RESILIENCY AND GRIT HOW DO WE GROWTH MINDSET

RESILIENCY AND GRIT HOW DO WE GROWTH MINDSET? Patti Hoelzle Elementary School Counselor Nooksack Valley School District

HOW DOES RESILIENCY HAPPEN? A few key factors.

GRIT AND GROWTH MINDSET RESEARCH “Across numerous contexts, one characteristic emerged as a significant predictor of success: grit. Grit is the quality that allows an individual to work hard and maintain focus for years, not just weeks or months. ” - Duckworth Videos – staff training Growth Mindset by Carol Dweck Resiliency in our Children Grit by Angela Duckworth

DISTRICT-WIDE INITIATIVES A collaborative approach to common barriers to learning and opportunity gaps.

STARTING BIG – REACHING ALL Nooksack Valley Demographics Resiliency Task Force § Rural community northeast of Bellingham, WA § Created during 2015 -2016 school year (4 -5 meetings) § 53% Free or Reduced Lunch §Community members and educators around same table § 13. 9% Transitional Bilingual § 4. 7% Migrant § 32. 5% Hispanic, 3. 8% Native, 56. 9% White §Discussed and created goals and framework for resiliency in our schools and community §Networking between agencies and stakeholders

CHILDREN’S RESILIENCE INITIATIVE The Nooksack Valley community believes that in order to be healthy, successful, and resilient, all children need: * Strong and healthy relationships, environments, and networks of support where they are safe, loved, welcomed, connected, accepted, accountable, valued, feel they belong, and are seen for their potential and unique gifts; * A school and community that understands the impact of trauma and values and fosters hope, courage, and a belief that everyone can continue to learn (grit and a grow mindset); * Opportunities to learn educational and vocational skills they need for life; * Programs and activities to build social and emotional skills including caring for others, vulnerability, self awareness and expression, leadership, relational skills, problem solving and decision making skills, navigating stress and conflict, restorative practices, and cultural diversity; AND * Opportunities and environments where they are able to develop a strong sense of identity, culture and purpose. In order to accomplish this, the community understands that adults need these same supports and environments for themselves so that they can provide these for children and youth. We are committed to identifying and helping create these supports and opportunities for all families,

COMMUNITY INVOLVEMENT • Network of passionate individuals caring for students, families, and the community • Brainstorm barriers to success and opportunity gaps • “Low-hanging” fruit – simple conversations can lead to big impacts

ADVERSE CHILDHOOD EXPERIENCES • ACEs are experiences in childhood that are unhappy, unpleasant, and hurtful. • Sometimes referred to as toxic stress or childhood trauma. • The effects of ACEs often last a lifetime, but they don’t have to • Increased depression and suicide • Increased alcohol and drug abuse • Increased risk of repeating abuse cycle “You saw the person I wanted to be – someone who laughs and sings, and enjoys life. I hope you know that I may have left your classroom, but your kind actions never left my heart. ” – Mackenzy Rose, 10+ ACE

BUILDING WORK Ready to implement ideas in your classrooms and hallways!

THE NEXT STEP – STAFF TRAINING/BUY-IN School Motto – Yes We Can! Si Podemos! Professional Development Mental Health Awareness ACES work Mindset scripts for classroom use How to include grit and growth mindset in grading rubrics/conversations Providing videos and lessons to teachers to administer with students (PBIS Tier 1 Interventions)

PARENT-COUNSELOR COMMUNICATION § Parents need scripts and tools to help foster growth mindset, not just knowledge of what it is § Importance of ongoing conversation at conferences, assemblies, and school/community events §Newsletter home to all K-12 families

TIER 1 – CLASSROOM GUIDANCE Primary – Flying with Mr. Grit Visual representation of a complex and abstract concept First 5 -10 minutes of each lesson “Hiccups” in reaching his goal - being laughed at - no extra practice Bonus Ripple Effects – Students buy into extra practice (motor breaks) Setting a second goal once we meet our first (perfect for 4+ students)

INTERMEDIATE – TARGETED INSTRUCTION PBIS Booster Lessons – 3 lessons per year delivered by classroom teacher Grit/Growth Mindset Focus Multiple Intelligences Work Videos + Hallway Artwork: Power of Yet - Sesame Street Don't Give Up Class Dojo - 5 episodes Grit in Sports

DATA – MEASURING OUR RESILIENCE 4 th-5 th Resiliency Data 4. 70 4. 50 4. 30 4. 10 3. 90 3. 70 3. 50 Average Resiliency Score Individual Personal Skills Ind Peer Support Ind Social Skills Individual Total Physical Caregiving Psychological Caregiving Caregiver Total Spiritual Education Cultural Context Total

DATA – MEASURING OUR “GRIT” Grit Questionnaire - Google Form 3. 2 Fall 2015 Winter 2016 Spring 2016 Av er ag e a or ad ob Pr M al pi ca a sm Ti e 3. 3 er G ra ha 3. 4 m m 3. 5 lt 3. 6 Li bo 3. 7 yl or 3. 8 Ta 3. 9 es 4 4. 3 4. 1 3. 9 3. 7 3. 5 3. 3 3. 1 2. 9 2. 7 2. 5 Jo n YES WE CAN! Grit Questionnaire Results Self-measure of GRIT - NES Intermediate

RESOURCES AVAILABLE How do we teach our students these concepts?

BOOKS AND CURRICULUM

BUT WAIT, THERE’S MORE…. § Pete Carroll/Seahawks – “When looking for players, I look for guys with grit. ” § Carroll and Duckworth Town Hall § Bonus points if they hear the word grit on tv § Link between mindfulness and growth mindset § If we want students comfortable with their brains and their thinking, we have to teach them how to think § Mindfulness practice – Mind. Yeti (free with Second Step), Go. Noodle, Calm App/Website § Have any questions or need to see a resource? Please email me at patti. hoelzle@nv. k 12. wa. us – I love to share!