1. Princeton Center for Leadership Training Dr. Margo Ross, Senior Director of Development Dr. Sherry Barr, Vice President January 25, 2013

2.  Partner with schools to help create safer and more supportive, engaging, inspiring environments  Has served hundreds of schools since 1988 and our work touches tens of thousands of students, educators, and parents annually  Highly committed to implementing effective programs in partnership with communities that have large numbers of economically disadvantaged youth

3.  District/School Administrators  Teachers  Student Support Services Professionals  Elementary Educators  Middle Grades Educators  High School Educators  Government Leaders  Community- Based/Nonprofit Leaders  Business Leaders  Funders  Parents  Students  Who did we miss?

4. As a result of participating in this workshop, learners will be able to: articulate why feeling connected to school leads to fewer dropouts, higher grades, and reduced bullying appreciate the need to focus on the middle to high school transition in efforts to improve students’ sense of school connectedness understand the strategies and actions of an evidence-based peer group mentoring model that enhances school connectedness for students and eases the transition into high school for 9th graders

5. There is a profound weakness in the support provided to students during the transition into high school. By the time they are in high school, as many as 40 to 60 percent of all students—urban, suburban and rural—are “chronically disengaged” from school. Such disengagement has dire consequences – research consistently demonstrates that students are most vulnerable for dropping out of school during and immediately following their first year of high school. Blum, 2005; Cohen & Smerdon, 2009

6. We can transform this period of heightened vulnerability into one of significant opportunity to prevent the potentially devastating personal and societal consequences of high school disengagement. By leveraging the power of school-based, group mentoring by older peers and focusing intensively on the transition from middle to high school…

7. School connectedness -the belief by students that people in the school care about their learning and about them as individuals – is an powerful protective factor in the lives of young people and an important prerequisite to reduced bullying, greater academic achievement, lower dropout rates, improved grades, fewer discipline referrals, and fewer high-risk behaviors. Blum & Libbey, 2004; http://www.casel.org/basics/climate.phphttp://www.casel.org/basics/climate.php

8. Once upon a time, we were where our students are. Our experiences may have looked different from theirs, or our experiences may have looked similar. Almost across the board, though, adolescence wasn’t—and isn’t—easy. To help establish context for considering programming that supports school connectedness and ensures that students make an effective transition into high school, let’s begin with a quick visit back to that time and place when we, too, were teenagers…

9. Working in groups of three, participants introduce themselves to one another and take turns sharing responses to any one of the following questions: What is one memory you have about a time in high school when you felt strongly connected to other students? What is one memory you have about a time in high school when you felt strongly disconnected from other students? Think back to one adult in your middle school or high school who threw you a lifeline – this adult knew you and cared about you, and this person’s caring made a positive difference in your life.

10. What patterns did we see emerge in our memories of school connectedness and disconnectedness? What might make it even harder for today’s high school students to experience a sense of school connectedness?

11. A peer-to-peer group mentoring model, known as Peer Group Connection (PGC) that has provided hundreds of high schools across the country with a straightforward, cost-effective, and evidence-based model for enhancing school connectedness and easing the transition into high school for 9th graders.

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13. Let’s watch a brief video segment that highlights the PGC program in Union City, New Jersey, where students are currently immersed in mentoring roles. What did you see or hear that resonated with you most deeply? What school-based challenges do you think would be addressed by a group mentoring program that sets older students in motion with younger students? 13

14. All StudentsMale Students % of Ninth Grade Students who Graduated from High School 14

15. Higher grades Better attendance Fewer discipline referrals Fewer instances of fighting and suspension Improved communication with peers and others

16. 1. PCLT staff collaborates with school leadership to assemble and train a school-based Stakeholder Team. 2. PCLT staff collaborates with the school-based Stakeholder Team to identify, select, train, and support Faculty Advisors. 3. Faculty Advisors select and train Peer Leaders through an out-of-school retreat and a daily, credit-bearing leadership class. 4. Peer Leaders mentor and support younger peers in curriculum-driven weekly sessions, carefully planned special events, meaningful service learning projects and informally throughout the school day and year. 5. Parents/caregivers participate in special family events. 6. Younger peers receive additional support for a second year. 16

17.  Sense of School Belonging  Competence in Interpersonal Relationships  Conflict Resolution, Anger Management, & Violence Prevention  Bullying & Bystander Behavior  Achievement Orientation & Motivation The PGC curriculum uses engaging, hands-on activities to address issues that have been shown to help reduce risk behaviors and produce positive student outcomes, including high school completion. Curriculum topics include :  Goal Setting  Coping Skills  Decision Making  Peer Acceptance & Resisting Peer Pressure  Anger Management  Stress Management  Service Learning 17

19.  Use the Self-Assessment Rubric in your Resource Guide to follow along as we briefly review each of the 7 best practices  For each best practice, consider – is my school: GREEN – Fully up and running YELLOW – En route to this best practice RED – We have yet to begin  On a signal from your facilitator, please weigh in by holding up the appropriate colored paper from the set you’ve been given

20. Create a Stakeholders Team comprised of key school and community representatives

21. Prepare students with care

22. Prepare faculty with care

23. Involve parents and other adult caretakers

24. Utilize an interactive, engaging curriculum

25. Handle logistics and scheduling well in advance

26. Evaluate your program

27. What is something you’ve heard or thought about today that will stay with you? What’s one next step you would like to take back to your own school? For additional information about PCLT, please contact Margo at mross@princetonleadership.org