1. Welcome to: Kids at Hope University Module I

2. “Unleashing the Power of Kids at Hope”
Module I
Introductory Course

3. Kids at Hope is committed to create generations of adults and institutions who adopt a research and evidence based protocol and strategic, cultural framework based on three leading principles and practices:
• WE Believe – that all children are capable of success, NO EXCEPTIONS!
• WE Connect – with all children in a meaningful, sustainable way (ACES)
• WE Time Travel – teach children to mentally time travel to their future in four destinations

4. Therefore this workshop will present the following enduring understandings:
Define Kids at Hope
Define the terms success, potential, hope, future, & smart
Understand the concepts of culture vs. bureaucracy
Define Mission vs. Belief System
Understand Universal Truth #1 – We Believe
Understand Universal Truth #2 – We Connect
Understand Universal Truth #3 – We Time Travel
Define Treasure Hunter
Identify the Top Five practices
Define culture of success
Throughout this workshop you will see and hear us use the term “enduring understandings”. An enduring understanding is the information that we want you to remember 5 days from now, 5 weeks, months, years from now. It defines the key concepts that make up Kids at Hope.
Go through the list – highlight or explain that we use the term Universal Truth because our three universal truths were found universally throughout all disciplines in our research and they are universally applied to ALL children/youth.

5. History of Kids at Hope
1993 – Changing the paradigm from at risk to at hope
– Interdisciplinary/Cross Disciplinary review with ASU
2000 – Research Findings Reported -Three Universal Truths- Kids at Hope launched as a national initiative-Cultural Strategy vs. Program Strategy
– National Models developed/best practices explored
– Top Five Practices Identified
2006 – International Master’s Institute Created
2010 – Introduced Mental Time Travel
2012 – Kids at Hope firmly established in 12 states; 25,000 caring adults trained - 500,000 children reached

6. Introduction Enduring Understandings Define Kids at Hope
Define the terms success, potential, hope, future, & smart
Understand the concepts of culture vs. bureaucracy

7. “We can’t solve today’s significant problems at the same level of thinking we were at when we created them.”
To begin a transformation I think you would agree requires thinking differently. Take a look at this quote – makes sense doesn’t it?
Now take a look at page 6 in your workbook, read first line– I want you to think for a moment of some ideas that have transformed society – not things, but ideas – let me give you an example, which means you can’t use it, women’s right to vote was an idea, all men are created equal is an idea. Take a moment & jot down one or two such ideas – share with the person next to you – let’s hear some examples – Kids at Hope is an idea that aims to transform society by creating a culture that supports all children and youth. All children are capable of success is an idea.
Look at the question at the bottom of the page – think- pair-share – or generalized discussion, what does this quote mean to you as it relates to your work with kids?
- Albert Einstein
Workbook Content: Page 5
Time to Think - Good Ideas/Bad Ideas
“We cannot solve today’s significant problems with the same level of thinking we were at when we created them.” – Albert Einstein
Describe different levels of thinking that have inspired, empowered or transformed society:
What does this statement mean as it relates to the pervasive problems experienced by young people including drugs, gangs, school failure, discipline issues, inappropriate sexual behavior, and/or aimlessness?

8. Show video :
What are the two key things that Einstein said made him a genius? – Think like a child & ask simple questions. KAH is all about one simple question – why do some kids succeed when others fail? What makes the difference? Kids can come from the best of circumstances and experience failure conversely kids can come from the worst of circumstances and experience tremendous success. What makes the difference? The research is very clear and that is what the KAH framework is all about.

9. Youth Development for the 21st Century
Read the article found on page 6 highlighting any words or segments that are meaningful to you.
Book page 7 Have a group discussion

10. What is Kids at Hope?
Kids at Hope is a strategic, cultural framework designed to engage entire communities to support success for all children, no exceptions.
Book page 8 In order to proceed we need to begin to have a common language – define some frequently used terms. We begin with KAH
Kids at Hope is not a program. It is not something that occurs Tuesday & Thursday from 9:00 – 9:30.
KAH is about engaging the entire community. You have heard the saying “It takes a village to raise a child.” KAH is about identifying and involving the village.

