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
through a transfer of funds from the Department of
State and USAID. Its goal is to provide an opportunity
for high school students from Eurasia* to experience
life in a democratic society in order to promote democratic values and institutions in Eurasia. Since 1993,
more than 11,000 students from 12 Eurasian countries
have participated and returned to their homes to pursue higher education and move into the job market.
Applicants are tested and screened in an elaborate
open, merit-based competition, for which it is necessary to maintain an infrastructure(offices and personnel
in key locations throughout Eurasia. All finalists participate in a pre-departure orientation in their home
countries four to six weeks before they depart for the
United States.
A small percentage of the students arrive in the United
States in July to participate in a four-week intensive
English language enhancement and cultural orientation program. This makes it possible to include students from remote areas where they may not have had
the same opportunities to learn English as their counterparts from urban areas. It also allows for the inclusion of a small number of participants with disabilities.
All other students arrive in August. FLEX participants
are placed in host communities by a network of nongovernmental organizations (NGOs) that cooperate
with the Department of State under grants awarded
specifically for that purpose. Students live with volunteer, unpaid host families, attend high school tuitionfree, and engage in local, cultural enhancement activities, frequently with a civic education or community
service focus that is in keeping with the democracybuilding goals of the program.
The American Councils for International Education:
ACTR/ACCELS maintains a network of 20 FLEX “hub”
offices throughout Eurasia and handles all of the activities involving recruitment and screening, selection of
finalists, communication with finalists and their documentation, pre-departure orientation, participant travel, and maintenance of information management and
data processing systems. American Councils serves as
a liaison with the students’ families and home/school
authorities while they are in the United States. The
organization also tracks and coordinates alumni activi-
For additional information, contact:
Anna Mussman
mussmannap@state.gov
Linda Beach
beachlf@state.gov
U.S. Department of State
Future Leaders Exchange (FLEX) program
301 4th Street, SW
Washington, D.C. 20547
Tel: (202) 203-7527 • Fax: (202) 203-7529
http://exchanges.state.gov/education/citizens/students
3
ties. There is an active alumni association based at
each program hub and the Department of State
receives monthly reports of their activities.
For the past few years, the administrator of this grant
has coordinated an essay contest to select participants
in a week-long Washington, D.C. Civic Education
Workshop held in the spring. In recent years, FLEX students have been invited to meet with a number of high
U.S. government officials, including former First Lady
Hillary Rodham Clinton and Deputy Secretary of State
Richard Armitage.
For additional information, including alumni programming, see the Youth Program Division web page at:
http://exchanges.state.gov/education/citizens/students/flex.htm.
*The term Eurasia is used here to mean the 12 New Independent
States (NIS) of the former Soviet Union. NIS was a State
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
anachronism since after 10 years, the “states” are not so new anymore; nor does it make sense to continue referring to a former
political entity.
Goals
1. FLEX students will acquire an understanding of
important elements of a civil society. This will
include concepts such as volunteerism, the idea
that American citizens can and do act on their own
to deal with societal problems, and an awareness
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 commitment to serve as agents for change in their
countries after they return home.
3.
FLEX students will develop an appreciation for
American culture.
4.
FLEX students will interact with Americans and
generate enduring ties.
5.
FLEX students will teach Americans about the cultures of their home countries and teach citizens of
their home countries about the United States.
STEPS IN THE RECRUITMENT
AND SELECTION PROCESS
4
Round 1: Pre-Test
Students meeting the age and grade criteria are invited
to take a 16-question, multiple-choice English test.
The major purpose of the pre-test is to eliminate students with only a very limited knowledge of English.
There are ten versions of the pre-test to discourage
cheating.
Round 2: Pre-TOEFL/SLEP and Essay Test
Eligible students deciding to continue with the application process are invited to take the Pre-TOEFL (Test
of English as a Foreign Language) or the Secondary
Level English Proficiency (SLEP) test. Students are also
asked to write three in-class essays (in English) in
response to specific questions. Questions are designed
to elicit factors that indicate the student’s maturity and
suitability for international exchange. Essay questions
focus on actual situations that students may confront,
rather than abstract situations that may be more difficult to address. There are five sets of essay questions so
students cannot share essay questions with their
friends who may take the test at another test site in the
future or at another session. All testing is proctored by
program staff and alumni.
After all tests and essays are completed, they are sent
to the Moscow data hub to be assessed and graded.
First the Round 2 English tests are graded, and then the
essays of students with adequate language proficiency
are evaluated. Field screening committees at the data
hub are specially trained to assess essays on the basis
of ten factors considered critical for exchange experience 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
on the program staff by parents, local ministries, or
others to include candidates who might not be qualified.
Round 3: Applications and Interviews
Students with the best assessments pass to the next
level of the competition. They are asked to submit complete applications and are interviewed. Less than 15%
of the original applicant pool is invited to complete
applications. One U.S. and one Eurasian employee
return to the test site to conduct 20-minute interviews
with students who have been invited to complete applications. Interviews take place in both English and the
student’s native language to enable interviewers to
assess English language skills as well as to give students the best opportunity to present themselves.
In addition to the one-on-one interview, all applicants
participate in group interviews (referred to as “games”).
These are conducted in Russian or the local language
and led by Eurasian staff members while U.S. staff
observes. Four to seven students take part in each
“game.” These provide an opportunity to observe the
students in a less formal setting and to see how they
interact with their peers. On the day of the interview,
staff explains the application form in detail so students
will understand how to complete it. Students have two
weeks to complete the application and return it to an
American Councils office. Applications are checked in
the field offices for completeness and forwarded to the
Moscow data hub. In Moscow, computer data files are
updated for each student, and the original Pre-TOEFL
or SLEP answer sheet and essay questions are attached
to the application form. The complete application and
computer data files are then forwarded to the American
Councils headquarters office in Washington, D.C. for
further processing and selection.
Round 4: Selection
American Councils organizes and trains approximately
100 volunteer evaluators who meet daily for about
three months to carefully review the applications and
attached data. Names of all finalists are randomly distributed to placement organizations by mainframe
computer.
WHAT IS FLEX?
During the Academic Year
THE YEAR-LONG PROCESS
Monitoring and Evaluation of Students
[NGO Placement Organizations]
Prior to the Academic Year
Applicants
Recruitment
[American Councils: ACTR/ACCELS Administrative
Components Grant]
Liaison with Natural Parents and On-Program
Support
Early returns approximately 4%
[American Councils: ACTR/ACCELS Administrative
Components Grant
16-question English Test
Pre-TOEFL or SLEP Test
Applications, Essays, Personal and Group interviews
Civic Education Workshop
Students compete for limited number of slots
[Separate grant to NGO]
5
Computer Training of Trainers Workshop
Students compete for limited number of slots
[Separate grant to NGO]
Selection
[American Councils: ACTR/ACCELS Administrative
Components Grant]
Review of applications by American evaluators in the
U.S.
Finalists
Students with Disabilities Reentry Workshop
For all students with disabilities
[Separate grant to NGO]
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]
School and Homestay Placements
Participants
Language and Cultural
Enhancement (LCE) students arrive, including
disabled students
[Separate grant to NGO]
Non-LCE
students
arrive
Organized Alumni Activities
Including an Alumni Small Grant Competition
[American Councils: ACTR/ACCELS Administrative
Components Grant)
Global Village
Iacocca Institute, Lehigh University Global Village for
Future Leaders of Business and Industry
Program alumni compete for limited number of slots
[Separate grant to NGO]
FLEX MANUAL
INTRODUCTION TO
THE AYA-FSA/FLEX PROGRAM
FLEX and AYA
AYA places FLEX students from the following countries:
Armenia, Azerbaijan, Belarus, Georgia, Kazakhstan,
Krygystan, Moldova, Russia, Tajikistan, Turkmenistan,
Ukraine and Uzbekistan.
FREEDOM SUPPORT ACT/FUTURE LEADERS
EXCHANGE PROGRAM
6
The Program
The FLEX Program (Future Leaders Exchange) is a program funded by Congress under the FREEDOM Support
Act and administered by the Department of State’s
Bureau of Educational and Cultural Affairs. The program’s goal is to provide an opportunity for high school
students from Eurasia (the term Eurasia is used here to
mean 12 New Independent States (NIS) of the former
Soviet Union.) to experience life in a democratic society in order to promote democratic values and institutions in Eurasia. Students live with host families,
attend school, engage in activities to learn about
American society and values and help educate
Americans about their countries and cultures. The program places special emphasis on leadership skills and
seeks ways for participants to develop these skills during the school year. On their return home, students will
apply their leadership skills at home and become
involved in a well-established FLEX alumni network.
Per the grant stipulations, students must be placed in
clusters of three students each and will be expected to
participate as traditional AYA students, with added
cross-cultural teaching and enhancement activities.
AYA seeks to place all students in a cluster in one or
more high schools and aims to build a partnership with
those high schools to foster creative learning and leadership development opportunities involving the FLEX
students.
What we AYA looks for in a FLEX Local Coordinator
AYA carefully chooses FLEX local coordinators who can
bring to this unique opportunity, his/her experience in
cross-cultural communication, conflict resolution
skills, demonstrated success working with local press
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 program.
