Adviser Toolbox and Resource Guide by MASSP

An Informational Guide for Activity Advisers

Table of Contents Chapter 1 | An Introduction to Student Activities o Process and Procedure o Constitution and Bylaws Chapter 2 | Council Roles and Responsibilities o Leadership Styles o Job Descriptions o President o Vice President o Secretary o Treasurer o Committee member Chapter 3 | Make Meetings Work o Parliamentary procedure o Release Forms o Icebreakers and Activities Chapter 4 | Foundations for Success o o o o o

Goal Setting Project Planning Problem Solving Communication Group Development

Chapter 5 | Resource Guide o o o o o o o o o o o

Member Handbook Sample Constitution Election Process example Back to School Meeting Agenda Summer Retreat Planning outline Project Planning Process Homecoming Checklist Exceptional Service Project Rubric Award of Excellence Rubric Icebreakers and Games Access to google drive Leadership Curricular folders

One of the greatest features of creating a digital resource guide is that material is fluid by nature. New resources will be added and updated to ensure that new advisers receive the tools they need to be successful, while seasoned advisers receive new activities and educational practices to introduce. Looking for something specific? Just ask! Email: Matt@mascmahs.org

Chapter 1 |An Introduction to Student Activities The role of a student council is completely up to its members and their maturity and responsibility. Since there are no “set guidelines” to what a council must be. Each council has the power to be something very unique. There are some attributes, however, that each council should have. Article I (potential organization missions) • Promote Citizenship • Create a positive school environment conducive to learning • Promote high academic standards • Promote active student leadership • Explore diversity in their school • Fairly and equally represent the student body • Perform worthwhile functions in the school • Maintain communication with students and administration As student leaders, the council will be given a certain amount of authority in their school. This authority is only relative to the amount of responsibility shown by the members of the council. When planning any activity, or seeking change in any area of the school, it is critical that the council works with the administration toward their goal. Working with the figures of authority will gain the council respect and help them maintain a positive relationship. Every secondary school has ladder of authority that is meant to keep things running smoothly. Following the steps of the ladder, and seeking one at a time, instead of rushing to the top will not only avoid hard feelings, but also make tasks run much smoother. (This ladder of authority is illustrated below) Areas of Authority for Student Councils | There are some areas in which the student council will have more authority than others. However the degree of the authority depends not only on the circumstances and conditions, but also the way it is handled by the council. Basic structure is needed for the council to know where they can exercise their authority. The following areas of authority outline this basic structure, however they may differ in each school. Council Authority | Since the primary purpose of the council should be to better the environment of the school (physical and otherwise), the council’s main authority is used when planning projects/activities, extending services to students/staff, and the general atmosphere of the school. Examples are: • • • • • •

Council Projects Student Attitude/Involvement Recommendations Staff Appreciation Publicity Responsibilities Council/School Projects

• • • •

School Elections School Spirit Council Meetings Fundraising

Shared Authority | The student council has shared authority in many aspects of the school structure. Student opinion is considered carefully by both staff and administration, however, the amount of authority given depends on the maturity level of the council, their respect, and their responsibility. Areas of shared responsibility may include: • • • • • • • •

Homecoming / Snowcoming Dances and Social Events School Morale and Pride Organizing/Chartering New Clubs School Morale/Pride Scheduling Activities/Meetings Codes of Conduct/Dress Charity Drives

• • • • • •

Sales Projects & Fundraising Public Relations Student-Faculty-Council Relations/Communications Freshmen/New Student Orientation School Policy Reactions/Revisions Assemblies

No Authority | There are some areas of the school that are not under student council authority, and need to be handled by a trained adult. It is not to say that if the council feels change is needed in one of these areas – their opinion will not be welcome. It’s just a matter of responsibility. • • • • • • • • • • •

Grading Systems & Scholarships Homework Disciplinary Measures School Policies Curriculum Counseling/Administrative Procedures Student Enrollment Academic Credits Teacher pay, discipline, hiring/firing School Maintenance School Equipment Purchases

Student Council Constitution and By-Laws | What is a constitution? A constitution is a written set of laws or governing principals of an organized body. It defines the limits of authority and gives the group a sense of purpose for conducting business. This framework for the organization should be written vaguely and in general terms. What should be in the constitution? The following should be somehow integrated into the format of the constitution; however, they may not be necessarily in this order. • Statement of the name of the organization • The general purpose of the organization • Powers vested in the organization; the right of veto by the principal • Definition of membership • Election procedures • Duties and responsibilities of officers, and members • Initiative, Recall, and Removal from office procedures • Requirement of By-Laws • Amendment procedure • Ratification of the constitution • (annual review) What are By-Laws? It is in this code that laws or regulations made by the organization for the purpose of managing its internal affairs and standardizing its meeting procedures is found. By-Laws are different from the constitution because they specifically define duties. By-Laws should include guidelines and specific rules for the council, such as meeting times and committee information. What should be included in the By-Laws: • • • • • • •

Number of members needed to constitute a quorum Establishment of standing committees Regulations for conducting elections Procedure for filling vacated offices Procedure for amending the By-Laws Definition of the rules of order for conducting a meeting Any appropriate procedures and regulations necessary to carry out the letter and spirit of the constitution

Chapter 2 | Council Roles and Responsibilities What Qualities are in your Leadership Soup? Leadership is not something that you are born with, or just magically appears to certain gifted people. Leadership is an acquired skill that takes time and practice to develop. There are certain attributes that make a skillful and effective leader, which we should all strive to obtain. A Leader Should | • • • • • •

Involve everyone in all areas of the group’s process. People will support something they are involved in. Know that leadership does not mean that you are at the top – it means that you are willing to become a servant. A leader helps the group to accomplish their task. Help resolve group conflicts so meetings will not be disrupted, or decisions delayed. Encourage others to focus on the goal(s). They look for ways to develop leaders within their group. Be ready to sit down once in a while to follow. Leadership is also about letting others grow – not just yourself! The one doing the most talking is doing the most learning! Be an observer and carefully watch your team in order to help them perform better in the future. Look for strong points to encourage, and weaker points to strengthen.

Leaders are Masters of Style | Every leader will have his/her way of leading others. There is never any “right” or “wrong” way of leading, because it is different with each and every group you are with. Pat Boss said, “The secret is knowing when to use which leadership style”. Make sure that you are a master of each of these leadership styles! Autocratic – The leader who exercised authority and control • “Telling Leader” – Makes all decisions alone, assigns jobs to members, relies on his/her own judgement. • “Persuading Leader” – Makes decision on own, and wants others in the group to immediately follow. Democratic – Entire group shares in the decision making • “Consulting Leader” – Allows everyone to help make a decision, offers tentative solutions and ideas, encourages other solutions. Laissez Faire – The leader has little control, steps back often • “Joining Leader” – acts often as a normal member of the group, tends to guide others, not rule. Considers group before self. • “Delegating Leader” – Defines problem and turns it over to the group, sets few guidelines, acts as a resource person only.

Job Description | Mapping your Succuss Each person in a council (a chairperson, officer, or committee member) has a specific duty. In order to be able to be successful with their position, each member must be 100% sure what their job actually is. A job description should be given to each and every member of your council before any task is undertaken! Not only will the job description allow the person to be comfortable with their job, but also keep them accountable for the position they are to uphold. What’s the Point? | There are several reasons to have a job description – a few are mentioned below. • • •

It informs the person holding the job what the responsibilities of the job are. It provides a checklist that can be used as an evaluation tool for the person holding the job. When used as a reference, the person can ask them self, “Am I doing everything I am supposed to?” or “What can I do better next time?” It informs other officers of the duties of each office and helps them interact more easily. If everyone knows what they are supposed to be doing, they won’t accidently start taking over someone else’s task.

A quick note | It is nearly impossible to hold an office without knowing exactly what you are to be doing. Job descriptions are meant to be given out BEFORE the person actually takes the office, so they know exactly what they are getting into, so that person will have no excuse if certain tasks are not fulfilled properly. If your council By-Laws do not include specific job descriptions for each office, and for general council members – it may be beneficial to start out this year with creating such an outline. Please note that specific duties may be altered and changed every year, because each group is different, however the majority of the tasks will remain consistent.

President Job Description | • • • • • • • • • • • • • •

Be representative of your group to all parties. Encourage, teach, and guide members of your group. Oversee scheduling or preside over all cabinet and formal meetings. Keep in regular contact with all committees. (You act as an Ex officio member of all committees) Act as a liaison with administration, staff, and community. Maintain close and regular communication with your adviser and activities director. In consultation with the adviser: Appoint and determine duties of officers and committees. Appoint members to various committees. Prepare agendas for all meetings, which you chair. Set evaluation procedures for all projects and activities. Build a sense of responsibility within your group and its’ individual members. Do not “run” things yourself - build skills and commitment in others. Models appropriate behavior of a leader – set the standard for your group!!

Tips & Pointers ■ ■ ■ ■

An effective President is a motivator, an inspirer, a manager, and a teacher. No matter how energetic or “perky” you are, remember – directly involving others in setting goals for the next year will assure their support. Expect your fellow officers to be willing to ACCEPT responsibility. Provide each person that is in charge of a task a specific description of what they are to accomplish. Do NOT assume that they just know what to do – be ready to teach and be an example. You must see the overall picture, and not just a “piece of the puzzle”. Help them see that their job directly affects the group they will develop a “desire” to stay on task and work hard. Most importantly – you are under the magnifying glass of your group – set an example above and beyond what you expect them to do. Plan ahead!

Vice President Job Description | • • • • • • • • • •

Fill in for the President when necessary. Be fully informed about the President’s duties. Assist in all presidential duties, as requested. Discuss ways to split the job. Act as ex-officio member of all committees. Report back to the President and Advisrr. Help in assigning members to committees. Help in evaluation of each member’s performance (know their jobs as well as your own). Act as a chairperson for major activities. Meet frequently with the President and Adviser as part of the Executive Board. Look for ways to serve and make the position important. Provide a leadership model and help to train up new members. Be familiar with Parliamentary Procedure – help meetings run smoothly.

Tips and Pointers ■ ■ ■ ■ ■ ■ ■

Work with the President, rather than against him/her. Meet with the out-going Vice-President before your term begins. Model leadership qualities, such as organization. Delegate and follow-up on what you delegate. Work closely with new and/or younger council members. They need your experience and expertise, and will appreciate the advice! Clarify your role with the President and Adviser. Your role is VERY important, and the amazing thing is that it can be as awesome as you want it to be. The down side is that if you decide to not be very active – it can also be as lame as you want it to be. Your job is what you make it!