11. Three Types of Success Personal Bureaucratic Cultural
If we asked everyone in this room to define success, how many definitions would we get? Right, one for each of us. How can we expect to help kids, or any one else, be successful if we can’t even agree on a definition ourselves? We believe there are three types of success.
Personal success – give an example, for me in my younger days it was the idea that I thought that if I could afford a Rolex I would know I was successful. Does a drug dealer have a definition of success? Sure they do – it may not match our idea of success but everyone has their personal definition.
What is an example of bureaucratic success? You work for a school district or youth development organization– how does your district define success?
Cultural success is different – we have just shown you that there are at least two types of success the third type is cultural – something we could all agree to as a definition of success – NEXT SLIDE

12. What is Cultural Success?
Success is achieved as a direct result of knowing you contributed to each of life’s four major destinations:
Home & Family
Hobbies & Recreation
Community & Service
Education & Career
Read definition – we are going to discuss these destinations more later. Doesn’t it makes sense though that if you have positive things happening in each of these areas your life should be pretty good?

13. More critical definitions …
Potential
Potential is the ability to make a contribution in each of life’s four major destinations: Home & Family, Hobbies & Recreation, Community & Service, and Education & Career.
Hope
Hope is the capacity to visit your future (mental time travel to four destinations), return to the present and prepare for the journey.
Future
The future is four destinations; Home & Family, Hobbies & Recreation, Community & Service, and Education & Career
Smart
Smart is what the world needs and you have.
Go through rest of definitions – acknowledge that we will revisit hope later on.

14. Culture vs. Bureaucracy/Systems
(Two opposing forces that determine the fate of an organization. )
Culture
Organization
Bureaucracy
Effectiveness
Leadership
Shared Belief
Shared Responsibilities
Commitment from staff=Genuine
High Expectations
Driven by “want to’s”
Goal is to be GREAT WE
Efficiency
Management
Adopted Mission
Different Tasks
Commitment from staff=Formal
Compromised Expectations
Driven by “have to’s”
Goal is to be GOOD ME
Book page 9 If we are to understand Kids at Hope and creating a culture not implementing a program we must first start to understand what that means. Take a look at this graphic. We believe that there are two opposing forces that determine the fate of an organization. Culture & Bureaucracy. Bureaucracy represents the efficiency side, it’s managed, there is an adopted mission that is typically from the outside in – it has been crafted by a few people and most members of the organization can’t even tell you what it is let alone what it means. The level of commitment from the staff is formal – I work when my contract says to and not much more. Standards are easily compromised, the driving force is have to and the goal is to be good.
Culture is all about effectiveness – it’s lead not managed, based on a shared belief that is well known, believed by all and clearly articulated. The commitment from staff is genuine – it’s an “above and beyond” mentality. The standards are high and the drive is want to – the goal is to be GREAT. Bureaucracy is about ME, culture is about WE
All rights reserved, duplication with permission only. Copyright: Rick Miller

15. Wind and Current (Two dynamic opposing forces that determines the fate of a sailboat)
As you can see it appears that culture and bureaucracy are both pushing on the organization. Think of your organization like a sailboat – culture is the current and bureaucracy are the winds. You need both and need to know how to handle both to stay afloat. Too much of either one and your in rough waters at best and may risk capsizing.
As we continue this session, try and keep these concepts in mind.
Organization

16. UNIT I: Universal Truth #1 “WE BELIEVE” Children succeed when they are surrounded by adults who believe they can succeed.    
Enduring Understandings Understand Universal Truth #1 Identify Commitment/Measure Belief Define Mission vs. Belief System
Page 10 – here are the enduring understandings or key concepts we will be covering –
What research says is the first component that must be in place for kids to succeed - we call it universal truth #1
Identify commitment – what we mean by it, what your level of commitment to kids is, what other adults are saying, and what we are learning about adult commitment from kids.
The difference between a mission statement and a belief system

17. Do you believe all children are capable of success, No Exceptions?
Strongly disbelieve Strongly believe
Page 11 – where do you think your school/organization is on this scale – be honest, I am not going to ask you to tell.
Where are you – remember all children…
Did you find it hard to circle 10? What makes it hard to circle 10?

