The document summarizes a report on the status of parent relations at Keene State College. It finds that the college currently takes a decentralized approach, with responsibilities spread across multiple offices. This can create inconsistencies and a disjointed experience for parents. The report proposes creating a centralized Office of Parent Relations, headed by a coordinator, to facilitate lifelong relationships between the college and parents. This would help address parent needs more effectively and allow the college to better capitalize on opportunities for parent engagement, advocacy, and fundraising support.
The Education Alliance launched several new initiatives in the past year focused on remaking learning for West Virginia students, including a STEM Network Schools program, financial literacy initiative, and partnerships to support early childhood education. The STEM Network Schools program aims to increase student engagement in STEM subjects and has already trained over 430 teachers. A new financial literacy initiative works to strengthen students' financial capability and increase college access. United Way Born Learning Academies partner with schools to provide early childhood education resources and support to over 260 families.
- The document discusses different models of school funding, including a subsidy model where the parish subsidizes tuition costs. St. Mark Catholic School currently uses a subsidy model.
- It recommends transitioning to a cost-based tuition with needs-based assistance model over 4-6 years to improve financial stability and faculty compensation. This would involve raising tuition rates and directing subsidies only to families in need.
- The school implemented aspects of this model in 2006-2007, which increased enrollment by 20% while allowing salary increases and program improvements despite raising tuition 25-50%. Communication and needs assessment were keys to success.
Youth and family financial education program; curriculum developed in partnership with low- and moderate-income communities in Hawaii; Statewide Youth Financial Education Initiative; 36 community-based partners
Building social infrastructure - United Way of Metropolitan ChicagoUnitedWay YorkRegion
United Way of Metropolitan Chicago is working to improve lives in Chicagoland communities that are facing challenges including rising poverty, poor education outcomes, lack of health care access, and urban violence. The needs in these communities have grown as public resources have shrunk. United Way is transforming its approach from solely funding agencies to taking a leadership role in convening partners to address the root causes of these issues. It has launched LIVE UNITED Neighborhood Networks in specific communities using a hub and spoke service model to integrate education, income, and health services. Initial results from the Brighton Park Network include expanded early childhood education, a parent mentor program in schools, tax assistance generating refunds, and a health promoters program engaging parents to
This document summarizes strategies that colleges use to help first-generation students successfully transition to college. It discusses reaching out to students and families about financial aid to alleviate "sticker shock." It also emphasizes the importance of early engagement through programs that involve families, assign peer groups, and connect students with mentors. Supporting first-generation students socially and academically in their first semester is key to retention.
Janet Gullickson has over 25 years of experience in higher education administration. She has served as President of Front Range Community College, Executive Director of Denver Scholarship Foundation, and Chief Outreach and Client Relations Officer for CollegeInvest. She holds a Doctorate in Education from the University of Minnesota and has authored education programs and curricula. Her experience includes leadership roles, strategic planning, budget management, and developing partnerships to increase access to higher education.
CUSDWatch Presentation To The City Of Dana PointDawn Urbanek
Taxpayers need our local elected leaders to provide fiscal oversight of the Capistrano Unified School District in order to ensure that the educational interests of students and the financial interests of taxpayers are represented in all matters before the Board.
The Education Alliance launched several new initiatives in the past year focused on remaking learning for West Virginia students, including a STEM Network Schools program, financial literacy initiative, and partnerships to support early childhood education. The STEM Network Schools program aims to increase student engagement in STEM subjects and has already trained over 430 teachers. A new financial literacy initiative works to strengthen students' financial capability and increase college access. United Way Born Learning Academies partner with schools to provide early childhood education resources and support to over 260 families.
- The document discusses different models of school funding, including a subsidy model where the parish subsidizes tuition costs. St. Mark Catholic School currently uses a subsidy model.
- It recommends transitioning to a cost-based tuition with needs-based assistance model over 4-6 years to improve financial stability and faculty compensation. This would involve raising tuition rates and directing subsidies only to families in need.
- The school implemented aspects of this model in 2006-2007, which increased enrollment by 20% while allowing salary increases and program improvements despite raising tuition 25-50%. Communication and needs assessment were keys to success.
Youth and family financial education program; curriculum developed in partnership with low- and moderate-income communities in Hawaii; Statewide Youth Financial Education Initiative; 36 community-based partners
Building social infrastructure - United Way of Metropolitan ChicagoUnitedWay YorkRegion
United Way of Metropolitan Chicago is working to improve lives in Chicagoland communities that are facing challenges including rising poverty, poor education outcomes, lack of health care access, and urban violence. The needs in these communities have grown as public resources have shrunk. United Way is transforming its approach from solely funding agencies to taking a leadership role in convening partners to address the root causes of these issues. It has launched LIVE UNITED Neighborhood Networks in specific communities using a hub and spoke service model to integrate education, income, and health services. Initial results from the Brighton Park Network include expanded early childhood education, a parent mentor program in schools, tax assistance generating refunds, and a health promoters program engaging parents to
This document summarizes strategies that colleges use to help first-generation students successfully transition to college. It discusses reaching out to students and families about financial aid to alleviate "sticker shock." It also emphasizes the importance of early engagement through programs that involve families, assign peer groups, and connect students with mentors. Supporting first-generation students socially and academically in their first semester is key to retention.
Janet Gullickson has over 25 years of experience in higher education administration. She has served as President of Front Range Community College, Executive Director of Denver Scholarship Foundation, and Chief Outreach and Client Relations Officer for CollegeInvest. She holds a Doctorate in Education from the University of Minnesota and has authored education programs and curricula. Her experience includes leadership roles, strategic planning, budget management, and developing partnerships to increase access to higher education.
CUSDWatch Presentation To The City Of Dana PointDawn Urbanek
Taxpayers need our local elected leaders to provide fiscal oversight of the Capistrano Unified School District in order to ensure that the educational interests of students and the financial interests of taxpayers are represented in all matters before the Board.
PNW Strategy Overview Update August 2015Anne Martens
The document discusses the Gates Foundation's work in Washington State to address social inequities and improve opportunities for children and families. It focuses on four key areas: early learning, education pathways, homelessness and family stability, and strengthening communities. The overall goal is to help children thrive in stable families, great schools, and strong communities.
The strategic vision outlines a commitment to developing the Hundred of Hoo School into the educational, cultural and social welfare hub for the communities it serves. It aims to build partnerships that empower community members and contribute to the wider area.
