Mt. Healthy Jr. High School

Transition Guide for Parents/Guardians and Students

2025-2026 School Year

Dear Staff, Parents, and Guardians,

The transition from Elementary to Jr. High is often an exciting, yet apprehensive time for students. Ideally, each rising 6th grader will feel prepared to enter 7th grade. As educators and families, we can greatly enhance students‘ comfort level with this change by exposing them to common concerns that arise in Jr. High and equipping them with information and skills necessary to be prepared and successful. This Transition Guide was created in an effort to support staff, parents, and guardians in this endeavor. The goal of this guide is to address questions and concerns that will arise in the upcoming months and throughout the summer in preparation for transitioning into 7th grade.

Mt. Healthy Jr. High School staff is eager to welcome your child into our building. We know you may have additional questions that this guide may not cover. Should that be the case, please do not hesitate to contact our 7th/8th grade counselor, Orlando Ramirez. He will be more than happy to assist in every way possible.

Sincerely,

The Mt. Healthy City Schools Counseling Team

TABLE OF CONTENTS

GENERAL INFORMATION

        Important Members of the Jr. High Team……………………………………………………………6

Glossary of Jr. High Terms………………………………………………………..…………………..7

ACADEMICS

Attendance……………………………………………………………………………………………...11

Chromebooks…………………………………………………………………………………………..11

Grading Scale…………………………………………………………………………………………..11

Assignments and Assessments……………………………………………………………………...12

Time Management/Study Habits……………………………………………………………………..12

Extra Help/Tutoring…………………………………………………………………………………….12

A/B Honor Roll and Principal’s List………………………………………………………………..…12

Course Descriptions…………………………………………………………………………………...13

PERSONAL/SOCIAL/EMOTIONAL

        Self-Advocating………………………………………………………………………………………..19

        Setting Boundaries………………………………………………………………………………….…19

        Healthy Relationships…………………………………………………………………………………19

        Managing Peer Influence……………………………………………………………………………..19

        Problem Solving/Conflict Resolution……………………………………………………...…………20

        Physical Aggression/Fighting…………………………………………………………………………20

        Bullying………………………………………………………………………………………………….20

Personal Accountability……………………………………………………………………………….21

        Using Technology Wisely……………………………………………………………………………..21

        “Sexting”/Sexually Explicit Content…………………………………………………………………..21

EXTRACURRICULAR ACTIVITIES

        Sports……………………………………………………………………………………………...……23

Clubs…………………………………………………………………………………………………….23

EARLY PREPARATION

        Checklist for August/First Day……………………………………………………………………..…25

        Student Handbook……………………………………………………………………………………..25

        Dress Code Policy……………………………………………………………………………………..25

STAYING CONNECTED

        Contact Us…………………………………………………………………………………………...…26

School Website……………………………………………………………………………………...…27

Abre……………………………………………………………………………………………………..27

RESOURCES

        Academic……………………………………………………………………………………………….28

Technology Safety and Monitoring…………………………………………………………………..28

Mental/Behavioral Health & Community Agencies…………………………………………………29

Emergency/Crisis Response…………………………………………………………………………30

GENERAL INFORMATION

GENERAL INFORMATION

The transition to Jr. High is an adjustment for students and parents/guardians mainly due to differences in the Jr. High and Elementary school settings. One adjustment is to know that in most cases, students no longer have one core Teacher, but six or seven. Rather than remaining in one or two classrooms throughout the day, most students will transition between multiple classes following a specific bell schedule. This section will provide general information about the functioning of the Jr. High School.

Important Members of the Jr. High Team

BUILDING PRINCIPAL

The Building Principal serves as the administrator for the entire Jr. High School and oversees the day-to-day management and operations of the building, including academic instruction. The Building Principal also oversees the delegation of daily responsibilities and tasks to whomever they are assigned.The Building Principal may also oversee the management and discipline of a specific grade level.

ASSISTANT PRINCIPAL/DEAN OF STUDENTS

The Assistant Principal is responsible for supporting the Building Principal in conducting all academic programs, as well as the business and daily operations of the school, including academic instruction. The Assistant Principal may serve /Dean of Students as the principal designee in the Building Principal’s absence. The Assistant Principal/Dean of Students may also oversee the management and discipline of a specific grade level.

