The Rites of Passage
Program
“As One Learns History,
Pass it On”
www.stamfordritesofpassage.org
RITES OF PASSAGE
c/o TURN OF RIVER MIDDLE SCHOOL
117 VINE ROAD
STAMFORD, CT 06905
203-977-4735
Can you imagine growing up without understanding your roots or ancestral history? I want to tell you about an exciting
program with which we are involved, The Rites of Passage Program. The Rites of Passage Program is a District supported
program, designed to assist primarily, but not exclusively African-American students in accurately learning about and
integrating the significance of their African and American heritages.
The coursework requires a fourteen-week literature review of African and African-American history replete with guest
speakers and instructors, mandatory readings, journal writing, Power Point presentations, and a CMT/Cap style final
exam. The academic portion of the program culminates with a journey to West Africa. We are excited to report that over
the past six years, over one hundred students, parents and teachers have participated in an educational trip to Africa
visiting Senegal, the Gambia, Ghana and Egypt.
In Senegal and Ghana the students visit slaves houses and castles where thousands of Africans were kept in dungeons and
passed through the “Door of No Return” before their perilous journey to the new world. The students invalidate the
legacy of slavery and reconnect with the ancestral heritage, linking their past to their present. In Egypt the students
reaffirmed and tied together the ancient history of Egypt (KMT) which is part of their academic instruction. The students
visited the Egyptian Museum along with one of the 7th Wonders of the Ancient World, the Giza Pyramids, Great Sphinx
and the Ruins of Memphis.
We call our students “educated travelers” which translates in the Swahili language to fundishwa wasafiri.
We the educators, hypothesized that we can help produce healthier young people who now understand slavery was not
their beginning, nor the principal means of defining the African-American experience, but instead a real, limited part of a
legacy of faith, pride, and endurance that spans millennia.
We will begin our seventh year of formal academic instruction on Saturday, January 7, 2012 at Stamford High School.
Once your application is submitted the Rites of Passage application committee will thoroughly review it and be in contact
with you. There is a formal interview that is the final step prior to acceptance to the program. This interview is for both
students and parents.
For additional information about our program please contact either myself via email at bassmaann@aol.com or Sharon
Wade our Communications Coordinator at 203-977-4735 or by email at swade@ci.stamford.ct.us. We also encourage you
to visit our website at www.stamfordritesofpassage.org
Thank you for your support.
Sincerely,
Rodney Bass
Founder and Community Liaison
Rites of Passage Program
SCOPE AND SEQUENCE
The Rites of Passage Program is a District-supported middle school program, designed to
assist primarily, but not exclusively, African-American students in accurately learning about
and integrating the significance of their African and American heritages.
In October, 2004, 18 students were selected from over 200 middle school applicants to
participate in this maiden voyage. The coursework required a ten-week literature review of
African and African-American history replete with guest speakers and instructors, mandatory
readings, journal writing, Power Point presentations, and a CMT/Cap style final exam.
The Stamford Public Schools priority school grant has provided the seed money to purchase
basic instructional supplies to support the academic focus of the Rites of Passage program.
Students have used a vast array of books, writing materials, and videotapes depicting many
important events and concepts leading to a more balanced, nuanced understanding of history.
GOALS
To identify and examine cultural, economic, political, and social patterns of West African
nations/social groupings in the first and second millennia.
To increase awareness of the heritage of African-American people prior to the Atlantic slave
trade in an effort to disavow two (2) colloquial misconceptions:
(1) Africans/African-Americans have made insignificant contributions to global American
history; and
(2) Success (however defined) is anomalous for the African-American

To heighten awareness of educational opportunities beyond the classroom

To promote practice of literature reviews, effective oral articulation, analytical reflection, and
cooperative decision-making

To re-direct patterns of underachievement that often result in illiteracy and incarceration

