The weather is getting cooler and soon we’ll be kicking off the holiday season. We invite you to take a moment for a quick slice of APIE before you fill up on holiday treats next week! We are thankful for the continued support from our volunteers, donors, and friends. Keep reading for APIE updates, including the latest statistics from our annual program evaluation and how you can use your Target shopping to support Austin ISD students!
For the 2019-20 school year, the MCC program is working with 6th and 7th graders at six middle schools, including Burnet, Covington, Dobie, Martin, Sadler Means YWLA, and Webb. We currently have almost 200 volunteers serving 669 Austin ISD students! We’re always looking for more volunteers, especially at the start of the new semester in January. To register to be a Math Classroom Coach, visit our website. For more information, email Ashley Yeaman at firstname.lastname@example.org.
This year, APIE’s College Readiness program added Burnet Middle School to our roster, and we’re now serving students at 11 middle and high schools across the district. We have already worked with nearly 200 8th, 9th, and 10th graders, and we’re excited to support more students looking to participate in Early College High School and Career Launch/P-TECH programs. By participating in these programs, our students will have the opportunity to earn an Associate’s degree and industry certifications by the time they graduate high school!
We currently have more than 300 mentors serving students across Austin ISD, and we’re always working to increase that number—especially at the middle and high school levels. We have a high need for mentors at the following schools: Navarro and Northeast Early College high schools; Burnet, Mendez, and Lively middle schools; and Cowan, Pease, Metz, Sims, Norman, and Mills elementary schools. To register to be a mentor, visit our website. For more information, email Ashley Yeaman at email@example.com.
The GEAR UP Program is in its third year, and our students are now 8th graders! We are serving the class of 2024 at 11 middle schools, including Bedichek, Burnet, Covington, Dobie, Lively, Gus Garcia YMLA, Martin, Mendez, Paredes, Sadler Means YWLA, and Webb. This year we have 21 tutors working across the GEAR UP campuses. There are more than 130 unique classes with a GEAR UP tutor. We look forward to increasing the support both teachers and students are receiving in class and small group settings, along with providing additional support at lunch and after school.
Back-To-School Happy Hour
Despite the dreary weather, we had a great turnout at our Back-To-School Happy Hour at Contigo on October 29, which was sponsored by Bumble Bizz! We hold appreciation events like these to recognize all of our incredible volunteers. Our work wouldn’t be possible without you! If you missed this event, stay tuned to your email and our social media accounts for updates on the next one.
Volunteer Spotlight | Drew Dubcak
Drew began working with her mentee, Tabitha, six years ago as a 6th grader. This year, Tabitha is a junior, beginning to plan for what comes next after graduation. In this Q&A, Drew shares more about her mentoring experience and why people shouldn’t be hesitant to get involved.
Q: Who or what inspired you to start mentoring?
A: My dad has mentored for ten years and still mentors now. I thought that it would be really awesome to do that myself. Since I had time in college, I signed up and got partnered with Tabitha. I met her when she was 12, and she turns 18 in December.
Q: How has your experience mentoring been generally? How has it changed over the years?
A: It’s been a wonderful experience. Working with Tabitha has shown me that you don’t have to put in hours upon hours to see a great change. When I first met her, she didn’t really trust me. But since I’ve been around for so long, when I show up I get this big hug. It’s been great to see her grow up. The funny thing is that Tabitha did not want to grow up. So it’s been awesome to kind of work with her and be with her along the way. She was not happy to go to middle school, and then later she didn’t want to go to high school. I feel like being there to support her was a really good experience overall.
Q: What do you think are some of the benefits of working with the same mentee on a more long-term basis?
A: I think with mentoring, consistency is key. You have to be someone who sticks around and stays. I feel that the benefit of that is that you’re seeing the works of your labor materialize.
Q: Over the years working with Tabitha, are there any stories that stand out to you?
