DOCUMENT RESUME

ED 425 373 CG 028 916

TITLE Youth for Justice: Students Speak Out against YouthViolence. Report of the Annual Youth for Justice Summit(3rd, Columbus, Ohio, April 30, 1997).

INSTITUTION Ohio Center for Law-Related Education, Columbus.; Ohio StateOffice of Criminal Justice Services, Columbus.

SPONS AGENCY Office of Juvenile Justice and Delinquent Prevention (Dept.of Justice), Washington, DC.

PUB DATE 1997-12-00NOTE 45p.

CONTRACT 93-JJ-001-0654AVAILABLE FROM Ohio Center for Law-Related Education, 1700 Lake Shore Dr.,

P.O. Box 16562, Columbus, OH 43204; Tel: 614-487-2050; Tel:800-282-6556 (Toll-Free).

PUB TYPE Reports Descriptive (141)EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS *Conflict Resolution; Human Relations; Intermediate Grades;

Junior High Schools; *Middle Schools; Peace; *Prevention;Prosocial Behavior; School Safety; School Security;*Violence; Youth Leaders; Youth Problems; *Youth Programs

IDENTIFIERS *Middle School Students; Ohio

ABSTRACTIdeas submitted by middle school Youth for Justice teams are

presented. Sixty-four teams from middle schools in all regions of Ohio spent5 months researching and preparing their ideas for the Youth Summit. Ideasthat identify and propose solutions and action steps to address the multipleproblems of violence by and against youth are compiled in this booklet, aspart of the third Youth for Justice project. The first section, "Youth forJustice Works! Impact of Youth for Justice Projects" presents completeproblem solutions by student teams on site in two middle schools. Othersections are arranged by themes and contain lists of ideas submitted by teamsfrom several schools working together at the summit. Themes include: (1)

Conflicts and Abuse; (2) Violence; (3) Peer Pressure and Cliques; (4)

Substance Abuse; (5) Personal Problems and School Problems; and (6) Crime,Gangs, and Guns. The Willetts Middle School Youth for Justice Survey isappended. Participants, planning committee, and others who contributed arelisted. The booklet includes photographs of teams who attended theconference. (EMK)

********************************************************************************* Reproductions supplied by EDRS are the best that can be made *

* from the original document. *

********************************************************************************

71'

YOUTHfog

1997 OHIOI

PERMISSION TO REPRODUCE THISAATERIAL HAS BEEN GRANTED BY

\SNNcl,\_.,/

'0 THE EDUCATIONAL RESOURCESNFORMATION CENTER (ERIC)"

U.S. DEPARTMENT OF EDUCATIONAce of Educafional Research and Improvement

:DUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

3 This document has been reproduced asreceived f rom the person or organizationoriginating itMinor changes have been made to improvereproduction quabty

Points of view or opinions stated in this document do not necessarily represent officialOERI position or policy

40u-ruFoe

zu5ricecrupetvr5 sPeAK our

P6AiN/57--your4-1 VIOLENCE

R6r0er OF roc11-HRb ANNUAL

yourg F02. zuorice Summit-APRIL 30, um,

COLUNI5U0, OUiO

CONDUCTED 5ke c51\Jre2. FO12.LAW-2.ELATED EDUCATION

PAZTNE12_512 MT1-1 flE 041i0 OFFiceOF' CrZiMiNAL ZUSTICE SEQViCES

fi

v".alarms-

f)

Mr,

_

TiNt,

CO

YOUTH AND I'M ONLY 11-lieereeMfog

1997 OHIO

43Y 1-1Arr Q-CAZY8th GradeMason Middle SchoolMason, Ohio

I've SEEN 17ENE-A62At.45, SWASTIKAS,AND I'M ONLY r4-liZrEEN.

i'vE 4-IEA2D 5TOZE5 OF 5EX, DrZuGS, AND VIOLENCE,AND 114 ONLY n-li2rEEN.

I'VE SEEN TOEFT AND vANDAUSM,AND I'M ONLY r4-lierEEN.

IVE 4-IAD MY OWN TONGS 57-0LEN AND vANDALI2ED,AND rt-4 ONLY

I'VE 4-IAD TO DEFEND MYSELF AND MY PZENDS,AND I'M ONLY r4-1112TEEN.

I'VE 4-IAD TO 5rArvo AND TAKE 12uNC4-1ES AND KICKS,AND I'M ONLY r4-lierEEN.

i'vE 5EEN 7-4-12.0u64-1 DiSCOMINAriON ANDOPP2ESSiON,

AND I'M ONLY r4-Ii2rEEN.

5EEN n-12.0u64-1 ALL 7-1-16,AND I'M ONLY 71-1i2TEEN.

Mx I CAN E521NG vOicE5, MAKE A c4-IANGE.4-IAvE r4-IE POWEIZ TO STOP ir Fr Zotil

4-IAPPENING AGAiN.AND I'M ONLY 7-4-lharEEN.

YOUTHPg

1997 OHIO

YOUTHfog

1997 OHIO

YOUTHfog

1997 OHIO

YOUTH

USTICfog

1997 OHIO

tiouruF°02.

zuoriceQ-UPENTS SPEAK our

AGAiNeryourfl VIOLENCE

Re Poer OF ro6T4-lieD ANNUAL

youro F012. 3U57106 5Ut4RAW'API ZiL 30, lee

COLUNIE5U5, 04-40

CO1'JDUCT6P (3Y T-446 04-110 CEIVrE2_ FO2_ciAw-IzevAreo coucAnom

N 17A2X-1\162_54-ra7 Wini roe 04-110 OFFiCeOF ceir-iiniAL OUSTICE SEZVICES

4

190-ieje7tiouro F'012. JUSTICE

The Youth for Justice Project is conducted by theOhio Center for Law-Related Education (OCLRE)

in special partnership with theOhio Office of

Criminal Justice Services (OCJS)

OCLRE SponsorsThe Supreme Court of OhioOhio State Bar AssociationOhio Attorney General Betty D. MontgomeryAmerican Civil Liberties Union of Ohio Foundation

OCLRE MissionThe Ohio Centerfor Law-Related Education is a non-profit,nonpartisan organization that encourages responsibleparticipation in the democratic process througheducational programs in law and citizenshipfor Ohio teachers

111111

and students.

ACLU

f_A0111

Ohio Violence Prevention Centerpromoting peaceful solutions...

OCLRE Board of TrusteesAnthony J. Celebrezze, Jr., Esq., PresidentDinsmore & Shohl

Deborah DeHaanOhio State Bar Association

Richard A. Dove, Esq.The Supreme Court of Ohio

Dan Hilson, Esq.Emens, Kegler, Brown, Hill & Ritter

James E. Phillips, Esq.Vorys, Sater, Seymour & Pease

Deborah K. ShanahanOffice of Ohio Attorney General Betty D. Montgomery

Benson Wolman, Esq.Wolman, Genshaft & Gellman

OCJS DirectorMichael L. Lee

5

YOUTHfog

1997 OHIOeavreivr540Ur4-I F02. JUSTICE SP0N5012.5 ii

ecwrovrstrueptes AND SC4-100L5PLANNiNG eoptfrtiTTEE/ACKNOIAJLEDGEMENT5 VI

imreopucriont 1

puoros FI20N1 TUE cutAtAir 4

ttouro FaZ JUSTICE LJO2K5l 5

IfrtrAcr OF 40Ur4-I F02_ J115710E P1203ECTSU. S. Grant Middle School (Portsmouth)Resolving Conflicts among YouthWilletts Middle School (Brunswick)Reducing Conflict in the School

TOEME 1 10

eonwticrs AND A13(.66C.R. Coblentz Middle School (West Manchester)Unwelcome Behavior

Fairbanks Middle School (Milford Center)Stop Fights with Conflict ResolutionFranklin Alternative Middle School (Columbus)Gossip & Rumors

Hannah Ashton Middle School (Reynoldsburg)Student Conflicts and Peer MediationKirk Middle School Team #2 (East Cleveland)Abuse and Its ResultsMcCord Junior High School Team #2 (Sylvania)Verbal Abuse

Monticello Middle School (Cleveland)"He Said, She Said" Gossip

Olive Branch Middle School Team #1 (New Carlisle)Sexual HarassmentSchaefer Middle School (Springfield)Harassment and BullyingSimon Kenton Elementary School (Springfield)Prejudice in the Elementary SchoolWashington Courthouse Middle School (Washington Courthouse)Physical and Emotional ViolenceWoodridge Middle School (Peninsula)Name Calling

T446t-46 2

VIOLENCEAmelia Middle School Team #2 (Batavia)Raising Self Esteem to Stop ViolenceClearcreek Elementary School (Springboro)Violence on the School BusCrenshaw Middle School (Canton)Violence in Society

6

14

iii

YOUTHfeg

tJUSTICi1997

iV

OHIO

Mount Vernon Middle School (Mount Vernon)Repeat Violent BehaviorNorth College Hifi Middle School (Cincinnati)Discord in the HallwaysOhio River Valley Youth Center (Franklin Furnace)Creating a Violence-Free CommunityRadcliff Middle School (Dayton)Effects of Violence/Why We Must Stop It

Reed Middle School (Hubbard)Violence Leads to Low Self Esteen

Riedinger Middle School (Akron)Angry Words Leading to Fighting/Abuse

Robinson Junior High School (Toledo)Negative Behavior in the HallwaySt. Bernard/Elmwood Team #1 (St. Bernard)Violence at the School House DoorSt. Bernard/Elmwood Team #2 (St. Bernard)Violence at the School House Door

Starling Middle School (Columbus)School Conflict: Alternative Forms of Conflict Resolution

