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         Step 1
         Mentor reviews the Sparks anchor paper and materials and introduces the concepts of a Spark and Spark
         Champion to youth. (Use Tips for Helping Youth Find a Spark, and Spark Ideas.)

         Step 2
         Youth completes the online Sparks Survey, if doing Step-It-Up-2-Thrive for the first time, and as needed in
         subsequent years. This survey helps youth determine whether or not they have a support, supports youth in
         finding and developing sparks, and ignites the youth-mentor conversation about Sparks & Sparks Champions.

         Step 3
         Mentor completes the Spark Quick Questions Survey online, to capture a baseline measurement for whether
         and how many sparks and spark champions a youth has.

         Step 4
         After working with youth on identifying or pursuing a spark for 5-9 months, mentor completes the Spark
         Quick Questions Survey again to capture any youth growth,

         Intervention Technique
         In the months ahead, after the youth has a goal, mentor continues to integrate sparks conversations into the
         goal management process, regardless of the thriving goal selected. Mentor shows youth movie clips from the
         Sparks/Mindset DVD and uses questions from the DVD Guide to further support youth reflection and
         application of these concepts.

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                                     Last Updated: Wednesday, May 4, 2011
          The mindset Step-by-Step explains how to develop a youth belief that the brain is a muscle that gets stronger with effort,
          strategies and seeking help. This belief is called a “Growth Mindset”.

          Step 1
          Mentor reviews the Mindset anchor paper and materials.

          Step 2
          Mentor teaches youth mindset and brain development concepts and vocabulary over two or more conversations. Mentor helps
          youth see relevance to his or her personal life path by sharing the Brain Powerpoint, youth readings and live brain cell footage
          on the Brain Development DVD. Mentor can uses mindset skits to encourage awareness of mindset language and how mindset
          influences outcomes.

          Step 3
          In the final mindset lesson, youth writes a letter advising other youth on applying a growth mindset. Research shows that youth
          who advise others are more likely to believe it themselves, so this “self-persuasion” exercise actually establishes a youth’s
          “beliefs” about and understanding of mindset.

          Intervention Technique
          Revisit mindset materials in months ahead, and use movie clips in the Sparks/Mindset DVD to keep sparks and mindset
          concepts “front and center”. At this stage, a mentor and youth may move directly to the Goal Management stage, where the
          youth selects a goal related to growing Sparks or Mindset. (This happens at 5th grade and sometimes with older youth,
          depending on the intervention strategy).

          The ideal StepItUp2Thrive process is to move from mindset exploration to mentor-youth Thriving Indicator Conversations. From
          the conversations, the youth selects a goal in an indicator area. There are multiple ways that sparks and mindset conversations

          can support all goals that come out of indicator conversations.

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                                               Last Updated: Wednesday, May 4, 2011
                      The Thriving Indicators Step-by-Step explains how to engage youth in self-reflection about indicators of thriving, using a set of
                      on-line questions to stimulate youth-mentor conversations. Let youth know that there are no “right” or “wrong” answers to
                      these Step-It-Up-2-Thrive questions. See Indicator Conversation Tips for recommendations on these conversations.

                      Ignite the Conversation
                                                                                             Tip: Mentor might encourage youth to select an indicator
                                                                                             that the youth considers a strength and an indicator
                      Step 1: Select Indicators                                              where the youth feels weaker; or two areas which seem
                                                                                             challenging; or two indicators never done before. Mentor
                      Mentor accurately describes indicators using the Thriving              should guide youth to choose indicator(s) which will likely
                      Indicator Anchor Papers as a resource. Youth and mentor select         lead to selection of a meaningful, realistic and
                      indicators to explore, and if helpful, they can record choices on      challenging goal for the youth.
                      the Indicator Selection Form.                                          Tip: To reinforce growth mindset, it’s important to frame
                                                                                             youth’s strengths as those that the youth has developed,
                                                                                             as opposed to seeming innate.
                      Step 2: Have a Conversation
                                                                                             Tip: A well-timed occasional mentor story can show the
                      Mentor logs into the online Step-It-Up-2-Thrive tool. For any
                                                                                             value of self-reflection. However, don’t share so many
                      conversation started, it must be completed in one sitting.
                                                                                             anecdotes that you shift the focus from the youth’s story
                      Show the youth that each indicator’s last question reflects the         to your own story. You also don’t want to inadvertently
                      thriving indicator definition and the exemplar state.                   highlight differences that lead a youth to think you are
                                                                                             too different to understand his/her situation.
                      Step 3: Record Self-Scores & Notes (optional)
                                                                                             Tip: Interrupting youth or finishing their responses can be
                      It might be useful to record youth final “overall” 0-10 self-           disconcerting, and it can cut into a train of thought or

