helping educators grow for 30 years208.79.234.120/~summerinstitutes/wp-content/uploads/2017... ·...

OUR ALUMNI ARE SAYING:

H E L P I N G E D U C AT O R S G R O W F O R 3 0 Y E A R S

REPLENISH. REJUVENATE. REMEMBER WHY YOU TEACH.

MORE INFO: SummerInstitutes.com

SUMMER INSTITUTES DIMINISHES TEACHER BURNOUT WHILE MAXIMIZING TEACHER PERFORMANCE

NOW OPERATING MORE THAN 20 CONFERENCES NATIONWIDE

UTILIZING WORLD-RENOWNED PRESENTERS, PLC’S, PLACE-BASED EDUCATION AND WELLNESS

SPONSOR:

Welcome to Summer Institutes 30th Anniversary

Experience the Summer Institutes Difference In this conference/graduate course – teachers will learn how relationships, relevancy and rigor, in that order, will combine to create a caring, learning environment that directly impacts student achievement.

Table of Contents Summer Institutes Formula to Manifest Rigor Superintendent Endorsements Example Conference Presenters Place-Based Education Professional Learning Communities Wellness Education Why SI Wellness Education Classes Are Relevant Districts that will not accept the 5-hours of Wellness Classes for salary credits UOP Post Graduate Level Syllabus Final Product/ Outcomes/ Grades Do Participants Also Experience Rigor? Testimonials Proving That SI Touches the Heart of Education Examples of Student Work (sub-folders I – VII) 2016 Team and Individual Hard Rock Award Winners Presenter Scores for Rigor, Depth, Relevancy & Relationships 2016 University of Pacific Official Evaluations – overall score 4.8 Scott Ricardo’s BIO

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www.summerinstitutes.com

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Summer Institutes 3R Formula: Relationships + Relevance = Rigor “Enjoy a passionate, professional growth experience that cares about and caters to teachers and their needs. Investing in our future starts with investing in educators!” Scott Ricardo, Founder/President, Summer Institutes Serving Educators since 1987 ___________________________________________________________________________ Superintendent Testimonials about Summer Institutes “Scott Ricardo’s Summer Institutes, is the perfect answer to re-energizing your teaching and turbocharge your relationships with students and peers… it’s what SI does best and it’s true to their organization’s values. In short, it’s just part of the SI DNA! In my 25 years of evaluating SI conferences, nobody does it as well as Summer Institutes...quality content...meaningful content. It's what we as professionals crave!” Dr. Rich McBride, Superintendent 2014 National President AESA

“I applaud Summer Institutes’ vision for providing quality staff development that nurtures the unique talents of each individual teacher.” Tom Changnon Stanislaus County Office of Education Superintendent

“Professional opportunities like Summer Institutes help teachers. But more than that, the opportunities transcends the teachers to really help students become more successful in their lives.”

Randy Dorn Washington’s Office Superintendent of Public Instruction


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Example of Conference Presenters - Let’s have a great week! Tom Changnon Superintendent, Stanislaus County Office of Education Title: Current Trends in Education in our Valley Luke Hibbard SCOE Coordinator of Technology and Professional Development Title: New Tech Tools for the 21st Century Classroom Joe Silva Retired Superintendent of Schools, Tuolumne County Title: Relationships: The Most Important “R” in Education Dr. Johnny Lake Internationally Recognized Educator, Writer and Storyteller Title: Apples, Oranges and Diversity Dr. Bill Hayne Director of Teacher Education, Lewis-Clark State College Title: Diversifying Instructional Design Dr. Colleen Klatt Management & Communications Consultant Title: Taking Control of Conflict More presenters TBA ALSO FEATURING Differentiation Strategies Café-style Subject Level PLC’s End of Day Wellness Options STEM Place-Based Education Computer Classes First-Aid Certification Free Wellness classes at SOS Club


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Place-Based Education

How Will Summer Institutes Utilize Place-Based Education?

PBE Independent Study Experiential Field-Based Learning Day This independent study opportunity allows teachers to explore educational resources within their local area. For example, teachers in the state of Washington have experienced the Westport Maritime Museum, Seattle Underground, McCord Air Force Base, Bremerton Naval Ship Yards, and UW Space Learning Center. Teachers have applied teaching connections for classroom activities in multiple subject areas. In California, tours include the Lawrence Livermore Laboratory, Yosemite National Park and Vandenberg Air Force Base, for the expressed purpose of aiding classroom comprehension in environment, economics, science, history and social studies. Place-based education (PBE) immerses students in local heritage, cultures, landscapes, opportunities and experiences, using these as a foundation for the study of language arts, mathematics, social studies, science and other subjects across the curriculum. PBE emphasizes learning through participation in service projects for the local school and/or community. Place-Based Education Goals Place-based education can "feed three birds with the same seed" as it addresses the integrated goals of: 1) Student Achievement PBE boosts students' engagement, academic achievement, and sense of personal efficacy as stewards of their local environment and community. It also can re-energize teachers. 2) Community, Social and Economic Vitality PBE forges strong ties between local social and environmental organizations and their constituencies in the schools and community, which helps to improve quality of life and economic vitality. 3) Ecological Integrity Through project-based learning, students make tangible contributions to resolving local environmental issues and conserving local environmental quality. PBE is experiential learning that engages students in their own environments. It begins with: Where am I? What is the


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natural & social history of this place? How does it fit into the larger world? Learning takes students out of the classroom and into the community and natural environment. Students want to learn and apply their knowledge to solving real problems. Participants will collaborate with Subject/Grade Level PLC groups: PLC (Subject/Grade Level) Task 1 As a group, brainstorm a PBE project idea for one of the locations we will be visiting on Thursday (TBA). Describe how the project could be integrated into your classroom and your specific subject matter by answering the 10 questions below. Include the names of each member of your PLC group. 1. What local topics, issues, or projects are likely to be meaningful for students and give them an opportunity to participate in learning activities that others will value? 2. What aspects of the required curriculum are related to this issue or project? List specific subtopics that students might explore, including those related to other subject areas. 3. What four or five overarching questions might guide your students’ study? 4. What specific learning standards would this topic or project enable you to address? 5. How will you assess student learning? List possible strategies, including some culminating projects. Discuss how you will scaffold the learning that students need. 6. What community partners might you bring into the classroom to help teach this unit or to support activities outside of school? 7. What field studies, monitoring, or other inquiry activities might students become involved with in their neighborhood, community, or region? 8. What community needs might students address as part of this unit or project? What service learning opportunities does it afford? How might you publicize the contributions that students make? 9. How might students become involved in community governance activities related to this project? How could they participate in data gathering, reporting, or other forms of public participation, such as organizing meetings or planning community events? 10. What creative possibilities in the fields of art, music, dance, film, or theater relate to this project? What about vocational opportunities or internships? Further reading about PBE: • http://en.wikipedia.org/wiki/Place-based_education • http://www.pieducators.com/files/Critical-Pedagogy-of-Place.pdf • http://www.ericdigests.org/2001-3/place.htm • http://watershedschool.org/resources/place-based-education/ • http://clearingmagazine.org/archives/9994


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Summer Institutes PLC’s

An integral part of the workshop will be sessions that allow group discussion of the presentations and the relevancy to educational issues. Evaluations from past years indicate that these sessions are some of the most valuable to participants. Groups will be separated by birthday and also by grade/ subject levels. Each session will revolve around a

variety of topics. You may contribute by bringing your materials and ideas that relate to the topic. Materials can consist of policies, school site procedures, philosophies and/or guidelines. These will be shared with class participants. Individuals are asked to contribute relevant information on each topic.

Example PLC session: In your PLC groups, share “best & worst” practices in your classroom. What is your most effective and engaging practice? What doesn’t work? Discuss suggestions for solutions.

Free Wellness Classes

Today’s health epidemic in the United States is not just about people being overweight, but also has a great deal to do with stress. At all Summer Institutes’ courses, educators receive practical strategies regarding stress reduction, as well as valuable education on how implementing such practices can have a significant impact on their teaching performance. Additionally, teachers learn how to be the first line of defense against our national health crises by modeling and addressing wellness issues for our youth in the classroom. For

instance, we understand the importance of academic accountability, but there is a growing concern with educational time management. At Summer Institutes, educators are trained to implement “Cognitive Movement with Meaningful Games” into their curriculum. Students can play while doing academic work! For 30 years at Summer Institutes, we have trained teachers to incorporate classroom activities like academic problem solving relays with problem solving “academic pit stops” that could include reading, math, science, social science, etc. It’s no secret that building relationships and wellness greatly improves success in the classroom (and in life). At Summer Institutes, we know that if we can excel in these areas both personally and professionally, then improvement in a person’s ability to increase knowledge will be enhanced.


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Why SI Wellness Education Classes Are Relevant: • National health epidemic • NEA Magazine claims the leading health issue for women teachers is heart disease –

stress. • Teachers operate at top performance levels when they are healthy and content. • Teachers model wellness for our next generation. • Movement activates the brain for learning readiness:

*Districts that will not accept the 5-hours of Wellness Classes, alternative options are available. Teachers will have the choice to participate in collaborative PLC studies on Whole Education or district instructional focus on school wide professional development. The PLC findings will be recorded and given to participants as evidence to their districts.


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Example Course Syllabus University Of Pacific Post Graduate Level Credits PDSI 9920 "Increasing Whole Teacher Potential to Develop Whole Students (Equity, Mindset, Grit, Body and Character)" Instructor: Scott Ricardo/Telma Weatherford Email: [email protected] Grading: Grade Matching Work Required Course Description: Summer Institutes uses an immersive professional learning approach that includes: Pre-Sessions:

• Pre-work may include, but is not limited to: articles and/or online videos to review, short-answer questions to consider and/or answer, and personal reflection questions

Whole Education Sessions:

• Large group interactive sessions with top quality presenters with expertise on a variety of best practices in education

• Professional Learning Community (PLC) interactions and the sharing of ideas, breakout sessions and hands-on applications

• Integration of Professional Teaching Standards required by districts and states for evaluation of teacher practice in the classroom

• Place Based Education – Grade/subject level groups will choose an appropriate grade/subject PBE venue to study and visit on PBE day

• Wellness education activities to build a healthy approach to teaching Post-Sessions:

• Information will be sent to participants via the Summer Institutes free webinars/ newsletters/website blogs/emails/broadcasts and other social media.

• Summer Institutes National PLC research data will be compiled and shared with all participants

Learning Objectives: The relationship between professional learning and student results requires “standards-based professional learning, which creates and supports the changes in educator knowledge, skills, and dispositions, which effect the change in educator practice which in turn creates change in student results” (Standards for Professional Learning, www.learningforward.org). Participants will:

a. Demonstrate how to bring Hope and Humanity to ALL students b. Understand that grit includes motivation and hard work with a never give up

attitude - increases full potential c. Prepare 2017 course curriculum ideas from experiential field based learning

activities during our Place Based Education Day, encouraging partnerships with our diverse valley community and enhance communications with local business/organizations


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d. Practice that “relationships” is the most important “R” in education because it builds trust, honesty and integrity with all students

e. Produce Common Core alignment lessons with Common Care Reasons f. Practice Relational Equity and Leadership g. Practice the discipline of Mindfulness; controlling teacher stress h. Prepare to teach students Rick Miller’s, Kids At Hope, concept how to “time-

travel” to help set and achieve challenging personal goals i. Role model “Whole Education” to help students excel j. Evaluate educational opportunities and be better prepared to develop lessons

that allow for alignment with ever evolving state standards k. Participate in professional development that includes PLC collaboration time

to discuss appropriate pacing, differentiated instruction and scaffolding to actively engage students in an environment that fosters learning

l. Focus efforts and outcomes towards growth in the Professional Teaching Standards of: The Learner and Learning, Content Knowledge, Instructional Practice, and Professional Responsibility

m. Demonstrate the importance of personal health and wellness for developing mindset and grit, and what it means to be a role model and advocate leader for “Whole Child” wellness. “Whole Educator” practice must include “Mind & Body Wellness”

n. Expand leadership skills of teachers, principals, and members of a school community so they can engage students and deliver instruction that will stimulate student grit, growth mindset, self-motivation and desire to become sociably responsible citizens

o. Demonstrate best practices and current research to support teaching, student learning and leadership principles.

*How does Summer Institutes manifest graduate level work?

In this intensive graduate course– teachers will learn how relationships, relevancy and rigor, in that order, will combine to create a caring, learning environment that directly impacts student achievement. The first two days, our SI staff strives to develop a trusting and caring relationship with all participants. Then we provide world-class relevant presenters that inspire participants to rigorously use a grit mindset to take notes and complete other course assignments to help them retain the valuable knowledge presented. Summer Institutes provides a unique opportunity to engage in courses that help participants learn new and effective ways to teach with “whole education” strategies and motivate students. The process maximizes the effort of the learner to understand new knowledge in best practice research with opportunity for application, in order to master the strategies needed to equip students for success in the real world - whether creating foundations for early learning, preparing youth for college, or enhancing skills for students joining the workforce. This professional learning format is designed to encourage teachers to engage in experiential learning, reflect on their personal beliefs in the content, and positively affect their classroom practice to increase the relationship, mindset and grit of their students, and promote greater student outcomes.


