Manual

Manual
2015-2016

In Memory of John Siceloff

Founder

1953-2015

T

The struggle for a better world is not just for those who have little and want more,
The struggle for a better world is also for those who have gotten a certain amount in

life to look around them and think, “We all have to live together”….
- John Sliceoff

INTRODUCTION

“Once social change begins, it cannot be reversed. You cannot un-educate the
person who has learned to read. You cannot humiliate the person who feels
pride. You cannot oppress the people who are afraid anymore.
- Cesar Chavez, 1984

The following manual includes successful, time-tested strategies for the implementation of the
Puente Model. Pedagogical efforts were maintained to secure accurate and best-practices in the
areas of English, Counseling and Mentoring. The manual is basically a tool for practitioners to
use and modify so that appropriate lessons can be duplicated in any classroom and community
college setting. In fact, great care was taken to provide the user of the manual easy to understand
concepts related to the Puente Model.

Historically, the Puente Model originates from California, in 1981. It was adapted to Texas in
the summer of 2011 when a group of Texas educators, under the auspices of John Siceloff and
Dr. Maria Martha Chavez, decided to duplicate the model for inclusion in Texas. Being that
certain practices are universal, the Texas model uses Latino literature germane to the Southwest,
but still keeps some of the general pedagogical practices deemed successful in California.

In the area of Intensive Reading and Writing coursework (INRW) and Freshman Composition
(English 1301), lessons were adapted from actual coursework. All the assignments used have
been used in ideal classroom setting to high success. Granted, the success of any program lies
directly with the scope and direction of the user of the manual.

In the area of counseling, it is the main goal to keep Puente students in touch with counselors
who maintain close contact with both mentors and English instructors. Intervention is the key
toward successful practices. Efforts were made to address time-management issues, conflict
resolution techniques, and, of course, focusing on academic lessons.

Finally, the Mentoring component uses exercises that focuses on establishing social relationships
since most Puente students are not culturally adept that introductions and maintaining links and
scheduling time.

Again, the THECB Puente Manual is your doorway toward a successful implementation of the
Puente Program in your college.

Sincerely,

TABLE OF CONTENTS

INTRODUCTION AND OVERVIEW

SECTION A:
Rationale for CTN campaign for college completion and

o Economic Development
o Overview-Delivering Your Program
o Low rates of Degree Completion among Latinos
o The Developmental Education Challenge
o Underprepared Students Challenge Higher Education
o Low rates of degree completion among Latinos
o Latinos are Crucial to Closing the Achievement Gap in Texas
o African Americans and the achievement gap
o Puente Expansion/Puente future
o The Texas Puente Community College Program
o Puente History in Texas
o Current CTN Partners
o CTN Puente Community College Activities—Phase I/II
o CTN: Texas Pre-Puente and Puente pathway and strategy for Puente
o Expansion

SECTION B:
INRW/English Component

o Introduction to Developmental English Component
o Writing Process: Prewriting
o The Writing Process: Drafting and Revision
o CTN—Strong Lines
o Sample Assignment: My name exercise
o Sample Writing Assignment –Rafael Castillo
o Sample Assignment: Small Group Activity: The Distance Between Us
o Sample Assignment: Part I Mexicans and Anglos in the Making of Texas
o Sample Assignment: Part II, Mexicans and Anglos in the Making of Texas
o Sample Assignment: Thematic Units for INRW-Puente—Juan Ramirez
o Sample Assignment: Discovery—Richard Yanez
o Sample Assignment: Your Roots

SECTION C:
Education and Counselling

o How to Puentify Learning Frameworks-Yolanda Reyna
o How to balance CTN Puente demands on teaching
o CTN Puente Program Program Participation
o CTN Puente Mentee Questionnaire
o CTN Puente Student Recruitment
o CTN Concimento
o Sample Assignment: Family Photograph
o Envisioning Your Noche de Familia

o CTN Puente Program Participation Agreement
SECTION D:
Mentoring Component

o Introduction to Mentoring Component Goals
o Sample Assignment: Mentor Meeting Conflicts
o Puente Mentor Recruitment Letter—Victoria Marron
o Sample Assignment: Peer Mentor-Mentee Assignment
o Sample Assignment: Mentor Interview Essay
o Sample letter to New Mentor Coordinator—Diane Lerma
o Sample Reading: Who Mentored Whom?

SECTION E: PROFESSIONAL DEVELOPMENT
o Procedures for Data Collection

SECTION F: CTN SITE VISIT PROTOCOLS AND PROCEDURES
o Sample Narrative Site Report to CTN Program Directors/Administrators
o CTN Puente Site Visit Agenda Sample
o Sample Narrative Site Report—Rafael Castillo
o CTN Puente Site Observation for Site Administrator

SECTION G: COMMUNICATIONS
o Social Media
o Wiki
o Puente Implementation—Message and Talking points
o How to publish in peer-reviewed journal
o CTN Reflective Journals
o Puente Social Media Toolkit—Stacy Evans
o Responsibilities of CTN Executive Editor
o Responsibilities of CTN Associate Editor
o CTN Guidelines for Editorial Board Members

APPENDIX

o CTN Annotated Bibliography-2015

INTRODUCTION

“Once social change begins, it cannot be reversed. You cannot un-
educate the person who has learned to read. You cannot humiliate
the person who feels pride. You cannot oppress the people who are
afraid anymore.
- Cesar Chavez, 1984

The following manual includes successful, time-tested strategies for the implementation of the
Puente Model. Pedagogical efforts were maintained to secure accurate and best-practices in the
areas of English, Counseling and Mentoring. The manual is basically a tool for practitioners to
use and modify so that appropriate lessons can be duplicated in any classroom and community
college setting. In fact, great care was taken to provide the user of the manual easy to understand
concepts related to the Puente Model.

Historically, the Puente Model originates from California, in 1981. It was adapted to Texas in
the summer of 2011 when a group of Texas educators, under the auspices of John Siceloff and
Dr. Maria Martha Chavez, decided to duplicate the model for inclusion in Texas. Being that
certain practices are universal, the Texas model uses Latino literature germane to the Southwest,
but still keeps some of the general pedagogical practices deemed successful in California.

In the area of Intensive Reading and Writing coursework (INRW) and Freshman Composition
(English 1301), lessons were adapted from actual coursework. All the assignments used have
been used in ideal classroom setting to high success. Granted, the success of any program lies
directly with the scope and direction of the user of the manual.

In the area of counseling, it is the main goal to keep Puente students in touch with counselors
who maintain close contact with both mentors and English instructors. Intervention is the key
toward successful practices. Efforts were made to address time-management issues, conflict
resolution techniques, and, of course, focusing on academic lessons.

Finally, the Mentoring component uses exercises that focuses on establishing social relationships
since most Puente students are not culturally adept that introductions and maintaining links and
scheduling time.

Again, the THECB Puente Manual is your doorway toward a successful implementation of the
Puente Program in your college.
Sincerely,

Overview-Delivering Your Program

Rationale for CTN Campaign for college completion and economic development

In order to ensure economic competitiveness and individual opportunity
the United States - and Texas in particular - needs to dramatically
increase the number of students who graduate with a postsecondary
degree or credential.”
--Texas Regional Action Plan for Postsecondary Completion (2011)

Low Rates of Degree Completion among Latinos

Today, low rates of degree completion continue to be documented and identified as
a serious problem for students at community colleges across the nation. This is
particularly the case for Latino students—the nation’s fastest growing racial/ethnic
group.

