Progress 09/01/14 to 08/31/19
Outputs
Target Audience:Latino youth and their parents/caregivers were the target audience for the Juntos: Together for a Better Education and Success for At-Risk Youth in Iowa Communities. 8th grade youth and their parents/caregivers were recruited from middle schools in the two sites (Hardin Middle School, Des Moines (Polk County); and Muscatine County). During year 1, Muscatine county recruited 7th grade youth and their parents/caregivers into the program. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?All program staff attended the CYFAR Professional Development Workshop in each year (2015- 2019) of funding. The local program coordinators attended a training provided by the Search Institute, Strengthening Student Motivation Workshop: Building Success in School and Beyond with the REACH Framework. The local program coordinators participated in the University of Iowa Latinx Conference. And, they participated in FAFSA training events through Iowa College Aid. As Extension professionals, program staff participated in ongoing Iowa State University Human Sciences Extension and Outreach professional development opportunities including programs related to working with non-traditional program participants.Through the various training and professional development opportunities, program staff made connections, gained insights on lessons learned from other project teams, and used CYFAR online resources to enhance local project work. How have the results been disseminated to communities of interest?Videos showcasing participants' involvement and program impact in their lives were shared with key stakeholders. Key stakeholders includedpartnering schools, organizations (United Way, businesses and service clubs), and County Extension Councils. Each year, multiple news items appeared in local media. Presentations were made at the 2018 CYFAR Professional Development Workshop, the National Council on Family Relations Conference, Iowa's GEAR UP Conference, and the Iowa Latina Leadership Institute. What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
Approximately 150 Latino youth and 150 parents/caregivers participated in a five-week workshop series that helped them gain knowledge and skills to enhance their abilities to navigate the secondary school experience. The workshop was enhanced with wrap-around components including academic coaching, family nights, Juntos 4-H Club, 4-H Maize Cultural Retreats, and visit to college campuses. The academic coaching helped the youth improve grades and increase participation in school activities. They and their parents/caregivers were introduced to 4-H. From this, both sites created and maintained active 4-H Clubs. Participants became volunteer leaders and representatives at state and national events. Family nights and colleges visits were used to help participants gain insights and tools to better understand what they could do to increase their readiness for post-secondary educational opportunities. Through active involvement with stakeholders, both projects have secured support and resources for sustainability of the project's efforts. The stakeholders include schools, Extension County Councils, and local funders. The first cohort of youth will enter post-secondary educational programs in 2020. Specific outcomes linked to objectives in the project logic model are listed below. 80% of youth in 12th grade who actively participated in Juntos graduated from high school. 82% of 12th graders completed at least one college entrance exam, and 43% completed at least one college admissions application. While several parents scored very positively on multiple measures at baseline, parents reported even more positive scores after being in the program for one year. After one year in the program, across the five cohorts, 7-20% of parents increased in how much education they wanted, and 15-27% of parents increased in how education they expected, their child to receive. 30-53% of parents improved use of positive reinforcement, following through on disciplinary strategies, and supervising their children. 29-50% of parents increased their involvement in their child's schooling. 13-67% of parents reported increased family cohesion. 27-60% of parents developed a more positive attitude toward their child's school. 20-43% of parents increased their confidence that their child would graduate from high school. 40-53% of parents increased their sense of hope After one year in the program, parents across the five cohorts reported that their child was less hyperactive, anxious, fearful or depressed, had fewer conduct problems (e.g., lies, steals, cheats, fights, is disobedient) and difficulty establishing and maintaining friendships with peers, and improved child prosocial behavior. While several youth scored positively on multiple measures at baseline, youth reported even more positive scores after being in the program for one year. After one year in the program, across the five cohorts, 30% of youth increased their aspirations and 25% of youth increased their expectations regarding how much education they would like to receive. 33% of youth increased their sense of responsibility or concern for the problems of society and their readiness to help others for a better life. 40% of youth increased their sense of self-efficacy. 37% of youth increased their sense of empathy when bad things happen to other people. 31% of youth increased their emphasis on doing what is best and/or right. 