HOPE End of Year Evaluation 2013-2014 (EOYE)

0 | Hi g h e r Opp or t uni t y Pr o gr a m f o r Ed u c a t i o n ( HOPE) | 2 0 1 3 - 2 0 1 4
End of Year Evaluations

Submitted by
The Vietnamese Student Union (VSU) at UCLA
June 30, 2014

Administrative Staff
Jessica Thach, Student Director
Jason Treul, Assistant Director
Winnie Leung, Administrative Assistant
Nhat-Thi Vo, Peer Advising Coordinator
Daniel Dang, Academic Development
Coordinator
Terry Nguyen, Parent Coordinator
Tiffany Nguyen, SGHS Site Coordinator
Executive Board
Justin Nguyen, Outreach Coordinator
Caresse Vuong, Retention Coordinator
Anh Q Nguyen, President
Evelyn Tran, Internal Vice President
Hoang Vuong, External Vice President
Joanna Lee, Administrative Coordinator

TABLE OF CONTENTS

EXECUTIVE SUMMARY ......................................................................................................................................... 2
PROJECT OUTLINE ................................................................................................................................................. 4
OVERVIEW ........................................................................................................................................................ 4
PROJECT CONTEXT ........................................................................................................................................... 6
SPRING QUARTER 2013 - OBJECTIVES .............................................................................................................. 7
STUDENT OUTCOMES .......................................................................................................................................... 12
QUANTITATIVE ANALYSIS OF OBJECTIVES ................................................................................................ 13
OBJECTIVE #1: PEER-ADVISING ...................................................................................................................... 13
Objective #1.1: Peer-Advising ........................................................................................................................... 13
OBJECTIVE #2: ACADEMIC DEVELOPMENT .................................................................................................... 13
Objective #2.1: Tutoring .................................................................................................................................... 13
Objective #2.2: Standardized Test Preparation ................................................................................................. 14
Objective #2.3: Writing Development (WD) ...................................................................................................... 14
OBJECTIVE #3: COLLECTIVE DEVELOPMENT .................................................................................................. 15
Objective #3.1: Creatively Reaching Empowerment Workshops (CREW) ........................................................ 15
Objective #3.2: Leadership Development .......................................................................................................... 15
Objective #3.3: Reaching Independence & Self-Expression (RISE) Workshops ................................................ 16
OBJECTIVE #4: OFF-SITE PROGRAMMING....................................................................................................... 17
OBJECTIVE #5: PARENT COMPONENT ............................................................................................................. 18
Objective #5.1: Parent Back-to-School Nights .................................................................................................. 18
Objective #5.2: Parent Phone Conferences ....................................................................................................... 18
Objective #5.3: Parent Site Visit ........................................................................................................................ 18
Objective #5.4: Parent Workshops ..................................................................................................................... 18
OBJECTIVE #6: SITE & COMMUNITY RELATIONS ........................................................................................... 19
Objective #6.1: Site Relations ............................................................................................................................ 19
Objective #6.2: Community Relations ................................................................................................................ 20
OBJECTIVE #7: STAFF DEVELOPMENT ............................................................................................................ 21
Objective #7.1: Admin Development .................................................................................................................. 21
Objective #7.2: Staff Development ..................................................................................................................... 21
OBJECTIVE #8: HOPE INTERNSHIP ................................................................................................................. 22
Objective #8.1: Internship Meeting .................................................................................................................... 22
Objective #8.2: Internship Retreats ................................................................................................................... 22
Objective #8.3: HOPE Community Tour ........................................................................................................... 22
THREE-YEAR OVERVIEW OF OBJECTIVES .................................................................................................. 24
FINANCIAL STATEMENT ..................................................................................................................................... 28
FIVE-YEAR FINANCIAL OVERVIEW ................................................................................................................ 29
IMPLEMENTATIONS ............................................................................................................................................. 30
RECOMMENDATIONS .......................................................................................................................................... 33
SAPEP ........................................................................................................................................................................ 36
PART I: UCLA STUDENTS............................................................................................................................... 36
PART II: PROGRAM RECIPIENTS, GENERAL INFORMATION ............................................................................. 38
APPENDIX ................................................................................................................................................................ 41
APPENDIX A: PROJECT LEDGERS .................................................................................................................... 41


EXECUTIVE SUMMARY

This by far has been the most interesting year for the Higher Opportunity Program for
Education (HOPE). With an administrative team lead by a Student Project Director, this years
HOPE staff brought a lot of youthful energy and creativity to the table. Simultaneously, the lack
of a full-time Project Director in addition to an administrative team which was constantly butting
heads with time capacity issues associated with student leadership resulted in a truly challenging
year to maintain and grow our outreach project. Project HOPE has shown progress and
development in many ways this year-- innovating and pushing the boundaries of how we execute
the work that we do. But this progress in certain respects also comes with stagnation in other
regards, as our administrative staff has found itself stretched very thin this year in order to meet
the needs of our students in terms of all of the various programming we put on.

HOPE at San Gabriel High School (SGHS) took some time to start up as we were waiting
for our Memorandum of Understanding (MOU) to get approved. With the mass support from site
and community contacts, it expedited the LiveScan process for us to begin site a couple weeks
into the school year. Throughout the academic year, student attendance at San Gabriel site has
fluctuated. Weekly attendance has ranged anywhere from 4 students to 100 students. This was
chiefly due to Project HOPEs collaboration with the teachers and faculty of San Gabriel High
School. Through site contact meetings, we were able to establish a scheme for extra credit to be
given to students who participate in tutoring. This agreement resulted in increased attendance for
HOPE site, however this also created an issue in gaging students interest of HOPE holistically
in terms of all the other services we offer. We have received a lot of support from our
community contact, Mike Pedro, the Youth Leadership Coordinator from the Asian Americans
Advancing Justice (AAAJ). Mr. Pedro has supported SGHS site through providing bus
transportation to events and providing food for the events as well as a couple site days. Mr.
Pedro also invited HOPE to two of AAAJs huge events -- the Advancing Justice Youth
Conference and Family Empowerment Festival (FEF). On top of that, Mr. Pedro has been a
strong supporter of the Leadership component where the students successfully facilitated their
own workshop at FEF.

Our presence at Westminster High School (WHS) was more of a mixed bag this year.
HOPE at Westminster has grown in some regards, but has remained stagnant or exhibited
regression in other aspects. While there were plans to exit Westminster, these plans were
deprioritized this year due to the various structural changes in the HOPE administrative team
throughout the year. This upcoming year should see the revisitation of this exit plan under the
guidance of the new Project Director. Our objective numbers and students at Westminster site for
the Peer Advising and Tutoring components have dropped, but our objective numbers and
students for our Collective Development component have grown. This shift in student interest in
the services our project provides urges us to reevaluate the wants and needs of our students at
Westminster site in upcoming years. We have received a lot of administrative support from Thuy
Tran, the WHS Community Outreach Vietnamese Specialist. We met with Ms. Tran on a
consistent basis to discuss further ways to expand HOPEs student base and services. After a
successful collaboration, we were able to hold our first parent workshop at the school site. Thuy
also wanted to continue our partnership as she have been starting to plan for the following school
year where HOPE will be involved such as co-tutoring programs, parent workshops, etc.


This year came with some unexpected surprises. However, these surprises were only
made possible because of the risk taking that we did. While the Assistant Director position was
unfilled for all of Fall Quarter, it was fortunately filled during the mid-quarter of Winter. Having
another Administrative Staff member lessened the workload for the team and prioritized
developments to improve the team dynamic. For Winter Quarter, HOPE received a couple
generous donations -- Professor Omatsu donated a personal check of $800 and the Southern
California Circle of Change donated a $500 grant as well. For the RISE College Tour, we were
ambitious in bringing twenty-seven students to San Diego, CA to visit the different types of
higher education institutions-- a location that a welcome change of venue from the typical
locations chosen for RISE College Tour. For the RISE Retreat, we continued to push towards
less administratively comfortable programming and brought thirteen students to Northern
California -- San Francisco, Oakland, and Berkeley -- to explore self-expression and
transitioning in a location they have never been to before.

