helping every student succeed: schools and communities working together

A guide for public dialogue and problem solving

Schools and Communities

Working Together

Helping Every Student Succeed

Study Circles Resource Center

A project of the Topsfield Foundation, Inc.

Helping Every Student Succeed

Schools and Communities

Working Together

STUDY CIRCLESR E S O U R C E C E N T E R

Face-to-face Dialogue and the Study Circles Resource Center

Face-to-face discussion has always been an essential principle of American democracy. In1989, the Topsfield Foundation, Inc., a private, nonprofit, nonpartisan foundation, created theStudy Circles Resource Center (SCRC) to help all kinds of people engage in dialogue and problemsolving on critical social and political issues. Since then, SCRC has worked with hundreds ofcommunities, on many different issues.

SCRC draws its name from the “home study circles” of the late nineteenth century, sponsoredby the Chautauqua Literary and Scientific Circle in New York. Those circles provided adult educationthrough small-group discussion. SCRC has taken the idea of small-group, face-to-face discussion,and adapted it to provide a means of structuring diverse, large-scale participation in democraticdialogue. These circles offer participants the opportunity not only to discuss critical social andpolitical issues, but also to take action and create change on those issues. Central to SCRC’sapproach is the belief that everyone should have a voice in our democracy and in solving publicproblems. We support communities in discovering the value of inclusive democratic dialogue, andin developing the skills to be able to make this kind of exchange an ongoing part of community life.

To fulfill its mission, SCRC has developed a process known as “community-wide study circles,” whichhelps bring large numbers of people together for creative community change. In a community-widestudy circle program, many small-group study circles take place at the same time. Large numbersof people from all parts of the community meet in diverse groups to talk about a particular issue.These study circle programs lead to a wide range of action efforts.

SCRC can help you organize study circles throughout your community. Our staff membersand associates offer their services to community leaders at every stage of creating astudy circle program:

� publishing discussion guides on a wide range of issues;

� providing advice on organizing and facilitating study circles;

� working to develop strong, diverse coalitions within communities;

� teaching how to develop or customize discussion guides;

� explaining how to set program goals and assess progress;

� helping communities connect dialogue to action and change.

For more information please contact us: SCRC, P.O. Box 203, Pomfret, CT 06258.Phone: 860-928-2616 • Fax: 860-928-3713 • www.studycircles.org • E-mail: [email protected]

© 2002 Topsfield Foundation, Inc.

Permissions Policy: Photocopying this guide for the purpose of organizing community-wide study circle programs is permitted.Reproducing any portions of this guide for other purposes requires our written permission.

Printed in the United States on recycled paper using soy-based ink.

About This Study Circle Guide

Project Director and Lead Writer:Bianca D. Wulff

Contributing Writers/Editors:Carolyne AbdullahMolly Holme BarrettSarah vL. CampbellJohn LandesmanAmy L. MalickMartha L. McCoyFrancine NicholsPhilip RosePatrick Scully

Research and Concept Assistance:Meg BishopCarrie BoronNichole ParentMelissa Wade

Production:Francine Nichols

Design:M&M DesignColumbia, Connecticut

S T U D Y C I R C L E S R E S O U R C E C E N T E R

Table of ContentsHelping Every Student Succeed

Introduction

Why Talk about Student Success? .................................................................................................... 1

Why Use Study Circles to Talk about Student Success? ................................................................. 1

Why Might a Study Circle Program Work for Our Community? ..................................................... 2

Where Will This Lead? ....................................................................................................................... 2

Steps in the Dialogue ........................................................................................................................ 3

The Action Forum .............................................................................................................................. 3

Discussion Materials

Session 1 What Does a Good Education Mean to Each of Us? ................................................... 4

Session 2 Why Are Some of Our Students Not Succeeding? ...................................................... 9

Session 3 Picture a Community Where All Students Can Do Their Best ..................................14

Session 4 Making a Difference: What Specific Actions Do We Want to Take? ..........................20

Additional Information

Tips for Study Circle Participants ....................................................................................................29

Tips for Study Circle Facilitators .....................................................................................................31

Moving from Dialogue to Action ......................................................................................................36

Resources for Further Discussion and Action...............................................................................38

Acknowledgments .............................................................................................................................41

A

Introduction

1S T U D Y C I R C L E S R E S O U R C E C E N T E R

ll across the U.S.A., people are concernedabout how our children are doing in school.We all want the best for our children.

We know, however, that many of ourstudents are not doing well. This study circleprogram will help us work together so thatour children will succeed in school.

To reach this goal, all of us must be involved:parents, students, and adults from all walksof life. If we listen to each other and worktogether, we will have a better chance offinding solutions that help young peopledo their best in school.

Why Talk about Student Success?

When we look at the graduation rates andtest scores, we see who is succeeding and whois not. But understanding why some studentssucceed more than others is far more difficult.We all have different ideas and views aboutwhy some students do not do as well.

Here is what some people think are theroots of the problem:

� There is not enough money.

� Some parents are more involvedthan others.

� Teachers have limited training.

� Some students don’t work hard.

� Schools are not prepared for the largersocial problems that are now coming intoour schools.

Here is what some people see as thesolutions to the problem. They say we need...

� more testing.

� smaller classes.

� a more diverse staff.

� schools, parents, and students workingtogether for student success.

We may disagree about these causes andsolutions. Most of us agree, however, that whenwe fail to educate all our students, our wholecommunity is affected. When schools andstudents are successful, the whole communitydoes well. Finding solutions to these complexproblems will not be easy. It will take manydifferent efforts, and many different groupsworking together.

Why Use Study Circles to Talk aboutStudent Success?

Your community may already have programsin place to help students succeed. If that is thecase, then study circles can help in two ways.

� By helping more parents, students,and others become aware of existingprograms, they can open up those pro-grams to more students.

� They can bring new energy and ideas intocurrent programs. They can also expandand improve these programs and identifyneeds that have not been met.

If your community does not already havestudent success programs in place, thenstudy circles can be a good way to beginnew programs.

What Is aCommunity-wide

Study Circle Program?

It...

� is organized by a diversegroup of people from thewhole community.

� includes a large number ofpeople from all walks of life.

� has easy-to-use, fair-minded discussionmaterials.

� uses trained facilitators whoreflect the community’sdiversity.

� moves a community toaction when the studycircles conclude.


How will this study circle program help?

It will...

� build trust and connections betweena variety of people.

� deepen our understanding of whystudents do, or do not succeed in school.

� help people respect each other and listento different ideas.

� help people find common ground forsolutions and actions.

How will this study circle program work?

� Many circles will meet at the same time.

� Each group will be made up of eightto twelve people from different back-grounds.

� Groups will meet together for four,two-hour sessions.

� Each group will move forward withthe help of two facilitators and thisdiscussion guide.

Why Might a Study Circle Program Workfor Our Community?

� People care about their communities.They want to make things better.

� Complex problems call for many kindsof solutions.

� People from all backgrounds and all partsof society have something to offer.

� When everybody is included in public life,everybody benefits.

� When people talk with each other face-to-face, they get to know each other andtrust each other. New ideas and plansare born.

� When people consider different pointsof view on a complex issue, they findcommon ground and better solutions.

� When people know their voice counts,they are more likely to take part increating and carrying out ideas forcommunity change.

� The more people who are involved, thebigger the impact.

� Community change is stronger anddeeper when people work together.

Where Will This Lead?

In the last session of each study circle,people will develop ideas for action. In mostprograms, these ideas are presented at alarge community “action forum.” This takesplace after all the circles finish. Those peoplewho want to stay involved will work togetherto put these ideas into action.

What Is a Study Circle?

It...

� is a small, diverse group ofeight to twelve people.

� meets together for four,two-hour sessions.

� sets its own ground rules.This helps people respecteach other and get results.

� considers the issue frommany points of view.

� helps people see wherethey agree and havecommon ground.

� is led by a facilitator whowon’t take sides, andwho helps manage thediscussion. He or she is notthere to teach the groupabout the issue.

� starts with personal stories,then helps the group lookat a problem from manypoints of view. Next, thegroup talks about how theywant things to be. Finally,they make plans for actionand change.

Introduction

Introduction


The Role ofthe Facilitator

In a study circle,

the facilitator...

� helps the discussionmove forward.

� helps the group set itsown ground rules.

� does not have to be anexpert on the issue.

� helps the group look atthe issue from manypoints of view.

� helps the group talkrespectfully andproductively.

� does not join theconversation or offer anopinion.

Steps in the Dialogue

In a study circle, each session builds onthe one before it. Here is how the sessionsfit together:

Session 1

M E E T E A C H O T H E R

� Get to know and understand oneanother.

