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Every student will acquire the academic and career related skills needed to reach their fullest educational potential and successfully manage their lives as responsible, competent and productive citizens.

JUNIORS
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"Beyond the Bells" After School Program

After-school programs are defined as safe, structured activities that convene regularly in the hours after school and offer activities to help children learn new skills, and develop into responsible adults. Activities may cover topics such as technology, reading, math, science and the arts. Programs may also offer new experiences such as community service, internships or tutoring and mentoring opportunities.

Without structured, supervised activities in the after-school hours, youth are at greater risk of being victims of crime, or participating in anti-social behaviors. In fact, juveniles are at the highest risk of being a victim of violence between 2 p.m. and 6 p.m. And the peak hour for juvenile crime is from 3 p.m. to 4 p.m., the first hour that most students are dismissed from school.

Other safety issues surface in the after-school hours as well. Students who spend no time in extracurricular activities, such as those offered in after-school programs, are 49 percent more likely to have used drugs and 37 percent more likely to become teen parents than are those students who spend one to four hours per week in extracurricular activities.

Beyond serving a significant role by simply offering youth a safe haven, after-school programs offer children and youth opportunities to learn new skills such as: conflict resolution, preparing for a successful career, improving grades and developing relationships with caring adults. These skills can be critical in helping youth develop in positive ways to avoid behavior problems and conflict.

Early College Program

The Bell Early College Program (ECP) is part of a national instructional model designed to inspire and motivate students who have the potential to be the first in their families to graduate from college. The ECP is an exciting opportunity for students beginning ninth grade to participate in a combined high school and college experience with the goal of earning a high school diploma and associate degree or as much as 60 transferable credits at the same time. Since September 2004, the Northern Virginia Community College (NVCC) and University of the District of Columbia (UDC) have opened their institutions to our Early College program and, in the process, served 190 Bell students.

A major component of the Early College is the school-wide Advisory program. In addition to academic and career advising as well as individual counseling and guidance provided by the Early College counselor, we also offer a daily advisory class and tutoring through the Georgetown Tutoring program. With increasing enrollment and expanding curriculum, this kind of personal attention is extremely important. To help promote a true sense of community in our school, to encourage student advocacy, and to inspire in students the confidence to go to an adult for support, all staff are trained to facilitate an advisory class.

Early College students also benefit from additional academic support. Extra help is provided for students to master the high school curriculum, prepare for post-secondary experiences, and enroll in college classes at no expense. We provide a College Seminar class for students enrolled in college classes; individual and group tutoring.

Students who accept the Early College High School challenge can enjoy these rewards:
 

  • The opportunity to earn a two-year associate degree while working toward a high school diploma.

  • Momentum toward achieving your four-year degree.

  • Cost savings by eliminating two years of a college education.

  • A relaxed and controlled introduction to college life.

  • The advantages of a small, supportive learning environment.


Teen Parent and Child Development Center

The Bell Teen Parent and Child Development Center is the District's only school based dropout prevention program that enables expectant & parenting teens to complete their high school education. The Center supports expectant & parenting teens to continue their education beyond high school by providing college preparatory services and teaches skills to become nurturing parents, active citizens and responsible members of their community. The center also offers onsite childcare, nutrition instruction, after school tutoring, classes in parenting skills, child development childbirth education, conflict resolution and life skills, home visits, counseling and case management and education and support groups for young fathers and grandparents. In addition to the aforementioned educational efforts, the Center plays a critical role in reducing the repeat teen pregnancy rate and, perhaps most importantly, ameliorates the negative consequences once a pregnancy has already occurred.

Overarching Goals
 

  • Increased Graduation Rates - the Center works to reduce the drop out rate by connecting students with high quality childcare and teen parent support services at an early stage;

 

  • Second Pregnancy Prevention - the Center requires teen parents to sign a contract in which they agree to forfeit the placement in the Center in the event of a second pregnancy. In addition, the Center educates teen parents and the general population about health and family planning;

 

  • Increased Post-Secondary Success - the Center works closely with the Bell Career Development Office to place teen parents in jobs and internships which match their career aspirations. In doing so, teen parents increase the chance of providing for their children in the long term. They are assisted in planning for college, from completing the application forms to seeking financial aid;

 

  • Maintaining Healthy Parent/Child Relationships - the Center provides numerous services to assist teen parents provide nurturing care for their children through family field trips, parenting classes, literacy related activities and outreach and case management to the fathers.