Secretary’s Job Description | • • • • • • • • • • •

Keep the history of the group through minutes and ALL meetings. Distribute minutes to all parties that need to know about the meeting. Be sure minutes correspond to the agenda for a particular meeting. Help with attendance procedure at meetings. Work with the President and Adviser to prepare agendas. Handle all correspondence. Maintain files and records of all business transactions (esp. money) Serve as a member of the Executive Board. Represent your group and provide leadership for others Be sure you are well organized and able to teach others organizational skills. Be ready to have a folder to pass down to your proceeding secretary to help them out.

Tips and Pointers ■ ■ ■ ■ ■ ■ ■ ■ ■

Learn to type quickly, take a class on it, or find someone who can help you learn how to do it. Become familiar with any supplies used, and order new supplies well in advance so you don’t run out when you need them. Make a phone tree for your council. Find time to review your job with last year’s secretary. Familiarize yourself with Parliamentary Procedure – it will assist you in taking the minutes and staying within the format. Thank you notes are a must!! Always make them handwritten and not computer generated. Taking the extra time to hand-write them in a fast-paced world really means a lot! Keep attendance records to ensure that representatives are attending the required number of meetings. Organize yourself and your workspace. The organization of your group is in your hands! Make sure everyone is informed and upto-date. Keep records of everything!!!

Sample Student Council Minutes Example September 15, 2021 ■ ■

FHS President Jane Hones called the meeting to order at 12:55 P.M. in Rm. 235. There were all 23 Council members present, 2 guests and Mrs. Smith (adviser)

1. The minutes of September 8, 2021 were read and approved as presented (OR) The minutes of September 8, 2021 were amended to read: (enter exact correction) Jim moved Lois Seconded Minutes approved as amended 23-0 2. Treasurer’s Report: Balance as of 9-8-2021: $1,500.00 Expenditures: $25.00 Revenue: $ 351.00 Balance as of Present: $ 1,826.00 (OR if you have an extended budget, the Treasure may give just an uncommitted balance.) 3. The Secretary read correspondence from the PTA thanking Student Council for helping at Open House. 4. Committee Reports A. Academic Letter Committee reported that invitations have been mailed. The committee requested a $75.00 order to provide punch and cookies after the ceremony. John moved Sally seconded Motion passed 22-1 B. Annual Staff Appreciation Committee reported that the staff would really like computers for the teacher’s lounge. They suggested that the computer be purchased, and since it was already a budgeted item the motion was put on the table. Julie moved Kevin seconded Motion passes 23-0 5. Old Business A. The President asked the Council to reopen the discussion of where to place the sister schools display case. Tony reported that the custodian agreed with our choice of the wall outside the main office. Since there was no further discussion, it was agreed to place the case to the left of the office door. 6. New Business A. The City Council would like to sponsor a Comedy Night for High School students. They have asked for suggestions and volunteers from Student Council. Suggestions 1. Hold it at Royal Vista Club 2. Ask staff member, Mr. Ed Davis to help with comedian selections. 3. Determine how cost will be met. Volunteers: Jane K., Karla M., Steve O., Matt. H. Carrie O., Eric P. ***This committee will meet in two weeks. B. It has been suggested that a Senior Awards Banquet be held this spring. This would separate the presentation of awards from the Cap Night Ceremony. A committee of seniors and student council members will be appointed to discuss suggestions. There will be a report at the next meeting. C. Correspondence and Announcements (by Adviser and President) 7. It was moved to adjourn the meeting. Jen moved, Mark seconded Motion passes 21-0 Minutes have been Respectfully submitted, Tiffany Wentzel – FHS Secretary

Treasures Job Description | • • • • • • • • • • • •

Understand the policies of the school in regard to finances. Check for exact balance as you take office. Prepare a budget for the school year. Prepare financial reports for all activities. Be prepared to present a Treasurer’s Report at every formal meeting. Approve all P.O.’s and check requests. The expenditures must be previously approved in the budget or approved separately at a meeting. Oversee the collection of all money. Require a bill or receipt before paying out money. Help with fundraising ideas and organization. Serve on the executive board/committee. Advise your group about financial decision and policies. Understand and teach the terms necessary for carrying out financial business within the school.

Tips and Pointers ■ ■ ■ ■ ■ ■ ■

Take the time to understand the financial policies of your school. Write them up or explain them to the council. Following these guidelines will give students more credibility with the administration. Continually revise the budget as they year progresses. If changes should be made, suggest them, i.e., an activity that was budgeted and not held, etc. That money is removed from the committed column. Watch that the council does not overspend on proposed projects. If they order a product, can they pay for it if it is lost or stolen? Make separate financial reports on each activity or project. Deposit money quickly to prevent its accidental loss. Be sure that clubs and classes do the same. Be aware of the activities of local businesses, and make sure that council fundraising activities do not conflict with them. Check out all contracts entered to be sure that they are correct and signed by the proper school officials.

Treasurer terms to know | • • • • • • • •

P.O. – PURCHASE ORDER – When completed it gives permission to the holder to buy and charge to the school account. RECEIPT – PROOF OF PURCHASE – You must have a receipt to reimburse anyone for a purchase they made. COMMITTED FUNDS – The total amount budgeted to specific items approved in the budget at the beginning of the year. UNCOMMITTED FUNDS – Any money that is not dedicated to a specific item on the budget. The money is available for other projects. DEBITS/CREDITS – Money added (credited) or subtracted (debited) from the general funds. DEPOSIT SLIP – Copy of the deposit made. The deposit slip should always be retained for records. CHECK REQUEST – Form completed to request that a check be drawn from your account for a specific purpose. Always attach a bill, invoice or receipt to a check request form. BALANCE – The total amount of money on hand at a particular time.

Other Job Descriptions | Committee Chairperson • • • • • • • • • • • •

Be aware of the goal of your committee. Contact committee members and organize groups. Preside at all meetings, appoint a recorder. Keep the committee on task. Encourage investigation into multiple possibilities and then delegate these responsibilities to others within the committee. Help committee draw up timelines, checklists and assignments. Report progress to entire council for approval. Encourage compliance with group timelines. Replace members who cannot follow through with proper support. Completed activities should be evaluated and a record of suggestions saved. Thank you notes should always be written. Individual performances of all committee members should be evaluated and given to the adviser.

Committee Member • • • • •

Share the responsibilities of making the committee successful with the leader. Help develop methods for achieving and evaluating committee goals. Understand their responsibilities in the group. Each member must be willing to commit time and energy. Understand how interactive meetings work. Respect the consensus decision making process. Sound out student opinion concerning their particular task or purpose. Be interested, enthusiastic, and supportive of the group. Always follow through on committee assignments and deadlines.

* Remember – If any tasks cannot be handled immediately as a whole council, the best way to deal with the task is to refer it to a committee or smaller group to work out the details. A committee may be formed while in a meeting, or by the jurisdiction of the President.

Student Activities Adviser | •

Supervise all student government activities. Meet with President and other advisers to assign chairmen and committee members for each activity.

•

Meet with committees, and help a list of tasks to be completed, along with a list of deadline dates.

•

Apply for activity clearances through building principal well in advance! Be sure to notify the council when they are approved/rejected.

•

Check all activity clearances and keep record of them, who filled them out, when they were turned in, etc.

•

Make sure all Purchase Orders are filled out properly, and have a sales receipt attached if necessary. Make copies of them before you turn them in, just in case anything happens. Meet regularly with the Student Council President to make sure you are well prepared for all upcoming events, meetings, and activities. Be sure to express your opinions to the President and speak to him/her as an adult. Build a relationship with the student on a business level. Keep track of all members who volunteer for projects, hold them accountable for the positions they undertake. Make sure they show up and report anyone whom fails to follow through.

•

As the student government activities are cleared for the master calendar, inform the publicity chairperson so that he/she has time to operate.

•

Work with the inter-club chairman. Sits in on the President’s meetings to make sure the clubs are following procedures.

Remember, this is all for the students! Do not dominate the Council, their discussion, or their decisions. They will learn from their mistakes, but only if you are willing to let them fail. As long as they are not hurting themselves, others, or doing something that logically does not make sense – most activities should be acceptable, within reason.

Chapter 3 | Make Meetings work Planning the Agenda – Format There is no set plan that every agenda has to follow, however using a similar format for each meeting provides consistency, and allows the members to develop a routine they are all familiar with. Most (if not all) items to be put on the agenda will fit into one of the following set categories. Call to Order: This is the official time when the meeting begins and is called into session by the President. Roll Call: Attendance is taken by the secretary, who takes note of all those who are present (and absent). To save time, the secretary can do this as people are arriving, or pass around a sign-in sheet. Approval of the Minutes: Secretary should have a typed copy of the minutes for each of the council members to view and follow along with. During this time, the Secretary reads the minutes out loud. The President asks for amendments or changes to the minutes and the group votes them on. The minutes are not official until the council approves them. Officers Reports: The treasurer’s report is given and accepted by the council. At this time, any other officer with information pertinent to the whole group may briefly speak. Old Business (Unfinished Business): The President brings up any items from past meetings that require further discussion or action. This could include follow up on previous activities, discussion closure from a prior meeting, or merely a time for reminders. The President should carefully monitor that all discussion relates to the specific matter on the table. Discussion should be brief, and as each matter is disposed of, the President directs discussion toward the next on the list. New Business: When unfinished business has been resolved, the upcoming events and activities need to be worked on. If there are matters which need to be discussed by the executive committee for any action by the council, any funds need to be approved, or any immediate action needs to be taken – this is the time to do so and form a plan of action. Announcements and Correspondence: Time for students to make appropriate announcement to the entire group. Many students are involved in multiple student groups and will have useful information to share that can directly tie into your programs, initiatives, and events

Introduction to Parliamentary Procedure | When meetings tend to drag on forever – Parliamentary Procedure is your answer! Parli-Pro is a set of standard procedures that will help your meetings take care of business as quickly, efficiently, and justly as possible. No council will ever be able to use this procedure 100% of the time. Exceptions should be expected at times, and interpretation of the procedure may be needed. However, adherence to these guidelines of Parliamentary Procedure will provide a “modicum of order” to student government meetings.

Principals of the Procedure | 1. All members have equal rights and privileges. No member can interrupt or, in any way, interfere with the right of other members to be heard. 2. Majority of opinion determines course of action. Majority rules, unless the group decides a 2/3 vote is needed. 3. Each question is discussed by the members. Everyone has the right to be heard. A time limit may be helpful. 4. Only one issue is discussed at a time. This is where the agenda comes into play! Stay focused! 5. Order is always maintained in the group meetings. The President or Adviser may remove unruly people, in order to ensure the rights of others to be heard. 6. The group may delegate duties and responsibilities, but they retain the authority to make the final decision.

The Myth of the Motion | Many councils are under the false impression that a motion is needed after every topic of discussion. This “motion-happy” behavior causes confusion where it is not needed. In order to dispel the myth that motions are needed in that way, here are the areas of discussion that will require a vote from the group. • All issues where money is being dispersed or spent. • To refer to a committee or table the discussion. • To adjourn the meeting. • To make a “Point of Order”. • To limit (or extend) the debate (this may be a standing rule). • To “Call” the previous question. **Both A, C, and D need a 2/3 vote.