� Talk about what a good educationmeans to us.

� Be given information about how ourstudents are doing.

Session 2

E X P L O R E T H E P R O B L E M

� Discuss how our students are doing.

� Talk about why we believe somestudents do not succeed in school.

Session 3

S E T G O A L S

� Create a “picture” of a communitywhere all our students can dotheir best.

Session 4

P L A N F O R A C T I O N

� Talk about how to make our visionsfrom Session 3 happen. Some ofthese ideas will be actions thatpeople can do alone, or in groups.Others will be things that schools orthe community can do.

The Action Forum

After the four sessions are over, we will havea large meeting where we will collect actionideas from all of the study circles. At this actionforum, there will be a chance for people to signup to do some of these things. See page 36 formore information on the action forum.

What Does a Good Education Mean to Each of Us? Session 1


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Facilitator Tips

� This session has five parts. Use theamount of time suggested for each asa guide.

� Help everyone feel welcome. Be sureeach person has a chance to speak andto hear the other group members.

� Have someone list major themes fromthis session on large sheets of paper soeveryone can see them. (See ideas onhow to take notes in the “Tips forFacilitators” on page 35.)

� Save the notes so that you can refer tothem in later sessions.

� Label a large sheet of paper “ActionIdeas.” If group members come up withaction ideas for helping every studentsucceed, list them here. (You will usethese notes in Session 4.)

� Label another large sheet of paper“Things We Are Already Doing.”If group members bring up things thatare already being done to help everystudent succeed, list them here. (You willuse these notes in Part 4 of Session 3.You may use them again when you areworking on action ideas in Session 4.)

�

MEET EACH OTHER

�

EXPLORE THE PROBLEM

�

SET GOALS

�

PLAN FOR ACTION

�

Introduction to the Session

By coming to this study circle, we show thatwe care about our schools and our students.Each of us has much to offer. We all want tohelp every student succeed in our schools.

The goal of today’s session is to get to knoweach other, and to share some of our hopesand concerns. This will help the rest of oursessions go better. Today, we will also talkabout what an education means to each of us.What do we want our graduates to be able todo? This will help us find action steps in thelast session.

Part 1: Welcome and Introductions

(10 minutes)

� The facilitator will introduce him/herself,and explain his/her role. (See “The Roleof the Facilitator” on page 3.)

� The facilitator will explain a little bit aboutour study circle program.

� Together with the facilitator, we will lookthrough the “Steps in the Dialogue” onpage 3.

� Next, we will look over the “Introductionto the Session” on this page.

� Finally, we will go around the circle andsay our names.

S T U D Y C I R C L E S R E S O U R C E C E N T E R5

Session 1

Part 2: Setting the Ground Rules

(10 minutes)We need to agree on the rules about how

to talk with and listen to each other. They willhelp our study circle work better. Here aresome ideas.

� Listen to and treat each other withrespect.

� Each person gets a chance to talk.

� One person talks at a time. Don’t cutpeople off.

� Speak for yourself. Don’t try to speak for“your group.”

� If you feel hurt by what someone says,say so, and say why.

� It’s OK to disagree.

� Help the facilitator keep things on track.

� Some of the things we will say in the studycircle will be private (personal). We willnot tell these stories to other people,unless we all say it is OK.

Part 3: How Have Our Lives Shaped Our

Ideas of a Good Education?

(60 minutes)Our own life stories often shape our ideas

and beliefs. We will use this session to shareparts of our life stories. This will help the restof our sessions go better. Be as open andhonest as possible with each other.

Starting Points:

1. Think back. What was school like foryou? What did you like and dislike?(For students, talk about what schoolis like for you today. What do you likeand dislike?)

2. What do you think are the biggestproblems facing the schools in ourcommunity?

3. What do you think are our greateststrengths, both inside and outside theschools, for dealing with those problems?

4. What kinds of ties do our schools havewith us? How do our schools work withparents, churches, civic groups, police,business, and the media?

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Part 4: What Do We Want Our Graduates

to Know and Be Able to Do?

(30 minutes)Before we talk about how we can help every

student succeed, let’s think about why wesend our children to school. What do we wantour young people to know and be able to dowhen they graduate?

Using the Views

These viewpoints are here just to help usget started. Each view is written in the voice ofa person who thinks it is a very important idea.Some viewpoints that are important to youmight not be on this list. Feel free to addother views.

� First, someone will read each of theviewpoints out loud. (The facilitator or avolunteer can do this.)

� Then, we will use the following questionsto help us talk.

1. What other viewpoints would you add?What is missing?

2. Which viewpoints come closest to yourown? Why?

3. How have your life and values shapedyour views?

4. What new ideas or ways of thinkingare you learning from others in yourstudy circle?

View #1According to this view...Graduates must have basic skills inreading, writing, and math.

� Students need basic skills to be ableto learn other things. Also, without theseskills, graduates can’t succeed in mostjobs, or in life. They need to know howto budget money, fill out forms, andmore. We should stick to the basics.When we try to teach too much, wedon’t spend enough time on the mostimportant subjects.

View #2According to this view...Graduates must have job skills.

� Our graduates must be prepared for goodjobs. We need to teach computer skillsand other high-tech skills. Graduates alsoneed “people skills,” such as how to workin teams. We need to help studentsbecome dependable and able to adapt tochange. Students should have the chanceto get on-the-job training, with skilledworkers to teach them. Students will workharder in school when they know thatdoing well will help them get a good job.

Session 1

Viewpoints


Session 1

View #3According to this view...Graduates must be responsible people.

� Being responsible means being able toshow up and get the job done. It takesmore than just skills to succeed in real life.Young people need to learn basic values,such as honesty, respect, and service toothers. If we don’t teach these values,graduates won’t have the moral strengthto be good family members, workers,and citizens.

View #4According to this view...Graduates must have skills foreveryday life.

� Young people need certain skills andinformation just to survive. They need toknow how to make a budget and how to paybills. Young adults need to learn how torelate well to others in the workplace andat home. They need to learn how to settledisputes. We need to teach them abouthard issues like parenting, sex-relateddiseases, drugs, and alcohol.

View #5 According to this view...Graduates must be ready to learn fora lifetime.

� The best thing we can do is to teachstudents how to keep on learning. Theymust be able to talk clearly with others,think critically, and find out what they needto know. If they know how to work in teamsand solve problems, they will be betterprepared for the real world. Today’sgraduates will probably change jobs manytimes. We must prepare them for change.

View #6According to this view...Graduates must have the skills to begood citizens.

� We are facing real problems in our society.Graduates need to know how to take partin community life. They need the skillsto help others in their community. Theyshould learn about democracy, politics andsocial issues. They should learn how towork in groups, and how to make decisionswith other people.

Note to Facilitators ➤

Remember to go backto the list of questions in“Using the Views” onpage 6 after you have readthese views.


Session 1

View #7According to this view...Graduates must have a well-roundededucation.

� We should prepare all students to entercollege. That way, they will be ready if theywant to go. Graduates should learn notonly the basic skills of math, reading andwriting, but subjects such as history, art,science, and poetry. All students needto learn about music, drama, and sportsto be well-rounded human beings. Weneed to educate the whole person–mindand body.

Part 5: Conclusion, and

Getting Ready for Our Next Session

(10 minutes)

� Where do we agree or disagree?

� Write down any action ideas on the“Action Ideas” sheet so that you can workwith them in Session 4.

� In our next session, we will look at theachievement records of the students inour school or school district. To get readyfor this, your facilitator will give you someinformation. We will use this informationto help us talk about why some of ourstudents are not succeeding.

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Closing: Facilitator Tips

1. Thank people for coming and sharing.

2. Remind everyone that it is veryimportant for them to attend everysession.

3. Briefly explain what will be discussednext week. (The Session 2 “Introductionto the Session” will give you thisinformation.)


Session 2 Why Are Some of Our Students Not Succeeding?

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In Session 1, we talked about how ourschools affect us. We asked, “What do we wantour graduates to know and be able to do afterthey leave school?”

In this session, we will talk about why somestudents are not succeeding in our schools.This will help us develop goals and action ideasin the next sessions.

Part 1: Getting Started

(10 minutes)

� Review the “Introduction to the Session.”

� Review the ground rules.

• Does everyone still agree with the list?

• Do we need to add anything?

� Since our last meeting, has anythinghappened that relates to this issue thatyou would like to share?

� Our facilitator will post the notes fromSession 1. He or she will sum up the mainideas from that discussion. This will helpus to be ready for our work today.

Facilitator Tips

� This session has four parts. Use theamount of time suggested for each asa guide.

