Culture Code Project Guide

Purpose

Use this guide to brainstorm and plan actionable strategies that strengthen our school culture. Work with your group to fill in each section, ensuring clear steps, responsibilities, and measures of success.

How to Use This Guide

1. Choose a specific aspect of school culture you want to improve (e.g., inclusion, respect, collaboration).
2. Complete the template below for two distinct strategies.
3. Be as detailed as possible—your plan will inform a school-wide pilot.

Strategy Template

Strategy Title

(What do you call this idea?)

Culture Focus

(Which element of school culture does this address?)

Rationale

(Why is this strategy important? Cite examples from our case studies or role-plays.)

Action Steps

(List the specific steps to implement this strategy. Be clear and sequential.)

Roles & Responsibilities

(Who will lead or support each step? Include students, teachers, or staff.)

Required Resources

(What materials, time, or support do you need?)

Success Indicators

(How will you know this strategy is working? List 2–3 measurable signs.)

Timeline

(When will each step occur? Provide dates or milestones.)

Repeat the template above for your second strategy.

Reflection & Next Steps

• After completing both strategies, discuss as a group: Which idea seems most feasible? Why?
• Be prepared to present your top strategy using the Group Presentation Rubric.
• Collect any additional feedback and finalize your plan for submission to school leadership.

Good luck—your ideas will help shape our school’s Culture Code!

Case Studies in School Culture

Below are three real-life scenarios illustrating positive and negative elements of school culture. As you read each case, note strengths you would like to emulate and challenges you would like to improve.

Case Study 1: The New-Student Campaign

When Keisha transferred to Lincoln Middle School in October, she was nervous about fitting in. On her first day, a small group of student volunteers—known as the “Welcome Crew”—greeted her at her locker, showed her to her classes, and invited her to sit with them at lunch. Their positivity made Keisha feel included.

However, outside that group, some students whispered that Keisha was an “outsider” and directed unkind jokes her way in the hallways. At the same time, a few teachers noticed these whispers but did not address them, assuming students would “work it out.”

Positive Elements:

• Student-led Welcome Crew with clear responsibilities and enthusiasm
• Teachers who introduced Keisha to class routines and resources

Negative Elements:

• Cliques excluding newcomers through gossip and teasing
• Passive teacher responses that allowed negative behavior to continue

Case Study 2: The Hallway Mural Project

A group of 8th graders proposed painting a mural in the main hallway to celebrate diversity. They sought permission, created sketches, and presented ideas to the principal and custodial staff. School leaders approved the project and provided paint supplies. During painting, many students—some not on the art team—stopped by to add small touches and offer words of encouragement. The custodians cleaned up afterward and praised the students’ effort.

Despite these positives, a few students scratched graffiti over completed sections one evening. The art team felt discouraged and considered abandoning the project. When they reported the incident, the administration responded quickly: custodians repaired the damage and administration organized a school-wide assembly celebrating the mural. Students wrote apology notes and helped restore the art.

Positive Elements:

• Collaborative student initiative with administration support
• Cross-group participation and shared ownership
• Prompt, restorative response to setbacks

Negative Elements:

• Acts of vandalism undermining student work
• Initial discouragement among core team members until leadership intervened

Case Study 3: The Science Fair Team

In Ms. Alvarez’s science class, students formed groups for the annual fair. One group—Emma, Jayden, and Malik—chose a robotics project. Emma took charge of coding, Jayden handled the design, and Malik was responsible for the presentation. Emma and Jayden often made decisions without consulting Malik, who felt sidelined. During a class check-in, Malik admitted he had been working alone outside of meetings, and his ideas hadn’t been incorporated.

Ms. Alvarez paused the check-in to facilitate a team conversation: each student shared how they felt and what they wanted to contribute. They agreed on a new plan with specific roles, rotating leadership, and set biweekly check-ins. By fair day, the trio presented a cohesive project and praised each member’s contributions.

Positive Elements:

• Teacher-led intervention to ensure equitable participation
• Group reflection leading to clearer roles and improved collaboration

Negative Elements:

• Initial imbalance in teamwork and communication breakdowns
• Feelings of exclusion until an adult stepped in to mediate

Use these case studies to identify patterns in positive and negative culture practices. In your groups, list at least two strengths and two challenges from any case study on your chart paper.

Scenario Role-Play Scenarios

Use these four scenarios to practice positive culture habits. In your group, assign roles, read the situation, and improvise a short role-play (2–3 minutes). After each performance, discuss the guiding questions provided.

Scenario 1: The Overlooked Newmate

Roles:

• New Student (Mia)
• Student Group Leader (Jordan)
• Two Group Members (Taylor, Alex)
• Teacher Observer (optional)

Situation:
Mia just transferred midyear and is timid in class. Jordan and peers form a study group but forget to invite Mia. Mia watches as the group makes plans and jokes—she feels left out.

Focus: Inclusion, invitation, empathy.

After Role-Play Discussion Questions:

1. What signs of exclusion did you notice?
2. How could Jordan and the group have acted differently?
3. What could the teacher observer do to support Mia?

Scenario 2: The Hallway Whisper

Roles:

• Gossip Instigator (Riley)
• Target of Gossip (Sam)
• Bystander (Casey)
• Teacher Passing By

Situation:
Riley whispers a rumor about Sam’s family. Casey hears it but is unsure whether to join in or speak up. A teacher passes by mid-conversation.

Focus: Bystander intervention, respectful communication, teacher response.

After Role-Play Discussion Questions:

1. How did Riley’s comments affect Sam and Casey?
2. What could Casey say or do in the moment?
3. How might the teacher respond to stop the gossip and support Sam?

Scenario 3: The Group Project Divide

Roles:

• Over-eager Student (Emmett)
• Under-heard Student (Nina)
• Organizer (Priya)
• Teacher Facilitator

Situation:
A team is planning a community service project. Emmett takes charge, assigning tasks without consulting Nina. Nina has ideas but feels afraid to speak up. Priya tries to keep the peace, and the teacher steps in for a check-in.

Focus: Equitable participation, active listening, role clarity.

After Role-Play Discussion Questions:

1. When did Nina feel excluded?
2. How could Emmett and Priya create space for Nina’s ideas?
3. What role did the teacher play in helping the group communicate?

Scenario 4: The Club Funding Pitch

Roles:

• Club President (Jade)
• Club Member Doubter (Miguel)
• School Administrator (Ms. Chen)
• Peer Supporter (Liam)

Situation:
The student club is pitching an event (e.g., talent show) to Ms. Chen for funding. Miguel worries the idea is too big and voices concerns. Jade feels defensive. Liam tries to keep dialogue constructive.

Focus: Constructive feedback, respectful debate, collaborative problem-solving.

After Role-Play Discussion Questions:

1. How did Jade respond to Miguel’s concerns?
2. What strategies did Liam use to keep the conversation positive?
3. How could Ms. Chen facilitate a fair discussion and help the group move forward?

Group Presentation Rubric

Use this rubric to evaluate each group’s presentation of their Culture Code strategy. Circle or highlight the level that best describes the group’s performance for each criterion.