SoundOut Student Engagement Rubric

Students, educators and advocates constantly search for ways to evaluate the efficacy of their efforts to engage students. After more than 15 years of experience, the following rubric was developed by Adam Fletcher for SoundOut.org to serve as a personal status check to recognize whether or not student engagement is successful.

This is the SoundOut Student Engagement Rubric by Adam Fletcher for SoundOut.org. It shows the challenges and rewards for different ways students are engaged in schools.
This is the SoundOut Student Engagement Rubric by Adam Fletcher for SoundOut.org. It shows the challenges and rewards for different ways students are engaged in schools.

When coupled with the SoundOut Ladder of Student Involvement, a powerful 1-2 system for evaluation emerges. Student voice is shown as a moveable object that we can all learn from, engage with, and grow through everyday, all of the time.

For more information including workshops to support student engagement, contact us!

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Typical Engagement? Students on School Boards in the U.S.

Originally published in Connect, Volume 2011, Issue 187.

A recent study reported that as much as 92% of any individual school building population in the U.S. is comprised of students, with adults accounting for only 8% of the total humans in any given school. There is a growing concern for the vastly underutilized majority as well as the unjust nature of decision-making in schools as people everywhere struggle with how to make schools more effective for all students.

At the same time, through our observations and study, I have determined there are more than 500 school districts across the United States that engage students on boards of education in some way.

As part of my work through SoundOut, I provide technical assistance and training to districts that are interested in systematically engaging students in education policy-making. I have researched more than 40 years of involving students as school board members, and follow national trends carefully. This article is a report and analysis focused on the growing interest in the practice of engaging students through boards of education, both at the state and local levels, across the U.S.


There are several types of practices that involve students with school boards.

The lowest bar is simply and routinely asking students what they think about school board policy-making issues. This can be a formal process mandated through policy, conducted through online surveys or in-person student forums. Another practice is to require regular student attendance at school board meetings. Both of these are generally seen as non-meaningful forms of involvement, as they do not require students have an active role in the process of decision-making beyond that
of “informant”.

Higher up the ladder is the practice of having student advisory boards that inform regular school board decision-making. This is the case in Boston, Massachusetts, where the Boston Student Advisory Council is a citywide body of student leaders representing their respective high schools. BSAC, which is coordinated by the administered by the district office in partnership with a nonprofit called Youth on Board, offers student perspectives on high school renewal efforts and inform their respective schools about relevant citywide school issues. In addition to personal skill development and knowledge building activities for their 20-plus members, BSAC students have strongly influenced district policy-making about cell phone usage, truancy, and reducing the drop out rate. They also have regular dialogues with the district superintendent and school board members.

The Denver, Colorado, Student Board of Education is a group
of 30 students who represent the15 high schools in the city. They are charged to serve as leaders in their schools and represent all students at the district level. Students create projects that affect their local schools and report back on them to the district. They have also created a curriculum that is used in several high school leadership classes. However, these students have to ask permission to speak to their regular board, and that does not happen frequently. According to a recent local newspaper article, the district has trepidations about giving students a regular voice in school policy-making. An attorney with the Denver School District was quoted saying, “The law does not provide for a means by which to create a student position on the board, whether it’s a voting position or not.”

One of the main issues in student involvement in boards of education is whether students are legally allowed to sit on boards, and if they are allowed, whether they have a full vote akin to their adult peers. A 2002 study posted on SoundOut identifies laws regarding student involvement on state and local school boards in 39 states out of 50 states across the U.S. The results vary:

  • As many as 16 states have laws allowing students to sit on school boards at the state level, with no vote
  • 20 states allow the same at the district level
  • Six states disallow either entirely, while seven allow full student voting on the state and district levels

Despite being allowed otherwise in those seven states, only California and Maryland actually have full-voting members on their state boards of education. Both of those states have highly influential student organizations that openly lobby for student voice.

