Quaglia Institute 29 Falmouth Street Portland, Maine 04103 p (207) 874-7472 www.qisa.org

A publication from the Quaglia Institute for Student Aspirations

IN THIS ISSUECondition of the Month:

Spirit of Adventure

About Us...........................................................................page 2

The 8 Conditions that Make a Difference!®

Thoughts on Spirit of Adventure....................................page 3

By Dr. Michael J. Corso, Chief Academic Officer

Data Related to Spirit of Adventure..............................page 4

National My Voice™ Survey results

Best Practices to Foster Spirit of Adventure.................page 5

Strategies and discussions to promote Spirit of Adventure in your school

Research Roundup..........................................................page 6

Research supporting the benefits of fostering

Spirit of Adventure in schools

QISA News.......................................................................page 7

Presentations, publications, and press releases

Aspirations Alley..............................................................page 8

An article written by Abby Ruhman, a student at

Polson High School in Polson, Montana

Meet a Star.......................................................................page 9

A Schoolhouse or a Schoolhome?

by Steve York, Assistant Superintendent of Educational

Services, Montana Office of Public Instruction

Spirit of Adventure and the Environment............pages 10-13

Classroom activities for grades K-12

A MESSAGE FROM DR. QUAGLIA

February is the shortest month of the year, yet it is full of special days such as Valentine’s Day, Presidents’ Day, and Mardi Gras. With so many celebrations, it is tailor-made to be a month filled with love, pride, and celebration.

I, however, have never been a big fan of February. I think Valentine’s Day is over commercialized. I believe the people you love deserve special attention every day of the year, not just on February 14th. I believe Presidents’ Day

should be a source of U.S. pride instead of being viewed as another Monday off and an opportunity for political pundits to take their barbs at the incumbent president. Mardi Gras, or Fat Tuesday, is a day that simply makes no sense to me. Where is the logic in overindulging oneself before beginning a time of sacrifice and self-reflection? Never mind the fact that these celebrations occur in the midst of severely cold weather here in the Northeast!

Setting February celebration sentiments aside, it is the month we highlight the Condition of Spirit of Adventure at QISA. It is a time when we are reminded to welcome new challenges, experience the thrill of doing something different, and break through our own limitations. Developing a Spirit of Adventure allows you to uncover your own potential.

It is in this spirit that I challenge you to foster your own Spirit of Adventure:

Give someone you love a special gift the day before and after Valentine’s Day–or any other day during the year. Do not wait for February 14th. Send at least one note of thanks to a local community leader, state representative, senator, or even the president of the United States.Instead of engaging in personal indulgence during Mardi Gras, treat a friend, neighbor, or family member to dinner, a snack, or a cup of coffee. Engage in meaningful conversation.Renew your belief in yourself and step outside your comfort zone. Stretch your own limits. Discover at least one new way you can utilize your abilities to make this world better for others.

Just as love should not be reserved for Valentine’s Day, fostering your Spirit of Adventure should not be restricted to the month of February. Let this month’s Condition serve as a reminder to take your own Spirit of Adventure seriously–not just during this short month of February, but 365 days a year.

Stay warm!

Q U A G L I A I N S T I T U T E

Monthly Newsletter Vol. I, Issue 6 February 2010

2 Quaglia Institute 29 Falmouth Street Portland, Maine 04103 p (207) 874-7472 www.qisa.org

BelongingFeeling like you are part of a group, while knowing you are special for who you are.

HeroesHaving someone who believes in you and who is there when you need them.

Sense of AccomplishmentBeing recognized for many different types of success, including hard work and being a good person.

Fun & ExcitementEnjoying what you are doing, whether at work, school, or play.

Curiosity & CreativityAsking “Why?” and “Why not?” about the world around you.

Spirit of AdventureBeing excited to try new things, even when you are not sure if you will be good at them.

Leadership & ResponsibilityMaking your own decisions and accepting responsibility for those choices.

Confidence to Take ActionSetting goals and taking the steps you need to reach them.

MISSION STATEMENTThe Quaglia Institute for Student Aspirations (QISA) is an independent, nonprofit organization dedicated to promoting and putting into practice the conditions that foster student aspirations in schools and learning communities around the world.

