z60\doc\web\2002\10\slic.txt From: Jean M. Ward October 25, 2002 2:36 PM To: WHEN@yahoogroups.com; wa-ed-deform@yahoogroups.com Subject: [wa-ed-deform] SLIC - STW Pilot District Sumner Adopts This SLIC - Student Led Individual Conference Put SLIC in a search engine and you will come up with 10 or more pages of links. It's an education reform curriculum that is sweeping the nation. The Sumner District, one of 5 WA State pilot schools for education reform, adopted it for use beginning this school year for the entire district, Kindergarten through 12th grade. It is an invasion of privacy and a waste of time with none of it to do with academics. And I am betting that we are the only ones to OPT OUT of it in the entire Sumner District. Each student is assigned an "advisor" (a teacher) and the 9th grade's first session was last week for 40 minutes (20 minutes shaved off of reading and 20 minutes off a class). Brandon spent 20 minutes reading and 20 minutes working on Geometry homework he'd been assigned in an earlier class that day instead. In a nutshell, we estimate approximately 11 hours of class time (I believe it will be more than that and will be keeping track) taken during the next 4 months preparing for a 20 minute conference led by the student (not the teacher) for the benefit of the parent(s) next February. The worksheets they have the students complete have nothing to do with the conference but everything to do with School-To-Work and Career Pathways. They are intrusive and personal!! We asked for the SLIC paperwork to review and we received a packet the other day. We find it all TOTALLY UNACCEPTABLE and are glad we have a Parental Informed Consent Notice (www.beverlye.com) on file with the school, district and our attorney. Because of that document, we were informed about this. Here it is: WHY ARE WE HAVING "S.L.I.C." SESSIONS? ("S.L.I.C." = Student Led Individual Conference) One of the school goals for all Jr. High's this year is to have conferences. We are very interested in increasing the communication and understanding with parents. We will be having student led conferences during the evenings of February 12 and 13. Teachers will be scheduling a 20 minute session with each of your parents/guardians. The intent of this conference is to discuss things you have learned about yourself, your goals and your plans for different opportunities in your future. You will use your portfolio as your guide. You will lead the conference by using the portfolio that you will be developing in our advisories. This portfolio is called your "Future File" and will go with you when you move to the high school. The "Future File" will include activities and worksheets designed to give you information about yourself and your educational and occupational choices. It will also provide support for your success in the 13th year (that first year after you graduate from high school). Many of the items in your "Future File" will come from your "SLIC" advisories. Advisories will be twice a month. As we get closer to the actual conference, we will meet more often if necessary so you can practice leading your conference. HOW WILL SLIC ADVISORIES HELP YOU THE STUDENT? Things that will discussed in the advisories are listed below: **Short Term Goal examples = work on better grades, class schedule for next year, what you need to do to move on to the next grade, Career Path information for high school **Long Term Goal examples = 4 year plan for high school, plans after high school including community college, internships, 4 year university, careers right after high school **Personal Interest **Planning for your future **Portfolios/Future Files **We will be working together throughout the year to help you get a better understanding of who you are and what direction you want your life to take and how you can make choices n ow that will help you achieve hat you want to do with your future.** Every parent/guardian will have a scheduled time for a 20 minute conference. Each of you will lead the discussion for your conference. The teacher is there to help and support you but will not be running the conference. You are in charge! So, relax and have fun as you begin your journey to find out more about you!! SESSION 1 Name: Date: Advisor/Grade: PERSONAL QUESTIONNAIRE 1. What is your birthdate: 2. How old are you? 3. List five (5) words to describe you: 4. What do you enjoy doing most in your free time at home? 5. What are your favorite sports? 6. What hobbies or interest do you have? 7. What are your favorite television shows? 8. What is your favorite musical group/singer? 9. How do you spend your weekends? 10. Do you have a job or chores/responsibilities after school? What do you do? 11. With whom do you usually spend most of your free time? 12. To whom in your family do you feel closest? 13. What kinds of books do you l ike to read? 14. What kinds of pets do you h ave? If none, what would you have if you could? 15. What things do you feel you do better than most others your age? 16. List three things about you that most other students in the class don't know. 17. What are you plans immediately after high school? 18. What would you consider to be an ideal summer vacation? 