Launch Pad/Rocket 30

Teacher(s): Nick Patin, Stacy Sommavilla, Katie Baechler, Travis Plain
Main Contact: Nick Patin Email: npatin@kvilleps.org
Date: 9/25/12 Building: Kelloggsville High School Grade Level: 9-12
First Semester:  X Second Semester:   X
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Project Overview

Give a brief overview of the project you are planning.

Launch Pad/Rocket 30 is a program that is designed to increase achievement among in grades 9-12 by creating an atmosphere that creates greater involvement in extra/co-curricular activities, and a greater sense of school pride. The program will begin with the Launch Pad Freshmen orientation and then continue throughout the year through Rocket 30. Our goal is to give upperclassmen a chance to mentor freshmen and sophomores, allowing them the opportunity to give back to our school community through leadership opportunities, small group activities, and service experiences.

 

Effective Practice: MEANINGFUL SERVICE

Service learning actively engages participants in meaningful and personally relevant service activities.

What community need will you address and how did you determine the need?

We will address the need of greater Community/ student involvement in school activities. Using upperclassmen as leaders who create and run orientation, design lessons and activities for our weekly Rocket 30 segments, and work to prepare all students to be productive members of the KHS family, we plan to instill an emotional investment in our school community. This will increase overall school/community pride increasing involvement.

This need was determined based on a declining sense of school pride, a segmented population that was facing lower participation, and a community that is spread out and not as united as it once was. Our hope is that by addressing problem areas with these populations and being informed and guided by upperclassmen it will increase their achievement… By increasing school pride and participation by the students, parents and local businesses will naturally be pulled in also.

What service will you provide to address the need?

Freshmen orientation followed by weekly 25 minute segments, that address issues that have a direct impact on the student body. We will provide them with anti-bullying information, numerous school pride activities, as well as group community service opportunities. By creating an opportunity for students to interact with other students they may not normally associate with, students will broaden their view of our school, which in turn opens their eyes and minds to community we live in.

 

Effective Practice: LINK TO CURRICULUM

Service learning is intentionally used as an instructional strategy to meet learning goals and/or content standards.

How is this project related to your curriculum?

This project fits in with our leadership class, which has the following Goals:

  • IMPROVE THEIR PUBLIC SPEAKING SKILLS THROUGH CLASSROOM SPEECHES
    • Through Launch Pad Student Leaders will give presentations to the Freshmen, will also aid in their peer to peer public speaking skills.
  • PLAN AND IMPLEMENT THE MAJORITY OF THE STUDENT ACTIVITIES
    • This program is largely planned and organized by the students, as they are also responsible for implementing them as well.
  • LEARN TEAM AND COLLABORATION
    • Students will be split into small organized groups and be asked to work as a unit to get address specific issues they see within the student body, create a plan to attack these issues, and work to create a plan for addressing and correcting these issues.
  • SET LOFTY BUT REALISTIC GOALS
    • Using an idealistic vision of what our students would like from our student body, these student groups will work to create that student body through our incoming freshmen.
  • LEARN TO OVERCOME OBSTACLES AND PROBLEM SOLVE
    • Attacking issues as they arise, students will problem solve together throughout the year with their Rocket 30 groups.
  • LEARN TO CO-EXIST IN AN ADULT WORLD
    • Part of reaching adult hood is realizing we are all in this together, and that true leaders, are servants to those they lead. By learning to work for the        greater good, these students will have the ability to grow in ways they wouldn’t normally be able to. The students served in this program will also learn to coexist with others, be a part of group, and develop small projects throughout the year.

This project fits into our curriculum in by allowing us to focus in on the content standards listed under the State Standards and Benchmarks section.

What are the educational goals? (Don’t forget Character Education and Career Preparation also!)

Our educational goals are:
1. To increase performance and participation, by creating an emotional investment.
2. Create opportunities for our students to exhibit pride and leadership in our KHS community.
3. Allow our upperclassmen to give back and take ownership of the success of our building, through leadership roles.

 

State Standards and Benchmarks

List standards and benchmarks met by this project.

CAREER PLANNING
Content Standard 2: All students will acquire, organize, interpret, and evaluate information from career awareness and exploration activities, career assessment, and work-based experiences to identify and to pursue their career goals.