Getting to know Parliamentary Procedure | Parliamentary Procedure is a process that can be very difficult to uphold when conducting meetings, it is imperative that everyone knows what the rules are, and why they are asked to follow them. It’s not necessary that you follow ALL the rules of Parli-Pro, but if your council can commit to the following rules of procedure – it will make your meetings much more productive! Obtaining the Floor – This “right to speak” is gained by raising your hand and being recognized by the President. This ensures there is only one person speaking at a time. Making a Motion – A motion is a request from the group to take action, or table discussion. Every motion must be seconded (supported), discussed, and voted on. Seconding and Supporting a Motion – This ensures that there are at least two people in the group interested in the proposal. Amending a Motion – If a member wishes to change a motion by adding, deleting, or inserting words that will NOT alter the intent of the original statement, but instead may affect it’s implementation – the motion to amend must be seconded, re-discussed, and voted on before the original motion is voted on.

Information Clarification of a Motion – If the changes are acceptable to both the person making the motion and the person who seconded it, it’s not necessary to go through the amending process. Previous Question – “Call to question” requests that the current debate ends, and a vote is taken immediately. The topic must be decided on, sent to a committee, or tabled until a late time. Refer to a Committee – A matter can be referred to a committee if there is not enough information, or data, to make a decision. Table a Motion – If the group needs more time for discussion, or needs more information, the decision can be tabled (or set aside) temporarily. Point of Order – A member may point out a possible violation in Parli-Pro, in order to keep the meeting moving. No vote is needed, however, a Secretarial note should be made. Point of Personal Privilege – Similar to a Point of Order, where a member points out a possible distraction such as a noise – no vote is needed (Secretarial note may or may not be necessary).

Meeting Tools When thinking about making your meetings run smoothly – there are always things that are overlooked. One of the biggest mistakes of a student government is not letting the rest of the teaching staff know when a student will not be in class. Having council members fill out a “Class Release Form” will help solve this problem, and ensure that your members are being responsible with their studies and their council duties.

Below is a sample of such a form. Student Name:

Date:

Activity Hour 1 2 3 4 5 6 7

Signature of Advisor

Excused (yes or no)

Comments

Signature of Teacher

Travel Release Form | Below is an example of a travel release form, which should be used any time a student is leaving school to run an errand or take care of something that is school business. It should also be used for legal reasons if a student is going directly after school with a group of council members. Your school may already have a similar form to use, so check the office before making your own.

Travel Release Form Example I, , the parent or legal guardian, of give the said student permission to travel on , 20 from the school to . The estimated time of his/her departure is , and the estimated time of return is . I authorize the adviser, and/or any other adult sponsors of the said trip to give their consent to and arrange for any emergency medical, surgical and dental diagnosis, treatment, and care with they may deem necessary for the said student while in their care, and I agree to pay for any such services. I further authorize the sponsor and other adult sponsors of the trip to exercise any control over the said student and to administer reasonable disciplinary measures to the said student to the extent they may deem necessary or expedient.

Signature of Parent/Guardian & Date

Relationship to Student

Telephone # or emergency contact Incase you are not available at the time of an emergency, whom shall we contact? Name Phone List and explain any special medical problems or concerns. Also include the name of your family doctor (their phone #, and Insurance Company Information).

Chapter 4 | Foundations of Success There are five main sections you will need to create a firm foundation for your council each year. By learning the some of the following skills and techniques, the effectiveness of your council will impact your school like never before! If you answer yes to any of these questions… your council may be in need of a new foundation. “Does my council have a hard time deciding on activities for the year? Do we struggle with following through with the actions we have decided on? Is our council constantly late meeting the deadline? Are people always asking when student council will be sponsoring an event, or are they confused about an event when it is planned? Does our council have a hard time getting along?” Again, if you answered yes to any of those questions, you may be in need of some foundation work for your council. This section will address many of these needs. The following areas will be addressed in this section: Goal Setting Project Planning Problem Solving Active Council Communication Group Development

Goal Setting | The First Foundation of Success The most basic aspect of being a successful leader (or council) is the ability to define and achieve goals. Writing down your goals, sharing them with others, and constantly referring to them will help you throughout the year. Goals are like a road map that your council will be able to follow throughout the year. It will help you manage your council’s affairs, plan your activities, and motivate your council to work harder. The map of goals set by your council will also hold your council accountable to its members. Pulses of Goal Setting | • • • • •

Gives the group a sense of unity, and a common striving point. Will give you better performance as you are working. Gives direction – helps you see where you’re going. Provides a measure of your group’s success. Improves your decision-making skills when selecting appropriate goals for your group. • Improves your understanding of action planning. SMART Goals | This measuring tool will help you set goals that are best for your group. If goals to not meet this criteria or are not this specific – you may need to re-establish guidelines for them.

Steps for Successful Goals | When setting your council’s goals for the next year, try following this type of format. 1. IDENTIFY key people who should be involved in selecting the goals 2. IDENTIFY the values of your organization. What do you think is important for this group to do? 3. WRITE a goal statement. Include more than one goal. 4. PRIORITIZE your goals. Concentrate on a few. 5. LIST the action, which needs to be taken to achieve the goal(s). This is the “action plan”. 6. ANALYZE how the group has performed in the past. 7. DEVELOP a plan with a budget and a timetable for each committee that has been assigned a goal. Fit each part into an overall plan for the council as a whole. 8. PUBLICIZE your goals. Distribute or display the list of goals in a public place. This keeps you accountable. 9. EVALUATE regularly to determine if your goals are being achieved. Don’t set them down and forget them. 10. CELEBRATE with your council when a goal is reached! Overview | If you want to summarize those ten steps with something easy to remember – this is your section! By just remembering these three easy steps, along with the “SMART Goal System”, you will have goal setting as a powerful weapon under your belt! Define– Use the SMART format to make a basic outline for your goals. Be specific! Refine – Work out all the details in each of the listed goals. Include: who is involved, how much time it will take, the money needed, what jobs need to be done in order to accomplish the goal, etc. Mine– Claim the goal as your own! Make it something your council works for, and then when you do reach it – be sure to celebrate your victory!

Action Planning | The Second Foundation for Success Why an action Plan? | • People will support what they create. This form of planning gets everyone involved in the process. • Working in a group produces a more effective product. • Brainstorming encourages creativity and a non-judgmental atmosphere. • Action planning works toward a specific “goal” and a result is predictable. Steps of Action Planning | • FORM a committee • SELECT a Chairperson (appointed or elected) o Duties of a Chairperson: o Phone list of members o Assign due dates o Set meeting dates o Report to Student Council o Assign tasks o Monitor members o Chair meetings. • SELECT a Secretary (if needed) • BRAINSTORM activities, which will meet the committee objective. • CREATE a checklist and timeline for each step of the process. • ASSIGN specific jobs to all members with specific dates to be accomplished by. • FOLLOW through, checking on all assignments. • FOLLOW- up – write thank you notes to everyone who helped. • EVALUATE each activity in writing. Keep all timelines and check lists in the file. Make suggestions for next year’s committee for improvements. Don’t make them start over • CELEBRATE as a team when you accomplish the task! The following pages contain Project Planning Worksheets that we invite you to use and distribute as necessary. Be consistent with them and use them with all groups for all activities, and follow through with them. These pages will be a great resource for next year’s council to look back on for information.

Problem Solving | The Third Foundation for Success What is Problem Solving? | Problem solving is the process of resolving the differences between how something is and how you want it to be. The step of decision making involves the selection of one method to be used to resolve a given problem. When solving a problem in your council, it is important to remember that while not everyone will always agree, it is still important to allow each person a role in the decision-making process. This will help them feel involved, and keep them supporting what the group is working toward. Problem Solving Process | • • • •

IDENTIFY what the present situation is DEFINE what you would like to change GATHER information DETERMINE what factors should be considered in making your decision. I.e. legal codes, educational needs, etc.

•

GENERATE other alternative solutions toward the solution

•

DECIDE which solutions will benefit your school and your council in the best ways

• • • •

PLAN how to put your choices into action IMPLEMENT your solutions EVALUATE the results CELEBRATE when the problem has been solved! Always reward yourself!

Checklist for Implementation | Roadblocks – What problems might arise? Is there a backup plan for us to use? Acceptance – What people do I need to convince to accept this idea? Mechanics– What time is best to implement the idea? Make a list of deadlines to meet. Pre-calculations – How can I pre-test the idea? Have I consulted everyone who will be affected? Assistance – How can others help me? Who might be useful in implementing the solution? How can I show my appreciation to them?

Looking for Solutions | A method for Problem Solving Created by Earl Reum, The Rainbow of Leadership

Define the Problem: (Be certain that each member contributes to what you all understand the problem to be. Spend enough time discussing the problem and what it involves before trying to solve it.) 1. The problem as we see it:

2. Symptoms of the Problem:

3. Factors that contribute to the problem:

Factors that relieve aspects of the problem:

4. Possible causes of the problem:

5. This is how things will be once the problem is solved:

6. Possible solutions:

7. Target date:

8. Assignments for people:

Active Communication | The Fourth Foundation of Success People communicate individually |

• • • • •

By words – written or spoken – and the way they look to others By the tone of our voice, speed of words, & choice of diction By our eye movements By touching, hugging, or pushing away By our actions and behavior

How to communicate as a council to your school | A Public Relations Committee might be a great way to start to work on communication within your council and school. Here are some of the areas of communication that will assist your committee and get them off on the right foot. Publicity | This will serve four main functions. It will inform the present members of current happenings, recruit new members, inform the general public and influence the public opinion, and it will build group unity. Chairpeople and P.R. Committees |

1. Know the objectives, organization, and activities of the group. 2. Be interested and willing to devote time to the job. 3. Be able to work together well in groups. Internal Publicity | This is designed to keep the membership informed and united.

• • • •

Bulletin Boards & Showcases Newsletters and reminders on lockers Telephone Trees Post minutes in Student Council Rooms

Publicity Plan |

• Decide who you are going to reach • Select the most effective/unique method of reaching them. • Time the campaign with our audience in mind. I.e., high school students usually do not make plans weeks in advance.

