Lesson Plan on Bias Against Students


Introduction: This is a lesson plan on communication for 8-40 students and adults that uses intergenerational dialogue, critical thinking, personal creativity, and group analysis to examine media bias.

Goal: When this session is complete, participants should be able to…

  • Identify popular media images and messages about students and adults
  • Examine how messages affect relationships between students and adults

Time: 105 minutes

Materials: A wide collection of newspapers and magazines of all kinds that will be re-purposed; scissors, blank paper, glue sticks, pens, and crayons for each small group of 4-8 people. If possible, music playing while work is happening. Before the lesson begins, make sure supplies are distributed among the tables, with additional supplies in a central location.

Space: Workspace for each small group

Considerations: Reality and media images often don’t match, especially when it comes to students. Images of adults are distorted in mainstream media, as well. This activity gives students and adults a chance to look at the images put forth by the popular media and assess how those images have influenced their feelings and ideas about each other.


  1. [5 min] Split people up into groups of 4-8, depending on time and group size.
  2. [30 min] Instruct each individual participant to pretend they are aliens who know little of your culture. You want to compile some information for the folks back on your planet about what it means to be a student in a school and what it means to be an adult. However, all you’ve got to work with are the newspapers and magazines before you.Every participant should work individually to create two pictures, with one showing what it means to be an adult and another showing what it means to be students. You can make a collage, put together a collection of words, create a symbolic representation of the “typical” student or adult, anything – just be creative!Keep a few questions in mind:
    • What do students do?
    • What do adults do?
    • What are students or adults like?
    • What’s important to know about students?
    • Adults?
    • What are their relationships to each other like?
  3. [20 min] Have individuals within each small groups share among themselves. Each person describes his or her picture and what the picture says about what it means to be a student or an adult according to popular media. To save time, you could have half of each group focus on students and the other half focuses on adults.
  4. [5 min] After each member has reported to their small group they should work together to create a group definition for “student” and for “adult.”
  5. [5 min] Each small group should report back and share their definition and descriptions with the large group. The facilitator should listen for themes and compile a list on flip chart paper.
  6. [10 min] Discuss participants responses to the art they have made.
  • What doesn’t seem very realistic to you about these images and the definitions/descriptions? Why?
  • What does seem realistic? Why?
  • What’s missing?
  • How do you feel about these images?
  • How do you wish they were different?
  • How do these images get in the way of students and adults working together?
  • What things can people do to improve the situation?
  1. [15 min] For the closing activity, ask participants to stand in a circle, shoulder to shoulder. Explain to participants that after spending the whole lesson exploring media bias, they are invited to “Stand and Deliver.” This requires individuals to come to the center of the circle, one at a time, and declare something they are going to do to fight media bias against students. Give ample time for everyone to speak if they want to, but don’t force everyone to talk either. This activity might require the facilitator starting it, so be sure to have an action in mind before you start.

SoundOut Skill Building Lesson Plans
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These lesson plans were created by Adam F.C. Fletcher for SoundOut under contract from the Washington State Office of Superintendent of Public Instruction funded through a grant from the Corporation for National and Community Service. All contents ©2007 SoundOut. Permission to use is granted exclusively for nonprofit and in-school education purposes only. All Rights Reserved.

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Lesson Plan on Understanding Who You Are

SoundOut students presenting their findings about the perfect school.
SoundOut students in Seattle presenting their findings about the perfect school.


Introduction: This is an identity and communication-oriented lesson plan for a mixed group of 12 to 100 students and adults.

Goal: When this session is complete, participants should be able to…

  • Distinguish between individual and group identity
  • Identify lingering questions about Student-Adult Partnerships
  • Relate personal stories to Student-Adult Partnerships

Time: 60 minutes

Materials: Flip chart paper and markers, large rectangular shaped Post-it pads in two colors, and writing instruments such as pencils, pens, or online blogs for the whole group.

Space: Lots of wall space and enough room to accommodate the entire group.

Considerations: This lesson plan is about identity: who we are and what it means to be individuals. Participants will have the chance to examine the questions they have about students and adults and to get some answers. It also gets preconceptions – and the experiences that have led to those preconceptions – out in the open in an anonymous manner. In addition, people get the chance to tell personal stories. However, be aware issues may arise making people angry, upset or uncomfortable. People don’t like feeling labeled or put into boxes. Also, individuals may have stories that are difficult to hear. Remind individuals that recognizing and acknowledging stereotypes is the first step to changing them. The exercise works very well with large groups although with small groups you’ll have greater opportunity to debrief.

