mission statement€¦ · web viewmission statement. the mission of freedom high school is to...

FREEDOM HIGH SCHOOL

Mission Statement

The mission of Freedom High School is to supply a quality educational curriculum intended to

support students in increasing their skills by developing crisis solving proficiency, critical

thinkers and turning into lifelong learners. Throughout our systematic intellectual and auxiliary

programs, we will set students up for a universal culture by instructing them how to develop into

reliable citizens and build up an appreciation for cultural differences. Our school’s community

works to generate and exhibit courtesy, equality and local responsibilities through an

environment of justice and respect.

FREEDOM HIGH SCHOOL

Philosophy

Each and every student can and will be able to receive an education.

All students must participate in the educational environment.

Student’s will learn and coexist in a safe and nurturing atmosphere.

To expose students to a variety of cultures in our diverse inclusive district

Education prepares students to be successful in an ever-changing world.

The core curriculum should tie in real-life applications of comprehension and capability

and help students tie their education to the future. .

Learning develops leadership in students.

FREEDOM HIGH SCHOOL

Goals/ObjectivesGoal 1

TO SET AND MEET HIGH EXPECTATIONS FOR ACADEMIC ACHIEVEMENT FOR ALL

STUDENTS IN ORDER TO PREPARE THEM FOR A PRODUCTIVE ADULT LIFE,

CONTINUING EDUCATION AND RESPONSIBLE CITIZENSHIP.

Expectation 1.1

All students will demonstrate mastery in reading, writing and mathematics.

Expectation 1.2

All students will have access to and will complete a rigorous curriculum in core areas of study,

including language arts, science, mathematics, social studies, the arts, foreign language, health,

physical education, and technology.

Expectation 1.3

The Board of Education will develop and adopt a uniform Core Curriculum that will be reviewed

and updated every three to five years by a Curriculum Committee.

Goal 2

TO CREATE THE OPTIMAL ENVIRONMENT FOR LEARNING BY MEETING THE

FUNDAMENTAL NEEDS OF ALL LEARNERS.

Expectation 2.1

Increase the availability of high quality preschool education to all eligible students.

Expectation 2.2

All students will recognize and value diversity.

FREEDOM HIGH SCHOOL

Expectation 2.3

All students will attend school in a safe, orderly, and disciplined environment.

Expectation 2.4

All will be served by a unified system of regular, special and compensatory programs.

Goal 3

TO SET AND MEET HIGH STANDARDS FOR THE PERFORMANCE OF TEACHERS

AND ADMINISTRATORS LEADING TO AND EVIDENCED BY IMPROVED STUDENT

LEARNING.

Expectation 3.1

The professional preparation and certification of West Haven educators will reflect clear and

widely accepted definition of the knowledge and competencies needed by teachers and

administrators to ensure that students will achieve at high levels.

Expectation 3.2

There will be ongoing and systematic assessment and improvement of teacher and administrator

evaluation and professional development practices which relate to the educational goals for

students.

Expectation 3.3

All educators will have access to substantive, appropriate professional development activities

that promote the continuous improvement and modification of instruction leading to the success

of all students.

Goal 4

TO FOCUS RESOURCES EFFECTIVELY, EFFICIENTLY, AND EQUITABLY IN ORDER

TO INSURE THAT ALL WEST HAVEN STUDENTS ACHIEVE AT HIGH LEVELS.

FREEDOM HIGH SCHOOL

Expectation 4.1

Every student and teacher will have access to a technology rich environment; and teachers,

administrators and ancillary staff members will be trained to use technology to improve

instruction and student learning.

Expectation 4.2

The School District will make more productive use of existing resources and facilities and

promote the schools as centers of community activities.

Expectation 4.3

The Board of Education will collaborate with health and social service agencies to improve

services to students and their families.

Goal 5

TO INCREASE THE DISTRICT INVOLVEMENT OF ALL CITIZENS IN PUBLIC

EDUCATION.

Expectation 5.1

Parents and family members must be active participants in each child’s academic process and

may demonstrate this by communicating with teachers, counselors and administrators.

Expectation 5.2

The Board of Education will work collaboratively with education professionals, other agencies

and parents to offer a variety of programs to increase parental knowledge of their children’s

education process (and progress).

Expectation 5.3

In order to strengthen the home/school/business/community partnership, the Board of Education

will develop strategies for involving these partners in the schools in a mutually beneficial and

productive manner.

FREEDOM HIGH SCHOOL

Goal 6

EXPOSE ALL STUDENTS TO THE WORLD OF TECHNOLOGY.

Expectation 6.1

Provide a meaningful technology curriculum for all students.

Expectation 6.2

To use technology as instructional tools within the various disciplines to increase student

motivation and to improve student achievement.

Expectation 6.3

To provide equal funding and appropriate access so that all students will have the opportunity to

interact with and learn from current technology.

Goal 7

PROVIDE A TEACHING AND LEARNING CLIMATE WHERE RACIAL, ETHNIC AND

ECONOMIC ISOLATION IS REDUCED AND THE DIVERSITY OF OUR STUDENT

POPULATION IS EMBRACED.

Expectation 7.1

Continue to provide a racially balanced school system.

Expectation 7.2

Provide a curriculum that strives to embrace and recognize the diversity of each individual.

Expectation 7.3

Provide appropriate learning opportunities for all Board of Education staff.

FREEDOM HIGH SCHOOL

Adapted from West Haven Public Schools

Confidentiality Statement

American School Counselor Association (ASCA) Position

Professional school counselors recognize their primary obligation for confidentiality is to the

student but balance that obligation with an understanding of the legal and inherent rights of

parents or guardians to be the guiding voice in their children’s lives.

The Rationale

Confidentiality is an ethical term denoting a counseling practice relevant to privacy. A student

who has a counseling relationship with a professional school counselor has the right to privacy

and confidentiality. ASCA recognizes that counseling relationships require an atmosphere of

trust and confidence between students and counselors. Exceptions to confidentiality exist, and

students should be informed that situations exist in which school counselors must inform others

of information learned in counseling relationships in order to protect students themselves or

others. ASCA members affirm their belief in the individual’s worth and dignity. It is the

professional responsibility of school counselors to fully respect the right to privacy of those with

whom they enter counseling relationships.

FREEDOM HIGH SCHOOL

Privileged communication is a legal term that means a federal or state statute is in place granting

privilege to a counseling relationship between a professional school counselor and a student. If

privilege exits, a professional school counselor cannot be forced to disclose information revealed

in a counseling relationship in a court of law unless specific exceptions to privilege exist. In

some states, statutes grant privilege to counseling relationships between professional school

counselors and students.

The Professional School Counselor’s Role

Counselors have a responsibility to protect private information received through confidential

relationships with students and private information they receive about students from parents or

guardians, professionals outside of schools and other school staff members. Professional school

counselors inform students of the limits of confidentiality such as the possible necessity for

consulting with other professionals, privileged communication, and legal or authoritative

restraints.

Additional exceptions to keeping private information gained in counseling relationships with

students include disclosing information to parents, guardians or others when school counselors

determine that students may be at risk for harming self or others. The meaning and limits of

confidentiality are defined in developmentally appropriate terms to students. Professional school

counselors consult with appropriate professionals when in doubt as to the validity of an

exception and for the benefit of the students they counsel. Professional school counselors keep

records of their counseling relationships separate from academic records and do not disclose the

contents of their counseling records except when privacy exceptions exist. When professional

FREEDOM HIGH SCHOOL

school counselors receive court orders they believe might lead to the disclosure of private

information they gained in counseling relationships with students, they should request legal

advice from their supervisors and should follow the legal advice provided to them.

When professional school counselors are asked in legal proceedings to disclose information they

consider private when no exceptions to privacy appear to exist, they should assert their belief that

information is confidential and should not be revealed without the student’s consent. School

counselors follow judge’s orders when in court; even if they believe they are being ordered to

disclose confidential information.

Summary

Counseling relationships require an atmosphere of trust and confidence between students and

their professional school counselors. A student has the right to privacy and confidentiality.

Students should be informed that exceptions to confidentiality exist in which counselors must

inform others of information they learned in counseling relationships in order to protect students

themselves or others.

FREEDOM HIGH SCHOOL

The Professional School Counselor and Confidentiality(Adopted 1974; reviewed and reaffirmed 1980; revised 1986, 1993, 1999, 2002, 2008)

Foundation Program Audit

CRITERIA No In Progress

Yes Action Plan item?

1. Written statement of philosophy for the school counseling program:

Addressing:a. Beliefs and values for all studentsb. Goals of the counseling programc. Role of the school counseling

program in the educational process d. Use of data in program

development and evaluation2. A written mission statement for your

school counseling program Addressing:

a. Creates one visionb. Student focusedc. Long range goals for all studentsd. Aligned with the school’s mission

FREEDOM HIGH SCHOOL

School Improvement Team Presents….

FREE PARENT MEETINGS WITH A CHILD SPECIALIST

Do you have concerns about your high school-aged child? Get your questions answered about any typical child development or behavior issue including:

Post-secondary education Teenage pregnancy Bullying Anger management Avoiding power struggles Career development Parenting Goal attainment Financial stability Life transition skills

Call a Counseling Consultant to Freedom High School, At 804-524-5000 to schedule an appointment.

Sponsored by Prevention/Intervention Services….. “Life Skills and Development”A division of Virginia Public Schools Community Services Board

© Shaundell Langley, M.Ed. Counseling Candidate, Virginia State University

FREEDOM HIGH SCHOOL

Prevention/Intervention Services Presents…

FREE WORKSHOP FOR PARENTS of Freedom High School

I.O.P. (Independent Opportunity for Parents), a group designed to make resources available to single-parents with high school aged children. Program will provide a smooth transition from a government dependent lifestyle to a more independent one with hopes of no return.

Are you interested in? Independence Financial Stability Educational Attainment Life Transition Skills Career Building

If so, hurry and sign up by calling Mr. Shaundell Langley or any Counseling Consultant to Freedom High School, at 804-524-5000 to schedule an appointment.

FREEDOM HIGH SCHOOL


Individual & Group Counseling

Individual Counseling – at Freedom High School is available at the request of students, parent and

teachers. Individual counseling services may be used to address developmental, academics, and/or

social and emotional concerns. Parental permission is necessary for students under age 18, unless

child has been emancipated from parents, before working with a student through a structured

series of sessions. Student can be referred to third party agencies for FREE Assessments-

community mental health facilities, licensed participating social workers, psychologists,

psychiatrists and other specialists who work with teenagers and families. These referrals are only

available to the parents of the high school aged student.

Group Counseling – at Freedom High School, Group Counseling is available to enrolled students.

Quite often it is comforting for a student to work with peers in an intimate group setting to discuss

concerns, or refresh on various skills and social issues. Group members are referred by parents,

teachers, administrators or self-referral. The counseling groups at Freedom High School adhere to

a strict confidentiality policy and base the intervention on the Virginia Professional School

Counseling Program Manual. Parental permission is mandatory for students under 18 years of

age, unless the students are emancipated, prior to a student participating in a group.


FREEDOM HIGH SCHOOL

I.O.P© Independent Opportunity

For TEEN Parents

“Coaching high school-aged single-parents towards a new lifestyle of Independence”

Freedom High School Counseling Department Small Group Plan

FREEDOM HIGH SCHOOL


Statement of PurposeI.O.P. (Independent Opportunity for TEEN Parents) counseling group is designed to make resources

available to high school-aged single parents, by helping to provide a smooth transition from a dependent

lifestyle to a more independence one.

SettingStudents at Freedom High School come from low-income and poverty stricken communities. They

student population is comprised of various minorities who are not afforded proper resources needed to

brake the generational cycle of struggle (poverty). Freedom High School is located in an inner-city

(urban) setting in Virginia. Public transportation vouchers will be provided to participants of I.O.P. who

do not have their own vehicle, at the expense of donations from non-profit organizations.

Target PopulationThis small group plan targets high school-aged single parents who are at least 18 years of age for

insurance purposes. This population was chosen because teen pregnancy is a major social problem at

Freedom High School. Most students at Freedom High school are African American; appropriately,

recent studies show that more than 25% of African American families are single-parent families (U.S.

Bureau of Census, 1989). The students who would participate in this group come from urban

metropolitan communities, and are not privileged with resources. Location, generational poverty, and

population density contribute to misappropriate resources; thus, the goal of this small group is to provide

resources to help educate and decrease the pandemic of high school pregnancy.

