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TABLE OF CONTENTS

Introduction: Empowering Students to Transform What School Means
Part I: Activities That Empower Students
Chapter 1: Exploration—Empower Students to Become Curious About Their Values
Chapter 2: Motivation—Empower Students to Make Their Values the Reason for Doing Schoolwork
Chapter 3: Participation—Empower Students to Create Opportunities to Enact Their Values
Chapter 4: Openness—Empower Students to Share Their Values
Chapter 5: Willingness—Empower Students to Serve Their Values Even When It’s Hard
Chapter 6: Empathy—Empower Students to Treat Each Other According to Their Values
Chapter 7: Resilience—Empower Students to Treat Themselves According to Their Values
Part II: Strategies That Empower Students
Chapter 8: Empowering Dialogue—How to Activate Student Values Through One-on-One Conversations
Chapter 9: Empowering Partnerships—How to Involve Parents in Helping Students Enact Their Values
Chapter 10: Empowering Collaborations—How to Center Student Values in Discussions With Colleagues
Chapter 11: Empowering Curriculum—How to Incorporate Student Values Into Your Course Content
Chapter 12: Empowering Inquiry—How to Assess the Impact of Helping Students Pursue Their Values
Chapter 13: Empowering Yourself—How to Bring Your Own Values to Your Work
Conclusion: Paths to Empowerment
Appendix: Examples of Values

STUDY GUIDE

• Study Guide

REPRODUCIBLES

Introduction

• Letter to Parents and Guardians

Chapter 1

• Figure 1.1: Flight Plan
• Figure 1.2: Where I Put My Time
• Figure 1.4: Typical Tuesdays Throughout My Life

Chapter 2

• Figure 2.1: What Makes a Class Meaningful?
• Figure 2.2: Grading Your Classes: Food Metaphor
• Figure 2.3: What Makes a Class Meaningful?
• Figure 2.5: Being in a Group

Chapter 3

• Figure 3.1: Values-Guided Behavior Brainstorm
• Figure 3.3: Exploring Spaces
• Figure 3.4: Curriculum Hacking Examples
• Figure 3.5: Hacking Your Assignment
• Figure 3.6: Knowledge Matrix

Chapter 4

• Figure 4.2: Examining Your Work
• Figure 4.3: Exploring a Genuine Question

Chapter 5

• Figure 5.1: “I Can’t Because” Handout
• Figure 5.2: “Passengers on the Bus” Handout

Chapter 6

• Figure 6.1: Sentence Building
• Figure 6.4: What Comes to Mind?

Chapter 7

• Figure 7.1: Four More Arms
• Figure 7.2: Failure Clothesline

Chapter 8

• Figure 8.1: Questions That Help Students Assess Behavior Workability
• Figure 8.2: Questions to Encourage Change Talk

Chapter 9

• Figure 9.5: Asking Questions About Values
• Figure 9.6: For Teachers: Asking Parents Questions About Students
• Figure 9.7: Exploring Compassionate Responses

Chapter 10

• Figure 10.1: Understanding Problem Behavior
• Figure 10.2: Understanding Problem Behavior (With Checklists and Action Steps)
• Figure 10.3: Understanding Values-Consistent Behavior

Chapter 11

• Figure 11.1: Choosing Topics That Matter

Chapter 12

• Figure 12.1a: Double Rubric Example 1
• Figure 12.1b: Double Rubric Example 2
• Figure 12.2: Sample Student Responsibilities Rubric
• Figure 12.3: Do I Empower Myself to Make School Meaningful? (Student Version)
• Figure 12.4: Single-Case Design Chart
• Multiple-Baseline Design Chart

Chapter 13

• Figure 13.2: Do I Empower Myself to Make School Meaningful? (Teacher Version)

Appendix

• Examples of Values

Values and Questions

• Values and Questions Instructional Booklet
• Questions Cards
• Values Cards

SUGGESTED RESOURCES

Websites

• Common Core State Standards Initiative
• National School Reform Faculty
• School Reform Initiative