How Students Improve School Climate through Modeling, Mission, & Legacy

1. School Climate: Engaging students in the work How Students Improve School Climate through Modeling, Mission, & Legacy Presenters: Mike Coty Mark Tateosian

2. Here’s What we are About

3. Garden Logic Successful [plants] are linked to [gardens], that are [fertilized, tilled, watered, and weeded]. (Modified from Zins & Ponti, 1990)

4. Systems Logic Successful student behavioris linked to school climatesthat are effective, efficient, relevant, and durable (Zins & Ponti, 1990)

5. Moving to the Next Level Simon Sinek on How Great Leaders Inspire Action Follow this link for Sinek’s full presentation http://www.ted.com/talks/simon_sinek_how_great_leaders_inspire_action.html Extrinsic to Intrinsic Motivation

6. A Good Example of What Sinek Describes

7. Why do we get out of bed and come here? What is our purpose? What do we value? Shared Purpose/Direction/Values • Sense of Purpose • One of 40 developmental assets that build resiliency • The Search Institute (TSI) • When More Assets, Then • Less likely to engage in risk-taking behaviors • More likely to engage in pro-social behaviors

8. Laying the Foundation • What is your school about? What is its purpose? What does it value? • Can you ask 10 people and get the same answers to these 2 questions? • Could those 10 people explain what the school’s purpose, expectations, or values mean to them?

9. One School’s Way of Answering

10. Creating Common Language Building an inclusivecommunity of responsible, respectful, and resourceful citizens who value learning

11. So What? What does it mean? • Creating Shared Experiences • Skits • Stories • Drawings (Sidewalk Chalk Contest)

12. “WE DON’T NEED THAT HANDBOOK THING.”

13. Continuum of Support for ALL Limit Few Some Reduce Prevent All Public Health & Disease Prevention Kutash et al., 2006; Larson, 1994

14. 5 Systems Non- Classroom Classroom Family School- wide Student

15. How It Works Outcomes Social Competence & Academic Achievement Data Systems Practices Supporting Student Behavior Supporting Staff Behavior Supporting Decision Making

16. Is it Worth It?

17. A Model for a Program:Mounds View High School'sMUSTANG MENTORS The Program's Evolution: Event based A Focus--Mission Statement Advisor led to Student Led A Class Legacy

18. MUSTANG MENTORSObjectives • To provide freshmen with access to upperclassmen for advice, support and information that • will make their first encounter with Mounds View High School more comfortable, • interesting and exciting. • To provide freshmen with continued support throughout the school year from trusted • upperclassmen. • To help build a sense of spirit, pride, and respect for Mounds View High School by • providing information on positive traditions, programs and activities. • To provide freshmen with positive role modeling through examples set by the Mustang • Mentors. • To give freshmen parents an increased level of comfort as they send their sons and daughters • to a larger school setting with older students.  • To encourage freshmen to get involved as participants and spectators in MVHS activities. • - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - • To provide opportunities for junior and senior mentors to personally impact students by • playing a role in improving the quality of a freshman’s high school experience. • To provide an opportunity for junior and senior mentors to develop skills in the area of • presentation, communication and interpersonal relations skills.

19. MUSTANG MENTORSThe Program Advisor Officers 5 Seniors & 2 Juniors Chosen by application Mentors Chosen by application each spring All to be Juniors and Seniors in the Fall Commitment Contract Mentor/Mentee Groups Three mentors Group of 9-12 freshmen Helping Others NPC and TSI Meaningful Involvement UW

20. Why focus on 9th grade?

21. Impact of 9th Grade on Students’ Futures More F’s = Less Chance of Graduation Percentage Graduated Number of Semester F’s

22. Low attendance the first 30 days of the ninth grade is a stronger indicator that a student will drop out than any other predictor (Allensworth & Easton, 2005) More than one semester “F” in core subjects and fewer than five course credits by the end of freshman year are key indicators a student is not on track to graduate 40% of dropouts in low-income high schools left after ninth grade. Ninth grade attrition is far more pronounced in urban, high poverty schools. (EPE Research Center, 2006) Impact of 9th Grade on Students’ Futures

23. MUSTANG MENTORSThe Program Parts Orientation Day for the Class of 20__ Freshman Retreat One-on-one Mini-Retreats Mentor Activities Mentor/Mentee Activities Middle and Elementary   Connection Eighth Grade Day Valuing Youth NPC and TSI Youth as Partners, not Clients NPC

24. MUSTANG MENTORSOrientation Day August Mentor Training night Officer led Mandatory for ALL Mentors Program First Day of School Freshmen and Mentors only Mentor run/Staff Supervision Program for the day—School Mission Driven

25. MUSTANG MENTORSFall Retreat October Evening Mentor Training Officer led Mandatory for ALL Mentors Full School Day--Retreat off site Mentor run/Staff Supervision Program for the Day—School Mission Driven Staff Follow-up

26. MUSTANG MENTORSMini- Retreats Two to four a year—always involve a check-in One period retreats using departments that have freshman classes Focus of Sessions: Legacy/goal setting 10 ways to be academically successful in high school Closure—moving on to next year with your legacy

27. MUSTANG MENTORSOne-on-one Goal this year to improve One-on-One between Mentors and Mentee’s Requirement of one Contact a Week Prompted by Spring evaluation Hallway, telephone, email, homework help, groups of mentors and mentees, cards Methods to increase participation Lettering Mentor of week/month, nominated by mentees Mentor sponsored events: gym night, ice cream social