FREEDOM HIGH SCHOOL

Statement of Confidentiality

I.O.P (Independent Opportunity for TEEN Parents) upholds a high standard of client confidentiality. Participants are required to be classified seniors entering the first session of the counseling group. Any information obtained during the member selection process, and throughout the 8-Week counseling sessions will be used for data only. For assurance purposes all material will be kept confidential, unless harm is being done to you, you are thinking of harming yourself and others, or school property.

Purpose of Group: To provide information, knowledge and skills to high school-aged single parents to assist in a successful transition from a dependent lifestyle to an independent one.

For reliability and validity reasons, it is asked that each client provide his/her information.

Name: (Last) ____________________ (First) ________________________ (M.I.) ___

Sex: _________ Date of Birth __/__/____

A copy of this statement of confidentiality may be given to the client via request at any time throughout the counseling group. Below is the contact information of Freedom High School’s Counseling Department office that this form will obtain. If you have any questions regarding a breach of confidentiality or a counseling session, feel free to contact a group facilitator at (804)524-5000

Independent Opportunity for TEEN ParentsFreedom High School Counseling Department

I have read the above statements and understand that the counseling group purpose in obtaining information is strictly for statistical and data reporting only; all shall remain confidential throughout the duration of the counseling group. I hereby agree to participate in this 8-week counseling group freely and without pressure.

FREEDOM HIGH SCHOOL

Client Signature ______________________________________ Date _____________Parent Signature ______________________________________ Date _____________


8-Week Post Evaluation Form

Directions: Answer each question on a scale from one 1 to 4; based on the effectiveness of the counseling group. 1 (Very Effective/Yes) 2 (Effective/Somewhat) 3 (Neutral) 4 (Not Effective/No)

1. How effective was the overall group sessions in helping you to understand the importance of an independent lifestyle? __

2. Rate your understanding of Financial Stability, Educational Attainment, Life Skills and Career Building. __

3. Are you applying your knowledge towards transitioning from the dependent lifestyle you have to a more independent one? Why?

4. Do you understand the importance of establishing and maintaining good credit, loans, and savings? Why?

5. Are you taking the proper steps to securing your child’s education?

6. Is your household becoming a more stable environment? Why or Why Not?

7. How are your interviewing skills and job search? __

FREEDOM HIGH SCHOOL

8. Do you still feel the need to depend on government assistance? Why?

Comments:


I.O.P Application

Directions: Fill out form completely and make sure all statements are correct. Failure to do so will result in non-admission into the 8-Week counseling group.

Name: (Last) ________________________ (First) ______________________ (M.I.) __

Date of Birth: __/__/____

Current Address __________________________________________________ (City) ________________ (State) ______ (Zip) ___________

Race (Circle One): African American Caucasian Asian Hispanic Indian Pacific Islander Native American Other

Number of Children: ______ Have you ever worked? Yes ___ No ___

Are you currently employed? Yes ___ No___

FREEDOM HIGH SCHOOL


Opening Group Questionnaire

This pre-group questionnaire is confidential and for data (statistical) purposes only. Your identification is not required.

1. Which government programs are you currently enrolled in? (Circle all that apply)

AFDC (Aid to Families w/ Dependent Children)

Medicaid Food stamps (SNAP) TANF

2. How many years have you been enrolled in government assistance program? (Circle all that apply)

½ year to 1 year 1.5 years to 2 years 2 years or greater

3. Do you feel that a counseling group can offer you the information, skills and knowledge to help with a transition from a dependent lifestyle? Yes __ No__ Explain

4. Can you provide proof of legal guardianship of your child? Yes __ No __

5. How old where you at the time of your child’s birth?

FREEDOM HIGH SCHOOL

6. How often does your child reside with you in your home? (Circle one)

Less than 50% More than 50% All the time


Session 1: I.O.p would like to welcome YOU to the group…

Introduction (15 minutes)

Hi, I would like to welcome you to I.O.P, which stands for Independent Opportunity for TEEN Parents.

This small group was formulated through many inspirations that struggling single parents undergo.

Therefore, I proposed a plan that could offer the knowledge and resources needed to live independent

lifestyle, free of government assistance. I.O.P is an 8-week counseling group that focuses on the needs of

high school-aged single-parents. Our motto is “Coaching single-parents towards a new lifestyle of

independence”. By the end of these 8 weeks, each of you will be aware of your finances, you and your

child’s educational ability, life goals after completion of high school, and how effective your life is

transitioning. Each of you was selected because of your similar struggles and the need for the perfect

tool to create a transition towards a new lifestyle. So once again, I would like to welcome you openly,

with all the respect, dignity and confidentiality to I.O.P. Please welcome our group facilitators (GF)…

John Doe and Jane Doe

Confidentiality (5 minutes)

I am passing out confidentiality statements and writing utensils to every member. I will then read the

confidentiality statement, and explain the statement loud and clearly, ensuring that every person

comprehends. When you are finished, please give me your paper.

FREEDOM HIGH SCHOOL

GF: May I please have everyone print there name on the form, sign and date? If there are any questions

about something you may not understand on the form, please ask me now.

Ice Breaker (5 minutes) Can U Remember Me?

This is an exercise to get every member in this group to become familiar with one another and to show

openness. It is quite simple and requires you to listen, visualize, and obtain information. The game is

called Can U Remember Me? The goal is to remember each members name as the number piles up

without any mistakes.

Ex. Member 1… John

Member 2…Jane, John

Member 3…Sally, Jane, John

Member 4... Sam, Sally, Jane, John

Subject Areas (5 minutes)

The group facilitator will tell the group the four subject areas; which will be the focus of this discussion

for the duration of the 8 counseling sessions and how each area affects single-parent.

Group Initial Feedback (15 minutes)

This part of the session will allow each member to talk amongst the group of their first thoughts of the

group I.O.P and its purpose. Initial feedback will allow members to become comfortable in hopes of

accepting the plan and moving forward to other sessions.

Closing Activity/Remarks (5 minutes)

GF: Once again I would like to thank each of you again for your willingness to participate in I.O.P and

wanting a new lifestyle change…

FREEDOM HIGH SCHOOL

Session 2: Can u handle the truth?

(The importance of financial stability)

Welcome (5 minutes)

Welcome back group members, when I call your name please state that you are present.

Icebreaker (10 minutes)

Ask group to collectively think of five major banks within 10 minutes before the clock runs out.

Objective (10 minutes)

Each group member will be able to comprehend the importance of good credit, establishing credit,

understanding their credit score, personal loans and savings, and how to rid their families of any

outstanding debt.

Activity 1 (15 minutes)

Handout Worksheet A, generalized credit scale that all 3 credit reporting bureaus use when reporting

someone’s credit score.

GF: explain credit scale and tell members the three credit reporting bureaus (TransUnion, Experian,

and Equifax; and how each one reports your individual credit score).

FREEDOM HIGH SCHOOL


Handout Sample Credit Report brochure

GF: explain to group how to understand a credit report and which each part of the report means. Ask

questions to check if members comprehend.

Closing Activity (5 minutes)

Give members the contact information to all 3 credit bureaus; ask them to contact each bureau and

request their annual free credit report. To check for accuracy, have members right down confirmation #s.

Members will be ask to bring in copies of all financial records if applicable.

Credit Score Guidelines and Quick Reference Credit Scoring Guide

750 and higher Excellent A++680 to 750 Very Good A+620 to 680 Good A580 to 680 Above Satisfactory B550 to 580 Satisfactory B-480 to 550 Below Satisfactory C

Excellent Credit Guidelines Estimated FICO credit score range is 680 and aboveFive years or more of credit history with at least five trade lines Minimum of 36 month payment historyOne of the 5 trades must be prior auto paid satisfactory Credit history reflects various credit card and installment loan trade lines Low credit card usage is evidentHomeowner for a minimum of 24 months No Past due payment history is evidentCurrent employment minimum 12 months with 36 month historyResidence history minimum 12 months with 36 month history Minimal credit inquiries

Good Credit Guidelines

FREEDOM HIGH SCHOOL

Estimated FICO credit score range is 620 through 679 Three and five years credit history with at least 3 trade linesMinimum of 12 month payment historyOne trade must have a high credit amount of $7,500 installment paid satisfactory Credit history reflects various credit card and installment loan trade linesLow credit card usage is evidentHomeowner for at least 12 monthsPast history must reflect payments made on timeNo current delinquent accounts. Current employment minimum 12 months with 36 month historyResidence history minimum 12 months with 36 month history Minimal credit inquiriesNo repossessionsBankruptcy acceptable if discharged 24 months with positive re-established credit

Fair Credit GuidelinesEstimated FICO credit score range is 560 through 619 Less than three years of credit history is acceptable with a minimum of least 3 trade linesEach trade line having a minimum of 12 month payment historyOne trade line must have a high credit amount of $2,500 installments paid satisfactoryModerate credit card usage is evidentHomeowner is preferredGeneral credit history reflects some accounts have been past due in the last 24 monthsCurrent credit history shows accounts paid as agreedAuto loan or car credit history current for last 9 monthsCurrent employment for 6 months with a maximum of 2 jobs in last 12 months 36 month history Residence history minimum 12 months with a maximum of 2 in last 12 months 36 month history Bankruptcy acceptable if discharged 12 months with positive re-established creditCredit inquiries above minimal

Poor Credit GuidelinesEstimated FICO credit score range from 520 through 559Less than three years of credit history may be reflectedHeavy usage of credit card lines may be evidentGeneral credit history may reflect delinquency over extended period of time on more than one accountCredit history may show several collection accountsRecent bankruptcy discharged acceptable Based on overall credit and application profileNo re-establish credit necessaryNumerous credit inquiries within last 12 months

First Time BuyerEstimated FICO credit score could range from 550 to 700 with no real reporting value

FREEDOM HIGH SCHOOL

No previous auto loan or car credit historyMinimum credit profile

No CreditNo numerical credit score available from the reporting agencies.

HARVEY MUDD COLLEGEPRIVATE LOAN

SAMPLE APPLICATION DISCLOSURE

DATE: BORROWER: LOAN CONTACT:July 1, 2011 Harvey Mudd Claremont University Consortium

301 Platt Boulevard Student Loan OfficeClaremont, CA 91711 101 South Mills

Claremont, CA 91711(909) 621-8042

LOAN INTEREST RATES & FEESYOUR INTEREST RATE IS FIXED.A fixed rate means that your actual rate will remain at a predetermined rate for the entire term of the loan.

OTHER FEESLate Charge: 10% of the amount due of $5, whichever is greater.Return Check Charge: $10.00

LOAN COST EXAMPLES

REPAYMENT OPTIONS Amount Interest Rate Loan Term Total Paid(while enrolled in school) Awarded (how long you over 10 years

(provided on the have to payoff theaward letter) loan)

1. DEFER PAYMENTS 10 years

FREEDOM HIGH SCHOOL

Make no payments while enrolled in $ 4,000.00 5.25% Starting after the $ 5,169.28school. Interest will not be charged deferment periodand added to your loan.2. MAKE FULL PAYMENTS 10 yearsPay both the principal and interest $ 4,000.00 5.25% Starting after the $ 4,000.00amounts while enrolled in school. deferment period

About these examplesThe repayment example assumes that you remain in school for four years and have a six-month grace period before beginning repayment. It is based on the fixed interest rate of 5.25%. For loan amounts up to $ 4,000.00, repayment will last ten years, starting once the initial principal payment is made.

FEDERAL LOAN ALTERNATIVES

LOAN PROGRAM Current Interest Rates by Program TypePERKINS(for students) 5% fixed

DIRECT 4.5% fixed (Undergraduate subsidized)(for students) 6.8% fixed (Undergraduate unsubsidized and

Graduate)PLUS

7.9% fixed (Federal Direct Loan)(for Parents and Graduate/Professional Students)

You may qualify for Federal education loans.For more information, visit our website at http://www.hmc.edu/admission1/costsandaid1/typesofaid1/educationloans1/loansforstudents.html or the Department of Education at www.federalstudentaid.ed.gov .

NEXT STEPS

1) Find Out About Other Loan Options.Visit our website at http://www.hmc.edu/admission1/costsandaid1/typesofaid1/educationloans1/loansforstudents.html or the Department of Education at www.federalstudentaid.ed.gov .

2) To Apply for this Loan, Complete the Application and the Self-Certification Form.Visit our website at http://www.hmc.edu/admission1/costsandaid1/typesofaid1/educationloans1/loansforstudents1/hmcloa ns.html . If you are approved for the Private Loan, the loan terms will be available for 30 days. The terms of the loan will not be changed during that time except for certain permissible changes in the interest rate or other terms.

