https://awsleaders.org/triumph
July 6-11, 2019 Cispus Learning Center
Name: School: Dorm: Council: Senior Counselor: Junior Counselor(s):
Mount Triumph Leadership Camp
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TABLE OF CONTENTS
GREENS: “THINKERS” ...... 47 CAMP LIFE ...... 5 BLUES: “CONNECTORS/HELPERS” ...... 49 CISPUS MAP ...... 7 ORANGES: “DOERS” ...... 51 CAMP STRUCTURE ...... 9 INTRO/EXTRA/AMBIVERT ...... 53 2019 MOUNT TRIUMPH STAFF ...... 11 SELF CARE ...... 55 AWSL / AWSP RESOURCES ...... 13 GROUP DYNAMICS ...... 57 SUMMER LEADERSHIP CAMP PERSONAL STAGES OF GROUP DEVELOPMENT ...... 59 SAFETY POLICY ...... 15 GROUP ROLES ...... 60 EXPECTATIONS / RULES ...... 16 SUGGESTIONS FOR WORKING WITH DISCIPLINE ...... 16 UNPRODUCTIVE GROUP BEHAVIOR ...... 62 DINING HALL ETIQUETTE / PROCEDURES ..... 16 WORKING WITH ADMIN AND ASB LAW ...... 63 LEADERSHIP CAMP DESIGN ...... 17 CAMP FOCUS ...... 17 PUBLIC SCHOOL CHAIN OF COMMAND ...... 65 LARGE GROUP FOCUS ...... 17 GENERAL DEFINITIONS FOR LAW ...... 67 COUNCIL FOCUS ...... 17 RCW—Revised Code of Washington ...... 67 AWSL FRAMEWORK ...... 19 WAC—Washington Administrative Code . 67 AWSL EQUITY, OPPORTUNITY AND ACCESS . 21 ASB—Associated Student Body ...... 67 ASB Audit Issues ...... 67 CORE CURRICULUM ...... 23 GENERAL CONCEPTS - THE USE OF ASB FUNDS SCHOOL CLIMATE & MASLOW’S HIERARCHY ...... 68 OF NEEDS ...... 25 TOP ASB RULES ...... 69 Basic Needs (food, shelter, etc.) ...... 25 STUDENT BODY FUNDS QUIZ ...... 70 Safety Needs ...... 25 COMMON ASB QUESTIONS ...... 70 Belongingness ...... 25 GUIDELINES FOR FUND RAISING ...... 72 Esteem Needs ...... 25 ASB FUNDS ...... 72 Self Actualization ...... 25 PARENT SUPPORT GROUP FUNDS ...... 72 I•G•E 2.0 ...... 27 FUND-RAISING ...... 73 INITIATE • GENERATE • EVALUATE ...... 27 ASB FUNDS TIP SHEET ...... 74 COMMUNICATION CIRCLES ...... 31 DO ...... 74 CRUCIAL / CRITICAL CONVERSATIONS ...... 32 DON’T ...... 74 PASSION PROJECT – SURVEY ...... 33 CHECK ...... 74 PASSION PROJECT – TAKING THIS BACK TO FUND RAISING CHECKLIST ...... 76 YOUR SCHOOL ...... 35 NOTES & FURTHER INFO...... 77 CLASSES DESCRIPTIONS ...... 37 MEET THE PROS DESCRIPTIONS ...... 39 NOTES PAGES ...... 79 STUDENT VOICE ADVOCACY APPLICATION .. 85 SELF-AWARENESS ...... 41 JUNIOR COUNSELOR APPLICATION ...... 89 TRUE COLORS INVENTORY ...... 43 MT. TRIUMPH ONLINE RESOURCES ...... 90 GOLDS: “PLANNERS” ...... 45 MT. TRIUMPH ONLINE STORE ...... 90
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Camp Life
IN THIS SECTION: CISPUS MAP ...... 7 CAMP STRUCTURE ...... 9 2019 MOUNT TRIUMPH STAFF ...... 11
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CISPUS MAP
Initiatives Area (across the road)
Education Annex
CISPUS Cispus ROAD Office Meeting Ever Little Infirmary Hall green Theatre Flagpole Earth Water Resources Q R S X Logging Wildlife P Sasquatch A Auditorium Plant Library Large Star Classroom O Mammal Survival Forestry B Little foot Mt. St. 1 Helens Entrance N Room Elderberry Dining 2 Hall C FIELD Main Entrance M 2 1 Birch Kitchen
D 1 Entrance False Hemlock 2 L 2 1 Cedar 1 E Alder X Pavilion 1 2
Grand Fir
K 2 2 1 F Dogwood To Campfire J G I
H Gym B Gym
Gym A
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CAMP STRUCTURE
Senior Counselors (SCs)—These folks will be your guides, facilitators and questioners during the week. They will teach you, listen to you, and challenge you to explore what leadership is all about. Junior Counselors (JCs)—These individuals will work with you in the dorms, in the councils, and in a variety of activities. They are another great source of information, experience, and ideas. Delegates—Students attending Leadership Camp. Council—A group of approximately 15 delegates, a Senior Counselor, and a Junior Counselor. This is your “home base.” Council time is spent learning ways to strengthen your leadership skills and your ability to work as a member of a group. Councils provide the opportunity for delegates to reflect upon their experiences, share expertise, and get to know each other as individuals as well as colleagues. Councils are made of one to three high schools. Dorms—A living group of approximately 24 delegates. Junior Counselors are assigned to each dorm. Each evening the JC leads “posting” in the dorms. This session is designed to provide time for individual and group reflection on the day. Delegates will be expected to assume responsibility for care of the sleeping areas, lavatories, and showers. Do not move from the dorm you are assigned without permission. Please do not rearrange bunks or lockers in the cabins. Dorms should not be open to members of the opposite sex. Privacy is important to all of us, and respecting the personal need for it is necessary. At the end of the day when lights are out, please be considerate of cabin mates and maintain quiet so that all may sleep. Delegates are expected to remain in the dorms until morning. Meals and Mixers—There will be a number of opportunities for you to meet other delegates, discover common interests, and informally mingle. To have the best camp experience possible, we encourage you to use these opportunities to meet as many delegates and staff members as possible. Schedule—It is important to attend all activities and to be on time. Our schedule is tight, so it is important to make the most of the time we have planned. Each of us needs a time to him/herself though, and we have planned free time each day. Dress—The atmosphere at camp is casual and relaxed. It will be warm so shorts and T -shirts are perfectly acceptable. It is expected that school policies regarding appropriateness of T- shirt designs and other dress codes be followed. For safety reasons, shoes must be worn at all times. Name Tags—Please wear your name tag at all times. There will be up to 270 delegates at camp and it will be difficult to remember everyone's name. Wearing your name tag will help us get acquainted much more quickly. Notebook—Our notebook is designed to provide you with materials to better understand the lessons you have learned at camp. Take it with you to all classes and sessions. Dining Hall—Because of the activities, which normally follow meals, please remain in the Dining Hall until dismissed. Whether or not you wish to eat, participation in Dining Hall activities is considered an essential part of our program. Because of the large size of our group, we will be giving you instructions on how to accomplish
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the tasks for meals which will help the process go quickly and smoothly. BOB (Body on Bunk)—a time to rest and relax. It is a time so some can sleep and others and rejuvenate or refresh. With our busy schedules and going 18 hours a day, we need a bit of down time. Camp Boundaries—The general boundaries of camp are the wooded areas bordering the field, the gym area, and the roadway near the cabins. Students may not participate in activities in the challenge course without a certified challenge course instructor. Phones—There is one phone available for the delegates on the site. Phone conversations should be limited with common courtesy prevailing such that all who wish to use the phone may do so. Phone calls should be made only during free time. Camp Store—A camp store is maintained for your convenience. Soda, candy bars, juices and other treats are for sale. This is also the location where you can purchase camp apparel. Camp Nurse—A camp nurse is on duty at all times. Any serious injury or illness will be reported to parents. Delegates with medical emergencies will be transported to Morton, the nearest hospital. Mail—Outgoing mail needs to be delivered to the camp office by noon each day. Incoming mail will be distributed to delegates daily. Visitors—We request that you don't invite friends to visit camp. However, advisors and administrators from your school are encouraged to attend camp. If they should drop by, make sure that they are introduced to the camp directors. Campus Clean Up—All delegates are expected to participate daily in keeping the campus organized and free of litter. A dorm check will be done on the final day of camp to ensure each area was left as it was entered.
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2019 MOUNT TRIUMPH STAFF
Senior Counselor Junior Counselors Jason Allen Nick Agarpo University of Washington Megan Baxter Gabby Bennett Oregon State University Natasia Brooks Kei-Li Carey University of Arizona Megan Carter Francheska Castillo University of Miami Josh Donaldson Jander Cline Walla Walla Community College Jason Gadek Mewaei Habtai University of California Los Angeles - UCLA Anecia Grigsby Sydney Hansen Eastern Washington University Kelsey Gruis Cheyanne Hays Cascadia College Jaime Johnson Alex Hughes Stanford University James Layman Daniel Humkey University of Washington Rachel Obenchain Ellie Leitz University of Washington Nicholas Ponting Kevin Milne University of Washington Jared Richardson Hani Nakkour University of Washington Lindsay Schilaty Sean Olsen Washington State University Marie Serica Kaamna Rishi University of Washington Mae Stephenson Kam Schalk University of Washington Brett Vlahovich Andy Shaw University of Washington Matt Wallace Amber Nicole Torell University of Washington Core Team Diana Trang Oregon State University Corrine Athey Anna Trendell Washington State University - Vancouver Ben Harrison Aarthi Yogendran University of Washington Grace Mendez Kim Tran Nurse Deb Cochran Director Leanne Donley Assistant Director Travis Ruhter Assistant Director Roberta Hasstedt
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AWSL / AWSP RESOURCES Association of Washington Student Leaders Association of Washington School Principals
IN THIS SECTION: SUMMER LEADERSHIP CAMP PERSONAL SAFETY POLICY ...... 15 EXPECTATIONS / RULES ...... 16 DISCIPLINE ...... 16 DINING HALL ETIQUETTE / PROCEDURES ...... 16 LEADERSHIP CAMP DESIGN ...... 17 CAMP FOCUS ...... 17 LARGE GROUP FOCUS ...... 17 COUNCIL FOCUS ...... 17 AWSL FRAMEWORK ...... 19 AWSL EQUITY, OPPORTUNITY AND ACCESS ...... 21
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Association of Washington Student Leaders a division of the Association of Washington School Principals .
SUMMER LEADERSHIP CAMP PERSONAL SAFETY POLICY
The safety and well-being of all student delegates attending this Leadership Camp is of the utmost importance. For this reason, if at any time during this camp session an incident occurs where you feel threatened, harassed, or intimidated, please tell your Senior Counselor, Camp Director, or Assistant Director.
All delegates and staff have the right to an environment free of discrimination, which encompasses freedom from harassment. The policy of the Washington Student Leader-ship Program prohibits any verbal or physical contact that has the purpose or effect of Substantially interfering with a delegate’s/staff member's ability to participate. Creating an intimidating, hostile, or offensive environment.
Incident Reporting and Follow-up Procedures: Students should report incidents as soon as possible to their Senior Counselor, Camp Director, or Assistant Director. Camp Directors will conduct an investigation of the incident to determine what actions should be taken. A report of the investigation will be kept on file with the Director of Student Leadership for the Association of Washington School Principals.
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EXPECTATIONS / RULES Leadership Camp should be regarded as an extension of the high school environment. Normal rules that apply at school will also apply here.
We expect delegates to: - Respect each other, respect the camp, respect yourself. To that end: - Dress appropriately - Be on time. Wear your nametag. - Remain in boundaries of the camp (in the ring of the road) unless pre-arranged with the director. - Listen to each other. Work with others. - Follow school rules, including those banning smoking, use of tobacco products, vape devices, alcohol, marijuana, and non-prescribed drugs. - We are a camp family, and we eat all meals together. Be on time and follow Dining Hall Etiquette. - This is a closed campus. If you have a visitor, introduce them to the Director or Assistant Director. - We learn Maslow and live Maslow. Personal safety and a good night’s sleep are paramount to a positive camp experience. This is not a week long slumber party. Conversations should maintain professional boundaries. Remain in your dorm after posting and lights out. Stay out of all dorms other than your own, and only be in your dorm when your JC is present. Keep the dorm doors closed so our forest friends do not join us.
