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Language Access Program Essays - Community Services

Language Access Program Essays

Our Language Access program continues to make a positive impact on the Health and Human Services delivery system in Palm Beach County by developing medical interpreting knowledge for bi-lingual staff, enhancing the language skill-set of English-only key staff, improving the Health/Human service providers’ linguistically appropriate services, and helping bi-lingual volunteers to make life better for our communities.

Although we have been providing training on interpreting skills to bi-lingual staff, this time our efforts focused on students entering or enrolled on the medical services professions. To that end, we contacted all our local Colleges and Universities having medical services programs. They were a key element on attracting these young future professionals. So far we provided two Medical Interpreting trainings (March 29th to April 2nd, June 21st to 25th) and a one-day intensive MI training on March 13th. Out of the 50 participants that passed the post-test, 22 were students from various academic entities (South University, Palm Beach State College, Keiser College, and Lake Worth Medical Magnet HS). These students felt that these skills will enrich their professions and be a nice addition to their resume. Our collaboration with these academic institutions has been a key factor to our success. In light of this effort, we have asked Palm Beach State College to provide CEU’s (Continuing Education Units) for our Medical Interpreting class. We feel that providing CEU’s to the medical services profession will enhance the attractiveness of our program and bring in more bi-lingual professionals to the Medical Interpreting World. We are awaiting feedback from Palm Beach State College in this matter and look forward to partnering.


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. goal for this initiative is two-fold; one, to fill a needed gap for interpreters in Medical facilities and two, to improve the health disparities for our LEP population. So far, we have trained 14 bi-lingual community volunteers and place 9 volunteers in two medical facilities; Caridad Clinic and C.L. Brumback Health Center on a regular basis. Our next step is to place these volunteers at Emergency Rooms in Hospitals and Clinics.

Language Access is only a meaningful component of the overall quest to provide culturally and Linguistically Appropriate Services (CLAS) in Palm Beach County. However, by providing Medical Interpretation training, Basic Language Skills classes, and support for interpretation and translation services to health and human service providers we get a little closer of closing the gap in health disparities and thus improving health outcomes.

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The Challenge of a Computer Representation of Sign Language: Capturing a “Visual-Spatial” Language Electronically - The Challenge of a Computer Representation of Sign Language: Capturing a “Visual-Spatial” Language Electronically Signed languages are not simply another means of communicating a spoken language. Individual signed languages are linguistically unique forms of communication, with their own grammatical constructs, word order, sensibility, and rules. American Sign Language, used in the United States and parts of Canada, is not the same as English. (Fox 2002). Like many people who share common beliefs, customs, and behavior, the Deaf community has developed a coherent culture. [tags: Language ]
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Essay on Description of English Language Learners - According to the Glossary of Education Reform ("English language learner," 2013), English Language Learners (ELL) are students who are unable to communicate fluently or learn effective in English; who often come from non English speaking homes and backgrounds. And who typically require specialized or modified instruction in both English language and in their academic courses. Immigrants make up 13% of the United States population, and within the 13% many people have children who speak their native language. [tags: ell student, english language, languages]
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Essay Limited Access to Health Care for Spanish Speaking Population - Problem Identification Limited access to health care for Spanish Speaking populations is due to inability to afford services, difficulty with transportation, dissatisfaction with services, language barriers and inability to understand treatment plans. Health indicators of Spanish Speaking populations suggests that health outcomes continue to be behind other population groups, they also remain below goals established by Healthy People 2010 (Butler, Kim-Godwwin, & Fox, 2008). The US Spanish Speaking population represents a particular vulnerable subset of US Hispanics that have lower-income, less education, poor perceived health status and poor access to the health care System (Dubar & Gizlice. [tags: Language Barriers, Interpreters]

