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Published byCaren Jacobs Modified over 9 years ago
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JUNIOR LEADERSHIP ACADEMY Dr. Mary Jeanne Munroe Gilbert M. Alvidrez David Butterfield
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Personalization + Academics + Leadership = Success Building a foundation: HOW WHAT OUTCOMES
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Instructional Integrity Research base: –Professional Learning Communities(Schmoker, 2006) –Effective Teaching Strategies(Marzano, 2007) –Social neuro-science elements(Goleman, 2006) –Protective culture of bonding(Bosworth, 2000) –Highly qualified professional educators: Dedicated, focused and caring
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HOW Program Origin: Grant proposal –Local data to support need –Absence of summer programs Population: Diversion age group _ Referral criteria _ Student characteristics
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–Location: Rural community Prior knowledge of candidates, families Community resources --Format: Timeframe Designated small groups Organizational expectations
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Interagency Collaboration Blue Ridge School District: School Board Approval Insurance and legal forms Facilities and transportation Law Enforcement(Pinetop-Lakeside) Educational component Funding
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Court Appointed Services Advocate(CASA) Funding and materials Access to court system Navajo County Coalition Against Drug Abuse Funding and materials Navajo County Superintendent of Schools Curriculum support and personnel Funding
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Juvenile Probation Department(Navajo County) –Grant – Diversion Program: Family contact – Contract support: disciplinary element Community Businesses -- Lunch provisions -- Funding-student scholarships
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Faith based organizations Explore support
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PERSONALIZATION THROUGH STRUCTURE WHAT SELF AWARENESS »DECISION MAKING SKILLS »COOPERATIVE/COLLABORATIVE SKILLS »TEAMWORK »LEARNING STYLES
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ACADEMIC »ORAL AND WRITTEN COMMUNICATION »READING AND REFLECTION »SCIENCE AND MATHEMATIC ART AND CREATIVITY »HISTORY »PHYSICAL ACTIVITY
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LEADERSHIP » LIFE AND SOCIAL SKILLS » COMMUNITY SERVICE » PROBLEM SOLVING » GOAL SETTING
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THEN WHAT - OUTCOMES Pre and Post Assessments Entry and Exit Interviews Teacher Observations Student Anecdotal Reports Activity Processing/Reflection Student Journals Follow up Activities
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How I Think (HIT) Attitudinal Inventory Pre Post t value N=12 Mean Mean 2.59(.83) 2.30(.73) 3.69* *p<.01 Lower scores indicate reduction in cognitive distortions. 11 of 12 students had improved scores on the HIT scale
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Student Post Assessment Rankings Activity: Best to Least Ropes Challenge Course Jail Tour and Drug Court Interview with Elderly Citizens Rocky Mascot Mile Run
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Drug Education: Best to Least Recovering Addict Panel Choices/Decisions Presentation Medical Presentation Cost of Addiction Meth 101 Video
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Personal Awareness: Favorite to Least Altered Book Goal Setting True Colors Interviews Defense Mechanisms Peer Pressure Class discussions
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Exit Interview Comments: “I learned teamwork on Ropes Course” “I was afraid of heights, but I tried” “ Trusted new friends” “Hadn’t thought about goals before now” “Interested now” “Accomplished something”
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“Mama Bear book gave me hope for the future” “Helped me stand on my own” “Drugs impact family-it happened to me”
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“Visit to jail caused realization of what can happen if present behavior patterns don’t change” “Stop poor decisions” “ Realized freedoms can be lost”
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“Taught to be a leader, not a follower” “Think before acting” “ Learned to resist pressure to break rules” “ More confident to make new friends”
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SUCCESS IS HIGHLY DEPENDENT ON BUILDING TRUST RELATIONSHIPS LINKED TO ACADEMIC ACHIEVEMENT
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