Though this year came with many successes, there were also downfalls as we took on
more than our capacity was capable of doing. Unfortunately, during the beginning of Spring, we
were forced to dismiss the Westminster Site Coordinator due to the lack of urgency he showed
towards his position. This sudden shift was difficult for both the staff and students to adjust to as
transition and energy both at staff meetings and Westminster site was rocky terrain to navigate.
Additionally, commitment conflicts during Spring quarter resulted in the departure of two HOPE
interns and, as such, the loss of two helping hands for HOPE. There has been consistent low
attendance at both of our sites which calls to question whether we are successfully targeting the
students that we are set out to serve. We had a couple short-term ways of outreach and retention
which were Bring-A-Friend-To-HOPE-Day and the stamp card system. However, these
temporary fixes did not last too long as they resulted in attendance spikes without any notable
increase in core student attendance in weeks following their implementation.

HOPE has reached a critical time frame in its development. Misguided habits, uncritical
practices, and tension from previous years have built up and trickled down into much of the
HOPE administrative team this year. With that being said, this year suffered majority of its
backlash on the progression of the project. This calls for bringing HOPE back to its root and
divorce itself from the idiosyncrasies developed over the years-- to fully understand the purpose
of the mission, why we exist, and why we need to go out of our way to serve our community.
Unless our administrative team and volunteer staff are grounded in this purpose of our service,
we will further hinder the growth of HOPE to reach its highest potential.

Elizabeth Kubler Ross once said, The most beautiful people we have known are those
who have known defeat, known suffering, known struggle, known loss, and have found their way
out of the depths. These persons have an appreciation, a sensitivity, and an understanding of life
that fills them with compassion, gentleness, and a deep loving concern. Beautiful people do not
just happen. This year has surely been a more challenging year for Project HOPE than most.
Nevertheless, this year has also showcased the resilience of our project and our ability to
continue doing the work necessary to aid our communities. This is a reflection of our past --
regardless of the struggle and pain we have endured, we will always find a way to bounce back
and execute our love for giving back to our community with honesty, integrity, and compassion.
From this point forward, HOPE will be on its mission to continue the impactful progress we have
made to transform the communities we serve for the better.

PROJECT OUTLINE

Overview

The components of HOPE are designed to encourage at-risk students to explore a path
towards personal success, a career in higher education, and empower themselves as community
leaders. These components include: Peer-Advising (PA), Academic Development (AD),
Creatively Reaching Empowerment Workshops (CREW), Leadership Development (LD), RISE,
Parent component, and HOPE Internship. Each component aims to address the needs of students
through individual and collective development, encourage student and parent interaction, and
further the skills and growth of staff through HOPEs internship program where interns will have
the opportunity to discuss relevant issues in higher education and the community that HOPE
serves.
Project sites are located at San Gabriel High School in San Gabriel Valley and
Westminster High School in Orange County, with site times as 2-5pm and 3-5pm respectively.
HOPE is committed to providing a safe space for self-identified LGBT students to
succeed. The PA component will address the students needs through providing support and
building trust. In the past, we have noticed the lack of student participation during LGBT-
focused workshops. Therefore, we have begun brainstorming ideas to promote LGBT
understanding and sensitivity through a broad diversity workshop, which would include LGBT
and cultural awareness among others. We will participate in and promote National LGBT
Awareness Week and National Coming Out Day in fall.

SUMMARY OF QUANTITATIVE OBJECTIVES
STUDENTS
A. Total Students
1. Quarter Objective : 55
2. Total Served (%) : 325% (179)
B. Core Students
2. Total Served (%) : 235% (47)
C. Non-Core Students
2. Total Served (%) : 377% (132)
D. At-Risk Students
2. Total Served (%) : 358% (179)

STUDENT BREAKDOWN
Target
Population
9
th

10
th
11
th
12
th
Community
College
Total Continuing At-
Risk
Objective 15 10 20 35 N/A 80 12 75
Served 24 28 43 84 N/A 179 37 179
% of Total 160% 280% 215% 240% N/A 223% 308% 238%
Objective 14 16 24 40 N/A 94 35 90
Peer
Advising
0 6 22 39 N/A 67 23 67
Objective 14 18 25 20 N/A 77 25 70
Tutoring 7 34 56 70 N/A 167 37 167


PROGRAMS
Site Name of Program Objective
Attend.
Actual
Attend.
% Eval
?
Log
Sheets
SGHS/WHS Advancing Justice Conference 12 8 67% N Y
SGHS/WHS VSU High School Conference 12 45 375% Y Y
SGHS/WHS VSU Culture Night 12 26 216% N Y
SGHS/WHS CS: Chinatown Firecracker Run 12 7 58% N Y
SGHS/WHS RISE College Tour 12 27 225% N Y
SGHS/WHS AAS M119 Education Conference - 22 N/A N Y
SGHS/WHS Family Empowerment Festival - 9 N/A N Y
SGHS/WHS HOPE Banquet - 35 N/A N Y
SGHS/WHS RISE Retreat 12 13 108% N Y

STAKEHOLDERS & RELATI ONSHI PS
Site Contacts Community Contacts
Westminster
High School
Crystal Jerebek, Assistant Vice
Principal
Thuy Tran, Community Outreach
Vietnamese Specialist
John Burns, WHS Science Teacher &
Classroom Liaison
Huy Pham, WHS Science Teacher &
Classroom Liaison

Center for Asian American
Wellness (CAAW)
Hien Vuong, Mentorship Director

Orange County Asian and Pacific
Islander Community Alliance
(OCAPICA)
Mary Anne Foo, Executive
Director
San Gabriel
High School
James Schofield, Principal
Sabrina Morales, Career
Pathways/ELD Teacher
Larry Kanow, SGHS Science Teacher
Valerie Sumi, SGHS Science Teacher
Asian Americans Advancing
Justice (AAAJ)
Mike Pedro, LDIR Coordinator
Victoria Hong, Parent Leadership
Coordinator
Asian Youth Center (AYC)
Sofia Teodoro, Youth Leadership
Coordinator

HI GH SCHOOL SENIORS
Student (School) Institute the Student will be Attending Matriculation
Date
Christopher Yan (SG) University of California, San Diego (UCSD) Fall 2014
Julie Vong (SG) University of California, Riverside (UCR) Fall 2014
Melinda Tran (SG) California State University, Northridge (CSUN) Fall 2014
Julie Pham (SG) Smith College Fall 2014
Kristen Ham (SG) Drexel University Fall 2014
John Truong (SG) University of California, Santa Barbara (UCSB) Fall 2014
Billy Huynh (SG) San Francisco State University (SFSU) Fall 2014
Tommy Chu (SG) California State Polytechnic University, Pomona Fall 2014

Jennifer Ngo (SG) California State University, Long Beach (CSULB) Fall 2014
Katherine Nguyen (SG) California State University, Long Beach (CSULB) Fall 2014
Sofia Ong (SG) University of Southern California (USC) Fall 2014
Natalie Ma (SG) California State University, Fullerton (CSUF) Fall 2014
Wendy Yang (SG) California State University, Los Angeles (CSULA) Fall 2014
AK Pham (W) Orange Coast College (OCC) Fall 2014
Bella Nguyen (W) University of California, San Deigo (UCSD) Fall 2014
Brittany Nguyen (W) California State University, Fullerton (CSUF) Fall 2014
Dang Nguyen (W) Fall 2014
Deon Chhem (W) California State University, Long Beach (CSULB) Fall 2014
Ivy Dang (W) Orange Coast College (OCC) Fall 2014
John Nguyen (W) Golden West College (GWC) Fall 2014
Karen Vo (W) California State University, Fullerton (CSUF) Fall 2014
Lanni Lam (W) University of California, San Diego (UCSD) Fall 2014
Linh Tran (W) University of California, Los Angeles (UCLA) Fall 2014
Melinda Nguyen (W) University of California, Santa Barbara (UCSB) Fall 2014
Quan Tran (W) Orange Coast College (OCC) Fall 2014
Rodolfo Carrera (W) California State University, Fullerton (CSUF) Fall 2014
Ruby Rodriguez (W) California State University, Fullerton (CSUF) Fall 2014
Saul Rivera (W) Orange Coast College (OCC) Fall 2014
Su Lu (W) California State University, Long Beach (CSULB) Fall 2014
Thao Vu (W) Fall 2014
Tina Nguyen (W) California State University, Long Beach (CSULB) Fall 2014
Tri Le (W) Fall 2014
Truc Doan (W) Fall 2014
Vivian Le (W) California State University, Long Beach (CSULB) Fall 2014
Vivian Tran (W) University of California, Riverside (UCR) Fall 2014

