Best Practice Name: Civics and Government Institute
Category: Citizenship / Character Education
Population Served: Grades 9-12
Year Awarded: 2002-03
District: Montclair
School: Montclair High School
City: Montclair

The Civics and Government Institute (CGI), is an innovative program that has been in existence for five years. Presently, the Institute services one hundred and seventy two students in grades 10-12 in an interdisciplinary and differentiated learning environment. Students in the Institute currently take their English and Social Studies classes, based on thematic approach to United States' History, within the Institute during a three period block. Also included in the block are government studies classes and their own self-governance venue, their CGI Congress. Congress is modeled on the U.S. Congress and meets once per week, the sophomores and juniors make-up the House, while the senior class makes up the Senate. Each student is a member of a committee that meets twice per week and drafts legislation for their Congress sessions. In addition to the Legislative branch, there is an Executive Branch, made-up of an elected President and Vice President and various cabinet positions. There is a Supreme Court that makes-up the Judicial Branch, made-up of three justices, confirmed by both Houses of the CGI Congress.

The objectives of the Civics and Government Institute and as follows: (1) create a learning environment that will help students realize their potential by providing the skills and encouraging the attitudes which will help them achieve their fullest potential academically, socially, and emotionally; (2) educate students so that they may contribute to society as worthy citizens in the home, the school and the community; (3) prepare students to participate in a democratic government and fulfill the responsibilities of citizenship; (4) impart on the students the ability to perceive and adjust to change in our society, the ability to realize the value of diversity, and the need to treat individuals in a humane and equitable manner; and (5) narrow the "learning" and "achievement" gaps that may be evident within the student body.

CGI creates an environment that provides instruction delivered in a variety of ways that fosters success while offering frequent opportunities to stretch, to challenge and to take risks; that supports student effort, initiative and individuality; and encourages self exploration. The curriculum attempts to be inclusive and representative of the whole of human experiences across ethnic, racial, gender and religious lines and is presented with an emphasis on interconnectedness of disciplines, not a series of separate courses. Through inclusive classroom settings, students are encouraged to "raise the bar" in their educational pursuits. The Institute allows for a multiplicity of learning styles by providing a varied program and diverse methods of instruction and assessment.

Social Studies Standard 6.2 All students will know, understand and appreciate the values and principles of American democracy and the rights, responsibilities, and roles of a citizen in the nation and the world.

Through their interdisciplinary studies, students relate literature and historical events. In the 10^th grade Government Studies course, political philosophical readings and discussion take place.

Through their own self-governance and the Government Studies courses, the students are introduced to the legislative process in a democratic society. In the Government Studies courses, students gain knowledge and understanding of the three branches of the U.S. government and the system of checks and balances within the Constitutional framework.

Social Studies Standards 6.4, 6.5, and 6.6 are addressed in the Social Studies curriculum including themes of Political History of the U.S., Economic History of the U.S., Colonial Geography and War and Conflict.

Language Arts Standard 3.2 All students will write in a clear, concise, organized language that varies in content and form for different audiences and purposes.

CGI students communicate with their peers on many levels, including The Eye of CGI, which emanates from the Press Corps. Students are responsible for writing letters to parents and outside sources for requesting speakers. Students are engaged in writing clear and concise legislation for their own Congress.

Language Arts Standard 3.3 All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes.

All students must participate in a Public Demonstration of Learning during the academic year. In addition, all students perform in various venues of public speaking, including their own governing Congress.

Language Arts Standard 3.4 All students will listen actively in a variety of situations to information from a variety of sources.

All students are exposed to speakers representing all viewpoints and are encouraged to analyze their speech and query the presenters. All students are encouraged to listen attentively to their peers both in committee time and during peer presentations.

Career Education and Consumer Family and Life Skills 9.1. All students will develop career awareness and planning, employability skills, and foundational knowledge necessary for success in the workplace.

In their sophomore year, students in CGI are exposed to an onsite Career Skills session with a career planning specialist, as well as participation in the Career Shadowing program in the larger school. In addition, seniors must fulfill a 40 hour internship with a public policy placement.

All Students will use information, technology and other tools

All CGI students receive one technology credit and must provide evidence of a legislative bill that they have written.

Career Education and Consumer Family and Life Skills 9.2. All students will demonstrate critical life skills in order to be functional members of society.

Every CGI student is a member of a legislative committee and must demonstrate working cooperatively with other to accomplish a task. Also, there is a committee rubric used to evaluate a student's success at this standard.

3. The educational needs of the students that the practice addresses, the measures used, and the assessments data that show how the practice meets those needs are discussed below.

The students' need for mentoring is addressed by each student being assigned a faculty mentor with whom he or she is to meet once each month. In addition there is peer group mentoring.

The students' need for differentiated instruction is addressed by students being grouped in cohorts, which are inclusive of both Honors and High Honors/ AP students. It is the hope of the Institute that such grouping can achieve the objective of "narrowing the achievement gap." It is the feeling of the staff that just being in this type of classroom setting enhances the learning opportunities for all of out students. Through collaborative learning projects, both groups participate equally in the development of the project.

The students' need for interdisciplinary learning is addressed by using the thematic approach to teaching United States History. Students experience the literature of the times dealing with a specific theme. Each cohort group has an English and Social Studies team that uses a variety of alternative assessments for the group's evaluation.

The students' need for alternative of their performance is addressed by the use of portfolios. All students in CGI are expected to keep a portfolio of their work until their senior year, when they present their best work to a panel of administrators, teachers, peers and community members as a part of their exiting procedure for CGI. All four judges use a rubric for the evaluation of the portfolios.

The students' need for authentic work experiences is addressed by the requirement that they participate in a 40 hour internship in an area of public policy. Forms are distributed for the development of internship plans, midterm evaluation, final evaluation and self-evaluation.

With block scheduling, there is flexibility to enhance student knowledge through the use of enrichment periods, which are used to address the particular needs of the Honors and High Honors/AP students. The use of the seminar approach for the High Honors and AP level students gibes support to the various critical thinking activities needed for that level of productivity. The block also allows the program to be flexible in scheduling speakers and presenting programs of interest to all CGI students.

As closure for each of the themes covered, students are involved in a demonstration, before the public, of what they have learned over time. Every student will be involved in at least one Public Demonstration of Learning each year. Participating in a PDL will aid students in developing and improving public speaking skills.

4. Replication of the Civics and Government Institute model can take place in any secondary school where there is need to establish a smaller learning environment. The Institute model would be very difficult to work in a non-blocked schedule, where there is a need to have flexibility in both pupil and staff scheduling. In developing such a learning environment, there is a need to start small, with just one grade, and then add a grade over time. There is a need for professional development of staff members in the art of interdisciplinary and collaborative teaching. Interest in creating such a program requires that the staff as well as the Board of Education, and in some case the community, but into the concept of the small learning community.