From Loners to Leaders

How PHlight Club Changed the Trajectory of the Lives of Two Teens

Kimejoe Lambeth and Eugene James are 15-year-olds from rural Alaska, living on Prince of Wales Island. In most respects, they are typical teens. Eugene likes to spend time outdoors, especially hunting, fishing, and hiking; he also enjoys playing video games. Kimejoe loves to care for her many pets, take photos, and make things with her hands.

But what sets them apart is their strong commitment to making a difference in the lives of other kids, and the leadership skills they have developed and polished over the past three years by taking part in our Kaleidoscope Connect activities.

Life Before PHlight Club

When Eugene was around seven, family issues made him feel lonely, isolated, and disconnected. There were no other kids his age in his hometown, Naukati, a small village of about 150 people. “I was emotionally put down,” described Eugene. By 6th grade, he had run away from home several times and was in a downward spiral. He had built an emotional wall and couldn’t connect with people. Unable to share his feelings, he became frustrated and angry.

About that same time, Kimejoe was experiencing her own struggles in the nearby town of Hollis. She was extremely shy and didn’t believe she had anyone in her life she could depend on. She had serious physical problems with her hips that required multiple surgeries and long-term use of crutches. She felt like an outsider and sought to isolate herself from the rest of the world. She was beginning to make risky decisions that could significantly alter the course of her life.

Then in 2014, Kimejoe and Eugene met each other for the first time during a Kaleidoscope Connect Phlight Club hosted in Hydaburg, another village on the island. Phlight Clubs are intensive, multi-day, youth-centered events based on the principles and practices of Kaleidoscope Connect’s Integrative Youth Development™ (IYD). Phlight Clubs bring together teens and adults from their communities for non-stop learning, connecting, and growing. Students learn to identify adults in their lives, called Anchors, that create a Web of Support to keep them from falling through the cracks and into risk behaviors.

PHlight Club Made a Lifelong Impact

When talking with Eugene and Kimejoe, it’s clear they think about their lives in terms of “before Phlight Club” and “after Phlight Club”.

“After years of feeling isolated and lonely, I had bottled up my feelings to the point I thought I would explode,” explained Eugene. “Phlight Club made me realize that I wasn’t alone, that there were many people out there who loved and cared for me. I learned how to identify those people and reach out and ask for support. I discovered the importance of building a strong Web of Support. By the last day of Phlight Club, I felt safe enough to share my feelings, which was a huge relief. That first Phlight Club not only helped me through a rough patch, but it also had an enormous impact on the rest of my life.”

Kimejoe described a similar experience. “I went to my first Phlight Club feeling very timid and hesitant. I wasn’t much of a risk-taker, but the trust-building activities drew me out of my shell and broadened my horizons. All my life I was sure I didn’t need to rely on anyone and I was too proud ask for help. But Phlight Club helped me realize that I needed other people; I couldn’t just do it on my own.”

“My favorite memory from that Phlight Club,” recalled Kimejoe, “is a trust-building exercise where my peers picked me up over their heads so I would “fly” like Superman. I was terrified on so many levels, including being dropped on my injured hip. I didn’t think I could do it. But the other kids, under adult supervision, gathered around to make sure I would be safe, not only physically but emotionally. They created a support system that I could count on. They picked me up and I flew!  It was incredible! That feeling of excitement and accomplishment will be with me forever.”

Emerging Leaders

That was three years ago. Since then, Eugene has been to eight Phlight Clubs and Kimejoe to six. They still learn something new at each Phlight Club and continue to deepen their connections, but now they do so in leadership roles. As Phlight Club co-leaders, they help other kids – and the adults who support them – learn what it takes to become resilient young adults with thick Webs of Support.

Amy McDonald, their teacher and mentor, along with serving as a Kaleidoscope Connect regional leader, knows she can count on Eugene and Kimejoe during Phlight Clubs. “I truly rely on the fact that they are leaders among their peers,” said Amy. “I can always strategically place them to facilitate activities. They know the principles and practices inside and out, and can elicit conversations with both students and adults. The other kids really listen to and connect with them. Watching Eugene and Kimejoe grow over the years into the leaders they are today has been one of the highlights of my teaching career.”

