SFUSD STUDENT MENTOR PROGRAM

MENTOR-STUDENT ACTIVITY BINDER

TABLE OF CONTENTS

Group ActivitiesA Crazy Tale................................................................................................................................................2Amoeba....................................................................................................................................................... 3Angel Island Outing………………………………………………………………………………………………..4Building a Web of Support………………………………………………………………………………….…….5Categories--Cultural Competency.............................................................................................................6College Preparation I………………………………………………………………………………………………7College Preparation II……………………………………………………………………………………………..8Crazy Sentences.......................................................................................................................................14Crossing the Line…………………………………………………………………………………………………15Cultural Awareness During the Holidays...............................................................................................17Decision Making—Forced Choice……………………………………………………………………………...20Fear in a Hat..............................................................................................................................................25Legacies-Telling Your Story…………………………………………………………………………………….26Moving Questions…………………………………………………………………………………………………27Opposites Attract......................................................................................................................................28Perspective Squares………………………………….…………………………………………………………..29Snowball....................................................................................................................................................30Take Back Youth Culture.........................................................................................................................31Trips For Kids……………………………………………………………………………………………………...32Up Down—What We Have in Common.……………………………………………………………………….35What I Want from the Relationship with my Mentor………………………………………………………..36Your 20th-Year School Reunion…………………………………………………………………………………37

ResourcesRocky Road Community Bus..........................................................................................................39

SFUSD School Bus……………………………………………………………………………………………….40Field Trip Form…………………………………………………………………………………………………….41Agreement For Volunteer Drivers……………………………………………………………………………...44

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SFUSD STUDENT MENTOR PROGRAM

MENTORING GROUP ACTIVITY

A CRAZY TALE…OBJECTIVEThis activity promotes a deeper understanding of communication skills. Participants learn the importance of receiving all pieces of information in a given situation.

MATERIALS Paper Pen or pencil

TIME Approximately 25-35 minutes 5 min to explain activity 2-3 min per participant to write one sentence (20-30 min for group of 10) 5 min to read completed story and discuss

Note: This exercise can be ongoing throughout the event’s duration. The facilitator should begin the exercise at the start of the meeting and allow participants to pass the story along as the event continues.

INSTRUCTIONS1. Explain that each participant will write one sentence of a story, to be read at the end of the

event. Participants will only be allowed to view the previously written sentence in the story when it is their turn to contribute.

2. The facilitator begins by writing the first sentence and then passes story along. Examples listed below:

Once upon a time… This one time when I was hanging out with my mentor… My mentee and I met a few months ago.

3. The second participant writes a new sentence beneath the first one and then folds the paper over so the first sentence written is no longer visible. The story is passed along.

4. The first sentence should not be visible to the third participant, who writes a new sentence based off the second sentence. The paper is then folded over so the second sentence is no longer visible, before passed along.

5. The fourth participant repeats steps. Write a new sentence, fold over previously written sentence, and pass along.

6. Continue this process until each participant has a chance to write 1 sentence for the story.

DISCUSSION1.) How did you feel writing one sentence in a story where you did not have all the information? 2.) How do you think it would be different if you had been able to see everything that had been written? 3.) Why is it important to have all the information in a given circumstance?

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SFUSD STUDENT MENTOR PROGRAM’

MENTORING GROUP ACTIVITY

AMOEBAOBJECTIVETo build inclusion in a group by emphasizing commonalities among group members and by acknowledging unique differences

MATERIALSOpen space for group movement

INSTRUCTIONS1.) Explain that this activity will help build community. Building a sense of community or

affiliation happens during normal activities as we simply explore things we have in common with each other. And making an effort to go deeper, exploring unique connections among group members strengthens that communal bond.

2.) Ask participants to find a partner whom they don’t know very well.3.) Explain that pairs will have two minutes to find something in common with each other. Go

beyond the obvious surface items; look for an experience, a place you’ve both visited, a strong like or dislike, etc.

4.) Call time after two minutes5.) Ask pairs to find another set of partners and form a group of four.6.) Groups will have three minutes to find something uniquely in common with each other. 7.) Call time after three minutes 8.) Continue to combine groups until all participants come together into a single group.

With each new formation, the new team must find one thing everyone in their team has in common.

Allow progressively more time, by one-minute increments, for the teams to find their unique commonality

Call “time” after each designated amount of minutes

DISCUSSION Ask participants in a group a few of the following questions (Optional)1. What is the unique thing that we all have in common? Is there more than one commonality?2. Were you surprised at what you have in common?3. Any other surprises-things you thought you had in common or assumed about another

person but you were wrong?4. What happened or how did you feel when the other person was different than you expected? 5. How did you feel about participating when we first started the activity? How do you feel now?6. What did you learn about yourself during this activity?7. What did you learn about the other people here during this activity? 8. How did finding commonalities affect you as a group?9. How is the energy in this room different now, compared to before the activity?

Wrap up by explaining that it is always possible to find something in common with anyone, even if they seem very different from us. We also may be surprised when people aren’t what we assumed. We must challenge ourselves to really connect with people (mentors and mentees) to find ways we’re both similar and unique.

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(Adapted from CNYD (Community Network for Youth Development), 2005)

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SFUSD STUDENT MENTOR PROGRAM

MENTORING GROUP ACTIVITY

Angel Island Field Trip with San Francisco Police Wilderness Program

OBJECTIVE: To build self-esteem, trust, self reliance, and leadership

TIMEFull Day

INSTRUCTION1. Call Officer Mike Rivera to discuss all details of the field trip, i.e. to arrange a date,

acquire proper permission forms, and cover transportation costs.2. To get substitutes for adult mentors you must make arrangements with the Student

Mentor Program at least one month in advance. Contact Erin Farrell for information (415)242-2615, farrelle@sfusd.edu.

Contact Info:Officer Michael Rivera Phone: (415) 404-4042Youth Service Unit VM: (415) 404-4047 1 John V. Young Dr. Fax: (415) 404-4043San Francisco, CA 94112--------------------------------------------------------------------------------------------------------------------------------------------PROGRAM INFORMATION (Administered by the police department this program provides):

10 backpacking trips to Angel Island with SFUSD middle school students during the school year. Day hikes to Angel Island, Fort Mason, and the Presidio to middle and elementary school

children. Sailing in San Francisco Bay with Blue Water Foundation.

Program Goals1. Bring San Francisco’s “at risk and low income” youth and their police officers together to share

positive and challenging adventures.2. Given that our youth are constantly exposed to negative images of police officers, we work to

break down those barriers and stereotypes. 3. Give young people a feeling that they have friends in the police department, and that the can

approach police officers for help.4. Police officers due to the nature of their job witness negative human nature and traits regularly. 

Our officers are introduced to our youth in a positive environment, providing experiences that foster better relations with our youth, parents, teachers and community.

5. The Program develops leadership, communication skills, and teamwork as well as builds self-confidence, self-respect, and understanding of one’s own abilities and possibilities.

6. Except for school, our youth rarely are able to explore outside the confines of their neighborhoods.  We provide them with positive and rewarding activities in a different environment, which can be enjoyed now and in the future with others.

7. Demonstrate that they can interact and have positive and fun experiences with others without the need for cell phones, game boys, computers, televisions etc., as well as to help them gain an appreciation for life away from their environment.

8. Helps participants gain an appreciation and respect for nature and the world around them

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SFUSD STUDENT MENTOR PROGRAM

MENTORING GROUP ACTIVITY

OBJECTIVE This activity helps group members identify existing connections and get know each other better.

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SFUSD STUDENT MENTOR PROGRAM

MENTORING GROUP ACTIVITY

CATEGORIESOBJECTIVETo celebrate the diversity and similarities found within a group in order to develop group cohesion and promote understanding of people’s differences.