� Post the notes on the general themesfrom Session 1 for all to see.

� Have someone list major themes fromthis session on large sheets of paper soeveryone can see them. (See ideas onhow to take notes in the “Tips forFacilitators” on page 35.)

� Save the notes so that you can refer tothem in later sessions.

� Label a large sheet of paper “ActionIdeas.” If group members come up withaction ideas for helping every studentsucceed, list them here. (You will usethese notes in Session 4.)

� Label another large sheet of paper“Things We Are Already Doing.” If groupmembers bring up things that arealready being done to help every studentsucceed, list them here. (You will usethese notes in Part 4 of Session 3. Youmay use them again when you areworking on action ideas in Session 4.)

� In Part 2 of this session, use the factsheets to help study circle members seethemes, trends, and the “big picture.”Avoid getting bogged down in details.

�

MEET EACH OTHER

�

EXPLORE THE PROBLEM

�

SET GOALS

�

PLAN FOR ACTION


Session 2

Part 2: How Are Our Students Doing?

(20 minutes)At the end of our last session, our facilitator

gave us some information on how our studentsare doing.

� When you look at the information, whatstands out? Why?

� Does anything surprise you? Why?

� What overall themes and trends do yousee? You may notice that some groupsof students seem to be more successfulthan others.

Part 3: Exploring the Roots of

the “Achievement Gap”

(80 minutes)In Part 2, you may have noticed that some

groups of students are doing better thanothers. The “gap” in success between differentgroups of students is what some people callthe “achievement gap.” When we help all of ourstudents succeed, that “gap” will be closed.

Before we can close the achievement gap,we need to think about what causes it. We willprobably have many different ideas about this.We may agree with each other on some points,and disagree with each other on other points.That is OK.

Using the Views

These viewpoints are here just to help usget started. Each view is written in the voice ofa person who thinks it is a very important idea.Some viewpoints that are important to youmight not be on this list. Feel free to addother views.

� First, someone will read each of theviewpoints out loud. (The facilitator ora volunteer can do this.)


1. What other viewpoints would you add?What is missing?

2. Which viewpoints come closest to yourown? Why?

3. How have your life and values shapedyour views?

4. Do race and culture play a part in theachievement gap? How? Does incomelevel play a part? How?


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You may need more questionsto help deepen the discussion.Here are some suggestions:

1. What do you think is reallyimportant to people whohold that opinion?

2. Why would others disagreewith your opinion?

3. Think about a view youdon’t agree with. Whatmight lead someone elseto see things that way?

4. For the viewpoints thatare close to your own, arethere parts of those viewsthat you are not quitesure about?


View #1According to this view…People of color are treated differentlythan white people. This leads to a gapin student achievement.

Some examples:

� Students of color do not have many rolemodels in school. They do not see enoughadult leaders from their own cultures.

� Many school districts that serve studentsof color do not have enough money.

� Some students don’t see their culturesrepresented in the school curriculum.They can’t see how school relates to theirown lives. As a result, they lose interestin learning.

� Tests often favor students from European-American cultures. This is not fair tostudents of other cultures.

View #2According to this view…Schools have different goals for differentgroups of students.

Some examples:

� What adults expect from students makes adifference in how they perform. Studentsfrom poor families get labeled as poorstudents, and often end up in lower-trackclasses.

� African-American and Latino young peopleget labeled as poor students, and oftenend up in lower-track classes.

� Students whose families have come to theUnited States from other countries areoften placed in classes for non-nativeEnglish speakers. These are usually slower,lower-track classes.

� Some schools set up high-level magnetclasses to attract more white students.The problem is that African-Americanand Latino students may be kept out ofthese classes.

Viewpoints

Session 2


View #3According to this view…The gap in family incomes leads to theachievement gap.

Some examples:

� Poorer families don’t get good preschooland day-care programs. When theirchildren start school, they are already“behind” other children.

� Schools in poorer neighborhoods get lessmoney and resources than schools inhigher-income neighborhoods. Thismeans that:

• teacher pay is low, so it is harder toget good teachers;

• class sizes are too big;

• buildings are in bad repair;

• there are fewer books, computers,and supplies.

� Poor families lack access to health care,good food, and summer learning programs.Young people need these things to do wellin school.

View #4According to this view…Some parents are not involved enoughin their children’s learning.

Some examples:

� Parents who didn’t do well in schoolmight worry that they don’t know how tohelp with schoolwork.

� Some parents don’t take responsibility forhelping their children in school.

� Some parents don’t speak English well, soit is harder for them to help their childrenwith schoolwork.

� Some parents don’t limit TV time. Thisaffects how their children perform in school.

� Some parents work long hours or morethan one job. This leaves little time tohelp with schoolwork.

View #5According to this view…There are some things that keep parentsand schools from working together.

Some examples:

� Some parents don’t feel welcome atschool events or at meetings of Parent-Teacher Organizations (PTO).

� Parent-teacher meetings may be heldduring work hours, making it too hard forsome parents to come.

� Some parents may not understand howschools work. This makes them nervousabout coming to the schools.

� Some parents can’t speak English well.Many teachers speak only English.

Session 2


View #6According to this view…Schools spend so much time and energydealing with big social problems that theycan’t focus on teaching.

Some examples:

� Some young people come to school hungryand feeling upset. They can’t learn verywell like this.

� Many young people don’t learn about sex,drugs, and other social issues at home.The schools have to take time awayfrom regular subjects to teach aboutthese things.

� Some students come from families whereno one is home to help with studying.

� Some students have to walk throughdangerous streets to get to school.

View #7According to this view…Some students do not have the supportthey need to make it through the schoolsystem.

Some examples:

� Guidance counselors have too manystudents. They don’t have enough timeto help each one.

� Some parents either cannot, or donot help.

� Some students simply do not have anyoneto stand up for them.

� Some students have medical or emotionalneeds. There are few counselors orspecialists to help them succeed in classes.

Part 4: Conclusion, and Getting Ready

for Our Next Session

(10 minutes)

� Where do we agree or disagree?

� What new insights did you get today?

� Write down action ideas on the “ActionIdeas” sheet so that you can talk aboutthem in Session 4.

� In our next session, we will start to build abetter future for our young people. We willdo this by creating a picture of a communitywhere all students can do their best.Before the next session, you might askother community members what theythink. What goals do they have for ourstudents? For ideas about some goals,look at the examples in Session 3, Part 3.You might also start thinking about thesethree questions:

• What is already being done to helpour students?

• What new ideas are people talkingabout?

• What are other schools doing that mightwork here?


Remember to go backto the list of questionsin “Using the Views” onpage 10 after you haveread these views.

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Session 2



2. Remind everyone that it is very importantto attend every session.

3. Briefly explain what will be discussed nextweek. (The Session 3 “Introduction to theSession” will give you this information.)



The last time we met, we talked aboutwhy there is an achievement gap. Our jobtoday is to create a picture of a communitywhere all our students can succeed. If we aregoing to help all of our students do their best,what should our schools and our communitylook like?

Today we will create a vision. The next timewe meet, we will talk about specific actionideas for bringing that vision to life.


(10 minutes)

� Review the “Introduction to the Session”.


• Does everyone still agree with the list?

• Do we need to add anything?


� Our facilitator will post the notes fromSessions 1 and 2. He or she will remind usof the topic of each session, and sum upthe main ideas from those discussions.This will help us shape our vision in ourwork today.

Session 3 Picture a Community Where All Students Can Do Their Best...

Facilitator Tips

� This session has five parts. Use the amountof time suggested for each as a guide.

� Post the notes on the themes fromSessions 1 and 2 for all to see.

� Have someone list major themes from thissession on large sheets of paper soeveryone can see them. (See ideas on howto take notes in the “Tips for Facilitators”on page 35.)

� Save the notes so that you can refer tothem in Session 4.

� Label a large sheet of paper “Action Ideas.”If group members come up with actionideas for helping every student succeed,list them here. (You will use these notesin Session 4.)

� Label another large sheet of paper “ThingsWe Are Already Doing.” If group membersbring up things that are already beingdone to help every student succeed, listthem here. (You will use these notes inPart 4 of this session. You might use themagain when you are working on actionideas in Session 4.)

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�

MEET EACH OTHER

�

EXPLORE THE PROBLEM

�

SET GOALS

�

PLAN FOR ACTION

�


Session 3

Part 2: Signs of Hope in Our School

(10 minutes)

These questions will help us get started:

� What signs of hope do you see in ourschools?

� What strengths can our communitybuild on?

Part 3: Picture a Community Where All

Students Can Do Their Best...

