Leveraging Student Relationships for Success

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LEVERAGING STUDENT RELATIONSHIPS FOR SUCCESS

SPRING 2017 Accelerating Students to Excellence Creating Opportunities for Exceptional Students Empowering Students for Success

CAMELOT EDUCATION | Publication Team

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Julia Guajardo Barrow, Ed.D. Vice President of Operations

Camelot Education is proud to be fully accredited by Middle States Association of Colleges and Schools Tanya Kyte Business Development Manager Commissions on Elementary and Secondary Schools and Western Association of Schools and Colleges.

Volume 2, Issue 3

Rachel Stevens Schmidt Operations Director

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2 ACE REVIEW | SPRING 2017 ACEREVIEW.ORG SPRING 2017 CONTENTS 05 | Leveraging Student Relationships for Success 06 | Does Your School or Program Really Value Relationships? Six Questions to Ask

10 | How One Texas Town Is Using a Student-Centered Approach to Transform Its School District

ACEREVIEW.ORG SPRING 2017 | ACE REVIEW 3 Welcome to the third edition of the ACE Review! Thanks to the overwhelming response and positive feedback we received on the two previous editions focusing on climate, culture, and school connectedness, we've strengthened our commitment to providing you with a relevant collection of articles, stories, strategies, and research that can help inform your work. In prior editions, we made the case for bringing culture and climate back to the forefront to take advantage of our students' innate need to do well in school and have highlighted the importance of the adults in our schools in making students feel cared about and connected to school. In this edition, we take a look at our nation's data on both high school and post-secondary completion rates and look further into the role of the adults in a school building as it relates to the academic performance of students and improving those completion rates. Join us as we examine what makes the diﬀ erence for students and how we can leverage student relationships for success. As always, we trust that you ﬁ nd the ACE Review valuable and informative. We hope you enjoy this edition and encourage you to share it with colleagues. Best,

Raymundo Rodriguez, Chief Strategy O cer Camelot Education [email protected] () -

4 ACE REVIEW | SPRING 2017 ACEREVIEW.ORG FOUNDATION

Leveraging Student Relationships for Success By: Julia Guajardo Barrow, Ed.D.

Everyday, educators around the country work on getting their degree or career training credential? In previous ACE Review edi- students ready for a successful run at life. We teach our students tions, we shared that Camelot research points to the importance an academic curriculum and give them assessments to determine of providing a positive peer culture and building school connect- how they are doing with their school work and learning. But are edness to ensure students believe that adults in the school care we reaching every child? And for those who do cross the stage to about them and their learning. In fact, over and over, Camelot receive a diploma, how are they doing once they graduate from students state that having meaningful relationships with peo- high school? Last October, former President Obama announced ple who care about them is what makes the diff erence for them. that America’s graduation rate has reached a record new high of These fi ndings and testimonies align to outcomes of research . percent (White House, ). In his speech, former Presi- at Boston University’s Center for Promise, the research institute dent Obama highlighted investments and resources available for for America’s Promise Alliance that is dedicated to understanding students to earn a degree beyond high school and how educa- what young people need in order to thrive and how to create the tional opportunities have improved for children. Despite these conditions necessary for the success of all young people. In their advances, however, we still have roughly two out of every ten stu- Don’t Quit On Me report, researchers explored the roles that rela- dents struggling to earn a high school diploma. On top of that, tionships with adults and peers play in keeping young people to even for our students who do graduate from high school, their stay in or return to school after leaving. post-secondary success levels should have us wondering what we Their fi ndings focused completely around the importance of can do better to increase their chances of meeting their goals. building relationships. Ultimately, it is the power of the human According to the U.S. Department of Education, National Center connection that can make it harder for students to leave school for Education Statistics report on The Condition of Education and encourage students to return to school. In fact, according to (Kena et al., ), only % of undergraduate students who the Don’t Quit On Me report (Center for Promise, ), we can started to pursue a four-year degree plan in the fall semester of reduce the likelihood of students leaving school by:  obtained their bachelor’s degree by . In the case of un-  % with overall support from adults in a school dergraduate students who attended four-year institutions with  % with instrumental and emotional support from adults less selective requirements (i.e. open admissions), only  percent in schools and from parents completed a bachelor’s degree within six years.  % with instrumental support from adults outside of In its Persistence and Attainment of - Beginning school, and Postsecondary Students: After  Years study, the U.S. Department  % with informational support from friends of Education, National Center for Education Statistics (NCES Perhaps as we look at test scores, teacher evaluations, and -) reported that students who sought a certifi cate, accountability ratings, we can also add in a look at how we are associate’s degree, or bachelor’s degree in occupational or doing with the human factor. What is the posture we take toward academic fi elds of study had the following completion rates our students? Do our students believe that we care about them? Are within six years: we inspiring our students to thrive? Do our students understand what  % attained a certifi cate possibilities lay ahead for them?  % attained an associate’s degree, and This edition of the ACE Review guides us through a refl ection  % attained a bachelor’s degree process and gives us some milestones to shoot for as we work Additionally, % of students were still enrolled without a to develop educational settings that will increase our students’ credential and % had not attained a credential and were not chances for success. Join us as we explore how to address threats enrolled at any institution (Radford et al., ). to graduation and how the right climate and culture can help stu- So what is it that students need from their secondary schools dents to succeed. to help them increase their chances at successfully completing a

1 White House. (2016, October 17). Fact Sheet: President Obama Announces High School Graduations Rates Has Reached New Heights [Press release]. Retrieved from obamawhitehouse.archives.gov 2 Kena, G., Hussar W., McFarland J., de Brey C., Musu-Gillette, L., Wang, X., Zhang, J., Rathbun, A., WilkinsonFlicker, S., Diliberti M., Barmer, A., Bullock Mann, F., and Dunlop Velez, E. (2016). The Condition of Education 2016 (NCES 2016-144). U.S. Department of Education, National Center for Education Statistics. Washington, DC. Retrieved from http://nces.ed.gov/pubsearch. 3 Radford, A.W., Berkner, L., Wheeless, S.C., and Shepherd, B. (2010). Persistence and Attainment of 2003–04 Beginning Postsecondary Students: After 6 Years (NCES 2011-151). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved from http://nces.ed.gov/pubsearch. 4 Center for Promise (2015). Don’t quit on me: What young please who left say school say about the power of relationships. Washington, DC: America’s Promise Alliance.

ACEREVIEW.ORG SPRING 2017 | ACE REVIEW 5 INSIGHT

Does Your School or Program Really Value Relationships? SIX QUESTIONS TO ASK By: Kent Pekel, Ed.D.

