Running head: ASSIGNMENT 48 – TRAINING MODULE

Assignment 4B – Training Module

Lucas A. Ruiz
AEDT 5910 – Spring 2019
Seattle University
Assignment 4B – Training Module 2

Ready for Lift Off in 3, 2, 1: Cristo Rey San Jose Senior Class Coaching Module

As high school students prepare to make the transition toward independent adulthood,

they often lack the resources and capital needed to successfully navigate through life on their

own. Given the fact that their final year of high school includes a great deal of focus on the

college admission process, there is often little time spent on equipping students with a basic

understanding of their vision, values, and overarching goals once they get to a place of higher

education.

As highlighted in Venezia and Jaeger’s article focused on the transitional process

between a student’s high school career into college life, “college readiness is commonly

understood as the level of preparation a student needs to enroll and succeed in a college program

(certificate, associate’s degree, or baccalaureate)”. But the conversation surrounding “college

readiness” often begins and ends with academic focus, keeping the navigational capital

associated with the transition out of the narrative altogether (Venezia & Jaeger, 2013; Conley,

2007). For students at this period of great transition, the conversation surrounding the tools,

resources, and understanding needed to successfully navigate all aspects of the transition into

adulthood is an important one for their wellbeing, especially among students coming from

marginalized backgrounds.

Coaching Module Context

The coaching module we are proposing to implement is titled Ready for Lift Off in 3, 2, 1

(aka Lift Off). The Lift Off coaching module focuses on empowering students to build an

awareness of themselves and the new chapters they are embarking on, ultimately building upon

the academic development they are gaining via their coursework in high school. The population
Assignment 4B – Training Module 3

we will be working with via the coaching module is the Cristo Rey San Jose (CRSJ) Jesuit High

School 12th grade class. CRSJ Jesuit High School is a college preparatory school located in San

Jose, California. As highlighted in the Lift Off module’s overarching goals and objectives (listed

on page 5-6 of this document), the program is designed to organically shape levels of emotional

intelligence, discernment, and confidence to better equip students with the ability to take charge

of the personal transitions that come with life after high school. Through the Lift Off coaching

module that each of the CRSJ 12th grade students will take part in over the duration of the

academic year, students will have the unique opportunity to build and establish connections with

professional staff coaches, their peers, and themselves to help ensure success post-high school.

While there is a robust college counseling program for CRSJ students encompassing the

entirety of junior and senior year, there is very little emphasis placed on counseling and coaching

students through the life transition that is often associated with graduating from high school. As

discussed in the study highlighted within Dalton and Crosby’s article focused on the benefits of

coaching among college bound students, those who were involved closely with a personal

coaching module focused on amplifying navigational capital proved to have greater levels of

academic persistence and retention during their first year of college in comparison to students

who did not take part in any organized personal coaching activities (Dalton & Crosby, 2014;

Bettinger & Baker, 2011). The Lift Off program will serve students on a personal level, working

to equip them with the necessary tools, resources, and systems of support that will help to ensure

their ability to persist on both an academic level and personal throughout the duration of their

college going experience.

At CRSJ Jesuit High School, the vast majority of its enrolled student body will be the

first in their family to pursue and receive a college degree. As of the 2018-2019 academic year,
Assignment 4B – Training Module 4

70% of the CRSJ student body qualified for the Free or Reduced Lunch Program. Additionally,

94% of the CRSJ student body identified as Latinx/Hispanic, with nearly all of its students

identifying as individuals of color. One of the biggest distinguishing factors of the CRSJ

experience is its corporate workstudy program, which places students directly within a

professional setting one day a week over the course of the academic year. Through corporate

workstudy, students apply the payment earned via the position held directly toward their tuition

cost (Cristo Rey San Jose Jesuit High School school profile: 2018-19, 2018). As the mission of

CRSJ states, the school and its community “empowers students from underserved communities

in San Jose to be men and women for others who are prepared spiritually, academically, and

professionally to complete college and who will become accomplished leaders committed to a

lifelong pursuit of learning, faith, and justice.” (Cristo Rey San Jose: Mission, 2018). As the

coaching module was developed for CRSJ and its senior class, the institutional mission was what

proved to consistently inform the design of the program. Specifically, the mission statement’s

emphasis on the holistic development of its students as whole people aligns with the coaching

module and its emphasis on working to prepare and support the CRSJ students for the new life

chapter they are embarking on.