INSTRUCTIONS1. Explain that you will announce a category (see list or use your own) and that participants

should then quickly organize themselves into smaller groups, based on the category to which they belong.

2. Once everyone is organized into their groups, allow participants time to say hello and mingle/chat with each other within the smaller groups.

For the first category, use one with two options and announce one side of the room for one category and the other side of the room for the other category.  This should help participants to get the idea for how the activity works.

3. After a few minutes ask each group to identify itself.

4. Keep things moving by watching the groups and calling out new categories.

CATEGORIESSome of these "categories" will produce 50/50 splits; some will give you groups of 3-4 or more. Two categories

When you clasp your hands together and fold the thumbs across the top, is your right or left thumb on top?

Fold your arms across your chest. Is your right or left arm on top? Quickly choose a partner. Turn to them and give a spontaneous wink. Which eye did you

wink with? Can you roll your tongue? (yes/no) Can you speak a language other than English? Were you born in the United States? Were you born in California?

Many categories Which month of the year were you born in? What is your favorite season? How many siblings do you have? Are you the oldest, middle, youngest, or only child? What color are your eyes? What's your astrological sign?

DISCUSSIONMake a brief comment or ask each group a question following each identification so discussion may be continuous throughout the activity or facilitators may ask what participants learned or observed at end.

7REWARDREWARD $$

SFUSD STUDENT MENTOR PROGRAM

MENTORING GROUP ACTIVITY

COLLEGE PREPARATION SESSION 1OBJECTIVETo enhance students’ motivation to achieve academically, and to educate students about continuing education opportunities.

TIME1 Hour

MATERIALSFollowing worksheetsPen/Pencil

INSTRUCTION1. If there is a Gear Up Coordinator at your school check in to see how you can collaborate

to get student mentees involved in the program activities.

2. Coordinate a panel of graduates in fields of interest to middle school students (e.g. technology, animal care, sports, medicine, game technician, musician, teacher, etc.)

3. Question and AnswerPossible discussion topics for panel members: What do you do at your job? What did you dream of being when you were a student? Was there a person who influenced your decision to enter this field? What did you do educationally to enter your field?

DISCUSSIONDid anything surprise you about what the panel shared?What interested you about the positions you learned about?Does anyone in your family have an expectation for what job you will hold?What job do you look forward to exploring?Is there anything you’d like to learn more about?

*FOLLOW UPFacilitator may choose to do the “Dare to Dream” Activity with the group or recommend that mentors and students do the “Dare to Dream” or “Defining Your Goals” Activity on their own.

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SFUSD STUDENT MENTOR PROGRAM

MENTORING GROUP ACTIVITYCOLLEGE PREPARATION SESSION IIOBJECTIVETo enhance students’ motivation to achieve academically, and to educate students about continuing education opportunities.

TIME3-6 Hours

MATERIALSFollowing worksheetsPen/Pencil

INSTRUCTION1. If there is a Gear Up Coordinator at your school check in to see how you can collaborate

to get student mentees involved in college preparatory program activities. 2. See list of local colleges and universities attached. Many of these institutions are easily

accessible by public transportation.3. Contact a local college to schedule a day to visit with your mentors and mentees. 4. Distribute Parent Permission forms 2 weeks prior to the scheduled visit.5. Plan for transportation

DISCUSSIONWhat did you like/dis-like about visiting the college?What questions did the visit bring up for you?How did it feel to be on the campus?

Review “Planning Ahead--Developing an Outline for your College Portfolio.” Have mentors and mentees develop a list of the student’s strengths that could be used to take steps (short term and long term) toward graduating and getting into college.Distribute template for a portfolio and have mentors help students complete it

The visit may also be followed up by mentors and students completing either the “Dare to Dream” activity or “Defining Your Goals” on their own.

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Planning Ahead – Developing an Outline for your College Portfolio

Understanding the basic tips below will help students plan for their high school years to prepare them well for college.

What you do while in high school matters! Choose courses wisely, do your best, attempt honors/AP level courses if you can, and don't blow off your senior year.

If you're interested in extra-curricular activities, pick one or two activities and stick with them—don't overdo, especially if your grades start slipping. If you're not interested in anything in particular, find that one activity you can do, and make sure you do it well.

It’s very likely you're going to have to take a standardized admissions test. Plan for it. Prepare for it. Do your best and keep on going.

Apply to a school that fits you. Start your search early and have your final list of potentials ready by senior year.

Carefully prepare your application and all supporting materials. Put a lot of thought into what you're going to say, draft it, then complete it.

Essays and personal statements count. Letters of recommendation are still popular, even if not necessarily “required.” Interviews matter. Prepare for them! Apply for financial aid, even if you don't think you'll qualify. Consider preparing your application and other materials using a thematic

approach. Focus on a few key points that represent you the student and make sure those points appear wherever appropriate throughout the application.

Knowing the above information, here are a few ideas that a student may want to do while in Middle School.

Learn and practice organizational and study skills. Develop a regular schedule for study time and play (extracurricular activity) time.

Take some time to get to know yourself and your personal strengths so you may build on them

Explore things that interest you—join a youth group, club, or neighborhood group Practice interviewing by meeting adults, getting a summer or after school job, or

volunteering in the community (church, neighborhood, political candidates, social issue, etc.)

Talk to the adults you meet about their college experience and their career; attend career days at your school or local community college.

If you’re an artist keep a portfolio of your art, music, writing, etc.; enter contests and try to get your work published in the school newspaper, online forums, etc.

Develop relationships with adults such as volunteer coordinators, school counselors, coaches, mentors, and employers so you will have people to write you letters of reference in the future.

Keep a list of any awards you get

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SFUSD STUDENT MENTOR PROGRAMMENTOR-STUDENT ACTIVITY

Portfolio of:______________________________________________________________________

First Name Last Name

Personal Interests:What do you really care about in the world? in your community?

______________________________________________________________________

What makes you mad enough to take action?

______________________________________________________________________

What makes you excited enough to get involved?

______________________________________________________________________

Extracurricular Activities:For example: Music, Sports, Clubs, Theatre, etc.

______________________________________________________________________

Awards and Things that I’m Good At:People skills, languages you speak, computer skills, etc.

______________________________________________________________________

Jobs Held:For example: Baby sitting, volunteer jobs, regular odd jobs, or summer or after school employment.

______________________________________________________________________

References:Name and phone numbers of at least three people who know you well, and how they know you. For example coaches, teachers, family friends, employers, counselors, volunteer coordinators

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

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Comprehensive List of Bay Area Colleges, Universities, and Seminaries

You may hold your cursor over the name of the institution and “Control/click” to go to their websites

Public

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University of California, Berkeley

Berkeley City College

Cabrillo College

California Maritime Academy

California State University, East Bay (Hayward)

Cañada College

Chabot College

City College of San Francisco

College of Marin

College of San Mateo

Contra Costa College

De Anza College

Diablo Valley College

Evergreen Valley College

Foothill College

Laney College

Las Positas College

Los Medanos College

Mission College

Napa Community College

Ohlone College

San José City College

San Francisco State University

San José State University

Santa Rosa Junior College

Sonoma State University

Skyline College

Solano Community College

West Valley College

University of California, Berkeley

University of California, Hastings College of Law

University of California, San Francisco

University of California, Santa Cruz

Private

Stanford University

Academy of Art University

American College of Traditional Chinese

Medicine

Art Institute of California, San Francisco

The Arts Institute International

California College of the Arts

California Culinary Academy

California Institute of Integral Studies

Carnegie Mellon West

Cogswell Polytechnical College

Culinary Institute of America at Greystone

DeVry University

Dominican University

Ex'pression College for Digital Arts

Fashion Institute of Design and

Merchandising

Five Branches Institute

Golden Gate University

Holy Names University

International Technological University

Menlo College

Mills College

National Hispanic University

New College of California

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Notre Dame de Namur University