18. Reality Homelessness Drugs Gangs Abusive/Neglectful Parents Bullying
These kinds of realities are things our kids face every day. They can make it hard to circle 10 – but regardless of what you circled before, I want you to circle 10 now. Remember this is about what we believe – are we there yet? No, that’s why we are here. But the first step is to make a commitment to believe in each and every one of them. So be a 10.
Gangs
Abusive/Neglectful Parents

19. What adults working with kids are telling us…
53% believe all children can succeed no matter what
13% believe their colleagues also believe all children can succeed no matter what
5% believe parents and the community believe all children can succeed no matter what
50% believe it’s a school priority that children have a meaningful relationship on campus w/adult
29% believe their students are hopeful and excited about their future
38% believe over 80% of their students will succeed as an adult
Kids at Hope Culture Scan Survey
The KAH culture scan has been administered to adults working with youth and this is what the aggregate results are telling us –
Only 53% of the adults surveyed can circle a 10. Slightly more than half say they believe in all kids no exceptions and when you begin to modify the questions to include risk factors that number drops - last bullet only 38% believe that most of their students – most not all – will succeed.
Continue to explain the data. If asked, this data reflects approximately 800 responses
What this all means is we have a long way to go to ensure all kids are capable of success, NO EXCEPTIONS but we need to begin with the beliefs and practices of adults.

20. What kids are telling us …
Only 54% identify themselves are being hopeful
Only 60% identify themselves as being engaged
Only 67% are identified as thriving
14% identify themselves as discouraged
1% are identified as suffering (2% in AZ)
2011 Gallup Student Poll
The Gallup Poll surveys grades nationally. It is looking at hope, engagement and well-being which have been identified as the strongest predictors of student success. Remember as you look at the fact that only 54% identify themselves as hopeful , only 53% of the adults we surveyed were able to circle a “10”
Write, discuss – what does this data tell us? We in education are so entrenched in data driven decision making, what kinds of decisions do we need to look at to address this data?

21. Mission Statements & Belief Systems What is your Personal Mission Statement?
Please look at page 12 of your book (choose someone to read the intro paragraph) Take a couple of moments and write your personal mission statement – not your professional one – what do you do 24/7 for kids why are you here? This should only be a sentence or two at the most – be succinct. Limit them to 25 words. Stop when you get to the word because (have a few people share out –)
Ask some folks to share their statements. Acknowledge them by saying …
If I want … I go to you… If I want … I go to you Those are all great and speak to who you are. But how do we suspend self-interest? How do we move from me to we?

22. All children are capable of success,
Because. . .
All children are capable of success,
NO EXCEPTIONS!
Take a look at this phrase – many items as educators we think we believe this but do you ever get caught up in – but what about Kenna, she has no dad, mom is in and out of jail, etc Now add this phrase – please go ahead and write it in your book – ask volunteers to reread their mission with addition of the statement– This is how we suspend self-interest and create a culture You don’t give up your mission statement, you own it, it speaks to who you are but a belief system is shared and when that happens a culture is created.
It’s creating the me to we power – going from bureaucracy to culture

23. Mission statements are owned . Belief systems are shared.
Remember -
Mission statements are owned . Belief systems are shared.
Mission is about ME – Belief is about WE
Alone I can only do so much I can only reach a few
Together WE can reach them ALL. That’s culture!

24. Universal Truth #1 We Believe…
Children succeed when they are surrounded by adults who believe they can succeed.
Universal truth #1 is Children succeed when they are surrounded by adults who believe they can succeed. The way we articulate and commit to that belief is with the phrase all children are capable of success, no exceptions. That is our reminder to be a “10”
Trainers note = the universal truth is “Children succeed when they are surrounded by adults who believe they can succeed.” The Kids at Hope tag line is “All children are capable of success, no exceptions.” It is important to keep them straight 
All children are capable of success, NO EXCEPTIONS!