The document details strategies for engaging with partner schools and the community. With schools, it focuses on transition support, raising standards, and capacity building initiatives. With the community, it emphasizes lifelong learning, cultural opportunities, social welfare support, and empowering community leadership and self-sufficiency. Challenges include rationalizing programs in a new financial climate.
Annexes provide examples of current good practice with schools, a needs analysis matrix summarizing partner schools' strengths and challenges, and how the
The document discusses Hilbert College's efforts to enhance student success through innovative programs. It describes the First Year Experience program, which provides incoming freshmen a supportive community through small seminar courses and academic advising. It also highlights a service trip to Kenya where students helped build a school. The college aims to help economically challenged students achieve their goals through need-based financial aid and academic support programs.
The document summarizes a presentation given to a VFW Auxiliary group about a needs assessment conducted in Logan County to identify programming opportunities for underserved youth. The needs assessment found that underserved youth would benefit from attending day camps, belonging to social/educational groups, and programs focused on nutrition, social skills, mentoring, and life skills. An initial set of programs was developed, including after-school programs, family nights, science camps, and community service projects. The goals of the programming are to improve social skills, learning, self-confidence, and provide leadership opportunities for underserved youth ages 3-18. Feedback from the programs will be evaluated to guide future programming efforts. Input from community partners is requested to help fund
The document discusses building a regional cradle to college/career system of youth supports using a collective impact approach. It involves cross-sector collaboration to support children from early childhood through college/career. The key elements of collective impact include establishing a common agenda, shared measurement, mutually reinforcing activities, continuous communication, and backbone support. The goal is for children to achieve milestones such as kindergarten readiness, 3rd grade literacy, 8th grade math/English proficiency, high school graduation, and successful college/career launch. United Way of San Diego County provides backbone support. Over 50 partner organizations are involved across sectors like education, health, business, and government. Early wins include establishing a health center, immunization program,
The document discusses the Promise initiative, a program seeking to change education culture by establishing college savings accounts for students in kindergarten through third grade in four Indiana counties. The program aims to increase college attendance rates by showing students they have the means to attend college. Early results show a large increase in the number of students with college savings accounts and parents more aware of saving options. Leaders hope the program shifts perceptions of the value of education and helps form students' identities as future college attendees.
This document discusses the importance of early childhood investments for building a strong workforce and economy. It summarizes evidence that:
- Many US students lack proficiency in core subjects and skills needed for jobs. Early childhood programs can help address this by laying the foundation for skills development from a young age.
- High-quality early education like pre-K has been shown to improve early literacy and math skills, and decrease special education needs and grade repetition, yielding long-term benefits.
- Investments in early childhood programs have been found to provide high economic returns through increased skills and productivity, with some programs yielding over $10 in returns for every $1 spent.
The Washington State Community College (WSCC) received an $8,000 contribution from the AT&T Foundation to support the College Ready Project, a partnership between WSCC and local school districts. The project aims to help high school students gain skills needed for college-level courses to increase graduation rates and career opportunities. It will provide tutoring and mentoring to "middle quartile" students who are close to being college ready but often lack support. The funds will allow educators to identify skills gaps and incorporate them into high school classes to better prepare students for college testing and success.
David Catania's Vision to Secure Our City's FutureMark Wills
This document summarizes David Catania's positions and plans on education issues in Washington D.C. It discusses his record of delivering funding for at-risk students and special education reform. It outlines his vision to ensure equal programming across schools, close achievement gaps, fund college access through the D.C. Promise program, strengthen career and technical education, and accelerate school improvement. The document provides background on challenges in D.C. education like disparities between schools and low graduation rates, and argues that Catania's proposals will help address these issues.
HESAA's mission is to provide students and families with the information and resources necessary to attain education beyond high school. It serves as both a federal guaranty agency and a state higher education authority, allowing it to provide comprehensive financial aid programs. The document is HESAA's 2013 annual report, which highlights the organization's grants, scholarships, student loans, college savings programs and outreach initiatives that help make higher education accessible and affordable for New Jersey students and families.
Developed as a part of the White House Summer Opportunities Project Initiative, this Action Toolkit is designed to share the key steps leaders can take this summer to increase access to high-quality summer learning, meals and jobs opportunities. Whether you are a city, nonprofit, school, business or philanthropic leader, you will find examples of how your peers across the country are finding innovative ways during the summer to expand access to learning, meals and jobs to more young people.
Tyrone E. Winfrey Sr. has over 20 years of experience in education, including as Chief of Staff for the Education Achievement Authority of Michigan and various roles at the University of Michigan and Michigan State University. He has a track record of increasing enrollment of underrepresented students and building partnerships. His experience includes leadership, strategic planning, community outreach, and resolving student and family concerns. He aims to provide Detroit children and families greater access to education and opportunities through his executive leadership.
The document discusses the importance of community engagement to improve school performance. It provides examples of how community engagement initiatives in other cities led to improved literacy rates, graduation rates, and school ratings. The document proposes a 12-17 month community engagement plan for Huntsville-Madison County that would identify community needs, develop goals in partnership with schools, and create a community contract to guide strategic planning and accountability. It emphasizes that great schools require a unified, supportive community.
This document summarizes research on school discipline practices in Mississippi and their impact on students. It finds that Mississippi has the 2nd highest rate of middle and high school suspensions in the nation, with African American male students 2.5 times more likely to be suspended than white males. While most discipline incidents are minor, suspensions often do little to address underlying issues and can increase the likelihood of involvement in the criminal justice system. The document advocates for alternative approaches to discipline like Positive Behavioral Interventions and Supports and restorative justice that keep students in school. It provides evidence that these approaches can reduce suspensions and improve student outcomes.
Bethany Heckel has over 15 years of experience in fundraising and development roles. She has a track record of successfully managing capital campaigns, annual funds, and direct marketing programs. Her background includes experience developing strategies for donor cultivation, grant writing, and managing budgets. She is proficient in the Raiser's Edge database and has strong skills in leadership, project management, and strategic planning.
Grandparent-Grandchild Connection School Program ResearchDShoss
Grandparents have a transformative effect on their families when they unleash their creativity, teach their skills and give voice to their passions. Research documents the benefits for all when generations when Grandparents and Grandchildren connect. Schools also benefit by deepening relationships with strong advocates within the school community.