Teen Pregnancy Prevention

This year round prevention initiative strives to eliminate teen pregnancy on campus by offering students a supportive and nurturing environment where they can learn about sexual responsibility while developing goals and aspirations that will guide them for the rest of their lives.   The program addresses sexuality education, self-esteem and leadership development while offering opportunities for youth to achieve academic success in school, athletics and college.  The program engages youth through classroom instruction, peer education, mentoring, career development, community service learning, parental involvement, and after-school activities and therapeutic support.  A major component of the program is outreach to parents is in order to assist in their child's development.

Summer Enrichment

School is never out at Bell Multicultural. All summer, MCIP sponsored programs enable Bell to offer a comprehensive education to many students. Each day starts with a harambe or coming-together activity and a transformative text. The curriculum features Youth Development workshops, literacy education, portfolio development, credit recovery, health and fitness, internships, and field trips which explore the cultural riches of the city. The learning never stops, even though the school year does.

The summer sessions are designed to move students toward graduation through increased learning time for the academically struggling student, credit recovery opportunities and accelerated programming for overachieving students.

Pre Engineering and Building Trades

The Building Trades and Pre Engineering Programs prepare students, through a blend of classroom theory and hands-on experience, for careers in the industrial arts and engineering fields.

For many students the building trades program provides their first steps to the carpentry, building renovations, electrical, and plumbing trades. Fundamentals are taught in material identification and equipment use for cabinet construction, woodworking, wall covering, tiling, and basic electrical and plumbing. Skills are also developed in drawing and blueprinting and applied to computer assisted drafting. Apprenticeships with local trades are provided to seniors.

The PreEngineering program uses team oriented and hands-on project-based experiences to teach students the key elements and skills of engineering and technology-based careers. The courses include the following: Introduction to Engineering Design, Principles of Engineering, Digital Electronics, Civil Engineering and Architecture. Students gain real world experience through internships with a local industry during the summer and have the opportunity to earn college credit.


Youth Development

It is well documented in urban settings that the greater the number of risk factors to which youths are exposed, the greater their risk of joining a gang or engaging in substance use and/or other delinquent behavior. Oftentimes the highest risk factors for joining a gang are: a search for love, structure, and discipline, a sense of belonging and commitment, the need for recognition and power, companionship, excitement, and activities, a sense of self-worth and status, a place of acceptance, and the need for physical safety and protection.

The Youth Development Program redirects the lives of these promising youth through use of four evidenced-based practices that enhance their protective factors.
 

  • A Strong Academic Foundation - is directly related to a youth's positive development. As such, additional academic support and instruction time is provided for at-risk youths to improve their grades and overall academic standing young people who successfully participate in and complete education have greater opportunities to develop into reasonable adults.

 

  • Family Strengthening Services - because the family and the community are essential to the development of the child's social, emotional, and physical needs. The program conducts home visits, family counseling, parenting workshops and community referral services to strengthen the family unit. If the family is the source of love, guidance, and protection that youths seek, the aforementioned services eliminate the need to search for these basic needs from a gang.

 

  • Character Education - involves teaching youth about basic human values including honesty, kindness, generosity, courage, freedom, equality, and respect. The goal is to raise adolescents to be morally responsible, self-disciplined citizens. Problem solving, decision making, and conflict resolution are also important parts of developing moral character.

 

  • Enrichment and Recreational Programs - such as sports, music, drama, and community activities help build a sense of self-worth and self-respect in young people. Youth involved in such activities are less likely to seek membership in a gang.

Pre Engineering and Building Trades

The Building Trades and Pre Engineering Programs prepare students, through a blend of classroom theory and hands-on experience, for careers in the industrial arts and engineering fields.

For many students the building trades program provides their first steps to the carpentry, building renovations, electrical, and plumbing trades. Fundamentals are taught in material identification and equipment use for cabinet construction, woodworking, wall covering, tiling, and basic electrical and plumbing. Skills are also developed in drawing and blueprinting and applied to computer assisted drafting. Apprenticeships with local trades are provided to seniors.

The PreEngineering program uses team oriented and hands-on project-based experiences to teach students the key elements and skills of engineering and technology-based careers. The courses include the following: Introduction to Engineering Design, Principles of Engineering, Digital Electronics, Civil Engineering and Architecture. Students gain real world experience through internships with a local industry during the summer and have the opportunity to earn college credit.

