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​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

STAFF HIGHLIGHT: Diana Au

9/27/2019

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Name: Diana Au
Position: Speech-Language Therapist and Assistive Technology Specialist


What led you to your current position? Growing up in a multilingual household and spending hours every week at the library fostered my love for language.  I always thought I’d grow up to be a doctor, but when I got to college, I learned about speech-language pathology and realized it was exactly what I wanted to do.  It combined my love for language and my desire to work with kids.  I first started at Seneca as a contractor and knew immediately I wanted to join this amazing team, which I was able to do after a couple years.  Recently, I graduated with my masters in special education with a focus on assistive technology so now I get to support language from multiple aspects, and I’m really excited about that!

Fun Fact/Quote: I was born and raised in Hawai’i, and recently started taking hula classes again.  It feels good to be going back to my roots.

What does your average day look like? My day begins bright and early at 5:15 and with a commute.  Once I’m at my school site, I hit the ground running from session to session and to IEP meetings and collaboration meetings.  Some days, I have to commute between multiple sites so my days always feel action packed.  My favorite part of the day is working with and connecting with incredible little humans who have such unique personalities.

Why do you do this work?  Communication and language are human rights.  As a daughter of refugees, I know firsthand the consequences of the lack of language.  I want to do my part to ensure everyone has access to this right, and I want to encourage all my students to continue speaking their native language because it’s such a beautiful thing to be able to speak multiple languages!

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GUEST POST: My Career Story (So Far)

9/20/2019

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Most of us, at some point during our childhoods, have been asked the question: “What do you want to be when you grow up?” Most of the kids we work with have probably heard this question, too – probably more than once. And all of us just know implicitly that the expected answer to this question is career. Career role is a defining factor in establishing identity in our society. Even as adults, we ask similar questions. “What do you do?” is almost inevitable in the process of getting to know someone new. The answer, again, is implicitly understood to refer to your career.

Yet in today’s world, it’s increasingly unlikely that any individual will remain in the same career role throughout their life. This trend will likely continue as our young clients grow up and enter the workforce, and it has certainly been true of my own career journey that brought me to Seneca.
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Throughout my adolescent and adult life, one aspect of my career journey has remained the same: I have always enjoyed working with children. When I was a child, this goal would have translated to a single, recognizable career identity, likely "A Teacher" or perhaps "A Nurse.” It was only as an adult that I discovered the many different avenues one can take to working with children – and since then I have tried on several of them.

My first job, for instance, was working for a children's play place (similar to the more recognizable icon of Chuck E. Cheese's.) I wasn’t a teacher, and I wasn’t a nurse, but I was working with kids. Yet even at the time I knew that this was a temporary role, a “stepping stone” so to speak. Looking back, I would say that my career journey really began with the two jobs I held in college, working in research labs – first studying language and cognition, and subsequently attachment. Instead of supervising children, I was studying them – a new role, with new responsibilities, and a much broader range of required skills.

Since then, I have been a special education aide, earned a Master’s in Fine Arts, taught classes on social justice & creative writing through an arts and education non-profit, set up side-gigs making art, transcribing audio, and substitute teaching, and most recently interned at my first MFT site placement with East Bay Agency for Children. Now here I am, working as a clinical intern with Seneca’s All-In program, and in May I will finish my master’s program and begin working towards licensure as a marriage and family therapist.

In some ways, I see MFT licensure as a “finish line,” establishing the career path that – at least as of now – I expect to follow long-term. Yet I still struggle sometimes with the questions “What do you do?” and “What do you want to be?” At twenty-nine years old, I have already “been” many things. Each of these roles has prompted me to strengthen new skills, tackle new problems, and take on new perspectives – contributing far more, in my opinion, to my sense of who I am than any particular job title. I try to keep this in mind when working with my clients, who also cannot be defined by any one role or aspect of their identities. And if anyone asks “What do you do?” Well, I listen, learn, try my best to be of service. “What do you want to be?” Empathetic, kind, and perhaps most importantly, flexible enough that, no matter what role I find myself in, I can continue to grow as an individual. 
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Blog Post Written By: Elizabeth Jennings, Clinical Intervention Intern
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STAFF HIGHLIGHT: Raquel Monge

9/20/2019

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Name: Raquel Monge
Position: Clinical Intern and Mental Health Counselor for All-In! KIPP Bayview Elementary
 
What led you to your current position? My passion has always been in social work. I started with Seneca in SF Connections as an ISS Mobile Counselor. Shortly after, I started my MSW program with USC and found my niche in school social work! I joined the All-In Program last year and have grown so much in my professional development. I LOVE the opportunities I get to serve kiddos and families in the Bayview/Hunter’s Point neighborhood.
 
