ENLACE EvalReport03

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ENLACE of Hillsborough

2003 Annual Evaluation Report

Teresa NesmanLinda Callejas

Ivy GarciaMario Hernandez


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Acknowledgements

We wish to thank the following people for their contributions to this report:

Norma Cano-Alvarez- University of South Florida ENLACE CoordinatorCatherine Batsche- ENLACE Principal InvestigatorRose Diaz- School District of Hillsborough County

Jaymie McCain - College of Nursing, University of South FloridaVivien Oliva- Bilingual Guidance Counselor, School District of Hillsborough County

Donna Parrino- ENLACE Project DirectorMaggie Snchez- Hispanic Services Council ENLACE Coordinator

Salvador Torres, Hillsborough Community College ENLACE Coordinator


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ENLACE of HillsboroughList of Partners & Collaborators

Management Team MembersCatherine Batsche, Principal Investigator, University of South FloridaDonna Parrino, Executive Director, University of South FloridaMara Pinzn, Executive Director, Hispanic Services CouncilCarlos Soto, President, Hillsborough Community College-Brandon CampusDan Valdez, Assistant Superintendent of Human Resources, School District ofHillsborough County

Implementation Team MembersCoordinatorsNorma Cano-Alvarez, University of South FloridaRose Diaz, School District of Hillsborough CountyMaggie Snchez, Hispanic Services CouncilSalvador Torres, Hillsborough Community College

Family Support Specialists (FSS)Sasha Classe, East Bay Cluster, Hispanic Services CouncilKarla Polanco, Plant City Cluster, Hispanic Services CouncilYamil Vega, Leto Cluster, Hispanic Services Council

School LiaisonsPatricia Carranza, Eisenhower Middle SchoolSonia Castellana, Leto High SchoolAlice Eisenberg, Marshall Middle School

Gregorio Burgos, Tomlin Middle SchoolAlma Gonzalez-Haskins, Pierce Middle SchoolMarcia Marrero, Webb Middle SchoolDoris Ripoll, McLane Middle SchoolNilsa Ruiz, Plant City High SchoolRose Tozzi, Dowdell Middle SchoolAnsberto Vallejo, East Bay High School

Evaluation Team MembersLinda Callejas, Louis de la Parte Florida Mental Health InstituteIvy Garcia, Louis de la Parte Florida Mental Health InstituteMario Hernandez, Director, Louis de la Parte Florida Mental Health InstituteTeresa Nesman, Louis de la Parte Florida Mental Health Institute

Collaborators


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Table of Contents

Introduction 1

Research questions 1

Evaluation activities and methodologies 2

Structure and functioning of ENLACE partnership 3Engagement of partners 3New partnerships 4

Key partnership activities 4Responsibility for implementing ENLACE 6Key decision-makers and leadership within the partnership 8

Types of programs/activities implemented 8New programs 8Core programs developed specifically through ENLACE 9List of programs/services and participants- Table 1 10

Key outcomes and accomplishments 13Programmatic challenges 16

How programs are woven together to address student needs 17

Core Program Descriptions and Outcomes 18

ALAS 18Atrvete 21Boletnes 22Cuentos de mi Familia 24DAR Tutoring/Mentoring 26El Centro HCC 28El Centro USF 30ENLACE Day HCC 31ENLACE Day USF 33Family Support Specialists 35Florida Forum on Hispanics and Education 38

Hispanic Scientist of the Year Program 39Latino Issues Grant-writers Alliance 41Linea de Ayuda 43Nursing Professionals of the Future 44Pasos al Futuro 46Princeton Review SAT Prep 48


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Appendices 52

A-Partnership Conceptual Model 52

B-ENLACE High School Senior Survey 2004 53

C-MIS Data Summaries 57University of South Florida 57Hillsborough Community College 61Hillsborough County School District 63

D-ENLACE Logic Model 72


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ENLACE of Hillsborough Annual Evaluation Report- 2003

In t roduc t ion

The purpose of the evaluation is to engage the core ENLACE partners in holistic thinkingthat emphasizes the understanding and articulation of the overall strategy rather than focusingon specific programs. The evaluation has been designed to support, reinforce, and enhance theattainment of desired ENLACE outcomes. To this end the evaluation uses a participatoryapproach, in hopes that the findings will be integrated into program delivery and management.

In this manner program staff and participants come to know what is being evaluated and knowthe criteria for judging success. An expected result of this approach is that the evaluationbecomes a component of the intervention itself.

Overall the evaluation is framed by the ENLACE conceptual framework (See Figure 1). Itrepresents the expectations of implementers and depicts the actual strategies that are used toachieve the ultimate outcomes of ENLACE. In this manner, it represents a local theory of action,which is what the evaluation both monitors and measures for impact. The impact on evaluationof such a participatory approach is that many aspects of the evaluation are negotiated withstakeholders. As a result, many of the indicators used in the evaluation have changed over timeas stakeholders have become more aware of the evaluations role in program implementationand improvement.

Research QuestionsThe evaluation is focused on the areas of impact, process and sustainability of ENLACE.

Each of these areas has associated research questions, which include:

1) Impact Is the number of Latino students completing higher education increasing? Is the number of Latino students successfully transitioning through the

educational pipeline increasing?

2) Process Are the interventions being implemented as originally designed? Do the intended participants accept the interventions?

3) Sustainability To what extent are students, families, and community members involved in

implementing ENLACE? Are the partners building a relationship by moving cohesively from cooperation to

collaboration?


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Figure 1. Conceptual framework.

Evaluation activities and methodologies

Using the ENLACE theory of action, the evaluation employs a mixed method case study

evaluation design. This design was chosen because of the complex nature of the local theory ofaction. Inherent in this complexity is the evolution of the theory of action and the programstrategies that continue to emerge or change as a result of lessons learned throughoutimplementation. Accordingly, the case study design has taken a developmental approach andremains flexible in order to capture changes and modifications in strategy. In order toaccomplish this, the evaluation taps into various aspects of implementation and describes thenormati e format follo ing the e al ation q estions In addition the e al ation identifies


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Observation: Partnership, community and student meetings Survey questionnaires: Students, teachers, tutors/mentors

Interviews: School liaisons, program coordinators Student tracking: MIS databases at USF, HCC and SDHC; high school student records Technical assistance meetings: Management team, implementation team

Some evaluation activities were conducted on an on-going basis, while others werescheduled to follow implementation of a particular intervention. For example, observations ofteam meetings took place on a monthly basis, whereas technical assistance took place asneeded each quarter and surveys and student tracking were conducted at the end of the schoolyear. Individual interviews were conducted with the project director, school liaisons and program

coordinators to develop descriptions of programs as they were implemented, perceptions of thelevel of partnership between partners, and progress toward sustainability.

Data analysis consisted of various processes depending on the type of data. Programactivities were quantified and classified by implementation domain within the initiativesconceptual framework. Observational, interview and survey data were also classified by domainand then analyzed to identify emerging trends, patterns, and challenges. Student tracking wasbased on aggregated data provided by the research and evaluation departments at each

educational partner institution.

Structure and functioning of the ENLACE partnership

The ENLACE partnership structure includes a Management Team and Implementationteam, each composed of members from the partner institutions. In addition, School Liaisonsfrom each middle school and high school, Parent Peer Navigators and representatives fromlocal funders attend meetings once or twice per semester. The Latino Coalition was appointed

in 2003 as a community advisory board to provide input on ENLACE goals and activities as wellas to assist in planning for sustainability.

The partnership functions through collaboration of Management Team memberswith the Principal Investigator (PI) and Project Director (PD) in oversight andtroubleshooting for all grant activities. Implementation Team members are responsible,along with the PD, for day-to-day operation of grant responsibilities of their institutions.School Liaisons collaborate with the Implementation Team in planning and

implementation of school-related activities on an ongoing basis. Family SupportSpecialists work with the Hispanic Services Council ENLACE Coordinator to implementoutreach and support services within the three school cluster areas.

Engagement of partners


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New partners

Management and Implementation team members held individual and joint meetings withpotential new partners this year, including Catholic Charities San Jose Mission, Bethel Mission,and Iglesia de Dios Pentecostal. Relationships were also built with potential funders, includingCapital One and the Lumina Foundation. In addition, Management and Implementation teammembers each met with partnering departments or programs within their respective institutionsas well as across institutions (See partnership conceptual model in Appendix A).

