Our new partners in San Mateo, KIPP Valiant Community Prep, are launching back into in-person services. As a K-8 school of over 600 students, Valiant wisely chose to bring back a small pilot classroom of middle school students before opening more broadly.
Leveraging their existing MTSS structures, the team utilized their COST and Culture and Climate teams to plan universal and small group interventions for the students returning to campus. When this process was a smashing success, the Valiant team knew they were ready to scale up. Now with most of the elementary school students returning after spring break, the COST and Culture and Climate teams have sprung into action to plan team building activities, targeted SEL lessons, procedures for teaching classroom routines, and high leverage academic instruction blocks. With our fabulous UE Coach, Keri Stewart, at the helm, we know these plans are going to be airtight with the ability to flex and adapt to emerging needs. Gooooooooo, Valiant!
Despite the challenges we’ve faced during this 2020-21 academic year, Lighthouse Community Public Schools (LCPS) committed to meeting the needs of students and families using every tool at their disposal. Our collaborative student services teams have delivered Zoom parent training, social skills groups, drop-in sessions, advisory lessons, crisis intervention, family therapy and individual therapy. They have provided outreach and case management, and simultaneously wondered: who might we be missing, and how can we find them when we’re in distance learning?
Thus, LCPS decided to implement one of our Unconditional Education intervention tools at both of their East Oakland campuses. The tool is our Social Emotional Screener (SES). Rolling it out on both campuses was a first this year, as was implementing it during distance learning while in a pandemic.
The SES provides teachers a platform to reflect on their students’ social/emotional needs based on key indicators of health and wellness. The purpose of the SES is to use data to drive our interventions and help set our priorities: to shine the light where it is needed most. Through this screening process we may realize that a specific teacher has a classroom full of students who need support with focus and attention, or that a handful of students across classrooms have been socially isolating and could use some targeted social skills support. We go into the screening process with an open mind, and with the help of our amazing Assessment and Evaluation team, emerge with detailed reports. These help us build a collaborative plan for addressing the most pressing needs of our youth.
Lighthouse Lead Counselor Courtney Cerefice took lead on implementing the screener on the Lighthouse campus this year. I asked Courtney to share about the experience of using this tool during a pandemic, and what she learned in the process.
What motivated you to implement the Social Emotional Screener this year
We have used different versions of the socio-emotional screener in the past. Historically, we had used the screener to:
What did you do differently this time during a year of distance-learning? What did you have to consider implementing?
There was a lot of teacher feedback around difficulty targeting certain behaviors because students are not seen in the same way on Zoom as they are in a traditional in-person settings. Items such as "disordered eating" felt challenging for teachers to identify because this is a behavior that they may not have an opportunity to see.
We needed to spend a little more time with teachers to develop their understanding of what the screener is and what it is not. There was some reluctance to "diagnose children." There was lots of talk-through of the "behaviors" and "symptoms," and talking about how we can notice a behavior without turning that behavior into a diagnosis -- or worse, ascribing an identity to a child. This was a learning opportunity for our staff. A behavior is not an identity. Students are full-humans first and deserve to be seen this way.
With regards to the data that was returned to us, typically we would have looked at the data in teams (Deans, APs, etc.) and shared it out to the larger community. This needed to pivot this year. Scheduling time with our larger team was extremely challenging due to the many commitments these team members already hold. Instead, we chose to interpret the data as a clinical team and then share the recommendations out with our larger team. This is not ideal, but we recognized that waiting to get the data analyzed would potentially delay supports to staff that were very much needed.
What were you expecting from the screener? Were you surprised by the results?
The results were what we were hoping to see. Students with the greatest need had been previously identified and were mostly receiving services already. It has allowed us to pivot, look at Tier 1, and make learning offerings to our staff and families! Our teachers are accurately identifying the students that need the most support and we can take this time to create learning opportunities for our staff and families that further develop their ability to support students on all Tier levels.
What would you say to another school leader who has not implemented an SES tool before? Why and when should they do it, and what tips would you have for them?
The SES is best implemented over the course of the year and used as one piece of data (possibly in tandem with attendance, discipline, etc.). The socio-emotional strand is an area that can be tricky to deliberately gather data for. When there is not a specific socio-emotional screener being used, schools may use data that is one-off of actual socio-emotional data, then attribute that data to socio-emotional outcomes. This can be problematic (think about deciding that an attendance concern is socio-emotional when it could be due to any number of things, including childcare or transportation concerns, housing instability, etc.). Having a screening tool that targets visible behaviors allows teachers and staff to target items that they may not have previously considered to be worthy of noting or uplifting for support. It also encourages teachers to look for those behaviors that may be easier to overlook but can have significant socioemotional needs behind them. This particular screener is quick for teachers to complete and becomes easier as they continue to use it.