Climbing the Ladder of Communication | Here are some important steps and tips that will help you become a more effective communicator with those around you. Watch your actions closely and try to work on each of these whenever you get a chance. • • • • •

Look at the person you are speaking to. Ask questions that the person will feel comfortable answering. Don’t interrupt, even when the person hesitates. Don’t change the subject when the person is still responding. Keep your emotions controlled. Don’t react to something that is said. You will shut off communication. Practice deep belly breathing to keep you calm. • Listen responsively. Act like you care about what the person is saying. • Respond with sensitivity – even if you don’t agree, respect the other person’s point of view. Communication Stoppers | • Interrupting: Continuing to butt in time and time again will discourage people from communicating. • Advising: Giving unasked advice. I.e., “Well, if I were you, I’d…” • Probing: Asking questions in a demanding tone. • Confronting: Putting the other person on the spot or making accusing statements. • Judging: Making judgments as the person speaks o About the person speaking o About the subject the person is talking About Communication Helpers | • • • • • • •

Listen Ask non-threatening questions Supportive comments Body language Eye contact Accepting attitude Pleasant tone of voice

Group Development | The Fifth Foundation for Success There are four major stages in the development of a group (council). It is always beneficial for the leader to be aware of where his/her group is at in this process so they will be able to help them find the door to the next step. When one of these stages is skipped or has stalled, the project or group may be in danger of failing. Forming | This stage is when the group first comes together, and everyone is seeking their place/position with the other members. Some members may feel uncomfortable at first, so easing them in may be necessary by the group leader. The more quickly the group can get acquainted, the faster they will get to work and move on to the next stage. The use of icebreakers and mixers will be beneficial for proceeding to the next stage. Storming | Once members have become acquainted, conflicts may start to arise over power, goals, leadership, and attention. Members begin to respond to messages they “think” they have received from others. It’s best at this stage to let the group work out the problems themselves, however the encouragement to sit down calmly as a team to lay things in the open is often a strategy used to influence this stage. Norming | At this stage, conflicts are resolved, and the group begins to function normally. Harmony emerges in the members, and they work toward a group compromise. People begin to feel valuable and comfortable. Preforming | Finally, the group begins to actually work together toward the common goal. Trust, and respect are fostered within the group. They feel good about the group’s accomplishments and are not concerned with their own recognition.

Team Building | Positive Group Interactions • Help members become accepted in the group. Use activities, initiatives, and icebreakers to get the group working together. • Build trust within the group, so that they are comfortable working together and relying on one another for assistance. • Encouragement is the key! Get everyone doing something. Teach them to be able to do things on their own, and not always with a guide right over their shoulders. • Promote “democratic leadership”. Encourage them to make decisions as a group, and to use their own skills to come to a consensus. • Encourage open communication and honesty. Everyone must learn to listen, talk, and respond appropriately. Take it one step at a time! • Deal with hostility immediately. Although hostility may not always be harmful, it does have an effect on the group when left alone and not dealt with. Use it as a growing experience for the group, but do NOT wait to deal with it.

Chapter 5 | Resource Guide One of the greatest aspects of being a member of the Michigan Association of Student Councils and Honor Societies is access to a wonderful community of dedicated advisers both in the state of Michigan and across the nation. The following pages are dedicated to helpful resources and documents for activity advisers, but it’s just the tip of the iceberg! If you are looking for specific documents, curriculum, resources, or other helpful tools, feel free to reach out to Matt@mascmahs.org at any time. Keep making a difference for our amazing student leaders!

MEMBER HANDBOOK

ITEMS TO INCLUDE FOR STUDENTS

CONGRATULATORY LETTER A letter from the group president, adviser and the principal personalizes your handbook and helps create a positive culture for your organization. This builds a strong working relationship between group, administration and the individual member. Mail a copy home and build a relationship with the family! It’s a nice gesture that will pay off when you need volunteers. MASTER CALENDAR Planned activities and major school events (Homecoming, testing, breaks, etc.). This allows members to see two main items. The events that your group is in charge of facilitating and others events your school has calendared that you need to consider when creating new events or executing existing programming. Include a quick summary of each event and the workload associate with each. Committee size and planning timeline should be included as well. EVENT WISH LIST Include a removable list of all the activities your group facilitates. Have each student select all events they are interested in contributing to, as well as selecting their top three “wish list” events to help with. This gives you feedback on who is interested in which events for committee planning. It also gives each member a voice in the process and an understanding of the activities throughout the year. MEMBER OBLIGATIONS Insert your constitution or a digital link to your updated constitution and group bylaws. This is an item you will also want to address in your first meeting. Outline roles, responsibilities, obligations and the main functionality of your group. CONTACT INFORMATION Include Executive Board contact information and the adviser’s preferred method of contact. You should also provide information on the main means of group communication: meeting dates, meeting location, digital communication tools your group uses and how to sign-up. MEMBERSHIP ROSTER Update with a current roster of all members of your group, their grade and contact information, if permitted, from each student (may need a permission form to allow contact access). PROJECT PLANNING GUIDE Include a copy of your project planning guide and event evaluation forms. This is another process that should be discussed during one of the first few meetings your group holds to get everyone on the same page and understand how to proceed with a new or existing event.

MASC/MAHS Michigan Student Leadership, 1001 Centennial Way, Suite 100, Lansing, Michigan 48917 (517) 327-5315 | mascmahs.org | info@mascmahs.org |

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Sample Constitution Article I - Name The name of this (School Name) group shall be the (School Name) Student Council.

Article II - Purpose The purpose of the (School Name) Student Council is to...(determine what the purpose of your group is based on the areas of authority the school is willing to grant the group (in part or in full), such as council projects, staff/student appreciation, publicity, council meetings, elections, annual reports, student attitude/involvement, committee recommendations, council fundraising, spirit week, social events, school morale/pride, leadership education and development, etc...)

Article III - Authority Since the principal is directly responsible for the welfare of the school, it is expressly understood that powers herein delegated to the Student Government of the Student Body electorate are in whole subject to the advice and consent of the principal or his/her designee.

Article IV - Membership All registered students of (School Name) are eligible to become members of the student council. (In your bylaws, you can detail exactly who the voting members are – whether it’s based on numbers, elections, selections, etc...and also detail in the bylaws the executive board as voting members. Use your bylaws to include information about members-at-large, non- voting members, etc...Remember that the President of the Council is usually a non-voting member except in the case of a tie)

Article V – Organization of Student Council

This section should be used to detail what bodies make up the Student Council (members, Executive Board, Leadership Class, Class Officers, etc...) and should outline the order of authority as well, if part of your group makes up. Include details as to who makes up those

separate groups. Article VI – Election/Selection Procedures

(In this article, there should be detailed Sections on how the Executive Officers are elected/selected, how members are elected/selected, and when. Include information on requirements of officers/members, how elections are done, what happens in the event of a tie, ineligibility clauses, how write-ins are done, how members-at-large get in, and any honorary or standing members, such as class officers, etc...)

Article VII – Duties and Responsibilities (These are sample duties and responsibilities and will very from school to school) To give advice and consent to legislation for the regulation of the students within the Student Body. To represent the diverse cultures and opinions of their fellow students. To be responsible for oneself and one’s behavior as one’s actions ultimately reflect upon the Student Council and ____________ High School. To consider all financial matters relating to the Student Body funds. To approve the yearly budget for the Student Council at the beginning of each school year. To approve the spending money by organizations at __________ School unless said organization has a President (Chairman) and/or Secretary/Treasurer. To assign jurisdiction among the bodies of the Student Government, in case of dispute over any responsibilities not expressly delegated to one certain body. To fill all vacancies of Student Body offices by the means stated in the election rules. To interpret the meaning of the Constitution in case of dispute. To maintain communication between students and administration on matters concerning the general Student Body (i.e., curriculum, athletics, attendance, etc.). All members shall have one vote on Student Council issues. The President shall not vote, except in the case of a tie.

Members are responsible for upholding and supporting the decisions of Student Council, including the rules and procedures outlined in the Bylaws. Members are responsible for communicating accurately the business and decisions of Student Council to the Clarkston High School student body, staff, and administration as well as the Clarkston community. Members are responsible for carrying out duties handed down to them to the best of their ability, punctually, and completely. Members are responsible for voting intelligently or abstaining (members cannot abstain from voting on money issues).

Article VIII – Attendance, Initiative, Removal, etc...

This section should detail your group’s attendance policy as well as what happens when attendance requirements are not met. Also include the process for removing a member and officer, initiatives, dismissals, voting recalls, etc...Below is just a sample of what this section could include. Section 1: Initiative On a written petition of 10 voting members of the Student Council or 50 members of the Student Body, the Student Council shall take immediate action on any matter of school interest referred by such a petition. Section 2: Recall (Student Body, Class, Senate) A. Any officer, upon a petition of 25% of their constituents, shall be subject to recall vote, which will be open to the constituents. B. Before the recall vote, the officer in question shall be given the opportunity to speak before an assembly of the constituents. C. A majority of those votes cast are required to remove an officer. Section 3: Removal From Office A. Student Body officers, upon petition of 1/3 of the Student Council, shall be subject to a vote to remove them from office. B. Before the final vote, the officer shall be given the

opportunity to speak before the Student Council. C. A vote of the Student Council is required to remove the officer from office. D. Not more than 5 days after an officer has been removed, a committee appointed by the Student Council must select, by interview, a person to fill the vacant office. If the Student Body President is impeached, the Vice-President becomes President, and a committee fills the Vice- President’s office. E. An impeached officer my not run for any other office which is part of the Student Council.

Article IX – By-Laws The Student Council is empowered to write all appropriate procedures and regulations necessary to carry out the letter and spirit of the Constitution.

Article X – Amending the Constitution A. An amendment to the Constitution may be proposed and discussed at a regular meeting of the Student Council. A majority is required to accept the amendment. B. The proposed amendment will be presented to the faculty and administration for discussion. C. The proposed amendment shall be adequately publicized two (2) weeks before the election is held. D. A majority of the votes cast by the Student Body shall be required to carry the amendment. Upon passage, it will be added to the existing Constitution.

Article XI – Ratification of the Constitution The ratification by a majority of the Student Body in a general vote shall be sufficient for the establishment of this Constitution as the governing instrument for ________________ School Student Body Association.

WATERFORD KETTERING STUDENT COUNCIL OFFICER CANDIDATE DECLARATION – ONLINE CAMPAIGN 

The online Officer Declaration Form must be completed and approved by an adviser, before beginning work on the items on the Candidacy Checklist. Candidacy Declaration Form must be submitted by: Monday, September 14, 2020. Candidates and parents must read Pre-election Notice. Link to that document is located at the top of the online form below. o Officer Candidacy Declaration Form: www.wsdmi.org/wkstuco



Candidacy checklist items are due to Mr. Burlingame or Ms. Victor on our website at www.wsdmi.org/wkstuco NO LATER THAN Friday, September 18, 2020. Campaign week will run September 21-25, 2020 ONLINE. Please make sure all items are typed and grammar free.



Once your campaign is approved by Mr. Burlingame, please write a script and create a video to be shared online, of your campaign speech. Speeches should be no longer than 90 seconds in length. Due to submit: Wednesday, September 16, 2020.



Voting will take place online Thursday-Friday, September 24-25, 2020. Encourage your peers to vote at this time: www.wsdmi.org/vote. Voting closes 12:00p, Friday, September 25.