Mr. Jonathon Edwards Student, Joshua Bryant

6 ACE REVIEW | SPRING 2017 ACEREVIEW.ORG INSIGHT

“Individuals almost are what we do, and we talk about cision to allocate resources to build- universally say that all the time. So I should clarify. I ing relationships rather than to an- they deeply value do not mean to suggest that the lead- other priority? relationships, but ers of schools and youth programs Training: Have you ever had a their organizations don’t want to connect young people meeting or training session where the with caring adults. Rather, I think primary subject on the agenda was rarely seem to treat that those leaders often assume that the quality of relationships that your relationships as a great relationships will be the inevi- staff builds with young people? priority.” table result of the many other good Feedback: Do you have an orga- things their organizations do for nized way to collect survey data or As I visit schools, youth programs, young people. other types of information on how and community coalitions across the I understand that perspective be- young people experience relation- country to discuss Search Institute’s cause, in retrospect, it is how I saw ships in your school or program? new research on developmental rela- relationships when I worked as an ad- Defi nition: Has your organization tionships, I have not met a single per- ministrator in both K- and higher defi ned what it means to be in a rela- son who thinks relationships are un- education systems. I knew that relationship with a young person in clear important. The people I talk with are tionships were critical, but I believed and actionable ways? For example, invariably interested and sometimes that they would happen naturally if Search Institute’s new Developmen- downright excited to learn that our we got the curriculum, budget, staff - tal Relationships Framework identi- studies are fi nding that when young ing, and other factors right. fi es fi ve essential actions that make people experience developmental a relationship truly developmental. relationships in their lives, they are Questions with Big They are: expressing care, challenging much more likely to develop key Implications growth, providing support, sharing character skills such as the capacity I learned over time, however, that do- power, and expanding possibilities. to achieve goals and to get along well ing those things well does not neces- Despite the gap I’ve observed with others. sarily lead to great relationships. For between how individuals and or- But while those conversations that to happen, we must be as inten- ganizations value relationships, about our new work are encouraging, tional about building relationships as over the course of my career I have they also suggest that there is a wide we are about the other things we do also visited and worked with many gap between the importance that in- to achieve our missions. With that schools and youth programs that dividuals and organizations place on idea in mind, here are six questions to could answer all six of the questions relationships with young people. In- help you think about your school or listed above with a resounding yes. dividuals almost universally say they program’s approach to relationships: Search Institute is now working to deeply value relationships, but the or- Time: Are there regular periods of identify and learn from those types ganizations they work for often don’t time in young people’s schedules that of schools and programs across treat relationships as a top priority. are explicitly dedicated to building the United States and around the world. If your organization places ‘But Relationships relationships with staff ? If so, how ef- fectively do all staff use this time? a high priority on strengthening Are What We Do’ People: Is the capacity to build relationships with young people, My guess is that many of you read- positive relationships with young we would love to hear about that in ing this believe that my observation people a factor in who you hire and the comments below—or you can doesn’t apply to your organization. how you evaluate job performance? connect with Kent Pekel directly at You may be thinking, Relationships Budget: Have you ever made a de- [email protected].

ACEREVIEW.ORG SPRING 2017 | ACE REVIEW 7 INSIGHT —Page 2 —

How Has the Framework Been Tested? different ways? How do these different relationships complement each other? The original framework grew out of focus groups with youth, parents, educators, youth workers, and • To what extent do developmental relationships others as well as a review of the literature. Since contribute to character strengths in domains of then, we have: identity, agency, and commitment to community, which in turn predict success in • Introduced the framework to thousands of school, work, and other areas of life? educators, youth workers, and parents; The Developmental RelationshipsThe Developmental Relationships Framework Framework • What intensity and longevity is needed for • Conducted in-depth interviews and focus The Developmental Relationships Framework developmental relationships to have an impact? Imagine Imagine what would happen if we could surround young people what would happen if we could surround young people – in their families, schools, programs and – in their families, schools, programs and groups with youth in different settings; and neighborhoods Imagine neighborhoods what would happen if we could surround young people – with the kinds of relationships through which they develop – with the kinds of relationships through which they develop – in their families, schools, programs and character strengths such as character strengths such as positive positive identity, agency, neighborhoods identity, agency, and – with the kinds of relationships through which they develop commitment to community. and commitment to community. That is the objective of the Developmental Relationships That is the objective of the Developmental Relationships character strengths such as positive • Examined student-teacher and parent-child What’s Next? Project, a multiyear initiative through which Search Insidentity, agency, Project, a multiyear initiative through which Search Insand commitment to community. That is the objective of the Developmental Relationships titute is conducting research and developing solutions titute is conducting research and developing solutions relationships (including youth-parent pairs) Research and Development: The heart of Search that will Project, a multiyear initiative through which Search Insthat will help organizations that serve young peoplehelp organizations that serve young people start andtitute is conducting research and developing solutions start and strengthen strengthen close connections close connections in their lives. in their lives. The The through national* and pilot studies. Institute’s research and development agenda is to Project began in 2013 with the creation of the that will Project began in 2013 with the creation of the help organizations that serve young peopleDevelopmental Relationships FrameworkDevelopmental Relationships Framework start and strengthen close connections , which , in their lives. has since been which has since been The build a robust understanding of developmental What Have We Learned So Far? the basis of several Project began in 2013 with the creation of the the basis of several quantitative and quantitative and qualitative studiesqualitative studiesDevelopmental Relationships Framework and has been and has been shared with thousands of practitionersshared with thousands of practitioners, which has since been and and relationships through mixed-methods studies with parents across the countrythe basis of several parents across the countryquantitative and . Based on that. Based on thatqualitative studies research research and feedback, we have revised the F and feedback, we have revised the Fhas been shared with thousands of practitionersramework, which ramework, which is and is Several themes are emerging across the studies we diverse populations of youth, examining summarized belowparents across the countrysummarized below. . . Based on that research and feedback, we have revised the Framework, which is have conducted to date: relationships with parents, peers, mentors, summarized below. teachers, and other caring adults. • Developmental relationships are associated Elements Elements Actions Actions DefinitionsDefinitions with multiple character strengths, including In addition to mixed-methods observational studies Elements Actions Definitions motivation to learn and personal responsibility, (including longitudinal), we seek opportunities to 1. Express Care1. Express Care • Be dependable• Be dependable ...... Be someone I can trust. Be someone I can trust. after controlling for demographic factors. conduct experimental studies to test the hypothesis 1. Express Care • Be dependable ...... Be someone I can trust. Show me that I matter Show me that I matter • Listen• ...... Listen ...... Really pay attention when we are together. Really pay attention when we are together. that developmental relationships are key variables • Young people are least likely to experience to you.Show me that I matter to you. • Listen ...... Really pay attention when we are together. in effective interventions to address inequities and • Believe in me• Believe in me ...... Make me feel known Make me feel known and valued. and valued. sharing power and expanding possibilities. to you. • Believe in me ...... Make me feel known and valued. improve youth outcomes. • Be warm• Be warm ...... Show me you enjoy being with me. Show me you enjoy being with me. • Be warm ...... Show me you enjoy being with me. • Sharing power is the area most strongly Improvement Solutions: Search Institute works • Encourage• Encourage ...... Praise me for my efforts and achievements. Praise me for my efforts and achievements. associated with multiple positive outcomes. • Encourage ...... Praise me for my efforts and achievements. with schools, youth organizations, and community 2. Challenge Growth2. Challenge Growth • Expect my best• Expect my best ...... Expect me to live up to my potential. Expect me to live up to my potential. • Youth experiencing financial strain are less likely coalitions to understand and strengthen 2. Challenge Growth • Expect my best ...... Expect me to live up to my potential. Push me to keep Push me to keep • Stretch• Stretch...... Push me to go further. Push me to go further. to experience developmental relationships. relationships in young people’s lives using the Push me to keep • Stretch ...... Push me to go further. strategies and tools of improvement science. We getting better.getting better. • Hold me accountable• Hold me accountable ... Insist I take responsibility for my actions. ... Insist I take responsibility for my actions. • Youth with strong relationships are more getting better. • Hold me accountable ... Insist I take responsibility for my actions. are currently piloting two solution packages: • Reflect on failures• Reflect on failures ...... Help me learn from mistakes and setbacks...... Help me learn from mistakes and setbacks. resilient in the face of stress and trauma. • Reflect on failures ...... Help me learn from mistakes and setbacks. • The REACH Process, which focuses on 3. Provide Support3. Provide Support • Navigate• Navigate ...... Guide me through hard situations and systems. Guide me through hard situations and systems. What Questions Remain to Be Examined? strengthening relationships in schools as 3. Provide Support • Navigate ...... Guide me through hard situations and systems. Help me complete tasks Help me complete tasks • Empower• Empower ...... Build my confidence to Build my confidence to take charge of my life. take charge of my life. catalysts for students’ academic motivation. Numerous critical questions drive Search Institute’s and achieve goals.Help me complete tasks and achieve goals. • Empower ...... Build my confidence to take charge of my life. • Advocate• Advocate ...... Defend me when I Defend me when I need it. need it. research agenda moving forward. • Keep Connected, which focuses on and achieve goals. • Advocate ...... Defend me when I need it. • Set boundaries• Set boundaries ...... Put in place Put in place limits that keep me limits that keep me on trackon. track. strengthening parent-youth relationships as • Set boundaries ...... Put in place limits that keep me on track. • How are developmental relationships consistent young people enter middle school. 4. Share Power4. Share Power • Respect me• Respect me ...... Take me seriously and treat me fairly. Take me seriously and treat me fairly. and unique across cultures and contexts? 4. Share Power • Respect me ...... Take me seriously and treat me fairly. Treat me with respect Treat me with respect • Include me• Include me ...... Involve me in decisions that affect me. Involve me in decisions that affect me. * The first national study of developmental relationships is • How are different relationships (e.g., parent, Don’t Forget the Families: The Missing Piece in America’s Efforts Treat me with respect • Include me ...... Involve me in decisions that affect me. and give me a and give me a say. say. • Collaborate• Collaborate ...... Work with Work me to solve problems and reach goals.with me to solve problems and reach goals. teacher, peer, mentor) developmental in to Help All Children Succeed (www.search-institute.org/dff). and give me a say. • Collaborate ...... Work with me to solve problems and reach goals. • Let me lead• Let me lead ...... Create opportunities for me to take action and lead Create opportunities for me to take action and lead. . • Let me lead ...... Create opportunities for me to take action and lead. 5. Expand Possibilities5. Expand Possibilities • Inspire • ...... Inspire ...... Inspire me to Inspire me to see possibilitiessee possibilities for my future.for my future. Search Institute® is an international leader in discovering what kids need to succeed in their families, schools, 5. Expand Possibilities • Inspire ...... Inspire me to see possibilities for my future. and communities. Using applied research and improvement solutions, we collaborate with organizations, ConnectConnect me with me with • Broaden horizons• Broaden horizons ...... Expose me to new ideas, experiences, and places...... Expose me to new ideas, experiences, and places. schools, and community coalitions to solve critical challenges in young people’s lives. Connect me with • Broaden horizons ...... Expose me to new ideas, experiences, and places. people people and places that and places that • Connect• Connect ...... Introduce me to more people who can help me Introduce me to more people who can help me broadenpeople broaden my worldand places that my world. . • Connect ...... Introduce me to more people who can help me Copyright © 2016 Search Institute, Minneapolis, MN; www.search-institute.org. May be reproduced for noncommercial, educational use. broaden my world. develop and thrive.develop and thrive. develop and thrive.