Norwegian Sea
U. K.
RUSSIA
NorthSea
Anadyr
Bering Sea
NORWAY
SWEDEN
GERMANY
Murmansk
FINLAND
Baltic Sea
POLAND
ESTONIA
Kaliningrad
LATVIA
St. Petersburg
LITHUANIA
Pskov
Novgorod
Palana
Magadan
Petrozavodsk
Arkhangelsk
Dudinka
BYELARUS
ROMANIA
Vologda
Tver'
Smolensk
Yaroslavl'
MOSCOW
Kostroma
Kaluga
Ivanovo
Vladimir
Bryansk
Tula
UKRAINE
Orel
Ryazan Nizhniy Novgorod Kirov
Kursk
Belgorod Lipetsk
Voronezh
Tambov
Penza
Ulyanovsk
Black Sea
Rostov
Volgograd
Saratov
Perm
Khanty-Mansi
Kazan'
Chelyabinsk
Yuzhno-Sakhalinsk
Tyumen
Kurgan
Omsk
Astrakhan
TURKEY
Sea of Okhotsk
Yakutsk
Ekaterinburg
Orenburg
Stavropol
Salekhard
Syktyvkara
Tomsk
Kemerovo
Novosibirsk
Barnaul
GEORGIA
ARMENIA
Krasnoyarsk
Chita
Abakan
Kyzyl
KAZAKHSTAN
Khabarovsk
Blagoveshchensk
Irkutsk
Ulan Ude
CHINA
Vladivostok
Sea of Japan
AZERBAIJAN
Caspian
Sea
JAPAN
MONGOLIA
NORTH KOREA
TURKMENISTAN
UZBEKISTAN
SOUTH KOREA
KYRGYZSTAN
TAJIKISTAN
IRAN
Yellow Sea
AFGHANISTAN
FLEX MANUAL
CHINA
INDIA
FLEX LC RESPONSIBILITIES
•
Build a FLEX partnership with an area high school.
The school should recognize the learning opportunity provided by the FLEX program and be prepared
to work with AYA and the LC to develop cross-cultural learning experiences throughout the year.
A letter from the Department of State is available to
use as a tool when introducing schools to the FLEX
Program.
•
Recruit appropriate host families for a minimum of
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 orientation and with ongoing support and counsel.
The FLEX placement deadline is June 1st.
•
Work closely with at least one community newspaper to follow and report on the FLEX program
throughout the program year. The Department highly encourages good publicity!
•
Provide FLEX-specific host family and student orientations highlighting goals of FLEX program.
•
Provide FLEX students with a Mid-Year evaluation
session between December and January and a Reentry Session in April or May or before student
returns home.
•
Submit quarterly FLEX/Department of State student
reports (these are lengthier and more involved than
AYA Student Reports) by specified deadlines.
•
Ensure student participation in and tracking volunteer activities (a minimum of 10 hours of community
service is required of AYA/FLEX students per month).
•
Inform and encourage students to participate in
unique FLEX/Department of State sponsored competitions such as Civic Education Week Essay and
Computer Training of Trainers Workshop Contest.
•
Ensure that FLEX students participate in
International Education Week by giving a presentation in a school or doing some other pertinent
activity (November).
•
Oversight of Family Incidental Allowance of $300
•
Keep AYA office informed of all FLEX activities and
issues
•
Provide opportunities for FLEX students to participate in Enhancement Activities. Each student is
allocated $300 per year to use for this purpose.
Because we require a “little extra” from each FLEX LC,
you will be paid as follows for placing and supervising
a FLEX student:
FLEX placement - $400
$250 in the regular weekly payment upload
$150 in an additional check sent in September
FLEX supervision - $600
$125 per semester in the regular supervision payment
upload in January
$175 in an additional check sent in January
$125 per semester in the regular supervision payment
upload in June
$175 in an additional check sent in June
**note that all 4 of these payments may arrive in separate checks**
7
Total FLEX payments for the year = $1000 per student
Please note that all students must have an arrival, mid
year, and departure orientation, however there are no
additional payments linked to them. If we do not
receive your student orientation forms, your additional
supervision payments may be withheld. The FLEX
supervision payments have been increased to account
for the individual $50 payments you used to get for
arrival, midyear, and departure orientations with your
students.
FLEX MANUAL
FLEX TRAVEL
It is important to note that all FLEX students travel is
arranged by ACTR Travel is arranged in such a way
that students originating from the same Eurasian
country will travel together and students always fly
with a chaperoned group. ACTR sets up a network of
airport travel staff throughout the country whenever
FLEX students are in transit so that students may be
assisted with connecting flights, baggage transfer,
immigration issues and weather delays.
AYA must provide ACTR with U.S. gateways for both
arrivals and departures.
8
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
by an AYA Local Coordinator or host family.
FLEX MANUAL
For the FLEX student’s return, ACTR will send a flight
preference request form for students in March or April
to indicate when they would like to return home. This
should be decided upon with their host family.
Because it is difficult to schedule flights for FLEX students due to passenger capacity limitations and infrequent flight, we must abide by the strict guidelines that
ACTR sets forth. Often FLEX students may request a
particular departure date but will not receive it and no
guarantee can be made that students will depart on
their chosen date.
DOS regulations mandate that Host Family Orientation
be conducted prior to the arrival of the exchange student. This orientation is an important aspect of your
FLEX HOST FAMILY ORIENTATIONS
responsibility as a Local Coordinator and it is your
responsibility to educate families who are hosting
FLEX students about the specific cultural differences
that exist between the U.S. and Eurasian countries and
to insure that all host families are aware of the expectations of the FLEX/AYA program.
Remember that host families who are well prepared for
sharing their homes with these special students and
who have realistic expectations will encounter fewer
problems and have the best chance of a successful
hosting experience.
The four most important goals for your FLEX-Specific
Orientation should be:
1.
2.
3.
4.
To create realistic expectations on the part of host
family members about what the FLEX exchange
experience will entail
To impart factual information about the expectations of being a FLEX host family and AYA/FLEX
program regulations
To educate host families with materials and role
playing about the various Eurasian cultures from
which their students will come
To show support and professional assistance by
the AYA organization.
FLEX Goals
Please discuss and distribute the “What is FLEX?”
handout, FLEX Goals Handout and Program information handouts.
Try to schedule the get-together at a time that is convenient for all of your FLEX families. You should conduct a
separate host family orientation for FLEX host families and you
should not combine this session with your other AYA host family
orientations. All family members should be included. It is
always a good idea to have a former FLEX family attend
to relate experiences of the program and know-how.
The format should be informal. Discussion and questions should be encouraged. All of the host families
share a common bond, and can offer each other support and encouragement.
We have included a sign up sheet for your meeting.
DOS Regulations require we report attendance by all
families at this FLEX Host Family Orientation.
Topics to Cover
The following topics should be covered with FLEX host
families:
•
Recruitment, Selection and placement of FLEX
students
•
Student Arrival
•
Monitoring and evaluation of students
•
Liaison with Natural parents and on program support
•
Community service/volunteer component of FLEX
program – 5 hours per month
•
Discuss checklist
•
Financial issues – student stipend of $125, HF
Incidental Allowance, Enhancement Fee
Phone cards and issues with telephone bills specific to
FLEX students
•
Activities to expose students to democracy
•
Civic Education Workshop
•
Computer Training of Trainers Workshop
•
Students with Disabilities Re-entry Workshop (if
applicable)
•
Re-entry Workshops
•
Alumni Activities
9
Arrivals
FLEX Students participating on the program will arrive
to their host families at varying times throughout the
month of August. You can advise all families when to
expect their student. Specific flight arrival times are
mailed as soon as this information is available from
ACTR. A copy of each itinerary will be sent to both the
Host family and the Local Coordinator.
The Local Coordinator should make every effort to
accompany the Host family to the airport to greet the
student upon arrival.This shows support for the Host
family, and also immediately builds upon your relationship with the student.
Under no circumstances should a student arrive at the
airport without being met by the Host family and/or the
Local Coordinator.
Getting Settled
Students should call their natural parents within 24 hours,
in order to assure their parents they have safely reached
their host family. A $5 pre-paid telephone calling card will
be provided to students in their community orientation
packets.
FLEX MANUAL
FLEX HOST FAMILY ORIENTATIONS
10
Families often make the mistake of planning too much in
the first few days. The student is tired from the flight and
also nervous about this new experience. Make time to get
to know your student, and let your student adjust to
his/her new home and family. Go slowly with big welcoming parties and special foods. Take your student on a local
sightseeing trip; show off your neighborhood, the high
school, where the stores and movies are, etc.
FLEX—Specific Cultural Information
Please discuss and distribute the following Eurasia-specific handouts
that have been provided to you:
Review the "Do's and Don'ts," located in Chapter 2 of the
Host Family Guide, with your families, and discuss some
appropriate ways to spend the first few days. Talk about
schedules and imparting host family rules. Explain why it
is important to speak slowly and carefully, and to show
examples of what is to be expected.
Expectations
Unrealistic expectations are the source of many disappointments for both the host family and the student.
Discuss the expectations of the host parents and also of
the student. Are these realistic? If not, how can these
expectations be more true to the actual reality?
The point should be reiterated often, that the exchange
student is a teenager, with the same set of problems and
sensitivities as any other teenager.
Homesickness, culture shock, language problems – these
are all expected during the first few weeks. Lead a discussion in ways of dealing with these problems.
AYA/FLEX-Specific Rules and Regulations
This is a good time for you to discuss the regulations
regarding the FLEX/AYA program with the assembled
group of host families. The Academic and Discipline
Policies should also be reviewed and explained and how
the disciplinary process is administered to students on
the FLEX program. Host families should be encouraged to
develop their own set of family rules and obligations, and
it is helpful for them to exchange ideas about these.
Discussion of On-program support issues, communication channels, response time, emergency situations and
early returns and repatriations procedures and documentation should be held. Please stress that no student can
be repatriated until Department. of State, ACTR and AYA
has deemed that all solutions to a given problem have
been attempted. Department of State must give final
approval to all repatriations.
FLEX MANUAL
•
FLEX Cultural Differences handouts
•
FLEX Cultural Behaviors Chart
•
Common Issues Faced by FLEX Students handout
•
Student Solutions to Common Adjustment Problems
•
Central Asian Students Cultural Differences
•
Russian Etiquette/Gestures handouts
*Please be sure that each host family also receives a
“Cultural Handbook to the New Independent States”
which has information about the cultures of the 12 countries that participate in the FLEX program or online at
http://www.americancouncils.org/pdfs/cultural_handbook.pdf
AYA will also have available for your use a video tape entitled ‘Working with Students from the NIS which is intended to provide an understanding of cultural differences
when interacting with students from Eurasia. We encourage you to have A/V equipment as this is a wonderful
video!
