Trillium Archive Syllabus

Archive: Reporting on Trillium through the Three Petal Press and the Trillium Yearbook

Trillium Charter School 2007/8

Instructor: Ken Gadbow Phone: 503-348-9849 Office hours: Fridays 12-1

Email: Ken@TrilliumCharterSchool.org Newspaper email: ThreePetalPress@gmail.com

Credit available: Language Arts, Art, or Elective

Course Objectives:

Students will write, edit, and layout the school newspaper, The Three Petal Press for quarters one through 3, then switch to yearbook production for quarter four. Students will develop their writing abilities by creating multiple articles for the school paper. Students will develop their note taking and photography skills by being “imbedded” in another teacher’s classroom. Students will develop their skills at editing and providing constructive, critical feedback of others’ work. Students may also develop their artistic talents in the areas of photography and/or comic drawing.

Course Overview:

We will publish 2 issues of the Three Petal Press per quarter. In fitting with Trillium philosophy, the paper is student run – ideas for content, writing, art, and comics are all generated, written, and edited by students. Special attention will be paid this year to representing the activities and ideas of all levels of Trillium, preschool through twelfth grade. Many students will have the opportunity to become “embedded” journalists in another teacher’s class, 1-2 days a week for the entire quarter. The class runs all year. Students are encouraged, but not required, to take all four quarters.

PLP Framework Concentrations:

Community Membership:

• Work in groups together for a common goal
• Give and take, compromise and make solutions
• Lead and participate
• Use language appropriate to audience

Literacy:

• Listen to, read, and understand a variety of informative and narrative texts on your own
• Increase word knowledge (origins and relationships) and develop vocabulary relevant to and across subject areas
• Refine writing process (pre-write, draft, revise, edit, and publish) across subject areas and at grade level
• Communicate ideas through writing using various connections and transitions (including but not limited to facts, anecdotes, precise/relevant words, paragraphs, logical sequencing, and the 6 + 1 traits)
• Demonstrate grade-level knowledge of spelling, grammar, punctuation, capitalization, and penmanship/presentation across subject areas
• Be able to investigate topics of interest and draft an individual project plan that will display the results of that study
• Listen critically and respond appropriately

Independence:

• Keep track of responsibilities, obligations, meetings, due dates, and belongings
• Demonstrate time management skills
• Demonstrate planning skills
• Be prepared for activities and classes

Code of Conduct:

All students are expected to know and uphold the Rights and Responsibilities of the Trillium Constitution. We will use the non-violent conflict resolution process that includes conversations, mediations, and the OVRR system.

Assignments and grading policies:

A student’s grade is based on the work that she/he produces for the paper, as well as the student’s ability to meet deadlines. In order for the paper to be published in a timely manner, it is essential the work is turned in by the deadline. Each student is expected to develop four quality pieces throughout the term, distributed over the issues. A quality piece is defined as one which is of sufficient length and content to challenge the student. Each piece will go into the student’s newspaper folder (in a file kept in Ken’s room), upon which the student’s final grade will be evaluated. Laying-out the paper is considered the equivalent of producing two pieces of work. In addition, students must choose to participate as either an embedded journalist or be on the web development team.

Grading:

Submissions for Three Petal Press: 50%

Notebook (either journalist, web development, or both): 50%

This class is graded using narrative evaluations and letter grades. In order to be successful in

this course, a student must:

· Participate respectfully in class.

· Peer review other students pieces over the course of the term.

· Challenge him/herself with the pieces he/she creates.

· Meet or exceed the expectations of an Embedded Journalist, Web Development member, or both (see below).

Expectations for Embedded Journalists:

· Be on time to your EJ assignment.

· Be a quiet, patient, respectful observer. Establish beforehand how much you should participate in the class with the classroom teacher.

· Keep a journalist’s notebook for each day of observation. Each entry must include:

o The date, time, and place of the observation.

o A description of the activity or activities of the day, including names of the participants.

o A description of any photographs taken during the observation.

o Your thoughts and ideas related to the experience. This should be fun, and it should be positive.

