A Shift in Thinking

Implementation Description

Located in Boone, NC, Two Rivers Community School (TRCS) emphasizes environmental stewardship and an appreciation of the great outdoors. TRCS is based on an Expeditionary Learning model, in which learning is integrated across multiple disciplines and includes field work and service. In a typical school year, outdoor education and opportunities for excursions are offered year-round, including the Mountain Adventure Program, gardening, overnight camping, canoeing, and skiing. Two Rivers had planned to utilize available NC ACCESS funding to develop a large group enrichment program with their longtime community partner the Buffalo Cove Outdoor Education Center (BCOEC). Due to safety guidelines related to COVID-19, these plans were no longer possible, and the school had to discover a new way to continue their partnership with BCOEC. 

School leadership altered their original plans and developed the Monday Adventure Group. This group consisted of 12 educationally disadvantaged students in 5th-8th grade who participated in weekly all-day nature excursions at Buffalo Cove. This program took place for 9 weeks in the fall, while students were learning virtually due to social distancing guidelines. Students met at school, and the school provided transportation from the school to Buffalo Cove. The students were selected based on need, ranging from students with low socioeconomic status or an Individualized Learning Program (IEP). School leadership felt that these were the students who had been impacted the most from the isolating COVID-19 shutdowns and would likely benefit the most from the soft skills gained through the interactions while on the excursions. Studies have shown that spending time outdoors leads to a bevy of positive mental health outcomes in children and adults including reduced stress, improved creativity, and heightened confidence (Cohen, N.d.). And in a 2019 study of children who participated in outdoor activities, 79% claimed that they experienced improved relationships with classmates, 81% experienced better relationships with teachers, and 84% said they now felt “capable of doing new things” (Walker, 2019). While at Buffalo Cove’s Yadkin River facilities, students participated in activities and lesson plans collaboratively designed by the BCOEC director and TRCS’ own Exceptional Children teacher. Students engaged in nature-oriented activities including hiking, reading poetry, canoeing, and reflective writing. Because the Monday Adventure Group was small and consistent, students had a greater ability to grow in supportive, confidence-building relationships. Consistency is a primary ingredient in creating a safe environment for students, particularly students who regularly experience trauma (TREP Project, N.d.). 

Results

Students who participated in the Monday Adventure Group reported stronger bonds with classmates and increased confidence during their time in the outdoors. They were more engaged in school showing increased attendance and improved assignment completion.

Challenges

School leadership faced the obstacle of COVID-19 safety guidelines nullifying their original plans for a school-wide outdoor enrichment program, which would have involved large groups visiting BCOEC twice in an academic year. However, the small, consistent Monday Adventure Group, which began as a back-up plan, provided the opportunity for deeper and more meaningful relationships to form between the students over an extended period of time.

Future Modifications

Once-a-week outdoor excursions are not likely to continue as students return to learning in a school building. However, the success of the Monday Adventure Group has influenced plans for 2021-22 as Two Rivers plans to schedule more frequent trips to Buffalo Cove for smaller groups of students by focusing on 5th through 8th grade students.

Critical Components

Getting Started

TRCS commented that their existing partnership with BCOEC was essential to the success of this program. Additionally, the collaboration between the school’s EC teacher and BCOEC’s director in developing the curriculum was important to provide structure to the Monday Adventure Group.

Ongoing Supports

The directors at both TRCS and BCOEC found that participants in the Monday Adventure Group were successful, because they spent time with the same, small group of classmates over time. The school plans to integrate this level of consistency in their partnership with BCOEC moving forward in order to increase positive outcomes for students. 

Equity Connections

According to research, “low income and minority communities have less access to the outdoors” (Fitzner, 2019) and could face economic barriers to entry for certain nature-oriented activities that have associated costs, such as equipment rental fees. TRCS used their annual budget and supplemental NC ACCESS funding to provide excursions to disadvantaged students, who otherwise may not have access to such experiences. These experiences helped grow peer relationships, build confidence, and expand background knowledge for future learning.