The Developmental Education Challenge

Students enrolling in Texas public two-year colleges who arrive underprepared for
college are placed in developmental classes that grant no college credit yet deplete
the student’s financial aid. Students are placed in courses based on their scores in
the Texas Success Initiative Instrument. Data suggest that one of the greatest
challenges to success in college for Latino students and students in other
underrepresented groups is the need for these students, especially those from low
performing high schools, to complete developmental or remedial education courses
in order to meet the prerequisites for enrolling in transfer courses.

The Texas Puente Community College program is
unique in that the explicit goal is to help Latino and
other underrepresented students accelerate through
developmental English and ultimately transfer to a
four-year college or university. In addition, the
program is exceptional in that it targets Latino
students in a more intensive and culturally validating
way than normally occurs.

The Catch the Next- Puente Community College program is designed for students
who have placed below college level in reading or writing on the developmental
assessment. Students start Phase I of the Initiative with an Integrated Reading and
Writing course. What used to be two courses (Reading and Writing) are merged into
one class. The same instructor teaches English composition the following semester
which is known as Phase II. Phase III begins the second year of credit bearing
courses, and in some Texas Colleges it leads to the “Puente Pathway” model leading
to multiple degrees. (See Puente Pathways)

Puente students also take a culturally validating student success course designed to
teach them the skills they need to succeed in college: such as time management, and
participate in mentorship to create a sense of “belonging”. Puente staff members are
trained to conduct the Puente program at their community college sites and mentors
are recruited from the local community. After the first year, students continue on the
Puente Pathway to multiple degree programs based on their interest until they
transfer to a four year institution with the support of the Puente Team.

There are three primary components to the Puente program. Observational and
interview studies in California have suggested that each of these is necessary:
the writing component, the counseling component, which includes a Learning
Frameworks course, and the mentoring component. There is also a Puente
Club in the California model while professional development is at the core of
the model.

The Texas Puente Project also has some additional components, they are:
Student Leadership Component; the Scholar and Authors Peer Mentoring
Program; The Research and Evaluation/Knowledge Development Component,
the Puente Fellows and The Puente Pathway. In addition, in Texas, besides
the standard professional development offered to the faculty and
administrators implementing the Puente framework, they participate in a
series of Teleconferences titled: Teaching and Learning for Student Success at
which time some of the Peer mentors speak to the group on cutting edge
research or practices conducive to student success and bridging the
achievement gap among groups in this country. Furthermore, Catch the Next,
Inc. provides coaching to the staff implementing the Puente Framework and
the Language Arts component.

1. Section B. – INRW/English Component English
Introduction to Developmental English Component

This section emphasizes:

 Understanding the essentials of the INRW/English component.
 The importance of writing in the CTN-Puente program.
 The roles, responsibilities, and skills CTN-Puente students
 engage in.
 Current training of teachers in Puente-CTN.

The language arts instructors provide skill-appropriate scaffolding for texts
that build over the course of two semesters for community college students and
two years for freshmen and sophomore high school students, in rhetorical and
thematic complexity. In addition, Puente faculty teach writing as a process, not
a product. While literature is a finished product, we are teaching the process
of composition.

The language instructors: Teach writing and critical thinking skills. While
adhering to the requirements of the course outlines of specific colleges and
departments, the writing instructor moves generally from narrative or personal
writing (in which students develop their voice and confidence) in the first
semester of INRW to writing based on rigorous academic prose, including
analytical, argumentative, and research-based texts in English 1301.

Writing is presented as a process that develops in response to “real-life”
audiences. The integration of Mexican American/Latina/o texts and other
multicultural literature and themes are incorporated into the Puente curricula.
Throughout both semesters, instructors use appropriate-level texts as
opportunity for reading, writing, and thinking about the Mexican
American/Latino and other multicultural experiences. Instructors encourage
students to reflect on their own experiences as a springboard to engage in
difficult texts.

Instructors create a supportive environment of validation. Instructors create
and monitor a Family-Familia-like environment to provide students with the
support and motivation likely to enable them to transfer. In addition, classes
are organized in small groups as well and these learning communities teach
students to peer review their work and provide feedback for the next draft of
their paper. The counselor’s active participation in the writing class is critical
to creating a comfortable learning environment. In addition, Puente is
intentional in promoting “carino”, a caring loving environment that validates
students. Instructors integrate community-based writing. Instructors develop
assignments that provide students with an opportunity to use mentors and their
communities as a resource for writing and to develop their relationships with
their mentors. Instructors assist with mentor component development and
community outreach. The Puente instructors assist the counselor in
establishing effective relations with the community to support the mentoring
component that develops formal one-to-one mentoring.

Teaching strategies

INRW/English Component Goals

 Student registers for Integrated Reading and Writing course in Fall and
transfer level ENGL 1301 (Composition I) in Spring

 Courses Incorporate Mexican-American literature into instruction
 Fosters a sense of “familia” in the classroom
 Integrates assignments with Counseling and Mentoring components

Evaluating learning

Highlights:

 Writing and Revision Process. After the pre-writing strategy, students engage
in the writing and revision process of their drafts. This stage requires students
to pair up in small groups and participate in a peer-review session.

 Strong Lines for Reflective and Critical Thinking. One of the reading and
writing goals of Puente is to instill a close reading technique system that
allows for students to critically and reflectively analyze the reading process.
Concomitant with this process is the writing part of responding to close

Writing Process: Prewriting

reading. The use of “strong lines” in reading is twofold: it allows the reader
to pay close attention to the phrase within the reading sample and it makes for
close listening reinforcement.

 Puente Pre-Writing Strategy: The Distance Between Us: A Memoir by Reyna
Grande. After the pre-writing strategy, students engage in the writing and
revision process of their drafts. This stage requires students to pair up in small
groups and participate in a peer-review session.

 Puente College Level English Writing Strategy: Mexicans and Anglos in the
Making of Texas by David Montejano. One of the texts used in Puente English
1301 that provides students with a sweeping historical breakdown of
Mexican-Anglo relationships in Texas. Summary Chapter Readings for
Montejano’s Mexicans and Anglos in the Making of Texas, pp. 23-74

 Lecture topic and activity with assignments –STC-Juan Ramirez- These units
are divided thematic ranging from the knowledge of the self toward a slowly
emerging idea of the self in the global community. The essays are designed
to build on the idea that self-knowledge grows and builds upon the referential
world of ideas.

 Assignment and activities—Yanez and Villarreal: Familial roots and
reflective writing remain entrenched in successful programs that dig deep into
the probing and analyzing the “Why” and the “How” of successful coping
strategies.

Goal: Imbedded within the Puente English curriculum is writing as a process. A
proven model for building strong writing habits, students learn that the process has
three stages: prewriting (brainstorming), writing, and revision.

Methodology: Pre-writing

1. Students are given a topic or writing prompt.
2. Students begin prewriting series of brainstorming or webbing words that link

or expand into other ideas.
3. Students are asked to write non-stop for fifteen minutes and then reflect and

respond to their pre-writing.
4. Next students examine their ideas and begin linking and expanding their

drafts.

