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CADA / CASL
ROADMAP
School Climate and Culture Questions
1. What is a program or an event your leadership program should stop doing to make room for a new idea? What are the pros and cons of removing this program or event from your calendar? What is the new idea that would replace this program or event?
Overall, we think it's time to stop planning our lunch events. While they’ve been a great way to celebrate students and promote other activities without taking up too much time, turnout has dropped each year. This is mostly because of our new bell schedule, which lets students leave during lunch if they don’t have a class afterward. We understand that many students have important responsibilities such as working to support their families, picking up siblings, or managing heavy workloads. Because of this, a lot of our peers miss out on events they would otherwise enjoy. That’s why we came up with a new idea: extended snack rallies. These would allow us to recognize student achievements and promote school spirit during a time when more students can actually attend. Since it's important to celebrate our students' hard work, we’re not getting rid of the event entirely; just adjusting it. One big benefit of this change is that both high schoolers and middle schoolers would be able to join, helping us start the morning on a positive note. A challenge, though, is making sure we can fit everything into a shorter time while also giving students enough time to grab a snack from the cafeteria.
2. What is a current difficulty that your leadership program is facing? How would you approach this situation differently if you framed it as an opportunity instead of a problem?
We’ve been struggling to get students engaged with school spirit. Whether it’s lunch rallies, spirit days, or other events hosted by our organization, student involvement has dropped year after year. But instead of seeing this as a setback, we see it as an opportunity to help our community break out of their shell. Rather than disregarding traditions that have deep cultural roots in our school, we’re focused on improving them. We lead by example, encouraging our own members to step out of their comfort zones by dressing up wildly on spirit days, cheering loudly at rallies, and doing whatever it takes to hype up our community. We also use this as a way to highlight our clubs, like the Filipino Club, giving them a platform to celebrate their culture and share the joy of being their authentic selves. On top of that, we’ve added more depth to our events, creating walls covered in posters filled with jokes, celebratory messages, and even a random turtle at one point; all to make our main displays more engaging. These posters aren’t just decorations; they’re conversation starters, designed to resonate with students and bring them into the school spirit. To conclude, this challenge isn’t something we shy away from; we see it as something we’re determined to overcome.
3. How does the program encourage students to ask thought-provoking questions? What opportunities does the program provide for students to explore and challenge their own assumptions?
We encourage students to ask thought-provoking questions by always considering the “why.” Whether it’s our annual rallies, festivals, or dances, it’s important to understand the purpose behind them and the reason we dedicate hours during and after school to make these events happen. When students think about the “why,” they begin to question the impact and benefits of these traditions. With such a diverse student body, filled with different perspectives, opinions, and cultures, everyone comes in with their own preconceived notions; whether it’s disliking dances, sports, or other campus activities. By breaking events down piece by piece such as the main attraction, posters, and supporting props; we help students look beyond their initial assumptions. To push this even further, we encourage students to step outside their comfort zones and work on projects beyond their usual interests. A great example of this is having non-ASB students help with our student section at football games. Even if they don’t see themselves as athletes, they get to witness firsthand the dedication and passion players have for their sport. In doing so, they also experience the school pride surrounding athletics and realize how similar it is to the pride they have for their own passions. This challenges any previous distaste for sports and sparks new conversations about how athletics contribute to school culture.
4. How do you know when your leadership program is veering off course? What do you need to know to determine the direction your leadership program is moving in? How do you get back on course?
Our program starts to veer off course when we lose sight of who we’re working for; the students. As a leadership organization, our ultimate goal is to create an encouraging, safe, and inclusive community. But when times get stressful and morale is low, it’s easy to lose focus on the bigger picture and forget why we’re dedicating hours during and after school time to this work. This can lead to a loss of motivation, distractions, and uncertainty about pushing forward, even after weeks of preparation. To understand the direction our leadership program is headed, we have to recognize the purpose behind our events, fundraisers, and rallies. Everything we do needs to have meaning. Whether it’s raising money for our community, helping students step out of their comfort zones, or simply making high school more enjoyable through the events we plan. Based on our campus culture and the morale of our students, we develop strategies to address these needs. Getting back on track requires us to reflect on why we joined this organization in the first place. It’s about taking a step back, breathing, and realigning with our values. Prioritizing mental health is just as important as the work we do. Sometimes, all we need is a few minutes to recharge before continuing our efforts.
5. How does your leadership team support the larger community around your school? How does your leadership team serve the community? How do you measure this impact? How do you encourage students to seek feedback on their service and act on it constructively?
We support the larger community by making sure they have the resources they need. As a Title 1 school, we understand the financial challenges many of our students and parents face. Our top priority is ensuring everyone in our community feels safe, and we know money can sometimes stand in the way of that. Before the holidays, we work hard to raise funds for families in need. We spend our lunches collecting donations, go door-to-door encouraging people to help however they can, and continuously promote the importance of this fundraiser. Beyond that, we’ve also come together to support those affected by the Palisades fires and other wildfires across our state. Without hesitation, our program and the broader community raised essential supplies and necessities for those impacted. We measure our impact by asking ourselves if we’ve made a difference in someone’s day, even if it’s a small one. Making life better for the people around us is our goal. We encourage students to seek feedback by seeing firsthand the effects of their contributions; whether positive or negative. This reflection drives them to keep making a difference, helping them understand what our community truly needs and giving them the joy of knowing they brightened someone’s day.