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Credit Coursework Requirements: 1. Attendance: Attendance and participation in all large group and small group professional learning community experiences is mandatory and will be logged daily by site coordinator. Students who are unable to attend a session or leave early because of an emergency will be responsible to contact the site coordinator in order to make appropriate arrangements for make ups. Failure to do this may affect the student’s grade, credits, or clock hours. Opportunities are also available to make up time at other Summer Institutes sites.

2. PLC (Professional Learning Community) groups: Participants will engage in professional learning community groups to discuss, reflect, support and record ideas surrounding session components and outcomes.

3. Pre-Work may be required for all participants to complete before a presenter session. Pre-work may include, but not be limited to: a website link to review and discuss with table groups, an article to read and bring to presentation, and questions to think about before presentation. 4. Evaluation components must be completed as outlined for each workshop or session. These may include, but not be limited to: check for understanding of skills and concepts learned or products developed during conference. Final Product/Outcomes/Grades

“Pass/Fail” Letter Grade Requirements 1) Attendance. 2) After each presenter, participants will complete multiple choice/fill in/T-F

“Check for Understanding” Test(s). Remediation opportunities are available. 3) Participate in and complete Professional Learning Community assignments. 4) Course readings will be completed to support learning outcomes of session

or conference. 5) Information packets will be available from presenters. 6) FINAL PRODUCT: Within one month after the class, participants will turn in

a digital zipped folder (this zipped process will be taught at the conference). The zipped (compressed) folder will consist of five sub-folders for 3-credit participants or six sub-folders for 4-credit participants: • Sub-Folder I - “Speakers”: Typed notes on each speaker’s

presentation and a summary of what the participant got out of the presentation to help them perform in the classroom.

• Sub-Folder II - “PBE”: grade/subject level PLC groups will work together and turn in a typed report answering the 10 PBE questions, included in your packet, about one of the venues visited on Thursday’s Place Based Education day. Note: each member of the group includes a copy of the report in this folder.

• Sub-Folder III - “B PLC”: Include typed notes on “Birthday Group” PLC topics & discussions.

• Sub-Folder IV - “G/S PLC” typed notes on “Grade/Subject Level” PLC topics & discussions.


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• Sub-Folder V - “Wellness”: A journal on all Wellness Activities that participant experienced in the course. If participant’s district does not allow wellness activities to be applied toward salary advancement credits, the participants will have an alternative choice to complete an assignment of their school district’s PD Focus or complete an additional assignment of reading either SI Presenters Rick Miller’s book “Youth Development from the Trenches” or Ingrid Ricks’ New York Times Best Selling Book “Hippie Boy” and answering a series of questions about material read and provide a summary of what they learned.

• Sub Folder VI - “4-Credit Project”: Participants enrolled for 4 credits will complete an additional project that is aligned with district focus, school site professional development or classroom need. The project will be agreed upon with the instructor.

• Sub Folder VII “A” grade 1) Complete Pass/Fail requirements. 2) Submit a synopsis paper for each of the three speakers of your choice (three papers). Papers shall answer the following questions: *What new knowledge and information, in this presentation, enhanced your current teaching style?

*Which connections were experienced that aligned with your specific teaching focus, content, and population?

*How did this presentation increase your current level of professional teaching standards to reflect personal growth? *What information could you share in your school community with others?

Or “B” grade 1) Complete Pass/Fail requirements. 2) Type a synopsis paper for two (1) speakers. Papers shall answer

the same questions found in “A” grade above.

Satisfactory completion of sub-folders I-V will result in a “Pass” grade. Participants must earn a 70% average across all assignments to earn a “Pass” grade. Points will be assigned to each section as follows:

A. Speaker Journal Entries (sub-folder I) 50 points B. Check for Understanding Tests 50 points C. PBE Participation & Journal Entries (sub-folder II) 50 points D. PLC Participation & Journal Entries (sub-folder III & IV) 50 points E. Wellness Journal (Sub-folder V) 50 points

* or alternative assignment (see sub-folder V) F. Attendance (attend all 5 days) 50 points

Completion of Sub-folders I –V will earn a passing grade plus the following (Sub-folder VII) will result in either an “A” or “B” grade for the course:

G. “Put to practice” essay paper (1 speaker) 50 points (B grade) H. “Put to Practice” essay paper (3 speakers) 150 points (A grade)


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Speaker Papers shall answer the following questions: 1. What new knowledge and information presented by the speaker enhanced your

current teaching style? 2. Which connections did you experienced that aligned with your specific teaching focus,

content, and population? 3. How did this speaker increase your current level of professional teaching standards to

reflect personal growth? 4. What information from this speaker could you share in your school community with

others? Participants enrolled for 4-credit option. This Project is worth 100 points. Include in sub-folder VI. SEE EXAMPLES OF STUDENTS’ SUB-FOLDER WORK IN BACK OF PACKET. Course Credit Information Upon successful completion of all course requirements, 3-semester hours (or 4 with the 4-credit option) of graduate level credit will be awarded to each participant. These credits are professional development units that are not part of a degree program: rather, these credits are primarily used for professional advancement (such as salary increment steps and recertification). Some universities have accepted our courses as electives as a part of their degree program. Participants are advised to seek approval of appropriate district or college officials before enrolling in this course to satisfy any degree, state credential, or local school district requirements. State licensing departments vary regarding their criteria for credit acceptance and some states may not accept creed from universities that are located outside their respective state. The University of the Pacific is accredited by the Accrediting Commission for Senior Colleges and Universities of the Western Association of Schools and Colleges.

Unit Learning Outcomes

Unit Learning Outcomes

Unit 1 First R – “Relationships” Building a Community that Creates a Culture of Hope. PLC Group introductions, instructions and assignments.

Participants will: • Understand dynamics of cultural viewpoints within the

school environment and leadership. • Design instruction that taps into a variety of student

strengths and styles. • Meet incredible diverse learning needs. • Understand that their role is far more than ‘simply

teaching’. • Empower and enhance the change needed to cultivate

teacher and student success.


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• Begin identifying elements of instruction that foster a culture of hope.

• Critical Thinking, Communication, Collaboration and Creativity.

• Build class community with shared purpose; establish class structures and routines, and participant PLC group responsibilities.

• Cultivate a caring attitude towards classmates and SI staff!

Unit 2 Second R – “Relevancy” Conflict Management and Behavior Modification Learning the science behind human behavior.

Participants will: • Describe why conflict happens, what to do about it when

it does happen. • Demonstrate the skill needed to engage in Leadership’s

production of conflict resolution. • Explain understanding of conflict theory.

Unit 3 Third R – “Rigor’ Superintendent Rigor Forum PLC Setting Students up as Agents of their own Learning through Place Based Education research. Prepare for Unit 4 PBE venues

Participants will: • Experience and understand Leadership’s role in

PBE and its applications in the classroom. • Learn about Friendly Critique and Feedback and

give and receive feedback for a group. • Understand the Rigor requirements from

Superintendents point of view. • Participate in PLC activity.

Unit 4 Facilitative Teaching and Students who Take Ownership of their own Learning through PBE. Science across the curriculum. Technology for the classroom - Computer Lab

Participants will: • Learn about Facilitative Teaching in relationship to

Direct Instruction and Teacher as Coach, and reflect on personal instructional practice.

• Explore Leadership methods of creating a classroom where students become “agents of their own learning through PBE”.

• Design a lesson plan to bring Science and other PBE subjects into the classroom.

• Utilize Outside Learning Day to continue exploration of community resources, materials and connections to support work on the development of the culminating course playbook.

• Increase repertoire of media resources for instructional purposes.

• Enhance their technology tools for the classroom. • Present Outside Learning Day research and


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progress.

Unit 5 Multiculturalism in our Modern Society Critical importance of the teacher-student interactions and relationship.

Participants will: • Discuss and reflect on the potential and the

challenges of collaborating with colleagues, and build a repertoire of skills to build effective collaborative leadership teams and partnerships.

• Consider challenges for student collaboration and explore and experience strategies for facilitating deep engagement and interaction among students.

• Recognize and respect cultural patterns and expectations that operate within a school and community setting.

• Affirm the dignity and worth of all students, families, teachers, and staff and provide positive support that we all need to be successful and effective.

• Interact thoughtfully and courteously with students and their families, other educators, and community and resolve conflicts in a professional manner, respecting and understanding the cultural context of the situation.

• Continue to learn and use multicultural resources in our schools and communities, remain sensitive to individual differences and diverse cultures, and encourage participation of others different from our selves.

Additional Course Overview

The growing fields of professional learning, teacher effectiveness, and teacher recertification have increased our desire to include more rigor and outcome-based evidence to improve the quality teaching and learning occurring at our graduate level courses. Our focus, as a profession, needs to be on “what happens before, during, and after the course”. Most importantly, our course will always incorporate strategies and practices to combat teacher burnout, low self-esteem and improve teacher health.

Teacher burnout is a serious psychological condition that affects the lives of thousands of highly effective teachers throughout the United States. An educator who is experiencing burnout has low morale, low self-esteem, and is physically exhausted (Roloff & Brown, 2011). Teacher morale directly correlates with student achievement; the higher the teacher morale, the greater the student achievement (Raines, 2011). The emotional experience of a teacher sets the tone for a class. Teacher burnout is one of the most common reasons that effective teachers leave the profession (Roloff & Brown, 2011). If more energy were put into providing emotional support for effective educators, they would be far more likely to continue to teach and to share their passion and knowledge in the years to come. If a teacher is clinically depressed, anxious, or experiencing physical illness, he will be more likely to retire early or to cease working to his capacity than if he is emotionally and physically well. With appropriate treatment and care, a teacher who is experiencing burnout will be revitalized and refocused


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on his work. Taking preventative measures will help educators to avoid the physical and emotional effects of prolonged stress and will provide them with the energy to continue to be successful teachers throughout their careers. Low morale is not only a problem for students; it is a problem for the faculty members themselves. In fact, burnout is not only a mental state, but also a true psychological condition that negatively affects every aspect of a teacher’s life. However, few educators realize that significance of the condition. Policymakers and community members often are completely unaware of the physiological and psychological ramifications of teaching (Raines, 2011). “Professional development design that includes knowledge, experiential learning, and a personal opportunity in which to transfer learning, may influence the implementation of new strategies and practices in the classroom environment.” (Dixon, 2010). These components are the basis of this University of Pacific graduate level course. “Instead of thinking that I am ‘The Teacher’ - the knowledge-giver who stands up front in total control - instead of that traditional pedagogy, we need a 21st-century vision of teaching, where there is less teacher talk and more student talk, where what I’m doing is thinking about how I am going to pull the most out of these kids; how I’m going to enable these students to be empowered; how I can make sure that I create a classroom that’s free from threat and stress, where they’ll be willing to take risks.” Sheryl Nussbaum-Beach, Center for the Collaborative Classroom Teaching and learning today requires students and all school community members to develop proficiency in the three R’s of education; Relationships, Rigor & Relevancy. This focus requires rethinking the pedagogical, environmental and relational aspects of teaching and learning. Participants will reflect on and connect their current instructional practices to 21st century instructional demands. Participants will apply what is learned to modify and enrich their instructional practice, including specific units for their classroom instruction. Throughout the five-days, we will dig into a variety of topics including, diversifying instructional design to cultivate student success, school atmosphere & community building, multiculturalism in our modern society, conflict management and behavior modification, facilitative teaching, high-level protocols, technology in the classroom, interpersonal problem-solving strategies, and methods of fostering meaningful positive relationships among and between administrators, colleagues and students Using facilitative presentations, active Professional Learning Communities (PLC) grade/subject level engagement protocols, Place Based Education (PBE), participants will interact with each other during activities and the materials in a supportive classroom community. Best practices concepts will be presented through the use of keynotes, discussion, debate, group and partner activities, presentations, and projects. Conceptual Framework for Adult Learning: The overarching theme for all education preparation programs is "The Education as Purposeful Practitioner." The initial and advanced teacher education programs and the advanced program in educational leadership focus on the development of knowledge, skills, and professional dispositions to ensure that all candidates are well prepared and meet all institutional, state, and professional standards at