Why Pre-writing
Using pre-writing strategies enables students to think on paper and expand ideas so
that can see their cognitive processes. Once students have jotted down their ideas
into a mapping or webbing inventory of ideas related to their topic, their next task
will be using the pre-writing draft to expand into their first draft.
Mapping strategies or webbing

My
house

Too General = is it a home? What is the difference between house and home? Where
is it located? What is community called? One simple word can be linked with other
ideas.
Moving from general to specific, from simple to complex.

Methodology: Writing and Revision

The writing process is paramount toward building competent thinkers and skillful
writers. All CTN-Puente students enrolled in INRW courses are expected to follow
the writing strategies that nurture and encourage thinking, reading, and revision.
Because all writing is a process, CTN Puente students learn that revision and more
revision is key toward stronger writing skills.

The Writing and Revision Process

Goal: After the pre-writing strategy, students engage in the writing and revision
process of their drafts. This stage requires students to pair up in small groups and
participate in a peer-review session.

Methodology: Writing and revision

• Students are grouped by twos.
• Students begin reading one another’s works and ask questions, look for

strong lines, and solicit suggestions.
• Editing becomes a skillful dance between writer and editor.
• Through questioning and reasoning, students examine their own works and

begin revising.
• Revising as an art form
• Students examine essays for specific phrasing rather than generalizations.
• Information about setting—specific names (of people, places, time, weather,

time of year etc.).
• Dialogue
• Sensory details—smells, colors, sounds, etc.
• Figurative language—metaphor, simile.
• Connections –to past, to other situations.
• Conclusions, implications.
• Editing process
• Delete words, phrases—particularly clichés
• Delete repetitions, redundancies
• Beginnings and endings.
• Verb tenses
• Intended audience
• Active voice or passive
• Paragraphs
• Spelling

Paired editing
In paired setting, students may read aloud and make changes to improve clarity,
rhythm, pacing. Usually an extra reader will allow for writers to examine their
works because often writers cannot see minor errors. In professional writing, all
writers have external editors.

Proofreading
Start at the END and read sentence by sentence.

CTN Puente—Strong Lines

The use of strong lines reflects a formalist tradition that has been used successfully
at UC-Berkeley Puente for decades, and within CTN writing practices at affiliated
colleges since its inception.
Goal: One of the reading and writing goals of CTN is to instill a close reading
technique system that allows for students to critically and reflectively analyze the
reading process. Concomitant with this process is the writing part of responding to
close reading. The use of “strong lines” in reading is twofold: first, it allows the
reader to pay close attention to the phrase within the reading sample and, two, it
makes for a close listening reinforcement.
Methodology: Small group activity

 In groups of two. A writer and a responder.
 Writer reads his essay to a group.
 Responder listens carefully and takes brief notes of 1 or 2 questions with 1 or

2
Strong lines from the reading.
 The writer underlines the strong phrases or lines and writes down the
questions. The writer, however, does not answer the questions.
 Responders tell the writer the strong lines or ask their questions.
 Writers thank each responder in turn.

Strategy: Textual analysis
 Close reading strategies allows readers an opportunity to become literate
learners and proficient thinkers, from reading for pleasure to preparing for
high level business meetings. This approach, with roots in New Criticism,
helps students strengthen their abilities to read closely for textual analysis.
 CTN pedagogy uses “strong lines” allows students to examine topic
sentences, evidence, and respond accordingly to textual layering.

Writing Assignment: My Name Exercise

The purpose of using My Name is to introduce introspection the CTN Puente way. Normally,
during the first week of class, students do not know their peers and it’s important that they begin
looking at themselves. What better way than to read Sandra Cisneros’s short piece “My Name.”
The voice is narrated by a young girl who has anxieties and shortcomings about her given name.

The primary theme of Puente INRW is to instill basic writing and re-writing principles connected
to Donald Murray’s theory that all writing is process. Data collected in composition research
studies point to this method as effective in learning writing as a process, not an end. A secondary
theme of Puente INRW is to instill basic editing principles connected to small group activity
instilling cooperative behaviors.

Trainer Objectives

To successfully complete this learning unit, the participant will be expected to:

1. Follow directions and provide elements illustrated on descriptive model.

2. Compare and contrast results from participant in groups assigned.

3. Describe elements within a given time frame.

4. Explain function and provide examples of desired sampling (i.e. what are characteristics

of topic sentence, paragraph structure etc.)

5. Write a short ten minute explanation of activity.

Rationale

Introducing oneself to a new group can be daunting and even more so in college. Using this
assignment will significantly curb anxieties in this new journey called college learning. For many,
freshmen year is a particularly sensitive life stage of questioning and trying to make sense of one’s
chosen major or path of learning. The vignette “My Name” from Sandra Cisneros’s The House on
Mango Street offers students a great opportunity to explore the bridge between one’s name and
one’s sense of self. By identifying with the protagonist Esperanza’s examination of her name,
Puente students will also benefit from learning that one’s name can have multiple meanings
through multiple voices or perspectives. Conversely, students will be prepared to reflect upon and
write about their connections to their own names.

In this exercise, the instructor asks the following warm-up question: “What is the connection
between one’s name and one’s sense of identity? In other words, in what ways are our names
meaningful?” Students share ideas in class. Next, instructor introduces the vignette “My Name”
as a model for the lesson, and asks students to keep the following question in mind as the instructor
reads aloud to them.
Students begin the process of selecting strong lines, the Puente way. Instructor asks, “What did
you notice about what Esperanza’s name means to her?” Students share observations and strong
lines as instructor guides them in seeing how one’s name can have numerous shades of meaning
from varying socio-cultural perspectives.

Focused Free-Writing (20 minutes)

Students will write their names in large, clear print atop a page in their notebooks, and respond to
at least three of the following prompts.

1. What’s the story behind your name? How and why was it chosen for you?

2. Do you feel your name represents and reflects your identity? Explain why or why not?

3. If you could change your name, would you? Why or why not? If you changed it, what
would you change it to? Why?

Sharing and Strong Lines
Students break up in small groups and share their writing. Students listen and give positive
feedback and strong lines.

Materials Needed
Editing Marks with Explanations
Sandra Cisneros’s vignette “My Name”

Editing Exercise

Student Learning Objectives
 Think critically
 Gather information by listening to and reading from varied sources
 Evaluate information as a guide to belief and action
 Apply information to the solving of problems and decision making
 Broaden awareness and formulate new ideas.
 Communicate effectively
 Apply standard English in speaking and writing to clearly express ideas
 Use language clearly and effectively
 Recognize role of nonverbal signals in communication
 Behave responsibly
 Develop life skills
 Work cooperatively

Sample Activity: Grande, Reyna. The Distance between US

Small Group Activity: Grande, Reyna. The Distance between Us: A Memoir. New
York: Atria Books, 2012.

As part of the curriculum for INRW, this memoir highlights shared experiences and links
with Latino culture. Many INRW students were awe-struck with Reyna Grande’s tenacity
and perseverance mirroring their own efforts at learning to read and write in a new
language. The use of memoirs allows students to actually read nonfiction that reflects the
target population. Accordingly, studies in validation theory suggest that minority
populations reading similar experiences become imbued with persistence.

Presentation assignment: Power-point
The procedure for your presentation must include the following:
• Chapter summaries and key points of narrative.
• Characters and their importance to story
• Highpoints of each chapter
• Strong lines

Have Puente students form groups of four, each giving a power-point presentation highlighting
the following questions. The presenters will each give his or her points on how the memoir is
unfolding.

