Transforming Leadership

Focusing on Outcomes of the New Girl Scout Leadership Experience 207253_GSA-cvrin.indd 1 TRANSFORMING LEADERSHIP

207253_GSA-text.indd 1 1/4/08 4:4:16:1216:12 PM Discover

Connect

Take Action

207253_GSA-text.indd 2 1/4/08 4:16:13 PM TRANSFORMING LEADERSHIP

Focusing on Outcomes of the New Girl Scout Leadership Experience

GIRL SCOUTS OF THE USA

207253_GSA-text.indd 3 1/4/08 4:4:16:3716:37 PM Chair, National Board of Directors Patricia Diaz Dennis

Chief Executive Ofﬁ cer Kathy Cloninger

All rights reserved. This book may not be reproduced in whole or in part in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage or retrieval system now known or hereafter invented, without the prior written permission of Girl Scouts of the United States of America, 420 Fifth Avenue, New York, NY 10018-2798.

Inquiries related to Transforming Leadership should be directed to the Girl Scout Research Institute, Girl Scouts of the USA, 420 Fifth Avenue, New York, NY 10018-2798.

ISBN 978-0-88441-708-8

www.girlscouts.org

207253_gsa-text-new.indd 4 3/24/08 5:18:34 PM Contents

The New Girl Scout Leadership Experience 7

The Framework 11

Understanding the Model 12

Outcomes in the New Girl Scout Leadership Experience 14

Reading the Outcome Reference Tables 16

Using the Outcome Reference Tables 18

Looking Ahead 21

Outcomes Arranged by Leadership Key 23

Discover 24

Connect 30

Take Action 36

Outcomes Arranged by Grade Level 43

Daisy 44

Brownie 48

Junior 52

Cadette 56

Senior 60

Ambassador 64

Acknowledgments 68

207253_GSA-text.indd 5 1/4/08 4:16:37 PM In Girl Scouts, leadership isn’t just about building future leaders—it’s about building girl leaders for today.

—Kathy Cloninger, CEO, Girl Scouts of the USA

207253_GSA-text.indd 6 1/4/08 4:16:38 PM THE NEW THE NEW From founding libraries in America’s heartland to establishing free medical clinics in India, each year GIRLGIRL 2.6 million Girl Scouts take the SCOUTSCOUT lead in bettering their communities and the world. Girl leaders have LEADERSHIPLEADERSHIP been at the heart of Girl Scouts EXPERIENCEEXPERIENCE since its founding in 1912, when Juliette Gordon Low recognized that developing girls’ leadership abilities was critical for ensuring they would be the change-makers of the future.

Since Low’s time, the world has changed dramatically. Social, cultural, and economic shifts that once took shape over a generation or more are now rapid and often have a global impact. This ever more complex and uncertain world clearly requires a new kind of leader—one who values diversity, inclusion, and collaboration and is committed to improving neighborhoods, communities, and the world.

Girl Scouts is, as it always has been, the organization best positioned to offer girls the tools they need to be successful leaders now and throughout their lives. As Girl Scouting approaches its 100th anniversary, the Movement is using its expertise to create a completely new approach for what girls do in Girl Scouting, how they do it, and how they will beneﬁ t.

207253_GSA-text.indd 7 1/4/08 4:4:16:3816:38 PM A good leader is someone who works with others to make things happen.

—Annie, 17, Girl Scout Senior, North Carolina

207253_GSA-text.indd 8 1/4/08 4:4:16:3816:38 PM Called the New Girl Scout Leadership Experience, this model engages girls in discovering themselves, connecting with others, and taking action to make the world a better place. This model begins with a deﬁ nition of leadership that girls understand and believe in: a leader, girls say, is deﬁ ned not only by the qualities and skills one has, but also by how those qualities and skills are used to make a difference in the world.

Research suggests that the youth development ﬁ eld is moving from the model of one individual leader to a model of shared leadership. This more inclusive and empowering approach is also the one girls most value (see Exploring Girls’ Leadership, Girl Scout Research Institute, 2007). It encourages girls to take increasing responsibility for designing and implementing activities, and this results in extensive opportunities for them to see how their actions can impact the lives of others.

To develop and evaluate this model objectively, youth development experts, volunteers, and council and national staff identifi ed 15 anticipated outcomes, or benefi ts, of the leadership experience. Tying the new program experience to outcomes serves three vital functions: to measure the impact of the experience; to determine what modifi cations are needed; and to communicate, to internal and external audiences, how girls are benefi ting.

207253_GSA-text.indd 9 1/4/08 4:4:16:3816:38 PM Leadership is knowing what you believe and putting it into action.

—Meaghan, 14, Girl Scout Cadette, Ohio

207253_GSA-text.indd 10 1/4/08 4:16:38 PM The Framework

The New Girl Scout Leadership Experience identiﬁ es three “keys” to leadership:

Discover: Girls understand themselves and their values and use their knowledge and skills to explore the world.

Connect: Girls care about, inspire, and team with others locally and globally.

Take Action: Girls act to make the world a better place.

All experiences in Girl Scouting incorporate the Discover, Connect, and Take Action keys to leadership. Girl Scout experiences are also, as much as possible, girl led and encourage learning by doing (experiential learning), and cooperative learning. These three processes promote the fun and friendship that have always been so integral to Girl Scouting.

As girls take part in Girl Scouts, facilitators can review the outcomes, and the signs of those outcomes, to gauge the beneﬁ ts of the experience. The signs of the outcomes reﬂ ect what girls might think, say, or do—during and after a leadership experience—and help adults determine the success of the experience.

Outcomes charts, organized by the three Leadership Keys and by grade level, detail all 15 outcomes. Although detailed and comprehensive, the charts are an easy-to-use reference and can be used in varying ways. For example, volunteers coaching girls through experiences will want to know where related outcomes and signs are in the charts and how they ﬁ t into the leadership model. The signs are simply examples; they are not ofﬁ cial assessments of ability and are not to be used to compare one girl to another.

207253_GSA-text.indd 11 1/4/08 4:4:16:3816:38 PM Understanding the Model

The diagram at right shows the various components of the leadership experience and their tie to the larger goal that girls have the courage, conﬁ dence, and character to make the world a better place. When Discover, Connect, and Take Action activities are girl led and involve learning by doing and cooperative learning, girls achieve the desired and expected short-term leadership outcomes, ultimately resulting in Girl Scouting achieving its mission.

207253_GSA-text.indd 12 1/4/08 4:4:16:3816:38 PM THE NEW GIRL SCOUT LEADERSHIP EXPERIENCE

FOCUS OF GIRL SCOUT ACTIVITIES Discover Connect Take Action 15 SHORT-TERM AND INTERMEDIATE LONG-TERM OUTCOME OUTCOMES Girls lead with Girls gain speciﬁ c courage, conﬁ dence, knowledge, skills, and character

GIRL SCOUT attitudes, behaviors, to make the world PROCESSES and values in a better place. Girl Scouting. Girl Led Learning by Doing Cooperative Learning

207253_GSA-text-spot.indd 13 1/22/08 1:35:21 PM Outcomes in the New Girl Scout Leadership Experience

The diagram at right lists the 15 leadership outcomes and where they “live” within the Discover, Connect, and Take Action keys of leadership.

You may be wondering: How do you know that girls are having an effective leadership experience? Surely, discovering, connecting, and taking action are different for Girl Scout Brownies and Girl Scout Seniors.

The signs are what let adults know if girls at each grade level are achieving leadership skills. Checking the outcomes is like noting road signs on a journey—the signs that let you know you’re getting closer to your destination. Similarly, seeing the age-appropriate signs during Girl Scout activities lets adults know that girls are achieving the intended outcomes.

Deﬁ nitions of each outcome, and the signs for each, are organized in user-friendly reference tables beginning on page 23. Each outcome has its own reference table, as does each grade level. The tables are organized exactly as they are listed in the diagram at right, under the Discover, Connect, and Take Action keys to leadership.

207253_GSA-text.indd 14 1/4/08 4:4:16:3816:38 PM THE 15 OUTCOMES OF THE NEW GIRL SCOUT LEADERSHIP EXPERIENCE

1 Girls develop a strong sense of self.

2 Girls develop positive values. Discover 3 Girls gain practical life skills. 4 Girls seek challenges in the world.

5 Girls develop critical thinking.

+ 1 Girls develop healthy relationships. 2 Girls promote cooperation and team building. Connect 3 Girls can resolve conﬂ icts. 4 Girls advance diversity in a multicultural world.

5 Girls feel connected to their communities, locally and globally.

+ 1 Girls can identify community needs. 2 Girls are resourceful problem solvers.

3 Girls advocate for themselves and Take Action others, locally and globally. 4 Girls educate and inspire others to act.

5 Girls feel empowered to make = a difference in the world. Leadership

207253_GSA-text-spot.indd 15 1/22/08 1:35:21 PM Reading the Outcome Reference Tables

Each outcome reference table has six sections, one for each of the six Girl Scout grade levels:

Girl Scout Daisy (grades K–1) Girl Scout Brownie (grades 2–3) Girl Scout Junior (grades 4–5) Girl Scout Cadette (grades 6–8) Girl Scout Senior (grades 9–10) Girl Scout Ambassador (grades 11–12)

Most likely, you will zero in on those outcomes you fi nd most meaningful—ones that relate to a specifi c grade level or a specifi c impact on girls.

The chart at right shows one section of an outcome reference table and what each row and column mean.

207253_GSA-text.indd 16 1/4/08 4:4:16:3916:39 PM SECTION FROM THE OUTCOME REFERENCE TABLES FOR This heading shows GIRL SCOUT BROWNIES where the outcome belongs within the three keys to leadership This part of the table development names the outcome (Discover, Connect, and gives its Take Action). deﬁ nition.

OUTCOME Girls develop healthy relationships. Girls learn to form and maintain meaningful and caring Connect relationships, communicate effectively, protect their rights in 1 relationships, and know when to seek help from others.

GIRL SCOUT BY GRADE LEVEL SAMPLE INDICATORS/SIGNS GRADE LEVEL Girls . . . When the outcome is achieved, girls might . . . *

begin to understand how their behavior identify healthy/unhealthy behaviors (e.g., honesty, caring, contributes to maintaining healthy bullying) when presented with a relationship scenario. Brownie relationships. 2–3 make empathetic statements (e.g., “I helped Kim with that are better able to show empathy toward because she was getting frustrated”) and/or report being more others. caring in their interactions with others. *Can you think of other sample indicators/signs?

This This This column column column shows the deﬁ nes the gives the Girl Scout outcome for signs of what grade level. each grade level. girls might do or say that shows they achieved the outcome.

207253_GSA-text-spot.indd 17 1/22/08 1:35:21 PM Using the Outcome Reference Tables

The outcome reference tables are being used to create resources and awards to ensure that girls engage in activities that lead to leadership skills. The Girl Scout Research Institute is using the tables to design a national system of outcomes measurement. Councils can also use the tables in a variety of ways, even focusing on one particular outcome at a time. Keep in mind, however, that according to the Girl Scout approach, leadership is the result of discovering, connecting, and taking action, so it is important to incorporate outcomes from all three Leadership Keys.

207253_GSA-text.indd 18 1/4/08 4:4:16:3916:39 PM When Implementing Girl Scout Program

The signs in the outcome reference tables can give council staff ideas about how to design activities. A council, for example, may want to organize activities that help Girl Scout Cadettes feel empowered to make a difference in the world. The Take Action outcome reference table suggests that this can be accomplished at the Cadette level by providing opportunities for girls to feel that their opinions, ideas, and contributions are taken seriously by adults.

SHARE HOW YOU When Writing a Grant Proposal USE THE TABLES

Suppose a council fund development team is writing a grant proposal As you discover other ways to make to support a program that helps Girl Scout Juniors develop a strong use of the reference tables, e-mail sense of self. The Discover outcome reference tables can be used to the Girl Scout Research Institute explain to potential funders what a strong sense of self means for ([email protected]) so your this grade level and what its signs are. The fund development team can ideas can be shared with other then include this information in its grant proposal. councils and Girl Scouts of the USA.

When Training Volunteers

Suppose a council adult learning team wants to guide volunteers on partnering with Girl Scout Juniors so that the girls advance diversity. The Connect outcome reference table shows that for Girl Scout Juniors, advancing diversity means being able to identify discrimination and being more aware of ways to promote inclusiveness. The indicators suggest that the adult learning team should select activities for volunteer development that focus on how Girl Scout Juniors might identify discrimination.

When Recruiting

Suppose a council membership team wants to recruit adult volunteers based on a community’s speciﬁ c needs. The council could, for example, choose the outcome of gaining practical life skills, with a focus on healthy living. Outcomes from across all grade levels could be used to appeal to a broad range of volunteers. The membership team can also look at the indicators in the reference table to detail the signs of this outcome—further incentive for healthy-minded adults to volunteer in the community.