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the completion of their program. The Conceptual Framework describes the shared vision of teaching, learning, and the preparation of teachers and school leaders. It outlines the philosophy and commitment to the education profession, guides programmatic decisions, and ensures coherence among curricula, field experiences, clinical practice, and the unit's assessment system. The Conceptual Framework reflects the commitment to the ability to: • Apply content and pedagogical knowledge to the teaching and learning process. • Integrate technology to improve teaching and learning. • Work with diverse populations. • Demonstrate professional behavior and dispositions. • Engage in best-practice exercises to improve teaching and learning. *Summer Institutes Emphasizes the “Three R’s” in Education 1. Relationships: Trust Research tells us that Building Classroom Relationships is The Key to Classroom Management (Marazano 2003). Relationship building has been a key component at Summer Institutes workshops since 1987. We are one of the few professional growth programs that promote that relationships are the most important “R”. 2. Relevancy: Buy In All of our presenters have filled out a speaker application that explains how their presentations will align with national common core standards. 3. Relationships (trust) + Relevancy (buy in) = Rigor (manifested) The definition of rigor states: Student centered learning that allows the student to explore and expand their current knowledge. This learning encourages the student to examine their emotional response and have a deeper understanding of the topic. In order to achieve Rigor in the classroom, Relationships and Relevancy must first be established. A Summer Institutes graduate course provides the formula above to create rigor for our educators. For 30 years, the goal of the Summer Institutes has been for teachers to challenge themselves to make a positive difference in the classroom. This philosophy of teacher centered learning has led teachers attending the Summer Institutes to not only experience their own "rigor in the classroom" but to then transfer those skills to their students in the fall. Making a positive difference in the lives of students by learning how to utilize the two critical components to create rigor; the first two R’s of education, “Relationships and Relevancy”. What greater lesson can a teacher receive and deliver? Alumni Descriptions of Summer Institutes 3 R’s of Education: Replenish, Rejuvenate and Remember why you teach! Do Participants Also Experience Rigor? Absolutely, SI is a series of graduate level courses and participants are expected and coached to perform at a graduate level. The greatest value of Summer Institutes is our ability to deliver quality, thought provoking professional development in a stress-free fun atmosphere, which in turn allows our participants to be reflective of their own level of grit and teaching mindset. Yes, professional growth actually can and should be fun! Our classrooms should be the happiest place on earth!


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Academic Integrity Although many students may write about the same presentation, it is a violation of academic integrity to hand in copied materials. Students who have identical wording in their papers, unless it is a direct quote from the presenter, will be penalized for engaging in plagiarism with a lower grade or failure of the course. Code of Ethics & Academic Integrity: University of Pacific’s Summer Course, Title PDSI 9920 "Increasing Whole Teacher Potential to Develop Whole Students (Equity, Mindset, Grit, Body & Character)!" has been designed with a significant emphasis on ethics; All participants will be informed of this code of ethics, which reads as follows:

§ Am I being honest? § Am I being fair in all my dealings? § Am I seeking to build reciprocal relationships based on trust and goodwill? § Am I seeking relationships and transactions that benefit all concerned parties?

In accordance with the Summer Institutes Code of Ethics, our course is a place where learning occurs in a professional manner. To maintain a first-class environment and remain respectful to all participants in our learning community, participants are asked to remain cognizant of these ethics. In Summary: To the reader who is investigating the value of Summer Institutes graduate level courses, please read the following testimonial from Superintendent Dr. Rich McBride, the 2014 President of the National Superintendents Association who has professionally evaluated our course outcomes for over 20 years: “In my 25 years of evaluating SI conferences, nobody does it as well as Summer Institutes...quality content...meaningful content. It's what we as professionals crave!” Dr. Rich McBride, Superintendent 2014 National President AESA


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SI is proving to be touching the heart of education. TESTIMONIALS Copies of original evaluations that include testimonials are available upon request. The following 2016 SI Modesto testimonial represents literally hundreds of other testimonials that we have received for the past 30 years: "I wanted to let you know that the week that I spent at the SI was incredible. I enjoyed every second of it. I met some wonderful people from around the valley. I learned so much from the speakers. Most of all I learned so much about myself as an educator and as a human being. It was so wonderful to be able to express ourselves in the safe and caring environment that you created.” ~Lana Scott, Stockton Unified SD “Thanks for the wonderful week. My next year of teaching will be so much better because of it. You do a great service to teachers everywhere.” ~Ruth Truesdale, Ceres Unified SD “My first experience at SI was so much fun and offered much insight. Thanks again for a wonderful time with inspiring keynote speakers. See you next year!” ~Jennifer Andrada, Stanislaus Union SD “Thank you Scott for sharing your wonderful wisdom and humor with the teachers. I feel blessed to have met all those wonderful and inspiring speakers that you presented during your Summer Institute Program. Thanks again. God bless you. See you next year!” ~Cindy Galas, Newman Crows Landing USD "Thank you for an awesome week. This has been one of the best classes I've taken so far! The learning, relationships and wellness were incredible! Very motivational!" ~Ana Escobedo, Harmony School DUSD “Thank you for a wonderful week and renewing my passion for teaching once again!” ~Sheila Hubbard, Modesto City Schools “Summer Institutes was a great way to start the summer after a draining school year. The speakers were amazing, insightful, and have really made me reflect this summer on my teaching and relationship practices.” ~Mike Esquibel (The recipient of the "Best Sport" award) Delhi Unified School District “Thank you for having such an enjoyable week long class. I truly enjoyed my time at the SOS Club listening to some wonderful presenters and using the facilities at the club. I will definitely be there next year.” ~Andrea Austin, Patterson Unified School District “I still have my bling rock and will keep it on my desk as a reminder. Thankful for taking 3 summer classes with you! God bless you and your amazing program.“ ~Jocelyn Skujins, Modesto City Schools


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Chehalis Summer Institutes Testimonials, 2016 "I'm not a morning person, but each day I was excited to listen to the speakers, as well as work with others, to learn how to help my kids and myself grow!" ~Kelli J. Wolden, Chehalis SD “I really enjoyed my time with you this week. The presenters were all amazing, and I came away feeling great. I hope you enjoy the rest of your summer.” ~Debbie Batten, Satsop SD “I really enjoyed the S.I. this week and I learned an enormous amount of information that I am looking forward to weaving into my teaching. I am looking forward to next year. Thank you for awarding me as the rookie of the year. I am honored and going to put the award in my classroom for all to see!” ~Marshall Peone, Chehalis SD ,“Thanks for an awesome 1st Summer Institute! I’ll be back in the future!” ~Kelly Merslich, Tumwater SD “Thank you for this great experience. It was a great week. Wonderful speakers. I love the idea of wellness. I got to do something for my self that I never get a chance to do.” ~Peter Meller, Chehalis SD “Your course helped refresh my body, mind, and spirit. Amazing!” ~Kimberly Kuhnhausen, Cresswell Middle School Online Summer Institutes Testimonials, 2016 Unleashing the Power of Personal Narrative “This course is very powerful and beneficial to ANY writer. I really enjoyed the video components. I felt like Ingrid was there talking to me, and the personal feedback she provided was invaluable I think offering this course online is a huge draw for teachers. A person could even work on this from their beach chair!!” ~Christina Cox, 4th grade teacher, Bethell SD “The class was amazing and created a very safe space for me to explore a very difficult

time.”

~Bonnie Wakerman, Evergreen Middle School Science Teacher

“Can I just say Scott that I finished Ingrid's book in one day...She is amazing, her story is amazing, and I loved having her as a speaker. WOW!” ~Elizabeth Alvarez, Livingston Middle School “Ingrid, I had the great honor of listening to you as you spoke for the Summer Institute for Scott Ricardo. I found myself submerged in your book "Hippie Boy". Thank you for your inspiration and for pushing me to tell my story.” ~Jose Saenz, High School Spanish teacher, LUSD


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Effectively Teaching Students in Today’s Dynamic World! “SI ONLINE…Loving it! I have gotten so much information out of this. I wish I would have taken it sooner!” ~ Stephenie F. “I am truly enjoying this class. The videos have been great, my classmates are super positive and so is Professor Matt Kincaid. I feel inspired and excited. Haven’t felt like this about my career in awhile.” ~ Maci J. “I am currently taking the new online course at Summer Institutes. I am loving the class! It is giving me the boost I was hoping it would. I am finding new motivation for my job and I’m getting so many good ideas from the videos we watch and from my other classmates. I think what I am enjoying the most is the new perspectives/attitudes on age-old issues that help me become a better person and teacher. Some portions of this class are truly life changing! It has exceeded my expectations for sure.” ~ Vanessa W. “I like the class as it fits my needs as a stay-at-home mom to maintain my teaching license. Also there are not a lot of courses out there that really deal with interpersonal aspect of teaching like this one does. Lots of classes teach head knowledge but this teaches relational skills needed. My favorite videos have been about how the brain deals with stress (Kelly and Rick Miller videos) and to view life from the positive angle. It seems like this class was put together by those with a counselor/psychology emphasis. Also, I feel this class respects the fact that we have lives and allows for flexibility. I have even been able to share the videos I liked with some friends.” ~ Sarah B.


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Examples of Student Work


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Sub-folder I (Example in class speaker notes) Monday June 6th: Rick Miller: “Building a Culture of Hope with Your Students!” Law of Reciprocity: What one person gives and receives in return in a relationship. All have the capacity to give 100% to any relationship and any task. Phenomena of “Disappointment” when you give 100% and don’t get in return what you expect. Need to tell others you are willing to give 100% and what you expect in return for it. Conditions need to be clarified in all relationships. What does 100% look like when you give it to a student, a colleague or a friend?

• Students: what is the expectation you have a student when you give 100%? • It starts with the teacher because we control the terms of the relationship.

Opening Exercise: Three tasks to perform at table: once, no questions allowed, specific time to complete, failure is not an option, no further

1. Come up with a product or service that does not exist anywhere in the world today...people would beat a path to get it. Need it and can’t live without it.

2. When have product or service--name of a company that if heard in casual conversation, would relate immediately to your product or service.

3. Marketing jingle that would be memorable and exciting---mind-boggling. Fountain of youth. Special bottled water--Fountain of Gold. Fountain of Youth is the name of the company. You don’t want to get old, Fountain of gold. Why no questions? Makes sure students are paying attention. We really don’t hear what people are saying. Can, when we want to. Issue of Engagement: Need to remind people, we expect them to get the information once. Failure what not an option? So students don’t disengage, opt out. In our society failure is an option. When eliminate failure as an option, students excel. Without that option, and no consequence to not participating, some chose the option to fail. Comparison of performance when offered the option of “Failure is not an Option” and what the performance is when it is not an option. Experiment of commitment: 50% or less 51-65


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66-75 76-85 86-95 96-99 100% What does 100% commitment look like? Needs to be added to the conversation. Rule of Reciprocity. Hypothesis--depth of conversation of what 100% looks like. If have a concern or pain, etc. issues. What percent if given? When given an assignment...what are you expecting from students? What % of participation? When teachers give 100% and when students give back 100%--when miracles happen. Kids at Hope Grand Experiment: Creating a world where all children succeed. Research between 1993 and 2000 Researchers and practitioners at Sun Devil University. Youth at Risk Paradigm. Statement introduced in the 1980’s; overused and misused concept. Putting these students in a liability or deficit column. Not a clear description of what these kids were. Challenge it--Kids at Hope to contrast to “Youth at Risk”. Also, every kid is at hope and there are no exceptions. Future lies in the way as you see the world--realist vs. genius Realist--sees the future, as they perceive the past. Wait for others to control their destiny. Have to see it to believe it. Genius--creates a world that does not exist. I know I have to believe it before I see it. The way we see the world---how do we see students--at risk or at hope. No exceptions in the future. First believe it, then see it and practice it. All of us have that “genius” gene. 86 billion brain cells--all have the capacity. The genius lies in us. Have to give ourselves permission--can be as good as we wanted to be. Kids Hope--not a program--it’s a cultural framework. Past premise--some do well, some ok and some fail. The Great Experiment--contradicts past practice or framework. Analogy: June 28th, 1776. Words of the preamble…”We hold these truths to be self evident, that all men are created equal. That they are endowed by their creator with certain unalienable rights and among these are life, liberty and pursuit of happiness.” Idea before it’s time. Been spending over 200 years to try and prove his statement was correct.


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239 years later, still fighting to prove this concept correct. Started a country on a premise that was not researched based. Had to believe it first and then fight to practice it. It’s self evident that “all men are created equal”, can’t prove it. Self evident that all kids are “at Hope”... Can’t practice it unless you believe it. Grand Experiment 2014 WE hold this truth to be self-evident as well as evidenced based, that all children and youth are capable of success, no exceptions, Create the energy and belief. How does one stand up for a new movement? Experiment on leadership--how a movement is made. Be public-be easy to follow. Leadership is over glorified. It’s the first follower that makes a movement. When you see a lone nut--have the guts to be the first follower. Leader--doesn’t ask permission, is alone Say it, “I believe all students can succeed, no exceptions.” Leaders say it and believe it and wait for others to follow. Cultural title to carry in this grand experiment--”treasurer hunter”. Don’t allow students to leave your presence without discovering the treasure in students. Don’t leave humanity outside our profession. Begin to think as a genius… Three basic goals in the Grand Experiment

1. Leave believing you are a hopeologist--- 2. Unleash your inner genius 3. Consider yourself a treasure hunter. Chief treasure hunter is Rick Miller.

