Blog Archives - UNCONDITIONAL EDUCATION

UNCONDITIONAL EDUCATION

Staff Highlight

1/29/2018

Name: Allison Steinberg
Position: Senior Support Counselor

What led you to your current position: I have been working in the South Seattle community for the past few years with different community-based organizations. Now I have been with Seneca for a year and a half, and this year I have the awesome opportunity to work at South Shore PK-8 in the Seattle Public School District!

Fun Fact/Quote:
"Success is never final; failure is never fatal. It's courage that counts." - John Wooden

What does your average day look like?: At South Shore I am working with various K-5 students throughout the day, but I will occasionally work with middle school students. I am typically pushing into classrooms to support students behaviorally and academically, as well as working with students outside of the classroom if they need a sensory break or need support processing an issue. I also support teachers in working with these students in their classrooms. My favorite part of the day is greeting students as they enter the school in the morning!

Why do you do this work: I love doing this work to empower students to develop skills to be successful in and outside of the classroom. I love watching these students find joy in their success and build up their self-esteem! Doing this work in Seattle is important to me because I was born and raised here, went to SPS schools, and saw first-hand the All-In support that is needed.

What hope do you have for the future of All-In?: I hope that as Seneca builds more school partnerships in Washington, especially in SPS, we can continue to spread All-In. I hope All-In is something these schools adopt as a central part of the way they operate and the way they work to support their students.

Staff Guest Post: Managing Relations as a Reset Counselor

1/29/2018

As a rookie high-school science teacher in Detroit, I quickly learned that behavior management was one of my most glaring weaknesses. I struggled to act effectively in the brief period of time when normal behavior escalates to jump-out-the-window type behavior (luckily, I was on the first floor). Unsurprisingly, my mentor quickly suggested I observe some more experienced teachers. Through these observations I became more and more impressed with the nuances of classroom management; I saw how things like engaging lessons, classroom layout, voice tonality, physical proximity, and meaningful relationships can all positively impact behavior and classroom culture. I worked hard to implement these changes in my own classroom and over time they started to pay off. Major incidents became fewer and further in-between, but I continued to struggle with specific students. I found that there were times when I was unable to give the individual attention required by the students who needed it most without risking the whole class getting off track.

When in-class behaviors escalate to the point that they are disrupting the learning of others (and teachers have repeatedly tried interventions), schools need to provide timely and effective support. Equally as important, the students exhibiting the behaviors need individual support and attention. This is the intention behind Seneca’s Reset Counselor position in Seattle schools. Reset Counselors partner with teachers to effectively address student behaviors, and to create consistent, reliable supports for students who are struggling. Over time Reset Counselors build relationships with both teachers and individual students, oftentimes playing a key role in behavior plans, academic interventions, family engagement, and building of whole-class structures.

I find one of the most important parts of the Reset Counselor’s role to be their involvement with school-wide strategy. Reset Counselors are vital members of Multi-Tiered Systems of Support (MTSS) teams, PBIS teams, and school-wide social-emotional initiatives. These platforms offer excellent opportunities for Seneca staff to introduce components of the UE model, nudging schools towards functional systems that address the needs of all students unconditionally.

Most importantly, I want to acknowledge the amazing staff that Seneca are filling Reset Counselor positions across Seattle (I really don’t know how we found them!). The work wouldn’t be possible without the compassion, love, joy, respect, curiosity, courage and joy that they bring every day.

Blog Post Written by:
Adam Campbell, Assistant Director of Implementation and Evaluation

SCHOOL HIGHLIGHT: Northgate Elementary School

1/29/2018

In September, Seneca Washington began an exciting new partnership with Northgate Elementary School (Seattle Public Schools). Located in North Seattle, Northgate is home to a vibrant and diverse student body. Northgate serves as a hub to a community which includes many immigrant and bilingual families. The school also serves children from one of Seattle’s largest homeless shelters, located a few blocks away. Northgate’s leadership takes the school’s role within the community seriously, looking beyond academics to prioritize the holistic needs of the students and families it serves.