SCHOOL COUNSELOR

School Counselors provide academic, career, college readiness, and social-emotional support for all students. They are responsible for the class placement and scheduling of students as well as preparation for transitioning into the next grade level. School Counselors assist struggling students, including those in crisis, providing the necessary support for them to function and thrive in the school environment. They must legally and ethically maintain confidentiality with students in a similar manner to other mental health providers. In cases of potential harm to self or others, including physical aggression, fighting, or other instances of danger, School Counselors may reach out to parents/guardians to communicate any interventions or need for additional support.    

LEAD TEACHER

The Lead Teacher is an experienced educational professional who provides guidance and mentorship to other teachers in the building. Their responsibilities include leading the implementation of academic curriculums, assessing lesson plans and current teaching methods, evaluating student progress, and tracking academic performance. The Lead Teacher also collaborates with administration and counselors to help support various operations of the school building.  

SCHOOL PSYCHOLOGIST

The School Psychologist provides direct support and interventions to students, families, and other school professionals. This includes the evaluation of learning and/or behavioral difficulties while helping to determine the need for special services. During this process, the School Psychologist may conduct psychological and/or academic assessments and collect/interpret student and classroom data. A meeting is then scheduled with Parents/Guardians, Teachers, and other team members to review the information collected and determine the next appropriate steps. Staff members and Parents/Guardians can refer students to the School Psychologist.  

SPEECH/LANGUAGE PATHOLOGIST

The Speech-Language Pathologist (SLP) is an expert in communication. The SLP works with students to address difficulties with speech sounds, language, literacy, social communication, the voice, fluency, and more. If a student is referred for or identified as needing support in the areas of speech or language, the School Psychologist and Speech Language Pathologist will work together to evaluate and coordinate the necessary services.  

CASE MANAGER

Some students will be assigned a Case Manager to help ensure that their individual needs are being met. Intervention Specialists serve as the Case Manager for an identified group of students who have an Individualized Educational Program (IEP). These teachers are responsible for ensuring that the IEP is implemented, scheduling meetings to discuss an IEP, and/or to answer questions regarding the IEP. The 504 Case Manager supports students who have a Section 504 Accommodation Plan. The ESL Resource Teacher is the Case Manager for students who have a Limited English Proficiency (LEP) Plan.

JR. HIGH SECRETARY

The Jr. High Secretary oversees offices of the Building Principal, Assistant Principal, Lead Teacher, and School Counselors. Our secretary assists with daily attendance, new enrollments, and the management of school records, among many other duties. The Jr. High Secretary can be contacted with questions and concerns about the daily operation of the school building and will help direct students, parents, and guardians to the proper staff member when additional assistance is needed.  

Glossary of Jr. High Terms

CORE CLASSES

All students in Jr. High are required to take core classes. These consist of English/Language Arts (ELA), Math, Science, and Social Studies.

ACE CLASSES

Jr. High students who have been recommended and meet specific criteria may have the opportunity to take ACE classes. These are accelerated courses with increased pacing and rigor available for students who are performing at an extremely high level. ACE classes include ELA, Math, Science, and Social Studies. Criteria considered for placement includes previous course grades, iReady scores, Ohio State Test scores, and gifted identification, as well as other assessments.

ELECTIVES

Depending on this year’s master schedule and individual academic needs, students may have the opportunity to take one or more elective courses. These may include classes such as PE, Art, Band, or Choir.

SUPPLY LIST

By the beginning of the school year, the Jr. High will provide a list of needed supplies for students. Most work will be completed on school-issued Chromebooks. Students can be prepared for their first week by bringing a notebook, pencils, folders and/or a binder, and a backpack.

LOCKERS

At the beginning of 1st Quarter, students will be assigned a locker which includes a school-issued lock. The technology team will assist students in providing fingerprints which are used to unlock the locks. Students will be able to access their lockers before homeroom, during transition time, and at the end of the school day. Lockers are not to be shared, and they must remain locked at all times.

