Implementing Fairness & Belonging Social Emotional Awareness & Ownership: Believing in Yourself & Believing in Each Other 3 Core Areas for Learning: Beyond Personal Vision – Personal Belief Statement What do we want to think, feel and believe about ourselves? Throughout life our jobs will change, even our careers will change, certainly the world around us will vastly evolve, so having a specific vision statement for yourself is important but if it does not include what you want to believe about yourself then it doesn’t help support you completely as a whole person. Your values, your motivations, your emotional needs, etc. are all there in every moment. As such they need to be owned in a way that empowers and validates them as well as yourself. Once you have a personal belief statement, getting a personal Vision Statement gets much easier as making choices easier gains from the boost of more personal clarity and permission to know and start to own your voice. Self-Presence– Having Resilience & Connection for yourself in a stressful & disconnected environment Being able to be more present within a given relationship, situation, environment and with yourself is vastly powerful. Most of us don’t want to be fully present for stressful, new, uncomfortable, challenging or painful experiences. But by having a few Awareness & Resilience Tools, you can know that you have support to be there for yourself. Knowing tools and techniques means that you are there for yourself and thus are not just better equipped to face fears but work with them. Social Emotional Dexterity – Having emotional empathy to work/play with others more easily, effectively and productively is not only very powerful, it is emotionally gratifying. Finding, creating, maintaining and growing meaningful and mutually beneficial relationships, groups and communities is a key aspect of way it means to be human. This path of learning is filled with a lot of experiences but not necessarily filled with a lot of conscious choices. By learning and practicing relationship tools you can start to see how you can find being with groups as mutually positive way to grow and express who you are as well as learn and create together. Having a few key skills, means being able to move through group dynamics with a greater sense of you being a part of the whole as well as you being able to have more kinds of positive connections with others. Key Goal: The more someone feels they are safe, belong, valued and are enough to contribute, the more Presence they have for any emotional experiences and choices that they will face in life. The aim is to give permission, develop practice and facilitate ownership of the tools to create greater Presence. This allows and empowers students to graduate with the skills as they see them as something they own for themselves. Tools Based on: Mindfulness, Envisioning, DBT, Success Planning, Goal Implementation Strategies & Tactics, Personal Organization & Routine Development, Measurable Goal Creation Techniques, Best Practices for Creating Personal Vision Statements, Effective Communication, and Culture of Compassion Best Practices Social Emotional Awareness & Ownership: Believing in Yourself & Believing in Each Other Recommendation: After school multi-part workshop series Options (Each could be a standalone choice or they could be a progressive series): Stick a toe in the water – Each Core Competency is a single Intro style class of 2 hours. After completing each class and then again for completing all 3 classes, students get certificate. Just by getting an introduction to tools and concepts, it creates a high degree of permission for these competencies, skills and tools. Take-aways include: Mindfulness Skills Introduction, Personal Belief Statement, Tool Kit Workbook, Personal Social Dexterity Plan Tools, Compassion Skills Introduction and Awarded Certification Incentive Process: Mandatory Attendance with Incentive for Active/Complete Participation (e.g. coupon for homework grade forgiveness) Hands on Practice – Each core area is a 3-4 session class of 2 hours each that includes a small project. By having some practice it creates comfort and increases confidence to start to own the tools. The multi-class session enforces that students are supported, they are there sharing the experiences together (feel they are part of something bigger than themselves that they belong to) and can have a chance to even start to play with the tools). Take-aways include: Mindfulness Skills, Personal Vision Statement, Personal Belief Statement, Resume, Personal Goals & Supports Plan, Personal Social Dexterity Plan Tools with Feedback, Compassion Skills Tool Kit Workbook Completion and Awarded Certification. Incentive Process: Choice of Attendance with Incentive for Active/Complete Participation (e.g. coupon for homework grade forgiveness), Formal Awards Ceremony (Students give short speeches, Instructor/Principle and other preside over certification awarding) Building Personal Ownership - Each core area is a 6 to 8 session class of 2 hours each that includes both individual and group projects. The success of the participating students is elevated to a leadership status project in the school as they are encouraged to practice out what they are learning in their daily lives with results recorded and reported to all. School is formally behind them as an Initiative that is vital (This is where the Authority says to the students – we need you to help us and help us all so we have to do this together). There personal accomplishments