Junior Achievement of Chicago Volunteer Training Manual

Junior Achievement of Chicago Volunteer Training Manual

Junior Achievement: Empowering young people to own their economic success.

2012-2013 School Year JA is a non-profit organization with the mission of educating and inspiring young people to succeed in a global economy. Volunteers like you bring our mission to life. www.jachicago.org Like us and Follow us!

facebook.com/jachicago

@JAChicago

Introductions & Thank You! Thank you for volunteering with Junior Achievement! Your commitment to JA’s mission is greatly appreciated. With your help, we will reach over 445,000 students in the Chicagoland area this school year.

JA Contact Name: Phone: office:

, cell:

Email:

@jachicago.org

Fax: Address:

Training Agenda Volunteer Introductions – Share background Overview of JA of Chicago Classroom Placement JA Programs Program Implementation  Traditional  JA in a Day  Ask the Expert  Ask the Collegian o Kit Overview o Working with Students o Registration Form and Conduct Standards o o o o o

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Overview of Junior Achievement of Chicago Purpose, Mission and Values The envisioned future ... what we aspire to become. Junior Achievement maintains an active vision, front and center, on how we can have a positive impact on the lives of more students - guided by our core values: •

Belief in the boundless potential of young people

•

Commitment to the principles of market-based economics and entrepreneurship

•

Passion for what we do and honesty, integrity, and excellence in how we do it

•

Respect for the talents, creativity, perspectives, and backgrounds of all individuals

•

Belief in the power of partnership and collaboration

•

Conviction in the educational and motivational impact of relevant, hands-on learning

From our values, we articulate our purpose and vision, comprised of our core ideology: To inspire and prepare young people to succeed in a global economy. Junior Achievement Facts: •

We teach in Kindergarten through 12th grade classrooms

•

Our programs focus on financial literacy, work readiness, and entrepreneurship

•

Junior Achievement prepares young people to succeed through hands-on, experiential lessons that are provided to volunteers in turn-key kits

•

Volunteers are the key to transforming key concepts of our lessons into an empowering message

Junior Achievement History: •

Junior Achievement USA started in 1919 in Springfield, Massachusetts by Horace Moses, then President of Strathmore Paper Company

•

Moses found that high school graduates were unprepared for the business world, and focused on The Company Program

•

Junior Achievement of Chicago opened its doors in 1940

•

In the 1970’s Junior Achievement realized that younger students could benefit from our lessons, and expanded our reach to Kindergarten through high school classrooms.

•

There are over 140 area JA offices in the United States, and nearly 100 international JA offices.

•

JA of Chicago reached 430,000 students during the 2011-2012 school year, and have a goal of reaching 445,000 this school year.

•

For more information about Junior Achievement of Chicago, please visit http://www.jachicago.org/index.php?page=about-ja 3

Junior Achievement Programs Overview of Programs Junior Achievement programs are proven, effective and change the lives of the young people involved. To learn more about JA’s impact on students, visit JA’s evaluations section here. (www.jachicago.org/Programs/Why JA?/Evaluations) Elementary Programs 5-6 Lessons/Activities 30-50 minutes per lesson JA’s elementary school programs are the foundation of its K-12 curricula. Six sequential themes, each with five hands-on activities, as well as an after-school and capstone experience, work to change students’ lives by helping them understand business and economics. Ourselves® uses compelling stories read aloud by the volunteer, along with hands-on activities to demonstrate helping, working, earning, and saving. Five required, volunteer-led sessions. Recommended for kindergarten. Our Families® emphasizes the roles people play in the local economy and engages students with activities about needs, wants, jobs, tools and skills, and interdependence. Five required, volunteer-led sessions. Recommended for first grade. Our Community® explores the interdependent roles of workers in a community, the work they perform, and how communities work. Five required, volunteer-led sessions. Recommended for second grade. Our City® studies careers, the skills people need to work in specific careers, and how businesses contribute to a city. Five required, volunteer-led sessions. Recommended for third grade. Our Region® introduces the relationship between the natural, human, and capital resources found in different regions and explores regional businesses that produce goods and services for consumers. Five required, volunteer-led sessions. Recommended for fourth grade. Our Nation® provides practical information about businesses' need for individuals who can meet the demands of the job market, including high-growth, high-demand jobs. Further, it introduces the concept of globalization of business as it relates to production materials and the need for students to be entrepreneurial in their thinking to meet the requirements of high-growth, high-demand careers worldwide. Five required, volunteer-led sessions. Recommended for fifth grade. JA More than Money® teaches students about earning, spending, sharing, and saving money, and businesses they can start or jobs they can perform to earn money. Six required, after-school, volunteer-led sessions. Recommended for grades three-five.

