The AYA-FSA/FLEX 2011-2012 Program Manual TABLE OF CONTENTS
What is FLEX? ...... 3
Introduction to AYA/FLEX Program ...... 6
FLEX LC Responsibilities ...... 7
FLEX Travel ...... 8
FLEX Pre-Departure Orientation ...... insert
FLEX Host Family Orientations ...... 9
FLEX Student Orientations ...... 12
FLEX Finances ...... 14 2 1.) Host Family Incidentals Allowance Expense Form ...... 15 2.) Incidentals Allowance Wish List ...... 17
3.) Enhancement Activity Forms ...... 19
Student Insurance & Immunizations ...... 21
On-Program Support ...... 25
Mid-Year Evaluations ...... 25
Mid-Year Evaluation Form ...... 27
Volunteerism/Community Service ...... 29
Student Service Record ...... 31
Enhancement Activities ...... 33
Exposure to Cultural Diversity Training ...... 35
Year End ...... 36
1.) Re-entry Session ...... 36
Moving On Exercise ...... 41
Showing Gratitude and Saying Goodbye ...... 43
2.) Student Survey ...... 45
3.) Host Family Survey ...... 49
Alumni Activities ...... 51
AYA/FLEX Online ...... 54
AYA/FLEX Information Chart ...... 56
FLEX MANUAL WHAT IS FLEX?
The Future Leaders Exchange (FLEX) was established in 1992 as the centerpiece of the NIS Secondary School Initiative, funded under the FREEDOM Support Act For additional information, contact: through a transfer of funds from the Department of Anna Mussman State and USAID. Its goal is to provide an opportunity [email protected] for high school students from Eurasia* to experience life in a democratic society in order to promote demo- Linda Beach cratic values and institutions in Eurasia. Since 1993, [email protected] more than 11,000 students from 12 Eurasian countries U.S. Department of State have participated and returned to their homes to pur- Future Leaders Exchange (FLEX) program sue higher education and move into the job market. 301 4th Street, SW Applicants are tested and screened in an elaborate Washington, D.C. 20547 open, merit-based competition, for which it is neces- Tel: (202) 203-7527 • Fax: (202) 203-7529 sary to maintain an infrastructure(offices and personnel http://exchanges.state.gov/education/citizens/students in key locations throughout Eurasia. All finalists partic- ipate in a pre-departure orientation in their home 3 countries four to six weeks before they depart for the United States. ties. There is an active alumni association based at A small percentage of the students arrive in the United each program hub and the Department of State States in July to participate in a four-week intensive receives monthly reports of their activities. English language enhancement and cultural orienta- For the past few years, the administrator of this grant tion program. This makes it possible to include stu- has coordinated an essay contest to select participants dents from remote areas where they may not have had in a week-long Washington, D.C. Civic Education the same opportunities to learn English as their coun- Workshop held in the spring. In recent years, FLEX stu- terparts from urban areas. It also allows for the inclu- dents have been invited to meet with a number of high sion of a small number of participants with disabilities. U.S. government officials, including former First Lady All other students arrive in August. FLEX participants Hillary Rodham Clinton and Deputy Secretary of State are placed in host communities by a network of non- Richard Armitage. governmental organizations (NGOs) that cooperate For additional information, including alumni program- with the Department of State under grants awarded ming, see the Youth Program Division web page at: specifically for that purpose. Students live with volun- http://exchanges.state.gov/education/citizens/stu- teer, unpaid host families, attend high school tuition- dents/flex.htm. free, and engage in local, cultural enhancement activi- ties, frequently with a civic education or community *The term Eurasia is used here to mean the 12 New Independent service focus that is in keeping with the democracy- States (NIS) of the former Soviet Union. NIS was a State building goals of the program. Department term coined in the early 1990s to refer to all of the countries that once made up the Soviet Union. It has become an The American Councils for International Education: anachronism since after 10 years, the “states” are not so new any- ACTR/ACCELS maintains a network of 20 FLEX “hub” more; nor does it make sense to continue referring to a former offices throughout Eurasia and handles all of the activ- political entity. ities involving recruitment and screening, selection of finalists, communication with finalists and their docu- Goals mentation, pre-departure orientation, participant trav- 1. FLEX students will acquire an understanding of el, and maintenance of information management and important elements of a civil society. This will data processing systems. American Councils serves as include concepts such as volunteerism, the idea a liaison with the students’ families and home/school that American citizens can and do act on their own authorities while they are in the United States. The to deal with societal problems, and an awareness organization also tracks and coordinates alumni activi- of and respect for the rule of law.
What is Flex? provided by: U.S. Department of State • Bureau of Educational and Cultural Affairs • Youth Programs Division
FLEX MANUAL WHAT IS FLEX?
2. FLEX students will show a willingness and a com- on the program staff by parents, local ministries, or mitment to serve as agents for change in their others to include candidates who might not be quali- countries after they return home. fied. 3. FLEX students will develop an appreciation for American culture. Round 3: Applications and Interviews Students with the best assessments pass to the next 4. FLEX students will interact with Americans and level of the competition. They are asked to submit com- generate enduring ties. plete applications and are interviewed. Less than 15% 5. FLEX students will teach Americans about the cul- of the original applicant pool is invited to complete tures of their home countries and teach citizens of applications. One U.S. and one Eurasian employee their home countries about the United States. return to the test site to conduct 20-minute interviews with students who have been invited to complete appli- STEPS IN THE RECRUITMENT cations. Interviews take place in both English and the AND SELECTION PROCESS student’s native language to enable interviewers to assess English language skills as well as to give stu- 4 Round 1: Pre-Test dents the best opportunity to present themselves. Students meeting the age and grade criteria are invited In addition to the one-on-one interview, all applicants to take a 16-question, multiple-choice English test. participate in group interviews (referred to as “games”). The major purpose of the pre-test is to eliminate stu- These are conducted in Russian or the local language dents with only a very limited knowledge of English. and led by Eurasian staff members while U.S. staff There are ten versions of the pre-test to discourage observes. Four to seven students take part in each cheating. “game.” These provide an opportunity to observe the students in a less formal setting and to see how they Round 2: Pre-TOEFL/SLEP and Essay Test interact with their peers. On the day of the interview, Eligible students deciding to continue with the appli- staff explains the application form in detail so students cation process are invited to take the Pre-TOEFL (Test will understand how to complete it. Students have two of English as a Foreign Language) or the Secondary weeks to complete the application and return it to an Level English Proficiency (SLEP) test. Students are also American Councils office. Applications are checked in asked to write three in-class essays (in English) in the field offices for completeness and forwarded to the response to specific questions. Questions are designed Moscow data hub. In Moscow, computer data files are to elicit factors that indicate the student’s maturity and updated for each student, and the original Pre-TOEFL suitability for international exchange. Essay questions or SLEP answer sheet and essay questions are attached focus on actual situations that students may confront, to the application form. The complete application and rather than abstract situations that may be more diffi- computer data files are then forwarded to the American cult to address. There are five sets of essay questions so Councils headquarters office in Washington, D.C. for students cannot share essay questions with their further processing and selection. friends who may take the test at another test site in the future or at another session. All testing is proctored by Round 4: Selection program staff and alumni. American Councils organizes and trains approximately After all tests and essays are completed, they are sent 100 volunteer evaluators who meet daily for about to the Moscow data hub to be assessed and graded. three months to carefully review the applications and First the Round 2 English tests are graded, and then the attached data. Names of all finalists are randomly dis- essays of students with adequate language proficiency tributed to placement organizations by mainframe are evaluated. Field screening committees at the data computer. hub are specially trained to assess essays on the basis of ten factors considered critical for exchange experi- ence success. Processing information and conducting the preliminary evaluation in a centralized location, rather than in the field, is important for the integrity of the competition and relieves the pressure often placed
FLEX MANUAL WHAT IS FLEX?
THE YEAR-LONG PROCESS During the Academic Year Prior to the Academic Year Monitoring and Evaluation of Students [NGO Placement Organizations] Applicants Liaison with Natural Parents and On-Program Recruitment Support Early returns approximately 4% [American Councils: ACTR/ACCELS Administrative [American Councils: ACTR/ACCELS Administrative Components Grant] Components Grant 16-question English Test Pre-TOEFL or SLEP Test Civic Education Workshop Students compete for limited number of slots Applications, Essays, Personal and Group interviews [Separate grant to NGO] 5
Computer Training of Trainers Workshop Selection Students compete for limited number of slots [Separate grant to NGO] [American Councils: ACTR/ACCELS Administrative Components Grant] Students with Disabilities Reentry Workshop Review of applications by American evaluators in the For all students with disabilities U.S. [Separate grant to NGO]
Finalists Reentry Workshops [NGO Placement Organizations] Pre-departure Orientation Students Return Home [American Councils: ACTR/ACCELS Administrative Components Grant] Placement After the Academic Year [Grants to NGO Placement Organizations] Organized Alumni Activities Including an Alumni Small Grant Competition School and Homestay Placements [American Councils: ACTR/ACCELS Administrative Components Grant)
Participants Global Village Iacocca Institute, Lehigh University Global Village for Future Leaders of Business and Industry Program alumni compete for limited number of slots Language and Cultural Non-LCE [Separate grant to NGO] Enhancement (LCE) stu- students dents arrive, including arrive disabled students [Separate grant to NGO]
FLEX MANUAL INTRODUCTION TO THE AYA-FSA/FLEX PROGRAM
FREEDOM SUPPORT ACT/FUTURE LEADERS FLEX and AYA EXCHANGE PROGRAM AYA places FLEX students from the following countries: Armenia, Azerbaijan, Belarus, Georgia, Kazakhstan, The Program Krygystan, Moldova, Russia, Tajikistan, Turkmenistan, The FLEX Program (Future Leaders Exchange) is a pro- Ukraine and Uzbekistan. gram funded by Congress under the FREEDOM Support Per the grant stipulations, students must be placed in Act and administered by the Department of State’s clusters of three students each and will be expected to Bureau of Educational and Cultural Affairs. The pro- participate as traditional AYA students, with added gram’s goal is to provide an opportunity for high school cross-cultural teaching and enhancement activities. students from Eurasia (the term Eurasia is used here to mean 12 New Independent States (NIS) of the former AYA seeks to place all students in a cluster in one or Soviet Union.) to experience life in a democratic socie- more high schools and aims to build a partnership with ty in order to promote democratic values and institu- those high schools to foster creative learning and lead- tions in Eurasia. Students live with host families, ership development opportunities involving the FLEX attend school, engage in activities to learn about students. 6 American society and values and help educate Americans about their countries and cultures. The pro- What we AYA looks for in a FLEX Local Coordinator gram places special emphasis on leadership skills and AYA carefully chooses FLEX local coordinators who can seeks ways for participants to develop these skills dur- bring to this unique opportunity, his/her experience in ing the school year. On their return home, students will cross-cultural communication, conflict resolution apply their leadership skills at home and become skills, demonstrated success working with local press involved in a well-established FLEX alumni network. and media, a solid relationship with a community high school, along with a flexible and creative frame of mind. Because this is a very highly regarded government sponsored grant, we are looking for those LCs who will help us meet and exceed the goals of the FLEX pro- gram.
