MNW Overview

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MNW Overview

• Demographics
• K-12 population app. 650
• Average about 50 per class
• Located 20 west of Fort Dodge
• Experiencing declining enrollment
• In the process of closing one of three academic
  centers.

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MNW Overview

• Professional Development
• Building Leadership Team
• Meets once per month
• Makes decisions on in-service details, etc.
• Learning Teams
• Meet once per month
• Book Talk Whatever It Takes
• In-Service Routine
• ½ day once per month
• CORR (Collaborating On-line for Rigor and
  Relevance)
• Learning Teams are used for in-service time
• Part of the Iowa High School Grant
• CORR is accessed through the Successful Practices
  Network

3
Comparison to Ogden

• Ogden uses the Smart and Good Report chapters 1-4
  for professional development.
• MNWs focus is on chapter 5, used for
  Advisor/Advisee implementation.
• Why was this our focus?

4
Why A/A ?

• What data showed the need?
• 2005 Iowa Youth Survey Area of Concern
• Lack of respect both given and received
• Low support from fellow students and adults
• Lacking a sense of accomplishment and belonging
  within the school
• Bullying becoming a concern among students

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MNWs A/A Journey

• 2007/2008 school year was my first at MNW. A/A
  was on the schedule and was being implemented
  based on data from the 05 Youth Survey.
• My Questions
• What is A/A?
• Is there any curriculum?
• How were the groupings picked?
• Whose idea was A/A?
• Do they still work here?

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MNWs A/A Journey

• The dust settles
• Random units of study
• No rhyme or reason
• Some good, some bad
• Teachers not satisfied I wasnt satisfied
• I was doing all the work, curriculum harder and
  harder to find. No buy-in from the staff.
• I asked my BLT for help

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MNWs A/A Journey

• BLTs TOP TEN A/A Units of Study
• Interview Skills
• Decision Making/Choices
• Test Taking/Study Skills
• Bullying and Attitude Issues
• Career Awareness
• Goal Setting
• Peer Pressure
• Work Ethics
• Social Issues
• Character Building

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MNWs A/A Journey

• High School Reform
• Our frustration was high we werent getting what
  we needed.
• Looking for a source of curriculum
• Mr. Harman and I decided the curriculum wasnt
  out there lets make our own.
• BLT decided to create curriculum during
  in-service sessions.

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MNWs A/A Journey

• High School Reform
• At the next HS Reform session the Smart and Good
  Report was presented as a resource.
• Smart and Good compared to Iowa Youth Survey
  results
• Smart and Good compared to BLTs TOP TEN Units of
  Study
• Great fit for Manson-Northwest Webster

10
MNWs A/A Journey

• Smart and Good High Schools Report became MNWs
  foundation for A/A
• BLT members read and took notes over a character
  strand
• Used in-service time to build units within
  Learning Teams
• End product better than before, but lessons were
  low on Rigor and Relevance
• Still looking for high RR lessons that need very
  little teacher prep time.

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MNWs A/A Journey

• A/A curriculum goal Create A/A lessons that
  include high Rigor and high Relevance.
• Rigor x Relevance x Relationships Meaningful
  Learning (stolen from Van Meter High School)
• R x R x 0 Wasted Experience
• R x 0 x R Meaningless Knowledge
• 0 x R x R Superficial Learning
• If one of these is missing, learning breaks down.

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MNWs A/A Journey

• STEP Grant Opportunity
• Systemic Transition Enhancement Project
• STEP Grant Goals
• Better prepare students to perform well in a
  global economy.
• Schools will have the capacity, structure, and
  resources to prepare students for the changing
  economy.
• The ability to work alongside individuals who are
  unique and from diverse backgrounds toward common
  goals is critical to the success of all students.

13
MNWs A/A Journey

• STEP Grant Opportunity
• I urged the group to use the Smart and Good
  Report and The 8 Strengths of Character as the
  foundation for curriculum.
• The Biggest Benefit
• The grant has allowed MNW to pay teachers for
  curriculum development.
• Fort Dodge Senior High and Laurens Marathon are
  the other school districts involved in the STEP
  Grant.

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MNWs A/A Overview

• 15 Minutes per day
• 9-12 grouping
• Weekly Schedule
• Monday
• Grade checks on JMC
• Tuesday and Wednesday
• A/A Curriculum
• Thursday and Friday
• Service Projects
• Snacks
• Study Hall

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MNWs A/A Overview

• Can I do this with my A/A?

YES !!!!!
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MNWs A/A Journey

• A Report to the Nation, Smart and Good High
  Schools, Integrating Excellence and Ethics for
  Success in School, Work, and Beyond
• What is it?
• Where can I find it?
• What activities are in it?

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• Performance Character and Moral Character
• are defined in terms of
• 8 Strengths of Character
• The order of the eight strengths does not reflect
  a hierarchy of importance.
• The eight strengths are interdependent, each
  needed for the optimal functioning of the others.

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• The following excerpts from the Smart and Good
  High School report were used with permission from
  Dr. Matthew Davidson.