TRANSITION TIME

Transition time is the time students have to travel between classes. After the bell rings signaling the end of each class, students will have 3-4 minutes to report to their next assigned location. Students who do not make it to class on time and who do not have a pass written from the previous staff member they were with will be marked tardy. Consequences will be issued by the students' team of teachers once a certain number of tardies has been reached.  

OHIO STATE TEST

Each spring, students in all grade levels will take the Ohio State Test (OST). 7th graders will be tested in ELA and Math. When students become 8th graders, they will be tested in Science. These tests are used to help evaluate the academic progress students are making from year to year. OST scores are also one piece of data considered to help determine if students may qualify for participation in ACE (accelerated) classes.

INCLUSION

Depending on individual student needs, students who qualify for specially designed instruction may have their instruction provided to them in the general education classroom setting with an Intervention Specialist present. Some students may be serviced in a resource room with their Intervention Specialist for core classes but participate in the general education setting for Social Studies and Science classes. Additionally, some students may experience a combination of environments based on their academic needs. For example, some students may only take ELA or Math in the resource room, but take all other classes in the general education setting. The goal is for all students to be educated in the Least Restrictive Environment (LRE).

GUIDANCE CURRICULUM

As part of the Jr. High’s Comprehensive School Counseling Program, throughout the school year, students will participate in a variety of classroom guidance curriculum activities that focus on academic, career exploration, and personal/social development. Activities and lessons may be delivered during Advisory classes, in-person during students’ Social Studies classes, or via Screencastify. Some activities and lessons are state requirements of House Bill 123 that cover Social Inclusion and Suicide Prevention.    

ACADEMICS

ACADEMICS

ATTENDANCE

The State of Ohio requires that students attend school. More importantly, they cannot learn, master, and retain content if they are chronically absent or tardy. Mt. Healthy's goal is for all students to "Be Great, Miss Less Than 8!" Missing more than 1-2 days per month leads to chronic absenteeism. Chronic tardies can add up and count toward overall absence hours. Families will receive an automated phone call if their child is absent (or potentially tardy) from Homeroom. To avoid receiving truancy letters or intervention plans, students must not accumulate multiple unexcused absences or tardies. All student absences must be reported by a Parent/Guardian via phone call to the attendance office or a medical note to be marked "excused." Notes concerning absences should be turned into the main office and placed in the designated basket. Parents and Guardians may call our attendance hotline at 513-728-7649 or email owlsattendance@mthcs.org to report an absence.

CHROMEBOOKS

At the beginning of the school year, all students will be issued a district-owned Chromebook. Before this occurs, Parents/Guardians will need to sign an agreement which acknowledges that students are financially responsible for misplaced devices, including chargers. Should issues arise with Chromebooks throughout the year, students can ask for a pass to the Media Center or visit the Cafeteria during pre-determined times to receive assistance.

Most assignments will be completed using Chromebooks. Each teacher will have his/her own Google Classroom where many assignments can be obtained and submitted electronically.  

GRADING SCALE

In Jr. High, students earn letter grades of A, B, C, D, or F in their classes and on their report cards. They may also be assigned a grade of "I" for "Incomplete" if, due to an emergency, they do not complete work by the end of the grading period. The "Incomplete" becomes an "F" if work is not submitted by the assigned time. Letter grades have the following numerical values:

ASSIGNMENTS and ASSESSMENTS

Assignments fall into one of two categories: Practice or Mastery. Practice assignments are worth 30% of a student’s overall grade, and Mastery assignments are worth 70% of the overall grade. Practice assignments could be any in-class or homework assignments. Mastery assignments would be tests, quizzes, special projects, or other assessments.  

TIME MANAGEMENT and STUDY HABITS

Many times, students will be able to complete all assignments during class, but there may be times when unfinished work will need to be finished at home. Students may also be assigned homework intended to be completed at home, depending on the class. It’s important that students minimize distractions to the best of their abilities in order to make the most of their time in class, avoiding the need to take work home that did not get finished. Making wise choices in classroom seating (away from distracting peers or friends) and keeping cell phones off and out of reach are critical to students’ productivity.

Work that has already been completed can be used for review at home to help prepare for future quizzes or tests. Some teachers may also have students complete a study guide. Students should ask Teachers directly what they can do to best prepare for any upcoming assessments.