The California Association of Student Councils, founded in 1947, proudly proclaims that all their programs are student-led. One of their most powerful activities is the Student Advisory Board on Legislation in Education, or SABLE. Each February, SABLE convenes in the state capital to set education priorities and share them with key decision-makers. They have a direct audience with the Senate Education Committee, and their influence helped form a position for a full-voting
student member of the California State Board of Education
, whose position was created in 1969. They gained full voting rights in 1983, including closed sessions.

The Maryland Association of Student Councils has similar impact in their state, with a student member serving in a regularly elected position annually.

As I have written before, I have more than a decade working with hundreds of schools across the U.S. and Canada to promote meaningful student involvement. Among the things I have found is an inherent dilemma in the type of special positioning students on school boards receive. The dilemma is that while an extremely limited number of students gets an opportunity to share their voices with adult decision-makers in the system, this type of “convenient student voice” is generally conducted at the adults’ convenience and with their approval.

In a growing number of states, the status quo of being excluded does not suit students themselves anymore. Currently, a disjointed but growing movement is seeking to increase the authority of students in school policy-making and decisions.

In Hawaii, there has been a nonvoting student representative on the state board of education for more than 20 years. However, a recent proposal would eliminate the position. A Facebook page sought to maintain that role.

In my home state of Washington, a group of independent students worked with the state’s Legislative Youth Advisory Council to lower the voting age for school board elections to 14, which, while not necessarily installing students on school boards, would give them a concrete say in education policy-making.

In Maryland, where students already have a role on the state board of education and in many district boards, in counties across the state there are active campaigns to increase the effect of student voice, with students calling for a full and regular vote in education policymaking. There is even an instance in Maryland where an 18-year-old named Edward Burroughs was elected to his local school board through regular office after running an effective campaign.

These examples allude to the process of what I refer to as engagement typification, where the roles of students are repositioned throughout the education system to allow Meaningful Student Involvement to become the standard treatment for all students, rather than something that is
exceptional. Consistently positioning students as in special positions doesn’t allow adults, including educators, administrators, or parents, to integrate students throughout the regular operations of the educational system. While seeing their peers as school board members is enticing to a number of students, most are disallowed them from seeing themselves as regular and full members of the leadership and ownership of education, or as trustees for their own well-being.

That is what differentiates Meaningful Student Involvement from other attempts at student engagement and student voice: Positioning students as full owners of what they learn. Involving students on school
boards is a step in the right direction; the next question is whether anywhere in the world is ready to go the full distance.

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UnifiEd Student Voice Team

Based in Chattanooga, Tennessee, the UnifiEd Student Voice Team has been advocating for school transformation since 2014. Focused on improving K-12 learning in Hamilton County, students have worked with parents, school board members, educators and others to affect classrooms, create school programs, and drive policy change affecting thousands of learners.

Action and Outcomes

Student-created surveys were developed and administered by the Student Voice Team to over 450 Hamilton County high school students in the 2018-19 school year. These showed that students’ top priority for school improvement was in the area of mental health.

For instance, during the summer of 2019 the UnifiEd Student Voice Team researched how to implement best practices in mental health in Hamilton County Schools. At the beginning of the school year, the students’ advocacy resulted in the creation of a student support center in a local school.

In 2001, the Hamilton County School Board added a student member to their board. In 2016-17 and 2017-18, students from UnifiEd’s training programs Student Voice Team joined the board, ensuring student voice was empowered and capable of positively impacting district policy-making. Before then, the Student Voice Team worked with the school board attorney to update the system-wide bullying and harassment policy.

Approximately 30 high school students from across HCDE have been trained as organizers within their schools by UnifiEd staff.

Student Voice Team member at STEM School successfully advocated for the adoption of bylaws for its Student Support Senate to clarify the group’s role and bring awareness of its purpose to more students.

Students were a significant portion of respondents to the APEX equity survey, which identified the most urgent inequities in our schools and informed the work being undertaken by APEX Action Teams.

After the Student Voice Team successfully implemented a student Principal Advisory Council at Lookout Valley Middle and High School, students continued working on implementing Principal Advisory Councils in other Hamilton County High Schools, too.

Through the years, the UnifiEd Student Voice Team impacted individual schools and the district, making student voice a driving force for school improvement throughout Chattanooga and beyond.