DISCIPLINE Discipline is rarely a problem at camp. However, violations of the aforementioned rules may result in delegates being sent home at their own expense and camp directors will notify their parents and building administrators.
DINING HALL ETIQUETTE / PROCEDURES We eat as a camp family. Food is an option. Mealtime is not. You need to be there for information and schedule changes. Besides, the company is great. - Wait outside in line until a Senior Counselor admits the group. - Find a spot and remain standing until everyone finds a place and a moment of silence has been observed. - Stay seated unless you are the jumper or scraper. Watch out for each other (we are family!) Pass the food. Say please and thank you. Be sure to save food for the jump. Talk to each other! - Wait until everyone has finished eating before beginning to clear the table. - At each meal, your table will have a jump that will be the only person up to get food. you will also have a scraper that will be the only person clearing the table. When you serve as a scraper, Return serving dishes to kitchen counter. Bring tray, scraper and can to table. Scrape dishes well and empty glasses. Sort silverware. Fold and flatten milk cartons. Wipe the table - Remain in dining hall until dismissed.
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LEADERSHIP CAMP DESIGN
CAMP FOCUS LARGE GROUP FOCUS COUNCIL FOCUS
Washington State Essential Association of Washington Student Team Building Theory Academic Learning Requirements Leaders
Communication Goals and Objectives Seven Components
The student will communicate The students will have the The student will be able to develop effectively and responsibly: opportunity to increase their an effective team by creating - Listens and observes for understanding and/or effectiveness strategies for the following: better understanding; pays in the following processes: - Get Acquainted attention. - Communication skills - Goal Setting - Makes effective - Group process skills presentations and expresses - Communication ideas clearly - Managerial skills - Conflict Management - Interacts with others; works - Self-awareness skills as a member of a team - Group Roles - Human Relations skills - Analyzes and evaluates - Focusing & Reflection effective communication - Recognizing Talents and Resources
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Student Leaders and Successful Schools Student leaders are a part of a school's leadership team. Principals foster success by working to achieve excellence in Leaders in eight defined framework areas. Student leaders can also be successful doing positive work in these areas. Though the approaches schools might be different, the goals are the same: all students in are… the school achieve academic and social success. For a school to flourish, all the leaders, both student and adult, need to be working toward and thinking about the same goals.
Criteria from the Association of Washington School Principals: Leadership Framework Areas What Principals What student leaders can be doing… are asked to do… Creating a Influence, establish and Create a place where kids want to come to school instead of have sustain a school culture Culture conducive to continuous to come to school. Help your principal establish a school climate improvement. where kids feel supported, included and are able to develop to their full potential. Ensuring Lead the development of Stop bullying in its tracks. Stand up for what is right, kind and fair. a comprehensive safe School Help your principal establish a school environment where kids schools plan that includes Safety prevention, intervention, are physically, socially and emotionally safe. crisis response and recovery. Planning Lead the development, Become the eyes and ears and heart and soul of your school. implementation and with Data Listen, watch, observe and talk to your principal! Help your evaluation of the data- driven plan for principal collect and analyze data to improve the effectiveness of improvement of student the school system. achievement. Improving Monitor, assist and Make the job of being a teacher easier by being a role model for evaluate staff Instruction others in class. Organize meaningful teacher appreciation events. implementation of the & school improvement Learn what you are taught. Be kind to the guest teachers. Help Aligning plan, effective instruction your principal establish a school with a positive academic identity. Curriculum and assessment practices and curriculum alignment. Managing Manage human and fiscal Be responsible with your Associated Student Body funds. Help resources to accomplish Resources student achievement your principal utilize the scarce human and fiscal resources goals. available to the school to their fullest. Engaging Communicate and Don't frighten the adults! Make the community feel proud that partner with school the community members to you are the future. Help your principal create opportunities for Community promote student positive interaction between the school and members of the learning. community. Closing the Demonstrate a Leave no one behind! Graduate with all of your peers. Be a commitment to closing Gap the achievement gap. mentor to younger students. Help your principal close the achievement gap between the kids who are graduating and meeting standard and the kids who are not.
ASSOCIATION OF WASHINGTON STUDENT LEADERS Equity, Opportunity and Access: Beyond Inclusion
AWSL Mission:
Providing leadership opportunities that support and increase the academic and social success of all students. AWSL Belief Statement What is the Opportunity Gap? AWSL believes that all students The opportunity gap is created by the unequal or inequitable distribution and adults have the ability to of resources and opportunities. Just as there is an academic education gap lead in their school. in schools marked by disproportional achievement among student demo- graphic groups, so too is there an opportunity gap that exists in student In order to promote positive activities. In short, not all student demographic groups are equitably repre- social and academic experienc- sented in many student activity programs. A step toward equity starts with es for all, our focus provides the acknowledgment that there are still structural issues with institutionalized opportunities, support and racism, sexism, disparate educational opportunities and oppressed treatment resources to: experienced by students of color or groups not in the majority. • Examine, interrupt and address patterns of historic What is the goal of Equity work? and current oppression
The goal of equity is to create the conditions and commit resources, so all • Engage, connect, and students have the supports they need to participate. Analyzing a school collaborate with others through an equity lens can lead to changes which result in increased student participation and engagement, especially from underrepresented student • Create safe schools where groups. AWSL believes in the following equity goals: all are valued
• Opportunities for students to lead, represent and refect the • Feel successful in school demographics of the school. and life.
• The school promotes multiple opportunities and access points for all students to lead.
• All students can learn to lead, just like all students can learn math, English, social studies and other content areas.
“Every system is perfectly designed to get the results it gets.” Association of Washington Student Leaders –Dr. Paul Batalden, health care system innovator 2142 Cispus Road Randle, WA 98377 (360) 497-5323 www.AWSLeaders.org The Association of Washington Student Leaders is a divison of the Association of Washington School Principals AWSL Goals and Objectives using language from AWSP Leadership Washington State Social Emotional Learning Standards Framework Criteria
Self-Awareness Creating a Culture, Ensuring • Explore one’s identity, story, culture, linguistic-assets and aspirations. Safety, Aligning Curriculum, • Understand strengths, areas of growth, biases and privilege. Improving Instruction, Engaging the Community, Closing the Gap
Social Awareness Creating a Culture, Ensuring • Increase understanding of the power of words as it relates to microaggressions, Safety, Aligning Curriculum, biased language, sarcasm and humor. Improving Instruction, • Practice strategies that promote respect and acceptance in regard to multiple Engaging the Community, perspectives. Closing the Gap • Recognize how people’s stories and experiences have shaped their identity.
Self-Management Ensuring School Safety, • Defne and recognize individual needs and triggers as it pertains to coping Planning with Data, Engaging skills, self-care and stress. the Community, Managing • Identify and practice strategies to manage emotions and self-regulate. Resources, Closing the Gap, • Develop the ability to listen for understanding without the need to respond. Creating a Culture • Understand and value different leadership styles and their effectiveness in different settings.
Social Management Managing Resources, • Identify and understand group processes and dynamics, especially in regard to Closing the Gap, Creating the diversity of the group. a Culture, Engaging the • Learn and practice techniques for building and strengthening relationships. Community, Ensuring School • Learn and practice techniques for resolving conficts and repairing relationships. Safety, Aligning Curriculum, • Engage in constructive conversations while valuing the dignity of all participants. Improving Instruction • Learn techniques and skills to advocate for self and others.
Self-Effcacy Managing Resources, • Practice shared responsibility and accountability. Creating a Culture, Closing • Initiate, generate, and evaluate goals. the Gap, Aligning Curriculum, • Believe, identify, and utilize the value of one’s experiences, talents, skills, and Improving Instruction, interests as assets and resources. Engaging the Community, Planning with Data
Social Engagement Creating a Culture, Planning • Increase the opportunities, resources and support for all students to lead in their with Data, Ensuring School communities. Safety, Closing the Gap, • Develop a system where multiple perspectives are sought and utilized to make Aligning Curriculum, decisions for the community. Improving Instruction, • Utilize school demographics as an essential tool to interpret data to create a Engaging the Community positive culture and climate. • Utilize project planning strategies for organizing school activities and events that refect the cultures and interests of everyone on campus. Mount Triumph Leadership Camp
Core Curriculum IN THIS SECTION: SCHOOL CLIMATE & MASLOW’S HIERARCHY OF NEEDS ...... 25 Basic Needs (food, shelter, etc.) ...... 25 Safety Needs ...... 25 Belongingness ...... 25 Esteem Needs ...... 25 Self Actualization ...... 25 I•G•E 2.0 ...... 27 INITIATE • GENERATE • EVALUATE ...... 27 COMMUNICATION CIRCLES ...... 31 CRUCIAL / CRITICAL CONVERSATIONS ...... 32 PASSION PROJECT – SURVEY ...... 33 PASSION PROJECT – TAKING THIS BACK TO YOUR SCHOOL ...... 35 55 MINUTE CLASSES DESCRIPTIONS ...... 37 MEET THE PROS DESCRIPTIONS ...... 39
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SCHOOL CLIMATE & MASLOW’S HIERARCHY OF NEEDS
Self Actualization Peak experiences that create a sense of deep school pride. A dignified school. A school of character.
Esteem Needs School Self Esteem = School Spirit. Students can care about the school only when they feel they are a part of it.
Belongingness Do people feel like they belong? Is your school a place where students and staff feel accepted and respected?
Safety Needs Is your school environment safe, both physically and emotionally? Do students feel safe regardless of economic status, ethnicity, or gender? What can students and staff do to improve the emotional safety of the school?
Basic Needs (food, shelter, etc.)
What projects do you do within your school to support families in need? What new activities might you take on to serve the basic needs of students?
Concept prepared and presented by Susan Fortin
Self Actualization
Belonging Points to ponder: Self-Esteem Do schools have a tendency to have people show that they are capable/willing/able/make the team before Safety/Well Being people can feel a sense of belonging? Do people not feel belonging because they don’t have Physiological specific roles?
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I•G•E 2.0 INITIATE • GENERATE • EVALUATE
• Set the goal • Seat the group
• Know the group
Intiate • Set the tone • Agree on communication method
• Establish the Why • Identify ideas Generate • Choose the plan • Create the actions
• Execute/Complete • Debrief Evaluate • Process • Product • Plan Ahead
IGE® is a project planning tool developed by the Mt. Baker Leadership Camp staff and Susan Fortin
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Initiate, Generate, Evaluate (IGE): A Project Planning Tool
INITIATE: Get the group going 4. Talk the Talk: Communication Strategies 1. Break the Ice Choose the right communication strategy based Establish the right atmosphere for the group. Ask on the size of your group and the purpose of the yourself these questions: meeting. - What is the focus of the icebreaker? (e.g. SOFTEN Listening getting acquainted, introducing a topic, The SOFTEN technique works for listening in a teambuilding, large group & person to person settings. - energizing the group, setting a tone) S = SMILE or SERIOUS whichever is most - How much physical space and time is appropriate based on the topic. required? O = OPEN POSTURE supporting the speaker by - What supplies are needed? facing forward, no facing sideways or backwards - Is the level of risk (physical, social, or crossing arms. emotional or intellectual) appropriate for F = FORWARD LEAN slightly towards the speaker. participants? T = TIME should be allowed to talk without interruptions. 2. Seat the Group E = EYE CONTACT should be made without staring. Select a seating arrangement that works best for N = NOD occasionally to show understanding and size and goals of the group. Consider changing the acknowledgement. room arrangement as tasks change. - Theater style for presentations Talking Stick Only the person holding the talking - Circle for discussions stick (ruler, stuffed animal, pen, etc.) may speak. - U-shape for decision-making The speaker then passes the item to another - Small groups for committees and large person. group discussions Everybody Says Everyone has a chance to share their thoughts without interruptions or questions. 3. Set the Goal No one can talk twice until everyone has talked Frame the goals in inspirational terms. Consider: once. This strategy helps quieter members be What is the purpose of the meeting? (e.g. idea heard. generation, decision making, action planning, The Pros and Cons If you are "pro", you support presenting information, dialogue) the idea; a "con" is against the idea. Speakers - How does the task relate to the "big offer their opinions alternating between the "pro" picture" of the group? and "con" perspectives. - Who should attend the meeting? Controlled by Chair A person is selected to "chair" - How much time is needed for each item the meeting. Participants may talk only after being on the recognized by the chair. Parliamentary Procedure - agenda? uses this technique. - How would successful outcomes of the Dialogue The goal of dialogue is to reach a shared meeting be defined? understanding rather than make a decision. - How will the results of the meeting be Speakers honestly share their best thinking; recorded? listeners reflect and build on what they heard.
