will also be distributed in target schools and community organizations such as: Drug Abuse Prevention Department Carolina; Young Men Christian Association (YMCA); CREA - Drug Abuse Prevention Program; Carolina Recreational Association; Department of Social Services - local offices in target areas; ASPIRA’s Regular Upward Bound Program 1999-2004 31 Employment services' office in target area Puerto Rico Occupational Information Committee; Directors Board for Vocational Education - central and local offices; Rehabilitation and Education Society of Puerto Rico (Private non profit organization); Rehabilitation Services of Puerto Rico; College of Social Workers of Puerto Rico; Runaway youth; ATREVETE (a community base organization), and Casa Julia de Burgos (provide services to women victims of mental or physical abuse). Parents will be encouraged to persuade their children to take advantage of opportunities offered by Upward Bound. Presentations in target school teachers and parents meeting will be provided. In addition to contacts with target schools, community agencies and other ASPIRA Programs, media coverage from local newspapers, radio and television will be used when appropriate. Newspapers Radio Stations Television Stations El Nuevo Día Radio WVOZ-AM WKAQ T.V. Public Service TODO Carolina, X-100 Radio AM WIPR T.V. Public Service (a free newspaper) Broadcasting System WIPR Radio AM WAPA T.V. WRIK T.V. The following means will be utilized for disseminating information on Upward Bound Program: Brochures and flyers that will inform the program objectives and will describe activities and requirements for selection. Meetings, workshop and information conferences will be submitted and presentations will be made at area churches, civic meetings, community. Local News Media Press releases and public services announcements will be made on radio and TV stations in Carolina area. ASPIRA’s Regular Upward Bound Program 1999-2004 32 2. Plan to Identify, Recruit and Select Eligible Participants Plan to identify and recruit (September to October) Using its internal and external resources, the ASPIRA Upward Bound Program will initiate its recruitment efforts by identifying the potential program participants. Two thirds will be low- income, potential first-generation college students who are most in need of the program's services, have potential for postsecondary education and are most willing and able to take advantage of these services. Given its location, the great majority of project participants will be Puerto Rican. In addition, our services are provided regardless of race, national origin, gender or disability. ASPIRA'S facilities are free of architectural barriers, thus accessible to individuals with disabilities. The identification of participants will focus on 9th graders assuming that the 10th, 1lth and 12th graders will continue from the previous year. The Puerto Rico school year goes from September to June. Thus, the process of identification will take place from September to November. As already documented in the above section, the six target middle and high schools enroll 2,015 that are low-income and potential first generation college students. ASPIRA will identify an estimated 300 candidates of which 70 will be recruited. Table 21 illustrates the proposed number of participants by grade. ASPIRA’s Regular Upward Bound Program 1999-2004 33 TABLE 21 PROPOSED PARTICIPANTS BY GRADE LEVEL AND SCHOOL TARGET HIGH AND MIDDLE ST UDENTS FROM GRADES SCHOOLS 9TH 10TH 11TH 12th TOTAL Dr. José M. Lázaro N/A 6 6 6 18 Gilberto Concepción de Gracia N/A 6 6 6 18 Lola Rodríguez de Tió 6 6 5 4 21 (Middle and High School) Petra Román Vigo (Middle School) 7 7 Dr. Manuel Febres 6 6 (Middle School) A. Total Participants 19 18 17 16 70 To meet the identification and recruitment objective the program will have two staff counselors that will be on a supervised day to day basis and assisted by the Program Supervisor. Counselors will be key providers of identification, recruitment, selection and assessment services and will organize and develop activities and delivery of services. They will serve as principal liaisons between the program and the target school personnel (Director, Social Workers, Counselors, Teachers, etc.). Meetings will be held periodically with a school contact person, primarily the school counselors. Through the effort of staff, middle and high school counselors will receive appropriate information to evaluate eligibility and needs of students. In order to effectively serve the target population of Puerto Rican youth raised on the Island as well as those who have been raised in the States and returning to the island, speaking primarily in English, counselors hired under the program are bilingual (Spanish & English). As a result of ASPIRA'S prior experience and evaluation, the program will implement recruitment and service strategies that have demonstrated their effectiveness during the past 11 years. ASPIRA’s Regular Upward Bound Program 1999-2004 34 Two counselors will be assigned to the three high schools according to the potential participants available. Each counselor will recruit an attainable and manageable mean caseload of 35 participants in grades 9th to 12th. The Program Supervisor, Supplemental Instruction Coordinator and Counselors will make arrangement with school authorities to hold conferences to inform students about the program objectives, requirements, services and activities. Personnel will form teams to provide information to several groups of students on time in each school. Pre-intake forms will be provided to students who are interested or need more information. Students will complete and return these and will be contacted afterwards. As follow up to conferences, counselors assigned to each school will receive the intake forms and complete the selection process. School administrator, Counselors, Social Workers and Teachers will refer candidates for program services. Program Supervisor, Supplemental Instruction Coordinator and Counselors will hold conferences in community agencies to inform about the program objectives, requirements and services to participants agencies to identify candidates and obtain referrals to the program. Community and local governmental agency staff will refer candidates for program service as a result of the program information dissemination efforts. Selection Process (October to November) As potential participants are identified, the program counselors will determine eligibility of candidate for the Upward Bound program services. In the selection process a combination of factors will be taking into consideration. These factors will include: Promptness in completing eligibility documents. Performance in the selection interview ASPIRA’s Regular Upward Bound Program 1999-2004 35 Participants selection will be done on an ongoing basis as candidates submit the application for program services with the required documents. Given that there are more potential participants than those to be served on time submission of these documents serves as a measure of interest and commitment to the program. Eligibility documents include those contained in the Upward Bound guidelines and the ones determined by ASPIRA. Program surf relies on one or more of the following eligibility documentary evidence: DOCUMENTATION REQUIRED TO DETERMINE ELIGIBILITY Evidence of Citizenship Status Evidence of First Generation Low Income Status College Student Status Verification A participant statement attesting The Intake form request Income tax return to his/her U.S. citizenship or for information: Evidence of non taxable permanent residency. parents, educational level, if income (welfare, Social they live with candidate, if Security or other source). Photocopy of Alien they financially support the Evidence of other taxable Registration Card candidate or not. income such as signed by parents or applicant as stated Photocopy of Arrival in regulation. Departure Record (1-94) with appropriate endorsement. The academic need will be determined by one or more of the following: School transcript, GPA Certification or GED test results. Results of standardized test such as Information Services for the Educational Counseling (S.I.P.O.E.), and General Ability Test. School transcripts and recommendations from mathematics, English, Science and Spanish teachers will be especially considered. In order to determine the need for tutoring services in one or more of these subjects a student will be considered in need of tutoring if his/her performance is under his/her ASPIRA’s Regular Upward Bound Program 1999-2004 36 potential: students with grades of C and D in one or more of the basic subjects will be considered most in need of tutoring services. Students with B but with potential to get an A would bc accepted for tutoring in such specific subject. Additionally, each student will complete an ASPIRA Upward Bound application form which includes information about the following areas: Personal (address, social security number, etc.) Academic (School name, actual grade, etc.) Economical gobs, taxable income, etc.) A complete application will yield several pieces of