Blog Archives

Another Opportunity for Collaboration – California Community Schools Partnership Program & HEART Collaboration at Longwood Elementary School

11/27/2023

Recent events, such as COVID-19, have encouraged the state, districts, and schools to rethink the direct connection between schools and families. In January 2021 California furthered legislation and passed the California Community Schools Partnership Act to strengthen the link between school and community services. A community school is a “whole-child” school improvement strategy where the district and school work closely with teachers, students, families, and partners to bring an integrated focus on academics, health and social services, youth and community development, and community engagement. Community school strategies can be an effective approach to mitigate the academic and social impacts of current events, improve school responsiveness to student and family needs, and to organize school and community resources to address barriers to learning.

Community schools align deeply with Seneca’s values and the UE programs at Seneca are working with many community schools partnerships around the state. In Hayward with the HEART Program (Hayward Empowering Advocacy and Radical Transformation), Behavior Intervention Specialist Mickey Gant, has joined the community schools partnership team at Longwood Elementary School. The team has representatives from the Longwood community, a student, school staff, 2 local agencies (including Mickey at Seneca), and the district. The goal is to engage in collaborative practices to best support the Longwood students and families. Mickey shares:

“Being apart of the community schools team at Longwood is an opportunity that I feel very fortunate to have and working on this team with members who are so passionate about serving youth has been so fulfilling. There are so many variables to consider when thinking about how a student learns or how they will be most successful while in school, and the work that this team will do will highlight those variables and show how important it is that we as a community shape our future leaders.” Mickey continues, “The team is currently working on looking deeper into our Capacity-building strategies at our site. We’ve developed a rubric to help with self-assessing where our school currently lands on our growth stages and the work that is necessary to get to the growth stage of a transformational Community Schools Team.”

Nice work Mickey! We look forward to seeing all the community schools partnership team at Longwood achieves!

Blog Post Written By: Bunny Rutherford, Assistant Director of School Partnerships

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Exploring Privilege: A Group Practice

11/20/2023

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For the last few years, we have made it a practice to incorporate conversations and reflections about power and privilege into our work. One way we do this is by including a question about power and privilege into our check-in during group supervision. Each person reflects on the question, “What examples of power and privilege have you observed this week?” or “How have power and privilege impacted you this week?” Answering this question has created space for wide ranging discussions about how power and privilege show up in our lives and in our work with clients, families, and staff. Examples include experiences from our own lives as well as what we have observed at our school sites. Some examples highlight positions of power and privilege, and others focus on feelings of subjugation. This practice has helped to deepen our understanding of each other and to help unpack our own blind spots as well as to share moments where we have felt vulnerable. The hope is that by practicing this skill (noticing and reflecting on the dynamics of power and privilege) we are better able to address these issues when they come up in our work. So, join us in this reflection! How have power and privilege impacted you this week?

Wheel of Privilege

Blog Post Written By: Amy Blair, Clinical Supervisor

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Staff Highlight: Grace Kruljac

11/20/2023

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Position: Student Support Assistant with the West Bay Program in San Francisco
What led you to your current position: Growing up, I have always been drawn to working with children and families. I graduated college with my bachelor's degree in education thinking I might have a career as an elementary school teacher. I also had a strong pull to dive deeper in learning about the mental health field and the mysterious ways the brain works. My dream was to find a position that combined the two in which I stumbled upon Seneca, who would be the best fit for me to explore my career interests. Working and being in a school is quite grounding for me, so I immediately felt at home when I stepped onto my school's campus. I get the opportunity to use my educational background when I'm in the classrooms while discovering the ways in which kids respond behaviorally in the school setting.
What inspires you to do this work: I feel inspired everyday to continue doing this work, mainly due to the staff and kids that I am surrounded by. Everyday is a new adventure and is unexpected, which keeps me on my toes and thrilled to explore what a new day will bring. The clients that I serve have opened their hearts to me and have allowed me to take a peek into their lives and for that, I continue wanting to support kids and families especially in the San Francisco area.
What is a recent highlight you’ve experienced in the work or an important lesson you’ve learned in this role: Now that I'm onto my second year in my current position, I have learned a handful of important lessons. I have learned how to be patient in times where it feels the most difficult, I have learned how to be a positive role model for young kids who are looking to feel safe, and I have learned to embrace and grow from whatever life throws at me.
Share your life motto or something unique about yourself: I have perfected the art of making a grilled cheese, so delicious!

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School Highlight: Daniel Webster Elementary and Starr King Elementary

11/20/2023

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What's over there? In Potrero hill?! We have Daniel Webster Elementary and Starr King Elementary! Two schools with strong supportive support teams! At Daniel Webster, we have Hector Castro ( Student Support Assistant) and Jill Salak (Clinical Intervention Specialist). At Starr King Elementary we have Jennifer Olguín (Student Support Assistant) and Abby Rose (Clinical Intervention Specialist). These two teams work together with school leadership and social workers to offer intentional care and support to students and families, ensuring equity for all.