Key partnership activities

Examples of the types of activities that are key to the partnership are described below,and are based on the partnership framework developed by ENLACE Hillsborough in 2002.

Collaboration between partners resulted in the successful implementation of Pasos alFuturo College Nights in Spanish during 2003. College Nights were provided by the Office ofBilingual Guidance Services (OBGS) of SDHC at two ENLACE high schools (Plant City HS andLeto HS) and two other high schools with high Latino populations (Jefferson HS and

Chamberlain HS). ENLACE partners that participated included the PD, High School Liaisons,HSC Family Support Specialists, Hispanic parents/students, SDHC GuidanceCounselors/Career Specialists/Guidance Resource Specialists and Coordinators from HCC,USF and SDHC. The OBGSoffice collaborated closely with ENLACE Implementation Teammembers to plan the events, and Implementation Team members attended each of themeetings to talk to parents and students about ENLACE and assist with translation.

HCCs Brandon Campus President, Carlos Soto and the PI collaborated on a grantproposal to the Lumina Foundation to develop Personalized Transition Plans for Latino students

as they transition from high school to community college, and ultimately to the university. Alsoinvolved in review and consultation for the proposal preparation were the PD, HCC and USFENLACE Coordinators and USF-ATSS (Adult Transfer Student Services) personnel.

The USF and HCC Coordinators worked with school liaisons and USF and HCC studenttutors/mentors for orientation, program refinement and follow-up feedback in implementing thenew DAR tutoring/mentoring program. In addition, the PD and USF and HSC collaborated on a

joint presentation at the 150,000 Kids Growing Strong and Resilient conference of the USF

Collaborative for Children, Families and Communities in October, 2003. The workshop, entitledEngaging Latino Students and Parents highlighted ENLACE activities at cluster middleschools, including the DAR program, through presentations by ENLACE USF tutors/mentorsand USF and HSC Coordinators.

USF, HCC, School Liaisons and the SDHC Coordinator worked together to implementENLACE days at HCC Brandon and at USF for over 250 high school students in Spring and Fall


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The evaluation team hosted and facilitated a Taking Stock retreat with the

Implementation Team in fall of 2003 to plan for sustainability of ENLACE. The evaluation teamcompiled results and feedback was solicited from Management Team members. The PI, PD andevaluation team then drafted a Focused Strategy logic model entitled ALAS (Figure 2) and aSustainability logic model (Figure 3). Feedback provided by team members was incorporatedinto the final versions of the logic models.

Figure 2: ALAS Logic Model


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Figure 3- Sustainability Logic Model

Responsibility for implementing ENLACE

All core partners were responsible for implementing their assigned tasks related toENLACEs overall strategies, as well as promoting ENLACE in their institutions and thecommunity and ensuring sustainability. The PD communicated implementation updates andissues through e-mail and at team meetings, where there was additional discussion anddecisions were made or deferred. Coordinators, Family Support Specialists and School

Liaisons carried out the implementation of decisions made, often revising plans to fit the realitiesof schools and communities. Reports about implementation challenges and successes weregiven at team meetings.

Partners were involved in decisions across the partnership as well as on an advisorybasis for some decisions made within institutions. For example, HCC Brandon CampusPresident headed up the Lumina grant implementation and included ENLACE partners in


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The SDHC (school district) addressed ENLACEs goals at both district and school levels.

The district requested and received funding for support for Limited English Proficient (LEP) andimmigrant populations, partly attributable to ENLACEs advocacy for the needs of Latinos inHillsborough County. This federal grant will enable continuation of two district-wide bilingualguidance counselors, three bilingual psychologists and two bilingual social workers, and targetsLEP, refugee and immigrant populations. Funds will be available to schools to buy equipment,hire personnel and provide a potential means for sustaining the DAR tutor/mentor program.Another SDHC grant provides some ENLACE schools (Leto, Pierce, Eisenhower, East Bay)with an ESOL literacy teacher that will work one on one with students and train a cadre ofteachers to help develop both English and second language literacy.

At the school level, School Liaisons worked at weaving ENLACE goals into the fabric oftheir schools through translation, outreach, mediation and advocacy efforts. Many activitieswere conducted along with other partners, such as parent meetings, Nursing Clubs, Cuentos demi Familia activities, STARZ field trips, ENLACE Day field trips, DAR tutoring/mentoring andHispanic Hometown Heroes presentations. Liaisons worked at ensuring that materials sent toLatino parents were available in Spanish and translation was available at Family Nights andOpen Houses. In addition, presentations were made at faculty and department head meetingsto promote ENLACEs goals and activities and at assemblies for Latino students to increaseawareness about ENLACE. Some Liaisons contacted parents directly to inform them ofENLACE activities or made ENLACE related literature available to parents through the StudentServices Office at their schools. Liaisons were also involved in numerous meetings with Latinostudents, parents and teachers to increase understanding of school policies and minimizecultural and linguistic barriers, especially when behavioral or grade problems had arisen. SomeLiaisons called Latino parents by phone to encourage them to attend School AdvisoryCommittee meetings and/or translated at meetings, while others made presentations to parentsin Spanish on special topics such as Educational Career Plans (ECP) or FCAT. Most Liaisons

sponsored pre-existing Latino clubs or created clubs to provide students with opportunities tointeract and to participate in service projects that benefit the Latino community (e.g. East BaysClub Impacto assisting with Octoberfest at Wimauma Elementary; Yes I Can mentoring byPlant City high school students for Tomlin middle school students; Tomlins Club Arriba afterschool program participation in the county Coastal Cleanup).

USF emphasized implementation of new and continuing programs (Nursing Clubs,Cuentos, DAR, Caf con Leche, Hispanic Scientist of the Year, etc.) and maintained and builtnew partnerships. Planning for sustainability also became more focused, including meeting withkey people in Student Affairs to discuss sustainability of the ENLACE Coordinator positionthrough their office, and building relationships with key advocacy and academic contacts oncampus such as the Latin Advisory Committee, Latin American and Caribbean Studies program,and the Latino Scholarships program. In addition, the PD attended the White House Conferenceon Faith-Based and Community Initiatives on recommendation of School District coordinator forcommunity outreach to learn about opportunities for collaborative grants At this conference she


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Bay cluster. The grant funds the development of a model of service provision that incorporatescommunity workers into existing school-linked mental health/wraparound teams. During 2003,the RAICES/Promotoras project was successful in leveraging local funding for placement ofteams in elementary schools in the rural East Bay cluster, where these teams have notpreviously existed.

Key decision-makers and leadership within the partnership

Decision-making was typically shared across partners when appropriate, although somedecisions were made by the PD and PI based on their estimation of the urgency of the issue orrelevance to other partners or at the request of the Management Team. For example, in the

design of the ALAS and Sustainability models, input was used from the Implementation andManagement teams to create the model, then feedback was given by all team members prior tothe creation of the final version. In general, decisions were made by individual partner agenciesabout responsibilities and programs within their own institutions. These decisions typically didnot involve other partners, except by informing them at team meetings.

The PD developed the agenda and chaired Management and Implementation teammeetings throughout most of 2003. Based on input from the teams and a decision made by theManagement Team, the Implementation Team began using a rotating chairperson model inDecember 2003. The Management Team also decided to meet once per semester with theImplementation Team in order to better coordinate planning and decision-making.

Coordinators made decisions with input from the PD or their Management Teamrepresentative and often made joint decisions among themselves about programimplementation such as DAR, ENLACE Day or College Nights. School Liaisons made decisionsabout programs at their individual schools with direction from school personnel andadministrators as well as the SDHC Coordinator and the PD. Students were involved in clubs at

their schools/colleges and made decisions related to these activities, particularly as several ofENLACE students were club officers and were involved in inter-club planning councils at HCCand USF. Parent input to decisions was primarily through involvement in Parent LeadershipAcademies and occasional attendance of Parent Peer Navigators at Implementation meetings.

Types of programs/activities implemented

Over 33 programs/activities were implemented, as indicated in Table 1.Programs/activities were categorized according to the main strategies of ENLACE Hillsborough,which include Community and Family Outreach, Leadership Development, Policy Analysis andAdvocacy, and Critical Transition Points. Many additional activities were part of PartnershipDevelopment or were specific activities led by School Liaisons at each of the 3 ENLACE highschools and 7 middle schools. As can be seen, a great deal of time and effort was expended in2003 in partnership development which is related to the low level of cross-agency partnerships


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New field trips included the Museo del Barrio at the Tampa Museum of Art and a campus visit tothe University of Tampa.