Middle Grade Programs 6 Lessons/Activities 45-50 minutes per lesson JA’s middle grades programs for students in grades 6-8 include economics and business curricula and a capstone experience. The dynamic interaction between the volunteer and students promotes active learning and brings theory to life. JA America Works® provides students with examples of how business and entrepreneurship affected the economic development of the United States during the 19th century. Six required, volunteer-led activities. JA Economics for Success™ explores personal finance and students’ education and career options based on their skills, interests, and values. It also demonstrates the economic benefits of staying in school. Six required, volunteer-led activities. JA Global Marketplace™ provides practical information about the global economy and its effect on students’ lives. Six required, volunteer-led activities. 4

JA It’s My Business!™ encompasses entrepreneurship curriculum for students in grades six, seven, and eight. The program emphasizes entrepreneurship while providing a strong focus on social studies, reading, and writing skills. Students are encouraged to use critical thinking to learn entrepreneurial skills that support positive attitudes as they explore and enhance their career aspirations. Six required, volunteer-led sessions.

High School Programs 5-12 Lessons/Activities 45-50 minutes per lesson JA’s high school programs for students in grades 9-12 include economic and business curricula, an after-school student-led enterprise, and a one-day workplace capstone experience. The dynamic interaction between JA volunteers and students promotes active learning and brings theory to life. JA Banks in Action™ teaches high school students the principles of the banking industry and familiarizes them with the challenges of successfully operating a bank in a competitive environment. Eight required, volunteer-led sessions. JA Business Ethics™ fosters students’ ethical decision-making as they prepare to enter the workforce and take part in the global marketplace. Seven required, five supplemental, volunteer-led sessions. JA Careers with a Purpose™ introduces students to the importance of seeking careers that help them realize their life potential and noble purpose. Seven required, volunteer-led sessions. JA Economics™ examines the fundamental concepts of micro-, macro-, and international economics. Seven required, volunteer-led sessions. JA Exploring Economics™ fosters lifelong skills and knowledge about how an economy works, including micro-, macro-, personal and international economics. Seven required, volunteer-led sessions. JA Success Skills® meets the needs of a diverse group of high school students by providing engaging, academically enriching, and experiential-learning sessions in work-readiness education and career perspectives. Seven required, volunteer-led sessions. JA Titan® introduces critical economics and management decisions through an interactive simulation. Seven required, volunteer-led sessions. JA Personal Finance® introduces students to the importance of making wise financial decisions. The program demonstrates the importance of planning, goal-setting, and thoughtful decision-making within the context of personal financial decisions. JA Company Program™ analyzes and explores personal opportunities and responsibilities within a student-led company. Twelve required, volunteer-led meetings. JA Job Shadow™ introduces students to careers through one-day, on-site orientations in the workplace. Two teacher-led classroom sessions prior to the work-site visit, and one follow-up classroom session. JA Be Entrepreneurial™ NEW challenges students to develop the essential components of a business plan by starting a entrepreneurial venture while in high school. Seven required volunteer-led activities.

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Program Implementation Junior Achievement programs are delivered in a variety of ways: Traditional/Weekly, JA in a Day, Ask the Expert, and Ask the Collegian. Below is a brief description of these different delivery methods.

Delivery Method: Traditional/Weekly •

Volunteer visits the classroom weekly and delivers one lesson/activity per visit

•

Total volunteer visits coincide with the total number of lessons/activities in the program

•

Kindergarten- 12th grade

•

Volunteer and teacher work together to coordinate schedule (for example: 1 time per week for 5 weeks, each day for one week, every other week, etc)

•

Program takes place during regular school hours

•

Volunteer signs in at office and goes directly to classroom to present the lesson/activity for the day.

•

Volunteer checks in with JA staff member via email or phone after each weekly visit to update progress of class.

•

Sign verification and return all unused items to JA staff.

Delivery Method: JA in a Day •

Same programs as traditional/weekly, just presented in a workshop-style format. Volunteer should complete 4-5 lessons during visit.