WHAT WE DOQISA leads the study of student aspirations through innovative research, surveys, publications, and direct work in schools around the world. QISA’s mission and commitment to schools are based on more than two decades of groundbreaking research. Data, collected annually from hundreds of thousands of students, is used to inform educational policy at the international, national, and local levels. As part of its deep commitment to today’s students, QISA works directly in schools to increase student and staff aspirations. Known as “Demonstration Sites,” these schools partner with QISA to affect positive social change. Demonstration Sites become self-reflective research partners over an intensive three year journey, infusing the 8 Conditions that affect student aspirations into every aspect of the school’s life.

THE 8 CONDITIONS THAT MAKE A DIFFERENCE!

Quaglia Institute 29 Falmouth Street Portland, Maine 04103 p (207) 874-7472 www.qisa.org 3

THOUGHTS ON SPIRIT OF ADVENTUREBy Dr. Michael J. Corso, Chief Academic Officer

“Only those who will risk going too far can possibly find out how far one can go.”~ T.S. Eliot

Let's imagine that a classroom climate in which students are frozen in fear has a temperature of 0˚on the SOA (Spirit of Adventure) scale. Students in such a class shiver in silence, scared to answer unless they are sure they know the answer. At that temperature, their chattering teeth prevent questions that would expose their self-perceived ignorance. Now, let's imagine that a classroom boils into chaos at 100˚ SOA. Venting students say whatever is on their mind. Questions steam off in any and every direction regardless of relevance. Risk-taking at 100˚ SOA is feverish and unfocused. Within this analogy, what is the right temperature for learning? At what temperature do you set your classroom's thermostat? How do you measure the actual SOA temperature? What factors cool off or warm up your own willingness to take healthy risks?

Mission Mountains in Polson, Montana

Polson School District is a QISA Demonstration Site

4 Quaglia Institute 29 Falmouth Street Portland, Maine 04103 p (207) 874-7472 www.qisa.org

My VoiceSurvey

DATA RELATED TO SPIRIT OF ADVENTURENATIONAL MY VOICE SURVEY RESULTS

Spirit of Adventure is characterized by a student’s ability to take on positive, healthy challenges at school or home, with family and friends. Students experience Spirit of Adventure when they tackle something new without the fear of failure or success. In the My Voice Survey National Report of over 400,000 students in grades 6-12, QISA found:

• 24% of students agreed with the statement “I am afraid to try something if I think I may fail.”

• 56% of students agreed with the statement “Teachers help me learn from my mistakes.”

• 76% of students agreed with the statement “I push myself to do better academically.”

Questions for further discussion:

How do you support students who are afraid to fail or succeed?How do you model healthy risk-taking for your students?

To order My Voice Surveys, visit www.myvoicesurvey.com.

Quaglia Institute 29 Falmouth Street Portland, Maine 04103 p (207) 874-7472 www.qisa.org 5

BEST PRACTICES TO FOSTER SPIRIT OF ADVENTURE

CLASSROOM STRATEGIES

❖ Work with students to develop learning goals and performance goals.

(see research by Dweck in Research Roundup, page 6)

❖ Create a classroom environment where students feel safe taking risks.

❖ Model how to learn from mistakes.

❖ Differentiate assignments in order to challenge all students.

❖ Ensure all students develop challenging, attainable, and measurable goals.

❖ Emphasize learning, inquiry, and discovery over end product.

STAFF ROOM DISCUSSIONS

QISA invites you to create ongoing dialogue with your colleagues related to the 8 Conditions, teaching, and learning.

❖ How has testing affected your ability to be a risk taker in the classroom?

❖ What messages do you send your students about learning? Which do they believe they think is more important: process or end product?

❖ How can you create a school culture where adults and students feel safe taking risks?

❖ How do you share your professional goals with your students?

❖ What differences in risk-taking behavior do you note in your male and female population? If there are differences, how do you work differently with your students?

❖ How do you support the non-risk takersthose students who always make safe and easy learning choices in your school?

❖ What role do recess and free time have in helping students take positive risks?