To address the “achievement” gap between standardized test performance of American
minorities and their white counterparts
STUDENT PROFILE
Selection Criteria (Please note: Special circumstances will be given consideration.)
1. Students who maintain at least a 2.5 GP A *
2. Students who have achieved goal or reached proficiency on the CMT
3. Students who are reading at or above grade level *
4. Students who qualify for free or reduced lunch
5. Students who have fewer than 3 significant disciplinary referrals and no district suspensions or
exclusions in the current school year *
*Required criteria
AUDIENCE:
· Eleven- to fifteen-year olds
FORMAT:
· Facilitated by competent educators, twelve (14) Saturday mornings, four-hour sessions
encompassing mini-lectures, community service initiatives, field trips, multi-media stimuli, literature
reviews, film viewings, and discussions will culminate in a pilgrimage to West Africa
· Whole group and individualized homework assignments will be provided to reinforce concepts
explored
PRINT/MEDIA:
· Age-appropriate literature and primary source materials (e.g., songs, speeches, personal accounts
on audiotape) will accompany invitations for community/parental involvement
RESEARCH:
· Formative evaluation (both during the development of curricula and concomitant with Saturday
sessions) will be designed to ensure educators’ and students’ effectiveness at meeting the programs’
objectives
· Summative evaluation will assess the intended and unintended effects of the programs
PRODUCTION SCHEDULE:
· 12-week Saturday academic instructional sessions (Spring or Autumn) preceding a trip to West
Africa
ENROLLMENT PROCEDURES:
· Completion of Rites of Passage application form
· Two recommendations: 1 personal, 1 civic
AUDIENCE:
The curricular offerings of a given school are usually considered set-in-stone. Because of the
transient nature of its clientele, however-namely, teachers, students, and administrators- course
offerings should be understood as perpetual, "living" negotiations: that is to say, in order to design
and instruct the mandates of a curriculum, teachers must remain abreast not only of current trends in
pedagogy but also of sound and relevant theories regarding modem interpretation of content;
students must make demands for personally meaningful objectives; and administrators must maintain
the link between school and home while facilitating the implementation of a school's chosen
educational philosophy. In regard to this three- fold dynamic, it is often noted that children from
African-American, African-Caribbean, and Latin communities perform poorly on standardized tests
(when compared with their white counterparts) and are disproportionately over-represented in
"average" and "below average” groupings.
In order to address this concern, the Rites of Passage Program targets children who, by virtue of their
age, are becoming increasingly familiar with the task of taking multiple perspectives, the interplay
between cause and effect, the art of self-.reflection, and the relative influence of variables. By
exploring historical themes of cultural relevance, introducing a variety of perspectives on diversity,
offering a cross-disciplinary approach for the acquisition and reinforcement of chosen historical and
economic themes, and utilizing instructors adept at empathetic facilitation, the Rites of Passage
Program will reach an audience fertile for self- discovery, collaborative inquiry, and collective
achievement.
NEED:
Inherent within the effort for curriculum reform is the premise that many schools' curricula fail to meet
the educational expectations and/or needs of all of its adherents. Because this effort is often a
politically arduous, infinitely debatable prospect, an out-of-school program that both reinforces
students' skills and connects them to community personnel/sites is ideal. Not only will Program
participants experience a greater degree of control over the content of their instruction, they will also
benefit from the experience of applying oral and written skills in their of diverse themes As it relates
specifically to African-American children, the Rites of Passage Program will address the legacy of
slavery: the perpetuation of the myth that Africans civilized beginnings were rooted in the Middle
Passage (the Maafa); the legal definition of Black people as non- nor partially human; the robbery of
an accurate and articulated historical heritage; the systematic devaluing of culturally indigenous
African artifacts in place of majority culture icons; and, through Reconstruction, the idea that
dependence (and not self-reliance) should define a people.
According to Yale Professor Emeritus David Davis, slavery is a complex component of American
history, the truth of which has often been ignored in an effort to create a singular, racially reconciled