· Receive a passing evaluation from the classroom teacher at the midterm and end of the quarter.

Expectations for Web Development Team members:

· Develop a website that can publish the Three Petal Press in its entirety each issue.

· Upload each issue as it is produced, laying it out in an accessible and appealing manner.

· Maintain, update, and improve upon the website on a regular basis.

· Provide a space on the website that allows for additional photographs, stories, and even video clips of events that do not make it into the hard-copy of the paper.

· Help other journalists to upload pieces to the website.

· Keep a Web Development Notebook in which the student describes his/her goals and ideas for the website as well as the daily progress of website creation, maintenance, and assistance.

Students should begin each day by consulting The Big Board which contains all the expectations and deadlines for the next issue. Students are expected to print out and save all of their work in their file in the classroom, including the Journalists or Web Development Notebook. You will be graded at the end of the quarter based on the contents of your file.

Attendance Policy:

The majority of your grade in this class comes from your participation. If you are not here, then you cannot participate. If you cannot participate, then you cannot meet the expectations of the class. This class is graded on a pass/no pass basis.

§ If a student misses more than 3 classes, s/he cannot pass.

Course Schedule:

Week 1 (September 9-15)

Introductions and course overview. Choosing roles.

Week 2 (September 16-22)

• Submit ideas for Issue 1: Monday the 17^th.

Week 3 (September 23-29)

• Drafts due for Issue 1: Monday the 24^th.

Week 4 (September 30-October 6)

• First Issue submissions due: Monday the 1st.
• Midterm review of Notebooks and Evaluation by embedded teacher.

Week 5 (October 7-13)

• Print and distribute issue 1.

Week 6 (October 14-20)

• Submission ideas for 2^nd issue due: Monday the 15^th.

Week 7 (October 21-27)

• Drafts due for 2^nd issue: Monday the 22^nd

Week 8 (October 28 -Nov. 3)

• Second issue pieces due Monday the 29^th.

Week 9 (November 4 – 7)

• Second Issue printed and distributed
• Say goodbye to EJ classroom.
• Complete summary of EJ or WD work in journals.

Trillium Constitution

Constitution of the Trillium Charter School

Preamble:

We the people of Trillium Charter School, in order to create and promote a safe, peaceful, respectful, and free learning environment have created this Constitution. All advisors, teachers, staff, parents, interns, volunteers and guests are responsible for the general welfare of the school through their actions and must strive to uphold the ideas and ideals of this document.

Articles

Article I: School Meetings

section 1. The All School Meeting has the power to address issues and make decisions that affect the school as a whole. Voting procedures and All School Meeting rules, regulations and meeting times will be decided on by the All School Meeting. Records of meeting decisions shall be kept and made available to all Trillium Community Members. All School Meeting voting members include attending students, teachers, advisors and staff.

section 2. Class and age group meetings shall be held to address issues and make decisions that a effect individual classes and age groups. Voting procedures and class and age group rules, regulations and meeting times will be decided on by the class and age group meetings. Unless otherwise decided, class and age group decisions should not conflict with All School Meeting decisions. Records of meeting decisions shall be kept and made available to all class and age group members. Class and age group voting members include students, staff and advisors of class or age group.

Article II. Judicial System

section 1. The first step in dealing with a conflict is to attempt to solve the problem peacefully and non-violently on your own. All attempts should be made to use the language of mediation.

section 2. A mediation process shall be established to deal with conflicts that cannot be solved on a one-on-one basis. Mediators can be any student, teacher, staff, parent, intern or volunteer who understands and can successfully use the mediation process to solve a conflict non-violently.

section 3. A Judicial Committee shall be established to deal with conflicts that cannot be solved through mediation. This committee shall have the power to settle disputes and solve conflicts based on the rules and regulations established by the All School Meeting and Trillium Charter School Community. The Judicial Committee shall be made up of students from each age group and at least one teacher, advisor or staff member.

section 4. All staff members have been given the power to make ”judgment call” decision. Judgment call decisions are those decisions made to keep the learning environment safe and calm. They have been given the power to handle a decision in ways that they see fit at that moment. In all cases they should attempt to uphold the rights and responsibilities of this constitution when making those decisions. If any student does not feel comfortable with the decision made, they should attempt mediation. If that is unsuccessful they can make an appeal to Judicial Committee.