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Profession Development for Students on School Boards and School Board Members

SoundOut teaches school board members how to engage students on school boards. Our training focuses on a variety of roles for students, as well as the skills and action school boards need to take to on-board students and sustain their meaningful involvement. This training has happened in Michigan, Washington, Vermont and Alberta. 

Download our flyer »

Contact us for information and call (360) 489-9680.

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2019-2020 School Workshops

SoundOut facilitates learning activities in K-12 schools across the United States and Canada! During the 2019-2020 school year, we’re focusing on…

STUDENT VOICE

  • How To Infuse Student Voice in Classroom Learning
  • Empowering Student Identity
  • Building School Leadership through Student Voice

STUDENT ENGAGEMENT

  • Curricular Strategies for Student Engagement
  • Transforming School Climate
  • Engaging Disengaged Students

MEANINGFUL STUDENT INVOLVEMENT

  • Students as Partners in School Improvement
  • Infusing Meaningful Student Involvement throughout Education

Download our 2019-2020 SoundOut School Workshops flyer!

Want to learn more? Call our office at (360) 489-9680 or contact us.

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Welcome to the Movement for Meaningful Student Involvement

This article was originally published in the Winter 2019 edition of LeaderBoard from the Michigan Association of Student Councils.

Imagine all the excitement of a school board fostering effective school improvement using existing resources while catalyzing a generation of public school supporters while you’re at it. Sound too good to be true? Its not! Your district could be the next to join the growing national movement focused on engaging students on school boards!

For almost 20 years, I’ve been studying and advocating for new roles for students throughout the education system. Given their essential role, school boards have been a focus of my efforts as I’ve worked to lift student voice, build student engagement, and usher Meaningful Student Involvement for every student in every grade throughout every school, everywhere, all of the time. This article explores some of what I’ve found throughout the years, and what I see as the future of this movement.

In 2001, I was hired as the first-ever student engagement specialist in Washington state’s education agency. While facilitating a three-year action research project, I conducted more than 100 listening sessions with individual students, parents, educators and leaders from many, many rural, suburban and urban communities across my state. At the same time, I examined the international literature surrounding decision-making for students within the education system. My study took me from individual classrooms to school hallways, principals’ offices to district school boardrooms, state education agencies to state school boards. What I discovered nearly 20 years ago was a gaping hole of substantive opportunities for students to positively, powerfully and meaningfully affect the places where they spent the majority of their waking hours for more 13 years in a row.

Instead, I discovered that students were routinely minimized, frequently dismissed and alternately tokenized and lionized for who they were and what they could do. Student governments across the country would give young leaders opportunities to choose dance themes and school colors without ever showing them the budgets that drove their educations or the processes for selecting curriculum and assessing learning. When learners brought concerns to school leaders for consideration, it was routine to congratulate their initiative then forget them when students walked away. Brought on stage to show compliance and acceptance of adult-led initiatives in education, student leaders were pointed at as the stars of shows they hadn’t written, didn’t speak for, and couldn’t show disagreement with. In the early 2000s, many schools still followed the adage, “Kids are better seen than heard.” Additionally, student voice activities were frequently treated as the exclusive provenance of high achieving, highly involved learners who usually identified as white, middle- and upper class, heterosexual students. Largely a homogeneous group, they couldn’t be said to represent their lower income, under-achieving peers who may be students of color or identify as LGBTQ students.

Since 2001, there’s been an explosion of interest following increased research and practice of Meaningful Student Involvement, which I define as “the process of engaging students in every facet of the educational process for the purpose of strengthening their commitment to education, community and democracy.” School boards can have a vital role in fostering Meaningful Student Involvement throughout their districts by supporting individual teachers learning about the approach, empowering building leaders to infuse the strategies, and enabling activities within their own sphere of action, including district offices and board activities. Engaging students as decision-makers is one way this happens, as well as intentionally creating roles for students as school researchers, education planners, classroom teachers, learning evaluators, and education advocates. Through SoundOut.org, I support K-12 schools, districts, agencies and associations nationwide through training, program development, evaluation and more to build these efforts.