information that permit staff to make a pre- qualification. All candidates who submit applications will bc evaluated through the ASPIRA Intake Structure Interview. The intervention is a face to face procedure that will provide complementary information on the following areas Personal, Familiar, Academic, and Interest in Upward Bound. Through the interview, counselors will bc able to observe motivational factors that can not be verified through the documents. Factors like motivation, attitudes, aptitudes and behavior will bc assessed. Recommendations from teachers, counselors, employers or other individuals who are in position to know and evaluate the educational potential and need for program services will be considered. The final selection of students will be made by the Program Supervisor with the assistance of the counselors. For this purpose the evaluation sheet will yield an overall punctuation. ASPIRA’s Regular Upward Bound Program 1999-2004 37 Additionally, a determination will bc made based on low income and potential first generation college students criteria. As a result, 70 qualified participants will be selected. Where available, efforts will bc made to refer candidates not accepted for the ASPIRA Upward Bound Program to other community agencies or institutions that offer the specific services needed. The program will have a waiting list of qualified candidates to fill the positions of participants who dropout from the program. 3. Plan to Assess each Participant need for Services and for Monitoring Academic Growth (September to February) Once accepted, participants need for services will be assessed by the counselor to determine the services most needed. A fundamental premise of the "ASPIRA Process," including its Upward Bound effort, is that no activities must bc imposed on the participant. The needs assessment is intended to determine need in such areas as : tutoring, personal academic and career counseling, financial aid and study skills. The participant need assessment will focus on: Educational goals and interest, Student knowledge about careers, Student knowledge about post-secondary educational opportunities and financial aid available, Need for academic and non-academic support services, and Student knowledge of the entry process to education Programs. ASPIRA’s Regular Upward Bound Program 1999-2004 38 The counselor will utilize one or more of the following tools in conducting the needs assessments: Intake form, Structure interviews, ASPIRA student's need assessment inventory, School transcripts, Standardized Achievement Test (APRENDA), Interest Inventories (Harrington O’Shea), Subject Skills Test, and Recommendations from teachers, counselors or other. The following process is utilized to assess participants. a. At the time of admittance into the program, information on the student's needs and strengths is collected. Such information as school transcript, grades, teacher/counselor recommendations, and results of interviews are used to assess the student. b. The ASPIRA Basic Skills Diagnostic Test are administered to all participants upon entrance into the program and annually thereafter. These instruments provide information about a student level of achievement in the basic skills of Spanish and English languages (including composition and literature for each one), math, science. The test identifies areas of weakness and the results are used to appraise the student's learning difficulties and strengths. The information is also used in preparing the individualized educational plan and contract for both the summer and academic year phases. c. The ASPIRA Basic Skills Diagnostic Test are used also as pre-test. Pre and post-tests will bc given to track the propess of individual students in each class. "Grades" as such will not bc given. Instead, teacher/student conferences will address the student's ASPIRA’s Regular Upward Bound Program 1999-2004 39 progress or lack thereof. Written evaluations are kept in the student's file. A written report including the student academic growth in each classes will be sent each semester to the parents. The student should return it signed. d. An initial evaluation of the motivational level will bc made through interviews with participants, their family, school officials, and recommendations from others. More in-depth studies will be made during the student's program year and summer component. e. The Harrington O'Shea System for Career Selection, will be utilized to assess the participant's knowledge of the career decision making process. The ASPIRA Upward Bound Intake Structure Interview and other not standardized inventories will bc used. Based upon these results, specific actions will bc prescribed. The Harrington O'Shea can be re-administered to measure growth in career decision making and awareness. The plan for monitoring academic growth will be a two way process: academic achievement in school and mastering of academic skills in Upward Bound. The Upward Bound staff will ask for a school transcript each semester from all candidates for program services. It is used to assess academic need of potential participants. This transcript will bc if the student is accepted to receive services, the transcript will bc the base to compare with subsequent grades. There will be an academic performance report in the participants file. Program staff will collect academic reports of participant each semester. Through this process information will be available to estimate grade average and to provide academic advice and/or career awareness. In addition academic growth will be monitored by Upward Bound Teachers. At the beginning of the academic year the ASPWA Basic Skills Diagnostic Test will be provided to all participants. This test is designed to assess participant school grades proficiency in the basic skills in each of ASPIRA’s Regular Upward Bound Program 1999-2004 40 the classes provided by ASPWA'S Upward Bound: Science, English, Spanish and Mathematics. The results of the test will be the base to prepare the Academic Intervention Plan. The plan will include development of those skills not mastered by the participant. The lowest performance point is 60%. As the academic services are provided, continuous evaluations will be made. Test results will be written in the plan showing the progress of the students. The Supplemental Instruction Coordinator will carefully follow up the academic performance of participants selected for tutoring. This activity will include meeting with school teachers and tutors and regular performance reports from school. 4. The Plan for Location the Project Within the Applicant Organization Structure ASPIRA Board of Directors is the governing body of ASPIRA Inc. de Puerto Rico. The Board consists on non paid members from diverse background and expertise. The Upward Bound Program is the functional responsibility of the Project Director who is primarily responsible for overall coordination of the program. The Program Director, assisted by the Program Supervisor, and provides for the staff hiring and staff development activities. (See Appendix I for waiver request for a Program Director 12% of time devoted to Upward Bound.) The Project Supervisor has administrative and managerial responsibility of the program on a day-to-day basis, formally reporting on a weekly basis to the Program Director, who also serves as Executive Director of ASPIRA de Puerto Rico and as such reports directly to the ASPIRA Board of Directors. (See Organizational Chart on page 43). This Administrative structure gives the Program Director sufficient authority to conduct the program effectively. The fiscal officer assisted by the administrative office staff maintains effective fiscal management, record keeping and reporting. The staff of the Upward Bound Program consist of ASPIRA’s Regular Upward Bound Program 1999-2004 41 four full time positions, for both the academic year and summer components. Complementing this staff on a part-time basis will be one Supplemental Instruction Coordinator, four Teachers, one Receptionist and fifteen tutors. For the summer, five part-time arts and crafts consultants will be hired. The Coordinator and Tutors will not work during the summer component. The four full-time positions (100% of time devoted to project twelve months) are the Program Supervisor, two Counselors and one Clerk Typist. The following administrative structure gives the Project Director sufficient authority to conduct the project effectively. Project Director and Project Supervisor will monitor the progress of the program to ensure effectiveness in attaining the program goals. The Project Director oversees the financial compliance aspect of the program and provide fiscal management. The Project Director is responsible for overseeing the entire project also for sanctioning all project expenditures. The Project Supervisor maintains constant contact with the program counselors. This is accomplished through day-to-day contacts, weekly meeting and written memos or reports. The Program Supervisor reports to the Project Director on a weekly basis and formally through quarterly statistical and narrative Program Progress Reports. 