Parental Involvement

The first step in the effort to forge strong and sustainable ties to parents as partners in the educational process is to create a school environment that is warm, caring, inviting and receptive to a diverse group of parents. Our model Parental Involvement Center strives to do just that by successfully realigning the traditional power structure of schools in order to give parents a stronger voice and a leadership stake in all decision-making at Bell and Lincoln schools. The Center is operated by a Parent Coordinator who maintains a communication pathway between the school and parents and provides a meaningful and consistent avenue for parents to pursue issues of concern. In addition to serving as a trusted liaison of parents to the school, the Coordinator through various services and activities provides parents with the means to become more deeply involved in their child's education at home.

The Coordinator routinely provides the parent community with topical workshops, home visits, family counseling, language specific newsletters and referral services that impart the knowledge and skills required to assist their children with their homework as well as providing supportive parenting skills. Not surprisingly our successes with parental participation have positively impacted school achievement, behavior, and high school completion rates.

Summer Institute

In the summer of 2010 MCIP, in conjunction with faculty from American University's College of Arts and Sciences, hosted its seventh annual Teacher Quality Math Institute at CHEC.  Over thirty participants attended the Institute which focused on the teaching and refining of the District's mathematics curriculum to better prepare students to complete a rigorous math course by the end of the year.

The overarching goals of the Institute are:
 

  • Provide up-to-date research on the relationship between meaningful assessment and student achievement

  • Present tools that practitioners can use to enhance the effectiveness of student assessment in the classroom


It is a well known fact that success in algebra opens the door for students to a variety of career opportunities in fields such as computer science, engineering, physics, chemistry, and medicine. In the District, schoolwide data on the performance of middle and high school students in Math indicate that many students struggle with fundamental algebraic concepts, causing a roadblock to their future career choices.  The Institute strives to demystify and strengthen the teaching of algebra through an interdisciplinary approach that involves meaningful input from other subject areas.  

Participants typically work in vertical teams of middle and high school teachers for the purpose of easing students' transition to algebra work and other Science Technology Engineering and Math (STEM) fields.

At the completion of the institute, participants:
 

  • Improve their understanding and receive up-to-date information on the latest research on student assessment and student achievement

 

  • Acquire tools to apply towards meeting school improvement goals

 

  • Gain familiarity with elements essential to substantive, measurable improvement such as: effective, targeted teamwork, manageable, measurable goals, classroom-based skills in the area of student assessment and ongoing use of student assessment data.

Literacy

The MCIP/Bell literacy initiative is driven by high expectations and intensive support for students with limited literacy proficiency; it prepares them for college and post-secondary success.

While literacy is not typically seen as the domain of high schools, accelerated English language acquisition and proficiency are cornerstones of the MCIP and Bell experience. Given that a fair number students served at Lincoln and Bell are recently arrived immigrants that are second language English learners, the faculty and staff are well versed in easing their transition to mainstream work.

MCIP and Bell understand that the literacy needs of adolescents vary greatly and must be accounted for in a continuum of instruction that meets the needs of all students. As such, instructional strategies have been developed to overcome a span of weak basic skills (phonics, vocabulary, fluency, etc.) and reading for understanding (meta-cognition, drawing inferences, drawing meaning from context, content-specific vocabulary, etc.)

Our literacy effort includes all the elements of literacy - reading, writing, listening, speaking, critical thinking, use of technology, and habits of mind that foster postsecondary success-that are expected of entering freshmen across all college disciplines as well as those entering the workforce. These competencies are learned in content areas and are valued and reinforced in all related instructional areas throughout our students' high school experiences.

WHAT WE DO

MEET OUR COUNSELING TEAM

Stanford University, Stanford, CA

HIGH SCHOOL SENIOR CALENDAR & CHECKLIST


A LEGACY OF ACHIEVEMENT
1979 - PRESENT
_____________________________________
 


The diversity in ability, ethnicity, and learning styles of urban school populations often requires imaginative and innovative responses. The Multicultural Career Intern Program (MCIP), a community-based 501(c)(3) non-profit organization, responds to this challenge by enhancing the financial resource base of Bell Multicultural High School and Lincoln Multicultural Middle School to ensure a rigorous college prep experience. MCIP is located on the Columbia Heights Educational Campus (CHEC).

Founded in 1979 by Maria Tukeva, CHEC's principal, MCIP began as an alternative school for language minority students, low income students and others with unmet special needs. In 1989 MCIP's core instructional program merged with then Bell Vocational Center to become Bell Multicultural High School, a member of DC Public Schools. In support of the new institution, MCIP's mission became and remains the provision of proven, research-based academic and enrichment programs that promote high student achievement at Bell, and now, Lincoln as well.