•

½ Day (4-5 hours, depending on grade) volunteer commitment

•

Program takes place during regular school hours

•

Typically a whole school participates on one day, but can be individual classes as well

•

JA Manager will email a schedule and fact sheet about your school’s JAD

•

JA Manager will typically be on site for the JA in a Day

•

Volunteer checks in at office and usually meets in a designated gathering spot (library, teachers’ lounge, etc.)

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Volunteer will distribute student certificates at the end of the last lesson taught

Delivery Method: Ask the Expert or Ask the Collegian •

Volunteer visits the school on the date of the event, coordinated by JA

•

Program takes place during regular school hours

•

Experts and Collegians prepare a 30-minute presentation about their educational and career experiences

•

Volunteers answer the questions that students have

•

Experts and Collegians may present to more than one class period of students, depending on the school’s request

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Top 3 Things To Know About Your Kit I. Guidebook a. Master list of materials b. Formatting is the same for all programs c. Scripted and outline options II. Activities a. Place students in groups of 4 to 6 b. Ask teacher to help put students in groups c. Play and practice all games and activities ahead of time d. Break or tear apart all perforated materials (EXCEPT for donuts in Our Community) e. When teaching a JA in a Day, please skip summary and review in lessons 1-4 f.

When teaching a traditional class, please remember to review the previous week’s key concepts

g. Sample Activity i. Needs vs. Wants ii. Donuts iii. 1st Activity of Global Marketplace h. Scavenger hunt: find everything that you need to teach Session1 (if kit is present) III. Additional Items a. Postcards b. Certificates c. Take-home materials

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A Guide to Successfully Working with Students Workshop Model of Instruction 

Students do most of the work of thinking, reading, and talking during a lesson



JA lessons are comprised of an introduction, learning activity, and summary & review



The majority of the class time is devoted to students’ working on activities individually or in small groups



During the activity there may be times when the volunteer needs to call the group back for further instruction

Creating Expectations  Arrive early, but don’t interrupt an activity that’s in progress.  Wear appropriate attire; look like an “expert.”  Greet students in a friendly, yet professional, manner.  Smile, shake hands (if appropriate), and maintain eye contact. Be enthusiastic and friendly – your attitude is contagious!  Guide your students behavior by providing an inviting environment, treating each young person with respect, and meeting her or his needs.  Introduce yourself and ask each student her or his name. Remember, reusable table tents are provided to help you learn students’ names.  Be yourself. Talk about your early aspirations, your current job, and how you were hired.  At the beginning of the session, state the behavior you expect from students (for example, raising their hands before speaking). Reinforce this by recognizing examples of good behavior.  Let students knows what the topic is for the lesson and determine what students already know about the concept or topic. What knowledge and experiences do they bring to the session?

Teaching Strategies Although the teacher is responsible for all instruction and discipline within the classroom, the following suggestions can help you work with students:  Tailor your presentation to meet the needs of the teacher and the student. Use language, examples, and analogies that students can understand, but don’t talk down to them. Avoid any use of gender, racial, or ethnic stereotypes.  Discuss with the teacher the best way to work with students with special needs, those who have limited English language skills, or those who have difficulty reading. 8

 Limit lectures to no more than 5 to 10 minutes; lecture usually is the least effective of all teaching strategies.  Define or review main points or key terms listed on the board or an overhead transparency. Keep terms posted as reminders for students. Remember to print!  Wait at least 5 to 10 seconds for an answer after calling on a student. Use as many open-ended questions as possible. For example, “Can you think of an example of . . . ?”  Don’t answer your own questions. Give clues if the students don’t respond, instead wait and avoid criticizing or rejecting wrong answers from students.  Work with all students. Use a system for including all students and implement it during every visit. Occasionally call on students who have not raised their hands.  Use examples the students are familiar with to illustrate a point.  When particular skills are required, such as mathematical calculations, provide an example or demonstration of the process before asking students to solve a problem.  Frequently check for understanding by asking relevant questions.