Project Context

Reviewing the objective numbers for this school year, academic development services
have been more utilized while the peer-advising service has been struggling to achieve its
objectives throughout the whole year. The academic development numbers are off the charts
because of the mass collaboration with teachers at SGHS. Students were allowed extra credit to
attend our services if they have a C or lower. With that said, the attendance has been consistently
increasing along with our objective sessions. Though the shift from Peer Advising to Peer
Mentoring was a success last year, it was not as successful this year because it gave a more
informal setting and students saw their mentors more as friends than peer advisors. Additionally,
the weekly workshops lessened the time availability for tutoring and peer advising.
The Westminster Exit Plan has not been discussed as it was depriorizited by the site
coordinator. Comparing the numbers between SGHS and WHS, WHSs component service
numbers has definitely dropped. However, it is significant to point out that students are more
interested in the workshops we offer as they are geared towards holistic empowerment. Due to
the issues with the MOU, we had no choice but to start site a little later than expected at SGHS
which lost component services for a couple weeks.

Spring Quarter 2014 Objectives

Objective 1.1: Peer-Advising Sessions
To provide 55 students, 25 students at WHS and 30 students at SGHS, with a total of 90 sessions
Site Objective Students Actual Percentage
San Gabriel High School 30 26 87%
Objective Sessions Actual Percentage
50 51 102%

Westminster High School 25 18 72%
40 39 98%

Objective 2.1: Tutoring
To provide 30 students, 15 from each site, with 75 sessions for the quarter
40 148 370%

35 24 69%

Objective 2.2: Standardized Test Preparation
To provide 24 students, 12 from each site, with 48 sessions for the quarter
24 196 817%

24 7.5 31%


Objective 2.3: Writing Development
To provide 25 students, 10 from SGHS and 150 from WHS, with a total of 35 sessions
15 12 80%

20 9 45%

Objective 3.1: Creatively Reaching Empowerment Workshops (CREW)
To hold 2 CREW workshops at SGHS, 9 SGHS students, respectively, for each workshop with at
least 7 students that are at-risk or academic action. To hold 3 CREW workshops per quarter at
WHS with 7 WHS students for each workshop with at least 7 students that are at-risk or
academic action.
Site Objective Workshops Actual Percentage
Students Per Workshop Actual Percentage
9 8 89%

Westminster High School 3 2 33.3%
7
7
4
7
57%
100%

Objective 3.2: Leadership Development
To provide 11 students, 5 from WHS and 6 from SGHS with 3 meetings per quarter
San Gabriel High School 3 4 133.3%
6
6
6
6
3
3
3
4
50%
50%
50%
66.6%

5
5
5
5
8
5
5
3
160%
100%
100%
60%


Objective 3.3: Reaching I ndependence & Self-Expression (RI SE)
To hold 3 RISE skill-building workshops per quarter with 5 WHS students and 7 SGHS students
for each workshop with at least 5 students at each site that are at-risk
7 0 0%

5
5
8
7
160%
140%

Objective 4.1: Field Trips
To provide 14 students, 7 from WHS and 7 from SGHS, with 1 field trips for l Spring Quarter
SGHS/WHS 1 0 0%
14 0 0%

Objective 4.3: RI SE College Tour
To provide 12 students, 6 from WHS and 6 from SGHS, with 1 college tour event
SGHS/WHS 1 1 100%
12 27 225%

Objective 4.4: RI SE Retreat
To provide 12 students, 6 from WHS and 6 from SGHS, with 1 college tour event
SGHS/WHS 1 1 1%
12 13 108%

Objective 5.2: Parent Phone Conferences
To provide 6 parents, 3 consistent parents each from WHS and SGHS, with 8 sessions
Site Objective Parents Actual Percentage
4 1 25%

4 0 0%
10 | Hi g h e r Oppo r t uni t y Pr o gr a m f o r Ed u c a t i o n ( HOPE) | 2 0 1 3 - 2 0 1 4

Objective 5.3: Parent Site Visit
To have 1 parent visit each HOPE site for Spring quarter
Parents Per Workshop Actual Percentage
1 0 0%

1 0 0%

Objective 5.4: Parent Workshops
To provide 6 consistent parents, 3 from WHS and 3 from SGHS with 1 workshop
3 0 0%

3 0 0%

Objective 6.1: Site Relations
To provide 2 site contacts, 1 from SGHS and 1 from WHS, 2 meetings each quarter
Site Objective Contacts Actual Percentage
2 33 1650%

2 4 200%

Objective 6.2: Community Relations
To provide 2 community contacts from SGHS with 4 meetings this quarter. To provide 1
community contact from WHS, with 3 meetings this quarter
4 21 525%


3 2 66%

Objective 7.1: Admin Development
To provide 7 admin members with a total of 1 admin retreat for Spring Quarter
HOPE Staff 1 1 100%
7 6 85.7%

Objective 7.2: Staff Development
To provide 15 staff members with 1 staff retreat
HOPE Staff 1 1 100%
15 27 180%

Objective 8.1: I nternship Meeting
To provide 7 interns with 5 meetings for Spring Quarter
HOPE Internship 7 6 85.7%
10 9 90%

Objective 8.2: I nternship Retreat
To provide 7 interns with a total of 1 retreat for Spring Quarter
HOPE Internship 7 6 85.7%
1 1 100%

STUDENT OUTCOMES

Academic Empowerment Outcomes

This year has developed a strong mindset of academic empowerment to our youth. Our
objective sessions and students have nearly doubled within the past year for tutoring. However,
the standardized test preparation and writing development have not been as strong. These
services continue to be underutilized and have also lost its meaning. There is a lack of services
towards CAHSEE and CST preparation and the lack of collaboration with RISE to achieve
different forms of self-expression through writing. We also have not been updated with students
grades which we are unable to see tangible improvements within our students academics.

Student Empowerment Outcomes

Throughout the peer advising component, student empowerment has been achieved. The
peer advising sessions allowed peer advisors to explore topics such as post-graduation plans,
their vision for success, improvement of hard skills (example: studying) and soft skills (example:
public speaking), relationships with their support networks, etc. Sparking critical dialogue about
all these aspects that affect our students identity and lives encourages them to find solutions
within themselves to assess where they are in order to get to where they want to be in the near
future. It also gages students internal motivation to ensure that students realize their purpose and
what pushes them to try their best at everything that they do.

Holistic Development Outcomes

This year, HOPEs holistic empowerment approach promoted critical consciousness and
social responsibility. The Collective Development components CREW, RISE, and Leadership
facilitated workshops with topics that have not been discussed before. It ranged from health
and wellness, fears, support networks, shared versus traditional leadership, storytelling of our
struggles, the Johari window, etc. Essentially, these workshops allowed students to productively
engage in dialogue with their peers to develop a deeper understanding of the issues that surround
them. It is also an opportunity for them to open up to those around them to see that they are not
alone in their obstacles. Through this mentality, our students found ways to execute their
leadership to transform their communities for the better.

Parent Outcomes

The parent component has grown in many aspects, especially through workshops and
parent site visits. For VSUs High School Conference this year, HOPE was able to implement
the Parent Conference, discussing topics such as financial aid, A-G course requirements, holistic
admissions, and different higher education institutions. At Westminster, we held a workshop
debunking college myths. With new exposure, parents were willing to speak to our bilingual staff
by coming out to site, phone conversations, and e-mails. With such rich dialogue, parents left
with a better understanding of the different pathways to higher education and how to support
their youth.


QUANTITATIVE ANALYSIS OF OBJECTIVES
GOAL: To achieve 100% access to higher education

VISION: Empowered HOPE students will utilize resources, through community contacts, staff,
and parent development, such as tutoring, peer-advising, workshops, and involvement in their
own communities in order to gain an equal opportunity for personal success in higher education.