A: Well, I know the family and I know her mom now. It’s a trusting relationship. And so last year I took her and her sister to the Trail of Lights. They’ve lived in the Austin area their entire lives, but I got to go with them to do that for their first time. It was just the most exciting thing seeing them. They were 16 and 17 years old, and they were jumping around like kids seeing all these lights. It was beautiful.
Q: Does Tabitha have an idea of what she might like to do after she graduates high school?
A: We’re in the workings right now. We’re working on getting her volunteer experience and getting her ready to go to college. She loves history and astronomy, so if Tabitha had it her way, she would be a history and astronomy professor at a college somewhere.
Q: Why should someone volunteer to mentor?
A: It’s a blessing to get outside of yourself. I mean, it doesn’t take a lot of time to go and do this. I think a lot of people get stuck in the me, me, me. Being able to work with Tabitha—yes, I’ve helped her, but I’ve also helped myself because she’s taught me a multitude of life lessons, including don’t take things so seriously. She often asks me “Why are you on your phone al the time?” That’s my favorite question from her. “Why does it matter?” She’ll tell it like it is. You learn a lot from your mentee, and it’s more of a privilege to be in their lives than it is for you to be in theirs.
Q: What advice would you give to someone who was hesitant to mentor?
A: I think there might be hesitations around not knowing how to handle harder conversations, but there’s a lot of support with APIE. If I had needed it, I could have reached out. I got emails about trainings. I could reach out to Dawn [Lewis, APIE’s school connections manager] if I needed help. And support staff is key. There’s a lot of support, so you’re never alone. And if you don’t fit with a child, there is probably another child that you could work with as well.
Q: What lasting impact do you hope to have on Tabitha?
A: I hope that she grows up to be that strong, independent lady that I know she is on the inside. I want her to know that she can do whatever she wants on her own. We’ve been kind of instilling that she can do things on her own. She can be that awesome history and astronomer professor that she wants to be and go to college. She can travel on her own. She can do things on her own. She doesn’t have to have someone behind her. She doesn’t have to be scared. Hopefully she’ll grow up to be an independent lady that goes for what she wants.
Support APIE’s Marathon Team
APIE is one of very few nonprofits chosen as an official charity of the Austin Marathon and last year we raised over $30,000! Our 2020 goal of $30,000 can provide tutoring for 60 math students, mentoring for 120 students, or college readiness support for 30 students. This campaign is APIE’s major annual fundraiser and you can help by:
- Running: If you’re a runner and running the Austin Marathon, ½ Marathon, or 5K, please consider leveraging your athleticism and fundraise for APIE in support of your run! Visit our GoFundMe page here and click on “Run for Charity.”
- Joining Our Team: Not a runner? No problem! You can still join the team to fundraise and share APIE’s story with friends and family (there will be prizes involved!). We challenge you to post or send out just one email and see the generosity of your network. Visit our GoFundMe page here and click on “Run for Charity.” (This will make you a part of our team and able to fundraise, but you don’t have to run in the marathon.)
- Donating: If neither of the above options work for you, you can donate in honor of the students you show up for each week. You understand that APIE’s programs change lives, that APIE is a nonprofit, and that we can’t do this without community support. Visit our GoFundMe page here and click on “Support a Charity,” then select “Austin Partners in Education.”
If you have any questions, please email Rachel Thomson at firstname.lastname@example.org.
Your Target shopping can help support APIE
We are honored and excited to announce that we have been chosen to participate in a special charitable giving campaign, sponsored and funded by Target. And you have the chance to help direct a portion of Target’s donation to us! A vote is earned each time you shop at Target, online and in store. Now through January 5, vote for us through the Target Circle program to help determine how Target’s donation will be divvied up. Click here to learn more about Target Circle.
Annual Evaluation Report, 2018-2019
We’re proud to share some of the findings from our Annual Evaluation Report! Last year, our Math Classroom Coaching program worked with middle school students. The 582 8th graders that participated in the program had significantly higher academic outcomes than a matched comparison group. In 2019, 79% of APIE 8th grade math students met the STAAR passing standard, compared with 61 % of the comparison group.