Pacific Union College

Patten University

Presidio School of Management

Saint Mary's College of California

San Francisco Art Institute

San Francisco Conservatory of Music

Santa Clara University

Stanford University

Touro University

University of San Francisco

University of Northern California

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Seminaries

← American Baptist Seminary of the West

← The Church Divinity School of the Pacific (Episcopal)

← Dominican School of Philosophy and Theology

← Franciscan School of Theology

← Fuller Northern California

← Golden Gate Baptist Theological Seminary

← Graduate Theological Union

Institute of Buddhist Studies

Center for Theology and the Natural Sciences

← Jesuit School of Theology at Berkeley

← Pacific Lutheran Theological Seminary (ELCA, Berkeley)

← Pacific School of Religion (UCC, Disciples & Methodist)

← Saint Patrick Seminary

← San Francisco Theological Seminary (Presbyterian)

← Starr King School for the Ministry (Unitarian Universalist)

SFUSD STUDENT MENTOR PROGRAM

MENTORING GROUP ACTIVITY

CRAZY SENTENCES

OBJECTIVEThis activity builds good listening skills. Participants work on their ability to listen carefully in order to increase their ability to understand the information given.

MATERIALSPaper & pen or pencil

TIME: Approximately 15-20 minutes

INSTRUCTION1. Prior to activity make up a dozen or so crazy and random sentences. Write each

sentence on a small piece of paper. Examples listed below: Rubber bands stick to the ceiling on Christmas day. ● The blue cow swam over

the moon. It is good to eat spiders and caterpillars for breakfast. ● Big Bird is my idol.2. Select two people and ask them to sit in the chairs you have set up. 3. Give each person a piece of paper with one crazy sentence on it and instruct them to

read it to themselves. The two players will then engage in conversation. Each player attempts to state his/her sentence in the course of the conversation. The object is to slip in the sentence without the other person guessing what it is (give time limit)

o You may wish to give them a topic to start with such as bowling, music, buying shoes, or anything else that has nothing to do with the sentences.

11 After the time limit, allow people in the audience to guess the crazy sentence and whoever guesses correctly can play in the next round.

11 After a few rounds, gather the group for a discussion. Discussion prompts listed below: What did you have to do in order to detect the hidden sentence? When do you use your best listening skills? Why? When is it important for you to show good listening skills? How can you incorporate good listening skills with your mentor or mentee?

WRAP UP:Listening to details is very important when trying to solve a problem or to follow complicated directions. Sometimes the details are not essential but at other times the details are the most important part of what’s being conveyed. Being able to listen carefully to what is said and to all the words that a person is saying isn’t an easy task. Sometimes we must listen with our eyes and observe body language, facial expressions, and eye movement in order to get all the information needed. The better you “listen” to the details, the more you will hear and the better you will understand what is being said.

(Adapted from. Therapeutic and Team Building Skills, http://www.gamesforgroups.com)

SFUSD STUDENT MENTOR PROGRAM

MENTORING GROUP ACTIVITY

CROSSING THE LINE

OBJECTIVEFacilitate opportunities for students to see what others have overcome in their lives that may not be obvious by looking at someone. They will be able to empathize with their peers and identify with some similarities. Student will develop diversity awareness within a group.

MATERIALSLong line, approximately length of participants standing shoulder to shoulder, on the ground, may be marked by cones/markers outdoors or by tape on floor indoors. Large open space.

INSTRUCTION1. “In this exercise we will spend some time exploring the diversity of our group. We want

to acknowledge and address differences among us but also bring to the surface other difference that we may not recognize. This process might prove difficult at first, or a bit awkward. This afternoon we want to break down stereotypes and make it easier to know on another as full human beings.”

**Note: This exercise should be not be conducted carelessly or lightly.Describe steps and emphasize that this process requires Listening and Respect, but that there is NO pressure and each individual can answer however and whenever they want. Participants listen and decide for themselves what the question means to them and how they want to respond. NO TALKING during entire process. Remind students that there will be time at the end to discuss.

2. Ask students to gather in a line on one side of the room.3. Call out labels / categories / descriptions of people (See The Statements, next page).

Those who fit this description walk to the other side of the room and turn to face towards those students standing on the original side. After several seconds, those who stepped across the line will be asked to return to the original side.

a. Starter example to demonstrate: “Cross to the other side of the room if you wear glasses or contact lenses.”

b. Ask if students have any questions before starting4. No talking during the process. Plenty of time at the end for discussion.

DISCUSSION“I want to remind the group again of the guidelines. During this discussion we must have the utmost respect. Again, no talking while others speak, no side comments, giggling, etc.” Also remind them that, “Everything that is spoken in the room stays in the room.” Two questions for debrief. Share in circle of 3-4 people, one at a time, allow each person full time to answer:

1. How are you feeling right now?2. Is there anything you want to say to your fellow participants about your experience in

answering a particular question?

Note: Important that students talk only about themselves during this section not any other students or other students’ choices. They are not to use this time to critique the exercise but to EXPLAIN, SHARE, AND TELL STORIES about the content of the statements.

Remind participants of confidentiality, what is said in the room, stays in the room. Revealing something about someone else is a serious breach of respect and trust. Go to an individual directly if you would like to speak about his/her experience with him/her. Facilitator may share his/her experience at this time and offer resources for emotional support. Thank participants.

SFUSD STUDENT MENTOR PROGRAM

MENTORING GROUP ACTIVITY THE STATEMENTS

*May also include alternative statements as facilitator sees fitREMINDERNo talking... (Consider issuing this and other reminders as an ounce of prevention, even if a problem isn't coming up at the moment.) The questions will get more personal and then a little lighter at the end.

Cross to the other side of the room if you are not from San Francisco. Cross to the other side of the room if you feel your home is San Francisco.

REMINDER ABOUT GRAYNESSREMEMBER, all the legal and philosophical questions about "home" don't matter. What matters is what the word "home" means to you. If you are confused or uncomfortable, the best policy is NOT to cross to the other side of the room.

You are male/famale You are in XX grade You had breakfast this morning. You take pride in your school work. You consider yourself a happy person. You play an instrument. You are religious. You would like to have children one day. You are a person of color. You know little about your cultural heritage You wish you had more money You come from a family of four or more children You are an only child You have taken responsibility either for raising another member of your family or

caring for an elderly member of your family You feel lonely You (have been for adults) or plan to go to college You have had serious thoughts about leaving your house You feel physically unattractive at times Your parents have either divorced, separated, or never married At least one of your parents has died You get mad easily You find yourself thinking about food considerably more often than you want You have trouble sleeping sometimes. You know someone who has questioned their sexual orientation You have experienced the effects of alcoholism or drug addiction in your family You have ever been the target of a racial joke. You have cried at least once this year You consider yourself to have solid friends Since you joined The Student Mentor Program, you have laughed at yourself at least

once. Cross the room if you could use a hug right now. (People generally begin hugging

each other during this time.)

Suggested CitationFletcher, A. (2002). FireStarter Youth Power Curriculum: Participant Guidebook. Olympia, WA: Freechild Project.

Workshop Designers: This workshop originally came from presentations done at Stanford University around 1985 by Isoki Femi and Linda Gonzales csp). This is a modified version

based on an outline from Dennis Matthies, Center for Teaching and Learning, Stanford University.