207253_GSA-text-spot.indd 19 1/22/08 1:35:22 PM What leadership means to me is bringing others together as one and helping them do things they have never tried before.

—Shelby, 11, Girl Scout Junior, Colorado

207253_GSA-text.indd 20 1/4/08 4:16:39 PM Looking Ahead

Now that we have begun to chart the beneﬁ ts of the New Girl Scout Leadership Experience and orient staff and volunteers to those beneﬁ ts, plans are under way to develop measurement systems.

Through spring 2008, the GSRI will test measurements of the New Girl Scout Leadership Experience outcomes and program processes in a pilot study. Developing the signs for how the processes of girl led, learning by doing, and cooperative learning look for each grade level will be a major part of the work. The results will provide a baseline for future comparisons and initial measurement tools that will be ready in time for the 2008 National Council Session. The GSRI is also working with councils to develop a ﬁ ve-year plan for an integrated local/national outcomes measurement system. Exploring Girls’ Leadership and an original study (forthcoming 2008) will further illuminate what leadership means for girls, which factors encourage them to aspire to leadership, and how Girl Scouting can make a difference.

The New Girl Scout Leadership Experience represents a leap forward in how Girl Scouting builds girls of courage, conﬁ dence, and character. By achieving the intended outcomes, girls will be prepared to be leaders who make the world a better place.

207253_GSA-text.indd 21 1/4/08 4:4:16:3916:39 PM 22

207253_GSA-text.indd 22 1/4/08 4:4:16:3916:39 PM Discover

Connect

OUTCOMES ARRANGED BY LEADERSHIP KEY

Take Action

207253_GSA-text.indd 23 1/4/08 4:16:39 PM LEADERSHIP KEY Discover Girls understand themselves and their values and use their knowledge and skills to explore the world.

OUTCOMES

1 Girls develop a strong sense of self.

2 Girls develop positive values.

3 Girls gain practical life skills.

4 Girls seek challenges in the world.

5 Girls develop critical thinking. 24

207253_GSA-text.indd 24 1/4/08 4:16:39 PM OUTCOME Girls develop a strong sense of self. Girls have conﬁ dence in themselves and their abilities, Discover feel they are able to achieve their goals, and form 1 positive gender, social, and cultural identities.

GIRL SCOUT BY GRADE LEVEL SAMPLE INDICATORS/SIGNS GRADE LEVEL Girls . . . When the outcome is achieved, girls might . . . *

Daisy make positive statements about their abilities or demonstrate to others what are better able to recognize their strengths and abilities. K–1 they can do (e.g., “I was a good friend to Luna today”).

name things they like about being a girl. positively identify with their gender and cultural, recognize how their characteristics make them unique (e.g., when drawing linguistic, racial, and ethnic groups. a picture of themselves, a girl can say, “I am Korean, and I speak Korean Brownie and English”). 2–3

have increased conﬁ dence in their abilities. express pride in their accomplishments when speaking with others.

are better able to recognize how situations, attitudes, compare how various situations (home, school, etc.) bring out various aspects and the behaviors of others affect their sense of self. of self. Junior 4–5 report increased conﬁ dence in dealing with outside pressures that try to gain a clearer sense of their individual identities in dictate their thoughts and behaviors (e.g., peer pressure, advertising, cultural relation to, and apart from, outside inﬂ uences. traditions).

describe how cultural inﬂ uences affect their self-image (e.g., magazines are better able to negotiate the effects of sociocultural dictating “right” body shape and size; effects of racist/sexist comments). factors, gender issues, and stereotyping/bias on to their sense of self. make use of strategies to resist peer pressure (e.g., communicate with Cadette conﬁ dence, take responsibility for own actions). 6–8

show an increase in self-efﬁ cacy. report increased belief in their ability to achieve personal goals.

make connections between societal issues (e.g., prejudice based on gender or are better able to recognize and address personal and race) and their opportunities to achieve goals. social barriers to reaching personal goals. report on ways they overcame gender, ethnic, and/or economic challenges to Senior achieving their goals. 9–10 are better able to recognize the multiple demands and describe challenges they face in ﬁ nding a balance between accepting group expectations of others while establishing their own beliefs and thinking/making decisions for themselves. individuality.

report that they have options and possibilities for pursuing life/career goals. feel they are better equipped to pursue future/life goals. report increased conﬁ dence to get the job/education they envision. Ambassador 11–12

increase their sense of autonomy. report being more self-reliant.

*Can you think of other sample indicators/signs? 25

207253_GSA-text.indd 25 1/4/08 4:16:39 PM OUTCOME Girls develop positive values. Girls form their beliefs and values based on the Girl Scout Promise Discover and Law, learn to consider ethical aspects of situations, and are 2 committed to social justice and community service and action.

GIRL SCOUT BY GRADE LEVEL SAMPLE INDICATORS/SIGNS GRADE LEVEL Girls . . . When the outcome is achieved, girls might . . . *

begin to understand the values inherent in the identify actions that are fair/unfair, honest/dishonest in various scenarios. Girl Scout Promise and Law. Daisy K–1 recognize that their choices of actions or words have an give an example of when their actions made something better for someone else. effect on others and the environment.

begin to apply values inherent in the Girl Scout Promise explain how they will take responsibility on the playground, at home, and and Law in various contexts. at school. Brownie 2–3 explain the difference between right and wrong choices. are better able to examine positive and negative effects of people’s actions on others and the environment. provide alternative choices to actions that harm the environment (e.g., throw plastic bottles in recycle bin, not in trash can).

gain greater understanding of ethical decision-making give examples of using the Girl Scout Promise and Law in deciding in their lives. to “do what’s right.”

Junior feel it’s important to help people and the environment in ways that will have 4–5 have increased commitment to engage in sustainable a long-term positive impact. community service and action. exhibit increased interest in Take Action Projects on issues of fairness and social justice in their communities.

are better able to examine their own and others’ values report greater appreciation for the diversity of values based on individual and/ from individual, cultural, and global perspectives. or cultural differences. Cadette 6–8 demonstrate increased commitment to addressing identify instances that raise questions about issues of fairness, ethics, and/or issues of fairness, ethics, and justice in their social justice in their communities. communities.

give examples of making ethical decisions in their everyday lives and are better able to recognize and resolve ethical can explain why they made them (e.g., consider both direct and indirect dilemmas. consequences of their actions). Senior 9–10 strengthen their own and others’ commitment to being socially, politically, and environmentally engaged report increased positive attitudes of social responsibility and citizenship. citizens of their communities.

act consistently with a considered and self-determined choose educational and career goals in line with the values they consider set of values. important. Ambassador 11–12 demonstrate commitment to promoting sustainable report increased interest in learning more about making a sustainable impact solutions to regional, national, and/or global problems. beyond their local communities.

*Can you think of other sample indicators/signs? 26

207253_GSA-text.indd 26 1/4/08 4:16:40 PM OUTCOME Girls gain practical life skills—girls practice healthy living.** Girls gain skills that prepare them for a positive, Discover 3 healthy, and independent future.

GIRL SCOUT BY GRADE LEVEL SAMPLE INDICATORS/SIGNS GRADE LEVEL Girls . . . When the outcome is achieved, girls might . . . *

Daisy gain greater knowledge of what is healthy for mind name behaviors that contribute to good health (e.g., eating fruit, getting K–1 and body. exercise).

identify two hours of after-school sports as healthier than two hours of after- Brownie are better at making healthy choices and minimizing school computer games. 2–3 unhealthy behaviors. name healthy choices they make (e.g., walking every day, choosing healthy snacks).

gain greater understanding of what it means to be describe how being stressed can affect physical health. emotionally and physically healthy. Junior 4–5 are more aware of family, cultural, and media inﬂ uences list ways in which media promotes/inhibits healthy behavior (e.g., fast food ads). on making healthy choices.

are increasingly committed to practicing and promoting report increased interest in learning more about how exercise, diet, relaxation, healthy behavior. and other activities can give balance to their lives. Cadette 6–8 are more knowledgeable about how family and cultural give examples of various cultures’ deﬁ nitions and practices of healthy living. differences affect healthy living.

act as role models for younger girls in making describe strategies for resisting pressure to engage in unhealthy behaviors (e.g., healthy choices. alcohol use or unhealthy dieting). Senior 9–10 show cultural sensitivity in their efforts to promote report increased knowledge of speciﬁ c health needs in their diverse healthy living in their communities. communities (e.g., responsive to religious or cultural beliefs).

report using self-care practices to bring balance to their lives. are better able to address health issues in their lives, their local communities, and globally. identify ways their school’s health education could better address the needs of young women. Ambassador 11–12 are more interested in leading and/or participating report increased knowledge of organizations that advocate for health-related in advocacy projects related to health issues, globally issues, locally or globally. or locally.

*Can you think of other sample indicators/signs? ** Healthy Living is one example of a practical life skill. Outcomes and indicators for other practical skills will be developed over time. 27

207253_GSA-text.indd 27 1/4/08 4:16:40 PM OUTCOME Girls seek challenges in the world. Girls develop positive attitudes toward learning, seek Discover opportunities for expanding their knowledge and skills, set 4 challenging goals for themselves, and take appropriate risks.

GIRL SCOUT BY GRADE LEVEL SAMPLE INDICATORS/SIGNS GRADE LEVEL Girls . . . When the outcome is achieved, girls might . . . *

Daisy demonstrate increased interest in learning new skills. ask lots of questions/make lots of observations about the world around them. K–1

are more open to learning or doing new and enjoy trying new activities (e.g., building a ﬁ re, pitching a tent). challenging things. report doing things they thought they couldn’t do. Brownie 2–3 feel it is OK to make mistakes and might describe an instance in their own lives recognize that one can learn from mistakes. where they learned from a mistake.

increasingly recognize that positive risk-taking when asked to identify attitudes important to accomplishing goals, mention risk- is important to personal growth and leadership. taking and give examples from their own lives. Junior 4–5 report using a variety of resources to pursue topics of interest (e.g., the Internet, are better at exploring new skills and ideas. popular culture, art, poetry).

when given risk-taking scenarios, identify and distinguish between positive and are better able to distinguish positive and negative negative risk (e.g., riding with a driver who has been drinking vs. calling home risk-taking. for a ride even though parents will be angry). Cadette 6–8 recognize the importance of challenging oneself for report how setting challenging goals helped them do better in school. one’s positive growth.

demonstrate increased enthusiasm for learning new increasingly offer their own ideas for exploring new topics or making existing skills and ideas and expanding existing ones. ones more challenging. Senior 9–10

show increased courage to challenge their own and engage in a discussion with someone who has different political views. others’ beliefs and opinions. express preferences even when they differ from the majority’s opinion.

increasingly set challenging goals for the future. see themselves in roles/positions they previously considered unattainable.

Ambassador look for ways personal habits confl ict with achieving goals that are important to 11–12 have increased confi dence to discuss and address them (e.g., fi ghting global warming). challenging issues and contradictions in their lives and in their local and global communities. learn more about a controversial issue from someone who has experienced injustice or from a victim’s advocate.

*Can you think of other sample indicators/signs? 28

207253_GSA-text.indd 28 1/4/08 4:16:40 PM OUTCOME Girls develop critical thinking. Girls learn to examine ideas from a variety of viewpoints and Discover further use critical thinking to explore implications of gender 5 issues for their lives and their leadership development.

GIRL SCOUT BY GRADE LEVEL SAMPLE INDICATORS/SIGNS GRADE LEVEL Girls . . . When the outcome is achieved, girls might . . . *

Daisy recognize that the thoughts and feelings of others can make statements that show they recognize another’s feelings or opinions, such K–1 vary from their own. as “You are sad” and/or “You are happy.”

are increasingly able to consider other viewpoints in listen to and consider each others’ opinions when making decisions. deciding what to do or believe. Brownie 2–3 are better able to recognize and examine stereotypes identify ways they or others are treated differently based on gender, race, (based on gender, race, income, ability, etc.) that income, and ability and can explain why stereotyping is harmful. they encounter.

show greater skill in gathering and evaluating consider various factors before deciding what to believe (e.g., how credible is information. the source of information, is there a hidden agenda). Junior 4–5 are better able to consider multiple perspectives on show increased interest in learning about different sides of issues (e.g., with issues. other girls, in public forums).

are better able to examine issues and ideas from various debate or discuss various perspectives on an issue they are concerned about perspectives. (e.g., women’s rights, global warming). Cadette 6–8 have increased understanding of positive and negative give examples of how TV shows can promote sexism, racism, and other -isms or ways that media impact their own and others’ lives. how the Internet can promote freedom of information or allow disinformation.

are better able to analyze their own and others’ thinking give examples of the steps they followed and why they made a speciﬁ c decision processess. or formed an opinion. Senior 9–10

are better able to apply critical thinking skills to question assumptions behind inequities they encounter (e.g., female athletes challenge stereotypes and biases. earning less than male athletes).

discuss various obstacles facing women leaders now and in the past Ambassador are increasingly able to address local/global/societal (e.g., discrimination based on gender, race, class, ability). 11–12 barriers to women’s leadership. express interest in Take Action Projects that address gender inequality, locally or globally.