A semi-leap of faith, Northgate invited Seneca to do a full Climate and Culture Assessment, including the SCAI, at the very beginning of the partnership. The assessment process showed great promise for further collaboration between Northgate and Seneca, and ultimately resulted in Seneca placing a full-time Unconditional Education Coach at the school (Seneca’s first UE Coach in Washington!!). Seneca WA could not be more excited to partner with such an established, community-focused, innovative school.

Pictured: Northgate Students

A Hopeful Future - Resetting Behavioral Interventions in Seattle Schools

1/29/2018

As in many school districts across the United States, Seattle schools have historically struggled to address disproportionality in disciplinary action. Most people in the education field are familiar with the consequences of this disproportionality: increased drop-out rates, lower academic achievement, and increased likelihood of involvement with the criminal justice system. For elementary students, exclusionary discipline can often be traced back to a common source—the perception that behaviors are disrupting the classroom learning environment. When teachers exhaust in-class interventions, students are often referred to administrators. These repeated referrals oftentimes result in suspensions.

Seneca approached this problem through the lens of hope: hope that the momentum building within Seattle Public Schools around disproportionality could lead to systematic change, and hope inspired by district leaders who believed in Seneca’s ability to play a vital role in the process. In the 2016-2017 school year, Seneca was given the opportunity to place three full-time staff members at an elementary school in South Seattle. In partnership with innovative SPS district and school leaders, one of the new Seneca positions evolved into what is now called a “Reset Counselor.”
Rooted in the Unconditional Education model, the Reset Counselor’s job is to address student behaviors which “bubble up” into Tier II and III. Instead of making an office referral or sending a student to the principal, classroom teachers summon mental health trained Seneca staff to help a student “reset.” Students are accompanied outside of the classroom (ideally remaining in close proximity to the room) to go through four loosely defined steps:

Recovery: If a student is escalated or unable to engage with Seneca staff, they are provided a quiet, neutral activity for a short period of time (e.g. drawing, taking a short, accompanied walk).
Reflection: Seneca staff create space for students to talk about their perception of the behavior, acknowledging and asking questions. This step often involves completing a “reflection sheet,” on which students can write or draw.
Restoration: Seneca staff often facilitate brief restorative check-ins between students, or between staff and students.
Reintegration: Seneca staff accompany students back into the classroom, remaining with the students until they are back on track.

The hope behind the Reset Counselor position came to fruition- the school experienced a significant decline in office referrals and suspensions. Seneca staff began to develop meaningful relationships with students in need of reoccurring resets, and data collected over time showed a decrease in both frequency and duration of reset occurrences. Through this approach, the school was able to maximize in-class time for students and substantially reduce exclusionary discipline.
Recently there has been even more reason to be hopeful in Seattle. Seattle Public Schools have made huge strides in reducing disproportionality, though there is much work left to be done. Seneca is proud to be a key part of this effort, currently staffing five full-time Reset Counselors at elementary and middle schools across South Seattle.

Blog Post Written By:
Lihi Rosenthal, Executive Director of Washington Programs

Staff Highlight

1/25/2018

Name: Leslie Davidson
Position: Lead Clinical Intervention Specialist

What led you to your current position? I've been with Seneca as a clinician for 8.5 years and love the mission of the All-In program and was lucky enough to be able to join the team this school year.

Fun Fact/Quote? "Our lives begin to end the day we become silent about things that matter. MLK Jr."

What does your average day look like? I am working as a clinician in both individual sessions and milieu support for Horace Mann Elementary School in Oakland. This is a high needs school and work to support the kiddos in various ways to meet their needs. I am either working with kiddos in their sessions or in the classroom helping with restorative circles and community/relationship building.

Why do you do this work? I have always loved working with youth and have loved being a therapist. Doing this work helps me to feel like I am part of a bigger effort and initiative to make the lives of our youth as best as possible, because they are our future and they need the love and guidance that we provide so that they have the opportunity to meet their full potentials. It is the responsibility of adults I believe, to help create the space for each and every single youth to have a life filled with love, joy, opportunity, and growth.