25. Building the framework – The Foundation
As stated before KAH is a strategic, cultural framework. Think of it like building a house – that’s a framework we can all relate too. What’s the first thing a house needs? Strong foundation. Our strong foundation, based on the research, is that children succeed when they are surrounded by adults who believe they can succeed.
WE BELIEVE
Universal Truth #1 – Children succeed when they are surrounded by adults who believe they can succeed.
All children are capable of success,
NO EXCEPTIONS!

26. Connecting the dots…
Why is it important that we understand each other’s mission statements?
Why is it important that we connect our mission statements to a common belief system?
What did we learn in this unit?
Why was it important to learn this information?
How do we/you use this information in practical terms to support the success of all children without exception?
Page 13-
Why is it important that we understand each other’s personal mission ? That is what each individual brings to the child – all important , all necessary but a mission is owned
Why is it important to connect personal missions to a common belief system – creates a culture moves us from ME to WE
What did we learn? – Universal truth #1 children succeed when they are surrounded by adults who believe they can succeed which we articulate with the belief statement all children are capable of success – no exceptions. We also learned that belief systems are shared and mission statements are owned and to create a culture you need a shared belief and that there are different levels of commitment and to create a culture we need to be “10’s”
Why is this information important? Because it is true & research based – more children succeed when adults believe they can. Also, many of our children’s futures are being affected by the belief systems of the adults surrounding them.
How will you use this information – turn to your neighbor & talk about that for just one minute each – share the info with others, survey your organization about being a 10, etc. make sure the belief is well known & articulated

27. Unit II: Universal Truth #2 “WE CONNECT” Children succeed when they have meaningful, sustainable relationships with caring adults.
Enduring Understandings
Understand Universal Truth #2
Define the different types of relationships children/youth require (ACES)
Identify your ACES
Ensure children/youth get multiple ACES from multiple sources
Maximize moments of truth
Review the enduring understandings from the new unit
Page 14

28. ACES  Anchor / Parent  Other Caring Adults  High Expectations
Top of page 15 – Have someone read the top of page 14.
Anchor Parent – responsible for the child’s physical & emotional well-being 24/7 in an unconditional, loving way.
Other Caring Adult – known child 8 weeks+, instantly describe 3or more positive characteristics, skills or talents the child possesses, child feels comfortable asking for your assistance.
High Expectations – known child 8+ weeks, believe in child sometimes more than they believe in themselves, you are one of their “go to” people, you know about their life away from school.
Opportunities for Success - people who give kids a way to feel successful and acknowledge it - just like a diamond has four sides there are 4 ways to make kids feel successful – belonging to something positive, feeling useful, feeling competent, having a sense of influence or empowerment.
HAND OUT ACES Think in terms of a poker hand if you had a jack, a 7, a 5, a 2 and a 4, of different suits – what kind of hand would that be? Garbage what if you had one ace? What if you had a pair of aces? Three of kind, four of a kind – odds of winning get pretty good. Think about this in term of your students and the other children in your life do you have these relationships with them? – how many aces are you giving them? Sometimes you can’t give them any – but you then have a responsibility to find someone who can ….
Kids can succeed with one ace, it’s easier with two, even easier with three and easiest if they have all four. Make certain everyone understands how many aces they control and how many the culture controls.
It’s important to remember we control three out of four ACES. While we are not expected to be all ACES to all kids, we DO need to make certain they have at least one ACE in your school/organization.
 Opportunities for Success

29. Identify your ACES Activity page 17 – identify your aces by type
Discuss –
If someone says they have no ACES – start by asking them about school – was their a favorite teacher, coach, etc? somewhere some adult gave them a helping hand or a push in the right direction.
ACES often overlap – a caring adult can also give opportunities for success
Remind them to be specific

30. Handing out ACES
How will you begin handing out more ACES? Bureaucratically (me)? Culturally (we)?
Bottom of page 17
Take a moment and write your next steps about giving out ACES?
Ask for some examples – check to see that everyone understands children need to be given ACES by adults – they do not have to be earned. ACES are unlimited and that we do not actually hand them the card.
It is important that they understand that ACES are more than caring about kids – there is specific criteria as defined in the book and on the ACES. If they don’t meet the criteria, that’s OK they just aren’t an ACE for that child.