In responding to Reyna Grande’s memoirs: Small groups

What scenes or memories do you as a reader find troubling? By troubling, what alternatives
could have improved the characters’ situation?

How would you have handled a similar scene or situation?

Do you think too much responsibility is given to Reyna and Mago?

Which of the characters are the strongest? By strongest, what makes them strong?

What memories do you have linked to Reyna Grande’s experience?

One of the tenets of Texas Puente is to encourage dialogue among students. This activity
provides content and reaction as a springboard to further writing.

Small group discussion for Reyna Grande’s The Distance between Us

Discuss the decision to leave the children behind and the feeling Reyna has when she heard her
mother say, “My husband needs me.” Reyna reflects and says, “As if my father were not a grown
man. As if her children didn’t need her as well.” Did the mother make the right decision? Did the
father do right in leaving the children behind? What would you have done?

STC-INRW- CTN Puente Thematic Units- Juan R. Ramirez

Unit I

Self

Unit I: Description

In unit I, student will write a narrative essay. The goal of writing a narrative is for
students to explore their inner selves. Students will be expected to write a about a
personal event that has change their lives. It is important to understand the inner self
before the students can understand their family and where they come from,
something they will explore in Unit II.

Lecture Topic and Activity Assignments

Introduction to the course & textbook Journal 1
Syllabus and class overview Work on essay 1
Blackboard Orientation planning sheet
Theme: Self (due on Thursday)
Topics: The Reading & Writing Processes

Unlocking Vocabulary & Grammar
Assigned Narrative Readings
Grammar lesson
MAL readings

Theme: Self Journal 1 due.
Topics: Main idea, thesis & support Assign Journal 2.
Subtopics: Supporting details & types Essay 1 first draft
due on Thursday
Topic Sentences on Blackboard
Implied vs. Stated Main Ideas
Assigned Narrative Readings
MAL readings
Grammar Lesson

Theme: Self Journal 2 due.
Topic: Main idea, thesis, & support Assign Journal 3.
Subtopics: Supporting details & types Essay 1 second
draft due on
Topic Sentences Thursday on
Implied vs. States Main Ideas Blackboard.
Assigned Narrative Readings
MAL readings
Grammar lesson
Peer review one

Theme: Self Journal 3 due.
Topic: Review the essay structure and writing process Assign Journal 4
Quiz 1 Essay 1 final draft
Assigned readings due on Thursday
MAL readings on Blackboard
Grammar lesson

Unit II

Family

Unit II: Description

In unit II, students are expected to write about their family. Students will have the
opportunity to reflect about their family and compared it to family in other cultures.
Students will read a different stories (instructor’s choice) and watch the movie My

Big Fat Greek Wedding. After watching the movie and reading different Mexican
American literature selections, students will write a comparison/contrast essay. In
this essay, students will write either the similarities or differences between their
family and the family in the film.

Theme: Family Journal 4 due.
Topics: Patterns of Organization & Graphic Organizers Assign Journal 5.
Subtopics: Identifying & using signal and transition words Work on essay 2
planning sheet
Recognizing & selecting patterns (due on Thursday)
Reading & evaluating visuals
Creating outlines and maps
Assigned Readings: Comparison & Contrast
Grammar Lesson
MAL readings

Theme: Family Journal 5 due.
Topics: Patterns of Organization & Graphic Organizers Assign Journal 6.
Subtopics: Identifying & using signal and transition words Essay 2 first draft
due on Thursday
Recognizing & selecting patterns on Blackboard
Reading & evaluating visuals
Creating outlines and maps
Assigned comparison and contrast readings
MAL readings
Grammar lesson

Theme: Family Journal 6 due.
Assign Journal 7.
Topics: Evaluating & Using Sources Essay 2 second
draft due on
Subtopics: Reading across texts Thursday on
Blackboard
Annotating, note-taking, & summarizing ideas

Assigned comparison and contrast readings

MAL readings

Grammar lesson Peer review one

Theme: Family Journal 7 due.
Topics: Evaluating & Using Sources Assign Journal 8.
Subtopics: Reading across texts Essay 2 final draft
due on Thursday
Annotating, note-taking, & summarizing ideas on Blackboard.
Quiz 2
MAL readings
Grammar Lessons

Unit III

Community

Unit III: Description

The goal of Unit III is for the student to explore issues that affect the community.
For example, since students live in the border, they can write about topics that affect
the community such as illegal immigration, drug smuggling, and other topics. For
this unit on community, students will write a cause/effect essay and read Mexican
American literature selections (open to instructor).

Theme: Community Journal 7 due.
Topics: Drawing Inferences Assign Journal 8.
Subtopics: Making valid inferences Essay three
Assigned Cause & Effect Readings planning sheet due
Midterm Examination on Thursday
MAL readings

Theme: Community Journal 8 due.
Topics: Critical Thinking to Analyze and Evaluate Texts Assign Journal 9.
Subtopics: Author’s tone Essay three first
draft due on
Purposes for reading and writing Thursday on
Intended audiences Blackboard.
Assigned Caused & Effect Readings
MAL readings Grammar lessons Journal 9 due.
Assign Journal 10.
Theme: Community Essay three
Topics: Critical Thinking to Analyze and Evaluate Texts second draft due
Subtopics: Author’s tone on Thursday on
Blackboard.
Purposes for reading and writing
Intended audiences
Assigned Cause & Effect Readings
Peer Review Grammar lesson

Theme: Community Journal 10 due.
Topics: Critical Thinking to Analyze and Evaluate Texts Essay four
Subtopics: Author’s tone planning sheet due
Thursday.
Purposes for reading and writing
Intended audiences
Assigned Cause & Effect Readings
Quiz 3
MAL readings

Unit IV

World

Unit IV: Description

The goal of Unit IV is for students to explore issues that affect everyone. In this
unit, students will write about a topic that affects them personally, the community,
and the world. The aim is for students to write an argumentative essay using multiple
sources.

Theme: World

Topics: Reading and Writing Arguments Essay four first
draft due on
Subtopics: Biased Opinions Thursday on
Blackboard.
Evaluating support

Writing credibility

Addressing both sides of an argument

Assigned Argumentative Readings

Peer review Grammar lessons

Theme: World Essay four
Final Exam Review first/second
Oral Presentations draft due

Final Exam TBA Essay four final
draft due on
final exam day.

Counseling

2. Section C. – Counseling Component
Introduction to Counseling Component Goals

This section emphasizes:

 Understanding the essentials of the Counseling component.
 The importance of Counseling in the CTN-Puente Program.
 The roles, responsibilities, and skills CTN-Puente students

engage in.
 Current training of teachers in Puente-CTN.

The Puente team members (counselor and instructor) recruit and train the
Puente mentors. They also match the Puente students with mentors from the
local professional community on the basis of personality, profession and
gender. Mentors serve as role models of academic and professional success to
these students helping them develop professional/networking skills and the
student’s social and cultural capital. Instructors utilize mentors as role models
and speakers to support students’ writing and augment counseling resources to
explore possible career goals. Mentors emphasize the value of “giving back”
to our community. Mentors offer ongoing encouragement for students and
provide a vital link between the local community and the college campus.
Mentors are assigned to the students at the start of phase 1 for a period of a
year.

