elisabetharriero.files.wordpress.com · Web viewNew Student Group Plan. Elisabeth Arriero. University of North Carolina at Chapel Hill. New Student Group Plan. Introduction “New

Running head: New Student Group Plan1

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New Student Group Plan


Elisabeth Arriero

University of North Carolina at Chapel Hill


Introduction

“New Student Group Plan” is a four-session small group plan for new Orange High School students who are in 9th grade, speak mostly Spanish and have limited knowledge of the English language. This group has been designed to ease the transition to the new high school and increase their overall academic performance. This group sets out to accomplish this by teaching students about school resources that can help them succeed, helping students build a support network around them, encouraging them to discover their strengths and assisting them in developing short- and long-term goals for themselves.

Literature Review & Rationale

The transition from middle to high school is a critical time period for students. For instance, research has found that while this transition can provide a number of exciting and positive new opportunities for students, it can also pose new threats for academic success, including a decline in grades from middle to high school (Benner & Graham, 2009). The transition can also determine graduation and dropout rates (Brown, Nobiling, Teufel, & Birch, 2011).

These problems are exacerbated when the student’s native language is not English.

For instance, one study noted that the nation’s more than 12 million Hispanic schoolchildren face many barriers to achieving success, including language and poverty. Furthermore, these children have lower-than-average graduation rates from both high school and college (Diplomas Court, 2012). Another study, which focused on Latina adolescents, noted that even when these students hold high aspirations for themselves, they may be unclear on how to achieve those goals. (Packard, Babineau, & Machado, 2012). Such students are also more likely to experience disproportionate rates of emotional distress, including suicidal ideation, one study noted (Garcia, Pintor, & Lindgren, 2010).

There are, however, some protective measures that schools can employ to counteract these risk factors in academic success and personal mental health for native Spanish speakers. For instance, one researcher found that those students who felt they had support from school staff and parents as well as deep relationships with counselors and bilingual research specialists were more likely to succeed academically (Porro, 2010). Another protective factor that Porro (2010) identified for Spanish-speaking English language learners was the ability to advocate for themselves. Another study found that when bilingual programming is provided to these Spanish-speaking English language learners, it can have immense benefits. For instance, such bilingual programs were associated with long-term academic achievement and higher graduation rates (Ramirez, Perez, Valdez,& Hall, 2009). The researchers also found that such programs were not shown to have delayed assimilation into American culture or impede academic performance in English (Ramirez et al., 2009).

Multicultural and Social Justice Considerations

As previously mentioned, all participating students in this small group will come from a household where Spanish is the primary language. In order to help facilitate the students feeling comfortable in this small group setting, all group sessions will be conducted in their native language, Spanish. Furthermore, the majority of the materials provided during group sessions will also be in Spanish to help ensure effective dissemination of information about Orange High School. Additionally, cognitive-behavioral therapy techniques will be used throughout, including the use of handouts and present-centered strategies. Corey, Corey, and Corey (2014) emphasized that this type of therapeutic technique can be quite successful when working with clients from different cultures.

In terms of social justice, this small group will strive to empower these students, many of whom may feel oppressed or discriminated against because they’re in a majority white school where their native language is not the primary language spoken. By providing these students with information about resources they can use to further their success, this group will empower these students to advocate for themselves. Thus, this small group will be on the front line of social justice work with this specific population of students at Orange High School.

ASCA Standards:

· C2.LS.4 . Apply self-motivation and self-direction to learning

· C2.LS.7 Identify long- and short-term academic, career and social/emotional goals

· C2.SMS.6 Demonstrate ability to overcome barriers to learning

· C2.SMS.10 Demonstrate ability to manage transitions and ability to adapt to changing situations and responsibilities

· C2.SS.2 Create positive and supportive relationships with other students

· C2.SS.3 Create relationships with adults that support success

NC GES:

· EEE.C.2.1 Analyze problems in terms of the academic, social, personal, and career information needed to solve them

· EEE.CR.4.2 Explain how attendance, school grades, and GPA are possible indicators of future academic and career success.

· I.SE.1.2. Integrate personal responsibility into the way you live your life on a daily basis.

· EI.CR.4.2 Utilize time-management and task-management skills in career planning and goal setting.

· I.SE.2.1 Exemplify how peer pressure can be both a negative and positive influence.

Logistics/Practical Considerations:

The school counselor identified those 9th grade students who were new to Orange High School, whose predominant language was Spanish and who had limited command of the English language. This totaled 8 students. The school counselor met with each of these students individually and told them in Spanish what the new student group would teach them. The school counselor also asked these students the following screening questions:

· Which half of lunch would you be available to meet?

· For you, which days would be better for you to meet?

· What do you think you would be able to contribute to the group?

· What do you think you would want to get out of the group?

· How would you feel about learning and sharing in a small group setting?

· Who are some of your best friends?

· Who, if anyone, would you consider an enemy at this school?