T4-1a16 3PEEIZ PrZ655U2E AND diQUES

Becker Elementary School (Cincinnati)Managing Pressure from OthersCoshocton High School Team #1 (Coshocton)Cliques and RumorsMartin Luther King & Whitney Young Middle Schools (Cleveland)Support Groups to Help Say 'No"New Lebanon Middle School Team #1 (New Lebanon)Disrespect between Cliques at SchoolOlive Branch Middle School Team #2 (New Carlisle)Teen Pressures

if

Orchard Middle School (Solon)Preventing FightsPreble Shawnee Middle School (Camden)Effects of Cliques on IndividualsReynoldsburg Middle School (Reynoldsburg)Community Respect and Saftety IssuesRoxboro Middle School (Cleveland Heights)The Influence of Peers on Teen Drug AbuseWarder Park-Wayne Elementary School (Springfield)Peer Pressure

TOGNIE 4SUBSTANCE ABUSE

Dayton Public Schools (Dayton)Kids Smoking In SchoolMcCord Junior High School Team #1 (Sylvania)Smoking and Peer PressureSpringboro Middle School (Springboro)Alcohol and CigarettesWays to Fight The Problem

YOUTH

/USTIC]1997 OHIO

Thomas Ewing Junior High Team #2 (Lancaster)DARE to Stay Free of Substance AbuseUnited Methodist Community Center (Youngstown)Tobacco's Door to Other Drugs and Violence

Volney Rogers Junior High School (Youngstown)Alcohol and Teenagers Don't Mix

T4-16t4G 5PEZSONAL P2)013LEt,45 AND SC4-100L Pr2O13L6M5

Amelia Middle School Team #1 (Batavia)Improving Student Attitudes and Self EsteemCoshocton High School Team #2 (Coshocton)School PrideCuyahoga Heights Middle School (Cuyahoga Heights)Leadership Camp: Lead the Way to Peace-Building in YourSchool

Delta Middle School (Delta)New Student InterventionHocking Valley Community Residential Center (Nelsonville)Lack of Confidence in Representative GovernmentIndian Hill Middle School (Cincinnati)Respect in the School EnvironmentKirk Middle School Team #1 (East Cleveland)Teen Pregnancy

Marion Local Schools (Maria Stein)Children's Decisions Based on Parents' DecisionsNew Lebanon Middle School Team #2 (New Lebanon)Cheating: Students' and Teachers' PerspectivesRoseville Middle School (Roseville)Apathy, BoredomStruthers Middle School (Struthers)School Delinquency: Another Approach

26

T4-16t46 6 30Rfri, GioNOGS, isaJb MAX'

Cuyahoga Hills Boys School (Highland Hills)Theft and Its ConsequencesLagonda Elementary School (Springfield)Gangs in the Elementary SchoolLondon Middle School (London)Store TheftLorain Middle School (Lorain)Gun SafetyPandora-Gilboa Middle School (Gilboa)Youth Violence Leading to Trouble with the Law

Peoples Middle School (Cincinnati)Gangs-A Deadly Mistake

Taft Middle School (Canton)Lack of After-School ActivitiesThomas Ewing Junior High School Team #1 (Lancaster)GangsWestern Row Elementary School (Mason)Gun Violence in Our Society

A171761WiX Willetts Middle School Youth for Justice Survey 34

a

YOUTHfog

1997 OHIO

SPECiALTO/WKS:

vi

tfouru F02. JUSTICEPLAMMI16 e0N1fr1irree

Mary Addison-CarterJoseph M. Gallagher MiddleSchool

Daniel AustinStudent, Portsmouth High School

Donna BakerU.S. Grant Middle School

Karen ButtaroU.S. Representative RalphRegula's Office

Budd A. DingwallExecutive Director, Ohio Centerfor Law-Related Education

Patrick DooleyStudent, Hayes Learning Center

Melissa DunnOhio Office of Criminal JusticeServices

Gloria EyerlyOhio State Bar Association

Tom GibbsColumbus Public Schools

Dr. Bill GoldwairOhio Department of YouthServices

Nicole GreenStudent, Finland Middle School

Michelle Hall, Esq.The Supreme Court of Ohio

Summer HarrisStudent, Hayes Learning Center

Mike KerenskyHayes Learning Center

Kevin LangenFinland Middle School

Michael L. LeeDirectorOffice of Criminal Justice Services

Mark LynskeyOhio Department of Education

Regina MersyOffice of Attorney General BettyMontgomery

Robert MessickVan Buren Middle School

Lt. David MillerFarmersville Police

Victoria NashOhio Commission on DisputeResolution and Conflict Management

Beth NufroOhio RepresentativeJon Myers Office

Sharon ReichardOhio Violence Prevention Center

Bill RichardEast Cleveland Straight TalkTy SellsYouth-to-Youth

Mike SuverOhio Senator Bruce Johnson'sOffice

Hope TaftParents for Drug Free Youth

Christy TullYouth For Justice Program DirectorOhio Center for Law-RelatedEducationMary WalkerRadcliffe Middle School

Penny WellsVolney Rogers Junior High School

Photographers:Steve Harrisson, Ohio Department of Administative Service; Matt Motley,Ohio Attorney General Betty Montgomery's Office; Bill Tijerina

Youth for Justice Agency Support:Representatives at the Summit from:Alcohol and Drug Addiction Services; Cities in Schools, Columbus; Columbus AreaCouncil on Alcoholism; Commission on Rehabilitation Services; Communities andSchools; Community Action for Capable Youth; Community Relations Commission;Community Research Associates; Cuyahoga County Juvenile Court; Department ofRehabilitation and Correction; Family Focus Center; Franklin County PoliceDepartments; Governor George V. Voinovich's Office; Interface for Peace; Madison CountyHospital; Marion County Juvenile Court; Office of Criminal Justice Services; Office ofAttorney General Betty Montgomery; Office of Secretary of State Bob Taft; OhioAssociation for Court Administrators; Ohio Auditor of State; Ohio Chief Probation OfficersAssocia;tion; Ohio Civil Rights Commission; Ohio Commission on Dispute Resolution andConflict Management; Ohio Commission on Minority Health; Ohio Department ofEducation; Ohio Department of Health; Ohio Department of Human Services; OhioHouse of Representatives; Ohio Judicial Conference; Ohio Parents for Drug Free Youth;Ohio Public Defender; Ohio Senate; Ohio Treasurer of State; Ohio Violence PreventionCenter; Ontario Community Substance Abuse Program; Piqua Police Department; Seal ofOhio Girl Scout Council; Supreme Court of Ohio; Youth to Youth . . . and many others!

YOUTHfog

1997 OHIO

REPOerpoti 7-4-16

Lfour4-1F02.JusriceP12.036CT

Aeour tiouru F02. JuoriceThis booklet contains a collection of ideas from hundreds ofOhio youth that identifies and proposes solutions andaction steps to address the multiple problems of violence byand against youth. It is part of the third Youth for Justiceproject organized by the Ohio Center for Law-RelatedEducation (OCLRE) in partnership with Ohio schools,students, teachers, the Office of Criminal Justice Services,and OCLRE sponsors Ohio Attorney General Betty D.Montgomery, The Supreme Court of Ohio, the Ohio StateBar Association, and the ACLU of Ohio Foundation.

Sixty-four teams from middle schools in all regions of thestate spent five months researching and preparing theirideas for this project. On April 30, 1997, five to six stu-dents representing each team gathered for a Youth Summitat the Vern Riffe Center for Government and the Arts inColumbus. This publication is a compilation of summariessubmitted by the teams.

Participation IncreaseParticipation doubled in 1997 from the previous year andincreased nearly three-fold over 1995.

Youth for Justice Year Number of Teams1995 221996 321997 64

1 01

YOUTHfog

1997 01110

AP2.036crroP12.61/61VrViOLENCE

LAW-Raar-evGDUCAT1ONANDVIOLENCEpentavrioN2

64 schools from 28 counties were represented at the1997 Summit.

Adult Leaders Came to Listen and Learn from YouthSummit Participants

250 adults attended the youth-led report sessions.

Representatives from the legislature, law enforce-ment officers, mayors, state and local school boardmembers, teachers and school administrators, juv-enile court judges and personnel, state agency offi-cials, and non-profit organization leaders workingwith youth attended the Summit.

Youth Invited to Report to Policy-MakersSix of the Youth for Justice Summit schools testifiedbefore Ohio House and Senate Sub-Committees on theproblems of violence by and against youth and theirproposed solutions to these problems.

Thirteen Youth for Justice students and their teach-ers presented their recommendations at theGovernor's Juvenile Crime Summit in May, 1997.

Statistics on violent behavior, especially among youngpeople, are numbing. Although violence occurs at higherrates in some communities, most young people face greaterrisk of violence in their own lives than students of a genera-tion ago, and all young people face the consequences of aworld more resigned to violence.Youth for Justice focuses on violence prevention. The title,"Youth for Justice," reflects the program's commitment toinvolving young people directly in identifying local problemsand implementing solutions to them as a local resource tostem the nation's epidemic of violence. While Youth forJustice is locally designed, planned, and implemented, it ispart of a national law-related education program thatstrives for safe, disciplined, and drug-free schools andcommunities. The approach to achieving this goal is toteach young people about the law and the process of prob-lem solving so that they will lead their lives within the law.

This approach, called law-related education, teaches youngpeople how the legal and political systems function andmost of allhow they themselves fit in. Law-related educa-tion, exemplified by projects like Youth for Justice, can createa learning environment that nurtures the needed skills andattitudes that will help students become problem solvers andfully prepared citizens of the future. The interactive, problem-solving approach of law-related education is an appropriatestrategy in violence prevention.

1 1

AP12.0612.AMFoe.HiDDLE-SC4-100Lcruvemrs

JOIN US!

Ohio's project focuses on middle school students becauseearly intervention and efforts to give children resiliencyskills are key to preventing delinquency and violence. Fifththrough eighth grade students participated in this project.Although only five or six students could represent eachteam at the Summit in April, many of the reports in thisbooklet represent the work of sometimes a whole class-room, a whole school, or two or more schools.

