1. Zanesville City Schools Family Civic Engagement/Goal 3 Update and Asset Training March 8, 2011

2. 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

3. 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)

4. Asset Building 101

5. 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 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

6. 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

7. Why are relationships important? RELATIONSHIPS DECREASE HIGH-RISK BEHAVIORS Students who feel connected to school are:  Less likely to smoke cigarettes  Less likely to drink alcohol  Less likely to have sexual intercourse  Less likely to have emotional problems  Less 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

8. Why are relationships important? RELATIONSHIPS MAKE SCHOOLS SAFER Students who feel connected to school are:  Less likely to carry weapons  Less likely to become involved in violence  Less 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

9. Who can build relationships?

10. 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

11. Search Institute’s 40 Developmental Assets At 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 (6-12 th 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

12. 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

13. Developmental Assets EXTERNAL ASSETS nSupport nEmpowerment nBoundaries and Expectations nConstructive Use of Time INTERNAL ASSETS n Commitment to Learning n Positive Values n Social Competencies n Positive Identity

14. Young people need to feel valued and valuable. This happens when youth feel 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

15. Asset Checklist Put a check mark by the assets that you think you had growing up.

16. 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)

17. 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

18. 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.

19. 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!

20. 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.

21. Go forth and build Assets