Counseling
It is important that FLEX host families know of your role
as Local Coordinator. Explain that you will be making regular phone calls and visits to check with families and their
students. Student reports should be filed with the
Stamford office in September, October, January, March
and May.
Advise families when they should call you, and offer support when there are problems. It is often easier to resolve
conflicts at the onset before they escalate.
Emergency Procedures
Natural parents have signed a medical release, empowering host Parents, Local Coordinators or AYA staff to
make medical decisions on behalf of their children.
This release form is included in the FLEX student's
application sent to host families.
The Local Coordinator should be notified by the host
family in case of any emergency. The AYA office in
Stamford also provides 24-hour emergency service. The
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 accident) should be called into the answering service. A
Regional Director is on duty and can be reached, in an
emergency, after office hours.
FLEX HOST FAMILY ORIENTATIONS
High School Enrollment
Students must be registered prior to placement. A High
School Enrollment Form must be signed by a school
official and submitted to the Stamford office prior to
placement confirmation.
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 $25 deductible per accident or
illness.
Course selection is usually done in collaboration with
the guidance counselor.
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
organizations to help FLEX student receive the care
needed is widely encouraged. All donations are reported to the FLEX office in the quarterly reports.
It is also necessary to check that each student is properly inoculated, and that all immunization records have
been submitted to the high school for enrollment.
FLEX students may not come with all immunizations
needed to enroll in school and this is due to the difficulty in getting some of the vaccines in Eurasian countries. Please make host families aware that AYA will provide funds for students to receive missing immunizations once they arrive in the U.S. Since regulations vary
from state to state, our immunization requirements are
based upon a compilation of state and national
requirements as, at the time a student applies for the
program, we do not know where they will be placed. As
a result, we have tried to be as precise as possible when
establishing our immunization requirements. The
school or the State Department of Health will be able
to inform you of the requirements for your particular
area.
FLEX Students with Disabilities
Please distribute the Manual for Including People with
Disabilities into U.S./NIS Exchange (MIUSA publication) to discuss the following topics with host families:
11
LCE program
Disability culture in the former NIS vs. U.S. (cultural differences)
Types of disabilities and impairments
Hosting a student with a disability
Physical adaptation
Leisure activities
Attitudes
Travel Policy
FLEX students do not require special permission to
travel with their host families or on a school- sponsored trip. However, they do require permission for any
other travel. The Local Coordinator must be advised of
travel plans, and in turn, must notify the AYA office,
who will notify and send permission form to ACTR so
that the permission from the natural parents can be
secured. FLEX students may not return to their home
country during the program, except for an extreme
emergency and are expected to complete the entire
program. Please contact the office in the case of any
FLEX student who claims they must leave the AYA program early program in order to take university exams.
Insurance
All FLEX students have full medical insurance and are
insured by AIFS Foundation through Cultural Insurance
Services International. Students are given claim forms
at Orientation. Claims are sent directly to:
Expectations of family and student with disability
FLEX host families who are hosting a student who is
disabled should know that they will have the extra support from you, the local coordinator, the AYA office and
the FLEX program, to help their students succeed on
the FLEX program. We also have more information on
MIUSA on file to distribute to host families.
In closing, it is a good idea to tell host families that you
will be in frequent contact with them, and that various
events will probably be held during the course of the
academic year. It is important for them to know that
there is support from AYA both on the local and national level. By combining a sense of realistic expectations
and enthusiasm, you will start off in a most positive
way. Your expertise and dedication, along with theirs,
will help to shape the coming year and provide an experience that enriches all who participate.
CISI • River Plaza • 9 West Broad Street
Stamford, CT 06902-3788
Phone: (800) 303-8120
FLEX MANUAL
FLEX STUDENT ORIENTATIONS
WELCOME & INTRODUCTIONS
Purpose of Meeting
• FLEX program goals and objectives
Arrival
• Flights set by ACTR (details provided to AYA and
LC and HF) — tell dates
12
•
Host families & Local Coordinators meet students
at airport with sign
•
Turquoise FSA T-shirts
Getting Started
• Call natural parents ASAP; prepaid phone cards;
discuss cheapest ways to call
•
Jet Lag
•
Don’t plan too much the first few days — very
intimidating to student — show around in small
segments. Review “Do’s and Don’ts” in Chapter 2
of Host Family Guide.
LCE PROGRAM —
FLEX STUDENTS WITH DISABILITIES
Cultural Information
• Website for “Cultural Handbook to the New
Independent States” http://www.americancouncils.org/pdfs/cultural_handbook.pdf
•
Cultural Behaviors Chart
•
Common Issues Faced by FLEX Students Handout
•
Central Asia Students Cultural Differences Handout
•
Russian Etiquette/Gestures handouts
•
Video: “Working with Students from the NIS”
High School Enrollment
• Course selection — must take English and
American History; encourage electives which they
cannot take at home; counselor will assist in Math
and Science placements
•
Get school sports physical form and eligibility form;
bus information; yearbook picture appointment
Do school tour
•
Local sightseeing trip — neighborhood, high
school, stores, movies, etc. (notecard w/directions)
•
•
Kansas or Missouri ID card - $5 at Driver’s License
Bureau
Take to school:
• Passport/Visa/Departure Card that shows J-1 status
•
Family rules (both written & unwritten); chores
(show/demonstrate)
•
Money for school fees
•
Complete application packet with Immunizations
and transcripts
•
Missing immunizations: MMRs often problematic
— AYA will reimburse
•
Home safety and security; phone use
•
Communication, communication, communication
•
First Impressions
•
Golden Rule
Expectations
• Unrealistic expectations are most common source
of disappointment
•
Teenagers are teenagers are teenagers — enough
said! COMMUNICATE!
•
Homesickness, culture shock, language problems
AYA/FLEX Rules and Regulations
• Basic AYA rules / disciplinary procedures
•
FLEX rules/communication channels/disciplinary
procedures/repatriation
FLEX MANUAL
SCHOOL
FLEX STUDENT ORIENTATIONS
School Difficulties
• Trouble-shoot any difficulties during the first days
to determine whether language or placement problems and work with counselor to resolve
Money
• Monthly allowance will be loaded onto debit cards
by the 1st of the month.
•
Plan an overall budget for the year.
Counseling
• Local Coordinator’s Role
•
routine monthly expenses?
•
occasional monthly expenses?
•
special purchases?
•
Do you need to save a little ahead for a special purchase later?
•
Brainstorm ideas.
Emergency Procedures
• Medical Release (make copies for each host parent
to carry with them)
•
Seek medical treatment then notify your Local
Coordinator.
•
Emergency: If LC not readily available, call AYA
offices at (800) 322-4678 — answering service 24
hours (use only for true emergencies — serious illness or accident).
Insurance
• AIFS Foundation: covers accidents and illnesses
(includes prescription medicine); but not dental
unless result of mouth injury. Specialized care
(dental/vision) not covered: seek donations
through local civic organizations and medical
providers. These donations are noted on the quarterly FLEX reports.
School Contingency/Incidental Funds
• $300 strictly for school related expenses – Do Wish
List activity – what are you needs?
•
Coordinator receives money to reimburse student
purchases
•
Must be absolutely related to school needs
•
Must have a receipt
•
Student signs receipts and record of expenses and
also reimbursement record
•
Receipts and documentation are sent to State
Department (accountability of funds spent)
•
$50 per month deduction on income taxes (Line 16
under Miscellaneous donations)
Cultural Enhancement Funds
• $300 for activities which expand the cultural experience and relate to the overall goals of the FLEX
program (diversity, volunteerism, freedom and
democracy)
•
Monthly activities
•
Possible group activities (for example, trips to
Cosmosphere and State Capitol)
•
Proposal written and approved prior
•
Receipts, record of expenses, and activity summaries sent to State Department
•
Brainstorm ideas
This and That
• Welcome gift ideas
ADDITIONAL INFORMATION ABOUT FLEX
Unique Opportunities for Expectations of Students
• Get involved with volunteer projects (brainstorm
ideas) Suggested 5 hours/month:log
•
Take part in youth in government programs to learn
about democracy (brainstorm ideas)
•
Cultural enhancement opportunities—learn about
the diversity of Americans (socio-economic, political 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 (competition among FLEX students)
•
Computer Technology (Train-the-Trainers) opportunity
13
Diversity & Volunteerism
Seek opportunities to learn more about all segments of
American society
Volunteer — church and school opportunities
FLEX MANUAL
FLEX FINANCES
HOST FAMILY INCIDENTALS ALLOWANCE
Students and host families will receive $300 as an incidentals allowance upon the student’s arrival. This is to
help students with program-related expenses. Below is
a sample list of items that can be purchased with Host
Family Incidental Allowance:
School fees and supplies
locks for school lockers
lab fees
calculator
class dues
club dues
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yearbook
notebooks
paper, pen, pencils
backpack
The decision on what to spend the money on is made
jointly between the family and the student. Students
are informed of this at orientation and it is also stated
in the Student Handbook on page families should purchase items for students and then submit receipts to
Local Coordinator for reimbursement.
In the past, there have been problems with families
receiving the funds directly. LCs will receive a check and
will reimburse families in a prompt manner for appropriate expenses.
FLEX LCs must submit expenses to the AYA office in
January and June. Please use the following form for
each student/host family.
Families and students should budget money accordingly so that some funds will remain for year-end
expenses. Students should be encouraged to buy items
on sale or from discount stores. AYA reserves the right
to not reimburse purchases of designer clothing, for
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
cards will be sent directly to the student from the AYA
office. Each card will be loaded with the stipend by the
1st of each month.