Research

1.     Cohen, D. (N.d.). “Why Kids Need to Spend Time in Nature”. Child Mind. Accessed June 15, 2021. Retrieved from https://childmind.org/article/why-kids-need-to-spend-time-in-nature/ 

2.     Fitzner, Z. (August 8, 2019). “New efforts help engage disadvantaged youth in the outdoors”. Earth.com News. Accessed June 14, 2021. Retrieved from https://www.earth.com/news/engage-disadvantaged-youth-outdoors/ 

3.     TREP Project. (N.d.) “Consistency And Predictability”. Accessed June 15, 2021. Retrieved from https://www.trepeducator.org/consistency-and-predictability 

4.     Walker, R. (November 7, 2019). “Spending time in nature can improve children’s confidence”. University College London. Accessed on June 15, 2021. Retrieved from https://www.ucl.ac.uk/news/2019/nov/spending-time-nature-can-improve-childrens-confidence

5.     United States Census Bureau, Quick Facts North Carolina, Retrieved from https://www.census.gov/quickfacts/fact/table/NC/PST045219

Let’s Go On An Adventure

Implementation Description

Located in Boone, NC, Two Rivers Community School (TRCS) emphasizes environmental stewardship and an appreciation of the great outdoors. TRCS is based on an Expeditionary Learning model, in which learning is integrated across multiple disciplines and includes field work and service. In a typical school year, outdoor education and opportunities for excursions are offered year-round, including the Mountain Adventure Program, gardening, overnight camping, canoeing, and skiing. Two Rivers had planned to utilize available NC ACCESS funding to develop a large group enrichment program with their longtime community partner the Buffalo Cove Outdoor Education Center (BCOEC). Due to safety guidelines related to COVID-19, these plans were no longer possible, and the school had to discover a new way to continue their partnership with BCOEC. 

School leadership altered their original plans and developed the Monday Adventure Group. This group consisted of 12 educationally disadvantaged students in 5th-8th grade who participated in weekly all-day nature excursions with Buffalo Cove staff. This program took place for 9 weeks in the fall, while students were learning virtually due to social distancing guidelines. Students met at school, and the school provided transportation from the school to various sites for outdoor adventures. The students were selected based on need, ranging from students with low socioeconomic status or an Individualized Learning Program (IEP). School leadership felt that these were the students who had been impacted the most from the isolating COVID-19 shutdowns and would likely benefit the most from the soft skills gained through the interactions while on the excursions. Studies have shown that spending time outdoors leads to a bevy of positive mental health outcomes in children and adults including reduced stress, improved creativity, and heightened confidence (Cohen, N.d.). And in a 2019 study of children who participated in outdoor activities, 79% claimed that they experienced improved relationships with classmates, 81% experienced better relationships with teachers, and 84% said they now felt “capable of doing new things” (Walker, 2019). While with Buffalo Cove staff, students participated in activities and lesson plans collaboratively designed by the BCOEC director and TRCS’ own Exceptional Children teacher. Students engaged in nature-oriented activities including hiking, reading poetry, canoeing, and reflective writing. Because the Monday Adventure Group was small and consistent, students had a greater ability to grow in supportive, confidence-building relationships. Consistency is a primary ingredient in creating a safe environment for students, particularly students who regularly experience trauma (TREP Project, N.d.). 

Results

Students who participated in the Monday Adventure Group reported stronger bonds with classmates and increased confidence during their time in the outdoors. They were more engaged in school showing increased attendance and improved assignment completion.

Challenges

School leadership faced the obstacle of COVID-19 safety guidelines nullifying their original plans for a school-wide outdoor enrichment program, which would have involved large groups visiting BCOEC twice in an academic year. However, the small, consistent Monday Adventure Group, which began as a back-up plan, provided the opportunity for deeper and more meaningful relationships to form between the students over an extended period of time.

Future Modifications

Once-a-week outdoor excursions are not likely to continue as students return to learning in a school building. However, the success of the Monday Adventure Group has influenced plans for 2021-22 as Two Rivers plans to schedule more frequent trips to Buffalo Cove for smaller groups of students by focusing on 5th through 8th grade students.

Critical Components

Getting Started

TRCS commented that their existing partnership with BCOEC was essential to the success of this program. Additionally, the collaboration between the school’s EC teacher and BCOEC’s director in developing the curriculum was important to provide structure to the Monday Adventure Group.

Ongoing Supports

The directors at both TRCS and BCOEC found that participants in the Monday Adventure Group were successful, because they spent time with the same, small group of classmates over time. The school plans to integrate this level of consistency in their partnership with BCOEC moving forward in order to increase positive outcomes for students. 