5. Curriculum. Services and Activities The Upward Bound Program at ASPWA of Puerto Rico provides comprehensive array of activities to meet the unique needs of participants. A comprehensive plan with expected outcomes has been developed for each program objective. The activities and services that follow will be offered to program participants in conjunction with target schools, service agencies and organizations in the target area. The expected outcome of these strategies include: Increase the probability of participants completing secondary school. Increase the probability of participants being admitted to post-secondary institutions. ASPIRA’s Regular Upward Bound Program 1999-2004 42 ORGANIZATIONAL CHART ASPIRA INC. OF PUERTO RICO UPWARD BOUND PROGRAM ASPIRA Board of Directors (Serves as the governing body of ASPIRA Inc. of Puerto Rico) Executive Director (Serves as Chief Executive Officer of ASPIRA of Puerto Rico (50%) and ASPIRA Upward Bound Program Director). Is responsible for overseeing the Program also sanctioning program expenditures. Ensure effectiveness in attaining the Program goals. Program Supervisor Manager, finance and administration -Has administrative and managerial responsibility -Serves as fiscal officer of ASPIRA and of the Program on a day to day basis. Upward Bound Program -Monitors Program implementation and effectiveness. Personnel Officer -Preparation of contracts -Personnel record keeping Counselors -Administration of marginal benefits -Day to day Program implementation in schools and community. Executive Secretary Teachers -In charge of the executive office -Develops and implements the plan for secretarial and support services. academic year component and summer classes -Evaluate academic progress Clerk Typist Provides clerical support for the Program Consultant for summer component -Develop and implement the plan to provide arts and crafts workshops Coordinator -Has the responsibility to implement the supplemental instruction component Tutors -Provide tutorial service to participants most in need ASPIRA’s Regular Upward Bound Program 1999-2004 43 The program will provide information on secondary and post-secondary education opportunities, assistance in application and preparation for College Entrance Examination Board, dissemination of financial aid available, and assistance in application for such aid. College conferences, exploratory trips to universities, exploratory trips to industries will be also offered. Participants will receive direct assistance in completing admissions applications to post-secondary institutions. Participants will also receive academic improvement services including (a) tutoring in basic subjects, (b) supplemental instruction, (c) monitoring of homework and (d) study skills and time management workshops. a) Description of Activities and Services The objective and goals of the ASPIRA Upward Bound Program will bc met through a variety of academic, counseling and enrichment services and activities provided to the participants during the courses of an intensive six-weeks, non-residential summer component and an academic year component. For the most part, the services and activities of the program will be available during the duration of both components. Services will be comprehensive and in-depth. The summer component, however, allows for an even more in-depth provision of services and large number of activities which are consistent with program overall goals. This section describes the services and activities offered by the program, during the academic year and summer component. 1. The Academic Year Component (September to June) During the academic year, the program will provide participants with guidance and counseling relative to academic planning, post-secondary admissions and postsecondary financial aid. The program will also provide academic instruction and tutoring (within the context of courses being ASPIRA’s Regular Upward Bound Program 1999-2004 44 studied by in-school participants in the target schools) and enrichment activities. During the academic year component, it is estimated that each participant will have six weekly hours of direct contact with the program. Thirty two contacts (estimated 192 contact hours) will bc made with each students during the academic year to address his/her educational, cultural, recreational, and/or social needs. The activities and services of the academic year component will enable participants to gain admission to postsecondary institutions and, once admitted, to experience success. 2. The Summer Component (June to July) The program will offer a six-week, non-residential summer component, during which participants will be provided with intensive instruction in basic academic skills (such as Spanish, English. Both including grammar, composition and literature, mathematics through pre-calculus, and science), guidance and counseling with regard to educational and career opportunities, and a comprehensive counseling and enrichment program. It is estimate that in this component each participant will have 30 hours weekly of direct contact with the program. For a detailed academic year and summer schedule See Tables 22 (Academic) and 23 (Summer). 3. Activities Activity - I. Classes in Basic Subjects a) Objectives: 100% of the participants will receive classes on at least one of the basic subjects: English, Spanish, Math and Science. b) Outcomes: Each student will receive up to 128 contact hours of classes during the academic year and 180 contact hours of classes during the summer phase. The outcome will be that sixty five percent (65%) of participants will increase: .40 points of grade average in those school courses with grade average below 2.49 on a 4.0 point scale as reflected by school ASPIRA’s Regular Upward Bound Program 1999-2004 45 reports; seventy five percent (75%) of the participants will master sixty percent (60%) of the skills in the ASPIRA Upward Bound Program classes as reflected in the Educational Individualized Plan. ASPIRA’s Regular Upward Bound Program 1999-2004 46 TABLE #22 ACADEMIC YEAR SCHEDULE Tuesday Wednesday Thursday Friday S a t u r d a y Counselor visit the Schools to follow-up on 8:00 a.m. - 8:25 a.m. Briefing on activities participants’ progress and to schedule individual for the day counseling sessions in accordance to each 8:25 a.m. - 9:15 a.m. Tutorial participant’s schedule. 9:15 a.m. - 10:05 a.m. Tutorial (8:00 a.m. to 1:30 p.m.) 10:05 a.m. - 10:20 a.m. Break 10:20 a.m. - 11:10 a.m. Tutorial Project supervisor meets with teachers and school officials and identifies/contacts external resources 11:10 a.m. - 12:00 m. Tutorial for program activities. 12:00 m. - 1:00 p.m. Lunch Counselors schedule office hours from Tuesday 1:00 p.m. - 3:00 p.m. Workshop through Thursday to provide services to students on 3:00 p.m. - 4:00 p.m. Activities and group activities/workshops, and individual sessions. Personal Counseling Staff meetings: 1) Tuesday (evaluation of previous *See program design for activities and workshops to be week’s activities, planning for upcoming week) counselors and project supervisor. offered during the academic year component. 2) Friday (planning for academic component and coordination with counselors) all staff. ASPIRA’s Regular Upward Bound Program 1999-2004 47 ASPIRA INC. DE PUERTO RICO REGULAR UPWARD BOUND PROGRAM Program for Summer Courses Example #I MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY HOURS COURSE HOURS COURSE HOURS COURSE HOURS COURSE Excursions 8:40 – 9:00 MEETING 8:40 – 9:00 MEETING 8:40 – 9:00 MEETING 8:40 – 9:00 MEETING 9:00 – 10:20 Skills review for 9:00 – 10:20 Computer skills II 9:00 – 10:20 Skills review for 9:00 – 10:20 Computer skills II CEEB – Spanish Geometry CEEB – Spanish Geometry Conversational Spanish redaction Conversational Spanish redaction English for media Ecology for media Ecology First Aid Statistics First Aid Statistics Reading Reading 10:20 – 10:40 Recess 10:20 – 10:40 Recess 10:20 – 10:40 Recess 10:20 – 10:40 Recess 10:40 – 12:00 Skill review for 10:40 – 12:00 Skill review for 10:40 – 12:00 Skill review for 10:40 – 12:00 Skill review for CEEB – English CEEB – Math CEEB – English CEEB – Math Computer Skills I Spanish Reading Computer Skills Spanish Reading Orthography Microscale I Microscale Writing Journal Orthography Writing Journal 12:00 – 1:00 LUNCH 12:00 – 1:00 LUNCH 12:00 – 1:00 LUNCH 12:00 – 1:00 LUNCH 1:00 – 3:00 Academic 1:00 – 3:00 Arts and Craft 1:00 – 3:00 Arts and Craft 1:00 – 3:00 Arts and Craft Olympics Workshop Workshop Workshop Example #II MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY HOURS COURSE HOURS COURSE HOURS COURSE HOURS COURSE Excursions 8:40 – 9:00 MEETING 8:40 – 9:00 MEETING 8:40 – 9:00 MEETING 8:40 – 9:00 MEETING 9:00 – 10:20 Skills review for 9:00 – 10:20 Computer skills II 9:00 – 10:20 Skills review for 9:00 – 10:20 Skills review for CEEB – English Geometry CEEB – English CEEB – Spanish Orthography Spanish redaction Orthography Sexual Education Algebra for media Algebra Fractions First Aid Oral Reading Interpretation 10:20 – 10:40 Recess 10:20 – 10:40 Recess 10:20 – 10:40 Recess 10:20 – 10:40 Recess 10:40 – 12:00 Oral 