Anchoring Down to Connect with Students
I once had the pleasure of hearing Trish Shaffer speak. As Social Emotional Learning Coordinator, she proudly shared the great work taking place in Washoe County schools, a district right outside of Reno, Nevada. A story of hers that stood out was about the Red Dot School. Trish explained that, on the first professional development day of the year, the teachers went through a process of placing a red dot next to the students listed on the school roster with which they had meaningful connections. After staff had completed placing their red dots, all faculty and staff members gathered around the master list and stood back to take a look. Like all campuses, there were some kids that always shined a bit brighter: Those that are memorable for leading the school play, or for running for student council. There are always kids that are outgoing or connect easily to others, sharing a bit about themselves in a way that provides a peek into their “non-school” lives. And in this exercise, those students were adorned with a wreath of red dots.
But what about the students without any dots? We all know that educators are overworked and underpaid. In secondary schools, it would be overwhelming to also ask teachers to build meaningful relationships with ALL their students. And yet we do, because we know the impact meaningful relationships have on a student’s chances of being successful. Reality is that we “trust” that if a student doesn’t build a meaningful relationship with one staff member, another staff member will “catch” them. What this activity highlighted, is that “trust” is not enough.
And so, Trish explained, the work began to assign teachers as mentors to kids without dots so no one is left behind, and all students feel connected at school. Years later, I read a piece in Edutopia about Cold Springs Middle School, in Washoe County, which participated in a very similar activity to ensure high student engagement. The article shares a more detailed process than the “place a red dot” activity I heard about earlier. I could assume that Cold Springs Middle School was the school Trish was describing, but I truly hope that it is not. I hope that there is more than one school working this way to ensure all students are supported and connected. I hope that this student-first process has spread to multiple campuses, becoming more involved and comprehensive as the years roll by.
As long as students have sat in front of teachers, educators have wondered how best to reach their pupils. And as the world changes, the act of connecting with today’s generation becomes more and more challenging. I mean, who can compete with a cell phone? Educators have found creative and innovative ways to make sure their students feel cared for, like the 2017 viral handshake video from a teacher in Charlotte, North Carolina. But in 2020, these in-person approaches (that involve contact) are no longer possible.
So what do we do? Over and over I hear from teachers and administrators concerned about reaching their students. How do we know they are okay? How do we keep distant learners engaged? How do we build community when everyone is on a device, or separated by six feet? The answer?
Do what you know works, but BIGGER.
My friend Keeth Matheny, SEL Evangelist and founder of SEL Launchpad, worked this fall to provide schools with a practical suggestion to keep every digital learning student anchored to the school campus. Like the *Red Dot School*, his suggestion, *Anchor Point Adult*, is a full scale effort to keep students connected.
The beauty is in the simplicity:
Every single adult in the building is assigned a student
Meaningful regular check-ins are scheduled, remote or in person
Notes are kept with each contact, and the student is connected to resources if needed
Check-ins include assistance with academics and virtual learning challenges
Regular check-ins create a feeling of safety and a sense of connection; stability in a time of constant uncertainty and change. In addition, by maintaining a routine schedule, adult mentors can catch missed assignments and social or emotional struggles early on. This is not necessarily a new idea, as evidenced by the Red Dot School example earlier. But it is BIGGER, involving everyone on campus. Because so many people are involved, success is dependent upon building out the structures to make it happen. How do schools dedicate time and establish processes to engage all faculty and staff in this meaningful work?
It can be done. And in 2020-2021, I would argue it must be done. Schools begin by openly recognizing the distinction between “logging on” and “being engaged” or “feeling connected”. This allows for school efforts not to increase, but to be more focused. I help schools develop strategic processes that work for them, and more importantly, reach their students. THIS is how we make sure all students are connected to our school by an anchor of bright red happy dots.