America; as he otherwise states, "The terrible price of reconciliation was marginalizing slavery and
race' as necessary subjects of study and reflection, a grave error this Program seeks to correct.
GOALS, PURPOSES, AND OBJECTIVES:The underachievement of African-American students in
specific curricular disciplines coincides with these students' lack of information regarding a) their
historical heritage and economic power and b) their underutilization of school-based and other
educational opportunities. One of the goals of the Rites of Passage Program is to take a weekly,
thematic approach that places students' present cultural and social understandings within a
continuous context-a context that began not as an enslaved people without a definable past or even a
self-determined name but as a past with a clearly defined beginning, a tumultuous transport, and a
malleable future. The encouragement of skills in comparing, classifying, searching for patterns,
applying generalizations, and analyzing specific data is crucial for the development of children in the
middle/high school age group. The series will be designed to be sequential as it explores current
theories on economics, ethnicity/race, and the legal and social history of African-Americans in the
United States.
As a result of participating in the Rites of Passage Program, students will be able to
1)explain aspects of West African ethnic diversity, political structures, and social history;
2) define the Atlantic slave trade and the Middle Passage as well as articulate these events, origin
and economic, moral, and social long- and short-term effects/implications;
3)identify the legal and social experiences of a variety of enslaved people in the Americas and their
relationships to non-people of color;
4) articulate the economic and political antecedents of the Civil War/War Between the States and the
effect of the Emancipation Proclamation and the 13th, 14th, and 15th
Amendments on the lives of all Americans:
5) understand the impact of the Civil Rights movement; Reconstruction; the Great Migration; the
Harlem Renaissance; mid-20th century legal battles, and contemporary arguments regarding using
economic strategies as tools for upward mobility.
FORMAT: Fourteen concurrent Saturday sessions. Each session will last from 9:00am until 2:00pm
and will be a collaboration among the following: mini-lectures facilitated by competent instructors;
video and audio presentations; literature reviews; discussions and recitations; and field trips. A lesson
may resemble the following:
Objectives:
1) Students will utilize a timetable to coincide with the historic events beginning with the affects of
slavery on the cultures of West Africa through the contributions of African Americans in contemporary
times.
3) Rites of Passage students will participate in a local community service project.
4) Students that participate in the travel portion of the program to West Africa will be required to
participate in journal writing, reflections and an in-country service project.
EVALUATION: In order to ensure the accuracy and validity of the information to be presented, plans
for student goals in economics, language arts, and social studies teacher-directed surveys will be
designed to ascertain ways in which the series may be curricula-compatible. Formative
comprehensibility and age-appropriateness; its level of interest and engagement; and its
general/specific levels of appeal Summative evaluation will be designed to measure the extent to
which the series met its objectives, noting intended and unintended effects of the series.
BUDGET: The yearly travel cost to West Africa is based on the recommended itinerary provided by
Consolidated Tours. Monetary cost for the trip will be assessed to each Rites of Passage participant
desiring to travel to West Africa.
A number of preparatory, production, and post-production expenses can be incurred. Production
expenses include those for texts, videotapes, audiotapes, CD-ROM's, various art supplies,
consultants' fees, honoraria for guest lecturers, travel/dietary costs associated with field trips, and
airfare/lodging/meals for the trip to West Africa. Text and materials are provided to all program
participants.
ENROLLMENT PROCEDURES: Students must submit a Rites of Passage Program application,
which includes the submission of two letters of recommendation, and a 3-paragraph letter of
introduction stating the applicants' purpose for applying and anticipated outcomes (See application)
Texts:
African American History: A Journey of Liberation ISBN: 1562566016
The African American Experience ISBN: 0835904105
Invisible Man ISBN: 0679732764
Lest We Forget ISBN: 0609600303
Middle Passage ISBN: 0684855887
Native Son ISBN: 0060929804
Harlem Renaissance ISBN: 0789154552
