Search Institute Booklet

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1. Family Support support positive identities Positive Family Communication Other Adult Relationships Caring Neighborhood Caring School Climate Parent Involve C e m p con use o H Creative Activ Youth Programs Religious Community Time at Home p o s i t i v e v a l u e s s o c i a l c o m p e t e n c i e s com m itm ent to learning Achievement Motivation School Engagement Homework Bonding to School Reading for Pleasure Planning and Decision Making Interpersonal Competence Cultural Competence Resistance Skills Peaceful Conflict Resolution Personal Power Self-Esteem Sense of Purpose Positive View of Personal Future C a rin g E q u a lity a n d S o cia l Ju stice In teg rity H onesty Responsibility Restraint D e v e l o p m e n t a l A s s e t s www.search-institute.org
2. What Search Institute Can Do for You Know It Survey tools Resources, materials, and advice Trainings and staff development Plan It Do It Search Institute can help you get the RESULTS your youth need, your mentors and staff deserve, and your funders want to see! We’ll help you get the data you need to get your youth better prepared for the future. Our survey tools can tell you exactly how your youth are doing and show you the key challenges they face. “  Not every survey works for every group. We were able to select the one that helped us measure outcomes over a period of six months. It was helpful to see how much had changed for the youth we’ve been working with” —Pat Rosenberg, Coordinator, Houston Healthy Communities, Healthy Youth Our resources, materials, and advice can help you pull it all together into a vision and action plan for your program’s success. Our extensive trainings and staff development services can help you put your plans in motion. We can put together a customized package of services that are research-based and field-tested. “The training was great! I am eager to get my coalition building assets” —Kelly, Substance Abuse Prevention Specialist, Pine River, MN We can help you increase youth engagement and achievement, decrease risk behaviors and other barriers, accelerate professional development, and give your youth, mentors, and staff. Plans Da ta Results www.search-institute.org 1-877-240-7251
3. How is it that, in this age of texting, e-mail, Facebook, and Twitter, young people feel more disconnected than ever from adults who care? Search Institute research shows that only 35 percent of young people say they feel a caring adult at school truly knows them, let alone their interests. Congregations and youth organizations don’t fare much better. Conversely, research also shows the powerful value of positive relationships between young people and caring adults. By initiating meaningful conversations with young people, educators and other caring adults can help students find and discover their “sparks”— those activities and interests that unleash a young person’s energy and joy. When young people know and develop a spark—and receive the support of adults in growing that spark—they • Have higher grades in school • Have higher school attendance • Are more likely to be socially competent • Are more likely to be physically healthy • Are more likely to volunteer to help others • Are more likely to care for the environment • Are more likely to have a sense of purpose The Igniting Sparks curriculum includes • Spark. A.Vision, a powerful online tool for students to create individual statements of who they would like to be in the world • An Instructor Guide with lesson plans, best practice suggestions, research findings, and parent communication pieces (8½" x 11", 120 pages) • Student posters (18" x 24", set of two for school curricula, all six included in the out-of-school-time programs) • Stickers for elementary students (pack of 100 per kit) • Colored wristbands (pack of 32 per kit) • A copy of Spark Student Motivation: 101 Easy Activities for Cooperative Learning (160 pages) • Numerous Internet-based resources, including videos and a student quiz to help gauge their interests and sparks Igniting Sparks Elementary School kit #0056 $325.00 Igniting Sparks Middle School kit #0057 $325.00 Igniting Sparks High School kit #0058 $325.00 Igniting Sparks Out of School kit #0049 $325.00 Igniting Sparks will be available in August. Pre-order yours now and receive FREE SHIPPING!* * Free ground shipping, not valid with other offers. Continental U.S. only. Offer expires 8-1-2012. Igniting Sparks training available in April! • • • Open students to S within and beyond
4. www.search-institute.org 1-877-240-7251 Introducing the Building Assets Reducing Risks program— For too many ninth-grade students, high school comes as a culture shock. They must navigate a larger, more impersonal and competitive environment. Enthusiasm helps to carry some students through early challenges, but many lose their self-confidence when they see their first report card. Nationally, failing grades among ninth-graders is something of an epidemic. One study found that students’ grades are most likely to suffer in ninth and tenth grades, and students who fail to progress directly to tenth grade never recover. On average, only 60–75% of incoming freshmen graduate from high school in four years. Growing concerns among educators about failing grades, substance abuse, truancy, and disciplinary incidents of