Objective #1: Peer-Advising

Objective #1.1: Peer-Advising
To provide 55 students with a total of 275 sessions for the year with at least 22 students at WHS
and 25 students at SGHS that are at-risk or academic action
145 174 121%

130 124 95%

The Peer Advising component had its ups and downs throughout this school year. While
we have reached our objective numbers quantitatively this year, the quality of our sessions does
not show the impact we have made on our students. This reflects underdeveloped peer advisors
who lack the commitment to create a strong relationship with our students. For our core students
who have been in HOPE for more than one year, majority of the sessions were up to par and
executed enriching and personal growth. However, pairing up the non-core students was a
struggle which resulted in less quality sessions due to the lack of consistent attendance from both
the students and staff. To address the issue of lower objective sessions and students numbers
towards mid-year, we created a couple of short-term solutions which are the drop-in peer
advising and alternate methods of communication such as e-mail and phone conversations.
While these methods were effective, the drop-in peer mentoring lacked the personal connection
with each student and the alternate communication methods can only go so far with what is
discussed. For the following year, it is recommended for the Peer Advising Coordinator to
revamp the Peer Advising Collective to encourage volunteer staff to attend them to improve their
skill sets to work with the students. Additionally, it is also recommended for the Peer Advising
Coordinator to create a evaluation tool to assess the quality of the work of the volunteer staff.

Objective #2: Academic Development

Objective #2.1: Tutoring
To provide 80 students, 40 from both sites, with a total of 355 sessions


160 503 314%

160 126 78%
Objective #2.2: Standardized Test Preparation
To provide 36 students, 18 from each site, with a total of 128 sessions
64 205 320%

64 12 19%

Objective #2.3: Writing Development (WD)
To provide 35 students, 15 from SGHS and 20 from WHS, with a total of 165 sessions
75 211 281%

90 106 117%

Throughout the entire year, the Academic Development Component varied each quarter
as well as each of its sites. With regards to the tutoring component, San Gabriel site grew
tremendously especially during Winter Quarter because of the connections the project has made
with the teachers and administrators. Teachers referred students to the project and the football
coach outreached to us to help the students at risk. Because of this, the component was able to
have 503 sessions in San Gabriel High School, three times more than what was projected in the
AYBP. Westminster site struggled throughout the year as we were unable to make the same

connections as we did in San Gabriel and was only able to have 126 sessions, 65% of projected
total sessions.
The other two sub-components varied greatly during the quarters as they were seasonal.
Students needed more attention to Test Preparation during Spring while senior students needed
Writing Development help during the Fall. Test Preparation faced many struggles during Fall
and Winter Quarter as students were interested in short term learning such as homework
assignments; however, we were able to outreach effectively and grew the component during
Spring Quarter with the need of SAT Testing and AP testing. Writing Development started off
extremely strong during Fall Quarter with the high unexpected demand for college application
help and remained strong throughout the year for scholarship essays and applications.
In order to sustain the success of San Gabriel High School, it is strongly recommended
that the project keeps in touch with the community contacts we have made this year. To improve
the conditions of Westminster site, the project should actively prepare during the Fall quarter to
outreach not only to students, but to other community contacts similar to that of San Gabriel
High School.

Objective #3: Collective Development

Objective #3.1: Creatively Reaching Empowerment Workshops (CREW)
To hold 3 CREW workshops per quarter with 7 WHS students and 11 SGHS students for each
workshops with at least 7 students at each site that are at-risk or academic action
Students Per Workshop Actual
(Avg)
Percentage
9 7 77%

(Avg)
Percentage
7 9.5 135.7%
Objective #3.2: Leadership Development
To provide 11 students, 5 from WHS and 6 from SGHS with a total of 18 leadership sessions for
the academic year
(Avg)
Percentage
6 8.67 144.5%

(Avg)
Percentage
5 11.6 232%

Objective #3.3: Reaching Independence & Self-Expression (RISE) Workshops
To hold 3 RISE skill-building workshops per quarter with 5 WHS students and 7 SGHS students
for each workshop with at least 5 students at each site that are at-risk
(Avg)
Percentage
7 3.85 55%

(Avg)
Percentage
5 12 240%

The Creatively Reaching Empowerment through Workshops (CREW) sessions have been
relatively weaker this year at San Gabriel High School. During fall quarter, there was a high
demand in aid during the college application period for seniors so interest in other components at
site was low. As a result, the workshops were pushed back until the students were done with
college applications. Similar issues remain during winter and spring quarter where students were
more interested and focused on tutoring and peer mentoring. Student interests on certain topics
were not as high, and with low student turnouts during some sites, it was difficult holding
workshops all together. However, interns and staff were able to facilitate and plan some of the
workshops and topics were getting more creative, which included photography, kite flying, and
tie dying t-shirts. Suggestions have been made to outreach to more guest speakers not within
HOPE and to address the issues of choosing topics relevant to the students needs and interests.
On the other hand, with the CREW workshops more catered to students interest, we saw
a rise in numbers of student attendance in our sessions at WHS. We did not expect such as
increase due to the fact that WHS students have been known for utilizing our tutoring services
more. With specific workshop topics as how to navigate social media, how to develop one's
public speaking technique, and how to develop self-confidence in all scenarios, the students were
able to tangibly achieve their goals of self-improvement regarding navigating the world around
them. In order to continue improving the student experience during these workshops, the
following years should cater their topics and agendas that will focus more on hands-on
interaction so the students can take a more active role in their learning and development.
The Leadership Development (LD) component completed its work this year with the
successful execution of this years Leadership Development Project titled HOPE Talks: Stories
of Resilience, Resistance, and Inspiration, led by the San Gabriel and Westminster LD students
at AAAJs Family Empowerment Festival (FEF). LD students at each site worked on their
individual stories for this project during LD meetings throughout the year. We also saw
collaboration between the two LD groups at FEF. Student attendance was unstable at San
Gabriel at the beginning of the year, but we found a core group of LD students by mid-year.
Although this core group of students did not meet objective numbers at San Gabriel site, these
students who did participate showed growth in their leadership and met other component
objectives. Westminster sites LD component showed more stability in numbers over the course
of this year, and also grew in their leadership.
The Reaching Independence through Self-Expression (RISE) component took a huge
jump this year. While there was attention towards college access, there were also workshops that

took a new shift to bring back the purpose of RISE. Students were able to attend workshops
surrounding sensitive topics such as fear, rejection, etc. While we expose ways for our youth to
navigate the higher education process and system, we also emphasized the importance of how
there is more to life than just college. We guided our youth to look at different ways they can
expand their college experience such as giving back to their community.

Objective #4: Off-Site Programming

Even with budget cuts, we were able to provide more field trips for our students than
intended. Along with more field trips, it came with more student participation.
Unfortunately, finding a relevant community service event was more difficult than
expected. However, we were able to attend and volunteer at the 2014 Chinatown Firecracker
Run. This event allowed our youth to help the Chinatown community while conversing with
community leaders. One of students met a teacher from Lincoln Heights High School who was
running the marathon in honor of one of the counselors who is his close friend. He created a
scholarship in her honor and was utilizing the marathon to fundraise money for at-risk youth who
lack the financial means to attend college. This exposure was a grand example of the power of
humanity and the students witnessed first-hand.
The field trips we held this year were Advancing Justice Youth Conference, VSUs High
School Conference, VSU Culture Night, RISE College Tour, AAS M119 Educational
Conference, Family Empowerment Festival, HOPE Banquet, and RISE Retreat.
With a strong partnership with AAAJ, they invited HOPE to two of their major events
the youth conference and family forum. The Advancing Justice Youth Conference was filled
with workshops about identity and different forms of justice such as environmental, financial,
social, etc. The Family Empowerment Festival was a day filled with fun workshops and
activities. Our Leadership students facilitated a workshop about the power of sharing ones
personal stories.
We brought our students to both of VSUs major events. VSU Culture Night explored the
topic of mental health which is a huge taboo to the Southeast Asian culture. Many of our youth
found personal relevancy and experiences to the themes of Post-Traumatic Stress Disorder and
Autism. VSUs High School Conference was a day filled with more workshops about college
access and topics outside of academics that led our youth to holistic empowerment.
For Winter Quarter, we partnered up with Professor Glenn Omatsus AAS M119: Asian
and Pacific Islander Labor and Workplace Studies class. His class coordinated and facilitated an
Educational Conference and provided dinner for our students.
The RISE component took a huge jump in both of its major events. For RISE College
Tour, we took twenty-seven students to a further location San Diego, CA. We spent a whole
day visiting a UC, CSU, and private institution. We were also able to include and talk about the
community college route and transfer experience. For RISE Retreat, we took thirteen of our
students up to Northern California. We visited SFSU, UC Berkeley, and Laney Community
College. This retreat gave the students an opportunity to explore a different location that they
were not familiar with. Pushing them out of their comfort zone allowed them to appreciate the
different culture that Northern California has. Last but not least, our themes were self-expression
and transitioning. These themes were achieved through developments and team builders.