                      scores for each thriving indicator on the Thriving Indicators          suggest lack of interest in what the youth is saying. This
                      Record. This record can be a reference as the youth starts to          pattern will reduce youth interest in sharing.
                      consider the Big Picture of his/her personal strengths and
                                                                                             Tip: Refrain from voicing strong opinions about the youth
                      challenges in preparation for the next stage of goal-selection.        during the conversation stage. Solicit their honest views,
                      Mentor can use the Thriving Indicators Record or printed survey        teach them about thriving indicators and language, and
                      PDF to capture conversation notes, after youth departure.              question meanings.

                                                                                             Mentor opinions are shared later in the Feedback and Big
                                                                                             Picture stage. Too much feedback early will hinder
                                                                                             conversation “flow” or communicate an unwillingness to
                                                                                             hear the youth’s perspective.

                      Mentor Reflection of Youth
                      Step 1: Mentor Completes Mentor Reflection Form
                      Mentor independently takes a turn reflecting on youth’s current state in comparison to indicator “exemplar” state and
                      definition. Mentor records his/her perception of youth on the Mentor Reflection Form.

                      Feedback and Big Picture
                      Use the visual called Big Picture Road to share youth and mentor views of youth strengths developed and areas for
                      improvement. Choose a small visual object of different colors, ideally small Post-It Notes (1.5”x2”). (An alternative is jelly
                      beans or M & M’s, where each candy color represents a different indicator.) On the Post-it Notes, youth writes indicators and
                      specific strengths or areas for improvement that came out of the indicator conversations. Then youth and mentor take turns
                      placing the notes or candy along the road in order of perceived strength. Use this process to reflect on strengths developed
                      within each indicator, areas for growth, and overall, how the youth is doing in the indicator). Mentor gives feedback and youth
                      and mentor work to identify a growth focus for the goal management process ahead.

                      Step 1: Explain Exercise
                      Explain the purpose of the Big Picture Road. Record youth spark or          Mentor reminds youth to use a growth mindset:
                      absence of spark, and write on Post-It Notes, the indicators that youth
                                                                                                  “We are going to reflect upon what you have said
                      explored in the conversations. Remind youth to use a growth mindset.
                                                                                                  about yourself, and move to you choosing a goal to
                                                                                                  work on. I want to see you apply your energy and
                      Step 2: Youth Lays Out Indicator Order                                      a growth mindset, as we think about the
                                                                                                  possibilities for your growth. Okay?”
                      Mentor asks youth to place notes/candies, on the road to represent

                      both the strengths the youth has developed as well as areas of              As youth considers sticky note/candy position, by
                      challenge, based on learnings from the indicator conversations.             indicator score, mentor might ask:

                      Order indicator notes/candies so that most developed strengths or               “Do you still agree with what you said about
                      indicators are further down the road (page-top) and less-developed              how you’re doing in these thriving
                      indicator or challenging dimensions within an indicator are closest             indicators?”
                      (page-bottom).                                                                  “What about the thriving indicators that you
                                                                                                      worked on this past year? You know so much
                                                                                                      more about some of those indicator elements.
                      Step 3: Mentor Shares Mentor View
                                                                                                      Where would you place those indicators in this
                      Mentor shares how he or she thinks the youth is doing in these                  lineup?
                      indicators, highlighting strengths developed and growth areas. See
                      Tips on Sharing Feedback document.

                      Mentor uses exemplar definition and evidence of youth’s behavior, to
                      share where they agree, and where mentor and youth have different
                      Step 4: Youth Decision & Focus
                      If using candies, after discussion, youth circles each one on
                      the road to mark a final opinion about the indicator or          Mentor questions help youth choose focus:
                      strength order and labels circles with indicator, strength or
                                                                                          In which indicator are you most excited to grow?
                      challenge name.
                                                                                          (Move Post-It Notes/candies in the order of this
                      Youth thinks about growth opportunities, and where he/she           energy.)
                      is excited to grow, and chooses one thriving indicator or a
                                                                                          Is there a challenge that you’d consider quite hard?
                      dimension of a thriving indicator for the next goal
                                                                                          When addressed, is there a challenge that when
                      management stage.                                                   overcome, would propel you towards your dreams?
                                                                                          (Move those notes/candies in order of this “hard to
                                                                                          grow, but love to”...)
                      Step 5: Youth Reflection on C Rubric
                      Mentor helps youth understand and speak language of
                      Youth Indicator Rubric with developmental stages of
                      growth. Youth completes Youth Self-Reflection C rubric
                      (age-appropriate version) at this time. Mentor emphasizes
                      that it’s not about the score, but that it’s about
                      understanding the skill and where/how to grow in it.