Coaching Module Mission, Program Goals, and Learning Objectives

Aligning with and building off of the mission of CRSJ, the mission of the coaching

module is to serve and support the CRSJ senior class as they prepare to transition into the

independence of the college-going experience through an interactive coaching system that offers

both structure and flexibility to the unique needs of its students in an environment rooted in a

philosophy of care for the whole person.

Assignment 4B – Training Module 5

Stemming from the larger mission of the coaching module, Lift Off is focused on

promoting exercises, activities, dialogue and connections that ultimately work toward gradual

achievement of the following program goals and learning objectives:

- Goal #1: Students will be empowered to be an advocate for themselves to insure their

unique set of needs are met.

o Learning Objective 1.A: Students will be able to internally recognize and

acknowledge the times when it is vital that they proactively reach out for support

and/or guidance.

o Learning Objective 1.B: Students will be able to develop an action plan for their

first year, including detailed information regarding the individual needs required

to achieve the action items they have set out for themselves.

o Learning Objective 1.C: Students will identify and reach out to members of their

personal “command center” – a team of people within their personal and

academic life that have potential to act as a supportive network as the student

“lifts off”.

- Goal #2: Students will be able to articulate and define their personal mission and values

that ultimately shape the individuals they are today and the individuals they are becoming

tomorrow.

o Learning Objective 2.A: Students will be able to identify their priorities and

goals for their next chapter through the lens of an articulated personal mission

statement and set of core values.

Assignment 4B – Training Module 6

o Learning Objective 2.B: Students will be able to coach their peers to define and

articulate their own unique vision, mission, and values for the present and the

future.

o Learning Objective 2.C: Students will be able to utilize their personal mission

and core values to inform and define the best college/university fit for them and

their individual academic endeavors.

- Goal #3: Students will be a champion of support for fellow members of their Cristo Rey

San Jose community as they too prepare for Lift Off.

o Learning Objective 3.A: Students will be able to infuse active listening and

empathetic dialogue into their communication.

o Learning Objective 3.B: Students will be able to identify the benefits that exist

between a coach and coachee that share similar background(s) and perspectives.

o Learning Objective 3.C: Students will collaborate in developing an action plan

for maintaining the connections established throughout Lift Off as their CRSJ

peers transition into their next chapter of life.

Procedures

The Lift Off coaching module is designed to be a course that consistently takes place

over the duration of the CRSJ full academic year. It will be coordinated within the CRSJ

Counseling Department and led by the Director of University Access and Success with the

support of the school’s Academic Counselor and Alumni Advisor. The kick off event will take

place during the first week of classes in Fall Semester and will consist of a four-and-a-half-hour

introduction/overview that engages students in activities demonstrating the nature of the

Assignment 4B – Training Module 7

coaching models that will be utilized within the program over the course of the students’ final

year at CRSJ.

Up to this point, students have taken part in academic advising, college counseling, and

workstudy counseling specific to ensuring that the student is receiving ample support in their off-

campus professional placement. The Lift Off coaching module is the first occasion for these

students to take part in a structured coaching process that regularly gives students the opportunity

to organically have discussion surrounding any hopes, fears, goals, worries, needs, and overall

vision for the next stage in their academic and personal journey. Students will meet individually

with an assigned coach periodically over the duration of the academic year. This coach will be

one of the three leaders of the Lift Off coaching module who will serve as a sounding board to

anything that is top of mind for their coachee as they continuously make their way through senior

year toward the reality of independence. Coaching sessions with professional staff will take place

on a monthly basis for 30 minutes in total each session. In addition to offering coaching sessions

with professional staff, Lift Off will also give students the opportunity to take part in peer

coaching as both a coach and a coachee. This will be structured in peer coaching groups of four

students; each student will have one peer coach over the duration of the year, and each coaching

session will be observed by the two other peers in the group. Similar to the individual coaching

session with professional staff, the peer coaching sessions will take place on a monthly basis

with the collective group during their advising period at school. Each coaching session will be 15

minutes long, with 5 minutes of debrief; each session of the peer coaching rotation will last

approximately 80-90 minutes total.