Clothing
shirt/blouse
sweatshirt
shorts
sport shoes, regular shoes
winter coat
boots
gloves, hat, scarves
skirt
sweater
class ring
Sports/Interests
tennis racket
tennis balls
baseball glove
sport team fees
Art supplies
Music supplies
Instrument rental fee
FLEX MANUAL
Some items that might be purchased with this money
are personal hygiene products, movies, occasional
clothing purchases, stamps, phone bills, etc.
FLEX Students do budgeting exercises during predeparture orientation. It is important that families and
LCs help students to budget and
ENHANCEMENT ACTIVITY FUNDS
FLEX LCs and students have $300 available per student
per year to cover expenses for enhancement activities.
Funds can cover transportation, participation or program fees, meals, lodging and any materials that LCs or
students may need for the activity as well as volunteer
or chaperone expenses.
Please use the following form to request funds. You
may request funds in advance by providing detailed
information about the activity and budget which the
AYA FLEX Coordinator will approve before funds are
dispersed. If there is money left over after the activity,
please include the check made payable to “Academic
Year in America” with the report.
FLEX INCIDENTALS ALLOWANCE EXPENSE FORM
Student Name:
______________________________________________
Student ID #: ________________________
LC: __________________________________________________________
State: ______________________________
Host family: __________________________________________________________________________________________
Period (Circle one):
Item
September-December
Date Purchased
January-June
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
in the program year — to purchase a yearbook, for example.
Item
Why do I need this?
17
Approximate cost
Total
Student signature ________________________________________________________
Date ____________________
Host parent signature ____________________________________________________
Date ____________________
Local Representative signature ____________________________________________
Date ____________________
FLEX MANUAL
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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
organizations to help FLEX student receive the care
needed is widely encouraged. All donations are reported to the FLEX office in the quarterly reports.
*If your FLEX student requires medical treatment that
is not covered under insurance, i.e. glasses or dental
work, please strongly consider approaching the physician to consider donating his/her time to these students. In the past, FLEX LCs have been successful in
obtaining free medical treatment by explaining that
these students are special ambassadors sponsored by a
State Department grant.
Also, consider approaching local civic organizations
such as the Lion’s Club or Rotary who may also be able
to donate funds for items such as eyeglass prescriptions.
IMMUNIZATIONS
Generally students arrive with all necessary immunizations; however, Rubella serum is usually not available
in Eurasian countries so several students may arrive
requiring an MMR. Bills for any immunizations that
students receive while in the U.S. should be submitted
to AYA.
INSURANCE PLAN
Policy # GLB9111600
underwritten by The Insurance Company of the State of
Pennsylvania, a member of Chartis.
21
Period of coverage
Coverage will remain in effect while you are a participant
in the AYA program. Your program begins when you board
your flight to attend the formal orientation program in the
United States (or, in the absence of an orientation program, when you are traveling directly to your host family
for the purpose of attending school in the U.S. for the program).
Your coverage terminates when the first of the following
occur:
• expiration of the term of coverage (June 30)*
• termination of program participation
• direct return to your place of domicile after your trip as
a participant.
• A one-month extension is available at an extra cost
through the AYA office.
Description of benefits
Accidental death and dismemberment
Accidental Death Benefit. If Injury to the Insured results in
death within 365 days of the date of the accident that
caused the Injury, the Company will pay 100% of the
Maximum Amount.
Accidental Dismemberment Benefit. If Injury to the
Insured results, within 365 days of the date of the accident
that caused the Injury, in any one of the Losses specified
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:
22
Percentage of Maximum Amount
•Both Hands or Both Feet
100%
•Sight of Both Eyes
100%
•One Hand and One Foot
100%
•One Hand and the Sight of One Eye
100%
•One Foot and the Sight of One Eye
100%
•Speech and Hearing in Both Ears
100%
**Purchased Upgraded Benefits You may purchase
upgraded insurance benefits prior to departure that
include Additional Medical Expense (per Accident or
Sickness) up to an additional $450,000, Emergency Dental
up to $500, Personal Effects Loss up to $3,000, Personal
Effects Deductible up to $100, Per Item Limit up to $100
and Camera Limit up to $250. Contact your organization
for more information about purchases.
•One Hand or One Foot
50%
Team Assist Plan (TAP), as provided by Travel Assist
•The Sight of One Eye
50%
•Speech or Hearing in Both Ears
50%
•Hearing in One Ear
25%
•Thumb and Index Finger of Same Hand
25%
The Team Assist Plan is designed by CISI in conjunction
with the Assistance Company to provide travelers with a
worldwide, 24-hour emergency telephone assistance service. Multilingual help and advice may be furnished for the
Insured in the event of any emergency during the term of
coverage. The Team Assist Plan complements the insurance benefits provided by The Insurance Company of the
State of Pennsylvania. The Assistance Company will be
Travel Assist.
“Loss” of a hand or foot means complete severance
through or above the wrist or ankle joint. “Loss” of sight of
an eye means total and irrecoverable loss of the entire
sight in that eye. “Loss” of hearing in an ear means total
and irrecoverable loss of the entire ability to hear in that
ear. “Loss” of speech means total and irrecoverable loss of
the entire ability to speak. “Loss” of thumb and index finger means complete severance through or above the
metacarpophalangeal joint of both digits.
If more than one Loss is sustained by an Insured as a
result of the same accident, only one amount, the largest,
will be paid.
Only one benefit, the largest to which you are entitled, is
payable for all losses resulting from the same accident.
Maximum aggregate benefit per occurrence is $1,000,000.
Medical expense (accident/sickness) If, as the result of
injuries or sickness, you require treatment by a physician
or surgeon, confinement in an infirmary or hospital, services of a registered nurse, x-rays, ambulance service or any
other services, supplies or medicines prescribed by a
physician, the plan will pay Usual, Customary and
Reasonable expenses (UCR, see explanation), subject to a
$50 deductible per person per incident, incurred within 52
weeks of the date of the accident or commencement of
sickness up to $50,000 for each accident or $50,000 for
each sickness. The plan pays the average semi-private hospital room and board rate.
Chiropractic care and therapeutic services shall be limited to a total of $50 per visit, excluding x-ray and evaluation charges, with a maximum of 10 visits per injury or illness. The overall maximum coverage per injury or illness is
$500, including diagnostic testing and evaluation charges.
Personal liability shall be limited to $100,000 per claim
with an aggregate limit of $200,000 per insured. There is no
deductible for liability claims.
FLEX MANUAL
If you require Team Assist, your ID number is GLB
9111600 Academic Year in America. In the U.S.,
call (800) 472-0906. Worldwide, outside the U.S.,
call collect (817) 826-7143.
teamassist@culturalinsurance.com
Emergency evacuation If you suffer an injury or illness and
adequate medical facilities are not nearby, AIG Assist will
arrange and pay for covered emergency evacuation services to the nearest appropriate medical facility.
Medically necessary repatriation/repatriation of
remains AIG Assist will arrange and pay for medically necessary expenses incurred in transporting you to your permanent place of residence in the event of an injury or illness that makes you unable to complete your program.
Return of mortal remains or cremation The Company
will pay the reasonable Covered Expenses incurred up to
the maximum as stated in the Schedule of Benefits, Return
of Mortal Remains, to return the Insured Person’s remains
to his/her then current Home Country, if he or she dies.
Covered Expenses include, but are not limited to, expenses for embalming, cremation, a minimally necessary container appropriate for transportation, shipping costs and
the necessary government authorizations. All Covered
Expenses in connection with a Return of Mortal Remains
must be pre-approved and arranged by an Assistance
Company representative appointed by the Company.
Note: Benefits will be paid up to a combined maximum of
$50,000. AIG Assist must be notified and must approve
these services.
INSURANCE & IMMUNIZATIONS
The TAP offers these services
Medical assistance—Medical referral, medical monitoring,
prescription drug replacement/shipment, emergency message transmittal, coverage verification/payment assistance
for medical expenses
ical expenses per covered accident or sickness. Medical
expense benefits provided under this plan are in excess of
any valid and collectable insurance plans.
Travel assistance—Assistance in obtaining emergency
cash , traveler check replacement assistance, lost/delayed
luggage tracing, replacement of lost or stolen airline ticket
Also includes: $3,000 in personal effects coverage (exclusions apply, see claim form for details). There is a per
occurrence personal effects deductible of $100; a per item
limit of $100 (except $250 for cameras); and a $500 emergency dental coverage. Coverage may also be extended for
an additional month under this upgrade. Please speak to
your sending organization for details.