Before the lesson, hang sheets of flip chart paper on two walls of the room. Designate one wall “students” and the other “adults.” Also, create a poster with the following two statements on it and hang it closed so that participants cannot see it. The poster should say, “The experience and/or knowledge I have of this group, which leads to some tension, or distance I feel is…” and “What I want to know about this group is….”



  1. [10 min] Start by giving the group an overview of the lesson plan. Then begin by asking the group to define “identity.” What does it mean to identify as part of a group? What does having an identity mean to you?
  2. [10 min] When you have a working definition, say, “Everyone has different groups they identify with. Those groups often include race or ethnicity, gender, occupation and relationships. Age is another major one of those groups. It is also one of the most evident differences in this group. However, within “students” and “adults” there are other groups. For example, within the group of “adults” you’ll also find “parents,” “teachers,” and “principals/administrators.” Within students you will find “athletes,” “students,” and “son/daughter.” However, rather than simply labeling people, sometimes titles can be negative or judgmental—and more often than not, those are the labels applied to students. For instance, many students despise being called “kid” or “juvenile.” Be aware.Instruct participants to take a piece of paper and write at the top “Student” or “Adult,” depending on which group they identify with. Under that, write that names of one to three other groups that you strongly identify and connect with as a student or adult. Explain that the purpose is to create sub-groups of students and adults to discuss what it means to identify with an age group.
  1. [5 min] Have participants report back, and create a list of 3-8 subgroups for “Student” and 3-8 subgroups for “Adult,” depending on the size of the overall group. Write the name of each of these groups at the top of a flip chart page on the wall. Draw a line down the middle of each page.
  1. [5 min] Pass out four Post-its (everyone gets the same color) to each person. Ask them to think about their experiences with students or adults or any of the sub-groups, and to write their answers on the Post-its. You might say,
  • “What has frustrated you about the other group? Why does this frustrate you?”
  • “What questions do you haven for this group?”
  1. [20 min] After several minutes, ask them to pick two groups they feel the greatest distance or tension with or have the most pressing question for. Give participants two Post-its notes and have them respond to the two questions you reveal on the poster you made before the lesson (see “Considerations”). Encourage them to mill around and add additional pages of flip chart paper as necessary. As a reminder, the questions are…
  • The experience and/or knowledge I have of this group, which leads to some tension, or distance I feel is…
  • What I want to know about this group is….As participants finish writing, have them post their notes on the appropriate pieces of flip chart paper. People then mingle around, reading statements.
  1. [20 min] Have participants identify a question they can respond to and stay by that question. Encourage everyone to choose a unique question, and when everyone is in place, have half the group go and ask questions of the people left standing with their questions. When that group is done, switch groups and answer the rest of the questions.
  2. [20 min] Gather the group back together in a circle. Explain to them that you are going to ask three questions, and you want everyone to think about their answer. A few people can share their thoughts with the group after each question; however, no one is obligated to share. The facilitator should read each question slowly, individually, and give the group several moments of silence between questions. After each question, you might ask, “Does anyone have anything to share?”
  • What is one thing you will remember over the next week that you just heard, felt, or thought?
  • What is one thing you want that you just heard, felt, or thought that you want to react to?
  • Do we ever have opportunities to ask open, frank questions to students and/or adults in the rest of our school? What do those look like?


NOTE: This lesson can raise emotions that the group has not shared before. Make sure you create the safe place for expression or share avenues for people to share their feelings before the lesson ends.


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Lesson Plan on Power, Trust and Respect


Introduction: Inquiry based lesson plan for 8-60 students and adults.

Goal: When this session is complete, participants should be able to…

  • Build common understanding of certain words and concepts
  • Critically examine classroom learning and school activities for power, trust, and respect

Time: 30 minutes


Space: Enough room for people to work in small groups

Considerations: People generally assume that their understanding of a certain word is the same thing another person understands. Oftentimes people haven’t really examined what they mean by using certain words. For particularly tricky words—like power, respect and trust—you can get in a fine mss if group members define their terms very differently. This exercise asks a group to look closely at some key terms and talk about what they really mean.