Ultimately, the school counselor invited all eight of these students to participate, with six agreeing to participate. Then, the school counselor sent an email to these students to inform them that the new student group would meet for a half hour during the second half of lunch on the following Wednesdays: Oct. 7, Oct. 21, Oct. 28, Nov. 4. The group will not meet on Oct. 14 because that day will be a half day at Orange High School and lunch hour will be cut. The group would meet in the school counselor’s office during all four sessions.

Procedures and Techniques:

This small group incorporates cognitive behavioral therapy techniques, including a psychoeducational approach, handouts and a present-centered frame of reference. For detailed group plans, see the Appendix.

Evaluation Plan

The group leader will use a 10-question pre- and post-test to measure the effectiveness of the new student group. The questions in this test (which are in Spanish) seek to ascertain students’ knowledge of resources available to them at school as well as the general level of support students feel at Orange High School.

Specifically, here is the data that the group leader will be looking at:

· Process Data: Number of students in attendance for each group session.

· Perception Data: Post-test evaluation compared to pre-test results.

· Outcome Data: No outcome data.

For a follow up, the school counselor will suggest at the end of the group that the group reconvene a month after the last session to check in with each other. The counselor will also connect with students on an individual basis after the group ends to see how they’re doing and to see what further counseling services they may want and need. Finally the counselor will also tell students at the end of the group that the guidance office has an open door policy. Thus, if they need personal assistance with any academic, personal, social or career issues, they should follow up with the counselor.

References

Benner, A. D., & Graham, S. (2009). The Transition to High School as a Developmental Process Among Multiethnic Urban Youth. Child Development, 80, 356–376.

Borrero, N. (2015). Bilingual and Proud of It: College-Bound Latinos/as and the Role of Interpreting in Their Success.Bilingual Research Journal, 38(1), 6-22.

Corey, M., Corey, G., & Corey, C. (2014). Groups Process and Practice. (9th ed.)

Belmont, CA: Brooks/Cole, Cengage Learning.

Diplomas Count 2012: Trailing behind, Moving Forward--Latino Students in U.S. Schools. (2012). Education Week,31(34).

Garcia, C., Pintor, J. K., & Lindgren, S. (2010). Feasibility and Acceptability of a School-Based Coping Intervention for Latina Adolescents.Journal Of School Nursing, 26(1), 42-52.

Packard, B. W., Babineau, M. E., & Machado, H. (2012). Becoming Job-Ready: Collaborative Future Plans of Latina Adolescent Girls and Their Mothers in a Low-Income Urban Community. Journal Of Adolescent Research, 27(1), 110-131.

Porro, D. M. (2010, January 1). A Phenomenological Study: Factors that Influence Spanish Speaking English Language Learners' Ability to Complete High School in a Public School District in the State of Wisconsin. ProQuest LLC.

Porro, D. M. (2010, January 1). A Phenomenological Study: Factors that Influence Spanish Speaking English Language Learners' Ability to Complete High School in a Public School District in the State of Wisconsin. ProQuest LLC.

Ramirez, M., Perez, M., Valdez, G., & Hall, B. (2009). Assessing the Long-Term Effects of an Experimental Bilingual-Multicultural Programme: Implications for Drop-Out Prevention, Multicultural Development and Immigration Policy.International Journal Of Bilingual Education And Bilingualism, 12(1), 47-59.

Slide Player on SMART Goals. (n.d.). Retrieved October 10, 2015, from http://images.slideplayer.es/2/1022705/slides/slide_3.jpg

Appendix

A: Pre-Test for New Student Group

B: Post-Test for New Student Group

C: Group Plan Session 1

D: Group Plan Session 2

E: Bingo Cards

F: Bingo Card Questions and Answers

G: Frequently Asked Questions for new Orange High Students

H: Group Plan Session 3

I: Group Plan Session 4

J: Handout on SMART goals, Short-term goals and long-term goals

K: Planning Short and Long Term Goals

L: Small Group Action Plan

Appendix A

Pre-Test on New Student Group

Marque el número que indica cómo cierto las siguientes afirmaciones son para ti.

Muy en desacuerdo

En Desacuerdo

Neutral

De Acuerdo

Muy de acuerdo

Puedo encontrar mi camino alrededor de la escuela

1

2

3

4

5

Sé de los diferentes equipos de clubes / deportes que me pueda unir

1

2

3

4

5

Sé cuántos créditos que necesito para la graduación

1

2

3

4

5

Sé a dónde ir si pierdo algo en la escuela

1

2

3

4

5

Sé cómo comprobar mis calificaciones por Internet.

1

2

3

4

5

Sé cómo establecer buenas metas a corto plazo que le ayudarán a alcanzar mis metas a largo plazo.

1

2

3

4

5

Me siento como si tuviera una buena red de apoyo en la escuela

1

2

3

4

5

Sé a quién puedo hablar si necesito ayuda para solicitar la universidad

1

2

3

4

5

Yo sé a quién puedo hablar si necesito ayuda para decidir qué carrera es la mejor para mí.