Technical assistance—Credit card/passport/important document replacement, locating legal services, assistance in
posting bond/bail, worldwide inoculation information
Exclusions
Usual, Customary and Reasonable
For benefits listed in the Schedule of Benefits, except
Accidental Death and Dismemberment, this insurance
does not cover:
Bases for determining payment amounts for UCR are:
Usual—an amount a professional provider usually charges
for a given service
Customary—an amount which falls within the range of
charges for a service billed by most professional providers
in the same locality who have similar training and experience
Reasonable—an amount which is usual and customary or
would not be considered excessive in a particular case
because of unusual circumstances
In addition to your basic insurance coverage, you may purchase optional medical insurance prior to your arrival in
the United States. This will increase your maximum benefit to $500,000 for Usual, Customary and Reasonable med-
23
•Pre-Existing conditions, defined as any condition for
which a licensed Physician was consulted, or for which
treatment or medication was prescribed, or for which manifestations of symptoms would have caused a person to
seek medical advice in the 12 months prior to the Effective
Date of coverage under the Policy, except as specified:
a) If the Insured Person does not receive medical care
or services, including prescription drugs or other medical
supplies,and is not under the care of a Physician with
respect tothe Pre-Existing Condition or related condition(s), for a period of 12 consecutive months begin
ning on or after the first day of coverage, the preexisting
condition exclusion will no longer apply and any eligible
charges incurred after the treatment free period will be
considered for reimbursement; or
FLEX MANUAL
INSURANCE & IMMUNIZATIONS
b) If the Injured Person is covered under the Policy
for 12 consecutive months, the Pre-Existing Condition
exclusion will no longer apply and any eligible expenses
incurred thereafter will be considered for reimbursement;
or
• Injury or illness sustained while under the influence of or
Disablement due to wholly or partly to the effects of intoxicating liquor or drugs other than drugs taken in accordance with treatment prescribed and directed by a
Physician for a condition which is covered hereunder
c) Emergency Medical Evacuation/Repatriation and
Return of Mortal Remains
• Any Mental and Nervous disorders or rest cures, except
as specified (includes eating disorders such as bulimia
and anorexia)
• Charges for treatment which exceed Reasonable and
Customary charges
• Charges incurred for Surgery or treatments which are,
Experimental/Investigational, or for research purposes
24
• Services, supplies or treatment, including any period of
Hospital confinement, which were not recommended,
approved and certified as Medically Necessary and reasonable by a Physician
• Suicide or any attempt thereof, while sane or self
destruction or any attempt thereof, while sane
• Any consequence, whether directly or indirectly, proximately or remotely occasioned by, contributed to by, or
traceable to, or arising in connection with: a) war, invasion,
act of foreign enemy hostilities, warlike operations
(whether war be declared or not), or civil war or b) mutiny,
riot, strike, military or popular uprising insurrection, rebellion, revolution, military or usurped power
• Routine physicals, immunizations, or other examinations where there are no objective indications or impairment in normal health, and laboratory diagnostic or x-ray
examinations, except in the course of a Disablement
established by a prior call or attendance
• Treatment of the Temporomandibular joint
• Vocational, speech, recreational or music therapy
• Services or supplies performed or provided by a Relative
of the Insured Person, or anyone who lives with the
Insured Person
• The refusal of a Physician or Hospital to make all medical reports and records available to the Company will
cause an otherwise valid claim to be denied
• Cosmetic or plastic Surgery, except as the result of a covered Accident; for the purposes of this Policy, treatment of
a deviated nasal septum shall be considered a cosmetic
condition
• Elective Surgery/Treatment which can be postponed
until the Insured Person returns to his/her Home Country,
where the objective of the trip is to seek medical advice,
treatment or Surgery
• Eye refractions or eye examinations for the purpose of
prescribing corrective lenses for eye glasses or for the fitting thereof, unless caused by Accidental bodily Injury
incurred while insured hereunder
• Treatment in connection with alcoholism and drug
addiction, or use of any drug or narcotic agent
FLEX MANUAL
• Treatment while confined primarily to receive custodial
care, educational or rehabilitative care, or nursing services
• Congenital abnormalities and conditions arising out of
or resulting therefrom
• Expenses as a result or in connection with intentionally
self-inflicted Injury or Illness
• Expenses as a result or in connection with the commission of a felony offense
• Injury sustained while taking part in mountaineering
where ropes or guides are normally used; hang gliding,
parachuting, bungee jumping, racing by horse, motor vehicle or motorcycle, parasailing
• Injuries for which benefits are payable under any no-fault
automobile Insurance Policy
• Dental care, except as the result of Injury to natural teeth
caused by Accident
• Routine Dental Treatment
• For Pregnancy or Illness resulting from Pregnancy, childbirth or miscarriage
• Drug, treatment or procedure that either promotes or
prevents conception, or prevents childbirth, including but
not limited to: artificial insemination, treatment for infertility or impotency, sterilization or reversal thereof, or
abortion
• Treatment for human organ tissue transplants and their
related treatment
• Weak, strained or flat feet, corns, calluses, or toenails
• Diagnosis and treatment of acne
• Injury sustained while the Insured Person is riding as a
pilot, student pilot, operator or crew member, in or on,
boarding or alighting from, any type of aircraft
In addition to the exclusions listed above, the following
exclusions apply to
Accidental Death and Dismemberment Insurance only:
disease of any kind
bacterial infections except pyogenic infection which shall
occur through an accidental cut or wound
neuroses, psychoneuroses, psychopathies, psychoses or
mental or emotional diseases or disorders of any type
ON PROGRAM SUPPORT
Evaluations!
✔
✔
25
Elective surgery means surgery or medical treatment not
necessitated by a pathological or traumatic change in the
function or structure in any part of the body first occurring
after the insured’s effective date of coverage. Elective surgery includes, but is not limited to, circumcision, tubal ligation, vasectomy, breast reduction, sexual reassignment
surgery and submucous resection and/or other surgical
correction for deviated nasal septum, other than for necessary treatment of covered acute purulent sinusitis.
Elective surgery does not apply to cosmetic surgery
required to correct a covered accident.
Elective treatment means surgery or medical treatment not
necessitated by a pathological or traumatic change in the
function or structure in any part of the body first occurring
after the insured’s effective date of coverage. It includes,
but is not limited to, acne, nonmalignant warts and moles,
weight reduction, infertility and learning disabilities.
Right of subrogation
To the extent the Company pays for a loss suffered by an
Insured, the Company will take over the rights and remedies the Insured had relating to the loss. This is known as
subrogation. The Insured must help the Company to preserve its rights against those responsible for the loss. This
may involve signing any papers and taking any other steps
the Company may reasonably require. If the Company
takes over an Insured’s rights, the Insured must sign an
appropriate subrogation form supplied by the Company.
EARLY RETURN
Early return is is a final decision, approved by the D.O.S,
regarding student's further participation in the program.
AYA is responsible for sending a detailed email or a fax
that explains reasons for requested repatriation to
Anna Mussman (DOS) and also must copy appropriate
ACTR staff. Only after DOS approves the requested
repatriation will American Councils initiate travel
arrangements.
Overall, Early Return may take up to seven days from
the day of approval, depending on flight availability.
MID YEAR EVALUATIONS
FLEX LCs should set up a meeting with FLEX students
in either December or January to review, evaluate and
encourage students with program goals halfway
through the year. This is also a time when students typically experience homesickness and/or anxiety as they
start to think about the last months of the program
before returning home.
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?
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
3.
27
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 wellestablished in Eurasia.Therefore, it is one of the important goals of the
FLEX program to introduce students to what is the fabric of American society. Because of this cultural difference, many students may be reluctant or
even suspicious of volunteering or doing something and not getting paid.
It is interesting to note that returning FLEX alumni often times organize volunteer activities in their home countries after participating in them in the
U.S.
29
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 students 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
/
/
/
/
/
/
/
/
/
/
/
/
/
/
Service Date
total hours
/
/
/
/
/
/
/
Time In/Out
Community Coordinator ____________________________________________________
Host Parent Signature ______________________________________________________
Student Signature ________________________________________________________
Name and Address of
Organization/Recipient of Service
Daily Hours
Activity Description
Recipient
Contact Phone #
State: __________________________________________
LC Name: ____________________________________________________________________________________
Student Service Record - 5 hours of student service required per month
AYA Student #: __________________________________
Student Name: ________________________________________________________________________________
STUDENT SERVICE RECORD
31
FLEX MANUAL
32
FLEX MANUAL
ENHANCEMENT ACTIVITIES
Enhancement activities are an integral part of the FLEX
program. Activities should be planned to expose students to local government, community service/volunteerism, and diversity/native peoples. All activities
should be educational in nature. There are so many creative and interesting ideas that don’t cost very much
although each student, family and LC is allotted $300
maximum per year which is a generous amount.
Please keep in mind that planning ahead with students
and families especially when planning group activities
is best. The further ahead you can plan your activities
the better. Providing a schedule of activities or calendar
of events at student and host family
This helps families to plan and you can still retain the
flexibility to gather the participants’ and host families’
input regarding activity ideas.
The activities should focus on creative and positive
ways to expose students to many different aspects of
American life. It is recommended that you or the host
family expose students to as many enhancement activities as possible. Many don’t cost money and this will
help to spread the enhancement funds over the course
of the year. In the past some students and LCs have
requested that a major part of the $300 be spent on a
trip. Although this would provide for a good experience,
we encourage you to have students participate in
fundraising to help pay for ‘big ticket’ activities so that
the entire enhancement budget is not used up on one
activity.
We also recommend partnering your activities or some
group meetings with FLEX coordinators from other
placement organizations. An updated listing can be
obtained by calling the AYA office.
Following you will find some guidelines and ideas
regarding the enrichment activities.
1.
2.
Take students to a newspaper publishing house.
Ask a staff writer to interview the students about
the FLEX program, their country’s struggle with
democracy, and what they hope to gain from this
experience. Ask a student to serve as a reporter and
interview the editor. Try to get an article on paper!
AYA students in Ohio did this successfully a few
years ago.
Go to the local government offices (mayor, city
manager, selectman). Ask that they assist you in
setting up a day for your students to “shadow” any
local government officer – include police, fire
department, parks and recreation office, tax collec-
tor, sheriff, probation officer, jail system, court
house, School Superintendent, the mayor, etc. and
contact the local press.
3.
Do the same thing with the State Government
offices (Senators, Congressman, Governor). This is
highly recommended. Don’t forget State Legislative officers.
4.
Do the same thing, if possible, with a Federal office
(contact local branch of FBI, Federal Marshall,
Alcohol, Tobacco and Firearms, Health and
Education, court system, Environmental Protection, National Parks and Recreation, FAA, FCC,
Board of Trade, Federal Reserve Bank, etc
5.
Museum visits – all kinds, especially those devoted
to an ethnic population and their integration into
this nation (include native Americans), the
Revolutionary or Civil War, specially museums
such as Ford’s Village in Dearborn, MI;
Williamsburg, VA; Old Sturbridge Village or
Plymouth Plantation, MA; Mystic Seaport, CT; the
Alamo, TX; the Freedom Trail in Boston; the city of
Philadelphia, the Smithsonian and most of anything else in Washington, DC, anything related to
the settlement of the West, Civil Rights Movement,
the Industrial Revolution of nay kind, and of
course, exploration – navigable waters, underwater, land, and space.
6.