*Can you think of other sample indicators/signs? 29

207253_GSA-text.indd 29 1/4/08 4:16:40 PM LEADERSHIP KEY Connect Girls care about, inspire, and team with others locally and globally.

OUTCOMES

1 Girls develop healthy relationships.

2 Girls promote cooperation and team building.

3 Girls can resolve conﬂ icts.

4 Girls advance diversity in a multicultural world.

Girls feel connected to their communities, 5 locally and globally. 30

207253_GSA-text.indd 30 1/4/08 4:16:40 PM OUTCOME Girls develop healthy relationships. Girls learn to form and maintain meaningful and caring Connect relationships, communicate effectively, protect their rights in 1 relationships, and know when to seek help from others.

GIRL SCOUT BY GRADE LEVEL SAMPLE INDICATORS/SIGNS GRADE LEVEL Girls . . . When the outcome is achieved, girls might . . . *

are better able to demonstrate helpful and caring spontaneously offer to help someone in need of assistance (e.g., opening door, behavior. carrying package). Daisy K–1 are better able to identify and communicate their express their feelings verbally (e.g., “I feel lonely when the others don’t include feelings to others. me”), rather than nonverbally (e.g., crying, withdrawing, lashing out).

begin to understand how their behavior contributes to identify healthy/unhealthy behaviors (e.g., honesty, caring, bullying) when maintaining healthy relationships. presented with a relationship scenario. Brownie 2–3 make empathetic statements (e.g., “I helped Kim with that because she was are better able to show empathy toward others. getting frustrated”) and/or report being more caring in their interactions with others.

strengthen communication skills for maintaining name communication strategies that help them in their relationships (e.g., healthy relationships. listening to the ideas of others, encouraging others instead of criticizing them). Junior 4–5 identify bullying tactics and aggressive behaviors in others. are more competent in addressing negative treatment by others. name people they can turn to for help when dealing with difﬁ culties in relationships.

have more positive, trusting relationships with others. report having at least one girl or adult they can talk to about anything.

are able to use positive communication and relationship- give examples of behaviors they use to promote mutual respect, trust, and Cadette building skills. understanding. 6–8 feel more comfortable with new feelings that talk about healthy decision-making (e.g., encouraging self-respect in accompany adolescence and ways of expressing feelings themselves and others) when presented with relationship scenarios. in relationships, including sexual feelings.

recognize that people hold different beliefs about relationships (e.g., based are better able to recognize and address challenges on gender, culture). to forming and maintaining healthy relationships with others. identify behaviors that hinder the development of positive relationships Senior (e.g., backstabbing, gossip). 9–10 have increased knowledge of what healthy report that it is important to be able to communicate their needs effectively. dating entails. recognize unhealthy dating behaviors when presented with a dating scenario.

strengthen strategies for maintaining healthy give examples of using assertive behaviors and might explain when and why relationships. these work/don’t work. Ambassador

11–12 actively seek information on healthy dating behaviors (e.g., how to avoid risky sexual activity, where to get help for abusive relationships). are better able to protect their rights in relationships. report knowing whom to contact when faced with unhealthy relationships (e.g., a hotline, school counselor, trusted adults).

*Can you think of other sample indicators/signs? 31

207253_GSA-text.indd 31 1/4/08 4:16:40 PM OUTCOME Girls promote cooperation and team building. Girls recognize the value of working together and learn to make Connect decisions that beneﬁ t the whole group. They can build effective 2 teams, learn to be accountable for shared goals, and show recognition for others’ accomplishments and contributions.

GIRL SCOUT BY GRADE LEVEL SAMPLE INDICATORS/SIGNS GRADE LEVEL Girls . . . When the outcome is achieved, girls might . . . *

Daisy name something about themselves that helps them work well in a group (e.g., “I begin to learn how to work well with others. K–1 listen well”).

be able to identify strengths or talents that each girl brings to group projects Brownie gain a better understanding of cooperative and team- (e.g., “Monica is good at drawing and I am a really good singer”). 2–3 building skills. describe ways to make group projects more fun (e.g., switching roles, brainstorming, listening to each other).

with minimal adult guidance, apply speciﬁ c strategies for promoting are better able to initiate and maintain cooperation on cooperation (e.g., listening to all ideas, rotating tasks and roles, developing their teams. shared goals). Junior 4–5 increasingly recognize how cooperation contributes to a consistently prefer solving problems in teams or as a group and explain why this project’s success. can be more effective than working alone.

list criteria for what makes a good team (e.g., clear roles, trust, respect, have a greater understanding of team building. diversity). Cadette 6–8 describe obstacles to group work (e.g., not being willing to compromise, are better able to address obstacles to effective group concern with individual interests over group goals, always wanting to be the work and team building. person talking) and suggest possible solutions.

identify speciﬁ c strategies for building effective teams (e.g., paying attention to strengthen their abilities to build effective teams to interests, strengths, team dynamics). accomplish shared goals. demonstrate that they can reach consensus on common goals. Senior 9–10 help others work better as a team (e.g., encourage them to reach consensus on are committed to mentoring others on effective project goals, create “listening” exercises for other girls, recognize each others’ strategies for cooperative work and team building. achievements).

are able to promote cooperation and effective team describe how their Take Action Project encouraged sustained cooperation building in their communities. among various people/organizations in their communities. Ambassador 11–12 recognize the value of cooperation and team building report that cooperation and team-building skills helped them in other spheres for effective leadership and for their future careers. of their lives.

*Can you think of other sample indicators/signs? 32

207253_GSA-text.indd 32 1/4/08 4:16:40 PM OUTCOME Girls can resolve confl icts. Girls learn to recognize and analyze different confl ict situations and Connect 3 develop skills for constructive confl ict resolution and prevention.

GIRL SCOUT BY GRADE LEVEL SAMPLE INDICATORS/SIGNS GRADE LEVEL Girls . . . When the outcome is achieved, girls might . . . *

begin to understand what confl ict is. give examples of confl ict situations in their lives. Daisy K–1 express feelings using “I statements” when they fi nd themselves in a confl ict learn simple confl ict-resolution strategies. situation (e.g., “I’m sorry I hurt your feelings”).

Brownie are better able to apply basic strategies for confl ict name helpful ways to deal with anger/frustration in a confl ict (e.g., talk things 2–3 resolution when confl icts arise. out instead of acting out or hitting).

describe and/or demonstrate confl ict-resolution responses for various settings, such as home, school, or neighborhood. are better able to select confl ict-resolution strategies to fi t the situation. explain why one strategy works in one situation but not another (e.g., at home Junior can resolve confl ict with sibling by talking with parent; but this would not work 4–5 at the playground).

are better at analyzing conﬂ ict situations. give reasons why they ﬁ ght with each other.

strengthen their confl ict-resolution and prevention say how they manage their emotions (e.g., anger, hurt) to diffuse a confl ict strategies. situation (e.g., don’t lose their temper). Cadette 6–8 have a greater understanding of how confl ict-resolution give examples of how their confl ict-resolution skills helped them succeed on a skills contribute to effective leadership. project.

can increasingly apply effective strategies for conﬂ ict report using effective anger-management skills and strategies. resolution and prevention.

Senior identify deeper social roots of confl icts among various groups in 9–10 their communities (e.g., confl icting interests, racism, sexism, other forms are better able to analyze confl ict situations in their of prejudice). communities and globally, and offer possible solutions. describe how certain confl icts in their communities can be avoided by applying prevention strategies they learned.

are better able to develop their own approaches to give examples of how they adapted confl ict-resolution strategies to personal confl ict resolution and prevention. situations (e.g., argument with parent or at a teen dance). Ambassador 11–12 increasingly apply confl ict-resolution skills to working report using confl ict-resolution skills to contribute to peace and fairness toward peaceful and fair relations in their communities. in their communities (e.g., become peer mediators at school).

*Can you think of other sample indicators/signs? 33

207253_GSA-text.indd 33 1/4/08 4:16:41 PM OUTCOME Girls advance diversity in a multicultural world. Girls learn to think and act in a way that promotes an Connect inclusive environment, respecting and valuing diverse 4 backgrounds, viewpoints, and life experiences.

GIRL SCOUT BY GRADE LEVEL SAMPLE INDICATORS/SIGNS GRADE LEVEL Girls . . . When the outcome is achieved, girls might . . . *

identify characteristics that make them different from other girls (e.g., hair color, recognize that it’s OK to be different. food preferences, other likes/dislikes, family structure). Daisy K–1 notice when others are excluded from activities (e.g., “It’s not fair that no one increasingly relate to others in an inclusive manner. is playing with Annie”).

explore their differences and similarities (e.g., based on culture, ethnicity, begin to understand the meaning of diversity. ability, life experiences). Brownie 2–3 not make fun—and might encourage others not to make fun—of those who strengthen their appreciation of differences in others. look/talk/behave differently from themselves.

report that it’s important to promote inclusiveness in various contexts and can explain why. recognize the value of promoting diversity in the world. demonstrate increased interest in interacting with others from different Junior backgrounds (e.g., ethnicity, culture, class, religion, gender, ability). 4–5

develop greater awareness of various forms of when presented with various situations (e.g., from stories, news, movies, music, discrimination in the world. or their community), identify discrimination.

are more aware of the issues, perspectives, and experiences identify main challenges as well as privileges that various groups experience of people from various backgrounds, locally and globally. in today’s world (e.g., women and men, ethnicities, abilities).

actively include people of diverse backgrounds in their activities/events. Cadette learn strategies for promoting diversity and creating actively encourage others to behave in inclusive ways (e.g., petition for a more inclusive environments. wheelchair-accessible park gazebo, use effective ways to speak out against 6–8 exclusion and discrimination). can examine the negative impact of stereotyping, when given examples from the media, describe the negative impact of prejudice, discrimination, and privilege on their lives stereotyping and prejudice (based on ethnicity, religion, language, class, and the lives of others. sexuality, gender, and ability).

create materials to educate others on how to contribute to more inclusive are actively engaged in promoting diversity and environments with their peers, in school, in their neighborhoods, etc. (e.g., tolerance. Web sites, how-to guides, events). Senior

9–10 plan activities/events showing the harmful consequences of prejudice and are increasingly able to address challenges to promoting discrimination on people in their communities. inclusive attitudes and diversity. place high value on empathy and open-mindedness when interacting with people from diverse backgrounds.

are actively engaged in promoting diversity and give examples of meaningful collaboration with people from diverse tolerance, locally and/or globally. backgrounds for their global Take Action Projects. Ambassador

11–12 identify the main reasons that prevent people from embracing diversity are increasingly able to address various challenges to (e.g., racism, sexism, lack of education, lack of empathy) and can suggest promoting inclusive attitudes and diversity, locally and/ possible solutions (e.g., increase understanding by educating people about or globally. diverse cultural values and traditions).

*Can you think of other sample indicators/signs? 34

207253_GSA-text.indd 34 1/4/08 4:16:41 PM OUTCOME Girls feel connected to their communities, locally and globally. Girls feel that they are part of a larger community and Connect recognize the importance of building diverse, supportive, social 5 networks for their personal and leadership development.

GIRL SCOUT BY GRADE LEVEL SAMPLE INDICATORS/SIGNS GRADE LEVEL Girls . . . When the outcome is achieved, girls might . . . *

are better able to identify people and places that make identify people who provide services in their communities (e.g., doctors provide up their community and understand their various medical care, teachers provide education). contributions. Daisy K–1 gain increased understanding of how they belong to give examples of the various groups to which they belong (e.g., Girl Scouts, various groups in their communities. sports team, religious community).

have greater interest in participating in community positively describe their participation in at least one community event and/or events, activities, and social networks. activity (e.g., help at a cancer walk, start a “Park Keeper” club). Brownie 2–3 recognize the importance of being part of a larger give examples of how group/community members help and support each other community. (e.g., in their neighborhood, school).

identify various sources of information for what is going on in their communities are better able to recognize the importance of (e.g., the Internet, magazines, interviews with people). knowing about, and actively participating in, describe how being involved in their communities resulted in stronger Junior community groups. connections to others (e.g., Take Action Project resulted in an adult from the 4–5 community volunteering to teach girls a particular skill).

enjoy connecting with girls/women locally, nationally, or globally (e.g., through begin to feel part of a larger community of girls/women. reading about them, face-to-face interactions, e-mail).

use various ways to connect with others, locally and globally (e.g., the Internet, get-togethers, destinations, events). strengthen existing relationships and seek to create new connections with others in their communities. feel more conﬁ dent contacting community members for help with community Cadette service and action projects (e.g., teachers, youth organizations, after-school 6–8 clubs).

gain greater understanding of the importance of describe how their participation in larger communities supported their personal community networks for themselves and others. and leadership goals (e.g., provided safe environment, helped gain skills).

give an example of organizing a local or global event that brought together actively seek to bring people together in local and global diverse members of their communities. networks. develop friendships with Girl Guides from other countries (e.g., e-mail pals, joint Senior international projects, visits to World Centers). 9–10 feel that their connections with diverse members of make friends with girls/women through the World Association of Girl Guides their communities are important resources for personal and Girl Scouts (WAGGGS) and can explain why these connections are and leadership development. important to them.