1

2

3

4

5

Creo que tengo muchos recursos en Orange High que me puede configurar para el éxito.

1

2

3

4

5

Appendix B

Post-Test on Time Management

Marque el número que indica cómo cierto las siguientes afirmaciones son para ti.

Muy en desacuerdo

En Desacuerdo

Neutral

De Acuerdo

Muy de acuerdo

Puedo encontrar mi camino alrededor de la escuela

1

2

3

4

5

Sé de los diferentes equipos de clubes / deportes que me pueda unir

1

2

3

4

5

Sé cuántos créditos que necesito para la graduación

1

2

3

4

5

Sé a dónde ir si pierdo algo en la escuela

1

2

3

4

5

Sé cómo comprobar mis calificaciones por Internet.

1

2

3

4

5

Sé cómo establecer buenas metas a corto plazo que le ayudarán a alcanzar mis metas a largo plazo.

1

2

3

4

5

Me siento como si tuviera una buena red de apoyo en la escuela

1

2

3

4

5

Sé a quién puedo hablar si necesito ayuda para solicitar la universidad

1

2

3

4

5

Yo sé a quién puedo hablar si necesito ayuda para decidir qué carrera es la mejor para mí.

1

2

3

4

5

Creo que tengo muchos recursos en Orange High que me puede configurar para el éxito.

1

2

3

4

5

Appendix C

Group Plan: Session 1

Date: 10/7/2015

School Counselor: Elisabeth Arriero

Activity: Session 1, Introductions and Group Rule Setting

Grade(s): 9th

ASCA and NCGES Student Standards:



· I.SE.1.2. Integrate personal responsibility into the way you live your life on a daily basis.

Learning Objective(s):

1. Meet other members of the group and learn personal facts about each other.

2. Establish group norms for effective group processing

3. Determine personal goals to accomplish by the end of the group.

Materials: Large posterboard, welcome gift of small notebook/pen/candy for each of six students, envelopes and letters, pens, pre-test, four items to toss around

Procedure:

Introduction

1. Give brief overview of what the group will cover and explain that the purpose of the group is to:

a. Help them identify resources they can use in the school

b. Help them build a support network to ease the transition to a new school where they don’t speak the predominant language

c. Help them identify their own personal strengths

d. Help them create a plan for how they can use these resources, support network, and personal strengths to reach their goals in high school and beyond.

2. Hand out pre-test to students to fill out

Experiential Activity

1. Group toss activity

a. Have the students stand in a circle and explain to them that we’re going to be tossing around a ball as a group. Some stipulations are that they can’t throw to the person next to them and everyone has to go before the first person goes again.

b. Steadily increase the number of objects to two and three and, finally, four.

Processing

1. Ask the students what was needed to be successful in the previous activity. Possible answers: Trust, Communication, Cooperation.

2. Discuss what happens when all of those factors are in play. Write them on the board.

3. Ask them how what they experienced in the activity might carry over into the group process as a whole. Write down ideas.

4. Reveal poster board with group norms written out within acronym of GRUPOS:

a. Guarda la confidencialidad

b. Respeta a otros y sus perspectivas

c. Utiliza el grupo por asistencia

d. Pasa el tiempo en el grupo sabiamente

e. Ofrece apoyo y retroalimentación constructiva

f. Sabe que está bien pasar una pregunta

5. Ask if everyone is good with those norms and is willing to follow them.

Closing

1. Hand out envelopes and a card and ask each student to write a goal they have for themselves. Seal it up and tell them we’ll revisit them at the final session.

2. Ask the students if they have any concerns or questions before dismissing.

Plan for Evaluation: How will each of the following be collected?

Process Data: Attendance data will be collected at each session.

Perception Data:Data from the pre-test will be collected and compared later with data from the post-test.

Outcome Data: No outcome data at this time.

Follow Up: Follow-up will occur at the end of the group’s four sessions.

Appendix D


Date: 10/21/2015


Activity: Session 2, Do You Know Where to Find Resources in the School?

Grade(s): 9th



· C2.SMS.10 Demonstrate ability to manage transitions and ability to adapt to changing situations and responsibilities




· EEE.CR.4.2 Utilize time-management and task-management skills in career planning and goal setting.


1. Identify resources and people in the school that can help students succeed.

2. Continue to build support network among participating students in group

Materials: Bingo sheets, Strips of paper with Bingo questions to draw at random, a large bowl/jar, blue stones, a day planner/candy for a prize.

Procedure:

Introduction

1. School counselor will greet returning group members.

2. Counselor will review the group norms established during the last group with the students and see if they have any questions.

3. Group members will participate in a round robin by answering:

a. One thing they miss about their old school

b. One thing they like about their new school

c. One question they still have about Orange High. (Counselor will write down this question to revisit later)


1. School counselor will distribute Bingo sheets, which will be randomized. These sheets will have teacher’s names on it, room numbers, and other information.

