Subject area: Leadership
Integrated subjects: Communications, Civics, the Arts, Health, Physical fitness
School: Washington State Migrant Education, pass@paqss123.org
Grade level: 10-12
“Assuming leadership in a community through service is a talent and an
art that they can take to any school in the state.”
Program coordinator Patricia Eastwood
Abstract: The goal of the Student Leadership Program is leadership
development for migrant youth. The conference curricula are designed to address
Washington State Learning Goals 3 and 4 and are primarily aligned with Essential
Academic Learning Requirements in Communication. The objective of each activity
strengthens student skills and knowledge. Within the curricula are activities
which may additionally address reading, writing, civics, health and fitness,
and arts EALRs.
Assessment of student work is designed to help highly mobile students and their parents become more familiar with the Washington State EALRs through a self-assessment based on benchmarked standards. Students are encouraged to place their completed activity handouts in a portfolio to share with their counselor or referring teacher and their parents. Students also demonstrate their leadership skills by presenting their conference learning to the school's parent advisory group or the school board — or both. They also complete a written action plan related to their academic or career goals. The plan is shared with the school counselor and parents. Each of the 70 school districts referring students to the Migrant Education Student Leadership Program Conferences identifies to what degree students will be recognized and assessed on their participation in the conferences.
Program coordinator Patricia Eastwood collaborates with schools in areas around the state where migrant populations are high, connecting with federal project directors, counselors, and migrant advocates. Through a Learn and Serve grant, she and director Linda Roberts are piloting how they can involve migrant students in service-learning. Student Leadership Program conferences are organized in nine regions of the state. There middle and high school students key in on developing relationships, understanding their potential, learning how to identify and make good choices, goal setting, problem solving and action planning. The entire course is aligned with Washington’s Essential Academic Learning Requirements in communications, civics, the arts, health and physical fitness. Students assess themselves against 7th- and 10th-grade benchmarks. All the objectives are written in EALR language so the students can become familiar with what’s expected of them in Washington schools. But outcomes are written in English at about 6th- to 8th-grade level, and the outcomes are also written in Spanish.
To qualify for migrant education, students must come from families who work
in the fields and
move between school districts at least once within three years.
What is Student Self-Assessment?
In the Student Leadership Program, student self-assessment provides:
• An opportunity for students to reflect on what they have practiced at the conference and how what they have practiced relates to the Washington State Essential Academic Learning Requirements.
• A tool used by the Student Leadership Program to assess student outcomes and reflect on the effectiveness of the curriculum in presenting concepts and skills identified in the learning objectives and outcomes.
• A document that students can present to their teacher, counselor, parent to demonstrate what they did at the conference. Actual student work completed in the course of the conference is used to demonstrate the performance of the students in relationship to the expectations and requirements.
In the course of the conference, students’ work is collected and measured
against Washington EALRs.
For example:
Washington State Essential Academic Learning Requirements Student Self-Assessment Handout — Action Planning
Student Name:
Date:
Facilitator Name:
Activity Objective (refer to following page(s) for details on Standards):
To involve students in thinking about their relationships with others, and in
symbolically representing their heritage, career aspirations. self-esteem and
global influence. To have students visually and orally share their symbolic
work with other students.
SELF ASSESSMENT INDICATORS
(Check those you believe you have demonstrated during this activity)
STANDARD: Arts
STANDARD: Communication 2
STANDARD: Communication 3
I understand more about other people and how we influence each other.
In some way, I have shared how I feel about myself and those around me.
COMMENTS:
LEARNING GOALS:
Action Planning Student Self-Assessment
Description of Activity:
Students are challenged to develop action plans related to mentoring and service-learning.
Curriculum Areas:
Social Studies, Communication - other possible areas for assessment - Writing
Social Studies Civics Standard 4
The student understands the rights and responsibilities of citizenship and the
principles of democratic civic involvement.
Component 4.1 Understand individual rights and their accompanying responsibilities.
Benchmark 3 (10th grade)
a) Analyze how individual rights can be balanced with the common good, for example,
freedom of press, or economic /environmental balance.
b) Analyze why democracy requires citizens to deliberate on public problems
and participate
in collective decision making.
Student Products (Curriculum Activity)
Students will identify problems.
1. Students will share their individual problem with a small group, and agree
on one goal.
2. Students will reflect on questions related to leadership practices and democratic
process.Component 4.2 Identify and demonstrate rights of U.S. citizenship.
Benchmark 2 (7th grade)
• Participate in civic discussion with the aim of solving current problems.
Benchmark 3 (10th grade)
• Engage in oral and written civic discourse to analyze pressing controversial
issues and
evaluate different solutions.
Student Products (Curriculum Activity)
a. Students will identify individual dreams for the future.
b. Students will identify and discuss what they would do if they could make the world a better place.
c. Students will focus on problems or situations that they feel need to be addressed.
d. Students will change problems into goal statements and develop action plans to address problems.Component 4.3
Benchmark 2 (7th Grade)
e. Describe the relationship between civic responsibility and public service.
