Implementation Options
Skills for Growing (SFG) (Grades K-5)
Each lesson in the Skills for Growing curriculum can be taught in two sessions a week, one session for Phases 1-3 and one session for Phase 4. Depending on the grade level, sessions can vary from approximately 20-50 minutes long. Some models for implementation of the program include:
- Adoption of the program as the selected curriculum for an existing subject area, such as guidance or human development
- Integration of the program into several related areas of the curriculum-for example, language arts, health, social studies, music, and art
- Teaching the program as a separate subject
A core team is essential for the successful start-up of your program. We recommend you begin with at least your building principal and two teaching staff members. Your greatest program results will be realized when you also include parents, support staff, Lions Club members, and other community leaders on your team.
Skills for Adolescence (SFA) (Grades 6-8)
Our rigorous evaluation study conducted by NIDA shows that the 40-session "Introduction to Skills" course is effective. However, we recommend the school-wide model as the optimum implementation model because the entire school community creates and sustains a shared vision for positive youth development. Similarly, we recommend the three-year models as our ideal models because they provide "booster lessons" and continuous practice that reinforce the skill-building potential throughout the middle school experience. When the three-year model is not possible, we have seen much success with the two-and one-year models as well.
Three-Year Program: Option 1
- Year 1: Teach the core curriculum as a separate class (@Full-year course 2-to-3 times weekly or semester course every day).
- Year 2: Teach "Making Healthy Choices" Year 2 unit (15 lessons, 1 project, 14 multidisciplinary activities) as an integrated unit within a complementary subject area.
- Year 3: Teach "Making Healthy Choices" Year 3 unit (7 lessons, service-learning projects) as an integrated unit within a complementary subject area.
Three Year-Program: Option 2
- Year 1: Teach Units 1, 2, 3, 6 (Year 1 version) with multidisciplinary activities, Service-Learning, and Summing Up as a separate course (@Full-year course 1 - 2 times weekly, semester course 3 times weekly, nine-week mini-course daily)
- Year 2: Teach some community building lessons from Unit 1, review Units 2 - 4, Units 5, 6 (Year 2 version) with multidisciplinary activities, Service-Learning, and Summing Up (@Full year course 1 - 2 times weekly, semester course 3 times weekly, nine-week mini-course daily)
- Year 3: Teach some community building lessons from Unit 1, review Units 2 - 5, Units 6 (Year 3 version) and 7 with multidisciplinary activities, Service-Learning, and Summing Up (@Full year course 1 time weekly, semester course 2 times weekly, nine-week mini-course daily)
Two Year Model:
- Year 1: Teach Units 1, 2, 3, 4, 6 (Year 1 version) with multidisciplinary activities, Service-Learning and Summing (@Full year course 2-3 times weekly, semester daily)
- Year 2: Teach some community building from Unit 1, review Units 2- 4, Units 6 (Year 2 version) and 7 with multidisciplinary activities, Service-Learning, and Summing Up (@Full year course 2-3 times weekly, semester daily)
One-Year Model:
- Year 1: Teach the core curriculum with multidisciplinary activities as a separate class (@Full-year course 2-to-3 times weekly or semester course every day)
These curriculum plans are flexible in that many lessons can take more than one day and the multidisciplinary activities can extend units that may be of special interest to your school community. Download Sample Curriculum Map (should be a link to attached document called SFA 3-Year, 2-Year and 1-Year Curriculum Map)
Skills for Action (SFC) (Grades 9-12)
To best serve a broad range of school settings, Skills for Action may be implemented as a separate semester or 1-year life skills/service-learning course, or, it can be integrated into the existing curriculum in a number of subject areas including health and personal development, home economics, social studies, English, and career preparation. Its flexible approach also permits its use as part of a guidance/advisory program.
The program's introductory workshop includes discussion of implementation options. In addition, sample curriculum integration plans are included in the Teacher Resource Guide. Lions Quest also provides personal implementation assistance year-round through a toll-free phone number.
Project and Placement Models for the Service Experience
Skills for Action service-learning may be conducted using either a project or placement model. Both models offer significant benefits to students--and you have the flexibility to decide which method best fits with your school policies and structure, and your community and student readiness for service-learning.
Project Model
Advisory Team Members
- Provide feedback on student project plans and serve as resources for student projects.
Students
- Research school/community needs; use small-group discussion to formulate project options; select and plan a project or projects; carry out service projects as small groups or one project as a whole class; and accomplish specific goal(s).
Placement Model
Advisory Team Members
- Research placement options within community organizations; identify potential placement sites; and establish relationships and coordinate activities with placement organization.
Students
- Select service site(s) from list of placement options; carry out duties assigned by agency or organization staff; and can form an in-depth connection to community through long-term placements.