2. Then the school counselor will call out different prompts, such as “This is the room you go to if you want to see the Career Counselor” or “This person is the assistant principal over all of the 9th graders.”

3. The counselor will randomly draw prompts from a jar. See appendix for Bingo sheets and questions.

4. Students will use the stones to mark their sheet. The First person to Bingo wins a prize.

5. After the game, the counselor will say that knowing about resources that are at their disposal at Orange High is important -- not just for winning a game of Bingo but also for ensuring that they’re successful in school.

6. Hand out a Q&A about resources in the school and review.

Processing

1. Counselor will revisit the questions posed during the round robin and hold a group discussion about who might know the answer and also, if no one in the group has the answer, where that person might be able to go to find out.

Closing

1. Do a round robin with each student answering the question: What is one thing you learned today during group?



Perception Data:Data from the pre-test will be collected and compared later with data from the post-test. Also, insight collected from students during closing round robin.



Appendix E

Bingo Cards for Students

School Resources Bingo

Ms. Williams

Mrs. Walker

Mrs. Locus

Room 313

Power School

www.cfnc.org

Cindy

Mr. Johnson

Mrs. Pitts

Mighty Panthers

Guidance Office

Mr. Okun

Gratis!

Free Space

Learning Commons

Mr. Price

Mr.Montgomery

Mrs. Douglas

Becky Brown

H9

Alma

Your teacher

Angel

Mrs. Brantley

Mrs. Rocker

Mrs. Reitano


Main Office

Cindy

28

Mrs. Pitts

Mrs. Walker

Mrs. Rocker

Becky Brown

Mr. Johnson

Guidance Office

Power School

Mrs. Brantley

Mr. Hartley

Gratis!

Free Space

Jennifer

Angel

H9

Mrs. Mustian

Ms. Williams

Your teacher

www.cfnc.org

Mrs. Locus

Mrs. Farlow

Mr.Montgomery

Learning Commons

Room 313


Mrs. Brantley

Learning Commons

Main Office

H9

Your teacher

Mr.Montgomery

Mrs. Rocker

Mighty Panthers

Mr. Hartley

Mrs. Farlow

www.cfnc.org

Mrs. Douglas

Gratis!

Free Space

Jennifer

Mrs. Locus

Mr. Johnson

28

Mrs. Kechele

Cindy

Mrs. Reitano

Mrs. Walker

Becky Brown

Guidance Office

Angel

Power School


Main Office

Alma

Your teacher

28

Mrs. Walker

Mr. Price

Mr.Montgomery

Power School

Mrs. Reitano

Becky Brown

Mr. Okun

Room 310

Gratis!

Free Space

Ms. Williams

Jennifer

Mrs. Brantley

Mrs. Farlow

Mrs. Kechele

Mrs. Mustian

Plus Lunch

Mighty Panthers

Angel

Mrs. Pitts

Mrs. Rocker

Mr. Hartley


Mr. Okun

Mr.Montgomery

Jennifer

Mrs. Rocker

Ms. Williams

Mrs. Reitano

Mrs. Kechele

Mrs. Locus

Mrs. Farlow

Main Office

Mr. Hartley

Room 310

Gratis!

Free Space

Becky Brown

H9

Mrs. Douglas

Samir

Mrs. Pitts

Learning Commons

www.cfnc.org

Mighty Panthers

Your teacher

Mrs. Brantley

Angel

Mrs. Mustian


Mr.Montgomery

Mrs. Locus

Learning Commons

Mr. Johnson

Mrs. Douglas

Samir

Power School

Mrs. Kechele

www.cfnc.org

Mrs. Brantley

Room 310

Alma

Gratis!

Free Space

Mrs. Mustian

Mrs. Walker

Mrs. Rocker

Mr. Hartley

Angel

Mrs. Reitano

Your teacher

Mr. Price

Mr. Okun

Guidance Office

Jennifer

Cindy


H9

Mrs. Douglas

Mrs. Locus

Mrs. Mustian

Alma

Guidance Office

Mrs. Rocker

Mrs. Walker

Room 310

Mrs. Pitts

Cindy

Mrs. Farlow

Gratis!

Free Space

Mrs. Brantley

Angel

Power School

Mr. Price

Mr.Montgomery

Mrs. Reitano

Mr. Okun

Jennifer

Samir

Mrs. Kechele

28

Becky Brown

Appendix F

Bingo Card Questions and Answers

(prompts will be read in English and Spanish)

The place you can go online to look at your grades.

El lugar donde puedes ir por Internet para ver tus notas.

Power School

The number of credits needed to graduate

El número de créditos que necesitas para graduar.

28

Where you can go for information on financial aid and scholarships

Donde puedes ir para información sobre las becas y ayuda financiero.

Guidance Office

After you pass driver’s ed, this is the person you go to in order to get a parking permit?