The Electoral process in an election year – visit a
party headquarters, voter registration programs,
talk to candidates, volunteer to help with a campaign, shadow a candidate and/or go to a candidates press conference. Take a poll, interview voters, etc.
33
Audobon Center are trying to keep animal and bird
species, plants and open space from vanishing. Every
state and almost every town has someone doing something to preserve, clean up or prevent harm to some living thing, including us. By involving the kids in these
efforts they are not only enjoying an enhancement
activity but can also become involved as volunteers and
this complete a volunteer project as well.
Go visit experimental research stations. Form desert
plants to animal breeding facilities, from solar greenhouses to drug companies, especially those exploring
the rain forests or new cures. Get kids thinking about
problems in their own countries, then see what we are
doing about those same problems
FLEX MANUAL
ENHANCEMENT ACTIVITIES
FREE ENTERPRISE
34
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 manufacturer, 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, telecommunications). Don’t forget the business of making money
– banking, investing, stock brokers, stock exchange.
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, bowling 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 conservation 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 foundation of cultural diversity. Some of the activities suggested:
•
Visit to mosques, churches, synagogues, temples
to expose students to religious diversity.
•
Check out local cultural festivals or parades celebrating 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/cultural organizations: Native American, African
American, Asian, etc. for discussion of race relations in the U.S.: Does the American example hold
any useful lessons for Eurasia?
•
Discuss issues of race with local political and community leaders
35
FLEX MANUAL
YEAR END
RE-ENTRY SESSION
All students with FSA/FLEX scholarships should be
involved in the normally scheduled area pre-return sessions, which should take place in May and June.
However, due to the schedule that the FSA/FLEX students must travel on, they often will not be able to participate in the regularly scheduled end-of-stay program.
36
Most of the re-entry issues for students are universal.
The most often-cited concerns of Eurasian students
returning home are the familiar fears of “fitting in”
again and missing newfound friends and host families.
However, the political, social and economic situations,
most of the Eurasian countries now find themselves in,
make for conditions in the FSA students’ home countries which are not entirely typical of the average
exchange student. The cultural handbooks contain a
valuable overview of the general social, economic and
political situations.
Students should be encouraged to think about the
skills they have gained over the past year that can help
them cope with changing situations and uncertain conditions in their home countries. Despite difficult situations, even students from even very turbulent countries
want to return to their home communities and natural
families. They should also be aware that there are
active alumni groups in almost every county and region
of Eurasia in which they can participate and maintain
some connections with others who have had similar
experiences.
Following are forms which can be used to facilitate your
re-entry sessions.
portation. Please note that re-entry sessions should
be comprised of FLEX students only. FLEX re-entry
should not be combined with end of year parties
with other AYA students.
When? How Long?
The session should take place a few days to several
weeks before departure. You should have at least two to
three hours in which to conduct the exercises, and
another two or three hours for dinner and a fun social
activity. Some of you will wish to arrange a longer reentry, which includes an overnight visit to an interesting place. That’s fine, too.
Where
The choice is yours. You may wish to conduct a smaller
re-entry in your home or rent a conference room at a
motel or other facility. Please check with the AYA FLEX
Grants RD to find out about the small stipend you have
to buy snacks and drinks for your group (Don’t forget to
keep receipts). Wherever your session takes place, do
be sure that it provides an atmosphere in which you an
the student can talk without interruption and focus on
the topic at hand. After your discussion, you might take
the student to a nearby amusement or out to dinner. If
you have a larger group, a potluck including the hosts
can be fun.
Goals of the Meeting
1. To help the student sum up and evaluate what he
has learned since his arrival in the USA.
2.
The time for you exchange student’s departure is rapidly approaching, incredible as this may seem. We appreciate the guidance ad helped you have provided your
student, and hope you’ll wish to keep this sort of commitment as an ongoing part of your life.
To assist the student in the process of positive
leave-taking; to guide him in saying good-bye to
his hosts, his school, his community, and you.
3.
To help the student understand that re-entry into
his/her home culture may be difficult, and equip
him with some coping mechanisms
Before your student’s departure, you will want to hold a
Re-entry Session. This letter and the accompanying
exercise are intended to help you shape this experience.
The enclosed exercises can help you guide the session
to a positive outcome. Each one will probably take
between fifteen minutes and a half hour.
What a Re-entry Session is
A Re-entry Session is a time for you and your exchange
student to meet together near the end of the exchange
program. Its goal is to bring a positive closure to his or
her experience in the USA, and to help the student prepare to leave the USA and return to – or re-enter –
his/her native culture in a comfortable, enlightened
manner. Remember that this is a required activity for
your students and you may need to help with trans-
A Look Back
Start your meeting with a review and evaluating of the
past year. First, have the students take a few minutes to
answer the questions in the exercises A Look Back.
Then, ask your students to share their answers on one
or more of the questions. Help the students to see the
year in retrospect – the most valuable things they have
learned during the year, how they have changed, and
how their ideas are different than when they arrived.
Help them look at the challenges they faced and how
FLEX MANUAL
YEAR END
they overcame them. At the end of this discussions, be
sure to give them the praise they deserve for successfully leaving home, making their way on their own in a
new country, living with strangers, and attending
school, all the while speaking a foreign language.
Indeed, no small accomplishment!
they can revise expectation of “picking up where they
left off” once they realize that both they and their
friends will have changed a lot in a semester or year.
Certainly just being aware of the issues ahead of time
will help in the re-adjustment process.
From these topics and this discussion, you may want to
have the students, individually or in pairs, create a
newspaper, using the “Last Edition’ newsletter shell
provided. You may want to send samples of these to
your Regional Directors or District Manager for use in a
future newsletter!
Check List for Preparation to Go Home
The “Check List for Preparation to Go Home” is
designed to help student be responsible in accomplishing all the things they need to do before they
board the plane for home. Refer to the Luggage
Restrictions hand-out when talking about luggage
requirements. At the end of the exercise, hand out post
cards or blank thank you notes and envelopes or postcards. A letter to the Mayor of their city is a very nice
idea. It can remind the students of all the services they
have enjoyed without cost and it can be good PR for
you and the program too. (An example of this letter is
included)
The Adjustment Curve
“The Adjustment Curve” can help initiate a discussion
of the anxiety some students may be feeling about
returning home. By defining the anxiety and understanding that it is a fairly common stage in the
exchange experience, students should be better able to
cope with it productively.
Have the students review the first stages of the adjustment curve. Ask how many students experienced some
of the ups and downs shown on the chart (most students will admit to some level of culture shock). Then
indicate the “return anxiety state” (Stage 7 on chart).
Ask how many students are feeling some sort of anxiety
about going home. Explain that feelings of anxiety and
stress are entirely normal at this stage, and that they
may eveb undergo some “reverse culture shock” once
they arrive home.
Next, give the student a few minutes to complete the
exercise. After they are finished, choose a few to discuss, e.g., how many students indicated a concern
about forgetting English? Ask students about school. Is
anyone worried about getting back to a more rigorous
academic system and/or passing exams? Are there any
other concerns about school? What about family and
friends? Did anyone feel that it may be difficult fitting
back in, knowing they’ve changed? Are they worried
about being the “child” again, now they’ve experienced
a lot of independence? (For this exercise, refer to ReEntry Concerns Expressed by Exchange Students found in
your supplemental material to help stimulate discussion.
As you discuss concerns, ask the student for advice on
how to deal with them. Perhaps they can communicate
ahead of time with their family and friends, lett8ing
then know how they’ve changed in appearance and
maturity, to lessen the first “shock” on arrival. Perhaps
37
Saying Goodbye
“Saying Goodbye” can help the student think of positive
ways of saying good-bye to family, friends, teachers,
and others in the community. Discuss with the students
the desirability of leaving a positive impression of
themselves and their country behind when they leave.
Role-play
If you have groups of three or more, you can do some
role-plays with your students. You can use the Typical
Re-Entry Problems role-plays provided in this packet or
devise your won. Some suggestions on how to use
these role-plays appears in the back of that page.
STUDENT SURVEY
The Student Survey gives the students a chance to tell
you and us how they assess the program. Because this
helps us refine and improve the program for future students, please be sure to collect these evaluations and
return them to your Regional Directors, along with the
Re-entry Attendance Form. Be sure the students keep
the rest of the packet to help them in the final days of
their stay. Encourage them to share the information
with their host families. You may want to hand out the
Host Family Final Evaluation if your hosts are joining
the group at the end of the meeting. Don’t forget to
send out your School Final Evaluations, also with a
thank you note and return stamped envelope, to the
appropriate guidance counselor or principal.
FLEX MANUAL
YEAR END
38
Good luck with the Re-entry Session, and many thanks
for your help. Be sure to send a thank you to your families after the students have left
Personal
• Missing host family and friends
•
Wanting to maintain some new attitude
Listed below are concerns expressed by several hundred international students who were about to return
home and American students returning from their host
country.
•
Loss of independence
•
Less money to spend
•
Seeing their own country realistically; how to communicate this
FAMILY
• Fitting back in; know they’ve changed and are
thinking about how families will accept them
•
Catching up on missed news, developments
•
Returning to host country
•
Not being able to live up to their family’s expectations
•
Conveying their exchange experience to those at
home
•
Natural family’s jealous over son or daughter’s
attachment/love for host family
•
Feeling more American than their native nationality
•
Readjusting to the formality of meals, manners,
and food
•
Missing luxuries; having to return to a simpler life
•
Being treated like a child after having experienced
a lot of freedom and independence
•
Being considered arrogant – not understood and
accepted
•
Boring family with tales of American life
•
Family will see them as “more America” than
Danish, German, etc.
Friends
• Reactions of old friends to the “new me”
•
Being able to communicate with friends
•
Former classmates will have graduated; need to
make new friends in a younger class
•
Friends will think they’re bragging and showing off
when speaking about the U.S.
•
Not being able to live up to their expectations
•
Being able to pick up old friendships – is it possible?