Norwegian Sea
RUSSIA Anadyr U. K. NorthSea Bering Sea
NORWAY
SWEDEN
GERMANY Murmansk
FINLAND Baltic Sea Palana
ESTONIA Kaliningrad LATVIA Petrozavodsk Magadan POLAND Arkhangelsk LITHUANIASt. Petersburg Pskov Novgorod Dudinka BYELARUS Tver' Vologda Smolensk Yaroslavl' Salekhard Sea of Okhotsk MOSCOW Syktyvkara Yakutsk Kaluga Kostroma ROMANIA Bryansk VladimirIvanovo Tula UKRAINE Orel Kirov Kursk Ryazan Nizhniy Novgorod Belgorod Lipetsk Perm Voronezh Khanty-Mansi TambovPenza Ulyanovsk Ekaterinburg Black Sea Yuzhno-Sakhalinsk Saratov Kazan' Rostov Tyumen Volgograd Chelyabinsk Khabarovsk Kurgan Tomsk Blagoveshchensk Orenburg Omsk Krasnoyarsk Stavropol Kemerovo Astrakhan Novosibirsk Chita TURKEY Abakan Irkutsk GEORGIA Barnaul Ulan Ude Vladivostok Kyzyl CHINA ARMENIA KAZAKHSTAN Sea of Japan AZERBAIJAN JAPAN MONGOLIA Caspian NORTH KOREA Sea UZBEKISTAN TURKMENISTAN SOUTH KOREA
KYRGYZSTAN
TAJIKISTAN CHINA IRAN Yellow Sea
AFGHANISTAN INDIA
FLEX MANUAL FLEX LC RESPONSIBILITIES
• Build a FLEX partnership with an area high school. • Oversight of Family Incidental Allowance of $300 The school should recognize the learning opportu- • Keep AYA office informed of all FLEX activities and nity provided by the FLEX program and be prepared issues to work with AYA and the LC to develop cross-cul- tural learning experiences throughout the year. • Provide opportunities for FLEX students to partici- pate in Enhancement Activities. Each student is A letter from the Department of State is available to allocated $300 per year to use for this purpose. use as a tool when introducing schools to the FLEX Program. Because we require a “little extra” from each FLEX LC, you will be paid as follows for placing and supervising • Recruit appropriate host families for a minimum of a FLEX student: three FLEX students. FLEX clusters can be shared with another FLEX LC if both live within an hour’s distance. Provide these families with pre-arrival ori- FLEX placement - $400 entation and with ongoing support and counsel. $250 in the regular weekly payment upload The FLEX placement deadline is June 1st. $150 in an additional check sent in September • Work closely with at least one community newspa- FLEX supervision - $600 7 per to follow and report on the FLEX program $125 per semester in the regular supervision payment throughout the program year. The Department high- upload in January ly encourages good publicity! $175 in an additional check sent in January • Provide FLEX-specific host family and student ori- $125 per semester in the regular supervision payment entations highlighting goals of FLEX program. upload in June • Provide FLEX students with a Mid-Year evaluation $175 in an additional check sent in June session between December and January and a Re- **note that all 4 of these payments may arrive in sep- entry Session in April or May or before student arate checks** returns home. Total FLEX payments for the year = $1000 per student • Submit quarterly FLEX/Department of State student reports (these are lengthier and more involved than Please note that all students must have an arrival, mid AYA Student Reports) by specified deadlines. year, and departure orientation, however there are no • Ensure student participation in and tracking volun- additional payments linked to them. If we do not teer activities (a minimum of 10 hours of community receive your student orientation forms, your additional service is required of AYA/FLEX students per month). supervision payments may be withheld. The FLEX • Inform and encourage students to participate in supervision payments have been increased to account unique FLEX/Department of State sponsored com- for the individual $50 payments you used to get for petitions such as Civic Education Week Essay and arrival, midyear, and departure orientations with your Computer Training of Trainers Workshop Contest. students. • Ensure that FLEX students participate in International Education Week by giving a presenta- tion in a school or doing some other pertinent activity (November).
FLEX MANUAL FLEX TRAVEL
It is important to note that all FLEX students travel is For the FLEX student’s return, ACTR will send a flight arranged by ACTR Travel is arranged in such a way preference request form for students in March or April that students originating from the same Eurasian to indicate when they would like to return home. This country will travel together and students always fly should be decided upon with their host family. with a chaperoned group. ACTR sets up a network of Because it is difficult to schedule flights for FLEX stu- airport travel staff throughout the country whenever dents due to passenger capacity limitations and infre- FLEX students are in transit so that students may be quent flight, we must abide by the strict guidelines that assisted with connecting flights, baggage transfer, ACTR sets forth. Often FLEX students may request a immigration issues and weather delays. particular departure date but will not receive it and no AYA must provide ACTR with U.S. gateways for both guarantee can be made that students will depart on arrivals and departures. their chosen date. AYA will notify FLEX local coordinators of all travel arrangements received for FLEX students. Upon arrival at their final destination, FLEX students should be met DOS regulations mandate that Host Family Orientation by an AYA Local Coordinator or host family. be conducted prior to the arrival of the exchange stu- 8 dent. This orientation is an important aspect of your
FLEX MANUAL FLEX HOST FAMILY ORIENTATIONS responsibility as a Local Coordinator and it is your • Recruitment, Selection and placement of FLEX responsibility to educate families who are hosting students FLEX students about the specific cultural differences • Student Arrival that exist between the U.S. and Eurasian countries and to insure that all host families are aware of the expec- • Monitoring and evaluation of students tations of the FLEX/AYA program. • Liaison with Natural parents and on program sup- Remember that host families who are well prepared for port sharing their homes with these special students and • Community service/volunteer component of FLEX who have realistic expectations will encounter fewer program – 5 hours per month problems and have the best chance of a successful • Discuss checklist hosting experience. • Financial issues – student stipend of $125, HF The four most important goals for your FLEX-Specific Incidental Allowance, Enhancement Fee Orientation should be: Phone cards and issues with telephone bills specific to 1. To create realistic expectations on the part of host FLEX students family members about what the FLEX exchange 9 • Activities to expose students to democracy experience will entail • Civic Education Workshop 2. To impart factual information about the expecta- tions of being a FLEX host family and AYA/FLEX • Computer Training of Trainers Workshop program regulations • Students with Disabilities Re-entry Workshop (if 3. To educate host families with materials and role applicable) playing about the various Eurasian cultures from • Re-entry Workshops which their students will come • Alumni Activities 4. To show support and professional assistance by the AYA organization. Arrivals FLEX Students participating on the program will arrive FLEX Goals to their host families at varying times throughout the Please discuss and distribute the “What is FLEX?” month of August. You can advise all families when to handout, FLEX Goals Handout and Program informa- expect their student. Specific flight arrival times are tion handouts. mailed as soon as this information is available from Try to schedule the get-together at a time that is con- ACTR. A copy of each itinerary will be sent to both the venient for all of your FLEX families. You should conduct a Host family and the Local Coordinator. separate host family orientation for FLEX host families and you The Local Coordinator should make every effort to should not combine this session with your other AYA host family accompany the Host family to the airport to greet the orientations. All family members should be included. It is student upon arrival.This shows support for the Host always a good idea to have a former FLEX family attend family, and also immediately builds upon your relation- to relate experiences of the program and know-how. ship with the student. The format should be informal. Discussion and ques- Under no circumstances should a student arrive at the tions should be encouraged. All of the host families airport without being met by the Host family and/or the share a common bond, and can offer each other sup- Local Coordinator. port and encouragement. We have included a sign up sheet for your meeting. Getting Settled DOS Regulations require we report attendance by all Students should call their natural parents within 24 hours, families at this FLEX Host Family Orientation. in order to assure their parents they have safely reached their host family. A $5 pre-paid telephone calling card will Topics to Cover be provided to students in their community orientation The following topics should be covered with FLEX host packets. families:
FLEX MANUAL FLEX HOST FAMILY ORIENTATIONS
Families often make the mistake of planning too much in FLEX—Specific Cultural Information the first few days. The student is tired from the flight and Please discuss and distribute the following Eurasia-specific handouts also nervous about this new experience. Make time to get that have been provided to you: to know your student, and let your student adjust to • FLEX Cultural Differences handouts his/her new home and family. Go slowly with big welcom- ing parties and special foods. Take your student on a local • FLEX Cultural Behaviors Chart sightseeing trip; show off your neighborhood, the high • Common Issues Faced by FLEX Students handout school, where the stores and movies are, etc. • Student Solutions to Common Adjustment Problems Review the "Do's and Don'ts," located in Chapter 2 of the • Central Asian Students Cultural Differences Host Family Guide, with your families, and discuss some • Russian Etiquette/Gestures handouts appropriate ways to spend the first few days. Talk about schedules and imparting host family rules. Explain why it *Please be sure that each host family also receives a is important to speak slowly and carefully, and to show “Cultural Handbook to the New Independent States” examples of what is to be expected. which has information about the cultures of the 12 coun- tries that participate in the FLEX program or online at 10 Expectations http://www.americancouncils.org/pdfs/cultural_hand- Unrealistic expectations are the source of many disap- book.pdf pointments for both the host family and the student. AYA will also have available for your use a video tape enti- Discuss the expectations of the host parents and also of tled ‘Working with Students from the NIS which is intend- the student. Are these realistic? If not, how can these ed to provide an understanding of cultural differences expectations be more true to the actual reality? when interacting with students from Eurasia. We encour- The point should be reiterated often, that the exchange age you to have A/V equipment as this is a wonderful student is a teenager, with the same set of problems and video! sensitivities as any other teenager. Counseling Homesickness, culture shock, language problems – these It is important that FLEX host families know of your role are all expected during the first few weeks. Lead a discus- as Local Coordinator. Explain that you will be making reg- sion in ways of dealing with these problems. ular phone calls and visits to check with families and their AYA/FLEX-Specific Rules and Regulations students. Student reports should be filed with the This is a good time for you to discuss the regulations Stamford office in September, October, January, March regarding the FLEX/AYA program with the assembled and May. group of host families. The Academic and Discipline Advise families when they should call you, and offer sup- Policies should also be reviewed and explained and how port when there are problems. It is often easier to resolve the disciplinary process is administered to students on conflicts at the onset before they escalate. the FLEX program. Host families should be encouraged to develop their own set of family rules and obligations, and Emergency Procedures it is helpful for them to exchange ideas about these. Natural parents have signed a medical release, empow- ering host Parents, Local Coordinators or AYA staff to Discussion of On-program support issues, communica- make medical decisions on behalf of their children. tion channels, response time, emergency situations and This release form is included in the FLEX student's early returns and repatriations procedures and documen- application sent to host families. tation should be held. Please stress that no student can be repatriated until Department. of State, ACTR and AYA The Local Coordinator should be notified by the host has deemed that all solutions to a given problem have family in case of any emergency. The AYA office in been attempted. Department of State must give final Stamford also provides 24-hour emergency service. The approval to all repatriations. number to call during working hours is 1(800) 322-4678. The answering service is available after working hours and on weekends, and can also be reached at the same number. Only true emergencies (serious illness or acci- dent) should be called into the answering service. A Regional Director is on duty and can be reached, in an emergency, after office hours.
