The PRIDE Social Contract
By:  Lyndsay Daly

Project at a Glance :

Allendale High School began PBIS initiatives and now operates with the moniker “PRIDE” (Perseverance, Respect, Invite, Discover, Engage). This is a different mission statement than the middle school, and so this project’s goal is for my students to design an entry event for freshmen orientation that will help them understand the PRIDE matrix, and connect our learning about the Social Contract between a governing body and it’s citizens. This will take approximately 2 weeks.

Driving Question:

How can we get AHS freshmen familiar and excited about the High School’s social contract?

Standards:

• Argumentative Writing: W.11-12.1
• Develop precise claims: W.11-12.1.a, W.11-12.1.b
• Revise and strengthen writing: W.11-12.5
• Conduct research: W.11-12.7
• Gather information from relevant sources: W.11-12.8
• Initiate and participate in collaborative discussion: SL.11-12.1 

Team / Culture Building:

• Students will self-select an initial partner (complete Crazy 8's together)
• Groups of 4 will be formed after the Solution stage using the Poster Pitch grouping protocol (2 duos with complimentary ideas will from a group) ​

Entry Event:

• PRIDE Stations Entry Event - with activities at 5 stations

• Perseverance, Respect, Invite, Discover, Engage
• Afterwards: Reflection all together including a written reflection on how students would like to be taught each concept

Engage Station: create a fidget that can be worn on the student's body without classroom interruptions

Stakeholders:

• HS Freshmen
• MS & HS Counselors,  Administration
• 9th gr. Teachers
• School Community
• Students chose one of these stakeholders and developed a "character". This led them to developing empathy for that particular "character". 

Empathy Building:

• Stakeholders Map
• Empathy Map ​

• Students were asked to write about their freshmen orientation memories 

Inquiry / Need to Knows:

• Know vs. Need to Know
• SWOT Analysis
• ​Made the Need to Know list after interviewing freshmen and watched panelist interviews

Freshmen Interviews

Gaining insights:

• Interviewed guests who had experience with planning events for large groups of teens (camp directors, principals, Future Prep'd staff, etc.)
• Students interviewed a freshman to find out what the orientation looked like for them

Incubation:

• Anti-Problem: What does the worst freshmen orientation look like?
• ​SWOT Analysis to determine what was already necessary/positive about the freshmen entry process​​

• Crazy 8's and Dot Voting​

Checking in:

• FAST Rubrics will used throughout the project
• Tell it to a Toddler
• Notebooks

• Speedboat
• ​NUF test

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Solution Building:

• Solutions were developed by displaying Top 10 List of Collective Wisdom" and Rip, Slap, Pass for ideas as a full class
• Poster pitching and Speedboats helped to weed out ideas that won't work well​​

Part of this group's slide show

Critique and Revision: 

• NUF Test

Poster became the foundation for students' presentations

Authentic Audience:

• All Stakeholders will be invited to the presentations
• Student Leadership Team​
• This SLT is reviewing top scoring projects to consider ways to change freshmen orientation. 

Solution Examples:

• Each group created a presentation recording on Google Slides.  ​

• This was one example of a group's solution: A first day all-school social contract assembly that incorporates all aspects of the PRIDE values from Allendale HS​

Games during the assembly

Click here for teacher's full plan.
Reflection and Feedback:

• Authentic Audience will provide feedback using the Solutions Rubric (without the Feedback row)
• Teacher will use Presentation Rubric and Argumentative Rubric 
• Students will provide feedback to each other by filling out I Like, I Wonder sentence strips for every group

Click here for the teacher's Journey through PBL on Padlet . . .

Meet the Educator:
​Lyndsay Daly has been a high school ELA teacher for 11 years at Allendale High School. She mainly teaches juniors and seniors, and incorporates PBL protocols and full projects into every prep. She also actively participates in OAISD’s Future Prep’d Academy and iChallengeU programming, and has co-authored Frequent Assessment Strategies Team (FAST)  Rubrics for PBL assessment.
          "I feel so fortunate to have found PBL when I did- it completely shaped the type of teacher I became. Engagement and authenticity are at the forefront of my planning for students."