                      Mentor gives youth assignment to think about conversation
                      today in preparation for selecting a meaningful goal—with
                      action steps— at the next meeting.

                      Step 5: Mentor Completes Pro C Rubric
                      Mentor independently completes the C Rubric (Professional
                      version) in which the youth’s goal indicator falls. Mentor
                      scores youth’s pattern of behavior, and documents

                      behavioral evidence, using the language of the rubric. See
                      Using Rubrics document for tips.

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                                                           Last Updated: Wednesday, May 4, 2011
                  The Goal Management (GPS) Step-by-Step explains the entire Goal Management process.

                  (G) Thriving Goal Selection
                                                                             Mentor questions might be:
                  Step 1: Review                                                “Let’s think about where you want to grow on this particular
                                                                                thriving indicator rubric. Okay, let’s work on that topic. What
                  Mentor reviews the Big Picture Road discussion and            are strengths you’ve developed that can help you get there?”
                  the goal management materials for this process.
                                                                                “Now let’s think about setting a goal. Have you ever set a
                                                                                goal? Did you achieve it? What went well, and what did you
                  Step 2: Thriving Goal                                         learn?”

                                                                             Mentor explains the shape of a good goal:
                  Mentor explains the shape of a good goal and helps
                                                                                            Meaningful, Realistic & Stretching
                  youth select a thriving goal.
                                                                             “If a goal is designed well, it improves your chances to get
                  Using Pursuing Multiple Goals, mentor decides
                                                                             where you want to go. You’ll think, ‘Wow, I did it!’. “Let’s think
                  whether the thriving goal can be shaped to benefit          of a ‘wow!’ goal that is balanced between the tension of being
                  from a dual goal advantage.                                realistic and demanding. It will be a “stretch goal”—because it
                                                                             is similar to a rubber band that is stretched just right between
                  Mentor and youth discuss Rollin’ Along Your Road to
                                                                             those two tensions.”
                  explore how the strengths the youth has developed
                  can help propel progress towards that goal.                “If you choose a goal that is too stretched or too difficult, you
                                                                             won’t get there because the rubber band breaks, correct? If, on
                                                                             the other hand, the rubber band is too big and doesn’t stretch at
                                                                             all, then it’s useless. We want the tension to be just right so that

                                                                             the goal does its job, just like a rubber band holding papers

                                                                             Mentor shapes goal decision:
                                                                             “Based on what you know about yourself now, what is a
                                                                             meaningful thriving goal for you? That’s a great thriving goal.”
                                                                             “Let’s break that goal into some bite-size pieces that you can
                                                                             achieve within ____months.* But first, let’s discuss how to use
                                                                             the strengths you’ve developed to get there.”

                                                                             The mentor discusses Rollin’ Along Your Road: “Let’s think
                                                                             about how the strengths you’ve developed will help you make
                                                                             progress. Do you know about how athletes and animals use

                  Step 3: Short Term Goal & Steps                           Mentor lays out the Goal Selection Form and says to the youth:

                                                                            “This form presents an image of an elephant and a rider. Social
                  Mentor and youth define first short-term goal that
                                                                            scientists sometimes call our emotions the elephant and our logic the
                  aims at the thriving goal. The short-term goal and
                  immediate steps are recorded on the Goal Selection
                  Form and the youth’s Pocket License.                      Mentor explores these questions:

                  Note: Consider short-term goals with timelines that       “Who do you think is the strongest, the elephant or the rider? Who
                  vary from one to three months, depending on the           do you think gets tired first? Yes, it’s the rider who tires easily.
                  youth’s maturity, skills, and the specific thriving goal   Therefore, we need to harness and control our emotional elephant to
                                                                            help change happen. One way to harness that elephant is to
                  in mind. Use the guide below to determine the
                                                                            envision and ‘taste’ life someday when your goal is achieved:”
                  appropriate short-term goal length.
                                                                                “Let’s think about what you would see, and what others would
                                                                                see about you.”
                                                                                “Will that day feel wonderful and meaningful? Okay, hold on to
                                                                                that feeling to help you control your elephant when temptations
                                                                                arise to divert you from your goal.”

