Abundant Life Academy, where Jesus is considered the only Answer..

WELCOME TO ABUNDANT LIFE ACADEMY!

STUDENTS ON A JOURNEY

In the Words of Jesus "...The thief comes only to steal and kill and destroy; I came that they may have life, and have it abundantly ..." -John 10:10

Abundant Life Academy is a small, highly structured Christian boarding school designed for the unmotivated gifted adolescent. The goal is to empower you to reach your potential, get back on track with your God-ordained destiny, and restore you to a life of success and maturity. We ask you to carefully observe and learn the Christian leadership principles and the Positive Peer Culture process to bring about the restoration of your great potential.

We intend for your time at Abundant Life Academy to be a life-changing experience that will include success in academics, physical fitness and progress towards spiritual maturity. You will learn to serve others by participating in community service projects. Thus, your total experience will assist you in developing more than just emotional maturity, but also a strong sense of your destiny in the body of Christ.

This handbook has been designed to guide you through your journey at Abundant Life Academy Throughout the handbook, there may be terms, phrases or concepts that are unfamiliar to you. For right now don't worry about it. In just a few days you will become very familiar with all the terms and concepts of Abundant Life Academy , and you will be on your way toward success.

AN ABUNDANT LIFE ACADEMY STUDENT

SEEKS AND ACCEPTS SPIRITUAL, MENTAL AND PHYSICAL GROWTH

"...For we are his workmanship, created in Christ Jesus unto good works, which God hath before ordained (destined) that we should walk in them..." Ephesians 2:10

The ten behaviors of a positive peer culture represent the most ideal behavior of a positive role model. These are the most important behaviors of individual members of the peer culture, and when adhered to each member will grow exponentially. The following behaviors represent the behaviors that need to be practiced on a daily basis in order to move through the Steps and graduate from the academy. All students will be required to memorize, and then live by, each of the following ideals:

1. Model Positive Behavior
• Respects others and self
• Displays manners
• Dresses neat
• Motivation toward behavior change
• Giving 100% in everything
  
  
2. Challenge all Negative Behavior
• Starts at the first level of Pro-Active Intervention
• Challenges to Help
• Always displays respect during an intervention
• Supports other challenges
• Finishes all interventions
  
  
3. Accept all Challenges
• Listens and accepts with an open mind
• Accepting posture and statements
• No excuses, accepts the feedback
• Does not argue
• Does not blame
  
  
4. Give and Accept Feedback
• Displays respect
• Feedback is to help
• Good eye contact
• Good posture
• Hands are still
  
  
5. Support Staff
• Takes initiative to support
• During all activities
• During challenges
• During KFM and Community Meetings
• When they are not there
  
  
6. Be Proactive with the Schedule
• Knows the schedule
• Reminds others of the schedule
• On time for all activities
• Arrives early for Group Meetings
• Takes responsibility for being late
  
  
7. Keep Room/Site Inspection Ready at all times
• Displays initiative
• Displays consistent work ethic
• Seeks advice regarding tasks - job done correctly
• Looks for ways to improve surroundings
• Finishes the job
  
  
8. Service PPC and Community
• Displays initiative
• Seeks to help self and others
• Works with others on group improvements
• Does more than your share
• Volunteers
  
  
9. Teacher's Rating
• Works on personal Academics
• Stays on task, shows effort
• Good attitude
• Support staff in class
• Keeps schedule
  
  
10. Teamwork in all Activities
• Supports other students, staff
• Community service
• Physical activities
• 100% participation
• Helps others during the activity

Each student will be evaluated daily by staff and peers in regard to the above described behaviors. Adhering to and living by the behaviors above will guarantee the students quick progress through the school and onto graduation. Failing to follow and live by the behaviors above will result in extending the student's enrollment in the academy and will delay graduation.

The KFM is a highly structured group process that channels positive peer pressure (Christ likeness) to eliminate negative counterculture behavior. This is the core procedure necessary to sustain behavioral change in the student. Students can address their peers on their negative behaviors and then recommend solutions (presented with "truth in love"), which are approved under the scrutiny of the Staff .

A Staff is present to "guide" the group by channeling group pressures toward the positive NORMS of the program.