SFUSD STUDENT MENTOR PROGRAM

MENTORING GROUP ACTIVITY

CULTURAL AWARENESS DURING THE HOLIDAYSOBJECTIVETo reflect on your a cultural, ethnic, and/or racial identity that shapes your understanding of the world, and your perceptions about others. This personal identity can be reflected in the holidays you celebrate during this season.

MATERIALSPen/PencilPaper

INSTRUCTION 1. Take a few minutes to write down your own holiday traditions and how your culture might

have influenced your traditions and then share out as a group.

Does your family celebrate any holidays in November, December or January? What other holidays (other than those you celebrate) might be celebrated during this

time? After reflecting on these questions in writing, discuss your holiday traditions with your

mentor/mentee? Within the larger group, ask if anyone would be wiling to share their holiday traditions.

Make a point to mention a few other holidays that are practiced during this season that have not been mentioned by participants. Examples listed below:

Kwanzaa is a week-long holiday celebrated throughout the world, honoring African heritage, marked by participants lighting a kinara (candle holder). It is observed from December 26 to January 1 each year and features activities such as candle-lighting and pouring of libations, and culminating in a feast and gift giving

Eid al-Adha or the Festival of Sacrifice is a religious festival celebrated by Muslims worldwide in commemoration of Abraham’s willingness to sacrifice his son as an act of obedience to Allah. The devil tempted Ibrahim by saying he should disobey Allah and spare his son. As Ibrahim was about to kill his son, Allah intervened: instead Allah provided a lamb as the sacrifice. This is why today all over the world Muslims who have the means to, sacrifice an animal, as a reminder of Ibrahim's obedience to Allah. The meat is then shared out with family and friends, as well as the poorer members of the community.

Day of the Dead (Día de los Muertos) is a holiday celebrated mainly in Mexico and by people of Mexican heritage (and others) living in the United States and Canada. The holiday focuses on gatherings of family and friends to pray for and remember friends and relatives who have died. The celebration occurs on the 1st and 2nd of November, in connection with the Catholic holy days of All Saints' Day and All Souls' Day which take place on those days. Traditions include building private altars honoring the deceased, using sugar skulls, marigolds, and the favorite foods and beverages of the departed, and visiting graves with these as gifts.

Holiday Season (List is not all inclusive)

NOVEMBER 2008 (National Native American Month)November 1 & 2 - All Saints' Day & All Souls’ Day- Catholic Christian

o Dia de los Muertos - MexicoNovember 13 -Birthday of Guru Nanak Dev Sahib - Sikh November 15 -Nativity Fast begins - Orthodox Christian November 26 -Day of Covenant - Baha'i November 27 -Thanksgiving - Interfaith - USA November 30 -First Sunday of Advent - Christian

DECEMBER 2008December 6-9- Hajj - Islam December 8 -Bodhi Day (Rohatsu) - Buddhism December 9 -Eid al Adha - Islam December 10- International Human Rights DayDecember 12 -Feast day - Our Lady of Guadalupe - Catholic Christian December 16-25 -Posadas Navidenas - Christian December 21 -Winter Solstice December 22-29 –Hanukkah-JewishDecember 25- Christmas - Christian December 26 -Zarathosht Diso (Death of Prophet Zarathushtra) - Zoroastrian December 29 -Hijra - Muharram (first day of New Year) - Islam December 31 –New Years’ EveDecember 26-Jan 1- Kwanzaa- African Americans

JANUARY 2009January 1- New Years’ Day

o Mary, Mother of God - Catholic Christian o Feast of St Basil - Orthodox Christian o Gantan-sai (New Years) - Shinto

January 3 -Vasant Panchami - Hindu January 7 - Ashura - IslamJanuary 11 -Mahayana New Year (3 days) - Buddhist January 13 -Maghi - Sikh January 17 -Blessing of the Animals - Hispanic Christian January 19- Martin Luther King Jr. Birthday

Chinese New Year is the most important Chinese holiday and celebrations include “new year visits” to kin, relatives and friends. New clothing is also worn and the color red is used in decorations. Red packets with monetary gifts are given to juniors and children by the married and elders. According to legends, the beginning of Chinese New Year started with the fight against a mythical beast called Nian. Nian would come on the first day of the New Year to devour livestock, crops, and even villagers, especially kids. To protect themselves, the villagers put food in front of their doors because they believed that after Nian ate their food, it wouldn’t attack them. One time, Nian was scared away by a little kid wearing red and people realized that Nian was afraid of that color. The villagers then learned to hang red lanterns and spring scroll on their windows and doors. Firecrackers also scarred Nian and from then on, the mythical beast never came to the village again.

January 26 - Chinese New Year - Confucian/Daoist/Buddhist

SFUSD STUDENT MENTOR PROGRAM

CULTURAL AWARENESS DURING THE HOLIDAYS2. Introduce the follow activity using the paragraph below as a guideline.

Being Aware of Stereotypes during the Holidays The notions we hold about holidays can lead to stereotyping. One of the greatest risks of stereotyping occurs when we perceive our holiday traditions as universal. Being unaware of holiday stereotypes can impair our ability to be sensitive to those who may not celebrate the same traditions we do. Misinterpretations that arise can oftentimes hurt another’s feelings.

Becoming aware of our preconceived notions about the holidays is the first step to healthier relationships with people who celebrate traditions different from us. A second step is being willing to modify our long-held views, or even discard certain incorrect notions about people who celebrate differently than we do.

The exercise below offers you an opportunity to examine your "mental pictures" (stereotypes) about certain holidays and the people who celebrate them. Share a few words about the holiday below.

3. What stereotypical images come to mind when you think of (you may choose holidays other than those listed below):

Thanksgiving Christmas New Year’s Hanukkah Kwanzaa

DISCUSSIONIn a group setting mention how others might react to these stereotypes (i.e. Native Americans on Thanksgiving cards and decorations may be inappropriate because for some, Thanksgiving can be a reminder of promises broken and dispossession, while it represents togetherness and thanks for others.)

Recount a situation in which someone's low opinion of you, or of someone else, caused a negative reaction. How might you feel if someone expressed a negative reaction towards your holiday tradition?

How might you feel if you didn’t celebrate a holiday that the majority of your friends celebrated?

How may you work to maintain a positive interaction with fellow students, teachers, and neighbors who celebrate different holidays than you?

Note: Make sure to point out that the differences (or diversity) that comes from people from all over the world enrich our culture, bringing new ideas and energy. Diversity should be valued and it is important to understand that stereotypes and assumption can undermine the strength found within diversity. Adapted from Oosterwal, G. (1995). Community in diversity: A workbook. Berrien Springs, MI: Center for

Intercultural Relations.

SFUSD STUDENT MENTOR PROGRAM

MENTORING GROUP ACTIVITYDECISION MAKING: FORCED CHOICEOBJECTIVETo help students develop a solid foundation for making sound decisions in the face of competing interests. This activity will have students recognize the effects of personal values and peer pressure when making a decision.

MATERIALS Strongly Agree, Agree, Disagree, and Strongly Disagree Signs (see attached)

INSTRUCTION1. Place signs in each corner of the room to designate four different

choices: Strongly Agree, Agree, Disagree, and Strongly Disagree.2. Have the students stand in the middle of the room. Notify participants

that they will choose a corner of the room that represents their opinion about some statements.

**NOTE: It is important that they make their choices with NO talking.

3. Read the first statement: “Women are generally more sensitive than men.” The students then move to the corner of the room that represents their choice.

4. Repeat, using the following statements, each time having the students choose the corner of the room that best fits their choice of each statement.