8 ACE REVIEW | SPRING 2017 ACEREVIEW.ORG

July, 2016July , 2016 July, 2016 —Page 2 — INSIGHT

ACEREVIEW.ORG SPRING 2017 | ACE REVIEW 9

July, 2016 INSIGHT

How One Texas Town Is Using a Student-Centered Approach to Transform Its School District

% Hispanic (Census Viewer, ). the district”, “I’m moving out”, and With growth, the Spring Independent “the schools are not safe.” It became School District (SISD) also experi- obvious to Dr. Watson that there were enced declines in student achieve- individuals who wanted the district Dr. Rodney Watson, Superintendent ment over the past decade. For the to go back to where it was and who Spring Independent School District School Board and stakeholders, it was had not fully grasped that the district Getting In at the evident that it was time for strategic changed years ago. In other words, change. there were individuals—including Grassroots Level Enter Dr. Rodney Watson, an district staff members—who yearned Anyone who grew up in the Houston experienced administrative leader for the “good old days” and who did area during the s and s re- from the neighboring Houston not quite understand that time had calls Spring as being a small, adjacent Independent School District. passed and as Dr. Watson notes, “still town that was known as a tourist Prior to being selected as the SISD had not accepted the transition of our location made up of restored hous- Superintendent, he went around diverse community.” es and shops. Since then, Spring has and talked to community members, During the Summer of , Dr. grown both in population and in business owners, and those patrons Watson joined the team and began to diversity. The  census report- who frequented the businesses and work on the goldmine that he saw— ed a population of , and racial were willing to talk to him to ask an engaged community—people who makeup of % White, % African them what they thought about their cared about the district and people American, and .% Hispanic. Cur- school district and community. What who cared about kids that only rent reports indicate that Spring has he heard was some of everything needed some polishing to turn the a population of , and is % – from “I love the district and it’s school district into the hidden gem White, % African American, and great” to “I’m concerned or don’t like that it was. Knowing, however, that

10 ACE REVIEW | SPRING 2017 ACEREVIEW.ORG everyone needed to be on board and setting the course of action for where with data that would help them to he needed individuals to adopt a open the district is going.” better meet the needs of their stu- mindset, he made sure the strategic dents and families. The SISD team changes that needed to take place It’s All About the took models that were being very started at the grassroots level. “For successful, like their award winning me, our Every Child  Strategic Students early college and their Carl Wunsche Plan is about bottom up leadership, SISD’s Every Child  Plan, a fi ve- Career Academy, and fi gured out how not top down – me coming in with year commitment to transforming to provide what is working in those a vision and saying everyone get on the district includes strategies to pro- schools to all of their students. board. Movement in this district – all viding opportunities and choice for Knowing that while the goal is of the successes seen at Spring have every family. After looking at mobility usually for students to go to college, it been about getting in at the grassroots rates, not atypical to other urban dis- was also important to SISD to provide level, getting people to understand tricts, but high in the state of Texas, those students who did not want to the information, talking about the Dr. Watson’s team found that families seek college with industry certifi ca- how and why it is important, and were moving away as their children tions and training so that they could giving people who are doing the reached the high school level. That go right into a career at graduation. work, not leading, but actually doing meant that it was time to look at what That, coupled with the understand- the work, a voice and resources to the district was off ering and to deter- ing that sometimes having a career do it. By providing the community mine where they could make changes path determined is not enough to and staff a platform to voice their to meet the needs of the student body keep kids in school and to persist, Dr. expectations and provide feedback to they served. By researching their own Watson charged his team with “fi nd- plans and projects, the people doing programs and even having their stu- ing something – meaning classes and the work are able to become a part of dents take surveys, SISD armed itself experiences – day by day, semester by

