Flores vasquez pp presentation

Young Men’s Character Club Young Men’s Character Club YMCC Mentoring ProgramYMCC Mentoring Program

for At-Risk Students for At-Risk StudentsChanging School Culture by Building Relationships, Mentoring YouthChanging School Culture by Building Relationships, Mentoring Youth

Calallen Middle SchoolCalallen Middle School

Corpus Christi, Texas Corpus Christi, Texas

Marcos M. Flores/PrincipalMarcos M. Flores/Principal

mflores@calallen.k12.tx.usmflores@calallen.k12.tx.us

R.R. Vasquez / Vasquez / CoachCoachrvasquez@calallen.k12.tx.usrvasquez@calallen.k12.tx.us

Calallen MS Staff – Calallen MS Staff – 48 female 14 male = 6248 female 14 male = 62

Beginning teachers – 5%Beginning teachers – 5% 1-5 years experience – 29%1-5 years experience – 29% 6-10 years experience – 15%6-10 years experience – 15% 11-20 years experience – 30%11-20 years experience – 30% 20-plus years experience – 19%20-plus years experience – 19%

Calallen MS Student Calallen MS Student DemographicsDemographics

White – White – 45% 45% 402402 African-American – 1.7%African-American – 1.7% 1515 Hispanic – Hispanic – 51.1% 51.1%

449449 Asian/Pacific Islander Asian/Pacific Islander - 1% - 1% 99 Native American-Native American- .3% .3% 33 Total StudentsTotal Students 905905

Calallen MSCalallen MSStudent Demographics Student Demographics

LEP students – LEP students – 13 - 1.5% 13 - 1.5% Eco. Disadvantaged - Eco. Disadvantaged - 343 – 39.1%343 – 39.1% At-Risk -At-Risk - 281 -281 - 32%32% Special Ed - Special Ed - 76 - 76 - 8% 8% Gifted and TalentedGifted and Talented 113 -113 - 12.9%12.9%

Calallen MSCalallen MSAcademic AchievementAcademic Achievement

We are a We are a Recognized Campus Recognized Campus for the 2for the 2ndnd straight year.straight year.

Commended rating on reading/ELACommended rating on reading/ELA Commended rating on writingCommended rating on writing Commended rating on social studies.Commended rating on social studies.

The FactsThe Facts

Administration felt that more Administration felt that more academic gains could be academic gains could be achieved through a stronger achieved through a stronger discipline program.discipline program.

Research showed discipline Research showed discipline programs successful in programs successful in transforming students at all levels. transforming students at all levels.

Discipline referrals continued to Discipline referrals continued to increase.increase.

Campus ProceduresCampus Proceduresalready in placealready in place

Tracking CardsTracking Cards Communicate with parentsCommunicate with parents Teachers assign D-HallTeachers assign D-Hall Discuss persistent behavioral Discuss persistent behavioral

problems through Team problems through Team meetingsmeetings

Write referrals Write referrals

Still, we felt it was Still, we felt it was not enough…not enough… We continued to have problems with We continued to have problems with

male students.male students. This particular cohort’s behavior This particular cohort’s behavior

pattern was getting worse as it headed pattern was getting worse as it headed into 8into 8thth grade. grade.

We felt the 8We felt the 8thth grade discipline would grade discipline would set tone for school year.set tone for school year.

We needed to act before school We needed to act before school opened.opened.

The TREND

  6th 7th 8th Total

2006-2007 463 530 559 1552

2007-2008 382 545 696 1623

2008-2009 ? ? ?

The ResearchThe Research Research showed there are three Research showed there are three

areas from which successful areas from which successful mentoring programs can be mentoring programs can be developed:developed:

(1) Experts/Role models,(1) Experts/Role models,(2) Community Role Models(2) Community Role Models(3) Peers. (3) Peers.

Experts/Role ModelsExperts/Role Models EXPERTS/ROLE MODELS — A EXPERTS/ROLE MODELS — A

study by the University of study by the University of Houston School of Education Houston School of Education titled “Assessing the Impact of the titled “Assessing the Impact of the NASA Johnson Space Center NASA Johnson Space Center Distance Education and Mentoring Distance Education and Mentoring Program” discussed the success Program” discussed the success of using scientists and engineers of using scientists and engineers to reach students interested in the to reach students interested in the field. (Karl, 2001).field. (Karl, 2001).