Managing the Class  Speak in a quiet voice that requires students to quiet down and listen carefully. Stop speaking if students become talkative and inattentive; they usually will settle down quickly.  Ask the teacher for suggestions on grouping students. Pairs require both students to participate. Groups of three or more should have prior experience working in groups.  Give general directions before separating the class into small groups.  Assign roles in a group. It often is effective to immediately ask students to number off, beginning with one, and to remember their numbers. Use the numbers to assign roles. After an activity, call on students in each group who have a particular number to report on their group’s activity.  Save time by using the same groups for each session. However, it sometimes becomes necessary to change group membership. Ask the teacher to assist in assigning group work. Circulate among small groups to answer questions and to help keep students on task. Encourage students to help one another.  Distinguish between active learning and genuine engagement and disruptive/inattentive behavior. A quiet class isn’t necessarily good, nor is a talkative class necessarily bad. Rigorous discussions or active simulations often are noisy indicators that students are learning.  Move around the classroom during activities and discussions. If side-talking occurs, walk to the noisy students and stand by them. If you are trying to start a discussion, walk over to the group of students you plan to address.  Be flexible! Expect the conversation to occasionally diverge from the topic of discussion. 9

After-School or Alternative Setting If you deliver a program in an after-school or alternative setting, talk to the classroom teacher, site coordinator, or JA staff member about program differences, such as program setting, class length, available equipment, and number of students

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Classroom Assignment

Date: Time: School Name: School Address: School City: Teacher’s Name: Grade:

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Junior Achievement of Chicago PRIVACY POLICY

Personal information is considered confidential at JA. On occasion, Junior Achievement requests personal information from those who serve youth in our organization. This information might include address, phone number(s), email address, social security number, driver’s license number, and certain demographic information (gender, ethnicity, etc.). Use of Information In most cases, personal information is only used to conduct a background check on a volunteer to ensure the safety of the students we serve. Any personal information you provide to Junior Achievement is kept in a secure environment and maintained and accessible only by Junior Achievement unless specifically stated otherwise. JA may use the information it collects in any of the following ways: •

Non-specific, aggregate data is used for the purposes of collecting general demographic information, and summarizing the collective characteristics of our volunteers. The collection of this information allows us accurately reflect those characteristics when applying for grants from various sources. No personally identifiable information is ever disclosed.

•

From time to time, JA may use this information to inform you of upcoming events or new information important to you as a volunteer or educator involved with JA. We will NOT release your personal information to other companies or organizations without your permission.

•

We respond to subpoenas, warrants, or other court orders regarding information that is contained within our files concerning any volunteer or educator. We also reserve the right to release that information concerning a volunteer or educator who we believe is in violation of Junior Achievement's terms and conditions or other published guidelines and official rules, even without a subpoena, warrant, or other court order. We also reserve the right to report any illegal activity to law enforcement.

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Junior Achievement of Chicago CHILD ABUSE POLICY Junior Achievement is dedicated to making a difference in the lives of its participants. The organization's mission is to educate and inspire young people to value free enterprise, understand business and economics, and be workforce ready.

Unfortunately, child abuse exists in our society and has become a matter of critical national concern. Child abuse does damage to a child for which there is no "reasonable" explanation. It includes non-accidental physical injury, neglect, sexual molestation, and emotional abuse. As a provider of programs delivered by volunteer role models in school classrooms, this issue is of special concern to Junior Achievement at the national and local levels.

Junior Achievement of Chicago has developed a program to deal with the potential issues of child abuse in an attempt to prevent such abuse from occurring within the parameters of its operations. The program involves the establishment of Volunteer/Staff Conduct Standards that make it difficult for child abuse to occur within its programs, the training of its staff and volunteers about child abuse issues, the encouragement of prompt reporting of inappropriate conduct, and the swift removal of alleged offenders.

Junior Achievement established the Volunteer/Staff Conduct Standards to protect all of its participants. The standards are presented both verbally and in writing by Junior Achievement staff to all volunteers participating for the first time and all staff when hired. All participants are required to sign this document indicating their agreement to abide by these standards before they enter the classroom or program setting for the first time. Any allegation of violation of these standards will result in the immediate suspension of a Junior Achievement volunteer/staff member. If an investigation determines that a violation of a standard has occurred, it will result in the immediate and permanent dismissal of the volunteer/staff member. Additionally, a full report of the allegation and the investigation will be provided to the proper authorities.

Junior Achievement of Chicago believes that by working with responsible members of the community and by enforcing Volunteer/Staff Conduct Standards, it can confront the abhorrent issues of child abuse. Any questions regarding the administration of the Volunteer/Staff Conduct Standards or this policy should be brought to the attention of our Controller, Terrance Guthrie, at Junior Achievement of Chicago, 651 W. Washington, Chicago, IL 60661, 312-715-1300 extension 221.

