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ED 332 087 OG 023 344 AUTHOR Eldred Cindy; And Others TITLE Going Places: An Enrichment Program To Empower Students. INSTITUTION San Diego City Schools, Calif. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC.; Women's Educational Equity Act Program (ED), Washington, DC. PUB DATE 91 NOTE 435p. AVAILABLE FROMWomen's Educational Equity Act Publishing Center, Educational Development Center, 55 Chapel Street, Newton, MA 02160. PUB TYPE Guides - Classroom Use - Teaching Guides (For Teacher) (052) EDRS PRICE X701/PC18 Plus Postage. DESCRIPTORS Curriculum Guides; Decision Making Skills; *Dropout Prevention; *Dropout Programs; Grade 8; Grade 9; *High Risk Students; High Schools; Junior High Schools; Junior High School Students; Parent Parti:ipation; *Potential Dropouts; Problem Solving; Self Esteem; Transitions, ITograms IDENTIFIERS Going Places Progam CA; San Diego Unified School District CA ABSTRACT This semester-long curriculum is designed to increase the self-esteem, leadership skills, and communication, decision-making, and problem-solving abilities of eighth and ninth grade students who are at risk of dropping out of school. The manual offers procedural suggestions for organizing a Going Places class. Individual sections address administrative support, the role of the teacher, identification of students, curriculum implementation, parent involvement, and transition to high school. The specific lessons include: (1) self-esteem; (2) success;(3) values clarification; (4) communication; (5) goal setting; (6) decision making; (7) assertiveness; (8) tutoring or class projects; (9) communication skills; (10) group dynamics; (11) sex-role stereotyping; (12) career awareness; and (13) bridges to high school. Appendices discuss principles of cooperative learning and provide sample forms and letters. (LLL) **S******************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** t t 1 1S. s _40,1 ixt BEST Y AY ff_Ar 40ffIffl-r 4 \cs .mar ....00111011MN -I 4 4 411 1,1 DIPARIVINT OF EOUCATN)* Odor:ea. Edmiston* Researen end improvement a EDUCATIONAL REIROURCES INFORMATION CENTER IERICI ar This document ftell Deert reproduced as rearmed from the Penton or Ofgam11140^ Ma. oreprnatriv it *net C6.090, hew been mad* to improve reproductron (loam, * Poems el wow or positrons stated in Moamar mint dO not necieSiarity faOrnetnI &heat OEM Morton or PdfloY Going Places An Enrichment Program to Empower Students 3 Going Places An Enrichment Program to Empower Students Project Director Cindy Eldred Writers Diane Bailey Barbara Christiansen William Crane Barbara Takashima Naneene Van Gelder Judy Walker Publication Responsibility Christina Baca San Diego City Schools San Diego, California Office of Educational Research and Improvement U.S. Department of Education Lauro F. Cavazos, Secretary 40 Discrimination Prohibited: No person in the United States shall, on the grounds of race, color, or national origin, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance, or be so treated on the basis of sex under most education programs or activities receiving Federal assistance. The activity which is the subject of this report was supported by the Department of Education, under the auspices of the Women's Uucational Equity Act. How- ever, the opinions expressed herein do not necessarily reflect the position or policy of the Department of Education, and no official endorsement by the Department should be inferred. 1991 WEEA Publishing Center Education Development Center, Inc. 55 Chapel Street Newton, Massachusetts 02160 Cover design by Nick Thorkelson 5 Contents Acknowledgments ix Introduction / Goals and Objectives 3 Building a Successful Program 5 Sun Up 5 Identification of Students 6 Recruiting Identified Students 7 Role of the Teacher 8 Curriculum Implementation 10 Enrichment Activities 12 Parent Involvement 16 Transition to High School 17 Going Places Calendar 18 Week I: Introduction to Self-Esteem 23 Planning Guide 23 Lesson l 24 Lesson 2 27 Lesson 3 32 Lesson 4 34 Lesson 5 37 Supplemental Activities 38 Week 2: Introduction to Success 41 Planning Guide 41 Lesson 6 42 Lesson 7 47 Lesson 8 51 Lesson 9 56 Lesson 10 59 Supplemental Activities 61 Week 3: Values Clarification I 65 Planning Guide 65 vi Contents Lesson 11 66 Lesson 12 70 Lesson 13 77 Lesson 14 80 Lesson 15 84 Supplemental Activities 86 Week 4: Values Clarification 2 93 Planning Guide 93 Lesson 16 94 Lesson 17 97 Lesson 18 98 Lesson 19 103 Lesson 20 104 Supplemental Activities 105 Week 5: Introduction to Communication 111 Planning Guide 111 Lesson 21 112 Lesson 22 115 Lesson 23 120 Lesson 24 125 Lesson 25 