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	• What is REAL? • Goals & Objectives • Accomplish- ments • REAL Update • Program Contacts	Please click here to download the Microsoft Word version of the REAL teacher application 2006-2007. "REAL has made a big improvement for our class, socially and academic-wise. It has helped make this class safer in many ways. Students have developed a better relationship with each other, and with the teacher...It's kind of different from my other classes, because in this class I feel more bonded to my classmates. The working environment is comfortable. Everyone gets along. Whereas, in my other classes classmates either talk behind each other's back or they don't respect each other. " -- Balboa High School Student "Why can't all my classes be like REAL? This class is the only class I speak up in, because it's the only one where I know no one will laugh at me." -- Galileo High School Student What is REAL? top In an environment where many young people view their schools as hostile and their learning as irrelevant, and where teachers are overtaxed and undersupported, REAL works with both students and teachers to improve the quality of their classrooms and schools. REAL does this in three ways: • REAL works in existing classes by partnering with a public school teacher for a school year. In that year, REAL facilitates one class a week, thereby coaching teachers in sharing responsibility with their students. In classes augmented by REAL, students are able to voice their concerns over problems such as school effectiveness, intimidation by other students, and making the curriculum more interesting. Using REAL methodology, teachers are able to draw realistic solutions from the students. Solutions developed and implemented by students and teachers have led to increased homework completion rates, a reduction in intimidation of new students, the use of more relevant curriculum, and increased participation by students in class discussions and projects. • Starting in the 2005-2006 school-year, REAL is piloting a program focused on empowering teachers with REAL curriculum tools. Over the course of the school year, the collaboration will consist of: a training in the REAL curriculum, and follow-up through one-on-one consulting with REAL as teachers put REAL and their content curriculum into practice; and, a learning community in which peers will share their expertise and learn from each other. Teachers will have the chance to both develop curriculum as well as work as coaches or mentors for other teachers in the following years. • Since the summer of 2000, REAL has been a partner of the TEAMS program at the University of San Francisco’s School of Education. REAL offers training to student teachers in their teacher credential program through monthly pedagogical seminars. In addition, REAL offers in-class support as needed. REAL Goals and Objectives top Partnership and Cooperation: • Students enhance academic motivation and achievement by becoming partners in their own education. • Students build relationships across differences in culture, language, gender, sexual orientation, sauce-economic background, ages, abilities, and personalities. Skill Building: • Students develop essential skills and abilities, especially leadership, communication, and employment skills. • Students think critically about personal and community issues. Community Involvement: • Students plan and organize community projects. Teacher Learning: • Teachers gain and develop curricular tools to strengthen their classroom communities both socially and academically. •Teachers build a community of learners where individual expertise is recognized and shared. Accomplishments top The following are highlights the 1999-2000 independent evaluation of the REAL program. • A 65% increase in the number who gave input to improve the classroom. • A 61% increase in the number who felt that conflicts were effectively resolved in the classroom. • A 42% increase in the number of who felt supported and respected by their classmates. • A 51% increase in number who felt that they had helped their community. End-of-Year Statements from Students: • 82% agree that REAL makes class more interesting 69% report that they learned about other cultures. • 98% were able to identify skills learned through REAL and to relate these skills to future work and learning situations. • 100% participated in community service projects connected with their curriculum. End-of-Year Statement from Teachers: • 100% of teachers say that REAL positively affected the satisfaction they derived from teaching. For more information on REAL, or to purchase a REAL Youth Empowerment Manual, contact: top Pui Ling Tam, REAL Program Manager puilingt@cessf.org Mark Bautista, REAL Program Coordinator mark@cessf.org Jennifer Cano, Director or School Partnered Programs jennifer@cessf.org

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