Statements: Women are generally more sensitive than men. I would ditch school and go with my friends. If the principal announces that a window is broken and asks for

information about the perpetrator, and I knew who did it, I would tell. I think it is OK to push and shove people I don’t like. School is more work than fun. Students don’t give each other enough respect. Boys are better at sports than girls. Adults don’t give kids enough respect. Scientists should not be allowed to carry out experiments on animals. People can be judged by the clothes that they wear. It is better to give than to receive. It is necessary to have a college education to make it in life. Teachers are usually right.

DISCUSSION1. Notice the four signs. Which choice is not represented here? (Answer: “I don’t

know or care.”) 2. How did it feel when you were forced to make a decision?

3. Did you always go with your friends to the same corner or was the choice your own?

4. Did you feel any pressure from your friends to select a particular corner?5. What kinds of pressure did you feel?6. Did anyone make a decision that was different from everyone in the class?

How did that feel for the student and the rest of the class?

25

SFUSD STUDENT MENTOR PROGRAM

MENTORING GROUP ACTIVITY

FEAR IN A HAT (This activity can be adapted for an approaching sensitive issues workshop)

OBJECTIVEThis activity fosters interpersonal empathy by allowing people to share their fears about the mentoring program anonymously.

MATERIALS Paper Pen/pencil per participant Hat, tin or bag

TIMEApproximately 20-25 minutes

5 minutes to write down personal fears 1-2 minutes to draw and share fears per participant (15-20 minutes for a group of 10)

INSTRUCTIONSet an appropriate tone, e.g. attentive, caring and serious. The tone could be set by introducing the topic of fear and explaining how it is normal at this stage of the program for people to experience all sorts of anxieties, worries and fears about what might happen.  A good way of starting to deal with these fears is to openly acknowledged them - lay them on the table, without being subject to ridicule.  Having one's fears expressed and heard almost immediately cuts them in half.Note: Can be used during the initial stages or well into the program.  When used early on it can be helpful for alerting the group to issues that might arise during the course of the mentoring relationship.1. Ask everyone, including the group leaders, to complete this sentence on a piece of paper

(anonymously):

"In this program, I am [most] afraid that..." or "In this program, the worst thing that could happen to me would be..."

ALTERNATIVE: Instead of fears, the group can write: Likes and dislikes - in two separate hats Wishes Worries Favorite moments Complaints/gripes

2. Collect the pieces of paper, mix them around, then invite each person to a piece of paper and read about someone's fear.

3. One by one, each group member reads out the fear of another group member and elaborates and what he/she feels that person is most afraid of in this group/situation.  No one is to comment on what the person says, just listen and move on to the next person.

4. If the reader doesn't elaborate much on the fear, then ask them one or two questions.  Avoid implying or showing your opinion as to the fear being expressed, unless the person is disrespecting or completely misunderstanding someone's fear.  If the person doesn't elaborate after one or two questions, leave it and move on.

5. When all the fears have been read out and elaborated on.

DISCUSSIONHow did you feel during this exercise? What did you notice?(Adapted from. http://wilderdom.com by James Neil)

SFUSD STUDENT MENTOR PROGRAM

MENTORING GROUP ACTIVITY

LEGACIES-TELLING YOUR STORY

OBJECTIVE

MATERIALSOptional: CD player or iPod to play short clip of beautiful or peaceful music.

INSTRUCTIONS

Facilitator may want to tell their own story. Decide what aspects of your life story you want to share with the group.

*FACILITATOR NOTE: This activity may also be done in pairs.

DISCUSSIONDid you learn something new about someone in the group? Did you choose to share some things and not others? How do you think your story would change if you were telling in 1 year ago? Or in 5 years?

22

SFUSD STUDENT MENTOR PROGRAM

MENTOR-STUDENT ACTIVITY

MOVING QUESTIONSOBJECTIVEIn this "getting-to-know-you" activity, participants learn about the richness of each other’s lives and interests outside of school.

MATERIALS Time Needed: 15-30 minutesNo preparation needed unless you choose to change the questions to fit a specific need.

INSTRUCTION– Note to facilitators: Both adults and children participate.– You need an even number of people to play. Group size of 8-14 works well.– Tell participants to create an inner circle of the mentors and an outer circle of the mentees,

standing facing one another. Each student stands across from their mentor in the other circle.– Ask facing pairs to introduce themselves by name and age. Then pose a question to the group

and allow pairs 1-2 minutes to take turns answering. At the completion of a question, ask everyone in the outer circle to shift one place to the left. New pairs introduce themselves. Pose another question, and continue the process.

DISCUSSION1. What’s been a highlight of your week at school or at home? Why is this a highlight?

2. What is something you’re really looking forward to doing soon—outside of school? How do you plan to do it?

3. What do you want to be when you grow up and why?

4. Who is a person who’s made a difference in your life? How have they made a difference?

5. What’s a way you make a difference in someone’s life?

6. What’s one of your favorite places to be, and why?

7. If you won two free tickets, what would you like them to be for?

8. What is a gift you would like to find waiting at home for you today? Why?

9. In a room full of parents, what advice would you most like to give them? Why?

10. Describe one of your most prized possessions. Why is this important to you?

SFUSD STUDENT MENTOR PROGRAM

MENTOR-STUDENT ACTIVITY

OPPOSITES ATTRACT

OBJECTIVE To celebrate the similarities found between two individuals who may physically look different from one another in order to promote understanding that surface appearances do not determine if commonalities exist between two people.

MATERIALSNone

INSTRUCTIONS1. Explain that participants in the room should match up with someone who looks

physically different from them. (i.e. different gender, different ethnicity/race, different age, different fashion style, etc.)

Facilitators may want to match mentor-mentee pairs together for this activity

2. Each matched pair should try to come up with 4 to 6 things they have in common (interests, passions, hobbies, sports, music, etc).

3. After 5 to 8 minutes, tell everyone to stop.

4. Ask a pair to come to the front of the room and stand back to back to each other. Ask audience to yell out physical differences they see between the pair. As each difference is yelled out, the pair should take one step away from each other.

5. After at least 4 to 6 differences are yelled out, have the pair turn around and face each other. Then, ask the pair to read out what they have in common. The pair should take one step forward each time they state a commonality. By the end they should be back to their original positions, but this time standing face to face.

6. Repeat steps 4 and 5 with at least two more pairs.

DISCUSSIONAt the end, ask participants how they felt about this exercise. The facilitator should also make the point that it is very easy to be judgemental about others before even getting to know them.

“Don’t judge a book by its cover.”

SFUSD STUDENT MENTOR PROGRAM

MENTORING GROUP ACTIVITY

PERSPECTIVE SQUARES

OBJECTIVE(See below)

MATERIALSNone

INSTRUCTION On Flip chart paper draw a large 16 square grid like the one below. Display the grid in front of the group Instruct matches to work together and count the squares on the grid. Proceed as instructed below.

DISCUSSION(See above, 5-6)

Source: Seeking Common Ground

SFUSD STUDENT MENTOR PROGRAM’

MENTORING GROUP ACTIVITY

SNOW BALL

OBJECTIVETo give participants an opportunity to get to know each other and begin building a sense of community.

MATERIALS Paper (81/2 x 11”; 1 per participant)Pencil or PensLarge basket or waste basket to collect the snowballs (optional)

INSTRUCTIONS1. Participants may stay where they are or ask participants to sit in a circle (on chairs or on the

floor).2. Give each participant a piece of paper and a pen or pencil.3. Instruct them to fold the piece of paper into four sections.4. Ask participants to write their name in the upper left-hand box. Under their name, participants

will write a response to a question the facilitator asks them. Questions are asked one at a time. Paper is crumpled (see step 5) before moving on to the next question. Examples of questions are listed below: What would you be doing if you weren’t in school or work? What qualities or things do your friends (or mentor and mentee) like best about you? What quality or thing do you best like about your mentor or mentee? What is the one thing you would most like to do or see before leaving this planet?