In this case they used scientists to In this case they used scientists to get students interested in the get students interested in the field. We would use male field. We would use male teachers/coaches/administrators.teachers/coaches/administrators.

Community Role ModelsCommunity Role Models COMMUNITY — Tutoring Plus of COMMUNITY — Tutoring Plus of

Cambridge, Massachusetts, puts Cambridge, Massachusetts, puts out a flier to the community out a flier to the community recruiting mentors from the recruiting mentors from the community such as retired community such as retired teachers or business teachers or business professionals to help students. professionals to help students. Results have shown that these Results have shown that these additional volunteers make a additional volunteers make a dramatic impact on student dramatic impact on student learning and are readily available learning and are readily available at any school in the nation.at any school in the nation.

We bring people from various We bring people from various parts of our community to speak parts of our community to speak to our young men. to our young men.

PeersPeers PEERS — At the University of California-PEERS — At the University of California-

Berkeley a graduate class on the subject — Berkeley a graduate class on the subject — “Teaching One-on-One: Principles of Tutoring “Teaching One-on-One: Principles of Tutoring and Mentoring.” Students team up with those and Mentoring.” Students team up with those who need help to assist them in school work who need help to assist them in school work and emotional needs. (Maclay, 2000). and emotional needs. (Maclay, 2000).

As our program developed, those who have As our program developed, those who have started to learn success can help others, started to learn success can help others, looking to their own mentor and peers for looking to their own mentor and peers for academic and emotional guidance.academic and emotional guidance.

This finding coincided with a program This finding coincided with a program developed by developed by Greg Turk, who works in Greg Turk, who works in South Central Los Angeles as with at-risk South Central Los Angeles as with at-risk gang members (“Making the Most of gang members (“Making the Most of Natural Leaders -Prevention forum Natural Leaders -Prevention forum www.prevention.org, 2009). In that , 2009). In that program, as leaders emerged, Attitudes program, as leaders emerged, Attitudes among other gang members followedamong other gang members followed..

The Discipline Problem at Calallen MS. . The Discipline Problem at Calallen MS. . . . In 2006-2007, we had 1,552 referrals.In 2006-2007, we had 1,552 referrals. By 2007-2008, referrals were up to 1,623.By 2007-2008, referrals were up to 1,623. With the implementation of YMCC and With the implementation of YMCC and

procedures already in place, referrals were procedures already in place, referrals were down to 1,104 in 2008-2009.down to 1,104 in 2008-2009.

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Looking at the Data from Looking at the Data from 2007-20082007-2008

25 students responsible for 75% of 725 students responsible for 75% of 7thth grade referrals.grade referrals.

Males outnumbered female referrals 80-Males outnumbered female referrals 80-20%20%

Of the 25 students, all had 5 referrals or Of the 25 students, all had 5 referrals or more.more.

16 had 10 or more referrals.16 had 10 or more referrals. Our information also showed that Our information also showed that

historically, 8historically, 8thth grade referrals were up grade referrals were up from the previous year, every year.from the previous year, every year.

The administration decided to target this The administration decided to target this group.group.

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Our goal was to have a 5% Our goal was to have a 5% reduction to 1,541 referrals reduction to 1,541 referrals from 1,623.from 1,623.

We needed a plan. We needed a plan.

-Revise Tracking Card-Revise Tracking Card-Target 8-Target 8thth grade male grade male

group.group.

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Broke down data at end of year.Broke down data at end of year. Discussed and made connections of Discussed and made connections of

past experiences and new ideas past experiences and new ideas learned.learned.

Decided to target 8Decided to target 8thth grade boys off grade boys off the data.the data.

Decided that we had enough male Decided that we had enough male coaches to do the job.coaches to do the job.

Inform teachers of plan at start of Inform teachers of plan at start of year.year.

Young Men’s Character Club Young Men’s Character Club

To inspire at-risk students to succeed by providing mentors who will teach them life-long character development skills as they experience success behaviorally and in the classroom.

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88thth grade males. grade males. 5 referrals or more.5 referrals or more.

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Attend tutorials as Attend tutorials as

needed.needed. Go to mentor with any problems, Go to mentor with any problems,

academically or behaviorally.academically or behaviorally. Work with assigned group and Work with assigned group and

mentor.mentor. Set weekly goals to better grades Set weekly goals to better grades

and behavior every six weeks.and behavior every six weeks. Help peers achieve success, goals.Help peers achieve success, goals.

