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

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OUR UE MODEL AND SERVICES

STAFF HIGHLIGHT

3/31/2017

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Name: Lee Butler 
Position: Academic Intervention Specialist and Reading Interventionist 
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What led you to your current position? 
When I moved to the Bay Area from Oregon in 2011 I started working for Girls Inc. as an Americorps member.  At Girls Inc. I was an after school teacher (at Think College Now and International Community School ) for two years teaching literacy which inspired me to continue working in Education. In 2013 I applied to work for Seneca as a student support assistant (at ASCEND) and worked with a student for two years with an intellectual disability. I started running small reading groups. I also worked for a brief time at Cox supporting a student on the spectrum. It was after this work that Robin Detterman had a conversation with me about becoming a special education teacher. I was a little hesitant about going back to school, but I took the plunge and started going to SFSU in the fall of 2014. In 2015 I worked as a TA at LWL and this year transitioned into an Academic Intervention Specialist/Reading Interventionist. In December 2016 I earned my Masters in Special Education. I appreciate Seneca's scholarship to this program!

Favorite Quote:
"Blessed are the flexible, for they shall not be bent out of shape." -Anonymous
 
What does your average day look like? 
I work with 35 students daily (K-3) doing reading intervention. With my special education caseload I hold reading groups, a math group and a writing group. 

Why do you do this work?
I struggled with reading as a child and my educators motivated me to never give up. I hope to inspire my students and help them cultivate a love for reading.

What hope do you have for the future of All-In? 
I hope we can start even more early intervention programs at our schools (TK programs).  
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STAFF GUEST POST

3/31/2017

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My first year working for All-In!, while also in the LMU Credential program, has been a myriad of adjectives. I could write an entire entry with description words alone and I would barely scratch the surface. The best way to summarize it would be, as one of my professors so eloquently put it, learning to fly a plane while building it at the same time. As most people know, working within the Seneca world is euphoric exhaustion. My first years as a mental health counselor, however, pale in comparison to my first year as a Special Education Teacher. Not to say that working directly with mental health is easy; I have the scars to prove the toll it takes. However, appropriate and desired behaviors were much easier to identify. I didn’t realize how much information there is in the world to learn as a young person. We, as teachers, are expected to provide a majority of that information. It’s mind blowing!

That being said, working with Seneca and LMU has been an incredible way to get my footing in this new world. When I first began my classes, I was worried my professors and I would not be able to connect because of my unique experience working for Seneca. Imagine that relief when I realized the professors had partnered with Seneca before and some had worked for Seneca themselves. Of course, I cannot go without mentioning the amazing professors and teachers from Teach For America who has been a crucial part of shaping my own teaching philosophy. It’s a beautiful community that we share. It has not been a crystal staircase, but thanks to the people around me, I’m still motivated to make the climb. 
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I have always admired the mental health work that Seneca does. I’m hopeful and excited to see the direction that the agency takes regarding special education.
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Blog post written by:
​Tatiana Toscano, Academic Intervention Specialist
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WHY EQUITY MATTERS BEFORE REFERRING STUDENTS FOR SPECIAL EDUCATION

3/31/2017

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“Built on the shoulders of the civil rights movement and ideals of equitable educational opportunities for and treatment toward people with disabilities, (special education) has come to be criticized as a means of reproducing societal discrimination and inequalities” (Noltemeyer & McLoughlin, 2012).

Many steps have be taken to ensure that students with disabilities receive equitable access to their education. Guiding principles and laws such as Free and Appropriate Education (FAPE) and Least Restrictive Environment (LRE) are in place to ensure students with Individualized Education Plans (IEPs) receive supports that meet their unique needs, while learning alongside non-disabled peers to the greatest extent possible. Beyond upholding these basic guiding principles for students who are already in Special Education, we must also consider what needs to happen before we would refer a student to be evaluated for a disability.
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Our responsibility of providing equitable educational opportunities begins with providing ALL students with sufficient opportunities to learn. Here are a few steps we can take:
  • Proactively and systematically identify students’ needs
  • Thoughtfully and consistently apply interventions and closely monitor progress
  • Collaborate with stakeholders to “see” and support the whole child
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Blog post written by:
Tamarah Tilos, Assistant Director of Academic Intervention
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THE PROMISE OF PUBLIC EDUCATION

3/24/2017

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I’ve been reflecting on my career path lately, recalling why and how I began working in public schools (16—post undergrad—years ago), but more importantly, what has kept me connected and motivated through the many twists and turns. Ultimately, I am committed to the vision, the energy and the challenge of changing and strengthening public school systems to better serve all students and eliminate the achievement gap along the way. In order to stay motivated, I need to feel connected to the micro and macro aspects of our work: both the work we do on the ground within schools, directly with youth and teachers, and also to the larger world around us. The current political events and conversations have given me an opportunity to pause, think critically about what I care about, and figure out ways to work better together to create a strong and positive society.  
 
