BARR I-Time Curriculum

Table of Contents SECTION 1. Building a Connected Community • House Rules – 30 minutes.................................................................7 • Do you know your neighbor? – 15 minutes.......................................9 • Commonalities – 20 minutes...........................................................11 • Shields – 1 hour...............................................................................15 • Getting Acquainted – 30 minutes...................................................19 • Building a neighborhood – minimum of 1 hour..............................21 SECTION 2. Goals • Crossing the River – 30 minutes......................................................23 • Person of the Year – 30 minutes......................................................25 • Personal Goal Setting – 30 minutes................................................29 • Decision Making – 30 minutes........................................................37 SECTION 3. Leadership • Leadership Style – 30 minutes........................................................43 • Straw Towers and Create a Game – 30 minutes..............................59

SECTION 4. Communication • Non-verbals – 20 minutes................................................................61 • Feelings Charades – 30 minutes......................................................65 • Knots and Effective Communication – 1 hour................................71 • Paper Tear and Listening – 30 minutes...........................................79 • Responding Skills – 30 minutes......................................................87 • Refusal Skills – 30 minutes..............................................................93 • Self-Care Survey – 30 minutes........................................................97 SECTION 5. Assets Activities • What are your Assets? – 30 minutes..............................................109 • Support Web - 30 minutes............................................................117 • Golden Nuggets – 30 minutes.......................................................119 SECTION 6. Grief and Loss • Grief and Loss – 30 minutes.........................................................121

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SECTION 7. Bullying • Bullying – 30 minutes....................................................................127 SECTION 8. Diversity • Values – 30 minutes.......................................................................131 • Flash Judgments™ – 2 hours or more.............................................135 • Fishbowls – 30 minutes.................................................................137 • Taking the Human Rights Temperature of Your School – 30 minutes..............................................................139 SECTION 9. Risky Behavior • Risky Behavior – 30 minutes........................................................155 • Risky Behavior Skit – 30 minutes.................................................159 • Substance Abuse – 30 minutes......................................................161 • Enabling – 30 minutes...................................................................171 • Circles of Support – 30 minutes....................................................177 SECTION 10. Dreams • Dreams – 30 minutes.....................................................................179 • Closure – 30 minutes.....................................................................181 • Celebration – 30 minutes..............................................................183 I-Time features 33 activities; other activities such as Flash Judgments™, the retreat, field days, or parties require additional time.

ii • I-Time

What is I-Time?

What is Building Assets–Reducing Risks?

The Building Assets–Reducing Risks program is a comprehensive, strength-based approach that helps students manage the transition to high school. This program was developed by teachers and counselors to help first year high school students feel welcome and excited about succeeding in high school. The program addresses multiple issues ranging from school climate to teacher responsiveness. Building Assets–Reducing Risks creates a climate and culture that invigorates the entire school environment and helps students succeed.

What are the program goals?

The goal is to help youth succeed in high school by increasing the overall health of students and achieving the following goals: . Reduce academic failures. . Reduce alcohol, tobacco and other drug use.

3. Reduce disciplinary incidents.

4. Improve attendance.

5. Increase average number of assets among 9th grade students.

These goals are interrelated and program strategies address all goals concurrently.

Program evaluation findings demonstrate that Building Assets–Reducing Risks has successfully met program developers’ expectations to decrease illegal alcohol, tobacco and other drug use, decrease academic failure, and increase commitment to school as demonstrated by improved attendance of 9th grade students.

What are the theories and beliefs that support this program?

The Building Assets–Reducing Risks is one of the first school-based programs that integrates the Developmental Assets® framework with risk and protective factor focused prevention strategies.

Developmental Assets are factors that are critical for young people’s successful growth and development (Benson, 1997). The framework identifies 40 Developmental Assets or building blocks that children and adolescents need for developing healthy, responsible, and caring characteristics. Together, these assets shape young people’s behavior. The more assets young people experience, the more they engage in positive behaviors, such as volunteering and succeeding in school. Those with fewer assets are more likely to engage in risk-taking behaviors, such as alcohol and other drug use, antisocial behavior, violence, and others.

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The 40 Developmental Assets fall in two major groupings. External assets are the Support, Empowerment, Boundaries and Expectations, and Constructive Use of Time provided for young people. The Support category refers to ways children are loved, affirmed, and accepted. The Empowerment category focuses on community perceptions of children and opportunities available to them to contribute to society in a meaningful way.

Boundaries and Expectations refer to the provision of clear rules, consequences, and high expectations coupled with positive role models. Constructive Use of Time consists of a rich array of constructive, positive activities in which children can engage.

