3.

c. Why should I devote my time and effort to succeeding?

PROGRAM GOALS

What we hope to achieve…

a. Each student will develop an awareness of needs in their community and what they can do to help meet these needs.

b.  Develop the ability in the students to deescalate conflict with other students and with teachers, and to maintain friendly relationships.

c. Develop awareness in each student that his or her effort and behavior in high school can have an impact on the choices available to them later on.

PROGRAM OUTCOMES

A developed 10^th grader will…

a. be aware of problems in the community and  feel confident that he or she can do something to help.

b. deal with others respectfully, and with the goal in mind to avoid conflict and to come to conclusions that satisfy all parties.

c. have at least a general goal for the future and view school as a process that is helping to lead toward that goal.

CURRICULAR METHODS

Ways we will achieve these outcomes include…

a. Service learning will become part of the curriculum in sophomore classes, using academic projects associated with service hours.

b. Students will see presentations by theater troupes that specialize in modeling appropriate responses to various situations.  Later, students will do role playing followed by discussion in class to learn about how to deal best with others.  Many students will participate in a peer jury program to adjudicate disputes and deal with minor discipline problems.

c. We will introduce a range of career possibilities to the students in appropriate classes, using guest speakers from these fields where possible.  Have students choose at least one possibility and do a research project on precisely what the qualifications and career path is for this occupation.

ASSESSMENT

Ways we will measure the degree to which we have achieved our outcomes…

a. At least 80% of sophomore students will have completed 30 hours of service learning by the end of their second year in high school.

b. Teachers will report an improvement in the general school climate, and the disciplinarian will report a decrease in punishments based on fights between students and arguments with teachers.

c. All sophomores will have a graded career investigation project that includes steps necessary to achieve this goal, including education.

RESOURCES

External resources that we will use to implement our plan…

a. Community organizations that provide service in the community, such as food pantries, WTTW, Alderman Laurino’s office, etc.

b. We will engage outside theater troupes that do skits which confront students with social situations to inspire reflection on proper responses.

c. Career interest test.  Outside speakers from a variety of occupational areas, mainly from the Von Steuben Alumni Association.

TIMELINE

Major activities between March 2005 and June 2006 including planning, implementation, and evaluation…

April-June, 2005: Faculty will review the program planned by the Student Dev. Committee.  Academic departments will build service projects into their standard curricula.

April-June, 2005: Student Development Committee will design or adopt a program for introducing career options, and a research project on this topic with a standard rubric.

September, 2005: Service learning and career investigation curriculum will be implemented in certain courses.  Sophomores will also be exposed to models for how to get along with others, followed by activities in class to work on this skill.

April-June, 2006: Student Development Committee will evaluate the success of the program according to the criteria established above.

PROGRAM STRUCTURE

We will use the following model(s) to implement our Student Development  Strategy…

We intend to follow model four in integrating student development into the curriculum of regular courses.  This would involve giving particular departments responsibility for different pillars with different classes.  We may make occasional use of advisory periods as per model one.