What I’ve found is that on school boards nationwide, students are taking important roles to improve schools. For decades, there have been roles for students to inform and consult school boards. Many districts routinely invite students to inform board members on activities in their schools, and sometimes students are invited to share their concerns at board meetings. In addition to this, boards are creating permanent, regular positions for students to participate on school boards. Working with state laws, they are creating fully-empowered seats for students who are elected by their peers, supported by their teachers and principals, and trained to be sustained in their positions. Other district boards are also creating long-term policies and advocating with state legislatures to expand student roles. Instead of creating a single position for students, some districts have made multiple seats for learners—up to half the board—while partnering students with adult members to encourage mutual mentoring.

For instance, in Maryland students serve on every district board of education in the state. Students host multiple town hall forums for their peers, parents and community members, as well as over a dozen student advocacy groups throughout the state’s the school system. Student members are trained at the local level with support from a statewide organization. A recent report said district officials believe “giving students a larger say in what happens to them while they are at school has prompted students to take a larger interest in their education and to tackle issues with maturity and professionalism.”

That means that in addition to joining school boards, students across the U.S. are participating in district grant activities, including choosing grantees, facilitating training for educators and others, and evaluating grant performance in local schools. In district offices nationwide, students are researching and evaluating school policies, developing powerful campaigns to transform school culture, and building community coalitions to transform learning, teaching and leadership. Their involved in district budgeting, facilitating new building design and siting, advocating for healthy and nutritious school foods, and helping establish safe and supportive learning environments for all students, regardless of how they identify or perform in classrooms. They are doing all of this with encouragement, support and empowerment by school boards.

Another example comes from Massachusetts. The Boston Student Advisory Council, or BSAC, has partnered with the Boston Public Schools school committee (school board) with a variety of policies and activities. Students on BSAC have addressed a wide range of issues, including student rights and responsibilities, school discipline and climate, transportation, and the district budget. BSAC is credited with improving district policy-making, school climate, and student-teacher relationships.

In my research, I’ve found that at least 19 states currently have student representatives on their state school boards; at least 25 allow students to be involved on district school boards. They include Minnesota, Wisconsin and Illinois; they do not include Ohio and Indiana. Only two states currently having voting roles for students on the state school board; California and Maryland. Those two states have seemingly done more to foster local school board membership than any others nationwide, too.

Building a movement for Meaningful Student Involvement in district decision-making will require several steps. A great starting point is my 2017 tome called Student Voice Revolution: The Meaningful Student Involvement Handbook. In this 374-page book, I share examples, tips, research and more about empowered student voice, including practical, purposeful ways to take action.

Another essential step for every board member is to read the Michigan Association for School Boards Students on Boards Toolkit, which includes tips and sample policies. My website at http://www.soundout.org provides dozens of free tools, several free publications, and many articles and examples.

All of these highlight the ways Meaningful Student Involvement is happening, as well as the actions and effects of student voice and student engagement in schools. After you’ve reviewed those resources, I suggest districts create a districtwide plan for Meaningful Student Involvement highlighting roles for students on boards; train board members, educators, principals, parents and others on Meaningful Student Involvement, and then; implement and evaluate plans routinely, fostering the cycle of engagement throughout activities and building on every action taken to support even more action in the future.

Engaging students on school boards is packed with benefits for learners, board members, and schools overall. Research has shown board members can feel more effective through these positions by connecting directly with students, developing camaraderie with their peers, and sustaining regular connections with what’s happening in individual schools and classrooms districtwide. Experience has shown that involving students in decision-making has been shown to save time, energy, and money in education, too, benefiting board members’ effectiveness and outcomes. As society evolves, students are on boards can help individual school building support the ethical imperative facing educators today. That means supporting democracy, civic engagement and culture building throughout local neighborhoods and communities. Finally, positioning students on boards benefits both the students who are involved as well as others, too. Student members build skills, gain knowledge and take action every time they do board-related work; in turn, younger and older students can see themselves, hear their voices and feel their aspirations reflected in board decision-making. There are literally countless benefits.