Last month I came across an article in The New York Times Magazine titled “Have We Lost Sight of the Promise of Public Education?”. Author Nikole Hannah-Jones shares a brief historical overview of how American public institutions and systems have long had a struggle between the democratic ideal of serving the common good and the strong influence of the private market economy. Hannah-Jones states, “If there is hope for a renewal of our belief in public institutions and the common good, it may reside in public schools”. I agree, and I believe in the value of the common good and see our work with All-In, in collaboration with our school partners, as creating positive social change. While public institutions that contribute towards the common good take many forms, high quality and inclusive public schools are a critically important space to help ensure a positive society full of engaged citizens willing to work together. What do you think? Have we lost sight of the promise of public education?
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Blog post written by:
​Lilly Green, Director of School Partnerships
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STAFF HIGHLIGHT

3/22/2017

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​​Name: Jennifer Uribe-Sanchez
Position: Clinical Intervention Specialist
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​What led you to your current position? 
Previously, I was working at an outpatient youth clinic which led me to discover my passion working with kids and adolescents and their families. On some level, there was a sense of distance and lack of impact from the work I was doing and the youth’s lives. I found that the few times I was able to collaborate with the youth’s schools I had better outcomes in their overall progress towards their treatment plan goals.  Through experience I came to witness the power of collaboration between mental health and academic support with the inclusion and expertise of caregivers for students. Now, I’m in a school-based position where I feel as though there is more support around students to help them access academic and community resources to help them thrive.

Favorite Quote:
One of my favorite proverbs which fuels my work is “It takes a village to raise a child” – it’s a helpful reminder that by working together we can provide resources to youth and model kindness and respect to all.

Fun fact:
I have swam in dark underwater caves off the coast of Mexico : )
 
What does your average day look like? 
My average day consists of providing individual counseling for students, documenting services online, and attending behavior intervention meetings. I work at three different school campuses and the constant challenge is to stay organized and keep all of my materials on hand. I focus my energy on providing everyone I speak with a sense of mindfulness by providing them my full attention as much as possible. My ability to fluctuate between different spaces AND mind sets which helps keep me on my toes and means each day is different and exciting.

Why do you do this work?
The privilege of entering student and families’ lives to find ways to support and work with them towards a better future is an invaluable experience. Although it’s challenging work, at the end of my days I feel satisfied to know I am a part of the puzzle which is working towards peace, empathy building, healing and creating better futures for these children and families. I feel truly blessed to work with such resilient youth who often teach me important lessons about life and how to stay humble in my work. : )

What hope do you have for the future of All-In? 
My hope for the All-In program is that it expands to every school in state of California. The framework and lens we use with the Unconditional Educational model is so helpful, especially for communities and cultures in which students are experiencing high levels of stress and trauma. I hope that school educators, parents and advocates for our youth can all rally behind an unconditional educational model and adapt it to their work with children so that everyone may experience all the support needed to thrive in schools. The healthier students are, the better they can access their education and reach their future goals!
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SCHOOL HIGHLIGHT: Summit Public Schools

3/22/2017

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Summit is a network of charter public schools, operating nine middle and high school campuses in the Bay Area and three high schools in Washington state. Summit’s mission is to prepare a diverse student population for success in a four-year college or university, and to be thoughtful, contributing members of society.
 
In the East Bay Area, All-In currently serves two of the nine campuses, K2 and Tamalpais, in the Richmond/El Cerrito neighborhoods. With a MTSS approach, our wonderful CIS Danielle Yakono provides ERMHS counseling for students and families, facilitates social skills groups, oversees a drop-in counseling center and provides clinical consultation to school teachers and leaders.
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Blog post written by:
​Lilly Green, Director of School Partnerships
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STAFF GUEST POST: Resources to Promote Conversation and Action towards Racial Justice

3/22/2017

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In February, I had the opportunity to attend Dr. Joy DeGruy’s training on Post Traumatic Slave Syndrome, a theory explaining the etiology of the adaptive survival behaviors in African American communities throughout the United States. Dr. DeGruy explains that the condition of Post Traumatic Slave Syndrome exists as a consequence of multi-generational oppression of Africans and their descendants resulting from centuries of chattel slavery.
 