ninth graders prompted development of the Building Assets Reducing Risks program. Built on a framework of Search Institute’s Developmental Assets—and incorporating use of real-time student data, best practices, and training— this whole-school reform centers on the relationship between teachers and students rather than on barriers to student success. Increase academic achievement and reduce failure rates Use Search Institute’s award-winning, evidence-based program to help your students transition successfully into high school and beyond. Listed in i3 Grant Recipient “ One amazing thing for us was the systemic focus it brought to each student. The program created a real sense of team among the teaching staff to help resolve issues” —  Maryanne Mytrar Building Assets Reducing Risks Program Coordinator Bucksport MA
5. Here’s how Building Assets Reducing Risks makes the difference in the classroom: • Students are structured into three teams, each led by a three-teacher team • Teacher teams receive real-time student data so they can quickly refer students to appropriate resources • Weekly I-Time class focuses on social competency, substance abuse prevention, peer relationships, and teacher-student relationships • Staff development concentrates on asset building, differentiated instruction, college readiness, and cultural competence Reduced school failure rates* One or more failed courses Two or more failed courses 1998–1999 (baseline year) 2010–2011 44% 14% 18% 8% *in St. Louis Park High School, MN Building Assets Reducing Risks program includes: • Implementation Manual— Comprehensive “how-to” guide with timelines, staff roles and responsibilities, and materials • I-Time Curriculum— 35 easy-to-use lessons with reproducible masters • Onsite Professional Development— Two full days of professional development with a Senior Trainer and a school expert/specialist • Consultation— Ongoing during program implementation The Author Angela Jerabek, M.S., is an author, presenter, and the Building Assets Reducing Risks Program Coordinator for the St. Louis Park Schools in St. Louis Park, MN. Jerabek developed the program to address academic failure, truancy, discipline, and chemical use in schools using Search Institute’s Developmental Assets research. I-Time • 7 Building a Connected Community seCTION 1 House Rules To establish rules for creating a respectful community within the classroom. RISK/PROTECTIVE FACTORS Bonding and Attachment to schools (protective factor) INSTRUCTIONS PURPOSE MATERIALS NEEDED Whiteboard or easel and markers One piece of poster board • • ASSET CATEGORIES Boundaries and Expectations Empowerment Commitment to Learning • • • Explanation of I-Time: 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 sched- ule of activities. Emphasize that everyone (students as well as staff) participates in I-Time: participation is an important part of the class. Establish House Rules: Ask students why House Rules are important in a classroom. Be sure discussion includes the need to foster a caring and respectful envi- ronment, etc. (This encourages students to examine their own ideas, determine the importance of rules themselves, and is meaningful to the group.) Ask all participants to brainstorm ideas for class rules in a large group. The facilitator records all responses on the whiteboard. All students will vote on the house rules. Ask students why it is impor- tant to vote on the house rules (need for consensus, all class members will be agreeing to abide by the rules, etc.) Ask students if the class suggestions are rules they can live with (stu- dents may discuss and negotiate rules if needed.) Ask students to vote on the house rules. Voting yes then is their agree- ment they will live by their rules. Agree to add rules throughout school year if the need arises. Write the House Rules on poster board and post rules in a visible place in classroom. > > > . . 3. . . 3. 4. 5. 6. 7. TIME NEEDED 30 minutes OPTIONAL FOLLOW-UP Revisit this activity when class house rules are broken. Rules can be added as necessary throughout the year. Questions? Contact Eileen McCarthy Harness at 800-888-7828 ext. 555 or e-mail eileenh@search-institute.org.
6. Search Institute trainers and speakers know what doesn’t work: focusing on “what’s wrong with kids.” Instead, our experts share Search Institute’s research-based, strength-centered approach to making a meaningful, positive difference in the lives of young people. We offer keynotes, Training of Trainer events, parent workshops, educator trainings, and more. Through our transformative events, anyone who works with youth can acquire the critical skills and information to improve outcomes for youth. Let us help you • Generate interest • Build skills • Empower action Why choose Search Institute Professional Development? •  We offer your organization a customized package of services. • We offer research-based strategies for school and community improvements. • We specialize in starting and sustaining organizational and community-wide initiatives for youth success. QUESTIONS? Contact our training specialists at 800-294-4322 or e-mail an inquiry to sales@search-institute.org. Additional information is available at www.search-institute.org/training-speaking. Professional Development Take outcomes a step further. Develop the knowledge and skills to make a difference in the lives of young people.
