Blog Archives

STAFF HIGHLIGHT

5/22/2017

Name: Emily Ross
Position: Unconditional Education Coach at Horace Mann Elementary School

What led you to your current position?
After getting an MSW, I was seeking a position that blended my interests in both systems level and individual level work. A trusted friend (and Unconditional Education Coach) encouraged me to apply for this role. Given my longstanding interest in issues related to school culture and climate, the UE Coach role seemed like a good match!

Fun Fact: I enjoy fostering dogs and being a pen pal (snail mail).

A Favorite Quote: To build community requires vigilant awareness of the work we must continually do to undermine the socialization that leads us to behave in ways that perpetuate domination.” –bell hooks

What does your average day look like?
My day always starts with walking my dog, a favorite part of each day. Work days vary but usually consist of emails, meetings, collaborating with school staff, checking in with students, facilitating social skills groups and responding to emergent issues. In the evenings I participate in local community organizing efforts, catch up on my to-do list, or settle in to the couch with my partner and our dog.

Why do you do this work?
I have had a tumultuous relationship with our public education system(s) as have many of my most cherished loved ones. Having opportunities to work towards inclusive, equitable learning communities carries a lot of meaning for me.

What hope do you have for the future of All-In?
To incorporate community engagement into our praxis, to ensure our programming is family-driven.

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SCHOOL HIGHLIGHT: J.O. Ford Elementary School

5/22/2017

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Source: Sally Swanson Architects, Inc .

J.O. Ford Elementary School is a public TK- 6th grade school in Richmond, California. Seneca’s Unconditional Education has been partnering with Ford since the beginning of this school year. We have been supporting the school as they develop their vision and beliefs around Ford’s impact on students and the community. There have already been many success stories on both a macro and micro level at Ford, and we look forward to creating many more.

Our Culture and Climate team has been hard at work creating school-wide interventions. We have successfully created a behavior matrix of expected behavior. During Passport to Expectations Week, classes ventured to all different areas of the school to learn what was expected and receive their cougar paw stamp! Teachers and staff are already looking forward to starting off next school year with the same activity. Students know exactly how to Show Respect, Make Good Decisions, and Fix Problems all around the school and...Wow! They are doing it! Cougar Pride Tickets have become a highlight for both students and staff as we see the benefits of acknowledging and awarding students for positive behavior. When you walk into the lunchroom, you may notice students voluntarily cleaning up the area around their table. They are working to keep Ford clean and helping to earn their class the Golden Dust Pan - a dust pan made out of real fake gold!

There have also been many small successes as students enter and exit our Student Success Team Process. Teachers and staff have participated in multiple trauma-informed education trainings and a workshop on creating calming spaces in the classroom. Jose*, a first grader, had a very difficult time in his kindergarten year and ended up spending the end of the year doing a study-from-home program. He is bright and eager to learn. In first grade, he quickly graduated from his academic intervention group, but continued to struggle with regulating his emotions and controlling his body. His teacher reached out Seneca very early at the beginning of the school year and we started documenting interventions. Jose’s teacher has done a fabulous job creating a strong relationship with him and his family. The parent and teacher communicate daily with a notebook. In addition, all staff that work with Jose have been trained on how he best responds to redirections. We noticed that Jose struggles most after transitioning from recess. A fifth grade student, who graduated from the social skills program, Calm Club, mentors Jose and meets him by the door to help him transition in while practicing the calming skills they have learned. Jose’s teacher has a signal and routine for him to use his calming box and knows Jose’s signals when he needs a break outside of the classroom. Jose continues to meet with the Seneca First Grade Calm Club and is excited about learning new skills. Jose is finishing his first grade school year with pride. He has made friends and enjoys being in his class and, we have seen a drastic reduction in Office Discipline Referrals!

Please feel free to stop by at J.O. Ford, and see how the School and Seneca’s Unconditional Education are partnering to make these and many more success stories happen.

* Student's name changed for privacy

Blog post written by:
Jenna Evans, UE Coach

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ACADEMIC STRAND UPDATE: Building Awareness and Beyond...