The Charter of MCIP is to:
 

  • Operate as the not-for-profit fundraising arm of the Columbia Heights Educational Campus (CHEC).

  • Maintain and raise funds for the programs of CHEC including, but not limited to education, career development, counseling, family and youth support, and multicultural program components.

  • Provide scholarship assistance to graduates of CHEC.

  • Promote and foster educational and economic opportunity and self-sufficiency for the student population.

  • Promote and foster multicultural education generally.


Whether measuring our achievements in the changed futures of so many promising young lives, or in the lasting emotional return to our generous program donors and sponsors, the success of MCIP has surpassed all expectations. But we cannot afford to stop here. In such a competitive world, it is inexcusable for urban schools not to prepare their students for college and beyond. In spite of our successes we understand that more should, can and must be done. With your help we can continue to make a difference.

The real work has just begun!

MCIP'S COMMUNITY BOARD
_____________________________________

Executive Committee

Martha M. Hamilton, Chair,
MarthaHamilton, Inc.
Sally Courtney, Vice Chair,

Art Marketing, Inc.

Joe L. Oppenheimer, Treasurer,
Oppenheimer, Fleischer & Quiggle
Rick Bielke, Secretary,
U.S. Agency for International Development (USAID)
Maria Tukeva, Principal,
Columbia Heights Educational Campus


Members-at-Large
 

 

Marie Drissel, Non Profit Consultant

Marilyn Harris, Government Affairs Consultant

Mercideli Mesa, Parent Representative

Rosalyn Overstreet Gonzalez, The Public

Defender Service for the District of Columbia

Carol F. Stoel, National Science Foundation

Wendy Togneri, Non Profit Consultant

John Zemko, Center for International Private Enterprise


Chief Executive

Maria Tukeva, Executive Director
Principal, Columbia Heights Educational Campus

THE AMIGOS CORPORATE ADVISORY COUNCIL


The AMIGOS is an advisory council whose members are individuals representing corporations and organizations in the D.C. metro area. MCIP is an affiliate of SER-Jobs for Progress, a national organization serving disadvantaged individuals by providing jobs skills and literacy training with opportunities for employment. The original advisory group was formed in 1984 and is modeled after the National Amigos of SER.


General Duties:

 

  • To promote an awareness of the school and its mission both locally and nationally;

  • To participate in student career development activities ( i.e. speak at school career fairs, identify internship positions);

  • To advise the Principal on career development and pertinent educational issues;

  • To participate on MCIP’s Board of Directors;

  • To provide in-kind and direct financial support for certain programs and activities;

  • To support the Principal in efforts to improve services and programs; and

  • To attend monthly AMIGOS meetings on a regular basis or designate a representative from your organization to attend.

 

Description of AMIGOS Activities
 

  • Annual Scholarship Gala Benefit - the most endearing of the programs involving the Amigos, the Gala has raised $1,910,000 since its inception.  This event raises much-needed funds for deserving college bound students entering two and four year college programs.

 

  • Guest Speaker Series - this program invites guest speakers in career paths who also come from similarly underprivileged backgrounds and have risen above their circumstances to achieve success in their chosen fields.  These individuals are used as examples and role models for students and demonstrate the possible and the probable.

 

  • Career Day/College Fair - this event is organized once a year and gives students the chance to interact with professionals concerning their future plans.  Representatives from over thirty businesses, government agencies, non-profit organizations and colleges are on hand to answer questions about career and job related opportunities and often hire students for after school or summer employment.  The College fair provides students a wonderful opportunity to learn more about colleges in the D.C. metropolitan area.  Fair activities include information on pre-college, undergraduate, and graduate programs, application procedures and workshops on college related issues.

 

  • Groundhog Job Shadow Day - this activity provides students with an authentic work-based experience by observing and sharing in daily operations, responsibilities and work-site climate of a corporate volunteer whose occupation reflects the students' career interest.

 

  • Cluster Specific Internships- Internships provide students with practical experience in their career cluster of choice.  The career clusters are Multilingual Communication and the Arts (MCA) and Math, Science and Business (MSB).

 

  • Curriculum Development - By providing input in the curriculum, companies can be specific as to what is expected of them, thus strengthening the workforce.

 

  • Mentors - An understanding adult actively involved in a student's life can encourage students to pursue long-term goals and to discuss immediate topics important to them.

Oklahoma State University

JUNIOR YEAR CALENDAR & CHECKLIST

FALL

 

  • Take the PSAT test October 14th at CHEC

  • Attend presentations by college representatives when they visit the CHEC in the fall; college visitation schedules are posted on the counseling website and they will be posted on the 1st and 4th floor bulletins and counselors office.