                                                                            On the Goal Selection Form, the youth records the chosen short-term
                                                                            goal and the steps within it.
                                                                            The youth departs with a license in his pocket. He begins working
                                                                            towards his goal immediately, checking off License steps when
                                                                            completed. When the license is done, the youth fills another to
                                                                            continue tracking progress towards his goal.

                                                                            Mentor says:
                                                                            “Now, let’s look at our GPS rubrics to think about how you’re doing
                                                                            in goal management skills. What does a GPS mean to you? It’s a
                                                                            guidance system that helps you navigate, right? Scientists have
                                                                            shown that youth who develop an internal GPS go into fast drive in

                                                                            getting the goals they want in life.”
                                                                            “We have some GPS rubrics that describe the stages of development
                                                                            of this internal GPS system. Let’s understand where you are in these
                                                                            life skills right now, and how you can improve them as you work on
                                                                            your thriving goal.”

                                                                            Mentor and youth complete one or more youth self-reflection GPS
                                                                            rubrics, beginning with Goal Selection. Mentor decides whether to do
                                                                            Pursuit & Shifting gears rubrics at the same time, or early on in those
                                                                            stages of goal management. The mentors says:
                                                                            “One way to improve your chance of reaching your thriving goal is to
                                                                            work on these GPS skills. As you begin to work on your thriving
                                                                            goal, we’ll want to think about these GPS skills as a part of that

                  Guide to Goal Length

                  A younger adolescent, or a youth new to goal management, typically sets a short-term goal that is achievable within one
                  month. This short goal increases the odds that your youth will experience a good feeling of success, which builds motivation to
                  continue the process. Regardless of whether the steps in the one-month goal are taken or not, another one-month plan is
                  developed and executed, always heading towards the bigger thriving goal.

                  Move along a developmental trajectory where you eventually lengthen the short-term goals to a two-month plan, and then a
                  three-month plan. As youth confidence and GPS skills improve, your youth begins to think more about dreams for the future.
                  This youth with goal management skills is able to visualize and achieve longer-term goals with less guidance from a mentor.
                  This mature youth sets a short-term goal that’s achievable within three months, and articulates his or her commitment for three
                  or four of these short-term goals that add up to a hefty goal within a nine to twelve month timeframe.

                  Note: If the youth does not have an identified Spark, or Spark Champion, then this is always the first place to start in
                  developing a goal.

                  Step 4: Mentor Completes Professional GPS Rubrics

                  Mentor uses online Professional GPS Rubrics (age appropriate version for youth) to record youth baseline, substantiated by
                  behavioral evidence.

                  (Optional) Mentor completes Step-It-Up-2-Thrive Summary Report and shares with supervisor. Discussion focuses on problem-
                  solving and ways to deepen mentor impact.

                  (P) Pursuit of Strategies & (S) Shifting Gears

                  Step 1: Check off Steps                                         Goal License Example

                  Your youth takes steps to meet the short-term goal,             Discover your Spark Goal
                  checking off the Pocket License boxes. Youth fills               My Thriving Goal is: Find my spark.
                  out a new license when the first license is complete,
                                                                                  My Steps are:
                  using as many licenses as needed in the goal
                  management process.                                                Talk to dad & find out what I loved doing when little. (on
                                                                                     Thursday at dinner)
                                                                                     Ask three adults about their sparks and mine.
                                                                                     Record times when I feel energized.

                  Step 2: Reflection                                      Goal License Example

                  Youth and mentor reflect on goal progress and GPS,      Character Goal
                  using the Goal Pursuit Form. They define the next       My Thriving Indicator: Character
                  short-term goal.
                                                                         My Thriving Goal is: Find volunteer opportunity to try weekly for
                                                                         3 months.
                  Step 3: Update Rubrics                                 My Steps are:
                                                                         1. Use internet to find organizations that need volunteers.
                  Mentor updates relevant Professional C & GPS
                                                                            (Saturday, first thing after lunch; library)
                  Rubrics when a new pattern of youth behavior is
                  established. A new pattern usually takes a minimum     2. Talk to mentor about questions to ask organization & when
                                                                            and how I might get there.
                  of 5-9 months to be established; timing will vary
                  depending on the individual youth and skill domain.    3. Call organizations.    Match my talents, interests and time
                  Youth and mentor celebrate progress.                      with the need.
                                                                         4. Visit organization(s) to meet with volunteer coordinator.
                                                                         5. Schedule times to volunteer.

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                                                      Last Updated: Wednesday, May 4, 2011

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