Introduction

Over the past year and a half we have seen several great examples of how people are using the WhyTry Program in schools, running groups, in individual counseling, with teenagers, children and adults. We recognize that the program can be applied in many ways and we would like share some of these great examples with you.

We have worked closely with the Alpine School District and specifically two of the counselors at Pleasant Grove High School, Bruce Bushnell and Kevin Card, as they have helped to create and run pilot programs using WhyTry as the curriculum for a class. They have also been running groups outside of their work at Pleasant Grove HS (In partnership with Alpine School District and Utah County Division of Human Services) using WhyTry to help individuals struggling with drug and alcohol abuse. The following is information on how they have setup and run their classes. We feel that they have incorporated some great ideas and their results are evidence of that.

Who takes the class?

At Risk Students
The initial approach was to identify students in their freshman year that were most at risk of dropping out of school - (Show a pattern of failing all or most of their classes, almost entirely disengaged with school) They were contacted over the summer or at the beginning of the year and invited to come and attend that WhyTry Class. (Over 95% of the students contacted agreed to attend the class)

The Parents of each student that accepted that invitation were contacted and made aware of the class - (parent response was extremely positive and they all expressed gratitude to see that school was taking such an active interest in helping their son or daughter)

Student/Peer Mentors
After teaching the class for a semester with only students that were at risk of failure they decided to invite other students to attend the class. Students that had shown interest in counseling (SEOP - goals in becoming counselors, psychologists, social workers etc.) were invited to attend the class. The ratio was about two to three student mentors to about twelve to fourteen at risk students. The student "helpers" are interviewed and invited to take the class. Once the class begins they are never referred to as helpers they simply become a member of the class.

When the class was comprised of all at-risk youth they would feed off each others negativity. Introducing the student mentors made a huge difference in the attitude and the group behavior. The at risk kids fed off the positive examples of the "helpers."

What is the Curriculum for the class?

The Curriculum they have used for the class is a combination of an approved study skills curriculum that they were already teaching in their school district and The WhyTry Program. They also incorporated other outside materials such as the book "The Seven Habits of Highly Effective Teenagers" by Sean Covey, which they used as a textbook for the class.

This was seen as a very powerful combination to teach the youth how to improve their learning and study skills, with the study skills curriculum, as well as to motivate them to put real effort into life, with the WhyTry program curriculum.
Who Teaches the Class?

The study skills portion of the class is taught by an English teacher that previously taught the class before they introduced the WhyTry materials. The WhyTry material is primarily taught by one or two school counselors.

How is the Class Structured?

The class is structured so that they alternate the curriculums every other class period, teaching study skills one class period then teaching WhyTry materials the next. (See sample schedule)

Class Text - "7 habits of highly effective teens" (Sean Covey)
All kids are required to read the book - One or two kids are assigned to present on each chapter (they are to become experts on the subject covered in that chapter)

Study Skills Curriculum
The study skills curriculum can be taught in any way that you might already have as an approved curriculum. We do recommend that you try and have the study skills teacher coordinate with the counselor and try to incorporate and reinforce the WhyTry principle that is currently being taught into their lessons. We also suggest that you teach the text (7-habits - see below) during the study skills portion of the class, and that the student presentations on the text be done during the study skills periods.

WhyTry Materials
We suggest that you teach the "Reality Ride" chapter first as an introduction to the program and then the "Motivation Formula." After that you can just follow the order of the program teaching each analogy.

On days where they teach the WhyTry materials they would usually start by introducing the visual analogy. Then they would play music and present one of the experiential activities. (Note* - Taught in a school that follows an "A/B" block schedule with 4 periods a day - rotate every other day - 90 min periods. If you are teaching one hour class periods we suggest that you split the lesson into two periods, with the visual analogy and music in the first and then repeat the music and complete the experiential activity in the next "WhyTry" class period)

They would also mix other activities into their WhyTry teaching periods such as "Passion Purpose or Interest" presentations done by students (see motivation theory below) as well as conducting one on one interviews, setting goals, and planning for a service project with the youth.