(60 minutes)We want our schools and our community

to help all of our students do their best. Let’spicture what that would look like. This willprepare us for Session 4, when we will choosespecific action steps that will help us to makethese visions happen.

We will build our vision for the future fromthe ideas we shared in Session 1 about whatwe want our graduates to know. We will alsowork from the ideas we shared in Session 2about why some of our students are notsucceeding right now. As we talk today, we canlook back at our notes from those sessions.We might want to pay special attention to theplaces where we agreed, and where wedisagreed with each other.

Using the Sample Descriptions

We will use the following descriptions tohelp us think about a community where allstudents can succeed. Talking about theseideas will help us think about what we want.Some ideas that are important to you mightnot be on this list. Feel free to add new ideas.

� First, someone will read each of thedescriptions out loud. (The facilitator ora volunteer can do this.)


1. What other ideas would you add? Whatis missing?

2. Which ideas seem most important toyou? Why?

• How would your favorite ideas helpstudents succeed?

• What effect would these ideas haveon you or your family?

• What parts would be easy to do?

• What parts would be harder to do?

3. Think about an idea that is not soimportant to you. Why would someoneelse think this is important?


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Session 3

Pictures of a Community WhereAll Students Can Succeed

1. In a community where all students cansucceed, all students get the resourcesand services they need.

The key to student success is to have basicresources and services for all. We must makesure that all students and their families getwhat they need from the schools. Communitiesmust also provide social services for studentsand their families. Sometimes we may have tocreate new resources. Other times, we mayneed to help people find resources thatalready exist.

For example,Students succeed in communities where…

� social services meet family needs.

� schools have tutors and staff who speakSpanish and other languages.

� there are good pre-school programs.

� there are good after-school programs.

� there are enough school counselors andstudent advocates.

� states give more money and resourcesto poorer schools.

2. In a community where all students cansucceed, schools welcome and supportyoung people of all cultures, incomelevels, and races.

Teachers and staff should be as diverse asthe community. We must make sure that allteachers get the training they need to workbetter with students from all cultures.


� we have equal expectations and hopesfor every student.

� every student has an equal chance tosucceed.

� tests are fair to students of all cultures.

� the curriculum is as diverse as ourcountry.

� teachers teach in ways that work forstudents from all cultures.

� teachers and school staff are as diverseas our community.

Facilitator Tip

If people bring up specificaction ideas, thank themand list those ideas onyour “Action Ideas” sheet.Don’t spend time onaction ideas now. You willdo that in Session 4.

Sample Descriptions:


3. In a community where all students cansucceed, schools and the communitywork well together.

It is important to all of us that our schools andour students do well. To close the gap, we willall need to work together. This means using allof our ideas and resources to make sure thatschools work for everyone.


� local businesses offer on-the-job-training.

� schools are learning centers for the wholecommunity.

� many people in the community come toschool events.

� parents and students from all culturesfeel “at home” in the schools.

� parents, students, teachers and otherskeep talking with each other and workingtogether to help every student succeed.

4. In a community where all students cansucceed, schools take responsibility forhelping all students achieve.

All of us can help, but the most important thingis how schools help students. We need to besure that schools have high standards for allstudents. We also need to be sure that ourschools meet those standards.


� schools set clear standards for all students.

� schools are expected to meet thesestandards.

� teachers and staff have the training theyneed to meet the standards.

� teachers and staff are tested to be surethey are doing a good job.

� teachers and staff have the help they needto do well.

� schools focus on teaching “the basics” sostandards can be met.

Session 3


Remember to go backto the list of questionsin “Using the SampleDescriptions” on page 15after you have readthese views.


5. In a community where all studentscan succeed, education involves thewhole family.

When families get involved, students do betterin school. We need to welcome all parents intothe schools. We also need to provide themwith tools to help them support their childrenas they learn.


� schools are open at night so that parentsand students can get help doing home-work together.

� there are English language classes forstudents and parents.

� parent-teacher meetings are heldat times and in places that will workfor parents.

� there are parenting classes and parentsupport groups.

� schools are “learning centers” for thewhole family. They are open at night andon weekends for special programs.

Part 4: What Is Already Being Done?

(30 minutes)Let’s talk about what our schools and our

community are already doing to help everystudent succeed. To help us get started:

� we can look at our list called “ThingsWe Are Already Doing.”

� our facilitator might give us someinformation about what is alreadybeing done.

(This conversation will help us prepare forour next session, when we will talk aboutspecific actions that we could take to closethe achievement gap.)

Discuss these questions:

� Do we know what other schools orcommunities are doing to help everystudent succeed? If so,

• what is being done?

• how is it working?

• how could it be even better?

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Session 3

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Part 5: Conclusion, and Getting Ready

for Our Next Session

(10 minutes)Consider these questions:

� Where do we agree and disagree?

� What new insights did you get today?

Also:

• List any action ideas on the “ActionIdeas” sheet so that you can work withthem in Session 4.

• In our next session, we will talk aboutspecific action ideas to help close theachievement gap. Before then, youmight talk with other communitymembers about this. What do they thinkwe should do to help all our studentssucceed? For some ideas, look at thesample action ideas in Session 4.


Session 3



2. Remind everyone that it is veryimportant to attend the last session.

3. Briefly explain what will be discussednext week. (The Session 4 “Introductionto the Session” will give you thisinformation.)



In Session 3, we created a picture of acommunity where all our students can succeed.Now let’s talk about specific action ideas forbringing that vision to life. We also need todecide which of those ideas are most important.We can divide these actions into four types:things that...

• our community can do.

• our schools can do.

• we can do on our own.

• we can do together.

Later, at the action forum, we will presentthese ideas, and hear from other study circles.(For a little more information about the actionforum, see page 36.)


(10 minutes)

� Review the “Introduction to the Session.”



� Our facilitator will post the notes fromSessions 1, 2, and 3. He or she will remindus of the topic of each session, and sumup the main ideas from those discussions.This will help us make good decisionsabout action steps to help close theachievement gap.

Making a Difference:What Specific Actions Do We Want to Take?

Facilitator Tips

� This session has six parts. Use the amountof time suggested for each as a guide.

� Post notes on the general themes fromSessions 1, 2, and 3 for all to see.

� Also post your sheets labeled “ActionIdeas” and “Things we are Already Doing.”

� Today, your circle will make a short list ofaction ideas to present at the actionforum. Some ideas that individuals feelstrongly about may not end up on that list.Tell people that they will have a chance toadd their own ideas at the action forum.

For experienced facilitators...

� Adapt the instructions for selecting andsetting priorities (Parts 2 and 3 of thissession) to suit your needs. Do what worksbest for your group. Use the numbersprovided as a guide only.

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Session 4

�

MEET EACH OTHER

�

EXPLORE THE PROBLEM

�

SET GOALS

�

PLAN FOR ACTION

�


Part 2: Thinking about Ways to Make

a Difference

(15 minutes)In Session 3 we talked about our visions for

our community. What can we do to bring thosevisions to life? Let’s talk about ideas that couldmake that happen.

1. Our facilitator will post the “Action Ideas”sheet from the first three sessions.

2. We will break into groups of two or threepeople. In your group, spend a fewminutes talking over the ideas on thislist. Also, look at the action ideas on thefollowing pages. These ideas will help eachof us to think about what we believe ismost important.

3. Think about action ideas that you believewould work for your community. You mighttalk about ideas from the lists, or youmight invent new ideas.

4. Use these questions to help guide yourdiscussion:

• Of the many ideas raised in our studycircle, which ones seem best? Why?

• How would doing these things bringour visions from Session 3 to life?

• What ideas from other places couldwe use? How could they help?

• How could we build on what is alreadybeing done to close the achievement gap?

• Who else should be involved?

Below are some action ideas. Use theseideas to spark your own thinking.

What can parents and other communitymembers do to help all students succeed?

➤ Motivate our young people to succeedin school.

➤ Get to know how schools work. Learn aboutschool standards, goals, and testing. Findout what, when, and how things get donein schools.

➤ Find out about tutors, counselors, andother kinds of student support at school.

➤ Join the Parent-Teacher Organization.Welcome new parents of all cultures andgroups. Give them a hand.

➤ Meet other parents in your child’sclassroom. Talk about common concernsand ideas.

➤ Attend all teacher/parent meetings. Stayin touch with teachers all year long.

➤ Meet as often as you can with teachers andstaff. Ask how your child is doing and whatshe or he is learning. Offer to help.

Action Ideas

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Session 4


Session 4

What can students do to help themselvesand other students?

➤ Become a mentor or tutor for someonewho needs help.

➤ Talk with your parents about how schoolis going. Ask for their help.

