Blog Archives

Managing Transitions

5/18/2016

Mr. Jones plans engaging instructional activities and uses good strategies for meeting individual needs. But every time his class breaks into groups, changes subjects, or gets ready to go to a Resource class, things seem to fall apart. Students get noisy and restless and Mr. Jones often has to raise his voice. One student, Jack, has particular difficulty – he always seems to take longer than everyone else to get ready, has trouble keeping his materials organized, and gets distracted in the middle of the transition. Mr. Jones urges him to hurry up, but this only increases his frustration and sometimes leads to him yelling or throwing materials.

By improving the transition routines for the whole class and adding a few individualized supports for Jack, Mr. Jones can create a more efficient, positive classroom environment and have more time to spend on teaching.

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Blog post written by:
Meka Tull, School Psychologist and Interim Director of School Partnerships

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NPR's Look at School Money

5/18/2016

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In my role I spend time driving across the Bay Area to visit and support our school partnerships in San Francisco, San Jose and Oakland. On a recent drive, while listening to NPR, I heard an interesting story on public school funding. I later found this resource online, an exploration and analysis called “School Money”, a nationwide collaboration between NPR’s Ed Team and twenty member station reporters examining how states pay for their public schools and why many are failing to meet the needs of their most vulnerable students. This links to a story, Part 1 of 3, entitled “Why America’s Schools Have a Money Problem”. The website has some very interesting charts and interactive maps (see example below) that shed light on complexity and disparities the exist across the country. If you are interested in learning more about this important factor of creating high quality public education systems, check out this series of stories.

Blog post written by:
Lilly Green, Director of School Partnerships

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Parent Feedback Surveys

5/6/2016

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Over spring break, we reached out to parents of students receiving tier three supports (mostly students in special education and/or receiving individual therapy) at our Unconditional Education partnership schools to solicit their feedback on our services. So far, we have connected with over 100 parents. Their responses are humbling and speak volumes of our incredible staff. I just had to share some of the highlights:

Seneca staff were skillful and knowledgeable in their work with my child.

I was well informed about what my child was working on how they were progressing.

With Seneca's services, I felt supported in meeting the needs of my child.

My child made progress as a result of their work with Seneca.

They have supported him and made him feel good about his accomplishments. Very caring staff but they know how to react to his anger. Sometimes he can be touched or sometimes he needs no contact and staff knows how to respond. They take him places and that is really special for him because I can't financially do that. Going out for a burger is something really simple but he really treasures it.”

"What I have liked the most so far is the creativity they use in their teaching. They are very creative and try to get students interested in learning itself. I have liked that a lot."

“Everything, you are an incredible program. Children with mental health issues are able to thrive to meet educational goals. Having all children participate in normal school environment is really important.”

“I loved the fact that they were always there when I needed them most.”

“Before my child wasn't using words and would get angry and aggressive. Seneca has made progress in him using his words and he doesn't get angry as much. I have not received phone calls anymore from the school about him hitting anyone or being aggressive.”

“Yes, them getting to know my child and seeing what their weakness is and making it into a strength. My child is now planning his weekends. The most important part is that he is getting help to read on the weekends. He now has time to do his reading, navigate the city, his self-confidence has tripled.”

"Before my kids went to school they couldn't even talk. They can finally talk! I cried the first time. My students weren't doing well at school before LWL. My sons participate in school now! I love the program!

"I wish there were more programs like this in all our schools. I literally tell my friends and families the things that they do for my sons. I know people who try to transfer to this school for this very reason... but they have a full waiting list. One of the best schools and programs that they have here in Oakland!" In response to the statement: 'My child made progress as a result of their work with Seneca: I give a 5+!"

“What I want to say is something really special to me. Before he couldn't speak with anyone so he didn't have much friends but also not many relationships with family. We didn't take him out anywhere because people would tease him. He started distancing himself from everyone. I have been taking him to Children's Hospital since 3 but seen no progress in all the months he was there. The Seneca IEP team supported him so much that he has grown closer to family members. He’s building relationships thanks to his growing abilities. I have nothing bad to say, everything with Seneca is a godsend. I hope everyone can find this program if they need it. My son is on his 2nd year with Seneca and I am so happy and thankful.”

“I'm happy that Seneca has heard me. Lighthouse has heard me. My child has been supported by Seneca all of his life. From kindergarten to high school. Kids remember supports that are highly impact-full in their lives. They listen to our little people, they have opinions. Seneca staff have helped me as a parent understand how to read to my children and how to understand them.”

"I am very happy with the work they are doing with my daughter. Things that I thought she was incapable of doing, they have been able to work creatively, to make her interested and to have a desire to keep learning.”

“I have been with Seneca 3, almost 4 years. Seneca is a blessing in disguise. I have a lot of praise even with switching therapist and the transition. They have done everything possible to make everything smooth and easy for the kids and me.”

“I wish that this model is available for every child and not just with special needs or IEP student but student with social emotional needs. Many kids in Oakland needs this to thrive. Many students who grow up in Oakland are traumatized and need that support. This support and program should be in all schools.”

The vast majority of responses to this question were a simple, “no.” But some parents had more to say:

“If they could stop by on the weekends that would be helpful.”

“Keep teaching him.”

"No, they are really great people. They always greet me and give me updates about my child. Everything is about communication."

“No, they’ve done everything better than any of my expectations. Every time I thought of different supports the team had already thought and implemented it.”

“My son doesn't say it, but I think he likes to go to school because of his time with the Seneca people. They're good to him.”

“Keep doing what you are doing. I am very thankful, and keep focusing on helping the students.”

"Thank you. Thank you very much for what you do for our kids."

Blog post written by:
Jenny Ventura, Director of Model Implementation and Assessment

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Managing Transitions

NPR's Look at School Money

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