Build Stronger Connections with Your School Community Using Online ToolsBlackbaud
There is perhaps no greater predictor of a school’s ability to effectively support its students than the level and quality of its communications — among staff, students, administration, alumni, the community and, very importantly, families. Even in a world where communications is happening all the time and all around us (via always-on smartphones, tablets, and the like), it can be challenging for schools to develop a clear channel through which they can engage all stakeholders in a meaningful and relevant way.
Web-based platforms such as Blackbaud’s Online Campus CommunityTM are helping educational institutions create open channels of communication hooked into back-end databases, delivering purposeful, meaningful communications to students and their families.
The schools interviewed for this white paper widely and strongly laud Online Campus Community for its highly customizable interface, which enables them to tailor their messaging and promote their brand, mission and value proposition to existing families and alumni, as well as to families of prospective students. This has helped educational institutions develop and maintain strong relationships with their students’ families, and to create new opportunities and efficiencies for fundraising efforts.
No one tool can take the place of a concerted and comprehensive methodology for effectively working with an educational institution’s many stakeholders, but tools such as Online Campus Community that serve as a robust communications hub can ease, focus, and amplify schools’ efforts.
http://www.blackbaud.com/k-12
The director proposes expanding the Keene State College Alumni Association's regional and chapter program to better engage the college's growing and diverse alumni population. The current annual events attract only a small percentage of over 23,000 alumni and do not meet alumni needs. The proposal recommends implementing new initiatives including conducting a cost-benefit analysis of events, expanding the successful Golden Circle program to additional regions, and establishing an annual calendar of regional events beyond New Hampshire and Florida to connect with more alumni. A tiered regional/chapter program is proposed to hold multiple events per year in New England states with large alumni populations and one or more annual events in other strategic regions.
PNW Strategy Overview Update August 2015Anne Martens
The document discusses the Gates Foundation's work in Washington State to address social inequities and improve opportunities for children and families. It focuses on four key areas: early learning, education pathways, homelessness and family stability, and strengthening communities. The overall goal is to help children thrive in stable families, great schools, and strong communities.
The strategic vision outlines a commitment to developing the Hundred of Hoo School into the educational, cultural and social welfare hub for the communities it serves. It aims to build partnerships that empower community members and contribute to the wider area.
The document details strategies for engaging with partner schools and the community. With schools, it focuses on transition support, raising standards, and capacity building initiatives. With the community, it emphasizes lifelong learning, cultural opportunities, social welfare support, and empowering community leadership and self-sufficiency. Challenges include rationalizing programs in a new financial climate.
Annexes provide examples of current good practice with schools, a needs analysis matrix summarizing partner schools' strengths and challenges, and how the
The document discusses Hilbert College's efforts to enhance student success through innovative programs. It describes the First Year Experience program, which provides incoming freshmen a supportive community through small seminar courses and academic advising. It also highlights a service trip to Kenya where students helped build a school. The college aims to help economically challenged students achieve their goals through need-based financial aid and academic support programs.
The document summarizes a presentation given to a VFW Auxiliary group about a needs assessment conducted in Logan County to identify programming opportunities for underserved youth. The needs assessment found that underserved youth would benefit from attending day camps, belonging to social/educational groups, and programs focused on nutrition, social skills, mentoring, and life skills. An initial set of programs was developed, including after-school programs, family nights, science camps, and community service projects. The goals of the programming are to improve social skills, learning, self-confidence, and provide leadership opportunities for underserved youth ages 3-18. Feedback from the programs will be evaluated to guide future programming efforts. Input from community partners is requested to help fund
The document discusses building a regional cradle to college/career system of youth supports using a collective impact approach. It involves cross-sector collaboration to support children from early childhood through college/career. The key elements of collective impact include establishing a common agenda, shared measurement, mutually reinforcing activities, continuous communication, and backbone support. The goal is for children to achieve milestones such as kindergarten readiness, 3rd grade literacy, 8th grade math/English proficiency, high school graduation, and successful college/career launch. United Way of San Diego County provides backbone support. Over 50 partner organizations are involved across sectors like education, health, business, and government. Early wins include establishing a health center, immunization program,
The document discusses the Promise initiative, a program seeking to change education culture by establishing college savings accounts for students in kindergarten through third grade in four Indiana counties. The program aims to increase college attendance rates by showing students they have the means to attend college. Early results show a large increase in the number of students with college savings accounts and parents more aware of saving options. Leaders hope the program shifts perceptions of the value of education and helps form students' identities as future college attendees.
This document discusses the importance of early childhood investments for building a strong workforce and economy. It summarizes evidence that:
- Many US students lack proficiency in core subjects and skills needed for jobs. Early childhood programs can help address this by laying the foundation for skills development from a young age.
- High-quality early education like pre-K has been shown to improve early literacy and math skills, and decrease special education needs and grade repetition, yielding long-term benefits.
- Investments in early childhood programs have been found to provide high economic returns through increased skills and productivity, with some programs yielding over $10 in returns for every $1 spent.
The Washington State Community College (WSCC) received an $8,000 contribution from the AT&T Foundation to support the College Ready Project, a partnership between WSCC and local school districts. The project aims to help high school students gain skills needed for college-level courses to increase graduation rates and career opportunities. It will provide tutoring and mentoring to "middle quartile" students who are close to being college ready but often lack support. The funds will allow educators to identify skills gaps and incorporate them into high school classes to better prepare students for college testing and success.
David Catania's Vision to Secure Our City's FutureMark Wills
This document summarizes David Catania's positions and plans on education issues in Washington D.C. It discusses his record of delivering funding for at-risk students and special education reform. It outlines his vision to ensure equal programming across schools, close achievement gaps, fund college access through the D.C. Promise program, strengthen career and technical education, and accelerate school improvement. The document provides background on challenges in D.C. education like disparities between schools and low graduation rates, and argues that Catania's proposals will help address these issues.
HESAA's mission is to provide students and families with the information and resources necessary to attain education beyond high school. It serves as both a federal guaranty agency and a state higher education authority, allowing it to provide comprehensive financial aid programs. The document is HESAA's 2013 annual report, which highlights the organization's grants, scholarships, student loans, college savings programs and outreach initiatives that help make higher education accessible and affordable for New Jersey students and families.
Developed as a part of the White House Summer Opportunities Project Initiative, this Action Toolkit is designed to share the key steps leaders can take this summer to increase access to high-quality summer learning, meals and jobs opportunities. Whether you are a city, nonprofit, school, business or philanthropic leader, you will find examples of how your peers across the country are finding innovative ways during the summer to expand access to learning, meals and jobs to more young people.