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Essay on Use of the Unified Modeling Language (UML) for Design - Unified Modeling Language (UML) is a graphical language used many types of systems models which shows different views of a system being design. The UML is used to describe the conceptual view and process view of an automated ticket-issuing system to be used by passengers on a railway station and for a computer-controlled video-conferencing system used with video, audio, and computer data to participants. Diagrams will show the conceptual and process view of these two systems and have justification for each of the decisions in the design. [tags: Unified Modeling Language]
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Essay on Equal Access to Education For All Students - Section 504 of the Rehabilitation Act of 1973 Melyssa Andrews Texas Woman’s University Section 504 of the Rehabilitation Act of 1973 People with disabilities in the United States have a right to receive an unbiased education that is as similar to the education children without disabilities receive. Some children with disabilities need extra care and specific curriculum to reach developmental milestones and enhance their knowledge. All children need access to education that is geared toward their specific needs and abilities to attain these milestones. [tags: Disabilities, Special Needs]
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Collaboration in Special Education and English Language Learners Programs - During the 2012- 2013 academic school year, in the North shore school district. 2660 students with disabilities were served by Special Education services, and 5.4% of the student population were classified as English Language Learners in the State of Washington (Washington State Office of Superintendent of Public Instruction). Understanding the basic foundation and history of special education and English language development programs, can assist an educator, in serving the needs of a diversified classroom. [tags: public instruction, disabilities, diversity]
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Computer Access Essay - Computer Access My current situation finds me teaching 7th grade block (language arts and geography) at Beach Middle School in Chelsea, Michigan. Chelsea, as a community, is fairly well-off financially. Technology is a priority for its citizens and for its schools. I am currently typing this on my school-issued laptop that is less than a year old. I am sitting on my couch and my cat is sleeping on my left arm. My classroom contains a brand new PC for my students to use and a new HP DeskJet color printer. [tags: Technology Personal Narrative Teacher]

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Difficulties faced by residents of Canada who do not have perfect command of English - The dramatic increase in non-British immigrants into Canada each year has led to an overwhelming growth in the number of residents who do not have perfect command of English. Analyses of data from the 2006 Census on immigration and citizenship, conducted by Statistics Canada, showed that 70 percent of the foreign-born population does not speak English or French as a first language (Citizen and Immigration Canada, 2007). Most of these immigrants speak a first language other than English, and a majority is always not able to communicate effectively in English. [tags: Language]
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Public Benefit Essay - This project serves to reduce the disparity of access to technology and empower staff, students and families to effectively utilize communication, collaboration and instructional tools for academic, personal and professional empowerment. This "Blueprint for Future" seeks to expand our notion of learning environments to encompass more than the physical school space but also consider the evolution of the network as a "platform" and embrace the community as essential contributors and participants in the educational experience Imagine for a minute how a typical school day might play out at Roosevelt should this vision become a reality. [tags: Achievement, Access, Connect, Engage]

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Essay on The Debate Over Bilingual Education and Immersion Programs - The Debate Over Bilingual Education and Immersion Programs In recent years, the debate over whether bilingual education or immersion programs (such as English for Speakers of Other Languages) better serve the needs of limited-English-proficient (LEP) students in the United States has been heating up. The increasing need for such services insights passionate supporters and opposition to rise up against one another in the fight over which is better. Advocates of bilingual education stress the value in helping students retain and even enhance proficiency in their native language, while at the same time gaining proficiency in the English language. [tags: Bilingual Education Immigration Language Essays]
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Other articles

College Access Counseling Programs for Educators at Rice University

College Access Counseling

The Center for College Readiness offers numerous development opportunities for teachers, counselors and administrators. Our college readiness focused programming is designed to build awareness about the role of rigor in preparing students for college, to create a college going culture within the school community, and to explore the critical skills of effective college counseling for all educators.

We invite you to learn more about our development opportunities for educators:

Programs at Rice
  • College Access Counseling Seminar
    This one-day seminar is designed to educate school administrators, counselors, college access advocates and teachers on the essential skills needed to help students navigate the pathway to college and be successful college students.
Online Programs
  • Fundamentals of College Counseling Online Program
    A holistic, core curriculum teaching the critical skills of effective college counseling. Topics include: exploring colleges, financial aid and scholarships, and the admissions process.
  • The Role of the College Access Counselor
    Explore methods and strategies for working with students and their families to guide them through the college search process.
  • The Undergraduate Admissions Process Online Program
    Learn in detail about the factors that go into the “holistic review” of highly selective colleges and universities in the United States. Topics include: transcripts, curriculum, high school context, standardized test scores, essays, letters of recommendation, athletic recruits, performing artists and disciplinary infractions.
  • Understanding the Needs of Aspiring First Generation College Students Online Program
    Explore the social, emotional and cultural barriers aspiring first generation college students will face and must overcome in order to achieve success in their transition from high school to college.
Certificate Program
  • College Access Counseling Certificate
    The College Access Counseling Certificate Program is a 40-hour (non-credit, Continued Professional Education - CPE) certificate program that fulfills the professional needs of secondary college access counselors.
  • College Readiness Resources
    These resources provide up-to-date information on college readiness programs across the country, post-secondary course expectations and syllabi, and informative articles and reports on college readiness.
  • Essential Guide to Preparing for College
    An open-source website was created for parents, students, counselors and teachers with the goal of providing information and resources to assist in the college process.

