How Students Improve School Climate through

Modeling, Mission, & LegacyPresenters:Mike Coty

Mark Tateosian

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School Climate: Engaging students in the work

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Here’s What we are About

Successful [plants] are linked to [gardens], that are [fertilized, tilled, watered, and weeded].

(Modified from Zins & Ponti, 1990)

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Garden Logic

Successful student behavior is linked to school climates that

are effective, efficient, relevant, and durable

(Zins & Ponti, 1990)

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Systems Logic

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

Moving to the Next Level

Extrinsic to Intrinsic Motivation

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A Good Example of What Sinek Describes

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• Why do we get out of bed and come here?• What is our purpose?• What do we value?

Shared Purpose/Direction/Values

Sense of PurposeOne 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

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?

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Laying the Foundation

One School’s Way of Answering

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Building an inclusive community of

responsible, respectful, and resourceful

citizens who value learning

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Creating Common Language

• Skits• Stories

• Drawings (Sidewalk Chalk Contest)

So What? What does it mean?

• Creating Shared Experiences

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“WE DON’T NEED THAT HANDBOOK THING.”

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All

Some

FewLimit

Reduce

Prevent

Public Health & Disease PreventionKutash et al., 2006; Larson, 1994

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Continuum of Support for ALL

Family

Student

Non-Classroom

School-wide

Classroom

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5 Systems

SupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

Outcomes

Data

Syst

ems

Prac

tices

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How It Works

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Is it Worth It?

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A Model for a Program:Mounds View High School's

MUSTANG MENTORSThe Program's Evolution:1. Event based 2. A Focus--Mission Statement3. Advisor led to Student Led4. A Class Legacy

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.

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MUSTANG MENTORSThe Program

• Advisor• Officers o 5 Seniors & 2 Juniorso Chosen by application

• Mentors• Chosen by application each spring• All to be Juniors and Seniors in the Fall• Commitment Contract

• Mentor/Mentee Groupso Three mentorso Group of 9-12 freshmen

Helping OthersNPC and TSI

Meaningful InvolvementUW

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Why focus on 9th grade?

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Impact of 9th Grade on Students’ Futures

Percentage Graduated

Number of Semester F’s

More F’s = Less Chance of Graduation

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• 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

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 YouthNPC and TSI

Youth as Partners, not Clients

NPC

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

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

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

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

MUSTANG MENTORS Mentor Activities;

Mentor/Mentee ActivitiesMentor 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

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 studentfeedback

Mentor led High Activity Questions answered & fears alleviated Survey administered

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What about this approach makes sense to you for your

school?

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 ManagerA product of GoldStar

I expect upperclassmen will treat me well

(Spring of 8th Grade Year)

Upperclassmen treat me well.(Spring of 9th Grade Year)

Pre/Post Class of 2013

Sample Results using Mastery Manager

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

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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

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Mark TateosianMark.Tateosian@anoka.k12.mn.us

Anoka-Hennepin Public Schools763-506-7705

Or

Mike Cotymcoty172@gmail.comEducational Consultant

612-801-7817

Questions or Friendly Comments

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Resources and References

“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

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Considering a Program?

• 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

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Taking out the Guesswork

• 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)

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Benefits of a Freshman Transition Course

• 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)

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Youth Development

NPC Research (Northwest Professional Consortium)

• Youth viewed as an asset to society• Focus is on youth needs• Involving youth as partners rather than clients

• Competence• Connections• Character• Confidence• Contribution to society • Self-understanding• Self-worth• Sense of belonging

Create activities that enhance:

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Youth Development Approach: Some Key Elements

• 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

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Social Development Framework

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

When More Assets, Then• Less likely to engage in risk-taking behaviors• More likely to engage in pro-social behaviors

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The Search Institute

• 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

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Indicators of Effective Programs

http://www.npcresearch.com/Files/Strengths%20Training%20Binder/44.%20Best%20Practices%20Positive%20Youth%20Development.pdf

Try this link to find programs based in research and evaluated for effectiveness.

Want More Ideas to Go to the Next Level?Demonstrated and Model Programs Collected by NPC Research

(Northwest Professional Consortium)

Helpful Linkshttp://www.irre.org/publications/pdfs/Klem_and_Connell_2004_JOSH_article.pdfhttp://www.michigan.gov/documents/3-3_107241_7.pdfhttp://pbis.org/google_search.aspx?keyword=9th%20grade%20transitionshttp://www.civicenterprises.net/pdfs/thesilentepidemic3-06.pdfhttp://www.nmsa.org/portals/0/pdf/publications/On_Target/transitioning_hs/transitioning_hs_1.pdfwww.childrensdefensefund.org

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9th Grade Transition and School Connectedness