Fixed Interest Rate:Your loan has a fixed interest rate.The rate will not change for the entire term of the loan.

http://www.hmc.edu/admission1/costsandaid1/typesofaid1/educationloans1/loansforstudents.html


http://www.hmc.edu/admission1/costsandaid1/typesofaid1/educationloans1/loansforstudents1/hmcloans.html

http://www.federalstudentaid.ed.gov/



http://www.federalstudentaid.ed.gov/

FREEDOM HIGH SCHOOL

Bankruptcy LimitationsIf you file for bankruptcy you may still be required to pay back this loan.

Repayment Options:

Although you elected to defer (postpone) payments, you can make payments during this time.

Prepayments:If you payoff early, you will not have to pay a penalty. You will not be entitled to a refund of part of the interest paid.

See your Private Loan application documents for any additional information about non-payment, default, or any required repayment in full before the scheduled date, and prepayment refunds and penalties.

Session 3:How much debt can u consume?

(The importance of financial stability)

Welcome (5 minutes)

GF will welcome group back and take attendance.


Classic hangman with a twist; the answers and clues will all relate to words that describe debt and

finances. (I.e. loans, savings, credit cards, checks, credit score).

Quick Discussion (15 minutes)

GF will ask group members for feedback from Session 2 and answer any unanswered question regarding

previous session.

Objective (10 minutes)

FREEDOM HIGH SCHOOL

Each group member will be able to comprehend the importance of good credit, establishing credit,

understanding their credit score, personal loans and savings, and how to rid their families of any

outstanding debt.


GF will administer a sample of a Business Bank Loan Application and explain all parts. This will help

members to later be able to apply for loans and savings, once they obtain steady sources of income

(jobs/careers).


Watch video on the causes and effects of debt on single parents.

Take Home Activity (10 minutes) Give calculators and scrap paper to all members with financial

records. Have them add up all personal and family debt, and report it to the GF statistical data purposes

only.

SESSION 4:Smart parent, build a smarter child!

(Education, intellectualism & College preparation)

Welcome (5 minutes)



Classic jeopardy with a twist; the answers and clues will all relate to four education areas (I.e. math,

science, history and english). This activity will test the intellectual ability of members past educational

experiences.

Objectives (10 minutes)

Each group member will be able to understand the importance of their own educational ability; as well

as their child’s. Each member will also become familiar with the criticalness of education as it leads to

their child enrollment in elementary school; while searching for financial helps (I.e. loans, grants and

scholarships)

FREEDOM HIGH SCHOOL

Activity (30 minutes)

Video comparing the success rate of children who complete high school and pursue secondary education

versus those children who do not.


Ask members to challenge their children to improve their grades from one scholastics semester to the

next. Members will check their child’s two semester grade and compare for improvements.

FREEDOM HIGH SCHOOL

Adelphi · Agnes Scott · Albertson · Albion · Albright · Alfred · Allegheny · American · Amherst · Antioch · Arcadia · Assumption · College of the Atlantic · Austin College · Babson · Baldwin–Wallace · Bard · Barnard · Bates · Beloit · Bennington · Bentley · Binghamton · Birmingham–Southern · Boston College · Boston U · Bowdoin · Bradley Brandeis

· Bryant · Bryn Mawr · Bucknell · Butler · California Lutheran · Carleton · Carnegie Mellon · Case Western Reserve · Cazenovia · Centenary (La.) · Centre · Chatham · Claremont McKenna · Clark U · Clarkson U · Coe · Colby · Colby–Sawyer · Colgate · Colorado College · Concordia College (N.Y.) · Connecticut College · Converse Cornell College

· Cornell U · U of Dallas · Dartmouth · Davidson · U of Delaware · Denison · U of Denver · DePauw · Dickinson · Dominican U (Calif.) · Drew · Duke · Earlham · Eckerd · Elizabethtown · Elmira · Embry–Riddle · Emmanuel College (Mass.) · Emory · Eugene Lang · Fairfield · Findlay · Fisk · Florida Southern · Fordham

Franklin & Marshall · Furman · George Fox · George Washington · Gettysburg · Gonzaga Goucher · Grinnell · Guilford · Gustavus Adolphus · Hamilton · Hampden–SydneyHampshire · Hanover · Hartwick · Harvard · Harvey Mudd · Haverford · Hendrix · Hiram ™ Hobart & William Smith · Hofstra · Hollins · Holy Cross · Hood · Illinois Wesleyan · Iona

Ithaca · John Carroll · Johns Hopkins · Juniata · Kalamazoo · Kenyon · Knox · La RocheLa Salle · La Verne · Lafayette · Lake Forest · Lawrence · Le Moyne · Lehigh ·

LesleyLewis & Clark · Linfield · Loyola College · Loyola U (La.) · Luther · Macalester common application U of Maine (Farmington) · U of Maine (Orono) · Manhattan · Manhattanville · MariettaMarlboro · Marquette · Mary Washington · McDaniel · Merrimack · U of Miami (Fla.) 2005–2006 Miami U (Ohio) · Middlebury · Mills · Millsaps · Moravian · Morehouse · Mount St VincentMt Holyoke · Muhlenberg · Naropa · Nazareth · New College (Fla.) · New England College U of New Hampshire · College of New Jersey · New York U · Northeastern U · NorthlandNotre Dame (Md.) · Notre Dame de Namur · Oberlin · Occidental · Oglethorpe Ohio Wesleyan · Pace · U of the Pacific · Pitzer · Pomona · U of Portland · PresbyterianPrescott · Princeton · Providence · Puget Sound · Queens U (N.C.) · Randolph–Macon Randolph–Macon Woman’s · Redlands · Reed · Regis College · Regis U · Rensselaer · RhodesRice · U of Richmond · Rider · Ripon · U of Rochester · Rochester Inst of Tech · Roger Williams · Rollins · St Anselm · St Benedict & St John’s · St Joseph’s College (Me.) · St Joseph’s U · St Lawrence · St Leo · St Louis U · St Mary’s College (Calif.) · St Mary’s College (Ind.) · St Michael’s · St Norbert · St Olaf · St Peter’s · St Vincent · Salem (N.C.)Salve Regina · U of San Diego · U of San Francisco · Santa Clara · College of Santa Fe · Sarah Lawrence · Scranton · Scripps · Seattle U · Seton Hill · Sewanee · Simmons · Skidmore · Smith · Southern Maine · Southern Methodist · Southern New Hampshire · Southwestern U · Spelman · Spring Hill · Stetson · Stevens Inst of TechStonehill · Suffolk · Susquehanna · Swarthmore · Sweet Briar · Syracuse · U of Tampa · TCU · Transylvania · Trinity College (Conn.) · Trinity U · Tufts · Tulane · Tulsa · Union College (N.Y.) · Ursinus · Utica · Valparaiso · Vanderbilt · Vassar · U of Vermont · Villanova · Wabash · Wagner · Wake Forest · Washington College · Washington U (Mo.)Washington & Jefferson · Washington & Lee · Webster · Wellesley · Wells · Wesleyan · Westminster (Mo.) · Westminster (Pa.) · Wheaton (Mass.) · Wheelock · Whitman · Whittier · Widener · Willamette · William & Mary · William Jewell · Williams · Wilson · Wittenberg · Wofford · Wooster · WPI · Xavier (Ohio) · Yale

application for undergraduate admissionThe member colleges and universities listed above fully support the use of this form. No distinction will be made between it and the college’s own form. Please type or print in black ink.

Be sure to follow the instructions on the cover page of the Common Application booklet to complete, copy, and fi le your application with any one or several of the member colleges and universities.

optional declaration of early decision/early actionComplete this section ONLY for the individual college to which you are applying ED or EA. It is yourresponsibility to follow that college’s instructions regarding early admission, including obtaining and College Name Deadlinesubmitting any ED/EA form provided by that college. Do NOT complete this ED/EA section on copies

Early Decision Early Action EASCof your application submitted to colleges for Regular Decision or Rolling Admission.

PERSONAL DATALegal Name

Last/Family First Middle (complete) Jr., etc. GenderEnter name exactly as it appears on passports or other official documents.

Nickname (choose only one) Former last name(s) if any

Are you applying as a freshman or transfer student? For the term beginning

Birthdate / / E-mail Addressmm/dd/yyyy

Permanent Home AddressNumber and Street

-City or Town State/Province Country Zip Code or Postal Code

Permanent Home Phone ( )Area Code Number

If different from above, please give your mailing address for all admission correspondence.

Mailing Address (from / to / )(mm/yyyy) (mm/yyyy) Number and Street

-City or Town State/Province Country Zip Code or Postal Code

Phone at mailing address ( ) Cell phone ( )Area Code Number Area Code Number

Citizenship US citizen Dual US citizen; please specify other country of citizenship

US Permanent Resident visa; citizen of Alien Registration Number

Other CitizenshipCountry(ies) Visa type

If you are not a US citizen and live in the United States, how long have you been in the country?

Possible area(s) of academic concentration/major(s) or undecided

Special college or division if applicable

Possible career or professional plans or undecidedWill you be a candidate for financial aid? Yes No If yes, the appropriate form(s) was/will be filed on

FREEDOM HIGH SCHOOL

The following items are optional. No information you provide will be used in a discriminatory manner.

Place of birth Social Security Number (if any)City State/Province Country

First language, if other than English Language spoken at homeAfrican American, Black Mexican American, ChicanoNative American, Alaska Native (tribal affiliation enrolled ) Native Hawaiian, Pacific IslanderAsian American (countries of family’s origin ) Puerto RicanAsian, including Indian Subcontinent (countries ) White or CaucasianHispanic, Latino (countries ) Other (specify )

FREEDOM HIGH SCHOOL

EDUCATIONAL DATASecondary school you now attend (or from which you graduated) Date of entry

Address CEEB/ACT codeNumber and Street

City or Town State/Province Country Zip Code or Postal Code

Date of secondary graduation Type of school public private parochial home school

Guidance Counselor’s Name Counselor’s E-mail

Position Phone ( ) Fax ( )Area Code Number Ext. Area Code Number

List all other secondary schools, including summer schools and programs you have attended beginning with ninth grade.Name of School Location (City, State/Province, Zip, Country) Dates Attended

List all colleges/universities at which you have taken courses for credit; list names of courses taken and grades earned on a separate sheet. Please have an official transcript sent from each institution as soon as possible.

Name of College/University & CEEB/ACT Code Location (City, State/Province, Zip, Country) Degree Candidate? Dates Attended

Not currently attending school Graduated from secondary school early.Describe in detail, here or on a separate sheet, your activities since last enrolled.

If you are a resident of Alabama, Florida, Louisiana, Mississippi or Texas, are you currently displaced by Hurricane Katrina or Rita? If so, please take a moment to provide details of your displacement, here or on a separate sheet.

TEST INFORMATIONBe sure to note the tests required for each institution to which you are applying. The official scores from the appropriate testing agency must be submitted to each institution as soon as possible. Please list your test plans below.

ACT Date taken/ English Reading Math Science Composite Combinationto be taken English/Writing

Date taken/ English Reading Math Science Composite Combinationto be taken English/Writing

SAT I or SAT Reasoning Tests

SAT II or Subject Tests

Date taken/ English Reading Math Science Composite Combinationto be taken English/Writing

Date taken/ Verbal/Critical Math Writing Date taken/ Verbal/Critical Math Writing Date taken/ Verbal/Critical Math Writingto be taken Reading to be taken Reading to be taken Reading

Date taken/ Subject Score Date taken/ Subject Score Date taken/ Subject Scoreto be taken to be taken to be taken

Date taken/ Subject Score Date taken/ Subject Score Date taken/ Subject Scoreto be taken to be taken to be taken

Test of English as a second language (TOEFL or other exam) Test Date taken/ Score Test Date taken/ Score

to be taken to be taken

AP-2 2005–2006

FAMILYParent 1 Parent 2

Last/Family First Middle Gender Last/Family First Middle Gender

Living? Yes No (Date deceased ) Living? Yes No (Date deceased )

Home address if different from yours Home address if different from yours

Home phone Home phone

E-mail E-mail

Occupation Occupation

Name of employer Name of employer

Work phone Work phone

Work e-mail Work e-mail

College (if any) College (if any)

Degree Year Degree Year

Graduate school (if any) Graduate school (if any)

Degree Year Degree Year

Parents’ marital status: married separated divorced (date ) never married widowed

With whom do you make your permanent home? Parent 1 Parent 2 Both Legal Guardian Other relation

Legal guardian’s name/address

Please give names and ages of your brothers or sisters. If they have attended college, give the names of the institutions attended, degrees, and approximate dates.EXTRACURRICULAR, PERSONAL, AND VOLUNTEER ACTIVITIES (including summer)Please list your principal extracurricular, community, and family activities and hobbies in the order of their interest to you. Include specific events and/or major accomplishments such as musical instrument played, varsity letters earned, etc. Check ( ✓ ) in the right column those activities you hope to pursue in college. To allow us to focus on the highlights of your activities, please complete this section even if you plan to attach a résumé.

