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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
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