ACEREVIEW.ORG SPRING 2017 | ACE REVIEW 11 INSIGHT INSIGHT semester to keep students in school.” trict’s fi ve year plan and goals comes a munity partnerships that we provide the student has to meet the learning “If 80% of my kids are not passing then that’s not an The result was a study of the Gulf need to discuss to talk a lot about the kids with opportunities to experience style of the teacher.” indication of the failure of the student but it can be an Coast area to determine which high why. Dr. Watson explains that blend- either a college bound vision or a ca- indication of maybe what I did not do, or I did not teach, skill jobs are open that the district ing new people with those who have reer bound vision through experienc- A Progress Report or I did not reteach, or my lack of differentiation. That’s a could get kids into immediately grad- been at SISD for years, and have a es that we create for them within the The Every Child  Plan lists a different mindset when you come into it saying my goal is uating from high school to go straight great experience, involves helping the school.” timeline of where SISD is expected to keep all of my students in my class and for all of them to work. new people understand – “this is why to be every one of the fi ve years of to be successful. That does not mean that we are giving Additionally, by surveying stu- we’re doing this, based upon our data, Taking It Beyond the plan. The fi rst year was the Turn them grades but we’re doing whatever it takes to meet the dents for their interests, the district based upon the needs of our students Clinical Practice Year, a time during which the district needs of every single child to meet their individual needs was able to place programs, whether and that may mean that we have to worked on a delineation of process- because I’m not successful unless my kids are successful.” SISD’s Every Child  speaks to the associate degree programs or certifi - look at students diff erently, look at es and procedures – a way of doing importance of meeting a child’s ba- – Dr. Rodney Watson cation programs, in the comprehen- their needs diff erently. With this new things. Year two is the Progress Year sic needs so that he/she can focus on sive high schools. For example, SISD mindset – meeting the needs of every and it is supposed to be built upon their higher level, growth-oriented found out that an automotive tech child – that’s the foundation of Ev- the work that was done in the Turn needs. One way that SISD is ad- program at Carl Wunsche Career ery Child , it’s about if a child is Year. The district expects to begin dressing this is by working with their Academy had few students in it but not successful, what else could I do? to see progress, specifi cally progress teachers to reach beyond clinical over  students at Dekaney High What else could I have done?” in student achievement, progress in practice and educating them on the School wanted that program. The those systems and structures, and urban learner, helping them to un- outcome was that the program was Embracing the Power progress in the culture as well. derstand the characteristics of an ur- sunsetted at Wunsche and moved to As they begin to see progress over of the Teacher ban learner and their role within ed- Dekaney where the need was evident. the course of this year, which they al- Like any other school district, SISD ucating the urban learner. That work According to Dr. Watson, “it is re- ready have, and move into the Achieve is laser focused on graduation rates has included partnering with Texas ally about looking at the needs of our Year, Soar Year, and Lift Year, SISD and constantly looking for ways to A&M around cultural pedagogy and students and asking them, not just expects to see a lot more within the improve the number of students who looking at examples, materials, and guessing, about what they need and areas of student achievement. In the are graduating on time. In the view methodologies that educators use hoping that students will persist be- meantime, they are working hard to of Dr. Watson, all of that starts with that sometimes counteract the char- cause they are doing something that look at checkpoints, benchmarks, and teachers really understanding their acteristics of urban learners. they want to do in the long term any- progress monitoring to determine if role and “helping them to see beyond As Dr. Watson explains, “some way.” there are any areas that looked good what’s in their face and really seeing teachers still want their classes to be in writing but may be overwhelming into the student and speaking back in nice, neat rows and the students Talking About the in practice and to determine what into their lives – speaking into their sitting there raising their hands, not needs additional resources to reach Why psyche and letting them know, you talking, not saying anything but when the desired outcomes. For Dr. Watson, it is important to can do this, this is attainable for you, you start talking cultural pedagogy; The best part is that the staff is al- address the internal mindset of SISD and I am willing to help you realize understanding black and brown kids ready seeing progress in the Turn Year stakeholders. The recent passing of a this goal.” At SISD, it is also about in particular, which is the majority which lets them know, as Dr. Watson $ million bond referendum with a unpacking the why behind what the of our district, and how they inter- “Sometimes we neglect the power of the teacher and the notes “if we start developing this, we % rate of approval rating by voters adults are saying to students about act with each other – they want con- words they use in the classroom and the lessons they can get some growth.” demonstrates the support of the SISD colleges or career pathways and as Dr. versation, they want to engage, they prepare - that more than anything determines if a child thinks they can go to college based upon the success they community. However, with aggres- Watson states, “it’s about the coun- want hands on and that style of the 6 Census Viewer (2010). Spring, Texas Population: Census 2010 sive changes and additions of pro- selor’s, administrator’s, and teacher’s teacher – that may need to change and 2000 Interactive Map, Demographics Statistics, Quick Facts. have in our classes right now.” Retrieved from http://censusviewer.com/city/TX/Spring. cesses and systems to realize the dis- responsibility and the business com- versus in most learning categories, – Dr. Rodney Watson

12 ACE REVIEW | SPRING 2017 ACEREVIEW.ORG INSIGHT the student has to meet the learning “If 80% of my kids are not passing then that’s not an style of the teacher.” indication of the failure of the student but it can be an indication of maybe what I did not do, or I did not teach, A Progress Report or I did not reteach, or my lack of differentiation. That’s a The Every Child  Plan lists a different mindset when you come into it saying my goal is timeline of where SISD is expected to keep all of my students in my class and for all of them to be every one of the fi ve years of to be successful. That does not mean that we are giving the plan. The fi rst year was the Turn them grades but we’re doing whatever it takes to meet the Year, a time during which the district needs of every single child to meet their individual needs worked on a delineation of process- because I’m not successful unless my kids are successful.” es and procedures – a way of doing – Dr. Rodney Watson things. Year two is the Progress Year and it is supposed to be built upon the work that was done in the Turn Year. The district expects to begin to see progress, specifi cally progress in student achievement, progress in those systems and structures, and progress in the culture as well. As they begin to see progress over the course of this year, which they already have, and move into the Achieve Year, Soar Year, and Lift Year, SISD expects to see a lot more within the areas of student achievement. In the meantime, they are working hard to look at checkpoints, benchmarks, and progress monitoring to determine if there are any areas that looked good in writing but may be overwhelming in practice and to determine what needs additional resources to reach the desired outcomes. The best part is that the staff is already seeing progress in the Turn Year which lets them know, as Dr. Watson “Sometimes we neglect the power of the teacher and the notes “if we start developing this, we words they use in the classroom and the lessons they can get some growth.” prepare - that more than anything determines if a child thinks they can go to college based upon the success they 6 Census Viewer (2010). Spring, Texas Population: Census 2010 and 2000 Interactive Map, Demographics Statistics, Quick Facts. have in our classes right now.” Retrieved from http://censusviewer.com/city/TX/Spring. – Dr. Rodney Watson

ACEREVIEW.ORG SPRING 2017 | ACE REVIEW 13 All the Difference

14 ACE REVIEW | SPRING 2017 ACEREVIEW.ORG APPLICATION Film Description The largely invisible and often crush- Lending, whose earlier work in- struggles during their high school ing struggles of young African-Amer- cludes the Academy Award®-nom- years, both graduate and set their ican men come vividly — and hero- inated Legacy and the POV fi lms sights on college diplomas. This puts ically — to life in All the Diff erence, Omar & Pete and The Principal them in an elite group. While the es- which traces the paths of two teens Story, documents fi ve years of hard timated national high school gradua- from the South Side of Chicago who work, sacrifi ce, setbacks and uncer- tion rate for African-American men is dared to dream a seemingly impossi- tainty in pursuit of a future many %, only % graduate college with ble dream: to graduate from college. Americans consider a birthright. All a bachelor’s degree or higher. Krish- As this intimate fi lm shows, Robert the Diff erence is a co-production of aun chooses historically black Fisk Henderson and Krishaun Branch’s American Documentary | POV and University in Nashville, while Robert determination started them on the is part of American Graduate: Let’s decides on predominantly white Lake road to success, but it was the sup- Make It Happen, a public media Forest College, about  miles north port from people in their lives—par- initiative made possible by the Cor- of Chicago. ents, grandparents, teachers and poration for Public Broadcasting to mentors— that brought them to their help local communities keep more “How you deal with destination. students on the path to graduation, where you live The story opens on a street cor- college and careers. ner in Chicago’s Englewood neigh- As All the Diff erence shows, both can make all the borhood. “We’ve got shots fi red over Robert and Krishaun faced huge ob- difference” here,” a fi rst responder says over the stacles growing up. Robert was just police radio. Young men are cut down  months old when his mother was They soon encounter typical col- in the prime of their lives. Patricia killed by his father. He and his six sib- lege challenges—developing stronger Hurel, Krishaun’s former elementa- lings were taken in and raised by their study habits, getting used to living ry school teacher, has heard kids in grandmother. Krishaun, like many of away from family and friends and Englewood say, “If I make it until , his family members, joined a gang. eventually adjusting their goals to I’m going to have myself a party.” But But both also had a key asset: fi t more closely with their evolving reaching  is only the beginning for the Urban Prep Charter Academy academic strengths—and challenges Robert and Krishaun; they have plans for Young Men, where mentors and amplifi ed for young men of color: cul- to graduate from high school and go teachers encouraged them not only tural adjustments and the fear of hav- on to college. to get through high school but being to drop out if they can’t pay their They would be the fi rst in their fam- yond. And while family stability has student loans. Robert, who sets aside ilies to do either. And though the odds not been constant, what remains his dream of becoming a doctor and are against them—the average high plays a crucial role, especially for Rob- switches to a history major, faces an school graduation rate for black males ert. Grandmother Ona, who started additional obstacle—being one of the in Chicago is %—their motivations life as a Mississippi sharecropper and few black students in his classes. His are quintessential expressions of the never got past the fi fth grade, off ers white classmates, he says, “look at me American dream. “I just want to make calm but powerful guidance. She is like, ‘Oh what the heck are you doing a positive contribution to the society assisted by their church, another bul- here?'” But his infectiously upbeat na- I live in,” says Robert, while Krishaun wark against neighborhood violence. ture, along with encouragement from hopes to become a U.S. Marshal and Though Robert and Krishaun a college adviser and a girlfriend, help have “a gorgeous wife” and children. experience personal and academic him move forward.