Seneca is proud to partner with so many schools in the Bay Area dedicated to providing an inclusive and holistic education experience for students. One such partner is Alternatives in Action High School (AIAHS) in Oakland, where we provide special education services within the context of their truly unique and responsive approach to schooling. AIAHS is a transformative school that serves to motivate youth to improve their own lives and build healthier communities. Being the first youth-initiated charter high school in the country, AIAHS provides a community in which students can partner with adults to work on their personal goals and growth.
AIAHS was originally founded by ten youth as the Bay Area School of Enterprise in February 2001. Through their partnership with local experts to design and petition for the school, they were able to receive a unanimous vote of approval by the Alameda Unified School District Board of Trustees. After passing this initiative on May 16, 2001, the school officially opened in September of that year. The school’s Charter was subsequently renewed again by unanimous vote of the Alameda Unified School Board in February of 2006, February 2011, and was renewed once more in November 2015. The school is fully accredited by the Western Association of Schools and Colleges. At the start of the 2014-2015 school year, the high school relocated to East Oakland’s Seminary Neighborhood, where it will serve as the anchor for a vibrant new community: The Youth & Family Center.
AIAHS now has achieved nearly twenty years of experience and success in supporting students to graduate high school, and further prepare them to pursue colleges and careers to positively impact their communities. Since 2001, the school has made great strides in advancing marginalized students in their school culture and climate through combining diversity, social justice, and increasing access to higher education:
“I came here because this school is different from other, normal high schools. AIAHS showed me that I can be a leader and actually make changes in the school if I feel like we need changes. This school showed me that I have a voice and the coaches can hear me … AIAHS has helped me change into a better person and a person who can lead.” Jazmine Hernandez, Class of 2018
To better understand AIAHS, watch this short news feature. and continue reading Great School Voices overview of their inspiring journey.
This week we are highlighting our partnership with J.O. Ford Elementary (Ford), a school devoted to culturally diverse community education.
Ford is in Richmond, CA serving students in grades TK-6th grade as the proud home of the Cougars. Here, our UE Coach Jenna Evans and Bilingual Clinical Intervention Specialist, Kendra Muscarella, work in partnership with Ford to provide student services. Ford is in its 5th year of implementing the Unconditional Education (UE) Model and is one of the longest standing partners in WCCUSD. Despite the challenges and barriers presented by the COVID-19 Pandemic and virtual education, Ford has remained steadfast in supporting their student, caregiver, and staff communities by keeping true to the Ford Mission: Students connect academics to the real world and develop critical thinking skills through individualized instruction and supports to meet their unique needs. This fosters an environment of community, perseverance, and kindness.
Ford’s virtual Black History Month Assembly that was held in February is just one recent example of the school’s dedication to supporting and fostering community. The assembly, coordinated by our very own UE Coach, Jenna Evans, consisted of different student performances and artwork displays, ending with a talk by local bay area artist, Tiffany Conway. Holding true to the Unconditional Education Model, the assembly began with a review of the school’s Positive Behavioral Interventions and Supports (PBIS) expectations to help root attendees in the following practices of the meeting: “Show Respect”, “Make Good Decisions’, and “Fix Problems.”
See below for some Ford Elementary Black History Month Assembly Highlights:
Video Introduction of the Black National Anthem by students from P.S. 316, Elijah Stroud Elementary School
Room 22 Presentation: What does this song mean to me - “I Can’t Breathe"
Local Bay Area Artist: Tiffany Conway
This week, we are highlighting our partnership with Lazear Charter Academy, a school devoted to “being the change you want to see!”
Lazear Charter Academy is in the Fruitvale neighborhood in East Oakland and serves grades Transitional Kindergarten – 8th. Lazear provides rigorous instruction and offers an extraordinary Science, Technology, Art, Engineering and Math (STEAM) program. The Lazear community is driven by love and connection while focused on developing the whole person through fostering students, their families, and school staff. Lazear has strived to develop a vigorous multi-tiered system which supports students growing academically, socially, and emotionally. This model promotes lifelong learners who develop critical thinking skills, create modern results to intricate challenges, and express ideas assertively.