10:40 – 12:00 Skill review for 10:40 – 12:00 Oral 10:40 – 12:00 Skill review for communication CEEB – Math communication CEEB – Math Geometry Edition Geometry Edition Writing Study Skills Writing Study Skills Composition Computer Skills Composition Computer Skills Computer Skills Computer Skills 12:00 – 1:00 LUNCH 12:00 – 1:00 LUNCH 12:00 – 1:00 LUNCH 12:00 – 1:00 LUNCH 1:00 – 3:00 Team Group 1:00 – 2:00 Review for Aca- 1:00 – 4:00 Arts and Craft 1:00 – 4:00 Arts and Craft Meeting demic Olympics Workshop Workshop 2:00 – 4:00 Academic Olympics ASPIRA’s Regular Upward Bound Program 1999-2004 48 c) Method: 1. The academic year classes (October to June) The academic year classes will include the following: English The main objective of the remedial English course is to develop in the student a broader knowledge and understanding of the English language. It will stress the development of basic skills in reading, writing and oral expression. The student will acquire general knowledge of English grammar (morphology, syntax, and semantics). Other themes covered by the course will include: composition, grammatical sentence structure, paragraphing and syllabication. The student will also become acquainted with some social aspects of the English language (its origins and dialects). The student will also bc acquainted with the origins of English literature, American literature, etc. Students will read, react, discuss and write about the ideas presented in various literary works. Emphasis in literature will bc within a variety of experiences in the United States, in its history, culture, languages, and arts. Science A natural science course will be introduced in the ASPIRA Upward Bound Program. The purpose of the course is: to motivate and awaken the student's interest in the science; to develop basic skills and the characteristics of a scientific mind (observation, analysis and the formulation and testing of hypotheses); to give the student using this method a vision of the world surrounding him/her to motivate the student to reflect on the social and scientific problems of today's society and the individual. The course will include all the branches of science: chemistry, physics, biology, mathematics, sociology, economics and psychology. ASPIRA’s Regular Upward Bound Program 1999-2004 49 Spanish The main purpose of the remedial Spanish course will be to develop in the student the skills in reading, writing, and oral expression necessary to carry out college work successfully. This course includes also Spanish literature (poetry, drama and novel). The suggested college outline for the skills that will be offered are: oral skills - formal and informal discussion, interviewing, presentation of report; writing skills - outlining, content and organization, techniques, style, editing; research skills - reference and source materials, note-inking, outlining, styles of documentation, bibliography, paraphrasing, quotations; reading skills - speed, comprehension, critical analysis of ideas, outlining; listening skills - note-taking, questioning, recognition of speaker's purpose; semantics - denotative vs. connotative works, basic assumptions – the student's, others; implication of the communication, and; taking an essay examination - establishing the broad question, limiting your scope of coverage outlining for logical development, supporting statement with fact, introduction and conclusion. Math The purpose of this course is to develop basic skills in arithmetic and then to have the student learn basic algebra, geometry and pre-calculus. Students will bc pre-tested so as to learn their functional levels in mathematics. Individualized instruction and modules will bc the main method for teaching this course. ASPIRA’s Regular Upward Bound Program 1999-2004 50 2. Summer classes During the summer component the above mentioned subjects are enriched with supplemental content area materials. The focus of each subject for each grade is as follows: For twelve graders the focus will be to prepare them for college work in basic skills areas which they are usually expected to have mastered by the time they enter college. The summer classes will include the above academic year core curriculum, structured using the following strategy: During the summer, participants will enroll in a college-simulated six week non-residential program. The classes will be elective but consistent with the teachers recommendation. The enrollment process will begin during the academic year phase when the program staff provide participants a variety of summer class options. This process will include the provision of information about the content of classes and requirements. Program staff will allow participants to make a pre-enrollment for the summer classes. The program teachers will evaluate each participant's pre-enrollment They will take into account the previous test results, high school grades and academic level of the participant. The teachers might approve or not approve the classes. If a class is not approved, the teacher will make a recommendation about which class is appropriate for the participant. The enrollment process will end when the participants are provided with their enrollment sheet approved by the program supervisor and the subject teacher. ASPIRA’s Regular Upward Bound Program 1999-2004 51 During this six-week non-residential phase, participants will receive intensive instruction in basic academic skills such as sciences, mathematics, English and Spanish. In the last two the teachers will emphasized composition and literature skills. In mathematics, a pre-calculus class will be designed. The summer academic skill classes will be integrated with relevant and practical matters such as: statistics, conversational English, grammar, health care, ecology, sexual education, oral communication in Spanish, computers, fractions, etc. Other classes will bc developed based on participants needs assessments and teachers' evaluations. Specifically, for the eleventh graders, the emphasis will bc on preparing students for the College Entrance Examination Board Exam (similar to SAT). Activity - 2. Supplemental tutoring on subjects and monitoring of homework (September to June) a) Objective: to provide supplemental instruction in subjects matters such as English, Spanish, mathematics, science and social studies as needed. At least fifteen (15) participants, most in need will bc served. b) Outcomes: a total of thirty two (32) contacts representing approximately sixty four (64) contact hours will bc achieved with each participant. Seventy five percent (75%) of participants will increase .40 points of grade average each year in those school courses identified as low performance (below 2.49 points on a 4.0 points scale). c) Methods: Supplemental instruction will bc provided to at least 15 participants as needed, in at least one subject. In order to select the participants for this service, program staff will rely on the participants assessment of the academic need. Selection will be done based on special academic need as reflected in school transcripts and specific subjects averages. ASPIRA’s Regular Upward Bound Program 1999-2004 52 After-school supplemental instruction will bc offered to the participants in Spanish, English, social studies, mathematics and science using small groups (1-3) on an two hours-a-week basis per subject. Instruction will be provided after-school hours, twice a week, during sixteen weeks per semester. The core strategy for this service will bc Peer- tutors. High perforating students will bc hired as tutors. In other cases, when a peer is not available, college students or school teachers will serve as tutors. School teachers will provide on going feedback to peer-tutors. The supplemental instruction coordinator will be in charge of coordinating the students' daily activities. Data collected by peer-tutors and teachers will bc used to reinforce the weak areas in each subject. Data gathered from students will bc used to determine the overall effectiveness of the supplemental instruction and tutoring services and to introduce new strategies to improve academic performance. At the end of each semester a school transcript will be requested of each participant to determine the overall academic performance improvement. Performance data by skills and subjects will be collected. Activity - 3 Personal and Motivational Counseling (July to June ) a) Objectives: One hundred percent (100%) of participants will be provided with meaningful counseling services. b) Outcomes: Approximately ninety-five percent (95%) of participants will enhance self image, clarify personal and educational goals, improve decision making skills, improve problem solving skills, improve motivation and stimulate perseverance in pursuing long range personal and educational goals. ASPIRA’s Regular Upward Bound Program 1999-2004 53 c) Methods: Two strategies will be used to attain these objectives: Individual and group counseling sessions. Individual counseling will be used as a forum for identification of students' needs related to motivation and personal situations. Within this setting, the counselor-student relationship