Internal assets are the Commitment to Learining, Positive Values, Social Competencies and Positive Self-Identity that young people developto guide themselves. Commitment to Learining speaks to the learning and educational process, including achievement motivation and school bonding. Positive Values include the development of honesty, responsibility, and integrity. Social Competencies address skills in conflict resolution and interpersonal interactions. And Positive Self Identity refers to the assets of self-esteem, sense of purpose and other self-actualized behaviors.

Risk and protective factors Risk and protective factor-focused prevention is based on a simple premise: to prevent a problem from happening, we need to identify the factors that increase the risk of that problem developing and then find ways to reduce the risk. At the same time, we must also identify those factors that buffer individuals from the risk factors present in their environments and find ways to increase the protection (Hawkins and Catalano, 2000).

Risk factors exist in multiple domains: Community, Family, School and Individual/Peer.

The more risk factors present, the greater the risk. While exposure to one risk factor does not condemn a child to problems later in life, exposure to a greater number of risk factors increases a young person’s overall risk exponentially. Common risk factors predict diverse problem behaviors and risk factors show consistency in effects across different cultures.

Protective factors may buffer exposure to risk. Protective factors are conditions that buffer young people from the negative consequences of exposure to risks by either reducing the impact of the risk or changing the way a person responds to the risk. Consequently, enhancing protective factors can reduce the likelihood of problem behaviors arising.

Research has identified protective factors that fall into three basic categories: individual characteristics, bonding, and healthy beliefs and clear standards.

Blending two approaches: risk and protective factors and Developmental Assets Dr. Catalano and Dr. Hawkins, risk and protective model developers, have linked the assets directly into a risk/protective approach. Their model “The Social Development Strategy: Framing Youth Assets” shows a close theoretical correlation between the assets framework and the risk/protective approach (Hawkins and Catalano, 2000).

References Benson, P.L. (1997). All kids are our kids: What communities must do to raise caring and responsible children and adolescents. San Francisco: Jossey-Bass.

Herrenkohol, TI, Muguin E, Hill KG, Hawkins, JD, Abbott RD, Catalano RF. Social Developmental risk factors for youth violence. J Adolesc Health. 2000 Mar;26(3):1876-86.

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Good sources of selected readings Benson, PL, Scales PC. (2005). Developmental Assets. In C.B. Fisher & R. M. Lerner (eds.), Encyclopedia of applied developmental science. Thousand Oaks, CA: Sage Publications, Inc. Scales, PC, Leffert, N. (2004). Developmental Assets: A synthesis of the scientific research on adolescent development (2nd edition). Minneapolis: Search Institute.

Scales, PC, Roehlkepartain, EC (2003, October). Boosting student achievement: New research on the power of Developmental Assets. Search Institute Insights & Evidence, 1 (1), 1-10. Download from www.search-institute.org/research/insights-evidence.

How have these theories been applied in Building Assets–Reducing Risks?

Building Assets–Reducing Risks is a multi-faceted program based on five key principles: 1. Emphasize the strengths of students The Building Assets–Reducing Risks Program is built on the foundation that caring relationships, high expectations, and opportunities for participation are critical elements for healthy systems that encourage learning and development. This belief is consistent with research that shows youth with more assets tend to engage in fewer high-risk behaviors and that protective factors can buffer risks. All program elements were selected based on their connection to specific Developmental Assets and risk/protective factors that have been shown to be associated with reductions in specific problems of first year secondary students.

2. Focus on the whole 9th grade class The strength-based approach recognizes that all young people need positive opportunities, experiences, relationships, and personal strengths identified in the Developmental Assets and risk/protective frameworks. Building assets and increasing protective factors are important for young people from all backgrounds and family situations. The program serves all students in the 9th grade class rather than targeting individuals.

3. Address all risk factors issues simultaneously Many school initiatives focus on correcting one or two issues at a time. Building Assets–Reducing Risks is unique because many issues are addressed simultaneously.

To support healthy development, students who exhibit any risk behaviors (i.e. failure, truancy, chemical use, discipline issues) are serviced. Staff intervenes quickly with individuals who need help thereby supporting the healthy development of the whole class.

This model greatly reduces the likelihood that risk behaviors become the norm.

4. Combine system wide and individual intervention strategies Great emphasis is placed on providing support to the healthy development of all students. High school is a time when students are changing rapidly. The Building Assets–Reducing Risks Program is designed to identify behavior changes in students and determine if the changes are simply developmental adjustments or indications of risk.

The Building Assets–Reducing Risks Program focuses on building relationships while paying attention to each student’s situation.

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5. Coordinate all program strategies In order to reach all students with consistent messages and appropriate services, staff in the program coordinate efforts to ensure that students’ needs are being addressed and resources are well used. Furthermore, the program gives teachers the opportunity to meet regularly and form an identity as a group.

What are key components of the program?