Objective #5: Parent Component

Objective #5.1: Parent Back-to-School Nights
To provide 6 parents, 3 parents from WHS and 3 parents from SGHS, with a total of 2 Back-to-
School Night events for the academic year
1 1 100%

1 1 100%
Objective #5.2: Parent Phone Conferences
To provide 6 parents, 3 consistent parents each from WHS and SGHS, with a total of 24 parent
phone conferences for the academic year
12 2 16.7%

12 3 25%
Objective #5.3: Parent Site Visit
To have 2 parents visit HOPE site for 2 quarters for a total of 4 site visits
2 4 200%

2 1 50%

Objective #5.4: Parent Workshops
To provide 6 consistent parents, 3 from WHS and 3 from SGHS, with a total of 6 parent
workshops for the academic year

Parents Per Workshop
3 0 0%

3 36 1200%

The Parent Component this year has been pretty successful in terms of growth and
solidification within the project. Outreaching through the Back-to-School-Night Events at both
high schools gave Project HOPE a solid foundation for student and parent numbers. Sustaining
the efforts made at the beginning of the year was made possible because of support from HOPE
staff and site relations in helping reach parent objectives.
After two unsuccessful tries of incorporating a Parent component into VSUs High
School Conference, HOPE was able to hold a parent conference event this year at VSUs High
School Conference. With an organized committee of HOPE staff members and active
outreaching, parents from the Westminster area were able to attend workshops and tours held at
UCLA. This was the first ever parent component with High School Conference, a highlight and
possibly one of the greatest achievements of HOPEs Parent Component. Another one of this
years highlights was the collaboration with Westminster High Schools site contacts to establish
a workshop for parents. We were able to hold a workshop in two different languages for two
different groups of parents to address concerns parents may have regarding college. Therefore,
this year with help from staff and site contacts, Westminster High School was able to meet most
of the objectives set for this year.
One of the biggest challenges this year for the Parent Component was maintaining
visibility and correspondence with San Gabriel High School. Because the Parent Coordinator
was not able to attend site at all this year, keeping contact with site and community contacts was
more difficult. This led to lessened outreaching of parents and contacts. We were then unable to
maintain communication with parents and so parent phone conference numbers were not met.
We were also not able to establish workshops with the school or community, leading to unmet
numbers for workshops. Communication with the new Parent Leadership Coordinator of AAAJ
also weakened. All in all, service for parents around the San Gabriel High School area great
suffered. One major recommendation for next year would be to schedule workshops before the
year or quarter starts for ample time to outreach and plan. Another recommendation would be to
contact the schools parent programs and see if any co-programming and collaboration can be
done. The Parent Coordinator should create a curriculum with these contacts to establish dates
and topics. The Parent Coordinator should also work more closely with the Peer Advising
Coordinator to establish phone conference dates and deadlines.

Objective #6: Site & Community Relations

Objective #6.1: Site Relations
To provide 2 site contacts, 1 from SGHS and 1 from WHS, with a total of 16 site meetings

6 52 %

6 12 200%
Objective #6.2: Community Relations
To provide 2 community contacts, 3 from SGHS and 3 from WHS, with a total of 16 meetings
San Gabriel Community 2 2 100%
12 83 692%

Westminster Community 1 2 200%
9 16 178%

Throughout the past year at San Gabriel High School, contact with Mr. Jim Schofield
(principal) has been relatively difficult due to his busy schedule. However, with his help, we
were able to come into contact with several other administration members. New and strong
relationships with teachers, Mr. Kanow and Mrs. Sumi, have also been made this year, and they
have shown their support by outreaching for our project during class periods and recommending
possible events for the students. Due to this, student numbers have increased at site and some
other aspects of HOPE when comparing fall quarter to winter and spring quarter. Community
contacts have also been helpful and supportive this past quarter, with transportation funding in
particular. Communication is more consistent and relations are stronger with Asian Americans
Advancing Justice (AAAJ), who is also working with our Leadership Coordinator. Contact with
the Asian Youth Center, however, has been more difficult and is a relationship to be worked on
in the following year.
HOPE and its Leadership Development component maintained consistent communication
and strong relationship with AAAJs San Gabriel Valley Youth & Parent Leadership
Development Coordinator, Mike Pedro, and intern Bryan Kim throughout the year. Meetings
were scheduled throughout each quarter for LD curriculum and workshop planning for San
Gabriel site. AAAJ also provided support in facilitating LD meetings at San Gabriel site, and
provided a venue for both San Gabriel and Westminster LD students to present their LD project
at the end of the year. HOPE also received support from AAAJ in other areas this year,
regarding transportation of students from San Gabriel to events such as VSUs High School
Conference, AAAJs Advancing Justice Youth Empowerment Conference and Family
Empowerment Festival, and prize contributions for the student raffle at HOPEs end-of-the-year
banquet this spring.

As for Westminster High School, we have maintained a strong relationship with Crystal
Jerabek who is the Teacher On Special Assignment. Ms. Jerabek has been extremely helpful with
providing us consistent updates of WHS as well as book resources for our students who utilizes
them for homework. John Burns and Huy Pham has been hosting our program in their
classrooms which gave us space for a homework room and a workshop room. Something
exciting that has happened this year is that HOPE created a new relationship with the
Community Outreach Vietnamese Specialist, Thuy Tran. Thuy have been extending her capacity
to help HOPE in any way possible. A couple things she has done were referring and bringing
new students to HOPE and helping us coordinator a parent workshop about Debunking College
Myths. Next year, we will start with more tutoring and parent workshop collaborations.
Unfortunately, contact with CAAW, a strong community contact from the previous year,
was lost by the end of this year due to few and infrequent meetings at the beginning and
throughout the year. This resulted in a loss in a community contact, and support for the LD
component at Westminster site this year. A recommendation for this year would be to renew
communication with CAAW. Another recommendation is to to establish relationships with
organizations in Orange County as new community contacts.

Objective #7: Staff Development

Objective #7.1: Admin Development
To provide 7 admin members with a total of 3 admin retreats for the academic year
HOPE Staff 3 3 100%
7 7, 7, 6 100%, 100%, 85%
Objective #7.2: Staff Development
To provide 40 staff members, 10 in Fall and 15 in Winter and Spring, with a total of 3 staff
retreats for the academic year
HOPE Staff 3 3 100%
10, 15, 15 26, 33, 27 173%, 220%, 180%

Throughout the year, Project HOPE has worked towards developing our volunteer staff
on a large breadth of topics. Staff development covered topics regarding content relevant to high
school students (Developing our staff on A-G graduation requirements, financial aid processes,
scholarships, college applications, etc). Staff was also developed on soft skills such as
understanding how to communicate with students, how to manage their time and stress in order
to accommodate volunteer staff work, goal-setting and finding ones passion with students, and
becoming comfortable with topics such as ones fears and ambitions. These skills both develop
our staff in order to better themselves, but also allow for staff to discuss these skills with the
students at our HOPE sites.
This year we have seen HOPE staff become close to one another through HOPE retreats
and HOPE meetings. We can see this through solid attendance and excitement from HOPE
volunteer staff to HOPE retreats, staff outings, etc. However, attendance from volunteer staff to

HOPE sites is much less consistent, regularly dipping to low numbers during midterms and finals
seasons. While HOPE has grown tremendously as a safe space and a community for our staff this
year, the volunteerism and self-sacrifice exhibited by our staff through site attendance and
weekend programming has seen less growth than the community aspect. In upcoming years,
HOPE would benefit from placing more emphasis on the value and purpose of volunteer work
while maintaining the structure (HOPE Retreats, socials/fundraisers) that keeps Project HOPE
such a tightly knit community.