  1. Write these terms on flip chart paper, one at a time:
  • Power
  • Trust
  • Support
  • Respect
  1. Instruct the participants; Jot down a definition if this term based on your individual experience with it—not on dictionary definitions. Ask “what does it mean to you? This isn’t about what it’s supposed to mean, but rather what it does mean, feel free to use drawings or symbols, as long as you can explain what the symbols mean.”
  2. After participants have had a chance to think about it (3min. or so), have them split it into small groups. In each group have individuals share their definitions and why they defined it that way.
  3. Have groups report back. Record key words. Phrases or ideas for each word on the flip chart.
  4. As a whole group, begin by discussing the definitions specifically:
  • What were some of the differences in interpretation of the words? Why?
  • Did the understanding of the word change? Why? How?
  1. Next, discuss some of the issues more closely associated with the term:
  • Are there different kinds of power/trust/ support?
  • Where does the concept come from?
  • How do you get power/trust/support?
  • What happens when you are unsupported? Not empowered? Not trusted?
  • What kinds of responsibilities go along with these terms?
  • What does your culture say but these terms?
  1. Close by asking how power relates to students and adults working together. What is important to keep in mind? Remind participants that the goal is to have a common understanding of words like “power, trust, and support.” This understanding builds the base for future communication and understanding.


  • Mural: Put a big blank piece of paper (the kind that comes on the roll) on the wall. Have people draw images or symbols or words that represent power (or respect, trust, etc.) to them. Use the mural to prompt discussion.
  • Mind map: Write one of the terms in the middle of a big piece of paper. Have people write related words or phrases around it, and words related to those words or phrases. Draw circles around all the words and draw lines between connected words.
  • Tableaux: Have small groups discuss the term for a few minutes. Then have them create a scene (everyone must be involved, people can represent objects, no one can move or talk), which represents the term. The large group then talks about what they saw represented in the tableaux.
  • Skits: Similar to Tableaux, but this time team members create short (two or three minute) skits. This time people can move and talk. Again, the large group talks about what they saw represented in the Skit.

SoundOut Skill Building Lesson Plans
SoundOut Facilitates Workshops... Contact us to learn more!

These lesson plans were created by Adam F.C. Fletcher for SoundOut under contract from the Washington State Office of Superintendent of Public Instruction funded through a grant from the Corporation for National and Community Service. All contents ©2007 SoundOut. Permission to use is granted exclusively for nonprofit and in-school education purposes only. All Rights Reserved.

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Lesson Plan on Learning to Listen


Introduction: The following lesson plan uses a collection of short communication exercises to focus participants on barriers to listening and skills for overcoming them. They exercise is meant to be fun while raising awareness of the work involved in listening closely.

Goal: When this session is complete, participants should be able to…

  • Be aware of communication styles between students and adults
  • Identify new personal capacities for listening

Time: See “Procedures.”

Materials: None.

Space: See “Procedures.”

Considerations: Each of the following activities consists of a short description along with several suggested debrief questions. Mix and match exercises, do them all, or supplement them with other information. After doing a couple of the exercises, facilitate a general discussion about what it means to listen, how you can best do it, and how people can apply what they have learned from these activities.


Exercise 1: Pair Observations

Materials: None

Space: Enough for people to work in pairs.

Description: [20 min] The first exercise are “Pair Observations.” Have the group divide into pairs (Person A and Person B). Person A asks person B the following questions:

  • What is your name?
  • Where were you born?
  • What makes you happy?
  • What makes you sad?

When those questions are complete, switch and have Person B ask Person A the questions. After both have interviewed each other, have them sit back to back and ask the following questions:

  • What color hair does you partner have?
  • Does your partner wear glasses? What was your partner wearing?

Have them quiz each other and then bring the group back together to discuss ho many answers people got right. You may change the four interview questions to something that may relate more directly to the work of the group.

For a wrap-up, explain to the group that this exercise shows us how little we perceive even when we are supposedly paying focused attention on someone. You might ask…

  • Were people able to answer the second four questions? Why or Why not?
  • What does this tell us about how we listen and communicate?
  • What affected expectations have on communications?
  • How might one improve communication based on what you’ve learned form this activity?

Exercise 2: Listening and Not Listening

Time: 30 min

Materials: NONE

Space: enough for people to wok in pairs.

Description: Have the group divide into pairs. Ask the pairs to come up with a simple situation in which one person (person A) is talking to another (Person B)—for example, a friend telling another about his/her day, a student asking a teacher about a homework assignment, etc. Each person in the pair then chooses one of the roles. When you tell them to begin, person A starts talking. Person B is to do everything he or she can to demonstrate that they are not listening. Let this go until it is clearly time to stop (about 2-3 minutes). Create a list f “not listening” behaviors. Then challenge participants to three it again, this time with Person B doing everything he or she can to demonstrate he or she is listening. Make a list of what people did this time that was different.