Tyrone E. Winfrey Sr. has over 20 years of experience in education, including as Chief of Staff for the Education Achievement Authority of Michigan and various roles at the University of Michigan and Michigan State University. He has a track record of increasing enrollment of underrepresented students and building partnerships. His experience includes leadership, strategic planning, community outreach, and resolving student and family concerns. He aims to provide Detroit children and families greater access to education and opportunities through his executive leadership.
The document discusses the importance of community engagement to improve school performance. It provides examples of how community engagement initiatives in other cities led to improved literacy rates, graduation rates, and school ratings. The document proposes a 12-17 month community engagement plan for Huntsville-Madison County that would identify community needs, develop goals in partnership with schools, and create a community contract to guide strategic planning and accountability. It emphasizes that great schools require a unified, supportive community.
This document summarizes research on school discipline practices in Mississippi and their impact on students. It finds that Mississippi has the 2nd highest rate of middle and high school suspensions in the nation, with African American male students 2.5 times more likely to be suspended than white males. While most discipline incidents are minor, suspensions often do little to address underlying issues and can increase the likelihood of involvement in the criminal justice system. The document advocates for alternative approaches to discipline like Positive Behavioral Interventions and Supports and restorative justice that keep students in school. It provides evidence that these approaches can reduce suspensions and improve student outcomes.
Bethany Heckel has over 15 years of experience in fundraising and development roles. She has a track record of successfully managing capital campaigns, annual funds, and direct marketing programs. Her background includes experience developing strategies for donor cultivation, grant writing, and managing budgets. She is proficient in the Raiser's Edge database and has strong skills in leadership, project management, and strategic planning.
Grandparent-Grandchild Connection School Program ResearchDShoss
Grandparents have a transformative effect on their families when they unleash their creativity, teach their skills and give voice to their passions. Research documents the benefits for all when generations when Grandparents and Grandchildren connect. Schools also benefit by deepening relationships with strong advocates within the school community.
Build Stronger Connections with Your School Community Using Online ToolsBlackbaud
There is perhaps no greater predictor of a school’s ability to effectively support its students than the level and quality of its communications — among staff, students, administration, alumni, the community and, very importantly, families. Even in a world where communications is happening all the time and all around us (via always-on smartphones, tablets, and the like), it can be challenging for schools to develop a clear channel through which they can engage all stakeholders in a meaningful and relevant way.
Web-based platforms such as Blackbaud’s Online Campus CommunityTM are helping educational institutions create open channels of communication hooked into back-end databases, delivering purposeful, meaningful communications to students and their families.
The schools interviewed for this white paper widely and strongly laud Online Campus Community for its highly customizable interface, which enables them to tailor their messaging and promote their brand, mission and value proposition to existing families and alumni, as well as to families of prospective students. This has helped educational institutions develop and maintain strong relationships with their students’ families, and to create new opportunities and efficiencies for fundraising efforts.
No one tool can take the place of a concerted and comprehensive methodology for effectively working with an educational institution’s many stakeholders, but tools such as Online Campus Community that serve as a robust communications hub can ease, focus, and amplify schools’ efforts.
http://www.blackbaud.com/k-12
The director proposes expanding the Keene State College Alumni Association's regional and chapter program to better engage the college's growing and diverse alumni population. The current annual events attract only a small percentage of over 23,000 alumni and do not meet alumni needs. The proposal recommends implementing new initiatives including conducting a cost-benefit analysis of events, expanding the successful Golden Circle program to additional regions, and establishing an annual calendar of regional events beyond New Hampshire and Florida to connect with more alumni. A tiered regional/chapter program is proposed to hold multiple events per year in New England states with large alumni populations and one or more annual events in other strategic regions.
Beyond focusing solely on click-through rates, advertisers can track customers' engagement across multiple touchpoints to improve conversions. Tracking technologies like cookies, pixels and redirects allow analysis of a customer's full journey from awareness to purchase. A case study shows how a home improvement store converted a customer through targeted digital ads, search engine marketing and direct communication, without her clicking on any ads. To boost results, advertisers should consider customers who don't complete purchases and retarget them through dynamic offers and adjusted creative. Taking a holistic view of the customer experience across channels can lead to more successful marketing campaigns even without depending on click-throughs.
Este documento presenta una introducción a la dinámica de los cuerpos. Explica que la dinámica estudia las causas del movimiento de los cuerpos y cómo se ven afectados por fuerzas. Define conceptos clave como fuerza, masa y aceleración, y describe las leyes fundamentales de Newton que relacionan estas cantidades, incluyendo las tres leyes de movimiento. También introduce los cuatro tipos de fuerzas fundamentales y diferentes clasificaciones de fuerzas.
New eBook, Seven Elements of the PTA Comunitario Approach
Meaningful family and community engagement is a critical element for strengthening schools. IDRA’s PTA Comunitario model is an innovation for parent organizations and for school-family-community collaborations. Yet it is probably very close to the intentions and actions of the founders of PTA over a hundred years ago. The roots are in colonias (unincorporated communities) in south Texas. This eBook outlines the seven elements of the PTA Comunitario approach that make it so unique and powerful.
The article discusses Dr. Leah Robinson, an assistant professor in the Department of Kinesiology at Auburn University's College of Education. Dr. Robinson works with preschoolers at Auburn Day Care Centers to promote healthy lifestyles. She uses her energetic personality and ready smile to encourage the children and relate to them. Her goal is to instill good habits in young children through fun activities that keep them active and engaged. The article highlights how Dr. Robinson's youthful exuberance helps children lead healthier lives.
Local Control Funding Formula presentation by Public Advocatesdistrict5united
Local Control Funding Formula presentation by Public Advocates. The presentation was provided at the Local Control Funding Formula 101 Community Forum and Discussion held on October 29, 2013, at James Lick High School in San Jose, CA.
Partnering with Parents for Student Success in Higher EducationDave Becker
"Parents are partners" is a common phrase we hear at many colleges. But what does that mean? And where do you start?
CampusESP presented on this topic at MSACROA with Cyndy Hill, Director of Penn State's Parent Programs and suggested 5 strategies based on parent engagement data:
1) Personalize your outreach
2) Focus parent involvement on recruiting and admissions
3) Nudge the nudgers
4) Don't use FERPA as an excuse
5) Build a parent engagement strategy
This document outlines a vision for strengthening parent engagement in California schools. It proposes establishing parent centers that would [1] provide parents with training and support to navigate the school system and advocate for their children's education, [2] build independent parent organizations, and [3] serve as a liaison connecting parents to community resources and research on education issues. The goal is to meaningfully involve parents in their children's education through leadership development and empowerment.