“I think a foundation of empathy and compassion for colleagues is central to success in these types of roles. This work can be challenging, complicated, and confusing, and yet all around me I see teachers and support staff that show up for students as best they can, despite a multitude of challenges. Recognizing this and the contributions everyone makes, along with trying to build deeper connections with colleagues, makes collaboration easier when differences of opinion or other challenges arise. - Abby Rose, Clinical Intervention Specialist

I want to also highlight the efforts of both schools in building connections and community within their school communities. The Walking School Bus offered at Starr King Elementary, which provides families with support in getting their children to school in the morning, not only ensures safe passage but also fosters a sense of connection within the school. In October, Daniel Webster Elementary displayed an Ofrenda, a beautiful expression of love and remembrance for Dia de los Muertos. Additionally, creating interventions that align with a student’s interests, such as visual aids with cartoons of their favorite characters, helps students connect more deeply to their learning.

“What brings me joy is seeing my connection with students grow by showing up for them every day. It makes me happy to see them smile and laugh because they have such contagious joy. Even in difficult moments, I feel grateful in knowing that I am there to support them.” - Jennifer Olguín, Student Support Assistant

“Starr King is proud to share how diverse its student and staff populations are. In this, they host a great deal of cultural celebrations throughout the year in an attempt to educate students and families about others and uplift students from the multitude of communities represented here. Parents are often highly involved in the planning and execution of these events, which helps to promote their connections with the school.” - Abby Rose, Clinical Intervention Specialist

“Making connections with the students and collaboration with staff on how the students can be successful on a daily basis.”- Hector Castro, Student Support Assistant “

Blog Post Written By: Cristina Sanchez-Cruz, Assistant Director of School Partnerships

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Professional Development in Schools: Making it Count

11/13/2023

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As part of our mission to ensure that “all students can thrive” in their neighborhood, public school, Unconditional Education works to build the knowledge, skills, and mindset of all adults on campus to meet the holistic needs of students. One way to do this is by offering professional development (PD) opportunities to our school partners. So far this school year, UE staff have provided nearly 50 trainings at school sites in counties across the state, including Santa Clara, Contra Costa, San Francisco, Alameda, and LA.

Getting time on the PD calendar can be a challenge in and of itself. How do we make this precious time count? How do we know if we’re hitting the mark? Panorama Education recently asked current and former educators for their take on what makes good professional development and shared their findings in this article: 6 Qualities of Effective Professional Development - According to Educators . Let’s walk through these 6 qualities and see how the feedback from our own trainings so far this year lines up!

RELEVANT
“Know your audience! Professional learning is most beneficial if it is applicable to the attendee’s role, current needs, and challenges. Educators should be able to draw connections between what they are learning with what they are doing every day.”

Feedback from UE Trainings:
Very important subject matter. I liked the opportunity at the end to reflect on one of our own students.
Relevant to my day to day work and in addressing some of the most challenging aspects of my job
Video was awesome! I have been trained in trauma informed practices before and feel good about it. I am really looking forward to learning more about healing-centered engagement. It reframes the work in a positive and holistic manner that I dig.

PURPOSE DRIVEN
“What is the “why”? Make sure your PD session includes clear learning objectives so attendees know 1) why they’re there, and 2) what they should get out of it. Connect the objectives back to your district’s mission and vision for student success.”

Feedback from UE Trainings:
This helps me take a deeper look at myself and the way I think of my students
[The training helped me] remember that our work translates to our students and they observe our conversations, how we present ourselves, etc.
[Strengths of the training were] the organization of the presentation, engaging presenters, and activities completed!
Clear and concise information

ENGAGING
“Whether your PD is online or in-person, it must be engaging enough to keep educators’ attention. When educators are actively engaged, they are more likely to absorb and retain information, making it easier to apply what they've learned in their classrooms."

Feedback from UE Trainings:
[The trainer] has great energy and was a really open and honest trainer
It was really helpful to have break out rooms to collaborate with others and get different points of views.
Engaging presentation, good mix of talking and time for activities, concrete tool to use right away, strong knowledge of teachers experience and things that happen in the classroom

DIGESTIBLE
“TMI! Educators can shut down with information overload if you don’t keep the “new” to a minimum. Ambitious trainers should avoid trying to fit as much learning as possible into the available time. This approach can be a case of diminishing returns.”

Feedback from UE Trainings:
Going through the behavior map step by step and hearing examples of interventions was helpful
Excellent supportive videos, great framing of [the internal working model] and disconfirming stance
The behavior map was helping in realizing there are more tools I know than sometimes I think when it comes to helping a student manage their behaviors. These will also be helpful to relay to teachers and other staff members!

ADAPTABLE AND ACCESSIBLE
“Just as educators strive to meet the diverse needs of their students, so too should PD. Educators have varying levels of experience, so customize your offerings to the learner’s familiarity with the subject. ... Additionally, professional development should provide a range of options to be inclusive of educators with diverse learning needs.”