FLEX MANUAL FLEX HOST FAMILY ORIENTATIONS
High School Enrollment The AIFS Foundation insurance policy covers accidents Students must be registered prior to placement. A High and illnesses, but does not cover dental procedures School Enrollment Form must be signed by a school (unless the result of a mouth injury). Please note that official and submitted to the Stamford office prior to the student must pay a $25 deductible per accident or placement confirmation. illness. Course selection is usually done in collaboration with If a student needs specialized medical care not covered the guidance counselor. under the insurance plan, i.e. dental work or glasses, It is also necessary to check that each student is prop- any donations by any medical providers or local civic erly inoculated, and that all immunization records have organizations to help FLEX student receive the care been submitted to the high school for enrollment. needed is widely encouraged. All donations are report- FLEX students may not come with all immunizations ed to the FLEX office in the quarterly reports. needed to enroll in school and this is due to the diffi- culty in getting some of the vaccines in Eurasian coun- FLEX Students with Disabilities tries. Please make host families aware that AYA will pro- Please distribute the Manual for Including People with vide funds for students to receive missing immuniza- Disabilities into U.S./NIS Exchange (MIUSA publica- 11 tions once they arrive in the U.S. Since regulations vary tion) to discuss the following topics with host families: from state to state, our immunization requirements are LCE program based upon a compilation of state and national Disability culture in the former NIS vs. U.S. (cultur- requirements as, at the time a student applies for the al differences) program, we do not know where they will be placed. As Types of disabilities and impairments a result, we have tried to be as precise as possible when establishing our immunization requirements. The Hosting a student with a disability school or the State Department of Health will be able Physical adaptation to inform you of the requirements for your particular Leisure activities area. Attitudes Travel Policy Expectations of family and student with disability FLEX students do not require special permission to FLEX host families who are hosting a student who is travel with their host families or on a school- spon- disabled should know that they will have the extra sup- sored trip. However, they do require permission for any port from you, the local coordinator, the AYA office and other travel. The Local Coordinator must be advised of the FLEX program, to help their students succeed on travel plans, and in turn, must notify the AYA office, the FLEX program. We also have more information on who will notify and send permission form to ACTR so MIUSA on file to distribute to host families. that the permission from the natural parents can be secured. FLEX students may not return to their home In closing, it is a good idea to tell host families that you country during the program, except for an extreme will be in frequent contact with them, and that various emergency and are expected to complete the entire events will probably be held during the course of the program. Please contact the office in the case of any academic year. It is important for them to know that FLEX student who claims they must leave the AYA pro- there is support from AYA both on the local and nation- gram early program in order to take university exams. al level. By combining a sense of realistic expectations and enthusiasm, you will start off in a most positive Insurance way. Your expertise and dedication, along with theirs, All FLEX students have full medical insurance and are will help to shape the coming year and provide an expe- insured by AIFS Foundation through Cultural Insurance rience that enriches all who participate. Services International. Students are given claim forms at Orientation. Claims are sent directly to: CISI • River Plaza • 9 West Broad Street Stamford, CT 06902-3788 Phone: (800) 303-8120
FLEX MANUAL FLEX STUDENT ORIENTATIONS
WELCOME & INTRODUCTIONS LCE PROGRAM — FLEX STUDENTS WITH DISABILITIES Purpose of Meeting • FLEX program goals and objectives Cultural Information • Website for “Cultural Handbook to the New Arrival Independent States” http://www.americancoun- • Flights set by ACTR (details provided to AYA and cils.org/pdfs/cultural_handbook.pdf LC and HF) — tell dates • Cultural Behaviors Chart • Host families & Local Coordinators meet students • Common Issues Faced by FLEX Students Handout at airport with sign • Central Asia Students Cultural Differences Handout • Turquoise FSA T-shirts • Russian Etiquette/Gestures handouts Getting Started • Video: “Working with Students from the NIS” • Call natural parents ASAP; prepaid phone cards; 12 discuss cheapest ways to call High School Enrollment • Jet Lag • Course selection — must take English and American History; encourage electives which they • Don’t plan too much the first few days — very cannot take at home; counselor will assist in Math intimidating to student — show around in small and Science placements segments. Review “Do’s and Don’ts” in Chapter 2 of Host Family Guide. • Get school sports physical form and eligibility form; bus information; yearbook picture appointment • Local sightseeing trip — neighborhood, high school, stores, movies, etc. (notecard w/directions) • Do school tour
• Kansas or Missouri ID card - $5 at Driver’s License Take to school: Bureau • Passport/Visa/Departure Card that shows J-1 status • Family rules (both written & unwritten); chores • Money for school fees (show/demonstrate) • Complete application packet with Immunizations • Home safety and security; phone use and transcripts • Communication, communication, communication • Missing immunizations: MMRs often problematic • First Impressions — AYA will reimburse • Golden Rule
Expectations • Unrealistic expectations are most common source of disappointment • Teenagers are teenagers are teenagers — enough said! COMMUNICATE! • Homesickness, culture shock, language problems SCHOOL AYA/FLEX Rules and Regulations • Basic AYA rules / disciplinary procedures • FLEX rules/communication channels/disciplinary procedures/repatriation
FLEX MANUAL FLEX STUDENT ORIENTATIONS
School Difficulties Money • Trouble-shoot any difficulties during the first days • Monthly allowance will be loaded onto debit cards to determine whether language or placement prob- by the 1st of the month. lems and work with counselor to resolve • Plan an overall budget for the year. Counseling • routine monthly expenses? • Local Coordinator’s Role • occasional monthly expenses? • special purchases? Emergency Procedures • Medical Release (make copies for each host parent • Do you need to save a little ahead for a special pur- to carry with them) chase later? • Seek medical treatment then notify your Local • Brainstorm ideas. Coordinator. School Contingency/Incidental Funds • Emergency: If LC not readily available, call AYA • $300 strictly for school related expenses – Do Wish offices at (800) 322-4678 — answering service 24 List activity – what are you needs? 13 hours (use only for true emergencies — serious ill- ness or accident). • Coordinator receives money to reimburse student purchases Insurance • Must be absolutely related to school needs • AIFS Foundation: covers accidents and illnesses • Must have a receipt (includes prescription medicine); but not dental unless result of mouth injury. Specialized care • Student signs receipts and record of expenses and (dental/vision) not covered: seek donations also reimbursement record through local civic organizations and medical • Receipts and documentation are sent to State providers. These donations are noted on the quar- Department (accountability of funds spent) terly FLEX reports. Cultural Enhancement Funds This and That • $300 for activities which expand the cultural expe- • Welcome gift ideas rience and relate to the overall goals of the FLEX • $50 per month deduction on income taxes (Line 16 program (diversity, volunteerism, freedom and under Miscellaneous donations) democracy) • Monthly activities • Possible group activities (for example, trips to Cosmosphere and State Capitol) ADDITIONAL INFORMATION ABOUT FLEX • Proposal written and approved prior • Receipts, record of expenses, and activity sum- Unique Opportunities for Expectations of Students maries sent to State Department • Get involved with volunteer projects (brainstorm ideas) Suggested 5 hours/month:log • Brainstorm ideas • Take part in youth in government programs to learn Diversity & Volunteerism about democracy (brainstorm ideas) Seek opportunities to learn more about all segments of • Cultural enhancement opportunities—learn about American society the diversity of Americans (socio-economic, politi- Volunteer — church and school opportunities cal stances, racial, etc.) and regions of the country • Share country and culture with others (both formal and informal opportunities) • Close-Up in Washington, D.C. in February (compe- tition among FLEX students) • Computer Technology (Train-the-Trainers) oppor- tunity
FLEX MANUAL FLEX FINANCES
HOST FAMILY INCIDENTALS ALLOWANCE The decision on what to spend the money on is made Students and host families will receive $300 as an inci- jointly between the family and the student. Students dentals allowance upon the student’s arrival. This is to are informed of this at orientation and it is also stated help students with program-related expenses. Below is in the Student Handbook on page families should pur- a sample list of items that can be purchased with Host chase items for students and then submit receipts to Family Incidental Allowance: Local Coordinator for reimbursement. In the past, there have been problems with families School fees and supplies receiving the funds directly. LCs will receive a check and locks for school lockers will reimburse families in a prompt manner for appro- lab fees priate expenses. calculator FLEX LCs must submit expenses to the AYA office in class dues January and June. Please use the following form for each student/host family. club dues Families and students should budget money accord- 14 yearbook ingly so that some funds will remain for year-end notebooks expenses. Students should be encouraged to buy items paper, pen, pencils on sale or from discount stores. AYA reserves the right to not reimburse purchases of designer clothing, for backpack example, or items that are not appropriate. P.E. clothing book fees MONTHLY STUDENT STIPEND rental for instrument Students will receive $125 per month they are in the U.S. to be used for personal spending money. Debit Clothing cards will be sent directly to the student from the AYA shirt/blouse office. Each card will be loaded with the stipend by the 1st of each month. sweatshirt Some items that might be purchased with this money shorts are personal hygiene products, movies, occasional sport shoes, regular shoes clothing purchases, stamps, phone bills, etc. winter coat FLEX Students do budgeting exercises during pre- boots departure orientation. It is important that families and LCs help students to budget and gloves, hat, scarves skirt ENHANCEMENT ACTIVITY FUNDS sweater FLEX LCs and students have $300 available per student class ring per year to cover expenses for enhancement activities. Funds can cover transportation, participation or pro- Sports/Interests gram fees, meals, lodging and any materials that LCs or tennis racket students may need for the activity as well as volunteer tennis balls or chaperone expenses. baseball glove Please use the following form to request funds. You may request funds in advance by providing detailed sport team fees information about the activity and budget which the Art supplies AYA FLEX Coordinator will approve before funds are Music supplies dispersed. If there is money left over after the activity, please include the check made payable to “Academic Instrument rental fee Year in America” with the report.
FLEX MANUAL FLEX INCIDENTALS ALLOWANCE EXPENSE FORM
Student Name: ______Student ID #: ______LC: ______State: ______Host family: ______
Period (Circle one): September-December January-June
Item Date Purchased Cost Receipt Received Reimbursed
15
I have received reimbursement for the above items from my Local Coordinator.
Student Signature ______Date ______
I have reimbursed funds to the student for the above items.
Local Coordinator signature ______Date ______
FLEX MANUAL 16
FLEX MANUAL PDO BUDGETING PRACTICE INCIDENTALS ALLOWANCE WISH LIST
Student name ______
Placement Organization ______
U.S. $300 will be available to help pay for program-related items. This money will not be given directly either to you or your host family upon your arrival in the U.S. Your host family will be reimbursed for appropriate expenditures. There fore, you and your host family should decide together how this allowance could best be used. To avoid any confusion about the distribution of the incidentals allowance, and the expenses that it can cover, you should discuss the details of you incidentals allowance with your local representative in the U.S. A few examples of appropriate incidentals allowance expenditures are: • clothes for physical education class • a lock for your school locker, sports or music class fees • rental fees for textbooks (in some schools) • required clothing for school Once you and your host family have made purchases, receipts must be submitted tot he Placement Organization for reimbursement. Note: it is usually a good idea not to spend all this money at once. You may need some of it for later 17 in the program year — to purchase a yearbook, for example.