School
• Making up missed semester or year
•
Speaking native language well enough
•
Going back to a more rigorous academic system;
more studying
•
Ability to pass university entrance exam
Language
• Being less fluent in native language now
•
Mixing English into native language
•
Losing the ability to speak English well
FLEX MANUAL
From from the Center for Cultural Interchange (CCI)
RE-ENTRY PROBLEMS
Below are four re-entry problems, which are common to
many exchange students upon return home. Choose
one to illustrate with a role play or prepare to share
how you would deal with one of the problems.
Typical Re-entry Problem 1
You are an exchange student returning home after a
semester or year in the USA. You have changes and
matured in numerous ways during your experience
away from home. You have grown in self-assurance, in
your need for independence and respect and in your
knowledge and competence regarding all sorts of
things. The family members and old friends whom you
will meet upon arrival back home probably do not realize this, they may treat you the same as on the day of
departure form home. How will you cope with this?
Typical Re-entry Problem 2
You have lived among other people for an extended
period of time and find upon return home that you
notice many features of your home environment and
culture that you never noticed, or at least never questioned. It is not a problem that you become aware of
thing you once took for granted, but you find yourself
beginning to be critical of many of these things. Family
and friends become annoyed at your “negative attitude”. Even if you keep the criticisms to yourself you are
disturbed to find yourself feeling negative about people
and events in the place you call home. What do you do?
YEAR END
Typical Re-entry Problem 3
You return to your family and friends bursting with stories, ideas, facts, and all kinds of other interesting
things to tell anyone who will listen. However, you find
that almost everyone either (a) will not listen for more
than a few minutes or (b) listen politely but simply cannot comprehend the richness and vitality of your experiences. How do you share your experience without
feeling ignores?
Typical Re-entry Problem 4
You are bringing back new values and patterns of
behavior. Some may be sharply different in relation to
you family and friends at home. You may not realize the
ways you have adjusted in your interactions with your
host family and new friends in the USA. Your family
members and friends are bewildered and perhaps
offended by your new (and “strange”) behavior. They
begin acting a little strangely to you. How can you avoid
a misunderstanding?
about their feelings with you and their host families in
the coming weeks to help them deal with their emotions and behaviors.
Specific Re-Entry Issues for FLEX Students
• Being dependent again – personally and financially, parents won’t let students travel again, try to
make decisions for student, etc.
•
Worrying about speaking student’s native language, decreased fluency.
•
Re-entering the school system – student may have
to repeat a year in school, take university entrance
or school exit exams.
•
Facing the reality of life at home – long lines,
gloomy faces, poverty, bureaucracies, civil unrest.
•
Facing living conditions at home – limited/no electricity, limited/no hot water, limited/no water, limited/no heat.
•
Assessing the qualities students have gained that
they can keep in their home society. What do they
have to give away? What will work there?
•
Confronting change at home – political and economic.
•
Dealing with pressure to revert to the person they
were – dealing with new level of maturity gained
from being an exchange student/they have
changed while their friends have not.
•
Student may no longer be considered a part of
their home society – an “American”.
•
Communicating with host families in the U.S. – difficulties.
•
Living up to expectations in the community of
being a FLEX student.
•
Handling more traditional gender role issues at
home – girls re-adjusting to toles in home countries.
Common Pre-Departure Feelings
Anxiety
Lack of tolerance/patience
Tension
Sadness
Anger
Defensiveness
Mood swings, irritability
Withdrawal
Feeling neglected
Feeling ignores
Feeling abandoned
Feeling alone
Feeling used
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
39
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 …
________________________________________________________________________________________________
7.
41
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 methods 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 family, etc.)
Name
How you plan to say thank you
and good bye (see above suggestions)
✓Complete
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
❑ Yes
❑ No
local coordinator
❑ Yes
❑ No
program support
❑ Yes
❑ No
school
❑ Yes
❑ No
social/community activities
❑ Yes
❑ No
45
2. I chose to apply to the FLEX program because I wanted to (check all that apply):
❑ speak English fluently
❑ experience the American way of life
❑ live away from home/gain independence
❑ make American friends
❑ learn more about America and democracy
❑ all of the above
❑ other: _______________________________________
In My Homeland
3. American Councils for International Education interviewed me for this program: ❑ Yes
❑ No
4.
I attended an orientation before leaving my home country:
❑ Yes
❑ No
5.
I felt well prepared for this program before I arrived:
❑ Yes
❑ 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:
❑ Yes ❑ No
8.
Was this orientation useful? ❑ Yes ❑ No
My host family
9. Did you have to change host families during your stay in the U.S.?
❑ Yes
❑ 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?
❑ Yes
❑ Sometimes
❑ No
11. My family supported me and helped me adjust to my surroundings: ❑ Always
❑ Sometimes
❑ Never
12. I was able to communicate with my family:
❑ Always
❑ Sometimes
❑ Never
13. I understood that my host family was not paid:
❑ Yes
❑ 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:
❑ Yes
❑ Somewhat
❑ No
17. My classes were difficult:
❑ Yes
❑ Somewhat
❑ No
18. I needed extra help:
❑ Yes
❑ Somewhat
❑ 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?
❑ Yes
❑ No
22. If yes, which agency (organization) were they from?
❑ AYA
❑ other agency:______________________
My Local Coordinator
23. Name of your Local Coordinator:
❑ don’t know
________________________________________________________________
How often did you see or hear from your Local Coordinator?
❑ daily
❑ once a week or more
❑ twice a month or more
❑ once a month or more
❑ every two months or more
❑ other
24. When my Local Coordinator met with me it was separately from my host family:
❑ Yes
❑ No
25. My contacts with my Local Coordinator were through (check all that apply):
❑ home visits
❑ social settings
❑ telephone
❑ school
❑ group travel/outings
❑ other: _____________________
26. I understood my Local Coordinator’s role:
❑ Yes
❑ Somewhat
❑ 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:
28. She/he was warm, friendly and approachable:
❑ Yes
❑ Somewhat
❑ No
❑ Yes
❑ Somewhat
❑ No
29. She/he was fair-minded and objective when there was a problem and listened to my point of view:
30. She/he helped me to see my host family's point of view:
❑ Yes
❑ Somewhat
❑ No
❑ Yes
❑ Somewhat
❑ No
My AYA - FLEX Year
31. I was able to meet some of the personal goals I set for myself during the program year:
❑ Yes
❑ Somewhat
❑ No
32. I enjoyed and learned from doing my Community service project each month:
❑ Yes
FLEX MANUAL
❑ Somewhat
❑ No
33. I was able to give a cultural presentation about my home country to a class of elementary/middle school students:
❑ Yes
❑ Somewhat
❑ No
34. I participated in and enjoyed the fall and spring group activity or trip organized by my Local Coordinator:
❑ Yes
❑ Somewhat
❑ No
35. I was able to participate in a community activity or event with my Local Coordinator or host family each month:
❑ Yes
❑ Somewhat
❑ No
36. I felt my monthly allowance of $125 was enough to cover my expenses each month on the program:
❑ Yes
❑ Somewhat
❑ No
37. This year was:
❑ Excellent
❑ Good
❑ Average
❑ Fair
❑ Poor
38. America was:
❑ what I expected
❑ better than I expected
❑ different than what I expected
❑ a disappointment
39. The service I received from the AYA staff in terms of friendliness, courtesy, and professionalism was:
❑ Excellent
❑ Good
❑ Average
❑ Fair
❑ 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? ❑ yes!
❑ maybe ❑ 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 students by completing this survey. Please mail your survey in the postage-paid business reply envelope provided, postmarked no later than June 15th and be entered to win 2 round trip domestic airline tickets (see attached letter for
details)!
1.
2.
How did you find out about the Academic Year in America/FLEX program? (please check one)
❑ AYA Local Coordinator
❑ Church Bulletin
❑ Newspaper
❑ Poster/Brochure
❑ Friend/Colleague/Neighbor
❑ Cable Television
❑ Television
❑ High School
❑ Radio
❑ we've hosted before
❑ Internet
❑ Other (please describe)________________
What factors helped you to decided to host a FLEX student this year? (please check one)
❑ To learn about Eurasian culture/language
49
❑ To promote international understanding
❑ To provide friendship for our son/daughter
❑ Other (please describe) _____________________________________________________________________
3.
Did your family choose a FLEX student because your were informed that FLEX students are carefully selected
❑ yes ❑ no
scholarship winners?)
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):
5.
Yes
No
N/A
Excellent
Poor
a. Host Family Interview
❑
❑
❑
1
2
3
4
5
b. FLEX-specific HF Orientation
❑
❑
❑
1
2
3
4
5
c. Regular Visits
❑
❑
❑
1
2
3
4
5
d. Follow up on Problems
❑
❑
❑
1
2
3
4
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
a. Pre-arrival information
1
Poor
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
1
2
3
4
5
1
2
3
4
5
c. Emergency Service
❑ N/A
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?
❑ Excellent
8.
❑ Good
❑ Average
❑ Poor
❑ N/A
How satisfied are you with the AYA/FLEX program in terms of the student you hosted? Please rate each of the following (please circle one for each question):
Excellent
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
❑ Male
❑ Female
10. Would your family consider hosting a FLEX student with AYA again?
❑ Yes
❑ No
11. Would you recommend the AYA/FLEX program to a friend/colleague?
❑ Yes
❑ No
9.
50
Poor
The student we hosted is:
Why or why not? ______________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
12. How would you rate the overall educational/cultural content of the AYA/FLEX program?
❑ Excellent
❑ Good
❑ Average
❑ Poor
❑ N/A
13. How would you rate your overall AYA/FLEX experience?
❑ Excellent
❑ Good
❑ Average
❑ Poor
❑ 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
Exchange (FLEX) program, more than 11,000 high
school students from Eurasia have come to the United
States to participate in this academic year exchange.
The vast majority of these students have returned to
their home countries at the end of the program, either
to complete high school or to enter university.