Grade level or Approximatepost-secondary (PS) time spent

Positions held, honors won,Do you plan

Activity 9 10 11 12 PSHours Weeks to participate

or letters earned in college?per week per year

WORK EXPERIENCEList any job (including summer employment) you have held during the past three years.

Specific nature of work EmployerApproximate dates Approximate no. of

of employment hours spent per week

SHORT ANSWERPlease describe which of your activities (extracurricular and personal activities or work experience) has been most meaningful and why (150 words or fewer).

PERSONAL ESSAYThis personal statement helps us become acquainted with you in ways different from courses, grades, test scores, and other objective data. It will demonstrate your ability to organize thoughts and express yourself. We are looking for an essay that will help us know you better as a person and as a student. Please write an essay (250–500 words) on a topic of your choice or on one of the options listed below. Please indicate your topic by checking the appropriate box below.

1 Evaluate a significant experience, achievement, risk you have taken, or ethical dilemma you have faced and its impact on you.

2 Discuss some issue of personal, local, national, or international concern and its importance to you.

3 Indicate a person who has had a significant influence on you, and describe that influence.

4 Describe a character in fiction, an historical figure, or a creative work (as in art, music, science, etc.) that has had an influence on you, and explain that influence.

5 A range of academic interests, personal perspectives, and life experiences adds much to the educational mix. Given your personal background, describe an experience that illustrates what you would bring to the diversity in a college community, or an encounter that demonstrated the importance of diversity to you.

6 Topic of your choice.

Attach your essay on a separate sheet(s) (same size please). You must put your full name, date of birth, and name of secondary school on each sheet.

APPLICATION FEE PAYMENT

Check/money order attached Counselor-approved Fee Waiver attached

REQUIRED SIGNATURE Your signature is required whether you are an ED, EA, EASC, or regular decision candidate.I certify that all information in my application, including my Personal Essay, is my own work, factually true, and honestly presented.

Signature Date

IF APPLYING VIA EARLY DECISION OR EARLY ACTION (1) Complete the Optional ED/EA/EASC Declaration for yourearly application only. (2) Submit the college’s required ED/EA/EASC form, if any. (3) Understand that it is your responsibility to report any changes in your schedule to the colleges to which you are applying.

These colleges are committed to administer all educational policies and activities without discrimination on the basis of race, color, religion, national or ethnic origin, age, handicap, or gender.

AP-4 2005–200

SESSION 5:Am I prepared for the real world?

(Education, intellectualism & College preparation)

Welcome (5 minutes)



Have group break up into two teams. See which team can come up with the most professions that they believe

requires a college degree, trade school, or some other form of post-secondary education.


Each group member will be able to understand the important of their own educational ability; as well as their

child’s. Each member will also become familiar with the importance of education as it leads to their child post-

secondary endeavors; while searching for financial helps (I.e. loans, grants and scholarships)


Discussion of positives and negatives of loans, scholarships and grants; parents will learn how to fill out a

college application; and understand interest rates.


Have parents come up with 10 free ways in which they can help their child become more educationally

advanced.


Have discussion within your team about why you feel education is important.

Session 6:Get lost!

(Life transition, withdrawal from government programs)

Welcome (5 minutes)



Have every member say a word aloud that describes how they feel “at that moment” about

government dependency.


Each group member will be able to learn the skills and gain resources to start transitioning out of

government programs. Members will become more independent, while maintaining a stable

family structure and progressing socio-economically.


Open discussion on reasons as to why members joined government assistance programs, and

what led to the state of dependence with no intention on withdrawing.


Video: labeling single-parents who are dependent on government assistance programs.


GF will ask all members of the group a random question from the list below…

What are your feelings about labeling single parents who are enrolled in government time?

Does the overall notion of dependency affect the well-being of your household?

Do you feel you and your family can progress socio-economically while enrolled in government assistance programs? Why or Why Not?

Session 7:OMG! It’s too late for me

(Career building, interviewing skills)

Welcome (5 minutes)



Have every member say randomly the job/career they wanted to pursue when they were children

and why?


Each group member will be able to learn proper interviewing and character building skills. This

will assist the members in finding a job/career that is suitable for their single-parent lifestyle.

Quick Demo (15 minutes)

GF demonstrates the 5 most important character skills to posses when interviewing. GF will also

show how to properly fill out job applications on a projector.


Group will break off into two teams. Each team will be handed a sheet that list general interview

questions. Each team will conduct mock interviews, while the GF evaluates for changes to be

made.


Watch video on proper dress code for interviewing. A mini fashion show of interview attire do

and don’ts will follow. The models will consist of GF’s and other staff of I.O.P


GF will ask random group members about their confidence in their character, job searching and

interviewing? session 8:

Do I measure up? (Group evaluation & closing)

Closing Remarks (20 minutes)

GF: I would like to think every person in this group for their willingness to participate with

openness. I believe that single-parents such as yourself through counseling groups like I.O.P; can

gain the skills, information and knowledge to withdraw from government assistance programs.

The past 8 weeks has been a challenge, because personal morals, values, and characters have

been altered for the betterment of yourself and your family. Since you have completed this

group, I hope that everyone will find it easier and fulfilling to transition your dependent lifestyle

to one that is free of dependence, isolation and labeling.

8-Week Post Evaluation Form (15 minutes)

Each group member will receive an evaluation form to be completed for I.O.P statistical data

records. Each member will then receive a certification of participation when they complete the 8-

week post evaluation form.

Questions, Comments, or Concerns (15 minutes)

Group will be asked of any questions, comments or concerns that’s will help improve future

counseling groups at I.O.P

ManagementSystems

Freedom High School Counselor/Administrator Agreement

Programmatic DeliveryThe school counseling teams will spend approximately the following time in each component area to ensure the delivery of the school counseling program.

Local School Time Plan

Actual Use Recommended Time

of time deliveringProvides developmental

High

_____%comprehensive guidance program

guidance Schoolcontent in a systematic way to all

curriculum 15%–25%students K-12

_____%

of time with Assists students and parents in High

individual student development of academic and School

planning career plans 25%–35%

_____%

of time withAddresses the immediate concerns

High

responsive Schoolof students

services 25%–35%

_____% of time with Includes program, staff and schoolHigh

Schoolsystem support support activities and services

15%–20%

School Improvement/Closing-the-Gap GoalsGoal Description Implementation Plan

1

2

3

Programs, Information, Assistance and Outreach

Teachers Parents Community

Professional Development for School Counseling StaffThe school counseling team will participate in the following professional development:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

The school counseling department will meet weekly/monthly: circle all that apply

A. As a counseling department B. With the school staffC. With the advisory council

team (faculty)

D. With administrationE. With subject area

F. Other:________________departments

Budget Materials and Supplies

Yearly BudgetNeeded materials, supplies and expenses:

______________________________________________$__________

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Counselor Availability/Office OrganizationThe school counseling department will be open for students/parents/teachers from__________to__________The department will manage the division of hours by_____________________________________________The career center will be open from ___________to__________

Role and Responsibilities of Other Staff and Volunteers________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

School counselor will be compensated for extra work hours by:Circle all that apply:

A. Extra duty pay C. Flex Schedule E. Comp TimeB. Principal/Counselor Negotiation D. No Option for this F. Other

Counselors Time Distribution

Freedom High School counseling department will spend approximately the following time in each section to guarantee the delivery of the school counseling program.

Provide developmental comprehensive guidance program content in a systematic way to all students in grades 9-12-----15%

Assisting students and parents in development of academic and career plan--35%

Addressing the immediate concerns of students----25%

Include program, staff and school support activities and services----25%

Freedom High School: Year at a glance

School Counselor Performance Appraisal

Based on the American School Counselor Association National Model™

Used by permission.

School Counselor Name _______________________Today’s Date: _________________

Evaluator Name: ____________________________ Position: _____________________

Directions:

1. For each of the performance standards, rate the counselor using the following scale:

0 1 2 3Unsatisfacto

ryBasic Proficient Distinguishe

d

2. Also, include any relevant comments for each of the thirteen standards and for the school counselor’s overall performance.

Description RatingStandard 1: The professional school counselor plans, organizes and

delivers the school counseling program. 1.1 A program is designed to meet the needs of the school. 1.2 The professional school counselor demonstrates interpersonal relationships with students. 1.3 The professional school counselor demonstrates positive interpersonal relationships with educational staff. 1.4 The professional school counselor demonstrates positive interpersonal relationships with parents or guardians. Comments:

Standard 2: The professional school counselor implements the school guidance curriculum through the use of effective instructional skills and careful planning of structured group sessions for all students. 2.1 The professional school counselor teaches school guidance units effectively.

http://www.schoolcounselor.org/content.asp?pl=325&sl=134&contentid=134

http://www.schoolcounselor.org/content.asp?pl=325&sl=134&contentid=134

Description Rating2.2 The professional school counselor develops materials and instructional strategies to meet student needs and school goals. 2.3 The professional school counselor encourages staff involvement to ensure the effective implementation of the school guidance curriculum. Comments:

Standard 3: The professional school counselor implements the individual planning component by guiding individuals and groups of students and their parents or guardians through the development of educational and career plans. 3.1 The professional school counselor, in collaboration with parents or guardians, helps students establish goals and develop and use planning skills. 3.2 The professional school counselor demonstrates accurate and appropriate interpretation of assessment data and the presentation of relevant, unbiased information. Comments:

Standard 4: The professional school counselor provides responsive services through the effective use of individual and small-group counseling, consultation and referral skills.4.1 The professional school counselor counsels individual students and small groups of students with identified needs and concerns. 4.2 The professional school counselor consults effectively with parents or guardians, teachers, administrators and other relevant individuals. 4.3 The professional school counselor implements an effective referral process with administrators, teachers and other school personnel. Comments:

Standard 5: The professional school counselor provides system support through effective school counseling program management and support for other educational programs.

Description Rating5.1 The professional school counselor provides a comprehensive and balanced school counseling program in collaboration with school staff. 5.2 The professional school counselor provides support for other school programs.Comments:

Standard 6: The professional school counselor discusses the counseling department management system and the program action plans with the school administrator. 6.1 The professional school counselor discusses the qualities of the school counselor management system with the other members of the counseling staff and has agreement. 6.2 The professional school counselor discusses the program results anticipated when implementing the action plans for the school year. Comments:

Standard 7: The professional school counselor is responsible for establishing and convening an advisory council for the school counseling program. 7.1 The professional school counselor meets with the advisory committee. 7.2 The professional school counselor reviews the school counseling program audit with the council. 7.3 The professional school counselor records meeting information. Comments:

Standard 8: The professional school counselor collects and analyzes data to guide program direction and emphasis. 8.1 The professional school counselor uses school data to make decisions regarding student choice of classes and special programs. 8.2 The professional school counselor uses data from the counseling program to make decisions regarding program revisions.8.3 The professional school counselor analyzes data to ensure every student has equity and access to a rigorous academic curriculum.

Description Rating8.4 The professional school counselor understands and uses data to establish goals and activities to close the gap. Comments:

Standard 9: The professional school counselor monitors the students on a regular basis as they progress in school. 9.1 The professional school counselor is accountable for monitoring every student's progress. 9.2 The professional school counselor implements monitoring systems appropriate to the individual school. 9.3 The professional school counselors develops appropriate interventions for students as needed and monitors their progress. Comments:

Standard 10: The professional school counselor uses time and calendars to implement an efficient program. 10.1 The professional school counselor uses a master calendar to plan activities throughout the year. 10.2 The professional school counselor distributes the master calendar to parents or guardians, staff and students. 10.3 The professional school counselor posts a weekly or monthly calendar. 10.4 The professional school counselor analyzes time spent providing direct service to students. Comments:

Standard 11: The professional school counselor develops a results evaluation for the program. 11.1 The professional school counselor measures results attained from school guidance curriculum and closing the gap activities. 11.2 The professional school counselor works with members of the counseling team and with the principal to clarify how programs are evaluated and how results are shared.

