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CADA / CASL
ROADMAP
CADA / CASL
ROADMAP QUESTIONS
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 believe it’s time to stop planning lunch events and rallies in their current format. While these events have been successful in the past and served as a way to celebrate students and promote activities such as dances and other organizations, turnout has declined each year, with this school year reaching an all-time low in our program’s history. This is largely due to our new bell schedule, which allows students to leave campus during lunch if they do not have a class afterward. We understand that many of our students have important responsibilities, such as working to support their families, picking up siblings, or managing heavy academic and personal workloads. Because of this, many of our peers miss out on events they would otherwise enjoy. Rather than eliminating these events, we developed a new idea: extended snack rallies. This adjustment allows us to recognize student achievements and promote school spirit during a time when more students are expected to be on campus and able to attend. Since it is important to continue celebrating our students’ hard work, we are not removing the event itself, but instead restructuring when it takes place. One major benefit of this change is that both middle school and high school students are able to participate simultaneously, something that was not possible before due to separate lunch periods. This shift also allows us to start the day on a positive note and brighten students’ moods. A potential challenge, however, is fitting meaningful programming into a shorter time frame while still allowing 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?
Our leadership program is currently struggling with student engagement, particularly when it comes to school spirit. Whether it is lunch rallies, spirit weeks, or other events we host, student involvement has continued to decline year after year. Instead of viewing this as a setback, we see it as an opportunity to help our students break out of their shells and create a stronger, more connected school community. Rather than disregarding traditions that have deep cultural roots within our school, we focus on improving and adapting them to better fit our current student body. We lead by example by encouraging our change agents to step outside their comfort zones—dressing up on spirit days, cheering loudly at rallies, and doing whatever it takes to energize our campus. We also use this opportunity to highlight our various clubs, such as Filipino Club, by giving them a platform to celebrate their culture and share the joy of being their authentic selves through performances like tinikling. On top of that, we’ve added more depth to our events by creating poster walls filled with jokes, including humor that resonates with our students, like “67”, celebratory messages, and even, at one point, a turtle. Even small efforts like posters help create a more welcoming and positive atmosphere. These posters are more than decorations; they serve as conversation starters that engage students and draw them into school spirit. Ultimately, this challenge is not something we are running away from, but one we are 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 consistently returning to one core idea: the “why.” Whether we are planning annual rallies, festivals, or dances, we emphasize understanding the purpose behind each event and why we dedicate hours before, during, and after school to make them successful. When students focus on the “why,” they begin to question the impact and value of long-standing traditions, especially within a diverse student body made up of many different perspectives, cultures, and opinions. Everyone comes in with their own preconceived notions, whether it's disliking dances, sports, or other campus activities. By breaking these 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 out of their comfort zones and work on projects beyond their usual interests. A great example of this is having non-ASB students help with the student section at football games. Even if they don’t see themselves as athletes, they witness firsthand the passion and dedication that football 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 exposure challenges preconceived opinions, sparks meaningful conversations, and helps students better understand how different aspects of campus life contribute to overall 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?
We know our program begins to veer off course when we lose sight of who we are working for: the students. As a student-led leadership program, our ultimate goal is to create an encouraging, safe, and inclusive environment for everyone on campus. However, during stressful periods or when morale is low, it can be easy to lose focus on the bigger picture and forget why we dedicate hours of work before, during, and after school. This often leads to a loss of motivation, increased distractions, and uncertainty about continuing forward, even after weeks of preparation. To understand the direction our leadership program is headed, we must 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 course requires us to intentionally reflect on why we joined this organization in the first place. Whether we are working toward short-term goals or long-term objectives, keeping the purpose in mind helps us push through adversity. It also means knowing when to pause, take a breath, and realign with our values. Prioritizing mental health is just as important as the work itself, and sometimes taking a few moments to recharge allows us to return fully present.
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?
Our leadership team supports the larger community by ensuring students and families have access to the resources they need. As a Title 1 school, we understand the financial challenges many of our students and parents face. Our priority is ensuring everyone in our community feels supported and safe, and we know factors can stand in the way of that. We help lessen those challenges whenever possible. For example, before the holidays, we work hard to raise money or canned goods donations 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 giving back as a unified community. We measure our impact not only by the amount of donations collected, but by the difference we make in people’s lives, even if it is something small. We encourage students to seek feedback by seeing firsthand the effects of their service and observing how their contributions affect others, both positively and constructively. This reflection motivates them to continue making a difference, helps them better understand the needs of our community, and reinforces the importance of acting with positive purpose. Ultimately, it allows students to feel fulfilled knowing they have positively impacted someone’s life.