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GENERATE: Develop Ideas & Plans Value Voting Everyone receives three to five votes 5. Think the Thoughts: Idea Generation depending on the number of choices. Participants Brainstorming: Gain lots of ideas quickly can cast votes in any combination. Two methods - Set a time limit and use 2-3 recorders to can be used: Show of Fingers– participants use keep up with ideas. their fingers to show the number of votes they - Avoid put-downs and evaluative would like to use on each item; Sticky Dots– comments; quantity is the goal. participants have 3 to 5 sticky dots to place on the - Warm up the brain first with a fun, 30- idea(s) they support. second idea flurry based on new uses for Chance Strategies When the stakes are not too a spoon? Roll of tape? marker?, etc. high or the group has two equally appealing ideas, use rock-paper-scissors, a coin flip, or drawing the 1-3-6ing: Gather ideas from all group members high card to make a decision. Chance strategies One: On your own, write down ideas on the topic. are readily accepted by most group members. Three: With two others near you combine lists Consensus The group reaches a decision which all and generate more ideas. can "live with" or accept. Compromise may be Six: Join with another group of three and prioritize needed as well as a lot of time. by selecting the top 5-10 ideas from the two lists. Write the top ideas on a poster. 7. Walk the Walk: Create Action Plans Share: Present all the ideas with a reporter from Duty Board Write down each thing to be done each group of six presenting the ideas to the and who is responsible for it on a Post-It™. Move entire group. Ideas are clarified and duplicate the Post-It™ across the board as the project ideas are eliminated. progresses. Track problems and leave notes for Vote: Choose your favorite idea by using a people. decision-making technique to pick the best idea. The 11 W's WHAT are you planning to do? 6. Voice the Choice: WHY do you want to do this project? Decision Making Techniques WHERE & WHEN will the activity take place? Fist to Five An efficient ranking technique to WHO will benefit from the project? determine what individuals think and feel about WHAT staff member(s) need to simple or complex ideas. The scale descriptors can approve the project? be changed. WHAT funds are needed? Gradients of Agreement/Number of Fingers WHEN will the basic planning be done? 5 = Endorsement I like it, support it and will work WHAT committees are necessary? on it! WHAT kind of publicity is needed? 4 = Agree with minor point of contention Basically, I like it. 3 = Consent I can live with it. 2 = Formal disagreement I can't support this; I have key concerns. 1 = Unqualified opposition I'm against this. Fist = Protest No way, I’ll fight this! Thumb Up, Down or Sideways A quick way to get a "yes" or "no" or "maybe" from people.
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EVALUATE: How did you do? How did it make me feel about myself? 8. Grade the Team: Evaluation Methods Look Ahead Set at least one goal to improve both Look Around the process and the product. The Process: What were the "Wows" and "Oops" Before the Project Create a rubric to define what during the planning phase? How did the team a successful project would look like, sound like work together? and feel like? The Product: What were the "Wows" and "Oops" During the Planning Process during the event? What did the participants think? One member of the group calls a “time out." Look Inside Consider these ethical questions Appoint a facilitator. regarding the product and process: Share concerns and difficulties. Was it legal? Generate solutions to problems. Was it balanced? Implement solutions and monitor success of the modification.
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Communication Circles
When you’re a leader, your audience matters. You have to be aware of your surroundings; what you say matters. Knowing your audience is not about making sure your are politically correct; it is about building trust and strong relationships with those you lead.
Inner Circle
This is your circle of trust and your closest audience. Your jokes and conversation topics may sound inappropriate to anyone else, but within your group, they make sense and are accepted.
Middle Circle
This is most likely the group you are leading. This is where communication and topics of conversation can get fuzzy. Jokes are in the gray area. The chances of you, knowing everyone’s story is slim. Because of that, it is necessary to be aware of what you say to a small or large group of people. You’re modeling the way for the group.
Outer Circle
When you communicate and interact in public, there are just some words that should not be said and jokes that should not be made. What you say represent your character. Not only that, your words represent whomever you lead. It is up to you to promote a positive image of those people and places. You’re in the spotlight.
Communication circles with developed by the 2017 Mission Peak Leadership Camp staff.
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CRUCIAL / CRITICAL CONVERSATIONS
Outer Circle This circle will include your interactions with the public at large. What you say represents you as a person. Acquaintance This is where most of your leadership conversations will occur. You must begin paying attention to who your
Known Audience/Inner Circle Conversation topics are pretty open here. This is where you are safest to discuss emotionally charged topics and where in- side jokes will be most appropriate,
Chances are you do not know the story of every- one in this group and must be sensitive to this fact
You not only represent yourself, but the people that you lead. You must be conscious of the impression you and your words are making.
In the world that we currently live in, crucial or critical conversations must take place, it’s the only way that we can begin to understand each other and work toward a common ground. That being said, it’s important to be aware of the different audiences that you will be communicating with. As the circle represents, the people closest to you, in your inner most circle of friends are the ones you are safest communicating freely with. These are the people who you have established relationships with, people who know you, and will best understand the context of your conversations with- out explanation. Once you begin moving away from this inner circle, you may need to censor your topic of conversations, but often a more tactful and intentional approach to emotionally charged topics can be used to continue the conversation. Best rule of thumb, know your audience and speak with them appropriately.
32 PASSION PROJECT SURVEY 2019 SCHOOL CLIMATE: Perceptions of the overall social and learning climate of the school. How positive or negative is the energy of the school?
Very negative Somewhat negative Neither negative nor Somewhat positive Very positive 1 2 positive - 3 4 5 How pleasant or unpleasant is the physical space at your school?
Very unpleasant Somewhat unpleasant Neither pleasant nor Somewhat pleasant Very pleasant 1 2 unpleasant - 3 4 5 How fair or unfair are the rules for the students at this school?
Very unfair Somewhat unfair Neither unfair nor fair Somewhat fair Very fair 1 2 3 4 5 At your school, how much does the behavior of other students hurt or help your learning?
Hurts my learning a Hurts my learning some Neither helps nor hurts Helps my learning some Helps my learning a tremendous amount - 1 2 my learning - 3 4 tremendous amount - 5 How often do your teachers seem excited to be teaching your classes?
Almost never Once in a while Sometimes Frequently Almost always 1 2 3 4 5 Individual Average
Group Average
SCHOOL TEACHER-STUDENT RELATIONSHIP: How strong the social connection is between teachers and students within and beyond the school. How many of your teachers are respectful towards you?
None of my teachers A few of my teachers About half of my Most of my teachers All of my teachers 1 2 teachers - 3 4 5 If you walked into class upset, how many of your teachers would be concerned?
None of my teachers A few of my teachers About half of my Most of my teachers All of my teachers 1 2 teachers - 3 4 5 If you came back to visit class three years from now, how many of your teachers would be excited to see you?
None of my teachers A few of my teachers About half of my Most of my teachers All of my teachers 1 2 teachers - 3 4 5 When your teachers ask how you are doing, how many of them are really interested in your answer?
None of my teachers A few of my teachers About half of my Most of my teachers All of my teachers 1 2 teachers - 3 4 5 How many of your teachers would you be excited to have again in the future?
None of my teachers A few of my teachers About half of my Most of my teachers All of my teachers 1 2 teachers - 3 4 5 Individual Average
Group Average
SCHOOL BELONGING: How much students feel that they are valued members of the school community. How connected do you feel to the adults at your school?
Not at all connected Slightly connected Somewhat connected Quite connected Extremely connected 1 2 3 4 5 How well do people at your school understand you as a person?
Do not understand at Understand a little Understand somewhat Understand quite a bit Completely understand all - 1 2 3 4 5 How much do you matter to others at your school?
Do not matter at all Matter a little bit Matter somewhat Matter quite a bit Matter a tremendous 1 2 3 4 amount - 5 How much respect do students in your school show you?
No respect at all A little bit of respect Some respect Quite a bit of respect A tremendous amount 1 2 3 4 of respect - 5 Overall, how much do you feel like you belong at your school?
Do not belong at all Belong a little bit Belong somewhat Belong quite a bit Completely belong 1 2 3 4 5 Individual Average
Group Average
DISCUSSION QUESTIONS: 1) Specifically look at the areas that are low or lowest. Which specific questions are low? Why did you score a certain question or section low? 2) How might people back at school fill this in? Would it be the same? Different? Are there questions/sections that aren’t low for this group but might be for students or the majority of school? 3) Out of the 3 areas...which is most important to address or needs improvement at your school? 4) Which question or section is one that concerns you or that you think is important to do something about? Which question resonates with you or do you connect with?
Passion Project: Taking this Back to Your School Doing what you’re passionate about is the best way to serve others. Create projects within your school to meet the student body’s needs and you will build a stronger culture.
Each school has specific ways of project planning and we don’t want to mess with that, so the following are some ways to take the process of creating passion projects back to your school and implement how it best works for your specific school environment.
The structure of Passion Projects is strong: 1. Focus on an area of growth or strength. 2. Find or write a question about what you want to work on in your school. 3. Find other people that have a similar question. 4. Discuss the question, identifying potential answers and concerns. 5. Brainstorm a list of actions you can do to help answer the question. 6. Pick the best idea for you to execute with your school.
Discussion with your Group: Regardless of how you get to your passion for your school, having honest and open discussions with your leadership class, student body, advisors and principal, is necessary to implementing a strong and effective passion project. Throughout any process, always discuss through your ideas, brainstorms and questions. We make each other better by sharing and listening to each other's ideas.
Your Why 1. Knowing why you are serving others is key. Simon Sinek focuses on this in his idea of the golden circle. He asks 3 questions, but the one that matters most to us is the why: a. Why do we do what we do? b. How do we do that? c. What do we do? 2. What is your why for serving in student leadership? Once you have a good answer for yourself, move on to question 3 so that you can focus on the student body. 3. What is an issue going on in your school that you would like to fix? 4. Brainstorm a list of potential fixes for the issue.
ICE: Inspire, Connect, and Empower 1. Thinking about your school, brainstorm the following three questions: a. Inspire people: If your school was an inspired place what would that look like? b. Connect people together: If your school was connected, what would it look like? c. Empower people to do more: If your school was empowered, what would it look like? 2. What does your school need in order for the students to feel inspired, connected, and empowered at school? a. Create your answer, then discuss with a group 3. From your answers, pick one area and brainstorm a list of ways that you can serve your student body so they feel either inspired, connected or empowered. 4. Use this idea to create your project.
School Climate Survey 1. Create or find a survey that focuses on all aspects of your school climate. 2. Pick a question that speaks to you - one that makes you excited, mad, glad or some other strong emotion. 3. Answer the question. 4. Brainstorm ways that you can serve your student body through the answer to your question. 5. Decide what idea you want to focus your project on. 6. Create a project that focuses on your passion discovered through the survey. Use your school’s project planning process, as it works best for your school and advisor.