Albert Einstein --unleashing your inner genius. Think like a genius Secret--asked the simplest questions. Thinks like a child. Come up with the right questions. That is more important than the right answer. Secret to the: Grand Experiment

1. Ask the simplest questions Why do some kids do well and others struggle? Asked in the Grand Experiment 2. Remained a child--asks simple questions, investigate, explore, believe, and maintain their innocence. A genius finds a way to make something happen, a realist gives up thinking it can’t happen. A genius believes there is a way to make all students succeed. The moment you don’t believe you can’t help every child succeed you cease to help all students succeed. Grand experiment becomes a cultural responsibility. Paradigm Shift from Risk to Hope Genius Question: What does an at risk kid need you to see him as, as an at risk student or an at hope student? Story of “Antwone Fisher”.


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Common findings and DNA of what makes an “at risk” kid become an “At Hope” kid. Asked of Antwone Fisher

1. People believed in me 2. Someone connected with them--got their back 3. Started to envision their future--mental time travel

Major Research Conclusions

1. We don’t control most of the risk student's experience, we control the hope. We control the sense of hope

2. 2. In all students at risk, there is a side of the young person, which is at hope. 3. Students overcome adversities, when there hope.

Young people who overcome the greatest adversities, the greatest risks do so--not just when we reduce, mitigate or eliminate risk, but when we include hope in their lives.

4. Hope is taught and learned. People learned what is around us. Catch: you can’t teach what you don’t know. Can’t teach hope if you are not

hopeful. Today’s environment: are teachers hired on the basis of being hopeful? 5. Adult’s beliefs about children profoundly affect their sense of self. Kids live up or down to our expectations. If see kids at risk, then we treat them as at risk kids. If we see kids at hope, then we treat kids at hope. Culture--Cultural Framework Difference between a program and a culture. A culture: A shared, learned, symbolic systems of value, beliefs and attitudes that shapes and influences perception and behavior-an abstract “mental blueprint” or “mental code.” How would you define our current youth serving culture? How would you define your school culture? You create programs, you work on programs, and programs are delivered. You grow a culture, you don’t create it. Step, by step. At Hope Culture has to be planted like a seed and it needs to be cultivated and allowed to grow. You don’t work on it you nurture it. You don’t deliver hope, you share it. Activity: No Ordinary Moments: Dan Millman Not a coincidence that we are here at the conference. Geographical activity. Move to where you were born, where your mom was born and then where your father was born. Antwone Fisher: poem he wrote when age 16 Who will cry for the little boy? How many Antwone Fisher’s are in our class and we don’t even know it? Culture vs. Bureaucracy/Systems


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Two opposing forces that determine the fate of an organization. Bureaucracy impacts an organization: Where efficiency lies; management, policies, procedures, systems, positions, tasks. Driven by “Me” or have to’s. Culture impacts an organization: Where effectiveness lies; leadership, beliefs, attitudes patterns, person responsibilities. Driven by “We” or want to’s Metaphor: Wind and Current If an organization is a sailboat. Impacted by current but also wind. Schools tend to navigate only by one force, current, but we forget to adjust the wind. Worry about the mechanical piece impacting our schools but forget about the cultural piece. Three descriptive words or sentences for my school. My perspective Too Hierarchical Complacent Aims and not means focused Student’s perspective Too Structured Indifferent Hypocritical Parent perspective Organized Caring Informative Conclusion: no defined culture in our district. Series of subcultures looking for a dominant culture. What unites us in our school or district? U.S. --common culture--”life, liberty and pursuit of happiness”. Common culture that unites all 50 states. School Culture that must be nurtured includes: All kids can succeed. No kid grows up disconnected. All kids have hope fortified with skills and knowledge. Define Hope: The ability to visit your future, return to the present and prepare yourself for the journey you just envisioned. (Mental time travel. Promotes hope in kids) Education is the preparation for the future, but it’s more than college and career readiness. It’s to prepare for all aspects of your future and to do that students must have hope. Career Day lessons need to eventually lead to Destination Day lessons Recreation: Recreate Yourself. That is part of life. Gallup students poll. Find out if students are hopeful or not. 50% of kids 5-12 are not hopeful.


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Not h 50% of our kids are not engaged in their education 19% are actively disengaged; purposely try to sabotage their education and that of others around them.

Between 0-5, learn in the most natural way. By enjoyment. Then at age 5 they enter a formal educational system with a bureaucratic system that dictates everything. Natural learner to a scholastic learner. Multiple Intelligences adds another element. By 16-24….1 in 7 are disconnected to the institution (schools) that were created to provide them a future. (that is national, worse in other places) Why do some kids succeed and others fail? Disconnected Youth Cultural Strategy: 4 Prerequisites to Student Success

1. Children succeed if surrounded by adults who believe they can succeed. Teacher’s surveyed: Do you believe all children/youth are capable of success? No exceptions. Scale of 1 to 10 If you are not a 10 as a teacher, you effectiveness with students has been greatly diminished. The first part of a teacher-student relationship is “I believe in you”? Teachers are not 10s because they are a realist. It’s the genius in you that allows you to be a 10. What is success? Your own judgment of having achieved completely a goal. Cultural definition of success. Someone that can contribute to...

2. Children succeed when they have meaningful and sustainable relationships with caring adults.

Four Aces’ in life: As teachers we can control three of the four aces

• Heart: unconditional love by parents and responsibility by parent for physical and emotional well being of a person.

• Clubs: Other caring adults. Productive Clubs...Other caring adults • Spades: Those unique adults who believe in kids more than other adults believe in

them. Treasurer Hunter • Diamonds: Every successful experience has a sense of belonging, usefulness,

competency and empowerment. Four Programs alone don’t make a difference- What Ace does your students have.


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3. Children success when they can articulate their future in more than one destination: Home and family, education and career, community service, hobby and recreation. In rehabilitation facilities, common finding, no articulation of future, no hope. Time travel is usually the missing link in all that we do for and on behalf of our youth to prepare them for their success. Ordinary Framework--The Framework Don’t control the risk in a student’s life, control the hope. Kids at Hope bring in research from 7 different disciplines: psychology, sociology, criminal justice, anthropology, etc. Kids at Hope being used by many state juvenile justice systems. Kids at Hope Culture I don’t give up on kids and I don’t tolerate others who do. Establish a dominant culture on campus. All kids can succeed, no exceptions. (It’s all about perspective) Video: “Celebrate What is Right With the World”. Most people, I won’t believe it until I see it. Should be, I won’t see it until I believe it. When the vision is clear; passion and creativity will be there as well. “It’s there, it was always there, if only I would see it”. Neuroscientists: Parts of the brain that relates to time travel. Adept at time travel to the past, to the future is harder because it’s impacted by past memories or events. Brain research: Our three brains Brains, mass organ that controls our life. Three definitions:

• Smart: part of brain that emerged 500 years ago. Reptilian brain, designed to keep us alive. Tell our organs to work. Works automatically, reactive part, minimal choice.

• Smarter Part 200-300 million years ago. Mammalian brain, share with other mammals. Part of our brain that keeps us safe. Two reactions if our life is threatened; fight or flight.

Threats in human life have become stress. Stress is causing hormonal changes in body that is not healthy.

• Smartest Part 150 million Years Ago: NeoCortex--designed to allow us to thrive. Achieve our goals, where future time travel can take place.

How often do we get stuck in part 2 of the brain? Do many even mentally get to part 3? Can’t get to rigor and depth if physical needs are not being met, if don’t feel safe. Can’t get to third part unless the other two have been met. Have to know where your students are.


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Dr. Harlow’s experiments with monkeys. Monkeys prefer nurture vs biological needs. Cloth over Wire object. Video Clip: From Captain Phillips; Biological vs. Nurturing needs. Nurse is acting like a wire monkey providing physical/biological needs. Captain needed nurturing. Intellectual safety? How do you make students feel intellectually safe, emotionally safe and physically safe? Engagement does not know the right answer but is instead about participating. Expectation in classroom is that 100% of hands go up because we expect 100% participation. How the Brain Works: Two Systems: System 1 and System 2 Fast Thinking and Slow Thinking: Be aware if conclusions are being reached as a fast or as a slow thinker. Do we reach conclusions about students too quickly, do we label them.

Common Core vs. Common Care Practices associated with Common Care

1. Believe all kids can succeed, no exceptions 2. Connect with kids, give students aces 3. Teach kids how to mentally time travel to 4 destinations

Common Care: offer students three things Physically safe Emotionally safe Intellectually safe 5 practices associated with Kids at Hope Universal truth: just like good hygiene keeps you healthy. (washing hands, diet, exercise) 1. Believe, connect time travel. 2. Practice pledges. www.kidsathope Self taught kids. 3. Kids at hope pledge: “I am a kid at hope” 4. Treasurer hunter pledge exists. 5. Kids at hope report card. One day a year they are perfect. One day a year, tell them they are perfect, focus 6. Passport to the future...opportunity for kids to tell you where they are today and where they want to be tomorrow. 7. Aces Tracking: Determine and track the aces kids have. 8. Three-year framework at “Kids at Hope” Story of Sarah: Father had abandoned family, raised by mom only and mom worked at midnight shift. Mom has a stroke... Sarah recites Kids at Hope pledge so her mom dies in peace. Story of Santos:


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4 miracles on front porch; screen door open and someone invited in, parents became volunteers, great tamales, Santos got HS diploma, certificate and has a family and making it.

Sub-folder II (Example PBE Report) The 2x4’s Grade Level PLC

Place-Based Education Questions:

1. What local topics, issues, or projects are likely to be meaningful for students and give them an opportunity to participate in learning activities that others will value? This PBE day showed us new resources around our community. We saw a lot of ways to use this new information. Our first stop was farmer’s market. We learned some fellow teachers have taken groups of students here on field trips before. Students will learn to tie in math standards for money and making change. Our Summer Institutes group experienced the Great Valley Museum and planetarium. Students would love having the animal demonstration. Since we study habitats, life cycles and research animals, this would fit in perfectly. The tour of the museum was a great way to tie in our science standards for animal habitats. Students would love to see the animals on display. The planetarium would now be better suited for first grade standards. 2. What aspects of the required curriculum are related to this issue or project? List specific subtopics that students might explore, including those related to other subject areas. Farmer’s Market can be directly tied into our math curriculum with money; specifically real life scenarios/problem solving and making change. I can see giving students word problems to solve on their scavenger hunt as one activity to fill this area. The other activity I can envision is asking the kids to tell the vendor how much change they should receive when they spend their buck. This field trip would also tie in with our social studies where students learn about their community and food from farm to table. They could interview a vendor and then create either a paragraph or a slideshow about how that vendor gets the product from a seedling to a sellable good. This work can be shared with the class. The Great Valley Museum ties directly to our science standards. We learn about animal life cycles and habitats. We also learn about our impact that we have upon the habitat around us and about things we can do to lessen our footprint on the earth. I would have the kids connect their prior knowledge with what they learn from the docents. In addition to this, they could choose one animal that they would like to further research for their research-writing project in the third trimester. 3. What four or five overarching questions might guide your students’ study? Choose one vendor. How does that vendor get their product from farm to table? What item did you choose to purchase? How much did that item cost? What math strategy did you use to determine how much change you should receive? How does the information you learned from the docent at Great Valley Museum connect with what we have learned in class? What information did you already know? What were some new things you learned from our tour? Is there anything that the docent said that sparked a new question for you to find an answer to? (Inquiry based learning)


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4. What specific learning standards would this address? Visiting the Farmers Market and the Great Valley Museum gives students many opportunities to address specific learning standards. While at the Farmer’s Market, students will have collaborative conversations about the resources in our community. They will build on these skills by talking with vendors and growers from our area to learn about the Science Standard LS4.D Biodiversity and Humans: There are many different kinds of living things in any area, and they exist in different places in land and in water. and 2-LS4-1, second grade students are expected to make observations of plants and animals to compare the diversity of life in different habitats. As a math connection, students will also learn Money concepts of how to make change and solve problems. At the Great Valley Museum, students will continue to address the Science Standard LS4.D in order to make connections about California’s diversity of life in different habitats. They will learn about Life Science and the plants and animals that live in our area. After the field trip, students will be able to write about their experiences. Standard W.2.8 Recall information from experiences to answer a question. They will also write personal narratives about their shared experience. 5. How would you assess student learning? Scaffold instruction: While walking around the Farmer’s Market and Great Valley Museum the students and their chaperones could fill out a scavenger hunt form with close sentences or questions. These questions should be discussed prior to the day of the trip to give students prior knowledge. They will use these questions to give them talking points with the vendors at the Farmers Market. They will also use them to gain information from the Great Valley Museum as they answer questions from the display signs or the docent’s presentation. When the students return to school, they will work in collaborative groups to discuss the scavenger hunt questions. This will help scaffold their thoughts as they recall information from their shared experience. W.2.8 They will use this to help them to write personal narratives about their experience. Assess: The students’ learning will be assessed in a formative way through their quality of discussion both on the actual field trip, during group time at school, and then later while writing personal narratives. Teachers can assess personal narrative writing on a rubric scale. 6. What community partners might you use to support this activity outside of school? Before going to the Farmer’s Market, call the coordinator of the market and ask what resources they may have available for students to extend their learning. For example: They may give the students “Market Bucks” to shop with and give a list of vendors. This is helpful while making the list of questions the students will answer. Before going to the Great Valley Museum, make arrangements for a docent to speak to the students specifically about the standards that you wish to address. They will extend this in their presentation. They may have materials to help teachers build prior knowledge or to extend learning in the classroom. Sometimes, the museum may be able to send a traveling teacher to the classroom after the trip to extend learning by bringing in animals or samples of plants. 7. What field studies, monitoring, or other inquiry activities might students become involved with in their neighborhood, community, or region?