➤ Make friends with students of othercultures or groups. Ask them what theythink about things.

➤ Encourage your classmates to set highgoals and do their best.

➤ Talk to your teachers about what affectsyou. Tell them what works and what doesnot. You may want to talk to your parentsabout this, also.

What can our whole community do tohelp all students succeed?

➤ Start or improve after-school learningcenters. Offer support services, such astutors and computers.

➤ Urge employers to give working parentsfree time to go to school meetings.

➤ Urge employers to give workers free timeto tutor and mentor students.

➤ Start on-the-job training programs.

➤ Offer high-quality, low-cost child care.

➤ Ask churches, faith groups, or communitycenters to offer good tutoring programsfor young people.

➤ Offer peer-mentoring programs forparents. (Parents helping parents.)

➤ Offer peer-mentoring program forstudents. (Students helping students.)

➤ Expand or improve Head Start or pre-Kprograms for preschoolers.

➤ Give tours to show families what school islike before their children start school.


Session 4

What can our schools do to help allstudents succeed?

➤ Train staff and teachers in culturaldiversity. Show them how important itis to treat all students fairly and equally.

➤ Test and observe teachers to see if theyare doing a good job. They may needcoaching and mentoring.

➤ Provide more bilingual informationand outreach.

➤ Encourage good teachers to teach at-riskstudents.

➤ Get involved with organizations thatsupport student achievement, like theMinority Student Achievement Network.

➤ All students need role models. Make surethat teachers and other school staff areas diverse as the student body.

➤ Make it easy for parents to get informationabout student learning, communityresources, school policies, etc. This couldbe done by offering a parents’ class.

➤ Help parents and students understandschool policies that affect testing, curricu-lum, and what keeps studentsin school. Offer training about schoolsystems and how they work. Explainwhat schools expect and how statestandards work.


Session 4

What can our schools and the communitydo together to help all students succeed?

➤ Continue the study circles. Find ways foreveryone–parents, students, and schoolstaff-to keep talking about how to helpall young people do well in school.

➤ When young people do well, give themrewards and praise them. For studentswho are at risk, this is very important.

➤ Offer rewards to good students, liketickets to special events, awards, collegescholarships, etc.

➤ Inform the community about the resourcesschools offer for students and families.

➤ Begin a “Partners In Education” programthat links businesses with schools.

➤ Hold parent/teacher meetings afterhours for working parents. Offer parentssupport in the way of child care, rides,and translators.

➤ Set up a “phone tree” for parents to callparents when special events or classesare being offered.

➤ When students have been suspended,give them ways to keep up with theirschoolwork.

➤ Invite community “experts” to help judgestudent contests and art shows.

➤ Reward and honor teachers who improvestudent achievement.

➤ Start support teams for each subject area.Teachers, tutors, and parents could “teamup” and offer extra help in subjects likeEnglish, math, or history.

➤ Invite speakers to talk to teachers and thecommunity about ways of teaching thathave worked and inspired others.

➤ Urge parents to join their Parent-TeacherOrganization and attend all parent/teacher meetings.

➤ Offer adult classes in parenting andEnglish as a Second Language (ESL).

➤ Offer classes to parents so they can helptheir children with their schoolwork.


Session 4

Instructions for Brainstorming:

1. If you are still sitting in your small groupfrom Part 2, come back and join the circle.

2. Next, take a few quiet moments to think.In your small group, you talked about someaction ideas. Which ideas were mostimportant to you?

3. While you are doing this, your facilitatorwill put a sheet of paper for each categoryon the wall. (See example at left.)

4. Now, we will do a “brainstorm.” Shareyour action ideas with the group. Yourfacilitator will write down your ideas onthe appropriate sheet.

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Part 3: Brainstorming Action Ideas

(25 minutes)In this part you will “brainstorm” action

ideas. Your facilitator will help you sort yourideas into four categories:

1. Community actions

2. School actions

3. Actions people can do on their own

4. Actions that the community and theschools can take together

Brainstorming…

is a way for our group to come up withlots of ideas.

Purpose:

To help us be creative.

To come up with many different ideasin a short time.

Guidelines:

All ideas are OK.

Don’t stop to talk about ideas.

Don’t judge ideas.

Build on other’s ideas.

How to do it:

Anyone can offer an idea. You don’tneed to wait for your “turn.”

The facilitator will write downevery idea.

Write down ideas in the speaker’s words.

Sort your action ideas intofour categories:

Community Actions

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School Actions








ActionsOn Your Own








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Session 4

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Part 4: Setting Priorities for the

Action Forum

(50 minutes)From the lists we made in our brainstorm,

we will now choose three or four action ideasthat we think could make the most differencein our community. We will take these ideasto the action forum. Look at the “Action IdeaSheet” on page 27. This is how your resultswill look when you are finished.

Instructions for setting priorities

1. Start by looking at the action ideas on the“Community Actions” sheet. If some ofthe ideas are nearly alike, combine them.Now do the same thing for each of theother sheets.

2. The next step is to narrow down our lists.We will select a total of no more than eightof our favorite action ideas. (We will pickthe ideas that we think are most important.It does not matter if all our ideas comefrom the same list, from two or three lists,or from all of the lists.)

To narrow down the lists:

a. Each person will get three votes. Ourfacilitator will give each of us threecolored stickers (or something similar)for this.

b. Each of us will vote for the ideas we likebest. We can use all three votes on oneidea, or we can spread them around.

c. Look at the ideas that have the mostvotes. There will probably be about eight.

3. Next, we will narrow down our lists again.Look at the eight ideas that you picked inStep 2. Which three or four of these seemmost practical, useful, timely, and important?

To help us talk about this, we will use thefollowing questions:

• What are the pros and cons of each idea?

• What would it take to make these ideasbecome real? What help or supportwould we need?

• What resources are already in placeto help out? What are we already goodat doing?

4. If you now have only three or four ideasleft, you are finished! You are ready togo to the action forum. (Skip step 5 and goon to step 6.)

5. If you still have more than four ideas, voteagain. (Use the same procedure as inSteps 2a and 2b.) After the vote, selectthe three or four ideas that get the mostvotes. These are the ideas you will taketo the action forum. You are finished!

6. Make sure that you write your final threeor four ideas down on a sheet of paper.You can use the “Action Idea Sheet” onpage 27 for this.

A Tip ForExperiencedFacilitators

In Part 4, the instructionsgive you a specific numberof ideas to select at eachstep in the priority-settingprocess. Use these numbersas a guide only. Do whatmakes the most sense foryour group and your studycircle program.


Action ideas from_______________________________________________________________(Study Circle Name or Number)

Our group’s top three or four action ideas:

Idea #1__________________________________________________________________________________________________________________________________________

Category (select one)

❑ Community actions❑ School actions❑ Actions on your own

❑ Actions that the community and the schools can take together

Idea #2__________________________________________________________________________________________________________________________________________

Category (select one)

❑ Community actions❑ School actions❑ Actions on your own❑ Actions that the community and the schools can take together

Idea #3_________________________________________________________________________________________________________________________________________

Category (select one)❑ Community actions❑ School actions❑ Actions on your own❑ Actions that the community and the schools can take together

Idea #4__________________________________________________________________________________________________________________________________________

Category (select one)❑ Community actions❑ School actions❑ Actions on your own

❑ Actions that the community and the schools can take together

Session 4

Sample Action Idea Sheet to Take to Action Forum



1. Thank people for coming to the studycircle, and for working to make adifference in their community.

2. Ask if anyone has questions about theaction forum.

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Session 4

Part 5: Preparing for the Action Forum

(10 minutes)

1. Your facilitator will tell you the date, time,and place of the action forum.

2. Choose a person from your group topresent your action ideas at the forum.

Part 6: Conclusion: Reflect on Our

Study Circle Experience

(10 minutes)

Questions to think about

1. What have you learned so far? What hasmade the biggest impact on how you thinkand act?

2. What do you most value about yourstudy circle?

O


ur goal in a study circle is to understandthe issue better. We don’t have to learn a lotof new facts and figures. We also don’t have toagree with each other. We will look at differentviewpoints, and we will talk to one another asequals. How we talk to one another is asimportant as what we say.

The following tips will help you and yourstudy circle succeed.

Listen carefully to others. Make sure you aregiving everyone a chance to speak. Don’tinterrupt people. When you show respect forother people, it helps them show respect for you.

Keep an open mind. This is a chance for youto explore ideas that you have rejected ordidn’t consider in the past.

Do your best to understand other points ofview. It is important to understand what otherpeople think and why they feel the way theydo. This will help you find solutions that workfor everyone.

Help keep the discussion on track. Make sureyour remarks relate to the discussion.