Article III. Amending the Constitution.

section 1. The All School Meeting, whenever necessary, can propose amendments to this Constitution. To make changes to the Constitution two thirds of All School Meeting voting members enrolled or employed by the school must agree.

section 2. The All School Meeting can convene a Constitutional Convention made up of at least one member of each class or age group to amend the constitution. Representatives from each class or age group, and at least one staff member, shall be sent to the convention to make amendments. Once changes have been made these changes must be submitted to each class or age group for review. Any and all changes shall be reviewed by convention representatives and then resubmitted. A majority of All School Meeting voting members enrolled or employed by the school must vote in favor of amendments from the Constitutional Convention.

Article IV. Ratification

The ratification by a majority of All School Meeting voting members enrolled or employed by the Trillium Charter School shall be sufficient for the creation of this Constitution.

Bill of Rights and Responsibilities

I The right to pursue your curiosities, interests, and passions.

The responsibility to demonstrate what you have learned.

II. The right to learn in and teach in a way that works best for you.

The responsibility to learn and teach in a way that is safe, non-disruptive and productive.

III. The right to have your body, space, beliefs, property and feelings respected.

The responsibility to respect the body, space, beliefs, property and feelings of others.

IV. The right to speak freely.

The responsibility to speak without harming others.

V. The right to be listened to

The responsibility to listen to others.

VI. The right to have a turn with community items

The responsibility to share community items with others.

Community Relations Policy

Trillium Charter School

COMMUNITY RELATIONS POLICY

As a community school we greatly value our relationship with the families and businesses who are our neighbors. As students you represent our school to the community and have a responsibility to make choices that positively reflect on us. We want our neighbors to see each of you as the thoughtful, respectful, and caring people that you are.

When Trillium students are coming and going from school, waiting at the MAX and bus stop, riding TriMet, going to restaurants and businesses, and sharing public parks they cannot:

· Vandalize property

· Litter

· Engage in physical or verbal fights

· Shoplift

· Cross the street without using crosswalks

· Harass or bully others

· Use profane or offensive language

· Use drugs or alcohol

If a neighbor, business manager, staff member, or TriMet representative contacts the school to report a Trillium student who has done any of the above things there will be a consequence at school. For example, the student may have to write and deliver a letter of apology, pay restitution, offer volunteer time, have a parent meeting, solve a problem through mediation, lose off-campus privileges, or receive an OVRR write-up resulting in a detention or suspension. If a student engages in a criminal activity like shoplifting, vandalism, or possession of drugs or alcohol he/she may face further consequences outside of school.

Avoid these consequences, show respect to your community, and keep your off-campus privileges by making positive choices. By signing below you and your parent are stating that you understand this Community Relations Policy.

_________________________ _______________________

Student Parent

Coffee Time Permission

Coffee Time Permission Form

Purpose: This form allows the student to leave campus unsupervised during the school day with permission from his/her parent as well as his/her teacher.

Process:

- A student with Coffee Time Permission must ask verbal permission from his/her instructor in

order to leave campus for a pre-determined amount of time.

- The teacher may deny permission. This is not negotiable. Disrupting the class to ask, or

debate, permission is unacceptable.

- Each time the student leaves for Coffee Time, he/she must sign out at the front desk with the

teacher’s name that granted permission and the time the student is leaving and will be

returning.

- The student is to leave and return directly without disrupting the learning environment of

others.