What hope do you have for the future of All-In? To be able to continue to provide the in-school emotional/therapeutic support to as many youth and partners as possible and to be able to continue to improve the ways we work with them to help them with continued greater success and growth

SCHOOL HIGHLIGHT: HORACE MANN

1/25/2018

We are halfway through the second year of our partnership between Oakland Unified School District and All-In! Our work with Horace Mann, a public elementary school in Oakland’s Fairfax neighborhood, is made possible with support from Oakland Unite’s Innovation Fund, which backs violence prevention and intervention efforts in the City of Oakland. Horace Mann serves a diverse body of students from transitional Kindergarten through 5th grade.

We are in alignment with the school’s vision that: “Horace Mann staff believe that all students can learn. We believe in creating a clean, positive school environment to facilitate instruction. And we believe in improving our teaching practices in order for our students to reach their full potential.” Responsibilities of our two on-site All-In! staff members include service delivery, service coordination and capacity building for the Horace Mann Elementary School community.

One of our primary goals for Horace Mann has been to enhance the sense of community by increasing student, staff and family involvement. Efforts to build and strengthen relationships have included holding daily community circles in all classrooms, convening monthly workshops for parents and caregivers and establishing a Social Committee focused on beautifying school spaces and planning activities for staff. Attached photos include examples of some of our work to honor and appreciate staff:

a spread from one of our monthly birthday breakfast potlucks
personalized notes in celebration of teacher appreciation week
and our staff bulletin board with rotating “getting-to-know” you content

Our partnership represents our shared commitment to improving educational opportunity for students of Horace Mann Elementary School. We look forward to continued collaboration with our school community.

Blog Post Written By:
Emily Ross, Unconditional Education Coach

Staff Highlight

1/18/2018

Name: Geoffrey Nuñez
Position: Lead SSA at East Bay Innovation Academy (EBIA)

What led you to your current position? Previously, I was working in Solano County with the community based programs when I was offered the opportunity to step in and support with this school's introduction to Seneca.

Fun Fact/Quote? I used to work as a carpenter and was a licensed contractor at some point. I worked in my dad's company. Some times I still use my expired contractor's license to get free breakfast at Home Depot or go through the shorter contractor's checkout line.

What does your average day look like? My day usually consists of waking up around 5 am to go to the gym or train jiu jitsu. Then I hop in my car and head to work. After I get home I take my dog for a walk which usually involves dressing her up in costumes, dresses, sweaters etc. (my wife designs clothes for pets). Then I wait patiently to pick my better half up from BART so we can sit and watch Netflix together.

Why do you do this work? I used to work with adults and always thought if some one had provided early intervention to these individuals their life could have been so different. I knew, based on that, I wanted to work with kids and help them develop a positive trajectory in life.

What hope do you have for the future of All-In? I have had the pleasure of being a school's first interaction with Seneca. Seeing how readily they welcomed the team's help really help put things into perspective. They just wanted a sense of direction and were unsure of what services were out there to help them. There are probably so many schools in similar situations that are unsure what kind of support is out there for them. I hope we can help those schools. They are the ones that truly need it.

SCHOOL HIGHLIGHT: Alternatives in Action

1/18/2018

Watch this short news clip highlighting this amazing school!

Alternatives in Action High School (formerly known as Bay Area School of Enterprise) serves youth from the Bay Area who are motivated to transform their lives and their communities. The first youth-initiated charter high school in the country, Alternatives in Action High School provides an environment in which youth take ownership of their own learning and partner with caring adults to change their lives as they change the community around them.

Alternatives in Action High School was originally founded as the Bay Area School of Enterprise in February 2001, when a group of ten youth, working in partnership with adult experts, designed, wrote, and submitted the first ever youth-initiated charter school petition in the country. After receiving a unanimous vote of approval from the Alameda Unified School District Board of Trustees on May 16, 2001, the school opened in September 2001. The school’s Charter was subsequently renewed again by unanimous vote of the Alameda Unified School Board in February of 2006 and February 2011, and was renewed once more in November 2015. The school is fully accredited by the Western Association of Schools and Colleges. At the start of the 2014-2015 school year, the high school relocated to East Oakland’s Seminary Neighborhood, where it will serve as the anchor for a vibrant new community Youth & Family Center.

