JUNIOR LEADERSHIP ACADEMY

Dr. Mary Jeanne Munroe

Gilbert M. Alvidrez

David Butterfield

Personalization + Academics + Leadership = Success

• Building a foundation: HOW

WHAT

OUTCOMES

Instructional Integrity

• Research base:– Professional Learning

Communities(Schmoker, 2006)– Effective Teaching Strategies(Marzano, 2007)– Social neuro-science elements(Goleman, 2006)– Protective culture of bonding(Bosworth, 2000)

– Highly qualified professional educators: Dedicated, focused and caring

HOW

• Program Origin: Grant proposal– Local data to support need– Absence of summer programs

Population: Diversion age group

_ Referral criteria

_ Student characteristics

– Location: Rural community

Prior knowledge of candidates, families

Community resources

--Format: Timeframe

Designated small groups

Organizational expectations

Interagency Collaboration

• Blue Ridge School District: School Board Approval Insurance and legal forms Facilities and transportation

Law Enforcement(Pinetop-Lakeside) Educational component Funding

• Court Appointed Services Advocate(CASA) Funding and materials Access to court system

Navajo County Coalition Against Drug Abuse Funding and materials

Navajo County Superintendent of Schools Curriculum support and personnel Funding

• Juvenile Probation Department(Navajo County)– Grant– Diversion Program: Family contact– Contract support: disciplinary element

Community Businesses -- Lunch provisions-- Funding-student scholarships

• Faith based organizations

Explore support

PERSONALIZATION THROUGH STRUCTURE

WHAT

SELF AWARENESS

» DECISION MAKING SKILLS» COOPERATIVE/COLLABORATIVE SKILLS» TEAMWORK» LEARNING STYLES

ACADEMIC

» ORAL AND WRITTEN COMMUNICATION » READING AND REFLECTION» SCIENCE AND MATHEMATIC

ART AND CREATIVITY » HISTORY » PHYSICAL ACTIVITY

LEADERSHIP

» LIFE AND SOCIAL SKILLS» COMMUNITY SERVICE» PROBLEM SOLVING» GOAL SETTING

THEN WHAT - OUTCOMES

• Pre and Post Assessments

• Entry and Exit Interviews

• Teacher Observations

• Student Anecdotal Reports

• Activity Processing/Reflection

• Student Journals

• Follow up Activities

• How I Think (HIT) Attitudinal Inventory Pre Post t value N=12 Mean Mean 2.59(.83) 2.30(.73) 3.69* *p<.01

Lower scores indicate reduction in cognitive distortions. 11 of 12 students had improved scores on the HIT scale

• Student Post Assessment Rankings

Activity: Best to Least

Ropes Challenge Course

Jail Tour and Drug Court

Interview with Elderly Citizens

Rocky Mascot

Mile Run

• Drug Education: Best to Least

Recovering Addict Panel

Choices/Decisions Presentation

Medical Presentation

Cost of Addiction

Meth 101 Video

• Personal Awareness: Favorite to Least

Altered Book

Goal Setting

True Colors

Interviews

Defense Mechanisms

Peer Pressure

Class discussions

• Exit Interview Comments:

“I learned teamwork on Ropes Course”

“I was afraid of heights, but I tried”

“ Trusted new friends”

“Hadn’t thought about goals before now”

“Interested now”

“Accomplished something”

“Mama Bear book gave me hope for

the future”

“Helped me stand on my own”

“Drugs impact family-it happened to

me”

• “Visit to jail caused realization of what

can happen if present behavior

patterns don’t change”

“Stop poor decisions”

“ Realized freedoms can be lost”

• “Taught to be a leader, not a follower”

“Think before acting”

“ Learned to resist pressure to break

rules”

“ More confident to make new friends”

SUCCESS

IS HIGHLY DEPENDENT ON BUILDING

TRUST RELATIONSHIPS LINKED TO

ACADEMIC ACHIEVEMENT