Minority Academic Affairs

About

The Office of Minority Academic Affairs would like to take this opportunity to introduce a new and innovative model to the citizens and friends of the Kenosha Unified School District. This model was created to provide solutions to the disparity in the academic experiences between majority and minority students. To this end, The Collaborative-Relational Educational Model was created. Below, the basic framework of the model is outlined for future reference.

This model seeks to address the disparity in academic experiences between majority and minority students through the following tools.

• The Community Advisory Committee for the Success of Minority Students (CACSMS) - This is the advisory committee that provides oversight of the model including its sub-committees. The CACSMS Committee will be comprised of (14) community members who will be expected to meet on a monthly basis. CACSMS members are also required to serve as Community Advocates.
• Advocate Services - This component and sub-committee addresses the needs of our community advocates. This sub-committee will seek to recruit, retain, and support the training of the Community Advocates.
• Educational Incentives - This component and sub-committee will provide support to the Collaborative-Relational Educational Model by correlating and disseminating information about incentives available to Students, Parents, and Community Advocates.
• Minority Parent Services - This component and sub-committee focuses on providing services to the parents of minority students. These services include, but not limited to, facilitation at monthly divisional and/or school meetings, seminars for minority parents at monthly meetings, and overall resources for parents of minority students.
• Minority Student Services - This component and sub-committee focuses on providing services to minority students. This sub-committee will plan monthly meetings and also recruit speakers for these meetings. This sub-committee should include those willing to serve as facilitators and chaperones for the initiatives of this sub-committee.
• School and Community Partnerships - This component and sub-committee focuses on recruiting community organizations to underwrite or support the programming needs of students in an entire school or grade level. This committee is also responsible for advising the various community partners of any new needs of any school or group they have agreed to support.
• Programs and Resources - This component and sub-committee focuses on providing information on available programs and resources for all participants involved in the Collaborative-Relational Educational Model. Resources from local, state, and federal resources are to be researched and documented. This committee will also work with the Office of Minority Academic Affairs to publish an annual book of resources for programming and future initiatives.
• Post- Graduation - This component and sub-committee focuses on transitioning the students from secondary education to a full-time positive occupation. This committee will be able to work with the community advocates to provide

One of the greatest potentials for change in the "closing the gap" initiative rests in the success of each individual Community Advocate. The Community Advocates provide firsthand implementation of the Collaborative-Relational Educational Model. Community Advocates are expected to report educational and family service needs to the Office of Minority Academic Affairs.

In order to serve as a Community Advocate, one must complete the necessary paperwork and then meet with the Minority Academic Affairs Specialist. This interview will be held before a Community Advocate will be placed in an educational relationship with a student and their family. Training on the Collaborative-Relational Educational Model will be offered on a quarterly basis. A full-length instructional video can also be utilized for training and introducing the model to the community.

We are in need of recruiting dedicated Community Advocates. The greatest task that this model faces is having enough Community Advocates to make the recommended contacts each grading period. This office needs your assistance in recruiting colleagues, family and friends that will volunteer to assist in this initiative. When this model becomes fully operational, it will significantly provide solutions to the disparity in academic experiences between minority and majority students.

Please feel free the contact this office concerning this and other initiatives.

Sincerely,

Norris Jones
Minority Academic Affairs Specialist
(262) 359-7970