Speak your mind freely, but don’t take overthe discussion. If you tend to talk a lot ingroups, leave room for quieter people. Beinga good listener shows respect for others. Thismakes it easier for quiet people to speak up.

Tips for Study Circle Participants

Talk to the group rather than the leader. Tryto look around the group when you talk. Thatwill help others to know that they are part ofthe conversation.

Talk to individuals in the group. A studycircle should feel like a conversation. Try toinvolve everyone. If you feel someone hassomething to say, draw them out. Ask themquestions about their ideas.

Tell the leader what you need. The leaderguides the discussion, sums up key ideas, andhelps to make things clear. If something is notclear, ask the leader about this. Others mighthave the same concern.

Value your life stories and opinions. Every-one in the group, including you, is special.No one is the same. All our lives have beendifferent. This is what makes the study circleinteresting. Make sure your voice is heard.Your wisdom and ideas are important.

It’s OK to disagree. Even when we all comefrom the same group or culture, we arestill different. These differences keep thegroup lively. If you do not agree with an idea,ask questions. But don’t get carried away.Be respectful.

Remember that humor and a pleasantmanner will help. When you keep your senseof humor, people will like listening to you. Youcan disagree with someone without making apersonal attack. When you talk, your body “talks,”too. Pay attention to your “body language.”


Tips for Participants

Dialogue is collaborative: Two or more sides worktogether toward common understanding.

In dialogue, finding common ground is the goal.

In dialogue, one listens to the other side(s) in orderto understand, find meaning, and find agreement.

Dialogue enlarges and possibly changes aparticipant’s point of view.

Dialogue reveals assumptions for re-evaluation.

Dialogue causes introspection on one’s ownposition.

Dialogue opens the possibility of reaching a bettersolution than any of the original solutions.

Dialogue creates an open-minded attitude:an openness to being wrong and an opennessto change.

In dialogue, one submits one’s best thinking,knowing that other people’s reflections will helpimprove it rather than destroy it.

Dialogue calls for temporarily suspending one’sbeliefs.

In dialogue, one searches for basic agreements.

In dialogue, one searches for strengths in the otherpositions.

Dialogue involves a real concern for the otherperson and seeks to not alienate or offend.

Dialogue assumes that many people have pieces ofthe answer and that together they can put them intoa workable solution.

Dialogue remains open-ended.

Debate is oppositional: Two sides oppose eachother and attempt to prove each other wrong.

In debate, winning is the goal.

In debate, one listens to the other side in orderto find flaws and to counter its arguments.

Debate affirms a participant’s own point of view.

Debate defends assumptions as truth.

Debate causes critique of the other position.

Debate defends one’s own positions as the bestsolution and excludes other solutions.

Debate creates a close-minded attitude, adetermination to be right.

In debate, one submits one’s best thinking anddefends it against challenge to show that it is right.

Debate calls for investing wholeheartedly in one’sbeliefs.

In debate, one searches for glaring differences.

In debate, one searches for flaws and weaknesses inthe other position.

Debate involves a countering of the other positionwithout focusing on feelings or relationships andoften belittles or deprecates the other person.

Debate assumes that there is a right answer and thatsomeone has it.

Debate implies a conclusion.

Adapted from a paper prepared by Shelley Berman, which was based on discussions of the Dialogue Group of the Boston Chapter ofEducators for Social Responsibility (ESR). Other members included Lucile Burt, Dick Mayo-Smith, Lally Stowell, and Gene Thompson.For more information on ESR’s programs and resources using dialogue as a tool for dealing with controversial issues, call the national ESRoffice at (800) 370-2515.

A Comparison of Dialogue and Debate

A s a study circle facilitator, you do not needto be an expert on the topic being discussed.The important thing is to be well prepared forthe discussion. This means you will need to...

� understand the goals of the study circle;

� be familiar with the discussion materials;

� think ahead of time about how thediscussion might go;

� prepare questions to help the group thinkmore deeply about the subject.

In some sessions, you might find that thereis more to talk about than you can cover in twohours. Choose what that you think will be mostinteresting to your group. (Your group mightwant to consider having extra meetings.)

Do your best to prepare ahead of time. Thiswill make it easier for you to give your fullattention to helping the circle accomplish itsgoals. Stay neutral!

It is most important to remember that, as afacilitator, you should not share your personalviews or try to push your own agenda on theissue. You are there to serve the discussion,not to join it.

Set a relaxed and open tone.

� Welcome everyone and create a friendlyand relaxed space.

� People enjoy well-placed humor.


Tips for Study Circle Facilitators

Explain the purpose of the study circle,and help the group set ground rules.

At the beginning of the study circle, remindeveryone that the purpose of the study circle isto work with one another to look at the issue ina democratic way. Remind them that your roleas leader is not to be an “expert.” Also, make itclear that you will not take sides in the discussion.Your job is to keep the discussion focused andmake sure the group follows the ground rules.

Suggest the basic ground rules listedin Session 1, Part 2, then ask people to addtheir own ideas. Stay aware of, and assist thegroup process.

� Besides keeping the group focused on thecontent of the discussion, you will keeptrack of how people are communicating.Some people talk a lot. Others tend to bequiet. Be aware of this, and make sureeveryone has a chance to speak.

� Consider splitting up into smaller groupsto look at different viewpoints. This givespeople a chance to talk more easily abouttheir personal connection to the issue.

� Try not to interfere with the discussionunless you have to. Don’t allow the groupto turn to you for the answers.

� Resist the urge to speak after eachcomment or answer every question. Letpeople respond directly to each other. Themost effective leaders often say little, butare constantly thinking about how to movethe discussion forward.


Tips for Facilitators

� Once in a while, ask participants to sumup the most important points that havecome out in the discussion.

� Don’t be afraid of silence! Peoplesometimes need time to think beforethey respond. If silence is hard for you,try counting silently to ten before yourephrase the question. This will givepeople time to collect their thoughts.

� Don’t let anyone take over the discussion.Try to involve everyone.

� Remember that a study circle is not a debate,but a group dialogue. If the group forgetsthis, remind them of the ground rules.

� Keep careful track of time!

Help the group look at various pointsof view.

� Make it clear to people that you will nevertake sides on the issue. Your role as afacilitator is to be fair, and to keep thegroup focused on their own thinking.

� Use these written materials to helpeveryone consider a wide range of views.Rely on the guide rather than presentingsomething as your idea. Referring to theguide helps you stay neutral. You mightask the group to consider a point of viewthat hasn’t come up in the discussion. Askthe group to think about the pros and consof different ways of looking at an issue orsolving a problem.

� Ask people to think about the concernsand values that underlie their beliefs.

� Don’t allow the group to focus on justone point, or one person’s story.

� Help people find common ground. But,don’t try to force agreement.



Ask open-ended questions that don’t lendthemselves to easy answers.

Open-ended questions are questions thatcan’t be answered with a quick “yes” or “no.”They push people to think about why theybelieve what they do. Open-ended questionsalso encourage people to look for connectionsbetween different ideas.

Examples:

� What seems to be the key point here?

� Do you agree with that? Why?

� What do other people think of this idea?

� What would be a strong case against whatyou just said?

� Have you had any experiences with thisthat you can share with the group?

� Could you help us understand the reasonsbehind your opinion?

� What do you think is really going on here?Why is that important?

� How might others see this issue?

� Do you think others in the group see thisthe way you do? Why? Why not?

� How does this make you feel?

Questions to use when people disagree:

� What do you think she or he is saying?

� What bothers you most about this?

� What is at the heart of the disagreement?

� How does this make you feel?

� What might lead a reasonable person tosupport that point of view?

� What do you think is really important topeople who hold that opinion?

� What is blocking the discussion?

� What might you be willing to give up inorder to come to some agreement?

� What don’t you agree with?

� What do you find most convincing aboutthat point of view?

� What is it about that position that doesn’twork for you?

� Could you say more about what you think?

� What have we missed that we need totalk about?



Questions to use when people arefeeling discouraged:

� Say a little about how that makes you feel.

� Where can you find some hope?

� Can the problems that you are talkingabout be solved in any way? How?

Closing questions:

� Where did we agree and disagree today?

� What have you heard today that has madeyou think, or that has touched you insome way?

Be aware of how people from differentcultures communicate.

� When issues of race and culture are a partof the conversation, be ready to addressthe kinds of things that might come up.

� Even though some of the conversation mayrevolve around differences, set a tone ofunity in the group. Yes, there are differences–but we have enough in common as humanbeings to allow us to talk together in aconstructive way.