31. What happens if you don’t have “sustainable” relationships?
You notice that two of the three ACES you control say you must know the child at least 8 weeks. What if you don’t? What if you run a program where the kid is there for a couple weeks then gone? Does that mean you have no influence? Not at all – just the opposite. EVERY contact with another person – young or old – is an opportunity that is not to be missed. What ever time you have with a child is an opportunity for you to exercise your positive influence.

32. Crucial or pivotal points in a relationship
Moment of Truth
Crucial or pivotal points in a relationship
Describe your own MOT experiences –
positive
negative
Page 18 – we call these opportunities Moments of Truth. These “moments of truth” occur frequently in any/all relationships. We know that research supports meaningful & sustainable relationships but we don’t always get that. We do always have MOT experiences. We decide if we are going to use our influence to make that a positive or negative MOT. Examples – friend doesn’t show for lunch, student having trouble – if you had listened , etc
In your book take a few moments and describe first your positive moments of truth – then your negative. You may want to ask if anyone found it easier to describe the negative? That’s because they stay with us differently.
Ask, what kinds of moments of truth do you think your kids are experiencing?
Moments of Truth do not replace ACES but they are an additional support for kids.

33. Let’s take a walk …
MOT activity – everyone lines up shoulder to shoulder – one person is chosen to be the student. The ‘student’ will walk down the line 4 times. #1 adults are ignoring child caught up in their own thoughts - #2 adults are engaged with one another not the student #3 the adults give bureaucratic information commands (tuck in your shirt etc.) to the child. #4 the adults give the child a KAH message.
After this exercise verbally debrief and then have participants respond to the last section on page 18 – what are ways you can increase positive moments of truth? As part of the moment of truth is to remind the participants that all kids experience the first 3 mot. Many never experience # 4. # 4 is what distinguishes a KAH school. Intentional vs good intentions.

34. A moment of truth does not replace the need for children/youth to have ACES but A moment of truth doesn’t take long and the impact lasts a lifetime.
Kids need both experiences – ACES and MOT’s

35. Here is someone who clearly understands ACES – meet George Smith
Show video

36. Universal Truth #2 We Connect…. Children succeed when they
Universal Truth #2 We Connect… Children succeed when they have meaningful, sustainable relationships with caring adults.
Review UT #2 and that we use ACES to describe the specific types of relationships needed.

37. Building the framework
WE CONNECT
Universal Truth #2 –
Children succeed when they have meaningful, sustainable relationships with caring adults.
ACES
Anchor Parent
Other Caring Adults
High Expectations
Opportunities for Success
(1st Bearing Wall)
Page 19- As we continue building our house – we have added to our foundation. The first bearing wall is Universal Truth #2 Children succeed when they have meaningful, sustainable relationships with caring adults. We define those relationships as ACES A = Anchor Parent, C = Other Caring Adults, E= High Expectations , S = Opportunities for Success.
WE BELIEVE
Universal Truth #1 – Children succeed when they are surrounded by adults who believe they can succeed.
All children are capable of success,
NO EXCEPTIONS!
(Foundation)

38. Connecting the dots… What did we learn in this unit?
Why was it important to learn this information?
How will you use this information to ensure you will help all children succeed, without exception?
Page 19 –
What did we learn? – Universal Truth #2, that kids need ACES, we control 3 out of 4, that absent the opportunity to give ACES we still have Moments of Truth.
Why is it important? We are in control of the relationship – we hand out ACES (they are not earned), we influence moments of truth.
How will you use this information to ensure you will help all children succeed, without exception? What can you do? Next small steps? Share the information, be intentional about giving out ACES and positive MOT’s, track relationships.