- Students on Coffee Time must uphold the rules of the Trillium Constitution, the Trillium

Community Relations Policy, as well as Portland Public Schools policies during this time.

This includes taking part in all emergency procedures such as lock-downs or fire drills.

- Consequences for violating this agreement may include parent notification, loss of Coffee Time

Permission, and/or referral to the OVRR system.

By signing below, the parent/guardian gives permission for the student to leave campus unsupervised during the school day as long as the student has permission from his/her teacher to do so, and follows the rules above.

By signing below, the student recognizes that Coffee Time Permission is a privilege that can be revoked by the parent, teacher, or advisor, if it is abused. The student agrees that he/she must abide by all of the rules above in order to maintain this privilege.

Student Name: ________________________________________________

Student signature: _____________________________________________ Date: _________

Parent/Guardian Name: _________________________________________

Parent Guardian Signature: ______________________________________ Date ________

Upper School Personalized Learning Plan

Upper School Personalized Learning Plan[1] – Trillium Charter School

Student Name: ________________________ Advisor: ____________ Date: ___________________

My Work	When and how will it be worked on?	Independence	Community Membership	Academic Fluencies	Resources	How will it be exhibited?

---

[1] Version 18 July 2007. Adapted from the Met School.

Nuts and Bolts of the Upper School

In addition to helping students develop their passions and pursue their interests, the Upper School has a dynamic lineup of classes and service learning opportunities. Students are supported in making choices about what and how they learn. They work on teacher directed activities as well as independent goals. Upper School students are also encouraged to serve the Trillium community by selecting from a variety of Community Jobs, or Teaching and Tutoring Positions.

Students use a combination of systems to demonstrate their learning at Trillium. The Trillium Framework contains a detailed set of goals that students must master before moving on to the next grade level or graduating from high school. The Personalized Learning Plan is a document that details the ways in which students pursue their interests and complete the requirements of the Framework. The Portfolio is a compilation of the student’s work that demonstrates unique accomplishments and progress over time. Students are given regular opportunities throughout the year to present their work during Friday Exhibition Days and Project Fairs.

Personalized Learning Plans

One of the ways to make the transition back into school smoother is by having Personalized Learning Plans created before the year starts. Although the advisor will help your student fill out the PLP during the home visit, your student can prepare by writing down a list of goals, interests and passions ahead of time.

The first step, then, to developing a Learning Plan is for the student to brain storm a list of:

- Their likes

- Their interests

- Their passions

- Things they want to work on

- Their struggles

- Their strengths

- Their goals

The goals should be authentic academic, creative or personal pursuits that each student wants to fulfill. It takes some serious self-reflection and self- motivation to create one's own academic goals. Please assist your student in brainstorming which skills or projects would best suit their needs and growth at this time. Most goals should be measurable and attainable within a 10-week period. These goals are student-directed, although the advisers will help each student find appropriate resources and assist them when needed. (Students who have more experience and comfort with goal setting may want to set year-long goals).

This year we will be encouraging all eighth graders to choose a project that will demonstrate to the community that they are ready to move on to the High School. Twelfth graders are required to complete a Senior Project. The Learning Plan is a great place to start generating ideas for these projects.

Welcome Back!

Welcome students, parents, friends, and families,

It is an exciting year at Trillium, and quite honestly feels like it is going to be the best year yet. Having survived the necessary yet rough transition of moving into the new building last year and expanding our population, we are entering into this year feeling more grounded and directed than ever. We have important program and facility updates which will be posted on this blog as well as on the main Trillium page. Enjoy, and please contact me if you have any questions, comments or concerns.

Warm regards,

Ken

Johnson's Trial Link

http://www.impeach-andrewjohnson.com/11BiographiesKeyIndividuals/ListOfKeyPrincipals.htm

High School News

TCS High School News

January 2007

Students to showcase work at Project Fair

The Trillium community is looking forward to our annual Project Fair. Students from all grade levels, K-12, will be displaying their favorite pieces from both in-class work and independent projects. In the high school, we can look forward to musical performances, film, a demonstration from the tai chi class, and much more. The event is Thursday evening, February 1^st. Students are strongly encouraged to present their work and are eligible for elective credit for doing so. Parents interested in providing snacks or otherwise helping with set-up should contact their student’s advisor.