We understand and support that students may have responsibilities to tend to at home after school. These may include daily chores and help with younger siblings. Students are encouraged to prioritize homework and studying first so that they are not tempted to procrastinate and submit work that is incomplete, or worse, not completed at all. Please make a time management plan with your children that will help set them up for success after the school day has ended.

EXTRA HELP/TUTORING

At times, it may be necessary for students to obtain extra help from a staff member outside of regular school hours. Students can speak to their Teachers directly about the option to stay after school. If a specific Teacher is not available to stay, students may request to speak with their School Counselor for help in obtaining a tutor after school. This may be another Teacher in the Jr. High who teaches the needed subject, or if necessary, a High School Teacher who offers tutoring after school. Depending on availability, students may also be able to sign up for the After-School Program, which traditionally includes tutoring Mondays-Thursdays along with bus transportation home. Please reach out to the 7th grade School Counselor to inquire about the availability of this program.

A/B HONOR ROLL and PRINCIPALS’ LIST

Each quarter, students will be recognized for their academic achievements. Students who earn all A’s and B’s on their report cards will be added to the A/B Honor Roll List and participate in a luncheon celebration at school. Students who earn all A’s on their report cards will be added to the Principals’ List and participate in a luncheon celebration at a local restaurant.

COURSE DESCRIPTIONS

*Course offerings are subject to change.

PERSONAL/SOCIAL/EMOTIONAL

PERSONAL/SOCIAL/EMOTIONAL

SELF-ADVOCATING

Having the courage to speak up when something is challenging, frustrating, or when assistance is needed can be a struggle for many young people. It’s important for students to maintain regular, ongoing communication with their Teachers when any of these scenarios occur. Students are always encouraged to appropriately voice their needs and concerns to their Teachers or any trusted adult. It’s easy to forget that staff members are not able to read students’ minds, and vice versa. If a frustrating, confusing, or uncomfortable situation has occurred in the classroom or any other part of the school, please encourage your child to request to speak with a Teacher, School Counselor, or an Administrator privately when an appropriate opportunity is available. These can be concerns regarding academic work, situations with peers, or a personal concern that may be taking place.

SETTING BOUNDARIES

Setting personal, social, and physical boundaries is critical in the well-being of our students. This takes practice and modeling from trusted adults, like us! Boundaries help people feel safe, secure, and at ease. Students will continue learning how to appropriately set and express boundaries with each other. This may include knowing when to distance themselves from uncomfortable or triggering situations or when and how to speak up when a boundary has been crossed. Setting boundaries with time, technology, and responsibilities is also important to maintain happy and well-balanced lives.

HEALTHY RELATIONSHIPS

Students can often recognize quickly which individuals bring out the best in them and which do not. Students may need assistance in identifying who may be having a negative impact on their overall success and emotional well-being. Parents/Guardians are encouraged to invest themselves in the lives of their children with regards to relationships. Asking questions about who they’ve become friends with, monitoring communications outside of school, and helping them determine if they have found a healthy friend group will all go a long way in helping students establish and maintain healthy relationships throughout the school year.  

MANAGING PEER INFLUENCE

All students want to feel accepted. Peers often have a positive influence on one another, setting good examples by modeling expectations and success, but when they feel pressured to behave negatively in order to be accepted or fit in, it often causes problems at school or in the community. This typically leads to more serious consequences. The pressure to conform can be powerful and hard to resist. Parents/Guardians can help by discussing ways students can prepare for how to respond in these types of situations as well as reminding them that their leadership in going against the crowd can be helpful to others. Students are encouraged to use their voices to communicate with one another that what might be popular doesn’t always lead to positive outcomes.

PROBLEM-SOLVING/CONFLICT RESOLUTION

Although conflict is a normal part of interacting with peers, we must keep in mind that students are still learning and developing effective and appropriate communication skills. As adults, it’s imperative that we model these skills for our children/students. Young people will often use the skills they have seen demonstrated before them, and this can either be helpful or hurtful. Students have a natural and good desire to manage and resolve conflict, but sometimes they benefit from adult assistance to help facilitate the process. If a conflict continues to escalate outside of class or the school despite a Teacher’s intervention, students should request a meeting with their School Counselor. When appropriate, Teachers may also refer students. These conversations tend to happen on a 1-on-1 basis before attempting to engage students in a mediation or restorative conversation. If students demonstrate that they are able to actively participate in the counseling/mediation process effectively, disciplinary consequences can often be avoided.

