Possip Spotlight: How KIPP Sunnyside Prioritizes Student and Staff Mental Health

Malene Dixon LPC-S is the Senior Counselor & Student Leadership Advisor at KIPP Sunnyside, a Possip partner high school located in Houston, TX. Malene intentionally cares for student mental health through a variety of measures, one of them being a creative virtual calming corner. Read our Q&A with Malene to learn more about KIPP Sunnyside’s efforts to support student and staff mental health, and come away with inspiration for your own school or organization!

1. How do you prioritize emotional health and wellbeing at KIPP Sunnyside?

As the Senior Counselor at KIPP Sunnyside High School, the social and emotional health and wellbeing of our students and faculty is my top priority. I am constantly seeking ways to create safe spaces for our students and adults. I create spaces where they can share how they are feeling and what they need, socially and emotionally, so they can perform at their best academically and professionally. As a region, KIPP Texas has prioritized Social and Emotional Learning (SEL) this school year to help us all cope with the negative impact the pandemic has on mental health. To start every morning, we have a 30 minute school-wide advisory block in which all advisors (teachers) teach the same SEL lesson to all students.

Additionally, I teach classroom guidance lessons each grading period to address pressing and sensitive issues with our students. I also facilitate group counseling, T.E.A. (Talk. Encourage. Achieve.). A time, once a week, with about 50 students across seven different groups. Last spring, when the world went virtual, I led TEA Time with our faculty as well. With all of the racial and social injustices that continue to plague our society, our faculty have appreciated the sessions I have facilitated with them to create an open and safe space to process their feelings as well.

2. Why did you decide to create a virtual calming corner?

When we went virtual last spring, I was extremely concerned about not being able to contact or connect with my students. I worried they were out there struggling, at all hours of the day and night, with limited or no resources to support them. The virtual calming corner is a way to support student mental health by giving them access to a wide variety of resources and coping activities at any time.

A screenshot of Malene’s Virtual Calming Corner, which includes ocean sounds and helpful student mental health resources. When you click on a graphic, it directs to a source.

3. How do you use this tool? What other tools do you like to use to help student mental health?

When I do classroom guidance lessons, I often ask the students to play around in my Virtual Calming Corner while we are waiting for other students to join the Virtual Class. Prior to the pandemic, students were able to use Calming Kits that we created for each teachers’ classroom and each administrators’ office. The Calming Kits had stress balls, fidget toys, reflection cards, and breathing exercises students could use during class when they needed to calm themselves.

We practice mindfulness as a school. We incorporate mindfulness practices and breathing exercises into various parts of the school day, especially before major assessments. Sometimes, we use our PA system to lead school-wide breathing exercises before high stakes tests like STAAR and ACT practice exams. The students have learned to appreciate the breathing breaks: they often ask for them or lead them on their own.

4. Do you have a story or example of a time when you saw the impact of these tools on student mental health?

Ohhh, I have so many examples. One of my favorite examples happened last year when our juniors were taking their last practice ACT exam before the real exam. They were all testing in our cafeteria. I led them in a breathing exercise. Then I walked around the cafeteria with a bottle of stress relief lotion and squeezed a drop into any students’ hands who requested it. I encouraged them to take a deep breath in so they could inhale the eucalyptus and mint lotion. Watching these seemingly grown, usually confident, teenagers cup their hands together for stress relief lotion like preschoolers asking for an afternoon snack was humbling and so heartwarming. They understand the importance of protecting their peace, including their emotional well being.

Thanks Malene for the spotlight! Read more Possip Partner spotlights here.

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Possip Perspective: Working as a Woman in Software Development

Earlier this month, our CEO and founder Shani Dowell shared the amazing role women have played in the history of Possip. As a company that is both woman-founded and majority women employed, we celebrate the accomplishments of women year-round. However, we are using Women’s History Month as an opportunity to highlight some of our team members defying stereotypes and industry norms.

One of these powerhouse women is Magdalena Kinney—a software developer for Possip. Women currently hold just 26% of computer science related occupations, and the stats are even more staggering for women of color. Magdalena has faced various challenges as a woman of color in the industry, but she’s also met those challenges head on. We are so grateful to have Magdalena on our team, alongside our newest woman on the tech team, Drew Uhlmann. Magdalena recently shared her insight and perspective on working as a woman in software development with us.