Three Non-Negotiable Norms of the KFM Process:

• No complaints about the program
• No complaints about staff
• No complaints about not getting your way

KFM Meeting Format:

• Students stand in a circle, holding hands during the Opening prayer, eight students is optimal, twelve is the maximum.
• Review minutes from the previous meeting.
• Review commitments
• Meeting agenda *
• Summary by the Staff Leader of the groups accomplishments and suggests ways that future meetings can be more effective.
• Students stand in a circle, holding hands during the Closing prayer

*The two basic meeting agenda topics are: 1) members reporting and discussing problems with associated thinking errors, and 2) a member can request to tell his/her Life Story with approval from the group.

The facilitating Staff may allow a student leader to run the agenda topics of the meeting. As the group identifies problem areas, the student leader must require the appropriate challenge name be used and associated thinking errors identified.

Challenge Names:

Low self image: Has poor option of self, often feels put down or of little worth. Quits easily, plays, "poor me" or perceives self as victim even when victimizing others. Feels accepted only by others who also feel poorly about themselves.

Inconsiderate of self: Does things that are damaging to self. Tries to run from problems or deny them.

Inconsiderate of others: Does things that are damaging to others. Does not care about the needs or feelings of others. Enjoys putting people down or laughing at them. Takes advantage of weaker persons or those with problems. Has poor manners and generally sloppy

Authority problem: Gets into major confrontations with those in authority, often over minor matters. Resents anyone telling him what to do or even giving advice. Won't listen, even when complying he glares, sulks, or curses.

Easily angered: Quickly takes offense, is easily frustrated or irritated, and throws tantrums.

Aggravates others: Threatens, bullies, hassles, teases, or uses put-downs. "Pay back" even when others didn't meant to cut him down.

Misleads others: Manipulates others into doing his dirty work, and will abandon them if they are caught.

Easily misled: Prefers to associate with irresponsible peers, is easily drawn into their antisocial behavior. Is willing to be their flunky-hopes to gain their approval.

Alcohol or drug problems: Misuses substances that can hurt. Acknowledges "stoner" behavior, afraid he won't have friends otherwise. Is afraid to face life without a crutch. Has repeated drug triggers.

Stealing: Takes things that belong to others. Does not respect others. Is willing to hurt another person to take what he wants.

Lying: Cannot be trusted to tell the truth or the whole story. Twists trust to create false impressions. Denies everything when he thinks it is possible to get away with it. Finds it exiting to scheme and then get away with a lie. In others words, this Student tries to get "over" on people. May lie even when there is nothing to be gained.

Fronting: Tries to impress others, puffs up, puts on an act, clowns around to get attention, and is afraid to show his or her feelings.

Avoidance: The belief that it is easier to avoid life's difficulties than to deal with them.

The most common type of KFM is called the "Challenge Solving Meeting" The meeting begins with members of the group reporting their current "challenges" (issues they are currently dealing with) from the 'Challenge Name' list with associated Thinking Errors.

The reporting individual is responsible for stating their "challenges" honesty, clearly, and briefly. Each individual has an opportunity to bring out challenges himself; however, if a person omits some of his challenges, the other members may point them out. After the group members have reported their challenges the group is ready to decide who will "receive" or be "awarded" the meeting. The process of decision-making is as follow:

1. Each member of the group in turn is given the opportunity to indicate whether or not they want the meeting, and if so they state their reasons (i.e., "I want the meeting to work on my "authority problem").
2. Again in rotation around the group, each member makes a recommendation (not a vote) on the person they think needs the feedback the most - possibly even someone who has not asked for the meeting.
3. After each member has made a nomination, several persons may be under consideration for the meeting. Group members continue the rotation process, giving the name of the person they want to have the meeting, and why.
4. Usually, by continuing the process of rotation, a well functioning group will soon reach a consensus of who needs the meeting most. The decision must be unanimous, since a group split on who should be helped will not function as a cohesive init.

Challenge Solving

Once the KFM meeting has been awarded, the group then switches gears in coming up with solutions to the challenges presented. Each student takes turn directing feedback to the student who has been awarded the meeting. It is the group's goal to find solutions to all challenges brought before the group. The group will utilize the 4 STEPS to brainstorming to come to a solution they all agree to (Brainstorm, Negotiate, Compromise, and Commitment). All solutions are logged in the KFM log to chart progress.