Throughout Eurasia, a network of active alumni associations exists and is ready and eager to welcome every
returning participant.
After the academic year ends in May or June, FLEX students are required to participate in alumni activities in
their home countries and encouraged to continue their
“American experience.”At the re-entry session, encourage students to sign up on the state alumni website:
https://alumni.state.gov. Once a member, they will be
able to access information on career development,
grant opportunities, keep current with alumni news,
find fellow alumni and join in on discussion forums.
Many alumni also enjoy viewing the photo gallery.
Organization of Alumni
FLEX alumni are coordinated under the FLEX
Administrative Components grant with American
Councils. There are 22 FLEX bases of operation (called
"program hubs") throughout Eurasia, staffed by
American Councils: eight in Russia, four in Ukraine, and
one in each of the other countries. The program hubs
provide a focal point for the organization of alumni
activities in the regions where they are located. A fulltime alumni coordinator who oversees all alumni activities is located in Moscow. A quarterly newsletter, The
Bradley Herald, is sent to all FLEX alumni. Although it
is compiled and published by the alumni coordinator,
the newsletter mainly consists of contributions by
alumni from varying program years.
Alumni programming has three major purposes:
•
Tracking of alumni
•
Ensuring that alumni have an opportunity and are
encouraged to continue their "American" experience
•
Preparing alumni reports
Alumni Assistants
American Councils hires a part-time alumni assistant
(AA) for each hub. These assistants, who can be alumni
of any program year but the most recent, are selected
through a competitive process and earn a small monthly salary. They assist the American Councils FLEX staff
person in coordinating alumni activities for that hub.
Since the hubs are located in major cities, one major
goal for the alumni assistants is to find ways to include
more alumni from the remote regions. Second, each
FLEX program hub staff member is required to submit
to the alumni coordinator in the Fall a schedule of projected alumni activities for the year. An Alumni
Assistants Training Conference is held each Fall to
ensure that new AAs are properly trained and that all
AAs are apprised of recent developments and innovations.
Small Grants Competition
Since 2001, FLEX alumni have been offered the opportunity to participate in a Small Grants Competition.
Individual grants of up to $250 have supported such
efforts as attendance at conferences and community
service projects. Group grants of up to $3,000 have supported activities such as professional development or
teaching programs, community service projects, promotion of English language and American culture, etc.
Several years ago, ninety proposals were submitted and
approximately twenty eight grants were awarded. The
competition proved so effective that it will be repeated
every year, providing funding permits.
51
Types of Alumni Activities
Alumni activities are varied and are frequently chosen
by the alumni themselves. They may include such
things as celebration of American holidays (e.g.
Halloween, Thanksgiving, July 4th), resume-writing
workshops, guest speaker presentations, watching
American films, pizza parties, debates (sometimes
against another FLEX alumni association), career counseling and a variety of community service activities.
They may also include political activities (e.g. pre-election campaigning or observing at polling places during
an election). There must be a minimum of six scheduled activities during the year (held approximately bimonthly), and at least half of them must be in keeping
with the democracy-building goals of the FLEX program. For example, it is considered extremely important for FLEX participants to learn democratic values,
such as citizen empowerment and volunteerism, while
they are in the U.S., and all students are encouraged to
do some kind of community service work (a concept
that is foreign in Eurasia). This is one of the ideas that
alumni tend to "take home" with them and is the reason
why alumni associations include community service
work in their activities.
FLEX MANUAL
ALUMNI ACTIVITIES
Recent Alumni Activities
• Armenia: The “Youth for Achievement” (YFA) association” decided to hold a series of workshops on
leadership development. Topics to be discussed
include: proposal writing, financial and human
resource management, public relations and fund
raising. YFA also discussed organizing an Alumni
Employment Promotion Campaign.
•
52
•
Azerbaijan: Ten alumni participated in a training
program sponsored by the U.S. Embassy in Baku.
The training was designed to prepare alumni to
teach two-week English courses in various cities
throughout Azerbaijan. The project will help potential FLEX program applicants from cities outside
Baku prepare for the competition. Upon completion
of the training program, alumni taught fifty 7th-11th
graders in 4 cities. The alumni also organized social
activities at each school, including basketball and
soccer games, discos, and hiking excursions.
Belarus: Alumni collaborated with the Counterpart
Alliance for Partnership (CAP), a USAID-funded
project that assists and supports NGOs. Plans
were made to discuss the possibility of conducting
a training program in conflict resolution and proposal writing for FLEX alumni. Alumni collected
150 articles of clothing, 20 pairs of shoes, 90 books
and two large boxes of toys for the children at
Orphanage
#6.
FLEX MANUAL
•
Georgia: Three alumni created InterMed, an organization to help support alumni who are currently
studying at the medical school in Tblisi. InterMed
became an official member of the International
Federation of Medical Students Association
(IFMSA).
•
Kazakhstan: Twenty alumni participated in the
Alumni Career Planning Workshop. The workshop
agenda comprised five sessions: the job market in
Kazakhstan; career opportunities; job-search skills;
resume writing; interview techniques. Five
employed alumni served on a panel to discuss
their careers, including challenges and successes.
•
Kyrgyzstan: During the national elections for the
Parliament, two FLEX alumni monitored a special
hotline to answer questions from independent
observers and address issues regarding fair and
open elections. Fifteen other alumni received special training that focused on election procedures
and volunteered to monitor local elections in
Bishkek, Karakulja and Osh. Bishkek alumni have
adopted the National Historical Museum and volunteer one hour per week as guides, translators
and archive assistants.
•
Moldova: Four alumni visited Ilya, an 11-year-old
boy with multiple disabilities. They gave him cassette tapes and talked to him in English. The alumni later contacted local NGOs to seek medical
assistance for Ilya.
ALUMNI ACTIVITIES
•
•
Moscow: FLEX alumni donated five bags of clothes
to the Moscow Charity Movement, an organization
assisting underprivileged families and the homeless. Twelve Moscow alumni visited the Ronald
McDonald Center to meet with 25 children, aged 315, who attend Center activities on a regular basis.
Four Moscow alumni attended a seminar organized
by the Moscow Youth Red Cross and the Names
Fund. The seminar focused on volunteerism and
the organization of the International Quilt Show,
which will help fight against AIDS.
St. Petersburg: PRIME, the St. Petersburg alumni
organization, drafted a questionnaire for all alumni in the area. The purpose of this questionnaire
was to learn what kinds of activities alumni would
like to participate in and what role they would like
to play in strengthening the alumni organization.
•
Volgograd: Fifteen alumni attended an
Intercultural Communications and Cultural
Awareness seminar organized by American
Councils—ACTR/ACCELS, Department of State
and the Volgograd State Pedagogical University.
Guest speakers addressed topics such as English
as a universal language, problems in professional
and business dialogue, the history of xenophobia
in Russia, and the role of a translator in the communication process.
•
Samara: Six alumni participated in a conference to
learn about local NGOs and to develop contacts
with analogous NGOs in the U.S. and Great Britain.
During this conference, several alumni had the
opportunity to arrange for unpaid internships with
local NGOs.
•
Tajikistan: Fourteen alumni met to approve the
charter for their NGO, “Youth for Democratic
Development,” elect the NGO’s governing board
and determine what activities the organization will
undertake during the year. Twelve alumni organized 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
English at an orphanage for blind children every
Saturday. The alumni have contacted various
organizations to seek ESL teaching materials in
Braille. The first issue of the alumni newspaper
FLEX Files was published in December, 1998.
•
Ukraine: Ten alumni explored the possibility of
opening a bookstore in Kiev. They exchanged
information and discussed the results of their surveys with an MBA volunteer, Chris Brown. Three
Kiev alumni met with Jerome Mellenthin, a Peace
Corps volunteer, to discuss training alumni so that
they would be able to conduct leadership workshops in local high schools. Five Kiev alumni met
with the director of the SOS Animal Shelter, an
NGO funded by private donations. Alumni volunteered to work at the shelter every Saturday. Lviv
alumni have created the Alumni Music Band, who
will perform at alumni activities and other events.
Odessa alumni decided to participate in alumni
debate tournaments in Kiev and Lviv and to sponsor one in Odessa as well. Additionally, they will
participate in nation-wide events organized by the
Soros-funded Debate Club. 15 Odessa alumni
attended a Time Management Seminar, conducted
by Richard Freed, a Fulbright professor at the
Odessa Pedagogical University. Odessa alumni
held 3-day leadership seminars for 10th and 11th
grade students in Nkolayev, Ilichivsk, and Uzniy.
The seminars were sponsored by a Democracy
Grant.
53
“Delivering Food to Uchsay”
Uchsay is a small village that once bordered the Aral
Sea in Uzbekistan. As the sea began to disintegrate, villagers suffered from health and economic problems. To
assist Uchsay, FLEX alumni held a Charity Ball in
Summer 2000 and raised a total of $7300. FLEX alumni used a portion of these funds to purchase rice, flour
and oil that were later distributed to Uchsay residents.
FLEX MANUAL
FLEX ONLINE
The AYA/FLEX website is a great tool to assist you in
placing and supervising FLEX students. By accessing
the website you will:
•
Access the FLEX application process and hosting
guidelines
•
See up to the minute student profiles before others.
•
Get ideas and advice for topics such as dealing
with culture shock, generating activity ideas and
participating in enrichment activities.
54
FLEX MANUAL
•
Stay on top of current events, contests, projects
and developments within the program.
•
Connect to other related websites such as the
Department on State Alumni website for students
and host families to register and keep in touch,
www.academicyear.org/flex.
The following are sample webpages:
FLEX ONLINE
55
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
pre-departure orientation
American Councils for International Education
(ACTR/ACCELS)
Travel administration
American Councils
Placement deadline – airport code
June 28
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
56
FLEX MANUAL
57
FLEX MANUAL
River Plaza • 9 West Broad Street • Stamford, CT 06902-3788
(203) 399-5414 • www.academicyear.org