Classes - Mt. Triumph – Day 3 – 7:10p–8:10p
Title Teacher Description Who Should Attend Room It's all about relationships Jason A. Extended Version - Focus more on personal relationships. Anyone! Tower Rock - Extended Version Pavilion Extroverts and Introverts Jason G. Are you the life of the party or does the party take the life out of Anyone! Meeting Hall as Leaders you? This class takes a close look at what it means (and what it doesn’t mean) to be an introvert and an extrovert. We will discuss how to most effectively work with both, and how both make exceptional leaders. Personal Empowerment Rachel & Learn tools and tips for self-care and managing stress. Investments Students that deal with Theater and Care Megan C. in ourselves are investments in our care and compassion for others. stress. Learn how to identify and maintain your own self-care needs and methods, as well as support others' efforts in self-care. So... you want to get James Come learn tips and tricks to 'involvement.' Learn the questions you Any and Al! Earth others involved should be asking to get more 'involvement' at your schools. Leadership for a Better Mae Explore the Social Change Model of Leadership Development--a Any and All! Plant World leadership theory rooted in the values of equity, social justice, self- knowledge, personal empowerment, collaboration, citizenship, and service. If you want to make the world a better place, this class is a great place to start! Leadership After High Kelsey, A diverse panel of our staff will share how they use the leadership Any and all! I think a Large School Nick P, skills taught at this camp in their professions and everyday lives, variety of backgrounds Classroom Kim followed by a Q&A on leadership roles and opportunities after high or professions would be school as you enter into work, college, and life. great! Like our panel from last year. I think it is very valuable to show them how we use the things we are teaching them AFTER and OUTSIDE of HS. Relationships with admin Anecia How to effectively work with administrators/adults to create a Officers, those wanting Mammal and other adults team approach to leadership and develop a shared vision for to effect change in their moving your school forward. buildings and create relationships with admin Shared Mental Models Matt An introduction to the concept of shared mental models. Two Anyone Forestry people can observe the same event and describe it differently since mental models are based on deep-rooted assumptions, strategies, ways of looking and ideas we use to understand the world and guide our actions. This can happen in all differerent types of relationships and can lead to disagreement and conflict. Understanding mental models is the first step in deeping relationships, team building and resolving conflict. Using Equity to Create a Lindsay Do you want to have a more inclusive school? Come explore how Anyone! Mt. St. Helens More Inclusive School our own thoughts, ideas, and biases can influence equity and inclusion in our schools. Leave ready to implement equity and inclusion into your school activities! Project Planning Marie Need a better way to organize tasks and deadlines? Learn how to Open to all! Highly Picnic Table by utilize tools such as Google Drive and Trello to make collaborating recommended for Cispus Office on project planning easier and less stressful! presidents, vice presidents, secretaries, activity coordinators, or anyone who will be managing/overseeing a large activity or event Tip of the Iceberg Josh Using compassion to make yourself a better leader. Anyone! Mt. Adams TBA JCs TBD Evergreen TBA JCs TBD Library Dare to Lead Travis An introduction to the concepts of brave leadership and tough Anyone! Auditorium conversations as researched and implemented by author Brené Brown. Come discover the four skills that are required of all leaders that dare to rumble with vulnerability. It’s learning and practice that requires brave work, tough conversations, and showing up with our whole hearts. ASB Finance Law Leanne How do we ensure we know and follow all ASB law as we work to Treasurers, anyone Sasquatch make our schools better.
Rooms not used: Logging, Star, Wildlife, Survival, Water Resource, Mt. Rainier, Ed Annex
Meet the Pros – Mt. Triumph – Day 5 – 10:20-11:55 (4 – 15 min. rounds with 5 min. passing) Rev. 5/31/19
Topic Teacher Description Room Character in Jason A how to look within and find those great characteristics of good leaders. Ed. Annex Leaders/Self- Awareness Life Balance Jason G Finding balance in life for leaders who are going in several directions. The Meeting Hall goal is to help identify stressors and unnecessary weight you are carrying, so that you can be your best self moving forward. Personal Megan C. & Rachel Didn't get to attend this 55 minute class? Join us for the crash course! Theater Empowerment and Investments in ourselves are investments in our care and compassion for Care (Crash Course) others. Learn how to identify and maintain your own self-care needs and methods, as well as support others' efforts in self-care. How to Get What You Jaime Find the best way to communicate with others to get what you want. We Logging Want will look at communication behaviors, the importance of relationships in communication, and a technique or two that will always work. The F words of James The top three F words of Generation Z, and how they affect us in school Earth Generation Z and in life. Equity & Inclusion Mae Make your school a more welcoming and understanding place to be on a Plant daily basis for everyone. Public Speaking "Own Nick P Why do our knees wobble when we're in front of people? Tips and tricks Auditorium The Stage" from my own experience as a public speaker and performer to help you get up in front of 5, 25, 250, or 1500+ people and own that stage! True Belonging Megan B. Learn about the Inversion of Maslow's hierarchy and how it effects true, Library genuine belonging in your schools. We will spend time discussing the impact on students and the importance of focusing on events, activities, and building connections that promote true belonging not "school spirit." Name TBD (Yoga poses Kelsey We carry a lot of stress around! Stress often has a physical affect on our Water Resource to destress) bodies. Take some time to understand where we carry a majority of our stress, as well as some helpful poses to help alleviate. Large Group Games Matt Shared fun and laughter are healthy for individuals and groups. Large Evergreen and Activities - group activities get a group talking and moving. Use them at the beginning "Meeting Starters" & of a meeting or when the group needs a break. Use them when the group "Brain Breaks" needs to have fun. They can create valuable interaction that may not otherwise happen. Crucial Conversations Lindsay How to talk with someone when you are not sure how. Mt. St. Helens Tips for Club/Group Marie Learn strategies for success at facilitating and running groups, and get an Mt. Rainier Leaders and Presidents opportunity to connect and share ideas with other club/group leaders and presidents. Activities for Roberta Ideas to get classes involved/bring them together in assemblies and large Forestry Assemblies & events. Unification Activities So You Want to Be a JC Travis & JCs Learn what it is really like to be junior member of the Mount Triumph Large Classroom staff.
Rooms Not Used: Star, Survival
Mount Triumph Leadership Camp
Self- Awareness IN THIS SECTION: TRUE COLORS INVENTORY ...... 43 GOLDS: “PLANNERS” ...... 45 GREENS: “THINKERS” ...... 47 BLUES: “CONNECTORS/HELPERS” ...... 49 ORANGES: “DOERS” ...... 51 INTRO/EXTRA/AMBIVERT ...... 53 SELF CARE ...... 55
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TRUE COLORS INVENTORY
In the boxes below are some statements printed horizontally in rows. Read the statements in each row. Decide which statement is most like you. Next to the letter at the bottom of the statements rank order the groups in that row from 4-1. Four (4) being the most like you and one (1) being the least like you.
ROW 1 I’m caring, I’m cool, calm, I’m a multi-tasker, I’m able to concerned and and collected and competitive motivate and “I am….” concrete. encourage others B ______C ______A ______D ______ROW 2 I enjoy taking on I communicate I’m a natural I’m prepared and new challenges easily problem solver loyal “Special Skills” E ______F______G ______H ______
ROW 3 I need to be I need accuracy I need to be I need understood challenged consistency “Needs” J ______I ______K ______L ______
ROW 4 I live in the here I like to think I enjoy working I look for meaning and now things through hard and significance “In Life” M ______N ______O ______P______
ROW 5 A perfectionist Competitive A great listener An idea generator
“Others have said Q ______R ______S ______T ______that I’m…”
ROW 6 I fear loss of I fear I fear the loss of I fear approval confrontation and control embarrassment “Fears” sudden change U ______W ______X ______V ______ROW 7 “That was a great “That was “Thank you for “We appreciate idea.” awesome!” being there.” your hard work.” “A meaningful compliment to me Y ______Z ______AA ______BB ______is….”
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SCORING:
Total the score of boxes: A, H, L, O, R, W, BB = ______GOLD
Total the score of boxes: B, G, J, N, Q, X, Y = ______GREEN
Total the score of boxes: D, F, I, P, S, V, AA = ______BLUE
Total the score of boxes: C, E, K, M, T, U, Z = ______ORANGE
______
REFLECTIONS: After reading the explanations of true colors in the following pages, please reflect on how this knowledge affects your life as a person and as a leader.
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GOLDS: “PLANNERS” Myers-Briggs: ISTJ – ISFJ – ESTJ – ESFJ
“ Do what’s right even when people call you uptight.”
Likely Strengths: Self-starter, Self-motivated, Conscientious, Reliable, Thorough, Sticks to a schedule, Eager to understand and meets expectations.
Possible Weaknesses: Defensive, Demanding, Rigid, Often struggles when plans or schedules change. Can seem humorless and uptight, Uneasy when rules are ambiguous or undefined. Impacient when others need reminders, deadlines, supervision, or discussion. May be anxious about obeying rules that don’t even exist.
Quotes that may resonate with Golds: • “I can do the things I want to do, and I can do the things I don’t want to.” • “Why didn’t you just handle it the way I told you.” • “Your lack of planning is not my emergency.” • “Just do it!”
Working with Golds: • They readily meet external and internal expectations. • They’re self-directed, so they can meet deadlines, work on projects, and take on initiative • without much supervision. • They enjoy routine and may have trouble adjusting to a break in routine or sudden scheduling • changes. • They hate to make mistakes, and because of that…. • They may become angry or defensive at the suggestion that they’ve dropped the ball or made a • mistake. • They put a high value on follow-through. • They may need to be reminded that, unlike them, others aren’t necessarily comforted or • energized by getting things done. • They may have trouble delegating responsibilities, because they suspect that others aren’t • dependable.
Golds at work: I provide stability and can maintain organization. My ability to handle details and to work hard makes me the backbone of many organizations. I believe that work comes before play, even if I must work overtime to complete the task.
Golds in relationships: I enjoy others who can work along with me, building secure, predictable relationships together. I demonstrate admiration through the practical things I do for the ones I love.
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Golds in childhood: I wanted to follow the rules and regulations of the school. I understood and respected authority and was comfortable with academic routine. I was the easiest of all types of children to adapt to the education system.
How Golds Speak In conversations with others, Gold’s: Use clear and precise language, get right to the point, reach conclusions quickly, do not want to get sidetracked, want to keep the conversa on in order, want to follow an agenda or plan, establish goals for follow- up, focus on things that need to be done, talk about responsibilities, talk about fulfilling du es, focus on how efficient things are, and cut the small talk.
How to speak TO Golds: In: order to speak to a gold in a way they will understand, you should: use clear and precise language, give straightforward direction, get right to the point, use references to the past and tradition, be honest, not get sidetracked, keep the conversation in order, follow an agenda or plan, talk about actual accomplishments, show sincere appreciation for what they do, talk about responsibilities, and talk about how they can keep things going.
Signs you are worn out: complaining, wallowing in self-pity, worrying, complaining of psychosomatic problems, blindly following the letter of the law, becoming overly authoritative, and feeling a lot of anxiety or stress.
How to re-energize: Provide consistency, establish clear rules and regulations, and let them: display responsibility, be of service to others, demonstrate leadership, and organize things.
Improve performance by: Assigning work that requires detailed planning and careful follow-through, defining the task in clear and concrete terms, being punctual and reliable, proving a well-structured, stable work environment and by avoiding abrupt changes, giving standard rules and regulations and setting a good example, sharing in the responsibility and duties of the work place and by taking the work ethic seriously, praising their neatness, organizations capabilities and efficiency, giving feedback every step of the way on any project to reassure them that they are on the right track, recognizing their need to be straightforward, dependable, responsible, and business minded, and giving tangible recognition for their work.
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GREENS: “THINKERS” Myers Briggs: INTJ – INTP – ENTJ - ENTP
“I’ll comply – if you convince me why”
Likely strengths: Data-driven, Fair-minded (according to their judgment), Interested in creating system that are efficient and effective, Willing to play devil’s advocate, Comfortable bucking the system if it’s warranted, Inner-directed, Unwilling to accept authority without justification.
Possible weaknesses: Can suffer analysis-paralysis, impatient with what they see as others’ complacency, Unable to accept closure on matters that others consider settled if questions remain unanswered, May refuse to observe expectations that others find fair or at least nonoptional (e.g., traffic regulations), May resist answering others’ questions.
Quotes that may resonate with Greens: • “Justification leads to motivation” • “It’s my way or the wrong way.” • “Why do we need a motto?” • “But why?”
Working with Greens: • They question all expectations and meet them only if they believe they’ve been justifed, with • the result that they may meet only inner expectations. • They put high value on reason, research, and information. • They make decisions based on information and reason; sometimes, the reason is that it’s • important to someone else. • They follow the advice of “authorities” only if they trust their expertise. • They persistently ask questions, which may make them seem uncooperative or defiant. • They dislike being questioned themselves; they consider their actions carefully so they find it • tiresome or even insulting to be asked to justify their decisions.