The Building Assets–Reducing Risks Program was designed to create an environment that encourages all students to make healthy behavior choices and achieve academic success.

It also addresses specific challenges of students who are most at risk of chemical use and school failure. To accomplish these goals, the program employs a comprehensive set of interlocking strategies, including the following: 1. Structure 9th grade classes into blocks of three teachers (Social Studies, English and Science) for approximately 85 students. The teachers meet weekly to discuss the progress of each student. . Facilitate I-Time – a weekly class focused on social competency to develop studentto-student and teacher-to-teacher relationships.

3. Increase parent involvement through an active parent advisory group.

4. Increase community involvement by facilitating service delivery partnerships with community agencies.

5. Enforce school boundary rules through continual monitoring of attendance and new policy implementation.

6. Identify high-risk students and implement strength-based counseling interventions through regularly scheduled risk review meetings. Risk review meetings occur weekly with the: • program coordinator, • individual designated to oversee discipline and truancy, • counselor, and • additional support or student services staff.

The purpose of these meetings is to coordinate services for students identified in teacher block meetings.

7. Conduct ongoing evaluation of the program to monitor implementation and identify emerging outcomes.

8. Monthly staff meetings with all 9th grade teachers to discuss, identify and address issues as a group.

Supporting the implementation of these key program components are two additional strategies. The first is ongoing staff development regarding prevention and asset building strategies. The second is an intensive Youth Frontiers Retreat. The retreat focuses on delivering positive messages that help create a safe environment where students can practice peer-to-peer communication and develop mutual understanding.

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I-Time Introduction

I-Time curriculum is implemented throughout the school year in weekly 30-minute sessions. The purpose of I-Time is to create a positive school climate by engaging students and staff in activities to build individual and group strength. The curriculum includes team building activities, education in communication and social competencies, and energizers. Students and staff participate together in specific activities around a variety of topics.

I-Time activities are designed to be used on a consistent basis for an average of 30 minutes a week. Some activities will require more than one 30-minute class period and others will require less. The appropriate time needed is noted on each lesson. The critical aspect is to have I-Time offered consistently once every week regardless of the length of any given activity.

There are 33 activities. The appendix includes energizers to either fill a 30-minute class period if an I-Time activity is completed early, or if a short I-Time activity is needed.

The energizers are important, fun activities which encourage physical movement and engage the students. Many students are more willing to participate in heavier content areas after participating in the fun activities.

I-Time Tips for Success: • The lessons can be adapted to meet classroom needs. However, if lessons are adapted please ensure major content areas are maintained.

• I-Time lessons are sequential. It is recommended the I-Time activities be completed in the order presented, unless a lesson complements a content area from another class (i.e. the I-Time lesson in diversity be offered while discussing diversity simultaneously in a Social Studies class).

• During I-Time activities students are asked to discuss their thoughts or feelings in a small group. Students are more willing to share in a small group setting which encourages much broader participation from all class members. Small discussion groups then report back to the larger class as a whole which allows for a richer class discussion.

• I-Time lesson plans identify class members as “participants” and “facilitator” rather than “students” and “teacher.” This was done purposefully. School staff members will be facilitating the lesson, however staff members are encouraged to actively engage in all activities as “participants” as well. A critical aspect of I-Time is for students to build a relationship with staff members—this requires staff willingness to share of themselves in order to foster relationship building.

• If the entire 9th grade is structured in a block system, some activities (i.e. field days)

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are stronger when all the blocks (9th grade teachers and classes) complete the activity together.

• Each I-Time activity refers to the Risk and Protective Factors being addressed in the lesson.

“At a time when the traditional structures of caring have deteriorated, schools must become places where facilitators and students live together, talk with each other, take delight in each other’s company. My guess is that when schools focus on what really matters in life, the cognitive ends we now pursue so painfully and artificially will be achieved somewhat more naturally. It is obvious that children will work harder and do things—even odd things like adding fractions—for people they love and trust.”

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—Nel Nodding, 1998 Caring: A Feminine Approach in Ethics and Moral Education.

seCTION 1

Building a Connected Community

House Rules TIME NEEDED

PURPOSE

30 minutes

To establish rules for creating a respectful community within the classroom.

RISK/PROTECTIVE FACTORS

INSTRUCTIONS

Bonding and Attachment to schools (protective factor)

Explanation of I-Time:

• Boundaries and Expectations • Empowerment

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ASSET CATEGORIES

. The facilitator explains the purpose of I-Time as building relationships, having fun, and learning about good communication, setting goals, taking care of yourself, diversity in our school, and other topics. . Provide an overview of the topics that will be addressed and the schedule of activities.

• Commitment to Learning

3. Emphasize that everyone (students as well as staff ) participates in I-Time: participation is an important part of the class.