A short blog post cannot do Dr. DeGruy’s training justice, so I recommend reading her book, Post Traumatic Slave Syndrome: America’s Legacy of Injury and Healing. I also want to take this opportunity to share some of the resources she recommended. As she spoke I was struck by the need to continue to educate myself about the historical context of systemic racism, the need to have more conversations about race and racism in the United States, and the imperative need to turn knowledge and conversation into action. So below are some resources I hope you, our colleagues, and our school partners will use to increase knowledge, have more conversations and guide us in our work towards racial justice.
 
BOOKS ABOUT RACE RELATIONS IN THE UNITED STATES:

​Why are all the Black Kids Sitting Together in The Cafeteria by Beverly Daniel Tatum, Ph. D.
“Walk into any racially mixed high school and you will see Black, White, and Latino youth clustered in their own groups. Is this self-segregation a problem to address or a coping strategy? Beverly Daniel Tatum, a renowned authority on the psychology of racism, argues that straight talk about our racial identities is essential if we are serious about enabling communication across racial and ethnic divides. These topics have only become more urgent as the national conversation about race is increasingly acrimonious”
 
Two Nations: Black and White, Separate, Hostile, Unequal by Andrew Hacker
“Why, despite continued efforts to increase understanding and expand opportunities, do black and white Americans still lead separate lives, continually marked by tension and hostility? In his much-lauded classic, newly updated to reflect the changing realities of race in our nation, Andrew Hacker explains the origins and meaning of racism and clarifies the conflicting theories of equality and inferiority. He paints a stark picture of racial inequality in America - focusing on family life, education, income, and employment - and explores the current controversies over politics, crime, and the causes of the gap between the races. Illuminating and oftentimes startling, Two Nations demonstrates how race has defined America's history and will continue to shape its future.”

RESOURCES ABOUT HEALTH DISPARITIES:

Unnatural Causes
“A documentary series broadcast by PBS exploring the root causes of our alarming socio-economic and racial inequities in health. The four-hour series crisscrosses the nation uncovering startling new findings that suggest there is much more to our health than bad habits, health care, or unlucky genes. The social circumstances in which we are born, live, and work can actually get under our skin and disrupt our physiology as much as germs and viruses.”
 
Medical Apartheid: The Dark History of Medical Experimentation on Black Americans from Colonial times to the Present
“The product of years of prodigious research into medical journals and experimental reports long undisturbed, Medical Apartheid reveals the hidden underbelly of scientific research and makes possible, for the first time, an understanding of the roots of the African American health deficit. At last, it provides the fullest possible context for comprehending the behavioral fallout that has caused black Americans to view researchers—and indeed the whole medical establishment—with such deep distrust. No one concerned with issues of public health and racial justice can afford not to read Medical Apartheid, a masterful book that will stir up both controversy and long-needed debate.”
 
RESOURCES ABOUT WHITE PRIVILEGE:

Mirrors of Privilege: Making Whiteness Visible by Shakti Butler
“The stories in the film reveal what is often required to move through the stages of denial, defensiveness, guilt, fear and shame into making a solid commitment to ending racial injustice.”
 
White People Facing Race: Uncovering the Myths that Keep Racism in Place by Peggy McIntosh, Ph.D.
“An article exploring the reasons why conversations about racism are so difficult. She addresses five myths that preserve white privilege and also discusses the rich rewards that actually facing race can bring.”
 
Dr. DeGruy also called attention to the work of Dr. Carl Bell on Fetal Alcohol Spectrum Disorder. Learn more here.
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Blog post written by:
Sara Moses, UE Coach and Clinical Intervention Specialist
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STAFF HIGHLIGHT

3/17/2017

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Name: Devina Brooks
Position: Behavior Intervention Specialist
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What led you to your current position?
As a milieu supervisor at JBA, I felt like I needed a change; something different, something new, something challenging; something out of my comfort zone that would push me to grow professionally. I was informed of a new position in All-In that would allow me to share my knowledge I obtained from working at the CTF and NPS. Considering I did not like talking in groups among other things, the position sounded like it was the change I needed. 
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Favorite Quote:
“Don’t ask what the world needs. Ask what makes you come alive, and go do it. Because what the world needs is people who have come alive.” – Howard Thurman 

“When people tell you they are, believe them.” –Maya Angelou

“I don't think you ever stop giving. I really don't. I think it's an on-going process. And it's not just about being able to write a check. It's being able to touch somebody's life.”  – Oprah Winfrey


What does your average day look like? 
I have two types of average days. My least favorite are the days that include paperwork. Those days I spend hours on the computer preparing assessments and behavior intervention plans. 