Commitment

The final stage to the challenge reporting KFM is commitment. The essences of the KFM commitment is when all group members agree to be committed to the solution, whether or not it was their idea, or if they even agree with the final solution. In order for a solution to work, all group members must be 100% committed to following through with the solutions. Challenge solutions may be in the form of new program norms.

The Life Story is another option when the group grants a member's request to be awarded the meeting in order to reveal their personal history.

Each student upon entering the program begins writing a comprehensive "life story" This should cover how the new student related to family, peers, school and community, with an emphasis on past problems or instances of viewing things irresponsibly, making irresponsible choices and harming self and others. The goal is to encourage the new student to "own up" to all negative behaviors that ultimately directed them to Abundant Life Academy.

The life story facilitates peer group development and helps the group see how the new member views themselves. Through the life story the peer group will quickly identify the new Student's thinking errors, self deceptions, and faulty protection mechanisms. More importantly, the life story is the beginning of the "Challenge" process. The peer group will listen to the new student, helping them to identify the 12 "challenges" of the "challenge list" and expose roots of deception behind the negative behavior.

The story teller will be encouraged to talk freely, yet will also be held accountable for clarification or elaboration at points where it appears the story is confusing, vague, or minimizing. The storyteller is encouraged to share their thoughts and discuss their feelings during this process.

"Now the Lord is the Spirit, and where the Spirit of the Lord is, there is liberty..." 2 Corinthians 3:17

The students gather around every night to review the accomplishment and the concerns of the day This is the time to get motivated and to give positive feedback to the students in the academy. The goal is to encourage individuals and team development by utilizing everyone's unique skills.

General Discussion

All community meetings include students as well as staff. Staff will talk about information involving the school and the students; weekly activities, upcoming events, program assignments, chores, upcoming birthdays, etc.

Positive Feedback

In the community meeting, staff and students will give positive recognition to specific individuals in the group in the following areas:

• Education
• Program awards
• Individual Growth
• Behavior Accomplishments

This is the time to give a peer, staff or team a boost! Give them positive feedback for a better run time, a grade in school, or better anger management. This is the time to support your peers, team and staff.

"Owning Up"

In the Community Meeting, students will "own up" and apologize to the peers and/or staff. The students learn to bring up any negative behavior they were involved in that day, whether or not there was a "Challenge". Owning up is part of your demonstrated behavioral change.

After a Student has brought up an issue they will receive helpful feedback from peers and staff. It is to be constructive and in alignment with the norms of the academy. The student receiving feedback is expected to accept the feedback and take action to correct the negative behavior.

It should be noted that if a student fails to "own up" to negative behavior that occurred that day, and they are confronted by staff or peers, they will be charged the appropriate consequences. However, a student who voluntary "owns up" to negative behavior during the community meeting, even though they face losing privileges, they may in fact avoid consequences if the confession is honest and sincere.

This is also the time in the Community Meeting that staff need to discuss with their Cottage Group each individual student's FFA. Students should give and receive feedback from other students on the FFA they deserve and what they can do to improve.

Group Conflicts

Other issues brought up at this time include conflicts that occur in the house, i.e., roommate conflicts, undone chores, breaking norms etc. All Students are expected to accept responsibility when confronted with their misbehavior of the day.

Community Meeting Structure

1. "Housekeeping" issues, such as program schedule, upcoming events, and chores
2. Recognition of positive behavior by individuals or groups
3. Asking the Students to hold themselves accountable, or to "own up" to negative behaviors of that day (follow by receiving peer feedback)
4. Deal with any group conflict that may have risen during the day.

The community meeting is important in developing the total peer culture as it provides an open forum for challenging negative group behaviors and reinforces responsible behaviors. It also give each group of student a chance to see that, despite outward differences, they have basically the same needs and problems as their peers. All staff are encouraged to participate in the community meeting, but the emphasis is always for the staff to have a "low profile" and to act as guides rather than directors. Their major role is to put responsibility back on the peer culture to come up with solutions. Thus, both life coaches and peers have "ownership" in the process. Everyone's input is important, as is characteristics of all community approaches.

What is it?

Pro-Active Intervention is a polite, respectful way of helping others see their negative behavior and "challenge" them to do better.

It is a non-verbal and verbal reminder of the positive norms of the Abundant Life Academy.

Who can do it?

It is the responsibility of every individual within the positive peer culture of Abundant Life Academy to challenge themselves and others towards improvement.