Alternatives in Action High School has over ten years of demonstrated success graduating students and preparing them for impactful lives in college, career, and community. Since 2001, they have engaged a diverse student body (97% of whom are students of color with diverse economic and English language learner backgrounds) in the creation of over 50 social action projects, hosted over 150 visitors wanting to learn more about the school’s innovative approach, and had our graduates accepted to colleges including UCLA, UC Davis, UC Santa Cruz, San Diego State University, Sacramento State University, San Francisco State University, and Mills College.

Equity Matters Webinar Series: Implicit Bias

1/18/2018

Let's be bold, let's be courageous, let's delve into the uncomfortable. In February, the Diversity, Equity and Inclusion Work Group will share monthly themes and resources with the program. I'm going to jump start this process here.

In a previous blog, I've highlighted the Southern Poverty Law Center's Teaching Tolerance program. I'm sharing some resources from the Equity Matters series for you to review and possibly share out. This time, with an emphasis on Implicit Bias.

The third Equity Matters webinar delves into implicit biases—the subconscious biases we all have that influence how we respond to others. To create equitable classrooms, educators must acknowledge their own biases and take steps to confront them. Participants will better understand what implicit bias is and how it affects school climate. They will also learn ways to confront implicit bias within themselves and help students to do likewise.

This is a 45 minute webinar. You may want to skip around if some of the information is a review for you. You will have to register with the website to watch the webinar, but registration is FREE! When you click on this link, you will be able to register for, and watch the webinar. On the right side of the screen, you will find a resource folder with many excellent resources for further exploring and addressing implicit bias.

For example, this link, will take you to the Project Implicit website where you can take an Implicit Bias self assessment in 14 different domain areas.

This link will take you to MTV's Look Different website, which will also lead you through activities to challenge your own implicit biases.

Please enjoy and share these resources! I look forward to continuing to learn and grow with you, as we delve into issues of diversity, equity and inclusion.

Thanks!
Celina

Blog Post Written By:
Celina Zins, Director of School Partnerships

Staff Highlight

1/12/2018

Name: Chantel Taite
Position: Sr. Administrative Assistant

What led you to your current position? While working in Seneca’s Executive Office, I was able to observe the agency’s work from a bird’s eye view – mostly learning how county contracts are created to continually provide therapeutic/mental health services to those in need. The decision to transition into All-in! derived from my strong passion and future hopes to shift U.S. general education systems (especially in the South - where I'm originally from). Overhearing the incredible work and dedication between All-in! and its charter school partnerships across the Bay Area was all I needed to hear - and I came running!

Fun Fact/Quote? I’ve traveled to over 26 places around the world within the last two years!

What does your average day look like? I get to Rock between 8:30-9am every morning where I’m greeted by my awesome team! I spend most of my day on the computer scheduling for Robin, helping directors with any needs via email or phone, and just overseeing the day to day operations in the program. I do this all while jamming to hot tunes!! My favorite part of the day is when we all take a break and chat about something funny or random. My desk is sort of hidden, so it’s nice to be able to work at the large table with Brenda, Karla, and Lulu!

Why do you do this work? I feel that my own identity and personal experiences will always reflect in the work that I choose to commit myself to. I believe it is important to encourage youths to interpret and manifest their individuality as a source of empowerment. The work that our staff are doing with children CAN ultimately help to redefine and envision individual success for themselves.

What hope do you have for the future of All-In? I’m sooo amazed at the dedicated work that All-in does, and it’s only possible by the fire and passion that drives our entire team. My hope, similar to a lot of folks, is that we continue to expand our partnerships. The type of services that we provide are not accessible to every student...and they simply should be. I believe All-in! is paving the way that hopefully other school systems will soon follow!