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In Next Generation Science Standards 2-LS4-1, second grade students are expected to make observations of plants and animals to compare the diversity of life in different habitats. A field trip to the Great Valley Museum will expose students to the five main habitats of the Central Valley. This will expose students to the natural habitats of the Central Valley, giving students the opportunity to work collaboratively. The students will be able to make first hand observations to collect data. The data will then be used to make comparisons and be presented in a group slide presentation. This final activity will satisfy the State Standard SL 5 in which students use strategic use of digital media and visual display of data to express information and enhance understanding of presentations. 8. What community needs might students express as part of this unit or project? What service opportunity does it afford? How might you publicize the contributions the students make? Some of the community needs the students may express as part of this project are water needs of the community and specifically the farming community, the ramifications of natural resources when urbanization occurs, and the effects of humans on the environment. Exposing students to these outdoor classroom experiences help them get a first hand exposure of studying local habitats instead of just reading about it from a textbook. Learning becomes meaningful by taking the students outside the classroom and into the world they are reading and studying. This hook will engage the students and also help them retain the information and lessons being taught. Seeing the exhibits will help create relevance for students. The contributions the students make can be publicized in several ways such as using the reports in a science fair, a steam fair or even open house. 9. How might students become involved in community governance activities related to this project? How could they participate in data gathering, reporting, or other forms of public participation, such as organizing meetings or planning community events? After being exposed to local environments of past and present, students make become with community activities such as water conservation and environment protection. In small group collaboration, students can gather data comparing current environments to the past environments. Public participation can include presenting final projects to the community through educational fairs such as science or steam fairs. Students can organize meetings to contribute in their communities with their research and findings. Letters can be written to different medias such as newspapers or elected officials. 10. What creative possibilities in the fields of art, music, dance, film, or theater relate to this project? What about vocational opportunities or internships? In second grade there are so many opportunities for integration of the arts that relate to this project. At the Great Valley Museum, film can be incorporated while the students are viewing the large globe. There are different videos that can be chosen and displayed onto the globe. The students can watch a film connecting to Science Standard LS4.D in order to make connections about California’s diversity of life in different habitats. This will help them learn about Life Science and the plants and animals that live in our area and around the world. Once back in the classroom, there are other opportunities to connect art and music to the Place-Based Education the students have experienced. Using arts-enhanced curriculum, the students can create mobiles to show some of the different life cycles they learned about in the animal room at the Great Valley Museum. This connects to standard LS2.B and LS2.F. A trip to the Great Valley Museum offers a wide range of possibilities to support cross-curriculum integration.


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Sub-folder III & IV (Examples of Birthday and Grade/Subject PLC Reports) SESSION I: KIDS AT HOPE The 2x4’s How are you going to create HOPE in your students?

• Set goals; short and long term goals. • Establishing relationships by asking them what they like and using that information to

relate it in the classroom • 2 by 10- 2 days for ten days; you take 2 minutes to talk to each student about

something personal: games, hobbies, extracurricular activities, etc. to get to know each student. You do this for 10 days.

• Letting them know their accomplishments/ celebrate/recognize their small success. Discuss the possibilities of starting Kids at Hope School at your district?

• Cross-age mentors (upper grades partner up with lower grades): reading library books, sight words, walking field trips, Scholastic News reading retelling stories, writing, art, science (parts of flowers, etc.)

• Homework check in time: having upper grades check lower grades homework, helping

• Relationship- find the treasure How are you going to create HOPE in your students? I am going to change my mindset and see my students as at hope and not at risk. I am going to be aware of the personal situations that my student may be living in BUT I am not going to judge them and use that knowledge against them. I want to believe that each student has possibilities and that I can create hope for their lives. I will tell them I love them each and every day. I will tell them that if they can dream it- then it can come true- they may have to work hard and overcome some obstacles- but they can do it. This year was a challenging year as I came across amazing students with challenges. Had I heard this presentation, it would have helped greatly by just adjusting my thinking of saying youth at risk to Kids of Hope. His evidence from the Grand Experiment reinforces the understanding of child and youth development with success or failure at school. Discuss the possibilities of starting a KIDS At Hope School at your district. My school’s culture already has a KIDS At Hope philosophy. We are a Title I school and have a high Spanish speaking population. We work very hard to make sure every student has some measure of success. A large part of our population is not at grade level so we measure success by each student’s improvement. I will tell my Principal about Rick Miller because our school would embrace him. Unfortunately our school has just begun a different culture changing (not a program). I do not see them adding to it at this point. I appreciate Rick Miller’s culture of hope and can see myself incorporating it into my classroom.


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Birthday PLC Group: “The Gems of October” Session #1 1. If we had just 15 minutes left to teach, what would you teach? -Life is too short not to have fun! -Video “10 Years From Now” = what you do now pays off later. -Try to make one last personal connection with each and every student. -Show students that we are their friends, fun activities, listen to music. -Extend your support beyond the current school year- “You will ALWAYS be my student, and I will ALWAYS support you!” 2. How would you rate the Rs of education in order of importance? -RELATIONSHIPS are #1! Without establishing meaningful relationships, meaningful learning cannot occur! -RELEVANCY= if you give students rigorous material, they will NOT be engaged/learning will not be meaningful unless it is PERSONALLY relevant to them. -RIGOR= Once teachers develop relationships AND make learning relevant to students’ lives, RIGOR will follow! Session #2—Teacher Stress/Burn-Out 1. What is causing it? -Too many commitments, too many demands, not enough time -Curriculum changes/additions -Insufficient training -Too much assessment! -Staff meetings! 2. What is being done about it? How can we commit to personal wellness? -Little to nothing is being done. -Pull-out days, collaborations @ grade level -Peer observations *What can be done? -Provide more instructional coaching! -Being a “teacher of hope” -More PD conferences like SI! -Massages! -Gym/working out/sports/activities -A bigger focus on hobbies and recreation Session 2: Share subject level curriculum ideas.

● Project Based Learning--make subject matter relevant to students. Makes learning memorable. What will kids get out of your class to help students later on? Promote critical thinking and reflection after the project is over.

Share not only Best, but also Worst Practices.

● Best practices: ○ Project based learning requiring critical thinking and promoting relevancy.


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○ When students teach other students--best way to grasp content ○ Cross-curricular assignments--ties together content and make it more relevant

when students see it in more than one content area. ○ At Hope class environment--welcoming environment, has a purpose ○ Use of technology--access relevancy to their life and the world and allows

creation of authentic/unique products by students.

● Worst Practice ○ Technology--when it doesn’t work, when students are not monitored and they

get off task, when it’s not consistent at your district or school. ○ Teacher Lecture Focused Class/Stand and Deliver method of instruction

Top three problems you are facing. Solutions from other districts

● Problems ○ Drone parents or parents who are not involved enough. ○ Technology as a distraction. Lack of funding to support technology in some

schools. ○ Teacher Burnout and disillusionment regarding administration, policies, lack of

support. ● Solutions

○ Get informed on money available and seek it to fund projects and technology. ○ Smaller class sizes ○ Adopt a Kids at Hope Culture

Science across the curriculum. How can you use the MJC Museum and Planetarium information?

● Scheduling field trips for students at the elementary school level. ● Use high school students as docents to guide students through the locations.

Good way of community building. ● Excellent for geography unit in Social Studies; landforms, vegetation, climate

and culture.

Birthday PLC - Diverse Divas 2) Birthday PLC Group

● Introductions Five birthday girls from late February to early March. The education teaching grades differed from kinder, second, fifth, high school math to special education in different districts.

● If you had only 15 minutes left ever to teach your students, what would you teach them?

With only fifteen minutes left ever with your students, the most impact would come from telling your students about making an impact on the world whether you continue your higher education or create a new company that will take over the world. Motivating the students to do something great with their lives is the biggest point to make.

● How would you rate the R’s of Education in order of importance? Is your answer aligned with district’s rating?

As a group, there was a consensus of prioritizing the three R’s. *Relationships


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*Relevancy *Rigor The answer was divided amongst the group. For two of the teachers, relationships and rigor go hand in hand within their schools and districts. With the other three educators, rigor is the priority in their schools, which is the opposite of how we rate the three R’s. Being educators in the classroom on a daily basis, we understand the importance of fostering relationships with our students in order to get the rigor of the curriculum. Hearing presentation from Rick Miller supports the importance of students knowing their teacher cares for them. This concept was also reiterated with the two coaches from Del Oro, Casey Taylor and Greg Kreiger in which they follow a character-building program within their football program. 4) Birthday PLC Group

● Teacher Stress/Burnout Teacher Stress and burnout is a major factor in the educational profession. Statistics state half of new teachers within five years will switch careers. Teaching in the classroom is the easy part of this profession however the time and preparation necessary on a daily basis is overwhelming at times. Although teachers are contracted for 7.25 hours daily, teachers rarely leave at the end of the official day plus work also is done over the weekend. The majority of teachers are working fifty plus hour workweeks.

● What is causing it? What is being done about it? *The additional component of completing BTSA for two years during your first two years of beginning your career is a huge stress factor. In addition to being a new teacher, you are given the additional work of completing this course work, especially after having completed a two or three semester credential program. The program does assign a support provider to complete these requirements. Weekly meetings with the support provider help deal with the load of the BTSA program. *Another one of the reasons for teacher burnout is lack of administration support for teachers. Sometimes administration is not aware of the stress of newer teachers. One way of fighting this is by having weekly peer collaboration that usually correlates with early out for students. *Parent pressures also contribute to stress burnout. Establishing boundaries with parents at the beginning of the year, maybe at Back-to-School will help the parents understand themselves and the educator. *Lack of prep of time is a huge factor in teacher stress. Although this should be done during collaboration time, administrative assignments are being completed during this designated time.

● Your commitment to personal wellness. One way of committing to your personal wellness is to continue taking the two hours that we were completing here at the summer institute on a daily basis. Another option is to sign up for a gym membership. Find out about deals gyms have with your school district. And finally, the last option for personal wellness is to “just say no”. Often at times, due to our natural care giving characteristics we tend to take on anything we are given or asked to do. Maintaining ourselves centered will make us better educators.

● Top three problems you are facing. Solutions from other districts?


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Problem: Homework is not being returned (completed, on time or not at all). Even though I have implemented a classroom reward system, the simple fact is that homework does not come back. Solution: Homework club, reward system, sending hope appropriate content (material that was covered) Problem: Lack of discipline from administration. Supporting the teaching staff with student behavior. Solution: problem solving together as teachers or union and admin, open communication, Problem: Lack of Parental Support Solution: Communication between school and parents; parent education, required parental involvement.