Item Why do I need this? Approximate cost
Total
Student signature ______Date ______Host parent signature ______Date ______Local Representative signature ______Date ______
FLEX MANUAL 18
FLEX MANUAL 19
FLEX MANUAL 20
FLEX MANUAL INSURANCE & IMMUNIZATIONS
All FLEX students have full medical insurance and are insured by AIFS Foundation through Virginia Surety Company, Inc. Students are given claim forms at Orientation. Claims are sent directly to: CISI • River Plaza • 9 West Broad Street • Stamford, CT 06902-3788 Phone: (800) 303-8120 The AIFS Foundation insurance policy covers accidents and illnesses, but does not cover dental procedures (unless the result of a mouth injury). Please note that the student must pay a $50 deductible per accident or illness. If a student needs specialized medical care not covered under the insurance plan, i.e. dental work or glasses, any donations by any medical providers or local civic 21 organizations to help FLEX student receive the care Period of coverage needed is widely encouraged. All donations are report- Coverage will remain in effect while you are a participant ed to the FLEX office in the quarterly reports. in the AYA program. Your program begins when you board *If your FLEX student requires medical treatment that your flight to attend the formal orientation program in the is not covered under insurance, i.e. glasses or dental United States (or, in the absence of an orientation pro- work, please strongly consider approaching the physi- gram, when you are traveling directly to your host family cian to consider donating his/her time to these stu- for the purpose of attending school in the U.S. for the pro- dents. In the past, FLEX LCs have been successful in gram). obtaining free medical treatment by explaining that Your coverage terminates when the first of the following these students are special ambassadors sponsored by a occur: State Department grant. • expiration of the term of coverage (June 30)* Also, consider approaching local civic organizations • termination of program participation such as the Lion’s Club or Rotary who may also be able • direct return to your place of domicile after your trip as to donate funds for items such as eyeglass prescrip- a participant. tions. • A one-month extension is available at an extra cost through the AYA office. IMMUNIZATIONS Generally students arrive with all necessary immuniza- tions; however, Rubella serum is usually not available Description of benefits in Eurasian countries so several students may arrive Accidental death and dismemberment requiring an MMR. Bills for any immunizations that Accidental Death Benefit. If Injury to the Insured results in students receive while in the U.S. should be submitted death within 365 days of the date of the accident that to AYA. caused the Injury, the Company will pay 100% of the Maximum Amount. INSURANCE PLAN Accidental Dismemberment Benefit. If Injury to the Policy # GLB9111600 Insured results, within 365 days of the date of the accident underwritten by The Insurance Company of the State of that caused the Injury, in any one of the Losses specified Pennsylvania, a member of Chartis. below, the Company will pay the percentage of the Maximum Amount shown below for that Loss: Executive offices: 1000 Milwaukee Avenue, Glenview, Illinois 60025 The plan applies to all participants in the Academic Year in America (AYA) program.
FLEX MANUAL INSURANCE & IMMUNIZATIONS
For Loss of: Percentage of Maximum Amount **Purchased Upgraded Benefits You may purchase •Both Hands or Both Feet 100% upgraded insurance benefits prior to departure that include Additional Medical Expense (per Accident or •Sight of Both Eyes 100% Sickness) up to an additional $450,000, Emergency Dental •One Hand and One Foot 100% up to $500, Personal Effects Loss up to $3,000, Personal •One Hand and the Sight of One Eye 100% Effects Deductible up to $100, Per Item Limit up to $100 and Camera Limit up to $250. Contact your organization •One Foot and the Sight of One Eye 100% for more information about purchases. •Speech and Hearing in Both Ears 100% •One Hand or One Foot 50% Team Assist Plan (TAP), as provided by Travel Assist •The Sight of One Eye 50% The Team Assist Plan is designed by CISI in conjunction •Speech or Hearing in Both Ears 50% with the Assistance Company to provide travelers with a •Hearing in One Ear 25% worldwide, 24-hour emergency telephone assistance serv- ice. Multilingual help and advice may be furnished for the •Thumb and Index Finger of Same Hand 25% Insured in the event of any emergency during the term of 22 coverage. The Team Assist Plan complements the insur- “Loss” of a hand or foot means complete severance ance benefits provided by The Insurance Company of the through or above the wrist or ankle joint. “Loss” of sight of State of Pennsylvania. The Assistance Company will be an eye means total and irrecoverable loss of the entire Travel Assist. sight in that eye. “Loss” of hearing in an ear means total and irrecoverable loss of the entire ability to hear in that If you require Team Assist, your ID number is GLB ear. “Loss” of speech means total and irrecoverable loss of 9111600 Academic Year in America. In the U.S., the entire ability to speak. “Loss” of thumb and index fin- call (800) 472-0906. Worldwide, outside the U.S., ger means complete severance through or above the call collect (817) 826-7143. metacarpophalangeal joint of both digits. [email protected] If more than one Loss is sustained by an Insured as a result of the same accident, only one amount, the largest, Emergency evacuation If you suffer an injury or illness and will be paid. adequate medical facilities are not nearby, AIG Assist will arrange and pay for covered emergency evacuation servic- Only one benefit, the largest to which you are entitled, is es to the nearest appropriate medical facility. payable for all losses resulting from the same accident. Maximum aggregate benefit per occurrence is $1,000,000. Medically necessary repatriation/repatriation of remains AIG Assist will arrange and pay for medically nec- Medical expense (accident/sickness) If, as the result of essary expenses incurred in transporting you to your per- injuries or sickness, you require treatment by a physician manent place of residence in the event of an injury or ill- or surgeon, confinement in an infirmary or hospital, serv- ness that makes you unable to complete your program. ices of a registered nurse, x-rays, ambulance service or any other services, supplies or medicines prescribed by a Return of mortal remains or cremation The Company physician, the plan will pay Usual, Customary and will pay the reasonable Covered Expenses incurred up to Reasonable expenses (UCR, see explanation), subject to a the maximum as stated in the Schedule of Benefits, Return $50 deductible per person per incident, incurred within 52 of Mortal Remains, to return the Insured Person’s remains weeks of the date of the accident or commencement of to his/her then current Home Country, if he or she dies. sickness up to $50,000 for each accident or $50,000 for Covered Expenses include, but are not limited to, expens- each sickness. The plan pays the average semi-private hos- es for embalming, cremation, a minimally necessary con- pital room and board rate. tainer appropriate for transportation, shipping costs and the necessary government authorizations. All Covered Chiropractic care and therapeutic services shall be lim- Expenses in connection with a Return of Mortal Remains ited to a total of $50 per visit, excluding x-ray and evalua- must be pre-approved and arranged by an Assistance tion charges, with a maximum of 10 visits per injury or ill- Company representative appointed by the Company. ness. The overall maximum coverage per injury or illness is $500, including diagnostic testing and evaluation charges. Note: Benefits will be paid up to a combined maximum of $50,000. AIG Assist must be notified and must approve Personal liability shall be limited to $100,000 per claim these services. with an aggregate limit of $200,000 per insured. There is no deductible for liability claims.
FLEX MANUAL INSURANCE & IMMUNIZATIONS
ical expenses per covered accident or sickness. Medical The TAP offers these services expense benefits provided under this plan are in excess of any valid and collectable insurance plans. Medical assistance—Medical referral, medical monitoring, prescription drug replacement/shipment, emergency mes- Also includes: $3,000 in personal effects coverage (exclu- sage transmittal, coverage verification/payment assistance sions apply, see claim form for details). There is a per for medical expenses occurrence personal effects deductible of $100; a per item limit of $100 (except $250 for cameras); and a $500 emer- Travel assistance—Assistance in obtaining emergency gency dental coverage. Coverage may also be extended for cash , traveler check replacement assistance, lost/delayed an additional month under this upgrade. Please speak to luggage tracing, replacement of lost or stolen airline ticket your sending organization for details. Technical assistance—Credit card/passport/important doc- ument replacement, locating legal services, assistance in posting bond/bail, worldwide inoculation information Exclusions For benefits listed in the Schedule of Benefits, except Accidental Death and Dismemberment, this insurance Usual, Customary and Reasonable does not cover: 23 Bases for determining payment amounts for UCR are: •Pre-Existing conditions, defined as any condition for Usual—an amount a professional provider usually charges which a licensed Physician was consulted, or for which for a given service treatment or medication was prescribed, or for which man- Customary—an amount which falls within the range of ifestations of symptoms would have caused a person to charges for a service billed by most professional providers seek medical advice in the 12 months prior to the Effective in the same locality who have similar training and experi- Date of coverage under the Policy, except as specified: ence a) If the Insured Person does not receive medical care or services, including prescription drugs or other medical Reasonable—an amount which is usual and customary or supplies,and is not under the care of a Physician with would not be considered excessive in a particular case respect tothe Pre-Existing Condition or related condi- because of unusual circumstances tion(s), for a period of 12 consecutive months begin In addition to your basic insurance coverage, you may pur- ning on or after the first day of coverage, the preexisting chase optional medical insurance prior to your arrival in condition exclusion will no longer apply and any eligible the United States. This will increase your maximum bene- charges incurred after the treatment free period will be fit to $500,000 for Usual, Customary and Reasonable med- considered for reimbursement; or
FLEX MANUAL INSURANCE & IMMUNIZATIONS
b) If the Injured Person is covered under the Policy • Injury or illness sustained while under the influence of or for 12 consecutive months, the Pre-Existing Condition Disablement due to wholly or partly to the effects of intox- exclusion will no longer apply and any eligible expenses icating liquor or drugs other than drugs taken in accor- incurred thereafter will be considered for reimbursement; dance with treatment prescribed and directed by a or Physician for a condition which is covered hereunder c) Emergency Medical Evacuation/Repatriation and • Any Mental and Nervous disorders or rest cures, except Return of Mortal Remains as specified (includes eating disorders such as bulimia • Charges for treatment which exceed Reasonable and and anorexia) Customary charges • Treatment while confined primarily to receive custodial • Charges incurred for Surgery or treatments which are, care, educational or rehabilitative care, or nursing services Experimental/Investigational, or for research purposes • Congenital abnormalities and conditions arising out of • Services, supplies or treatment, including any period of or resulting therefrom Hospital confinement, which were not recommended, • Expenses as a result or in connection with intentionally approved and certified as Medically Necessary and rea- self-inflicted Injury or Illness 24 sonable by a Physician • Expenses as a result or in connection with the commis- • Suicide or any attempt thereof, while sane or self sion of a felony offense destruction or any attempt thereof, while sane • Injury sustained while taking part in mountaineering • Any consequence, whether directly or indirectly, proxi- where ropes or guides are normally used; hang gliding, mately or remotely occasioned by, contributed to by, or parachuting, bungee jumping, racing by horse, motor vehi- traceable to, or arising in connection with: a) war, invasion, cle or motorcycle, parasailing act of foreign enemy hostilities, warlike operations • Injuries for which benefits are payable under any no-fault (whether war be declared or not), or civil war or b) mutiny, automobile Insurance Policy riot, strike, military or popular uprising insurrection, rebel- lion, revolution, military or usurped power • Dental care, except as the result of Injury to natural teeth caused by Accident • Routine physicals, immunizations, or other examina- tions where there are no objective indications or impair- • Routine Dental Treatment ment in normal health, and laboratory diagnostic or x-ray • For Pregnancy or Illness resulting from Pregnancy, child- examinations, except in the course of a Disablement birth or miscarriage established by a prior call or attendance • Drug, treatment or procedure that either promotes or • Treatment of the Temporomandibular joint prevents conception, or prevents childbirth, including but • Vocational, speech, recreational or music therapy not limited to: artificial insemination, treatment for infer- tility or impotency, sterilization or reversal thereof, or • Services or supplies performed or provided by a Relative abortion of the Insured Person, or anyone who lives with the Insured Person • Treatment for human organ tissue transplants and their related treatment • The refusal of a Physician or Hospital to make all med- ical reports and records available to the Company will • Weak, strained or flat feet, corns, calluses, or toenails cause an otherwise valid claim to be denied • Diagnosis and treatment of acne • Cosmetic or plastic Surgery, except as the result of a cov- • Injury sustained while the Insured Person is riding as a ered Accident; for the purposes of this Policy, treatment of pilot, student pilot, operator or crew member, in or on, a deviated nasal septum shall be considered a cosmetic boarding or alighting from, any type of aircraft condition In addition to the exclusions listed above, the following • Elective Surgery/Treatment which can be postponed exclusions apply to until the Insured Person returns to his/her Home Country, Accidental Death and Dismemberment Insurance only: where the objective of the trip is to seek medical advice, treatment or Surgery disease of any kind • Eye refractions or eye examinations for the purpose of bacterial infections except pyogenic infection which shall prescribing corrective lenses for eye glasses or for the fit- occur through an accidental cut or wound ting thereof, unless caused by Accidental bodily Injury neuroses, psychoneuroses, psychopathies, psychoses or incurred while insured hereunder mental or emotional diseases or disorders of any type • Treatment in connection with alcoholism and drug addiction, or use of any drug or narcotic agent