Leveraging the State’s Role for Quality School Facilities in Sustainable Communities
A Policy Research Report to the California Department of Education 2012
1) Cabell County Schools in West Virginia chose to invite hope by embedding, modeling, and teaching the principles of Invitational Education in response to the mandates of No Child Left Behind.
2) Cox Landing Elementary School modeled Invitational Education and received an Inviting School Award. International exchanges with schools in Hong Kong began.
3) Marshall University introduced master's and doctoral programs in education with an emphasis on Invitational Education.
Academic Plan Executive Summary 091709Jenny Darrow
Executive Summary - This academic plan outlines the multi-dimensional efforts of Keene State College and the Division of Academic Affairs to achieve academic excellence. It comes at a time in history when it will not be enough for educational institutions to be known for the physical attributes of their campus or community, or the measures of the many inputs that historically have equated with status in the educational pecking order. Our stakeholders—students, parent, community, system and legislators—are demanding evidence of real educational outcomes, which are captured best in one overarching College strategic goal—achieving academic excellence. The institutions that rise to this new challenge will succeed and prosper, while those that do not will languish. While the Division of Academic Affairs at Keene State College has primary responsibility for meeting this challenge, our success will depend on the creative energies and hard work of the entire College community.
Through their annual convening, over 150 North Carolina community college presidents and local school superintendents addressed the state's most pressing education and workforce issues. Several successful partnership examples were highlighted, including Pitt Community College and Pitt County Schools' initiatives to strengthen career pathways for students; Central Carolina Community College's work with regional school districts to align efforts and tailor supports; and Rowan-Cabarrus Community College and Rowan-Salisbury Schools' teacher preparation pipeline program. Key takeaways focused on the importance of intentional collaboration to improve student outcomes and meet workforce needs.
This document summarizes the qualifications and experience of Carmen Mendoza. She has over 10 years of experience in education, nonprofit management, youth ministry, and community outreach. Her roles have included kindergarten teacher, executive director of a nonprofit, and youth pastor. She has strong skills in leadership, strategic planning, relationship building, and bilingual communication in English and Spanish.
Alki is participating in National PTA's School of Excellence for the 2019-2020 school year. This presentation will provide information about the framework of family/school partnerships. The School of Excellence timeline and National Standards are also included.
This document outlines recommendations for California to improve its implementation of the Common Core State Standards. It recommends that the state take a stronger leadership role in setting a vision and goals for Common Core, while still allowing local districts flexibility. Specifically, it calls on the state to:
1) Create a data strategist office to analyze student assessment data and provide transparent access to this data for teachers, parents and the public.
2) Develop and communicate a clear statewide vision and timeline for Common Core implementation to provide guidance for districts and increase public understanding.
3) Engage community partners and leverage existing resources to support these efforts.
Woodland Preparatory School Alabama #Gulen #SonerTarimGulen Cemaat
Woodland Preparatory School (Washington County Alabama) has hired Soner Tarim of the Gulen Movement out of Texas as their CMO (Unity Student Services) they will handle the marketing, curriculum development, software, website and everything that the inexperienced board members cannot handle. The building of their school is handled out of Utah by another controversial group called ACD American Charter Development. Same old Gulen fraud except this time the ACD (Mormon Mafia) will wipe the floor with the Gulen Muslim Mafia.
https://www.washingtonpost.com/education/2019/05/03/telling-story-about-charter-school-controversy-rural-alabama-county/?fbclid=IwAR0Tefei5Gk4EyuaifszEFXxoePpaKcmIPIy28UQYLFD76vwzXS_QOqSUZg&utm_term=.fb8c1f62c1ed
https://www.alreporter.com/2019/03/27/an-islamic-movement-fraud-and-improper-hires-even-more-and-weirder-questions-arise-about-montgomerys-first-charter-school/
http://www.woodlandprep.blogspot.com
https://gulencharterschoolsusa.blogspot.com/2019/04/washington-county-in-battle-with.html
Killinged.com
The document discusses strategies for improving school districts and ensuring success for all students. It emphasizes developing a compelling vision focused on high levels of learning for all students, ensuring data-driven and compliant actions are taken, and creating an aligned system through collaboration between the district and schools. The key is taking a whole child, whole community approach through partnerships that engage families and address students' basic needs in order to create a culture where all believe in students' potential for success.
Diocese of San Diego Strategic Vision Recommendations Damian J. Esparza
The document is a letter from the Director of the Diocesan Office for Schools summarizing a strategic plan to strengthen Catholic schools in the Diocese of San Diego. It explains that a study commissioned by the former Bishop found declining enrollment, financial struggles, and a lack of collaboration between schools. The study included surveys and interviews with stakeholders. Key recommendations included developing a funding foundation, marketing Catholic education, reorganizing school governance, and strengthening the role of the Diocesan Office for Schools. The letter provides updates on implementing some of the recommendations, including partnerships to support schools and exploring a diocesan funding foundation.
The document discusses a multi-year initiative by the Council for Professional Recognition to collaborate with 9 states and Puerto Rico to strengthen the early childhood education workforce by expanding opportunities for the Child Development Associate credential and increasing partnerships between state agencies and higher education institutions. Preliminary findings show increases in CDAs awarded, new professional development specialists, and higher education partnerships in the first year of the initiative.
The document discusses a college planning program called the Heartland Institute of Financial Education (HIFE) College Planning Program (CPP) that helps students and parents pay for college. It provides coaching to help students get funding for college, including developing resumes for loans, grants and awards. HIFE coaches work with students and parents on college selection, applications, test preparation, GPA improvement, career planning and navigating the financial aid system. The program aims to help families access federal, state and college funds to offset the rising costs of obtaining a college degree.
The document outlines resources and initiatives to improve post-secondary outcomes for foster youth. It discusses ACTION Ohio's programs like College for the Day and facilitating a statewide youth advisory board. It also provides an overview of statistics on foster youth educational attainment, barriers to their post-secondary preparation and retention, relevant federal legislation, examples of state and local partnership programs, and the responsibilities of campus liaisons in supporting current and former foster youth students.