Polson Middle School - Polson, Montana

A QISA Demonstration Site

Polson High School Ski Club - Polson, Montana

A QISA Demonstration Site

6 Quaglia Institute 29 Falmouth Street Portland, Maine 04103 p (207) 874-7472 www.qisa.org

RESEARCH ROUNDUP

RESEARCH SUPPORTING THE BENEFITS OFFOSTERING SPIRIT OF ADVENTURE IN SCHOOLS

Waters & Begley’s (2007) research is developed from the premise that children’s opportunities for independent play in natural outdoor spaces, and the associated opportunities to take and negotiate risk, are being eroded despite potential links between such play and the development of positive learning dispositions. This report highlights the findings of an exploratory study that documented the risk-taking behaviors displayed by four-year-old children in the natural environment of a Forest School and within their school outdoor playspace. The aims and philosophies of Forest School are delivered through a series of carefully designed activities in which children master small achievable tasks and are allowed some time to play freely within the forest environment. This small-scale study found that the children displayed more varied risk-taking behaviors in the Forest School environment than in their own school’s outdoor playspace.

With the use of data from Adolescent Health and Academic Achievement and the National Longitudinal Study of Adolescent Heath, Riegle-Crumb, C., Farkas, G., & Muller, C. (2006) determined that same-sex friends' academic performance significantly predicts course taking in all subjects for girls, but not for boys. Furthermore, for math and science only, the effects of friends' performance are greater in the context of a predominantly female friendship group. Their results indicate that for girls, having female friends with higher subject-specific grades increases the probability that they will take an advanced course in all the subjects considered: Physics, Precalculus/Calculus, and AP/Honors English. The effects are sizable across the subjects, with the effects in English being slightly larger. Thus, for both traditionally female and traditionally male subjects, having female friends who excel academically is positively related to subsequent advanced course selection.

Dweck’s (2000) identification of children who adopt either ‘learning’ or ‘performance’ goals allows insight into the development of a positive view of risk taking (p. 15). Children who adopt learning goals view failure as a sometimes necessary component in learning to master new tasks, meet challenges head on, and are more likely to take risks in their learning. Such children are more likely to develop ‘mastery responses’ (p. 6) to learning situations: They summon their resources to overcome hurdles in their learning and persist with difficult tasks. Children who adopt performance goals measure themselves on their performance and try to avoid failure as they equate it not with effort, but with ability (Dweck, 2000); such children are more likely to display helpless responses.

Dweck, C. (2000). Self-theories: their role in motivation, personality and development. Hove, Psychology Press.

Riegle-Crumb, C., Farkas, G., & Muller, C. (2006). The role of gender and friendship in advanced course taking. Sociology of Education, 79 (3), 206-228.

Waters, J. & Begley, S. (2007). Supporting the development of risk-taking behaviors in the early years: An exploratory study. Education, 3-13, 35 (4), 365-377.

Quaglia Institute 29 Falmouth Street Portland, Maine 04103 p (207) 874-7472 www.qisa.org 7

QISA NEWS

PUBLICATIONS

❖ Dr. Michael Corso, Chief Academic Officer, blogs regularly about timely educational issues. His Aspirations blog can be read at blog.qisa.org.

PRESS RELEASES

❖ Pearson Educational Assessment will be giving away up to one million My Voice Surveys (grades 6-12) as part of a national student survey. The official release date, anticipated to be in the middle of this month, will be posted on our web site with a link to access the survey and register your school/district.

❖ The Pearson Foundation recently awarded QISA’s Aspirations Research Center (ARC) with a three year grant. Their generous support will allow ARC to lead the way in the study and analysis of the conditions that affect student aspirations. Dr. Quaglia is forming a world class research team that will be announced next month.

❖ QISA sponsored a recent workshop held by Daniel Minter, an artist and arts educator. Please visit danielminter.com for more information and to see additional photos from the Art, Creativity and Social Responsibility workshop held in Portland, ME.