The 1997-1998 Youth for Justice project will be underwaybeginning in December and January. A training session forteachers is scheduled in January. Encourage your areajunior high or middle schools to join in this exciting, educa-tional experience. There is no fee to participate. To find outhow, call the Ohio Center for Law-Related Education,1-800-282-6556 (Ohio) or 614-487-2050 (Central Ohio).

ArzoNAL For additional copies of this report, please call the OhioCenter for Law-Related Education,1-800-282-6556 orecwieS 614-487-2050.

YOUTH467ca

t.,14

Youth for Justice Participants joined Ohio Governor George V. Voinovich at the Governor'sJuvenile Crime Summit in May, 1997.

13

YOUTHfog

1997 OHIO

Sce NesFIZOM 7-4-16tf0ur-4-1 FOIZJu5riceSur AtAirAna. 30, igq7

UN11

We salute the students, teachers, and advisors whocontinually invest their time and energy to ensurethe success of this youth empowerment initiativeand reduce youth violence.

YOUTHOR JUSTICE

MMI100.1.

04,

,

1)ori

ft NA f ou DON 1-

4Notk`41A41i)

\it:41111 1'

4

OHO

115

kup-IttofteiN,"

itWoR941

1 \ GoAL 15 14

MiRIVE. Al

poN't- MGE'1604, WoRD5

AciloniS

t4 14 fign

coI

MATS

t A

101711

OR JUSTICESUM T

13

pip 111,

YOUTH tiouro F012_ duonce w012.1<61f°14 ithotencr OF tiOUr4-1 F02.

USTiC JUS1ICE peo3Gcr51997 OHIO

po22-5Mout-4-1M.S. a2ANT MIDDLESc4-100LGrade Level: 8thTeam Members: BobbyMahmoudishad, NeilMiller, Kylayna Pickles,Michele Truman, JosiahYoung (Danny Crawford,Lori Roberts--6th and 7thGrade representatives)Advisor: Donna BakerProblem: ResolvingConflicts among Youth

rieurvskricKwiLLErr5 1-1i1717Le

SCOOOLGrade Levels: 7th-8thTeam Members: Jim mucusArenschield, ShelbyEllenburg, LauraKrutchsnitt, GregMeyers, Kim Stoicoiu,Dan ZulaAdvisor: RichardJavorekProblem: ReducingConflict in the School -71!._A " 1

The 1997 Youth for Justice Summit is the climax of thethird year of the Youth for Justice project. The number ofparticipating teams has tripled from the first project year,1995, and many of the schools have continued the projectfrom year to year. These schools have reported that theproject has made a difference in the lives of their studentsand in the climate of their schools. Because there are newgroups of students every year, however, many schools starta new project each year. Students want to do their "own"projects rather than follow up on the projects done by thestudents ahead of them, so most impact reporting is anec-dotal.

Two schools, however, chose to build on previous years'Youth for Justice projects, extending them and enhancingthem, and then presenting impact reports at the Youth forJustice Summit. U.S. Grant Middle School in Portsmouth,and Willetts Middle School in the Brunswick City Schools,provide a look at the impact of Youth for Justice in theirschools.

TOUT

_ te;

A

YOUTH 11'417Amfog m.s. aztANT- HPPLE

ccuooL1997 OHIO

U.S. Grant Middle School is located in Scioto County within the Portsmouth CitySchool District. The school's student population is 230 of which 86% of the studentsare eligible for free/ reduced lunch and 67% come from single-parent households.

Pi2.05LEM:

SOLUTIONS:

RESULTS:

6

Resolving Conflicts among YouthBesides poverty and unemployment, we have also experiencedan increase in drug-related and violent crimes within ourcommunity. Based on our student surveys, students worryabout verbal/physical acts of violence. Obviously, studentscannot do their best under these conditions.

We implemented our program, Project Peace.

We continued our work that we have carried out over the lasttwo years by maintaining and improving our monthly school-wide activities/projects to bring people together, make allstudents feel connected, and gain a feeling of ownership.

Phase IOffered teacher training in anger management/conflictresolution. All students received training through mini-courses and curriculum. Home visits by teachers wereconducted, as needed. Held a school wide lock-in for stu-dents and parents to build team work and educate regardingour conflict resolution program through skits and videos.Provided lunch at a local restaurant each month for twostudents with improved behavior.

Phase II"The Peaceful Players Present" . . . Students developed andperformed skits and puppet shows, as well as put on roleplay with elementary students at Wilson Elementary. Weproduced videotapes and provided them for classrooms,school libraries, and a violence shelter. We also promotedcommunity service/awareness via Kids News Network onlocal TV access channel.

Phase IIIPeer Mediation began in summer of '97, with training work-shops for teachers and student mediators to be included inthe 1997-1998 school curriculum.

We are comparing baseline data from our first year as Youth forJustice participants to the present at the end of the currentschool year. Our baseline data is measured by school data,attendance records, teacher observations, surveys, and nextyear, Peer Mediation records and tallies.

5

YOUTHfag

Following are some statistical impacts:

e Behaviors to be reduced:Percentage of students receiving disciplinary referrals: 7%

1997 OHIO increase (We believe this is due to the new zero-tolerancepolicy.)Number of violent behaviors--21% decreaseIn-school suspensions--50% decreaseIncidents of school vandalismno changeNumber of students failing--6th grade: 13% increase; 7thgrade--21% decrease; 8th grade 20% decrease

t Behaviors to be increased:Student attendance--5% increaseStudent civility in hallways, classes--(by teacher observa-tion): noticeable increaseHomework completion--no changeParent/community involvement--12% increase

It-tvAcnM.S. a 2AvrHMGSC4-1001.

PROJECT PEACE CALENDAR1996Aug./Sept. Teacher training (included all support staff)

Sept. Anger Management/Conflict Resolution training--mini-course for allstudents at all grade levels.Parent newsletter, parent workshop.

Oct.

Nov.

Activities tied in with Red Ribbon Week to show correlation betweendrugs and violence. Parent-newspaper, home visits(as recommended).Lunch with the principal.

More than 200 parents, teachers, and students participated in aLock-in in the gymnasium!Planned activities, student skits, videos, pizza, door prizes, music forparent/community awareness, support, teamwork.Parent newsletter, lunch with principal.

1997Jan. Conflict resolution classroom training/discussions continue.

Kids News Network--feature story. Videos, skits developed.Parent newsletter, lunch with principal.

Feb. Peaceful Players design tee-shirt for players, develop puppetshow presentations. Parent workshop, parent newsletter,Home visits, lunch with principal.

March Peaceful Players Present... skits, role play, parent newsletter,lunch with Principal, Kids News Network feature.

April Peaceful Players Present... continue skits, role play, parent newsletter.Lunch with principal.

May Essay Contest (cash prizes) "What YOUth Can Do To PromotePeace." Student survey, data analysis, Peaceful Players Present...puppet shows, parent newsletter, lunch with principal.

June Peer Mediation Training for teachers and student peer mediatorsfor implementation in next school year.

16

YOUTH itirAcnfog

1997

wiLLETTS IiiIPPLEOHIO] ccOOOL

Willetts Middle School is located in Medina County in the Brunswick City SchoolDistrict. The school's student population is 565. The total juvenile population ofMedina County is 37,400, of whom 22 were arrested for violent offenses in 1994.

PZ013LEM:

tfouro F02.JUSTICEpe_OZECT:

FACiN6 ro6di-IALLENGE:YOUT1-1 F02_JUSTICESrUPENTSar woo<(iN T4-16h2_OWN w012.136)

8

Reducing Conflict in the SchoolThe 1996-97 Youth for Justice team for the Willetts buildingwas involved in quite a few events this school year. Someevents popped up unexpectedly, and some the team knewabout. The first thing we should report is that the team is apermanent part of the building culture, and works to reduceconflict.

In the first of several meetings, the students were introduced tothe overall purpose of the Youth for Justice project, which is tolower the conflict level in the building between all groups inour school community.

We were all set to start to work on these areas when life threwus a curve. It began with a group of 150 8th graders, ourlunch program, and the principal of our building. In twostandard time periods, all of our students eat lunch. Theperiods are divided into four 22-minute segments. The seventhgrade eats first, then the eighth, and the pattern repeats forthe next lunch. The half period that you do not eat in, youspend in the gym, a game room or academic study hall. Thisplan was a Youth for Justice design from the previous year. Itseemed to be working.

However, the second 8th grade group turned out to be biggerthan all the other groups. We did not know this until after thebig problem day. This large 8th grade group was havingtrouble getting from the gym to the cafeteria in enough time togo through the lines and finish eating before the class bellrang. They started to rush more and more each day until oneday in their rush they trampled the principal. Yep, they ranhim over.

In response to being trampled and the dangerous rush thatthis group was using to get to the lunch lines, the principalremoved all field trip privileges from the 8th grade group untilthey could prove that they were civilized. Youth for Justicedecided to tackle this problem first. We thought it fit the con-flict area. The kids were mad, and the principal was also, soour group dove in.

First, we investigated the problem with the help of our advisor.We got the statistics for all the lunch populations. We inter-

17

YOUTHlag

OHIO

IfripAcriwiLLerrS1-IiPPLESC4-100L

kiouru F012.Jusrce HA5I-APE AbiFF612.61VC6ar wiLLETT51

viewed staff and students. We asked all of the 8th gradersinvolved for suggestions (150 kids). We used brainstorming.

After looking at the problem and deciding on a strategy, weopted to send one of our team members in to negotiate with theprincipal. Our solution was simple. We switched the 7th and8th grade groups in the second lunch. The 8th graders wouldbe coming from all over the building instead of from the gym,eliminating the rush. The 7th grade group was 50 studentssmaller, so they could come from the gym without rushing.

Now we had to put our plan into effect. We sent the studentchosen to be the ambassador to propose the plan to the princi-pal. He agreed to the terms and the plan was tested for aweek. It worked according to expectations and the field tripswere returned to those 8th graders.