Core programs developed specifically through ENLACE

Core programs were defined as those in which we put the most effort, are specificallydesigned by ENLACE to meet needs we identified, are innovative, and are based on thecharacteristics of the Latino communities we serve. Based on these criteria, the followingprograms were included as core programs:

MOSI Hispanic Scientist of the Year Program

Media Outreach: Linea de Ayuda/Univision collaboration

Cuentos de mi Familia Nursing Professionals of the Future Program with USF School of Nursing

ENLACE Day- HCC and USF

Pasos al Futuro- College Information Nights for parents (in Spanish)

DAR Tutoring/Mentoring Programs- HCC and USF

ALAS! at each high school

PSAT/SAT Test Prep

Family Support Specialists through HSC

Printed materials: Boletnes (USF) and Atrvete (HCC) LIGA at USF

El Centro- USF and HCC

Latino Education Forum with ENLACE Miami

Table 1 shows the number of each type of participant in each strategy area for all 33 ENLACEHillsborough programs. These numbers do not represent unduplicated counts.


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10

Table 1: ENLACE Programs and Participants Served During 2003

Number of ParticipantsProgram or Activity Program Type Parents

(P)Community

Leaders/Communityat Large

(Community)

StudentsK-12

(M,H,SIB)

PostsecondaryStudents

(C)

Teachers/School

Staff(SS)

Professors/College

Staff(PRO)

Outreach Community and FamilyOutreach

78 20 1802 41

Media Outreach Community and FamilyOutreach

1000 40 2

Linea de Ayuda Community and FamilyOutreach

4201 13 2 3

ENLACE Express Community and FamilyOutreach

1442 60 3240 204

Latino STARZ Community and FamilyOutreach

20 280 807 15 20

Family SupportSpecialists (FSS)

Community and FamilyOutreach

982 3 837 56 71 20

Sub-totals Community and FamilyOutreach

2522 1783 6726 110 292 45

Student Concilio LeadershipDevelopment

227 635 130

DARtutoring/mentoringtraining

LeadershipDevelopment

31

Parent LeadershipAcademies


136

Parent PeerNavigators


3

LIGA LeadershipDevelopment- Faculty

23 118

1Univision has a viewership of over 404,000 across a ten-county area. The number of participants indicated are only those that called in to the help line. Many others

were reached by watching the program, which provided information about ENLACE and college access. In addition, 24 PSA announcements aired during the next

few months after the Linea de Ayuda.


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11

EnhancementESCALERA Leadership

Development31 2

FSS-CulturalCompetence


231 200

Sub-totals LeadershipDevelopment

366 23 635 161 261 320

College Admissions Policy Analysis andAdvocacy

50 30

Bright Futures Policy Analysis andAdvocacy

50 100

Statewide Forum Policy Analysis andAdvocacy

20 50 50 100

Policy and Advocacymeetings

Policy Analysis andAdvocacy

6 50

Policy briefs- DREAMAct (state & federal) &Bright FuturesScholarship

Policy Analysis andAdvocacy

80 20

Sub-totals Policy Analysis andAdvocacy

20 180 50 6 50 300

Cuentos de mi Familia Critical TransitionPoints-Middle School toHigh School

72 92 20

Yes We Care Critical TransitionPoints-Middle School toHigh School

30

DARtutoring/mentoring

Critical TransitionPoints-Middle School toHigh School

117 10 6

Nursing Professionalsof the Future Clubs

Critical TransitionPoints-Middle School toHigh School

20 686 2

ENLACE Day Critical TransitionPoints-High School toCollege

5 789 20 14


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12

Pasos al Futuro Critical TransitionPoints-High School toCollege

449 195

Test Prep Critical TransitionPoints-High School toCollege

388

School Liaisonactivities at schools

Critical TransitionPoints

133 314

Hispanic HometownHeroes

Critical TransitionPoints-High School toCollege

77 10

Upward Bound Critical TransitionPoints-High School toCollege

10 5

Transfer Consortium Critical TransitionPoints- 2-year to 4-yearprogram

8

Bienvenidos Critical TransitionPoints- 2-year to 4-year

program

100 30 500 2092

El Centro Critical TransitionPoints- 2-year to 4-yearprogram

1040 30

GRE test prep Critical TransitionPoints- 4-year programto Graduate school

13

Caf con Lecheseminars

Critical TransitionPoints- 4-year program

to Graduate school

39 120

Sub-totals Critical TransitionPoints

779 30 3198 3224 20 185

Totals 3687 2016 10,609 3501 623 850


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Key outcomes and accomplishments

Key outcomes for ENLACE in 2003 are tied to the Sustainability logic model, which specifiesoutcomes at the Partnership, Student/Family, and Institutional levels. Outcomes were determinedthrough tracking of activity reports submitted by each Coordinator and the PI and PD; surveys conductedwith 2003 and 2004 graduating high school seniors, and a follow-up survey with 2003 high schoolgraduates; observations of partnership activities and meetings; evaluation surveys of field trips; servicesand outcome data reported by HSC to their local funder; and aggregated MIS data from USF, HCC andSDHC.

Key partnership outcomes for 2003 included maintaining a regular schedule of meetings,

increasing participation within institutions, and creation of a Memorandum of Understanding between theSchool District and Hispanic Services Council to allow Family Support Specialist to work with ENLACEschools. An additional outcome was receiving funding/institutional support for several priority programs.Outcomes related to involvement of partners included increased number of participants and maintenanceof partner involvement across ENLACE strategy areas, as shown in Table 2. In general, participation ofall partners and other participants increased as programs were added according to the ENLACE timelineand as ENLACE became better known and accepted as a viable resource in the community. Thenumbers in Table 2 do not represent unduplicated counts.

Similarly, a key student and family outcome was the level of interest, satisfaction and involvementof students and parents in ENLACE activities in 2003. This may possibly be linked to the more focusedefforts of ALAS and the improved access to parents by the Family Support Specialists (FSS) due to theMemorandum of Understanding. Some evidence for maintained and/or increased involvement ofstudents and parents is provided through the Hispanic Services activity reports and annual outcomesreport. For example, 629 families attended school activities at which FSS were involved, and 341received services through FSS. Most families who responded to the follow-up survey were satisfied withservices (98%), found the information provided was useful (80%), and contacted the agencies to which

they were referred (60%). Evidence for student involvement is also provided by the high school SeniorSurvey of 2004 (Appendix B). Results indicate that most seniors (85%) felt their level of participationwas regular or high (this question was not included in the 2003 Senior Survey). Students that werenot able to take advantage of the activities that ENLACE offered associated this with having to work afterschool and having limited time.


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Table 2. Number of Participants by Year- ENLACE 2001-2003

2001 Outreach2001 Outreach 350 USF2001 Outreach 627 HCC2001 Outreach 440 SDHC2001 Outreach 522 HSC2001 Outreach 1210 PD2001 Leadership2001 Leadership 945 USF2001 Leadership 548 HCC2001 Leadership 150 HSC

2001 Transition2001 Transition 2147 USF2001 Transition 3215 HCC2001 Transition 67 SDHC2001 Transition 425 HSC2001 Transition 1238 PD

Total 2001 11,884Outreach

2002 Outreach 699 USF

2002 Outreach 1875 HCC2002 Outreach 2520 SDHC2002 Outreach 3576 HSC

Leadership2002 Leadership 307 USF2002 Leadership 83 HCC2002 Leadership 18 SDHC2002 Leadership 348 HSC2002 Transition2002 Transition 1455 USF2002 Transition 1057 HCC2002 Transition 2582 SDHC2002 Transition 1175 HSCTotal 2002 15,6952003 Outreach2003 Outreach 1386 USF2003 Outreach 1772 HCC2003 Outreach 3372 SDHC2003 Outreach 1969 HSC

2003 Outreach 2979 PD2003 Leadership2003 Leadership 117 USF2003 Leadership 11 HCC2003 Leadership 944 SDHC2003 Leadership 629 HSC2003 Leadership 65 PD


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Another key outcome was increased awareness of the process to enter college among Latinostudents and their parents, resulting in greater percentages of ENLACE students being accepted into

college. Senior Survey responses indicate that more seniors involved in ENLACE graduated with astandard diploma, applied to college and were accepted into college in 2004 compared to 2003 (Table3). Although the numbers surveyed were small (48 in 2003 and 17 in 2004), the trend is consistentacross indicators.