Greens at work: I am conceptual and an independent. For me, work is play. I am drawn to constant challenge in careers, and like to develop models and explore ideas. Once I have perfected an idea, I prefer to move on, leaving the project to be maintained by others.
Greens in relationships: I prefer to let my head rule my heart. I dislike repetition, so it is difficult for me to continuously express feeling. I believe that once feelings stated, they are obvious to others. I am uneasy when my emotions control me: I want to establish a relationship, leave it to maintain itself, and turn my energies to my studies, work or other interests.
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Greens in childhood: I appeared to be older than my years and focused on my greater interests, achieving in subjects that were mentally stimulating. I was impatient with drill and routine, questioned authority, and found it necessary to respect teachers before I could learn from them.
How Greens Speak: In conversations with others, Greens: tend to rely on the facts, ask many questions, say things only once, avoid small talk, take a long time to make up their mind, argue both sides of an issue, use large vocabulary, wander from idea to idea, take a logical approach, worry they are not understood, state things in overly technical terms, are unaware of nonverbal cues, and appear to be: indecisive.
How to speak TO Greens: In order to speak to a green in a way they will understand, you should: use clear and precise language, use logic in support of your decision, get right to the pint, use proven references and facts, be honest, be willing to debate issues without emo on, keep the conversa on relevant, ask meaningful ques ons, talk about actual data/ accomplishments, show sincere apprecia on for their ideas, talk about possibili es, and avoid talking about feelings.
Signs you are worn out: Becoming overly indecisive, refusing to cooperate with others, becoming more allot, putting others down, using heavy sarcasm, refusing communication, becoming highly critical, and demanding unreasonable perfection.
How to re-energize: Provide feedback on the quality of their work, provide assistance in choosing achievable tasks, and provide opportunities for them to learn, process, display competence, and explore options.
Improve performance by: Assigning projects, which require analytical thinking and problem solving. Discussing your “big picture” with them. Eliciting their universal outlook in inspiring them with futuristic ideas and potentialities. Respecting their inclination to go beyond the established rules of the system. Allowing them the freedom to improve the system. Taking their ideas to the next step and encouraging them to think independently. Praising their inventiveness and their ingenuity, understanding their need to avoid redundancy and repetive task. Recognizing and appreciating their competence in the job.
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BLUES: “CONNECTORS/HELPERS” Myers-Briggs: INFP - INFJ - ENFP - ENFJ
“You can count on me, and I’m counting on you to count on me.”
Likely strengths: Good boss, responsive leaders, team player, Feels great obligation to meet others’ expectations, responsible, willing to go the extra mile, responds to outer accountability, connects with others easily, great communicator.
Likely weaknesses: Susceptible to overwork and burnout, Exploitable, May become resentful, Has trouble say no or imposing limits, easily taken advantage of.
Quotes that may resonate with Blues: • “I don’t want to, but I will anyway.” • “I’ll do anything you ask. Until I wont.” • “I have a long wick with a quick burn.” • “How can I be of service to you.” • “By serving others, I serve myself.”
Working with Blues: • They readily meet outer expectations but struggle to meet inner expectations. • They put high value on meeting commitments of others • They succeed when given accountability, with supervision, deadlines, monitoring, and other • forms of accountability, such as the duty to be a good role model. • They may have trouble seeing limits on others’ demands • They may be exploited by people who take advantage of them, and because of that …. • They may feel resentful or burned out, in which case…. • They may need others to alleviate expectations or they may rebel.
Blues at work: I have a strong desire to influence others so they may lead more significant lives. I often work in the arts, communication, education, and helping profession. I am adept at motivating and interacting with others.
Blues in relationships: I seek harmonious relationships. I believe in connectedness, warmth, and empathy in all relationships.
Blues in childhood: I was extremely imaginative and found it difficult to fit into the structure of school life. I responded to encouragement rather than competition.
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How Blues Speak: In conversations with others, Blues: Love to talk, tend to be direct and honest, talk about how they feel, voice appreciation to others, avoid issues that might end in conflict, are verbally expressive and outgoing, ramble and get off the subject, are willing to talk about anything and everything, prefer dealing with people :concerns not facts, are very sympathetic, pay attention to nonverbal communication, personalize the situation, and try to be helpful.
How to speak TO Blues In order to speak to a blue in a way they will understand, you should: relate what you are saying to feelings, avoid open criticism, put people’s needs ahead of procedures, use references to how it will help others, be honest and genuine, refrain from relying on facts to make your point, leave room for input and questions, ask: the person how they feel about the issue, reassure them through body language, keep your promises, recognize their creativity,and talk about the importance of enthusiasm.
Signs you are worn out: Fantasizing and daydreaming, doing anything to get attention, lying to save face, withdrawing so others will feel sorry for you, crying/ pouting, showing passive resistance, yelling / screaming, and fishing for compliments.
How to re-energize: Reassure them of their self-worth, recognize their accomplishments, and provide opportunities for them to: demonstrate their creativity, help others, please those in authority, and motivate the group.
Improve performance by: Creating a warm and personal working atmosphere, interacting as much as possible with openness and honesty, establishing a harmonious working environment and avoiding conflict and hostility, showing your support, caring and appreciation by offering a touch, a hug or a hand-shake, allowing them the freedom to express feelings and the time to heal emotional wounds, making use of their natural gifts for communication, nurturing, and people oriented ideas, praising their imaginative and creative approach to the job, and providing them with one on one feedback .
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ORANGES: “DOERS” Myers-Briggs: ISFP - ISTP - ESFP - ESTP
“It’s so hard when I have to, and so easy when I want to.”
Likely strengths: Independent-minded, Able to think outside the box, Unswayed by conventional wisdom, Willing to go their own way to buck social conventions, in touch with their authentic desires, spontaneous.
Likely weaknesses: Likely to resist when asked or told to do something, Uncooperative, Inconsiderate, Has trouble accomplishing tasks that need to be done consistently, the same way, every time. Acts as though ordinary rules don’t apply, Restless; ,may find it difficult to settle down in a position, relationship, city. May be indifferent to reputation.
Quotes that may resonate with Oranges: • “Freedom is my discipline.” • “You can’t make me, and neither can I.” • “Ask forgiveness, not permission.” • “I do things in my own way - a blessing and a curse.” • “Rules must be broken. Except, would this even be a rule?” • “Because I feel like it.”
Working with Oranges: • They put high value on freedom, choice, identity and self-expression. • If someone asks or tells them to do something, they’re likely to resist. • They may respond to a challenge: “I’ll show you, “ “Watch me,” You can’t make me,” “You’re not • the boss of me.” • They may choose to act out of love, a sense of mission, belief in a cause. • They have trouble telling themselves what to do - even when it’s something they want to do. • They meet a challenge, in their own way, in their own time. • They are great delegators.
Oranges at work: I am bored and restless with jobs that are routine and structured. I am satisfied in careers that allow me independence and freedom. I view any kind of tool as an extension of myself. I am a natural performer.
Oranges in relationships: I seek a relationship with shared activities and interests. I like to explore new ways to energize relationship. Oranges in childhood: Of all types of children, I had a difficult time fitting into academic routine. I learned by doing and experiencing rather than by listening and reading. I needed physical involvement in the
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learning process and was motivated by my own natural competitive nature and sense of fun.
How Oranges Speak: In conversations with others, Orange: Say just the right thing, use language as a tool to make their point, dominate what is being said, cut in on others, get right to the point, make decisions quickly, want to know what has been done already, want to get on with things, want to limit the conversations to the basics, argue for argument sake, create energy and excitement, and focus on results. : How to speak TO Oranges In order to speak to a orange in a way they will understand, you should: Cut to the heart of a problem, give them the straight stuff, talk about how to do things, use references to past experiences, be honest, be bold and say what is on your mind, keep the conversa on lively, talk about getting things done now, praise them for the things they do, focus on action, talk about results, and talk about how they can get things done.
: Signs you are worn out: Becoming rude, breaking the rules for spite, lying/ cheating to control the situation, running away, using drugs or alcohol, acting out, and becoming aggressive.
How to re-energize : Provide frequent change, challenge their imagination, and provide opportunities for them to: express themselves, act quickly, defy risk, and use their intuition.
Improve performance by : Assigning projects which are action-packed, providing opportunities to be skillful and adventurous, using their natural abilities as a negotiator, allowing them the freedom to do the job in their own non-traditional ways, keeping a good sense of humor and avoiding boredom while on the job, encouraging them to use their gifts of originality, allowing freedom of movement, understanding their preference for action over words, and praising their performance and skillfulness while on the job.
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INTRO/EXTRA/AMBIVERT For each item, distribute 3 points between choices (A) and (B). Use whole numbers, not 1.5. Example: If you feel that (A) is almost always true of you, then give 3 points to (A) and none to (B). If (A) is often true, but (B) is also sometimes true, then give 2 points to (A) and 1 point to (B). A "A" Items B "B" Items 1. I packed books and things that I could do by 1. I mostly just threw my stuff in a bag and got on the myself while at camp. bus. 2. I was/am a bit nervous or anxious about a week at 2. I am totally comfortable with the idea of being at camp. camp for a week. 3. I am nervous about the large group events. 3. I can’t wait to get into big groups with new people. 4. I sat quietly on the bus ride here. 4. I talked the whole time on the bus. 5. I focused more on eating than talking at lunch 5. I was active in the conversation during lunch. today. 6. I tend to think before I speak. 6. I tend to speak before I think. 7. I definitely like to get right in on things, so I usually 7. I am okay being one of the last people in line. find my way to the front of the line. 8. It felt nice to sit on my bed during dorm time 8. I went around to meet as many people as possible today. during dorm time today. 9. I listened during the tour, but I also was busy 9. I listened very intently during the tour of the looking around at other things and talking with campus. people. 10. I let others share first during icebreakers. 10. I like to go first when sharing during icebreakers. Total Points for A Total Points for B
YOUR SCORE Your total scores can range from 0 to 30. The "A" items are more typical of Introverts, while the "B" items are more typical of Extroverts. If you have a high score (20-30) in one category, then you may be likely to use that style most of the time. A moderate score (10-20) in both categories may mean that you tend to be introverted in some situations and extraverted in others.
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Mount Triumph Leadership Camp LEADERS
SELF CARE Leadership Quick Notes: Eight Time Management Tips for Student Leaders
Write down long-term goals. Remember to think SMART: goals should be Specific, Measurable, Attainable, Realistic, and Time-bound. Writing them down will help you keep them at the forefront of your mind.
Divide everyday tasks into A, B, and C priorities. Always start with a high priority (A) task, even if you can only accomplish a small part of it.
Spend less time on trivial projects. Don’t be afraid to delegate small tasks that are taking up too much of your time.
Have the courage to say NO. No one expects you to do everything. When you feel like you have enough on your plate, feel free to say no when tasks are asked of you.
Slow down. Productivity is not about going fast, it’s about doing the right things. A few minutes gained are not worth the added stress.
Break down tasks. Breaking down large tasks into smaller, achievable ones will help you to easily wrap your mind around accomplishment.
Don’t let technology control you. Every once in a while, turn your phone off and close out of your email. Concentrate on what YOU need to do, not what others need from you at any given moment.
Create time for balance in your life. Set time aside for friends, fitness, spiritual needs, and whatever else relaxes you. Plan for balance the same way you plan for work.
Office of Student Leadership and Community Development, http://www.fordham.edu/images/student_activities/time%20management%20tips%20for%20l eaders.pdf
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Group Dynamics IN THIS SECTION: STAGES OF GROUP DEVELOPMENT ...... 59 GROUP ROLES ...... 60 SUGGESTIONS FOR WORKING WITH UNPRODUCTIVE GROUP BEHAVIOR ...... 62
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STAGES OF GROUP DEVELOPMENT Who are we? What are we all about? As a group works together, it usually goes through predictable stages. Understanding this and having strategies to deal with the results are factors in the success of a group.