PERSONAL MANAGEMENT
9. Use appropriate personal expression and relate to school and work settings
10. Demonstrate ethical behavior in school, work, and community situations.
11. Describe employer- employee rights and responsibilities.
12. Demonstrate appropriate behaviors necessary to maintaining employment.
13. Demonstrate positive personal qualities as a group leader.
14. View accomplishments or failures of self and others accurately and in a positive manner.
15. Understand how to make improvements and ask for help from adults as needed.
16. Offer encouragement and ideas to others as they work toward attaining their goals.
17. Learn cooperation and leadership in a team at school or in a workplace setting.

TEAMWORK
Content Standard 7: All students will work cooperatively with people of diverse backgrounds and abilities, identify with the group’s goals and values, learn to exercise leadership, teach others new skills, serve clients or customers, and will contribute to a group process with ideas, suggestions, and efforts.
2. Explain the advantages and disadvantages of working for self and working for others, and being an employee of a large or of a small organization.
12. Understand and respect the concerns of members of cultural, gender, age, and ability groups.
13. Be respectful of a variety of differences of people in a work/school setting (e.g., customs, religion, beliefs, learning and work styles, and economic status).
14. Demonstrate ability to work with others with different backgrounds, cultures, and abilities.

 

Effective Practice: REFLECTION

Service learning incorporates multiple challenging reflection activities that are ongoing and that prompt deep thinking and analysis about oneself and one’s relationship to society.

What form(s) of reflection will you use with the students to help them identify what they have learned and accomplished?

Student leaders will take a survey at the each marking period, as well as regular meetings to determine what changes they think they could make to further engage the our student body. This will also allow freshmen the opportunity to interact with and learn from our student body leaders.

Individual leader meetings will be conducted to give the student leaders a chance to gauge the effectiveness of their message and seek ways to continue to guide the freshmen to success.

 

Effective Practice: DIVERSITY

Service learning promotes understanding of diversity and mutual respect among all participants.

What types of diverse perspectives and experiences will be explored as part of your project?

(i.e.: cultural, generational, abilities/disabilities, learning styles, etc.)

Student leaders were chosen not only because of their leadership skills, but also be cause of the varied type of students we have. We selected a cross section of our student body with a mix of Caucasian, Bosnian, Hispanic, African American, and Asian American students. Also, incorporating students with a wide range of talents and skills. We chose students who excel in the athletic arena, the fine arts, or in participation in leadership activities. All students selected were students recommended by teaching staff because of their character and/or potential. Student leaders were also selected based on academic progress, ranging from those who consistently perform at a high level to those who work very hard to succeed.

 

Effective Practice: YOUTH VOICE

Service learning provides youth with a strong voice in planning, implementing, and evaluating service learning experiences with guidance from adults.

How will students gain ownership of the project?

Students will gain ownership of the progress through the planning and execution of Launch Pad and Rocket 30. Student leaders will be given the opportunity to select a theme and plan activities and lessons related to that theme.

 

Effective Practice: RECIPROCAL PARTNERSHIPS

Service learning partnerships are collaborative, mutually beneficial, and address community needs.

Who will you partner with for this project?

We will partner with the parents, staff and businesses at KHS. By hand delivering postcard reminders to the parents and requiring them to come to a parent orientation we are imploring them to be a part of their child’s education. Through the partnership with the staff we are asking that teachers meet with student leaders and freshmen on a regular basis to keep them involved. We hope that this ongoing commitment and collaboration between our students with one another, and staff will continue to build pride in KHS and draw the parents in creating a more involved parental population and in turn a more involved and proud community.

How will students benefit from this partnership?

Students will benefit because of support system that will be created for them through the issues they deal with in their educational careers. This system will allow all students to grow as students, as leaders, and as young adults.

How will the partner benefit from this collaboration?

The parents and staff will benefit from the construction of a closer-knit more involved student population. Student involvement naturally increases performance and decreases discipline referrals. The more connected environment that we hope to create will allow students to take more responsibility for the performance, representation, and reputation of KHS and KPS as a whole.

 

Effective Practice: PROGRESS MONITORING

Service learning engages participants in an ongoing process to assess the quality of implementation and progress toward meeting specified goals, and uses results for improvement and sustainability.

How will you assess the student learning goals?

Through academic progress and percent of students involved in school groups, clubs, and teams. These regularly scheduled meetings will allow student leaders to work with staff to identify struggling students and through a personal relationship with the student leader be able to get them a course for credit recovery and/or academic progress.

How will you assess your service goals?
Service goals will be assessed through regular meetings, discussions, and follow up with student leaders and staff. This will give us an opportunity to discuss the importance of serving the community and the positive impacts of service.