Résumé/Qualifications/Campaign Commercial 

Your qualifications should be typed in a single paragraph and include your first and last name, the date and leadership characteristics you feel you can bring to make Kettering Student Council better. o

Qualifications should include why you feel you’re best suited for an officer/leadership role on Student Council. It should be clear you’ve read and understand the position and have added anything you feel you might bring NEW to the position as it evolves with you.



Please upload, a formal, typed Waterford Kettering Student Council Résumé and other required documents to the link listed on the checklist.



Your campaign commercial speech should be a brief explanation of the above items that gives students an idea of who you are and what you plan to bring to Student Council. Speeches should be no more than 90 seconds in length.

This year’s campaign for Executive Board will be conducted entirely online. During campaign week, you are encouraged to make your presence known on social media by posting positive campaign slogans, flyers, your video speech, etc. At no time are you permitted to attack or use negativity toward another candidate—this is grounds for dismissal as a candidate.

OVERVIEW OF EXECUTIVE BOARD POSITIONS 

The president of each class is responsible for complete execution/organization of school related events and meetings. Additionally, the president should be an active communicator with council members in their class as to the business related to events and activities. The senior class president is responsible for being a part of decision making as it relates to meeting agendas and student council organization. The president is responsible for ensuring council members in their grade are actively participating and promoting student council business. The senior class president is responsible for maintaining a line of communication between the organization and school administration. In the event of an absence, the presidents and vice presidents should communicate with one another.



The vice-president of each class is responsible for directly supporting the president of the respective class and student council business. If the senior class president is unable to be present at a student council meeting, it is the responsibility of the senior class vice-president to conduct all meeting operations. The junior class president is responsible for collaborating with the senior class president and vice-president to ensure meeting operations are carried out effectively. In the event the president is unable to perform his/her duties, the vice-president shall assume all responsibility for the function of the student council per the discretion of the student council and its advisers. It is the duty of the vice-president to verify meeting attendance after members have signed in and report concerns to an adviser. In the event of an absence, the presidents and vice presidents should communicate with one another.



The secretary of the junior/senior class is responsible for keeping the minutes of each student council meeting and reporting back to their members on what was discussed and decided. The secretary should be a key help in the communication of student council related business. In addition to these duties, the secretary should regularly report out to Student Leadership. The secretary is also responsible for tallying, recording and informing all members of the status of any membership vote. The secretary of the junior and senior class should collaborate and plan together who will be responsible for what items each meeting. In the event of an absence, the secretaries should communicate with one another. The secretary is responsible for keeping and posting meeting minutes and should be posted to Edmodo within 24 hours of the meeting being adjourned. The secretary is responsible for assisting the historian when necessary. Secretaries should review items discussed at the last meeting for review.



The historian of the senior class is responsible for keeping a record of all related events, people and contributions Student Council makes to our school community. This means taking photos at events, captioning those photos, interviewing students, parents, staff about events and collecting information about the Student Council carrying out its mission. The historian is responsible for assembling and managing a team of leaders (3-4) working to coordinate and execute Kettering alumni connections—establishing a connection with graduates and inviting them to participate in school events as a means of giving back to the Ketteirng community.

* Members elected to offices at the freshmen and sophomore level are strongly encouraged to enroll in the Leadership class. * Members elected to offices at the junior and senior level are required to enroll in the Leadership class.

CANDIDACY PACKET GUIDELINES & CHECKLIST: ALL DUE BY FRIDAY, SEPTEMBER 18, 2020. 

______ Completed Executive Board Contract Notice (signed: student & parent; approved by adviser)

 _______ Complete Candidacy Statement Form ONLINE: See www.wsdmi.org/wkstuco  _______ Complete Résumé (Please draft in this order) (UPLOAD) ** Upload your documents to the Election Submission form: wsdmi.org/wkstuco

 Link is called: Candidate Document Upload Form o _____ Last Name, First Name, Class, Position Seeking o _____ Number of Years Experience on Student Council and positions held (if applicable) o _____ Statement of Interest: Why are you BEST qualified for the position you’re seeking o _____ Why you feel it’s important to have a position on the executive board o _____ What NEW leadership will you bring in your role on the executive board, what impact this might have on the student body and WHY you want to pursue an executive board position

o _____ Special qualifications and experience  ______ Candidacy Speech posted online for public viewing (REQUIRED/UPLOAD, signed/approved by adviser)

 _______ Recommended to campaign in online forums via social media (approval required/signed/approved by adviser)

 _______ Campaign Flyer (8.5x11”) for Digital Distribution (UPLOAD) (optional, signed/approved by adviser)

 _______ Campaign Logo (optional/recommended, signed/approved by adviser) REQUIRED CAMPAIGN DOCUMENTS TO UPLOAD: Résumé, Online Video Speech, Campaign Flyer & request to post to social media.

* NOTE: Campaign Poster, Campaign Video, Flyer and Résumé will be made public for the student body to view. * Campaign logo is not a necessity, but can be included in campaign and is recommended.

REQUIREMENT REMINDERS & DATES 



Officer Candidacy Declaration Form: www.wsdmi.org/wkstucoCandidacy checklist items are due online at the website on the checklist NO LATER THAN Wednesday, April 22, 2020. Campaign week will run May 11-15, 2020. Please make sure all items are typed and grammar free.



Once your campaign is approved by Mr. Burlingame, please contact Ms. Zwiren or a representative from WK Today to schedule an appointment to tape your campaign commercial speech before Monday, September 14, 2020, Room 503.



Voting will take place online Thursday-Friday, September 21-25, 2020. Encourage your peers to vote at this time: www.wsdmi.org/vote. Voting closes 12:00p, Friday, September 25.

Résumé/Qualifications/Campaign Commercial 



Please include attached to this form, a formal, typed Waterford Kettering Student Council Résumé



Summer Retreat Planning Outline The following retreat outline can be used as a template to build a retreat or summer meeting agenda with your student activities group. Consider a mixed blend of operational, curricular and fun activities to engage the students, prepare for the year ahead and build a productive team ready to take on the next year!

II. III.

Welcome and Retreat Overview A. Introductions 1. Activity Adviser 2. Executive Board 3. Membership round table B. Agenda for the day 1. Expectations 2. Rules and Participation C. Information Collection 1. Contact information 2. Permission slips 3. Misc Information Bonding Activities A. Icebreakers Group Overview A. Your function for the school B. Mission Statement C. Constitutional overview D. Calendar overview E. Programming and events 1. Available Committees a) Sign up process 2. Program Evaluation review 3. Project Planning Process 4. Action Planning Process F. Meeting schedule for the year 1. Meeting layout 2. Rules and expectations 3. Known dates

IV. V.

VI.

VII.

Lunch Team Building Activities A. Curricular sets to consider 1. Teambuilding 2. Communication 3. Personality styles/Leadership styles 4. Organizational management Goal Setting A. SMART Goal review 1. Personal 2. Group goals Group Work A. Program and event overview B. New ideas 1. Small group work 2. Harvesting ideas C. School involvement D. Marketing and promotion 1. Digital communication 2. Onsight communication E. Group improvement

Agenda examples and topics to cover during “welcome back meeting” both for in-person and in a digital meeting space. I.

Welcome Back! A. Officers take attendance B. Formal welcome and group introduction statements 1. Adviser introduction and mission statement for group 2. Executive Board introductions and role explanation II. Group activities: getting to know your team A. The following link contains activities and icebreakers that can be used for learning names, team bonding and team unity to set your group off on the right foot. Never underestimate the power of comfortability. To get the most out of all team members, make them feel welcome and empower them to share their point of view throughout the year. 1. List of Icebreakers B. Group Contact information: Make sure to create a groupme or auxiliary method to get in contact with team members. C. Personality Styles: Whether you use True Colors, DISC, Strengthsfinder, etc. make sure to build this crucial piece into your program. If students can better understand their team members, the group will function at a higher and more efficient rate. 1. True Colors Printable worksheet: Students can assess their primary colors before your meeting and can use the digital environment to discuss further in small “color groups” and as a full team. 2. StrengthFinder 2.0: Another assessment that can be done pre-meeting and have the results and implication discussed during your digital meeting. This is a paid resource but does provide in depth results and analytics used for individual and group growth. III. Program Overview The following points are adaptable and relevant for both in-person instruction and in a digital meeting space. Both concepts should take the following content areas and break them into small group discussion. Assigning a member of your executive board, or senior leadership to cover one topic area thoroughly and having small groups rotate from one topic to the next. Breakout rooms have become an essential feature of Zoom meeting rooms but can also be facilitated using any digital meeting space by calendaring time and links for your students to enter and exit according to the group schedule you create. You can also record sessions to help with onboarding new students that join at a later date or to upload online to help interpret your Constitutional goals or program concepts. A. Constitutional overview: This topic can be daunting and exhausting for new members and veteran members alike. A way to pull value from this overview is to run station work with your executive board. Each taking a topic area and highlighting the “need-to-know” information for each heading, such as member

IV. V.

involvement, member responsibilities, dismissal procedures, electing and voting, etc. This will add more focus to the topic and allow for smaller groups to take in valuable information - make sure all students know where to find an updated copy of your constitution. 1. General membership roles and responsibilities: make sure your membership understands their specific role during meetings and their duties in relation to your groups activities. B. Event Overview 1. Calendar: Working with your executive team, create a master calendar of you events throughout the year. A shared google calendar is another tool for students to plan ahead and get on their radar before other commitments arise. 2. Committee sign up: If students can look ahead on your master calendar, they can plan to apply to chair or join existing committees for specific events. This creates an incredible amount of structure to this process as a whole. 3. Committee process: Outline the exact process students must follow to join an event/initiative committee 4. Project Proposal Process 5. Evaluation Process Questions and Comments A. Highlight workloads and timeline for completion Next Meeting Date

Project Planning Worksheet (Identify the specific steps that will be taken to achieve the initiatives and strategic objectives that must be reached) •

Identify the issues

•

Formulate a Goal for the Action Plan

•

Describe the strategy to improve

•

Formulate an expected outcome

•

Evaluate Action Plan

Goal

Action Step Descriptions

Person Responsible

Date begins

Date due

Action Step Descriptions

Person Responsible

Date begins

Date due

Write your goal statement here

List resources and desired outcomes

Goal

Potential Challenges

Ideas to overcome challenges

Step 1: Identifying and Narrowing your Project (What topic, issue or theme do you want to work to change?)

List 3 specific manifestations of that topic/issue 1. ___________________________________________________________________________

2. ___________________________________________________________________________

3. ___________________________________________________________________________

*Circle which manifestation(s) your group presentation will tackle Step 2: Brainstorm ideas for your project/presentation/activity/Campaign that would address the specific manifestation of the issues identified in step 1

(Once you have a solid list, have your group pick which items your presentation will address) Try to make the project and its goals SMART (Specific, Measureable, Attainable, Realistic, Timely)

Step 3: Identify the issue’s stakeholders and their interest in the issue (List individuals, organizations or groups that may have vested inters in your project. Try to list both potential allies and those with conflicting viewpoints. Briefly describe why you believe they would be vested and what their concerns might be.)