For this first outline report of the Lift Off coaching module, we will be highlighting the

training module which will jumpstart the year long program. The purpose of Lift Off’s training
Assignment 4B – Training Module 8

module is to introduce CRSJ’s senior class to the mission and purpose of the program, as well as

giving context to Lift Off’s coaching exercises. The training module of Lift Off will consist of a

four-and-a-half-hour interactive orientation, held during the first week of the academic year. The

training module will ultimately set the stage for the year ahead, and articulate the expectations of

the program’s students, as well as the professional staff leading the coaching module. The

training module will also give students a clear understanding as to what the commitment entails,

as well as what they will need to contribute to help ensure a successful experience for all

involved.

Lift Off Coaching Module Kick-off Schedule

The following is the schedule for the four-and-a-half-hour-long training module taking

place during the first week of the 2019-2020 academic year at CRSJ. In addition to the listed

schedule, the activity’s description and rationale for it being included within the first stage of the

program has been listed for reference.

8:00am – 9:00am: Lift Off welcome breakfast.

This opening session will be the official kick off event for Lift Off and will help to lay

the foundation on the program and its definition of coaching. Prior to the breakfast, students will

have received general information surrounding the program and its purpose. But the welcome

breakfast will give students a clear overview of Lift Off’s details, timeline, structure, and its

mission for proactively preparing students for life as an independent, college-going individual.

The main goal of the welcome session is to clearly define coaching within the context of

the Lift Off coaching module. Additionally, the introduction session will serve as an opportunity

to lay the clear expectation that Lift Off (both during the training module, as well as during the
Assignment 4B – Training Module 9

year-long coaching module) is a safe space in which students can feel empowered to share what

they want to share, and mutually agree to support their peers as they open themselves up through

the program’s exercises. Up to this point, CRSJ students will have had many experiences

working with a coach, most likely in athletics, extracurriculars, and/or their professional

workstudy role. But coaching with the goal of working to continuously shape personal

development, promoting a level of individualized discernment within each coaching subject will

be new to each of these CRSJ senior students. During breakfast, students will hear from the

Director of University Access and Success as he welcomes and offers an opening address to the

students. The opening remarks will give students the opportunity to share what they define to be

“coaching”, as well as the qualities they feel are important traits for an ideal “coach”. As students

openly share among one another, the hope is that they will begin to see the diverse spectrum in

which the notion of coaching resides.

From that open-ended group-wide conversation, students will break out in to smaller

table groups to share an example of positive coaching within their life. Specifically answering

thought provoking questions such as:

- “What personality traits did they carry?”

- “What aspects of their personality encouraged me to feel comfortable reaching out with

any questions/concerns/anxiety I may have had?”

- “What types of words/language did they use when communicating with me as a coach?”

After the group shares among their tables, we will open the floor up to the CRSJ Academic

Advisor (who is also taking part in leading Lift Off) to share a positive coaching example from

her upbringing – her Campus Minister from her undergrad experience. This will help to highlight
Assignment 4B – Training Module 10

the unique traits that often exist within the realm of personal coaching, giving students clearer

context between the coaching that will exist within Lift Off and coaching experiences they may

have had in past experiences.

The example given by the Lift Off leader will align with the definition of coaching we

will be utilizing over the duration of the program is focused on the ultimate target of “sustained

cognitive, emotional, and behavioral changes that facilitate goal attainment and performance

enhancement, either in one’s work or in one’s personal life” (Stober & Grant, 2010; Douglas &

McCauley, 1999). Ultimately, the coaching utilized within Lift Off will be designed and

implemented in order to gradually assist our students in the process of realizing and actualizing

goals that they have set forth for themselves, particularly with respect to their next step of

pursuing a college degree.

9:00am – 10:00am: Senior temperature survey and small group discussion.

During a 15-minute break, Take Off program leaders will administer temperature surveys

which will broadly ask questions focused on the final year of high school, and the hopes and

worries that exist as they begin their final year at CRSJ. This will give students the chance to

openly reflect and process through writing with the set expectation that they’re in a safe space,

and only share what they feel comfortable sharing. Refer to Artifact #1 for a template of the

temperature survey used for the introduction training module.