19. If you could travel anywhere in the world, where would you want to visit? What special attraction does this place hold for you? Here is a worksheet for the student to fill out: DREAMS FOR MY FUTURE 1. Four adventures that you would like to experience: 2. Four ways you would like to help people: 3. Four skills you would like to master: 4. Four awards you would like to receive: 5. Four people you would like to meet, past or present and why: 6. Four things you would like others to remember about you: 7. Four other wishes or dreams that you have: IDENTIFYING YOUR PASSIONS Complete the following statements. Don't be frustrated if you can't do it immediately but start to be aware of your feelings. As more ideas occur to you in the next few weeks, go back to this page and add them to your list. When you complete this page, ask yourself what this suggests about what you would like to do with your life. My heart beats with excitement when: I feel especially good about myself when: I get a lump in my throat when: I lose track of time whenever I am: If I could be any person in history, I would be: When I dream about my future, I see myself: If I could change one thing about the world, it would be: The next page has a picture of a ship like the Santa Maria and each sail is numbered to correspond to a question: PERSONAL SHIP Complete your Personal Ship by writing or drawing something in the numbered space that corresponds with the numbers below and would indicate the answers to the following questions: 1. Favorite Possession 2. What I do best 3. Greatest success in the past 12 months 4. Unrestrained by commitments or $$, what would I do in the next 12 months 5. Three words that describe me 6. What am I trying to get better at 7. Three successful experiences in my life (fun and success) 8. Biggest mistake I've learned from 9. Three words I would like others to use to describe me Here is the next paper: WEEK 1 Name: Advisor: LESSON - Managing Your Mind My Study Habits Self Assessment: Subjects, Grades and Environment Knowing how you feel about the subjects you are taking can help you design your study plan. Some students will want to tackle their "worst subjects" first and get them out of the way; others will want to tackle those subjects in small doses sandwiched in between subjects they like and enjoy. Completing the information below will help you focus on your likes and dislikes in school. Later you can use this information as you develop your study plan. COMPLETE THE FOLLOWING: The subjects I earn the best grades in are: The subjects I earn the worst grades in are: The subjects I like the best are: The subjects I like the least are: Are the subjects you earn the best grades in, the ones you like the most or the least? Why do you think this is true? How can this information help you design your study plan? (Refer back to this answer when you develop your study plan.) Complete the assessment below. There are no right or wrong answers. This is a tool to help you focus on the best study plan for you. THE BEST LEARNING AND STUDY ENVIRONMENT FOR ME IS: 1. I enjoy learning most when: listening to a lecture watching a demonstration participating in an activity or demonstration doing all of the abaove 2. I consider myself to be a visual learner (see) oral/auditory learner (speak/listen) 3. In class, I like to sit in the front in the back near the door near the window Assess why you answered the above question the way you did. Does the place you prefer to sit enhance your learning skills or detract from your learning skills? 4. In order to help me concentrate in class, I should sit in the front in the back near the door near the window 5. I prefer to study in the morning before school in the afternoon in the evening on the weekends in larger blocks of time every day for a shorter period of time 6. I study best when I am alone with a friend in a study group 7. I seem to learn the most if I study one subject for a long period of time until I get it study several subjects for shorter periods of time alternating those subjects 8. The place I study the best is at a library in my room in front of the TV at school where I can ask for help if needed 9. I accomplsih more when studying if I take a break at least every half hour at least once an hour every two hours Here's a paper for the following week: WEEK 2 WORK/STUDY HABITS ASSESSMENT Prepared by Student Name: Advisor: For each behavior listed beloe, rate yourself on the scale by circling the number that applies: 1. Never 2. Seldom 3. Some of the time 4. More often than not 5. Most of the time 6. Always 1. I take responsibility for myself and I am prepared for school (supplies, books, assignments, etc.) without prompting from parents and/or teachers. 2. I do all of my classwork, homework and keep track of my assignments without reminds from anyone. 3. I use my time well and plan ahead to get my work completed. 4. When given a job to do I stay on task until it is completed without being distracted. 5. When I work in a group, I stay on task for the entire work time. 6. I continually strive to improve the quality of my work. 7. I take my job as a student seriously. 8. I understand the connection between the work I do and the grades I achieve. 9. When another person is peaking to me, I am quiet and listen carefully to what they say. 10. I willingly participate in class discussions and contribute useful information. 11. I work successfully with a variety of individuals and groups. 12. I cooperate with rules and expectations in family, school and community settings. Comments: WEEK 3 Name: Advisor: PERSONAL STRENGTHS After you have listed your personal strengths, describe a situation or personal experience where you used the strength or where it might be useful. I AM: I have used or could use this strength to: 1. 