My average favorite days include checking/responding to emails, coaching various staff, providing behavior consult and training, observing students (although sometimes it’s overstimulating), leading social skills groups, attending IEPS, interviewing staff and parents, participating in team meetings for my former and current caseloads, driving to various sites, and finishing up my day by checking/responding to emails again.
 
Why do you do this work? 
I do this work because I have 3 younger adoptive siblings who faced behavior challenges throughout school due to trauma they endured during their first 4-6 years of life. Two of my siblings were diagnosed with mental health disorders prior to being adopted. They received services outside of school (therapy) but did receive any services in school to support them during the school day. My sister was continuously kicked out schools since the age of nine. She received Seneca services at Hillside during high school and she showed signs of progress. So I do this work, to help students like my siblings who need extra love, reassurance, and support.  Over the last three years, I have remained connected to the work because I want to give to others what was given to me. KNOWLEDGE.

What hope do you have for the future of All-In? 
I would really like to see All-In work in more Oakland Public Schools.
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SCHOOL HIGHLIGHT: Grant Elementary School

3/17/2017

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Grant Elementary has made some terrific strides in the first 6 months of its partnership with Seneca. The Culture and Climate team has assisted in reinvigorating the school expectations by holding monthly expectation assemblies and end of month reward activities for classrooms that meet expectations. The administration and staff have begun to understand the importance of self-care and vicarious trauma and have opted to participate in a 6 session mindfulness training to improve staff mental health. Grant community partners continue to be an integral part of the services provided to students and thus have begun conducting monthly community partnership meetings where all providers discuss their services and develop plans to align and streamline identification, service provision, and evaluation of services. Furthermore, Grant has partnered with the Anti-Defamation League and as a “No Place for Hate” campus we have had student trainings to support our Anti-Bullying initiative and staff have received Anti-Bias training. The Grant Grizzlies have made tremendous leaps to build a positive school climate this year and I look forward to the great initiatives that will be implemented in the future. 
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Blog post written by:
Keri Montesino Stewart, UE Coach
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THIS IS US: ALL-IN! DIVERSITY & INCLUSION

3/17/2017

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Hi All –
I am super excited to update you all on the work being done in the All-In! Diversity and Inclusion Workgroup. This year has been a productive year for us in working hard to concretize our goals and make progress toward reaching those goals. Just for a bit of context, at the end of the 2015-2016 school year, the All-In! D&I Workgroup created a program specific survey that centered around diversity and inclusion efforts and asked all staff to complete it. We then used the information from the survey results to identify the main areas of focus and from that we formulated 2 goals for our program this year:
GOAL 1
​The All-In! program will demonstrate cultural humility, as defined as, the ability to maintain an interpersonal stance that is other-oriented (or open to the other) in relation to aspects of cultural identity, in our work with clients by initiating conversations and or activities that include but aren’t limited to client's’ values, cultural backgrounds, identities, and how they are impacted by current events.
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GOAL 2A
The All-In! program will expand its recruitment efforts with an intention to attract highly qualified, diverse applicants that are representative of the racial/ethnic and gender profile of the communities we serve.

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​This goal will be measured by 70% of positive client feedback on the D&I survey question, "Seneca staff are interested in my culture, values, and beliefs and ask me questions about them." (think of a process to gather same information next school year) ; 70% of staff indicate they are comfortable discussing issues regarding culture and identity
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​This will be measured by reduction of the discrepancy in gender and racial/ethnic demographics between students and staff, particularly for Latino and male, where staff are currently underrepresented (baseline discrepancy for male - 38 percentage points underrepresented; Latino - 56 percentage points underrepresented)
GOAL 2B
​Once hired, the program will provide career development opportunities that help ensure we are able to retain staff that are representative of the communities we serve.
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​This will be measured by a decrease in neutral responses to the corresponding questions on the D&I survey (2b) (baseline 36%, Questions 2c. Baseline 44%. Increase in "Agree" responses)
In effort to keep you all informed of the progress toward achieving these goals, below is a list of efforts made thus far:
  • Concrete definition of cultural humility
  • All-staff training re: cultural humility/understanding
  • Conscious effort to have targeted discussions in individual supervision, group supervisions, and team meetings
  • Monthly email from the D&I team regarding our monthly theme
  • Targeted group activities in some meetings/PLCs
  • Intentional implementation and review of the position rubric
 
Please be on the lookout for more from the D&I Workgroup and if you have ideas you would like to share or suggestions for activities, we would love to hear them! Lastly, you are always more than welcome to come to an All-In! Diversity and Inclusion Workgroup meeting. Our meetings are on the 2nd Monday of the month from 3-4:30pm at Rock.
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Blog post written by:
Amber Fretwell, Director of School Partnerships/Director of Behavioral Intervention
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