How did you become involved in the tech industry? Why were you interested in software development?

My best friend was a huge driving factor in me becoming a developer. She had just finished up attending a coding Bootcamp and thought I would love it. So I followed her footsteps and applied for a Bootcamp, and she was right. I instantly fell in love. 

What has your experience been like working  in a field dominated by men? Have there been significant challenges?

Yes, there are challenges. I do feel like I have to work that much harder to be taken seriously. In my first interviews as a developer [before Possip], I was asked if I had a boyfriend and how my boyfriend would feel about working with all men. It was entirely inappropriate. The number one comment I often get is, “You don’t look like a developer.” One man went so far as to say, “wow, I would have thought you were a hairdresser.” Which is oddly specific. There has been blatant and subtle sexism throughout my career. 

How has your experience working with Possip differed from previous roles? (Generally, what is it like working for a company with a staff predominantly composed of women, a gender balanced tech team, etc.)

Possip differed from previous roles in many ways. Our entire team is supportive, and the encouragement is endless. Vulnerability isn’t considered a negative. It’s a stepping stone for growth. I genuinely feel valued and respected, and unfortunately, that is not a guarantee at all companies. 

What motivates you most in software development and your work?

What motivates me is knowing that the software and tools I create have an impact. Coding, in general, is fun for me. Whether it is making something look better, function better, or learning something I didn’t know before. With development, there’s a constant supply of motivation. 

What women in your life or industry inspire you?

My mother has inspired me the most. It’s hard to put in words. She was an incredibly hard worker. She was a single parent with a demanding full-time job as a speech pathologist, yet still found time to be an amazing mother to my sister and me. My mother was my biggest cheerleader and empowered me to believe in myself. She taught me how to be polite and kind, strong and resilient. Her actions and words paired together made her an inspiring role model. I wouldn’t be the woman I am today without her.

What advice do you have for other women or girls interested in coding or other STEM fields?

Becoming a developer has been the most transformational choice I have ever made. It’s exciting to see more and more women becoming developers. If it is something you are passionate about, go all in. 

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Possip Spotlight: Carson School Uses Staff Pulse Checks to Measure Strategic Goals

The Carson School is a public school on the West Side of Cincinnati for preschool through 6th grade students in the Cincinnati Public Schools district. It’s led by principal Terrez Thomas, who’s focused on his students, families, and team, and creating a great environment for all through listening. Carson School families already receive Pulse Checks like other CPS parents. So, earlier this year, when Carson employees completed an external survey outlining focus areas, Principal Thomas set his sights on measuring strategic goals through ongoing Staff Pulse Checks.

Read our Q&A with Principal Thomas to learn how you can use Pulse Checks to measure your team’s goals too!

How are you measuring strategic goals, objectives, and growth areas through Pulse Checks?

After the initial staff survey, we had two areas that we made focus areas: materials and being recognized. We use the Possip Bonus Question (BQ) on a biweekly basis to see, as an administrative team, if our staff feel recognized and have the materials they need. [After we know what they need], we try to get the materials.

[Pulse Checks are] a good tool to get diverse voices, quick data, and analytics. I just love what the Possip team [does]. I’ve never had a team analyze the data in such a convenient way as an administrator. It’s very convenient to have quick, actionable items [for follow up].

What has been the impact of Possip? Are there any unintentional benefits to staff culture and communications?

The ability for staff to respond anonymously helps me get a good read on what’s going on. It also creates an outlet for staff to have issues resolved. It’s a safe space for staff. In our newsletters, I write about our trends, data, and response. People feel heard and that helps get good participation week after week.

What’s your advice to other Possip partners interested in launching a similar effort?

1. Think about growth areas. As a team, we brainstormed how we would address our growth areas. Possip fills in as a measurement tool. Possip is also a good perception data point to determine if we are making progress in the right way. It’s a good measurement tool to get staff perception on data.

2. Let your team know about Pulse Checks in advance. Caitlin from the Possip CX team prepared a launch powerpoint, which included an overview of the platform. I connected it to the areas that we would like to see growth in as a school.