Seated at center right, Daniel Minter, artist and arts educator, talks with students participating in the Art, Creativity and Social

Responsibility workshop in Portland, ME

8 Quaglia Institute 29 Falmouth Street Portland, Maine 04103 p (207) 874-7472 www.qisa.org

Aspirations Alley

Teenagers walk through the halls each day at Polson High School, passing by friends and teachers and fellow students, and whether we know it or not, we are all constantly judging. We are judging each otherthe way we look, act, and our social standards. Not only are we sizing up our peers, but we also are constantly criticizing and complaining about the teaching curriculum, grades, and even sometimes the staff. Students always seem to have complaints or concerns about one thing or another in their school, sometimes being the dress code that is “way too strict” or the school’s “lame mascot.” One thing students seem not to realize is that the complaints go absolutely nowhere. If we do not take action on our opinions, then we have no right to be complaining. This is one important reason why Student Aspirations has such a positive influence in our high school.

Students who are chosen to join the Student Aspirations Team are from a very wide variety of social groups. As soon as we step into the conference room where we have our meetings, everything changes. Two people from different grades, who normally wouldn’t give each other the time of day, strike up a conversation. We sit down and talk about our grades, teaching methods, school environment, and just about anything else you could think of regarding our school. The students run the meetings and come up with a number of different ideas and methods we could use to help promote more student influence throughout our school. Our most recent idea was to put together “survival kits” for new students coming to Polson High School. We designed a detailed tour of the school and arranged for one of the Student Aspirations members to accompany each new student to lunch and help introduce him or her to other students around the school. This has proven to be quite successful, and we have been able to use our idea with many new students already this year.

Another project we have been working on lately is the development of a survey, designed to gather data regarding students’ feelings about the use of Academic Advisors. Polson High has recently begun using the advisors this year, in an attempt to offer more help to students and act as a driving force behind them to keep their grades up. Our intention is to administer the survey during the academic periods that meet once a month. The academic periods are mandatory, so this way we can be sure we are getting the most accurate results by knowing that each student will be required by their advisor to take part in the survey. Our goal in the end is to gather and organize the data and then broadcast it to the student body, showing them how the majority of students feel about the Academic Advisors. We will also offer room for suggestions and make sure that the student opinions are heard.

Personally, I feel that the development of our Student Aspirations Team has come a long way and only has room to grow. Once our school becomes more influenced by the student body, progressive changes will start to happen. Students spend five days of the week at school. As much as some adults may doubt our knowledge about academic choices, we have a great deal to express. Maybe then, when students do have viable concerns and their voices are heard, good judgments will be made that benefit the whole school.

by Abby RuhmanA student at Polson High School, Polson, Montana

A QISA Demonstration Site

Actions Speak Louder than Words

Aspirations Alley articles are written by students at our Demonstration Sites. Though articles may be edited for mechanics, few changes are made so that the true voice of each student can be heard. It’s time to listen.

Quaglia Institute 29 Falmouth Street Portland, Maine 04103 p (207) 874-7472 www.qisa.org 9

Meet A Star

Steve York, a seasoned professional in the field of education, was recently hired as Assistant Superintendent of Educational Services in the Montana Office of Public Instruction. Steve's career began more than three decades ago as a teacher at Yellowstone National Park Elementary School. He later became the K-8 principal of Red Lodge Public Schools in Montana. For the past 14 years, Steve worked as a principal in the Polson Montana School District serving elementary and middle school students. He received both his Bachelor of Arts Degree in Elementary Education and Master’s Degree in Educational Leadership from the University of Montana in Missoula. Steve’s interests include reading, traveling, and outdoor activities such as hiking, golfing, kayaking, rafting, and gardening.

Steve YorkAssistant Superintendent of Educational Services

Montana Office of Public Instruction

A Schoolhouse or a Schoolhome?

In September, marking my 33rd year in education, I contemplated what I really know about my profession. My first thought was I still have a lot to learn. However, I have consistently held at least one absolute truth: Successful educators strive to build good relationships with their students. In my position as an elementary school principal in a school of 375 students, I believe relationships hold everything together.

In this data driven, test crazed world, we endlessly strive to ensure that our course design is rigorous, our instructional approach meets the needs of diverse learners, and what we are teaching is relevant to students. These components constitute the house that surrounds the children, and obviously the house is important. Yet, to succeed, learners must know that the adults in their school care enough about them to expect their best every day. When this occurs, the house becomes a home. Students then build a sense of belonging and generally have at least one hero in the school—someone who believes in them, someone they can trust.