2. 3. 4. 5. 6. 7. 8. Here's another form to check attendance: Name: Advisor: Rate your attendance for school (circle one) 5 = perfect (never miss) 4 3 = occasionally (miss here & there) 2 1 = HELP!! (miss way too much) How often are you tardy for: School Classes The Dance Please check one: My attendance is okay! I need to work on this! My tardiness is not a problem! I need to work on this This paper deals with creating a support system: WEEK 2 Name: Advisor: CREATING A SUPPORT SYSTEM FOR YOURSELF Chapter 4 A GOOD SUPPORT SYSTEM INCLUDES VARIETY It's easy to think of support as someone who will listen to your sadness. Yet, the friend who will sit with you in sadness may not be comfortable when you are angry or feeling down on yourself. And, the friend who can make you laugh may not be able to stick around when you cry. That's why it helps to think of support as a system, rather than as one or two friends or family members. Support systems can be made up of people, places and things. Since grief affects the whole person, one way to think about support is to look at your physical, emotional, social and physical needs. The following surveys will help determine if you have an adequate support system or if you need to build one. If your completed survey shows more blank space than completed space, you may want to take action. Ask a school counselor, parent or other trusted adult, or a friend to help you figure out how to increase your support quota. MY SUPPORT SYSTEM 1. Name three people you feel comfortable to talk to: _____________________ Phone: _____________________ Phone: _____________________ Phone: 2. Name a place you can go that feels comfortable and safe: 3. Name three things you can do, or three people you can be with to let out anger without hurting yourself or others: 4. Name three things you can do, or three people you can be with, to let out sad feelings: 5. Name three nonharmful things you can do to relieve anger and tension: 6. Name three things you can do when life feels meaningless - when you feel hopeless and helpless: 7. Name three activities you can do that will help you express your feelings. Examples: writing, drawing, chopping wood, hitting pillows, singing or playing music, dancing, playing a sport, working, pounding nails: 8. Name some things that help you get your mind off your loss: 9. List some things you did as a child that helped you through a difficult situation: 10. List the names of songs you can play: to help me feel good to help me feel cared about and loved to help me with memories of my loss Check THIS ONE out !!!! CHECKLIST FOR TEENS Student Name: Date: Check each statement that's true for you: I feel loved and supported in my family. I can go to my parents for advice and support. We talk with each other often about many different things, including serious issues. I know at least three adults (besides my parents) I can go to for advice and support. My neighbors give me support and encouragement. They care about me. My school is a caring, encouraging place to be. My parents are actively involved in helping me succeed in school. I feel valued and appreciated by adults in my community. I'm given useful roles and meaningful things to do in my community. I do an hour or more of community service each week. I feel safe at home, at school and in my neighborhood. My family has both clear rules and consequences for behavior. My neighbors take responsibility for monitoring my behavior. My parents and other adults in my life model positive, responsible behavior. My best friends model responsible behavior. They are a good influence on me. My parents and teachers encourage me to do well. I spend three or more hours each week in lessons or practice in music, theater or other arts. I spend three or more hours each week in school or community sports, clubs or organizations. Check these next few papers out!!! Name: Advisor: VALUES and ROLE MODELS The line below represents your life. Write the date you were born on the line directly below Date of Birth. Then write today's date directly under NNNow. On the line between Date of Birth and Now, write the dates of significant events that have happened in your life, making a note of what each event was. (Example, 1990, won the City Basketball Tournament). Also make a note of a person who was instrumental in making that event special. Do not write anything under Distant Future. We will do that later. Date of Birth Now Distant Future (Date) (Date) Who are some of your role models or the people who influence your life the most? What are some things you have learned from these people? What values do you have now that are a result of your past relationships and experiences? Name: Advisor: BELIEFS AND BEHAVIORS Write the definition of values as established by your class: Values are ______________________ Complete the lists below. As you think of the people you value, think of the qualities that they possess that cause you to value them. (You may want to refer to your "Important People Tree"). PEOPLE I VALUE: (3) REASONS I VALUE THAT PERSON: THINGS I VALUE (3) REASONS I VALUE THOSE THINGS: There are 8 more pages but I'm tired of typing. I think this gives you a flavor of the personal, intrusive things they are subjecting your children to. This was the SLIC curriculum for the 9th graders. I can't imagine what they're putting those poor elementary children through ... and most of the parents DON'T HAVE A CLUE !!!! Jean Ward Bonney Lake, WA