Esa es la persona con quien necesitas hablar para obtener un permiso de estacionamiento después de pasa la educación de conductor,

Becky Brown

After you pass driver’s ed, this is the place you should go to in order to get a parking permit.

Ese es el lugar donde puedes ir para obtener un permiso de estacionamiento después de pasa la educación de conductor,

Main Office

This person is sitting to the right of you.

Esa es la persona quien está sentando a tu derecha.

Alma



Jennifer



Samir



Cindy



Angel



Srta. Arriero

The principal of Orange High School

Esa persona es el director de Orange High School.

Mr. Johnson

Orange High School’s mascot

Ese es el mascote de Orange High School

Mighty Panthers

When you’re having computer trouble, this is the person at school you should see.

Cuando estas teniendo problemas con la computadora, esta es la persona que debes ver.

Mrs. Walker

This is Orange High School’s Career Counselor.

Esta persona es el consejero de carreras en Orange High School

Mr. Montgomery

This is the room where you can find Orange High School’s career counselor.

Ese lugar es donde puedes encontrar el consejero de carreras en Orange High School

Room 310

This is where you should go if you need help finding a book.

Este lugar es donde debes ir si necesitas ayuda con encontrar un libro.

Learning Commons

This is the person that can help you find a book to read and help you with research.

Esta es la persona quien puede ayudarte encontrar un libro o hacer investigaciones.

Mrs. Mustian

This is one of the assistant principals. He oversees 9th graders.

Esta persona es uno de los asistentes principale

Mr. Okun

This is one of the assistant principals.


Mrs. Locus

This is one of the assistant principals.


Mrs. Brantley

This person is the school social worker. She can help you with problems at home and also provide you with free supplies if you need them.

Esta person es el trabajador social en la escuela. Ella puede ayudarte con problemas de la casa o para proporcionarte con suministros gratuitos si los necesitas.

Ms. Williams

This person is your school counselor.

Esta persona es tu consejera escolar.

Mrs. Pitts

This person is a school counselor here.


Mrs. Kechele



Mrs. Farlow



Mrs. Douglas

This is the time of day when you can explore clubs or go to tutoring.

Esta cosa es el tiempo del día cuando puedes explorar los clubes o ir a la tutoria

Plus Lunch

This is the person you see if you want to schedule an appointment with our principal.

Esta persona es la persona que debes ver si quieres programar una cita con el director

Mrs. Reitano

This is the person you should talk to first if you’re struggling in a class and need help with tutoring.

Esta es la persona con quién debo hablar primero si estoy teniendo problemas con tus clases o tus notas.

Your teacher

This person is the school nurse.

Esta persona es la enfermera de la escuela

Mrs. Rocker

This is the website you can visit for information on applying and paying for college.

Este sitio del Internet es el lugar que puedes visitar para obtener información sobre aplicar y pagar para la universidad.

www.cfnc.org

This is the athletic director at Orange High School, who can provide you with information on sports.

Esta persona es el director atlética de Orange High School. El puede proporcionarte con información sobre deportes.

Mr. Price

This is the person who coordinates Driver’s Ed classes for students.

Esa es la persona que coordinar las clases para los conductores

Mr. Hartley

This is where you can find the person who coordinates Driver’s Ed classes.

Ese lugar es donde puedes encontrar el coordinador de las clases para los conductores.

H9

Appendix G

Preguntas comunes para nuevos estudiantes a Orange High School

Pregunta: Cuántos créditos necesito para graduar?

Respuesta: 28 créditos

Pregunta: Cuántos créditos recibo por cada clase que yo paso?

Respuesta: 1 crédito

Pregunta: Cuántos créditos de ingles necesito?


Pregunta: Cuántos créditos de matemáticas necesito?


Pregunta: Cuántos créditos de ciencia necesito?


Pregunta: Cuántos créditos de historia necesito?


Pregunta: Cuántos créditos de electivos necesito?


Pregunta: Cuántos créditos de otro idiom que no sea Ingles necesito?


Pregunta: Cuando calculando mi promedio, que debo saber?

Respuesta: Cada nota recibe puntos. Un A vale 4 puntos, un B vale 3 puntos, un C vale 2 puntos y un D vale 1 punto. Un F no vale nada. Es mejor que tener un promedio más alto, entonces quieres mas As que Bs, mas Bs que Cs, etcétera

Pregunta: Cuál es la diferencia entre un clase regular, un clase avanzado y un clase de AP?

Respuesta: Los clases de avanzado y AP tiene más valor que los clases regulares. Entonces, si sacas un A en un clases regular y sacas un A en un clase avanzado, vas a recibir más puntos hacia su promedio de calificaciones con la A de un clase avanzado. Un clase en AP require un examen especial al fin de ano. Pero si tu pasas el examen, puedes recibir crédito hacia la universidad para después de la escuela secundaria.

Pregunta: Donde puedo ir para información sobre becas y ayuda financiera para la universidad?