The principal has a distinct and crucial role in making this happen: providing the example! One statement on the My Voice Survey is so simple, but it says so much: The principal knows my name. This statement is central to my philosophy of school leadership. It has been my guide throughout my career, and last year my belief was validated. At the end of the year, a student who entered our school at the beginning of grade four came up to me and stated I was the best principal she had ever been around. I was flattered, even though she had only been around one other principal. I thanked her and gave her a safe hug. Then she said, “You know, when I came here, you knew my name within three weeks of school starting. I was in my last school for four years and my principal never did know my name.”

Our job as leaders is to engage our kids, know them, and genuinely show we care. Doing this sets a high standard for the rest of the staff. I would take the liberty to amend the oft-heard statement, “You can’t have rules without relationships.” I would state, “You can’t have rules or rigor without relationships.” Sincere, genuine relationships will turn the schoolhouse into a schoolhome.

I believe the principal’s role in building relationships can be accomplished in many ways. If you are interested in sharing ideas, please contact me anytime at syork@mt.gov.

10 Quaglia Institute 29 Falmouth Street Portland, Maine 04103 p (207) 874-7472 www.qisa.org

Goal Setting

Kim and Cole decided they wanted to establish a goal to help the environment. Together, they thought about different things they could do to make a difference. Kim said, “Don’t you think we use a lot of paper at our school? Sometimes kids draw only one line and then throw out the paper.” Cole thought about it and replied, “You are right. We don’t think about how many trees it takes to make all the paper we use.” Kim and Cole decided that their goal would be to reduce the amount of paper used at school. After talking with their friends, they decided they could do many different things. Kim and Cole used the following questions to help them make a plan to conserve paper.

#1 What is our goal? _________________________________________________________________________________________ _________________________________________________________________________________________

#2 Why is this goal important? _________________________________________________________________________________________ _________________________________________________________________________________________

#3 Who can help us with our goal? _________________________________________________________________________________________ _________________________________________________________________________________________

#4 When do we want to reach our goal? _________________________________________________________________________________________ _________________________________________________________________________________________

#5 What steps do we need to take to reach our goal? _________________________________________________________________________________________ _________________________________________________________________________________________

After answering these questions and working toward their goal of reducing paper usage, Kim, Cole, and their classmates started doing the following:

Cutting pieces of paper in half.Using the back of paper.Asking the office to donate paper that is reusable to their class. Using the chalkboard whenever possible.

Challenge: Create a specific goal that helps the environment, make a plan, and achieve your goal!

Spirit of Adventure and the Environment: K-2 Activity

Quaglia Institute 29 Falmouth Street Portland, Maine 04103 p (207) 874-7472 www.qisa.org 11

Spirit of Adventure and the Environment: 3-5 Activity

Save the Rainforests

Rainforests are very dense, warm, wet forests. They are home to millions of plants and animals. Rainforests are extremely important in the ecology of the Earth. Plants of the rainforest generate much of the Earth's oxygen. These plants are also very important to people in other ways, as well. Many are used in new drugs that fight disease and illness. A rainforest has four different strata or zones. Different animals and plants live in different parts of the rainforest. Scientists divide the rainforest into strata based on the living environment. Starting at the top of the trees, the strata are:

• Emergents: Giant trees that are much higher than the average canopy height. They house many birds and insects.• Canopy: The upper parts of the trees. This leafy environment is full of life in a tropical rainforest and includes:

insects, birds, reptiles, mammals, and more.• Understory: A dark, cool environment under the leaves but above the ground.• Forest floor: Teeming with animal life, especially insects. The largest animals in the rainforest generally live here.

Information obtained from www.blueplanetbiomes.org.

Find the following Amazon animals in the puzzle. Anaconda, ant, boa, bonobo, butterfly, capybara, chlamydosaurus, crocodile, cuckoo, dragonfly, gibbon, iguana, jaguar, monkey, parrot, sloth, toucan

X Q M A E J C R U L S N A Q T

X M O B N E H R A U G A J A P

W S N O B T L R C Z U U F D W

R S K A I G A I K O O H D N T

G U E B I B M X D P A R R O T

E Z Y B Y A Y T V O B Y J C O

W L B P N H D Z O G C B W A O

J O A A T H O O G U U O D N K

N C U B R G S B B T C W R A C

V G K C P L A I T O X A Q C U

I S L O T H U E L I N E N Z C

V B Q D F O R O G G O O L L Q

Y B N Y P F U K U G I O B K L

F Y K D L A S R Y D L S K I F

R Z G Y L F N O G A R D P Z Q

Challenge: Learn more about the unique environment of the rainforest. What can you and your classmates do to help preserve the rainforest?