5. Crumple up pieces of paper into a ball (snowball), and toss it into the center of the circle (or into a basket).

Note: To create more excitement, facilitator may have participants lightly throw snowballs at a particular person (designated person(s) should know ahead of time this will be occurring and be comfortable with it).

6. Ask participants to each randomly grab one snowball from the pile and unfold it. 7. Repeat steps 4 through 6 until all four quadrants have been filled in with a response to a

question.8. Participants will grab one last snowball from the pile of tossed snowball.9. Instruct participants to review each entry, select their favorite response, and ask volunteers

to read that response out loud to the group and explain why they choose it. 10. Optional: After participants read a response, they may throw the snowball back into the

center of a circle or into a basket.

DISCUSSIONAsk participants in a group a few of the following questions (Optional)

1. What might this collection of snowballs represent? (Answer: a community)2. What did you learn about yourself during this activity?3. What did you learn about the other people here during this activity?4. In what ways did this activity help us build a sense of a mentoring community with each

other?

(Adapted from CNYD (Community Network for Youth Development), 2005)

SFUSD STUDENT MENTOR PROGRAM’

MENTOR-STUDENT ACTIVITY

TAKE BACK YOUTH CULTUREOBJECTIVE To stimulate participants thinking around the culture of the youths and adults in the mentoring program

MATERIALS4 to 6 pieces of chart paper per culture (youth culture and adult culture)Markers

INSTRUCTIONS: 1. Ask the mentors in the group how youth culture expresses or manifests itself, i.e. how do we

see it. The group will begin to shout out answers like dance, dress, food, music, language. As these categories are being said write one category on one sheet of flipchart paper. When you have enough categories thank the participants.

2. Ask mentors to think of the young people they know or work with and to write down under the categories on the sheets how youth culture expresses itself. Facilitators should ask adults to restrain from asking mentees, if they are present.

3. After 5 min, tell everyone to stop.

4. Next repeat steps 1-3 with the youth in the room. Ask youth to shout out how adult culture expresses itself. The group will begin to shout out some of the same answers like dance, dress, food, music, language, but additional categories like career are acceptable as well.

5. Then ask mentees to think of the adults they know (mentors) and to write down under the categories on the sheets how adult culture expresses itself. Facilitators should ask youth to restrain from asking mentors, if they are present.

6. After 5 min, tell everyone to stop. Ask that one mentor and one mentee stand by each category. One at a time, ask the person standing by the chart paper to read out what is written on it. i.e. mentee should read chart paper for adult music, while mentor should read chart

paper for youth music.

DISCUSSION:

1. After reading the adult chart and the youth chart for one category, ask all participants if anything surprised them on each other’s list? Were there any misconceptions? Did each group really feel like they understood the other one’s culture?

2. Repeat step 7 for each category until each one has been called out and discussed.

3. At the end of the discussion, mention that in many ways our mentoring relationships involve cross-cultural learning. It means we have to be curious about the culture, research the culture, ask questions when we don’t understand the language, if we are interested in building strong equitable relationships.

(Adapted from CNYD (Community Network for Youth Development), 2004)

SFUSD STUDENT MENTOR PROGRAM

MENTORING GROUP ACTIVITY

TRIPS FOR KIDS BICYCLE RIDE

OBJECTIVEThis fun activity provides a healthy outlet for participants to get to know each other outside of school.

MATERIALSSigned Permission Form and Release of Liability Form

TIMEApproximately 5-6 hours

PREPARATIONTrips For Kids (TFK) takes trips Wednesdays, Thursdays, Saturdays and Sundays year-round. Locations may be at Tennessee Valley, China Camp, or Pheonix Lake. The cost for a ride is $25 (up to 10 kids with a minimum of 6 kids) but on weekends we can accommodate a ride for 20 kids.

To arrange a trip, get the attached Ride Agreement and contact TFK at 415-458-2986 or info@tripsforkids.org. After scheduling your ride you may print out the forms on the right-hand side of their web page for your records and use. These include Liability waiver forms and an invoice.

Obtain parent permission from student’s parent on both the SFUSD form and the TFK Form.SFUSD Forms may be copied from this binder or downloaded from: http://portal.sfusd.edu/template/default.cfm?page=forms&dept=10207

GENERAL INFORMATIONTFK Marin takes at-risk kids on scenic day-long mountain biking adventures in gorgeous Marin County where they learn bike skills, self-confidence, and environmental awareness. Most of all, TFK rides provide an unstructured opportunity for youth to have fun!

http://www.tripsforkids.org/marin/takearide.htm

Trips for Kids

RIDE AGREEMENT

The document below is for informational purposes only. You MUST contact Trips for Kids DIRECTLY to schedule your ride. Trips for Kids will provide you with the information necessary to fill in the blanks in this Agreement. Once filled out, print out this Agreement and give it to the adult who will accompany the kids on the ride so they have all the necessary information and contact numbers.

You have reserved a ride on with your group from .This ride will be at .

Directions to the trail are available on our web site at: http://www.tripsforkids.org/agency-trail_direction.htm

Meeting time is 10:30am. Please arrive on time and call us if you are running late. We will not be able to wait longer than one hour.

An adult from your agency must accompany the group and each child must be able to ride a bicycle with hand brakes. Remember to bring a lunch for each participant!!

To reach us the morning of the ride call the cell phone of your scheduled ride leader (Michael 415-573-6817, Jeremy 415-246-1951, Antonio 415-505-2017 or Tim 415-290-8404). You can also try to reach them at the Trips for Kids warehouse (415-455-8876), but do not leave a message on the machine as they will not get it.

Below are reminders of what must be done. Regrettably, your ride may be canceled and you may be subject to charges if due dates are not met.

Pay FeesDownload an invoice from our web site (http://www.tripsforkids.org/agency-invoice.htm) and send Trips for Kids the following amount due by the following due date.

Amount Due:

Due Date:

Please note that if your payment is not received by the date due, Trips for Kids will not guarantee your ride and we will offer the date to other groups.

Confirm the RideBy (which is 2 weeks before your ride), we need you to confirm your ride by calling or emailing us. You will need to tell us the approximate number of riders (kids/staff) so we can recruit appropriate numbers of volunteers. Also, we will reconfirm with you the ride location and meeting time (10:30am start time unless otherwise arranged with Michael or Jonathon).

If you have not called or emailed to confirm by (which is 1 week before the ride) and we have not been able to reach you, we will attempt to fill the ride with another agency. If we are not able to book another agency, we will cancel your reservation and your Ride Fee and Reservation Deposit Guarantee will be forfeit. If we are able to book another group, we will refund your Reservation Deposit Guarantee but we will not refund your Ride Fee.

Report Rider HeightsYou must report the heights of all riders by at pm.

Call or email the heights of each rider (so we can bring the proper size bikes). This information may be left on the cell phone of your scheduled ride leader (Michael 415-573-6817, Jeremy 415-246-1951, Antonio 415-505-2017 or Tim 415-290-8404) or by calling our office Monday through Friday on 415-458-2986. Please note that messages left on our office machine on weekdays after 5:00pm the day before your ride or on weekends will not be received by our ride staff. For weekdays after 5:00pm and weekend height reporting you must call your leader's cell phone. If we do not receive your height information by the specified time your trip will be canceled and you will be charged the cancellation fees.