39. UNIT III: Universal Truth #3 “WE TIME TRAVEL”
Children succeed when they can articulate their future.
Enduring Understandings
Understand Universal Truth #3
Identify the four destinations
Create time travelers
Page 20 - Unit 3 is all about Mental Time Travel –
Read page

40. Success
Three types of success: Personal Bureaucratic Cultural Success is achieved as a direct result of knowing you contributed to each of life’s four major destinations: Home & Family Hobbies & Recreation Community & Service Education & Career
Page 21 – Earlier we gave you the definitions of success, now we are going to spend some time looking at cultural success, let’s revisit that for a moment, you may want to fill in what you wrote earlier as your definitions of personal & bureaucratic success –
You may be wondering where these four destinations came from. As mentioned before if you ask people to define success, you will get as many definitions as there are people in the room. But when we asked successful people to give us examples of their successes what we discovered was they seemed to fall with four categories that we now call destinations. Home & Family, Hobbies & Recreation, Education & Career, Community & Service and so it is that success is not a thing but a place – four destinations.
If we are trying to create a culture then we must spend time understanding and focusing on the cultural definition of success and not just personal and bureaucratic success.

41. Hope defined -
Hope is the capacity to visit your future (mental time travel to four destinations), return to the present and prepare for the journey.
There are two critical things to remember about hope. First, you can’t give what you don’t have so you must first be a hopeful person who has the ability to travel to your future in the four destinations. The second critical component is that hope is a learned skill. It needs to be taught, planned for, assistance given, etc. If we do not teach young people this skill they will become and remain hopeless.
This ability – mentally time travel - is when the brain becomes a mind.

42. Identifying Your Successes
By destination, take a few moments and identify successes that you have had at any time in your life.
On the top of page 22 please list your successes by destination and think back and include successes from your childhood – the first time I rode a bike without training wheels was one of mine, getting a driver’s license, etc.
Discuss –
Future lies at four destinations. This is critical because when you ask adults where the future is, they will say everywhere. “Everywhere” is too abstract for children to understand, but if you define it in terms of four destinations, you can now set goals and by doing so you are a step closer to becoming AT HOPE.

43. Mental Time Travel
What are some questions and or activities you can use to dialogue with kids about their future (mentally time travel) in the four destinations?
In your table groups develop some ideas and document them - be ready to share some with the group.

44. Universal Truth # 3
Kids succeed when they can articulate their future.
Future = 4 Destinations = Hope
When kids can articulate their future around the 4 destination points they have HOPE and those that help them to do that are hopeologists.
This ability – mentally time travel - is when the brain becomes a mind.

45. Building the framework
WE TIME TRAVEL
Universal Truth #3 – Children succeed when they can articulate their future.
FOUR DESTINATIONS
Home & Family
Hobbies & Recreation
Community & Service
Education & Career
(2nd Bearing Wall)
WE CONNECT
Universal Truth #2 –
Children succeed when they have meaningful, sustainable relationships with caring adults.
ACES
Anchor Parent
Other Caring Adults
High Expectations
Opportunities for Success
(1st Bearing Wall)
Page 23 – We complete the framework or ‘house’ with the addition of the second bearing wall. That wall represents Universal Truth #3 – Children succeed when they can articulate their future. Where is that future, four destinations. Universal Truth is about mental time travel.
WE BELIEVE
Universal Truth #1 – Children succeed when they are surrounded by adults who believe they can succeed.
All children are capable of success,
NO EXCEPTIONS!
(Foundation)

46. Connecting the dots… What did we learn in this unit?
Why was it important to learn?
How will we use this information to ensure you will help all children succeed, no exceptions?
Learn? Universal truth #3 kids succeed when they can articulate their future They need to be able to mentally time travel. This is when the brain becomes a mind. The future is defined as four destination points
Why? When you can articulate your future you have hope and hope is what gets you up in the morning…. You are helping children’s brain’s become minds.
How will we use it?
Tie to curriculum, use passports, destination days (instead of career day)
Have folks share some responses – check for answers beyond education & career

47. UNIT IV: Being A Treasure Hunter
Enduring understandings Understand the difference between cultural and bureaucratic titles Define Treasure Hunter Learn the Treasure Hunters’ Pledge
Introduce Unit IV - page 24