Respuesta: La oficina de consejeras

Pregunta: Quién es la persona que coordinar las clases para los conductores? Y dónde puedo encontrar esta persona?

Respuesta: Sr. Hartley en la sala H9.

Pregunta: Después de pasa la educación de conductor, donde puedo ir para obtener un permiso de estacionamiento?

Respuesta: La oficina principal

Pregunta:Después de pasa la educación de conductor, quién es la persona con quien debo hablar para obtener un permiso de estacionamiento?

Respuesta: Sra. Brown

Pregunta: Quién es el director de la escuela?

Respuesta: Sr. Johnson

Pregunta: Quién es la consejero de la carrera en Orange High?

Respuesta: Sr. Montgomery

Pregunta: Cuál es la sala en que puedo encontrar el consejero de la carrera?

Respuesta: Sala 310

Pregunta: Quién es la mascota de Orange High?

Respuesta: Las Pantera Poderosos

Pregunta: Cuando estoy teniendo problemas con mi computadora, quien debo visitar? Y donde?

Respuesta: Sra. Walker en Learning Commons (el centro de medios)

Pregunta: Quién es la persona quien puede ayudarme encontrar un libro o hacer investigación? Y dónde está?

Respuesta: Sra. Mustian en Learning Commons (el centro de medios)

Pregunta: Quién son los subdirectores de la escuela?

Respuesta: Sr. Okun, Sra. Locus, Sra. Brantley

Pregunta: Quién es la trabajador social de la escuela, quien puede ayudarme con problemas en la casa y también quien puede proporcionarme suministros gratuitos? Y dónde puedo encontrar esta persona?

Respuesta: Sr. Williams en la oficina de consejeras

Pregunta: Quién son las consejeras escolares de Orange High?

Respuesta: Sra. Farlow (para estudiantes con apellidos que empiezan con A-E), Sra. Kechele (para estudiantes con apellidos que empiezan con F-L), Sra. Douglas (para estudiantes con apellidos que empiezan con M-R) y Sra. Pitts (para estudiantes con apellidos que empiezan con S-Z),

Pregunta: Cuando puedo explorar clubes y recibir tutoría?

Respuesta: Durante el hora de almuerzo

Pregunta: Quién es la persona que puedo programar una cita para mi con el director de la escuela? Y dónde puedo encontrar esa persona?

Respuesta: Sra. Reitano en la oficina principal

Pregunta: Con quién debo hablar primero si estoy teniendo problemas con mis clases y mis notas?

Respuesta: Tu maestro

Pregunta: Quién es la enfermera de la escuela?

Respuesta: Sra. Rocker

Pregunta: Cuál es el sitio del Internet en que puedo ver informacion sobre planear, aplicar y pagar por la universidad?

Respuesta: www.cfnc.org

Pregunta: Quién es el director de atleticas en Orange High, quien puede proporcionarme informacion sobre deportes y como puedo participar. Y dónde puedo encontrar esta persona?

Respuesta: Sr. Price en el gimnasio

Pregunta: Donde puedo ir para mirar mis notas por Internet?

Respuesta: Power School

Pregunta: Como puedo crear una cuenta por Power School?

Respuesta: Sigue la instrucciones en la próxima página. Srta. Arriero en la oficina de consejeras puede ayudarte.

When setting up your Power School accoount, the first step is to claim your account, the directions are below. After you have claimed your account you will go to my.ncedcloud.org, log in and click on the application that you need to use. You will use this account to access PowerSchool, SchoolNet and Canvas from my.ncedcloud.org .

Claim Your Account - Student Option

After going to my.ncedcloud.org, students will click on the Claim My Account button at the bottom of the screen (gray NCEdCloud IAM block to the right).

You will then see the Claim Account Policies form with the default setting of LEA Employee Claim Policy. If you are in grades 6-12 and have been instructed to claim your account through this process, you will need to select the LEA Student Claim Policy from the Claim Account Policies screen.

After selecting "Next", the Claim Account process involves three (3) more screens: The Student Claim Form - where you enter some information about yourself; the Set Password screen; and the Challenge-Response Security Questions screen where you answer 5 or more of the questions presented. Before claiming your account you can watch the Claim My Account Video which walks you through the process.

Note: Students will enter their state pupil number, grade, birthdate and LEA/Charter School 3-digit code (680). The Pupil Number is your student ID number in PowerSchool which is also your lunch number or media center number. One of your teachers will be able to help you if you do not know your student number. When entering your birthdate, the format is YYYYMMDD with no dashes or slashes. Also, you will need your 3-digit LEA Code which is 680. Click "I am not a Robot" and follow directions.

NOTE: If at any time the "Next" button doesn't work (remains "grayed out") then the information you entered is either in the wrong format (such birthdate) or may be incorrect in the source system (See Account Claiming Issues for help).