ACEREVIEW.ORG SPRING 2017 | ACE REVIEW 15 APPLICATION

Fisk University, in contrast, is “like a family” for Krishaun. It also pro- vides numerous social distractions that don’t help his studies. From play- ing basketball to feeling the sting of rejection from a fraternity he hoped to join, “anything can get me off track real quick,” he says. Throughout their four-year college experiences, both

“Pledging positive commitments can make all the difference” face continuous pressure to maintain the necessary grade point average to qualify for fi nancial aid. Finding summer jobs is an additional struggle: In Chicago, according to the fi lm, % of black teenage males are unemployed. Krishaun also suff ers a devastating loss when his -year-old brother, Devonte, is killed in a drive-by shoot- ing. Krishaun blames his own absence, in part, for the tragedy. “While I was here, I was protecting him. I came back to a little brother that was in the streets. I feel like I let him down when I left because I was all he knew.” Despite the hurdles, Krishaun and Robert succeed. Their emotional graduation ceremonies illuminate the signifi cance of their achievements. They have not only beaten the odds, but have positioned themselves for entry into the middle class. And both have made deliberate choices to take jobs that will allow them to give back to the community. “When I fi nally see my mother again, I will look at her and smile,”

16 ACE REVIEW | SPRING 2017 ACEREVIEW.ORG APPLICATION

Robert says tearfully. “Look how far “Robert and Krishaun,” Lend- I’ve made it. I’ve made you proud.” He ing continues, “had struggles and at departs to work at a Columbia, S.C. times came close to dropping out, high school that is part of the nation- but the support they had made all the al organization City Year, which en- diff erence, and so they succeeded. If lists young adults in a year of service this type of very aff ordable support supporting at-risk students. Krishaun is made available to all young men makes good on a promise to work at growing up in the chaos and despair Urban Prep, the school that helped of poverty, we will see a whole new him fi nd a new life. “When I go back generation bring an end to that cycle to Englewood, I feel like LeBron when of poverty. I think our country des- he goes back to Cleveland!” he ex- perately needs to make this happen.” claims with pride. “I’m doing it for my community and my ‘hood.” While Robert and Krishaun are focused on the future, they have not forgotten where they came from. “A school can make They off er advice to other young all the difference” men who might dream of following in their footsteps. “If you believe in yourself, there’s no telling what you can do,” says Robert. Krishaun, whose new life includes fatherhood, says his The All the Di erence newborn son “is starting many steps Campaign ahead of where I started. I feel that In partnership with American nothing is impossible now.” Graduate and leading organizations “It only takes one generation to around the country, the POV and All dramatically change the destiny of the Diff erence teams have launched a family, and when families change, a national campaign to mobilize communities change,” said director students, families, educators, Tod Lending. “Robert and Krishaun mentors and PBS stations to support exemplify that change. It’s import- fi rst-generation students and young ant to remember that they made it men of color as they prepare for and to college not because they were ac- graduate from college. This endeavor ademically exceptional. They made it is supported by a set of strategic because their mentors, teachers, aca- tools, including an online, interactive demic advisers, family members and College - Bound Student Handbook, pastors believed in them and taught a Facilitator’s Guide and Family Tip them to believe in themselves.” Sheets.

7 PBS (2016). All the Diff erence. Film Description. Retrieved from http://www.pbs.org/pov/allthediff erence/fi lm-description/. 8 Cantarella, M. (2016). All the Diff erence. College Bound Students Handbook. Retrieved from http://www.pbs.org/pov/apps/ allthediff erence/student-handbook/.

ACEREVIEW.ORG SPRING 2017 | ACE REVIEW 17 INTERVIEW

Wes Moore is the founder and CEO of BridgeEdU. Wes graduated Phi Theta Kappa from Valley Forge Military Col- lege and continued his education at Johns Hopkins University. He completed an MLitt in International Relations from Oxford University as a Rhodes Scholar. After which, Wes served as a paratrooper in the nd Airborne Di- vision in the United States Army and participated in a combat tour of duty in Afghanistan. Moore has written two books, both New York Times Bestsellers. The fi rst book, The Other Wes Moore, is a story of two kids with the same name living in the same struggling city. The book captured the nation’s attention on what draws the line between success and failure in our communities. The Work , re- leased January , , picks up where The Other Wes Moore left off and fol- An Examination of BridgeEDU lows Wes’s journey to the point where and caring adults helping he discovered meaning in his work through service. While detailing his students prepare and succeed own path to purpose, The Work also profi les a dozen other inspiring people in post-secondary settings. who have found their mission by uplift- ing their communities. Interview with Wes Moore Wes has been featured by USA To- day, TIME Magazine, “Meet the Press,” “The Colbert Report”, MSNBC, and NPR, among many others. He is also a television producer and has also hosted programs such as “Beyond Belief” on Photo:Amun Ankhra House, LTD. the Oprah Winfrey Network, as well as “Coming Back with Wes Moore”, which focuses on the reintegration of veter- ans of the wars of Iraq and Afghanistan. BridgeEdU is a unique fi rst year college Most recently Wes co-produced a doc- program that combines core academic umentary, “All the Diff erence”, which follows two young men raised in Chi- courses, real-world internships and cago and the obstacles they face as they navigate higher education and the work service experiences, with the coaching force. to help students succeed in academics Currently, Wes lives in Baltimore and life. with his wife and two children.

