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Community Information

Name

Monroe Middle School

Location

2010 E 48th St N, Tulsa, OK 74130

Outcome

Teen

Geographical Type

Town/City

Organizations

7

Market Statement

Program Implementation

During 2024, we managed to maintain an excellent connection with the students and schools. We had 34 students, and the students responded positively to all the efforts made in data collection, which led us to have excellent data quality. We continue to manage the group data collection model that allows all students to be on equal terms when completing the surveys (a pleasant, safe environment with peers; we also offer lunch for students). During the recruitment stage, we participated in all back-to-school events organized by schools and community partners in the city, which allowed us to connect with families from the beginning and support our school partners. Once the recruitment and data collection stages were completed, the coaches met with the students every two weeks to help them set goals through structured work plans, growth mindset sessions, habits, genius influencers, problem-solving, and other social-emotional learning strategies During the school year, on different school trips to expose them to career opportunities in STEM, agriculture, and health, as well as learning about such as entrepreneurship. These spaces allow students to explore different career paths and interact with professionals, teachers, and other students. Youth respond well to the trips and comment about things they learned. Success coaches can later use these experiences to motivate students and help them set initial goals that move them toward future opportunities and possibilities During the summer, students had the opportunity to participate in summer camp, a free 3-week program (4 days a week) where students participate in career exploration, fun team-building activities, and learning opportunities. For example, we visited OSU Polytech, Griffin Communication (TV production studio), Port Of Catoosa (a multi-modal shipping complex and 2,000-acre industrial park, which resulted in an annual economic impact of $300 million to Oklahoma), Tulsa Zoo, Tulsa Health Department, Tulsa Performing Arts Center, an architectural tour of the city, and a day-long trip to OSU Stillwater, among others. During these experiences youth strengthen relationships with peers, learn about new possibilities, and discover interests and skills. Without a doubt, it was a memorable experience for the students.

Community Integration

We continue to work hard with Tulsa Public Schools, especially with the Parent Engagement Facility department, where we redesigned the traditional model of family workshops and trained more than 20 Tulsa Public Schools employees on topics such as the Navigating the U.S. Educational System, Developing a Growth Mindset, and the Importance of Parent Involvement in School to achieve student educational success; these trainings were developed to expand this information and reach more parents throughout the district, as well as to address the chronic absenteeism problem facing schools across the nation. We continue to join forces with different local organizations to generate enriching experiences for students. We continue to build networks and work as a team with varying partners in the community who look after the well-being of students, families, and the community. We participate in events organized by community social groups in each school, such as back-to-school events, fall festivals, winter festivals, Las posadas, community coffee, and parent-teacher conferences.

Technology Integration

We continue to consistently utilize technology in various ways. We communicate with our students through text messages and social media. Additionally, we use an app to monitor our students' progress, including their goals, grades, objectives, mindset, and habits. This app is used regularly by students during sessions with their success coach.

Sustaining

Sustainability was pursued by working with various community groups to form partnerships that support programming through in-kind donations of services, educational tours, and team-building activities. We also worked to build a community-based coalition consisting of the OSU College of Education and Human Sciences, Tulsa Public Schools, Oklahoma Human Services, and key philanthropic organizations. We worked with all parties to develop innovative funding opportunities to support the school-based staff and programs that improve the lives of underserved youth and their families in Tulsa Public Schools and, ultimately, to reduce the program’s reliance on grant funding. Conversations are progressing to solidify the plan and increase the program's reach into new schools. As mentioned above, new this year is our work with Tulsa Public Schools Parent Involvement Facilitators (PIFs). We trained 20 facilitators who are using a workshop series for parents. We are working toward equipping the PIFs to the point that they can take over parent workshops for our CYFAR project. If successful, this would constitute a community partner fund a major component of our CYFAR project.

Form A - Age Group by Ethnicity and Race

	Pre-K	K-6	Youth (Grades 7-12)	Parents
Total Participants	0	13	21	0
Ethnicity
Hispanic or Latino	0	1	2	0
Not Hispanic or Latino	0	12	19	0
Race
White	0	2	5	0
Black or African-American	0	6	9	0
American Indian or Alaska Native	0	0	1	0
Asian	0	0	1	0
Native Hawaiian or Other Pacific Islander	0	1	0	0
Persons indicating more than one race	0	4	5	0

Form B - Poverty Risk Factor

Total Number of Children Pre K: 0

Percent in Poverty: 0.00%

Total Number of Children K - 6: 13

Percent in Poverty: 91.63%

Total Number Youth Grade 7 - 12: 21

Percent in Poverty: 91.63%

Form C - Staff and Volunteers by Ethnicity/Race

	Extension Staff (FTE's)	Other Paid CYFAR Project Staff (FTE's)	Youth Volunteers	Adult Volunteers
Total Participants	0.00	1.50	0.00	0.00
Ethnicity
Hispanic or Latino	0.00	0.50	0.00	0.00
Not Hispanic or Latino	0.00	1.00	0.00	0.00
Race
White	0.00	0.50	0.00	0.00
Black or African-American	0.00	1.00	0.00	0.00
American Indian or Alaska Native	0.00	0.00	0.00	0.00
Asian	0.00	0.00	0.00	0.00
Native Hawaiian or Other Pacific Islander	0.00	0.00	0.00	0.00
Persons indicating more than one race	0.00	0.00	0.00	0.00

Approximate hours contributed by Adult Volunteers: 0.00

Approximate hours contributed by Youth Volunteers:0.00

Form D - Computers and Technology

Computers at all sites funded through sources other than CYFAR: 0

Form E - Youth Delivery Methods and Program Contents

Form F - Adult Delivery Methods and Program Contents

Form G - 4-H Clubs

Total Number of Clubs: 0

Total Number of Children K - 6: 0

Total Number of Youth Grades 7 - 12: 0

Total Number of Youth Volunteers 0

Total Number of Adult Volunteers 0