Fun Fact/Quote? In December I will be graduating from my MSW program! Yay! 😊
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What does your average day look like? My average day involves supporting KIPP Bayview Elementary (TK-2) with the implementation of their multi-tiered system. This is Seneca’s first year partnering with KIPP, so helping set the precedent for school wellness is one of my top priorities. I provide consultation for staff, Tier 2 supports in the form of social skills, and Tier 3 individual counseling services for students.
 
Why do you do this work? 
I do this work because I love working in this community and helping provide a holistic approach to care in the education setting. I believe that every student has the right to access their education in a way that suits their individual needs and promotes healing and success. Creating safe spaces in schools for children and families fills my bucket

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SCHOOL HIGHLIGHT: KIPP Bayview Elementary

9/20/2019

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​Kipp Bayview Elementary is in its second year of serving the Hunter's Point community with quality, early childhood education. Housing students from Transitional Kindergarten through second grade, KBE boasted a strong restorative approach to discipline and positive behavioral interventions before Seneca even entered the building. Now, in our first year of partnership together, Seneca and KBE are taking the next step in trauma-informed education for the children and families of our community. Gage McGarry, the Unconditional Education Coach at KBE, has been able to build on the three school-wide behavioral expectations, "Work Hard/Be Kind/Be Safe," and create a set of visuals that line the halls and various locations on campus. KBE students kicked off the year with engaging lessons at each major location on campus, practicing the school rules in each setting. The students also just had their kick-off assembly, in which students from every class were acknowledged with "Student of the Week" for meeting and exceeding these expectations. The classroom with the most Class Dojo points, the online school-wide currency system that KBE employs, received the Class of The Week award. So, what does a KBE student receive for these accomplishments? They get to spin a digital Wheel of Fortune to earn extra recess, special game time, class parties, or another exciting reward.

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​While the Seneca and KBE staff have been focusing on explicit instruction and celebrating positive behaviors, they have also been responding to high levels of need on campus. Bayview/Hunter's Point is a strong community with a solid history of activism and sticking together through challenging times. It is also a neighborhood that has been historically undeserved and highly impacted by poverty and community violence. Many children at KBE demonstrate the internalizing and/or externalizing behaviors commonly associated with early childhood trauma exposure. While these behaviors can often make school a tricky place to be, our Clinical Intervention Specialist, Raquel Monge, and the rest of the KBE team are ready and willing to support all of their amazing students. One of our Kindergartners, who prefers to be called "Ice" or "Tony Stark," depending on his mood, was eloping and demonstrating risky behaviors on a daily basis (i.e. climbing to high places and threatening to jump off). Our staff have been working hard to develop strong, supportive relationships with Ice, and it is certainly paying off. Recently, Ice ran out of class and towards the staircase, which used to be a precursor for dangerous behavior. But this time, he ran right up to the UE Coach, grabbed his hand, and said "will you please help me fly like Superman back to my classroom?" The UE Coach smiled and said "Absolutely" before scooping Ice up and soaring down the hall to his classroom. For this little guy, that flight was evidence that he can trust the adults around him to keep him safe and meet his needs at school. We are so proud of Ice and all of our KBE students for the new skills they are acquiring and the hard work they do everyday. Keep your eye on this new little school in Hunter's Point! They are certainly on a path to greatness this year.
 
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Blog Post Written By: Jonathan Barnett, Director of School Partnerships
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PROGRAM HIGHLIGHT: Welcome Back and Happy 10 Years!

9/13/2019

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​This year marks our 10th year of implementing integrated school-based programs in the vision of what we have come to call Unconditional Education. As we celebrate this milestone and kick off the new school year, it is exciting to reflect on what has changed over that time and the work that is still ahead. When we started this work ten years ago, few schools readily made connections between a students’ academic achievement and their emotional wellness. Fewer still utilized a systematic approach to improving culture and climate as a foundation to promote equitable student outcomes. In our time, we have seen discussions of culture and climate and trauma informed practices readily integrated into the lexicon of schools. In addition, we have seen the adoption of the California state dashboard which institutes accountability measures related to social emotional well-being and the performance of students in special education, and the introduction of initial legislative efforts to incentivize collaboration between school districts and county mental health departments. 