PHYSICAL AGGRESSION/FIGHTING

In response to any sort of threat, it is natural for students to become upset and want to protect and defend themselves. As a school, however, we are responsible for teaching and empowering students to regulate their emotions and de-escalate situations by building effective communication and conflict-resolving skills. Our goal is for students to learn to avoid threatening situations and prevent them from happening in the first place when at all possible. We desire to see students grow and develop into well-spoken, emotionally-composed adults who set boundaries and avoid potential dangerous situations where law enforcement may become involved. Students are encouraged to speak to their School Counselor when they need assistance in managing a situation. As with conflict resolution, if students can have restorative conversations in a way that avoids physical aggression or fighting to begin with, disciplinary consequences may be avoided.

BULLYING

It is important to remember that bullying is very distinct from conflict or minor frustrations/annoyances between peers. Bullying is specifically targeted and unfair, meaning that the “bully” uses some sort of power over his/her victim. It is one-sided, meaning that only one person or one group of people is engaging in the bullying behavior. Bullying can occur in many forms: verbal, written, physical, graphic, electronic, or cyber. It happens when someone intentionally aims to hurt, frighten, threaten, or exclude another student. Students who feel they are being bullied are encouraged to tell a trusted adult. This can be a Teacher, School Counselor, or Administrator. If we are not made aware of the situation, there is little that can be done to prevent continued problems from occurring. We want our students to be safe and focused on learning. If students witness or have information concerning a bullying situation, they have the power to be part of the problem or part of the solution depending on their reactions to the situation. They can exacerbate the situation by doing nothing, encouraging the bully, or pretending not to see. Students can be proactive by helping the victim safely get out of the situation, encouraging the victim to get help, and/or reporting the situation to a staff member.

PERSONAL ACCOUNTABILITY

School staff are always willing to work with students who are experiencing academic, social, or behavioral difficulties. Maximal progress is made when students own their part in any given situation. When students are given an opportunity to discuss their own specific involvement in a situation, sometimes they will deflect by bringing up the words or actions of another individual rather than simply focusing on the role he or she played, if any. Students are always given due process, that is, a chance to share their perspectives. We can encourage productive and successful outcomes by holding high expectations for student accountability both in school and at home.

USING TECHNOLOGY WISELY

Students are more connected than ever before, and with the increased use of technology, it is vital that proper boundaries be established going into the new school year. In addition to school-wide expectations being followed regarding cell phone use, students can protect themselves from negative and potentially embarrassing or destructive situations by not sharing their passwords with anyone other than their parents/guardians. This includes passcodes that unlock phones and email or social media login/passwords. Student IDs should also not be shared with one another which can allow access to chromebooks. Should you permit your child to engage in social media, profiles should be set to private, and they should not engage with anyone without parent/guardian approval. Pictures, videos, or recordings should never be taken at school or in the community of students or staff or posted without prior consent. Parents and guardians can access a variety of apps that allow you to monitor your child’s cell phone and social media usage. Suggestions are given in the Resources section. Ultimately, our goal is to keep all students safe and free from distractions in the school environment.  

“SEXTING”/ SEXUALLY EXPLICIT CONTENT

Sending sexually explicit content (language or photos) with the use of technology, regardless of who originally created the content, most often results in devastating, humiliating, and irreversible consequences among peers at school. Students may not realize it to start with, but it is a crime to create, send, or possess sexually explicit photos of a minor (even if the photo is of the person sending it or if it is sent to a friend, boyfriend, or girlfriend). Parents/guardians are encouraged to regularly monitor and discuss cell phone and other technology use with students and hold them accountable for using it appropriately. Sending messages often happens quickly and impulsively in the heat of the moment with little regard for any aftermath or consequences of themselves or others. Students need consistent reminding that they should never assume that what is being sent is private, and there is no changing their minds once something is sent. They should be encouraged to think about how the recipient will react to the message and remember that nothing is truly anonymous in the cyberspace world. Together, we must help students resist the very strong pressure in today’s world to do things that make them uncomfortable or in responding to obscene or threatening messages.  