Teaching strategies

Counseling Component Goals

 Recruits students for the Puente class during Summer New Student
Orientation and discussed mandatory field experience trips and
activities

 Students and mentors are recruited by signing a contract created and
updated yearly by the Puente team on campus stating that they will
have a year-long commitment as a student/mentor.

 Provides academic advising and monitors student progress until
transfer

 Motivates students to pursue a college education through exposure to
college visits and educational/cultural field trips.

 Help in application, admissions, and financial aid processes

 Puente Club meetings can be held during class once a month

How to Puentify a Learning Frameworks Class—Yolanda Reyna

One of the special elements in CTN Puente is the Learning Frameworks class because it offers
students a chance to experience and understand the “college culture”. For most first-time
students, college may be a challenging experience: understanding the nonverbal and social
demands of studying, the language of the classroom, balancing social and academic schedules,
and knowing when to ask for familial and collegial support. CTN Puente Learning
Frameworks courses are organized around a learning communities setting.

Learning Frameworks Class Learning Outcomes:

 Puente students will experience a rigorous how to “Puentify” the Learning Frameworks
Class classroom environment supported by the CTN Team (counselor and instructor),
mentors, and other Puente peers; and will experience the strength of familial bonds in
the classroom.

 Puente students will be introduced, but not limited, to culturally-relevant material.
 Puente students will analyze their academic and career choices based on various

instruments, such personal assessment, career exploration, college site visits and
mentor panels.
 Students will learn the importance of developing their study skills and learn strategies
for succeeding in college.
 Students will develop strong study habits, and understand skills such at time
management, note taking, test taking and setting goals.
 Puente students will learn how to think critically about academic, professional and
personal choices.
 Puente students will experience what it means to be a scholar and a professional
through exposure to mentor panels, motivational speakers, and authors in both LF and
English classes.
 Puente students will also be assigned mentor assignments.
 Puente students will also discuss cultural, capital, and identity issues

Counseling Student Learning Outcomes:

 Puente students will have a Student Educational Plan that will be reviewed and
revised at least once per semester until transfer.

 Students will meet with Puente counselor at least once per semester and will be
enrolled in Puente counselor’s Learning Frameworks.

 Puente students will understand transfer requirements and will learn lower
division requirements in the major of their choice.

 Puente students will identify their education and career goals.
 Students will learn how to use off and on-campus academic resources, such as

online services.
 Puente students will explore possible transfer institutions and specific

requirements at the college/university for their chosen major.
 Puente students will attend the Puente Transfer Motivational Conference in the

fall semester; and will learn how learn take responsibility for their academic and
personal goals. They will also learn how higher education translates into personal
and professional success.

 Puente students will transfer between a 2-4 year period based on their academic
competence before entering Puente. Puente student’s family will understand
transfer requirements and the importance of higher education.

CTN Puente Counselors will:

 Use a case management approach to maintain contact with Phase III students
 Attend Puente English class
 Collaborate with Puente instructor on cross-classroom assignments
 In conjunction with the English instructor, develop and implement the mentoring

component
 Attend Puente statewide and regional trainings
 Collect Puente data

How to balance the demands of teaching, counseling, and managing a
Puente Program—Yolanda Reyna

Celebrating 30-plus years of national prominence and excellence, the Puente
Program has won accolades from the Harvard University Kennedy School of
Government and winner of 2009 Excellencia Award. Since its inception, Puente has
been extended to 59 programs with private funding to pilot its high school mode in
1993 with replication in 36 California programs. In Texas, Puente with Catch-the-
Next has programs in five community colleges and expanding.

Training goal: Participants will understand the expectations for Counseling,
English, and Mentoring in working with students.
The Puente Team’s main responsibility is to ensure that Puente students successfully
transfer to four-year colleges through the implementation of the following:

Fundamentals

The Puente Program provides academic counseling and guidance to enable students
to succeed academically by developing, updating and revising student educational
plans until transferring to a university. Through specific Puente style curriculum for
Personal Development courses, the mentoring component is integrated into the PD
class curriculum. In addition, the Counseling component develops workshops for
Puente students such as financial aid, university transfer requirements, and
workshops and activities aimed at maintaining student motivation. This component
also stays informed of transfer requirements and best practices, developing strategies
for retention of Phase III students and developing relationships with four-year
colleges through outreach representatives. Ultimately, this component works and
participates in the Puente English class.

Recruiting and Identifying Students

The most important is establishing Puente markers through banner and flyers. Once
students have been identified, a Puente student agreement is signed with the students
agreeing to the rigor and time required of the program. This is an important element
because one must be selective and look for evidence of commitment from student.
After that, a Puente-Mentee questionnaire is given so the Puente team knows the
direction and transfer major that the student is seeking.

Learning Frameworks Class Fundamentals

One of the earmarks and highlights of Puente is teaching in a learning community
network. What this means is that a triad involving INRW, Counseling, and
Mentoring is synchronized and engaged to maximize learning and integrating
assignments.

Puente Team Responsibilities

 Weekly meetings
 Coordinate and facilitate Puente events and activities
 Organize college fieldstrips
 Collect and maintain student data
 Keep administration in the loop
 Create a comfortable environment with colleagues

Participating in Events
 Divide up responsibilities equitably
 Get participation commitment from students
 Complete forms in advance
 Evaluate activities

Following up with students
 Involve Puente Club in all aspects of Puente activities
 Meet with students in Engl 1301 class on a regular basis, especially
prior to registration.

CTN Puente Community College Program

Celebrating 30-plus years of national prominence and excellence, the Puente
Program has won accolades from the Harvard University Kennedy School of
Government and winner of 2009 Excellencia Award. Since its inception, Puente has
been extended to 59 programs with private funding to pilot its high school mode in
1993 with replication in 36 California programs. In Texas, Puente with Catch-the-
Next has programs in five community colleges and expanding.
Training goal: Participants will understand the Puente Program’s expectations for
Counseling, English, and Mentoring in working with students.
The Puente Team’s main responsibility is to ensure that Puente students successfully
transfer to four-year colleges through the implementation of the following:

Counseling Fundamentals

The Puente Program provides academic counseling and guidance to enable students
to succeed academically by developing, updating and revising student educational
plans until transferring to a university. Through specific Puente style curriculum for
Personal Development courses, the mentoring component is integrated into the PD
class curriculum. In addition, the Counseling component develops workshops for
Puente students such as financial aid, university transfer requirements, and
workshops and activities aimed at maintaining student motivation. This component
also stays informed of transfer requirements and best practices, developing strategies
for retention of Phase III students and developing relationships with four-year
colleges through outreach representatives. Ultimately, this component works and
participates in the Puente English class.

English Fundamentals

The Puente Program uses community-based and appropriately layered assignments
that integrate Mexican American/Latino literature into a process-centered approach
to writing. The close reading strategy of “strong lines” develops a critical and
responsive base to student writing through a scaffolding support that integrates
mentoring concepts into the writing assignments. The strategy of peer-writing
response groups supports the creation of familias in the classroom. Through
journaling and portfolios, fluency in writing and grammar-exercises are prescriptive.

Mentoring Fundamentals

The mentoring component provides students with an academic connection to their
chosen career-paths and incorporates three activity goals, namely, academic,
professional, and recreational. Mentoring also provides models of aspiration as a
professional pathway to academic and professionalism.