37% of youth reported that they experienced more open communication and positive interactions with their parents. 34% of youth improved their awareness and knowledge of what to do to be successful in high school and go to college 48.5% of youth engaged in fewer anti-social behaviors (e.g. skipping class, drinking alcohol, being sent to detention) 8% of the youth reported decreased ATOD use 38% of youth strengthened their decision-making 37% of youth strengthened their critical thinking 29% of youth liked school more and worked harder in school 31% of youth increased their perceptions of school as a safe and attractive place to study 24% of youth increased their sense of belongingness at school 27% of youth strengthened their leadership knowledge and skill 34% of youth strengthened their workforce preparation skills (e.g., decision-making, problem solving, help seeking) after being in the program for one yea 4-20% of youth strengthened their refusal skills. This is significant as national trends indicate that youth's tendency to reject an offer to use a substance tend to decrease with age. Quotes from parents that illustrate program impacts include: "I feel that Juntos gives us a lot, but it also teaches us to give. I don't believe that my children volunteered before participating in Juntos. ... Now that my children are volunteers, I'm seeing the best in them." "It has given me the opportunity to know what it is that my child wants to study. ... There are many great benefits and it has brought us closer together." "Juntos helped us have better communication and networking, not only with our children, but also with other parents." Quotes from youth include: "Juntos has helped my parents understand what is needed to be a supportive parent. My parents now know that having one of their children go to college is not impossible. My parents now give me and my brother all the support and attention we need." "It has improved my experience in school by assuring me that I have a support system if I fall behind." "4-H* doesn't just stand for head, heart, health, and hands; it stands for Home. You feel welcomed and you feel like you belong somewhere."
Publications
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2018
Citation:
Greder, K., Maynes, M., Regennitter, K., and Woods, B. (2018). Communication + relationships: Essential building blocks for sustainability. Presentation at the USDA 2018 Children, Youth and Families At-Risk Professional Development Event in June, Alexandria, VA.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2017
Citation:
Greder, K., Maynes, M., Regennitter, K., & Woods, B. (2017). Paving the way to college through building family and community capitals. Poster presentation at the National Council on Family Relations 79th Annual Conference in November, Orlando, FL.
|
Progress 09/01/18 to 08/31/19
Outputs
Target Audience:Latino families who have youth in 8th grade through high school. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?Campus and site based staff participated in the 2018 CYFAR Professional Development Event. The project team met monthly via zoom to share information and ideas, and interact with CYFAR coach and ISUEO professional advancement specialists to increase understanding of tools to use to improve program implementation and sustainability. How have the results been disseminated to communities of interest?Manuscriptpublished in a journal; presentations to peers at national conferences and state extension webinars. Extension publications have been prepared to share the private and public value of the program to specific stakeholders (e.g., youth, parents/caregivers, schools, extension councils). What do you plan to do during the next reporting period to accomplish the goals?This is the last annual report for this project.
Impacts
What was accomplished under these goals?
75 youth and 80 parents participated in multiple components of the program during year 5. Participants visited the University of Iowa, Iowa State University, and several community colleges. Two families participated in Iowa State University's Latinx Family Visit Day. Success coaches assisted youth in 12th grade prepare college applications, and encouraged youth to complete the FAFSA and scholarship applications. Three youth were admitted to Des Moines Area Community College and have their first year of college financed through scholarships and Pell Grants. All youth participants were active in 4-H, and several served leadership roles in their 4-H clubs. Two youth helped to plan the statewide 4-H Connect Retreat, and 25 youth attended the retreat. One youth was selected to participate in the National 4-H Congress and will share her experience with her club and the county 4-H Advisory Board through a presentation. Another youth shared how 4-H helped her prepare for her future during her keynote presentation at RISE, a conference hosted at local universities by Polk County 4-H to introduce youth whose parents did not participate in post-secondary education to the ways that 4-H can support them in reaching their college and career goals. The family workshop series helped youth and their parents/caregivers work together to prepare youth for postsecondary options. Parents/Caregiver participants discussed college experiences with other parents who currently have students in college. Two parents who participated in the program earlier now serve as facilitators of the Juntos family