Stage 1 CLIMATE: Cautious. Low conflict. Feelings suppressed FORMING GOALS: Low. Vague. LISTENING/SHARING: Intense listening. Little sharing. Welcome Aboard DECISION MAKING: Dominated by active members. Define Mission REACTION TO LEADERSHIP: Accepted or tested by members. Orientation What are we going to do now?? CLIMATE: Sub-groupings. Often disagreements between groups. Stage 2 GOALS: Misperceptions. Fighting over goals. STORMING LISTENING/SHARING: Similarities within sub-groups not as great as
perceived. Clarifying DECISION MAKING: Dominated by loudest. Challenging REACTION TO LEADERSHIP: Power struggles. Testing Boundaries Who made you the boss?? CLIMATE: Opening up feelings. Straightforward confrontations. Stage 3 GOALS: Agreed upon by most. "Working it through." NORMING LISTENING/SHARING: Better acceptance of different viewpoints.
DECISION MAKING: Often by leader based on group input. Support and Involvement REACTION TO LEADERSHIP: General support. Individual differences Focus acknowledged. Resolving Differences Can't we do this together?? Stage 4 CLIMATE: Open expression. Shared responsibility. PERFORMING GOALS: Commitment to goals and purpose. LISTENING/SHARING: Rapid and direct Pride DECISION MAKING: Consensus. "Whatever it takes." Celebrating Success REACTION TO LEADERSHIP: Leadership shared based on expertise. Ownership What great things can we do now that we are a team?
REFORMING Level of competence maintained. Group may go through stages 1-4 Maintenance depending on situation, but most likely this will be done quickly. Revisiting
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GROUP ROLES People in groups take on many different roles. As leaders be aware of these roles and how they can affect the group process. Productive Roles Task Roles The INITIATOR suggests or proposes to the group new ideas. S/he offers a novel point of view concerning problems, procedures, goals, or solutions. The INFORMATION SEEKER asks for clarification of suggestions made in terms of their factual adequacy, for authoritative information and facts pertinent to the problem being discussed. The OPINION SEEKER asks primarily for a clarification of values pertinent to what the group is undertaking, or values involved in various suggestions that have been made. The INFORMATION GIVER offers facts or generalizations which are "authoritative" or relates his/her own experience pertinent to the group problem. The OPINION GIVER states his/her belief pertinent to a suggestion made. The emphasis is on what s/he believes should be the group’s view of pertinent values, not primarily upon relevant facts or information. The ELABORATOR spells out suggestions in terms of examples or developed meanings, offers a rationale for suggestions previously made, and tries to deduce how an idea or suggestion would work out if adopted primarily upon relevant facts or information. The COORDINATOR shows or clarifies the relationships among various ideas and suggestions, tries to pull ideas and suggestions together or tries to coordinate the activities of various members of sub-groups. The ENERGIZER prods the group to action or decision, attempts to stimulate or arouse the group to "greater" or "higher quality" activity. The PROCEDURAL TECHNICIAN expedites group movement by doing things for the group, e.g. passing out materials or setting up chairs. The RECORDER writes down suggestions, makes a record of group decisions, or writes down the product of discussion. The recorder fills the role of "group memory." Maintenance Roles The ENCOURAGER praises, agrees with, and accepts the contribution of the others. S/he indicates warmth and solidarity in her/his attitude toward other group members, offers commendation and praise and in various ways indicates understanding and acceptance of other points of view, ideas, and suggestions. The HARMONIZER mediates the differences between other members, attempts to reconcile disagreements, relieves tension in conflict situations through good hearted jokes, a soothing attitude, etc. The COMPROMISER operates from within a conflict in which his/her idea or position is involved. S/he may offer compromise by yielding status, admitting his/her error, by disciplining him/herself to maintain group harmony, or by "coming halfway" in moving along with the group. The GATEKEEPER expedites attempts to keep communication channels open by encouraging or facilitating the participation of others ("we haven’t gotten the ideas of Mr. X yet," etc.) or by
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proposing regulation of the flow of communication ("why don’t we limit the length of our contributions so that everyone will have a chance to contribute?" etc.) The STANDARD SETTER expresses standards for the group. These standards apply to the quality of the group process or set limits on acceptable individual behavior within the group. The GROUP OBSERVER keeps records of various aspects of group process and feeds such data with proposed interpretations into the group’s evaluation of its own procedures. The SUMMARIZER defines the position of the group with respect to its goals by summarizing what has occurred, points to departures from agreed upon directions or goals, or raises questions about the direction which the group discussion is taking. The REALITY TESTER subjects the accomplishment of the group to some standard or set of standards of group- functioning in the context of the group task. Thus, s/he may evaluate or question the "practicality," the "logic," the "facts," or the "procedure" of the suggestion or of some unit of group discussion.
Non-Productive Roles The AGGRESSOR may work in many ways – deflating the status of others, expressing disapproval of the values, acts, or feelings of others, attacking the group or the problem it is working on, joking aggressively, showing envy toward another’s contribution by trying to take credit for it, etc. The BLOCKER tends to be negativistic and stubbornly resists, disagreeing and opposing without or beyond "reason" and attempting to maintain or bring back an issue after the group has rejected or by-passed it. The RECOGNITION-SEEKER works in various ways to call attention to her/himself, whether through boasting, reporting on personal achievements, acting in unusual ways, struggling to prevent being placed in an "inferior" position, etc. The SELF-CONFESSOR uses the audience opportunity which the group setting provides to express personal, non- group oriented "feeling," "insight," "ideology," etc. The DISTRACTOR makes display of his/her lack of involvement in the group’s processes. This may take the form of cynicism, nonchalance, horseplay, and other more or less studied forms of "out-of- field" behavior. The DOMINATOR tries to assert authority or superiority in manipulating the group or certain members of the group. This domination may take the form of flattery, of asserting a superior status or right to attention, giving directions authoritatively, interrupting the contributions of others, etc. The HELP-SEEKER attempts to call forth a "sympathetic" response from other group members or from the whole group, whether through expressions of insecurity, personal confusion or depreciation of him/herself beyond "reason." The SPECIAL INTEREST PLEADER speaks for the "small business man," the "grass roots" community, the housewife, "labor," etc., usually cloaking her/his own prejudices or biases in the stereotype which best fits his individual needs.
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SUGGESTIONS FOR WORKING WITH UNPRODUCTIVE GROUP BEHAVIOR
Blocker • Try to determine if there is a hidden agenda and deal with that first. • Talk to the person individually and ask to keep negative remarks to themselves. • Get them to your side with praise and positive strokes. • Ask them to explain why the idea won't work. Ask for alternatives.
Dominator • Call for others’ opinions. Point out, "We've heard from ___, let's her from ____." • Give the person a specific responsibility, i.e. ask the person to help get other involved. • Talk to the person one-on-one in a positive way.
Withdrawer • Direct a question to the person requiring more than a "yes" or "no" answer. • Ask their opinion, "I'm curious about how you felt about that, Sam?" • Provide positive verbal and non-verbals so they know you appreciate them. • Get to know names, skills, experiences, and draw them into the group. • Designate responsibilities to them--note taker, time watcher, etc.
Distractor • Suggest comments be limited to the subject at hand. Point out timeline if critical. • Ask a specific question about the subject being discussed or give a specific task. • Offer remarks or questions to bring the group back on task: o I'm lost. Why are we discussing this point? o What, specifically, are we trying to accomplish? o How is this relevant? o We have only five more minutes for this topic/meeting. o We have a full agenda today. o We are running short of time; can you sum it up quickly? o We are getting off track; let's keep it to the subject at hand. • Discuss the distractor with an advisor and solicit help. • Send the distractor on an errand, or, as a last resort, eliminate the distractor from the group.
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Working with Admin and ASB Law IN THIS SECTION: PUBLIC SCHOOL CHAIN OF COMMAND ...... 65 GENERAL DEFINITIONS FOR LAW ...... 67 RCW—Revised Code of Washington ...... 67 WAC—Washington Administrative Code ...... 67 ASB—Associated Student Body ...... 67 ASB Audit Issues ...... 67 GENERAL CONCEPTS - USE OF ASB FUNDS ...... 68 TOP ASB RULES ...... 69 STUDENT BODY FUNDS QUIZ ...... 70 COMMON ASB QUESTIONS ...... 70 GUIDELINES FOR FUND RAISING ...... 72 ASB FUNDS ...... 72 PARENT SUPPORT GROUP FUNDS ...... 72 FUND-RAISING ...... 73 ASB FUNDS TIP SHEET ...... 74 DO ...... 74 DON’T ...... 74 CHECK ...... 74 FUND RAISING CHECKLIST ...... 76
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PUBLIC SCHOOL CHAIN OF COMMAND Understanding the chain of command will help you communicate more effectively while working toward your goals. When the chain of command is not followed properly, you may risk alienating people with power. This traditional chain of command may not reflect schools with site-based councils. Talk to your principal or adviser about the chain of command in your school. School Board
Superintendent
Principal
Assistant Principal(s)
Activity Coordinator
Class Advisers ASB Adviser Club Advisers
Class Officers ASB Officers Club Officers
AREAS OF STUDENT RESPONSIBILITY Discuss these issues with your principal or advisor to determine the level of authority and responsibility for student leaders in your school
No Authority Complete Responsibility Shared Responsibility Administrators only With Adviser With Administration and Staff
1. Grades 1. Projects 1. Assemblies 2. Hiring/Firing 2. Student Input 2. Sportsmanship 3. Discipline 3. Chartering Clubs 3. School Climate 4. School Buses 4. Evaluation of Projects 4. Activity Calendar 5. Lunchroom 5. ASB Meetings 5. Service Projects 6. Vacations 6. Elections 6. Code of Conduct 7. Length of School Day 7. Constitutional Revision 7. Fund Raising 8. District Policies 8. Goals 8. Inter-High 9. Credit Requirements 9. Publicity 9. Athletic Expenditures 10. District Finances 10. ASB Budget 11. ASB Record keeping
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ASSOCIATED STUDENT BODY LAWS • RULES REGULATIONS FOR WASHINGTON STATE SCHOOLS
Guidelines for School Administrators, Activity Advisors and Student Body Officers • ASB Funds • Fund Raising • Accounting • General Guidelines
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GENERAL DEFINITIONS FOR LAW RCW—Revised Code of Washington This is the law (or statute written) by the state legislature. School laws are listed primarily in chapters 20-90 with most public school laws listed in Chapter 28.
WAC—Washington Administrative Code These are the rules and regulations of the supervising agency. In this case, it’s the State Board of Education and the Office of the Superintendent of Public Instruction. The agency reads the RCWs and interprets them with the help of the Attorney General’s office. They then adopt a list of procedures that must be followed by the schools in the state. Most public school rules are in Chapter 180.
ASB—Associated Student Body Formal organization of students, including student groups, which is formed with the approval of the school board.
ASB Audit Issues Auditors look for internal control measures. They check to see if these rules or procedures have been followed.
