Nov 4, 1982 La Voz Pg. 4-5 |
Previous | 19 of 77 | Next |
|
|
This page
All
|
Loading content ...
The High School Equivalency Program (HEP) is an ideational program for migrant and seasonal farmworkers. It is funded by the United States Department of Education. The Fresno (HEP) program is located on the California State Univer stry Fresno campus and is one of fourteen high school equivalency programs nationwide. In ths West Coast there are three other (HEP) programs, located in Stockton, Ca., Eugene, Oregon and Seattle. Wash. The services that (HEP) provides are adult basic education (ABE), EngEsh as a Second Language (ESL), study skills, instruction for the High School equivalency examination (GED), career education, college preparation, counseling, and place¬ ment services. The program's ultimate goal is to place its participants in either skills training programs, armed services or, preferable, colleges or universities. The latter is encouraged greatly, but their choices and capabilities are considered. The ekpbility requirements for all participants are that the student must be at least seventeen years of age, a high school dropout, and from a low-income farmworking family. Participants from the program are mainly recruited from the San Joaquin Valley, Imperial Valley and the Central Coast areas. Housing, located in apartments, near the CSUF campus, is provided for all (HEP) participants. Students also receive a CSUFmealcard, student activity card and in addition, can earn a stipend of up to $14.50 per week. What makes the (HEP) program so unique is that the individual instruction that is given capitalizes on prior knowledge. This is what makes it so effective when preparing students for the GED examinations The length of the program can range from one month to six months, depending upon their entry skills level and houi fast they advance. Furthermore, the (HEP) progrm stnves to provide students with new ideas and possibilities for the future and to promote greater personal development, e.g. maturity, self-confidence, responsibility, communication skills and independence. The program hopes that students will acquire a sense of feeling that they can succeed. The daily schedule of (HEP) students begins at 8:00 for a morning meeting. This is where general information is given to all students. Following are four one-hour periods, then one hour lunch and ending with two more hour periods at 3:00 p.m. On Mondays and Wednesdays at 3:30 to 4:30 all students have physical education On Tuesday and Thursday they have clean-up at that same time. Cleanup consists of thier apartments as well as the school building. From 6:00 to 8ffi p. m., on Mondays through Thursdays, all students have study hall This is fhe time to do the daily homework thai is assigned Their day ends at 11:00 p. m. when apartment check is done and all lights must gooff, except on Fridays and Saturdays when they are checked at 1 00 a. m. AW students live a very structured fife, bur it's the only way to aim them towards their goals. The classes offered in fhe program consists o/ reading, writing, science, social studies, and math. These are all areas from the GED examination, plus study skills and career skills classes. Generally students who need additonal help in a certain area, will have more than one period to strengthen the weaker area. Their personal allowance of $14.50 a week is earned by their overall perfor¬ mance All students have set behavioral standards, which must be followed, e.g., come prepared to work productively with proper materials. Punctuality, along with attendance, is included in their guidelines. Failure to follow the HEP guidelines allows the instructors or counselors to initiate marks against them. If a student receives 4 or 5 marks, fl.OOwilbe deducted from their allowance. Being absent one day will reduce $2.00 from the allowance The HEP program also provides extracurricular activities for students in which staff members participate. These extracurricular activities include such things as recreational outings general HEP functions. The HEP program sets guidelines for tutors, in which a contract must be signed stipulating certain terms and conditons for placement e.g. keep the agreed upon schedule for tutoring, regular attendance, etc. In return a tutor will gam experience and knowledge about methods and materials teaching basic skills to students who previously have not been successful in school. Regular CSUF students who would like to be tutors m HEP can receive three units of college credit by taking La Raza studies 145 The HEP program has had excellent results. In the 1981 1982 school year, there were 149 participants. From these participants 102 graduated, passing the GED examination. Out of those who graduated, 44 continued their education, enroffing m colleges, 29 sought employment, 16 went to various training programs and 2 joined the armed services. With outstanding results like these, one can see the need for this type of program. I strongly believe that this program is extremely important in that it gives the drop-out student, whohodhadrnigrarit/farrnLiodahgbackgro^ a second opportunity fo be success/u/in life. Toooften low-income migrant/farmworking families are the o I 3 p p r e s becomes a continuous cycle with few ever having an opportunity to