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(No Transcript)
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Lifelong Learner andCritical Thinker
Is a person that . . .

• Strives to acquire the knowledge that
  characterizes an educated person
• Approaches learning as a lifelong process
• Demonstrates skills of critical analysis
• Takes seriously the perspectives of others
• Seeks expert opinion and credible evidence
• Makes connections and integrates knowledge
• Generates alternative solutions
• Demonstrates willingness to admit error and
  modify thinking

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Lifelong Learner andCritical Thinker
Activity from the Smart and Good Report
Thou Shall Not Steal . . .
22
Does that include music?
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Lifelong Learner andCritical Thinker

• Example activity from MNW Unit
• Students will practice using assertive
  communication skills appropriately in various
  situations.
• Learning Activities
• On the white board have students compile a list
  of what they believe are the top eight behaviors
  that cause on the job difficulties.

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Lifelong Learner andCritical Thinker

• Cross-Walk to the Iowa Core
• 21st Century Skills (Employability)
• Demonstrate initiative and self-direction through
  high achievement and lifelong learning while
  exploring the ways individual talents and skills
  can be used for productive outcomes in personal
  and professional life.

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Diligent and Capable Performer
Is a person that . . .

• Strives for excellence gives best effort
• Demonstrates initiative and self-discipline
• Knows standards of quality and creates high
  quality products takes pride in work
• Sets personal goals and assesses progress
• Perseveres in the face of difficulty

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Diligent and Capable Performer
Activity from the Smart and Good Report
Leader To Detractor Scale
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Diligent and Capable Performer

• Unit Overview from MNW Unit

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Diligent and Capable Performer

• Cross-Walk to the Iowa Core
• 21st Century Skills (Employability)
• Communicate and work productively with others,
  incorporating different perspectives and cross
  cultural understanding, to increase innovation
  and the quality of work

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Socially and Emotionally Skilled Person
Is a person that . . .

• Possesses a healthy self-confidence and a
  positive attitude
• Demonstrates basic courtesy in social situations
• Develops positive interpersonal relationships
  that include sensitivity to the feelings of
  others and the capacity for care-frontation
• Communicates effectively
• Works well with others
• Resolves conflicts fairly
• Has emotional intelligence, including self
  knowledge and the ability to manage emotions.

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Socially and Emotionally Skilled Person
Activity from the Smart and Good Report
Community Building
32

Getting people to talk to each other, tougher
than it sounds!
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Socially and Emotionally Skilled Person

• Example activity from MNW Unit
• Developing Positive Affirmations
• Affirmations are positive statements that you can
  make about yourself that make you feel better
  about yourself. Making lists, rereading them
  often, and rewriting them from time to time will
  help you feel better about yourself. If you have
  a journal, you can write your lists there. If you
  dont, any piece of paper will do. (SAMHSAS
  National Mental Health Information Center)

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Socially and Emotionally Skilled Person

• Cross-Walk to the Iowa Core
• 21st Century Skills (Health Literacy)
• Apply critical literacy/thinking skills related
  to personal, family and community wellness

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Ethical Thinker
Is a person that . . .

• Possesses moral discernmentincluding good
  judgment, moral reasoning, and ethical wisdom
• Has a well-formed conscienceincluding a sense of
  obligation to do the right thing
• Has a strong moral identity that is defined by
  ones moral commitments
• Possesses the moral competence, or knowhow,
  needed to translate discernment, conscience, and
  identity into effective moral behavior.

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Ethical Thinker
Activities from the Smart and Good Report
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Ethical Thinker

• Example activity from MNW Unit
• Three Truths and One Lie.
• 1. Have each student think of three statements
  about themselves which are true and then think of
  one statement which is false.
• 2. One at a time, each student will make their
  four statements to the class.
• 3. The class will guess which of the four
  statements is false.

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Ethical Thinker

• Cross-Walk to the Iowa Core
• 21st Century Skills (Financial Literacy)
• Understand human, cultural, and societal issues
  related to financial literacy, and practice legal
  and ethical behavior.

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Respectful and responsible moral agent
Is a person that . . .

• Respects the rights and dignity of all persons
• Understands that respect includes the right of
  conscience to disagree respectfully with others
  beliefs or behaviors
• Possesses a strong sense of personal efficacy and
  responsibility to do whats right
• Takes responsibility for mistakes
• Accepts responsibility for setting a good example
  and being a positive influence
• Develops and exercises capacity for moral
  leadership.

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Respectful and responsible moral agent
Activity from the Smart and Good Report
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Respectful and responsible moral agent

• Example activity from MNW Unit
• Service Learning Project
• Two or three AA groups will meet together Each AA
  will present its two ideas to the other AA.
• Students will lead discussion regarding the
  service activities and come to a consensus
  regarding which activity the combined group would
  like to complete
• Once an activity is chosen, students will create
  an action plan which includes a list of tasks to
  be completed and a timeline to complete those
  tasks
• Students will review the tasks and assignments so
  that the service activity will be completed on
  Day 9

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Respectful and responsible moral agent

• Cross-Walk to the Iowa Core
• 21st Century Skills (Employability)
• Demonstrate leadership skills, integrity, ethical
  behavior, and social responsibility while
  collaborating to achieve common goals

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Self-disciplined person who pursues a healthy
lifestyle
Is a person that . . .