� Having two facilitators is often helpful.This sets an example of unity. The co-facilitators could be a man and a woman,a white person and a person of color, anadult and a young person, a manager anda worker. (If some facilitators are newlytrained, team the new people with peoplewho have experience with cross-culturalissues in study circles.)

� Sensitivity, empathy, and familiarity withpeople of different backgrounds areimportant qualities for the facilitator. Ifyou have not spent much time with peoplefrom other cultures, get involved in a localcommunity program that helps you do this.


� Help people to appreciate and respecttheir own and others’ communicationstyles. How people were raised affectshow they communicate. For example, insome cultures, people are raised to takecharge and say exactly what they think. Inother cultures, people are expected tobe more reserved and keep their thoughtsto themselves. Some cultures valuelistening more than speaking. In others,taking a stand is very important. Point outto the group that there is more than onegood way to communicate. Understandingone another takes practice! Your leader-ship should show that each person hasan important contribution to make tothe group.

� Talk about how cultural labels, or stereo-types, are unfair.

� Remind the group, if necessary, that noone can speak for his or her entire culture.Each person’s experiences, as an individualand as a member of a group, are different.

� Urge group members to talk aboutthemselves and their own cultures, ratherthan other people’s. This way, they will beless likely to make false generalizationsabout other cultures. Also, listening toothers tell their stories will help breakdown stereotypes and build understanding.

Note-taking Tips

Note taking serves many purposes:

� It helps group members stay on track andmove the discussion along.

� It provides a way to capture the wisdomand common themes that develop inthe discussion.

� Notes from all the circles in your programcan be turned into a report that summarizeswhat you have done.

How to do it:

� Capture big ideas and themes, notevery word.

� Use the words of the speaker as closelyas possible.

� Check with the group to make sure yournotes are correct.

� Some groups organize their recordsthis way:

➤ Areas where we agree

➤ Areas where we disagree

➤ Areas that are mixed

� Write neatly so everyone can readthe notes.

� People should be talking to each other,not to the note taker.



Moving from Dialogue to Action

The Action ForumStudy circles lead to action and change in

many ways. One of the ways in which you willwork toward action and change is through anaction forum. See the outline of a typicalaction forum in the grey box, below.

An action forum is a large-group meetingat the end of a round of study circles. At thismeeting, ideas from all the study circles arepresented. In most cases, there will be severalaction ideas that many people support.

Action groups or task forces form to movethese ideas forward. Participants have thechance to work in these action groups, or tostay involved in other ways. In programs thatcontinue over time, more and more peopleget involved in further rounds of study circles,and many kinds of action occur.

The action forum is not the only way action andchange happen through study circle programs.The table on the next page shows many of theways that action and change take place.

Typical Parts of an Action Forum (11/ 2 to 3 hours)

1. Refreshments, social time, entertainment, gallery walk (time to read summariesfrom each circle posted around the room)

2. Welcome and introductions

• Welcome everyone, and introduce sponsoring organizations

• Review agenda

• Talk about the study circle effort in the community

• Recognize and thank facilitators and other key volunteers

3. Reports from the study circles

• A representative from each circle speaks for a few minutes, summarizing key issuesor concerns, plus major ideas for action

4. Moving to action

• Master of ceremonies summarizes the most common themes for action from all circles,and invites participants to sign up for an action group or task force

• Participants choose action group or task force, and sign up

• Leader for each action group collects names, and sets the first meeting

• Interested people sign up for facilitator training, or to help organize future study circles

5. Closing remarks

• Closing remarks (including how the action efforts will be tracked and tied to further organizing)

• Next steps (including plans for another round of circles, celebration, or check-in meeting)

• Thanks to all


Example

A participant in a community-wide program onracism decides never again to let racist remarksgo by without a comment.

Following study circles on community-policerelationships, young people and police officershold weekly meetings.

After study circles on neighborhood issues,residents, police officers, and mental heathadvocates create an emergency team to helpmentally ill people who wander the streets.

After doing study circles on race, leaders ofseveral banks work with others to improvebanking services to communities of color.

Following study circles on education,participants develop a plan to close the gapin achievement between the races. The schoolboard – a leading organizer of the circles –funds the plan and helps carry it out.

After participating in study circles, a schoolsuperintendent creates new policies to involveparents in the district’s schools.

A report from study circles on growth andsprawl is turned over to the planning board,which uses this information to help shape thetown’s strategic plan.

Study circles on race relations happen in acommunity over years. In all kinds of settings,public meetings begin to operate according tostudy circle principles. People learn to worktogether across differences, and feel a strongersense of community.

After a round of study circles on education,the school district decides to use studycircles routinely to involve citizens increating and implementing it’s annualschool-improvement plan.

Dialogue to Action

How Study Circles Lead to Action and Change

Kind of change

Changes in individualbehavior and attitudes

New relationshipsand networks

New workingcollaborations

Institutional changes

Changes in public policy

Changes in communitydynamics

Changes in a community’spublic life

How does it happen?

Better understanding of the issuesand of one another inspires peopleto “make a difference.”

Trust and understanding developbetween participants in the dialogue.

Individuals and organizationsdevelop new relationships and newideas for solutions.

Leaders and/or members of aninstitution gain new insights in studycircles that lead to changes withinthe institution and in the largercommunity.

Public officials help organize studycircles, and pledge to work withcitizens to implement action ideas.ORPublic officials take part in theorganizing and dialogue, and gainnew insights that have an impact ontheir policymaking.ORInformation from the study circles iscollected and reported to decisionmakers.

Many hundreds of people take partin study circles. Once there is a“critical mass” of people who have anew understanding of the issues andof one another, their capacity forcommunity work increases.

Once people see the benefits oflarger-scale dialogue to action, theymake it an ongoing part of how theircommunity works.

The table below shows some of the kinds of change that can happen from study circle programs.


Resources for Further Discussion and Action

For More Information On...

� closing the achievement gap-storiesfrom other communities, pleasego to the SCRC web site atwww.studycircles.org.

� how to...

• plan and conduct your action forum,

• organize community-wide studycircles,

• train facilitators,

please see the organizing and trainingguides listed on this page.

� study circles in general, pleasego to the SCRC web site atwww.studycircles.org.

These publications are available from:Study Circles Resource CenterP.O. Box 203Pomfret, CT 06258Phone: 860-928-2616Fax: 860-928-3713E-mail: [email protected]

You may also download many of ourpublications from our web site at no charge:www.studycircles.org

Publications from the Study CirclesResource Center

Organizing and Training Guides

A Guide for Training Study Circle Facilitators,1998. Presents a step-by-step agenda for a basicstudy circle training program, as well as informationon building and supporting an ongoing trainingprogram, including recruitment, skill building,training young people as facilitators, and otherrelated information. Training and evaluationmaterials are also included.

Organizing Community-wide Dialogue forAction and Change: A Step-by-Step Guide, 2001.This guide is designed to help you understand andcarry out the many aspects of community-wideorganizing for public dialogue and action.

Protecting Communities, Serving the Public:Police and residents building relationships towork together, 2000. A five-session discussionguide to help communities improve workingrelationships between residents and policedepartments by building trust and respect,developing better policies, and making changesfor safer communities.

Smart Talk for Growing Communities: Meetingthe Challenges of Growth and Development,1998. A five-session discussion guide that helpscommunities address the effects of development,and find ways to make growth work for them.This guide also provides pointers on how to involvepublic officials in study circles, and numerousaction examples from around the country.

Toward a More Perfect Union in an Age ofDiversity: A Guide for Building StrongerCommunities through Public Dialogue, 1997.A four-session discussion guide examining ideasabout unity, diversity, and pluralism, and how theyaffect us as individuals, as members of organizationsand businesses, as residents of our communities,and as citizens of our country.

Youth Issues, Youth Voices: A Guide for EngagingYouth and Adults in Public Dialogue andProblem Solving, 1996. A multi-session discussionguide geared toward bringing young people andadults together to address the community issuesthat involve and impact them, from race relationsto substance abuse.

Discussion Guides

Building Strong Neighborhoods: A Study CircleGuide for Public Dialogue and CommunityProblem Solving, 1998. A four-session discussionguide on many important neighborhood issuesincluding: race and other kinds of differences;young people and families; safety and community-police relations; homes, housing and beautification;jobs and neighborhood economy; and schools.

Building Strong Neighborhoods for Familieswith Children: A Guide for Public Dialogue andProblem Solving, 2000. A four-session discussionguide to help people make their neighborhoodsbetter places for families with children byidentifying challenges and opportunities, andworking toward solutions.