5/22/2017

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A recent NPR article, "His Teacher Told Him He Wouldn't Go to College, Then He Did", highlights the dramatic statistics related to discipline and drop-out rates for African-American students with disabilities. “The National Center for Learning Disabilities analyzed data from the U.S. Department of Education and found that students with learning disabilities drop out at nearly three times the rate of students overall. And for black students, dropping out is even more likely.” We know that this is not acceptable. But what do we do to address and reverse this overwhelming societal problem?

Throughout this school year, we have engaged in conversations and activities to build our awareness and shared understanding of cultural competency, implicit bias, critical conversations, brave spaces, power and privilege. We’ve read other posts and articles shared on this blog about disproportionality in discipline and special education. Moving forward, the Academic Strand plans to continue building our awareness by doing some summer reading. We’re breaking into “book clubs”—each reading one of four selections from a list of recommended books featured on Seneca’s Diversity, Equity and Inclusion blog. Consider choosing one (or more!) and reading along with us!

Multiplication is for White People: Raising Expectations for Other People’s Children by Lisa Delpit
Whistling Vivaldi: How Stereotypes Affect Us and What We Can Do by Claude M. Steele
Blind Spot: Hidden Biases of Good People by Mahzarin R. Banaji
For White Folks Who Teach in the Hood… and the Rest of Y’all Too: Reality Pedagogy and Urban Education by Christopher Emdin

As the article states, “If teachers aren't aware of the stereotypes minorities and special ed students face… the cycle continues." We commit to breaking that cycle. Check back in with us in the fall to hear what we’ve learned!

Blog post written by:
Alli Guilfoil, Director of Academic Intervention

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STAFF HIGHLIGHT

5/5/2017

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Name: Ashley Crittendon
Position: Senior Student Support Assistant

What led you to your current position?
I have always liked to help others do the best in the job and when ever I got the chance, I would share my experiences, give advice, and answer questions for my fellow SSAs. I feel that answering questions for other coworkers has helped me become really confident and sure of myself and the work that I am doing.

Fun Fact: Outside of Seneca, I work as a track coach for two teams (a high school and youth team). I just have a passion for working with children in various aspects.

What does your average day look like?
I support students in the classroom where I help with behavioral and academics needs. If I'm not in the classroom, you can catch me on the basketball court during recess or lunch showing the kids how to play!

Why do you do this work?
I know that our clients go through a lot outside of school that is beyond their control, so I want to give them access to tools and strategies that will help them be successful individuals in school and beyond.

What hope do you have for the future of All-In?
I hope to continue to have the "heavy, deep, and real" conversations in order to really dig deep into the work that we do, so that we can continue to make an impact on our clients and their families.

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SCHOOL HIGHLIGHT: One Purpose School

5/5/2017

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We are excited to share with you about one of our public charter school partnerships, OnePurpose School. This TK-2nd grade charter opened its doors in August 2015 and is excited to be finishing year two strong. OnePurpose School is located in the Bayview neighborhood of San Francisco. Currently, there are 125 students enrolled, and next year we will be growing with our students and introducing a 3rd grade classroom. Seneca’s Unconditional Education program has been partnering with OnePurpose (OP) since the beginning. We have been supporting the school’s vision and belief that all students, given the resources they need, are able to be successful in school, go to and graduate from college. There have already been many success stories here at OP and we are looking forward to even more as we grow. We’d like to take some time and share two with you.

One success story is about a current second grade student. Ana* came into 1st grade last year at OP on a pre-reading level (which is typically the level students enter at in Kindergarten). She is an EL student and her parents came into school concerned about her learning. Ana had never received additional supports at her previous school; however, at OnePurpose she entered into academic intervention immediately and began making progress. After a year of intervention, relationship building with her family, and self-confidence building for Ana through social skill groups, we are excited to report that she is now on grade level and is exited from her intervention groups.