Commencement will be here sooner than your student thinks

Senior graduation services are scheduled for Saturday, June 9^th. Trillium has ordered caps, gowns, and tassels already. The cost will be $20 per student. Graduation announcement orders are due February 16^th. Announcement cost $1 each. Questions about graduation may be directed to Ken at Gadbow@gmail.com. Please also be sure to check in with your graduating student about the status of his/her Senior Project.

Student group to take control of Friday HS meetings

Every Friday before workshops, students meet to discuss events of the week, share upcoming events and generate proposals for things they would like to change. At our last high school meeting we discussed the expectations during the meeting. We agreed that the respectful participation required of Fridays includes not playing video games or listening to music. The high school community also voted to form a student meeting committee that will set the agenda and facilitate future meetings. Students wishing to be involved in this should contact their advisor. Attendance for the meeting and workshops continues to be optional, while students are encouraged to participate to receive credit. If a student is present in the school on Friday, they are expected to participate fully and respectfully in the activities, otherwise they will be asked to go home.

Friday workshops embrace new theme for February

Our workshop theme for the month of February is "Media, Pop Culture and You." We are still looking for volunteers and community members to lead workshops, or co-lead with a staff member. Fridays are also a great day for parents and guardians to come in to see the school and attend our high school meeting. If you have any ideas for workshops, field trips or wish to volunteer please contact one of the high school advisers.

Upcoming dates to keep in mind

• Friday, January 26^th – All night gaming night at Trillium.
• Wednesday, January 31^st – Students register for Quarter 2 classes.
• Thursday, February 1^st – End of Quarter 2.
• Thursday, February 1^st – All School Project Fair

Upcoming Sexual Harassment Workshop

January 22, 2007

Dear students, parents, and guardians:

As part of Trillium’s commitment to providing a healthy, safe, and supportive environment for all of its members, all high school students and staff will take part in a mandatory training this week about sexual harassment. We are canceling regularly scheduled classes during B3 and ILP period, 12:30-3:15, on Thursday, January 25^th in order to make this happen.

Unfortunately, this is a real and relevant problem for young people today. According to a study by the American Association of University Women Educational Foundation, 80% of 8^th – 11^th grade boys and girls have experienced sexual harassment.[1] The upcoming workshop will give students strategies for recognizing and dealing with sexual harassment by helping them become aware of what it is, how it affects people, and what they can do about it. The workshop is required for all high school students. Students may receive Health credit for completing the session in the same manner as they can for the High School Fridays.

We are fortunate to be a part of a small, intimate community at Trillium. We have the invaluable ability to know each of our students well, and are able to quickly recognize their needs and address them efficiently and respectfully. We look forward to the upcoming workshop as a way of further understanding and supporting our students.

High school advisors would be happy to answer any questions you may have about this. Please direct your queries to them.

Regards,

High School Staff

---

[1] Hostile Hallways: Bullying, Teasing, and Sexual Harassment in School (2001)

MID QUARTER UPDATE

Hello All,

It's the middle of Second Quarter already and that means that Progress Reports will be going out this Monday, January 8th. Your student will receive a paper copy of notification for any class that he or she is in danger of getting a "D", "F", or in any way not meeting the expectations of the class. Reports are also being mailed home to parents and guardians.

The end of the quarter is Thursday, February 1st and with it comes the All School Project Fair Night. Students from every grade level will be exhibiting work they have done either in classes or on their own through Independent Learning Projects. We expect a pretty good turn-out and are gearing up for the event. Any parent wishing to help set-up and/or bring food to the event should contact me at gadbow@gmail.com.