Ambassador have extensive feelings of connection with their local report more positive attitudes toward different members of their communities. 11–12 and global communities. place high value on providing support for diverse members of their communities.

*Can you think of other sample indicators/signs? 35

207253_GSA-text.indd 35 1/4/08 4:16:41 PM LEADERSHIP KEY Take Action Girls act to make the world a better place.

OUTCOMES

1 Girls can identify community needs.

2 Girls are resourceful problem solvers.

Girls advocate for themselves and others, 3 locally and globally.

4 Girls educate and inspire others to act.

Girls feel empowered to make a difference 5 in the world. 36

207253_GSA-text.indd 36 1/4/08 4:16:41 PM OUTCOME Girls can identify community needs. Girls learn to identify issues in their local and global Take Action 1 communities and come up with realistic possibilities for action.

GIRL SCOUT BY GRADE LEVEL SAMPLE INDICATORS/SIGNS GRADE LEVEL Girls . . . When the outcome is achieved, girls might . . . *

Daisy gain increased knowledge of their communities’ assets. name people/places they consider helpful and valuable in their communities. K–1

use various ways to gain information about their communities (e.g., the Internet, library, personal interviews). develop basic strategies to identify community issues. list things about their community that are valuable and things that could Brownie be improved. 2–3

gain a greater understanding of how Take Action explain how the issue they agreed to take action on can beneﬁ t their community Projects might impact their communities. (e.g., other girls, families, a church).

learn to use strategies to determine issues that use community asset mapping to identify opportunities to better their deserve action. communities. Junior 4–5 are better able to determine whether projects can be consider time and/or ﬁ nancial constraints before selecting an issue to tackle. realistically accomplished.

report using a variety of tools (e.g., community mapping, interviewing, strengthen their ability to decide which community observations) to identify needs, assets, and potential impact of their planned issue deserves action. projects. Cadette 6–8 identify multiple causes for a problem they wish to address. begin to address deeper causes of issues in their explain the difference between a quick ﬁ x and long-term solutions (e.g., reading communities. to someone learning English as a second language vs. teaching someone to read).

report considering multiple factors before deciding on the appropriateness of are more skilled in identifying their local or global a project for their community (e.g., feasibility, balance of assets and needs, communities’ needs that they can realistically address. sustainable impact). Senior seek advice from community members/leaders before selecting issues for action. 9–10

choose Take Action Projects that aim to address deeper feel conﬁ dent using tools that help them identify root causes of community causes of issues in their communities. problems (e.g., causal mapping).

are more skilled in identifying issues that balance feasibility with achieving long-term changes in their identify community partners that can continue their project goals into the future. local or global communities. Ambassador 11–12 choose Take Action Projects that aim to address deeper interview staff and residents of a homeless shelter to identify root causes causes of issues in their communities. of homelessness in that community.

*Can you think of other sample indicators/signs? 37

207253_GSA-text.indd 37 1/4/08 4:16:41 PM OUTCOME Girls are resourceful problem solvers. Girls can use their knowledge and skills to set up Take Action and implement creative and effective “action plans,” 2 locate tools and resources they need, and know when, where, and how to enlist help from others.

GIRL SCOUT BY GRADE LEVEL SAMPLE INDICATORS/SIGNS GRADE LEVEL Girls . . . When the outcome is achieved, girls might . . . *

Daisy with adult guidance, make a list of resources needed to complete their project learn the basics of planning a project. K–1 (e.g., materials for creating get-well cards for a children’s hospital).

are better able to develop a basic plan to reach a goal or identify two or three steps and resources (people, materials, information) a solution to a problem. needed to reach a goal or solve a problem (e.g., how to get ready for camp). Brownie 2–3 are better able to create alternative solutions to reﬂ ect on a real-life problem or a scenario and state an alternative solution, problems. such as ”Next time, I will do this instead.”

outline steps, resources, and time lines and assign responsibilities for their are better able to create an “action plan” for their project with minimal adult guidance. projects. report increased confi dence in creating action plans for their goals. Junior 4–5 gain a greater ability to locate and use resources that feel confi dent contacting community partners who can help them achieve their will help accomplish their project goals. goals (e.g., school offi cials who can display girls’ fl iers on bulletin boards).

demonstrate independence in thinking through the required components of are able to create and implement detailed action plans their action plans (e.g., location of resources, time lines, responsibilities). for their projects. report being more able to keep themselves “on track,” requesting adult help if Cadette needed. 6–8

increasingly seek out community support and resources identify people/organizations in their communities to help on some aspect of to help achieve their goals. their project (e.g., obtain editing guidance for media projects).

create detailed action plans, organize, and coordinate with others in the are better able to effectively plan and carry out action community, managing time and anticipating possible problems and resource projects with minimal adult guidance. needs on their own. Senior 9–10 identify alternative ways to accomplish goals if initial plans prove unsuccessful. are able to assess their progress and adjust strategies as necessary. identify things they could do better and/or differently next time they work on a community service or action project.

report increased knowledge and skill in various aspects of project planning and are better able to independently plan, organize, and implementation. manage Take Action Projects. monitor their own progress and determine criteria for success. Ambassador

11–12 describe their efforts to engage community partners—locally or globally—in the actively seek partnerships to achieve greater community implementation of community service and action projects. participation and impact for their Take Action Projects. explain how partnerships with others maximize the impact of their Take Action Projects.

*Can you think of other sample indicators/signs? 38

207253_GSA-text.indd 38 1/4/08 4:16:41 PM OUTCOME Girls advocate for themselves and others, locally and globally. Girls develop the ability to speak out on their own behalf and Take Action 3 seek opportunities to act and speak on behalf of others.

GIRL SCOUT BY GRADE LEVEL SAMPLE INDICATORS/SIGNS GRADE LEVEL Girls . . . When the outcome is achieved, girls might . . . *

Daisy recognize situations when they can “make something better” for someone recognize that they can act on behalf of others. K–1 else (e.g., through words or actions).

gain a better understanding of their rights and those name rights people have in their schools, families, or communities (e.g., to be of others. safe, to be treated fairly, to be heard). Brownie 2–3 deﬁ ne what advocacy means and give examples of advocates in their communities. learn and begin to apply basic advocacy skills. use words or actions to show concern and intervene when another person is not being treated well (e.g., stand up for someone being teased).

Junior strengthen their abilities to effectively speak out or act identify concrete steps they can take to effect desired changes (e.g., who 4–5 for themselves and others. to contact about creating safer streets for bicycling in their neighborhood).

can give examples of how youth can infl uence and/or participate in community recognize the importance of advocacy in accomplishing decision-making (e.g., infl uence the library to remain open longer, start a teen positive changes for themselves and others. hotline, form an antidiscrimination group). Cadette 6–8 gain greater ability to use specifi c advocacy skills to report using various strategies to speak out for themselves and others on issues address issues of interest. of interest (e.g., writing letters, petitions, creating public announcements).

have a greater understanding of how the decisions and report increased knowledge about how public decisions in their schools, policies of various institutions have effects on their lives communities, and local governments affect people’s private lives (e.g., and the lives of others. decisions about education, juvenile justice). Senior 9–10 give examples of advocating for an issue in their school or neighborhood use advocacy skills and knowledge to be more active on (e.g., more healthful cafeteria food, increased awareness of eating disorders, behalf of a cause, issue, or person, locally or globally. reproductive health, effects of poverty).

recognize that they have the rights and abilities to report increased interest and conﬁ dence in participating in projects or initiatives participate in the development of public policy that that promote positive social changes. affects their lives and the lives of others. Ambassador are better able to consider the community/global impact describe how their advocacy efforts helped their community or the broader 11–12 of their advocacy efforts. society.

actively seek partnerships with other organizations that report working with organizations that share their advocacy goals. provide support and resources for their advocacy efforts.

*Can you think of other sample indicators/signs? 39

207253_GSA-text.indd 39 1/4/08 4:16:42 PM OUTCOME Girls educate and inspire others to act. Girls learn to effectively explain their ideas to others and Take Action 4 motivate them to get involved in community service and action.

GIRL SCOUT BY GRADE LEVEL SAMPLE INDICATORS/SIGNS GRADE LEVEL Girls . . . When the outcome is achieved, girls might . . . *

Daisy are better able to assist peers and seek help from them. respond to requests for help/assistance with actions or words. K–1

are better able to explain their ideas or teach new skills demonstrate or teach a skill to other girls (e.g., how to sell cookies, how to make to others. a puppet). Brownie 2–3 explain why they chose a community action project (e.g., meals to seniors, can communicate their reasons for engaging in holiday gifts to needy children), how/why it beneﬁ ted others, and what they community service and action. learned from it.

use various ways to tell others about their Take Action Projects (e.g., ﬂ iers, Junior learn various strategies to communicate and share presentations). 4–5 Take Action Projects with others. explain what makes a successful persuasive message/action for various audiences (e.g., presentation to peers, petitions to ofﬁ cials).

show increased commitment to educate others on how organize a show-and-tell for younger Girl Scouts to educate them about how to to better their communities. be more active in community affairs. Cadette 6–8 are better able to identify and select various methods report knowing how to tailor their messages to various audiences (e.g., young for informing others about their Take Action Projects. girls vs. senior citizens).

shape messages (e.g., in a ﬂ ier, speech, publication, or Web campaign) Senior are better at inspiring and mobilizing others to become to explain the importance of taking action on an issue they care about. 9–10 more engaged in community service and action. organize an awareness day in their schools on an issue they care about (e.g., emotional health, Internet safety).

implement innovative ways to access hard-to-reach audiences (e.g., using Ambassador are better able to evaluate the effectiveness of their the Internet to engage remote rural populations). efforts to reach/educate diverse audiences and can 11–12 adjust their communication strategies accordingly. work with other youth/community organizations to spread their messages more effectively.

*Can you think of other sample indicators/signs? 40

207253_GSA-text.indd 40 1/4/08 4:16:42 PM OUTCOME Girls feel empowered to make a difference in the world. Girls feel empowered to use their leadership skills to Take Action effect change in their lives and their world and feel their 5 contributions are valued in the larger community.

GIRL SCOUT BY GRADE LEVEL SAMPLE INDICATORS/SIGNS GRADE LEVEL Girls . . . When the outcome is achieved, girls might . . . *

Daisy give an example of something they have done to make them feel like an feel their actions and words are important to others. important part of their group (e.g., help choose an activity, lead a game, help K–1 make up a rule).

increasingly feel they have important roles and describe ways their actions contributed to bettering something (for their responsibilities in their groups and/or communities. families, neighborhood, environment). Brownie 2–3 exhibit increased determination to create changes for give examples when they succeeded in making a positive change for themselves and others. themselves or others.

describe various expressions of power around them (e.g., power over others, are more conﬁ dent in their power to effect positive power to do something, power with others). change. explain how shared power helped them create better or longer-lasting changes Junior (e.g., working together vs. doing it alone). 4–5

feel they have greater opportunities for involvement in give examples of when they participated in the decision-making processes the decision-making of their communities. in their Girl Scout council, church, school, etc.

feel that their opinions, ideas, and contributions are taken seriously by adults. feel more valued by others for their ability to apply express pride that their Take Action Projects improved functioning of some leaderships skills toward positive change. aspect of their communities (e.g., contributed to cleaner air, safer streets, better Cadette opportunities for young people). 6–8

have increased conﬁ dence to participate in decision- show interest in providing and/or receiving input from community members on making processes in their groups or communities. community issues.

identify internal and/or external barriers to feeling empowered to create change are better able to address challenges to their feeling of (e.g., not being taken seriously because they are “just kids”). empowerment. describe strategies for ensuring that their voices and opinions are heard. Senior 9–10 feel they have greater access to community resources report that adults in their communities invite their input and/or participation and more equal relationships with adults in their in community affairs. communities.

feel capable of using their skills to better the create an action plan that could be implemented to include more young people functioning and governance of communities, locally in setting town priorities. or globally. Ambassador 11–12 feel their projects and ideas are valued/respected by give examples of positive reports (e.g., local news coverage) about their Take stakeholders in their local and/or global communities. Action Projects.

