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Migrant College Mentoring Program Strategic Plan

“Those having torches will pass them on to others.” plato

Need	Identify in California's Migrant Education State Plan.
Vision	Creating model programs that provide life-changing opportunities and events for migrant students and their families.
Mission	The mission of the Region IV Leadership Program is to provide students with tools to become effective leaders which are academically grounded and create a network of connectivity with the ultimate goal of shaping contributing members of society.

GOAL 1 LEADERSHIP

GOAL 2 ACADEMICS

GOAL 3 CONNECTIVITY

GOAL 4 SERVICE

Goal 1 LEADERSHIP: Students will learn the tools to become effective leaders

Empowerment: Proficient Communicator

Self-Determination: Confidence, resilience, critical thinking skills, and motivation

Objective	Measure	Criteria
Students will develop a better understanding of themselves (Self-Efficacy/empowerment) (Critical thinking skills)	1. True Colors Pre and Post test 2. Personal statement Learning style inventory (PSLSI)- http://literacyworks.org/mi/assessment/findyourstrengths.html ; http://www.vark-learn.com/english/page.asp?p=younger	Pre and Post Tests % growth
Students will develop public speaking skills (proficient communication skills)	Presentation evaluation Rubric- Pre-Post self-evaluation (create likert scale), level of growth peer evaluation (create)	Pre and Post evaluations (peer reviews)
Students will demonstrate knowledge of the hidden rules of society	Guest speakers/career awareness projects (pre-post test)	80% knowledge growth rates (pre-post test)
Students will increase critical Thinking skills Feedback-continuous learning and self-correction (mirror)	Community-Needs Assessment Inventory (C-NAI) (Based on the California Healthy Kids Survey)	80% growth of awareness levels

Strategies: Personal statement writing; personal reflection; learning styles; Needs Assessment Inventory. Goal-setting activities (dreams, and self-beliefs); True Colors; http://literacyworks.org/mi/assessment/findyourstrengths.html ; http://www.vark-learn.com/english/page.asp?p=younger

Develop a workshop on public skills (Univision); Presentation skills- 2xloud, 2xslow, eye contact, powerpoints, body language, Pre-Post evaluations.

Order- Presentation#1. Workshop, Presentation #2. All reviewed by Peers.(Pre and Post findings)

Community-Needs Assessment Inventory (C-NAI), solutions (Increase awareness of community needs and develop solutions. (Empowerment)

Goal 2 ACADEMICS: Students will implement a plan to prepare for post-secondary education.

Empowerment: Academic achievement, High School Graduates/GED, Post-Secondary Education

Self-Determination: confidence, motivation, resilience, critical thinker

Objective	Measure	Criteria
Students will redefine and refine awareness levels of college and vocational entrance requirements	Transcript evaluation (A-G/FUSD CART) Interest Inventory survey (CA Reality Check (website))	Completion of number of A-G/Vocational (CART) requirements per student
Students will access instructional resources to pass the CAHSEE	District Migrant/non Migrant Instructional programs for CAHSEE preparation Online resources for CAHSEE preparation	80% of students will pass both the Language Arts and Math sections of the CAHSEE exam. (grades: 10-12)
Students will develop the academic/study skills to attain proficiency levels in all academic state and local district exams	District Migrant/non Migrant Instructional programs	Students will grow 10% in GPA calculation Grade Point Average

Strategies: A). Calculating GPA, A-G requirements, B) Financial Aid/Scholarship in-services. CAHSEE information. SAT/ACT, Univ./College info. (C). Organization, Study skills. CSU Mentor membership. AVID, RTI, Goal-Setting Activities-goals and objectives. No pies in sky. (needs to be realistic- senior with poor work habits wants to be a doctor)- explore prognosis, changes etc.

AVID, PASS, CART, CYBER HIGH, (AB 540 students and resiliency)

Include all exams: CAHSEE, CART, GED, Proficiency exams? Golden State exam, CAT, SAT, ACT

Goal 3: Students will utilize social and academic support networks for academic achievement

EMPOWERMENT: Academic Achievement, Proficient communicator, High school graduate/GED, Post-secondary Education

SELF-DETERMINATION: Confidence, motivation, critical thinker, resilience

Objective	Measure	Criteria
Students will be proactive in developing multiple collaborative relationships with district guidance personnel, faculty, and support staff/ ambassadors from university outreach programs	Develop and periodically revise students academic plan with a high school counselor/advisor/mentor and university outreach personnel	100% of high school students have conferred with counselor and created an academic plan 10% increase in Ca Healthy Kids Survey on Question #.

Strategies: (A)Strategic Interviews w. counselors.
(B) Technological strategies-phone, email, website, blogs.
(C) Community building activities: Guest speakers, community problem solving activities (Adult/child activities)
Outdoor leadership activities
Peer to peer activities , transportation to camps, ice breakers(academic/entertainment)

Advocate-connector- Develop connections for students set up student counselor meetings. Investment and advocacy- Different challenges and opportunities for students.

CSU Mentor membership

Goal 4: All migrant students will become positive/benevolent contributors to their community.

EMPOWERMENT: Proficient communicator, High school graduate/GED, Post-secondary Education

SELF-DETERMINATION: Confidence, motivation, critical thinker, resilience

Objective	Measure	Criteria
Students will increase community service	5 hours Community service per school year.(MCMP)	80% of students will meet minimum 5 hours per year.
Students will increase Multi-cultural sensitivity awareness levels	Engagement in at least one (1) multi-cultural activity. Cultural sensitivity Inventory	80% of students will participate in at least one (1) multi-cultural activity.
Students will share acquired knowledge (self-determination)	Participation in at least two community presentations/dialogue sessions	80% of students will reach the desired goal.

Strategies: (A) Charity events, scholarships, Self-analysis activities,
(B) multi-cultural activities , skits, dialogue (pair & share)
(C) presenting acquired knowledge to peers and community (group work i.e. work boards, preparation of power point, verbal presentation, support.

Mentor other students, siblings, friends etc.