Our Friday workshops continue to offer students a variety of engaging options. This month we have continued the Health and Wellness theme in order to allow some of our students to earn additional health credit.

I am looking for more area rugs as well as curtains for the windows and doors of the classroom (in orded to see the screen better during Powerpoint or film presentations). Anyone with an extra rug, or curtain making skills would be rewarded with genuine gratitude and endless praise. Contact me for specifics.

Here’s wishing you all a happy and healthy new year,

Ken

World History - Rome Assignment

Roman Exhibition Assignment

World History

Due: Thursday, January 11^th.

Now that you have created a fantastic rendition of your historical figure in beautiful felt, it is time to sing his or her praises.

Your assignment is to write a song or poem, do a play or drawings, create a puppet show that incorporates ALL of the facts we have presented about the person, including dates, locations, and accomplishments. You will be graded on:

· Historical accuracy

· Completeness of information

· Creativity

You will present your performance to class on Thursday.

Comparative Politics Assignment

You’re Elected

House of Commons Assignment, Part I

Comparative Politics

January 2, 2007

You were just elected the British House of Commons. You are an able politician and hoping to not only serve your constituents, but to lead your party, and hopefully the government. In order to put yourself in a position of power, however, you must state to your fellow party members why you are the right person for the job.

• What personal qualities do you have that will make you a good leader of your party?
• What is your vision for your party?
• What is your vision for the United Kingdom?

Freewrite for 9 minutes on this. Then spend 9 more minutes reorganizing your writing in order to present it to your fellow party members. Once presented there will be secret ballot for party leader. Then, together with the party leader, you will help create a party platform. Once finished, you will present your platform to the class and introduce the new leader. Others should pay attention in order to prepare for Prime Minister’s Question Time on Thursday.

Civil War Project Development

Project Development

Civil War Class

December 11, 2006

This independent class is project based. By Wednesday, all students should have reviewed each of the characters, events, and places from our Civil War topics list. Students may choose any item from that list, or any other topic approved by Ken, on which to do their final project. Once the student has selected a topic or topics, he/she should decide how to learn more about the item and then how to demonstrate what has been learned.

Choosing how to present your information should be a fun and engaging part of the project. What you choose to do is limited only by your own imagination. If you cannot decide on just one topic, you may choose to do multiple mini-projects instead of one large one. The following list provides a few examples of how students have chosen to display their learning:

· Write and create a play that teaches about your subject.

· Write a collection of poetry that teaches about your subject.

· Create a fake, but believable, newspaper that teaches about your subject.

· Write and perform songs that teach about your subject.

· Write and perform a newscast as if you were reporting on your subject during the Civil War.

· Write a historically accurate diary or personal story that teaches about your subject.

Remember that your final project should represent 6 weeks of dedicated work in this class. Projects thrown together at the last minute have little hope of receiving a passing grade. Get started now. The steps are:

1. Choose a topic that is interesting to you.

2. List what you already know about the subject on the back of this form.

3. List what you would like to know more about.

4. List how you are going to learn more about it – what resources you will use.

5. Decide how you are going to present your information (play, poetry, newspaper, etc.).

6. Have fun with this. Make it interesting. Make it creative. Do your best and be proud of your work.

Students are encouraged to display their learning at the evening Project Fair at the end of the term.

Civil War Final Project Name ______________________

Project Topic
Things I already know about this topic.
Things I want to learn more about.
Resources I will use to learn more.
How I will demonstrate what I have learned. (Play, poems, songs, etc.)
Important due dates for my project.	· Progress check-in dates: January 10, January 17, January 24 · Final presentations begin Monday, January 29th.

Civil War Mid term exam study guide

Midterm Exam Review Sheet

Civil War Class

January 3, 2007

Exam Date: Monday, January 8, 2007

Section One – Identify and explain

Of the following people, places, and events from the Civil War, 10 will appear on your exam. You will be asked to choose 6 to identify and explain how the event is important to the war.