All staff and students are expected to intervene with negative behavior. Walking by a norm infraction is unacceptable! All interventions must be accepted!

Why we do it?

We do it to maintain and protect the norms of the Abundant Life Academy positive peer culture.

Where we do it?

Everywhere students are, we use Pro-Active Intervention.

We use Pro-Active Intervention in all parts of our program.

When we do it?

Always! Interventions are conducted as soon as a norm is violated. An intervention is never dropped or put off until a more "convenient" time of place. The intervention continues until the student changes their behavior and begins to follow site norms.

Norms of Pro-Active Intervention

We challenge all negative behavior.

We challenge to help, not to hurt.

We accept all challenges at the lowest level, right or wrong.

The Pro-Active Intervention Process

LEVEL I Non-Verbal Helpful

This intervention is a helpful hand gesture or a facial expression designed to stop the problem at the beginning. It is a polite, respectful way of supporting the norms of the site without saying a word.

LEVEL II Verbal Helpful

A quiet way of supporting the norms of the program while directly addressing negative behavior. Can be phrased as a question.

Example: "Student Jones, is it the norm to have your shirt untucked?" Stand in front of student in non-threatening posture. Give and require good eye contact. Watch for change in behavior.

LEVEL III Concerned Verbal

This intervention lets your peer know that their behavior is negative. Their behavior is a concern. Phrased as a statement.

Example: "Student Jones, here at the lake (or, around here) we keep our shirts tucked in!" Stand in front of the student in non-threatening posture. Give and require good eye contact. Be firm, direct but respectful. Watch for change in behavior.

Never negotiate or discuss your decision. Just repeat your statement.

LEVEL IV Student Assistance-Team Support

When the verbal helpful intervention is ignored by your peer, request peer support. This is used to warn the student that their actions are not acceptable.

Use the same approach as LEVEL III. Stand in a V shape in front of student. It is best to let the team take over because the peer might be angered by your presence. You stay on the scene but let the others take over the intervention by giving feedback.

The idea is to assist your peer in accepting the intervention by using the other positive peers in the program. This is always done with respect in order to help your peer.

Students are required to accept the challenge from the student that started it after they accept from the peer assistance or staff level.

LEVEL V Staff Only

All staff in close proximity are required to support LEVEL V Challenges. Direct language will be used. Level V staff Challenges may include more than one staff.

LEVEL VI

Concerns placement for the student that does not want to be a part of the positive peer culture. After they finish their Concerns cycle, they must return to the original student that challenged them and accept it.

Overview

1. The lowest level of intervention appropriate to the situation is the first option. The intention is to maintain the normative culture by intervening when negative behavior is displayed. The intervention must always be accepted and is never negotiable.
2. Challenges are conducted as soon as a site norm is violated. An intervention is never dropped or put off until a more "convenient" time of place. The intervention continues until the student changes his behavior and begins to follow site norms. Interventions are meant to last only a few seconds. At no time is an intervention to evolve into a "counseling" session. The student must comply immediately.
3. All interventions are done with respect and are always done to help. The lowest level appropriate to the situation is tried first. Interventions are done to maintain the Positive Peer Culture. All staff and status students are expected to intervene with negative behavior. Walking by a norm infraction is unacceptable! All interventions must be accepted!

Acceptance Norms:

• Stand in open relaxed posture
• Give eye contact
• Accept all Challenges (clarification is a KFM issue)
• Accept at lowest level
• Appropriate ways to verbally accept Challenge:
  • "I understand"
  • "Thank you"
  • "I accept your Challenge"
  • "I apologize for my behavior"
  • "Yes sir/ma'am"
  • "I will change my behavior"

Orientation Status

Level 1 status in Positive Peer Culture at Abundant Life Academy means:

• Being inexperienced with the Positive Peer Culture system.
• You don't know what to do yet.
• You need to practice at it.
• You need help with it.

This is the "learning" level where you are soaked in the process of restoration.

A student who is on Orientation status must be able to demonstrate the ability to follow and comply with the basic school norms and expectations (i.e., follow all rules, complete assigned school work, and participate in all residential activities). The Orientation student must complete the three-part Positive Peer Culture Test (10 Behaviors, Challenge List, and 35 Thinking Errors) and read the Positive Peer Culture book and Student Manuals (must pass PPC and Student Manual Test). Before an Orientation student can progress to the Return Step he must first Validate Orientation by passing all of the tests, follow all school norms, follow all staff directives, complete the goals card and earn four GREEN weeks in a row, or 5 out of 7 Greens weeks on the Ten Behaviors Score.