1. ___________________________________________________________________________

2. ___________________________________________________________________________

3. ___________________________________________________________________________

4. ___________________________________________________________________________

Step #1: The Challenge is-

Step #2: The Solution is-

Step #3: The Call to Action-

Concept

Goals

Action Plan

What do you want to achieve?

What are the Smart Goals associated with this effort?

Refer to your action plan worksheet:

Specific

What are the required tasks?

Describe the importance of this effort.

Measureable Describe the action steps for each task Attainable

Develop a detailed timeline Realistic

Timely

Identify who is responsible for each task

Resources

Target Audience

Results

What skills are required to accomplish this task?

Who is the target audience?

What are possible outcomes?

What additional skills are needed?

Who are the stakeholders?

Describe where there might be a lack of support?

What are the needed resources?

Who are the supporters? How will you respond to naysayers?

Who stands to benefit and how?

Tasks – Specific and Assigned to each member

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

Make it a great presentation! Tips to consider when building your presentation How will you grab your audience attention?

How will you use gestures?

How will you infuse your passion for this topic?

What questions will you ask of the audience? (Increase engagement)

Know when to pause for effect. (If using, list when)

What visuals will you use?

Cite specific examples to support your position (list below)

Make sure to include a concise conclusion to your presentation (include below)

BE YOURSELF (list how each group member will come off as authentic)

Principal’s Checklist Homecoming 2021 There is nothing half so pleasant as coming home again – Margaret Elizabeth Sangster

SPIRIT WEEK DESCRIPTION Be Inclusive: Stress to student leadership groups that Homecoming activities should encompass the ENTIRE student body (including virtual or remote learning students)! With enough lead time, you can challenge these groups to come up with ideas for different students with student interests. Behavior Expectations: Consider a behavior “contract” regarding appropriate behavior at Homecoming activities and events. Make an announcement the week prior to Homecoming encouraging students to participate in all activities and reminding them to have good behavior as a suspension the week of Homecoming may result in a loss of privileges to attend the game and/or dance. Make this clear in your communication to parents as well. Theme: Work with Student Government to select spirit day themes and activities for lunch hours. Approve all signs and announcements. Consider using a custom stamp or sticker to approve those items. (Resource) Advertise: Encourage Student Government to make a video advertising the various themes for each day, ticket information and dress for the dance. Consider a fashion show during the lunch hours with dress code expectations. Advertise the themes and activities on the website, Facebook, Twitter and in the staff bulletin and parent communications. Encourage the staff to participate in the spirit days and reward those who are best dressed.

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SPIRIT WEEK CONTINUED DESCRIPTION

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Contact: Make contact with the returning King and Queen so they have the time they need to make arrangements to be at the game/dance. Meeting: Have a meeting with the homecoming court and the advisor for homecoming to make sure it is clear that they understand the honor bestowed upon them to be on the homecoming court. Explain your expectations.

PEP ASSEMBLY DESCRIPTION Share the Details: Include supervision expectations for the staff in your weekly staff bulletin. Include where you would like them stationed in the gym and what to be on the look out for. Have a back up plan should large groups not be allowed to gather indoors. Consider alternative places (ie: football field or other outdoor areas) to limit close contact - if needed. Assist with Planning: • What is your primary cause for having the assembly? Spirit? Recognition? Competition? Have the students develop a plan ahead of time. • What sections of the bleachers will each class be assigned to? How will you release the students to the gym? • Encourage Student Government members to facilitate and lead the assembly…make it all about the kids. • Consider using “minute to win it” games for the activities. • Be as inclusive as possible by recognizing all levels of fall sports teams by having them wear their jerseys and stand as a team. Recognize all activities which are up and running such as clubs and student government as well. Consider having academic achievement honored as well • If you have a group picture taken of the Senior class this is a good day for it. Have the them report to the gym first for their photo.

THE PARADE DESCRIPTION If your community plans to hold a homecoming parade, consider COVID-19 guidelines and recommendations while organizing. Below are some items to help assist in planning. • • • • • • • • •

Set the date, time, lineup location, and route. Invite marching band, athletic teams, and other extracurricular activity groups to participate. Stress to those students that they are to be a positive representative of the school during the parade. Communicate with local authorities (police, fire, city/township officials) Let teachers know where and when to take students before and after the parade. Invite other buildings if possible (Middle/Elementary). Communicate to parents and other community members time and location. This could have an impact on local businesses if the street is blocked off. Work with the Homecoming Coordinator to ensure that all class representatives, student athletes, and court members are accounted for and coordinated with floats/vehicles. Ensure you have enough parent volunteers to assist with driving. Deterime whether or not candy will be allowed to be tossed from vehicles/floats.

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THE GAME DESCRIPTION

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Staffing Needs: Make sure you have extra game workers and staff members on hand to assist with supervision and facilitation of half time activities. Alumni: Have a designated and decorated area in the bleachers for alumni. Post on the social media that you welcome them coming home and that you are doing this for them. Have a special welcome announcement for the game announcer to read and one in the program. Half time: Assist Student Government and the Athletic Director with the halftime program – lining up the Homecoming Court, being prepared for inclement weather and troubleshooting other last minute issues. Student Body Participation: Encourage participation in the game for even the most out-of-touch students. Spirit as a form of service to the school community might be just what your district needs. Reminders for Your AD: Communicate with the officials and visiting team about the half-time activities. Be mindful of the MHSAA rules about delay of game. If the game will be streamed online, communicate how family members and guests can watch from home.

THE DANCE DESCRIPTION Guest Forms: Have guest forms available if you allow outside visitors for your Homecoming dance. Tickets: Provide clear information regarding ticket sales (cost and when/where tickets will be sold). Make sure Student Government is following proper money handling procedures and that funds are deposited at the end of each school day. Keep a log of ticket number and the name of the student the ticket was sold to. Post a notice that tickets are non-refundable. Staff support on money collection oftentimes works best while allowing students to experience their dance.

THE DANCE, CONTINUED DESCRIPTION Be Clear About Details: Have all pertinent dance facts and “dance rules” printed on the back of the tickets including time, location, all students must show ID at the door, dress code and dancing expectations. I’ve always been a fan of using the phrase, “Face to face with a little space”. Chaperones & Volunteers: Contact the PTA or parent volunteer group to provide coat check, extra chaperones and food/drinks during the dance. Parents can chaperone in areas away from the dance floor (in hallways, in the parking lot, outside of restrooms etc.). Communicate expectations as chaperones to staff. A strong staff presence at co-curricular activities can only add to the climate of a building, and they make enforcing of rules MUCH easier with their student rapport. Custodial Needs: Communicate with custodial staff regarding set up and take down needs. Make sure the parking lot lights are on during the dance time frame. Have student leaders recognize and/or thank these individuals for their added service. Law Enforcement Support: Communicate with Police Liaison or local law enforcement about the hours for the dance and what type of assistance you may require. DJ: Meet with the DJ upon arrival. Provide a “do not play list” if you have one and discuss the importance of changing up the music. Make it clear to the students that grinding will result in a lot of YMCA and Cupid Shuffle being played. End of the Night: When the dance ends make sure you have a few chaperones outside to keep an eye on the parking lot as students leave campus. Policies that do not allow re-entry to the premises work best – minimizing instances of offcampus activities brought to the school lot.

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AWARD OF

EXCELLENCE Leadership Class

GENERAL INFORMATION In order for award applications to be assessed, please ensure the following steps have been considered before submitting your application.

1. Award of Excellence applications can only be reviewed and awarded to current MASC/MAHS Michigan Student Leadership

SCHOOL INFORMATION

members. If you are unsure of your membership status, contact the MASC/MAHS office.

School name:

2. Any student council, student government, honor society, or leadership class may submit an application. If all of these organizations are active in your school, all may submit School city:

independently and all will be considered for the award.

3. Please use a three-ring binder when submitting your Award of Excellence application with tab markers separating each section. Use Organization name:

the provided AOE rubrics as the first page of each new section.

4. Double check that the secretary's minutes and treasure's reports are signed.

President Signature

5. Please follow the outline of required information. The application readers are learning about your activities for the first time, include all necessary information to ensure a complete overview is being provided.

Adviser Signature

6. Please remember to enclose your application with the application payment of $50.00 (check or money order).

** Integrity is vital to all student programs. Disqualification may occur if pieces of the application are pulled from previous years, the organizations adviser or other member schools.

AWARD OF

EXCELLENCE Leadership Class

GENERAL INFORMATION

The Award of Excellence is scored from rubrics designed to challenge student organizations to preform at the highest level. These point rubrics are included in the application process to provide clarity and transparency for the entire process. These rubrics also serve as an opportunity for a student group to preform a self-evaluation of your current organization.

Each rubric has a INFORMATION total point total per category, with a structured point breakdown for each piece of information that SCHOOL needs to be included in the application. Points are awarded for identification of each item, as well as how well each item is presented. Please ensure that you clearly present all necessary materials from the scoring rubrics for full School name:

point consideration.

The Award of Excellence should be submitted in a three-ring binder •The cover with signatures should be followed by ten tabbed sections, one tab section for each rubric area

School c

An unscored copy of each rubric page should by placed at the start of each section behind the section tab (with school and group info completed)

To assist in the philosophical framework that is needed for the Award of Excellence application, the MASC/MAHS Organization name:

Michigan Student Leadership website has provided dozens of useful resources and documents for consideration under the “Adviser Resources” tab. An example of a completed binder is available to review

All applications are reviewed and scored on the same day. If we have not received your information by the due date, we will be unable to process your application. Please send all application materials to: President Signature

MASC/MAHS Award of Excellence 1001 Centennial Way, Suite 100 Lansing, MI 48917 Adviser Signature

SCORING RUBRICS The following point rubrics will serve as your guidelines for completing the application submission process. There are 10 total sections that need to be included for consideration. The first sheet of your application must be the cover page with signatures (page 1) of this application form.

Award of Excellence Leadership Class POINT SUMMARY School Name: School City: Organization Name:

--------------------------------------------------Points Awarded

Poss.

Section 1 – Course Information

Section 2 – Course Outline/Curriculum

Section 3 – Student Assessment/Grading

Section 4 – Leadership Training Activities

Section 5 – Project Planning

Section 6 – Use of SMART Goals

Section 7 – Activity Evaluation

Section 8 – Service to the School & Community

Section 9 – Communication

Section 10 – Instructor Training

Section 11 – Documentation of Activities

Section 12 – Letters of Recommendation

235

TOTAL

Leadership Class Award of Excellence Section 1 – Course Information School Name: School City: Organization Name:

--------------------------------------------------Points Awarded

Poss.

