HEAD START

Mentoring Program
Proposal
 An Initiative of the SLA 400 07 Senior Seminar
Social Action Project

for the Seton Hill University Education Department

and Westmoreland Community Action Head Start

Submitted to:
Dr. Bonnie Ordonez, Head of School of Education
and Applied Social Sciences;
Tammy Patterson, Director of Childrens Services
at Westmoreland Community Action

Submitted By
Callista Arida
Paige Overly
Madeleine Robbins
Lisa Scalzitti
Samantha Wargo

1
Executive Summary: The purpose of this document is to propose
a mentor program (see page 4) between Seton Hill University and
the Westmoreland Community Action Head Start. The project
came about after students in the SLA 400 07 Senior Seminar
course discovered an injustice in the literacy rates among children
in poverty in the community. After reviewing this document and
upon further research (see page 6) it is our hope that the
education department at Seton Hill will consider taking the
necessary steps to implement a mentor-based program between
students in the education department, as well as students across
various disciplines, and preschool students at the 16 head start
locations in Westmoreland County.

Table of Contents:
Rationale 3
Client Background 3
Project Background 4
Physical Actualities 5
Current Status 5
SWOT Analysis 6
Recommendations/ Suggestions 7
Conclusion 8
References 8

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Rationale:
In low-income communities,
there is only
1 book per 300 children
compared to 13 books per child in
middle-income communities
(Bridges).

In Westmoreland County, about 10% of the population is below the

poverty line. In Greensburg-Salem School District, nearly half of
the student body qualifies for free or reduced lunch, categorizing
the schools as "economically disadvantaged." How can we help
these students make the most of their education?

Client Background:
Education Department: Under the School of Education and
Applied Social Sciences, the education department at Seton Hill
University offers degrees that lead to Pennsylvania Teaching
Certification in elementary education (Pre-K to 4th grade) and
special education (Pre-K to 8th grade). The students in this
program complete coursework and practica to gain experience with
diverse groups of students at different grade levels and in different
communities.

Head Start: The Head Start program is one of three Early

Childhood Educations programs offered at Westmoreland
Community Action (WCA). Head Start provides learning
experiences for children ages 3-5 to prepare them for a transition
into kindergarten and primary education. The programs goal is to
provide school readiness through programming such as Family
and Community Engagement, and Health and Nutrition. The Head
Start program offers 16 locations throughout Westmoreland
3
Project Background:

Poverty is a core social issue as identified using the tenets of Catholic

social teaching. There is an injustice in the education system for children
facing poverty, specifically for low-income children having unequal access
to books. According to research from Scholastic (Bridges, 2013) children in
middle-income neighborhoods had multiple opportunities to observe, use,
and purchase books (approximately 13 titles per child); few opportunities
were available for low-income children who, in contrast, had approximately
one title per 300 children. Low-income children enter kindergarten already
behind on literacy and language acquisition, a contributing factor being that
preschool children, specifically facing low-income, do not have access to
the proper resources for being introduced to literacy and oral storytelling.

The National Council of Teachers loosely defines oral storytelling as

relating a tale to one or more listeners through voice and gesture.
However, Hibbin (2016) argues that there needs to be a more specific
definition that captures the complex nature of oral storytelling, and creates
her own definition: a spoken word narrative form that involves a non-
scripted and non-personal story using the resources of imagination.
Hibbins study found that oral storytelling has benefits on childrens socio-
emotional development with ties to self-expression, identification, and an
empathetic understanding of self and others (2016). The increased
awareness in the self and ones surroundings can lead to a more positive
engagement in learning. Hibbins identified the importance of the speaking
and listening practices of oral storytelling for fostering these benefits.
Hibbins suggests the oral re-telling of pre-existing stories (childrens books)
offers children a platform for speaking and listening practice.

4
Physical Actualities:

The primary component of this program is

the establishment of mentor-student
relationships between Seton Hill students
and students in the Head Start program.
Mentors responsibilities will include
interacting with students directly in literacy
activities like reading, conversation, games
and lessons. Mentors can also be available
to support families and Head Start staff.