18 ACE REVIEW | SPRING 2017 ACEREVIEW.ORG INTERVIEW Wes Moore is the founder and CEO of QUESTION sure there is more collaboration between the K- system BridgeEdU. Wes graduated Phi Theta and higher education system. Oftentimes people think of The Center for Promise recently published a follow up re- Kappa from Valley Forge Military Col- higher education, as if it’s almost like th grade, and it’s lege and continued his education at port to their Don’t Call Them Dropouts work that address- not. It’s a diff erent structure, a diff erent setting. And often Johns Hopkins University. He complet- es what young people who left school have to say about for many students it’s the fi rst time that they are paying ed an MLitt in International Relations the power of relationships. In short, their Don’t Quit On from Oxford University as a Rhodes for school. There are a lot of things that have to be done Me research led to four conclusions (p.-). How does Scholar. After which, Wes served as a to make sure that we are setting the foundation correctly. BridgeEDU address these fi ndings? paratrooper in the nd Airborne Di- We saw this with our fi rst group of scholars when we asked vision in the United States Army and them how many of them had fi lled out their FAFSA and participated in a combat tour of duty in ANSWER % said they had. The truth is % did not. It wasn’t that Afghanistan. It really is understanding that the population we serve they were lying to us. They started the process, but they Moore has written two books, both never completed it. They got fl agged for verifi cation and New York Times Bestsellers. The fi rst are just often times diff erently prepared students. For book, The Other Wes Moore, is a story many of these students persistence problems begin in year they never completed the process after verifi cation. What of two kids with the same name living one. Over % of students who start college every single we have to do fi rst, is fi gure out what can we do to bet- in the same struggling city. The book year only make it past their fi rst year. What we want to ter prepare students once they arrive in higher ed, prepar- captured the nation’s attention on what do is come up with better ways of thinking about the on- ing them for things like fi nancial aid. In addition to that, draws the line between success and fail- boarding process and better ways to go about practicing when we think about community support we also have to ure in our communities. The Work , re- coaching mechanisms, coaching accountability, and better remember that those supports can’t just stop once we get leased January , , picks up where to college. We need to continue to help students as they The Other Wes Moore left off and fol- ways to think about fi nancial aid, better ways to facilitate An Examination of BridgeEDU lows Wes’s journey to the point where fi nancial learning, and better ways to think about target- navigate new obstacles. and caring adults helping he discovered meaning in his work ed tutoring. Some of the hang ups students will face are How many students are going to need developmental through service. While detailing his because of academic preparation, some of it is because of coursework when they get to college because their high students prepare and succeed own path to purpose, The Work also the fi nancial situation, some of it is because of the social school has not prepared them for college level work? How profi les a dozen other inspiring people transition, and some is because of all three. What we want many students are going to run into a need of emergency in post-secondary settings. who have found their mission by uplift- to do with BridgeEDU is work with each student to under- fi nancing? These are little things that many students have ing their communities. stand where they are and create solutions that help them to face during higher education and there needs to be a Interview with Wes Moore Wes has been featured by USA To- day, TIME Magazine, “Meet the Press,” with these obstacles. larger collective community conversation about how do “The Colbert Report”, MSNBC, and we help these students overcome these small hiccups so NPR, among many others. He is also a that they do not end up becoming a fatal reality. television producer and has also hosted QUESTION programs such as “Beyond Belief” on Traditionally, the conversation about college begins around Photo:Amun Ankhra House, LTD. the Oprah Winfrey Network, as well as a student’s junior year. However, there is a movement QUESTION “Coming Back with Wes Moore”, which to begin talking to students and planting the seed about BridgeEDU addresses academics, coaching/advising, and focuses on the reintegration of veter- post-secondary plans at a much younger age. As someone experiential learning. As you refi ne this reinvention of the ans of the wars of Iraq and Afghanistan. who has worked with the at-risk student population for a freshman year to close the completion gap, what have you BridgeEdU is a unique fi rst year college Most recently Wes co-produced a doc- really long time, what else can schools and communities learned about what students need the most? program that combines core academic umentary, “All the Diff erence”, which follows two young men raised in Chi- do that is diff erent from what they are currently doing to courses, real-world internships and cago and the obstacles they face as they help young people graduate on time and be successful in a ANSWER navigate higher education and the work post-secondary setting? One thing that we realized is that there is not one single service experiences, with the coaching force. to help students succeed in academics Currently, Wes lives in Baltimore factor for students that will make all the diff erence, or one with his wife and two children. ANSWER technology or one app. We really feel like students need a and life. Well I think that there are a few things. One is you need compounded level of support because all types of challeng- to make sure that the foundation is set up correctly to en- es come. But I guess if I were to say that there is one thing

ACEREVIEW.ORG SPRING 2017 | ACE REVIEW 19 that we really need to master and try to focus on even are ok. Every decision that parents make hinges on how it within BridgeEDU, is leading indicators. Lagging indica- will impact their children. I think part of what we we can tors are not as important; for example, a student got a D in do for younger age students is make sure that they are com- their English class. That’s less interesting because it’s lag- ing up in a strong, supportive home. If you can do that and ging indicator, it’s done, there’s nothing I can do about it. make sure that child is supported it will help them in the What’s more important to me is leading indicators. Does a short term but also the long term. student have their books? Is the student dealing with other issues? Has the student missed multiple classes in a row? QUESTION These are leading indicators. The thing that we really want Reading through the book, The Other Wes Moore, it is to focus on are the things that we can do. How do we mas- identifi able of what made all the diff erence for you – a sup- ter the coaching, and the team leader and the modules so portive family, a role model at the military school, mentors, that the students feel that there is a level of accountability people who believed in you, and eventually you developed that contributes to success. your awareness which pushed you towards future goals. Is there one thing, above all else, that you believe an educator QUESTION can do that might make all the diff erence in the absence of The resources for the All the Diff erence documentary pro- other support systems? vide for great discussion for students. What are some ways that educators can infl uence a student’s pathway before ANSWER they even get to high school? Or even middle school? There is nothing that is going to replace family and nothing is going to replace parents. I think as educators, what ANSWER we can do is help students redefi ne family where family It is one of my big beliefs that the best way that you can is not just DNA but also about the people who care about help a child is by making sure that the child has a supportive you, the people who would be willing to sacrifi ce every- home. The best way to help that home is through the hom- thing for you. I think we can do a better job at being able ing system, child support and community. I think we have to enhance, push out and strengthen that defi nition so to have a two and even three generation system of folks in that more and more students can actually feel the bene- the way that we think about community support. The best fi t of having a greater and more supportive family. I think way to help a child is by making sure that their parents are the other thing that educators can really do is, act as traffi c okay. A child will spend most of their days focusing on and controllers for their young students. It’s very important to wondering about their family and their guardian and/or make sure that students actually get to the next grade or their parents, particularly in the at-risk student population. next level. In the military, we have a strong belief in pre- I would say the same thing with parents, if you ask most par- paring the battlefi eld. It means that there are people out ents, where does your mind go throughout the day? The an- there who are preparing the battlefi eld so that when peo- swer is to their children and making sure that their children ple go in it’s going to be a bit easier than if they had not

20 ACE REVIEW | SPRING 2017 ACEREVIEW.ORG INTERVIEW gone in before us. I think that is the same concept that we to make sure that they are getting all of the federal and want to have for our kids. We need to make sure that we state institutional and private grant aid that their situation are focusing on preparing the battlefi eld for our kids. So merits and steering them away from unnecessary loans. that when they have to walk into that classroom or that We are really excited about what we have been able to next grade or see those challenges, then they know that build and we are really excited about growth. I would en- their obstacles are going to be a little bit less because we courage anybody that wants to learn more or anyone who were there fi rst. is interested in partnering with us to reach out because we would love to explore expanding in your area as well. QUESTION What are your plans for BridgeEDU? Can we expect to see QUESTION more programs outside of Baltimore? How can communi- How can people donate? How can people reach out to get ties and individuals help? you in a state or school district that you might not be in yet? ANSWER We built the platform knowing that this is not just a Bal- ANSWER timore problem. We built it to have national implications There is nothing to donate per say. The key thing for us is but what we wanted to do was start off with Baltimore and if you are interested and you think that we can be of ser- Maryland because we wanted to prove the effi cacy of our vice to you or the students that you serve, we would love system. Over our fi rst pilot, we have shown a few things. to be in communication. I would encourage people to go One of the big things we have shown is that what we are to our website (www.bridgeedu.com). We are actively in doing is working and that students are benefi ting. We are expansion mode and excited about the expansion that we now watching, not just growth in the student body inside are seeing because we really feel like this is a larger chal- of Maryland and inside of the area, but also we’re now very lenge that we can help to solve. If people are interested active in the process of expansion. This year we will be in in learning more about how they can incorporate us into Ohio, Virginia, and Tennessee, and other states that have their community, high schools and on the college level on been brought on board. We are very actively moving to- the persistence problem, we would love to be in touch and wards expansion both within higher education but also explore how we can help. with working with schools and school districts, working with fi nancial aid where we have actually created the fi rst of its kind. Students have a mobile platform that really walks them and parents through the entire FAFSA process

7 PBS (2016). All the Diﬀ erence. Film Description. Retrieved from http://www.pbs.org/pov/allthediﬀ erence/fi lm-description/. 9 Moore, Wes. The Other Wes Moore: One Name, Two Fates. New York: Spiegel & Grau, 2010. Print. 10 Moore, Wes. The Work. New York: Random House, 2015. Print.