Table 3. Leto Senior Survey Data% students surveyed

2003 2004

Standard diploma earned 94 100

Applied to post-secondary school 78 91Accepted to post-secondary school 65 91

The Senior Survey was also conducted at a second high school in 2004, in order to compareoutcomes across ENLACE high schools with different populations and school contexts (See Appendix Cfor comparison of school cluster student populations). The results indicate that differences in outcomesdid occur for students at the two high schools (Table 4). The table below shows that East Bay studentssurveyed reported lower rates of graduation with standard diplomas and acceptance to post-secondaryschools (including university, college, or technical school) than did Leto students. Despite these rates,the percentage of East Bay students who reported applying to post-secondary schools was only slightlylower. Although survey respondent selection may have contributed to these results, differences in figuresappear to highlight differences between the student bodies at these ENLACE schools. Although we cannot definitively point to the factors contributing to these differences, we believe that these studentpopulations and school contexts should be further investigated in order to discern whether factors suchas place of birth, socioeconomic background, migrant status, English language proficiency, as well ascommunity context, race/ethnic distribution, and faculty characteristics may be associated with

differences, and if so, to what degree. We further posit that the table below indicates, albeit indirectly, theimpact of ENLACE activities upon East Bay students. Despite lower reported rates of graduation with astandard diploma, these students are applying for post-secondary schools in the effort to further theireducation. These data suggest that ENLACEs message of Si, se puede! (Yes, you can!) is reachingthe students at both schools.

Table 4. East Bay and Leto Comparison- 2004 Senior Survey Data% students surveyed

East Bay Leto

Standard diploma earned 59 100

Applied to post-secondary school 85 91

Accepted to post-secondary school 52 91

The themes brought out by responses to short-answer questions on the Senior Survey also


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family of the things that I would need for college and helped them get more prepared for this transition;and this was especially helpful because information was provided in Spanish, My mother is moreinformed about college because there are Spanish-speaking people to talk to. Students also felt that

their parents came to realize that college is more accessible and realistic than what they had thoughtprevious to their involvement in ENLACE, It was that I was able to understand things about financial aidand so did my parents. Because without financial aid my parents would have not been able to send mego to college. Finally, students commented that ENLACE opened their eyes to the options andopportunities available to them, They showed me many options and paths to choose many availableopportunities I could take; [I] learned the advantages Latinos have when it comes to higher education.

Key institutional outcomes included increased attention to Latino student issues, hiring ofbilingual/bicultural personnel and greater participation in activities that build awareness of the need to

improve cross-cultural interactions in departments or programs within HCC, USF and the School District.Outcomes for USF also included increased Latino undergraduate and FTIC student applications,increased numbers of Latino transfer students from HCC to USF, and increased numbers of degreesawarded to Latino undergraduate students (See Appendix C). Important outcomes for HillsboroughCommunity College included increased enrollment of Latino students at two campuses most closelyassociated with ENLACE high schools (Appendix C). School District outcomes for ENLACE clusterschools included decreased numbers of Latino student suspensions, slight increases in FloridaComprehensive Assessment Test (FCAT) scores for Latino students, increases in Latino students

enrolled in advanced and college preparatory courses of study, increases in Latino student enrollment inHonors and Advanced Placement courses (especially Math), and increases in average attendance rate(Appendix C). Although these outcomes cannot be directly linked to ENLACE, indirect connections canbe seen through activity reports, campus field trip surveys, and meeting minutes that indicate increasedemphasis on better serving Latinos at institutions and increased optimism about college in Latinostudents and families. Key outcomes for HSC also included continuation of funding for Family SupportSpecialists by the local Childrens Board through the end of Kellogg funding and the possibility of fundingfor FSS placement in some elementary schools in the next year.

Programmatic challenges

Challenges were identified through participant observation of the evaluation team in partnershipmeetings and events and student responses to surveys and evaluation forms. Implementationchallenges included on-going difficulties navigating large bureaucracies, turnover among personnel, andcompeting pressures and activities. These and other challenges are related to the context and design ofENLACE Hillsborough, which included heterogeneous and competing minority populations at institutionsand a community-wide effort that includes three large, multi-campus educational institutions working with

one small community-based agency to address the needs of all Latinos. The partnership should benefitgreatly from sharing this burden through greater reliance on community partners as has beenemphasized in 2003. However, this type of partnership building also requires time and personal attention,which are already stretched by the challenge of carrying out such a wide variety of activities andprograms. More focused and strategic implementation in 2004 should assist in allowing for both growthof priority programs and inclusion of more partners.


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Not having received a diploma because of the FCAT: The FCAT, which I havent passedone part; I must pass it or I wont be able to get into the second semester of college.

Needing financial aid for further education: When I transfer to a 4-year school I will have

difficulties with the tuition amount and I hope to get some help by that time. Personal and families difficulties: I am enrolled at Miami Dade, but I am not attending

classes this semester because of personal problems. I hope to go back in August. Mymother lost her job due to medical reasons and my fathers job might move elsewhere.

These responses suggest that needs/gaps identified during the planning stages of ENLACE still exist forsome students and may require more intensive efforts if these students are going to be able to graduatefrom college.

Additional challenges are illustrated by comments in the Senior Surveys of 2004 about what isimportant/effective and what is least effective. Challenges included ensuring information that is providedis up to date and important; providing personal contact with faculty; providing follow-up to activities andon-going assistance; scheduling tutors/mentors, club meetings and other activities with students who areinterested; and assisting students that are learning English. Student comments about least effectiveactivities included the following themes:

Need for more targeted information and contacts, especially during campus field trips More follow-up after activities Increased resources for mentoring/ tutoring to reach more students more often

Additional assistance in overcoming language barriers

How programs are woven together to address student needs

The original needs/gaps analysis resulted in the creation of a logic model (Appendix D), whichserved as a guide for implementation. The identified needs/gaps included:

Need to de-mystify college and graduate school

Limited # of Latinos are in leadership roles (policy makers, role models, and mentors)

Limited collaboration among local institutional partners

High drop-out, low graduation and diminishing participation of Latinos in higher education

Cultural and linguistic biases in formal educational testing

Need for financial assistance and need for access to existing financial assistance

Cultural isolation of Latino students on college campusesThe strategies chosen by ENLACE Hillsborough to address needs/gaps included partnerships amongformal institutions/agencies and community partners that are focused on engagement, systemic changeand sustainability and services at critical transition points along the educational pipeline. Desired

outcomes included: Increased number of Latino students successfully transitioning throughout the educational

pipeline

Increased number of Latino students completing higher education

The sustainability and ALAS logic models (Figures 2 and 3) which were developed during 2003


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the community or formal partners, and social supports provided by bicultural/bilingualprofessionals/paraprofessionals that serve students and their families holistically.

Core ENLACE Programs and Outc omes

Program Name ALAS- Awareness, Linkages & Supports

Primary Goal The goal of ALAS is to test effectiveness of the variety of services and activities that have been offered throughENLACE, with a focus on a cohort group of 75 high school students at each of the three high schools.

Main Features The cohort includes approximately 25 seniors and 50 juniors. The cohort membership are selected by school

personnel/liaisons with a focus on those students who have the potential to successfully complete the AA/AS degreeat HCC and/or be accepted into USFandNEED additional assistance to demystify the college transition processes.In other words, these are students who are college-capable but need help in SAT preparation, application processes,scholarship and financial aid processes, college visit planning, etc.