Course Description 2

Language from student course catalogue/scheduling book is shared

Information on departmental assignment of course credit toward graduation requirements is shared

Grade Level of students eligible to take class is shared Availability of class to students is shared – Required of officers? Open to all students? Additional selection criteria, if any, is shared. Ex: GPA, Student Application Form, Essay Topic, Staff Recommendation, forms used. If there is no additional criteria, indicate as such.

Course Departmental Information

Student Selection Criteria

1 2

Course Outline / Curriculum Map 6 2

Major Class Projects/Assignments 4

Major course components/topics covered are shared Planned time spent on each component / topic is shared

TOTAL

Major projects /assignments within each component / topic

Leadership Class Award of Excellence Section 2 – Course Objectives School Name: School City: Organization Name:

--------------------------------------------------Points Awarded

Poss.

Major Course Focus Areas / Strands 4

Major areas of course focus are Identified

Learning expectations are identified in each Focus Area Learning expectations are grouped into similar/related groups

Student Learning Expectations

Major Course Activities / Projects 2

Major course activities and projects are shared

Connection of course activities to Focus Area is shared Connection of student learning expectations to Focus Area is shared

TOTAL

Leadership Class Award of Excellence Section 3 – Student Assessment / Grading School Name: School City: Organization Name:

--------------------------------------------------Points Awarded

Poss.

Grading Rubric 4

Grading Rubric for course is shared

Rubric address correlates to Student Learning Expectations Connection to Focus Area and/or student learning expectation is clearly made

Assignment Example #1 4

A graded assignment from the class is shared

Student Learning Expectation connected to the assignment is identified Connection to Focus Area and/or student learning expectation is clearly made

Assignment Example #1 4

A graded assignment from the class is shared

Student Learning Expectation connected to the assignment is identified Connection to Focus Area and/or student learning expectation is clearly made

TOTAL

Leadership Class Award of Excellence Section 4 – Leadership Training Activities School Name: School City: Organization Name:

--------------------------------------------------Points Awarded

Poss.

Leadership Training Activity #1 4

Detailed description of activity is shared

Materials required for activity and/or handouts for activity are shared Connection to Focus Area and/or student learning expectation is clearly made

Leadership Training Activity #2 4

Detailed description of activity is shared

Materials required for activity and/or handouts for activity are shared Connection to Focus Area and/or student learning expectation is clearly made

Leadership Training Activity #3 4

Detailed description of activity is shared

Materials required for activity and/or handouts for activity are shared Connection to Focus Area and/or student learning expectation is clearly made

TOTAL

Leadership Class Award of Excellence Section 5 – Project Planning School Name: School City: Organization Name:

--------------------------------------------------Points Awarded

Poss.

Description / Diagram of Planning Process 4

The steps of the Planning Process from project proposal to project evaluation are clearly shared

Project Proposal Form is shared

Project Detail planning form(s) are shared

Project Evaluation Form is shared

WHAT - the desired outcome of the group members’ work on the project is clearly stated WHEN - the specific dates and times for the project and components are clearly listed WHERE - the location of the activity is listed

WHO - the target audience of the project is listed

WHY - specific anticipated benefits for the project are listed HOW MUCH - a listing of funding needs or an income and expenditures statement is given MATERIALS NEEDED - a listing of supplies need for the project is given COMMITTEES - A listing of committees used or planned is given EVALUATION A -Factors contributing to the success of the project that should be kept are shared EVALUATION B - Possible improvements and suggestions for the next time the project is held are shared

Planning Process Forms

Successful project summary

1 1 1 1

TOTAL

Leadership Class Award of Excellence Section 6 – Use of SMART Goals School Name: School City: Organization Name:

--------------------------------------------------Points Awarded

Poss.

SMART Goal #1 related to an area of focus or specific activity 2 2 2 2

SMART Goal #2 related to an area of focus or specific activity 2 2 2 2

Specific – Goal statement is specific, precisely describing what will be achieved Measurable – Concrete criteria for success of goal given. Can tell when results are at half way point Attainable – Objective is reasonable enough to be accomplished while still challenging the group. Relevant – Actions to achieve the goal are consistent with an identified area of focus for the group or a clearly articulated specific activity Timely – Goal statement includes a clear deadlinestated date, month, year or other clear timeline.

TOTAL

Leadership Class Award of Excellence Section 7 – Activity / Event Evaluation School Name: School City: Organization Name:

--------------------------------------------------Points Awarded

Poss.

Activity Evaluation 2 2

2 2 2

TOTAL

Completed or planned evaluation method for assessing the success of an activity is shared Evaluation is directly connected to the “Measurable” component of the SMART goal for the activity Assessment data used / to be used is directly connected to Goal Statement Contributing factors for achieving goal or not achieving the goal are stated Recommendations for additional work on the goal this year or next year are included

Leadership Class Award of Excellence Section 8 – Service to School & Community School Name: School City: Organization Name:

--------------------------------------------------Points Awarded

Poss.

LENGTH OF SUBMISSION criteria

No more than 2 text pages plus one picture page

TIME requirement

Project took place in the current school year and is at least 50% completed by submission date

SCHOOL or COMMUNITY criteria

Project helped those inside or outside school

Project was done for the good of others

Project is open to participation by the student body

The four required HEADINGS are used

SELECTION, ORGANIZATION, RESULTS, EVALUATION

SELECTION

Why this project was selected is clear

Research on the project is clearly presented

Preliminary planning for the project is shared

The organization of resources and persons for a successful project is shared Details of the actual implementation of the project is shared

ORGANIZATION

1 3

RESULTS

1 2

EVALUATION

1 1 1

TOTAL

Expectations for the outcome of the project are shared Actual results of the project are clearly stated Factors contributing to the success of the project are shared (strengths) Factors that made the project challenging are shared (weaknesses) Possible improvements and suggestions for the next time the project is held are shared

Leadership Class Award of Excellence Section 9 – Communication School Name: School City: Organization Name:

--------------------------------------------------Points Awarded

Poss.

Communication Procedures 3

Examples of Communication Processes

TOTAL

A summary of the communication procedures used for communication within the group is shared A summary of the communication procedures used for communication with the student body is shared A summary of the communication procedures used for communication with the administration is shared

Four examples of communication processes are shared (text, copies, photos, etc.) Example #1

Example #2

Example #3

Example #4

Leadership Class Award of Excellence Section 10 – Instructor Development &Training School Name: School City: Organization Name:

--------------------------------------------------Provide information on a total of two workshops attended by or leadership resources used by the Leadership Class instructor to enhance his/her skills used in teaching a leadership class. Points Awarded

Poss.

Leadership Training Experience / Workshop 1

Share information on a leadership training activity attended and how it was used to enhance the instructors skills in teaching a leadership class Name of training activity

Presenter or sponsoring organization

Focus of resource / activity

How activity information was used in the class

1 1

Share information on a leadership training activity attended and how it was used to enhance the instructors skills in teaching a leadership class Name of training activity Presenter or sponsoring organization

Focus of resource / activity

How activity information was used in the class

Share information on a resource (print, website, other) used to enhance the curriculum for the class Title or name of resource used

1 2

Author information / web address Focus of resource / activity

How resource / activity was used in the class is

1 1 2

Share information on a resource (print, website, other) used to enhance the curriculum for the class Title or name of resource used Author information / web address Focus of resource / activity

How resource / activity was used in the class is

Leadership Training Experience / Workshop

Leadership Resource / Activity

TOTAL

ONLY 2 Resources or Activities Needed

Leadership Class Award of Excellence Section 10 – Instructor Development &Training School Name: School City: Organization Name:

Poss.

Leadership Training Experience / Workshop 1

Share information on a leadership training activity attended and how it was used to enhance the instructors skills in teaching a leadership class Name of training activity

Presenter or sponsoring organization

Focus of resource / activity

How activity information was used in the class

1 1

Focus of resource / activity

How activity information was used in the class

Share information on a resource (print, website, other) used to enhance the curriculum for the class Title or name of resource used

1 2

Author information / web address Focus of resource / activity

How resource / activity was used in the class is

1 1 2

Share information on a resource (print, website, other) used to enhance the curriculum for the class Title or name of resource used Author information / web address Focus of resource / activity

How resource / activity was used in the class is

Leadership Training Experience / Workshop

Leadership Resource / Activity

TOTAL

ONLY 2 Resources or Activities Needed

Leadership Class Award of Excellence Section 11 – Documentation of Activities School Name: School City: Organization Name:

--------------------------------------------------Points Awarded

Poss.

Documentation of Activities 5 5 5 5

TOTAL

Include up to six pages of photo documentation of the class’ activities so far this year Multiple activities are highlighted The activities represented in the photos are identified Photos represent the major curriculum areas of focus for the year Overall impression of documentation layout (neatness, quality of photos, creativity, etc.)

Leadership Class Award of Excellence Section 12 – Letters of Recommendation School Name: School City: Organization Name:

--------------------------------------------------Points Awarded

Poss.

Letters of Recommendation 5 5

TOTAL

A letter of recommendation from the school’s principal is shared A letter of recommendation from a non-instructor adult is shared

Icebreakers and Fun Activities Starburst question game Get to know you (Can be played with any different color objects) Ascribe a unique and thought-provoking question to each color starburst. Have each camper take one or two starbursts, then explain that each color has a different question. Go around the circle and have each camper take turns answering their questions. Question Ball Get To Know You Toss the ball around the circle. Wherever your right thumb lands is the question you have to answer. Cool Kids Moving Around Everyone takes off a shoe to mark their spot in the circle. One person stands in the middle of the circle and says, “Cool kids ___.” Whoever this applies to has to run across the circle and find a new spot. They cannot take the spot next to them or return to their spot. Black Magic Chill One person (who knows the secret) leaves the room while the rest of the group decides what object that person needs to guess. They return and the leader (who knows the secret) asks "is this it?, is that it?" about many objects around the room. The person who is guessing continuously says no until the leader points to an object that is black. Secret: The NEXT object is the one that the guesser needs to identify and say, "yes that's the object the group picked." Play the game till someone figures out the secret. Human Knot Team Building Have a group stand very close together. Tell them to reach out their arms so all hands are jumbled and intertwined. Tell them to grab one hand in each of their hands, but not the one of the persons next to them. Now they are a human knot and must use teamwork to untangle themselves into one circle without letting go of their hands. ZIP ZAP ZOP Moving Around Everyone stands around in a circle and puts their guns together. Each gun has three bullets, a zip bullet, a zap bullet and a zop bullet. Now, the person who starts turns to person B and goes Zip, then person B must turn to someone and says Zap and they must turn to somebody and say Zop. There isn't any specific order, and there may be rallying between two people. But the catch is that one may not hesitate or they will be out of the game.