Teacher's Version: ISBN:
Perfectionlearning.com/l(800) 831-4190/fax:l(800) 543-2745
A Multicultural Reader Item number (Collection 2; soft cover): ZD3859201 Item number (Teacher's
edition): ZD79240
Write in Style Item number: ZD77869
Better Test Scores: Open Ended Items (Reading, Math, Language Arts) Item numbers (Grade 8
and Teacher guide)
Better Test Scores: Standardized Tests (Reading, Math, Language Arts) Item numbers (Grade 8
and Teacher guide)
Better Test Scores: Writing Item number (Grade 8. High School Exam. Teacher guide)
RESOURCES
Videotapes:
Amistad
ASIN:O783227272 www. newsreel. org
Ethnic Notions, Black Is…Black Am 't, Color Adjustment, Many Steps,
Nat Turner: A Troublesome Property, Race: The Power of an Illusion, The Road to Brown, The
Essential Blue-eyed
Eyes on the Prize
ASIN: 6302502667
Glory
ASIN: 6301777867
Mississippi Burning
ASIN: 0792841859
Roots
ASIN:6302571251
Sankofa
ASTN.1910097220
Audiotapes/CD 's/Books:
" Remembering Jim Crow" (Hardcover and CD) ISBN: 1565846974
" Remembering Slavery" (Hardcover and audiotapes) ISBN: 156844254
Rites of Passage
Program Initiation
The induction ceremony for Rites of Passage will serve the following purposes:
o Affirm the candidates accepted into the program
o Establish a public commitment for diligent study in the program
o Create a vision for the use of history as a vehicle for thinking about the future problem and solving for
achievement and community building
The following steps are suggested for initiation:
Step 1 – Candidates will enter a room with African artifacts displayed. Each will be asked to select one.
Step 2 – The artifacts will be placed on a table in assembly hall for each
candidate to publicly share their choice and reason for selection.
Step 3 – Each candidate will be given a small portion of Kente by the elder, placed around the neck.
Explanation of the Kente as a “mantle” will be given by an elder. The candidates will be urged to earn
the rest of the mantle through study and acts of responsibility toward self, home, and community
throughout the Rites of Passage Program.
Step 4 – Libation #1 – Offered by an elder to those of Antiquity and the Diaspora who have worked for
the continuity of right beliefs and strength of our people. Participants pour water into a plant
symbolizing the nurturance of our roots.
Step 5 – Public Declaration – Each candidate personally claims one of the Nguzo Saba which they will
continually examine, research and enact throughout the year. The principle chosen is printed and
displayed with their name affixed. These should be stored in a commitment box.
Elder explains: Each will become a facilitator in the study group for their chosen principle.
o Umoja – Unity
o Kujichagulia – Self Determination
o Ujima – Collective Work and Responsibility
o Ujamma – Cooperative Economics (i.e. each meeting money is put in jar for the trip to Africa)
o Nia – Purpose
o Kuumba – Creativity
o Imani – Faith
Step 6 – Each candidate stands to form the circle of commitment and connection with their principle. The
elder will collect them and place in the commitment box as he/she walks around the circle.
Step 7 – The candidates are surrounded by a second circle with their parents. The elder to affirm the
children and to pledge support of the program.
Step 8 – The teacher’s next surround the children’s and parent’s circle to affirm their intent to teach the
knowledge of our history as a means of forging their futures.
Step 9 – Elder gives brief remarks and drums end the ceremony.
Rites of Passage
Instructors and Staff
Rodney Bass, Founder and Community Liaison
Retired Administrator
bassmaann@aol.com
Kim Langenmayr, Travel & Safety Liaison
Special Education Teacher, Naples, Florida
kimlang1@comcast.net
Sharon Wade, Communications Coordinator
Office Support Specialist, TOR Middle School
swade@ci.stamford.ct.us
Dr. Wayne Holland, Co-Director
Administrator, Board of Education
wholland@ci.stamford.ct.us
Charmaine Tourse, Co-Director
Administrator, Dolan Middle School
ctourse@ci.stamford.ct.us
Phyllis Brown, Instructor
Retired Administrator
Phyl1026@aol.com
Howard Jennings, Retired Administrator
Trumbull, CT
hpjct@hotmail.com
Mary Jennings, Administrator, Bd of Education
Board of Education
mjennings@ci.stamford.ct.us
Stephanie Simao, Media Consultant – News 12
stephaniesimao@hotmail.com
Edward Singleton, Administrator
Norwalk High School
Robert Smith
Teacher – Stamford High School
rsmith@ci.stamford.ct.us
Heather Lorenz
Teacher, Turn of River Middle School
hlorenz@ci.stamford.ct.us
Robert Brown
Teacher – Stamford High School
rbrown@ci.stamford.ct.us
WEEKLY SCHEDULE
Week 1 African kingdoms (300 B.C. -1594)
Focus: To make students aware of how African history/ heritage impacted world history. Students
will become aware of the personalities and accomplishments of African Kings and Queens.

