Guidance & Counseling Overview

• College Admissions Handbook
• Program for Advanced College Credit 
• Middle School Counselor's Corner
• Scholarship Information
• Upcoming College Representative visits
• Special Programs/Summer Opportunities/College Open Houses
• Student Assistance Program
• 2008-09 Course Directory

As new students transition to middle school, our efforts first focus on easing the transition and helping students gain skills in coping, stress management, and flexibility in adapting to the new educational environment. Other age-appropriate issues such as self-awareness, positive attitude toward self and others, personal coping skills, and the maintenance of on-going relationships with adults and peers are covered in the classroom or individual/small group environments. Time management, setting goals, organization, and study skills may also be included in individual and large group discussions as needed.

In the eighth grade, the focus becomes preparing students for high school. Study skills, organization, and time management are areas of emphasis. Other areas of focus include developing a positive self-concept, learning to value individual differences, conflict resolution, decision-making skills, and relationship skills.  Students participate in a unit on career exploration, which starts with a career interest inventory as part of the Explore test.

In October, eighth graders take the Explore Test (part of ACT's testing program).  This includes subtests in English, Reading, Mathematics, and Science.  Seventh graders take a learning styles inventory, as well as mathematics, writing, and vocabulary assessment.

Freshman year is one of great transition for students. Returning students from H-M Middle School meet and mesh with new incoming ninth graders. This is high school! Freshmen are invited to the Guidance and Learning Center early in the fall for an orientation. We explain how guidance counselors can help them access academic support systems, define graduation requirements, emphasize the importance of grades and GPA, explain how to make appointments, and we begin to get to know our students. All freshmen take the Differential Aptitude Test and an interest inventory, and work on their future career plans using a computer based system. They begin to compile this information in their Career Planning Portfolio, which will be used throughout their four years at Hill-Murray.

The sophomore curriculum focuses on careers. A secondary emphasis is on standardized test preparation and interpretation, and college admission requirements. The career unit starts with an interpretation of the PLAN career interest inventory. Each student researches a career choice and writes a career report. The unit culminates with a career event involving over 30 professionals who are invited to Hill-Murray to discuss their careers. The career portfolio is used to help tie each student's academic and work strengths, interests, values, and educational aspirations to his/her chosen career.

Juniors investigate post-secondary education options and establish clearer career goals. The PSAT and Hall Occupational Orientation Inventory are administered and interpreted. In the classroom, career portfolios are updated, information is presented on college entrance testing (ACT/SAT) and college fairs, and post-secondary planning procedures are addressed. Students are shown the H-M online College Admissions Handbook and use the EMBARK computer program to do a post high school college search. Counselors host a College Planning Night for parents and a College Fair for students and parents. Juniors also participate in the popular Career Shadowing Program.

Seniors focus on finalizing post-secondary plans. Classroom presentations detail the application process, require the creation of an activities resume, essay, senior course schedule, request for letter of recommendation information sheet, and they explore the various forms of financial aid. For parents, a mid-winter Financial Aid workshop is sponsored in December by the department. Student initiated one-on-ones with the counselor usually revolve around this application/scholarship process. Guidance and Counseling processes all applications, including proofreading them in their entirety.

It is likely you haven't given much thought to how a counselor's work affects you. Common questions from students and parents today are: "What's the counselor got to do with me? How can he or she help me?"

The answers to these two important questions can make a difference in how well a student does in school, how parents can influence their child's educational experience, and what a student's next steps after school can be.

The counselors at Hill-Murray help students and their families make important academic and personal decisions. They help with the potentially confusing issues of courses that students should take in school, careers they might explore, and other available post-secondary options. Most of all, the counselors at H-M offer support and guidance to people just like you.

H-M counselors are ready to meet and help students with their needs. Make it a point to make an appointment with your counselor.

• George Grau has a M.S. in Education/Guidance and Counseling from the University of Wisconsin-River Falls. He has seven years of classroom teaching experience and is in his seventeenth year at Hill-Murray, the twelfth as a guidance counselor and Director of Guidance Counseling. He is an alumnus of Hill-Murray. He is a partner to high school students whose last names begin with A-Fi. Contact information: Call (651) 748-2441 or ggrau@hill-murray.org

• Mary Jo Rafferty is an alumna of Archbishop Murray and returned to Hill-Murray in 1996 as a social studies teacher after teaching many years in the Archdiocese. She has a B.S. from the University of Minnesota and an M. Ed. in counseling from the University of Wisconsin-River Falls. She works with high school students whose last names begin with Fj-K. Contact information: Call (651) 748-2426 or mrafferty@hill-murray.org

• Jodi Hurley has a B.A. from the University of St. Thomas and a M.S. in Education/Guidance and Counseling from the University of Wisconsin-River Falls.  She is an alumna of Hill-Murray.  She is a partner to high school students whose last names begin with L-Re. Contact information: Call (651) 748-2259 or jhurley@hill-murray.org

• Byron Miller holds a B.S. and M.Ed. degree from the University of Minnesota and completed his counseling work at the University of Wisconsin-River Falls. He is also an employee of District 622 and has been counseling Hill-Murray students since 1992. He is a partner to high school students whose last names begin with Rf-Z. Contact information: (651) 748-2493 or bmiller@hill-murray.org

• Lisa Valentine has a M.S. in Guidance and Counseling from Buena Vista University in Storm Lake, Iowa.  This is her eighth year at Hill-Murray.  She also serves as Student Assistance Coordinator.  She is a partner to all Middle School students. Contact information: (651) 748-2224 or lvalentine@hill-murray.org