Eugene wants to make an impact on his peers. “I look back at how Phlight Club helped me build trust and connect with others, inside and outside of school, and I want to teach other kids how they can succeed in life,” he said. “I love the atmosphere at Phlight Clubs. Everyone is so caring and connected, and I thrive on helping the kids grow, learn, and enjoy themselves. I want Phlight Club to have as big of an impact on their lives as it has on mine.”

Kimejoe agrees. “I know how much of a difference Phlight Club made for me,” she said. “Without Phlight Club I don’t think I would have made the right decisions. Who knows where I would have ended up? I want to make sure that other kids who are struggling learn that it’s okay to ask for help. When I’m co-leading a Phlight Club, I encourage kids to be open and participate, even if they are afraid. I want everyone to have a strong Web of Support.”

What the Future Will Bring

So what’s next for this dynamic duo?  They plan to continue co-leading Phlight Clubs while completing high school. They want to help as many youth as possible build connections and develop the resiliency needed to flourish in school and life. They are now also co-leading Kaleidoscope Connect Academies that teach adults the principles and practices of IYD, and even traveling outside of Alaska to make a difference in other communities, such as Seeley Lake, Montana.

After graduation, Eugene plans to attend Bible school in Florida. Kimejoe wants to be a social worker, specializing in trauma intervention, so she can give back to her community.

Wherever life takes them, Kimejoe and Eugene will always carry with them the tools and strategies they learned in Phlight Club and will make sure their Webs of Support stay strong!

ClassBright: Simple and Effective Teacher Evaluation

Stories from an Alaska Superintendent - PART II

By Scott MacManus, Superintendent of Alaska Gateway School District

In 2013, the State of Alaska mandated that all school districts revamp their teacher evaluation systems to comply with the Every Student Succeeds Act (ESSA). Like many other - particularly rural - school districts, AGSD initially struggled with the requirements and the limited options available.  

We considered simply adopting one of the national models that the State had pre-approved. But after reviewing several options, we knew none were realistic for us.They were large systems that required a great deal of training and support, as well as a considerable software investment. And our most important teaching practice goals were not necessarily addressed.

So we considered building our own “hybrid” model; another option offered by the State. Even though we were initially daunted by the time, cost, and horsepower needed to devote to such a project, we ultimately concluded that it was in our best interest to develop our own model.  

Brightways Learning immediately came to mind as a good partner in this venture. From previous and ongoing experience with them for our curriculum management needs, we knew they would provide the innovative programming we needed for such a system.  

The goal was to develop an easy-to-use, online evaluation instrument that complied with the new laws, and would fairly and objectively evaluate teachers in a way that supported improvement and excellence in teaching and learning. It needed to share expectations and observations immediately and transparently, while facilitating collaboration and meaningful discussions.

The Brightways team latched on to our idea immediately, listened carefully to our needs, and delivered an exceptional online product called ClassBright Evaluate. This flexible system not only meets our district's specifications, but can easily be adapted to any other school district’s needs.

ClassBright Evaluate makes the process of performance evaluations much more collaborative and provides real, clear transparency to the teachers. There are no secrets. It's very data-driven, so it helps administrators make data-based performance decisions.

But most importantly, the ClassBright Evaluate system is creating a valuable dialogue between the evaluators and the teachers that is more productive and conducive to long-term teacher support. Ultimately, this will help our teachers become better educators to our students.

Now in the middle of our first year in full implementation of ClassBright Evaluate, we are actively meeting our evaluation goals: 

• to improve professional communication and growth between teachers and principals;

• to build and support best practices in teaching and learning;

• to receive information we can use to support our teachers; and

• to be manageable and efficient for our busy administrators.

In fact, we are so confident in ClassBright Evaluate, we plan next year to expand our use beyond the primary teaching staff to include all our supporting, certified, and classified staff within this single, easy-to-manage system.

Student & Community Success with Kaleidoscope Connect

 

By Dr. Angela Gauthier, Vice Principal, St. Gabriel High School

St. Albert, Alberta, Canada

St. Gabriel High School (SGHS) is a non-traditional, blended-learning high school with nearly 200 full and part-time students, seven teachers, three support staff and a youth success coach/counsellor. More than half of our students are over the age of 18 and many are dealing with social/emotional issues, especially high anxiety.   

Our Introduction to Kaleidoscope Connect
Melanie Morrison, our success coach, and I first heard about Kaleidoscope Connect in the fall of 2015 through Derek Peterson, a dynamic youth development expert from Brightways Learning. 