workshop series. Statements from participants that illustrate some of the program impacts include: "I believe that she has learned about the long path to high school and college but understands that she has support and many guides whowill help her reach her goals." - Parent participant. "I have improved my experience in school by assuring me that I have a support system if I fall behind." - Youth participant Multiple organizations have confirmed continued support for the Juntos program after the CYFAR funding ends. The County Extension Directors and the Extension Councils in counties where the CYFAR project is implemented were knowledgeable and supportive of the project and increased financial commitment. A local community college provides meeting space for CYFAR programming and members of the community college LULAC chapter were actively engaged with program participants. Muscatine County Extension and Outreach, Muscatine Community School District, and Muscatine Community College signed an agreement to fund the program for the 2019-2020 school year. The Des Moines School District is continuing support for Juntos (e.g., provide staff to serve as success coach, meeting space, childcare, meals). Several parents who have participated in the program have been trained to facilitate the six-week family series. Specific outcomes linked to objectives in the project logic model are listed below. 80% of youth in 12th grade who actively participated in Juntos graduated from high school. 82% of 12th graders completed at least one college entrance exam, and 43% completed at least one college admissions application. While several parents scored positively on multiple measures at baseline, parents reported even more positive scores after being in the program for one year. After one year in the program, across all five cohorts, 7-20% of parents increased in how much education they wanted, and 15-27% of parents increased in how education they expectedtheir child to receive. 30-53% of parents improved use of positive reinforcement, following through on disciplinary strategies, and supervising their children. 29-50% of parents increased their involvement in their child's schooling. 13-67% of parents reported increased family cohesion. 27-60% of parents developed a more positive attitude toward their child's school. 20-43% of parents increased their confidence that their child would graduate from high school. 40-53% of parents increased their sense of hope After one year in the program, across all five cohorts, parents reported that their child was less hyperactive, anxious, fearful or depressed, had fewer conduct problems (e.g., lies, steals, cheats, fights, is disobedient) and difficulty establishing and maintaining friendships with peers, and improved child prosocial behavior. While several youth scored positively on multiple measures at baseline, youth reported even more positive scores after being in the program for one year. After one year in the program, across all five cohorts, 30% of youth increased their aspirations and 25% of youth increased their expectations regarding how much education they would like to receive. 33% of youth increased their sense of responsibility or concern for the problems of society and their readiness to help others for a better life. 40% of youth increased their sense of self-efficacy. 37% of youth increased their sense of empathy when bad things happen to other people. 31% of youth increased their emphasis on doing what is best and/or right. 37% of youth reported that they experienced more open communication and positive interactions with their parents. 34% of youth improved their awareness and knowledge of what to do to be successful in high school and go to college 48.5% of youth engaged in fewer anti-social behaviors (e.g. skipping class, drinking alcohol, being sent to detention) 8% of the youth reported decreased ATOD use 38% of youth strengthened their decision-making 37% of youth strengthened their critical thinking 29% of youth liked school more and worked harder in school 31% of youth increased their perceptions of school as a safe and attractive place to study 24% of youth increased their sense of belongingness at school 27% of youth strengthened their leadership knowledge and skill 34% of youth strengthened their workforce preparation skills (e.g., decision-making, problem solving, help seeking) after being in the program for one yea 4-20% of youth strengthened their refusal skills. This is significant as national trends indicate that youth's tendency to reject an offer to use a substance tend to decrease with age.
Publications
- Type:
Other
Status:
Published
Year Published:
2019
Citation:
School Administrators: Be part of Juntos, Together for a Better Education. Iowa State University Extension and Outreach Publication HS 144E, July 2019.
- Type:
Other
Status:
Published
Year Published:
2019
Citation:
Parents: Be part of Juntos, Together for a Better Education. Iowa State University Extension and Outreach Publication HS 144E, July 2019.
- Type:
Other
Status:
Published
Year Published:
2019
Citation:
Community Partners and Stakeholders: Be part of Juntos, Together for a Better Education. Iowa State University Extension and Outreach Publication HS 144E, July 2019.
- Type:
Other
Status:
Published
Year Published:
2019
Citation:
EXTENSION COUNCILS: Be part of Juntos, Together for a Better Education. Iowa State University Extension and Outreach Publication HS 144E, July 2019.