Description Rating11.3 The professional school counselor knows how to collect process, perception and results data. Comments:

Standard 12: The professional school counselor conducts a yearly program audit. 12.1 The professional school counselor completes a program audit to determine the degrees to which the school counseling program is being implemented. 12.2 The professional school counselor shares the results of the program audit with the advisory council. 12.3 The professional school counselor uses the yearly audit to make changes in the school counseling program and calendar for the following year. Comments:

Standard 13: The professional school counselor is a student advocate, leader, collaborator and a systems change agent. 13.1 The professional school counselor promotes academic success of every student.13.2 The professional school counselor promotes equity and access for every student.13.3 The professional school counselor takes a leadership role within the counseling department, the school setting and the community. 13.4 The professional school counselor understands reform issues and works to close the achievement gap. 13.5 The professional school counselor collaborates with teachers, parents and the community to promote academic success of students. 13.6 The professional school counselor builds effective teams by encouraging collaboration among all school staff. 13.7 The professional school counselor uses data to recommend systemic change in policy and procedures that limit or inhibit academic achievement.

TOTAL SCORE 0AVERAGE SCORE 0%

Accountability Program Audit

CRITERIA No In Progress

Yes Action plan item?

1. Results Data:a. Data is collected to assess process

data (# of students sessions), perception data (pre/post competency attainment) and results data (how students are difference over time).

b. Written results reports are shared with key stakeholders. c. Results data are used to evaluate and improve school counseling programs.2. Program Audit:

a. The school counseling program is audited annually

b. The audit is used to develop improvement plan for program

3. Data are disaggregated to determine the needs of students.

a. The data guides development of the closing-the-gap activities.

b. The data influences the content of the school counseling curriculum.

c. The data directs school counselor advocacy efforts.

d. Students’ educational progress and achievement of academic, career, and personal/social competencies are monitored.

4. Action plans are completed using data as an assessment of program/service efficacy.

School Name: Year:

ACCOUNTABILITY ACTION PLAN

Audit Item #

Goal Strategies to Achieve Goal

Resources Needed

Method of Evaluation

Completed?(Y/N)

Progress Notes:

document.doc of 105Created by: G. Bollinger, K. Butler, M. Winston

ORGANIZATION

The Standards for School Counseling Programs in Virginia Public Schools are organized by grade level under the following goals:

Academic DevelopmentStudents will acquire the academic preparation essential to choose from a variety of educational, training, and employment options upon completion of secondary school.

Career DevelopmentStudents will investigate the world of work in order to make informed career decisions.

Personal/Social DevelopmentStudents will acquire an understanding of, and respect for, self and others, and the skills to be responsible citizens.

Although the Standards for School Counseling Programs in Virginia Public Schools are defined at certain grade levels, school counseling programs should reinforce previously acquired knowledge and skills as defined by these standards throughout the course of a student’s subsequent educational experience.

Missouri Comprehensive Guidance Programs: Linking School Success to Life SuccessTo ensure that the work of educators participating in this project will be available for the use of schools, the Department of Elementary

and Secondary Education grants permission for the use of this material for non-commercial purposes only.


STANDARDS FOR SCHOOL COUNSELING PROGRAMS IN

VIRGINIA PUBLIC SCHOOLS (2004)

Academic Development Goal: Students will acquire the academic preparation essential to choose from a variety of educational, training, and employment options upon completion ofsecondary school.

Grades K-3: Students will:EA1. Understand the expectations of the educational environment,EA2. Understand the importance of individual effort, hard work, and

persistence,

EA3. Understand the relationship of academic achievement to current and future success in school,

EA4. Understand that mistakes are essential to the learning process,EA5. Demonstrate individual initiative and a positive interest in learning,

EA6. Use appropriate communication skills to ask for help when needed,EA7. Work independently to achieve academic success,EA8. Work cooperatively in small and large groups towards a common

goal, andEA9. Use study skills and test-taking strategies.

Grades 4-5: Students will:

EA10. Recognize personal strengths and weaknesses related to learning,

EA11. Demonstrate time management and organizational skills,EA12. Apply study skills necessary for academic achievement, EA13. Use critical thinking skills and test-taking strategies, andEA14. Understand the choices, options, and requirements of the

middle school environment.


MA1. Understand the relationship of personal abilities, goals, skills, interests, and motivation to academic achievement,

MA2. Understand the relationship of dependability, productivity, and initiative to academic success,

MA3. Understand the importance of high school course and/or program selection in relation to future academic and career options,

MA4. Understand high school graduation requirements, MA5. Understand individual assessment results in relation to educational

progress,




MA6. Demonstrate the skills needed to develop a high school educational plan based on ability, interest, and achievement,

andMA7. Demonstrate responsibility for actions to ensure a successful

transition from middle school to high school.


HA1. Understand their academic status toward meeting the graduation requirements,

HA2. Understand the variety of post-secondary options available to them and the requirements of those options including the

relationship of academic status and scholastic record,

HA3. Demonstrate the knowledge and skills necessary to ensure a successful transition from high school to post-secondary options, and

HA4. Demonstrate the skills needed for independent learning.




Career Development Goal: Students will investigate the world of work in order to make informed

career decisions.

Grades K-3: Students will:

EC1. Understand the concepts of job and career, EC2. Understand that behaviors such as punctuality, courtesy, proper

dress and proper language are essential to current and future success,

EC3. Understand the relationship of individual effort, hard work and persistence to achievement,

EC4. Understand the importance of teamwork in working towards a common goal,

EC5. Demonstrate the decision making process, andEC6. Demonstrate goal setting.

Grades 4-5: Students will:EC7. Recognize the benefits of both individual initiative and teamwork,EC8. Recognize that the changing workplace requires lifelong learning,EC9. Identify hobbies and interests, andEC10. Identify career choices through exploration.

Grades 6-8:

Students will:MC1. Identify the relationship of course content, educational

achievement, and career choices, MC2. Identify personal preferences, skills, and interests that influence

career choices and success,MC3. Understand the effect of career choices on quality of life,

MC4. Understand that behaviors such as punctuality, courtesy, proper dress and language, and hard work are essential to success in the job market,

MC5. Demonstrate understanding of the education and training needed to achieve career goals,

MC6. Demonstrate employability skills such as individual initiative, teamwork, problem solving, organization, and communication,

MC7. Use research skills to locate, evaluate, and interpret career and educational information, and

MC8. Demonstrate awareness of educational, vocational, and technical training opportunities available in high school.

Grades 9-12:




Students will:HC1. Understand the value of ethical standards and behaviors in

education and the workplace, HC2. Understand how changing economic and societal needs influence

employment trends and future training,HC3. Understand how work and leisure interests can help to achieve

personal success and satisfaction,HC4. Understand how the changing workplace requires lifelong learning,

flexibility, and the acquisition of new employment skills,HC5. Understand that behaviors such as punctuality, courtesy, proper

dress and language, and hard work are essential to success in the job market,

HC6. Understand that self-employment is a career option and demonstrate knowledge of the variety of professional, technical and vocational skills necessary for self-employment,

HC7. Demonstrate employability skills such as individual initiative, teamwork, problem solving, organization, and communication,

HC8. Demonstrate skills involved in locating, using, and interpreting a variety of career and educational resources, including the Internet,

HC9. Develop and utilize time and task management skills, HC10. Demonstrate knowledge of the current job market trends, and

HC11. Apply decision making skills to career planning.

Personal/Social Development

Goal: Students will acquire an understanding of, and respect for, self and others, and the skills to be responsible citizens.

Grades K-3

Students will:EP1. Exhibit the principles of character, including honesty,

trustworthiness, respect for the rights and property of others, respect for rules and laws, taking responsibility for one’s own actions, fairness, caring, and citizenship,




EP2. Understand how to make and keep friends and work cooperatively with others,

EP3. Understand that Americans are one people of many diverse racial and ethnic backgrounds and national origins who are united as

Americans by common customs and traditions, EP4. Demonstrate good manners and respectful behavior towards

others, EP5. Demonstrate self-discipline and self-reliance, EP6. Identify resource people in the school and community and understand how to seek their help, and

EP7. Understand the importance of short- and long-term goals.

Grades 4-5:Students will:EP8. Understand change as a part of growth,EP9. Understand decision making and problem solving strategies, EP10. Identify the emotional and physical dangers of substance use and

abuse,EP11. Use strategies for managing peer pressure, andEP12. Use strategies for handling conflict in a peaceful way.

Grades 6-8: Students will:MP1. Recognize the effect of peer pressure on decision making,

MP2. Understand the consequences of decisions and choices, MP3. Understand the emotional and physical dangers of substance use

and abuse, MP4. Use appropriate decision making and problem solving skills,

MP5. Demonstrate appropriate skills for interactions with adults and developing and maintaining positive peer relationships, MP6. Use appropriate communication and conflict resolution skills with peers and adults, and

MP7. Understand how character traits, interests, abilities, and achievement relate to attaining personal, educational, and career goals.

Grades 9-12:

Students will:HP1. Understand the relationship among, and importance of respecting

rules, laws, safety, and the protection of individual rights,HP2. Understand when and how to utilize family, peer, school, and/or

community resources, HP3. Use appropriate communication and conflict resolution skills with

peers and adults, andHP4. Apply problem solving and decision making skills to make safe and

healthy choices.




Unit #1 Title: Applying the Skills of Transitioning Between Educational Levels

Lesson Title: Freshmen Mentor Program: Meeting My Mentor Lesson: 1 of 4

Grade Level: 9

Length of Lesson: 55 to 70 minutes

Missouri Comprehensive Guidance Standard: AD.5: Applying the Skills of Transitioning Between Educational Levels

Grade Level Expectation (GLE): AD.5.A.09.a.i:Apply information and skills necessary to transition into high school.

American School Counselor Association National Standard (ASCA):

Academic Development

A: Students will acquire the attitudes, knowledge and skills contributing to effective learning in school and across the lifespan.

Materials (include activity sheets and/ or supporting resources)Materials needed for this activity include: Trained mentors (this may take some time, see sample training manual provided by Rockwood Summit High School as a guide.) Paper, pen, flip charts, and markers. “Interview Guidelines and How Well Do You Know Your School?”

Show Me Standards: Performance Goals (check one or more that apply and identify relevant process standards)

XGoal 1: Gather, analyze and apply information and ideas5. Comprehend and evaluate written, visual and oral presentations and works 7. Evaluate the accuracy of information and the reliability of its sources

XGoal 2: Communicate effectively within and beyond the classroom3. Exchange information, questions and ideas while recognizing the perspectives of

others

X

Goal 3: Recognize and solve problems1. Identify problems and define their scope and elements 2. Develop and apply strategies based on ways others have prevented or solved

problems 3. Develop and apply strategies based on one’s own experience in preventing or

solving problems 4. Evaluate the processes used in recognizing and solving problems

X Goal 4: Make decisions and act as responsible members of society




1. Explain reasoning and identify information used to support decisions 3. Analyze the duties and responsibilities of individuals in societies 4. Recognize and practice honesty and integrity in academic work and in the workplace 5. Develop, monitor and revise plans of action to meet deadlines and accomplish goals 6. Identify tasks that require a coordinated effort and work with others to complete

those tasks 7. Identify and apply practices that preserve and enhance the safety and health of self

and others 8. Explore, prepare for and seek educational and job opportunities

This lesson supports the development of skills in the following academic content areas.Academic Content Area(s) Specific Skill(s)

X Communication Arts 6. Participating in formal and informal presentations and discussions of issues and ideas.

Mathematics

X Social Studies 6. Relationships of the individual and groups to institutions and cultural traditions.

Science

XHealth/Physical Education 5. Methods used to assess health, reduce risk factors,

and avoid high-risk behaviors (such as violence, tobacco, alcohol, and other drug use).

Fine Arts

Enduring Life Skill(s)X Perseverance X Integrity X Problem SolvingX Courage X Compassion X ToleranceX Respect X Goal Setting

Lesson Assessment (acceptable evidence): Assessment should relate to the performance outcome for goals, objectives and GLE’s. Assessment can be question answer, performance activity, etc.

Assessment of this lesson will be through observation of student contributions and interactions in discussions as monitored by facilitator for the mentors (counselor, teacher, or administrator). The students that are having any difficulty will be referred to the counselor for responsive services. (Mentors may give a personal observation or each student they mentor.) Mentoring “Interview Guidelines” and “How well do you know your school?” will also be used in the assessment process.

Lesson PreparationEssential Questions:

How will high school differ from middle school?What is the process of transitioning and why is it important?What are my feelings about going into high school?

Engagement (Hook):“If I knew then what I know now”- Think, Pair, Share model where upper-class students




will reflect on their freshman year of high school and brainstorm questions, concerns, fears, suggestions, survival tips that would have helped them as freshman. Have upper-class students explain how to enjoy high school.