WWW.BRIDGEEDU.COM

ACEREVIEW.ORG SPRING 2017 | ACE REVIEW 21 REPORT FINDING 3 FINDING 4 Support buffers adversity’s effects on graduation. Young people are more likely to graduate if they But young people facing the greatest adversity need have access to an Anchor and a Web of Support. more intensive support than family, school and • A relationship with one stable, trusted person or Anchor friends can typically provide. allows young people to access available community assets • For young people reporting medium levels of risk and leverage internal strengths. (two to four adverse life experiences), a Web of Support from • But a single caring adult cannot be the sole support. parents, adults in school and friends can buffer adversity The anchoring relationship serves as a gateway to a Web and increase rates of uninterrupted graduation. of Support — which may include family, caring adults inside In Don’t Quit On Me, Center for Promise researchers at Boston University • For young people reporting five or more adverse life and outside school and peers. School of Education explore the roles relationships with adults and peers experiences, social support alone does little to buffer the effects of adversity. Uninterrupted graduation stays well below play in young people’s decisions to stay in, leave and return to high school. Relationships and Continuous Enrollment 50 percent, even with high support from multiple sources. REDUCES LIKELIHOOD OF Researchers — who surveyed nearly 3,000 young people and spoke with • More intensive support that includes intentional efforts to LEAVING SCHOOL BY 120 more — reached four conclusions. resolve trauma, food insecurity, housing and other adverse life 0% 10% 20% 30% experiences can help youth re-engage and very likely Overall support from 25% keep them on a path to graduation. adults in school

Instrumental and emotional RELATIONSHIP POVERTY is not a lack of love or family, support from adults in school 20% and from parents FINDING 1 FINDING 2 but a lack of access to additional sources of support Instrumental support from that can lead to a more promising future.” 17% adults outside of school Too many young people are facing too many Relationships matter, but their importance to John Gomperts, President and CEO Informational support hurdles to graduation with too little help. graduation varies by type, source and intensity 24% America’s Promise Alliance from friends of support. Young people who left school before graduating experienced twice as many “adverse life experiences” as youth who stayed • The presence of stable, trusting relationships is a key factor in school. for enabling re-engagement. Stable relationships with non- HOW CAN WE HELP MORE YOUNG PEOPLE GRADUATE ON TIME? family adults, in particular, play a big role in young people’s • There are seven adverse life experiences that rise to the re-engagement with school. top as significant predictors of leaving school without INDIVIDUALS CAN SCHOOLS CAN COMMUNITIES CAN graduating: becoming a parent, being suspended or • The type of support matters. The four types of social expelled (even once), having many friends leave school, not support are: emotional, informational, appraisal and • Listen • Make it harder to leave school • Assess risks and resources of young people feeling academically prepared for school, having a major instrumental. Each of these plays a specific role for a young • Connect • Make it easier to return to school mental health issue (such as depression or anxiety), being person’s development, but emotional (love and caring) • Start a conversation • Bring the Web of Support in • Improve the odds that all young people have an Anchor homeless and moving homes. and instrumental (actions like providing a bus pass, a meal, • Be a mentor, tutor or coach • Invest in building relationships a ride or babysitting) acting in tandem are most likely • End zero-tolerance disciplinary policies • Engage health care professionals • More than 50 percent of those who left school before to increase the number of students graduating without • Engage young people as peer • Include social support systems graduating experienced five or more adverse life interruption. supporters • See education and youth services experiences between the ages of 14 and 18, compared to as investments in your future 20 percent of those who graduated without interruption. • When nearly 1,200 survey respondents who left school before graduating were asked why they returned to • Compared to young people who graduated on time, young school, by far the most frequent response was, “Someone people who left school before graduating were twice as The Center for Promise is the research institute for America’s Promise Alliance, encouraged me to return.” housed at Boston University and dedicated to understanding what young people likely to report that they reached out to “no one” for help need to thrive and how to create the conditions of success for all young people. and half as likely to have reached out to a teacher for help. For the full report, go to GradNation.org/DontQuit. To talk about it, use #NotDropouts.

FINDING 3 FINDING 4 Support buffers adversity’s effects on graduation. Young people are more likely to graduate if they But young people facing the greatest adversity need have access to an Anchor and a Web of Support. more intensive support than family, school and • A relationship with one stable, trusted person or Anchor friends can typically provide. allows young people to access available community assets • For young people reporting medium levels of risk and leverage internal strengths. (two to four adverse life experiences), a Web of Support from • But a single caring adult cannot be the sole support. parents, adults in school and friends can buffer adversity The anchoring relationship serves as a gateway to a Web and increase rates of uninterrupted graduation. of Support — which may include family, caring adults inside In Don’t Quit On Me, Center for Promise researchers at Boston University • For young people reporting five or more adverse life and outside school and peers. School of Education explore the roles relationships with adults and peers experiences, social support alone does little to buffer the effects of adversity. Uninterrupted graduation stays well below play in young people’s decisions to stay in, leave and return to high school. Relationships and Continuous Enrollment 50 percent, even with high support from multiple sources. REDUCES LIKELIHOOD OF Researchers — who surveyed nearly 3,000 young people and spoke with • More intensive support that includes intentional efforts to LEAVING SCHOOL BY 120 more — reached four conclusions. resolve trauma, food insecurity, housing and other adverse life 0% 10% 20% 30% experiences can help youth re-engage and very likely Overall support from 25% keep them on a path to graduation. adults in school

Instrumental and emotional RELATIONSHIP POVERTY is not a lack of love or family, support from adults in school 20% and from parents FINDING 1 FINDING 2 but a lack of access to additional sources of support Instrumental support from that can lead to a more promising future.” 17% adults outside of school Too many young people are facing too many Relationships matter, but their importance to John Gomperts, President and CEO Informational support hurdles to graduation with too little help. graduation varies by type, source and intensity 24% America’s Promise Alliance from friends of support. Young people who left school before graduating experienced twice as many “adverse life experiences” as youth who stayed • The presence of stable, trusting relationships is a key factor in school. for enabling re-engagement. Stable relationships with non- HOW CAN WE HELP MORE YOUNG PEOPLE GRADUATE ON TIME? family adults, in particular, play a big role in young people’s • There are seven adverse life experiences that rise to the re-engagement with school. top as significant predictors of leaving school without INDIVIDUALS CAN SCHOOLS CAN COMMUNITIES CAN graduating: becoming a parent, being suspended or • The type of support matters. The four types of social expelled (even once), having many friends leave school, not support are: emotional, informational, appraisal and • Listen • Make it harder to leave school • Assess risks and resources of young people feeling academically prepared for school, having a major instrumental. Each of these plays a specific role for a young • Connect • Make it easier to return to school mental health issue (such as depression or anxiety), being person’s development, but emotional (love and caring) • Start a conversation • Bring the Web of Support in • Improve the odds that all young people have an Anchor homeless and moving homes. and instrumental (actions like providing a bus pass, a meal, • Be a mentor, tutor or coach • Invest in building relationships a ride or babysitting) acting in tandem are most likely • End zero-tolerance disciplinary policies • Engage health care professionals • More than 50 percent of those who left school before to increase the number of students graduating without • Engage young people as peer • Include social support systems graduating experienced five or more adverse life interruption. supporters • See education and youth services experiences between the ages of 14 and 18, compared to as investments in your future 20 percent of those who graduated without interruption. • When nearly 1,200 survey respondents who left school before graduating were asked why they returned to • Compared to young people who graduated on time, young school, by far the most frequent response was, “Someone people who left school before graduating were twice as This report was originally published The Center for Promise is the research institute for America’s Promise Alliance, encouraged me to return.” housed at Boston University and dedicated to understanding what young people likely to report that they reached out to “no one” for help by Center for Promise, the research institute for America’s Promise Alliance, need to thrive and how to create the conditions of success for all young people. and half as likely to have reached out to a teacher for help. housed at the Boston University School of Education in September 2015. For the full report, go to GradNation.org/DontQuit. To talk about it, use #NotDropouts. Don’t Quit On Me Executive Summary

