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A Collaborative Model: Making a Difference

A Collaborative Model: Making a Difference. Response to Intervention (RtI) Symposium “Beyond the Pyramids” Ventura County Office of Education January 23, 2008. Presenters. Diana Stephens Counselor-Educator California Lutheran University Thousand Oaks, California Marie Alviz

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A Collaborative Model: Making a Difference

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  1. A Collaborative Model: Making a Difference Response to Intervention (RtI) Symposium “Beyond the Pyramids” Ventura County Office of Education January 23, 2008

  2. Presenters Diana Stephens Counselor-Educator California Lutheran University Thousand Oaks, California Marie Alviz School Counselor E. P. Foster Elementary School Ventura Unified School District Pam Hunter Teacher E. P. Foster Elementary SchoolVentura Unified School District

  3. Response to Intervention (RtI) “A child should not have to fail before getting the help they need.” RtI is a school-wide curriculum-based system providing comprehensive programs for all students within the school. VCOE; Education/Evolving

  4. RtI – A Paradigm Shift All Children “At Promise” Not Some Children “At Risk”

  5. Valuing all Children “Educating allchildren is an achievable goal, ifwe truly value all children.” “Does American society truly value allof its children?” Pedro Noguera, City Schools and the American Dream

  6. Today’s Schooling • In what grade level are children most often expelled? • What percentage of teachers feel their teaching would be more effective if they didn’t spend so much time with disruptive students? • What percentage of teachers have considered leaving the profession or know someone who has because of student discipline problems? • Nationwide, what percentage of students will leave school without graduating? Gilliam; Teaching Interrupted; Thornburgh

  7. Today’s Culture Instant gratification Fast-paced Quick-fix

  8. School Climate The Hidden Curriculum There is a direct link between “the quality of a school’s climate and its educational outcomes” C.D.Jerald

  9. Transforming the School Culture Slow down – Systemic Programs Building a strong school culture takes time and a comprehensive curriculum Develop relational trust Requiring daily social exchanges with everyone Provide consistent norms and values Focusing attention on what is important and valued

  10. EffectiveCultural Climate A culture of care A culture of support A culture of belonging A culture of high expectations A culture of relationship building Focusing on Academic – Career – Personal/Social success in school and in life

  11. Systems LeadershipCollaboration & Teaming Connecting the interaction of the heart, head & hand Heart: values and beliefs Head: mental picture of the world Hand: decisions, actions, behavior Collaborative teams teaching the whole child Covey; DeVoss & Andrews; Hopkins; Sergiovanni; Wheatley

  12. Effective Schooling An integrated curriculum of rigorous academics and social-emotional learning in every classroom

  13. Lesson One:The ABCs of Life Transforms Organization Culture & School Climate Chosen model: Safe and Drug-free Schools The White House Approved evidenced-based program The California Department of Education

  14. Lesson One: The ABC’s of Life Making a Difference Film Clip

  15. Lesson OneE.P. Foster Elementary School Before & After Marie Alviz School Counselor

  16. Lesson One:The ABC’s of Life Experiential Learning Self Control Time Trying Your Best

  17. Lesson One:Joins the Basics A B C D E F G H I J K L M N O P Q R S T U V W X Y Z Sequential – Consistent – Comprehensive Curriculum 1 2 3 4 5 6 7 8 9 0 Making the Intangible - Tangible Self-Control Self-Confidence Responsibility & Consequences Thinking & Problem Solving Cooperation The Pledge for Success

  18. Lesson OneE.P. Foster Elementary School In the Classroom Pamela Hunter Teacher

  19. Pledge for Success A Promise I Make to Myself • I will listen to what others have to say When I wait my turn to speak, I can hear what everyone has to say • I will treat others the way I would like to be treatedPushing, fighting, bullying, name-calling and treating others badly hurts them and hurts me • I will respect the diversity of all peopleWhether we are the same or different on the outside, it’s the person we are on the inside that counts • I will remember that I have people who care about me in my family, school and communityFamilies, like schools and communities, can be many sizes and made up of all kinds of people • I will try my bestEven when I make mistakes, I learn from them. The most important thing is to keep trying

  20. Lesson One: Daily Practice • Voice and Body Language:Varied VoiceConnected Body Language • Consistent Structure in Classroom • Games, Activities, Sharing Stories

  21. Voices of the Teachers & StaffE.P. Foster Elementary School • “Teachers from other schools have asked how do we get so much teaching time in & I honestly believe that this…comes from using Lesson One…” • “Lesson One self-control time helps my students calm down, focus, and be responsible for their actions.” • “Enhances the library experience. Each class has only 30 minutes to locate a book…By using self-control this runs smoothly and all of us enjoy the visit. I also appreciate everyone using the same language.”