ProceduresCounselor Procedures:After the hook:1. Introduce upper class mentors and have

each tell about his/her freshmen experience. Have student’s complete “How Well Do You Know Your School?” to spark discussion with mentors.

2. Have student mentors interview freshmen using “Interview Guidelines.”

3. Discuss how mentors will be supportive.

Student Involvement:

1. Students will listen to the mentors, ask questions and discuss. Complete the “How Well Do You Know Your School? Test.

2. Freshmen are interviewed by student mentors.

Students will go over interview sheet with mentor and become acquainted.

3. Students will ask questions/state concerns during discussion with mentor.

Teacher Follow-Up ActivitiesSchedule additional meetings (e.g. check-in, new issues, concerns, additional training, etc.). Once a month or once a quarter depending upon needs of your setting.

Counselor reflection notes (completed after the lesson)




PRE-TEST QUESTIONS

1. Have you had a mentor before? ____YES ____NO

2. Do you know the role of a high school counselor? ____YES ____NO

3. Do you have any fears of entering the high school? ____YES ____NO

POST-TEST QUESTIONS

1. Do you understand the role of a mentor? ____YES ____NO

2. Do you know the role of a high school counselor? ____YES ____NO

3. Based on the lesson, do you have any fears (bullying, peer pressure, homework? ____YES ____NO




High School Classroom Counseling GRIP ModelGoal(s):Ninth grade students participated in five 70-minute classroom guidance lessons designed to meet the following VSCA standards:

Virginia Standards/Domain: Academic

Guidance and Counseling objectives to be met:

9HA1: Understand their academic status toward meeting the graduation requirements.

Strategic Plan to be met:

Increase the percentage of students who meet or succeed the achievement

Results:Based on a 3 question pre/post test that asked students to identify the skills necessary to transition into high school.∗ Pre test: 70% of students were able to identify the skills necessary to transition into high school.* Post test: 100 of students were able to identify the skills necessary to transition into high school

IMPACT STATEMENTS:The career guidance lesson was successful. ∗ 100% of students were able to identify the skills necessary to transition into high school.

PRE-TEST POST- TEST

PROGRAM IMPLICATIONS:

*Counselors will revisit how the pre/post tests are constructed, as well has how directions are given, in an effort to collect data as effectively as possible

*Counselors will consult with colleagues about the effectiveness some lesson activities. *Parts of lessons will be rewritten to break focus points into more manageable teaching objectives *Counselors will review previous objectives at the beginning of each new lesson




Interview Guidelines

Please take a few minutes and meet with a partner in order to find out some interesting facts.

Name___________________________________ Date____________Interview your partner to find out the following information. Be prepared to share one interesting fact about your partner.

Partner’s name:

Nickname:

Birth date:

Favorite magazine:

Favorite book:

Favorite television:

Favorite move:

Favorite actor/actress:

Favorite singer/band/group:

Favorite song:

Favorite sport:




Favorite class/subject:

Favorite hobbies/pastimes:

Favorite food:

Favorite saying:

Personal Goal for this school year:

How Well Do You Know Your School?

1. What is the name of the school mascot?a. b. c. d.

2. What are the school colors?

a. b. c. d

3. Who is the head varsity football coach?

a. b. c. d

4. What is the name of the school newspaper? a. b. c. d

5. Where is the school library located? a. b. c. d

6. In what office can you find “lost and found” items?

a. b. c. d

7. What is the principal’s name? a. b. c. d




Freshmen Mentor Program

A Handbook for the Freshmen Mentor Program




Freshmen Mentors

You as sophomores, juniors, and seniors have the confidence and comfort of being a successful student in high school. We believe that by connecting you with a group of freshmen, you can offer them a recognizable face and a link to success at the high school. We know that the more familiar freshmen are with the daily schedule at high school, the more successful they are both socially and academically.

You have many roles to fulfill this year:

TO BEGIN WITH, you will be one of the very first contacts with the freshmen at the high school. When you make contact with your student, you will have the opportunity to create in their mind a positive idea of what high school can be. You will become a tangible figure that represents someone positive at school. As you guide them through the first couple of activities, you will not only be their leader but you will be a role model and an encouraging face. Please consider that as you prepare for the year!

SECOND, you will be a mentor for the entire year. You will work with your freshmen once a week for thirty minutes in a classroom setting. Our intention is that you will be someone they see in a formal setting each week in addition to the informal contact that you make.

THIRD, you will be a role model on campus. Freshmen will see you as a successful and known leader on campus. You will have a chance to answer questions and offer suggestions to the high school staff about the structure and improvement of the program. By acting responsibly inside and outside of the classroom, you will be a positive influence on the students you mentor, as well as your peers.

Thank you for being a freshmen mentor. You are making a difference in the lives of a number of students and affecting positive change at our school.




GOALS, EXPECTATIONS, AND TASKSOF THE MENTOR IN THE PROGRAM

The Mentor as aFRIEND will strive to:

Illustrate a warm and caring attitude toward the student Listen to the student Work to develop a trusting relationship

The Mentor as aROLE-MODEL will strive to:

Act as a positive influence

The Mentor as aMOTIVATOR will strive to:

Nurture self-esteem within the student Help the student set and work toward realistic goals Give constructive feedback through positive reinforcement

The Mentor as aPERSONAL ADVOCATE will strive to:

Share information, knowledge, and skills Support and participate in the learning process Work with the student to find alternative ways of solving problems and searching for

answers

The Mentor as aEDUCATIONAL ADVOCATE will strive to:

Prevent a student from dropping out Acquaint the student with the importance of self-reliance and possible career training Support the school in the educational process Provide extra educational help in a specific subject where improvement is needed




WHY MENTOR?

The mentoring relationship can best be described as a relationship between a committed, caring, experienced student and an inexperienced young person who lacks direction and focus. Through the guidance and counsel of a thoughtful student, the young person receives selective attention and inspiration. Where there has been a lack of success in school, feelings of achievement may begin; where there has been no joy of learning, the excitement of discovery may be stimulated; where there has been no future goal, ambition and aspiration are new desires.

WHAT IS MENTORING?

A WAY OF: Fostering a student’s development Developing a student’s self-esteem Helping a student Set and Reach his/her goals Encouraging a student Listening and Communicating Sharing your Time, Talents, and Yourself with others Showing a student someone cares Being a Friend, A Role Model, and a Teacher Re-Enforcing Educational Goals and Helping a student Strive for Academic

Improvement




TYPES OF MENTORS

Educators will find their students are in need of mentors qualified in two particular areas. These areas are the Role-Model Friend and the Tutor. The emphasis may vary throughout the program.

ROLE-MODEL/FRIEND

This mentor is one who works on self-esteem improving skills, providing cultural enrichment, helping set goals, and expanding the student’s knowledge of the world and the need for self-reliance as an adult in that world.

TUTOR/MENTOR

This mentor is the one who can offer his/her talents in tutoring by helping a student in a specific subject, assignment or project.

The tutor/mentor should be aware that: The tutor/mentor must use PRAISE effectively. The tutor is there to help raise grades and

help the student with attitude, self-confidence and pride. Close contact with the student’s teachers and counselors might be necessary. The tutor/mentor should not be afraid to try different approaches. Learning should be fun.

DO NOT BECOME DISCOURAGED, BECAUSE IMPROVEMENT MAY BE SLOW.




MENTORING

DO’s DON’Ts

Do appreciate any growth. Don’t think you are going to change the world overnight.

Do praise the student when deserved. Don’t judge the student.

Do Listen. Don’t forget that confidence is built on trust.

Do share with the student. Don’t preach or brag.

Do communicate. Don’t forget communication means listening, too.

Do follow the rules of the school and the mentor program.

Don’t allow students to talk you into things that you know are against the rules.

Do remember to be a good role-model. Don’t exhibit poor language, or dress inappropriately.

Do show attention and concern. Be a friend.

Don’t try to be a parent.

Do strive for mutual respect. Don’t settle for rudeness or foul language.

Do guide-show-ask. Don’t punish.

Do be honest. Don’t think a student can’t spot insincerity.




CHARACTERISTICS OF A MENTEE

To better work with a student it is essential that the mentor understand that the mentee could exhibit some of the following characteristics.

MAY: Be energetic one minute and day dreaming the next Vary in size, shape, strength, and ability Be high emotional Have feelings easily hurt Be very self-conscious Be eager to prove themselves Like solitude and privacy but needs to belong Be impulsive, risk taking, thrill seeking Start a task with great enthusiasm but never finish it Want privileges and responsibilities Want to know what the rules and limits are within a system Be very social and want to be involved in special events Have varying degrees of attention span Range from immature to very mature in physical/emotional areas




STUDENT WELFARE

Practice confidentiality. If the mentor feels a student is being abused, using alcohol or drugs, or is in a situation that may be harmful to the student, the mentor should contact the counselor and share his/her concerns (The law requires that abuse be reported). The mentor should not try to solve the problem, but should seek help within the school. Confidentiality will be maintained. The well-being of the mentee should be the major concern.

PROBLEMS THE STUDENT MAY FACE

Academic Difficulties

Learning Disabilities

Physical, Sexual/Emotional Abuse

Sexual Development and Behavior

Pregnancy

FAMILY PROBLEMS

Divorce GuiltSingle Parent Peer PressureAcademic Failure Family PressureIsolation NeglectExtended Families Poverty




COMMUNICATION

Studies have shown that students learn more from others when they feel the person cares and is serious about how they feel and think.

The basis of showing care and concern can come through good communication skills.

HINTS ON COMMUNICATION

Verbal Communication: Speak to the student on his/her level. Be an example to the student through good grammar skills, both verbal and written. Choose an appropriate sound level for the situation. Focus in on the student when they are talking. Do not say things or ask questions that can cut the lines of communication.

Non-Verbal Communication (Body Language): Be aware that our bodies talk and show our feelings. Note body gestures on your part and

the student, analyze what they might mean. Positive body language responses are good eye contact, nodding head, positive facial

expressions, unfolded arms, a smile. Negative body language responses are crossed legs, slouching, arms crossed over chest,

poor eye contact, body language shows unconcern

Listening: Remember communication is a two way street – speaking and listening. Listen for meaning – You may even repeat back. Focus in on the student as he/she speaks. Ask questions or make comments to show you are interested. Learn to be quiet at the right times, too.

COMMUNICATION TECHNIQUES

Below you will find some techniques that may help you start a dialogue between you and your student. These will also ensure that you understand what your student is telling you.

Encouraging Dialogue:

Invite the student to talk“Would you like to talk about it?”“I’ll listen whenever you want to talk.”




Acknowledge student feelings“You seem (upset, sad, happy) about something.”“You don’t seem to feel well.”

If you feel you need more information:

Draw out the student“How would you do that?”“Can you share why you did that?”“What do you like (most, least) about this?”“Could you tell me more?”“How does that make you feel?”

Listen without giving approval or offering solutions:

Ask leading questions that encourage the student to think“What would happen if you did that?”“What do you think you could do in this situation?”“What’s the (best, worst) that could happen?”“How would you handle this situation?”“How would you feel?”

Respond neutrally. Do not approve or disapprove.“That’s one way. What’s another?”“How would your (best friend, parents, teacher) react?”“What do you think is the best way to handle this?”

Ensuring that you understand what is said or felt:

Restate what the student said in your own worlds.“Did you mean that …”“What I heard you say …”“Do you think that …”

Look for clues. Check:Tone of voiceFacial expressionBody languageGestures




When the conversation stops abruptly:

Review your actions. Did you:Change the subject?Indicate disapproval or dislike by your facial expressions or body language?Misread how the student felt?Respond to how the student felt?




TYPES OF PROCESSING

Questions to ask: Did you notice…?/What did you notice? Why did that happen? Does it happen in school? Life? With friends? How can you apply it to …? Your life? School? Family? Use a single word to describe your feeling/reaction during the activity. Watch other groups, process what you see.

Things to remember during group activity:(What happened? So what? Now what?)

Ask open-ended and follow up questions. Group and/or leader is attentive to time limits. Energy flow/direction. Rapport/trust building within group. Use of humor. Group stays on focus/task. Participants are engaged. Opinions of all group members are encouraged. Body use and body language. Tone of voice. Eye contact. Facial expressions. Use of hands (gestures). Active listening.




FACILITATOR’S RESPONSIBILITIES

The facilitator is a catalyst for the group. Whether the goal is to achieve consensus, to have an honest and relevant sharing of ideas, or to create an agenda, the facilitator eases the road to communication.

REMEMBER YOUR VOWELS – AEIOU

Ask open ended questions – Who, how, when, where, why?