Moving into this new school year, our Unconditional Education programs have continued to grow! This school year we have:
·         48 school or network partners implementing some or all of the UE model
·         12 partners who are new this school year
·         158 staff, which includes:​​​
                           - 48 Clinical Intervention Specialists & Interns
                           - 42 Student Support & Mental Health Counselors
                           - 17 UE Coaches
                           - 9 Academic Intervention Specialists
                           - 6 School Psychologists & Interns
                           - 3 Speech Providers
                           - 2 Occupational Therapists
​With this breadth of collaboration our potential is greater than ever and new state level legislative priorities provide opportunities for further impact.
Looking forward to a safe and happy school year ahead!
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Blog Post Written By: Robin Detterman, Executive Director of School Partnerships
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STAFF HIGHLIGHT: CHELSEA HARA

9/13/2019

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Name: Chelsea Hara
Your Position?  Academic Intervention Specialist


What led you to your current position? I was seeking an opportunity to become a special education teacher post grad. I was searching for numerous positions until the position with Seneca jumped out at me. I loved the message about unconditional care within the school systems and also staff members. That is something everyone strives for but Seneca holds it with every best intention. I immediately expressed interests, had some interviews, made a decision, and the rest is history. This is my first job EVER out of college and I am confident enough to say that I believe I made an amazing decision. 

Fun Fact/Quote? I grew up in Vallejo, CA but moved to New Jersey when I was about 3 years old and lived there for 15 years. I recently graduated from West Chester University of Pennsylvania and moved to San Francisco a month after graduating! You could say I live coast to coast!

What does your average day look like?  My average day looks like me implementing Specialized Academic Instruction to students in grades ranging from 2nd to 5th grade. When I am not working with students I have prep time, collaboration time, or meetings with team members. 

Why do you do this work? I do this work because of the deep passion I have for serving students who have not been served in the past. I have experience with being underestimated with the power of my knowledge due to a label given to me on paper and I want to give my students the power they deserve. I believe every student takes their own time and path to get where they need to be. Sometimes with a little help along the way which is more than okay. I want to be that person to help those students find what it is they need to be their most successful self.

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IEPs: A Story About a Love/Hate Relationship with IEPs and an Approach to Remembering the Children and Families we do it all for!

9/13/2019

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As this blog post due date approached, I kept thinking to myself, what is something meaningful, timely, and relevant that I want to write about? I will be completely honest and let you all know that the Individualized Education Plan or IEP was the last thing I thought I would choose.

In fact, after barely getting half-way through a marathon of back-to-back 30 day interim IEPs for an entire caseload of middle school students, I was starting to think I might never want to hear that acronym again. Then seemingly out of nowhere, while holding a stack of draft IEPs in preparation for the second half of the marathon, something crucially important occurred to me. It may go without saying, but what I realized was that each of those sets of pages represented a child who was somewhat literally and figuratively in my hands. The late nights preparing, the long days of meetings, the commute during rush hour traffic--- all of these efforts were made in my best attempt to support a school community to help each of these kids get what they need and deserve. Unconditional Education is clearly centered around this very concept. Yet, this driving purpose can sometimes get lost amidst the myriad work demands.

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While there are many ways to reconnect with your purpose, one strategy I suggest is to find ways to re-grounding in a child and family centered approach. When I shift my thinking about IEPs in this way, it helps to humanize the IEP process that can otherwise feel pretty arduous. A place I like to look for inspiration is understood.org. It’s a website full of resources designed to help parents who want the best for their children with learning and attention issues. Referencing articles and resources designed for parents can help shift our focus back to thinking through the lens of the child and family. Here’s one great example! Check out these free Student Profile Templates that can be used to empower students to engage in self-reflection and self-advocacy by preparing a resume of what they want their teachers and school teams to know about them. In addition to the benefits for the child and family, imagine how much more effectively a student prepared resume might be when compared to a case manager distributing a summary form. Resources like this provide a great example of how small shifts in your approach to the IEP process, can make a big difference in the way we see, acknowledge and honor each of our students. If you try it out, please let me know what you think!
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Blog Post Written By: Dr. Tamarah Tilos, Assistant Director of School Partnerships
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