MATERIALS NEEDED

Establish House Rules:

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• One piece of poster board

. Ask students why House Rules are important in a classroom. Be sure discussion includes the need to foster a caring and respectful environment, etc. (This encourages students to examine their own ideas, determine the importance of rules themselves, and is meaningful to the group.)

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• Whiteboard or easel and markers

. Ask all participants to brainstorm ideas for class rules in a large group.

The facilitator records all responses on the whiteboard.

3. All students will vote on the house rules. Ask students why it is important to vote on the house rules (need for consensus, all class members will be agreeing to abide by the rules, etc.)

4. Ask students if the class suggestions are rules they can live with (students may discuss and negotiate rules if needed.)

OPTIONAL FOLLOW-UP

Revisit this activity when class house rules are broken. Rules can be added as necessary throughout the year.

5. Ask students to vote on the house rules. Voting yes then is their agreement they will live by their rules.

6. Agree to add rules throughout school year if the need arises.

7. Write the House Rules on poster board and post rules in a visible place in classroom.

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NOTES

INSTRUCTIONS (continued)

Each class develops ground rules for their own class. Some sample rules: . Speak for yourself—not everyone else. . Listen to others and they will listen to you.

3. Avoid putdowns.

4. Show Respect.

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5. Confidentiality (some I-Time lessons are self-revealing; confidentiality should be explained and agreed to by entire class. “What is said here, stays here”).

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seCTION 1

Building a Connected Community

“Do you know your neighbor?”

Time Needed

Purpose

15 minutes

To build community in the classroom by learning students' names and anecdotal information about others.

Risk/Protective Factor

Instructions

Bonding and Attachment to Schools (Protective factors)

. Place the chairs in a circle.

Assets Categories

3. This game is a variation of musical chairs. The person standing inside the circle selects one student and asks “Do you know your neighbor?”

The person who was asked the question then introduces the person on either side of him/her. If the student doesn’t know the names of the persons beside him/her, they ask their name and introduce the neighbors to the group.

• Support Materials Needed

4. The standing person then asks the same student “Who else would you like to know?” and the student responds by asking a criteria that applies to the group (i.e., “I want to know everyone who is wearing blue jeans.”) All participants to whom the question applies then move to another chair at least two chairs away. The student who formerly was standing and asked the question must also find a chair. A student who didn’t find a chair and is left standing then chooses a student and asks “Do you know your neighbor?” and the process is repeated.

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Chairs (one chair less than the number of participants)

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• Social Competencies

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• Commitment to Learning

. All students and staff are seated except for one individual who stands inside the circle of chairs.

5. The game is a variation on musical chairs. Responses that sitting students can use for criteria include: • Physical characteristics: everyone who wears glasses or contacts, everyone who has brown hair, everyone who has black socks on, etc.

Optional Follow-Up

Use the questions from this exercise (i.e. who was born in another state, has an older brother) as a method to determine partners or groups on projects in the future.

• Family traits: everyone who has a brother, everyone with a grandparent who is alive, everyone whose parents are divorced, etc.

• Hobbies or experiences: everyone who has traveled out of the country, everyone who has a job.

• Develop any criteria that would apply to students.

Have fun safely!!

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seCTION 1

Building a Connected Community

Commonalities Time Needed

Purpose

20 minutes

To help participants develop an understanding of fellow participants and their commonalities.

Risk/Protective Factors:

Instructions

Bonding and Attachment to school (protective factor)

. Each participant will choose one person who they do not know very well as a partner. . Distribute the “Commonalities” worksheet.

Asset Categories

Materials Needed

4. If time allows ask class members to share their commonalities with the larger group.

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• Constructive Use of Time

3. Ask each participant to talk with her/his partner. Encourage each partner to find at least 5 areas they have in common (i.e., both love pizza, both have a dog, etc.) Use the worksheet as a guide. Allow 10 minutes for discussion.

Note to facilitator: Add areas to fit the needs, characteristics, and interests of your class.

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“Commonalities” worksheet (one per participant)

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• Support

Optional Follow-Up

This activity could be repeated later in the year. Have the participants select new partners.

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Worksheet

Commonalities Try to find at least 5 areas that you have in common with your partner.

Areas to explore: Where you were born______________________________________________________________________

Childhood experiences_____________________________________________________________________

Family Situation__________________________________________________________________________

Sports (you enjoy or participate in)_ __________________________________________________________

Music (you enjoy or participate in)____________________________________________________________

Favorite Foods_ __________________________________________________________________________

Vacations________________________________________________________________________________

Movies_ ________________________________________________________________________________

Pet Peeves_______________________________________________________________________________

Hobbies_________________________________________________________________________________

Books_ _________________________________________________________________________________

Pets____________________________________________________________________________________

Jobs you’ve had___________________________________________________________________________

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