UNCONDITIONAL EDUCATION
  • Blog
  • About Us
    • Our Model
    • Our Leadership Team
    • Press
    • Contact Us
  • News + Resources
    • News You Can Use
    • Resources
  • Unconditional Education Book

Welcome

​Please scroll down to read our Unconditional Education blog posts.

​You can click the button below to learn more about our Unconditional Education and School Based Services!

OUR UE MODEL AND SERVICES

Sneak Peek: Unconditional Education: Supporting Schools to Serve All Students

1/28/2019

0 Comments

 
Picture
Picture
Next month, Seneca’s second book Unconditional Education: Supporting Schools to Serve All Students will complete production. We caught up with Executive Director of School Partnerships Robin Detterman, who is also one of the book’s authors, to get a sneak peek at what we can expect from this next edition.

What’s this book about?
This is a book about transformational change in schools. Change at this level requires that we consider not only the actions of individual students, families, teachers or schools, but also the systemic conditions that create inequitable outcomes for so many of our nation’s youth. Even after decades of reform, America’s public schools continue to fail predictable groups of students, with the greatest opportunity gaps faced by those whose achievement is hindered by the complex stressors of disability, trauma, poverty, and institutionalized racism. Dramatic change is required to disrupt these existing patterns of inequity. Unconditional Education draws on what Seneca has learned from years of operating specialized education settings, such as counseling enriched classrooms and non-public schools. What we know is that in order for students to be ready to learn they must first experience safety, connection and a sense of belonging. It is not uncommon for students and families who participate in our intensive programs to report that it is the first time they feel welcomed or wanted at school - and that has to change. 
Our current educational and mental health systems work on a “fail first” model where students must reach identified thresholds of failure to access certain services. This means that students who enter specialized programs have already experienced years of trouble in school. Rather than waiting for students to get to this point, we must build a system of education that focuses on wellness from the beginning, promoting prevention and early intervention over remediation, and where schools have the knowledge, skills and resources needed to be safe and inclusive places for all students, regardless of their presenting needs. This book highlights specific practices that make up the school transformation framework we have come to call Unconditional Education and discusses implementation successes and challenges within our partner schools.
 
How does this book connect to Unconditional Care?
In Seneca’s first book, Unconditional Care, John Sprinson articulated how attachment theory and behavioral leaning theory intersect to form the basis of Seneca’s treatment model bearing the same name. At the time of the book’s publication, our agency’s clinical approach was just expanding to also consider how addressing a client’s individual and community context was also needed to promote lasting and sustainable change. Based in systems theory, we now call this the Ecological Stream of our treatment model.  Unconditional Education explores how the theoretical concepts behind each of the three streams of unconditional care (relational, behavioral, and ecological) can be applied to individual students and even whole schools.
 
Why write this book?
For many years, Seneca has sought to break down siloed systems and build a continuum of care across settings and sectors. In the beginning, the agency focused largely on mental and behavioral health interventions, but what we have come to know is that separating a child’s well-being from their success at school is both impossible and absurd. We hope that this book will serve to articulate a set of ideas that will inspire education and policy leaders to rethink the ways in which they support all students. In addition, we hope that the practices described in the book can provide guidance to the many practitioners it requires to enact this important work. The trials and tribulations captured throughout the book are a testament to the many amazing staff who have blazed the trail and continue to define what it takes to provide an unconditional education.


Picture
Blog Written By: Robin Detterman, Executive Director of School Partnerships
0 Comments

STAFF HIGHLIGHT: Elisabeth Schmidt

1/28/2019

0 Comments

 
Picture
Name: Elisabeth Schmidt
Position: Fiscal Analyst

What led you to your current position? I started working at Seneca as an Executive Assistant back in 2009. In that position, I was able to gain some amazing insight into the operations and leadership of the agency. When my son was born in 2014, I transitioned to the accounting department and have loved learning more about the fiscal workings of the agency.

Fun Fact/Quote? I enjoy playing board games! Lesser known is that I’ve recently started playing DND with my adult family members, and we love it!

What does your average day look like? On the surface, my average day looks pretty boring; sitting at my desk all day long with an occasional phone call or meeting sprinkled in. But in reality I have a lot of projects, invoices, tasks and things to track on a monthly basis which require a lot of internal collaboration, so I’m constantly in an excel spreadsheet or email, always trying to keep a big-picture view on the detail-intense tasks at hand.

Why do you do this work? I love working behind the scenes supporting Seneca’s values and mission to provide unconditional care and education to children and families. I have a strong personal satisfaction knowing that I’m doing the best job I can to support the fiscal needs of our programs and in turn, our partners and clients.

Picture
0 Comments

Supporting Students with Moderate Disabilities in Inclusive Settings

1/23/2019

0 Comments

 
Picture
Picture
Four years ago, Seneca Washington began its Unconditional Education Partnership in the new charter school sector.  Working collaboratively with schools in their first years of operation afforded the unique opportunity to build schools with the Unconditional Education Model from the beginning. Excel Public Charter School in Kent, Washington was one of the first. Families were excited for new and innovative approaches to education, and Excel delivers that through a focus on computational thinking, music education and college preparation.