1. Dred Scott
2. The Kansas-Nebraska Act
3. Bleeding Kansas
4. New York City Draft Riots
5. Emancipation Proclamation
6. Robert E. Lee
7. Ulysses S. Grant
8. Abraham Lincoln
9. Jefferson Davis
10. The Union
11. The Confederacy
12. Blockades and blockade runners
13. Ironclads
14. Fort Sumter
15. The Underground Railroad
16. John Brown
17. Sojourner Truth
18. Harriet Tubman
19. William Lloyd Garrison
20. The Missouri Compromise
21. The Sumner-Brooks incident
22. Harriet Beecher Stowe
23. Secession

Section Two – Short Essay

Of the following three questions, one will appear on your exam. You will be asked to answer the question in essay format with well developed introduction, supporting paragraphs, and conclusion.

1. How did the Emancipation Proclamation changed the focus of the war?
2. How was the Kansas-Nebraska Act related to the firing on Fort Sumter?
3. How did the southern states justify forming their own country?

MID QUARTER UPDATE

Hello All,

It's the middle of Second Quarter already and that means that Progress Reports will be going out this Monday, January 8th. Your student will receive a paper copy of notification for any class that he or she is in danger of getting a "D", "F", or in any way not meeting the expectations of the class. Reports are also being mailed home to parents and guardians.

The end of the quarter is Thursday, February 1st and with it comes the All School Project Fair Night. Students from every grade level will be exhibiting work they have done either in classes or on their own through Independent Learning Projects. We expect a pretty good turn-out and are gearing up for the event. Any parent wishing to help set-up and/or bring food to the event should contact me at gadbow@gmail.com.

Our Friday workshops continue to offer students a variety of engaging options. This month we have continued the Health and Wellness theme in order to allow some of our students to earn additional health credit.

I am looking for more area rugs as well as curtains for the windows and doors of the classroom (in orded to see the screen better during Powerpoint or film presentations). Anyone with an extra rug, or curtain making skills would be rewarded with genuine gratitude and endless praise. Contact me for specifics.

Here’s wishing you all a happy and healthy new year,

Ken

Friday Workshops January 5

Friday Workshop Sign-up

For January 5, 2007

This month’s theme: Health and Wellness

Below is a list of workshop offerings for this coming Friday. Put your name under the workshop heading you wish to attend on the attached sheet. Please remember that you are committing to this workshop by signing up – sign up, show up, and enjoy! Friday credit will be given on a Pass/No Pass basis. All workshops this month are eligible for Health credit.

Offering 1- Youth Connecting With Health Resources

Workshop leader: Elizabeth

Location: Elizabeth’s room

Maximum Number: 15

Description: Where do you go when you have questions about birth control or alcohol and drugs? How do you access low or no cost health care? Where can you get help with depression or a friend who has talked about suicide? What supports are out there for survivors of sexual violence? What about street youth? In this workshop we will begin by brainstorming what health questions and concerns teens have and then we will explore what’s out there in the community and online. After reviewing teen health websites and checking out community resources, participants in this group will create a Teen Health Resource Guide for use in High School Advising Groups at Trillium.

Offering 2 – The Education of Shelby

Workshop leader: Jess

Location: Jess’ Room

Maximum Number: 15

Description: A self-described "good Southern Baptist girl," 15-year-old Shelby Knox of Lubbock, Texas has pledged abstinence until marriage. But she becomes an unlikely advocate for comprehensive sex ed when she finds that Lubbock, where high schools teach abstinence as the only safe sex, has some of the highest rates of teen pregnancy and STDs in the state.

We will be watching the movie, discussing and learning about the abstinence only sex education.

Offering 3 – What are you eating?

Workshop leader: Dr. Jennifer Brusewitz

Staff Coordinator: Ken

Location: Ken’s room

Maximum number: 15

Description: Naturopathic physician Jennifer Brusewitz will lead discussions about different ideas of diet and common misconceptions of what is good for our bodies and what is not so good.