Another success story is about a 1st grade student who started at OP in Kindergarten. During this time, all teachers were trained on trauma-informed education and learned different strategies to support students in the classroom. Brandon* was able to maintain his academics in class, however, at times became easily frustrated and would respond to this frustration by putting his hands on other students and/or running out of the classroom leading to many office referrals. In Kindergarten he had a star chart, which we found was helpful, however, we continued to notice behavior. As a team, we strategically placed him his 1st grade classroom and provided him with tickets that he could use throughout the day to take breaks. His teacher utilized PBIS strategies in class by setting clear expectations. Brandon knew what to expect in his classroom. She also built a strong relationship with Brandon and his mom. At this time, we are happy to report that Brandon continues to remain on grade level and does not use his break cards anymore. He has not had an office referral since September. He would rather be in his classroom community and “not miss out”.

Feel free to come by and check out how Unconditional Education and OnePurpose School are working together to make these success stories possible. We have safe created a space for students to have ownership and success within their own school experiences.

* Students' names have been changed for privacy

Blog post written by:
Anne Shibley, Unconditional Education Coach

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STAFF GUEST POST: Socioeconomic Status and Inclusion

5/5/2017

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Inclusive education provides us with a great idea for equality. It represents an all-encompassing belief system that increases the social milieu, achievement, and integration of children with disabilities into general education settings. Shaping a school to implement an inclusive environment takes more than a set of strategies, it is a belief system that holds that each student can and will learn no matter the needs of that student. Along with this belief, inclusivity calls for the restructuring of an entire school system. The restructuring of a school system requires an influx of resources, both in finances, personal, and materials. With inclusion spreading through schools in the nation, how can we as a community ensure that schools within low socioeconomic areas receive adequate resources in support of inclusive practices?

Blog post written by:
Bria Lee, Student Support Assistant

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SENECA SUPPORTS THE DEVELOPMENT OF SENATE BILL 191

5/5/2017

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While our All-in! staff continue to show up to partnership schools every day to promote Unconditional Education for students, families, and educators, Seneca is also working hard at the state level to support policy shifts that would set the stage for this holistic and integrated approach to public education.

Earlier this year, Ken and I presented the work of Unconditional Education to the Mental Health Services Oversight and Accountability Commission. During this presentation, Senator Beall, who sits on the committee, asked that Seneca support his efforts to develop a bill that would promote this integrated approach throughout the state. This spring, Senator Beall introduced Senate Bill 191 which has (so far) passed both the Education and Health Committees with unanimous support.

SB 191 sets up the framework for financial incentives from state revenue to support partnerships amongst county mental health departments and school districts. Through this collaboration, districts would be expected to develop and pilot a program that in addition to reflecting each school’s specified culture and needs, includes all of the following:

Leveraging of school and community resources to offer comprehensive multi-tiered interventions on a sustainable basis;
An initial school climate assessment that includes information from multiple specified stakeholders that is used to inform the selection of strategies and interventions that reflect the culture and goals of the school;
A coordination of services team that considers referrals for services, oversees schoolwide efforts, and uses data-informed processes to identify struggling pupils who require early interventions;
Whole school strategies that address school climate and universal pupil well-being;
Targeted interventions for pupils with identified social-emotional, behavioral, and academic needs;
Intensive services that can reduce the need for pupil’s referral to special education or placement in more restrictive, isolated settings;
Strategies and practices that ensure parent engagement with the school.

Sound familiar?! The development and support of this bill is further proof that the work you are doing every day is seen as an example of best practice that is worth learning from and replicating. Thank you for serving as an example in this incredibly important work – your efforts are being recognized more than you may know!

Some Supporters of the Bill (not a comprehensive list):

Alliance for Boys and Men of Color
California Council of Community Behavioral Health Agencies
California School Boards Association
California Nurses Association
California State PTA
Children Now
Children’s Defense Fund
National Center for Youth Law
Seneca Family of Agencies
United Way
Western Center on Law and Poverty

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

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Welcome

STAFF HIGHLIGHT

SCHOOL HIGHLIGHT: J.O. Ford Elementary School

ACADEMIC STRAND UPDATE: Building Awareness and Beyond...

STAFF HIGHLIGHT

SCHOOL HIGHLIGHT: One Purpose School

STAFF GUEST POST: Socioeconomic Status and Inclusion

SENECA SUPPORTS THE DEVELOPMENT OF SENATE BILL 191

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