It is VERY IMPORTANT you DO NOT BOOKMARK the login page you see when you go to the link (shown in the leftmost image below). If you try to go directly to the Login Page without accessing my.ncedcloud.org or one of the Cloud Applications first, you will get an error message.

If you are all set and have the required information to enter in the screen, then go to my.ncedcloud.org

Pregunta: Qué son los clubes que puedo unir?

Respuesta: Aqui esta la lista de los clubes en Orange High:

CLUB NAME

ADVISOR

MEETING DAYS

MEETING TIMES

MEETING LOCATION

PURPOSE

12 for 12 Club

Connor

Thursdays (1st & 3rd of month)

Lunch A

Room 121

Supplying books to elementary school children

Anime Club

Mustian

Tues. & Thursdays

8:00 a.m.

Learning Commons

Art Club

Saad and Daughtry

Tuesdays

Lunch B

Art Room 700

Badminton Club

B. Grant

Fridays

Lunch A

Small Gym

Increase awareness of this excellent lifetime sport

Beta Club

Walker

Mondays (2nd &4th of month).

8:15 a.m.

Learning Commons

Book Club

Mustian

Fridays (2nd and 4th of month)

8:00 a.m.

Learning Commons

DECA Club

Frye

Tuesdays

Lunch A

Room 035

Diversity Club

Newlin

Room 228

Bring together OHS students of all backgrounds to celebrate differences and promote harmony within the school

Improvicons (Improv Troupe)

Taylor

Fridays

4:05 PM

Drama Room 701

Envirothon

Daye

Wednesdays 1st and 3rd

Lunch B

Room 314

To learn about the environment and to compete in the regional and state event in March

Future Business Leaders of America

Motley, Wingate

Tuesdays (1st and 3rd)

Lunch A

Room 122 (Motley)

Fellowship of Christian Athletes

Shriner, Moore, Motley, Brooks,

Thursdays

8:15 a.m.

Weight Room

Family, Career, and Community Leaders of America

Braxton, Schaub, Shipley

Friday

Lunch 12-12:45

FACS dept rooms (212, 214, 216)

FFA: Future Farmers of America

Wagoner, Moore, Latta,Aldridge

monthly chapter meetings

Lunch B

Ag Shop

National Technical Honor Society

Wingate

Tuesdays (2nd)

Lunch A

Fencing Club

Johnson

4:05 PM

Panther's Den

Gay-Straight Alliance

W.Carter

Fridays

Lunch A

Room 223

Habitat for Humanity

Thurman

Tuesdays

Lunch A

Room 024

Interact

Lantzy

Wednesdays

8:15 a.m.

Room 323

Community Service - Sponsored by Hillsborough Rotary

Junior State of America Club

S. Stephens

Fridays

8 a.m.

TBA

Key Club

A. Granger

TBA

TBA

Room 127

Community Service and Leadership- sponsored by Kiwanis Club

Latin Club

Fridays

Lunch A

Room 224

Link Crew

Farlow/Kechele

As needed

As needed

Learning Commons

Minority Achievers Program

Locus/Douglas

Wednesdays

Lunch A

Learning Commons

Music Club

National Achievers Society

Thursdays

Lunch A

National Spanish Honor Society

R. Griffin

Fridays (1st and 3rd of month)

Lunch A

Room 222

Painted Dreams (The Literary Magazine)

K. Arnold

Thursdays (2nd and 4th of the month)

Lunch A

Room 326

Peace

Sprintz

Room 327

Prom Committee

Frye

Tuesdays

Lunch B

Room 035

Recycling Club

Strong

Tuesdays

Lunch A

Room 3212

Robot Team (after school meetings)

Daye/Bluj

Thursdays

After School 4:00 to 5:45 or 5:30 to 7:30 email Bluj or Daye for specific dates

Room 314

Designing, programming, building a 120 pound robot, making a business plan, team imagery and spirit, communications no experience needed

Robot Team (in school meeting) Robot Team (in school meeting)

Daye/Bluj Daye/Bluj

Tuesdays 1st and 3rd Wednesdays 2nd and 4th

Lunch B Lunch B

Room 30/31 room 314

Designing, programming, building a 120 pound robot, making a business plan, team imagery and spirit, communications no experience needed

School Spirit Club (The O Gange)

Dease

Mondays

Lunch B

Room 317

Student Government Association

Webb

Mondays

Lunch A

Room 324

Senior Council

Lucas/Farlow

As Needed

As Needed

Guidance

Society of St. Andrew

B.Parker (Daye)

Room 314 (Ms. Daye's room)

Feeding the hungry

Step Team

WIlliams/Douglass

Thursdays

Lunch B

Guidance

Stop The Hate

Wilkins

Fridays

Lunch A

room 227

anti-bullying initiative

Todos Unidos

Griffin/Newlin

Fridays (2nd and 4th of the month)

Lunch A

225

Community projects,promotion of cultural awareness. Help students develop high academic and personal goals.