Changing Faces, Changing Communities:Immigration & Race, Jobs, Schools, andLanguage Differences, 2nd Edition, 1998. A discussion guide designed to help communitiesface the challenges and meet the opportunitiesthat come with immigration. In addition to sixdiscussion sessions, this guide also provides pointerson how to involve public officials in study circles.

Education: How Can Schools and CommunitiesWork Together to Meet the Challenge?: A Guidefor Involving Community Members in PublicDialogue and Problem Solving, 1995. A multi-session discussion guide which examines thechallenges schools face, and the ways in whichcommunity members and educators can worktogether to improve education.

Facing the Challenge of Racism and RaceRelations: Democratic Dialogue and Action forStronger Communities, 3rd Edition, 1997. Builton the success of two previous editions, this guideoffers five sessions that discuss history, institu-tional racism, economic opportunity, public policy,and strategies for change. It also provides tips fororganizing community-wide study circle programs,with action examples from around the country.


Resources for FurtherDiscussion and Action

Other Resources

ASPIRA Association, Inc.1444 Eye Street, NW, Suite 800Washington, DC 20005202-835-3600Web site: www.aspira.orgA nonprofit organization devoted solely tothe education and leadership developmentof Latino youth.

Association for Supervision and CurriculumDevelopment1703 N. Beauregard StreetAlexandria, VA 22311-1714703-578-9600Web site: www.ascd.orgAn international, nonprofit, nonpartisan associationof professional educators from all grade levels andsubject areas. Incorporating diversity and communityin education is a priority of this organization.

Center for Law and Education1875 Connecticut Avenue, NW, Suite 510Washington, DC 20009 202-986-3000Web site: www.cleweb.orgEndorses the right of all students to qualityeducation, and assists low-income studentsand communities in efforts to address publiceducation problems.

Coalition of Essential Schools1814 Franklin Street, Suite 700Oakland, CA 94612510-433-1451Web site: www.essentialschools.orgA national network of schools, and support centers,and a national office engaged in restructuringschools to promote better student learningand achievement.

Communities in Schools277 S. Washington Street, Suite 210Alexandria, VA 22314703-519-8999Web site: www.cisnet.orgA community-building organization that deliversresources for children by working in partnershipwith public schools.

Do Something423 West 55th Street, 8th FloorNew York, NY 10019212-523-1175Web site: www.dosomething.orgProvides nationwide networking, resources, andsupport for young people who are working to makea difference in their communities.

ERIC Clearinghouse on Urban EducationInstitute for Urban and Minority EducationBox 40, Teachers College, Columbia UniversityNew York, NY 10027800-601-4868Web site: http://eric-web.tc.columbia.edu/home_files/eric_cue_desc.htmlA database accessible on the Internet and used for educational research. The ERIC UE web site isdedicated to urban students, their families, andthe educators who serve them.

Learning Disabilities Association of America4156 Library RoadPittsburgh, PA 15234-1349412-341-1515Web site: www.ldanatl.orgNonprofit, volunteer organization of individuals,families, and professionals committed toadvancing the education and general welfare ofindividuals with learning disabilities.

National Alliance of Black School Educators310 Pennsylvania Avenue, SEWashington, DC 20003202-608-6310Web site: www.nabse.orgThe nation’s largest network of African Americaneducators, NABSE is dedicated to improving theeducational accomplishments of African Americanyouth through the development and deploymentof instructional and motivational methods thatincrease levels of inspiration, attendance andoverall achievement.

National Assessment of Educational ProgressNational Assessment Governing Board800 North Capitol Street, NW, Suite 825Washington, DC 20002202-357-6938Web site: http://nces.ed.gov/nationsreportcard/sitemap.aspAlso known as “the Nation’s Report Card.”A nationally representative, continuing assessmentof what America’s students know and can do invarious subject areas.

National Coalition for Parent Involvementin Education3929 Old Lee Highway, Suite 91-AFairfax, VA 22030-2401703-359-8973Web site: www.ncpie.orgAdvocates the involvement of parents and familiesin their children’s education, and fosters relation-ships between home, school, and community toenhance the education of all young people.


National Coalition of Advocates for Students100 Boylston Street, Suite 737Boston, MA 02116617-357-8507Web site: www.igc.org/ncasThe NCAS maintains theClearinghouse for Immigrant EducationWeb site: www.igc.apc.org/ncas/chime.htmThrough its 20 member groups, NCAS works toachieve equal access to quality public educationfor students at risk by informing and mobilizingparents, educators, and communities. To helpsupport the education of immigrant students,NCAS established the Clearinghouse for ImmigrantEducation (CHIME), which serves as an interactivedatabase and networking service facilitating publicaccess to literature, research, Internet resources,and reform strategies.

National Community Education Association3929 Old Lee Highway, Suite 91-AFairfax, VA 22030-2401703-359-8973Web site: www.ncea.comAdvocates for community education by promotingparent and community involvement in publiceducation, formation of community partnerships,and lifelong learning for the entire community.

National Dropout Prevention Center/NetworkClemson University209 Martin StreetClemson, SC 29631-1555864-656-2599Web site: www.dropoutprevention.orgProvides resources on the importance of a qualityeducation, including graduation from high school.

National Education Association1201 16th Street, NWWashington, DC 20036202-833-4000Web site: www.nea.orgA membership organization made up of employeesof schools and other educational groups that isdedicated to advancing public education.

National Parent Teacher Association330 N. Wabash Avenue, Suite 2100Chicago, IL 60611800-307-4782Web site: www.pta.orgVolunteer child advocacy organization of parents,educators, students, and other citizens active intheir schools and communities.

National School Boards Association1680 Duke StreetAlexandria, VA 22314703-838-6722Web site: www.nsba.orgWorks with members to foster excellence andequity in public education through school boardleadership.

Resources for FurtherDiscussion and Action

National Urban LeagueThe National Urban League, Inc.120 Wall Street, New York, NY 10005212-558-5300Web site: www.nul.org/index.htmlThe mission of this movement, one aspect of whichfocuses on education and youth, is to enableAfrican-Americans to secure economic self-reliance,parity and power, and civil rights. Direct services,advocacy, research, policy analysis, communitymobilization, collaboration and communicationsare carried out at the local, state, and national levels.

Quality Education for Minorities Network1818 N Street, NW, Suite 350Washington, DC 20036202-659-1818Web site: http://qemnetwork.qem.orgNonprofit organization dedicated to improvingeducation of African-Americans, Alaska Natives,American Indians, Mexican Americans, and PuertoRicans. Focuses on: community outreach andleadership development, partnerships with NASAand others, and policymaking.

Acknowledgments


We would like to say a special thank you to theMaryland State Department of Education; thecommunities and schools in the Maryland countiesof Calvert, Harford, Montgomery, and St. Mary’s;and the citizens and the schools of Durham, NorthCarolina. Their assistance has been invaluable inthe development of this guide. They have stronglysupported the use of study circles to bringcommunities and schools together to work to closethe achievement gap. They reviewed and testedthis guide, and we learned a great deal from theirexperiences and observations.

We are grateful to all of the citizens, educators,and public officials who have given their time andefforts to this work. We list below the names ofthose individuals who have taken lead roles inthis process, as well as others who have assistedus in other ways with the development of thisguide. We greatly appreciate the efforts of all ofthese contributors.

Laurie AscendiHarford County Public SchoolsBel Air, Maryland

Ed BerginLocal Management Board of St. Mary’s County, Inc.Leonardtown, Maryland

Frankie BlackburnIMPACT Silver SpringSilver Spring, Maryland

Victoria Romero CoeDurango Latino Education CoalitionDurango, Colorado

Judy DevyCalvert County Public SchoolsPrince Frederick, Maryland

Dr. Nancy S. GrasmickMaryland State Department of EducationBaltimore, Maryland

Cheryl JohnsonCalvert County Public SchoolsPrince Frederick, Maryland

Cathy PriceHarford County Public SchoolsBel Air, Maryland

Donna RewaltDurham Public Education NetworkDurham, North Carolina

Angela Meyers ScollarUniversity of MarylandSilver Spring, Maryland

Zattura Sims-ElBaltimore City Council of PTA’SBaltimore Education NetworkBaltimore, Maryland

Richard SteinkeMaryland State Department of EducationBaltimore, Maryland

The Study Circles Resource Center is solelyresponsible for any errors in this guide.

This guide is a manual for study

circle participants, organizers,

and facilitators.

A project of the Topsfield Foundation, Inc.

Study Circles Resource Center

P.O. Box 203

Pomfret, CT 06258

Telephone: 860-928-2616

Fax: 860-928-3713

E-mail: [email protected]

Web site: www.studycircles.org

STUDY CIRCLESR E S O U R C E C E N T E R