Elicit responses from all participants

Instill a sense of group – humor, eye contact, use peoples’ names, etc.

Organize ideas in order to summarize

U(You) did not share your point of view



FREEDOM HIGH SCHOOL

Giving Feedback by Asking Questions

At the end of activity, the process observer should take time to provide feedback to the group on the activity observed. The advisor can also show by example by giving feedback in both verbal and written forms. The Process Observation Forms are a useful tool for process observers to use while observing, noting both the positive and the areas of growth. When reporting behaviors, please keep the following in mind:

Always first ask the group: What happened during the activity? What do you think that I, as the process observer observed?

Team members give their analysis first.

Give concrete information. BE specific about what you observed. For example, “Rosa, you had your chair backed out of the circle. How did you feel about participating in the discussion? Why did you did you distance yourself?”

Don’t be judgmental; report observations and identify behaviors.

Ask the group or an individual to identify strengths to build on and areas to improve.

Ask the recipient(s) of feedback for their general assessment of what you have observed. Add your own ideas after they have responded.

Vary the approach to feedback – written, oral, individual, group.

When giving individual feedback, ask first if the person would like to hear about your observations.



FREEDOM HIGH SCHOOL

EXAMPLE OF SAMPLE DONOR LETTER THAT IS USED BY ROCKWOOD SUMMIT HS

To Whom It May Concern,

Rockwood Summit is in our third year of a Freshmen Mentor program that has greatly enhanced the transition to high school for numerous 9th grade students. Our goals were to create a program that recognized academic achievement, built character education, and increased student leadership. Currently, we have 51 upper class students mentoring about 100 Freshmen students who have been identified as needing support to make their transition to high school more fulfilling.

Our Freshmen Mentors spent a great deal of time during the summer preparing a program that would make the high school experience positive. Last year, Rockwood Summit saw a reduction in discipline issues, while at the same time we experienced an increase in student achievement.

Rockwood Summit is looking for ways to reward the freshmen students and mentors for their commitment to school improvement. I am requesting any charitable assistance from you in the form of tickets, coupons, rewards, or other incentives that will recognize our students for their outstanding efforts in school.

Please contact me via phone, letter, or email if there is a possibility to receive items through your organization. Our students and staff would be very grateful for your commitment to Rockwood Summit High School.

Sincerely,



FREEDOM HIGH SCHOOL

EXAMPLE OF A SAMPLE PARENT/GUARDIAN LETTER USED BY ROCKWOOD SUMMIT HS

May 17, 2005

Dear 9th Grade Parents/Guardians:

Welcome to Rockwood Summit High School. We are committed to working together with parents and community, to educate and challenge all students to achieve their full potential. This can be achieved if the students, parents, and staff work together.

Our students are entering a critical part of their education. The transition from middle school to high school isn’t always easy. The staff at Rockwood Summit and Rockwood South have created a transition program to help students make the transition to high school a successful one. The Transition Team has selected your child to participate in our Freshmen Mentor Program this year.

The program will help incoming freshmen in several ways. Each freshman in the program will be assigned to an upperclassman and a Rockwood Summit teacher. These freshmen will be involved in several peer activities to help acclimate them to Rockwood Summit and high school in general. Your freshman will have weekly contact throughout the year in various formal and informal activities during Wednesday’s FACT (Falcon Academic Contact time) session. Mentors and staff members will also focus on study skills for the incoming freshmen in this program. At no point will your child miss any class time to participate in the mentor program.

In order to continue the success of our Freshmen Mentor Program, we need the total commitment from parents and students. This will be our third year of the program and we expect to continue to improve the transition to high school for our students. The purpose of this letter is to inform you about the program and to assist with any questions you might have.

Please contact me at @rockwood.k12.mo.us should you have any questions about our Freshmen Mentor Program. On behalf of Rockwood Summit, we look forward to seeing your child in the fall.

Sincerely,



FREEDOM HIGH SCHOOL

Freshmen Transition Proposal

School Improvement Plan: School Climate

Long Range Goal: Student and staff members will demonstrate increased ownership/involvement in all aspects of ____________High School (MSIP 6.5)

Rationale: In a healthy school climate the staff and students work together, to create a school environment that fosters student success and good character. (MSIP 6.5)

Evaluation Design: Establishment of new programs to provide avenues for student and staff involvement at school.

Strategies:1) Create a program that will support and accelerate under performing students to

close the achievement gap.2) Each student will have opportunities to develop a career plan3) Establish school-wide leadership programs including student volunteer, mentor,

and mediation programs.4) Continuation of Character Education program

Overview:The creation of a freshmen transition program was born out of the ___________School Improvement Plan focused on the improvement of academic achievement and school climate. The Transition/Character Education program began in the fall of 2003. The ___HS committee worked with the counselor/principal from _________ Middle School to identify lower achieving students who would benefit, academically and socially, from a student mentor program as they made the transition to high school. In the spring of 2003, the ___HS committee selected students to act as mentors to 96 incoming freshmen for the 2003-2004 school year. Mentors were selected through an application screening focused on grades, effort, conduct, extracurricular activities, community service, and teacher recommendations. ___HS staff members will train mentors before the 2003-2004 school year. Twelve staff members will act as facilitators for each group of mentors/freshmen. Beginning in the 2003-2004 school year, Freshmen Mentors will meet weekly with 9th grade students to work on various skills that will promote learning and allow students to socially adjust to the rigors of high school. After the school year, the __HS Transition Committee will complete an assessment of the program to determine if the number of students needs to be increased to include the rest of the freshmen class.



FREEDOM HIGH SCHOOL

Time Commitment:Students and Mentors will have contact for a 30-minute period every Wednesday. There will be about 39 meetings during the course of the school year. Academic/Social Skills will be the focus, including:

Organizational skills Time ManagementNote Taking Strategies CTBS/MAP preparationTest Taking Strategies Research SkillsFinals Preparation Academic EnrichmentPeer Mentoring/Mediation Character EducationLeadership Community ServiceExtracurricular Opportunities Celebrate Successes

Structure of Program:Mentors will meet with their students one time a week, for a thirty-minute block. Two mentors will be matched with six students (1:3 ratio). The focus of each meeting will be pre-determined before the beginning of the school year. Freshmen Mentors will run each meeting with guidance/assistance from one staff member. Staff members will assist mentors with planning/training strategies that will assist each 9th grader. Regular communication will be made with parents to update them on student progress/concerns.

Purpose: The implementation of a Freshmen Mentor program at _____will allow us to reach our School Improvement Goals, increase leadership opportunities for students, and improve the overall climate within our building. The involvement of staff, students, and parents will lead to the success of our student body. Students will benefit academically and socially through the implementation of new programming.



FREEDOM HIGH SCHOOL

Unit #1 Title: Who Am I and How Do I Fit Into the World

Lesson Title: My Action Plan Lesson: 4 of 4

Grade Level: 12

Length of Lesson: 1 to 2 class periods

Missouri Comprehensive Guidance Standard: PS.1: Understanding self as an individual and a member of a diverse local and global

community.

Grade Level Expectation (GLE): PS.1.A.12.a.i:Utilize the skills necessary to exhibit and maintain a life-long positive self-concept.PS.1.B.12.a.i:Exhibit the ability to balance personal, family, school, community, and work roles.PS.1.C.12.a.i:Exhibit the personal characteristics of a contributing member of a diverse community.

American School Counselor Association National Standard (ASCA): Personal Social Development

A. Students will acquire the knowledge, attitude, interpersonal skills to help them understand and respect self and others.

B. Students will make decisions set goals and take necessary action to achieve goals.

Materials (include activity sheets and/ or supporting resources)"Action Plan For Maintaining Who I Am” worksheets

Show Me Standards: Performance Goals (check one or more that apply)X Goal 1: Gather, analyze and apply information and ideas

10. Apply acquired information, ideas and skills to different contexts as students, workers, citizens and consumers.

X Goal 2: Communicate effectively within and beyond the classroom3. Exchange information, questions and ideas while recognizing the perspectives

of others.X Goal 3: Recognize and solve problems

1. Identify problems and define their scope and elements.3. Develop and apply strategies based on one’s own experience in preventing or

solving problems.8. Assess costs, benefits and other consequences of proposed solutions.

X Goal 4: Make decisions and act as responsible members of society



FREEDOM HIGH SCHOOL

3. Analyze the duties and responsibilities of individuals in societies.6. Identify tasks that require a coordinated effort and work with others to

complete those tasks.

This lesson supports the development of skills in the following academic content areas.Academic Content Area(s) Specific Skill(s)X Communication Arts 1. Speaking and writing standard English

(including grammar, usage, punctuation, spelling, capitalization) 6. Participating in formal and informal presentations and discussions of issues and ideas

MathematicsX Social Studies 6. Relationships of the individual and groups to

institutions and cultural traditions Science

X Health/Physical Education 2. Principles and practices of physical and mental health (such as personal health habits, nutrition, stress management)

Fine Arts

Enduring Life Skill(s)X Perseverance Integrity X Problem Solving

Courage X Compassion ToleranceX Respect X Goal Setting X Organization

Lesson Assessment (acceptable evidence): Formative assessment relates to the summative assessment for unit (performance outcome for goals, objectives and GLEs). Assessment can be question answer, performance activity, etc.

Summative Assessment: Completion of Action Plan

Lesson PreparationEssential Questions: Why do we need a positive self-concept?How do people balance their world?How do people make the world a better place?

Engagement (Hook): Ask students (12th) how many have any personal possessions like a car, computer, ipod, etc. After assessing how many have possessions like this, discuss what types of things have to be done to them in order to keep them running in top shape.



FREEDOM HIGH SCHOOL

It may be easier to keep the focus on a car at this point.

Discuss with the students that in order to keep their car or other possessions running in top shape, they have to be maintained.

Ask students what happens to their car when they do not keep it maintained.

Transition into the maintenance of their personal self-concept. Their self-concept is something that needs to be maintained. If it is not maintained, they can expect similar issues to those of not keeping their personal possessions maintained.ProceduresInstructor Procedures:

1. Pass out to each senior their “Action Plan for Maintaining Who I Am” assessment. Explain to the students that this Action Plan is something that will help them keep their self-concept maintained and in good working order.

2. Set a due date for collection of the Action Plan. Inform students that this Action Plan will be placed in their Personal Guidance folder or Permanent Record.

3. It may help to have an example of an Action Plan to place on an overhead or in a PowerPoint so that students can see how other plans have been developed.


1. Students will work on completion of their personal Action Plan.

2. Students should write down the due date on their Action Plan.

3. Students view sample Action Plans in order to have a better understanding of what theirs should look like.

Teacher Follow-Up ActivitiesTeachers may choose to allow in class time for students to work on Action Plans.Teachers may want to remind their students as to the due date of the Action Plans.Teachers may also want to tie in an activity, project, or other homework in relation to the Action Plan.




FREEDOM HIGH SCHOOL

PRE-TEST QUESTIONS

1. Have you taken a career assessment? ____YES ____NO

2. Do you know your plans after you graduate? ____YES ____NO

3. Do you have any fears of graduating? ____YES ____NO

POST-TEST QUESTIONS

4. Do you have a plan after graduation? ____YES ____NO

5. Do you have any fears of graduating and moving on? ____YES ____NO

6. Do you think high school has prepared you for the real world?

____YES ____NO



FREEDOM HIGH SCHOOL

High School Classroom Counseling GRIP ModelGoal(s):Seniors participated in five 60-minute classroom guidance lessons designed to meet the following VSCA standards:

Virginia Standards/Domain: Academic


12HP: Understand the relationship among, and importance of respecting rules, laws, safety, and the protection of individual rights.



Results:Based on a 3 question pre/post test that asked students to Understanding self as an individual and a member of a diverse local and global community.∗ Pre test: 70% of students were able to understand self as an individual and a member of a diverse local and global community.*Post test: 100 of students were able to understand self as an individual and a member of a diverse local and global community.

IMPACT STATEMENTS:The career guidance lesson was successful. ∗ 100% of students were able to understand self as an individual and a member of a diverse local and global community.

PRE-TEST POST- TEST

PROGRAM IMPLICATIONS:*Counselors will revisit how the pre/post tests are constructed, as well has how directions are given, in an effort to

collect data as effectively as possible *Counselors will consult with colleagues about the effectiveness some lesson activities. *Parts of lessons will be rewritten to break focus points into more manageable teaching objectives *Counselors will review previous objectives at the beginning of each new lesson

Unit #1 Title: Who Am I and How Do I Fit Into the World?