Revenues Pre-signed purchase orders Deposits do no equal receipts Curricular materials purchased with ASB funds Payments made from receipts Invoices held in building or with advisor Theft of cash Imprest accounts with one signature Staff personal checks in receipts Monthly reports not reviewed Deposits not intact Expenditures exceed revenues Deposits not timely Not using purchase orders Receipts not issued Missing numbers in purchase order file Old checks in receipts Payroll payments from imprest Staff holding cash/checks Many voids on cash register Accountability Ticket reports always accurate to the penny Imprest doesn’t match authorized amount Large overages/shortages Outside checking accounts Selling items on credit Booster clubs without school board authorization Failure to follow up on bank corrections No reconciliation of change in inventory Deposits into the wrong fund No imprest account reconciliation Inventory remaining does not match sales report No inventory of school stores No inventory of vending machines Expenditures Receipts don’t match change in inventory No student approval Receipts don’t match change in tickets No phone bids for items over $15,000 Missing bank bags No formal bids for items over $50,0000 Missing receipt books Negative ASB balance Missing tickets in sequence IOUs in the cash box/register Missing imprest checks from sequence Personal checks in the cash box Missing minutes of meetings Pre-signed imprest checks Receipt books not pre-printed
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GENERAL CONCEPTS - THE USE OF ASB FUNDS Schools need to be aware of the following concepts to guarantee observation of the spirit and intent of the rules and regulations related to the use of ASB funds. • All school districts should have policies in place related to the use of ASB funds. o These policies should cover the scope of the budget process and procedural authority for the collection and distribution of funds along with the specific rules related to depositing funds through the school district business office. • An organization of students with school staff assistance must annually develop an ASB operating budget with projected income and expenditures. o While this activity is a legitimate and practical learning experience for students, it forms the basis for all future budgetary decisions. Students should be involved in the collection and approval of budget requests. Coaches/directors and advisors should be able to provide realistic requests to student groups through the ASB Advisor. The student government groups must be provided with the necessary information to make informed fiscal decisions. • The proposed ASB budget, including the type of money raising activities, must be submitted and approved by the local school board of directors. o ASB funds are considered public funds, and the ASB budget requires school board approval the same as the regular school district budget. o It is important for the school board to be aware of the various money raising projects that will be employed to meet the expenditures. While gate receipts have provided an obvious source of revenue for high schools, many schools are involved in additional fund raisers. All fund raisers should be carefully reviewed. Fund raisers should be designed to raise a maximum amount of money with built in safeguards to insure accurate and reliable records for the collection of money. o Fund-raisers should provide a needed service, a worthwhile product, or an event that can be supported by the community. Care should be taken to be sensitive to the various and diverse segments of any community. School directors are concerned about community support as well as product or event liability. • The disbursement of any funds must be to provide services or materials to current members or programs of the Association Student Body. o Secondary ASB funds are used to purchase and supply a myriad of things from uniforms to membership fees with a wide range of specialized equipment for athletics and activities. All of the funds expended require a pre-approval through a budget item and a record of disbursement preferably through the minutes of an ASB meeting. o NOTE: All schools should have clearly developed procedural accounting procedures and record keeping. It is the Washington Interscholastic Activities Association’s opinion that once a budget is prepared by students and approved by the school directors, particular restrictions are placed on the use of these funds are those specific rules and regulations as part of the school’s membership in WIAA. The use of ASB funds to finance a school’s team on some form of out-of-season participation or payment of registration for team or individual at non-sanctioned events could be considered a school violation of WIAA rules
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and consequently not an appropriate use of ASB funds. • ASB Funds are subject to special interpretation. It must be understood that there exists the caveat that all rules and regulations related to ASB funds are continuously being reviewed and are subject to the legal opinions of state agencies.
TOP ASB RULES explaining ASB Funding, Finance, Law, Rules and Regulations 1. Money raised during the school day, on school property, using school personnel and/or school materials is public money. 2. Public money, generated by the students or in the name of the students, may be used only for Cultural, Athletic, Recreational or Social (CARS) purposes. 3. ASB money cannot be fund raised to be used for academic purposes. Co-curricular is not a legal term. Only curricular or extra-curricular are defined by law. If items are of mixed use, the cost can be shared. 4. Public money cannot be given away for private use. a. Public money cannot be given away for private use. If you plan to raise ANY funds for charities, prior to the fundraiser, please check with bookkeeper’s office for more information on legalities. It MUST be a bona fide non-profit charity as registered with the Secretary of State’s Office in Olympia. 5. Students and staff must collaborate on the generation and use of public money. 6. You must have a system to monitor and protect the use of public money. Work with your bookkeeper. a. Requests and approval for ASB funds PRIOR to making a purchase…plan ahead. Do not purchase anything with your own money without prior approval. Do not use cash from a sale to buy any additional items. Prior approval would be to complete a requisition prior to purchase. b. INVOICES/RECEIPTS: Be sure to sign invoices or receipts for any items received. Forward the signed receipts to the appropriate accounting office. This is the only way vendors get paid. 7. You must follow the federal, state, school board and your own rules (constitution/by-laws) about ASB. 8. In a corporate sense, the Principal is the CEO (Chief Executive Officer) and CFO (Chief Financial Officer) while the school board is the Board of Directors. 9. The state auditor is only one of many regulatory agencies interested in ASB. You must follow the federal, state, school board, and your own rules about ASB. The State Auditor is the only one of many regulatory agencies interested in ASB. We are also governed by WIAA, OSPI, IRS, Department of Revenue, and Health Department, Gambling Commission as well as a whole host of other entities.
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STUDENT BODY FUNDS QUIZ Here are a few of the most frequently asked questions about handling student body funds. How would you answer these questions?
YES NO 1. Can student body organizations conduct raffles? YES NO 2. Can student body organizations spend money on an item that was not budgeted? YES NO 3. Is it necessary to carry an inventory of student body supplies and equipment including athletic supplies? YES NO 4. Can complimentary tickets be issued for athletic events or other student body activities? YES NO 5. A student body buys a truck. Does ownership now transfer to the district? YES NO 6. Can student body organizations deposit money in separate savings or checking accounts at a local bank? YES NO 7. Is it possible to send student delegates to state or national conferences and pay their expenses through student body funds? YES NO 8. Can student body organizations send flowers to a person in the hospital? YES NO 9. Is it possible to purchase trophies and other awards with student body funds? YES NO 10. Is it possible to purchase items with student body funding without going through the bid process? YES NO 11. Can the PTSA sponsor fund raising activities in the name of the school and retain funds? YES NO 12. Can citizens or groups donate funds to the student body for scholarships? YES NO 13. Is student approval required for all student body purchases? YES NO 14. Can a principal/advisor overrule a student authorized purchase? YES NO 15. Can school district funds be used to purchase band or choir uniforms if the activity is sponsored by the student council? YES NO 16. Should funds received as an honorarium for a school group (band, choir, etc.) become part of student body funds? YES NO 17. Can the Associated Student Body hold a fund raiser for a scholarship fund? YES NO 18. Can Associated Student Body funds be used to pay for students to attend summer athletic camps? YES NO 19. Can student body funds be used to finance trips by student language clubs to foreign countries during the school year?
YES NO 20. Are formal purchase orders required for all student body expenditures?
stricts. di many by required and idea good a is it but purchase, cash petty for not
no, no, - 20 requirements; board local check yes, - 19 rules; WIAA violate may but yes, - 18 raiser; fund the for allows policy board if yes, - 17 required; yes, - 16
purchase; ASB in share can district the yes, - 15 yes; - 14 yes; - 13 provisions; special with used be may
yes, bonified charitable donations donations charitable bonified yes, - 12 state; with annually file must activity charter, their approve must board school yes, - 11 bids; formal or bids, phone
eshold amounts for no bids, bids, no for amounts eshold thr for check yes, - 10 yes; - 9 funds; public of gift no, - 8 yes; - 7 tracked; be can items line ASB the within no, - 6 yes; - 5 no; - 4
yes; - 3 extension; an without budget the of line bottom the beyond go cannot but yes, - 2 rules; Commission Gambling the check yes, - 1
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COMMON ASB QUESTIONS
I am having a math competition in my classroom. I only need ten prizes. Could ASB funds supply the prizes? No, ASB funds cannot be used for purposes that are solely curricular. The sophomore class is having a homecoming dance. They only have $500 in the account. Cost for decorations, music, food, etc. is expected to be at least $1,200. Can they have a dance? Yes, the sophomore class would need to get a loan from another ASB activity, as approved by that group and the student council. They would then repay the loan after their dance. Can ASBs hold fund raising drives for charitable purposes? Perhaps, provided that you school board has adopted rules for this type of event and that the money is clearly identified as a private non-associated student body fundraiser. We are selling tickets for a school activity. Can I pay the contractual costs for the dance such as the DJ and police out of the cash receipts? No, deposit receipts must remain intact. Within limits you can make these payments with an imprest check. It is best to prepare a purchase order ahead of time and pay for services with a warrant. Can ASBs accept donations from booster clubs and PTSAs? Yes, the school board must recognize the donation during a regular meeting and funds are now treated as public moneys. Do we as an ASB Executive Council and other student groups need to keep minutes? Yes, particularly when decisions are made to spend or raise money. The state auditor will ask to see these minutes during an audit. I forgot my lunch money. Can the school bookkeeper cash a check for me? since this would break up deposit receipts, it can not be allowed. I’m taking a class to the museum for a lesson on history. Can I collect $5 per student, deposit money in the history club account and have the ASB write a check for admission? No, depositing the money in an ASB fund causes it to be governed by ASB regulations. It is not allowed to use ASB money for solely curricular purposes. It could be allowed if open to all club members. We are having a talent show. Can I just collect $3 each at the door without using numbered tickets? No, pre-numbered, consecutive tickets will give an independent verification of the number of paying participants. This information will serve as documentation for the cash deposit. Can the school board make rules for the use of ASB money that is more strict than state law? Yes, as long as the local rules do not conflict with state WACs and RCWs.
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GUIDELINES FOR FUND RAISING ASB FUNDS Definition: Moneys raised in any activity on behalf of or sponsored in part or wholly by ASB. ASB fund raising activities must be approved by the district and moneys raised deposited in an ASB account. [RCW 28A.325.030] ASB Structure ASBs are mandatory in grades 7 through 12 whenever students engage in money raising activities with the approval and under the supervision of the district. Each building must have a separate constitution. [WAC 392-138- 025] ASBs are not mandatory at the elementary level (K-6) but any money raised with the approval and under the supervision of the district must be administered in the same way as ASB money. [WAC 392-138-025] The school board has authority over ASBs and ASBs are subject to the same laws as the district including such things as accounting procedures, budgets, and warrants. [RCW 28A.325.020] [WAC 392-138-030] Students are still free to raise money for their own personal or private use but this activity cannot be done by the ASB or with school approval or district supervision on school time. Private fund raising on school campus and/or during the school day is subject to special regulations. They may not use their team or club name or suggest representation verbally or wear a uniform during personal or private fund raising. ASB Accounting ASB money must be accounted for in compliance with rules and regulations published in the Accounting Manual for Public Schools in the State of Washington. [WAC 392-138-045] All ASB money is accounted for, spent, invested, and budgeted the same way as other public money. [WAC 392- 138-035 and –060] The district must have an annual ASB program fund budget approved by the school board. [WAC 392-138-040] Disbursements may be made either by warrant, imprest bank accounts, or petty cash funds. [WAC 392-138-050, - 055, and –060] Other ASB Financial Considerations ASB purchases must comply with state bid laws. [WAC 392-138-065] All property acquired with ASB moneys becomes the property of the school district. [WAC 392-138-075] ASB public moneys may not be expended as grants for charitable or scholarship purposes. Private ASB money, collected at school, can be used for such purposes. [WAC 392-138-016 and –100] Application of ASB Fund Law Building administrators should know school policies and procedures related to ASB fund use. Serious penalties may be applied for failure to follow prescribed ASB fund laws.
PARENT SUPPORT GROUP FUNDS Definition: Moneys raised by volunteer organizations which support school organizations but operate independently of school district. These organizations include PTSA and other parent-staff clubs. Organization—local booster clubs and PTSAs should be incorporated as nonprofit organizations. Nonprofit Incorporation The organization’s purpose must not be for profit, although funds may be raised to support nonprofit purposes. The organization must draft articles of incorporation and bylaws which are filed with the Secretary of State (A PTSA may obtain copies of instructions form from state PTA office). If an organization incorporated, there are provisions in state law which must be followed. School District Organization Relations
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Volunteer organizations and school districts operate under different sets of laws with which they must comply. When gifts (funds, equipment, etc.) are presented to the district, they must be accepted at a regular school board meeting and become the property of the school district. [RCW 28A.320.030] Outside funds may be used to finance a part of the school program under certain conditions. An accounting system (6000 series) should be set up to show how grants to the school were used. Use of school district equipment and supplies by a non-profit corporation is a gift of public funds not allowable under state law. Use of school facilities may be offered free or at a reasonable rental fee at the discretion of the school board.