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 by constantly learning and finding new ways to improve through reflection on our previous work. Our main focus as a class is to help students develop skills that extend beyond Bellflower Middle & High School and prepare them for their future. Through this program, students learn accountability, organization, and effective communication skills that are essential in both leadership and everyday life. To keep students on track, everyone completes a yearly calendar that outlines all major events, ensuring they stay informed and prepared. Students also receive a code of conduct outlining expectations and responsibilities, which is signed by parents to reinforce accountability for the workload and commitment required for this program. Additionally, students use a timecard system to branch out and support staff and other organizations beyond ASB, including sports and clubs. This system tracks extra work hours and required events that must be completed each quarter, helping students become more engaged with the school community while developing a strong work ethic and sense of responsibility.
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 platforms as tools for inspiration and innovation. Whether we are finding creative poster designs on Pinterest or discovering engaging rally games and activities through Instagram and TikTok, we use a variety of resources to enhance our events. One example of this is adapting games commonly used by physical education teachers and modifying them to fit the themes and energy of our rallies. To ensure we embrace the diversity of our school, we gather ideas from all students. We take pride in the many cultures, backgrounds, and perspectives represented on our campus and make it a priority to amplify those voices. Collaboration plays a key role in this process, as we work closely with clubs such as the Filipino Club and the World Language Club to brainstorm ideas and incorporate elements of their cultures into our events. This not only highlights the beauty of these organizations but also the cultures they represent, and ensures students feel seen and represented, whether or not they are in those clubs. To encourage ideas from viewpoints not currently represented within our leadership program, we intentionally gather student feedback through conversations, outreach, and listening to concerns that matter to them. We then bring these perspectives back to our leadership team and work together to find inclusive solutions. This, as a whole, allows us to learn about and reflect on our school's diversity while also incorporating those ideas into our events.
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 is not limited to students within the leadership program; it depends largely on how involved a student chooses to be. Even without holding a leadership position, students have multiple ways to use their voice and make an impact. Our campus supports a wide range of clubs and organizations that serve as platforms for student advocacy and involvement. Programs such as Link Crew help middle school students transition to campus life, APEX focuses on college and career readiness, the World Language Club celebrates different cultures, and the Student Advisory Council, which helps bridge communication between students, administration, and the district. These groups as a whole are only a few ways that allow students to have the opportunity to contribute ideas, be heard, and create change. While our leadership program strives to create an inclusive and uplifting community, we recognize that meaningful change happens when students from all areas of our campus come together. We cannot represent every perspective on our own, which is why we encourage students to identify what they are passionate about from the moment they step onto campus and continue exploring it throughout their time at Bellflower, including at our events such as club rush. We actively motivate students to share their ideas, whether related to event design, staff appreciation, campus safety, or other ways to strengthen school culture. When every voice is valued, it creates a stronger, more connected 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 plays a role in bringing our vision to life. Learning how to reflect isn’t just important for improving our event, but 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, being able to recognize the steps weve taken and their effects, it sparks meaningful conversations. Whether it's about areas for improvement, new ways to contribute in the future, or simply taking pride in what we’ve accomplished, being able to reflect is important to grow as a program together.
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?
Our leadership program aims to promote creativity and curiosity in our planning process. When planning events, our mindset can sometimes become stuck on past ideas that worked well for rallies, spirit days, and other activities. To avoid this, we encourage our change agents to step outside their comfort zones and approach planning from new angles, including seeking input from students outside the program. We also encourage our leaders to take on new roles within and outside of our organization. While these roles may feel unfamiliar at first, they help students grow beyond a consistent mindset, develop new perspectives, and gain the confidence to try new ideas. Some of our leaders follow this model by participating in the Superintendent’s Student Advisory Council, where they collaborate with students from across the district to explore different ways to improve schools. Meanwhile, others serve in Link Crew, where they bond with seventh graders to help them adjust to Bellflower Middle & High School by having someone to share their interests with, but also a mentor that they can go to. While these are some of the ways our leaders gather new perspectives through on-campus organizations, we also partner with other groups to encourage collaboration. Whether it is working with schools in our district or hosting events with other ASB groups, brainstorming in a new environment with different people helps everyone step outside their comfort zone. This strengthens communication skills and sparks the creation of new and original ideas.
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