Outline- Leading the Pack

P a i g e L a Q u a ’ 1 5 | C o n c o r d i a C o l l e g e : C o o p e r a t i v e E d u c a t i o n
Leading the Pack: Orientation Program Proposal
Paige LaQua
This is the product of my cooperative education with West Fargo High School.
WFHS 9th Grade
Orientation 15-16

LEADING THE PACK: ORIENTATION PROGRAM PROPOSAL 2
West Fargo High School
801 9th St E | West Fargo, ND 58078
Phone: 701.356.2050 | Fax: 701.356.206
HTTP://WWW.WEST-FARGO.K12.ND.US/SCHOOLS/WFHIGH/
Introduction
“Leading the Pack”— 9th Grade Orientation at WestFargo High School
Every 9th grader walking through the doors of high school for the first time bring with them
their own academic experiences, social network, and family support system. As school
counselors, it is our job to not assume every student’s transition will be easy. In order to
cover all of the possibilities new students will bring, a school-wide orientation for 9th
graders is needed. 9th graders need to know that there are resources outside of their
school’s counseling office, resources such as: upperclassmen student mentors, mentor
teachers, and their parents at home are all working together towards a common goal of
their academic, social, and behavioral success as a high school student.
According to the American School Counseling Association, domains to be met are: academic,
career, and social/emotional (ASCA, 2014). We as school counselors can implement
programs to grow these domains by fostering both mindset and behavioral standards. An
orientation program can instill in students both mindsets using learning strategies, self-
management, social skills, and psychosocial beliefs on self-academic and social behaviors.
These improvements can then be evaluated using competency scales and pre/post program
survey data collected from students, teachers, parents, and upperclassman mentors. The
Boomerang Project along with ASR (Applied Survey Research) (2011) discovered that
having an orientation program implemented for high school 9th graders results in school-
wide positive outcomes. Increases like the median grade point average, reduced absences,
tardiness, and suspensions—all of which then increase co-curricular activity involvement,
and raise academic and social confidence in students (ASR, 1-4).
High school’s would benefit from “Leading the Pack” in achieving these goals. This is the
product of my cooperative education with West Fargo High School.
Leading The Pack provides resources for 9th graders including:
 An assigned upperclassman mentor, or “Pack Leader” who has been nominated by
teachers as a quality leader/mentor, good academic standing, and active in school
activities.
 A complete tour of the building given by Pack Leader once a final class schedule has
been given. Stops on the tour include: student’s locker, important offices, assigned
classrooms, lunch area, gym, library, and nurse’s station.
 Up-to-date knowledge of school policies and procedures.
 A thorough tour and presentation of the library’s resources led by a mentor teacher
and a librarian. Mentor teachers will discuss with 9th graders typical assignments to
expect in high school and how important the library is in order to succeed.
 A club/co-curricular/athletics/music activities expo where 9th graders can learn
more about opportunities that fit their interests along with being invited to attend
first organization meetings of the new school year.
This program requires extensive preparation and planning. The following describes
necessary action steps in order to implement Leading the Pack. Let’s start with
preparation.

Phone: 701.356.2050 | Fax: 701.356.206
Leading the Pack Nomination Process
Pack Leaders are students that teachers and faculty have indicated as leaders of their class,
students who go the extra mile for their school, and have an overall passion for success. In
order to find these students in a mass of hundreds of capable upperclassmen, a student
must be nominated by two different teachers or faculty in the building. By doing this, Pack
Leaders can be recognized by more than one supervisor in the building showing their true
capabilities to lead freshman through this important transition.
Pack Leader Nomination Form
I ______________________________ nominate _________________________________to participate in the
“Leading the Pack Orientation Program” as a Pack Leader. This student has good academic
standing, shows leadership inside and outside the classroom, and displays and overall care
for West Fargo High School and it’s students.
Faculty Member Signature: _________________________________________________________
StudentInformation:
Student’s Name (First, Last): ___________________________________________________________________
Student’s email: ___________________________________________________Student’s GPA: _____________
Student’s Involvement (co-curricular, clubs, music, athletics, theater):
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
Faculty Member:How does the above student display the qualities fit to become a Pack
Leader?