*Can you think of other sample indicators/signs? 41

207253_GSA-text.indd 41 1/4/08 4:16:42 PM 42

207253_GSA-text.indd 42 1/4/08 4:4:16:4216:42 PM Daisy

Brownie

Junior

OUTCOMES ARRANGED BY Cadette GRADE LEVEL

Senior

TakeAmbassador Action 43

207253_GSA-text-spot.indd 43 1/22/08 2:08:50 PM GIRL SCOUT GRADE LEVEL Daisy grades K–1

207253_GSA-text.indd 44 1/4/08 4:16:42 PM DISCOVER OUTCOMES Girl Scout Daisies understand themselves and their values and use their knowledge and skills to explore the world.

DISCOVER OUTCOMES BY GRADE LEVEL SAMPLE INDICATORS/SIGNS Girls . . . When the outcome is achieved, girls might . . . *

Girls develop a strong sense of self: Girls have conﬁ dence in themselves make positive statements about their abilities or demonstrate are better able to recognize their strengths and and their abilities, feel they are able to to others what they can do (e.g., “I was a good friend to Luna abilities. achieve their goals, and form positive today”). gender, social, and cultural identities.

begin to understand the values inherent in the identify actions that are fair/unfair, honest/dishonest in various Girl Scout Promise and Law. scenarios. Girls develop positive values: Girls form their beliefs and values based on the Girl Scout Promise and Law, learn to consider ethical aspects of situations, and are committed to social justice and community service and action. recognize that their choices of actions or words give an example of when their actions made something better have an effect on others and the environment. for someone else.

Girls gain practical life skills—girls practice healthy living:** gain greater knowledge of what is healthy for name behaviors that contribute to good health (e.g., eating fruit, Girls gain skills that prepare them for a mind and body. getting exercise). positive, healthy, and independent future.

Girls seek challenges in the world: Girls develop positive attitudes toward learning, seek opportunities for expanding demonstrate increased interest in learning ask lots of questions/make lots of observations about the world their knowledge and skills, set challenging new skills. around them. goals for themselves, and take appropriate risks.

Girls develop critical thinking: Girls learn to examine ideas from a variety of viewpoints and further use critical recognize that the thoughts and feelings of make statements that show they recognize another’s feelings thinking to explore implications of gender others can vary from their own. or opinions, such as “You are sad” and/or “You are happy.” issues for their lives and their leadership development.

*Can you think of other sample indicators/signs? ** Healthy Living is one example of a practical life skill. Outcomes and indicators for other practical skills will be developed over time. 45

207253_GSA-text.indd 45 1/4/08 4:16:46 PM CONNECT OUTCOMES Girl Scout Daisies care about, inspire, and team with others locally and globally.

CONNECT OUTCOMES BY GRADE LEVEL SAMPLE INDICATORS/SIGNS Girls . . . When the outcome is achieved, girls might . . . *

are better able to demonstrate helpful and spontaneously offer to help someone in need of assistance caring behavior. (e.g., opening door, carrying package). Girls develop healthy relationships: Girls learn to form and maintain meaningful and caring relationships, communicate effectively, protect their rights in relationships, and know when to seek help from others. express their feelings verbally (e.g., “I feel lonely when the are better able to identify and communicate others don’t include me”), rather than nonverbally (e.g., crying, their feelings to others. withdrawing, lashing out).

Girls promote cooperation and team building: Girls recognize the value of working together and learn to make decisions name something about themselves that helps them work well in that beneﬁ t the whole group. They begin to learn how to work well with others. a group (e.g., “I listen well”). can build effective teams, learn to be accountable for their shared goals, and show recognition for others’ accomplishments and contributions.

begin to understand what confl ict is. give examples of confl ict situations in their lives. Girls can resolve confl icts: Girls learn to recognize and analyze different confl ict situations and develop skills for constructive confl ict resolution and prevention. express feelings using “I statements” when they fi nd learn simple confl ict-resolution strategies. themselves in a confl ict situation (e.g., “I’m sorry I hurt your feelings”).

identify characteristics that make them different from other recognize that it’s OK to be different. girls (e.g., hair color, food preferences, other likes/dislikes, Girls advance diversity family structure). in a multicultural world: Girls learn to think and act in a way that promotes an inclusive environment, respecting and valuing diverse backgrounds, viewpoints, and life experiences. increasingly relate to others in an inclusive notice when others are excluded from activities (e.g., “It’s not manner. fair that no one is playing with Annie”).

are better able to identify people and places that identify people who provide services in their communities (e.g., make up their community and understand their doctors provide medical care, teachers provide education). Girls feel connected to their various contributions. communities, locally and globally: Girls feel that they are part of a larger community and recognize the importance of building diverse, supportive social networks for their personal and leadership development. gain increased understanding of how they give examples of the various groups to which they belong (e.g., belong to various groups in their communities. Girl Scouts, sports team, religious community).

*Can you think of other sample indicators/signs?

207253_GSA-text.indd 46 1/4/08 4:16:46 PM TAKE ACTION OUTCOMES Girl Scout Daisies act to make the world a better place.

TAKE ACTION OUTCOMES BY GRADE LEVEL SAMPLE INDICATORS/SIGNS Girls . . . When the outcome is achieved, girls might . . . *

Girls can identify community needs: Girls learn to identify issues in their local gain increased knowledge of their name people/places they consider helpful and valuable in their and global communities and come up communities’ assets. communities. with realistic possibilities for action.

Girls are resourceful problem solvers: Girls can use their knowledge and skills with adult guidance, make a list of resources needed to set up and implement creative and learn the basics of planning a project. to complete their project (e.g., materials for creating get-well effective “action plans,” locate tools and cards for a children’s hospital). resources they need, and know when, where, and how to enlist help from others.

Girls advocate for themselves and others, locally and recognize situations when they can “make something better” globally: recognize that they can act on behalf of others. Girls develop the ability to speak out on for someone else (e.g., through words or actions). their own behalf and seek opportunities to act and speak on behalf of others.

Girls educate and inspire others to act: are better able to assist peers and seek help Girls learn to effectively explain their respond to requests for help/assistance with actions or words. from them. ideas to others and motivate them to get involved in community service and action.

Girls feel empowered to make a difference in the world: Girls feel empowered to use their give an example of something they have done to make feel their actions and words are important leadership skills to effect change in them feel like an important part of their group (e.g., help to others. their lives and their world, and feel their choose an activity, lead a game, help make up a rule). contributions are valued in the larger community.

*Can you think of other sample indicators/signs?

207253_GSA-text.indd 47 1/4/08 4:16:46 PM GIRL SCOUT GRADE LEVEL Brownie grades 2–3

207253_GSA-text-spot.indd 48 1/22/08 1:13:11 PM DISCOVER OUTCOMES Girl Scout Brownies understand themselves and their values and use their knowledge and skills to explore the world.

DISCOVER OUTCOMES BY GRADE LEVEL SAMPLE INDICATORS/SIGNS Girls . . . When the outcome is achieved, girls might . . . *

name things they like about being a girl. positively identify with their gender and cultural, recognize how their characteristics make them unique (e.g., linguistic, racial, and ethnic groups. when drawing a picture of themselves, a girl can say, “I am Girls develop a strong sense of self: Korean, and I speak Korean and English”). Girls have conﬁ dence in themselves and their abilities, feel they are able to achieve their goals, and form positive gender, social, and cultural identities. express pride in their accomplishments when speaking have increased conﬁ dence in their abilities. with others.

begin to apply values inherent in the Girl Scout explain how they will take responsibility on the playground, at Promise and Law in various contexts. home, and at school. Girls develop positive values: Girls form their beliefs and values based on the Girl Scout Promise and Law, learn to consider ethical aspects of situations, and are committed to social justice and explain the difference between right and wrong choices. community service and action. are better able to examine positive and negative effects of people’s actions on others and the provide alternative choices to actions that harm the environment. environment (e.g., throw plastic bottles in recycle bin, not in trash can).

Girls gain practical life skills—girls identify two hours of after-school sports as healthier than two practice healthy living:** are better at making healthy choices and hours of after-school computer games. Girls gain skills that prepare them for a minimizing unhealthy behaviors. name healthy choices they make (e.g., walking every day, positive, healthy, and independent future. choosing healthful snacks).

are more open to learning or doing new and enjoy trying new activities (e.g., building a ﬁ re, pitching a tent). challenging things. Girls seek challenges in the world: report doing things they thought they couldn’t do. Girls develop positive attitudes toward learning, seek opportunities for expanding their knowledge and skills, set challenging goals for themselves, and take appropriate risks. feel it is OK to make mistakes and might describe an instance recognize that one can learn from mistakes. in their own lives where they learned from a mistake.

are increasingly able to consider other listen to and consider each others’ opinions when making viewpoints in deciding what to do or believe. decisions. Girls develop critical thinking: Girls learn to examine ideas from a variety of viewpoints and further use critical thinking to explore implications of gender issues for their lives and their leadership development. are better able to recognize and examine identify ways they or others are treated differently based stereotypes (based on gender, race, income, on gender, race, income, and ability and can explain why ability, etc.) that they encounter. stereotyping is harmful.

*Can you think of other sample indicators/signs? ** Healthy Living is one example of a practical life skill. Outcomes and indicators for other practical skills will be developed over time. 49

207253_GSA-text-spot.indd 49 1/22/08 1:13:19 PM CONNECT OUTCOMES Girl Scout Brownies care about, inspire, and team with others, locally and globally.

CONNECT OUTCOMES BY GRADE LEVEL SAMPLE INDICATORS/SIGNS Girls . . . When the outcome is achieved, girls might . . . *

begin to understand how their behavior identify healthy/unhealthy behaviors (e.g., honesty, caring, contributes to maintaining healthy relationships. bullying) when presented with a relationship scenario. Girls develop healthy relationships: Girls learn to form and maintain meaningful and caring relationships, communicate effectively, protect their rights in relationships, and know when to seek help from others. make empathetic statements (e.g., “I helped Kim with that are better able to show empathy toward others. because she was getting frustrated”) and/or report being more caring in their interactions with others.

Girls promote cooperation and team building: Girls recognize the value of working be able to identify strengths or talents that each girl brings together and learn to make decisions to group projects (e.g., “Monica is good at drawing and I am gain a better understanding of cooperative and that beneﬁ t the whole group. They a really good singer”). team-building skills. can build effective teams, learn describe ways to make group projects more fun (e.g., switching to be accountable for their shared roles, brainstorming, listening to each other). goals, and show recognition for others’ accomplishments and contributions.

Girls can resolve confl icts: Girls learn to recognize and analyze are better able to apply basic strategies for name helpful ways to deal with anger/frustration in a confl ict different confl ict situations and develop confl ict resolution when confl icts arise. (e.g., talk things out instead of acting out or hitting). skills for constructive confl ict resolution and prevention.

explore their differences and similarities (e.g., based on culture, begin to understand the meaning of diversity. Girls advance diversity ethnicity, ability, life experiences). in a multicultural world: Girls learn to think and act in a way that promotes an inclusive environment, respecting and valuing diverse backgrounds, viewpoints, and life experiences. strengthen their appreciation of differences not make fun—and might encourage others not to make in others. fun—of those who look/talk/behave differently from themselves.

have greater interest in participating in positively describe their participation in at least one community events, activities, and social community event and/or activity (e.g., help at a cancer Girls feel connected to their networks. walk, start a “Park Keeper” club). communities, locally and globally: Girls feel that they are part of a larger community and recognize the importance of building diverse, supportive social networks for their personal and leadership development. recognize the importance of being part of a give examples of how group/community members help and larger community. support each other (e.g., in their neighborhood, school).

*Can you think of other sample indicators/signs?

207253_GSA-text-spot.indd 50 1/22/08 1:13:19 PM TAKE ACTION OUTCOMES Girl Scout Brownies act to make the world a better place.