 

Effective Practice: DURATION AND INTENSITY

Service learning has sufficient duration and intensity to address community needs and meet specified outcomes.

How will you prepare students for this experience?

Through pre-planning meetings, small group interaction, and training on how to deliver the content included in Launch Pad and Rocket 30. This training will give students time to develop an effective way to engage their Rocket 30 group, as well give them the tools they need to respectfully, appropriately, and effectively convey their message.

What are some sample possible activities students might do as part of this project?

Students would travel in small groups to segments listed below, as well as get a building tour highlighting important places in the building, participate in scavenger hunts throughout the building, practicing assembly games, learn the fight song, learn how to conduct themselves during the national anthem and the fight song, and learn how to cheer at athletic contests.

Segments include:
I. Survival Skills — Fight Song (practice), student handbook, discipline rubric and discipline scenarios, and what our hopes are for all students.

  • Address Misconceptions of High school . . . Stereotypes such as senior bullies, pranks, all the kind of Hollywood like high antics one would see in the movies and maybe even some that only apply to Kelloggsville. The second idea was to address some fear freshman may have in regards to these stereotypes and how they may or may not apply to the real life situations one can face in high school.
  • Discipline scenarios – understanding what things are allowed and not allowed.
  • How not to land on the rubric.
  • Do’s/ Don’ts — i.e. Do participate, Do not sit back expect to be passed along, Do stay here, Do not go to the Disco, Do go to dances, Do not call it lame and sit at home . . . etc. . .
  • Share with students the goals staff has for them — Everyone goes to college leads a happy and healthy life. Our goal is your success, but we can’t do it for you, you have to do it for yourself.
  • Former students speaking to the freshmen class about taking personal responsibility for success. This is something that former students feel would be a necessary in order to change the mindset, and close the “maturity gap”. Cody Dewindt feels this should be at the end, because it something they need to take to heart and remember. He could speak from personal experience, as well as bringing in others who have been through the same turnaround (struggling through 9/10 and ‘figuring it out’ to be successful during 11/12). Want them to be successful through 9-12.
  • Bullying Segment – What is it?, What does it Look like?, How serious is it?, how to prevent it?
  • What can I do in High School? What does it take to be successful in these things? (Morrow)– Activities offered at Kelloggsville, advisors/coaches of clubs and organizations have a chance to familiarize themselves with the Frosh.
  • Former students speaking to the freshmen class about taking personal responsibility for success. This is something that former students feel would be a necessary in order to change the mindset, and close the “maturity gap”. Cody Dewindt feels this should be at the end, because it something they need to take to heart and remember. He could speak from personal experience, as well as bringing in others who have been through the same turnaround (struggling through 9/10 and ‘figuring it out’ to be successful during 11/12). Want them to be successful through 9-12.

II. Who am I? Who will I be? –what do you believe in and how do you relate that your relationship with others, deeper examination of culture, diversity, and moral character. Beliefs, values, characteristics, and character.
Ahhhhhh! I need a break! (Lori) — Stressors and stress relief in a high school setting. Also, how to deal with life altering decisions including choices involving sex, drugs, alcohol, and peer pressure.

  • Stressors: What can be expected?
  • Time management
  • Commitments–athletics, clubs, academics, family etc.
  • When you commit to something, you follow through on it
  • School pressures
  • Friends
  • Grades
  • Credits
  • Teacher expectations
  • New rules/new freedoms
  • Being “cool”
  • Balancing being well-liked with being popular
  • Attention-seeking behavior and the consequences
  • What is worth and not worth fighting for
  • Facebook/Texting
  • What to post and what not to post
  • What to react to and what to ignore
  • How to deal with:
  • Garbage-
  • Drugs
  • Alcohol
  • Sex/pregnancy
  • Gangs
  • Decision-making skills
  • Situation->Options->Choose->Act->Evaluate->
  • Pros vs. Cons list
  • Consequences—I’d like to have a student who is pregnant or has a child to speak!
  • Stress relief:
  • What do healthy/happy KVille students do?