6. In what ways does the program foster a culture of continuous learning and improvement? How does the program help students develop a growth mindset? How are the things you are doing now going to be the building blocks to improve your program in 5 years?
Our program continues to grow, constantly learning and finding new ways to improve. Our main focus as a class is to help students develop skills they can use both at Bellflower Middle/High School and in their future. Through this program, students learn to take accountability, stay organized, and communicate effectively with others. To keep students on track, everyone fills out a yearly calendar with all major events, ensuring they stay aware of what’s happening. They also receive a code of conduct outlining expectations and responsibilities, which parents sign to reinforce accountability for the workload and commitment required for this elective. Additionally, students use a timecard sheet to encourage them to branch out and support staff and other organizations beyond ASB. This sheet tracks extra work hours and required events that must be completed each quarter, helping students engage more with the school community while developing a strong work ethic.
7. Where do new ideas come from in your leadership program? What do you do make sure the new ideas reflect the diversity of your school? How can your program encourage new ideas that represent new view points not represent in your leadership program?
In the age of social media, we recognize the value of online resources and use them to enhance our work. Whether it’s finding creative poster ideas on Pinterest or discovering fun rally games and activities on Instagram and TikTok, we take inspiration from a variety of platforms. A great example of this is how we adapt games commonly used by physical education teachers, modifying them to fit the theme of our rallies. To ensure we embrace the diversity of our school, we gather ideas from all students. We take pride in the different cultures and perspectives represented in our program and make it a priority to amplify those voices. We collaborate with clubs like the Filipino Club and the World Language Club, brainstorming together and incorporating elements of their cultures to highlight the beauty behind them. To further include viewpoints that may not yet be represented in our program, we actively seek out student feedback, listening to concerns and discussing issues that matter to them. We then bring these conversations back to our leadership team and work together to find solutions.
8. How hard is it for a student outside the leadership program to bring change to your school? What are the barriers in their way and as a leadership team how can we remove these barriers. How open is your leadership program to the new ideas from other students and adults on campus (Admin, Teachers, Custodians, and Support Staff)?
Bringing change to our school isn’t just up to those in leadership; it depends on how involved a student chooses to be. Even without being part of our program, there are plenty of ways for students to use their voice. We support a variety of clubs and organizations that give students opportunities to make an impact. Whether it’s Link Crew helping middle schoolers transition to our campus, The Academic Program of Excellence (APEX) focusing on college readiness, the World Language Club celebrating our school’s diversity, or the Student Advisory Council bridging communication between our school and the district, there’s a place for everyone to be heard. While our leadership program strives to create an inclusive and uplifting community, we know that real change happens when students from all areas of campus come together. We can’t represent every part of the school on our own, which is why we encourage students to find a cause they’re passionate about from the moment they step on campus. We motivate every student to contribute their ideas; whether it’s about event decorations, staff appreciation, safety concerns, or anything else that improves our campus culture. When everyone gets involved, we create a stronger, more connected school community.
9. What are the questions you want your the members of your leadership team to be asking about the programs and events you put on? How do you train or what could you do to train your team to ask these questions?
We encourage our members to reflect on their contributions to each event we execute. Whether the outcome exceeds our expectations or falls short, we recognize that every one of us played a role in bringing our vision to life. Learning how to reflect isn’t just important for improving our events; it’s a valuable skill for everyday life. To nurture this habit, we have students discuss and document their involvement, whether it’s painting posters, gathering supplies, attending workdays, or handling other event tasks. This practice helps us see the impact of our efforts firsthand. From what we’ve observed, recognizing the steps we’ve taken and their effects sparks meaningful discussions. Whether it’s about areas for improvement, new ways to contribute in the future, or simply taking pride in what we’ve accomplished.
10. What does your program currently do to promote curiosity and creative thought in the planning process? What actions do your student leaders currently engage in to promote curiosity on campus for the student body they serve? What is a practice or strategy your program could employ to encourage more curiosity and creativity either within the leadership group or on campus?
We aim to change the way we view the world to promote curiosity and creativity in our planning process. It’s easy to get stuck in the same mindset when coming up with ideas for rallies, spirit days, and other events, but we encourage our peers to step outside their comfort zones. Whether that means looking at our goals from a new angle, talking to students outside our program, or even facing a fear; like taking on a direct role in a new activity, we believe that variety comes from putting ourselves in unfamiliar situations. To keep fostering this unique perspective, our student leaders actively experiment with the design process in other clubs and organizations across campus. For example, some of our leaders are part of the Superintendent’s Student Advisory Council, where they explore new ideas and ways to improve our school at the district level. Others bond with 7th graders in Link Crew to learn about the interests and trends popular in their age group. This allows our leaders to gather fresh perspectives and experiment with what they learn. To further this cycle of curiosity and experimentation, we plan to partner with different leadership organizations to generate new ideas. Whether it's collaborating with schools within our district or hosting a mixer with other ASB groups, practicing brainstorming in a new environment with different people helps everyone step out of their shells. This strengthens communication skills and sparks the creation of new, original ideas.
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