Zanesville City SchoolsFamily Civic Engagement/Goal 3

Update and Asset TrainingMarch 8, 2011

Goal 3 Progress Update• Building highlights• Learning Supports Assessments• Asset training for all district staff

– Transportation staff (2 trainings)– All other staff (1 training)

• Building based services planned• Creating plans for next year

Family Civic Engagement Update• Typical or Troubled Training – nearly every

high school in MVESC region• HB30 – may eliminate this as requirement

– ZCS embedded this into district improvement plan and will continue this work

• Family Friendly School Walk-through • School climate surveys (students and staff)

Asset Building 101

School experiences which contribute to a healthy school climate and academic achievement

• Connection and safety• Positive relationships• Caring interactions• Academic challenge• Academic support/engagement• Positive role models• Social/emotional learning• Positive behavior supports• Access to needed services and supports

Prot

ectio

n

Roberts, C. & Osher, D. (2011, February). Establishing Supportive Relationships between Teachers, Staff, and Students. Webinar retrieved from safesupportiveschools.ed.gov/events on 2/23/2011

Why are relationships important?RELATIONSHIPS INCREASE ACADEMIC ACHIEVEMENT• Students who feel connected to school are:

More likely to attend school More likely to stay in school longer More likely to have higher grades and test scores

• Students with feelings of closeness with their teachers have been shown to: Work harder in school Spend more time on homework Receive better grades Have more confidence in their academic abilities

Roberts, C. & Osher, D. (2011, February). Establishing Supportive Relationships between Teachers, Staff, and Students. Webinar retrieved from safesupportiveschools.ed.gov/events on 2/23/2011

Why are relationships important?RELATIONSHIPS DECREASE HIGH-RISK BEHAVIORS• Students who feel connected to school are:

Less likely to smoke cigarettesLess likely to drink alcoholLess likely to have sexual intercourseLess likely to have emotional problemsLess likely to experience suicidal thoughts or

attempts

Roberts, C. & Osher, D. (2011, February). Establishing Supportive Relationships between Teachers, Staff, and Students. Webinar retrieved from safesupportiveschools.ed.gov/events on 2/23/2011

Why are relationships important?RELATIONSHIPS MAKE SCHOOLS SAFER• Students who feel connected to school are:

Less likely to carry weaponsLess likely to become involved in violenceLess likely to be involved in dangerous activities

Roberts, C. & Osher, D. (2011, February). Establishing Supportive Relationships between Teachers, Staff, and Students. Webinar retrieved from safesupportiveschools.ed.gov/events on 2/23/2011

Who can build relationships?

EVERYONEIf you breathe, you are on the team.

Search Institute? Who are they?Search Institute is an independent

nonprofit organization whose mission is to provide leadership, knowledge, and resources to promote healthy children, youth, and communities.

Conducts research, evaluation, develops publications and practical tools and provides wide range of trainings & technical support

Search Institute’s 40 Developmental AssetsAt the heart of the institute's work is the framework of 40

Developmental Assets, which are positive experiences and personal qualities that young people need to grow up healthy, caring, and responsible.

Survey of more than 200,000 youth (6-12th grade) over last 20 years reveal Assets are powerful influences on adolescent behavior

Regardless of gender, ethnic heritage, economic situation, geographic location

Promotes positive behavior and attitudes and helps protect young people from many problem behaviors

Search Institute Believes……….. All children and adolescents need and deserve the range of

“developmental nutrients” identified in the framework of Developmental Assets.

“All children and adolescents” includes children and adolescents of all races, ethnicities, cultures, genders, religions, economic backgrounds, sexual orientation, and abilities.

Developmental Assets have many sources, including adult influence, peer influence, families, neighborhoods, congregations, schools, and youth organizations

Developmental AssetsEXTERNAL ASSETS Support Empowerment Boundaries and

Expectations Constructive

Use of Time

INTERNAL ASSETS Commitment

to Learning Positive Values Social

Competencies Positive Identity

Young people need to feel valued and valuable. This

happens when youthfeel safe and respected.

Young people need to be surrounded by people who love, care for, appreciate and accept them.

Young people need clear rules, consistent consequences for breaking rules and encouragement to do their best.

External Assets

ASSET CATEGORIES

Young people need a sense of the lasting importance of learning and a belief in their own abilities.

Young people need opportunities -- outside of school -- to learn and develop new skills and interests with other youth and adults

Young people need to develop strong guiding values or principles to help them make healthy life choices.

Young people need the skills to interact effectively with others, to make difficult decisions and to cope with new situations.

Young people need to believe in their own self worth and to feel they have control over the things that happen to them.

The list of 40 Developmental Assets® is reprinted with permission from Search Institute®. Copyright © 1997, 2006 Search Institute, 615 First Avenue NE, Minneapolis, MN 55413; 800-888-7828;www.search-institute.org. All Rights Reserved. The following are registered trademarks of Search Institute: Search Institute® and Developmental Assets®.

Internal Assets

Asset ChecklistPut a check mark by the assets that you think you

had growing up.

Who Made a Difference in YOUR Life?• Gather with others who have your Asset sticker

– Read the Asset Category – Answer the question related to your asset category

that is listed on the front page of your Make a Difference Booklet.

– Brainstorm ways YOU and others can build this asset in youth • (Youth you know and youth you don’t know)

Levels of Relationships and Influence • Level 1 – Inviting a relationship

Basic positive social interaction

• Level 2 – Nurturing relationship and building trust Taking personal interest in youth Demonstrate respect and empathy Understanding needs Treating youth fairly Identifying and encouraging gifts/talents

• Level 3 – Leveraging the relationship Challenging youth Mentoring youth Maintaining contact

Practical Strategies for Expressing Care• Nonverbal messages

smile, nod, thumbs up, high five, pat on back• Affirming youth

Verbal and in writing• Give your time

Listen and ask questions• Go beyond their expectation

Give a gift, send a card or email, attend game or performance, help them with a problem

• Tell youth you care about them as a person ask about their interests, let them know you care about their school

success- grades• Use humor and “play together”

Have fun. Play ball. Tell jokes.

Provide Effective Feedback• Pay attention

– Don’t ignore behaviors. This gives your permission. • Be kind

– No put downs. Avoid sarcasm. • Focus on positives

– 3 positives for every correction• Redirect inappropriate behavior

– Stay calm. Take them aside. Address the behavior not the person. Ask what happened!

Whose Assets can YOU Build? Make a Difference Booklet (page 5)• List names of 3 youth you have strong, lasting

relationship with already.• List names of other young people whose lives

you touch.• For each name, write 1 small effort you can

make to build a stronger relationship – or go to the next level of influence.

Go forth and build Assets