FUND-RAISING The Washington State Gambling Commission, the Department of Licensing, and the Internal Revenue Service all have licensing regulations covering fund raising activities by nonprofit corporations. Charitable Solicitations in General A nonprofit corporation may conduct sales or benefit affairs which include athletic or sports events, bazaars, benefits, campaigns, circuses, contests, dance drives, entertainments, exhibitions, expositions, parties, performances, picnics, sales, social gatherings, theaters, and variety shows. A nonprofit corporation may operate bingo activities, raffles, and amusement games under requirements regulated by the Washington State Gambling Commission. State Registration Exemptions Charitable organizations may or may not be required to be registered under the law, but they must file an annual report. The cost of solicitation will continue to be regulated. When a professional fund-raiser is used, registration may be required. School districts or affiliates such as ASB and student organizations do not require registration. IRS Recognition A charitable organization involved in sales and benefits grossing over a certain amount must obtain IRS recognition. A charitable organization need not file an income tax form unless it grosses over IRS thresholds annually. Gambling License Requirements When bingo, raffles, and amusement games are conducted, the State Gambling Act has control. These activities, under the State Gambling Act, may be conducted by nonprofit organizations without a gambling permit under certain conditions specified by law. However, a nonprofit organization must obtain IRS recognition as a tax exempt association regardless of gross income. Casino nights are not permitted as fund-raisers under the State Gambling Commission rules unless a gambling license is obtained. A PTA may obtain assistance and complete information from the state PTA office.
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ASB FUNDS TIP SHEET DO • Double check the rules about raffles. • Use the budget process to teach good accounting principles. • Carry an inventory of student body supplies and equipment including athletic supplies. • Remember that ownership of all ASB purchases technically belongs to the district. • Get student approval for all student body purchases. • Know that trophies and other awards can be purchased with ASB funds. • Remember that funds received as an honorarium for a school group (choir, band, debate) must be deposited as ASB funds. • Check your district policy regarding formal purchase order requirements for student body expenditures. • Know that school district funds and ASB moneys can share the expenses for student projects or activities. • Keep accurate records. • Ask questions frequently. • Attend ASB law classes/workshops annually as things change frequently. DON’T • Issue complimentary tickets for athletic events or student body activities. • Deposit money in separate savings or checking accounts. • Use ASB moneys to send flowers to a person in the hospital. • Assume that sending student delegates to state or national conference cannot be paid in part by student body funds. • Make major purchases without referring to state bid laws and district bid policies. • Use student body funds to pay for students to attend summer athletic camps without checking WIAA rules. • Forget that a Principal/Advisor can overrule a student authorized purchase. • Hold a fund-raiser for a scholarship funds without double checking with the business office. • Pay for services/goods with cash. QUESTIONS??? CHECK Check with your ü School district policies in place for ASB funds. business office or… ü Students and staff involved in preparing ASB budget. ü ASB budget submitted and approved by school board. WASBO—206/368-4706 ü ASB fund raising activities (types) are submitted and approved by Gambling school board. Commission—360/438- ü Procedures are established to have all collected funds deposited intact. 7654 ü That all disbursements have student approval. State Auditor’s Office— ü ASB records are maintained at least six year. 360/586-1923 ü Separate records are kept for each school in a multi-school district. AWSP—360/357-795 ü State bid laws are observed. WIAA—425/687-8585
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TOP RULES OF ASB FUND RAISING
1. Plan ahead. Get permission from administration. Let the bookkeeper know what you are planning before you start. 2. Follow state law, board policy/procedure, and risk management rules. 3. Do not have raffles if sales are to anyone under the age of 18. 4. Make it clear who is running the fund raiser; if a teacher/advisor/students are in charge, then ASB must receipt and deposit all the money; if parents are in charge, then parent/booster club is responsible for all the funds, planning and control. 5. Have a purpose for the funds (cultural, athletic, recreational, or social.) Set profit goals. Check that you have ASB budget capacity. 6. Pre-numbered tickets must be used for all activities for which admission is charged. The bookkeeper can, upon request PRIOR to the event, supply a cash box, tickets, and a ticket reconciliation report will accompany your fundraising approval for auditing purposes. 7. Set a beginning and ending date and stick to it. 8. Make purchases with a district purchase order. Do not set up accounts in an individual’s name. 9. Obtain parental permission to inform parents that their student is responsible for all goods checked out, to give them the opportunity to approve or disapprove of their child’s participation. 10. We have a system for daily receipting and deposits using our computer system. Deposits can only be made through the bookkeeper’s office and must go to the district bank account (not a personal bank account.) Do not take money home or store it in your classroom. 11. Set up a system for checking out the product and reconciling cash and products when returned. Secure the inventory. 12. Keep an inventory of all sale items. Examples include hats, socks, jerseys and practice gear. The State Auditor will ask for these records. 13. Keep all records. Check with the bookkeeper for record storage options. 14. Be careful of conflict of interest issues, especially if choosing an independent consultant (like Pampered Chef, Avon) for your fundraiser. 15. Money raised for a charitable purpose is private money and must follow specific procedures. Do not give away ASB money. Check with the bookkeeper
STUDENT LEADERS Mount Triumph Leadership Camp
FUND RAISING CHECKLIST
Type of fund raiser approved by school board policy School policies and procedures reviewed. Approval by Club Advisor and Lance Peters Meeting minutes showing student approval filed in the bookkeeper’s office. Selection of the Vendor Completed Requisition submitted to bookkeeping office Purchase order issued. Timeline established, schedule on master school calendar. Club/Team meeting to cover the details of the sale. Fund raiser intent form (include budget) filled out and filed in the Bookkeeper’s office. Vendor Contracts signed by the appropriate person Parent and student responsibility acknowledged. Incentives determined and sales kick-off event, if applicable. Individual student record sheets Money deposited daily. Verify record sheets. Initial inventory received, counted, and secured. Secure merchandise during delivery period. Final inventory- secure & return unsold merchandise Final reconciliation of the funds raised (Required) Final bill approved by students and advisor. Fund Raiser Sale evaluated by students
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Notes & Further Info. IN THIS SECTION: NOTES PAGES ...... 79 STUDENT VOICE ADVOCACY APPLICATION ...... 85 JUNIOR COUNSELOR APPLICATION ...... 89 MT. TRIUMPH ONLINE RESOURCES ...... 90 MT. TRIUMPH ONLINE STORE ...... 90
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OPEN NOW - Regional positions for secondary student leaders Seeking statewide representation to the Association of Washington Student Leaders (AWSL) Student Voice and Advocacy Board
The Association of Washington Student Leaders (AWSL) is currently seeking to fill regional positions on the AWSL Student Voice and Advocacy (SVA) Board. These positions require articulate students who are able to listen, observe and provide input on issues regarding student voice and education in Washington. As a member of the AWSL Student Voice and Advocacy (SVA) Board students participate in meetings and conferences, gathering student input on issues affecting today’s schools. Students selected to serve this one-year term will be allowed to reapply each year. They will be involved in developing programs that train students and adults on Leadership initiatives and activities. Applicants must be able to communicate regularly and consistently via all modes of communication: phone, text, video conferencing and email. Applicants must be comfortable initiating and continuing dialogues with familiar and unfamiliar students and adults. The required meetings of the AWSL Student Voice and Advocacy (SVA) Board include some Sunday and weekend commitments. It is essential that a student seeking this position have the support of their school administration and parent or guardian.
Position Requirements and Qualifications A nominee for AWSL Student Voice and Advocacy (SVA) Board must: 1. Be a current 8th-11th grade student enrolled full-time in a public or private high school in Washington. 2. Attend all AWSL Student Voice and Advocacy (SVA) Board meetings and play an active leadership role within the AWSL organization. Required meeting dates for the 2019-2020 term include: October 9-11, 2019—very important kick-off meeting Video meetings (as arranged): November, January, February, March, possibly May April 26-27, 2020 3. Be responsible to make up school work missed while attending scheduled meetings. 4. Have a strong connection to student groups (ASB, leadership, clubs, etc.) within your school and community with preference given to students enrolled in Leadership Class (if offered). 5. Have strong support from school principal, adviser, and parent or guardian.
Job Responsibilities 1. The AWSL Student Voice and Advocacy Board member will represent student voice at a variety of education-related events. This will include speaking and panel presentations at statewide events. 2. Learn and develop 3. Initiate and continue active dialogue with schools, students, and adults in and out of the student’s area. 4. Communicate regularly with AWSL Student Voice and Advocacy Board and other important stake holders. 5. Be accountable to complete projects, presentations and tasks. 6. Practice and implement trainings and presentations. 7. Present trainings to adults and students across the state.
Additional Information and Timeline Transportation and meeting expenses are covered by the Association of Washington Student Leaders (AWSL), a division of the Association of Washington School Principals (AWSP). If you have questions regarding the position, please contact Greg Barker at 360.497.5323, or email [email protected]
Applications will be accepted throughout the summer months and into the fall. We will begin filling positions beginning the end of August. Applications will close on September 1st, 2019
Selection Procedures 1. Each school may submit the application of up to one student from each graduating class. 2. Application packets must be postmarked (or received electronically) by September 1, 2019. 3. Complete packets should be emailed to [email protected], or faxed to 360.497.5324
A Complete Application Includes 1. A fully completed and signed application form (page 3 of this packet).
2. Two letters of support that attest to your sense of responsibility, maturity and leadership ability. Letters must be provided by: a) A building administrator b) A leadership or student activity adviser Additional letters or attachments will not be considered.
3. A typed response to the following four prompts: A. When you saw this opportunity to serve, what motivated you to apply? (200 word limit)
B. The AWSL Student Voice and Advocacy Board is involved in developing leadership programs and leading trainings for students and adults on these initiatives. Board members must be articulate and willing to listen, observe and provide input. They must also be comfortable initiating and continuing dialogues with familiar and unfamiliar students and adults. Knowing these things, what skills or experiences can you bring to the group? (300 word limit)
C. The AWSL Student Voice and Advocacy Board represents the voices of Washington students. Who do you represent? Consider and speak to the diversity of schools in Washington including but not limited to: community demographic, school size, school location, activities, ethnicity, disabilities, documentation status, sexual orientation, gender identity, academic focus, socio-economic standing, native language, etc. (500 word limit)
D. AWSL Student Voice and Advocacy Board members will be asked to facilitate groups and lead discussions. Describe a situation where you have facilitated a group that brought about a successful outcome. (200 word limit)
AWSL Student Voice and Advocacy Board Application
Name Gender Graduation Year
School School District
Home Mailing Address
Student E-mail Student Phone
Adviser Adviser Phone
Are you currently enrolled in Leadership Class? Yes No School does not offer
Are you enrolled in Leadership Class in 2019-2020? Yes No School does not offer
I/We understand the duties and responsibilities of assuming a leadership role for the Association of Washington Student Leaders and consent to this nomination. I/We acknowledge the required time commitment and will live up to the duties as outlined.
Applicant Signature School Principal Signature
Adviser Signature Parent or Guardian Signature
SCHOOL ACTIVITIES List your 2 most significant school activities and the role you played in the success of those activities.
School Activity Year(s) Explain role you played in its success and why it was significant.
COMMUNITY ACTIVITIES List your 2 most significant community activities and the role you played in the success of those activities.
Community Activity Year(s) Explain role you played in its success and why it was significant.
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Mt. Triumph Leadership Camp JUNIOR COUNSELOR APPLICATION
If you would like to apply to be a junior counselor for the Mt. Triumph Session please send an email to [email protected] (notice 2 t’s) between January 1 and February 28 to receive an electronic application.
Junior Counselors are required to attend a mandatory weekend training the third week of June and must attend the entirety of the camp session from July 6-11.
Place this page in your letter to self that will be mailed to you after January 1 to remind yourself to send the request for the application.
All JC applications are due on March 1. Candidates will be notified of their status before April 1.
Thank you for your interest and willingness to serve the future delegates of Mt. Triumph.
Travis Ruhter Assistant Director
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MT. TRIUMPH ONLINE RESOURCES https://awsleaders.org/triumph
Each school received a folder with copies of the extension resources that can be found online at: https://awsleaders.org/triumph
- Effective Teaming - Assertiveness - How to Avoid Conflict - Ice Breakers and Energizers - Project Planning Board - IGE – Initiate, Generate, Evaluate - Effective Meetings - How to Facilitate a Group - Promotions and Publicity - Sample Project Planning Guide - Project Reflection - Guidelines for Great Assemblies - Assembly Product Standards - Working with Administrators – Frameworks
Your advisor can download a copy of our camp notebook at https://awsleaders.org/triumph
MT. TRIUMPH ONLINE STORE Order Mt. Triumph Leadership Apparel at http://www.momentumink.com/ Online store will open from July 12 – 19, 2019.
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