will include a comprehensive dialogue in terms of all the elements of the participant's academic achievement and post-secondary aspirations. Information exchange and the implementation of strategies to improve the participant's motivation are key to the effectiveness of the program. Group sessions will be devoted to clarify the relationship between motivation and educational achievement. Group sessions in this matter will bc provided mainly on Saturdays from 1:00 PM to 3:00 PM. Specific themes will be selected in accordance with the needs assessments. Two three day field trips will bc provided each program year, one each semester. At least one of these activities will be devoted to personal-motivational group counseling. Usually, the students are divided into more manageable sub-groups. Three-day field trips provide excellent opportunities to develop themes such as self-esteem, communication, interpersonal relationships, critical thinking, etc. Activity - 4 Academic Advice (August to July) a) Objectives: To provide academic advice to one hundred percent (100%) of participants. b) Outcomes: Eighty-five percent (85%) of -participants will be able to select accurately pre-requisites and subjects in accordance with their career aptitudes or preferences. ASPIRA’s Regular Upward Bound Program 1999-2004 54 c) Methods: The ASPIRA'S Upward Bound Progrun counselors will review the individual participant current academic standing, strengths and weaknesses and educational goals. After clarifying goals the participants will bc advised individually or in a group, about specific requirements in terms of pre-requisites courses and academic performance. Follow-up efforts by the counselor will insure that the participants remain on academic track taking the appropriate courses and showing the needed academic progress. The participants of the supplemental instruction component will bc monitored intensively by both counselors and coordinator. Activity - 5 Career counseling (August to July) a) Objectives: To improve the participants career awareness and selection process skills b) Outcomes: Ninety percent (90%) of the participants will improve their career awareness. Seniors they will bc able to select adequately a post-secondary program for college students and they will be able to meet the requirements to attain a college degree. c) Methods: Counselor will relay, in group and individual counseling sessions, a broad exposure to careers and job market projections. Representatives of various professions are recruited as volunteers to speak about their respective career areas. Special efforts are made, to ASPIRA’s Regular Upward Bound Program 1999-2004 55 invite persons from similar socioeconomic background to that of the program participants so they can act as positive role models. In addition, college admission and career counselors are invited to speak to students about a wide range of professions. Sessions are also held on decision making skills for career and life planning. ASPIRA'S Upward Bound Program Counselors have developed expertise in career counseling. The Counselor collects materials on professions and post-secondary schools for the students to read in the office or to take home. In addition, former ASPIRA participants serves as volunteer resources, such as, physicians and other professionals that have been assisted by ASPIRA'S Upward Bound Program and other ASPIRA programs. Community agencies, such as the Department of Labor and the Puerto Rico Occupational Information Center, provide participants and staff with information and workshops on areas of high occupational demand. The target area (industries, laboratories, pharmaceutical, commercial enterprises, banks and organizations,) provide workshops, facilitate for visits and cooperate in other activities that provide participants additional information on these professions and information an occupational workforce demands. These activities are held either through cooperative arrangements with the target schools in ASPIRA'S facilities or community organizations facilities. To allow for cost effectiveness, these activities are organized in groups whenever possible. Moreover external resources are recruited at no cost to the program through our agency's positive standing with the community. Workshops take place on ASPIRA facilities, on YMCA or other locations with access to participants. The workshops have demonstrated their effectiveness in past years by ASPIRA’s Regular Upward Bound Program 1999-2004 56 increasing motivational level of participants, their commitment and involvement in program activities and by the amount of information delivered to participants. Counselors use the Harrington O'Shea Inventory in the individual careers counseling sessions. In the absence of other tools this inventory has been useful but expensive, time consuming and non-standardized for the Puerto Rican population. Therefore, efforts will be made to acquire the computerized system "Opciones" (Options). It was developed by Puerto Rico Occupational Information Coordinating Committee and it is the only one tailor-made for the Puerto Rican population. The "Opciones" system will provide valuable information to both counselors and participants. It includes four basic components: Exploration - Through the interaction between the participant and the machine, the program will provide the occupation that best match participants preferences, skills and characteristics. Specific - Provide information related to each occupation such as salary, interest, aptitudes, educational level and physical and mental requirements. Training - Provide information about post-secondary institutions in Puerto Rico including address, telephone numbers, registration fees, financial aids and accreditation. Administration - Keeps in a file a report and results of each participant. Furthermore, it provides a profile of participants together with other practical statistics. Activity - 6 Assistance in College Entrance Examination Board Application. (September to April) ASPIRA’s Regular Upward Bound Program 1999-2004 57 a) Objective: One hundred percent (100%) of seniors will receive assistance to complete the College Admission Test Application. They will also receive economic assistance to pay for the test fee. b) Outcome: One hundred percent (100%) of seniors will properly apply for the test on time. c) Methods: Group sessions and interventions will bc provided at ASPIRA offices. The application workshop includes: - understanding the importance of the test - application deadlines and needed information; - clarifying doubts on specific form lines, and; - strategies for dealing with the anxiety and other difficulties related to the test-taking experience. Activity - 7 Collect and Disseminate Information on Careers, Postsecondary Education Opportunities and Financial Aid. (July to June) a) Objectives: Ninety percent (90%) of seniors will receive information on careers, post- secondary education opportunities and financial aid. b) Outcomes: During each program year, ASPIRA will encourage one hundred percent (100%) of the senior participants to enter and complete postsecondary education programs. c) Methods Counselor will rely on the following different strategies to accomplish this: Career Exhibitions: ASPIRA’s Regular Upward Bound Program 1999-2004 58 Career exhibitions take place in schools and in ASPIRA facilities; careers and university information is displayed. The assigned counselor, ASPIRA club participants and other program counselors, acting as resources, clarify doubts about careers and instructions to the participants. Approximately 90% of the seniors, and tenth to eleventh grade participants will benefit from this service. Career Fairs: Representatives of different professions will participate in these programs to motivate students interested in related professions to complete secondary school and enroll in post-secondary institutions. By means of presentations and questions and answers sessions participants obtain information that will bc helpful in their career selection process. Information Resources Library: The ASPIRA office has a career resource library whew participants look for information on careers and information on post-secondary institutions. These include: Encyclopedia of Careers, College Handbook, Index of Majors, Occupational Outlook Handbook, Dictionary of Occupational Titles and "Job Market Projections" from the Puerto Rico Occupational Information Coordination Committee. This service will bc provided to all participants; however high school seniors, and juniors will bc particularly targeted for this service. Activity - 8 College Conferences (September to April) a) Objective: To provide participants with information about careers, colleges and universities, fees, supporting services and financial aid available at different post- secondary institutions. ASPIRA’s Regular Upward Bound Program 1999-2004 59 b) Outcomes: Over each program year one hundred percent (100%) of the senior participants will be encouraged and empowered to enter and complete postsecondary education programs. c) Methods: The counselors will arrange college conferences