FREEDOM HIGH SCHOOL

Lesson Title: Juggling New Opportunities Lesson 1 of 4

Grade Level: 9

Length of Lesson: 50 minutesOptions: Classroom visits

Freshman OrientationSmall Groups

Missouri Comprehensive Guidance Standard: PS.1: Understanding Self as an Individual and as a Member of Diverse Local and

Global Communities

Grade Level Expectation (GLE): PS.1.A.09.a.i: Develop skills needed to maintain a positive self-concept.

PS.1.B.09.a.i: Recognize increased roles and responsibilities of the individual student within the family, school, and local community.

PS.1.C.09.a.i: Identify activities the individual student might participate in to become a contributing member of a school community.

American School Counselor Association National Standard (ASCA):

Personal and Social DevelopmentA. Students will acquire the knowledge, attitude and interpersonal skills to help them

understand and respect self and others.B. Students will make decisions, set goals and take necessary action to achieve goals.

Materials (include activity sheets and/ or supporting resources)Tennis Balls (for juggling) or three stacks of paperFan“Self-Concept Checklist” worksheet“Improving Your Self-Concept” worksheet“School Club/Organization List” (each school will be required to develop its own list, please include Sponsors, requirements, and a brief description)“Roles: How Do They Impact Me and What Am I Responsible For?” worksheet

Show Me Standards: Performance Goals (check one or more that apply)X Goal 1: Gather, analyze and apply information and ideas

10. Apply acquired information, ideas and skills to different contexts as students, workers, citizens and consumers.

Goal 2: Communicate effectively within and beyond the classroom



FREEDOM HIGH SCHOOL

X 3. Exchange information, questions, and ideas while recognizing the perspectives of others.

X

Goal 3: Recognize and solve problems1. Identify problems and define their scope and elements.3. Develop and apply strategies based on one’s own experience in preventing or

solving problems.8. Assess costs, benefits and other consequences of proposed solutions.

X

Goal 4: Make decisions and act as responsible members of society3. Analyze the duties and responsibilities of individuals in societies.6. Identify tasks that require a coordinated effort and work with others to

complete those tasks.

This lesson supports the development of skills in the following academic content areas.

Academic Content Area(s) Specific Skill(s)X Communication Arts 1. Speaking and writing standard English

(including grammar, usage, punctuation, spelling, capitalization) 6. Participating in formal and informal presentations and discussions of issues and ideas

MathematicsX Social Studies 6. Relationships of the individual and groups to

institutions and cultural traditions Science

X Health/Physical Education 2. Principles and practices of physical and mental health (such as personal health habits, nutrition, stress management)

Fine Arts

Enduring Life Skill(s)X Perseverance Integrity X Problem Solving

Courage X Compassion ToleranceX Respect X Goal Setting X Organization

Lesson Assessment (acceptable evidence): Formative assessment relates to the summative assessment for unit (performance outcome for goals, objectives and GLEs). Assessment can be question answer, performance activity, etc.

Discussions of student responsesCollection of student worksheetsObservation of students participation in discussions



FREEDOM HIGH SCHOOL

Lesson PreparationEssential Questions: Why is it important for teenagers to have a positive self-concept?Why is it important for you to balance your personal, academic, and work roles?How do people make the world a better place?

Engagement (Hook): Begin an in-depth discussion by juggling 3 tennis balls. Explain that each ball represents a specific area of their life (i.e. Self-Concept, School Community, and Responsibilities). Begin juggling the balls and explain to the students that sometimes all three areas of their lives operate smoothly.

Drop one of the balls and explain to the students that sometimes one area of their lives may seem to be out of control or going poorly, but the other two areas can still be okay. Continue to juggle the other two balls.

Drop another ball and explain to the students that sometimes two areas of their lives may seem to be out of control or going poorly, but there is still one area that they can concentrate on that is going okay. Continue to toss one ball.

Drop the last ball and explain to the students that sometimes all areas of their lives may seem to be out of control or going poorly.

A variation of this activity is using paper, which is neatly organized into three stacks. Explain to the students that sometimes all three stacks are perfectly aligned and all three areas of their lives operate smoothly.

Blow/throw one of the stacks into the air and explain to the students that sometimes one area of their life may seem to be out of control or going poorly, but the other two can still be going okay. Point to the other two neatly stacked piles of paper.

Blow/throw another one of the stacks into the air and explain to the students that sometimes two areas of their lives may seem to be out of control or going poorly, but there is still one area that they can concentrate on that is going well. Point to the last neatly stacked pile of paper.

Blow/throw the last stack of paper into the air and explain to the students that sometimes all areas of their life may seem to be out of control or going poorly.

Use either hook to lead into explaining to the students that high school is a place where all areas will need to be juggled in order to have the best experience possible. Work with them as large groups, small groups or individuals to give them skills, ideas or opportunities to juggle all three areas successfully.



FREEDOM HIGH SCHOOL

ProceduresInstructor Procedures:

1. Handout the “Self-concept Checklist” worksheet. One area that will be impacted entering high school is your self-concept. Meeting new friends, experiencing peer pressure, trying to “fit in” are all issues 9th graders may go through. Explain that the self-concept checklist will help increase their self-concept. Allow students time to complete the checklist. Discuss responses and or collect them after the class period for formative evaluation.

2. After discussing possible responses, explain to the students that there are ways to improve their self-concept as well as maintain it. Allow them time to complete the “Improving Your Self-Concept” worksheet. Discuss and or collect for formative evaluation.

3. Ask students what they are most looking forward to doing in high school.

Discuss responses. Ask students if they are aware of all the

opportunities available to them in their new school community. Direct students to the “Clubs/Organization List”. Let them know about all the different opportunities they have to be involved with.

Discuss the benefits of more friends (new friends), sense of belonging, school pride, learning new things, taking risks, organizing time and responsibilities and increased positive self-concept. Ask students to check or circle clubs they may be interested in learning more information about or joining.

4. Discuss and examine the different roles


1. Students complete the self-concept checklist. Discuss what indicates positive or negative self-concepts.

2. Students will complete the “Improving Your Self-Concept” worksheet. Discuss ways for developing or maintaining a positive self-concept.

3. Students respond to questions Discuss benefits to joining clubs Checkmark or circle clubs they may be

interested in joining.

4. Students will identify how each role has shaped their self-concepts and list at least one responsibility they have in



FREEDOM HIGH SCHOOL

students have and the responsibilities of those roles. Pass out “Roles: How do They Impact Me and for What Am I Responsible” worksheet.

each role.

Teacher Follow-Up ActivitiesTeachers could identify students that are still projecting a negative self-concept and refer them to the counselor.Communication Arts teachers could assign a paper/essay pertaining to the roles and responsibilities that students have in their lives.


JUGGLING NEW OPPORTUNITIES HANDOUTS

Name: _____________________________

Date: _____________________________

SELF-CONCEPT CHECKLIST

Having and maintaining a positive self-concept is a life long skill. Individuals with negative self-concepts may get involved with unhealthy life choices such as drugs and criminal activity.



FREEDOM HIGH SCHOOL

Below is a list of statements. If the statement describes a positive self-concept characteristic, place a checkmark in the column entitled POSITIVE. If the statement describes a negative self-concept characteristic, place a checkmark in the column titled NEGATIVE.

If you believe the statement describes your own self-concept, place a checkmark in the column titled ME.

STATEMENT POSITIVE NEGATIVE MEFear change or trying new thingsTakes responsibility for ones own actions and mistakesAble to take charge and show leadership when necessaryAwareness and acceptance of one’s own strengths and weaknessesUnable to show leadershipTends to follow othersWhen victimized remains a victim and does not overcome the situationAccepts changeEager to try new thingsHas self-respect and self-confidenceAlways criticizes self Finds blame in othersDepends upon approval from self and not othersTends to see negatives in people and situationsQuestion: Do you have more check marks in the positive or negative self-concept categories?



FREEDOM HIGH SCHOOL

Name: _____________________________ Date: _____________________________

IMPROVING YOUR SELF-CONCEPT

Below are suggestions to improve your self-concept. For each suggestion, there is a short exercise for you to complete. Complete the exercise in the space provided.

You can improve your self-concept by….

1. recognizing what you do well. Write down five things you do well.

A. ___________________________________________________________________________

B. ___________________________________________________________________________

C. ___________________________________________________________________________

D. ___________________________________________________________________________

E. ___________________________________________________________________________

2. setting realistic and attainable goals. List three of your goals.

A. ___________________________________________________________________________

B. ___________________________________________________________________________

C. ___________________________________________________________________________

3. building a support network of good friends who are a positive influence in your life. List the first names of your closest friends who positively influence your life.

___________________________________________________________________________________________________________________________________________________________

4. realizing the positive contributions you make to your family, school and community. Write a sentence describing the contributions you make in the following areas.



FREEDOM HIGH SCHOOL

FAMILY: _____________________________________________________________________

ROLES:HOW DO THEY IMPACT ME AND WHAT AM I RESPONSIBLE FOR?

Much of who we are (self-concept) is shaped by the roles we play. Below are three major roles that many of us perform in our lives.

Explain how each role has helped shaped you into the person you are today. After that has been completed, please identify a minimum of one responsibility you have in each role.

FAMILY MEMBER:

How has it shaped me? _________________________________________________________________

______________________________________________________________________________

____________________________________________________________________________

My responsibilities to my family are? ______________________________________________________

____________________________________________________________________________________________________________________________________________________________

SCHOOL MEMBER:


______________________________________________________________________________

______________________________________________________________________________

My responsibilities to school are? _________________________________________________________

______________________________________________________________________________

COMMUNITY MEMBER:




FREEDOM HIGH SCHOOL

My responsibilities to my community are? __________________________________________________

PRE-TEST QUESTIONS

1. Do you fear change or trying new things? ____YES ____NO

2. Do you take responsibility for your own actions and mistakes? ____YES ____NO

3. Are you able to take charge and show leadership when necessary? ____YES ____NO

POST-TEST QUESTIONS

1. Do you fear change or trying new things? ____YES ____NO

2. Do you take responsibility for your own actions and mistakes? ____YES ____NO

3. Are you able to take charge and show leadership when necessary? ____YES ____NO



FREEDOM HIGH SCHOOL

High School Classroom GRIP ModelGoal(s):Freshman participated in four 50-minute classroom guidance lessons designed to meet the following VSCA standards:

Virginia Standards/Domain: Personal/Social Development


12HP: Understand the relationship among, and importance of respecting rules, laws, safety, and the protection of individual rights.



Results:Based on a 3 question pre/post test that asked students to Understanding self as an individual and a member of a diverse local and global community.∗ 70% of students were able to understand self as an individual and a member of a diverse local and global community.*100 of students were able to understand self as an individual and a member of a diverse local and global community.

IMPACT STATEMENTS:The career guidance lesson was successful. ∗ 100% of students were able to understand self as an individual and a member of a diverse local and global community.

PRE-TEST POST- TEST

PROGRAM IMPLICATIONS:*Counselors will revisit how the pre/post tests are constructed, as well has how directions are given, in an effort to

collect data as effectively as possible *Counselors will consult with colleagues about the effectiveness some lesson activities. *Parts of lessons will be rewritten to break focus points into more manageable teaching objectives



FREEDOM HIGH SCHOOL

*Counselors will review previous objectives at the beginning of each new lesson

NEEDS ASSESSMENTYour name_________________________ Date______________Please put a check next to the issues that you see as important to the students at PBHS.____ 1. Bereavement/grief____ 2. Exploring future career choices____ 3. Setting and carrying out goals____ 4. Managing conflict with others____ 5. Coping with pressures from school, home & friends____ 6. Understanding their abilities, interests, & aptitudes____ 7. Dealing with divorce____ 8. Asking for what they want in an acceptable and assertive manner____ 9. Improving study skills and test-taking skills____ 10. Drugs/alcohol____ 11. Selecting the most appropriate courses in school____ 12. Nutrition and a healthy lifestyle____ 13. Learning to live in a new culture____ 14. Pregnancy____ 15. Dealing with people of a different ethnicity, race, or religion____ 16. Time management and organization____ 17. Making friends____ 18. Information about options for after high school____ 19. Getting along with others____ 20. How to express feelings____ 21. Self-esteem____ 22. Stress management____ 23. Selecting and getting into college____ 24. Other (please specify) ______________________________From the list above, please write the numbers of what you feel are the five mostimportant topics.1. ________ 2. ________ 3. ________ 4. ________ 5. ________What are some of the other ways the counseling department can support you as you workwith your child?



mission statement€¦ · web viewmission statement. the mission of freedom high school is to...

Documents