escape it. Schools fail to acknowledge the problems these students face, (both academic and finan¬ cial) Very little in the schools seems to stimulate or encourage these students to continue fheir education, resulting in a high drop-out rate among chicanos. It is programs like HEP that giue rhe excluded students another opportunity to have a better tomorrow HEP has proven it can be done! School, What la It? Watching, uniting, listening people breathing sounds of Joy =">— The heart pounding tee are in a classroom. Writing, reading, wondering. IlllMlllHIlM Ml*" l»M» lEduc What of tomorrow? Who will know? if riling, on walla desks and books School Is it for this? for looks: To learn or appreciate? Someone must know! Research and more homework it shall soon be done. It shall be soon be over Think of the many years, in life to come and that will pass this is school to learn, to achieve. Let's take pride. Lets learn and progress Everyone ham left yet their voices still this has happened in the past and is happening again. The silence a barrier between you and sound The silence look about you. Its all around The post now like the present remembering, remembering your life, your breath feels like, ending, its fading . The cool damp chill penetrate* your body your shiver, you stir yet the warmth, does not arise. Who can calm you, who indeed? No one around you and no one near. Who, who indeed? Loneliness go home! and fear let msrbe! I look, I wonder but its still loneliness and me. • Gradiate*, October 2», IM* FroUh tortfit,r*ictorTorres,Car- fo* Wquez, Ramon Roman, Ernesto Asebibo, Gus Aguilar and Marcario Lira. Photo by Mana Perez ,;' '„ ..... 1 ' Con este amor dentro de mi J podremos bailor este mundo. Podremosvivirtpdaunaeternidad 1 y nunca tocar el suelo. 1 1 Tomaremos tiempo para volar A I 1 sobre las estrellas, hacia un 1 I lugar ain rincon. II _y'el amor con su lux 1 h Q 1 brilla sobre nuestros cuerpos para siempre... 1 para siempre... | Por Ramon Roman puro Hep Y que
Object Description
Title | 1982_11 The Daily Collegian November 1982 |
Alternative Title | Daily Collegian (California State University, Fresno) |
Publisher | Associated Students of Fresno State, Fresno, Calif. |
Publication Date | 1982 |
Description | Daily (except weedends) during the school year. Microfilm. Palo Alto, Calif.: BMI Library Microfilms, 1986- microfilm reels; 35 mm. Vol.1, no.1 (Feb 8, 1922)- |
Subject | California State University, Fresno -- Periodicals. |
Contributors | Associated Students of Fresno State. |
Coverage | Vol.1 no.1 (Feb 8, 1922)- to present |
Format | Microfilm reels, 35 mm. |
Technical Information | Scanned at 600 dpi; TIFF; Microfilm ScanPro 2000 "E-image data" |
Language | eng |
Description
Title | Nov 4, 1982 La Voz Pg. 4-5 |
Alternative Title | Daily Collegian (California State University, Fresno) |
Publisher | Associated Students of Fresno State, Fresno, Calif. |
Publication Date | 1982 |
Description | Daily (except weedends) during the school year. Microfilm. Palo Alto, Calif.: BMI Library Microfilms, 1986- microfilm reels; 35 mm. Vol.1, no.1 (Feb 8, 1922)- |
Subject | California State University, Fresno -- Periodicals. |
Contributors | Associated Students of Fresno State. |
Coverage | Vol.1 no.1 (Feb 8, 1922)- to present |
Format | Microfilm reels, 35 mm. |
Technical Information | Scanned at 600 dpi; TIFF; Microfilm ScanPro 2000 "E-image data" |
Language | eng |
Full-Text-Search | The High School Equivalency Program (HEP) is an ideational program for migrant and seasonal farmworkers. It is funded by the United States Department of Education. The Fresno (HEP) program is located on the California State Univer stry Fresno campus and is one of fourteen high school equivalency programs nationwide. In ths West Coast there are three other (HEP) programs, located in Stockton, Ca., Eugene, Oregon and Seattle. Wash. The services that (HEP) provides are adult basic education (ABE), EngEsh as a Second Language (ESL), study skills, instruction for the High School equivalency examination (GED), career education, college preparation, counseling, and place¬ ment services. The program's ultimate goal is to place its participants in either skills training programs, armed services or, preferable, colleges or universities. The latter is encouraged greatly, but their choices and capabilities are considered. The ekpbility requirements for all participants are that the student must be at least seventeen years of age, a high school dropout, and from a low-income farmworking family. Participants from the program are mainly recruited from the San Joaquin Valley, Imperial Valley and the Central Coast areas. Housing, located in apartments, near the CSUF campus, is provided for all (HEP) participants. Students also receive a CSUFmealcard, student activity card and in addition, can earn a stipend of up to $14.50 per week. What makes the (HEP) program so unique is that the individual instruction that is given capitalizes on prior knowledge. This is what makes it so effective when preparing students for the GED examinations The length of the program can range from one month to six months, depending upon their entry skills level and houi fast they advance. Furthermore, the (HEP) progrm stnves to provide students with new ideas and possibilities for the future and to promote