FLEX MANUAL ON PROGRAM SUPPORT
aluations! Ev
25
Elective surgery means surgery or medical treatment not takes over an Insured’s rights, the Insured must sign an necessitated by a pathological or traumatic change in the appropriate subrogation form supplied by the Company. function or structure in any part of the body first occurring EARLY RETURN after the insured’s effective date of coverage. Elective sur- gery includes, but is not limited to, circumcision, tubal lig- Early return is is a final decision, approved by the D.O.S, ation, vasectomy, breast reduction, sexual reassignment regarding student's further participation in the program. surgery and submucous resection and/or other surgical AYA is responsible for sending a detailed email or a fax correction for deviated nasal septum, other than for nec- that explains reasons for requested repatriation to essary treatment of covered acute purulent sinusitis. Anna Mussman (DOS) and also must copy appropriate Elective surgery does not apply to cosmetic surgery ACTR staff. Only after DOS approves the requested required to correct a covered accident. repatriation will American Councils initiate travel Elective treatment means surgery or medical treatment not arrangements. necessitated by a pathological or traumatic change in the function or structure in any part of the body first occurring Overall, Early Return may take up to seven days from after the insured’s effective date of coverage. It includes, the day of approval, depending on flight availability. but is not limited to, acne, nonmalignant warts and moles, MID YEAR EVALUATIONS weight reduction, infertility and learning disabilities. FLEX LCs should set up a meeting with FLEX students Right of subrogation in either December or January to review, evaluate and To the extent the Company pays for a loss suffered by an encourage students with program goals halfway Insured, the Company will take over the rights and reme- through the year. This is also a time when students typ- dies the Insured had relating to the loss. This is known as ically experience homesickness and/or anxiety as they subrogation. The Insured must help the Company to pre- start to think about the last months of the program serve its rights against those responsible for the loss. This before returning home. may involve signing any papers and taking any other steps the Company may reasonably require. If the Company
FLEX MANUAL 26
FLEX MANUAL MID-YEAR EVALUATION FORM
Student Name: ______Date: ______
Country of origin: ______I.D. #:______
Please answer the following questions: 1. What personal and academic goals have you been able to accomplish since you arrived? ______
______
2. What has been the most challenging obstacle for you to overcome thus far? How have you been coping with this? ______27 3. What has been the most enjoyable aspect or the highlight of the program for you so far? ______
4. Have you taken part in any FLEX competitions, i.e. Civic education, Peace Essay, On-line chats? Comments. ______
5. What presentations have you made to fellow students about your country and culture this semester? ______
6. Please describe your favorite volunteer activities that you have participated in this semester. ______
7. Please write down some ideas on what you alumni activities you think you would like to become involved with when you return home at the end of the school year? ______
FLEX MANUAL 28
FLEX MANUAL VOLUNTEERISM/COMMUNITY SERVICE
LCs should utilize the Mid-Year Evaluation Form and discuss the following topics with students: • How their adjustment has been thus far • What challenges have they faced and will they face in the next few months • How students can cope with these challenges • Return flights and procedures • Goals and Achievements – for the next six months • Alumni events and programming in their home country Volunteerism or community service is a concept that has not yet been well- established in Eurasia.Therefore, it is one of the important goals of the FLEX program to introduce students to what is the fabric of American soci- ety. Because of this cultural difference, many students may be reluctant or even suspicious of volunteering or doing something and not getting paid. 29 It is interesting to note that returning FLEX alumni often times organize vol- unteer activities in their home countries after participating in them in the U.S. There are many and varied opportunities for students to volunteer. As an AYA LC, we ask that you organize at least one activity with your FLEX stu- dents as well assist them in choosing what volunteer organizations that can be involved with. Students must perform 10 hours of community service per month. Here are some examples of organizations that have local chapters that students may contact: • Special Olympics • United Way • Big Brother/Big Sister Mentoring Programs • Habitat for Humanity • Students Against Drunk Driving • Red Cross • Boy/Girl Scouts • Serving meals for homeless/elderly/AIDS patients • Volunteering as “candy striper” in local hospitals, day care centers, nursing homes, etc. • Literacy programs • AIDS or Cancer Walks or other regional walk-a-thons, bike-a-thons, etc. • Other local organizations which might need help with special projects • Churches • Libraries – some students have been local translators • Tutoring at school • Social service agencies – to assist agencies with immigrant population
FLEX MANUAL 30
FLEX MANUAL ______# _ _ _ _ e _ _ n _ _ o _ _ h _ _ _ _ P _ _ t _ _ c _ _ _ _ a t _ _ n _ _ o _ _ _ _ C ______t _ _ n _ _ e _ : i _ # p _ i t _ c n _ e e _ d R _ u _ t : S e t A a t Y A S D n _ _ R o _ _ i _ _ t _ _ p O i _ _ r _ _ 31 c C _ _ s _ _ e _ _ E _ _ D _ _ y R _ _ t i _ _ v _ _ i t E _ _ c _ _ _ _ A C _ _ I _ _ _ _ s _ _ V r _ _ _ _ _ u ______R o ______H _ _ _ _ _ E _ _ _ y _ _ l _ _ _ _ _ i S _ _ _ _ _ a _ _ _ _ _ D _ _ _ _ _ T ______h t N t _ _ _ _ _ u _ _ _ n _ _ s E O _ _ _ r _ _ o / _ _ _ _ _ u n m _ _ _ _ _ o I / / / / / / / D _ _ _ r _ _ h _ _ _ e e _ _ l _ _ _ _ _ p a m U _ _ _ _ _ i t d _ _ _ _ _ T o e _ _ _ _ _ t T r _ _ _ i ______u S _ _ _ _ _ q e _ _ _ t _ _ e r _ _ _ _ _ a _ _ _ _ _ / / / / / / / e D _ _ _ _ _ c i _ _ _ _ _ e v _ _ _ _ _ c r i _ _ _ _ _ e v _ _ _ _ _ / / / / / / / s r _ _ _ _ _ t e _ _ _ _ _ n S _ _ _ _ _ e _ _ _ _ _ d _ _ _ _ _ u _ _ _ _ _ t _ _ _ _ _ s e _ _ _ _ _ f c _ _ _ _ _ i o _ _ _ _ _ v _ _ _ r _ _ s r _ _ _ _ _ e u _ _ _ _ _ S _ _ _ o _ _ f _ _ _ _ _ h o _ _ _ _ _ 5 _ _ _ t _ _ - _ _ _ _ f n r _ _ _ _ o e o d i _ t _ _ r e s _ a p r _ _ o i s n _ _ u c c i e t _ _ e r e d e a _ _ r R r d n R _ o u / d e : g _ t i o n c e _ A a i S o C _ v n i m t r d t y g a i e t n n a : i e z S N S a e i n r t t t a n u e m n n n P a a e e e m m t g d d d N a r s m u u u o N O o t t C t C S H S L S
FLEX MANUAL 32
FLEX MANUAL ENHANCEMENT ACTIVITIES
Enhancement activities are an integral part of the FLEX tor, sheriff, probation officer, jail system, court program. Activities should be planned to expose stu- house, School Superintendent, the mayor, etc. and dents to local government, community service/volun- contact the local press. teerism, and diversity/native peoples. All activities 3. Do the same thing with the State Government should be educational in nature. There are so many cre- offices (Senators, Congressman, Governor). This is ative and interesting ideas that don’t cost very much highly recommended. Don’t forget State Legis- although each student, family and LC is allotted $300 lative officers. maximum per year which is a generous amount. 4. Do the same thing, if possible, with a Federal office Please keep in mind that planning ahead with students (contact local branch of FBI, Federal Marshall, and families especially when planning group activities Alcohol, Tobacco and Firearms, Health and is best. The further ahead you can plan your activities Education, court system, Environmental Protec- the better. Providing a schedule of activities or calendar tion, National Parks and Recreation, FAA, FCC, of events at student and host family Board of Trade, Federal Reserve Bank, etc This helps families to plan and you can still retain the 5. Museum visits – all kinds, especially those devoted flexibility to gather the participants’ and host families’ to an ethnic population and their integration into 33 input regarding activity ideas. this nation (include native Americans), the The activities should focus on creative and positive Revolutionary or Civil War, specially museums ways to expose students to many different aspects of such as Ford’s Village in Dearborn, MI; American life. It is recommended that you or the host Williamsburg, VA; Old Sturbridge Village or family expose students to as many enhancement activ- Plymouth Plantation, MA; Mystic Seaport, CT; the ities as possible. Many don’t cost money and this will Alamo, TX; the Freedom Trail in Boston; the city of help to spread the enhancement funds over the course Philadelphia, the Smithsonian and most of any- of the year. In the past some students and LCs have thing else in Washington, DC, anything related to requested that a major part of the $300 be spent on a the settlement of the West, Civil Rights Movement, trip. Although this would provide for a good experience, the Industrial Revolution of nay kind, and of we encourage you to have students participate in course, exploration – navigable waters, underwa- fundraising to help pay for ‘big ticket’ activities so that ter, land, and space. the entire enhancement budget is not used up on one 6. The Electoral process in an election year – visit a activity. party headquarters, voter registration programs, We also recommend partnering your activities or some talk to candidates, volunteer to help with a cam- group meetings with FLEX coordinators from other paign, shadow a candidate and/or go to a candi- placement organizations. An updated listing can be dates press conference. Take a poll, interview vot- obtained by calling the AYA office. ers, etc. Following you will find some guidelines and ideas Audobon Center are trying to keep animal and bird regarding the enrichment activities. species, plants and open space from vanishing. Every 1. Take students to a newspaper publishing house. state and almost every town has someone doing some- Ask a staff writer to interview the students about thing to preserve, clean up or prevent harm to some liv- the FLEX program, their country’s struggle with ing thing, including us. By involving the kids in these democracy, and what they hope to gain from this efforts they are not only enjoying an enhancement experience. Ask a student to serve as a reporter and activity but can also become involved as volunteers and interview the editor. Try to get an article on paper! this complete a volunteer project as well. AYA students in Ohio did this successfully a few Go visit experimental research stations. Form desert years ago. plants to animal breeding facilities, from solar green- 2. Go to the local government offices (mayor, city houses to drug companies, especially those exploring manager, selectman). Ask that they assist you in the rain forests or new cures. Get kids thinking about setting up a day for your students to “shadow” any problems in their own countries, then see what we are local government officer – include police, fire doing about those same problems department, parks and recreation office, tax collec-
FLEX MANUAL ENHANCEMENT ACTIVITIES
FREE ENTERPRISE 1. Pick any business, form the local pizza shop or ice cream parlor to a major manufacturer, and take a tour. Ask kids what they want to do with their own careers and select industries pertinent. Go to a variety of places from agriculture-based (dairy farm, cheese factory, yogurt or ice cream manufac- turer, greenhouse, cattle ranch, chicken farm, grain processor, bakery, experimental farm involved with gene splicing, etc.) to highly technical industries such as theaerospace industry, computer chips, printing or publishing, engineering firms, internet web designers, video producers, telecommunica- tions). Don’t forget the business of making money – banking, investing, stock brokers, stock exchange. 34 2. Use the theme parks, CD stores, video rentals, video games, magazines publishers, t-shirt seller, sports of any kind, music of any kind, movies, bowl- ing alleys as a classroom. 3. Students have also gotten involved in Junior Achievement where they can develop business concepts and carry them out in real time or in the Junior Chamber of Commerce or anything that exposes kids to business.