● What plays are in your teaching playbook? Plays in our teaching playbook include positive reward systems in our classrooms, teaching with direct instruction, checking for understanding, expressing and teaching character traits through “Bucket Filling”, incorporating Love and Logic school wide, In our playbook we have begun Leader in Me culture change district wide. We are teaching children the 7 habits of being highly effective students (Be Proactive, Think Win-Win, etc.) We are changing our school culture to create students that are actively engaged, interested and interesting, thoughtful and life ready. 3) Grade/Subject Level

● Share subject level curriculum ideas. To satisfy our NGSS (Next Generation Science Standards) I taught a unit on Erosion. I started with an experiment with sugar cubes and water to show how water causes erosion. We also created a PowerPoint from a student friendly website. My student’s final product was a presentation teaching the class about erosion. Session 2:

1. Share subject level curriculum Ideas

• Journals for students to keep a "portfolio" of work • Projects that relate to students, student culture/background • Google-classroom-journal entries • Student portfolio, progression • Cross-curricular/ multiple subject curriculum + activities

2. Share not only the Best, but also Worst practices

• Best o CFU Strategies o Higher level thinking strategies o Incorporating technology-based learning o Educational games

• Worst o Being complacent o Being unprepared


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o Being apathetic

3. Top three problems you are facing. Solutions from other districts? • Poor communications between admin and teachers • No disciplinary consequences or accountability

Ex: students receiving just a warning multiple times for a violation of the Student Conduct Code; district keeping suspension rates down

o Handle what you can in-class: extra credit opportunities revoked, small portion of lunch served with the teacher, written documentation, contact parents ASAP/parent-teacher communication, e-mail coaches

• Misguided collaboration o Building relationships with colleagues o Teacher feedback surveys about what works/what doesn't work o Identifying goals and focus that are relevant

Sub-folder V (Examples of Wellness Journals) Having that time at the end of the day to truly relax and do something just for me was perfect. We had so much thrown at us during the day, whether it was one of the great speakers, a group activity or writing exercise that I needed to decompress after the day. Getting into the pool was my first choice and I took advantage of the class when it was offered. Fortunately, I’ve done enough aqua aerobics to do it on my own, which I did. Considering my disabilities, it's the best form of exercise for me, and do I ever need it! I have since been going to my gym, which has a pool, and continuing to strengthen my out of shape muscles back to where they should be, even if I can’t use my feet. The days I spent reading were delightful as well. Rarely do I allow myself to read some chick lit and that is exactly what I read! No heady academic stuff during my wellness time, which really meant it, was just for my pleasure. I also did some journaling, which is another thing that I rarely do, and yet it is about the best thing I can do for my psychic well being. When I journal, I figure things out, see things clearly and get to the true root of anything that is bothering me. It is usually during journaling that I reach my aha moments and move forward to the next level of evolvement. DATE ACTIVITY HOURS SIGNATURE *Monday Swimming w/ water aerobics 2 hours RPT *Tuesday Swimming and reading 2 hours RPT *Wednesday Reading and journaling 2 hours RPT *Thursday Horseshoes and barbq 2 hours *Friday goodbye celebration finished book 2 hrs


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Wellness Hours Date: 6/6/16-6/10/16

Name: xxxxxxxxx

DATE ACTIVITY HOURS SIGNATURE

Monday 30minutes-Elliptical30minutes-Treadmill1hour-pool

2hours

Tuesday

30minutes-Bicycles30minutes-Treadmill30minutes-Climber30minutes-Relaxbypool

2hours

Wednesday

1hour-Readabook30minutes-Treadmill30minutes-Climber

2hours

Thursday

1hour-Walking1hour-Readabook

2hours

Friday

30minutes-Running30minutes-Walking1hour-Readabook

2hours

TOTAL HOURS ----- 10hours -----

WellnessActivities

SummerInstitutes,ModestoByxxxxxxxxxxxxx

MondayJune6,2016


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TodaywehadafreshmentouroftheSOSClub.Allthefacilitieslookedgreat,especiallythepool,lookedinviting.Allthestaffmemberswerefriendly.AfterthetourIwalkedaroundtheSOSclubtoseetherestofthefacility.Iwentintothegymnasiumandplayedvolleyballwiththeotherteachers.Itwasafungroupofpeople.Itriedmybest,sinceIhaven’tplayedvolleyballinyears.Ienjoyedthatfactthatittooksomeofmystressaway.TuesdayJune7,2016 Iwalkedwithoneofmycolleaguesoutsideforanhour.Eventhoughweworktogether,werarelyseeeachotheroncampus.So,itwasnicetocatchupwithherwhilewegoforawalk.Wethenwentbackinsideforanotherhouranddidspeedwalkingonthetreadmillandswitchedoffwiththestepclimber.WednesdayJune8,2016BoywasIsoretoday.Sooutofshape.Iwentbacktothetreadmillandstepclimber.Ineedtoworkoutmylegs.Ididn’tforgetmyearphonesthistime.Iwasabletolistentomyfavoritemusic.Itpumpedmeupandtimewentbyfaster.ItookabreakandwentoutsidetotryScott’samazingoysters.Itwassucharelaxingatmosphere.ForthelasthalfhourIwentforawalkaroundthefacility.ThursdayJune9,2016SinceIwenttosleepearlylastnightafteragoodworkout,Iwasabletowakeupearlierthanusual.BeforemyhusbandwenttoworkIwasabletogoforajog.Iliveahouseawayfromthepark.Iputmyfavoritemusiconandtookoffforabout20minofjoggingandthen30minofwalking.Itfeltgreat.IthenwenttotheModestoFarmersMarket.Ienjoyedwalkingthroughthedifferentvendors.Icouldn’thelpmyselfandbroughtalotoffruit.Healthyanddelicious!AfterourclasswasoverIwentandfinishedoffmyexerciseswiththestepclimber.FridayJune10,2016Iamtryingmybesttokeepthismotivationgoingandwakeupearlytogoforawalk/jog.Myhusbandwasmymotivatortodayandencouragedmetogetup.Iwokeupandspentabout45minalternatingbetweenwalkingandjogging.IhopeIcankeepthisupnextweek.Afterourgraduationtoday,mycolleagueandIwentonthetreadmillfor25minandthenthestepclimberforanother25min.Itriedtheothermachinesthatworkedoutthelegsandarmsforanother25min. Sub Folder VI - “Example 4-Credit Project” xxxxxxxx Outside Classroom Study Project 4 Units Rick Miller’s book: Youth Development - from the Trenches 1. Describe the author's passion and motivation for writing this book?


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Rick Miller is a practitioner who has been fully committed and engaged in youth development since 1968. He has had a lot of experience working with youth in various fields such as a day camp counselor at YMCA, a head recreation leader, and an educational director for the Boys & Girls Club, and the National Director of Government Relations for Boys & Girls Clubs of America. Over the course of his career, he wanted to better understand youth culture and better understand why some children do well in life and others struggle. He also wanted to take a better look at factors that determine success in children. He was curious to find out why some children are able to overcome adversities and experience success. Rick Miller set out to find the answers to these questions and learn a little more about youth development. Rick Miller also mentions that we as a culture have been incorrectly labeling some children as "at risk" instead of "at hope." He also points out that more of these children make it than do not, and we need to take a look at the immunity rather than the disease. 2. The author writes about conventional wisdom. In your words, what is conventional wisdom and how does it establish a person's value system particularly as it affects children? Conventional wisdom is a theory, opinion or belief that is held or accepted by most people. Our beliefs stem from our values, which are the foundation of our life and dictate the choices that we make. Our value system is greatly influenced by environmental factors such as our family, friends, society and culture. If a society or culture believes in the potential of everyone including young children, then our conventional wisdom will be that anyone can be successful despite their adversities and/or circumstances. Rick Miller believes that "if we can change the course of history with great ideas, is it not time to suggest that 'All children are capable of success, no exceptions?'" If we don't reevaluate the institutions, programs, and educational system in today's society, we will remain in the status quo and not make any progress. Miller also adds that, "Conventional wisdom is conventional only as long as it isn't challenged." This suggests that if we want our children to succeed in life, we need to focus not only on their liabilities like we have been doing, but also on their assets. 3. In your opinion, why do some children do well in school and community while other struggle? I believe that there are multiple factors as to why some children do well in school and community and others struggle. One of the biggest factors is their support system at home. Children who have supportive parents who are involved in their lives both in and out of school, I believe will do better than those who don't have a family support system. Quality time and communication with family members will help build and reinforce healthy relationships. Healthy relationships with peers and adults are another factor that greatly impact the success in children's lives. Being surrounded by positive and supportive friends and caring adults will keep children grounded and focused. Other factors that influence achievement in children include character and emotional health. Our environment and our upbringing mold character. Character is something that we learn not only at home but also at school, adults, mentors, religious figures and coaches. Resiliency, optimism, social intelligence and coping skills play a big part in molding our character and in shaping the person that we become. A child who is in tune with his/her emotions and is able to cope with anxiety, frustration, anger, and failure is equipped with the


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skills to face adversities in life. A child who is resilient will be able to face life's inevitable difficulties and bounce back from any potential "risk factors." Children who respect and understand the feelings of others are more likely to build stronger relationships than those who lack social skills. 4. Why does the author use the expression Universal Truths to describe his findings? A universal truth is something that is true across all cultures. It is something that we all share in common and therefore applies to all of us despite cultural, religious and geographical differences. Rick Miller uses the expression Universal Truths to describe his findings because his three truths can be applied cross-culturally: (1) Children succeed when surrounded by adults who believe they will succeed, (2) Children succeed when they have meaningful and sustainable relationships with caring adults, (3) Children succeed when they are able to articulate their future. If adults everywhere became familiar with these truths, our children would be better equipped for success at school and in their communities. 5. Identify at least three other Universal Truths you believe are critical to a student's success. Make sure you define what is meant by a Universal Truth. As stated above in question number 4, a Universal Truth is something that is true across all cultures. It is something that we all share in common, and therefore applies to all of us despite cultural, religious and geographical differences. In other words, a Universal Truth is something that we all share and can apply to all of us. These truths affect all of us and allow us to feel more connected to one another, even if we aren't physically nearby. Three other Universal Truths that I believe are critical to a student's success include the following: 1. Children need to learn how to be resilient: Students will be let down, fail, experience discouragement and frustration throughout their lives--this is inevitable. What's important, however, is that they learn to become resilient in these situations, and bounce back stronger and wiser. They will take away with them valuable information on how to grow as an individual and learn about perseverance and self-discipline, which are vital to success. 2. Adults should set high expectations: It is crucial for parents, teachers and adults to set high expectations for children because many of them will only aim as high as we set the target. They need to know that we believe in them and their potential to succeed. We need to practice and reinforce this type of thinking early on, rather than delaying it until they enter higher education. Providing scaffolding, support and feedback to the students will also help reinforce positive habits. We need to guide them by explicitly stating what is acceptable and what is not. 3. Children should build on their emotional intelligence quotient (EQ): Children need to know how to effectively communicate with other and build strong relationships. Children who recognize and understand their emotions are more in tune with their needs, desires and goals in life. They are able to control their emotions and motivate themselves to the appropriate direction in achieving their goals. In addition, having emotional intelligence means being able to resolve conflicts and understanding the needs of others. 6. What are the three major lessons learned from the Anne Fox Elementary School story?


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1. One lesson learned from the Anne Fox Elementary School story is that a school needs to have good leaders as opposed to good managers. Leaders (administrators) have to focus on the whole child and believe that "all children can succeed, No Exceptions." Children need caring adults like teachers and administrators that are committed in ensuring that they feel connected to the school and to caring adults. 2. Environmental factors such as teacher efficacy, professional learning communities and instruction need to be present so that the adults foster among each other a greater sense of hopefulness, optimism, and success. Students and adults need to work together in order to succeed together. 3. Lastly, empowering factors including learned optimism, resiliency, and social emotional competence are as equally important in the dynamics needed to foster collective efficacy at a school site in order to achieve goals for success. 7. In your own words define your school's culture and how does or doesn't it mirror what the author describes as a culture. I am a 7th grade history teacher at Mitchell Senior Elementary in Atwater, CA. This is a middle school that serves 795 7th and 8th grade students. The minority enrollment is 72% for the student body with the majority being Hispanic. I believe our school's culture does mirror what Rick Miller describes as culture. Our district's mission statement is "To Provide a Learning Environment Where Students Develop the Skills Needed for Success." Our school's motto is "Mitchell Thunderbird Pride: Productive Responsible Individuals Dedicated to Excellence." After my first year working at this school site, I have experienced the warmth, optimism and support among staff and students. We pride ourselves in setting high expectations for all our students and in guiding them to develop the skills that they need for success. Staff at our site have a poster in our classrooms that outline the five keys to success: (1) Success in anything begins with being present, (2) Show the respect you deserve, (3) Your attitude determines your altitude, (4) Your choices define you as a person, and (5) Your effort will determine how far you go. Students are periodically reminded of the five keys to success, and we have even developed a key ceremony--students are given a key at the start of the school year as 7th graders and it's labeled as their "key to success." During the promotion ceremony as 8th graders, they are expected to return their keys as a symbol of their commitment and accomplishment in developing the skills of success that they will take with them to high school and their future. Many teachers I know stand outside their classrooms and greet their students at the beginning of each class. We try to establish relationships with our students in order to better help them and meet their needs. We hold weekly staff meetings and we begin each one by presenting a "key" to a staff member who deserves recognition in their attitude, involvement and effort in making a difference at the school. This helps to increase teacher efficacy and strengthen our relationships with one another. We also have a great team of administration who work together to provide support, pride, organization and a sense of hopefulness and optimism. I am extremely happy and fortunate to work at a place where it feels more like family than simply co-workers. 8. Beyond what the author speaks about when he writes about the Happiest Place on Earth, how does a school go about becoming the Happiest Place on Earth for all students?