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VOLUNTEER CONDUCT STANDARDS (JUNIOR ACHIEVEMENT COPY) Each year Junior Achievement staff shall convey these standards in writing to all volunteers prior to their first visit to the classroom. Staff shall review these standards verbally, as well, with volunteers teaching for the first time. Junior Achievement serves youth. Our volunteers teach valuable lessons with each word and especially with their conduct. Adult misconduct with youth carries serious consequences. Because Junior Achievement cares that its volunteers have healthy relationships with the youth they serve, it has established these standards. 1.

Young people look to adults for examples of appropriate behavior. JA volunteers must use appropriate language and model honorable behavior, such as respect, integrity, honesty, and excellence. Profanity or sexualized language or jokes is inappropriate around students. Violating state law regarding interactions with youth, e.g., providing them alcohol or illegal drugs, is forbidden.

2.

Volunteers must take particular care when touching youth. Most people understand the difference between appropriate touching, like a handshake or pat on the back, and touching which is sexual or disrespectful. Volunteers must also consider how any physical contact may be perceived.

3.

Interactions with students must both be appropriate and appear appropriate. Volunteers will spend most time with groups of students, although occasionally one-to-one situations may occur. Prior to any one-to-one interaction, a JA volunteer generally should ensure another adult is present or aware of the situation. Favoritism, or the appearance of favoritism, should be avoided.

4.

Volunteers are responsible for the quality of interactions. Students often find it difficult to state discomfort or objections. Volunteers must be especially sensitive to physical and verbal cues that youth provide.

These are examples only, not a comprehensive list. Other actions not listed could result in suspension or dismissal as a volunteer. Junior Achievement takes all complaints of misconduct seriously. Credible allegations of misconduct will be promptly investigated by the appropriate authorities. During any such investigation, the JA volunteer will be placed on leave. If an investigation determines misconduct occurred, it will result in the immediate and permanent dismissal as a JA volunteer. Any JA staff member or volunteer who reasonably suspects misconduct must report these suspicions immediately to the appropriate JA staff person at the local office. - - - -- - - - - - - - - - - - - - - - - - - - - - - - Sign and return - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - I have received a copy of Junior Achievement's Volunteer Conduct Standards and have read, understand, and will abide by these standards. Please return this form to the Junior Achievement office. By signing this, I hereby certify that I have never been charged with a crime of violence or a crime involving a child or young person, or, if I have, that I have fully disclosed in writing the facts regarding such a charge to the local Junior Achievement office. Signature: ____________________________

Date: ______________________________

Name: _______________________________ Please return this form to your JA Trainer immediately following your training session. Or Fax to 708-456-5750 as soon as possible. Volunteers must return this form prior to beginning their classroom visits. 14

Junior Achievement of Chicago Volunteer Registration Form Event ID (office use only)

Semester (circle one): Fall 2012 Spring 2013 New Demographic Data Required for Volunteers

PLEASE PRINT CLEARLY FOR ACCURATE DATA ENTRY Volunteer Info:

_____New

Ethnicity – Section 1 - Required Please check only one box in this section: Note: If more than one applies, please check additional box in next section.

______Return

Name: First name Please check one:

 Mr.

 African-American  Asian  Hawaiian  Alaskan Native  Caucasian  Hispanic  American Indian  No answer provided

Last name  Ms.

 Mrs.

 Miss

Personal Email:

Ethnicity – Section 2 Please check if an additional category is necessary.

Personal Cell Phone:

 African-American  Asian  Hawaiian  Alaskan Native  Caucasian  Hispanic  American Indian  No answer provided

Home Address: City:

State:

Zip:

Are you an Alumni of JA? Gender (required) please check one:  Female

Company (if applicable): Previous company/companies where you participated as a JA Volunteer:

Profession (Required): Please check a profession below that most closely matches your job profession.  Accounting  Law  Administration  Management  Advertising  Manufacturing  Agriculture  Marketing  Architecture  Media  Art  Medical  Banking  Military  Community Relations  Non-Profit Admin  Computers  Nursing  Conservation  Pest Control  Construction  Physician  Consulting  Plumbing  Contractor  Programming  Design  Publishing  Education  Real Estate  Electrical Engineer  Religion/Clergy  Electrician  Retail  Engineering  Sales  Entertainment  Secretary  Finance  Services  Fine Arts  Stock Market  Food Service  Student  Government  Transportation  Human Resources  Travel  Insurance  Other

_________________________________________________ Business Address:

_______

Mail Code: City:

State:

Zip:

Business Phone: Business Email: Fax: Birth Month and Date: ______________________________________ Are you on: Facebook? Yes/No Page or Email Address Used? ________________ “Like” us on FB! LinkedIn? Yes/No

Join our LinkedIn group!