Equity Connections

According to research, “low income and minority communities have less access to the outdoors” (Fitzner, 2019) and could face economic barriers to entry for certain nature-oriented activities that have associated costs, such as equipment rental fees. TRCS used their annual budget and supplemental NC ACCESS funding to provide excursions to disadvantaged students, who otherwise may not have access to such experiences. These experiences helped grow peer relationships, build confidence, and expand background knowledge for future learning.

Research

1.     Cohen, D. (N.d.). “Why Kids Need to Spend Time in Nature”. Child Mind. Accessed June 15, 2021. Retrieved from https://childmind.org/article/why-kids-need-to-spend-time-in-nature/ 

2.     Fitzner, Z. (August 8, 2019). “New efforts help engage disadvantaged youth in the outdoors”. Earth.com News. Accessed June 14, 2021. Retrieved from 

https://www.earth.com/news/engage-disadvantaged-youth-outdoors/ 

3.     TREP Project. (N.d.) “Consistency And Predictability”. Accessed June 15, 2021. Retrieved from https://www.trepeducator.org/consistency-and-predictability 

4.     Walker, R. (November 7, 2019). “Spending time in nature can improve children’s confidence”. University College London. Accessed on June 15, 2021. Retrieved from https://www.ucl.ac.uk/news/2019/nov/spending-time-nature-can-improve-childrens-confidence

5.     United States Census Bureau, Quick Facts North Carolina, Retrieved from https://www.census.gov/quickfacts/fact/table/NC/PST045219

Tiered Interventions

Implementation Description

Southwest Charlotte STEM Academy (SCSA) opened in 2019-20 with the mission of providing high quality educational experiences to students and working with families to meet each child’s academic, socioemotional, and behavioral needs. “Extensive literature indicates that Multi-Tiered System of Support (MTSS) programs can be effective in helping teachers address academic and behavioral challenges” (Hollingsworth, 2019), so school leadership chose to implement an MTSS framework. They began by hiring a part time MTSS coordinator to launch the program. While the pandemic initially delayed full implementation, the return to in-person instruction during the 2021-22 school year allowed SCSA to implement the program with fidelity. Their efforts are beginning to reap benefits as they track student growth and reach program implementation milestones.

While the MTSS framework was implemented school-wide and includes all students, there are 35 students, about 5% of the student population, who began the 2021-22 school year with significant needs. Academic progress monitoring is a critical aspect of the MTSS framework and that data was used to identify those students who were not making appropriate academic progress. A Child Study to identify barriers to learning was conducted for this sub-group of students.  Prior to each Child Study Meeting, the MTSS coordinator contacts the family to explain the process and solicit input from the parents. Child Study meetings follow the MTSS framework using a problem-solving process. The MTSS team, which consists of the MTSS Coordinator, the classroom teacher, an administrator, counselors and parents or guardians, meets to discuss the problem and work together to determine if interventions are needed and what interventions will be put into place. In order to determine the success of any interventions, progress monitoring data is reviewed weekly and adjustments are made as necessary. Six to eight weeks after the initial child study meeting, the entire team meets with the child’s family to discuss progress. If the student is making academic progress indicating that the interventions are working as expected, they may be exited from the Child Study, but they will continue to be monitored as part of the school wide MTSS. When students do not make academic progress, they may remain in the Child Study with some new interventions or they are referred to the Exceptional Children (EC) coordinator for evaluation, typically resulting in the development of an Individual education Plan (IEP) that outlines individualized learning goals and accommodations to meet the child’s specific needs. The MTSS team supported the teachers as they implemented these new strategies making adjustments as needed. Five of the 35 students made significant progress during the 2020-21 school year and were exited from the Child Study, and it is likely that two more will exit before the next school year. 

In order to effectively monitor student progress, SCSA used NC ACCESS funds to purchase iReady which has been a game changer in consistently evaluating student progress. Teachers are able to frequently administer quick formative assessments and use the data and suggested strategies to meet students’ needs. The school math interventionist was already very familiar with iReady, so he created instructional videos to familiarize teachers and parents with the tool. The team also began using google sheets to summarize iReady progress monitoring data in a graphical manner creating a visual representation of the data that could be used to support effective communication between the classroom teacher, the family and the MTSS team.