Objective #8: HOPE Internship

Objective #8.1: Internship Meeting
To provide 7 interns with 25 total sessions for the academic year
HOPE Internship 7 8, 8, 6 115%, 115%, 85%
25 21 84%
Objective #8.2: Internship Retreats
To provide 7 interns with a total of 3 sessions for the academic year
HOPE Internship 7 8, 8, 6 115%, 115%, 85%
3 2 66.7%
Objective #8.3: HOPE Community Tour
To provide 18 staff members, 7 admin, 7 interns, and 4 volunteer staff, with a total of 1
community tour for the academic year
HOPE Internship 18 27 150%
1 1 100%

Internship this year has overseen the growth of HOPE interns in several aspects. Through
internship, HOPE interns have gained tools and skills that can allow them to thrive in student
leadership spaces with specific skills for operating as student leaders in Project HOPE. This year
HOPE interns have helped in the planning and facilitation of many HOPE events through our
Shadow Buddy system. They have been given many opportunities to actively contribute their
thoughts and ideas into the HOPE space. In addition to these opportunities, internship meetings
have allowed interns additional time to think about the issues affecting HOPE students, team
dynamic, leadership skills, and other tools needed in order to become successful and effective
student leaders.
The shadow buddy system was an effective tool in allowing interns more hands-on work
within the project, giving them an opportunity to plan and facilitate alongside the current HOPE
administrative team. In addition to this, assignments such as the HOPE Community Tour and
Spring Project allowed for HOPE interns to really inject their own creativity and perspective in

an affecting way to the project. HOPE internship meeting dealt with many different topics that
delved deeper than staff gets during HOPE staff meetings and covered more in-depth particularly
about leadership styles. Interns were able to facilitate their own portions during the internship
meetings during Spring Quarter in an attempt to allow them to contribute and spread their own
ideas as to what skills and issues they feel are most relevant to the HOPE space.


THREE-YEAR OVERVIEW OF OBJECTIVES

Obj. 1.1 Summary of Peer
Advising
2014 2013 2012
Actual Objective Actual Objective Actual Objective
San Gabriel HS Students 37 30 38 30 48 30
San Gabriel HS Sessions 174 145 179 145 180 150
Westminster HS Students 30 25 32 25 30 25
Westminster HS Sessions 124 130 204 135 145 140
Total Students 67 55 70 55 78 55
Total Sessions 298 275 383 280 325 290

Obj. 2.1 Summary of
Tutoring
2014 2013 2012
Westminster HS Students
Westminster HS Sessions
43
126
40
160
37
148
30
120
45
152
30
120
Total Students 167 80 73 55 100 55
Total Sessions 629 320 369 230 261 240

Obj. 2.2 Summary of Test
Preparation
2014 2013 2012
4
12
18
64
7
57
15
95
20
94
15
120
Total Sessions 217 128 165 185 144 240

Obj. 2.3 Summary of
Writing Development
2014 2013 2012
39
106
20
90
10
49
15
100
23
128
15
100
Total Sessions 317 165 137 190 219 190


Obj. 3.1 Summary of
CREW
2014 2013 2012
San Gabriel HS Students
(Avg)
7 9 7.3 7 7.8 7
(Avg)
9.5 7 6.6 11 9.3 11
Total Students 109 129 112 162 130 141
Total Sessions 14 16 16 18 15 15

Obj. 3.2 Summary of
Leadership Development
2014 2013 2012
(Avg)
8.76 6 5.1 5 3.4 3
(Avg)
11.6 5 6.1 6 9.5 5
Total Students 110 99 120 99 119 72

Obj. 3.3 Summary of Skill-
Building Workshops
2014 2013 2012
(Avg)
3.85 7 5.3 5 6 5
(Avg)
12
7
5
6
7
4
7
8
5.8
6
7
6
Total Students 87 72 60 101 77 72

Obj. 4.1-4.4 Summary of
Field Trips and Community
Services
2014 2013 2012
WHS Students (FT) 78 36 43 41 22 30
WHS Sessions 8 6 7 6 3 3
SGHS Students (FT) 106 36 51 41 36 21
SGHS Sessions 8 6 7 6 3 3
WHS Students (CS)
WHS Sessions
5
1
12
2
2
1
14
2
7
2
14
2
SGHS Students (CS)
SGHS Sessions
2
1
12
2
5
1
14
2
6
2
14
2

Total Students 192 96 101 110 71 79

Obj. 5.1 Summary of Parent
Open House / Back-to-School
2014 2013 2012
Site Parents 23 6 16 6 8 6
Site Sessions 2 2 2 2 2 2

Obj. 5.2 Summary of Phone
Conferences
2014 2013 2012

Site-Visits
2014 2013 2012

Workshops
2014 2013 2012

Obj. 6.1 Summary of Site
Relations Meetings
2014 2013 2012
WHS Site Relations 3 1 - - - -
WHS Site Sessions 12 6 8 6 8 8
SGHS Site Relations 4 1 - - - -
SGHS Site Sessions 71 6 8 6 8 8
Total Site Relations 7 2 - - - -

Obj. 6.2 Summary of
Community Relations
2014 2013 2012
WHS Community Relations 2 1 - - -
WHS Site Sessions 16 9 7 9 3 9
SGHS Community Relations 2 2 - - -
SGHS Site Sessions 145 12 11 8 6 6

Total Community Relations 4 3 - - -

Obj. 7.1 Summary of
Admin Development
2014 2013 2012
Admin Development 3 3 3 3 3 3
Total Admin 7 7 7 7 7 7

Obj. 7.2 Summary of Staff
Development
2014 2013 2012
Staff Development 3 3 3 3 3 3
Total Staff 86 40 33 19 31 19

Obj. 8 Summary of HOPE
Internship
2014 2013 2012
HOPE Intern Development 21 25 25 25 24 25
Total Interns 6 7 9 8 7 6

FINANCIAL STATEMENT

With continuous budget cuts year after year, the Higher Opportunity Program for
Education have been carefully overlooking its limited budget and using it to its fullest potential.
For Assistance, HOPE was able to save more money for the committee due to having a Student
Project Director. With that said, we only used half of the Assistance budget. The number of
hours was also cut for every position, allowing each coordinator to 8 hours per week for only 26
weeks of work. For Supplies, we did not purchase any new supplies as we utilized all the
material from the previous years. For Graphics/Printing, we found additional outlets such as
printing from the specific school sites we serve to print out any field trip forms, students
applications, workshop materials, etc. With additional overwhelming cuts to transportation, we
were limited to one van per site per week. This called for HOPE Administrative Staff and
Volunteer Staff to volunteer their vehicles for every site to accommodate for the number of
volunteers. Most mileage was not reimbursed; instead it was viewed as a donation. As for
liability costs, live-scans and TB Tests were paid for through SREC.

To pay for other extraneous things such as program food, banquet, and off-site
programming vans, fundraisers were held throughout the year, we fundraised to pay for any
expenses that were unaccounted for. Additionally, for RISE Retreat, we received funding from
Contingency, CPO, Deb Weller, and Bob Naples to fund our Northern California trip for our
youth.