PROTECTING/PRESERVING THE ENVIRONMENT Encourage students to learn about issues related to pollution and the efforts to clean up the environment. Also, bring to their attention the efforts to preserve land, wetlands, forests, wildlife habits. Students can learn about legislation that has brought about a lot of reform in the way American does business. Cars and factories have to comply with emission controls. The Nature Conservancy buys land. The Audubon Society, the National Wildlife Fund, Save the Whales, Save the Butterflies, Save the things change, environmental con- servation efforts (even if it is only to plant flowers in a public place), and a summary of their work record. Let them know that what they do here in a year will be remembered and will be important to the future of both our countries. Get them excited early and remind them, especially when times are difficult, of the reasons they came here. This might be a good way to let them know this isn’t just a personal odyssey but a government to government program.
FLEX MANUAL EXPOSURE TO CULTURAL DIVERSITY IN THE U.S.
FLEX students come from different ethnic backgrounds. During the Soviet era, particularly under Stalin, large numbers of people were moved from their native lands to other republics. While the history of ethnic mixings during the Soviet era is a complex one, the fact that there is a great diversity of ethnicity within the republics, has made its mark upon the evolution of the countries. It is a cornerstone of the FLEX program to expose students to the diversity of peoples within the United States. Our country is founded on the very foun- dation of cultural diversity. Some of the activities sug- gested: • Visit to mosques, churches, synagogues, temples to expose students to religious diversity. • Check out local cultural festivals or parades cele- 35 brating groups’ cultural heritage – Irish Festivals or Polish Festivals for example, expose students to food, dance and culture of an immigrant American population. • Participate in a Native American gathering with a discussion of the treatment of native populations in North America and any relevance the Native American experience has to their own countries’ native populations or visit a museum • Meet with representatives of various ethnic/cultur- al organizations: Native American, African American, Asian, etc. for discussion of race rela- tions in the U.S.: Does the American example hold any useful lessons for Eurasia? • Discuss issues of race with local political and com- munity leaders
FLEX MANUAL YEAR END
RE-ENTRY SESSION portation. Please note that re-entry sessions should All students with FSA/FLEX scholarships should be be comprised of FLEX students only. FLEX re-entry involved in the normally scheduled area pre-return ses- should not be combined with end of year parties sions, which should take place in May and June. with other AYA students. However, due to the schedule that the FSA/FLEX stu- dents must travel on, they often will not be able to par- When? How Long? ticipate in the regularly scheduled end-of-stay program. The session should take place a few days to several weeks before departure. You should have at least two to Most of the re-entry issues for students are universal. three hours in which to conduct the exercises, and The most often-cited concerns of Eurasian students another two or three hours for dinner and a fun social returning home are the familiar fears of “fitting in” activity. Some of you will wish to arrange a longer re- again and missing newfound friends and host families. entry, which includes an overnight visit to an interest- However, the political, social and economic situations, ing place. That’s fine, too. most of the Eurasian countries now find themselves in, make for conditions in the FSA students’ home coun- Where tries which are not entirely typical of the average The choice is yours. You may wish to conduct a smaller 36 exchange student. The cultural handbooks contain a re-entry in your home or rent a conference room at a valuable overview of the general social, economic and motel or other facility. Please check with the AYA FLEX political situations. Grants RD to find out about the small stipend you have Students should be encouraged to think about the to buy snacks and drinks for your group (Don’t forget to skills they have gained over the past year that can help keep receipts). Wherever your session takes place, do them cope with changing situations and uncertain con- be sure that it provides an atmosphere in which you an ditions in their home countries. Despite difficult situa- the student can talk without interruption and focus on tions, even students from even very turbulent countries the topic at hand. After your discussion, you might take want to return to their home communities and natural the student to a nearby amusement or out to dinner. If families. They should also be aware that there are you have a larger group, a potluck including the hosts active alumni groups in almost every county and region can be fun. of Eurasia in which they can participate and maintain some connections with others who have had similar Goals of the Meeting experiences. 1. To help the student sum up and evaluate what he Following are forms which can be used to facilitate your has learned since his arrival in the USA. re-entry sessions. 2. To assist the student in the process of positive The time for you exchange student’s departure is rapid- leave-taking; to guide him in saying good-bye to ly approaching, incredible as this may seem. We appre- his hosts, his school, his community, and you. ciate the guidance ad helped you have provided your 3. To help the student understand that re-entry into student, and hope you’ll wish to keep this sort of com- his/her home culture may be difficult, and equip mitment as an ongoing part of your life. him with some coping mechanisms Before your student’s departure, you will want to hold a The enclosed exercises can help you guide the session Re-entry Session. This letter and the accompanying to a positive outcome. Each one will probably take exercise are intended to help you shape this experi- between fifteen minutes and a half hour. ence. A Look Back What a Re-entry Session is Start your meeting with a review and evaluating of the A Re-entry Session is a time for you and your exchange past year. First, have the students take a few minutes to student to meet together near the end of the exchange answer the questions in the exercises A Look Back. program. Its goal is to bring a positive closure to his or Then, ask your students to share their answers on one her experience in the USA, and to help the student pre- or more of the questions. Help the students to see the pare to leave the USA and return to – or re-enter – year in retrospect – the most valuable things they have his/her native culture in a comfortable, enlightened learned during the year, how they have changed, and manner. Remember that this is a required activity for how their ideas are different than when they arrived. your students and you may need to help with trans- Help them look at the challenges they faced and how
FLEX MANUAL YEAR END they overcame them. At the end of this discussions, be they can revise expectation of “picking up where they sure to give them the praise they deserve for success- left off” once they realize that both they and their fully leaving home, making their way on their own in a friends will have changed a lot in a semester or year. new country, living with strangers, and attending Certainly just being aware of the issues ahead of time school, all the while speaking a foreign language. will help in the re-adjustment process. Indeed, no small accomplishment! From these topics and this discussion, you may want to Check List for Preparation to Go Home have the students, individually or in pairs, create a The “Check List for Preparation to Go Home” is newspaper, using the “Last Edition’ newsletter shell designed to help student be responsible in accom- provided. You may want to send samples of these to plishing all the things they need to do before they your Regional Directors or District Manager for use in a board the plane for home. Refer to the Luggage future newsletter! Restrictions hand-out when talking about luggage requirements. At the end of the exercise, hand out post The Adjustment Curve cards or blank thank you notes and envelopes or post- “The Adjustment Curve” can help initiate a discussion cards. A letter to the Mayor of their city is a very nice of the anxiety some students may be feeling about idea. It can remind the students of all the services they 37 returning home. By defining the anxiety and under- have enjoyed without cost and it can be good PR for standing that it is a fairly common stage in the you and the program too. (An example of this letter is exchange experience, students should be better able to included) cope with it productively. Saying Goodbye Have the students review the first stages of the adjust- “Saying Goodbye” can help the student think of positive ment curve. Ask how many students experienced some ways of saying good-bye to family, friends, teachers, of the ups and downs shown on the chart (most stu- and others in the community. Discuss with the students dents will admit to some level of culture shock). Then the desirability of leaving a positive impression of indicate the “return anxiety state” (Stage 7 on chart). themselves and their country behind when they leave. Ask how many students are feeling some sort of anxiety about going home. Explain that feelings of anxiety and Role-play stress are entirely normal at this stage, and that they If you have groups of three or more, you can do some may eveb undergo some “reverse culture shock” once role-plays with your students. You can use the Typical they arrive home. Re-Entry Problems role-plays provided in this packet or Next, give the student a few minutes to complete the devise your won. Some suggestions on how to use exercise. After they are finished, choose a few to dis- these role-plays appears in the back of that page. cuss, e.g., how many students indicated a concern about forgetting English? Ask students about school. Is STUDENT SURVEY anyone worried about getting back to a more rigorous The Student Survey gives the students a chance to tell academic system and/or passing exams? Are there any you and us how they assess the program. Because this other concerns about school? What about family and helps us refine and improve the program for future stu- friends? Did anyone feel that it may be difficult fitting dents, please be sure to collect these evaluations and back in, knowing they’ve changed? Are they worried return them to your Regional Directors, along with the about being the “child” again, now they’ve experienced Re-entry Attendance Form. Be sure the students keep a lot of independence? (For this exercise, refer to Re- the rest of the packet to help them in the final days of Entry Concerns Expressed by Exchange Students found in their stay. Encourage them to share the information your supplemental material to help stimulate discus- with their host families. You may want to hand out the sion. Host Family Final Evaluation if your hosts are joining As you discuss concerns, ask the student for advice on the group at the end of the meeting. Don’t forget to how to deal with them. Perhaps they can communicate send out your School Final Evaluations, also with a ahead of time with their family and friends, lett8ing thank you note and return stamped envelope, to the then know how they’ve changed in appearance and appropriate guidance counselor or principal. maturity, to lessen the first “shock” on arrival. Perhaps
FLEX MANUAL YEAR END
Good luck with the Re-entry Session, and many thanks Personal for your help. Be sure to send a thank you to your fam- • Missing host family and friends ilies after the students have left • Wanting to maintain some new attitude Listed below are concerns expressed by several hun- • Loss of independence dred international students who were about to return home and American students returning from their host • Less money to spend country. • Seeing their own country realistically; how to com- municate this FAMILY • Catching up on missed news, developments • Fitting back in; know they’ve changed and are thinking about how families will accept them • Returning to host country • Not being able to live up to their family’s expecta- • Conveying their exchange experience to those at tions home • Natural family’s jealous over son or daughter’s • Feeling more American than their native nationali- attachment/love for host family ty 38 • Readjusting to the formality of meals, manners, • Missing luxuries; having to return to a simpler life and food From from the Center for Cultural Interchange (CCI) • Being treated like a child after having experienced a lot of freedom and independence RE-ENTRY PROBLEMS • Being considered arrogant – not understood and Below are four re-entry problems, which are common to accepted many exchange students upon return home. Choose one to illustrate with a role play or prepare to share • Boring family with tales of American life how you would deal with one of the problems. • Family will see them as “more America” than Danish, German, etc. Typical Re-entry Problem 1 You are an exchange student returning home after a Friends semester or year in the USA. You have changes and • Reactions of old friends to the “new me” matured in numerous ways during your experience • Being able to communicate with friends away from home. You have grown in self-assurance, in your need for independence and respect and in your • Former classmates will have graduated; need to knowledge and competence regarding all sorts of make new friends in a younger class things. The family members and old friends whom you • Friends will think they’re bragging and showing off will meet upon arrival back home probably do not real- when speaking about the U.S. ize this, they may treat you the same as on the day of • Not being able to live up to their expectations departure form home. How will you cope with this?
