Ventura County Star
 
URL: http://www.venturacountystar.com/vcs/county_news/article/0,1375,VCS_226_3440333,00.htmlStudents seek help in crises, careers

Newbury Park High counselor advises 700 teens

By Jean Cowden Moore, jcmoore@VenturaCountyStar.com
January 2, 2005

Today, the Star runs the third of four stories detailing a day in the life of a high school, the latest focus of education reform statewide.

For this series, the Star followed a student, counselor and two teachers through their day, from the time they arrived at school, through lunch to the last bell.

For today's story, we spent a day with Richard Intlekofer, a counselor for 18 years at Newbury Park High School.

7:28 a.m. Richard Intlekofer strides into the main office at Newbury Park High School, more than an hour before his first appointment with a student.

In his charcoal gray sweater vest and sensible shoes, Intlekofer has the reassuring aura of a favorite uncle. It's a fitting look for a towering former high school athlete and coach who spends his days gently guiding teenagers who are trying to figure out their lives, whether it's where to go to college or how to cope with their parents' divorce.

Today, Intlekofer will talk to dozens of students. Some are looking for help with their college applications, due in just a few weeks. A couple are in crisis.

Most are students he happens to encounter in the halls and at lunchtime. "Hey, how are ya?" he asks over and over. Or "How's water polo going?" Or "What's happening with that math class?"

He greets most of them by name.

Which is quite a feat, considering that Intlekofer is responsible for nearly 700 students.

That's well above the ratio recommended by experts but pretty typical for California. The American School Counselor Association recommends that high schools have one counselor for every 250 students. In California, the average is one counselor for every 970 students.

8:16 a.m. The Pledge of Allegiance comes over the intercom. Intlekofer stands and softly recites the pledge, looking out the door of his snug office into a narrow hallway.

"I always stand," he says. "You know, Catholic school. I still want to say 'Hail Mary.' "

8:17 a.m. A student without an appointment pops in, wanting to know if he passed the state's high school exit exam. If he did, he won't have to take it again today.

These days, California high school students must pass the exam, which covers math and English, before they can graduate.

Across the country, many other states also require some sort of exit exam before they'll grant a diploma. The idea is to make that diploma mean something, proof that a student has mastered concepts in key subjects. The reason: Colleges and businesses complain students are coming to them without adequate skills.

As Intlekofer checks the student's records on his computer, he asks, "So how was the dance?" The teen looks startled, blushes and mumbles an answer.

The information is not on the computer, so Intlekofer walks out into the main counseling area and checks the paper file.

He returns. "You're good," he tells the student. "I'm going to send you back to class."

Usually, Intlekofer can call up just about any student records he needs with just a few clicks on his computer. Among the records on file: transcripts, test scores, schedules, activities, discipline records and attendance.

8:46 a.m. Intlekofer's first official appointment of the day, a double-booking because so many students need to see him this week. Two girls want him to look over the essays they've written for their applications to the University of California system. Intlekofer, a former English teacher, has read the essays over the weekend and sprinkled the pages with comments.

One girl has written about both her twin brother and her volunteer work. Intlekofer suggests that she focus on her twin because that is more personal and unusual.

"Either one would be great, but I'd like to read that one," he tells her, pointing to the paragraph about her twin.

Today's high school students are finding it tougher to get into college for two reasons: There are more kids out there, and a higher percentage of them are applying to college. So the students strive for any advantage: more Advanced Placement classes, more community service hours, more activities. It's stressful, and it brings many of them to Intlekofer, especially at this time of year when most applications are due.

9:15 a.m. Another college appointment. This student wants to know what colleges in Southern California have strong business programs. Intlekofer takes him to a Web site, californiacolleges.edu, where he can narrow down his options.

But it's clear he needs a lot of help. He asks what a B.A. is. He's not sure how to start his application, and his grades will make it tough for him to get admitted to a Cal State campus.

Intlekofer suggests that, in addition to Long Beach State, he might want to consider a community college, where he's guaranteed admission. Then, if he does well, he could transfer to a four-year school.

They set up another appointment for next week.

"Thanks," the teen says, clearly relieved. "You're making it so much easier for me."

9:43 a.m. A student who wants to take physics at Moorpark College has a conflict with marching band. Intlekofer starts looking at other community colleges to see what they offer but is interrupted.

9:45 a.m. A student who's failing Algebra II pops in. Intlekofer suggests that she take Algebra I again and quickly changes her schedule on his computer.

9:49 a.m. Intlekofer returns to the student trying to find a college physics class.

9:53 a.m. A girl shows up with a question about the high school exit exam.