greater personal development, e.g. maturity, self-confidence, responsibility, communication skills and independence. The program hopes that students will acquire a sense of feeling that they can succeed. The daily schedule of (HEP) students begins at 8:00 for a morning meeting. This is where general information is given to all students. Following are four one-hour periods, then one hour lunch and ending with two more hour periods at 3:00 p.m. On Mondays and Wednesdays at 3:30 to 4:30 all students have physical education On Tuesday and Thursday they have clean-up at that same time. Cleanup consists of thier apartments as well as the school building. From 6:00 to 8ffi p. m., on Mondays through Thursdays, all students have study hall This is fhe time to do the daily homework thai is assigned Their day ends at 11:00 p. m. when apartment check is done and all lights must gooff, except on Fridays and Saturdays when they are checked at 1 00 a. m. AW students live a very structured fife, bur it's the only way to aim them towards their goals. The classes offered in fhe program consists o/ reading, writing, science, social studies, and math. These are all areas from the GED examination, plus study skills and career skills classes. Generally students who need additonal help in a certain area, will have more than one period to strengthen the weaker area. Their personal allowance of $14.50 a week is earned by their overall perfor¬ mance All students have set behavioral standards, which must be followed, e.g., come prepared to work productively with proper materials. Punctuality, along with attendance, is included in their guidelines. Failure to follow the HEP guidelines allows the instructors or counselors to initiate marks against them. If a student receives 4 or 5 marks, fl.OOwilbe deducted from their allowance. Being absent one day will reduce $2.00 from the allowance The HEP program also provides extracurricular activities for students in which staff members participate. These extracurricular activities include such things as recreational outings general HEP functions. The HEP program sets guidelines for tutors, in which a contract must be signed stipulating certain terms and conditons for placement e.g. keep the agreed upon schedule for tutoring, regular attendance, etc. In return a tutor will gam experience and knowledge about methods and materials teaching basic skills to students who previously have not been successful in school. Regular CSUF students who would like to be tutors m HEP can receive three units of college credit by taking La Raza studies 145 The HEP program has had excellent results. In the 1981 1982 school year, there were 149 participants. From these participants 102 graduated, passing the GED examination. Out of those who graduated, 44 continued their education, enroffing m colleges, 29 sought employment, 16 went to various training programs and 2 joined the armed services. With outstanding results like these, one can see the need for this type of program. I strongly believe that this program is extremely important in that it gives the drop-out student, whohodhadrnigrarit/farrnLiodahgbackgro^ a second opportunity fo be success/u/in life. Toooften low-income migrant/farmworking families are the o I 3 p p r e s becomes a continuous cycle with few ever having an opportunity to escape it. Schools fail to acknowledge the problems these students face, (both academic and finan¬ cial) Very little in the schools seems to stimulate or encourage these students to continue fheir education, resulting in a high drop-out rate among chicanos. It is programs like HEP that giue rhe excluded students another opportunity to have a better tomorrow HEP has proven it can be done! School, What la It? Watching, uniting, listening people breathing sounds of Joy =">— The heart pounding tee are in a classroom. Writing, reading, wondering. IlllMlllHIlM Ml*" l»M» lEduc What of tomorrow? Who will know? if riling, on walla desks and books School Is it for this? for looks: To learn or appreciate? Someone must know! Research and more homework it shall soon be done. It shall be soon be over Think of the many years, in life to come and that will pass this is school to learn, to achieve. Let's take pride. Lets learn and progress Everyone ham left yet their voices still this has happened in the past and is happening again. The silence a barrier between you and sound The silence look about you. Its all around The post now like the present remembering, remembering your life, your breath feels like, ending, its fading . The cool damp chill penetrate* your body your shiver, you stir yet the warmth, does not arise. Who can calm you, who indeed? No one around you and no one near. Who, who indeed? Loneliness go home! and fear let msrbe! I look, I wonder but its still loneliness and me. • Gradiate*, October 2», IM* FroUh tortfit,r*ictorTorres,Car- fo* Wquez, Ramon Roman, Ernesto Asebibo, Gus Aguilar and Marcario Lira. Photo by Mana Perez ,;' '„ ..... 1 ' Con este amor dentro de mi J podremos bailor este mundo. Podremosvivirtpdaunaeternidad 1 y nunca tocar el suelo. 1 1 Tomaremos tiempo para volar A I 1 sobre las estrellas, hacia un 1 I lugar ain rincon. II _y'el amor con su lux 1 h Q 1 brilla sobre nuestros cuerpos para siempre... 1 para siempre... | Por Ramon Roman puro Hep Y que |