TAKE ACTION OUTCOMES BY GRADE LEVEL SAMPLE INDICATORS/SIGNS Girls . . . When the outcome is achieved, girls might . . . *

use various ways to gain information about their communities develop basic strategies to identify community (e.g., the Internet, library, personal interviews). issues. list things about their community that are valuable and things Girls can identify community needs: that could be improved. Girls learn to identify issues in their local and global communities and come up with realistic possibilities for action. gain a greater understanding of how Take Action explain how the issue they agreed to take action on can beneﬁ t Projects might impact their communities. their community (e.g., other girls, families, a church).

identify two or three steps and resources (people, materials, are better able to develop a basic plan to reach information) needed to reach a goal or solve a problem (e.g., a goal or a solution to a problem. Girls are resourceful problem solvers: how to get ready for camp). Girls can use their knowledge and skills to set up and implement creative and effective “action plans,” locate tools and resources they need, and know when, where, and how to enlist help from others. are better able to create alternative solutions to reﬂ ect on a real-life problem or a scenario and state an problems. alternative solution, such as ”Next time, I will do this instead.”

name rights people have in their schools, families, gain a better understanding of their rights and or communities (e.g., to be safe, to be treated fairly, to be those of others. Girls advocate for heard). themselves and others, locally and globally: Girls develop the ability to speak out on their own behalf and seek opportunities to deﬁ ne what advocacy means and give examples of advocates in act and speak on behalf of others. their communities. learn and begin to apply basic advocacy skills. use words or actions to show concern and intervene when another person is not being treated well (e.g., stand up for someone being teased).

are better able to explain their ideas or teach demonstrate or teach a skill to other girls (e.g., how to sell new skills to others. cookies, how to make a puppet). Girls educate and inspire others to act: Girls learn to effectively explain their ideas to others and motivate them to get involved in community service and action. explain why they chose a community action project (e.g., can communicate their reasons for engaging in meals to seniors, holiday gifts to needy children), how/why it community service and action. beneﬁ ted others, and what they learned from it.

increasingly feel they have important roles describe ways their actions contributed to bettering something and responsibilities in their groups and/or (for their families, neighborhood, environment). Girls feel empowered communities. to make a difference in the world: Girls feel empowered to use their leadership skills to effect change in their lives and their world, and feel their contributions are valued in the larger community. exhibit increased determination to create give examples when they succeeded in making positive change changes for themselves and others. for themselves or others.

*Can you think of other sample indicators/signs?

207253_GSA-text-spot.indd 51 1/22/08 1:13:19 PM GIRL SCOUT GRADE LEVEL Junior grades 4–5

207253_GSA-text.indd 52 1/16/08 12:50:13 PM DISCOVER OUTCOMES Girl Scout Juniors understand themselves and their values and use their knowledge and skills to explore the world.

DISCOVER OUTCOMES BY GRADE LEVEL SAMPLE INDICATORS/SIGNS Girls . . . When the outcome is achieved, girls might . . . *

are better able to recognize how situations, compare how various situations (home, school, etc.) bring out attitudes, and the behaviors of others affect various aspects of self. their sense of self. Girls develop a strong sense of self: Girls have confi dence in themselves and their abilities, feel they are able to achieve their goals, and form positive gender, social, and cultural identities. report increased confi dence in dealing with outside pressures gain a clearer sense of their individual identities that try to dictate their thoughts and behaviors (e.g., peer in relation to, and apart, from outside infl uences. pressure, advertising, cultural traditions).

gain greater understanding of ethical decision- give examples of using the Girl Scout Promise and Law making in their lives. in deciding to “do what’s right.” Girls develop positive values: Girls form their beliefs and values based on the Girl Scout Promise and Law, learn to consider ethical aspects of situations, and are committed to social justice and feel it’s important to help people and the environment in ways community service and action. have increased commitment to engage in that will have a long-term positive impact. sustainable community service and action. exhibit increased interest in Take Action Projects on issues of fairness and social justice in their communities.

gain greater understanding of what it means to describe how being stressed can affect physical health. be emotionally and physically healthy. Girls gain practical life skills—girls practice healthy living:** Girls gain skills that prepare them for a positive, healthy, and independent future. are more aware of family, cultural, and media list ways in which media promotes/inhibits healthy behavior inﬂ uences on making healthy choices. (e.g., fast food ads).

when asked to identify attitudes important to accomplishing increasingly recognize that positive risk-taking goals, mention risk-taking and give examples from their own is important to personal growth and leadership. Girls seek challenges in the world: lives. Girls develop positive attitudes toward learning, seek opportunities for expanding their knowledge and skills, set challenging goals for themselves, and take appropriate risks. report using a variety of resources to pursue topics of interest are better at exploring new skills and ideas. (e.g., the Internet, popular culture, art, poetry).

consider various factors before deciding what to believe (e.g., show greater skill in gathering and evaluating how credible is the source of information, is there a hidden information. Girls develop critical thinking: agenda). Girls learn to examine ideas from a variety of viewpoints and further use critical thinking to explore implications of gender issues for their lives and their leadership development. are better able to consider multiple perspectives show increased interest in learning about different sides of on issues. issues (e.g., with other girls, in public forums).

*Can you think of other sample indicators/signs? ** Healthy Living is one example of a practical life skill. Outcomes and indicators for other practical skills will be developed over time. 53

207253_GSA-text.indd 53 1/16/08 12:50:17 PM CONNECT OUTCOMES Girl Scout Juniors care about, inspire, and team with others locally and globally.

CONNECT OUTCOMES BY GRADE LEVEL SAMPLE INDICATORS/SIGNS Girls . . . When the outcome is achieved, girls might . . . *

name communication strategies that help them in their strengthen communication skills for maintaining relationships (e.g., listening to the ideas of others, encouraging healthy relationships. Girls develop healthy relationships: others instead of criticizing them). Girls learn to form and maintain meaningful and caring relationships, communicate effectively, protect their rights in relationships, and know when to seek help from others. identify bullying tactics and aggressive behaviors in others. are more competent in addressing negative treatment by others. name people they can turn to for help when dealing with difﬁ culties in relationships.

with minimal adult guidance, apply speciﬁ c strategies for are better able to initiate and maintain Girls promote promoting cooperation (e.g., listening to all ideas, rotating cooperation on their teams. cooperation and team building: tasks and roles, developing shared goals). Girls recognize the value of working together and learn to make decisions that beneﬁ t the whole group. They can build effective teams, learn to be accountable for their shared goals, and show recognition for others’ increasingly recognize how cooperation consistently prefer solving problems in teams or as a group and accomplishments and contributions. contributes to a project’s success. explain why this can be more effective than working alone.

describe and/or demonstrate confl ict-resolution responses for various settings, such as home, school, or neighborhood. are better able to select confl ict-resolution Girls can resolve confl icts: strategies to fi t the situation. explain why one strategy works in one situation but not another Girls learn to recognize and analyze (e.g., at home can resolve confl ict with sibling by talking with different confl ict situations and develop parent; but this would not work at the playground). skills for constructive confl ict resolution and prevention.

are better at analyzing conﬂ ict situations. give reasons why they ﬁ ght with each other.

report that it’s important to promote inclusiveness in various contexts and can explain why. recognize the value of promoting diversity in Girls advance diversity the world. demonstrate increased interest in interacting with others from in a multicultural world: different backgrounds (e.g., ethnicity, culture, class, religion, Girls learn to think and act in a way gender, ability). that promotes an inclusive environment, respecting and valuing diverse backgrounds, viewpoints, and life experiences. develop greater awareness of various forms of when presented with various situations (e.g., from stories, news, discrimination in the world. movies, music, or their community), identify discrimination.

identify various sources of information for what is going on in their communities (e.g., the Internet, magazines, interviews Girls feel connected to their are better able to recognize the importance of with people). communities, locally and globally: knowing about and actively participating in describe how being involved in their communities resulted Girls feel that they are part of a larger community groups. in stronger connections to others (e.g., Take Action Project community and recognize the importance resulted in an adult from the community volunteering to teach of building diverse, supportive social girls a particular skill). networks for their personal and leadership development. enjoy connecting with girls/women locally, nationally, or globally begin to feel part of a larger community of girls/ (e.g., through reading about them, face-to-face interactions, women. e-mail).

*Can you think of other sample indicators/signs?

207253_GSA-text.indd 54 1/16/08 12:50:18 PM TAKE ACTION OUTCOMES Girl Scout Juniors act to make the world a better place.

TAKE ACTION OUTCOMES BY GRADE LEVEL SAMPLE INDICATORS/SIGNS Girls . . . When the outcome is achieved, girls might . . . *

learn to use strategies to determine issues that use community asset mapping to identify opportunities to deserve action. better their communities. Girls can identify community needs: Girls learn to identify issues in their local and global communities and come up with realistic possibilities for action. are better able to determine whether projects consider time and/or ﬁ nancial constraints before selecting an can be realistically accomplished. issue to tackle.

outline steps, resources, and time lines and assign are better able to create an “action plan” for responsibilities for their project with minimal adult guidance. their projects. Girls are resourceful problem solvers: report increased confi dence in creating action plans for Girls can use their knowledge and skills their goals. to set up and implement creative and effective “action plans,” locate tools and resources they need, and know when, where, and how to enlist help from others. feel confi dent contacting community partners who can help gain a greater ability to locate and use resources them achieve their goals (e.g., school offi cials who can display that will help accomplish their project goals. girls’ fl iers on bulletin boards).

Girls advocate for themselves and others, locally and identify concrete steps they can take to effect desired changes strengthen their abilities to effectively speak out globally: (e.g., whom to contact about creating safer streets for bicycling Girls develop the ability to speak out on or act for themselves and others. in their neighborhood). their own behalf and seek opportunities to act and speak on behalf of others.

Girls educate and use various ways to tell others about their Take Action Projects (e.g., ﬂ iers, presentations). inspire others to act: learn various strategies to communicate and Girls learn to effectively explain their share Take Action Projects with others. explain what makes a successful persuasive message/action ideas to others and motivate them to get for various audiences (e.g., presentation to peers, petitions to involved in community service and action. ofﬁ cials).

describe various expressions of power around them (e.g., power are more conﬁ dent in their power to effect over others, power to do something, power with others). Girls feel empowered positive change. to make a difference in the world: explain how shared power helped them create better or longer- Girls feel empowered to use their lasting changes (e.g., working together vs. doing it alone). leadership skills to effect change in their lives and their world, and feel their contributions are valued in the larger community. feel they have greater opportunities for give examples of when they participated in the decision-making involvement in the decision-making of their processes in their Girl Scout council, church, school, etc. communities.

*Can you think of other sample indicators/signs?

207253_GSA-text.indd 55 1/16/08 12:50:18 PM GIRL SCOUT GRADE LEVEL Cadette grades 6–8

207253_GSA-text.indd 56 1/16/08 12:50:27 PM DISCOVER OUTCOMES Girl Scout Cadettes understand themselves and their values and use their knowledge and skills to explore the world.

DISCOVER OUTCOMES BY GRADE LEVEL SAMPLE INDICATORS/SIGNS Girls . . . When the outcome is achieved, girls might . . . *

describe how cultural infl uences affect their self-image (e.g., magazines dictating “right” body shape and size; effects of are better able to negotiate the effects of racist/sexist comments). sociocultural factors, gender issues, and Girls develop a strong sense of self: stereotyping/bias on their sense of self. make use of strategies to resist peer pressure (e.g., Girls have confi dence in themselves communicate with confi dence, take responsibility for own and their abilities, feel they are able to actions). achieve their goals, and form positive gender, social, and cultural identities.

show an increase in self-efﬁ cacy. report increased belief in their ability to achieve personal goals.

are better able to examine their own and others’ report greater appreciation for the diversity of values based on values from individual, cultural, and global individual and/or cultural differences. Girls develop positive values: perspectives. Girls form their beliefs and values based on the Girl Scout Promise and Law, learn to consider ethical aspects of situations, and are committed to social justice and community service and action. demonstrate increased commitment to identify instances that raise questions about issues of fairness, addressing issues of fairness, ethics, and justice ethics, and/or social justice in their communities. in their communities.

report increased interest in learning more about how are increasingly committed to practicing and exercise, diet, relaxation, and other activities can give promoting healthy behavior. balance to their lives. Girls gain practical life skills—girls practice healthy living:** Girls gain skills that prepare them for a positive, healthy, and independent future. are more knowledgeable about how family and give examples of various cultures’ deﬁ nitions and practices of cultural differences affect healthy living. healthy living.

when given risk-taking scenarios, identify and distinguish are better able to distinguish positive and between positive and negative risk (e.g., riding with a driver negative risk-taking. who has been drinking vs. calling home for a ride even though Girls seek challenges in the world: parents will be angry). Girls develop positive attitudes toward learning, seek opportunities for expanding their knowledge and skills, set challenging goals for themselves, and take appropriate risks. recognize the importance of challenging oneself report how setting challenging goals helped them do better for one’s positive growth. in school.

are better able to examine issues and ideas from debate or discuss various perspectives on an issue they are various perspectives. concerned about (e.g., women’s rights, global warming). Girls develop critical thinking: Girls learn to examine ideas from a variety of viewpoints and further use critical thinking to explore implications of gender issues for their lives and their leadership development. have increased understanding of positive and give examples of how TV shows can promote sexism, racism, negative ways that media impact their own and and other -isms or how the Internet can promote freedom others’ lives. of information or allow disinformation.

*Can you think of other sample indicators/signs? ** Healthy Living is one example of a practical life skill. Outcomes and indicators for other practical skills will be developed over time. 57

207253_GSA-text.indd 57 1/16/08 12:50:32 PM CONNECT OUTCOMES Girl Scout Cadettes care about, inspire, and team with others locally and globally.