TRU (Tobacco Reality Unfiltered)

Appendix H


Date: 10/28/2015


Activity: Session 3, Building Your Support Network

Grade(s): 9th





· I.SE.2.1 Exemplify how peer pressure can be both a negative and positive influence.


1. Discover what personal strengths can help achieve success in high school

2. Identify what personal strengths can help assist other students achieve success.

3. Develop closer bonds with group members as a way of strengthening a support network that exists after the group ends.

Materials: Envelopes with slips of paper and the following words written on them: Friendship, Peace, Hugs, Joy, Forgiveness, Understanding, Freedom, Independence, Kindness, Love, Perspective, Motivation, Healing, Faith, Consistency, Strength, Rest, Self-Esteem, Truth, Empathy, Courage, Faith, Patience, Serenity

Procedure:

Introduction

1. School counselor will greet all returning group members

2. Group members will participate in a round robin by answering a Rose Bud Thorn prompt:

a. Something positive that happened this week.

b. Something negative that happened this week

c. Something you’re looking forward to in the coming week


1. Prompt the students to write down one goal they have for themselves by the end of the school year.

2. Pass out envelopes with different qualities in them, such as motivation and serenity.

3. Ask the students to pick three qualities they feel like they will need in order to accomplish their goal.

4. Also ask the students to pick three things they feel like they can offer to others to help them accomplish their goals.

Processing

1. Ask the students to share what they picked for the “Things I need from others.”

2. After each person shares, ask other group members if what that person is looking for is something they can offer. If so, how might they be able to offer that to that person. If not, ask the group to think of ways that the student can get that support.

3. Help the students process the fact that they can help each other and support each other in meeting goals.

Closing

1. End with a Round Robin by having students answer the following prompt: “One thing I took away from today’s group is…”



Perception Data:Data from the pre-test will be collected and compared later with data from the post-test. Also, feedback from the round robin at closing.



Appendix I


Date: 11/4/2015


Activity: Session 4, The Big Picture: Putting It All Together

Grade(s): 9th


· C2.LS.4 . Apply self-motivation and self-direction to learning

· C2.LS.7 Identify long- and short-term academic, career and social/emotional goals


· EI.CR.4.2 Utilize time-management and task-management skills in career planning and goal setting.


1. Identify the difference between long and short term goals

2. Discover how short-term goals can help people achieve long-term goals

3. Identify the characteristics of a SMART goal

4. Begin the process of setting SMART goals for high school and beyond.

Materials: SMART goal handout, Short- and Long-term goal handout

Procedure:

Introduction

1. School counselor will welcome returning group members

2. School counselor will ask students to think of a long-term goal they have for themselves.

3. Counselor may give students the option of thinking 1 year in the future or five years in the future.


1. School counselor will hand out SMART goal sheet and explain, prompting students to speak up if they have any questions.

2. School counselor will also hand out Short and Long Term goal sheet and explain, prompting students to speak up if they have any questions.

Processing

1. School counselor will ask students to plan out how they’ll work toward their long-term goal with many short-term goals. Counselor will direct students to use aforementioned handout to do this. Counselor will also ask students to think about what of the resources they’ve been learning about in group could help them accomplish their goals.

2. Afterward, the counselor will ask students to share what they’ve written.

Closing

1. Counselor will distribute post test and ask the students to complete it.

2. Counselor will hand back out the letters that the students wrote to themselves and prompt students to share any thoughts they have about what they learned.

3. Counselor will ask the group if they’re interested in a follow-up meeting a month from now to see how they’re coming along on their short and long term goals.

4. End with a Round Robin by having students answer the following prompt: “The most important thing I learned during group was….”



Perception Data: Data from the post-test will be collected and compared with data from the pre-test. Also, feedback from the final round robin will add perception data.


Follow Up: The group leader will get group consensus about having a follow-up meeting one month after the end of the fourth group session. This will be a way for the students to check in with each other.

Appendix J

Metas SMART

Source: http://images.slideplayer.es/2/1022705/slides/slide_3.jpg

Tipos de Metas

Metas a corto plazo son metas que se pueden lograr en un futuro próximo, como en unas pocas semanas o meses

Metas a largo plaza son metas que son de mayor alcance y toman más tiempo para lograr, como un año o más

Appendix K

Vamos a Planear Metas a Corto y Largo Plazo

Que estoy haciendo ahora?

1

2

3

¿Qué es lo que quiero hacer de un mes desde ahora?

1

2

3

¿Qué es lo que quiero hacer de seis meses desde ahora?

1

2

3

¿Qué es lo que quiero hacer de un año desde ahora?

1

2

3

¿Qué es lo que quiero hacer de cinco años desde ahora?

1

2

3

Que es mi meta a largo plaza?

1

2

3

Documents

elisabetharriero.files.wordpress.com · Web viewNew Student Group Plan. Elisabeth Arriero. University of North Carolina at Chapel Hill. New Student Group Plan. Introduction “New