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Is This a School You Would Want to Attend?

Is This a School You Would Want to Attend?. Infusing Resiliency into. “The System”. Bilingual Coordinators Network November 19, 2009 Dan Sackheim Educational Options Office California Department of Education. First,. The Basics. Every student needs and deserves….

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Is This a School You Would Want to Attend?

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  1. Is This a School You Would Want to Attend? Infusing Resiliency into “The System” Bilingual Coordinators Network November 19, 2009 Dan Sackheim Educational Options Office California Department of Education

  2. First, The Basics

  3. Every student needsand deserves… … an educational placement that is, at least, adequately matched to their learning and developmental abilities, needs and styles.

  4. What works for one student, school, or district may not be appropriate or effective for another. One Size Does Not Fit All! Solutions O O O

  5. Educational Options for All Students

  6. Educational Options… … provide a supportive environment with specialized curriculum, instruction, guidance and counseling, psychological services, and tutorial assistance to help students overcome barriers to learning.

  7. Now, The Attitude !

  8. Is this a school you would want to attend? …and that wants you to attend?

  9. Keep kids in? Or push them out? EXIT

  10. Dr. Martin Luther King Jr. said: “Injustice anywhere is a threat to justice everywhere.” • “There is nothing more dangerous than to build a society, with a large segment of people in that society, who feel that they have no stake in it…” • “Our nettlesome task is to discover how to organize our strength into compelling power.

  11. Resiliency

  12. Who Drops Out?Risk Factors for Dropping Out Socioeconomic status Ethnicity Repetition of a grade Student mobility Family situation

  13. Who Drops Out? What Are the Kids Saying? • Disengagement • No one cares • Uninteresting, irrelevant classes • No real-world connection • Boredom

  14. Findings of Resilience Research • Risk ≠ Outcome • Behavior ≠ Capacity • Personal Strengths = Success • Environmental Supports & Opportunities = Life Success

  15. Resiliency: External Assets Internal Assets

  16. Three Protective Factors: Caring High Expectations Opportunities to meaningfully participate and contribute

  17. The RYDM Theoretical Framework The Youth Development Process: Resiliency In Action External Assets Youth Needs • Caring Relationships • High Expectations • Meaningful Participation • Safety • Love • Belonging • Respect • Mastery • Challenge • Power • Meaning Internal Assets • Cooperation • Empathy • Problem-solving • Self-efficacy • Self-awareness • Goals and aspirations Improved health, social, and academic outcomes School Home Community Peers

  18. Protective Factors = Critical Developmental Supports & Opportunities Belief in youth resilience Respect Challenge & support Firm guidance Structure/rituals Strengths-focused Teaches personal resilience Reframing “Being there” Loving support Showing interest in Getting to know Compassion Listening Patience Basic trust/safety HIGH EXPECTATIONS CARING RELATIONSHIPS Safe places Inclusion Responsibility/voice & choice Child-initiated/youth-driven Experiential skill development Contribution Peer support MEANINGFUL PARTICIPATION

  19. Healthy Kids Survey – Resiliency and Youth Development Module http://www.wested.org/cs/chks/print/docs/hks_res_measure.html http://www.wested.org/cs/chks/print/docs/hks_resilience.html http://www.wested.org/cs/chks/print/docs/chks_home.html http://www.wested.org/cs/chks/view/chks_s/2?x-layout=surveys Bonnie Benard Resiliency: What We Have Learned bbenard@wested.org

  20. The 40 developmental assets include: EXTERNAL ASSETS Support Caring school climate Empowerment Youth as resources and Service to others Safety Boundaries and High Expectations School, family and neighborhood Adult role models Constructive Use of Time Creative activities

  21. INTERNAL ASSETS Commitment to Learning Achievement motivation School engagement Positive Values Caring and Responsibility Social Competencies Planning and decision making Resistance skills and Peaceful conflict resolution Positive Identity Personal power Positive view of personal future

  22. http://www.search-institute.org/assets/

  23. Some preliminary thoughts …

  24. BEEP! It’s just a

  25. Listen ThroughTheir Ears!

  26. Vocabulary Lesson: Youths Former Youths (Adults)

  27. Educational Options support At-Risk / At-Promise Youth

  28. How can we fit this into THE SYSTEM ?

  29. How flexible is your cookie cutter?

  30. How sharpis your cookie cutter?

  31. The definition of was written by those who fit that definition. "Genius"

  32. Learning Styles Auditory Visual Kinesthetic Experiential Use Technology Artistic

  33. “I don’t get it”

  34. “Please explain/show that to me a different way”

  35. Asset Development Based Academic Development Social Development Emotional Development We are comprehensive education!

  36. When there are so many students that the teacher cannot clearly see and respond to the strengths and needs of each student, but instead sees a class, then there are too many students.

  37. There is Only One School System vv

  38. Referral and Transition Pre-exit Hand-off Post-exit support

  39. Referral and Transition Asset-based Challenges vs deficits Need to learn and unlearn

  40. Learningand Unlearning

  41. Student’s Asset Profile Before Intervention Now Asset Development Academic Social Emotional (Negative) Unlearning Needed

  42. Rules

  43. Rules or /Expectations Opportunities to participate and contribute

  44. Education Code Section 48916.1(a) At the time an expulsion of a pupil is ordered, the governing board of the school district shall ensure that an education program is provided for the period of the expulsion...

  45. Zero Tolerance

  46. Mandatory ExpulsionsEducation Code Section 48915(c): (1) Possessing, selling, or otherwise furnishing a firearm. (2) Brandishing a knife at another person. Unlawfully selling a controlled substance listed in Chapter 2 (commencing with Section 11053) of Division 10 of the Health and Safety Code. (4) Committing or attempting to commit a sexual assault as defined in subdivision (n) of Section 48900 or committing a sexual battery as defined in subdivision (n) of Section 48900. (5) Possession of an explosive.

  47. Administrator Recommendation of Expulsion Matrix Must Recommend Expulsion(Mandatory) Shall Recommend Expulsion Unless Particular Circumstances Render Inappropriate - Possessing drugs/knife(Expulsion Expected) May Recommend Expulsion(Discretionary) - Disruption

  48. Two Definitions: Must punish/expel Must intervene Zero Tolerance

  49. Administrator Recommendation of Expulsion Matrix Must Recommend Expulsion(Mandatory) Shall Recommend Expulsion UnlessParticular Circumstances Render Inappropriate- Based on Developmental Concerns and Safety (Expulsion May Be Needed) May Only Recommend ExpulsionIf No Other Safe Intervention (Discretionary)

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