The cohort of students is being provided with intensive, personalized support services to help them become familiarwith and navigate the college admissions/enrollment environments. Depending on the individual, these students arethe focus for services such as:

SAT Test Prep

College NightsMOSI Scientist of YearENLACE DaySpecial events at HCC and USFCollege events at the schoolsEvents (at schools, colleges, community) relevant to college & career

decision makingLinkage with college groupsFamily support service referralsLeadership development activities

OthersSpecific ENLACE programs available for these students include: Pasos al Futuro- student/parent college nights College events at schools Media outreach Boletines/Atrevete brochures Hispanic Hometown Heroes ENLACE Day USF/HCC Concilio- school clubs and community service activities Princeton Review (P)SAT, (P)ACT prep DAR Tutoring/mentoring On-site CPT testing Family Support Specialists

Training for Staff High school liaisons were given an explanation of the purpose, goals and strategies to be used in ALAS during anImplementation meeting A logic model was used as a visual tool for training High school liaisons were given general


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Increased number of students accepted into college

Increased number of students applying for & receiving scholarships/ financial aid and/or admitted to specialprograms

Expected long-term outcomes

Increased number graduating with regular diploma Increased number of students enrolling in college

ProgramEvaluationApproach:

A pilot of the strategy was conducted in one school during 2002-2003 and expanded to three schools in 2003-2004.The pilot study was evaluated in the spring of 2003 through the administration of surveys with high school seniors.The pilot survey looked at indicators to determine improved learning and preparedness for post-secondary educationof ENLACE students. These included the type of diploma earned, the program of study followed, honors societymembership or honors designation at graduation, acceptance into a post secondary educational program andamount of financial aid earned. The survey instrument was revised to include qualitative information and wasconducted at two schools in spring of 2004. School Liaisons were sub-contracted to obtain informed consent fromparents for the survey, coordinate survey administration and provide feedback on analysis results.

Interviews and/or focus groups collect qualitative data on process and outcomes, including level and type ofinvolvement, anecdotal descriptions of impacts, satisfaction with services, most effective strategies and suggestionsfor improvements. School Liaisons coordinate informed consent and scheduling of focus groups.

Quantitative information collected includes the number of students who apply to college on-time, number ofstudents accepted, and number of students that apply for and receive scholarships/ financial aid. Follow-up surveyswith graduates focus on actual enrollment, retention and satisfaction with preparatory activities provided throughALAS.

A comparison of students in the ALAS cohort with peers at their schools was to be conducted based on propensityscores. Data files were requested from the school district for data elements to be used for the creation of propensityscores such as test scores, attendance, GPA, graduation option chosen, post-secondary plans, scholarship awards,etc.

ImplementationResources

School Liaisons are employed at each high school for implementation of ENLACE strategies and linkage topartners. School Liaisons are provided with Hospitality Funds to carry out school level programs and outreachto families and students.

Family Support Specialists visit high schools regularly to provide services for students and families and assist

with school outreach activities. A School District Coordinator supervises, advises, advocates and informs School Liaisons to facilitate

implementation at each school as well as linking to partner agencies and to the Management Team toproblem-solve and reduce barriers.

The school district office of Bilingual Guidance Services is available to schools on an on-going basis andpartners with ENLACE in providing Pasos al Futuro College Nights in Spanish.

USF and HCC provide materials (Atrvete and Boletnes) and make presentations at activities to informstudents about college.

Implementation

Challenges

Each school implemented the program differently based on Liaison resources, school characteristics and

administrative styles. The program at LHS focused on a group of students primarily in college preparatory tracks whoparticipated in the Princeton Review and had a B average. The program at EBHS included students at a broaderrange of GPA levels that had potential for a variety of post-secondary educational opportunities. The program atPCHS focused on students with a C average or higher who were interested in receiving tutoring/mentoring.

The variation in implementation strategies at each high school has presented challenges for evaluation of theprogram. Data collection instruments have had to be revised to reflect this variation.


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Pre-participationdata forparticipants:

ENLACE school AP offerings include (data provided by SDHC):

EBHS has 6 AP course offerings. Hispanic enrollment is 20 out of a total of 84 enrolled. Total schoolenrollment in 02-03 was 30.61% Latino.

LHS has 8 AP course offerings. Hispanic enrollment is 65 out of a total of 120 enrolled. The school enrollmentin 02-03 was 55.21% Hispanic.

PCHS has 15 AP course offerings. Hispanic enrollment is 90 out of 762 total enrolled in AP. Total schoolenrollment in 02-03 was 17.24% Hispanic.

In comparison, schools serving the highest income levels with lowest Latino enrollments offer the following:

17 AP courses, with 68 Hispanics out of 595 enrolled. Total enrollment of 23.29% Hispanic.

22 AP courses, with 173 Hispanics out of a total of 1115 enrolled. Total school enrollment of 27% Hispanic.

26 AP courses; with 196 Hispanics out of 1167 enrolled. Total enrollment of 16.25% Hispanic.

Post-participationdata forparticipants:

Senior graduation survey (Appendix B) results indicate that:

A majority of students graduated with a standard diploma (90%) in 2004.

89% of ENLACE seniors applied for college and 67% were accepted.

90% are planning to begin post-secondary education in the fall.

48% of students surveyed at the pilot site (LHS) were enrolled in advanced college prep and 38% were incollege prep courses.

5% of students surveyed at the second site (EBHS) were enrolled in advanced college prep and 41% were incollege prep courses.

The most common responses to the question, What do you think was most helpful or important about ENLACE?included the main components of ALAS. The main themes included:

Receiving college information to help prepare for college.

Field Trips to see college campuses.

Financial aid/scholarship application assistance.

ENLACE personnel, particularly School Liaisons who were available when needed.

Increased awareness of opportunities for Hispanics and exposure to Hispanic community leaders and/ orachievers.

Step by step guidance/ encouragement.

Mentors/ tutors to help with the whole college process and calm fears about the transition.


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Program Name ATREVETE

Primary Goal To disseminate 5,000 of these brochures as a bilingual recruitment tool during the final stage of ENLACE

Main Features The Atrvete concept hatched from the idea to ensure on-going recruitment of Latinos to the college. There hadto be a manner in which to present college information in Spanish. The primary goal of using Spanish is toinclude the entire family, both bilingual and monolingual members. Additionally, the brochure was also created toinform families of middle and high school aged students about the different tracks offered by the School District tosatisfy graduation requirements and to make certain that they are college bound.

General Approach Initially the college had a career booklet, which outlined all of the programs offered. Then, the college condensedthe booklet form into a brochure foldout, which further summarized the information. This brochure used by thecollege became the framework from which the Atrvete brochure was generated. The information on the English

only brochure was carefully translated by into a common Spanish. The Atrvete brochure shares both languagesto effectively target a larger group of potential students.

The Atrvete brochure includes information such as important contact information for all of our campuses andsatellites (e.g. Sunpoint), definitions of terms like A.A. and A.S. degrees, programs offered, financial aidinformation, admission requirements, and other services offered at Hillsborough Community College.

The Atrvete brochure is primarily used during recruitment activities and in Student Services as walk-in basis.Additionally, the brochure disseminated by high school career counselors, Hispanic Services Council, and other

social service agencies.Training for Staff Although is not training per say, working with graphic artist to create a culturally sensitive layout, which

represented the Latino community, was critical to the effectiveness of the brochure.

Expected short-termimpacts

Increase overall number students, Latino and non-Latino, enrolling at HCC.

Expected long-termoutcomes

Increase of overall number of students, Latino and non-Latino, enrolling at HCCTo retain FTIC (first time in college) students and to have them complete either and A.A. or A.S. and transfer.

Program EvaluationApproach:

Suggestion: To add a question of admissions application asking students how he/she heard about the college.Example:

How did you hear about HCC?Walk-in, commercial, website, presentation, brochure, job fair, and other.


The college originally created a brochure entitled We have ways to make you think! From the design thispamphlet, the Atrvete brochure replicated.Staff members were used to translate the English information in a common Spanish, meaning a Spanish withoutregionalisms, idioms, or other colloquial speech (e.g. Mexicanismos, Spanglish etc.

ImplementationChallenges

No challenges have presented themselves aside from the translation when the brochure was originally created.

Program Outcomes for Participants- Atrvete

Number ofparticipants:

Not available

Demographiccharacteristics ofparticipants:

Not available

Average number of Not available


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Progr am Name BOLETINES

Primary Goal To inform students and families in a concise bilingual format of college admissions processes, financial aid andscholarships.

Main Features The Boletnes are concise, informative, colorful and printed in Spanish and English.

General Approach The Boletnes were created in a simple page format that helps parents and students become informed as to theappropriate college-prep classes students should enroll in during high school to be eligible for college admission.The Boletnes also explain Dual Enrollment, Advanced Placement classes and the CLEP process in college. TheBoletnes alert the students of college application deadline dates as well as the schedules for SAT and ACTexams, and websites for financial aid and scholarships. The Boletnes have been disseminated at classroompresentations, ENLACE Day workshops, College Nights and in response to phone requests from parents/students.

Training for Staff All of the information was obtained through the internet. Updates are developed at the end of each semester.