APIE’s College Readiness program supported 583 students in 8th through 12th grades. The 254 seniors who participated in the program performed better on the state’s college readiness assessment, the Texas Success Initiative Assessment, compared to a matched comparison group and district seniors. Fifty percent of APIE participants met college readiness criteria on both subjects on the assessment, followed by 21% of the matched comparison group.
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By Ben Hirsch, College Readiness Advocate
As October begins and students are settling back into school, Austin Partners in Education’s college readiness advocates have already begun helping high school seniors get ready for a successful academic career in college.
Senior year is an incredibly tumultuous time: there are the foreseeable hurdles of college applications, financial aid forms, and impending adult responsibilities; the excitement about the upcoming life change or fear inspired by leaving home; and the Hollywood-sanctioned coming of age moments: homecoming, prom, and finally graduation. On some level, though, last on their mind is the question “am I academically prepared for college?” That is where APIE comes in.
This is the beginning of my third school year helping seniors solidify the skills they need to be a high achieving college student. Successful college students can write clearly and persuasively, comprehend the main ideas, philosophical underpinnings and supporting details in the texts they read, and have the math skills necessary to pursue careers they find compelling.
As a College Readiness Advocate, I have the exciting job of helping students identify areas in which they are struggling and give them extra one-on-one or small-group instruction to improve in those areas. At Akins High school I worked with Alyssa, who was struggling to demonstrate college-level ability in math. In her own words math had always been “the worst” for Alyssa.
Working with Alyssa made it apparent that her struggles were the result of some real deficiencies in mathematical knowledge. She was confounded by fractions, had difficulties working with negative numbers, and found graphs incredibly confusing. While a class full of peers and friends is not the ideal environment to reveal deep-seeded confusion, a small group can be more supportive. When one student expresses confusion, others often chime in, “yeah, I never got that either.”
When you don’t have a basic understanding of mathematical concepts, most high school math feels like a series of random steps that, if you don’t do perfectly, will lead you to the wrong answer. This obviously causes stress. But after we discovered the foundation concepts that Alyssa was missing, she was able to make great strides. By solidifying her ability to do things like reduce fractions and grapple with negative numbers, we enabled her to make sense of complex algebra like rational equations (which are essentially just extremely complex fractions) and quadratic functions (which cannot possibly be solved consistently if you do not understand the real significance of a numbers sign).
At the end of the year, Alyssa passed the mast section of the Texas Success Initiative Assessment and was able to avoid developmental courses at the University of Texas San Antonio. She was especially happy because these courses would have been in math. Working with students like Alyssa is why I am excited to work with more aspiring college graduates. Many students have the desire and capacity to be successful and happy in college, but they need a little academic support before they head off on the next incredible step in their life of learning.
By: Amanda Mills, College Readiness Advocate
When you hear the words “college readiness,” your mind most likely jumps to GPAs, SAT scores, and AP classes. Yet post-secondary education demands a variety of attributes outside of academic strength from its students.
Many students who might otherwise be successful in college lack the self-awareness, discipline, or other tools to make the most of their education. That is why, in June 2014, APIE implemented its first ever Summer College Readiness Program, which targets freshmen and sophomores and integrates academic instruction with personal exploration and development. At John H. Reagan Early College High School, seven college readiness advocates and 17 underclassmen spent three weeks together, thinking about and preparing for the rest of high school, the path to college, and the Texas Success Initiative (or TSI) exam.
The class, which took place Monday through Thursday from 9:00 a.m. to 12:00 p.m., mixed APIE’s reading and writing curriculum with various team-building and enrichment activities. Students took an interest inventory, discovered their personal learning styles, and learned about the many resources available to them in their school and their community. As they became more knowledgeable about what they personally need to succeed and where they can turn for support, the students also became more confident in their abilities. A variety of exercises and fluid movement between individual activities and small- and large-group activities kept students engaged throughout class.