The MTSS framework introduced teachers to instructional strategies intended to  address specific student needs. Sometimes teachers need additional professional development to implement these strategies. SCSA school leadership noted that some of their newer kindergarten and first grade teachers needed support with guided reading instruction. Therefore, the school hired MorphEd with NC ACCESS funding to provide coaching for effective small group guided reading instruction. The school also surveyed staff members to identify which topics interest them. As a result, the leadership team used NC ACCESS funds to contract with Nixon & Co to provide student behavior management training. In the sessions, teachers learned about the root causes of student behaviors and strategies for developing constructive relationships. Ultimately, these relationships positively impact learning outcomes (Sun, 2021).

Results

The MTSS framework has facilitated an increase in two way communication with families. The addition of Child Studies to support students who are not making academic progress provides an extra level of support for teachers, families and students when necessary. During a Child Study, parents have formal opportunities to voice concerns, ask questions, and share insights. In turn, parents know the school will address their concerns and communicate their child’s progress on a regular basis.

IReady scores rose dramatically over the course of the 202-21 year. At the beginning of the school year, only 29% of students met grade level benchmarks. By mid year, 46% were on grade level, and 55% of students were meeting grade level expectations by the end of the year

EOG score rose from 46% ELA, 27% Math, 31% Science in the 2020-21 school year to 47% ELA, 43% Math, 71% Science for the 2021-22 school year.

Challenges

Sometimes stakeholders have misconceptions about the MTSS framework, and it is important to help parents and teachers understand the program, what it is and what it is not. SCSA chose to launch the program by including all students in the process to prevent any possible stigma associated with program participation. The MTSS coordinator facilitated parent information sessions to provide a program overview. Additionally, she communicated with individual families prior to each Child Study to explain next steps and answer questions.

One obstacle school leadership needed to address was communicating expectations about roles and responsibilities in the intervention process. In some cases, teachers felt decreased ownership after making a referral. In response, school leaders provided specialized professional development and developed progress monitoring sheets to help teachers take ownership of the intervention process and more effectively communicate students’ progress to the MTSS team and families.

Future Modifications

In order to continue improving the implementation of MTSS, all staff will be trained at the start of each school year on MTSS and iReady. The school will leverage the teachers who are successfully implementing the MTSS process as experts who can train other teachers. Rather than adding new processes, school leadership plans to focus on refining the current processes and improving the fidelity of MTSS implementation in the coming year.

Critical Components

Getting Started

The opportunity to hire a part-time MTSS coordinator was critical to the successful launch of the program. Additionally, selecting iReady as a progress monitoring tool ensured consistent data collection. It was especially helpful to have someone knowledgeable with iReady to help staff interpret the data and use it to adjust their instructional practices.

Ongoing Supports

Staff members will receive MTSS and iReady training during teacher workdays. Additionally, school leadership will continue to inform parents about the MTSS structure and share individual student progress.

Equity Connections

MTSS supports an equitable learning environment as teachers administer universal screeners to all students. This consistent data collection ensures students who need additional support are identified in a timely manner and prevents students, especially those of historically marginalized populations, from slipping through the cracks. Data driven decision making within the MTSS framework levels the playing field and promotes educational accessibility for all students (Thurlow, 2020).

Research

1.     Hollingsworth, Sonja M. Dr. (2019). "Multi-tiered System of Supports as Collective Work: a (Re)structuring Option for Middle Schools". Current Issues in Middle Level Education: Vol. 24 : Iss. 2 , Article 4. DOI: 10.20429/cimle.2019.240204

2.     Sun Y (2021). “The Effect of Teacher Caring Behavior and Teacher Praise on Students’ Engagement in EFL Classrooms”. Front. Psychol. 12:746871. doi: 10.3389/fpsyg.2021.746871

3.     Thurlow, M. L., Ghere, G., Lazarus, S. S., & Liu, K. K. (2020, January). “MTSS for all: Including students with the most significant cognitive disabilities”. Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes/TIES Center.

4.     United States Census Bureau. “Quick Facts North Carolina”. Retrieved from https://www.census.gov/quickfacts/fact/table/NC/PST045219

More Than a Fundraiser

Implementation Description

In the fall of 2021, Wilmington School of the Arts (WSA) Community Collaborative Network hosted a fundraiser to meet practical needs for their school. Rather, than utilizing traditional fundraising strategies, the school used this opportunity to create a service mindset in their students. The fundraiser had two goals: to raise money for a new front awning and a school sign at the new location and to create a culture of kindness. While the financial portion of the fundraiser was successful, the biggest positive outcome was how the acts of kindness mindset became a part of the school culture and has continued throughout the year. 