7. QUESTIONS? Our staff can assist you in choosing the survey that best fits your needs. For more information, call 877-240-7251 or e-mail sales@search-institute.org. Additional information is available at search-institute.org/survey-services. Survey Services Copyright © 2009 by Search InstituteSM 800-888-7828 or www.search-institute.org Report Number 60022 The Challenge Facing Your Community (Figure 16 from your Full Report) 33% 18% 4% 45% 0–10 Assets 11–20 Assets 21–30 Assets 31–40 Assets • Profiles of Student Life: Attitudes and Behaviors Survey Gain a clear picture of the extent and practice of 40 Developmental Assets among your community’s youth. • Me and My World Identify and evaluate the developmental needs of youth in grades 4–6. • Developmental Assets Profile Use this tool to assess the impact your program is having on youth as part of a program evaluation. Copyright © 2009 by Search InstituteSM 800-888-7828 or www.search-institute.org Report Number 60022 The Power of Assets to Promote: Succeeding in School (from Table 16 of your Full Report) 6% 14% 28% 62% 0–10 Assets 11–20 Assets 21–30 Assets 31–40 Assets Our top three surveys Make data-driven decisions with surveys designed to help young people succeed Beyond statistics, our surveys engage young people in conversations and emphasize strength-based qualities. The result? You will receive exactly what you need to know to formulate measurable and effective solutions. Put your data to work! After you have your results, our professional presenters and trainers can help you take action to transform your school, program, or community. Take advantage of the unique opportunity to have your survey results presented to your audience by a Search Institute–endorsed trainer. Our promise to you: • Guaranteed six-week turnaround time • One-on-one consultations • Publicity tools for community outreach • Technical support
8. Feeling Social? Search Institute Online www.search-institute.org Provides in-depth information and multimedia resources to help you learn what we know. Subscribe to newsletters and catalogs, watch videos, download webinars and podcasts, print handouts, review data, and learn the latest Search Institute news. www.searchinstitutestore.com Find information about our products and publications, and shop a portfolio of useful and informative work from other publishers. www.parentfurther.com Provides resources, ideas, and tools for parents, parenting groups, and those who work with parents to help them build strong families. www.facebook.com/SearchInstitute www.twitter.com/SearchInstitute www.search-institute.org/rss.xml For more than 50 years, Search Institute has been a leader and partner for organizations around the world in discovering what kids need to succeed. Our knowledge and resources help motivate and equip caring adults to create schools, communities, and families where young people thrive. Based on surveys of more than three million kids, the 150 plus books we’ve published, and the work we’ve done with schools, communities, and youth-serving organizations in more than 60 countries, Search Institute can help you solve critical challenges in the lives of young people. Our 40 Developmental Assets are the most widely recognized and most frequently cited approach to positive youth development in North America and serve as the foundation of our work. www.search-institute.org 1-877-240-7251 615 First Ave. NE, Suite 125 Minneapolis, MN 55413 Connect with Us:
9. *Data based on aggregate Search Institute sample of 89,866 students across the United States, surveyed in 2010. Succeeds in School Gets mostly As on report card (an admittedly high standard) Exhibits Leadership Has been a leader of an organization or group in the past 12 months. Violence Has engaged in three or more acts of fighting, hitting, injuring a person, carrying a weapon, or threatening physical harm. Illicit Drug Use Has used illicit drugs three or more times in the past 12 months. The Power of Assets The Developmental Assets® Framework At the heart of the institute’s work is the framework of 40 Developmental Assets, which are positive experiences, relationships, opportunities, and personal qualities that young people need to grow up healthy, caring, and responsible. Created in the 1990s, the framework is grounded in research on child and adolescent development, risk prevention, and resiliency. Assets are easy to build! Asset building is about relationships—anyone can do it. You can make a difference and help a young person succeed! The Importance of Assets Search Institute’s research shows that the more assets young people have, the less likely they are to engage in risky behaviors. In addition, these common themes about the importance of assets have emerged from numerous findings: • Assets promote academic success. • Assets divert youth from risky behaviors and increase civic engagement. • Assets give young people the strengths they need to make positive choices in life. • Across the United States—in big cities and small towns—most young people now experience fewer than half of the 40 Developmental Assets. Why Assets Matter Like you, we know how important it is to surround kids with positive relationships and opportunities. Our clients turn to us because they have seen that building these 40 assets yields powerful results:*