Students create Powerpoint Presentations

The present-day nations represented by the personality on a map of Africa.

The natural and economic resources of this geographic area.

The accomplishments of these personalities that had an impact on world history.
Week 2 The Atlantic slave trade
Focus: Exploitation and Economics Causes/effects of slave trade on participant countries/
continents

Differences in prior forms of servitude and the Atlantic slave trade

Connection between Europe (i.e., Portugal, Spain, Britain, the Dutch) and North Africa

Geographic locations (i.e.) Goree Island, St. James Island, Eleminia & Cape Coast Castles
Week 3 The Atlantic slave trade cont’d
Focus: Exploitation and Economics Causes/effects of slave trade on participant countries/
continents

Economic/social rationales for and methodology of the slave trade; use of
Africans/attempted, use of Native Americans

Effect of triangle trade system on economy and social life in Europe, Africa, and the Americas Middle Passage (Maafa)
Weeks 4 Lives of enslaved people in No. America, S. America and the Carribean
(1600’s-1800’s)
Focus: Dehumanization process, justifications for slavery

Use of language and the creation of racial identity --Psychology of dislocation and de-centering

Blacks' attempts at cultural preservation: oral tradition and resistance through artistry, skill

Legal definitions', prohibitions, and ramifications of servitude
Week 5 Lives of enslaved people in No. America, S. America and the Carribean (1600’s1800’s) cont’d
Focus: Dehumanization process, justifications for slavery

Use of language and the creation of racial identity --Psychology of dislocation and de-centering

Blacks' attempts at cultural preservation: oral tradition and resistance through artistry, skill

Legal definitions', prohibitions, and ramifications of servitude
Week 6 Development of plantation structure (1600's -1800's)
Focus: economic/social value of slave labor

Narratives of enslaved Africans (e.g., Equiano, Henson, Truth, Jacobs)

Creation/perpetuation of social distinctions (among whites, between whites and free/enslaved
Blacks, between free and enslaved Blacks, among enslaved Blacks)

Economic reliance on slave labor

Religious, housing, and family structures among enslaved people
Week 7 Contesting slavery (1400's -1800's)
Focus: abolitionists, moralists, political hopefuls

African resistance (as ethnic groups and individuals) to slave trade (e.g., Fante, in the Congo,
the Angolans, SengbePieh, the Creole, Prosser, Vesey)

Abolitionists in the Americas and the American Colonization Society
Weeks 8 War ideals (Revolutionary War, War of 1812, Civil War)
Focus: political, economic, legal, physical struggles

Early writings' (Declaration of Independence, Constitution, Three-Fifths Compromise, Plessy
v. Ferguson) exclusions/definitions of status of Blacks

Efforts of free/enslaved Blacks in three wars

Social/Economic conditions of free Blacks in America

Fugitive slave laws' effect on the perpetuation of slavery across the United States

Compromise of 1850, Dred Scott decision, Missouri Compromise, Emancipation Proclamation,
13th -15th Amendments
Weeks 9 War ideals cont’d (Revolutionary War, War of 1812, Civil War)
Focus: Reconstruction; political, economic, legal, physical struggles

Black Wall Street

Turn of the Century economics (Marcus Garvey)

Development of the N.A.A.C.P.

The Talented Tenth - W. E. B. Du Bois”

Development of the Ku Klux Klan (Lynching and Murders) –
Pizza & Movie; Mississippi Burning and Birth of a Nation (PBS Special)
Week 10 Contributions of African Americans
Focus: Court decisions and leaders - Civil Rights

Introduction of Black codes/sharecropping and the effect on social progress

Civil rights legislation throughout the 2Oth century and the struggle to achieve agreement
between law and practice
Week 11 Contributions of Africans/Americans (cont’d)
Focus:

Renaissance – Birth of Harlem

Politics

Athletics

Arts/entertainment

Science

Prose/poetry

Invention
Week 12 Education (1800's -1900's) Focus: Establishing equality

Court decisions, Civil Rights Movement/Marches and the Leaders. – Dr. Martin Luther King,
Jr. and Plessy vs. Ferguson

Establishment of schools and other black civic organizations (e.g., militancy v. nonviolence,
perceptions of "Black studies," assimilation v. separately equal, affirmative action)

Role of community organizations in education, i.e. development of fraternities and sororities.