Other Results from Youth for Justice Project Involvement

if Five Members (out of the eight involved) in the Youth forJustice team attended a Student Council seminar for training.

if Many of the Youth for Justice team are now members of theWilletts Student Council.

Youth for Justice team members conducted a survey of theentire school population of 575 students and staff. (SeeAppendix.)

A second survey was sent to prioritize among the six prob-lems identified by the first survey.

A skit was written to highlight the major problem of verbalabuse and how that can lead to physical fighting. The skitsuggested conflict resolution strategies.

Youth for Justice students were selected to represent theirschool at the Northeastern Ohio Global Issues Seminar, amini-United Nations. They were chosen to apply what theyhad learned in the Youth for Justice Project to strategies forworld peace.

e Two of the Youth for Justice team members were chosen torepresent the student body on the district-wide disciplinecommittee. They are working with administrators, parents,teachers, and other students to make Brunswick CitySchools a safer place in which to learn and work.

In conclusion, the Youth for Justice team members report,'There is a hint of pride in all of us that we made our school abetter place to be."

9

YOUg TH T4-16t46 1fo

eavFLicerS AMP Al3USE

West ManchesterC.R. Coblentz Middle SchoolGrade Level 7thTeam Members: Vanessa Davis, Emily Ea les, AaronKemp, Steven Langley, Abbey Sauer, Beth Wise, Lia WiseAdvisors: Don Rusk, Lynda BraggProblem: Unwelcome Behavior

1'

trni

0100

Your

I I

YOUTHfOg

Milford CenterFairbanks Middle SchoolGrade Level: 6thTeam Members: Kristen Carl, Erin Dunban TessEmerson, Gastin Green, Chad Millen David WamplerAdvisor: Sue LoweryProblem: Stop Fights with Conflict Resolution

t:roUlF1

iool 010

1-11

IOWINI KIRK

IMIDDkC

East ClevelandKirk Middle School Team #2Grade Level: 7thTeam Members: David Billingsley, Charles Jones, ReaverRay, Kimberly Taylor, Craig Toler, Miashonae WillisAdvisor: Jacqueline MassencaleProblem: Abuse and Its Results

*CHIMER1101001.rSt 0001

yOUTH

1.11*

)1/Tif

voinc,]MCCORD

3110110. mew

SylvaniaMcCord Junior High School Team #2Grade Level: 8thTeam Members: Ben Franco, Kathleen Hanvey, AshleyAdvisors: Jody Hess, Courtney VelkerProblem: Verbal Abuse

SpringfieldSchnPfer Middle SchoolGrade Level: 8thTeam Members: Aundrea Black, Travis Delpinal, EricEtherington, Tashanna Hammond, Robert Holtz, TrishaKlawon, Aaron Padgett, Erin ScottAdvisors: Ellie Bahns, Monica BrownProblem: Harassment and Bullying10

SpringfieldSimon Kenton Elementary SchoolGrade Level: 5thTeam. Members: Ashten Barnes, Sarah Uoyd, AshleyMattimore, Megha Salani, Sara SparksAdvisor: Jacqueline ReebProblem: Prejudice in the Elementary School

1 9

YOUTHfog

USTICI1997 OHIO

"AT roe taime SCOOOL LEVEL, sruoarrs A2ECUALLEIV6ED ro LEAQN 4-10W ro zesoLve coniFticrsiN A PEACEFUL AIVP 172.0DUCTIVE MAKIIVE2.."

ColumbusFranklin Alternative Middle SchoolGrade Level: 6th 8thTeam Members: Aaron Bell, Lamar Bland, ChristianneLawson, Carla Kirk, Adhanet Habte, Shannon ThurstonAdvisor: Victoria WhiteProblem: Gossip and Rumors

.rrtO

ClevelandMonticello Middle SchoolGrade Level: 7th 8thTeam Members: Margot Benjamin, Demetrius Vaughn-France, Daniel Miller, Dashena Snoddy, Ayana ThomasAdvisor: Joan Organ, Marvin WatsonProblem: "He Said, She Said" Gossip

ReynoldsburgHannah Ashton Middle SchoolGrade Level: 6thTeam Members: Christina Dawkins, Colleen Lorencen,Sarah McManus, Megan McMillan, Bonni Melchi, RachaelSolvigAdvisor: Vic DoritanProblem: Student Conflicts and Peer Mediation

New CarlisleOlive Branch Middle School Team # 1Grade Level: 8thTeam Members: Drew Brown, Stephanie Conn, MelissaDalton, Andy Diller, Brad Gilbert, Andy LeightyAdvisor: John Maxwell, Jill HeckProblem: Sexual Harassment

Washington CourthouseWashington Courthouse Middle SchoolGrade Level: 6th 8thTeam Members: Brad Brobeck, Chris Dixon, MandyDuncan, Amy Edwards, Eddie Forrest, Randall WarnerAdvisor: Trade RushProblem: Physical and Emotional Violence

20

PeninsulaWoodridge Middle SchoolGrade Level: 6th 8thTeam Members: Laurie Krachinsky, Glenda Smith, CaraWaybright, Molly ZantowAdvisor: Susan TothProblem: Name Calling

3EST COPY AVAIIIIA LE11

YOUTH T4-1Ehole 1

fog eavFucr5 AND Al3U561997 OHIO

P205Let4:

SOLUTIONS:

12

Conflicts are normal in all relationships. At the middle schoollevel, students are challenged to learn how to resolve conflictsin a peaceful and productive manner that respects the rights ofall concerned and leads to continuing good relationships.

Students conducted research into the types of conflicts andabuse in their schools and/or in their communities. Someschools created extensive surveys that they administered totheir classmates or the whole school. Through their research,students found various types of problems, including:

prejudice based on misinformation that keeps studentsfrom getting to know each other

name calling

harassmentspreading of gossip and rumorsverbal abuse

other types of abuse such as threats, fear, bribery,emotional abuse, physical abuse

Students researched possible solutions to the problems ofconflict and abuse, gathering information on programs thathad worked in other schools and communities, as well asdeveloping their own solutions. Many of the Youth for Justiceteams began programs in their schools that have resulted ineasing of conflicts and made their schools calmer places oflearning. Some of the solutions include the following:

t Curb student conflicts by stricter discipline and expulsionpolicies, playground patrols, assigning specific teachers tohandle discipline, training the community to deal withconflict, and hiring police to patrol the school and schoolgrounds.

Eliminate prejudice in schools by encouraging a greaterappreciation for differences, creating an atmosphere inwhich people get to know each other, and learning to inter-rupt discriminatory actions. Students should read aboutother cultures and take the time to interact with peopleoutside their social groups; parents should provide oppor-tunities for children to meet different types of people; andschools could partner with schools that are more diverse inorder to give students opportunities to interact.

TOEPIE

dONFLICr5AND ABUSE

if Increase student attendance at a school program calledFREE CHOICE that promotes the idea of letting the choicesstudents make today be choices they can live with tomor-row. The organization conducted campaigns aimedat positive decision making, held a peace day, handed outpeacemaker awards, and brought in speakers to talk abouthow to handle conflict situations.

ff Train students in peer mediation, offer classes in conflictresolution for students and parents, and make conflictresolution activities a part of Saturday School detentions.

Attach the Six Steps for Resolving Conflicts from the OhioCommission on Dispute Resolution and Conflict Manage-ment to the student handbook.

if Create a three-step program to (1) raise awareness of ha-rassment; (2) establish conflict mediation; and (3) trainstudents in peer mediation. Write a play about harassmentto present to students to raise awareness of harassmentand the three-step program.

if Stop gossip and rumors by getting students involved in acommittee to solve the problem, encouraging them to seethe guidance counselor, having students write an essay ontelling the truth, and promoting extracurricular activities.

Stop verbal abuse by creating a program of positive rein-° forcement. The program would award gold slips for stu-

dents giving compliments or refraining from derogatorycomments; the slips would be put in a drawing for prizes,with the winner announced over the school P.A. system.

Create centers in communities so that child abuse victimsas well as the abusers can get help; encourage parents togo to parenting programs, especially if they were abused aschildren; and organize a school campaign to stop abuse.

Challenge the media to make public service commercialsabout stopping the cycle of child abuse,

Draw up a "Top 10" list of the types of gossip and rumor-spreading that might prompt students to react violently.Using this information, develop a role-play activity entitled,"He said, she said" which highlights both the wrong wayand the right way to handle a rumor.

Stop sexual harassment and bullying by writing a clearpolicy about harassment and asking administrators toenforce the policy. Establish a school "hot line" for stu-dents with harassment concerns.

.8: Ask local colleges to provide psychology and educationstudents to talk to students about their problems atmiddle-school age and to be good listeners and role models.

2213

YOUTHPft

1997 OHIO

T4-I6t46 2

ViOLENCE

BataviaAmelia Middle School Team #2Grade Level: 7thTeam Members: Cannie Carpenter Josh Gray, MeganMarler Kyle SmithAdvisors: Scarlett Meyer Joyce SilerProblem: Raising SeLfEsteem to Stop Violence

SpringboroClearcreek Elementary SchoolGrade Level: 5thTeam Members: Daniel Acree, Ashely Cole, TaraDuvall, Westin Fox, Matt Grable, Emily SalukeAdvisors: Stacy Kozar Sylvia RodbergProblem: Violence on the School Bus

CincinnatiNorth College Hill Middle SchoolGrade Level: 7thTeam Members: Deanna Brown, Ken Devers, MorganDevers, Angela GacIdis, David McAfee, KarissaRodriquezAdvisor: Liz BakerProblem: Discord in the Hallways

ToledoRobinson Junior High SchoolGrade Level: 7th 8thTeam Members: Matthew Calhoun, Branda HunterAlisha King, Dennis Smith, Starcha WhiteAdvisor: Diane McClellanProblem: Negative Behavior in the Hallway

114

DaytonRadcliff Middle SchoolGrade Level: 6th 8thTeam Members: Regina Brewer Dominique Champion,Danielle Howard, Amy Moore, Shane'e Tunstall, AmberWashingtonAdvisor: Mary WalkerProblem: Effects of Violence/Why We Must Stop It

'441

UTP

/OCIMULDI tvV1ILMMOOD V

HIGH *MOM.