Twitter? Yes/No User Name: ________________________ Follow us @JAChicago YouTube? Yes/No Mail to:

Subscribe to the JAofChicago channel Work

Home

Have you ever been convicted of any crime other than a minor traffic violation?  Yes  No, If Yes, please briefly explain: (or attach form)

Classroom Data – Required for all After-School Programs Class Size: (# of students):

Signature: Parent/Guardian Signature:

Date Trained:

 Male

Classroom Ethnicity: please indicate the number of students in each category: _____ African-American _____ Asian _____ Hispanic _____ Alaskan Native _____ Caucasian _____ American Indian _____ Hawaiian

(required if under 18) Office Use Only Placed:

Kit Sent on:

Rec’d:

Confirmation Letter Thank You Letter Would Like A Class Next Semester: Yes

Cert: No

Follow-Up ___________________________________________________ ___________________________________________________ Delivery Method (required) JA in a Day After School Standard Recruitment Strategy (required) TDS CTS CoTS PTS MTS Other XP Code - Indicate Grade Level program is taught in: (required):

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VOLUNTEER CONDUCT STANDARDS (VOLUNTEER COPY) Each year Junior Achievement staff shall convey these standards in writing to all volunteers prior to their first visit to the classroom. Staff shall review these standards verbally, as well, with volunteers teaching for the first time. Junior Achievement serves youth. Our volunteers teach valuable lessons with each word and especially with their conduct. Adult misconduct with youth carries serious consequences. Because Junior Achievement cares that its volunteers have healthy relationships with the youth they serve, it has established these standards. 1.

Young people look to adults for examples of appropriate behavior. JA volunteers must use appropriate language and model honorable behavior, such as respect, integrity, honesty, and excellence. Profanity or sexualized language or jokes is inappropriate around students. Violating state law regarding interactions with youth, e.g., providing them alcohol or illegal drugs, is forbidden.

2.

Volunteers must take particular care when touching youth. Most people understand the difference between appropriate touching, like a handshake or pat on the back, and touching which is sexual or disrespectful. Volunteers must also consider how any physical contact may be perceived.

3.

Interactions with students must both be appropriate and appear appropriate. Volunteers will spend most time with groups of students, although occasionally one-to-one situations may occur. Prior to any one-to-one interaction, a JA volunteer generally should ensure another adult is present or aware of the situation. Favoritism, or the appearance of favoritism, should be avoided.

4.

Volunteers are responsible for the quality of interactions. Students often find it difficult to state discomfort or objections. Volunteers must be especially sensitive to physical and verbal cues that youth provide.

These are examples only, not a comprehensive list. Other actions not listed could result in suspension or dismissal as a volunteer. Junior Achievement takes all complaints of misconduct seriously. Credible allegations of misconduct will be promptly investigated by the appropriate authorities. During any such investigation, the JA volunteer will be placed on leave. If an investigation determines misconduct occurred, it will result in the immediate and permanent dismissal as a JA volunteer. Any JA staff member or volunteer who reasonably suspects misconduct must report these suspicions immediately to the appropriate JA staff person at the local office. - - - -- - - - - - - - - - - - - - - - - - - - - - - - Sign and return - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - I have received a copy of Junior Achievement's Volunteer Conduct Standards and have read, understand, and will abide by these standards. Please return this form to the Junior Achievement office. By signing this, I hereby certify that I have never been charged with a crime of violence or a crime involving a child or young person, or, if I have, that I have fully disclosed in writing the facts regarding such a charge to the local Junior Achievement office. Signature: ____________________________

Date: ______________________________

Name: _______________________________ Please return this form to your JA Trainer immediately following your training session. Or Fax to 708-456-5750 as soon as possible. Volunteers must return this form prior to beginning their classroom visits. 16

NOTES

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