Expected short-term impacts

Increase of college applications.Increase in financial aid and scholarship applications.


Increase in college enrollment.Increase in college graduation.Increase in post graduate enrollment.


Counts of Boletnes distributed.Observation of question/answer sessions using Boletnes.Description of impact in Senior Survey.


The pages Boletnes themselves.


None at this time.

Program Outcomes for Participants- Boletnes


Boletnes distributed: 300-500


Not collected

Average number ofsessionscompleted byparticipants:

Minimum of 4 per semester.

Pre-participationdata for

participants:

Not collected


Senior Survey results (Appendix B) indicate that 66% participated in ENLACE Day and 26% recalled receivingBoletnes. Survey responses to the question, Why did you remain involved in ENLACE? included: they gavevery good information about scholarships and colleges; they really gave me valuable information, they helped mewith college plans, and it was free of charge.

Responses to thequestion, Whatwas themosthelpful aspectofENLACE? included: Information theygaveus


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not skipping classes or getting behind

taking advantage of resources at their schools in the guidance or migrant program office

going to teachers or tutors for help

writing is very important for college and requires practice

not giving up if they dont do well the first try

asking teachers to look at their writing before assignments are due in order to demonstrate their motivation.Observations indicated that students were very attentive and involved in answering and asking questions.Students already knew some of the information about the college and financial aid application process- muchunlike previous years- and were willing to speak up in the group. Students were serious about their questions,which indicated they were thinking about and/or actively making plans for college.


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Student projects were covered in a variety of media, including presentations at their schools to teachers, parents,and visitors, features in La Gaceta newspaper and the Kellogg Foundations national publication as well as localtelevision coverage by Channels 28, 10 and 62 (Telemundo).

Outcomes reported by students included a better understanding of their parents, the riches of their familybackgrounds, their family members strengths, and the hardships endured and the prices paid that led up to theirfamilies being where they are todayOne student learned her father had been a good student (making As and Bs)before he dropped out of 10th grade in Puerto Rico to help the family. She said her father taught me to enjoy lifeand believe in my goals. Another student said she came to admire her mother based on what she learned abouther in this project, explaining, she always has a positive attitude; she didnt give up or let anything get in her way.This student also expressed appreciation for how difficult things have been for her family to get to where they arenow and gave credit to her mother, My mom keeps our family together; she makes everything work out somehow.

Students also expressed a realization that history is a process and writing history brings a better understanding ofpeople, events and places. When asked what she liked best about the project one student said, I like finding outmore stuff about my mom. And a second student said she learned the writing process; the process of writing andre-writing.


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Program Name DAR Tutoring /Mentoring Program

Primary Goal To provide tutors and mentors for our cluster high schools.

Main Features Tutors and mentors are college students who are paid to go into our cluster high schools and assist students withclass subjects, college applications as well as financial aid and scholarship assistance. They also assist with theessay writing process for applications.

General App roach Each high school liaison prepared their students differently for the tutors. At E.B.H.S. the liaison collected a list of 50 75 students who had a GPA of 2.8 and above. These students met regularly with their assigned tutors. Our tutorsonly helped students who requested the help. At L.H.S. the liaison also prepared a group of 50 students to behelped as well as students from other classes who sought assistance. These students met in the media center ofthe school and were overseen by the media center director. At PCHS the liaison had access to students who hadproblems with their classes, and these students were served. The students who wanted assistance with college

preparation were also served. USF and HCC partnered in this endeavor. In the fall 2003 semester, each institutionhired 12 tutor/mentors, rationale; four tutors per cluster high school for a total of 24 tutors from both institutions. Itwas a 10-week service that was well received by the schools.

Training for Staff The tutor/mentors attended approximately 20 hours of training. This includes S.E.R.V.E training which is a serviceprovided by Hillsborough County Public Schools Volunteer Program. They also attended several meetings wherethe tutors shared how things were progressing in their schools.


Increase in grade point averages.Increase in college applications.Increase in financial aid and scholarship applications.

Expected long-termoutcomes

Increase in college enrollment.

Program EvaluationApproach:

An evaluation survey was sent to the liaisons asking how they evaluated the program. Only two or three respondedto the evaluation. These are available.


We were fortunate to have contact with the Director of ENLACE in Texas who shared with us a manual that we reable to edit and fine tune to serve our needs here in Hillsborough County. We also had access to the USF Mentorguide, and other resources were located on the internet.

Implementation

Challenges

It was somewhat of a challenge in the different schools. One high school was in a reconstruction mode which made

scheduling difficult

Program Outcomes for Participants- DAR


20040-50 per semester


70 male 11th-12th graders130 female

Average number ofsessions completedby participants:

10


Each school identified needs for tutoring/mentoring that helped in designing the program, including age/grade levelsto target and possible strategies for recruitment at each school.

Post-participationdata for

School Liaison reports on student outcomes:Leto reported that 26 students graduated and 26 have been accepted into a two or four year college.


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Progr am Name EL CENTRO- HCC

Primary Goal To create a point of reference (area/person) for incoming, registered, and transferring Latino students, faculty, staff,

businesses, and other agencies by the way of the ENLACE Project Manager/Coordinator.Main Features The original concept of a place where whomever could come seeking information about college and its services

known as EL CENTRO was produced from the ENLACE grant. The idea was that student run center would act asa site for informational brochures for a plethora of questions dealing with college. The idea on paper was good, butcostly. The concept began to change direction. The ENLACE Project Manager/Coordinator began taking on therole of information center for students, faculty, staff, businesses, and other community members. The office of theENLACE Project Manager/Coordinatorstarted to become a small library of information, which includes brochures on the ESL (English as a SecondLanguage) Program, financial aid, transferring, translation and interpretation for non-English speaking parents and

students, etc. The ENLACE Project Manager/Coordinator would also began to service as a cultural bridge betweenfaculty and staff. Additionally, faculty and staff showing interest in wanting to get more involved with the ENLACEproject would be invited to attend conferences dealing with Latino education or advising conference. Moreover,other support services were naturally incorporated as a result of this shift. The advising of students has becomepivotal to the ENLACE Project Managers/Coordinators duties.

General Approach As EL CENTRO, the method used is one that acts a part of the Student Services unit. As a representative ofENLACE the Project Manager/Coordinator, must be able understand all the components of Student Services toprovide accurate information to those who need it or to direct them to the correct place (e.g. advising, academiccounseling, continuing education, degree and transcript evaluation information for international students, visainformation, recruitment, testing, career counseling, special degree programs, scholarships, student activities, etc.)

Training for Staff Cultural Competency via general questions asked by individual staff members


To act as a center of information and better direct it to the public(e.g. students, businesses, community organizations, parents, etc).

To act as an ambassador and advocate for the community


To sustain the ENLACE Project Managers/Coordinators position with the college


Percentage of Latinos enrolling into the college when the entire ENLACE project began compared to present daynumbers.

Number of students servedImplementationResources

The staff of Student Services has been the greatest resource for this project. They the initial centers of informationfor the ENLACE Project Manager/Coordinator. It is through asking, shadowing, and researching that has allowedfor the evolution and expansion of this project.


The greatest challenge was the primary concept of EL CENTRO. It was thought to be an actual place, a studentcenter full of important information. Due to limited space and funds, the idea has not choice but to change if it wasgoing to exist.

First, the idea of an area in student services where bilingual information was to be placed for students to obtain.

Much of the information that was place on the in this area was already part of a greater area such financial aid officeor the career center. It was best to incorporated additional information in these areas rather than creating anotherarea, furthering limiting space. As some of the information was integrated to existing areas of student services,others were being enhanced by the addition of bilingual material. Moreover, its important to mention thatinformation was also part of the ENLACE Project Managers/Coordinators office to maintain a tie to the rest ofstudent services.


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Average number ofsessionscompleted by

participants:

Not available


Not available


Not available


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Progr am Name EL CENTRO- USF

Primary Goal To have a location where students can come and review materials regarding financial aid, scholarships magazines,internships, etc. They are also made aware of services provided by the ENLACE office such as academic advising,student organization information, counseling, troubleshooting, and referrals. We also provide volunteeropportunities, leadership development, tutor/mentoring and speaking opportunities

Main Features People in the office to help with whatever concerns they may have. Easy access to the information they need.

General App roach Students have been made aware of where the office is located by presentations made at different school events.We have also disseminated brochures on campus and in the community.