Kaleidoscope Connect’s Integrative Youth Development (IYD) framework immediately resonated with us, because it focuses on building resilient youth by helping them develop important social and emotional skills including self-awareness, self-management, relationship-building and responsible decision-making. While IYD supports Social Emotional Learning (SEL), it is so much more than that. It truly addresses the “whole world around the child” and their individual “developmental ecologies,” as Brightways Learning refers to it.

The possibilities of its success with our student population had us very excited!  

ANGELA AND HER STUDENTS WITH DEREK PETERSON

Kaleidoscope Phase 1 and 2 Academies
Our next step was to participate in Kaleidoscope Connect’s Phase 1 and 2 professional development Academies for adults who work with youth. 

During these two two-day, in-depth training sessions, Melanie and I learned how IYD integrates and applies the best of current youth development research for treating, teaching, counseling, neighboring, and parenting children and teens. 

We learned and practiced methods to help our students get on -- and stay on -- a course towards resilience and success. We learned how to use the online Student Support Card tool to measure and assess seven key impact areas, or “PHactors,” that influence young people’s positive development.

After completing Phase 2, we felt we were ready to introduce the principles and practices to our students, and implement what we had learned to mindfully connect with them.  

The Kids “Get It”!
In March 2016, we provided our students with four hour-long training sessions over four weeks, using the training guide and easy-to-follow, scripted Kaleidoscope Lessons provided by Brightways Learning. 

During the sessions, students learned how to identify the seven key PHactors that would help them grow and thrive. They learned how to see and build their invisible “webs of support” by identifying and choosing at least five caring adults to whom each student had a relationship connection (Anchors) and who would help guide them through their lives.

Students learned that they could use the online Student Support Card surveys to measure their strengths and track their growth and progress as it related to their webs of support.
 
Throughout the process, the kids were able to connect with Derek via Skype to ask questions, gain clarification and receive support and encouragement. 

The students were excited and enthusiastic. They really got it!

Community Involvement
While we were teaching the students, we also introduced and taught the webs of support to our staff, school council, district counsellors, and parents. 

Our goal was for everyone to understand, live, and use the language and principles while connecting and building relationships with our youth. Because of the positive feedback from our community, we included this model in our school’s three-year Education Plan.
 
To further our community’s involvement, we hosted a Christmas luncheon to acknowledge and thank the students’ Anchors. We also invited the parish priest, maintenance staff, Royal Canadian Mounted Police (RCMP) liaison, and other community members. In honour of the event, the students painted a visual representation of their families/PHamilies* -- a large tree with branches -- including a photo of each Anchor. The tree is hanging in our main room and it’s a great conversation-starter to continue spreading the word to our community about IYD and what we’re doing.

We even shared our story at the Edmonton Regional Learning Consortium (ERLC) Leader Symposium last month. Now other schools in our area are planning to implement Integrative Youth Development and Kaleidoscope Connect practices to benefit their students and community. Plus the ERLC will be hosting Phase 1 and 2 Academies in May!
 
Continued Success with Students
Our students continue to complete their Student Support Card surveys at regular intervals, in order to measure their growth and compare how their webs of support have changed over time. We are thrilled to see that ALL of their webs continue to grow stronger! 

We meet monthly for a pizza lunch to discuss “How’s your web today?” This prompts encouraging and enlightening discussions with the students about how their webs of support have helped them become more connected and resilient, while improving their social and emotional skills.
  
Here are just a few impact statements from the students:
 
“I have a better reference for what’s going on with my relationships. I can tell how strong my supports are.”
 
“I learned who my real Anchors are and how they help me grow as a person.”
 
“It has helped me grow and realize that some of the people in my life were toxic and doing me no good.”
 
“It has helped me learn that my real Anchors are there when I need them. It also showed me that I can be an Anchor for people in the future so they can better themselves.”
 
Next Steps
 
This month, SGHS is starting another training session to introduce the Student Support Card to a new group of students. We want to affect as many lives as possible.

It is clear that Kaleidoscope Connect’s IYD approach has a positive impact on all those who hear the message; especially those who participate in the teaching and learning. Once you understand the approach, it is difficult to look at student success in life in any other way!

*Hamily is a youth’s “PH family” - the adults the youth chooses to have in their web of support.