External Funding
Source Amount Account
SREC $ 470.00 Insurance
AAAJ N/A Transportation
Fundraisers N/A Transportation / Supplies
Donations $ 1,300 N/A

Line Item Allocation External
Funding
Expenditure Budgetary
Adjustments
Balance
Assistance $59,590.95 N/A ($28,028.72) N/A $31,562.23
Clerical Supplies $50.00 N/A $0 N/A $50.00
Graphics/ Printing $20.00 N/A $0 N/A $20.00
Insurance $ - N/A $0 N/A $0
Transportation $7,148.69 $416 ($8,314.10) N/A ($749.41)
Total $66,809.64 $416.00 ($36,342.82) N/A $30,822.82


Five-Year Financial Overview

Summary
Assistance
2014 2013 2012 2011 2010
Allocation $59,590.95 $62, 142.23 $58,859.47 $62,178.63 -
External Funding $2,500 - -
Transfer In - -
Transfer Out - -
Expenditures ($28,028.72) ($64,089.80) ($59,429.70) ($59,373.65) -
Balance $31,562.23 $552.43 ($570.23) $2,804.98 -

Summary
Transportation
2014 2013 2012 2011 2010
Allocation $7,148.69 $8,110.00 $11,236.00 $12,192.00 -
External Funding $416.00 $328.60 - - -
Transfer In - $211.01 -
Transfer Out - - -
Expenditures ($8,314.10) ($8,438.60) ($11,864.72) ($11,962.02) -
Balance ($749.41) $0 ($628.72) $229.98 -

Project Balance
Sheet
2014 2013 2012 2011 2010
Opening Balance $66,809.64 $70,252.23 $70,130.55 $74,393.63 -
External Funding - $2,828.60 - - -
Assistance
Expenditures
($28,028.72) ($64,089.80) ($59,429.70) ($59,373.65) -
Transportation
Expenditures
($8,314.10) ($8,438.60) ($11,864.72) ($11,962.02) -
Line I tem
Expenditures

Clerical Supplies $50.00 $0 ($16) ($404.36)
Advertising $0 $0 - - -
Graphics/ Printing $20.00 $0 ($1) ($806.85) -
Insurance N/A N/A ($17.08) ($21) -
Other (Food) $0 $0 - ($751.61) -
Postage $0 $0 - ($53.80) -
Closing Balance $30,822.82 $552.43 ($1,198.95) $2,575.00 -


IMPLEMENTATIONS

1. Peer Advising
The PAC needs to be more demanding by sending out regular reminders and
checking up on staff in terms of meeting with students and contacting them.
Proactively asking staff if they have been talking to students and asking
them to track.
Talking to students to see if their mentor have been keeping up with them
consistently
Find a way to reintroduce HOPEs services to students and making sure that they
are communicating what they may need. Ex: find a way to mentor while tutoring.
PAC have been talking about mentoring and leadership while sitting with
students and helping them with homework, but still needs to create a
system of information sharing where other staff and admin are involved.
Specific allotted time for drop in peer advising.
Was effective at WHS where we had a set time at the agenda for peer
advising.
Send out the Online Tracking form on Weekly Staff Emails.
Worked with AA to get the online tracking form sent out.
Some staff utilized this method when they were unable to complete the
form during site.

2. Academic Development
Encourage staff to be more proactive in helping students. Make it more clear that
we can be a resource to students in any way
Administrative Staff encouraged staff to be proactive during site or they
were given a warning and may have lost their spot to site to another staff
member. Staff meetings contained developments to approach situations
where students seemed they did not needed help
Have admin constantly remind staff of tracking. Use online tracking
Reminded staff every site to track until it became a habit. At the end of
each site, Administrative Staff as well as staff members double checked if
everyone tracked.
Have admin constantly remind staff of tracking. Use online tracking
Reminded staff every site to track until it became a habit. At the end of
each site, Administrative Staff as well as staff members double checked if
everyone tracked.
Create an outreach plan to avoid any slow, sluggish start for the quarter
Administrative Staff created a plan to outreach plan to community
contacts which lead to many new students to attend sites.
Create Staff Book/Bio of all the tutors for students to see who can help them
Admin created a Staff Book/Bio page, but it was not utilized to the best of
its ability
Provide online resources to students; therefore, they are not dependent on us
being there only once a week
Admin created an online website which will be further improved by next


years admin
Encourage students to use service by a reward system with sessions
Site Coordinators implemented a stamp system where students directly
saw incentives to use our resources

3. Creatively Reaching Empowerment through Workshops (CREW)
Outreach to guest speakers
We outreached to our sister project, SEACLEAR, to facilitate a CREW
Workshop

4. Reaching Independence through Self Expression (RISE)
Do more research on areas where students are not as familiar with or share
personal experiences.
More staff helped out with facilitation and offering their personal
testimonies. It was a collective effort which proved effectiveness.
More interactive workshops.
We have created some interactive workshops which had more hands-on
activities. This provided more real-life experience and application.
Get staff members more involved.
Staff members were much more involved with the planning process and
execution for both the workshops and events (RISE College Tour and
RISE Retreat). This relieved a lot of stress from the coordinators.

5. Leadership
Have Leadership as a component at the Component Breakout portion during Staff
Meeting more often will increase opportunities to outreach for more staff
involvement and inform staff about LDs activities.
LD participated in Component Breakouts once this quarter. Staff
members were informed of LDs activities. They also gave input and
suggestions in regards to new activities for LD and troubleshooting issues
such as student accountability
Create a master hardcopy attendance sheet to be used consistently for LD
meetings. A digital record should so be used on the Google Drive
A digital record was maintained at San Gabriel site, but not a physical
copy. A physical copy was maintained at Westminster site, but not a
digital copy

6. Parent Component
Create outreaching materials (interest forms, brochures, flyers, etc).
Unfortunately new outreaching materials were not created for parents
Possibly create a welcome day at site and invite parents to come
Although a separate day was not created by HOPE to welcome parents
because of the extensive programming we already have for the quarter, we
utilized dates established at the schools to outreach to parents and
encourage them to visit sites.
Create deadlines and scripts for parent phone conferences. Prioritize the planning
for this earlier

After discussions with the Peer Advising Coordinator, strong mentor-
mentee pairs were identified and topics to discuss with parents were
created. Deadlines were also created. However, with the unexpected
events of this past quarter, scripts and conferences were not implemented.

7. Site & Community Relations
More collaboration with community contacts.
AAAJ and HOPE have been inviting their respective students to each
others events
AAAJ has been helping with transportation and HOPEs raffle at the End-
of-the-Year Banquet
AYC 0%
Maintain consistent and clear communication
Monthly meetings have been held at SGHS with AAAJs Mike Pedro
(communication is clearer and more consistent)
Communication with Mr. Kanow and Mrs. Sumi have been fairly
consistent
Monthly meetings have been held at WHS with Thuy Tran for potential
expansion of HOPE

8. Staff Development
Allocate more time during admin meetings or spend time outside the admin space
to plan. Utilize various communication tools (FB, Google, GroupMe, etc).
We began using e-mail threads, our Facebook group, and GroupMe chats
in a more organized manner to plan long-term and to address short-term
logistics
Implement an early-bird and late-egg cost adjustments.
We implemented an early-bird cost adjustment for staff retreat. We
decided against a late-egg fee increase and as a result, we were at a slight
loss of money from retreat. However, outreaching and sign-ups for retreat
went more smoothly for this retreat

9. Internship
Extend internship retreat from 1-day to 2-days (and 2 nights).
Internship retreat lasted only 1 day. This was due to time constraints and
conflicts with other HOPE programming as well as the schedules of the
interns themselves
Allow room in the curriculum to discuss contemporary issues and topics with more
controversial natures in order to spark discussion and dialog vs. passive reception
of knowledge.
The weekly developments allowed the internship coordinator to facilitate
developments surrounding issues in the Southeast Asian and greater Asian
American community.
Interns became more critical about the community conditions that the students
face.


RECOMMENDATIONS
1. Peer Advising
a. The Peer Advising Coordinator needs to be more demanding by sending out
regular reminders and have 1-on-1 session with staff to check up on them in terms
of meeting with students and contacting them.
b. Find an effective way to gather the availabilities of staff and whether they will be
going to a site to pair students with a Peer Advisor.
c. Make sure that all staff are tracking their sessions on the Record of Dialogue. If
time runs out, they are required to complete a online tracking sheet.
d. Revamp Peer Advising Collectives to develop staff to be the best Peer Advisors
they can be.
e. Create a Peer Advising Evaluation tool to use to assess the quality of the sessions.
2. Academic Development
a. Outreach effectively during Fall Quarter for new staff members as well as
students. It is more difficult to obtain and retain new staff members during the
Winter Quarter; therefore, it is essential the project attempts to create more socials
and developments for new staff members.
b. Follow up with new students at site and new staff members. Instantly attain their
contact information so the project can update them.
c. Plan ways on improving Westminster site conditions in order to achieve the goals
under the AYBP. Westminster site has constantly struggled throughout the years
in terms of meeting its numbers.
3. Creatively Reaching Empowerment through Workshops (CREW)
a. Survey students regarding interest in CREW topics in order to hold more effective
and efficient workshops
b. Collaborate with community relationships for future workshops (and other people
that are not in the HOPE space)
c. Have staff participate in more workshops if possible to make students feel more
comfortable
4. Reaching Independence through Self Expression (RISE)
a. Find a way to bring back the roots of RISE because this component has been
slowly losing its meaning.
b. Continue with expanding out of students comfort zone (example: going to
Northern California again for RISE retreat, going to places they havent been to
for college tour, etc)
c. Create a detailed and meaningful curriculum before the school year starts.
5. Leadership
a. Establish LDs presence within the HOPE space (between staff, students, and
parents) early in the year, such as at registration events, HOPE Kick-Off, Staff
Information Sessions, and Staff Meetings, to outreach for more participation and
involvement in LDs activities.
b. Have all administrative staff take Driver Safety Training, and receive driver
certification to drive CPO vans. All administrative staff should also be mentally
prepared to assume the task of driving to any HOPE events, and transporting
students or staff. This will ease event planning and preparation. A certain