48. Bureaucratic Title Responsibility Achievement
Defining Who You Are - Bureaucratically
Bureaucratic Title Responsibility Achievement
We are going to talk about roles and responsibilities for a while – looking at the top of page 25, list 5 different bureaucratic positions you have had - have a couple share theirs
Why do we have bureaucratic titles? Define who we are
Look at the third bullet – write down your title, list the three most important tasks you do each day –
Share out some examples may include , take attendance, lesson plans,
Now bullet 4 list three achievements you would like to experience at the end of each day – what is your perfect day?
Page 26 Current Title-Shared Responsibility, again, this is part of the paradigm shift from me to we by reminding everyone the bureaucracy gives our formal titles, but the culture establishes our shared responsibility and adds the title of treasure hunter to drive that point home
Culture Perfect Day is our paradigm shift from thinking in terms of me to we. In “We” our collective perfect day includes the three universal truths:
Everyone believes every child can succeed, No Exceptions and the children know it as well.
Every child leaves connected with one or more Aces at the end of the day. It’s about being intentional; not just good intentions
Every child leaves much more hopeful because they were able to mentally time travel to their future. We made HOPE happen.

49. Defining Who You Are - Culturally
Treasure Hunter: A caring adult who searches beneath the surface to find all the talents, skills, and intelligence that exist in children.
Read the definition of a Treasure Hunter. In the bureaucracy you are given a title – it comes with the job and defines the tasks that you perform. In a KAH culture the title is Treasure Hunter and it is one that you must choose to accept. It defines who you are rather than what you do. At the top of page 25 list your cultural title – Treasure Hunter. At the end of each day list the three things that would have taken place to suggest your culture had a perfect day. Answer – believe, connect, time travel which means kids left your door with more hope than they came in with.

50. Treasure Hunter’s Pledge
As an adult and a Treasure Hunter, I am committed to searching for the talents, skills, and intelligences that exist in all children and youth. I believe that all children are capable of success,
Being a treasure Hunter is about being intentional rather than just having good intentions. The Treasure Hunter pledge is the commitment we make as adults to the youth we serve. Talk about your own experiences/stories with this pledge.
Note: How we introduce ourselves, bureaucratically, culturally, or both?
NO EXCEPTIONS!

51. REFLECTIONS OF A TREASURE HUNTER -
Did I honor my commitment to being a Treasure Hunter today by:
Believing in the success of all children, NO EXCEPTIONS!
Connecting with children by establishing meaningful relationships with them – handing out ACES.
Time Traveling mentally with children to their future in the four destination points – Home & Family, Education & Career, Hobbies & Recreation, Community & Service.
Part of being intentional includes reflecting on your behavior. Post these questions somewhere where you will ask and answer them for yourself each day. There are some days when the answers may not be what you want or what kids need – that’s OK. You are human – we all are. But if we don’t reflect on our behavior every day, we won’t recognize when it needs to be changed and we won’t change it.
Reflection of a healthy person – Did I wash my hands thoroughly after… ? Did I cough or sneeze into the crook of my arm to avoid spreading germs? Do I keep a sanitary home/office?

52. Connecting the dots…
In your own words, what is the value of creating a culture where every adult sees themselves as a Treasure Hunter?
What did we learn in this unit?
Why was it important to learn this information?
How will you use this information to ensure that you will help all children succeed, without exception?
How will you use this information to interact with other Treasure Hunters?
Page 27-
1. Share responses …
2. That we are all capable of and have the responsibility to be treasure hunters and that bureaucratic titles are about me and individual tasks. Cultural Titles are about shared responsibilities, such as being treasure hunters, are about we. WE create a culture.
3. We sometimes need to look for those successes, sometimes they are right on the surface, other times we have to search and kids deserve that commitment from us. Formal titles are about bureaucracy, relationships are about culture
4. Have people share a few responses – looking for personal commitment/action

53. Remember…
Kids don’t care what is written on your business card, they care about what is written on your heart.

54. UNIT V: A Culture of Success
Enduring Understandings
Define Culture of Success
Identify the Top Five Practices
Introduce Unit V page 28

55. The Top Fives
Belief
Pledges
Report Card
Passport
ACES Tracking
Top Fives
This slide shows the top five practices which we are going to be talking about in detail in this next section. Review the names. Page 29