 

Why I Count on Brightways Learning for Our District's Key Needs

Stories from an Alaska Superintendent - PART I

By Scott MacManus, Superintendent of Alaska Gateway School District

I'm not one to take cold calls from companies, but when Brightways Learning contacted me six years ago, my intuition - and their approach toward collaborative problem solving - told me to take a few minutes to listen. I'm glad I did. I would never have expected a small nonprofit organization based in Montana to be able to provide me with some of the vital keys that are contributing to the growing success of my school district.

At the time, I was Assistant Superintendent recently charged with improving school performance, and we had some poor performing schools. Because of having to deal with so much staff turnover, instruction that was driven by curricular fidelity was crucial. Developing ways to ensure that long-term fidelity without it becoming an impossible administrative task for our principals who also have teaching duties, was equally important. 

Like many rural school districts, our district struggles with issues that large technology companies rarely take the time to understand. Rural Alaskan schools, for example, must typically contend with diverse multi-grade classrooms, high teacher turnover, principals who also have classes, and the need to be flexible and adaptable to unpredictable conditions and often limited resources.

To help address those issues, my district began using ClassBright Curriculum Management system in Fall 2011. Like other lesson planning systems, our teachers can plan their weekly lessons and align them to our state and local education standards. Unlike other systems we have found,  it manages the district’s curriculum, and is able to adeptly monitor instructional progress. The important distinction about ClassBright is its flexibility to:

• handle multi-grade planning

• provide a way for our Curriculum Director to share our district's course materials for teacher integration

• track gaps in standards addressed, and

• offer a streamlined way for submitting and approving weekly plans

Ultimately, the bottom line is clear: Brightways Learning's customizable and flexible systems are increasing our staff efficiency, effectively supporting our district's objectives and goals, and keeping administrative costs down.

Next Month - Part II: Simple and Effective Teacher Evaluation

Ensuring Homeschool Success for More than a Decade

By Terri Beede, Principal and Lead Teacher

Education is my passion. I taught students of all grade levels for more than eight years in public schools in Northeast Montana. From pre-school to high school, I love helping kids of all ability levels reach their potential.

In 2005, I learned about a private distance-learning school that served the educational needs of students being taught at home. Reasons for home-schooling vary, but all of the the school’s enrolled families needed teachers willing to work with them to support the individual needs of each student. 

Formerly known as WorldWide IDEA Private Academy, the school’s new name is Brightways Global Academy. I left public education to join the Global Academy as a Certified Support Teacher, and have never looked back! This non-profit, accredited K-12 Academy has been a perfect match for me and my career. 
 
I love that my job is always interesting and fulfilling...
 
As a Certified Support Teacher, I form true partnerships with families around the globe to help them provide the best possible education for their children. Just a few examples of how my colleagues and I stay busy include:

• Developing an Individual Learning Plan (ILP) with a parent for her special needs elementary son who is being homeschooled due to health and behavioral issues.

• Helping a group of at-risk high school students looking for options to avoid dropping out.

• Researching and talking through the options of online AP courses for several advanced high school students from a military family stationed in South Korea.

• Collaborating with a DoDEA (Department of Defense Education Activity) school for a student who is dually enrolled, half-time in the Academy and half-time at the local school.

• Working with a student who is training in Georgia for the Olympics to ensure he graduates in a timely manner even though his days are extremely divided between practice and travel.

• Planning with and supporting an Air Force family who wants a consistent, stable educational environment (without interruption) for their four children as they routinely move to different locations.

• Coordinating with a New Jersey mother, who recently relocated to Saudi Arabia, to arrange standardized testing for her elementary-aged son and middle school daughter.

• Helping find curriculum materials and delivery methods for a first grade girl living with her government service-employed parents in war-torn Ukraine so that she can download and work through her coursework on her tablet because they are commonly offline and sometimes have to quickly move to a safer location.

Every situation is unique, and I love how the Academy’s flexibility supports each family’s individual needs!

Flexibility and support like no other.

Homeschooling can be daunting for parents. With the Global Academy, each family has true flexibility to choose curriculum resources that best meets their child’s needs, select educational materials that match their student’s learning style, and use methods and strategies that suit their teaching style. The Academy supports, guides and validates the parent’s teaching with certified teachers (like me!), and by providing learning objectives, testing, documentation, and accredited transcripts and diplomas.
 