Once students have completed the temperature survey, the three leaders of Take Off will

announce the different “Space Shuttle” groups. Each group will be led by one professional staff

member and will consist of 35-40 students total; the leader assigned to each Shuttle group will

then be the professional staff member coach to each of the student members of that particular
Assignment 4B – Training Module 11

shuttle group. This will be students’ first introduction to the personal coaching that is

consistently going to be a major component to the larger scope of Take Off. During the large

group debrief, students who feel comfortable to do so will share both positive and challenging

feelings they have regarding senior year, as well as the transition that is to come. The group

meeting’s structure will be free form group dialogue that will be led by the Shuttle group leader

with the help of open-ended questions.

The goal and rationale of this particular exercise is to offer a sense of solidarity among

students and give them the opportunity to both share and actively listen to the feelings

represented within the space. Often one can feel isolated with a mixture of feelings and emotions

during big times of transition, but this group conversation gives students the chance to come

together and learn from one another, as well as connect through their similarities. Additionally,

this gives their professional coach the opportunity to introduce themselves in this capacity

through their role as facilitator. The temperature survey and debrief will also give the Take Off

leaders an opportunity to gauge where their coachees are at in terms of willingness to take part in

coaching, as well as the feelings are represented (both on an individual level and group level).

10am – 11:30am: Vision board crafting.

Upon completing the temperature check conversation within shuttle groups, we will be

creating vision boards for the year ahead. Given the fact that the debrief conversation has

potential to bring up both positive and negative feelings among students, this exercise will give

the class an opportunity to come together to work on their own vision board. The activity will be

fairly open-ended, assigning students with the task of creating a collage on poster board using
Assignment 4B – Training Module 12

magazine clippings that best describe your hopes for the year ahead. The clippings that students

use could be words/phrases or pictures – it’s entirely up to them.

During the crafting activity, we will have snacks available and music playing to keep the

mood lively and upbeat, encouraging students to connect with one another on a casual level.

Once students have completed their vision board, they will have the opportunity to voluntarily

share their collage and any deeper meaning that is represented within the image they created. We

will also display the vision boards in the senior hallway over the course of the year; students will

have the opportunity to opt out of sharing and/or displaying their board if they would rather keep

the image to themselves.

11:30am – 12:30pm: Coaching simulation and homework.

After wrapping up the interactive vision board creative session, we will transition back to

a more formal large group session. The hour-long session will begin with a coaching simulation,

led by the three professional leaders of Lift Off. The coaching simulation will be based off

fictional scenarios but designed to give students an in-person idea as to what their peer coaching

sessions will look like once they begin meeting independently in the coming weeks.

During the simulation, each leader will have an opportunity to take part – one acting as a

coach, one as coachee, and one as observer (tasked with giving constructive feedback after the

coaching session has wrapped up. Given the fact that there is limited time to our disposal, we

will only be featuring one coaching simulation in order to give students plenty of time to ask

questions regarding the session and debrief on what they observed overall. The rationale with

including the coaching simulation within the introduction to Lift Off is to give students a clear

understanding of the ways in which the coaching included within the structure of Lift Off differs
Assignment 4B – Training Module 13

from coaching experiences they may have had up to this point in their lives. Additionally, the

coaching simulation will demonstrate appropriate, open-ended questioning that allows the

coachee to sit in the driver’s seat while also ensuring the direction of the coaching conversation

is headed in a productive, proactive, and positive direction. Finally, the coaching simulation

session will also demonstrate the ways in which one is expected to actively observe and offer

constructive feedback and affirmation after the formal coaching conversation has wrapped up.

After the coaching simulation/demonstration is completed, the leaders will then facilitate

to debrief/Q&A session with the students. They will begin the session with open-ended, thought

provoking questions such as:

- “What did you notice about the types of questions that Mr. Hicks asked Ms. Avina as he

was coaching her?”

- “Would you have done anything differently if you were facilitating the coaching session?

If so, why?”

- “Any thoughts that you have regarding the feedback Ms. Wenzel offered? Would you say

it was helpful?”

From there, students will have the open floor to ask any questions they may have, either about

the coaching simulation they witnessed or about the coaching sessions they are expected to take

part in periodically over the year.