Of course, preparation for the TSI exam remains the core of the Summer College Readiness Program. Of the 14 students who were able to test on the last day of the program, six passed both sections and eight passed one section of the English Language Arts exam. The six who passed both portions will be able to take dual credit courses and earn college credit starting this fall, while in high school. In addition, more program alumni will take the TSI this fall when they return to class.
After taking the test on the last day of the summer session, the students visited The University of Texas campus. While it might have been difficult for the students to remember why they were at school when they could be at home watching a World Cup match, the field trip allowed the students to see why they had been working so hard.
Many students will begin college this fall without the tools and sources of support they need. Fortunately, Reagan High School students receive multiple opportunities to learn about and prepare for higher education. Reagan’s College and Career Center, Raider Enrichment Center, and community partnerships with organizations like APIE and Advise Texas provide Reagan students with opportunities to explore their futures. The new APIE Summer College Readiness Program is one such opportunity, encouraging students to take ownership of their futures as they prepare for college and the world beyond.
The Michael & Susan Dell Foundation has pledged $625,000 over the next three years to support Austin Partners in Education’s College Readiness, Classroom Coaching, and Step-Up programs.
We are profoundly grateful for the foundation’s support. In the first year, funding will aid the College Readiness program expansion to Anderson, Eastside Memorial, and Reagan high schools, College Readiness curriculum development, and the Middle School Reading Classroom Coaching expansion to Martin and Covington middle schools.
In the fall of 2003, the Texas Success Initiative (TSI) went into effect. This state mandate requires that Texas public institutions of higher education “assess the academic skills of each entering undergraduate student to determine the student’s readiness to enroll in freshman-level academics.” Students must meet college readiness standards in reading, writing, and math. Students who are not deemed college ready are required to take developmental courses.
Our College Readiness program aims to increase the number of students in AISD who graduate college ready as defined by the TSI. A student can be classified as college ready utilizing scores from exit-level TAKS, ACT, SAT, and previously through end-of-course exams that are no longer required because of the passage of House Bill 5. Additionally, all Texas public institutions of higher education utilize a new test called the TSI Assessment to determine college readiness.
We target students who are eligible to graduate but not yet considered college ready. Because they are considered ready to graduate, these students do not generally receive intervention from their high schools, whose energy is focused on ensuring all students are ready to graduate.
Without APIE’s intervention, these students would be placed into developmental courses upon entering college. While these cost the same as any other college class, these classes are non-credit bearing. Developmental courses are time consuming, expensive, and a leading reason that students – particularly those who are economically disadvantaged – decide not to enroll in college or withdraw without receiving a degree.
To help students achieve college readiness and remove this barrier, APIE provides targeted academic support on a Case Management basis to these Tier 2 students. College Readiness Advocates meet for 30-60 minutes each week one-on-one with each student to advise, tutor, and encourage them.
Since APIE introduced its Case Management model, student success rates have grown exponentially. In the first year, 14.4% of the students enrolled in APIE’s College Readiness program passed the state-mandated standards for college readiness; this past year, 47% of the 413 students fully closed their achievement gaps and an additional 13% reduced their need for developmental coursework in college.
During the 2013-14 school year, APIE is implementing its College Readiness program at 10 of AISD’s 12 high schools and has set a goal of case managing about 400 students and getting 300 fully college ready.
The program is underway, and we’re looking forward to a challenging, successful year!
Our days almost always feel jam packed. Volunteering takes up precious time. Between going to work or school, fulfilling family obligations, fitting in crucial time to socialize and maintain relationships, getting in some “you” time, and of course snagging the ever-elusive eight hours of sleep, it’s easy to understand why finding time to volunteer seems difficult if not impossible.
There are 168 hours in a week. Our volunteer opportunities require 45 minutes, plus travel time, each week. That’s roughly 0.59% of the 168 hours. The reality is that, of course, it IS difficult to find the time. But that small percentage of your week has the potential to boost your mood and sense of fulfillment, help you make professional and personal connections, and improve your overall health.