3. Ask for honesty. I asked my team to provide honest feedback, and made sure to include how to reply to Pulse Checks anonymously within the slide deck.

4. Let staff know who will read their responses. I let the staff know that it was only coming to me, so they could trust that the feedback was not going across the system. We promoted Pulse Checks and continue to include info on them in a biweekly newsletter to keep progress front and center.

Carson is a great community: we strive to be a very engaging community, we have great staff members, and we really value the staff experience. Our business is educational outcomes, but Possip has been a good tool, so that in the midst of the pandemic, we’ve been able to support staff.

Special thanks to Principal Thomas for the interview! Read more Possip partner spotlights here.

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Family Trends from Week Ending March 12

During the week ending March 12th, over 10,000 parents, family members, or caregivers responded to a pulse check with praise and insights. We know families hear from their school about the Possip Pulse Checks trends in their community – but we think it’s helpful information to hear what is happening across the 25+ states where Possip partners with schools, districts and families. Take a look at an overview of parent praise and insight from across the country.

Last week, 75% of parents responded that they were happy with their child’s school, with the remaining saying they were mostly happy or not happy with their child’s school.

We saw a few themes across the country:

• Praise for the way staff members are handling school reopenings and virtual learning during this time
• Appreciation for community events that happened this week in various formats (i.e. virtually or drive-thru events)
• Continued feedback, questions, and comments about school reopening plans and COVID safety measures
• Continued requests for additional academic support for students who are struggling or could benefit from one-on-one support
• Families of students with an Individualized Educational Plan (IEP) shared that they needed more support for their children
• Continued desire for increased communication from both the school leadership teams and teachers
• Questions and feedback about attendance policies and requesting follow-up about students being marked absent

 

Here are a few suggested tools and resources based on what we are hearing.

• Blog: Navigating Your Child’s IEP Needs in a Virtual Environment: https://possip.com/navigating-child-iep-needs-virtual-environment/
• Blog: 8 Tips to Help Parents Be Homework Heroes : https://possip.com/8-tips-to-help-parents-be-homework-heroes/

 

We also shared these resources with our partner schools…

• Free Resource: COVID-19 Communication Parent Newsletter Template: https://app.hubspot.com/documents/5933397/view/94080897?accessId=82f822
• Blog: Driving Strong Attendance & Enrollment: https://possip.com/driving-strong-attendance-and-enrollment/ 
• Blog: Supporting Families with Diverse Learners: https://possip.com/principals-corner-supporting-families-with-diverse-learners/

 

We’d love to hear from you. What else do you want to need or see? Do these parent praise and insights align with what you see?

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Increasing Parent Response Rates

Parents and guardians are busier than ever, but their voice needs to be heard now more than ever in schools. Here are some strategies for increasing parent response rates. Possip schools can implement these to hear from more families by gaining investment, showing appreciation, and focusing on the Possip Champions in your community!

1. Message Possip’s Purpose Clearly

One of the most crucial first steps to getting families on board with Possip pulse checks is to clearly state the purpose of sending Possip pulse checks, and remessaging this routinely. If families understand the meaning behind the text messages and that you are valuing and reading every response, their investment will increase significantly. Make sure all of your families know the WHY behind sending Possip pulse checks – and the WHY for them responding. Here are a few questions to begin reflecting on as your crafting your Possip purpose statement to send to families:

• What was the reason your school moved to doing specifically Possip pulse checks?
• Why text messaging? 
• What do you hope to be able to do with Possip pulse check data? 
• Why is it important for your school to hear family voice?
• Why as a parent is it important to share their voice and feedback and praise?
• How will Possip pulse checks positively impact the school community if families respond consistently? 

 

2. Keep Pulse Checks Relevant

Routines are helpful for families when it comes to communication. Possip pulse checks are a perfect example of a consistent routine communication source. We ask a few baseline questions about parent happiness, praise for the school, and feedback for the school. Schools can make the pulse checks more relevant and keep parents engaged in responding to pulse checks by using Bonus Questions at the start or end of each pulse check. Bonus questions allow parents to feel like they are sharing their input on topics that are current and meaningful. Check out this article on the Possip bonus questions and how you can add them to your pulse check. 

