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After compiling a stack of sticky notes with possible solutions, students completed the saturate and group protocol. This assisted students in combining ideas to create more cohesive and full solutions. This also aided in deciding which directions groups were leaning towards to keep group members on the same page.

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Students completed Creative DNA tests to see what areas they thrive in. Students really enjoyed doing this and found a lot of value in grouping themselves using this.

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Students did a community builder using the protocol Collab tower

Entry Event --> Observation walk around the school. Students created group names and walked around the whole building making note of what they observed.

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Students completed the Hopes/Fears/Norms after the driving question was revealed. Many of there hopes centered around the idea of making a positive impact on the schools - as well as feeling like their voices would be heard. Some of the fears included being ignored and not being taken seriously. Their norms for this project center around respect and engagement.

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Students created a large bug list of things around the school and things in our school culture that bugs them. This population of students are in our HVRT program catching up on classes. They had plenty of suggestions and ideas about things that bothered them in our community. We felt this was a great way for them to reflect productively.

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Students brainstormed and came up with various information that they know and need to know based around the DQ. This helped students when they began to formulate questions. Students had learned prior the different vocabulary around culture.

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Students reflected on the Driving Questions and who is all involved and would possibly be impacted. This allowed for students to see the larger picture of the project. This also brought some buy-in for them as they saw they could potentially impact more than themselves.

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After creating the stakeholder maps, students had the opportunity to create empathy maps. They choose who they believed would be impacted the most. This helped them reflect on what possible solutions that stakeholder would benefit from. Both groups picked a HHS student. They have been continuing to reflect back to this.

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After completing the QFT protocol with questions they had regarding culture, students had the opportunity to question admin directly and get some answers to help them along to their solution.

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Students participated in the idea quota protocol. They were tasked with 100 solutions in 20 minutes. Most groups got to about 50 - which was awesome! They are working on categorizing ideas and condensing them. Many groups are rewriting to include many ideas. Their goal is to have 3-5 solid solutions they want to dive deeper into.

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Students spent some time thinking about the opposite of their DQ. They focused on solutions that would hurt our school community/culture. In doing this, they not only saw the value of the work they are doing, but they narrowed in on their own real solutions. This was a very valuable exercise as it helped students to understand the impact their solution could potentially have.

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Students used the white boards to mind map the DQ to decide which direction they wanted to focus on. So using the driving question in the middle, they branched out topics like community, culture, school, students, and teachers. In the end, one group focused mostly on community culture, while the other group focused on education and culture more broadly. This protocol helped students determine which part of the DQ they wanted to focus their solution on.

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For these two protocols, it worked well to combine them. Students created a visual on a poster for each of their solutions. They were not allowed to use any words. After completing this, each group presented their poster/solutions to the other group/class. After presentations, the other group were to give feedback to the others solutions. This feedback included warm feedback, cool feedback, and questions. This was done via sticky notes, as many of my students are resistant to give feedback verbally in front of others. These protocols assisted students in choosing their solutions and revising their solutions.

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Students completed the NUFF test using their 3-5 solutions. The categories were new, useful, feasible, and fun. Doing this protocol really put things in perspective for students and the impact of each solution. This also allowed them to see just how valuable some of their solutions could be.

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https://docs.google.com/presentation/d/1cHoL-2CUs0aYJ5aI0nOy32yklsRghgVOTN19z9yPxMQ/edit?usp=sharing

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Students participated in this protocol in the days following critical friends. This assisted students fill in the gaps of some of their solutions and continue to provide details on each.

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Throughout the semester, students completed the start/stop/continue protocol many times. This helped groups stay on track and have a clear game plan for their next steps. This helped greatly with organization, especially when students would miss day. Those who were absent could still get a good idea of where the group left off.

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Both groups solutions were taken very well from those that are apart of making change. Here are some quotes:

Cultural Definitions: "Great idea. We will work on it in Mass Media. Thanks!" - Mass media & Broadcast Instructor

Field Days: "These are fantastic ideas, especially because they came from students and are so well-developed! I hope the PBIS team can help turn these ideas into a reality this Spring or (at the latest) next school year." - PBIS Team Member