• Demonstrates self-control across a wide range of
  situations
• Pursues physical, emotional, and mental health
• Makes responsible personal choices that
  contribute to ongoing self-development, a healthy
  lifestyle, and a positive future.

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Self-disciplined person who pursues a healthy
lifestyle
Activity from the Smart and Good Report
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Self-disciplined person who pursues a healthy
lifestyle

• Example activity from MNW Unit
• Big Idea/Purpose
• The student will compare the differences between
  healthy and unhealthy lifestyles. He/She will
  analyze his/her own personal health habits and
  set a goal to work on throughout the unit.

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Self-disciplined person who pursues a healthy
lifestyle

• Cross-Walk to the Iowa Core
• 21st Century Skills (Health Literacy)
• Synthesize interactive literacy and social skills
  to establish and monitor personal, family and
  community goals related to all aspects of health

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Contributing community member and democratic
citizen
Is a person that . . .

• Contributes to family, classroom, school, and
  community
• Demonstrates civic virtues and skills needed for
  participation in democratic processes
• Appreciates the nations democratic heritage and
  democratic values
• Demonstrates awareness of interdependence and a
  sense of responsibility to humanity.

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Contributing community member and democratic
citizen
Activity from the Smart and Good Report
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Contributing community member and democratic
citizen

• Example activity from MNW Unit
• Day 5, Activity 5
• Have students read, analyze and debate (if
  comfortable in classroom usage) newspaper
  articles on various topics concerning civic life.
  (for example disaster relief efforts, election
  articles, etc.)
• Possible websites to retrieve articles
• http//www.cnn.com
• http//news.yahoo.com/
• http//www.msnbc.msn.com/
• http//www.desmoinesregister.com

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Contributing community member and democratic
citizen

• Cross-Walk to the Iowa Core
• Social Studies (Political Science/Civic
  Literacy)
• Understand the rights and responsibilities of
  each citizen and demonstrate the value of
  lifelong civic action

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Spiritual person engaged in crafting a life of
noble purpose
Is a person that . . .

• Seeks a life of noble purpose
• Formulates life goals and ways to pursue them
• Considers existential questions (e.g., What is
  happiness?, What is the meaning of life?,
  What is the purpose of my life?)
• Cultivates an appreciation of transcendent values
  such as truth, beauty, and goodness
• Pursues authentic happiness
• Possesses a rich inner life
• Pursues deep, meaningful connectionsto others,
  nature, a higher power, and so on.

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Spiritual person engaged in crafting a life of
noble purpose
Activities from the Smart and Good Report
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Spiritual person engaged in crafting a life of
noble purpose

• Example activity from MNW Unit
• Have one student write the title of the unit on
  the board (with seven underlined words) Becoming
  a spiritual person engaged in crafting a life of
  noble purpose.
• Discuss what they think this title means
• Divide into groups of 3-4 students (or how ever
  many dictionaries are available). Have groups
  look up the meanings of all underlined words.
• Work together as a large group to create a new,
  user-friendly title for the unit.
• Have another student write the new title on the
  board

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Spiritual person engaged in crafting a life of
noble purpose

• Cross-Walk to the Iowa Core
• 21st Century Skills (Health Literacy)
• Demonstrate behaviors that foster healthy, active
  lifestyles for individuals and the benefit of
  society

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Where are We NowThe Good, The Bad, The Ugly
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The Good

• Curriculum Implementation better than last year.
• Communication within A/A groups improving.
• Service Learning Projects
• Intramural Activities
• Puppy Chow for Puppies
• Adopt a family
• Bake Sales.

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The Bad

• Curriculum Development is a never ending job.
• Need four years of curriculum, still looking for
  a published resource that fits our goals.
• MNW is hoping to partner with Dr. Lakona and Dr.
  Davidson as a field research school.
• This would provide MNW with curriculum that uses
  the 8 Strengths of Character as the foundation
  for our A/A curriculum

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The Ugly

• Grade Checks should be 100
• Some A/A groups just arent making the grade.
• A poor teacher is a poor teacher regardless of
  the subject matter.
• Easier for some not to resist the students, off
  focused, etc.

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Resources

• hollows_at_manson-nw.k12.ia.us
• Shawn Holloway
• 712-469-2245
• Center of 4th and 5th Rs http//www.cortland.edu/
  character/
• PDF copy of the Smart and Good Report
  http//www.cortland.edu/character/highschool/chapt
  ers/SnGReport.pdf

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Questions and Answers
BLT members from Manson Northwest Webster Ryan
Harman, HS Physical Education harmanr_at_manson-nw.k1
2.ia.us Marcey Gerke, HS Social
Studies gerkem_at_manson-nw.k12.ia.us