 

3. Provide Appreciation and Incentives to Families

Showing gratitude for responders helps them understand that their voice is being heard and it is valued. Schools can reach out to a handful of families who responded each week via phone, email, or other communication method just to personally say “thank you” for taking the time to respond. Parents are busier than ever so providing praise and encouragement to them during this time is a benefit for so many reasons and will spur them on to continue taking the pulse checks. They may even talk to their friends at the school and other parents can become your very own Possip publicizers! Also, by focusing on the parents who are responding, schools can learn so much from them and make such positive momentum in the community through those important voices. 

 

Incentives are also a powerful tool and motivator for families. A few ideas to start thinking about boosting response rates include:

• Having a grade-level competition and the grade level with the most parent respondents wins a community prize (i.e. “virtual movie night” or “free dress day” or a big longer of a recess time one day)
• Provide raffle prizes to families who respond and pick one winner every month for school swag or something families would appreciate
• Write public shout-outs to families that shared their name in an upcoming school newsletter for “top Possip responders” or get their approval to share an actual praise quotes in an upcoming family communication 

 

Incentives don’t have to just be prizes, though. It could be a community incentive of reaching a goal together as a school for hitting a certain response rate and using a visual to track Possip metrics. For example, in front of the school (if doing in-person school), have a visual showing your Possip goal and how much you have left to reach your goal. Think one of those thermometer fundraiser trackers! Humans love to see visual progress towards a goal and will see that the school is putting this goal as a priority for the community.  

 

4. Use Multiple Methods of Publicizing Pulse Checks 

Families may need reminders in multiple ways to respond to the pulse check. Schools can increase response rates by reminding families to take the survey on their social media sites (instagram, facebook, twitter), sending out an email or robocall to families, putting a reminder in a parent newsletter the day before or after sending a pulse check, or sending a reminder on apps like class dojo or talking points. The more methods of reminding parents to take the Possip pulse check and the important purpose of Possip, the better!

 

5. Tell Them What You Heard

Make sure to close the feedback loop after a Possip pulse check and tell the community what you heard. This helps them get invested and understand that someone is actually reading these text messages families are sending in. At Possip, we have a product offering that does this for school leaders called the 360 script. The 360 script pulls out trends in praise and feedback from the pulse checks that week and puts them in family-friendly language so schools can easily share that quick message back to the community to increase investment. If you are interested in learning more about our 360 offering, reach out to caitlin@possip.com. 

 

6. Utilize Possip Champions

Use your family members who respond to Possip pulse checks consistently to hype up Possip to other parents. Schools could even create marketing materials for Possip with those family members or share their testimonials on social media outlets. The more that families see members of their own school community backing Possip and the benefits of it, they will be more likely to get invested and respond.  This could even look like just asking a few parents to reach out to 10 friends formally or informally and make sure they respond to Possip that week! 

Another way to utilize Possip champions is to ask them what the school can do to increase response rates. They probably have some awesome ideas to try. They also are able to tap into their parent perspective to think of effective strategies for your specific community. Use your Possip champions to build more investment in hearing family voices! 

 

7. Invest Your Teachers in Possip

Get your teachers invested in the purpose of Possip, too! The more that families see everyone at the school referring to Possip and hearing about how the school uses the data, the more families will utilize the tool. Many families also give specific teacher shout-outs in Possip pulse checks that can. These get teachers excited about investing parents in Possip. Possip truly has positive benefits for everyone in the school community! 

 

8. Correct Contact Information & Target Non-Responders

Make sure you have correct family contact information in your system. This is a huge barrier to seeing as much success as possible with respondent rates for Possip. Schools or districts can have a campaign to gather new contact information and try to get up to date data for all families. Schools can even target non-responders to see if that contact information is now incorrect or if there is another reason families are choosing not to respond. Getting that data is important to understanding your community and making the most out of Possip pulse checks!

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Engaging and Retaining Staff

Through staff pulse checks we see teachers and staff members have a diversity of thoughts and feelings about their satisfaction – and what is being asked of them during this time. Some are excited and ready for this time. Others are struggling with what is being asked of them this year – and truthfully, every year. That is what inspired this blog on engaging and retaining staff.