After working with school districts in more than 30 states across the country, I believe the many districts are moving to the forefront of American schools as they expand this movement. Fostering strategic, substantial and effective Meaningful Student Involvement in districts statewide will mean addressing what I call the “4 Ps” of school administration: policies, personnel, procedures and programs. This means new and refined policies should to be created to support empowered roles for students on school boards statewide; personnel will have to be supported as their champion and sustain students on school boards; procedures can be created to engage, enliven and sustain student and adults as they embark in this work as partners; and programs could be developed to train, substantiate, maintain, expand and evaluate students on school boards.

All of this could amount to creating one of the most powerful, most impacting and most substantial agendas for Meaningful Student Involvement in the United States. In turn, it could transform schools across the country and benefit every learner in every school immediately, and well into the future. Can you truly afford to wait any further?

Old vs. New School Boards

Old ways for school boards to see students:

  • Students as passive recipients of adult-driven schools
  • Students as data points
  • Students as unfinished products until graduation
  • Students as incapable of contributing to the greater good
  • Students as Dorothy, and boards as the Wizard

New ways for school boards to see students:

  • Students as active partners of schools led by students and adults together
  • Students as members of learning communities, with teachers, parents, building leaders, board members and others
  • Students as whole people with significant opinions at any age
  • Students as essential members of schools and the larger communities
  • Every student as a co-creator, co-leader and co-learner throughout the education system

This article was originally published in the Winter 2019 edition of LeaderBoard from the Michigan Association of Student Councils.

Recommended citation: Fletcher, A. (Winter 2019) “Welcome to the Movement for Meaningful Student Involvement,” LeaderBoard 5(1) pp 18-21.

Download the original version »

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Elsewhere Online

SoundOut Teams

A SoundOut Student Voice Team gathers regularly in a school or across a district to support, build and sustain student voice throughout education. Schools can start SoundOut Teams on their own.

Tip Sheet

Here is a tip sheet showing hot to support SoundOut Student Voice Teams. Download it here »

How To Support SoundOut Student Voice Teams

SoundOut offers training and other services to support teams. For more information contact us »

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Training about Students on School Boards

This is the SoundOut Students On School Boards Toolkit by Adam Fletcher. It includes research, examples and more. SoundOut offers professional development and training! For more information contact us.

SoundOut offers ONLINE training about students on school boards, including professional development for adults and student workshops.

In a climate where more attention is being paid to student voice in the classroom, many are asking how school boards might approach incorporating students into their work in a way that goes beyond inviting someone to report on Homecoming festivities.

Bring SoundOut to your school district or conference for a workshop dedicated to understanding the power of student voice and the possibilities of student representation on the board of education. Adam Fletcher, a leading expert on student voice and representation, explores the benefits, challenges and opportunities for engaging students in the work of boards in a deep and meaningful way.

Outcomes

In our sessions about students on school boards, participants…

  • Learn what student voice is, what it does, who it is for and how it happens;
  • Explore roles for students on school boards, including activities, topics and outcomes that are appropriate for them;
  • Understand how students are engaged on boards, including recruitment, training, maintaining and evaluating their roles, and;
  • More!

For more information including fees and scheduling, contact SoundOut today!

Students on School Boards Toolkit

Students on School Boards in Canada

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Elsewhere Online

Student Voice in Madison Metropolitan School District

There are communities in the United States where young people are working with adults to lift up the voices of students and infuse meaningful student involvement throughout education. In November 2018, SoundOut had a chance to visit Madison, Wisconsin, where they are doing exactly that.

SoundOut staff worked with at with more 150 middle and high school students, classroom teachers, district administrators, and community supporters. We explored a lot of dynamics related to meaningful student involvement: who is involved, how they are involved, where they are involved, when they are involved, and why they are involved. We named new reasons to engage more students, everywhere, all of the time, and we discussed ways that it worked before for engaging students in meaningful ways.

SoundOut led several workshops, including one with students at Capital High School. These are students involved in alternative learning programs, and many are deeply involved in meaningful ways throughout their school. Their principal is a staunch supporter of student voice, and the teachers who are working with students are really dedicated. In this workshop, SoundOut and district staff learned from students about their visions for the future of their school, and the education system in general. We explored some of the roadblocks they faced in their work, and we began unpacking new possibilities for things they could do around the school. It was very powerful.