CancellationsWe must receive notice of your cancellation by (which is 2 weeks before the ride). This will entitle your group to a full refund of all fees. If you fail to cancel your reservation by the date listed above, Trips for Kids will not refund either the Ride Fee or the Reservation Deposit Guarantee unless we are able to book another group for your scheduled ride date. If we are able to book another group, we will refund your Reservation Deposit Guarantee but we will not refund your Ride Fee. As a courtesy to other groups, if you must cancel a ride, please let us know as soon as possible so we can arrange for another group to take a trip.

Permission FormsYou must bring a completed TFK permission form for each rider going on the ride, including all adults. Please check the forms carefully and be sure they are filled out completely!!! No one will be permitted to ride without a signed form. You may download the forms from our website:

English Release: http://www.tripsforkids.org/agency-release_english.htm Spanish Release: http://www.tripsforkids.org/agency-release_spanish.htm

What to BringIn order to make sure that everyone in your group is well-prepared for the ride, please download, print out and share the following information with the kids and adults joining our ride: http://www.tripsforkids.org/agency-what_to_bring.htm.

SFUSD STUDENT MENTOR PROGRAM

MENTORING GROUP ACTIVITY

UP/DOWN: WHAT WE HAVE IN COMMON

OBJECTIVEThis fun icebreaker allows participants to see how much they have in common—in ways they likely never would’ve guessed!

MATERIALS AND PREPARATIONTime: 5-10 minutesNo preparation needed

INSTRUCTION– Kids and adults all participate in this activity.– Start with everyone sitting down in one large circle and explain the directions:

I’m going to read a list of statements. If the statement is true for you, stand up—and take alook around at everyone else standing. You share something in common! There’s no needto sit back down between statements. Remain standing and listen to the next statement. If itholds true for you, remain standing; if not, sit down.

– Read the statements loudly and clearly so everyone can hear. After each statement,encourage everyone who’s standing to take a look around and see who they share somethingin common with.

STAND UP IF…1. You play the violin2. You play the piano3. You’ve ever played the kazoo4. You can talk on the phone for as long as you want on a school or work night5. You’re an only child6. You have a child who’s under age 107. You have a sister or brother8. You have a relative who is disabled9. You enjoy spending time with a grandparent10. You’re fluent in a language other than English11. You write in a journal12. You’re a vegetarian13. You’ve ever fallen out of a tree14. You’ve read all 5 Harry Potter books15. You like math16. You hate math17. You have teenage children18. You’ve ever owned a snake19. You help out with chores at home20. You know a good joke– Ask anyone standing if they’d like to share their joke with the group. One caveat: it needs to be appropriate for the setting.

DISCUSSIONWere you surprised by what you had in common? What else would you want to know?REWARDREWARD

$$

SFUSD STUDENT MENTOR PROGRAM

MENTORING GROUP ACTIVITY

WHAT I WANT FROM THE RELATIONSHIP WITH MY MENTOROBJECTIVETo define expectations for the mentor-mentee relationship.

MATERIALS AND PREPARATIONScissorsMagazinesEnvelopes (1 per student)

INSTRUCTION & DISCUSSION

SFUSD STUDENT MENTOR PROGRAM

MENTORING GROUP ACTIVITY

20TH-YEAR SCHOOL REUNIONOBJECTIVEParticipants introduce themselves by describing favorite school subjects and things they care about right now. They then dream 20 years into their future, fill out a short questionnaire about their future work and home lives, and pretend to meet up at a “School Reunion."

MATERIALSPhotocopy one "Your Future You" questionnaire for each participant (adults included)Pen/PencilName tags and MarkerRefreshments/decorations for “Reunion” party

INSTRUCTION**Note to facilitators: Mentors and mentees invited, invitation may read: "School Reunion luncheon."

1. Participants join in groups of 8-12 and sit in a circle. Introduce the activity:

Who are you today? How do you like to spend your time? What are your main interests? What do you care most about in the world? Will you be the same person twenty years from now, in the year 2029? Let’s learn a little bit about who we are today—and then take some time to dream into our futures!

2. Go around the circle three times. Each time, each person takes a turn to complete a different sentence/idea: (If anyone doesn’t feel like talking, they can "pass” and speak up later).

I’m really excited about… My favorite subject in school is… I care a lot about… More general questions: e.g., "On a scale of 1-10, how is your week going?" 1=awful,

10=awesome.

3. Hand out one "Your Future You" questionnaire to each participant and introduce the second part of the activity:

What a pleasure getting to know you and learning about what you care about today!Thank you for your honesty and enthusiasm. Now I’d like you to dream into your future—into the year 2029, twenty years from today. How old will you be in 20 years? What will excite you in 20 years? Will you be working? Will you have a family? What will the "future you" care most about?

4. Allow participants time to fill out questionnaires. Ask each participant to create a name tag for the "20th-Year School Reunion" with Name, Location, Occupation:

Let’s imagine that we’re all meeting up for a School Reunion. We haven’t seen one another for 20 years! We’re so excited to learn what everyone has been up to. We all look very different: we’ve grown so tall and our looks have matured. We need to wear name tags to identify ourselves.

5. Go around again, asking everyone to introduce themselves in the role of their future selves.

DISCUSSIONEngage students in discussion of goals and future-thinking about steps toward their future selves.

"Your Future You" QuestionnaireImagine that you can travel through time into the future! It is 2027, twenty years from today.My, how you’ve grown! Take a few minutes to imagine and answer some questions about your"future you."

1. How old are you in 2027?

2. What year did you graduate from high school?

3. Where do you live?

4. Describe your work. Where do you work and what do you do during the day? Why did you choose this profession?

5. What’s your favorite part of your job, and why?

6. What are 2 important or interesting things you do outside of work?

7. Describe your family:

8. If you’re a parent, what arae you most proud of as a parent, and why?

9. What is something you really like to do with your family, and why?

10. Is there anything else important that you’d like us to know about your "future you"?

SFUSD STUDENT MENTOR PROGRAM

COMMUNITY RESOURCES

BOOKING THE ROCKY ROAD COMMUNITY BUS(For Group Activities)

CONTACT INFORMATION:

Black Tie Transportation Phone: (925) 847-0747 ext. 1407080 Commerce Drive Fax: (925) 847-9344 Pleasanton, CA 94588

Or

Call (800) 445-0444

GENERAL INFORMAION:

The Rocky Road Community Bus is ready to roll... and looking for passengers! Since the program's beginning in October 1983, the bus has adventured with more than 155,000 people! The "Rocky Road Bus," named after company founder William Dreyer's ice cream flavor creation, provides transportation free of charge, bus and driver included, to nonprofit groups and schools within a 60-mile radius of Pleasanton, California.

Groups may use the Rocky Road Bus for short field trips ranging up to 150 miles in radius; preference is given to youth-oriented groups. The Rocky Road Bus, colorfully decorated with huge ice cream cones, will seat a maximum of 44 adults or 66 small children and may be reserved up to two months in advance.

For more information and an application, please call the Dreyer's Rocky Road Community Bus telephone line at (925) 847-0747 or (800) 445-0444.

The Rocky Road Community Bus is owned and operated by Black Tie Transportation

(Obtained from the Dreyer’s Foundation http://www.dreyersinc.com/dreyersfoundation/rockyroad_bus_program.asp )

APPLICATION INFORMATION:Applications can be found at the following web address: http://www.blacktietrans.com/RRBApplication2006.pdf

Note: A separate application form must be filled out for each reservation request.Note: The bus is in great demand, so requests should be made at least 90 days prior to your travel date.