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Spirit of Adventure and the Environment: 6-8 Activity

Natural Remedies

Did you know that many people use natural remedies to alleviate and even cure aches, pains, and common ailments? People also use many natural cleaning products to help protect the environment and their health. With parental guidance, try some of these natural remedies or cleaning ideas.

Cleaning Products:

Vinegar is a great natural cleaning product, disinfectant, and deodorizer. Also use vinegar as a natural fabric softener.

Lemon juice is another natural substance that can be used to clean your home. Lemon juice can be used to dissolve soap scum and hard water deposits. Lemon is a great substance to clean and shine brass and copper.

Baking soda can be used to scrub surfaces in much the same way as commercial abrasive cleansers. Baking soda is great as a deodorizer. Place a box in the refrigerator and freezer to absorb odors. Put it anywhere you need deodorizing action.

Natural Remedies:Please note that any natural remedies should not replace the advice of your family doctor.

Aloe is soothing, as well as an anti-inflammatory and antibacterial agent. It helps in healing all kinds of wounds, including abrasions. Use the pure gel for topical application.

The juice of marigold leaves works as both an anti-inflammatory and antibiotic agent on open wounds.

Apple cider vinegar has been used to cure many allergies and even acne.

Cold sores: Honey is once more becoming well known as a bit of a cure-all. Simply put honey on the affected area as soon as symptoms appear. Keep dry and reapply as needed.

Headaches: Apply lavender oil to the temples or in a cold compress to the forehead or the back of the neck. Alternatively, the juice of three or four slices of lemon squeezed into a cup of tea should also give immediate relief.

Insomnia: A strange but effective cure is lettuce. The vegetable contains a natural opiate called lactucarium, so at bedtime, bite into a lettuce sandwich or have a cup of lettuce soup.

Smelly feet: Soak your feet in a bucket of warm water and salt. Tea also helps. Boil two teabags in three cups of water. Add this to two gallons of cool water. A mixture of water and apple cider also helps odor.

Information obtained from www.dailyrecord.co.uk.

Copyright © 2009 Quaglia Institute for Student Aspirations. All rights reserved. 13

Spirit of Adventure and the Environment: 9-12 Activity

Choosing an Environmental Career

As you think about your choices and options after high school, you may want to consider a career related to the environment. These careers can be both challenging and rewarding. If you want a career working for or in the environment, start planning now. Set a goal to learn more about these careers, meet people who currently work for the environment, and pursue an internship or volunteer in an environmental job.

A sampling of environmental careers:• Educator at an environmental center• Program Director/Manager for outdoor center, environmental center, environmental organization,

conservation group• Outdoor Trip Leader - Outward Bound, National Outdoor Leadership School, or similar program• Forest Ranger working for state or federal government• Researcher for an environmental organization, conservation group

State and federal agencies with environmental careers:• Department of Environmental Protection (state by state)• National Park Service• Environmental Protection Agency• US Geological Survey• Justice Department

Environmental Organizations (National)• The Nature Conservancy• Sierra Club• National Audubon• National Wildlife Federation• Greenpeace• National Trust for Historic Preservation• The Wilderness Society• American Rivers Conservation Council• Friends of the Earth• League of Conservation Voters

Helpful resources to begin your search:Education for the Earth by Peterson's Guides in cooperation with the Alliance for Environmental Education, 1994. A guide to top environmental studies undergraduate programs.

The Environmental Career Guide by Nicholas Basta, John Wiley Press, 1992. Descriptions of many specific environmental professions, tips on entering the job market, and lists of resources including nonprofits, government agencies, and graduate schools of environmental engineering.

Job Opportunities: The Environment. Peterson's Guides, 1994. Listing of 2,000 companies and government agencies that are hiring, including waste management companies, state and federal agencies, nonprofit environmental organizations, advocacy groups, environmental design firms, and manufacturers increasing their environmental activities.