with the admission officers of post- secondary institutions. Conference will be coordinated with the school counselors, in a collaborative efforts, whenever necessary. At these conferences, participants will receive information on careers, academic programs, pre-requisites, financial aid available and other related information. This service will bc primarily offend to the high school seniors and high school graduates. After the college recruitment rush, special arrangements will be made to provide this service to ninth to eleventh grade participants. Activity - 9 Trips to Industries. (November to July) a) Objective: To expose participants to careers, facilities and work environment. Approximately twenty (20) participants will receive the service. b) Outcomes: Participants will bc familiarized with careers whew minority groups are misrepresented. It is expected that this experience will help to generate motivation necessary to continue studying. c) Methods: Arrangements will bc made by the program supervisor and counselors with the industries, to provide group visits to industries where the participants can see the facilities, equipment and machinery used, professionals on their daily duties and also get information about responsibility and educational requisites for different fields. Contact ASPIRA’s Regular Upward Bound Program 1999-2004 60 industries or institutions for trips include Goya Food Products, Eli Lilly Pharmaceutical, Baxter Health Care Products and Carolina Area Hospital among many others. Activity - 10 Time Management and Study Skills Workshops. (September to March) a) Objective: To assist students in developing effective time management and study skills. b) Outcomes: Approximately 85% of the participants in grades 9th to 12th will be familiarized with the skills necessary for academic success. Workshops will be delivered in sessions of at least two hours, followed by individual helping sessions as needed. In addition, this service will be complementary to classes in basic subjects, thus being instrumental in attaining those objectives for at least sixty five percent (65%) of participants will increase .40 points of grade average each year in those schools courses with grade average below 2.49 points. c) Methods: The counselor will work with students in the development of effective study habits. An inventory developed by ASPIRA, designed to assess study habits will be administered. Students will bc able to recognize effective time management skills and study habits that affect their academic performance. Their services will be delivered in workshops of at least two hours followed by individual helping sessions as needed. Activity - II Campus Visits. (October to May) a) Objective: Approximately thirty five (35) of the participants Pill bc exposed to at least two (2) postsecondary institution facilities, programs, services, admission process and financial aid available. ASPIRA’s Regular Upward Bound Program 1999-2004 61 b) Outcome: Ninety percent (90%) of the participants will improve their awareness about postsecondary educational programs. Motivational levels to study beyond high school will be increased. c) Methods: Visits to post-secondary institutions are organized for ninth to twelfth grade participants. Efforts will be made to arrange for visits when special events are held. On college visits participants will see the facilities, meet administrators, counselors and teachers and acquire knowledge about courses, academic programs and related areas, Visits to post-secondary institutions will give participants the opportunity to meet with admission officers, Student Support Services Program staff and college students. Students will tour the facilities and receive information on careers, support services, financial aid available, academic programs and assess the educational environment they will enter if accepted. Institutions to be contacted for visits include University of Puerto Rico (Rio Piedras, Humacao and Cayey Campuses); Sacred Heart University; Inter American University Fajardo and San Juan Campus); Metropolitan University (Rio Piedras and Carolina Campus), and the Technological Institute of San Juan. Activity - 12 Assistance in Application for Admission to Secondary and Postsecondary institutions. (July to May) a) Objective: To assist participants in applying for admission to secondary or post- secondary institutions. ASPIRA’s Regular Upward Bound Program 1999-2004 62 b) Outcome: At least ninety five percent (95%) of participants that need the service will submit correctly applications on time. c) Method: Counselors will keep in contact with school counselors and post-secondary officials to be aware of details related to admission process, deadlines, requirements, etc. Ninth graders will bc monitored and advised on their selection of academic programs. In Puerto Rico, vocational programs are available beginning at tenth grade. The application process for admission to the University of Puerto Rico system will begin in October and November and will continue from March to June for other public and private institutions. Special attention will be paid in the selection of academic programs, based on academic performance, college entrance results and requisites required for each program. Activity - 13 Cultural Enrichment Activities. (July to June) a) Objective: Ninety percent (90%) of participants will bc provided with cultural enrichment activities. b) Outcome: Participants will enhance and expand their cultural knowledge through a wide variety of cultural activities. c) Methods: Throughout the year, the participants will be exposed to at least two cultural activities. These can include: visits to museums, theaters, art and crafts exhibitions, dramas and others cultural and historic sites. As part of the Summer component, classes and workshops on art and crafts will be provided (See Summer Program Schedule). It could include folklore dancing, handicrafts, ASPIRA’s Regular Upward Bound Program 1999-2004 63 drama, drawing, painting, and other cultural expressions. The learning of new skills will reveal participants, undisclosed abilities and aptitudes. Furthermore, it will enhance their self-esteem through the fulfillment of projects and the achievement satisfaction. Five Fridays during the summer will bc devoted to cultural trips. Participants will have an active role through the investigation of different aspects of places visited. Additional, skills such as note taking, interpersonal relationships and oral expression will be developed. At the end of the program year an achievement activity is held and all parents are invited. Program participants will make presentations in which they demonstrate the skills learned through the workshops during the summer component. The crafts students, with great pride in themselves, will exhibit their productions; the theater students will present a sketch and the folklore dancing students will make a presentation. This component had become one of the most significant of the program and constitutes part of the ASPIRA Process. It contributes to the enhancement of the participant's self awareness, self esteem and motivational level. Activity - 14 Referrals for Services. (August to June) a) Objective: To assist participants in contacting agencies and professionals that provide services as needed. This service will bc available for all 70 participants. Among these agencies are: Department of Labor and Human Resources, Drug Abuse Prevention Department, Department of Housing, Health Department ASPIRA’s Regular Upward Bound Program 1999-2004 64 Social Services, Run Away Youth, Legal Services Local Offices, Public Health Units, Rehabilitation Services for Handicaps, and Police Department b) Outcome: To assure that the participants will receive the services necessary for the academic and personal success. c) Methods: The ASPIRA Upward Bound counselor, in collaboration with other ASPIRA Programs such as: Head Start, JTPA, Health Careers and others, has developed a support group of agencies and professionals that will serve as contacts and service providers to the program and participants. Activity - 15 Computerized Teaching Service. (October to June) a) Objective: To provide computerized instruction to participants most in need b) Outcome: Ninety percent (90%) of participant will enhance the academic performance in program classes. c) Methods: There is evidence that instructional systems can help to raise learning rates by over50% (Syllabus, Summer 1992). Now students can explore a world of discovery through open- ended simulations, on line tools, and colorful illustrations all of them brought to life by the sophisticated graphics and sound of computers. ASPIRA’s Regular Upward Bound Program 1999-2004 65 ASPIRA'S Upward Bound Program will provide to the participants the opportunity to learn academic skills through the integration of computers to traditional methods. Educational programs are easy to use. Participants will feel specially motivated toward the study due to the friendly interfaces used in software. Computerized programs are very adaptable allowing a high level of individualization. This service will be available during both academic and summer components. Academic teachers and computerized teaching instructors will coordinate the service. 