Feedback from UE Trainings:
The training was accessible to a variety of roles
It allowed for great conversations and self exploration

ACTIONABLE AND ONGOING
“Professional learning doesn’t end once the session is over! One-time workshops or brief training sessions can provide valuable insights, but PD must be ongoing for long-term growth. ... Effective programs provide opportunities for educators to engage in continuous learning and reflection. This can be achieved through follow-up sessions, mentoring relationships, online communities, or access to additional resources.”

Feedback from UE Trainings:
[I] gained more knowledge on what goes on with students who experience trauma and some ways to go about approaching
I feel more ready to support not only the students with Autism in my class, but all of my students
This training provided me with a much better sense for best practices and supports at my school for PBIS and more. I am confident that I will be using these resources, services, and skills extensively this year to build community and strong learning environments at my school!

Blog Post Written By: Jenny Ventura, Senior Director of Education Innovation

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Coaching Paraprofessionals: Enhancing Student Behavior Modification

11/6/2023

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Introduction:
Paraprofessionals play a crucial role in supporting students' behavioral and educational needs. By delivering personalized and targeted assistance, they contribute significantly to a student's overall development. To maximize their impact, it is essential to provide paraprofessionals with effective coaching strategies that empower them to facilitate behavior modification successfully (Chopra, R.V. et al 2004). This UE blog post offers valuable insights into coaching techniques for paraprofessionals, enabling them to assist students in developing positive behaviors and achieving academic success.

1. Understanding the Role of Paraprofessionals in Behavior Modification:
Begin by explaining the importance of paraprofessionals in supporting students with behavioral difficulties. Emphasize their unique role in implementing behavior modification plans, reinforcing positive behaviors, and providing individualized support in the classroom setting (Chopra, R. V. et. al 2011).

2. Establishing Strong Communication Channels:
Effective communication and building a relationship is fundamental to the success of any coaching relationship. Encourage administrators and teachers to establish open and consistent communication channels with paraprofessionals. By fostering a collaborative environment, valuable insights and observations can be shared, leading to better behavior modification strategies that are personalized for the individual student (Patterson, K. B. 2006).

3. Providing Comprehensive Training Programs:
Paraprofessionals need access to professional learning communities (PLC) that equip them with the tools and knowledge to manage behavior modification effectively. Highlight the importance of topics such as understanding behavior patterns, utilizing positive reinforcement techniques, collecting data and de-escalation strategies to handle challenging situations (Reddy, L. A. et. al 2021).

4. Individualized Behavior Plans:
Discuss the significance of individualized behavior plans tailored to the specific needs of students. Emphasize the role of paraprofessionals in implementing these plans, tracking progress, and adjusting strategies as necessary. Encourage paraprofessionals to communicate any modifications required to the student's team for a cohesive approach (Chopra, R. V. et. al 2011).

5. Utilizing Positive Reinforcement:
Explain how positive reinforcement techniques can be powerful tools in behavior modification (Rumfola, L. 2017). Encourage paraprofessionals to identify and reward desirable behaviors in students, creating a positive learning environment. Provide examples of effective reinforcement strategies, such as verbal praise (be as descriptive as possible), tokens, or privilege systems (making sure this is connected to the students interest and not our own).

6. Building Trust and Rapport:
Establishing trust and rapport with students and families is essential for paraprofessionals to successfully implement behavior modification strategies (Broer, S. M. 2005). Offer the first few weeks of school for bonding time between student and paraeducator. Actively shadow the paraprofessional to provide tips on developing positive relationships with students, such as understanding the students likes and loves, active listening, empathetic understanding, and providing consistent support.

7. Encouraging Self-Reflection and Professional Development:
Highlight the importance of paraprofessionals engaging in self-reflection and continuous professional development. Encourage participation in workshops, webinars, or conferences focused on behavior modification. By constantly expanding their knowledge and refining their techniques, paraprofessionals can enhance their effectiveness in supporting students' behavioral needs (Wiggs, N. B. et al (2021).

8. Collaboration with Teachers and Administrators:
Consistent collaboration between paraprofessionals, parents, teachers and administrators is crucial to enhancing behavior modification efforts (Chopra, R. V. et al 2004). Encourage regular meetings to discuss student progress, share insights, and exchange strategies. This collaboration ensures a well-coordinated approach that promotes consistent behavioral expectations across different settings.

Conclusion:
Coaching paraprofessionals on behavior modification for students is a vital aspect of promoting positive change and academic success. By providing comprehensive training programs, emphasizing effective communication, and encouraging ongoing professional development, the impact of paraprofessionals in supporting behavioral interventions will be greatly enhanced. By empowering them with successful coaching strategies, we pave the way for a brighter future for our students.

Blog Post Written By: Darrell Burns, Director of Behavioral Intervention

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Welcome

Another Opportunity for Collaboration – California Community Schools Partnership Program & HEART Collaboration at Longwood Elementary School

Exploring Privilege: A Group Practice

Staff Highlight: Grace Kruljac

School Highlight: Daniel Webster Elementary and Starr King Elementary

Professional Development in Schools: Making it Count

Coaching Paraprofessionals: Enhancing Student Behavior Modification

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