1. The Mohawk Way Safe Schools

2. General Grant Information Purpose: Improving the culture and climate of the school through adult-student relationships. Why? increased student achievement, increase graduation rate, increase attendance, decrease office referrals/suspensions/behavior issues/bullying Action team consists of administrators, facilitator, teachers, students, and coach (outside of district)

3. Impact of Culture & Climate on academic achievement. A study conducted in schools in Texas found that students achieve higher scores on standardized tests in schools with healthy learning environments (Macneil, Prater, & Busch, Jan–March 2009). A meta-analysis study found that school culture and climate were among the top influences in affecting improved student achievement (Wang, Haertel, & Walberg, 1997).

4. Io

5. My teachers notice when I am doing a good job and let me know about it. (Oct 2014) Student survey results

6. Teacher survey results Adults in this school notice when students are doing a good job and let them know about it.

9. Look at charts at your table What does the data tell you? Why is this important?

10. Feedback as effective tool Research shows that feedback is one of the top ten influences on learning (Hattie, 2012) Different forms of feedback can have strikingly different consequences- some have positive, some have negative, and some have no influence (Skipper and Douglas, 2012) How people are praised for their successes affects how they deal with later setbacks, influencing perceptions of performance, general affect, and motivation to engage in future tasks (Skipper and Douglas, 2012)

11. Studies that support our chosen strategy Praise is effective with students, if it is frequent, contingent, specific, and determined by student behavior not by their personal qualities Teacher-written praise note notes addressing students’ use of social skills were correlated with decreased rates of student office discipline referrals and promoted a more positive school environment Teacher praise notes can be used to decrease student tardiness (Nelson, Caldarella, Adams, Shatzer, 2013)

12. Connecting with Students by Allen N. Mendler Recognize 1 students in each class on their effort. Sometime between the beginning of class and the end, notice at least a small accomplishment that a student has achieved in regards to their effort. A short verbal or written note is all it takes. Make an effort to do this with at least one student during each class.

13. Suggested comment frames… I appreciate the effort you put in on your ____. You put so much thought and effort into your____. I see you are working hard, you must feel proud. I see you put a lot of effort into that. I liked the effort you put in, but let’s work together some more and figure out what it is you don’t understand. It may take more time for you to catch on to this and be comfortable with this material, but if you keep at it like this you will. Everyone learns in a different way. Let’s keep trying to find the way that works for you. I’m proud that you’ve stuck to it and kept learning. I’m really excited you are stretching yourself and working to learn hard things.

14. Future PD: Fixed vs Growth Mindset Praising students’ intelligence gives them a short burst of pride, followed by a long string of negative consequences Praise for intelligence tends to put students in a fixed mind-set Praise for effort tended to put students in a growth mind-set (Dweck, 2007).

15. Communication & Monitoring Staff keep track of who they recognize each class period Student advisory group with give us feedback Student/staff surveys Staff Interviews Administration rounds/walk-throughs Share & support during meetings and newsletters

16. Budget $10,000 grant Core team out of contract hours ($3700.00) Post cards ($400.00) Note cards ($400.00) Postage ($1,000.00) Flat Screen TV’s ($3500.00) Training for Core team- transportation, subs, hotels & meals ($1000.00)

17. 2-3 Projection Increase the number of student recognitions given routinely each hour. Target specific kids- at risk Develop “The Mohawk Way” Continue to expand on the meaningful ways that we give recognition- both to students and to staff Staff Training in “The Nurtured Heart Approach” by Howard Glasser Staff Training in “The Growth Mind Set” by Carol Dweck

18. Fixed Mindset Some students believe their intellectual ability is a fixed trait Excessively concerned with how smart they are reject opportunities to learn if they might make mistakes afraid of effort because they believe if you have the ability you don’t need effort they don’t recover from setbacks

19. Growth Mindset Some students believe their intellectual ability can be developed through effort and education. Take on challenges and stick to them Show dedication and persistence in the face of obstacles Correct mistakes when they make them Care about learning Looks for new learning strategies

20. Which Mind set do I have?

21. Questions for the educator to help develop personal connection 1. Do I believe that the student I currently see is all he or she will become? (A fixed view will lock you into snap judgments about which students are worth your time and which ones are not.) 2. Do I believe that people change? (Unless you do, you are not going to be able to influence change.)

22. 3. Do I realize that reaching my most challenging students is what being a professional educator is all about? (If not you, then who?) 4. Do I truly believe that the students I teach are more important than the content that I am teaching? (Are you willing to adapt or even suspend the prescribed curriculum when it is clear that students are not learning?)

23. References Dweck, C. S. (2007). The perils and promises of praise. Educational Leadership, 34–39. Hattie, J. (2012). Know thy impact. Educational Leadership, 18–23. Macneil, A. J., Prater, D. L., & Busch, S. (Jan-March 2009). The effects of school culture and climate on student achievement. International Journal of Leadership in Education, 12(1), 73–84. Nelson, J, Caldarella, P., Michael Brandon Adams, & Shatzer, R. H. (2013, Fall). Effects of peer praise notes on teachers' perceptions of school community and collegiality. American Secondary Education, 41(3), 62–77. Skipper, Y., & Douglas, K. (2012). Is no praise good praise? Effects of positive feedback on children's and university students' responses to subsequent failures. British Journal of Eductional Psychology, 82, 327–339. Wang, C.M., Haertel, G.D., & Walberg, H.J. (1997). Learning Influences. Psychology an Educational Practice, 199–211.