In the first year, the academic diversity of the school population was both inspiring and overwhelming. To meet the academic needs of all students, highly capable programming as well as programming for moderate to severe disabilities would be necessary.  How would we serve all students and meet their needs while keeping a commitment to create the most inclusive settings?

Students with significant disabilities are typically served in more restrictive settings. Nationally, 70% of students with significant disabilities are placed in classrooms and settings where they spend much of their day with other disabled peers.  In the 2017-18 school year in the Washington Charter Sector, 74% of students with significant disabilities were served in the general education setting with their non-disabled peers for 80-100% of their school day.

Picture
​With some creativity, curiosity, and a staff that was open and willing to try new things, Excel has created a very inclusive setting for its most impacted students. One of the most valuable resources has been training and continued support on accommodations and modifications. Using a graphic organizer to present to staff, the Special Education team worked through each level of accommodations and modifications. Having teachers bring work samples and creating workshop time was essential to making this a success. Special Education teachers also had drop in office hours on Mondays during teacher prep called “Modification Mondays.” Through continued professional development, classroom support, and weekly check ins, teachers gained new skills and strategies to modify their curriculum for all learners. 
Picture
Recently, one of the founding scholars at Excel, who had previously been served in a more restrictive setting, was awarded at the scholar breakfast for his academic achievement.  His teachers modified his curriculum to meet his needs and he is now confident in his own academic ability. 
​
Every one of our students deserves to have access and support to learn. It’s our job to do our best with what we know and have to make that happen, 
Picture
Blog Post Written By: Erin Galloway, Director of School Partnerships
0 Comments

STAFF HIGHLIGHT: Katrina Carleton

1/23/2019

0 Comments

 
Picture
Name: Katrina Carleton
 Your Position? 
Unconditional Education Coach/School Systems Manager
 
What led you to your current position?
I started off working in education by teaching in an intensive English program for study abroad students at a local college. Though I liked working in a school, I wasn't feeling fulfilled by my work. I made the big switch to completing a term of service with AmeriCorps and worked in an elementary school program. I was inspired by the impact one person could make on a child's education and became passionate about finding gap closing practices to support students who have been historically under-served. When I interviewed with Seneca, I felt a renewed sense of excitement to learn about an organization that was committed to serving all children. 
 
Fun Fact/Quote?
I have a rescue dog named Marley. She has an aggressive snaggle tooth and loves to eat kimchi.
 
What does your average day look like?
What I love most about my day is that it's always different! Some days I might be pushing into classrooms to teach social emotional lessons to students and other days you can find me coaching teachers on Positive Behavior Intervention Supports (PBIS). I also lead the school's Culture and Climate team (C3), along with the Coordination of Services Team (COST). Aside from using way too many acronyms at my job, I enjoy supporting our school in making data driven decisions to improve school systems and create inclusive classrooms!
 
Why do you do this work?
Most of my friends laugh when they hear that I'm working in education because I wasn't the biggest fan of school as a kid! Growing up in the community in which I'm now serving led me to ask questions and find innovative ways to break down the barriers that prevent students from accessing their education. This work provides me with an immeasurable sense of purpose knowing the far reaching effects of supporting all students unconditionally!

Picture
0 Comments

STAFF HIGHLIGHT: Mondserrat Garcia-Ortiz

1/14/2019

0 Comments

 
Picture
Name: Mondserrat "Mondse" Garcia-Ortiz
Your Position? I’m a Bilingual Program Assistant for All-In! 
 
What led you to your current position?
As a first-generation woman of color who graduated from Humboldt State University in May, I wanted to get involved with an organization that was about giving back to the community, more specifically, working with youth in education! I was recommended to apply to Seneca through a close friend of mine who is now my supervisor! SHOUTOUT to Brenda G!
 
Fun Fact/Quote?
“I raise up my voice-not so I can shout but so that those without a voice can be heard...we cannot succeed when half of us are held back.” 
― Malala Yousafzai                                                                           
 
What does your average day look like?
My day as a Program Assistant changes from day to day. I’m always in communication with multiple staff in different school sites and directors. Our position also consists of key communication between the schools and our students’ families to ensure their child is receiving the special education and mental health services they need to succeed! This means scheduling IEP meetings, translating/interpreting documents and meetings for our Spanish speaking families, as well as being a reliable source for our school data systems.
 
Why do you do this work?
I do this work for the youth and their families and for the close relationships I am building across the program!  

Picture
0 Comments

PROGRAM HIGHLIGHT:What is the difference between Translation and Interpretation?

1/14/2019

1 Comment

 
Picture
Many of us use the terms "interpretation" and "translation" interchangeably, which only increases the confusion, when they are two distinct things that don’t need to be confusing at all. Translation is written, and Interpretation is spoken. Despite the obvious similarities, these tasks require a ton of brain power, and it is incredibly rare to find someone who can do both.