Sitting with educators, administrators and several students on a new district wide student voice group, SoundOut learned about powerful racial equity work happening in the district. There were questions regarding the effect of general use voice work and it’s impact on work being done to promote African-American youth voice particularly. Does one outweigh the other?

SoundOut also worked directly with district staff focused on youth engagement. We facilitated a community-wide learning opportunity for almost 100 students and adults to learn about meaningful student involvement. During the session, there were a lot of collaborative activities, brainstorming sessions, and planning opportunities for individual schools to begin to take student voice to heart in their school improvement planning and regular activities. We were fascinated to discover all of the ways that student voice is already at work in Madison, and to help plant the seeds for more work to be done.

“Thank you again for a wonderful two days, rich with enthusiasm, growth, and thought-provoking conversations!”

– Hannah Nerenhausen, Ed.M., Family, Youth & Community Engagement Coordinator, Madison Metropolitan School District

It’s been a fascinating 20 years of doing this work, and Madison is helping SoundOut to begin to envision the future that’s ahead as meaningful student involvement continues to grow across the United States and around the world.

Want to learn more?

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SoundOut Schools

These are K-12 schools, districts, state agencies and education nonprofits that have worked directly with SoundOut.


K-12 Schools

These are some of the K-12 schools SoundOut has worked with since 2002.

Alberta

  1. Caroline High School, Caroline, Alberta, Canada
  2. Holy Redeemer Catholic High School
  3. St. Francis of Assisi Catholic Academy
  4. École St. Joseph School
  5. St. Mary of the Lake Catholic School
  6. École St. Mary School
  7. Vanier Community Catholic School

California

  1. Madrone High School, San Rafael, California (
  2. San Rafael High School, San Rafael, California
  3. Terra Linda High School, San Rafael, California
  4. Ahwanhee Middle School, California
  5. Alpha Tech Middle School, California
  6. Boron Jr./Sr. High School, California
  7. Brock Union Elementary School, California
  8. Christa McAuliffe Middle School, California
  9. Coalinga Middle School, California
  10. Coarsegold Elemtary School, California
  11. Colony Oak Elementary School, California
  12. Creekside Middle School, California
  13. Delta Island Elementary School, California
  14. Dunlap Elementary School, California
  15. Edison Computech, California
  16. El Capitan Middle School, California
  17. El Monte Jr. High School, California
  18. El Tejon School, California
  19. Foothill Farms Junior High School, California
  20. General Shafler Elementary School, California
  21. Haven Drive Middle School, California
  22. Henderson Community Day School, California
  23. Henderson Community Day School, California
  24. Island Elementary School, California
  25. Jack C. Desmond Middle School, California
  26. Jonas Salk Middle School, California
  27. Kastner Intermediate School, California
  28. Keyes Charter School, California
  29. Lake Don Pedro Elementary School, California
  30. Lakeside Elementary School, California
  31. Lee Middle School, California
  32. Liberty Middle School, California
  33. Lincoln Junior High School, California
  34. Livingston Middle School, California
  35. Raymond-Knowles Elementary School, California
  36. Reef Sunset Middle School, California
  37. Richland Junior High School, California
  38. Sherman Thomas Charter School, California
  39. Sonora Elementary School, California
  40. Summerville Elementary School, California
  41. Teel Middle School, California
  42. Thomas Jefferson Middle School, California
  43. Washington Intermediate School, California
  44. Wawona Middle School, California
  45. Earle E. Williams Middle School, California

Florida

  1. Cypress Creek Elementary School, Tampa, Florida
  2. Miami Senior High School, Miami, Florida
  3. Edison Senior High School, Miami, Florida
  4. Booker T. Washington Senior High School, Miami, Florida

Colorado

  1. Pinnacle Charter School, Denver, Colorado

Massachusetts

 