  22. Lesson OneEvidence-Based Success Before & After Diana Stephens Counselor-Educator – California Lutheran University

  23. E.P. Foster Elementary SchoolEvidence-Based Results Percent of 4th and 5th Graders Achieving Advanced or Proficient in Language Arts Grade Advanced or Proficient Percent Level in Language Arts Increase 2001 2005 4th grade 9% 44% 35% 5th grade 15% 48% 33%

  24. E.P. Foster Elementary SchoolEvidence-Based Results Percent of 4th and 5th Graders Achieving Advanced or Proficient in Math Grade Advanced or Proficient Percent Level in Math Increase 2002 2005 4th Grade 11%31%20% 5th Grade 17% 61% 44%

  25. E.P. Foster Elementary SchoolEvidence-Based Results Student Suspension Rates Year # of Suspensions 1999 29 2000 19 2001 18 2002 0 2003 4 2004 2 2005 2

  26. E. P. Foster ElementaryEvidence-Based Results Academic Performance Index (API) 2000-2001 2001-2002 2005-2006 Before L1 1st Yr L1 5th Yr L1 Base API 617 551 726 Growth API 541 558 796 Hispanic/Latino - 84 pts +18 pts +79 pts Socio-Econ Disadv. -108 pts +30 pts +70 pts English Learners -- -- +68 pts

  27. Cross-Section of StatisticsAround the Country • “As a result of the program, teachers who once spent 80% of their time on classroom management and 20% on teaching, now spend 80% on teaching and 20% on classroom management. • “After Lesson One was implemented…overall discipline problems decreased by 66%.” • “Our first family night we hosted with Lesson One broke the record for parent attendance after over two hundred family members attended the function.” For complete longitudinal study results visit www.lessonone.org

  28. Collaborative Partnership California Lutheran University Ventura Unified School District Ventura Community Agencies

  29. Questions? Join our Conversation and our Collaborative Partnership

  30. Contact Information Feel free to contact us if you have any questions or would like additional information: Diana Stephens: dstephen@clunet.edu Marie Alviz: marie.alviz@venturausd.org Pamela Hunter: pamela.hunter@venturausd.org Jon Oliver: www.lessonone.org

  31. References Covey, S.R. (1991). Principle-centered leadership. New York: Summit Books. DeVoss, J. A., and Andrews, M.F. (2006). School counselors as educational leaders. Boston, NY: Houghton Mifflin. Education Evolving (2005, July). Response to intervention: An alternative to traditional eligibility criteria for students with disabilities. St. Paul, MN: Author. www.educationevolving.org Gilliam, W.S. (2005, May 17) Pre-kindergartners left behind: Expulsion rates in state pre-kindergarten systems. Yale University Child Study Center. Goleman, D. (1997). Emotional intelligence. New York: Bantam Books.

  32. References Hopkins, D. (2007). Every school a great school. London: Open University Press. Jerald, C.D. (2007). School culture: The hidden curriculum. Access network. accessnetwork@lws.lacoe.edu Noguera, P. (2003). City schools and the American dream: Reclaiming the promise of public education. New York: Teachers College Press Oliver, J., & Ryan, M., (2004). Lesson one: The ABCs of life New York: Simon & Schuster Public Agenda, (2004, May). Teaching interrupted. www.publicagenda.org

  33. References Serviovanni, T. (1992). Moral leadership: Getting to the heart of school improvement. San Francisco, Jossey-Bass. Serviovanni, T. (1994). Building community in schools. San Francisco: Jossey-Bass. Thornburn, N. (2006, April). Dropout Nation. Time. Zins, J.E., Weissberg, R.P., Want, M.C., & Walberg, H.J. (2004). Building academic success on social and emotional learning: What does the research say? New York: Teachers College Press.

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