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1. Director’s Report
on the
Status of
Parent Relations
at Keene State College
June 2007
Prepared by:
KSC Parents Core Group
Jeffrey J. LaValley, Director, Alumni and Parent Relations
Kay MacLean, Program and Events Coordinator, Alumni and Parent Relations
Anne Miller, Assistant Vice President, Academic Services
Susan Peery, Interim Director of College Relations
Peggy Richmond, Director of Admissions
Andrew Robinson, Associate Vice President, Student Affairs
2. Director’s Report on the Status of Parent Relations
at Keene State College
June 2007
Introduction
Parents of college students are increasingly becoming a part of the landscape of our institutions.
Colleges and universities are taking different approaches to the phenomenon of parent
involvement, and devoting increased human and financial resources toward engaging parents
proactively. While some colleges have been building parent programs and partnerships for many
years; others are just beginning.
Background
These different approaches are perhaps influenced by one of two possible factors. First, whether
the institution believes in a centralized or decentralized approach. Second, whether the institution
holds that Parent Relations are grounded in student affairs, or the advancement/development
division of the institution. Currently, Keene State operates under a decentralized approach to
parent relations with several offices in student affairs, academic affairs, and the advancement
divisions of the College sharing responsibilities for parent relations, programming, and
communication (including fund raising).
Several inherent challenges exist under this model, including what may appear to parents as a
disjointed organization. Many times parents call one office looking for an answer, only to be
redirected to another office. Additionally, parents often receive messages that are not always
consistent (i.e. one office interprets FERPA laws differently than another office).
In October 2006 an informal survey of COPLAC peer institutions was conducted by the Director
of Alumni and Parent Relations (Addendum A). While not attempting to draw any correlation
(Addendum A), it does offer a glimpse of varying levels of programming and services, as well as
the division under which they are organized.
Current Role of the KSC Parents Association
It is important to note the distinction between Parent Relations at Keene State College, and the
KSC Parents Association. The KSC Parents Association is a voluntary association of parents of
Keene State College students, which a) promotes the aims and ideas consistent with the best
interest of Keene State College, its students, and the parents of Keene State College students; b)
supports Keene State College organizations with grants, supports its students with scholarships,
and undertakes projects for the students and/or the College, consistent with the goals of the
Keene State College Parents Association; and, c) provides a means for parents to communicate
with the College and contribute to its progress and general welfare.
3. The Keene State College Parents Association was established as a charitable organization in
compliance with the Section 501 (c)(3) of the Internal Revenue Code of 1986, and continues to
operate as an independent non-profit organization.
History
During a New Student Orientation Program in 1973, a group of parents and a dedicated KSC
administrator conceived the idea of establishing the Keene State College Parents Association
(KSCPA) starting with an initial sum of $80 in “seed” money. The goal was a non-profit
organization that would work to address the extraordinary needs of students and student
organizations. To date, the KSCPA has placed major emphasis upon providing scholarship
assistance. Working in conjunction with the Office of Student Financial Management, the
KSCPA Scholarship Committee’s aim has been to serve as an “avenue of last resort” – to help
students who otherwise might have been forced to leave school without this extra assistance.
It is important to mention this distinction, and the valuable relationship that exists, within a
historical timeline of a developing Parent Relations Program at the College:
1973 KSC Parents Association established by Ernest O. Gendron, Dean of
Students
1988 Dean Gendron retires, Parents Association moved to Alumni Relations
under the direction of Larry Colby, Director of Alumni (and Parent)
Relations
1989 KSC Parents Association Scholarship Endowment established in honor of
Ernest O. Gendron
1993 Mike Maher succeeds Larry Colby as Director of Alumni and Parent
Relations
1996 KSC Parents Association Annual Assistant Grant (Emergency Fund)
Established
1996 KSC Parents Association donates $1,000 to Appian Gateway; awards
nearly $20,000 in scholarship support
1997 KSC Parents Association supports Beer, Booze & Books for second year
with a donation of nearly $1,500 and directs nearly $7,500 to scholarship
support
2001 KSC Parents Association donates $2,000 to WWII Symposium
2004 KSC Parents Association donates $2,490 for purchase of two Automated
Electronic Defibrillators
2004-2005 KSC Parents Association donates $10,000 (over two years) to Science
Center
2006 Jeff LaValley succeeds Mike Maher as Director of Alumni and Parent
Relations [development of proposal]
4. Observations: Decentralized Approach to Parent Relations
One has only to compare Keene State’s results to other colleges and universities – among them
our peer COPLAC institutions – to see that the College is missing an opportunity. What is less
apparent is the small extent to which we have attempted to make parents a part of the Keene
State College family.
Too little thought has been given to communicating with parents and to addressing their special
needs. Neither have we investigated thoroughly what parents may be able and willing to do for
the College. Simply increasing the energy and attention paid to friend raising with parents will
produce results; and, it is believed, will have a significant return on investment. Only a carefully
planned comprehensive parents program, however, will lead to greater satisfaction with the
College among parents, to inclusion of parents among the most important leaders of the College,
and to achieving the benefits of the many kinds of contributions parents can make to Keene
State. At other institutions, parents have been shown to be among the most effective volunteers
in admissions, career planning, and fundraising. If the experience of their children is good,
parents often become the very best ambassadors and spokespeople for the college.
Two main headings seem to cover what parents want and need from the College. Firstly, parents
are caught in the tension of being “the providing parent” who has an “emerging independent
child.” Colleges rightly contribute to this tension by treating the student as an independent adult,
and too often fail to note that parents are not irrelevant. They need and deserve consideration in
our financial and regulatory dealings with students. They want to share to a small degree the
experiences of their child by meeting professors, attending classes on Parent/Family Weekend,
and being involved in the various volunteer opportunities at the College.
Secondly, for most parents the expenditure for their child’s college education is one of the largest
investments they will make. They want to know they are getting their money’s worth. Is the
college well managed? Are the investors kept informed about the performance of the institution?
Is the College known to provide consistently high quality education to students of great talent
and promise? When the answers to these questions are “yes,” parents can become very good
advocates for the College indeed.
All of this seems perfect for Keene State College. The reputation of the College is excellent.
Anecdotally we know that many parents are happy with Keene State and with the experiences of
their children. Again, anecdotally, they believe the College is well-managed and there is a strong
case for making parents happy and satisfied with their investments in the College. We also
believe parents deserve the kind of communication and events which make them feel part of the
Keene State family and which will motivate them to be the best advocates, volunteers, and
donors for Keene State College that they can be.