Training for Staff The people who man the office are very knowledgeable in their fields. We have excellent customer services skillsand the good will to help all who enter our office


Increase in maintaining their grades.

Increase in the utilization of the resources.

Increase in number of students served.Expected long-termoutcomes

Increase in college graduation.

Increase in postgraduate enrollment.

Increase in student retention.

Program Evaluation

Approach:

A short question survey that will let us know if we have helped the student and if his needs were met.


We receive information from the DOE, community agencies and internet.


No challenges, however, must continue getting the word out all over campus.

Program Outcomes for Participants- El Centro USF


700


USF students grades 13-16~40% Male~60% Female


2


Not available.


Not available.


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Progr am Name ENLACE DAY- HCC

Primary Goal To introduce high school students to the college setting.

Main Features During this event, students explore their educational options via campus tours, workshops designed by students,faculty, staff and outside agencies to aid in the demystification of the college entrance process and to explore aftergraduation opportunities (for Juniors and Seniors) or to have questioned answered which will effect the high schoolgraduation track of students (Freshmen and Sophomores).

General Approach There are two ENLACE days planned; one in the fall and another during the spring semester. During the fallsemester, freshmen and sophomores from our three cluster high schools (East Bay High School, Leto High School,Plant City High School) are selected by the ENLACE liaisons to participate in this event. The liaison chooses thestudents at their discretion. There are certain factors that are taken into consideration when selecting the students.For example, grades and conduct are strongly considered to be able to part take in the event.

During the spring semester, Juniors and Seniors from the same above mentioned clustered are selected. Althoughgrades and conduct are strongly considered too, other factors come into play such as: interest in college, studenthigh school track, leadership skills, potential, etc.Once on campus, students are gathered for a general introduction by the ENLACE coordinator and other membersof the college. Students are given packets of information which include: financial aid, a college application, theAtrvete brochure, agenda for the day, surveys, a map of the campus, writing supplies, college programs, and a t-shirt.Students are then asked to sign-up for workshops that peak their interest. Some examples of workshops are:resume writing, leadership skills building, developing interview skills, financial aid, college success, capoeira,

Latinos in the U.S., issues of cultural identity, etc.Food is provided for them after the survey is completed so that an accurate number of students are counted.

Training for Staff Faculty and staff, from the college and outsides agencies are asked months in advance if they are able to present aworkshop for the incoming students. The ENLACE coordinator gives the presenters ideas of workshops of whichwould be appropriate for the students. They are given the age group and grade level of the students. Thepresenters then give the ENLACE coordinator and short description of the intended workshop. The information isthen sent to the ENLACE liaisons at the high school. Additionally, the workshop descriptions are also used tocreate the agenda for the day and a survey.


To increase the interest in college for all students

To increase students self-esteem (s se puede!), pride, and identity

To increase the comfort levels about college

To increase students knowledge of college

To increase the enrollment rates to college (Juniors and Seniors)

To increase the number of students in Dual Credit, AP, and other college level courses/programs in HighSchool (all grade levels)

To increase the number of students opting for a college level track during high school (especially Freshmenand Sophomores)

To increase the number of students applying for financial aid

To increase the number of students taking the College Placement Test at their respective high schools To increase the number of better informed students about the college process


To increase the number of students applying and attending college

To increase students in self-esteem (si se puede!), pride, and identity

To increase the number of students applying for financial aid

A better informed community about the college process (word of mouth)P S l t db t d t dENLACEli i


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Technical equipment such as projectors, overheads, and laptops: college libraryVolunteers: College student organizations such as Student Government, the Ambassadors, etc.


The most challenging of this event is timing. Everything must be done in advance. Transportation, rooms (space),food, all must be reserved in advance. Faculty, staff, and others must be notified and scheduled. T-shirts must be

ordered in advance along with the art. The set-up of rooms and equipment must be drawn out - to preventconfusion. Check requests must be filled out and signed for payment to food suppliers, presenters, and othersupplies.

At HCC, our ENLACE Days take place on Friday because it is the day less busy for the college and ample roomsare available to accommodate our event.

Program Outcomes for Participants- ENLACE DAY-HCC

Number of

participants:

205 (115 for fall, 90 for spring)


Fall 2003:Gender: 43 males, 72 femalesAge/Grade level: Grade 9- 9

Grade 10- 19Grade 11-11Grade 12- 4

Spring 2004: Not available

Average number of

sessionscompleted byparticipants:

3 (introduction session and two workshops of their choosing)


None


Fall 2003:Each workshop was rated on usefulness of the information presented. The scale for usefulness was 1-4, with 4representing the most positive rating. Students rated all workshops between fair and excellent for the usefulness ofthe presentation (mean rating = 3.266). Each workshop was also rated for the degree of interest to students. A scaleof 1-3 was used to rate Interest, with 3 representing the most positive rating. Students rated all workshops asinteresting or somewhat interesting (mean rating = 2.70).


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Progr am Name ENLACE DAY- USF

Primary Goal To provide 9th 12th graders the opportunity to visit the University of South Floridas campus.

Main Features College students and other educational representatives provide information regarding the admission process,financial aid and scholarship opportunities.

General Approach 150 students from the ENLACE cluster high schools, (Leto, Plant City and East Bay) were invited to attend this fieldtrip by their in school- ENLACE liaison.Students were told that ENLACE DAY was an opportunity for them to visit a university campus and begin preparingfor the admissions process. The approach also includes encouraging students to enroll in Advanced Placementclasses to better prepare for college. High school students are also introduced to college students who participateon panels and answer questions regarding college life. The college students serve as positive role models for the

high school students by demonstrating that college attendance is possible and important.Training for Staff Students who participate in ENLACE DAY activities receive a minimum of five to ten hours of training through the

ENLACE Club meetings held on USF campus.


Increased awareness about the college readiness and enrollment processes.

Increased understanding that college attendance is possible for Latino students.


Increased number of applications to USF after high school completion.

ProgramEvaluation

Approach:

At the end of the ENLACE DAY activities, students are asked to complete an evaluation form regarding theinformation provided to them during the workshops and the impact of ENLACE Day.

Evaluator participant observation.Senior Survey responses.


Students are provided with the Boletnes, which outline point by point the admissions process, test-taking deadlinedates, financial aid and scholarship sources.University space is provided for meetings.


High schools have definite time frames during when field trips can occur presenting difficulty in arranging availableuniversity space to accommodate the workshops and presentations.

Program Outcomes for Participants- ENLACE Day USF

Number ofparticipants: Min. of 135-150 per term.


High school students- grades 9 12__85__ Female__65__ Male


Five sessions


A grade point average minimum of 2.4 is required.


A total of 105 questionnaires were collected from participants at the ENLACE Day in September 2003 (response rateof 75%). Overall, participants expressed a high degree of satisfaction with ENLACE Day activities. Although ratingsvaried slightly for each question, over 50 percent of respondents gave the highest rating (5) in each question.Individualquestionsandratingsincluded:


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more acquainted with college life; It let me visit the college I plan to attend; ENLACE was very helpful in providinginformation about college. They allowed me to consider the activities that went on at USF; We went to visit thecollege I got to see how it was; The field trips were helpful because we got to see what the college campuses are.


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Progr am Name FAMILY SUPPORT SPECIALISTS

Primary Goal Provide assistance and advocacy to families who are in need of information pertaining to social service agencies,

educational and/or school related issues, employment referrals, and case facilitation.Main Features Assisting parents in learning how to navigate services for their children within the school system with the

collaboration of school district personnel

Provide outreach and home visits in various communities in order to meet parents in their naturalenvironments

Create social service linkage for families in need of addressing barriers

Disseminate information in Spanish for Hispanic /Latino family regarding school related issues

Empowering parents in using their own abilities and skills to advocate on behalf of their children

Encouraging parents to be actively involved with volunteerism within their childs school or in community

agencies Providing advocacy and /or accompaniment during meetings at various social service agencies or within a

school setting in order that parent can receive services

Provide translation and /or & interpretation for families seeking social services support and/or school relatedservices

General Approach -Families are referred to the FSS by various methods; either by a school representative and /or a community servicerepresentative contacting HSC or by direct contact from the parent either by phone or in-person. Once the parent hascontacted the FSS, an assessment is made based on the need(s) of the particular family. Equally as important to theinitial assessment is the FSS exploring the circle of support the family already has in place. At the completion of the

initial assessment, all parties involved determine what resources are needed to address the issues at hand andeach party will decide who makes the contact for each particular issue(s) in order to link the family with theappropriate social service or community agency provider(s).-The FSS will spend a considerable amount of time with the family in order to effectively address particular issues;times will vary based on the intensity, complexity of the issues as well as resources and /or skills that the family hasalready acquired, (i.e., English Proficiency, level of education, transportation, etc.)-Ongoing follow-up is vital in case facilitation to ensure that families are being linked to supportive services, that theyare receiving the services, are satisfied with services and that families are moving towards their goals. Home visitsare being conducted if the family has no means of transportation to either the HSC offices, and /or to any of the

collaborative community partners where an HSC staff is available during various times of the week.The FSS will continue to work with families as long as the family is responsive to HSCs assistance, the family isworking through the steps to reach their goals and as long as there is no professional conflict with collaborativepartners in the duplication of services.