Picture
Here are some key differences between Translation and Interpretation:
​
1.Interpretation is oral:
Interpreters work exclusively with oral content. This is the incredibly daunting task of processing what was said in English and paraphrasing the message into the language of the client.  When utilizing an interpreter, it is important to consider the regional language of the client. That’s because a language spoken in more than one country may be similar, but not the same. Take for example, Spanish derived from Spain and Spanish derived from El Salvador. While both speak the “same” language, there are vast differences in slang, accent and speed.  
 
2.Translation is not instant:
Translators cannot do live events. When a translator begins to translate a document, they will have to refer to a series of books, dictionaries and language databases. Translators use their knowledge of language to target the client’s language and its linguistic nuances. Naturally— this means that this process will take more time than say—interpretation, which can happen on the spot.
 
3.Translators are not always fluent in their second language
I know, I know. It sounded crazy to me, too! Translators don’t need to tap into a large pool of vocabulary for instant translation. While interpreters are conversationally fluent, translators often write much better than native speakers.  
 
4.Translations demand greater accuracy
Think about your oral and written sentence structure. While you might be perfectly capable of writing a coherent sentence, your oral syntax is likely to be grammatically incorrect. However, effective spoken communication doesn’t require the same grammatical accuracy as effective written communication. The same principle applies to interpreters and translators.

Though it may be easy to confuse the two terms, translations and interpretations are two very different tasks. Whatever you do, don’t mistake your translator for your interpreter again! 😊
Picture
Blog Post Written by: Brenda Gonzalez, Manager of Educational Operations
1 Comment

STAFF HIGHLIGHT: Cristina Sanchez-Cruz

1/7/2019

0 Comments

 
Picture
Name: Cristina Sanchez-Cruz
Your Position: Behavior Support Specialist
​

What led you to your current position?
As a student support assistant, I observed how systemic issues in the public school can impact a student’s success. Within the All In program I believe we make an impact by not only providing social emotional supports in the classroom but  we also advocate for a student’s success when there are systemic , cultural and classroom issues.  These experiences have inspired me to grow as a leader within the agency to continue to support students and provide insight as a person of color.

Favorite Quote:
“I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel”- Maya Angelou
“Vulnerability is the birthplace of innovation, creativity and change”. – Brene Brown

What does your average day look like?
 My day starts out by checking in with my team about concerns, highlights, or changes related to the students that we are working with within the collaborative program and plan for the day.  I then support kinder teachers with classroom/behavior management by coaching, providing feedback or facilitating community circles to create a social emotional support environment for all students. I facilitate collaboration meetings with student’s support team ( teachers, student support assistant, therapist, speech therapist,etc.)  to discuss progress, interventions, and goals for students under the collab model. I also supervise and provide training for the student support assistants at Wilson Elementary School.

Why do you do this work?
Throughout the years within Seneca, I have recognized how the community around me has helped me to thrive and persevere through many challenges. For this reason, I continue to do this work because it is important to build a community around the families we support to help them be successful when experiencing adversity.

What hope do you have for the future of the program?
I hope that the program will continue to advance their goals with Diversity, Equity and inclusion by expanding the ways we empower communities and staff of color. 

Picture
0 Comments

    Authors:

    School Program Partnerships

    We're Hiring!

    Interested in joining our School Program Partnerships' Team​? Check out our open positions below!
    Teachers
    School Therapists
    Classroom Counselors

    Categories:

    All
    Academic Strand Updates
    All In! Snapshots
    Behavioral Strand Updates
    Clinical Strand Updates
    Program Highlights
    School Highlights
    Staff Guest Posts
    Staff Highlights

    Archives

    January 2023
    December 2022
    November 2022
    October 2022
    June 2022
    May 2022
    March 2022
    February 2022
    January 2022
    December 2021
    November 2021
    October 2021
    September 2021
    June 2021
    May 2021
    April 2021
    March 2021
    February 2021
    January 2021
    December 2020
    November 2020
    October 2020
    September 2020
    June 2020
    May 2020
    April 2020
    March 2020
    February 2020
    January 2020
    December 2019
    November 2019
    October 2019
    September 2019
    June 2019
    May 2019
    April 2019
    March 2019
    February 2019
    January 2019
    December 2018
    November 2018
    October 2018
    September 2018
    May 2018
    April 2018
    March 2018
    February 2018
    January 2018
    December 2017
    November 2017
    October 2017
    September 2017
    June 2017
    May 2017
    April 2017
    March 2017
    February 2017
    January 2017
    December 2016
    November 2016
    October 2016
    September 2016
    June 2016
    May 2016
    April 2016
    March 2016
    February 2016
    January 2016
    December 2015
    November 2015
    October 2015

    RSS Feed

Powered by Create your own unique website with customizable templates.