9:56 a.m. Intlekofer returns to the student trying to find a physics class. After checking other local community colleges without finding a course that will work, they agree to meet again tomorrow.

More high school students are starting to take classes at community colleges. Sometimes, it's a way to get ahead. Other times, it's the only way they can fit a required course into their crammed schedules.

Some districts, including Oxnard Union, Ventura, Oak Park, Las Virgenes and Moorpark, give students both high school and college credit for those classes. Others, including Conejo and Simi Valley, generally do not, though they make occasional exceptions.

10:11 a.m. The counseling secretary tells Intlekofer that a mom has called the front office, complaining that she sent Intlekofer an e-mail at 8:30 a.m., and he hasn't responded yet. He takes the call, figures out that there's been a mix-up with the student's grade and promises to talk to the appropriate teacher.

Intlekofer receives 20 to 30 e-mails a day. Some come from students, some from parents and some from colleagues. He tries to answer them before school starts or after the students leave for the day.

10:16 a.m. Intlekofer places four phone calls and ends up leaving four voice-mail messages.

10:35 a.m. Another college appointment. Intlekofer goes through the student's UC application on his computer, making sure everything is correct. Then he offers to read her essays over the weekend.

Most students apply to college on computer now. They also can apply for scholarships and financial aid online.

11:05 a.m. A student in crisis.

11:16 a.m. A bubbly senior asks Intlekofer to fill out a scholarship form for her. She mentions her birthday is coming up, and she's going with some friends to "The Price is Right."

"I'll miss her," Intlekofer says as she bounces out. "You get so attached to them, and then they move on."

11:40 a.m. Time to supervise lunch. Intlekofer heads out to the quad, where hundreds of kids are eating and hanging out. His job: make sure typical teen behavior -- hugging, shoving, yelling -- doesn't get out of hand.

12:10 p.m. Intlekofer walks over to the library, greeting students as he goes.

-- "Hey, you had a great season," he tells a girl sitting against a wall.

-- "Hey, Jason, how ya doin'?" he asks a student working on a computer.

"Hey, Mr. I," he responds. "Want to see a picture of my dog?"

-- "How's school going?" he asks a girl standing nearby.

"Well, I got a D in math," she says sheepishly.

"A D in math? Can you pull it up?"

"Well ..."

"Do you want some tutoring?"

"No."

12:25 p.m. Time for lunch. But first Intlekofer helps a couple of students who are waiting for him as he heads back to his office.

He walks to the teachers' lunchroom where teachers and counselors can buy whatever's left over from the cafeteria that day. Today's selection: some soup, a couple of sandwiches and a few cookies.

1:14 p.m. Appointment with a student who is trying to get a head start on a math class next semester.

Intlekofer arranges for him to borrow a textbook from the math department -- a request from his parent.

"Do you want to do that?" Intlekofer asks the kid.

"Not really, but ..."

Intlekofer believes even the pushiest parents want the best for their kids, but he also believes teens need to be involved in decisions that affect them.

"You read their reactions," Intlekofer says. "It can't be my agenda; it has to be theirs."

1:31 p.m. The athletic director pops his head in and asks Intlekofer to supervise a coming basketball game. He agrees. At most high schools, administrators and counselors routinely spend many evenings a year attending students' games, concerts and other events.

1:34 p.m. Three students walk in, one right after the other. They all want to change their schedules.

1:38 p.m. Another college appointment. This girl wants to know about colleges that offer the Great Books program, an approach that focuses on major works of literature. Her dad is with her.

Intlekofer goes to a Web site that lists dozens of schools, many of them Catholic.

The girl, who is wearing a black head scarf, asks about the Catholic schools.

"It's important for me to find a religious community," she says. "I'm a very religious person. I want a stricter atmosphere."

Intlekofer gently points out that, at any school, kids will do some exploring, but he acknowledges the girl's wishes.

"It's an important part of the college experience to find a place that fits you as a person," he tells her.

2:22 p.m. Today there's a faculty meeting. The main subject: how to tell if students are using drugs and what to do if you suspect it.

3:34 p.m. Meeting breaks up. Intlekofer returns to his office. He'll spend the next couple of hours returning phone calls and e-mails. When he goes home, he'll review a few more college applications, maybe read some essays.

And this weekend, he'll go over more essays, offering suggestions and comments.

"That's one of the biggest parts of this job, the organization of time," he says. "You don't want to shortchange people. You don't want to seem rushed. But sometimes we do feel rushed."


Coming next Sunday: A day in the life of Don Enoch, who teaches English at Oak Park High School.

Copyright 2005, Ventura County Star. All Rights Reserved.