- Type:
Other
Status:
Published
Year Published:
2019
Citation:
Students: Be part of Juntos, Together for a Better Education. Iowa State University Extension and Outreach Publication HS 144E, July 2019.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2019
Citation:
Arellanes, J.,* Greder, K., and Lohman, B.J. The Influence of Immigration Policy on the Roles, Expectations, and Aspirations of Latino Fathers in their Youths Educational Attainment. Lightning paper presentation at the National Council on Family Relations 81st Annual Conference in November, Fort Worth, TX.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2018
Citation:
Arellanes, J.*, & Greder, K. Short-term outcomes related to success coaching among Latino youth who were at-risk of not completing high school. Lightning Paper presented at the National Council on Family Relations 80th Annual Conference in November, San Diego, CA.
|
Progress 09/01/17 to 08/31/18
Outputs
Target Audience:The Juntos: Together for a Better Education program model was implemented in two Iowa locations (Muscatine and Des Moines ). This program was executed through the family workshop series (six lessons); success coaching, a form of academic mentoring (one-on-one and group); 4-H clubs (local and state activities); family nights; and multi-day college experiences. The success coaches and strong local partnerships with school staff and county extension councils, were key to the planning and implementation of all aspects of Juntos. Eight nine (89) youth and one hundred and four (104) parents actively participated in various elements of the overall project. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?The Juntos coaches made a presentation on Reaching Latino Audiences to Extension staff from across Iowa; participated in FAFSA training by Iowa College Aid, participated inHuman Sciences Professional Development Day and Iowa State University Extension and Outreach Annual Conference; and participated in Motivatonal Interviewing Training to assist with academic coaching tasks. Several youth in the project have participated in a culturally based youth leadership retreat (i.e., MAIZE) and Iowa 4-H youth conference. How have the results been disseminated to communities of interest?Project teams are actively connecting with and participating in local community based opportunities to share the progess of Juntos. Through their community involvement with key stakeholders,grants have been received from a variety of local funders. The Extension Councils continue their support funding and authorization of human resource to support Juntos. Team members continue to make presentations about the project and meet one-on-one with key stakeholders to match needs with support opportunites. Short videos have been produced as marketing tools and are being used in various community settings. What do you plan to do during the next reporting period to accomplish the goals?Year 5 plans include: finalizing the sustainability plans (staffing, school partnership, and funding); continuing work to increase parent participation in program planning and delivery; continue to use lessons learned to recruit and retain program participants; and build on communication plans to keep stakeholders informed.
Impacts
What was accomplished under these goals?
Through the work of project teams, local school partners, and the Extension councils, Juntos has reached the intended audiences. Youth and parents are involved in all components of the project. Of significance, youth have actively become involved in leadership roles at the local and state levels. Some parents are becoming involved in leadership of the local programs. Data related to youth pro-social behavior, empathy, decision-making, and critical thinking suggests that before the youth experienced the intervention, they showed a decrease in attitudes and behaviors associated with these constructs. However, after youth engaged in the intervention, attitudes and behaviors associated with these constructs stopped going in a negative direction, and in contrast stabilized or moved in a positive direction. School administrative data suggests that negative trajectories for absenteeism and tardies is lessening. Data from parents did not indicate any change in parent attitudes or behaviors. The findings suggest that the program is having a positive effect on youth's attitudes and behaviors that are linked to their future educational attainment. However, more long-term data is needed to determine changes in abenteeism, tardies, high school graduation, applications to college, as well as, parents' behaviors and attitudes that are theoretically linked to youth's educational attainment.
Publications
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2017
Citation:
Arellanes, J. and Greder, K. (2017). Investing in the Future: Latino Family Beliefs on Educational Attainment . Paper Symposium at the National Council on Family Relations 79th Annual Conference, Orlando, Florida.