ADDITIONAL INFORMATION:Please visit the Black Tie Transportation website: http://www.blacktietrans.com/

SFUSD STUDENT MENTOR PROGRAM

TRANSPORTATION RESOURCES

BOOKING A BUS THROUGH SFUSD(For Group Activities)

CONTACT INFORMATION:

SFUSD Transportation Dept. Phone: (415) 695-5600Attention: Teresa Chan Fax: (415) 695-57591000 Selby Ave. Email: chant@sfusd.edu San Francisco, CA 94124

GENERAL INFORMATION:SFUSD buses may be reserved for a fee for field trips between the hours of 9:45am and 1:30pm in San Francisco. In some cases buses may be reserved for field trips outside of the city if the pick up time is 5:00pm or later. For example, to Marin Headlands, Great America, or San Jose.

Groups may use busses for short field trips. The busses will seat a maximum of 47 people. If SFUSD busses do not meet your needs you may contact the Transportation Department at the number above for a referral to a Charter Bus.

COST:The cost for a bus depends on the times, distance, and whether it is a one day activity, a full day activity, or whether the bus will need to return to pick up on a different day. Below are some ballpark figures to consider:

Round trip within San Francisco (bus drops off and picks up between 9:45 and 1:30): Approximately $85

Round trip within San Francisco (bus stays with the group for the day): Approximately $184

Round trip to Marin Headlands (pick up 5:00-6:00pm): Approximately $265

APPLICATION INFORMATION:To secure a bus complete a Field Trip Requisition Form. See attached or go to “FORMS” at: http://portal.sfusd.edu/template/?page=facilities.Transportation

Your Principal or Administrator must sign the form prior to it being submitted.

Submit the completed form to Erin Farrell at least one month prior to your scheduled outing to get approval from Accounting.

Upon approval from Accounting the request will be faxed to Transportation and the Field Trip Coordinator will be contacted.

SAN FRANCISCO UNIFIED SCHOOL DISTRICTFIELD TRIP PERMISSION FORM AND WAIVER

(Use this form for standard day trips only) (Overnight, Out of State or Experiential Field Trips must use Overnight/Experiential Field Trip Form)

Your child has received school staff and District approval to participate in a field trip. Under the California Educational Code and Board Policy, teachers and support staff may take students on field trips to enrich and complement their educational experience. Such trips are always under the supervision of at least one teacher and/or school administrator, or certified athletic coach in the case of a same day high school athletic events, and all precautions are taken to ensure each student’s welfare.

Student Name: __________________________________________________________________

The trip will depart from and return to: (school name) ___________________________________

Field Trip Location and Address

Field Trip Date

Departure Time

Return Time

Parent/Guardian Initial

Trip Description. The field trip will involve the following activities: (Teacher: describe trip and activities in detail): ________________________________________________________________________

Class or group attending: Number of Students:_______________

Items Student Should Bring (if any): Names of teacher(s), staff, coach(es), chaperone(s)(Teacher: next to each name, indicate whether adult is a teacher, staff, coach or chaperone).

________________________________________________________________________Transportation. (Describe transportation (ie) walking, MUNI, BART, Caltrain, schoolbus, charter bus, private automobiles)

If traveling by automobile, name(s) of approved driver(s):

______

(Note: Volunteer drivers must complete the Volunteer Driver Form prior to Field Trip)

WAIVER OF CLAIM: I understand that Education Code Section 35330 provides that all persons making a field trip or excursion shall be deemed to have waived all claims against the District or the State of California for injury, illness or death occurring during or by reason of the field trip or excursion. I therefore acknowledge that as a condition of my son/daughter/ward participating in said activity, I hold harmless and waive any and all claims against the State of California or the San Francisco Unified School District (and its officers, employees, agents), including, but not limited to, claims arising out of any negligence of any officers or employees of the District, for any injury, accident, illness, or death, or any loss or damage to personal property occurring during or by reason of the participation in said activity.

1. I understand this field trip is optional and attendance by my child is not required and that an alternative activity at School will be provided if I do not give permission for my child to participate.

2. I understand that all students going on this trip will be responsible in conduct to the bus driver(s), to teachers, and, if applicable, adult sponsors at all times.

3. I understand that all field trips begin and end at the School and that all students are required to go and return from this event on the transportation provided, unless prior arrangements have been made and agreed to in writing by the principal, site administrator, or teacher.

4. The District provides all students with Field Trip Accident Insurance that covers 100% of reasonable and customary charges up to $25,000.00 per claim, with no deductible amount. I understand that in order to make an insurance claim, I must complete, or cooperate with school personnel and the attending physician or dentist in completing an accident claim form, which is available at the School. I shall submit the claim form according to the instructions on the form. I understand that the District provides this insurance as a courtesy and, in no way, is responsible for the making, granting, or denying of insurance claims.

AUTHORIZATION TO TREAT MINOR: In the event that I, or other parent/guardian, cannot be reached in an emergency, I hereby give permission to the school staff to secure proper treatment for my child. I do hereby consent to whatever x-ray, examination, anesthetic, medical, surgical or dental diagnosis or treatment and hospital care are considered necessary in the best judgment of the attending physician, surgeon or dentist and performed by or under the supervision of the medical staff of the hospital or facility furnishing medical or dental services.

PARENT/GUARDIAN SECTION: MUST BE COMPLETEDPrint Name(s) of Parent/Guardian: Parent/Guardian Work Phone: Parent/Guardian Work Phone: Emergency Contact Person: Emergency Phone Number: Pagers, cell phones, e-mail: Physician/Health Insurance Name: Policy Number: Phone: Student's Critical Medical Needs/Allergies/Conditions:

I acknowledge that I have carefully read this document and understand the information therein. I agree to each of the terms and acknowledgments above, and agree to permit my child to participate in the trip described above.

Date: ___________ Parent /Guardian Signature:

CHAPERONES: If agreement has been reached with the supervising teacher, and I chaperone students on this trip, I will comply with all District requirements pertaining to the chaperoning of students.

Print Name __________________________Signature________________________________

FOR MIDDLE AND HIGH SCHOOLS ONLYTEACHERS’ APPROVAL OF STUDENT'S PARTICIPATION IN FIELD TRIP

1° 5°

2°

(Subject and Signature)

6°

(Subject and Signature)

3°

(Subject and Signature)

7°

(Subject and Signature)

4°

(Subject and Signature) (Subject and Signature)

(Subject and Signature)

Administrator’s Approval Counselor’s Approval

AGREEMENT FOR VOLUNTEER DRIVERS

As required by the San Francisco Unified School District Administrative Regulation No. 5125 any driver who volunteers to transport students must comply with the following prior to any instance of transportation: (Check the box if requirement has been met)

Agreement has been reached with the supervising teacher

A copy of a Valid California Driver’s License has been provided

CDL #: _____________________________ Exp: ___________

A valid Proof of Insurance card with applicable limits has been provided

A copy of valid vehicle registration has been provided naming the prospectivedriver as the vehicle’s registered owner.

Driver has satisfied the TB test requirement

Driver certifies that the vehicle to be used for transportation is in proper workingorder and meets all applicable safety standards and is not designed to carry seven or more passengers plus the driver.

Driver will be providing transportation for the following:School: _____________________________________________ Activity: _____________________________________________Date(s): _____________________________________________

If more than one date is noted above, Driver has been fingerprinted and cleared

The undersigned, affirms that the above information has been provided and the statements made are true and correct and he/she shall indemnify and save harmless the San Francisco Unified School District from any and claims or causes of action by whomever or wherever made or presented including but not limited to personal injuries, property damage or death resulting from voluntary transportation activities.

The undersigned additionally acknowledges that San Francisco Unified School District does not carry insurance for damage or liability on private vehicles.

Print Name ________________________Signature______________________________

Type and Year of Vehicle____________________ Vehicle License No. _____________

___________________________________ __________________School Administrator Date