Phone: 701.356.2050 | Fax: 701.356.206
Interest Survey (Pack Leaders& 9th GradeStudents)
These interest surveys are used to match up Pack Leaders with their incoming 9th grade
mentees. If Pack Leaders are already interested or knowledgeable about school activities
that a future mentee shares, the two can use this previous knowledge as a foundation for
the relationship they are to build throughout their high school careers.
Please mark all possible interests or already established activities
you are involved in.
Name: _______________________________________________________________________
Favorite Music Genre:
Favorite Book(s):
Favorite Movie(s):
Favorite TV Show(s):
Hobbies:
Favorite Subject(s): _______________________________________________
☐Jazz Band
☐Jazz Ensemble
☐Key Club
☐Madrigal Singers
☐Math Club
☐Newspaper
☐Prom Committee
☐Renaissance Club
☐Science Olympiad
☐SkilsUSA
☐Speech Club
☐Student Congress
☐Student Council
☐TSA (Technology Student
Association)
☐Yearbook
☐Youth Leadership
☐Art Club
☐Boys/Girls State
☐Career Development
☐Carolers
☐ Chess Club
☐Close-up
☐ Debate
☐DECA (for Marketing Students)
☐ Drama Club/Thespian Society
☐Envirothon
☐Fashion Club
☐FBLA (Future Business Leaders
of America)
☐FCCLA (Family, Career, and
Community Leaders of America)
☐French Club
☐Fuel Up to Play 60
☐HOSA (Future Health
Professionals)
Athletics
☐Baseball
☐Boys Basketball
☐Girls Basketball
☐Cheerleading
☐Boys Cross Country
☐Girls Cross Country
☐Dance Line
☐Football
☐Boys Golf
☐Girls Golf
☐Boys Hockey
☐Girls Hockey
☐Boys Soccer
☐Girls Soccer
☐Softball
☐Boys Swimming & Diving
☐Girls Swimming & Diving
☐Boys Tennis
☐Girls Tennis
☐Track
☐Volleyball
☐Wrestling
☐Classical
☐Country
☐Electronic
☐Folk
☐Hip Hop/Rap
☐Jazz
☐Metal
☐Pop
☐R&B/Soul
☐Religious
☐Rock
☐Other: ____________________________

Phone: 701.356.2050 | Fax: 701.356.206
StudentSurveys
In order to collect data to determine the results of this program, pre and post surveys will
be taken by incoming 9th graders. These surveys will show if the student has learned any of
the intended skills discussed during Orientation and how those skills have been later used
in the classroom. These surveys will also be able to indicate whether or not the social and
academic domains of a student were influenced through Orientation. This can be done by
comparing pre and post survey answers within-subjects regarding self-confidence,
concentration, cognitive skills, study habits, test anxiety, and areas of motivation. Questions
regarding to self-performance or characteristics will be able to be answered on a scale of
strongly agree, agree, neutral, disagree, and strongly disagree.
Organization
I use an assignment notebook
Strongly Disagree Disagree Neutral Agree Strongly Agree
I study at the same place each day at a neat desk or table
Self-Efficacy
I expect to do well in my classes
I will get good grades in my classes
Self-Regulation/Concentration
My studying get interrupted by TV, music, phone calls, etc.
My mind often wanders when the teacher is talking
Meta Cognition
As I read, I try to connect the things I am reading with what I already know
I learn best by auditory (hearing) methods
Test Anxiety
I have an uneasy, upset feeling when I take a test
I get so nervous during a test that I cannot remember facts I have learned

Phone: 701.356.2050 | Fax: 701.356.206
Study Habits
I study for tests outside of class time
I complete and turn in my homework on time
Cognitive Strategy Use
When I study, I ask myself questions about what I’ve learned
I make simple drawings, tables, or diagrams to help me when I study
Intrinsic Motivation
I work hard to get good grades even when I don’t like a class
I complete assignments even when I find them boring

Phone: 701.356.2050 | Fax: 701.356.206
Teacher Surveys
In order to be able to see both sides of an orientation’s impact, the teachers also need to be
surveyed regarding their assigned mentee 9th grader’s work. Teachers will be surveyed at
the half way mark of their class (either midterm, or otherwise known) and again after they
are finished with that student in a course (either semester or year). These surveys will be
different from the student’s in the fact that these will be targeting whether or not teachers
who work with 9th graders are implementing those key self-confidence skills, study habits,
and overall tools to student success. These skills will be addressed in the training session
for teachers before the 9th graders arrive and are expected to be enforced throughout the
school year. These surveys will also provide teachers with the opportunity to address the
Counseling Office with concerns that could be improved on with 9th graders and highlight
areas where more Orientation work is needed. These questions will also be answered on a
scale of strongly agree, agree, neutral, disagree, and strongly disagree.
Do you require your students to carry an assignment notebook?
Do you teach note-taking skills? How many lessons and the approximate length of lessons?
Do you teach test-taking skills? How many lessons and approximate length of lessons?
List 3 areas of strength you have observed about the typical 9th-grade student’s study skills
1)
2)
3)
List 3 areas of concern you have observed about the typical 9th-grade student’s study skills
1)
2)
3)

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