JAGUAR CAMP...MAKING A DIFFERENCE FOR AT-RISK STUDENTS IN A COMMUNITY SETTING THROUGH GRADUATE EXPERIENTIAL LEARNING PROGRAMS

Developing and refining strategies for effectively working with English Language Learners are essential skills for general and special education teachers in diverse classrooms. Through a multiagency collaborative experiential learning program faculty and graduate students provided an academic enrichment camp for at-risk, underserved, low-income students on the West Side of San Antonio. Role modeling professional learning communities the 2012 Jaguar Camp showcased "Jaguar City" where students learned roles and responsibilities in their surrounding communities.

Rationale: With inclusion of ELL students in regular classrooms, teachers must actively develop effective skills for working with culturally/linguistically diverse populations (Seitkz, 2009; Sousa, 2012). Experiential learning at the graduate level has traditionally been used for practicum/internship programs. However, novice alternative certification teachers tell us they needed more “experience with students” as well as opportunities to “learn from experts” and “time for reflection” prior to entering their classroom as probationary teachers (Cuddapah & Burdin, 2012; p. 68). Through innovative partnerships with community programs for at-risk students, graduate students gained experience with ELL students to develop personal skills for future teacher-student interactions as well as co-teaching experience with colleagues.

Usefulness to Practitioners: School and community practitioners as well as teacher preparation programs will learn about establishing effective partnerships between universities and community organizations providing real world experiences for graduate students while supporting skill development in ELL at-risk students. Examples of a 3 year experiential learning program for critical skill development in graduate level teachers as well as those seeking alternative certification will be provided. Focus on professional learning communities as well as teacher leadership and reflection emphasized. Participants will gain a better understanding of positive outcomes resulting from community based involvement and partnerships between universities and non-profit agencies serving at-risk students as well as graduate education preparation programs.

Participant Outcomes: Participants will:
1. Acquire information about community based experiential learning for graduate students (including alternative certification)
2. Identify applications, benefits and limitations of community based experiential learning graduate programming
3. Discuss implications of multiagency efforts in graduate education programs.

Relevance to Diverse Groups: When comparing schools across the state, the Greater San Antonio area has some of the highest drop-out rates and lowest educational levels in adults over 25 than the five major cities in Texas. It is essential that classroom teachers and those seeking alternative certification are well prepared to work with high levels of at-risk students with diverse characteristics (Marzano, 2012). Creating a rich learning environment providing multiple means of student engagement and differentiated curriculum is an essential skill for all teachers to develop, especially when working at-risk ELL populations (Tomlinson & Sousa, 2011). The collaborative efforts of university faculty and non-profit community organization provided additional skill development opportunities for master level per-service as well as novice and beginning teachers.