The College Access Program

The College Access Program

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The College Access Program can help you get READY, get SET and GO to college!

Many students throughout the Philadelphia region dream of advancing their education but often find their resources limited. Through our College Access Program, students and their parents or guardians are provided with the information, exposure, and resources necessary to thrive in college. The College Access Program also works to build partnerships with schools, neighborhood organizations, institutions of higher education, and other pre-college programs in order to effectively advocate for and provide services to students and their families.

The College Access Program promotes awareness of the value and benefits of a college education and provides readiness services to approximately 1,300 students who are enrolled in one of five district and charter high schools in Philadelphia. These services include:

One on one academic advising, including transcript review and class scheduling

Access to workshops

Help completing college and scholarship applications, including assistance in essay writing

Enhanced college visits

SAT/ACT preparation, registration, and guidance

Financial aid assistance and guidance in the financial aid process

College major selection and career guidance and development

Personalized college advising and college preparation

College, financial aid, and scholarship resources and referrals

Referrals to GED and Adult Diploma Programs

The College Access Program is an Educational Talent Search TRIO program that has been funded by the U.S. Department of Education since 1990. The College Access Program has helped more than 75,000 students to graduate from high school and gain acceptance into college.

College Access - Success

College Access & Success

When APTP decided to start college counseling, we committed to building a program as holistic, rigorous, and successful as any in the country – and as loving as everything we do at APTP.

70% of APTP youth graduate college by the age of 25. That’s more than 7 times the national college graduation rate for low-income students. Our goal is an 80% college graduation rate by 2018, which will mean our APTP teens are graduating college at the same rate as the wealthiest, best-resourced students in the country. Here’s a look at APTP’s College Access & Success program.

CULTURE. APTP envelopes students in a culture that promotes college success from their first days with us. Since most teens arrive at APTP at the beginning of high school, that gives them four full years in an environment where they come to believe college is a real possibility.

We surround young people with examples of APTP alumni who have achieved college success from their same schools and neighborhoods. Our walls are decorated with photos of APTPians on their college campuses and at their graduations – including a map showing the 15 colleges from California to Vermont where APTPians are currently studying. Maggie Popadiak, one of our earliest alums to graduate college, is now APTP’s associate director and a leader of our college program. Other alums visit frequently, and talk with new generations of APTPians about their college experience.

ACCESS. Early campus visits make college tangible for our teens, many of whom have never set foot on a college campus. Visiting campuses where APTP alums are students helps our youth envision belonging at colleges away from home and where students are predominantly white and upper-income. Visits also help students who have negative connotations with school identify the differences between high school and college and see continuing their education as exciting. For many, the tangible promise of college becomes the inspiration to stay in high school.

We take our high school sophomores on at least one visit to a selective college where APTP has a strong relationship. They are hosted by an APTP alum, have a campus tour, eat in a dining hall, have a Liberal Arts 101 seminar with professors, and do homework in a college library. For our juniors. visits include overnight stays in dorms and attending classes.

The past two years, APTP has been invited to perform at colleges attended by our alumni. Many of our teen ensemble members now have their first college experience as visiting artists, applauded for their performances and welcomed as honored guests. That’s an especially empowering way for a young person to have their first-ever college experience! (Read about recent performances at Kalamazoo College and College of Wooster.)

ACADEMIC PREPARATION. APTP encourages and supports academic success throughout high school to prepare as many students as possible for admission to selective colleges with the highest graduation rates. APTP staff meet with each ensemble member to review every school progress report (8 per year), set goals, and make individualized work plans for how students will achieve those goals. Our academic tutor, Brett Schneider, holds drop-in tutoring sessions twice a week after APTP rehearsals. Teens can also text Brett to arrange unlimited one-on-one tutoring. (Read more about APTP’s tutoring program.) Because we see teens 2-6 days a week for theater workshops and rehearsals, we can regularly encourage and monitor their progress toward the academic goals they’ve set – and revise plans with them as frequently as necessary.