Curtain Call Name game With an opaque cloth or fabric form two lines of people facing each other. Place the fabric between the lines such that the two people in-front of their respective lines cannot see each other. The facilitator will then quickly lower the fabric such that the two people are quickly revealed to each other. The point of the game is to say the other person’s name the quickest. After each round make sure to mix up the line to ensure no one is cheating. Animal Signs Ice breaker Divide the group in half and stand them on opposite sides of the room. Distribute a slip of paper to each person with the name of a machine for one half of the group and a name of an animal for the other. The paper will also say a matching sound on it. Participants will have to make the noise of the machine/animal while closing their eyes. Once you give the go ahead, have everyone make their noises, and try to find their counterpart with their eyes closed. Once they have found them, they can open their eyes. Assassin Fun/Time Killer You will have the group shut their eyes and whoever gets tapped on the shoulder twice is the killer. You can use multiple killers at once. Pick the people and then instruct the group that everyone will be going around randomly shaking hands. The killer(s) will do something differently, like scratching the other person’s palm or squeezing their hand twice. This will mean that you are dead. Wait a bit and then die in a dramatic fashion. The group wins if they find the killer. The killer wins if they make it down to three people. Big Bootie Ice breaker Get the group in a circle and have each person count off. In this game, each person will have a number that will be his or hers for the duration of the game. The group will begin with an “Aaaaaaah” and everyone will bring their hands down in the middle. Then, the group will all say “Big Bootie! Big Bootie, Big Bootie, Big Bootie!” The person who’s number is 1 will start by saying “Big Bootie Number (their number), Big Bootie Number (someone else’s number). Whoever has that number has to continue the pattern. If they fail to continue the pattern they are out, and the game continues until there are 3 people left. Catch Me If You Can Ice breaker Players should be paired up. All players divide into two lines (facing in) shoulder to shoulder, with partners facing each other. Participants should be given approximately 30 seconds to look at their partners, taking in all details about the individual. The leader then instructs the two lines to turn and face away from the center. One or both lines has 15-20 seconds to change

something about their appearance (i.e. change a watch to different wrist, unbutton a button, remove a belt, etc.). The change must be discrete, but visible to the partner. The players again turn in to face each other and have 30 seconds to discover the physical changes that have been made. If they can not guess the change, they are out. Continue until there is one pair standing. Categories Ice breakers Bring the group into a circle. Find a soft item that can be thrown. The person starting with the object will name a category (states, movies, etc.), and then throw it to someone else. They will quickly name something in the category and throw the item to another person. If someone repeats an answer or cannot think of one, they are out. Once someone is out, have them cross their arms. HAHA Game Chill/ time waster Have one person lie down on the floor on their back; the next person will do the same but place their head on the stomach of the first person. Have the rest of the group follow this same pattern until everyone is on the floor with their head on the stomach of the person before them. The first person will start by saying “HA,” the second “HAHA,” the third “HAHAHA,” and so on until the “HA”s get passed all the way to the last person. Handy Hand Game Chill/ time waster Sit in a circle around a table or lay on the floor. Put both hands down flat on the surface, but be sure to have someone else’s hand separating your two hands. The person to the left of you should place their hand under your left hand. Explain what each hand movement means: 1 slap= continue to move in the same direction, 1 Pound= skip the hand that is next, 2 slaps= reverse the direction of the sounds. Practice a few rounds and then stat eliminating anyone who hesitates too much when it is their turn. Whoever is left wins![/spoiler] Fruit Bowl Name game Sit in a circle. Everyone chooses a name of a fruit, which becomes his/her identity. One person is in the middle. Then, people forming the circle call their fruits name and then says they either love or like another fruits name. The new person (who just had their fruit called) has to do the same before being tagged by the person in the middle. If the person speaking calls the fruit of the person in the middle, they go in the middle, if they mess up, they are in the middle, and if they name a fruit that isn’t even in the game they are in the middle. This game can also be used with the students’ regular names in place of a fruit. Ball Pass Boundary breaking/ fun time waster

Grab a ball. Have the group line up in two lines. The first persons will start to pass the ball by using only their neck the person behind them. They cannot use their hands. The ball has to be passed down the line. When it gets to the end of the line, turn around and send it back to the front. If it falls or anyone uses their hands, they must start over again, whichever team does it the fastest wins! Make A Date Game Get to know you Give each participant a paper plate. Have them draw the face of a clock on their plate with a line next to each number (no digitals!). Then have participants walk around a find a “date” for each of the 12 empty hour lines, writing their name on the line. The catch is, no one can make a “date” with more than one person per hour. After everyone has met their date for that specific hour, time the discussion for about 1-3 minutes and then move on. The facilitator can ask a question for each date or let the students just talk. Ninja KUNG FU Chill/ Fun time killer Start by getting in a circle. Label one member in the group “sinsei.” The sinsei is the person who starts the game. The Sinsei starts the game by saying “bow to your sinsei” then says “strike a pose” in which everyone in the group strikes a ninja pose. Then the sinsei (in one movement) must attempt to hit its neighbor’s hand (MUST be hand. Wrist and arm do not count). The sinsei can strike to either the left or right but after they attempt to hit their neighbors hand they must freeze in whatever position they moved in. The person they attempted to hit may (in ONE movement) block the hit. The game continues either counter clockwise or clockwise around the circle until everyone is eliminated. The last one standing is the new sinsei and another round begins (Submitted by: Bevier Hall) Post It Game Ice breaker First take the number of people participating and take that many post-its and write a person, place, or thing on each of the post-its. Then place a post it on each of the participators forehead so they cannot read it. Then ask them to mingle with one another, and to only ask three yes or no questions to each of the people they will talk to. The object of the game is to guess who you are. Talent Show Get to know you/ Ice breaker Everyone selects one talent or special gift that they possess and can demonstrate for the goroup. They introduce themselves, explain what their special talent is, and then perform their special talent for the group. Sound It Out/ Planned Charades Chill/ time waster

Explain to the group that the purpose of this game is to come together with your small group and demonstrate to the team what your given item is. They can’t use props, they can’t talk, and everyone in the group needs to have a role. Split the group up into even teams by having them count off. Assign each group an item (toaster, coffee maker, lawn mower, blender, etc). Give them 5 minutes to break apart and work together to represent their item with movements and sounds. Bring back the teams and have them perform for the group. Have groups guess what each team represents. Question Face Off FUN Chill/ Time waster Choose random topics and write them on little pieces of paper and put them in a hat. Split everyone into two groups and arrange them so that the first person is facing the other first person face to face. Then someone will pick a topic out of the hat. They must go back and forth speaking only in question form. Whoever picks will start the question face-off. It will keep on going back and forth until one of the players stutters, laughs, is unable to ask a question, or answers the question. The winner stays and picks another topic; the person who loses goes to the back of the line. If you win in the faceoff against the other group, you earn a point. The group with the most points wins!! You can also do this activity with 4 lines (groups) or with out topics at all. A to Z Freeze Game Get to know you/ Chill Ask participants to recite the alphabet in unison. Let them go on for a while until you yelll “Stop!” At that point, identify the letter they stopped on and ask everyone to share something they are looking forward to at school that begins with that letter. For example, if the letter is “R,” they might say “ravioli in the dining hall” or “rooming with someone cool.” Once everyone has shared, have them recite the alphabet again. Stop them on a different letter and ask participants to share a personality trait they possess that begins with that letter. If the letter is m“D” they might say things like “diligence” or “doofiness.” Come up with different questions to ask for each letter and repeat the process. Communality Test Get to know you/ Ice breaker ● First, split people up into pairs, and have them find one thing that they have in common with each other. (Nothing Obvious like being from Long Island etc). When they have one thing, they stick together and get with another pair of people. Then those four people have to find something that they have in common. Those four people need to group up with another four people and find something they have in common. You continue this trend until you all have to come together and find what you have in common. Confusing Question Fun Chill/ Time waster

Each person will take out a piece of paper and write down a “why” question. Then, fold it in half and pass it to the right. Without opening the paper, have each person write down a “Because” answer to the question. It could be the answer to the question or just a random answer. Then, pass the paper one more time to the right and go around reading the questions and answers. Fun With Names Name game Have the group sit in a circle. Tell the group that they will be going around saying their first name and a positive adjective that begins with the first letter of their first name. The twist is to start by repeating every person’s name and adjective who went before you, then they say their name and adjective. The last person will say the entire group’s names. The ID Game FUN Get to know you Have everyone partner up, then share three facts about themselves with their partner. Give everyone about 30 seconds and then have them switch IDs and assume the identity of that ID, then find a new partner! Continue a few rounds, then have everyone (try to) share the facts of the ID they have. Have everyone return the IDs at the end. Lost on A Deserted Island Get to know you Each person says their name and three things and/or people they would like to have with them on a deserted island and why. Ocean or Mountain Get to know you/ Ice breaker Allow everyone to stand in a straight vertical line in the center of the room. Pick sides for each “or” that is read and go to that side. There is one rule: you MUST pick a side for each one. After you have said each one, talk about why people are on those sides. At the end, ask which was the hardest, the easiest, and if anyone switched spots and why. Good warm up for bus activity Questions: Ocean or mountain; Lover or loved one; Fall or spring; Hammer or nail; Shark or dolphin; Plane or boat; Shampoo or conditioner; Fridge or freezer; Spender or saver; Gold or silver? The Pocket/Purse Game Get to know you Everyone selects one (optionally two) items from their pocket or purse that has some personal significance to them. They introduce themselves and do a show and tell for the selected item and why it is important to them. Rapid Fire Get to know you

The group will stand (or sit) in a circle, and someone will start by making a statement such as “favorite color” or “least favorite movie”. Each person will answer rapidly going around the circle (and sometimes people get so caught up in the quickness of the game that their answer is not even close to what they want to say). Once the person who asked the question gets to answer, the person to their right will ask next. The game is done when everyone has asked a question. REMEMBER: This is a quick response game, not a whole drawn out explanation of why someone likes the color blue! Storytelling Get to know you/ Ice breaker Have each person take out a piece of paper, and have them draw out something. It could be something they like to do or something that has happened to them in the past. Once you have given them a few minutes to draw, have everyone pass the story to the left. Each person will go around and describe what they think is going on in the picture that was handed to them. If you want or have time, have everyone describe what really happened in his or her story. *Keep it lighthearted!* Two Truths & A Lie Get to know you/ Ice breaker People say two truths about themselves and a lie. Then introduce these three “facts” to the rest of the group who tries to guess which one is a lie. Celebrity Press Conference Chill/ Ice breaker Find a volunteer to leave the room. The rest of the group then selects a famous person that the volunteer will be. The volunteer comes back when the group has come to a decision. The group will then act like reporters, asking the “celebrity” questions. The volunteer must figure out who they are by the questions they are asked.