According to the Corporation for National and Community Service, volunteers experience pride and satisfaction from their experiences. And regarding volunteering for APIE in particular, you are strengthening communities, improving the lives of AISD students, making connections, and growing personally.
Through volunteering, people can expand their personal and professional networks from connections forged with fellow volunteers, teachers, and volunteer coordinators. In addition, volunteers can gain or improve valuable skills, including leadership and knowledge related to a particular field. According to another study by the Corporation for National & Community Service, “…volunteering is linked with a 27 percent increase in odds of employment, and provides ‘social capital and human capital,’ which are directly related with better job prospects.”
UnitedHealthcare, a UnitedHealth Group company, and VolunteerMatch surveyed 4,500 adults in 2010 and found the following:
• 68% of volunteers agree that “volunteering has made me feel physically healthier”
• 89% of volunteers agree that “volunteering has improved my sense of well-being”
• 73% of volunteers agree that “volunteering lowers my stress levels”
Did you know the Independent Sector places a value on the volunteer hour in Texas at $22.57? Based on that value, APIE volunteers (classroom coaches and mentors combined) in the 2012-13 school year provided more than $975,000 worth of academic and personal support to students in AISD. And we’re betting they feel pretty great about that.
Thanks to all those who volunteer or donate! Our programs would not be successful without your efforts.
Walking into Akins High School at the beginning of September, I was almost overwhelmed with anxiety and excitement. As part of a team of APIE College Readiness Advocates, our goal was to end the year with every student meeting the Texas Success Initiative College Readiness Standards, meaning that they would qualify to enroll in college-level classes after high school. Even with nearly a month of training, facing the list of over 100 seniors needing intervention was still intimidating. The objective that first week: recruit students for the program. Although challenged by everything from learning the layout of the school to finding the best procedure for bringing a student into a one-on-one meeting, I left the first week feeling assured. It seemed that most of the entering seniors were committed to becoming college ready.
The first few weeks of actual tutoring played out differently, however. I was concerned by how much some of the students struggled to read a short passage or do a basic pre-algebra problem. While some of this was due to learning loss over the summer, it was also clear that these students faced academic gaps in their learning. One student in particular really stood out to me. Helen was highly engaged and motivated to become college ready but also struggled with math, unable to add or multiply without a calculator. Still, she stayed positive and focused on our goal. I was concerned about getting Helen college ready but determined not to let her down. We’d been warned many times during training that this job would be challenging, and I now realized how true this was.
By February, there had been many ups and downs. Elective teachers were becoming increasingly impatient with having students pulled for tutoring, while severe senioritis was kicking in. A round of college readiness testing for Akins APIE students was administered. Though many of my students had already succeeded or were well on their way to becoming college ready, some, including Helen, seemed further behind than they should have been, in spite of almost six months of tutoring. Still, other non-APIE students were asking to join the College Readiness program; I realized we were making a real impact on our students.
The next few months before the final COMPASS test was administered felt like a balancing act of trying to meet with each remaining student for as long as possible while minimizing class absence. I expected the spring semester to be the toughest part of the year, yet it was during this time that the most challenging students started making real progress. The material suddenly started to click and my students were beginning to truly value the tutoring they were receiving. Helen increased her commitment and was working on math three times more often than initially agreed upon. The things she struggled with at the beginning of the year were no longer an issue for her. By the time the final COMPASS test day came, Helen had gone from being the math student for whom I was the most concerned to the one who achieved the most success.
Despite the challenges faced throughout the year, what I found most difficult was the realization that I will not continue working with these students as they begin college. It is comforting and rewarding to have witnessed the progress made by each student and to end the year knowing that all of the students will begin college better equipped with the skills that they need to succeed.
** This essay was published in APIE’s summer 2013 newsletter. Click here to subscribe to future newsletters.
We are hiring College Readiness Advocates for the 2013-14 school year. Visit out employment page for details!