3.

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

PROGRAM GOALS

What we hope to achieve…

1. Students will develop an awareness of the political process and methods of advocacy.
2. Students will learn to eat better, avoid alcohol, drugs, and behave responsibly with respect to sex.
3. Students will begin their college search process, and will do well enough on the ACT to be admitted into an appropriate college. Alternatively, they will begin to look into acquiring the skills they need to go into the workforce, either at school or afterwards.
4. Students will also learn basic personal financial management skills.

PROGRAM OUTCOMES

A developed 11^th grader will…

1. care about community problems and pursue political efforts to solve them.
2. know what behavior is best for them and make decisions about such matters for themselves.
3. understand what kinds of schools have programs that appeal to them and will set them on the road to careers that interest them. They will take the ACT and earn a score that does not limit their realistic choices. They will also be able to demonstrate fundamentals of financial management.

CURRICULAR METHODS

Ways we will achieve these outcomes include…

1. Juniors will, as part of a class project, identify one issue that concerns them deeply and research a solution. They will then do at least 10 hours of service learning advocating that solution, either through a sympathetic organization, or on their own.
2. Classroom teachers, in addition to PE teachers in Health class, will address issues of nutrition, drug and alcohol use, and the consequences of sex.
3. Students will develop a list of five schools that have programs that would facilitate their career interest and are reasonable possibilities for admittance. Many will go on college visits sponsored by the counseling department. Students will receive ACT prep in class, and many will get further ACT prep after school.
4. All juniors will receive a unit in financial management in their social studies class.

ASSESSMENT

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

1. At least 80% of juniors will have completed their service learning requirement. All will have received a grade on their advocacy project.
2. Students will report an awareness of the importance of a healthy lifestyle. 
3. At least 90% of juniors will have five schools to further investigate or visit that have suitable programs for them. ACT scores will average .5 higher than predicted by the EXPLORE test. Students will complete a personal financial portfolio to complete their consumer education unit.

RESOURCES

External resources that we will use to implement our plan…

1. Organizations that advocate political positions such as MADD, PETA or Illinois PIRG.
2. Guest speakers and groups that deal with alcohol and drug abuse as an issue.
3. College admittance departments. Test preparation materials created by Stanley Kaplan.

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 advocacy projects, healthy living curriculum and college investigation into their standard curricula.

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

September, 2005: Political advocacy and college investigation curriculum will be implemented in certain courses. ACT prep and financial literacy programs will continue as ongoing programs.

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.