St. BernardSt. Bernard/ Elmwood Team # 1Grade Level: 7th 8thTeam Members: Kelly Barlow, Melissa Byrd, RonFreimuth, Louie Horn, Joey Turner Ashley WilliamsAdvisor: Sgt. Bob Feichtner Patricia SetaProblem: Violence at the School House Door

23

YOUTHfog

1997 OHIO

"HOZE AND HOZE OFYESJ, srupairs 42.6 USiNGooLaice ro SOLVE P2_05LEMS, iN5TEAD OFFiNJ DWG 'PEACEFUL SOLUTIONS."

voUtlit404TWO11111

mr. trtatuntMIDDLESCHOOL

CantonCrenshaw Middle SchoolGrade Level: 6thTeam Members: J.P. lacino, Ebony Martin, KatieMc Kelley, Christina Mills, Alex Murutes, Tyssen NeadingAdvisor: Meg EchenrodeProblem: Violence in Society

HubbardReed Middle SchoolGrade Level: 8thTeam Members: Ryanne Allred, Maria Bohrer; AshleyCarsone, Alison Conklin, Diana Diefenderfer; MicholeneHoller; Nicole HudyAdvisor: Toni HaidarisProblem: Violence Leads to Low Self-Esteem

,T CUM

TOUT461i

YOU,T

YOgrall

ST1101.114RDtELMWOOD

NIGH SCHOOL

YOUTH

I -I0-0

1907 a: ...

St. BernardSt. Bernard/Elmwood Team #2Grade Level: 7th 8thTeam Members: Paul Combs, Kacie Harrison, ChelseyPelfrey, Tiffany Stroeer; Ricky Turner; David WallmanAdvisor: Sgt. Bob F'eichtner, Patricia SetaProblem: Violence at the School House Door

Mount VernonMount Vernon Middle SchoolGrade Level: 7thTeam Members: Mike Bessette, Chris Hays, VernonPikaart, Shawn Rhinebolt, Chase Sherman, Kyle SzaboAdvisor: Mary SamuellProblem: Repeat Violent Behavior

:

YQUTI.0.=r

re

30401'

AkronRiedinger Middle SchoolGrade Level: 8thTeam Members: Cameron Collins, Apri/ Eboch, ErickFlores, Theda Grant, Serena Mak, Rakesh PatelAdvisor: Joan SchraderProblerru Angry Words Leading to Fighting /Abuse

ColumbusStarling Middle SchoolTeam Members: Tiffney Jarvis, Brandy Morris, BonnieWhaleyAdvisors: Linda Parzero and Destrie LarrabeeProblem: School Conflict: Alternative Forms of ConflictResolution

(Not Pictured) Franklin Furnace: Ohio River Valley Youth Center; Team Members: Title I MIP and CSI fifth periodclass: Jonathan, Frank, Lucas, Damian, Raymond, William; Advisors: John Kantz and Eric Floyd;Problem: Creating a Violence-Free Community

2415

YOUTH T4-1D4e 2fOg vioLENCE

1997 OHIO

PI2DEMEM:

SOL U ri N15:

16

Violence in schools and other similar institutions createsunsafe environments where learning becomes difficult. Schoolviolence can adversely affect community support for schoolsand, finally, the health of a community itself.

Having determined that school violence is on the rise andneeds to be more effectively addressed, students chose variousways to break down the types of violence found in schools.They did research, compiled statistics, and used surveys to pollteachers, students, and even bus drivers in order to identifyspecific problems. Among the problems identified were thefollowing:

negative behavior in the hallway, which reinforces violentsolutions and leads to negative classroom behavior

use of angry words or inappropriate language, spurringviolent behavior

disruptive classroom behavior which reduces availableinstruction time

inability to handle "minor" violent offenses, making thehandling of more serious matters difficult or impossible

doubly-dangerous violence on school buses

hallway shoving, profanity, and property destruction, evi-dencing lack of self-esteem and respect for others

damaged school and community reputation resulting fromtoo many violent acts

Having compiled research and survey results, students sug-gested many steps to address the problems they identified,including the following:

if Organize workshops to train students in anger managementand peaceful problem-solving. Make attendance mandatoryfor those caught fighting.

if Watch and discuss videos about violence, study famouspeacemakers, and identify personal heroes.

2 5

YOUTHfOg

A1997 OHIO

T4-IEME 2

ViOLENC6

=8?z Compose personal books about conflict resolution, chartdaily conflicts, and study graphed results.

t Encourage membership in a school club opposing studentviolence.

Plan a "Peace Day."

8: Monitor school hallways and provide consequences fordisruptive behavior. Reward students who are not cited formisbehavior.

Make use of anonymous student monitors who would notifythe nearest teacher of potentially violent situations.

Engage a full time peer mediation counselor.

Include parents when counseling fighting students. Expecta parent to spend a day in school with his/her child follow-ing a suspension.

Display posters encouraging students to monitor hostilelanguage.

if Post solutions for avoiding violence in visible places aroundschool and encourage students to share solutions.

t Organize an assembly to teach teens about domestic vio-lence. Follow up with a counseling session and providecommunity resource information.

Set up an anonymous teen-to-teen hotline after schoolhours to address abuse or other relationship issues.

)81- Arrange field trips to juvenile correction centers, detentioncenters, or courts.

e Install video cameras on buses and consider hiring busmonitors.

Make an awareness video for students on bus conduct andsafety issues.

F Read "encouraging quotes" during morning announcementsand make copies to distribute and display.

e Organize a day to share ways in which students and com-munity members make a positive difference in the lives ofothers.

2 617

YOUTHfog

1997 OHIO

-11-1EME 3

P662. P2.655U2E AMPeLiQUES

CincinnatiBecker Elementary SchoolGrade Level: 5thTeam Members: Angela Bridenbaugh, Tabitha Kessen,Bianca Laney, Tammie McDonough, Brittany Mendoza,Ashley MenzerAdvisor: Mike LynchProblem: Managing Pressure from Others

'101.11%

14*;t"

YOUTH

YORTH TOgTli

Antiece4*

061vf

VYOUTH

New CarlisleOlive Branch Middle School Team #2Grade Level: 8thTeam Members: Jennifer Eckhart, Jessica Hibbitts,Chad Hines, Missy Holland, Paula Lake, Jessica SarkAdvisor: John MaxwellProblem: Teen Pressures

if

I I

YOUTu

YOUTH

-

I I

YOUTHiteCO$MKTONNIGH *01006

CoshoctonCoshocton High School Team #1Grade Level: 7thTeam Members: Haley Chadwick, Tara Chaney,Samantha Gauerke, Maggie Greer, Thao Nguyen, CarlyleShaw, Megan StaronAdvisor: Nancy HatemProblem: Cliques and Rumors

SolonOrchard Middle SchoolGrade Level: 6thTeam Members: Jasmine Baylor, Mike Carey, TomCatania, Ben Gaeth, Vince Gioiella, Jamie Rudick,James Walter, Jennifer WilsonAdvisor: Martha KeeneyProblem: Preventing Fights

REST COPY AVAI LE

2

"STUDENTS Mu57- MANAGE PEE2_ P2_655u2E DAiLy.OFTEN n-ley AQG DA2ED ro DO n-li1'G5 7-44A7n-lEke Do Ivor v./Ana- ro Po AND KNOW 7-4-1AT TOEY54-1OULDN'T DO."

ClevelandMartin Luther King and Whitney Young Middle SchoolsGrade Level: 6th 8thTeam Members: Karima Muhammad, Nicole Perrymond,Tikila Rufus, Curtis Taylor, Ayanna White, Dale WilliamsAdvisor: John RoddyProblem: Support Groups to Help Say "No"

z711;:"

CamdenPreble Shawnee Middle SchoolGrade Level: 8thTeam Members: Michelle Arvin, Kelli Brewer, RobbieBrock, Amy Chamberlain, Tom WaltersAdvisor: Diane BurnsideProblem: Effects of Cliques on Individuals

New LebanonNew Lebanon Middle School Team # 1Grade Level: 7th 9thTeam Members: Denise Anders, Cassy Joo, JustinSavageAdvisor: Pam CrabtreeProblem: Disrespect between Cliques at School

ReynoldsburgRenoldsburg Middle SchoolGrade Level: 7th 8thTeam Members: Jack Monts De Oca, Rachel Dillon,Alyssa Peck, Megan SandersAdvisor: John HallProblem: Community Respect and Safety Issues

"cm)

YOUTriIr

I

903.0090MIDDLC3,01001.

Cleveland HeightsRoxboro Middle SchoolGrade Level: 8thTeam Members: Elizabeth Currey, Dale Ford, Kori Gail,Matthew RessegerAdvisor: Anne HalffordProblem: The Influence of Peers on Teen Drug Abuse

SpringfieldWarder Park-Wayne Elementary SchoolGrade Level: 5thTeam Members: Tiffany Cydrus, Ashely Davidson,Michelle Frock, Amber Mann, Tony Mathers, KelliSprolesAdvisor: Susan StuckeyProblem: Peer Pressure

9 Q

lg

YOUTH T4-10446 3fog

1997 OHIO

Pi2.0eLEM:

SOLUTIONS:

20

PEE2. P2.655U2E AMPdAQUES

School cliques are the first non-family social groups youngpeople become a part of, and they are the strongest source ofpeer pressure youths face. Students must manage negativepeer pressure daily. Often they are dared to do things thatthey do not want to do and know that they shouldn't do. Peerpressure uses tactics such as teasing, verbal and physicalharassment, violence, and exclusion from the clique whenyouth do not "go along" with everyone else.

