1) Build a strong sense of community in and out of school by developing multiple support systems for students;

2) Teach, practice and give feedback on communication and life skills;

3) Activate the mission of Liberty by clearly stating and living our expectations of students and practicing consistency and fairness; and

4) Use work-based learning to explore personal interests and apply students' newly acquired skills in community building and communication.

I. Effective Groups and Team-Building

Each day starts with students "checking in" in a quality circle (advocated by Dr. William Glasser in his Quality School). This opportunity for staff and students to connect and share thoughts and concerns helps students deconstruct some of the "other stuff' that might otherwise clutter their learning and sets a positive tone for the day. The openness and honesty fostered by checking in also strengthens the trust that empowers effective teams. Additional exercises during this first week establish ground rules for productive communication, mutual respect and dignity, and cooperation.

II. Anger Management

The second phase of DISCOVERY assists students in isolating their anger triggers, recognizing when they are, indeed, angry, making choices as to what to do with their anger, and ruling that anger, instead of being ruled by it. Albert Goldstein, materials from Dr. Jerry Deffenbauckerr of Colorado State University, and the Discovery Institute designed by Eric Larsen base the Anger Management segment of this program (on the model of The Prepare Curriculum by Albert Goldstein).

III. Transactional Analysis (T.A.)

Transactional Analysis will enable students (and their parents and teachers) to examine their communication with other people and identify the voices in which they speak, according to the Harris model of Child, Adult and Parent. Through role-play and written exercises, students will practice making rational and effective communication decisions.

IV. Assertiveness Training

This phase of DISCOVERY trains students to channel confidence and self-awareness into healthy, assertive communication. It draws on skills learned in Transactional Analysis to curb overly aggressive communication and strengthen passive communication so that students can publish their needs in the manner best calculated to having those needs met.

V. Problem-Solving

Problem Solving helps students devise systematic approaches to tackling problems both in and out of the classroom. Reflecting Liberty's concern for process, this phase of DISCOVERY asks students to analyze a problem, brainstorm solutions, make a choice among brainstormed options, act on that choice and evaluate the outcome.

VI. Conflict Resolution

Applying skills practiced in Transactional Analysis, Assertiveness Training and Problem Solving, students learn to distinguish between problems and inter-personal conflict. Role-play, feedback, and outside applications reinforce positive practices for protecting relationships and clearing communication blocks.

VII. Chemical Dependency

Support groups are available based on needs and referral.

VIII. Career Explorations

Preparing students for the work force is a primary objective of Liberty High School. As part of that preparation, students will assess their learning styles and identify strengths and interests that may suggest career possibilities. Job shadowing and a "workforce" mentor will help students investigate those possibilities.