Working with a company called Raise Craze, the school’s fundraiser focuses on students raising money by engaging in acts of kindness. Using this on-line tool, teachers logged students’ acts of kindness throughout the school day. The teachers observed students showing kindness in a variety of ways. Some students picked up trash around the school after lunch, while others made sure to hold the door open for a student behind them. Students were saying kind words to one another or giving a hug when a friend seemed like they needed one. Acts of kindness allow students autonomy to select activities that align with their interests, which is an effective strategy for maintaining momentum during fundraising. (Schmidt, n.d.)

While the projects ended up being fully funded, the most incredible part of the fundraiser was hearing stories of acts of kindness overflowing into the student’s home lives. When parents helped their children set up their Raise Craze account, students were able to choose from a list of acts of  kindness to work towards at home. Students chose things such as cleaning out closets to donate items or helping siblings with various tasks. Some chose community service projects, such as making gift bags filled with toiletries and snacks for the homeless, collecting canned goods for the food bank, and drawing placemats for Meals on Wheels. Others spread joy by helping an elderly neighbor put up holiday lights, providing snacks to community workers, and decorating kindness rocks for the town. Both parents and teachers were impressed with the students’ creativity and courage in choosing meaningful ways to demonstrate kindness.

When parents logged their child’s acts of kindness using the Raise Craze site, friends and family could sponsor these acts with a donation to the school.  All students participated at school, and 53 students registered to participate outside of school. In an effort to keep students engaged, the school offered fun rewards, such as a pajama day, a dance party and a pizza party each time the class reached a particular milestone. This commitment allowed for a successful fundraiser, but more importantly, it allowed students to focus on serving, rather than selling.  Research shows that kindness is contagious, and children who learn to treat others with respect in their school community carry these same values outside the classroom and in other aspects of their lives. (Coulombe & Zuccaro, 2021)

Results

WSA raised $5,835 which was over double their goal of $2,500. Additionally, students completed 770 logged acts of kindness, which surpassed their goal of 525.

Teachers and parents have noted students’ increased empathy towards others, and an increased intentionality to demonstrate kindness each day.

Challenges

A little less than half of our student population participated in logging acts outside of school. We are continuing to work on more out-of-school engagement with these kinds of activities moving forward by incorporating them into our school communication platform (Classtag) and also by organizing events within the community to promote and serve toward the non-financial goal of the activities–whether it be promoting kindness, or encouraging giving back to the community.   

Future Modifications

A similar fundraiser based on acts of kindness can be used in the future as needs arise. We will adjust and add to the next fundraiser by taking into consideration the challenges we encountered.

Critical Components

Getting Started

Using an on-line platform such as Raise Craze was beneficial so families and school staff could all be involved in supporting student's acts of kindness. It also made it a simpler transition for families and staff to share within their own circles (via social media, text, or email).

Ongoing Supports

Support from parents and the school community are important in order to keep students engaged and excited about the project. Visuals also played a large part in engagement–there was a ‘thermometer’ on the outside window that was colored in as we neared (and then surpassed) our goal, as well as a display at the front of the school with students’ names and their individual acts of kindness.

Equity Connections

Data suggests that educationally disadvantaged students tend to have higher rates of anxiety, stress, suicide, and other mental health challenges (US Dept of Ed). In traditional fundraising situations, educationally disadvantaged students may be limited in their ability to participate. However, WSA’s approach to fundraising engaged students, regardless of their financial contributions. Additionally, the focus on acts of kindness creates a habit of wellness, which has been shown to improve the health of children, especially for at-risk students.

Research

1. Schmidt, W. (n.d.) “How to Engage High School Student Fundraisers“. Classy Blog. Accessed on June 28, 2022. Retrieved from https://www.classy.org/blog/high-school-student-fundraisers/

2. Coulombe, M.; Zuccaro, E. ( March 16, 2021). “A Culture of Kindness in Early Childhood Classrooms”. Edutopia. Accessed on June 28, 2022. Retrieved from https://www.edutopia.org/article/culture-kindness-early-childhood-classrooms

3. U.S. Department of Education. (2021). “Supporting Child and Student Social, Emotional, Behavioral, and Mental Health Needs”. Accessed June 29,2022.  Retrieved from https://www2.ed.gov/documents/students/supporting-child-student-social-emotional-behavioral-mental-health.pdf