III. Academics – How do I get there? – What colleges want, grad requirements, pitfalls of a HS student –

** Student that could lead this: Leadership, NHS, college recruiter or student?

  • What do colleges want?
    • good GPA
    • good ACT scores (take this prep seriously)
    • extra curricular involvement
    • branch out and try new things (even if you “aren’t good or have never done before)
  • Graduation requirements
    • check in with counselor often
    • give handout with 4 year plan
  • KTC/KCTC discussion
  • Pitfalls of a HS student
    • if you fail you DO NOT move on
    • if you fail a class/test- explore options through credit recovery/intervention asap!
    • math requirements- 70% or better on ALL tests to receive credit.
    • peer pressure
    • communicate with teachers
    • ask for missing work when you’re gone
    • 9 absences = no credit no matter what you’re grade
    • late work- most don’t accept this- no excuses
    • using a planner/planning ahead, study skills, test prep., and time management.

Test Taking Tips = http://www.testtakingtips.com/test/genpre.htm
Study Strategies = http://www.testtakingtips.com/study/index.htm http://www.coebrownacademy.com/AssistedStudy/Test%20Preparation%20Strategies.htm
http://www.alamo.edu/sac/history/keller/ACCDitg/SSTP.htm

IV. Leadership – It’s what’s for dinner?

  • What does it mean to be a leader at KHS? What does a leader look like (traits)?
    • Consider every member of the school as teammate
    • You are a representative of your school, team and community.
  • Captains of sports teams- why were they chosen as a leader? (for those you want to be a captain…those helping us should already know their roles, hopefully?)
    • Get to know other team captains, learn from each other, become a effective leader.
    • Don’t be a seasonal captain, continue to exercise your leadership and positive decision making year-round.
    • Set up regular communication with staff members and coaches.
    • Volunteer in the community
    • Promote the idea of good sportsmanship throughout your school by setting a strong example in everyday situations.
    • Teachers, administrators, staff members, officials, coaches, and parents – be polite, genuine with your greetings, please and thank you’s. This will get you far in life. Smiles are contagious as well as politeness.
  • Bullying- how do be a leader and stand up to bullying (I have a lot of resources on bullying, including a video)
    • Compliment someone
    • Stay positive
    • Someone struggling?? Offer some help, in class or with homework.
    • Find an underclassman….take them to a sporting event.
    • New to the school, shy not fitting in? Offer them a ride home, hang out or sit with you at lunch.
    • Stand up for someone
  • How to get involved at KHS and be a leader
  • Join a sport, club or after school activity (have a fall sport/coaches list, and extra-curricular activity list)

ROCKET 30 THEMES AND LESSONS

First Marking Period: BULLYING

Week 1: Ice Breakers
Week 2: Bully Video
Week 3: Bully Video
Week 4: Debrief video
Week 5: Guest speaker

Second Marking Period Rocket Pride / COLLEGE

Week 1: you tube videos (battle of the fans, Cameron crazies)
Week 2: Fight Song Videos (planning)
Week 3: Fight Song Videos (taping)
Week 4: Play all videos
Week 5: Play all videos and vote
Week 6: College Kids – panel
Week 7: PowerPoint of ACT scores, costs of college
Week 8:
Week 9: Have college fair on .5 day (Thursday, January 24th)

Third / Fourth Marking Period
STUDENT PLANNED LESSONS
Challenge Day (Pine Rest as community partner)
AS WELL AS THE FOLLOWING:

• Guest speakers OCTOBER 31st
• Possible College fair?
• Former KVille college student speakers – pitfalls, mistakes, how they made it, why they made it, what they’d do differently.
• Rocket 30 service days. Create a project or ID a need, and plan for 1-2 day execution (possibly partnering with a business within walking distance.)

 

SUSTAINABILITY

The three arms of sustainability are environmental stewardship, economic growth, and social progress. Think planet, profit, and people.

Describe how your project addresses the issue of sustainability?

By creating a more united student body, we will create an atmosphere in which students respect one another, and intellectually invest in their education. This fits directly into the social progress arm of sustainability. Creating an environment where students are helping students will allow our student body to relate to one another, and apply this commitment to bettering others into our community and their future endeavors. We would also partner with local businesses to allow them to be visible at the parent orientation meeting held at KHS, which would allow for our community to be made more aware of what our community offers.

In addition, we would like to start a volunteer task force where students would offer to help at a local business in exchange for a monetary sponsorship towards our Launch Pad freshmen orientation. We could use their sponsorship money to purchase the t-shirts given to students while adding their business information on the back of the shirts. Volunteer activities would include shoveling snow, pulling weeds outside their store front, cleaning, re-stocking, etc. This will go towards volunteer hours for the students in NHS, it would give them practical work experience, look great on a resume, clean up the community, and create a great relationship with the school and our community.