Several models exist for the organization of successful parents programs. They include separate
offices with full-time directors dedicated to parents relations, and combined alumni and parents
programs with the parents fundraising component being carried out by the advancement office or
some other advancement office entity (e.g. parents fund/annual fund). After considerable debate,
we favor a Parent Relations Coordinator to serve as an ombudsperson to oversee parent relations,
programming and communication (including fundraising). The Coordinator would report to the
5. Director of Alumni and Parent Relations. Obviously, the Office of Parent Relations would need
to establish close relationships with all parts of the College in order to do its work successfully.
What follows is a proposed plan for going forward with a comprehensive Parents Program.
Proposed Plan
The proposed Keene State College Office of Parent Relations would seek to facilitate, develop
and nurture the lifelong relationships between the College and parents as well as within the
parent constituency.
Suggested Steps
Work with PAs to develop a budget that supports a comprehensive parent relations
program
Reconvene the “Parents Working Group” initiated in October 2006 and conduct
regular meetings each semester
Work with OS and PAT Councils to implement trainings during OS and PAT
Professional Development Days
Initiate “working group” for planning of Parent/Family Weekend (position weekend
as a campus event)
Continue to work with the KSC Parents Association on development of a strategic
plan
o Identify opportunities for increased interaction between parents and students
o Provide a mechanism for the Association to consider support to institutional
priorities
o Create additional opportunities for volunteer involvement
o Enhance communications (print and electronic)
Mission
The Mission of the Office of Parent Relations would be to promote the interest of parents and
Keene State College.
Priorities
improve communication with parents
serve as a resource for parents and for the College community regarding parent issues
manage all parent-related activities by directing the programs (Parents Orientation,
Parent/Family Weekend) and working with other College offices as needed
build relationships with parents by recruiting and supporting a parent volunteer
structure (under the umbrella of the KSC Parents Association)
increase the financial resources of the College by developing and managing parents
fundraising programs, under the auspices of the KSC Fund.
Schedule of Communications
The Coordinator will work with Principle Administrators, Deans, and Directors to conduct an
initial communications audit of all mailings sent to parents. The Coordinator will then develop a
plan to manage and maintain a calendar of College-wide mailings to parents. One objective of
this calendar is to monitor mailings so that fundraising appeals do not overlap with receipt of
6. tuition bills, for example. It also will help the Coordinator assure that parents are informed of
relevant issues in a timely manner.
The Coordinator will be responsible for:
updating and maintaining the Parents web pages
developing and disseminating e-communications
developing programming and publicity materials for major weekends (Parent
Orientation and Parent/Family Weekend; and
coordinating official correspondence from the College (including, but not limited to
the President, Principal Administrators, as well as appropriate Deans and Directors
Future Role of the KSC Parents Association
Parents of all Keene State students would automatically be enrolled as members of the KSC
Parents Association with the assessment of a $35 fee on annual tuition bills. [Note: parents
would have the opportunity to “opt-out” by checking a box on the bill.] If 50% of parents choose
not to opt out the Parents Association membership could potentially generate nearly $90,000.
[see attached budget proposal].
With the new Parent Relations Office serving in an ombudsman capacity, parents could direct
questions to a centralized office, advised by the administrative body of the Parents Association.
However, it should be noted that it is not the intent of the Office of Parent Relations to become
an intermediary for parents with other parts of the College. When parents have specific
comments or concerns, they would be directed for further information by the Parent Relations
Coordinator, to the relevant department or individual (e.g., Admissions Office, Dean of Students,
etc.).
The proposed KSC Parents Association would be designed to help parents communicate with the
College and among themselves, as well as to assist Keene State in providing the best education
and experience for its students. The Parents Association would encourage parents to participate
in the KSC community in a number of ways. The Association would be open to any parent who
wished to participate. Parent involvement would enrich the educational environment of the
College and enhance the experiential and career component for students.
The KSC Parents Association would be the center of volunteer activity for families. Lead
volunteers would form the executive arm of the Parents Association, which would be headed by
the parent or parents of a Keene State student for a two-year term. With the support of the
Coordinator of Parent Programs, this executive group would oversee the activities of the Parents
Association and plans for the future. Parents would focus their efforts in the following areas:
Admissions
Career Development
Advancement [fundraising]
Public Affairs
Special Events
7. These volunteers would work with the Coordinator of Parent Programs who would serve as a
liaison with the appropriate KSC department or office and coordinate volunteer efforts. Parents
would be incorporated into existing volunteer committees that serve to support these areas.
Separate parent committees also could be formed if the particular programs involved believed
that would be beneficial.
Areas of Involvement for Parents
Admissions
The main volunteer focus for Admissions could be outreach to prospective parents through
events. For example, parents could participate in Admissions Day activities. A parent luncheon
and/or a welcoming continental breakfast could provide opportunities for parents to participate in
the events and simply mingle. A parent committee table could be added at the department and
program fair to serve as a place to ask questions of current parents.
Parent Committee members could be a superb addition to the Parent Orientation program, from
welcoming and check-in, to mingling with other parents. Parents could form diverse and
informative panels during these events as well. Finally, parents could host or attend “yield”
events to encourage admitted students to attend Keene State, or host or attend “sendoff” events
for newly-enrolled KSC students and their families. Over time, Parent Admissions volunteer
goals could be extended to assist with additional admissions events and functions.
Career Development
The Career planning parent volunteers would assist the Elliot Center/Academic and Career
Advising in serving students and alumni. Throughout the year, the Career Advising staff
organizes career activities, programs, and events utilizing alumni and parent volunteers as
panelists, interviewers, and resources for information and employment opportunities. Volunteer
opportunities might include: posting job and internship openings; speaking on a career panel;
hosting a student or recent graduate for an informal interview/job shadow; critiquing resumes
and interviewing skills; housing a student or recent graduate during an internship, job hunting
trip, or while visiting graduate schools; organizing a regional community career-related activity;
or, providing parent resources for the Office of Parent Relations and/or Career Advising
websites.
Advancement
Parent volunteers for Advancement would help identify, recruit and solicit individuals for
annual, capital and/or deferred support. Each parent fundraising volunteer would be asked to
make a contribution and follow-up on solicitation mailings with phone calls to selected parents,
personally asking them to contribute to the KSC Fund. Volunteers would work closely with a
member of the Parents Fund Committee and with the Office of Parent Relations at the College.