NON-COGNITIVE PREPARATION. The core activity at APTP – creating original theater that explores contemporary issues and is based on interviews and research – intrinsically develops and exercises key skills and traits that contribute to academic persistence.

APTP nurtures all four of the “mindsets” that the Consortium on Chicago School Research has determined dramatically increase academic perseverance:

“When students feel a sense of belonging in an academic community” At APTP, teens undertake long-term projects that are analytical, interpretive, and creative, and with the world around them as their research site. This is exactly the kind of experiential, cross-disciplinary learning championed by liberal arts colleges – which is why our alumni find themselves on familiar ground in interdisciplinary college seminars and social science departments.

“When students believe that they can increase their academic ability by their own effort” In the year-long process of devising and rehearsing a play to exacting standards, teens without previous experience master complex acting, choreography, and staging. They feel their ability growing constantly. They also learn to assess, revise, and reflect in an arena where there are no right answers, developing the ability to determine when their work can be improved and when it meets with their own approval.

“When they believe that success is possible and within their control” APTP youth experience high-stakes, real-world success when they perform the plays they devise before thousands of audience members in professional venues. Because teens have participated in the entire creative process – conducting the interviews that inspired the play, researching and coming to consensus around complex issues, and devising the script and staging – they understand their achievement as an intellectual as well as aesthetic success.

“When they see work as interesting or relevant to their lives” Making theater that is civically engaged, teens at APTP identify themselves as activists as much as artists. They develop a strong sense of purpose over their 4-6 years with us, and they embark on college with a sense of mission: higher education for them is about both personal fulfillment and making the world a better place – and they seek colleges and programs that support that vision.

MATCH. The cornerstone of our college program has always been matching students with colleges where they have the greatest likelihood of satisfaction and success. Beginning the spring of junior year, youth have weekly college counseling meetings with a staff member who has known and worked with them closely their entire time at APTP. Through researching and discussing prospective schools with their APTP college counselors, students come to define what they want from a college. They make campus visits throughout this process, underwritten by the colleges or APTP.

APTP has long encouraged its students to choose the most selective schools to which they can gain admission – even when those schools may feel counter-intuitive to students or families due to distance from home, fears of not measuring up, relative lack of diversity, or “sticker price.” This is now considered a best practice for first-generation college students, informed by research that shows the more selective a college they choose, the higher their likelihood of graduating.

APPLICATION. APTP staff guide students as they complete the application and financial aid process, write personal statements, and submit application materials. Writing the college application essay is a rite of passage for APTPians. Our seniors practically live together between Christmas and New Year’s, writing almost round the clock, turning the home of APTP staff David Feiner and Maggie Popadiak into a makeshift college dorm. For many, these essays are more than an opportunity to tell their stories to admissions offices: they are often the most rigorous writing experiences they have undertaken to date, and they become mission statements that fuel them as they embark on the new challenge of college.

FINANCING. APTP counsels students and families not only through applying for financial aid but on which financial aid packages are viable for the student/family. APTP students go to college understanding their aid package and their loan responsibility. APTP makes last dollar grants to a small number of students so they can afford to attend a match college. APTP has developed particular expertise in guiding students who are undocumented or have undocumented parents.

SUCCESS. The long-term, intimate nature of the relationships that APTP develops with youth translate to continued communication and support throughout college, with APTP staff serving as college coaches. This can include everything from guidance in seeking support services on campus, to advising on course selection, to reassurance and reminders of past success, to counseling regarding money management, problems with roommates, and shifting relationships with family. During the first semester of college, APTP communicates with each student at least once every two weeks – by text, social media, email, Skype (and occasionally an old-fashioned phone call). After the first semester, we communicate as often as necessary – but at least monthly through the first two years of college. At the suggestion of alumni, APTP has also started to host organized gatherings of our college students so that they can offer one another peer support.

Albany Park Theater Project didn’t start out with a college access and success mission. When our co-founder, Laura Wiley, realized that making theater with a social justice mission was nurturing an extraordinarily high level of ambition and ability in our teens, she committed to building a college program as holistic, rigorous, and successful as any in the country – and as loving as everything we do at APTP. Today, national research confirms as best practices the philosophy and practices that have been central to our program since Laura started it 15 years ago. Most importantly, our many first-generation college graduates are proof of our program’s success – and continue to make it ever stronger through their suggestions and the mentorship they give to new generations of APTPians.