Step 1 (Return Step)

The Return Step is designed to encourage the student to "return" to a path of victory, accomplishment, and excellence. All students enter the school on " Return" Step, and must remain for a minimum period of 14 days to be eligible for advancement to the Education step.

A student who is on Return status must be able to continue to demonstrate the ability to follow and comply with the basic school norms and expectations (i.e., follow all rules, complete assigned school work, and participate in all residential activities). The Return student must complete the three-part Positive Peer Culture Test (10 Behaviors, Challenge List, and 35 Thinking Errors) and read the Positive Peer Culture book and Student Manuals (must pass PPC and Student Manual Test), complete the Leadership Training and complete a Return Step Goal Card. Before a Return student can progress to the Education Step he must first Validate the Return Step by passing all of the tests, follow all school norms, follow all staff directives, complete the Step One Goal Card earn 4 GREEN weeks in a row or 5 out of 7 GREEN weeks on the Ten Behaviors Score.

There is no limit on the amount of time a student can spend on Return Step, however, it is expected that this step would be completed in a minimum of two weeks.

".Therefore repent and return, so that your sins may be wiped away, in order that times of refreshing may come from the presence of the Lord; and that He may send Jesus, the Christ appointed for you."

Acts 3:19-20

Step 2 (EDUCATION step)

In the Education Step students are encouraged to fully grasp and understand the importance of education, and fully acknowledge the negative consequences reaped by those who fail to understand the importance of education. The Education Step student continues to fully comply with the requirements in Return, following all staff directions and is in harmony with all school expectations.

The Education Step student is able to display more openness as to why they have been enrolled in Abundant Life Academy, and begins to take accountability for their past poor choices. This student may still be susceptible to negative peer influence but has the desire to steer clear of the negative behavior. This student recognizes that they are gifted, as well as talented, but that their motivation toward school has been lacking.

Additionally, this student is beginning to take accountability for most of their past poor decisions. This student has identified their "negative patterns" and "deception list" (see "Thinking Errors" and "Challenge List") and disclosed them to peers. Furthermore, the Education Step student is beginning to understand the importance of their contribution toward their family, peers, and community. Before this student can progress to the Service Step they must first Validate the Education Step by being respectful always, actively participate in school classes, always support staff, complete a progressive checklist and earn four GREEN weeks in a row or 5 out of 7 GREEN weeks on the Ten Behaviors Score. This step takes a minimum of four weeks.

".Moses was educated in all the learning of the Egyptians, and he was a man of power in words and deeds."

Acts 3:21

Level 3 (SERVICE step)

The Service Step is designed to teach the student the value of serving others through self-sacrifice. During Service Step the student maintains all of the previous Step requirements. This individual has demonstrated the ability to proactively get their needs met without manipulating others. The Service Step student proactively seeks feedback from peers and staff, and is open to constructive feedback from others.

The Service Step occasionally slips back into old, negative patterns of behavior; especially negative behavior regarding school. However, staff or student leaders when confronted can easily redirect the Service Step student. The Service Step student manages their responses and reactions to difficult situations with maturity and sensitivity.

The Service Step student has made amends with family and accepted responsibility for past, present, and future actions. The Service Step student demonstrates that they trust their family, their peer group, the staff, and the schools process and genuinely cares for others. This student readily serves others without being prompted, truly realizing their ability to impact others in positive ways.

The Service Step student aspires to be a positive leader, and reach their ultimate potential. Before this student can progress to the Total Step they must first Validate the Service Step by being a respectful leader, actively participating in all program elements, knowing the norms, intervening with negative behavior, complete a progressive checklist and earn four GREEN weeks in a row or 5 out 7 GREEN weeks on the Ten Behaviors Score. This step takes a minimum of four weeks.

"for the equipping of the saints for the work of service, to the building up of the body of Christ; until we all attain to the unity of the faith, and of the knowledge of the Son of God, to a mature man, to the measure of the stature which belongs to the fullness of Christ."