  1. Community Academy of Science and Health, Boston, Massachusetts
  2. Engineering School, Boston, Massachusetts
  3. Monument High School, Boston, Massachusetts
  4. Social Justice Academy, Boston, Massachusetts

New York

  1. International School for Liberal Arts, Bronx, NYC, New York
  2. Lynch Middle School, Amsterdam, New York
  3. Monroe High School, Rochester, New York

Vermont

  1. Harwood High School, Moretown, Vermont
  2. Burlington High School, Burlington, Vermont
  3. Cabot High School, Cabot, Vermont
  4. Craftsbury High School, Craftsbury, Vermont
  5. Hazen Union High School, Hardwick, Vermont
  6. Mill River High School, Clarendon, Vermont
  7. People’s Academy, Morristown, Vermont
  8. Twinfield Union High School, Marshfield, Vermont

Washington

  1. Ridgeview Elementary School, Yakima, Washington
  2. Roosevelt High School, Seattle, Washington
  3. Secondary Academy for Success, Bothell, Washington
  4. Spanaway Elementary School, Spanaway, Washington
  5. Vashon Island Student Link Alternative School, Vashon, Washington
  6. White River High School, Buckley, Washington
  7. Wishkah Valley High School, Wishkah, Washington
  8. Black Hills High School, Tumwater, Washington
  9. Tacoma School of the Arts, Tacoma, Washington
  10. Odyssey — The Essential School at the Tyee Educational Complex, Seatac, Washington
  11. Dayton High School, Dayton, Washington
  12. Health Sciences and Human Services High School, Seatac, Washington
  13. Nathan Hale High School, Seattle, Washington
  14. Pateros High School, Pateros, Washington
  15. Toppenish High School, Toppenish, Washington
  16. South Ridge High School, Washington
  17. Omak High School, Omak, Washington
  18. Bethel School District, Spanaway, Washington
  19. Sumner School District, Sumner, Washington
  20. Cleveland High School, Seattle, Washington
  21. Colfax High School, Colfax, Washington
  22. Evergreen High School, Vancouver, Washington
  23. Franklin High School, Seattle, Washington
  24. Friday Harbor High School, Friday Harbor, Washington
  25. Harbor High School, Aberdeen, Washington
  26. Illahee Middle School, Federal Way, Washington
  27. Inchelium Middle and Senior High School, Inchelium, Washington
  28. Langley Middle School, Langley, Washington
  29. Lewis and Clark High School, Spokane, Washington
  30. Lewis and Clark Middle School, Yakima, Washington

 

School Districts, Regional Support Agencies, and State Education Agencies

These are some of the districts and government agencies SoundOut has partnered with since 2002.

  • Alberta Ministry of Education Student Engagement Office, Edmonton, Alberta
  • Living Waters Catholic Schools, Whitecourt, Alberta
  • Inchelium School District GearUP, Inchelium, Washington
  • Greater Amsterdam School District, Amsterdam, New York
  • Green River Educational Cooperative Kid Friendly Initiative, Kentucky
  • San Rafael School District, Marin, California
  • Ohio Valley Educational Cooperative Kid Friendly Initiative, Kentucky
  • Boston Public Schools Student Engagement Advisory Council, Boston, Massachusetts
  • New York State Student Support Services Center, LeRoy, New York
  • Oneida-Herkimer-Madison BOCES, New Hartford, New York
  • Onondaga-Cortland-Madison Counties BOCES Mid-State Student Support Services Center, Syracuse, New York
  • Oswego County BOCES, Mexico, New York
  • Genesee Valley BOCES Midwest Student Support Services Center, LeRoy, New York
  • Wayne Finger Lake BOCES, Newark, New York
  • Capital Region BOCES Eastern Region Student Support Services Center, Albany, New York
  • Ulster County BOCES New York Center for Student Safety, New Paltz, New York
  • Rochester City Schools, Rochester, New York
  • Hillsborough County Public Schools, Florida
  • Greater Amsterdam School District, Amsterdam, New York
  • New York State Education Department, Albany, New York
  • Puget Sound Educational Service District, Renton, Washington
  • Seattle Public Schools Office of Equity and Race Relations, Seattle, Washington
  • Seattle Public Schools Service Learning Seattle, Seattle, Washington
  • Seattle Public Schools Small Learning Environments Conference, Seattle, Washington
  • Seattle Public Schools Youth Engagement Zone, Seattle, Washington
  • Small Schools Project, Seattle, Washington
  • Yakima Public Schools, Yakima, Washington
  • Washington State Higher Education Coordinating Board GearUP Program, Olympia, Washington
  • Washington State Office of Superintendent of Public Instruction 21st Century Community Learning Centers, Olympia, Washington
  • Washington State Office of Superintendent of Public Instruction Learn and Serve America Program, Olympia, Washington
  • Washington State Office of Superintendent of Public Instruction School Improvement Program, Olympia, Washington
  • Washington State Office of Superintendent of Public Instruction Title V and Innovative Programs, Olympia, Washington
  • State of Arizona Department of Education Coordinated School Health, Tucson, Arizona