Purpose/ Questions: This exercise illustrates some of the specific behaviors around listening and not listening and gives people the opportunity to experience what both experiences feel like.

  • How did it feel when Person B wasn’t listening?
  • When he/she was listening?
  • Which was easier?
  • Why?
  • How do you know when someone is really listening to you? 

Exercise 3: Explaining a Process: Communicating Back to Back

Time: 30 min.

Materials: Blank Paper and pencils for half the group. Slips of pear with simple drawings on them for the other half.

Space: Enough for people to work in pairs

Description: Ask the group to divide into pairs. Ask the pairs to sit back to back and designate themselves Person A and Person B. Person A is given a slip of paper with a simple design (preferably abstract). Person A attempts to explain the design and instruct Person B in how to draw it. Person B may not talk! They have 10 minutes (variation: After 5 minutes, tell them that Person B may now talk). When time allows, have partners switch roles, shuffle a new design, and have them try again.

Purpose/usage: Most likely, the drawings will look nothing like they should, illustrating the importance—and the difficulty—of clear communication.

  • What you think you are saying may not be what others perceive.
  • What strategies for describing the picture seemed to work?
  • Why?
  • In what situations might those kinds of strategies also be useful?
  • How can you be clearer and more precise?
  • The clearer you can be, the less likely you are to run into misunderstandings (and the anger and confusion that can accompany them).

Exercise 4: Focusing with Body Language: Impulse Circle

Time: 5-10 min.

Materials: none

Space: Enough for the group to stand in a circle

Description: Group stands in a circle, holding hands. Facilitator squeezes the hand of the person on their right, sending an impulse around the circle. The group sees how quickly they can do this. After a couple times around, add a second impulse. See if they can keep two going at once.

Purpose: The impulse Circle can be used to help a group focus and concentrate.

  • Ask participants to do the activity in silence or with their eyes closed.
  • What is difficult about this activity?
  • Why?
  • How might you make it easier?
  • Why would that help?

Exercise 5: Challenging Assumptions about Language: Making PB & J

Time: 25 min.

Materials: A loaf of bread, jam, peanut butter, knife, plate, towel

Space: A table with the group around it

Description: Set up the materials on the table. Ask for two volunteers, then assign one to be the sandwich maker and the other to be the sandwich director. Explain to the group that the sandwich maker is an alien form another planet and has only the most rudimentary understanding of your culture, let alone your language. The sandwich director’s job is to instruct the alien in the art of peanut butter and jelly sandwich making using only words, with no actions. The audiences job is to call foul if they think the sandwich director is using concepts or words that are too sophisticated (such as “open the jar,” or “pick up the knife”) or otherwise committing fouls, like pointing.


Demonstrates the assumptions we make about language.

  • How do your assumptions about what people understand affect communication?
  • How can we change that effect?
  • What happens when you make too many assumptions and aren’t clear enough?
  • How can you apply what you have learned to other communication? It’s much easier to get work done when you have common understanding.

SoundOut Skill Building Lesson Plans
SoundOut Facilitates Workshops... Contact us to learn more!

These lesson plans were created by Adam F.C. Fletcher for SoundOut under contract from the Washington State Office of Superintendent of Public Instruction funded through a grant from the Corporation for National and Community Service. All contents ©2007 SoundOut. Permission to use is granted exclusively for nonprofit and in-school education purposes only. All Rights Reserved.

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SoundOut Skill Building Lesson Plans

Transforming schools with Meaningful Student Involvement requires increasing the capacity of students and adults, including teachers, administrators, school support staff, community partners and others. To help with that, SoundOut has developed a series of lesson plans. The SoundOut Skill Building Lesson Plans are designed for skill-building and knowledge-sharing.

SoundOut Skill Building Lesson Plans include more than 20 lesson plans to help groups explore different aspects of Meaningful Student Involvement and Student/Adult Partnerships. All exercises are hands-on, interactive, and focused on taking action. The lesson plans are designed for learners of all ages, including student-only and adult-only groups.

All of this–and more–lies in the heart of Meaningful Student Involvement. Learning through the lesson plans in this guide can allow students and adults to get to that heart, and further. Learn with us and share your thoughts, ideas and feedback in the comments section below. For information on SoundOut’s professional development services and more, contact us.

Thanks, and happy involvement!

Adam Fletcher


SoundOut Skill Building Lesson Plans
SoundOut Facilitates Workshops... Contact us to learn more!