28. MUSTANG MENTORSMentor Activities;Mentor/Mentee Activities Mentor Activities Chance to debrief, check-in, etc. Opportunity to thank mentors and bond Possible Activities Ice cream social Activity night Popcorn/movie night Mentor/Mentee Activities Chance to check-in and bond with mentees Opportunity to witness positive role-modeling Possible Activities Community service project Gym night Organized study nights Attend a selected school activity

29. MUSTANG MENTORSEighth Grade Day One Morning in the Spring where 8th graders come to the high school Created in response to middle school Parent and student feedback Mentor led High Activity Questions answered & fears alleviated Survey administered

30. What about this approach makes sense to you for your school?

31. MUSTANG MENTORSData/Feedback Driven Spring survey of eighth graders—Spring post survey of 9th graders Ninth grade evaluations of activities and/or focus groups Mentor evaluations of activities and/or focus groups Staff evaluation and/or focus groups Mastery Manager A product of GoldStar

32. Pre/Post Class of 2013 I expect upperclassmen will treat me well (Spring of 8th Grade Year) Upperclassmen treat me well. (Spring of 9th Grade Year) Sample Results using Mastery Manager

33. MUSTANG MENTORSThe Keys to the Program's Success Focus on the needs of our Students & our School Program based, not events School Mission/Goals centered Activity based & visual Class pride--Legacy based Student Owned--Respected Program Data Driven

34. Links MV Retreat http://www.youtube.com/user/MoundsViewSchools#p/u/0/bk9jXf_YWtA MV Mentors (Try the “What We Do” link) http://www2.moundsviewschools.org/moundsview/index.asp?ID=1922 Let’s Hear from the Students and Staff

35. Mark Tateosian Mark.Tateosian@anoka.k12.mn.us Anoka-Hennepin Public Schools 763-506-7705 Questions or Friendly Comments Or Mike Coty mcoty172@gmail.com Educational Consultant 612-801-7817

36. Resources and References

37. Considering a Program? “Programs that consist of minimal activities, building tours, and assistance in registration reported the highest drop-out and retention rates (Hertzog & Morgan, 1999, n.d.). On the other hand, students enrolled in the most extensive and comprehensive programs were able to maintain their grade-level placement in high school and thus had the lowest drop-out rates (n.d.)” From Principal’s Research Review, July 2006

38. Taking out the Guesswork • Blend youth development approaches with contextual and authentic learning • Include caring relationships, cognitive challenges, a culture of support, and a connection to learning • Provide mentoring, life skills, and information about why school and learning are important • Help increase students’ positive sense of self and formulate their personal identity. • Plan that supports students from high school to post-secondary/workforce • Help students create a clear plan to address their needs • Helps students realize that their choices will impact their future • Use collaboration between students, teachers and parents • Develop positive work habits and attitudes • From Principal’s Research Review, July 20062

39. Benefits of a Freshman Transition Course • Creates enthusiasm and appreciation for the educational process • Offers relevant themes for academic skill development • Helps students discover their identity and builds self-esteem • Supports goals by helping students develop education and career plans • Supports improved pass rates from 9th to10th grade • From Principal’s Research Review, July 2006 “Research indicates that students who participate in transitions that actively involve students, parents, and staff members are less likely to drop out of high school even when demographic and other information is held constant.” (Smith, 1997; Hertzog and Morgan, 1999 from Principal’s Research Review, July 2006)

40. Youth Development • Providing ALL youth with the supports they need to empower themselves • Focusing on giving ALL youth the chance to form relationships with caring adults, build skills, exercise leadership, and help their communities NPC Research (Northwest Professional Consortium)

41. Youth Development Approach: Some Key Elements • Youth viewed as an asset to society • Focus is on youth needs • Involving youth as partners rather than clients Create activities that enhance: • Competence • Connections • Character • Confidence • Contribution to society • Self-understanding • Self-worth • Sense of belonging NPC Research (Northwest Professional Consortium)

42. Social Development Framework • Opportunity to be involved in a meaningful way • Develop skills for successful participation and interaction • Consistent system of positive reinforcement for desired behavior. • J. David Hawkins and Joseph G. Weiss, University of Washington

43. The Search Institute • When More Assets, Then • Less likely to engage in risk-taking behaviors • More likely to engage in pro-social behaviors • 40 developmental assets that build resiliency include: • Service to others • Sense of purpose • Adult relationships • Bonding to school • Responsibility • Caring school climate • Planning & decision making • Community that values youth

44. Indicators of Effective Programs • Decreased absentee rates • Steady or increased GPA • Increased participation in co-curricular activities • Decreased truancy • Fewer discipline incidents • Positive mental health • Goal-oriented students • Involved parents • From Principal’s Research Review, July 2006

45. 9th Grade Transition and School Connectedness Helpful Links http://www.irre.org/publications/pdfs/Klem_and_Connell_2004_JOSH_article.pdf http://www.michigan.gov/documents/3-3_107241_7.pdf http://pbis.org/google_search.aspx?keyword=9th%20grade%20transitions http://www.civicenterprises.net/pdfs/thesilentepidemic3-06.pdf http://www.nmsa.org/portals/0/pdf/publications/On_Target/transitioning_hs/transitioning_hs_1.pdf www.childrensdefensefund.org Want More Ideas to Go to the Next Level? Demonstrated and Model Programs Collected by NPC Research (Northwest Professional Consortium) Try this link to find programs based in research and evaluated for effectiveness. http://www.npcresearch.com/Files/Strengths%20Training%20Binder/44.%20Best%20Practices%20Positive%20Youth%20Development.pdf