• Being able to pick up old friendships – is it possi- Typical Re-entry Problem 2 ble? You have lived among other people for an extended period of time and find upon return home that you School notice many features of your home environment and • Making up missed semester or year culture that you never noticed, or at least never ques- • Speaking native language well enough tioned. It is not a problem that you become aware of • Going back to a more rigorous academic system; thing you once took for granted, but you find yourself more studying beginning to be critical of many of these things. Family and friends become annoyed at your “negative atti- • Ability to pass university entrance exam tude”. Even if you keep the criticisms to yourself you are disturbed to find yourself feeling negative about people Language and events in the place you call home. What do you do? • Being less fluent in native language now • Mixing English into native language • Losing the ability to speak English well
FLEX MANUAL YEAR END
Typical Re-entry Problem 3 about their feelings with you and their host families in You return to your family and friends bursting with sto- the coming weeks to help them deal with their emo- ries, ideas, facts, and all kinds of other interesting tions and behaviors. things to tell anyone who will listen. However, you find that almost everyone either (a) will not listen for more Specific Re-Entry Issues for FLEX Students than a few minutes or (b) listen politely but simply can- • Being dependent again – personally and financial- not comprehend the richness and vitality of your expe- ly, parents won’t let students travel again, try to riences. How do you share your experience without make decisions for student, etc. feeling ignores? • Worrying about speaking student’s native lan- guage, decreased fluency. Typical Re-entry Problem 4 You are bringing back new values and patterns of • Re-entering the school system – student may have behavior. Some may be sharply different in relation to to repeat a year in school, take university entrance you family and friends at home. You may not realize the or school exit exams. ways you have adjusted in your interactions with your • Facing the reality of life at home – long lines, host family and new friends in the USA. Your family gloomy faces, poverty, bureaucracies, civil unrest. members and friends are bewildered and perhaps • Facing living conditions at home – limited/no elec- 39 offended by your new (and “strange”) behavior. They tricity, limited/no hot water, limited/no water, limit- begin acting a little strangely to you. How can you avoid ed/no heat. a misunderstanding? • Assessing the qualities students have gained that Common Pre-Departure Feelings they can keep in their home society. What do they Anxiety have to give away? What will work there? Lack of tolerance/patience • Confronting change at home – political and eco- nomic. Tension • Dealing with pressure to revert to the person they Sadness were – dealing with new level of maturity gained Anger from being an exchange student/they have Defensiveness changed while their friends have not. Mood swings, irritability • Student may no longer be considered a part of their home society – an “American”. Withdrawal • Communicating with host families in the U.S. – dif- Feeling neglected ficulties. Feeling ignores • Living up to expectations in the community of Feeling abandoned being a FLEX student. Feeling alone • Handling more traditional gender role issues at Feeling used home – girls re-adjusting to toles in home coun- tries. It is important to help students recognize that the above-mentioned feelings are common as they face leaving the U.S. Encourage students to talk openly
FLEX MANUAL 40
FLEX MANUAL “MOVING ON” EXERCISE (CLOSURE)
Name: ______Home Country: ______
Complete the following sentences with your own words. You may write whatever comes to your mind. 1. When I think of leaving I feel … ______2. For me America means … ______3. The things that I will miss are … ______4. The things that I will be happy to leave behind are … ______5. When I talk to other exchange students about leaving they .. ______6. When I talk to my American friends about leaving they … ______41 7. When leaving a place I usually … ______8. The easiest part of leaving for me will be …. ______9. The most stressful part will be … ______10. When I think of returning to my country I feel… ______11. I will return to… ______12. The process of returning will be… ______13. I think my family will expect me to… ______14. For a career I hope to … ______15. I expect that my friends at home will… ______16. I think that the hardest part of coming back for me will be… ______17. I think that the easiest thing for me to handle when I come home will be … ______18. I am really glad that... ______Adapted from: Going home: A Workbook for Reentry and Professional Integration, Developed by Martha Denney, NAFSA, 1986
FLEX MANUAL 42
FLEX MANUAL SHOWING GRATITUDE AND SAYING GOODBYE (CLOSURE)
It is important that you express your gratitude and say good bye to the many people who helped make your exchange year in the U.S.A. special. Even if you experienced some ups and downs during your program, leaving people with a positive memory of you is a way for you to successfully complete your stay in America. Consider the following meth- ods of showing appreciation and saying good bye: • Say thank you and good bye in person. • Write a note expressing your thanks and feelings for the individual. • Give a small gift (examples: photo in a small frame, flowers). • Write a note of thanks to the editor of your local newspaper (especially useful for thanking members/groups in your host community). In order to help you remember all the people you wish to thank and bid farewell, complete the following list: (Remember to include teachers, coaches, neighbors, friends, your Area Representative, host family, your natural fami- ly, etc.)
Name How you plan to say thank you Complete and good bye (see above suggestions) 43 Host family leave behind notes for my host parents and host sister + photo album
FLEX MANUAL 44
FLEX MANUAL END-OF-STAY STUDENT FLEX SURVEY
Name: ______I.D. # ______LC: ______
Your AYA - FLEX experience is almost over. We hope you have enjoyed your year in the U.S. and that you’ve learned a lot. Now we want to learn from you what we can do to make our program better for future students. Please answer fairly and honestly.
MAIL YOUR SURVEY IN THE ENVELOPE PROVIDED NO LATER THAN JUNE 15TH. My Expectations 1. Did the AYA - FLEX program meet your expectations regarding your: host family K Yes K No local coordinator K Yes K No program support K Yes K No school K Yes K No social/community activities K Yes K No 45 2. I chose to apply to the FLEX program because I wanted to (check all that apply): K speak English fluently K experience the American way of life K live away from home/gain independence K make American friends K learn more about America and democracy K all of the above K other: ______
In My Homeland 3. American Councils for International Education interviewed me for this program: K Yes K No 4. I attended an orientation before leaving my home country: K Yes K No 5. I felt well prepared for this program before I arrived: K Yes K No 6. Please list any information that would have been helpful in preparing you for your trip to the U.S.: ______
Arrival in the USA 7. I attended an AYA-Flex specific orientation conducted by my Local Coordinator upon arrival in my community: K Yes K No 8. Was this orientation useful? K Yes K No
My host family 9. Did you have to change host families during your stay in the U.S.? K Yes K No a. If yes, please list the reasons for the change: ______
FLEX MANUAL b. If yes, please write the name of the host family you are answering questions about for the rest of this survey: ______10. Did you have a good relationship with your host family? K Yes K Sometimes K No 11. My family supported me and helped me adjust to my surroundings: K Always K Sometimes K Never 12. I was able to communicate with my family: K Always K Sometimes K Never 13. I understood that my host family was not paid: K Yes K No 14. Please list any difficulties that you had with your host family: ______15. How were these difficulties resolved? ______
My High School 16. I liked my American high school: K Yes K Somewhat K No 17. My classes were difficult: K Yes K Somewhat K No 18. I needed extra help: K Yes K Somewhat K No 19. Please list sports or other after-school activities you were involved with: ______46 20. Did your English language ability create any problems for you at school (for example: grades, making friends, communicating needs, etc.)? ______21. Were there any other exchange students in your school? K Yes K No 22. If yes, which agency (organization) were they from? K AYA K other agency:______K don’t know
My Local Coordinator 23. Name of your Local Coordinator: ______How often did you see or hear from your Local Coordinator? K daily K once a week or more K twice a month or more K once a month or more K every two months or more K other 24. When my Local Coordinator met with me it was separately from my host family: K Yes K No 25. My contacts with my Local Coordinator were through (check all that apply): K home visits K social settings K telephone K school K group travel/outings K other: ______26. I understood my Local Coordinator’s role: K Yes K Somewhat K No 27. She/he made it clear to me that she/he was available if I needed help, advice, or just someone to talk to: K Yes K Somewhat K No 28. She/he was warm, friendly and approachable: K Yes K Somewhat K No 29. She/he was fair-minded and objective when there was a problem and listened to my point of view: K Yes K Somewhat K No 30. She/he helped me to see my host family's point of view: K Yes K Somewhat K No
My AYA - FLEX Year 31. I was able to meet some of the personal goals I set for myself during the program year: K Yes K Somewhat K No 32. I enjoyed and learned from doing my Community service project each month: K Yes K Somewhat K No
FLEX MANUAL 33. I was able to give a cultural presentation about my home country to a class of elementary/middle school students: K Yes K Somewhat K No 34. I participated in and enjoyed the fall and spring group activity or trip organized by my Local Coordinator: K Yes K Somewhat K No 35. I was able to participate in a community activity or event with my Local Coordinator or host family each month: K Yes K Somewhat K No 36. I felt my monthly allowance of $125 was enough to cover my expenses each month on the program: K Yes K Somewhat K No 37. This year was: K Excellent K Good K Average K Fair K Poor 38. America was: K what I expected K better than I expected K different than what I expected K a disappointment 39. The service I received from the AYA staff in terms of friendliness, courtesy, and professionalism was: K Excellent K Good K Average K Fair K Poor 40. What are 3 things you will miss most about the U.S.? 1. ______2. ______3. ______47 41. What are 3 things you will tell a friend about living in the U.S.? 1. ______2. ______3. ______42. What expectations have changed about America after living in the U.S. for 10 months? 1. ______2. ______3. ______43. Name 3 things you are looking forward to about going home. 1. ______2. ______3. ______44. In what ways will you become involved with the FLEX Alumni Program when you return home. 1. ______2. ______3. ______45. Additional comments: ______46. Would you recommend the FLEX/AYA program to a friend in your home country? K yes! K maybe K no If no, why not: ______47. Do you know anyone in your American community who might be interested in hosting a student for next semester or year? If yes, please give us their names, addresses, and phone numbers, so that we may contact them.Please return in the envelope provided to the address below before you return home: 1. ______2. ______3. ______
Please return in the envelope provided to AYA, 9 West Broad Street, Stamford, CT 06902-3788 before you return home.
FLEX MANUAL 48
FLEX MANUAL FLEX HOST FAMILY SURVEY
Host Family Name ______Host Family Address ______FLEX Student Name ______FLEX Student I.D. # ______Thank you for hosting an AYA FLEX student! Please help us to make its program better for future host families and stu- dents by completing this survey. Please mail your survey in the postage-paid business reply envelope provided, post- marked no later than June 15th and be entered to win 2 round trip domestic airline tickets (see attached letter for details)!
1. How did you find out about the Academic Year in America/FLEX program? (please check one) K AYA Local Coordinator K Church Bulletin K Newspaper K Poster/Brochure K Friend/Colleague/Neighbor K Cable Television K Television K High School K Radio K we've hosted before K Internet K Other (please describe)______2. What factors helped you to decided to host a FLEX student this year? (please check one) K To learn about Eurasian culture/language 49 K To promote international understanding K To provide friendship for our son/daughter K Other (please describe) ______3. Did your family choose a FLEX student because your were informed that FLEX students are carefully selected scholarship winners?) K yes K no 4. Please indicate whether your Local Coordinator conducted each of the following and how effective each was (check yes or no, then rate each one): Yes No N/A Excellent Poor a. Host Family Interview KKK 12345 b. FLEX-specific HF Orientation K K K 1 2 345 c. Regular Visits K K K 1 2 345 d. Follow up on Problems KKK 12345 5. Please list and describe any activities and educational trips that you took with your FLEX student this year to expose him/her to the objectives of the FLEX program: 1. ______2. ______3. ______4. ______5. ______6. How satisfied are you with support provided by the AYA National Office re: your FLEX student? Please rate each of the following: (please circle one for each question) Excellent Poor a. Pre-arrival information 1 2 3 4 5 b. Information about the FLEX Program 1 2 3 4 5 c. Support during the program 1 2 3 4 5 d. Insurance Coverage 123 4 5 c. Emergency Service K N/A 1 2 3 4 5
FLEX MANUAL 7. If you had the need to contact AYA national office staff, how would you rate the service you received in terms of friendliness, courtesy and professionalism? K Excellent K Good K Average K Poor K N/A 8. How satisfied are you with the AYA/FLEX program in terms of the student you hosted? Please rate each of the fol- lowing (please circle one for each question): Excellent Poor a. Student application as a real reflection of student 1 2 3 4 5 b. Student's pre-arrival preparation 1 2 3 4 5 c. Student's ability to adapt to family 1 2 3 4 5 d. Student's goals and the goals of the FLEX program 1 2 3 4 5 e. Student's performance in school 1 2 3 4 5 f. Student's acceptance by peers 1 2 3 4 5 g. Student's English skills 1 2 3 4 5 h. Student’s leadership skills 1 2 3 4 5 9. The student we hosted is: K Male K Female 10. Would your family consider hosting a FLEX student with AYA again? K Yes K No 11. Would you recommend the AYA/FLEX program to a friend/colleague? K Yes K No 50 Why or why not? ______12. How would you rate the overall educational/cultural content of the AYA/FLEX program? K Excellent K Good K Average K Poor K N/A 13. How would you rate your overall AYA/FLEX experience? K Excellent K Good K Average K Poor K N/A If your rating was not excellent, what could we do to make the program an excellent experience? ______14. Do you have friends who might be interested in hosting, either in your community or elsewhere? If so, please give us their names and addresses so we can send them information:
Name ______Address ______City/State/Zip ______Phone ______
Name ______Address ______City/State/Zip ______Phone ______
Please attach any additional comments or suggestions. Thank you again for your help!