After the coaching simulation, students will then be assigned their “homework” in

preparation for both their first peer coaching session and first one-on-one coaching session. The

assignment will be to think about something in their life (academic, personal, etc.) that needs

some element of support, something that they can utilize added insight as they work to move
Assignment 4B – Training Module 14

forward in a positive way. The coaching sessions do not necessarily need to be continuously

focused on the topic they choose to bring to their first session; the “topic” of their choice will

simply be a jumping off point that will kickstart the first conversation and future conversations

afterward.

Assessment

While assessment will prove to be a consistent, common element in their coaching

sessions (specifically their individual coaching sessions with professional CRSJ staff), students

will also be given separate temperature check surveys that will measure student experience

against the goals/learning objectives that are the scaffolding for the Lift Off program.

The first temperature check survey will come via the introduction survey during the first

week of the student’s senior year. This initial temperature check survey can be seen in Artifact

#1. The second temperature check survey will come at the end of semester one of senior year

(after the last coaching session has wrapped up, prior to entering finals). This “Cruising Altitude

Temperature Check” survey will focus on elements of the coaching experiences that are working,

as well as areas of coaching that may need improvement (both on an individual basis, as well as

group basis). The Cruising Altitude survey will also give the student an opportunity to name

individuals within their life that they would consider as members of their “team” – people who

have supported them and will continue to support them during this time of transition. Finally, the

Cruising Altitude survey will give the student the freedom to discreetly disclose any questions,

concerns, or general comments that they feel the Take Off leadership team should know as they

prepare for the second half of Take Off. This half-way point survey can be seen in Artifact #2.

The final temperature check survey will come in the form of the “To Infinity and Beyond
Assignment 4B – Training Module 15

Temperature Check” survey. This survey will be administered toward the end of students’ senior

year, prior to their final individual coaching session. This survey will be focused on the future as

students embark on the next stage of their personal and academic life. The survey will focus on

the personal mission statement and core values that the student has gradually established for

themselves, with the help of their professional coach. Additionally, it will ask students about the

ways in which they would want to be involved in future year(s) of Lift Off, and if they want to

be involved at all. Finally, the final survey will gauge the overall coaching experience and the

value students felt they gained from Lift Off. The “To Infinity and Beyond” Temperature Check

can be seen in Artifact #3.

Using Assessment to Inform the Future of Lift Off

Given that Lift Off is a newly established program within the CRSJ community, our hope

and goal with assessment is that it will prove to be a key tool in continuing to shape the vision

and design of the program and its coaching module. The biggest area in which assessment will

be used for continued development of the program is through the student feedback offered

regarding their indicated interest and any ideas put forth regarding involvement post CRSJ

graduation. Our hope is that CRSJ alumni can continue to be involved with coaching (in person

or electronically), as well as serve as coaches in their capacity as alumni. Additionally, we would

like to enhance the structure of Lift Off to include a more robust, in depth two-day retreat.

Because Lift Off is only able to meet periodically a few hours at a time, it is difficult to find the

opportunity to have the time and space to be fully immersed in the Lift Off community, as well

as the consistent dialogue and mindset that comes along with group-wide and individual

coaching.
Assignment 4B – Training Module 16

Lift Off Coaching Module Kick Off Slide Deck

Slide 1

Slide 2
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Slide 3

Slide 4
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Slide 5

Slide 6
Assignment 4B – Training Module 19

Slide 7

Slide 8
Assignment 4B – Training Module 20

Slide 9

Slide 10
Assignment 4B – Training Module 21

Slide 11

Slide 12
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Slide 13

Slide 14
Assignment 4B – Training Module 23

Artifacts

Artifact #1

Lift Off Temperature Check –

Introduction
As things are moving at a lightyear’s pace, let’s take a moment to gauge how you’re feeling about senior
year, and the galaxy that awaits you after Cristo Rey (college life). Please take a few minutes to answer
the following questions to the best of your ability. Your responses will only be shared with your Lift Off
leaders, but you will have the chance to share any thoughts you would like to share during our group
debrief. Remember, this is a safe space – you are not required to answer anything you don’t feel
comfortable answering.