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Keep it positive.Keep it positive. No consequences, just solutions.No consequences, just solutions. Be approachable.Be approachable. Encourage success.Encourage success. Reward effort (early lunch pass, help out Reward effort (early lunch pass, help out

at football game).at football game). Show them you care.Show them you care. Communicate with teachers.Communicate with teachers. Mentor will lead a character building Mentor will lead a character building

topic every week.topic every week.

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Each mentor would have 3-4 Each mentor would have 3-4 studentsstudents

Mentor would keep frequent Mentor would keep frequent contact with students.contact with students.

Teachers were encouraged to Teachers were encouraged to call the student’s mentor when call the student’s mentor when problems arise.problems arise.

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The YMCC group would meet as a club every The YMCC group would meet as a club every Friday during the 30-minute period for tutorial Friday during the 30-minute period for tutorial enrichment.enrichment.

Discuss any current issues going on with the group.Discuss any current issues going on with the group.

A mentor would conduct a character development A mentor would conduct a character development lesson.lesson.

Towards the end of the meetings, mentors would Towards the end of the meetings, mentors would meet with his small group to review progress, meet with his small group to review progress, problems, opportunities, and set goals.problems, opportunities, and set goals.

Two Methods for Success

1. Weekly Behavior/Grade sheets

Weekly grade/behavior sheets were given Weekly grade/behavior sheets were given on Thursday morning and turned in to on Thursday morning and turned in to mentor on Friday.mentor on Friday.

Behavior/Grade sheets were reviewed Behavior/Grade sheets were reviewed every Friday between mentor and mentor every Friday between mentor and mentor group, after character development lesson.group, after character development lesson.

Mentors would make the necessary Mentors would make the necessary arrangements with his students to help arrangements with his students to help them be successful that week.them be successful that week.

YMCC Weekly Grade/Behavior Sheet

Name: _______________________

Gr: ___ Week of: ____________________________

Student's Mentor:___________________________________

Pd Class TeacherPositive/Negative

Comments Missing Assignments

1        

2        

3        

4        

5        

6        

7        

Please feel free to add any additional comments___________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Six Weeks Goal Setting At the beginning of every 6 weeks, individual At the beginning of every 6 weeks, individual

totals in referrals and classes failed from the totals in referrals and classes failed from the previous year were reviewed in a particular six previous year were reviewed in a particular six weeks.weeks.

The YMCC group would set group goals both The YMCC group would set group goals both academically and behaviorally for that six weeks.academically and behaviorally for that six weeks.

Each mentor would help his group set individual Each mentor would help his group set individual and group goals for the 6-weeks’ period based off and group goals for the 6-weeks’ period based off the previous year six weeks.the previous year six weeks.

Mentor will communicate with teachers on Mentor will communicate with teachers on individual student’s goalindividual student’s goal

MENTOR STUDENT # of referrals Last year Ref. Year total # Failed 09-10 Failed last year

Bell, Bobby Student   1 17 1

  Student   0 7 10

  Student   2 11 0

  Student         not here

Brotherton, Mike Student   5 20 0

  Student   not here 6 0

  Student   3 10 3

Fowler, Cliff Student   1 9 0

  Student   1 6 0

  Student   3 7 1

John, Billy Student   1 11 0

  Student   0 0 3

  Student   0 4 1

Kirkpatrick, Steve Student   1 4 4

  Student   not here   ? not here

  Student   not here   ? not here

Nowell, Brian Student   0 5 4

  Student   2 8 0

  Student   ?   ?  

  Student   1 6 4

Vasquez, Richard Student   1 9 1

  Student   3 11 1

  Student   1 7 3

TOTAL            

MENTOR STUDENT # of referrals Last year Ref. Year total # Failed 08-09 Failed 07-08

Bell, Bobby student 0 2 5 0 0

  Student 1 1 13 2 1

  studentt 1 6 27 1 ?

Brotherton, Mike Student 1 5 13 0 0

  student 0 5 11 0 0

  Student 0 3 8 3 4

Flores, Nick student 3 1 6 2 6

  student 2 1 19 0 0 at DAEP

  student 0 5 12 0 1

Fowler, Cliff student 0 0 5 0  

  student na   9 na  

  student 3 5 13 1 2

John, Billy student 0 7 20 2 0

  student 1 2 12 0 1

  student 0 5 12 0 2

Kirkpatrick, Steve student 2 7 17 0 1

  student 1 5 19 1 3

  student 2 1 13 1 1

Nowell, Brian student 1 1 15 1 0 at DAEP

  students 2 2 6 1 3

Vasquez, Richard student 0 2 9 0 3

  student 0 3 6 0 0

  student 2 6 16 0 1

TOTAL   20 75   15 29

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ResultsResults Of the 25 at-risk students in the YMCC cohort, three students Of the 25 at-risk students in the YMCC cohort, three students

eventually left the district.eventually left the district.