To spread awareness on literacy issues for

children in poverty and to advertise the
mentor program to the Seton Hill community,
Seton Hill students will conduct a book drive
once per semester. Books from the drive will
be donated to the Westmoreland Head Start
locations for the creation of classroom
libraries. Outreach is most effective via
social media and personal communities.

Current Status:

A. Contacted Ashlee Rose and Tammy Patterson at

Head Start; learned that students need clearances,
physical and TB test. They are very interested in
pursuing a mentor program with Seton Hill students.

B. Book drive from November 1 to November 30, 2017 -

collected over 90 books and a check of $50 to be
donated to the creation of Head Start libraries.
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SWOT Analysis:

Strengths
A. Supports Head Start as they foster school readiness
B. Engages SHU with local community and local issues
C. Provides mentor relationship to children who may have never
met a college student
D. Book drive redistributes from those who have ample resources
to those who need them

Weaknesses
A. To be mentors, Seton Hill students need clearances (including
TB Test and a physical)
B. Mentors will need transportation to Head Start sites
C. Incentive for student participation is low

Opportunities
A. Connect to other majors/divisions/clubs on campus (Alpha
Sigma Lambda, Alpha Lambda Delta, Project HOPE, Education
Club, STAC, Biology Club, Chemistry Club)
B. Create sustainable libraries for Head Start sites
C. Design a consistent book donation program

Threats
A. Sustainability; maintain relationship between Head Start and
SHU
B. Lack of incentive for mentor participation

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Recommendations/Suggestions for Implementation:

To the education division:

A. Use the mentor experience as SED 305 Practicum:
Multiculturalism. According to the 2017-2018 University Catalog,
SED 205 is a pre-service 15 hour practicum experience for
students in districts that have a diverse (ethnically, racially and
economically) student body. Students observe, tutor, and co-teach
in a diverse environment. This course is required for all
candidates in all certification areas. [Clearances required.]"

B. Encourage students in the education division to participate as a

mentor with Head Start voluntarily, to enrich experience with ethnic,
racial and economic diversity and application of early childhood
literacy concepts

To students in other academic disciplines:

A. Encourage students in psychology/sociology programs to
participate as a mentor with Head Start voluntarily, to enrich
experience with child development theory, especially literacy
development
B. Encourage students in performing arts to participate as a mentor
with Head Start voluntarily, to enrich experience with fostering
literacy through arts with children

To students interested in sustained service experience:

A. Offer students a sustained service opportunity through Head
Start, instead of isolated service experiences

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Conclusion:
In conclusion, the establishment of mentor relationships between
Seton Hill students and preschoolers at the Head Start will foster
positive psychosocial development for the preschoolers, introducing
them to literacy at young age through oral storytelling will foster a
platform for their learning awareness, and the book drive will
provide children from low-income families with equal opportunities
for reading and learning. The Westmoreland County Head Start has
been made aware of the program idea, and is eager to work will
Seton Hill students in creating this program. The education
department at Seton Hill has the most efficient resources for
developing and implementing this mentor program that embodies
the mission of The University to educate students to think and act
critically, creatively and ethically as productive members of society
committed to transforming the world.

References:
Di Santo, A., Timmons, K. and Pelletier, J. (2016). Mommy thats
the exit.: Empowering homeless mothers to support their childrens
daily literacy experiences. Journal of Early Childhood Literacy,
16(2). 145-170.

Hibbin, R. (2016). The Psychosocial Benefits of Oral Storytelling in

School: Developing Identity and Empathy through Narrative.
Pastoral Care in Education, 34. 218-231.

Bridges, L. (2013). How Collaboration Among Families, Schools,

and Communities Ensures Student Success. In Family and
Community Engagement 2013 Research Compendium. Retrieved
from http://teacher.scholastic.com/products/face/pdf/research-
compendium/Compendium.pdf