EXTRA-CURRICULAR ACTIVITIES

EXTRA-CURRICULAR ACTIVITIES

SPORTS

The Jr. High has traditionally offered a variety of school sports including Football and Girls' Volleyball in the fall, Wrestling and Basketball in the winter, and Track/Field in the spring. Cheerleading and Dance Team have also been options during these seasons. Sports offerings this coming year may depend on a variety of factors such as school funding and available coaching staff. Parents and guardians should be on the lookout for any school social media postings, website updates, and automated calls with information concerning available opportunities. Students should listen for daily announcements and check for any Google Classroom postings that may pertain to sports. Our Athletic Director, Mr. Nick Khoury, can be reached at 513-619-8263 (office), 513-600-5874 (cell), or at nkhoury@mthcs.org with additional questions.  

CLUBS

Similarly to sports, the availability of after school clubs and enrichment activities this school year will depend on available funding and staffing. Students may have the opportunity to stay after school for tutoring or to participate in various clubs such as Chess, Robotics, or Math Pentathlon. Please be on the lookout for any automated calls, announcements, flyers, e-mails, and Google Classroom updates pertaining to after-school clubs and enrichment activities.

EARLY PREPARATION

EARLY PREPARATION

CHECKLIST FOR AUGUST/FIRST DAY

• Review the information in this Transition Guide with your child and complete any Summer Transition Activities to help him or her feel mentally prepared for the transition into Jr. High.
• Contact the Jr. High Office to update any changes in parent/guardian contact information and home address. We must have a working phone number and email address in order to contact home in the event of academic concerns or emergencies and to send important information/updates about school.
• Contact your child’s School Counselor with any personal, social, emotional, or behavioral concerns you feel may have an impact on his/her ability to function and thrive in the school environment. A plan can be discussed to help your child be successful such as interventions from the School Counselor or referrals for school-based therapy / day treatment services.
• Contact the School Nurse to discuss any health-related concerns, medication, or emergency action plans that may be necessary.
• Ensure that your child has school-appropriate attire that falls within the dress code. Please see below for the Dress Code Policy.
• Ensure that your child has necessary supplies for school. Please see a general Supply List below.
• After receiving your child’s schedule, please review. If something appears to be missing such as one of the bells, classes, or an IEP case manager, please contact your child’s School Counselor for a review.

STUDENT HANDBOOK

Please review the Jr. High Student Handbook with your child to make sure that he/she is aware of all school policies, procedures, and expectations going into the new school year. Reviewing this handbook regularly with your child (for example, at the start of each quarter and if an infraction has occurred) will help him/her remain cognizant and aid in the prevention of disciplinary issues and consequences.

DRESS CODE POLICY

Visit the following links to view the Jr. High’s Dress Code Policy. Please review with your child.

24-25 Dress Code Policy - English

24-25 Dress Code Policy - Spanish

STAYING CONNECTED

CONTACT US

Building Principal

•  513-728-7658

Assistant Principal

• 513-619-1729

School Counselor - 7th & 8th Grade

• Mr. Orlando Ramirez
• oramirez@mthcs.org

School Psychologist

• TBA

Athletic Director

• Mr. Nick Khoury, 513-619-8263 (office), 513-415-0814 (school cell)
• nkhoury@mthcs.org

Jr. High Secretary

• Mrs. Robin Simpson, 513-728-7657
• rsimpson@mthcs.org

Attendance Secretary

• Mrs. Robin Guffey, 513-728-7652
• rguffey@mthcs.org

SCHOOL WEBSITE

Please visit the District Website for District information and updates.

Please visit the Jr. High Website for Building information and updates.