- Type:
Journal Articles
Status:
Published
Year Published:
2018
Citation:
Greder, Kimberly & Arellanes, Jordan A. "Investing in Future Generations: Realities and Goals of Latino Immigrant Families." Di�logo, Vol. 21 No. 1, 2018, pp. 89-100. Project MUSE, doi:10.1353/dlg.2018.0008
|
Progress 09/01/16 to 08/31/17
Outputs
Target Audience:The target audience for Juntos: Together for a Better Education and Success for At-Risk Youth in Iowa Communities are Hispanic and African American youth who are at-risk for not completing high school. During this time period, the program was implemented with Hispanic youth and their parents through one-on-one academic coaching and 4H life skill development with youth, a family workshop series accompanied by follow-up family nights/events, and a summer Youth Academy which included engaging youth to visits of institues of higher education and participation in the ISU 4H Maize culturally based leadership retreat and the ISU 4H conference. The project promotes the CYFAR outcome for teens to demonstrate knowledge, skills, attitudes, and behaviors necessary for fulfilling, contributing lives. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?Project staff participated in a variety of training and professional development activities including: Survey data collection training, monthly teleconferences with success coaches associated with Juntos programming in other states, monthly Iowa CYFAR team project meetings, Strengthening Families Program for Parents and Youth 10-14, Navigating Differences workshops, participation in statewide LatinX Conference, 2017 CYFAR National Conference, Latino/a Education Initiative Conference, national Youth Voice Conference, and CYFAR sponsored webinars. How have the results been disseminated to communities of interest?The results have been disseminated to local Extension councils, Extension colleagues who are not directly involved in the project at an annual Human Sciences inservice, via presentations to stakeholders and coverage by local media. Examples included: http://muscatinejournal.com/news/local/muscatine/h-program-works-to-help-latino-students-families/article_6720e3b7-6077-55ab-91ff-0b9e680eee49.html http://north.dmschools.org/2016/11/nhs-students-chosen-to-attend-conference-in-d-c/ What do you plan to do during the next reporting period to accomplish the goals?In the next reporting period, the project team will work toward sustainability of local projects' efforts. Sites will continueto offer one-on-one success coaching, conduct family workshop series, invite other Extension staff and local partners to learn about and become involved in the project, create a parent advisory committee to inform activities (Des Moines) and work with one of the partnering schools to transition the 4H meetings to an aftershool program at the local high school (Muscatine). Additionally, the project staff in one community (Des Moines) plan to continue conversations with a local organization regarding partnering to pilot a modified version of the program with African American families in the community. Staff will also review resource materials available through the Check and Connect program to assist them in success coaching. Staff will continue to actively identify opportunities for older youth and parents in the program to serve in leadership roles in the program.
Impacts
What was accomplished under these goals?
Through strong partnerships between schools, Extension staff and community organizations, 92 Hispanic youth and their parents have been recruited into the project. Thirty-five new youth have enrolled in the project this year. Academic coaching was provided by success coaches in individual and small group sessions with youth throughout the year, youth and parents participated in the five-part Juntos family workshop series and multiple follow-up families nights/events, and youth participated in on-going youth development and 4H activities via 4H clubs, ISU Latino Family Visit Day, and the ISUEO 4H Maize youth cultural leadership retreat. Activiites promoted youth learning and academic success, linked youth to community and school resources, and helped youth and parents gain access to information and resources to help them see the potential for education beyond high school. Youth outcomes: Analysis of youth survey data revealed that youth have increased their sense of self-efficacy, belonging and safety at school, as well as commitment to doing well in school and graduating from high school, and decreased their use of marijuana, cigarettes and alcohol. Findings also revealed trends that youth are improving in problem solving and critical thinking, empathy for and accepting others. School administrative data revealed a decrease in absenteeism and tardies among youth in the project. Youth aspirations and expectations are strong predictors of later youth academic achievement. Early adolescence is a time of many changes for youth and that their self-efficacy often suffers during this time. It is important to help youth develop a sense of competency and confidence to confront the challenges associated with early adolescense. Youth's ability to think critically is an essential skill for academic achievement. During year 5 of this project, youth from cohort 1 will be in 12th grade and youth from cohort 2 will be in 11th grade. Thus, at that time we will be able to report on the number and percentage of youth who graduate from high school, complete college admission tests and applications for college. Parent outcomes: Findings revealed that parents have become more involved in their youth's lives. They have increased their expectations for their youth to complete high school, have communicated more with their youth about school, and have tried to ensure that their children have a place to study. Parental involvement and expectations are strong predictors of youth academic achievement. Family Engagement: Findings reveal significant gains in family cohesion. When the family functions as a cohesive unit, stress on children is reduced and they are able to peform better in school. Initial findings reveal positive impacts of the Juntos program on youth, especially in relation to indicators related to graduating from high school and equipping youth to successfully participate in higher education. Demographics: Youth enrolled in the program were on average 13.67 years of age, and over half (57%) were female. Half (50%) of the youth had previously never participated or had participated less than a year in school sponsored activities (e.g., sports, student government), and over half (57%) had previously not participated in an after school program or had participated in such a program for less than a year. The majority of parents who completed program surveys were mothers (88%), and over half (54%) were divorced. About half (52%) of the mothers worked full-time, about a fourth (24%) worked part-time, and about a fourth (24%) were not employed outside of the home or were unemployed. On average, there were three children in the households. The median monthly household income was between $2,000 and $2,500 ($24,000 to $30,000 annually). The majority of mothers (77%) reported speaking English a little or not at all. A fifth (22%) of the mothers reported that they did not have access to the Internet.