10. The 40 Developmental Assets® for Grades 6–12 Family support (72) • Family life provides high levels of love and support. Positive family communication (32) • Young person and her or his parent(s) communicate positively, and young person is willing to seek advice and counsel from parent(s). Other adult relationships (50) • Young person receives support from three or more nonparent adults. Caring neighborhood (40) • Young person experiences caring neighbors. Caring school climate (35) • School provides a caring, encouraging environment. Parent involvement in schooling (33) • Parent(s) are actively involved in helping young person succeed in school. Community values youth (25) • Young person perceives that adults in the community value youth. Youth as resources (32) • Young people are given useful roles in the community. Service to others (50) • Young person serves in the community one hour or more per week. Safety (54) • Young person feels safe at home, at school, and in the neighborhood. Family boundaries (47) • Family has clear rules and consequences, and monitors the young person’s whereabouts. School boundaries (56) • School provides clear rules and consequences. Neighborhood boundaries (48) • Neighbors take responsibility for monitoring young people’s behavior. Adult role models (28) • Parent(s) and other adults model positive, responsible behavior. Positive peer influence (68) • Young person’s best friends model responsible behavior. High expectations (55) • Both parent(s) and teachers encourage the young person to do well. Creative activities (20) • Young person spends three or more hours per week in lessons or practice in music, theater, or other arts. Youth programs (61) • Young person spends three or more hours per week in sports, clubs, or organizations at school and/or in community organizations. Religious community (51) • Young person spends one hour or more per week in activities in a religious institution. Time at home (56) • Young person is out with friends “with nothing special to do” two or fewer nights per week. The EXTERNAL Assets 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 empowerment boundaries & expectations constructive use of time support Assets Change Lives—How Many Do Your Kids Have?
11. Achievement motivation (71) • Young person is motivated to do well in school. School engagement (62) • Young person is actively engaged in learning. Homework (53) • Young person reports doing at least one hour of homework every school day. Bonding to school (61) • Young person cares about her or his school. Reading for pleasure (23) • Young person reads for pleasure three or more hours per week. Caring (52) • Young person places high value on helping other people. Equality and social justice (54) • Young person places high value on promoting equality and reducing hunger and poverty. Integrity (71) • Young person acts on convictions and stands up for her or his beliefs. Honesty (69) • Young person “tells the truth even when it is not easy.” Responsibility (67) • Young person accepts and takes personal responsibility. Restraint (47) • Young person believes it is important not to be sexually active or to use alcohol or other drugs. Planning and decision making (33) • Young person knows how to plan ahead and make choices. Interpersonal competence (48) • Young person has empathy, sensitivity, and friendship skills. Cultural competence (42) • Young person has knowledge of and comfort with people of different cultural/racial/ethnic backgrounds. Resistance skills (45) • Young person can resist negative peer pressure and dangerous situations. Peaceful conflict resolution (44) • Young person seeks to resolve conflict nonviolently. Personal power (45) • Young person feels he or she has control over “things that happen to me.” Self-esteem (52) • Young person reports having a high self-esteem. Sense of purpose (63) • Young person reports that “my life has a purpose.” Positive view of personal future (75) • Young person is optimistic about her or his personal future. The INTERNAL Assets 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 commitment to learning positive values social competencies positive identity This chart may be reproduced for educational, noncommercial uses only. Download this and information at www.search-institute.org. Copyright © 2011 Search Institute, 615 First Avenue NE, Suite 125, Minneapolis, MN 55413, 800-888-7828, www.search-institute.org. All Rights Reserved. The following are registered trademarks of Search Institute: Search Institute®, Developmental Assets®, and Healthy Communities • Healthy Youth®.
12. 1-877-240-7251 615 First Ave. NE, Suite 125 Minneapolis, MN 55413