The world has been forced to modify learning practices and community building for the past 11 months, and the Lazear community has established innovative ways to maintain connection. Through teamwork and collaboration, the Wildcat Family provides pertinent and profound ways to stay connected during Distance Learning. The Wildcats have been successful in maintaining community through:
In this week’s blog post, I’m happy to introduce our partnership with Gabriella Charter Schools, a network of two community charter schools serving the Los Angeles neighborhoods of Echo Park and Historic South Central. Gabriella Charter Schools were born out of the success of an after-school dance program, which was created in memory of the founder’s daughter who loved to dance. Inspired by the program’s success and in response to parent demand, Gabriella Charter School was opened in 2005 with a curriculum that paired rigorous academic work with daily dance classes required for all students. A second campus was opened in 2017.
Based on the success of his work at Gabriella’s Echo Park campus last year, our Behavior Interventions Coach Darrell Lane was asked to support Gabriella’s second campus this year in a part-time role. Like everyone else, we had to get creative in figuring out how to best support Gabriella’s students in the virtual world—but after some initial brainstorming, Darrell has settled into the following roles:
We will continue to monitor and adapt these roles as the year progresses and changes continue to surface. Overall, though, we have so appreciated the passion and commitment of the Gabriella staff, and feel lucky to have found partners with whom we feel so aligned.
Wow, it's February? How did that happen?!?! That the school year is halfway over is probably just one of the many things that is hard to believe right now. Who would have thought a year ago, when we were reviewing the mid-year feedback from our schools and partners, that the work we do, the lives we live, and the world we know would be so fundamentally different today?
This time of year is traditionally used to step back and reflect on how things are going, and given the year we’ve all had, this could not be more important. Our staff have worked tirelessly to collaborate with schools and families to push the bounds of what is possible and redefine how this work is done in the virtual realm. Our UE Mid-Year Survey is conducted through the month of January and helps highlight our successes and, equally important, areas for improvement. These help us to focus our intentions through the end of the year.
Despite the challenges of connectedness and engagement during remote learning, we are excited to report participation in our survey held similar to last year’s reports: almost 90% of partner schools (so far) participated in the survey, with over 540 individual responses!
The Mid-Year Partnership Survey asks our partners how we are doing with components of the UE Model related to Culture and Climate, Direct Services and Progress Reporting. For students receiving direct services at our school sites, we asked our partners two questions:
This year, both questions averaged above our goal of 80% at 94% and 86% respectively! We are very excited by these positive responses; especially given the challenges this year has presented as both our staff and teachers have had to reinvent the ways that lessons are taught, and how staff-support is provided. There is a lot to celebrate here in the strength, skill, and perseverance of these teams.
Data collection and reporting continues to be a program priority this year and is no small task. Teachers, behaviorists, and clinicians have had to rethink how to capture, track and monitor progress data, working closely with students and families to rethink goals and measures that are both applicable to the virtual setting and meaningful as measures of progress. If this wasn't enough, they have also had to contend with the layers of scheduling and technological access barriers in collaborating with entire teams to share the goals being set and the progress being seen. Excitingly this is an area where, at this mid-year point, we saw an increase to 78%, up from 73% last year, and just shy of our goal for the year of at least 80%, which we are hopeful to hit in our End-of-Year Surveys!
The numbers themselves, while guiding and celebratory, don't offer the complete picture. We also ask for specific feedback and suggestions on our partnerships. In reviewing the constructive feedback this year, an interesting trend emerged: our partners want more. They want to know more about what the students are working on, they want to know more about how they can continue to collaborate as a team, they want to know more about our services and how we can continue to support staff, students, and families.
Here are some pieces of feedback we’ve received from partners:
“I would be open to check in with support staff and ways I could support the work Seneca is doing with our students.”
While we seek and value constructive feedback, the open-ended responses were overwhelmingly positive, indicating that we are on the right track in our work to build collaborative, meaningful and supportive practices. We look forward to hearing from our partners again during our End-of-Year Partnership Survey.
While we wait, here are just a few of the incredible highlights shared from the year so far:
“Our [Seneca] counselor shows great energy when teaching a lesson to my students. The positive words he uses on his presentations, motivates students to participate in his class. Kids really like him.”
And I could go on and on.............................
When the shelter in place started nearly a year ago, no one thought the pandemic would last this long. Our world quickly shifted to a virtual platform, and staff, students and families were forced to adapt to a new normal. Students were no longer able to attend school in person, and parents were now faced with keeping their children home full-time. In a program where much of our work is relationship-based and include tangible rewards, we were challenged to find creative and supportive ways to support our families.