6. Timelines Table 24 shows the planned timelines for accomplishing critical elements of the project. It includes activities and services related to the following aspects of the Plan of Operation: Identification, recruitment and selection of participants; Assessment; Direct services and activities, Graduates follow up, and Evaluation process. ASPIRA’s Regular Upward Bound Program 1999-2004 66 PROGRAM ACTIVITIES AND SERVICES BY EDUCATIONAL LEVEL OF PARTICIPANTS TIME TABLE Educational Level of Participants Table 24 Program Services and Activities High School Seniors 11th grade 10th grade 9th grade Time Table 1. Identification and Recruitment X September to October 2. Need Assessment X X X X October to February 3. Personal Motivational Counseling X X X X July to June 4. Academic Advice X X X X July to June 5. Career Counseling X X X X July to June 6. Assistance in College Entrance Examination September to April Application X 7. Assistance in Preparation for College Entrance September and October Examination X 8. Information dissemination on secondary and July to June Postsecondary Education Opportunities X X 9. College Conferences X X September to April 10. Trips Industries X X X November to June 11. Campus Visits X X X X November to May 12. Assistance in Application for Admission or July to June Readmission to secondary and Postsecondary X X Education Programs 13. Financial Aid Counseling and Information July to June Dissemination X X X 14. Assistance in Application for Financial Aid X July to June 15. Tutoring and Monitoring of Homework X X X X October to June 16. Time Management and Study Skills Workshops X X X X September to June 17. ASPIRA Clubs Activities X X X X September to June 18. Referrals for Services X X X X July to June 19. Graduates Follow up X June to October 20. Evaluation X X X X July to June 21. Supplemental Instruction X X X X September to June 22. Cultural Enrichment Activities X X X X June to July 23. Computerized Teaching Service X X X X October to June ASPIRA’s Regular Upward Bound Program 1999-2004 67 7. Plan of Management and Coordination The ASPIRA Upward Bound Program provides for an effective plan of operation that ensures proper and efficient administration of the program. ASPIRA maintains the following Management Plan: In the provision of services, ASPIRA de Puerto Rico has developed an effective internal communication system for all programs. This facilitates sharing of resources, knowledge, information and expertise. In many cases, several programs may be complement to one another and, as such, they can mutually benefit from each others recruitment efforts, external resources, educational materials, program-related information and many other similar areas of expertise. Working as a unit adds to the strength to all ASPIRA programs. Each program is operated by its own specific management by objectives workplan which clearly defines the areas of operation. This program-to-program collaboration does not mean the draining of any particular program's resources. Instead, given that the populations and areas of operation often coincide, it serves as support and resources for each other. ASPIRA’s Regular Upward Bound Program 1999-2004 68 TABLE 25 MANAGEMENT PERT CHART ACTIVITIES PERSONS IN DATE CHARGE Review program agreements with funding source and Program Director June rude changes; plan and prepare for program implementation. Provide for staff orientation and planning session. Program Director July and August Program Supervisor Develop brochures and information flyers about the Program Supervisor July and August program. Begin to publicize program through radio and press Program Supervisor July to September releases to inform potential participants about the program. July to October Disseminate information to target schools and community Program Supervisor agencies. Coordinator Counselors July to October Present workshops to inform target middle and high Program Supervisor school personnel, students, parents and other groups on Coordinator the goals and objectives of the program. Counselors August to October Collect data for identification, recruitment and selection Program Coordinator of program participants. Counselors August to January Begin identification of potential speakers and sites to Program Supervisor visit. Order educational material Program Supervisor July to October Implement program workplan for program Participants Coordinators July to June (Counseling, Tutoring, Academic enrichment and other Counselors activities) Tutors Provide technical assistance as needed or requested. Program Director July to June Program Supervisor Maintain and expand linkages with Puerto Rico Program Director July to June Education Department officials. Target Schools, colleges Program Supervisor and industries. Counselors Program Director Monitor Program Activities July to June Program Supervisor Coordinator Counselor Provide for program evaluation and complete annual Program Director July to June program financial report. Program Supervisor Provide for student follow-up and tracking Coordinator July to October Counselor ASPIRA’s Regular Upward Bound Program 1999-2004 69 TABLE 26 The following are the ASPIRA Upward Bound Program Management Objectives MANAGEMENT OBJECTIVES PERSONS IN DATE CHARGE Employ qualified program staff Program Director July to June Program Supervisor Provide Opportunities for staff development Program Director July to June Program Supervisor Provide for effective coordination and monitoring of Program Director July to June program activities Program Supervisor Maintain effective fiscal management and record keeping Program Director July to June Fiscal Officer Administration Office Staff Program Supervisor Maintain linkages with target elementary, middle and Program Supervisor July to June high schools Middle School Coordinators Maintain positive working relationships with service Program Director July to June agencies and target community Program Supervisor Maintain positive working relationships with post- Program Director July to June secondary institutions Program Supervisor Provide for Program evaluation and student tracking Program Director July to June Program Supervisor Coordinators Counselors The Program Directors is responsible for overseeing all Program Management objectives and activities, and to ensure effectiveness in attaining the program goals. Financial Management The plan for the program fiscal management involves the Upward Bound Program Supervisor, Executive Director, Administration Manager, Fiscal Officer as well as an external auditor firm that does an Annual Single Audit. Fiscal control is based on controlled procedures in accordance with the institutional policy, accounting principles and EDGAR. The Fiscal Officer within the Division of ASPIRA’s Regular Upward Bound Program 1999-2004 70 Administrative and Fiscal Services is responsible for monitoring and approving request for expenditures which have been initiated by the Upward Bound Supervisor with the approval of ASPIRA'S Executive Director. Each year an audit is conducted by an outside auditor firm. Audit report are presented to the ASPIRA Board of Directors. Copies are sent to the U.S. Department of Education and other pertinent Federal Agencies. Copies are also maintained at the Executive Director's Office for review by appropriate individuals and organizations. Personnel Management Plan ASPIRA has a policy of equal employment opportunity and a commitment with non- discriminatory practices regarding personnel management. Decisions regarding recruitment, hiring, promotions, training and all other terms and conditions will be made without discrimination by reasons of race, color, creed or religion, sex, national origin, age, physical or mental handicap. The personnel management is based on standard procedures established by Federal and local laws. The Executive Director, Program Supervisor and Personnel Officer are responsible for all procedures. The Director, assisted by the Supervisor, provides for staff hiring and personnel development activities. The Personnel Officer is in charge of administrative matters such as preparation of contracts, marginal benefits, initial screening of possible candidates and personnel record keeping. Record Keeping and Reporting Effective record keeping is a crucial element of the ASPIRA Grant Management System: it ensures that all program components are effectively dealt with. ASPIRA’s Regular Upward Bound Program 1999-2004 71 Management of Stipends A standardized auditing system is in place to ensure fiscal control of the stipends. During the academic year phase of the projects, stipends will be distributed to students four times a year. Students must have fully participated in the tutoring, counseling and/or academic components to receive a stipend. However, if there is verification of participation in a conflicting school activity, the absence from any Saturday activity will be excused and the stipend will be accredited. Students are limited to