#NotDropouts | GradNation.org/DontQuit | © America’s Promise Alliance, 2015 ACEREVIEW.ORG SPRING 2017 | ACE REVIEW 23 INTERVIEW They Didn’t Quit on Me

QUESTION Some life experiences have been identiﬁ ed as predictors of leaving school without graduating. What are some of the diﬃ culties that you were en- countering in school prior to attending Camelot?

ANSWER For me, regular school was diﬃ cult because I transitioned from a disciplinary school. Once I got the freedom in a traditional school, I wasn’t focusing on school and I stopped going. When I was at another disciplinary Former school, before I attended Camelot, it was like a jail. I went crazy. I was like “I’m done with this!” I didn’t have that older friend telling me to stay in Student school and play ball. People don’t often realize that kids need a push especially when they don’t have a family that makes them go to school or have Interview teachers they love. Kids need to be able to gravitate to other people who have similar life experiences.

Former Camelot student, QUESTION Edward Turner What type of support (i.e., emotional, informational, appraisal, or instru- Graduate in 2012 from Camelot Excel mental) did you receive that encouraged you to reengage in school? Academy of ASPIRA in Philadelphia, PA ANSWER It’s more of an older person supporting you. I didn’t have that initially, someone telling me “don’t act that way” or “you can make it”. I was lucky enough to be kind of good at basketball but when you don’t have a family full of supporters that come to your basketball games…it gets lonely when there is nobody there for you. You feel like I’m done with it. You need support, like from your teachers, or an older person motivating you, it’s more of that. Everyone wants to have an older friend.

QUESTION Why did you return to school after dropping out? “I didn’t let the streets trap me. ANSWER I’m on a straight A while after I dropped out, I knew I had to get in school. I read up on some path and don’t schools and thought I like this program. I talked to Mr. Milton Alexander need to be around (Camelot employee) who knew my older brother. He encouraged me to all the negative. go back, stay in school, and don’t lose sight. So when I ﬁ nally went to the You have to have school, they helped me get enrolled and told me what I needed to do to permission to be graduate and I did it. The ﬁ rst year it was great. We had a basketball team around me now.” and won a championship. That was something I looked forward to, I cap- – Edward Turner tured my dreams, whether it was in public or in our own little thing going

24 ACE REVIEW | SPRING 2017 ACEREVIEW.ORG INTERVIEW

on within the school. I enjoyed that and it pushed and ANSWER motivated me. Those are my people for life. When I go back to Camelot, they tell me they are proud of me because QUESTION they see my progression. They tell me that I always Relationships play an important role towards the suc- had it in me. I was at the school recently talking to the cess of students. What were some of the relationships staff . They changed me. I’m a very ambitious person that you built with the staff at Camelot that you feel now. College wasn’t for me, so I went for a trade to kept you engaged? How did they support you during better myself. I’m making myself an asset by getting your high school career? certifi cates and licenses. Life is good. I’m a blessed ANSWER young man. I have come a long way. I have a lot of love for all the staff and teachers at QUESTION Camelot. They pushed me, stayed on me. I got that What made all the diff erence for you in the Camelot kind of older infl uence I wanted. They stay on you, re- program and kept you coming back? mind you to keep focused, and don’t lose sight of what is going on. I thought “I have to graduate because I ANSWER want to see them smile again.” That motivated me. At They accepted me for who I was. I didn’t have to try fi rst I thought I’m just going to get through school but to be this person or that person. That was an import- in my last year it hit me – I’m going to be the fi rst to ant piece because when you come from a diff erent graduate, I really did it. upbringing, people view you diff erent.We are the kids that nobody wants to deal with. That right there QUESTION shows great character and that they are really decent Who were some people that you relied on outside of people. Because of that you realize, let’s not be knuckle Camelot for support towards graduating? heads because this is our second chance!

ANSWER QUESTION I never had a dad growing up and my mom and broth- What advice do you have for educators as we try to er were into drugs – the emotional support wasn’t reengage other students and help them graduate and there. When you come from a diff erent upbringing, pursue post-secondary opportunities? it was kind of diff erent for me having the people at school telling me “stay in school”, “quit ﬁ ghting”, and ANSWER redirecting and telling me “you aren’t doing that.” Kids need someone telling them it doesn’t have to be Listen, I don’t know what I would have done if I didn’t like that. Even though that is where you come from, go to that school. That is real talk. you can always be diff erent.The teachers that didn’t reach me – I wish they would have talked to me QUESTION more, paid attention to me more. Take the time to Have you been able to reach back out to these sup- understand the type of students you are teaching and ports during your post-secondary experiences for understand how to deal with the diff erent types of support? If so, give an example of a time when you characteristics of children. Say “listen, don’t go that needed them. way, and let me talk to you.”

ACEREVIEW.ORG SPRING 2017 | ACE REVIEW 25 NORMATIVE TOOLKIT

One on One Meetings

Camelot Education programs utilize a variety of individual processes to both reinforce norms and to check in with individual students. One of those processes is the One on One Meeting. One on One meetings give staﬀ members opportunities to build relationships with students and also provide students with opportunities to share and discuss challenges that could use some level of support from an adult to solve.

Key Features:

 One on One Meetings happen any time that a student is not meeting academic, attendance, or behavior expectations.  Any staﬀ member can have a One on One Meeting with a student.  One on One Meetings are held in a private space where the student can speak about their challenges away from the presence of other students.  The purpose of the One on One Meeting is to allow the staﬀ member to let the student know - "I care about you."  One on One Meetings are an individualized way to help a student solve a problem with the support of a caring adult.

26 ACE REVIEW | SPRING 2017 ACEREVIEW.ORG REFLECTION

In every edition of the ACE Review, we advocate for climate and culture development to build better opportunities for student learning. In this edition, we focused on what it takes to make the diﬀ erence for those hardest to reach students and learned that the power of the human connection can be what “makes” or “breaks” a student who faces serious threats to graduation and a successful post-secondary experience. Assessing how we are doing on building relationships with students may be a potent factor in helping us to meet our goals.

 As educational leaders, how are we demonstrating the value that we are placing on relationship building between students and sta ? What tools and training are you providing to the adults in your school to assist them in building meaningful connections with students?  Aside from what your team is already doing, what are some ways that your staﬀ can guide students through hard situations and systems? How have you determined what those situations and systems are that are creating stumbling blocks for your students?  How are you inspiring teachers to see possibilities for students that they never saw before? How are your teachers inspiring students to see possibilities for themselves that they never saw before?

ACEREVIEW.ORG SPRING 2017 | ACE REVIEW 27 Don’t Quit On Me

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