The parents are ultimately their children’s primary teacher, and I help to:

• Guide parents in choosing an appropriate standards-based curriculum

• Oversee development of the child’s Individual Learning Plan (ILP)

• Answer academic and teaching questions

• Suggest educational materials and online resources

• Maintain the student’s records, which includes documenting the hours spent on studies

• Coordinate standardized testing and assessments

• Review progress reports

• Develop plans meeting graduation requirements and post-graduation goals

• Support the parents and students in a variety of other ways needed to ensure success

The Academy’s success stories are countless. 

Consider Joshua, who graduated from the Academy while his family was stationed in Japan. He fell in love with the Japanese language and culture and is currently studying Linguistics at Ball State University. 

Or Corey, a computer whiz, who benefited from the Academy’s flexibility so he could focus his studies on computer applications and animation, enabling him to advance faster than most students in college. Upon graduating from our Academy, Corey was college-ready and seamlessly transitioned into ITT Tech.  

Christian graduated from the Academy a month earlier than planned and was accepted to Taylor University in Indiana, receiving a scholarship because of his stellar GPA and ACT scores. The personal discipline and study skills he developed through the Academy made the transition to college a breeze.

I couldn’t be more proud of these and all our other Academy graduates!

For any family considering homeschooling their children – regardless of grade or ability levels – I would highly recommend the Brightways Global Academy. The Academy’s staff, my fellow teachers, and I will be with you every step of the way to provide outstanding guidance and support to meet your family’s educational needs.

For more information about Brightways Global Academy, visit our website. 

Terri completed her undergraduate degree with a double major in Elementary and Special Education, emphasizing in Supportive Employment from Montana State University-Billings.  While living in Glasgow, Montana, teaching a range of 3rd Grade and PreK-12 Special Ed, she earned her Master’s Degree in Elementary Level Leadership from the University of Montana.

Five Ways to Support Adults (Anchors)

By David “Pav” Pavish, Developmental Ecologist at Brightways Learning

“Caring for the Carers” is one of the principles that our Kaleidoscope Connect full-color framework teaches, and it is represented by the color Indigo. 

In order for the “Carers” (adults who anchor students) to be effective, they must also have strong support systems of their own. When Carers have their own adult Anchors and healthy webs of support, they are in turn able to support students in a healthy way. 

Here are just a few examples of ways Carers can be supported by their Anchors in their own webs of support: 

1. Tangible Gifts. Often, when thinking about how to express gratitude, we buy an impersonal item from a store, wrap it, and give it to the Carer. Although most gifts are appreciated, try to think outside of the box. Through inquiry, discover the Carer’s personal preferences and give gifts that amplify those preferences. For example, if they love to go to movies, buy them tickets to a local theater. If they love sweets, surprise them by leaving a chocolate bar on their desk. Simple, thoughtful gifts often have the most value and meaning.

2. Time. There are two ways time can be given to a Carer: The first is spending quality time with a Carer. This shows that you truly enjoy their company and value them as people. Small acts - such as inviting the Carer to coffee on the weekend or grabbing a bite to eat after work - can go a long way toward helping them feel loved and supported. The second is giving quality time to the Carer, like offering to babysit their kids so they use their movie tickets. This enables the Carer to have more time to spend in ways they choose and cherish.

3. Public Recognition. For some Carers, being publicly recognized for their service or effort can make them feel amazing! To be acknowledged for a job well done in front of peers, supervisors, or even students, can motivate someone to continue doing great work.

4. Private Recognition. Some Carers may be uncomfortable with public recognition. Ask simple questions to discover their preferences. Often, a private conversation that acknowledges your appreciation and admiration can go a long way and make a big impact.

5. Opportunities to Anchor. For some Carers, the opportunity to Anchor youth is part of who they are and how they work. However, some Carers may feel they do not have much to offer, or may find it challenging to engage with youth. Affirming the Carer’s talents and connecting them to youth who could benefit from those talents, creates opportunities for growth in both the student and the Carer.

To learn more about the Kaleidoscope Connect Full-color framework, please visit our website. 

Pav's combined 20 years of experience working with youth in direct care and administration in both the private and public sector has equipped him with a unique lens through which to see youth in Alaska and beyond. Throughout his career, the training he has received from some of the top youth and experiential education professionals in the U.S. and Canada provides him with a solid understanding of what youth need to succeed. Pav brings a fresh perspective on supporting and guiding youth through their life and career paths; understanding that life is a journey in which growth and learning have no end.