Youth for Justice research in this area found that peer pressureis especially influential on young people with low self-esteem.Students join cliques in order to "fit in" and be popular.School-based surveys find 41% of students aged 11-15 feelpressured to smoke, 27% feel pressured to drink, and 31% feelpressured to be sexually active. These findings are consistentwith national statistics.

Peer Pressure has many undesirable consequences such as:burning gang symbols into hands and armssmoking

drinking

using drugshaving sex before man-iage

fighting

disrupting families

spreading false rumors

Students explored different examples of negative peer pressure.Their solutions included a combination of prevention, aware-ness, and coping mechanisms for students to combat the ad-verse effects of peer pressure and cliques. Youth for Justiceteams found that effective programs included a comprehensivecooperative effort by parents, teens, and school personnel.Specific suggestions included the following:

ICreate a video for classrooms demonstrating positive andnegative ways of dealing with peer pressure.

C Parents and teachers should practice with children waysthat they can handle peer pressure.

2 9

YOUTH-FOIL

1997

T4-1ENTE 3

PEE2_ P2E55U(MP euouss

1Parents should participate in support groups to help theirkids cope with peer pressure.

C Increase the number of teachers at morning arrival time atschool.

0 Legislators need to support parents, teachers, and school12-E officials by providing Ohio schools with money to increase

class choices, to improve textbooks, and to provide for moreteachers. This will allow students more external choices,reducing dependence on cliques.

C Start a hot-line to help teens relieve their frustrations. Givethem someone to talk to.

0 Create a peer pressure counseling center.

C Develop a chat room in school where kids can talk to otherteens about their problems.

0 Give students positive things to do. Have more extracur-ricular activities such as intramural sports, and morerecreational, and social activities such as dances and mid-night basketball.

5,>) Students should set goals for themselves and try to achievethese goals.

0Teenagers can wear anti-peer pressure ribbons to be wornat anti-peer pressure week at school.

1) Develop a skit demonstrating strategies for dealing withpeer pressure. Perform the skit at a school assembly.

0 Make flyers and posters with advice on how to deal withpeer pressure.

5D Develop a peer mediation program to deal with peer pres-sure. Train students to be peer mediators.

0 Conduct surveys to monitor the progress of reducing peerpressure.

C Develop a program of respect for others. Start with a "Com-pact of Respect." The compact is a rule book to guidebehavior toward others. Make "respect" the "theme of theday." Set high standards for students and staff.

0Train all students in anger management and conflict reso-lution.

C Develop a student court to deal with severe offenses.

3 9 21

YOUTH T4-16t46 4fOg

SUeer ANCE AeU56

DaytonDayton Public SchoolsGrade Level: 8thTeam Members: Olakunle Adegible, Shermeca Howard,Nastassia Jackson, Latia Johnson, Kenneth Jones,Preshes Matthews, Erica SandersAdvisors: Patricia Allen DayProblem: Kids Smoking in School

22

vour

60.41. Of le"WK "..SylvaniaMcCord Junior High School Team #1Grade Level: 8thTeam Members: Josh Blain, Tyler Chivington, EricaFry, Stephanie Jones, Ashley MedinaAdvisors: Kathy Stoll, Courtney VelkerProblem: Smoking and Peer Pressure

YoungstownUnited Methodist Community CenterGrade Level: 7th - 8thTeam Members: Tina Anderson, Doreen Block,Theordore Block, Kelly McCollough, Martia Phifer,George RevereAdvisors: Booker Newberry, Juanita Pasley, WillinaPorchProblem: Tobacco's Door to Other Drugs and Violence

3 1

YOUTHfOg

1997 OHIO

"SMOKING 15 INCZEASINGLY tOMMOJ hiDDLESC4-100L. TEENS w4-10 SMOKE AZE HOZ6 LiKELY TOGXPEOMENT WiT4-1 ALC04-10L AND 071-1EZ N2_U65."

SpringboroSpringboro Middle SchoolGrade Level: 7thTeam Members: Candice Conway, Matt Poeppelman,Dorice Smith, Jennifer Sun, Scott YapoAdvisors: Anne MontiProblem: Alcohol and Cigarettes-Ways to Fight theProblem

-11141:gt% iolt"

4.3tHOALS3(VMS

.71HOOR MOHSCHOOL St

LancasterThomas Ewing Junior High School Team #2Grade Level: 8thTeam Members: Amy Lynn Agosta, KatherineMcCurdy, Chelsea Peterseim, Ashlee StreetAdvisors: Christopher Ensign, Kathie GallagherProblem: DARE to Stay Free of Substance Abuse

YoungstownVolney Rogers Junior High SchoolGrade Level: 8thTeam Members: Quianna Bills, Seth Gasior, CharityPappas, Eric WegenotAdvisor: Penny WellsProblem: Alcohol and Teenagers Don't Mix

IBEST COPY OAHU IL

23

YOUg TH TOEME 4fo suesrAmce Al3USE

1997 OHIO

PIZOMENt:

SO LUTION5:

24

Substance abuse is an acute problem among teens and pre-teens. The most popularly abused substances are cigarettes,alcohol, and other drugs. There is concern that early experi-mentation will lead to abuse of more serious drugs such ascocaine and heroine. It is estimated that 80%-90% of thepeople who smoke started before the age of 20. And, 2 out of3 smokers begin by age 12. Unless current patterns change,more than five million of today's young people will die becauseof tobacco-related illnesses. Six out of ten young smokers sayit is easy to buy cigarettes despite laws against underage to-bacco sales. Similarly, drinking and driving kills 10 teenagersevery day nationwide. Youths who have friends who drink, aremore likely to drink, too. Approximately 60% of all deaths arerelated to drugs and alcohol use. Of that 60%, 30% of thedeaths are youth under the age of 21.

Substance abuse is triggered by a number of factors. Youthfeel pressured to go along with the crowd. Teens feel like theyare cool because of advertising, television shows, and movies.Juvenile prosecutors, local police, and probation officers notethat youth also try these illegal substances out of boredom.

Some of the effects of substance abuse include poor healthand violence. Alcohol and drugs are involved in many cases ofvandalism, theft, and other juvenile crime. Drunk driving isthe single leading cause of death among 15-24 year olds.Alcohol abuse is believed to be as high as 15%-20% amonghigh school drop-outs.

A Ask community leaders to support community centerso where teens can engage in various recreational activities at

little or no cost. They will have access to counselors to helpthem with problems.

A Sponsor fund-raisers to help pay for the community centerO in one city.

A Start a teen hot-line for youth tempted or involved witho drugs.

A Institute peer mediation programs allowing students toO resolve their conflicts.

6!, Don't stay at a party where underage drinking is occurring.

33

YOUTH

JUSTICIfog

1997 OHIO

T4-1046

SU5STANCEAE5U56

For those addicted to drugs, alcohol, or cigarettes, partici-pate in summer camps that deal with teens who are or wereonce addicts.

Establish a resource center with informational materials forstudents who have substance problems.

Develop an education curriculum dealing with drugs andalcohol that is taught at an early age and continuesthroughout the students' education.

Develop awareness programs to let youth know it is NOTcool to smoke, drink or do drugs.

Promote a smoke-free environment at school as part of RedRibbon week.

Have morning announcements that use positive peer pres-sure to educate about the dangers of smoking [and othersubstance abuse].

Sponsor a poster competition promoting a smoke-freeenvironment.

Consistently enforce the school rules on smoking.

Pressure community merchants not to sell alcohol or ciga-rettes to minors.

Organize regular assemblies to educate students on theadverse effects of smoking.

Start a mentoring program to help students who alreadyhave a problem with smoking or other drugs.

Have "Smoke-Talk Sessions" once a week to discuss prob-lems of smoking.

Teachers can make assignments related to smoking such asU) essays, collages, or debates.

Develop a "No Smoking" contract for students.

4 Teens should realize that their major responsibility is to beY-) responsible for yourself.

Don't get in a car with someone who has been drinking;instead call your parents or another friend to pick you up.

Hang out with friends who don't drink.

6Take part in the Prom Promise.

3 425

YOUTH

STICIPit

1997 OHIO

T4-161AG 5

P60.50MAL P2.013L61445AND SC4-100L P12.013LEM5

BataviaAmelia Middle School Team # 1Grade Level: 8thTeam Members: Cammie Carpenter, Robin Davidson,Josh Gray, Megan Marler, Julie PedersonAdvisors: Scarlett Meyer, Joyce SilerProblem: Improving Student Attitudes and Self-Esteem

YOUTHfelt

1907 MOO

CoshoctonCoshocton High School Team #2Grade Level: 7thTeam Members: Deana Hall, Ashley Hagans, RandiLevingood, Rachel McCleery, Kayla Mowery, SheanellSees, Andrea SweitzerAdvisors: Nancy HatemProblem: School Pride

CincinnatiIndian Hill Middle SchoolGrade Level: 7th 8thTeam Members: Lauren Backman, Alex Conn, JacquiCopeland, Leslie Hughes, Claire Kenny, Pritesh Mehta,Nick Rennerker, Anne StephensAdvisor: Joanne HerrmannProblem: Respect in the School Environment

UST COPY AVAIIABLE

26

East ClevelandKirk Middle School Team # 1Grade Level: 8thTeam Members: Khalee AI Amin, Theresa Daniels,Sierra Hubbard, Antione Moss, Tanisha Stewert,Katherine ThompsonAdvisor: Jacqueline MassencaleProblem: Teen Pregnancy

(Not Pictured)NelsonvilleHocking Valley Community Residential CenterGrade Level: 6th 10thTeam Members: Vance, Branden, Michael, Chris, James,BobAdvisors: Joe Bossart, Ellen MartinProblem: Lack of Confidence in RepresentativeGovernment

t.)

YOUTHfOg

1997 OHIO

"LACK OF 5eLF-Esrea4 MAY MANIFEST irSELF iN ACTSOF VANPALi5H, 0-lea711J6, AND 1l\JAPi7ZOPZArG1364-1AVUi02.5 LEADiNG TO EXPULSiON."