First six weeks: Group had two less First six weeks: Group had two less referral than the previous year, but did referral than the previous year, but did not improve academically as they failed not improve academically as they failed 25 classes compared to 18 the previous 25 classes compared to 18 the previous year.year.

Second six weeks: Referrals dropped Second six weeks: Referrals dropped from 55 to 20;failing grades dropped from 55 to 20;failing grades dropped from 28 to 18.from 28 to 18.

Third six weeks: Referrals dropped from Third six weeks: Referrals dropped from 36 to 26 and failing grades were down 36 to 26 and failing grades were down from 20 to 17. from 20 to 17.

ResultsResults Fourth six weeks: Referrals Fourth six weeks: Referrals

dropped dramatically from 73 to dropped dramatically from 73 to 16; but failing grades were up from 16; but failing grades were up from 20 to 22.20 to 22.

Fifth Six Weeks: Referrals went Fifth Six Weeks: Referrals went from 75 to 22 and failures dropped from 75 to 22 and failures dropped from 29 to 15.from 29 to 15.

Sixth Six Weeks: Referrals went Sixth Six Weeks: Referrals went down from 37 to 12; failures down from 37 to 12; failures dropped from 20 to 17.dropped from 20 to 17.

YMCC - Overall Referral ResultsYMCC - Overall Referral Results

There was a 62% reduction in referrals with the YMCC in place. Referrals decreased by 181.

YMCC - Overall Failure ResultsYMCC - Overall Failure Results

There was a 28% reduction in failing grades with the YMCC in place. Referrals decreased by 38.

Behavior Results - YMCCBehavior Results - YMCC82% had less referrals that previous year.

Only 2 students had 10 or more referrals compared to 16 the previous year.

7 students had 5 or more referrals compared to 22 the previous year.

8 dropped their referral counts by 10 or more

Academic Results - YMCCAcademic Results - YMCC22 students took 73 test and passed 89 % of their test

18 or 22 students did better or had the same number of failing grades as the year before with 12 improving.

YMCC HELPED US MEET YMCC HELPED US MEET CAMPUS GOALCAMPUS GOAL

Total Referrals 2008-2009Total Referrals 2008-2009

1,104 1,104 total referrals written.total referrals written.

GOAL MET ……28% REDUCTIONGOAL MET ……28% REDUCTION

YMCC helped keep students in YMCC helped keep students in school!school!

Total instructional days lostTotal instructional days lost due to ISS or OSS decreased! due to ISS or OSS decreased!

The TREND

  6th 7th 8th Total

2006-2007 463 530 559 1552

2007-2008 382 545 696 1623

2008-2009 ? ? ?

Campus-Totals by YearCampus-Totals by Year

  6th 7th 8th Total

2006-2007 463 530 559 1552

2007-2008 382 545 696 1623

2008-2009 180 493 490 1163

YMCC

YMCC

Implementation

YMCC

A Surprising Result: A change A Surprising Result: A change in Culture at CMSin Culture at CMS

Conclusion:Conclusion:A change in Culture at CMSA change in Culture at CMS

We have seen a change in culture when it comes to attitudes toward behavioral problems from both students and teachers.

The number of referrals are down, campus wide.

The incoming 6th graders are following the lead of the 8th graders and have fewer referrals then ever.

The emphasis is on keeping students in class and finding other resources to handle discipline. Teachers realized there were other options.

Mentors were very involved and built relationships with their students and communication throughout campus .

Teachers are crucial to the program’s success. They must buy-in to the program and they must nurture the at-risk student’s success.

A change in Culture at CMSA change in Culture at CMS

Young Men’s Character Club Young Men’s Character Club YMCC Mentoring ProgramYMCC Mentoring Program

for At-Risk Students for At-Risk Students

Calallen Middle SchoolCalallen Middle School

Corpus Christi, Texas Corpus Christi, Texas

Marcos M. FloresMarcos M. Flores

mflores@calallen.k12.tx.usmflores@calallen.k12.tx.us

Asst. PrincipalAsst. Principal