Puente Team Responsibilities

 Identify and recruit future students
 Organize and facilitate Puente Student Organizations
 Coordinate and facilitate Puente events and activities
 Organize college fieldstrips
 Collect and maintain student data
 Meet with Puente team members on a regular basis
 Organize and collaborate on student activities
 Develop student retention strategies
 Student recommendation letters
 Phase III workshops such as financial aid, personal statements, and other

transfer application materials
 Establish a Mentor Advisory Council
 Attend statewide and regional training meetings
 Facilitate and advise the Puente Club
 Establish and promote Puente in the community and on campus.

Puente Student Recruitment

The importance of year-round recruitment for Puente is part of the successful
strategy. All team members must be onboard and cognizant of established three-
layered components to achieve maximum recruitment. The power-point demo
should be uploaded and used in all recruitment demonstrations so that team members
know when to use demo during all NSOs (New Student Orientations).
The primary objective of Puente is to heighten transfer numbers to four-year
universities, to instill pride and ownership of the Puente brand as a focus for learning
Latino-based curricula, mentoring with leaders in the field, and motivating them to
return as leaders and mentors. Enrollment is open to all students, regardless of race,
ethnicity, or nationality, who want to learn more about the Puente Project.
Timeline—Early April through mid-May

1. Introductory welcome
2. Completion of two forms: student profile and interview questions
3. Puente team (Counselor, English instructor, and Mentor coordinator)

introduce themselves.
4. If possible, have Puente student/Mentor panel.

Interviewing prospective Puente students
1. Questionnaire leading to informal group “interview”
2. Easy introductions
3. Taste of students’ writing skills (optional)
4. Assess students’ educational goals

Follow-up
1. Counseling staff checks student assessment and transcripts to verify
eligibility.
2. Student enrollment
3. Follow up email or formal letter to each student confirming his/her enrollment
in program.
4. Goal is to have 50 students identified by end of spring term.

5. If goal is not met, follow up strategies with additional orientations in late July
or early August.

Trainer Objectives
To successfully complete this learning unit, the participant will be expected to:

6. Follow directions and provide elements illustrated on descriptive model.
7. Compare and contrast results from participant in groups assigned.
8. Describe elements within a given time frame.
9. Use power-point demo as a recruitment tool.
10.Start early and think of recruitment as a year-long process.
11.Work together as team.
12.Bring in mentors and former students as much as possible.
13.Don’t be afraid to ask for help.

Team Role

1. Checklist
2. Timeline
3. Define specific roles?
4. Introspection---What does a successful recruitment look like?

Conocimento –CTN

The Spanish word “Conocimento” means “getting to know one another”. The phrase
has a texture layering of cultural respect. The Hispanic culture has deep roots in
giving respect and as such this exercise has its origins during the ‘60s Chicano
movement when groups met to dialogue in a non-threatening way. Every member
had an equal say in matters dealing with policy, issues dealing with equality, and
giving voice to the voiceless.

Student Learning Objective

Students will initiate the process of building classroom community, establishing the
norms for classroom participation and behavior, and appreciate the diversity of
experience respecting differing point of views. Instructors, in turn, will gain a
greater understanding of class dynamics and individual student interests.

Instructor will

1. Prepare ten to fifteen sheets with appropriate prompts.
2. Post sheets around room in areas where students can write easily.
3. Explain purpose and format of activity
4. Distribute color markers so students may use same pen to respond to all

prompts.
5. Instruct students to start by choosing a number and writing his or her name on

the NAME sheet.
6. Direct students to write response on sheets.

Formatting procedure

Students move around room writing answers. Time necessary will depend on the
number of students and difficulty of prompts.

Conocimiento Exercise

1. Do you have a nickname, or other any other name.
2. What is your favorite movie?
3. Favorite cartoon character?
4. Draw a picture of the way you feel right now?
5. What was the last book you read?
6. How do you identify yourself culturally/ethnically?
7. Do you speak another language besides English?
8. Something about me that might surprise you is …..?
9. If you could be a famous person in history, who would it be?
10. Who is your favorite Mexican American author?

Sample Assignment: Family Photograph

Using family photographs is one of the most effective ways to bridge the silence gap
among new Puente participants.
Student Learning Objective
Participants will understand how to effectively bridge classes through the use of
effective assignments. The purpose of using family photographs is to encourage
students to understand all the aspects that make up their own identity (i.e. race,
disability, social class, gender, sexual orientation, ethnicity, etc) as well as that of
their peers.
Writing Exercises

1. Defining family?
2. Students take out paper and describe families, both immediate and extended.
3. Introspection
4. Example: My family extends to my….
5. What defines the meaning of families?
6. Bridal photos, parties, Christmas, birthdays…

Selecting Puente-style strong lines:
Families use photos to capture or isolate, record, and confer importance on ritualized
events in their lives. In fact, these artifacts are part of the marked history of families
providing them with a visual history of their life together. Every individual family
records events in a ritualized special way. The participants are asked to highlight
and describe the ritualized moment by analyzing the surrounding elements. Clothing
and environment yield both season and rationale. Participants can logically begin the
process of analysis through observation and focusing on details.
Source: Zeitlain, Steven, Amy Kotkin & Holly Cutting Baker: A Celebration of
American Family Folklore. New York: Pantheon Books, 1982.

Envisioning your Noche de Familia Event

The importance of Noche de Familia for Puente is part of the successful strategy of
bringing families together, Counselors, faculty, and meeting mentors. All team
members must be onboard and cognizant of established ritualized layering that
incorporates three components to achieve maximum success. A power-point demo
should be uploaded and used in all recruitment demonstrations so that team members
know when to use demo during all NSOs (New Student Orientations).

Objective: The primary objective of Noche de Familia is to heighten student success
through bridging the College, the mentoring system, the counseling support unit and
the Puente instructors. Why involve the familia?

 Families influence a student’s decisions, even while in college.
 Puente validates reasons why families immigrated.
 Statistically, Latino students stay at home longer than other student groups.
 Latino students tend to feel accountable to their family.

During Noche de Familia, the Puente familia, including staff, instructors, and
counselors will have a chance to demonstrate the Puente mission and model.
Mentors will be among the tables, and the power-point demo will help familias
understand the academic goals of Puente. The focus of Puente is to increase the
transfer numbers to four-year universities, to instill pride and ownership of the
Puente brand as a focus for learning Latino-based curricula, mentoring with leaders
in the field, and motivating them to return as leaders and mentors.
Timeline—Early October or November

5. Introductory welcome
6. Helps families understand educational process and experience
7. Allows them to meet Puente mentors who achieved similar academic goals.
8. Learn about costs involved and sources available to help pay for college.
9. Provides an opportunity to discuss student activities, field trips, and other

Puente requirements.

Crucial understanding of the educational process
Understanding college culture is perhaps the most difficult transition from high
school life because the demands are more rigid and the expectations higher. Families
can learn the difference between degrees during Noche de Familia, particularly:

 AA/AS
 Bachelor’s

 Master’s
 PhDs or Ed.Ds

Included in Noche de Familia are related conversations so that familas know the
meaning of student schedules (units, homework, and work hours), class time versus
study time, the going away to college ritual, and the formation of relationships with
peers.

Another point of discussion during family night is the Power of Education
demonstration. Puente students with their familia and mentors will be able to see
the Mean earnings by highest degree earned as of 2009 according to the US Census
Bureau.