Publications
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2017
Citation:
Greder, K. (2017). Securing Health and Education: Hopes and Realities of Iowa Latino Immigrant Families. Keynote address and Rossman Manatt Lecture at the Human Sciences Extension and Outreach Professional Development Day, Iowa State University, Ames, IA.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2016
Citation:
Cox, R. and Greder, K. (2016). Evaluation Design of a Community-based Extension Program. Paper Symposium at the National Council on Family Relations 78th Annual Conference, Minneapolis, MN.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2016
Citation:
Greder, K. (2016). Building Community Engagement. Paper Symposium at the National Council on Family Relations 78th Annual Conference, Minneapolis, MN.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2017
Citation:
Arellanes, J. and Greder, K. (2017). Impacts of the Juntos Para Una Mejor Educaci�n (Together for an Education) Program Across Iowa . Webinar presentation for Human Sciences Extension and Outreach staff, Iowa State University.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2017
Citation:
Arellanes, J. and Greder, K. (2017). "Investing in the Future: Latino Family Beliefs on Educational Attainment." Paper Symposium at the National Council on Family Relations 79th Annual Conference, Orlando, Florida.
|
Progress 09/01/15 to 08/31/16
Outputs
Target Audience:The target audiences reached were Latino youth whoare in 8th and 9th gradesand at risk for not completing high school, and their families/caregivers who reside in Des Moines and Muscatine, Iowa.This reportingperiod includedLatinoparticipantsfrom year onewith the addition of a year two cohort. Anorientation session washeld at each site to introducefamilies tothe program, Juntos: Together for a Better Education, whichincludes afive week family workshop series (2.5 hrs/workshop; includes meal) and follow-up monthly Family Fun Nights to extend and reinforce content addressed in the workshops. Youth alsoreceived bi-weeklyacademic mentoring (e.g., success coaching), andmetbi-weekly or monthly as a group to gain knowledge and participate in activities toenhanceskills linkedto academic success. Youth visited institutes of higher education and participated in the culturally-basedISU 4-H Maize Youth Leadership Retreatandthe Iowa 4-H YouthConference as part of the summer academy component of the project. Youth from Des Moines also participated in Leading the Way, a retreat to further enhance theircommunication,leadership and civic engagementskills. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?Multiple project staff participated ina variety of training and professional development activitities. The activities assisted staff in building knowledge and skills related to youth development and working with families, cultural compentency, program delivery and implementation strategies. The activities included: Roll of the Dice: From Neurons to Community - this activity combined three elements to create an interactive discussion on the fundamentals of race and implication for all Iowans (5 participants); Juntos family workshop curriculum training (2 participants); monthly project teleconferences (7 participants); 2016 CYFAR Professional Development Workshop (7 participants); monthly success coach teleconferences (2 particpants) withcoaches from collaborating Juntos projects in North Carolina and Oklahoma; and CYFAR professional development monthly webinars. How have the results been disseminated to communities of interest?As year 2 ends, the project team has begun work with the Human Sciences Extension and Outreach creativeprojects specialistto create communications products designed to reach school personnel, families and key community stakeholders. Brief project updates have been provided to local Extension council members. What do you plan to do during the next reporting period to accomplish the goals?Continue building sustainability plans for local sites; provide and encourage cohorts 1 and 2 to become engaged in recruitment, planning and delivery of the various components of the Juntos program; continue to integrate technology into program educational and support activities; continue youth participation in 4-H club activities; and participate in 2017 CYFAR workshop.