Creating relationships with students that motivate and build trust -
(*Note: We cannot place enough emphasis on this point. The relationship that you develop with your class is the key to your success in motivating your students.)
- Teachers gave students updates on their progress at least once a week or every
other week.
- Teachers interviewed each student at beginning and end of the term to set goals and gave them the opportunity to commit to the no "F" game plan. (SeeNo "F" Game plan for more info)
- At one time during the term they will try and reach the youth at home with a phone call, or a postcard letter with some positive feedback about their progress.
- At least once a term teachers will talk with the parent to tell how much their son or daughter is improving and how much they appreciate them being in their class. (Only focus on positive behaviors)
- Look for opportunities to acknowledge the students outside of the class. (In the hall, at games, dances etc.) Also take the opportunity to recognize the success of students in front of the other students in the class (any positive or praiseworthy - extra curricular activities, sports, drama, music, grades etc.)

Additional Activities

Keys to Motivation
At some time during the semester each kid is asked to do a presentation to the class about something that they are passionate about. This activity is tied to the part of the motivation formula that highlights the need for a "Passion Purpose or Interest" to keep yourself motivated- (i.e. skateboarding, dancing, artwork, music) Students are to share their passion with the other kids.

* Note:They have had a great response with this and it has been a powerful tool to help the kids feel that everyone was interested in who they are. (This is a great way to surrender the one-up relationship!)

Service Project -
Teaching an element of "turning outward" which is part of the dams -This proved to be very helpful in allowing the student mentors and counselors to get closer to the kids as they worked together in an environment outside of school. It helps kids to feel better about themselves and increases their self esteem.

* Note: They did a service project working with the forest service. The Forest Service was so impressed with their efforts that they submitted their group for a national recognition award for service.

Former Student Presentation
Once you have taught the class for a couple of semesters it can be very effective to have a former student come in a share with the class about their experiences. (Sharing about where they were before and after taking the WhyTry class and their successes and growth.)

Incentives - Reward for all of those who improved
They lined up a restaurant that sponsored a banquet to recognize the accomplishments of the youth at the end of the semester. (They told the restaurant about what they were doing and the restaurant generously offered to sponsor the banquet. - Macaroni Grill).

Class Schedule:

We suggest that the teacher and the counselor work together to create a calendar for the class, determining when they would be teaching each analogy and when they scheduled community service or any other extra curricular activities. This is very important to make sure that both teachers are working together to teach and reinforce each analogy as they are progressing throughout the semester.

Typical schedule:
Taught in a school that follows an "A/B" block schedule (4 periods a day - rotate every other day - 90 min periods)

Mon: Study Skills
Wed: Why Try - introduce the visual (i.e.. Reality Ride) - Play Music
Fri: Study Skills - youth presentation of their "passion"

(next week)
Tues: Why Try - Experiential activity (reality ride) review the visual - process activity
Thurs: Study Skills

The No "F" Game Plan

The no "F" game plan is a simple written contract that you make with a student. This contract requires them to do three things that will assure that they will pass all of their classes.

The Student commits to:

1. Attend every class
2. Sit on the front row if possible and give the teacher their undivided attention. They must act interested even if they don't understand what the teacher is saying or they are not interested in the subject. (This is the key for the student to reach out and connect with the teacher. If the teacher is aware of them putting forth an effort and showing them respect, that teacher will be more likely to give them the help that they need to pass the class.)
3. They must do all of the homework for the class.

The no "F" game plan is meant for students that are failing all or most of their classes.

One of the important keys to motivating a student to accept this challenge and enter into this contract is the way that you present the concept.

It is important that you sell them on the idea that they get the same amount of credit with a "D-" as they get with an "A". All they need to do to pass their class is to get a "D-"! Emphasize that by doing the three things in the no "F" game plan that they will at least be assured of a "D-" and will pass the class. (* Note: this is very important because it gives them HOPE that they really can pass their classes. It is a goal that will truly seem attainable to them.)

The reality of the situation will be that they will almost certainly get better than a "D" grade and will most of the time get a "C" "B" or an "A". (*Note: It is important that you follow their progress to see how they are doing in their classes. In rare situations you may need to advocate for them with their teachers if after putting forth their best effort, they are still not able to meet the requirements for passing the classes)