Training Objective: Puente staff will be able to strategize and set up a viable
program that covers the following:

 Viable locations on campus
 Tentative agenda
 Catering options
 Decoration
 Break down of the event day
 Assigned specific tasks
 Invitations from campus (email or hardcopy)
 Budget—allotment for event.

CTN-Puente Program Participation Agreement

Puente Program Participation Agreement

Last Name_____________________________________ First Name _____________________________________
Banner Number: _______________________________________________________________________________
Street Address_________________________________________________________________________________
City ____________________________________________State____________________Zip__________________
Cell Phone #:_________________________________ Other Phone#_____________________________________
College Email Address: _________________________________________________________________________
Other Email address: ___________________________________________________________________________

Congratulations and welcome to the Puente Program at Palo Alto College. You are entering a program that for
over 30 years has helped first-time-in-college students become academically and professionally successful. The faculty
and staff at Palo Alto College are looking forward to working closely with you to help prepare you for your educational
journey. The next few semesters promise to be exciting, but they will also come with their own set of challenges. We
want to ensure that you are ready to embark on this educational journey so that you are prepared in advanced for the
challenges before you, not only in the classroom but outside of the classroom. For this reason we are asking that all
students read, understand and agree to requirements of the Puente Program.
Specifically, the Puente Program requires participation in several activities outside of the classroom at no cost to you, the
student. The Puente Program has found that participation in these activities, while fun and informative, can significantly
improve the success of first-time-in-college students. Your professor, counselor, or advisor will individually explain these
activities to you. Participation in these activities is required and may count as a percentage of your final grade in
INRW 0420 and EDUC 1300. Make sure that you understand what this means to you. If you believe that you
cannot meet the time commitment of these activities, please tell the Puente staff immediately…do not wait until
classes begin. While the time commitment varies from student to student, we believe that on average, students will
be required to dedicate between 4-6 hours per month outside of class to the Puente Program. Please sign your
initials at the bottom of each activity and sign and date at the bottom of this form. The student should keep one
copy and the other will be kept on file with the Puente office.

 Activity 1 Noche de Familia (2 hours)

Date: ___________________________Time:______________

This will be an evening of dining and socializing with other class members participating in the Puente Program. Students
will be encouraged to invite their family members to this event. Dress is business casual. Puente students will get an
opportunity to meet their mentor for their first of several visits. There is no cost to students or family to attend this event.

___________ I agree to attend this event.

 Activity 2 Cultural Activity

Date: ____________________________Time:______________

This activity is open to all Puente Students. Family members can attend as space permits. This activity can occur on
campus or can take place off campus. If event is scheduled out of the city, transportation will be provided. There is no
cost to the students or family members to attend this event.

___________I agree to attend this event

 Activity 3 University Visit (1 fall visit and 1 spring visit)

Date: ____________________________Time: ____________

This half-day or full day activity, depending on the location of the university is open to all currently enrolled Puente
students. The Puente staff will work with the Puente students to determine which university to visit. In the past, Puente
students have visited the University of Texas at Austin, UTSA, Texas State University, and Texas A&M University.
Transportation provided; there will be no cost to the student to attend this event.

____________I agree to attend this event

 Activity 4 Holiday Social (1-2 hours)

Date______________ Time: ____________

This activity is for all Puente students. This event is a fun time celebrating the end of the semester and celebrating the
upcoming holiday season. There is no cost to the student to attend this event.

____________I agree to attend this event

 Activity 5 Meeting with Mentor (16 total hours Fall and Spring)
Dates and times to be arranged between student and mentor

Puente staff and faculty will match student with a mentor. The first meeting between the student and mentor will be during
Noche de Familia. At the first Noche de Familia meeting, the Puente student and their mentor will establish meeting times
and dates for the fall and spring semester. It is recommended that students meet with their mentor once or twice a month
until 16 hours are logged. The mentor activity should be completed by the first week in May.

____________I agree to participate in this activity

 Activity 6 Celebración

Date: ______________ Time: ___________

This end-of-year event is for all Puente students. This event is a casual, fun time celebrating the end of the academic year
and to recognize all the students completing the first year of the Puente Program. This event will also recognize the
Puente students completing their Associate’s degree. There is no cost to the student to attend this event.

_____________I agree to attend this event

 Class Enrollment-Enrollment in Spring Courses

During the Fall semester you enrolled in INRW 0420 and EDUC 1300; these two courses are required for participation in
the Puente Program. If you enrolled as a full-time student (12 hours) you probably enrolled in additional courses that will
apply toward your major.

In the Spring semester, you will enroll in ENGL1301 plus another three (3) hour Puente course that applies toward your
major. Your counselor will advise you what courses you should take based on your major.

________I agree, in the Spring, to enroll in ENGL1301 plus an additional 3 hour Puente course. These courses will apply
to my major.

I have read and agree to participate in the Puente Program for the fall and spring semesters.
Additionally, I have read and understand the Puente activities and agree to participate in the
above activities.

Student Signature: ________________________________________ Date: ______________

Puente Representative: _____________________________________Date: _____________

PUENTE MENTEE QUESTIONNAIRE

Contact Information
Last Name____________________________ First Name _________________________________

Nickname or what your friends call you________________________________________________

Banner Number: __________________________________________________________________

Birthday Date: ___________________________________________________________________

Parent/Guardian Name(s) ___________________________________________________________

Street Address____________________________________________________________________

City _______________________________State____________________Zip__________________

Your Cell Phone #:______________________ Other Working Phone#_______________________

Email address: ____________________________________________________________________
What do you plan to study in college…your major? ______________________________________

To assist us in the student-to-mentor matching process, please circle each of the following that best describes you:

cheerful shy self-motivated active thoughtful

organized social creative dependable gutsy

leader sensitive easy going open-minded great talker

patient fair like to work alone like to study

intelligent strong creative independent positive

loner quirky inquisitive free-spirited artistic

always on time funny honorable confident quiet

calm like to work in groups good listener

What are your favorite classes? Subjects: _________________________________________

Least favorite subjects? _______________________________________________________

Do you like music? Yes No

Instrument I play: __________________________________________________________

I listen to: ________________________________________________________________

Do you like sports? Yes No

I play: ____________________________________________________________________

I watch: ___________________________________________________________________

What is the language your family uses at home? ___________________________________

Rank each of the following according to your interests:

1 = interested 2 = somewhat interested 3 = not interested

______field trips to universities ______museums
______improving study habits ______computer projects
______holiday events ______science projects
______reading ______music programs
______school projects ______collecting (coins, rocks, etc.)
______art projects ______animals (zoos, farms, pets)
______help with homework ______indoor activities
______movies ______outdoor activities
______family time ______cultural events
______writing ______math and sciences
______finding out about careers ______other, please explain: __________

Areas that are a struggle for me:
1.________________________________________________________________________
2. _______________________________________________________________________
3. _______________________________________________________________________
Areas where I am strong:
1._______________________________________________________________________
2. _______________________________________________________________________
3. _______________________________________________________________________