FLEX MANUAL ALUMNI ACTIVITIES
Since the inception in 1993 of the Future Leaders Since the hubs are located in major cities, one major Exchange (FLEX) program, more than 11,000 high goal for the alumni assistants is to find ways to include school students from Eurasia have come to the United more alumni from the remote regions. Second, each States to participate in this academic year exchange. FLEX program hub staff member is required to submit The vast majority of these students have returned to to the alumni coordinator in the Fall a schedule of pro- their home countries at the end of the program, either jected alumni activities for the year. An Alumni to complete high school or to enter university. Assistants Training Conference is held each Fall to Throughout Eurasia, a network of active alumni associ- ensure that new AAs are properly trained and that all ations exists and is ready and eager to welcome every AAs are apprised of recent developments and innova- returning participant. tions. After the academic year ends in May or June, FLEX stu- dents are required to participate in alumni activities in Small Grants Competition their home countries and encouraged to continue their Since 2001, FLEX alumni have been offered the oppor- “American experience.”At the re-entry session, encour- tunity to participate in a Small Grants Competition. age students to sign up on the state alumni website: Individual grants of up to $250 have supported such https://alumni.state.gov. Once a member, they will be efforts as attendance at conferences and community 51 able to access information on career development, service projects. Group grants of up to $3,000 have sup- grant opportunities, keep current with alumni news, ported activities such as professional development or find fellow alumni and join in on discussion forums. teaching programs, community service projects, pro- Many alumni also enjoy viewing the photo gallery. motion of English language and American culture, etc. Several years ago, ninety proposals were submitted and Organization of Alumni approximately twenty eight grants were awarded. The FLEX alumni are coordinated under the FLEX competition proved so effective that it will be repeated Administrative Components grant with American every year, providing funding permits. Councils. There are 22 FLEX bases of operation (called "program hubs") throughout Eurasia, staffed by Types of Alumni Activities American Councils: eight in Russia, four in Ukraine, and Alumni activities are varied and are frequently chosen one in each of the other countries. The program hubs by the alumni themselves. They may include such provide a focal point for the organization of alumni things as celebration of American holidays (e.g. activities in the regions where they are located. A full- Halloween, Thanksgiving, July 4th), resume-writing time alumni coordinator who oversees all alumni activ- workshops, guest speaker presentations, watching ities is located in Moscow. A quarterly newsletter, The American films, pizza parties, debates (sometimes Bradley Herald, is sent to all FLEX alumni. Although it against another FLEX alumni association), career coun- is compiled and published by the alumni coordinator, seling and a variety of community service activities. the newsletter mainly consists of contributions by They may also include political activities (e.g. pre-elec- alumni from varying program years. tion campaigning or observing at polling places during an election). There must be a minimum of six sched- Alumni programming has three major purposes: uled activities during the year (held approximately bi- • Tracking of alumni monthly), and at least half of them must be in keeping • Ensuring that alumni have an opportunity and are with the democracy-building goals of the FLEX pro- encouraged to continue their "American" experi- gram. For example, it is considered extremely impor- ence tant for FLEX participants to learn democratic values, such as citizen empowerment and volunteerism, while • Preparing alumni reports they are in the U.S., and all students are encouraged to do some kind of community service work (a concept Alumni Assistants that is foreign in Eurasia). This is one of the ideas that American Councils hires a part-time alumni assistant alumni tend to "take home" with them and is the reason (AA) for each hub. These assistants, who can be alumni why alumni associations include community service of any program year but the most recent, are selected work in their activities. through a competitive process and earn a small month- ly salary. They assist the American Councils FLEX staff person in coordinating alumni activities for that hub.
FLEX MANUAL ALUMNI ACTIVITIES
Recent Alumni Activities • Georgia: Three alumni created InterMed, an organ- • Armenia: The “Youth for Achievement” (YFA) asso- ization to help support alumni who are currently ciation” decided to hold a series of workshops on studying at the medical school in Tblisi. InterMed leadership development. Topics to be discussed became an official member of the International include: proposal writing, financial and human Federation of Medical Students Association resource management, public relations and fund (IFMSA). raising. YFA also discussed organizing an Alumni • Kazakhstan: Twenty alumni participated in the Employment Promotion Campaign. Alumni Career Planning Workshop. The workshop • Azerbaijan: Ten alumni participated in a training agenda comprised five sessions: the job market in program sponsored by the U.S. Embassy in Baku. Kazakhstan; career opportunities; job-search skills; The training was designed to prepare alumni to resume writing; interview techniques. Five teach two-week English courses in various cities employed alumni served on a panel to discuss throughout Azerbaijan. The project will help poten- their careers, including challenges and successes. tial FLEX program applicants from cities outside • Kyrgyzstan: During the national elections for the 52 Baku prepare for the competition. Upon completion Parliament, two FLEX alumni monitored a special of the training program, alumni taught fifty 7th-11th hotline to answer questions from independent graders in 4 cities. The alumni also organized social observers and address issues regarding fair and activities at each school, including basketball and open elections. Fifteen other alumni received spe- soccer games, discos, and hiking excursions. cial training that focused on election procedures • Belarus: Alumni collaborated with the Counterpart and volunteered to monitor local elections in Alliance for Partnership (CAP), a USAID-funded Bishkek, Karakulja and Osh. Bishkek alumni have project that assists and supports NGOs. Plans adopted the National Historical Museum and vol- were made to discuss the possibility of conducting unteer one hour per week as guides, translators a training program in conflict resolution and pro- and archive assistants. posal writing for FLEX alumni. Alumni collected • Moldova: Four alumni visited Ilya, an 11-year-old 150 articles of clothing, 20 pairs of shoes, 90 books boy with multiple disabilities. They gave him cas- and two large boxes of toys for the children at sette tapes and talked to him in English. The alum- Orphanage #6. ni later contacted local NGOs to seek medical assistance for Ilya.
FLEX MANUAL ALUMNI ACTIVITIES
• Moscow: FLEX alumni donated five bags of clothes English at an orphanage for blind children every to the Moscow Charity Movement, an organization Saturday. The alumni have contacted various assisting underprivileged families and the home- organizations to seek ESL teaching materials in less. Twelve Moscow alumni visited the Ronald Braille. The first issue of the alumni newspaper McDonald Center to meet with 25 children, aged 3- FLEX Files was published in December, 1998. 15, who attend Center activities on a regular basis. • Ukraine: Ten alumni explored the possibility of Four Moscow alumni attended a seminar organized opening a bookstore in Kiev. They exchanged by the Moscow Youth Red Cross and the Names information and discussed the results of their sur- Fund. The seminar focused on volunteerism and veys with an MBA volunteer, Chris Brown. Three the organization of the International Quilt Show, Kiev alumni met with Jerome Mellenthin, a Peace which will help fight against AIDS. Corps volunteer, to discuss training alumni so that • St. Petersburg: PRIME, the St. Petersburg alumni they would be able to conduct leadership work- organization, drafted a questionnaire for all alum- shops in local high schools. Five Kiev alumni met ni in the area. The purpose of this questionnaire with the director of the SOS Animal Shelter, an was to learn what kinds of activities alumni would NGO funded by private donations. Alumni volun- like to participate in and what role they would like teered to work at the shelter every Saturday. Lviv 53 to play in strengthening the alumni organization. alumni have created the Alumni Music Band, who • Volgograd: Fifteen alumni attended an will perform at alumni activities and other events. Intercultural Communications and Cultural Odessa alumni decided to participate in alumni Awareness seminar organized by American debate tournaments in Kiev and Lviv and to spon- Councils—ACTR/ACCELS, Department of State sor one in Odessa as well. Additionally, they will and the Volgograd State Pedagogical University. participate in nation-wide events organized by the Guest speakers addressed topics such as English Soros-funded Debate Club. 15 Odessa alumni as a universal language, problems in professional attended a Time Management Seminar, conducted and business dialogue, the history of xenophobia by Richard Freed, a Fulbright professor at the in Russia, and the role of a translator in the com- Odessa Pedagogical University. Odessa alumni munication process. held 3-day leadership seminars for 10th and 11th grade students in Nkolayev, Ilichivsk, and Uzniy. • Samara: Six alumni participated in a conference to The seminars were sponsored by a Democracy learn about local NGOs and to develop contacts Grant. with analogous NGOs in the U.S. and Great Britain. During this conference, several alumni had the “Delivering Food to Uchsay” opportunity to arrange for unpaid internships with Uchsay is a small village that once bordered the Aral local NGOs. Sea in Uzbekistan. As the sea began to disintegrate, vil- • Tajikistan: Fourteen alumni met to approve the lagers suffered from health and economic problems. To charter for their NGO, “Youth for Democratic assist Uchsay, FLEX alumni held a Charity Ball in Development,” elect the NGO’s governing board Summer 2000 and raised a total of $7300. FLEX alum- and determine what activities the organization will ni used a portion of these funds to purchase rice, flour undertake during the year. Twelve alumni organ- and oil that were later distributed to Uchsay residents. ized an Alumni Pizza Project. During a pizza party, a pizza maker taught the alumni how to make pizza, including rolling the dough and preparing the sauce and the toppings. Each alumni made his/her own pizza. • Turkmenistan: Eleven alumni volunteered to teach
FLEX MANUAL FLEX ONLINE
The AYA/FLEX website is a great tool to assist you in • Stay on top of current events, contests, projects placing and supervising FLEX students. By accessing and developments within the program. the website you will: • Connect to other related websites such as the • Access the FLEX application process and hosting Department on State Alumni website for students guidelines and host families to register and keep in touch, • See up to the minute student profiles before oth- www.academicyear.org/flex. ers. The following are sample webpages: • Get ideas and advice for topics such as dealing with culture shock, generating activity ideas and participating in enrichment activities.
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FLEX MANUAL FLEX ONLINE
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FLEX MANUAL AYA/FLEX INFORMATION CHART
Students countries of origin Armenia, Azerbaijan, Belarus, Georgia, Kazakhanstan, Krygystan, Moldova, Russia, Tajikistan, Turkmenistan, Ukraine, and Uzbekistan, Participant recruitment, selection and American Councils for International Education pre-departure orientation (ACTR/ACCELS)
Travel administration American Councils
Placement deadline – airport code June 28 56
Host Family Info to ACTR June 1
Arrival orientation Community
Mid-year orientation December – January
End of stay re-entry session April, May, June depending upon return travel dates
Enrichment activities budget $300 per student per academic year
Participant stipend $125 per month
Incidents allowance $300 per student for the year
Medical coverage AIFS/CISI coverage
Dental Only for extreme emergency Case by case basis
Immunization cost Grant Funds
FLEX MANUAL 57
FLEX MANUAL River Plaza • 9 West Broad Street • Stamford, CT 06902-3788 (203) 399-5414 • www.academicyear.org