number of volunteer staff (around four per site) should also be certified to drive.
c. Create a system for filing all permission slips, student and staff applications, and
official documents for general organization and ease of reference.
d. Implement activities and find methods to maintain the wellness of administrative
staff, and to help retain administrative staff as students.
6. Off-Site Programming
a. Follow up with students regarding events to avoid last minute planning and
difficulties (send reminders to students)
b. Try to avoid planning events on the same day as events that the students might
have if possible
7. Parent Component
a. Create an extensive outreaching plan of action during the summer to establish a
stronger base of parents to work with throughout the year
b. Set workshop dates when calendaring in the beginning of the year to give the
component ample time for outreaching and planning
c. Utilize returning volunteer staff members in the beginning to help with parent
outreaching and programming
d. Create a parent interest survey or at least address availabilities, expectations, and
workshop ideas with the parents
e. Work with the Site Coordinators to ensure student applications are thoroughly
filled out and timely turn in for parent outreach purposes (newsletters, invitations,
flyers, etc.).
f. Work with the Peer Advising Coordinator to identify pairs and topics to address.
g. Find bilingual staff to talk to parents.
h. Communicate with site and community contacts to create curriculums earlier in
the year.
8. Site & Community Relations
a. Start the MOU process earlier with the school district in order to have site start
earlier
b. Keep communication clear and consistent with site and community contacts in
order to avoid misunderstandings and miscommunications (especially when
discussing events that our project is not planning)
c. Re-establish relationships with previous community contacts such as OCAPICA,
AYC, CAAW, etc.
9. Staff Development
a. Have more staff developments dedicated to HOPE students (As opposed to
focusing on personal development directly related to staff than the work we do in
HOPE)
b. Striking a balance between hard skills and soft skills developments
c. Create more means to keep staff site attendance consistent
d. Get more staff involvement with HOPE programming (Puts less work on admin
team and prepares more HOPE staff for leadership roles)
10. Internship
a. Assign consistent amounts of work for interns to become more familiar with
topics during internship meeting (examples: journal assignments, readings, etc)
b. Continue to require shadow buddy packets be filled out in a timely manner
c. Start internship application process earlier to have more time with interns during
the year

d. Internship retreats are very important for giving the interns a space to bond and
become a better team with one another
e. Create an accountability system that monitors intern attendance and participation
at HOPE site, HOPE meetings, and other HOPE programming.
f. Create an accountability system that keeps track of admin attendance to internship
meetings. Possibly mandate attendance to a number of internship meetings per
quarter.
g. Get involved with more spaces and co-program internship meetings get interns
to understand the idiosyncrasies of project HOPE.


SAPEP
Part I: UCLA Students

A) Total Number of UCLA students involved in project
Number of
Participants
Actual number of student staff and volunteers
during the reporting period
86

B) Participant Distribution by Ethnic Background
Ethnicity Number of
Participants
American Indian or Alaska Native 0
Asian 3
Southeast Asian 80
Black or African American 0
Pilipino 0
Chicana/o 1
White 2
Native Hawaiian or Other Pacific Islander 0
Other or Unknown 0
Total 86

C) Participants by Gender
Gender Number of
Participants
Male 37
Female 49
Total 86

D) Participant Information Distribution by Year
Year in School Number of
Participants
UCLA 1
st
year 24
UCLA 2
nd
year 15
UCLA 3
rd
year 20
UCLA 4
th
year 14
UCLA 5
th
year 2
UCLA 1
st
year transfer 6
UCLA 2
nd
year transfer 2
UCLA 3
rd
year transfer 2
UCLA graduate student 1
Total 86


E) General Data
Graduating
Seniors
Enrolled In Graduate School Percentage
14 3 21%
Law Programs Number of
Participants
Currently in a program 0
Applying for the 2014-2015 Academic Year 0
Admitted for the 2014-2015 Academic Year 0
Enrolling for the 2014-2015 Academic Year 0
Medical Programs
Number of
Participants
Summer Research Internship Programs
Number of
Participants
UC LEADS
Number of
Participants
General Graduate School Programs
Number of
Participants


Part II: Program Recipients, General Information

A) Total number of Program Recipients
Number of Program
Recipients
Actual number of program recipients during
the reporting period (i.e., number of students
served)
146

B) Program Recipient Distribution by Ethnic Background
Ethnicity Number of Program
Recipients
American Indian or Alaska Native 0
Asian 38
Southeast Asian 89
Black or African American 3
Pilipino 2
Chicana/o 43
White 3
Native Hawaiian or Other Pacific Islander 0
Other or Unknown 0
Total 179

C) Participation by Gender
Gender Number of Program
Recipients
Male 67
Female 112
Total 179

D) Program Recipient Distribution by Grade
Grade Level Number of Program
Recipients
K-4 0
5 0
6 0
7 0
8 0
9 24
10 28
11 43
12 84
Community College 0
Total 179


C) General Data
Graduating Seniors Enrolled in Postsecondary
Institution
Percentage
104 104 100%

Number of Program
Recipients
Program Recipients with Limited English Proficiency 0
Students Recently Re-designated to Fluent-English-
Proficiency
0
Enrolling in a Community College for the 2014-2015
Academic Year
0
Transferring to a 4 Year Institution for the 2014-2015
Academic Year
0
Applying to a 4 Year Institution for the 2014-2015
Academic Year
37 (core seniors)
Admitted to a 4 Year Institution for the 2014-2015
Academic Year
37 (core seniors)
Enrolling to a 4 Year Institution for the 2014-2015
Academic Year
37 (core seniors)

Participating Schools
Name of School Grade Levels
Served
Number of
Participants
District CDS Code
Westminster High
School
9-12 66 Huntington Beach Unified
High School District

San Gabriel High
School
9-12 113 Alhambra Unified School
District

Services Provided to Students
Type of Service
Number of
Students
Tutoring/homework assistance Skill Building 167
Academic enrichment/supplemental learning
(Workshops)

Mentoring (PA) 67
Counseling/advising/academic planning/career
counseling (PA)
67
College visit/college student shadowing 94
Standardized test preparation/study skills
development
30
College Application assistance/financial aid
assistance
87
Educational field trips 30
Cultural events 33
Other (please specify) N/A


Services Provided to Parents/ Guardians
Type of Service
Number of
Parents/Guardians
Workshops on college preparation/financial
aid
36
Workshops on academic preparation 36
College visits 6
Family events 24
Other (please specify) 10

Services Provided to Teachers
Number of Teachers
Number of Teachers Served N/A
Type of Service Number of Programs
Number of Short Programs (1-8 hours) N/A
Number of Long Programs (8-40+ hours N/A
Number of Leadership Development
Programs
N/A
Other Programs N/A
Total Number of Programs N/A

Services Provided to Administrators

Number of
Administrators
Number of Administrators Served N/A
Number of Long Programs (8-40+ hours) N/A
Programs
N/A
Other Programs N/A

Services Provided to Counselors
Number of Counselors
Number of Counselors Served N/A
Number of Long Programs (8-40 hours or
more)
N/A
Programs
N/A
Other Programs N/A


APPENDIX
Appendix A: Project Ledgers

Attached are the overall budget, Assistance Payroll, and Transportation Charges for HOPE 2013-
14.

HOPE End of Year Evaluation 2013-2014 (EOYE)

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End of Year Evaluations

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