These lesson plans were created by Adam F.C. Fletcher for SoundOut under contract from the Washington State Office of Superintendent of Public Instruction funded through a grant from the Corporation for National and Community Service. All contents ©2007 SoundOut. Permission to use is granted exclusively for nonprofit and in-school education purposes only. All Rights Reserved.


3 Things Consulting

3 Things Consulting in Toronto, Ontario, seeks to “inspire and engage youth and their influencers everyday to make their lives healthier, their communities stronger and to have a deep understanding that they matter, they are important and they belong.”

They help organizations and governments create processes, programs and opportunities for young people to feel this, believe this and experience the power of sharing it with others. Sharing the 3 Things with young people and their influencers creates a resilient nation of youth who are secure in their roles with family, school and community.

Young people who believe they matter and feel important along with a sense of belonging will create a vision of a world that is better for all, and be active contributors to its development.

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Meaningful Student Involvement in Teacher Training

Meaningful Student Involvement can be infused throughout teacher training and professional development activities.

When students teach teachers about youth culture, student rights, learning styles, and other topics important to them in schools, Meaningful Student Involvement can be present in teacher training. Students can also co-facilitate learning opportunities for adults focused on the critical study of power, language, culture, and history as they are related to Meaningful Student Involvement, ultimately and appropriately teaching teachers to value that their experiences and contributions to education. (Giroux & McLaren, 1982)

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Measuring the People in Meaningful Student Involvement

Whenever educators, students, researchers, advocates or parents are considering if an opportunity for involvement is meaningful, its essential to measure the people. When we consider the people, SoundOut examines motivation, student readiness and adult readiness, among other factors.


When we think about the outcomes of Meaningful Student Involvement, it’s important to identify the original motivation for action. Perhaps the first step is the most important, that the purpose of student involvement is clearly defined. It can be important to identify who declared that purpose, and whether their intention was known to everyone involved. Meaningful Student Involvement should matter in the classroom, throughout the school, and across your district.

The process of fostering Meaningful Student Involvement at your school affects how it is received. Different people who can foster the engagement of students as partners include students from the individual school who requested it, elected officials such as the school board or mayor, teachers, school leaders such as superintendents, principals, or other administrators. Identifying whether Meaningful Student Involvement was a district/state/federal policy directive can be important, and considering whether it was a response to internal or external challenges facing students in schools.

Motivation for Meaningful Student Involvement may include the expected or delivered outcomes of the action for students; teachers, principals, or other adults; building culture; the larger community, or; the entire education system. It might also include the history of student involvement in the individual school or district, positive or negative.

The final motivation to measure is whether Meaningful Student Involvement is part of a larger strategy, policy, or campaign focused on school improvement. Formalization is frequently one of the main political and professional motivations behind school change of all kinds.

Student Readiness

Ensuring Student Readiness for Meaningful Student Involvement is essential. This can include enhancing the capacity of students to be involved through building skills and sharing knowledge. It can also be through strategic positioning and sustainable Student/Adult Partnerships.

The first component of student readiness for Meaningful Student Involvement could be to determine whether students where involved in negotiating, advocating, or deciding there was a need for engaging students as partners in their school. It is not a requirement that they were; however, if they were, there may be more student readiness. The next step should reflect how students are be made aware of educators’ intentions for their involvement. Measuring student readiness should show that students deliberately reflect on their learning through involvement, schools, the education system, school improvement, and student voice as a whole.

Meaningful Student Involvement should reflect what steps have been taken to ensure that the level of involvement is appropriate to the knowledge and ability of the students involved. The developmental needs of students should be taken into account, and skill building learning opportunities focused on the task at hand, i.e. preparing agendas and taking minutes, formal decision-making, problem-solving, action planning, evaluation, task completion, budgeting, self-management, curriculum design, research, community organizing, etc. should be available throughout the course of involvement. Advanced leadership skills should be intentionally taught to students, including how to create teams, depersonalize conflict, and how to learn from the process as well as outcomes. Students should be prepared for routines involved in the activities they are involved in.

Knowledge-acquisition opportunities should link learning with the task at hand, such as school improvement, supportive learning environments, equity and diversity awareness, standards-based learning, etc. should be available too. Students should learn about the politics and personalities involved, the bureaucratic structures and policy constraints of the education system, and the reasons why students (and other groups) have been excluded from decisions. Also, informal conversations should happen to explain potential underlying reasons for personal conflict at meetings.

In addition to students’ leadership development, basic self-image and confidence of students should be built according to students’ experience, ability, and exposure. Activities should also deliberately provide opportunities for varying levels of engagement from students as well.