Cuyahoga HeightsCuyahoga Heights Middle SchoolGrade Level: 8thTeam Members: Nicole Cheraso, Angela Neal, TiaProtopapa, Jessica Ratkosky, Mike Wise, Matt WymanAdvisors: Bonnie FryeProblem: Leadership Camp: Lead the Way to Peace-Building in Your School

101

, I

yogic Y9217;4(0 tout,

sownDosnuel

you,r-

YOUTH tI.

Maria SteinMarion Local SchoolsGrade Level: 6thTeam Members: A/an Frey, Nikki Link, Margo Moeller,Tammie Siegrist, Kirk Stucke, Marianne WuebkerAdvisor: Terri Berrting, Nick SchulzeProblem: Children's Decisions Based on Parents'Decisions

RosevilleRoseville Middle SchoolGrade Level: 7th 8thTeam Members: Christine Bobb, Andrew Colley, JoshGrant, Tim Kennedy, Elisha Kinsley, Crystal Moore,Ashley VenableAdvisor: Cindy Brandi, M. Jane SmithProblem: Apathy and Boredom

r.)

DeltaDelta Middle SchoolGrade Level: 7thTeam Members: Heidi Dick, Matt Fager, Jenny Gray,Erika Heineman, Joey Howard, Stephen Mignano,Ltnsday VaughnAdvisor: Dennis FordProblem: New Student Intervention

New LebanonNew Lebanon Middle School Team #2Grade Level: 7th 8thTeam Members: Brandon Hoskins, Michael Morgan, C.J.Osborne, Amber RollinsAdvisor: Pam CrabtreeProblem: Cheating: Students' and Teachers' Perspectives

41 An.It I rtV0,0

111.116_

StruthersStruthers Middle SchoolGrade Level: 8thTeam Members: Zayna Awadallah, Alissa Barth, MattCramer, Tony Marr, Rick Rodriguez, Shelley Stenglein,Mikel Walker, Patrick WattAdvisor: John Grandy, Nanette Izzo, Tom LentonProblem: School Delinquency: Another Approach

YOUTH TOGPIE 5fog P62.501\IAL P12.05LEMS

1997 OHIO AND SC4-100L P2.05LEMSPIZO5LEM:

SOLU110MO:

Through their research and involvement in the Youth for Jus-tice project, these teams discovered that self-esteem has asignificant effect on young people's attitudes and resultingbehavior. They learned that teens gain self-esteem in two mainplaces: in the family and at school. One indicator of low self-esteem is a low expectation of academic success. There is alsoa link between a lack of self-esteem among individual studentsand a lack of school pride. These attitudes may also manifestthemselves in acts of vandalism; cheating; lack of respect;inappropriate behaviors leading to suspensions and expul-sions; and even lack of confidence in the representative systemof government.

Students began programs in their schools to improve studentattitudes and create a school environment that rewards accom-plishments and commitment. This, in turn, will positivelyaffect the school, the community and ultimately, the studentsthemselves. Some of the solutions include the following:

n Create incentive programs such as "Stop Lights" (makinggood choices); Make a Difference Day; Random Acts ofKindness; Student of the Week; Morning Quotes; Newspa-per in a "Dear Abby" type of format to address students'concerns; Pride/Gratitude Journal; Independence Day (aday for kids to break away from their traditional cliquesand reach out to others).

n Promote taking pride in school work by minimizing theacceptability of cheating.

n Encourage more respect for oneself and all others in theschool community--by outreaching to future middle schoolstudents by going to elementary schools and talking aboutissues such as respect, peer pressure, and drugs.

n Reduce inappropriate behavior leading to suspensions andIr expulsions. The solutions proposed by the students include

both the carrot and the stick approaches. As carrots theysuggest that teachers make school more interesting andstudent-oriented, that administrators reward perfect atten-dance, and that community businesses could donate itemsor funds to area schools to provide incentive programs forattendance and appropriate behavior; and finally that stategovernment supply funding for teachers in the in-schoolsuspension room so learning can still take place for chronicoffenders.

g 3 7

YOUTHfOg

CD1997 OHIO[A

TOGPIE s

PE250WALTh2_051.045AMP SC4-100LP2.013L61.40

In turn, students and parents might be motivated by cer-tain "sticks," such as making students aware that timemissed from class will be made up, perhaps through com-munity service hours/instruction and by requiring parentsto accompany unruly students to class. Parents will also bemade aware of the PARENT RESPONSIBILITY ACT. This actholds parents responsible for their child's actions. Parentscan be fined up to $100.00 or spend time in jail. This wasrecently adopted in some communities.

Develop student self-esteem and a sense of pride in boththemselves and their school by encouraging parents tomake sure that children know how important they are bytelling them that you love them. Teachers can assist in thiseffort by giving more praise and small rewards (e.g. home-work passes) for students who complete their homework.School administrators can help by considering free admis-sion to school activities and sports events as a reward forpositive student behavior.

',Reduce student apathy about school and the value ofschoolwork because of the economic problems in theircommunity and their uncertainty about their personal andcommunity's economic future by involving the students incompleting a community-based Senior Citizen/Teen Centerthrough fundraising and volunteer efforts.

n Encourage new students and all students to adopt positiveattitudes and behavior and not follow or fall in with the"wrong group." Form a committee of students known fortheir scholarship and positive school involvement as aleadership group. A member of this leadership group willbe assigned to new student classes to orient them early inthe school year to get involved in school activities.

Reduce teen pregnancy by encouraging greater communica-tion between parents and their children.

Since parents have an enormous impact on their children'sattitudes and behavior, solutions proposed revolve aroundways to get parents more involved with their children andtheir children's school programs: Start a public relationscampaign that would get parents involved; advertise schoolprograms in the local community newspaper; establishsupport groups where parents and children can discusstheir problems; encourage local businesses and companiesto allow parents to spend more time with their childrenrather than requiring them to work overtime.

fi Promote confidence in the representative system of govern-' ment by establishing a Peer Council composed of represen-

tative peers and administration. Youth learn that theypossess the power to bring about desirable change byworking WITHIN thssertem.

2I3

YOUTH

1997 OHIO

30

11-10.46 6

aANGS, ANDauN5

SpringfieldLagonda Elementary SchoolGrade Level: 5thTeam Members: Mc DeWitt, Mc Weems, Brittany Werner,Alison Finney, Victoria BargerAdvisor: Jacqueline ReebProblem: Gangs in the Elementary School

CincinnatiPeoples Middle SchoolGrade Level: 7thTeam Members: Amanda Chambers, BrandonEdwards, Kelly Horton, Michaela Kelley, BrandyRichardson, Lynette Shearer, Brandi StarksAdvisor: Sara Sp lain KraillerProblem: Gangs: A Deadly Mistake

LondonLondon Middle SchoolGrade Level: 6thTeam Members: Sarah Barnes, Bryan Blair, AmberJohnson, Carl Johnson, Gregg Trueb, Kari WeibelAdvisor: Ade lle FaulknerProblem: Store Theft

.11111111...

TAFT fAIDOISSCHOOL

41

YOUTHitior4

rniC

CantonTaft Middle SchoolGrade Level: 7thTeam Members: Chris Dunfee, Samantha Langbein,Steve Modich, Tionna Peak, Tiffany Phillips, ShannonStidomAdvisor: Mrs. Haymond, Joel McNennyProblem: Lack of After-School Activities

BEST COPY AVAIIABLE

3 9

YOUTHfog

1997 OHIO

"MIDDLE AND 4-liG4-15c4-100L Srupeng-5, WAY 55r(A2.9Er5 F0i2_ TEEN GANG- 02 9uN-2ELArED COME,AIZE AL50 iM POSITIONS r0 05562y5 n-ie UNFOLD-ING oF 1364-VAVi02.0 LEADING r0 SucOvIOLENCE."

-LGIII.MrODUUV*.

LorainLorairt Middle SchoolGrade Level: 7th 8thTeam Members: Veda Jackson, Denise James, DeniseJohnson, Jeremy Kudela, Starsha McGee, Jose Ramos,Roshita Taylor, Trista WilliamsAdvisor: Myrna TomazicProblem: Gun Safety

GilboaPandora-Gilboa Middle SchoolGrade Level: 8thTeam Members: Candi Candia, Jessica Klima, JoshLeightner, Cassandra Luginbill, Shawna Reichenbach,Stacy SmithAdvisor: Mary Jo KnottProblem: Youth Violence Leading to Trouble with the Law

LancasterThomas Ewing Junior High School Team # 1Grade Level: 7th 8thTeam Members: Rebekah Diehl, Jodi Greathouse, JulieLockwood, Serena Rowe, James Schorr;Advisor: Christopher Emsign, Kathie GallagherProblem: Gangs

BEST COPY AVAILABLE

MasonWestern Row Elementary SchoolGrade Level: 5thTeam Members: Hayley Day, Billy Fultz MirandaGrimes, Jennifer Lamb, Drew Lehrian, Elizabeth Nowel,Greg WilliamsAdvisor: Becky Howard, Pam WilliamsProblem: Gun Violence in Our Society

(Not Pictured)Highland HillsCuyahoga Hills Boy SchoolGrade Level: 9th IlthTeam Members: Michael, Jessie, Jonathan, Robert,Norden, JustusAdvisor: Bernadette ZundelProblem: Theft and Its Consequences

4 031

YOUTH 71-16h46fog

1997 OHIO

Pe...013Let4:

SOLUnON5:

32

eeitA65, aPtI\165, ANDGUM5

Crime has a negative effect upon families and communities,particularly when perpetrated by young people. Middle andhigh school students, who may be targets for teen gang- orgun-related crime, are also in positions to observe the unfold-ing of behaviors leading to such violence.

Students suggested the following reasons why teen crime,including gang- and gun-related crime, may be on the rise:

41. Low self-esteem caused by family problems may induceteens to turn to gangs in order to feel powerful, loved, and/or needed.