three excused absences per semester. The stipend amount will be attached to the Saturdays assistance and to the GPA. The Table #27 shows the scheduled stipend distribution. TABLE 27 STIPEND SCHEDULE FOR UPWARD BOUND ACADEMIC YEAR Bonus by Estimated Number G.P.A. Amount Grade Increase of Students 3:00 – 4:00 $40.00 $10.00 29 2.50 – 2.99 $30.00 $ 5.00 23 2.00 – 2.49 $20.00 $ 3.00 15 1.60 – 1.99 $12.00 $ 1.00 4 Students are required to maintain a minimum school Grade Point Average (G.P.A.) of 1.50 on a 4.0 scale. If the G.P.A, falls below 2.49 in any subject matter, students are required to participate of the Supplemental Instruction Component in order to continue to receive stipend. During the summer component, the stipends will be distributed each three weeks to ASPIRA’s Regular Upward Bound Program 1999-2004 72 those students who have completed that period. Written record will be maintained to track the disbursement of stipends. Full documentation is required to approve stipend and a student signature is inquired to document receipt. The project maintains records related to compliance with program requirements to ensure that the program serves only those eligible participants. The project has a written application process to determine if the participant is first generation, low income, in need of academic support, a citizen, and a resident of a target area. Prior to receiving services, participants will be required to submit information such as family tax forms, verification of welfare assistance, or a statement signed by parent/guardian declaring family income. These records will be maintained in an individual participant file in a secure place. The project will maintain records related to the performance of the project and each participant. Records of counseling contacts, student assessments, achievement tests, academic improvement, student progress, grades, courses completed tutoring, secondary school completion, and post-secondary school completion, and post- secondary placement will be maintained in individual participant ides. This information will be available to program staff allowing them to effectively evaluate the performance of participants and the project in accomplishing objectives. The following are the record keeping aspects of the project: 1. Quarterly Reporting - The AS PIRA counselor is required to submit statistical and narrative reports to the Program Supervisor who compiles all the counselors reports into a Summary Program Statistical and Narrative Report which is ASPIRA’s Regular Upward Bound Program 1999-2004 73 submitted to the Program Director. The Program Director reviews the report and prepares a quarterly progress report which is submitted to the Board of Directors. 2. Annual Report - The Program Supervisor compiles data for the annual statistical and narrative report, indicating total students served, overall outcomes of the program, and comparative results of the project with the proposed objectives. This information is reviewed by the Program Director who submits an annual performance report to the Board of Directors and to the funding sources. 3. Financial Report - Financial reports are prepared on a monthly basis by the accountant with the assistance of the administrative officer staff. Audited financial statements are prepared at the end of the fiscal period. These statements are reviewed by the Program Supervisor and Program Director who submit them to the Board of Directors. 8. Plan to Use Applicant's Resources and Personnel to Achieve Program Objectives and to Coordinate the Upward Bound With more than 23 years experience in operating a successful Upward Bound Programs, ASPIRA, Inc, of Puerto Rico has numerous resources available to successfully accomplish program goals. The most effective resource available is the committed and dedicated staff. Because of ASPIRA of Puerto Rico experience in operating Upward Bound Programs, as well as other programs serving groups traditionally under represented in post-secondary education, the institution has many institutional and community resources. The Comprehensive Plan, previously shown, describes how ASPIRA plans to use these resources and personnel to achieve each objective. ASPIRA’s Regular Upward Bound Program 1999-2004 74 As already stated, there is a lack of services for disadvantaged students in the targeted area, especially in relation to the academic support. In Puerto Rico, there are no private or public organizations that provide support services for youth to pursue academic goals. Nevertheless, ASPIRA keeps in contact with local government and community based organizations that provide services to individuals. There is a reciprocal relation between these organizations and the ASPIRA Upward Bound Program. Both, program staff and participants benefit from this kind of cooperation. Supporting services are received by the following targeted institutions: Hogares CREA (drug abuse treatment and prevention), Runaway Youth, ATREVEIE (a community based organization), Casa Julia de Burgos (provide services to women victims of mental or physical abuse), Rehabilitation and Education Society of Puerto Rico (Private non profit organization), Caribbean Association of TRIO Programs, Rehabilitation Services of Puerto Rico, College of Social Workers of Puerto Rico, Drug Abuse Prevention Services Department, and The contribution of these organizations include the following: - Assistance in recruitment of participants, - Direct services to participants and/or their families, and - Assistance to evaluate participants. 9. Plan to Work in Cooperation with Parents and Key Administrative. Teaching- and Counseling Personnel at the Target Schools ASPIRA’s Regular Upward Bound Program 1999-2004 75 Parents are key elements in the development and implementation of the educational plans of their children. For this reason it is important to gain their involvement in Upward Bound activities and to encourage them to enhance their parental skills. ASPIRA's Upward Bound will use several strategies to accomplish the following objectives: To provide at least two sessions with parents each semester to discuss program activities; To provide one summer activity to reinforce the participants accomplishments during the academic year and summer components; To send educational material on how to become involved in their child education and how to enhance their parental skills; To achieve the Program objectives it is necessary to work in cooperation with key administrative, teaching and counseling personnel at the targeted schools. Because of this, effective communication procedures have been established. The Program staff visits the targeted schools at least once a week. Meetings with counselors, teachers, directors and/or participants are held in order to exchange information and/or solve difficulties. At the beginning of each program year Upward Bound will provide a current list of participants to school directors and counselors. In addition, agreements will be established to use school facilities to recruit candidates, to provide tutorial services, etc.; and To monitor participants academic growth, a performance report will be requested for each semester. Letters with detailed information about the program and ASPIRA’s Regular Upward Bound Program 1999-2004 76 schedule activities will be sent at the beginning of each academic year, The effectiveness of these strategies have been demonstrated through success and cooperation through the year. 10. Follow-up Plan for Tracking Graduates (June to October) The program will track the educational progress of students, follow their acceptance and their completion of a postsecondary education. This service is particularly targeted to post-secondary placement candidates in the month of June, August and September. During this period student academic plans will be finalized. Efforts will be made by counselors to secure information on: Applications made to postsecondary institutions, Post-secondary institutions in which students are accepted, Enrollment status, Participation in special programs, Whether course load will be full or part-time, Type of financial aid secured, Whether the student will be working, and Change of address. The following methods will be utilized for tracking students: Correspondence will be sent to Upward Bound graduated students asking for their enrollment and to monitor their academic progress. This survey will conducted annually during the months of September to November. Students and/or parents will be asked to authorize release of students college transcripts to the ASPIRA office, as requested. ASPIRA’s Regular Upward Bound Program 1999-2004 77 Verification of enrollment in postsecondary schools will be requested of all graduated participants during the summer component. All postsecondary placed participants will be encouraged to seek personal, academic and career advice and if possible submit grade reports each semester. Follow-up information will be kept on each current and former participant's record, and will be considered in improving and further refining the Upward Bound Program.
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