Adult Readiness

Students who schools work for often become adults who work for schools. The discrepancy between their experiences in academic success, social popularity, and student leadership do not prepare them to meaningful involve students. Ensuring adult readiness for Meaningful Student Involvement means taking time in order to critically reflect on our experiences as students and look at how we’ve behaved towards students as adults in schools.

Adults should be aware of what motivates students to be involved, and what students’ experiences of being involved have been. Adults should become fully informed about the issues, policies, programs, services, and/or activities that affect students. Becoming clear on what the need for student involvement is, adults should know who created or advocated for Meaningful Student Involvement—students, adults, or both. Adults should feel fully informed about Meaningful Student Involvement, student voice, and the possibilities and limitations of students’ roles in the activity at hand. Adults should be aware of how many adults are involved in ensuring student involvement in the activity. They should also be aware of how often adults advocate on behalf of students as partners to other adults in the system to persuade them to listen to students by listening to them, returning emails or phone calls, etc. On the flip side, they should be aware of which adults are not in favor of Meaningful Student Involvement, and how they resist, refuse, or deny student voice.

When it comes to promoting Meaningful Student Involvement, adults should consider whether adults promote the activities in a way that is fun or pleasant; gives positive recognition to Meaningful Student Involvement; and demonstrates adult trust in students. Promoting activities should not marginalize students to a limited role or set of issues in the school, and should show that adults allow students to make mistakes in the course of being involved. All activities should genuinely provide time to listen to students as part of the activities.

When considering readiness, adults should be prepared through training to provide emotional support for Meaningful Student Involvement by paying attention to students’ feelings, demonstrating appropriate levels of caring about their personal issues, helping students with their challenges and problems related to Meaningful Student Involvement, and discussing sensitive topics with students.

Meaningful Student Involvement should create space for adults to offer support for students through suggestions, feedback, critical questions, and other responses to student voice. Students should have a range of options to stimulate their ideas while adults are capable of helping students organize their activities and co-facilitate when appropriate. Adults should be provided timely information, and be presented information in real, concrete terms. (Read more about this subject in Student Voice Revolution: The Meaningful Student Involvement Handbook.)

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Student Voice Revolution: The Meaningful Student Involvement Handbook written by Adam Fletcher published by CommonAction Publishing in 2017.

Catalyst Miami

Implementing the SoundOut Student Voice Curriculum program in three public schools in Miami School District, SoundOut staff have consulted and trained for the nonprofit Catalyst Miami, formerly known as the Human Services Coalition of Miami/Dade County. Our partnership lasted from 2011 to 2015, and served dozens of students in three high schools.

More than 400 students in grades 7-12 have participated, using curricula, evaluations and planning tools from SoundOut; as well as benefiting from training and assistance we’ve provided program staff.


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Educational Service District 113 Youth Alliance

The Educational Service District 113 Student Support Services Team (ESD 113) facilitates the growth and development of school- and community-based academic, health, extracurricular, and social supports for K-12 students in southwest Washington.

Adam Fletcher keynoting Challenge

A national movement towards rallying similar organizations supporting similar young people in schools and during out-of-school time led ESD 113 to convene a similar coalition. Without a concise action plan or engaging facilitator, the ESD was concerned their coalition may not succeed. Searching for a premier leader with similar experience, the ESD called on SoundOut to inform and guide this effort.


Starting in spring 2012, SoundOut staff provided leadership to the Pacific Mountain Regional Youth Alliance through a contract with Educational Service District 113 in Tumwater, Washington. We consulted a planning team including representatives from five organizations focused on developing a collective impact strategy to affect change in southwest Washington. We also facilitated Alliance gatherings for up to 125 participants, as well as planning team meetings.

The Alliance, including Grays Harbor, Lewis, Mason, Thurston, and the northern part of Pacific Counties, is planning, convening, and supporting youth agencies, individuals, and other partnering organizations as they engage, collaborate and activate the advancement of culturally relevant family and community roles for student success from early childhood through college. Focused on establishing a collective impact model, the Alliance convenes meetings, shares resources, and holds other events on the regional and county levels.


SoundOut helped the Alliance develop short- and long-term strategic plans, provided event facilitation for up to 125 people as well as small leadership team meetings with several organizational representatives, and consulted the ESD on future activities.

Results included a sustainable long-term action plan for the Alliance; new countywide coalitions affecting up to 250,000 youth throughout the region; and increased determination and motivation among participants into the future.