Impacts
What was accomplished under these goals?
In year two of this project, allprogram components (family workshopseries; academic mentoring,family fun nights, summer academy experience, and participation in 4-H)were implemented as described in the funded proposal. The success coaches worked with school staff and communitypartners to recruit youth and their families into the program, and provide mentoring to help meet the academic needs of youth.The Juntos Family Workshop series (five-2hrsessions) reached 29 youth and 37 parents/caregivers. Each site had multiple Family Nights where information and activities provided opportunities foryouth and their parents/caregiver to learn and share about how to support each other in helping their youth succeed in school. Youth at both sites visited localinstitutes ofhigher education institution, as well as the ISU campus in Ames, IA.4-H youth development specialists have assisted at each site to helpyouthform 4-H clubs to address their interests, goals and needs, and youth havelinkedto other 4-H learningopportunities in the community and across Iowa.Youth in the program haveparticipated in and won awards at their respective county fairs. Community partners assist with co-facilitation of the workshop series, share information during Family Fun Nights, serve on local project advisory committees, and have provided other in-kind and financial resources to the local projects. For example, inMuscatine,United Waydonated backpacks that were filled with school supplies that were provided to families duringone of the Family Fun Nights. Local media have highlighted the project in the two communities. Latino college students have been involvedin various components of the local projects. For example, as part ofpanel discussions during the family workshop series, college studentsshared their experiences regardingmiddle and high school andthe decision to goto college, applying to andfinancingcollege, and succeeding in college. At the Des Moines site, the college students assist with small group discussions among families during the workshop series.
Publications
|
Progress 09/01/14 to 08/31/15
Outputs
Target Audience:During this reporting period, Latino youth who are in middle school (8th grade)and at risk for not completing high school, and their families were reachedthrough two Iowa project sites (Des Moines and Muscatine). Success coaches worked with school personnel to identify and contact families who could benefit from the program. A family orientation (DesMoines)was conducted to introduce families to the program. For both sites, youth and their families participated in the evidence-informed Juntos: Together for a Better Education Program (five-sessions). Youth participated in two 4-H activities (Maize Youth Leadership Development Programand4-H State Conference) to 1) strengthen life skills such as self-confidence, decision-making, communication and leadership; 2) learn about various careers and training requirements; and 3) increase their understanding of college campus life. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?Training and professional development activities included: some team members completed self assessment using the CYFAR Core Competencies tool; all team members participated in facilitator training for Juntos: Together for a Better Education curriculum (middle school version);attendance at required 2015 CYFAR workshop; and local project teams participated in the Human Sciences Extension and Outreach in-service on Accepting, Valuing, and Respecting Diversity. Additionallly staff at the project sites participated in monthly Skype meetings with success coaches in Oklahoma and North Carolina who are also implementing the Juntos: Together for Better Education program model via the national CYFAR program. Iowa project staff participated in monthly teleconferences to share information about local project activities, be informed on new information related to the project, and for on-going program planning. How have the results been disseminated to communities of interest?
Nothing Reported
What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
In Iowa, the percent of high school dropouts continues to be higherfor Latinos and African Americans. In the first year of this project, several activities occurred that started the process that will lead to the short and long term goals related to youths' graduation and admission to college. Signed MOUs between the school district in each project site and the county Extension council are in place to identify responsibilites of each organization, foster collaboration betweenthe local Extension staff and local schools, as well as, access to school administrative records which will be used to track student academic performance. The educational family workshop series (Juntos: Together for a Better Education) was conducted with youth and their parents/caregivers in each project site. The success coachesbegan visits with youth and their parents/caregivers. The youth actively participated in two youth development opportunities (Maize forLeadership Development Program and the 4-H State Conference)that began their connection with college (e.g., Iowa State University) as an option in their future. The results from the first data collection was not available before the submission of this report.
Publications
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