Benchmark 3 (10th Grade)
f. Investigate career of interest in the field of public service.
Student Products (Curriculum Activity)
g. Students will participate in a mentoring fair with representatives of the public service industry.
h. Students will plan for and implement a service-learning project in the community.
Communication Standard 3
The student uses communication strategies and skills to work effectively with
others.Component 3.2 Work cooperatively as a member of a group.
Benchmark 3 (10th grade)
b. Participate in a group to write, work toward consensus, propose solutions,
or achieve results.
c. Make individual contribution to the group and extend the contribution of
others.
d. Encourage group members to offer ideas and points of view.
Student Products (Curriculum Activity)
3. Students will participate in a small group to identify problems, to agree
on a goal(s), to develop a written action plan to attain their goal(s) and to
prepare to present their plan.
4. Students will share their individual problem with a small group.
5. Students will present their action plans for peer consideration.
6. Students will reflect on questions related to leadership practices and democratic
process.
Washington State Essential Academic Learning Requirements
Student Self-Assessment Handout — The Mask
Student Name: Date:
Facilitator Name:
Activity Objective (refer to following page(s) for details on Standards):
To engage students in practicing their skills in group dynamics, goal setting,
problem solving, and
group consensus decision making. To use these skills in identifying a problem
and writing an action
plan to achieve resolution to the problem.SELF ASSESSMENT INDICATORS
(Check those you believe you have demonstrated during this conference)
STANDARD: Social Studies Civics Standard 4
3. In my action planning group, we used a democratic process to develop our
plan for our goal.
4. In my group, we looked at how, what we thought, affected other people.
5. Our action plan includes getting the opinion of others.
6. Our action plan includes getting others to help us reach the goal.
7. We talked about the value of having others help us make decisions.
STANDARD: Social Studies Civics Standard 4
1. I shared my thoughts about current problems and evaluated different ways
to solve those problems.
2. I talked with my group and together we developed an action plan to address
a problem in education.
3. I used a problem solving process, with my group, to identify the goal and
write an action plan to
address a problem.
4. In writing the action plan with my group, I helped think of ways to get other
students to help us.
STANDARD: Communication Standard 3
1. I helped my group develop the action plan.
2. I helped to write the group’s Action Plan.
3. I helped the group agree on at least one thing.
4. I offered solutions to the challenges we faced as we developed our Action
Plan.
5. I helped other members of my group to share their thoughts and to make decisions.
6. I listened to my group team members thoughts and ideas.
7. I asked questions to help us come to the best group decision.
COMMENTS:
LEARNING GOALS:
Washington State Essential Academic Learning Requirements
Understanding Potential Student Self-Assessment Handout
Description of Activity:
Students discuss people who influence them, their strengths and challenges.
In response to questions
that explore heritage, self-esteem, career and global influence, students draw
their Personal Masks.
Students present their drawing to the other students and the group facilitator(s).
Curriculum Areas:
Communication/Arts
Arts 3
The student communicates through the arts.
Component 3.1
Use the arts to express and present ideas and feelings
Benchmark 2 (7th grade)
• Express ideas and feelings using artistic symbols in a variety of styles
and forms.
Benchmark 3 (10th grade)
• Express ideas and feelings by synthesizing symbols, forms and styles.
Student Products (Curriculum Activity)
• Students will create a Personal Mask, representing their symbolic response
to specific questions.
• Students will present their artistic rendering of their Personal Mask
to their collegial group.
Communication 2
The student communicates ideas clearly and effectively.
Component 2.5
Effectively use actions sound, and/or images to support presentations.
Benchmark 2 (7th grade)
• Use a variety of media to illustrate and support ideas.
• Use available technology as a presentation tool.
Benchmark 3 (10th grade)
• Communicates messages through oral, artistic, graphic, and/or mutlimedia
presentation.
• Demonstrate sophisticated use of available technology to present ideas
and concepts.
Student Products (Curriculum Activity)
• Students will create a Personal Mask, representing their symbolic response
to specific questions.
• Student will present their artistic rendering of their Personal Mask
to their group.
• Students communicate their hopes, heroes, challenges and relationships
that benefit and hinder their
progress toward their goals through words, actions and art.
Communication 3
The student uses communication strategies and skills to work effectively with
others.
Component 3.1
Use language to interact effectively and responsibly with others.
Benchmark 2 (7th grade)
• Use language to interact with others
• Respond to different types of speech and audiences
Benchmark 3 (10th grade)
• Show awareness of cultural premises, assumptions, and views to effectively
communicate cross
culturally.
Student Products (Curriculum Activity)
• Students will graphically / symbolically represent something of their
heritage
• Students discuss the nature of relationships, and practice communication
styles