Support Organizations

These are some of the nonprofit organizations SoundOut has partnered with since 2002.

  • Center for Studies and Research in Education, Culture and Community Action (CENPEC), São Paulo, Brazil
  • Students Taking Charge, Skokie, Illinois
  • Suncoast EarthForce, Tampa, Florida
  • United States Department of Education, Washington, DC
  • University of Indianapolis Center for Excellence in Leadership of Learning, Indianapolis, Indiana
  • Vermont Principal’s Association, Montpelier, Vermont
  • Vermont State Department of Education HIV/AIDs Program, Montpelier, Vermont
  • Youth and Adults Transforming Schools Together (YATST), Hardwick, Vermont
  • Youth On Board/YouthBuild USA, Sommerville, Massachusetts
  • Washington State University Center for Bridging the Digital Divide, Pullman, Washington
  • Washington State Action For Healthy Kids, Skokie, Illinois
  • University of Washington College of Education, Seattle, Washington
  • University of Washington GEAR UP Program, Seattle, Washington
  • Academy for Educational Development, New York, New York
  • Carnegie Corporation, New York, New York
  • Action For Healthy Kids, Skokie, Illinois
  • Allegheny Partners for Out of School Time (APOST) Allegheny County United Way, Pittsburgh, Pennsylvania
  • Arizona Dairy Council Fuel Up To Play 60, Tucson, Arizona
  • Catalyst Miami/Human Services Coalition of Miami-Dade County, Miami, Florida
  • Centers for Disease Control and Prevention Division of Adolescent and School Health, Atlanta, Georgia
  • Community Schools Collaborative, Burien, Washington
  • Cloud Institute for Sustainability Education, New York, New York
  • College Success Foundation, Issaquah, Washington
  • Communities for Learning, Floral Park, New York
  • Connect Magazine, Sydney, Australia
  • Cross City Campaign for Urban School Reform, Houston, Texas
  • EarthForce, Denver, Colorado
  • Educational School District 123 21st Century Learning Centers, Pasco, Washington
  • Educational Service District 113, Tumwater, Washington
  • Educational Service District 112, Vancouver, Washington
  • Evergreen Public Schools, Vancouver, Washington
  • Generation YES, Olympia, Washington
  • Grantmaker’s Forum on Education, Washington, DC
  • Harvard University Graduate School on Education, Cambridge, Massachusetts
  • Harwood Union School District, Moretown, Vermont
  • Institute for Democratic Education in America, Portland, Oregon
  • Learner-Centred Initiatives, Inc., Floral Park, New York
  • Living Waters School District, Whitecourt, Alberta
  • Marin County Department of Education, San Raphael, California
  • National PTA, Chicago, Illinois
  • Santa Barbara County Service Learning Initiative, Santa Barbara, California
  • Schenectady Public Schools, Schenectady, New York
  • Schools Out Washington, Seattle, Washington
  • ASCD Whole Child Initiative, Washington, DC
  • Road Map Project, Seattle, Washington
  • National School Board Association, Alexandria, VA
  • Alberta School Boards Association, Edmonton, Alberta
  • Washington State School Directors Association, Olympia, Washington

 

 


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