  • Junior/Senior Convocation ceremony in November

WINTER / SPRING

 

  • Think about yourself, your goals, what factors are important to you in the college you plan to attend

  • Discuss colleges with your parents, friends, teachers, etc

  • Read college guides, catalogs, and brochures.

  • Spend time in the College/Career center browsing through all the college material

  • Visit colleges, especially during your spring vacation to get a feel for college life. Take note of what you like and don't like in colleges you visit.

  • Register for ACT, SAT, or SAT Subject tests

JANUARY

 

  • Begin to explore and research colleges using Naviances and college guidebooks and websites

  • Have a family discussion about factors that may affect your college search, e.g., finances, proximity to home. (Parents, if you are setting any specific parameters, now is the time to share them with your son/daughter!)

  • Make an appointment with your counselor

FEBRUARY

 

  • Take the in school SAT  at CHEC

  • Take ACT to see if you want to see how you score compared to SAT

  • Take SAT subject tests if needed

  • Figure out what standardized tests you are going to take and how you are going to prepare for them

  • Continue to explore and research colleges and see what test they require depending on major and College

  • Based on your research, plan to visit colleges over spring break

  • Start making summer plans

MARCH

 

  • March 14: SAT test date

  • Continue to explore and research colleges

  • Apply for summer programs/jobs/internships

  • Put yourself on mailing lists of any colleges of interest—most schools have that function online, or you can call, email, or send a letter

  • Decide what Subject Tests to take in May or June and register for them

  • Spring break is a good time to visit colleges both near and far

  • Meet with your counselor

APRIL

 

  • Continue to explore and research colleges

  • If you haven't done so already, schedule a meeting with your counselor to discuss your spring break college trip, summer plans, and senior course schedule

  • If you plan to participate in college athletics, register with the NCAA Eligibility Center

MAY

 

  • May 2: SAT/SAT Subject Tests date

  • AP exams

  • Attend college informational meetings in the DC area (If you're on colleges' mailing lists, they'll invite you.)

  • Continue to explore and research colleges

  • Finalize summer plans

  • As you begin to wrap up your junior year, keep all of the papers that you wrote over the year. Some colleges ask for a graded paper as part of the college application, so don't throw any of your work out!

JUNE / SUMMER

 

  • June 6: SAT/SAT Subject Test date

  • June 11: ACT Test date

  • End the school year with a tentative college list of 15–2 0 colleges/universities.

  • Relax and recharge

  • Brainstorm ideas for your college essay; "topic of choice" is the most popular essay prompt

  • Visit colleges, begin comparing colleges, and identify what you like and don't like

  • Write or subscribe to colleges/universities for information

  • By the end of the summer, narrow down your choices to a list of about 10–15

Wellesley College

LOWER SCHOOL TIMELINE

 OCTOBER

  • NO SCHOOL on October 9th and 12th

  • 8th grade students take the PSAT test October 14th at CHEC

  • 6th and 7th grade college trip on October 14th

  • Parent-Teacher conferences on October 19th

  • ANET 1 October 20-22

  • Portfolio Presentations on October 27th and 28th

NOVEMBER

  • 8th grade field trip on November 6th

  • NO SCHOOL on November 11th

  • NO SCHOOL on November 26th and 27th

DECEMBER

  • My School DC applications due this month!

  • NO SCHOOL on December 4th

  • Winter Break begins on December 21st

JANUARY

  • Welcome Back!

  • NO SCHOOL on January 19th

FEBRUARY

  • NO SCHOOL on February 12th      and 15th

  • 8th grade NAEP testing      on February 17th

  • NO SCHOOL on February 22nd

MARCH

  • Spring Break begins on March 28th

APRIL

  • NO SCHOOL on April 15th

MAY

  • NO SCHOOL on May 6th

  • Parent-Teacher conferences on May 23rd

  • Continue to explore and research colleges

  • Finalize summer plans

JUNE

  • June 15: 8th grade promotion ceremony and dance

  • LAST DAY OF SCHOOL is June 16th!

 

Have a great Summer!

ESSENTIAL FORMS

  • Community Service Verification Form

  • Internship Form

 

COLLEGE PLANNING LINKS

We have gathered some of the most useful resources for your college planning process. Please contact your counselor if you have any questions or need additional information.

 

COURSE CATALOG

 

MULTICULTURAL CAREER INTERN PROGRAM (MCIP)

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