56. Aligning the Universal Truths with the Top Five Practices
Belief System: articulated & celebrated
Both Kids at Hope & Treasure Hunter Pledges are recited
Universal Truth I
BELIEVE
Universal Truth II
CONNECT
3) Aces Tracking
4) Report Cards
We have aligned the high fives to the universal truths to help you see the connections. Page 29
Talk about how each one relates -
Universal Truth III
TIME TRAVEL
4) Report Card
5) Passport to the Future

57. Top Five Practice #1 – The Belief
How is the belief in all children articulated in your organization?
Page 30 – give participants time to write their response and share some. Look for what it “looks like” and “sounds like.” look for answers beyond superficial – ask them to really think about what they are already doing that shows kids they are believed in – remind them that they are already doing a lot of these things. We just want them to be intentional and focused on it..

58. Power of the Pledge
This statement reinforces & supports the belief.
I am a kid at hope I am talented smart and Capable of success I have dreams for the future and I will climb to reach those goals and dreams everyday!
KAH Report Card validates and documents this – potential vs. behavior.
KAH Passport to the Future reinforces hope & optimism.
We already learned about the Treasure Hunters Pledge. There is also a kid pledge. The treasure hunter pledge is about the adult making a commitment to the child. The kid pledge is about the child making a pledge to themselves. It is an affirmation and we know that affirmations are a very powerful tool.
If you have a pledge story – share it.
Page 30 Share the Kid pledge and review the alignment the pledge has to the other top five practices.

59. Top Five Practices #3 and #4 Report Cards and Passports
Celebrate strengths & potential
Goal setting component
Focus on destinations
Different versions for different grades/ages
Very powerful!
Share report cards and passports -
Both are done once a year –
Usually introduced in years two or three of implementation
Optional but necessary to creating a true Kids at Hope culture

60. Top Five Practice #5 ACES Tracking
Total Aces Report
Adams Elementary
Adams Elementary
193 Students
% of kids with no Aces
83.94%
% of kids with 1-3 aces
16.06%
% of kids with 4-6 aces
0.00%
% of kids with 7+
Talk about the power of ACES tracking especially using the data to see who is not connected.
ACES tracking is done 2 or 3 times per year – not weekly or daily. It is only impactful if the data is reviewed and used to create plans for getting kids connected.

61. The Completed Framework
WE CONNECT
Universal Truth #2 –
Children succeed when they have meaningful, sustainable relationships with caring adults.
ACES
Anchor Parent
Other Caring Adults
High Expectations
Opportunities for Success
(1st Bearing Wall)
WE TIME TRAVEL
Universal Truth #3 – Children succeed when they can articulate their future.
FOUR DESTINATIONS
Home & Family
Hobbies & Recreation
Community & Service
Education & Career
(2nd Bearing Wall)
Holistic Success
Self Actualization
Potential
Top Five Practices
Belief
Pledges
Report Card
Passport
ACES Tracking
This is the completed framework – page 32
Demonstrate visual – refer to photo on page 32 foundation and two bearing walls.
Kids bring all sorts of baggage to us – 7th grade reads at 2nd grade level, been suspended etc. what we bring to the child is the commitment if seeing them through the framework.
Refer to page 32 and do the hands up exercise – the visual or mental blueprint/code.
WE BELIEVE
Universal Truth #1 – Children succeed when they are surrounded by adults who believe they can succeed.
All children are capable of success,
NO EXCEPTIONS!
(Foundation)

62. Kids at Hope – A Cultural Framework
Easy as 1 – 2 – 3 – 4 – 5 1.
Every adult believes All children are capable of success- NO EXCEPTIONS! and acts in accordance with that belief 2.
Every adult a Treasure Hunter
Every child a Time Traveler 3.
Three Universal Truths in Practice
Belief Adopted
Children Are Connected (ACES)
Children Articulate Their Future (4 Destinations 4.
Four ACES are given to all children Focus on the Four Destinations
ACE of Hearts - Anchor Parent Home & Family
ACE of Clubs - Other Caring Adults Hobbies & Recreation
ACE of Spades - High Expectations Community & Service
ACE of Diamonds - Opportunities for Success Education & Career 5.
High Five Practices are in place
Belief - Pledges - Report Cards - Passports - ACES Tracking
Page 33 –
Use this to summarize the whole thing