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Firstly, I believe that a school should make students feel safe both physically and emotionally. The school has to foster a climate of safety, and create programs that prevent harassment and bullying. We have to create a supportive community where the students feel connected with their peers and caring adults. If we want our students to reach their full potential, we need to create a safe and healthy environment. Next, I believe that parents and educators should be setting high expectations for students. If we expect that our students will succeed, then they most likely will. Students need caring and supportive adults to guide them through their journey by providing praise and feedback. We need to make sure that every student, despite their challenges and background, is "at hope" and capable of success. Lastly, I feel that it is crucial that we make this a team effort--teachers and parents need to work together to make sure that the children's needs are being met. In order to build a partnership between teacher and parent, there needs to be an open line of communication. Teacher should regularly share progress with parents and vice versa. If a teacher is informed of a change or situation that is happening at home, it will provide insight on the student's behavior and their academic performance. We need to bridge the gap between home and school in order to achieve the common goal, which is student achievement.

Sub Folder VII - “Example Put To Practice Report”

H. SI Speaker “Put to Practice” essays Rick Miller Rick spoke about the necessity of hope. Hope has the power to make or break our lives. Whatever choices we make, whatever dreams we have, whatever future we strive for- it all requires hope. Children need to be taught and shown hope by the adults around them. All adults- family members, teachers, any adult that comes into contact with them. Children need to see this hope to see their future. They need to see that the choices that they make allow them to reach unlimited goals and potential in all areas of their life. They need to know that they can work towards something with all their heart /hope and see they can succeed- in all areas of life- family and education and career and culture. We as teachers have a huge part in this. We need to give our students hope. And not just our students- but all students we come into contact with.

I can see this lack of hope deteriorating the potential of too many students in our district. The extreme poverty that some of the households have, create this group of children who have no clue about what the world can have in store for them. If they get out of the city- it’s just to the very next city. If they go home- it’s to a filthy room where they are lucky if they have a bed/place of their own to sleep. They honestly don’t know any other way. I will do all that I can to show my students that there is an amazing world to explore and unlimited possibilities that are within reach. I want them to dream big and reach for the moon. I want to share with them how I grew up and show them all the things that I have managed to accomplish with hard work and dreams.

After listening to Rick’s presentation, I took a while to reflect on my own behavior as a teacher. I realize that I am occasionally guilty of seeing certain students as at risk and therefore treating them differently. I don’t expect as much from that child (homework completion, passing test scores, meeting reading goals), or I won’t ask that child questions that participate in our class conversation because I know that he/she doesn’t have the life experience or knowledge to share. I will have to rethink how to interact with the student I


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identify as At Hope. What is it that I can do to reach that child, encourage him/her to create dreams and goals, and help them succeed? It is a conversation that I would love to have as grade level teachers and also as a school site.

Information that I would like to share with my school community and others include:

- Hope is taught and learned - We don’t control most of the risk children experience, but we do control most of the

hope - Even the youth who is most at risk there still is a side of the young person who is at

hope - Terminal thinking is deadly - By not asking questions about the future- they fall into the path learned hopelessness

Jahmad Canley Jahmad spoke about the importance of the words we speak. Negative words affect us more than positive words do- same goes for our thoughts. We have to control not only the words we say to ourselves and others but also our thoughts as well. He shared with us the 11:1 ratio. For every one negative thing we hear about ourselves or others… it takes 11 positive comments to negate. It means that I have to consciously be aware of what is being said and heard in my classroom. I know that when stressful times hit, I can be short with the students. I also can be sarcastic in my joking. Knowing the 11:1, I need to make sure that I keep my comments positive. The HABE discussion was awesome. Hearing that our habits, attitudes, beliefs and expectations are 85% solidified by 5 years of age is astounding. That means that I am competing with what these children in my district have learned in their homes from the first day of school. I knew that these kids became disillusioned- I just didn’t realize that it could happen so soon! This will impact my teaching, because I will have to prove to the children that possibilities are endless, an education is worthwhile, and that with hard work they can persevere and succeed. Jahmad shared with us that today’s student needs to have these traits: stick-to-it-ness, grit, willpower, and goal setting abilities. I can see that reflected in the common core standards to have the students college and career ready. I have to teach students self-discipline and tenacity. They need to learn that perseverance and hard work leads to success. I need to be able to share my personal stories about tenacity and success. The information Jahmad shared, on how we visualize all the words that we say, is what I want to take back to my school community. That every word has a picture- we create a visual likeness of those word in our brain – all except the word “don’t”. This means that every time we tell the kids don’t- like don’t touch that box- all they visualize is touching the box. As a teacher, I will need to rephrase my speaking. I will have to flip it positively and ask them to please keep your hands to yourself or use only your eyes to look at the box. But I think that is worthwhile- especially since we have a lack of positive words in our lives. Greg Krieger & Casey Taylor Greg and Casey gave us four big questions that we need to ask ourselves as educators. They include: Why do I teach? Why do I teach the way I do?


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What does it feel like to be taught by me? How do I define and measure success? The first question was easy to answer. I teach because I am a teacher. I’ve always been a teacher and it had never occurred to me to be anything else. The second question is a little more complicated. I teach the way I do because of curriculum requirements, district requirements, trainings I have attended, observations of quality and not quality teachers, and my own personal beliefs. The third question is difficult. I have no idea how it feels to be taught by me. I have never asked. Sure I receive cards from the students at holiday and end of the year. I get occasional feedback from the parents. But I have never sat down with students and had a conversation about it. It is something I must do. The last question is definitely complicated. Success on paper with grades and accomplishments is obvious. But I also see success in students who have developed a love of learning, reading and inquisitiveness. A connection I found that applies to my school was when Casey talked about culture. He spoke about the importance of using stories, words, patterns, and guest speakers to encourage a desired culture not only in the classroom but campus wide. He gave the examples of using songs, cheers, chants, and quotes (daily/often) to keep the theme of the culture alive and in the forefront of our minds/ lives. With my school becoming a Leader in Me school, I have seen this working on a very beginning basic level. I plan to incorporate the songs and cheers into my classroom. I also plan to have a class motto that we will recite daily. Greg spoke about the backpack of our life. And it’s full. We have crammed it full of a variety of things that take up our time. Between family, faith, school, work, food, fun, sports, hobbies, etc. we have jam packed days. He asked us if we can just keep adding more things to it. Of course not. When time fills up, something has to give. We have to be aware of all the things and prioritize. Some things might need to be replaced, and that’s okay. This is an area that I have to be more conscious of at school. We keep getting more and more things piled on our plates. To not burn out/ stress out I will need to keep organized and prioritize and be proactive each and every day. This conversation about the backpack of life is what I want to take back to work with me. My co-teacher is not organized and therefore becomes constantly overwhelmed with the demands of school. I want to work with her and figure out a plan of action for our school year. Calendars, one on one meetings, photocopy dates, pacing plans for when trimester testing hits, and more. It is a conversation that she and I will start having before school starts. We both need to agree on what is in our backpack that we need to keep and what maybe needs to be let go or put on the backburner. I’m optimistic for this!


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Delhi School District – 2016 Winners of the TEAM Hard Rock Award!

Keyes School District’s Telma Wetherford – 2016 Winner of Individual Hard Rock Award!


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In 2016, The UOP Division of Continuing Studies and Summer Institutes wanted to find out exactly how effective the SI Presenters were with Rigor, Depth, Relevancy and Relationships. What better way to acquire researched-based results than to have the professionals who attend SI provide direct feedback through a UOP/SI evaluation. Below are the tabulated results. Copies of original evaluations available upon request. To the READER: If you take the time to read and truly research UOP’s official course evaluation summary below, you will discover the truth about Summer Institutes’ Rigor, Relevancy, Relationships, Depth and Final Product. In 2016, out of a total of 23 categories scored, (1-low to 5-high), SI scored 4.8. We are very proud of this score. We, at Summer Institutes and UOP, feel confident that the reader will see proof why Summer Institutes is rated the “Best Professional Growth Course” by Superintendent Dr. Rich McBride, 2014 National President, AESA, who recently endorsed Summer Institutes with the following testimonial: “In my 25 years of evaluating SI conferences, nobody does it as well as Summer Institutes...quality content...meaningful content. It's what we as professionals crave!”


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UOP Summer Institutes, Official Evaluation

SOS Club, Modesto, CA. 2016 SI Presenter Scores: 1) Did the SI Presenters teach rigorously? Outstanding (326) Yes (212) No (3) Terrible (0) 2) Did the SI Presenters have depth? Outstanding (310) Yes (155) No (1)) Terrible (0) 3) Were the SI Presenters relevant? Outstanding (315) Yes (160) No (1) Terrible (0) 4) Did the SI Presenters develop a trusting relationship with you? Outstanding (292) Yes (167) No (6) Terrible (0) SI Total: Outstanding 1,243 Yes 694 No 11 Terrible 0 --------------------------------------------------------------------------------------------


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Individual Presenter Scores: Presenter: Jahmad Canley Topic: “Potential Unleashed—From Potential to Reality,” 1) Did the presenter teach rigorously? Outstanding (67) Yes (4) No (0) Terrible (0) 2) Did the presenter have depth? Outstanding (66) Yes (5) No (0) Terrible (0) 3) Was the presenter relevant? Outstanding (70) Yes (1) No (0) Terrible (0) 4) Did the presenter develop a trusting relationship with you? Outstanding (50) Yes (20) No (0) Terrible (0) ________________________________________________________________ Presenter: Rick Miller Topic: “Building a Culture of Hope with Your Students!” 1) Did the presenter teach rigorously? Outstanding (45) Yes (36) No (0) Terrible (0) 2) Did the presenter have depth? Outstanding (49) Yes (32) No (0) Terrible (0) 3) Was the presenter relevant? Outstanding (49) Yes (32) No (0) Terrible (0) 4) Did the presenter develop a trusting relationship with you? Outstanding (47) Yes (34) No (0) Terrible (0) ________________________________________________________________


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Presenter: Ingrid Ricks Topic: “Unleashing the Power of Personal Narrative!” 1) Did the presenter teach rigorously? Outstanding (56) Yes (25) No (0) Terrible (0) 2) Did the presenter have depth? Outstanding (61) Yes (20) No (0) Terrible (0) 3) Was the presenter relevant? Outstanding (57) Yes (24) No (0) Terrible (0) 4) Did the presenter develop a trusting relationship with you? Outstanding (59) Yes (22) No (0) Terrible (0) ________________________________________________________________ Presenter: Greg Kreiger and Casey Taylor Topic: Winning Life’s Biggest Games.” 1) Did the presenter teach rigorously? Outstanding (51) Yes (31) No (0) Terrible (0) 2) Did the presenter have depth? Outstanding (61) Yes (20) No (0) Terrible (0) 3) Was the presenter relevant? Outstanding (58) Yes (23) No (0) Terrible (0) 4) Did the presenter develop a trusting relationship with you? Outstanding (54) Yes (27) No (0) Terrible (0)


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Presenter: Scott Ricardo Topic: “Summer Institutes Winning Formula to Manifest Rigor – On First Class day!” 1) Did the presenter teach rigorously? Outstanding (39) Yes (44) No (1) Terrible (0) 2) Did the presenter have depth? Outstanding (41) Yes (40) No (0) Terrible (0) 3) Was the presenter relevant? Outstanding (44) Yes (37) No (0) Terrible (0) 4) Did the presenter develop a trusting relationship with you? Outstanding (49) Yes (32) No (0) Terrible (0) Presenter: Kristen Messer Topic: “Back to Earth: Delivering a Soft Landing.” 1) Did the presenter teach rigorously? Outstanding (34) Yes (36) No (1) Terrible (0) 2) Did the presenter have depth? Outstanding (33) Yes (38) No (1)) Terrible (0) 3) Was the presenter relevant? Outstanding (37) Yes (33) No (1) Terrible (0) 4) Did the presenter develop a trusting relationship with you? Outstanding (33) Yes (32) No (6) Terrible (0)


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On a scale of 1 to 5 (5 being high), the professional educators, that attended SI, ranked the following presenters for covering research-validated or research-based programs and/or strategies that have a direct impact on the delivery of effective instruction and student achievement. Copies of all original evaluations are available upon request. SI Total Score: 4.8

Presenter: 1 2 3 4 5 Average grade A. Scott Ricardo…..………………………………………. 4.86 B. Rick Miller…..………………………………………….. 4.94 C. Ingrid Ricks …………………………………………... 4.73 D. Greiger & Taylor……………………………………….. 4.57 E. PLC Sessions …………………..………………. 4.65 F. David Creech ……………….…………………………. 4.18 G. PBE……………………………………………………… 4.89 H. Sup. Messer ……………………….………………….. 4.25 I. Kristen Messer……..…………………………………. 4.30 J. Jahmad Canley………………………………………… 5.0

K. Wellness……………………..………………………… 4.63 Miscellaneous: 1 2 3 4 5 Average grade

Instructions and registrations handled efficiently? 4.8 ____ Wellness options were relevant and appreciated? 4.85 ____

The program clearly met standards and expectations? 4.92 ____ Summer Institutes staff was courteous to my needs? 4.98 ____ Topics were relevant to my personal and professional career? 4.93 ____ Presenters had a direct impact on the delivery of effective instruction and student achievement? 4.93 ____ Did presenters cover research-validated or research-based programs?