I started to write this blog to help those working with teachers and staff continue and grow their support of teachers and staff. As I penned this blog I found myself convicted – as a leader of our team. I had to stop to consider all of the needs outside of our work that might be top of mind for my team members. I found myself thinking about some of the things that are top of mind for me – as a human, a mom, an employee.

So as you think about supporting staff and teachers, here are a few ideas:

Create formal and informal mechanisms for ongoing feedback and conversation

Possip is a great formal mechanism for a routine pulse check. It can help create equity – where you hear from everyone and everyone has an equal (or more equal) chance to share. So we believe a formal and routine mechanism is critical. But schools can use other formal mechanisms or tools as well.

In addition to formal mechanisms, you also need informal and more organic mechanisms. Informal mechanisms can include intentional meetings, places, and spaces where teachers, staff and administrators come together. With virtual work there aren’t as many “water cooler” conversations….or parking lot conversations.

What are informal ways to learn about the needs and ideas of those on your staff?

Does every one of your team members have a routine and weekly conversation where they can answer the question – how are you – to a person? No really, how are you? Here are some questions we recommend to get the second answer underneath how are you? https://possip.com/questions-to-build-staff-culture/ 

Consider policies and practices through a hierarchy of needs

While talk about “self-care” is common, the reality of how to do it is hard. As you’re thinking through systems, policies, and practices, consider some of these questions.

• Do teachers or staff have what they need outside of school? Particularly this is an important consideration for first-year teachers and assistant teachers or other staff member who may face financial vulnerabilities. Do they have the food, shelter, and physiological needs cared for?
• Does your staff feel physically safe at school? Do they feel healthy? Do they team feel like their family is safe?
• Are they learning and growing – and able to grow and become professionally their best version of themselves?
• Do they feel connected and a sense of belonging – to both their school community and to an external community? Do they feel cared for and connected?
• Does your staff end their days with some sense of accomplishment and achievement? Do they feel successful?

You don’t need answers to these questions, but as you consider opportunities or gaps in your culture or policies, these questions could help consider the mental or physical, or emotional space your team members may be in.

Offer ways for team members to be known

One constant we hear – from family members and school and district staff – is a desire to be seen and known. There are many ways to make people feel seen and known. Here are a few ideas:

• Insure structures like grade-team meetings or department meetings – are happening routinely. This helps make sure team members feel known and connected.
• Use the information you get from Possip pulse checks or other systems to share shout-outs with team members, departments, or areas.
• Whip-around questions. People like to joke about whip-around questions, but they work! Just as cheesy camp songs still work in building community and fun, whip-around questions work too! At Possip we are pretty proud of our whip-around questions. We’re sharing a few of our favorites here: https://possip.com/favorite-whip-around-questions

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The Second How Are You: Questions to Build Staff Culture

Written by Shani Dowell, Possip Founder

  

I admire people who aren’t people pleasers.  That’s not my ministry.  I am a people pleaser. 

 

So that means even when people ask me “how are you?” I’m not looking to bother them with how I actually am.  Folks got their own problems, they don’t need mine.  And it’s fair.  “How are you?” is a formality.  It is a polite conversation.  While I want people to be honest with me, I can appreciate that someone might want a warning before people REALLY tell you how they are!

 

So I recommend a second, how are you?  This really indicates to someone that you are willing, able and ready to share how you really are.  We shared some tips about how to get kids talking a few years ago https://possip.com/7-tips-get-kids-talking-first-days/.  I borrow some inspiration from this for getting team members talking.  Here are a few questions to build staff culture that might help you learn more about how a team member is doing:

 

• How are you?
• How are you feeling about your work?
• Where are you feeling successful?:
• Are there places you are struggling?
• How’s your work with {insert grade or class or subject or special project?}
• What’s your pulse or sense on how the team is doing?
• How’s your {insert a close friend, spouse, partner, kids}?
• Have you gotten to do anything fun recently?

 

We share these ideas because our partners sometimes hear from staff members that they may not be doing great.  But it can still sometimes be hard to get someone talking about really share what is hard for them.  We hope you can use these questions to build staff culture and engage your team members.

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