and group accomplishments are shared with the school at various levels. The students then gain a very deep confident and more natural level of ownership of the skills and thus become advocates and inspirational in their interactions with others and for themselves. Take-aways include: Mindfulness Skills, Personal Vision Statement, Personal Belief Statement, Resume, Personal Goals & Supports Plan, Personal Social Dexterity Plan with Feedback, Tool Kit Workbook Completion, Custom Personal Implementation Plan, Compassion Skills, New School Student Group Project and Group Awarded Certification. Incentive Process: Choice of Attendance with Incentive for Active/Complete Participation (e.g. coupon for homework grade forgiveness), Formal Awards Ceremony (Students give short speeches, Instructor/Principle and other preside over certification awarding), Award of Distinction from District, Leadership positions developed/enacted, passion-project status hub for students, staff, parents and community supporters (think local donors and businesses), Social Media Story level vs social media blurb, more Social Emotional Awareness & Ownership: Believing in Yourself & Believing in Each Other Value: For every level of participation, students will make gains that they can actually use in on-going daily life as well as be able to have a specific accomplishment that can be included on a resume, college application or more. They learn they have the right, knowledge and skills to be able to create and effectively work with the realty they are in. Permission to “Believe in Yourself” moves from being a Cat Poster Phrase into feeling truly invested into. When someone feels like they are really cared about and that their contribution and participation in that process is valid, they feel special, worthy and ultimately like they securely belong because they have an important role to play in life too. When students feel like they matter and what they have to offer the world matters, they will care about themselves, others and the greater world around them. Improvements in students grades, participation in school activities/clubs, seeking/creating new opportunities, making new and more relationships and engaging in more plans for future possibilities are all possible. Students can gain greater personal well-being, resilience, confidence and have a stronger personal voice/selfadvocacy. Students can relate easier to others and form greater, deeper and more emotionally enriching relationships. Many goals for the program are long, long-term gains which can be difficult for seeing immediate measurable improvements. However, there are several measures that can be used to track impacts of the program: Measurement: Before & 6 Month After Community Survey Track Class Participants: o Grades o Number of Engagements in Formal Groups o Before / After Survey o 6 Month After Survey More difficult to measure are things that tend to stay in the dark and are not typically measured to begin with like bullying, sexual harassment, misconduct, and lack of engagement (student may be physically present but not fully emotionally engaged). However doing Before/After Survey with social /emotional measures on group attitudes is easy to accomplish. 6 Month post survey with results published publicly ideally. Social Emotional Awareness & Owenship: Believing in Yourself & Believing in Each Other Setting Up For Program Success: Get stakeholder involvement: Have staff be Positively included in outcomes (this should not just be another “project” but show how the program is designed to make their students more confident and committed, so their input/suggestions/feedback on its success is needed, critical and welcome.) Have student leadership group be involved to get feedback on how best to implement program and get their input/suggestions/feedback as needed, critical and welcome. Have a parent group be involved to get feedback on how best to implement program and get their input/suggestions/feedback as needed, critical and welcome. By taking staff, parent and especially student feedback and/or support the program now has the support of those whom it is designed to impact. Have program have Authority Champion(s) (Board Member/Superintendent): be a face to Program and introduce meetings/give the formal blessing so to speak. Piloting the program at 1 school to ensure the kinks are worked out before rolling out program to all schools. Promote program through all district and school existing channels. At launch be transparent as much as possible and promotional about the program. Let parents and students know you listened to them in survey’s and are responding to the needs, desires and concerns. Engage the video production club to make a documentary of the process of program as an example how to deepen potential program reach even if someone doesn’t step foot into a workshop. Use aspects of the program for social media, promotional and group awareness purposes. This program helps support School Board, Superintendent, School Staff, Parents and Students in complementary ways. When the tide comes in all boats in the harbor rise up. From feather in the cap to genuine feel good there are many ways this program can serve a school district. Also having programs like this gives a district a platform for a bigger conversation whether locally or greater. Think about how the club school where students sold cookies to girls for 80 cents and to boys for a dollar got national notice because they were able to illustrate the gender pay gap powerfully.