.11. Teens who can find nothing constructive to do with theirtime, especially after school, may resort to crime to relieveboredom.

A. Theft is an increasing problem which both creates a nega-tive environment and can escalate into violence. Apathy,lack of respect for others' property, and failure to internal-ize a moral code of conduct or to empathize with crimevictims may lead to such criminal behavior.

11. Natural curiosity combined with lack of proper safetyki education about firearms may contribute to gun-related

violence among teens.

Having interviewed judges, human service workers, communityleaders, a store manager, and fellow classmates, studentsidentified a number of solutions, including the following:

Develop and encourage participation in positive after-kl school activities, work with local YMCAs to develop teen-

oriented activities, and organize all-night "lock-ins" forstudents to "keep them off the streets." Find sponsors tohelp fund programs which are not currently available.

f. Establish a peer counseling program at school in order tokl decrease students' perceptions of inferiority and work to

resolve problems which could erupt into criminal behavior.Encourage community funding of professional in-schoolcounseling where such funding is absent or insufficient.

4

YOUTHfog

1997 OHIO

T4-10.16 6

e2114 6, GANGS,AND GUNS

A. Reduce store theft by working with store managers onpossible solutions. Invite store managers to speak to stu-dents about the problem of theft and institute school pro-grams to teach students about theft.

Design a flyer to suggest ways of preventing theft in thecommunity; distribute to faculty members. Focus on victimawareness and personal development through participationin study groups

.4 Publicize children's need for family closeness by joiningwith parents to:

(1) create a public service announcement or writearticles designed to help adults understand theirkey role in helping children stay away from gangs

(2) organize and advertise family fun nights

Organize special classes for parents of teens who areengaged in violent behavior in order to help them redirecttheir children, and establish a violence hotline as a resource.

Educate middle school students about gun safety and trainthem to serve as "peer tutors" for gun safety. Also, visitpreschool and elementary classrooms as well as otheryouth groups to introduce a gun safety program.

A. Develop pamphlets and posters, and write poems stressing1/41 the importance of gun safety and educating the public.

Dear Mr. President:These guns are getting out of hand!Someone got shot in our school band.It wasn't an accident no-ser-ry!Someone got shot and it could havebeen me!Now he's buried lying in the ground!He was my best friend in this town!We have got to put a stop to all these gunshots, put the murderer on the spot!Put him away in jail--throw away the key,it'll be safer for you and me!The Western RowYouth For Justice Team

Guns

Guns, guns, everywhere,Don't people know the law?Kids today would rather share,A gun instead of a ball.Our childhood has been taken away,today it's not the same,Yesterday we laughed and played,Today it's a different game.Children playing with a gun,Outside of school,One was shot having fun,Now do you think it's cool?by Jennifer LambWestern Row Youth for Justice Team

33

YOgn

1997 OHIO

APPENDiX

wiLLErr5 iPPL6 SC4-100L. _ I -1

Youth For justice Student SurveyL2ear Students,

This is a survey from Youth for Justice. Fe are fryinglo help stadenIs 8flo' leacher,s- hy making- "ft/ells asafer and heller place to /earn. Please allsiver honesilyby circling a 111/Mbel: One being a small probiem andihie being the es/pihknz ThanA- foll11Someone is repeatedly touching you, evenwhen you say no42 3 4 52) Are the lunch lines still a problem? I 2 4531 Is fighting a problem? verbal?! 3 5Physical? 143 4 54) Is sweating in the halls a prob? 1 2 3655) Is the dress code---aprob 1, 2 3 4 56) Is gang activity? tit2 3 4 57) Is there predjudke/disctimination? I 2 3 45by wealth? 0 '2 3 4 5,,,by age 2 3 4 5Because of ftiends? (1)23458) Is there peer pressure here? I 2 3459) Is socks with sandals a good nde? 12345I 01 Are spirit days working? 1 2 .1 0

Msanks for your cooperation.1

344 3

YOUTHfog

Li1997 OHIO

T4-VANKS!

Special thanks to the following contributors.Their generous support has made the Youthfor Justice Summit possible.

L,_,,,6_,

®NATIONWIDEINSURANCEENTERPRISE

Resolving Conflicts Together

,ANDERSENLONSULTING

OHIO COMMISSION ON DISPUTE RESOLUTIONANDCONFLICT MANAGEMENT

OHDPOffice of

Juvenile Justice andDelinquency Prevention

JERRY'S MEAT MARKET(Farmersville, Ohio)

Kegler, Brown, Hill and Ritter

Kettering Fairmont High SchoolCommunications Media Production ACLU

44

OCLREOhio Center forLaw-Related EducationAdvancing Citizenship Education in Ohio1700 Lake Shore DriveColumbus, Ohio 43204P.O. Box 16562Columbus, Ohio 43216-6562614-487-2050 (Local)800-282-6556 (Ohio)

OCLRE Sponsors:The Supreme Court of OhioOhio State Bar Association

Amerkan Civil Liberties Union of Ohio FoundationOhio Attorney General Betty D. Montgomery

Special Youth for Justice Partner:

clitfigaditiLv.

4,

OFFICE OF CRIMINAL JUSTICE SERVICES

400 East Town Street, Suite 120Columbus, Ohio 43215-4242

Michael L. Lee, DirectorInvesting in Ohio's future through advocacy for youth.

Special funding from the U.S. Department ofJusticeOffice of Juvenile Justice and Delinquency Prevention grant #93-1J-COl -0654

Office of Criminal Justice Services is an equal opportunity employer

45

U.S. Department of EducationOffice of Educational Research and Improvement (0ERI)

National Library of Education (NLE)Educational Resources Information Center (ERIC)

REPRODUCTION RELEASE(Specific Document)

I. DOCUMENT IDENTIFICATION:

0

yOUTH FOR JUSTICE STUDENTS SPEAK OUT AGAINST YOUTH VIOLENCEREPORT OF THE THIRD ANNUAL YOUTH FOR JUSTICE SUMMIT

Author(s): Rliondc. tY?aJIotCorporate Source: /4/6 ezaree k)fz. ReL14E0

epi.4 carr? 4/

KvtAy exts-pr, 6.91;1-bePublication Date:

. 7II. REPRODUCTION RELEASE:

In order to disseminate as widely as possible timely and significant materials of interest to the educational community, documents announced in themonthly abstract journal of the ERIC system, Resources in Education (RIE), are usually made available to users in microfiche, reproduced paper copy,and electronic media, and sold through the ERIC Document Reproduction Service (EDRS). Credit is given to the source of each document, and, ifreproduction release is granted, one of the following notices is affixed to the document.

If permission is granted to reproduce and disseminate the identified document, please CHECK ONE of the following three options and sign at the bottomof the page.

The sample sticker shown below will beaffixed to all Level 1 documents

1

PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL HAS

BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

Level 'I

Check here for Level 1 release, permitting reproductionand dissemination in microfiche or other ERIC archival

media (e.g., electronic) and paper copy.

Sign

please

The sample sticker shown below will beaffixed to all Level 2A documents

PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL IN

MICROFICHE, AND IN ELECTRONIC MEDIAFOR ERIC COLLECTION SUBSCRIBERS ONLY,

HAS BEEN GRANTED BY

2A

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

Level 2A

Check here for Level 2A release, permitting reproductionand dissemination in microfiche and in electronic media

for ERIC archival collection subscribers only

The sample sticker shown below will beaffixed to all Level 2B documents

PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL IN

MICROFICHE ONLY HAS BEEN GRANTED BY

23

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

Lovol 2B

Check here for Level 28 release, permittingreproduction and dissemination In microfiche only

Documents will be processed as Indicated provided reproduction quality permits.If permission to reproduce is granted, but no box Is checked, documents will be processed at Level 1.

I hereby grant to the Educational Resources Information Center (ERIC) nonexclusive permission to reproduce and disseminate this documentas indicated above. Reproductidn from the ERIC microfiche or electronic media by persons other than ERIC employees and its systemcontractors requires permission from the copyright holder. Exception is made for non-profit reproduction by libraries and other service agenciesto satisfy information needs of educators in response to discrete inquiries.

Sigpatislc-

Organize n/Address:

17 or a LLL /6e. SAidelt_. 644_

Printed Name/Position/Title:

-RAPAl DA sviALLac-yTelephone:

lolq (107 2650E-Mail Address:rineLllor bki0 boa:

orj

0.5rA Iv% D;rudie-Fnoly 411Date:

I"' -.9V(over)

III. DOCUMENT AVAILABILITY INFORMATION (FROM NON-ERIC SOURCE):

If permission to reproduce is not granted to ERIC, or, if you wish ERIC to cite the availability of the document from another source, pleaseprovide the following information regarding the availability of the document. (ERIC will not announce a document unless it is publiclyavailable, and a dependable source can be specified. Contributors should also be aware that ERIC selection criteria are significantly morestringent for documents that cannot be made available through EDRS.)

Publisher/Distributor:

Address:

Price:

IV. REFERRAL OF ERIC TO COPYRIGHT/REPRODUCTION RIGHTS HOLDER:

If the right to grant this reproduction release is held by someone other than the addressee, please provide the appropriate name andaddress:

Name:

Address:

V. WHERE TO SEND THIS FORM:

Send this form to the following ERIC Clearinghouse:

However, if solicited by the ERIC Facility, or if making an unsolicited contribution to ERIC, return this form (and the document beingcontributed) to:

ERIC Processing and Reference Facility1100 West Street, 2nd Floor

Laurel, Maryland 20707-3598

Telephone: 301-497-4080Toll Free: 800-799-3742

FAX: 301-953-0263e-mail: ericfac@inet.ed.gov

WWW: http://ericfac.piccard.csc.com

EFF-088 (Rev. 9/97) P.

PREVIOUS VERSIONS OF THIS FORM ARE OBSOLEfE.