Tenth Grade Program
COUNSELING PROGRAMS
Ninth Grade Program: Ninth Grade Matters
Tenth Grade Program: Career Program
Eleventh Grade Program:College choices and testing
requirements
Twelfth Grade Program:College Application Process
and Financial Aid
9th 10th
11th 12th
FRESHMAN YEAR
Introduction to our Career Center (J-1)
Graduation requirements College entrance requirements Four year plan Resources in the Career Center
SOPHOMORE YEAR
Online career exploration Post-secondary education
research Job application tips “Reality Check”
JUNIOR YEAR
Guided review of transcript Goal setting Narrowing college choices College entrance tests Financial aid overview College visits Pre-college calendar and
entrance requirements
SENIOR YEAR
Deadlines for college/university admissions
College entrance requirements
Personal statement tips Financial aid and scholarship
application process Application process
(individual and small groups)
• Career Interest Inventory
• Reality Check
10th Grade Career
Program
• Transcript Review
• Graduation Plan
10th Grade
“At-Risk” Program
Tenth Grade Program
Tenth Grade Program: Career Program
Content www.cacareerzone.org Interest survey “Reality Check” Online Post-Test Survey
Timeline Fall semester
INSERT PICTURE
Tenth Grade Program: Career Program
Target Population All tenth grade students (approx. 875
students) Student Goals
Career options based on areas of interest Education and preparation required “Reality Check”
picture
picture
0102030405060708090
100 90 91 92 89
Tenth Grade Program: Career Program Survey
Results
Who would you save?
The following seven children are currently on our hospital’s liver transplant waiting list. All seven are in equally serious condition. There is little doubt that those who do not get the transplants will die. We have just been notified that two suitable livers will be available tomorrow morning. Please select TWO PERSONS from the waiting list who will receive those transplants. Per hospital policy, this committee decision must be unanimous.
DAVID is 7, white, and has lived in an orphanage for the past two years. His father died of alcoholism and his mother has constant bouts with mental illness, which affects David’s current living arrangements. STANLEY is 10 years old, white, and has been in five different elementary schools throughout his elementary school experience. His teachers all speak of him as a quiet, good boy and an average student. He and his mother are very close. TOM is 18, white, and in his senior year of high school. His physician has required him to take six months off of school for a nervous breakdown. His parents regard him as quite odd since he makes up his own religion and chants hymns to himself. He is not doing well in school and has few friends. JOHN is 13, black and lives in a state institution for delinquent boys. He was placed there by the courts as punishment for indiscriminately firing a revolver from the front steps of his home. Neither parent seems to care what happens to John. MARTHA is 5, white, and completely deaf and blind. She has not learned how to communicate her thoughts in any manner at all and is “out of control” most of the time. GEORGE is 15, white, and is being home schooled by his mother since being diagnosed as mentally ill by one of his teachers. However, his mother seems to really believe in him and angrily denies that he is incompetent at all. DEAN is 15 years old, black, and appears to be quite gifted. He has skipped school three grades since beginning school and is ready to begin college next year. His family is very close and parents appear very devoted to each other.
ANSWER KEY:David – Charlie ChaplinStanley – Adolph HitlerTom – Albert Einstein
John – Louis ArmstrongMartha – Helen Keller
George – Thomas EdisonDean – Martin Luther King
Who would you save?
Tenth Grade Program: “At-Risk” Program
1st Intervention1st Qtr Grades
Counselors meet with students who have 45 credits
or less
2nd InterventionSemester Grades
Counselors meet with students who have 65 credits or less
3rd InterventionAlternative School
PresentationRepresentatives meet with students
who have 55 credits or less
Tenth Grade Program: “At-Risk” Program 1st
Intervention Target Population
“At-Risk”/credit deficient students Student Goals
Understand transcript and credits required for graduation
Understand credit recovery options Identify why they are not being successful in
school Review tips for academic success Set personal goals
Tenth Grade Program: “At-Risk” Program 2nd
Intervention Target Population
“At-Risk”/credit deficient students Student Goals
Understand transcript and credits required for graduation
Understand credit recovery options Introduction Lee Pollard High School (alternative
high school) Set personal goals
Tenth Grade Program: “At-Risk” Program 3rd
Intervention Target Population
“At-Risk”/credit deficient students Student Goals
Apply to Lee Pollard High School Improve attendance Improve behavior Pass as many current classes as possible Attend summer school
Lee V. Pollard High School Application 185 Magnolia Avenue, Corona, Ca 92879 951-736-3367 FAX: 951-736-7104
Student Name: _________________________ Parent Name: ________________________ Student Number: ________________ Grade: _______ Date of Birth: ______________ Mailing Address: _____________________________City: _____________ Zip:_________ Home Phone: ________________________ Work Phone: ___________________________ Parent Cell: _________________________ Student Cell: ___________________________ Parent e-mail address: ________________________________________________________ Student e-mail address: _______________________________________________________ ____ The student is employed. Where: _________________________________________ _________________________________ ______________________________________ Student Signature Parent Signature
(or Counselor initial for parent notification) School Counselor (Check all that apply)
____ Student is in need of credit recovery, is 16 or older and is in 11 th or 12th grade. ____ Student is enrolled in a special program: ___ EL Overall CELDT Level ___ Opt.____ ____ Student has an active IEP/504. ____RSP ____ SDC ____/____ Current number of credits/Possible credits
CAHSEE Score: ELA ______ Math ______ Student is Currently Employed ___ ___________________________ Counselor Signature
School Assistant Principal Check List ____ Student is on a SART contract. ____ SARB contract ____ Student is on a behavior contract. ____ Student is on a “C” violation contract. ____ Student is habitually defiant and a school disruption. ____ Suspension (Periods) ____ ACP (Periods) ____ I support this student as a Pollard Candidate. ___________________________________________ Assistant Principal Signature
Applying for which program? ____ Traditional Program 8:00 AM—1:30 PM ____ Academic Learning Center Preferred session: ____ 7:45—10:45 AM or ____Noon—3:00 PM ____ Extended Day Thursday evenings, 4:30—9:30 PM (must work a qualifying job) ____ Independent Study Only for extenuating circumstances; not a credit recovery program Reason for requesting Independent Study ___________________________________________________________
Pollard Office Use Date Rec____________
By_________________ Accepted Program __________ Intake______________
CORONA HIGH SCHOOL
Lee Pollard Application (sample)
Intervention Group
Data for interventions
62%
38%
1st Semester -- Students At Risk
On-Track for Gradua-tionAt Risk
79%
9%
12%
End of Year
On-Track for Gradua-tionAt RiskNo Longer At CHS
Video Clip
http://www.cnusd.k12.ca.us/cms/lib/CA01001152/Centricity/Domain/2788/10th Grade RE_EXPORT.wmv
Contact Information(951) 736-3438 Owen Crosby,
Jeannette Olson, Assistant Principal
Gisela Aguiar, Head [email protected]
Anna Ferrara, [email protected]
Resources
www.cnusd.k12.ca.us/cohs
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