Volunteers would be recruited from all four classes, with the capstone fundraising initiative for
parents of seniors being the Senior Parent Initiative. Parents of graduates could also volunteer as
members of the Parents Fund Committee. Parent volunteers who serve in this capacity would
receive appropriate orientation to fundraising through regional training sessions and training
sessions during Parent/Family Weekend.
8. Those parents who support the College at the leadership level ($1,000+) would have
opportunities to attend “insider” receptions and events on and off campus. Two such events
could include a Parent Leadership Reception hosted by the President during Parent/Family
Weekend as well as during Commencement Weekend. These leadership parent donors also
would be accorded all regular recognition and stewardship through the Advancement Office.
Public Affairs
Parents who volunteer in this capacity would offer important feedback on content, tone, timing
and design of communications aimed at parents, ranging from Business Office billings to the
Parents Relations website and a Parent’s Handbook [to be developed]. Based on this feedback, a
communications strategy would be developed to coordinate such activities among all offices that
communicate with parents, with the intent of maintaining a consistent tone and message
throughout.
These volunteers would also assist with setting up a parents’ communication calendar to
coordinate mailings with other College activities. Communications that would be sent to parents
might include: Keene State Today; fall and spring editions of a parents newsletter [proposed];
Parents Handbook [proposed]; invitations to serve on the Parents Committee; regional
community activities; as well as periodic letters from the President and other Principal
Administrators. Parents could also offer ideas on additional ways in which the College could
more effectively reach parents.
The proposed newsletter would be designed as a parent-to-parent voice to communicate with the
College and among Keene State parents. The format of this publication would seek to achieve a
personal tone. It would focus on personal experiences, provide contact information to answer
parent questions, conduct interviews with administrators and faculty, supply information about
academic and career resources and other KSC departments, and relay news from the volunteers
who lead our Parents Association efforts.
Special Events
The Special Events volunteers of the Parents Association would assist the College in planning
events and programs of particular interest to KSC families. During Parent Orientation and
Parent/Family Weekend, parent volunteers would serve in a variety of capacities to assist these
important campus functions. Current Keene State parents would welcome and greet incoming
families during Parent Orientation and serve as panelists to address parent questions and
concerns.
Keene State regional activities would offer parents a chance to be involved without traveling to
campus. Parents would be encouraged to participate fully by assisting with event planning or
simply attending events and representing the parent constituency.
9. Issues
The following are key issues for the implementation of a Parents Program:
Staffing
o Recommend a Coordinator of Parent Relations
Reporting Structure
o Option I: Coordinator to report to Director of Alumni and Parent Relations
o Option II: Coordinator to report to VP for Student Affairs
Budget
o Primary budget considerations would include staff salaries/benefits, and
operating costs (See also attached proposed budget)
Roles/Responsibilities
o the role of the KSC Parents Association in relation to a Parent Relations
Program at KSC needs to be clearly defined (e.g. recommend the Office of
Advancement maintain direction for parent fundraising, etc.)
Space
o Secure office space in Elliot Hall, the Student Center, or possibly the new
Alumni Center
Coordination
o There will be a great deal of involvement by the Offices of Admissions, The
Elliot Center; Orientation Office; College Relations Office; Advancement; as
well as all areas of Student Affairs [the Director’s responsibilities must be
clearly outlined]
Leadership involvement
o The role of the President, Principal Administrators, and Trustees must be
defined
o The role and responsibilities of affiliated offices must be defined
Campus involvement
o The role of faculty, students, and alumni in the program must be defined
Volunteer roles
o Clear position descriptions for each committee must be developed
Research
o Access to admissions files will be vital to the program’s success
Mailing calendar
o Coordination of communications to parents will be essential.
10. Proposed Budget
Coordinator of Parent Relations
Salary (annually) $35,000
Benefits (44.6% of salary) 15,610
Total Cost $50,610
Existing financial support: $ 0
Additional funding required: $50,610
Programming
Orientations $ 1,200
Parent Family Weekend 3,800
Cultivation 5,000
Programs/Services/Benefits 5,000
Publicity/Promotion/Marketing 7,500
Total Cost $22,500
Existing financial support: $ 0
Additional funding required: $22,500
Office Support/Operations
Salary (1 student worker @$6/hr x 10 hrs x 42 weeks) $ 2,520
Computers (1 @ $726) 726
Printer (1 black & white @ $300) 300
Office Supplies 2,500
Workstations/Furniture 1,200
Total Cost $ 9,272
Existing financial support: $ 0
Additional funding required: $ 9,272
TOTAL ADDITIONAL FUNDING REQUIRED: $82,382
11. Sources
“Improving Parent Relations through Campus Partnerships,” Academic Impressions;
https://www.academicimpressions.com/on_demand/1206-parent-relations.php
“Parent Relations Strategic Plan,” Texas Tech University, Lubbock, TX.
http://www.depts.ttu.edu/studentaffairs/vpsa/stratplan/pr_stratplan.pdf
Gibbens, Ted, “Proposal for Building Parent Relations at Pomona College,” Former Vice
President, Advancement, Pomona College, Claremont, CA.
Watkins, Richard; Senior Director of Alumni and Parent Relations, Pomona College;
Claremont, CA.
12. Addendum A:
Comparison of Parent Relations Programs at COPLAC Schools
Bridgewater Source: www.bridgew.edu
Student Affairs
Parents E-Newsletter
Parents Association (fundraising)
Separate web pages for: Parents/Residential Life & Career
Services
Membership in: http://www.collegeparents.org/cpa/index.html
Eastern Connecticut Source: http://www.easternct.edu
Institutional Advancement (Parents Association)
Parents Orientation (Student Affairs)
Ramapo Source: Kathy Austin, kaustin@ramapo.edu, Director of
Constituent Relations
Current Alumni Relations/Advancement
Shared responsibilities for Family Day with Student
Development
Parents Advisory Council deals mostly with Student Life
issues
In the process of model shift for Parent Relations back to
Student Development
Rhode Island www.ric.edu
Source: Ellie O’Neil, Director of Alumni Relations
Programming/Responsibilities currently being reviewed
Parent/Family Weekend combined with Homecoming
Communication – limited/not formalized (via e-comm or web
or newsletter)
Truman State www.truman.edu
Source: Denise Smith, Director of Alumni Relations
Decentralized approach / shared responsibilities between
Alumni Relations, Public Relations and Development
Events: Truman Day (= Homecoming) directed by P.R. and
Residential Life)
Parents Council & Family Day directed by P.R. and Alumni
Relations