4.94 ____ Do you have a better understanding of the importance of building relationships? 4.97 ____


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Is Summer Institutes Rigorous? 4.93 ____

Is Summer Institutes Relevant? 4.9 ___ Does Summer Institutes have depth? 4.97 ____ Does Summer Institutes provide an opportunity for Final Product? 4.94 Summer Institutes total average score (1 low, 5 high): 4.8 __________________________________________________________ Additional Comments About Summer Institutes Presenters: Jahmad Canley Would love to have him speak to Modesto City Schools! Great speaker! Jahmad is a wonderful and inspirational speaker If you had higher than outstanding, I’d vote higher My soul gets uplifted when I hear Jahmad speak! Best speaker of the week Great!! Bring him back Amazing! Very relevant, so beneficial, so useful. Just wonderful, very engaging This is a powerful speaker & everyone needs to listen to. He unlocked my treasure chest Awesome! So helpful! Powerful! Thank you!


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Really enjoyed him Engaging He did a great job giving great examples. I will use all this information to improve my teaching. (He was very clear and knowledgeable on the subjects) He is very realistic. He inspires me to get back in the classroom now and try these ideas. I like the research facts he gives us. Relevant information Great speaker Loved his personal stories. My favorite He was the best speaker! Thank you!! He was great. Really enjoyed his message. Brought up great points. Liked the idea of the strength in the word yet. Excellent time! Great job! Jahmad really hit it out of the park, he has relevant rigor and made lecture engaging. Real-life approach Thank you! Great job! A lot of relatable stuff for the classroom and personal life This was my 2nd time hearing Jahmad speak and I was just as amazed as the 1st time Awesome presenter! Outstanding Rick Miller Loved the presentation Fantastic!! Great positive energy Amazing ideas supporting the whole child


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I learned so much valuable information I can implement in the classroom Awesome – I will talk to any district about this! Thank you, I wish Districts understood and heard this more Rick Miller was in depth and gave a new sight in creating relationships Awesome job! Thank you for your passion! Enjoyed the presentation! Very informative! A lot of reflection takes place. Thanks No exceptions! Good info Ingrid Ricks I’ll be able to use what I learned in my classroom. I bought her book She was phenomenal Wow! Amazing story! I learned great way to teach children to write! Motivating and inspiring Excellent job! Loved the writing exercise. Bought her book on IBooks. She’s great. Love to teach writing – so she’s right up my alley. Great way to help kids! Very good use of time. I’m deeply touched by her talent! Thank you! Best of luck to you! Wish we could have met you in real life! Awesome! Eye opening (great personal development)


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Too bad we didn’t see her in person! Hope she gets well soon! A++ I will use this method Greg Kreiger and Casey Taylor Great presentation – loved the energy Great presentation, very motivating. Excellent An inspiring reminder to do best/not give up/and is the most amazing teacher we can be Very engaging & motivational Motivating and inspiring Loved the connection to teaching Team spirit Inspiring! Also great message and use of time for us today. Very inspiring. Thank you! Very engaging. These coaches have a structure, a process easily implemented in the classroom, campus, community, It (presentation) works well with teachers Love the passion!! Great ideas It was good to see coach perspectives. They’re powerful speakers. Love the passion! Wish all teachers had passion like these guys! Felt like it was male directed Excellent! Thank you!


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Scott Ricardo An amazing day! Motivational first day! There is plenty of rigor at Summer Institutes! Thanks for caring! Passion and relationships are important in my classroom both teacher and student! Honesty and energy were very clearly demonstrated Loved my 1st day! Liking what I hear! Enjoyed the way he creates a safe, educational, environment that is comfortable for everyone Engaging Thanks Awesome! Kristen Messer Powerful message Didn’t even know whom you were referring to Good job Great ideas Neat activity Relevant information Great activity Loved activity! Great activity! Fun! Thanks (& relevant) Fun and engaging activity


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A lot of fun. Please consider providing a testimonial below to be used for future brochures (Include your name and school, we will not post anonymous testimonials): S.I. is more than I expected and I enjoyed my experience. I’ll definitely be back next year. The week was spent building relationships through rigorous sessions and instruction. This week went by too fast. I had rigorous and relevant learning, focused, yet unstressful! This has been such a rejuvenating experience. We are so ready to try all the new ideas we learned and we feel validated for the research that will enable us to put into action what will benefit out students What a great experience – not only did SI provide exceptional relevance to my profession, but also at a personal level. It’s a nice change to focus on the wellness of teachers! All speakers were relevant and created an applicable information to our education system and profession Positive relationships – trust – reduce fear – self-efficiency Jahmad was amazing and extremely relevant Summer Institutes enforces the importance of teacher and student relationships, along with the importance of teacher wellness. These components are imperative for teacher and student success! I truly enjoyed collaborating with teachers in the same grade level and having meaningful conversations as educators. The keynote speakers were inspiring and empowering. Overall great experience. This is a great way for teachers to grow professionally. This is a great course for educators at the end of the year. Having the three R’s addressed by amazing speakers in such a professional setting is just right. Summer Institutes refueled my soul. It reinforced, everything I believe about my students and what I do as a teacher. In particular, Miller, Ricks and Canley were amazing! I will be back next year for certain. Really enjoyed this course. It was filled with rigor and amazing speakers. Very relevant to our job. A job well done, Scott! Summer Institutes was relevant, rigorous and fun! I will be back next year!


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A great way to collaborate with other teachers in a low stress environment Summer Institutes was a wonderful way to learn how to build better relationships with students while creating a solid culture for schools Every teacher who comes out of Summer Institutes will be without a doubt a better teacher After finishing the 15-16 school year with many failing students, I needed some ideas for turning the failures into success. I found it at Summer Institutes I have a plethora of information, strategies and activities to try with my student I got more out of this week than I ever anticipated! Thank you! What a great and refreshing start of the summer. The importance of wellness to help in being better people is appreciated and will transpose to better teachers for our students Affirmation concerning the never give up message. We receive students who have had little to no success in another school setting our school is one of the last stops and to find the strengths and build on them Other comments: Thank you for bringing keynote speakers who were encouraging and impactful! This was an amazing week. Thank you!! Loved it! Very engaging – speakers were very relevant. I wish it were fewer notes taking to focus more on the presenter At times, I could not focus completely on the speaker because I was trying to hurry writing the notes. Also, the sign in sheet at times felt like we were not trusted. Jahmad Canley’s presentation should be two days I forgot how wellness plays such an intricate role in my life (personal and professional) It’s helpful to have these speakers who can address the needs of all K-12 educators, not just elementary or just high school. Good job. Thank you for a great week! I thought it was great! Looking forward to webinar ore taking additional courses through Summer Institutes


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Really enjoyed all speakers Suggestions for topics, speakers, wellness, field trips: Eric Thomas, great motivational speaker Great speakers – very diverse. Suggestion – encourage teachers to sit at different tables each day in order to meet new people Do more Ice Breakers Gallo or Gallo Arts All field trips are nice. It helps me to think of broader opportunities for my own students and how field trips can be so engaging and relevant to grade level standards Massage Be very clear about assignment from beginning – orientation on what will be due. Send in emails/notification to all school sites Glad we took the trip to MJC, it gave me many ideas and looking forward to taking my students Knights Ferry Technology, 21st Century Classroom Water rafting Yoga or massage. You know, a back rub! PLC were great by birthday and grade level. Would like to have PLC by subject matter Jahmad was awesome Reaching all students; focus on blending life skills with academics with relevancy; more indoor opportunities (hot weather – painting was fun!!!) These speakers were refreshing and informative Gallo Center for the Arts; Topic-building student/teacher relationships through technology Continue bringing Jahmad and Rick Miller Break down speakers so that we’re not sitting down the entire time – incorporate


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more activities Lisa Tiwater from SCOE; a technology piece Very happy with the week-long course I wouldn’t change anything More on growth mindset (to build on this year’s work) Organize team sport wellness activities and make it mandatory Different field trips each year---local farmers, local businesses, other recreation Focus on health and disease prevention; ELA common core; motivational speakers; loved the planetarium PLC groups should be divided by each activity. Example: Birthday PLC answer all question sections and grade level PLC work on PBE It was all great Special Ed needs to be addressed Differentiating instructor Special Education awareness How can we improve our marketing of this class so more administrators are aware of the quality of this teacher professional growth opportunity? Update videos and testimonials The flyer works for administration but intimidates teachers. Rotate tables each day! Already well-known in Hughson Continue to promote! Admin needs to see or get a sample of this course Social Media Research and evidence Invite to attend at no cost Updated photos/videos At admin conferences and trade resources, conferences


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Email flyer directly to administrators, rather than just paper copy Invite principals to come to institute Maybe add a list of districts that participate during this Summer Institutes Perhaps going to staff mail boxes Maybe include samples of student work (final product) Website is confusing Build up Face book; simplify flyer; send emails to invite to SI Someone should put together some type of promo video going over all of the aspects of the class. Send emails to schools about the program Include a video to show to admin, providing proof of rigor Was not distributed at Ceres H.S. Nothing Word of mouth is the best advertisement Address more special education Do you feel your administration and school board support their admin staff to participate in professional workshops? Twenty-six participants said Yes Definitely Absolutely Two said No, they don’t focus on the relationship! They were not too difficult to deal with; some paperwork and approval in writing involved in the process Yes, my admin was excited about me coming

Scott A. Ricardo • Email: [email protected] • Phone: (209) 648-4054

Scott A. Ricardo Snapshot of Body of Work Email: [email protected] Phone: (209) 648-4054

Recruiter: It’s been said; you’re only as good as your last recruit.

This past spring (2015), while getting off a plane in Stockholm, Sweden, Coach Ricardo was greeted by the General Manager and President of the Uppsala 86ers of the Swedish Professional League. Coach Ricardo quickly asked, “How many o-lineman do I have to coach?” “Seven,” the GM answered. Ricardo inquired, “Are there any other O-linemen around?” “Yes, a 6-4 275 pound former starter that isn’t playing because he did not have fun last season. He says he was not coached last year and has decided instead to work on old cars and drink beer rather than play football. “Take me to see him right away,” Ricardo calmly said. Upon meeting, the lineman was extremely skeptical, looking at Ricardo tight-lipped with a “fish-eye” under his low brow. Ricardo quickly put him at ease, however, and asked to see the latest classic car the lineman was working on. The young

man’s prideful eyes lit up and he led them to the garage with a smile of surprise on his face. After viewing the car and asking many questions to get to know the lineman, Ricardo then explained that he had learned offensive line techniques in 1979 from Coach Golden Ruel now with the Seattle Seahawks. He then demonstrated a counter to an arm under rush technique by using martial arts “Phoenix Eye” punch to the rib cage. Coach Ricardo them promised to buy the lineman a beer at the end of the season for every opponent he knocked to the ground. After covering the recruit’s three major points of interest, Ricardo asked “So, will you come back, have some fun and help us win?” The lineman looked up with a grin and bellowed joyfully, “Heck yeah!” The Uppsala 86ers finished in the final four Sweden Professional Playoffs, losing to the eventual Swedish Champions in the semi-finals. And the lineman who wasn’t going to suit up before Ricardo sought him out had one of his best professional seasons ever and was a key ingredient to the team’s success.

Founder/President

Summer Institutes: Educator conferences using coaching techniques to help youth succeed.15 sites across the US, two online courses, 29 years and 12,000+ alumni follow

Scott’s work through Summer Institutes!

Athletic Director & Fundraiser The below article exemplifies Coach Ricardo’s passion and

hard work ethic:

RICARDO RUMBLE IN PT Editorial by Scott Wilson, Publisher

Port Townsend & Jefferson County Leader Wednesday, September 19, 2007 (Page A-6)

If you've been to see football, volleyball or soccer at Port

Townsend High School this season, you've heard it, seen it and felt it. The crowds are bigger. The noise is louder.

The energy is higher.

Call it the RICARDO RUMBLE!

Coordinator

Collegiate O-line/offensive Coordinator for 22 years

Founder/Director

Founder/Director of Humboldt States nationally acclaimed

“We Believe in Youth Mentorship Program”

helping educators grow for 30 years208.79.234.120/~summerinstitutes/wp-content/uploads/2017... ·...

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