Training for Staff Staff are hired that have background knowledge of social service field, social work or behavioral sciences. Ongoingtraining is crucial in these areas not only for professional development but also so that the staff does not burnout.HSC encourages FSS to participate in ongoing training in areas such as: Crisis Intervention Techniques, EffectiveCommunication Skills, How to handle difficult clients, Learning the signs of burn-out, Proper documentation inFamily profiles, Cultural Diversity Trainings, Release and relaxation techniques while on the job to relieve stress,Learning how to let go of work loads (clients issues), College courses in sociology, psychology, human behavior.


Families will receive information and referrals to community agencies and social service providers

Linkage to community services will be based on familys needs

Families will become familiar with various school district personnel and their roles in providing services totheir child

Families will receive advocacy, translation, accompaniment to appointments and intervention as needed

Familieswill receiveassistanceincompletingforms applicationsforservices


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Approach: Observations of school based meetings showing the numbers of parental attendees.Number of families served by each cluster.Number of services provided and reported by FSS on a monthly basis.Completed ENLACE Surveys.


Intake Form on each familyFamily Support Plan form is completed if the family is willing to participate w/ the plan.ENLACE SurveysHome Visits are based on our experience with providing community-based servicesUse of community agency directoryAgency policy manualAccess to school Guidance counselors and Social Workers through a district MOULong-standing collaborative relationships with community agencies and schools

Implementation

Challenges

HSC Staff turn over and the time it takes to hire qualified personnel.

Not allowed in the schools on certain days which minimizes the opportunity to strengthen the relationships w/keyschool personnel as well as keeping the ENLACE initiative in the forefrontMinimal support for the referral process and identification of students at risk at some schoolsRoles and expectations of all partners need to be clearly communicatedTargeted schools under construction during the school yearUnclear expectations about the role of HSC as an ENLACE partner w/SDHC personnel (ENLACE Liaisons)Families tend to move frequently and /or they have their phone numbers changed /disconnected, which makes itdifficult to follow-up.Students are sometimes unwilling to obtain counseling services.Families may not qualify for certain programs because of income level, lack of medical insurance, etc.

Program Outcomes for Participants- Family Support Specialists


1118(this includes parents & students as indicated in the CHBC Demographic reporting database)


Females7 from Ages: 6-10

187 from Ages 11-1736 from Ages: 18-214 from Ages: 22-25

511 from 26 & up (mothers)

Males:0 from Ages: 6-10

224 from Ages 11-1720 from Ages: 18-210 from Ages: 22-25

129 from 26 & up (fathers)

Average number of

sessions completedby participants:

Visited schools on a weekly basis to meet with School Liaisons, guidance counselors, social workers, parents and

students and teachers if necessary.Outreach to 629 families. On-going dissemination of information regarding scholarships, internet websites, USF,HCC, community programs such as Camp Anytown USF, GEAR UP, HOPE, CAMP, ROTC, HEP, AMERICORPSand test prep for SAT and FCAT.536 students enrolled for supportive services.341 families were assessed and served based on issues/concerns that were impeding the progress of their child in

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6 community meetings in neighborhoods for migrant families to provide school information/community resources,schedule assessments and inform about importance of family participation in school activities, financial aid andcollege opportunities.8 weekly sessions of Powerhouse stories theater project for 15 girls, ending with a theatrical presentation to families.


341 families completed in-take assessments, which indicated the following concerns: Absenteeism-2; AcademicEncounters-43; Advocacy- 57; Adult Education-24; Adult Legal Matters-9; Adolescent Issues-2; Behavior Problems-5; Clothing Emergencies-24; Counseling Adult-6; Counseling Child-22; Employee/Employment Issues-6;Employment-62; ESOL Classes-14; Food Asisstance-50; Domestic Violence Adult-3; Domestic Violence Child-1;Housing-15; Immigration-9; Inter-Agency Referrals-38; Juvenile Legal Matters-4; Landlord/Tenant 2; Medical Adult-6; Medical Child-11; Mental Health Child-2; Other- 25 (School supplies, completion of employment application);Parenting Classes-2; Rental Assistance-10; School Information- 66; Social Security Child-1; Toiletries for Household-2; Translation/Interpretation-14; Transportation Coordination-1.

Post-participation

data forparticipants:

A total of357 objectives were planned with families; from which a total of199 objectives were secured, as has been

determined by follow-up phone calls, in-person interviews, advocacy and intervention. Of the 341 families receivingsupport services, 141 (42%) responded to follow-up phone surveys. Survey results include:

Ratings of satisfaction with services included 64 (45%) Excellent, 59 (42%) Good, and 15 (11%) Acceptable.

114 out of the 141 (80%) clients surveyed stated that the information received was helpful to them.

85 out of the 141 (60%) clients surveyed did contact the agencies they were referred to.

52 out of the 141 (37%) clients were assisted by these agencies.

A total of 629 families have attended school activities during this reporting period.


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Program Name THE FLORIDA FORUM ON HISPANICS AND EDUCATION

Primary Goal To assemble K-16+ educators; funders, service providers, policy-makers, parents and other stakeholders to

address Hispanic educational issuesMain Features A one-day forum with two keynote speakers: Charles Garcia (Florida Board of Governors) and Dr. Patricia Marin

(Harvard Civil Rights Project) and several break-out sessions. The keynote speakers address K-12, communitycollege and high education policy issues. One parent was a presenter and reactors at the forum. Breakoutsessions focused on key educational practices to enhance Latino student educational access and success.

General Approach Collaboration between the two Florida ENLACE projects.Email and mailed invitations throughout the state.

Training for Staff Briefed speakers on mission of event, their role, etc

Expected short-

term impacts

Establishment of a foundation for the need for a statewide network to address Latino education issues.

Increased inform about Latino educational policy issues.Expected long-term outcomes

Statewide network on Latinos and education.


Written survey to determine satisfaction with speakers and workshops.


Executive Director's office coordinated topics/speaker selectionUSF's Conferences & Institutes handled logistics

Implementation

Challenges

Keeping speakers to the schedule.

Program Outcomes for Participants- Florida Forum on Hispanics in Education


Approximately 220 attendees.


Invitees included K-16 public education leaders and practitioners, parents, human services providers, school boardmembers, and other stakeholders.Key presenters included The Honorable Charles P. Garcia, member of the Florida Board of Education andPresident Bush's Commission on Educational Excellence for Hispanic Americans; and, Dr. Patricia Marin, Research

Associate at Harvard University School of Law's Civil Rights Project and co-author of a report on Florida's BrightFutures Scholarship Program and Talented Twenty admissions program.

Average number ofsessionscompleted byparticipants:

Participation was for the full day of the conference.


To our knowledge, it was the first statewide event to address Latino education issues.


Evaluation surveys indicated a very high overall satisfaction rating of 1.52 (1=excellent and 5=poor). Comments byattendees, included: "This was long overdue," "I'm glad to see a program of this magnitude addressing Latinos andeducation," and "I hope you continue to bring us together."


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Program Name HISPANIC SCIENTIST OF THE YEAR PROGRAM: A Collaboration between the Museum of Science andIndustry and ENLACE of Hillsborough

Primary Goal The primary goal of the Hispanic Scientist of the Year Award is to highlight the contributions of Latinos to scienceand technology and thus to encourage Latino students to consider careers in science, engineering, andtechnology.

Main Features Latino students are exposed to successful role models in science and technology fields.

Latino students are exposed to the excitement of science and t

Documents

ENLACE EvalReport03