CTN Puente Project Roles, Activities, and Budget Proposal

The Counseling Component
A. Counselor in the Classroom (EDU 1300)
Provide academic counseling and guidance to promote academic success
Develop curriculum for EDU 1300 course
Provide students with necessary knowledge and terminology to
successfully navigate higher education especially transfer
Develop, update, and revise individual educational plan until transfer
Integrate mentoring concepts into the EDU 1300 class curriculum
Develop workshops for Puente students including but not limited to
financial aid, university transfer requirements, workshops or activities that
maintain student motivation
Promote career exploration
Promote time management, study skills, goal setting, etc., from a cultural
perspective
Develop activities in the classroom the promote self esteem
Provide information on best practices transfer requirements
Help students develop detailed plans regarding their personal and
educational goals
Develop strategies for retention for year two students
Develop relationships with four-year colleges’ and outreach representatives
Participate in the Puente English class, a minimum of once a week
Integrate Mexican-American/Latino culture into the class
Promote interaction in the classroom that allows students to be deeply and
genuinely engaged in the college process
B. Counseling beyond the classroom
Assist in the development of three activity goals: academic, professional
and recreational
Provide students with a model of an academic and professional pathway
Provides students with a model of professionalism
On-going advisement and counseling as necessary
C. Counselor Duties as part of the Puente Team
Identify and recruit future students

Organize presenters at the New Student Orientation during summer
Coordinate and facilitate Puente events and activities
Write student recommendation letters as necessary
Organize college fieldtrips
Work with IR in collecting and maintain student data
Meet with Puente team members on a weekly basis
Organize and collaborate on campus events with office of Student
Engagement and Retention
Develop student retention strategies
Plan Noche de familia
Identify venue, time, & date for events on campus
Create agenda
Determine catering options
Assign individual to oversee decorations
Assign set-up/break down the day of the event
Create invitation list of Campus representatives
Assign person responsible for invitations - Evite, or hard-copy invitation
Develop event budget
Identify on-campus funding sources
Identify event moderator
Develop and present workshops on financial aid, personal statements and
other transfer application materials
Recruit, train, and maintain mentors
Facilitate mentoring meetings and activities
Establish a Mentor Advisory Council
Provide student access to successful community role models
Attend statewide and regional training meetings
Facilitate and advise the Puente Club
Establish and promote Puente in the community and on campus
Develop a strong support system on campus and off campus
Presentations to English Puente classes (on-going)
Work with faculty (especially in English) for referrals (Summer)

Promote NSOs as advertised (Summer)
Mail out to students inviting them to join Puente (Summer)
Meet/follow-up with recruited students to establish level of commitment
Recruit potential mentors (Ongoing)
Plan activities for students beyond the first year Identify and schedule dates
for making mini presentations on campus
Identify local high schools counselor/personnel who can assist with
recruitment
Develop a year 1 and a year 2 calendar
Create Mentor Recruitment brochure
Develop Puente Mentor Recruitment Packets

 Puente Fact Sheet/brochure

 Mentor Orientation Date(s)

 Mentor Profile

 Mentor Expectations

 Mentor and student quotes

 Mentor Newsletter

 Mentor training packet best practices, update mentor handbook

 Set procedures for potential statewide training

Establish Alumni database/Mentor database & list serve
Nominate for Mentor of the Year
Present at local, state and national conferences

Puente Program English Component
The Writing instructor incorporates the Mexican American/Latino and other
multicultural literatures and themes into the developmental Phase I and
College level Phase II-level English Writing curriculum. Instructors provide
skill-appropriate pedagogy for texts that build over the course of two
semesters in rhetorical and thematic complexity. In addition, the instructor is

responsible with the counselor for insuring complete program
implementation.

A. Teach writing and critical thinking skills

While adhering to the requirements of the course outlines of specific colleges
and departments, the writing instructor moves generally from narrative or
personal writing (in which students develop their voice and confidence) to
writing based on rigorous academic prose, including analytical,
argumentative, synthesis, and research-based texts. Writing is presented as
a process that develops in response to “real-life” audiences and peer groups.

B. Integrate Mexican American/Latino and other Multicultural
literature and experience

Throughout both semesters, instructors use appropriate-level texts as
opportunity for reading, writing, and thinking about the Mexican
American/Latino and other multicultural experiences. Instructors encourage
students to reflect on their own experiences as a springboard to engage in
difficult texts.

C. Create a Supportive Environment

Instructors create and monitor a familia-like environment to instill in students
with the support and motivation likely to enable them to transfer to a four-
year-university. Small writing response groups are formed early and used
throughout Phases I and II. The counselor’s active participation in the writing
class is critical in creating comfortable learning and a college-learning
environment.

D. Integrate Community-based writing

Instructors develop assignments that provide students with an opportunity to
uses mentors and their communities as a resource for writing and to develop
their relationships with their mentors.

E. Assist with Mentor Component Development and Community
Outreach

The Puente Writing Instructor works closely with the counselor in
establishing effective relations with the community to support the mentoring
component that develops formal one-to-one mentoring. Concomitantly, they
recruit, select, and train mentors, prepare students for the mentoring
relationship, match and monitor mentor-student relationship through course

integration that supports the students’ academic, career, and person growth.
The mentor pool should be of sufficient diversity to meet students’ needs and
requests (e.g., gender, career interests, and ethnic background).

F. Acts as Resource Person

The Puente Writing Instructor is available to support students in their Phase
III activities through office hours, advising, assistance in the college
application process, etc.

G. Co-Coordinate the Puente Program

In conjunction with the counselors, the writing instructor co-coordinates all
aspects of the program: prepares students for and attends the Puente
Student Transfer Motivational Conference; establishes and maintains a
weekly team meeting schedule compatible with Puente class meetings;
collaborates on assignments as appropriate; plans and hosts family and
community receptions and social/cultural events; presents Puente to the
campus and to the community.

H. Puente Recruiter and Public Relations

In conjunction with the other Puente Team Members, the writing instructor is
also a Puente recruiter and provides positive reinforcement of all Puente
program activities and fosters an atmosphere of high standards for Puente
Programs.

Puente Mentoring Component

Responsibilities: Recruit 50 mentors from PAC (25) and community (25) and
work closely with Counselors to match Mentors/Mentees according to career
interests and gender. Conduct Mentor Training and monitor students and
mentors throughout the academic year. Work closely with Puente
Counselors and English Professor.

Advisor/Support Staff Role

Assigned staff/advisor will:

Assist in identifying and recruiting students through New Student
Orientations and Group Advisement sessions.

Will assist in hosting informational and orientation meetings for prospective
Puente students

Will assist in preparing students for the mentoring relationship and
matching student-mentor relationships

With the Puente team co-coordinates all aspects of the program

Assists team members with Fall and Spring activities

Assists with Mentor Component Development and Community Outreach

Assists with administrative and clerical duties such as developing
brochures and contacting students and mentors

Activities and Budget

Same as the one below Date Budget
2012 Summer Activities Action Steps

Same as the one below
*Summer Stipend request to complete activities: $1,000 (based on previous DEP stipends).

Stipends for 4 Faculty and 1 Staff.

Part-time Staff identify Staff June/July $1,000 monthly

Initiate Puente Club order t-shirts June --

Community Outreach schedule presentations June --

Business Cards order cards/Mentoring June $50
Packets

Brochures/Fliers printing for fliers/brochures June/July $500
& mentor packets

*Community Outreach includes, but not limited to: San Antonio Police Department, Southside
Chamber, Toyota, Hispanic Bar Association, PAC Alumni, Mexican- American Physicians
Association.