ABRE

Your child will have access to Abre on his/her Chromebook. This should be the home page after opening and logging into the device. Using the apps in Abre, students will have access to all of the different online tools used in the classroom including Gmail, Google Classroom, Progress Book, and more. Please take a moment to review Abre on your child’s Chromebook and take note of the following apps:

• Gmail

• All students have been issued a district email address so that they can communicate with staff members as necessary and appropriate. When creating a new email message in Gmail, students can type in the name of the staff member they wish to reach for the correct email address to pop up.

• Google Classroom

• All teachers will use the online platform Google Classroom to access classwork and other materials that will be completed electronically. Students should check each of their Google Classrooms regularly for important announcements from staff members. School Counselors will also have a Google Classroom for students to access. At any time a student is unsure of what to complete for class, including when absent, he/she should check all areas of Google Classroom. An email can also be sent to teachers using Gmail to ask questions when students are not in class or absent from school.

• Progress Book

• All students will have access to Progress Book so that they can view assignments and overall grades for each of their classes. Here they can view if an assignment is missing. Parents/guardians are encouraged to have their child access Progress Book on his/her Chromebook so that assignments and grades can be monitored. A weekly review with your child will help him/her stay accountable for turning work in on time, fully completing assignments, and preparing for upcoming assessments.

RESOURCES

ACADEMIC

Ohio Department of Education & Workforce Parents Page

• Here students can access instructional activities. They may already be familiar. See the next section titled “Summer Transition Activities” for student login instructions.

TECHNOLOGY SAFETY AND MONITORING

Internet Crimes Against Children Task Force Program - Internet Safety

• Guidelines to internet safety

Guide to Monitoring Apps

• Reviews a variety of parental monitoring apps

Techradar Pro - Best Parental Control App of 2024

• Reviews a variety of parental monitoring apps

Bark Parental Control App

• Parental monitoring app option

Boomerang Parental Control

• Parental monitoring app option

Microsoft Family Safety App

• Parental monitoring app option

Google Safety Center

• Parental monitoring app option

Verizon Smart Family

• Parental monitoring app option

National Cybersecurity Alliance - Talking to Kids and Teens about Security and Privacy

• Guidelines for talking to kids and teens about online/technology security and privacy

MENTAL/BEHAVIORAL HEALTH AND COMMUNITY AGENCIES

Best Point Behavioral Health        

• Parents/guardians may refer the child online or contact a School Counselor to start a referral.
• School-based therapy, office-based therapy, medication management, school-based day treatment
• 513-272-2800

Poppy's Therapeutic Corner

• Adolescent/young adult, individual, family, and couples therapy.
• 513-570-4068
• Scheduling hours are M-F from 8am-5pm

Fernside - Grief Support                

• Parents/guardians must call to refer to the child or family.
• Holds an Evening Program 2x a month at various locations (Blue Ash is closest)
• 513-246-9140

Cincinnati Children's Child and Adolescent Psychiatry - Programs and Services

• Inpatient, outpatient, residential treatment, and partial hospitalization programs
• 513-636-4788

National Alliance on Mental Illness Southwest Ohio

• Serves residents across SW Ohio counties with free mental health support, online groups, resources, and education
• Works with individuals, families, caregivers, teens, and young adults
• Information Line - 513-351-3500

Talbert House

• Provides a variety of programs, services, and initiatives for individuals, families, and communities
• 513-221-HELP (5357)

Beech Acres Parenting Center

• Kinship support and parent enrichment programs

EMERGENCY/CRISIS RESPONSE

Cincinnati Children's Psychiatric Intake Response Center

• Starting point for all psychiatric evaluations and referrals
• If your child is experiencing a mental health emergency, please start by calling our Psychiatric Intake Response Center at 513-636-4124. If you are calling after hours or can't wait for a call back, dial 988 to talk to an expert at the National Suicide and Crisis Lifeline.

National Suicide and Crisis Lifeline - dial 988

UC Health Mobile Crisis

• Provides specialized mobile services to individuals experiencing a mental health crisis
• Mobile Crisis - 513-584-5098
• Stress Center - 513-584-5098

Talbert House - Community Care - Crisis Hotline

• 513-281-CARE (2273) or text TALBERT to 839863
• 24-hr crisis intervention service for suicide prevention, psychological stress, marital and relationship conflicts, bereavement, loss, and other personal emergencies