Without giving too much thought, what feelings would say are running through you right now as you
begin senior year?

What activity(ies) do you take part in that help you feel more relaxed, balance, grounded, calm, etc.

What activity(ies) do you most enjoy (structured and/or unstructured)?

Which individuals within your communities (ex: CRSJ community, family community, San Jose
community, extracurricular community, etc.) do you see yourself relying on for support during this
time of transition?

Finish this sentence: I feel ________________ about going to college.

Are there any questions that you have about Lift Off given what you know so far?
Assignment 4B – Training Module 24

Artifact #2

Lift Off Temperature Check –

Cruising Altitude
Are things smooth sailing, or has Lift Off been filled with turbulence? Please take a few minutes to
answer the following questions to the best of your ability. Your responses will only be shared with your
Lift Off leaders, but you will have the chance to share any thoughts you would like to share during our
group debrief. Remember, this is a safe space – you are not required to answer anything you don’t feel
comfortable answering.

Without giving too much thought, what thoughts/feelings come to mind as you reflect on your
personal experience with Lift Off?

What has been working/going well in your peer coaching groups? What elements/aspects could use
improvement?

What has been working/going well in your individual coaching sessions? What elements/aspects
could use improvement?

Which individuals within your communities (ex: CRSJ community, family community, San Jose
community, extracurricular community, etc.) are on your “team” – both today, and in the future next
step of life (academic and personal life).

How do you feel you are doing as a coach in your peer sessions? Is there anything you feel you need
support with in terms of coaching?

Are there any questions, concerns, feedback that you have about Lift Off given your experiences far?
Assignment 4B – Training Module 25

Artifact #3

Lift Off Temperature Check –

To Infinity and Beyond!
As you move full speed ahead with your eyes on the stars ahead of you, we would love to hear more
about your Lift Off experience. Please take a few minutes to answer the following questions to the best
of your ability. Your responses will only be shared with your Lift Off leaders, but you will have the chance
to share any thoughts you would like to share during our final individual coaching session. Remember,
this is a safe space – you are not required to answer anything you don’t feel comfortable answering.

Without giving too much thought, what thoughts/feelings come to mind as you reflect on your final
experience with Lift Off?

Would you be interested in serving your junior peers as a Lift Off alumni mentor?

Given your past conversations with your individual coach, what is your personal mission as you look
ahead to the future?

What are your four core personal values as you look ahead to the future?

Are there any parting words you would like to leave the Lift Off team with as you prepare to
graduate?
Assignment 4B – Training Module 26

References

Bettinger, E. P., & Baker, R. (2011). The effects of student coaching in college: An
evaluation of a randomized experiment in student mentoring. National Bureau of
Economic Research Program Working Paper, #16881. Retrieved from
http://www.nber.org/papers/w16881

Conley, D. (2007) Redefining college readiness. Eugene, OR. Educational Policy

Improvement Center

Cristo Rey San Jose Jesuit High School school profile: 2018-19. Retrieved May 26, 2019 from
https://www.cristoreysanjose.org/apps/pages/index.jsp?uREC_ID=299879&type=d&pRE
C_ID=1600291

Cristo Rey San Jose: Mission. Retrieved May 26, 2019 from
https://www.cristoreysanjose.org/apps/pages/index.jsp?uREC_ID=299112&type=d&pRE
C_ID=692798

Dalton, J. C., & Crosby, P. C. (2014). The power of personal coaching: Helping first-year
students to connect and commit in college. Journal of College and Character, 15(2), 59-
66. doi: http://dx.doi.org.proxy.seattleu.edu/10.1515/jcc-2014-0010

Douglas, C. A., & McCauley, C. D. (1999). Formal developmental relationships: A survey of

organizational practices. Human Resource Development Quarterly, 10(3), 203-220.

Stober, D. R., & Grant, A. M. (Eds.). (2010). Evidence based coaching handbook: Putting best
practices to work for your clients. John Wiley & Sons.

Venezia, A., & Jaeger, L. (2013). Transitions from high school to college. The Future of
Children, 23(1) Retrieved from http://login.proxy.seattleu.edu/login?url=https://search-
proquest-com.proxy.seattleu.edu/docview/1519298014?accountid=28598