CONNECT OUTCOMES BY GRADE LEVEL SAMPLE INDICATORS/SIGNS Girls . . . When the outcome is achieved, girls might . . . *

have more positive, trusting relationships report having at least one girl or adult they can talk to with others. about anything.

Girls develop healthy relationships: Girls learn to form and maintain are able to use positive communication give examples of behaviors they use to promote mutual respect, meaningful and caring relationships, and relationship-building skills. trust, and understanding. communicate effectively, protect their rights in relationships, and know when to seek help from others. feel more comfortable with new feelings talk about healthy decision-making (e.g., encouraging that accompany adolescence and ways of self-respect in themselves and others) when presented with expressing feelings in relationships, including relationship scenarios. sexual feelings.

list criteria for what makes a good team (e.g., clear roles, trust, Girls promote have a greater understanding of team building. cooperation and team building: respect, diversity). Girls recognize the value of working together and learn to make decisions that beneﬁ t the whole group. They can build effective teams, learn to be accountable for their shared describe obstacles to group work (e.g., not being willing to goals, and show recognition for others’ are better able to address obstacles to effective compromise, concern with individual interests over group goals, accomplishments and contributions. group work and team building. always wanting to be the person talking) and suggest possible solutions.

strengthen their confl ict resolution and say how they manage their emotions (e.g., anger, hurt) prevention strategies. to diffuse a confl ict situation (e.g., don’t lose their temper). Girls can resolve confl icts: Girls learn to recognize and analyze different confl ict situations and develop skills for constructive confl ict resolution and prevention. have a greater understanding of how confl ict- give examples of how their confl ict-resolution skills helped resolution skills contribute to effective them succeed on a project. leadership.

are more aware of the issues, perspectives, and identify main challenges and privileges that various groups experiences of people from various backgrounds, experience in today’s world (e.g., women and men, ethnicities, locally and globally. abilities). Girls advance diversity in a multicultural world: actively include people of diverse backgrounds in their Girls learn to think and act in a way activities/events. learn strategies for promoting diversity and that promotes an inclusive environment, creating more inclusive environments. actively encourage others to behave in inclusive ways (e.g., respecting and valuing diverse petition for a wheelchair-accessible park gazebo, use effective backgrounds, viewpoints, and life ways to speak out against exclusion and discrimination). experiences. can examine the negative impact of stereotyping, when given examples from the media, describe the negative prejudice, discrimination, and privilege on their impact of stereotyping and prejudice (based on ethnicity, lives and the lives of others. religion, language, class, sexuality, gender, and ability).

use various ways to connect with others, locally and globally strengthen existing relationships and seek (e.g., the Internet, get-togethers, destinations, events). Girls feel connected to their to create new connections with others in their feel more conﬁ dent contacting community members for help communities, locally and globally: communities. with community service and action projects (e.g., teachers, Girls feel that they are part of a larger youth organizations, after-school clubs). community and recognize the importance of building diverse, supportive social networks for their personal and leadership development. describe how their participation in larger communities gain greater understanding of the importance of supported their personal and leadership goals (e.g., provided community networks for themselves and others. safe environment, helped gain skills).

*Can you think of other sample indicators/signs?

207253_GSA-text.indd 58 1/16/08 12:50:32 PM TAKE ACTION OUTCOMES Girl Scout Cadettes act to make the world a better place.

TAKE ACTION OUTCOMES BY GRADE LEVEL SAMPLE INDICATORS/SIGNS Girls . . . When the outcome is achieved, girls might . . . *

report using a variety of tools (e.g., community mapping, strengthen their ability to decide which interviewing, observations) to identify needs, assets, and community issue deserves action. potential impact of their planned projects. Girls can identify community needs: Girls learn to identify issues in their local and global communities and come up with realistic possibilities for action. identify multiple causes for a problem they wish to address. begin to address deeper causes of issues in their explain the difference between a quick ﬁ x and long-term communities. solutions (e.g., reading to someone learning English as a second language vs. teaching someone to read).

demonstrate independence in thinking through the required components of their action plans (e.g., location of resources, are able to create and implement detailed action time lines, responsibilities). plans for their projects. Girls are resourceful problem solvers: report being more able to keep themselves “on track,” Girls can use their knowledge and skills requesting adult help if needed. to set up and implement creative and effective “action plans,” locate tools and resources they need, and know when, where, and how to enlist help from others. identify people/organizations in their communities to help on increasingly seek out community support and some aspect of their project (e.g., obtain editing guidance for resources to help achieve their goals. media projects).

give examples of how youth can infl uence and/or participate recognize the importance of advocacy in in community decision-making (e.g., infl uence the library accomplishing positive changes for themselves to remain open longer, start a teen hotline, form an and others. Girls advocate for antidiscrimination group). themselves and others, locally and globally: Girls develop the ability to speak out on their own behalf and seek opportunities to act and speak on behalf of others. report using various strategies to speak out for themselves gain greater ability to use specifi c advocacy and others on issues of interest (e.g., writing letters, petitions, skills to address issues of interest. creating public announcements).

show increased commitment to educate others organize a show-and-tell for younger Girl Scouts to educate on how to better their communities. them about how to be more active in community affairs. Girls educate and inspire others to act: Girls learn to effectively explain their ideas to others and motivate them to get involved in community service and action. are better able to identify and select various report knowing how to tailor their messages to various methods for informing others about their audiences (e.g., young girls vs. senior citizens). Take Action Projects.

feel that their opinions, ideas, and contributions are taken seriously by adults. Girls feel empowered feel more valued by others for their ability to express pride that their Take Action Projects improved to make a difference in the world: apply leaderships skills toward positive change. functioning of some aspect of their communities (e.g., Girls feel empowered to use their contributed to cleaner air, safer streets, better opportunities for leadership skills to effect change in young people). their lives and their world, and feel their contributions are valued in the larger community. have increased conﬁ dence to participate in show interest in providing and/or receiving input from decision-making processes in their groups or community members on community issues. communities.

*Can you think of other sample indicators/signs?

207253_GSA-text.indd 59 1/16/08 12:50:33 PM GIRL SCOUT GRADE LEVEL Senior grades 9–10

207253_GSA-text.indd 60 1/16/08 12:50:38 PM DISCOVER OUTCOMES Girl Scout Seniors understand themselves and their values and use their knowledge and skills to explore the world.

DISCOVER OUTCOMES BY GRADE LEVEL SAMPLE INDICATORS/SIGNS Girls . . . When the outcome is achieved, girls might . . . *

make connections between societal issues (e.g., are better able to recognize and address prejudice based on gender or race) and their opportunities personal and social barriers to reaching personal to achieve goals. goals. Girls develop a strong sense of self: report on ways they overcame gender, ethnic, and/or economic Girls have conﬁ dence in themselves challenges to achieving their goals. and their abilities, feel they are able to achieve their goals, and form positive gender, social, and cultural identities. are better able to recognize the multiple describe challenges they face in ﬁ nding a balance demands and expectations of others while between accepting group beliefs and thinking/making decisions establishing their own individuality. for themselves.

give examples of making ethical decisions in their everyday are better able to recognize and resolve ethical lives and can explain why they made them (e.g., consider both dilemmas. Girls develop positive values: direct and indirect consequences of their actions). Girls form their beliefs and values based on the Girl Scout Promise and Law, learn to consider ethical aspects of situations, and are committed to social justice and community service and action. strengthen their own and others’ commitment to report increased positive attitudes of social responsibility being socially, politically, and environmentally and citizenship. engaged citizens of their communities.

act as role models for younger girls in making describe strategies for resisting pressure to engage in unhealthy healthy choices. behaviors (e.g., alcohol use or unhealthy dieting). Girls gain practical life skills—girls practice healthy living:** Girls gain skills that prepare them for a positive, healthy, and independent future. report increased knowledge of speciﬁ c health needs in show cultural sensitivity in their efforts to their diverse communities (e.g., responsive to religious or promote healthy living in their communities. cultural beliefs).

demonstrate increased enthusiasm for increasingly offer their own ideas for exploring new topics or learning new skills and ideas and expanding making existing ones more challenging. Girls seek challenges in the world: existing ones. Girls develop positive attitudes toward learning, seek opportunities for expanding their knowledge and skills, set challenging goals for themselves, and take appropriate engage in a discussion with someone who has different political risks. show increased courage to challenge their own views. and others’ beliefs and opinions. express preferences even when they differ from the majority’s opinion.

are better able to analyze their own and others’ give examples of the steps they followed and why they made a Girls develop critical thinking: thinking processes. speciﬁ c decision or formed an opinion. Girls learn to examine ideas from a variety of viewpoints and further use critical thinking to explore implications of gender issues for their lives and their leadership development. apply critical thinking skills to challenge question assumptions behind inequities they encounter (e.g., stereotypes and biases in their lives and female athletes earning less than male athletes). in society.

*Can you think of other sample indicators/signs? ** Healthy Living is one example of a practical life skill. Outcomes and indicators for other practical skills will be developed over time. 61

207253_GSA-text.indd 61 1/16/08 12:50:42 PM CONNECT OUTCOMES Girl Scout Seniors care about, inspire, and team with others, locally and globally.

CONNECT OUTCOMES BY GRADE LEVEL SAMPLE INDICATORS/SIGNS Girls . . . When the outcome is achieved, girls might . . . *

recognize that people hold different beliefs about relationships are better able to recognize and address (e.g., based on gender, culture). challenges to forming and maintaining healthy Girls develop healthy relationships: relationships with others. identify behaviors that hinder the development of positive Girls learn to form and maintain relationships (e.g., backstabbing, gossip). meaningful and caring relationships, communicate effectively, protect their rights in relationships, and know report that it is important to be able to communicate their when to seek help from others. have increased knowledge of what healthy needs effectively. dating entails. recognize unhealthy dating behaviors when presented with a dating scenario.

identify speciﬁ c strategies for building effective teams (e.g., Girls promote strengthen their abilities to build effective paying attention to interests, strengths, team dynamics). cooperation and team building: teams to accomplish shared goals. Girls recognize the value of working demonstrate that they can reach consensus on common goals. together and learn to make decisions that beneﬁ t the whole group. They can build effective teams, learn to be accountable for their shared are committed to mentoring others on effective help others work better as a team (e.g., encourage them to goals, and show recognition for others’ strategies for cooperative work and team reach consensus on project goals, create “listening” exercises accomplishments and contributions. building. for other girls, recognize each others’ achievements).

can increasingly apply effective strategies for report using effective anger-management skills and strategies. confl ict resolution and prevention. Girls can resolve confl icts: Girls learn to recognize and analyze different confl ict situations and develop skills for constructive confl ict resolution identify deeper social roots of confl icts among various groups and prevention. are better able to analyze confl ict situations in their communities (e.g., confl icting interests, racism, sexism, in their communities and globally, and offer other forms of prejudice). possible solutions. describe how certain confl icts in their communities can be avoided by applying prevention strategies they learned.

create materials to educate others on how to contribute to are actively engaged in promoting diversity and more inclusive environments with their peers, in school, in tolerance. Girls advance diversity their neighborhoods. (e.g., Web sites, how-to guides, events). in a multicultural world: Girls learn to think and act in a way that promotes an inclusive environment, respecting and valuing diverse backgrounds, viewpoints, and life plan activities/events showing the harmful consequences of experiences. are increasingly able to address challenges to prejudice and discrimination on people in their communities. promoting inclusive attitudes and diversity. place high value on empathy and open-mindedness when interacting with people from diverse backgrounds.

give an example of organizing a local or global event that actively seek to bring people together in local brought together diverse members of their communities. Girls feel connected to their and global networks. develop friendships with Girl Guides from other countries (e.g., communities, locally and globally: e-mail pals, joint international projects, visits to World Centers). Girls feel that they are part of a larger community and recognize the importance of building diverse, supportive social networks for their personal and leadership feel that their connections with diverse make friends with girls/women through the World Association development. members of their communities are important of Girl Guides and Girl Scouts (WAGGGS) and can explain why resources for personal and leadership these connections are important to them. development.

*Can you think of other sample indicators/signs?

207253_GSA-text.indd 62 1/16/08 12:50:42 PM TAKE ACTION OUTCOMES Girl Scout Seniors act to make the world a better place.