One way the SOAPS Program has been able to support our families is through delivering theme-centered bags. Staff personally delivered Halloween-themed bags in October, winter break bags in December, and now will soon be delivering Valentine’s & Black History Month bags next week. The bags are filled with juice boxes, snacks, board games, crafts, and grocery gift cards. These bags are our attempt to keep some normalcy of the school routine where students may normally have classroom socials before the holiday breaks. In addition to providing some needed resources to the families, staff also have the opportunity for some socially-distance and face-to-face time with the students.
Another way SOAPS has supported our families is through providing some basic necessities for students during the pandemic. At the beginning of the school year, staff delivered bags of school supplies to each student to support them with distance learning. Our therapists also created individual therapy boxes for each client to use during their virtual sessions. We have also provided space heaters and other resources when families have been displaced or impacted economically.
Although these gestures may not solve all their struggles, they are our way of reminding families that they have not been forgotten and we are here to continue supporting them to the best of our abilities.
Bridges Academy is a long-standing Seneca school partnership and we’re honored to have the opportunity to collaborate with them. In this uniquely challenging school year, we’ve continued to focus our collective efforts to best serve the community’s students and families in a holistic way. We’ve also partnered more intentionally this year around supporting teacher wellness, connection, resiliency, and joy.
Obviously, maintaining satisfying connection with colleagues has been particularly difficult during this ongoing pandemic. The Bridges Wellness Committee coordinates many virtual events that allow staff to build and deepen their supportive relationships as a professional community. In a recent professional development session collaboratively designed and delivered by Seneca and Bridges leadership, we focused on Cultivating Resilience and Self-Care. During the training, staff had time to share with each other practices they were utilizing (or wanting to increase) in order to maintain as much vitality and joy as possible in this difficult time. The training culminated with a lengthy Appreciations session, where staff had the time and space to reflect on the positive impacts their colleagues had on students, families, and each other.
Dr. Bettina Love delivered a powerful keynote address, Q&A session, and call to action in December, sharing practices and resources from her Abolitionist Teaching Network. During that training, Seneca Clinician Jesse Wiltey shared a link to Melanated Social Work, a collective that he co-founded with three colleagues. Since learning about the collective, I’ve deeply appreciated their inspiring and illuminating Instagram posts and podcasts. I recommend everyone checks out their resources, follows, and supports their work.
I started my work at The Primary School (TPS) in February of 2020--just six weeks prior to the school (and country) shutdown due to COVID-19. From my first day on site, I was blown away by the staff. The teachers at TPS are models of excellence in everything they do; from the daily morning greetings they give to each and every student entering the classroom, to the creativity they put into lesson plans to ensure learning and engagement of all students. They arrive each morning with joy and enthusiasm, smiles on their faces, and excitement at the prospect of teaching and spending quality time with their students.
As a UE Coach/Clinical Intervention Specialist for The Primary School, I realize that teachers are the lifeblood of our education system and of the schools in which they work, often serving not only as educators, but as mentors, surrogate caregivers, safekeepers, and more. In remote learning, teachers face unique challenges, “working tirelessly to solve inequities within their schools, create meaningful lessons in the confines of virtual learning, and build care and trusting relationships with their students,” (XQ Rethink Together, September 2020). This new normal requires school leaders to implement new ways to support teachers’ professional growth, to protect their emotional well-being, and to ensure that they get the support necessary to thrive, grow, and avoid burnout.
In partnership with their Seneca UE Team, The Primary School’s leadership have developed many ways to address teacher well-being:
Site Representatives: ‘Site Reps’ are nominated by their peers to represent their position and give input on decisions for the school. They connect with their peers before site rep meetings to gain a deeper understanding of the thoughts and ideas of their teammates, and share input on school wide issues such as:
Grade-Level Team Meetings: A monthly space for teachers to meet with clinicians and behaviorists to discuss observations, concerns, and curiosities about their students’ social emotional needs.
Identity Work: Consistent professional development opportunities to work on exploring themes of identity, equity, and diversity & inclusion practices in hiring staff and in meeting the educational and emotional needs of students, families, and staff.
Staff Wellness Office Hours: Weekly office hours where staff can sign up to have brief phone conversations with clinical staff to address issues around burnout, personal and professional challenges.
These supports were started in order to address the needs of teachers and staff during a frightening time in our country. Ideally, our schools will see a return to in-person learning and a more typical school year in 2021-2022. Despite this, teachers will continue to need professional and personal support in order to engage in meaningful and effective teaching. The Primary School is well positioned to continue these efforts for the remainder of the school year and beyond.
All-In! Partnership Team