Ephesians 4:12-13

Level 4 (TOTAL step)

Becoming a T otal Step student means that you have earned the TRUST of your peers and staff to uphold yourself to high standards of Christian living. You have a deep understanding of the Positive Peer Culture process and prompts your peers toward Christ-like behavior. You have advanced to the status of "student leader" and are eligible to move to the Phase II program in Utah.

In the Total Step, you must maintain the requirements of the previous Steps and show radical transformation in regard to your approach to spiritual, mental and physical growth. In this Step you have overcome the "unmotivated" attitude toward God, school, and the program. You now demonstrate a tremendous desire to excel in regard to your Christ-like goals. You are self-motivated and self-governed in regard to accomplishing daily assignments and do not need to be prompted. Moreover, as a Total Step student you will:

• Participate in a substantial and extended Mercy Ministries Team Project with other Phase II students.
• Know and easily acknowledge the difference between right and wrong
• Has absolutely no problem challenging all negative behavior. Specifically, this student is eager to reveal and expose all negative behaviors of self and peers, realizing that exposing the negative behavior is a higher form of love and honor.
• Complete all daily educational assignments and is a positive role model for all other students.
• Model positive behavior in every area of the school and site.
• Easily accept all challenges from staff and positive peers in regard to their own negative behavior and immature attitudes.
• Support staff and student leader challenges.
• Fully commit to the student government and Koinonia Fellowship process.
• Accept constructive feedback from peers, staff and parents.
• Fully participate in community service, easily and readily volunteers to help others.
• Respectful toward all authority and reflects maturity in regard to moral choices.
• Maintain a weekly GREEN score.

Level 5 (OPPORTUNITY step)

As an Opportunity Step student, you have earned a high level of trust from peers and staff and able to display good judgment in almost all decisions. You support the local Christian community and contribute to the positive peer culture of the school in every way. You do not blame your problems on others and consistently accepts responsibility for yourself and your actions. An Opportunity Step student has clearly made positive changes in their life and is enjoying the rewards. You positively influence peers, inspiring them to make good decisions, while challenging all negative sub-culturing. You have future goals, both personal and educational, which are realistic and attainable. For the most part, family issues and negative behavioral patterns regarding school have been resolved and the family is working toward total restoration. This step can be completed in four weeks.

As an Opportunity Step student you will:

• Teach at least three students the entire Leadership Program and take at least 3 students through the entire Orientation Program
• Use "truth in love" to challenge all negative behavior in any situation
• Accept all challenges by staff or student leaders
• Take ownership in the maintenance and development of the daily schedule
• Consistently suggest and create new program norms and expectations
• Adhere to and follow program norms with no difficulty
• Displays the ability to make good judgments on a consistent basis
• Demonstrates deep empathy for others
• Identified personal goals to establish a Christlike lifestyle
• Demonstrate positive leadership skills and talents
• Four hours per day on school work with a 80% or above (any "C" or lower will suspend all privileges until a higher score is attained)
• Maintain a weekly GREEN score.
• Receive positive performance reports from employer or direct supervisor
• Pass three drug tests (paid for by student)
• Save 90% of wages from job and shows receipts for all cash spent

".When they heard this, they stopped their criticism and praised God, saying, 'Then God has given to the Gentiles also the opportunity to repent and live!" Acts 11:18

Every student has the right to present their grievances (unresolved problems between students and academy, student and staff, or student and student) in a responsible and formal manner. Abundant Life Academy strives to provide the student with the procedures that maximize the possibilities of finding solutions. Abundant Life Academy strives to exercise fairness, impartiality, and accountability in all conflicts that have not been resolved through the KFM, community meeting, and one-on-one process. If a student has a complaint that they wish to resolve, they may seek genuine solutions in the following manner:

1. First discuss their complaint with staff and peers using the one-on-one format.
2. If the issue is not resolved to their satisfaction, then present their complaint to the Program Director in writing.
3. If the issue is still not satisfied, then the Student may write up a formal complaint and submit it to the Executive Director.

The Student Government is a major component to the Positive Peer Culture of Abundant Life Academy. The Student Government will be the place where the student is empowered to make improvements in the quality of their life and the lives of their peers. All offices are elected positions, and each student is required to run a campaign for that position. The offices and functions of the student government positions are managed and directed by the students with the help of the staff.

Student Government Offices

President

Vice President

Student Body Senate

Senate Leader

Triad Leaders (one for each cottage house)