TAKE ACTION OUTCOMES BY GRADE LEVEL SAMPLE INDICATORS/SIGNS Girls . . . When the outcome is achieved, girls might . . . *

report considering multiple factors before deciding on the appropriateness of a project for their community are more skilled in identifying their local or (e.g., feasibility, balance of assets and needs, sustainable global communities’ needs that they can impact). Girls can identify community needs: realistically address. Girls learn to identify issues in their local seek advice from community members/leaders before selecting and global communities and come up issues for action. with realistic possibilities for action.

choose Take Action Projects that aim to address feel conﬁ dent using tools that help them identify root causes of deeper causes of issues in their communities. community problems (e.g., causal mapping).

create detailed action plans, organize, and coordinate with are better able to effectively plan and carry out others in the community, managing time and anticipating action projects with minimal adult guidance. Girls are resourceful problem solvers: possible problems and resource needs on their own. Girls can use their knowledge and skills to set up and implement creative and effective “action plans,” locate tools and resources they need, and know when, identify alternative ways to accomplish goals if initial plans where, and how to enlist help from others. are able to assess their progress and adjust prove unsuccessful. strategies as necessary. identify things they could do better and/or differently next time they work on a community service or action project.

have a greater understanding of how the report increased knowledge about how public decisions in their decisions and policies of various institutions schools, communities, and local governments affect people’s Girls advocate for have effects on their lives and the lives of others. private lives (e.g., decisions about education, juvenile justice). themselves and others, locally and globally: Girls develop the ability to speak out on their own behalf and seek opportunities to give examples of advocating for an issue in their school or act and speak on behalf of others. use advocacy skills and knowledge to be more neighborhood (e.g., more healthful cafeteria food, increased active on behalf of a cause, issue or person, awareness of eating disorders, reproductive health, effects of locally or globally. poverty).

Girls educate and shape messages (e.g., in a ﬂ ier, speech, publication, or Web inspire others to act: are better at inspiring and mobilizing others to campaign) to explain the importance of taking action on an Girls learn to effectively explain their become more engaged in community service issue they care about. ideas to others and motivate them to get and action. organize an awareness day in their schools on an issue they involved in community service and action. care about (e.g., emotional health, Internet safety).

identify internal and/or external barriers to feeling empowered to create change (e.g., not being taken seriously because they are better able to address challenges to their are “just kids”). Girls feel empowered feeling of empowerment. to make a difference in the world: describe strategies for ensuring that their voices and opinions Girls feel empowered to use their are heard. leadership skills to effect change in their lives and their world, and feel their contributions are valued in the larger feel that they have greater access to community community. report that adults in their communities invite their input and/or resources and more equal relationships with participation in community affairs. adults in their communities.

*Can you think of other sample indicators/signs?

207253_GSA-text.indd 63 1/16/08 12:50:42 PM GIRL SCOUT GRADE LEVEL Ambassador grades 11–12

207253_GSA-text.indd 64 1/4/08 4:17:01 PM DISCOVER OUTCOMES Girl Scout Ambassadors understand themselves and their values and use their knowledge and skills to explore the world.

DISCOVER OUTCOMES BY GRADE LEVEL SAMPLE INDICATORS/SIGNS Girls . . . When the outcome is achieved, girls might . . . *

report that they have options and possibilities for pursuing feel they are better equipped to pursue future/ life/career goals. life goals. report increased conﬁ dence to get the job/education Girls develop a strong sense of self: they envision. Girls have conﬁ dence in themselves and their abilities, feel they are able to achieve their goals, and form positive gender, social, and cultural identities. increase their sense of autonomy. report being more self-reliant.

act consistently with a considered and self- choose educational and career goals in line with the values determined set of values. they consider important. Girls develop positive values: Girls form their beliefs and values based on the Girl Scout Promise and Law, learn to consider ethical aspects of situations, and are committed to social justice and community service and action. demonstrate commitment to promoting report increased interest in learning more about making sustainable solutions to regional, national, a sustainable impact beyond their local communities. and/or global problems.

report using self-care practices to bring balance to their lives. are better able to identify health issues in their lives, their local communities, and globally. identify ways their school’s health education could better address the needs of young women. Girls gain practical life skills—girls practice healthy living:** Girls gain skills that prepare them for a positive, healthy, and independent future. are more interested in leading and/or report increased knowledge of organizations that advocate for participating in advocacy projects related to health-related issues, locally or globally. health issues, globally or locally.

see themselves in roles/positions they previously considered increasingly set challenging goals for the future. unattainable. Girls seek challenges in the world: Girls develop positive attitudes toward learning, seek opportunities for expanding their knowledge and skills, set challenging goals for themselves, and take appropriate have increased confi dence to discuss and look for ways personal habits confl ict with achieving goals that risks. address challenging issues and contradictions are important to them (e.g., fi ghting global warming). in their lives and in their local and global learn more about a controversial issue from someone who has communities. experienced injustice or from a victim’s advocate.

Girls develop critical thinking: discuss various obstacles facing women leaders now and Girls learn to examine ideas from a variety in the past (e.g., discrimination based on gender, race, class, of viewpoints and further use critical are increasingly able to address local/global/ ability, etc.). thinking to explore implications of gender societal barriers to women’s leadership. issues for their lives and their leadership express interest in Take Action Projects that address gender development. inequality locally or globally.

*Can you think of other sample indicators/signs? ** Healthy Living is one example of a practical life skill. Outcomes and indicators for other practical skills will be developed over time. 65

207253_GSA-text.indd 65 1/4/08 4:4:17:0517:05 PM CONNECT OUTCOMES Girl Scout Ambassadors care about, inspire, and team with others locally and globally.

CONNECT OUTCOMES BY GRADE LEVEL SAMPLE INDICATORS/SIGNS Girls . . . When the outcome is achieved, girls might . . . *

strengthen strategies for maintaining healthy give examples of using assertive behaviors and might explain relationships. when and why these work/don’t work. Girls develop healthy relationships: Girls learn to form and maintain meaningful and caring relationships, communicate effectively, protect their rights in relationships, and know actively seek information on healthy dating behaviors (e.g., how when to seek help from others. to avoid risky sexual activity, where to get help for abusive are better able to protect their rights in relationships). relationships. report knowing whom to contact when faced with unhealthy relationships (e.g., a hotline, school counselor, trusted adults).

describe how their Take Action Project encouraged sustained are able to promote cooperation and effective Girls promote cooperation among various people/organizations in their team building in their communities. cooperation and team building: communities. Girls recognize the value of working together and learn to make decisions that beneﬁ t the whole group. They can build effective teams, learn to be accountable for their shared recognize the value of cooperation and team goals, and show recognition for others’ report that cooperation and teambuilding skills helped them building for effective leadership and for their accomplishments and contributions. in other spheres of their lives. future careers.

are better able to develop their own approaches give examples of how they adapted confl ict-resolution to confl ict resolution and prevention in their strategies to personal situations (e.g., argument with parent lives and communities. or at a teen dance). Girls can resolve confl icts: Girls learn to recognize and analyze different confl ict situations and develop skills for constructive confl ict resolution and prevention. increasingly apply confl ict-resolution skills to report using confl ict-resolution skills to contribute to peace working toward peaceful and fair relations in and fairness in their communities (e.g., become peer mediators their communities. at school).

are actively engaged in promoting diversity and give examples of meaningful collaboration with people from tolerance, locally and/or globally. diverse backgrounds for their global Take Action Projects. Girls advance diversity in a multicultural world: Girls learn to think and act in a way that promotes an inclusive environment, respecting and valuing diverse identify the main reasons that prevent people from embracing backgrounds, viewpoints, and life are increasingly able to address challenges diversity (e.g., racism, sexism, lack of education, lack of experiences. to promoting inclusive attitudes and diversity empathy) and can suggest possible solutions (e.g., increase locally and/or globally. understanding by educating people about diverse cultural values and traditions).

Girls feel connected to their communities, locally and globally: report more positive attitudes toward different members of their Girls feel that they are part of a larger have extensive feelings of connection with their communities. community and recognize the importance local and global communities. of building diverse, supportive social place high value on providing support for diverse members of networks for their personal and leadership their communities. development.

*Can you think of other sample indicators/signs?

207253_GSA-text.indd 66 1/4/08 4:4:17:0517:05 PM TAKE ACTION OUTCOMES Girl Scout Ambassadors act to make the world a better place.

TAKE ACTION OUTCOMES BY GRADE LEVEL SAMPLE INDICATORS/SIGNS Girls . . . When the outcome is achieved, girls might . . . *

are more skilled in identifying issues that identify community partners that can continue their project balance feasibility with achieving long-term goals into the future. changes in their local or global communities. Girls can identify community needs: Girls learn to identify issues in their local and global communities and come up with realistic possibilities for action. choose Take Action Projects that aim to address interview staff and residents of a homeless shelter to identify deeper causes of issues in their communities. root cause of homelessness in the community.

report increased knowledge and skill in various aspects are better able to independently plan, organize, of project planning and implementation. and manage Take Action Projects. Girls are resourceful problem solvers: monitor their own progress and determine criteria for success. Girls can use their knowledge and skills to set up and implement creative and effective “action plans,” locate tools and describe their efforts to engage community partners—locally resources they need, and know when, actively seek partnerships to achieve greater or globally—in the implementation of community service and where, and how to enlist help from others. community participation and impact for their action projects. Take Action Projects. explain how partnerships with others maximize the impact of their Take Action Projects.

recognize that they have the rights and abilities to participate in the development of public report increased interest and conﬁ dence in participating in policy that affects their lives and the lives projects or initiatives that promote positive social changes. Girls advocate for of others. themselves and others, locally and globally: are better able to consider the community/global describe how their advocacy efforts helped their community or Girls develop the ability to speak out on impact of their advocacy efforts. the broader society. their own behalf and seek opportunities to act and speak on behalf of others. actively seek partnerships with other report working with organizations that share their organizations that provide support and resources advocacy goals. for their advocacy efforts.

Girls educate and are better able to evaluate the effectiveness of implement innovative ways to access hard-to-reach audiences inspire others to act: their efforts to reach/educate diverse audiences (e.g., using the Internet to engage remote rural populations). Girls learn to effectively explain their and can adjust their communication strategies ideas to others and motivate them to get work with other youth/community organizations to spread their accordingly. involved in community service and action. messages more effectively.

feel capable of using their skills to better the create an action plan that could be implemented to include functioning and governance of communities, more young people in setting town priorities. Girls feel empowered locally or globally. to make a difference in the world: Girls feel empowered to use their leadership skills to effect change in their lives and their world, and feel their contributions are valued in the larger feel their projects and ideas are valued/ community. give examples of positive reports (e.g., local news coverage) respected by stakeholders in their local and/or about their Take Action Projects. global communities.

*Can you think of other sample indicators/signs?

6767

207253_GSA-text.indd 67 1/4/08 4:4:17:0517:05 PM Acknowledgments

The information in this document draws upon an extensive review of available research and professional literature in the ﬁ elds of education, youth development, psychology, and related disciplines. To obtain a bibliography, write to [email protected].

The New Girl Scout Leadership Experience was made possible thanks to the contributions of girls and adults throughout the Girl Scout community and experts from a variety of ﬁ elds. Girl Scouts of the USA thanks:

Girls in and out of Girl Scouts, volunteers, and Girl Scout council staff from Arizona, California, Connecticut, Colorado, the District of Columbia, Florida, Georgia, Indiana, Maryland, Massachusetts, Michigan, Missouri, New Jersey, New York, North Carolina, Ohio, Texas, Utah, and Washington that took part in focus groups and council and regional work sessions

195 Girl Scout councils that participated in conference calls

4,500 Girl Scouts and volunteers who took part in strategy cafés (informal discussion forums) during the 2005 National Council Session

Members of the Program Advisory Group Councils: Girl Scout Council of the Congaree Area, Inc.; Girl Scouts of Freedom Valley; Girl Scouts of Kentuckiana, Inc., Girl Scouts of Manitou Council, Inc.; Girl Scouts of Maumee Valley Council, Inc.; Girl Scouts of Southwest Texas; Girl Scouts of Santa Clara County

Members of the Program Gap Team: Girl Scouts of Central Maryland, Inc.; Glowing Embers Girl Scout Council, Inc.; Girl Scout Great Rivers Council, Inc.; Girl Scouts of Pine Valley Council, Inc.

Experts in the youth development ﬁ eld from Connecticut College, Harvard Family Research Project/Harvard Graduate School of Education, Innovation Center for Community and Youth Development, National 4-H, the Search Institute, University of Arizona, University of Illinois, University of Minnesota, The Forum for Youth Investment, and University of Michigan

ActKnowledge, a research organization dedicated to working with not-for-proﬁ ts, foundations, and governmental agencies that uses the Theory of Change process as a participatory tool to help organizations create detailed plans for decision- making and evaluation

SPEC Associates, a research and evaluation ﬁ rm and a long-time consultant to Girl Scouts of the USA in its efforts to measure program processes and outcomes

Smarty Pants, a youth market research and strategic consulting organization

Goodwin Group, a corporate design ﬁ rm specializing in the youth industry

207253_GSA-text.indd 68 1/4/08 4:4:17:0517:05 PM 1/21/08 6:58:49 PM $9.95