'It's More Than a School': Proposing Programs to Meet Student Needs How do schools meet those needs? Students consider the story of Carroll Academy, a Tennessee school run by a juvenile court, and how the school uses compulsory participation in basketball to provide structure for its female students. Then they think about the needs and existing programs at their own school, and then propose new programs to serve unmet needs. Alternatively, project or post around the room images from the related slide shows. If necessary, remind students to be respectful of the students and faculty featured in the articles, photographs and videos, and to defer judging them by factors like their offenses and past decisions. Before discussing what they saw, give students a few minutes to write in their journals. Prompt writing with these questions: What did they notice? What stood out most? What surprised them? What seemed familiar to them? Have students share aloud their observations, and discuss their impressions of Carroll Academy. Ask: How is Carroll Academy like, and different from, our school? What do you think its goals are? How do you think the students came to be enrolled there? What's the point of playing basketball on a team that hasn't won a game for years? Why do you think the coach tells her players to "lay down or give it your best, even when it hurts"? How do you think that advice resonates in the players" lives, based on what you have seen about them? How does that advice resonate for you? Read the entire article with your class, using the questions below. If possible, read the other four articles in the series as well. Why was Destiny given a drug test? How do students get enrolled at Carroll Academy? What does the headline of the article mean, in light of the team's record? If the team, or the story, about the girls isn't about the record, what is it about? Other than a juvenile record, what do many of the girls have in common? From The Learning Network From NYTimes.com How is the school trying to meet those needs? Rather than discuss these questions as a group, direct students to create T-charts in their journals with the headings "What the Students Need" and "What Carroll Academy Provides," and then scan the article or entire series looking for details to put in these columns as appropriate. They might work in pairs to complete their charts, sharing details they find and ideas about what the students" needs are. To get them started, you might want to provide them with examples of needs, like motivation, accountability or community, as well as examples of what the school provides, like random drug tests, strict dress codes and required participation in basketball. Remind them that they can also work on their lists backwards, first listing something the school provides and second, the benefits or qualities of participating in it. You might also have students look at Carroll's Student Rules and other policies, and consider the effect of posting the rules on the school's Web site, where students and others can view them. How does this code compare with that at your school? Have pairs share their lists, and create a group T-chart on the board with ideas contributed by all the pairs. Next, work together to identify needs and offerings at their own school, creating a new T-chart on the board. Then step back and look at both charts as a class. Ask: What similarities and differences do you notice? How many of the needs, and offerings, are academic? How many are character-based? What other categories would you put these items in? Does it seem to you that the needs are being met by the school? What gaps can you identify? How can Carroll Academy, and our school, provide further opportunities for learning, direction, personal or spiritual growth or community building? Next, have each pair form a team with another pair, and explain that these teams will each work to propose a program for their school that seeks to meet an unmet need or provide a new way to meet a need currently being underserved. They should consider curricular and vocational course offerings as well as clubs, athletic teams, community service, peer mentoring or support, conflict mediation, student government or judiciary, journalism, creative writing, arts, theater, internships, tutoring, diversity, community building and so on. Encourage them to be creative as well as practical about the feasibility of implementing their ideas. As possible, they should draw on research to develop their ideas and back them up in terms of viability and efficacy. They should also research the cost of their proposed program, including extra time from teachers and staff. You can give them a budget they must be followed or let them present the cost, justifying it with the benefits. Students also decide on the rules. Provide the following list of questions to guide proposal development: Is the program required? If so, for all students or for some? How will that requirement be enforced? If it isn't required, how will participation be encouraged? How much will the program cost? Beyond financing per se, what does the program need - teachers, mentors, equipment, space and so on - to succeed? How will success be defined? What challenges might the program face, and how will they be overcome? What benefits will the program provide? At all points, the groups should focus on how the ideas they propose are beneficial to the students or the school. When proposals are ready, each group takes turns presenting in a "round robin" format: The first two groups face off in a competition in which only one advances to the next round of consideration, as voted on by the rest of the class. Each will have a turn presenting and then pointing out the limitations of one another's proposal. Finally, they defend their proposal. In the next round, the winners again debate in groups of two the merits of the proposals, continuing in this manner until a winner emerges. Students then revisit other groups" ideas to see which, if any, should be adopted. They work together to write up a final proposal, complete with information about rationale, cost, logistics, challenges and benefits. They might then request an audience with the principal, superintendent or other administrators to pitch their ideas. They might compare their system to that in Tennessee, where Carroll Academy is located, in a neighboring state in their region, or in other states of their choice. They research what happens after a juvenile is arrested, what programs or facilities he or she might be assigned to, for how long and with what goals in mind. They learn how repeat offenders are handled and what the classes of offense are. Students then look into whether there are schools like Carroll Academy in their state or county. They research one facility run by or in partnership with the juvenile justice system: How is it funded? What is the philosophy in working with the students? They write their findings in the form of researched essays to be shared in class. After all presentations, discuss with them how they think juvenile justice in their state is working and what may need improvement. Alternatively, students examine the photos by Ruth Fremson that accompany the article series and then take photos of their own, imitating Mr. Fremson's style, of scenes in their school and community. They display their photos and give a "gallery talk" about the qualities exemplified in the images. Another alternative is to take inspiration from the video "Sentenced to Basketball" and make videos about their own school. Behavioral Studies 1. Understands that group and cultural influences contribute to human development, identity and behavior. Understands various meanings of social group, general implications of group membership, and different ways that groups function. Understands that interactions among learning, inheritance and physical development affect human behavior. Understands conflict, cooperation and interdependence among individuals, groups and institutions. Civics 25. Understands issues regarding personal, political and economic rights. Understands issues regarding the proper scope and limits of rights and the relationships among personal, political and economic rights. Understands how certain character traits enhance citizens" ability to fulfill personal and civic responsibilities. Language Arts 1. Uses the general skills and strategies of the writing process. Uses the stylistic and rhetorical aspects of writing. Uses grammatical and mechanical conventions in written compositions. Gathers and uses information for research purposes. Uses the general skills and strategies of the reading process. Uses skills and strategies to read a variety of informational texts. Uses listening and speaking strategies for different purposes. Uses viewing skills and strategies to understand and interpret visual media. Understands the characteristics and components of the media. Physical Education 3. Understands the benefits and costs associated with participation in physical activity. Understands how to monitor and maintain a health-enhancing level of physical fitness. Understands the social and personal responsibility associated with participation in physical activity.