131 Supplemental Activity 134 Week 6: Introduction to Goal Setting 137 Planning Guide 137 Lesson 26 138 Lesson 27 142 Lesson 28 145 Lesson 29 150 Lesson 30 153 Supplemental Activities 155 Week 7: Decision Making 1 463 Planning Guide 163 Lesson 31 164 Lesson 32 168 Lesson 33 _ 170 Lesson 34 173 Lesson 35 177 Supplemental Activities 180 Week 8: Decision Making 2 181 Planning Guide 181 Lesson 36 182 Lesson 37 184 Lesson 38 189 Lesson 39 192 Lesson 40 195 Supplemental Activity 297 Contents vii Week 9: Review 201 Planning Guide 201 Lesson 41 202 Lesson 42 206 Lesson 43 208 Lesson 44 209 Lesson 45 211 Supplemental Activities 212 Week 10: Introduction to Assertiveness 213 Planning Guide 213 Lesson 46 214 Lesson 47 220 Lesson 48 222 Lesson 49 223 Lesson 50 231 Supplemental Activities 235 Week 11: Tutoring or Class Projects 1 237 Planning Guide 237 Lesson 51 239 Lesson 52 244 Lesson 53 251 Lesson 54 255 Lesson 259 Supplemental Activities 260 Week 12: Tutoring or Class Projects 2 269 Planning Guide 269 Lesson 56 270 Lesson 57 272 Lesson 58 277 Lesson 59 278 Lesson 60 281 Supplemental Activities 285 Week 13: Communication Skills 1 287 Planning Guide 237 Lesson 61 288 Lesson 62 294 Lesson 63 300 Lesson 64 306 Lesson 65 309 Supplemental Activities 313 Week 14: Communication Skills 2 315 Planning Guide 315 Lesson 66 316 Lesson 67 320 Lesson 68 322 Lesson 69 325 .11.. pm, viii Contents Lesson 70 329 Supplemental Activity 333 Week 15: Group Dynamics (Working Together) 335 Planning Guide 335 Lesson 71 336 Lesson 72 340 US= 73 345 Lesson 74 350 Lesson 75 355 SupplementalActivities 356 Week 16: Sex-RoleStereotyping 361 Planning Guide 361 Lesson 76 362 Lesson77 364 Lesson78 366 Lesson 79 371 Lesson 80 376 Supplemental Activities 377 Week 17: Career Awareness 385 Planning Guide 385 Lesson 81 386 Lesson 82 390 Lesson 83 393 Lesson84 394 Lesson 85 397 Supplemental Activities 398 Week 18: Bridging to High School 401 Planning Guide 401 Lesson 86 402 Lesson 87 403 Lesson 88 404 Lesson 89 405 Lesson 90 407 Supplemental Activity 409 Appendix A: CooperativeLearning 413 Principles of Cooperative Learning 413 Classroom Management for Cooperative Learning Groups 415 Appendix B: Sample Forms andLetters 417 Self-Esteem Evaluation 417 Sample Checklist for Field Trips (SingleDay) 419 Parents Meeting Information and Forms 421 Field Trip Letters 427 Bibliography 433 Acknowledgments The original pilot program for this curriculum was called Seek Out Success (SOS). That program and this curriculum would not have existed without funding and support from the Women's Educational Equity Act Program(WEEA), U.S. Department of Education. We are grateful that WEEA exists to address the pressing educational issues of women and girls. We wish to thank the Telesis Corporation for permission to reprint, abridge, and adapt materials from the Telesis Peer Counseling Program Manual. Some of the concepts for unit development were gleaned from the format provided in their1976 publication. We are appreciative of the number of businesses in San Diego that expressed and demonstrated sincere interest in the SOS program. Among these are the San Diego Gas & Electric Company, Applied Micro Orcuits Corporation, and the United States Navy. A special thanks to the San Diego Unified School District's Race/Human Relations Program and the Community Relations and Integration Services Division; the administrators and staff at the Kro and Keil ler Middle Schools who piloted the first SOS classes; Cheryl McKinney and Naneene Van Gelder who edited this book; Christina Baca, vice principal at the Sandburg Elementary School; and loAnn Atkins, production typist.Their cooperation, support, and hard work helped to make this book a reality. Introduction As the high school dropout rate has soared nationwide,educators have initiated numerous studies designed to assess,profile, and eventually recover lost students. The usual prescription has been to offer vocational training, jobplacement, skill remediation, and/or lab classes as pan of dropout preventionand/or recovery programs. Yet, despite efforts at early identificationand program intervention. large numbers of students still drop out of school prior to securing ahigh school diploma. The myths surrounding dropouts persist despite recent researchfindings. One myth is that female students who drop out do so because they are pregnant,although studies show that 60 percent of female dropouts are not pregnant.Another myth is that most dropouts leave school due to work-related needs, despiteresearch fmdings to the contrary. Studies tell usthat dropouts express feelings of alienation and disenchantment with school, family, peers,