Role of Black political and social institutions
Week 13 –Final Exam Review - Focus: Reflection on experience
Week 14 –Final Exam
RITES OF PASSAGE APPLICATION
Last Name ___________________________ First Name: __________________________
Address: __________________________________________________________________
Date of Birth: __________ Grade: ____ Age: ____ School _________________________
Phone (home): ________________ (work) _______________ (cell) __________________
Email: ________________________Parent/Guardian’s Name: ________________________
Two (2) additional emergency contacts:
Name: ___________________ Home phone: ______________ work phone ____________
Name: ___________________ Home phone: ______________ work phone ____________
Country of Citizenship: ________________________ Valid Passport: ___ yes ___ no
Free or reduced lunch? yes___ no___ Alien Registration number: __________________
Current medication/health conditions: __________________________________________
________________________________________________________________________
________________________________________________________________________
Are you involved in school and/or extracurricular activities? If so, list them here:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Do you maintain any memberships in clubs, civic organizations, or activities (in or out of school: e.g.,
clubs, community agency, volunteer activity, group)? If so, list them here:
_________________________________________________________________________
_________________________________________________________________________
What special skills and/or talents do you possess? (e.g., skills in acting, sports, music, oratory):
__________________________________________________________________
_________________________________________________________________________
Please respond to the following question. Responses to the following should be neatly handwritten or
typed on a separate sheet of paper.
1. Think of a current issue that concerns your community. Describe the issue/problem. Explain
how you would address this situation within your community.
List two (2) references (other than family members). Once of these people must be a current teacher.
Name___________________Address_______________Telephone_______Relationship
1._____________________________________________________________________
2._____________________________________________________________________
It is understood that the Rites of Passage Program Staff will verify the information provided
herein; inaccurate responses will render an applicant ineligible for participation. This program
is made available through the Priority School Grant designed to benefit students in the Stamford
Public Schools; out of district applicants will pay tuition costs. No student will be rejected because of
race, color, creed, religion, national origin, sex, ancestry, physical or mental disability, sexual
orientation, or political persuasion.
_________________________
Date
__________________________________
Signature of Applicant
_________________________
Date
__________________________________
Signature of Parent/Guardian
___ I have reviewed this application
___ I will be responsible for transporting my child to/from the program site
___ I will be responsible for my child’s attendance at every session
Checklist: Have you??
___ Completed application
___ Copy of current report card (enclosed)
___ Copy of most recent CMT/CAPT Scores (enclosed)
___ Two letters of recommendation (sealed, enclosed)
Applicant Interview
Written Response
Choose one of the following questions and respond
1. What is one book/piece of literature, performance, movie, song, scientific discovery, or work of
art (visual) that has had an impact on your life? Briefly describe the impact.
2. In your opinion, what is a rite of passage? Briefly describe a rite of passage with which you
are familiar.
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Please attach additional paper as necessary
Please read, sign and return this letter of commitment
along with the completed application
Dear Prospective Rites of Passage Parent/Guardian and Student,
We are pleased that you and your child have demonstrated an interest in the Rites of Passage
Program. The success of the program is contingent upon the steadfast commitment of every student
and parent. We would like to inform you of the commitment needed to participate.
1. The Rites of Passage staff members will ensure your child’s academic achievement and will
guide and assist in fundraising efforts.
2. Students must commit to participating in all academic sessions which may include two or
three movie viewings. All academic sessions will be held on Saturdays at Stamford High School
from 9:00am-2:00pm. Please arrive 10 minutes prior to start time.
3. Students and parents who intend to travel to West Africa must commit to assist in all
fundraising activities sponsored by the Rites of Passage. (We also encourage students not
traveling to assist their peers in their efforts)
4. In order for your child to receive scholarship money from the Rites of Passage, participation is
mandatory in all fundraising activities.
5. One of our community gatherings and annual fundraisers is our Cultural Food Festival.
Planning and participation in this event by staff, students and parents is mandatory.
6. An important value in the Rites of Passage Program is the sense of family and unity. We
encourage parents to participate in fundraising activities along with their children.
7. Parental attendance at our parent meetings is required. At these meetings we will plan our
fundraisers and discuss in depth the trip to West Africa. These meetings are normally held on
Saturdays at Stamford High School.
8. The commitment to the Rites of Passage continues after the completion of the academic year
and travel to West Africa. Students are required to return the following year to induct the next
class and will be called upon to volunteer at future events and community service projects.
This year our staff, alumni and current students will assist in planning and participate in the
Martin Luther King Jr. Day of Service on January 16, 2012.
By signing this letter you acknowledge, accept and embrace the commitment needed for the success of
your child and the Rites of Passage Program. We will contact you shortly in response to your child’s
application submission and look forward to the possibility of beginning this journey with your family
and ours. If you have any additional questions please contact me at 203-912-9799.
Sincerely,
Rodney Bass
Founder and Community Liaison
Rites of Passage Program
________________________________
Student Name and Signature
______________________________
Parent Name and Signature
Selection Committee Applicant Summary and Rating Sheet
Checklist:
___ Completed application (with signature)
___ Copy of current report card (enclosed)
___ Copy of most recent CMT/CAPT Scores (enclosed)
___ Two letters of recommendation (sealed and enclosed)
Interview: Oral Responses
1. Why do you want to be a part of this program?
1 2 3 4
2. What do you expect to learn/gain from this experience?
1 2 3 4
3. Tell this committee about one of the extra-curricular
activities you listed on your application
1 2 3 4
4. Reflect on your special skills and areas of competence.
How would you use these to make a contribution to the
Rites of Passage community?
1 2 3 4
5. Open question-school performance (if necessary)
1 2 3 4
6. Applicants interview essay
1 2 3 4
“It Takes a Village
to Raise a Child”