Related Posts

College Access and Career Exploration

Programs and Services

“With just a change in priorities, we can make sure that every child in America has a decent shot at life…They know we can do better. And they want that choice.”

-President Barack Obama

College and Career Pathways, Inc. (CCP) was designed to assist schools and communities by providing supplemental resources and information that can help students prepare for enrollment in postsecondary institutions. CCP has developed research-based college access and career exploration programming designed to ensure that all students reached by the program graduate from high school with a solid plan for achieving their educational and vocational goals. CCP programs fall into one of four program areas.

Early Awareness Activities

Early Awareness activities are targeted towards children and youth in elementary and middle school, particularly those attending feeder schools for our partner high schools. These programs help to introduce students to the world of work and help them draw connections between school and their preliminary career goals. Research indicates that when students from historically underserved populations make the decision that they want to attend college by the 8th grade, they are more likely to do so. Our goal is to help them see the promise and possibility in obtaining a college education as early as possible, and to help them understand that this dream is within their reach!

High School College Access and Career Exploration Services

As CCP’s primary mechanism for service delivery, these services are targeted towards students in grades 9-12. Services are primarily delivered through our High School Program Site Initiative, but we also provide programming to community-based organizations. College access and career exploration services include:

College Access:
  • Academic advisement and tutoring
  • SAT preparatory workshops
  • Assistance with the college selection and application process
  • Review of application essays
  • Financial aid workshops
  • Parent workshops
  • College campus tours
  • Meetings with admissions officers at the school
  • Scholarship Searches and applications
  • CCP College Weekend Workshops and
  • The CCP Scholarship Program
Career Development:
  • Comprehensive career and skills assessment
  • Career Connections job shadowing experiences
  • CCP Career Mentorship program
  • Career Days and career exploration workshops
  • Internship opportunities
  • Financial Literacy programming

In addition to the above college access and career exploration programming, CCP also strives to teach our students the importance of making valuable contributions to the community around them. To that end, CCP provides a number of opportunities for students to participate in service learning activities throughout the school year.

CCP Stars Alumni Program

The Stars program is targeted towards CCP high school graduates that are continuing their education at a postsecondary institution. Our goal is to provide ongoing support and guidance throughout their college career to ensure that our students maintain an acceptable academic record and successfully graduate within 5 years. Through the stars program, students receive a number of services, including:

  • Assistance with the transition from high school to college
  • Regular check-ins with a CCP staff person
  • On-campus/local mentor and a professional mentor in student’s field of interest
  • Regular meetings during school holidays and breaks and
  • A social network for students attending the same college or university
  • Stars participants are also encouraged to participate in CCP’s High School Mentoring Program, through which our graduates serve as mentors to current high school students. We invite our Stars to speak to groups of students in grades 9-12, to share their perspectives on both the college application/career exploration process and with successfully acclimating to the college campus environment.

    CCP Masters Program

    The Masters program is for CCP Alumni that have completed their postsecondary school work and are seeking employment. Our goal is to help students make a smooth transition from college to the workforce. Available programming includes workshops and seminars on:

    • Presentation and facilitation skills
    • Job interviews
    • Resume writing
    • Business writing; and
    • The job search process
    CCP High School Program Site Initiative – Our School Partners

    One of College and Career Pathways’ primary methods of service delivery is through our High School Program Site Initiative, where we place College and Career Advisors in high schools throughout the district. Advisors are available to students every day and provide a battery of programs and services to help guide students along the pathway to academic and vocational success! Currently, our partner sites include Northwestern High School in Hyattsville, MD, and Oxon Hill High School in Oxon Hill, MD.

    Northwestern High School:

    Established as our first school site in the 2009-2010 school year, Northwestern is a comprehensive high school located in Hyattsville, Maryland, inside the Washington Beltway and only a few miles from the nation’s capital. Northwestern is home to the county-wide COLOURS Performing Arts Program. and offers five academy programs, including:

    • NJROTC Academy
    • Academy of Business and Finance
    • International Studies Academy
    • Project Lead The Way Engineering Academy
    • Jim Henson Performing Arts Academy

    To learn more about Northwestern High School, please click the logo below: